SCHOOL IMPROVEMENT GRANT: - ALSDEweb.alsde.edu/docs/documents/116/SIG Needs Assessment... · Web...

SCHOOL IMPROVEMENT GRANT:SCHOOL NEEDS ASSESSMENT

Section 1003 (g) of the Elementary and Secondary Education Act

FY 2012

Mai

Alabama Department of EducationFederal Programs

5348 Gordon Persons BuildingP.O. Box 302101

Montgomery, Alabama 36130-2101

For technical assistance, contact Marcus Vandiver at: Telephone: (334) 242-8199

Fax: (334) 242-0496E-mail: [email protected]

S I G N e e d s A s s e s s m e n t | 1

This School Improvement Grant Application document is for Local Education Agencies and Schools submitting the Local Education Agency and School Application. Please adhere to the criteria below:


SCHOOL IMPROVEMENT GRANT NEEDS ASSESSMENT

PART I - Indicate data sources used during planning by identifying strengths and weaknesses or program gaps. If the LEA and/or school did not review a particular data source, please write N/A. LEA improvement goals should address program gaps (weaknesses) as they relate to student achievement. Close attention should be given to the proficiency index. Please include all disaggregated subgroups including those with less than forty students.

(Duplicate and complete for each TIER I and TIER II school)

SCHOOL DATABriefly describe the process the LEA contact and school leadership team used to conduct the needs assessment (analysis of all data).Teachers representing the core subject areas and other faculty members reviewed AHSGE results, discipline reports, Pride surveys, and the 8th grade SAT-10 and Alabama Reading and Mathematics Test data.Highly Qualified Teachers (HQT): Describe how staffing decisions ensure that highly qualified, well-trained teachers provide instruction and how their assignments most effectively address identified academic needs.Strengths:

All faculty members are Highly Qualified Teachers.Weaknesses:N/A

School Administrator and Special Services EvaluationStrengths:

The school has three administrators (one principal and two assistant principals).

Six special service teachers are on staff.

Weaknesses: School administrators spend approximately 95% of their time

dealing with discipline issues, which prevents them from assuming the role of instructional leader.

The AYP Accountability Report indicates that special education students scored -53.50 in Reading and -29.63 in Math.

Educate Alabama – Teacher EvaluationStrengths:Strengths: 1.4 Designs instructional activities based on state content areas3a.1 Demonstrates standard oral and written communication skills5.2 Engaged in ongoing professional learning

Weaknesses:2b.3 Integrating a variety of appropriate and effective instructional strategies2c.1 Use formative assessments to provide specific and timely feedback4d.1 Help students assess their own learning styles4c.1 Recognize exceptionalities in learning and applying appropriate interventions


School Technology PlanStrengths:

Computer to student ratio of 1:3 4 portable laptop labs to be used with reading instruction Local Area Network Software programs NovelStars, Compass, Renaissance Place,

Destiny Library Automation for Library and Textbook circulation, Outlook Web email for all faculty and staff, and Rosetta Stone software

High-speed Internet computers are in all classrooms and offices

Weaknesses:

Teachers' laptops are five years old. The vast majority of classroom desktop computers are over 4

years old. Students do not have access to email.

Career and Technical Education Program Improvement PlanStrengths:

All career and technical programs encompass the core academic subjects. Career and technical lesson plans correlate with AHSGE objectives. Career tech certification and advanced certification are available for students.

Weaknesses:Due to a lack of funding, the career technical department has been reduced to one construction class, one electronics class, family and consumer sciences, and two computer/marketing classes.

Other Education Plans (e.g. Alabama Alternate Assessment)Strengths:

9 students participated in AAA, 100% met or exceeded standards in reading and science.

Weaknesses: In math 5 students (56%) scored Level II (partially met

standards). Lowest scores were in math content standard “Display most

efficient way of placing shapes into given space.”


SCHOOL ASSESSMENT DATAAlabama High School Graduation Examination (AHSGE)Strengths:

Met all AYP proficiency goals in math in all 11th grade subgroups. In math, among juniors the highest scoring subgroups

meeting proficiency in Levels III and IV were as follows: white students (84% proficiency) female students (86% proficiency) reduced lunch students (90% proficiency)

Special education students improved proficiency by 10%. Met AYP reading goals among white juniors. Reading proficiency of male students increased by 5%.

Weaknesses: Did not meet 11th grade AYP proficiency goals in

Reading in the following subgroups: All students (30%), black students (38%), and free/reduced (36%).

In math, among juniors the lowest proficiency levels were in the following subgroups: male students (32% scored Levels I and II), black students (29% scored Levels I and II), poverty students (28% scored Levels I and II).

Alabama Reading and Mathematics Test (ARMT)

Strengths: In math, no current 9th graders scored below Level II on

8th grade ARMT.

Weaknesses: In reading 37% did not or partially met reading standards.

In math 21% partially met math standards.

Alabama Science Assessment (ASA)Strengths:N/A

Weaknesses:N/A

Stanford 10Strengths:

Last year the typical student in the 8th grade feeder school scored in the middle range for the grade, indicating that the group performance was average.

The highest subtest averages with percentage of students scoring in the middle to high range are: 82% Mathematics Problem Solving 81% Reading Comprehension81% Language Expression

Weaknesses: Social Science with 32% scoring lower than the

national average percentile rank of 50. Reading with 30% scoring lower than the national average,

with reading vocabulary being the lowest reading cluster with 42% scoring below the national average.

In math the lowest cluster was in computation with fractions with 40% below national average; language in punctuation with 47% below national average.


Science thinking skills 40% below national average;Social Science cluster of political science 39% below National average.

SCHOOL ASSESSMENT DATADynamic Indicators of Basic Early Literacy Skills (DIBELS)Strengths:N/A

Weaknesses:N/A

Alabama Direct Assessment of Writing (ADAW)Strengths:

74% met or exceeded standards in narrative and in expository writing.

All holistic scores improved over those of April 2009, with the exception of persuasive writing, which decreased 1% for students meeting or exceeding standards.

Weaknesses: 58% did not or partially met standards in grammar

& usage. 33% did not or partially met standard in persuasive writing.

ACCESS for English Language Learners (ELs)Strengths:

Counselors meet with the parents of each ELL student and a translator, if needed, who translates and interprets results in a language which the parents can understand.

The school system provides Rosetta Stone for ELL students, as well as, TransAct - a program that translates forms into various languages.

ELL students who are juniors have passed parts of the AHSGE.

Weaknesses: Lack of professional development in teaching

ELL students ELL students who are juniors have not passed all

portions of the AHSGE No EL Specialist in the System

Additional Assessments (e.g. Alabama Alternate Assessment)Strengths:

9 students participated in AAA 100% met or exceeded standards in reading and science.

Weaknesses: In math 5 students (56%) scored Level II (partially met

standards.)


Lowest scores were in math content standard “Display most efficient way of placing shapes into given space.”

Local Assessments (e.g. LEA, school. and grade-level assessments, program specific assessments)Strengths:No strengths have been noted.

Weaknesses: August 2010 STAR Reading results show that the average

grade equivalent reading levels are as follows: 9th grade--6.4 10th grade--6.9 11th grade--7.212th grade--7.4

The average reading level of all students currently enrolled in English classes is 6.8

August 2010 STAR Math results show that the average grade equivalent math level is as follows:

9th grade--5.4 10th grade--5.9 11th grade--5.412th grade--5.3

The average reading level of all students currently enrolled in math classes is 5.5

ACT results for seniors graduating in May 2010 indicate that only 8% were prepared for college.


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

For the 2009-2010 school year, the school was awarded the Alabama Attorney General’s Safe SchoolInitiative Award of Excellence for the sixth year in a row.

Weaknesses: As of April 2011, there have been a total of 3,442 office

referrals. This is an increase of 1,500 referrals from the previous year.

The referrals break down as follows: 9th grade- 1,337 10th grade- 829 11th grade- 649 12th grade- 626

The most common infractions are as follows: 1,236 referrals were coded as habitual offenders 895 referrals were coded as failure to follow schedules 499 referrals were coded as defiance/disrespect

The County’s Juvenile Probation office has been reduced to one probation officer.

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

The graduation rate increased to 77%, an increase of 1% over that of the previous year.

Weaknesses: The graduation rate is 23% below that of the State of Alabama

goal of 90% graduation rate. 7 students dropped out in grades 9-12.

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

Teacher turnover is low, with one new math teacher as well as one new English teacher who replaced a retiring teacher.

There are no first year teachers on the faculty.

Weaknesses: As of April 2011, teacher absences are at 354.5 days. This does

not include professional development days.


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

Low student transfer rate of less than 2% (17 students transferred.)

Weaknesses: The overall ADA is 89.29%. Lowest attendance is among the 12th graders.

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

The School used a survey to gather the opinions of students, teachers, parents, and community members about the quality of education at the school. The surveys reveal the three most favorable and three least favorable responses.

According to a Parent Survey, the majority of the parents completed high school and received additional education and/or training. Thirty-nine percent of the parents who responded to a survey indicated they received a high school diploma or GED, 9% received vocational or technical school training, 26 % received some college education, 17 % received a bachelor’s degree or above, and 9% did not complete high school.

According to the survey of the parents, 53% who responded said their students live in a two-parent family home, 38% live with one parent, 8% live with a relative other than a parent (grandmother, aunt, brother, sister, etc.), and 1% live with a legal guardian other than a parent or relative.

The survey ranked the following as most favorable: students have access to a variety of resources; the school provides students and teachers with a safe environment; the school is preparing students to become productive citizens.

Weaknesses: According to the parent survey, the following was ranked least

favorable: science and computer labs are adequate, and the school does not receive enough funding for its programs.

SCHOOL CULTURE-RELATED DATASchool Perception Information related to student PRIDE data.Strengths:

79.8% of students responded that this year at school, they have never been threatened or forced to do things that they

Weaknesses: The May 2010 Pride Survey results indicate 44% of students

seldom or never feel safe in school bathrooms or on the buses.


did not want to do. 75.9% report that school work is very or quite important. 71.8% report often or a lot trying to do their best in school.

27.8% report hate being in school a lot. 24.6% report that they never enjoy being in school.

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

The county provides assisted technology called Rosetta Stone for English Learners and TransAct, which translates forms into a variety of languages.

Weaknesses: No professional development is offered in teaching ELL

students. The County does not have an EL Specialist.

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

There are no noted strengths. Weaknesses:

There is no EL Specialist or EL teacher in the district.

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

All core subjects follow a county-wide pacing guide correlated with AHSGE standards.

Each month a specific reading strategy is implemented in all classrooms throughout the school.

Teachers are required to post their reading strategy in a NING online network. Extended- hours tutoring is offered in all core areas. Free transportation home is offered for students attending

after school AHSGE tutoring.

Weaknesses: Few students who have failed sections of the AHSGE attend

extended-hours tutoring. There is limited time for reading coach to work with teachers on

planning, modeling, and implementation.

Other School Culture-Related Data.Strengths:

The school has continued to encourage students and parents to participate in the school’s PTA.

Weaknesses: The school has had a severe decrease in the vocational/career

tech department and electives offered.


The following is a list of student awards and achievements: Journalism was awarded first place layout, design and photography at Troy University

The Band was awarded superior ratings at two separate band competitions

A Choral student was awarded Alabama’s Most Outstanding Male Choral Student

The Art students were awarded 2nd and 3rd place ribbons in the Alabama State Council on the Arts Visual Arts Achievement Program.

In 1990, there were 19 teachers in the career tech program. By 2011, the department has been cut to 5 teachers and 2 school counselors.

In 1990, there were 31 electives offered. In 2011, there are 18 elective offered. The teen pregnancy rate is at 4.6%


GOAL TO ADDRESS ACADEMIC NEEDSPART II - All components to support improving academic achievement, including school culture considerations, should be related to the weaknesses identified in the data summary.

Continuous Improvement Goal (Should address identified weaknesses and gaps in achievement): To increase the percent of students scoring proficiency Levels III and IV by 22% in reading on the AHSGE to 92% To increase the percent of students scoring proficiency Levels III and IV by 10% in math on the AHSGE to 86% To increase the percent of students scoring proficient Levels III and IV by 8% in biology on the AHSGE to 90% To increase the percent of students scoring proficiency Levels III and IV by 42% in social studies on the AHSGE to 90% To increase the percent of students scoring proficiency Levels III and IV by 28% in language on the AHSGE to 90%

Data results on which goal(s) is (are) based: Reading:73.08% special education juniors in Levels I & II; 37.74% black juniors in Levels I & II, 36.89% free/reduced lunch students in Levels I & II

Math:28% free/reduced lunch juniors in Levels I & II, 29.36% black juniors in Levels I & II, 65.52% special education juniors in Levels I & II

Science:23% of poverty juniors, 25% of black juniors, 50% of special education juniors, and 35% of reduced lunch seniors were not proficient

Social Studies:52%of juniors, 65% of black juniors, and 61% of poverty students scored Levels I & II

Language:46% of male students, 45% of black students, 46% of poverty students, and 78% of special education students in the junior class scored Levels I & II

Target Grade-Levels: Target Student Subgroups:9-12 Free/reduced; black; and special educationTarget AHSGE Areas: Target Content Areas:

Reading Mathematics Science Social Studies Language

Reading Mathematics Science Other

Additional Academic Indicators


COURSE OF STUDY REFORM STRATEGIES

BENCHMARKS INTERVENTIONS RESOURCES

Which course of study standards, AHSGE

standards/objectives, eligible content, or

WIDA standards are linked to each strategy?

WHAT RESEARCH-BASED

STRATEGIES/ACTION WILL BE USED TO

IMPROVE STUDENT ACADEMIC

PERFORMANCE?

HOW WILL PROGRESS FOR EACH

ACTION STEP BE MEASURED?

HOW WILL THE SCHOOL PROVIDE

TIMELY ASSISTANCE IF STRATEGIES DO

NOT CHANGE PERFORMANCE?

WHAT RESOURCES AND SPECIFIC

EXPENDITURES WILL BE NEEEDED FOR

SUCESSFUL IMPLEMENTATION?

All AHSGE Standards in Reading

STRATEGY: All teachers will provide reading instruction through use of specific reading strategies throughout the year.

1. All reading teachers will receive class rolls of students placed in reading classes.2. Students will demonstrate 70% mastery of AHSGE standards as measured by Compass.3. Overall 5% increase in reading levels on STAR reports, Degrees of Reading Power Data, and Accelerated Reader percentages.

The various instructional strategies will be employed: daily bell ringer activities; before, during and after reading strategies; RTI Strategies for Tier II and Tier III students; collaboration with special education case workers to serve students with special accommodations; AHSGE after school tutoring 4 days per week for two weeks prior to each test administration.

1. Language! resources2. Funds for extended hours tutors3. Classroom set of books; media center books4. Textbooks5. AHSGE Reading practice workbooks6. Instructional Materials7. Headphones for COMPASS8. Successful Reader9. Funding for substitute teachers on PD days10. USA Test Prep11. Provide time for collaboration between core and special education teacher12. STAR Reading13. Ren Place reading quizzes and literacy quizzes14. Purchase teacher

ACTION STEPS: 1. Reading Coach will identify 9th grade students who need to be placed in reading remediation classes based on the 9th grade SAT 10 data.2. AHSGE Reading Remediation Classes will be taught for 11th and 12th grade.3. Utilize Compass Odyssey for formative assessment and creating individualized learning paths for non-mastered skills.4. 11th and 12th grade remediation students will


engage in activities focusing on individualized non-mastery skills. 5. All teachers will incorporate reading strategies in content areas with emphasis on summarizing and drawing conclusions.6. Monthly classroom observations will be done by administrators and the reading coach to monitor implementation.

notebooks to be used for collecting documentation of lesson plans, reading strategies/activities, and student work samples15. Copies of DRP assessments and Scantron forms16. Salary for a School Improvement Specialist

All Reading Addendum STRATEGY: Implement GHS Reading Initiative

1. 100% of teachers’ lesson plans reflect evidence of use of specific reading strategies.2. Data meetings to examine student work assessments and to employ reading interventions, review of lesson plans, review of student work samples, monthly submission of work samples reflecting implementation of the GHS Reading initiative.3. Student AR Reports from book readings.4. Review of lesson plans and routine classroom observations.

1. RTI Strategies for Tier II and Tier III students.2. Collaboration with special education case workers to serve students with special accommodations.3. AHSGE after school tutoring 4 days per week for 2 weeks prior to each test administration

1. STAR Reading2. Ren Place reading quizzes and literacy quizzes3. Purchase teacher notebooks to be used for collecting documentation of lesson plans, reading strategies/activities, and student work samples4. Copies of DRP assessments and Scantron forms5. Funding for teacher subs during PD days to analyze data6. Professional development in the area of reading7. Salary for a Reading Coach

ACTION STEP:1. On a daily basis, all teachers will incorporate reading strategies across the curriculum through a number of strategies.2. Increase proficiency in reading comprehension by requiring students to meet AR points.3. All teachers will use cooperative learning groups to increase student engagement and reading comprehension.4. All teachers will utilize higher order questions to increase reading comprehension.


5. All teachers will utilize strategies to ensure that students have equitable opportunities to respond during instruction.

Longitudinal data indicates the highest percentage of non-mastery in the following math standards: VI-1 (translate: verbal/symbolic), VI-4 (graph: linear equations), VII-4 (apply properties of geometric figures), II-2 (solve quadratic equations)

STRATEGY:Pace, monitor, and incrementally assess instruction of all math objectives tested on AHSGE.

1. Midterm progress reports each nine weeks and Posttests made by teacher/department every 9 weeks2. Graduation exam results based on the four testing dates during the school year.3. Teacher lesson plans4. STAR Math results5. Professional development days to analyze data and examine student work assessments and employ math interventions.6. Decrease in the number of failures each nine weeks by 5%.7. Demonstrate improvement in scores from beginning to end of year testing in TransMath course.

1. Collaborative teaching in small groups incorporating peer teaching and tutoring during class.2. Remediation through after school tutorials in preparation for the AHSGE.3. Monthly departmental meetings to address progress in the classroom.4. COMPASS learning5. Peer tutoring6. USA Test Prep7. Use of RTI interventions

1. Alabama Course of Study2. Item Specifications for AHSGE3. Workbooks for Math in addition to adopted text’s workbooks and AHSGE review books4. Math manipulative5. Imbedded professional development6. Headsets for COMPASS7. USA Test Prep8. Salary for a School Improvement Specialist

ACTION STEP:1. All teachers will provide targeted assistance to all students who have not passed the math portion by working with small groups during class.2. Use manipulative to teach abstract concepts.3. Use technology for instruction including a document camera and projector, classroom performance system, and interactive slates.4. Teachers will employ modeling on a daily basis.5. Math teachers will allow students to use technology to practice solving problems.6. TransMath teacher will implement Transmath


curriculum to target students.

All AHSGE Biology Standards

STRATEGY: Implement explicit, intensive instruction in every science class

1. Common Assessments2. Bell ringers will be reviewed for correct comprehension and re-taught if needed3. USA test prep data and ACCESS data will be printed and used to check for student comprehension4. Science in Motion labs will be used and lab reports will be turned in to check for student understanding5. Hands on activities6. Graduation Exam results

1. Collaborative teachers will work with small groups of students.2. Online remediation tools will be used at break, home, and in library3. Tutoring after school4. Students who perform at less than 60% on any assessment will be referred to RTI

1. Computer software2. Computers3. Internet4. Models5. Lab equipment6. Media center7. Science in Motion8. Classroom performance systems9. Pacing guides10. USA Test prep11. ACCESS

ACTION STEP:1. On a daily basis all science teachers will use bell ringers to review AHSGE vocabulary in the area of biology.2. All teachers will use USA test prep and/or ACCESS to review AHSGE standards with students3. All teachers will use concept maps/graphic organizers to help students relate specific dependent and independent factors together.

All Social Studies Course of Study objectives

STRATEGY:AHSGE objectives will be specifically targeted through the use of various instructional strategies.

1. Mid-term progress report and report cards.2. Results for senior students will be available following each administration of the AHSGE

1. Cooperative learning groups2. Peer tutoring3. Small group activities4. AHSGE remediation held after school5. Monthly departmental meetings to address progress in the classroom6. Use RTI

1. Hollandays Alabama Social Studies flashcards2. Hollandays Question of the Day3. Professional development funds for release time to hold departmental meetings

ACTION STEP:All social studies teachers will employ various instructional strategies to meet the needs of students with varying learning


styles daily. Examples include: essential content vocabulary instruction, test vocabulary instruction, pre-teaching activities, projects, note taking and summarizing activities, writing in the content area, developing critical thinking skills, and instruction on understanding standardized test directions

All Social Studies Course of Study objectives

STRATEGY:Extended learning opportunities are given to all students to prepare for AHSGE

1.Five percent increase in passage rate in all categories with each administration of the benchmark assessments2. Demonstrate 75% proficiency in AHSGE scores for 11th graders and 90% proficiency for 12th graders by the end of March testing.

1.Use COMPASS2. Use of ACCESS3. Use of USA test prep4. Use of Novel Stars5. Use of CPS

1. USA Testprep2. COMPASS3. Funds for tutors4. Novel Stars

ACTION STEP:Two weeks prior to each administration of AHSGE , all students will have access to after school tutoring by selected teachers.

All Language Course of Study standards

STRATEGY: To improve students’ grammar and writing skills

1. Assessment every 9 weeks2. Data meetings

Employ various instructional strategies such as individualized instruction, RTI strategies for individual students, re-teaching/remediation, AHSGE Remediation classes during school hours, and AHSGE

1.Item Specifications2. Laptops3. AHSGE Remediation books4. AHSGE score sheets for individual students5. COMPASS6. USA Test Prep

ACTION STEP:1. All language teachers will employ content area writing with a focus on language/grammar skills daily.


2. All language teachers will employ modeling on a daily basis.3. All language teachers will provide opportunities for cooperative groups.

Remediation held after school.

GOAL TO ADDRESS ANNUAL MEASURABLE ACHIEVEMENT OBJECTIVES AND ENGLISH PROFICIENCY NEEDSPART III - Refer to the ELL Data Compilation as part of the needs assessment in forming goals. If any ELL student did not make AMAOs complete this page.

English Proficiency Goal (Should address identified weaknesses and gaps):

100% of ELL juniors will score Level III or IV on AHSGE

Data results on which goal(s) is (are) based: 100% of ELL juniors scored Levels I & II in reading on the AHSGE

Target Grade-Levels:9-12Target ELP Language Domain(s):

Reading Writing Listening Speaking Comprehension OtherAdditional Academic Indicators


COURSE OF STUDY REFORM STRATEGIES

BENCHMARKS INTERVENTIONS RESOURCES

WHICH COURSE OF STUDY STANDARDS,

AHSGE STANDARDS/OBJECTIVES, ELIGIBLE CONTENT, OR WIDA STANDARDS ARE

LINKED TO EACH STRATEGY?

WHAT RESEARCH-BASED

STRATEGIES/ACTION WILL BE USED TO

IMPROVE STUDENT ACADEMIC

PERFORMANCE?

HOW WILL PROGRESS FOR

EACH ACTION STEP BE MEASURED?


TIMELY ASSISTANCE IF

STRATEGIES DO NOT CHANGE

PERFORMANCE?


EXPENDITURES WILL BE NEEEDED

FOR SUCESSFUL IMPLEMENTATION?

Standard 2: ELL students communication information ideas and concepts necessary for academic success in the

content area of Language Arts

STRATEGY:To improve ELL students’ academic language

1. AHSGE data2. ACCESS data3. Progress reports and report card data each 9 weeks4. Copies of ELL student schedules5. Language! unit content mastery and end of the year Summative Assessment Data

1. After school assistance2. Increase frequency of small group instruction3. Enroll in remediation classes4. Allow ELL students on a daily basis to respond to questions in their native language and then translate their answers to English.5. Provide small group instruction to ELL students on a weekly basis.

1. Rosetta Stone for English Language Learners2. After School Tutoring3. School Improvement Specialist to provide teaching strategies4. Professional development

ACTION STEP:1. All teachers will do the following: Provide ELL students with a cooperative group and incorporate graphic organizers to introduce complex ideas.2. Each semester the Guidance Department will schedule ELL students in an inclusive setting for English.3. Offer Language! instruction to students to increase proficiency of decoding, morphology, vocabulary, grammar, speaking and writing.


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

CULTURE REFORM STRATEGIES BENCHMARKS INTERVENTIONS RESOURCESWHAT CHALLENGES

RELATED TO SCHOOL, SAFETY, CLASSROOM

MANAGEMENT/DISCIPLINE, AND SUPPORTIVE

LEARNING ENVIRONMENTS HAVE BEEN IDENTIFIED

THROUGH THE REVIEW OF SCHOOL DEMOGRAPHIC,

PERCEPTION, AND PROCESS DATA?

WHAT RESEARCH-BASED

STRATEGIES/ACTIONS WILL BE USED

TO IMPROVE CULTURAL BARRIERS IMPACTING STUDENT

ACADEMIC PERFORMANCE?

(Give specific strategies, not just programs

or program names.)

HOW WILL PROGRESS FOR EACH ACTION

STEP BE MEASURED?

(PERFORMANCE DATA, LISTS,

SURVEYS, ETC.)


TIMELY ADJUSTMENT IF STRATEGIES DO

NOT CHANGE PERFORMANCE?


EXPENDITURES WILL BE NEEDED FOR SUCCESSFUL

IMPLEMENTATION?(Ex: Teacher

Incentives,Title II $.....00, Supplies for

Mentors/Mentees, etc)

Potential drop-outs STRATEGY:Increase student graduation rate

1.Increase graduation rate/decreased drop-out rate2. Increase in daily attendance3. Increase in student participation in after school tutoring and credit recovery programs4. Medical care by school nurse.

1. Extended learning time (summer school and after school tutoring)2. Counseling3. Mentoring4. Home visits by Dropout Prevention Assistance5. Parent Communication6. Second Chance Program

1. Incentives2. Employ a Graduation Team3. Credit Recovery Implementation4. Professional Development for building relationships with students5. Purchase supplies for communicating with parents6. Incorporate High Schools that Works7. GTS

ACTION STEP:1. Build a supportive learning environment for all students.2. Faculty and staff will provide additional academic and behavior support for at-risk students as needed3. Increase parent and community support for potential drop outs 4. Identify, counsel, and


support potential dropouts.5. Develop and implement a Comprehensive Support Services Model6. Utilize Alabama High School Tracking System

High number of office referrals STRATEGY: Decrease the number of office referrals by 30% at the end of the school year.

1.Number of office referrals in STI each 9 weeks2. Number of repeat offenders3. Comments from students and parents

1. Parent Communication2. Student Communication3. Counseling4. Mentoring

1. Employ a Graduation Team2.Purchase and implement a program to teach anger management4. Provide parenting classes/sessions5. Implement a Mentoring Program

ACTION STEP:1. Employ a Dean of Students who will handle discipline problems, work with parents and students, and teach anger management classes. 2. Employ a School Psychologist/Counselor who will build relationships with the students and provide intensive counseling to address the needs.

Lack of Career Tech Classes STRATEGY:Increase the number of Career Tech Classes to improve the school culture

1.Student Surveys2. Number of students enrolled in career tech classes3. Number of career tech classes offered

1. Offer different career tech classes2. Provide professional development and job shadowing opportunities

1. Employ Career Tech teachers2. Purchase Career Tech equipment, supplies, and materials3. Provide professional development to the Career Tech teachers

ACTION STEP:1.Survey students to identify their interest in tech classes2. Increase the number of career tech classes offered each year.


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