ACIP
Florence High School
Florence City Schools
Ms. Lynne Hice, Principal
1201 Bradshaw Drive
Florence, AL 35630
Document Generated On October 21, 2013
TABLE OF CONTENTS
Executive Summary
Introduction
2
Description of the School
3
School's Purpose
5
Notable Achievements and Areas of Improvement
8
Additional Information
10
Improvement Plan Stakeholder Involvement
Introduction
20
Improvement Planning Process
21
Stakeholder Feedback Diagnostic
Introduction
23
Stakeholder Feedback Data
24
Evaluative Criteria and Rubrics
25
Areas of Notable Achievement
26
Areas in Need of Improvement
27
Report Summary
28
Student Performance Diagnostic
Introduction
30
Student Performance Data
31
Evaluative Criteria and Rubrics
32
Areas of Notable Achievement
33
Areas in Need of Improvement
35
Report Summary
37
ACIP Assurances
Introduction
39
ACIP Assurances
40
Florence High School ACIP Plan
Overview
43
Goals Summary
44
Goal 1: All students at Florence High School will become proficient in regards to the CCRS Anchor Standards for
Reading.
45
Goal 2: All students at Florence High School will become proficient in regards to the CCRS Math standards.
46
Goal 3: 95% of all Florence High School students will attend school everyday.
46
Goal 4: Florence High School will be provided the digital learning necessary to ensure college and career readiness for
all students.
47
Goal 5: Adequate Progress in Language Acquisition (APLA)
48
Activity Summary by Funding Source
50
Progress Notes
53
Coordination of Resources/Comprehensive Budget
Introduction
55
State Foundation Funds:
56
Federal Funds: Title I Part A
58
Federal Funds:School Improvement Grant – SIG
59
Federal Funds:Title II: Professional Development Activities
60
Federal Funds:Title III: For English Language Learners
61
Federal Funds:Other federal funds
62
Federal Funds:Title VI: For Rural and Low-income Schools
63
III. Local Funds ( if applicable)
64
ACIP
Florence High School
Executive Summary
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Introduction
Every school has its own story to tell. The context in which teaching and learning takes place influences the processes and procedures by
which the school makes decisions around curriculum, instruction, and assessment. The context also impacts the way a school stays faithful
to its vision. Many factors contribute to the overall narrative such as an identification of stakeholders, a description of stakeholder
engagement, the trends and issues affecting the school, and the kinds of programs and services that a school implements to support student
learning. <br><br> The purpose of the Executive Summary (ES) is to provide a school with an opportunity to describe in narrative form the
strengths and challenges it encounters. By doing so, the public and members of the school community will have a more complete picture of
how the school perceives itself and the process of self-reflection for continuous improvement. This summary is structured for the school to
reflect on how it provides teaching and learning on a day to day basis.
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Description of the School
Describe the school's size, community/communities, location, and changes it has experienced in the last three years. Include
demographic information about the students, staff, and community at large. What unique features and challenges are associated
with the community/communities the school serves?
Florence High School (FHS) is located in the city of Florence, in Lauderdale County and is situated in the northwest corner of Alabama.
According to the 2010 Census the city's population is 39,319 people. The median household income is $33,001, which is $9,080 less than
the average income for Alabama. Florence occupies approximately 26 square miles of the county's 667.70 miles. The reported county
population is 92,781.
Florence High is the only high school serving tenth through twelfth grade students within the Florence City School District. There are 948
students currently enrolled in FHS with 48.0% currently eligible to receive free or reduced-price lunches.
The student population reflects a
makeup of 1.16% Asian, 3.16% Hispanic, 31.96% African American, 60.55% White and 3.16% Multi-Racial. Currently 7.5% of FHS students
have been identified as eligible for special education services.
Florence High School opened its doors during the 2004-2005 school year. It was created from the consolidation of the two long-standing
high schools within the Florence City School District. Florence High School is housed in one of the former high school buildings which was
constructed in 1966. Multiple additions have been constructed over time, including new athletic and training facilities, career and technology
facilities, state-of-of- the-art science laboratories and 21st century classrooms.
Florence High School has a strong reputation for providing excellence in academic achievement, athletics and co-curricular activities under
the guidance and supervision of exceptional staff members. There are 101 certified and support employees at FHS. Including
administrators, there are a total of 75 certified staff members. Of those, 64 % hold master's degrees, 6.7 % hold AA/Ed.S. degrees or higher
and four are National Board Certified. With more than 272 course offerings, FHS provides the most extensive curriculum of any high school,
public or private, in Northwest Alabama. Students may choose from among 16 Advanced Placement (AP) courses and nine Honors courses
in the areas of science, mathematics, English, foreign languages and social studies. Students may also choose from among 53 Career and
Technical Education courses in 14 different fields of study. Career Tech courses offer articulation agreements for community college credit
at various institutions across the state. In addition, FHS offers opportunities for students to earn college credit by successful completion of
AP courses and AP examinations on campus; students may also gain college credit via dual enrollment at the University of North Alabama
and Northwest-Shoals Community College, as well as through selected on-line course though the University of Alabama.
Florence High School has multiple avenues to encourage parent participation and involvement. There are numerous sports booster clubs,
band boosters, fine arts boosters, Career Tech advisory committees as well as the Falcon Families Parent Organization. These groups
support the school by contributing funds and promoting involvement in all areas of student interest and participation. FHS offers a multitude
of activities and opportunities for students which would not be possible without the strength and support of its stakeholders. There are
numerous programs and personnel that help our at-risk student population to succeed, including 12 for Life, HOPE, Enrichment Mentoring,
RESCUE and the graduation coach. The 12 for Life Program is a partnership between Southwire and Florence High School that allows
students to earn high school credit, work in a special facility designed for FHS students, and split time between two campuses to keep
students from dropping out of school. This is only one of two programs like it in the United States. The HOPE Program offers assistance to
homeless students by providing a variety of supports. The Enrichment Mentoring Program ensures every student has an adult who monitors
student's grades, attendance and discipline. Mentors are students' point of contact for support and encouragement. The RESCUE Program
is a program designed for non-traditional or at-risk students who need an alternative time or setting to complete their high school careers.
The graduation coach serves students as a liaison among community resources, specialized programs, parents, and school personnel. He
plays a crucial role in helping to keep students on-track for graduation.
Absenteeism is a problem both in the school and in our community. During the 2012-13 school year, Florence High School recorded 11,723
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all day students absences. There is a resonating theme throughout the community concerning the detrimental outcome of chronic
absenteeism both at school and in the workforce. For this reason, Florence High School continually strives to improve attendance including
the implementation of the Targeted Truancy Initiative. This program is designed as early intervention for students exhibiting chronic
attendance issues.
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School's Purpose
Provide the school's purpose statement and ancillary content such as mission, vision, values, and/or beliefs. Describe how the
school embodies its purpose through its program offerings and expectations for students.
Vision: Premier school district educating a diverse population for a college and career readiness/success.
Mission: Empower students to explore, create, challenge, innovate and lead
Core Beliefs
We believe all students can learn, succeed and reach their full potential by setting high expectations for both students and staff.
We believe failure as an option can be eliminated through the provision of equal educational access for diverse learners.
We believe the staff of Florence City Schools is the key to students' success as productive citizens and lifelong learners.
We believe the community's history and resources enhance the quality of the local education system.
We believe engaging the student's family and the community enhances learning and academic achievement.
We believe it is the system's responsibility to educate the whole child in a safe, orderly, and challenging environment.
We believe it is the system's responsibility to develop students who are environmentally aware, adept at integrating technology, and prepared
to compete in a global society.
The FCS Instructional Roadmap and Strategic Plan outline the primary goals of the school system and the focal point of the FCS
Instructional
Roadmap. The components are:
1) Safe and Healthy Environment (Secure and Safe Campus)
Promote and celebrate student achievement through a positive school climate,
Strengthen home-school connections,
Proactively address student harassment/ bullying,
Expand collaborative efforts with community agencies and the court system, and
2) Continuous Improvement (Targeted Growth)
AdvancED and CIP via ASSIST
Diagnostics and Benchmarks
Data meetings and Gap Analysis
Standards-Based Lessons
Strategic Teaching for Learning Gains
Targeted Professional Development
Four Year Plan Audits
3) Skills for College and Career Success
Engage in critical thinking and problem solving
Collaborate across various networks and lead by influence
Be agile and adaptable
Demonstrate initiative and entrepreneurialism
Communicate effectively both orally and in written form
Access and analyze critical information
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Demonstrate curiosity and imagination.
4) Accountability (New Measures of Success)
Yearly Student Attendance
Learning Gains
Gap (subgroup data)
End of Course tests in Algebra 1 and English 10
5) Curriculum (Rigorous and Transformative)
CCRS and Quality Core
IS2 Initiative
FAFA
Career and Technical Creditentialing
Expansive Advanced Placement Course
Post Secondary Credits earned via Dual enrollment
Florence Virtual High school
Digital delivery of instruction.
The Florence City School System embraces the theme of 5-Star Service
1. Performance:
Setting high expectations for ALL stakeholders
Moving student achievement expectations beyond content knowledge to College and Career
Readiness success
Achieving exemplary status in all areas including academics, athletics, fine arts, and all co-curricular activities
2. Professionalism:
Communication
Appearance and Presentation
Planning, Organization, and Continuous Professional Development
3. Partnerships:
School Wide
District Wide
Community
4. Proactive:
Anticipate
Communicate
Plan & Implement
5. Personalized Service:
Attention to Individual Needs
Differentiated Instruction
A personalized pathway to success for every student
The primary purpose of Florence High School is to ensure student achievement. The instructional purpose and mechanisms utilized to
promote student achievement are articulated through the FCS K-12 Instructional Framework. Through school improvement, technology
integration and professional development, high-quality, data-driven instruction is planned and implemented to meet the diverse student
population. Components of the 10-12 Instructional Framework include:
Challenging Curriculum:
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Alabama Courses of Study
College- & Career-Ready Standards
Accelerated/Advanced Placement Courses
Dual Enrollment agreement with local colleges/universities
Career/Technical Program
Strategic Teaching:
Alabama Reading Initiative (ARI)
Alabama Mathematics Science Technology Initiative (AMSTI)
IS2 Initiative
Reading/Mathematics Pacing Guides
Curriculum Maps
Florence City Schools Quadrant 4 Instruction
Sheltered Instructional Observation Protocol (SIOP) Strategies
Ongoing Assessment:
Benchmark Assessments
Alabama High School Graduation Examination (AHSGE)
IS2 Initiative
American College Test (ACT
End-of-Course Tests in core subject areas to replace AHSGE with 9th and 10th graders
College and Career Success:
Quadrant 4 Instruction
Career/Technical Program
10th Grade Enrichment Rotations
Resume Skills Learned in all English Classes
IS2 Initiative
Dual Enrollment
Accelerated/Honors/Advanced Placement Courses
12 for Life
Implementation of Common Core Standards--Mathematics and English Language Arts
Differentiated Instruction:
Common Assessments
Data Analysis/Meetings
Problem-Solving Teams' Response to Instruction (RTI) Plans
ARI and AMSTI Interventions
RESCUE (Grades 9-12)
Power Reading/Mathematics (Grades 10-12)
12 for Life
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Notable Achievements and Areas of Improvement
Describe the school's notable achievements and areas of improvement in the last three years. Additionally, describe areas for
improvement that the school is striving to achieve in the next three years.
Florence High School is very proud of the continued performance of its students and is ranked in the top 5% of schools in Alabama and top
10% in the nation by U.S. News and World Report and Newsweek for 2012-13. FHS ranked 18 out of 363 high schools in Alabama and
2,222 out of 21,000 high schools in the nation. FHS has seen improvement over the past several years in numerous areas including
graduation rate and the number of students testing at the proficiency level in both reading and math.
During the past four years, FHS has improved the graduation rate by 17% and made AYP this year with additional reporting criteria including
the four-year cohort. Several programs and initiatives have been successfully implemented by the school and the district to ensure the
success of students. These include, RESCUE, 12 for Life, Credit Recovery, mentoring, the addition of a graduation coach and the
implementation of the iPad one-to-one technology initiative. The development and implementation of FHS's Innovative School Plan has
increased emphasis on student engagement and learning.
Emphasis has been placed on reading and literacy in all subgroups over the past several years and progress has been achieved according
to results from the Alabama High School Graduation Exam. The percentage of students found to be proficient in reading has increased 6%
in the last three years. Some of the most significant gains occurred within the special education subgroup with a 22.71% increase, the black
subgroup with a 5% increase and the free and reduced-price lunch subgroup with an 8.5% increase.
Improvements in mathematics have also occurred at FHS according to the Alabama High School Graduation Exam results. The percentage
of students found to be proficient in math has increased by 4.5%. Other math gains are found within the special education subgroup with a
29.86% increase, the black subgroup with a 13% increase and the free and reduced-price lunch subgroup with a 16.5% increase.
With the implementation of Plan 20/20, Alabama's new accountability system has resulted in changes to the states assessment and
accountability measures. During 2012-13 End-of-Course testing in English Language Arts FHS achieved a score of 159 compared to the
state's benchmark of 153. The 2012-13 PLAN data indicated FHS students scores indicated their achievement was above the national
average in all areas except math.
The use of technology in the classroom has increased due to the 1:1 iPad initiative, which was implemented with tenth and eleventh graders
during second semester of the 2011-12 school year. All students at FHS have been issued iPads during the 2012-13 school year. This
directly affects the school's ability to add 21st century skills for all students in all classes. The addition of the district's use of Edmodo as the
online learning management system is a major focus for the delivery of instruction to our students.
On the 2013 ACT (American College Test), FHS students' average composite score exceeded the state average composite score by 1.1
(Florence 21.5, State 20.4, Nation 20.9). On the 2013 SAT, FHS students' average scores were 566.1 (reading), 614.7 (math), and 596.5
(writing). FHS students' average combined score exceeded the state and national averages (Florence 1777, State 1608, Nation 1498).
Florence students also outperformed their counterparts throughout the state and nation on each of the ACT and SAT subject area tests,
which is consistent with a six-year trend.
the FHS 2013 graduates, 63.7% enrolled in four-year colleges and universities; 18.8% enrolled in two-year schools and colleges; 2.1% joined
the military, and 15.4% entered the work force. The 2013 FHS graduating class received scholarship offers totaling more than $7.6 million.
FHS must strive to improve the readiness of ALL students in ALL areas. With the 2012-13 implementation of the Alabama College- and
Career- Readiness Standard in mathematics, teachers will be monitored to ensure that their method of delivery, instructional content and
practices meet the required standards and the needs of today's students. All content areas will be ready for the total move to Common Core
curricular standards and assessments as FHS prepares for a successful future.
As Florence High School moves toward the future, the primary focus will be to foster student success and to measure performance in the
context of college- and career- readiness. With the implementation of the Alabama College- and Career- Ready Initiative (Alabama's
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Common Core Standards), it is vital for FHS to prepare teachers and students for the accountability associated with the initiative.
Benchmark testing, data collection and evaluation will be imperative to make the progress needed to benefit students in the future.
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Additional Information
Provide any additional information you would like to share with the public and community that were not prompted in the previous
sections.
List of Accomplishment Florence High School 2012/2013
School-Wide Accomplishments
-Recognized as a CLAS Banner School
-All core teachers have participated in ACT Quality Core training.
-IS2 continues to develop and progress.
-Math Department has implemented CCRS/ACT Quality Core Standards and benchmarking for all students.
-All students have participated in two sessions of Global Scholar testing and for the first time, we have data for all students other than grad
exam data. FHS can focus on proactive goals instead of reactive responses.
-FHS implemented an official data team, trained the team and faculty as we become more data driven and focused.
-Phase 2 of Expert Next Door was successfully implemented.
-Successful Implementation of the FHS Ambassador Program.
-Complete implementation of 1:1 iPad initiative with grades 10-12.
-Implementation of effective bookkeeping practices to reduce number of hours worked by FHS bookkeepers.
-Implementation of ACT Prep Software with volunteer help from Coach Ryan Wolfe.
-Provided summer workshops for multiple AP and pre-AP teachers.
English Department Accomplishments
-Josie Perry, nominated by Dorlea Rikard, has been selected as an Alabama Young Hero for 2012-13.
-CSPA-National
oGold Medalist
Gaby Lindley
Teena Patel
Sara Kachelman
-Alabama Renaissance Faire Sonnet Contest - Regional
oGrade 10:
First Place: Jacob Rutland
Second Place (tie) - Sarah Mathews
Third Place (tie) - Yvonne Makori
Honorable Mention - Sean Tidwell
oGrade 11:
First Place (tie) - Jessica Fox
Second Place - Grace Ann Griffin
Honorable Mention - Thomas Solomon
oGrade 12:
First Place (tie) - Sara Jane Kachelman and Austin Kincaid
Second Place (tie) - Kate Collier and Jordon Kelley
Third Place (tie) - Kara Chobot and Olivia Cooper
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Honorable Mention:
oGabrielle D'Arcy
oHannah Hopkins
oAlly Judd
oAllen Mao
oAllison Rodgers
oTaylor Simpson
oJake Triplett
oSavannah Wilson
-Trumbauer Playwriting Competition
oDistrict-Sara Jane Kachelman - Superior
-72nd Annual Walter Trumbauer Competition State
oSara Jane Kachelman - 3rd place Playwriting
-Kiwanis Club Essay Contest -Local
oGrade 10
First Place - Yvonne Makori, Florence High School
oGrade 11 - First Place -Thomas Solomon, Florence High School
oGrade 12
-First Place - Caitlin Wall, Florence High School
-Second Place (tie) -Taylor Simpson, Florence High School
Sheree Weakley, Florence High School
-Third Place - Allen Mao, Florence High School
-Creative Communication: A Celebration of Poets National-Cutter Smith
-NCTE Awards- National
oSuperior
Gaby Lindley
Teena Patel
-To Kill a Mockingbird Essay Contest -State -Ally Judd -- finalist
-Literary Arts Awards -State
oTaylor Simpson - Creative Nonfiction Third Place
oSara Kachelman - Drama First Place
oTaylor Simpson - Poetry Certificate of Merit
oYvonne Makori - Poetry Certificate of Merit
oSara Kachelman, Editor, Signatures - Certificate of Merit for Literary Magazines
-Scholastic Art and Writing Awards- Southeast Regional
oSara Kachelman - Gold Key Dramatic Script
oSara Kachelman - Silver Key Flash Fiction
-Scholastic Art and Writing Awards -National
oSara Kachelman - Silver Medal Dramatic Script - trip to New York City
-River of Words - National
oSara Kachelman - Grand Prize - trip to San Francisco
oAdrienne Robertson - Finalist
-2013 "Ability Counts" Poster Competition - State
oThird Place Sarah Mathews
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-All department members participated in Quality Core training
-Darlene Freemon Accomplishments 2012-2013
Florence City Schools Awards of Excellence
for September, October, February, March
ARC of the Shoals Teacher of the Year 2012-2013
Scholastic Art and Writing Teacher Award 2012-2013
CSPA national judge and invited convention speaker for Literary-Arts Magazines March 2013
Social Studies Department Accomplishments
-Allison Rieff won the junior division of the Tennessee Valley Historical Society's History Scholarship Competition. She won a $250
scholarship to attend UNA
-Florence High School juniors had the top 8 scores in the junior division.
-Hudson James placed 5th in the "Big Brain" competition.
-All department members participated in Quality Core training
-April Folden has been named
Alabama Historical Society board member
-Jennifer Butler was named Florence High School
Teacher of the Year.
Foreign Language Department Accomplishments
The only National Foreign Language Exam scores to date are from the
National Latin Exam.
The following students received Honor Recognition for their achievement on the National Latin Exam
Gold MedalSilver MedalMagna Cum LaudeCum Laude
Rachel CombsCharles BoggusSilas SpearmanSarah Matthews
Thomas SolomonRymond LeeReShanna HaskinsGabriel Sandrell
Marcus SmithMax ErbePaola LopezMerideth McCanless
Rachel TuckerKiana WallaceNicholas Watts
Kaytlin SmithMicaela Tucker
Amaryst ParksTaylor Leach
Allison RieffEmily Oyen
Emily Blackburn
Alexa Motates
Emily D'Arcy
Andrew Brown
-Caryn Hairell, FHS Foreign Language Department Head, has been selected to teach three technology workshops to teachers across the
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state of Alabama this summer. She will serve as presenters at the Alabama Educational Technology Conference in Birmingham in June. The
topic of this workshop is ITeach with iPads: Cool, New Apps for the Classroom. She has also been invited to teach two workshops at the
University of North Alabama's Regional Inservice Center. She will present the iPad workshop along with a workshop on the
iBook Author program.
-Dr. Rob Banks, Latin teacher, recently participated in and completed an online course "Designing a Virtual Field Trip" with elearning
Alabama.
Math Department Accomplishments
-AP scores (2011-2012):
oCalculus AB: score of 5 - three, score of 4 - 1
oCalculus BC: score of 5 - two, score of 4 - one, score of 3 - one, score of 1 - one
-American Scholastic Mathematics Association sponsored math contest: 62 students participated
-Grissom High School's Math Contest: Allen Mao placed in the top 10
-Hosted Math Kangaroo Contest (grades 4 - 12)
-Mega Moody Math (M3) Challenge: one team participated in this fourteen hour math challenge.
-Math department has agreed and committed to be AMSTI trained this summer.
-All department members participated in Quality Core training
-Two classes participated in iPad ACT Pilot testing
-22 Honors Algebra II with Trigonometry students are dual-enrolled in UNA's MA 112 (Precalculus with Algebra) on the
FHS campus
-Emily Patterson's Honors Algebra II classes collaborated with UNA mathematics students on a rocket launch experiment
-Daniel Terry - nearing completion of Master's Degree
-Robin Horne - attended the Advanced Placement Institute course for Calculus BC held at the University of Alabama
-Janet Willingham -National Board for Professional Teaching Standards Certification Renewal
Science Department Accomplishments
-Physics classes won the Inspire Engineering Competition as part of their partnership with the University of Alabama in Huntsville and NASA.
-All Chemistry students participated in the American Chemical Society testing.
-Science Department and Career Tech are partnering to create a cross-curriculum class which will involve the creation of a Moonbuggy that
will part of the international Moonbuggy competition.
-Science Olympiad advanced to state competition.
-All department members participated in Quality Core training
-Rachael Nelson completed a Master's Degree in Biology
-Bo Culver began his the Master's program in Environmental Education.
-Amy Mitchell passed the Praxis in General Science and is now General Science certified.
-Tony Ricketts is taking Instructional Leadership classes at UNA.
-Tony Ricketts was inducted into the Phi Kappa Phi Honor Society.
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Special Education Department Accomplishments
-Awarded $500 Target Grant
-Awarded two Florence Education Foundation Grant
-Awarded Knights of Columbus Grant
-Began partnership with Blue Door Business
Ashley Bowling- Earned Master's Degree in
Instructional Leadership P-12
Arts Department Accomplishments
Launching of the Florence Academy of Fine Arts to include application and audition procedures.
Choir Accomplishments
-More students selected to Alabama All-State than any other school in the state: Jocelyn Barnes, Rachel Berry, Lilly Brasili, Andrew Brown,
Ella Carrow, Jamie Connolly, Jessica Danielowicz, Carrie Ann Davison, Beau Davis, Trevor Dodson, Luke Eckl, Andrea Engelthaler, Brittany
Etherly, Jessica Fowler, Jesse Gifford, J. J. Green, Lane Hardison, Ashley Heimberg, Annie Hendricks, Aubrey Holden, Abby Holly, April
Hornbuckle, Daniel Hulsizer, Sarah Mathews, Jonathan Mayes, Cory Miller, Trey Murphy, Shelby Niedergeses, Frances Jane O'Steen,
Kianna Oates, Conner Puckett, Nathan Rainery, Liza Jane Richey, Virginia Riedel, Drew Rutland, Maddy Hickman, Katie Cash, Jakeithea
Stewart, Emma O'Steen, Brianna Cooper, Brenna O'Steen, Anna Catherine Richardson, Anna Robertson, Amber Bird, Tyrik Siner,
Christopher Russell, Irving Adams, Mitchell Rowland, Ian Perry, Henry Noel, Mason Kamp, Jeremy Hornbuckle, Josh Hobbs, AJ Cole,
Jonathan Barnett, Darius Asher
-More students selected to Alabama All-State Show Choir than any other school in the state: Irving Adams, Jocelyn Barnes, Lilly Brasili, Ella
Carrow, Beau Davis, Trevor Dodson, Andrea Engelthaler, J.J. Green, Lane Hardison, Ashley Heimberg, Aubrey Holden, Abby Holly, Daniel
Hulsizer, Cory Miller, Trey Murphy, Henry Noel, Conner Puckett, Liza Jane Richey, Frances Jane O'Steen, Virginia Riedel, Drew Rutland
-22 out of 28 area students selected to the UNA Honor Chamber Choir were from Florence High School: Rachel Berry, Amber Bird, Ella
Carrow, Lane Hardison, Matti McIntyre, Denisha Reed Jocelyn Barnes, Lilly Brasili, Annie Hendricks, Shelby Niedergeses, Frances Jane
O'Steen, Anna Catherine Richardson, Liza Jane Richey, Micaela Tucker, Daniel Hulsizer, Cory Miller, Conner Puckett, Aarian White, Andrew
Brown, Trevor Dodson, Aubrey Holden, Jeremy Hornbuckle
-District Winner of Outstanding Choral Student competition: Trevor Dodson
-District Winner of Outstanding Accompanist competition: Carrie Ann Davison
-State Winner of Outstanding Accompanist competition: Carrie Ann Davison
Theatre Accomplishments
-Alabama Thespian
oDuet Musical-Liza Jane Richey and Trevor Dodson-2nd
oSolo Musical Female- Charlee Beth Haddock-1st
oSolo Dance-Taylor Jo Tapp-1st
oSolo Musical Male- Daniel Hulsizer-1st
oTrevor Dodson-3rd
oDuet Acting Dramatic- Lily Brasili and Drew Rutland-1st
oJocelyn Barnes and James Redd-2nd
oDuet Acting Comedic- Darby Burgess and Jamie Connolly-3rd
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-Walter Trumbauer
oFlorence High School's production of The Insanity of Mary Girard finished in the Top 5 at State Trumbauer! Florence received the highest
scores that we have every received for a One Act production.
oLilly Brasili was named Best Actress for her performance in The Insanity of Mary Girard.
oThe following students are state champs:
oLiza Jane Richey- 1st Place Solo Musical Female Comedic Varsity
oDaniel Hulsizer and James Redd- 2nd Place Duet Reader's Theatre Comedic Varsity
oSara Jane Kachelman- 3rd Place Plawyrighting Varsity
oThe following students achieved superior ratings:
oMason Kamp- Solo Musical Male Dramatic Novice
oCharlee Beth Haddock- Solo Musical Female Comedic Novice
oLandon Montogomery- Solo Musical Male Comedic Novice
oSarah Mathew- Solo Acting Female Dramatic Novice
oLiza Jane Richey and Jamie Connolly- Duet Acting Dramatic Varsity
oDrew Rutland and Lilly Brasili- Duet Acting Dramatic Varsity
oAshley McCarley- Solo Acting Female Dramatic Novice
oDarby Burgess- Solo Acting Female Dramatic Varsity
oLilly Brasili- Solo Acting Female Comedic Varsity
oMichael Jennings- Solo Acting Male Dramatic Novice
oThomas McLouth- SOlo Acting Male Comedic Novice
oDaniel Hulsizer and Darby Burgess- Duet Musical Comedic Varsity
Visual Art Accomplishments
-Scholastic Art and Writing Awards
oEmily Jones 2 silver medals
oAustin Keehn 2 silver medals
oKelsey King 1 Silver Medal
oBerenice Gonzalez 1 Honorable Mention
oGlenn O'Steen 1 Honorable Mention
-Nikon/Photography Forum International Photo Contest
oApril Hornbuckle Finalist
-Birmingham Museum of Art/ Rising Stars Fashion Design Competition
oDrew Rutland Semi Finalist
oRachel Carter Finalist
-Alabama Wildlife Competition
oDaniel Lewey 3rd Place
-Artistic Renderings of Youth
oBest of Show-Erin Gilbert
o2nd Place-Tamira Jones
oBest of Show Photography-April Hornbuckle
oBest of Show 3D-Weston Beck
oHonorable Mentions
Daniel Lewey
Gabriella Behel
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Florence High School
Berenice Gonzalez
Andrea Belk
Band Accomplishments
-The band performed at eleven successful football games and half-time shows in support of our school and football team.
-The band received all "Superior" ratings for drum major, percussion, majorettes, color guard and band at the Russellville Marching
Competition. The dance line won the Best in Class Award. In addition, the band won the Best in Class award, and the award for the most
entertaining show of in our class. Evan Dow and Ian Perry won the Best in Class Soloists award.
-At the Tennessee Valley Invitational Marching Competition, the band was awarded all "Superior" ratings for band, drum major, percussion,
danceline, and majorette, best in class percussion, danceline, and majorettes, and third highest scoring band for the entire competition.
-The Florence High School Band received the rating of "Superior" from all three concert judges and the sight reading judge at the Alabama
Bandmasters Association Music Performance Assessment. The Music Performance Assessment is the most important band assessment
that bands can enter in Alabama. Superior is the highest rating that can be earned.
-Six Florence High School Band students were selected for the Alabama Bandmasters Association All State Band, and one was selected as
an alternate for the All State Band.
-Ten Florence High School Band students were selected for the Alabama Bandmasters Association District III Honor Band.
-Four Florence High School Band students were selected for the Auburn University Honor Band
-Thirteen Florence High School Band students were selected for the University of North Alabama Honor Band.
Career Tech Accomplishments
-FHS Health Science
oStudent- 2nd place winner in Medical Terminology accomplishment
Business Department:
-2012-2013 FBLA State Secretary
o19 students qualified for state conference on April 11-12
-Graphic Arts #1in film product development in the state for the past two years in a row also top 10 in the nation last year.
-Family and Consumer Science Accomplishments:
o3 Senior Career Tech Completers took and passed FACS Credentialing Exam
oFACS and Child Development students participated in and graduated from the Colbert/Lauderdale Co. Extension Services Teens Making
an Impact Program
- FCCLA Accomplishments:
oStudents raised money to donate items to underprivileged children at Forest Hills
oStudents competed in State STAR Events competition
-Applied Technology - Silver - Rachel Carter and Latosha Armstead
-Career Investigation - Gold - Samantha Melvin
-Illustrated Talk - Silver - Amber Borden and Tina Wright
-Chapter Service Project Display - Silver - Makenzi Hauck and Hallie Olive
-Nutrition and Wellness - Silver - Caroline Rylant
-Recycle and Design - Silver - Jordan Starks
-Cosmetology
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Florence High School
o1st Place Nail Care NWSCC - Shaiquanna Malone
o3rd place Nail Care NWSCC - Diana Galvez
oSkillsUSA - State Winners 2012
oAdrienne Perkins - Extemporaneous Speaking 1st place
oAlin Arias, Alexandra Aparicio - Chapter Display 1st
oKatyra Hogan, Brooke Swan, Shontae Johnson, Jana Morgan - Class Project Display Team 2nd place
oShacey Mitchell - Program Cover 2nd place
oShacey Mitchell, Shontae Johnson - Class Project Display Team 3rd place
oMorgan Fowler- Customer Service 3rd place
oShacey Mitchell - Class Project Display Individual 3rd
oLe'Maple Cole - Job Information Manual 4th place
oLe'Maple Cole - Prepared Speech 5th place
oKatyra Hogan - T-shirt design 5th place
oDianna Galvez, Alondra Salgado - Nail Care 7th place
oMariah Mitchell, Brianna Goss - Esthetics 8th place
28 students were credentialed in cosmetology with an average of 90.64. The State average is 77.08 and National average is 73.8.
-Welding accomplishments: Competed in Skills USA at Northwest Shoals Community College, Competed in welding, cutting, MIG and Flux
Core at NWSCC competition, Constructed project for Education Foundation (Chinese auction).
-Culinary Accomplishments:
oHighest Hospitality/Culinary student enrollment since 2007 inception
oLauderdale County & North Alabama Region Beef Cook-Off winner - Caitlin Wall
oLauderdale County 3rd place Beef Cook Off - Walter Rivera Salazar
oAdvanced Culinary students published in Shoals Woman magazine - Holiday cookies
oAll of Culinary participated in Hope for Honduras Benefit Dinner with First United Methodist Church
oAdvanced Culinary students participated in Salvation Army Women's Auxiliary Empty Bowl Luncheon and featured on front page of Times
Daily
oJacob Mitchell, accepted in to Northwest Mississippi Culinary Program and Scholarship Winner
-FCCLA Accomplishments
oReceived Florence City Schools Foundation Grant for FCCLA Red Blazers
oStudents raised money to donate items to underprivileged children at Forest Hills
-Students competed in State STAR Events competition:
oHospitality, Tourism, & Recreation Event - Gold/State Winner - Jacob Mitchell, Chris Burton, Andrea Belk
oCulinary Arts Event - Bronze - Conisha Thompson, Caitlin Wall, De 'Shawn Lewis, Jacob Mitchell
oCareer Investigation - Gold - Samantha Melvin
Callie Rutherford Personal Accomplishments:
-Assisted students in FCCLA competitions
-Provide a positive example for students on a daily basis
-Completed 18 hours of grad. school in School Counseling
-Completed a 300 hour internship with the High School guidance department
Renee Wallace
-Wrote and received a grant from Fund for Teachers in the amount of $5,000.00
-Wrote and received a foundation grant in the amount of $1,013.76
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Florence High School
-Barbicide Certification
-Initiated into Epsilon Iota Lambda Sigma
Training at:
-Premier Orlando Hair Show
-IMATS - Pasadena, California
-Cosmoprof - Las Vegas, Nevada
-SkillsUSA University - Kansas City, Missouri
Marsha Carter
-Initiated into Delta Kappa Gamma Educator's Sorority
-ProStart I Certification
-Served as Vice-President of Programs for Alabama Association of Family & Consumer Sciences(ALAFCS)
-Served as Registrar for ALAFCS State Conference
-Selected as ALAFCS Teacher of the Year & candidate for National AAFCS Teacher of the Year
PE. Driver's Education Accomplishments
-There are 163 (including football) in sports weight training and 13 in PE weight training.
-Driver Ed had 120 driver license and 90 boat license issued. There was no CPR certification issued.
Graduation Coach Accomplishments
Coach West:
-made court appearances for 17 students.
-made 291 home visits during the 2012-13 school year.
-had 1125 conferences with students.
-had 43 Saturday school pick ups for students to be able to attend Saturday school.
-assisted in keeping 108 students from dropping out.
-supervised 1440 hours at the 12 for Life facility.
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Improvement Plan Stakeholder Involvement
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Florence High School
Introduction
The responses should be brief, descriptive, and appropriate for the specific section. It is recommended that the responses are written offline
and then transferred into the sections below.
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Improvement Planning Process
Improvement Planning Process
Describe the process used to engage a variety of stakeholders in the development of the institution's improvement plan. Include
information on how stakeholders were selected and informed of their roles, and how meetings were scheduled to accommodate
them.
The Instructional Leadership Team was instrumental in the planning process. The Instructional Leadership Team is comprised of a diverse
group of stakeholders , including parents and community members. Meeting times for the Instructional Leadership Team were scheduled at
various times to accommodate work schedules of parents and community members. The Instructional Leadership Team gathered and
meticulously analyzed and reviewed data. Preliminary strengths and weaknesses were identified at a collaborative meeting of the
Instructional Leadership Team. The data sources, identified strengths and weaknesses, and academic assessments were reviewed with the
entire faculty at a collaborative meeting, as well as before with parents during an organized meeting. After receiving input from all
stakeholders via the processes listed above, the Instructional Leadership Team finalized the strengths and weaknesses that appear in this
CIP with the specific intent of improving the achievement of not only individual students, but the overall instructional program. Strategies to
improve upon strengths and weaknesses were shared and reviewed with all stakeholders, including parents, via parent meetings and the
school website.
Describe the representations from stakeholder groups that participated in the development of the improvement plan and their
responsibilities in this process.
The Instructional Leadership Team included admininistrators and a variety of stakeholders. All members of the Instructional Leadership
Team were involved in the review of data, identification of strengths and weaknesses, and designation of goals for the CIP.
Explain how the final improvement plan was communicated to all stakeholders, and the method and frequency in which
stakeholders receive information on its progress.
The final Continuous Improvement Plan for 2013 2014 was shared with the school faculty during a meeting and analyzed more closely in
grade level/department meetings. The final CIP is published on the school's website, and made available in the school office. Stakeholders
will receive updates on the CIP mid-year and at the end of the school year.
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Stakeholder Feedback Diagnostic
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Florence High School
Introduction
The Stakeholder Feedback Diagnostic is designed to analyze the institution's survey results in terms of areas of achievement and areas that
need improvement. Further, the diagnostic is essential to the accreditation and continuous improvement processes in that it provides the
institution with a comprehensive view of the aggregate scores of the surveys administered, and the actual total of respondents for each
survey type to derive a single score for this diagnostic. The performance level score computed at the completion of the diagnostic is used to
broaden and enhance the external review team's understanding of the stakeholder's perceptions of the institution; the diagnostic should be
used in the same manner by the institution as it engages in improvement planning.
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Stakeholder Feedback Data
Assurance
Did you complete the Stakeholder Feedback
Data document offline and upload below?
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Response
Yes
Comment
All Stakeholder Feedback was
completed during Florence City
Schools District Accreditation. A
summary of Parent Surveys by
Standard is attached. Areas of
Notable Achievement and Areas
in Need of Improvement are
drawn from the Stakeholder
Feedback data. The attachment
includes the Parent Survey
Results by standard.
Attachment
Florence High
School Parent
Survey Results by
Standard
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Evaluative Criteria and Rubrics
Overall Rating: 3.5
1.
Statement or Question
Questionnaire Administration
Response
Rating
All required AdvancED questionnaires were
Level 4
used by the institution to receive stakeholder
feedback. The minimum response rate for each
population was met (parent questionnaire:
equal to or greater than 20%, student
questionnaire(s): equal to or greater than 40%,
staff questionnaire: equal to or greater than
60%). Questionnaires were administered with
complete fidelity to the appropriate
administrative procedures. In every instance,
the stakeholders to whom these questionnaires
were administered fully represented the
populations served by the institution.
Appropriate accommodations were provided as
necessary for all participants.
2.
Statement or Question
Stakeholder Feedback Results and Analysis
Response
Rating
All questionnaires had an average item value of Level 3
3.20 or above (on a 5.0 scale). Results of
stakeholder feedback collected by the institution
were acceptably analyzed and presented with
reasonable clarity.
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Areas of Notable Achievement
Which area(s) indicate the overall highest level of satisfaction or approval?
Standard 1, Purpose and Direction, had the highest overall rating in parent surveys with a 4.05.
Which area(s) show a trend toward increasing stakeholder satisfaction or approval?
Standard 4, Resources and Support Systems, had an overall high rating from the parent group with a 3.97.
Which of the above reported findings are consistent with findings from other stakeholder feedback sources?
Purpose and Direction had consistent findings between the parent and teacher survey results.
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Areas in Need of Improvement
Which area(s) indicate the overall lowest level of satisfaction or approval?
Standard 3, Teaching and Assessing for Learning, had the lowest overall rating by parents with a 3.82.
Which area(s) show a trend toward decreasing stakeholder satisfaction or approval?
Standard 2, Governance and Leadership, had a fairly low level of satisfaction with parents with an overall rating of 3.92.
What are the implications for these stakeholder perceptions?
Florence High School must consistently communicate the priority of teaching and learning and use data to drive instruction. The leadership
of Florence High School changed the year the surveys were administered for District Accreditation and new surveys would likely reveal new
and more positive results.
Which of the above reported findings are consistent with findings from other stakeholder feedback sources?
Standard 3, Teaching and Assessing for Learning had consistent results between the parent and student groups.
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Report Summary
Scores By Section
Section Score
1
2
Evaluative Criteria and Rubrics
3
4
3.5
Sections
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Student Performance Diagnostic
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Florence High School
Introduction
The Student Performance Diagnostic provides an institution with a process to report summative student assessments. This diagnostic is
significant to the accreditation and continuous improvement process as it serves as a resource for schools to view content area assessment
results required by the state, district, or other entities, determine the quality and reliability of the given assessments, and show the alignment
of the assessments to the school's curriculum. The performance level computed at the completion of the diagnostic is used by the external
review team as a comprehensive report to understand fully the institution's assessment program; the diagnostic should be used in the same
manner by the institution as it engages in improvement planning.
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Florence High School
Student Performance Data
Assurance
Did you complete the Student Performance
Data document offline and upload below?
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Response
Yes
Comment
The data used for evaluation is
the 2012-13 PLAN data. ACT
and PLAN data will be used
beginning in 2013-14 for college
and career readiness
determination.
Attachment
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Florence High School
Evaluative Criteria and Rubrics
Overall Rating: 3.75
1.
Statement or Question
Assessment Quality
Response
Rating
The array of assessment devices used by the
Level 4
institution to determine students’ performances
is sufficiently aligned so that valid inferences
can be reached regarding students’ status with
respect to the entire set of curricular aims
regarded as high-priority, “must accomplish,”
instructional targets. The documentation
provided in support of this alignment is
persuasive. All of the assessments used are
accompanied by evidence demonstrating that
they satisfy accepted technical requirements
such as validity, reliability, absence of bias, and
instructional sensitivity.
2.
Statement or Question
Test Administration
Response
Rating
All the assessments used by the institution to
Level 4
determine students’ performances, whether
externally acquired or internally developed,
have been administered with complete fidelity
to the administrative procedures appropriate for
each assessment. In every instance, the
students to whom these assessments were
administered are accurately representative of
the students served by the institution.
Appropriate accommodations have been
provided for all assessments so that valid
inferences can be made about all students’
status with respect to all of the institution’s
targeted curricular outcomes.
3.
Statement or Question
Quality of Learning
Response
Evidence of student learning promoted by the
institution is well analyzed and clearly
presented. In comparison to institutions
functioning in a similar educational context,
students’ status, improvement, and/or growth
evidence indicates that the level of student
learning is substantially greater than what
would otherwise be expected.
4.
Statement or Question
Equity of Learning
Response
Rating
Evidence of student learning indicates
Level 3
achievement gaps exist among subpopulations
of students, and these achievement gaps have
noticeably declined.
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Rating
Level 4
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Areas of Notable Achievement
Which area(s) are above the expected levels of performance?
According to the results of the 2012-13 PLAN Florence High students scored above the national average in English (17.5 as compared to
16.2), Reading (17.5 as compared to 16.7) and Science (18.0 as compared to 17.8). The overall compsite score was above the national
average (17.6 as compared to 17.2)
Describe the area(s) that show a positive trend in performance.
Determining trends at this point is difficult as this was the first year of testing for all students using the new accountability measures.
Which area(s) indicate the overall highest performance?
74% of Florence High School students tested scored at or above benchmark in English.
Which subgroup(s) show a trend toward increasing performance?
It is difficult to determine trends at this time, but the Asian subgroup has the highest level of performance on all areas tested except reading.
Females had higher achievement scores than males in all areas tested.
Between which subgroups is the achievement gap closing?
It is difficult to determine a closing of the gap at this time due to only one set of available data due to the new accountability testing
measures.
Which of the above reported findings are consistent with findings from other data sources?
Source: Performance Series, All Areas, Fall 2012, Fall 2013
Finding: Mean Scale Scores
Assessment Area2012-20132013-2014Change
Reading30483065Increase
Math29272938Increase
Language Arts27572757Same
Science2783NANA
Algebra54025381Decrease
Geometry53665373Increase
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Reading Foundations23162234Decrease
Summary: Mean scores from Fall 2012 to Fall 2013 showed very little change. As a reminder, these scores include all of the students in
grades 10-12.
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Areas in Need of Improvement
Which area(s) are below the expected levels of performance?
Student scores on the Mathematics PLAN test was lower than the national norm group (17.0 as compared to 17.6). This would include lower
scores in Pre-Algebra (subscore 7.6 as compared to 8.2) and Geometry (subscore 8.7 as compated to 9.0) 73/282 (25.8%) students met
the math benchmarking score of 19.
Describe the area(s) that show a negative trend in performance.
Trends are difficult to determine based on the one year of complete PLAN data, but Math is our area of weakness at this time.
Which area(s) indicate the overall lowest performance?
Math, only 26% of students tested scored at or above benchmark.
Which subgroup(s) show a trend toward decreasing performance?
Decreasing trends are difficult to determine, but the African American subgroup scored lowest on the PLAN English test, Mathematics test
and had the lowest overall performance. The two or more race subgroup scored lowest on the PLAN reading test and science test.
Between which subgroups is the achievement gap becoming greater?
It is difficult to detemine trends based on one year of data.
Which of the above reported findings are consistent with findings from other data sources?
Source: Performance Series, All Areas, Fall 2012, Fall 2013
Finding: Mean Scale Scores
Assessment Area2012-20132013-2014Change
Reading30483065Increase
Math29272938Increase
Language Arts27572757Same
Science2783NANA
Algebra54025381Decrease
Geometry53665373Increase
Reading Foundations23162234Decrease
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Summary: Mean scores from Fall 2012 to Fall 2013 showed very little change. As a reminder, these scores include all of the students in
grades 10-12.
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Report Summary
Scores By Section
Section Score
1
2
Evaluative Criteria and Rubrics
3
4
3.75
Sections
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ACIP Assurances
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Florence High School
Introduction
By responding to the questions in ASSIST and attaching evidence when required, the institution has verified whether it meets or does not
meet each of the required ACIP Assurances.
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ACIP Assurances
Assurance
The Instructional Leadership Team members
that should be present include the principal,
guidance counselor, district school
improvement specialist (or other designee),
appropriate content-area teachers, parent
representatives, and student representatives
(as appropriate). Depending on the data,
additional members may include special
population representatives (Technology
Coordinator, Special Education, ELL, etc.),
district federal programs coordinator, district
chief school financial officer, community
stakeholders, or any other member as
appropriate. Documentation will be maintained
on site.
Response
Yes
Comment
Florence High School has an
Instructional Leadership Team
that is comprised of a diverse
group of stakeholders in order for
various perspectives and
expertise to be accessed. The
FHS Instructional Leadership
Team 2013/2014 worked
meticulously and collaboratively
to develop a CIP which will guide
instruction. The Instructional
Leadership Team is attached.
Attachment
Florence High
School Instructional
Leadership Team
2013-2014
Assurance
Response
The institution complies with all federal laws
Yes
and regulations prohibiting discrimination and
with all requirements and regulations of the
U.S. Department of Education. It is the policy of
this institution that no person on the basis of
race, color, religion, national origin or ancestry,
age, gender, height, weight, marital status or
disability shall be subjected to discrimination in
any program, service or activity for which the
institution is responsible, or for which it receives
financial assistance from the U.S. Department
of Education.
Comment
Florence High School complies
with all federal laws and
regulations which prohibit
discrimination and with all
requirements and regulations of
the US Department of Education.
The school's statement regarding
Equal Education/Employment
Opportunity can be found within
the Florence City Schools Parent
Student Handbook 2013-2014,
page 4.
Attachment
Equal
Education/Employ
ment Statement
Assurance
The institution has designated an employee to
coordinate efforts to comply with and carry out
non-discrimination responsibilities. If yes, list
the name, position, address and telephone
number of the employee in the comment field.
Comment
Attachment
Florence High School falls under
the Florence City Equal
Education/Employment
Opportunity Policy as noted in the
Florence City Parent Student
Handbook, page 4. The person
designated to coordinate efforts
to comply and carry out nondiscrimination responsibilities is
as follows:
Response
Yes
Mrs. Connie Roberts Wallace,
Assistant Superintendent and
CSFO
P.O. Box 10
Florence, AL 35631
256-768-3000
Assurance
The institution has a Parent Involvement policy
and plan as required in NCLB Section 1118,
and ensures that all requirements in Section
1118 and 1111(h)(6), Parents' Right-to-Know,
are implemented systematically.
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Response
No
Comment
NA - not a Title I school
Attachment
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Florence High School
Assurance
Response
The institution has a School-Parent Compact. If No
a Title I school, the School-Parent Compact
contains the required components (NCLB
Section 1118(d)(1-2)(A,B,C)) and was jointly
developed with parents of participating
students.
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Comment
na. The school does not receive
Title I funds.
Attachment
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Florence High School
Florence High School ACIP Plan
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Florence High School
Overview
Plan Name
Florence High School ACIP Plan
Plan Description
Plan for Continuous Improvement
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Goals Summary
The following is a summary of the goals encompassed in this plan. The details for each goal are available in the next section.
#
1
2
Goal Name
All students at Florence High School will become
proficient in regards to the CCRS Anchor
Standards for Reading.
All students at Florence High School will become
proficient in regards to the CCRS Math standards.
3
95% of all Florence High School students will
attend school everyday.
4
Florence High School will be provided the digital
learning necessary to ensure college and career
readiness for all students.
Adequate Progress in Language Acquisition
(APLA)
5
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Goal Details
Objectives:1
Strategies:1
Activities:3
Objectives:1
Strategies:1
Activities:3
Objectives:1
Strategies:1
Activities:2
Objectives:1
Strategies:1
Activities:3
Objectives:1
Strategies:1
Activities:3
Goal Type
Academic
Total Funding
$0
Academic
$1000
Organizational
$2000
Academic
$2000
Academic
$400
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Goal 1: All students at Florence High School will become proficient in regards to the CCRS
Anchor Standards for Reading.
This plan includes progress notes which are at the very end of this document
Measurable Objective 1:
A 5% increase of All Students will demonstrate a proficiency increase in Reading by 05/29/2014 as measured by College and Career Readiness Benchmarks on the
PLAN and ACT exams.
Strategy 1:
Monthly Literacy Focus Objectives - Each month all Florence High School Social Studies, Science, Elective and Career Technical teachers will focus on one ELA
Anchor standard. This along with the ELA teachers will be done in an effort to support and students’ skills and understanding of the standard. There will be a schoolwide focus on this standard as well. Teachers will be provided strategies each month through faculty training by teacher leaders, the instructional technology coach
and administrators on ways to teach, assess and support each standard. The strategy will be monitored through lesson plan documentation and observations.
Research Cited: Knight J. (2013). High-Impact Instruction. Thousand Oaks, CA; Corwin
Activity - Monthly Anchor Standard Focus
Activity Type
Begin Date
End Date
Teachers will provide students with effective, research-based classroom
strategies to help build and strengthen literacy skills
Academic
Support
Program
11/01/2013
05/29/2014
Activity - School-Wide Focus on Literacy
Activity Type
Begin Date
End Date
School-wide focus on the selected anchor standard will occur through the
use of bullentin boards, parent communications, edmodo posts and daily
announcment.
Academic
Support
Program
11/01/2013
05/29/2014
Activity - ELA Anchor Standard Professional Development
Activity Type
Begin Date
End Date
11/01/2013
05/29/2014
Teachers will be provided strategies each month through faculty training by Academic
teacher leaders, the instructional technology coach and administrators on Support
ways to teach, assess and support each standard.
Program
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Resource
Assigned
$0
Source Of
Funding
No Funding
Required
Staff
Responsible
Teachers,
Academic
Leaders,
Support Staff,
Administrator
s and
Instructional
Technology
Coaches
Resource
Assigned
$0
Source Of
Funding
No Funding
Required
Staff
Responsible
Teachers,
staff,
administrators
and IT
Coaches
Resource
Assigned
$0
Source Of
Funding
No Funding
Required
Staff
Responsible
Teachers,
administrator,
IT Coach
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Goal 2: All students at Florence High School will become proficient in regards to the CCRS Math
standards.
This plan includes progress notes which are at the very end of this document
Measurable Objective 1:
A 6% increase of All Students will demonstrate a proficiency increase in Mathematics by 05/29/2014 as measured by College-and Career Readiness on the PLAN
and ACT exams.
Strategy 1:
Math CCRS Focus and Review - Teachers will review each nine-weeks benchmark scores to determine necessary adjustments to instructional content. Teachers will
also use strategies, equipment, resources and knowledge gained from AMSTI training to increase engagement and learning for students for CCRS standards.
Teachers will monitor and share data concerning students in power classes and coordinate classroom performance and power class instruction.
Research Cited: Bellanca, Forgary, Pete (2012) .How to Teaching Thinking Skills Within the Common Core. Bloomington IN; Solution Tree Press
Activity - Teacher Monitoring of Benchmark Assessments
Activity Type
Begin Date
End Date
Teachers will meet to review benchmark assessments and adjust
instruction according to results.
Professional
Learning
10/21/2013
05/29/2014
Activity - Peer Tutoring
Activity Type
Begin Date
End Date
Peer led tutoring sessions will be provided for students needing extra help
mastering standards.
Academic
Support
Program
10/14/2013
05/29/2014
Activity - Math Vocabulary Instruction
Activity Type
Begin Date
End Date
Math teachers will focus on the math vocabulary for testing by
incorporating testing vocabulary into lessons and bell work.
Academic
Support
Program
11/01/2013
05/29/2014
Resource
Assigned
$1000
Source Of
Staff
Funding
Responsible
General Fund Math
Teachers,
Instructional
Technology
Coach,
Administrator
s
Resource
Assigned
$0
Source Of
Funding
No Funding
Required
Staff
Responsible
Teachers and
Peer Tutors
Resource
Assigned
$0
Source Of
Funding
No Funding
Required
Staff
Responsible
Teachers
Goal 3: 95% of all Florence High School students will attend school everyday.
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This plan includes progress notes which are at the very end of this document
Measurable Objective 1:
collaborate to create an encouraging school community and climate for students by 05/29/2014 as measured by student attendance .
Strategy 1:
Enrichment Mentoring - Teachers will use student enrichment time to develop relationships with students. Teachers will act as the students' advocate. They will
monitor students' grades and attendance each week and offer words of encouragement and guidance. Students deemed at risk, will be referred to the grade level
counselor, Riverbend counselor or graduation coach. Enrichment teachers will use the 7-Habits of Highly Effective Teens lessons provided by the Target Truancy
Team to teach and support respect among the student body and for students to learn personal responsibilty and reflection. Enrichment time will also be used to
discuss digital citizenship as it pertains to using iPads as modes of instruction as well as modes of social communication.
Research Cited: Sullivan, C. (2004) How to Mentor in the Midst of Change. Alexandria, VA. Association for Supervision and Curriculum Development.
Activity - Enrichment Mentoring
Activity Type
Begin Date
End Date
Teachers will use enrichment time to monitor students progress and
mentor their students. They will review grades and attendance weekly.
Behavioral
Support
Program
10/14/2013
05/29/2014
Activity - Enrichment 7 Habits Study
Activity Type
Begin Date
End Date
Enrichment teachers will use the 7-Habits of Highly Effective Teens
lessons provided by the Target Truancy Team to teach and support
respect among the student body and for students to learn personal
responsibilty and reflection.
Behavioral
Support
Program
11/01/2013
05/29/2014
Resource
Assigned
$1000
Source Of
Funding
District
Funding
Staff
Responsible
Teachers,
Targeted
Truancy
Team,
Administrator
s,
Counselors,
Graduation
Coach,
Support Staff
Resource
Assigned
$1000
Source Of
Staff
Funding
Responsible
General Fund Teachers and
Administrator
s
Goal 4: Florence High School will be provided the digital learning necessary to ensure college
and career readiness for all students.
This plan includes progress notes which are at the very end of this document
Measurable Objective 1:
100% of All Students will demonstrate a proficiency in digital learning in Practical Living by 05/29/2014 as measured by teacher and student use of effective digital
learning tools, resources, and practices in the classroom..
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Strategy 1:
Teacher Digital Professional Development - Teachers will receive professional develpment concerning digital pedagogy. Digital learning is any instructional practice
that effectively uses technology to strengthen a student's learning experience. Much more than "online learning," digital learning encompasses a wide spectrum of tools
and practice, digital learning emphasizes high-quality instruction and provides access to challenging content, feedback through formative assessment, opportunities for
learning anytime and anywhere, and individualized instruction to ensure all students reach their full potential to succeed in college and a career. Teachers will also be
provided tools to help instruct students on the use of iPads as an instructional tool and the proper use of this tool.
Research Cited: http://all4ed.org/issues/digital-learning
Activity - Appy Hour Professional Development
Activity Type
Begin Date
End Date
Teachers will attend 80% the Instructional Technology Coach's "Appy
Hours" in order to learn to use digital technology instructional tools.
Academic
Support
Program
09/30/2013
05/29/2014
Activity - Teacher to Teacher Professional Development
Activity Type
Begin Date
End Date
Teachers will lead professional development sessions to inform their
coworkers on digital learning options they use and find helpful. They will
also allow teachers to visit their classrooms to observe instructional
practices with a high success rate for students.
Academic
Support
Program
09/30/2013
05/29/2014
Activity - Enrichment Digital Learning Lessons
Activity Type
Begin Date
End Date
Students will be provided instruction on the proper use of the iPad which
includes appropriate instructional tools and the appropriate use of social
applications.
Academic
Support
Program
11/01/2013
05/29/2014
Resource
Assigned
$1000
Source Of
Staff
Funding
Responsible
General Fund Teachers,
Administrator
s and
Instructional
Technology
Coach
Resource
Assigned
$0
Source Of
Funding
No Funding
Required
Resource
Assigned
$1000
Source Of
Staff
Funding
Responsible
General Fund Teachers,
Administrator
s,
Counselors,
IT Coach
Staff
Responsible
Teachers and
IT coach
Goal 5: Adequate Progress in Language Acquisition (APLA)
This plan includes progress notes which are at the very end of this document
Measurable Objective 1:
100% of English Learners students will demonstrate a proficiency by making AMAO-A (APLA - 0.5 gain) on the ACCESS Test for ELL's in English Language Arts by
05/28/2014 as measured by Data from the ACCESS Test for ELL's.
Strategy 1:
Triangulation of Data - ACCESS scores from various years will be analyzed to determine if students are making Adequate Progress in Language Acquisition. EL
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Student Data Sheet will be updated annually and used for Student Goal Setting.
Research Cited: ACCESS, WIDA,
Activity - Develop IELP's
Activity Type
Begin Date
End Date
EL Committees will develop IELP's with research based accommodations
for EL students in the classroom.
Other
10/15/2013
05/28/2014
Activity - Ongoing Monitoring
Activity Type
Begin Date
End Date
Student progress toward the attainment of language goals will be
monitored through bi-annual EL Committee meetings. Students that are
not making progress will have their IELP adjusted to ensure progress.
Other
10/15/2013
05/28/2014
Activity - SIOP Strategies
Activity Type
Begin Date
End Date
10/15/2013
05/28/2014
Content area teachers will use the SIOP method for planning, delivery and Direct
assessment to ensure that students are learning language objectives and Instruction
content objectives simultaneously.
SY 2013-2014
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Resource
Assigned
$200
Source Of
Staff
Funding
Responsible
Title II Part A EL Facilitator
Resource
Assigned
$200
Source Of
Staff
Funding
Responsible
Title II Part A EL
Facilitators,
EL Committee
Resource
Assigned
$0
Source Of
Funding
No Funding
Required
Staff
Responsible
EL Facilitators
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Activity Summary by Funding Source
Below is a breakdown of your activities by funding source
General Fund
Activity Name
Activity Description
Activity Type
Begin Date
End Date
Enrichment Digital Learning
Lessons
Students will be provided instruction on the proper use of
the iPad which includes appropriate instructional tools and
the appropriate use of social applications.
Academic
Support
Program
11/01/2013
05/29/2014
Resource
Assigned
$1000
Teacher Monitoring of
Benchmark Assessments
Teachers will meet to review benchmark assessments and
adjust instruction according to results.
Professional
Learning
10/21/2013
05/29/2014
$1000
Enrichment 7 Habits Study
Enrichment teachers will use the 7-Habits of Highly
Effective Teens lessons provided by the Target Truancy
Team to teach and support respect among the student body
and for students to learn personal responsibilty and
reflection.
Teachers will attend 80% the Instructional Technology
Coach's "Appy Hours" in order to learn to use digital
technology instructional tools.
Behavioral
Support
Program
11/01/2013
05/29/2014
$1000
Academic
Support
Program
09/30/2013
05/29/2014
$1000
Total
$4000
Staff
Responsible
EL
Facilitators,
EL Committee
EL Facilitator
Appy Hour Professional
Development
Staff
Responsible
Teachers,
Administrator
s,
Counselors,
IT Coach
Math
Teachers,
Instructional
Technology
Coach,
Administrator
s
Teachers and
Administrator
s
Teachers,
Administrator
s and
Instructional
Technology
Coach
Title II Part A
Activity Name
Activity Description
Activity Type
Begin Date
End Date
Ongoing Monitoring
Student progress toward the attainment of language goals
will be monitored through bi-annual EL Committee
meetings. Students that are not making progress will have
their IELP adjusted to ensure progress.
EL Committees will develop IELP's with research based
accommodations for EL students in the classroom.
Other
10/15/2013
05/28/2014
Resource
Assigned
$200
Other
10/15/2013
05/28/2014
$200
Total
$400
Develop IELP's
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District Funding
Activity Name
Activity Description
Activity Type
Begin Date
End Date
Enrichment Mentoring
Teachers will use enrichment time to monitor students
progress and mentor their students. They will review
grades and attendance weekly.
Behavioral
Support
Program
10/14/2013
05/29/2014
Resource
Assigned
$1000
Staff
Responsible
Teachers,
Targeted
Truancy
Team,
Administrator
s,
Counselors,
Graduation
Coach,
Support Staff
Total
$1000
Staff
Responsible
Teachers,
administrator,
IT Coach
Teachers,
staff,
administrators
and IT
Coaches
EL Facilitators
No Funding Required
Activity Name
Activity Description
Activity Type
Begin Date
End Date
ELA Anchor Standard
Professional Development
Teachers will be provided strategies each month through
faculty training by teacher leaders, the instructional
technology coach and administrators on ways to teach,
assess and support each standard.
School-wide focus on the selected anchor standard will
occur through the use of bullentin boards, parent
communications, edmodo posts and daily announcment.
Academic
Support
Program
11/01/2013
05/29/2014
Resource
Assigned
$0
Academic
Support
Program
11/01/2013
05/29/2014
$0
Content area teachers will use the SIOP method for
planning, delivery and assessment to ensure that students
are learning language objectives and content objectives
simultaneously.
Peer led tutoring sessions will be provided for students
needing extra help mastering standards.
Direct
Instruction
10/15/2013
05/28/2014
$0
Academic
Support
Program
Academic
Support
Program
10/14/2013
05/29/2014
$0
Teachers and
Peer Tutors
11/01/2013
05/29/2014
$0
Teachers,
Academic
Leaders,
Support Staff,
Administrator
s and
Instructional
Technology
Coaches
School-Wide Focus on
Literacy
SIOP Strategies
Peer Tutoring
Monthly Anchor Standard
Focus
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Teachers will provide students with effective, researchbased classroom strategies to help build and strengthen
literacy skills
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Teacher to Teacher
Professional Development
Math Vocabulary Instruction
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© 2013 AdvancED
Teachers will lead professional development sessions to
inform their coworkers on digital learning options they use
and find helpful. They will also allow teachers to visit their
classrooms to observe instructional practices with a high
success rate for students.
Math teachers will focus on the math vocabulary for testing
by incorporating testing vocabulary into lessons and bell
work.
Academic
Support
Program
09/30/2013
05/29/2014
$0
Teachers and
IT coach
Academic
Support
Program
11/01/2013
05/29/2014
$0
Teachers
Total
$0
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Progress Notes
Type
Name
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© 2013 AdvancED
Status
Comments
Created On
Created By
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Coordination of Resources/Comprehensive Budget
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Introduction
List all federal, state, and local monies that the school uses to run its program
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State Foundation Funds:
Label
State Foundation Funds:
Question
Provide the total funds allocated for.
Value
3807798.0
Label
1.
Question
Provide the number of teacher assigned units.
Value
50.4
Label
2.
Question
Provide the number of classroom teachers.
Value
53.4
Label
3.
Question
Provide the total of all salaries for the teacher assigned units and
classroom teachers.
Value
2467724.0
Label
4.
Question
Provide the number of Administrator units.
Value
1.0
Label
5.
Question
Provide the total funds allocated for Administrator salaries.
Value
112200.0
Label
6.
Question
Provide the number of Assistant Principal(s).
Value
1.5
Label
7.
Question
Provide the total funds allocated for Assistant Principal salaries.
Value
147994.0
Label
8.
Question
Provide the number of Counselor(s).
Value
2.0
Label
9.
Question
Provide the total funds allocated for Counselor salaries.
Value
205351.0
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Label
10.
Question
Provide the number of Librarian(s).
Value
1.0
Label
11.
Question
Provide the total funds allocated for Librarian salaries.
Value
59049.0
Label
12.
Question
Provide total funds allocated for Instructional Supplies.
Value
16770.0
Label
13.
Question
Provide total funds allocated on Library Enhancement(s).
Value
0.0
Label
14.
Question
Provide total funds allocated on Technology.
Value
0.0
Label
15.
Question
Provide total funds allocated on Professional Development.
Value
0.0
Label
16.
Question
Provide total funds allocated on State ELL Funds.
Value
0.0
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Federal Funds: Title I Part A
Label
Title I: Part A: Improving the
Academic Achievement of the
Disadvantaged
Question
Provide the total funds allocated.
Value
0.0
Provide a brief explanation and breakdown of spending.
Florence High School is not a Title I School.
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Federal Funds:School Improvement Grant – SIG
Label
ARRA FUNDS:
Question
Provide the total funds allocated.
Value
0.0
Provide a brief explanation and breakdown of spending.
Not applicable.
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Federal Funds:Title II: Professional Development Activities
Label
Title II:
Question
Provide the total funds allocated.
Value
1868.0
Provide a brief explanition and breakdown of spending.
$1,868 for professional development for faculty/staff of Florence High School (based on $2.0068 per student)
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Federal Funds:Title III: For English Language Learners
Label
Title III:
Question
Provide the total funds allocated.
Value
0.0
Provide a brief explanation and breakdown of spending.
There are two EL Teacher/Facilitators; their salaries/benefits are paid 10% with Title III funds; one of the teachers is assigned to Weeden
School; the other one works systemwide, so her salary/benefits are coded to a pooled account number -not accounted for by the individual
school.
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Federal Funds:Other federal funds
Label
Title IV:
Question
Provide the total funds allocated.
Value
0.0
Provide a brief explanation and breakdown of expenses.
Not applicable.
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Federal Funds:Title VI: For Rural and Low-income Schools
Label
Title VI:
Question
Provide the total funds allocated.
Value
0.0
Provide a brief explanation and breakdown of spending.
Not applicable.
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III. Local Funds ( if applicable)
Label
Local Funds:
Question
Provide the total funds allocated.
Value
2283577.0
Provide a brief explanation and breakdown of spending.
Local funds are collected and expended at the local level.
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