COMPREHENSIVE NEEDS ASSESSMENT of the entire school (including the needs of migrant children) with information about the academic achievement of children in relation to the state academic content standards.
Describe the process utilized to conduct the comprehensive needs assessment for this school.

Instruction by HIGHLY QUALIFIED TEACHERS in all core content area classes
List instructional staff and paraprofessionals that are NOT highly qualified (instructional staff only).

This year we have 21 teachers who are Not Highly Qualified, with almost half of them (11) that only need their Gifted Endorsement.  The following teachers have been identified as NOT Highly Qualified  for the 2018-2019 school year as indicated in the B1 report:

Julie Campbell, Barry Coe, Annemarie Coniglio, Edward Doyle, Michelle Federella, Kelley Fisher, Nataliya Fletcher, Aaron Galit, Lori Katz, Danielle Kelly, John Lane, Constance McKnight, Shannon McLeese, Ralph Mompoint, Wendy Moskowitz, Ajit Ramraj, Yolanda Rivera, Kylie Simonton, Elizabeth Sorren,  and April Thompson

These teachers are currently working towards highly qualifed status and certification.
 

ATTRACT HIGH-QUALITY, HIGHLY QUALIFIED TEACHERS to the school.
Describe strategies that will be used to attract high-quality, highly qualified teachers.

Strategies to attract Highly-Qualified teachers are: attending the job fairs withour instructional coaches, interviewing committee, and utlizing the District departments for assistance.  In the event an Interim Sub is used, ongoing classroom observations will be done to monitor the candidate.  The Tier Liaison will facilitate matching up new teachers with clinical ed-certified staff to meet monthly.
Millennium 6-12 collaborates with the District's Recruitment Fairs and Instructional Staffing Department.  We utiize the New Teacher Support and NESS Liaison, Professional Learning Communities, District Trainings, and on-site weekly professional learning during mini-workshops.

Title I, Part A
Title I funds provide additional teachers to assist students, particularly low performing students.

Staff Development funds are utilized to develop a rigorous professional learning program to increase the use of research-based instructional strategies that also align with the Marzano instructional system and growth model.  Extended Learning Opportunities (ELO), parental invovlement trainings, Active Parenting sessions, and FSA Saturday Camp trainings are also supported by staff development funds.

Parental Invovlement funds provides materials and resources for parents to take home to work with their child as well as parent resource nights and technology trainings.  The goal for parental involvement include the quality and frequency of family participation and improving family literacy and math skills to assist with school-wide initiatives and goals.

Title I, Part C- Migrant
(Migrant-Title I schools have been advised if Migrant students attend their school)

Collaboration with our school's full time social worker as well as outside agencies will occur to ensure the effective transitiom for migrant students is situated as needed.  Pamphlets and resources will be given to migrant families as well through our school's resource center.

Title I, Part D
Neglected and Delinquent

Students identified as neglected and or delinquent will be discussed at weekly RTI (respponse to Intervention) meetings and linked with community counseling agencies to assist families and students.  School Counselors will monitor the identified students throughout the school day.

Title II
(District professional development)

Teachers are encouraged to attend and participate in profiessional development opportunities that provide knowledge and application in implementing effective and engaging lessons utilizing the Florida State Standards and Marzano protocols to enrich classroom instruction.  Upon completion of these District trainings, teachers are encouraged to share information and learning at their school-based PLC sessions.

Title III
(ESOL)

Our school's ESOL contact, trilingual paraprofessional, and ELL teachers provide a sheltered model and mainstream model for active LY students. Those students who are at the beginning stages of acquiring English language skiils are scheduled into our sheltered ELL team, where they travel together with the same teachers daily.  Those students who are progressing with the English language, as measure by the IPT, ELL Committee meetings, and mini-assessment data, are then changed into a mainstream team where they are montored throughout the year by the ESOL Contact and team leaders.  The ACCESS tests results are analyzed  at the ed of each year to see progress of each ELL student in the areas of Reading, Speaking, Writing, and Listening.  All ESOL students are invited to participate in the annual ESOL Competition where they win trophies and medals for their growth.

Title X- Homeless
(Homeless- All Title I schools may complete with this statement)

All staff members are responsible for helping to identify homeless students and referring them to the Homeless Education program offered by the District.  The school social worker and guidance counselors ensure their school environment is stable for them.

Supplemental Academic Instruction (SAI)

SAI funds will e used for programs such as the ten-week FSA Saturday Camp and after-school tutoring.  There will also be course recovery ad other types of remeidation programs for struggling students and those who require extended learning opportunities.

Violence Prevention Programs

Guidance staff works with small anger-management groups on a weekly basis to share strategies to calm dowm in escalating situations.  Additionally, our full time social worker facilitates a teen-parent training and strategies to prevent violence.
Our school has an SRO on campus  who also attends our monthly SAC meetings and will present a violence prevention training session.

Nutrition Programs

Nutrional program and those relating to health awareness will be part of electives and those enrolled in team sports, peer counseling, physical education, and various science classes.  Cafeteria staff will follow the District's guidelines and menus that focus on healthy nutritional habits.

Housing Programs

Our school's full time social worker, community liaison, and school counselors will be the contact personnel for those who may express concerns and or make referrals of parents and students who are in need of assistance relating to housing and food. Our school will also be the host site for our feeder zone families for th Harvest Drive, and families in need will receive food baskets.

Head Start

This program does not apply to Millennium 6-12 Collegiate Academy; however, if parents ask for the information, our school social worker and community liaison will refer them to community based sites.

Adult Education

The school social worker and instructional coaches may refer those who request Adult Education courses regarding ELL, GED, or other continuing education programs.  Referrals are made to the district's community schools or other applicable locations.  Additionally, adults from SAC will attend the District's Middle School forum regarding challenges and succeses for adult education.

Career and Technical Education

Several college tours and career days are scheduled throuhgout the school year to expose studnets to various careers and technical school options.  Guidance assemblies are held quarterly as well.

Job Training

Currently, our school does not have technical job training classes, however, our staff has flyers and information to send out to parents on different locations such as Atlantic Tech, Sheridan Tech, and other various locations they can go to.

Other

Our school utilizes Title 1  resources for professional learning, and reading/math reteach programs for students.  We have increased our amount of parental engagement events as well as community resource nights.

Pre-School Transition

Our neighboring school has an early day-care program andour school hosts a transitional summer camp for our incoming 6th grade students. Our college academy has Freshma Invasion week as well.

Parent Involvement Goal:
Based on the analysis of the parent involvement data, identify and define an area in need of improvement.

By May, 2019 there will be at least a 10% increase in our parental involvement from 2017-2018 to 2018-2019. Our area of need was to bring in parents to night events other than for SAC meetings.  This year, we plan on coupling our SAC meetings eith student presentations or themed night events after SAC.  We have also solicited more community and business partners to bring parent incentives to raffle off at various events.  We have a new Principal that also povides coffee and conversation for parents monthly.