NAME OF SCHOOL: Susan Moore High School

STREET ADDRESS: 4040 Susan Moore Road

CITY: Blountsville

STATE:   Alabama

ZIP CODE: 35031

CONTACT: Clay Daughtry

TELEPHONE: 205-466-7663

E-MAIL cdaughtry@blountboe.net

Identified for School Improvement?  No   FORMCHECKBOX    Yes   FORMCHECKBOX     Delay   Status  FORMCHECKBOX

Year 1  FORMCHECKBOX     or    Year 2                 FORMCHECKBOX  *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 November 7, 2008.  

Year 3  FORMCHECKBOX     or    Year 4 or more  FORMCHECKBOX  Submit to LEA for Board approval.  Mail two copies of PAGE ONE and two copies of PAGE TWO with original signatures to Federal Programs, Accountability and Compliance, P. O. Box 302101, Montgomery, AL 36130-2101.               Submit the plan electronically to your system’s e-GAP Document Library by November 7, 2008.

Made AYP?

YES    FORMCHECKBOX      NO      FORMCHECKBOX

Made AMAOs (ELL)?     

YES   FORMCHECKBOX  

NO     FORMCHECKBOX     

N/A    FORMCHECKBOX      

Career Tech Made AYP?

YES   FORMCHECKBOX

NO     FORMCHECKBOX    

N/A    FORMCHECKBOX      

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   FORMCHECKBOX   NO     FORMCHECKBOX                                     

Describe how this plan will be made available to parents and other stakeholders (example: through parent meetings or on websites):

Susan Moore High School’s Continuous Improvement Plan will be available to parents and other stakeholders in the main office and the school 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.

*Board Approval:  Yes   FORMCHECKBOX      No   FORMCHECKBOX                         Board approval received on _____________________________, 2008.

Board  Signature:

Superintendent Signature:

 Date:                                                                                                                                                           

Federal Programs Coordinator Signature:

 Date:                                                                                                                                                                    

Principal Signature:

 Date:

This plan was developed/or revised during the following time period (e.g. April, May – September 200_):  May 2008 – September 2009

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 of 2008, an end of the year reflection projection meeting of the School Leadership Team was conducted.  The 2007-08 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 2008-09 CIP.

     In August 2008 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 2008-09 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 2008, the School Leadership Team met and was given specific data to analyze.  The team met again later that month to review data and began creating the CIP according to data found.  Throughout the 2008-2009 the School Leadership Team will review, edit and revise the plan.

     In mid-September 2008 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 2008-09 school year, with changes being made as new data is available to better meet the needs of the 2008-09 Susan Moore High School students.

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)

Clay Daughtry

Chris Pullen

Amy Langley

Tina Morton

Charles Shirley

Esperanza Lopez

Charlotte Purpura

Becky McCay

Joel Cobb

Trisha Bodine

Andy Holland

Terri Hubauer

Amanda Edwards

Kim Hamby

ShaRhonda Holmes

Kendall Hawkins

David Mize

Susan Horton

Stoney Beavers

Alice Hamby

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

Student

Student

Central Office Representative

Central Office Representative

Community Representive

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 cross-referenced and the team chose the areas that needed the most improvement, as well as areas that were strengths.

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.

Susan Moore Highs School is fortunate to have a variety of qualified applicants apply for posted positions. During the hiring process, each applicant and their qualifications are 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

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):

Strengths:

88% of the class of 2008 passed reading.

87% of the class of 2008 passed math.

93% o f the class of 2008 passed science.

Weaknesses:

 37% of 10^th grade students failed reading

37% of 10^th grade students failed social studies.

Alabama Reading and Mathematics Test (ARMT):

Strengths:

100% of all 7^th and 8^th graders participated in ARMT.

73% of 7^th graders scored levels 3 and 4 on the reading part of ARMT.

Weaknesses:

41% of 7^th grade scored a level 3 or 4 on the math part of ARMT

0% of special education students scored a 3 or 4 on ARMT in 7^th grade

25% of ELL students scored 3 or 4 on reading, while 0% scored 4.

40% of 8^th grade scored level 2 on the math part of ARMT.

Alabama Science Assessment:

Strengths:

60% of 7^th grade students can identify the process of chromosome reduction in the production of sperm and egg cells

Meiosis.

Weaknesses:

80% of 7^th grade students cannot identify Mendel’s laws of genetics

45% of 7^th grade students scored a I or II on the Alabama Science Assessment

Stanford 10:

Strengths:

100% of 7^th and 8^th graders participated in SAT-10 testing.

7^th grade females are in the 57^th percentile in Reading

Weaknesses:

7^th grade special education students scored in the 15^th percentile in reading and in the 12^th percentile in math.

8^th grade special education students scored in the 8^th percentile in reading and in the 9^th percentile in math.

7^th grade LEP students in 14^th percentile in reading and the 18^th percentile in math.  

Dynamic Indicators of Basic Early Literacy Skills (DIBELS):

Strengths:

NOT APPLICABLE

Weaknesses:

NOT APPLICABLE

Part I - Continued:

Alabama Direct Assessment of Writing (ADAW):

Strengths:

80% of seventh graders scored levels III or IV.

·          Of the 7^th graders given a descriptive prompt, 81% scored level III or IV.

·          Of the 7^th graders given an expository prompt, 93% scored level III or IV.

87% of tenth graders scored levels of III or IV

·          Of the 10^th graders given a descriptive prompt, 100% scored level III or IV.

·          Of the 10^th graders given an expository prompt, 86% scored level III or IV.

Weaknesses:

20% of seventh graders scored levels I and/or II.

13% of seventh scored a level IV on the ADAW.

54% of seventh graders did not meet the standards in grammar and usage.

 In 10^th grade, 49% did not meet the standards in grammar and usage.

ACCESS for English Language Learners (ELLs): 

Strengths:

Data Not Available

Weaknesses:

Data Not Available

Professional Education Personnel Evaluation (PEPE) School Profile Information:

Strengths:

Professional Development and Leadership, Communication and Presentation of Instruction each averaged 3.5 or over

 on PEPE scores.  Preparation of Instruction was 3.4 and Positive Learning Environment was 3.3 on PEPE scores for the 2007-08 school year.

Weaknesses:

Classroom Instruction, including methods for accommodating students with special needs averaged a 3.2 on PEPE for 2007-08 school year.

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

Strengths:

As the SMHS 2007 Technology Impact Survey indicates, both teachers and students rely on technology to facilitate, support, and

aid student learning.

·          According to the 2007 Technology Impact Survey, 96.4% of students use productivity tools such as

        spreadsheets, databases, presentation software, and Internet resources to solve problems and make decisions.

·          According to the 2007 Technology Impact Survey, 89.2% of teachers design learning activities using

technology that focuses on experiential learning and emphasizes student action, and 92.8% of curriculum

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.

·          50% of instructional computers are greater than 3 years old/obsolete

• 80% of student population do not have daily access, at home,  to computers for research

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

Strengths:

STAR Reading reports indicated that 10^th -12^th grade students averaged 87% in the number of students reading at or above

Grade level. 

Weaknesses:

Overall 31% of males scored below grade level and 25. 9% of girls scored below grade level on STAR Reading.

Career and Technical Education Program Improvement Plan:

Strengths:

SMHS places an importance on educating all 7^th through 12^th  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, Blount County Career Technical Center representative, 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 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. The following data

includes, but is not limited to, those students at risk/ not at risk of dropping out.

SMHS has three students that are pursuing an advanced diploma, and  forty-two students pursuing a standard diploma that

attend the Blount County Career Technical (BCCT). 

There are a total of ninety-two students in grades 9 – 12 scheduled to take at least one

term of Family Dynamics during the 2008-09 school year. There are a total eighty-four students in grades 9 - 12scheduled to

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

Weaknesses:

Advanced students who want to attend the career technical center experience scheduling conflicts with their required advanced courses and time to attend tech center. 

Part I - Continued:

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).

Strengths:

While out of school suspensions, expulsions, and alternative school placements have been decreasing over the

past five years, this year has been a static year. The total SIR Incident report for 2006-07 indicated there were 222

incidences. The 2007-08 SIR indicated 223 incidences. This is a 0% gain/loss in total incidences for the school year.

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:

For the graduating class of 2007 SMHS increased the graduation rate from 69% to 77%  for the 2008

graduating class.

Weaknesses:

According to the Drop-Out Tracking Log, SMHS had 14 dropouts in 2007-08 school year.

School Demographic Information related to teacher attendance, teacher 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 2007-2008 was less than 5%.

Weaknesses:

·          Professional relationships to address overall school culture.

• 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.

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

Strengths:

SMHS has a 95.39% attendance rate.

Weaknesses:

12% of student population did not attend the 1^st day of school. Some reasons include many Hispanic students being out of the country after the start of school and student/parents’ perception of attendance on the first day of school being important, especially since the first day of school is in the middle of the week.

School Perception Information related to parent perceptions and parent needs including information about literacy and education levels.

Strengths:

Parent Summary Survey for 2007-08 was conducted by all Blount County Schools and the results were

summarized and given to each principal. Of the 47 surveys received, 44 parents rated communication fair/good. In addition, 40 felt

they could easily talk to their students’ teachers and 37 felt they could easily talk to the principal.

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 questionnaires for parents to receive English lessons and/or GED classes through adult Education at Wallace State. These classes would be free for parents to attend.

Weaknesses:

Non-English speaking parents and low socio-economic parents are unable to attend meetings and training sessions offered at the resource center due to a lack of transportation.

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

We do not have a PTO/PTSO.

School Perception Information related to student PRIDE data.

Strengths:

The PRIDE data indicates that 81.6% of students at SMHS, grades 7-12, view the use of tobacco to be harmful.

The PRIDE data further indicates that 81.7% of students at SMHS, grades 7-12, view the use of marijuana to be

harmful.

Weaknesses:

Only 55% of twelfth grade students view the use of alcohol to be a moderate or great risk.

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).

Strengths:

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

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

Weaknesses:

One problem with High Point is that we do not have enough books to assign to every student.

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).

Strengths:

SMHS has employed a highly qualified ELL teacher who has vast knowledge of ELL instruction and

assessment. Further, Blount County has employed an experienced, certified, highly qualified ELL consulting

teacher who is SIOPS trained and is experienced 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 / modifications strategies for ELL instruction and promote ELL

student success.

Weaknesses:

·          Need for Newcomer class for non-English speaking students

·          Need 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 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; dual enrollment opportunities are offered to students. SMHS also provides

remediation for those students who did not pass the AHSGE.

Weaknesses:

A lack of technology; 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.

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

Increase the score of class of 2010 reading scores from 63%  (in spring 2008) to 86% (in spring 2009).

Increase the scores of the class of 2010 math scores from 70% (in spring 2008) to 77% (in spring 2009).

Data Results on which goal is based:

AHSGE Report from Spring 2007

TARGET GRADE LEVEL(S):

9-12

TARGET CONTENT AREA(S): Circle One

Reading         Math        Science         Other

AHSGE:

Reading    Math    Science    Social Studies      Language

ADDITIONAL ACADEMIC INDICATORS:             

TARGET STUDENT SUBGROUP(S):

ALL students

COURSES OF STUDY

REFORM STRATEGIES

BENCHMARKS

INTERVENTIONS

RESOURCES

CONTINUOUS LEA REVIEW IN SUPPORT OF THE PLAN

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.)

WHAT DATA WILL BE GATHERED THROUGHOUT THE YEAR TO MEASURE PROGRESS AND

HOW OFTEN WILL PROGRESS BE REVIEWED?

WHAT INCREASE (%)  IN PROFICIENCY IS ANTICIPATED AT EACH MO/QUARTER CHECKPOINT?

HOW WILL THE SCHOOL PROVIDE TIMELY ASSISTANCE TO STUDENTS NOT MASTERING PROFICIENT OR ADVANCED LEVELS AT THESE PLANNED CHECKPOINTS?

WHAT RESOURCES AND SPECIFIC EXPENDITURES WILL BE NEEDED FOR SUCCESSFUL IMPLEMENTATION?

(Ex: 6 Classroom Libraries, $.....00)

DATE                        +,  -.  N/A

COS- ELA 1 - 6

          Math 1-18

AHSGE- Reading I-1 thru IV-4

               Math- I-1 thru VII-8

 STRATEGY:

Increase faculty use of AHSGE item specifications and awareness of eligible content

ACTION STEP:

·          Curriculum mapping of AHSGE standards for each 10^th grade student per subject.

·          Lesson plans will reflect AHSGE standards

·          Create a course description booklet for parents and students to inform parents and students of course requirements in preparation for the graduation exam.

Individual subject area documentation quarterly-charts

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

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 reteach all AHSGE standards in intensive classroom reviews in January and February

·          Classroom charts

·          Item specifications

·          Printing cost for Course Description booklet ($1215.00 – TITLE I)

4 LEA Reviews

During the

School year

COS- ELA 1 - 6

          Math 1-18

AHSGE- Reading I-1 thru IV-4

               Math- I-1 thru VII-8

STRATEGY:

Implement intense AHSGE remediation for targeted students.

ACTION STEP:

·          Target 10^th grade students by administering assessments of state item specifications for each subtest.

·         Small group tutoring sessions with experienced High Hopes tutors at SMHS before and after school.

·          USA Test Prep, Enrichment Plus, Item Specifications, ACCESSS

·          Contact all students and parents to notify of risk and solutions options.

·          AHSGE remediation class during elective period as possible.

·          Change schedules of seniors that need to pass the subtests, as their schedule allow, in January, to provide intense remediation in those subtests.

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

5% increase on weekly High Hopes Assessment to  80% mastery

Monthly

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

·          Distribute AHSGE item specification booklets to each 10^th 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 that have not passed math and reading will utilize the AHSGE ACCESS modules with a facilitator when not driving.

·          Item specification  books provided by Blount County

·          Practice tests for 120 ninth grade students ($336.00 – TITLE I)

·          High Hopes 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 - BC) [County Funded]

·          Computer Hardware to support Renaissance programs and expansion of reading classes to 10^th grade ($6000 – TITLE I)

·          Library books to support Renaissance ($2000 – TITLE I)

·          Instructional software to support the reading/writing connection ($2996 – TITLE I)

·          HS Computer Lab Tech to support teachers in the use of SBR Software programs and facilitate AHSGE intervention in computer lab (37,971 – TITLE I)

·          Professional Development to support ELL & SPE issues, Best Practices, Drop0out Prevention and other issues affecting graduation rate ($5783.62 – TITLE I)

COS- ELA 1 - 6

          Math 1-18

AHSGE- Reading I-1 thru IV-4

               Math- I-1 thru VII-8

STRATEGY:

Departmental/grade  level meetings

ACTION STEP:

·          Walk throughs

Walk-through results

Increase in knowledge regarding testing data and classroom instruction

Strategic teaching methods training for faculty

·          State Department Trainer

School LEA

/ Leadership

team will

conduct 9 reviews

during the

2008-09

school year

COS- ELA 1 - 6

          Math 1-18

AHSGE- Reading I-1 thru IV-4

              Math- I-1 thru VII-8

STRATEGY:

Celebration

ACTION STEP:

·          Counselors will give a 5 point to 9 week average card for each section of the graduation exam passed. The card can be used one time, at any time during school career in any class.

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

·          Exempt seniors and/or juniors who have passed the graduation exam from classes until 10:30 on the day the exam passed is administered.

AHSGE results 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 and remediation options.

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

Increase the graduation rate from 77% to 80%.

Data Results on which goal is based:

Drop-out tracking log and 2008 additional academic indicator results.

TARGET GRADE LEVEL(S):

7-12

TARGET CONTENT AREA(S): Circle One

Reading         Math        Science         Other

AHSGE:

Reading    Math    Science    Social Studies      Language

ADDITIONAL ACADEMIC INDICATORS:

Graduation Rate          

TARGET STUDENT SUBGROUP(S):

At-risk students         

COURSES OF STUDY

REFORM STRATEGIES

BENCHMARKS

INTERVENTIONS

RESOURCES

CONTINUOUS LEA REVIEW IN SUPPORT OF THE PLAN

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.)

WHAT DATA WILL BE GATHERED THROUGHOUT THE YEAR TO MEASURE PROGRESS AND

HOW OFTEN WILL PROGRESS BE REVIEWED?

WHAT INCREASE (%)  IN PROFICIENCY IS ANTICIPATED AT EACH MO/QUARTER CHECKPOINT?

HOW WILL THE SCHOOL PROVIDE TIMELY ASSISTANCE TO STUDENTS NOT MASTERING PROFICIENT OR ADVANCED LEVELS AT THESE PLANNED CHECKPOINTS?

WHAT RESOURCES AND SPECIFIC EXPENDITURES WILL BE NEEDED FOR SUCCESSFUL IMPLEMENTATION?

(Ex: 6 Classroom Libraries, $.....00)

DATE                        +,  -.  N/A

AHSGE- Reading I-1 thru IV-4

                Language-I-1 thru V-1

               Math- I-1 thru VII-8

               Science- I-1 thru VIII-2

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

 STRATEGY:

Credit Recovery through night school credit recovery offered spring semester.

ACTION STEP:

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

·          ACCESS Alabama High School online classes at SMHS daily

Semester grade reports

Drop-out tracking log will be reviewed monthly.

Each semester review students’ transcripts.

Credit accumulation

LEA Monitoring – 4x/yr.

Grant money to support Career Focus Program.

Grant money to support ACCESS online classes

LEA Monitoring four times per school year

AHSGE- Reading I-1 thru IV-4

                Language-I-1 thru V-1

               Math- I-1 thru VII-8

               Science- I-1 thru VIII-2

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

STRATEGY:

Drop-out prevention media.

ACTION STEP:

·          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.

·          A “Graduation Promise” assembly will be conducted by Stoney Beavers for all students to sign a graduation promise card and commit to completing high school.

·          Reality Check Educational Program conducted by the adult education department at WSCC in spring semester

·          Implement DAWGS (Determined Attitudes Will Gain Success) advisor program for grades 9-12

·          Reading class for 9^th and 10^th grade students for lower level readers.

·          Incorporate an 8^th grade Computer Application class.

·          Incorporate SMHS open house for parents to meet teachers and discuss expectations in class.

·          Mock graduation exam in March for the 9^th grade students

Semester drop-out log

Semester grade reports

December 2008

May 2008

Quarterly

Fall08, Winter 08-09, Spring09

Each Semester

December 2008

Quarterly

Decrease in drop-out rate

BBSST

AHSGE Remediation

After-school tutoring

Place students in a remedial reading class the following school year

Repeat class in 9^th grade.

Promote parent involvement on parenting day.

Stoney Beavers will conduct the Graduation Promise Assembly (no cost because he is an employee of Blount County BOE).

ELMO, digital projectors and other hardware/software for core classes to support diverse learning styles of students (40,163.42 – TITLE I)

AHSGE Specification Booklets

($925.00 - TITLE I)

Mock Graduation Test Booklets

($336.00- TITLE I)

LEA Monitoring four times per school year

COS- ELA 1 - 14

         Math 1-18

         Science 1-15

         Social Studies- 1-11

AHSGE- Reading I-1 thru IV-4

                Language-I-1 thru V-1

               Math- I-1 thru VII-8

               Science- I-1 thru VIII-2

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

STRATEGY:

Departmental/Grade level meetings

Walkthroughs

ACTION STEP:

Monthly departmental level meeting sign-in sheets and minutes.

Increase in knowledge regarding drop out prevention and classroom instruction

Walk-throughs

4 Substitutes to cover classes at $50.00 per day per month ($1,200.00 for the year paid for with Title 1 funds)

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

9 Reviews

ENGLISH PROFICIENCY GOAL (SHOULD ADDRESS IDENTIFIED WEAKNESSES AND GAPS):

78% 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.

Data on which goal is based:

2008 WIDA / ACCESS score reports

TARGET GRADE LEVEL(S):

7-12

TARGET ELP LANGUAGE DOMAIN(S):

Circle all that apply.                                                           Reading               Writing              Listening                Speaking                Comprehension

WIDA ENGLISH LANGUAGE PROFICIENCY STANDARDS

REFORM STRATEGIES

BENCHMARKS

INTERVENTIONS

RESOURCES

CONTINUOUS LEA REVIEW IN SUPPORT OF THE PLAN

WHICH WIDA* ENGLISH LANGUAGE PROFICIENCY  STANDARDS OR DOMAINS ARE LINKED TO EACH STRATEGY?

what Research-based STRATEGIES/ACTIONS WILL BE USED

TO IMPROVE ENGLISH LANGUAGE PROFICIENCY?

(List specific strategies, not programs or program names.)

WHAT DATA WILL BE USED THROUGHOUT THE YEAR TO MEASURE PROGRESS? HOW OFTEN WILL PROGRESS BE REVIEWED?

WHAT INCREASE (%) IN PROFICIENCY IS ANTICIPATED WITH EACH REVIEW?

MO/QUARTERLY

HOW WILL THE SCHOOL PROVIDE TIMELY ASSISTANCE TO STUDENTS NOT MAKING ADEQUATE PROGRESS IN LANGUAGE ACQUISITION (APLA) AND OR ATTAINING ENGLISH LANGUAGE PROFICIENCY?

WHAT RESOURCES ARE NEEDED FOR SUCCESSFUL IMPLEMENTATION?

DATE                  +,  -.  N/A

Language Domain: Reading

WIDA standards:

·          Language arts

·          Social studies

STRATEGY:

Using 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 teacher to coach grade level teachers on how to integrate language objectives with content objectives.

·          ELL and classroom teachers use planning time to develop lesson plans that integrate language objectives.

·          Content vocabulary and writing prompts for subject matter

·          Share ELL qualifications and ELL student list with teachers by 30 September 2008.

Semester grades

WIDA/ACCESS scores at the beginning of the next school year

Progress monitoring through collaboration with classroom teachers

Standard-based portfolio assessments every 9 weeks

Monthly writing prompts

ELL students will increase language proficiency by one cohort per year.

Increased awareness in students of subject matter.

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

English grammar as supplemental lesson plans

Science, social studies, and math workbooks that enforce reading and writing objectives.

Word walls

Technology equipment: software and materials to support AHSGE remediation.$1000 paid with Title 1 funds)

LEA Review

Four times

yearly

Language Domain: Writing

WIDA standards:

·          Language arts

·          Science

·          Math

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 teacher to coach grade level teachers on how to integrate language objectives with content objectives.

·          ELL and classroom teachers use planning time to develop lesson plans that integrate language objectives

·          Content vocabulary and writing prompts for subject matter

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

·          Semester grades

·          Progress monitoring through collaboration with classroom teachers

·          Standard-based portfolio assessments every 9 weeks

·          WIDA/ACCESS scores at the beginning of the next school year

·          Monthly

ELL students will increase language proficiency by one cohort per year.

Increased awareness of subject area

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

Student will work with software program in ACCESS Lab.

Collaborative team teaching approach

English grammar as supplemental lesson plans

Science, social studies, and math workbooks that enforce reading and writing objectives.

WHAT CHALLENGES RELATED TO SCHOOL SAFETY, CLASSROOM/DISCIPLINE, AND SUPPORTIVE LEARNING ENVIRONMENTS HAVE BEEN IDENTIFIED THROUGH THE REVIEW OF SCHOOL DEMOGRAPHIC, PRECEPTION, AND PROCESS DATA?

what ADDITIONAL OR NEW REFORM STRATEGIES/ACTIONS

WILL BE USED TO ADDRESS THESE CHALLENGES?

WHAT ADDITIONAL RESOURCES (materials, personnel) WILL BE NEEDED TO SUCCESSFULLY IMPLEMENT THESE STRATEGIES?

DOCUMENT CONTINUOUS LEA REVIEW IN  SUPPORT OF PLAN

Due to the school plant consisting of 5 separate sections, the school safety committee has determined that there is a high  risk factor for:

·          Intruders

·           Unauthorized guests

·           Ability for students to leave campus 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 cameras decreases each student’s safety

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 ISS, to ensure student safety. 

SMHS safety committee will budget $1500.00 (paid with Title 1 funds) for new cameras and repairs of existing cameras  to implement this strategy

LEA Review four times yearly

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)

Blount County has a Teacher Induction Program (TIP) to provide 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.  Project TIP is a three year program 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 Team (BBSST), and curriculum implementation. Year 2 addresses

strategic teaching Strategies for 7-12 teachers. Year 3 allows each participant to select a professional development activity 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 based mentors

in similar curriculum areas who periodically meet with them to answer questions, provide suggestions for classroom management, 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 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 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, including, 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 participating in an early orientation to aid with transitioning to 7^th grade. The counselor also provides an 8^th grade orientation for parents and students regarding diploma types and graduation requirements.

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 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 contact 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 available 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.  All scheduling and assignment decisions must be made using this information.  New teachers are 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 professional development activities.  Funding for high-quality, on-going activities is provided by local, state and federal 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.

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

              overall instructional process.

o         LEP committee meetings

o         BBSST meetings

o         IEP meetings

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

All students at Susan Moore High School, including those identified as migrant, limited-English proficient, homeless, etc. have access to all services and programs available, including free/reduced lunch, Title I services, ELL services, At Risk, and counseling services.  Susan Moore High School has a full-time ELL teacher to provide ELL services to those identified as such.   Other services that are offered to assist students of special needs or populations is a social worker and professional counselor contracted through the Blount County Board of Education; the United Way Needy 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, remediation, strategic teaching, and classroom accommodations

7.  Extended Learning Opportunities:  Describe how the school provides opportunities for the most academically needy students to receive support and reinforcement of academic skills beyond the regular school day.

Peer helper tutoring is available two mornings per week before school; many teachers offer before school/after-school/ weekend 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

A. Parental Involvement:  1) Describe how the school will convene an annual meeting to inform parents of Title I requirements and offerings; 2) how there will be a flexible number and format of parent meetings offered; 3) how parents will be involved in the planning, review and improvement of the Title I Program; and 4) how funds allocated for parent involvement are being used in the school.

The Susan Moore High School Parent Involvement Coordinator holds annual meetings to inform parents of Title I requirements and offerings.  The ESL/Migrant Parent liaison attends these meetings and translates and also translates flyers, emails, and letters sent home by at the Parent Involvement Coordinator.  During the fall the school LEA’s Parent Involvement Coordinator will hold an Annual Federal Programs Informational Meeting.  Dates

of parent activities are included in a parent information brochure that is distributed to each child during homeroom.  The Blount County School System website posts parent activities’ calendars and updates these as needed.  Monthly calendars of activities for parents are sent home with students every other month.  Email reminders are sent to parents who provide valid email addresses to the Parental Involvement Coordinator.  Parents are also notified through radio announcements, newspaper announcements, and community postings. 

This spring meeting 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 on 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 are emailed a copy of the CIP for suggestion and feedback.  All parents are given the opportunity 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 submitted for posting on school website.

B. 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 programs under Title I, a description and explanation of the curriculum in use, forms of academic assessments, and achievement expectations used, and, if requested by parents, opportunities for regular meetings to formulate suggestions and participate as appropriate in decisions related to the education of their children.

On the first day of 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 have read and received the handbooks.  Near the end of October, the school is open from 12 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 attached to report cards and listed in the student handbook which is distributed on the first day of school.  This information is listed on the school web site and announced on the local radio and in the local newspapers.  The school web-site is maintained up-dated specifically for the perusal of parents.

The counselors conduct one or more meetings during the school year to discuss academic assessments, diploma options, graduation requirements, and other achievement expectations.  SMHS will host 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 attend. 

Upon request, parents are granted private meeting with teachers, counselors, and administrators.  These meetings are scheduled through the front office and  usually meetings are scheduled within twenty-four hours

C. Parental Involvement:  Describe how parents, the school staff, and students share responsibility for improved student academic achievement for participating students (School-Parent Compact).

Susan Moore High School revises its school-parent compact during late May of the previous school year.  The compact is distributed through the registration packet that students receive on the first day of school or the first day of enrollment for those who enroll after the first day.  This document is dated and signed 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 between 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 includes 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.  The 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 responsibilities that the school is willing to up hold.  This checked area list the things the staff and teachers agree will result in the students’ success.  There is also an area for added responsibilities.  The final area is for the parents/guardians.  This area 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. 

D. Parental Involvement:  Describe procedures to allow parents to submit comments of dissatisfaction with the Continuous Improvement Plan.

The School Parent Involvement Plan has a page which 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 always on file for parents in the Susan Moore High School main office.

E. Parental Involvement:  Describe how the school will build capacity for parental involvement including how parents will be encouraged to become equal partners in the education of their children.  (See NCLB Section 1118, requirements for building capacity in parental involvement.)

To ensure effective involvement of parents and to support a partnership among the school, parents, and the community to improve student academic achievement, our school:

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

Susan Moore High School will accomplish much of this through its annual parents meeting held on the Statewide Parenting Day in October.  Students and parents are also informed during registration prior to the first day of school.  During grade-level meetings parents are informed of an overview of the state academic content standards, academic 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 assessments and how to help their child succeed. 

(2)    Shall provide materials and training to help parents to work with their children 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 for non-speakers and computer literacy information on specific programs such as Word or Works.  The center houses resources used to enhance education for students and parents. 

(3)    Shall educate 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 teacher 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 definite connection between the goals and parental involvement.  The department heads are working together to conduct productive departmental meeting monthly.  These meetings are being overseen by the counselors and the principal.  Grade-level meetings are also being held on a regular basis.  Teachers are able to provide a sounding 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 involvement 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)

Susan Moore High School coordinates its parent involvement program for 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, Awards Day, Dawg Wars, Academic Picnic, Graduation, Info Fair, and Veteran’s Day Ceremonies.  The Accelerated Reading program in the seventh and eighth grades is a venue for involving parents in the classroom, in the library, and at home.  Spanish novels purchased with Title I funds are available in the Library Media Center so that students and parents may use them to enhance their educational experiences at Susan Moore High School.

(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 format and, to the extent practicable, in a language the parents can understand.  (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 the language indicated.  Susan Moore High School also has an ELL teacher who is bilingual.  She assists other teachers and/or 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.  (Describe)

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

be more involved in their children’s education

F. Parental Involvement:  Describe how the school will ensure the provision for participation of parents with limited English proficiency, 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

To an extent possible, Susan Moore High School provides opportunities for the participation of parents with limited English proficiency and parents with disabilities.  With our every-growing Hispanic population, all parent notifications are sent to parents of Hispanic children 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 correspondence to be translated.  Report cards are also provided in Spanish. 

On the Statewide Parenting Day in October, the ELL department provided specific parent meetings for the limited English proficient parents.  Phone calls to and from school during school hours can be translated by the ELL teacher.

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 like?)

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

WHAT ARE THE FUNDING SOURCES, ESTIMATED EXPENSES, AND PROPOSED NAMES OF CONSULTANTS OR ENTITIES?

Example:  Title II, $....00

Dr. Verry Goode

DOCUMENT CONTINUOUS LEA REVIEW AND SUPPORT RESULTS

Improve quality of instruction

·          Strategic teaching methods for special populations

·          Instructional strategies to improve weaknesses in assessment content

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 the Alabama Standards for Effective Professional Development which states: Effective Professional Development uses learning strategies appropriate for the intended goal.)

August 4, 2008

August 4, 2008

January 2009

Targeted weaknesses in student assessment scores.

Implemented strategies to improve instruction of the targeted weaknesses, from student assessment scores.

Implemented strategies for improved lesson plans and instruction

PEPE, lesson plans, walk-throughs

PEPE, lesson plans, walk-throughs

ACCESS Standards for migrant/ELL

PEPE, lesson plans, walk-throughs

Documentation/Certificate of attendance

Sign in sheets and minutes of participation.

Documentation/Certificate of attendance

Sign in sheet/Detached Duty form

Documentation/Certificate of attendance

LEA/School Leadership Team will conduct 9 Reviews during the 2007-08 school year.

State Professional Development Allocations

($990.00)

County/School Professionals to conduct training/ professional development/job-embedded training

LEA monitoring four times yearly

Improve knowledge of areas in:

·          Dropout Prevention

·          Increasing Standardized Test Scores

·          Drug Abuse

·          Ell student Learning

·          Classroom Management

·          Special Education

·          Special Education Collaborative Model (9/22/08)

·          SIOP  (1/09)

·          Data Meetings (Monthly)

·          Walk-throughs (Monthly)

Various Times of the Year

·             Implement new strategies  to improve these areas

·             Evidence of  Implementation revealed through walkthroughs

PEPE, lesson plans, test scores, dropout rates

Professional Development/

workshops for teachers and administrators

(3037.62 – TITLE I)

Documentation/Certificate of attendance

Presentations to faculty

Knowledge of preventive measures and response actions for school safety need to be addressed

·          Safety Plan Review

August 5, 2008

Provide strategies to improve teacher and staff responses to school safety issues

·          PEPE

·          Reflected in Lesson Plans

·          All faculty and students will participate in several safety drills

·          All faculty will have posted in classrooms safety exits routes

Chris Pullen – assistant principal

Documentation/Certificate of attendance

Behavior/discipline and classroom management techniques need to be addressed

·          Classroom Management strategies

·          Departmental meetings

September 2008

Provide strategies to improve classroom management skills in order to improve student learning.

Provide teachers with instruction, classroom management, informal observations and walkthrough procedures.

·          PEPE

·          Reflected in Lesson Plans

·          Informal observations by administration

·          Walkthroughs

Documentation/Certificate of attendance

I.  State Foundation Funds:

State Foundation Funds                                                                                                         TOTAL

$1,629,943.00

Teacher Assigned Units:                             classroom teachers:            29.83                         TOTAL OF ALL SALARIES

$1.582,660.00

Administrator Units:      1

Assistant Principal:        1

Counselor:                       1.5

Librarian:                        1

Instructional Supplies

$13,932.00

Library Enhancement

$6,095.00

Technology

$8,708.00

Professional Development

$4,354.00

State ELL Funds                                                                                                                          

$14,194.00

II.  Federal Funds:

Title I: Part A: Improving the Academic Achievement of the Disadvantaged                TOTAL

$133,360.00

Title I: (1. Schools identified for improvement must set-aside an equivalent of 10% of its Title I school-level allocation for professional development each year it is in the improvement process.  2. Also include the school’s portion of the 95% of the LEA set-aside for parental involvement. For additional guidance, check with the Federal Programs Coordinator in your school district.)

BRIEF EXPLANATION and BREAKDOWN OF SPENDING:

Salaries, Benefits, Materials, Supplies

Professional Development

District Parental Involvement Specialists and Support

Security and Safety

$94,555.31

$7783.62

$29,521.00

$1500.00

Title II: Professional Development Activities                                                                      TOTAL                         

$990.00

BRIEF EXPLANATION and BREAKDOWN OF SPENDING:

SIOP Training

Title III: For English Language Learners                                                                           TOTAL                            

0

BRIEF EXPLANATION and BREAKDOWN OF SPENDING:

Title IV:  For Safe and Drug-free Schools                                                                           TOTAL                                

0

BRIEF EXPLANATION and BREAKDOWN OF SPENDING:

Title V:  For 26 different uses; Also called “Innovative Programs”; Includes school improvement, gifted education, nurses, etc.                                                                        TOTAL                                                                                                                                                             

$250.00

BRIEF EXPLANATION and BREAKDOWN OF SPENDING:

Renaissance Soft and Career Assessment Software

Title VI:  For Rural and Low-income Schools                                                                    TOTAL

0

BRIEF EXPLANATION and BREAKDOWN OF SPENDING:

III. Local Funds ( if applicable)

Local Funds                                                                                                                            TOTAL

0

BRIEF EXPLANATION and BREAKDOWN OF SPENDING: