shs.ecboe.orgshs.ecboe.org/.../2010-2011_cip_schoolwidetemplate.do… · web viewservices, spe...

2010 - 2011 CONTINUOUS IMPROVEMENT PLAN

Title I Schoolwide Plan Note: Blank copy is available on www.alsde.edu , e-GAP, Document Library Federal Programs Director submits required plans to LEA system’s e-GAP Document Library

NAME OF SCHOOL:Sardis High School

STREET ADDRESS:1420 Church Street

CITY: Sardis City STATE: Alabama ZIP CODE: 35956

CONTACT: Gerald Beard TELEPHONE: 256-593-5221 E-MAIL [email protected]

Identified for School Improvement? No x Yes Delay Status Year 1 or Year 2 *Submit to LEA for Board approval. Retain the original plan in the LEA. Submit the plan electronically to your system’s e-GAP Document Library by November 3, 2010.

Year 3 or Year 4 or more Submit to LEA for Board approval. Scan PAGE ONE and PAGE TWO to indicate signatures. Submit the plan and signature pages electronically to your system’s e-GAP Document Library by November 3, 2010. Made AYP? YES NO X

Made AMAOs (EL)? YES X NO N/A

Career Tech Made AYP?YES NO X N/A

Are all federal resources (including Titles I, II, III, IV, V, and VI) used to coordinate and supplement existing services and not used to provide services that, in the absence of federal funds, would be provided by another fund source? YES x NO

Describe how this plan will be made available to parents and other stakeholders, such as through parent meetings or on Web sites. NOTE: The Parental Involvement section of this plan must be distributed to all parents.

The CIP will be available to parents and other stakeholders in the principal’s office, library, and on the school website.

The Parental Involvement section of this plan will be distributed with the 1st nine weeks report cards.

*Board Approval: Yes X No Board approval received on October 5, 2010.Board Signature: Mack Butler

Superintendent Signature:Dr. Alan Cosby

Date:

Federal Programs Coordinator Signature:Barry Bottoms

Date:

Principal Signature::Gerald Beard

Date:

System: Etowah County School: Sardis High September 30, 2010

http://www.alsde.edu/

CONTINUOUS IMPROVEMENT PLAN DEVELOPMENT AND IMPLEMENTATION TEAM

This plan was developed/or revised during the following time period: May-September 2010-April 2011

Provide a brief description of the planning process, including how teachers will be involved in decisions regarding the use of state academic assessments, and other data sources in order to provide information on and to improve the achievement of individual students and the overall instructional program and how parents were involved with faculty and staff in developing, and implementing the CIP (Title I, Section 1116(b)(A)(viii):

In May 2010, the teachers on the CIP team) met with each department to begin the CIP process for Sardis High School. Thc faculty used school surveys and test data which included: ARMT, ASA, ACCESS, SAT10,AHSGE, and the Tech Literacy Assessment to ascertain student and instructional strengths and weaknesses. The CIP team comprised of all stakeholders: parents, teachers, students,, administrators, counselors, and community leaders reviewed information about the previous year’s professional development workshops,, the ESL program, different strategies to improve instruction, parent involvement, AYP ,etc. Several more meetings ensued and other parts of the CIP were reviewed and discussed. Since Sardis High School did not meet AYP, our CIP must be board approved. After board approval, the CIP strategies and action steps will be implemented school wide.

Instructional Leadership Team Names

(The Leadership Team must include the principal, faculty [including ELL resource lead teacher if applicable], staff,

parents, community stakeholders, and/or students.)

Positions(Identify position held, e.g., Administration, Faculty, Staff, Grade

Level and/or Subject Area, Parents and Community members.)

Signatures(Indicates participation in the

development of the CIP)


Gerald BeardWendy GibbsZonie Bryant

Summer Thompson CollinsJennifer Johnson

Danya WrightHeather Wilson

Chris RoyalLauren Holt

Teresa TaltonBecky MillerDeAnna Buhl

Tammy HillburnWhitley Towns

RoyMcCordWhitley TownsVeaney Carrera

PrincipalAssistant Principal

Guidance CounselorJr. High Guidance Counselor

Math, 9-12Science, 9-12

Special Education, 7-8Social Studies, 8Language, 9-12

Instructional AideSchool Improvement Teacher

English Learner TeacherParentStudent

Community representativeStudent

EL Parent

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


Part I - continued – DIRECTIONS: NEEDS ASSESSMENT- SUMMARY OF DATA: Indicate data sources used during planning by identifying strengths and weaknesses or program gaps. If your school did not review a particular data source, please write N/A. School improvement goals should address program gaps (weaknesses) as they relate to student achievement or AYP categories such as graduation rate or other academic indicators. Close attention should be given to the proficiency index. Please include all disaggregated subgroups including those with less than forty students. Additionally, please report data pertaining to the Response to Instruction (RtI) framework, include data used to determine the type of support provided to students (i.e.: universal screening results, benchmark testing, progress monitoring, etc.)

Briefly describe the process your faculty used to conduct the needs assessment (analysis of all data).The Continuous Improvement Plan (CIP) Team met to review test data in May and July. The following data were used: ARMT, SAT 10, ADAW, ASA, ACCESS, Tech Literacy Assessment, and the AHSGE.

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.When interviewing applicants the principal checks the highly qualified status of each applicant.

Number and percentage of teachers Non-HQT: Sardis High School teachers are 100% High Qualified.

Number and percentage of Classes Taught by Non-HQT: 0-0%

Alabama High School Graduation Exam (AHSGE): Strengths:

*In 2010, 74% of 10th graders passed the reading portion of the AHSGE.



Weaknesses:

*In 2010, 76% of 11th graders passed the math portion of the AHSGE.

*In 2010, 73% of 10th graders passed the math portion of the AHSGE.

Alabama Reading and Mathematics Test (ARMT):

Strengths: *8th grade students that scored a III or IV on the mathematics portion of the ARMT went from 65% In 2009 to 79% in 2010*In 2010, 89% of 7th grade students made a III or IV in reading, which meets the AMO of 79%.*In 2010, 71% of 7th grade students made a III or IV in math, which meets the AMO of 66%.*In 2010, 71% of 8th grade students made a III or IV in reading, which meets the AMO of 67%.*In 2010, 79% of 8th grade students made a III or IV in math, which meets the AMO of 70%.

When comparing school status reports for 2009 and 2010, Sardis High school students showed a positive trend in the following subgroups in reading:

Weaknesses: * 8th graders indicated weaknesses in open-ended questions and textual reading on the 2009-2010 ARMT.

*7th graders indicated weaknesses in the following areas on the 2009-2010 ARMT: using order of operations to evaluate numerical expressions; expressing patterns shown in table, graph, and charts as algebraic expressions; determine probability of compound event.

*8th graders indicated weaknesses on the evaluation of the impact of the setting, mood, and characterization on theme in the 2009-2010 ARMT.*8th graders indicated weaknesses on how to solve multi-step linear equations and how to analyze data and probability. When comparing school status reports from 2009 and 2010, Sardis High School


2009 2010Special Ed. -30.72 -20.63Free/Red. Meals 9.57 10.89

Positive trends in math were in these subgroups: 2009 2010Special Ed. -19.25 -19.07Free/Red. Meals 13.24 13.48

The Graduation Rate increased from 82% in 2009 to 83% in 2010.

students had a negative trend in reading in the following subgroups:

2009 2010All students 14.81 12.28Hispanic 10.60 1.91White 14.98 12.54

Negative trends in math were in the following subgroups: 2009 2010All students 17.87 14.71Hispanic 22.87 15.64White 17.55 14.56

Alabama Science Assessment:

Strengths: *Our science faculty attended the Alabama, Science, Math, and Technology Initiative (AMSTI) to

help students master the objectives they will encounter on the AHSGE. The percent of students meeting or exceeding standards on the ASA went from 68% in the 2008-2009 to 71% in 2009-2010 school year.

*The number of 7th graders who met or exceeded standards increased from 59% in 2008-2009 to 62% in 2009-2010 school year.

*The number of 8th graders who met or exceeded standards increased from 46% in 2008-2009 to 82% in 2009-2010 school year.

Weaknesses:

*Weaknesses on the 2009-2010 Science Assessment were indicated in the areas of:Cell function and kingdom classificationMendel’s Laws and genetics

Stanford 10

Strengths:*In 2009, 8th graders scored 41% on reading vocabulary. In 2010, the score increased to 44%.*In 2009, 7th graders scored 59% on reading comprehension. In 2010, the score increased to 63%. *In 2009, 8th graders scored 49% on reading comprehension. In 2010, the score increased to 56%.*In 2009, 7th graders scored 55% on total math. In 2010, the score increased to 58%.*In 2009, 8th graders scored 44% on total math. In 2010, the score increased to 55%.*In 2009, 7th graders scored 51% on problem solving in math. In 2010, the score increased to 57%.*In 2009, 8th graders scored 47% on problem solving in math. In 2010, the score increased to 58%.*In 2009, 8th graders scored 40% on use of math procedures. In 2010, the score increased to 50%.

Weaknesses: *In 2009, 7th graders scored 59% on reading vocabulary. In 2010 the score decreased

to 57%. * In 2009, 7th graders scored 58% on math procedures. The 2010 data indicates no improvement in this area with a score of 58%.


Dynamic Indicators of Basic Early Literacy Skills (DIBELS):Strengths:

NA Sardis High School is a 7-12 school.

Weaknesses:NA

Part I - Continued:

Alabama Direct Assessment of Writing (ADAW):

Strengths:* In 2010, 70% of students scored a level III on descriptive writing.* In 2010, a total of 83%% of students scored a level III or level IV on narrative writing.* In 2010, 72% of students scored a level III on grammar and usage. *In 2010, 67% of students scored a level III on sentence formation. *In 2010, only two students in the 10th grade scored a level I. *In 2010, 63% of 10th grade students scored a level III in expository writing.

Weaknesses:*In 2010, 23% of students scored a level II on descriptive writing.*In 2010, 34% of students scored a level II on expository writing. *In 2010, 27% of students scored a level II on persuasive writing. *In 2010, 37% of students scored a level II on writing mechanics. *In 2010, 50% of 10th grade scored a level II on writing mechanics.*In 2010, 2% of 10th grade scored a level IV on persuasive writing.

ACCESS for English Language Learners (ELs):

Strengths:Overall Sardis EL students ACCESS scores improved from the 2009-2010 school year to the 2010-2012 school year.Strengths for each grade were as follows:Grade 7: writingGrade 8: speakingGrade 9: listening, speakingGrade 10: speakingGrade 11: speakingGrade 12: speaking

Weaknesses:Grade 7: readingGrade 8: readingGrade 9:readingGrade 10: writing Grade 11: writingGrade 12: writing

Educate AL or other Professional Evaluation Profile Information:Strengths:

Collaboration Core subject knowledge 100% of teachers at Sardis High School are Highly Qualified

Weaknesses: Lack of adequate amounts of technology to meet teacher and student needs Teacher attendance/ Excessive absences

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

*Sardis had 0 students take AAA.

Weaknesses:

*Sardis has only one interactive response system for students to use.


*Sardis has ceiling mounted projectors in every classroom. All math, science, and English teachershave Interwrite pads in their classrooms. Sardis has 6 Promethean boards, one interactive response system, and five flip cameras.

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

Strengths:

95% of students taking videos conferencing and webinar classes passed the class with a 70 or above.

All students that attempted a Credit recovery class passed with a 70 and regained their missed credit

Weaknesses:

Pacing guides are not available in every subject.

Career and Technical Education Program Data Reports:

Strengths:

Etowah County’s Career Technical Center features a Project Discovery program.

Weaknesses:

More students need to participate in the skills programs.



Part I – Continued (CULTURE RELATED DATA):

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:

*0 Expulsions occurred last year.

Weaknesses:

*There were 178 suspensions, 1 sent to Alternative school, and 143 students received corporal punishment.

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

Strengths:

*Sardis’ graduation rate increased from 82% in 2009 to 83% in 2010.

Weaknesses:

*Sardis received a red cell for not meeting graduation rate of 90%.

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

Strengths:

*Teacher turnover is minimal. We had one teacher retire at the end of the 2009-2010 school year and no non-renewals. Teacher attendance improved from 449 sick days taken during the 2008-2009 to 412 taken in 2009-2010.

Weaknesses:

*Sardis has a young faculty.

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: *We had 4262 excused absences in 2008-2009 school year and during the 2009-2010 school year we only had 2127 excused absences. *Phone calls are made daily for absences and letters are also sent. In addition, early warning is also used.

Weaknesses:*We had 3359 unexcused tardies during the 2009-2010 school year. Also, we had 4262 excused absences.

*During the 2008-2009 school year, we had 977 unexcused absences. During the 2009-2010, school year, we had 1043 unexcused absences.

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

Strengths:* 69% of students have a computer at home with fast Internet access.* 43% of students create slide shows, videos or web pages for an assignment.* 40% of students access class information (such as: grades, teacher's notes or presentations, podcasts)

Weaknesses:* 28% of students have not taken an online class but I am interested.* 21% of said they were not interested in taking an online class* 17% of students considered themselves an advanced tech user – more expert than most of the students at my school.

School Perception Information related to student PRIDE data.

Strengths: The percentage of students in grade 9-12 who have used alcohol in the past year has decreased 19%

since the 2009-2010 school year.

At least 81% of students at Sardis High School feel safe in the halls, gym, lunchroom, and classroom.

Weaknesses:*25% of the students do not feel safe in the parking lot.

*22% of the students do not feel safe in the bathroom.

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: * Sardis High School used Title I money to hire an ESL Aide to help tutor the Hispanic population and

improve parental involvement and communication. This aide provided additional tutoring to Hispanic students which resulted in 9 students testing out of the program.

Weaknesses:

There are only 2 ESL master certified teachers for 200+ EL students systemside.

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: There are only 2 ESL certified master teachers system wide.

Part II - GOAL TO ADDRESS ACADEMIC NEEDS – All components to support improving academic achievement, INCLUDING SCHOOL CULTURE AND RtI CONSIDERATIONS, should be related to the weaknesses identified in the data summary. DUPLICATE PAGES AS NEEDED TO ADDRESS TOP PRIORITIZED GOALS INCLUDING SACS DISTRICT GOALS, IF APPLICABLE. Use the SMART Goals format to address areas of need.

CONTINUOUS IMPROVEMENT GOAL (SHOULD ADDRESS IDENTIFIED WEAKNESSES AND GAPS):Sardis High School will improve its Special Education reading proficiency in 2011 from -20.63 in 2010 by 10 points and will continue to meet or exceed the AMOs on 7 th and 8th grade ARMT.

Data Results on which goal is based:ARMT, AHSGE

COURSES OF STUDY

REFORM STRATEGIES BENCHMARKS INTERVENTIONS RESOURCES

WHICH COURSE OF STUDY STANDARDS,

AHSGE STANDARDS/OBJECTIV

ES, ELIGIBLE CONTENT, OR WIDA*

STANDARDS ARE LINKED TO EACH

STRATEGY?

WHAT RESEARCH-BASED STRATEGIES/ACTIONS WILL BE USED

TO IMPROVE STUDENT ACADEMIC PERFORMANCE?

(Give specific strategies, not just programs or program names.)

HOW WILL PROGRESS FOR EACH ACTION STEP BE MEASURED? (PERFORMANCE DATA, LISTS,

SURVEYS, ETC)

WHAT RESOURCES AND SPECIFIC EXPENDITURES WILL BE NEEDED FOR SUCCESSFUL

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

ARMT:1 – Apply strategies appropriate to the type of material, including setting purposes for reading and making generalizations, to comprehend seventh-grade literary/recreational materials.

S1. Use longitudinal data to address weakest reading standards in all reading classes.

S1 – AS1. All special education teachers will analyze or review data for the five previous years at the first faculty meeting in August.

S1-AS1 – B1. 100% of all special education teachers will attend faculty meeting and analyze data.

Students will be placed in reading strategies remediation classes.

Title I aideSpecial Education teacher.5 counselor from Title I Title I ARRA aideTest Prep

Notes of meetings, with agendas, and sign-in sheets

Graphs of data

AHSGE: READINGSTANDARD III: The student will apply critical analysis strategies and judge textsCritically to comprehend passages from textual, functional, and recreational reading material.

S1 – AS2. All special education teachers will compile lists of proficient and not proficient reading students in August.

S1-AS2 – B1. 100% of all special education teachers will group students into proficient and non- proficient group based on ARMT, SAT10, and AHGE results.

Students will be placed in reading strategies remediation classes.

Title I aideSpecial education teacherTest PrepTitle I ARRA aide

Copies of groups


TARGET GRADE LEVEL(S):7-12

TARGET CONTENT AREA(S): Circle One Reading Math Science Other

AHSGE: Reading Math Science Social Studies Language

ADDITIONAL ACADEMIC INDICATORS:Graduation Rate

TARGET STUDENT SUBGROUP(S):SPE 7-12 All studentsLEP 7-12FREE AND REDUCED MEALS

COS: READING

(29) Demonstrate understanding of language terms and ability to apply concepts to writing.

S1 – AS3. All special education teachers will determine weaknesses and areas to be addressed of proficient and non proficient students in August.

S1-AS3 – B1. 100% of special education teachers will determine weaknesses in the area of reading for proficient and not proficient students in August

Students will cover the areas of weaknesses in the remediation classes.

Special education teacherTitle I teacherTitle I aide

List of students and weaknesses in reading

(20) Know and apply principles of grammar and usage in writing, speaking, and presenting and apply mechanics in writing.

S1 – AS4. All core curriculum teachers and special education teachers will utilize whole group, small group, cooperative learning, or peer tutoring to address students weaknesses in reading.

S1 – AS4-B1. 100% of all core curriculum teachers and special education teachers will utilize whole group, small group, cooperative learning, or peer tutoring to address students weaknesses in reading.

Students’ learning environment will be conducive to group work, cooperative learning, and/or peer tutoring.Title I aideTitle I ARRA aide

Lists of heterogeneous and homogeneous groups

S2 Provide tutorial services for at –risk students based on language and writing needs.

S2AS 1. All teachers will identify students who are most at- risk in August.

S2-AS2. All teachers will identify materials and resources to be used with tutoring at-risk students in August.

S2-AS3. All teachers will provide instruction using technology, including test preparatory and remedial classes.

S2-AS4. All teachers will be trained in the use of rubrics and in the assessment of writing in core subjects in September.

S2-AS1-B1. 100% of teachers will identify students who are most at risk.

S2-AS2-B2. 100% of teachers will identify materials and resources to be used with tutoring At-risk students in August. S2-AS3-B3. 100% of teachers will provide instruction using technology, including test preparatory classes, and remedial tutoring available in September.

S2-AS4-B4. 100% of teachers will be trained in the use of and assessment of writing in core subjects in September.

Students will attend the after school tutoring program and continue to use the USA test prep website.

One –on- One assistance for At-Risk students After school tutoring classesTest Prep

Students will be placed in remedial classes by their scores on the ARMT/ AHSGE

USATESTPREP WEBSITE

Books, graphic novels, newspapers

Computers

Trainer and workshop


CONTINUOUS IMPROVEMENT GOAL (SHOULD ADDRESS IDENTIFIED WEAKNESSES AND GAPS):Sardis High School will improve its 11th grade Special Education math proficiency index from -19.07 in 2010 by 10 points in 2011 and its graduation rate from 83% in 2010 to 87% in 2011.

Data Results on which goal is based:ARMT, AHSGE, SAT 10 data

COURSES OF STUDY


WHICH COURSE OF STUDY STANDARDS, AHSGE

STANDARDS/OBJECTIVES, ELIGIBLE CONTENT, OR WIDA*

STANDARDS ARE LINKED TO EACH STRATEGY?


TO IMPROVE STUDENT ACADEMIC PERFORMANCE? (Give specific strategies, not just programs

or program names.)

HOW WILL PROGRESS FOR EACH ACTION STEP BE MEASURED?

(PERFORMANCE DATA, LISTS, SURVEYS, ETC)

HOW WILL THE SCHOOL PROVIDE TIMELY ASSISTANCE IF STRATEGIES

DO NOT CHANGE PERFORMANCE?

WHAT RESOURCES AND SPECIFIC EXPENDITURES WILL BE NEEDED FOR

SUCCESSFUL IMPLEMENTATION?(Ex: 6 Classroom Libraries, $.....00)





ADDITIONAL ACADEMIC INDICATORS:Graduation Rate

TARGET STUDENT SUBGROUP(S):SPE 7-12 ALL studentsLEP 7-12FREE AND REDUCED MEALS

AL, TECH COS

12. Use digital tools to publish curriculum-related content.

13. Demonstrate collaborative skills using curriculum-related content in digital environments.

S1. Utilize technology in math instruction.

S1 – AS1. All teachers will incorporate identified technology resources into lessons beginning in August.

S1-AS1 – B1. 100% of teachers will incorporate identified technology resources into lessons beginning in August.

Teachers will receive additional training to learn effective teaching methods on how to utilize technology in math instruction.

Title I teacher (CSR).5 counselorTitle I aide

Title I ARRA instructional aideOne-on-one assistanceTest prep

Teachers will need access to graphing calculators, Interwrite pads, and/or Promethean Boards while teaching.

AHSGE (math) --ALL S1 – AS2. All teachers will provide time for practice on computer based programs.

S1-AS2 – B1. 100% of teahers will provide time for practice on computer based programs.

Students will have access to additional programs and one-on-one instruction.

Test Prep

Teachers and students will need computers, math programs, and practice materials.

ARMT—grade 7, 8Order of operationsMath procedures

S1 – AS3. All teachers will utilize various programs for math emediation.

S1-AS3 – B1. 100% of teachers will utilize various programs for math remediation.

Students will receive instruction from various math programs and one-on-one tutoring.Test PrepTitle I teacher (CSR)

Teacher who offer AHSGE tutoring will post this on their websites. Copies can be put in documentation folder.

COS (MATH)-- ALL S2. Align math test and resources to the Alabama Course of Study in order to target instruction.

S2-AS1 – B1. 100% of senior teachers will check alignments from other school systems on the web to indicate their alignments are correct.

Teachers will receive specific information regarding alignments of COS.

Teachers will have access to pacing guides from other schools.

S2 – AS2. All senior high teachers will take alignment to next step of flexible pacing.

S2-AS2 – B1. 100% of senior high teachers will take alignment to next step of flexible pacing.

Teachers will receive specific training on flexible pacing

Test Prep

Teachers will have access to arough draft of pacing guides for Algebra I, Algebra II and Geometry.

S2 – AS3. All senior high teachers will use ALEX website to see resource correlations to COS.

S2-AS3 – B1. 100% of senior high teachers will use ALEX website to see resource correlations to COS.

Teachers will have access to copies of activities found on ALEX that correlate to the COS.

S2 – AS4. All senior high teachers will utilize departmental meetings to align text and share resources.

S2-AS4 – B1. 100% of all senior high teachers will utilize departmental meetings to align text and share resources.

Teachers will meet if original text alignment proves unsuccessful.

Teachers will have minutes or notes from departmental meetings to refer to during lesson planning.


S3. Use longitudinal data to address weakest math standards in all math classes. S3 – AS1. All junior high math teachers will analyze or review data for the previous year at the first faculty meeting in August.

S3-AS1 – B1. 100% of the junior high math teachers will analyze or review data for the previous year at the first faculty meeting in August.

Title I CSR teacher Teachers will have notes, graphs, and sign-in sheets from meeting.

S3 – AS2. All junior high math teachers will list proficient and non-proficient students beginning in August.

S3-AS2 – B1. 100% of the junior high math teachers will group students based on proficiency in August.

Teachers will provide more hands on activities with students who are non-proficient or in their areas of weakness.Title I teacher (CSR)

S3 – AS3. All junior high math teachers will determine weaknesses of non-proficient and proficient students in August.

S3-AS3 – B1. 100% of junior high math teachers will determine weaknesses of non-proficient and proficient students in August.

Students will receive differentiated instruction based on their needs in mathTitle I teacher (CSR)Title I aideTitle I ARRA


COURSES OF STUDY







or program names.)











ADDITIONAL ACADEMIC INDICATORS: Graduation rate

TARGET STUDENT SUBGROUP(S):SPE 7-12 All studentsLEP 7-12FREE AND REDUCED MEALS

AHSGE (SOCIAL STUDIES)III-2: Identify and evaluate the era of expansion

VI-I: Evaluate the causes of World War I

VI-2- Evaluate the effects of World War I

S1: Encourage participation by all students in social studies classes

S1AS1: All social studies teachers will address different learning styles beginning in August.

S1AS2: All social studies teachers will provide differentiated instruction throughout the school year

S1AS3: All social studies teachers will incorporate whole group and small group instruction throughout the school year beginning in August.

S1AS4: All social studies teachers will provide students with hands on learning experiences that will carry over throughout the school year beginning in August.

S1-AS1-B1: 100% of social studies teachers will address different learning styles of students

S1-AS2-B2: 100% of social studies teachers will provide differentiated instruction throughout the school year

S1-AS3-B3: 100% of social studies teachers will incorporate whole group and small group instruction throughout the school year.

S1-AS4-B4: 100% of social studies teachers will provide students with hands on learning experiences that will carry over throughout the school year.

Students who do not meet growth standards will be placed in tutoring for social studies.

Title I ARRA aide

Test Prep

Title I ARRA aide.5 counselor

One-on-one assistance by peers and or teachers

Cooperative learning groups-project based learningTitle I ARRA aide

AHSGE results

APEX social studies practice

Remediation tools/resources


S2: Create and utilize bell ringers which allow for review of basic social studies facts

S2AS1: All social studies teachers will determine the basic skills and modalities that everyone will use for review beginning in August.

S2AS2: All social studies teachers will determine how progress will be made beginning in August.

S2AS3: All social studies teachers will utilize bell ringers at least 4 times per week beginning in August.

S2AS4: All teachers will check notebooks students have maintained of bell ringer activities beginning in August.

S2AS5: All teachers will review bell ringers with students using various review strategies beginning

in August.

S2AS6: All social studies teachers will pass student notebooks to next social studies teacher for student to continue bell ringer activities the following year in May.

S2-AS1-B1: 100% of social studies teachers will determine the basic skills and modalities that everyone will use for review

S2-AS2-B2: 100% of social studies teachers will determine how progress will be made

S2-AS3-2B3: 100% of social studies teachers will utilize bell ringers at least 4 times per week.

S2-AS4-B4: 100% of social studies teachers will check notebooks students have maintained of bell ringer activities

S2-AS5-B5: 100% of all social studies teachers will review bell ringers with students with various review strategies throughout the semester

S2-AS6-B6: 100% of social studies teachers will pass student notebooks to next social studies teacher for student to continue bell ringer activities the following year in May.

Peer tutoring will be available for students that are struggling passing the social studies portion of the AHSGE.One-on-one assistance from teachers

Study guides will be available for students that are not currently taking social studies the semester that the AHSGE is given.

Study guides will be made available to struggling students

Several sessions of after school tutoring are offered that focus on the AHSGE social studies portion of the exam

Test Prep

Resources for the areas missed the most

Study guides

Study guides

Usatestprep.com

Bell ringer notebooks


Data Results on which goal is based:SAT10, AHSGE, ASA

COURSES OF STUDY







or program names.)







Alabama Science Assessment: Cell function and

kingdom classification Mendel’s Laws and

genetics

S1. Use standardized and/or classroom data to improve science test scores (ASA, AHSGE) S1 – AS1. All science teachers will identify curricular materials to be used in August.

S1-AS1 – B1. 100% of teachers will identify the instructional materials they use by September.

Teacher intervention, one on one tutoring, and revamp of lessons/assignments.Title I aideTitle I ARRA aide

AHSGE SCIENCE OBJECTIVES AND TEST SCORES, ASA OBJECTIVES AND TEST SCORES

S1 – AS2. All science teachers will instruct students using technology, group work, and hands-on activities beginning in August.

S1-AS2 – B1. 100% of teachers will incorporate hands-on activities into their classrooms each month.

Teacher intervention, one on one tutoring, and revamp of lessons/assignments.Title I aide Title I ARRA aide

TECHNOLOGY RESOURCES

S1 – AS3. Review prior student performance to determine weaknesses in science competencies

in September.

S1-AS3 – B1. 100% of teachers will review previous student testing data to determine each students’ weaknesses by October.

Teacher intervention, one on one tutoring, and revamp of lessons/assignments.

Test Prep

TIME TO MEET WITH OTHER SCIENCE TEACHERS

AHSGE (SCIENCE): II-4Identify how factors affect rates of physical and chemical changes

S2. Incorporate hands-on learning activities to reinforce science concepts S2 – AS1. All science teachers will address different

learning styles by providing whole group and small

group peer collaboration, differentiated instruction,

and hands-on instruction in October to improve on

the areas of weakness on ASA.

S2-AS1 – B1. 100% of teachers will provide whole group activities and small group activities including activities that are hands-on throughout the year.

Teacher intervention, one on one tutoring, and revamp of lessons/assignments.

One-on-oneassistance from teachers

Experiments and hands-on materials





ADDITIONAL ACADEMIC INDICATORS:

GRADUATION RATE

TARGET subgroups:SPE 7-12LEP 7-12FREE AND REDUCED MEALS UDENT SUBGROUP(S):

S2 – AS2. All science teachers will provide hands-on

laboratory experiences to reinforce science concepts

taught in the classroom in September.

S2-AS2 – B1. 100% of teachers will access student learning through hands-on activities.

S2 – AS3. All science teachers will incorporate inquiry-based lessons into their classroom by utilizing questioning techniques in October.

S2-AS3 – B1. 100% of teachers will use inquiry-based lessons to enhance student learning.


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

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

15 EL students in 2009-2010 9 exited the program with a 4.8 or better. The weaknesses for the EL students at Sardis High are in writing and reading skills.Data on which goal is based:WIDA ACCESS scores

WIDA ENGLISH LANGUAGE PROFICIENCY STANDARDS


WHICH WIDA* ENGLISH LANGUAGE PROFICIENCY

STANDARDS OR DOMAINS ARE LINKED TO EACH STRATEGY?


TO IMPROVE STUDENT ACADEMIC PERFORMANCE?

(Give specific strategies, not just programs or program names.)



HOW WILL THE SCHOOL PROVIDE TIMELY ASSISTANCE IF STRATEGIES DO NOT CHANGE

PERFORMANCE?



LANGUAGE DOMAIN:WIDA READING STANDARD

AS-1: Increase vocabulary development by providing instruction in synonyms, antonyms, context clues and multiple meaning words.

S1 AS1: All teachers will determine content and testing vocabulary of EL students in August.

S1AS2: All teachers will pre-teach vocabulary to ELL students in August and September.

S1AS3: All teachers will use word walls to re-teach vocabulary beginning in August.

S1AS4: All teachers will allow the EL teacher/aide to provide additional practice time beginning in August.

S1AS5: All teachers will collaborate weekly with EL paraprofessional to help with EL students who are struggling in reading beginning in August.

S1 B1: 100% of teachers will determine content and testing vocabulary of EL students in August.

S1B2: 100% of teachers will pre-teach vocabulary to EL students in August and September.

S1B3: 100% of teachers will use word walls to re-teach vocabulary

S1B4: 100% of teachers will allow the ESL teacher/aide to provide additional practice time

Peer tutors will be used to provide assistance

Teachers will provide remediation

After school tutoring will be available

Parent notes, etc can be sent home in native language, if needed

Extra help /practice time in the areas where needed provided by EL Paraprofessional

Title I ARRA aide

.5 counselor

Test Prep

Title III funds

EL itinerant teacher

EL materials



TARGET ELP LANGUAGE DOMAIN(S): Circle all that apply. Reading Writing Listening Speaking Comprehension

LANGUAGE DOMAIN:WIDA WRITING STANDARD

AS-1: Provide tutorial services based on writing proficiency needs

S2AS1: All teachers will create a plan to ensure that identified struggling students participate beginning in August.S2AS2: All teachers will provide remediation throughout the day for struggling writersS2AS3: All teachers will notify EL students of after school tutoring beginning in August.S2AS4: All teachers will allow struggling EL students to participate in during school hours tutoring that the EL aide will offer throughout the day beginning in August.

S2B1: 100% of teachers will create a plan to ensure that identified struggling students participateS2B2: 100% of teachers will provide remediation throughout the day for struggling writersS2B3:100% of teachers will notify EL students of after school tutoring.S2B4: 100% of teachers will allow struggling EL students to participate in during school hours tutoring that the EL aide will offer throughout the day


Small groups/whole groups

EL Instructional aide will assist strugglers.

Transact.com

LANGUAGE DOMAIN:WIDA WRITING STANDARD

STRATEGY: Provide tutorial services based on writing proficiency needs

ACTION STEP:S2AS1: All teachers will create a plan to ensure that identified struggling students participate beginning in August.S2AS2: All teachers will provide remediation throughout the day for struggling writersS2AS3: All teachers will notify EL students of after school tutoring beginning in August.S2AS4: All teachers will allow struggling EL students to participate in during school hours tutoring that the EL aide will offer throughout the day beginning in August.

S2B1: 100% of teachers will create a plan to ensure that identified struggling students participateS2B2: 100% of teachers will provide remediation throughout the day for struggling writersS2B3:100% of teachers will notify EL students of after school tutoring.S2B4: 100% of teachers will allow struggling EL students to participate in during school hours tutoring that the EL aide will offer throughout the day


Small groups/whole groups

.5 counselor

El aide will assist strugglers.

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


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

CULTURE

(REFER TO CULTURAL DATA IN NEEDS ASSESSMENT)


WHAT CHALLENGES RELATED TO SCHOOL, SAFETY,

CLASSROOM MANAGEMENT/DISCIPLINE, RtI

FRAMEWORK AND SUPPORTIVE LEARNING

ENVIRONMENTS HAVE BEEN IDENTIFIED THROUGH THE

REVIEW OF SCHOOL DEMOGRAPHIC, PERCEPTION,

AND PROCESS DATA?


TO IMPROVE CULTURAL BARRIERS IMPACTING STUDENT ACADEMIC PERFORMANCE? (Give specific strategies, not just programs

or program names.)



HOW WILL THE SCHOOL PROVIDE TIMELY ADJUSTMENT IF STRATEGIES DO NOT

CHANGE PERFORMANCE?


SUCCESSFUL IMPLEMENTATION?(Ex: Teacher Incentives,Title II $.....00,

Supplies for Mentors/Mentees, etc)


Low student attendance, excessive student tardiness, excessive unexcused checkouts

STRATEGY (S1): Increase student attendance – decrease checkouts and tardies.

ACTION STEP (AS) S1 – AS1: All teachers will provide

incentives for perfect attendance every nine weeks (including check-outs, tardiness, doctor) beginning in August.

S1 – AS2: All teachers will take daily attendance and send absent student names to office. After 1st day the students parents will be called, 3rd day a letter is sent to parent and after 5th day of unexcused absence students names are turned into the Early Warning Program beginning in August.

S1 – AS3: All teachers will strive to create high interest classes beginning in August.

S1 – AS4: All teachers will discuss class options with students, including opportunity to take video conferencing classes and web classes, this will help meet the needs of the students individual learning styles beginning in August.

S1AS5: All teachers will model appropriate behavior and be positive role models beginning in August.

S1B1: 100% of teachers will provide incentives for perfect attendance every nine weeks (including check-outs, tardiness, doctor.)

S1B2: 100% of teachers will take daily attendance and send absent student names to office. After 1st day the students parents will be called, 3rd day a letter is sent to parent and after 5th day of unexcused absence students names are turned into the Early Warning Program

S1B3: 100% of teachers will strive to create high interest classes.

S1 B4: 100% of teachers will discuss class options with students, including opportunity to take video conferencing classes and web classes, this will help meet the needs of the students individual learning styles.

S1B5: 100% of teachers will model appropriate behavior and be positive role models

Awards for good behavior

Teachers implement time for time when a student misses a class or a section of the class

After 10 absences the student will “fail due to attendance”

Phone calls, letters, early warning

Email when available

Incentives

Computers

IBC Lab


Numerous bullying and intimidation episodes per week.

STRATEGY (S2):Decrease bullying and intimidation episodes per week

ACTION STEP: S2-AS1: All teachers will monitor for

bullying in the hallways, lunchroom, gymnasium and other areas during students unstructured time beginning in August.

S2-AS2: All teachers will turn in students that are witnessed bullying or intimidating other students beginning in August.

S2-AS3: All teachers will provide time during their classes every six weeks for the counselor or other community persons to talk to students about bullying and the effect it has on others beginning in August..

S2-AS4: All teachers will identify ways for students to use the information they have learned about bullying beginning in August.

S2-AS5: All teachers will model appropriate behavior for the students at all times beginning in August.

S2-B1: 100% of teachers will monitor for bullying in the hallways, lunchroom, gymnasium and other areas during students unstructured time.

S2-B2: 100% of teachers will turn in students that are witnessed bullying or intimidating other students.

S2-B3: 100% of teachers will provide time during their classes every six weeks for the counselor or other community persons to talk to students about bullying and the effect it has on others.

S2-B4: 100% of teachers will identify ways for students to use the information they have learned about bullying.

S2-B5: 100% of teachers will model appropriate behavior for the students at all times.

“Zero tolerance policy” adopted for bullying

Office referrals

Physical presence of teachers in hallway, lunchroom…..etc

Professional Development for counselors/administration on bullying, intimidation among students.

Turn around training for teachers


Low student attendance, excessive student tardiness, excessive unexcused checkouts

STRATEGY (S1): Increase student attendance – decrease checkouts and tardies.

ACTION STEP (AS) S1 – AS1: All teachers will provide

incentives for perfect attendance every nine weeks (including check-outs, tardiness, doctor) beginning in August.

S1 – AS2: All teachers will take daily attendance and send absent student names to office. After 1st day the students parents will be called, 3rd day a letter is sent to parent and after 5th day of unexcused absence students names are turned into the Early Warning Program beginning in August.

S1 – AS3: All teachers will strive to create high interest classes beginning in August.

S1 – AS4: All teachers will discuss class options with students, including opportunity to take video conferencing classes and web classes, this will help meet the needs of the students individual learning styles beginning in August.

S1AS5: All teachers will model appropriate behavior and be positive role models beginning in August.

S1B1: 100% of teachers will provide incentives for perfect attendance every nine weeks (including check-outs, tardiness, doctor)

S1B2: 100% of teachers will take daily attendance and send absent student names to office. After 1st day the students parents will be called, 3rd day a letter is sent to parent and after 5th day of unexcused absence students names are turned into the Early Warning Program.

S1B3: 100% of teachers will strive to create high interest classes.

S1 B4: 100% of teachers will discuss class options with students, including opportunity to take video conferencing classes and web classes, this will help meet the needs of the students individual learning styles.

S1B5: 100% of teachers will model appropriate behavior and be positive role models

Awards for good behavior

Teachers implement time for time when a student misses a class or a section of the class

After 10 absences the student will “fail due to attendance”

Phone calls, letters, early warning

Email when available

Incentives

Computers

IVC Lab


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

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

Sardis High School has a new teacher mentoring program in which the new teacher and a veteran teacher have weekly meetings to discuss progress and/or classroom issues. The mentoring teacher observes the new teacher’s class periodically to provide suggestions and feedback.

2. 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.

Sardis High school earns 35.51 classroom teachers and additional units which total 40.51. Sardis earns 1.0 principal, 1.0 assistant principal, 1.5 counselors, and 1.5 librarians.

3. Transition: Describe strategies to assist students in transitioning from previous school to the current school and/or from the current school to the next school, including, for example, how preschool children might be prepared for entry into kindergarten or how eighth grade students are prepared for high school.

General orientation is held with all students on the first day of school. Future 7th grade students visit Sardis their 6th grade year to meet their new teachers and tour the campus. Sardis also provides a 6th grade move up night for parents and students to get acquainted with teachers, new schedules and new surroundings. Grades 8 – 11 also have a day where transition options, including 4 year plans, vocational classes, diploma and post-secondary options are discussed. Sardis High and Etowah Career Technical Center provide a transition day for students interested in the programs offered at the career technical center. Juniors, Seniors, and Special Education students are provided transition services throughout the year. Seniors receive a monthly newsletter offering college and scholarship information and the counselor is available at any time to assist with any post secondary questions and assistance that may be needed. Special education transition services are offered by each student’s special education teacher and the job/transition coach. These services start during the student’s 9th grade year and continue with them on through adulthood.

4. Highly Qualified Teachers: Describe the qualifications of teachers in the school with regard to their being highly qualified and what strategies the school, with the support of the LEA, uses to attract and retain highly qualified teachers.

It is the goal of the Sardis High School administration to have all teachers of core subject areas highly qualified. All teachers at Sardis are highly qualified. The principal at Sardis High is dedicated to selecting HQ teachers through teacher interviews. Teacher mentoring has been in place since the 2006-2007 school year to provide new teachers with extra assistance during their first few years of teaching.

5. Assessments and Teacher Involvement: Describe how teachers in the school meet to collaborate regarding the use of academic assessments to provide information on and improve the achievement of individual students and the overall instructional program.Teacher involvement in decision making is as follows: 1. The faculty collaboratively studies disaggregated data (results of state assessments). 2.The Problem Solving Team (RtI) members analyze data collected on referred student to determine next steps, change accommodations, or refer student to Special Education.


3. Multi-grade level meetings help identify gaps or overlaps in curriculum.4. Grade level and subject level meetings are held to adjust and improve instructional methods and strategies based on data.

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

All students at Sardis, including limited LEP, homeless, economically disadvantaged, and neglected/delinquent, have access to all services and programs available, including free/reduced meals, EL services, SPE services, At-Risk, and counseling services. Also, Sardis uses the Dept. of Human Resources, the Dept. of Mental Health and various community resources to provide students with necessary school supplies, food, clothing, and shelter. All homeless and LEP students have equal access to the same free, appropriate public education. In addition, all homeless and LEP students are provided with the opportunity to meet the same challenging state content and state performance standards to which all students are held accountable, without being stigmatized or isolated. The counselor and/or principal identify LEP students upon enrollment. Each new student receives a Home Language Survey used to determine eligibility for LEP testing. A student qualifies for testing, if the survey indicates that a language other than English is used by the student or at the student’s home. All eligible students are tested with the WIDA access Placement Test (W-APT) to determine if a student is eligible to receive services through the ESL program. Parents or guardians have the right to waive EL services. If parents or guardians agree for the student to receive services, the EL committee convenes to determine appropriate services and placement for each individual student. The ESL committee consists of the ESL teacher, parents or guardian of the student, the student’s teacher, the school counselor or an administrator. Parents are provided the opportunity to receive all updates and important school documents in English and Spanish. The EL committee reviews each student’s progress annually. If a student scores proficient on the WIDA Access Test (4. 8) and is performing on grade level (determined by grades, teachers, recommendations, and results of reading score on standardized tests), the student becomes eligible to exit the ESL program and is monitored for two weeks to ensure success. Sardis High School has no migrant students at this time. Parents of each student receive a Migrant Education Survey upon enrollment, which determines eligibility for the migrant program. Sardis High School provides Special Education services and uses appropriate procedures in accordance with federal and Alabama state laws and regulations. The referral coordinator tracks referrals and notices to parents concerning eligibility meetings. The evaluation is conducted by a psychometrics to determine if the student is eligible for SPE services. An Individualized Education Plan (IEP) team convenes to determine the eligibility for SPE services. The IEP team develops the IEP based on the results of the evaluation, the concerns of the parents, and the academic, developmental, and functional needs of the child. Sardis High School ensures that children with disabilities have access to a variety of educational programs and services available to non-disabled children, including band, ELs, and physical education. School counselors are responsible for identifying homeless students, should they enroll. Neither Sardis nor Etowah County has any homeless students at this time.Neglected/delinquent students are identified at Sardis High School when the student is contacted by one of following: DHR, Social Services, LEA Attendance Officer, parent, and the school counselor and/or administrators.

7. 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.Students who experience difficulty mastering proficient or advanced achievement standards are provided timely effective and additional instructional assistance. This will be accomplished by:

- Encouraging parental involvement in student education through student conferences, telephone conversations and notes- Offering High Hopes tutoring is offered for students who need extra assistance in Math and other core subjects. This tutoring is offered to students twice a week for one hour directly after

school. Tutoring is available for homework, class work, and review for the AHSGE- Communicating with previous teachers and parents who have insight about student learning styles


- Providing small group instruction and intervention by teachers for Special Education Students and students experiencing difficulty in core classes- Reviewing of student records, previous test results, and any other pertinent information which helps the teacher determine students’ strengths and weaknesses- Compiling and utilizing previous test results to determine individual and class strengths and weaknesses, and addressing these results during instruction

- Providing extended summer learning opportunities for AHSGE remediation.

8. 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.

Teachers schedule after school tutoring 2-3 days a week as needed by students.

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

A. 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.

1) During the second month of school, Sardis holds its Parental Involvement Open House. Parents are notified of the meeting through notices sent home and advertisements on the school website. Topics to be discussed are: a. The Continuous Improvement Plan b. Parental Involvement c. Review of the School-Parent Compacts d. The Parent Survey e. An explanation of the school’s curriculum and the state’s content standards 2) Sardis will conduct Parent-Teacher Conference Nights – one in the fall semester and one in the spring semester from 3:00 to 6:30. These are scheduled to accommodate working parents who are not able to attend conferences held during the regular school day.

3.) Parents receive assessment surveys that allow them to indicate strengths and weaknesses found in the school’s administration and/or teaching practices.

4.) Parental Involvement funds have been used to purchase school home notebooks which allow parents and teachers to track assignments, homework, and grades. The Parental Involvement money was also used to purchase DANAs (handheld computer devices) that students can take home, and parents receive instruction on the uses of the devices and are encouraged to help the students.


B. Parental Involvement: 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.

In the beginning of each school year, the Etowah County Board Of Education shall notify the parents of each student attending any school receiving Title I, Part A funds that the parents may request, and the agency will provide to the parents, on request (and in a timely manner), information regarding the professional qualifications of the students’ classroom teachers including at a minimum the following:

Whether the teacher has met state qualifications or licensing criteria for the grade levels and subject area in which the teacher provides instruction. Whether the teacher is teaching under emergency or other provisional states through which state qualifications or licensing criteria have been waived. The baccalaureate degree major of the teacher and other graduate certification or degree held by the teacher and the field of discipline of the certification or degree.

C. Parental Involvement: Describe how the school provides parents of participating children timely information in a uniform format and, to the extent practicable in a language they can understand, about 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.

Parents and school staff responsibilities include expecting and encouraging high standards of academic achievement and positive behavior. Parents should make sure students attend school regularly. At Sardis High, parent/teacher days are held annually and sometimes held more often, if there is a need. Parent/teacher conferences are scheduled at any time one is needed by appointment when convenient to the parent and teacher. Progress reports are sent home at the middle of each grading period and any other time per parent request or where teacher sees a need. Report cards are sent home every 9 weeks.D. Parental Involvement: Describe how parents, the school staff, and students share responsibility for improved student academic achievement for participating students (How the School-Parent Compact is jointly developed with Title I parents; how it is used, reviewed, and updated).

Parents and school staff responsibilities include expecting and encouraging high standards of academic achievement and positive behavior. Parents should make sure students attend school regularly. At Sardis High, parent/teacher days are held annually and sometimes held more often, if there is a need. Parent/teacher conferences are scheduled at any time one is needed by appointment when convenient to the parent and teacher. Progress reports are sent home at the middle of each grading period and any other time per parent request or where teacher sees a need. Report cards are sent home every 9 weeks.E. Parental Involvement: Describe procedures to allow parents to submit comments of dissatisfaction with the Continuous Improvement Plan.

Parents can voice dissatisfaction with the CIP in writing to Barry Bottoms, Assistant Superintendent of Etowah County Schools, at the Etowah County Board of Education. This letter must include the parent’s name , address, and phone number. The parent will receive a written response or phone call within 5 days.

F. Parental Involvement: Describe how the school will build capacity for parental involvement including how parents will be encouraged to become equal partners in the education of their children. (See NCLB Section 1118, requirements for building capacity in parental involvement.)To ensure effective involvement of parents and to support a partnership among the school, parents, and the community to improve student academic achievement, our school:

(1) Shall provide training for parents of participating children in understanding such topics as the State's academic content standards and State student academic achievement standards, State and local


academic assessments, the requirements of Title I, and how to monitor their child’s progress and work with teachers to improve the achievement of their children. (Describe)

An explanation of the CIP plan, what services are offered, and how parents have the right to be involved in their children’s education is a part of the general session of the first Parent Open House meeting. Parents are informed that a copy of the CIP plan is available for review in the library and school. (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)

Sardis works diligently to encourage parental involvement. The school website is used to communicate with parents. Teachers are required to have syllabi for all classes taught, biography information, contact information, helpful resources, and a communication blog regarding their class environment. At the beginning of school, administrators sent home instructions to parents on how to sign-up and receive E-alerts from the website. Also, teachers utilize the use of DANAs by sending the handheld devices home with students and providing parents with instructions of use and assignments to be completed on the devices.

(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) Sardis High will continue to work with its teachers through in-service, faculty meetings, and grade level meetings to help them understand the importance of parent involvement and that parents are our partners. Sardis High offers an Open House each term to encourage teachers and parents to meet and discuss the best ways to meet the needs of the child.

(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)Sardis High School will utilize the following methods to inform parents about the school-wide programs and encourage parents to be involved:

1. School website 2. Local newspapers/radio stations 3. Parent meetings 4. Open House

5. Flyers 6. School marquee 7. Parent Day Conferences in Oct.

(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)


Sardis High will provide information on all school meetings, parent notices, etc. that are sent to parents of ELL children in Spanish or other language using www.transact.com. Sardis also has two teachers that are bilingual who assists in verbally communicating with parents as needed.

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

Parents may request conferences with administrators or teachers when needed. Parents may request progress reports, discipline reports, and attendance records at any time.

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

Sardis High School will provide opportunities for the participation of parents with limited English proficiency and parents with disabilities. “Notes Home” is available in Spanish to be used in communication with Spanish speaking parents. A bilingual teacher is available to assist with communication, as needed. The school is handicap accessible and makes every effort possible to accommodate parents with disabilities. At this time Sardis has no migrant students.

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

Does the plan provide opportunities for professional development activities that are high-quality, effective, and research-based? YES x NO Does the plan include opportunities for teachers, principals, paraprofessionals, other staff, and parents? YES x NO Does the plan include required district-wide training for English language acquisition? YES x NO

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

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

LEARNING ADDRESS?

WHAT TYPES OF PROFESSIONAL

LEARNING WILL BE OFFERED?

WHEN WILL THE

SESSION BE DELIVERED?

(Please list dates of future PD sessions, not those that have

already taken place.)

WHAT ARE THE EXPECTED OUTCOMES

OF PROFESSIONAL LEARNING?

(Following the professional learning, how will academic

or cultural challenges be impacted – what does it look

like?)

HOW WILL PARTICIPANTS BE HELD ACCOUNTABLE FOR SUCCESSFUL IMPLEMENTATION AND IN WHAT

WAYS WILL EVIDENCE BE COLLECTED TO SHOW EFFECTIVE ASSIMILATION/INTEGRATION OF

STRATEGIES?

WHAT ARE THE FUNDING SOURCES,

ESTIMATED EXPENSES, AND PROPOSED NAMES OF CONSULTANTS OR

ENTITIES?Example: Title II, $....00

Dr. Verry Goode

DOCUMENT CONTINUOUS LEA REVIEW AND SUPPORT RESULTS


http://www.alsde.edu/

http://www.transact.com/

Sardis shares 1 ESL master teacher with other schools.

During 1st MONTH of 2010-2011 school year, ESL training will be for all teachers on student accommodations and ACCESS scores

Technical assistance from the trainer, after meetings occur, to support implementation

During 1st MONTH of 2010-2011 school year, at a date convenient for the faculty and the county ESL teachers

One session at fall in-service

One session at spring in-service

Trainer will be available for assistance, as necessary

Improved achievement on ACCESS, WIDA, SAT, ASA, ARMT, and AHSGE for EL students

AYP data for reading will indicate a narrowed achievement gap between Els and all students

ACCESS for ELLS data will reflect these expected outcomes

Observation/walkthroughs will be conducted by school administrators.

Student progress will be monitored through midterm progress reports and nine-week report cards.

Teacher lesson plans submitted on a weekly basis will include content and language objectives

Administrators/counselors/parents will be informed of students not progressing

Intervention strategies will be determined

EL paraprofessional will be observed giving student assistance as well as interpreting for parents

$0 for ESL teacher to train faculty

Title I funds

Title III funds

Large number of student absences

On-site training for better ways to handle student absences

During regularly scheduled faculty meetings or in-service.

Absences will decrease, as teachers handle student absence problems in classrooms.

Administrations will compare the number of absences to the number from the previous year.

DUPLICATE PAGES AS NEEDED


Part VIII - Coordination of Resources/Comprehensive Budget

List all federal, state, and local monies that the school uses to run its program.

I. State Foundation Funds:State Foundation Funds TOTAL # FTEs # of Units Earned Placed by the at the school school

$2,743,207 3% proration$2, 660, 911

Assigned Units: 40.51 35.05 classroom teachers: 35.51 34.44 TOTAL OF ALL SALARIES $2,732,654$2, 650, 675

Administrator Units: 1 Assistant Principal: 1 Counselor: 1.5 Librarian: 1.5 Instructional SuppliesLibrary EnhancementTechnologyProfessional DevelopmentState ELL Funds Career and Technical Education AdministratorCareer and Technical Education CounselorTextbooks

$10,553 $10,236

II. Federal Funds:Title I: Part A: Improving the Academic Achievement of the Disadvantaged TOTAL

$126,132 + $12,765= 138,897

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:Parental Involvement $1,932Materials, supplies, equipment, and hardware- $8,370 + $12,765= $21, 135Teacher and 1 instructional aide-$80, 329


.5 counselor $35,501

Funds are budgeted in Title I set asides for professional development activities identified in the LEA Needs assessment

ARRA FUNDS TOTAL

$ 36,570 $63,135

BRIEF EXPLANATION and BREAKDOWN OF SPENDING:

Instructional paraprofessional $25, 319Materials, supplies, equipment, and hardware- $10,851Professional Development $723 to address 21st century classroom skillsService of: School Improvement specialist, ESL teacher, and the Professional Development Coordinator of TechnologyTitle I Amendment Due to Decline in State Funds .5 teacher $26, 242Title II: Professional Development Activities TOTAL

$0

BRIEF EXPLANATION and BREAKDOWN OF SPENDING:Services of system-wide funds budgeted for professional development activities identified in the LEA Needs Assessment

Title III: For English Language Learners TOTAL

$0

BRIEF EXPLANATION and BREAKDOWN OF SPENDING:Services of ESL lead teacher and system-wide immigrant instructional aide


Title IV: For Safe and Drug-free Schools TOTAL

$ 0


Title VI: For Rural and Low-income Schools TOTAL

$ 0


Career and Technical Education-Perkins IV: Basic Grant (Title I) TOTAL

$ 0

BRIEF EXPLANATION and BREAKDOWN OF SPENDING

Career and Technical Education-Perkins IV: Tech Prep (Title II) TOTAL $0BRIEF EXPLANATION and BREAKDOWN OF SPENDING

III. Local Funds ( if applicable) $11,832


Local Funds Jack Page $4832*Larry Payne $7000** amount amended 11/2010 TOTAL $11,832

Part IX – MONITORING/REVIEW DOCUMENTATION


INITIAL REVIEW /DEVELOPMENT Target Date: August Purpose: Review assessment data to develop plan or make plan adjustments to existing plan.

Date _8-31-10_______________________________

Principal Initial s____GB__________

LEA initials ____WG__________ Other ___________________

COMMENTS*(Required)CIP updates and reminders for 2010-2011Faculty orientation on CIP implementation and documentation box. SAT 10 box, ARMT, and AHSGE data were reviewed.

*Use additional pages, if needed

REVIEW 1 Target Date: September Purpose: AMENDMENT - Incorporate recommendations from school, LEA and/or SDE.

Date ___9-30-10_____________________________

Principal Initials____GB__________

LEA initials _____WG_________ Other ___________________

COMMENTS*Faculty received explanation and demonstration of how to label folders in the CIP box and how the documentation process evolves throughout the school year. Also, faculty received instruction on what to expect and what to have for walkthroughs.

* Use additional pages, if needed

REVIEW 2 Target Date: October Purpose: IMPLEMENTATION - Provide documentation/evidence of improvement.

Date ____10-20-20____________________________

Principal Initials___GB_______

LEA initials ______WG________ Other ____________

COMMENTS*(Required)Findings during walkthroughs yielded the following:

1) Teachers posted COS and AHSGE objectives2) Teachers used word walls for vocabulary instruction3) Teachers take daily attendance 4) Teachers are using technology to aide with instruction5) Teachers use group work to facilitate learning6) Science teachers are using hands-on collaborative activities7) All teachers are effectively using peer tutors

REVIEW 3 Target Date: November Purpose: IMPLEMENTATION – Provide documentation/evidence of improvement.

Date ___11-30-10_____________________________

Principal Initials ____GB________

LEA initials _______WG_______ Other: ________________

COMMENTS*This is the review/walkthrough for November. The Assistant Principal and the SIS conducted the walkthrough. Many best practices were observed in these classes, for example: whole class dissection of crayfish with students working in pairs, many “how and why” questions used, graphic organizers used, students made speeches and were taped for the website—visual aids were used, COS #s and standards on the board, and students and teachers interacted as they read “Romeo and Juliet.” No recommendations were made since this was the initial walkthrough. Nice atmosphere for learning. Well prepared teachers and students.

REVIEW 4 Target Date: January Purpose: IMPLEMENTATION - Provide documentation/evidence of improvement.

Date ______2-3-11__________________________

Principal Initials ______GB ________

LEA initials _______WG_______ Other ___________________

COMMENTS*(Required)This is the walkthrough for January. The Assistant principal and the SIS conducted the walkthrough. Some of the best practices observed were: agendas/objectives for the day were on the board, students were actively participating in their learning, lessons were well-organized and well-taught, and lots of teachers modeling concepts/ math problems for students. Recommendations: principal requires teachers to observe other teachers to learn other teaching concepts and techniques of presenting ideas and information. Then teachers share these findings in faculty meetings and how they plan to incorporate the new ideas in their instruction. All teachers need to have a folder for student writing samples in the CIP box. Put assigned paragraphs, answers to open-ended test questions, and essays, ect.

REVIEW 5 Target Date: February Purpose: IMPLEMENTATION - Provide documentation/evidence of improvement.

Date _________3-2011_______________________

Principal Initials ____GB__________

LEA initials ______WG________ Other ___________________

COMMENTS:

Findings during walkthroughs yielded the following:1) Teachers posted COS and AHSGE objectives2) Teachers used word walls for vocabulary instruction3) Teachers take daily attendance 4) Teachers are using technology to aide with instruction5) Teachers use group work to facilitate learning6) Science teachers are using hands-on collaborative activities7) All teachers are effectively using peer tutors


REVIEW 6 Target Date: March Purpose: IMPLEMENTATION - Provide documentation/evidence of improvement.

Date _______4-2011_________________________

Principal Initials______GB________

LEA initials ____WG__________ Other ___________________

COMMENTS1) Whole class instruction was being utilized with students working in pairs,

many “how and why” questions used, graphic organizers used, students made presentations and were taped for the website—visual aids were used, COS #s and standards on the board. Student centered learning environment.

* Use additional pages, if needed

REVIEW 7 Target Date: April - MayPurpose: REFLECTIONS/PROJECTIONS – Evaluate each goal, strategy, and action for continuation, revision, or removal.

Date ____________5-2011____________________

Principal Initials____GB__________

LEA initials _____WG_________ Other ___________________

COMMENTS1) Some of the best practices observed were: agendas/objectives for the day

were on the board, students were actively participating in their learning, lessons were well-organized and well-taught, and lots of teachers modeling concepts/ math problems for students.

2) Teaching methods noted—group work, technology integration, objectives noted on board

*Use additional pages, if needed

Use information from Reviews to Evaluate the plan and to update the plan for the coming year.


shs.ecboe.orgshs.ecboe.org/.../2010-2011_cip_schoolwidetemplate.do… · web viewservices, spe...

Documents