History-current+status-intro

Intercoastal High School, at one time, was a beacon of hope within Porterdale, an urban community in Florida. In its zenith, Porterdale was a growing town centered around a textile mill, employing a vast majority of its residents. Intercoastal High was constructed in 1971 as an Open School, a growing trend within British and American schools. Community leaders were eager to portray themselves as progressive in education and forerunners in a model that suggested kinesthetic learning, non-traditional curriculum, and creativity. For years, the school flourished. Porterdale citizens relished in the idea that they had invested in their children’s education and in return, Intercoastal High’s program included teacher-created courses, community service, and intellectual pursuits that promised sustained growth for their community. Indeed, Porterdale’s School Board had carefully crafted a high school program that involved active learning that was student initiated. Advanced Placement classes, ROTC, and AVID programs were well established during those early years. Alas, during the mid-70’s, times shifted. Many of Porterdale’s sons were killed in the Vietnam War and as a result, optimism soured. The economy stagnated and the mill’s profit was not enough to gainfully employ its residents. Urban schools everywhere, including Intercoastal High, lost their identity amid a growing criticism of liberal change. Conservatives advocated a back-to-the-basics movement, and Intercoastal slowly transformed to a quagmire. **CURRENT STATUS** Intercoastal High School has staggered along for the last four decades. Within the faculty, there remains a strong delegation of every pedagogical theory under the sun. Among the 160 teachers, approximately 15% are young, technologically savvy, fresh with collegiate ideas but bitter from their ideas falling on deaf ears. The remaining 85% are professionals with established practices, unyielding in their unproductive methodology and adversarial in their relationships with other faculty members. Most of the staff as well as the families representing the school eke out a living. Free and reduced lunches are offered to 78% of the student body. Budget cuts were numerous and without forethought of their ramifications. AP courses, electives, AVID, and ROTC eventually were eliminated, and professional development for teachers became non-existent. Although the school had recently received a grant to purchase numerous computers, projectors, and white boards, the recent technology training course had been cut from the teacher orientation period, resulting in growing discontent among the teachers. Nearby Oxford community built a satellite university during these difficult years. Although there was a downturn in the job market, post-secondary education within this area experienced a boom. As professors relocated into Oxford’s quiet suburban area, the need for an additional high school became evident within this neighboring community. Beach-Side High School opened its doors to predominately high income families in Oxford. In Porterdale, Intercoastal’s high school program progressively weakened, while Beach-Side boasted of high SAT scores, Ivy League acceptance, and impressive AP scores. Competition and resentment grew. Violence within Intercoastal’s non-walled walls grew to mounting proportions. Students became bold in their actions and the faculty became apathetic in their efforts to curtail disciplinary infractions. From referrals and bullying to increased drop-out rates, suspensions, and gang activity, the school climate became one of massive crime, drugs, and lurking danger. The community began to dread the headlines of the morning paper with yet another announcement of drug arrests, gang violence, and rape. The community feared for its future. Year after year, the school experienced little vision, poor leadership, low morale, and low FCAT scores. The former principal had recently been suspended due to frequent visits to a local strip club. In a last ditch effort to turn the tide of the school’s demise, the Superintendent hired a new principal, a matronly woman who was open-minded in innovative methods to improve the learning community. The staff was leery of the change in leadership, but desperate for new direction for the school. The new principal, Tara Smith worked long hours with the staff: Assistant Principal over Curriculum, Devyani Balladin; Assistant Principal over Student Services, Sara Schumacher; Lead Teacher, Laureen Alexander-Perelion; and AP Coordinator, Amaan Mohiuddin. They recognized that the Open School model offered non-traditional methods of education and was still largely supported by a vast majority of the community as reported by Porterdale’s community leader, Sandy Hawk, but that the diversities of the student body were largely ignored. Within the framework of addressing a hybrid approach – one of challenging learners, offering remedial services, as well as bridging the gap between the school and the community, the staff created the following foundational statements: **Vision Statement** Intercoastal High School students, regardless of ethnicity, socio-economic status or personal challenges, will achieve personal success and become responsible, productive citizens who impact their community. Intercoastal graduates will make a difference.
 * **HISTORY** ||

Intercoastal High School is a model school that will foster, in a safe and secure environment, strong leadership and character. We are a supportive learning community that seeks to develop leaders who will excel and be catalyst for change in our sphere of influence.
 * Mission Statement**


 * Belief and Value Statements**
 * //Collaboration// - Our staff seeks to collaborate with each other and parents to create an optimum learning environment.
 * //Critical Thinking// - With every post-secondary career track, our graduates will be well equipped to analytically read, think, and evaluate applied knowledge in their lives.
 * //Character Development// - Every Intercoastal High School student will be trained in more than academics and post-secondary training, but also in skills necessary for successful community relationships, further studies, and work force environments.
 * //Leadership// - All our graduates will learn the value of their own talents and learned to use these gifts in a leadership capacity in serving and leading others.
 * //Community Relationships// - As our a part of our legacy, Intercoastal High School students recognize the value of their forefathers and sacrifice of others before them. We seek to continue to both be a part of our community as well as seek ways to improve the quality of life for all.
 * //Life-long Learners// - Our graduates recognize the value of knowledge gained and wisdom acquired in their life journey. It is our desire that our students continue to invest in their own lives as well as using their knowledge to invest in the lives of others.