| GOALS |
| Goal: |
Reading |
| Goal Statement: |
All Hunter's Creek Middle School students make annual learning
gains sufficient to acquire the knowledge, skills, and competencies
needed to master state standards in the area of reading. |
| |
|
| Needs Assessment |
In June 2005, 59% of all students at HCMS scored level 3 or
above in FCAT Reading.
In June 2005, 16% of LEP students
scored level 3 or above on FCAT Reading.
In June 2005, 20% of
ESE students scored level 3 or above on FCAT Reading.
We
will increase the percentages of each of these groups by 3%.
|
|
|
|
| Objective |
By June 2006, 62% of all students at HCMS will
score level 3 or above on FCAT Reading.
a. By June 2006,
19% of LEP students at HCMS will score level 3 or above on
FCAT Reading.
b. By June 2006, 23% of ESE students at HCMS
will score level 3 or above on FCAT Reading.
|
| Strategies |
1. Provide a 110 minute Literacy Block for 6th,
7th and 8th graders with level 1 FCAT Reading scores. (August
8, 2005).
2. Continue to provide a Reading Exploratory
Wheel for 6th, 7th and 8th graders on a 12-week rotation to
promote literacy (August 8, 2005).
3. Provide a 55
minute Reading class for 6th, 7th and 8th graders with level 2
FCAT Reading scores (August 8, 2005).
4. Continue to
provide activities that enhance reading during the After
School Program (August 19, 2005).
5. Increase
computers in Language Arts classrooms in order to increase
usage of FCAT Explorer program and Reading Counts (October 30,
2005).
6. Increase the integration of reading
strategies in all content areas through professional
development (January 31, 2006).
7. Provide
professional development for all content teachers designing
FCAT style reading questions and answers (January 31, 2006).
8. Continue to purchase and include more selections of
cultural diversity and career reading materials in the
Information Center (May 31, 2006).
9. Continue to
purchase more materials and books to expand the Reading Counts
program on all reading levels, including Newberry Award
winning books . (May 31, 2006).
10. Update HCMS Summer
Reading list to include 10 selections per grade level. Books
to be selected from Reading Counts program (May 31, 2006).
11. Continue use of AIM Higher Reading/Writing
Workbooks (consumables) in all Language Arts classes. (May 31,
2006).
12. Follow OCPS Comprehensive Academic
Achievement Plan (CAAP) and OCPS Curriculum Alignment for
Reading/Language Arts (May 31, 2006).
13. Provide more
teachers mentoring within HCMS to share “Best Practices” (May
31, 2006).
14. Provide opportunities for teachers to
observe “Best Practices” within the District (May 31, 2006).
15. Provide professional development concerning
accommodations and modifications for regular education
teachers (May 31, 2006).
16. Continue to incorporate
reading across the curriculum (May 31, 2006).
17.
Incorporate various forms of Alternative Assessments in each
content and grade level lesson (May 31, 2006).
18.
Conduct Degrees of Reading Power (DRP) tests to determine each
student’s reading level (May 31, 2006).
19. Conduct
Stretch Out and Read – S. O. A. R. program through out the
curriculum on a specific day chosen by the faculty to promote
literacy (May 31, 2006).
20, Continue to utilize and
upgrade reading software in Language Arts classrooms (May 31,
2006).
21. Monitor progress in reading during
nine-week intervals (May 31, 2006).
22. Collect
and analyze data on the number and percent of African-American
and Hispanic students enrolled in advanced and/or gifted level
courses at our school. (May 31. 2006)
23. Collect and
analyze the data to determine if the target set in the annual
milestone has been reached. (May 31, 2006)
Persons
responsible: Learning Specialist and Reading Coach.
|
| Evaluation |
Teacher and participant feedback,
facilitator evaluation, parent feedback, and student
achievement on FCAT reading.
|
| Research-based Programs |
Corrective Reading
Kaleidoscope
Read XL
Read 180
|
| Professional Development |
Reading Coach will provide professional
development concerning reading strategies across the content
areas. Reading Coach will facilitate Reading Endorsement
training cds with selected teachers.
ESOL Endorsement
courses will be offered through the district.
ESE
teachers will attend professional development regarding
accommodations and modifications.
Teachers may attend
district-sponsored professional development in reading.
Study groups will study disaggregated reading data.
Further instructional decisions may be made as a result of
these study groups.
|
| |
| Highly Certified In-Field
Instructors |
Heston, Leanna teaches 3 - 110-minute block classes for level 1
FCAT readers
Mills, Lilly teaches one 110-minute block class for
level 1 FCAT readers and 3 - 55-minute classes for level 2 FCAT
readers
Montijo, Patricia teaches 3 - 110-minute block classes
for level 1 ESOL FCAT readers
Lopez-Carlessi, Karla teaches 3 -
110-minute block classes for level 1 ESE FCAT readers
Brody,
David teaches 3 - 110-minute block classes for level 1 ESE FCAT
readers
McGinnis, Patricia teaches 5 - 55 minute classes for
level 2 FCAT readers
Nieves, Miguel teaches 3 - 55 minute
classes for level 2 ESOL FCAT readers
|
Budget
|
| Issues to Address |
Describe
Resources |
Funding Sources
|
Total Available |
Unmet |
| Research-based Program(s) |
Read 180 Read XL Corrective Reading
Kaleidoscope |
School Improvement dollars School Budget |
0 |
0 |
| Research-based Resource(s) |
www.scholastic.com www.justreadFlorida.com
www.sramcgrawhill.com |
n/a |
0 |
0 |
| Technology |
Read 180 |
School Budget |
0 |
0 |
| Professional Development |
n/a |
n/a |
0 |
0 |
| Other |
After-School Reading Tutoring (resources are:
Summer Success by Great Source; Reader's Handbook, Options,
etc.) |
Supplemental Academic Instruction Funding |
0 |
0 |
| Total:
|
00.00
|
00.00
|
|
| |
| Goal: |
Mathematics |
| Goal Statement: |
All Hunter's Creek Middle School students make annual learning
gains sufficient to acquire the knowledge, skills, and competencies
needed to master state standards in the area of mathematics. |
| |
|
| Needs Assessment |
In June 2005, 63% of all students at HCMS scored level 3 or
above on FCAT Math.
In June 2005, 32% of LEP students scored
level 3 or above on FCAT Math.
In June 2005, 26% of ESE students
scored level 3 or above on FCAT Math.
We will increase the
percentages of these sub groups by 3%. |
|
|
|
| Objective |
By June 2006, 66% of all students at HCMS will
score level 3 or above on FCAT Math.
a. By June 2006, 35%
of LEP students at HCMS will score level 3 or above on FCAT
Math.
b. By June 2006, 29% of ESE students at HCMS will
score level 3 or above on FCAT Math.
|
| Strategies |
1. Identify students whose math scores are in
the “remediation indicated” range by using FCAT test
measurements (August 8, 2005).
2. Provide Math
Enhancement for identified students whose stanines are in the
“remediation indicated” range (August 8, 2005).
3.
Continue to place Math Application class for 7th graders on a
12-week wheel to promote higher order math thinking skills
(August 8, 2005).
4. Continue to provide a Math
Application Geometry wheel for 8th graders on a 12-week
rotation to promote higher order Geometry thinking skills.
(August 8, 2005)
5. Continue to provide activities
that enhance math skills during the After School Program
(August 31, 2005)
6. Provide all students in grades
6-8 with a mathematics textbook (September 2, 2005).
7. Provide HCMS Algebra Parent/Student Math Night to
assist in better understanding of the Algebra program at HCMS
(September 30, 2005).
8. Provide HCMS Parent/Student
Math Night to assist in better understanding of the Math
program at HCMS (December 22, 2005).
9. Algebra Honors
classes will be supplemented with geometry concepts (May 31,
2006).
10. Continue to provide activities that enhance
math skills through Math Club and other competitive events.
(May 31, 2006).
11. Continue to have daily/weekly
assessments to include FCAT style question format. (May 31,
2006).
12. Use Big 20s in 6th and 7th grades; Big 25s
and PreAlgebra 25s in 8th grade as basic skills review (May
31, 2006).
13. Use Math Super Stars across grade
levels to enhance skills (May 31, 2006).
14. Increase
the integration of math in all content areas through
professional development (May 31, 2006).
15. Follow
OCPS Comprehensive Academic Achievement Plan and OCPS
Curriculum Alignment for Mathematics. (May 31, 2006).
16. Use teacher mentor program within HCMS to share
“Best Practices” (May 31, 2006).
17. Provide
opportunities for teachers to observe “Best Practices” within
the District (May 31, 2006).
18. Continue to provide
funding for math consumables for use in “hands on” activities
and for math competition events (May 31, 2006).
19.
Enhance utilization of technology in math classes (May 31,
2006).
20. Continue to provide updated Mathematics
software for use in Mathematics classrooms (May 31, 2006).
21. Continue to implement and increase mathematically
based school activities ( May 31, 2006).
22. Encourage
students to participate in math competitions outside of the
school day (May 31, 2006).
23. Monitor progress in
mathematics during nine-week intervals (May 31, 2006).
24. Collect and analyze data on the number and percent
of African-American and Hispanic students enrolled in advanced
level courses at our school (May 31, 2006).
25.
Collect and analyze data to determine if the target set in the
annual milestone has been reached (May 31, 2006).
Persons Responsible: Math Department Chair and
Principal
|
| Evaluation |
Teacher and participant feedback,
facilitator evaluation, parent feedback, and student
achievement on FCAT Math.
|
| Research-based Programs |
Glencoe Math adopted series for grades 6-8
|
| Professional Development |
District offered Math training in various
strands
Reading and writing strategies applied to the
area of Math
ESOL Endorsement courses
|
| |
| Highly Certified In-Field
Instructors |
White, Cathy - Sixth grade
Gregor, Amy - Sixth grade
Williams, Joy - Sixth grade
Covell, Richard - Seventh grade
Lowe, Matthew - Seventh grade
Peters, John - Seventh grade
Hunt, Cheryl - Eighth grade
Mayes, Carol - Eighth grade
Angelis, Natalie - Eighth grade
Esquilin, Brenda - Sixth,
Seventh, Eighth Sheltered Bi-Lingual
|
Budget
|
| Issues to Address |
Describe
Resources |
Funding Sources
|
Total Available |
Unmet |
| Research-based Program(s) |
Glencoe Math adopted series for 6-8 grades |
School budget/previously purchased |
0 |
0 |
| Research-based Resource(s) |
n/a |
n/a |
0 |
0 |
| Technology |
n/a |
n/a |
0 |
0 |
| Professional Development |
OCPS Math professional development training |
n/a |
0 |
0 |
| Other |
n/a |
n/a |
0 |
0 |
| Total:
|
00.00
|
00.00
|
|
| |
| Goal: |
Writing |
| Goal Statement: |
All Hunter's Creek Middle School students make annual learning
gains sufficient to acquire the knowledge, skills, and competencies
needed to master state standards in the area of writing. |
| |
|
| Needs Assessment |
In June 2005, 64% of all students taking FCAT Writing at
Hunter's Creek Middle School scored Level 4 or above.
All
sub groups met criteria for AYP in 2005. |
|
|
|
| Objective |
By July 2006, 67% of all students taking FCAT
Writing will score at level 4 or above.
|
| Strategies |
1. Continue to provide activities that enhance
writing during the After School Program (September 2, 2005).
2. Provide professional development in FCAT Writing
strategies for all content teachers. (November 30, 2005).
3. Provide professional development for teachers using
test taking strategies for all students. (January 31, 2006).
4. Provide professional development for all content
area teachers in designing FCAT style writing responses
(January 31, 2006).
5. Continue Hunter’s Creek Middle
School’s WRITES for 6th and 7th graders (February 28, 2006).
6. Continue to provide Write Track training to content
area teachers during the summer of 2005 and the school year of
2005-06 (May 31, 2006).
7. Provide professional
development for all content teachers in developing
student-writing rubrics
(May 31, 2006).
8.
Continue to provide training for teachers in scoring rubrics
of FCAT Writing (May 31, 2006).
9. Develop and
implement student rubrics for use by students in
self-assessing their writing (May 31, 2006).
10.
Follow OCPS Comprehensive Academic Achievement Plan and OCPS
Curriculum Alignment for Writing/Language Arts (May 31, 2006).
11. Provide more teacher mentoring within HCMS to
share “Best Practices” (May 31, 2006).
12. Provide
opportunities for teachers to observe “Best Practices” within
the District (May 31, 2006)
13. Provide professional
development concerning accommodations and modifications for
regular education teachers (May 31, 2006).
14.
Continue to incorporate writing across the curriculum (May 31,
2006).
15. Continue to incorporate the use of
alternative assessments in each content lesson (May 31, 2006).
16. Continue to expand writing software and hardware
for use in Language Arts classrooms and other content areas.
(May 31, 2006).
17. Continue to establish special
assignments and opportunities for students to write for real
world purposes (May 31, 2006).
18. Continue purchasing
test preparation materials to improve Language Arts writing
skills (May 31, 2006).
19. Continue to incorporate AIM
HIGHER FCAT Reading and Writing by AIM (consumable workbooks)
in LA classes for every student (May 31, 2006).
20.
Monitor progress in writing during nine-week intervals (May
31, 2006).
21. Collect and analyze data on the number
and percent of African-American and Hispanic students enrolled
in advanced and/or gifted level courses at our school (May 31,
2006).
22. Analyze FCAT Writing scores to determine
the percent of students scoring 4.0 or above and compare to
previous data to see if milestone has been reached (May 31,
2006).
Persons responsible: Learning Specialist,
Reading Coach and Principal
|
| Evaluation |
Teacher and participant feedback,
facilitator evalution, and student achievement on FCAT
Writing.
|
| Research-based Programs |
WRITE TRACK
|
| Professional Development |
WRITE TRACK training which includes a
consultant conducting on-site professional development
training nine times throughout the school year. The training
includes consultant modeling with students in the classroom as
well as demonstrations and lectures.
|
| |
| Highly Certified In-Field
Instructors |
|
Budget
|
| Issues to Address |
Describe
Resources |
Funding Sources
|
Total Available |
Unmet |
| Research-based Program(s) |
Write Track |
School Improvement Budget |
0 |
0 |
| Research-based Resource(s) |
n/a |
n/a |
0 |
0 |
| Technology |
n/a |
n/a |
0 |
0 |
| Professional Development |
WRITE TRACK Training |
School Improvement Budget |
10500 |
10500 |
| Other |
n/a |
n/a |
0 |
0 |
| Total:
|
10500.00
|
10500.00
|
|
| |
| Goal: |
Science |
| Goal Statement: |
All Hunter's Creek Middle School students make annual learning
gains sufficient to acquire the knowledge, skills, and competencies
needed to master state standards in the area of science. |
| |
|
| Needs Assessment |
In June 2005, the mean scale score of HCMS students who took the
FCAT Science test was 298, with the state's mean scale score being
291. Students at HCMS met the state average in each of the four
strands of FCAT Science.
HCMS needs improvement in the area
of scientific methods. More lab materials need to be purchased in
order to provide more hands-on experiences for our students. |
|
|
|
| Objective |
By June 2006, the mean scale score of HCMS
students who will take the FCAT Science test will increase by
3.
|
| Strategies |
All teachers will be provided professional
development activities that include information about research
based science instructional strategies.
Purchase
Science materials for hands-on Science labs
Conduct
additional hands-on experiences for students to assist them in
understanding the scientific process.
Persons
responsible: Science Department Chair and Principal
Timeline: September, 2005 through May, 2006
|
| Evaluation |
Teacher and participant evaluation,
facilitator evaluation and student achievement on FCAT
Science.
|
| Research-based Programs |
Prentice Hall Science series for grades
6-8
|
| Professional Development |
District offered Science training in
various strands
Reading and writing strategies applied
to the area of Science.
|
| |
| Highly Certified In-Field
Instructors |
Copeland, Shedrick - Sixth grade
Tedrow, Paula - Sixth grade
Cohen, Faith - Sixth grade
Samaan, Fida - Seventh grade
Guerra, Kathy - Seventh grade
King, Martha - Seventh grade
Cruz-Deiter - Eighth grade
Nagel, Deborah - Eighth grade
Jn-Baptiste, Junior - Eighth grade
Hellmund, Michael -
Sixth, Seventh, Eighth grade Gifted
Benitez, Milagros - Sixth,
Seventh, Eighth grade Sheltered Bilingual
|
Budget
|
| Issues to Address |
Describe
Resources |
Funding Sources
|
Total Available |
Unmet |
| Research-based Program(s) |
Prentice Hall Science series |
School Budget/previously purchased |
0 |
0 |
| Research-based Resource(s) |
n/a |
n/a |
0 |
0 |
| Technology |
n/a |
n/a |
0 |
0 |
| Professional Development |
OCPS Science Professional Development |
n/a |
0 |
0 |
| Other |
Science equipment |
School Budget |
2000 |
2000 |
| Total:
|
2000.00
|
2000.00
|
|
| |
| Goal: |
Parental Involvement |
| Goal Statement: |
Hunter's Creek Middle School will increase the percentage of
parent involvement. |
| |
|
| Needs Assessment |
By June 2006, 35% of parents at HCMS will participate in the
Additions School Volunteer program.
From the Additions
School Volunteer check-in/out computer program, percentages
indicated a need for more parental involvement. Studies have shown
that children's academic achievement increases with parent
involvment in their education. |
|
|
|
| Objective |
By June 2006, 35% of HCMS parents will be
ADDitions Volunteers.
|
| Strategies |
Promote ADDitions volunteer program through
Conference Night and Open House.
Promote ADDitions
through class and school newsletters.
Promote
ADDitions through field trip chaperones.
Person
Responsible: ADDitions Coordinator
Timeline: September
2005-June 2006
|
| Evaluation |
parent feedback
on-line volunteer
network list of volunteers
|
| Research-based Programs |
n/a
|
| Professional Development |
Teachers will be provided an in-service
regarding welcoming and using volunteers in the classroom.
This will take place in the fall by the ADDitions Coordinator.
|
| |
Budget
|
| Issues to Address |
Describe
Resources |
Funding Sources
|
Total Available |
Unmet |
| Research-based Program(s) |
n/a |
n/a |
0 |
0 |
| Research-based Resource(s) |
n/a |
n/a |
0 |
0 |
| Technology |
n/a |
n/a |
0 |
0 |
| Professional Development |
n/a |
n/a |
0 |
0 |
| Other |
n/a |
n/a |
0 |
0 |
| Total:
|
00.00
|
00.00
|
|
| |
| Goal: |
School Safety and Discipline Strategies |
| Goal Statement: |
By July 2006, 50% of level 1 & 2 discipline referrals will
be handled by the classroom teacher. |
| |
|
| Needs Assessment |
In June 2005, 66 of level 1 & 2 discipline referrals were
handled by the classroom teachers. |
|
|
|
| Objective |
In June 2005, 66 of level 1 & 2 discipline
referrals were handled by the classroom teachers.
|
| Strategies |
1. Implement Positive Behavior Support program.
(May 2006)
2. Implement Crisis Prevention Intervention
program. (May 2006)
3. Continue Peer Mediator counseling
program. (May 2006)
4. Continue Behavior Intervention
program. (May 2006)
5. Continue 6th grade D.A.R.E. (May
2006)
6. Provide a school guidance counselor. (May 2006)
7. Continue character education (district wide). (May
2006)
|
| Evaluation |
1. Decrease number of student referrals
2. Increase number of counseling referrals
3. 2006
Effect School Survey Results
|
| Research-based Programs |
Positive Behavior Support Program
Crisis Prevention Intervention
|
| Professional Development |
Positive Behavior Support Program
Crisis Prevention Intervention
|
| |
Budget
|
| Issues to Address |
Describe
Resources |
Funding Sources
|
Total Available |
Unmet |
| Total:
|
00.00
|
00.00
|
|
| |