central freshman academy -...

Assurances

The Instructional Leadership Team members that must be present include the principal, guidance counselor, district school improvement specialist (or other designee), appropriate content-area teachers, parent representatives, and student representatives (as appropriate). Depending on the data, additional members may include special population representatives (Technology Coordinator, Special Education, ELL, etc.), district federal programs coordinator, district chief school financial officer, community stakeholders, or any other member as appropriate. Documentation will be maintained on site.

Upon submission of the Continuous Improvement Plan, the LEA assures that the plan has been properly reviewed and approved by the local Board of Education. Documentation will be maintained on site.

Indicates LEA Principal Approval based on Assurances listed above.

Part I NEEDS ASSESSMENT- SUMMARY OF DATA

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):

Instructional Leadership Team Names and Positions

● The Leadership Team must include the principal, faculty [including ELL resource lead teacher if applicable], staff, parents, community stakeholders, and/or students.

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

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Central Freshman Academy (CFA) teachers in the core subject areas of English, social studies, and biology met periodically (3 times in each discipline) during the summer to revise the 2010-2011 Continuous Improvement Plan (CIP) and to begin preliminary development of the 2011-2012 CIP. Because CFA is a 9th grade only facility that does not administer an Annual Yearly Progress (AYP) monitored assessment, it uses data from South Girard School (SGS), our primary feeder school, and Central High School (CHS) to primary school to which the majority of our scholars transition after the 9th grade year. Upon receipt of Alabama High School Graduation Exam (AHSGE) data (CHS), Alabama Reading & Mathematics Test (ARMT) and Stanford Achievement Test (SAT 10) from SGS results for the upcoming freshman class, the CFA principal disaggregated the data and prepared an analysis that was provided to each member of the CIP team for review and discussion. This data was later provided to each member of the teaching faculty during pre-service days in August for review and discussion. During these meetings, it was determined that the Academy’s focus for the 2011-2012 academic year would again be literacy—reading, writing (to include language, mechanics, and vocabulary building) and improving math skills. The entire CIP team, to include CFA faculty, parent representatives, and community representatives, met on August 16, 18, and 22, 2011, to formulate the new CIP. During the summer, more than half of the Academy staff members attended workshops deemed supportive of Academy CIP goals for the upcoming academic year. Teaching faculty new to the Academy attended classroom management and comprehension strategies training; 4 members of the A-TEAM (school leadership team) and the Academy principal attended a 3-day, in depth differentiated instruction (PLU—professional leadership learning unit) training; the collaborative teacher and faculty co-teachers in a collaborative setting attended collaborative teaching strategies and comprehension strategies training; the Academy principal and 2 teachers attended a parents as partners session, and several teachers attended a motivating today’s learners session. Attendees were charged with presenting their training to the entire Academy staff during pre-service days. Academy CIP members will meet within the first 4 weeks of school to identify strategies, professional development, and budget requirements for the CIP. Needs Assessment data will also be used for the development of this CIP. The Fall Title 1 Parent Meeting will be held Tuesday, September 13, 2011, at 6:30 p.m. to explain Title 1 and its purpose to our parent/guardian stakeholders. The will be shared with the superintendent, federal programs coordinator, and other LEA representatives; modifications and/or revisions will be made as needed, and the finalized CIP will be sent to the district school board for approval and signatures at completion of the review process.

Anne Phillips - Principal Jason Stamps - Assistant Principal Mrs. Jean Landreau- Community Representative Stephanie Jones - Parent Representative Betty Wallace - Parent Representative Cassandra Bird - Teacher/Biology Cedric Delbridge - Guidance Counselor

Central Freshman Academy - Schoolwide - Superintendent Approved Continuous Improvement Plan - 2/22/2012

System: Phenix City School: Central Freshman Academy of 30

Part I (cont.) NEEDS ASSESSMENT- SUMMARY OF DATA

SUMMARY OF NEEDS BASED ON A COMPREHENSIVE REVIEW OF DATA

I have reviewed the Annual Accountability Results Report


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

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.

Number and percentage of teachers Non-HQT:

Lise Ciancio - Collaborative Teacher/(Eng/Hy) Gabriella DuBose - Librarian Jeannie French - Teacher/Mathematics Lynn Herman - ELL/504/Special Education Specialist Kimberly Kroehling - Teacher General Art Patti Landreau - Teacher/English Kristen Thomas - Teacher/Social Studies Rodgetta Williams - Teacher/Technology/Business Education

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The Central Freshman Academy is a 9th grade only school and does not administer State testing for Annual Yearly Progress (AYP) purposes; therefore, we use assessment data from South Girard School (SGS), our primary 8th grade feeder school, and Central High School (CHS), the primary school to which our scholars enroll after completing 9th grade, when developing our plan. The Continuous Improvement Plan (CIP) team is provided the following data for disaggregation during the 1st month of school, and all were analyzed to determine the strengths and weaknesses as reflected in the data sources. · Alabama Reading and Mathematics Test (ARMT) (SGS) · Stanford Achievement Test, 10th Edition (SAT10) (SGS) · ACCESS for ELLS (English Language Proficiency Test) (SGS) · Alabama High School Graduation Exam (AHSGE) (CHS) · Alabama Alternative Assessment (AAA) (CHS) · Phenix City Writing Assessment (PCWA) 1st year administered (replaces the Alabama Direct Assessment of Writing, which is no longer administered by the State) (CFA) Other sources of data used include the School Report Card (SGS, CHS), Pride Learning Environment Survey (CFA) for both faculty and students, Educate Alabama (EdAL) teacher evaluation system, parent, student, and teacher survey results from the previous academic year were incorporated into the data as well. The disaggregated data is then used to assess the academic/culture needs of our scholars—collectively as well as by subgroup—and to establish the academic and school climate/culture goals of the Academy for the current academic year. The key subgroups for focus/analysis (comparison/contrast) were determined to be Special Education/General Education students; Black/White students; Poverty/Non-poverty students; EL students. Because the Academy has been open for just 2 years, only data from the 2009-2010 and the 2010-2011 academic years is used to determine academic and climate/culture trends.

The CFA strives to hire only those teachers that meet HQ requirements. This is completed through an in-depth review of applications and transcripts for prospective teachers. Teachers who meet HQ standards are then interviewed by the principal and/or assistant principal, during which academic skills, classroom management, professional decorum, and personality are observed and/or discussed. The teacher(s) determined to possess the best academic preparation and skill(s) is(are) then recommended.

2 or 0.833% of 25 certified teachers are Non-HQ



Number and percentage of Classes Taught by Non-HQT:

Alabama High School Graduation Exam (AHSGE):

Strengths:

Weaknesses:

Alabama Reading and Mathematics Test (ARMT):

Strengths:

6 or 0.055% of 108 sections are taught by Non-HQ

In math, 99.38% of all students scored proficient on the math portion of the AHSGE. 98.69% of black students, 95.54% of white students, and 99.32% of free and reduced lunch students all scored proficient on the math portion of the AHSGE. The number of all students who scored proficient on the reading portion of the AHSGE increased from 94.9 % to 96.8%. All sub-groups met the participation goal for the Reading and Math portions of the AHSGE and Central High School and the Central High Freshman Academy reached AYP.

3.19% of all students, 5.38% of Black students, 0.48% of White students, and 5.01% of free/reduced lunch students scored below proficiency in reading. 4.46% of white students scored below proficiency in Math. While it is noted that each subgroup of focus showed improvement in both reading and mathematics, subgroups of concern, based on the current (2011) data, are: Reading (The AMO for reading for all students in grade 11 for 2012 is 95% proficiency) · Special Education subgroup—70.59% are below proficiency in reading (proficiency index goal -43.35 in 2011improved from -65 in 2010, with the goal 0.00). · Black subgroup—21.63% are below proficiency in reading (proficiency index goal actually dropped from -5.38 in 2010 to -6.49 in 2011 with the goal 0.00) · Poverty subgroup—21.48% are below proficiency in reading (proficiency index goal -0.68 in 2011 improved from -1.19 in 2010 with the goal 0.00) Mathematics (The AMO for mathematics for all students in grade 11 for 2012 is 91% proficiency) · Special Education subgroup—77.14% are below proficiency in mathematics (proficiency index goal actually dropped from -46.58 in 2010 to -49.16 in 2011, with the goal 0.00) · Black subgroup—24.30% are below proficiency in mathematics (proficiency index goal dropped from 0.95 in 2010 to -1.31 in 2011, with the goal being 0.00) · Poverty subgroup—20.74% are below proficiency in mathematics (proficiency index goal improved from -1.19 in 2010 to –o.68 in 2011, with 0.00 being the goal)

Math Strengths: • 73.62% of all 8th grade students scored proficient in mathematics (2011), which is a 4% increase over the 2010 score of 70% proficient • 26% of Special Education students scored proficient (2011), compared to 16% in 2010 (a 10% increase) Reading Strengths: • 73% of all 8th grade students scored proficient in reading (2011), which is a 7% increase over the 2010 score of 66% • 18% of Special Education subgroup scored proficient (2011), which is an 8% increase over the 2010 score of 10% • 70% of Black subgroup scored proficient in reading (2011), a 10% increase over the 2010 score of 60% • 69% of Poverty subgroup scored proficient (2011), an 11 % increase over the 2010 score of 58% Math Strengths: · 73.62% of all 8th grade students scored proficient in mathematics (2011), which is a 4% increase over the 2010 score of 70% proficient



Weaknesses:

Alabama Science Assessment:

Strengths:

Weaknesses:

Stanford 10:

Strengths:

Weaknesses:

· 26% of Special Education students scored proficient (2011), compared to 16% in 2010 (a 10% increase) Reading Strengths: · 73% of all 8th grade students scored proficient in reading (2011), which is a 7% increase over the 2010 score of 66% · 18% of Special Education subgroup scored proficient (2011), which is an 8% increase over the 2010 score of 10% · 70% of Black subgroup scored proficient in reading (2011), a 10% increase over the 2010 score of 60% · 69% of Poverty subgroup scored proficient (2011), an 11 % increase over the 2010 score of 58%

Both the ARMT reading and mathematics scores show an upward trend for the total student population; however, the AMO was not met in either reading or mathematics. Additionally, there was a no improvement in the level of proficiency for Black students in math—71% in both 2010 and 2011; poverty students decreased by 1%, from 70% in 2010 to 69% in 2011.

The AHSGE Biology data relates more because it is given after the Biology course is successfully passed at the 9th grade level. NOTE: AMO standard has not been established for Biology. Current data shows that 86% of students tested during the Fall 2010 and Spring 2011 passed the Biology section of the AHSGE; this score represents a 4% increase over the score covering the same test administrations of the previous academic year. The Biology scores show an upward trend among key populations: • 92% of all students tested were proficient in 2011, a 4% increase over the 2010 score of 88% • 68% of Special Education subgroup scored proficient in 2011, a 29% increase over the 2010 score of 39% • 90% of Black subgroup scored proficient in 2011, up from 86% in 2010 • 91% of the Poverty subgroup scored proficient in 2011, a 5% increase over the 2010 score of 86%

Although the AHSGE Biology scores show steady improvement, the variance between the General, Black, and Poverty subgroups (91% average proficiency) compared to the Special education subgroup—68% proficient) is vast (23%). Additionally, standards 5 and 12 are the content objectives that have shown the least improvement over the past 2 academic years (fall/spring administrations combined for 2009-2010 and 2020-2011). • Content Standard 5—Identify levels of organization in the biosphere—75.1% mastery • Content Standard 12—Describe protective adaptations of animals—71.9% mastery

While we may be able to celebrate that 80% (up from 78% last year) of our entering freshmen scored proficient on the SAT 10 Reading Comprehension sub-test, the accountability data clearly shows minimal gains in the SAT 10 Reading composite scores, when compared to the national average of 50. Overall, there was a 1% gain (from 41% in 2010 to 42% in 2011) for all students; a 2% gain (from 10% in 2010 to 12% in 2011) for the Special Education subgroup (from 35% in 2010 to 37% 2011) for the Black subgroup; a 3% gain for the poverty subgroup (from 34% in 2010 to 37% in 2011). There was no growth in the area of mathematics for all students tested (48% scored proficient in 2010 and 2011). The Black subgroup showed a 3% gain (from 41% in 2010 to 44% in 2011) as well as the Poverty subgroup, which is up from 41% in 2010 to 44% in 2011.

While we may be able to celebrate that 80% (up from 78% last year) of our entering freshmen scored proficient on the SAT 10 Reading Comprehension sub-test, the accountability data clearly shows minimal gains in the SAT 10 Reading composite scores, when compared to the national average of 50. Overall, there was a 1% gain (from 41% in 2010 to 42% in 2011) for all students; a 2% gain (from 10% in 2010 to 12% in 2011) for the Special Education subgroup (from 35% in 2010 to 37% 2011) for the Black subgroup; a 3% gain for the poverty subgroup (from 34% in 2010 to 37% in 2011).



Dynamic Indicators of Basic Early Literacy Skills (DIBELS):

Strengths:

Weaknesses:


Alabama Direct Assessment of Writing (ADAW):

Strengths:

Weaknesses:

ACCESS for English Language Learners (ELLs):

Strengths:

Weaknesses:

There was no growth in the area of mathematics for all students tested (48% scored proficient in 2010 and 2011). The Black subgroup showed a 3% gain (from 41% in 2010 to 44% in 2011) as well as the Poverty subgroup, which is up from 41% in 2010 to 44% in 2011.

Not applicable to the Central High School Freshman Academy


The Alabama Direct Assessment of Writing (ADAW) is no longer administered as part of the AYP accountability testing. However, the Phenix City Writing Committee has developed the Phenix City Writing Assessment (PCWA), which was administered for the 1st time in the spring of 2011. There is no comparative data as this is the 1st time administration of this writing instrument. During this administration, 83.6% of the scholars enrolled at CFA took the assessment. The PCWA consisted of 3 different writing prompts—Narrative, Expository, Persuasive—and 1 was randomly assigned to each student. The scores were recorded at 4 levels of proficiency: IV = Exceeds Writing Standard; III = Meets Writing Standard; II = Partially Meets Writing Standard; I = Does Not Meet Writing Standard. Narrative Prompt—82% scored at or above Proficient (III/IV) Expository Prompt—82% scored at or above Proficient (III/IV)

Overall, 16% of 9th graders that took the assessment scored below Proficient (I/II) Persuasive Prompt—31% of the students that were assigned this prompt failed to score at the Proficient level.

The majority of EL students evaluated scored highest in the areas of Listening and Speaking under the WIDA standard, Language of Language Arts. All EL students in Phenix City are provided the opportunity to participate in all academic and non- academic activities offered, both in school and after school. All Phenix City Schools have consistently showed gain in all academic areas. Our district and each school has an EL Plan prepared to address the needs of the EL population. All EL students are evaluated and their ACCESS results are used to modify each school’s plan and the district’s plan respectively. Additionally, each school has a designated EL teacher-representative to assist with plan development and utilization of resources. All forms are provided in the students native language and an interpreter is provided as needed. The Central Freshman Academy currently has one EL student. This student scored a 5.1 on the speaking portion of the ACCESS test. This score is considered "bridging" and suggests that the student is capable of specialized or technical language of the content areas, and that the student would be approaching comparability in oral and written language to that of English-proficient peers when presented with grade level material. This score is considered above the 4.8 proficiency score required by the Alabama State Department of Education.

Phenix City schools did not meet Annual Measurable Achievement Objective (AMAO) status for the 2010-2011 year because we did not meet the state exit criteria of 13%. The number of All of the EL students who entered our system were natives to countries which spoke a language other than English. The English Learners (EL) population is very mobile. This targeted group of students changes from school to school and from year to year. Very few students return to our schools for the second year and most leave without officially withdrawing. This mobility makes it very challenging to monitor growth and deficits in language acquisition. The greatest area of need for all EL students is in the area of Reading and Writing under the WIDA standard, Language of Language Arts. The Academy currently has one EL student who scored below the 4.8 proficiency level in listening, reading, writing, literacy, and comprehension on the ACCESS test. The student scored at



EducateAL or other Professional Evaluation Profile Information:

Strengths:

Weaknesses:

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

Strengths:

Weaknesses:

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

the following levels: Listening - Beginning Reading - Entering Writing - Beginning Oral Language - Developing Comprehension - Beginning

All non-tenured teaching faculty (except the 2 collaborative special education teachers) were evaluated using the EdAL instrument. 95% were at the Integrating/Innovative level for Standard 5.1—Collaborates with stakeholders to facilitate student learning and well being; 5.2—Engages in professional learning to move practice forward; and 5.3—Participates as a professional learning community member in advancing school improvement initiates. 88% were at the Integrating/Innovative level for Standard 3d.1—Utilizes and integrates available emerging technology into the teaching of all content areas.

Specifically, the data clearly shows 4 areas of concern: Standard 4c.1 - Recognizes characteristics of exceptionality in learning; appropriate interventions (60% of teaching faculty at Emerging) Standard 4c.2 - Develops and maintains inclusive learning environments that address the needs of exceptional learners (60% of teaching faculty at Emerging) Standard 4d.2—Designs learning experiences that engage learning styles and multiple intelligences (70% of teaching faculty at Emerging)

Alabama Alternate Assessment Data: 2 or 100% out of 2 students scored 3 or proficient on the AAA assessment. EXPLORE is the 1st component of the Alabama College and Career Ready Assessment System that is administered at the 8th grade level. It is a curriculum-based assessment program designed to assess academic progress; provide an early indicator of college readiness, as well as help students understand and begin to explore the wide range of career options available to them. EXPORE consists of 4 subtests—English, Mathematics, Reading, Science—and a non-cognitive Career Interest Inventory. It was administered for the 1st time in October 2010, to our primary feeder school 8th graders, so there is no comparative data from previous administrations at the local level. Because EXPLORE is the 1st component of the new Alabama Assessment System, the data from the test results are valuable in helping to formulate the initial CFA CIP goals in the area of college readiness as well as provide additional information on our students’ proficiency level in the key areas of Reading and Mathematics. Reading Scores: · 39.5% of all students tested met the Benchmark Composite score of 15;this is 9.8% less than the percentage (49.3) achieved by a comparative reference group o Prose/Fiction = 62% Benchmark , which is only 5% less than the comparative reference group score of 67% o Social Science = 50% Benchmark, which is 7% less than the comparative reference group of 57% o Humanities = 45% Benchmark, or 7% less than the comparative reference group score of 52% Mathematics Scores: · 52.3% of all students tested met the Benchmark Composite score of 17; this is 6.3% less than the comparative reference group’s score of 58.6%. While this may seem better than the Reading score, close analysis denotes a 2-digit deficit in both Pre-Algebra (36% proficiency compared to 47% level of reference group) and Elementary Algebra (40% proficiency compared to 51% of the reference group)

EXPLORE Data (from South Girard School): Only 39.5% of eighth grade students tested during the October 2010 administration of the EXPLORE scored at benchmark on the Reading (Social Sciences) portion as compared to the reference group benchmark of 49.3%, a difference of 9.8%. 52% of eighth grade students tested during the October 2010 administration of the EXPLORE scored at benchmark on the Punctuation section of the English portion as compared to the 62% of the reference group, a difference of 10%. In addition, 46% of eighth grade students tested during the October 2010 administration of the EXPLORE scored at benchmark on the Style section of the English portion as compared to 58% benchmark of the reference group, a difference of 12%.



Strengths:

Weaknesses:

Career and Technical Education Program Data Reports:

Strengths:

Weaknesses:


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:

Weaknesses:

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

Strengths:

(Based on CFA Needs Assessments data for 2010-2011 school year) Low Student Needs: To learn what they like and why they like to do it; to learn how to work within the social group; to understand the changing roles of men and women in the world of work.

Top Student Needs: To understand how to use time wisely; to understand how feelings affect behavior; to understand how to better prepare for tests and to score higher on tests.

Based on CHS Career and Technical Education Core Indicator Report:The Career and Technical Education Core Indicator Report yields the following: - The CHS Career Technical Education program attained reading/language arts skills with 97.31%. - The CHS Career Technical Education program attained mathematics skills with 92.34%. - The CHS Career Technical Education program attained technical skills with 83.28%. The CHS Career Technical Education program met the attainment of the placement goal with 95.50%.

The Career and Technical Education Core Indicator Report yields the following: - The CHS Career Technical Education program did not attain the goal for non-traditional participants in programs identified as non-traditional. - The CHS Career Technical Education program did not attain the goal for non-traditional concentrators in programs identified as non-traditional.

The downward trend (although small) in the number of referrals as well as the severity of referrals continues. In 2010, there were 258 Class II referrals; in 2011, there were 232 Class II referrals; this represents a 10% decrease. In 2010, there were 268 Class I referrals for Defiance of Authority; in 2011, there were only 93 Class I referrals for Defiance of Authority. This represents a 65% decrease.

According to the PCBOE Code of Discipline, high school grade level students are placed in an alternative learning environment away from the home-base school when they receive a discipline referral for fighting. The Success Academy houses those students placed on alternative service status. In 2011, 19 students were placed in the alternative placement school. This represents a slight increase (0.8%) over 2010, when only 17 students were placed in an alternative setting as the result of a fighting incident.

(CHS CIP information)



Weaknesses:

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

Strengths:

Weaknesses:

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

Strengths:

Weaknesses:

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

Strengths:

Weaknesses:

Although students do not graduate from The Academy, the CHS graduation rate is important and has bearings on Instructional decisions made at the 9th grade level. According to the CHS CIP, the “Graduation Rate Goal” for the 2010-2011 school year was met for AYP purposes due to uniform averaging. Programs such as EXTRA, Credit Recovery and Grade Recovery have been implemented to assist the high school in its efforts to improve the CHS graduation rate. Also,a Reading teacher, school counselor, and librarian are on staff to address student needs and will have a positive impact on the graduation/student retention rate as well.

According to CHS CIP data, the CHS graduation rate decreased from 98% for the 2008-2009 school year to 84% for the 2009-2010 school year while rising to 90% for the 2010-2011 school year.

Low rate of teacher turn-over and/or transfer rate, with 75% of the teaching staff retained from the 2010 academic year. Monthly common planning and data disaggregation meetings; mentoring program; team-building professional learning activities, and summer pre-plan sessions are used to address new and/or inexperienced faculty.

Due to reduction in force, our teaching staff dropped from 27 in 2010 to 24 in 2011. The key area of mathematics has only 3 teachers serving a student population of 438 with the average ratio of 1:30. This larger teacher-student ratio in our regular Algebra 1 negatively impacts the teacher’s ability to effectively address the individual needs of the struggling students.

Our average daily attendance (ADA) continues to show improvement. In 2011 our ADA was 93.11%, which is a 5.11% increase over the 2010 academic year.

We did not meet our overall attendance goal of 95%. Additionally, our promotion rate decreased as well; 349 or 84.3% of 414 scholars were promoted to the 10th grade in 2011. This is a 5.7% decrease from 2010, when 90% of the 440 scholars were promoted to 10th grade. The data does not show that attendance played a noticeable role in the increase in retained students. What the data does show is that of the 64 students retained in 2011, 45 or 70% of them were in the Black subgroup. That is significant since the Black subgroup only made up 66% of the total 2011 student population.

All of our parent/guardian stakeholders were provided the opportunity to complete the CFA Parent Survey for the 2011 academic year; however, only 127 (31%) actually responded. The results are as follows: · 97.72% of parents/guardians say they feel welcome at the Academy · 93% felt that the Academy encouraged them to be involved in their scholar’s education · 86% said they knew the Academy’s academic goals · 98% stated they had a clear understanding of their scholar’s report cards and test scores · 84% felt they could reach their scholar’s classroom teacher(s) to discuss their student when necessary · 93% felt that the Academy teachers are interested and cooperative when the parent discussed the student’s academic progress and/or other concerns · 86% said they are aware of the Academy’s extra services (counseling, speech therapy)

· 32% stated they did not know how additional help with reading and/or mathematics is provided by the Academy · 32% stated they did not know what their scholar should know and be able to do (Academic Content Standards) in the mathematics course he/she is taking · 46% stated they did not know how to get involved with Academy planning/review committees



School Perception Information related to student PRIDE data.

Strengths:

Weaknesses:

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:

Weaknesses:

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:

Weaknesses:

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

Strengths:

Weaknesses:

Part II - GOAL TO ADDRESS ACADEMIC NEEDS

The 2011 data shows: · 87% of the students agree that the Academy sets clear rules on bullying · 80.8% state they have never been physically harmed by another student; up 2.2% from the 2010 survey · 89.8% say the Academy is a good place to learn · 80.8% feel a part of the Academy; up .8% from 2010 survey

12% of students indicate bullying interferes with school work; while this has decreased from 14% in 2010, it is still an area of concern. 14.7% of students feel that their school work is not important; this is up 3% from 2010—which was 11.7%.

Currently, the Academy has one EL student enrolled. Rosetta Stone and other software will be utilized to assist the student in increasing listening, reading, writing, literacy, and comprehension abilities. Where applicable, the Spanish option will be utilized in Saxon Math and World History. The student will also be paired with another bilingual (English proficient) student. the personnel are focused on helping EL students.

The Academy does not have access to Spanish resources.

The student, faculty, staff, and parents will have access to Bilingual teachers at Central High School. One teacher on staff has experience with an EL student in the classroom.

Currently, there are no Spanish speaking teachers or staff at the Academy.

In 2011, 76% of Academy scholars maintained an overall average of 70 or above, with 70 representing benchmark. Although this represents a 4% decrease in benchmark achievement for 2010, when 80% of the scholars maintained benchmark, this percentage is still a good indicator that instructional strategies, such as common benchmark assessments, are having a positive impact on student achievement.

Compared to 2010, when only 45 scholars were retained, 65 were retained in 2011. This represents a 5.7% increase in student retention—we’re moving in the wrong direction.



Part II - GOAL TO ADDRESS ACADEMIC NEEDS – All components to support improving academic achievement, INCLUDING SCHOOL CULTURE CONSIDERATIONS, should be related to the weaknesses identified in the data summary. Use the SMART Goals format to address areas of need.

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

1. Develop and improve Reading skills

Description:Develop and improve Reading skills of 9th grade students to improve percentage of students who pass the Reading section of the AHSGE the first time it is taken and improve student achievement overall across the curriculum.

Data Results on which goal is based:AHSGE results from CHS (10th-12th grade) students who took the assessment during the Fall of 2010 and Spring of 2011 administration, and the Phenix City Public Schools Writing Assessment.

Target Grade Level(s): 9th grade Target Content Area(s): Reading ARMT: Reading

Additional Academic Indicators:ARMT Reading results 2011 SAT 10 Reading results 2011

Target Student Subgroup(s):Black males; free and reduced

Courses of Study:ACOS standards for Reading/ AHSGE Reading objectives IV-1 Determine meaning of words III-2 Analyze literary elements III-1 Recognize logic and arguments II-1 Identify main idea II-5 Recognize summary statements

Strategies:1.1 Improve reading mechanics and comprehension skills

Description:STRATEGY: Improve reading mechanics and comprehension skills; use SRB SRA Direct Instruction and Corrective Reading Programs & Coach

Action Steps:1.1.1 Incorporate Differentiated Instruction

Description:Implement a school-wide reading program; Target areas where comprehension is lacking by: Identifying supporting detail, sequencing, identifying main ideas, drawing conclusions, recognizing summary statements, preview and predict, and organizational patterns in text.

Benchmarks:Analyzing past ARMT and SAT 10 and AHSGE Reading scores; Formative and summative testing; Lesson plan review

Interventions:



Reading Enrichment after school program until 3:35; Parent/student/teacher conferences; Support from individual teachers; Mathematician Reports (Algebra); Serial Killer Research projects (Law & Society); Reading coach; Reading Across the Curriculum: Pigman (English); We Beat the Streets (All areas); City of Ember (Biology); Night (World History)

Resources:Up-to-date Weekly Readers in all courses . . . . Math $8.25 each, Reading/English $10.25 each; Upfront Magazine (Social Studies) . . . . .$9.25 each ($1000 3 class sets); Science World Magazines (Biology) . . . . $9.25 each ($1000 4 class sets); Class sets of Graphic Novels; DVD’s for Novels; Scantrons . . . . $22.50; Professional development via EARIC, SREB, NMSA, etc (Title I/II .. . .$15,000) Coach Workbooks . . . . $10.99 each

1.2 Improve vocabulary recognition

Description:Improve vocabulary recognition

Action Steps:1.2.1 Target areas to improve vocabulary

Description:Target areas to improve vocabulary by: Understanding word origin, word pronunciation, understanding figurative language, determine word meanings, demonstrate reference material usage All subject areas will incorporate word walls, graphic organizers, VENN diagrams, and other strategies. Incorporate Math Common Core State Standards in Vocabulary in Algebra and Geometry. Crossword puzzles will be utilized in Art classes to encourage students to read instructional material to locate answers.

Benchmarks:Periodic vocabulary testing; Lesson plan review; Analyzing past SAT 10 Reading Vocabulary scores

Interventions:Reading Enrichment after school program until 3:35; Parent/student/teacher conferences; Support from individual teachers; Reading coach

Resources:Computer software; Graphic organizers; Word walls; VENN diagram; Reading Centers Alabama Reading Initiative Techniques (ex. chuncking) Alabama Reading Initiatve Training and follow Up

1.3 Maintain school-wide reading improvement plan

Description:Maintain school-wide reading improvement plan to improve overall reading skills of all students

Action Steps:1.3.1 School-wide Reading Initiative

Description:Require in-class oral presentations and verbal communication skills through daily reading and sharing activities; School-wide reading initiative (ALL courses/subjects)

Benchmarks:Lesson plan review; Formative and summative testing; Parent/student surveys; Reading Pep Rally participation; Teen Read Week



Celebration/participation; Scholastic Book Fair participation

Interventions:Reading Enrichment after school program; Parent/student/teacher conferences; Reading coach

Resources:Reader’s Theatre materials; Books for each student and teacher; Scholastic Magazines for each course (Title 1 $2400) Books for Media Center

2. Increase passage of AHSGE Mathematics portion

Description:Increase the percent of 9th grade students taking and passing the Mathematics section of the AHSGE the first time from 67% to 70% during the 2011-2012 school year.

Data Results on which goal is based:AHSGE results for 9th grade students who took the assessment during the Fall 2010 administration and the Spring 2011 administration. Data shows that 69% passed the math section in the Fall of 2010 and 66% passed the math section in the Spring of 2011, for an average of 67.5%. No improvement was shown from the 2009-2010 to the 2010-2011 school years.

Target Grade Level(s): 9th Grade Target Content Area(s): Math ARMT: Math

Additional Academic Indicators:ARMT Math results for 2010; SAT 10 Math results for 2010

Target Student Subgroup(s):All students

Courses of Study:ACOS standard 4 Represent graphically common relations; standard 7 Model real-world problems by developing and solving equations and inequalities, including those involving direct and inverse variation AHSGE Math objectives VI-1 Represent problem situations (translate) V-1, 4 Graph or identify graphs of linear equations. Identify graphs of common relations

Strategies:2.1 Improve higher order thinking and problem-solving

Description:Continue implementation of the Saxon curriculum to help build foundational skills to improve higher order thinking and problem-solving abilities. Assign distributed and integrated practice problems that provide students a depth of understanding. The integrated nature of the Saxon curriculum will allow students to maintain and build upon concepts previously taught as well as comprehend how the concepts connect to each other and to real-world problem situations

Action Steps:2.1.1 Cummulative Assessments

Description:



Frequent, cumulative assessments will be administered after every 5 lessons.

Benchmarks:Test scores from the comprehensive exam in conjunction with ARMT and SAT 10 scores will be used to assess each student and determine if additional intervention is needed.

2.1.2 Improvement of Instruction

Description:Continued improvement of instruction after collaborative meetings among the entire CFA math department through common planning and district through math committee meetings and the use of curriculum pacing guides.

Benchmarks:Test scores from the cumulative and benchmark test administered to the students will be compared across the board and analyzed to identify specific objectives that need to be re-taught.

Interventions:Students will be mandated to attend tutoring twice a week until skills are mastered (EXTRA Re-teach) Saxon Math Night (Parent Involvement) Math Enrichment after-school program (Math Club) Math Counts

Resources:Saxon workbooks; Replacement calculators for test-prep skills . . .(Title 1 $200.00); Replacement/supplemental Saxon textbooks . . .(Title 1 $1200); Scantrons . . . (4 sets @22.50/100) $90.00; Saxon Math Night . . $2000

2.2 Reviewing Curriculum

Description:Incorporate a 5-day intensive review of the AHSGE objectives the week before administration of exam in the Fall ; continued implementation of Saxon Geometry

Action Steps:2.2.1 Algebra I Review

Description:Administer a comprehensive Algebra I review exam prior to beginning the Geometry material.

Benchmarks:Assessment will come from review exam test scores.

2.2.2 AHSGE Practice Test

Description:Administer an AHSGE practice test.

Benchmarks:Data from the AHSGE results will be used to determine effectiveness of test-prep skills.



Interventions:Students will be mandated to attend tutoring twice a week until skills are mastered (EXTRA Re-teach)

Resources:Fill-in textbooks and supplementary materials (Title 1 $1500)

3. Improve the pass rate on the AHSGE Biology section

Description:Improve the pass rate on the AHSGE Biology section from 86%% to 89% during the 2011-2012 Fall and Spring administrations of the assessment.

Data Results on which goal is based:The CHS Fall 2010 and Spring 2011 administrations of the AHSGE Biology results

Target Grade Level(s): 9th Grade Target Content Area(s): Science ARMT: Science

Additional Academic Indicators:AHSGE results for the 2010-2011 school year


Courses of Study:Biology 2-Describe cell processes necessary for achieving homeostasis, including active and passive transport, osmosis, diffusion, exocytosis, and endocytosis; 3-Identify reactants and products associated with photosynthesis and cellular respiration, and the purposes of these two processes; 4/9- Describe similarities and differences of cell organelles, using diagrams and tables. Differentiate between the previous five-kingdom and current six-kingdom classification system ACOS/AHSGE standards/objectives for Biology 12-Describe protective adaptations of animals, including mimicry, camouflage, beak type, migration, and hibernation; 13-Trace the flow of energy as it decreases through the trophic levels from producers to the quaternary level in food chains, food webs, and energy pyramids; 15-Identify biomes based on environmental factors and native organisms; 16-Identify density-dependent and density-independent limiting factors that affect populations in an ecosystem. AHSGE Reading objectives (See standards in Reading section of this document); AHSGE Language objectives (See standards in Language section of this document)

Strategies:3.1 Weekly Review to maintain AHSGE skills

Description:Incorporate a weekly review that will maintain AHSGE skills learned throughout the course.

Action Steps:3.1.1 Administer Coach book unit test

Description:Administer Coach book unit test and SAT skills practice. Establish the Coach guide pretest as the criterion referenced test to provide a base score for each student.



Benchmarks:Implement benchmark test after each ojbective covered.

Interventions:Students who do not achieve proficiency on benchmark tests will be mandated to attend remediation or Science Enrichment to increase benchmark score; Parent/student/teacher conference

Resources:Additional textbooks; Lab materials for experiments; 840 3 prong folders (Title 1$300); Outdoor classroom (Apply for Lowe’s Grant); Cornfield Genetics project (Title 1 $275); Paper . . . (Title I $332); Toner . . . . )Title I $128)

3.2 Improve Student Reading and Writing Skills

Description:To improve student reading and writing skills as well as increase student interest in current science related issues.

Action Steps:3.2.1 Reading Activities

Description:Monthly reading activities using “Science World”; Magazine articles and supplemental activities.

Benchmarks:Students will read articles and answer comprehension questions related to the articles.

3.2.2 Novel Reading: City of Ember

Description:Students will read a novel (City of Ember) and complete written and oral assignments based on the reading.

Benchmarks:Use City of Ember to encourage reading for pleasure and to encourage writing about literature with a scientific theme. Students will complete written responses to questions about the book. Students will also meet CIP goals by writing paragraphs based on open-ended questions that relate the reading to science goals. This will increase higher order thinking skills.

Interventions:Students will receive an incomplete for any assignment not properly completed. This will directly affect their course grade. Parent /student/teacher conference

Resources:4 class sets of “Science World” magazine. $9.25 each (4 class sets 1000); Professional Development opportunities; iPADS (General funds for new library); Aperture software (General funds for new library); Toner for printers (Title 1 $332); Paper (Title 1 $128); Professional library (General funds for new library)

4. Improve overall language skills

Description:Develop and improve Writing skills of 9th grade students to result in improved scores in writing mechanics, sentence formation, and grammar usage and to



improve overall language skills to result in a higher pass rate on the AHSGE Language section the first time it is taken.

Data Results on which goal is based:SAT 10 Language results (SGS) for 9th grade students who took the assessments during the Spring 2011 administration, the Phenix City Public Schools Writing Assessment results from the 2011 administration, and CHS (grades 10 – 12) AHSGE Language results from the Fall, Midyear, and Spring assessment administrations.

Target Grade Level(s): 9th Grade Target Content Area(s): Other - Language ARMT: Language

Additional Academic Indicators:The Phenix City Writing Assessment 2011 results; AHSGE Language results for the 2010-2011 school year SAT 10 Language results for the 2010-2011 school year


Courses of Study:ACOS Writing/Language standard 10- Determine correct use of commas with appositive and direct quotations, colons, to introduce lists, semicolons with a series of elements separated by commas, and punctuation for a divided quotation. Standard12-Apply the use of subject-verb agreement with collective nouns when verb forms depend on the rest of the sentence; with compound subjects, including those joined by/with the second element as singular or plural AHSGE Language objective I-1 –I-6 Identify correct noun, verb, pronoun forms; subject-verb agreement; pronoun antecedent agreement; and verb shifts. IV-1-5 Demonstrate correct use of capitalization and punctuation ACOS standards for Writing/Language Standard 7-Write in narrative, expository, and persuasive modes using figurative language and imagery when effective and appropriate. Standard 8- Critique paragraphs for logical progression of sentences. AHSGE Language objective III-1 Demonstrate correct sentence structure; II-1 Use clear, vivid, and precise language.; II-2 Use formal and informal language; VI-Paragraph progression and completeness objectives ACOS Reading standards 1-Identify genre, tone, and plot in short stories, drama, and poetry; identify organizational structure in essays and other nonfiction text to comprehend 9th grade recreational reading materials; 3- Read with comprehension a variety of 9th grade informational and functional reading materials AHSGE Reading objectives I-1 – II-2 Identify supporting details, sequence of events, main idea, and draw conclusions; II-5 Recognize summary statements; III-2 Analyze literary elements

Strategies:4.1 Improve language mechanics, writing, and grammar

Description:Improve language mechanics, writing, and grammar skills.

Action Steps:4.1.1 Target specific areas

Description:Target specific areas for each grade level including: parts of speech, parts of the sentence, and punctuation and capitalization.

Benchmarks:Analyze current test scores to assess the improvement on AHSGE Language section

4.1.2 Remediation of specific skills



Description:Purchase class computers and software to utilize for remediation of specific skills

Benchmarks:Teacher developed formative and summative assessments; Standardized assessments; Student projects

Interventions:After-school tutoring until 3:35 (EXTRA); Credit Recovery & Grade Recovery (E2020); Support from individual teachers

Resources:Scantrons . . . $562.00; Computer Software—Great Source Writing Program . . . (Title 1 $5,058); Computers/iPADS . . . (Title 1 $10,350); Computer Paper . . . $128; Computer Ink/Color printers . . . $500; Transportation Funds/Field trips

4.2 Incorporate writing across the curriculum program

Description:Incorporate writing across the curriculum program

Action Steps:4.2.1 Writing Rubrics

Description:Create writing rubrics for each area of curriculum

Benchmarks:Consistent assessment tools utilized by all English, Science, Math, Fine Arts, Foreign Language, Physical Education, and Social Studies Teachers in these areas

4.2.2 Journals

Description:Utilize Journals in classes as well as small group character education “vent” journals

Benchmarks:EXPLORE results

Interventions:Compare Progress using Rubrics; After-school tutoring; E2020; Support from individual teachers

Resources:Interactive Notebooks for each student ($200); Journals for each student ($200); Presenters (through professional connections—Free); Professional development (Title I & Title II) EARIC, SREB, National Middle Schools Conference

4.3 Maintain school-reading improvement plan

Description:Maintain school-reading improvement plan to improve overall reading skills.



Action Steps:4.3.1 Daily Reading and Sharing Activities

Description:Encourage in-class oral presentations and verbal communication skills through daily reading and sharing activities.

Benchmarks:Book report projects; Oral presentations

4.3.2 Summer Reading Program

Description:Initiate summer reading program for honors to include reading test and writing reflection

Benchmarks:Book report projects; Oral presentations; Formative and summative assessments (teacher-developed and standardized); Current AHSGE Reading results; EXPLORE results

4.3.3 Continue school-wide reading initiative

Description:Continue school-wide reading initiative

Benchmarks:Book report projects; Oral presentations; Formative and summative assessments (teacher-developed and standardized); Current AHSGE Reading results; EXPLORE results

Interventions:After-school tutoring (EXTRA); E2020; Support from individual teachers

Resources:Books for each student and teacher (already purchased); Fill-in textbooks and supplementary materials ($250); Library Books ($3500)

Part III - GOAL TO ADDRESS ANNUAL MEASURABLE ACHIEVEMENT OBJECTIVES (AMAOs) AND ENGLISH PROFICIENCY NEEDS

Part III - GOAL TO ADDRESS ANNUAL MEASURABLE ACHIEVEMENT OBJECTIVES (AMAOs) AND ENGLISH LANGUAGE PROFICIENCY NEEDS – Note: Refer to the ELL Data Compilation Form as part of the needs assessment in forming goals. If any ELL student did not make AMAOs, complete this page.

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

1. Improve ACCESS scores in each category

Description:



Increase Listening ACCESS score from a 2.9 (beginning) to a 3.4 (developing); Increase Speaking ACCESS score from a 5.1 (bridging) to a 5.6 (bridging); Increase Reading ACCESS score from a 1.9 (entering) to a 2.4 (beginning); Increase Writing ACCESS score from a 2.7 (beginning) to a 3.2 (developing); Increase Oral Language ACCESS score from a 3.8 (developing) to a 4.2 (expanding); Increase Literacy ACCESS score from a 2.1 (beginning) to a 2.6 (beginning); Increase Comprehension ACCESS score from a 2.6 (beginning) to a 3.1 (developing).

Data Results on which goal is based:ACCESS for ELLs administered at South Girard School during the 2010-2011 School year

Target Grade Level(s): Ninth Target ELP Language Domain(s): Reading,Writing,Listening,Comprehension WIDA Standards: Listening: Developing (Knows and uses social English and some specific academic language with visual and graphic support) Reading: Beginning (locate and classify information; identify facts and explicit messages; Select language patterns associated with facts) Writing: Developing (Knows and uses social English and some specific academic language with visual and graphic support) Comprehension: Developing (Knows and uses social English and some specific academic language with visual and graphic support) Strategies:

1.1 Improve reading, speaking and listening skills

Description:Improve English reading, speaking, writing, and listening skills through Rosetta Stone, buddy students, experienced teachers, and oral administration of tests.

Action Steps:1.1.1 Buddy Student

Description:The EL student will be paired with a bilingual student to increase comfort level in school procedures, activities, and surroundings. The EL student will benefit from strategies that assist other learning-challenged students such as "chunking" assessments by administering various parts of the assessment at different times.

Benchmarks:Progress will be measured based on EL student's level of completion of assignments and assessments (in reference to benchmark)

1.1.2 Rosetta Stone

Description:Rosetta Stone will be utilized to provide student with English language instruction to increase comfort level and use of English.

Benchmarks:Progress monitor EL student's successful completion of program components on a monthly basis

1.1.3 Experienced Teacher

Description:The CFA has one teacher on staff who is experienced in teaching an EL student. The EL's current teacher may utilize this teacher as a resource in locating activities to involve the student and how to communicate with parents. Two collaborative teachers are on staff to assist EL students with assignments and assessments. Alabama Reading Initiative strategies will also be incorporated cross-curricula. All CFA teachers will receive Differentiated Instruction training throughout the 2011-12 academic year and will implement DI strategies to assist all students, including the EL student.



Benchmarks:Student progress will be monitored to assess increase in classroom involvement and improved reading, listening, and speaking skills.

1.1.4 Oral Administration of Classroom Assessments

Description:Given that the student's speaking ACCESS score is in the bridging stage (a level higher than any other domain) the student will have the option to have her tests administered orally. The assessments will also be broken up into sections (the ARI strategy "chunking") as needed to increase understanding of instructions.

Benchmarks:The EL student will show an increased assessment average on tests administered in each discipline.

Interventions:Reading Enrichment after school program until 3:35; Parent/student/teacher conferences; Support from individual teachers; peer tutoring; Reading coach; TransAct; computer programs; Media Lab

Resources:Rosetta Stone (shared with Central High School) Apps for iPads $25.00 Paper $10.00 Toner $70.00

Part IV - STRATEGIES TO ADDRESS SCHOOL SAFETY, CLASSROOM MANAGEMENT/DISCIPLINE, RtI FRAMEWORK AND BUILDING SUPPORTIVE LEARNING ENVIRONMENTS

Part IV - STRATEGIES TO ADDRESS SCHOOL SAFETY, CLASSROOM MANAGEMENT/DISCIPLINE, AND BUILDING SUPPORTIVE LEARNING ENVIRONMENTS Strategies developed to address improving school safety, classroom management /discipline, and building supportive learning environments should be related to the weaknesses or program gaps identified in the data summary (e.g., parental/community involvement, teacher collaboration, student/teacher motivation). The LEA and school must develop a timeline for multiple reviews of continuous improvement efforts.

1. Teacher Retention

Description:Continue to establish a benchmark for teacher retention of 95% or above (93.1% retention rate for previous year)

Strategies:1.1 Teacher Retention

Description:Use a system of positive reinforcement to encourage teacher retention

Action Steps:1.1.1 Friday Forms to stay apprised of teacher concerns

Description:Friday Forms to stay apprised of teacher concerns and/or successes



Benchmarks:Analysis of teacher attendance data (monthly, quarterly, and yearly); Weekly review of Friday Forms; Surveys; Needs Assessment (parent/student/teacher); In-service evaluations

1.1.2 Monthly incentives

Description:Monthly incentives

Benchmarks:Analysis of teacher attendance data (monthly, quarterly, and yearly); Weekly review of Friday Forms; Surveys; Needs Assessment (parent/student/teacher); In-service evaluations

1.1.3 Team-building in-service activities

Description:Team-building in-service activities

Benchmarks:In-service evaluations

Interventions:Meet w/teachers negatively impacted and develop plan for improvement; Monitor progress for those teachers who must meet ABC certification standards

Resources:Teacher incentives (classroom supplementary materials) Title 1 ($1200.00); Team-building Activities Title 2 ($3600); Evaluation of teacher transcripts (ABC certification requirements) and PRAXIS results; Southern Regional Education Board's Summer Conference; National Middle Schools Conference

2. Improve Reading and Writing

Description:ARMT & SAT data show a need for improved reading ability; The Phenix City Public Schools Writing Assessment data shows a strong need for improvement in the Persuasive writing genre (31% not proficient)

Strategies:2.1 School-wide Reading/Writing Initiative

Description:Develop a school-wide reading initiative; Develop a school-wide writing initiative; Address reading needs through formal instruction

Action Steps:2.1.1 Set up virtual library

Description:set up virtual library



Benchmarks:Formative test data Summative test data Other performance data Progress reports/report cards Parent, student, teacher surveys Needs Assessment (parent/student/teacher EXPLORE results

2.1.2 Continue Summer reading requirements

Description:Continue Summer reading requirement for all Academy members—students and faculty/staff; additional reading assignment for English 9 Honors students


2.1.3 Reading/Writing Across the Curriculum

Description:Continue to incorporate reading across the curriculum Continue to incorporate writing across the curriculum Professional development in areas of writing and reading


Interventions:Professional development in area (s) of need; Make adjustments/implement changes; Offer tutoring based on EXPLORE data

Resources:Purchase fill-in copies of We Beat the Street (summer reading book) & supplemental materials (Title I funds $250)) ; Purchase computer writing/grading system (Title I funds $5058); Direct Instruction/Corrective Reading program (Title 1 $1500); Title I Reading Teacher Salary/Benefits; Purchase Library resources (General Funds $15,000) Purchase EXPLORE test for each student (Title 1 $3,391.50); Paper ($600) and toner ($2241) for Progress Monitoring & Student work production (Title 1)

3. Meet or Exceed the established benchmark

Description:Continue to try to meet or exceed the established benchmark of 95% student attendance rate (88% for previous year) Establish a benchmark for student out of school suspensions and/or alternative placements of 11% or less (this goal was not met last year)

Strategies:3.1 Incentive for Students/Guardians

Description:Develop tangible incentive plan for students; Connect with parents/guardians & students; Revise ISS and implement alternatives to OSS and SA

Action Steps:



3.1.1 Develop Programs

Description:Train C.A.R.E. paraprofessional ; Implement proactive guidance/counseling program; Develop mentoring program; Continue Leading Ladies/G.Q. Ambassadors & other organizations; Continue Community Service program; Continue Advisor/Advisee program (F.R.E.S.H.); Classroom management professional development; Revise & implement Transitional program; Reward system for perfect attendance (drawing for $10); Special Trip (PRIDE trip) to Atlanta ; Field trips

Benchmarks:Monthly, quarterly, yearly analysis of discipline data; Parent, student, teacher surveys; Review of Community Service packets; PST data; Student agenda entries; Career Cruisin’ portfolio data; Needs Assessment (parent/student/teacher)

Interventions:Professional development in area (s) of need; Make adjustments/implement changes; Guidance intervention via individual and small group counseling; small and large group guidance; Community resources intervention; Parent consultation/conference; Behavior intervention plans; PEPS; IEPS; Parent Involvement Activities

Resources:Motivational posters for building ; Mentoring program ; F.R.E.S.H./ Guidance materials; Professional Development Activities (EARIC & SREB) Title I & II; Salary/benefits for Guidance Counselor (Title I); Student Agendas ; Parenting Day resources/Parental Involvement Handbook; Community Resources table materials; Speakers Forum; School Assembly programs/Career Day; Field Trips

Part V - Additional Components To Be Addressed to Satisfy Federal Requirements

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)

Budget:

Describe the coordination of all federal, state, and local programs, including career and technical education. (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.

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.

Novice teachers and those seeking alternative certification are assigned a mentor. The goal of the mentoring program is to improve teaching practice, and it is designed to provide ongoing support for the mentee. The mentor and mentee are matched by discipline, grade, and proximity, where possible. They are required to meet weekly, and a documented contact log, which reflects the date, length, and focus of the meeting, is kept. Both the mentor and mentee must sign the log, and the mentor submits the log to the system coordinator on a monthly basis. Mentors must go through an in-depth training and are paid a stipend to serve as a mentor.

The State of Alabama Foundation Program funds 22.34 teacher units for The Academy. Due to proration, there are no Foundation funds for instructional supplies, library enhancement, technology, professional development, or ELL. Title I-Part A funds are used to supplement regular funded programs. This year, materials and instructional supplies that support SRB program (s) will be purchased from Title I allocation.

Students transitioning to The Academy are provided the opportunity to participate in numerous transitional activities: Student orientation at SGS, parent orientation @ The Academy, and evening pre-registration w/a guidance counselor in the spring; Freshman Camp (1 day), Summer BRIDGE program (1 week camp that provides opportunity for students to practice routines



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.

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.

Special Populations:

Describe procedures used for each group of Migrant, English Learners, Economically Disadvantaged, Special Education, Neglected and/or Delinquent, and Homeless students.

Special Populations (as listed in the Carl D. Perkins Career and Technical Education Act 2006, Section 3):

Describe procedures used for each group of individuals with disabilities; individuals from economically disadvantaged families, including foster children; individuals preparing for non-traditional fields; single parents, including single pregnant women; displaced homemakers; and individuals with limited English proficiency. Applies Only to Secondary Schools

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.

that will be a part of the normal school year; (a culminating activity for both student and parent is included); SMART (Summer Math and Reading Time) is available for students identified as not being ready for Core subjects based on grades and/or test data; Fall Open House (Teacher staff meet & greet). Students transitioning to the high school are provided a student orientation (at CFA), parent orientation @ CHS, tour of CHS & Career Technical Center; evening pre-registration (all during the Spring at end of 9th grade year).

Each year, district representatives attend job fairs that are sponsored by colleges and universities for the purpose of attracting highly qualified teachers to Phenix City Schools. At the fair, prospective teachers are given information about Phenix City Schools and the tri-city area; contact information is collected from these prospects, and they are encouraged to apply and consider relocation to the Phenix City area. The principal is required to have knowledge of each teacher’s H Q status and the area in which the teacher is HQ to teach. All scheduling/teaching assignments are based on this information. New teachers and those pursuing certification via alternative programs are assigned mentors within the school for the first three years and are monitored closely by the school administrators. All teachers are required to participate in professional development activities; funding for high-quality, on-going activities is provided by local, state, and federal funds.

The CFA faculty collaboratively studies the disaggregated data and results of state and CFA administered assessments. The PST evaluates the data collected on referred students to determine if there are any indicators that would warrant more in-depth testing or referral for special services (RTI is reviewed/revised). Subject area data meetings are held monthly to adjust instructional procedures and strategies based on formative and summative data, and informal subject area meetings are held to discuss student progress and/or steps to be taken to help students who demonstrate weaknesses in identified academic subjects and to determine if changes need to be made to the curriculum. Teacher input is included on school Title I budget, policy, textbook selection, and school calendar committee (s).

Students will be provided equal access to the same free, appropriate public education, and provided the opportunity to meet the same challenging state content and student performance standards as their non-identified peers without being stigmatized or isolated. Economically disadvantaged students are identified through the application for free/reduce lunch and have equal access to all programs and services available through The Academy. Neglected/delinquent students are identified through various sources to include, but not limited to, the Russell County Department of Human Resources, the LEA Attendance Officer, or parent. The school counselor will be responsible for monitoring the student (s)’ academic progress and attendance and for ensuring that neglected/delinquent students have access to additional services as needed, such as food, school supplies, and clothing. Students served under IDEA and 504 are identified and receive services in accordance with both federal and State laws and regulations. To the extent appropriate, special education students are educated with students who are not disabled, and special education classes that are separate from the regular population occur only when the nature of severity of the disability is such that education in the general education classroom, including the use of supplementary aids and services, cannot be achieved successfully. They are afforded an equal opportunity to participate in art, music, physical education, and extra-curricular activities available to their non-disabled peers.

See Item 6 above (These students are provided assistance and/or opportunities through system-wide programs like New Beginnings; additionally, elective courses in the career arena are offered at CFA, although on a limited basis. A vast array of courses are offered through the Career Tech Center at CHS).

Students who experience difficulty mastering the proficient achievement standards will be provided timely and effective additional instructional assistance. This will be accomplished by: Teacher review of student permanent records, previous test results and other pertinent information which would help the instructor to determine student strengths and weaknesses;



Part VI – School Parental Involvement Plan as required by Section 1118 of NCLB

Parental Involvement:

Describe how the school will convene an annual meeting to inform parents of the school’s participation in Title I and explain Title I requirements, including the 1% set-aside, and the right of parents to be involved.

Describe: 1) How there will be a flexible number and format of parent meetings offered; 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.

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.

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).

Describe procedures to allow parents to submit comments of dissatisfaction with the Continuous Improvement Plan.

Compilation of class profiles by teachers and utilization of test reports to determine both individual and class strengths/weaknesses; these results will be addressed during instruction and/or parent meetings/conferences; Communication with parents, previous teachers, and counselor who may have insight about students’ learning styles; Conducting monthly data meetings (common planning) to discuss strategies and procedures that would encourage student success and to review student progress and make changes in instruction as needed (RTI); Encouraging parent involvement in the students’ education through school conferences, telephone and email conversations, and notes; Providing after school tutorial program in all core subjects on Monday and Thursday (except holidays, etc.), with transportation provided; Providing extended summer learning opportunities

During the month of September, The Academy will hold its Fall Title I Parent Meeting. Parents will be notified of the meeting through flyers sent home with students, emails sent out through the homeroom parent contact list, announcement on The Academy’s electronic marquee, messages through the school's calling system, and via the System’s and School's website. Topics to be discussed include: CIP, Title I program (school-wide), school-parent compact, parental involvement, and state content standards and The Academy’ curriculum. Parents serve on the CIP committee, and are active participants in the development of the plan. All parents will have access to the finalized CIP via The Academy webpage; hard copies will be available on the Community Resource table in the main lobby of The Academy. Funds allocated for parent involvement are used to pay a percentage of the system parent involvement specialist, to fund parenting materials and supplies, to sponsor Parenting Day, the Parents Onboard program, Coffee and Donuts, and other parent-student related events such as Saxon Math Night, Family Fun Night, and Family Reading Night, and to provide transportation as needed to assist parents in participating in various parent meetings/programs.

Parents who are unable to attend the Fall meeting will be provided a copy of the power point presentation via The Academy webpage. Printed copies will be made available at the PTSA Open House, Parenting Day, and the first quarter report card conference. A second (follow-up) Title I Parent Meeting will be held in March for parents to complete the Parental Involvement Parent Survey and to participate in an in-depth discussion of The Academy’s Title I program. Results of the parent survey will be reviewed by parent representatives and the entire CIP committee to determine changes needed for the upcoming school year.

During the Fall Title I Parent Meeting, parents will be provided detailed information about The Academy’s Title I program, curriculum, and forms of academic assessments used, as well as The Academy’s achievement expectations. They also will be informed of parent-teacher conference procedures and how they can participate in decisions related to their students’ education. Parents will be given a copy of the Student Handbook and parent Resource Guide, which provides more detailed information on these topics. Parents will also be provided a copy of The Academy Parental Involvement Plan.

The school-parent compact will incorporate input from school staff, parents, and students. All parents will be given a copy of the compact at the Fall Title I parent Meeting. The Compact will be explained to the parents, and they will be asked to voice suggestions/concerns within the next two weeks following the Meeting. Once the Compact is finalized, it will be signed by the parent/guardian during the 1st quarter Report Card Conference. The Compact will be discussed with teachers at faculty meetings, and each teacher will be given the responsibility to explain the Compact to his/her 1st period class and obtain the students’ signatures. The Compact will then be signed by each of the students’ other 5 teachers and will be housed in the records vault so that they may be available for use during parent-teacher and/or student-teacher conferences.

In May of each school year, The Academy will bring its CIP Committee together to review, evaluate, and revise the CIP. Parent representatives are a part of this Committee. During the review process, all parents will be notified of the review through flyers sent home with students. The notices will make parents aware that the plan is under review, and that a copy of the plan is available on The Academy web page as well as on the Community Resource table in the main lobby. The notice further informs parents of their right to give input regarding the revision of the



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)

(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)

(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)

(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)

(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)

plan. After the CIP has been finalized and approved, if a parent finds the plan to be unsatisfactory, he/she has the right to submit his/her concerns to The Academy in writing, and The Academy will then submit his/her concerns to the ESC at the same time that the CIP is submitted.

The Central Freshman Academy will accomplish this goal through its Fall and Spring Title I Parent Meetings as well as through other parent meetings held throughout the year. Parents will receive an overview of the state academic content standards, academic achievement standards, and assessments through parent/student orientations and Parents Onboard sessions. Through both the Parent meeting/orientations and Parents Onboard, parents will learn about their role in helping the student be successful and the best way to work in partnership with the student’s teachers. A CFA Parent Involvement Guide has been developed and is given to each parent/guardian.

Parents are provided training to help them to work with their students to improve student achievement via various venues to include: Parents Onboard, PTSA, Family Reading Night, Family Math Night, Parent Coffee and Donuts, Parent Orientations, etc. Parents are provided materials via the aforementioned venues as well as through The Academy web page, the counseling program/office, and the Community Resources table.

Freshman Academy faculty and staff are provided in-services, faculty/staff meetings, and departmental meetings that present to them the importance and value of parental involvement in the education of Academy scholars. Parental involvement will remain a key focus at The Academy, thus the implementation of report card conferences, etc., to afford parents the opportunity to remain actively involved in the education of their students. Our office personnel are trained in customer services techniques and reminded throughout the school year of the importance of creating a positive atmosphere for our primary stakeholders—our students, parents, and community members.

The Academy will coordinate its parent involvement program for all parents, regardless of race, disability, or language barrier. Our school counselor, administrators, and teachers meet regularly to plan parenting opportunities that support The Academy’s effort to maximize the benefit of all parent involvement activities and to ensure that all activities are aligned with The Academy CIP goals. The Academy will coordinate its parent involvement program for all parents, regardless of race, disability, or language barrier. Our school counselor, administrators, and teachers meet regularly to plan parenting opportunities that support The Academy’s effort to maximize the benefit of all parent involvement activities and to ensure that all activities are aligned with The Academy CIP goals.

The Academy has developed and printed a Parent Involvement Handbook (updated annually) that discusses the type of parental involvement opportunities available at The Academy. A copy of the Handbook is provided to each parent/guardian. The Academy has a school website that lists all faculty and staff system email addresses for two-way communication with parents/guardians. Additionally, each Academy teacher develops a parent email list for each student in their classes for two-way communication as well. An electronic billboard located in a prominent site on the building as well as the “My School Cast” telephone system are available to use for announcements common to all students and school personnel. To the extent



(6) Shall provide such other reasonable support for parental involvement activities as parents may request. (Describe)

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.

Part VII- PROFESSIONAL LEARNING NEEDS RELATED TO ACADEMIC CHALLENGES

Does the plan provide opportunities for professional development activities that are high-quality, effective, and research-based?

● Yes ● No

Does the plan include opportunities for teachers, principals, paraprofessionals, other staff, and parents?

● Yes ● No

Does the plan include required district-wide training for English language acquisition? (If LEA receives Title III funds)

● 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).

Learning Activities: Professional Learning needs to Academic challenges

What weakness or need identified in academic (including ell amaos) or school culture goals will the professional learning address? Reading-25% of current 9th grade population scored below proficiency on ARMT and 21% scored below average in Reading Comprehension on the SAT 10 as 8th graders; Writing- 15.5% of the 2010-11 9th grade population scored below proficiency on the Phenix City Public Schools Writing Assessment and 31% scored below

practicable, the information related to Academy and parent programs, meetings, and other activities will be sent to parents in a format and/or language that the parents/guardians can understand. This will include sending information in the language of the parent and the use of a bilingual teacher when necessary.

The Academy will make every effort to work with parents/guardians to meet their requests as related to their involvement in their students’ education. For example, quarterly progress reports are developed, and parents/guardians may pick them up from The Academy during evening Report Card Conferences as well as during the regular hours of operation. Parent/guardian teacher and/or administrator conferences are scheduled at the the time of day most convenient for the parent/guardian. Student IEP’s, PEP’s, Re-evaluations, and 504 meetings are scheduled based on parent-need as well. All special requests will be honored when possible.

To the extent practicable, The Central Freshman Academy provides opportunities for the participation of parents with limited English proficiency and parents with disabilities. Forms are made available in Spanish and other languages when needed, and a bilingual teacher is available to assist in verbal communications with our limited English proficiency parents. The Academy is a handicapped-accessible building, and every effort is made to accommodate parents with disabilities.

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proficiency on the persuasive writing strand; Mathematics-26% of current 9th graders scored below proficiency on ARMT, and 24% scored below average in Math Procedures on the SAT 10 Bullying-PRIDE survey results show this is an area of concern for student, parent, and teacher populations Classroom Management-diverse cultures and learning Technology- to enhance student learning Transition-bridging the gap between middle school and high school-9th grade is most pivotal year of change Parent Involvement-Important part in student achievement

What types of professional learning will be offered? Writing in the Domains of Math, Science, Social Science, Art, Physical Education, Computer Technology, and English (Fall session & Spring follow-up) Strategies for Reading in the Content Areas (Content areas noted above) (Fall session & Spring follow-up) Gifted Education Training Disproportionality Training PST Training Response to Instruction Bullying; Classroom Management; Title I School-wide Program; Integrating Technology into the Classroom; Smart board Usage; Saxon Math Training; Counselor Workshop; Effective Use of Data; SMART (Summer Math and Reading Time); BRIDGE program; F.R.E.S.H. training; Making High School Count; Differentiated Instruction; Alabama Reading Initiative;

When will the session be delivered? Writing-Fall Session-August 4th Spring Session-January Reading-Fall Session August Spring Follow up Session- March Gifted training-August Bullying training-August; Follow up session January Disproportionality training – August; Follow up session January PST/Response to Instruction Training-October Title I School-wide training- August Title I Parent Meeting-Augu September 13 Parenting Day-October 15th Saxon Math training Follow up August 2011 Transition- Making High School Count-August 2011 BRIDGE program-June/July 2012 F.R.E.S.H./Academy Guidance Program training-August ASCA Counselor Conference- November NMSA Conference—November 2011 High Schools That Work Staff Development Conference-July 2012

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?)

Students will show improved writing skills. Students will show improved reading & vocabulary skills. Students will pass the math & biology sections of the AHSGE on the 1st time taken. Students will successfully complete Algebra 1 & show improved math skills. Students will transition successfully to the 10th grade. Student behavior will improve. Parents will become more involved in students’ education. Teachers will work well with diverse groups of students & parents. Teachers will refer students to PST appropriately. Teachers will make academic decisions based on effective use of data. Bullying incidences will be less than 10% of discipline referrals. Discipline referrals will decrease. Number of OSS/SA placements will be less than 10%. 95% or more of students will be promoted to 10th grade. Teachers will be fluent in the use of technology available.

How will participants be held accountable for successful implementation and in what ways will evidence be collected to show effective assimilation/integration of strategies?

Participants will be held accountable through: observations conducted by school administrators, weekly lesson plans, and through benchmark data; observed use of technology in classroom; professional development plan documentation; grade reporting data; disciplinary report data, teacher modeling of effective behavior intervention strategies observed during frequent walkthroughs; data obtained by parent/student surveys; bullying incidence report data; reading, writing, mathematics assessment data; AHSGE assessment data for math & biology; retained student data; reports from the system reading, writing, math, and language committee observations.

What are the funding sources, estimated expenses, and proposed names of consultants or entities? Example: Title II, $....00 Title II $4,131.90

Part VIII - Coordination of Resources/Comprehensive Budget

I. State Foundation Funds

FTEs Earned Units Placed Total Salaries

FTE Teacher Units 22.34 22.5 1,021,743.00

Administrator Units 1 1 72,515



II. Federal Funds

Title I: Improving the Academic Achievement of the DisadvantagedProvide a brief explanation and a breakdown of expenses.

Title I: ARRA FundsProvide a brief explanation and a breakdown of expenses.

Title II: Professional Development ActivitiesProvide a brief explanation and a breakdown of expenses.

Assistant Principal 0.5 0.5 36,374

Counselor 1 1 62,069

Librarian 1.25 1 49,238

Career and Technical Education Administrator 0 0 0

Career and Technical Education Counselor 0 0 0

Technology 0

Professional Development 0

State ELL Funds 0

Instructional Supplies 0

Library Enhancement 0

Total of All Salaries: $1,241,939.00

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: Title 1 Allocation $103,637.27 Personnel Salaries/Benefits $79,963.83 Parent Involvement Specialist/Materials $1,913.27 SRB Instructional Resources $10,460.17 Professional Development $4,000.00 Parent Involvement $150.00 Services for Neglected Students $50.00 Services for Homeless Students $50.00 Services for EL Students $50.00 Stipends $4,000.00 Substitute Teachers $3,000.00 Title 2 Allocation $1,165.83 (All is allocated for Professional Development)

Total : 103,637.27


Total : $0



Title III: For English Language LearnersProvide a brief explanation and a breakdown of expenses.

Title IV: For Safe and Drug-free Schools Provide a brief explanation and a breakdown of expenses.

Title VI: For Rural and Low-income Schools Provide a brief explanation and a breakdown of expenses.

Career and Technical Education-Perkins IV: Basic Grant (Title I) Provide a brief explanation and a breakdown of expenses.

Career and Technical Education-Perkins IV: Tech Prep (Title II) Provide a brief explanation and a breakdown of expenses.

Other: 21st Century, Learn and Serve, Even Start, School Improvement Grant Provide a brief explanation and a breakdown of expenses.

III. Local Funds (if applicable)

Local FundsProvide a brief explanation and a breakdown of expenses.

Professional Development activities planned for and participated in by the Central Freshman Academy faculy and staff include the following topics: Differentiated Instruction, Alabama Reading Initiative, Cooperative Teaching, and Classroom Management.

Total : 5,165.83

Rosetta Stone . . . . $50

Total : $0


Total : $0


Total : $0


Total : $0


Total : $0


Total : $0


Total : $0



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