The vision of F. H. Peterson Academy is to deliver a rigorous curriculum individualized for each student’s unique needs designed to maximize student achievement. Students will graduate with an appreciation for life-long learning, prepared to enter the work force and pursue higher education.

The mission of F. H. Peterson Academy is to provide students with the tools and skills needed to realize their highest level of achievement  and to strive for academic, social, and physical excellence through a rigorous, relevant and challenging curriculum. We offer high quality academic and career-centered education, while supporting the development of students’ work ethic, self esteem, respect, tolerance, and sense of personal responsibility.

F. H. Peterson Academy is 30 years old.

Our student population is :46.9% white, 40.7% black, 6.1% Hispanic, and 16.6% disabled.

Virtually 100% of our students take Career Technical classes as well as the opportunity to take a challenging Advanced Placement or Honors curriculum.

30% of our students received a Reading level 3 or better.

62% of our students received a Mathematics level 3 or better.

32% of our students received a Science level 3 or better.

School Instructional staff is 71 teachers.

School-based Administrative staff is 4 administrators.

31 staff members hold Bachelor’s degrees.

21 staff members hold Masters degrees

1 staff member has a Specialist degree.

4 staff members hold Doctoral degrees.

Peterson Academy did not make AYP for the 2007-2008 school year.

. H. Peterson is an “ExCelerator” school; we offer 11 Advanced Placement courses.

We offer 5 Career Technical vocations; all students belong to one of the 5 academies.

Principal: Gregory Mccandless earned his BA degree in Sociology and History from San Jose State University in 1970. He also earned an MA degree in ESE, Severely Emotionally Handicapped from the University of North Florida and additional certification in Educational Leadership. Mr. McCandless is in his 22^nd year with Duval County Public Schools. He began his career in Duval County as a vocational Instructor at Southside Skill Center . He has served as an Assistant Principal at William Raines High School and at Mandarin High School .  In 2005-2006, he served as Vice Principal of Operations at Mandarin High School . In 2006-2007, he served as the DOE Assistance Plus Coordinator for Ribault High School .

Assistant Principal: Carla Jackson earned her BA degree in Biology-Pre-Medicine from Talladega College , Talladega , Alabama in 1982. She also earned a M. Ed degree in Curriculum and Instruction and Secondary Science in 1992 from the University of North Florida and completed all course work and exam for an Ed. D in Educational Leadership. Ms. Dawson-Jackson is in her 22^nd year in the Duval County Public School system. She is certified in Biology 6-12 and Educational Leadership (all Levels). She began her career as an AP Biology/ AP Environmental Science teacher at Ed White High School, Terry Parker High School , and Stanton Preparatory High School . She served as project Director for N. E. Florida Alliance for Science, Mathematics and Computer Science & Engineering, securing a $1.75 million grant for post-secondary education. A partnership between Raines High School and the University of North Florida . She also served as the Lead teacher for National Science Foundation’s Project Beam at the University of North Florida . In 2006-2008 she was an Honors Biology / Early College teacher/ Science coach at Ribault High School .

Assistant Principal: Brett Ray received his BS from the University of North Florida ’s   College of Allied Health and Human Services in Community Health. His MA from the University of North Florida ’s College of Education in Guidance/School Counseling and Mental Health Counseling. Post Graduate studies in the University of North Florida ’s College of Education in Educational Leadership. He currently holds certificates from the DOE in Health Education (K-12), Guidance Counseling (K-12), and Educational Leadership (PK-12).

Assistant Principal: Richard Kolbe received his BS degree from Memphis State University with a degree in Secondary Education.  He attained a Masters Degree in Educational Leadership from the University of North Florida .  Mr. Kolbe is in his 32^nd year in education.  Mr. Kolbe’s career began as a Math instructor, and a 3 sport athletic coach, and was the Mathematics department chair for 12 years at Southside Middle School , a career which spanned over nineteen years. 

Mr. Kolbe has also served as the Assistant Principal of Curriculum for Mandarin High School for eight years. He also, was an integral part of the Leadership Team for Mandarin during his tenure.

Mr. Kolbe has also served as a Math coach at Ribault Sr. High School .

Chief among strategies to recruit Highly Qualified teachers and retain them is a year long comprehensive Professional Development schedule:

9/22 AIDE training, 10/9 RiverDeep training, 10/16 Surfing on NetTrekker training,

10/21 AIT/ESE Accommodations, 10/23 Compass Odyssey- Report Writing, 10/30 Workshop Model review, Interactive Word Walls, 11/6 Going Deeper PLC Work for 2008-2009, 11/13 “Hot” Questioning Techniques, 12/4 Reading strategies for 2008-2009, 12/11 Learning from a student’s work, 1/15 Look at what the data is telling you, 1/22 Planning for results, 1/29 What belongs in a student’s portfolio, 2/19 Differentiated Instruction, ¾ Differentiated Instruction continued, 3/25 Communicating with parents, 4/15 Teaching with student’s learning styles in mind, 4/22 Celebrate the Work.

Last year’s “turn-over” was 2.8 %. We lost 2 teachers out of our 71.

The model for School-wide improvement used at Peterson Academy is the Florida Continuous Improvement Model.

As noted above in the retention and recruitment of Highly Qualified teachers we have a year-long schedule of Professional Development activities for staff.

Secondly, each Early Dismissal day, all staff, vocational and academic, gathers in their “Professional Learning Communities” to discuss student learning. What have students learned, what haven’t we learned, and what do we do about it.

Thirdly, all core areas give informal and formal mini-assessments every two weeks. Each teacher keeps a record of student learning history via assessments. This information forms the basis of teacher discussions during Early Dismissal days.

Fourthly, we have brought in an excellent Compass Odyssey teacher to support our remediation, acceleration and enrichment strategies. Additionally, we have tutoring 4 days each week after school.

All teachers new to Peterson Academy are given a “buddy” (for veteran teachers) or a “mentor” (for new teachers).

We have workshops each month for all teachers new to Peterson, veteran and newbie. The workshops are also designed to assist teachers in the “check-offs” of some of the required practices.

In addition to the traditional placement of students in standard level courses, students also offered Advanced Placement, ESE, or Performance-Based Diploma programs.

·        AP Supports:  All AP Science students will have access to Compass Odyssey as a class tutorial and as preparation for the AP test in the spring.

·        AP Research Support Course:  A companion course for students focusing on Reading , Writing, and Study Skills needed for success in an AP course.

Year long Professional Development schedule takes place on Tuesdays and Thursdays throughout the year. The schedule is found on the recruitment and retention page.

In looking at our data, reading stands out as an area of great urgency to correct.  In all areas of reading:  gains of general population, bottom quartile, and percentage of students scoring 3 or above loom as areas in need of immediate attention.

To effect a change in our reading scores, our administrative team has been diligent in identifying all students who are level I.  Each student is attending a read 180/Intensive reading class every day of the year.  Level II, diffluent students scoring less than 116 on a fluency probe are also scheduled for reading intervention for an entire year.

All teachers are required to keep data notebooks.  Data notebooks contain essential student test data gathered throughout the school year.  Data gathered between August and January 2009 is collected data points to project student trends, gains and successes. Data gathered after January 2009 is used to frame further interventions to be used through the Spring and becomes the baseline for teacher-made mini-assessments.  The 200-2009 school year is a collection of “data points” consisting of embedded tests within the Springboard curriculum, and district developed mini-assessments given every 2 weeks.

Additional Student Support/Enrichment

• Read 180 program is a 3 component reading prescription that allows students too rotate between a Compass Odyssey computer program designed to move students from a current reading level to a more advanced level
• FastForword program prepares students to get ready to learn. This program is formed from earlier research in Neuroscience concerned with “re-wiring” the brain to process and retain at a quicker and more complete rate.
• Accelerated Learning Center provides credit recovery to students in all core subject areas.  It combines textbook and computer based instruction.
• Compass Odyssey computer Program is available for all core subject areas and certain Advanced Placement classes.

1. Question-Answer Relationships (QARs) will be used in all classes to help students to become proficient in writing and analyzing question.
2. Survey Question read Respond Recite Review (SQ5R)
3. Various graphic organizers
4. Higher Order Thinking Questions (HOTs) questioning technique employed by teacher

1. Teachers are to biweekly use formative assessment data to plan and differentiate learning in their classrooms
2. Lesson plans, classroom monitoring, and quarterly reviews with an AP will reflect teachers use of school wide reform strategies

1. In-house training will be offered to teachers regarding using data, lesson planning, QARs, SQ5R, graphic organizers, and note taking techniques
2. Social Studies teachers will complete CAR-PD training
3. All teachers are strongly encouraged to take/retake CRISS training if they have not done so in the last 3-5 years

1. Learn to use data to improve instruction
2. All students are expected to take notes in class using one of the following methods: Cornell Notes, Two-Column Notes or Power Notes

1. Compass Odyssey
2. Inclusion for ESE students offered by teacher, student, or parent recommendation
3. Teachers volunteer to tutor before and after school weekly
4. Peer counselors assist students during the school day
5. Tutors from the community when available

1. Parents are encouraged to schedule and attend parent conferences
2. Parents will be notified according to district policy when students do not meet the standards
3. Parent nights are offered to provide parents with assistance and/or options
4. Quarterly newsletters will be distributed with suggestions on “Ways to help your child”
5. Parents may access school website for pertinent day-to-day operations and activities

1. Career Technical teachers will use integrated curriculum written summer (2008) in Classroom is neat and attractive and reflects teacher's organizational skills
2. Career Technical teachers will rotate through ELA, mathematics, and science professional learning communities bi weekly to learn how academic teachers approach and plan for instruction based on formative assessments
3. Academic teachers are assigned to one of three academies and will meet after school monthly with that academy to talk and plan

Students choose an academy based on his or her interests and/or talents prior to coming to Peterson.  Students may change academies based on availability at the end of the first or second year.

Students are scheduled into reading and mathematics based on their current FCAT scores and FORF.  Students are, however, strongly encouraged to stretch their learning by enrolling in at least one AP course prior to graduation

Peterson is a magnet school.  Students who come to Peterson are scheduled in to an academy of their choice in addition to being scheduled in to the appropriate level of academic courses based on their most current FCAT/FORF scores.

38% of lowest performing readers made learning gains

41% of all reading test takers made gains

The percent proficient increased 1% (29% to 30%)

The percent of 10^th grade students scoring 3 or above on the reading portion of the FCAT will increase from 17% on the 2008 test to 37%.

Use learning schedules and SpringBoard materials in English classes

1. College Board/SpringBoard Assessments
2. Mini assessments throughout the year

Track student performance via teacher “Data” notebook

Professional Development will reflect differentiated instructional strategies used in the classroom.  This will provide a time for teachers to model research-based strategies.

3. Faculty and staff will utilize achievement data from multiple sources to guide instruction

a)     mini-assessments through out the school year

b)     Teacher developed assessments

c)      Embedded assessments in curriculum materials

Teachers will maintain a Data Assessment notebook

Monitor the use of data to aid instruction through the following:

English teachers, Administration and Leadership, Data Assessment Notebooks kept by teachers, APC, Guidance, and standards coach

Collaboration through Professional Learning Communities

1)     Springboard materials use of embedded assessments

2)     District developed mini-assessments

Explicit word instruction will be incorporated into lesson designs with emphasis on Phonemic Awareness, Phonics, Vocabulary, Fluency, and Comprehension

3.  Offer a variety of safety-net programs, both within the school day and outside the school day to help struggling students improve their reading skills.

3.  Offer students who need to recover a grade in English (grades 9-12) and opportunity to do using Compass Odyssey or Accelerated Learning Center

3.  Monitor implementation of safety-net programs through the following:

1)     APC and Guidance

2)     Leadership Team

3)     English, READ 180, Fast ForWord and intensive reading teachers

Level 1 and diffluent level 2 readers scheduled into Read 180 program.

Classroom instruction will reflect the discussions emanating from collaborative Reading Department meetings, with the implementation of Reading strategies using research based instructional programs, Read 180. Fast Forword, and Intensive Reading

No teachers out-of-field

• All students tested will score at level 3 or above on the FCAT Mathematics Standards component (SSS).

The percentage of proficient students will increase from 62% on the 2008 FCAT to 66% on the 2009 FCAT.

.Mathematics teachers shall use performance task activities that are aligned with FCAT

A data notebook is kept by all teachers tracking student learning, re-teaching where necessary

Student progress will be measured by classroom grades, common assessments; end-of-course exams, classroom observations, FCAT, and Advanced Placement (AP) exams. 

Teacher training in CPM math and Springboard curriculum shall be provided for all teachers.

Each eligible student subgroup in Mathematics shall meet AYP projection

Mathematics teachers shall utilize performance task activities that familiarize students with FCAT sequence.

Student achievement shall be monitored through district benchmark testing in September and December.

Use of SpringBoard curriculum and CPM mathematics.

Math teachers shall implement the district curriculum, Springboard, strategies, and pacing into their daily instruction.

Training is provided by the District.

Implement a Safety net program that will enhance student achievement in Mathematics

School will fund after school tutoring programs for all students

Results from benchmarks, common assessments, and EOC tests shall be examined in Professional Learning Community meetings to determine status of student learning

Compass Odyssey is a tutorial which allows for great  student success both in grade recovery and for tutoring

School and district personnel shall observe classroom instruction and provide feedback and assistance to enhance the delivery of the math curriculum

There are no teachers teaching out of field.

No.  Our total school score dropped to 79%.  Our writing target score for 2009 is 81%

Provide analysis of 2008 scores to all teachers via AIDE program. Provide district Writing results to all teachers.

Provide faculty orientation and professional development on teaching skills.

Provide to teachers support materials provided by the district and the state.

Assess progress with the results of the yearly FCAT and district writing assessments.

Send teams of CTE teachers to collaborative curriculum writing during the summer of 2008.

Encourage and provide means for teachers to attend workshops provided by the district to improve writing skills and use effective individualized instruction.

Provide faculty members with suggestions for interdisciplinary activities.

Use business partners to express the importance of writing in the various vocations.

Develop rubrics for CTE teachers to use to score writing assignments

Writers Workshop

State FCAT Writing rubric

The Reading Leadership Team will discuss training needs based on the district trainings, the FCAT Writing rubric.  Anchor papers, and past school results on the FCAT Writing Assessment.

The Instructional Coach will work with 10^th grade ELA teachers on the state FCAT rubric and assessment procedures.  Professional Development will be provided to all non-ELA teachers during planning period meetings.

Teachers will grade writing assignments using the writing rubric.  Each paper will be graded by at least 2 teachers.  Teachers will share results with students to help them understand their strengths and weaknesses.

Results of the 2008 FCAT Writes will be used to develop the writing segment of the school improvement plan

The Science FCAT score at Peterson will increase.

39% of 11^th grade students will score level 3 or above on the FCAT science.

Science will be offered in tutorial sessions as part of Safety Net Program (September 2008 – May 2009

All new 9^th graders will take Earth Space Science with a regular progression of Science courses after the Freshman year.

Develop Team projects which include Science as part of the interdisciplinary program.

Assessment and follow-up will be made using student work, teacher lesson plans, district embedded/unit assessments and teacher created common assessments/formatives.

Environmental Science and Earth Space are inquiry based science programs which enhance student learning.

AP Environmental Science is offered to allow students to become engaged in deeper science inquiry

Teachers within the Science department will meet bi-weekly to strengthen the quality of the curriculum utilized in these courses and to develop an outreach plan to include the community in specific projects regarding Environmental issues.

Teachers will implement the curriculum guided by daily/unit/yearly learning schedules.

Teachers will be encouraged to observe each other.  Seasoned teachers will be asked to mentor teachers new to the school and teaching.  The administration and Science teachers will observe and provide feedback to enhance delivery and incorporate best practices.

Results from the Science FCAT will be used to evaluate student progress and determine future areas of concentration in the Science field.

All teachers are highly qualified

Communication between parents and teachers or other staff is expected.  We urge parents to contact their student’s teachers to clarify an issue, to check on academic progress, or to identify and resolve problems before they get out of hand.

Promote positive parent-teacher/school relationships.

Increase the number of positive responses from parents on the annual school climate survey for 2008-2009 by 2%

Report cards are designed to inform students and parents of the academic status of all students.  The parents of failing students receive phone calls from teachers and from guidance counselors.

Teachers are available to conference with parents allowing 24 hours of teacher notification.

Scheduled PTSA and SAC meetings

Continue to develop internet webpage to facilitate timely communication with parents.

All students will receive a monthly progress report mailed to his/her parents.

All 9^th and 10^th grade students will develop an Academic Improvement plan

The percentage of positive responses by parents will increase by 2%

Open house will reflect increased parent participation.  FHP, as a school, will reflect increased student enrollment.

Parental relationships will be discussed during faculty meetings during pre-planning.

Parent call logs available from all teachers as evidence of communication.

Safety Net/Student support sessions

Improve school grade to “C”

Attendance in school will result in a 10% reduction in the school dropout rate.

Increase graduation rate by 10% proportionate to enrollment.

Increase college going rate by 10%

Reduce student absentee rate from 13.9% to 5% for absences exceeding 21 days.  This will increase the graduation rate as well as the college going rate.

Hire teaching staff committed to good teaching practices.  Hire administration staff that is dedicated to school improvement and student achievement.

Use of AIT following district policies

Monitoring by High School Instructional Focus school team

Teacher data notebooks reflecting student learning are required: AIP are required for all students.

Weekly review of monitoring visits in classrooms held during Administrative meetings.

Reduce student absentee rate of students missing more than 21 days from 13.9% to 5%

School Climate indicator for Safety and discipline will increase 3% in the overall approval rating (parent, students, faculty, and staff) for the 2008-2009 school year.

Through AIT team meetings and participation of Assistant Principal, School Social worker, parent and SRO reduce student individual student attendance.

Number of AIT meetings reviewed quarterly.

Generate quarterly attendance and behavioral reports to indicate trends.

95% of faculty trained in CHAMPS.

Teachers with high referral rates will receive additional training/support, administrative visits and modeling

Scheduling monthly meetings with Leadership Team and Administrative staff to develop strategies that will assist them in needed areas.

Use of AIT meetings as a tool to reduce student absenteeism.

Hold grade level assemblies to explain the code of conduct book as well as school behavioral expectations.

Monitor the number of Class II, III and IV offenses, comparing the rate to previous year’s rate for same offenses.

Restructure administrative team; increase visibility of administrators, security personnel and teachers.

Review, update, and rehearse Crisis Management Plan.

Post school rules in conspicuous place throughout campus.

Increased supervision in all student lunches.

Distribute emergency procedures for school personnel in case of fire, bomb threats, intruders, or hazardous conditions that may threaten the safety of students, faculty and staff.

Mid-Year assembly with all seniors to remind them of Zero Tolerance of Class III and IV offenses.

Orientation of all teachers new to Peterson.

Attendance intervention Team meetings coordinated by AP and attendance office.

CHAMPS Program

Foundations Program

All APs will attend SESOR training.

CHAMPS Program

Foundations Program

Peterson is in compliance

SAC group acts as an advisory tool to school

SAC will have direct contact with Principal

SAC will hold monthly meetings.

All teachers will receive copies of school improvement plan and will become part of the individual data notebooks.

280

Grade

Total

Points

% Meeting High Standards in Reading

% Meeting High Standards in

Math

%

Meeting High Standards in

Writing

%

Meeting High Standards in

Science

% Making

Learning

Gains

In

Reading

%

Making Learning

Gains

In

Math

% of Lowest 25% Making Learning Gains in Reading

% of  Lowest

25% Making Learning Gains in Math

Percent

Tested

Year

2009

C

445

37

66

81

39

47

66

44

64

2008

D

405

30

62

79

32

41

62

38

61

99

2007

D

418

29

60

88

22

41

70

46

62

97

2006

C

342

34

62

84

46

70

46

99

2005

C

367

31

61

84

53

77

61

98