Alabama Technology Plan: Transform 2020 Samson...

Alabama Technology Plan: Transform

2020

Samson Elementary School

Geneva County Board of Education

Mrs. Blakelynn Barker, Principal

505 N Johnson St Samson, AL 36477-2031

Document Generated On November 15, 2013

TABLE OF CONTENTS

Executive Summary

Introduction 2 Description of the School 3 School's Purpose 4 Notable Achievements and Areas of Improvement 5 Additional Information 6

Improvement Plan Stakeholder Involvement

Introduction 8 Improvement Planning Process 9

Technology Diagnostic

Introduction 11 Data 12 Needs Assessment 13 Professional Learning 16 Accountability Questions 17

Plan for ACIP

Overview 44

Goals Summary 45

Goal 1: 50% of all students in grades 3-5 will test on or above grade level in math. 46

Goal 2: 50% of all students in grades 3-5 will test on or above grade level in reading. 50

Goal 3: 75% of all students in grades K-2 will benchmark on their DIBELS Assessment. 54

Goal 4: 50% of all students in grades K-2 will be proficent in math. 60

Goal 5: Behavior Management and Character Education 64

Activity Summary by Funding Source 66 Progress Notes 80

Executive Summary

Alabama Technology Plan: Transform 2020Samson Elementary School

SY 2013-2014 Page 1© 2013 AdvancED www.advanc-ed.org

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? Samson Elementary School (SES) is located in Geneva County. It is part of the Dothan, Alabama Metropolitan Statistical Area. At the 2000

census the population was 2,071. The school is located in the town of Samson, which continues to be home to over 2,000+ citizens living

and working in the surrounding areas. Geneva County Schools, in addition to the town of Samson, serves the following townships: Hartford

and Slocomb.

Samson Elementary School has a teaching staff of twenty-seven, all whom are highly-qualified. In 2012-2013 student enrollment reached

347 students. Our student popoulation consist of 72% White, 11% Hispanic, 10% African-American and 6% Multi-racial. Seventy-nine (79)

percent of the elementary population receives free and reduced lunch. We are recognized as a Title I educational organization.

Albeit the county has faced declined enrollment and financial difficulties in recent years, Samson Elementary School has continued to offer

enrichment programs and supported community athletic opportunities and clubs such as Girl Scouts and 4H. Our community members have

committed talents and time to support Samson Elementary School in times of need. The "small town feel" is a unique characteristic that has

developed a sense of family in addition to being recognized as an educational institution.



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 Samson Elementary School is to establish a pleasant, safe environment; provide a challenging curriculum implemented by a

highly qualified staff supported by family, business, and community in order to encourage and promote successful student performance.

The staff is dedicated to meet the unique and individual needs of every student. Our goal is to promote and enhance the education of all

students.

Teachers meet on a regular basis in Professional Learning Committees to plan and provide equality in our curriculum. Teachers adhere to a

rigorous curriculum; striving to meet nationally developed Common Core Standards. We are committed to building and sustaining the desire

to learn for our young students, as their knowledge and skills follow them throughout life.

Our commitment is displayed through programs offered at Samson Elementary School. Students are enriched through civic assemblies, after

school tutoring programs, Family Reading Night and through associations with the Girl Scouts of America. Students have an opportunity to

develop leadership skills through the Elementary Student Council.



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. Samson Elementary School's greatest accomplishments revolve around our commitment to students. We surpassed our expectations

concerning our reading and math continuous improvements for the 2012-2013 school term despite a high level of poverty within our county.

On the Alabama Reading and Mathematics Test, 87% of Third Grade scored levels III and IV in Reading and 77% in Math. Fourth Grade

scored 70% in Reading and 60% in Math on levels III and IV. Fifth Grade scored 83% in Reading and 79% in Math on levels III and IV.

During the 2013/2014 school term, Samson Elementary School will be transitioning to implement the College and Career Ready Standards

(CCRS). Students will be particiapting in the administration of the ACT Aspire in lieu of ARMT+.

We have a committed, dedicated, and a highly qualified staff that continuously strives toward improvement using a clearly defined curriculum,

professional learning committees, and data driven decision making. We hold expectations of both ourselves and our students. We have a

strong leadership from our administration and teacher leaders. We work hard to create a personal relationship with students and parents

through open and consistent communication.



Additional Information

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

sections. Samson Elementary is committed to providing for the needs of all students. We accommodate the various modalities and pace of our

students in a variety of ways. We have a fully developed Response to Intervention (RtI) program which addresses Tier I, II, and III students.

We have a newly implemented core curriculum at our Tier 1 level, which includes a highly qualified teacher, 90 minute literacy block and

intervention blocks. Universal screeners and a multitude of assessments (STAR, Bright Strides, DIBELsNext) are administered to identify

students' needs meeting grade level expectations. Those identified are provided Tier II through the Title I Reading and Math program to

promote and increase in rate of improvement. Some students may only require targeted intervention with skill work in class, while others

require more intensive intervention in a pull-out environment. Our school uses Reading WonderWorks and Bright Strides to target memory,

attention and sequencing. Tier II students are progressed monitored bi-monthly to assess growth. Our Problem Solving Team (PST) meets

monthly to determine if students' individual goals and programming require amendments or if the programs offered are providing quality

education which promotes success.



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. Every teacher has been involved in the development of Samson Elementary School's Improvement Plan. All teachers meet recently to

update goals, objectives and strategies. The goals and objectives are based on the previous school years summative assessments coupled

with initial progress monitoring results from the current school year to include rate of improvement or regression of skills over summer break.

Using the student data profile, the teachers, staff and parents create Samson's School Continuous Improvement Plan. Describe the representations from stakeholder groups that participated in the development of the improvement plan and their

responsibilities in this process. General education, resource educators and administration develop goals, objectives and strategies in subject area teams. Samson

Elementary School's Improvement Team reviews the goals and strategies and makes revisions accordingly, including parental input. The

team enters the plan into Assist website by completing the narratives. The school board reviews and approves the plan. Explain how the final improvement plan was communicated to all stakeholders, and the method and frequency in which

stakeholders receive information on its progress. The Improvement Plan is posted on the Geneva County Schools and Samson Elementary School websites. Teachers store a hard copy

within individual classrooms. They will keep charts within each classroom which will make it convenient for teachers to apply strategies. A

hardcopy will be available for parents to access in the office.



Technology Diagnostic



Introduction The ALSDE Technology Diagnostic is designed to facilitate the process of gathering and analyzing the technology needs which drive the

Transform 2020 Technology Plan.



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Data

Statement or Question:Data Sources. Select all sources of data used for planning: Response:

Continuous Improvement Plan

Discipline and Attendance Reports

EducateAlabama Data

Federal Government Regulations

Formative Assessments

Inventory & Infrastructure Report-- Fast and Easy Access to network, and Availability of Technology

Student Achievement Data

Transform2020 Surveys (*Required)



Needs Assessment

Identify the top 1-3 areas of need associated with your technology Infrastructure (fast and easy access to network, digital content).

Identify the data sources and actual data results that led you to conclude that these are areas of strength and need. 1-hot spot or wireless Internet access

2-variety of digital content

3-access to technology that promotes active participation opportunities within the classroom environment

Teacher and Administration surveys Identify the top 1-3 areas of need associated with your technology Inventory (fast and easy access to technology). Identify the data

sources and actual data results that led you to conclude that these are areas of strength and need. 1-hot spot or wireless Internet access

2-variety of digital content

3-access to technology that promotes active participation opportunities within the classroom environment

Teacher and Administration surveys Identify the top 1-3 areas of need associated with your technology Student Learning (subject area processes and content; 21st C.

skills and dispositions to ensure school, career, and life success). Identify the data sources and actual data results that led you to

conclude that these are areas of strength and need. 1-opportunities to access a variety of research-based programs that promote student achievement in mathematics

2-opportunities to access a variety of research-based programs that promote student achievement in reading (i.e. fluency, comprehension)

3-opportunities to access a variety of research-based programs that promote student achievement in the area of memory, attention and

processing

Samson Elementary ACIP goals are to improve all areas listed above; therefore, additional learning opportunities would be commensurate to

student achievement

Identify the top 1-3 areas of need associated with your technology Professional Learning Program (Teachers, Staff, Leaders,

Community). Identify the data sources and actual data results that led you to conclude that these are areas of strength and need. 1-Teachers requested additional Professional Development that involves the technology portion of the new reading program which will

enable students to achieve ACIP goals and strategies



2-Teachers requested additional Professional Development which involves the technology portion of the current mathematics program which

will enable students to achieve ACIP goals and strategies

3-Administration certified staff and teachers request Professional Development to learn enhancement features for technology devices

previously purchased and increase their knowledge with Bright Strides Academy program provided to Samson Elementary.

Teacher and Administration Survey results

Results from data collected to development current ACIP goals and strategies Identify the top 1-3 areas of need associated with your technology Teacher Use—Teaching (how teachers use technology to teach

as well as require students to use technology to learn). Identify the data sources and actual data results that led you to conclude

that these are areas of strength and need. 1-Teachers have requested additional support to have a visual learning opportunity to witness technology previously purchased being utilized

by veteran teachers effortlessly (i.e. instruction is not interrupted by technical difficulty as a result of poor manual operation of functions and

controls).

2-Teacher have requested additional devices to enable lesson plans to include whole group accessibility to technology incorporating ipad

applications, etc. and increase active participation and motivation.

3-Teacher have requested devices that help compile data on a daily basis while providing instruction simultaneously. Data taken on a daily

basis would help drive instruction to focus on targeted skills deficit.

Teacher survey and teacher participation at monthly data meetings. Identify the top 1-3 areas of need associated with your technology Teacher Use—Productivity (how teachers use technology for

increased productivity). Identify the data sources and actual data results that led you to conclude that these are areas of strength

and need. Productivity

1-increase motivation and active participation

2-simplify the process for compiling data

3- simplify and abbreviate time involved in analyzing data to determine areas of strengths and weaknesses

Teacher survey results and information shared at monthly grade level data meetings. Identify the top 1-3 areas of need associated with your technology School Leaders Use—Productivity (how administrators use

technology for increased productivity). Identify the data sources and actual data results that led you to conclude that these are

areas of strength and need. School Leaders Use--Productivity

1-Access to a "Walkthrough Snapshot Program" that enables administrators to collect and compile data while conducting walkthroughs.

2-Access to a "Walkthrough Snapshot Program" that enables administrators to provide immediate feedback with supporting details



3-Need Hot Spots assessable to upload data for immediate review.

Administrator survey results and current and previous actual walkthrough notes and feedback turnaround times. Identify the top 1-3 areas of need associated with other technology program areas. Identify the data sources and actual data results

that led you to conclude that these are areas of strength and need. Technology Program Areas

1. n/a

2. n/a

3. n/a



Professional Learning

Based upon the strengths and areas of need listed above, what are your Professional Learning Topics for the upcoming year that

involves using technology to improve learner and productivity and prepares students for living and working in a digital world. A.Wonders Technology Training-Face-to-Face-onsite(with county)-first semester

B. 4 hours

C. General education and resource teachers, instructional specialist and education curriculum specialist

D. Wonders Representative/Consultant



Accountability Questions

Identify one (1) or more activities that focus upon using digital tools to improve achievement of all students with special emphasis

upon high need and high poverty students. Goal 1:

50% of all students in grades 3-5 will test on or above grade level in math. Measurable Objective 1:

50% of All Students will demonstrate a proficiency for their grade level in Mathematics by 05/30/2014 as measured by the scores of the

ACT Aspire test. Strategy1:

Explicit Instruction - Explicit instruction will be implemented in Mathematics using enVision Math for grades 3rd, 4th, and 5th.

Research Cited: Pearson, P.D., & Dole, J.A. (1987). Explicit Comprehension Instruction: A review of research and a new conceptualization of

instruction. Elementary School Journal, (Vol. 88), 151-165.

Activity - Grade Level Meeting ActivityType Begin Date End Date Funding Amount &

Source Staff Responsible

During weekly grade level meetings, we willmeet and discuss planning and implementingstrategies for success. Discussions for thesemeetings will be documented in notes taken bythe grade level chairperson and turned into theprincipal.

AcademicSupportProgram

08/19/2013 05/30/2014 $0 - Title I Schoolwide

The 3rd, 4th, and5th grade teachersin collaboration withthe instructionalspecialist andprincipal will beresponsible for theimplementation ofthis strategy.

Activity - Data ActivityType Begin Date End Date Funding Amount &


All 3rd, 4th, and 5th grade teachers will useprevious year's ARMT+ data, and data fromSTAR Math, Bright Strides Academy, and topicassessments to drive instruction.



The 3rd, 4th, and5th grade teachersin collaboration withthe specialeducation staff,instructionalspecialist, andprincipal will beresponsible for theimplementation ofthis strategy.



Strategy2:

Tiered Instruction - Teachers will provide students with tiered instruction in math.

Research Cited: Hueber, Tracey (2010). Meeting Students Where They Are. Educational Leadership (Vol.67) No. 5, 79-81.

Activity - Wiregrass Math Workshop ActivityType Begin Date End Date Funding Amount &


4th Grade Teacher will attend the workshopand will conduct a turn around training.Workshop dates June 19-25, Nov. 1, and Feb.2014 held at Troy University Dothan.

ProfessionalLearning 06/19/2013 02/28/2014 $0 - Title I Schoolwide

Tia Palmerattended thetraining.

Activity - Reinforce Lessons ActivityType Begin Date End Date Funding Amount &


Teachers will use manipulatives, technology,reteaching, intervention, and informalassessments to reinforce lessons.






3rd, 4th, and 5th grade teachers will utilizeprogram assessment data to establish flexibleTier 2 groups daily. In order to determineintervention groups the teachers will look atassessments after topic tests. This data will bediscussed in PST meetings to determine Tier IIIgroups.




Activity - Small Groups ActivityType Begin Date End Date Funding Amount &


3rd, 4th, and 5th grade teachers will incorporatesmall group, cooperative learning activities, andtiered instruction in math class.






Strategy3:

Bright Strides Academy - Teachers will utilize Bright Strides Academy in the classroom and in the computer lab to help improve student

performance. Bright Strides Academy provides individually tailored solutions in Math to increase student proficiency. Progress monitoring is

completed through Bright Strides Academy 4 times during the school year.

Research Cited: Jorgensen, Margaret, Ph.D., MBA; CEO. (2012) Measure2LearnImpact Study: John A. Walsh Elementary Chicago Public

School District; Research Findings on the Impact of Kids College

on Student Achievement

Goal 2:

50% of all students in grades 3-5 will test on or above grade level in reading. Measurable Objective 1:

50% of All Students will demonstrate a proficiency at grade level in Reading by 05/30/2014 as measured by the scores of the ACT Aspire

test. Strategy1:

Tiered Instruction - Teachers will provide students with tiered instruction in reading.

Research Cited: Foorman, Barbara R., (2001). Critical Elements of Classroom and Small-Group Instruction Promote Reading Success in All

Activity - Use Curriculum Guides ActivityType Begin Date End Date Funding Amount &


3rd, 4th, and 5th grade teachers will use CCRSand curriculum guides to determine pre-requisite skills necessary to master currentstandards.




Activity - Bright Strides Academy Training ActivityType Begin Date End Date Funding Amount &


Teachers were trained on the Bright StridesAcademy program.

ProfessionalLearning 08/30/2013 08/30/2013 $0 - No Funding Required Buddy Pyron

Activity - Bright Strides Academy StudentProgram

ActivityType Begin Date End Date Funding Amount &


Students will complete individualized mathlesson on the Bright Strides Academy StudentProgram.


08/19/2013 05/30/2014 $0 - No Funding Required

Classroomteachers will beresponsible forimplementing theprogram in theclassroom and thecomputer lab.



Children. Learning Disabilities Research & Practice, 16 (4), 203-212.



3rd, 4th, and 5th grade teachers will utilizeWonders program assessment data, STARReading, Bright Strides Academy, and previousyears ARMT+ scores to establish Tier 2 groups.This data will also be discussed in PSTmeetings to determine Tier III groups.



The 3rd, 4th, and5th grade teachersin collaboration withthe instructionalspecialist, andprincipal will beresponsible for theimplementation ofthis strategy.

Activity - Teacher Training on WondersReading Program



Teachers attended training on the WondersReading Program

ProfessionalLearning 08/16/2013 08/16/2013 $0 - No Funding Required

Trainers providedby WondersReading Program



3rd, 4th, 5th grade teachers will use CCRS andcurriculum guides to determine pre-requisteskills necessary to master current standards.




Activity - Teacher Collaboration ActivityType Begin Date End Date Funding Amount &


Teachers from differing grade levels met anddiscussed the new Wonders Reading program.They shared ideas on how to utilize theresources provided in the program to ensurethe most effective strategies for teaching theprogram.


Cindy Mock, MissyCrews, SharonSlay, ZoletaEthridge, andTiffany Johnson



3rd, 4th, and 5th grade teachers will incorporatesmall group, cooperative learning activities, andtiered instruction in reading class.






Strategy2:


performance. Bright Strides Academy provides individually tailored solutions in reading to increase student proficiency. Progress monitoring

is completed through Bright Strides Academy 4 times during the school year.


School District; Research Findings on the Impact of Kids College on Student Achievement

Strategy3:

Explicit Instruction - Explicit instruction will be implemented in Reading using the Wonders Reading program for grades 3rd, 4th, and 5th.










Students will complete individualized readinglessons in the Bright Strides program.



Classroomteachers willutilized the programin the classroomand computer lab.








3rd, 4th and 5th grade teachers will use leveledreaders, technology, re-teaching, and informalassessments to reinforce lessons.






Goal 3:

75% of all students in grades K-2 will benchmark on their DIBELsNEXT Assessment. Measurable Objective 1:

75% of All Students will demonstrate a proficiency on the DIBELS Benchmark Test in Reading by 05/30/2014 as measured by the scores of

the mid-year and end of the year test.. Strategy1:






All 3rd, 4th, and 5th grade teachers will useprevious year's ARMT+ data, and data fromSTAR Reading, Bright Strides Academy,DIBELS Next progress monitoring, and weeklyand unit assessments to drive instruction.Monthly data meeting will be held to discussdata for planning and implementing strategiesfor success.













Teachers attended workshop on the WondersReading program.


Provided Trainersfrom the WondersReading Program





Kindergarten, 1st, and 2nd grade teachers willutilize Wonders program assessment data,STAR Reading, Bright Strides Academy,previous years DIBELS scores, and beginningof the year DIBELS Next scores to establishTier II groups. This data will also be discussedin PST meetings to determine Tier III groups.



The Kindergarten,1st, and 2nd gradeteachers incollaboration withthe specialeducation staff,instructionalspecialist, andprincipal will beresponsible for theimplementation ofthis strategy.





Cindy Mock, MissyCrews, SharonSlay, TiffanyJohnson, ZoletaEthridge.



Kindergarten, 1st, and 2nd grade teachers willuse CCRS and Curriculum guides to determinepre-requiste skills necessary to master currentstandards.






Kindergarten, 1st, 2nd, and 3rd grade teacherswill incorporate small group, cooperativelearning activities, and tiered instruction inreading class.







Teachers attended a Wonders ReadingProgram Training at Geneva CountyElementary School in Hartford.

ProfessionalLearning 08/16/2013 08/16/2013 $0 - No Funding Required Wonders presenter.



Strategy2:

Explicit Instruction - Explicit instruction will be implemented in Reading using the Wonders Reading Program for Grades K through 2nd.





During the weekly grade level meetings, we willmeet and discuss planning and implementingstrategies for success. Discussions for thesemeetings will be documented in notes taken bythe grade level chairperson and turned into theprincipal.







Teachers will attend a training on the WondersReading Series to learn how to fully implementthe programs components.

ProfessionalLearning 08/16/2013 08/16/2013 $0 - No Funding Required Wonders training

staff.



Teachers will meet together to discuss theirideas on implementing the components of theWonders Reading Program.


Cindy Mock,Sharon Slay, MissyCrews, TiffanyJohnson, & ZoletaEthridge



All Kindergarten, 1st, and 2nd grade teacherswill use the previous year's DIBELS and thebeginning of the year DIBELS Next data anddata from STAR Reading, STAR Early Literacy,Bright Strides, DIBELS NEXT progressmonitoring, and Wonders weekly and unitassessments to drive instruction.






Strategy3:






Goal 4:

50% of all students in grades K-2 will be proficent in math. Measurable Objective 1:

50% of All Students will demonstrate a proficiency on grade level objectives in Mathematics by 05/30/2014 as measured by using the Bright

Strides Academy program. Strategy1:



Activity - Reinforced Lessons ActivityType Begin Date End Date Funding Amount &








Teachers will attend a training on the BrightStrides program.


Buddy Pyron, aBright Stridesrepresentative, willconduct theprogram.




Students will work on individualized readinglesson in the Bright Strides program in theclassroom and in the computer lab.



The classroomteachers will beresponsible forimplementing theprogram in thecomputer lab and inthe classrooms.



Strategy2:








Kindergarten, 1st, and 2nd grade teachers willincorporate small group, cooperative learningactivities, and tiered instruction in math class.






Kindergarten, 1st, and 2nd grade teachers willutilize EnVision math program assessment dataand Bright Strides Academy scores to establishTier II groups. This data will also be discussedin PST meetings to determine Tier III groups.






Kindergarten, 1st and 2nd grade teaches willuse CCRS and Curriculum guides to determinepre-requisite skills necessary to master currentstandards.






Teachers will attend an information workshopon how to work the Bright Strides web-basedprogram.


Buddy Pyron arepresentative ofBright Strides willconduct theprogram.



Strategy3:

Explicit Instruction - Explicit instruction will be implemented in Mathematics using enVision Math for Kindergarten, 1st, and 2nd grades.






Teachers will utilize Bright Strides Academy inthe classroom and in the computer lab to helpimprove student performance. Bright StridesAcademy provides individually tailored solutionsin Math to increase student proficiency.Progress monitoring is completed throughBright Strides Academy 4 times during theschool year.



The classroomteachers areresponsible forimplementing theprogram in theirclassroom andduring computer labtime.



All Kindergarten, 1st, and 2nd grade teacherswill use data from STAR Math, Bright StridesAcademy, and enVision topic assessments todrive instruction.












Identify one (1) or more activities that facilitate and improve the use of telecommunications networks (phone/Internet/email) among

educators, students, and parents/community to improve learning. Goal 1:










Goal 2:















test. Strategy1:




Strategy2:






Goal 3:



















Strategy2:






Goal 4:




























Identify at least three (3) activities that explain how the network, technical support staff, instructional support staff, and digital

teaching and learning resources accessed through the network will be linked to the achievement of learning goals of the District. Goal 1:




Explicit Instruction - Explicit instruction will be implemented in Mathematics using enVision Math for grades 3rd, 4th, and 5th.















Activity - Wiregrass Math Workshop ActivityType Begin Date End Date Funding Amount &


4th Grade Teacher will attend the workshopand will conduct a turn around training.Workshop dates June 19-25, Nov. 1, and Feb.2014 held at Troy University Dothan.





Strategy2:









All 3rd, 4th, and 5th grade teachers will useprevious year's ARMT+ data, and data fromSTAR Math, Bright Strides Academy, and topicassessments to drive instruction.


















Strategy3:






Students will complete individualized mathlesson on the Bright Strides Academy StudentProgram.



Classroomteachers will beresponsible forimplementing theprogram in theclassroom and thecomputer lab.







3rd, 4th, and 5th grade teachers will use CCRSand curriculum guides to determine pre-requisite skills necessary to master currentstandards.






3rd, 4th, and 5th grade teachers will utilizeprogram assessment data to establish flexibleTier 2 groups daily. In order to determineintervention groups the teachers will look atassessments after topic tests. This data will bediscussed in PST meetings to determine Tier IIIgroups.






3rd, 4th, and 5th grade teachers will incorporatesmall group, cooperative learning activities, andtiered instruction in math class.






Goal 2:



test. Strategy1:






3rd, 4th, and 5th grade teachers will utilizeWonders program assessment data, STARReading, Bright Strides Academy, and previousyears ARMT+ scores to establish Tier 2 groups.This data will also be discussed in PSTmeetings to determine Tier III groups.



The 3rd, 4th, and5th grade teachersin collaboration withthe instructionalspecialist, andprincipal will beresponsible for theimplementation ofthis strategy.



3rd, 4th, and 5th grade teachers will incorporatesmall group, cooperative learning activities, andtiered instruction in reading class.












Strategy2:

Explicit Instruction - Explicit instruction will be implemented in Reading using the Wonders Reading program for grades 3rd, 4th, and 5th.





3rd, 4th, 5th grade teachers will use CCRS andcurriculum guides to determine pre-requisteskills necessary to master current standards.
















3rd, 4th and 5th grade teachers will use leveledreaders, technology, re-teaching, and informalassessments to reinforce lessons.







Teachers attended workshop on the WondersReading program.


Provided Trainersfrom the WondersReading Program



Strategy3:






Goal 3:










All 3rd, 4th, and 5th grade teachers will useprevious year's ARMT+ data, and data fromSTAR Reading, Bright Strides Academy,DIBELS Next progress monitoring, and weeklyand unit assessments to drive instruction.Monthly data meeting will be held to discussdata for planning and implementing strategiesfor success.











Students will complete individualized readinglessons in the Bright Strides program.



Classroomteachers willutilized the programin the classroomand computer lab.





Explicit Instruction - Explicit instruction will be implemented in Reading using the Wonders Reading Program for Grades K through 2nd.





All Kindergarten, 1st, and 2nd grade teacherswill use the previous year's DIBELS and thebeginning of the year DIBELS Next data anddata from STAR Reading, STAR Early Literacy,Bright Strides, DIBELS NEXT progressmonitoring, and Wonders weekly and unitassessments to drive instruction.






During the weekly grade level meetings, we willmeet and discuss planning and implementingstrategies for success. Discussions for thesemeetings will be documented in notes taken bythe grade level chairperson and turned into theprincipal.







Teachers will attend a training on the WondersReading Series to learn how to fully implementthe programs components.

ProfessionalLearning 08/16/2013 08/16/2013 $0 - No Funding Required Wonders training

staff.



Strategy2:




Activity - Reinforced Lessons ActivityType Begin Date End Date Funding Amount &








Teachers will meet together to discuss theirideas on implementing the components of theWonders Reading Program.


Cindy Mock,Sharon Slay, MissyCrews, TiffanyJohnson, & ZoletaEthridge




Teachers attended a Wonders ReadingProgram Training at Geneva CountyElementary School in Hartford.

ProfessionalLearning 08/16/2013 08/16/2013 $0 - No Funding Required Wonders presenter.



Kindergarten, 1st, and 2nd grade teachers willuse CCRS and Curriculum guides to determinepre-requiste skills necessary to master currentstandards.











Strategy3:








Kindergarten, 1st, and 2nd grade teachers willutilize Wonders program assessment data,STAR Reading, Bright Strides Academy,previous years DIBELS scores, and beginningof the year DIBELS Next scores to establishTier II groups. This data will also be discussedin PST meetings to determine Tier III groups.






Kindergarten, 1st, 2nd, and 3rd grade teacherswill incorporate small group, cooperativelearning activities, and tiered instruction inreading class.


















Goal 4:




Explicit Instruction - Explicit instruction will be implemented in Mathematics using enVision Math for Kindergarten, 1st, and 2nd grades.











All Kindergarten, 1st, and 2nd grade teacherswill use data from STAR Math, Bright StridesAcademy, and enVision topic assessments todrive instruction.






Strategy2:











Kindergarten, 1st, and 2nd grade teachers willutilize EnVision math program assessment dataand Bright Strides Academy scores to establishTier II groups. This data will also be discussedin PST meetings to determine Tier III groups.






Kindergarten, 1st and 2nd grade teaches willuse CCRS and Curriculum guides to determinepre-requisite skills necessary to master currentstandards.






Kindergarten, 1st, and 2nd grade teachers willincorporate small group, cooperative learningactivities, and tiered instruction in math class.






Strategy3:




















Plan for ACIP



Overview

Plan Name

Plan for ACIP

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 50% of all students in grades 3-5 will test on or

above grade level in math.Objectives:1Strategies:3Activities:9

Academic $0

2 50% of all students in grades 3-5 will test on orabove grade level in reading.

Objectives:1Strategies:3Activities:12

Academic $650

3 75% of all students in grades K-2 will benchmarkon their DIBELS Assessment.


Academic $0

4 50% of all students in grades K-2 will be proficent inmath.


Academic $0

5 Behavior Management and Character Education Objectives:1Strategies:1Activities:2

Organizational $860



Goal 1: 50% of all students in grades 3-5 will test on or above grade level in math.This plan includes progress notes which are at the very end of this document

Strategy 1: Explicit Instruction - Explicit instruction will be implemented in Mathematics using enVision Math for grades 3rd, 4th, and 5th. Research Cited: Pearson, P.D., & Dole, J.A. (1987). Explicit Comprehension Instruction: A review of research and a new conceptualization of instruction. Elementary

School Journal, (Vol. 88), 151-165.

Measurable Objective 1:50% of Third, Fourth and Fifth grade students will demonstrate a proficiency for their grade level in Mathematics by 05/30/2014 as measured by the scores of theACT Aspire test.

Activity - Data Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

All 3rd, 4th, and 5th grade teachers will use previous year's ARMT+ data,and data from STAR Math, Bright Strides Academy, and topicassessments to drive instruction.


08/19/2013 05/30/2014 $0 Title ISchoolwide

The 3rd, 4th,and 5th gradeteachers incollaborationwith thespecialeducationstaff,instructionalspecialist, andprincipal willberesponsiblefor theimplementation of thisstrategy.

Activity - Grade Level Meeting Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible



Strategy 2: Tiered Instruction - Teachers will provide students with tiered instruction in math. Research Cited: Hueber, Tracey (2010). Meeting Students Where They Are. Educational Leadership (Vol.67) No. 5, 79-81.

During weekly grade level meetings, we will meet and discuss planningand implementing strategies for success. Discussions for these meetingswill be documented in notes taken by the grade level chairperson andturned into the principal.



The 3rd, 4th,and 5th gradeteachers incollaborationwith theinstructionalspecialist andprincipal willberesponsiblefor theimplementation of thisstrategy.

Activity - Reinforce Lessons Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Teachers will use manipulatives, technology, reteaching, intervention, andinformal assessments to reinforce lessons.




Activity - Wiregrass Math Workshop Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

4th Grade Teacher will attend the workshop and will conduct a turn aroundtraining. Workshop dates June 19-25, Nov. 1, and Feb. 2014 held at TroyUniversity Dothan.

ProfessionalLearning



Activity - Small Groups Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible



3rd, 4th, and 5th grade teachers will incorporate small group, cooperativelearning activities, and tiered instruction in math class.





Source OfFunding

StaffResponsible

3rd, 4th, and 5th grade teachers will utilize program assessment data toestablish flexible Tier 2 groups daily. In order to determine interventiongroups the teachers will look at assessments after topic tests. This datawill be discussed in PST meetings to determine Tier III groups.




Activity - Use Curriculum Guides Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible



Strategy 3: Bright Strides Academy - Teachers will utilize Bright Strides Academy in the classroom and in the computer lab to help improve student performance. Bright Strides

Academy provides individually tailored solutions in Math to increase student proficiency. Progress monitoring is completed through Bright Strides Academy 4 times

during the school year. Research Cited: Jorgensen, Margaret, Ph.D., MBA; CEO. (2012) Measure2LearnImpact Study: John A. Walsh Elementary Chicago Public School District; Research

Findings on the Impact of Kids College


3rd, 4th, and 5th grade teachers will use CCRS and curriculum guides todetermine pre-requisite skills necessary to master current standards.




Activity - Bright Strides Academy Training Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Teachers were trained on the Bright Strides Academy program. ProfessionalLearning

08/30/2013 08/30/2013 $0 No FundingRequired

Buddy Pyron

Activity - Bright Strides Academy Student Program Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Students will complete individualized math lesson on the Bright StridesAcademy Student Program.



Classroomteachers willberesponsibleforimplementingthe programin theclassroomand thecomputer lab.



Goal 2: 50% of all students in grades 3-5 will test on or above grade level in reading.This plan includes progress notes which are at the very end of this document

Strategy 1: Explicit Instruction - Explicit instruction will be implemented in Reading using the Wonders Reading program for grades 3rd, 4th, and 5th.

Research Cited: Pearson, P.D., & Dole, J.A. (1987). Explicit Comprehension Instruction: A review of research and a new conceptualization of instruction. Elementary


Measurable Objective 1:50% of Third, Fourth and Fifth grade students will demonstrate a proficiency at grade level in Reading by 05/30/2014 as measured by the scores of the ACT Aspiretest.


Source OfFunding

StaffResponsible

All 3rd, 4th, and 5th grade teachers will use previous year's ARMT+ data,and data from STAR Reading, Bright Strides Academy, DIBELS Nextprogress monitoring, and weekly and unit assessments to drive instruction.Monthly data meeting will be held to discuss data for planning andimplementing strategies for success.





Source OfFunding

StaffResponsible








Source OfFunding

StaffResponsible

3rd, 4th and 5th grade teachers will use leveled readers, technology, re-teaching, and informal assessments to reinforce lessons.




Activity - Teacher Training on Wonders Reading Program Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Teachers attended workshop on the Wonders Reading program. ProfessionalLearning


ProvidedTrainers fromthe WondersReadingProgram

Activity - Teacher Collaboration Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible



Strategy 2: Tiered Instruction - Teachers will provide students with tiered instruction in reading. Research Cited: Foorman, Barbara R., (2001). Critical Elements of Classroom and Small-Group Instruction Promote Reading Success in All Children. Learning

Disabilities Research & Practice, 16 (4), 203-212.

Teachers from differing grade levels met and discussed the new WondersReading program. They shared ideas on how to utilize the resourcesprovided in the program to ensure the most effective strategies for teachingthe program.



Cindy Mock,Missy Crews,Sharon Slay,ZoletaEthridge, andTiffanyJohnson


Source OfFunding

StaffResponsible

3rd, 4th, and 5th grade teachers will incorporate small group, cooperativelearning activities, and tiered instruction in reading class.





Source OfFunding

StaffResponsible



3rd, 4th, and 5th grade teachers will utilize Wonders program assessmentdata, STAR Reading, Bright Strides Academy, and previous years ARMT+scores to establish Tier 2 groups. This data will also be discussed in PSTmeetings to determine Tier III groups.



The 3rd, 4th,and 5th gradeteachers incollaborationwith theinstructionalspecialist, andprincipal willberesponsiblefor theimplementation of thisstrategy.


Source OfFunding

StaffResponsible

3rd, 4th, 5th grade teachers will use CCRS and curriculum guides todetermine pre-requiste skills necessary to master current standards.





Source OfFunding

StaffResponsible

Teachers attended training on the Wonders Reading Program ProfessionalLearning


Trainersprovided byWondersReadingProgram


Source OfFunding

StaffResponsible




Academy provides individually tailored solutions in reading to increase student proficiency. Progress monitoring is completed through Bright Strides Academy 4 times


Findings on the Impact of Kids College on Student Achievement

Goal 3: 75% of all students in grades K-2 will benchmark on their DIBELS Assessment.This plan includes progress notes which are at the very end of this document

Strategy 1: Explicit Instruction - Explicit instruction will be implemented in Reading using the Wonders Reading Program for Grades K through 2nd. Research Cited: Pearson, P.D., & Dole, J.A. (1987). Explicit Comprehension Instruction: A review of research and a new conceptualization of instruction. Elementary





Cindy Mock,Missy Crews,Sharon Slay,ZoletaEthridge, andTiffanyJohnson


Source OfFunding

StaffResponsible

Teachers were trained on the Bright Strides Academy program. ProfessionalLearning


Buddy Pyron


Source OfFunding

StaffResponsible

Students will complete individualized reading lessons in the Bright Stridesprogram.



Classroomteachers willutilized theprogram inthe classroomand computerlab.

Measurable Objective 1:75% of Kindergarten, First and Second grade students will demonstrate a proficiency on the DIBELS Benchmark Test in Reading by 05/30/2014 as measured by thescores of the mid-year and end of the year test..




Source OfFunding

StaffResponsible

All Kindergarten, 1st, and 2nd grade teachers will use the previous year'sDIBELS and the beginning of the year DIBELS Next data and data fromSTAR Reading, STAR Early Literacy, Bright Strides, DIBELS NEXTprogress monitoring, and Wonders weekly and unit assessments to driveinstruction.



TheKindergarten,1st, and 2ndgradeteachers incollaborationwith thespecialeducationstaff,instructionalspecialist, andprincipal willberesponsiblefor theimplementation of thisstrategy.


Source OfFunding

StaffResponsible

During the weekly grade level meetings, we will meet and discuss planningand implementing strategies for success. Discussions for these meetingswill be documented in notes taken by the grade level chairperson andturned into the principal.




Activity - Reinforced Lessons Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible



Strategy 2: Tiered Instruction - Teachers will provide students with tiered instruction in reading. Research Cited: Foorman, Barbara R., (2001). Critical Elements of Classroom and Small-Group Instruction Promote Reading Success in All Children. Learning

Disabilities Research & Practice, 16 (4), 203-212.






Source OfFunding

StaffResponsible

Teachers will attend a training on the Wonders Reading Series to learnhow to fully implement the programs components.



Wonderstraining staff.


Source OfFunding

StaffResponsible

Teachers will meet together to discuss their ideas on implementing thecomponents of the Wonders Reading Program.



Cindy Mock,Sharon Slay,Missy Crews,TiffanyJohnson, &ZoletaEthridge


Source OfFunding

StaffResponsible



Kindergarten, 1st, 2nd, and 3rd grade teachers will incorporate smallgroup, cooperative learning activities, and tiered instruction in readingclass.





Source OfFunding

StaffResponsible

Kindergarten, 1st, and 2nd grade teachers will utilize Wonders programassessment data, STAR Reading, Bright Strides Academy, previous yearsDIBELS scores, and beginning of the year DIBELS Next scores toestablish Tier II groups. This data will also be discussed in PST meetingsto determine Tier III groups.





Source OfFunding

StaffResponsible



Strategy 3: DibelsNext Progress Monitoring - The K-2 teachers will conduct monthly DibelsNext Progress Monitoring on all students. Teachers will be trained on the progress

monitoring procedures. Research Cited: Baker, S. K., & Smith, S. (2001). Linking school assessments to research-based practices in beginning reading: Improving programs and outcomes for

students with and without disabilities. Teacher Education and Special Education, 24(4), 315-332.

Kindergarten, 1st, and 2nd grade teachers will use CCRS and Curriculumguides to determine pre-requiste skills necessary to master currentstandards.





Source OfFunding

StaffResponsible

Teachers attended a Wonders Reading Program Training at GenevaCounty Elementary School in Hartford.



Wonderspresenter.


Source OfFunding

StaffResponsible




Cindy Mock,Missy Crews,Sharon Slay,TiffanyJohnson,ZoletaEthridge.

Activity - DibelsNext Progress Monitoring Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible







Teachers will conduct monthly DibelsNext Progress Monitoring on all K-2students.



Classroomteachers areresponsiblefor monthlyDibelsNextprogressmonitoring.

Activity - DibelsNext Progress Monitoring Training Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Teachers will be trained by the instructional specialist on how to accuratelyconduct the DibelsNext monthly progress monitoring.



Edie Hand theinstructionalspecialist willconduct thetraining forthe classroomteachers.

Activity - DibelsNext Training Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

The instructional specialist and classroom teachers will be given theopportunity to attend the a workshop on DibelsNext Training.



Teachers whoattend trainingand theinstructionalspecialist willcomplete ainformalturnaroundtraining withotherclassroomteachers.


Source OfFunding

StaffResponsible



Goal 4: 50% of all students in grades K-2 will be proficent in math.This plan includes progress notes which are at the very end of this document

Strategy 1: Explicit Instruction - Explicit instruction will be implemented in Mathematics using enVision Math for Kindergarten, 1st, and 2nd grades. Research Cited: Pearson, P.D., & Dole, J.A. (1987). Explicit Comprehension Instruction: A review of research and a new conceptualization of instruction. Elementary


Teachers will attend a training on the Bright Strides program. ProfessionalLearning


Buddy Pyron,a BrightStridesrepresentative, will conductthe program.


Source OfFunding

StaffResponsible

Students will work on individualized reading lesson in the Bright Stridesprogram in the classroom and in the computer lab.



Theclassroomteachers willberesponsibleforimplementingthe programin thecomputer laband in theclassrooms.

Measurable Objective 1:50% of Kindergarten, First and Second grade students will demonstrate a proficiency on grade level objectives in Mathematics by 05/30/2014 as measured by usingthe Bright Strides Academy program.


Source OfFunding

StaffResponsible



All Kindergarten, 1st, and 2nd grade teachers will use data from STARMath, Bright Strides Academy, and enVision topic assessments to driveinstruction.





Source OfFunding

StaffResponsible






Source OfFunding

StaffResponsible



Strategy 2: Tiered Instruction - Teachers will provide students with tiered instruction in math. Research Cited: Hueber, Tracey (2010). Meeting Students Where They Are. Educational Leadership (Vol.67) No. 5, 79-81.






Source OfFunding

StaffResponsible

Kindergarten, 1st, and 2nd grade teachers will incorporate small group,cooperative learning activities, and tiered instruction in math class.





Source OfFunding

StaffResponsible







Kindergarten, 1st, and 2nd grade teachers will utilize EnVision mathprogram assessment data and Bright Strides Academy scores to establishTier II groups. This data will also be discussed in PST meetings todetermine Tier III groups.





Source OfFunding

StaffResponsible

Kindergarten, 1st and 2nd grade teaches will use CCRS and Curriculumguides to determine pre-requisite skills necessary to master currentstandards.






Goal 5: Behavior Management and Character EducationThis plan includes progress notes which are at the very end of this document

Strategy 1: Counselor Training - The guidance counselor will attend training in the areas of behavior management and character education and then turn-around this training to

teachers and staff. Research Cited: Collaborative for Academic, Social, and Emotional Learning, "Safe and Sound: An Educational Leader's Guide to Evidence-Based Social and

Emotional Learning (SEL) Programs," 2003.


Source OfFunding

StaffResponsible

Teachers will utilize Bright Strides Academy in the classroom and in thecomputer lab to help improve student performance. Bright StridesAcademy provides individually tailored solutions in Math to increasestudent proficiency. Progress monitoring is completed through BrightStrides Academy 4 times during the school year.



Theclassroomteachers areresponsibleforimplementingthe programin theirclassroomand duringcomputer labtime.


Source OfFunding

StaffResponsible

Teachers will attend an information workshop on how to work the BrightStrides web-based program.



Buddy Pyronarepresentativeof BrightStrides willconduct theprogram.

Measurable Objective 1:collaborate to provide more effective behavior management techniques and improved awareness of character education by 05/30/2014 as measured by improvedeffectiveness in the RTI framework in the area of behavior, more effective strategies in behavior management in the classroom, and decreased office referrals.

Activity - Character Coordinators Meetings Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible



The guidance counselor will attend quarterly Character CoordinatorsMeetings to gain more effective measures to apply character education tothe school as a whole and collaborate with teachers to apply thisinformation in the classroom.

BehavioralSupportProgram


GuidanceCounselor,Principal,Teachers,and supportstaff

Activity - Alabama Counseling Association Annual Conference Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

The guidance counselor will attend the ALCA conference to gain moreeffective measures to apply to the RTI framework in the area of behavioras well as effective strategies for improved character education. Thisinformation will then be presented to faculty and staff in a turn-aroundtraining to be implemented throughout the school as a whole.



GuidanceCounselor,Principal,Teachers,and supportstaff



Activity Summary by Funding Source

Below is a breakdown of your activities by funding source

No Funding Required

Activity Name Activity Description Activity Type Begin Date End Date ResourceAssigned

StaffResponsible

Teacher Training onWonders Reading Program

Teachers will attend a training on the Wonders ReadingSeries to learn how to fully implement the programscomponents.


08/16/2013 08/16/2013 $0 Wonderstraining staff.

Bright Strides AcademyStudent Program

Students will work on individualized reading lesson in theBright Strides program in the classroom and in thecomputer lab.


08/19/2013 05/30/2014 $0 Theclassroomteachers willberesponsibleforimplementingthe programin thecomputer laband in theclassrooms.

DibelsNext ProgressMonitoring Training

Teachers will be trained by the instructional specialist onhow to accurately conduct the DibelsNext monthly progressmonitoring.


08/12/2013 08/12/2013 $0 Edie Hand theinstructionalspecialist willconduct thetraining forthe classroomteachers.


Teachers attended workshop on the Wonders Readingprogram.


08/16/2013 08/16/2013 $0 ProvidedTrainers fromthe WondersReadingProgram

Bright Strides AcademyTraining

Teachers will attend an information workshop on how towork the Bright Strides web-based program.


08/30/2013 08/30/2013 $0 Buddy Pyronarepresentativeof BrightStrides willconduct theprogram.




Students will complete individualized math lesson on theBright Strides Academy Student Program.


08/19/2013 05/30/2014 $0 Classroomteachers willberesponsibleforimplementingthe programin theclassroomand thecomputer lab.


Teachers were trained on the Bright Strides Academyprogram.


08/30/2013 08/30/2013 $0 Buddy Pyron


Teachers will attend a training on the Bright Stridesprogram.


08/30/2013 08/30/2013 $0 Buddy Pyron,a BrightStridesrepresentative, will conductthe program.


Teachers attended a Wonders Reading Program Training atGeneva County Elementary School in Hartford.


08/16/2013 08/16/2013 $0 Wonderspresenter.

DibelsNext ProgressMonitoring

Teachers will conduct monthly DibelsNext ProgressMonitoring on all K-2 students.


08/19/2013 05/30/2014 $0 Classroomteachers areresponsiblefor monthlyDibelsNextprogressmonitoring.


Teachers will utilize Bright Strides Academy in theclassroom and in the computer lab to help improve studentperformance. Bright Strides Academy provides individuallytailored solutions in Math to increase student proficiency.Progress monitoring is completed through Bright StridesAcademy 4 times during the school year.


08/19/2013 05/30/2014 $0 Theclassroomteachers areresponsibleforimplementingthe programin theirclassroomand duringcomputer labtime.


Teachers attended training on the Wonders ReadingProgram


08/16/2013 08/16/2013 $0 Trainersprovided byWondersReadingProgram


Teachers were trained on the Bright Strides Academyprogram.


08/30/2013 08/30/2013 $0 Buddy Pyron



Title I Schoolwide


Students will complete individualized reading lessons in theBright Strides program.


08/19/2013 05/30/2014 $0 Classroomteachers willutilized theprogram inthe classroomand computerlab.

Total $0

Activity Name Activity Description Activity Type Begin Date End Date ResourceAssigned

StaffResponsible

Data All Kindergarten, 1st, and 2nd grade teachers will use datafrom STAR Math, Bright Strides Academy, and enVisiontopic assessments to drive instruction.


08/19/2013 05/30/2014 $0 TheKindergarten,1st, and 2ndgradeteachers incollaborationwith thespecialeducationstaff,instructionalspecialist, andprincipal willberesponsiblefor theimplementation of thisstrategy.



Reinforce Lessons Teachers will use manipulatives, technology, reteaching,intervention, and informal assessments to reinforce lessons.



Character CoordinatorsMeetings

The guidance counselor will attend quarterly CharacterCoordinators Meetings to gain more effective measures toapply character education to the school as a whole andcollaborate with teachers to apply this information in theclassroom.


08/19/2013 05/30/2014 $160 GuidanceCounselor,Principal,Teachers,and supportstaff

Use Curriculum Guides Kindergarten, 1st and 2nd grade teaches will use CCRSand Curriculum guides to determine pre-requisite skillsnecessary to master current standards.





Use Curriculum Guides 3rd, 4th, and 5th grade teachers will use CCRS andcurriculum guides to determine pre-requisite skillsnecessary to master current standards.


08/19/2013 05/30/2014 $0 The 3rd, 4th,and 5th gradeteachers incollaborationwith thespecialeducationstaff,instructionalspecialist, andprincipal willberesponsiblefor theimplementation of thisstrategy.

Grade Level Meeting During the weekly grade level meetings, we will meet anddiscuss planning and implementing strategies for success.Discussions for these meetings will be documented in notestaken by the grade level chairperson and turned into theprincipal.



Grade Level Meeting During weekly grade level meetings, we will meet anddiscuss planning and implementing strategies for success.Discussions for these meetings will be documented in notestaken by the grade level chairperson and turned into theprincipal.


08/19/2013 05/30/2014 $0 The 3rd, 4th,and 5th gradeteachers incollaborationwith theinstructionalspecialist andprincipal willberesponsiblefor theimplementation of thisstrategy.



DibelsNext Training The instructional specialist and classroom teachers will begiven the opportunity to attend the a workshop onDibelsNext Training.


07/08/2013 07/31/2013 $0 Teachers whoattend trainingand theinstructionalspecialist willcomplete ainformalturnaroundtraining withotherclassroomteachers.

Data 3rd, 4th, and 5th grade teachers will utilize Wondersprogram assessment data, STAR Reading, Bright StridesAcademy, and previous years ARMT+ scores to establishTier 2 groups. This data will also be discussed in PSTmeetings to determine Tier III groups.


08/19/2013 05/30/2014 $0 The 3rd, 4th,and 5th gradeteachers incollaborationwith theinstructionalspecialist, andprincipal willberesponsiblefor theimplementation of thisstrategy.

Use Curriculum Guides 3rd, 4th, 5th grade teachers will use CCRS and curriculumguides to determine pre-requiste skills necessary to mastercurrent standards.





Reinforce Lessons 3rd, 4th and 5th grade teachers will use leveled readers,technology, re-teaching, and informal assessments toreinforce lessons.



Teacher Collaboration Teachers will meet together to discuss their ideas onimplementing the components of the Wonders ReadingProgram.


09/10/2013 09/10/2013 $0 Cindy Mock,Sharon Slay,Missy Crews,TiffanyJohnson, &ZoletaEthridge

Data All Kindergarten, 1st, and 2nd grade teachers will use theprevious year's DIBELS and the beginning of the yearDIBELS Next data and data from STAR Reading, STAREarly Literacy, Bright Strides, DIBELS NEXT progressmonitoring, and Wonders weekly and unit assessments todrive instruction.











Data Kindergarten, 1st, and 2nd grade teachers will utilizeWonders program assessment data, STAR Reading, BrightStrides Academy, previous years DIBELS scores, andbeginning of the year DIBELS Next scores to establish TierII groups. This data will also be discussed in PST meetingsto determine Tier III groups.





Teacher Collaboration Teachers from differing grade levels met and discussed thenew Wonders Reading program. They shared ideas on howto utilize the resources provided in the program to ensurethe most effective strategies for teaching the program.


09/10/2013 09/10/2013 $0 Cindy Mock,Missy Crews,Sharon Slay,TiffanyJohnson,ZoletaEthridge.

Use Curriculum Guides Kindergarten, 1st, and 2nd grade teachers will use CCRSand Curriculum guides to determine pre-requiste skillsnecessary to master current standards.



Small Groups 3rd, 4th, and 5th grade teachers will incorporate smallgroup, cooperative learning activities, and tiered instructionin reading class.



Wiregrass Math Workshop 4th Grade Teacher will attend the workshop and willconduct a turn around training. Workshop dates June 19-25, Nov. 1, and Feb. 2014 held at Troy University Dothan.


06/19/2013 02/28/2014 $0 Tia Palmerattended thetraining.



Data All 3rd, 4th, and 5th grade teachers will use previous year'sARMT+ data, and data from STAR Math, Bright StridesAcademy, and topic assessments to drive instruction.



Data Kindergarten, 1st, and 2nd grade teachers will utilizeEnVision math program assessment data and Bright StridesAcademy scores to establish Tier II groups. This data willalso be discussed in PST meetings to determine Tier IIIgroups.





Reinforce Lessons Teachers will use manipulatives, technology, reteaching,intervention, and informal assessments to reinforce lessons.



Small Groups Kindergarten, 1st, 2nd, and 3rd grade teachers willincorporate small group, cooperative learning activities, andtiered instruction in reading class.





Reinforced Lessons Teachers will use manipulatives, technology, reteaching,intervention, and informal assessments to reinforce lessons.





09/10/2013 09/10/2013 $325 Cindy Mock,Missy Crews,Sharon Slay,ZoletaEthridge, andTiffanyJohnson

Small Groups 3rd, 4th, and 5th grade teachers will incorporate smallgroup, cooperative learning activities, and tiered instructionin math class.



Alabama CounselingAssociation AnnualConference

The guidance counselor will attend the ALCA conference togain more effective measures to apply to the RTI frameworkin the area of behavior as well as effective strategies forimproved character education. This information will then bepresented to faculty and staff in a turn-around training to beimplemented throughout the school as a whole.


11/19/2013 05/30/2014 $700 GuidanceCounselor,Principal,Teachers,and supportstaff



Small Groups Kindergarten, 1st, and 2nd grade teachers will incorporatesmall group, cooperative learning activities, and tieredinstruction in math class.





09/10/2013 09/10/2013 $325 Cindy Mock,Missy Crews,Sharon Slay,ZoletaEthridge, andTiffanyJohnson

Data All 3rd, 4th, and 5th grade teachers will use previous year'sARMT+ data, and data from STAR Reading, Bright StridesAcademy, DIBELS Next progress monitoring, and weeklyand unit assessments to drive instruction. Monthly datameeting will be held to discuss data for planning andimplementing strategies for success.





Data 3rd, 4th, and 5th grade teachers will utilize programassessment data to establish flexible Tier 2 groups daily. Inorder to determine intervention groups the teachers will lookat assessments after topic tests. This data will bediscussed in PST meetings to determine Tier III groups.



Total $1510



Progress Notes

Type Name Status Comments Created On Created By



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