Brevard Public SchoolsSchool Improvement Plan

2015 – 2016

Name of School: Area:

Principal: Area Superintendent:

SAC Chairperson:

Superintendent: Dr. Desmond Blackburn

Mission Statement: The Melbourne High School Community empowers students to strive for excellence and to become life-long learners.

Vision Statement: Students of Melbourne High School will make a positive contribution to society; become lifelong learners; and ethical, responsible, and articulate citizens, capable of living, working, and achieving in a highly technological world.

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

The School Improvement Plan process began with a summer meeting of the school administration team, selected teacher leaders, and school counselors to discuss where the school currently is and where we would like to be. Discussions ensued regarding current and past practices, both successful and unsuccessful, as well as a discussion of needs that have not been met. A school goal was established and this was presented to the faculty/staff during pre-planning week. In the ensuing weeks, the plan was discussed with the School Advisory Council and their feedback was incorporated. Once the plan is finalized, it will be continually shared with the faculty/staff and the School Advisory Council as we make progress. It will also be posted our school website.

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Melbourne HS South

James C. Kirk Mark Mullins

Billy Booth

Brevard Public SchoolsSchool Improvement Plan

2015-2016

Part 1: Planning for Student Achievement

RATIONALE – Continuous Improvement Cycle Process Data Analysis from multiple data sources:One consistent trend for MHS has been the continued improvement of math scores over the past four years. One rational for this continued growth is the collaborative work done within the math department’s Professional Learning Community (PLC). According to Marzano (2009) the goal of the PLC is to work together to create curriculum that has clear and focused tasks, criteria for achievement, and alignment across the disciplines. The beginning of this process is the development of a collaborative school environment which is a key component in increasing staff potential and student achievement. The assessments faced by MHS students will require them to have a conceptual understanding and a depth of knowledge for each discipline. They will also need to apply this knowledge to problem solve across disciplines. According to an end-of-year teacher survey, 76% of MHS teachers believe that time spent in collaboration with colleagues is productive and 70% reported that they meet regularly with other teachers to plan and share resources. It was also reported that 57% of teachers believe that they share a common vision of what effective teaching looks like. MHS has been and will continue to develop a school culture that has a shared mission, vision, and goals. “Schools doing this work have clarity of purpose and a collaborative culture, are able to turn collective inquiry into a best practice and examine current reality, are action-oriented, and committed to continuous improvement, and have a strong principal who empowers teachers to be leaders (DuFour, DuFour, Eaker, & Karhanek, 2004). In order to best promote student and school achievement the implementation of high effect teaching strategies will be a focus this year. This school-wide initiative will help prepare our students for Florida Standards Assessments (FSA), in which 70-80% of the questions will be complex, and the rigorous End-of-Course (EOC) exams.

School Assessment Data Assessment Category

2013-2014

2014-2015

Change 2014-2015 State

2014-2015 District

EOC Algebra 64% 76% +12% 67% 70%EOC Biology 80% 76% -4% 65% 73%EOC U.S. History 71% 70% -1% 66% 70%FCAT – ELA 72% 72% 0% 54% 64%

Algebra End-of-Course Exam: With a 76% pass rate there has been an increase of 12% from the 64% pass rate last year. This rate is above the state rate of 67% in 2014 and the district rate of 70% in 2014. This gives the school the highest ranking of all 12 high schools in Brevard County. These percentages demonstrate that significant gains are being made in this area.

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Biology End-of-Course Exam: 76% of students were proficient on the 2015 Biology End of Course exam. This is a 4% decrease from the 80% pass rate in 2014. There is a rate of 9% over the state pass rate of 66% and a 3% pass rate over the district rate of 73%. This gives the school the fourth highest ranking of all 12 high schools in Brevard County.

U.S. History End-of-Course Exam: 70% of students were proficient on the 2015 History End of Course exam. This is a 1% decrease from the 71% pass rate in 2014. There is a slight rate of 4% over the state pass rate of 66% and no rate difference from the district rate of 70%. This gives the school the fourth highest ranking of all 12 high schools in Brevard County.

FCAT – English Language Arts: This assessment measures both reading and writing proficiency in relation to Florida State Standards. 72% of students were proficient on the 2015 FCAT which mirrors the 72% rate of proficiency on the 2014 FCAT. While this percentage is above the state average of 54% in 2014 and the district average of 64% in 2014, there will be a focus to increase from a zero percent growth rate.

ACT College Readiness Profile Report – Melbourne High School Cohort 2015 28% of the cohort met all four ACT Benchmark scores 10% of the cohort took less than three years of math courses, 6% of these students were college

ready 11% of the cohort reported taking a course sequence of Algebra I, Algebra II, and Geometry, 15% of

these students were college ready 50% of the students who took 3 or more years of math beyond Algebra I, Algebra II, and Geometry

were college ready 18% of the cohort took less than three years of natural science courses, 21% of these students were

college ready 46% of students who took at least three years of science coursework were college ready

Five Year Trends—Percent of Students Who Met College Readiness BenchmarksYear Students Tested

School State

English

School State

Math

School State

Reading

School State

Science

School State

Met All Four

School State

2011

2012

2013

2014

2015

467 117,575

437 118,420

482 124,131

456 129,676

459 130,798

66 55

72 57

69 54

76 53

69 54

43 36

49 37

46 35

48 33

40 34

50 44

58 46

48 38

51 38

50 42

25 20

32 22

39 26

38 27

39 29

19 17

27 18

28 19

27 19

28 21

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Average ACT Scores by Race/EthnicityRace/Ethnicity English Math Reading Science Composite

All Students

Black/African American

White

Hispanic/Latino

Asian

Native Hawaiian/Pac. Isl.

Two or more races

Prefer Not/No Response

20.5

18.4

20.9

19.6

19.4

20.5

22.4

20.2

20.5

17.3

20.7

20.0

23.0

20.5

22.8

20.4

21.9

19.8

22.1

21.4

22.1

23.0

24.9

21.7

20.8

17.9

20.9

20.3

22.9

20.0

23.1

21.0

21.0

18.5

21.3

20.4

21.9

21.5

23.3

20.9

Advanced Placement Data

2013 2014 2015

Total AP Students 420 434 489Number of Exams 744 759 782AP Students with Scores 3+ 280 255 286% of AP Students with Scores 3+ 66.7% 58.8% 58.5%

Advanced Placement Data Disaggregation: There has been a slight decline in the percentage rate of students scoring a 3 or higher on AP exams between 2014 and 2015. The decline was significantly higher, at 11.2%, from 2013 to 2015.

Advanced Placement Data 2015

SubjectTotal Students Tested Percent Scoring 3 or

betterArt History 19 21%Biology 22 68%Calculus AB Sec. 1 29 100%Calculus AB Sec. 2 20 95%Calculus BC 23 87%Chemistry 44 18%Computer Science 20 20%English Lang/Comp Sec. 1 25 76%English Lang/Comp Sec. 2 73 53%

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English Lit/Comp 1 18 61%English Lit/Comp 2 24 63%Environmental Science 2 50%European History 8 75%French Lang/Culture 6 50%Human Geography 143 44%Macroeconomics 2 50%Microeconomics 30 53%Music Theory 1 100%Music – Aural 1 100%Music – Non-Aural 1 0%Physics Mechanics 14 79%Psychology 58 86%Statistics Sec. 1 13 69%Statistics Sec. 2 19 74%Studio Art 3 67%3-D Art 13 38%Drawing 2 100%US Govt./Politics 30 27%US History 83 49%World History 31 71%

International Baccalaureate Data for 2014

Number of candidates registered in the session: 76Number of diploma and retake candidates registered in the session: 24Number of subject entries in the session: 236Number of candidates who successfully passed the diploma: 22Average points obtained by candidates who passed the diploma: 30Average grade obtained at the school by candidates who passed the diploma: 4.62

International Baccalaureate Data for 2015

Number of candidates registered in the session: 76Number of diploma and retake candidates registered in the session: 41Number of subject entries in the session: 306Number of candidates who successfully passed the diploma: 22Average points obtained by candidates who passed the diploma: 30Highest diploma points awarded to a candidate: 40Average grade obtained at the school by candidates who passed the diploma: 4.68

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International Baccalaureate Testing Data 2014

Subject # of Candidates % PassingEnglish A – Literature HL 24 100%French B SL 1 100%Spanish B SL 31 93%Hist. Americas HL in English 15 80%Psychology HL in English 14 86%Psychology SL in English 10 100%Biology HL in English 6 100%Biology SL in English 16 50%Chemistry SL in English 18 34%Mathematics Studies SL in English 9 100%Mathematics HL in English 9 88%Mathematics SL in English 17 95%Music Solo Performance SL in English 7 58%Theater HL in English 5 60%Theater SL in English 6 77%Theory of Knowledge in English 24 96%

International Baccalaureate Data 2015

Subject # of Candidates % PassingEnglish A – Literature HL 41 100%French B SL 3 66%Spanish B SL 44 100%Hist. Americas HL in English 9 89%Psychology HL in English 28 75%Psychology SL in English 4 100%Biology HL in English 21 24%Biology SL in English 10 80%Chemistry HL in English 15 27%Chemistry SL in English 7 43%Mathematics Studies SL in English 14 100%Mathematics HL in English 8 88%Mathematics SL in English 9 88%Film SL in English 7 71%

Music HL in English 1 100%Music So. Performance in English 3 35%Theory of Knowledge in English 41 93%

References

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Marzano, R.J. (Ed.) (2009). Leading edge anthology: On excellence in teaching. Bloomington, IN: Solution Tree.

DuFour, R., DuFour, R., Eaker, R., & Karhanek, G. (2004). Whatever it takes: How professional learning communities respond when kids don’t learn. Bloomington, IN: Solution Tree.

Analysis of Current Practices: During the 2014-15 school year, Melbourne High School emphasized Collaboration and Mutual Accountability teams centered around 5 topics: 9th Grade Transition, Assessment/Differentiated Instruction, Technology, Closing the Achievement Gap, and International Baccalaureate. Outside of the International Baccalaureate CMA, each group was a continuation from the previous year and teachers were afforded the opportunity to participate in the CMA group in which they felt would best benefit them in the classroom. Each group had a central focus and was asked to collaborate in a monthly meeting to develop strategies and ideas that would benefit the teachers in the classroom.

Professional Learning Communities on the Melbourne High School campus were developed with a content specific approach promoting collaboration between teachers of like subjects. Each PLC worked to develop common standards-based lesson plans and assessments. As the year progressed each PLC had a shared set of questions which they were asked to continually reflect upon in order to drive instruction in the classroom.

For the 2015-16 school year Melbourne High School will focus on the continuation of professional development via PLCs, the implementation of school-wide best practices, and an increase in the frequency of high-effect strategies used in the classroom.

The focus of each PLC will be on professional development for teachers and the incorporation of common lessons and assessments in like classes. Each first early release Wednesday of the month, teachers will have a choice in the PLC they attend depending on which professional development they deem to be most beneficial for their classroom. During the month, teachers are also expected to meet as small PLC groups, based on like classes, to develop common lesson plans and assessments focused on standards-based instruction and student learning. The goal of the PLC professional development is to foster continued collaboration amongst teachers, creating a functional process that will lead Melbourne High School to become a model PLC school.

Best practices in the classroom will be monitored with classroom walkthroughs (CWTs) and observations. Melbourne High School defines the use of best practices with the following:

Instruction aligned to standard Bell work/activating strategies Essential question visible to all students Incorporation of the essential question in lesson, showing purpose not compliance Objective posted in student friendly language and explained to students Daily Agenda posted and visible to all students.

Teaches will be monitored on the implementation of the above mentioned strategies in a meaningful way to increase student learning and achievement.

Along with best practices, there will be a focus at Melbourne High School on increasing the frequency of high-effect strategies used in the classroom. During CWTs and observations administrators and peers will be looking for the

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implementation of the following high-effect strategies: Vocabulary in context Summarization Graphic Organizers Extended Thinking and Writing Identification of similarities and differences Non-linguistic representation

The expectation is that the high-effect strategies are used in a consistent manner throughout all classes on campus. The continued implementation of these strategies will provide students with a depth of knowledge on the content, allowing for the transfer of knowledge to occur.

Best Practice:

The use of Professional Learning Communities (PLCs) is a research-based practice in which members of the school have a common vision of teaching and learning, for which teachers are mutually accountable. Collaboration amongst members increases cohesiveness in strategy implementation, assessment, and continuous improvement. Common assessments and teacher collaboration will provide students with a more consistent educational experience, and provide an environment where students are more likely to succeed and show mastery of state-mandated standards (DuFour, 2013).

From a combination of meta-analysis research by Robert Marzano and MCREL and U.S. Department of Education-funded educational research, we now know the most important thinking strategies students should use to maximize learning. Based on this research, over 30 strategies were found to influence learning and achievement, some in a very small way---some in a major way. (Marzano and ASCD, 2001 & U.S. Department of Education, 2002). Any of the 30 instructional strategies with an effect size greater than 0.38 has a statistically significant outcome and should be used with students (Thompson, 2012). The top five strategies in effect size order are as follows: extended thinking skills (1.61), summarizing (1.00), vocabulary in context (.85), advance organizers (.73), and non-verbal representations (.65). The percentile gain for each strategy is achieved through depth of implementation of 75% of all lessons across the school curriculum.

Melbourne High School is committed to providing our students with opportunities to achieve true success, and through the implementation of school-wide initiatives, our students will receive instruction rich in content, rigor, and relevance, preparing them for all types of assessments and as lifelong learners.

School-Based Goal:

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Melbourne High School will implement standards-based instruction with a focus on interdisciplinary literacy to promote student achievement.

Strategies: Small number of action oriented staff performance objectives.

Barrier Action Steps Person Responsible

Timetable Budget In-ProcessMeasure

1.Students struggle with basic literacy in reading and writing.

1. Implement vocabulary instruction in all content areas with a goal of 75% of all lessons taught.

2. Use content specific informational text to improve reading skills, vocabulary, and relevance of content to students.

3. Use reading coach to create content specific professional development on literacy strategies

Classroom Teacher

Classroom Teacher

Reading Coach

1st,2nd,3rd,4th

quarters

$250.00 CWT’s, Teacher Evaluation process

2. Consistent time for teacher collaboration.

1. Subject specific PLCs meet twice per month on Wednesday, either before school or during early release to discuss instructional practice, plan lessons and assessments, and analyze student data.

2. Purchase

Classroom teachers

1st,2nd,3rd,4th

quarters

$4000.00 Agendas and minutes

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substitute teachers to support teacher collaboration during the school day.

3. Consistent standard for writing excellence in all subjects

1. Form teacher committee to create a school-wide writing rubric to be used for all forms of student writing on campus.

2. Communicate rubric to teachers and students and train how to utilize it.

3.Create anchor papers from exemplary student writing

4. Participate in district writing assessments. Use student writing to formatively assess progress and diagnose student learning needs.

Assistant PrincipalClassroom teachers

Assistant Principal

Assistant Principal & Teacher Leaders

Classroom Teachers

1st-3rd

quarters$250.00 School-wide

writing rubric

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

Qualitative and Quantitative Professional Practice Outcomes:

By May 2016 the faculty of Melbourne High School will have demonstrated the following professional practice outcomes:

1. Instruction in all classes will align with the Florida Standards, or Access Points for supported level ESE, at least 90% of the time. This will be measured by classroom walkthrough data.

2. Faculty will demonstrate the use of quality vocabulary instruction in 75% of lessons taught on campus. Quality instruction will include the use of vocabulary in context, extension of content vocabulary, word walls, Greek & Latin roots, and writing using content vocabulary. This will be measured by classroom walkthrough data and informal observations.

3. Faculty will commit to attending two Professional Learning Community meetings per month. During PLC meetings the faculty will work to align unit lesson plans thereby creating a guaranteed curriculum in all subject areas This will be measured by PLC meeting agendas and common unit plans created in each subject area.

4. A faculty committee will develop a school-wide writing rubric. This rubric will be used to measure student progress on all forms of writing on campus so that there is one standard for writing excellence at Melbourne High School.

Qualitative and Quantitative Student Achievement Expectations: By May 2016 students at Melbourne High School will demonstrate the following achievement on district and/or state assessments:

1. A percentile ranking on the Florida Standards Assessment in Reading that is equal to, or greater than, 75% of similar schools in the State of Florida. Melbourne High School will rank in the top three similar high schools in Brevard County in FSA Reading.

2. A percentile ranking on the Florida Standards Assessment in Mathematics that is equal to, or greater than 75% of similar schools in the State of Florida. Melbourne High School will rank in the top three similar high schools in Brevard County in FSA Mathematics.

3. A proficiency rate of 80% on the Algebra I EOC, Geometry EOC, Biology EOC, and US History EOC.

4. A 5% increase in the number of students making scores of 3 or better on Advanced Placement Exams.

5. On the first district writing assessment administered in the 2015-16 school year, 70% of 9th and 10th grade students will score at least a six (6) or above. On the second district writing assessment administered in the 2015-16 school year, 75% of 9th and 10th grade students will score at least a six (6) or above.

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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.

Core Instruction (Tier I) – Provided to all Students

Teacher Provides:

Standards-based instruction Differentiated instruction High quality formative and summative assessments High levels of rigor and relevance

Supplemental Instruction (Tier II) – Provided to Struggling Student

Teacher Provides:

Communicates concerns with student’s parent or guardian Focuses on skills that pose a barrier to the learner Works to close gaps in the learning Implements classroom-level interventions

Intensive Instruction (Tier III) – Provided to students who have not responded to Tier I and Tier II

Teacher shares concerns with student’s counselor and parent or guardian IPST Form 1 – Completed by counselor

o Historical and cumulative records review IPST Form 2 – Completed by teacher

o Parent/guardian contact and staff consultation log IPST Form 3 – Completed by teacher

o Classroom observation document Schedule IPST meeting to develop intervention plan Begin data collection and progress monitoring

o Initiate targeted intervention

Positive Response to Intervention Poor Response to InterventionContinue intervention Change or adjust intensity of interventionResume Tier I instruction Schedule IPST meeting with staffing specialist

Teachers, counselors, administrators and parents will share the responsibility for identifying students who are in need of evaluations by the IPST. The student’s assigned counselor will schedule any necessary meetings and facilitate the communication of information to all parties. The data collection team will consist of the student’s

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assigned counselor and administrator, the student’s teachers, Gwen Erwin, Drema Moody and the school psychologist if necessary. Other specialists will be included as needed based on the circumstances of the intervention.

In addition to the Individual Problem Solving Team, Melbourne High School has implemented some supplementary measures to further ensure the success of all students.

Formed a 9th grade transition PLC that serves to help acclimate freshman to the high school environment and to proactively identify potential school-wide and individual problems

Continued an At-Risk PLC that serves to closely monitor our at-risk population. Our dedicated at-risk guidance counselor will work closely with individual classroom teachers, teachers in the credit recovery lab and school administrators to map out a plan and monitor student progress

Our reading coach will begin intensive remediation through small-group and individual sessions to close preexisting learning gaps.

Post-Secondary remediation funds are being used to fund our after school Quest Lab which provides credit retrieval and grade forgiveness opportunities for 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).

After reviewing the data from 2014-2015 BPS parent survey, the 416 MHS respondents (20% of overall population) overwhelmingly preferred the use of email (92%) and Edline (66%) for school correspondence. Melbourne High School uses Edline as the primary conduit for parent communication. Faculty, staff and administration have worked to ensure that parents have access to Edline by providing a registration station in a computer lab, staffed by teachers, to provide access codes and help parents complete the registration process on-site. Access codes are also available daily in our guidance office and also at Open House and Parent Conference Night. Students are also provided with their access codes through their English classes and are encouraged to use Edline as well. News and events are posted to the Edline calendar, and the Edline email service is used for mass parent communication. Our school newsletter is published monthly and is also available through Edline. Teachers use Edline and direct email to maintain communication with parents. Teachers update calendars, assignments and grades in Edline regularly. Another preferred method of communication, based on the 2014-2015 parent survey, was personal and automated phones calls; around 30% of respondents selected this method. Teachers and administrators will make personal phone calls whenever necessary for both recognition and informational purposes. BlackBoard Connect is also used to disseminate information to large or specific groups through automated calls regarding such things as, attendance issues, campus events, and other reminders. Additionally, informational meetings and other academic events are held on campus periodically, and based on the BPS parent survey, 86% of parents have attended at least one of those meetings or events, and over 93% of those attendees found that the information provided was useful.

STUDENT SURVEY RESULTS (Required):

21 st Century Skills

In reviewing the 2015 BPS Student Survey results for Melbourne High School, the majority (over 60%) of the 937 respondents (45% of the total school population), responded that they are being provided with the

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opportunity to learn and polish 21st century skills. Students were most likely to use technology in their CTE, science, and ELA classes. Social sciences showed a marked improvement in technology implementation. Math still proved to be the area that struggled the most in implementing and using technology, although there was an increase of 3% from last year’s data. In an effort to continue to positively impact the technology use on campus, technology PD opportunities are being offered on early release Wednesdays and will cover topics such as Socrative® and Kahoot® student response software. Specifically in the math department, the math coach will be modeling distinguished technology use in the math classroom. The student survey data inventory of 21st century skills showed that, overall, students at MHS felt that they are being adequately prepared in the areas of team work and collaboration, effective communication and practical use of technology. Real-world issues continued to be an area of concern with 21% of students stating that they were not provided the opportunity to use technology to investigate real-world issues. There was an improvement of over 3% in this area from last year’s data. This area will continue to be addressed primarily at the department level through PLC collaboration.

Online Safety

Based on the 2015 Student Survey, 78% of our students have learned about online safety at school. Other opportunities for online safety education came from parents, friends, siblings and TV. Only 63 total students stated that they have never had any online safety education. This year a flyer was handed out to all freshman that had online safety tips, and at all grade level orientation meetings, online safety was discussed. Over a third of our student population has sent or received a hurtful text or email and approximately the same percentages have sent or received inappropriate pictures via a text or email. Around 50% of students admitted to “friending” someone they did not know online, and 7% of respondents said “they were at times afraid to attend school because of cyber-bullying.

School Safety

Eighty percent of students that took the survey said that they feel safe at school. The biggest areas of concern are the hallways and restrooms. MHS is responding to these concerns through an increased presence by administrators posted at strategic locations during class changes and teachers at their doors to monitor the hallways. Additionally, classroom sign-out logs will be kept to monitor student ingress and egress.

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EARLY WARNING SYSTEMS (SB 850) Please complete 1 – 3The data in the chart below reflects the indicators exhibited by current MHS students. This data will be used to identify, track and support our at-risk population throughout the school year. As stated previously in the MTSS section, numerous support programs will be used to help ensure the success of our at-risk students.

Grade Level 9 10 11 12 TotalAttendance <90% 93 106 103 70 3721 or more ISS or OSS 112 69 43 60 284Level 1 in Math (ALG I EOC) 2 5 22 24 53Level 1 in Reading (FCAT) 34 31 23 18 106Course Failure in Math 33 32 53 31 149Course Failure in ELA 78 62 77 28 245Students Exhibiting 2 or more Indicators 211 233 243 135 822

Here are some of the support programs available:

9th Grade Transition PLC that serves to help acclimate freshman to the high school environment and proactively identify potential school-wide and individual problems

At-Risk PLC that serves to closely monitor our at-risk population. Our dedicated at-risk guidance counselor will work closely with individual classroom teachers, teachers in the credit recovery lab and school administrators to map out a plan and monitor student progress

Quest credit retrieval lab Our math and reading coach will begin intensive remediation through small-group and individual

sessions to close preexisting learning gaps Post-Secondary remediation funds are being used to fund our after school Quest Lab which provides

credit retrieval and grade forgiveness opportunities for students

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STUDENT TRANSITION AND READINESS

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).

The MHS guidance department coordinates college visits from schools throughout Florida and beyond. The visits often take place during lunch so that students can stop by at their leisure. Sometimes, a presenter will offer a more targeted presentation in the media center or auditorium and interested students can sign up to come to that presentation. Representatives of the different branches of the military are also regular visitors to the MHS campus. These visits are advertised on the Guidance Edline page. The robotics club works closely with business partners such as Harris Corp. to prepare students for internships and job entry.

The Guidance Edline page offers a wealth of information about Bright Futures, college entrance examinations, and scholarship opportunities. Utilizing grade-level meetings in both the fall and spring, Guidance Counselors highlight this information in detail. These meetings also offer Guidance Counselors the opportunity to discuss the vocational and technical education programs available at MHS and through Eastern Florida State College (EFSC) as part of the dual-enrollment program. EFSC comes to the MHS campus to promote vocational dual-enrollment courses during classroom visits and special evening presentations as well.

MHS students participate in annual events such as local, regional, state and international science and engineering fairs. Our robotics team regularly competes in the regional and national FIRST Robotics Competition. Chef Ferguson and our culinary students are frequently asked to cater events in the community, including events at the Brevard County School Board. All 9th grade students take a career research class to provide them with the opportunity to research different career fields.

Our CTE classes provide students an opportunity to earn industry certifications in a variety of fields. MHS has offerings such as fashion design, construction, culinary arts, graphic design, web design, engineering and nursing. Students have the option of taking multiple different options or focusing on one and earning an industry certification. Attached below are the CTE assessment and industry certification results from 2014-2015.

CTE Assessment 2014-2015 # Participants # Passing % Passing

Intuit: QuickBooks 2 2 100%SafeStaff Food Handler Certification 158 158 100%ServSafe Manager 67 43 82%Adobe: Flash 28 24 64%Solidworks 34 28 82%NOCTI - Apparel & Text Production 7 7 100%MOS Bundle 72 46 64%C N A 15 15 100%Adobe: Dreamweaver 15 12 80%Adobe: Flash 8 7 88%

Totals 407 342 84%

CTE teachers and general education teachers are encouraged to collaborate and work across disciplines to create meaningful content and real-world connections. Early release Wednesday will provide ample opportunities to share information and co-plan lessons and activities. Professional development will be offered throughout the year on selected early release Wednesday to provide teachers with strategies for connecting their specific content areas to real-world situations that include inquiry-based activities and problem-solving opportunities.

(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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