SCHOOL IMPROVEMENT PLAN - Polk · SCHOOL IMPROVEMENT PLAN. Additional Requirements . Schoolwide Improvement Mode. l . Ridge's school-wide improvement model is the Continuous Improvement

RIDGE CAREER CENTER – 2008-2009

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SCHOOL IMPROVEMENT PLAN

District: Polk Principal Name: Lisa B. Harden SAC Chair: Ron Burchfield Superintendent: Dr. Gail McKinzie Date of School Board Approval: 11/18/08 VISION/MISSION Vision: Ridge Career Center will be Polk County's premier workforce training institution for Polk County. Mission: Ridge Career Center will assess, prepare and place individuals in successful and rewarding careers in an increasingly competitive and changing employment market.

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


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SCHOOL PROFILE/ DEMOGRAPHICS Ridge Career Center is a secondary/postsecondary area vocational-technical center located in the Northeastern section of Polk County eight miles northeast of downtown Winter Haven and two miles south of Haines City. The Center services postsecondary students, high school students and middle school students who are enrolled in the Teen Parent Program. The Center has seven high schools which are considered feeder schools along with other high schools which have students in need of unique training that the Center offers. The enrollment for this school year is currently 645 students (inclusive of adult and high school) which include 54% White, 21% Black, 22% Hispanic and 3% other. Ridge has a total of 96 Level 1 students in reading and 44 in Math, and 47 Level 2 students in Reading and 34 in Math (this includes 71 Level 1 students for Ridge; 69 Level 1 students for the Teen Parent and 59 Level 2 students for Ridge and 22 Level 2 students for the Teen Parent Program). Ridge has 87 full-time and 29 part-time staff. Of these full-time staff members five are beginning teachers(either in the 1st, 2nd or 3rd year of teaching). Approximately two teachers will retire within the next year. Our teacher to student ratio in career education programs is 24 to 1 in most programs with the exception of some licensing programs (especially Health Science Education programs), while in academic courses the ratio is 30 to 1.

Students can enroll into Ridge if they are 16 years of age or older. There are two paths for the high school student. One is the regular high school diploma seeking student. Students can attend Ridge enrolling into a career education program while taking any academics still needed for graduation. These students are connected to their home high school, but attend Ridge full-time.

Another path for the high school student who meets one or more of the designated dropout prevention criteria and enrolls at Ridge making the decision to forego academic credits. The parent /guardian have to sign off on this track and they must have a 2.0 GPA. These students are in the District's Polk District Diploma Program. They have to pass the FCAT, be successful in their remedial classes and their career education program, pass the Pre-GED test and the General Educational Development (GED) test. The GED Exit Option model is included in this path.

Ridge Career Center also houses one of two Teen Parent Programs in Polk County School District. This year almost all 91 students are enrolled in career education programs.

Unique aspects of this school include having three different populations-postsecondary, secondary and middle school; having a Teen Parent Program with child care on campus,


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implementing two different paths for high school students (regular high school and Polk District Diploma); and an ESE Transition Program on campus. One of our uniqueness’s is that seven of our career education programs are only leveled to enroll adult students.


Additional Requirements

Schoolwide Improvement Model Ridge's school-wide improvement model is the Continuous Improvement Model. The steps of the Continuous Improvement Model breaks into four parts of an instruction cycle called: Plan- To- Check- Act (deeming): 1. Plan: A. Data Disaggregation: Ridge teachers have been provided disaggregate data on all high school students attending the school. Data from MAZE and other test will be updated throughout the school year. Ridge instructors will focus on student weakness and create plans for improvement. B. Instructional Calendar Development: Ridge instructors use the Instructional Calendar devised at the district level. The use of this calendar will allow students throughout the district to enter and exit in a seamless fashion. 2. DO: A. Direct the Instructional Focus: According to the model, Ridge instructors will focus on activities that are conducive to learning by: * Providing a warm up * Highlighting the days focus * Focusing on new concepts * Reinforcing old concepts * Surveying student understanding * Modeling the thinking process * Providing essential vocabulary for subject area * Applying learning to real world * Using cooperative learning techniques * Using skill reinforcing drills * Teaching test- taking strategies * Celebrating mastery of skills and knowledge 3. Check: A. Assessment-Teachers at Ridge will test students at regular intervals to assess student understanding


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B. Maintenance-Teachers at Ridge will reinforce previously required skills and knowledge while introducing new ideas and skills. C. Monitoring: Ridge Administrators will be monitoring from program success. If instructors have difficulty following the CIM, they will be given support and additional training as needed. 4. Act A. Tutorials and Enrichment: Professional development for Ridge instructors is made available by school, district and state directed in-service. Teachers are encouraged to improve their skills through self study and college courses. Progress toward implementation of the CIM will be monitored continuously with staff, administrator and department meetings. Ridge Staff will be encouraged to share their successes further with the entire school. Formal evaluations will coincide with the SIP monitoring. Mentoring and Extended Learning Opportunities Teacher Mentoring The administrative staff assigns each beginning teacher a mentor. Mentors have to have training before they are assigned. Beginning academic teachers are matched with teachers preferably by content area if possible. However, because Ridge's academic instructional staff is limited, a different content area teacher may be assigned to the teacher. In the career education arena, a teacher from a different career education discipline area will be assigned. The beginning teachers have the opportunity to observe their mentor's class as well as others and provide feedback. Ridge will hire a substitute teacher or pay an existing paraeducator to take the beginning teacher's class for the entire day so they have this opportunity. Mentors meet with the beginning teachers once a week after school to discuss and share ideas and best practices. Both the beginning teacher and the mentor should meet with the Assistant Director of Curriculum on a monthly basis to discuss and evaluate the effectiveness of different classroom activities and learning strategies implemented and if there were learning gains accomplished and progress made by the students.


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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 The primary focus of this school is to prepare students for the workforce of today and tomorrow however we understand that students must also have functional reading, writing and math skills to be a part of that workforce. As most students attending this school have not performed well in a strictly academic environment we encourage all academic teachers to apply hands on and vocational related themes to academic curriculum.

2. Responsibility of Teaching Reading for Every Teacher In-service plans are being developed to train all academic and vocational staff in implementing reading strategies in to their curriculum.

3. Quality Professional Development for Teachers and Leaders New Teachers have three years to complete new teacher development requirements All teachers have 2 staff development days and 5 teacher workdays yearly. All staff is encouraged to attend training offered year round by the district. Substitutes and travel funds are available.

4. Small Learning Communities All classes taught at ridge are compliant with Class Size amendment standards. Most vocational classes are taught under the class size requirement due to supervision needs.

5. Intensive Intervention in Reading and Mathematics Ridge has highly qualified math and reading teachers. Students in need of intensive instruction are enrolled in the appropriate courses.

6. Parental Access and Support Communication with parents is an important part of student success. Ridge is inviting small groups of parents at different times into the school to meet the administrative staff and teachers and obtain a status report of their son or daughter's progress. They will be given the opportunity to visit their son or daughter's career education program and their academic classes. Also, two open houses are scheduled, one in the fall and one in the spring. We also send out newsletters, have ads and articles in the newspapers, and information on our website.


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Phone calls are also encouraged to report "positives" as well as discuss "negatives" if needed. Parents are invited to their student's junior and senior conferences. Communication with the parent directly can promote a tremendous amount of teaching and learning.

7. Applied and Integrated Courses Ridge has highly qualified math and reading teachers. Students in need of applied and integrated instruction are enrolled in the appropriate courses.

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

Ridge Career Center is a school of choice for the district. All students are tested for interest and aptitude when they enroll. Students receive counseling on the test results and are place in a program the matches their goals, interest and talents.

9. Master Schedules Based on Student Needs Master schedules are built to maximize the amount of time the students have in their vocational career area but also contain all academic courses necessary for a student to graduate with a regular high school diploma.

10. Academic and Career Planning Ridge employs two full time counselors who review students records and meet with all students upon enrollment. Counselors monitor student progress and meet with students as necessary or at the students request.


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Reading Needs Assessment: 2008 scores indicate that 10% of Ridge students scored 3 or above proficiency level in SSS FCAT Reading. Objective:

1. By Spring 2009, 80 % of Survey 2 and 3 (Oct. and Feb. FTE) students will make Learning Gains in Reading as evidenced by the School Grade Report

Strategies: Middle and high school students performing at Level 1 and lower Level 2 on the FCAT receive intensive rigorous reading remediation. All middle grade and high school students performing below grade level proficiency (FCAT Level 3) must have an Academic Success Plan (ASP). The plan is generated by the Success Plan Team (guidance counselor, teacher(s), student and parent/guardian). The plan will be developed within the first four weeks of attendance. The plan will then be reviewed each nine weeks. The plan is continued until the student is proficient (Level 3 or above on FCAT). FCAT Explorer CRISS Strategies Integrating Reading throughout all content areas of study. Evaluation: Test Data Progress Reports Occupational Completion Points accomplished Program Completers Tests of Adult Basic Education (TABE ) FCAT strategies FCAT Explorer records MAZE assessment


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Evidence-Based Program: New Century Reading Remediation Print rich environment Classroom libraries with leveled books Authentic literature Interactive word walls Guided instruction Teachers integrating reading across curriculum and career education classes CRISS strategies Reading curriculum maps Professional Development Aligned with this Objective: Teachers will be provided with instructional materials, programs to accelerate learning, intensive immediate intervention and strategies based upon SBRR. Instruction in assessments – screening, diagnostic and progress monitoring FCAT Data Disaggregation training Reading activities will occur on a continuous basis throughout the year Budget:

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

Amount

$0

Technology Description of Resources Funding Source Available

Amount

Computer Hardware and Software Lottery/District $ 622.00

Professional Development Description of Resources Funding Source Available

Amount

$0


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Other Description of Resources Funding Source Available

Amount

Periodicals and adopted text Media/textbook Allocation

$900.00

Final total $1,522.00 Non-Highly Qualified Instructors Joan Brown has been teaching since 1978. She has taught Intensive Reading classes and basic through honors courses. She has been Polk County English Teacher of the Year and her endorsements include ESOL and Tech I and II. She is currently enrolled in Reading Endorsement classes for Polk County. Mrs. Brown currently teaches Intensive Reading classes and English. Currently, we only have one academic teacher who is not highly qualified. She is currently taking coursework provided by the district to obtain her highly qualified status.


Math Needs Assessment: 2008 scores indicate that 21% of Ridge students scored 3 or above proficiency level in the SSS FCAT Math assessment. Objective:

1. By Spring 2009, 80 % of Survey 2 and 3 (Oct. and Feb. FTE) students will make Learning Gains in Math as evidenced by the School Grade Report.

Strategies: Middle and high school students performing at Level 1 and lower Level 2 on the FCAT receive intensive mathematics remediation. All middle grade and high school students performing below grade level proficiency (FCAT Level 3) must have an Academic Success Plan (ASP). The plan is generated by the Success Plan Team (guidance counselor, teacher(s), student and parent/guardian). The plan will be developed within the first four weeks of attendance. The plan will then be reviewed each nine weeks. The plan is continued until the student is proficient (Level 3 or above on FCAT). Math Curriculum Maps


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New Century remedial Math Program FCAT Explorer

Evaluation: Test Data, Progress Reports, Occupational Completion Points accomplished, Completers, Tests of Adult Basic Education (TABE) Evidence-Based Program: New Century Education Corporation, mathematics remediation program. Extended practice opportunities. Small group instruction. Math Curriculum maps Professional Development Aligned with this Objective: Teachers will be provided with instructional materials, programs to accelerate learning, and instruction in assessments – screening, diagnostic and progress monitoring. FCAT Data Disaggregation Training District Math In-service of Curriculum Maps and Gizmo Use of IDEAS Train staff in FCAT reading strategies Math activities will occur on continuous bases Budget:


Amount

$0


Amount

Computer Hardware and Software Lottery/District $600.00


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Amount

District Provided In-service


Amount

Periodicals and adopted text Media/Textbook Allocation

$1,000.00

Final Total $1,600.00 Non-Highly Qualified Instructors NA


Writing Needs Assessment: 2008 scores indicate that 50% of Ridge students scored 3.5 or above proficiency level on the Writing assessment. Objective: By testing year 2009, our proficiency score will increase by 1% above last year score in the FCAT SSS Writing Section Strategies: Teachers will implement writing across all academic disciplines increasing opportunities for students to improve skills in organization of thoughts and focusing on content of prompt statements.


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Curriculum Mapping English teachers will give pre-and post-essay tests Evaluation: Test data, Progress Reports, Occupational Completion Points, and Program Completers FCAT Data from 2008 Student Data collected from pre-and post-essay test Evidence-Based Program: FCAT Writes Curriculum Mapping Professional Development Aligned with this Objective: Teachers will be provided with instructional materials, programs to accelerate learning, and instruction in assessments - screening, diagnostic and progress monitoring. FCAT Data disaggregation training. Budget:


Amount

$0


Amount



Amount

District provided in-service $0


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Amount

Periodicals and Adopted Textbooks Media/Textbook allocation

$500.00

Final Total $800.00

SCHOOL IMPROVEMENT PLAN Science

Needs Assessment: 2008 scores indicate that 3% of Ridge students scored 3 or above proficiency level on the FCAT Science assessment. Objective: By testing year 2009, our proficiency score will increase by 1% above last year's score in the FCAT SSS Science section. Strategies: All middle grade and high school students performing below grade level proficiency must have an Academic Success Plan (ASP). The plan is generated by the Success Plan Team (guidance counselor, teacher(s), student and parent/guardian). The plan will be developed within the first four weeks of attendance. The plan will then be reviewed each nine weeks. The plan is continued until the student is proficient (Level 3 or above on FCAT). Teachers will use cross-curricular components to expose students to science across academic disciplines.

Evaluation: Test data, Progress Reports, Occupational Completion Points, and Program Completers Disaggregated FCAT data Evidence-Based Program: FCAT Explorer Professional Development Aligned with this Objective:


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Teachers will receive current relevant training in strategies and curriculum implementation as provided through the district approved in-service. All relevant material and strategies will then be shared among faculty to encourage use of science vocabulary and across academic and vocational/career curriculum. FCAT Explorer FCAT data disaggregation training Budget:


Amount

$0


Amount



Amount

District provided in-service $0


Amount

Textbook and periodicals Media/Textbook allocation

$900.00

Final Total $1,300.00 Non-Highly Qualified Instructors NA


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SCHOOL IMPROVEMENT PLAN Additional Goals

Goals:

1) Enhance and Actively Engage Business and Industry 2) Market Program Offerings

SCHOOL IMPROVEMENT PLAN Additional Goals

Goal Statement: Enhance and Actively Engage Business and Industry Objective: Enhance and actively engage Business and Industry in our quest for development of a quality workforce. Strategies: * Offer opportunities to professionals in the workforce to acquire Continuing Education Units (CEU) such as Massage Therapy, Patient Care Technician, Cosmetology, Nails and Facials Specialty, Pharmacy Technician, etc. *Conduct certification courses for industry and former students for industry related certifications, such as AWS, NATEF and HVAC. *Implement computer related IC3, MOS, A+ and Net+ certification courses for teachers, community members, industry representatives, high school and adult career education students. *Conduct Business and Industry recognition via awards, letters of appreciation, newspaper articles, website recognition, etc. *Continue to network with Chambers, Economic Development Councils and Governmental Agencies (Polk Works, City and County Commissions, East Committee of 100, etc.) *Establish a separate Continuing Workforce Education program to assist workers in business and industry to elevate their language, math and reading skills enabling them to function better in the ever-changing technological world. *Assign staff to coordinate employability skills before students exit Ridge Career Center. *Offer various levels of standard and specialized short-term Continuing Workforce Education classes. *Establish a Continuing Workforce Education Website and link to all Economic Development Councils, Chambers of Commerce and governmental agencies. Evaluation: Our Continuing Workforce Education Program will be evaluated upon its expansion and quality.


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Budget:


Amount

No Data No Data $0


Amount

No Data No Data $0


Amount

No Data No Data $0


Amount

No Data No Data $0 Non-Highly Qualified Instructors NA


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Additional Goals

Goal: Market Program Offerings Goal Statement: Improve marketing of program offerings by traditional advertising, public awareness events and targeted recruiting to increase student enrollment by 20% Needs Assessment: Enrollment at Ridge has been stagnant for the school years 07-08 to 08-09. Some classes have been cancelled due to lack of enrollment. Objective: To increase the visibility of the career opportunities at Ridge and improve overall enrollment by 20%. Effectiveness of goal will be measured by increased enrollment during FTE and student entry surveys. Progress toward the goal will be monitored quarterly. Strategies: *Elevate community perception through the use of various media (newspaper, radio, press releases and collateral materials). *Conduct focus groups of staff, students, principals, community members, school advisory committee members, and past students to measure awareness, marketing efforts, customer service and overall school performance. *Survey incoming students during orientation and returning students in their classrooms to evaluate current marketing efforts. *Implement recruiting efforts to include high school on-campus presence, testing students, touring Ridge, speaking engagements, career fairs, community involvement and open house. *Host job/career fair on campus *Conduct on-line survey with students to determine degree of satisfaction with programs. Evaluation: Enrollment over a one-year-period will be evaluated to reflect increased enrollment due to various marketing efforts. Budget:


Amount

No Data No Data $0


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Amount

No Data No Data $0


Amount

No Data No Data $0


Amount

No Data No Data $0 Non-Highly Qualified Instructors NA


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SCHOOL IMPROVEMENT PLAN SAC Members

Yes 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) Lisa Harden Director

2) Ron Burchfield SAC Chair

3) Leishla Tarraza Student

4) Sara Andrews Student

5) Anna Aguirre Student

6) Mary Morris Student

7) Isidro Sanchez Student

8) Yolanda Torres Student

9) Bob Wetherbee Instructor

10) Debbie Hancock Business Member

11)Will Wilson Business Member

12) Tracy Bryant Business Member

13) Scott Gaines Business Member

14) Jim Gourley Business Member

15) Tom Glass Business Member

16) Sam Efurd Business Member

17)Alonzo Smith Business Member ________________________

18) Leatrice West Business Member _________________________

19) Jane Patton Business Member ________________________


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20) John DeLeon Business Member _________________________

21) Josh Giron Business Member _________________________

22) Tom Broadaway Community Member _________________________

23) Sue Ellis Community Member _________________________

24) Iris Hancock School Support Personnel _________________________

25) Cynthia Giles School Support Personnel _________________________

26) Bernadette Wright School Support Personnel _________________________

27) Yvette Vega School Support Personnel _________________________

School Advisory Council The business and industry members of the Council represent many of the occupations for which we are training. There is a very strong and stable relationship between these SAC members and the school as well as the individual programs.

SCHOOL IMPROVEMENT PLAN Final Budget

Budget:

Evidence-Based Program(s)/Material(s)

Description of Resources

Funding Source Available Amount

Technology Description of

Resources Funding Source

Available Amount


Amount

Reading/Computer Hardware/Software Lottery/District $622.00 Math/ Computer Hardware/Software Lottery/District $600.00 Writing/Computer Hardware/Software Lottery/District $300.00 Science/ Computer Hardware/Software Lottery/District $400.00

Professional Development

Description of Resources Funding Source Available


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Amount Reading/District Reading Department In-service

Math/District Provided In-service Writing/ District Provided In-service Science/District Provided In-service

Other

Description of Resources Funding Source Available Amount

Reading/Periodicals and adopted textbooks Media/Textbook Allocation

$900.00

Math/ Periodicals and adopted textbooks Media/Textbook Allocation

$1,000.00

Writing/Periodicals and adopted textbooks Media/Textbook Allocation

$500.00

Science/Periodicals and adopted textbooks Media/Textbook Allocation

$900.00

SCHOOL IMPROVEMENT PLAN Implementation Evaluation

Implementation Evaluation: There will be ongoing and summative evaluations of the School Improvement Plan (SIP). For each of the seven meetings, an agenda item will be the status of progress being made on the goals and objectives of the SIP. As the formative and summative evaluations are conducted, information attained will become the basis of the needs assessment for next year (2008-2009). Not only has the SIP been shared with all staff members, but it is made available to the public through various media. The changes (if any) and prospective changes that are being made or will be made to the SIP will also be shared. School improvement then becomes a process -- one that only progresses to make Ridge Career Center a viable and premier training institution for Polk County.

SCHOOL IMPROVEMENT PLAN - Polk · SCHOOL IMPROVEMENT PLAN. Additional Requirements . Schoolwide Improvement Mode. l . Ridge's school-wide improvement model is the Continuous Improvement

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