Brevard Public SchoolsSchool Improvement Plan

2015 – 2016

Name of School: Area:

Principal: Area Superintendent:

SAC Chairperson:

Superintendent: Dr. Desmond Blackburn

Mission Statement: Graduates of Astronaut High School shall be prepared to begin a career and/or continue their education at a post-secondary technology school, community college, or university.

Vision Statement: The Astronaut High School family of students, parents, staff, and community provides a caring school, offers a challenging learning environment, promotes student success, and instills a sense of pride in all.

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

During Pre-Planning, data was reviewed and discussed and all staff was invited to participate in School Improvement Planning discussion to determine the needs and focus of the School Improvement Plan for 2015-16. After collaboration, the results were reviewed with the entire faculty via chart paper discussion and editing for input. The School Advisory Council has been invited to participate in the plan for additional input, and will review and discuss thoroughly at the first meeting.

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Astronaut High School North Area

Mrs. Krista Miller Dr. Laura Rhinehart

Ms. Cheryl Shivel

Brevard Public SchoolsSchool Improvement Plan

2015-2016

Part 1: Planning for Student Achievement

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

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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? State testing changes from FCAT to FSA in the area of Reading, Writing, and Math, aligned to the Florida State Standards, are requiring a shift in standards-based instruction centered higher order questioning. The acquisition of 21st Century, critical thinking skills by every student is essential across all disciplines. With brand new instructional materials in both English and Math over the last year, teachers have focused on new instructional approaches, some have attended district provided training in order to help meet the needs of their students. The results of the FSA found Astronaut third lowest in the district and lower than the state with a pass rate of 53%. The percent passing compared to the year before saw a 7% drop which was one of the greatest drops within the district.AHS had a pass rate of 54.3% in math, which was the lowest in the district and one of two schools that dropped from the previous year. We adopted the Carnegie Math Program, which is 60% classroom instruction and 40% computer based. When looking at the other 4 high schools that chose Carnegie, we are that only one who saw a decrease, albeit 1%, where one of the schools saw a 14% increase.Classroom walk-thru information and feedback reviews from teacher evaluations in ProGOE indicate that there is a lack of consistent evidence of bell to bell instruction in the 90 minute block, focusing on the standards with fidelity. Based on walkthroughs and a teacher survey, very few classrooms display the standards in student friendly language or through the use of Essential Questions. English teachers have access to standards-based lesson plans due to teacher collaboration through district workshops that focus on LDC modules and the adoption of new materials. In the first year of implementation, we did not see a positive effect on assessment results at AHS in this area.All courses, both core classes and electives vary in approach to delivery and use of the 90 minute block. There is no formal structure or expectations for collaborative discussion.Compared to other like schools demographically, data indicates there is a need to focus on SBI to increase the students’ ability to understand the intent and purpose for the learning.

ELA FSA Data:

By Schl TypeBy Alpha Diff By Schl TypeBy Difference HtL Diff

%N %Y %N %Y %N %Y %N %Y

State 46% 54% 45% 55% -1% State 46% 54% 45% 55% -1%

District ALL 36% 64% 34% 66% -2% District ALL

36% 64% 34% 66% -2%

High Schools N Y %N %Y Diff High Schools N Y %N %Y DiffASTRONAUT 47% 53% 40% 60% -7% ASTRONAUT 47% 53% 40% 60% -7%BAYSIDE 40% 60% 37% 63% -3% BAYSIDE 40% 60% 37% 63% -3%EAU GALLIE 42% 58% 39% 61% -3% EAU GALLIE 42% 58% 39% 61% -3%ROCKLEDGE 37% 63% 34% 66% -3% ROCKLEDGE 37% 63% 34% 66% -3%TITUSVILLE 37% 63% 32% 68% -5% TITUSVILLE 37% 63% 32% 68% -5%

Algebra FSA DATA:By Schl TypeBy Alpha Diff By Schl TypeBy Difference HtL DiffCombination N Y % N % Y Combination N Y % N % Y

State 33% 67% 34%

66% 1% State 33% 67% 34

% 66% 1%

District ALL 25.7% 74.3% 30

%70% 4% District ALL 25.7

% 74.3% 30% 70% 4%

Combination N Y % N % Y Combination N Y % N % YCOCOA 50.9% 49.1% 55 45 4% SPACE COAST 15.3% 84.7% 38 62% 23

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% % % %High Schools N Y % N % Y High Schools N Y % N % Y

ASTRONAUT 45.7% 54.3% 44%

56% -2% PALM BAY 41.9% 58.1% 58

% 42% 16%

BAYSIDE 28.0% 72.0% 33%

67% 5% HERITAGE 39.2% 60.8% 55

% 45% 16%

EAU GALLIE 44.2% 55.8% 60%

40%

16% EAU GALLIE 44.2% 55.8% 60

% 40% 16%

ROCKLEDGE 39.4% 60.6% 44%

56% 5% ROCKLEDGE 39.4% 60.6% 44

% 56% 5%

SATELLITE 29.7% 70.3% 32%

68% 2% TITUSVILLE 29.9% 70.1% 34

% 66% 4%

TITUSVILLE 29.9% 70.1% 34%

66% 4% SATELLITE 29.7% 70.3% 32

% 68% 2%

VIERA 38.7% 61.3% 54%

46%

15% ASTRONAUT 45.7% 54.3% 44

% 56% -2%

BIOLOGY 1 Spring 2015 NGSSS End-of-Course AssessmentAll Grades - FIRST TIME TESTERS

Lower than state Percentage in Each Achievement Level

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STATE Biology EOC ASSESSMENT 197,297 403 65 12 23 37 13 160161 ASTRONAUT HIGH SCHOOL 116 402 66 8 27 41 13 122211 BAYSIDE HIGH SCHOOL 561 405 69 8 24 42 12 151121 COCOA HIGH SCHOOL 174 390 50 20 30 42 5 33011 EAU GALLIE HIGH SCHOOL 340 407 70 10 20 38 17 162311 HERITAGE HIGH SCHOOL 401 401 65 9 26 41 15 92021 PALM BAY MAGNET SENIOR HIGH SCHOOL 356 403 63 9 28 39 12 131011 ROCKLEDGE SENIOR HIGH SCHOOL 222 411 81 1 18 50 17 140302 SPACE COAST JUNIOR/SENIOR HIGH SCHO 293 403 72 8 20 53 10 100011 TITUSVILLE HIGH SCHOOL 180 405 66 11 23 37 11 18

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U.S. HISTORY Spring NGSSS U.S. History End-of-Course AssessmentAll Grades - FIRST TIME TESTERS

Lower than state Percentage in Each Achievement Level

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STATE History EOC ASSESSMENT 162,437 407 66 15 19 27 20 190161 ASTRONAUT HIGH SCHOOL 108 405 66 12 22 31 18 182211 BAYSIDE HIGH SCHOOL 416 408 68 9 23 27 26 151121 COCOA HIGH SCHOOL 151 396 56 23 22 32 18 63011 EAU GALLIE HIGH SCHOOL 413 409 69 14 17 26 23 192311 HERITAGE HIGH SCHOOL 442 401 58 14 28 32 19 82021 PALM BAY MAGNET SENIOR HIGH SCHOOL 346 398 49 23 28 26 12 111011 ROCKLEDGE SENIOR HIGH SCHOOL 316 403 63 16 21 32 16 150302 SPACE COAST JUNIOR/SENIOR HIGH SCHO 228 414 79 4 17 27 29 220011 TITUSVILLE HIGH SCHOOL 166 419 79 11 10 22 20 37

The results of the EDI survey indicate AHS teachers do not feel standards based instruction has value or makes a difference for students. One comment indicated we should stop talking about standards based instruction and let teachers do what they know how to do. Teachers do not feel that the training they are receiving at the district or school level is relevant or has an impact on student achievement. There is significant feedback noted regarding feedback practices among colleagues to improve instruction. There is an opportunity to use momentum from the teachers to focus on school based professional development that can be replicated in the classroom for each teacher to improve upon their instructional practices. AHS is one of five schools involved in a collaborative effort with the Center for Teaching Quality where we will on school culture through teacher leadership—how can we demonstrate support for classroom teachers and provide safe learning environments for students through teacher leadership, collaboration, and focused problem-solving. Through this process, we will gather data with the guidance of CTQ and our teacher leader team to change our culture to best meet and support our stakeholders.

Analysis of Current Practices: Describe action steps that have become non-negotiable, things that you will continue doing. With a new principal, there are significant changes in the planning stages that will be implemented through the year. Non-negotiables have not been established, but will be put into place progressively. With the lack of formal structures to collaborate, teachers tend to work in silos to best prepare for, deliver to, and assess their students. Socially, however, there is a large group of teachers that have created a family like atmosphere that extends outside of the workplace. While those relationships are encouraged and essential, there is a desire to use those relationships to progress academically.In addition to relationships, there has been no formal lesson planning training throughoutt the school or district in many years. It has been many years since AHS has received training regarding Block planning, which is essential to the success of our unique scheduling approach.

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Best Practice:

Based on research, as it relates to the data analysis above, what should be best practices in the class room?ASCD defines the purpose for using Essential Questions to make unit plans more likely to yield focused and thoughtful learning and learners. The best EQs, handled well, make crystal-clear to students that passive learning is a no-no in the classroom; that thinking is required, not optional.

According to Grant Wiggins, a question is essential when it:

1. Causes genuine and relevant inquiry into the big ideas and core content2. Provokes deep thought, lively discussion, sustained inquiry and new understanding as well as more questions3. Requires students to consider alternatives, weigh evidence, support their ideas, and justify their answers4. Stimulates vital, on-going rethinking of big ideas, assumptions, and prior lessons5. Sparks meaningful connections with prior learning and personal experiences6. Naturally recurs, creating opportunities for transfer to other situations and subjects

Besides creating a vision for learners, developing “essential questions” that direct choices in content and processes

are also an important component of quality teaching and learning. Comprehensive, well-crafted questions ground

intellectual pursuits giving students some sense of direction, purpose, and relevance as they are engaged in the work

of the subject. Jacobs (1997) notes that essential questions are often tools for creating clarity and precision and for

communicating pivotal parts of ideas, subjects or disciplines. As students’ problem solve, read, inquire, sift and sort

related knowledge and skills, essential questions become end points, beacons to final destinations, and landmarks

marking the way.

Wiggins states merely posting the EQs and occasionally reminding kids of it is pointless: the aim is to use the question

to frame specific activities, to provide perspective and focus, to prioritize the course, and to signal to students that,

eventually, THEY must – on their own – pose this and other key questions.

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

Every teacher will create and post student friendly learning objectives and essential questions to frame teaching and learning tasks. Teachers will embed the learning objectives and essential questions within and throughout the lesson to promote critical thinking and increase rigor based on the standards.

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

ResponsibleTimetable Budget In-Process

Measure1. Training 1. Utilize early

release PD days to introduce the importance, purpose, and use (through modeling) of Essential Questions and writing appropriate learning objectives.

Administration, Teacher Leaders; Mentor Teacher

September 2015,

October 2015,

January 2016,

February 2016

N/A Meeting Agendas, Classroom

Walkthroughs, Surveys

2. a. Instructional staff needs support to recognize rigor and how to design Essential Questions and learning objectives and deliver lessons that are rigorous.

1.Explore examples of rigor through VIPS.2.Teachers will utilized time for collaborative planning for rigor and analysis of standards.3. Engage in professional studies of research related to rigor in the classroom.4. Offer the oppoprtunity for teachers to observe best practices from colleagues.

Administration

Shared Leadership Team(including Peer Coaches; potential administrators)

Admin and teachers

August PDD

Ongoing (during weekly collaborative planning times and faculty meetings)

Early Release Wednesdays

Oct - Feb

$0 Agendas and Minutes from meetings

Copies of articles shared and explored

Teacher lesson plans and feedback notes

Feedback

3. Time/Scheduling

1. Early Release PD Wednesday of each month will provide training support for teachers. Teachers will have time due to other Early Release Wednesdays to

1.Teachers

Early Release Wednesday Calendar

1.Master schedule of early release days

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collaborate with colleagues.

2.Teachers will engage in peer observations in the areas of school focus.

3.Wednesday early release days will be used for professional development on the Essential Questions and embedding these into lesson plans.

2.Administration, Substitutes, AssistantsLeadership Team, Literacy Coach, Highly Effective Teachers

3.PrincipalAssistant PrincipalLiteracy CoachTeacher Leaders

2. Sept 2015-April 2016

2. 800.002.Coverage schedule, Calendar, Feedback and ProGOE

3. Training AgendasTeacher Exit Slips

4. Teacher buy-in and consistent implementation and collaborative efforts

1. Collaborate with department member about the creating, use, implementation, and outcomes of essential questions and higher order questioning.2. Relationships will be fostered through shared decision making ie. Dept contacts; discipline committee; mission and vision committee; SAC; PRT.3. Teachers will provide feedback throughout the implementation process.4. Teachers will collaborate

Administrators, Teachers

Ongoing Monthly

Agendas, Minutes,

Classroom Walkthroughs,

Survey’s (Beginning, Mid-

Year, End of Year), Task

Level of EQ’s

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to develop activities that incorporate the application of Learning Objectives and EQ’s throughout their lessons.

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.

100% of teachers will post essential questions and student learning objectives in classrooms compared to 65% who currently use them consistently as evidenced by collaboration, lesson plans, and classroom walkthroughs.

70% of teachers will foster student engagement surrounding essential questions and student learning objectives as part of their instruction and activities throughout their lesson compared to 50% who currently use them consistently as evidenced by collaboration, lesson plans, and classroom walkthroughs.

100% teachers will attend district and/or building level professional development opportunities to develop a better understanding of writing Quality Essential Questions and student learning objectives based on the Florida Standards and Standards Based Instruction as compared to 69% currently.

In accordance with the IPPAS rubric for Instructional Design and Lesson Planning, all teacher plans, instruction, and student tasks will be aligned with the grade level standard as evidenced by improved teacher lesson plans and classroom walkthrough and observation data—at the distinguished or proficient level.

Qualitative and Quantitative Student Achievement Expectations: Measures student achievement.

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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?

The percent of 10th grade students proficient in reading will increase from 53% to 57% as evidenced by the ELA FSA.

The percent of Algebra 1 students’ proficient on the EOC will increase from 54% to 60% as evidenced by the Algebra 1 FSA.

The percent of Biology students’ proficient on the EOC will increase from 53% to 58% as evidenced by Biology EOCs.

The percent of U.S. History students’ proficient on the EOC will increase from 74% to 77% as evidenced by U.S. History EOC.

Students will engage in and lead discussions surrounding Essential Questions and Learning Objectives as evidenced by classroom walkthrough data and teacher lesson plans.

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(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.

Biweekly MTSS meetings are scheduled to discuss academic/behavior progress of identified students. Both qualitative and quantitative data are analyzed and intervention strategies are formulated. Although identified students, their parents, members of the MTSS team and teachers of these students are involved in the process, we must create a stronger system to monitor the fidelity of Astronaut’s MTSS and strengthen staff/parental understanding of the process. Students in need of intervention are identified through Early Warning System indicators, teacher referral, guidance counselor referral, parent recommendation, attendance clerk,

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.

The goal for improvement of the MTSS process will include team problem solving through data assessment, behavioral assessment, and attendance data. The Leadership team will have at least one member present at all MTSS meetings. A binder will be kept with all MTSS agendas, information/data brought to meetings, and decisions made for individual student support. Information concerning MTSS will be provided to parents via phone contact and letters sent home. Staff members will be consulted to provide information and data on individual students.

The role of guidance will increase so that counselors work as liaisons between Guidance Department and faculty regarding the Student Review System for the school’s multi-tiered system of support process. Provides input regarding specific information about individual students.

The Literacy Coach will expand her support so that she assists with data in multiple ways. She will assist the team in understanding and using data.

Instructional assistants will be assigned to work with our mainstreamed ESE students. Each IA will become a content area expert and will work in conjunction with the learning strategies teacher to meet our ESE students’ needs in their content are classrooms as well as when they come to the learning strategies class.

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).

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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? 

86% of survey respondents indicated that they had attended informational meetings or academic events at AHS and of those 86% said that the information provided was useful. We need to focus on what we are doing that works. Seeking input from parents about the topics we offer and the times we offer them

50% relayed that Tuesday evening meetings would be most convenient for their schedules, and their greatest preference for workshops are in the realm of college entrance exams and college preparation/information.

Two areas of concern are that almost 30% of parents who responded they don’t feel encouraged to participate, and 22% say most meetings/events are at inconvenient times. We hope by doing more academic intervention and reaching out to parents through phone, as email, newsletters and Blackboard Connect parents will feel more involved in their child’s education. It continues to be a challenge to meet the varying time needs of our parents.

Parents and students often have questions about the college application process, what post-secondary opportunities are available to their students, and what career opportunities are available directly out of High School. We are working in conjunction with the Titusville Chamber of Commerce to host a College and Career Fair for the 2016-2017 school year to promote opportunities for college attendance and career advancement.

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

The percentage of students indicating they never use technology to create projects is too high across all areas. Those percentages on the lower end of the scale from not often to sometimes are significantly higher than students indicating they do use technology. Considering most Algebra 1 and Geometry courses are taught using the Carnegie math program that is partially computer based, math has the highest percentage of never using technology responses (other than PE). Student perception may be an issue with their interpretation of the question. CTE course should have significantly low percentage of indicating ‘never’, but they too indicate low percentages. ELA has the highest percentage where students indicate they often use technology.The indicators for Learning 21st Century Skills at school are more positive with the following percentages in ‘often/4-5’:

Teamwork (working in groups, sharing responsibility) 33.67%; 27.82%Effective communication (speaking, writing, listening) 37.04%; 22.69%Meaningful projects (critical thinking, problem solving, creativity) 32.36%; 19.77%Practical use of technology (presentations, word processing, spreadsheets) 30.31%; 22.84%Real-world issues (environmental, community, healthy life style) 25.48%; 17.86%

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How to research (finding books, articles, reliable online information) 28.84%; 20.94% Organizational skills (planning, prioritizing, budgeting) 28.70% 20.64%Personal character (work ethic, leadership, independence) 30.60%; 26.79%

As new instructional materials are adopted, the opportunities and necessity for students to access technology will continue to grow. Solid teacher professional development will need to be a focus to be certain that teachers and students have the tools they need.

Student responses indicate that 79.06% of students have learned about internet safety at school. The percentages of students who indicate ‘no’ or ‘don’t know’ are very similar leaving close to 20% of students who don’t feel internet safety has been address. AHS will address this with staff and faculty and seek additional opportunities for students to learn and understand the pitfalls and consequences of inappropriate and dangerous use of the internet. Most students who said they did not learn internet safety at school, responded they did learn from their parents with a lesser number learning from friends. Communication with all stakeholders in this area will improve responses so students are knowledgeable.

Overall, students indicate they feel safe at AHS. We have begun to increase our efforts in with bullying by encouraging communication and effective adult responses to student needs. AHS has also been selected to participate in the national program Sources of Strength so that teachers and students learn to work together to improve all aspects of student well-being.

83.46% of students indicate they feel safe at school.I have been threatened by another student. 12.30%I have been afraid to attend school because of bullying. 23.87%I have been in a physical fight. 5.71%I have been afraid to attend school because of bullying. 4.83%None of these have happened to me at school this year. 63.54%

Social media and cyber activity is the primary cause of conflict among students. This year we are addressing cyberbullying through class presentations and providing outlets for support and reporting. In addition, our School Resource Officer is doing a large presentation on awareness, prevention, reporting, and consequences of cyberbullying.

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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

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

Attendance: Parents receive a daily phone call if their student is absence from any one class during that day; letters are sent home to students who have reached their maximum allowance of absences within a 9 week period.Suspensions: Parents are contacted each time they receive an in school suspension or out of school suspension. After multiple suspensions, a child study team is called to discuss a behavior plan.Course Failures: Parent notification and alternative plan in place—Credit Retrieval, Adult Ed, Virtual CourseLevel 1 Score: Teacher/Administrative mentor

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 29 15 13 26 851 or more ISS or OSS

38 32 22 30 123

Level 1 in ELA or Math

3 17 1 3 24

Course Failure in ELA or Math

110 98 71 38 317

Students exhibiting 2 or more indicators

47 38 18 22 125

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).

AHS is implementing a discipline ladder that will include additional intervention strategies at the teacher level such as parent communication and detentions to empower students to correct behavior within the classroom. In addition, students who are referred to administration will have opportunities for improvement that include support within the school day to limit out of school discipline and focus on classroom success.

We have made and continue to make significant changes in ESE support. We used an additional allocation this year to hire a teacher who will focus on implementing Support Facilitation for our students in the Gen Ed classroom. Additional training has been provided for multiple guidance counselors so there is a deeper understanding of Transition IEP’s and using ENRICH as a tool to support ESE students. Progress monitoring

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steps have been implemented so we are certain we intervene as quickly as possible when students are struggling.

In regards to GPA and credits, we have two programs that help students who face challenges of multiple lost credits or deficits in GPA’s. Our credit retrieval program is offered to students who can enroll in a single block and make-ups credits or grades, up to two semesters worth in a single nine weeks. In the YES program, students are able to enroll in a full time competency based diploma program where the students complete all of their credits through Odyssey Ware.

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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. Dual enrollment, Career and Technical Education, Advanced Placement, Career and College readiness classes, Astronaut Design Group, SGA, Arts and Algorithms field trip, Journalism, Television and Yearbook, Keynote speakers from the Medical Community, Community Credit Union, NASA mentors for Robotics

In February, prior to the students’ 9th grade school year, students and parents are invivted to a 9th grade orientation hosted by Astronaut High School. This orientation includes a presentation by administration and guidance regarding graduation requirements and course offerings followed by a curriculum fair that showcased CTE programs, academic electives, academies, sports, and clubs. Additionally, 9th grade students attend a class orientation hosted by the administration to review rules and procedures of Astronaut High School. This meeting sets the tone for students to know who their adult advisors and advocates in the school are, as well as lays the foundation for student expectations. We are in planning stages for a program that will orient 9th graders the weekend prior to school starting, which will include tours, what to expect on the first day, dress code, and spirit opportunities.

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.

All AHS students compete the required Career Research course that is a graduation requirement. In addition to that course, counselors establish relationships with students wherein they create a tracking sheet for each student to be certain they are meeting the necessary graduation requirements to meet their goals. The guidance department provides Individualized Program of Study meetings with students and parents on a yearly basis through classroom visits, small groups, and individual face to face with students during their junior and senior year. Parents and students can make appointments to see the counselors at any time during the school year.

Identify the career and technical education programs available to students and industry certifications that may be earned through those respective programs. The career and technical education programs that AHS offers are as follows:Health Science – CNA CertificationDigital Media 1,2 – Adobe Photoshop, Illustrator, InDesign, Premiere ProConstruction Business Emerging Technology MOS CertificationTechnical Education – Solidworks, AutoCadFood Science – Food Handlers

Describe efforts the school has taken to integrate career and technical education with academic courses (e.g. industrial biotechnology) to support student achievement. Astronaut High School has two CHOICE Academy programs—The Health Science Academy and Astronaut Academy of Fine Arts. These academies are cohorted with two academic classes, along with their CTE/elective focus. Within the academic classes, teachers and students take a different approach to teaching and learning by incorporating career focused activities, documents, and projects to tie the career academy purpose.

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. We have a school based Advanced Placement Academy that students can be involved in starting in the 9 th grade year. In the academy the students are provided a separate counselor and are cohorted in honors and Advanced Placement classes throughout their High School careers, focusing specifically on AP courses in their Junior and Senior year. Students are exposed to post-secondary institutions through field trips, guest speakers, and special guest speakers.

(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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