SCHOOL IMPROVEMENT PLAN09

= &nb= sp; = 2009 - 2010

3DCIP = &nb= sp; = = CONTINUOUS IMPROVEMENT PLAN

= &nb= sp; = &nb= sp; Title I Schoolwide Plan

&nb= sp; = = = Note: Blank copy is available on ww= w.alsde.edu , e-GAP, Document Library

= &nb= sp; = &nb= sp; = &nb= sp; Federal Programs Director submits required plans to LEA system’= ;s e-GAP Document Library

NAME OF SCHOOL: Susan Moore High School
STREET ADDRESS:= 4040 Susan Moore Road	CITY: Blountsville	STATE: = Alabama	ZIP CODE: 35031
CONTACT: Steve Hallman	TELEPHONE: 205-466-7663	E-MAIL shhallman@b= luontboe.net
Identified for School Improvement? No Yes Delay Status <= /a> Year 1 or Year 2 &nbs= p; 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 Nove= mber 3, 2009.* <= /span>
Year 3 or Year 4 or more Submit to LEA for Board approval. Scan PAGE ONE and PAGE TWO to indicate signatures<= /u>. Submit the plan and signature= pages electronically to your system’s e-GAP Document &nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; Library by November 3, 2009.
Made AYP? = YES NO FORMCHECKBOX	Made AMAOs (ELL)? &nbs= p; YES NO N/A	Career Tech Mad= e 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 a= nd not used to provide services that, in the absence of federal funds, would= be provided by another fund source? &n= bsp; YES NO &nbs= p; &= nbsp; <= /b>	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. <= /span> <= /span> Susan Moore High School’s Continuous Improvement Plan will be available to parents and other stakeholders in the main office and the sc= hool library, as well as the Blount County Board of Education. This plan will = be reviewed on a regular basis to ensure that benchmarks are being met and, = when necessary, intervention and/or more emphasis will take place. = <= /span> <= /span> <= /span>
Board Approval= : Yes No &nbs= p; &= nbsp; Board approval received on _____________________________, 2009.* Board Signature:=
Superintendent Signature:=	<= /span> <= /span>	Date: &nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp;
Federal Programs Coordinator Signature:		Date: &nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p;
Principal Signa= ture:		Date:

CONTINUOUS IMPROVEMENT PLAN DEVELOPMENT AND IMPLEMENTATION TEAM

<= span style=3D'font-family:Arial'>

This plan was developed/or revised during the following time period (e.g. April, May – September 2009):

Provide a brief description of the planning process, including how teachers will be invol= ved in decisions regarding the use of state academic assessments, and other d= ata 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 of 2009, an end of the year reflection projection meeting of the School Leadership Team was conducted. The 2008-09 CIP strategies were reviewed to determine the extent of implementation and their effectiveness. A determinat= ion was made as to whether each CIP strategy should be included, revised or n= ot included in the 2009-10 CIP.

In August 2009 further review was done when AYP and standardized test data became availa= ble. This review process revealed new= areas of strengths and weaknesses which revealed areas of focus for the 2009-10 CIP. This review process in= cluded faculty, staff, and parents. All stakeholders involved in the review process had the opportunity to give i= nput 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; AC= CESS and AMAO results regarding ELL students; The Seventh Grade Alabama Direct Assessment of Writing; The Tenth Grade Alabama Direct Assessment of Writi= ng; 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 fr= ee or reduced lunch, gender, migrant/ELL students, Special Education student= s, etc.

In August 2009= , the School Leadership Team met and was given specific data to analyze. The team met again later that mo= nth to review data and began creating the CIP according to data found. Throughout the 2008-2009 the Sch= ool Leadership Team will review, edit and revise the plan. =

In mid-Septemb= er 2009 the CIP will be 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 2009-010 school year, with changes being ma= de as new data is available to better meet the needs of the 2008-09 Susan Moore High School= students.

Instru= ctional

Leadership Team Names<= /span>

(The Lead= ership Team must include the principal, faculty [including ELL resource lead tea= cher if applicable], staff, parents, community stakeholders, and/or students.)=

Positi= ons

(Identify position held, e.g., Administration, Faculty, Staff, Grade Level and/or Subject Area, Parents and Community members.)

&nbs= p;

Signat= ures

(Indicates participation in the

developme= nt of the CIP)

Steve Hal= lman

Chris Pul= len

Amy Langl= ey

Tina Mort= on

Charles S= hirley

Esperanza= Lopez

Charlotte Purpura

Becky McC= ay

Joel Cobb=

Trisha Bo= dine

Andy Holl= and

Terri Hub= auer

Amanda Ed= wards

Belinda LeCroy

Tonya Fud= ge

David Miz= e

Holly Smi= th

Susan Hor= ton

Stoney Be= avers

Sharon Sm= ith

Princi= pal

Assist= ant Principal

Senior= High Counselor

Junior= High Counselor

Special Education Teacher

ELL Te= acher

Career Technical Teacher

Science Teacher

History Teacher

English Teacher

Math T= eacher

Media Specialist

English Teacher

Parent=

Studen= t

Central Office Representative

Community Representative

&n= bsp;

Part I - SUMMARY OF NEEDS BASED ON A COMPREHENSIVE REVIEW OF DATA

3D"Text

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.&= nbsp; School improvement goals should address program gaps (weaknesses) as they relate to student achievement or AYP categories such as graduation rat= e or other academic indicators. Close attention should be given to the proficien= cy index. Please include all disaggregated subgroups including those with less than forty students.<= /b>

Briefly describe the process your faculty used to conduct the needs assessment (analysis of all data).

The School Leadership Team analyzed the data sources (as noted above): 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 cr= oss-referenced and the team chose the areas that needed the most improvement, as well as areas that were strengths.

Highly Qualified Teachers (HQT):&= nbsp; Describe how staffing decisions ensure that highly qualified, well-trained teachers provide instruction and how their assignments most effectively address identified

academic needs.

= Susan Moore Highs School is fortunate to ha= ve a variety of qualified applicants apply for posted positions. During the hi= ring process, each applicant and their qualifications are closely analyzed. Th= ose 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 1= 00% of its faculty are Highly Qualified.

Number and percentage of teachers Non-HQT:

SMHS has 100% Highly Qualified teachers in all core areas.

Number and percentage of Classes Taught by Non-HQT:

100% of classes are taught by Highly Qualified Teachers.

Alabama High School Graduation Exam (AHSGE): <= /b>

Strengths:       &nbs= p;            &= nbsp;

73% pass rate in reading.

22% increase in pass rate in math.<= /span>

87% pass rate in biology.

78% pass rate in social studies.

Weaknesses:

50% pass rate for LEP students in reading.

As indi= cated by graduation exam data (May 2009):

Need improvement in computation skills and num= ber sense in math.

Low number of ELL/S= pec. Ed. passing in social studies.

Low number of students mastering objective II = -1.2 in social studies.       &nbs= p;            &nbs= p;            &= nbsp;

= Alabama Reading and Mathematics Test (ARMT):

Strengths:

77% of seventh grade students proficient in reading.

0% of seventh grade students at level I in mat= h.

9% decrease in level II math score for eighth grade students.

Weaknesses:

63% of eighth grade students proficient in reading.

Seventh grade students scoring level IV in math does not have a dramatic increase.

52% of eighth grade students scoring level II = in math.

A= labama Science Assessment:

Strengths:

8% increase in leve= l III for seventh grade students.

Weaknesses:

0% increase in leve= l IV for seventh grade students.

Stanford 10

Strength

100% of 7^th and 8^th gra= ders participated in SAT-10 testing.

76% of all seventh grade students scored aver= age or above in reading vocabulary and 78% scored average or above

in reading comprehension.
73% of all eighth grade students scored avera= ge or above in reading vocabulary.

Weaknesses:

38% of all seventh = grade students scored below average in mathematical problem solving.=

41% of all eighth g= rade students scored below average in mathematics procedures and 35% scored

below average in la= nguage mechanics.

Dynamic Indicators of Basic Early Literacy Skills (DIBELS):

Strengths: NOT APPLICABLE

Weaknesses:= NOT APPLICABLE

Part I - Continued:

A= labama Direct Assessment of Writing (ADAW):

Strengths:

76% of tenth grade students proficient.

Weaknesses:

51% of seventh grade students proficient.

ACCESS for English Language Learners (ELLs):<= span style=3D'mso-spacerun:yes'>

Strengths:

51% of seventh grade students scored proficient or above.

Weaknesses:

Did not= make AYP in AMAO-A.

40% decrease in lev= el IV for eighth grade students.

33% decrease in lev= el IV for tenth grade students.

0% of eleventh grade students proficient.

0% of twelfth grade students proficient.

Professional Education Personnel Evaluation (= PEPE) School Profile Information:

Strengths:

The area of the PEP= E with the highest average is section 2.0, presentation of class materials.=

Weaknesses:

The area with the l= owest average (2.9) is 4.1, managing classroom instructional time.

Additional Data Sources: (e.g., Alabama Alternate Assessment [AAA], = School Technology Plan Data)

Strengths:

As the SMHS 2009 Technology Impact Survey indicates, both teachers and students rely on technology to facilitate, support, and

aid student learning.

According to the 2009 Technology Impact Survey, 96.4% of stud= ents use productivity tools such as

        spreadsheets, databases, presentation software, and Internet resou= rces to solve problems and make decisions.

According to the 2009 Technology Impact Survey, 89.2% of teac= hers design learning activities using

technology that focuses on experiential learn= ing and emphasizes student action, and 92.8% of curriculum =

       &nbs= p;      areas covered in professional development that models technology integration. =

Weaknesses:

No community/public library for students= to use technology resources to complete homework assignments to support classroom assignments. (Closest public library is in Oneonta, which = is difficult for students with no transportation after school.)

47 % of instructional computers are 3 yrs old or older. All of the computers use windows xp operating system, even the older computers. The majority of the 47% = is located in the computer labs. If we replaced the lab pc's we wo= uld be around 18% older than 3 years.

80% of student population do not have da= ily access, at home, to computers for research

Local Data (e.g., LEA, school, and grade-level assessments, surveys, program-specific assessments):

Strengths:

STAR Reading data indicate there was a 1.3= 5% increase in students that read at one year or more above grade level. =

Weaknesses:

STAR math data indi= cate there was a 4.48% drop in students that perform at one year or more above grade level.

Career and Technical Education Program Improv= ement Plan:

Strengths:

SMHS places an importance on educating all 7<= sup>th through 12^th gra= de students on a variety of careers and college

opportunities. Counselors provide various spe= akers and/or orientation on preparing for the future, college

opportunities and career choices. SMHS counse= lors 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, Blount County Career Technical Center representa= tive, local community organizations,

all military branches, financial aid, 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 11^th grade students and Career Cruising will be utilized with 8^th grade students to he= lp students develop a

career goal.

SMHS strives to reduce dropout rate by provid= ing 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, a= nd

agri-science, of course all students at SMHS = are allowed to participate in these courses as well. The following data =

includes, but is not limited to, those studen= ts at risk/ not at risk of dropping out.

SMHS= has twenty students that are pursuing an advanced technical diploma, and forty students pursuing a standard diploma

that attend the Blount County Career Technical (BCCT). <= /p>

There are a total of sixty-nine students in g= rades 9 – 12 scheduled to take at least one

term of Family Dynamics during the 2009-10 sc= hool year. There are a total sixty-three students in grades 9 – 12 sched= uled to

take at least one term of Agri-science during= the 2008-09 school year.

Weaknesses:

Advanced students who want to attend the care= er technical center experience scheduling conflicts with their required adva= nced courses and time to attend tech center.&= nbsp;

Limited number of students allowed to enroll = in various career tech programs.

Lack of transportation for a third session.

Part I R= 11; Continued    (CULT= URE RELATED DATA):

School Demographic Information related to student discipline (e.g. total office referrals, long- and short-term suspensions, expulsions, alternative scho= ol placements, School Incidence Report (SIR) data, or student attendance).

Strengths:

During the 2007-2008 school year, there = were 223 SIR incidences reported. During the 2008-2009 school year, there=

Were 218 SIR incidences reported. This i= s a decrease of 2%.

Weaknesses:

We have a real need for a full time I.S.S. teacher, but lack the necessary funding to hire one.

School Demographic Information related to drop-out information and graduation rate data.

Strengths:

SMHS has decreased the number of drop-ou= ts by 50%. In 2007-08 there were 18 drop-outs; in 2008-09 there were

9.

Weaknesses:

Graduation rate dropped by 1% from the 0= 7-08 school year to the 08-09 school year.

School Demographic Information related to teacher attendance, teac= her turnover, or challenges associated with a high percent of new and/or inexperienced faculty.

Strengths:

Faculty averages over 10 years experience per member. Teacher turnover for 2008-2009 was 7%.

Weaknesses:

Some challenges with inexperienced teachers include, but are not limited to: adjusting to new expectations of administrators; getting to k= now students; learning new curricula, classroom management, adjusting to new cultures/climates of the school, and learning how to meet the needs of special populations.

School Demographic Information related to student attendance, patt= erns of student tardiness, early checkouts, late enrollments, high number of transfers, and/or transiency including migratory moves (if applicable).

Strengths:

In 07-08 SMHS had 4248 absences; in 08-09 there were 4008 absences. This is a decrease of 6%.

In 07-08 SMHS had 2706 tardies; in 08-09 there were 2446. This is a 10%decrease.

Weaknesses:

Identification and dissemina= tion of migratory status of transfer students is sometimes slow.

Identification and dissemina= tion of ELL/SpED status of transfer students is sometimes slow; dependent=

on records from other school= s in and out of district.

School Perc= eption Information related to parent perceptions and parent needs including information about literacy and education levels.

Strengths:

DAWGS advisory meeting with parents for graduation requirements and diploma choices for incoming 9^th grade

students in the spring of the year.

At the school level, we have sent home needs assessment questionna= ires for parents to receive English lessons and/or GED classes through adult Education at Wallace State. These clas= ses would be free for parents to attend.

Weaknesses:

Little parent participation in the non-English speaking population of our school.

We do not have a PTO/PTSO.

School Perc= eption Information related to student PRIDE data.

Strengths:

50% of students that make good grades ne= ver use illicit drugs

82.3% of students feel using tobacco is harmful.

73.9% of students feel alcohol use is harmful.

78.4% of students feel marijuana = use is harmful.

Weaknesses:

The average age our student body first u= ses marijuana is 13.6; alcohol is 13.1 and tobacco is 12.5.=

31.3% of students never or seldom feel s= afe in the parking lot and 30.8% never of seldom feel safe in the restrooms.<= o:p>

Part I R= 11; Continued    (CULT= URE RELATED DATA):

School Process Information related to an analysis of existing c= urricula focused on helping English Langu= age Learners (ELLs) work toward attaining proficiency in annual measurable academic objectives    (AMAOs).

Strengths:

The ELL classroom utilizes High Point as an instructional curric= ulum, which is directed toward ELL students.

Students are placed in the High Point Program based on their level= of need.

Weaknesses:= <= /o:p>

Not enough textbooks to be able to give one to each student. We are short eight High Point Lev= el C and three level B books.

Lack of a guide to help prepare students for ACCESS testing.

School Process Information related to an analysis of existing p= ersonnel focused on helping English Language Learners (ELLs) work toward attaining proficiency in annual measurable academic objectives    (AMAOs). =

Strengths:

SMHS has employed a highly qualified ELL teac= her who has vast knowledge of ELL instruction and

assessment. Further, <= st1:PlaceName w:st=3D"on">Blount County has employed an experienced, certified, highly qualified ELL consulting

teacher who is SIOPS trained and is experienc= ed in ELL legal issues and scientifically 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 strategies for ELL instruction and promote ELL

student success.

Weaknesses:=

Ne= ed for Newcomer class for non-English speaking students
Ne= ed for sheltered ELL class

=

School Process Information uncovered by an analysis of curriculum alignment, instructional materials, instructional strategies, reform strategies, and/or extended learning opportunities.=

Strengths:

SMHS course content is aligned with the Alaba= ma 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 clas= ses; dual enrollment opportunities are offered to students. =

SMHS also provides remediation for those stud= ents who did not pass the AHSGE.

Weaknesses:

A low percentage of low-income students are able to participate and take advantage of dual enrollment opportunities because they are unable to obtain funding and/or because of transportation issues.=

Part II - GOAL TO ADDRESS ACADEMIC NEEDS – All components to support improving aca= demic achievement, INCLUDING SCHOOL CULTURE CONSIDERATIONS, should be rela= ted to the weaknesses identified in the data summary. DUPLICATE PAGES AS NEEDED TO AD= DRESS TOP PRIORITIZED GOALS INCLUDING SACS DISTRICT GOALS, IF APPLICABLE. Use the SMART Goals format to addr= ess areas of need.

GOAL 1

CONTINUOUS IMPROVEMENT GOAL (SHOULD ADDRESS IDENTIFIED WEAKNESSES AND GAPS):

AHSGE reading scores will increase = from 85.8% in spring 2009 to 93% in spring 2010.

AHSGE math scores will increase from 87.8% in spring 2009 to 93% in spring 2010.

According to graduation exam results, there was an increase the sco= re of class of 2012 reading scores from 85.8% (in spring 2009) to 93% (in spri= ng 2011). <= /o:p>

According to graduation exam results, there was an increase the sco= res of the class of 2012 math scores from 87.8 (in spring 2009) to 93 (in spr= ing 2011).=

Data Results on which goal is based: Graduation exam results, May 2009

TARGET GRADE LEVEL(S):

9-12

TARGET CONTENT AREA(S): Circle One

Reading       &nbs= p; Math        Science       &nbs= p; Other

AHSGE:

Reading    Math    Science    = Social Studies      Language

ADDITIONAL ACADEMIC INDICATORS:

Graduation Rate and Attendance       &nbs= p;

TARGET STUDENT SUBGROUP(S):

Special Education and 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<= /span> 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 MEA= SURED?

(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 Librari= es, $.....00)

COS- ELA 1 – 6=

1 - Identify genre, tone, and plot

2- Compare the use of language and literary elements and devices<= /span>

3 - Read with comprehension

4 - Identify literary components

5 - Identify persuasive strategies

6 - Determine word meaning

Math 1-18=

1-Determine parallel or perpend= icular 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<= /b>

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 slop= e

13-Identify coordinates

14-Classify polyhedrons

15-Calculate measures of arcs a= nd sectors of circles

16-Surface area and volume of s= olid figures

17-Analyze data from geometric contexts to determine relationships

18-Construct with precision a c= ircle graph

G1-S1 STRATEGY:

Increase faculty use of AHSGE item specifications and awareness of eligible conten= t

ACTION STEP:

G1-S1-AS1 Each core curriculum teacher will help studen= ts complete curriculum mapping of AHSGE standards for each 10^th g= rade student per subject during intense remediation period ion January (May be completed throughout the school year as well.)<= o:p>

G1-S1-AS2 All 10-12 teachers’ lesson plans will r= eflect AHSGE standards

G1-S1-AS3 Math teachers will increase instruction in computation skills and number sense.

G1-S1-AS4 Create a course description booklet for paren= ts and students to inform parents and students of course requirements in prepara= tion for the graduation exam. Teachers will submit information to Mrs. Bodine = for compilation of information to be handed out in January.

G1-S1-AS5 Big Brother/Big Sister (SMHS local initiative= )

Individual subject= area documentation quarterly-charts

<= /span>

Increase overall p= assing rate of 1^st assessment to 75% in math and reading during spring AHSGE checkpoint

<= /span>

All 10^{th grade
students will complete a USA Test Prep practice test in reading and math
twice monthly from January to March, in order to track pass/fail rate.}

Teachers will rete= ach all AHSGE standards in intensive classroom reviews in January and February

·         Classroom charts

·         Item specifications (No Cost)

<= /span>

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

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

V-2: Graph certain conditions

V-3: Solve sets of inequalities

V-4: Graphs of common relations

VI: Verbal or symbolic information into equations

VII: Properties of angles

VII-2: Pythagorean Theorem

VII-3: Polygons

VII-4: properties of planes

VII – 5: measures

VII-6: Probablilities

VII-7: Solve Direct variations

VII-8: Solve algebraic concepts

G1-S2 STRATEGY:

Math teachers and counselors will identify/list at-risk students based on ARMT data in July

ACTION STEP:

G1-S2-AS1 Target 10^th grade students by administering assessments= of state item specifications for each subtest in each core class.=

G1-S2-AS2 Small group tutoring sessions with experienced High Hopes tutors at SMHS before and after school.

G1-S2-AS3 Use Enrichment Plus, = Item Specifications, ACCESS in core classes to help with remediation of gradua= tion exam <= o:p>

G1-S2-AS4 Use USA TestPrep 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-AS5 Mrs. Langley and/or Mr. Hallman will contact all students and parents to notif= y of risk and solutions options

G1-S2-AS6 AHSGE remediation class during elective period as possible.

G1-S2-AS7 Change schedules of seniors that need to pass the subtests, as the= ir schedule allow, in January and in the fall, to provide intense remediatio= n in those subtests.

G1-S2-AS8 TRIO tutoring for 7^th and 8^th grade students. TRIO is a program that Wallace state sponsors at our school. They send college students to work with 7^th and 8^th grade students once a week.

·         List of at-risk students in each grade by July

·         Item specifications for each content standard administered weekly after High H= opes review sessions of non-mastered standards.

·         Intense remediation with 10^th grade from January to February in all co= re classes.

·         Add an additional remediation for seniors, whose schedule permit, in the fall.

·         Distribu= te AHSGE item specification booklets to each 10^th grade student.<= o:p>

·         Request = parent and/or student meeting for seniors to review testing dates, USATest Prep = and further remediation options.

·         Students= in driver’s education class that have not passed math and reading will utilize the AHSGE ACCESS modules with a facilitator when not driving.

·         HS Compu= ter Lab Tech (40,108 with fringes– TITLE I) – provides support tutoring and remediation through technology resource as scheduled.

·         Item specification books (No cos= t)

·         Practice= tests for 120 ninth grade students (No cost)

·         High Hop= es Tutors to pay for tutoring services- 20 hours in math and reading in the = fall ($2000.00 - BC), 30 hours in math and reading in the spring ($3000.00 - B= C) [County Funded]

·         Classroom materials ($2860 – ARRA) ($751 Title I)

·         Suppleme= ntal Copier ($3000 – ARRA) – provides support copying needs of all teachers throughout the year for SRB programs.

·         Classroom Equipment (ARRA $938)

COS- ELA 1 - 6
       &nbs= p; Math 1-18

AHSGE-

Reading I-1 thru IV-4

Math- I-1 thru VII-8=

Notations in a previous section

G1-S3 STRATEGY: Implement intense AHSGE remediation for targeted students.

ACTION STEP:

G1-S3-AS1 Target 10^th grade students by administering assessments= of state item specifications for each subtest in core curriculum classes.

G1-S3-AS2 Small group tutoring sessions with experienced High Hopes tutors at SMHS before and after school.

G1-S3-AS3 Use USA Test Prep, Enrichment Plus, Item Specifications, ACCESS in core classes to help with remediation for graduation exam, and possibly SAT/ARMT<= /p>
G1-S3-AS4 Mrs. Langley , Mrs. Morton and/or Mr. Hallman will contact all students and parents to notify of risk and solutions options. =

G1-S3-AS5 AHSGE remediation class during elective period as possible.

G1-S3-AS6 Change schedules of seniors that need to pass the subtests, as the= ir schedule allow, in January, to provide intense remediation in those subte= sts.

Item specifications for each content standard administered weekly after High H= opes review sessions of non-mastered standards.

·         5% incre= ase on weekly High Hopes Assessment to 80% mastery monthly

·         Intense remediation with 10^th grade from January to February in all co= re classes.

·         Add an additional remediation for seniors, whose schedule allow, in the fall.

·         Distribu= te AHSGE item specification booklets to each 10^th grade student.<= o:p>

·         Request = parent and/or student meeting for seniors to review testing dates, USATest Prep = and further remediation options.

·         Students= in driver’s education class that have not passed math and reading will utilize the AHSGE ACCESS modules with a facilitator when not driving.

·         Item specification books provide= d by Blount County (0 cost)

·         Practice= tests for 120 ninth grade students (0 cost)

·         High Hop= es Tutors to pay for tutoring services- 20 hours in math and reading in the = fall ($2000.00 - BC), 30 hours in math and reading in the spring ($3000.00 - B= C) [County Funded]

·         Library = books to support Renaissance ($6000 – ARRA) – provides support for = all students, including at-risk students in the area of reading, English and other classes as needed.

·         Renaissa= nce support

·         (0 cost)

·         Two Year support contract for Renaissance (0 Cost)

·         HS Compu= ter Lab Tech (37,971 – TITLE I) – Noted in previous action step

COS- ELA 1 - 6<= /p>
       &nbs= p; Math 1-18

AHSGE-

Reading I-1 thru IV-4

Math- I-1 thru VII-8=

Notations in a previous section

G1-S4 STRATEGY:

Departmental/grade level meetings=

ACTION STEP:

G1-S4-AS1 Walk-throughs will be performed once a month during the school yea= r.

Walk-through results

·         Increase= in knowledge regarding testing data and classroom instruction

·         Strategic teaching methods training for faculty

·         LEA training (0 cost)

COS- ELA 1 - 6<= /p>
       &nbs= p; Math 1-18

AHSGE-

Reading I-1 thru IV-4

Math- I-1 thru VII-8=

Notations provided in a previous section

G1-S5 STRATEGY:

Celebration for students passing the graduation exam on the first and subsequent attempts.

ACTION STEP:

G1-S5-AS1 Counselors will give a 5 point to 9 week average card for each sec= tion of the graduation exam passed. The card can be used one time, at any time during school career in any class.

G1-S5-AS2 Teachers/Administrators reward 10^th grade students who passed 4/5 parts of the AHSGE with a party during school hours.

G1-S5-AS3 Exempt seniors and/or juniors who have passed the graduation exam = from classes until 10:30 on the day the exam passed is administered.

G1-S5-AS4 Tenth grade students passing any portion of the graduation exam wi= ll earn a 100 on the corresponding semester exam.

·         AHSGE re= sults in April 2009

·         75% tenth grade students passing all parts of the exam.

·         Request = parent and/or student meeting to review testing dates, USA test prep information a= nd remediation options.

  &nb= sp;            =             &nb= sp;            =             &nb= sp;            =             &nb= sp;            =             &nb= sp;            =             &nb= sp;            =             &nb= sp;            =             &nb= sp;

Part II - GOAL TO ADDRESS ACADEMIC NEEDS – All components to support improving aca= demic achievement, INCLUDING SCHOOL CULTURE CONSIDERATIONS, should be rela= ted to the weaknesses identified in the data summary. DUPLICATE PAGES AS NEEDED TO AD= DRESS TOP PRIORITIZED GOALS INCLUDING SACS DISTRICT GOALS, IF APPLICABLE. Use the SMART Goals format to addr= ess areas of need.

GOAL 2

CONTINUOUS IMPROVEMENT GOAL (SHOULD ADDRESS IDENTIFIED WEAKNESSES AND GAPS):

Increase the gradua= tion rate from 76% to 80% in 2010 as indicated by AYP report.

Data Results on which goal is based:

Drop-out tracking l= og and 2010 additional academic indicator results.

TARGET GRADE LEVEL(S):

9-12

TARGET CONTENT AREA(S): Circle One

Reading       &nbs= p; Math        Science       &nbs= p; Other

AHSGE:

Reading    Math    Science    = Social Studies      Language

ADDITIONAL ACADEMIC INDICATORS:

Graduation Rate       &nbs= p;

TARGET STUDENT SUBGROUP(S):

Special Education and 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<= /span> 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 MEA= SURED?

(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 Librari= es, $.....00)

AHSGE- Reading = I-1 thru IV-4

Notations provided in previous section

Language-I-1 thru V-1

Math- I-1 thru VII-8=

Notations provided in previous section

Science- I-1 th= ru VIII-2

I-= Analyze methods of science

II= -1-Trace matter and energy transfer

II= -2: Relate particle motion to matter states

II= -3: Apply the periodic table

II= -4: Identify physical/chemical changes

II= I-1: Distinguish taxonomic groups

II= I-2: Differentiate plants

II= I-3: Differentiate animals

IV= -1: Recognize genetic characteristics

IV= -2: Define the function of DNA

V-1 Distinguish cell structures and functions

V-= 2: Mitosis/meiosis

VI= -1: Ecosystems

VI= I-1: Relate energy conservation to transformation

VI= I-2: Relate waves to energy transfer

VI= II-1: Newton’s = three laws of motion

VI= II-2: Force to pressure in fluids

Soc. Stud. - I-1 thru VII-2

Notations in next section.

G2-S1 STRATEGY:

Credit Recovery through night school credit recovery offered spring semester.

ACTION STEP:

G2-S1-AS1 Refer at-risk student to The Career Focus credit recovery program at the Blount County Career Technical School each semester and/or school year.

G2-S1-AS2 ACCESS Alabama High School online classes at SMHS daily

·         Semester= grade reports

<= /span>

·         Drop-out tracking log will be reviewed monthly.

<= /span>

·         Each sem= ester review students’ transcripts – DAWGS advisors

Credit accumulation

Mrs. Langley and/or Mr. Hallman will counsel the student and/or parents about options available to obtain a degree.

·        Grant mo= ney to support Career Focus Program.

<= /span>

·        Grant mo= ney to support ACCESS online classes

AHSGE-

Reading I-1 thr= u IV-4

Notations on pevious page

Language-I-1 th= ru V-1

Notations on following page

Math- I-1 thru = VII-8

Notations on pervious page

Science- I-1 th= ru VIII-2

Notations on previous page

Soc. Stud. - I-= 1 thru VII-2

I - The student will understa= nd the global influence of the precolonial

and colonial eras of the Western Hemisphere.

II = - The student will understand t= he formation and development

of

the United States.

III= - The student will understand t= he eras of revolution,

expansion, and reform prior t= o the United States Civil War.

IV-= The student will understand concepts related to the United

States Civil War Era.

V- = The student will understand t= he concepts and developments of

the late 19th to the early 20= th centuries.

VI-= The student will understand = the causes and effects of World

War I.

VII= - The student will understand t= he Great Depression and World

War II.

G2-S2 STRATEGY:

Use drop-out prevention media to address needs of at-risk students.

ACTION STEP:

G2-S2-AS1 AHSGE Specification Books will be used with students, as well as to create common assessments. = These books will also be given to every tenth grade student to prepare for the AHSGE.

G2-S2-AS2 Reality Check Educational Program conducted by the adult education department at WSCC in spring semester

G2-S2-AS3 Continue with DAWGS (Determined Attitudes Will Gain Success) advis= or program for grades 9-12

G2-S2-AS4 Reading= class for 9^th and 10^th= grade students for lower level readers.

G2-S2-AS5 Continue the 8^th grade Computer Application class.=

G2-S2-AS6 Incorporate SMHS open house for parents to meet teachers and discu= ss expectations in class.

G2-S2-AS7 Mock graduation exam in March for the 9^th grade student= s

G2-S2-AS8 PLAN test for 10^th grade students.
G2-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.

G2-S2-AS10 Reduction in State and/or Local funding require the transfer of co= pier lease to federal funds in order to support above action step.<= /span>

·         Semester drop-out log

·         Semester= grade reports

<= /span>

·         BBSST

·         AHSGE Remediation

·         After-sc= hool tutoring

·         Place st= udents in a remedial reading class the following school year

·         Repeat c= lass in 9^th grade.

·         Promote = parent involvement on parenting day.

·         ELMO, di= gital projectors and other hardware/software for core classes to support diverse learning styles of students (0 cost)

·         Computer Hardware (Title I $1066) (ARRA $6,489)

·         AHSGE Specification Booklets (0 cost)

·         Mock Graduation Test Booklets (0 Cost)

·         PLAN test booklets (0 cost)

·         Copiers = (Noted in previous action step)

·        Master R= oll x 20 (0 cost)

The Reissograph makes a master copy before it= makes copies. It is similar to the old mimeograph machine, but modernized.=

·         Library = books to support Renaissance (Noted in previous action step)<= /p>
<= o:p>

COS<= span style=3D'font-size:8.0pt;font-family:Arial'>- ELA 1 – 14

Notations on previous page

       &nbs= p; Math 1-18

Notations on previous page

       &nbs= p; Science 1-15

Attached

       &nbs= p; Social Studies- 1-11

attached

AHSGE-

Reading I-1 thr= u IV-4

Notations on previous page

Language-I-1 th= ru V-1

I-1: Identify correct noun forms (singular and plural)=

I-2: Recognize subject-verb agreement

I-3: Recognize pronoun-antecedent agreement in number = and gender.

I-4: Identify incorrect shifts in verb tense.

I-5: Identify correct pronoun case.<= /p>
I-6: Identify effective use of voice.

I-7: Determine correct placement of modifiers.

I-8: Identify correct usage of commonly confused words= .

II-1: Use words that create clarity, precision, and vi= vid description.

II-2: Use formal and informal language appropriately.<= o:p>

III-1: Correct run-on sentences, sentence fragments, a= nd comma splices.

III-2: Correct sentences that lack internal parallelis= m

IV-1: Demonstrate correct use capitalization.

IV-2: Demonstrate correct use of commas.

IV-3: Demonstrate correct use of a semicolon and a col= on.

Iv-4: Demonstrate correct use of quotation marks and underlining.

IV-5: Demonstrate correct use of the apostrophe

V-1: Determine logical progression and completeness of paragraphs

Math- I-1 thru = VII-8

Notations on previous page

Science- I-1 th= ru VIII- 2 <= /b>

Notations on a previous page       &nbs= p;

Soc. Stud. - I-= 1 thru VII

Notation on pre= vious page.

G2-S2-AS11

Departmental/Grade level meetings

Walkthroughs

Monthly departmental level meeting sign-in sheets and minutes.<= /p>

·         Increase= in knowledge regarding drop out prevention and classroom instruction

·         Walk-thr= oughs

Monthly departmental meetings during the school day and monthly grade level meeti= ngs before or after school.

&= nbsp;

COS<= span style=3D'font-size:8.0pt;font-family:Arial'> – Science

1. Understand fundamental assum= ptions about the Universe upon   &n= bsp;            = ;            &n= bsp;            = ;            &n= bsp;            = ;

which the scientific enterprise= is based.

2. Discuss science as a body of knowledge and an investigative

process.

3. Conduct scientific investiga= tions systematically.

4. Exhibit attitudes and habits appropriate to the scientific

enterprise.
5. Demonstrate the correct care= and safe use of instruments,

equipment, materials, and living organisms.

6. Demonstrate the ability to c= hoose, construct, and/or assemble

appropriate equipment for scien= tific investigations.

7. Apply basic science process/thinking skills.

8. Apply integrated science process/thinking skills.

9. Apply appropriate units and significant figures in measurements

and calculations.

10. Use mathematical, simple statistical, and graphical models to

express patterns and relationsh= ips determined from sets of

scientific data.

11. Solve for unknown quantitie= s in a variety of science-related

situations by combining symboli= c statements.

12. Use written and oral communication skills to explain scientific

phenomena and concepts in appro= priate technical and nontechnical

language.

13. Relate conservation of matt= er and energy to the flow of energy

through food webs.

14. Describe the use of isotopic dating in determining the age of

fossils.

15. Discuss the relationships a= mong organisms as the basis for the

biological system of classifica= tion.

COS- Social Studies<= /span>

1, Identify origins and functio= ns of government.

2, Analyze purposes, organization, functions, and princi= ples of the Constitution of the United States and the Bill of Rights.

3.) Explain how the federal sys= tem of the United States divides powers between national and state governments, including areas of taxation, revenue distribution, federal grants, distribution of entitlement= s, regulation of interstate commerce, and enforcement of contracts.

4. Describe specific functions, organization, and purposes of state and local governments.

5.) Trace the expansion of suff= rage and its effect on the political system of the United States.

6. Describe the development and functions of special interest groups.

7. Trace the development and impact of the media on t= he political process and public opinion in the United States.

8.) Identify roles political partie= s play in the functioning of the political system of the United States.

9. Identify constitutional provisions of the legislat= ive branch of the government of the United States.

10. Identify constitutional provisi= ons of the executive branch of the government of the United States.

11. Identify constitutional provisions of the judicial branch of the government of the United States.

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 AM= AOs complete this page.

ELL GOAL

ENGLISH PROFICIENCY GOAL (SHOULD ADDRESS IDEN= TIFIED WEAKNESSES AND GAPS):

78% or more ELL stu= dents 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 2010.

Data on which goal is based:

2010 WIDA / ACCESS = score reports

TARGET GRADE LEVEL(S):

7-12

TARGET ELP LANGUAGE DOMAIN(S):

Circle all that apply.       &nbs= p;            &= nbsp;           &nbs= p;            &= nbsp;           &nbs= p; Reading       &nbs= p;       Writing       &nbs= p;      Listening       &nbs= p;        Speaking       &nbs= p;        Comprehension

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<= /span> 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 MEA= SURED?

(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 Librari= es, $.....00)

Language Domain: Reading<= /st1:City>

WIDA standards:

·         Language= arts

·         Social s= tudies

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 for:=

ELL GOAL-S1-AS1 ELL teacher to coach grade level teachers on how to integrate lang= uage objectives with content objectives.

ELL GOAL-S1-AS2 ELL and classroom teachers use planning time to develop lesson pla= ns that integrate language objectives.

ELL GOAL-S1-AS3 Content vocabulary and writing prompts for subject matter

ELL GOAL-S1-AS4 Share ELL qualifications and ELL student list with teachers by 30 September 2009.

ELL GOAL-S1-AS5 Students will work at least two days a week, schedules permitting,= on Rosetta Stone.

Semester grades

WIDA/ACCESS scores at the beginning of t= he next school year

Progress monitoring through collaboratio= n with classroom teachers

Standard-based portfolio assessments eve= ry 9 weeks

Monthly writing prompts

Collaborative team teaching approach

Communication with teachers every 2 to 4= weeks

ELLs receive assistance at least twice a= week in the ELL resource room.

ELL students go to the ELL resource room= to get additional help with tests and reinforcement of core curriculum = as needed.

Teacher collaboration<= /li>

English grammar as supplemental lesson p= lans

Science, social studies, and math workbo= oks that enforce reading and writing objectives.

Word walls

Rosetta Stone language program (0 Cost).

Language Domain: Writing

WIDA standards:

·         Language= arts

·         Science =

·         Math

ELL GOAL-S2 STRATEGY:

Using WIDA Model Performance Indicators as guidance for developing language objectives that focus on the language domain of writing=

ACTION STEP:

School administrators facilitate planning and collaboration time for:=

ELL GOAL-S2-AS1 ELL teacher to coach grade level teachers on how to integrate lang= uage objectives with content objectives.

ELL GOAL-S2-AS2 ELL and classroom teachers use planning time to develop lesson pla= ns that integrate language objectives

ELL GOAL-S2-AS3 Content vocabulary and writing prompts for subject matter

ELL GOAL-S2-AS4 ARMT remediation, in small group setting, in reading for students whose scores necessitate the need per ELL teacher recommendation.

Semester grades

Progress monitoring through collaboratio= n with classroom teachers

Standard-based portfolio assessments eve= ry 9 weeks

WIDA/ACCESS scores at the beginning of t= he next school year

Communication with teachers every 2 to 3= weeks

ELLs receive assistance at least twice a= week in the ELL resource room.

ELL students go to the ELL resource room= to get additional help with tests and reinforcement of core curriculum = as needed.

Teacher collaboration.=

Collaborative team teaching approach

English grammar as supplemental lesson p= lans

Science, social studies, and math workbo= oks that enforce reading and writing objectives.

  &nb= sp;            =             &nb= sp;            =             &nb= sp;            =             &nb= sp;            =             &nb= sp;            =             &nb= sp;            =             &nb= sp;            =             &nb= sp;

=

=

*WIDA- World-Class Instructional Design and Assessment; the consortium to which Alabama and a number of other states b= elong.

Part IV - STRATEG= IES TO ADDRESS SCHOOL SAFETY, CLASSROOM MANAGEMENT/DISCIPLINE, AND BUILDING SUPPOR= TIVE LEARNING ENVIRONMENTS      Strategies developed to address improving school safety, classroom management /discipl= ine, and building supportive learning environments should be related to the weaknesses or program gaps identified in the data summary (e.g., parental/c= ommunity 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<= /span> STRATEGIES/ACTIONS WILL BE USED

TO IMPROVE CULTURAL BARRIERS IMPACTING STUDENT ACADEMIC PERFORMANCE?

(= Give specific strategies, not = just programs

or program names.)

&= nbsp;

HOW WILL PROGRESS FOR EACH ACTION STEP BE MEA= SURED?

(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:

·         Intruder= s

·         Unauthorized guests

·         Ability for students to leave cam= pus undetected

·         Abductions

·         Illegal activities such as:

1.=        alcohol = use

2.=        drug use/trafficking

3.=        violence/bullying

·         Monitor students placed in ISS

Each of these areas of the campus that are not monitored by surveillance camer= as decreases each student’s safety

IV Goal-S1 STRATEGY:<= /o:p>

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 to the school plant, as well as to monitor students placed in I= SS, to ensure student safety

IV Goal-S1-AS2 Teachers monitor the halls between classes.

SIR Da= ta will be used to analyze the success.

&= nbsp;

Tardy = rate will be used to analyze effectiveness.

&= nbsp;

ISS da= ta will be used to analyze effectiveness.

<= /span>

SRO wi= ll monitor halls.

Pending homeland s= ecurity grant

<= /span>

<= /span>

<= /span>

According to our Needs Assessment, we need additional parent involvement in our sch= ool, including Hispanic Parents.

STRATEGY:

·         Creation= of an Academic Booster Club

ACTION STEP:

<= span style=3D'mso-list:Ignore'>·         Seek parent volunteer to manage the Academic Boosters

<= span style=3D'mso-list:Ignore'>·         Print all materials in English and in Spanish to cultivate Hispanic parental involvement

·         Academic Booster president in place by end of&nbs= p; first semester.

·         First Ac= ademic Booster organizational meeting January.

·         Parent a= nd teacher feedback

Increase the media for upcoming events to achieve goal of 5% of student body paren= ts participating first year.

O cost

According to our Needs Assessment it is necessary to protect class time from interruptions.

STRATEGY:

·         Create a calendar that is available to all faculty

ACTION STEP:

·         Mrs. Alldredge’s class or Mr. Cantlin will create a Google Calendar to upload to the school website.

·         Needs Assessment data will be used to gauge effectiveness of calendar.

·         Teacher feedback

Schoolwide email reminder of calendar and upcoming events that may interrupt instructional time.

Part V - Additional Components To Be Addressed to Sati= sfy Federal Requirements

1. Teacher Mentoring: Describe teacher mentoring activities. For example, are new or inexperi= enced teachers given support from an assigned master teacher and what does that support look like? (Section= 1116)

= Blount County has a Teacher Induction Program (TIP) to pro= vide quality training and classroom support for teachers new to Blount County School System. It includes professional development

Opportunities as well as one on one support.<= span style=3D'mso-spacerun:yes'> Project TIP is a three year prog= ram that provides constant consist support for new teachers. Year 1 consists = of an orientation session which covers such topics

as procedures and programs for Blount County Schools, classroom management, effective teaching, Lee v. Macon, Building Base Support Staff Te= am (BBSST), and curriculum implementation. Year 2 addresses

strategic teaching Strategies for 7-12 teache= rs. Year 3 allows each participant to select a professional development activ= ity which consists of 18 hours of professional development training or participation in

graduate school, Classroom level resources and support, and grade/level departmental follow-up sessions that best meets his/her classroom needs. Further more, new teachers are assigned school b= ased mentors

in similar curriculum areas who periodically = meet with them to answer questions, provide suggestions for classroom manageme= nt, curriculum, share resources, keep updated on events pertaining to their field,

provide encouragement, and give moral support= .

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 sc= hool 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 determi= ne how monies should be spent. These allocations are spent according what is most beneficial to the school, students, and staff.

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, includi= ng, for example, how preschool children might be prepared for entry into kindergarten or how eighth grade students are prepared for high school.

Counselors provide specific orientation times= for transition grades such as 6^th and 8^th. For example,= the counselor has Bulldog Camp which allows 6^th grade students to spend a day meeting 7^th grade teachers, and participate in an early orientation to aid with transitioning to 7^th grade. The counselor also provides an 8^th grade orientation for parents a= nd students regarding diploma types and graduation requirements.<= /span>

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 sup= port of the LEA, uses to attract and retain highly qualified teachers.

Each year district representatives attend job= fairs in areas of Alabama that are sponsored= by colleges and universities for the purpose of attracting highly qualified teachers to Blount County. High schools are also in close c= ontact with area colleges and universities to give information to prospective teachers about the schools and their areas of need with regards to teacher units for the following year. Prospective teachers are also given information about the school system. Contact information= is collected from prospective teachers in high-need areas and these teachers= are encouraged to apply. Title I school staff and administration determine personnel needs that require the use of Title I funds. Applications are requested district-wide when openings are availab= le in order to choose only those teachers who are highly qualified. The decision of hiring highly qualified staff is made by the local school. Principals are required to have = the knowledge of each teacher’s highly qualified status and the area the teachers is highly qualified to teach.&n= bsp; All scheduling and assignment decisions must be made using this information. New teachers a= re assigned mentors within the school for the first three years. All teachers are required to participate in professional development activities organized by the administration of the local school and encouraged to seek additional prof= essional development activities. Fun= ding for high-quality, on-going activities is provided by local, state and fed= eral funding.

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.

Teachers have monthly departmental meetings and grade level meetings to discuss academic assessments to provide information on i= mproving individual student achievement, and they discuss strategies for improving the

       &nbs= p;      overall instructional process.

LEP committee meetings

BBSST meetings

IEP meetings

6. Special Populations: Describe procedures used for each group of Migrant, English Langua= ge Learners, Economically Disadvantaged, Special Education, Neglected and/or= Delinquent, and Homeless students.

All students at Susan Moore High School, incl= uding those identified as migrant, limited-English proficient, homeless, etc. h= ave access to all services and programs available, including free/reduced lun= ch, Title I services, ELL services, At Risk, and counseling services. All homeless, migratory and limited-English proficient students are provided = with the opportunity to meet the same challenging state content and state stud= ent performance standards to which all students are held without being stigmatized or isolated.

= Susan Moore High School has a full-time ELL teacher to provide ELL services to those identified as such. In addition, Mrs. Bradford and vari= ous other outside sources are assisting in strategies to help the acquisition= of English for our ELL/LEP students.

Other services that are offered to assist stu= dents of special needs or populations is a social worker and professional couns= elor contracted through the Blount County Board of Education; the United Way N= eedy Children’s fund , ALL Kids Insurance, Migrant reading program, ELL/Migrant after-school tutoring program, The Department of Human Resources and the Department of Mental health, Scientifically Research Based Supplemental Curriculum, remediatio= n, strategic teaching, and classroom accommodations=

7. Extended Learning Opportunities:&= nbsp; Describe how the school provides opportunities for the most academically needy students to receive support and reinforcement of acade= mic skills beyond the regular school day.

Peer helper tutoring is available two morning= s per week before school; many teachers offer before school/after-school/ weeke= nd tutoring; USA test prep available to all 9-12 students with access to computers at home; AHSGE remediation before/after school; ELL/Migrant after-school tutoring, and ACT prep classes after school and weekends<= o:p>

Part VI –School Parental Involvement Plan= as required by Section 1118 of NCLB = [Note: This section of the CIP (Part VI) = must be distributed to Parents]:

= ;

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A. Parental Involvement: Describe how t= he school will convene an annual meeting to inform parents of the schoolR= 17;s participation in Title I and explain Title I requirements, including the = 1% set-aside, and the right of parents to be involved.=

The LEA Parent Involvement Specialist holds annu= al meetings to inform parents of Title I requirements and offerings. The ESL/Migrant Parent liaison a= ttends these meetings and translates and also translates flyers, emails, and let= ters sent home by at the Parent Involvement Coordinator. Date= s of parent activities included in the parent information brochure, = provided by the LEA Parent Involvement Specialist, are distributed= to each child during homeroom. The LEA Parent Involvement Specialist manages the Parent Involvement link on the www.blountboe.net website. A copy of the Parent Information Pamphlet. Parent Involvement Plan and Policy, meeting announcements and web links a= re posted and monitored. Email reminders are sent to parents who provide valid email addres= ses to the Parental Involvement Coordinator.= Parents are also notified through radio announcements, newspaper announcements, and community postings.&n= bsp;

<= /span>

The May CIP meetin= g will be devoted to assessing strengths and weaknesses of the previous year, reviewing, and planning. The school-wide needs assessment is assisted by the parents and community members. They also help in prioritizing for the school-wide improvement plan.

Susan Moore High School believes in involving parents. We have parent representatives o= n our CIP committee who were active participants in the development of the plan= and were involved in the meeting of the committee. Parents on the committee a= re emailed a copy of the CIP for suggestion and feedback. All parents are given the opport= unity to review the plan and offer their input before the plan is approved. As the CIP is updated, copies are available in the office for parent perusal. Completed CIP will be submitt= ed for posting on school website.

B. Parental Involvement: Describe: 1. How there will be a flexible num= ber and format of parent meetings offered;&n= bsp; 2) How parents will be involved in the planning, review and improvement of the Title I Program (Note: State the school’s process for how all Title I parents have the opportunity for involvement in decision-making.); and 3) How funds allocated for parent involvement are being used in the school.

On the first day o= f school and when a student enrolls after the school year has begun, students are issued a county handbook as well as a school handbook. The handbooks include a form on = which the parents must sign and return to the school acknowledging that they ha= ve read and received the handbooks. Near the end of October, the school is open from 3 P.M. until 7 P.= M. for State-Wide Parenting Day. On this day there are scheduled grade-level parent meetings and ELL parent meetings. Teachers send home information to parents in the form of flyers. This information is also attache= d to report cards and listed in the student handbook which is distributed on t= he first day of school. This information is listed on the school web site and announced on the local r= adio and in the local newspapers. The school web-site is maintained up-dated specifically for the perusal of parents.

The counselors con= duct one or more meetings during the school year to discuss academic assessments, diploma options, graduation requirements, and other achievement expectations. SMHS will hos= t its second annual Info Fair during the school day in December 2008. This fair is designed with the students in mind, but parents are informed and certainly invited to atten= d.

Upon request, parents are granted private mee= ting with teachers, counselors, and administrators. These meetings are scheduled thr= ough the front office and usually meetings are scheduled within twenty-four hours<= /p>

C. Parental Involvement: Describe how the school provides parents of participating children timely information in a uniform format = and, to the extent practicable in a language they can understand, about progra= ms under Title I, a description and explanation of the curriculum in use, fo= rms of academic assessments, and achievement expectations used, and, if reque= sted by parents, opportunities for regular meetings to formulate suggestions a= nd participate as appropriate in decisions related to the education of their children.

At Susan Moore we b= elieve that parental and community involvement is tantamount to our studentsR= 17; success. We have a variety of ways that parents are involved with student= and school-wide activities. The CIP team revised the School Compact to include SMHS specific goals. These will be distributed, in person, during Parenti= ng Day in October. Any compacts not signed on parenting day will be sent home with the student to be completed. Mrs. Shew will also present information= to the parents about parental involvement in September. .Jr. Beta club will = set up a parent volunteer table that will allow parents to sign up to volunte= er time during the school year. Mrs. Hubauer sponsors book fairs several tim= es a year . Parents may voluntee= r to help work with the book fair. Mrs. Cantlin volunteers her time to work wi= th math students after school 3 – 5 times a week. In April or May, we have an orientation meeting for parents of 8^th grade students entering= the 9^th grade. Parents may also volunteer to do a variety of tasks= to help in the running of the classroom, ie copies and bulletin boards. Oppo= rtunities for parental involvement may be disseminated in a variety of ways: newsletters home, newspaper ads, radio ads, across the bottom of report c= ards or attached to report cards, informational tables at a variety of events, posted on the school website, and/or the all-call phone system. Informati= on will be dispersed in English and Spanish.

D. Parental Involvement: Describe how parents, the school staff, and students share responsibility for improved student academic achievement for participating students (How the School-Parent Compact is jointly developed with Title I parents; how it is used, reviewed, and updated).

Susan Moor= e High School's School-Parent Compact is revie= wed and revised as needed each May in conjunction with the CIP committee, whi= ch has parents as members. The compact is distributed throu= gh the registration packet that students receive on the first day of school or t= he first day of enrollment for those who enroll after the first day. This document is dated and signe= d by the homeroom teacher, the students, the parent, and the principal. The compact outlines the shared responsibilities of students and parents, teachers, and administrators to develop, maintain, and support each student’s academic development.= This contracts the partnership b= etween the school and the students and parents which ensures that each child is successful during the school year. The School Involvement Coordinator along with the teachers and the administrators make every attempt to have the signed compacts returned. This compact is comprised of four sections, one for the principal, the students, the school, and the parent. Each of these shareholders has the responsibility for educating students. The principal’s section in= cludes a statement about his role in providing opportunities for students and parents in a positive manner. The student section list activities that the student will perform in order to achieve academic success. T= he students are encouraged to check the areas in which they are willing to attempt to perform throughout the school year. Students may even add their own = areas in which they are willing to work toward in order to become successful. The third area is for the respon= sibilities that the school is willing to up hold.&n= bsp; This checked area list the things the staff and teachers agree will result in the students’ success.&n= bsp; There is also an area for added responsibilities. The final area is for the parents/guardians. This are= a list statement regarding the opportunities that parents have available and the responsibilities that each parent holds.= Parents may also include additional items. The signed compacts are kept in = each teacher’s room. =

All homeless, migratory, and limited-English proficient students have equal access to the same f= ree appropriate public education, including public preschool education provid= ed to other children and youth. All homeless, migratory, and limited-English proficient students are provided with the opportunity to = meet the same challenging state content and state student performance standard= s to which all students are held without being stigmatized or isolated.=

E. Parental Involvement: Describe procedures to allow par= ents to submit comments of dissatisfaction with the Continuous Improvement Pla= n.

School Parent Involvement Plan has a page whi= ch outlines the process for parents to write a grievance or how to make suggestions to be turned in to the principal. A copy of this plan is alwa= ys on file for parents in the Susan Moore High School main office. LEA Parent Involvement Specialist provides a parent survey each spring. All result are summarized and copies are given to the principals along with a= ll comments made on the surveys

F. Parental Involvement: Describe how the school will bui= ld capacity for parental involvement including how parents will be encourage= d to become equal partners in the education of their children. (See NCLB Section 1118, requirem= ents for building capacity in parental involvement.)

To ensure effective involvement of parents and to support a partnership amon= g the school, parents, and the community to improve student academic achievemen= t, our school:

(1)     Shall provide training for parents of participating children in understanding s= uch topics as the State's academic content standards and State student academ= ic achievement standards, State and local academic assessments, the requirem= ents of Title I, and how to monitor their child’s progress and work with teachers to improve the achievement of their children. (Describe)

<= st1:PlaceName w:st=3D"on">Susan Moore High School will accomplish much of this through its ann= ual parents meeting held on the Statewide Parenting Day in October. Students and parents are also in= formed during registration prior to the first day of school. During grade-level meetings pare= nts are informed of an overview of the state academic content standards, acad= emic achievement standards, and assessments.   Parents are also given information on services provided and how the parents can become involved = in their child’s education. During this time, there was also an Open House where parents could meet with teachers individually and learn about individual class assessme= nts and how to help their child succeed.

(2)     Shall provide materials and training to help parents to work with their childre= n to improve their children's achievement, such as literacy training and using technology, as appropriate, to foster parental

      involvement. (Describe)

Susan Moore High School, in conjunction with the Blount County Resource Center, provides several workshops and special events for families throughout the school year. The resource center provides programs such as English and computer literacy information on specific programs such as Word, Excel and use of the Internet. The center houses resources used= to enhance education for students and parents.

(3)     Shall edu= cate teachers, office personnel, and other school staff, with the assistance of parents, in the value and utility of contributions of parents, and in how= to reach out to, communicate with, and work with parents as equal partners, implement and coordinate parent programs, and build ties between parents = and the school.    (Describe)

= Susan Moore High School will continue to provide opportunities for t= eacher education through in-services, faculty meetings, grade-level meetings, and departmental meetings. The = school has placed importance in identifying our school goals and placing a defin= ite connection between the goals and parental involvement. The department heads are working together to conduct productive departmental meeting monthly. These meetings are being oversee= n by the counselors and the principal. Grade-level meetings are also being held on a regular basis. Teachers are able to provide a s= ounding board for ideas and suggestions that work and those that don’t. These meetings also provide a round-table discussion that helps to enhance instruction in the classroom. New teachers are provided mentors who also provide ideas and suggestions=

(4)     Shall to = the extent feasible and appropriate, coordinate and integrate parent involvem= ent programs and activities with other federal programs, and conduct other activities, such as parent resource centers, that encourage and support parents in more fully participating in the education of their children. (Describe)=

<= st1:PlaceName w:st=3D"on">Susan Moore High School coordinates its parent involvement program f= or all parents. We have many ELL students whose parents are provided translation. These parents are also provided information about English language programs held at the Blount County Resource Center. Parents and community leaders are invited to be a part of field trips and special events such as plays, Awa= rds Day, Dawg Wars, Academic Picnic, Graduation, SMHS Info Fair, and Veteran’s Day Ceremonies. The Accelerated Reading program in the seventh and eighth grades i= s a venue for involving parents in the classroom, in the library, and at home. Spanish novels purcha= sed with Title I funds are available in the Librar= y Media Center so that students and parents may use them to enhance their educational experiences at Susan Moore High School. The LEA Parent Involvement Specialist and the ELL/Migrant Home Liaison prov= ided a fair booths at the Blount County Fair in September. Materials on a variety of subjects were made available in both English and Spanish.

(5)     Shall ensure that information related to school and parent programs, meetings, = and other activities is sent to the parents of participating children in a fo= rmat and, to the extent practicable, in a language the parents can understand<= /span>. (Describe)

Any and all written information sent home to communicate with parents is translated into the parents’ native language. Students who have indicated that= the primary language spoken at home is any language other than English receive newsletters, flyers, and any other written communicative information in t= he language indicated. Susan Moore High School= also has an ELL teacher who is bilingual. She assists other teachers and/o= r the office personnel with parents who are non-English speakers.

(6)     Shall provide such other reasonable support for parental involvement activities= as parents may request.<= span style=3D'mso-spacerun:yes'> (Describe)=

= Susan Moore High School makes every effort to work with parents and = their requests. The Parent Involv= ement Coordinator is always open for suggestions which can accommodate more par= ents and allow them to

       &nbs= p;            &= nbsp;    be more involved in their children’s education=

G. Parental Involvement: Describe how the school will ens= ure the provision for participation of parents with limited English proficien= cy, parents with disabilities, and parents of migratory students; including providing information and school reports in a format and, to the extent practicable, in a language that parents can understand.=

Translated letters, translated phone calls, translated report cards, ELL specific parent meeting for Parenting Day

<= /span>

To an extent possi= ble, Susan Moore High School= provides opportunities for the participation of parents with limited Engl= ish proficiency and parents with disabilities. With our ever-growing Hispanic population, all parent notifications are sent to parents of Hispanic chil= dren in Spanish. We also employ = at least one bilingual teacher who is available to assist in verbal communications with these parents. The Blount County Board of Education provides for any written corr= espondence to be translated. Report ca= rds are also provided in Spanish.

<= /span>

On the Statewide Parenting Day in October, th= e ELL department provided specific parent meetings for the limited English proficient parents. Phone c= alls to and from school during school hours can be translated by the ELL teach= er.

Part VII- PROFESSIONAL LEARNING NEEDS RELATED TO ACADEMIC CHALLENGES Including ENGLISH LANGUAGE PROFICIENCY, SCHOOL SAFETY, DISCIPLINE, AND SUPPORTIVE LEARNING ENVIRONMENTS (Reminder: NCLB Sectio= n 1116 requires that each year Title I schools identified for improvement m= ust reserve the equivalent of 10% of the Title I school-level allocation made available to the school under Section 1113. In addition, each year LEAs identified for improvement must reserve 10% of their allocations for professional development).

· Does the p= lan provide opportunities for professional development activities that are high-quality, effective, and research-based? &n= bsp; = ; &n= bsp; = ; &n= bsp; = ; &n= bsp; = ; &n= bsp; = ; &n= bsp; = ; &n= bsp; = ; = YES = NO =

· Does the p= lan include opportunities for teachers, principals, paraprofessionals, other st= aff, and parents? &nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp; YES = NO =

· Does the p= lan include required district-wide training for English language acquisition? <= span style=3D'mso-tab-count:1'> &= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; YES = NO =

(Note: Professional learning activities must be linked to Alabama’s Standards for Professional Development and Alabama’s Technology Professional Development Standards, www.alsde.edu, Sections, Technology Initiatives, Publications).

WHAT WEAKNESS OR NEED IDENTIFIED IN ACADEMIC, INCLUDING ELL AMAOs OR SCHOOL CULTURE GOALS WILL THE PROFESSIONAL LEARNING ADDRESS?

WHAT TYPES OF PROFESSIONAL LEARNING WILL BE OFFERED? =

WHEN WILL THE SESSION BE DELIVERED?

(Please list dates of future PD sessions, not= those that have already taken place.)

WHAT ARE THE EXPECTED OUTCOMES OF PROFESSIONAL LEARNING?

(Following the professional learning, how will academic or cultural challenges be impacted – what does it look lik= e?)

HOW WILL PARTICIPANTS BE HELD ACCOUNTABLE FOR SUCCESSFUL IMPLEMENTATION AND IN WHAT WAYS WILL EVIDENCE BE COLLECTED TO = SHOW EFFECTIVE ASSIMILATION/INTEGRATION OF STRATEGIES? <= /p>

WHAT ARE THE FUNDING SOURCES, ESTIMATED EXPEN= SES, AND PROPOSED NAMES OF CONSULTANTS OR ENTITIES?

Example:&nbs= p; Title II, $....00

Dr. Verry Goode

DOCUMENT CONTINUOUS LEA REVIEW AND SUPPORT RE= SULTS

Improve quality of instruction

· Strategic teaching methods for special populations

· Instruct= ional strategies to improve weaknesses in assessment content<= /p>

= Blount County Teacher In-service a J.= B. Pennington High School =

Instructional strategies developed through assessment analysis

Strategic Teaching

Methods

(All Activities addressed the Standard 7 of t= he Alabama Standa= rds for Effective Professional Development which states: Effective Professional Development uses learning strategies appropriate for the intended g= oal.)

August 10, 2009

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August 10, 2009

<= /span>

January 2010<= /o:p>

<= /span>

Targeted weaknesse= s in student assessment scores.

<= /span>

Implemented strate= gies to improve instruction of the targeted weaknesses, from student assessment scores.

<= /span>

Implemented strate= gies for improved lesson plans and instruction

<= /span>

PEPE, lesson plans, walk-throughs

<= /span>

PEPE, lesson plans, walk-throughs

<= /span>

ACCESS Standards f= or migrant/ELL

<= /span>

PEPE, lesson plans, walk-throughs

<= /span>

Documentation/Cert= ificate of attendance

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Dynamic Indicators of Basic Early Literacy Skills (DIBELS):
Strengths: NOT APPLICABLE	Weaknesses:= NOT APPLICABLE

Part I R= 11; Continued (CULT= URE RELATED DATA):
School Process Information related to an analysis of existing c= urricula focused on helping English Langu= age Learners (ELLs) work toward attaining proficiency in annual measurable academic objectives (AMAOs).
Strengths: The ELL classroom utilizes High Point as an instructional curric= ulum, which is directed toward ELL students. Students are placed in the High Point Program based on their level= of need.	Weaknesses:= <= /o:p> Not enough textbooks to be able to give one to each student. We are short eight High Point Lev= el C and three level B books. Lack of a guide to help prepare students for ACCESS testing.
School Process Information related to an analysis of existing p= ersonnel focused on helping English Language Learners (ELLs) work toward attaining proficiency in annual measurable academic objectives (AMAOs). =
Strengths: SMHS has employed a highly qualified ELL teac= her who has vast knowledge of ELL instruction and assessment. Further, <= st1:PlaceName w:st=3D"on">Blount County has employed an experienced, certified, highly qualified ELL consulting teacher who is SIOPS trained and is experienc= ed in ELL legal issues and scientifically 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 strategies for ELL instruction and promote ELL student success.	Weaknesses:= Ne= ed for Newcomer class for non-English speaking students Ne= ed for sheltered ELL class =
School Process Information uncovered by an analysis of curriculum alignment, instructional materials, instructional strategies, reform strategies, and/or extended learning opportunities.=
Strengths: SMHS course content is aligned with the Alaba= ma 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 clas= ses; dual enrollment opportunities are offered to students. = SMHS also provides remediation for those stud= ents who did not pass the AHSGE.	Weaknesses: A low percentage of low-income students are able to participate and take advantage of dual enrollment opportunities because they are unable to obtain funding and/or because of transportation issues.=

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<= /span> 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 MEA= SURED? (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 Librari= es, $.....00)
Language Domain: Reading<= /st1:City> WIDA standards: · Language= arts · Social s= tudies	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 for:= ELL GOAL-S1-AS1 ELL teacher to coach grade level teachers on how to integrate lang= uage objectives with content objectives. ELL GOAL-S1-AS2 ELL and classroom teachers use planning time to develop lesson pla= ns that integrate language objectives. ELL GOAL-S1-AS3 Content vocabulary and writing prompts for subject matter ELL GOAL-S1-AS4 Share ELL qualifications and ELL student list with teachers by 30 September 2009. ELL GOAL-S1-AS5 Students will work at least two days a week, schedules permitting,= on Rosetta Stone.	Semester grades WIDA/ACCESS scores at the beginning of t= he next school year Progress monitoring through collaboratio= n with classroom teachers Standard-based portfolio assessments eve= ry 9 weeks Monthly writing prompts	Collaborative team teaching approach Communication with teachers every 2 to 4= weeks ELLs receive assistance at least twice a= week in the ELL resource room. ELL students go to the ELL resource room= to get additional help with tests and reinforcement of core curriculum = as needed. Teacher collaboration<= /li>	English grammar as supplemental lesson p= lans Science, social studies, and math workbo= oks that enforce reading and writing objectives. Word walls Rosetta Stone language program (0 Cost).
Language Domain: Writing WIDA standards: · Language= arts · Science = · Math	ELL GOAL-S2 STRATEGY: Using WIDA Model Performance Indicators as guidance for developing language objectives that focus on the language domain of writing= ACTION STEP: School administrators facilitate planning and collaboration time for:= ELL GOAL-S2-AS1 ELL teacher to coach grade level teachers on how to integrate lang= uage objectives with content objectives. ELL GOAL-S2-AS2 ELL and classroom teachers use planning time to develop lesson pla= ns that integrate language objectives ELL GOAL-S2-AS3 Content vocabulary and writing prompts for subject matter ELL GOAL-S2-AS4 ARMT remediation, in small group setting, in reading for students whose scores necessitate the need per ELL teacher recommendation.	Semester grades Progress monitoring through collaboratio= n with classroom teachers Standard-based portfolio assessments eve= ry 9 weeks WIDA/ACCESS scores at the beginning of t= he next school year	Communication with teachers every 2 to 3= weeks ELLs receive assistance at least twice a= week in the ELL resource room. ELL students go to the ELL resource room= to get additional help with tests and reinforcement of core curriculum = as needed. Teacher collaboration.=	Collaborative team teaching approach English grammar as supplemental lesson p= lans Science, social studies, and math workbo= oks that enforce reading and writing objectives.