Brevard Public SchoolsSchool Improvement Plan

2015 – 2016

Name of School: Area:

Principal: Area Superintendent:

SAC Chairperson:

Superintendent: Dr. Desmond Blackburn

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.

Stakeholder Involvement in School Improvement Planning: Briefly explain how stakeholders are involved in the development, review, and communication of the SIP.

Collaboratively develop the School Based Objective for 2015-2016 based on analysis of the 2014-2015 school year and the AdvancedEd Self-Assessment in an effort to address and improve identified areas in the continuous improvement cycle.

February 11th, during the early release PD, all PLC groups met in the media center. The School Advisory Chair reviewed the 2014-2015 SIP objective and accomplishments as well as past objectives. Each PLC group was then given time to collaborate and answer the following questions:

What should the school-wide focus be for 2015-2016? (Data driven instruction, assessments, reading, standards/curriculum, vocabulary, higher order thinking, other ideas)

Based on the suggested school-wide focus list some topics your PLC feels they need to address next school year.

Based on the suggested school-wide focus list any professional development that may be necessary.

After compiling responses from each PLC a rough draft of the SIP objective was created. PLC groups met in the media center to review the responses from other PLC and review the rough draft. Each PLC submitted a form that asked the following:

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Titusville High School North

Gary Preisser Dr. Rhinehart

Patricia Ely

Any revisions suggested for the objective Based on the SIP objective list any additional topics your PLC feels they need to address next

school year.At the March School Advisory meeting the chair explained the process for developing the SIP objective for 2015-2016 and reviewed the objective with the committee.

A rough draft of the plan was presented to the faculty at preplanning and to the committee at the August meeting for feedback.

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Brevard Public SchoolsSchool Improvement Plan

2015-2016

Part 1: Planning for Student Achievement

RATIONALE – Continuous Improvement Cycle Process Data Analysis from multiple data sources:

What are the areas of successful professional practices and what data shows evidence of improvements? What are the concerns with professional practices and how are they revealed with data? School year 2014-2015, the emphasis for professional practice was Higher Order Thinking strategies and Questioning.Increase in AP pass rateAlg 1 EOC increase pass rate from combined average 50% to 70.1%Bio EOC increase pass rate from combined average 71% to 73.%US Hist EOC increase pass rate from combined 78.5% to 79.5%From the Administrator SIP Mid-Year Survey-administrators observed use of higher order questioning and Essential Questions "Often" in classrooms.

What are the areas of successful student achievements and what data shows evidence of improvements? What are the concerns with student achievements and how are they revealed to the data?Areas of successful student achievement include:79% of AP courses had 50% or more of their students pass the AP exam.Scored 4th out 11 similar high schools in the district on Alg EOC

Adv. Placement Passing RatesTEST 2012 2013 2014 2015

US Gov 72 62 43 41Econ NA NA 100 100

US History 71 62 51 51

Human Geo

NA 42 31 27

German 50 0 0 N/ASpanish NA NA 100 100Biology 53 100 56 71

AB/BC Calc 83 74 91/100 95/78Comp.

Gov. Pol.50 33 50

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Eng Lang & Comp

60 47 33 54

M. Theory 100 65 80 100

Eng Lit 56 38 30 52

Chemistry 82 33 88 90

European History 0 75 64 40

Computer Science

N/A N/A N/A 56

Art N/A N/A N/A 88

Seminar N/A N/A N/A 70

Advance Placement Pass Rate% of courses w/ 50% + passing2012 (10/11) 91%2013 (6/12) 50%2014 (9/15) 60%2015 (15/19) 79%% students/ exams pass2012 63%2013 54%2014 42%2015 55%

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2014-2015 Biology EOC AssessmentPassed 73.5% Spring/WinterTested 323 Combined Spring/Winter

2014-2015 US History EOC AssessmentsPassed 79.5% Spring/WinterTested 305 Combined Spring/Winter

2014-2015 FSA English Language Arts 10th gradePassed 63%Tested 340What other areas of strength or opportunity are revealed in data from leading indicators?ESESuccessful Practices

higher order thinking vocabulary 12 power words concept mapping reading across the curriculum the results have been increased scores for reading and ACT and US History

Concern for Professional Practice math, reading new testing protocols, change of testing format

Successful Student Achievement US History-consistent over the years higher than other schools

Concerns with student achievement ESE population is growing and still not passing state assessments drop out rate graduation rate

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2014-2015 Spring Algebra 1 EOC Pass Rates

Grade % Passed # Tested

9 74.8 143

10 52.6 19

11 0 5

12 N/A N/A

MathSuccessful Practices

Collaboration is key to improvement in student achievement. This is evident in the Algebra EOC results.

Concern for Professional Practice Grouping of struggling students in the same classes that have been together for many years-leading

to disruptionsSuccessful Student Achievement

Algebra I EOC scores Calc scores

Concerns with student achievement Only 36% qualify for college algebra after taking the PERT, but this includes the concordance scores

for Algebra

Foreign LanguageSuccessful Practices

Formulas for syntax sentence diagramming

Concern for Professional Practice Mixed grade and ability levels in the same class Class overcrowding Meeting all of the accommodations The pace set by the state to meet EOC requirements

Successful Student Achievement Increased comprehension of vocabulary Transfer of concepts between foreign language and English

o Assessed through written and oral communications testsConcerns with student achievement

Lack of student commitment/engagement to studying-evidenced by formal assessments Lack of engagement to studying leads to low performance on assessment tools and continuous re-

teaching of the target language.

ScienceSuccessful Practices

Science and History have collaborated successfully and the EOC scores reflect this improvementConcern for Professional Practice

Limited access to recent data and not user friendly negatively affecting scoresSuccessful Student Achievement

Graduation rate among low SESConcerns with student achievement

ACT scores are low for science compared to the nation but above the state level ACT Bio scores low because students take Bio in 9th and ACT in 11th

English/ReadingSuccessful Practices

Emphasis on our lowest 25% in Reading and Math has paid off Graduation Rate has improved Emphasis in Vocabulary(Word Parts) is showing improvement on testing Effective at having students use evidence to support their responses-evidenced by passing rate on

the FSAConcern for Professional Practice

Diversity among teachers Is data being used for accurate placement in classes and in class work use/lack of incentives

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Qualitative data shows that students have a hard time synthesizing informational texts and reproducing it

Successful Student Achievement Word Recognition (FAIR)-all scores went up AP English scores improved from last year, especially in writing

Concerns with student achievement Lack of consistent scores Motivation Students in upper grade who have not passed state test are less likely to pass

Fine ArtsSuccessful Practices

AP courses taught by teachers for several years tend to stay consistently high An AP course with increasing high enrollment, passing rate goes down for the course

Concern for Professional Practice How do we help new AP teachers achieve higher passing rates How do we screen enrollment to keep high achievement

Successful Student Achievement AP US History EOC is consistently high pass rate

Concerns with student achievement More students are enrolled in AP classes, more students are taking the tests-why aren’t passing

rates also increasing?

Social StudiesSuccessful Practices

Primary source analysis in the classroom has been the focus of our PLC 80% pass rate on US History/EOC, 2nd highest in the district

Concern for Professional Practice Acquiring data within reasonable time frame and having time to use it Reliance on irrelevant data-our focus should be on formative assessments

Successful Student Achievement Gains of 80% in EOC results between years US History EOC

Concerns with student achievement Formative assessments have shown weakness in reading comprehension

PE/ROTCSuccessful Practices

Our department uses collaboration Team teaching in sharing ideas and concepts to improve fitness levels Our staff members have different strengths and we are able to utilize our abilities to help each other

as well as our students Data performance of improvement is shown when using multiple exercises to improve

Concern for Professional Practice Testing is a main concern with large numbers of students and diversity lack of participation affects the learning process and skill ability Success depends on effort in ROTC rather than studying, good attitudes and willingness to

participate increase successSuccessful Student Achievement

Beginning of term to end of term tests show continued improvement Students not performing well can be motivated

Concerns with student achievement Lack of participation leads to low student performance Many of the students placed in our courses are not in the acceptable range/passing making it difficult

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to get them to the levels needed to pass

CTESuccessful Practices

Focusing on Industry and Technical terminology/vocabulary Giving Pre and Post tests to identify progress and areas students are struggling

Concern for Professional Practice The high number of struggling students trying to meet graduation requirements CTE classes have both multi-level learners in mixed multi-level classes

Successful Student Achievement High pass rate of Industry Certification test among all level of students Practice test scores show improvement in post test Improved FCAT reading scores

Concerns with student achievement Industry certification testing materials are not always up to date with the latest technology test are changed often and some tests given are not reflective to the course standards How do we screen enrollment to keep high achievement

GuidanceSuccessful Practices

Individual Senior meetings-contact parents and teachers, follow up meetings with students in trouble Second individual meeting in spring, place students in credit recovery, FLVS and adult ed graduation rate

Concern for Professional Practice testing requirements and time missed from classes decline in student grades in the spring

Successful Student Achievement ACT scores Overall AP scores

Concerns with student achievement attendance directly impacts all data discipline also impacts school wide data

Analysis of Current Practices: Describe action steps that have become non-negotiable, things that you will continue doing. 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. For the 2015-2016 SY the second week is Faculty meeting, the third week is dedicated to Department PLC meetings to discuss common goals related to their content area. 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. Every Wednesday is early release to provide teacher planning time. Once a month Early Release is utilized for professional development.

Action steps from 2012-2013 that have become standard practice:Working collaboratively, teachers will analyze student achievement data in an effort to establish individual

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PGP goals that reflect the gaps in achievement for reading comprehension and vocabulary.

Teaching the 12 “Test Power” vocabulary terms is a school-wide focus for mastery and inclusion in all content areas, resulting in increased student achievement.

Action steps from 2013-2014 that have become standard practice:Transforming standards into learning and organizing unit topics and quality assessments related to the standards to develop higher level unit and lesson planning that include Essential Questions, high impact rapid response strategies, acceleration preview and structured review, extended thinking, key vocabulary and assessment.

Action steps from 2014-2015 that have become standard practice:Extending Thinking. Implementation of higher level questioning and thinking strategies to move students beyond the acquisition of knowledge and skills to deeper understanding of content. Consistent and pervasive use of high level questions and thinking strategies developed within the curriculum through Department Based Professional Learning Communities.

Best Practice:

Based on research, as it relates to the data analysis above, what should be best practices in the class room?Research within:The Titusville High School Reading Coach uses data chats with students in reading classes. The data chats include data from FAIR testing and FCAT/FSA. The reading coach reviews the data and assists students with setting goals.

Research beyond:Research has shown that using data in instructional decisions can lead to improved student performance (Wayman, 2005; Wayman, Cho, & Johnston, 2007; Wohlstetter, Datnow, & Park, 2008). No single assessment can tell educators all they need to know to make well-informed instructional decisions, so researchers stress the use of multiple data sources. Generally, schools collect enormous amounts of data on students’ attendance, behavior, and performance, as well as administrative data and perceptual data from surveys and focus groups. But when it comes to improving instruction and learning, it’s not the quantity of the data that counts, but how the information is used (Hamilton et al., 2009).

collect student data from several sources—responses on standardized tests, common assessments, writing samples, and projects—and meet weekly to analyze, interpret, and use the data to adjust instruction and plan lessons.

School-Based Goal: What can be done to improve instructional effectiveness?

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Titusville High School will focus on data driven instruction by analyzing and applying student data to enhance instruction and determine student mastery of the learning objectives within the curriculum.

Strategies: Small number of action oriented staff performance objectives.Barrier Action Steps Person

ResponsibleTimetable Budget In-Process

Measure1. Professional Development for Data Driven Instruction

1a. Provide training for Data Driven Instruction to develop high level standards-driven assessments, and high level instructional activities that meet students’ needs and curriculum goals.

PLC Groups Pre-Planning 2015 and on-going 2015-2016

$0.00 Agenda and PLC minutes, Professional Development Materials, feedback from exit slips

1 b. Provide Professional development for data driven instruction during early release time once a month (data carousel-reflecting on school wide and classroom data, using formative assessments as common assessments, utilizing Unify test banks, other common assessments) to enable teachers to identify strengths and areas of concern throughout their curriculum.

PLC GroupsAdministration

Professional Development Early Release2015-2016

$0.00 Agenda and PLC minutes, exit slips from Early Release PD

1b. Blackboard Course UbD

PLC Groups Professional Development Fall and Spring

Completion of Blackboard course

1 c. Provide guidance for Data Driven instruction through Department Chair Meetings during PLC meetings to develop common assessments to provide feedback for developing high level standards based instructional activities.

PLC Groups Professional Development 2015-2016

Professional Development Materials, Common Assessments, feedback from exit slips

2. PLC planning

2 a. Develop guidelines and agendas within PLCs

PLC Groups May 2015-2016 0.00 PLC meeting agendas

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to assist in focusing discussions based on the 4 Guiding PLC Essential Questions focused on Data Driven instruction to support student learning and teacher planning for units. 2 b. PLC groups will collaboratively plan lessons and assessments based on data from the classroom and State tests to enhance instruction and determine student mastery of the learning objectives.

PLC Groups 2015-2016 PLC meeting agendas, sample lessons, PLC observation and feedback, teacher plans/lessons

3.Data Driven Instruction utilized consistently and pervasively

3 a. As a support for implementation, during monthly meetings teachers will have opportunities to model and share best practices in data driven instruction leading to attainment of outcome measures.

FacultyAdministration

Monthly meetings/on-going

0.00 Meeting Agendas

4 b. Working collaboratively, teachers will analyze student achievement data in an effort to establish individual goals that include implementation of data driven instruction specific to their curriculum.

Teachers Fall 2015 0.00 PLC meeting agendas, Professional Development Materials, feedback from exit slips, Professional Development summaries

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EVALUATION – Outcome Measures and Reflection- begin with the end in mind .

Qualitative and Quantitative Professional Practice Outcomes: Measures the level of implementation of professional practices throughout your school.

Where do you want your teachers to be? What tools will you use to measure the implementation of your strategies? What tool will be used to measure progress throughout the year? Use real percentages and numbers.

90% PLC groups will collaboratively plan lessons and assessments based on data from the classroom and State tests to enhance instruction and determine student mastery of the learning objectives as evidenced by PLC monthly agenda and minutes and CWT observations.

By April 2015, 85%+ of instructional staff will earn “Distinguished” rating for PGP implementation as assessed by the BPS IPPAS.

Qualitative and Quantitative Student Achievement Expectations: Measures student achievement.

Where do you want your students to be? What will student achievement look like at the end of the school year 2015-16?What tools will be used to measure progress throughout the year?

2016 FSA Reading and Writing results for 10th grade will increase from 63% to reflect a 65% pass rate.

2016 Reading Academic Outcome Percentile Rankings will continue to meet or exceed 50% as measured by the 2016 FSA Reading and reported in the Year-over-Year Growth by Grading Cell Formula.

Algebra EOC students will continue to meet or exceed 70% demonstrating a passing score. 85%+ of Advanced Placement courses will demonstrate a minimum passing rate of 50% as

identified by College Board expectations as evidenced by the 2016 AP Testing Results. 2016 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 2014 CTE Industry

Certification Exam results.

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Part 2: Support Systems for Student Achievement(Federal, State, and District Mandates)

For the following areas, please write a brief narrative that includes the data from the year 2014-2015 and a description of changes you intend to incorporate to improve the data for the year 2015-2016.

MULTI-TIERED SYSTEM OF SUPPORTS MTSS/RtI This section meets the requirements of Sections 1114(b)(1)(B)(i)-(iv) and 1115(c)(1)(A)-(C), P.L. 107-110, NCLB, codified at 20 U.S.C. § 6314(b) and Senate Bill 850.

1. Describe the process through which school leadership identifies and aligns all available resources (e.g., personnel, instructional, curricular) in order to meet the needs of all students. Include the methodology for coordinating the use of federal, state and local funds, services, and programs.

2. Describe your school’s data-based problem-solving process: including types of data used to monitor effectiveness of core, supplemental, and intensive instruction; and school based structures in place to address MTSS implementation.

RtI Team:Mr. Gary Preisser, PrincipalMs. Tina Susin, Curriculum Asst. PrincipalMs. Staci Bond, Guidance CounselorMs. Debbie Parrish, Reading CoachMrs. Brandy Felgar, Guidance Service ProfessionalMs. Jennifer Larocque, 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.

IPST meet on a regular basis, based upon teacher, counselor, or parent referrals.All administrators and MTSS 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, Performance Matters, and A3 Vision. This training occurs during the first month of each school 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;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 MTSS process into their instructional strategies and curriculum to meet the needs of the students.PARENT AND FAMILY INVOLVEMENT: (Parent Survey Data must be referenced) Title I Schools may use the Parent Involvement Plan to meet the requirements of Sections 1114(b)(1)(F) and 1115(c)(1)(G), P.L. 107-110, NCLB, codified at 20 U.S.C. § 6314(b).

Consider the level of family and community involvement at your school and parent survey data collected. Respond to the following questions.  What are best practices that are strengths and how will they be sustained?  What are areas of weaknesses and how are they being addressed? 

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The number of volunteer hours for SY 2012-2013 was 10,152 and there were 240 volunteers. The number of volunteer hours for SY 2013-2014 was 7,467 and there were 259 volunteers.

School year 2014-2015, 684 Edline parent accounts are active and 1,529 Edline student accounts are currently active. This school year 856 Edline parent accounts are active and 1,372 Edline student accounts are currently active.

2014 Climate survey results indicated parents preferred methods for communication are e-mail (93.9%) and Edline (58.6%). 87.6% of parents surveyed indicated they attend informational meetings or academic events. 82.9% of parents surveyed would like topics regarding College Prep info presented and 75.6% would like topics related to College Entrance Exams.

2015 Climate survey results indicated parents preferred methods for communication are e-mail (96.65%) and Edline (60.25%). 80.38% of parents surveyed indicated they attend informational meetings or academic events. 77.10% of parents surveyed would like topics regarding College Prep info presented and 77.86% would like topics related to College Entrance Exams.

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.

STUDENT SURVEY RESULTS (Required):

Address Elements of Student Survey Results found in the District Strategic Plan and describe how you will improve student perceptions of these indicators.

Strategic Plan Indicators: Promotes 21st Century Skills 1.4.2, 1.4.3, 1.4.4, 1.4.5 Safe Learning Environment 2.2.3, 2.2.4, 2.2.5

The data for the Strategic Plan Indicators can be located on the following survey pages. Elementary Student Survey:

21st Century Skills – Refer results pages 3 – 4 Online Safety – Refer results pages 4 – 6 School Safety – Refer results pages 6 – 7

Secondary Student Survey: 21st Century Skills – Refer results pages 4 – 6 Online Safety – Refer results pages 6 – 7 School Safety – Refer results pages 7 – 8

Promotion of 21st Century Skills are incorporated in many areas of the Titusville High School curriculum. The school’s media specialist not only works collaboratively with classes incorporating 21st century skills, but also offers training for 21st century skills to the faculty on early release days. PLC groups share best practices for 21st century skills. Online Safety is addressed through presentations in the media center as well as in the CTE programs. Student perceptions of 21st century skills and online safety will be improved through offering more staff development for incorporating these skills/lessons across the curriculum.

Safe learning environment and school safety are among the top priorities at Titusville High School. Students can’t learn and teachers can’t teach if they don’t feel comfortable and safe. In an effort to increase the percentage (from 76.37% to 80%) of staff members and students’ response of “Yes” I feel safe at school, administration, teachers and staff will increase their presence throughout the day. Tolerance Club is sponsored by a guidance

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counselor. Activities include: Mix it Up at Lunch Day, started the community closet, and creating PSAs. Teachers also refer students to the guidance office and guidance communicates with the dean to investigate and determine if it is truly a bullying situation. Sometimes parents will call with concerns and we follow same procedure.

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EARLY WARNING SYSTEMS (SB 850) Please complete 1 – 31. List any additional early warning system indicators and describe the school’s early warning system. ELEMENTARY

Attendance below 90 percent, regardless of whether absence is excused or a result of out-of-school suspension One or more suspensions, whether in school or out of school Level 1 score on the statewide, standardized assessments in English Language Arts or mathematics Other

Add any additional EWS indicators here.

SECONDARY

Attendance below 90 percent, regardless of whether absence is excused or a result of out-of-school suspension

One or more suspensions, whether in school or out of school Course failure in English Language Arts or mathematics Level 1 score on the statewide, standardized assessments in English Language Arts or mathematics Other

Add any additional EWS indicators here.

Description of early warning system. Curriculum AP and Guidance Counselors will monitor each 9 weeks and provide resources/support for students exhibiting two or more indicators.

2. This section captures a snapshot of the total number of students exhibiting a respective indicator or set of indicators during the 2014-15 school year. These data should be used as part of the needs assessment to identify potential problem areas and inform the school’s planning and problem solving for 2015-16.:

The number of students by grade level that exhibit each early warning indicator listed above.

Fill in BLANKS with data from 2014-15 School Year - Number of StudentsGrade Level K 1 2 3 4 5 6 7 8 9 10 11 12 Total Attendance <90 25 32 24 26 1091 or more ISS or OSS

58 63 29 34 185

Level 1 in ELA or Math

65 37 31 21 155

Course Failure in ELA or Math

8 12 4 8 71

Students exhibiting 2 or more indicators

52 37 19 16 126

3. Describe all intervention strategies employed by the school to improve the academic performance of students identified by the early warning system (i.e., those exhibiting two or more early warning indicators).

The attendance data for Titusville High school demonstrates consistently strong performance. The 2012-2013 and 2013-2014 school year attendance rate was 96.6% and 95.3% respectively. THS has a strong process for monitoring attendance and notification of parents. Teacher contacts, school-based contacts, early intervention 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

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enhanced our culture of strong attendance. Titusville High School will continue these proven strategies to maintain and improve our consistently high attendance.

Titusville High School reported incidents resulting in suspension in the 2014-2015 school year, representing a reduction of 8 from the 2013-2014 school year. Of the unduplicated students suspended 47% were white; 42% were black; 6% were Hispanic, 1% American Indian, and 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 the discontinuation of District Support for Saturday School, THS has self-funded this additional step to provide alternatives to out of school suspension. In 2014-2015, THS predicts a further reduction of suspendable offenses and offenders as we expand our mentoring programs as well as adding an in-school suspension program designed to provide an additional step of intervention in lieu of out-of-school suspension.

Titusville High School is also utilizing "Performance Matters". This is a program that allows administration and faculty to gather current and past data for their students. It will provide attendance, test scores, grades and other necessary information as an early warning system for students that may be at risk of not meeting graduation requirements.

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STUDENT TRANSITION AND READINESS

1. PreK-12 TRANSITION This section used to meet requirements of 20 U.S.C 6314(b)(1)(g).Describe the strategies the school employs to support incoming and outgoing cohorts of students in transition from one school level to another.

Titusville High School has implemented the Freshman Foundation program in order to work with freshman to set a firm foundation as they transition from middle school to high school. The freshman teachers work collaboratively to ensure consistency from class to class in various ways such as the same classroom expectations, policies, materials, formatting, homework, etc. The freshman also are introduced to the many opportunities available at THS in order to have them get involved, not only academically, but through clubs, sports and activities. They are encouraged to get to know each other through activities at lunch and after school such as the “Freshman Fling” that takes place early in the school year. The freshmen are closely monitored and many are mentored to help with organization and to help make adjustments if they are falling below a 2.0 GPA in order to reduce the number of students who are not promoted to the 10th grade on time.

2. COLLEGE AND CAREER READINESS This section is required for schools with 9, 10, 11 or 12. This section meets the requirements of Sections 20 U.S.C. § 6314(b).

Describe the strategies the school uses to support college and career awareness, which may include establishing partnerships with business, industry or community organizations. Students have an option to earn secondary and postsecondary credits in AAS/AS programs through the attainment of industry certifications. THS has extensive CTE programs with students completing industry certification testing and graduating with credentials to go directly into the workforce or to continue with technical training after graduation.

Titusville High School has an annual “Academy Expo and Accelerated Programs” night to showcase our CTE and academic programs. Students and parents from THS and our feeder middle/private schools are invited with promotion through our Terrier TV, school marquee, mailed post cards, synervoice and faculty.

Identify the career and technical education programs available to students and industry certifications that may be earned through those respective programs.

All freshman students participate in Career Research and Decision Making. This course explores various career and college pathways providing students with resources to begin making choices about postsecondary education.

Students have the opportunity to take college courses both on the THS campus and off campus through Eastern Florida State College. Students must meet eligibility requirements and maintain specific grade point averages. They may choose to complete their AA degree at the same time they complete high school.

Describe efforts the school has taken to integrate career and technical education with academic courses (e.g. industrial biotechnology) to support student achievement.

THS integrates vocational and technical education programs through our Career and Technical Education department. We offer seven different areas of CTE all of which provide students with an industry certification. We also integrate these programs through clubs, sports and community involvement.

Describe strategies for improving student readiness for the public postsecondary level based on annual analysis of the High School Feedback Report ( http://data.fldoe.org/readiness/). As required by section 1008.37(4), FL Statutes.

ACT is given during the school day for all juniors PSAT is given on Saturday for sophomores and juniors SAT is given locally PERT given on campus and at EFSC Bright Futures meeting is held for all Seniors Accelerated programs – Duel Enrollment, Advanced Placement and Collegiate High School Math for College Readiness and English 4 College Prep below cut scores on ACT Career Research and Decision Making for all freshmen

(TITLE 1 SCHOOLS ONLY)

Highly Qualified Teachers Describe the school based strategies that will be used to recruit and retain high quality, highly qualified teachers to the school.

Descriptions of Strategy Person Responsible Projected Completion Date1.

2.

3.

Non-Highly Qualified Instructors Provide the number of instructional staff and paraprofessionals that are teaching out-of-field and/or who are not highly qualified. *When using percentages, include the number of teachers the percentage represents (e.g., 70% [35]).

Number of staff and paraprofessionals that are teaching out-of-field/and who are not highly qualified

Provide the strategies that are being implemented to support the staff in becoming highly qualified

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