64% :Trenton High School. School Grade A; AYP-No. *FCAT Level 3 and Above: Reading-80%; Math-

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1 I. Current School Status: A. School Information: 1. School-Level Information: a. School: Trenton High School b. Principal's name: Cheri Langford c. School Advisory Council chair's name: Heather Rucker d. Names and position titles of the School-based Leadership Team (SBLT): Name Title Mac Rendek Middle School Reading Christine Smith High School Reading Ashley Young High School AG John Yencho High School CTE Janice Grant Middle School Science Donn Keels High School Science Larry Rawlings Middle School Social Studies Chris Robinson High School Social Studies Sarah Rendek Middle School ELA Sue Reed High School ELA Jennifer Verhaeren Reading Coach Tiffany VunCannon Teacher Support Colleague 2. District-Level Information: a. District: Gilchrist b. Superintendent's name: Mr. Robert G Rankin c. Date of school board approval of SIP: 10/01/2014 B. School Advisory Council (SAC): This section meets the requirements of Section 1114(b)(1), P.L , NCLB, codified at 20 U.S.C. 6314(b). 1. Describe the membership of the SAC including position titles: The SAC is comprised of the principal, staff, parents and students. 2. Describe the involvement of the SAC in the development of this school improvement plan: Members of the SAC worked together to identify areas for improvement and make recommendations for goals in various components of the SIP. 3. Describe the activities of the SAC for the upcoming school year: The SAC will meet regularly to monitor the school s progress toward the goals set forth in the SIP. 4. Describe the projected use of school improvement funds and include the amount allocated to each project: 5. Verify that your school is in compliance with Section , F.S., regarding the establishment duties of the School Advisory Council by selecting one of the boxes below: In Compliance 6. If no, describe the measures being taken to comply with SAC requirements: C. Highly Qualified Staff: This section meets the requirements of Sections 1114(b)(1)(C) and 1115(c)(1)(E), P.L , NCLB, codified at 20 U.S.C. 6314(b). 1. Administrators: a. Administrators: 2 b. Receiving Effective rating or higher: (not entered because basis is < 10) c. For each of your school's administrators (principal and all assistant principals), complete the following fields: Administrator Credentials Performance Record Cheri Langford Principal Master's in Educational Leadership Certification: *Ed. Leadership (All Levels) *Elem. Ed. (Grades 1-6) Years as Administrator: 7 Years at Current School: :Trenton High School School Grade: A; AYP-No *FCAT Level 3 and Above: Reading-74; Math- 84; Science-66; *Learning Gains: Reading-67; Math-74; *Lowest 25 Learning Gains: Reading- 66;Math :Trenton High School School Grade: B; AYP-No *FCAT Level 3 and Above: Reading-75;Math- 82; Science-70 *Learning Gains: Reading-64; Math-77 *Lowest 25 Learning Gains: Rdg-48; Math :Trenton High School School Grade: A; AYP-No *FCAT Level 3 and Above: Reading-82;Math- 84; Science-58 *Learning Gains: Reading-70; Math-74 *Lowest 25 Learning Gains: Rdg-69; Math- 64

2 Linda Gartin Asst Principal Master's Degree in Educational Leadership Bachelor of Arts in Education Certification: *Ed. Leadership (All Levels) *Mathematics (Grades 5-9) *Elem. Ed. (Grades 1-6) Years as Administrator: 3 Years at Current School: :Trenton High School School Grade: A; AYP-No *FCAT Level 3 and Above: Reading-81; Math- 87; Science-68 *Learning Gains: Reading-61; Math-79 *Lowest 25 Learning Gains: Rdg-50; Math :Trenton High School School Grade: B; AYP-No *FCAT Level 3 and Above: Reading-80; Math- 80; Science-69 *Learning Gains: Reading-62; Math-66 *Lowest 25 Learning Gains: Rdg-47; Math :Trenton High School School Grade: B *FCAT Level 3 and Above: Reading-69; Math- 68; Science-63 *Learning Gains: Reading-72; Math-72 *Lowest 25 Learning Gains: Rdg-71; Math : Trenton High School School Grade: Pending *FCAT Level 3 and Above: Reading-76; Math- 72 AMO targets met for all subgroups except Students with Disabilities : Bell Elementary School Grade A; AYP-No *FCAT Level 3 and Above: Reading-87; Math-87; Writing-89; Science-65 *Learning Gains: Reading-69; Math-64 *Lowest 25 Learning Gains: Rdg-69; Math : Bell Elementary School Grade: A; AYP-No FCAT Level 3 and Above: Reading-62; Math- 73 *Learning Gains: Reading-66; Math-79 *Lowest 25 Learning Gains: Rdg-76; Math : Trenton High School School Grade: Pending *FCAT Level 3 and Above: Reading-76; Math- 72 AMO targets met for all subgroups except Students with Disabilities 2. Instructional Coaches: a. Instructional Coaches: 2 b. Receiving Effective rating or higher: (not entered because basis is < 10) c. For each of your school's instructional coaches, complete the following fields: Coach Credentials Performance Record Jennifer Verhaeren Part-time School-based Areas: Reading/Literacy Tiffany VunCannon Part-time School-based Areas: Mathematics, Science, Other Part-time District-based Areas: B.S. Social Science Education Reading Endorsement, Grades K-12 Social Science, Grades 6-12 Middle Grades Social Science 5-9 Middle Grades General Science 5-9 Years as Coach: 0 Years at Current School: 0 Degrees: B.S. Computer Science, Mars Hill College, Mars Hill, NC M.S. Educational Leadership and Policy Studies, Florida State University, Tallahassee, FL Certifications: Educational Leadership (all levels) Mathematics (grades 6-12) Computer Science (grades K-12) Business Education (grades 6-12) Exceptional Student Education (grades K-12) Years as Coach: 0 Years at Current School: 7 Years as Coach: Years at Current School:

3 3. Classroom Teachers: a. of classroom teachers: 40 b. receiving effective rating or higher: 39, 98 c. Highly Qualified Teacher (HQT), as defined in 20 U.S.C. 7801(23): 36, 90 d. certified in-field, pursuant to Section (2), F.S.: 29, 73 e. ESOL endorsed: 4, 10 f. reading endorsed: 4, 10 g. with advanced degrees: 14, 35 h. National Board Certified: 0, 0 i. first-year teachers: 0, 0 j. with 1-5 years of experience: 8, 20 k. with 6-14 years of experience: 11, 28 l. with 15 or more years of experience: 21, Education Paraprofessionals, pursuant to s (2)(e): a. of paraprofessionals: 5 b. Highly Qualified, as defined in 20 U.S.C. 6319(c): 5, Other Instructional Personnel: a. of instructional personnel not captured in Administrators, Instructional Coaches, Classroom Teachers or Education Paraprofessionals: 3 b. receiving effective rating or higher: (not entered because basis is < 10) 6. Teacher Recruitment and Retention Strategies: This section meets the requirements of Section 1114(b)(1)(E), P.L , NCLB, codified at 20 U.S.C. 6314(b). a. Describe your school's strategies to recruit and retain highly qualified, certified-in-field, effective teachers to the school; include the person responsible.: The principal and assistant principal are responsible for recruiting and retaining highly qualified teachers for Trenton High School. School administrators attend career fairs to meet and recruit highly qualified teacher candidates. Job openings are advertised on the school district's website and in local newspapers. School administrators carefully review applications, and resumes and conduct thorough interviews to identify top candidates for teaching positions. To maintain a high retention rate, school-based administrators ensure that all teachers receive the support they need by assigning mentors to help newly-hired teachers, and by providing professional development opportunities for faculty members based on specific needs. In addition, teachers receive support and targeted training from academic coaches. 7. Teacher Mentoring Program/Plan: This section meets the requirements of Sections 1114(b)(1)(D) and 1115(c)(1)(F), P.L , NCLB, codified at 20 U.S.C. 6314(b). a. Describe your school's teacher mentoring program/plan including the rationale for pairings and the planned mentoring activities: Gilchrist County School District has adopted a district wide Mentor program. The program outlines the roles and responsibilities for the new educator and their assigned mentee. All new teachers hired at Trenton High School are paired with a mentor teacher with a minimum of three years of teaching experience. Mentors and mentees are paired based on similar teaching experiences, i.e. grade levels, subject taught, or specialized area. The GCSD Mentor plan outlines specific monthly discussion topics, along with a monthly meeting notice, which must be signed and dated by both participants. The mentees have a minimum of four classroom observations conducted by the mentor throughout the school year. D. Multi-Tiered System of Supports (MTSS) / Response to Instruction/Intervention (RtI): This section meets the requirements of Sections 1114(b)(1)(B)(i)-(iv) and 1115(c)(1)(A)-(C), P.L , NCLB, codified at 20 U.S.C. 6314(b). 1. Describe your school's data-based problem-solving processes for the implementation and monitoring of your MTSS and SIP structures to address effectiveness of core instruction, resource allocation (funding and staffing), teacher support systems, and small group and individual student needs: Teachers, guidance counselors, and administrators participate in bi-weekly MTSS meetings where the problem solving team analyzes data to identify students in need of support. At each meeting, teachers present student data as evidence of problem areas. Once a problem has been identified, the team utilizes the problem solving process to develop an action plan. Ultimately, supports are designed and interventions are implemented. Student progress is monitored over time, and data is gathered through Skyward and FCAT Testmaker progress monitoring reports. Student data is analyzed at each meeting, and instructional and behavioral supports are adjusted accordingly. 2. What is the function and responsibility of each school-based leadership team member as related to the school's MTSS and the SIP? : The school based MTSS leadership team consist of the following members: Cheri Langford, Principal Linda Gartin, Assistant Principal Ray Stoel, Dean of Students - PBS Coach Erin Whitaker - High School Guidance Alana Susi - Middle School Guidance Jennifer Verhaeren - Reading Coach Tiffany Vuncannon - Teacher Support Colleague Sharon Langford - Truancy Officer District Office Staff when needed 3. Describe the systems in place that the leadership team uses to monitor the fidelity of the school's MTSS and SIP: The leadership team participates in bi-weekly MTSS meetings where data is analyzed and the problem-solving process is implemented. School administrators conduct classroom observations to monitor the effectiveness of core instruction and ensure the fidelity of supplemental and intensive supports. Progress monitoring data from FCAT Testmaker reports and FCIM assessments are analyzed by the leadership team to monitor the school's implementation of the MTSS and the SIP. 4. Describe the data source(s) and management system(s) used to access and analyze data to monitor the effectiveness of core, supplemental, and intensive supports in reading, mathematics, science, writing, and engagement (e.g., behavior, attendance): FCAT Testmaker is used to assess the progress of all students in reading, math, and science. Student achievement and benchmark data from

4 FCAT Testmaker is used to assess the progress of all students in reading, math, and science. Student achievement and benchmark data from FCAT Testmaker reports are also used to determine the effectiveness of core and supplemental instruction. Behavior and attendance tracking is done through Skyward. 5. Describe the plan to support understanding of MTSS and build capacity in data-based problem solving for staff and parents: Teachers receive initial and refresher training on MTSS each year facilitated by a member of the leadership team. In addition, teachers receive support from the leadership team, which includes instructional coaches, in disaggregating data and using the results to design instruction. During MTSS meetings, action plans are created which often include inviting parents to participate in the problem-solving process. E. Increased Learning Time/Extended Learning Opportunities: This section meets the requirements of Sections 1114(b)(1)(B)(ii)(II)-(III), 1114(b)(1)(I), and 1115(c)(1)(C)(i) and 1115(c)(2), P.L , NCLB, codified at 20 U.S.C. 6314(b). 1. Describe research-based strategies the school uses to increase the amount and quality of learning time and help provide an enriched and accelerated curriculum: Strategy Type Minutes Added to School Year Purpose Before or After School Program 32,000 Enrichment activities that contribute to a well-rounded education Strategy Description The 21st Century After School Program is offered free of charge to all Trenton High School students throughout the school year. The program operates from 3:15 pm - 6 pm each school day. Along with homework help, students participate in enrichment activities that contribute to a well-rounded education. How is data collected and analyzed to determine the effectiveness of this strategy? Who is responsible for monitoring implementation of this strategy? FCAT and EOC data of student participants is collected and analyzed to determine the impact of the program on student achievement. The 21st Century coordinator collects and analyzes the data. F. Literacy Leadership Team (LLT): 1. Identify the names and position titles of the members of your school-based LLT: Name Title Cheri Langford Principal Linda Gartin Assistant Principal Jennifer Verhaeren Reading Coach Leanne Alvarez Media Center Robin Cason Media Specialist Lucia Avila Reading Teacher Donn Keels Science Teacher Sue Reed English Teacher Chris Robinson Social Studies Teacher Tangela Rome Business Teacher Roberta Kreinbihl Language Arts Teacher Ryan Pass Science Teacher Janice Grant Science Teacher 2. Describe how the school-based LLT functions (e.g., meeting processes, roles, functions): The Literary Leadership Team meets to discuss ways that literacy can be integrated throughout all classes at Trenton Middle/High School. 3. What will be the major initiatives of the LLT this year?: The LLT has two major initiatives. First, the LLT will work with teachers to give them helpful strategies to make sure proficient students in the Reading classrooms show a minimum of one year's growth. Second, our efforts will continue to focus on our bottom quartile students, especially our SWD students, making sure they are showing at least one year's growth. We will also continue to celebrate literary and reading throughout the entire THS campus through Literacy Week and the rewards program for Accelerated Reader, coordinated by Mrs. Alvarez. G. Every Teacher Contributes to Reading Improvement: 1. Describe how the school ensures every teacher contributes to the reading improvement of every student: At Trenton High School, every teacher contributes to the reading improvement of every student. Data analysis of FCAT Reading Test results by the faculty is an ongoing process. Teachers identify students strengths and weaknesses and use that information to drive classroom instruction. Additionally, all teachers create a yearly reading goal in their Individual Professional Development Plan. All students at THS in grades 6-9 receive instruction in a Reading classroom at his or her instructional level. Students in Grade 10 that made a Level 1 or 2 on the FCAT Reading from the previous year receive instruction in an Intensive Reading classroom. Students in grades 11 and 12 who have yet to achieve proficiency on the FCAT continue to receive intensive reading instruction. Progress monitoring of reading skills happens multiple times throughout the school year in the forms of FCAT Testmaker and Nine Weeks and End of Course Exams. Reading skills needing improvement are identified, taught, and reviewed. Those skills are then monitored and measured through monthly FCIM, Florida Continuous Improvement Model, tests. Teachers at THS receive numerous professional development opportunities designed to improve reading instruction for every student. Monthly meetings with the school s Reading Coach instruct teachers on best practices for developing reading skills and strategies. Monthly early release days and weekly morning meetings also provide opportunities for teachers to analyze progress monitoring data and review reading strategies. The Literacy Team, made up of teachers from each content area, focuses on bringing literacy into every aspect of the classroom. During the summer of 2013, teachers received additional professional development from Dr. John Collins, author of Improving Student Performance through Writing and Thinking across the Curriculum. Teachers also received training about implementing the Common Core Standards. All teachers regardless of subject area are required to complete a CIS (Comprehensive Instructional Sequence) Model for their students at least once each nine weeks. Teachers are encouraged to promote literacy in their classrooms through a print rich environment, with classroom libraries and word walls. Teachers also collaborate between instructional areas, sharing strategies for reading instruction.

5 H. Preschool Transition: This section meets the requirements of Sections 1114(b)(1)(G) and 1115(c)(1)(D), P.L , NCLB, codified at 20 U.S.C. 6314(b). 1. Describe strategies for assisting preschool children in transition from early childhood programs to local elementary school programs, as applicable: I. College and Career Readiness: This section meets the requirements of Sections 1114(b)(1)(B)(iii)(I)(aa)-(cc), P.L , NCLB, codified at 20 U.S.C. 6314(b). 1. How does the school incorporate applied and integrated courses to help students see the relationships between subjects and relevance to their future?: Students in 6th, 7th and 8th grade get to experience each of the Career Classes offered at Trenton High School. Students in 6th grade spend one nine weeks in the business lab, while 7th graders spend one nine weeks in Construction class and 8th graders in Engineering. All students in grades 6-8 spend one nine weeks in an integrated agriculture class. Then at the completion of 8th grade students apply to an academy either in Trenton or Bell. Students are interviewed and selected based on grades and interest. Many of these programs offer industry certification college credit and a certification a student can take right to the work place. Teachers at Trenton High School have had training on how to make their courses real world and to relate their content standard to 21st Century Skills. Teachers strive to make cross curricular connections for students in math, science, reading, history and English. THS teachers have participated in STEM (Science, Technology, Engineering and Math) integration training through Dr. Chew. This hands-on approach assists teachers in allowing students to make the connections and discoveries on their own, while the teacher acts as a facilitator and guides the students through the use of questions. 2. How does the school promote academic and career planning, including advising on course selections, so that each student's course of study is personally meaningful?: Annual Career Day for middle school students Academic advising for dual enrollment students Consult with local college advisers to ensure students are on track for AA or AS degree Student schedules are reviewed at least two times per year to ensure students are on track for graduation, industry certification, Bright Future's All 8th grade students participate in a Career Education Course called the Career Planner. Students use the Career Choices program. Parents and students participate in a registration night where they meet with the guidance counselor and review course opportunities 3. Describe strategies for improving student readiness for the public postsecondary level based on annual analysis of the High School Feedback Report ( which is maintained by the Department of Education, pursuant to Rule 6A , F.A.C: Based on the 2011 High School Feedback Report, it appears Trenton High School needs to increase the number of students taking level 3 high school math and science courses. While the percentage of graduates who completed a dual enrollment math or science course is above the state average, there is a need to increase the percentage of students taking advantage of level 3 high school courses. The state s new diploma designations should assist Florida s high schools with increasing student involvement in these courses. Trenton High School has added multiple level three courses for the school year, and will be adding many more in the future. AG biotech and AG Foundations are two examples of new level 3 courses offered at Trenton High School, which will improve student readiness for the post secondary level. II. Expected Improvements: This section meets the requirements of Sections 1114(b)(1)(A),(H), and (I), and 1115(c)(1)(A), P.L , NCLB, codified at 20 U.S.C. 6314(b). A. Area 1: Reading: 1. Annual Measurable Objectives (AMOs) - Students scoring at or above Level 3 on FCAT 2.0, or scoring at or above Level 4 on FAA: Group 2013 Target 2013 Actual Target Met? 2014 Target All Students Yes 75 American Indian Asian Black/African American Yes 45 Hispanic Yes 56 White Yes 78 English language learners Students with disabilities No 52 Economically disadvantaged Yes Florida Comprehensive Assessment Test 2.0 (FCAT 2.0): Students scoring at Achievement Level Students scoring at or above Achievement Level Florida Alternate Assessment (FAA): Students scoring at Levels 4, 5, and Students scoring at or above Level

6 4. Learning Gains: Students making learning gains (FCAT 2.0 and FAA) Students in lowest 25 making learning gains (FCAT 2.0) Comprehensive English Language Learning Assessment (CELLA): Students scoring proficient in listening/speaking (students speak in English and understand spoken English at grade level in a manner similar to non-ell students) Students scoring proficient in reading (students read grade-level text in English in a manner similar to non-ell students) Students scoring proficient in writing (students write in English at grade level in a manner similar to non-ell students) 6. Postsecondary readiness: On-time graduates scoring "college ready" on the Postsecondary Education Readiness Test (P.E.R.T.) or any college placement test authorized under Rule 6A , F.A.C. B. Area 2: Writing: 2012 Actual 2012 Actual Florida Comprehensive Assessment Test 2.0 (FCAT 2.0) Students scoring at or above Florida Alternate Assessment (FAA) Students scoring at or above Level C. Area 3: Mathematics: 1. Elementary and Middle School Mathematics: a. Annual Measurable Objectives (AMOs) - students scoring at or above Level 3 on FCAT 2.0 and EOC assessments, or scoring at or above Level 4 on FAA: Group 2013 Target 2013 Actual Target Met? All Students Yes 73 American Indian Asian Black/African American Yes 51 Hispanic Yes 75 White Yes 75 English language learners Students with disabilities No 54 Economically disadvantaged Yes 66 b. Florida Comprehensive Assessment Test 2.0 (FCAT 2.0): 2014 Target Students scoring at Achievement Level Students scoring at or above Achievement Level c. Florida Alternate Assessment (FAA): Students scoring at Levels 4, 5, and Students scoring at or above Level d. Learning Gains:

7 Learning Gains Students in lowest 25 making learning gains (FCAT 2.0 and EOC) Middle School Acceleration (This target includes Algebra I, Geometry, and Biology): Middle school participation in high school EOC and industry certifications Middle school performance on high school EOC and industry certifications High School Mathematics: a. Annual Measurable Objectives (AMOs) - students scoring at or above Level 3 on EOC assessments, or scoring at or above Level 4 on FAA: Group 2013 Target 2013 Actual Target Met? All Students Yes 73 American Indian Asian Black/African American Yes 51 Hispanic Yes 75 White Yes 75 English language learners Students with disabilities No 54 Economically disadvantaged Yes 66 b. Florida Alternate Assessment (FAA): 2014 Target Students scoring at Levels 4, 5, and Students scoring at or above Level c. Learning Gains: 2012 Actual 2012 Actual Students making learning gains (EOC and FAA) Students in lowest 25 making learning gains (EOC) d. Postsecondary readiness: On-time graduates scoring "college ready" on the Postsecondary Education Readiness Test (P.E.R.T.) or any college placement test authorized under Rule 6A , F.A.C. 4. Algebra I End-of-Course Assessment (EOC): 2012 Actual 2012 Actual Students scoring at Achievement Level Students scoring at or above Achievement Level Geometry End-of-Course Assessment (EOC): Students scoring at Achievement Level Students scoring at or above Achievement Level D. Area 4: Science: 1. Elementary School Science: a. Florida Comprehensive Assessment Test 2.0 (FCAT 2.0):

8 a. Florida Comprehensive Assessment Test 2.0 (FCAT 2.0): Students scoring at Achievement Level 3 Students scoring at or above Achievement Level 4 b. Florida Alternate Assessment (FAA): Students scoring at Levels 4, 5, and 6 Students scoring at or above Level 7 2. Middle School Science: a. Florida Comprehensive Assessment Test 2.0 (FCAT 2.0): Students scoring at Achievement Level Students scoring at or above Achievement Level b. Florida Alternate Assessment (FAA): Students scoring at Levels 4, 5, and Students scoring at or above Level High School Science: a. Florida Alternate Assessment (FAA): Students scoring at Levels 4, 5, and Students scoring at or above Level Biology I End-of-Course Assessment (EOC): Students scoring at Achievement Level Students scoring at or above Achievement Level E. Area 5: Science, Technology, Engineering, and Mathematics (STEM): 1. All levels: of STEM-related experiences provided for students (e.g. robotics competitions; field trips; science fairs) 7 10 Participation in STEM-related experiences provided for students High schools: Students enrolling in one or more accelerated STEM-related courses Completion rate () for students enrolled in accelerated STEM-related courses Students taking one or more advanced placement exams for STEM-related courses CTE-STEM program concentrators Students taking CTE-STEM industry certification exams Passing rate () for students who take CTE-STEM industry certification exams F. Area 6: Career and Technical Education (CTE): Students enrolling in one or more CTE courses Students who have completed one or more CTE courses who enroll in one or more accelerated courses

9 Completion rate () for CTE students enrolled in accelerated courses Students taking CTE industry certification exams Passing rate () for students who take CTE industry certification exams CTE program concentrators CTE teachers holding appropriate industry certifications G. Area 7: Social Studies (Area 7 will not be completed in ): 1. U.S. History End-of-Course Assessment (EOC): Students scoring at Achievement Level 3 Students scoring at or above Achievement Level 4 2. Civics End-of-Course Assessment (EOC): Students scoring at Achievement Level 3 Students scoring at or above Achievement Level 4 H. Area 8: Early Warning Systems: 1. Elementary School Indicators: Students who miss 10 percent or more of available instructional time Students retained, pursuant to s , F.S. Students who are not proficient in reading by third grade Students who receive two or more behavior referrals Students who receive one or more behavior referrals that lead to suspension, as defined in s (5), F.S. 2. Middle School Indicators: Students who miss 10 percent or more of available instructional time Students who fail a mathematics course Students who fail an English Language Arts course Students who fail two or more courses in any subject Students who receive two or more behavior referrals Students who receive one or more behavior referrals that leads to suspension, as defined in s (5), F.S. 3. High School Indicators: Students who miss 10 percent or more of available instructional time Students in ninth grade with one or more absences within the first 20 days Students in ninth grade who fail two or more courses in any subject Students with grade point average less than Students who fail to progress on-time to tenth grade Students who receive two or more behavior referrals Students who receive one or more behavior referrals that leads to suspension, as defined in s (5), F.S. 4. Graduation: Actual 2012 Actual

10 Students dropping out of school, as defined in s (9), F.S Students graduating in 4 years, using criteria for the federal uniform graduation rate defined in the Code of Federal Regulations at 34 C.F.R (b) Academically at-risk students graduating in 4 years, as defined in Rule 6A , F.A.C Students graduating in 5 years, using criteria defined at 34 C.F.R (b) I. Area 9: Parent Involvement: 1. Describe parental involvement targets for your school: 2. Specific Parental Involvement Targets: J. Area 10: Additional Targets: 1. Description of additional targets: 2. Specific Additional Targets: K. Problem Solving: Goal: Increase student learning gains on state assessments in reading. Supported Areas: Reading - AMO's, Reading - FCAT2.0, Reading - FAA, Reading - Learning Gains, Reading - CELLA, Reading - Postsecondary Readiness Resources Reading Coach to provide professional development and model effective instructional strategies for classroom teachers., District staff to coordinate and provide professional development for classroom teachers., School administrators to conduct classroom observations and provide formative feedback to teachers on instructional techniques. During classroom observations, school-based administrators will also monitor the utilization of learning goals/scales, the appropriate use of complex informational text, and the Comprehension Instructional Sequence Model to ensure that all students are receiving sound reading instruction., Frequent progress monitoring via FCAT Test Maker and FCIM assessments to guide instruction., MTSS to conduct problem solving for struggling students and design research-based interventions. Monitor Goal Who What When Evidence School administrators, Reading Coach Increased student learning gains in reading Quarterly FCAT Test Maker Reports, FAIR results, FCIM assessment results, STAR Reading Reports Unselected Barriers Time/scheduling Selected Barrier: New teachers that have not received training in the CIS Model, Common Core or Marzano. Strategy: New teachers will receive professional development and have the opportunity to observe master teachers. Action Step: Who What When Evidence PD Monitor Fidelity Reading Coach School Administrators Monitor Effective School Administrators Professional Development in the CIS Model Planning Time What When Evidence Reading Coach will offer PD on the CIS Model During bi-weekly meetings with the Reading Coach What When Evidence Classroom Teacher effectively implements the CIS Model for reading instruction Classroom Observation Reading Coach reports completion to school administrators. Administrators observe the teacher using the CIS model effectively for classroom instruction. Reading Coach Report Teacher reaches "Applying" or higher on the Marzano observation instrument. Goal: Supported Areas: Resources Increase student learning gains on state assessments in Math. Math - Elementary and Middle School, Math - Elementary and Middle AMO's, Math - Elementary and Middle FCAT 2.0, Math - Elementary and Middle FAA, Math - Elementary and Middle Learning Gains, Math - High School AMO's, Algebra 1 EOC, Geometry EOC Teacher Resource Colleague to conduct professional development and model instructional best practices., School Administrators to conduct classroom observations and provide formative feedback to teachers on instructional practices., District Staff to coordinate professional development opportunities Monitor Goal Who What When Evidence School Administrators Increased student learning gains in Math Quarterly FCAT Test Maker progress monitoring reports, FCIM assessment results Selected Barrier: Students have deficits in foundational skills and many lack a conceptual understanding of mathematical principles. Strategy: Provide professional development for math teachers in differentiated instruction. Action Step: Who What When Evidence PD Teacher Support Colleague (TSC) Professional Development for Math teachers in Differentiated Instruction During planning periods Monitor Fidelity What When Evidence TSC reports to school administrators

11 School Administrators Math PD Bi-weekly TSC Report to Administrators meetings with TSC Monitor Effective What When Evidence School Administrators Effective differentiated math instruction Classroom Observations Math teachers will reach "Applying" or higher on the Marzano evaluation instrument for classroom observations. Goal: Supported Areas: Resources Increase student enrollment in and successful completion of high school level 3 science and math classes. EWS - High School, EWS - Graduation Guidance & Teachers New Diploma Designations Increased participation in STEM/BRIDGES through NEFEC Rigor with CCSS Monitor Goal Who What When Evidence School Administrators, Guidance Counselor Increased enrollment in and successful completion of level 3 science and math courses. Annually Enrollment reports and grades Unselected Barriers Students prefer to take dual enrollment classes in order to receive college credits. Goal: Students with Disabilities subgroup will meet the AMO targets in reading and math for Supported Areas: Reading - AMO's, Reading - FCAT2.0, Reading - Learning Gains, Math - Elementary and Middle AMO's, Math - Elementary and Middle FCAT 2.0, Math - Elementary and Middle Learning Gains Resources ESE teacher as support facilitator in middle school Language Arts and Math classes., Differentiated online reading instruction with Achieve 3000 for struggling readers Monitor Goal Who What When Evidence Unselected Barriers Many students in the SWD subgroup are performing two or more years below grade level in Math and Reading. II. Coordination and Integration: This section meets the requirements of Sections 1114(b)(1)(J) and 1115(c)(1)(H), P.L , NCLB, codified at 20 U.S.C. 6314(b). A. Describe how federal, state, and local funds, services, and programs will be coordinated and integrated in the school. Include Title I, Part A; Title I, Part C Migrant; Title I, Part D; Title II; Title III; Title VI, Part B; Title X Homeless; Supplemental Academic Instruction (SAI); violence prevention programs; nutrition programs; housing programs; Head Start; adult education; CTE; and job training, as applicable to your school: Integration of federal, state, and local initiatives occurs through the continuous collaboration of school and district staff. Instructional leaders meet at a minimum on a monthly basis. Services and resources are targeted based on continuous review of data and needs assessment. Students at this school benefit from the integration of services and collaboration with Title I, Part A. Although this is not a Title I school, homeless students within this school are served by Title I, Part A set-aside funds that are used to remove barriers for homeless students and unaccompanied youth. Students benefit from the coordination of services with Title I, Part C Migrant Programs. The LEA`s Title I Director and curriculum directors collaborate & coordinate with the Alachua Multi-County Migrant Program in order to ensure that migrant students in each school receive services on the same basis as other children who are not highly mobile. Integration of services under Title II, Part A provides students with the benefit of reduced class size, reading coaches, training opportunities for teachers and principals, and enhanced instruction due to improvements in the number of highly effective, in-field teachers. Our school collaborates with Title II to provide ongoing in-service & professional development / training to assist teachers & paraprofessionals in core academic subject areas such as reading, writing, math, or science in meeting the requirements needed to become highly qualified or maintain HQT status. Funding is not provided under Title III in our small and rural school. However, students are benefited from the availability of a curriculum director that coordinates services for ESOL students. This ensures that materials are available in alternate languages, services meet the needs of ESOL/ELL/LEP students and families, and that these students are able to achieve on the same level as their English speaking peers. 21st CCLC after-school and summer programs authorized under Title IV, Part B ensure that students receive supplement academic and enrichment opportunities through Project Based Learning and hands-on learning experiences. Title VI Rural and Low Income Schools funding supports additional professional development supported by student performance data. This supplemental training enhances the effectiveness of teachers and supports instructional improvements. Integration & coordination of services provided to students under Title X ensures that homeless students receive services on the same basis as other children. Although our school/district does not normally receive funding under Title X, Title I Part A funds are used each year to improve identification of children and unaccompanied youth living in homelessness. Carl Perkins Secondary and Rural/Sparsely Populated projects support the enhancement of services to students in career and technical education programs and academies. These projects support supplementary supplies, equipment, and software for CTE students. In addition, professional development for CTE teachers is provided through collaboration with this project. Industry certifications, travel costs, and other fees are supported through the coordination and integration of these funds. V. Professional Development: This section will satisfy the requirements of Sections 1114(b)(1)(D) and 1115(c)(1)(F), P.L , NCLB, codified at 20 U.S.C. 6314(b), by demonstrating high-quality and ongoing professional development for teachers, principals, and paraprofessionals and, if appropriate, for pupil services personnel, parents, and other staff is being offered to enable all children in the school to meet the State's student academic achievement standards. A. For each professional development activity identified in Part II as a strategy to eliminate or reduce a barrier to a goal, provide the following information:: Item 1: Professional Development in the CIS Model 1. Related Goal, Barrier and Strategy: Increase student learning gains on state assessments in reading. New teachers that have not received training in the CIS Model, Common Core or Marzano. New teachers will receive professional development and have the opportunity to observe master teachers.

12 2. Topic, focus, and content (action step): Professional Development in the CIS Model 3. Facilitator or leader: Reading Coach 4. Participants (e.g., Professional Learning Community, grade level, schoolwide): All new teachers. 5. Target dates or schedule (e.g., early release day, once a month): Planning Time 6. Strategies for follow-up and monitoring, including person responsible: Reading Coach reports completion to school administrators. Administrators observe the teacher using the CIS model effectively for classroom instruction. Person Responsible: Reading Coach Item 2: Professional Development for Math teachers in Differentiated Instruction 1. Related Goal, Barrier and Strategy: Increase student learning gains on state assessments in Math. Students have deficits in foundational skills and many lack a conceptual understanding of mathematical principles. Provide professional development for math teachers in differentiated instruction. 2. Topic, focus, and content (action step): Professional Development for Math teachers in Differentiated Instruction 3. Facilitator or leader: Teacher Support Colleague 4. Participants (e.g., Professional Learning Community, grade level, schoolwide): Math Teachers 5. Target dates or schedule (e.g., early release day, once a month): During planning periods 6. Strategies for follow-up and monitoring, including person responsible: TSC reports to school administrators Person Responsible: Teacher Support Colleague (TSC) V. Budget: A. Based on the strategies identified during the problem-solving process, create a budget for each school-funded activity including: