VISION and MISSION STATEMENTS

VISION

South Tech’s Vision is to be a national model for career academy high schools.

MISSION

South Tech Academy’s core mission is to graduate students prepared for work, higher education, and productive citizenship.


PART I: CURRENT SCHOOL STATUS

SCHOOL PROFILE/DEMOGRAPHICS


Brief History and Background of the School

Opening as South Tech Education Center in 1976 as a vocational training school for adults, was designated South Tech High School in 1999 for grades 9-12 only, and was approved as a five-year conversion charter high school in 2004. From 1976 until the present day, South Tech has maintained its vocational-technical orientation and work-force training emphasis. Since 1999, South Tech has operated as a wall-to-wall career academy high school, expanding from three academies serving about 200 students to 13 academies serving about 1300 students (89% minority, 56% FRL, grades 9-12), who apply for acceptance and who seek to earn regular high school diplomas. South Tech has never made AYP, earned one F in 2005 and D’s 2006-2009. South Tech was approved August 19, 2009 for a ten-year charter renewal by the School District of Palm Beach County.


Unique School Strengths for Next Year

1. South Tech has realigned its administration, master schedule, instructional staff and other human and material resources to better meet No Child Left Behind (NCLB) mandates required by the district and the state.

2. South Tech instructional staff is highly qualified and demonstrates the willingness to develop professionally to meet NCLB standards.

3. South Tech students, generally, are devoted to their academies and their families want them to graduate.

4. South Tech utilizes a 4 x 4 block schedule used to support academics and the school’s thirteen academy programs.

5. Dr. Jeanette Jimenez, new secondary principal, received her doctorate from Nova Southeastern University with a minor in Charter School Leadership.

6. South Tech Student, Matthew Vicari, an Information Technology student, was a gold medal winner with the National SkillsUSA competition (2009).


Unique School Weaknesses for Next Year

1. South Tech students are drawn to the school for its variety of career academies—13 in all. NCLB, however, mandates that reading and math proficiency, annual progress, taking and passing exams in rigorous courses (AP, dual enrollment, etc.), and graduating on schedule, take precedence over job training. One of South Tech’s biggest challenges--as a wall-to-wall career academy charter school that generates its own budget--is attracting and recruiting sufficient higher-performing students who can succeed based on this and Florida’s new School Grade criteria.

2. The lack of parental involvement has been a negative factor in student achievement, even at the high school level. Open Houses and prior Title I meetings have attracted approximately 2% of the parent population.

3. Student absenteeism is at about 11.2% which is negatively impacting student achievement. (Data obtained from the Florida School Indicators report, 2008.)

4. South Tech’s graduation rate is about 73.5%. (Data obtained from the Florida School Indicators report, 2008.)


Student Demographics

78% of South Tech students are minorities; 56% qualify for free or reduced lunch; 47% are male, 53% are female (Data obtained from Gold Report.) 1.87% of the student population are active ESOL students, whereas an additional 1.7% are non-active ESOL students.


Student Attendance Rates

Per the Florida School Indicators report (2008), student absenteeism is about 11.2%.


Student Mobility

There is a 91.8% Stability Rate for South Tech Students (Data obtained from the Florida School Indicators report, 2008).


Student Suspension Rates

There is a 10.0% Student Suspension rate for South Tech Out-of-school suspensions.


Student Retention Rates

There is a 2.3% Non-Promotions Rate for South Tech students. (Data obtained from the Florida School Indicators report, 2008).


Class Size

Average class size is 25:1


Academic Performance of Feeder Pattern

South Tech recruits students, primarily, from central and southern Palm Beach County middle schools. The majority of students currently enrolled are from the following Middle Schools, Grade 8: : Lantana Middle 15%; Lake Worth Middle 15%; Congress Middle 35%, Woodlands Middle 10%, Odyssey Middle 5%, Tradewinds Middle 15%, and L C Swain Middle 5%.

Grades and AYP status for each of these feeder schools is as follows:

Lantana Middle: 2004 Grade: B, AYP: NO; 2005 Grade: C, AYP: NO; 2006 Grade: B, AYP: NO; 2007 Grade: B, AYP: NO; 2008 Grade: A, AYP: NO.; 2009 Grade A, AYP: NO
Lake Worth Middle: 2004 Grade: C, AYP: NO; 2005 Grade: C, AYP: NO; 2006 Grade: C, AYP: NO; 2007 Grade: C, AYP: NO, 2008 Grade: C, AYP: NO; 2009 Grade B, AYP: NO
Congress Middle: 2004 Grade: C, AYP: NO; 2005 Grade: B, AYP: NO; 2006 Grade: B, AYP: NO; 2007 Grade: C, AYP: NO; 2008 Grade: B, AYP: NO; 2009 Grade A, AYP: NO
Woodlands Middle: 2004 Grade: A, AYP: NO; 2005 Grade: A, AYP: NO; 2006 Grade: A, AYP: NO; 2007 Grade: A, AYP: NO; 2008 Grade: A, AYP: NO; 2009 Grade A, AYP: NO
Odyssey Middle: 2004 Grade: B, AYP: NO; 2005 Grade: A, AYP: NO; 2006 Grade: A, AYP: NO; 2007 Grade: A, AYP: NO; 2008 Grade: A, AYP: NO; 2009 Grade A, AYP: NO
Tradewinds Middle: 2005 Grade: B, AYP: NO; 2006 Grade: A, AYP: NO; 2007 Grade: A, AYP: NO; 2008 Grade: A, AYP: NO; 2009 Grade A, AYP: NO
L C Swain: 2006 Grade: B, AYP: NO; 2007 Grade: B, AYP: NO; 2008 Grade: A, AYP: NO; 2009 Grade A, AYP: NO


Partnerships and Grants

South Tech receives funding from Title I, IDEA, School Improvement and Perkins grants through the District. South Tech administers the Adult With Disabilities grant.
South Tech received a $5K grant from TD Bank and applies for various grants that refer to our school programs. Our business partners include, but are not limited to, A Special “T”, Career Connection, Inc.,
ABC Supply, Carlton Fields, AccuStaff, Inc., Carpenter Contractors of America, Ace Beauty, Carquest Auto Parts, Action Cycle Salvage Carter, Lippman Corp., Adcamp Associates, Centex Homes, Affinity Plastics, Inc.,Checkers, Al Hendrickson Toyota, Cheesecake Factory, Albertson’s, Cheney Brothers,Alldata, Chick-Fil-A,Animal House, Chipola College, Anthony’s Auto Body,Chipotle,Any Kind Checks Cashed, Cici’s Pizza,
Apac Teleservices, City of Boynton Beach Fire Rescue, APM Studio,City of Boynton Beach, Public Works,Arby’s,City of Delray Beach,ARG Marine,City of West Palm Beach, Parks & Recreation,Arnst Ocean Automotive,City Towing,Arrigo Dodge,Clear Copy Inc., Printers
Artisans Salon,Climate Control,ASG Imaging,Climatrol, Quality Aluminum Products, Inc.,Atlantic Refrigeration Corp.,Coldstone Creamery,
Atlantis Golf Club,Colonial Animal Hospital,Auto Zone,Colony Bay Nursing Home,Babies R Us,Comcast,Banyan Printing,TD Bank,Barefoot Pools, Inc.,Compass Health System,Beall’s,Compscript,Bell South Mobility,Contemporary Cabinet Designs,Bethesda Hospital,Cook Lumber & Treating,Bill Clarke Marine Service, Inc.,Copy’s Uniforms,Blossom Brothers Designs,Coral Breeze Animal Hospital,Boathouse Marina, Coral Cadillac,Boca Beauty Academy,Costco – Marketing,Boca Raton Habilitation Center, Cracker Barrell,Boca Resort,Criminal Justice Commission,
Boynton Auto Clinic,D & M Aluminum,Boynton Beach Chamber of Commerce,De Carlo Auto Shop,BP Station,Delray Acura,Burger King,Delray Mazda,
Car Art LLC,Direct TV,Discount Auto Parts,Hunter Engineering Company,
Dixie Metal Products, Inc.,Hurricane Alley Restaurant,Dollar Tree,I Car,
Double Tree Guest Suites,Intracostal Signs,Drug Abuse Foundation,Iron Eagle Motorcycles,A & S Cleaning,J.H.S. Marine, Inc.,E Z Marine,JC Penny’s Boynton Mall Salon,Econo Auto Painting and Body Works, Jeff Industries,Ed Carey Designs,Jewish Federation,Elios Mobil Auto Repair,Jim Pierce Auto Body,Ellie’s Diner,JKF Hospital,Emmanuel Catholic Church,John Francis & Company,Engle Homes,Johnson & Wales University,Expert Network,Jason’s Deli,F.A.S.T. Fl Aluminum Structure & Trailer,Keyes Realty,Fade to Black Productions, Lake Worth Drainage District,Fancy Interiors, Inc., Lakeside Nursing Home,Firestone Tire & Service Centers,Lawson Industries, Inc., First Impressions Private Pre-School, Lenar Homes,Flagler Title Company,Levenger,Florentine Marble,Liberty Park Elementary,Florida AC Contractors Association,Liberty Tax,Florida Atlantic University,Lincoln College
Florida Culinary Institute,Lincoln Technical Institute,Florida Foundation Systems, Inc.,Little Caesar’s,Florida Plumbing Apprenticeship Association,Lowe’s,Foreign Car Engineering,Lube Connection,Fountain View,Mac II Salon,Freddy Guerron Mechanic,Manor Care Health Services,Freelance-Graphic Design,Marcin Animal Management,
Future Stars,Marine Exhaust Systems, Inc.,G.U.S. Boat Maintenance,Marriott Suites,Gateway Marina,Marriott-Crocker Center,
General Rental Center,Marshalls,George Snow Foundation, Matco Tools,
Gold Coast Builders,McDonalds,Gordon Food Service,Medical Business Service,Great Printing, Mercantile Bank,Hair Club for Men,Morse Life,
Hall’s Hardware,Motorcycle Mechanics Institute,Hayes Electric,Muvico Theaters,Herf Jones,Myers Plumbing Company, Inc.,Home Depot,NAPA,
Horner Equipment,Natural Trend Setters,Hospice By The Sea, Nine West,
Nolas Pizza,Seagull Industries,Office Depot,Sears,Padron Brothers Flooring,Serraes Construction,Palm Beach Atlantic University,Shearmagic Salon & Spa,Palm Beach Community College,Sheridan Technical Ed. Center,
Palm Beach County Film & Television Commission,Sir Electric, Inc.,
Palm Beach County Iron Workers,Snap-On Tools,Palm Beach Fleet Management,South Florida Fair,Palm Beach Habilitation Center,State of Florida, Vocational Rehabilitation,Palm Beach International Airport,Steak n Shake,Palm Beach Sheriff’s Office – Animal Kindness,Stilzink Inc.,Palm Beach Yacht,Stormin’ Norman’s,Palm Healthcare Foundation,Sun Sentinel,Palm Tran Connections,Sunrise Cinema,
Panera Bread,Sunshine Golf Cart,Papa Johns,Super Cuts,Parker’s Custom Sheet Metal Products,T.J. Maxx,Paul Mitchell Educator, Andy Rossi,Tamarac Concrete,Paul Stevenson, Inc.,Target,Personal Touch Glass & Mirror,Ted Center,PetsMart,The Arc,Pine Tree Country Club, Executive Chef,The Boat Connection,Pizza Hut,The Boatman/Larry Woods Marine,
Plastridge Insurance Agency,The Gap,Plumber I Am, Inc., The Palm Beach Post,Plumbing Air Conditioning, Tire Kingdom,Pollo Tropical,Tony’s Body Shop,Powell Landscaping,Top Notch Salon & Barbers,Power Plus,Transeastern Homes,Precision USA,Turner Outdoor Equipment,Primerica,Universal Technical Institute,Publix,UPS,Puppy Love Dog Grooming,Vans Comfortemp,R & F International Corp., Village Royale Animal Clinic,Regal Cinema,Vision Salon,Regents Bank,Wachovia Mortgage Company,Regents Park,Walgreen’s,Robert McGill AC, Inc., Walmart,
Robert Morgan Ed Center,Washington Mutual,Russell B. Jennings A/C,West Boca Medical Center,Sam’s Club, West Palm Beach Auto Auction, Inc.,
Sandy’s International Salon,Willard Brothers Construction,
Sasing,Wings Plus,School District of Palm Beach County, Winn-Dixie,
Seacrest Veterinary,Woolbright Mobil On the Run,Wurth USA, Inc.,
Young Chef’s Academy,and the 99 Cent Store.





STUDENT ACHIEVEMENT DATA

Note: The following links will open in a separate browser window.

School Grades Trend Data

Adequate Yearly Progress (AYP) Trend Data

Florida Comprehensive Assessment Test (FCAT) Trend Data

HIGHLY QUALIFIED ADMINISTRATORS

Position Name Degree(s)/ Certification(s) # of Years at Current School # of Years as an Administrator Prior Performance Record *
Principal James R. Kidd Bachelor’s, Master’s, Educational Specialist Degrees;
Certified (FDOE #165914) in Physical Education, Carpentry, Vocational Education
Director, Educational Leadership
18 18 2009: D, NO AYP

2008: D, NO AYP

2007: D, NO AYP

2006: D, NO AYP

2005: F, NO AYP
Principal Jeanette L. Jimenez Bachelor’s in Psychology, Master’s in Special Education, Educational Specialist Certificate, Doctorate in Education; FL Certification in Special Education & Educational Leadership; Reading Endorsement. 9 4 2009: D, NO AYP

2008: D, NO AYP

2007: D, NO AYP

2006: D, NO AYP

2005: F, NO AYP


Assis Principal Lisa Chirikjian Bachelor’s in Physical Education
Master’s in Educational Leadership
Certification in Physical Education, Education Leadership, Health Education, Coaching Certificate. ESOL Endorsement
1 1 2009; C, No AYP

2008; B, No AYP

2007; B, No AYP

2006; B, No AYP

2005; D, No AYP
Assis Principal Myron Cost Masters
Administration/
Supervision K-12
Local Director of Vocational Ed.
Teacher Coordinator of Cooperative Ed.
Automotive Technology
6 16 2009: D, NO AYP

2008: D, NO AYP

2007: D, NO AYP

2006: D, NO AYP

2005: F, NO AYP

* Note: Prior Performance Record (including prior School Grades and AYP information along with the associated school year)

HIGHLY QUALIFIED INSTRUCTIONAL COACHES

Subject Area Name Degree(s)/ Certification(s) # of Years at Current School # of Years as a Coach Prior Performance Record *
Reading Coach Matthew Benoliel English 6-12; Reading Endorsement 1 0

* Note: Prior Performance Record (including prior School Grades and AYP information along with the associated school year)


HIGHLY QUALIFIED TEACHERS

Description of Strategy Person Responsible Projected Completion Date Not Applicable (If not, please explain why)
1. Recruitment: Attend district job fairs; post vacancies on website and in local newspapers; salaries competitive with school district salary scale; Personnel Manager, Vice Principal Continual
2. Retention: Monetary stipends are offered for completing the Reading Endorsement components; one extra paid duty day during pre-school is given; support offered with New Teacher/Mentor program; additional activities offered for supplemental income such as clubs, and tutoring.

Personnel Manager Continual
3. Substitutes for staff development and in-service opportunities (CRISS, Clinical Education Training, etc.) aligned with and/or provided by the district; paid application and filing fees for teachers pursuing National Board Certification; safe and secure working environment. Director of Academies and Operations Continual


Non-Highly Qualified Instructors

Name Certification Teaching Assignment Professional Development/Support to Become Highly Qualified
Deanna Allen English 6-12 Intensive Reading Currently enrolled in Reading Competencies 3 and 4
Richard Brinker English 6-12,Guidance K-12 Intensive Reading Currently enrolled in Reading Competencies 4 & 5
Mia Campbell English 6-12 Intensive Reading Currently enrolled in Reading Competency 3
Laura O'Leary English 6-12 Intensive Reading Currently enrolled in Reading Competency 6


Staff Demographics

Total Number of Instructional Staff % of First-Year Teachers % of Teachers with 1-5 Years of Experience % of Teachers with 6-14 Years of Experience % of Teachers with 15+ Years of Experience % of Teachers with Advanced Degrees % Highly Qualified % Reading Endorsed Teachers % National Board Certified Teachers % ESOL Endorsed
37 1 40 45 15 28 89 32 0 60


Teacher Mentoring Program

Mentor Name Mentee Assigned Rationale for Pairing Planned Mentoring Activities
Michelle Carson Dori Halperin Model Language Arts Classroom District ESP Program
Common Planning Period
Gidget Barretta Scott Simpson Model Science Teacher, shared student population District ESP Program
Common Planning Period
Carolee Ellison Michelle Brown Shared Student Population District ESP Program
Common Planning Period
Susan LaRocca Todd Wallace Shared Student Population; Department Head District ESP Program
Common Planning Period
Neil Breault Leena Thomas Shared Student Population; Department Head District ESP Program
Common Planning Period



ADDITIONAL REQUIREMENTS

Coordination and Integration


Note: For Title I schools only

Title I, Part A

With regard to this law’s mandates related to the “basic educational program aimed at improving the academic achievement of the disadvantaged,” South Tech has always been guided and monitored by the district’s Department of Charter Schools (annual audits, etc.), and Department of School Improvement, following all initiatives of the district’s Chief Academic Officer regarding academic standards, academic rigor, assessment, fiscal and student achievement accountability, highly-qualified teachers, and parental involvement. South Tech has hired a resource teacher for reading and an additional English teacher to maintain a reduced class size in Language Arts classes. These expenses will be paid using Title I funds. As additional training on new curriculum requirements and software will be necessary for teachers in language arts, math and science, Title I funds will be used to pay for substitutes when teachers are attending these trainings during instructional days.
Stimulus funds were also budgeted for additional reading resource materials in the media and a new science/math program available to all students on the computer. (Gizmo) Tutoring on all subjects will be provided using Title I funds. Transportation will also be provided for students who participate in after school tutoring. As family involvement is key in student achievement, over 10% of Title I and Stimulus funds were designated for various mediums to keep parents informed. Open houses, parent trainings, informational mailings, part-time parent liaison position, meetings, and South Tech’s website are some of the ways we keep parents/guardians up to date of what is happening at their student’s school.and newsletters.


Title I, Part C- Migrant


South Tech students qualifying for this support participate in college visits sponsored by the Department of Migrant Education.


Title I, Part D

South Tech’s Innovative Options program serves students who have dropped out of school (but have earned at least 14 credits), are 17-21 years old, want to earn a Diploma, and who need to raise their GPA or pass FCAT to graduate.
The Credit Lab is available for students currently enrolled in any school, who need to recover credits in failed classes or improve a D grade.


Title II

NA


Title III

Assists with helping eligible limited English proficient and immigrant students attain English proficiency and meet the same state standards required of all students.


Title X- Homeless

McKinney-Vento Homeless Education Program—Homeless children and youth are minors who lack a fixed, regular, and adequate nighttime residence. It includes children and youth who are sharing the housing of other persons due to economic hardship; are living in motels, hotels, trailer parks, or camping groups due to lack of alternative adequate accommodations; are living in emergency or transitional shelters; are abandoned in hospitals; are awaiting foster placement; have a primary nighttime residence that is a public or private place not designed for human sleeping accommodations; are living in cars, parks, public spaces, abandoned buildings, substandard housing, bus or train stations or similar settings; are migrant children and youth who qualify as homeless as described above. Homeless children and youth are entitled to immediate public school enrollment at the school last attended at the onset of homelessness, provided it is in the best interest of the student, requested by the parents, and is feasible.


Supplemental Academic Instruction (SAI)

Funds are used to supplement salary costs in order to provide the 4 x 4 block schedule for the students and to reduce class size.


Violence Prevention Programs

South Tech has implemented all measures mandated by the “Jeffrey Johnston Stand Up For All Students Acts” Section 1006.147, Florida Statutes, in conjunction with Board policy 5.002, entitled “Prohibition of Bullying and Harassment”. These measures included: a policy overview and filmstrip presentation to all staff members, distribution and placement of posters throughout the school, establishment of a school contact telephone number along with a Bullying Harassment Anonymous Report Form and Drop Box and a District Incident Report Website. Primary and secondary staff members have been identified and assigned to monitor the phone, written or website
Bullying/Harassment Incident Reports twice daily. Communication of the new Definitions stated in Section 4 and the Expected Behaviors On School Property or At School Related Function stated in Section 5 of Policy 5.002 will be included in the Student/Parent Handbook along with the South Tech Staff Handbook and Website.


Nutrition Programs

South Tech utilizes the school districts food service program, meeting all Nutrition Program guidelines.


Housing Programs

NA


Head Start

NA


Adult Education

South Tech offers evening classes for Adults in a range of job-related skills. These classes are advertised three times a year in a pull-out from the Palm Beach Post and in a fourth separate mailing/inserts via the Penny Saver. In addition, students 17-20 may earn a high school diploma in Innovative Options, a program that operates 2:00-8:15 PM Monday-Thursday. Our English for Speakers of Other Languages (ESOL) and GED programs provide educational services with child care four nights per week.


Career and Technical Education

South Tech is a wall-to-wall career academy high school—every student who attends the school must be enrolled in one of 13 career academies: Automotive Service Technology, Automotive Collision and Repair, Culinary Arts, Residential Construction, Cosmetology, Film & Broadcast, Finance, Commercial Art Technology, Information Technology, Marine Service Technology, Motorcycle Service Technology, Nursing & Health Occupations, Veterinary Assisting. Students must satisfactorily complete their elective requirements for graduation, exclusively within their academies, and they may also earn Occupational Completion Points related to their academy field of study.


Job Training

As part of the training for certain career academies in the trades and industry formats, qualified 11th and 12th grade students can participate in paid on-the-job training during part of every school day. This on-the-job training must correspond to the student’s career academy training.


Other

The Credit Lab is available during the school year Monday-Wednesday, 2:00-6:00 PM, and during the summer for five weeks for students who need to recover credits in failed classes or to improve a grade of D. Students must have permission from the Assistant Principal at the school they currently attend, in order to enroll in the Credit Lab.


Response to Instruction/Intervention (RtI)


School-based RtI Team

Identify the school-based RtI Leadership Team.

Jeanette Jimenez (Principal), Lisa Chirikjian (Vice Principal), Myron Cost (Director of Academies and Operations), Erika Kukec (Media Specialist), Tracey Mangan (ESE Coordinator), Peggy Palmer (Teacher), Janet Hill (Teacher), Barry Hill (School Safety & Operations Supervisor), Sean Thornton (Teacher), Claudia Escobar (Language Facilitator), and guidance counselors.


Describe how the school-based RtI Leadership Team functions (e.g. meeting processes and roles/functions).

The school-based RtI Leadership Team identifies students requiring academic, behavioral, social or emotional interventions. As a team, we provide interventions that match the student’s need, monitor the progress and make decisions about change depending on the success of the interventions. The school-based RtI Leader develops an agenda, maintains a file for all referrals which include forms: PBSD 2106, PBSD 2284, Tier II and Tier III Data Chart and PBSD 1548


Describe the role of the school-based RtI Leadership Team in the development and implementation of the school improvement plan

The school-based RtI Leadership Team can help every South Tech student meet or exceed their academic and academy standards by giving students intervention to become successful.




RtI Implementation

Describe the data management system used to summarize tiered data.

The data management system used to summarize tiered data is to record the data and chart it on the Tier II and Tier III Data Chart. This allows us to determine if the student is progressing, will be on target, needs to move up a tier, or needs to be referred to ESE.


Describe the plan to train staff on RtI.

Staff will be trained by the assigned RtI leader as determined by The School District of Palm Beach County at scheduled Learning Team Meetings (LTM) or during after-school meetings throughout the school year.



School Wide Florida’s Continuous Improvement Model

Plan

Data Disaggregation 2008-2009 FCAT Data


What strengths and weaknesses were identified in the 2009 data by grade level, subject area, and clusters/strands?


Strengths: Across the board our reading scores slightly increased; students were performing at district and state averages in writing. Writing proficiency went up 9%. The number of students below grade level in math has increased.
Weaknesses: Learning gains in Level 1 reading students needs to be addressed. Data shows negative growth in many students. Among Level 1 students in Math, ELL and SLD learners showed the least growth. Science scores remained the same at 17%.


Instructional Calendar Development


What is the process for developing, implementing, and monitoring an Instructional Focus Calendar for reading, writing, mathematics, and science?

Reading: IFC (instructional focus calendar) developed based on EDGE series and results of the FAIR assessments; diagnostic tests.

Math: IFC will align with district FCAT benchmark calendars and updates will be made based on diagnostic tests and classroom assessments. Classroom assessments include tests, quizzes, as well as teacher feedback.

Science: Science will align with district FCAT benchmark calendars and will be updated based on diagnostic tests and classroom assessments. Classroom assessments include tests, quizzes, as well as teacher feedback.

Writing: Will follow the school’s writing plan which is based on the Palm Beach Writes diagnostics. The calendars will be updated in October 2009 as determined by disaggregated data results from the September Pre-Test, and again in January 2010 as determined by the disaggregated data results from the December Mid-Term Test.
Most frequently FCAT-tested Benchmarks from subject-area strands—with related activities—are scheduled for daily use as Focus Lessons. The calendar is distributed to all teachers. Administration and coaches regularly monitor implementation.


Which instructional Benchmarks will be given priority focus, based on need, for each content area (reading, writing, mathematics, and science)?

Language Arts: Reading –Using Words and Phrases in Context and Reference and Research (weakest strands)

Math: Data analysis is the weakest cluster/strand more significant data was noticed in the ELL and ESE students.

Science: Data analysis didn’t provide any trends so all skills will be given equal consideration.


What is the process to ensure instruction is based on individual students’ needs, as opposed to the master schedule?

The principal and vice principal supervise and oversee the master schedule. Classes are created and students are scheduled according to assessment criteria, graduation requirements, and remedial and enrichment (including Advanced Placement, Honors, and Dual Enrollment) needs. Teachers have been placed according to their strengths in working with specific student populations.


How does the school incorporate applied and integrated courses to help students see the relationships between subjects and relevance to their future?

As a wall-to-wall career academy high school, South Tech is the embodiment of applied and integrated curriculum. Most trade, technical, and industry text is Lexile 1300 or above. In order to be employable in a competitive workforce, most South Tech students—and their parents--understand the necessity of, at least, a high school diploma, and that means students must earn credits in academic, as well as elective courses.


How does the school incorporate students’ academic and career planning, as well as promote student course selections, so that students’ course of study is personally meaningful?

A student recruited from 8th grade is, generally, guided by his or her parents into an academy that offers a promising job or career path, if not post-secondary education at the technical, college, or university level. South Tech operates on a 4 x 4 block, allowing students to earn 4 credits per semester, 8 per year, 32 total—eight more than the state requires. South Tech students’ entire schedule is guided by the course sequence of the academy. For example, in Commercial Foods, students begin as Freshmen with Sanitation & Safety Procedures—a full semester--before they are ever allowed into the kitchen. Typically, each semester, underclassmen take one career academy class and 2-3 academic classes, one of which may be Intensive Reading (depending on student FCAT levels). Upperclassmen may take two academy classes each semester and two academic classes, one of which may still be Intensive Reading if the student has not passed the FCAT. The academy is the “hook” that attracts and keeps students at South Tech--Most South Tech students have a real fondness for the academy they choose, their peers who share the uniform of that academy, and the teacher who teaches them.




DO

Direct the Instructional Focus


How are lesson plans and instructional delivery aligned across grade levels and subject areas?


All core subjects will utilize the Curriculum Frameworks, which are aligned with Sunshine State Standards, as implemented by the school district. Vocational education courses will follow the Student Performance Standards (SPS) to develop lesson plans and classroom instruction.


How are instructional focus lessons developed and delivered?

Instructional focus lessons have been implemented by the school district and will be delivered daily in all classrooms using Learning Village and school data with EDW reports.


How will instructional focus lessons be revised and monitored?

Instructional focus lessons will be revised as needed and monitored using Classroom Walkthroughs, and will be based on student assessment, teacher, and administrative observations.




CHECK

Assessment


Describe the types of ongoing formative assessments to be used during the school year to measure student progress in core, supplemental, and intensive instruction/intervention.


Common Assessments and diagnostics are scheduled throughout the year for ninth, tenth, and eleventh grade students in Reading, Math, Writing and Science. Formative Assessments are built into Intensive Reading CIRP (EDGE Series), FAIR, as well as the School Writing Plan, Content Area Curriculum Calendars. Teachers will be trained on and expected to perform their own formative assessments based on their classroom data.


How are assessments used to identify students reaching mastery and those not reaching mastery?

Formative Assessments, whether teacher generated or particular to a specific program, are all designed according to and aligned to appropriate benchmarks


Maintenance


How is ongoing assessment and maintenance of Benchmark mastery for each grade level and content area built into the Instructional Focus Calendar?

The Instructional Focus Calendar is based on district mandates and departmental concerns. As such, IFC will be continually monitored and updated to reflect student areas of concern.


Describe the process and schedule for teams to review progress monitoring data (summative and mini assessments) to identify the required instructional modifications that are needed to increase student achievement.

Departments will meet weekly with department heads and administration to review data. Modifications will be made according to classroom data provided by teachers.


Monitoring


Describe the Principal’s and Leadership Team’s roles as instructional leaders and how they will be continuously involved in the teaching and learning process.

The principal and leadership team will meet with teacher’s during weekly meeting or one on one to discuss assessment results and student progress; LTM meeting, RLT meetings, Department meeting and trainings. All will be documented to record progress. Departments will review lesson plans, and student portfolios. The LTF will assist in monitoring instruction.




ACT

Supplemental and Intensive Instruction/Interventions


Identify the core, supplemental, and intensive instruction and interventions.


Core instruction occurs in Mathematics, History, Science, and Language arts with supplemental instruction in Foreign Language, Physical Education, Creative Writing, Critical Thinking, and various academic and elective courses. All level 1 and many level 2 students are enrolled in Intensive Reading and/or Intensive Math courses. All regular daytime students are enrolled in an Academy course, depending on the students chosen academy. There are currently thirteen Career Academies to choose from including Medical Services, Graphic Arts, Information Technology, Marine Engines, Auto Body, Auto Tech, Construction, Culinary Arts, Finance, Cosmetology, Motorcycle Technology, and Film and Broadcasting.


How are supplemental and intensive instruction/interventions and tutorials structured to re-teach non-mastered target areas?

Resources from the state adopted textbooks which are designed for intensive instruction will be utilized, including the EDGE series for ninth and tenth grade, and ReadOn for retake students. Computerized programs or instructional software, in addition to internet instructional web sites such as FCAT Explorer will also be utilized. Teachers will utilize instructional strategies or best practices discussed in PLC to provide different methods of providing instruction to students in non-mastered areas. Resources and strategies provided at PDD workshops will also be utilized. Students consistently demonstrating non-mastery may be required to participate in tutorial sessions before school.


How does the school identify staff’s professional development needs to improve their instructional strategies?

Common areas of concern in the areas of instructional delivery, classroom management, as evidenced by administrators’ observations, teacher surveys, as student performance/data analysis, will determine the needs for professional development sessions.


Which students will be targeted for supplemental and intensive instruction/interventions?

Students who demonstrate low mastery in standards and benchmarks. Students not making mastery will be offered pull out tutoring during the regular schedule.


How will the effectiveness of the interventions be measured throughout the year?

All personnel providing services to a student not making mastery will meet to discuss their evidence and/or documentation of strategies and interventions that have previously been utilized. Factors hindering implementation of a strategy will be addressed and resolved. Strategies that are unsuccessful will be discontinued and replaced alternative interventions.


Enrichment


Describe alternative instructional delivery methods to support acceleration and enrichment activities.

Accelerated and Enrichment activities are imbedded in Intensive Reading Curriculum. Teachers will be encouraged to facilitate small group instruction in order to provide for learners of all levels.


Describe how students are identified for enrichment strategies.

Students who achieve below mastery levels per diagnostic testing will be targeted for enrichment in all courses




Professional Learning Communities

PLC Organization (grade level, subject, etc.) PLC Leader Frequency of PLC Meetings Schedule (when) Primary Focus of PLC (include Lesson Study and Data Analysis)
Pre-School Meetings Administration & Faculty 3 days during pre-school Aug. 10, 12, 17 Welcome back informative meeting on student achievement, discipline, and teacher accountability
Learning Team Meetings Reading Coach bimonthly Every other Thursday Implement FCAT strategies, teach VO teachers how to implement into their curriculum
Department Meetings Department Heads bimonthly Varies by department Principal passed forth information in regards to our school through Department heads. Questions were answered.


NCLB Public School Choice

Note: For Title I schools only


Pre-School Transition

NA


Postsecondary Transition

Note: Required for High School- Sec. 1008.37(4), F.S.

South Tech Academy has incorporated targeted tutoring into its curriculum to target the lowest 25% in Reading, Math, and Science. We look at the data and the different areas of needs to pinpoint the students’ weaknesses and group students together. Then we pull-out students to attend targeted tutoring sessions from their elective class so as to minimize loss of core academic instructional time. We have noticed higher student achievement since we have implemented this prescriptive tutoring.
According to the High School Feedback Report, our diligence with targeted tutoring should increase student achievement thereby improving student readiness for the public postsecondary level.



 

PART II: EXPECTED IMPROVEMENTS

 

Other Goals

No Other Goals were submitted for this school

 

FINAL BUDGET



Differentiated Accountability


School-level Differentiated Accountability Compliance



Show Attached school’s Differentiated Accountability Checklist of Compliance (Uploaded on 9/9/2009 9:27:20 AM)



School Advisory Council



School Advisory Council (SAC) Membership Compliance

The majority of the SAC members are not employed by the school district. The SAC is composed of the principal and an appropriately balanced number of teachers, education support employees, students (for middle and high school only), parents, and other business and community citizens who are representative of the ethnic, racial, and economic community served by the school.

No. Disagree with the above statement.

Measures Being Taken to Comply with SAC Requirement

South Tech Academy, a charter school in Palm Beach County, does not have a separate SAC. However, the school’s Governing Board monitors the School Improvement Plan through a sub-committee.



Projected use of SAC Funds Amount
Officer Principe Training 1500
Student Conference Expenses 10000
Student Testing Fees 5000



Describe the Activities of the School Advisory Council for the Upcoming Year


On-going, depending on school needs.


SAC Members

Members
1)  Jeanette Jimenez,   Principal
2)  Cathy Lewis,   SAC Chair
3)  Toby Lamb,   Student
4)  Emily Ferris,   Teacher
5)  Carl McKoy,   Business Member
6)  Robert Kesten,   Business Member
7)  Steven Davis,   Business Member
8)  Les Goldstein,   Business Member
9)  Donna Baize,   Parent
10)  Lesley Kibler,   Parent
11)  Maria Werrlein,   Parent
12)  Don Zimmerman,   Community Member
13)  Rep. Maria Sachs,   Community Member
14)  Walt Benner,   Community Member
15)  Jeanne Burdsall,   Community Member
16)  Ira Dornfeld,   Community Member
17)  Susan Fein Holtz,   Community Member
18)  Nicole Handy,   Community Member
19)  Peter Jarrett,   Community Member
20)  Peggy Johnson,   Community Member
21)  Lisa Chirikjian,   Assistant Principal
 

AYP DATA

2008-2009 Adequate Yearly Progress (AYP) Report - Page 2 Palm Beach SOUTH TECH ACADEMY 1571
Number of students enrolled in the grades tested:
 Read: 584
Math: 583   		2008-2009
School Grade1:		 D   Did the School make Adequate Yearly Progress? NO   
This section shows the percent tested and performance for each group used to determine AYP (Parts a and c2). This section shows the improvement for each group used to determine AYP via safe harbor (Part b2). This section shows the percent of students "on track" to be proficient used to determine AYP via the growth model.
Group Reading
Tested 95% of the students? 		Math
Tested 95% of the students? 		65% scoring at or above grade level in Reading? 68% scoring at or above grade level in Math? Improved performance in Writing by 1%? Increased Graduation Rate3by 1%? Percent of Students below grade level in Reading Safe
Harbor
Reading		 Percent of Students below grade level in Math Safe
Harbor
Math		 % of students on track to be proficient in reading Growth model reading % of students on track to be proficient in math Growth model math
  2009 Y/N 2009 Y/N 2009 Y/N 2009 Y/N 2008 2009 Y/N 2007 2008 Y/N 2008 2009 Y/N 2008 2009 Y/N 2009 Y/N 2009 Y/N
TOTAL4  100  Y  100  Y  25  N  64  N  89     Y  51  73  Y  76  75  N 36  36  N 26  N  65  N 
WHITE  99  Y  100  Y  34  N  77  Y  86     Y  65  85  Y  60  66  N 27  23  NA 33  N  79  NA 
BLACK  100  Y  100  Y  26  N  60  N  88     Y  42  65  Y  80  74  N 45  40  Y 27  N  61  NA 
HISPANIC  100  Y  100  Y  19  N  62  N  92   91  Y  59  68  Y  81  81  N 35  38  N 22  N  63  N 
ASIAN    NA    NA    NA    NA      NA      NA      NA     NA        
AMERICAN INDIAN    NA    NA    NA    NA      NA      NA      NA     NA        
ECONOMICALLY DISADVANTAGED  100  Y  100  Y  21  N  62  N  88   94  Y  57  66  Y  83  79  N 36  38  N 22  N  63  N 
ENGLISH LANGUAGE LEARNERS    NA    NA    NA    NA      NA      NA      NA     NA        
STUDENTS WITH DISABILITIES  100  Y  100  Y  7  N  46  N  79   87  Y      NA    93  NA   54  NA 10  N  45  N 

2007-2008 Adequate Yearly Progress (AYP) Report - Page 2 Palm Beach SOUTH TECH ACADEMY 1571
Number of students enrolled in the grades tested:
 Read: 592
Math: 592   		2007-2008
School Grade1:		 D   Did the School make Adequate Yearly Progress? NO   
This section shows the percent tested and performance for each group used to determine AYP (Parts a and c2). This section shows the improvement for each group used to determine AYP via safe harbor (Part b2). This section shows the percent of students "on track" to be proficient used to determine AYP via the growth model.
Group Reading
Tested 95% of the students? 		Math
Tested 95% of the students? 		58% scoring at or above grade level in Reading? 62% scoring at or above grade level in Math? Improved performance in Writing by 1%? Increased Graduation Rate3by 1%? Percent of Students below grade level in Reading Safe
Harbor
Reading		 Percent of Students below grade level in Math Safe
Harbor
Math		 % of students on track to be proficient in reading Growth model reading % of students on track to be proficient in math Growth model math
  2008 Y/N 2008 Y/N 2008 Y/N 2008 Y/N 2007 2008 Y/N 2006 2007 Y/N 2007 2008 Y/N 2007 2008 Y/N 2008 Y/N 2008 Y/N
TOTAL4  100  Y  100  Y  24  N  64  Y    89  N  69  51  N  82  76  NA 47  36  NA 30  NA  78  NA 
WHITE  100  Y  100  Y  40  N  73  Y    86  N  68  65  N  76  60  NA 36  27  NA 47  NA  83  NA 
BLACK  100  Y  100  Y  20  N  55  N    88  N  60  42  N  88  80  NA 62  45  NA 24  NA  73  NA 
HISPANIC  100  Y  100  Y  19  N  65  Y    92  Y  79  59  N  81  81  NA 41  35  NA 26  NA  79  NA 
ASIAN    NA    NA    NA    NA      NA      NA      NA     NA        
AMERICAN INDIAN    NA    NA    NA    NA      NA      NA      NA     NA        
ECONOMICALLY DISADVANTAGED  100  Y  100  Y  17  N  64  Y    88  N  74  57  N  86  83  NA 48  36  NA 22  NA  78  NA 
ENGLISH LANGUAGE LEARNERS  100  Y  100  Y    NA    NA      NA  77  53  N      NA     NA        
STUDENTS WITH DISABILITIES  99  Y  100  Y    NA    NA  89   79  N  68  68  N      NA     NA        

2006-2007 Adequate Yearly Progress (AYP) Report - Page 2 Palm Beach SOUTH TECH ACADEMY 1571
Number of students enrolled in the grades tested:
 Read: 554
Math: 552   		2006-2007
School Grade1:		 D   Did the School make Adequate Yearly Progress? NO   
This section shows the percent tested and performance for each group used to determine AYP (Parts a and c2). This section shows the improvement for each group used to determine AYP via safe harbor (Part b2). This section shows the percent of students "on track" to be proficient used to determine AYP via the growth model.
Group Reading
Tested 95% of the students? 		Math
Tested 95% of the students? 		51% scoring at or above grade level in Reading? 56% scoring at or above grade level in Math? Improved performance in Writing by 1%? Increased Graduation Rate3by 1%? Percent of Students below grade level in Reading Safe
Harbor
Reading		 Percent of Students below grade level in Math Safe
Harbor
Math		 % of students on track to be proficient in reading Growth model reading % of students on track to be proficient in math Growth model math
  2007 Y/N 2007 Y/N 2007 Y/N 2007 Y/N 2006 2007 Y/N 2005 2006 Y/N 2006 2007 Y/N 2006 2007 Y/N 2007 Y/N 2007 Y/N
TOTAL4  99  Y  99  Y  18  N  53  N  86     Y  51  69  Y  78  82  NA 52  47  NA 31  NA  66  NA 
WHITE  100  Y  100  Y  24  N  64  Y  85     Y  60  68  Y  69  76  NA 46  36  NA 38  NA  66  NA 
BLACK  99  Y  99  Y  12  N  38  N  83     Y  38  60  Y  87  88  NA 64  62  NA 24  NA  63  NA 
HISPANIC  99  Y  99  Y  19  N  59  Y  89     Y  63  79  Y  79  81  NA 47  41  NA 32  NA  69  NA 
ASIAN    NA    NA    NA    NA      NA    75  NA      NA     NA        
AMERICAN INDIAN    NA    NA    NA    NA      NA      NA      NA     NA        
ECONOMICALLY DISADVANTAGED  99  Y  100  Y  14  N  52  N  85     Y  60  74  Y  81  86  NA 54  48  NA 29  NA  64  NA 
ENGLISH LANGUAGE LEARNERS  100  Y  100  Y    NA    NA      NA  42  77  Y      NA     NA        
STUDENTS WITH DISABILITIES  99  Y  99  Y    NA    NA      NA  70  68  N      NA     NA        


SCHOOL GRADE DATA

Palm Beach School District
SOUTH TECH ACADEMY
2008-2009
  Reading
  		 Math
  		 Writing
  		 Science
  		 Grade
Points
Earned		  
% Meeting High Standards (FCAT Level 3 and Above) 28%  68%  83%  20%  199   Writing and Science: Takes into account the % scoring 3.5 and above on Writing and the % scoring 3 and above on Science. Sometimes the District writing and/or science average is substituted for the writing and/or science component.
% of Students Making Learning Gains 40%  71%      111  3 ways to make gains:
  • Improve FCAT Levels
  • Maintain Level 3, 4, or 5
  • Improve more than one year within Level 1 or 2
    • Adequate Progress of Lowest 25% in the School? 44% (NO)  57% (YES)      101  Adequate Progress based on gains of lowest 25% of students in reading and math. Yes, if 50% or more make gains in both reading and math.
    % of 11th and 12th graders meeting the graduation requirement on the FCAT retake 57%  43%      0  If 50% of 11th and 12th graders meet the graduation requirement on the retake in both reading and math, ten bonus points are awarded
    Points Earned         411   
    Percent Tested = 100%           Percent of eligible students tested
    School Grade         D  Grade based on total points, adequate progress, and % of students tested


    Palm Beach School District
    SOUTH TECH ACADEMY
    2007-2008
      Reading
          		 Math
          		 Writing
          		 Science
          		 Grade
    Points
    Earned    		  
    % Meeting High Standards (FCAT Level 3 and Above) 26%  66%  74%  19%  185   Writing and Science: Takes into account the % scoring 3.5 and above on Writing and the % scoring 3 and above on Science. Sometimes the District writing and/or science average is substituted for the writing and/or science component.
    % of Students Making Learning Gains 44%  77%      121  3 ways to make gains:
  • Improve FCAT Levels
  • Maintain Level 3, 4, or 5
  • Improve more than one year within Level 1 or 2
    • Adequate Progress of Lowest 25% in the School? 47% (NO)  75% (YES)      122  Adequate Progress based on gains of lowest 25% of students in reading and math. Yes, if 50% or more make gains in both reading and math.
    % of 11th and 12th graders meeting the graduation requirement on the FCAT retake 42%  62%      0  If 50% of 11th and 12th graders meet the graduation requirement on the retake in both reading and math, ten bonus points are awarded
    Points Earned         428   
    Percent Tested = 100%           Percent of eligible students tested
    School Grade         D  Grade based on total points, adequate progress, and % of students tested


    Palm Beach School District
    SOUTH TECH ACADEMY
    2006-2007
      Reading
          		 Math
          		 Writing
          		 Science
          		 Grade
    Points
    Earned    		  
    % Meeting High Standards (FCAT Level 3 and Above) 20%  56%  84%  30%  190   Writing and Science: Takes into account the % scoring 3.5 and above on Writing and the % scoring 3 and above on Science. Sometimes the District writing and/or science average is substituted for the writing and/or science component.
    % of Students Making Learning Gains 35%  66%      101  3 ways to make gains:
  • Improve FCAT Levels
  • Maintain Level 3, 4, or 5
  • Improve more than one year within Level 1 or 2
    • Adequate Progress of Lowest 25% in the School? 42% (NO)  66% (YES)      108  Adequate Progress based on gains of lowest 25% of students in reading and math. Yes, if 50% or more make gains in both reading and math.
    % of 11th and 12th graders meeting the graduation requirement on the FCAT retake 41%  45%      0  If 50% of 11th and 12th graders meet the graduation requirement on the retake in both reading and math, ten bonus points are awarded
    Points Earned         399   
    Percent Tested = 98%           Percent of eligible students tested
    School Grade         D  Grade based on total points, adequate progress, and % of students tested