Supporting Information: Additional documentation and information in the following areas can be directly accessed through our school website. BPA Board Information Faculty Staff Listing Student Assessment Data DOE Annual Accountability Report Reading and Technology Plan SPAR Report Annual Budget Information School Technology Plan School Advisory Roster Student Demographic Data If you would like to request any additional information concerning this document or about the BPA, please contact the school directly at 305-872-1267, or visit us on the web at: www.monroe.k12.fl.us/bpc
			Cathy Hoffman, Executive Director 30220 Overseas Highway Big Pine Key FL 33043

Big Pine Academy Charter School

Executive Summary

Now entering into its 5^th year of program operations, since inception, the Big Pine Academy Charter School (BPA) has consistently demonstrated a positive favorable trend of documented and successful comparative student outcomes.

As with all our District Schools, over the next 3 years, the BPA will face numerous challenges as it learns to adapt and react to an ever changing environment, including adapting to: a forecasted annual Districtwide decline in student enrollment, increasing indirect and direct operational costs and high student mobility rates.

We at the BPA are fully committed to rising to meet these challenges head-on, to continuing upon our mission and realizing our founding vision; namely, that of being a financially self-sufficient, quality, contracted provider of comprehensive public school educational services within the Monroe County Public School System.

Over the 2006 – 2009 school calendar years, the following priority BPA goals and objectives have been identified for continued assessment and improvement:

Improve student learning gains and the academic progress through the provision of scientifically defensible and validated curricula that meet and / or exceed the State Sunshine Standards.

Expand and deepen community-school involvement, and parent involvement in the learning process.

Increase student enrollment numbers, through community outreach, local marketing efforts and business planning.

Reduction in organizational administrative bureaucracy and operating costs through the implementation of comprehensive school reform, and the collective distribution and allocation of overall school functions.

Focus on student phonics and early literacy across all core subject matter

Upgrade and enhance utilized facilities and instructional resources; including physical plant safety and access to current and emergent Information Technology.

Improve professional development and teacher support through direct access to District resources and opportunities.

Formulate data driven student assessment and individual learning plans for all students.

Enhance the provision of and access to ESE services and other Student Supportive Service resources.

Increase and the promotion of Student Physical Fitness, Student Citizenship, School Pride, and the concept of ‘doing ones personal best’.

This multi-year strategic plan, which has been authorized by the BPA Board of Directors, was developed by the BPA SIP Student Advisory Council with input from parents, teachers and community stakeholders; it is envisioned to be a ‘working’ document, whose progress will be monitored and evaluated annually hereafter.

School Mission

The mission of the BPA is to provide a safe and nurturing school environment and equitable student access to an enriching and challenging mastery learning curriculum containing the skills, content knowledge and character development for quality student outcomes and to help all students become successful life-long learners; and, responsible, informed citizens of the 21^st century.

State Area 3, School Goal

To ensure our students make sufficient annual learning gains to acquire the knowledge, skills and competencies needed to master State Standards; successfully compete at the highest levels nationally and internationally, and are prepared to make well-reasoned, thoughtful, and healthy lifelong decisions.

2006 -2009 SIP Objectives in Reading

70% of the BPA Kindergarten students, regardless of their diversity and/or special needs placement, will achieve scores at / or above the 50^th percentile in Combined Reading as measured by the Stanford Early School Achievement Test (SESAT).

70% of the BPA 1^st Grade students, regardless of their diversity and/or special needs placement, will achieve scores at / or above the 50^th percentile in Reading Comprehension as measured by the Stanford Achievement Test (STA-10)

70% of the BPA 2^nd Grade students, regardless of their diversity and/or special needs placement, will achieve scores at / or above the 50^th percentile in Reading Comprehension as measured by the STA-10.

70% of the BPA 3^rd Grade students, regardless of their diversity and/or special needs placement, will score at / or above Level 3 on the SSS FCAT Reading.

2006 -2009 SIP Objectives in Mathematics

70% of the BPA Kindergarten students, regardless of their diversity and/or special needs placement, will achieve scores at / or above the 50^th percentile in Total Mathematics as measured by the SESAT.

70% of the BPA 1^st Grade students, regardless of their diversity and/or special needs placement, will achieve scores at / or above the 50^th percentile in mathematics problem solving as measured by the STA-10.

70% of the BPA 2^nd Grade students, regardless of their diversity and/or special needs placement, will achieve scores at / or above the 50^th percentile in mathematics problem solving as measured by the STA-10.

70% of the BPA 3^rd Grade students, regardless of their diversity and/or special needs placement, will score at / or above Level 3 on the SSS FCAT Mathematics.

2006 -2009 Annual Measures of Progress

Adequately Yearly Progress (AYP)

If eligible to receive a School Report Card, the BPA shall annually attain 100% AYP on No Child Left Behind (NCLB).

If eligible to receive a School Grade, the BPA shall receive an ‘A’ rating.

Other Measures of Adequate School Progress

Annual Mean BPA Grade Level NPR Scores (based on the NCE) for all students (K-2) regardless of diversity and / or special needs placement on the SESAT (Combined Reading and Total Math) and the STA-10 (Reading Comprehension and Math Problem Solving) shall be equal to / or higher than the Mean District School average; and, annually place the BPA within the top 3 performing elementary schools in our District for each respective grade level.

Annual Mean BPA ESI-K School Readiness student proficiency indicators shall be equal to/or higher than reported District and State Means.

The BPA shall annually participate in the Districtwide School Climate Survey; and, shall maintain a minimum of a 90% satisfaction reporting score across all variables for Parents and Teachers.

An annual increase in student enrollment numbers at the BPA as based on comparative year end reconciled DOE 4^th Survey FTE Calculations.

Annually independent fiscal audit management of the BPA revealing zero deficiencies; and, reflects a favorable Net Fund to Expenditure Statement with Cash Reserves of at least 3% of operating costs.

The BPA shall work cooperatively with its sponsor to have zero Fire, Plant Safety and / or Playground safety deficiencies.

Strategies for Success in Reading

All students across all grades at the BPA shall daily participate in 90 minute reading blocks with homeroom teachers in accordance with NCLB requirements (G. 2, 3, 4 & 7).

BPA faculty will utilize use a variety of assessment tools, practices and IT to assess and routinely monitor individual students’ progress and to modify classroom instruction; including the use of DIBELS, STAR Reading, FCAT Explorer, Harcourt Suite, student portfolios, and running records (G. 2, 3, & 4).

BPA faculty will enhance and reinforce the concept of student attainment of their ‘personal best’; and, encourage them to participate in reading incentive programs, such as the Superintendent’s Young Reader’s Awards and the President’s Award Program (G. 2, 4 & 8).

Early literacy, fluency and reading comprehension shall be emphasized and integrated across all the grades in all subject content areas (G. 2, & 4).

Based upon disaggregated data, ESE, AIP, ESOL, Title I and ‘at-risk’ students shall be targeted for specialized reading intervention and participation in small group and /or multiage and differentiated curricula instruction (G. 2, 3, & 4).

The BPA faculty shall utilize the District as a resource to gain access to and improve reading instructional programming; including attending Professional Development Training activities and sharing best practices among one another (G. 4 & 6).

The BPA faculty shall assess students’ preferred ways(s) of learning and way(s) of receiving instruction; and, utilize a flexible, eclectic teaching approach, incorporating multimedia and multimodality instructional activities (G. 2 & 4).

The BPA faculty shall compile and disseminate reading tips and strategies for all parents to help their children be more successful with reading, and promote the use of the Title I Lending Resources for eligible families (G. 3, 4 & 8).

Strategies for Success in Mathematics

BPA faculty will utilize use a variety of assessment tools, practices and IT to assess and routinely monitor individual students’ progress and to modify classroom instruction; including the use of STAR Math, Harcourt Math Suite, student portfolios, and running records (G. 2, 3, & 4).

The BPA faculty shall utilize the District as a resource to gain access to and improve math instructional programming; including attending Professional Development Training activities and sharing best practices among one other (G. 4 & 6).

The BPA faculty shall assess students’ preferred ways(s) of learning and of receiving instruction; and, utilize a flexible, eclectic teaching approach, incorporating multimedia and multimodality problem solving instructional activities (G. 2 & 4).

Based upon disaggregated data, ESE, AIP, ESOL, Title I and ‘at-risk’ students shall be targeted for specialized math intervention and participation in small group and /or multiage and differentiated curricula instruction (G. 2, 3, & 4).

BPA faculty shall enhance and reinforce the concept of student attainment of their ‘personal best’ and encourage them through the recognition of individual math learning gains and the recognition of achievement through the President’s Award Program for Academic Achievement and Excellence (G. 2, 4 & 8).

The BPA shall work cooperatively with the Boy’s and Girl’s Club after-school program to staff struggling students for individual tutoring and academic homework assistance (G. 4 & 8).

BPA faculty shall ensure STA-10 and FCAT Math style of problems are incorporated into daily instructional classroom practices (G. 2, 3, & 4).

The BPA faculty shall compile and disseminate math tips and strategies for all parents to help their children be more successful with Math, and promote the use of the Title I Lending Resources for eligible families (G. 3, 4 & 8).

Strategies for Success in Writing

BPA faculty will conduct daily writing activities in their respective grade level classrooms; including journals and daily oral language (G. 2, 3, &4).

BPA faculty will increase the use of vocabulary and writing activities throughout all content areas (G. 2, 3, &4).

BPA faculty will incorporate the use of information technology and software to enhance creative expression and the writing development process (G. 2, 3, &4).

BPA faculty will utilize a standardized handwriting program across all grade levels (G. 4).

All students will be assessed for fine and gross motor developmental delays and/or sensory integration problems that may require the provision of OT or PT to support and facilitate eye-hand coordination and writing legibility (G. 2, 3).

BPA faculty will develop and compile individual student writing portfolios to monitor progress and learning gains (G. 3).

Strategies for Success in Science

The BPA shall implement a standardized scientifically defensible science curriculum across all grade levels; and, use FCAT Science prep materials in 3^rd Grade (G. 2, 3, &4).

The BPA shall augment current science programming with socially and culturally relevant topics; including the Crane Point Hammock K-3 Science curriculum (G. 2, 4, & 8).

The BPA shall provide all students with socially relevant and enriching hands-on scientific educational field trips (G. 4, & 8).

The BPA shall continue to provide onsite guest lectures; through interagency programming with local scientific and research agencies (G. 4, & 8).

Strategies for Success in Special Areas

The BPA shall research, and adopt standardized scientifically defensible and validated curricula in Music, Art, Spanish, Physical Education and a 2^nd Language that meet and/or exceed benchmarks for the Sunshine State Standards (G. 2, 3, &4).

The BPA shall encourage parent involvement and exhibit student accomplishments through performances, art exhibits, and opportunities to volunteer (G. 8).

The BPA will utilize the community as a resource for the provision of specialized instruction by experiential and credentialed professionals both during and after school hours. (G. 4 & 8).

Strategies for Success in Technology

The BPA shall work cooperatively with its sponsor to develop its own IT plan and ensure that it is aligned with the MCSD Information Technology Plan (G. 2, 3, 4, & 6).

The BPA shall work cooperatively with its sponsor, the MCSD, to participate in District initiatives, ensure equitable teacher and student access to current and emergent information technologies (IT), software applications and professional development training opportunities (G. 2, 3, 4, & 6).

BPA faculty shall ensure that IT use it appropriately integrated as an instructional learning tool in daily classroom programming across all core subject content areas (G. 3 & 4).

The BPA will continue to develop and implement its ‘Home Computer and Software Loan’ program for all students without access to a computer or the Internet in the home (G. 3 & 8).

The BPA shall utilize the MCSD network and maintain a school website to provide student instructional resources, facilitate parent communication, and increase public relations and school awareness in our community (G. 4 & 8).

Strategies for Success in Special Needs

The BPA shall work cooperatively with its sponsor and LEA, the MCSD, to ensure early referral, timely evaluation and the identification of Special Needs Students (G. 2, 3, &4).

The BPA shall utilize its sponsor, the MCSD, as a resource for the provision of staff ESE / ESOL professional development, classroom instructional practices, adaptive student materials, and assistive technologies (G. 3, 4, & 6).

The BPA shall standardize its Student Progression Plan, School Report and grading system with District practices to allow for continuity of care for Special Needs students (G. 2, 3).

The BPA will continue to provide a 100% fully inclusive and least restrictive learning environment to all its students (G. 4).

The BPA ESE Certified Teacher will work collaboratively with all homeroom teachers and meet with them at least weekly to monitor individual student progress, assist with intervention, provide remediation strategies, and modify instructional practices when necessary (G. 3, 4, & 6).

The BPA will work cooperatively with its sponsor and local area mental health service providers to develop a partnership for the provision of Special Needs student access to onsite Student Support Services and a working mechanism for a referral process to specialized therapeutic services (G. 3, 4 & 8).

The BPA will offer small group and individualized ESE instruction for Special Needs and ‘at-risk’ students using differentiated and modified curricula in multiage settings (G. 4).

The BPA faculty will integrate ESOL instructional strategies into daily programming in all core subject content areas (G. 4).

The BPA will foster a positive working relationship with parents of ESE / AIP / ESOL/ Title I and ‘at-risk’ students to include them in educational planning, programming, instruction, and home instruction (G. 2, 3, & 8).

Strategies for Success in Safe and Orderly Schools

The BPA will implement a Character Education Program; that includes: monthly themes, whole school assembles with guest speakers and the DARE Red Ribbon Week (G. 5).

The BPA will continue to work collaboratively with its sponsor to ensure compliance with enacted Fl. Senate Indoor Air Quality Standards for Public Schools (G. 5).

The BPA will annually revise its Emergency Preparedness COOP and Disaster Recovery Plan (G. 5).

The BPA will continue to have a zero tolerance for violence and ATOD and other drug usage on school grounds (G. 5).

The BPA will disseminate its Discipline Policies and Procedures to all stakeholders and uniformly and fairly enforce them (G. 5).

The BPA shall conduct monthly Fire and Tornado Drills (G. 5).

All Staff at the BPA shall maintain current First Aid/ CPR and AED certification (G. 5 & 6).

The BPA shall work cooperatively with its sponsor to notify them of any potential issues or situations at the school that need corrective action to maintain a safe and orderly school environment (G. 5).

BPA Staff will student act as positive role models for students and be held accountable for their own actions (G. 5 & 6).

All BPA staff shall conduct daily health and safety physical plant inspections (G. 5).

The BPA will work with its sponsor to devise a routine facility and grounds maintenance program and participate in local District initiatives and inspections, and the Department of Health, and the Fire Marshall’s inspections to ensure a healthy, safe, and nurturing learning environment (G. 5).

Strategies for Success in Health And Fitness

The BPA will implement the President’s Physical Fitness Program across all grade levels during PE, and publicly recognize individual student sporting accomplishments (G. 5 & 8).

BPA Staff will student act as healthy life style role models for students and their families (G. 5 & 6).

The BPA will continue to utilize facility space for leasing to outside recreational service provides in the community (G. 5 & 8).

The BPA will continue to operate as a resource and referral agency for local community recreational and sports organizations (G. 8).

The BPA will work cooperatively with the Boys and Girl’s Club to increase the provision of organized onsite after-school recreational activities (G. 8).

The BPA will continue to pursue interagency local agreements for the development and use of the field for organized sports leagues (G. 8).

The BPA will provide healthy and nutritious meals choices in guidance with the Federal Lunch Program and USDA recommendations for daily allowances (G. 5).

The BPA will offer Student Health services to its students; including basic vision and hearing assessments, height and weight and BMI measurements; and, make referrals to outside health service providers as deemed necessary (G. 5).

The BPA will continue to participate in the Monroe County Department of Health and MCSD initiative to offer free Health screenings for all staff members (G. 8).

The BPA will continue to require and monitor the provision of childhood immunizations, as required for student enrollment in Florida Pubic Schools; and, make referrals and follow-up contact whenever necessary (G. 5).

School Improvement Plan Development Page

BPA SIP Development

The 2006 – 2009 BPA School Improvement Plan (SIP) development was a collaborative effort of all stakeholders of our school which included: parents, faculty and staff, the BPA Board of Directors, our Student Advisory Council (SAC), SIP Committee Members and other invested parties.

We believe that future of our country and our American way-of-life depends upon the education of our children. In Florida and Monroe County, we must rise to the challenge and continue to build our public school education system into a responsive institution that serves our students, our State, and our Country with pride and distinction. The BPA is about recommitting ourselves to the highest standards of education rather than accepting the minimum basic skills.

BPA SIP Timeline

The 2006 – 2009 BPA SIP is a three year strategic plan that begins with the 06-07 school calendar year and ends in the 08-09 school calendar year; the progress of which will be monitored and evaluated annually.

BPA SIP Budget

The budget requirements for all elements of the 2006 – 2009 SIP are determined by the individual school budget, and from the availability of pro-rated BPA fund shares from our sponsor District LEA initiatives and other LEA secured State sources.

Evaluation of BPA SIP

The 2006 – 2009 SIP will be annually evaluated through a variety of independently collected data sources, including from: the State of Florida DOE FCAT test, the District administered STA-10, the Federal NCLB, the State of Florida DOE A+ Plan, the BPA / MCSB Charter Contract, independent annual fiscal audits, parents and teachers satisfaction surveys, and school level benchmarks.

Adequate progress will be determined by the SIP Committee, the SAC, the BLPT and our Board of Directors.