Goal 1 Improve student performance in reading as measured by FCAT.

Objective: To increase the percentage of students performing at level 3 or above to 50% while improving the percentage of students in the lower quartile attaining learning gains in reading to 50% in combination with all subgroups meeting AYP for the 2008-2009 FCAT Reading Assessment.

Strategies:

1. Align curriculum for each course number and create standardized exams for each course number.
2. To continue remediation of all Level 1's, Level 2's based of the FORF scores, and ESE students using enrollment in secondary reading classes as well as before, during, and after school tutorials and software remediation.
3. To incorporate before, during, and after reading strategies as well as academic vocabulary across the content areas.

Goal 2 Improve student performance in math as measured by FCAT.

Objective: To increase the percentage of students performing at level 3 or above to 80% in combination with all subgroups meeting AYP for the 2008-2009 FCAT Math Assessment.

Strategies:

1. Align curriculum for each course number and create standardized exams for each course number.
2. To provide low performing students with opportunities for intense instruction through tutoring and Smart-Board technology.
3. To extend math instruction by requiring all 9th and 10th graders to take a math class all year.

Goal 3 Improve student performance in writing as measured by FCAT.

Objective: To increase the percentage of students making high standards in writing to 3.5 on the FCAT writing to 80% in combination with all subgroups meeting AYP for the 2008-2009 FCAT Writing Assessment.

Strategies:

1. Align curriculum for each course number and create standardized exams for each course number.
2. Implement a department-wide timed writing program to simulation state standardized writing program.

Goal 4 Improve student performance in science as measured by FCAT.

Objective: To increase the percentage of students performing at level 3 or above to 50% in combination with all subgroups meeting AYP for the 2008-2009 FCAT Math Assessment.

Strategies:

1. Align curriculum for each course number and create standardized exams for each course number.
2. To provide students with explicit science instruction utilizing differentiated instruction strategies such as learning stations based on the Bay District Schools Reading Framework.