Charter school version

2015-2016 School Improvement Plan (SIP) - CHARTER SCHOOL VERSION

School Improvement Plan (SIP)
CHARTER SCHOOL VERSION
Proposed for 2015-2016

A charter school that receives a school grade of “D” or “F” pursuant to Section 1008.34(2), F.S.,

must develop and submit a school improvement plan to its sponsor.

School Name: Somerset Preparatory Academy Charter School at North Lauderdale

Location Number: 5003 and 5006

2015-2016 SCHOOL IMPROVEMENT PLAN
PART I: CURRENT SCHOOL STATUS
School Information

School Name: (5003) Somerset Preparatory Academy Charter School at North Lauderdale	District Name: Broward
Principal: Donyale F. McGhee	Superintendent: Mr. Robert Runcie
Governing Board Name: Andreina D. Figueroa	Date of School Board Charter Approval: 2010

Student Achievement Data and Reference Materials:
The following links will open in a separate browser window.

School Grades Trend Data

Florida Comprehensive Assessment Test (FCAT)/Statewide Assessment Trend Data

High School Feedback Report

K-12 Comprehensive Research Based Reading Plan

Administrators
List your school’s administrators and briefly describe their certification(s), number of years at the current school, number of years as an administrator, and their prior performance record with increasing student achievement at each school. Include history of School Grades, FCAT/statewide assessment performance (percentage data for achievement levels, learning gains, Lowest 25%), and ambitious but achievable annual measurable objective (AMO) progress.

Position	Name		Degree(s)/ Certification(s)		Number of Years at Current School	Number of Years as an Administrator		Prior Performance Record (include prior School Grades, FCAT/statewide assessment Achievement Levels, learning gains, lowest 25%), and AMO progress, along with the associated school year)
Principal		Donyale F. McGhee		Masters of Science in Educational Leadership from Nova Southeastern University Bachelor of Arts in Criminal Justice/Social Work from Florida A&M University			1		9	2014-2015 2013-2014 2012-2013 2011-2012 2010-2011 School Number 5003 5441 5441 5406 5406 School Grade TBA A C A A FCAT/FSA Reading Proficiency 61% 54% 68% 82% Lowest 25% Gains 77% 70% 82% 73% FCAT/FSA Math Proficiency 52% 45% 84% 88% Lowest 25% Gains 80% 53% 8% 89% Writing Proficiency 66% 52% 90% 97% FCAT Science Proficiency 39% 35% 51% 62%
Vice Principal		Joseph Parker		Master of Science in Educational Leadership from Baruch University Bachelor of Science in Economics from Illinois State University			3		13	2014-2015 2013-2014 2012-2013 2011-2012 2010-2011 School Number 5003 5003 5441 5441 5406 School Grade TBA D C B A FCAT/FSA Reading Mastery 39% 54% 50% 82% Lowest 25% Gains 59% 70% 82% 73% FCAT/FSA Math Mastery 29% 45% 49% 88% Lowest 25% Gains 58% 53% 62% 89% Writing 33% 52% 88% 97% FCAT Science Mastery 27% 35% 33% 62%
Assistant Principal		Judith Alegre		Educational Specialist in Educational Leadership from Nova Southeastern University Masters of Science in Political Science from Florida International University Bachelor of Arts in Political Science and Spanish from University of Florida			1		1	2014-2015 2013-2014 2012-2013 2011-2012 2010-2011 School Number 5003 5441 5441 5441 N/A School Grade TBA A C B FCAT/FSA Reading Proficiency 61% 54% 50% Lowest 25% Gains 77% 70% 82% FCAT/FSA Math Proficiency 52% 45% 49% Lowest 25% Gains 80% 53% 62% Writing Proficiency 66% 52% 88% FCAT Science Proficiency 39% 35% 33%

Instructional Coaches

List your school’s instructional coaches and briefly describe their certification(s), number of years at the current school, number of years as an instructional coach, and their prior performance record with increasing student achievement at each school. Include history of School Grades, FCAT/statewide assessment performance (percentage data for achievement levels, learning gains, Lowest 25%), and ambitious but achievable annual measurable objective (AMO) progress. Instructional coaches described in this section are only those who are fully released or part-time teachers in reading, mathematics, or science and work only at the school site.

Subject Area	Name		Degree(s)/ Certification(s)		Number of Years at Current School	Number of Years as an Instructional Coach		Prior Performance Record (include prior School Grades, FCAT/Statewide Assessment Achievement Levels, Learning Gains, Lowest 25%), and AMO progress along with the associated school year)
All Curriculum (6-12)		Janel Lebron		Masters of Arts in Educational Leadership from Nova Southeastern University Bachelor of Arts in Elementary Education from Florida Atlantic University			5		2	2014-2015 2013-2014 2012-2013 2011-2012 2010-2011 School Number 5003 5003 5003 5003 1311 School Grade TBA D C C A FCAT/FSA Reading Proficiency 39% 48% 48% 76% Lowest 25% Gains 59% 73% 79% 68% FCAT/FSA Math Proficiency 29% 42% 37% 77% Lowest 25% Gains 58% 60% 58% 72% Writing Proficiency 33% 50% 75% 96% FCAT Science Proficiency 27% 45% 69% 47%
All Curriculum (K-5)		Deanna Palonis		Master of Science in Reading from Walden University Bachelor of Science in Elementary Education from Kutztown University of Pennsylvania			2		2	2014-2015 2013-2014 2012-2013 2011-2012 2010-2011 School Number 5003 5409 5409 5409 5409 School Grade TBA A A - A FCAT/FSA Reading Proficiency 92 84 - 96 Lowest 25% Gains 67 33 - 33 FCAT/FSA Math Proficiency 82 49 - 85 Lowest 25% Gains 98 8 - 8 Writing Proficiency 33 30 - 75 FCAT Science Proficiency 20 86 - 55

Required components of the School Improvement Plan for Charter Schools

1. Mission Statement:

It is our mission here at Somerset Preparatory North Lauderdale, to empower all students to reach their maximum potential and render them productive citizens in our global society. We will strive to show compassion to all individuals, and maintain positive energy in order to provide a learning environment where success is the only option.

2. Academic Data:

Our calculations showed that the school’s total scores decreased during 2014 by 117 points when compared to 2013 when the school earned a “C” grade. 2013-2014 school year’s decrease placed the school at a “D” grade. The greatest contributors to the decrease were Math decreasing 20 points and Reading decreasing 33 points. Science decreased 18 points while Writing decreased 18 points. It is important to mention that there is a decreasing trend over the last two years in learning gains for Reading in both regular gains and the lowest 25% learning gains. Reading lowest 25% learning gains lost 20 points during the last two years while Reading regular gains also lost 20 points over the last two years (10 points per year). Math showed decreases on learning gains in the last year only for both regular gains and the lowest 25% learning gains. Math learning gains in the lowest 25% decreased by 1 point when compared to 2013, while the math regular learning gains showed a decrease of 6 points. This year’s school grade and points have not been released. Since only provisional data is available, plans will be reevaluated and modified once the final data is released.

The results are shown on the following tables:

Somerset Prep. North Lauderdale Percentage Passing Scores – FCAT/FSA
Grade Level	Reading (Achievement Level 3 & Above)					Mathematics (Achievement Level 3 & Above)					Science (Achievement Level 3 & Above)				Writing (Achievement Level 3 & Above)
	2011	2012	2013	2014	2015	2011	2012	2013	2014	2015	2012	2013	2014	2015	2012	2013	2014	2015
3	40	45	58	45	52	22	49	63	43	58	NA	NA	NA	NA	NA	NA	NA	N/A Averaged into ELA Score
4	38	51	60	43	35	30	29	73	46	28	NA	NA	NA	NA	30	52	51
5	35	41	37	24	35	25	30	25	20	36	17	35	19	48	NA	NA	NA
6	56	40	33	43	25	49	30	20	38	18	NA	NA	NA	NA	NA	NA	NA
7	53	64	48	33	44	61	46	32	19	24	NA	NA	NA	NA	NA	NA	NA
8	23	53	52	41	41	13	26	18	6	37	56	51	32	30	47	49	20
9	31	30	44	36	40	NA	NA	NA	NA	NA	NA	NA	NA	NA	NA	NA	NA
10	NA	20	27	38	18	NA	NA	NA	NA	NA	NA	NA	NA	NA	40	45	55

SPNL Percentage Passing Scores - EOCs
Exam	2011	2012	2013	2014	2015
Civics	N/A	N/A	N/A	44	57
US Hist.	N/A	N/A	51	23	70
Alg I (Mid)	N/A	85	89	36	100
Alg I (High)	36	23	46	29	60
Geom	N/A	29	54	43	40
Bio 9th	N/A	N/A	64	84	90
Bio 10th	N/A	N/A	50	N/A	41
Bio Overall	N/A	N/A	57	74	57

The colors are indicative of the growth shown from the previous to current year. If a drop occurred of less than 10 percent it will be indicated by a yellow fill. A red fill is indicative of a drop greater than 10 percentages.

3. Student Achievement Objectives

Provide the student achievement objectives included in the charter contract or most recent sponsor approved school improvement plan:

By June 2016, the percentage of students that achieve proficiency (level 3 or higher) in reading will increase by 10% By June 2016, the percentage of students that achieve proficiency in mathematics will increase by 10% By June 2016, the percentage of students that achieve proficiency in science will increase by 10%. By June 2016, the percentage of students in subgroups that achieve proficiency in reading and math will increase by 5%.

4. Student Performance Data Analysis

Provide a detailed analysis of the student performance data including academic performance by each subgroup:

See Section 2 Above. SUBGROUP BREAKDOWN FOR 2012-2013 Subgroup Reading % Proficient Math % Proficient Writing % Proficient Black 46 38 53 White 50 58 Hispanic 48 47 36 ELL 36 46 44 SWD 28 33 33 FRL 47 41 48 SUBGROUP BREAKDOWN FOR 2013-2014 Subgroup Reading % Proficient Math % Proficient Writing % Proficient Black 38 26 28 White 35 41 Hispanic 44 44 43 ELL 26 32 26 SWD 11 6 FRL 40 30 32 SUBGROUP BREAKDOWN FOR 2014-2015 Subgroup Reading % Proficient Math % Proficient Writing % Proficient Black 35 30 Writing was included in the ELA score this year. White 52 31 Hispanic 38 41 ELL 5 32 SWD 15 13 FRL 36 26

5. Student Performance Deficiency Plan

Provide a detailed plan for addressing each identified deficiency in student performance, including specific actions, person responsible, resources needed and timeline:

Reading To meet the needs of our K-8th students who scored below proficiency at a levels 1 and 2 on the Reading FCAT/FSA, the Journey’s curriculum is being utilized to provide students with remediation in four areas of reading acquisition ; phonics, fluency, vocabulary, and comprehension. This curriculum is aligned with the new Florida Standards and is an approved curriculum aligned with Broward County’s K-12 Reading Plan. For grades 3-8 additional curriculums were purchased to assist with improving phonics, grammar and vocabulary skills. Write Bright will allow students in grades K-5 to master the Conventions of Standard English critical for effective writing and success on all assessments. Through the use of these programs, students will enhance their phonics, vocabulary, composition, and grammar skills to increase reading fluency and writing ability, and thus raise student achievement. The district’s approved curriculum Science Fusion is used for Science, and Go Math, Mathletics, and Mountain Math are used for Mathematics. The middle school, grades 6th-8th, also uses the district’s approved Collections curriculum for Language Arts (ELA), along with the writing component included in the software program. The middle school also uses the Inside curriculum published by National Geographic as a Reading primary resource for all students and Rewards curriculum to address the phonics component, along with previously purchased Book Jams as a supplemental resource. MyOn electronical library has also been purchased for all students to use for reading. Daily bell ringers and exit slips will be used in all core subject areas in order to review and gauge skill acquisition for differentiated instruction. To help meet the needs of all students, technology programs have also been incorporated into the daily schedule. All grades will use Reading Plus. Students will use these programs during the allotted technology time as well as in their classroom. Resource teachers were hired to assist with pulling small groups. These groups were formed based on the 2014 FCAT and FAIR data. Once 2015 FSA data is released, the groups will be reformatted to meet student needs. The borderline students were the students that were just below the level of proficiency and these will be targeted during our free after school tutoring that will begin in October, continuing on until April. This program will target those students who scored below proficiency. In addition, pull-out and push-in sessions will begin in the month of October, continuing on until April. The program’s objective is targeted to those students who need intensive reading assistance in a small ratio, 6 to 1, daily focusing on their specific areas of concern. To assist with the increase demands of technology, each Reading and Math classrooms have increase the number of student computers for at least 10 to 12 computers which will be used for Reading Eggs (K-2), Reading Plus (3-5), Mathletics (K—8), USA Test Prep for EOCs, and the online components of Go Math, Mathletics, Khan Academy, Mountain Math, Collections and Science Fusion. Students will use these technology programs during the allotted time in classroom as well as in their technology class times. Reading Action Plan applies to all grade levels including all subgroups: Although 2015 FSA provisional data has been released, grouping and interventions have been formatted to meet student needs according to 3 year data. Accordingly, the following action plan has been set in place: 1. Students who scored levels 1 and 2 on the Reading 2014 FCAT, including all subgroups, will receive intensive reading daily, which will focus on the areas of decoding and/or text reading comprehension. 2. Intensive Reading pull-out and push-in sessions will commence October 2015 and will continue through April 2016 which consists of small group skill-focused remediation and instruction during the reading block and supplemental to the reading block time, provided by an interventionist. Our pull-outs occur during our students’ electives; the groups are based on the most current assessment data including FAIR and Stop, Drop, and Assess data, and are flexible to target particular deficiencies. 3. All core subject area teachers will use content based materials (i.e. content specific leveled readers) with reading groups in order to practice informational text and research skills. 4. According to the FCAT 2.0 Reading 2014, 3rd grade students were weakest in the Reading Application strand. Therefore, teachers will be implementing summary frames and other summarization strategies in order for students to learn how to deconstruct meaning from a text and then rephrase the reading into their own words. Students will use a close read approach to reading complex text and create text dependent questions in order to fully investigate the meaning within the text, along with author’s purpose and message. 5. According to the FCAT 2.0 Reading 2014, 4th grade students were weakest in the Informational Text/Research Process strand. Therefore, teachers will be implementing summary frames and other summarization strategies in order for students to learn how to deconstruct meaning from a text and then rephrase the reading into their own words. Students will use a close read approach to reading complex text and create text dependent questions in order to fully investigate the meaning within the text. Primary sources will be used based on the Journey’s curriculum to increase student exposure to non-fiction texts. 6. According to the FCAT 2.0 Reading 2014, 5th grade students were weakest in the Reading Application strand. Therefore, teachers will be implementing summary frames and other summarization strategies in order for students to learn how to deconstruct meaning from a text and then rephrase the reading into their own words. Students will use a close read approach to reading complex text and create text dependent questions in order to fully investigate the meaning within the text, along with author’s purpose and message. 7. According to the FCAT 2.0 Reading 2014, 6th grade students were weakest in the Informational Text/Research Process strand. Therefore, teachers will be implementing summary frames and other summarization strategies in order for students to learn how to deconstruct meaning from a text and then rephrase the reading into their own words. Students will use a close read approach to reading complex text and create text dependent questions in order to fully investigate the meaning within the text. Primary sources will be used based on the National Geographic Inside curriculum to increase student exposure to non-fiction texts. 8. According to the FCAT 2.0 Reading 2014, 7th grade students were weakest in the Reading Application strand and the Literary Analysis strand. Therefore, teachers will be implementing summary frames and other summarization strategies in order for students to learn how to deconstruct meaning from a text and then rephrase the reading into their own words. Students will use a close read approach to reading complex text and create text dependent questions in order to fully investigate the meaning within the text, along with author’s purpose and message. 9. According to the FCAT 2.0 Reading 2014, 8th grade students were weakest in the Reading Application strand. Therefore, teachers will be implementing summary frames and other summarization strategies in order for students to learn how to deconstruct meaning from a text and then rephrase the reading into their own words. Students will use a close read approach to reading complex text and create text dependent questions in order to fully investigate the meaning within the text, along with author’s purpose and message. 10. In order to meet the needs of proficient student scoring at or above a level 3 students will participate in novel studies through their Critical Thinking classes to meet College and Career Readiness objectives, students should complete short and/or extended literacy/research projects each semester incorporating a cross section of Florida State Standards in reading, writing, speaking and listening, and language. Through critical reading, writing, thinking, speaking, listening, and research, students engage in rigorous writing and research using print and multimedia resources, digital tools and strategies, project based learning, through extended interdisciplinary literacy sequences following the new FSA Standards. 11. Reading Plus, Readings Eggs, Write Bright and USA Test Prep will be used to practice skills and familiarize students with computer based testing. These online curriculums help students with individualized instruction for each student based on skill levels and abilities along with providing students with the opportunity to practice test taking skills and strategies to increase computer and keyboard fluency. 12. Professional development will be provided for all classroom teachers in vocabulary development, comprehension skills and strategies for struggling readers, Creating Independence through Student owned Strategies (CRISS), disaggregating data, differentiation of instruction, Marzano’s High-Yield Teaching Strategies, and differentiated instruction. 13. After school tutorial for all level I and II students will commence in October 2015 will continue through April 2016. Sessions are held after school from 3:30pm – 4:30pm. The program’s objective is targeted to those students who need intensive reading assistance in a small ratio, 6 to 1, daily focusing on their specific areas of concern as per the 2015 FSA results. 14. Incorporate a Stop, Drop, and Assess system to evaluate students’ progress, according to the benchmarks taught from the Instructional Focus Calendar, on a bi-weekly basis. Stop, Drop, and Assess is a bi-weekly testing time to monitor student progress with the core curriculum and a way for teachers and administrators to modify or enhance instruction for those particular students. 15. Conduct individual student data chats to highlight and discuss specific student strengths and their areas of concerns based on information displayed in the instructors’ data binders relating to specific skills gained from informal and formal testing. This will also include goal setting. Math To meet the needs of our K-8th Math students, the Go Math, Mathletics and Mountain Math curriculums were purchased. These curriculums are aligned with the new Florida Standards and Broward County. To help meet the needs of all students, technology programs have also been incorporated into the daily schedule. Daily bell ringers and exit slips will be used in all core subject areas in order to review and gauge skill acquisition for differentiated instruction. All grades will use Go Math and USA Test Prep is used for the Mathematics EOCs. Students will use these programs during the allotted technology time as well as in their classroom. A math resource teacher was hired to assist with pulling small groups on a daily basis. These groups were formed based on the 2013-2014 FCAT data and the borderline students, in lieu of the incomparability of 2015 FSA data to previous FCAT data. The borderline students were the students that were just below the level of proficiency. Also, free before and after school tutoring will begin in November, continuing on until April. This program will target those students who scored below proficiency. In addition, pull-out and push-in sessions will begin in the month of October, continuing on until April. The program’s objective is targeted to those students who need intensive mathematics assistance in a small ratio, 6 to 1, daily focusing on their specific areas of concern as per the 2015 FSA results. Math Action Plan applies to all grade levels including all subgroups. Although 2015 FSA provisional data has been released, grouping and interventions have been formatted to meet student needs according to 3 year data. Accordingly, the following action plan has been set in place: 1. Students who scored levels 1 and 2 on the Math 2014 FCAT, including all subgroups, will receive intensive support in the classroom, which consists of small group skill-focused remediation and instruction during the math block and supplemental to the math block time, provided by an interventionist. 2. Intensive Math pull-out and push-in sessions will commence October 2015 and will continue through April 2016. Students are identified by our Stop, Drop, and Assess data and remediated on skills not mastered during instruction. The group ratio is one interventionist to 4-6 students. Sessions are 30 minutes daily. 3. According to the FCAT 2.0 Mathematics 2014, 3rd grade students were weakest in the Number Fraction strand. Therefore, teachers will use the Go Math, Mathletics and Mountain Math curriculums to increase student mastery of content. Teachers will implement strategies to be used in class that include more hands on and digital activities to monitor student progress and proficiency levels. 4. According to the FCAT 2.0 Mathematics 2014, 4th grade students were weakest in the Geometry/ Measurements strand. Therefore, teachers will use the Go Math, Mathletics and Mountain Math curriculums to increase student mastery of content. Teachers will implement strategies to be used in class that include more hands on and digital activities to monitor student progress and proficiency levels. 5. According to the FCAT 2.0 Mathematics 2014, 5th grade students were weakest in the Number Fraction strand. Therefore, teachers will use the Go Math, Mathletics and Mountain Math curriculums to increase student mastery of content. Teachers will implement strategies to be used in class that include more hands on and digital activities to monitor student progress and proficiency levels. 6. According to the FCAT 2.0 Mathematics 2014, 6th grade students were weakest in the Geometry/ Measurements strand. Therefore, teachers will use the Go Math, Mathletics and Mountain Math curriculums to increase student mastery of content. Teachers will implement strategies to be used in class that include more hands on and digital activities to monitor student progress and proficiency levels. 7. According to the FCAT 2.0 Mathematics 2014, 7th grade students were weakest in the Geometry/ Measurements strand. Therefore, teachers will use the Go Math, Mathletics and Mountain Math curriculums to increase student mastery of content. Teachers will implement strategies to be used in class that include more hands on and digital activities to monitor student progress and proficiency levels. 8. According to the FCAT 2.0 Mathematics 2014, 8th grade students were weakest in the Number Fraction strand. Therefore, teachers will use the Go Math, Mathletics and Mountain Math curriculums to increase student mastery of content. Teachers will implement strategies to be used in class that include more hands on and digital activities to monitor student progress and proficiency levels. In addition, 8th grade students in the Algebra class will receive extra time daily to work on USA Test Prep which will allow testing practice with an online tool aligned with the Algebra EOC. 9. Go Math, Mathletics, Mountain Math, Khan Academy and USA Test Prep for Mathematics EOCs websites will be used to practice skills and familiarize students with computer based testing. 10. Professional development will be provided for the math teachers in grades 3rd-8th in disaggregating data, and the differentiation of Instruction, Marzano’s High-Yield Teaching Strategies, Go Math, Mathletics, Mountain Math, Khan Academy and USA Test Prep for Mathematics EOCs. These are digital curriculums that differentiate instruction for all students in the classroom and are aligned to the new FSA standards. Students will use the programs daily and teachers monitor students’ progress in order to fully maximize the success of the digital curriculum and evaluate if students are making gains in their identified areas of weakness. 11. Before and after school tutorial will commence in October 2015 and will continue through April 2016. 12. Incorporate a Stop, Drop, and Assess system to evaluate students’ progress, according to the benchmarks taught from the Instructional Focus Calendar, on a bi-weekly basis. Stop, Drop, and Assess is a bi-weekly testing time to monitor student progress with the core curriculum and a way for teachers and administrators to modify or enhance instruction for those particular students. 13. Conduct individual student data chats to highlight and discuss specific student strengths and their areas of concerns based on information displayed in the instructors’ data binders relating to specific skills gained from informal and formal testing. This will also include goal setting. 14. In order to meet the needs of our ELL students we are making instructional shifts aligned to common core we recognize the complexity of language in mathematics classrooms and support students in engaging with this complexity: (a) multiple modes (oral, written, receptive, expressive, etc.), (b) multiple representations (including objects, pictures, words, symbols, tables, graphs, etc.), (c) different types of written texts (textbooks, word problems, student explanations, teacher explanations, etc.), (d) different types of talk (exploratory and expository), and (e) different audiences (presentations to the teacher, to peers, by the teacher, by peers, etc.). Science Science Action Plan for Science in 5th and 8th grades including all subgroups. 1. Classroom teachers will use Science Fusion curriculum in all grades. 2. According to the FCAT 2.0 Science 2015, 5th grade students increased from 19% proficiency on the 2014 FCAT to 48% proficiency on the 2015 FCAT. Students were weakest in the Life Science strand. Therefore, teachers will use the Science Fusion curriculum and target this specific strand to ensure student mastery of information. 3. According to the FCAT 2.0 Science 2015, 5th grade students decreased from 32% proficiency on the 2014 FCAT to 30% proficiency on the 2015 FCAT. 8th grade students were weakest in the Natural Science strand. Therefore, teachers will use the Science Fusion curriculum and target this specific strand to ensure student mastery of information. 4. USA Test Prep will be used to practice skills and familiarize students with computer based testing. 5. Professional development will be provided for classroom teachers in 5th and 8th grades in disaggregating data, the differentiation of Instruction, Creating Independence through Student owned Strategies (CRISS), differentiation of instruction, Marzano’s High-Yield Teaching Strategies. 6. After school tutorial will commence in October 2015 and will continue through April 2016. 7. Incorporate a Stop, Drop, and Assess system to evaluate students’ progress, according to the benchmarks taught from the Instructional Focus Calendar, on a monthly basis. Stop, Drop, and Assess is a monthly testing time to monitor student progress with the core curriculum and a way for teachers and administrators to modify or enhance instruction for those particular students. 8. Conduct individual student data chats to highlight and discuss specific student strengths and their areas of concerns based on information displayed in the instructors’ data binders relating to specific skills gained from informal and formal testing. This will also include goal setting. 9. In order to meet the needs of our ELL students we are making instructional shifts aligned to common core such as immersing students in science content through observation, investigation, and discourse and using models and visual representations of information as a resource and bridge for ELLs to grasp content. 10. Daily bell ringers and exit slips will be used in all core subject areas in order to review and gauge skill acquisition for differentiated instruction. Professional Development: Information learned from frequent classroom walk thru, will be used to design presentations and information sessions for professional development. Information has been disbursed with regard to RACE short response format (Restate, Answer, Cite,, Expand) and Depth of Knowledge in order to prepare students for the New Florida Standards.

6. Approved Educational Program

Identify each component of the school’s approved educational program that has not been implemented as described in the school’s approved charter application or charter contract and the rationale for why each component was not implemented:

All components of the school’s approved educational program are currently being implemented.

7. Addressing Identified Deficiencies

Provide a detailed plan for addressing each identified deficiency noted in