ACIP Elberta Middle School€¦ · ACIP Elberta Middle School Baldwin County Board of Education Dr....

ACIP

Elberta Middle School

Baldwin County Board of Education

Dr. Claude Lee Eilert, Principal

13355 Main Street Elberta, AL 36530

Document Generated On October 26, 2016

TABLE OF CONTENTS

Executive Summary

Introduction 2 Description of the School 3 School's Purpose 5 Notable Achievements and Areas of Improvement 6 Additional Information 8

Improvement Plan Stakeholder Involvement

Introduction 10 Improvement Planning Process 11

Student Performance Diagnostic

Introduction 13 Student Performance Data 14 Evaluative Criteria and Rubrics 15 Areas of Notable Achievement 16 Areas in Need of Improvement 18 Report Summary 20

ACIP Assurances

Introduction 22 ACIP Assurances 23

2016-2017 Plan for ACIP

Overview 25 Goals Summary 26

Goal 1: The School Lighthouse team will work within the guidelines of the three year implementation plan for the Leader

in Me process. 27

Goal 2: We will engage learners through high quality aligned college and career ready standards, instruction, and

assessments for all content areas. 27

Goal 3: Elberta Middle School teachers and students will have ongoing and regular opportunities to learn. 30

Goal 4: Effectively use the Leader in Me program to increase school enagement by providing life skills and student

empowerment. 30

Activity Summary by Funding Source 32

Stakeholder Feedback Diagnostic

Introduction 36 Stakeholder Feedback Data 37 Evaluative Criteria and Rubrics 38 Areas of Notable Achievement 39 Areas in Need of Improvement 41 Report Summary 43

Title I Schoolwide Diagnostic

Introduction 45 Component 1: Comprehensive Needs Assessment 46

Component 2: Schoolwide Reform Strategies 48 Component 3: Instruction by Qualified Staff 97 Component 4: Strategies to Attract Qualified Teachers 98 Component 5: High Quality and Ongoing Professional Development 99 Component 6: Transition Strategies 100 Component 7: Teacher Participation in Making Assessment Decisions 101 Component 8: Timely and Additional Assistance to Students Having Difficulty Mastering theStandards 102 Component 9: Coordination and Integration of Federal, State and Local Programs and Resources104 Component 10: Evaluation 105

Coordination of Resources - Comprehensive Budget

Introduction 107 I. State Foundation Funds: 108 Title I 109 Title II 110 Title III 111 Title IV 112 Title VI 113 Career and Technical Education-Perkins IV 114 Other 115 Local Funds 116

Strategies to Increase Parental Involvement

Introduction 118 Strategies to Increase Parental Involvement 119

Executive Summary

ACIPElberta Middle School

SY 2016-2017 Page 1© 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Introduction Every school has its own story to tell. The context in which teaching and learning takes place influences the processes and procedures by

which the school makes decisions around curriculum, instruction, and assessment. The context also impacts the way a school stays faithful

to its vision. Many factors contribute to the overall narrative such as an identification of stakeholders, a description of stakeholder

engagement, the trends and issues affecting the school, and the kinds of programs and services that a school implements to support student

learning.

The purpose of the Executive Summary (ES) is to provide a school with an opportunity to describe in narrative form the strengths and

challenges it encounters. By doing so, the public and members of the school community will have a more complete picture of how the school

perceives itself and the process of self-reflection for continuous improvement. This summary is structured for the school to reflect on how it

provides teaching and learning on a day to day basis.



Description of the School

Describe the school's size, community/communities, location, and changes it has experienced in the last three years. Include

demographic information about the students, staff, and community at large. What unique features and challenges are associated

with the community/communities the school serves? Elberta is a wonderful, warm community, located in Baldwin County, Alabama and founded in 1904 by the Baldwin County Colonization

Company. It is the home of the famous Elberta Sausage Festival, which is held in celebration of our town's German Heritage the last

Saturday of each March and October. Learn about our deep agricultural roots and our ethnic diversity by visiting the Baldwin County Heritage

Museum. Elberta celebrated its 100th birthday in 2004. In 2014, volunteers from the community built the Centennial Kids Park in the center of

town. The children of the community and their families enjoy the park.

Elberta is an unincorporated community. Elberta is located just 10 miles from the beautiful Gulf Beaches in Gulf Shores, Alabama and the

Tanger Outlet Mall in Foley, Alabama. Elberta is 17 miles from Pensacola, Florida. The 2010 Census indicated Elberta's Population to be

1,643. We continue to grow as a community. Regions Bank has been long-standing in the community. Centennial Bank and Dollar General

joined the community a few years ago. These three businesses

support the community and the schools, as well as EMC, which is located in Foley, AL.

Town sports such as basketball, baseball, softball, football and soccer are offered from the Optimist Club and the Elberta Little League

Association. Club volleyball, baseball, and soccer have become popular amongst the youth. There is also an Elberta Cheerleading

Association to support the football teams. Elberta Middle provides the space for a baton group made up of young men and women that

practice once a week.

Elberta Middle School serves fourth through eighth grades and is one of eight schools in the Foley High School feeder pattern. The school's

enrollment is 572 (91% Caucasian, 5% Hispanic, 2% African-American, 1% American Indian and 1% Other). 47% percent of our students

qualify for the free or reduced lunch program (37% qualify for free and 10% qualify for reduced), which designates Elberta Middle School as a

Title 1 school. As of October 7, 2016, our attendance for the current school year is 99.29%. Thirty nine (33 full-time and 6 part-time) teachers

provide classroom instruction, special education services, ESL services, library/media services, physical education, Gifted and

Talented instruction, art, music, and band. A full time counselor, a part-time counselor, and currently two RTI teachers supplement classroom

instruction. We are currently in the process of hiring two additional RTI teachers. Thirty-two support staff provides assistance in the areas of

bookkeeping, building maintenance, nursing, food service, transportation, digital renaissance advisor, and special education.

The Baldwin County School Board is in the beginning stages of adding a new feeder pattern to our county. Starting in August 2017, Elberta

Elementary will support grades Pre-K through 6th while our current Elberta Middle School will also become a high school, supporting grades

7th through 9th. One grade will be added each year. It is projected in the year of 2020, Elberta Middle and High will be completed with grades

7th through 12th.

The town of Elberta has never industrialized leaving individuals little opportunities in the workplace. The town's infrastructure cannot support

large industries. Unfortunately, with little opportunities in the workplace many families have economic disadvantages.

The Lillian Optimist Club works with our school in providing funding for special programs and weekly tutoring sessions with our at-risk

students. They also present character-building lessons to our 4th graders each week, as well as a weekly Monday Mentor Games Day



opportunity. Area churches provide resources for our students such as weekend backpack food, jackets, and scarves. Our school has a

'clothes closest' that also helps provide students in need of uniforms.



School's Purpose

Provide the school's purpose statement and ancillary content such as mission, vision, values, and/or beliefs. Describe how the

school embodies its purpose through its program offerings and expectations for students. The mission of Elberta Middle School is "At Elberta Middle School, we grow a mindset of kindness, learning, and achieving." This remains

our school's mission and purpose for our community. We verbalize our mission statement through announcements and positive language

within the classroom, as well as sending home flyers to our parents and guardians. Our school will continue to pursue exemplary

opportunities and academic excellence in order to improve the quality of life for our students and community. Elberta Middle School's

philosophy is to "Own It". We believe that all individuals should take responsibility for their actions, words, and behavior.

The Leader in Me philosophy is in the third year process of being embedded in our school culture. The staff is working to integrate the 7

habits throughout the curriculum and extra curricula activities at Elberta Middle School. Our mission is to instill life skills that will give our

students a voice and a choice as they embark on their future endeavors.

We support our mission statement and philosophy by implementing programs to support the needs of our students, faculty, and community.



Notable Achievements and Areas of Improvement

Describe the school's notable achievements and areas of improvement in the last three years. Additionally, describe areas for

improvement that the school is striving to achieve in the next three years. Notable achievements:

Our schedule provides an additional enrichment period in which students who need additional intervention in the Response to Intervention

(RTI) process are provided support from their content teachers each day. This period also allows students who are not in the RTI rotation to

be involved in real-world projects, Science, Technology, Engineering, and Mathematics (STEM) activities, 7-habits application, and service

clubs such as the Elite Chiefs which provides tutoring and service in the school. During this time period, peer helpers are given the

opportunity to work within the school as mentors, tutors, and role models in leadership.

EMS had 72% (23/32) of our students go on to participate in the Foley or Robertsdale High School marching band last year. This was a 15%

increase from the previous year, however our band numbers declined from 44 to 32 8th grade members. Two of our students became band

members at the International Baccalaureate Program located in Fairhope, AL. The school is setting a goal of a 2% increase of band

members to attend high school band programs. We have 139 students enrolled in band this year (grades 6th through 8th).

Our mission is to grow a mindset of kindness, learning, and achieving.

Several new opportunities for student involvement are offered this school year. There is a 4th grade Random Acts of Kindness club that is

facilitated by parent volunteers from our E-team (parent involvement team). The Sunshine Club and KARMA club are in offered in grades 5

and 6. These clubs are in sync with The Leader in Me model in which students are given the opportunity to find their voice and be a leader in

their area of expertise. Our goal is to continue expanding in this area.

Elberta Middle School has a Back Pack Program for students who are less fortunate. The program is designed to provide ready to eat food

for students on weekends.

Parent Involvement -The E-team is an active parent group that meets monthly, provides duty free lunch for teachers once a month, and

organizes teacher appreciation activities throughout the school year. This relationship is a win-win for the school, parents, and students.

Through participation in this group parents are actively involved in being an integral part of the school and teachers and students benefit from

their participation and time that they volunteer.

Communication is a top priority at Elberta Middle School. Parents receive important information via weekly phone calls, weekly calendars,

parent letters, monthly, Remind 101, weekly newsletters, Facebook, and our school website. This year, our administration offered 2 sessions

discussing the assessments that are given at our school. Parents/guardians were also able to obtain a copy of their child's Aspire scores with

an explanation of how to read the data.

Goals for improvement:

Our local indicator is to move 2% of our students to proficiency on the Scantron Reading benchmark assessment in February. The Fall

Performance results indicated we had 53% of our students proficient in Reading. Our goal for this year is to have 55% of our students

proficient in Reading as measured by our February benchmark assessment. To help us reach our goal, all teachers and the assistant

principal met with our instructional transformation specialist monthly. During these Professional Learning Community meetings, we look at



data, target 2 Reading and 2 Math goals for the next month, write a plan, and create a formative assessment for the targeted goals.

We will also be continuing our goal from last year school of implementing the Leader in Me model. Our mission is to focus on character,

leadership, and life skills while utilizing more in depth technologies and instilling 21st century skills in the process.

During the 2015-2016 students were given the ACT Aspire test. The results of the ACT Aspire for Reading and Math are as follows:

8th Grade Reading: 52% are proficient Math: 54% are proficient





The testing data indicates our students and teachers need to focus on the Alabama College and Career Readiness Standards.

After computing the results for the AL State Department of Education Report Card, out of the 479 students that took the 2015-2016 Aspire

Assessment, 98.43% of our students showed academic growth in Reading and 92.69% in Math.



Additional Information

Provide any additional information you would like to share with the public and community that were not prompted in the previous

sections. To gather data from our stakeholders, we sent out surveys to each family.

A committee co-chaired by the principal, assistant principal and two counselors analyzed the results of the surveys and facilitated the

development of the report.



Improvement Plan Stakeholder Involvement



Introduction The responses should be brief, descriptive, and appropriate for the specific section. It is recommended that the responses are written offline

and then transferred into the sections below.



Improvement Planning Process

Improvement Planning Process

Describe the process used to engage a variety of stakeholders in the development of the institution's improvement plan. Include

information on how stakeholders were selected and informed of their roles, and how meetings were scheduled to accommodate

them. The administration sent out a school wide email to all parents via our school messenger app. The email stated that the school was looking

for parents to serve on our parental involvement committee. Those that were interested should have replied to the email. A meeting was

held during the first week of school before school. There were 15 parents that came to the meeting. During the meeting, administrators and

stakeholders who came, discussed our expectations of the committee and what being a Title 1 school means.

During the summer, the school administration and counselor contacted our feeder school, Elberta Elementary in regard to working together

to get out the message of the 7 Habits. After the meeting, our school and Elberta Elementary decided to team up to give both schools certain

habits to focus and master each month. Through the partnership, students would produce posters to be hung in businesses throughout the

community with the habits that are being focused on for that month. The goal being more community involvement and outreach. Describe the representations from stakeholder groups that participated in the development of the improvement plan and their

responsibilities in this process. The Title 1 stakeholder group developed a plan with the school administration to improve school to parent communication. The

communication improvement involved more teacher to parent communication. The goal being that educators send weekly updates

electronically to afford parents and stakeholders information on happenings in the classroom. Explain how the final improvement plan was communicated to all stakeholders, and the method and frequency in which

stakeholders receive information on its progress. Teachers were once again given a directive to communicate with stakeholders and/or parents at least once per week. The communication

was to include lesson plans and classroom updates as well. The school also continues to maintain a website, and has strived to improve in

putting school news and updates on the site. The school and district have the ability to send email and telephone information to the

community via the school rapid notification system. The school also sends out monthly handouts for students to take home that includes

upcoming events as well as focus information for the 7 Habits. The administration also assigned several teachers dedicated with the

responsibility of improving communication through the school website as well as the EMS Facebook page. The school Facebook page has

several teacher administrators that add EMS news when appropriate and one teacher who adds things at the request of the administration.



Student Performance Diagnostic



Introduction The Student Performance Diagnostic provides an institution with a process to report summative student assessments. This diagnostic is

significant to the accreditation and continuous improvement process as it serves as a resource for schools to view content area assessment

results required by the state, district, or other entities, determine the quality and reliability of the given assessments, and show the alignment

of the assessments to the school's curriculum. The performance level computed at the completion of the diagnostic is used by the external

review team as a comprehensive report to understand fully the institution's assessment program; the diagnostic should be used in the same

manner by the institution as it engages in improvement planning.



Student Performance Data

Label Assurance Response Comment Attachment1. Did you complete the Student Performance

Data document offline and upload below?Yes data reviewed



Evaluative Criteria and Rubrics

Overall Rating: 3.0

Statement or Question Response Rating1. Assessment Quality The array of assessment devices used by the

institution to determine students' performancesis sufficiently aligned so that valid inferencescan be reached regarding students' status withrespect to the majority of those curricular aimsregarded as high-priority instructional targets.The documentation provided in support of thisalignment is relatively persuasive. Most of theassessments used are accompanied byevidence demonstrating that they satisfyaccepted technical requirements.

Level 3

Statement or Question Response Rating2. Test Administration All the assessments used by the institution to

determine students' performances, whetherexternally acquired or internally developed,have been administered with complete fidelityto the administrative procedures appropriate foreach assessment. In every instance, thestudents to whom these assessments wereadministered are accurately representative ofthe students served by the institution.Appropriate accommodations have beenprovided for all assessments so that validinferences can be made about all students'status with respect to all of the institution'stargeted curricular outcomes.

Level 4

Statement or Question Response Rating3. Quality of Learning Evidence of student learning promoted by the

institution is acceptably analyzed and presentedwith reasonable clarity. In comparison toinstitutions functioning in a similar educationalcontext, students' status, improvement, and/orgrowth evidence indicates that the level ofstudent learning is at or above what wouldotherwise be expected.

Level 3

Statement or Question Response Rating4. Equity of Learning Evidence of student learning indicates

achievement gaps exist among subpopulationsof students, and these achievement gapsdemonstrate a modest decline.

Level 2



Areas of Notable Achievement

Which area(s) are above the expected levels of performance? Math:

6th grade - 58%

7th grade - 57%

Reading

6th grade - 53%

8th grade - 58% Describe the area(s) that show a positive trend in performance. Math:

4th grade - 16%

6th grade - 34%

8th grade - 68%

Overall - 17%

Reading:

4th grade - 29%

5th grade - 2%

6th grade - 68%

7th grade - 22%

8th grade - 54%

Overall - 44% Which area(s) indicate the overall highest performance? Math:

6th grade - 58%

Reading :

8th grade - 58% Which subgroup(s) show a trend toward increasing performance? White:



Showed an increase in performance in Reading and Math

Economically Disadvantaged:

Math and Reading are showing an increase in performance.

IEP:

Reading is showing an increase in performance. Between which subgroups is the achievement gap closing? White:

Overtime the white subgroup has outperformed the total population in Reading and Math.

Economically Disadvantaged:

N/A

IEP:

N?A Which of the above reported findings are consistent with findings from other data sources? N/A



Areas in Need of Improvement

Which area(s) are below the expected levels of performance? Math:

4th grade - 44%

5th grade - 40%

8th grade - 46%

Overall - 49%

Reading:

4th grade - 39%

5th grade - 35%

7th grade - 38%

Overall - 44% Describe the area(s) that show a negative trend in performance. Math:

5th grade - (-12%)

Reading:

N/A Which area(s) indicate the overall lowest performance? Math -

5th grade (40%)

Reading -

5th grade (35%) Which subgroup(s) show a trend toward decreasing performance? White -

N/A



Economically Disadvantage -

N/A

IEP -

Math and Reading are decreasing. Between which subgroups is the achievement gap becoming greater? White -

N/A

Economically Disadvantage -

Math and Reading gaps are becoming greater.

IEP -

Math and Reading gaps are becoming greater. Which of the above reported findings are consistent with findings from other data sources? n/a



Report Summary

Scores By Section

Sections

1 2 3 4

Section Score

Evaluative Criteria and Rubrics 3



ACIP Assurances



Introduction By responding to the questions in ASSIST and attaching evidence when required, the institution has verified whether it meets or does not

meet each of the required ACIP Assurances.



ACIP Assurances

Label Assurance Response Comment Attachment1. The Instructional Leadership Team members

that should be present include the principal,guidance counselor, district schoolimprovement specialist (or other designee),appropriate content-area teachers, parentrepresentatives, and student representatives(as appropriate). Depending on the data,additional members may include specialpopulation representatives (TechnologyCoordinator, Special Education, ELL, etc.),district federal programs coordinator, districtchief school financial officer, communitystakeholders, or any other member asappropriate. Documentation will be maintainedon site.

Yes collaboration log

Label Assurance Response Comment Attachment2. The institution complies with all federal laws

and regulations prohibiting discrimination andwith all requirements and regulations of theU.S. Department of Education. It is the policy ofthis institution that no person on the basis ofrace, color, religion, national origin or ancestry,age, gender, height, weight, marital status ordisability shall be subjected to discrimination inany program, service or activity for which theinstitution is responsible, or for which it receivesfinancial assistance from the U.S. Departmentof Education.

Yes Board Policy

Label Assurance Response Comment Attachment3. The institution has designated an employee to

coordinate efforts to comply with and carry outnon-discrimination responsibilities. If yes, listthe name, position, address and telephonenumber of the employee in the comment field.

Yes Dr. C Eilert13355 Main StreetElberta, AL 36530251-986-8127

assurance

Label Assurance Response Comment Attachment4. The institution has a Parent Involvement policy

and plan as required in NCLB Section 1118,and ensures that all requirements in Section1118 and 1111(h)(6), Parents' Right-to-Know,are implemented systematically.

Yes

Label Assurance Response Comment Attachment5. The institution has a School-Parent Compact. If

a Title I school, the School-Parent Compactcontains the required components (NCLBSection 1118(d)(1-2)(A,B,C)) and was jointlydeveloped with parents of participatingstudents.

Yes



Overview

Plan Name


Plan Description



Goals Summary

The following is a summary of the goals encompassed in this plan. The details for each goal are available in the next section.

# Goal Name Goal Details Goal Type Total Funding1 The School Lighthouse team will work within the

guidelines of the three year implementation plan forthe Leader in Me process.

Objectives:1Strategies:1Activities:1

Organizational $12000

2 We will engage learners through high qualityaligned college and career ready standards,instruction, and assessments for all content areas.


Academic $78150

3 Elberta Middle School teachers and students willhave ongoing and regular opportunities to learn.


Organizational $700

4 Effectively use the Leader in Me program toincrease school enagement by providing life skillsand student empowerment.


Organizational $153



Goal 1: The School Lighthouse team will work within the guidelines of the three year

implementation plan for the Leader in Me process.

Strategy 1: Shared Leadership - Members of the Lighthouse team will meet every other week to monitor progress of Action Teams. Each member is a designated facilitator of an

Action Team. The facilitator will report the objectives, goals, and progress of the Action Team.

Category: Research Cited: The Four Disciplines of Execution by Franklin Covey

Goal 2: We will engage learners through high quality aligned college and career ready standards,

instruction, and assessments for all content areas.

Measurable Objective 1:collaborate to implement the ideas represented in the three year plan by 07/01/2016 as measured by completion of the implementation timeline.

Activity - Monitor Three Year Implementation Plan Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

The members of the Lighthouse Team will meet every other week. Theywill share progress of individual Action Teams. The action teams focus willalign with the timeline that was created in the three year implementationprocess.

Policy andProcess

07/01/2015 07/01/2016 $12000 Title I Part A Laura Alms,RobbieJimmerson,BradleyBlackmon,CandyLandry,MichelleMcDaniel,DanielleDunlavy,Brittney Ezell,JudySmedley,

Measurable Objective 1:100% of Fourth, Fifth, Sixth, Seventh and Eighth grade Black or African-American, Asian, Bottom 25%, Bottom 30%, White, Economically Disadvantaged,Free/Reduced Lunch, Gifted and Talented, Hispanic or Latino, Improvement from 10th to 12th Grade, Improvement from 8th to 10th Grade, Students with Disabilities,English Learners, Two or More Races, American Indian or Alaska Native, Native Hawaiian or Other Pacific Islander and Top 75% students will increase studentgrowth on the ACT/Aspire in Reading by 05/27/2016 as measured by a 2% gain across the board on the ACT/Aspire assessment.



Strategy 1: Intervention Instruction - Students will use the programs for intervention and practice Category: Research Cited: Research based

(shared) Strategy 1: Standards based instruction. - Teachers will plan and implement lessons based on the Math College and Career Ready Standards. Lesson plans are electronically

submitted to Google Drive on a weekly basis.

Activity - Accelerated Reading Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Proven practice for growth and college and career readiness. AcceleratedReading is used to promote and improve reading.

Other -ReadingAssessment

08/17/2015 05/27/2016 $3800 Title I Part A All ELAteachers

Activity - Moby Max Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Moby Max creates personal learning based on common core. It is used tosupplement instruction and reteach standards.

AcademicSupportProgram


Activity - IXL Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

IXL is used to supplement and reteach standards. AcademicSupportProgram


Activity - Tutors Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Highly qualified teachers are used for Math and Reading interventionbefore, during, and after school.

Tutoring 08/17/2015 05/27/2016 $0 Title I Part A Highlyqualifiedtutors.

Activity - Professional Learning Teams Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Teachers participate in monthly PLT meetings. The meetings a systematicprocess in which teachers work together to analyze and improve theirclassroom practice. Teachers work in teams, engaging in an ongoing cycleof questions that promote deep team learning

ProfessionalLearning

08/17/2015 05/27/2016 $0 Title I Part A Math teachers

Measurable Objective 2:70% of All Students will demonstrate student proficiency (pass rate) on Scantron Performance Math assessment in accordance with decile growth targets: 4th grade151 points 5th grade 134 points 6th grade 111 points 7th grade 96 points 8th grade 70 points in Mathematics by 05/26/2017 as measured by Scantron SpringBenchmark assessment.



Category: Develop/Implement College and Career Ready Standards Research Cited: College and Career Ready Standards

Activity - Scantron Performance Series Assessment/Compass Learning Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Scantron Performance Series Assessment is administered 3 times a year.The beginning of the year and mid-year assessment drives the learningpath set forth for each student in Compass Learning. Compass Learninglearning paths provide instruction on College and Career Ready Standards.


08/22/2016 05/26/2017 $0 No FundingRequired

math teachers

Activity - Scantron Achievement Series Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Teachers will create assessments using Scantron Achievement SeriesCCRS question bank. The rigor of these questions is in line with thequestioning on the Scantron Performance Series assessments.



math teachers

Activity - PLC meetings Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Math teachers will attend PLC meetings each month to determine thestandards in which students need additional support according to ScantronPerformance Series assessment.Teachers will choose two focus standards each month.Teachers will focus on these two standards during classroom instructionduring the month.Teachers will also assess students on the chosen two standards tomeasure attainment.


08/22/2016 05/26/2017 $10000 Title ISchoolwide

math teachers

Activity - RTI Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

RTI intervention strategies for level two and three will be administered bythe Math teacher.The math teacher will focus on below grade level skills as well as on gradelevel skills to close learning gaps.



math teachersand RTIteachers

Activity - Tutoring Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Before and after school tutoring will be offered by highly qualified teachers. Tutoring 08/22/2016 05/26/2017 $0 Title ISchoolwide

Highlyqualifiedteachers inMath.

Activity - Laying the Foundations Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible



Goal 3: Elberta Middle School teachers and students will have ongoing and regular opportunities

to learn.

Strategy 1: Professional Development - Teachers will participate in innovative research based professional development. They will return to school and educate their colleagues. Category: Develop/Implement Turnaround Principles

Goal 4: Effectively use the Leader in Me program to increase school enagement by providing life

skills and student empowerment.

Strategy 1: Leader IN Me - All employees have participated in the 7 Habits of Highly Effective People training. Each week our teachers receive direct lessons on the 7 Habits from

a group of their colleagues. These lessons are then taught to the students each week.

We have provided our students with their own data binder. Students are to track their own attendance, discipline, grades, assessment results, and goal monitor.

7th and 8th grade educators attend training which provides teachers withteaching strategies and content knowledge that increase rigor in theclassroom and are aligned with state standards.



7th and 8thgrade ELA,Math, SocialStudies, andScienceteachers.

Measurable Objective 1:collaborate to raise the bar on instruction, revolutionize school leadership and engaging students keeping teachers up-to-date on new research on how children learn,emerging technology tools for the classroom and new curriculum resources by 08/01/2017 as measured by our ACT Aspire results and Advanc-Ed surveys..

Activity - Model Schools Conference Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

The leadership team will attend the Model Schools Conference inNashville. Conference that highlights the nation's most rapidly improvingschools. The conference will showcase what the schools are doing to seesuccess.



Administrationandleadershipteam

Measurable Objective 1:demonstrate a behavior with the implementation of the Leader in Me program which provides students with life skills and student empowerment to develop fullpotential academically and behaviorally by 03/01/2017 as measured by the increase the percentage of students proficient in reading on Fall Performance SeriesBenchmark from 53% to 55% on the Winter Reading Benchmark.



Research supports learning gains are higher when students track their own progress.

With the Leader in Me program, student are taught skills needed for success in any setting, including classroom, which inadvertently increase student attendance

because of the learned habits..

We want all of our students to be successful in whatever they choose. We have chosen the Leader in Me program to provide our students with tools to help them

succeed.

Category: Develop/Implement Student and School Culture Program Research Cited: Leader in Me

Strategy 2: Attendance Incentives - Through the use of the Leader in Me program, students are encouraged to be at school with learned habits. Students and grade levels will be

rewarded for those with highest attendance per week and quarterly attendance. Category: Develop/Implement Student and School Culture Program Research Cited: Local

Activity - Direct Lessons Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Each week teachers are provided with direct teaching lessons on the 7Habits by their colleagues.

DirectInstruction


All teachers

Activity - Every Day Counts Program Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Every Day Counts - Attend Today, Achieve Tomorrow Program

Grade level with 100% daily attendance will have music at snack.The grade levels with highest attendance each week will have music atsnack the following week and the attendance banner hanging in respectivehallway.Quarterly drawings for students with no more than 1 absence. Note - 2checkins or checkouts equal one absence.Semester drawing for students with perfect attendance. Perfect means nocheckins, checkouts, or absences.

BehavioralSupportProgram


Administration, faculty andstudents



Activity Summary by Funding Source

Below is a breakdown of your activities by funding source

Title I Part A

No Funding Required

Activity Name Activity Description Activity Type Begin Date End Date ResourceAssigned

StaffResponsible

Moby Max Moby Max creates personal learning based on commoncore. It is used to supplement instruction and reteachstandards.


08/17/2015 05/27/2016 $600 All ELAteachers

Accelerated Reading Proven practice for growth and college and careerreadiness. Accelerated Reading is used to promote andimprove reading.

Other -ReadingAssessment

08/17/2015 05/27/2016 $3800 All ELAteachers

Monitor Three YearImplementation Plan

The members of the Lighthouse Team will meet every otherweek. They will share progress of individual Action Teams.The action teams focus will align with the timeline that wascreated in the three year implementation process.

Policy andProcess

07/01/2015 07/01/2016 $12000 Laura Alms,RobbieJimmerson,BradleyBlackmon,CandyLandry,MichelleMcDaniel,DanielleDunlavy,Brittney Ezell,JudySmedley,

IXL IXL is used to supplement and reteach standards. AcademicSupportProgram

08/17/2015 05/27/2016 $8750 All ELAteachers

Professional Learning Teams Teachers participate in monthly PLT meetings. Themeetings a systematic process in which teachers worktogether to analyze and improve their classroom practice.Teachers work in teams, engaging in an ongoing cycle ofquestions that promote deep team learning


08/17/2015 05/27/2016 $0 Math teachers

Tutors Highly qualified teachers are used for Math and Readingintervention before, during, and after school.

Tutoring 08/17/2015 05/27/2016 $0 Highlyqualifiedtutors.

Total $25150



Title I Schoolwide


StaffResponsible

Direct Lessons Each week teachers are provided with direct teachinglessons on the 7 Habits by their colleagues.

DirectInstruction

08/29/2016 05/26/2017 $0 All teachers

Scantron AchievementSeries

Teachers will create assessments using ScantronAchievement Series CCRS question bank. The rigor ofthese questions is in line with the questioning on theScantron Performance Series assessments.


08/22/2016 05/26/2017 $0 math teachers

Scantron PerformanceSeries Assessment/CompassLearning

Scantron Performance Series Assessment is administered3 times a year. The beginning of the year and mid-yearassessment drives the learning path set forth for eachstudent in Compass Learning. Compass Learning learningpaths provide instruction on College and Career ReadyStandards.


08/22/2016 05/26/2017 $0 math teachers

Laying the Foundations 7th and 8th grade educators attend training which providesteachers with teaching strategies and content knowledgethat increase rigor in the classroom and are aligned withstate standards.


08/22/2016 05/26/2017 $0 7th and 8thgrade ELA,Math, SocialStudies, andScienceteachers.

Total $0


StaffResponsible

Every Day Counts Program Every Day Counts - Attend Today, Achieve TomorrowProgram

Grade level with 100% daily attendance will have music atsnack.The grade levels with highest attendance each week willhave music at snack the following week and the attendancebanner hanging in respective hallway.Quarterly drawings for students with no more than 1absence. Note - 2 checkins or checkouts equal oneabsence.Semester drawing for students with perfect attendance.Perfect means no checkins, checkouts, or absences.


08/22/2016 05/26/2017 $153 Administration, faculty andstudents

Tutoring Before and after school tutoring will be offered by highlyqualified teachers.

Tutoring 08/22/2016 05/26/2017 $0 Highlyqualifiedteachers inMath.



PLC meetings Math teachers will attend PLC meetings each month todetermine the standards in which students need additionalsupport according to Scantron Performance Seriesassessment.Teachers will choose two focus standards each month.Teachers will focus on these two standards duringclassroom instruction during the month.Teachers will also assess students on the chosen twostandards to measure attainment.


08/22/2016 05/26/2017 $10000 math teachers

RTI RTI intervention strategies for level two and three will beadministered by the Math teacher.The math teacher will focus on below grade level skills aswell as on grade level skills to close learning gaps.


08/22/2016 05/26/2017 $55000 math teachersand RTIteachers

Model Schools Conference The leadership team will attend the Model SchoolsConference in Nashville. Conference that highlights thenation's most rapidly improving schools. The conferencewill showcase what the schools are doing to see success.


06/25/2017 06/28/2017 $700 Administrationandleadershipteam

Total $65853



Stakeholder Feedback Diagnostic



Introduction The Stakeholder Feedback Diagnostic is designed to analyze the institution's survey results in terms of areas of achievement and areas that

need improvement. Further, the diagnostic is essential to the accreditation and continuous improvement processes in that it provides the

institution with a comprehensive view of the aggregate scores of the surveys administered, and the actual total of respondents for each

survey type to derive a single score for this diagnostic. The performance level score computed at the completion of the diagnostic is used to

broaden and enhance the external review team's understanding of the stakeholder's perceptions of the institution; the diagnostic should be

used in the same manner by the institution as it engages in improvement planning.



Stakeholder Feedback Data

Label Assurance Response Comment Attachment1. Did you complete the Stakeholder Feedback

Data document offline and upload below?Yes Advance ed parent, student, and

staff surveys were given and theTitle 1 Parent InvolvementSurvey.

surveys



Evaluative Criteria and Rubrics

Overall Rating: 3.5

Statement or Question Response Rating1. Questionnaire Administration All required AdvancED questionnaires were

used by the institution to receive stakeholderfeedback. The minimum response rate for eachpopulation was met (parent questionnaire:equal to or greater than 20%, studentquestionnaire(s): equal to or greater than 40%,staff questionnaire: equal to or greater than60%). Questionnaires were administered withcomplete fidelity to the appropriateadministrative procedures. In every instance,the stakeholders to whom these questionnaireswere administered fully represented thepopulations served by the institution.Appropriate accommodations were provided asnecessary for all participants.

Level 4

Statement or Question Response Rating2. Stakeholder Feedback Results and Analysis All questionnaires had an average item value of

3.20 or above (on a 5.0 scale). Results ofstakeholder feedback collected by the institutionwere acceptably analyzed and presented withreasonable clarity.

Level 3



Areas of Notable Achievement

Which area(s) indicate the overall highest level of satisfaction or approval? A total of 178 Elementary School students completed the survey.

The five items that received the most positive responses were (% of positive responses / item):

99.4%- In my school, my teachers want me to do my best work.

97.19%- In my school, my principal and teachers want every student to learn.

95.4%- My school has computers to help me learn.

93.68% - My teachers and principal help me to be ready for the next grade.

92.57%- My teachers tell me how to behave and do my work.

A total of 226 Middle School students completed the survey. The five items that received the most positive responses were (% of positive

responses / item):

97.79%- In my school, programs and services are available to help me succeed.

96.4% - In my school, the principal and teachers have high expectations of me.

96.22% - My school prepares me for success in the next school year.

95.73%- In my school, a variety of resources are available to help me succeed.

95.31% - My school provides me with challenging curriculum and learning experiences.

The statements below received positive responses from the staff members who completed the survey. These items were:

-Our school has a continuous improvement process based on data, goals, actions, and measures for growth.

-Our school provides qualified staff members to support student learning.

-Our school provides sufficient material resources to meet student needs.

-Our school provides a variety of information resources to support student learning.

-Our school provides a plan for the acquisition and support of technology to support student learning.

-Our school provides a plan for the acquisition and support of technology to support the school's operational needs.

-Our school uses multiple assessment measures to determine student learning and school performance.

-Our school uses data to monitor student readiness and success at the next level.

-Our school leaders monitor data related to student achievement.

-Our school leaders monitor data related to school continuous improvement goals.

Parent Survey. The five items that received the most positive responses were (% of positive responses / item):

99.09%- My child has up-to-date computers and other technology to learn.

94.34%- Our school provides a safe learning environment.

93.39%- Our school provides qualified staff members to support student learning.-

92.45%- Our school provides an adequate supply of learning resources that are current and in good condition.

92.45%- Our school provides students with access to a variety of information resources to support their learning.



Which area(s) show a trend toward increasing stakeholder satisfaction or approval? N/A - In order to show a trend we would need require similar information from prior time frames. This is not available at this time. Which of the above reported findings are consistent with findings from other stakeholder feedback sources? We consistently are told teachers and staff provide a caring and safe learning environment for the students. Teachers and staff have high

expectations and provide students with challenging curriculum and up to date technology to facilitate learning and preparedness for success

in the next school year.



Areas in Need of Improvement

Which area(s) indicate the overall lowest level of satisfaction or approval? The five items that received the highest percentage of negative responses on the student survey were (% of negative responses / item):

Elementary:

23.43%- My teachers ask my family to come to school activities.

29.31%- My principal and teachers ask me what I think about school.

9.6%- I am treated fairly.

8%- My teachers always help me when I need them.

7.91%- In my school, students treat adults with respect.

Middle School:

33.63% -In my school, all students are treated with respect.

26.9% -In my school, students treat adults with respect.

32.39% -All of my teachers change my teaching to meet my learning needs.

41.71%- In my school, students respect the property of others.

44.55%-In my school, students help each other even if they are not friends.

The five items that received the highest percentage of negative responses on the teacher survey were (% of negative responses / item):

26.67%- In our school, a formal process is in place to support new staff members in their professional practice.

20%- All teachers in our school use consistent common grading and reporting policies across grade levels and courses based on clearly

defined criteria.

16.55%- In our school, staff members provide peer coaching to teachers.

14.55%- Our school provides protected instructional time.

13.33%- In our school, all school personnel regularly engage families in their children's learning process.

The five items that received the highest percentage of negative responses on the parent survey were (% of negative responses / item):

33.63%- All of my child's teachers keep me informed regularly of how my child is being graded.-

25.45%-All of my child's teachers help me to understand my child's progress.-

26.37%-All of my child's teachers meet his/her learning needs by individualizing instruction.

19.87%- My child has administrators and teachers that monitor and inform me of his/her learning progress.

16.37%- All of my child's teachers provide an equitable curriculum that meets his/her learning needs.

Which area(s) show a trend toward decreasing stakeholder satisfaction or approval? We are unable to identify an area(s) showing a trend at this time as we do not have similar information from prior times.



What are the implications for these stakeholder perceptions? -The stakeholders appreciate the up to date technology.

-They enjoy the environment of a small school.

-More parent involvement is needed.

-More communication among the stakeholders is needed.

Which of the above reported findings are consistent with findings from other stakeholder feedback sources? The reported findings are consistent with conversations we have with stakeholders.



Report Summary

Scores By Section

Sections

1 2 3 4

Section Score

Evaluative Criteria and Rubrics 3.5



Title I Schoolwide Diagnostic



Introduction This diagnostic tool is aligned to requirements for Title I Schoolwide schools. As described in sections 1111(b)(1), 1114 (b)(1)(A)] and

1309(2) of the Elementary and Secondary Education Act (ESEA), the comprehensive needs assessment (CNA) requirement is met by

completing a School Process Profile and Summary Report. The comprehensive needs assessment must be completed prior to creating a

new plan or annually updating an existing school improvement plan. Use the results of the comprehensive needs assessment to develop

Goals/Objectives/Strategies and Activities. Ensure that the Gap Statements and Causes for Gaps included in the Goals information address

all four measures of data: student achievement data, school programs/process data, perceptions data (must include teachers and parents;

student data is encouraged), and demographic data. The Comprehensive Needs Assessment must also take into account the needs of

migratory children as defined in Title I, Part C, Section 1309(2).



Component 1: Comprehensive Needs Assessment

1. How was the comprehensive needs assessment conducted? The School Improvement Team, which includes parents, community members, and faculty members met in August and September to review

the ACT Aspire scores. The team reviewed the data to identify students based on testing results who are E - Exceed, R - Ready, C - Close,

and N -

Needs support. The team also met in August after students had taken their initial Global Scholar assessments. The team used the

assessment reports from Global Scholar and the Aspire to place students in groups based on their strengths and weaknesses. 2. What were the results of the comprehensive needs assessment? The team felt the teachers need professional development in the areas of Reading, Math, and Writing. The teachers need support in their

classroom to implement the rigorous standards and new teaching strategies to better prepare students for the Aspire and mastering the

rigorous College and Career Readiness standards. 3. What conclusions were drawn from the results? The school needs to provide professional development in the following areas: Depth of Knowledge, Managing Difficult Students, Flip books,

Scantron Performance and Scantron Achievement, Close Reads, Writing Strategies, and in general highly effective teaching strategies.

Teachers need this support to move their students in mastery of the content standards. 4. What information was concluded as a result of analyzing perception, student achievement, school programs/process, and

demographic data? The information concluded is our state has adopted the ACT Aspire as our testing measure. This test is more rigorous than state

assessments in the past. Our teachers do an excellent job with instruction and curriculum, but teachers need to adjust their teaching methods

to meet the more rigorous expectations. They need to attend all professional development offered at the school level. They need to review

their data frequently and adjust their instruction based on the needs of their classroom. Teachers need to allow the data to drive their

standards based instruction. 5. How are the school goals connected to priority needs and the needs assessment? The school goals are directly related to instruction, attendance, and behavior. Our goal is to provide a quality education that prepares

students for the future. This goal requires us to reflect on our strengths and weaknesses and to build on them.



6. How do the goals portray a clear and detailed analysis of multiple types of data? The goals are based on Global Scholar, ACT Aspire results, attendance reports, and behavior reports. The goals state current data and our

expected results. 7. How do the goals address the needs of the whole school population and special recognition to children who are disadvantaged?

The goals use research based interventions and strategies to meet the needs of the whole school population and children who are

disadvantaged. The goals are written to provide all students with equal opportunities. We celebrate all gains no matter how small or how big.



Component 2: Schoolwide Reform Strategies

1. Identify the strategies in the schoolwide plan that focus on helping all students reach the State's standards. Goal 1:

We will engage learners through high quality aligned college and career ready standards, instruction, and assessments for all content areas. Measurable Objective 1:

70% of All Students will demonstrate student proficiency (pass rate) on Scantron Performance Math assessment in accordance with decile

growth targets: 4th grade 151 points 5th grade 134 points 6th grade 111 points 7th grade 96 points 8th grade 70 points in Mathematics by

05/26/2017 as measured by Scantron Spring Benchmark assessment. Strategy1:

Standards based instruction. - Teachers will plan and implement lessons based on the Math College and Career Ready Standards. Lesson

plans are electronically submitted to Google Drive on a weekly basis.

Category: Develop/Implement College and Career Ready Standards

Research Cited: College and Career Ready Standards

Activity - PLC meetings ActivityType Begin Date End DateFunding Amount& Source Staff Responsible

Math teachers will attend PLC meetings eachmonth to determine the standards in whichstudents need additional support according toScantron Performance Series assessment.Teachers will choose two focus standards eachmonth.Teachers will focus on these two standardsduring classroom instruction during the month.Teachers will also assess students on thechosen two standards to measure attainment.

ProfessionalLearning 08/22/2016 05/26/2017

$10000 - Title ISchoolwide reading and math teachers

Activity - RTI ActivityType Begin Date End DateFunding Amount& Source Staff Responsible

RTI intervention strategies for level two andthree will be administered by the Reading andMath teacher.The reading and math teacher will focus onbelow grade level skills as well as on gradelevel skills to close learning gaps.


08/22/2016 05/26/2017 $55000 - Title ISchoolwidereading, math, and RTIteachers



Activity - ixl ActivityType Begin Date End DateFunding Amount& Source Staff Responsible

Teachers can assign specific Reading andMath standards to students based on theirneeds. Students can get extra practice onspecific standards they have not mastered inreading or math.


08/22/2016 05/26/2017 $9000 - Title ISchoolwideAll ELA and Mathteachers.

Activity - Data Binders ActivityType Begin Date End DateFunding Amount& Source Staff Responsible

Students will track their data at minimum onceper week. Students will track their attendance,behavior, formative test, summative test,benchmark assessments, personal goals, andacademic goals. Counselors will assist withgoal setting as needed determined by individualteachers.


08/22/2016 05/26/2017 $1500 - Title ISchoolwideall teachers andcounselors

Activity - Scantron Performance SeriesAssessment/Compass Learning

ActivityType Begin Date End Date

Funding Amount& Source Staff Responsible

Scantron Performance Series Assessment isadministered 3 times a year. The beginning ofthe year and mid-year assessment drives thelearning path set forth for each student inCompass Learning. Compass Learning learningpaths provide instruction on College and CareerReady Standards. Teachers use the data tomeasure gains on identified goals.


08/22/2016 05/26/2017 $0 - No FundingRequired all teachers

Activity - Guided Reading ActivityType Begin Date End DateFunding Amount& Source Staff Responsible

A group of teachers were chosen to participatein the Guided Reading Cadre. These teacherswill attend several meetings on and off campusto understand the program. They will sharewith their colleagues the information obtained atthese meetings. Teachers are not expected tofully implement the guided reading program thisyear. The cadre will assist the teachers withthe proper implementation. Substitutes will beprovided for the cadre for all professionaldevelopment needed.


$3000 - Title ISchoolwide

Guided Reading Cadreteachers

Activity - Scantron Achievement Series ActivityType Begin Date End DateFunding Amount& Source Staff Responsible

Teachers will create assessments usingScantron Achievement Series CCRS questionbank. The rigor of these questions is in line withthe questioning on the Scantron PerformanceSeries assessments.


08/22/2016 05/26/2017 $0 - No FundingRequired math teachers



Measurable Objective 2:

100% of All Students will increase student growth on Scantron Performance Reading Assessment in Reading by 05/26/2017 as measured

by attaining 50% proficiency in each grade level. Strategy1:





Activity - Tutoring ActivityType Begin Date End DateFunding Amount& Source Staff Responsible

Before and after school tutoring will be offeredby highly qualified teachers.Identified students based on Aspire scores andcurrent academic progress are referred totutoring.These students are monitored through gradelevel progress.

Tutoring 08/22/2016 05/26/2017 $0 - Title ISchoolwideHighly qualified teachers inMath and Reading.

Activity - Academic Focus Period ActivityType Begin Date End DateFunding Amount& Source Staff Responsible

Using previous year’s ACT Aspire scores,students who were identified as “close” inreading and math are enrolled in an AcademicFocus period that is centered on making gainsin reading or math. Highly-qualified ELA andMath teachers use small-group andindividualized instruction to addressweaknesses in reading and math.The rest of the student population works ontheir Compass Learning Path and teachers pullsmall groups during this time to provide directinstruction on students identified non proficientstandards in Reading and Math.


08/22/2016 05/26/2017 $0 - No FundingRequired All teachers

Activity - Compass Learning Training ActivityType Begin Date End DateFunding Amount& Source Staff Responsible

The teachers will learn to build reports and buildassignments.


$0 - No FundingRequired All teachers

Activity - Laying the Foundations ActivityType Begin Date End DateFunding Amount& Source Staff Responsible

7th and 8th grade educators attend trainingwhich provides teachers with teachingstrategies and content knowledge that increaserigor in the classroom and are aligned with statestandards.


$0 - No FundingRequired

7th and 8th grade ELA,Math, Social Studies, andScience teachers.








The teachers will learn to build reports and buildassignments.



Activity - Academic Focus Period ActivityType Begin Date End DateFunding Amount& Source Staff Responsible

Using previous year’s ACT Aspire scores,students who were identified as “close” inreading and math are enrolled in an AcademicFocus period that is centered on making gainsin reading or math. Highly-qualified ELA andMath teachers use small-group andindividualized instruction to addressweaknesses in reading and math.The rest of the student population works ontheir Compass Learning Path and teachers pullsmall groups during this time to provide directinstruction on students identified non proficientstandards in Reading and Math.


08/22/2016 05/26/2017 $0 - No FundingRequired All teachers


7th and 8th grade educators attend trainingwhich provides teachers with teachingstrategies and content knowledge that increaserigor in the classroom and are aligned with statestandards.



7th and 8th grade ELA,Math, Social Studies, andScience teachers.







Activity - Scantron Achievement Series ActivityType Begin Date End DateFunding Amount& Source Staff Responsible

Teachers will create assessments usingScantron Achievement Series CCRS questionbank. The rigor of these questions is in line withthe questioning on the Scantron PerformanceSeries assessments.


08/22/2016 05/26/2017 $0 - No FundingRequired math teachers




Activity - ixl ActivityType Begin Date End DateFunding Amount& Source Staff Responsible

Teachers can assign specific Reading andMath standards to students based on theirneeds. Students can get extra practice onspecific standards they have not mastered inreading or math.


08/22/2016 05/26/2017 $9000 - Title ISchoolwideAll ELA and Mathteachers.

Activity - Scantron Performance SeriesAssessment/Compass Learning



Scantron Performance Series Assessment isadministered 3 times a year. The beginning ofthe year and mid-year assessment drives thelearning path set forth for each student inCompass Learning. Compass Learning learningpaths provide instruction on College and CareerReady Standards. Teachers use the data tomeasure gains on identified goals.


08/22/2016 05/26/2017 $0 - No FundingRequired all teachers


A group of teachers were chosen to participatein the Guided Reading Cadre. These teacherswill attend several meetings on and off campusto understand the program. They will sharewith their colleagues the information obtained atthese meetings. Teachers are not expected tofully implement the guided reading program thisyear. The cadre will assist the teachers withthe proper implementation. Substitutes will beprovided for the cadre for all professionaldevelopment needed.



Guided Reading Cadreteachers



Goal 2:

Elberta Middle School teachers and students will have ongoing and regular opportunities to learn. Measurable Objective 1:

collaborate to raise the bar on instruction, revolutionize school leadership and engaging students keeping teachers up-to-date on new

research on how children learn, emerging technology tools for the classroom and new curriculum resources by 08/01/2017 as measured by

our assessment results and Advanc-Ed surveys.. Strategy1:

Professional Development - Teachers will participate in innovative research based professional development. They will return to school and

educate their colleagues.

Category: Develop/Implement Turnaround Principles

Research Cited:

Activity - RTI ActivityType Begin Date End DateFunding Amount& Source Staff Responsible

RTI intervention strategies for level two andthree will be administered by the Reading andMath teacher.The reading and math teacher will focus onbelow grade level skills as well as on gradelevel skills to close learning gaps.


08/22/2016 05/26/2017 $55000 - Title ISchoolwidereading, math, and RTIteachers

Activity - Model Schools Conference ActivityType Begin Date End DateFunding Amount& Source Staff Responsible

The leadership team will attend the ModelSchools Conference in Nashville. Conferencethat highlights the nation's most rapidlyimproving schools. The conference willshowcase what the schools are doing to seesuccess.



Administration andleadership team


All 7th and 8th grade ELA, Math, SocialStudies, and Science teachers will attendtraining which provides teachers with teachingstrategies and content knowledge that willincrease rigor in the classroom and are alignedwith state standards.



All 7th and 8th grade ELA,Math, Science, and SocialStudies teachers.

Activity - Leaders of Your Own LearningCLAS institute



One 4th, one 5th, and one 6th grade teacherwill attend this institute. The purpose ofsending teachers to this institute offered byCLAS is for team building between theelementary teachers.

RecruitmentandRetention

02/14/2017 02/14/2017 $300 - Title ISchoolwide

one 4th, one 5th, and one6th grade teacher andKaty Padgett



Goal 3:

Effectively use the Leader in Me program to increase school enagement by providing life skills and student empowerment. Measurable Objective 1:

demonstrate a behavior with the implementation of the Leader in Me program which provides students with life skills and student

empowerment to develop full potential academically and behaviorally by 03/01/2017 as measured by the increase the percentage of students

proficient in reading on Fall Performance Series Benchmark from 53% to 55% on the Winter Reading Benchmark. Strategy1:

Attendance Incentives - Through the use of the Leader in Me program, students are encouraged to be at school with learned habits.

Students and grade levels will be rewarded for those with highest attendance per week and quarterly attendance.

Category: Develop/Implement Student and School Culture Program

Research Cited: Local

Activity - Curriculum Changes ActivityType Begin Date End DateFunding Amount& Source Staff Responsible

Teachers will attend professional developmentwith the dean of instruction. The dean ofinstruction will share the changes in curriculumand what will be reported in the state reportcard.


$0 - No FundingRequired all teachers


Teachers will have the opportunity to attendprofessional development related to GuidedReading.


08/22/2016 05/26/2017 $1000 - Title ISchoolwide katy padgett


Teachers will participate in professionallearning to learn how to build assignments inCompass and reports for instructional data.


$0 - No FundingRequired all teachers

Activity - Every Day Counts Program ActivityType Begin Date End DateFunding Amount& Source Staff Responsible

Every Day Counts - Attend Today, AchieveTomorrow Program

Grade level with 100% daily attendance willhave music at snack.The grade levels with highest attendance eachweek will have music at snack the followingweek and the attendance banner hanging inrespective hallway.Quarterly drawings for students with no morethan 1 absence. Note - 2 checkins orcheckouts equal one absence.Semester drawing for students with perfectattendance. Perfect means no checkins,checkouts, or absences.


08/22/2016 05/26/2017 $153 - Title ISchoolwideAdministration, faculty andstudents



Strategy2:

Tracking Data - Students are provided a data binder that is kept in their academic focus class. Students will track their formative and

summative assessments, grades, attendance, behavior, personal goals, and academic goals.

Category: Other - data tracking

Research Cited: Franklin Covey

Strategy3:

Leader IN Me - All employees have participated in the 7 Habits of Highly Effective People training. Each week our teachers receive direct

lessons on the 7 Habits from a group of their colleagues. These lessons are then taught to the students each week.

We have provided our students with their own data binder. Students are to track their own attendance, discipline, grades, assessment

results, and goal monitor. Research supports learning gains are higher when students track their own progress.

With the Leader in Me program, student are taught skills needed for success in any setting, including classroom, which inadvertently increase

student attendance because of the learned habits..

We want all of our students to be successful in whatever they choose. We have chosen the Leader in Me program to provide our students

with tools to help them succeed.

Category: Develop/Implement Student and School Culture Program

Research Cited: Leader in Me

2. Identify the strategies in the schoolwide plan that increase the quality and quantity of instruction. Goal 1:

We will engage learners through high quality aligned college and career ready standards, instruction, and assessments for all content areas. Measurable Objective 1:

70% of All Students will demonstrate student proficiency (pass rate) on Scantron Performance Math assessment in accordance with decile

growth targets: 4th grade 151 points 5th grade 134 points 6th grade 111 points 7th grade 96 points 8th grade 70 points in Mathematics by

05/26/2017 as measured by Scantron Spring Benchmark assessment.


Students will track their data at minimum onceper week.


08/22/2016 05/26/2017 $1500 - Title ISchoolwide all teachers

Activity - Direct Lessons ActivityType Begin Date End DateFunding Amount& Source Staff Responsible

Each week teachers are provided with directteaching lessons on the 7 Habits by theircolleagues.

DirectInstruction 08/29/2016 05/26/2017




Strategy1:
















Activity - Laying the Foundations ActivityType Begin Date End DateFunding Amount& Sourc

ACIP Elberta Middle School€¦ · ACIP Elberta Middle School Baldwin County Board of Education Dr....

Documents

Transcript of ACIP Elberta Middle School€¦ · ACIP Elberta Middle School Baldwin County Board of Education Dr....