Brevard County Public Schools School Improvement Plan 2012-2013 Name of School: Area: Principal: Area Superintendent: SAC Chairperson: Superintendent: Dr. Brian Binggeli Mission Statement: The mission of Titusville High School is to graduate all students with the knowledge and critical thinking skills necessary to be productive members of society. Vision Statement: THS will be a High Performing Learning Culture of students and staff, which fosters collaboration, trust, lifelong learning and the pursuit of excellence. Titusville High School North Dr. Lori Spinner Dr. Ronald Bobay Patricia Ely Page 1
Transcript
Brevard County Public SchoolsSchool Improvement Plan
2012-2013
Name of School: Area:
Principal: Area Superintendent:
SAC Chairperson:
Superintendent: Dr. Brian Binggeli
Mission Statement:The mission of Titusville High School is to graduate all students with the knowledge and critical thinking skills necessary to be productive members of society.
Vision Statement:THS will be a High Performing Learning Culture of students and staff, which fosters collaboration, trust, lifelong learning and the pursuit of excellence.
Titusville High School North
Dr. Lori Spinner Dr. Ronald Bobay
Patricia Ely
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Brevard County Public SchoolsSchool Improvement Plan
2012-2013RATIONAL – Continuous Improvement Cycle Process
Data Analysis from multiple data sources :( Needs assessment that supports the need for improvement)
Test Score DisaggregationUnder the State Accountability Plan, Titusville High School posted gains in five of seven areas in 2012. Overall points earned increased 5 points -- earning the points for a grade of A for the fifth year in a row. Most significant, our A Grade will not be penalized due to the tremendous gains demonstrated by the bottom quartile readers.
Titusville High School demonstrated an increase in the percent of students meeting all four measures for College Readiness Benchmarks (2010-17%, 2011-13%, 2012-23%) and in average scores on ACT (2010-20.1, 2011-19.5, 2012-20.2). In 2012, ACT scores for College Readiness were 5% above the state average (18%) and average scores were .4 points higher than the state average (19.8). AP enrollment and performance continued to excel. Attendance rate was once again substantially high with 96.6% overall attendance for the year. Participation in Dual Enrollment also increased with 26 students earning their AA degree from BCC simultaneously as they completed their High School Diploma. This represents an increase of 19 students from 2011. Areas of concern with 2012 data rest in the performance of students on the Algebra EOC Exam as well as closing the gap between subpopulation performances.
In 2010, 38% of our students in the lowest 25% reading on or above grade level on the Reading FCAT. This was a 7% decrease from 2009. Titusville High has continued to decrease in the number of students in the lowest 25% reading at or above grade level for the past three years. Scores for Writing (85%) and Math (81%) show students have maintained a steady trend of more than 80% of the students scoring at or above grade level.
In 2011, 39% of our students in the lowest 25% reading made an annual learning gain on Reading FCAT. This was a 1% increase from 2010. Titusville High has continued to decrease in the number of students in the lowest 25% reading at or above grade level for the past four years. Science scores increased from 44% to 49% of students scoring at or above grade level. In 2011, there was a 5% increase in Science. Scores for Writing (80%) and Math (82%) show students have maintained a steady trend of more than 80% of the students scoring at or above grade level.
In 2012, 66% of our students in the lowest 25% reading made an annual learning gain on Reading FCAT 2.0. This was a 27% increase from 2011. Scores for Writing were at 79% passing, this is a 1% decrease. Math scores decreased to 63% passing, this is a 19% decrease. The data reflects a need to continue our previous efforts for the lowest 25% in reading and also focus on increasing achievement in Algebra 1 and Geometry courses. It should be noted that performance in the math categories was substantially impacted by the change from FCAT 2.0 to Algebra EOC Exam – two entirely different assessments. This also significantly impacted the number of students in the accountable population decreasing from 325 students in 2011 (FCAT 2.0) to 144 students in 2012 (Algebra EOC).
In reviewing the data of the sub groups in reading learning gains, the white sub group (61%) continued to be the highest percent of students demonstrating an annual learning gain in reading. The black (57%) and Students With Disabilities (50%) sub groups were slightly lower than the white sub group in demonstrated an annual reading learning gain.
Math subgroups results in the following percentages demonstrating learning gains: the white sub group (48%), the black (37%), and Students With Disabilities (38%) show a similar trend. However, these scores while low were substantially impacted by the low total numbers. Sub populations for many of the reported groups were less than 10% of the tested population.
Results over the past three years in the areas of Advanced Placement, Dual Enrollment, and College
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Readiness have shown an increase in passing rates and enrollment. The percent of students passing Advanced Placement exams has increased from 63% in 2011 to 67% in 2012, while increasing actual AP enrollment and accessibility. Dual Enrollment participation has increased consistently each school year. These areas have been identified as areas of strength at THS.
Content PLCs analyzed data for current students.
Algebra 1 EOC analysis showed of 143 students 46 (32%) passed. Further analysis by grade level showed of 121 9th graders 36% passed, 17 10th graders 5% passed, and 5 11th graders 40% passed. Our high performing students take Algebra I in 8th grade. These scores did not count for us this year, but will be reflected in next year’s data.
Student need areas identified are:Focus on the following skills: Vocabulary, Reading Comprehension, and Word Problem Strategies – specifically comprehending the required task as described in the word problem.
CTE Certification analysis shows last year a high level of success with 238 out of 300 (79.3%) students earning Industry Certification. The standard for Industry Certification of our Level II to students or higher is to achieve a 90% pass rate.
Student need areas identified:Vocabulary-students don’t understand the question if they can’t understand the terminology and apply it to the situation.Study skills and Critical thinking
FCAT 2.0 Reading Analysis of each strand shows there is a marked increase in passing scores in Vocabulary between levels 1-2 and level 3 students. 9th grade level 1 6%, level 2 19%, level 3 53%. 10th grade level 1 4%, level 2 46%, level 3 92%. This disparity repeated itself in the Reading Application, Literary Analysis, and Information Text Strands. Level 4 and 5 students appear to have a higher level of exposure to more complex text, allowing them to score higher in all strands.
Student need areas identified:Level 3 students are high scorers in Vocabulary, but need more practice applying higher order thinking skills.Students enrolled in regular education classes need more exposure to complex texts in addition to non-fiction readings from textbooks.
Best Practice: (What does research tell us we should be doing as it relates to data analysis above?)
The US Department of education has identified several achievement practices identified as high impact rapid response practices for balanced achievement. These practices are research based and evidenced based and have been shown to be effective for all students across the curriculum. The strategies include:
1. Vocabulary2. Reading Comprehension3. Summarizing4. Writing to raise achievement
Dr. Max Thompson presented the Learning Focus Model and several key ideas. Schools must choose 2-3 high yield instructional practices to focus on each year and carry over the previous year’s practices. Based on the analysis of our school data the focus for the 2012-2013 school year will be to implement Vocabulary strategies for the 12 Test Power words and Reading Comprehension tested seven strategies.
Analysis of Current Practice :( How do we currently conduct business?) In accordance with district and state expectations, teachers determine the delivery of the instructional focus. Teachers meet once a week to discuss instruction and best practices. Current practice has been to
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provide time during the second and third week of the month for PLC meetings. For the 2012-2013 SY the first week is a General Faculty Meeting; the second week is dedicated to Interest-Based PLCs which target the Lowest 25% population and under-achieving sub-populations. The third week is devoted to Content-Based Professional Learning Communities (PLCs) to meet on common goals related to their content areas. The fourth week is for Subject-Area Department Meetings. During these weekly faculty and/or PLC meetings, job-imbedded, school-wide staff development and teacher collaboration occurs.
CONTENT AREA:
Reading Math Writing Science Parental Involvement
Drop-out Programs
Language Arts
Social Studies
Arts/PE Other:
School Based Objective :( Action statement: What will we do to improve programmatic and/or instructional effectiveness?)Titusville High School will implement a consistent and pervasive focus on research based and evidenced based high impact rapid response instructional practices for vocabulary and reading comprehension through our Content and Interest based Professional Learning Communities to raise student achievement for all students.
Strategies :( Small number of action oriented staff performance objectives)
Barrier Action Steps Person Responsible
Timetable Budget
In-ProcessMeasure
1. Need for training of high impact strategies for 12- Test Power Vocabulary Terms.
1a. Train faculty in High Impact Rapid Response practices, specifically 12 Test Power Vocabulary Terms to enhance student learning and performance.
BEST/Culture Club Team and Reading Coach
2012-2013 $0.00 Agenda and Inservice sign-in sheet
2. Need for training on the “Tested Seven” High Impact Reading Comprehension Strategies.
2.a. Team of Teacher Leaders and administration attend training by Max Thompson on High Impact Learning Strategies.
Team of teachers and administrators
Nov. 2012 $420.00 Agenda
2. b. Train faculty in High Impact Reading Comprehension Strategies, to enhance student learning and performance.
BEST/Culture Club Team
2012-2013 $0.00 Agenda and inservice sign up sheet
3. Buy-in of faculty
3a. Working collaboratively, teachers will analyze
Teachers Fall 2012 $0.00 Sample PGP strategies demonstrating
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student achievement data in an effort to establish individual PGP goals that reflect the gaps in achievement for reading comprehension and vocabulary.
alignment with high impact rapid response Vocabulary and Reading Comprehension practices.
3b. As a support for implementation, during Monthly meetings teachers will have opportunities to share best practices in Vocabulary and Reading Comprehension leading to attainment of outcome measures.
FacultyAdministration
Monthly meetings/on-going
$0.00 Meeting Agendas
4.Vocabulary and Reading Comprehension high impact practices are consistent and pervasive
4a. PGPs will reflect implementation of Vocabulary and Reading Comprehension Strategies in an effort to improve student achievement in FCAT, ACT, EOCs, and AP examinations.
Teachers 2012-2013 $0.00 Sample PGP strategies demonstrating alignment with high impact rapid response practices
4b. Select Interest-Based PLCs (Collaborative Teams) will target school-wide Vocabulary and Reading Comprehension Strategies, resulting in increased student achievement.
Teachers (Interest-Based PLC)
2012-2013 $0.00 Outcome results for each Collaborative Group as measured by the new appraisal system.
4c. Teaching the 12 “Test Power” vocabulary terms will be a school-wide focus for mastery and inclusion in all content areas, resulting in increased student achievement.
4d. Implementing the “Tested Seven” Reading Comprehension Strategies will be a school-wide focus for inclusion in all content areas, resulting in increased student achievement.
EVALUATION – Outcome Measures and Reflection Qualitative and Quantitative Professional Practice Outcomes :( Measures the level of implementation of the professional practices throughout the school)
By May 2013, 85%+ of the faculty’s CWT and Formal Observations will reflect evidence of 12 Test Power Vocabulary Implementation and application of Tested Seven Reading Comprehension Strategies.
By October 2012, 85%+ of PGPs will reflect Goals/Strategies designed to support implementation of SIP Objective.
By April 2013, 85%+ of instructional staff will earn “Distinguished” rating for PGP implementation as assessed by the BPS IPPAS.
Qualitative and Quantitative Student Achievement Expectations :( Measures of student achievement)
2013 FCAT Reading results will reflect a 2% increase in overall learning gains. Bottom Quartile Reading Learning Gains will continue to meet or exceed 50% learning gains as
evidenced by 2013 FCAT Reading results. 2013 FCAT Reading Proficiency performance will increase at least 2% from 2012 results. Algebra EOC target – 50% of Algebra EOC students will demonstrate a passing score – representing a
15% increase from 2011. 85%+ of Advanced Placement courses will demonstrate a minimum passing rate of 50% as identified
by College Board expectations as evidenced by the 2013 AP Testing Results. 2013 CTE Industry Certification Exam results will demonstrate a 2% increase in students earning
Industry Credentials. 4 out of 8 programs will earn 90% passing rates as demonstrated by the 2013 CTE Industry
Certification Exam results. By May, 2013 85%+ of faculty Classroom Walk-Throughs; Observations, and/or Pinpoint Portfolio
Evidence will reflect student application of Tested Seven Reading Comprehension Strategies and 12 Test Power Vocabulary Terms.
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APPENDIX A
(ALL SCHOOLS)Reading Goal
1.2012 Current
Level of Performance
(Enter percentage information and the number of students that percentage reflects ie.
28%=129 students)
2013 Expected Level of
Performance(Enter percentage
information and the number of students that percentage reflects ie. 31%=1134 students)
Anticipated Barrier(s):1.
Strategy(s):1.
FCAT 2.0Students scoring at Achievement Level 3
Barrier(s):
Strategy(s):1.
26% (174) 31% (206)
Florida Alternate Assessment: Students scoring at levels 4, 5, and 6 in Reading
Barrier(s):
Strategy(s):
1.
50% (4) 63% (5)
FCAT 2.0Students scoring at or above Achievement Levels 4 and 5 in Reading
Barrier(s):
Strategy(s):1.
33% (220) 38% (253)
Florida Alternate Assessment:Students scoring at or above Level 7 in Reading
Barrier(s):
Strategy(s):1.
0% (0) 13% (1)
Florida Alternate Assessment:Percentage of students making learning Gains in Reading
Barrier(s):
Strategy(s):1.
12% (1) 25% (2)
FCAT 2.0Percentage of students in lowest 25% making learning gains in Reading
Barrier(s):
Strategy(s):
66%(96/157)Some students weighted at 1.1
NA
66%+ (96+/157)
NA
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1.Florida Alternate Assessment:Percentage of students in Lowest 25% making learning gains in ReadingBarrier(s):
Strategy(s):1.
Ambitious but Achievable Annual Measurable Objectives (AMOs). In six years school will reduce their Achievement Gap by 50%:
Baseline data 2010-11: 58% scoring satisfactory
60% 65%
Student subgroups by ethnicity NOT making satisfactory progress in reading :
White:
Black:
Hispanic:
Asian:
American Indian:
Enter numerical data for current level of performance
33%(129)
74%(58)
46%(28)
43%(6)
NA
Enter numerical data for expected level of
performance27%(106)
69%(55)
42%(25)
50%(7)
English Language Learners (ELL) not making satisfactory progress in ReadingBarrier(s):
Strategy(s):1.
73%(7) 77%(8)
Students with Disabilities (SWD) not making satisfactory progress in ReadingBarrier(s):
Strategy(s):1.
86%(81) 72%(68)
Economically Disadvantaged Students not making satisfactory progress in ReadingBarrier(s):
Strategy(s):1.
58%(128) 49%(108)
Reading Professional DevelopmentPD Content/Topic/Focus Target
Dates/ScheduleStrategy(s) for follow-up/monitoring
Vocabulary and Reading Comprehension Strategies
06/5/12
08/04/12
11/9/12
Monthly
Ongoing and 2/18/13
Team of Teacher Leaders and administration attend training by Max Thompson on High Impact Learning Strategies.
Faculty trained by Team on High Impact Strategy Research.
Teacher Leader Team attends Moving Florida’s Schools Seminar from Learning Focused.
Faculty will model and share implementation of Vocabulary and Reading Comprehension Strategies at Faculty Meetings.
Teacher Leader Team will provide training for faculty on specific High Impact Vocabulary and Reading Strategies at monthly PLC and
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Faculty meetings as well as Professional Development Day.
Block and Common Core Training and Support
10/12/12; 02/18/13, and ongoing
Cohort of core area teachers will be trained as trainers on Block Teaching Strategies to support the implementation of common core literacy standards and EOC Exams.
Cohort of teachers will provide training and support for entire faculty on the February Professional Development Day and through monthly PLC and Faculty Meetings.
CELLA GOAL Anticipated Barrier
Strategy Person/Process/
Monitoring2012 Current Percent of Students Proficient in Listening/ Speaking:
2012 Current Percent of Students Proficient in Reading:
2012 Current Percent of Students Proficient in Writing:
66%
31%
20%
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Mathematics Goal(s):1.
2012 Current Level of
Performance(Enter
percentage information and the number of students that percentage
reflects)
2013 Expected Level of
Performance(Enter percentage information and the number of students that percentage
reflects)
Anticipated Barrier(s):1.
Strategy(s):1.
FCAT 2.0Students scoring at Achievement Level 3Barrier(s):
Strategy(s):1.
NA NA
Florida Alternate Assessment: Students scoring at levels 4, 5, and 6 in MathematicsBarrier(s):
Strategy(s):1.
50% (4/8) NA
FCAT 2.0Students scoring at or above Achievement Levels 4 and 5 in MathematicsBarrier(s):
Strategy(s):1.
NA NA
Florida Alternate Assessment:Students scoring at or above Level 7 in MathematicsBarrier(s):
Strategy(s):1.
0% (0/8) NA
Florida Alternate Assessment:Percentage of students making learning Gains in MathematicsBarrier(s):
Strategy(s):1.
38% (3/8) NA
FCAT 2.0Percentage of students in lowest 25% making learning gains in MathematicsBarrier(s):
Strategy(s):1.
NA NA
Florida Alternate Assessment:Percentage of students in Lowest 25% making learning gains in MathematicsBarrier(s):
Strategy(s):1.
NA NA
Ambitious but Achievable Annual Measurable Objectives (AMOs). In six years school will reduce their Achievement Gap by 50%:
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Baseline Data 2010-11: 48%63%
(State AMO 52%)57%
Student subgroups by ethnicity NOT making satisfactory progress in Math:
White:
Black:
Hispanic:
Asian:
American Indian:
34% (22/64)
70% (13/19)
38% (5/14)
39%(25/64) 59%(11/19)
47% (7/14)
English Language Learners (ELL) not making satisfactory progress in Mathematics
NA NAStudents with Disabilities (SWD) not making satisfactory progress in Mathematics
66% (12/18) 62% (11/18)Economically Disadvantaged Students not making satisfactory progress in Mathematics
45% (20/45) 48% (22/45)
Mathematics Professional DevelopmentPD Content/Topic/Focus Target
Dates/ScheduleStrategy(s) for follow-up/monitoring
Vocabulary and Reading Comprehension Strategies
06/5/12
08/04/12
11/9/12
Monthly
Ongoing and 2/18/13
Team of Teacher Leaders and administration attend training by Max Thompson on High Impact Learning Strategies.
Faculty trained by Team on High Impact Strategy Research.
Teacher Leader Team attends Moving Florida’s Schools Seminar from Learning Focused.
Faculty will model and share implementation of Vocabulary and Reading Comprehension Strategies at Faculty Meetings.
Teacher Leader Team will provide training for faculty on specific High Impact Vocabulary and Reading Strategies at monthly PLC and Faculty meetings as well as Professional Development Day.
Block and Common Core Training and Support
10/12/12; 02/18/13, and ongoing
Cohort of core area teachers will be trained as trainers on Block Teaching Strategies to support the implementation of common core literacy standards and EOC Exams.
Cohort of teachers will provide training and support for entire faculty on the February Professional Development Day and through monthly PLC and Faculty Meetings.
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Writing 2012 Current Level of Performance
(Enter percentage information and the number of students
that percentage reflects)
2013 Expected Level of
Performance(Enter percentage information and the number of students that percentage
reflects)Barrier(s):
Strategy(s):1.
FCAT: Students scoring at Achievement level 3.0 and higher in writing
79%(250) 81%(258)Florida Alternate Assessment: Students scoring at 4 or higher in writing
50% (2/4) 75% (3/4)
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APPENDIX B
(SECONDARY SCHOOLS ONLY)
Algebra 1 EOC Goal 2012 Current Level of Performance
(Enter percentage information and the number of students
that percentage reflects)
2013 Expected Level of Performance
(Enter percentage information and the number of students
that percentage reflects)
Barrier(s):Lack of Resources
Strategy(s):1. Actively seek out
resources to use as preparation and practice for the EOC tests.
2. Utilize materials and resources to use as common formative assessments for Algebra and Geometry courses to determine student learning and inform instruction.
Barrier(s):Analysis of data shows a lack of vocabulary and reading comprehension of word problems.Strategy(s):1. Implement High Impact rapid response Vocabulary and Reading Comprehension Strategies in an effort to improve student achievement in EOCs.Barrier(s):Need for student interventions
Strategy(s):1. Offer before and/or after
school help sessions to increase student achievement.
2. Collaborate with the Interest Based Tutoring PLC to target students needing interventions to increase student achievement.
Students scoring at Achievement level 3 in Algebra:
35% (51/144) 50% (72/144)
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Students scoring at or above Achievement Levels 4 and 5 in Algebra:
1% (2/144) 10% (14/144)
Ambitious but Achievable Annual Measurable Objectives (AMOs). In six years school will reduce their Achievement Gap by 50%: Baseline Data 2010-11
63%(State AMO 52%)
57%
Student subgroups by ethnicity (White, Black, Hispanic, Asian, American Indian) not making satisfactory progress in Algebra.
White:
Black:
Hispanic:
34% (22/64)
70% (13/19)
38% (5/14)
39%(25/64) 59%(11/19)
47% (7/14)
English Language Learners (ELL) not making satisfactory progress in Algebra
NA NAStudents with Disabilities (SWD) not making satisfactory progress in Algebra
66% (12/18) 62% (11/18)Economically Disadvantaged Students not making satisfactory progress in Algebra
45% (20/45) 48% (22/45)
48%
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Geometry EOC Goal 2012 Current Level of Performance(Enter
percentage information and the number of students
that percentage reflects)
2013 Expected Level of Performance
(Enter percentage information and the number of students
that percentage reflects)
Barrier(s):Lack of Resources
Strategy(s):1. Actively seek out
resources to use as preparation and practice for the EOC tests.
2. Utilize materials and resources to use as common formative assessments for Algebra and Geometry courses to determine student learning and inform instruction.
Barrier(s):Analysis of data shows a lack of vocabulary and reading comprehension of word problems.
Strategy(s):1. Implement High Impact rapid response Vocabulary and Reading Comprehension Strategies in an effort to improve student achievement in EOCs.
Barrier(s):Need for student interventions Strategy(s):
3. Offer before and/or after school help sessions to increase student achievement.
4. Collaborate with the Interest Based Tutoring PLC to target students needing interventions to increase student achievement.
Students scoring in the first (1) third in Geometry: 42% (172/413) NA
Students scoring in the middle (2) third in 36% (149/413) NA
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Geometry:
Students scoring in the last-top (3) third in Geometry:
22% (92/413) NA
Ambitious but Achievable Annual Measurable Objectives (AMOs). In six years school will reduce their Achievement Gap by 50%: Baseline Data 2010-11
Student subgroups by ethnicity (White, Black, Hispanic, Asian, American Indian) not making satisfactory progress in Geometry.
White:
Black:
Hispanic:
NA NA
English Language Learners (ELL) not making satisfactory progress in Geometry
NA NA
Students with Disabilities (SWD) not making satisfactory progress in Geometry
NA NA
Economically Disadvantaged Students not making satisfactory progress in Geometry
NA NA
Biology EOC Goal
2012 Current Level of
Performance(Enter
percentage information
and the number of
students that percentage
reflects)
2013 Expected Level of
Performance(Enter
percentage information and the number of students that percentage
reflects)
Students scoring in the first (1) third in Biology:
29%(29/328)
NA
Students scoring in middle (2) third in Biology:
34% (112/328)
NAStudents scoring in last- top third in Biology:
37% (121/328)
NA
For the following areas, please write a brief narrative that includes the data for the year 2011-12 and a description of changes you intend to incorporate to improve the data for the year 2012-13.
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MULTI-TIERED SYSTEM OF SUPPORTS (MTSS)/RtI(Identify the MTSS leadership team and it role in development and implementation of the SIP along with data sources, data management and how staff is trained in MTSS)RtI Team:Dr. Lori Spinner, PrincipalMs. Jerrie Mallicoat, Curriculum Asst. PrincipalMs. Sarah Riley, Guidance CounselorMs. Debbie Parrish, Reading CoachMs. Jessica Broyles, Guidance Service ProfessionalMs. Mary Richmond, SSNP Coordinating Teacher, School LEA
When a student with an issue is identified, the parents, teachers, guidance counselors, and the student meet to discuss the problem(s) and formulate a plan to eliminate the issue or difficulty the student is having. The follow-up CST meetings are held as needed. The guidance counselors act as facilitators, the teachers discuss the student's academic progress and any behavioral issue the student might be having. Child Study Teams meet on a regular basis, based upon teacher, counselor, or parent referrals.
All administrators and RtI team review school events and data and discuss a plan of action. Additionally, the department chairs meet with their teachers to discuss the goals of the subject area for the year. Those goals and strategies are incorporated into the School Improvement Plan.
All administrators and teachers are trained on AS400, Desktop Student Data System and A3 Vision. This training occurs during the first month of each year. The programs are utilized to guide teachers in their use of instructional strategies to meet the needs of the students. The data information obtained includes; FCAT scores, FAIR test scores, benchmark tests, and documented behavioral referrals.
Teachers and staff are trained by administrators during faculty meetings and leadership meetings to become more effective with integrating the RtI process into their instructional strategies and curriculum to meet the needs of the students.PARENT INVOLVEMENT:The number of volunteer hours for SY 2008-2009 was 16,229.50, 2009-2010 was 14,192.87, and 2010-2011 was 8,751 hours. Last school year the number of active volunteers was 181. The number of volunteer hours for SY 2011-2012 was 9,800 and there were 236 volunteers.
At the beginning of the 2011-2012 school year 244 Edline parent accounts were currently activated and 1,197 Edline student accounts are currently active. This school year 348 Edline parent accounts are currently active and 1,139 student accounts are currently active.
2011 Climate survey results indicated parents preferred methods for communication are e-mail (91.2%) and Edline (69.9%). 89.8% of parents surveyed indicated they attended informational meetings or academics events. 70.2% of parents surveyed would like topics regarding College Entrance Exams (SAT/ACT) and College Prep Info presented. 43.2% of parents responded that they did not feel encouraged to participate in school decision making.
2012 Climate survey results indicated parents preferred methods for communication are e-mail (82%) and Edline (64%).87.6% of parents surveyed indicated they attended informational meetings or academics events. 60.1% of parents surveyed would like topics regarding College Prep Info presented. 36.4% of parents responded that they did not feel encouraged to participate in school decision making.
At Titusville High School the faculty and staff will continue to increase parent involvement opportunities by disseminating information through all available resources and adding programs based upon parent request and/or feedback through Climate Survey.ATTENDANCE:The attendance data for Titusville High School demonstrates consistently strong performance. 2010-2011 attendance rate for the year was 96.7%, ranked third highest in the district. For 2011-2012, THS demonstrated an attendance rate of 96.6%, ranked fifth highest in the district. THS has a strong process for monitoring attendance and notification for parents. Teacher contacts, school-based contacts, early interventions, and consistent communication with the home have led to this strong attendance pattern. In addition, the strong enforcement and appeal process for failure for non-attendance has enhanced our culture
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of strong attendance. Titusville High will continue these proven strategies to maintain and improve our consistently high attendance rate.
SUSPENSION:In 2010-2011, THS reported 588 incidents resulting in suspension. In 2011-2012, THS reported 416 incidents resulting in suspension. This represents a reduction of 172 incidents in one year. A review of the type of incident reflects the primary offense resulting in the most significant percentage of suspensions was failure to attend Saturday School (32% in 2011 and 30% in 2012). Cell Phone usage was also represented a significant percentage of the suspendable offenses (29% in 2011 and 20% in 2012).
More serious offenses such as “fighting” and drug possession represented only 7% and .2% of the suspendable offenses.
An analysis of unduplicated suspension data identified the number of students committing suspendable offenses.
In 2010-2011, the 588 offenses were committed by 266 students. In 2011-2012 the 416 offenses were committed by 209 students. This represents a reduction of 57 students committing suspendable offenses. Population was steady for these two years, thus the reduction is not reflective of any decline in population.
In 2010-2011, of the unduplicated students suspended, 51% were white; 35% were black; 8% were Hispanic; 5% were Mixed. In comparison to the overall demographics: 69% were white; 17% were black; 7% were Hispanic; and 5% were Mixed.
In 2011-2012, of the unduplicated students suspended 53% were white; 35% were black; 7% were Hispanic; 5% were of Mixed Race. In comparison to overall demographics: 70% were white; 17% were black; 7% were Hispanic; 4% were Mixed.
Intervention strategies and mentoring programs are credited with the reduction of repeat offenders of suspendable offenses as well as for the reduction of overall numbers of offenses. In addition, in spite of discontinuation of District Support for Saturday School, THS has self-funded this additional step to provide alternatives to out of school suspension. In 2012-2013, THS predicts a further reduction of suspendable offenses and offenders as we expand our mentoring programs as well as add a new partnership with a community-based mentoring program designed to provide a diversion intervention in lieu of suspension.
DROP-OUT/GRADUATION RATE:The most current data reported by the Department of Education is: in November 2009, the THS dropout rate was .3%. SY 2009-2010, 96.66% of the senior class graduated. The at-risk graduation rate was calculated at 94% in 2009-2010.
2010-2011 results reflected a graduation rate of 92.72% and a dropout rate of .6%. The calculation of the graduation rate reflects changes due to adjusted criteria. Special Diploma students and those earning a GED or Diploma through Adult Education Drop-Out Prevention Programs no longer count towards the calculated graduation rate. As predicted this change had a negative impact on the overall graduation rate. The at-risk graduation rate for THS was 89% , this rate also declined due to significant numbers in those populations utilizing unique diploma options that no longer “count” in the graduation rate.
Graduation Rate and Drop-Out Statistics have not been released for the 2011-2012 school year and are pending (November release date).
THS has a Professional Learning Community which specifically mentors and tracks our at-risk population to provide intervention strategies to increase graduation success. In addition, individual PGPs have specific goals and strategies identified to address graduation interventions for all students. Individual Student Plan of Study conferences are held with students and parents on an annual basis to review 4-year plans and academic progress towards graduation. These strategies have proven successful in increasing student attainment of diploma within the projected four-year plan.
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POSTSECONDARY READINESS: (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? Describe strategies for improving student readiness for the public postsecondary level based on annual analysis of the High School Feedback Report.)Accelerated Programs:The THS curriculum includes Advanced Placement (AP), Dual Enrollment and Honors courses .A variety of mechanisms for accelerated study is offered by Titusville High School. By participating in Advanced Placement, Dual Enrollment, and Early Admissions, students may earn college credit while still in high school.
Advanced Placement (AP)College level Advanced Placement courses are offered on the Titusville High School campus. In fact, THS has one of the largest, most successful AP programs in Brevard County. The College Board approves the rigorous curriculum written by each THS AP teacher. Further, the College Board designs the examination for each AP Course. A student who successfully completes AP coursework will receive high school credit and may be awarded college credit depending upon the college’s score requirements. Advanced Placement course are weight by one point for any student who passes the AP course.
Dual Enrollment (Academic, Technical, Vocational)A student may take college level courses while still in high school by co-enrolling in a community college or university. Upon completion of the college course, credit toward high school graduation will be granted.
Early AdmissionsIn lieu of the senior year of high school, a student may pursue an Early Admissions program at a community college or four-year university. The Early Admissions candidate should confer with his/her counselor in the spring of the junior year.
Collegiate High School -- students enroll in a rigorous program of study in the summer prior to the 10th grade year. This program combines Dual Enrollment coursework and traditional high school courses in a three-year plan for students to simultaneously complete their high school diploma requirements and Associate of Arts degree by the completion of their high school program.
The Cambridge Program (AICE) is an advanced academic program which is affiliated with the Cambridge University program. Students in 9th and 10th grade participate in pre-AICE coursework in English and Science to prepare students for AICE level courses in 11th and 12th grade. AICE coursework is college-level curricula, which enables students with successful assessments to earn college credit. AICE level courses will be available in the areas of English Composition, the Sciences, and Social Sciences/Histories. The Cambridge Program is a rigorous academic offering that is accessible for all students.
The Career Academies: A unique program to Titusville High School is our development of small learning communities: The Career Academies. The Career Academy allows all students at THS to be incorporated into one or more of our Career Academies. All freshmen take a Career Research and Decision Making course. This is a course in which students are provided with orientation activities, technology training and a career research component, which helps to identify their strengths, weaknesses and occupational interests. Additionally, the students are oriented to the THS Career Academies and are better able to choose their area of interest and to choose electives upon entering their sophomore year. The academies are three broad-based programs, in which students can earn rewards based on the number of credits they pursue in a career area. We currently have 14 different career area programs around which students can plan their course selections. Thus, all students at THS are able to benefit from a personalized educational plan based on their career interests which are mapped out for them in the academy curriculum. The three Career Academies at Titusville High School are: Health and Human Services, Letters and Science, and Arts and Technology. Our Career Academies are a source of pride for our students, parents and faculty. In addition, 9th, 10th and 11th grade standardized test scores continue to improve, most notably FCAT Reading, Writing and Science.
Extended Learning OpportunitiesTHS makes use of multiple extended learning opportunities before school, after school, Saturday School and during the summer. Teachers' work days have been adjusted to permit them to work after the school day with students seeking additional help. Many times, teachers will work with students before the school day as well. In the fourth quarter, the Credit Retrieval Lab is opened Zero Block to assist students outside of the school day with credit retrieval. Saturday School extends the school week for students who require
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additional support following disciplinary action. Extended School Year is available to any ESE student whose IEP notes the need for additional educational and/or therapeutic support. THS has a Positive Annual progress program designed to work with the lowest 25% students in an effort to promote rigorous, relevant course work, high school graduation and effective post secondary planning. Students in the bottom 25% in reading are serviced in Intensive Reading classes daily all year.
