SPARKMAN 9TH GRADE SCHOOL - 1.cdn.edl.io · Teacher/Social Studies. System: ... If your school did not review a particular data ... passed the Reading part of the Alabama High School

System: Updated: June 3, 2010

School:

SPARKMAN 9TH GRADE SCHOOL 2010 - 2011

CONTINUOUS IMPROVEMENT PLAN

Non-Title Plan Note: Blank copy is available on www.alsde.edu , e-GAP, Document Library

Central office designee submits required plans to LEA system’s e-GAP Document Library

NAME OF SCHOOL:

Sparkman Ninth Grade School

STREET ADDRESS: 2680 Jeff Road

CITY: Harvest

STATE: Alabama

ZIP CODE: 35749

CONTACT:

Martin Hester

TELEPHONE:

256-382-2030

E-MAIL

[email protected]

Identified for School Improvement? No Yes X Delay Status Year 1 Year 2 X Year 3 Year 4 or more

ALL PLANS: Submit to LEA for Board approval. Retain the original plan in the LEA. Submit a copy of the plan electronically to your system’s E-GAP Document Library by November 3, 2010.

If using any Federal funding: Submit to LEA for Board approval. Scan PAGE ONE and PAGE TWO to indicate signatures . Submit the plan and signature pages electronically to your system’s

e-GAP Document Library by November 3, 2010.

Made AYP?

YES NO X

Made AMAOs

(ELL)? YES X NO

N/A

Career Tech

Made AYP? YES X NO

N/A

Are any federal resources

like Title II, III, IV, and VI used to coordinate with and supplement existing services

and are not used to provide services that, in the absence of federal funds, would be

provided by another fund source?

YES NO X

Describe how this plan will be made available to parents and other stakeholders, such as through parent meetings or on Web si tes.

NO TE: The Parental Involvement section of this plan must be distributed to all parents. The CIP will be available online via the S9GS website. It will also be available in the front office of the school and the counselor’s office. Parents and

other stakeholders will be notified via School Messenger (phone system) of the CIP’s placement on the website and its availability at the school.

*Board Approval: Yes X No Board approval received on _____________October 25_, 2010. Board Signature:

Superintendent Signature:

Date:

LEA Representative Signature: (responsible for monitoring plan)

Date:

Principal Signature:

Date:

http://www.alsde.edu/

mailto:[email protected]


School:

CONTINUOUS IMPROVEMENT PLAN DEVELOPMENT AND IMPLEMENTATION TEAM

This plan was developed/or revised during the following time period (e.g. April/May – September 2010): May-September 2010

Provide a brief description of the planning process including how teachers will be involved in decisions regarding the use of state academic assessments and other data sources in order to provide information on and to

improve the achievement of individual students and the overall instructional program and how parents were involved with facul ty and staff in developing and implementing the CIP: At the end of the 2009-2010 school year, a CIP team was established to review the previous Continuous Improvement Plan, and to determine how to impr ove the plan for the current year. The team discussed

strategies, professional development, and budget requirements that would be needed to launch a new CIP. The most recent data was studied to asc ertain the areas in greatest need of improvement. Team members including administrators shared the findings during the first August faculty meeting.

Instructional Leadership Team Names

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

parents, community stakeholders, and/or students.)

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

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

Signatures (Indicates participation in the

development of the CIP)

Martin Hester

Steve Gipson Lori Wilkes Beth Knight

Amanda Gilbreath

Trina Shafer Alison Madison

Principal

Assistant Principal

Counselor

Teacher/English

Teacher/Math

Teacher/Social Studies

Library Media Specialist


School:

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

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


School:

Data was disseminated to S9GS and SHS administration and faculty leaders in the annual data meeting with Director of Secondary Schools, conducted on August 16, 2010 @ SHS. Additional data is collected through out the school year by local administration, counselors, and teachers, to identify students’ academic, behavioral, and social needs.

Highly Qualified Teachers (HQT): Describe how staffing decisions ensure that instruction is provided by highly qualified, we ll-trained teachers and how their assignments most effectively address identified

academic needs.

Teachers are assigned to teach courses based upon certification from the State Department of Education and the academic needs of students enrolled at S9GS. When hiring new teachers, a collaborative interview is conducted and careful consideration given to the unique characteristics of S9GS. 100% of S9GS teachers are HQ.

Number and percentage of Non-HQT: 0% (0/40) of S9GS teachers are NON-HQT

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

Alabama High School Graduation Exam (AHSGE):

Strengths:

100% Pass Rate on math portion of AHSGE

86% Pass rate on biology portion of AHSGE *Only the math and biology portions of the AHSGE can be given to students @ S9GS.

Weaknesses:

Less than 50% of students have mastered: quadratic equations, range of functions, linear equations on the math portion of the AHSGE. Less than 50% of students have mastered any of the objectives on the biology portion of the AHSGE

Special Education, Black, and Free/Reduced Meals populations showed negative proficiencies in the reading portion of the AHSGE.

Alabama Reading and Mathematics Test (ARMT):

Strengths:

All elementary feeder schools made AYP in the area of reading for all students.

All elementary feeder schools made AYP in the area of math for all students.

Weaknesses:

Special Education populations showed a negative proficiency for reading in all feeder schools. Special Education populations showed a negative proficiency for math in all feeder schools with the

exception of Sparkman Middle (1.52) and Monrovia Middle (0.00).

Alabama Science Assessment:

Strengths:

Four elementary feeder schools were higher than the system average of 89 (Endeavor 92, Legacy 93, , Monrovia Elementary 91 and Madison Cross Roads 92).

Weaknesses:

One elementary feeder school was below the system average of 89 (Harvest 86).

Stanford 10:

Strengths: Monrovia Middle School (71) was above the system average of 69.3 for Total Battery.

Total batteries for 3 elementary schools Endeavor(74.5), Legacy(80.5),and Monrovia(75.3) were

above the system average of 69.3.

Weaknesses: Sparkman Middle School (56.3) was below the system average.

Two elementary schools Harvest (64.8) and Madison Cross Roads (62) were below the system average.

Dynamic Indicators of Basic Early Literacy Skills (DIBELS):


School:

Part I - continued - DIRECTIONS - SUMMARY OF DATA: Indicate data sources used during planning by identifying strengths and weaknesses or program gaps. If your school did not review a particular data source,

please write N/A. School improvement goals should address program gaps (weaknesses) as they relate to student achievement or AYP categories such as graduation rate or other academic indicators. Close attention should be given to the proficiency index. Please include all disaggregated subgroups including those with less than forty students. Additionally, please report data pertaining to the Response to Instruction (RtI) framework, include

data used to determine the type of support provided to students (i.e.: universal screening results, benchmark testing, progress monitoring, etc.) Part I - Continued:

Alabama Direct Assessment of Writing (ADAW):

Strengths: The ADAW is no longer being administered.

Weaknesses: The ADAW is no longer being administered.

ACCESS for English Language Learners (ELLs):

Strengths: ACCESS data: Strengths: 100% of students scored “Reaching” in Speaking 50% of students scored “Reaching” in Listening and Reading

Weaknesses: 0% of students scored “Reaching” in Writing. Writing was the lowest area of success in 2009.

EducateAL or other Professional Evaluation Profile Information:

Strengths: EducateALABAMA was developed and administrators were trained through computer modules throughout 2009 -10.

Weaknesses: EducateALABAMA was not implemented @ S9GS during the last school year.

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

Strengths:

Science was the highest area of achievement with 57% of students scoring at Level III

Weaknesses:

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

Strengths: In 2009-10, Pre-AP Programs were implemented in the areas of English, algebra, geometry, biology, and world history.

**No AP exams are given to this group of students.

Weaknesses: The areas of weakness were mathematics with 29% of students at Level III and reading with 43% of students at Level III

Career and Technical Education Program Data Reports:

Strengths: Madison County Career Technical Concentrators (students who have taken 2 or more classes in an area) 94.79% passed the Reading part of the Alabama High School Graduation Exam and our goal was met.

For Mathematics 98.22% who took the test passed, and our goal was met.

Weaknesses: ELL students and students who are repeating grades have more difficulty passing the AHSGE.

Strengths: Three schools were above the system average of 82.8, Endeavor (86.3), Legacy (88), and Monrovia Elementary (86).

Weaknesses: Two schools were below the system average, Harvest (81.3 increase of 1.3 from 2009) and Madison Cross Roads (78.3 decrease of .7 from 2009).


School:

Part I – Continued (CULTURE RELATED DATA):

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

Strengths: S9GS had a 15% reduction in total office referrals for 2009-10.

Weaknesses: S9GS requested 23 Discipline and Expulsion hearings for serious offenses during 2009-10.

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

Strengths: Only 22 students who entered S9GS in 09-10 were retained.

Weaknesses: The graduation rate fell from 86.09 in 2008 to 83.13% in 2009.

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

Strengths: Less than 10% teacher turn over occurred from 2009-10 to 2010-11.

Weaknesses: Teacher absenteeism increased due to serious health issues among the faculty and their families.

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

Strengths: S9GS continues to have average to above average daily attendance.

Weaknesses: Student’s early checkouts are sporadic and increase on days preceding holidays.

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

Strengths:

In a parent survey, the S9GS received the highest scores in the areas of communication, professionalism of the office staff, and the academic focus of the school.

Weaknesses:

On the survey, parents cited concerns about bus behavior and TAP.

School Perception Information related to student PRIDE data.

Strengths: Students indicated that they feel safe at S9GS.

Weaknesses: Students show their greatest concern about safety is on the school bus.

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

Strengths:

1 student from S9GS attended the two-period ESL class at the Madison County Career Technical Center. The student met the AMAO requirement for ACCESS.

Weaknesses:

Students who travel to the MCCTC lose .5 credits per semester due to travel time.

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

Strengths: Reading Strategies Across the Content Area training was conducted for all faculty in May, 2010.

Weaknesses: In general, the S9GS faculty rarely teaches an ELL student; therefore, many faculty members do

not fully appreciate the program.


School:

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

address areas of need.

CONTINUOUS IMPROVEMENT GOAL (SHOULD ADDRESS IDENTIFIED WEAKNESSES AND GAPS): S9GS will increase reading proficiency for the 2011-2012 to meet AYP goals for all students. S9GS will focus on the special education population, black population, and those students who receive free/reduced meals.

Data Results on which goal is based: Alabama AYP Accountability Status Report for 2010-2011 for S9GS and Sparkman High School, which includes meeting the needs of the special education, black, and free/reduced meal population who failed to meet AYP.

COURSES OF STUDY REFORM STRATEGIES BENCHMARKS INTERVENTIONS

RESOURCES

WHICH COURSE OF STUDY STANDARDS, AHSGE

STANDARDS/OBJECTIVES, ELIGIBLE CONTENT, OR WIDA*

STANDARDS ARE LINKED TO EACH STRATEGY?

WHAT RESEARCH-BASED STRATEGIES/ACTIONS WILL BE USED

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

or program names.)

HOW WILL PROGRESS FOR EACH ACTION STEP BE MEASURED?

(PERFORMANCE DATA, LISTS, SURVEYS, ETC)

HOW WILL THE SCHOOL PROVIDE TIMELY ASSISTANCE IF STRATEGIES DO

NOT CHANGE PERFORMANCE?

WHAT RESOURCES AND SPECIFIC EXPENDITURES WILL BE NEEDED FOR

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

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

Strengths: S9GS teachers are actively engaged in teaching, and continue to pursue methods of improvement.

Weaknesses: S9GS teachers do not utilize available technology in their classrooms to its fullest extent.

TARGET GRADE LEVEL(S):

9

TARGET CONTENT AREA(S): Circle One

Reading Math Science Other

AHSGE:

Reading Math Science Social Studies Language

Additional Academic Indicators:

Special Education, Black, Free/Reduced Lunch

TARGET STUDENT SUBGROUP(S):


School:

AHSGE objectives: Propaganda: Fact from Opinion

Identify Main Idea ACOS (READING #3): Read

with comprehension a

variety of ninth-grade informational and functional reading

materials, including recognizing tone and

propaganda. Ex Examples: functional

materials—telephone books,

labels on medicine containers, consumer product information, directions,

newspapers, messages, recipes

Organizing steps of a process and other sequences Identifying organizational

structure Example: matching structure to a graphic organizer

Recognizing fallacies in logic

Following complex written directions

STRATEGY: During the 2010-2011 school year S9GS faculty will focus on reading comprehension

strategies in all classes for all students. ACTION STEP 1: 100 % of the S9GS faculty members (90% minimum participation) will

participate in a reading strategies workshop (May 2010 led by the Faculty Mentor and Library Media Specialist) to provide teachers with specific content

area strategies to meet the above goal. ACTION STEP 2: Training sessions for all newly

hired teachers will be offered in September 2010. ACTION STEP 3: Faculty will focus on reading textual, functional, and informational reading

passages in all classes weekly. ACTION STEP 4: S9GS will incorporate a specific time for reading during each school day (―Relax and

Read‖). ACTION STEP 5: Library Media Specialist and

Faculty Mentor will instruct teachers on free technology resources such as ALEX, Google Teacher, and Teacher Tube.

Faculty Sign-In sheet for all training

sessions (monitored by the

administration). (AS1 and AS2, B1) Faculty lesson plans will be

monitored weekly by administration

to check for weekly functional reading strategies. (AS3, B2)

―Relax and Read‖ time established from 11:04-11:14 AM each day for all teachers and students in the

classroom as observed by walkthroughs. (AS4, B3)

LiveBinder.com—binder created for

S9GS including free technology and links for all content areas (AS5, B4)

FACULTY SURVEYS will be given at the end of each semester addressing the efficacy of the

implementation of the reading strategies and the use of the lessons from technology resources. (AS5,

B5)

Further training will be made available quarterly by the faculty mentor for those who need

further assistance for implementing reading strategies

in the content area. Livebinder.com (search S9GS)

will be updated to include

teacher recommendations and new ideas (monthly).

Administrators and CIP team

will use information from the faculty surveys to assess program

success.

Power Point developed for content area reading strategies.

Livebinder.com (search S9GS)


School:

See Above Objectives STRATEGY: During 2010-2011 S9GS will provide opportunities for students to improve their ability to

recognize fact from opinion (propaganda) and main idea in textual functional and informational reading passages.

ACTION STEP 1: All teachers will include at least one reading strategy each week in their lesson plans beginning August 23, 2010.

ACTION STEP 2: ―Real or Not Real‖ Game—PowerPoint slides featuring fact and opinion

statements will be shown via the daily scrolling announcement system in all classrooms. PPT game questions will change weekly, and teachers will lead

discussions on discerning fact and opinion during the course of the week. ACTION STEP 3: S9GS will incorporate a specific

time for reading during each school day. ACTION STEP 4: Special education students will

have further help available in a resource area which is available three periods per day. ACTION STEP 5: S9GS will establish a school

literacy team led by the media specialist to provide ideas and strategies that build reading skills and foster an excitement for reading.

Faculty Lesson Plans (observed by administrators) (AS1, B1)

Each month beginning in October,

surveys will be made available for students to take through the S9GS

website based on the ―Real or Not Real‖ game allowing students to practice discerning fact and opinion

skills. (AS2, B2) Relax and Read Time for all teachers

with students as observed during

walkthroughs (AS3, B3) . Resource Room with Special

Education instructor available for remediation for all students with special consideration for those in

special groups (SPED, Black, F/R lunch). (AS 4, B4)

Literacy Team agenda/sign-in sheet

(AS 5, B5) School Wide Read (SWR) TBD by

Literacy Team

Student incentives to participate in surveys.

Media Specialist/Teacher

designed slides for the ―Real or Not Real‖ game (teachers will be

asked to add to these slides throughout the year)

Teacher survey designed to

determine efficacy of the game slides.

Student/Teacher surveys about

SWR to provide feedback and ideas to improve the SWR

Additional resources will be provided as needed for the Resource Room.

Donations for student incentives from local businesses

Survey Monkey

Media Specialist/Teacher designed slides for the ―Real or Not Real‖

game

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

address areas of need.

CONTINUOUS IMPROVEMENT GOAL (SHOULD ADDRESS IDENTIFIED WEAKNESSES AND GAPS): S9GS will increase the math proficiency goal from 10.89 to 11.39 on the 2011-2012 AYP results for students enrolled in S9GS for the 2010-2011 school year.

Data Results on which goal is based: Alabama AYP Accountability Status Report for 2010-2011 for S9GS and Sparkman High School.


School:

COURSES OF STUDY REFORM STRATEGIES BENCHMARKS INTERVENTIONS

RESOURCES

WHICH COURSE OF STUDY STANDARDS, AHSGE

STANDARDS/OBJECTIVES, ELIGIBLE CONTENT, OR WIDA*

STANDARDS ARE LINKED TO EACH STRATEGY?


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

or program names.)



HOW WILL THE SCHOOL PROVIDE TIMELY ASSISTANCE IF STRATEGIES DO

NOT CHANGE PERFORMANCE?


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

AHSGE objectives:

Standard V, Objective 1, 4: graph linear equations Standard VI, Objective 1:

translate verbal/symbolic graph; equations/inequalities Standard II, Objective 2 : solve

quadratic equations

ACOS (MATH #7 & #9): 7. Solve multi-step equations and inequalities including

linear, radical, absolute value, and literal equations. Writing the solution

of an equation or inequality in set notation

Graphing the solution of an equation or inequality

Modeling real-world problems by developing and solving equations and

inequalities, including those involving direct and inverse

variation 9. Solve quadratic equations

using the zero product property.

Approximating solutions graphically and numerically

STRATEGY: During the 2010-2011 school year

S9GS math department will develop and implement AHSGE style questions as class openers (bellringer). ACTION STEP 1: The S9GS math department

members will document implementation of AHSGE review questions (bellringer) a minimum of three times per week on lesson plans.

ACTION STEP 2: The S9GS math department will meet at least one time per month during lunch to

discuss efficacy of the openers and any changes that need to be made to them.

Math lesson plans will be monitored

weekly for 100% participation of the bellringer activity. (AS1, B1)

Sign-in sheet and agenda for

departmental lunch meetings which will be turned in to an administrator

for review(AS2, B2).

Training will be offered quarterly

through the faculty mentor or department chairperson for teachers needing assistance in

better utilizing class openers.

Power Point developed for AHSGE

openers

TARGET GRADE LEVEL(S): 9 TARGET CONTENT AREA(S): Circle One Reading Math Science Other

AHSGE: Reading Math Science Social Studies Language

Additional Academic Indicators: Special Education

TARGET STUDENT SUBGROUP(S):


School:

See Above Objectives STRATEGY: During the 2010-2011 school year, S9GS math department will provide opportunities for

students to improve and/or master specific skills for the AHSGE. ACTION STEP 1: The math department will

implement mastery testing as benchmarks for the mastery of specific objectives. Students will repeat or move forward to new material based on benchmark

tests. ACTION STEP 2: Special education students will

have further help available in a resource area which is available three periods per day. ACTION STEP 3: All math teachers will increase

the emphasis and importance of testing vocabulary as well as math vocabulary in order to improve student understanding of key terminology.

ACTION STEP 4: Library Media Specialist and Faculty Mentor will instruct teachers on free

technology resources such as ALEX, Google Teacher, Nettrekker, and Teacher Tube.

Mastery Tests every 4.5 weeks which will be monitored by math teachers for improvement and/or the

need for re-teaching (AS 1, B 1). Resource Room with Special

Education instructor available for

remediation for students with special needs (AS 2, B2)

Math-specific testing vocabulary visual aides posted in each math classroom as evidenced by

walkthroughs.(AS 3, B3) LiveBinder.com—binder created for

S9GS by the teacher mentor

including free technology for all content areas

Additional remedial materials for the Resource Room will be provided if needed.

Livebinder.com (search S9GS)

will be updated to include teacher recommendations and new ideas (monthly).

Math instructors will make the

visual aides for testing vocabulary and vocabulary for math instruction.

Special Education instructor will

use materials that are already available to work with the

remediation of students.

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

ENGLISH LANGUAGE PROFICIENCY GOAL (SHOULD ADDRESS IDENTIFIED WEAKNESSES AND GAPS): 44% of ELs will make a .5 increase in their overall ACCESS score. This will achieve AMAO A targets.

Data on which goal is based: 2011 ACCESS scores

WIDA ENGLISH LANGUAGE

PROFICIENCY STANDARDS

REFORM STRATEGIES BENCHMARKS INTERVENTIONS

RESOURCES

WHICH WIDA* ENGLISH

LANGUAGE PROFICIENCY STANDARDS OR DOMAINS ARE

LINKED TO EACH STRATEGY?

WHAT RESEARCH-BASED

STRATEGIES/ACTIONS WILL BE USED TO IMPROVE STUDENT ACADEMIC

PERFORMANCE? (Give specific strategies, not just programs

or program names.)

HOW WILL PROGRESS FOR EACH ACTION STEP

BE MEASURED? (PERFORMANCE DATA, LISTS, SURVEYS, ETC)

HOW WILL THE SCHOOL PROVIDE TIMELY

ASSISTANCE IF STRATEGIES DO NOT CHANGE PERFORMANCE?

WHAT RESOURCES AND SPECIFIC

EXPENDITURES WILL BE NEEDED FOR SUCCESSFUL IMPLEMENTATION?

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

TARGET GRADE LEVEL(S):

9

TARGET ELP LANGUAGE DOMAIN(S):

Circle all that apply. Reading Writing Listening Speaking Comprehension


School:

Reading Listening Comprehension

STRATEGY:

Teaching pre-, during- and post-

reading strategies

ACTION STEP: Content-area and EL

teachers will address reading strategies during lesson delivery

Progress reports, content-area teacher feedback, EL teacher feedback

Content area teachers complete an ―At Risk‖ progress report if the EL student is getting a D or an F in class. The EL

teacher will meet with the classroom teacher to readdress the I-ELP and make more/change the accommodations

WIDA Standards……$0 Classroom books/ Internet……$0 I-ELP……$0

EL professional development...$0

Reading Writing Listening Speaking

Comprehension

STRATEGY:

Fluency building (high frequency words)

ACTION STEP: EL teacher will build fluency in ESL class by concentrating

vocabulary study on high frequency words

Progress reports, vocabulary tests, EL teacher feedback

EL teacher will provide additional support if the student does not achieve adequate scores on vocabulary tests.


Reading Writing Listening

Speaking Comprehension

STRATEGY:

Direct teaching of vocabulary through

listening, seeing, reading and writing in short time segments

ACTION STEP: Content-area and EL teachers will provide different

activities that target vocabulary building

Progress reports, content-area teacher feedback, EL teacher feedback

Content area teachers complete an ―At Risk‖ progress report if the EL student is getting a D or an F in class. The EL

teacher will meet with the classroom teacher to readdress the I-ELP and make more/change the accommodations


EL professional development...$0

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


School:

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

CULTURE

(REFER TO CULTURAL DATA IN NEEDS ASSESSMENT)

REFORM STRATEGIES BENCHMARKS INTERVENTIONS

RESOURCES

WHAT CHALLENGES RELATED TO SCHOOL SAFETY,

CLASSROOM MANAGEMENT/DISCIPLINE,

AND SUPPORTIVE LEARNING ENVIRONMENTS HAVE BEEN

IDENTIFIED THROUGH THE REVIEW OF SCHOOL

DEMOGRAPHIC, PERCEPTION, AND PROCESS DATA?


TO IMPROVE CULTURAL BARRIERS IMPACTING STUDENT ACADEMIC PERFORMANCE?

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



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

PERFORMANCE?


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

for Mentors/Mentees, etc)

S9GS will reduce the number

of discipline referrals for the 2010-2011 school year through

the implementation of newly defined character education strategies.

STRATEGY: During the Teacher Advisory Period

(TAP) throughout the 2010-2011 school year, students will be shown videos related to character

education in order to improve the school climate. ACTION STEP 1: A committee of teachers will be formed to determine traits that should be reinforced

to improve the climate of the school (May 2010). ACTION STEP 2: TAP committee will determine video component for scheduled TAP meetings

reflecting chosen character traits (ex. Medal of Honor curriculum videos).

ACTION STEP 3: After viewing character videos students will participate in various enrichment activities based on the video.

ACTION STEP 4: Administration will recognize a student each month who models good character traits (Student of the Month) and award prizes for those

winners.

TAP committee meetings will be

monitored by administration and

minutes from the meeting will be turned in to administration (sign in). (AS1, B1)

List of videos/topics (character trait of the month). Videos will be shown

during TAP. A bulletin board as well as posters in each classroom will be visible during walkthroughs.

(AS2, B2) Medal of Honor Curriculum (MOH)

will be used during some TAP

meetings focusing on the month’s character trait. (AS2, B3)

List of students recognized for Student of the Month will be posted online. (AS4, B5)

Videos will be changed if they do not

seem to be influencing student

behavior. New prizes will be awarded for

students in an effort to encourage

competing for the student of the month.

Medal of Honor curriculum

Donated Prizes School-purchased prizes


School:

See above objectives STRATEGY: During the 2010-2011 school year, S9GS faculty will focus on character education traits

with all students in all content areas. ACTION STEP 1: TAP committee will establish specific character traits to focus on with the students

each month. ACTION STEP 2: Monthly character traits will be posted in each classroom, shown on the school wide

announcements, and discussed during TAP meetings. Some of the featured ―Books of the Month‖ will

feature the aforementioned character traits and will be showcases on the school announcements. ACTION STEP 3: Teachers will incorporate the

defined character trait of the month in at least one lesson plan during each month beginning in September 2010.

TAP video list will be established

that focuses on the character trait of

the month (AS1, B1). Character trait posters will be posted

in classrooms each month. (AS2,

B2) Book of the Month

recommendations included on the scrolling S9GS announcements support the character traits (AS2,

B4) Lesson Plans will be monitored

monthly by administration for 100%

teacher participation (AS3, B3).

Teachers will add more character

lessons to further promote desired

traits during the second half of the year if needed. This will be determined through discipline data

from the fall semester.

TAP committee will create additional

lessons and resources if needed.

Part V - Additional Components, That When Addressed, Positively Impact Student Achievement:

1. Teacher Mentoring: Describe teacher mentoring activities. For example, are novice teachers given support from an assigned master teacher and wh at does that support look like?

A teacher mentor has been appointed for the 2010-2011 school year who will work with the faculty as a whole in improving technology integration, developing lesson plans, and creating positive classroom environments. The mentor will visit classrooms and offer personal, positive feedback and assistance to faculty members. The mentor has established an online tool for S9GS teachers featuring free technology,

professional membership sites, and innovative project sites for teachers to incorporate into their lesson plans. Although the mentor will be available for all teachers, she will work closely with new teachers (those with fewer than 4 years experience) to insure that they have the tools for success.

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

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

Assistant Principal Gipson met with a select group of At-Risk and Over-Achieving 8th

graders from both feeder schools at the end of the 2009-2010 school term to discuss teacher, staff, and administration

expectations for students at S9GS. Part of this group will form the S9GS leadership team who will provide feedback to adminis trators to help S9GS better serve the students. Open House is held each Spring prior to the enrollment of new students and again the Fall after students have begun attending S9GS.

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


School:

All (40/40) S9GS teachers are properly certified and highly qualified in their respective areas of endorsement. S9GS is involved with Athens State University in a cohort program for prospective teachers and also receives student teachers and interns from other local universities as well.

5. Assessments and Teacher Involvement: Describe how teachers in the school meet to collaborate regarding the use of academic assessments to provide information on and improve the achievement of individual students and the overall instructional program.

S9GS teachers are assigned non-duty lunch periods by academic departments in an effort to foster collaborative opportunities to discuss academic issues related to the school and students. Administrators meet with each department quarterly and departments meet monthly to discuss and share information and make decisions about curriculum related topics.

6. Special Populations: Describe the programs used for each group: English language learners, migrant students, and homeless students.

All homeless, migratory, and limited English proficient students must have equal access to the same free appropriate public e ducation, including public preschool education provided to other children and youth. All homeless, migratory, and limited English proficient students are provided with the opportunity to meet the same challengi ng sate content and state student performance standards to which all students are

held without being stigmatized or isolated. English Learners have the option of taking a 1.5 credit class that teaches English acquisition. In addition, the EL teacher is available to pull students out of content-area classes and work with them one-on-one and in small groups for English acquisition. EL professional development is available for content-area teachers and other staff members at the district and local level.

7. Special Populations (as listed in the Carl D. Perkins Career and Technical Education Act 2006, Section 3): Describe procedures used for each group of individuals with disabilities; individuals from economically disadvantaged families, including foster children; individuals preparing for non-traditional fields; single parents, including single pregnant women; displaced homemakers; and individuals with limited English proficiency.

Counselors serve as ELL case managers to track student academic progress, involvement in extracurricular activities, standardized test preparation, and overall welfare. Counselors and the student mee t regularly to discuss any concerns. Counselors also identify and address the needs of homeless students and seek services from other community agencies, as needed.

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

Using monies from The Partnership for a Drug-Free America, teachers provide tutoring during specifically scheduled times during the school year. Grade recovery is also available during the school year. Each department has at least one teacher who offers tutoring as well. Credit recovery is now offered to students who have previously not passed a course, with the opportunity to obtai n credit during the school day.

Part VI continued - Additional Components, That When Addressed, Positively Impact Student Achievement:

A. Parental Involvement: Describe how the school will communicate information about the Parent Involvement Plan and, to the extent practicable in a language they can understand, how parents can have access to descriptions of the school’s curriculum, assessments, and student achievement expectations, and opportunities for regular meetings to review and assist in improving student progress.

S9GS uses the following resources to communicate effectively with parents and members of the community: INOW, the school website, the school system website, Open House, School Messenger (phone messaging system), teacher websites and blogs, and email distribution lists (parent to teacher/teacher to parent). In February, each parent is invited to attend a TAP conference regarding his/her child’s course requests for the following school year where

the focus of these individual sessions is the student and his/her academic careers.

B. Parental Involvement: Describe how parents, the school staff, and students share responsibility for improved student academic achievement for students.

S9GS sends progress reports home every three weeks. In addition, parents may check their child’s grades on INOW. Administrators and counselors encourage teachers to meet with parents. Administrators and counselors are also

available to meet in these conferences. Each Spring, S9GS facilitates TAP conferences which include the parents if at all possible. During the conference, the TAP teacher discusses the student’s grades, attendance, and future


School:

educational goals/ plans with the parents. Each teacher is required to make contact with the parents of each of their students during the semester.

C. Parental Involvement: Describe procedures to allow parents to submit comments of dissatisfaction with the School Parent Involvement Policy.

Parents may express dissatisfaction through email, parent surveys, phone calls, scheduled conferences, or written communication to administrators, counselors, or teachers.

D. Parental Involvement: Describe how the school will build capacity for parental involvement including how parents will be encouraged to become equal partners in the education of their children.

TAP conferences allow students, teachers, counselors, and parents to work together to plan for the student’s academic progress. Open House is held in the fall and spring of each year at the S9GS campus. At Open House or through the enrollment process, parents are encouraged to provide teachers with an email address. Teachers are encou raged to update class websites, and the S9GS website is updated regularly to facilitate better communication with parents

and faculty members.

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

S9GS provides ACCESS reports for parents. IEP meetings are held to address the needs of students with disabilities. Case managers of special education students communicate with parents regularly. For parents with limited English

proficiency, there are translators available who speak Spanish, French, and Chinese. S9GS will also utilize the TransAct tool on the internet to provide needed written communication to parents of limited English proficiency students.


School:

Part VII- PROFESSIONAL LEARNING NEEDS RELATED TO ACADEMIC CHALLENGES Including ENGLISH LANGUAGE PROFICIENCY, SCHOOL SAFETY, DISCIPLINE, RtI FRAMEWORK AND

SUPPORTIVE LEARNING ENVIRONMENTS: Does the plan provide opportunities for professional development activities that are high -quality, effective, and research-based? YES X NO Does the plan include opportunities for teachers, principals, paraprofessionals, other staff, and parents? YES X NO

Does the plan include required district-wide training for English language acquisition? YES NO X (Note: Professional learning activities must be linked to Alabama’s Standards for Professional Development and Alabama’s Technology Professional Devel opment Standards, www.alsde.edu, Sections, Technology Initiatives, Publications).

WHAT WEAKNESS OR NEED

IDENTIFIED IN ACADEMIC (INCLUDING ELL AMAOs) OR

SCHOOL CULTURE GOALS WILL THE PROFESSIONAL

LEARNING ADDRESS?

WHAT TYPES OF

PROFESSIONAL LEARNING WILL BE

OFFERED?

WHEN WILL THE

SESSION BE DELIVERED?

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

already taken place.)

WHAT ARE THE

EXPECTED OUTCOMES OF PROFESSIONAL

LEARNING? (Following the professional

learning, how will academic or cultural challenges be

impacted – what does it look like?)

HOW WILL PARTICIPANTS BE HELD ACCOUNTABLE

FOR SUCCESSFUL IMPLEMENTATION AND IN WHAT WAYS WILL EVIDENCE BE COLLECTED TO SHOW

EFFECTIVE ASSIMILATION/INTEGRATION OF STRATEGIES?

WHAT ARE THE

FUNDING SOURCES, ESTIMATED EXPENSES,

AND PROPOSED NAMES OF CONSULTANTS OR

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

Dr. Verry Goode

DOCUMENT CONTINUOUS LEA REVIEW AND SUPPORT RESULTS

Addressing the needs of academically at-risk students

enrolled at S9GS for 2010-11

A workshop will be led by school administrators to

identify the at-risk population of the school based upon the most

common factors, identified through

research.

October 2010 Teachers will be able to identify the specific at-risk tendencies of

students enrolled in their classes.

Teachers will report to administration when the students are not academically successful by providing a list of students who are not passing their courses

midway through the each grading period (4.5 weeks).

None

http://www.alsde.edu/


School:

Part VIII - Coordination of Resources/Comprehensive Budget [OPTIONAL IF NOT USING ANY FEDERAL FUNDS] List all federal, state, and local monies that the school uses to run its program:

Example:

I. State Foundation Funds:

State Foundation Funds TOTAL Teacher Assigned Units: classroom teachers: TOTAL OF ALL SALARIES

Administrator Units:

Assistant Principal:

Counselor:

Librarian:

Instructional Supplies

Library Enhancement

Technology

Professional Development

State ELL Funds

Career and Technical Education Administrator

Career and Technical Education Counselor

II. Federal Funds:

Title I: Part A: Improving the Academic Achievement of the Disadvantaged TOTAL Title I: (1. Schools identified for improvement must set-aside an equivalent of 10% of its Title I school-level allocation for professional development each year it is in the improvement process. 2. Also include the school’s portion of the

95% of the LEA set-aside for parental involvement. For additional guidance, check with the Federal Programs Coordinator in your school district.) BRIEF EXPLANATION and BREAKDOWN OF SPENDING:

ARRA FUNDS TOTAL

BRIEF EXPLANATION and BREAKDOWN OF SPENDING:

Title II: Professional Development Activities TOTAL BRIEF EXPLANATION and BREAKDOWN OF SPENDING:


School:

Title III: For students who don’t speak English as their first language…. TOTAL BRIEF EXPLANATION and BREAKDOWN OF SPENDING:

Title IV: For safe and drug-free schools TOTAL BRIEF EXPLANATION and BREAKDOWN OF SPENDING:

Title VI: For rural and low-income schools TOTAL BRIEF EXPLANATION and BREAKDOWN OF SPENDING:

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


Career and Technical Education-Perkins IV: Tech Prep (Title II) TOTAL


Other: 21st Century, Learn and Serve, Even Start, School Improvement Grant TOTAL


III. Local Funds ( if applicable)

Local Funds TOTAL BRIEF EXPLANATION and BREAKDOWN OF SPENDING:

Part IX – REVIEW/SUPPORT DOCUMENTATION


School:

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

plan.

Date ________________________________

Principal Initials______________

LEA initials ______________ Other ___________________

COMMENTS* Required

*Use additional pages, if needed

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

SDE.

Date ________________________________



COMMENTS* Required


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

Date ________________________________

Principal Initials__________

LEA initials ______________ Other ____________

COMMENTS* Required


REVIEW 3 Target Date: November

Purpose: IMPLEMENTATION – Provide documentation/evidence of improvement.

Date ________________________________

Principal Initials____________

LEA initials ______________ Other: ________________

COMMENTS* Required


REVIEW 4 Target Date: January

Purpose: IMPLEMENTATION - Provide documentation/evidence of improvement.

Date ________________________________



COMMENTS* Required


REVIEW 5 Target Date: February


Date ________________________________



COMMENTS* Required


REVIEW 6 Target Date: March


Date ________________________________



COMMENTS* Required


REVIEW 7 Target Date: April - May

Purpose: REFLECTIONS/PROJECTIONS – Evaluate each goal, strategy, and action for continuation, revision, or removal.

Date ________________________________



COMMENTS* Required


Use information from Reviews to Evaluate the plan and to update the plan for the

coming year.

Documents

SPARKMAN 9TH GRADE SCHOOL - 1.cdn.edl.io · Teacher/Social Studies. System: ... If your school did not review a particular data ... passed the Reading part of the Alabama High School