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ACIP

Stanhope Elmore High School

Elmore County Board of Education

Dr. Jamey McGowin, Principal

4300 Main Street Millbrook, AL 36054

Document Generated On November 10, 2015

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

Student Performance Diagnostic

Introduction 12 Student Performance Data 13 Evaluative Criteria and Rubrics 14 Areas of Notable Achievement 15 Areas in Need of Improvement 16 Report Summary 17

ACIP Assurances

Introduction 19 ACIP Assurances 20

Plan for ACIP-2015-16

Overview 23 Goals Summary 24

Goal 1: All science students will master ALCOS Content Standards integrated with CCRS literacy standards. 25

Goal 2: All ELL students will score a level of profiency on the ACCESS 27

Goal 3: All students at Stanhope Elmore HIgh School will demonstrate growth in mastery of CCRS standards (14-15)

and ACT (15-16) in math 28

Goal 4: All students at Stanhope Elmore HIgh School will demonstrate growth in mastery of CCRS standards(14-15)

and ACT Aspire standards (15-16) in reading 29

Goal 5: The faculty and staff at Stanhope Elmore High School will move instruction from a teacher-centered focus to a

student-centered focus. (Advanc-ed surveys indicate 64% for parents, 72% for staff and 58% for students.) 30

Activity Summary by Funding Source 32

Stakeholder Feedback Diagnostic

Introduction 37 Stakeholder Feedback Data 38 Evaluative Criteria and Rubrics 39 Areas of Notable Achievement 40 Areas in Need of Improvement 41 Report Summary 42

Coordination of Resources - Comprehensive Budget

Introduction 44 I. State Foundation Funds: 45

Title I 46 Title II 47 Title III 48 Title IV 49 Title VI 50 Career and Technical Education-Perkins IV 51 Other 52 Local Funds 53

Executive Summary

ACIPStanhope Elmore High School

SY 2015-2016 Page 1© 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

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

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

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

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

learning.

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

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

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

provides teaching and learning on a day to day basis.



Description of the School

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

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

with the community/communities the school serves? Stanhope Elmore High School, located in the city limits of Millbrook, Alabama, is named after Stanhope E. Elmore, former Alabama

Secretary of State, whose life was so dedicated to the welfare and education of children that his own children donated the land on which the

school is situated. Secretary Elmore was a civic-minded public servant, and the school, which has served the Millbrook area since 1965, is

an appropriate namesake for the man.

The school, comprised of attractive, architecturally similar buildings bordered by a swath of trees and shrubs that give the calming impression

of a rural location, is located one block off Millbrook's main street, in the midst of a neighborhood of single-family residences, with well-kept

lawns and tree-lined sidewalks. Students may be seen walking from home to school and back again each day, though many students ride the

county school buses. Those students driving cars to school park in capacious, well-patrolled parking lots. Because the school is laid out in

adjacent but separate, self-contained buildings, with core subject areas being taught in each building, the campus has the feel of a small,

community college.

Millbrook was once a bedroom community for the state's capital, Montgomery, only minutes away via interstate. Today, Millbrook holds its

own as a viable, self-sufficient city, with businesses, restaurants, and shopping centers anchored by big superstores, as well as doctors' and

dentists' offices. No longer do Millbrook citizens need to travel to Montgomery or to Prattville to find what they need for their lives. Many

SEHS students find part-time employment during the school year within the city limits. Local business leaders and professionals participate in

the life of the school in diverse ways, from offering jobs through DECA to sponsoring educational opportunities to contributing to the day-to-

day, program needs of teams or clubs.

The faculty consists of 66 certified teachers/administrators and 24 non-certified support staff. It currently has five main buildings for

classrooms, a modern media center, an agriscience shop, a distance learning room, a new gymnasium, and a combination facility containing

an older, smaller gymnasium, a cafeteria, a newly renovated band room, and a room for percussionists. The current student enrollment is

1,107, 541 males and 566 females. Our student population consists of 478 free lunch and 96 reduced lunch students. Students can choose

between a standard or advanced diploma. The daily schedule, however, allows for flexibility to accommodate the career goals of all students.

The Elmore County Technical Center in Wetumpka permits SEHS students to spend two-period blocks of time participating in the coursework

offered there.

Since 2007, SEHS has had four administrators and two guidance counselors. The school offers AP programs in history, English, science,

music theory, and mathematics and preAP programs in the same areas. SEHS also participates in the statewide ACCESS distance learning

program. SEHS serves as the central high school for three "feeder" schools. Guidance counselors from all four schools coordinate long-

range objectives for students to ensure continuity of academic programs and to monitor student success. SEHS is also served by

professional educators, curriculum supervisors, and consultants employed by Elmore County to assist at all schools.



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. Students, administration, faculty, and staff at SEHS work together to achieve the school's mission of providing a quality, comprehensive

education for all students in a safe environment in order to prepare students to function successfully in the future as productive, well-rounded

citizens. In addition, the long-range vision of Stanhope Elmore High School is to prepare students to be responsible citizens in an ever-

changing world.



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. Social and academic clubs at Stanhope Elmore High School include Mu Alpha Theta, Spanish Club, Robotics Team, National Honor Society,

and Beta Club. The school provides creative and intellectual challenges such as the Book Club, sponsored by the Media Center, as well as

many career-oriented clubs, like the FFA, DECA, and FCCLA. Community outreach programs abound: Key Club, Junior Civitan, Student

Government Association, Diamond Dolls, and a Bridge Builders program. SEHS faculty provide leadership as sponsors of these clubs. In the

summer of 2014 and 2015, the SEHS Junior Civitan was recognized as an Honor Council of Distinction by Junior Civitan International.

Stanhope Elmore also offers numerous Advanced Placement courses with many students achieving the necessary required scores. One of

our teachers, Karen Naquin, has regularly been noted for having over fifty percent of her students achieve required scores for college

placement.

SEHS offers a variety of elective courses, including art, drama, speech, psychology, agriscience, band, chorus, art appreciation, Junior

Reserve Officer Training, family dynamics, marketing, entrepreneurship, and cooperative education. Students are encouraged to participate

in the numerous extra-curricular activities to advance their interests and skills.

We also provide Career Tech Education (CTE) courses at the school and county level. Students at SEHS are offered a variety of CTE

courses both on campus and through the Elmore County Technical Center. Courses such as business tech education, finance, agriscience,

JROTC, drafting/CAD and hospitality/tourism.

Since the previous accreditation reports, Millbrook experimented with the block schedule but chose to return to the seven-period school day.

Dr. Jamey McGowin is in his seventh year as principal and has provided stability to the school after several years of short-termed

administrations.

Each year, students from around the world arrive at SEHS as part of cultural-educational exchange programs. These students live with

American host families and attend classes with SEHS students, making friends and enjoying clubs and activities. In the past few years,

exchange students attending SEHS have come from Germany, France, Korea, China, and Japan.



Additional Information

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

sections. TECHNOLOGY IMPROVEMENTS/ADVANCEMENTS

Elmore County Public Schools' Pathways 2 Digital Learning (P2DL) initiative is the foundation on which future ventures and Educational

Technology initiatives will be built. Phase I of this initiative involved an increase in internet bandwidth, upgrades to network and wireless

infrastructure, and the comprehensive replacement of all staff and student workstations and laptops. Approximately 2200 workstations and

1100 laptops were installed during Phase I of the P2DL Initiative. Since the onset of the project, the District's goal has been to get all users

on an identical, current operating system and to equitably distribute technology resources amongst all of its sites and stakeholders. Offices

and classrooms within the district were outfitted with new 10/100 Mbps and 1 Gbps switches at the edge. The new switches will allow for

more throughput, easier management, and increased reliability. To complement the more robust Local Area Networks (LANs) the district

entirely overhauled its aging wireless infrastructure. The new equipment was engineered and positioned in such a way that a BYOD/1:1

initiative would not only be supported, but would also be allowed to flourish. Elmore County Public Schools believes technology integration in

learning is a priority; the increase in bandwidth and upgraded infrastructure paired with rigorous professional development and "blended

learning" strategies can help to enhance student achievement and retention as well as change the very notion of learning itself.

The Stanhope Elmore High School Technology Committee consists of members of our school's technology professional learning community

(PLC). These members are representative of various departments and grade levels.

Shay Atchison-technology coordinator/media specialist

Tony Nelson-social studies

Mary Westbrook-electives

Tara Baker- career technology

James Chambers- JROTC

Wes Whitaker- JROTC

Gena Jacobs- social studies

Kashundra Davis- English

Wes Dunsieth- social studies

Cathy Weeks- special needs



Improvement Plan Stakeholder Involvement



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

and then transferred into the sections below.



Improvement Planning Process

Improvement Planning Process

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

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

them. The process to engage a variety of stakeholders in the development of the Stanhope Elmore High School (SEHS) Continuous Improvement

Plan is one that requires advanced preparation and planning. It is important that teachers from all subject areas and grade levels are

included. It is also necessary that teachers with various backgrounds and with varied years of experience are included in the process in order

to develop and implement a plan that meets the educational, social and emotional needs of the entire student population of SEHS. The

inclusion of community members, parents, and students is also important so that all aspects of the students' needs are considered when

developing the plan. The Continuous Improvement Plan must be thorough, beneficial to student growth, and still be realistic; therefore; input

from a variety of people with various background and experiences is necessary. The entire staff of SEHS plays a role in the development,

amending, and implementation of the plan while members of the Building Leadership Team and CIP Committees work to finalize the

document and manage the necessary changes during the school year. The plan is revisited by the SEHS staff and any possible deletions

and revisions for the upcoming year are discussed and preparations are made for the next year. Describe the representations from stakeholder groups that participated in the development of the improvement plan and their

responsibilities in this process. There are a variety of stakeholders involved in the development of the Continuous Improvement Plan at Stanhope Elmore High School to

insure that there is appropriate representation of all students for which the CIP is developed. In addition to the professional staff of SEHS,

members of the community, parents and students play an important role in the planning, writing and implementation of the CIP. Community

members, who have relationships with the school as family members, employers, or former students are vital to the CIP because they offer

insight as former students, giving details regarding the strengths and weaknesses that are historically part of the SEHS family. They are also

able to offer suggestions as business owners/local employers. They are able to share the needs they have for student workers and can offer

words on encouragement and suggestions for improving areas of the school that will better prepare students to be ready for current and

future employment.

Parents and students are also a valuable resource when developing and implementing the Continuous Improvement Plan. Both parents and

students are able to provide feedback from the home perspective regarding out of class studying, extracurricular involvement, communication

to and from teachers, and parental involvement at school. They are also able to review working drafts of the CIP to be sure it is easy to

understand and implement. Considering parents and students when writing and developing any documents for school use is invaluable to

insure that all aspects of the educational process are addressed.

Explain how the final improvement plan was communicated to all stakeholders, and the method and frequency in which

stakeholders receive information on its progress. Stanhope Elmore High School's Continuous Improvement Plan is communicated to all stakeholders in a variety of ways. The CIP is available

at the school's website, www.mysehs.com. A hard copy is posted in the school's main office and is also available to view in the library media



center. Parents and community members were given information regarding SEHS at two Parent Nights, August 6, 2015 and September 9,

2015.



Student Performance Diagnostic



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

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

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

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

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

manner by the institution as it engages in improvement planning.



Student Performance Data

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

Data document offline and upload below?Yes SEHS PLAN Data

SEHS ACT



Evaluative Criteria and Rubrics

Overall Rating: 3.25

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

institution to determine students' performancesis sufficiently aligned so that valid inferencescan be reached regarding students' status withrespect to the entire set of curricular aimsregarded as high-priority, “must accomplish,”instructional targets. The documentationprovided in support of this alignment ispersuasive. All of the assessments used areaccompanied by evidence demonstrating thatthey satisfy accepted technical requirementssuch as validity, reliability, absence of bias, andinstructional sensitivity.

Level 4

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

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

Level 4

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

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

Level 3

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

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

Level 2



Areas of Notable Achievement

Which area(s) are above the expected levels of performance? ALL students group benchmarked on the English subtest with a 15.1 (PLAN). Describe the area(s) that show a positive trend in performance. The black subgroup showed improvements in the following areas

math increased from 14.3 to 14.4

reading increased from 14.5 to 14.7

science increased from 15.9 to 16.3

OVERALL increase from 14.6 to 14.8

Which area(s) indicate the overall highest performance? On the English subtest of the PLAN, white females, and white males all scored above Benchmark.

Which subgroup(s) show a trend toward increasing performance? The black subgroup scored higher in all subtests than they did on last year's PLAN. Between which subgroups is the achievement gap closing? The achievement gap is closing for black males in both English (up .4) and reading (up .4). The black female subgroup increased in math

(up.6). Which of the above reported findings are consistent with findings from other data sources? Science scores decreased on the PLAN which is consistent with science scores on the ACT and in AP testing.



Areas in Need of Improvement

Which area(s) are below the expected levels of performance? Based on 2014-15 PLAN, the students at SEHS scored an average composite of 16.04, a drop of .26. Hispanic students fell in all areas.

Composite 14.3 from 15.9

English 12.8 for 14.6

Science 16.1 from 17.1

Math 14.2 from 14.7

Reading 14.2 from 16.4 Describe the area(s) that show a negative trend in performance. 2014-15 PLAN results show that 52% of our students scored at benchmark on the reading subtest which is a 9% decrease from results of the

2013-14 reading subtest on PLAN.

No subgroups met benchmark or national average on the math or science subtests for the third consecutive year. Which area(s) indicate the overall lowest performance? On the 2014-15 PLAN, the overall lowest subtest was math, which had a score of 15.59, 3.41 points below benchmark. Which subgroup(s) show a trend toward decreasing performance? On the 2014-15 PLAN, the Hispanic subgroup showed an overall decrease in all subtests. Between which subgroups is the achievement gap becoming greater? According to the 2014-15 PLAN, black females' scores decreased by .2 points, from 14.4 to 14.4, and black males decreased from 14.2 to

13.7. Which of the above reported findings are consistent with findings from other data sources? Based on 5 year trends of SEHS students who have taken the ACT, all subtests have been an area of weakness as our students have not

met the state average in either subtest since 2009. Student scores on the PLAN also show a decrease in several subtests.



Report Summary

Scores By Section

Sections

1 2 3 4

Section Score

Evaluative Criteria and Rubrics 3.25



ACIP Assurances



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

meet each of the required ACIP Assurances.



ACIP Assurances

Label Assurance Response Comment Attachment1. The Instructional Leadership Team members

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

Yes sign in sheets, agenda/notes aremaintained on site and list isattached

SEHS LeadershipTeam

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

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

Yes See attached documents inquestion 1.

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

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

Yes Dr. Andre' HarrisonSuperintendent100 HH Robison DriveWetumpka, AL 36092

See attached documents inquestion 1.

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

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

Yes



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

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

No not available at the high schoollevel



Overview

Plan Name


Plan Description



Goals Summary

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

# Goal Name Goal Details Goal Type Total Funding1 All science students will master ALCOS Content

Standards integrated with CCRS literacy standards.Objectives:1Strategies:4Activities:16

Academic $0

2 All ELL students will score a level of profiency onthe ACCESS

Objectives:1Strategies:2Activities:3

Academic $3000

3 All students at Stanhope Elmore HIgh School willdemonstrate growth in mastery of CCRS standards(14-15) and ACT (15-16) in math


Academic $0

4 All students at Stanhope Elmore HIgh School willdemonstrate growth in mastery of CCRSstandards(14-15) and ACT Aspire standards (15-16) in reading


Academic $0

5 The faculty and staff at Stanhope Elmore HighSchool will move instruction from a teacher-centered focus to a student-centered focus.(Advanc-ed surveys indicate 64% for parents, 72%for staff and 58% for students.)


Organizational $107700



Goal 1: All science students will master ALCOS Content Standards integrated with CCRS literacy

standards.

Strategy 1: Identifying Similarities and Differences - The students will understand more complex problems by analyzing them in a simpler way Research Cited: Marzano's Nine Instructional Strategies and CCRS Literacy Standards

Strategy 2: Summarizing and Note-taking - The students will improve comprehension by analyzing important details and putting them in their own words. Research Cited: Marzano's Nine Essential Instructional Strategies and Alabama CCRS Literacy Standards

Measurable Objective 1:A total of 1068 All Students will demonstrate a proficiency indicating mastery of CCRS Literacy Standards based on the ALCOS content standards in Science by05/16/2014 as measured by profiency on the Quality Core end of course assessment.

Activity - Venn Diagrams/Charts Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Students will use Venn Diagrams or charts to compare and classify items DirectInstruction

08/19/2013 05/14/2014 $0 No FundingRequired

All scienceteachers

Activity - Engaging students Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

The students will compare, classify, and create metaphors and analogies DirectInstruction


All scienceteachers

Activity - Analyze relationships in text Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

The students will analyze the structure of the relationships among conceptsin a text, such as relationships among key terms

DirectInstruction


All scienceteachers

Activity - Compare and contrast findings Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

The students will compare and contrast findings presented in a text tothose presented in other sources, indicating when findings support orcontradict other accounts

DirectInstruction


All scienceteachers

Activity - Rules for Summarizing Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Provide rules for asking students to summarize a literacy selection, movie,section of textbooks, etc.

DirectInstruction


All scienceteachers



Strategy 3: Nonlinguistic Representation - The students will use nonlinguistic representation to stimulate and increase brain activity Research Cited: Marzano's Nine Essential Instructional Strategies and Alabama CCRS Literacy Standards

Activity - Outlining Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

The students will use an outline to take notes containing important details DirectInstruction


All scienceteachers

Activity - Cite evidence Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

The students will cite specific textual evidence to support the analysis ofscience and technical texts

DirectInstruction


All scienceteachers

Activity - Determine Central Idea Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

The students will determine ideas and conclusions of texts, trace theexplanation of a complex idea and summaries the text accurately

DirectInstruction


All Scienceteachers

Activity - Understand science texts Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

The students will understand science texts independently and proficiently DirectInstruction


All scienceteachers

Activity - Incorporating words and images Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Incorporating words and images using symbols to represent relationships DirectInstruction


All scienceteachers

Activity - Use physical models and movements Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

The students will use physical models and movements to representinformation

DirectInstruction


All scienceteachers

Activity - Determining meaning of symbols and terms Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

The students will learn meanings of symbols, key terms and domain-specific terms and phrases as used in grade specific context

DirectInstruction


All scienceteachers

Activity - Translate information into visual form Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

The students will translate technical information expressed in words intovisual form and translate information shared visually or mathematically intowords

DirectInstruction


All scienceteachers



Strategy 4: Use cues, questions, and organizers - The students will use cues, questions, and organizers to use what they already know to enhance what they are about to learn Research Cited: Marzano's Nine Essential Instructional Strategies and Alabama CCRS Literacy Standards

Goal 2: All ELL students will score a level of profiency on the ACCESS

Strategy 1: Acquiring English Language Skills - EL students will receive additional services as recommended by the EL committee as determined by the I-ELP. Services may

include, but are not limited to Daily Academic Vocabulary and Rosetta Stone. Research Cited: WIDA Standards

Activity - Pause for student responses Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

The teacher will pause after asking a question to allow students time toanswer

DirectInstruction


All scienceteachers

Activity - Use varied organizers Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

The teachers will use a varied style of advanced organizers to exposestudents to information before they "learn" it

DirectInstruction


All scienceteachers

Activity - Analyze author's purpose Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

The students will analyze the author's purpose in providing an explanation ,describing a procedure, or discussing an experiment in a text

DirectInstruction


All scienceteachers

Measurable Objective 1:50% of English Learners students will demonstrate a proficiency on the ACCESS for ELL in Practical Living by 05/20/2016 as measured by successful completion ofthe ACCESS for ELL.

Activity - Rosetta Stone Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Students will actively participate in Rosetta Stone on a weekly basis inorder to acquire EL skills to successfully adapt to the English language.

DirectInstruction

08/19/2013 05/14/2014 $3000 Title III ELLCoordinatorand selectedteachers

Activity - Training on WIDA Standards Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Teachers will receive training on the WIDA standards in order toappropriately address the individual academic needs of the EL students

ProfessionalLearning


ELcoordinator



Strategy 2: Teacher Training - Faculty will receive training from the local EL coordinator to increase knowledge and awareness of WIDA standards and to obtain skills to assist EL

students if applicable in the content area. Research Cited: WIDA standards

Goal 3: All students at Stanhope Elmore HIgh School will demonstrate growth in mastery of

CCRS standards (14-15) and ACT (15-16) in math

Strategy 1: Develop math skills - The students will develop appropriate math skills strategically. Research Cited: Development of process standards from National Council of Teachers of Mathematics and National Research Council

Activity - WIDA Training Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

EL coordinator will provide training to the faculty ProfessionalLearning


MelindaBrumbeloeand CO staffif needed

Measurable Objective 1:100% of All Students will demonstrate a proficiency in CCRS standards in Mathematics by 05/20/2016 as measured by achieving a 7.83% yearly increase on end ofcourse tests in Algebra I and a one point increase on the math subtest of the ACT.

Activity - Bell Ringers Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Teachers will use practice ACT questions as bell ringers. DirectInstruction


Mathdepartment

Activity - LTF Lessons Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Teachers will implement LTF (Laying the Foundation) lessons into theirclassroom instruction that will address the ACT/CCRS for MathematicalPractice.

DirectInstruction


Mathdepartment

Activity - Analyze Data Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Teachers will use pre- and post-test data(14-15) and ASPIRE InterimAssessment(15-16) to drive classroom instruction and providedifferentiated instruction.



Mathdepartment



Goal 4: All students at Stanhope Elmore HIgh School will demonstrate growth in mastery of

CCRS standards(14-15) and ACT Aspire standards (15-16) in reading

Strategy 1: Develop reading skills - The students will develop appropriate reading skills strategically. Research Cited: research of the CCRS and ACT Aspire standards

Measurable Objective 1:100% of All Students will demonstrate a proficiency in CCRS standards in Reading by 05/20/2016 as measured by achieving a 5.4% yearly increase on end ofcourse tests in English 10 and a one point increase on the reading subtest of the ACT.

Activity - ACT test bank Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

The students will complete ACT test bank question practice and willdiscuss and review upon completion.

DirectInstruction


Englishdepartmentand membersof science,history, andelectivesdepartmentwhen needed

Activity - small group instruction Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Group students by standards to focus on CCRS and ACT Aspire (15-16) inorder to focus on improving areas of weakness in a small group setting

DirectInstruction


Englishdepartmentand membersof thescience,history, andelectivesdepartmentswhen needed

Activity - LTF/ARI lessons Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible



Goal 5: The faculty and staff at Stanhope Elmore High School will move instruction from a

teacher-centered focus to a student-centered focus. (Advanc-ed surveys indicate 64% for

parents, 72% for staff and 58% for students.)

Strategy 1: Student-Centered Instruction - Teachers and administrators will incorporate a variety of activities to focus on student centered instruction Research Cited: Laying the Foundation, student centered instruction

The teachers will implement LTF(Laying the Foundation) lesson plans andARI strategies (15-16) to encourage and promote a deeper understandingof the text

DirectInstruction


Englishdepartmentand membersof thescience,history andelectivesdepartmentwhen needed.

Activity - Analyze Data Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Teachers will use pre-post test data (14-15) and ACT Aspire InterimAssessment data (15-16) to drive classroom instruction and providedifferentiated instruction.

AcademicSupportProgram


Englishdepartmentand membersof thescience,history, andelectivesdepartmentswhen needed

Measurable Objective 1:collaborate to move instructionfrom teacher-centered focus to student-centered by 05/20/2016 as measured by a 2% increase in parent, staff, and student surveyresults.

Activity - LTF Training Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

17 teachers at Stanhope Elmore High School received Laying theFoundation (LTF) training (2014-15)Additional (SEHS) teachers (Pose, Cooper, Cook) will recieve (LTF)training (2105-16)


06/02/2014 05/13/2016 $10200 Title II Part A 17 appointedprofessionalstaff (14-15)3 add'l (15-16)



Activity - Technology Refresh Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Elmore County Public Schools implemented a system wide computerrefresh for faculty, staff and students

Technology 06/02/2014 07/31/2014 $97500 General Fund countytechnologydepartmentand localtechnologycoordinators

Activity - Walk Throughs & Instructional Rounds Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Members of the Stanhope Elmore High School administrative team andfaculty will complete walk throughs and instructional rounds throughout theyear with a focus on student centered engagement



all teachersandadministrators



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

LTF/ARI lessons The teachers will implement LTF(Laying the Foundation)lesson plans and ARI strategies (15-16) to encourage andpromote a deeper understanding of the text

DirectInstruction

08/04/2014 05/13/2016 $0 Englishdepartmentand membersof thescience,history andelectivesdepartmentwhen needed.

Determine Central Idea The students will determine ideas and conclusions of texts,trace the explanation of a complex idea and summaries thetext accurately

DirectInstruction

08/19/2013 05/14/2014 $0 All Scienceteachers

Training on WIDA Standards Teachers will receive training on the WIDA standards inorder to appropriately address the individual academicneeds of the EL students


08/19/2013 05/14/2014 $0 ELcoordinator

Compare and contrastfindings

The students will compare and contrast findings presentedin a text to those presented in other sources, indicatingwhen findings support or contradict other accounts

DirectInstruction

08/19/2013 05/14/2014 $0 All scienceteachers

ACT test bank The students will complete ACT test bank question practiceand will discuss and review upon completion.

DirectInstruction

08/04/2014 05/13/2016 $0 Englishdepartmentand membersof science,history, andelectivesdepartmentwhen needed

Pause for student responses The teacher will pause after asking a question to allowstudents time to answer

DirectInstruction


Walk Throughs &Instructional Rounds

Members of the Stanhope Elmore High Schooladministrative team and faculty will complete walk throughsand instructional rounds throughout the year with a focus onstudent centered engagement


08/04/2014 05/13/2016 $0 all teachersandadministrators



small group instruction Group students by standards to focus on CCRS and ACTAspire (15-16) in order to focus on improving areas ofweakness in a small group setting

DirectInstruction

08/04/2014 05/13/2016 $0 Englishdepartmentand membersof thescience,history, andelectivesdepartmentswhen needed

Determining meaning ofsymbols and terms

The students will learn meanings of symbols, key terms anddomain-specific terms and phrases as used in gradespecific context

DirectInstruction


LTF Lessons Teachers will implement LTF (Laying the Foundation)lessons into their classroom instruction that will address theACT/CCRS for Mathematical Practice.

DirectInstruction

08/04/2014 05/13/2016 $0 Mathdepartment

Outlining The students will use an outline to take notes containingimportant details

DirectInstruction


Engaging students The students will compare, classify, and create metaphorsand analogies

DirectInstruction


Rules for Summarizing Provide rules for asking students to summarize a literacyselection, movie, section of textbooks, etc.

DirectInstruction


Translate information intovisual form

The students will translate technical information expressedin words into visual form and translate information sharedvisually or mathematically into words

DirectInstruction


WIDA Training EL coordinator will provide training to the faculty ProfessionalLearning

08/19/2013 05/14/2014 $0 MelindaBrumbeloeand CO staffif needed

Use varied organizers The teachers will use a varied style of advanced organizersto expose students to information before they "learn" it

DirectInstruction


Understand science texts The students will understand science texts independentlyand proficiently

DirectInstruction


Analyze Data Teachers will use pre- and post-test data(14-15) andASPIRE Interim Assessment(15-16) to drive classroominstruction and provide differentiated instruction.


08/04/2014 05/13/2016 $0 Mathdepartment

Analyze Data Teachers will use pre-post test data (14-15) and ACTAspire Interim Assessment data (15-16) to drive classroominstruction and provide differentiated instruction.

AcademicSupportProgram

08/04/2014 05/13/2016 $0 Englishdepartmentand membersof thescience,history, andelectivesdepartmentswhen needed

Analyze relationships in text The students will analyze the structure of the relationshipsamong concepts in a text, such as relationships among keyterms

DirectInstruction




Title II Part A

Title III

General Fund

Incorporating words andimages

Incorporating words and images using symbols to representrelationships

DirectInstruction


Analyze author's purpose The students will analyze the author's purpose in providingan explanation , describing a procedure, or discussing anexperiment in a text

DirectInstruction


Venn Diagrams/Charts Students will use Venn Diagrams or charts to compare andclassify items

DirectInstruction


Cite evidence The students will cite specific textual evidence to supportthe analysis of science and technical texts

DirectInstruction


Bell Ringers Teachers will use practice ACT questions as bell ringers. DirectInstruction

08/04/2014 05/13/2016 $0 Mathdepartment

Use physical models andmovements

The students will use physical models and movements torepresent information

DirectInstruction


Total $0


StaffResponsible

LTF Training 17 teachers at Stanhope Elmore High School receivedLaying the Foundation (LTF) training (2014-15)Additional (SEHS) teachers (Pose, Cooper, Cook) willrecieve (LTF) training (2105-16)


06/02/2014 05/13/2016 $10200 17 appointedprofessionalstaff (14-15)3 add'l (15-16)

Total $10200


StaffResponsible

Rosetta Stone Students will actively participate in Rosetta Stone on aweekly basis in order to acquire EL skills to successfullyadapt to the English language.

DirectInstruction

08/19/2013 05/14/2014 $3000 ELLCoordinatorand selectedteachers

Total $3000


StaffResponsible



Technology Refresh Elmore County Public Schools implemented a system widecomputer refresh for faculty, staff and students

Technology 06/02/2014 07/31/2014 $97500 countytechnologydepartmentand localtechnologycoordinators

Total $97500



Stakeholder Feedback Diagnostic



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

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

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

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

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

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



Stakeholder Feedback Data

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

Data document offline and upload below?Yes attached SEHS Stakeholder

FeedbackSEHS Results



Evaluative Criteria and Rubrics

Overall Rating: 2.5

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

used by the institution to receive stakeholderfeedback. The minimum response rate for eachpopulation was met (parent questionnaire:equal to or greater than 20%, studentquestionnaire(s): equal to or greater than 40%,staff questionnaire: equal to or greater than60%). Questionnaires were administered withreasonable fidelity to the administrativeprocedures appropriate for each assessment. Inmost instances, the stakeholders to whomthese questionnaires were administered mostlyrepresented the populations served by theinstitution. Appropriate accommodations wereprovided for most participants.

Level 3

Statement or Question Response Rating2. Stakeholder Feedback Results and Analysis One or more of the stakeholder questionnaires

had an average item value below 3.20 (on a 5.0scale). Results of stakeholder feedbackcollected by the institution were indifferentlyanalyzed and presented with little clarity.

Level 2



Areas of Notable Achievement

Which area(s) indicate the overall highest level of satisfaction or approval? Standard 2- According to survey results parent (increased from 3.1 to 3.21) and staff (increased from 3.73 to 3.98) have indicated by an

increase in survey scores that the leadership at SEHS promotes and supports student performance.

Standard 5- According to results, students (increased from 2.84 to 2.88) and staff (increased from 3.78 to 3.92) indicate that SEHS

implement comprehensive assessment system.

According to indicator 3.5, both parents (2.8 to 2.84) and teacher (3.59-3.64) indicate that teachers participate in learning communities in

order to improve instruction and student learning. Which area(s) show a trend toward increasing stakeholder satisfaction or approval? Indicator 2.5- Staff and parents both indicated that the SEHS leadership involves stakeholders in all decisions. Which of the above reported findings are consistent with findings from other stakeholder feedback sources? Stanhope Elmore High School does not have another data source with which to make a comparison. The lack of appropriate data is

indicative of a need for additional, appropriately aligned survey opportunities for our stakeholders.



Areas in Need of Improvement

Which area(s) indicate the overall lowest level of satisfaction or approval? According to results by students, staff and parents, indicator 3.8, SEHS does not adequately engage families in school functions. Which area(s) show a trend toward decreasing stakeholder satisfaction or approval? Standard 3- Teaching and Assessing- is the overall lowest area across all surveyed groups at SEHS. What are the implications for these stakeholder perceptions? Stanhope Elmore High School does not have another data source with which to make a comparison. The lack of appropriate data is

indicative of a need for additional, appropriately aligned survey opportunities for our stakeholders. Which of the above reported findings are consistent with findings from other stakeholder feedback sources? Stanhope Elmore High School does not have another data source with which to make a comparison. The lack of appropriate data is

indicative of a need for additional, appropriately aligned survey opportunities for our stakeholders.



Report Summary

Scores By Section

Sections

1 2 3 4

Section Score

Evaluative Criteria and Rubrics 2.5



Coordination of Resources - Comprehensive

Budget



Introduction List all federal, state, and local monies that the school uses to run its program.



I. State Foundation Funds:

FTE's Earned Units Placed Total Salaries

FTE Teacher Units 59.02 59.02 2,783,111.00

Administrator Units 1.00 1.00 90,268.00

Assistant Principal 2.00 2.00 129,538.00

Counselor 2.50 2.50 146,252.00

Librarian 2.00 2.00 105,112.00

Career and Technical Education Administrator 0.00 0.00 0.00

Career and Technical Education Counselor 0.00 0.00 0.00

Technology 0.00 0.00 4,243.00

Professional Development 0.00 0.00 4,243.00

State ELL Funds 0.00 0.00 0.00

Instructional Supplies 0.00 0.00 24,864.00

Library Enhancement 0.00 0.00 1,414.00

Totals 3,289,045.00



Title I

Provide a brief explanation and breakdown of expenses. NA

Provide a brief explanation and a breakdown of expenses. NA

Label Question Value1. Improving the Academic Achievement of the Disadvantaged

Provide the total.0.0

Label Question Value1. ARRA Funds




Title II

Provide a brief explanation and a breakdown of expenses. Professional Developoment

Label Question Value1. Professional Development Activites




Title III

Provide a brief explanation and a breakdown of expenses. Funds are distributed from the district level

Label Question Value1. For English Language Learners




Title IV


Label Question Value1. Safe and Drug-Free Schools




Title VI


Label Question Value1. For Rural and Low-income Schools




Career and Technical Education-Perkins IV

Provide a brief explanation and breakdown of expenses. Professional Development Activities

Provide a brief explanation and breakdown of expenses. NA

Label Question Value1. Basic Grant (Title I)

Provide total.132427.0

Label Question Value1. Tech Prep (Title II)




Other


Label Question Value1. 21st Century, Learn and Serve, Even Start, School Improvement

GrantProvide the total.

0.0



Local Funds

Provide a brief explanation and breakdown of expenses NA

Label Question Value1. Provide the total 0.0



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