View
217
Download
0
Category
Preview:
Citation preview
Mobile County Public School SystemMiddle School
School Action for Excellence Plan 2009-2011
Peter F. Alba Middle SchoolSchool
____________________________________________________________
Chairperson’s Signature/Date
____________________________________________________________
Principal’s Signature/Date
____________________________________________________________
Assistant Superintendent's Signature/Date
____________________________________________________________
Assistant Superintendent of Federal and Special Programs Signature/Date
SAE 2009-2011 1
School Action for Excellence Committee Selection
Selection of CommitteeTo ensure NCLB federal compliance, the School Action for Excellence (SAE) Committee must be composed of a member of the administration, a cross-section of
teachers per grade level and subject area, including special education and electives; support staff; two parents, and a representative community stakeholder.
Secondary schools must also have two student representatives. The SAE Committee will conduct a review process at the end of each quarter to monitor
implementation of the plan.
School Action Planning Committee
Decision Making Process
Availability of Plan
Briefly describe how the School Action Planning Committee members were selected. The committee members were designated by the principal to be representative of all grade levels, curriculum areas, and stakeholders. The committee is comprised of the principal, assistant principal, the Title I facilitator, the media specialist, the counselor, reading, language arts, math, science and social studies department chairs, the LEA, community stakeholders, two parents, and two students.
Briefly describe how all stakeholders will be actively involved in the schoolwide program. Outline an annual process for discussing and reviewing with instructional staff the strategies, which will be implemented within the school to maintain appropriate bodies of evidence. Weekly newsletters, faculty meetings, PTO meetings and the school web site will communicate ongoing programs and progress to all stakeholders throughout the school year. The committee will meet quarterly to provide input from their constituents, to review the progress of the plan based on the data and to make suggestions to improve the implementation of the plan for the following quarter. With input from their constituents and other stakeholders, committee members will make revisions to the plan as necessary. Briefly describe how the school will make the plan available to all school staff, parents, and the public in a format and language that is understandable. A copy of the final approved School Action for Excellence Plan will be available for review in the school office, the media center, and the facilitator’s office. A copy will also be available at PTO Open House and State-wide Parenting Day. All teachers and SAE committee members will be provided a copy of the PDCA pages of the plan. The teachers will place a copy in their instructional binder/teacher handbook. The TransAct Library is available through the school office to translate any document pertaining to student achievement or procedures in a language the parents can understand. An annual Title I Parent Meeting will be held at the beginning of the year.
SAE 2009-2011 2
Principal Date
Positions
Reviewed Agreed
Suggested
Changes Not
Included
1 James Gill 1 Principal 1
2 Rhonda Mayfield 2 Assistant Principal 2
3 Paige Mixon 3 Assistant Principal 3
4 Charles Ingram 4 Teacher/Committee Chairperson 4
5 Johnny Copeland 5 Department Chairperson, Soc. St. 5
6 Ethel Patronas 6 Department Chairperson, Read/Language 6
8 Karen Sims 8 Department Chairperson, Math 8
9 Samantha Gray 9 Department Chairperson, Science 9
10 Lana McGuff 10 Media Specialist 10
11 Angela Rodgers 11 Counselor 11
12 Jennifer Brown 12 Teacher 12
13 Lindy Gazzier 13 LEA 13
14 14 14
15 15 15
16 16 16
17 17 17
18 18 18
19 19 19
20 Josh Cox 20 Student 20
21 Shelby Taylor 21 Student 21
22 Jenny Newberry 22 Special Ed. Teacher 22
23 Beth Cox 23 Parent 23
24 Julia Taylor 24 Parent 24
25 Spencer Collier 25 Community Stakeholder 25
School Action for Excellence Committee Signature Page
Signatures of the School Action Committee
Signature Date James Gill
School
Peter F. Alba Middle School
(Grade and/or Subject where appropriate)Action Committee Members
(Please include parents not employed by the school)
(SDE Staff should not be listed)
Indicate type of participation in the
development of the SAE.
Signatures
SAE 2009-2011 3
Strategies and Activities
(Scientifically Research Based)
Based on the inclusion model and focus areas
checked, identify processes and strategies that will
help us meet or exceed our goals.
3210
SPE
Teachers/
Aides
1110
SPE
Teachers/
Aides
1199
SPE
Teachers/
Aides
CL
1,
2,
3,
4 X X 1. Special education teacher and paraprofessional
schedules are based upon the level of support
needed for each tier and adjusted for student
needs.
8/10-5/11 Principal, Special
Education Teachers,
LEA
2 Paras 4 Teachers
1 Para
CO, CL, or T 2,3,
4
X X X X 2. Special education teachers will participate in
inclusive practices with general education
teachers. Bi-weekly data meetings will identify non-
proficient SPED students. Strategies will be
developed to increase proficiency levels.
8/10-5/11 Principal , Special
Education Teachers,
Regular Education
Teachers
CL or T 1,2,
3,4
X X X 3. Administration will collaborate with special
education teacher to analyze suspension data and
develop a plan for the reduction of suspensions of
special education students.
8/10-5/11 Principal, LEA, Special
Education Teacher
CO 1,2,
3
X X X 4. General Education teacher and special teachers
who are co-teaching will share common planning
time for collaboration when possible.
8/10-5/11 Principal, Teachers
0
Tie
r 1
, 2,
3,
4
Focus Area
(Check applicable area(s))Person(s)
Responsible For
Implementation
Inclusion Model
Co-teaching
(CO)
Collaborative/
Consultative
(CL)
Teaming (T)
Support Services - What support services will most effectively and efficiently improve
student and staff results?
Focus AreasTotals
Professional Development - What training or other professional development
activities are required to ensure targeted student performance results?
Technology - How will you best organize the use of technology to improve student and staff
performance?
Human Resources - How will you best organize faculty and staff, given their levels of
proficiency and identified gaps?
Student F=EQT's S=ARMT
Student F=EQT's S=ARMT
Adult (F) - PLCIA's (S) =
Comp PLCIA's
Student F=EQT's
S=ARMT
Student F=EQT's
S=ARMT
Teaching and Learning - What research based, learning-centered processes (aligned
curriculum, goals, and feedback) will create value for improved student performance results?
Plan-Do-Check-Act for School Action for ExcellenceInclusion Plan
Academic Year: 2009-2011
Special Education Allocations
Identify # of special education
personnel by funding source
School Name: Alba Middle School Date: September 3, 2010
Timeline
Dates:
Beginning
Ending
(M/Y)
Academic/Professional
Learning Measures of
Progress
(F) Formative Evaluation
Criteria
(S) Summative
Evaluation Criteria
Measurable Goal: To increase the Proficiency Index from -2.11 to +3.00 on ARMT Reading and from a Proficiency Index of 16.55 to 18.00on ARMT
Mathematics.
SAE 2009-2011 4
Strategies and Activities
(Scientifically Research Based)
Based on the inclusion model and focus areas
checked, identify processes and strategies that will
help us meet or exceed our goals.
3210
SPE
Teachers/
Aides
1110
SPE
Teachers/
Aides
1199
SPE
Teachers/
Aides
CL, T 1,2,
3,4
X X X 5. Special education teachers and LEA make visits to feeder
schools to facilitate transition.
8/10-5/11 Principal, Special
Education
Teachers,Regular
Education Teachers,
LEA
CL 2,3,
4
X X X 6. Special education staff/Intervention teacher will provide
second delivery of instruction in math and/or reading using
SRB curriculum (Read 180, Orchard, Coach, Voyager Math).
8/10-5/11 Principal, Special
Education Staff, LEA
0
(F) Formative Evaluation
Criteria
(S) Summative
Evaluation Criteria
Measurable Goal: To increase the Proficiency Index from -2.11 to +3.00 on ARMT Reading and from a Proficiency Index of 16.55 to 18.00on ARMT
Mathematics.
Student F=EQT's S=ARMT
Adult (F) - Collaboration Notes
(S) = Comp Collaboration
Notes
Student F=EQT's S=
ARMT
Plan-Do-Check-Act for School Action for ExcellenceInclusion Plan
Academic Year: 2009-2011
Special Education Allocations
Identify # of special education
personnel by funding source
School Name: Alba Middle School Date: September 3, 2010
Timeline
Dates:
Beginning
Ending
(M/Y)
Academic/Professional
Learning Measures of
Progress
Focus AreasTotals
Tie
r 1
, 2,
3,
4
Focus Area
(Check applicable area(s))
Inclusion Model
Co-teaching
(CO)
Collaborative/
Consultative
(CL)
Teaming (T)
Person(s)
Responsible For
Implementation
Professional Development - What training or other professional development
activities are required to ensure targeted student performance results?
Human Resources - How will you best organize faculty and staff, given their levels of
proficiency and identified gaps?
Technology - How will you best organize the use of technology to improve student and staff
performance?
Teaching and Learning - What research based, learning-centered processes (aligned
curriculum, goals, and feedback) will create value for improved student performance results?
Support Services - What support services will most effectively and efficiently improve
student and staff results?
SAE 2009-2011 5
Strategies and Activities
(Scientifically Research Based)
Based on evidence of weakness in literacy skills on the
ACCESS for ELL's, the following strategies will be
implemented to help us meet or exceed our goals.
Other
Amount
Other
Source
L 1,2 X X X 1. Employ a part-time ESL teacher to provide additional
instruction to Limited English Proficient (LEP) students.
Participate in ESL mainstream teacher training.
08/10-05/11 Principal , ESL
Teacher
L 1,2 X 2. Monitor ESL students on a quarterly basis to ensure they
are maintaining successful proficiency levels.
08/10-05/11 Principal , ESL
Teacher
L 1,2 X X X X 3. Provide classroom teacher training through district
professional development opportunities and/or in-house
training provided by part-time ESL teacher
08/10-05/11 Principal , ESL
Teacher
0 0Sub-Totals
Academic/Professional
Learning Measures
of Progress
(F) Formative Evaluation Criteria
(S) Summative Evaluation Criteria
1. 2. 3. 4.
Student F= EQT's S=
ACCESS
4115
Source
*SAT/ARMT Subtests: (Put number in column 2)
Student F= EQT's S =
ACCESS Adult F=
PLCIA
S= PLCIA Compilation
Technology - How will you best organize the use of technology and technology funds to improve student and staff
performance?
Teaching and Learning - What research based, learning-centered processes (aligned curriculum, goals, and
feedback) will create value for improved student performance results?
Professional Development - What training or other professional development activities are
required to ensure targeted student performance results?
*SA
T/A
RM
T S
ub
tests
Focus Areas
Support Services - What support services will most effectively and efficiently improve student and staff results?
Human Resources - How will you best organize faculty and staff, given their levels of proficiency and
identified gaps?
Drill Down by
Gaps/
Subgroups
SES (S),
LEP (L),
Ethnicity (E),
Disabilities (D)
Person(s)
Responsible
For
Implementation
Plan-Do-Check-Act for School Action for Excellence
$Resource Allocation$
Identify how programs, services and funds
available to the school will be aligned to
support and sustain the school reform.
Use DI (District Initiative) to indicate district
level funding initiatives. Use DP (Duplicate)
for repeated cost.
School Name: Alba Middle School ESLDate: September 03, 2010
Student F= EQT's S=
ACCESS
Adult F= PLCIA
S= PLCIA Compilation
Measurable Goal: ELL's will make progress on ACCESS for ELL's Academic Year: 2009-2011
Timeline
Dates:
Beginning
Ending (M/Y)
Focus Area
(Check applicable area(s))
SAE 2009-2011 6
Strategies and Activities
(Scientifically Research Based)
Based on the focus areas checked, identify processes and
strategies that will help us meet or exceed our goals.
Other
Amount
Other
Source
4110
Source
4130
Source
S, L, E, D X X 1. Lee vs. Macon Addressing Disproportionality in Alabama
Schools, Makes Sense Strategies (MSS), and Positive
Behavioral Support (PBS) training for teachers new to the
district.
08/10-05-11 Administrative
Team
S, L, E, D X X X 2. Implement RtI. PST will analyze data and identify research
based strategies to address academics and behavior.
Documentation of efforts to include strategies, effectiveness
and duration will be maintained reported during SAE Quarterly
Reviews.
08/10-05-11 Administrators, PST
members,
Counselors
S, L, E, D X X X 3. Engage students during instruction using the research-
based key practices of MMGW. Participate in on-going
training and other job-embedded staff development.
Smartboard training.
08/10-05-11 Principal, Teachers 23,500
S, L, E, D X X X 4. Employ an attendance/health paraprofessional to
collaborate with the attendance personnel and the school
nurse to improve attendance. Encourage a classroom climate
that is cooperative, supportive and democratic.
08/10-05-11 Principal, Teachers,
Paraprofessional
29,914
53414 0
Focus Areas
Sub-Totals
Student F= EQT's S= SAT,
ARMT
Adult F= PLCIA S=PLCIA
Focus Area
(Check applicable area(s)) Person(s)
Responsible
For
Implementation
(F) Formative Evaluation Criteria
(S) Summative Evaluation Criteria
Adult: (F)= STI-PD documentation
for Addressing Disproportionality
Assessment tools for MSS,
Essays for PBS (S) Lee v. Macon
Doc form submitted by March
2011
Student & Adult F/S= PST
Meeting Minutes/Referral Form,
MCPSS RTI Quarterly Report
Student F= Quarterly Attendance
Reports, Call Logs S= AYP,
District Attendance Data
Measurable Goal: To increase the percentage of students scoring at or above proficiency from 88% to 90% (ARMT) from 71% to 83% (SAT).
Technology - How will you best organize the use of technology and technology funds to improve student and staff
performance?
Teaching and Learning - What research based, learning-centered processes (aligned curriculum, goals, and
feedback) will create value for improved student performance results?
Professional Development - What training or other professional development activities are required to
ensure targeted student performance results?
Support Services - What support services will most effectively and efficiently improve student and staff results?
Human Resources - How will you best organize faculty and staff, given their levels of proficiency and
identified gaps?
Plan-Do-Check-Act for School Action for Excellence
$Resource Allocation$
Identify how programs, services and funds
available to the school will be aligned to support
and sustain the school reform.
Use DI (District Initiative) to indicate district level
funding initiatives.
Use DP (Duplicate) for repeated cost.
School Name: Alba Middle School Interdisciplinary StrategiesDate: September 3, 2010
Timeline
Dates:
Beginning
Ending (M/Y)
Academic/Professional
Learning Measures
of Progress
Drill Down by
Gaps/
Subgroups
SES (S),
LEP (L),
Ethnicity (E),
Disabilities (D)
Academic Year: 2009-2011
SAE 2009-2011 7
Strategies and Activities
(Scientifically Research Based)
Based on the focus areas checked, identify processes and
strategies that will help us meet or exceed our goals.
Other
Amount
Other
Source
4110
Source
4130
Source
S, L, E, D X 5. Purchase equipment and supplies to supplement the
educational initiatives in the school that serve to assist those
students not meeting state standards.
08/10-05-11 Principal, Title I
Facilitator
Student
F=EQT's
S=ARMT, SAT
11,887
S, L, E, D X X X 6. Employ a Retract Para to work under the direct supervision
of highly qualified teachers and provide intervention services
for identified students to increase student time on task and
reduce the number of instructional days lost due to
suspensions.
08/10-05/11 Principal, Teachers,
Retract Para
31,865
43752 0
Plan-Do-Check-Act for School Action for Excellence
$Resource Allocation$
Identify how programs, services and funds
available to the school will be aligned to support
and sustain the school reform.
Use DI (District Initiative) to indicate district level
funding initiatives.
Use DP (Duplicate) for repeated cost.
School Name: Alba Middle School Interdisciplinary StrategiesDate: September 3,2010
Timeline
Dates:
Beginning
Ending (M/Y)
Focus Area
(Check applicable area(s)) Person(s)
Responsible
For
Implementation
Academic/Professional
Learning Measures
of Progress
(F) Formative Evaluation Criteria
(S) Summative Evaluation Criteria
Sub-Totals
Academic Year: 2009-2011
Student F=Quarterly
Suspension Reports, Tracking
Log
S= Yearly Suspension Reports
Technology - How will you best organize the use of technology and technology funds to improve student and staff
performance?
Teaching and Learning - What research based, learning-centered processes (aligned curriculum, goals, and
feedback) will create value for improved student performance results?
Professional Development - What training or other professional development activities are required to
ensure targeted student performance results?
Measurable Goal: To increase the percentage of students scoring at or above proficiency from 88% to 90% (ARMT) from 71% to 83% (SAT).
Drill Down by
Gaps/
Subgroups
SES (S),
LEP (L),
Ethnicity (E),
Disabilities (D)
Support Services - What support services will most effectively and efficiently improve student and staff results?
Human Resources - How will you best organize faculty and staff, given their levels of proficiency and
identified gaps?
Focus Areas
SAE 2009-2011 8
Strategies and Activities
(Scientifically Research Based)
Based on the focus areas checked, identify processes and
strategies that will help us meet or exceed our goals.
Other
Amount
Other
Source
4110
Source
4130
Source
S, L, E, D 1,2,
3,4
X X X 1. Employ a Reading Intervention Teacher to provide reading
intervention to targeted students during the regular school day
using the Read 180 Program.
8/10-5/11 Principal, Reading
Intervention
Teacher
72,726
S, L, E, D 1,2,
3,4
X 2.Incorporate open-ended questions in reading assessments.
Reinforce the importance of furthering reading skills in high
school to provide career foundation.
8/10-5/11 Teachers
S, L, E, D 1,2,
3,4
X X X 3. Provide extended day tutorial programs to identified non-
proficient students from all sub-groups to ensure student
achievement of reading concepts. (Utilize Orchard Reading)
01/11-03/11 Principal, Extended
Day Teachers
7,450
S, L, E, D 1,2,
3,4
X X 4. Continue to update the media center with
current resources and implement programs that
encourage students to utilize the media center to
read and complete independent learning activities.
8/10-5/11 Administrative
Team, Teachers,
Media Specialist
80176 0
Plan-Do-Check-Act for School Action for Excellence
$Resource Allocation$
Identify how programs, services and funds
available to the school will be aligned to support
and sustain the school reform.
Use DI (District Initiative) to indicate district level
funding initiatives.
Use DP (Duplicate) for repeated cost.
School Name: Alba Middle School ReadingDate: September 3, 2010
Timeline
Dates:
Beginning
Ending (M/Y)
Focus Area
(Check applicable area(s)) Person(s)
Responsible
For
Implementation
Academic/Professional
Learning Measures
of Progress
(F) Formative Evaluation Criteria
(S) Summative Evaluation Criteria
Sub-Totals
Academic Year: 2009-2011
*SAT/ARMT Subtests: (Put number in column 2)
1. Total Reading 3. Reading Vocabulary 4. Reading Comprehension
Student F= EQT, Lexile Growth
Report S= ARMT, SAT, Lexile
Growth Reports
Student F= Pre/Post tests, EQT's
S= ARMT
Student F= Pre/Post tests, EQT's
S= ARMT
SAT 10
Student F= AR Reports & EQT's
S= ARMT , SAT 10
Circulation Reports
Technology - How will you best organize the use of technology and technology funds to improve student and staff
performance?
Teaching and Learning - What research based, learning-centered processes (aligned curriculum, goals, and
feedback) will create value for improved student performance results?
Professional Development - What training or other professional development activities are required to
ensure targeted student performance results?
*SA
T/A
RM
T S
ub
tests
Measurable Goal: To increase the percentage of students scoring at or above proficiency from 88% to 90% (ARMT) from 71% to83% (SAT).
Drill Down by
Gaps/
Subgroups
SES (S),
LEP (L),
Ethnicity (E),
Disabilities (D)
Support Services - What support services will most effectively and efficiently improve student and staff results?
Human Resources - How will you best organize faculty and staff, given their levels of proficiency and
identified gaps?
Focus Areas
SAE 2009-2011 9
Strategies and Activities
(Scientifically Research Based)
Based on the focus areas checked, identify processes and
strategies that will help us meet or exceed our goals.
Other
Amount
Other
Source
4110
Source
4130
Source
S, L, E, D 1,2,
3,4
X X 5. Implement Accelerated Reader school-wide
during the regular school day to ensure student
achievement of reading concepts. Focus on
reading in all areas of curricula. Students will be
expected to read 25 books per year.
8/10-5/11 Administrative
Team, Media
Specialist
DI
0 0
Technology - How will you best organize the use of technology and technology funds to improve student and staff
performance?
Teaching and Learning - What research based, learning-centered processes (aligned curriculum, goals, and
feedback) will create value for improved student performance results?
Professional Development - What training or other professional development activities are required to
ensure targeted student performance results?
*SAT/ARMT Subtests: (Put number in column 2)
1. Total Reading 3. Reading Vocabulary 4. Reading Comprehension
Support Services - What support services will most effectively and efficiently improve student and staff results?
Human Resources - How will you best organize faculty and staff, given their levels of proficiency and
identified gaps?
Plan-Do-Check-Act for School Action for Excellence
$Resource Allocation$
Identify how programs, services and funds
available to the school will be aligned to support
and sustain the school reform.
Use DI (District Initiative) to indicate district level
funding initiatives.
Use DP (Duplicate) for repeated cost.
School Name: Alba Middle School ReadingDate: September 3,2010
Focus Areas
Student (F)= EQT'd Quarterly
AR Reports
(S)= ARMT & SAT 10 Yearly AR
Report
Sub-Totals
Academic Year: 2009-2011Measurable Goal: To increase the percentage of students scoring at or above proficiency from 88% to 90% (ARMT) from 71% to 83% (SAT).
Drill Down by
Gaps/
Subgroups
SES (S),
LEP (L),
Ethnicity (E),
Disabilities (D)
Timeline
Dates:
Beginning
Ending (M/Y)
Academic/Professional
Learning Measures
of Progress
(F) Formative Evaluation Criteria
(S) Summative Evaluation Criteria
*SA
T/A
RM
T S
ub
tests
Focus Area
(Check applicable area(s)) Person(s)
Responsible
For
Implementation
SAE 2009-2011 10
Strategies and Activities
(Scientifically Research Based)
Based on the focus areas checked, identify processes and
strategies that will help us meet or exceed our goals.
Other
Amount
Other
Source
4110
Source
4130
Source
S, L, E, D 1,2,
3,4,
5
X X 1. Provide mathematics remediation classes during the
regular school day to ensure student achievement based on
ARMT scores, SATscores, EQT scores, and quarterly grades.
( V-Math)
8/10-5/11 Principal, Teachers DP
S, L, E, D 1,2,
3,4,
5
X X 2. Increase relevance by relating mathematical concepts in
each lesson to to real-life situations, including the use of
technology in solving day-to-day problems. Teachers
reinforce furthering math skill in high school to provide career
foundation
8/10-5/11 Teachers
S, L, E, D 1,2,
3,4,
5
X X 3. Continue to implement MMI strategies. Include technology
in daily instruction (Elmo, LCD projector, SmartBoard system,
CPS system, etc.)
8/10-5/11 Teachers
S, L, E, D 1,2,
3,4,
5
X 4. Use a variety of grouping configurations for instruction:
whole group, flexible small group, individual.
8/10-5/11 Principal, Teachers
0 0
Student F= EQT's S= SAT,
ARMT
Technology - How will you best organize the use of technology and technology funds to improve student and staff
performance?
Teaching and Learning - What research based, learning-centered processes (aligned curriculum, goals, and
feedback) will create value for improved student performance results?
Professional Development - What training or other professional development activities are required to
ensure targeted student performance results?
*SAT/ARMT Subtests: (Put number in column 2)
1. Number and Operations 2. Algebra 3. Geometry 4. Measurement 5. Data Analysis and Probability
Student F= EQT's S= SAT,
ARMT
Support Services - What support services will most effectively and efficiently improve student and staff results?
Human Resources - How will you best organize faculty and staff, given their levels of proficiency and
identified gaps?
Plan-Do-Check-Act for School Action for Excellence
$Resource Allocation$
Identify how programs, services and funds
available to the school will be aligned to support
and sustain the school reform.
Use DI (District Initiative) to indicate district level
funding initiatives.
Use DP (Duplicate) for repeated cost.
School Name: Alba Middle School MathDate: September 3, 2010
Focus Areas
Student F= EQT's S= SAT,
ARMT
Student F= EQT's S= SAT,
ARMT
Sub-Totals
Academic Year: 2009-2011Measurable Goal: To increase the percentage of students scoring at or above proficiency from 93% to 97% (ARMT) from 81% to 87% (SAT).
Drill Down by
Gaps/
Subgroups
SES (S),
LEP (L),
Ethnicity (E),
Disabilities (D)
Timeline
Dates:
Beginning
Ending (M/Y)
Academic/Professional
Learning Measures
of Progress
(F) Formative Evaluation Criteria
(S) Summative Evaluation Criteria
*SA
T/A
RM
T S
ub
tests
Focus Area
(Check applicable area(s)) Person(s)
Responsible
For
Implementation
SAE 2009-2011 11
Strategies and Activities
(Scientifically Research Based)
Based on the focus areas checked, identify processes and
strategies that will help us meet or exceed our goals.
Other
Amount
Other
Source
4110
Source
4130
Source
S, L, E, D 1,2,
3,4,
5
X X X 5. Participate in math and technology training that focuses on
effective delivery of instruction.
8/10-5/11 Teachers DP
S, L, E, D 1,2,
3,4,
5
X X X 6. Provide extended day tutorial programs to identified at-risk
students from all sub-groups to ensure student achievement of
mathematic concepts. (Utilize technology in instruction LCD
projectors, ELMO Visual Presenters, SmartBoard systems,
etc.).
01/11 -03/11 Principal, Facilitator,
Teachers
DP
0 0
Plan-Do-Check-Act for School Action for Excellence
$Resource Allocation$
Identify how programs, services and funds
available to the school will be aligned to support
and sustain the school reform.
Use DI (District Initiative) to indicate district level
funding initiatives.
Use DP (Duplicate) for repeated cost.
School Name: Alba Middle School MathDate: September 3, 2010
Timeline
Dates:
Beginning
Ending (M/Y)
Focus Area
(Check applicable area(s)) Person(s)
Responsible
For
Implementation
Academic/Professional
Learning Measures
of Progress
(F) Formative Evaluation Criteria
(S) Summative Evaluation Criteria
Sub-Totals
Academic Year: 2009-2011
*SAT/ARMT Subtests: (Put number in column 2)
1. Number and Operations 2. Algebra 3. Geometry 4. Measurement 5. Data Analysis and Probability
Student F= EQT's S=
SAT, ARMT
Adult F= PLCIA S= PLCIA
Student F= Pre/Post tests S=
ARMT, SAT
Technology - How will you best organize the use of technology and technology funds to improve student and staff
performance?
Teaching and Learning - What research based, learning-centered processes (aligned curriculum, goals, and
feedback) will create value for improved student performance results?
Professional Development - What training or other professional development activities are required to
ensure targeted student performance results?
*SA
T/A
RM
T S
ub
tests
Measurable Goal: To increase the percentage of students scoring at or above proficiency from 93% to 97% (ARMT) from81% to87% (SAT).
Drill Down by
Gaps/
Subgroups
SES (S),
LEP (L),
Ethnicity (E),
Disabilities (D)
Support Services - What support services will most effectively and efficiently improve student and staff results?
Human Resources - How will you best organize faculty and staff, given their levels of proficiency and
identified gaps?
Focus Areas
SAE 2009-2011 12
Strategies and Activities
(Scientifically Research Based)
Based on the focus areas checked, identify processes and
strategies that will help us meet or exceed our goals.
Other
Amount
Other
Source
4110
Source
4130
Source
S, L, E, D 1,2,
4
X X X 1. Implement the language arts course of study and
participate in training in effective delivery of instruction.
08/10-05-11 Administrative
Team, Teachers
S, L, E, D 2,3 X 2. Use comprehension strategies (6-8): activating prior
knowledge & making connections; monitoring for meaning;
asking questions; visualizing; inferring; summarizing;
determining importance; synthesizing.
08/10-05-11 Administrative
Team, Teachers
S, L, E, D 1,2,
4
X 3. Incorporate open-ended questions in language arts
assessments.
08/10-05-11 Administrative
Team, Teachers
S, L, E, D 1,2,
3,4
X X 4. Increase student learning by utilizing Making Middle
Grades Work strategies in daily instruction. Cornell Notes will
be utilized in all language arts classes.
08/10-05-11 Administrative
Team, Teachers
0 0
Student F=EQT's Daily
assessments S=
ARMT, % Passing Course
Technology - How will you best organize the use of technology and technology funds to improve student and staff
performance?
Teaching and Learning - What research based, learning-centered processes (aligned curriculum, goals, and
feedback) will create value for improved student performance results?
Professional Development - What training or other professional development activities are required to
ensure targeted student performance results?
*SAT/ARMT Subtests: (Put number in column 2)
1. Grammar Usage 2. Sentence Formation 3. Writing Mechanics 4. Parts of Speech
Student F= EQT's S=
ARMT, % Passing Course
Support Services - What support services will most effectively and efficiently improve student and staff results?
Human Resources - How will you best organize faculty and staff, given their levels of proficiency and
identified gaps?
Plan-Do-Check-Act for School Action for Excellence
$Resource Allocation$
Identify how programs, services and funds
available to the school will be aligned to support
and sustain the school reform.
Use DI (District Initiative) to indicate district level
funding initiatives.
Use DP (Duplicate) for repeated cost.
School Name: Alba Middle School Language ArtsDate: September 3, 2010
Focus Areas
Student F= EQT's S=
ARMT, % passing course
Adult F= PLCIA S=
Summative Evaluation
Student F= EQT's S= %
Passing course
Sub-Totals
Academic Year: 2009-2011Measurable Goal: At least 80% of students in grades 6,7 and 8 will achieve a passing grade in Language Arts for the year.
Drill Down by
Gaps/
Subgroups
SES (S),
LEP (L),
Ethnicity (E),
Disabilities (D)
Timeline
Dates:
Beginning
Ending (M/Y)
Academic/Professional
Learning Measures
of Progress
(F) Formative Evaluation Criteria
(S) Summative Evaluation Criteria
*SA
T/A
RM
T S
ub
tests
Focus Area
(Check applicable area(s)) Person(s)
Responsible
For
Implementation
SAE 2009-2011 13
Strategies and Activities
(Scientifically Research Based)
Based on the focus areas checked, identify processes and
strategies that will help us meet or exceed our goals.
Other
Amount
Other
Source
4110
Source
4130
Source
S,L, E, D 1,2,
3,4
X X 5. Fully implement the secondary writing plan adhering to the
quarterly pacing guides and utilizing the appropriate district
rubric to score the essays.
8/10-5/11 Principal, Teachers
0 0
Plan-Do-Check-Act for School Action for Excellence
$Resource Allocation$
Identify how programs, services and funds
available to the school will be aligned to support
and sustain the school reform.
Use DI (District Initiative) to indicate district level
funding initiatives.
Use DP (Duplicate) for repeated cost.
School Name: Alba Middle School Language ArtsDate: September 3, 2010
Timeline
Dates:
Beginning
Ending (M/Y)
Focus Area
(Check applicable area(s)) Person(s)
Responsible
For
Implementation
Academic/Professional
Learning Measures
of Progress
(F) Formative Evaluation Criteria
(S) Summative Evaluation Criteria
Sub-Totals
Academic Year: 2009-2011
*SAT/ARMT Subtests: (Put number in column 2)
1. Grammar Usage 2. Sentence Formation 3. Writing Mechanics 4. Parts of Speech
Student F=Department Chair
Writing Assessment Data sheet
S=ARMT Reading
Technology - How will you best organize the use of technology and technology funds to improve student and staff
performance?
Teaching and Learning - What research based, learning-centered processes (aligned curriculum, goals, and
feedback) will create value for improved student performance results?
Professional Development - What training or other professional development activities are required to
ensure targeted student performance results?
*SA
T/A
RM
T S
ub
tests
Measurable Goal: At least 80% of students in grades 6,7 and 8 will achieve a passing grade in Language Arts for the year.
Drill Down by
Gaps/
Subgroups
SES (S),
LEP (L),
Ethnicity (E),
Disabilities (D)
Support Services - What support services will most effectively and efficiently improve student and staff results?
Human Resources - How will you best organize faculty and staff, given their levels of proficiency and
identified gaps?
Focus Areas
SAE 2009-2011 14
Strategies and Activities
(Scientifically Research Based)
Based on the focus areas checked, identify processes and
strategies that will help us meet or exceed our goals.
Other
Amount
Other
Source
4110
Source
4130
Source
0 0
Plan-Do-Check-Act for School Action for Excellence
$Resource Allocation$
Identify how programs, services and funds
available to the school will be aligned to support
and sustain the school reform.
Use DI (District Initiative) to indicate district level
funding initiatives.
Use DP (Duplicate) for repeated cost.
School Name: Alba Middle School WritingDate: September 3, 2010
Timeline
Dates:
Beginning
Ending (M/Y)
Focus Area
(Check applicable area(s)) Person(s)
Responsible
For
Implementation
Academic/Professional
Learning Measures
of Progress
(F) Formative Evaluation Criteria
(S) Summative Evaluation Criteria
Sub-Totals
Academic Year: 2009-2011
*Writing Areas: (Put number in column 2)
1. Holistic 2. Writing Mechanics 3. Sentence Formation 4. Grammar and Usage
Technology - How will you best organize the use of technology and technology funds to improve student and staff
performance?
Teaching and Learning - What research based, learning-centered processes (aligned curriculum, goals, and
feedback) will create value for improved student performance results?
Professional Development - What training or other professional development activities are required to
ensure targeted student performance results?
*AD
AW
Are
as
Measurable Goal: To increase the percentage of students scoring at or above proficiency
Drill Down by
Gaps/
Subgroups
SES (S),
LEP (L),
Ethnicity (E),
Disabilities (D)
Support Services - What support services will most effectively and efficiently improve student and staff results?
Human Resources - How will you best organize faculty and staff, given their levels of proficiency and
identified gaps?
Focus Areas
SAE 2009-2011 15
Strategies and Activities
(Scientifically Research Based)
Based on the focus areas checked, identify processes and
strategies that will help us meet or exceed our goals.
Other
Amount
Other
Source
4110
Source
4130
Source
0 0
Technology - How will you best organize the use of technology and technology funds to improve student and staff
performance?
Teaching and Learning - What research based, learning-centered processes (aligned curriculum, goals, and
feedback) will create value for improved student performance results?
Professional Development - What training or other professional development activities are required to
ensure targeted student performance results?
*Writing Areas: (Put number in column 2)
1. Holistic 2. Writing Mechanics 3. Sentence Formation 4. Grammar and Usage
Support Services - What support services will most effectively and efficiently improve student and staff results?
Human Resources - How will you best organize faculty and staff, given their levels of proficiency and
identified gaps?
Plan-Do-Check-Act for School Action for Excellence
$Resource Allocation$
Identify how programs, services and funds
available to the school will be aligned to support
and sustain the school reform.
Use DI (District Initiative) to indicate district level
funding initiatives.
Use DP (Duplicate) for repeated cost.
School Name: Alba Middle School WritingDate: September 3, 2010
Focus Areas
Sub-Totals
Academic Year: 2009-2011Measurable Goal: To increase the percentage of students scoring at or above proficiency
Drill Down by
Gaps/
Subgroups
SES (S),
LEP (L),
Ethnicity (E),
Disabilities (D)
Timeline
Dates:
Beginning
Ending (M/Y)
Academic/Professional
Learning Measures
of Progress
(F) Formative Evaluation Criteria
(S) Summative Evaluation Criteria
*AD
AW
Are
as Focus Area
(Check applicable area(s)) Person(s)
Responsible
For
Implementation
SAE 2009-2011 16
Strategies and Activities
(Scientifically Research Based)
Based on the focus areas checked, identify processes and
strategies that will help us meet or exceed our goals.
Other
Amount
Other
Source
4110
Source
4130
Source
S, L, E, D 1,2,
3,4,
5,6,
7
X 1. Include open-ended questions in Science assessments. 08/10-05/11 Administrative
Team, Teachers
S, L, E, D 2,4,
5,6,
7
X X 2. All students will participate in a research project during the
school year.
08/10-05/11 Administrative
Team, Teachers
S, L, E, D 1,2,
3,4,
5,6,
7
X X 3. Provide opportunities for students to generate and test
hypotheses by utilizing a newly updated Science Lab.
08/10-05/11 Administrative
Team, Teachers
0 0
Student F= EQT's
S= % Passing Course,
Technology - How will you best organize the use of technology and technology funds to improve student and staff
performance?
Teaching and Learning - What research based, learning-centered processes (aligned curriculum, goals, and
feedback) will create value for improved student performance results?
Professional Development - What training or other professional development activities are required to
ensure targeted student performance results?
*SAT/ARMT Subtests: (Put number in column 2)
1. Life Science 2. Physical Science 3. Earth and Space 4. Nature of Science 5. Models 6. Constancy 7. Form and Function
Support Services - What support services will most effectively and efficiently improve student and staff results?
Human Resources - How will you best organize faculty and staff, given their levels of proficiency and
identified gaps?
Plan-Do-Check-Act for School Action for Excellence
$Resource Allocation$
Identify how programs, services and funds
available to the school will be aligned to support
and sustain the school reform.
Use DI (District Initiative) to indicate district level
funding initiatives.
Use DP (Duplicate) for repeated cost.
School Name: Alba Middle School ScienceDate: September 3, 2010
Focus Areas
Student F= EQT's
S= % Passing Course,
Student F= EQT's
S= % Passing Course,
Sub-Totals
Academic Year: 2009-2011Measurable Goal: At least 80% of the students in grades 6, 7, and 8 will achieve a passing grade in Science for the year.
Drill Down by
Gaps/
Subgroups
SES (S),
LEP (L),
Ethnicity (E),
Disabilities (D)
Timeline
Dates:
Beginning
Ending (M/Y)
Academic/Professional
Learning Measures
of Progress
(F) Formative Evaluation Criteria
(S) Summative Evaluation Criteria
*SA
T/A
RM
T S
ub
tests
Focus Area
(Check applicable area(s)) Person(s)
Responsible
For
Implementation
SAE 2009-2011 17
Strategies and Activities
(Scientifically Research Based)
Based on the focus areas checked, identify processes and
strategies that will help us meet or exceed our goals.
Other
Amount
Other
Source
4110
Source
4130
Source
0 0
Plan-Do-Check-Act for School Action for Excellence
$Resource Allocation$
Identify how programs, services and funds
available to the school will be aligned to support
and sustain the school reform.
Use DI (District Initiative) to indicate district level
funding initiatives.
Use DP (Duplicate) for repeated cost.
School Name: Alba Middle School ScienceDate: September 3, 2010
Timeline
Dates:
Beginning
Ending (M/Y)
Focus Area
(Check applicable area(s)) Person(s)
Responsible
For
Implementation
Academic/Professional
Learning Measures
of Progress
(F) Formative Evaluation Criteria
(S) Summative Evaluation Criteria
Sub-Totals
Academic Year: 2009-2011
*SAT/ARMT Subtests: (Put number in column 2)
1. Life Science 2. Physical Science 3. Earth and Space 4. Nature of Science 5. Models 6. Constancy 7. Form and Function
Technology - How will you best organize the use of technology and technology funds to improve student and staff
performance?
Teaching and Learning - What research based, learning-centered processes (aligned curriculum, goals, and
feedback) will create value for improved student performance results?
Professional Development - What training or other professional development activities are required to
ensure targeted student performance results?
*SA
T/A
RM
T S
ub
tests
Measurable Goal: At least 80% of the students in grades 6, 7, and 8 will achieve a passing grade in Science for the year.
Drill Down by
Gaps/
Subgroups
SES (S),
LEP (L),
Ethnicity (E),
Disabilities (D)
Support Services - What support services will most effectively and efficiently improve student and staff results?
Human Resources - How will you best organize faculty and staff, given their levels of proficiency and
identified gaps?
Focus Areas
SAE 2009-2011 18
Strategies and Activities
(Scientifically Research Based)
Based on the focus areas checked, identify processes and
strategies that will help us meet or exceed our goals.
Other
Amount
Other
Source
4110
Source
4130
Source
S, L, E, D 1,2,
3,4
X X X 1. Follow the current Course of Study and Pacing Guide with
training and follow-up.
08/10-05/11 Principals,
Teachers
S, L, E, D 1,2,
3,4
X 2. Articulate learning goals daily for students on a lesson by
lesson basis as assessed by lesson plans and classroom
observations.
08/10-05/11 Principals,
Teachers
S, L, E, D 1,2,
3,4
X X 3. Continually assess student understanding by calling on non-
volunteers, increasing wait time and utilizing technology as
evidenced by classroom observations and lesson plans.
08/10-05/11 Principals,
Teachers
0 0
Student F= EQT's
S= % Passing Course,
Technology - How will you best organize the use of technology and technology funds to improve student and staff
performance?
Teaching and Learning - What research based, learning-centered processes (aligned curriculum, goals, and
feedback) will create value for improved student performance results?
Professional Development - What training or other professional development activities are required to
ensure targeted student performance results?
*SAT/ARMT Subtests: (Put number in column 2)
1. History 2. Geography 3. Political Science 4. Economics
Support Services - What support services will most effectively and efficiently improve student and staff results?
Human Resources - How will you best organize faculty and staff, given their levels of proficiency and
identified gaps?
Plan-Do-Check-Act for School Action for Excellence
$Resource Allocation$
Identify how programs, services and funds
available to the school will be aligned to support
and sustain the school reform.
Use DI (District Initiative) to indicate district level
funding initiatives.
Use DP (Duplicate) for repeated cost.
School Name: Alba Middle School Social StudiesDate: September 3, 2010
Focus Areas
Student F= EQT's
S= % Passing Course
Adult F&S= PLCIA
Student F= EQT's
S= % Passing Course,
Sub-Totals
Academic Year: 2009-2011Measurable Goal: At least 80% of the students in grades 6, 7, and 8 will achieve a passing grade in Social Studies for the year.
Drill Down by
Gaps/
Subgroups
SES (S),
LEP (L),
Ethnicity (E),
Disabilities (D)
Timeline
Dates:
Beginning
Ending (M/Y)
Academic/Professional
Learning Measures
of Progress
(F) Formative Evaluation Criteria
(S) Summative Evaluation Criteria
*SA
T/A
RM
T S
ub
tests
Focus Area
(Check applicable area(s)) Person(s)
Responsible
For
Implementation
SAE 2009-2011 19
Strategies and Activities
(Scientifically Research Based)
Based on the focus areas checked, identify processes and
strategies that will help us meet or exceed our goals.
Other
Amount
Other
Source
4110
Source
4130
Source
0 0
Technology - How will you best organize the use of technology and technology funds to improve student and staff
performance?
Teaching and Learning - What research based, learning-centered processes (aligned curriculum, goals, and
feedback) will create value for improved student performance results?
Professional Development - What training or other professional development activities are required to
ensure targeted student performance results?
*SAT/ARMT Subtests: (Put number in column 2)
1. History 2. Geography 3. Political Science 4. Economics
Support Services - What support services will most effectively and efficiently improve student and staff results?
Human Resources - How will you best organize faculty and staff, given their levels of proficiency and
identified gaps?
Plan-Do-Check-Act for School Action for Excellence
$Resource Allocation$
Identify how programs, services and funds
available to the school will be aligned to support
and sustain the school reform.
Use DI (District Initiative) to indicate district level
funding initiatives.
Use DP (Duplicate) for repeated cost.
School Name: Alba Middle School Social StudiesDate: September 3, 2010
Focus Areas
Sub-Totals
Academic Year: 2009-2011Measurable Goal: At least 80% of the students in grades 6, 7, and 8 will achieve a passing grade in Social Studies for the year.
Drill Down by
Gaps/
Subgroups
SES (S),
LEP (L),
Ethnicity (E),
Disabilities (D)
Timeline
Dates:
Beginning
Ending (M/Y)
Academic/Professional
Learning Measures
of Progress
(F) Formative Evaluation Criteria
(S) Summative Evaluation Criteria
*SA
T/A
RM
T S
ub
tests
Focus Area
(Check applicable area(s)) Person(s)
Responsible
For
Implementation
SAE 2009-2011 20
Strategies and Activities
(Scientifically Research Based)
Based on the focus areas checked, identify processes and
strategies that will help us meet or exceed our goals.
Other
Amount
Other
Source
4110
Source
4130
Source
S, L, E, D X 1 . Secure official annual HQ status from Human Resources
for all teachers and paraprofessionals. Ensure assignments
are made based on HQ status and certification.
Aug 2010
May 2011
Principal
S, L, E, D X 2 . Communicate district level initiatives for becoming HQ :
MCPSS Tuition Reimbursement (Teachers and
Paraprofessionals); HOUSSE; Praxis II; Workkeys
Aug 2010
May 2011
Principal DI
S, L, E, D X 3 . Secure brief updates each semester from non-HQ teachers
and paraprofessionals summarizing progress toward HQ
goals.
Aug 2010
May 2011
Principal
S, L, E, D x x 4.EDUCATE ALABAMA orientation for professional staff
members on full evaluation and administrator training and
follow-up, as required by the state.
By Oct. 1,
2010
Principal
0 0
Plan-Do-Check-Act for School Action for Excellence
$Resource Allocation$
Identify how programs, services and funds
available to the school will be aligned to support
and sustain the school reform.
Use DI (District Initiative) to indicate district level
funding initiatives.
Use DP (Duplicate) for repeated cost.
School Name: Alba Middle School Instruction by HQ Faculty & StaffDate: September 3, 2010
Timeline
Dates:
Beginning
Ending (M/Y)
Focus Area
(Check applicable area(s)) Person(s)
Responsible
For
Implementation
Academic/Professional
Learning Measures
of Progress
(F) Formative Evaluation Criteria
(S) Summative Evaluation Criteria
Sub-Totals
Academic Year: 2009-2011
Log indicating principal
satisfaction with data.
Documentation of distribution
(dates, sample newsletter,
signature of receipt).
Documentation of semester
updates.
Adult: (F) EDUCATE ALABAMA
Rotation Schedule (S) CSR's
Student: (F) EQT's (S)
ARMT
Technology - How will you best organize the use of technology and technology funds to improve student and staff
performance?
Teaching and Learning - What research based, learning-centered processes (aligned curriculum, goals, and
feedback) will create value for improved student performance results?
Professional Development - What training or other professional development activities are required to
ensure targeted student performance results?
Measurable Goal: To maintain 100% HQ faculty and staff
Drill Down by
Gaps/
Subgroups
SES (S),
LEP (L),
Ethnicity (E),
Disabilities (D)
Support Services - What support services will most effectively and efficiently improve student and staff results?
Human Resources - How will you best organize faculty and staff, given their levels of proficiency and
identified gaps?
Focus Areas
SAE 2009-2011 21
Strategies and Activities
(Scientifically Research Based)
Based on the focus areas checked, identify processes and
strategies that will help us meet or exceed our goals.
Other
Amount
Other
Source
4110
Source
4130
Source
S, L, E, D x x x 1. Establish mentor teachers for teachers new to the school
and/or new to the district.
Aug 2010
May 2011
Principal Partner
Teacher
S, L, E, D x x x 2. Establish procedures for interviewing, screening and
recommending the most highly qualified applicants at the
district and local level.
Aug 2010
May 2011
Principal
S, L, E, D x x x 3. New, novice, and teachers new to district participate in
appropriate New Teacher Induction programs (New Teacher
Orientation, Alabama Teacher Mentor Program, and other
new teacher induction activities).
Aug 2010
May 2011
Principal DI
0 0
Adult: (F) Observation (S)
Performance Task Student:
(F) EQT's (S) ARMT, AHSGE,
SAT10
Technology - How will you best organize the use of technology and technology funds to improve student and staff
performance?
Teaching and Learning - What research based, learning-centered processes (aligned curriculum, goals, and
feedback) will create value for improved student performance results?
Professional Development - What training or other professional development activities are required to
ensure targeted student performance results?
Support Services - What support services will most effectively and efficiently improve student and staff results?
Human Resources - How will you best organize faculty and staff, given their levels of proficiency and
identified gaps?
Plan-Do-Check-Act for School Action for Excellence
$Resource Allocation$
Identify how programs, services and funds
available to the school will be aligned to support
and sustain the school reform.
Use DI (District Initiative) to indicate district level
funding initiatives.
Use DP (Duplicate) for repeated cost.
School Name: Alba Middle School Strategies to Attract Date: September 3, 2010
Focus Areas
Adult: (F) PLCIA (S) PLCIA
Student: (F) EQT's (S) ARMT,
AHSGE, SAT10
Adult: (F) PLCIA (S) PLCIA
Student: (F) EQT's (S) ARMT,
AHSGE, SAT10
Sub-Totals
Academic Year: 2009-2011
Drill Down by
Gaps/
Subgroups
SES (S),
LEP (L),
Ethnicity (E),
Disabilities (D)
Timeline
Dates:
Beginning
Ending (M/Y)
Academic/Professional
Learning Measures
of Progress
(F) Formative Evaluation Criteria
(S) Summative Evaluation Criteria
Focus Area
(Check applicable area(s)) Person(s)
Responsible
For
Implementation
SAE 2009-2011 22
Strategies and Activities
(Scientifically Research Based)
Based on the focus areas checked, identify processes and
strategies that will help us meet or exceed our goals.
Other
Amount
Other
Source
4110
Source
4130
Source
S, L, E, D 3 x x x 1. Assist families with parenting skills and setting home
conditions to support children as students. Also, assist schools
to better understand families. (Parenting workshops, parent
resource center).
08/10-05/11 Principal, Facilitator,
Teachers
S, L, E, D 1 x x x x 2. Conduct effective communications from school-to-home and
home-to-school about school programs and student progress
including compacts, Local School Parental Involvement Plan
and the Annual Title I meeting. (Policies, newsletters,
conferences)
08/10-05/11 Principal, Facilitator,
Teachers
2,865
S, L, E, D 1,2 x 3. Organize volunteers and audiences to support the school
and students. Provide volunteer opportunities in various
locations and at various times. (PTO, Partners in Education,
volunteer programs)
08/10-05/11 Principal, Facilitator,
Teachers
DP
2865 0
2865
Plan-Do-Check-Act for School Action for Excellence
$Resource Allocation$
Identify how programs, services and funds
available to the school will be aligned to support
and sustain the school reform.
Use DI (District Initiative) to indicate district level
funding initiatives.
Use DP (Duplicate) for repeated cost.
School Name: Alba Middle School Parental InvolvementDate: September 3, 2010
Timeline
Dates:
Beginning
Ending (M/Y)
Academic/Professional
Learning Measures
of Progress
Drill Down by
Gaps/
Subgroups
SES (S),
LEP (L),
Ethnicity (E),
Disabilities (D)
Academic Year: 2009-2011
*Ho
me
En
viro
nm
ent
Fac
tors
Measurable Goal: To increase the percentage of parent/teacher/student conferences from 98% to 100%.
Technology - How will you best organize parental involvement in the use of technology and technology funds to
improve student achievement?
Teaching and Learning - What research based, learning-centered processes (aligned curriculum, goals, and
feedback) will create value for improved student performance results?
Professional Development - What training can change parental involvement, which improves student and
school performance?
Support Services - What support services can parents provide to effectively and efficiently improve student results? Human Resources - How can parents most effectively support improved student and school achievement?
*RBB Home Environment Factors
1. Communication about school 2. Supervision outside of school 3. Parental expectations and parenting style
Focus Areas
Sub-Totals
Focus Area
(Check applicable area(s)) Person(s)
Responsible
For
Implementation
(F) Formative Evaluation Criteria
(S) Summative Evaluation Criteria
Adult F= Quarterly Baseline Data
S= End of Year Data
Adult F= Quarterly Baseline Data
S= End of Year Data
Adult F= Quarterly Baseline
Data
S= End of Year Data
SAE 2009-2011 23
Strategies and Activities
(Scientifically Research Based)
Based on the focus areas checked, identify processes and
strategies that will help us meet or exceed our goals.
Other
Amount
Other
Source
4110
Source
4130
Source
S, L, E, D 1 x x 4. Involve families with their children on homework and other
curriculum-related activities and decisions. (Workshops,
resource books, practice materials for ARMT/SAT)
08/10-05/11 Principal, Facilitator,
Teachers
S, L, E, D 3 x x 5. Develop parent leaders and representatives. Include
families as participants in school decisions such as the 1% set
aside funds and surveys for the LEA Parental Involvement
Plan. Inform parents of Complaint Procedure. (SAE
Committee, volunteers)
08/10-05/11 Principal, Facilitator,
Teachers
S, L, E, D 2 x x 6. Coordinate resources and services from the community for
families, students, and the school, and provide services to the
community. ( Partners in Education, community stakeholders,
newsletters, school website, School Messenger System)
08/10-05/11 Principal, Facilitator,
Teachers
DP
0 0
0
Plan-Do-Check-Act for School Action for Excellence
$Resource Allocation$
Identify how programs, services and funds
available to the school will be aligned to support
and sustain the school reform.
Use DI (District Initiative) to indicate district level
funding initiatives.
Use DP (Duplicate) for repeated cost.
School Name: Alba Middle School Parental InvolvementDate: September 3, 2010
Timeline
Dates:
Beginning
Ending (M/Y)
Academic/Professional
Learning Measures
of Progress
Drill Down by
Gaps/
Subgroups
SES (S),
LEP (L),
Ethnicity (E),
Disabilities (D)
Academic Year: 2009-2011
*Ho
me
En
viro
nm
ent
Fac
tors
Measurable Goal: To increase the percentage of parent/teacher/student conferences from 98% to 100%.
Technology - How will you best organize parental involvement in the use of technology and technology funds to
improve student achievement?
Teaching and Learning - What research based, learning-centered processes (aligned curriculum, goals, and
feedback) will create value for improved student performance results?
Professional Development - What training can change parental involvement, which improves student and
school performance?
Support Services - What support services can parents provide to effectively and efficiently improve student results? Human Resources - How can parents most effectively support improved student and school achievement?
*RBB Home Environment Factors
1. Communication about school 2. Supervision outside of school 3. Parental expectations and parenting style
Focus Areas
Sub-Totals
Focus Area
(Check applicable area(s)) Person(s)
Responsible
For
Implementation
(F) Formative Evaluation Criteria
(S) Summative Evaluation Criteria
Adult F= Quarterly Basline Data
S= End of Year Data
Adult F= Quarterly Baseline Data
S= Surveys
Adult F= Quarterly Baseline Data
S= Surveys
SAE 2009-2011 24
Strategies and Activities
(Scientifically Research Based)
Based on the focus areas checked, identify processes and
strategies that will help us meet or exceed our goals.
Other
Amount
Other
Source
4110
Source
4130
Source
S, L, E, D 1 X X X 1. Implement the Bridges Program for incoming 6th graders to
give the students opportunites and tools needed for a
successful experience in middle school. Provide an
orientation for incoming 6th graders in the spring.
07/10 - 09/11 Administrative
Team, 6th grade
teachers
4,500
S, L, E, D 3 X X 2. Coordinate information from elementary school to middle
school and school to school to identify and serve students
who are experiencing difficulty mastering the proficient or
advanced levels of academic achievement standards.
11-May Administrative
Team, Teachers
S, L, E, D 4 X X 3. Provide students with a successful transiition into the new
school year by providing summer reading lists and math
packet and holding pre-registration for grades 6-8.
08/10-05/11 Administrative
Team, Teachers
S, L, E, D 2 X X 4. Coordinate information from middle school to high school to
identify and serve students who are experiencing difficulty
mastering the proficient or advanced levels of academic
achievement standards.
08/10-05/11 Administrative
Team, Teachers
4500 0
184707 0
Support Services - What support services will most effectively and efficiently improve student and staff results?
Human Resources - How will you best organize faculty and staff, given their levels of proficiency and
identified gaps?
Focus Areas
Sub-Totals
Grand Total
Academic Year: 2009-2011Measurable Goal: To increase the percentage of students who successfully transition to the next level from 97% to 100%.
*Transitional Milestones (Put numbers in column 2)
1. Elementary to Middle 2. Middle to High 3. School to School 4. Grade to Grade
Person(s)
Responsible
For
Implementation
Technology - How will you best organize the use of technology and technology funds to improve student and staff
performance?
Teaching and Learning - What research based, learning-centered processes (aligned curriculum, goals, and
feedback) will create value for improved student performance results?
Professional Development - What training or other professional development activities are required to
ensure targeted student performance results?
*Mile
sto
nes
Focus Area
(Check applicable area(s))
Academic/Professional
Learning Measures
of Progress
(F) Formative Evaluation Criteria
(S) Summative Evaluation Criteria
Drill Down by
Gaps/
Subgroups
SES (S),
LEP (L),
Ethnicity (E),
Disabilities (D)
Student F= 1st Quarter EQT's
S= ARMT, 4th Quarter EQT's
Student F= 1st Quarter Reading
& Math EQT S= SAT,
ARMT
Student F= EQT's S= SAT,
ARMT
Student F= 1st Quarter EQT's
S= Promotion/Retention
Results
Plan-Do-Check-Act for School Action for Excellence
$Resource Allocation$
Identify how programs, services and funds
available to the school will be aligned to support
and sustain the school reform.
Use DI (District Initiative) to indicate district level
funding initiatives.
Use DP (Duplicate) for repeated cost.
School Name: Alba Middle School Transitional ActivitiesDate: September 3, 2010
Timeline
Dates:
Beginning
Ending (M/Y)
SAE 2009-2011 25
Strategies and Activities
(Scientifically Research Based)
Based on the inclusion model and focus areas
checked, identify processes and strategies that will
help us meet or exceed our goals.
3210
SPE
Teachers/
Aides
1110
SPE
Teachers/
Aides
1199
SPE
Teachers/
Aides
CL
2,
3,
4 X X X 1. Special education teacher will teach learning
strategies and/or behavior management/social
skills class.
T
1,
2,
3,
4 X X X 2. Strategies for improving student performance
are identified through continuous data analysis and
used to accommodate and/or modify instruction
and document IEP implementation.
CO
2,3
,4,
X X X 3.Special education teachers will co-teach math
and/or reading with a general education teacher.
CL
2,3
,4 X X X 4 .Special education teachers will teach an
elective for second delivery of instruction in math
and/or reading using SRB program (list program).
T
2,
3,
4 X X 5. Special education teacher collaborates with one
grade level to provide lessons/curriculum
materials/tests for all content areas.
Plan-Do-Check-Act for School Action for Excellence
Special Education Allocations
Identify # of special education
personnel by funding source
School Name: Inclusion PlanDate:
Timeline
Dates:
Beginning
Ending
(M/Y)
Academic/Professional
Learning Measures of
Progress
(F) Formative Evaluation
Criteria
(S) Summative
Evaluation Criteria
Measurable Goal: To increase the percentage of special education students scoring at or above proficiency from ___% to ___% (Reading CRT) and
from ___% to ___% (Math CRT).
Inclusion Model
Co-teaching
(CO)
Collaborative/C
onsultative (CL)
Teaming (T)
Academic Year: 2009-2011T
ier
1,
2,
3,
4 Focus Area
(Check applicable area(s))Person
Responsible For
Implementation
SAE 2009-2011 26
T
1,2
,3,4
,
X X 6 .Special education teacher collaborates with
general education teachers to provide instructional
strategies, behavioral strategies, and/or
accommodations/modifications.
CL, or T2,
3,
4,
X X X 7. A paraprofessional will be assigned to a
resource or inclusive setting to assist with second
delivery of instruction, crisis management, and/or
IEP implementation.
CL, or T
2,
3,
4 X X X 8. Administration will collaborate with special
education teacher to analyze suspension data and
develop a plan for the reduction of suspensions of
special education students.
CO, CL, or T
1,
2,
3,
4 X X X 9. Utilize and implement inclusion strategies
provided through staff development. Provide
aligned initial and ongoing professional
development.
CL, or T
2,3
,4,
X X X 10. A special education teacher will "push in" the
general education classroom for first delivery of
instruction and "pull out" for second delivery of
instruction.
0
Support Services - What support services will most effectively and efficiently improve
student and staff results?
Human Resources - How will you best organize faculty and staff, given their levels of
proficiency and identified gaps?
Focus Areas
Totals
Technology - How will you best organize the use of technology to improve student and staff
performance?
Teaching and Learning - What research-based, learning-centered processes (aligned
curriculum, goals, and feedback) will create value for improved student performance results?
Professional Development - What training or other professional development
activities are required to ensure targeted student performance results?
SAE 2009-2011 27
Academic Year: 2007-20082009- 2011
Based on the focus areas checked, identify
processes and strategies that will help us meet or
exceed our goals.
Other
Amount
Other
Source
L X X 1. Activate prior knowledge: Explicitly link concepts to English
Language Learners (ELL) students' background and
experience. Utilize Sheltered Instruction Observation Protocol
(SIOP). Participate in English as a Second Language (ESL)
Mainstream Teacher Training.
09/09
10/09,
11/09,
01/10
Classroom Teachers,
ESL Teacher
DI
L X X 2. Provide opportunities for social interaction through
cooperative learning. Utilize SIOP. Participate in ESL
Mainstream Teacher Training.
09/09
10/09,
11/09,
01/10
Classroom Teachers,
ESL Teacher
DP
L X X 3. Provide Comprehensible Input: (Contextualize content by
using graphic organizers, visuals, realia, and manipulatives.
Utilize SIOP. Participate in ESL Mainstream Teacher
Training.
09/09
10/09,
11/09,
01/10
Classroom Teachers,
ESL Teacher
DP
L X X 4. Provide additional practice by utilizing ELLIS English
development software in the classroom.
08/09-05/10 Classroom Teachers,
ESL Teacher
Drill Down by
Gaps/
Subgroups
SES (S),
LEP (L),
Ethnicity (E),
Disability (D)
F= CRT, DIBELS
S= SAT10, ARMT, ADAW,
AHSGE, ACCESS for ELLs
*SA
T/A
RM
T S
ub
tests
Strategies and Activities
(Scientifically Research Based)
Focus Area
(Check applicable area(s))Person
Responsible For
Implementation
F= CRT, DIBELS
S= SAT10, ARMT, ADAW,
AHSGE, ACCESS for ELLS
SIOP Checklist option for
professional measure
F= CRT, DIBELS
S= SAT10, ARMT, ADAW,
AHSGE, ACCESS for ELLS
SIOP Checklist option for
professional measure
F= CRT, DIBELS
S= SAT10, ARMT, ADAW,
AHSGE, ACCESS for ELLS
SIOP Checklist option for
professional measure
Plan-Do-Check-Act for School Action for Excellence
$Resource Allocation$ Identify how programs, services and
funds available to the school will be
aligned to support and sustain the
school reform.
Use DI District Initiative) to indicate
district level funding initiatives.
School Name: ABC Middle ESL Date:
Timeline
Dates:
Beginning
Ending
(M/Y)
Academic/ Professional
Learning Measures of
Progress
(F) Formative Evaluation
Criteria
(S) Summative Evaluation
Criteria 4115 Source
SAE 2009-2011 28
Teaching and Learning - What research-based, learning-centered processes (aligned
curriculum, goals, and feedback) will create value for improved student performance results?
Professional Development - What training or other professional development activities
are required to ensure targeted student performance results?
0
Support Services - What support services will most effectively and efficiently improve
student and staff results?
Human Resources - How will you best organize faculty and staff, given their levels of
proficiency and identified gaps?
Focus Areas
Sub-Totals
Technology - How will you best organize the use of technology and technology funds to
improve student and staff performance?
SAE 2009-2011 29
Strategies and Activities
(Scientifically Research Based)
Based on the focus areas checked, identify processes and
strategies that will help us meet or exceed our goals.
Other
Amount
Other
Source
4110
Source
4130
Source
S, L, E, D x x Engage students using the research-based Talents Unlimited
critical and creative thinking skills. Participate in training and
follow-up.
S, L, E, D x x Engage students using the research-based Framework for
Understanding Poverty (Ruby Payne) strategies. Participate in
training and follow-up.
S, L, E, D x x Engage students using the research-based Marzano
strategies. Participate in training and follow-up.
S, L, E, D x x x Participate in and utilize knowledge gained through Online
Professional Development.
S, L, E, D x Utilize the organization and leadership strategies within the 7
Habits of Highly Effective People (Stephen Covey).
Participate in training and follow-up.
S, L, E, D x x Participate in and engage students using the National Board
for Professional Teaching Standards (NBPTS) Take One!®
standards-based approach for improving teaching
practice.
Focus Area
(Check applicable area(s)) Person
Responsible
For
Implementation
Plan-Do-Check-Act for School Action for Excellence
$Resource Allocation$
Identify how programs, services and funds
available to the school will be aligned to support
and sustain the school reform.
Use DI (District Initiative) to indicate district level
funding initiatives.
Use DP (Duplicate) for repeated cost.
School Name: Interdisciplinary StrategiesDate:
Academic Year: 2009-2011Measurable Goal:
Drill Down by
Gaps/
Subgroups
SES (S),
LEP (L),
Ethnicity (E),
Disabilities (D)
Timeline
Dates:
Beginning
Ending (M/Y)
Academic/Professional
Learning Measures
of Progress
(F) Formative Evaluation Criteria
(S) Summative Evaluation Criteria
SAE 2009-2011 30
S, L, E, D x x Utilize the strategies within the Classroom Organization and
Management Program (COMP). Participate in training and
follow-up.
S, L, E, D x x Engage students using the research-based "Boys and Girls
Learn Differently!" (Michael Gurian) strategies. Participate in
training and follow-up.
S, L, E, D x x Utilize research-based classroom management strategies and
procedures to promote effective use of instructional time
(Conscious Classroom Management by R. Smith). Participate
in training and follow-up.
S, L, E, D x x Participate in state and national leadership/content area
conferences targeting identified areas of need.
S, L, E, D x x x Adhere to weekly development of lesson plans with special
education teacher and general education teacher.
S, L, E, D x x x Adhere to weekly collaboration with special education teacher,
general education teacher, and paraprofessional.
S, L, E, D x x Implement curricular adaptations needed in an inclusive
classroom (accommodations and modifications).
S, L, E, D x x x Utilize and implement differentiated instruction strategies
provided through staff development. Provide aligned initial
and ongoing professional development.
S, L, E, D X Provide daily intervention strategies for students who have
identified needs in the content area.
SAE 2009-2011 31
S, L, E, D X X Implement monthly departmental and bi-monthly grade
level/subject area meetings to plan, implement, analyze
classroom lessons, evaluate student work and disaggregate
data from CRT's, SAT 10, ARMT and ADAW.
S, L, E, D X Continuously assess student understanding by calling on non-
volunteers, increasing wait time, and using white boards as
assessed by lesson plans, classroom observation checklists
and embedded assessments.
S, L, E, D x x Employ the daily use of Marzano's strategies effectively as
assessed by classroom checklist and lesson plans.
S, L, E, D x Provide extended day tutorial programs to ensure student
achievement of reading/math concepts as assessed by
extended day monitoring form, progress reports, attendance
data and collaboration forms.
S, L, E, D x x Express high expectations for student responsibility and
achievement on a daily basis through the development and
complete implementation of a Pyramid of Intervention.
S, L, E, D X X X Teachers and students will plan, collaborate, teach and
communicate with teachers, students and experts via video
conferencing.
S, L, E, D x Connect content to careers and real life situations on a lesson-
by-lesson basis as assessed by classroom observation
checklist and lesson plans.
S, L, E, D x Incorporate the use of visual aides, manipulatives and
technology with daily instruction as assessed by classroom
observation checklists.
S, L, E, D X X Use a variety of grouping configurations for instruction: whole
group, flexible small group, individual.
SAE 2009-2011 32
S, L, E, D X X Create classrooms conducive to learning: furniture
arrangement, lighting, student work, and displays to support
instruction, word walls, and graphic organizers as assessed by
classroom observation checklist.
S, L, E, D X x Participate in MMGW training and implement strategies in the
classroom.
0 0
Technology - How will you best organize the use of technology and technology funds to improve student and staff
performance?
Teaching and Learning - What research-based, learning-centered processes (aligned curriculum, goals, and
feedback) will create value for improved student performance results?
Professional Development - What training or other professional development activities are required to
ensure targeted student performance results?
Support Services - What support services will most effectively and efficiently improve student and staff results?
Human Resources - How will you best organize faculty and staff, given their levels of proficiency and
identified gaps?
Focus Areas
Sub-Totals
1. 2. 3. 4.
SAE 2009-2011 33
Strategies and Activities
(Scientifically Research Based)
Based on the focus areas checked, identify processes and
strategies that will help us meet or exceed our goals.
Other
Amount
Other
Source
4110
Source
4130
Source
S, L, E, D x Explicitly teach academic vocabulary through interactive word
walls, student-maintained dictionaries or knowledge cards,
and vocabulary graphic organizers.
S, L, E, D x Divide daily lessons into 15 to 20 minute chunks and check
for understanding at the end of each chunk using
summarization methods such as but not limited to exits slips,
idea waves, luck of the draw (Wormelli), and completed
graphic organizers.
S, L, E, D x x Develop and display anchor/strategy charts that explain the
steps for specific comprehension strategies such as how to
find the main idea, make inferences, or clarify unfamiliar
vocabulary.
S, L, E, D x x Provide opportunities for cadres of teachers to participate in
lesson study, focus groups, and site-based work groups to
promote immediate transfer of teacher learning into the
classroom.
S, L, E, D x Continue to build Classroom Libraries for easy accessibility
with varied genre and readability levels.
S, L, E, D x Use a variety of grouping configurations for instruction: whole
group, flexible small group, individual. Grouping to be
determined by formative assessment(s).
Focus Area
(Check applicable area(s)) Person
Responsible
For
Implementation
Plan-Do-Check-Act for School Action for Excellence
$Resource Allocation$
Identify how programs, services and funds
available to the school will be aligned to support
and sustain the school reform.
Use DI (District Initiative) to indicate district level
funding initiatives.
Use DP (Duplicate) for repeated cost.
School Name: Reading (C&I)Date:
Academic Year: 2009-2011Measurable Goal:
Drill Down by
Gaps/
Subgroups
SES (S),
LEP (L),
Ethnicity (E),
Disabilities (D)
Timeline
Dates:
Beginning
Ending (M/Y)
Academic/Professional
Learning Measures
of Progress
(F) Formative Evaluation Criteria
(S) Summative Evaluation Criteria
SAE 2009-2011 34
S, L, E, D x Incorporate open-ended questions in reading assessments.
S, L, E, D x Provide initial and follow-up Scholastic Read 180 Intervention
Program training and implement the program for those
students in grade 9 based on 8th grade ARMT/SAT 10 and
classroom grades.
S, L, E, D x Promote an independent school-wide reading program that
monitors and rewards student participation and progress.
S, L, E, D x Provides opportunities for teacher training in diagnostics and
intervention for the older struggling reader.
S, L, E, D x
S, L, E, D x x
0 0
Technology - How will you best organize the use of technology and technology funds to improve student and staff
performance?
Teaching and Learning - What research-based, learning-centered processes (aligned curriculum, goals, and
feedback) will create value for improved student performance results?
Professional Development - What training or other professional development activities are required to
ensure targeted student performance results?
Support Services - What support services will most effectively and efficiently improve student and staff results?
Human Resources - How will you best organize faculty and staff, given their levels of proficiency and
identified gaps?
Focus Areas
Sub-Totals
1. 2. 3. 4.
SAE 2009-2011 35
Strategies and Activities
(Scientifically Research Based)
Based on the focus areas checked, identify processes and
strategies that will help us meet or exceed our goals.
Other
Amount
Other
Source
4110
Source
4130
Source
S, L, E, D X x X Integrate the Frayer model and other graphic organizers to
differentiate characteristics of important concepts and
mathematical vocabulary.
S, L, E, D X X X Chunk mathematical concepts and incorporate turn and talk
strategies to assess student comprehension of smaller
sections of the objectives.
S, L, E, D X X Begin all lessons with problems of the day, conclude all
lessons with a summary of all concepts taught during the
lesson and use an exit slip for a final check for understanding
of mathematical concepts.
S, L, E, D X Integrate frequent use of process questioning techniques
during daily instruction.
S, L, E, D X X Attend initial and follow-up mathematical content and strategy
trainings and implement related strategies in the classroom.
S, L, E, D X x Increase relevance by relating mathematical concepts in each
lesson to other subjects, careers, and real life situations.
Plan-Do-Check-Act for School Action for Excellence
$Resource Allocation$
Identify how programs, services and funds
available to the school will be aligned to support
and sustain the school reform.
Use DI (District Initiative) to indicate district level
funding initiatives.
Use DP (Duplicate) for repeated cost.
School Name: Math (C&I)Date:
Timeline
Dates:
Beginning
Ending (M/Y)
Academic/Professional
Learning Measures
of Progress
(F) Formative Evaluation Criteria
(S) Summative Evaluation Criteria
Measurable Goal:
Drill Down by
Gaps/
Subgroups
SES (S),
LEP (L),
Ethnicity (E),
Disabilities (D)
Academic Year: 2009-2011
Focus Area
(Check applicable area(s)) Person
Responsible
For
Implementation
SAE 2009-2011 36
S, L, E, D X x Implement Connected Mathematics (2) lessons which focus
on ACOS standards to engage students in standards-based
lessons.
S, L, E, D X X Implement mathematics journal writing weekly using open
ended questions in all mathematics classes.
S, L, E, D X X X Incorporate Online Mathematics Intervention Programs to
reinforce concepts taught during class.
S, L, E, D X x Participate in AMSTI training and implement strategies in the
classroom.
S, L, E, D X x Participate in EYE training and implement strategies and units
in the classroom.
0 0
1. 2. 3. 4.
Focus Areas
Sub-Totals
Teaching and Learning - What research-based, learning-centered processes (aligned curriculum, goals, and
feedback) will create value for improved student performance results?
Professional Development - What training or other professional development activities are required to
ensure targeted student performance results?
SAE 2009-2011 37
Technology - How will you best organize the use of technology and technology funds to improve student and staff
performance?
Support Services - What support services will most effectively and efficiently improve student and staff results?
Human Resources - How will you best organize faculty and staff, given their levels of proficiency and
identified gaps?
SAE 2009-2011 38
Strategies and Activities
(Scientifically Research Based)
Based on the focus areas checked, identify processes and
strategies that will help us meet or exceed our goals.
Other
Amount
Other
Source
4110
Source
4130
Source
S, L, E, D X X Explicitly teach academic vocabulary through interactive word
walls, student-maintained dictionaries or knowledge cards,
and vocabulary graphic organizers.
S, L, E, D X Integrate grammar and writing through focused mini lessons
based on the course of study standards and students needs
as identified in student writing.
S, L, E, D X X Divide daily lessons into 15 to 20 minute chunks and check for
understanding at the end of each chunk using summarization
methods such as but not limited to exits slips, idea waves, luck
of the draw (Wormelli), and completed graphic organizers.
S, L, E, D X X Incorporate open-ended questions in language arts
assessments.
S, L, E, D X Develop and display anchor/strategy charts that explain the
steps for specific comprehension strategies such as how to
find the main idea, make inferences, or clarify unfamiliar
vocabulary.
S, L, E, D X X Use a variety of grouping configurations for instruction: whole
group, flexible small group, individual. Grouping to be
determined by formative assessment(s).
Plan-Do-Check-Act for School Action for Excellence
$Resource Allocation$
Identify how programs, services and funds
available to the school will be aligned to support
and sustain the school reform.
Use DI (District Initiative) to indicate district level
funding initiatives.
Use DP (Duplicate) for repeated cost.
School Name: Language Arts (C&I)Date:
Timeline
Dates:
Beginning
Ending (M/Y)
Academic/Professional
Learning Measures
of Progress
(F) Formative Evaluation Criteria
(S) Summative Evaluation Criteria
Measurable Goal:
Drill Down by
Gaps/
Subgroups
SES (S),
LEP (L),
Ethnicity (E),
Disabilities (D)
Focus Area
(Check applicable area(s)) Person
Responsible
For
Implementation
Academic Year: 2009-2011
SAE 2009-2011 39
S, L, E, D X Provide opportunities for cadres of teachers to participate in
lesson study, focus groups, and site-based work groups to
promote immediate transfer of teacher learning into the
classroom.
S, L, E, D X X Provide public opportunities such as but not limited to intercom
announcements, student-led programs and/or speech
contests for students to practice oral presentation skills to
promote the correct use of English grammar
0 0
Support Services - What support services will most effectively and efficiently improve student and staff results?
Human Resources - How will you best organize faculty and staff, given their levels of proficiency and
identified gaps?
1. 2. 3. 4.
Focus Areas
Sub-Totals
Technology - How will you best organize the use of technology and technology funds to improve student and staff
performance?
Teaching and Learning - What research-based, learning-centered processes (aligned curriculum, goals, and
feedback) will create value for improved student performance results?
Professional Development - What training or other professional development activities are required to
ensure targeted student performance results?
SAE 2009-2011 40
Strategies and Activities
(Scientifically Research Based)
Based on the focus areas checked, identify processes and
strategies that will help us meet or exceed our goals.
Other
Amount
Other
Source
4110
Source
4130
Source
S, L, E, D X X 1. Maintain writing folders according to the guidelines provided
by the district.
S, L, E, D X 2. Develop one mock writing assessment for each of the four
modes of writing (narrative, expository, persuasive, and
descriptive) for grades 6-8 as practice for the ADAW.
S, L, E, D X X 3. Provide the opportunity for initial teacher training and
appropriate follow-up professional development activities
which could include Six Traits Training, Vocabulary
Strategies, Using the Rubric, ADAW Modes of Writing. How to
Put It All Together.
S, L, E, D X 4. Integrate into daily lessons in all subject areas some form
of writing including but not limited to journal writing, group
writing, entrance and exits slips, open-ended responses,
and/or essay writing.
S, L, E, D X X 5. Explicitly teach academic vocabulary through interactive
word walls, student-maintained dictionaries or knowledge
cards, and vocabulary graphic organizers.
S, L, E, D X X 6. Display current student writing with appropriate teacher
feedback and commentary.
Timeline
Dates:
Beginning
Ending (M/Y)
(F) Formative Evaluation Criteria
(S) Summative Evaluation Criteria
Plan-Do-Check-Act for School Action for Excellence
$Resource Allocation$
Identify how programs, services and funds
available to the school will be aligned to support
and sustain the school reform.
Use DI (District Initiative) to indicate district level
funding initiatives.
Use DP (Duplicate) for repeated cost.
School Name: Writing (C&I)Date:
Measurable Goal:
Academic/Professional
Learning Measures
of Progress
Drill Down by
Gaps/
Subgroups
SES (S),
LEP (L),
Ethnicity (E),
Disabilities (D)
Person
Responsible
For
Implementation
Academic Year: 2009-2011
Focus Area
(Check applicable area(s))
SAE 2009-2011 41
0 0
Support Services - What support services will most effectively and efficiently improve student and staff results?
Technology - How will you best organize the use of technology and technology funds to improve student and staff
performance?
Teaching and Learning - What research-based, learning-centered processes (aligned curriculum, goals, and
feedback) will create value for improved student performance results?
Professional Development - What training or other professional development activities are required to
ensure targeted student performance results?
Human Resources - How will you best organize faculty and staff, given their levels of proficiency and
identified gaps?
Focus Areas
1. 2. 3. 4.
Sub-Totals
SAE 2009-2011 42
Strategies and Activities
(Scientifically Research Based)
Based on the focus areas checked, identify processes and
strategies that will help us meet or exceed our goals.
Other
Amount
Other
Source
4110
Source
4130
Source
SLED x
Utilizing chunking strategy, continuously assess student
understanding (CFU) by calling on non-volunteers, increasing
wait time, and using white boards.
SLED x
Begin all lessons with an entrance task and conclude all
lessons with a summary of all concepts taught during the
lesson and a final check for understanding through an exit slip.
SLED x x
Increase relevance by relating science concepts in each
lesson to other subjects, careers, and real life situations.
SLED x x
Provide professional development by sending all Science
teachers to grade level science training provided by the district
to enrich content knowledge and instructional strategies and
implement the learned strategies in the classroom.
SLED x
Implement weekly science writing by using open ended
questions in all science classes and responding to science in
the news articles.
SLED X X
Teach vocabulary using direct vocabulary instruction (as
presented by Bernadette Lambert) while increasing the use of
graphic organizers.
Plan-Do-Check-Act for School Action for Excellence
$Resource Allocation$
Identify how programs, services and funds
available to the school will be aligned to support
and sustain the school reform.
Use DI (District Initiative) to indicate district level
funding initiatives.
Use DP (Duplicate) for repeated cost.
School Name: Science (C&I)Date:
Person
Responsible
For
Implementation
Drill Down by
Gaps/
Subgroups
SES (S),
LEP (L),
Ethnicity (E),
Disabilities (D)
Academic Year: 2009-2011
Academic/Professional
Learning Measures
of Progress
Focus Area
(Check applicable area(s)) Timeline
Dates:
Beginning
Ending (M/Y)
(F) Formative Evaluation Criteria
(S) Summative Evaluation Criteria
Measurable Goal:
SAE 2009-2011 43
SLED X X X X
Review material using educational games such as Jeopardy or
the Classroom Performance System as evidenced by
classroom observation checklist
SLED X
Increase the use of cooperative learning groups as evidenced
by lesson plans, classroom observations, student lab reports,
or student daily work.
SLED X X X
Provide increased opportunities for students to generate and
test hypothesis as evidenced by participation reports or
student lab reports.
SLED x x
Participate in AMSTI summer training and implement those
strategies in the classroom.
SLED x x
Attend Alabama Science Teacher conference in Birmingham
in October 09 or the NSTA Conference in Philadelphia in
March 2010; provide inservice to other science faculty
members, and implement strategies gained from attendance.
SAE 2009-2011 44
0 0
Support Services - What support services will most effectively and efficiently improve student and staff results?
Focus Areas
1. 2. 3. 4.
Technology - How will you best organize the use of technology and technology funds to improve student and staff
performance?
Teaching and Learning - What research-based, learning-centered processes (aligned curriculum, goals, and
feedback) will create value for improved student performance results?
Professional Development - What training or other professional development activities are required to
ensure targeted student performance results?
Sub-Totals
Human Resources - How will you best organize faculty and staff, given their levels of proficiency and
identified gaps?
SAE 2009-2011 45
Strategies and Activities
(Scientifically Research Based)
Based on the focus areas checked, identify processes and
strategies that will help us meet or exceed our goals.
Other
Amount
Other
Source
4110
Source
4130
Source
S,L,E,D X Implement AHSGE testing vocabulary with tests, quizzes,
projects, bell ringers, etc.
S,L,E,D X X Implement daily use of Marzano Strategies, as a minimum:
Identifying similarities and differences, summarizing and note
taking, cooperative learning, setting objectives and providing
feedback, and cues, questions, and advance organizers.
S,L,E,D X Develop and practice daily use of appropriate graphic
organizers.
S,L,E,D X Analyze and explain information presented in the form of
maps, globes, charts, and graphs.
S,L,E,D X Examine current events by completing activities on selected
issues.
S,L,E,D X Write expository and/or persuasive essays on appropriate
social studies topics.
Focus Area
(Check applicable area(s)) Person
Responsible
For
Implementation
Plan-Do-Check-Act for School Action for Excellence
$Resource Allocation$
Identify how programs, services and funds
available to the school will be aligned to support
and sustain the school reform.
Use DI (District Initiative) to indicate district level
funding initiatives.
Use DP (Duplicate) for repeated cost.
School Name: Social Studies (C&I)Date:
Academic Year: 2009-2011
Timeline
Dates:
Beginning
Ending (M/Y)
Academic/Professional
Learning Measures
of Progress
(F) Formative Evaluation Criteria
(S) Summative Evaluation Criteria
Measurable Goal:
Drill Down by
Gaps/
Subgroups
SES (S),
LEP (L),
Ethnicity (E),
Disabilities (D)
SAE 2009-2011 46
S,L,E,D X Connect social studies concepts to careers and real life
situations on a lesson by lesson basis.
0 0
Technology - How will you best organize the use of technology and technology funds to improve student and staff
performance?
Teaching and Learning - What research-based, learning-centered processes (aligned curriculum, goals, and
feedback) will create value for improved student performance results?
Professional Development - What training or other professional development activities are required to
ensure targeted student performance results?
Support Services - What support services will most effectively and efficiently improve student and staff results?
Human Resources - How will you best organize faculty and staff, given their levels of proficiency and
identified gaps?
Focus Areas
Sub-Totals
1. 2. 3. 4.
SAE 2009-2011 47
Strategies and Activities
(Scientifically Research Based)
Based on the focus areas checked, identify processes and
strategies that will help us meet or exceed our goals.
Other
Amount
Other
Source
4110
Source
4130
Source
3 x x x Coordinates information of transferring students from school to
school within the district to identify and serve students
experiencing difficulty mastering standards.
S, L, E, D 4 X Provide a spring orientation session for grade to grade
transitioning through participation in cross grade visits.
3 X X Provide 6th grade instuctional assistance program (structured
assistance 1st quarter for targeted students having difficulty).
2,3 X Involve parents of 8th grade students in the planning of their
9th grade schedules.
1,2 X X Implement the Bridges Program for incoming 6th grade and
exiting 8th grade students to include: services available,
orientation and math preparation.
Plan-Do-Check-Act for School Action for Excellence
$Resource Allocation$
Identify how programs, services and funds
available to the school will be aligned to support
and sustain the school reform.
Use DI (District Initiative) to indicate district level
funding initiatives.
Use DP (Duplicate) for repeated cost.
School Name: Transitional ActivitiesDate:
Timeline
Dates:
Beginning
Ending (M/Y)
Focus Area
(Check applicable area(s)) Person
Responsible
For
Implementation
Academic/Professional
Learning Measures
of Progress
(F) Formative Evaluation Criteria
(S) Summative Evaluation Criteria
Academic Year: 2009-2011Measurable Goal:
Drill Down by
Gaps/
Subgroups
SES (S),
LEP (L),
Ethnicity (E),
Disabilities (D)
SAE 2009-2011 48
0 0Sub-Totals
1. 2. 3. 4.
Technology - How will you best organize the use of technology and technology funds to improve student and staff
performance?
Teaching and Learning - What research-based, learning-centered processes (aligned curriculum, goals, and
feedback) will create value for improved student performance results?
Professional Development - What training or other professional development activities are required to
ensure targeted student performance results?
Support Services - What support services will most effectively and efficiently improve student and staff results?
Human Resources - How will you best organize faculty and staff, given their levels of proficiency and
identified gaps?
Focus Areas
SAE 2009-2011 49
Formative SummativeCRT SAT 10
Grade Distribution Sheets ARMT
Read 180 Growth Report ADAW
Mock Writing Assessment Data Form STAR Reading
Formative Summative
Number of signed compacts 4th Quarter Baseline Data
Parent Contact Logs % of conferences
Quarterly Baseline Data Reports SAT 10
Number of Volunteers hours ARMT
Number of parents serving on committees Plus/Deltas
Surveys
Portfolio
Formative SummativePlus/Deltas Student Surveys
CRT Bridges Data
Student Surveys Tracking Log
Tracking Log SAT 10
ARMT
Formative SummativeQuarterly CRT Average End of Year CRT Average
Adult- PLCIA's Adult- Inclusion survey or portfolio
Inclusion Plan
Academic Measures of Progress
Teaching and Learning
Teaching and Learning
Academic Measures of Progress
Parental Involvement
Transitional Activities
SAE 2009-2011 50
Formative Summative
Objective Test Portfolio
Survey Narrative of Year's Implementation
Checklist/Notes Taken (Multiple) Survey
Professional Learning/Reflection Log Checklist/Notes Taken (Multiple)
Presentation/Demonstration Professional Learning/Reflection Log
Portfolio Presentation/Demonstration
Snapshot Snapshot Compilation
Professional Learning
Measures of Progress
Professional Learning Communities in
Action Form (PLCIA)
Professional Learning Communities in Action
Form (PLCIA) Compilation
SAE 2009-2011 51
Recommended