2010
- 2011
CONTINUOUS IMPROVEMENT PLAN
Title I Schoolwide Plan
Note: Blank copy is available on www.alsde.edu
, e-GAP, Document Library
Federal Programs Director submits required plans
to LEA system’s e-GAP Document Library
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NAME OF SCHOOL: |
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STREET
ADDRESS: |
CITY:
Blountsville |
STATE: |
ZIP CODE: 35031 |
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CONTACT: Steve
Hallman |
TELEPHONE:
205-466-7663 |
E-MAILshhallman@blountboe.net |
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Identified for School Improvement? No Yes
Delay
Status Year 1 or
Year 2 *Submit to LEA for
Board approval. Retain the original
plan in the LEA. Submit the plan
electronically to your system’s e-GAP Document Library by |
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Year 3 or
Year 4 or more Submit to LEA for Board approval. Scan PAGE ONE and
PAGE TWO to indicate signatures.
Submit the plan and signature pages electronically to your system’s
e-GAP Document
Library by |
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Made
AYP? |
YES NO N/A |
Career
Tech Made AYP? YES NO N/A |
Are
all federal resources (including Titles I, II, III, IV, V, and VI) used to coordinate and
supplement existing services and not used to provide services that, in the
absence of federal funds, would be provided by another fund source? YES NO
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Describe how this plan will be
made available to parents and other stakeholders, such as through parent
meetings or on Web sites. NOTE: The Parental Involvement section of this
plan must be distributed to all parents. http://susanmoorehs.blount.k12.al.us/ |
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*Board
Approval: Yes No
Board approval
received on _____________________________, 2010. Board
Signature: |
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Superintendent
Signature: |
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Date:
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Federal
Programs Coordinator Signature: |
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Date:
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Principal
Signature: |
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Date: |
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CONTINUOUS IMPROVEMENT PLAN
DEVELOPMENT AND IMPLEMENTATION TEAM
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This plan was developed/or revised
during the following time period: May 2010 - September 2010 |
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Provide
a brief description of the planning process, including how teachers will be
involved in decisions regarding the use of state academic assessments, and
other data sources in order to provide information on and to improve the
achievement of individual students and the overall instructional program and
how parents were involved with faculty and staff in developing, and
implementing the CIP (Title I, Section 1116(b)(A)(viii): In May 2010, an end of the year
reflection projection meeting of the School Leadership Team was
conducted. The 2009-10 CIP strategies
were reviewed to determine the extent of implementation and their
effectiveness. A determination was
made as to whether each CIP strategy should be included, revised or not
included in the 2010-11 CIP. In August 2010 further review was done
when AYP and standardized test data became available. This review process revealed new areas of
strengths and weaknesses which revealed areas of focus for the 2010 - 2011
CIP. This review process included
faculty, staff, and parents. All
stakeholders involved in the review process had the opportunity to give input
and make recommendations to the School Leadership Team. Data sources include, but are not
limited to, information from PEPE surveys involving parents and students,
SACS surveys for parents and students, teacher developed student surveys
addressing facilities and personal education experiences, needs, and
satisfaction, AYP status report; SAT-10; ARMT; ACCESS and AMAO results
regarding ELL students; The Seventh Grade Alabama Direct Assessment of
Writing; The Tenth Grade Alabama Direct Assessment of Writing; STAR math ;
STAR reading ; Needs Assessment Survey, Pride Survey, PEPE surveys, highly qualified
status of faculty and staff, student attendance, SIR, school demographics,
including the number of students who receive free or reduced lunch, gender,
migrant/ELL students, special education students, etc. In August 2010, the School Leadership
Team met and was given specific data to analyze. The team met again later that month to
review data and to begin creating the CIP according to data found. Throughout the 2010 - 2011 school year, the
School Leadership Team will review, edit and revise the plan. In mid-September 2010 the CIP was
presented to the faculty and submitted to the School Improvement Specialist
for the Blount County School System. The CIP will be reviewed often
throughout the 2010-2011 school year, with changes being made as new data is
available to better meet the needs of the 2010-2011 Susan Moore High School
students. |
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Instructional Leadership Team Names (The
Leadership Team must include the principal, faculty [including ELL resource
lead teacher if applicable], staff, parents, community stakeholders, and/or
students.) |
Positions (Identify
position held, e.g., Administration, Faculty, Staff, Grade Level and/or
Subject Area, Parents and Community members.) |
Signatures (Indicates
participation in the development
of the CIP) |
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Sharon
Smith |
Principal Assistant Principal Senior High Counselor Junior High Counselor Special Education Teacher ELL Teacher Career Technical Teacher Science Teacher History Teacher English Teacher Math Teacher Media Specialist English Teacher Parent Parent ELL Parent Student Student Central Office Representative Central Office Representative Community Representative |
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Part I - SUMMARY OF NEEDS BASED ON A COMPREHENSIVE REVIEW OF DATA
Part I - continued – Directions: needs assessment- Summary of Data: Indicate data sources used during planning by
identifying strengths and weaknesses or program gaps. If your school did not review a particular
data source, please write N/A. School
improvement goals should address program gaps (weaknesses) as they relate to
student achievement or AYP categories such as graduation rate or other academic
indicators. Close attention should be given to the proficiency index. Please
include all disaggregated subgroups including those with less than forty
students.
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Briefly describe the process your faculty used to
conduct the needs assessment (analysis of all data). |
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Data sources include, but are not limited to, information from PEPE surveys involving
parents and students, SACS surveys for parents and students, teacher
developed student surveys addressing facilities and personal education
experiences, needs, and satisfaction, AYP status report; SAT-10; ARMT; ACCESS
and AMAO results regarding ELL students; The Seventh Grade Alabama Direct
Assessment of Writing; The Tenth Grade Alabama Direct Assessment of Writing; STAR math ; STAR
reading ; Needs Assessment Survey, Pride Survey, PEPE surveys, highly qualified
status of faculty and staff, student attendance, SIR, school demographics, including the number of students who receive free or
reduced lunch, gender, migrant/ELL students, special education students,
etc.) and noted any positive or negative trends in the individual data
sources. In addition, each department analyzed subject specific data and
reported any findings to the School Leadership Team. At that point, the
trends were cross-referenced and the team chose the areas that needed the
most improvement, as well as areas that
were strengths. |
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Highly Qualified Teachers (HQT): Describe how staffing decisions ensure that
highly qualified, well-trained teachers provide instruction and how their
assignments most effectively address identified academic needs. |
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closely analyzed. Those
candidates who are highly qualified are considered for those positions. By
hiring only the most highly qualified applicants, SMHS ensures the highest standard of education for every
student. SMHS is proud of the fact that 100% of its faculty is highly qualified. |
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Number and percentage of teachers Non-HQT: 0 – 0% Susan Moore is fortunate to have
teachers who are highly qualified teaching in all areas of the curriculum. |
Number and percentage of Classes Taught by
Non-HQT: 0 – 0% NA |
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Strengths: ⃰Class of
2010-2011 students had a passing rate of 65% on the AHSGE on the social studies
portion of the exam, in the
tenth grade.
⃰82% of all students taking the
AHSGE – mathematics passed. ⃰90% of all students
taking the AHSGE – biology passed. |
Weaknesses: ⃰Students need to know the
causes/effects of WWI, WWII, and the Civil War ⃰Number sense and
operations in mathematics |
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Strengths: ⃰63% of eighth grade students
scored level III or IV on the ARMT – reading assessment. ⃰55% of eighth grade
students scored level III or IV on the ARMT – math assessment. ⃰70% of seventh grade
students scored level III or IV on the ARMT – reading assessment. |
Weaknesses: ⃰Eighth grade students have difficulty
distinguishing subcategories of poetry as well as applying strategies to
comprehend grade level materials. ⃰Eighth grade students have difficulty with
number sense, operations, thinking skills and problem solving. ⃰Seventh grade students have difficulty with
literary devices and elements and applying strategies to comprehend grade
level materials. ⃰37% of seventh grade students scored level
III or IV on the ARMT math assessment. |
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Strengths: ⃰57%
of students scored level III or IV on the ASA. ⃰63%
of students can describe characteristics common to living things. ⃰61%
of students can relate major tissues and organs in living organisms and their
functions. |
Weaknesses: ⃰37%
of students can describe biotic and abiotic factors in the environment. ⃰38%
of students can describe organisms in the six-kingdom classification system
by characteristic. ⃰38%
of students can identify differences in DNA and RNA. |
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Stanford 10 |
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Strengths: ⃰90%
of seventh grade students scored at least avg. in computation with decimals. ⃰88%
of seventh grade students scored average or above average in reading
vocabulary. ⃰79%
of eighth grade students scored average or above average in functional
reading, critical analysis
and initial understanding. ⃰71% of
eighth grade students scored average or above average in mathematical
connections. |
Weaknesses: ⃰41%
of seventh grade students scored below average in reasoning and problem
solving. ⃰42%
of seventh grade students scored below average in reading thinking skills. ⃰39%
of eighth grade students scored below average in reading thinking skills. ⃰49%
of eighth grade students scored below average in number sense and operations. |
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Dynamic Indicators of Basic Early Literacy Skills
(DIBELS): |
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Strengths: NA |
Weaknesses: NA |
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Part I - Continued: |
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Strengths: Seventh
grade: Increase in level III essays; 76% of essays scored level III or IV in
sentence formation. Tenth grade:
Increase in level III essays; 65% of essays scored level III or IV in
sentence formation |
Weaknesses: Seventh
grade: 63% of descriptive essays scored level II Tenth grade:
52% of essays scored level I or II in grammar |
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ACCESS for English Language
Learners (ELLs): |
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Strengths: Seventh,
ninth, tenth, eleventh, and twelfth grade levels increased the level of
proficiency on the ACCESS
for ELLs assessment. |
Weaknesses: Eighth
grade ELL students did not increase the number of level IV, V, or VI on the ACCESS
for ELL assessment. |
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Professional Education Personnel
Evaluation (PEPE) School Profile Information: |
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Strengths: At
administrative level – two unannounced classroom visits for those teachers
undergoing EDUCATE At staff
level – 100% of teachers of teachers observed have rapport with students in
the classroom (AQTS
2.2; 2.3; 4.2). |
Weaknesses: At
administrative level – time management – 30% of time is spent in non-academic
duties. At staff
level – time on task - 10% of each period is spent on nonacademic duties. |
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Additional Data Sources: (e.g., |
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Strengths: According
to the 09-10 School Technology Plan, the majority of classroom computers are
no more than three
years old. |
Weaknesses: Our
servers are running Windows 2003. According to the Windows website, support
for 2003 will end July 2010; extended support may continue through 2015. |
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Local Data (e.g., LEA, school, and
grade-level assessments, surveys, program-specific assessments): |
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Strengths: We had three students working with A+nyWhere
Learning System® for credit recovery and/or remediation;
two of the three students earned a diploma. We
currently have eight students working with Rosetta Stone in conjunction with
ELL classes in order to master
writing, reading, and speaking domains in English. According
to the 2010 Impact survey, 57% of faculty use technology to gather
information for lesson planning
between once a month and every other month. |
Weaknesses: According
to the 2010 Impact Survey, faculty feels that 50% of our students are
minimally or not at all learning the necessary technological skills to effectively
participate in the global community. Nearly
61% of faculty, according to the 2010 Impact Survey, feel that
technology-related professional development needs have been minimally met or
not met at all. |
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Career and Technical Education
Program Improvement Plan: |
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Strengths: SMHS places an importance on educating all 7th
through 12th grade students
on a variety of careers and college opportunities. Counselors provide various speakers
and/or orientation on preparing for the future, college opportunities and career choices. SMHS counselors
host an Info Fair for all students to attend. The Info Fair consists of a large guest list which
represents junior colleges, graduate
level colleges, in-state and out-of-state college representatives, all military branches, financial aid advisors,
career representatives, and other organizations. Counselors also make
available to all students a variety of college, career, and professional
resources. Particular career assessments such as Discover by ACT for 11th grade students
and KUDER for 8th grade students will be utilized to help students develop a career goal. SMHS strives to reduce dropout rate by providing a
field of study for those students who either are or may become at risk of dropping out by allowing them to
participate in courses at the career technical center, family dynamics, and agri-science. Of course all students at SMHS
are allowed to participate in these courses as well. |
Weaknesses: Advanced students who want to attend the career
technical center experience scheduling conflicts with their required advanced
courses and time to attend career technical center. |
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Part
I – Continued (CULTURE RELATED
DATA): |
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School
Demographic Information related to student discipline (e.g. total office
referrals, long- and short-term suspensions, expulsions, alternative school
placements, School Incidence Report (SIR) data, or student attendance). |
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Strengths: During
the 2008-2009 school year, there were 218 SIR incidences reported. During the
2009-2010 school
year, 166 SIR incidences were reported. This is a decrease of 24%. |
Weaknesses: With 166 SIR incidences in 09-10, we have a real need for
a full time I.S.S. teacher, but lack the necessary funding to hire one. |
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School Demographic Information related to drop-out
information and graduation rate data. |
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Strengths: In 2008-2009 there were nine
drop outs; there were seven drop-outs during the 2009-2010 school year. This is a 22% decrease. |
Weaknesses: Only a 3% increase of number in
students earning a diploma. Eighty-nine percent of seniors in 09-10 earned a
diploma; eighty-six percent of seniors in 08-09 earned a diploma. Graduation rate is 81% |
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School Demographic Information related to teacher
attendance, teacher turnover, or challenges associated with a high percent of
new and/or inexperienced faculty. |
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Strengths: Faculty averages over 10 years
experience per member. Teacher turnover for 2009-2010 is 11%. |
Weaknesses: Some challenges with inexperienced teachers include, but
are not limited to adjusting to new expectations of administrators; getting
to know students; learning new curricula, classroom management; adjusting to
new cultures/climates of the school; and learning how to meet the needs of
special populations. In addition, until all teachers are familiar with the new
EDUCATE |
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School Demographic Information related to student
attendance, patterns of student tardiness, early checkouts, late enrollments,
high number of transfers, and/or transiency including migratory moves (if applicable). |
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Strengths: Susan Moore’s overall enrollment
increased from 579 in 08-09 to 592 in 09-10. |
Weaknesses: Identification
and dissemination of migratory status of transfer students is sometimes slow. Identification
and dissemination of ELL/SpED status of transfer students is sometimes slow, dependent on
records from other schools in and out of district. In 2008-2009 SMHS had
4,008 absences. During 2009-2010, SMHS had 5,309 absences. This is an
increase of 25%. In 2008-2009 SMHS had
2,446 tardies. In 2009-2010, SMHS had 2,683 tardies. This is an increase of 9%. Fourteen percent of all absences were
Hispanic students. Other racial subgroups of students were less than three
percent. |
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School
Perception Information related to parent perceptions and parent needs
including information about literacy and education levels. |
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Strengths: An advisory meeting with parents
for graduation requirements and diploma choices is conducted for incoming 9th grade students
in the spring of the year. At the school level, we have sent home needs assessment
questionnaires for parents to receive English lessons and/or GED classes through Adult Education
at would be free for parents to attend. |
Weaknesses: There is little parent
participation in the non-English speaking population of our school. According to Census 2000, only 73%
of people over the age of 25 have a high school diploma in our zip code. In
addition, only 11% have a Bachelor’s degree or higher. We do not have an Academic Booster Club. |
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School
Perception Information related to student PRIDE data. |
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Strengths: The majority of students (84.9%)
perceive the use of tobacco to be harmful. The majority or students (70.8%)
perceive the use of alcohol to be harmful. The majority of students (75.3%)
perceive the use of marijuana to be harmful. |
Weaknesses: Average age of first use of
tobacco – 12.38 Average age of first use of
alcohol – 13.014 Average age of first use of
marijuana – 13.835 Twenty percent or more of
students do not feel safe in the parking lot, in the bathrooms, in the halls,
and on the school bus. |
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School Process Information related to an analysis
of existing curricula focused
on helping English Language Learners (ELLs) work toward attaining proficiency
in annual measurable academic objectives
(AMAOs). |
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Strengths: The ELL classroom utilizes Students are placed in the High Point Program based on
their level of need. |
Weaknesses: There is a lack of a guide to help prepare
students for ACCESS testing, such as Finish
Line by Continental Press, which is aligned with ACCESS for ELLs test
objectives and AL state standards., There is a need for ACCESS appropriate writing
materials such as the American Book Company’s Basics Made Easy: Writing Review that correlates writing prompts
and instruction to WIDA standards. |
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School Process Information related to an analysis
of existing personnel focused on helping English Language Learners
(ELLs) work toward attaining proficiency in annual measurable academic
objectives (AMAOs). |
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Strengths: SMHS has employed a highly
qualified ELL teacher who has vast knowledge of ELL instruction and assessment. Further, research-based curriculum for ELL
students. The ELL teacher and core teachers collaborate and discuss ACCESS scores to outline
and develop the most effective accommodations and strategies for ELL instruction for ELL
student success. In addition, increase our students’ command of
the English language. |
Weaknesses: English is the second language for
ELL instructor. She needs improvement in English proficiencies. |
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School Process Information uncovered by an analysis
of curriculum alignment, instructional materials, instructional strategies,
reform strategies, and/or extended learning opportunities. |
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Strengths: SMHS course content is aligned
with the Alabama State Course of Study in every subject area. Also, teachers align the
curriculum to meet AHSGE objectives, as well as SAT-10 and ARMT standards. After-school
tutoring is offered to students who are at risk. Some teachers volunteer to come early
or on weekends to help students who need help. ACCESS online classes, AP classes
and dual enrollment opportunities are
offered to students. SMHS also provides remediation for
those students who did not pass the AHSGE, Monday – Friday, in a 0 period class monitored by
Mrs. Hubauer. The class is scheduled as AHSGE data is available. |
Weaknesses:
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Part II - GOAL TO ADDRESS ACADEMIC
NEEDS – All
components to support improving academic achievement, INCLUDING SCHOOL
CULTURE CONSIDERATIONS, should be related to the weaknesses identified in
the data summary. DUPLICATE PAGES AS
NEEDED TO ADDRESS TOP PRIORITIZED GOALS INCLUDING SACS DISTRICT GOALS, IF
APPLICABLE. Use the SMART Goals
format to address areas of need.
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CONTINUOUS IMPROVEMENT GOAL
(SHOULD ADDRESS IDENTIFIED WEAKNESSES AND GAPS): AHSGE reading scores will increase from 72% in spring 2010 to 92% in
spring 2011. |
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Data Results on which goal is
based: During the 2008-09 school year,
63% of 8th grade students were proficient in reading (ARMT) During the 2009-10 school year, 63%
of 8th grade students were proficient in reading (ARMT) |
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TARGET GRADE LEVEL(S):
7-12 |
Reading Math Science Other |
AHSGE: Reading
Math Science Social Studies Language |
ADDITIONAL ACADEMIC INDICATORS: Jr. High – Attendance High School – Graduation Rate |
TARGET STUDENT SUBGROUP(S): Special Education ELL |
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COURSES OF STUDY |
REFORM STRATEGIES |
BENCHMARKS |
INTERVENTIONS |
RESOURCES |
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WHICH COURSE OF STUDY STANDARDS,
AHSGE STANDARDS/OBJECTIVES, ELIGIBLE CONTENT, OR WIDA* STANDARDS ARE LINKED
TO EACH STRATEGY? |
what
Research-based
STRATEGIES/ACTIONS WILL BE USED TO IMPROVE STUDENT ACADEMIC
PERFORMANCE? (Give specific strategies, not
just programs or program names.) |
HOW WILL PROGRESS FOR EACH ACTION
STEP BE MEASURED? (PERFORMANCE
DATA, LISTS, SURVEYS, ETC) |
HOW WILL THE SCHOOL PROVIDE TIMELY
ASSISTANCE IF STRATEGIES DO NOT CHANGE PERFORMANCE? |
WHAT RESOURCES AND SPECIFIC
EXPENDITURES WILL BE NEEDED FOR SUCCESSFUL IMPLEMENTATION? (Ex: 6
Classroom Libraries, $.....00) |
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COS- ELA 1 – 6 1 - Identify genre, tone, and plot 2- Compare the use of language and literary elements and
devices 3 - Read with comprehension 4 - Identify literary components 5 - Identify persuasive strategies 6 - Determine word meaning |
G1-S1 STRATEGY: The first strategy is to increase faculty use of AHSGE
item specifications and awareness of eligible content ACTION STEP: G1-S1-AS1 Each core curriculum teacher will
help students complete curriculum mapping of AHSGE standards for each 10th
grade student per subject during intense remediation period in January (May
be completed throughout the school year as well.). G1-S1-AS2 All 10-12 teachers’ lesson plans
will reflect AHSGE standards. |
Individual
subject area documentation in the form quarterly-charts will be posted in
each teacher’s class. Increase
overall passing rate of 1st assessment to 75% in math and reading
during spring AHSGE checkpoint as indicated by Grad. Exam Mastery Test All 10th
grade students will complete a USA Test Prep and/or A+ practice test in reading
twice monthly from January to March, in order to track pass/fail rate as
indicated by the Standard Mastery Test report in either program. Mr.
Hallman will monitor lesson plans weekly to ensure AHSGE standards are
addressed by each teacher. |
Teachers
will reteach all AHSGE standards in intensive classroom reviews in January
and February. Zero Period
Remediation class monitored by Mrs. Hubauer at 7:05 daily after AHSGE results
are evaluated. |
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AHSGE- Reading I-1
thru IV-4 I-1: Identify supporting details I-2: Sequence of events I-3: follow directions II-1: Identify main Idea II-2: Draw conclusions II-3: Cause/effect II-4: Propaganda; fact/opinion II-5: Summary statements III-1: Logic and arguments III-2: Analyze literary elements III-3: Figurative language IV-1: Word meaning IV-2: Preview; predict IV-3: Organizational patterns IV-4: Reference materials |
G1-S2 STRATEGY: Identify students at-risk of not passing
AHSGE the first time. ACTION
STEP: G1-S2-AS1 Reading/English teachers and counselors will
identify/list at-risk students based on ARMT data in July/August. G1-S2-AS2 Target tenth grade students by administering assessments
of state item specifications for each subtest in each core class. G1-S2-AS3 Small group tutoring sessions with experienced High
Hopes tutors at SMHS before and after school. G1-S2-AS4 Use A+, Item Specifications, ACCESS in
core classes to help with remediation of graduation exam. G1-S2-AS5 Use USA TestPrep and/or A+ at all grade levels for
formative tests to assess skills for ARMT and AHSGE in all core classes prior
to testing in Sept., Dec. and Mar. G1-S2-AS6 Mrs. Meeder
and/or Mr. Hallman will contact all students and parents to notify of risk
and solutions options. G1-S2-AS7 AHSGE remediation class during elective period as
possible. G1-S2-AS8 Change schedules of seniors who need to pass the
subtests, as their schedule allow, in January and in the fall, to provide
intense remediation in those subtests. G1-S2-AS9 Additional ARMT remediation will occur in English
classes and in exploratory. G1-S2-AS10 EXPLORE
test administered to 8th grade students in October. |
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List oat-risk
students in each grade by July/August. ·
Item
specifications for each content standard administered weekly after High Hopes
review sessions of non-mastered standards.\ ·
A+ and
USATestPrep report data to be monitored by any teacher administering the
program with overall evaluation by Mrs. Hubauer quarterly. ·
Mrs. Meeder
and/or Mr. Hallman will determine as AHSGE data, ARMT data, SAT-10 data and
other academic data becomes available. ·
Eighth grade
homeroom teachers will administer the EXPLORE test to students on October 21. |
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Intense
remediation with 10th grade will occur from January to February in
all core classes. ·
Add an
additional remediation for seniors, whose schedules permit, in the fall. ·
Distribute AHSGE
item specification chart in each core class to each 10th grade
student. ·
Request parent
and/or student meeting for seniors to review testing dates, USATest Prep and
further remediation options. ·
Students in
driver’s education class who have not passed math and reading will utilize
the AHSGE ACCESS modules with a facilitator when not driving. |
·
TITLE I – Personnel
- $40,104 with fringes - HS Computer Lab Tech – provides support tutoring and
remediation through technology resource as scheduled. ·
Item
specification books (No cost) ·
Practice tests
for 120 ninth grade students (No cost) ·
BCBOE - $5,000
- High Hopes tutors to pay for
tutoring services- 20 hours in math and reading in the fall ($2000 - BC), 30
hours in math and reading in the spring ($3000 - BC) ·
TITLE I –
Computer Hardware - $6,000 ·
TITLE I –
Classroom Supplies - $4,642 ·
TITLE I -
$3,000 - Library books to support classroom learning ·
ARRA - $2,068
– Library books to support classroom learning |
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AHSGE- Reading I-1 thru IV-4 |
G1-S3 STRATEGY: Departmental/grade
level meetings ACTION STEP: G1-S3-AS1 Walk-throughs will be performed at least once a month
during the school year. G1- S4 STRATEGY Increase percentage of all 8th grade students
scoring proficient in reading to 70% ACTION STEPS: G1-S4-AS1 School will provide TRIO tutoring
for 7th and 8th grade students. TRIO is a program that
Wallace state sponsors at our school. They send college students to work with
7th and 8th grade students once a week. G1-S4-AS2 Teachers will provide notes,
partial notes, graphic organizers, and other visual strategies for students,
using ELMO and/or projectors as well as regular assessments for students to
know which areas need further remediation and which areas are strengths. |
Walk-through results will be discussed. Students will STAR test for grade level monitoring of
reading skills. TRIO schedule and/or sign in sheets will be collected by
Mrs. Meeder. General education teacher specific assessments will be administered
daily, weekly and/or monthly as appropriate – ie. individual whiteboards for
immediate assessment of student comprehension. |
·
Increase in knowledge regarding testing data and classroom instruction ·
Strategic teaching methods training for faculty ·
Monitor students and use tier II and/or tier III strategies as
outlined by Alabama State Board of Education Response to Instruction model. ·
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·
LEA training (0 cost) ·
LOCAL FUNDS - $3,180 – Classroom materials – Ind. Whiteboards ·
Classroom Equipment - $205 (Headphones, etc. for use with ·
ARRA - $6,000 – Computer Hardware ·
ARRA – $1,817 Audio/Visual ·
ARRA - $3,200 - Supplemental Copier - Provides support copying needs
of all teachers throughout the year for SRB programs. ·
ARRA - $3,754 - Classroom Equipment |
Part II - GOAL TO ADDRESS ACADEMIC
NEEDS – All
components to support improving academic achievement, INCLUDING SCHOOL
CULTURE CONSIDERATIONS, should be related to the weaknesses identified in
the data summary. DUPLICATE PAGES AS
NEEDED TO ADDRESS TOP PRIORITIZED GOALS INCLUDING SACS DISTRICT GOALS, IF
APPLICABLE. Use the SMART Goals
format to address areas of need.
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CONTINUOUS IMPROVEMENT GOAL
(SHOULD ADDRESS IDENTIFIED WEAKNESSES AND GAPS): AHSGE math scores will increase from 85% in spring 2010 to 86% in
spring 2011. |
|
Data Results on which goal is
based: During the 2008-09 school year, 39%
of 7th grade students were proficient in math (ARMT): 54% of 8th
grade students were proficient in math (ARMT). During the 2009-10 school year, 70%
of 7th grade students were proficient in math (ARMT): 55% of 8th
grade special education students were proficient in math (ARMT). |
|
TARGET GRADE LEVEL(S): 7-12 |
Reading
Math Science Other |
Reading
Math Science Social Studies Language |
ADDITIONAL ACADEMIC INDICATORS: Jr. High – Attendance High School – Graduation Rate |
TARGET STUDENT SUBGROUP(S): Special Education ELL |
|
COURSES OF STUDY |
REFORM STRATEGIES |
BENCHMARKS |
INTERVENTIONS |
RESOURCES |
|
WHICH COURSE OF STUDY STANDARDS,
AHSGE STANDARDS/OBJECTIVES, ELIGIBLE CONTENT, OR WIDA* STANDARDS ARE LINKED
TO EACH STRATEGY? |
what
Research-based
STRATEGIES/ACTIONS WILL BE USED TO IMPROVE STUDENT ACADEMIC
PERFORMANCE? (Give specific strategies, not
just programs or program names.) |
HOW WILL PROGRESS FOR EACH ACTION
STEP BE MEASURED? (PERFORMANCE
DATA, LISTS, SURVEYS, ETC) |
HOW WILL THE SCHOOL PROVIDE TIMELY
ASSISTANCE IF STRATEGIES DO NOT CHANGE PERFORMANCE? |
WHAT RESOURCES AND SPECIFIC
EXPENDITURES WILL BE NEEDED FOR SUCCESSFUL IMPLEMENTATION? (Ex: 6
Classroom Libraries, $.....00) |
|
Math 1-18 1-Determine parallel or perpendicular lines 2-Justify theorems 3-Verify relationships 4-Determine measure of interior and exterior angles. 5-Solve real life mathematical problems 6-Apply Pythagorean Theorem 7-Use ratios 8-Deduce relationships between triangles 9-Use inductive and deductive reasoning to justify
conclusions 10-Find the missing measures in right triangles 11-Determine area and perimeter 12-Distance, midpoint, and slope 13-Identify coordinates 14-Classify polyhedrons 15-Calculate measures of |
G2-S1 STRATEGY: Increase faculty use of AHSGE item specifications and
awareness of eligible content ACTION STEP: G2-S1-AS1 Each core curriculum teacher will
help students complete curriculum mapping of AHSGE standards for each 10th
grade student per subject during intense remediation period in January (may
be completed throughout the school year as well). G2-S1-AS2 All 10-12 teachers’ lesson plans
will reflect AHSGE standards. G2-S1-AS3 Math teachers will increase
instruction in computation skills and number sense. G2-S1-AS4 Big Brother/Big Sister (SMHS local
intuitive) will be instituted. |
Individual
subject area documentation quarterly-charts will be completed. Increase
overall passing rate of 1st assessment to 75% in math and reading
during spring AHSGE checkpoint as indicated by Grad. Exam Mastery Test. All 10th
grade students will complete a USA Test Prep and/or A+ practice test in reading
twice monthly from January to March, in order to track pass/fail rate as
indicated by the Standard Mastery Test report in either program. |
Teachers
will reteach all AHSGE standards in intensive classroom reviews in January
and February Zero
Period Remediation class monitored by Mrs. Hubauer at 7:05 daily after AHSGE
results are evaluated will be required. |
|
|
Math- I-1 thru VII-8 I-1: Order of operations I-2: Add/subtract polynomials I-3: Multiply polynomials I-4: Factor polynomials II-1: Solve multistep equations II-2: Solve quadratic equations II-3: Two linear equations II-4: Multi-step inequalities III-1: Identify functions III-2: range of function IV-1: Perimeter, circumference, area or volume IV-2: Distance, midpoint, slope V-1: Graph of linear equations |
G2-S2 STRATEGY: Math teachers and counselors will identify/list at-risk
students based on ARMT data in July/August ACTION STEP: G2-S2-AS1 Target 10th grade
students by administering assessments of state item specifications for each
subtest in each core class. G2-S2-AS2 Small group tutoring sessions with experienced High Hopes tutors at
SMHS before and after school will be available. G2-S2-AS3 A+, Item Specifications, and ACCESS will be used in core
classes to help with remediation of graduation exam G2-S2-AS4 Use USA TestPrep and/or A+ will be
used at all grade levels for formative tests to assess skills for ARMT and
AHSGE in all core classes prior to testing in Sept., Dec. and Mar. G2-S2-AS5 Mrs. Meeder and/or Mr. Hallman will contact
all students and parents to notify of risk and solutions’ options. G2-S2-AS6 Enroll AHSGE remediation class during elective period as
possible. G2-S2-AS7 Change schedules of seniors that need to pass the
subtests, as their schedules allow in January and in the fall, to provide
intense remediation in those subtests. G2-S2-AS8 Additional ARMT remediation will
occur in math classes and in exploratory. |
·
Compile a list of at-risk students in each grade by July/August ·
Complete an item specifications for each content standard administered
weekly after High Hopes review sessions of non-mastered standards. ·
A+ and USATestPrep report data will be monitored by any teacher
administering the program with overall evaluation by Mrs. Hubauer quarterly. ·
Mrs. Meeder and/or Mr. Hallman will determine as AHSGE data, ARMT
data, SAT-10 data and other academic data becomes available ·
Eighth grade homeroom teachers will administer the EXPLORE test to
students on October 21, 2010. |
·
Intense remediation with 10th grade from January to
February will take place in all core classes. ·
Add an additional remediation for seniors, whose schedule permit, in
the fall. ·
Distribute AHSGE item specification chart in each core class to each
10th grade student. ·
Request parent and/or student meeting for seniors to review testing
dates, USATestPrep and further remediation options. ·
Students in driver’s education class who have not passed math and
reading will utilize the AHSGE ACCESS modules with a facilitator when not
driving. |
·
TITLE I – Personnel – NOTED IN G1-S1-AS2 ·
Item specification books (No
cost) ·
Practice tests for 120 ninth grade students (No cost) ·
BCBOE - High Hopes Tutors NOTED
IN G1-S1-AS3 ·
TITLE I – Computer Hardware – NOTED IN G1-S2-AS4 ·
TITLE I – Classroom Supplies Noted in G1-S2-AS9 |
|
COS- ELA 1 - 6 Math 1-18 AHSGE- Reading I-1 thru IV-4 Math- I-1 thru VII-8 Notations in a previous section |
G2-S3 STRATEGY: Departmental/grade
level meetings ACTION STEP: G2-S3-AS1 Walk-throughs will be performed at
least once a month during the school year. G2- S4 STRATEGY Increase percentage of all 8th grade students
scoring proficient in reading to 70% ACTION STEPS: G2-S4-AS1 TRIO tutoring for 7th
and 8th grade students. TRIO is a program that Wallace state
sponsors at our school. They send college students to work with 7th
and 8th grade students once a week. G2-S4-AS2 Teachers will provide notes, partial
notes, graphic organizers, and other visual strategies for students, using
ELMO and/or projectors as well as regular assessments for students to know
which areas need further remediation and which areas are strengths. G2-S4-AS3 Incorporation of 7th
and 8th grade Academies |
Walk-through results will be discussed. STAR test will be conducted students for grade level
monitoring of reading skills. TRIO schedule and/or sign in sheets will collected by Mrs.
Meeder. General education teacher specific assessments will be administered
daily, weekly and/or monthly as appropriate. |
·
Increase in knowledge regarding testing data and classroom instruction ·
Strategic teaching methods training for faculty ·
Monitor students and use tier II and/or tier III strategies as
outlined by Alabama State Board of Education Response to Instruction model. ·
|
·
LEA training (0 cost) ·
ARRA - Supplemental Copier NOTED IN G1-S4-AS2 ·
ARRA - Classroom Equipment – NOTED IN G1-S4-AS2 |
Part II - GOAL TO ADDRESS ACADEMIC
NEEDS – All
components to support improving academic achievement, INCLUDING SCHOOL
CULTURE CONSIDERATIONS, should be related to the weaknesses identified in
the data summary. DUPLICATE PAGES AS
NEEDED TO ADDRESS TOP PRIORITIZED GOALS INCLUDING SACS DISTRICT GOALS, IF
APPLICABLE. Use the SMART Goals
format to address areas of need.
|
CONTINUOUS IMPROVEMENT GOAL
(SHOULD ADDRESS IDENTIFIED WEAKNESSES AND GAPS): Increase
the graduation rate from 81% to 90% in 2011 as indicated by AYP report. |
|
Data Results on which goal is
based: 81% graduation rate was reported on the DRC reporting site and AYP
report. |
|
TARGET GRADE LEVEL(S):
|
|
|
ADDITIONAL ACADEMIC INDICATORS: Drop-out log; grade reports;
AHSGE data |
TARGET STUDENT SUBGROUP(S): Special Education ELL/LEP students |
|
COURSES OF STUDY |
REFORM STRATEGIES |
BENCHMARKS |
INTERVENTIONS |
RESOURCES |
|
WHICH COURSE OF STUDY STANDARDS,
AHSGE STANDARDS/OBJECTIVES, ELIGIBLE CONTENT, OR WIDA* STANDARDS ARE LINKED
TO EACH STRATEGY? |
what
Research-based
STRATEGIES/ACTIONS WILL BE USED TO IMPROVE STUDENT ACADEMIC
PERFORMANCE? (Give specific strategies, not
just programs or program names.) |
HOW WILL PROGRESS FOR EACH ACTION
STEP BE MEASURED? (PERFORMANCE
DATA, LISTS, SURVEYS, ETC) |
HOW WILL THE SCHOOL PROVIDE TIMELY
ASSISTANCE IF STRATEGIES DO NOT CHANGE PERFORMANCE? |
WHAT RESOURCES AND SPECIFIC
EXPENDITURES WILL BE NEEDED FOR SUCCESSFUL IMPLEMENTATION? (Ex: 6
Classroom Libraries, $.....00) |
|
COS- ELA 1 – 8 1.) Apply strategies appropriate to the type of reading
material, including setting purposes for reading and making generalizations,
to comprehend seventh-grade recreational reading materials. 2.) Relate
literary elements and devices to each other, including main idea and
supporting details, climax, point of view, and imagery. 3.)
Distinguish among the major genres, including poetry, short stories, novels,
plays, biographies, and autobiographies, and subgenres, such as folktales,
myths, parables, fables, and science fiction, based on their characteristics. 4.) Apply
strategies that include setting purposes for reading, distinguishing fact
from opinion, making generalizations, and reviewing to comprehend informational
and functional reading materials. 5.)
Recognize the use of textual elements, including main idea and supporting
details, to gain information from various text formats, including graphs. 6.)
Analyze nonfiction, science fiction, mystery or suspense, fantasy, and
adventure for distinguishing characteristics. 7.)
Interpret the author's message in various literary, informational, and
functional texts. 8.)
Compare selections of culturally diverse literature and their
characteristics. Math 1-13 1.) Demonstrate computational fluency with addition,
subtraction, and multiplication of integers. 2.) Use order of operations to evaluate numerical
expressions |
G3-S1 STRATEGY: Credit Recovery through A+ Credit recovery and/or A+ grade
recovery on campus or through night school credit recovery will be offered
spring semester ACTION STEP: G3-S1-AS1 Schedule credit recovery through
the counseling department. G3-S1-AS2 Refer at-risk student to The
Career Focus credit recovery program at the G3-S1-AS3
G3-S2 STRATEGY: Use drop-out prevention media to address needs of at-risk
students. ACTION STEP: G3-S2-AS1 AHSGE Specification Books will be
used with students, as well as to create common assessments (such as
pretests, quizzes and post tests).
These books will also be given to every tenth grade student to prepare
for the AHSGE. G3-S2-AS2 Reality Check Educational Program will be conducted by the
adult education department at WSCC in spring semester |
·
Semester grade reports to be monitored by Mr. Hallman and/or Mrs.
Meeder ·
Drop-out tracking log will be reviewed monthly by Mrs. Meeder and/or
Mr. Hallman and the PST team. ·
Semester drop-out log will be monitored by the PST team and Mrs.
Meeder and/or Mr. Hallman ·
Semester grade reports will be monitored by Mrs. Meeder and/or Mr.
Hallman and the PST team. |
Credit accumulation Mrs.
Meeder and/or Mr. Hallman will counsel the student and/or parents about
options available to obtain a degree. ·
Response to InstructionTier II and Tier III strategies will be used by
the classroom teacher. ·
AHSGE Remediation will be taught in 0 period by Mrs. Hubauer. ·
After-school tutoring will be offered daily by Mr. Cantlin. ·
Place students in a remedial reading class the following school year
as recommended by Mr. Hallman and/or Mrs. Meeder. ·
Repeat class in 9th grade. ·
Promote parent involvement on Parenting Day. |
|
|
3.) Solve problems requiring the use of operations on
rational numbers 4.)
Express a pattern shown in a table, graph, or chart as an algebraic equation. 5.)
Translate verbal phrases into algebraic expressions and algebraic expressions
into verbal phrases. 6.) Solve one- and two-step equations. 7.) Determine the transformation(s), including
translations, reflections, or rotations, used to alter the position of a
polygon on the coordinate plane. 8.) Recognize geometric relationships among two-dimensional
and three-dimensional objects. 9.) Solve problems involving circumference and area of
circles. 10.) Find the perimeter of polygons and the area of
triangles and trapezoids. 11.) Solve problems involving ratios or rates, using
proportional reasoning. 12.) Determine measures of central tendency (mean, median,
and mode) and the range using a given set of data or graphs, including
histograms, frequency tables, and stem-and-leaf plots. 13.) Determine the probability of a compound event. |
G3-S2-AS4 G3-S2-AS5 Continue the 8th grade
Computer Application class. G3-S2-AS6 Incorporate SMHS open house for
parents to meet teachers and discuss expectations in class. G3-S2-AS7 Mock graduation exam will be given in March for the 9th
grade students G3-S2-AS8 PLAN test for 10th
grade students will be administered. G3-S2-AS9 Teachers will provide notes, partial notes, graphic
organizers, and other visual strategies for students, as well as regular assessments
for students to know which areas need further remediation and which areas are
strengths G3-S2-AS10 Departmental/Grade level meetings and walkthroughs will be ongoing. |
In
addition to classroom instruction, A+ remediation will be used in the reading
class. Sign in
sheets will be collected and stored in the CIP binder in Mrs. Bodine’s room. Exam will
be given administered by 9th grade homeroom teachers. Exam will
be administered in the spring by 10th grade homeroom teachers. Teacher
specific assessments will be given completed daily, weekly and monthly as
appropriate. Monthly departmental level meeting sign-in sheets and
minutes will be kept in CIP binder in Mrs. Bodine’s room. Monthly departmental meetings during the school day and
monthly grade level meetings before or after school will be conducted. Walk-through
summaries will be kept by Mr. Hallman. |
|
|
Part III - GOAL TO ADDRESS ANNUAL MEASURABLE ACHIEVEMENT OBJECTIVES (AMAOs) AND ENGLISH PROFICIENCY NEEDS – Note: Refer to the
ELL Data Compilation as part of the needs assessment in forming goals. If any ELL student did not make AMAOs
complete this page.
|
ENGLISH PROFICIENCY GOAL (SHOULD
ADDRESS IDENTIFIED WEAKNESSES AND GAPS): 85% or
more ELL students in grades 7-12 will
perform at an English proficiency level of 4.8 in the language domains of
reading and writing to increase composite scores so AMAO-A targets are met in
2011. |
|
Data on which goal is based: ACCESS for ELL assessment |
|
TARGET GRADE LEVEL(S): 7-12 |
Circle all that apply.
|
|
WIDA ENGLISH LANGUAGE PROFICIENCY
STANDARDS |
REFORM STRATEGIES |
BENCHMARKS |
INTERVENTIONS |
RESOURCES |
|
WHICH WIDA* ENGLISH LANGUAGE PROFICIENCY
STANDARDS OR DOMAINS ARE LINKED TO EACH STRATEGY? |
what
Research-based
STRATEGIES/ACTIONS WILL BE USED TO IMPROVE STUDENT ACADEMIC
PERFORMANCE? (Give specific strategies, not just programs or program names.) |
HOW WILL PROGRESS FOR EACH ACTION
STEP BE MEASURED? (PERFORMANCE
DATA, LISTS, SURVEYS, ETC) |
HOW WILL THE SCHOOL PROVIDE TIMELY
ASSISTANCE IF STRATEGIES DO NOT CHANGE PERFORMANCE? |
WHAT RESOURCES AND SPECIFIC
EXPENDITURES WILL BE NEEDED FOR SUCCESSFUL IMPLEMENTATION? (Ex: 6
Classroom Libraries, $.....00) |
|
Language Domain: WIDA standards: ·
Language arts ·
Social studies |
ELL GOAL-S1 STRATEGY: Use WIDA Model Performance Indicators as guidance for
developing language objectives that focus on the language domain of
reading. ACTION STEP: School administrators facilitate planning and
collaboration time. ELL GOAL-S1-AS1 ELL teacher to coach new grade
level teachers on how to integrate language objectives with content
objectives. ELL GOAL-S1-AS2 ELL and classroom teachers use
planning time to develop lesson plans that integrate language objectives. ELL GOAL-S1-AS3 Content vocabulary and writing prompts for subject matter
are available. ELL GOAL-S1-AS4 Share ELL qualifications and ELL
student list with teachers by 30 September 2010. ELL GOAL-S1-AS5 Students will work at least two
days a week, schedules permitting, on Rosetta Stone. |
Benchmarks
will be assessed through
|
|
|
|
Language Domain: Writing WIDA standards: ·
Language arts ·
Science ·
Math |
ELL GOAL-S2 STRATEGY: Use WIDA Model Performance Indicators as guidance for
developing language objectives that focus on the language domain of writing ACTION STEP: School administrators will facilitate planning and
collaboration time for ELL GOAL-S2-AS1 ELL teacher to coach new grade
level teachers on how to integrate language objectives with content
objectives; ELL GOAL-S2-AS2 ELL and classroom teachers to use planning time to develop
lesson plans that integrate language objectives; ELL GOAL-S2-AS3 Content vocabulary and writing prompts for subject matter
to be available; ELL GOAL-S2-AS4 ARMT remediation, in small group
setting, in reading for students whose scores necessitate the need per ELL
teacher recommendation. |
Benchmarks
will be assessed through
|
|
|
*WIDA-
World-Class Instructional Design and Assessment; the consortium to which
Part IV
- STRATEGIES TO ADDRESS SCHOOL SAFETY, CLASSROOM MANAGEMENT/DISCIPLINE, AND
BUILDING SUPPORTIVE LEARNING ENVIRONMENTS
Strategies developed to address improving school safety, classroom
management /discipline, and building supportive learning environments should be
related to the weaknesses or program gaps identified in the data summary (e.g.,
parental/community involvement, teacher collaboration, student/teacher
motivation). The LEA and school must
develop a timeline for multiple reviews of continuous improvement efforts.
|
CULTURE (REFER
TO CULTURAL DATA IN NEEDS ASSESSMENT) |
REFORM STRATEGIES |
BENCHMARKS |
INTERVENTIONS |
RESOURCES |
|
WHAT CHALLENGES RELATED TO SCHOOL,
SAFETY, CLASSROOM MANAGEMENT/DISCIPLINE, AND SUPPORTIVE LEARNING ENVIRONMENTS
HAVE BEEN IDENTIFIED THROUGH THE REVIEW OF SCHOOL DEMOGRAPHIC, PERCEPTION,
AND PROCESS DATA? |
what
Research-based
STRATEGIES/ACTIONS WILL BE USED TO IMPROVE CULTURAL BARRIERS
IMPACTING STUDENT ACADEMIC PERFORMANCE? (Give specific strategies, not just programs Or program names.) |
HOW WILL PROGRESS FOR EACH ACTION
STEP BE MEASURED? (PERFORMANCE
DATA, LISTS, SURVEYS, ETC) |
HOW WILL THE SCHOOL PROVIDE TIMELY
ADJUSTMENT IF STRATEGIES DO NOT CHANGE PERFORMANCE? |
WHAT RESOURCES AND SPECIFIC
EXPENDITURES WILL BE NEEDED FOR SUCCESSFUL IMPLEMENTATION? (Ex: Teacher
Incentives,Title II $.....00, Supplies for Mentors/Mentees, etc) |
|
Due to the school plant consisting of six separate
sections, the school safety committee has determined that there is a
high risk factor for ·
Illegal activities such as: 1.
alcohol use 2.
drug use/trafficking 3.
violence/bullying ·
Unmonitored students placed in ISS Each of these areas of the campus that are not monitored
by surveillance cameras decreases students’ safety. |
IV Goal-S1 STRATEGY: Enhance safety procedures and resources to support the
school safety plan. ACTION STEP: IV Goal-S1-AS1
Repair and purchase new security camera’s in order to monitor all
entrances and exits, as well as restrooms and hallways, to the school plant,
as well as to monitor students placed in ISS to ensure student safety. IV Goal-S1-AS2 Teachers monitor the halls and
restrooms between classes. |
SIR Data will be used to analyze the success. Tardy rate will be used to analyze effectiveness. ISS data will be used to analyze effectiveness. |
SRO will monitor halls. |
Pending
homeland security grant |
|
According to our Needs Assessment, we need additional
parent involvement in our school, including Hispanic parents |
STRATEGY: Goal IV- S2 Creation of an Academic Booster
Club ACTION STEP: Goal
IV-S2-A1 -Seek parent volunteer to manage the Academic Boosters. Goal
IV-S2-A2 Print all materials in English and in Spanish to cultivate
Hispanic parental involvement. Goal IV
– S3 – A3 – Support district parental involvement specialist. |
·
Academic Booster president will be in place by end of first semester. ·
First Academic Booster organizational meeting will be scheduled in January. ·
Parent and teacher feedback will be used. ·
Leadership team will look at sign in sheets for activities and/or
“head count” numbers at least once a quarter. |
Increase media with flyers, posters, radio spots,
newspaper ads, etc. for upcoming
events to achieve goal of 5% of student body parents participating first
year. |
ARRA – Printing and Binding - $301 TITLE I – Personnel - $4,105 – Parental Involvement |
|
According to PEPE Assessment, it is necessary to protect
class time from interruptions. |
STRATEGY: Goal IV-S3 Protect classroom instructional time
on task. ACTION STEP: Goal IV-S3-A1 Mrs. Gilliland will create and
share with faculty the 2010-2011 calendar Goal IV-S3-A2 Intercom announcements will be
kept to minimum by placing on calendar ahead of time if possible. Goal IV-S3-A3 All visitors must sign in before
going to the classroom. |
·
PEPE Assessment data will be used to gauge effectiveness of calendar. ·
Teacher feedback will be utilized. |
Schoolwide email reminder of calendar and upcoming events
that may interrupt instructional time will be sent by Mrs. Gilliland, as
needed. |
|
Part V - Additional Components To Be Addressed to Satisfy Federal
Requirements
|
1.
Teacher Mentoring: Describe
teacher mentoring activities. For
example, are new or inexperienced teachers given support from an assigned
master teacher and what does that support look like? (Section 1116) |
|
|
|
2.
Budget: Describe the
coordination of all federal, state, and local programs. (Note:
NCLB Section 1116 requires that each year Title I schools
identified for improvement must reserve the equivalent of 10% of the
school-level allocation made available to the school under Section 1113
specifically for professional development opportunities for
teachers. Budgets should reflect this
set-aside.) See the sample budget on a later page. |
|
Individual schools form committees to determine how
monies should be spent. These allocations are spent according to what is most
beneficial to the school, students, and staff in accordance with the
weaknesses pointed out in analysis of data gathered from various sources
including, but not limited to AHSGE, SAT-10, ASA, ACCESS for ELLs, ARMT,
ADAW, Pride Surveys, and Needs Assessment. |
|
3.
Transition: Describe strategies
to assist students in transitioning from previous school to the current
school and/or from the current school to the next school, including, for
example, how preschool children might be prepared for entry into kindergarten
or how eighth grade students are prepared for high school. |
|
on the first day of school, the principal
and vice-principal conduct a short assembly to orient students to the
differences in elementary and high school conduct and introduce the teachers.
When a student transfers to Susan
Moore High School, the counselor or a peer helper gives a tour of the school
to the new student and introduces him/her to his/her teachers. |
|
4.
Highly Qualified Teachers:
Describe the qualifications of teachers in the school with regard to
their being highly qualified and what strategies the school, with the support
of the LEA, uses to attract and retain highly qualified teachers. |
|
Each year district representatives
attend job fairs in areas of |
|
5.
Assessments and Teacher Involvement: Describe how teachers in the
school meet to collaborate regarding the use of academic assessments to
provide information on and improve the achievement of individual students and
the overall instructional program. |
|
|
6.
Special Populations: Describe
procedures used for each group of Migrant, English Language Learners,
Economically Disadvantaged, Special Education, Neglected and/or Delinquent, and Homeless students. |
|
All students at The counselor identifies migrant
students upon enrollment. Parents or guardians receive a Migrant Education
Survey to determine eligibility for the migrant program. Migrant students
automatically qualify for free breakfast and free lunch. Migrant students have
access to all services and programs available to the rest of the student
body. Economically disadvantaged
students are identified through the application for free and reduced lunch. Students
with low family income will be identified as economically disadvantaged and
will be eligible to receive free or reduced breakfast and lunch during the
school day. Such students will have equal access to all programs and services
available. Neglected and/or delinquent
students are identified when contacted by one of the following sources:
Department of Human Resources, Social Services, LEA Attendance Officer or
parent. The school counselor and administrator identify possible needed
services for the student.
Neglected/delinquent students are eligible for all services and
programs available to all students. The counselor is responsible for
identifying homeless students and providing them with support. Other services that are offered to
assist students with special needs:
|