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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).The Title I School Improvement Committee met and reviewed the plan from the previous school year. Each item was carefully analyzed to determine its effectiveness and whether or not the practice or strategy should be continued. A draft was completed and submitted to the Central Office for review. At the time of our initial meeting, our data was not yet available. When the AYP data became available, the staff had several workshops to evaluate the data and to revise the plan. In October 2009, Math and Language Arts teachers met to review the strategies for improving reading and math. More revisions were made at this time. A revised draft was developed and submitted to the entire faculty for approval.

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:It is our goal to recruit Highly Qualified Teachers. We review transcripts and verify certifications. Currently, all of our teachers are Highly Qualified.

Weaknesses:

School Administrator and Special Services EvaluationStrengths: Weaknesses:

Educate Alabama – Teacher EvaluationStrengths:4.0 Classroom Management

Weaknesses:Preparation for instruction

School Technology PlanStrengths: Weaknesses:

Career and Technical Education Program Improvement PlanStrengths: Weaknesses:


NA NA

Other Education Plans (e.g. Alabama Alternate Assessment)Strengths:Four out of six students scored at level 3 or above in reading and math.

Weaknesses:One student scored at level 2 in science.Two students scored at levels 2 or below in math.Five students scored at levels 2 or below in reading.


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

Weaknesses:NA

Alabama Reading and Mathematics Test (ARMT)Strengths:Sixth and eighth grades met or exceeded the AMO proficiency level in math.Eighth grade met or exceeded the AMO proficiency level in reading.

Weaknesses:In reading: The proficiency index for all students decreased by 5.47. Special Education dropped by 6.49.The proficiency index for Free/Reduced students decreased from 7.69 to 4.12.The proficiency index for black students decreased from 10.01 to 4.65.Only 63.64% of fifth graders, 74% of sixth graders, and 68.89% of seventh graders scored at levels 3 & 4.In Math: Special education students dropped from -6.84 to -12.18.Only 53.41% of fifth graders and 64.77% of seventh graders scored at levels 3 & 4.Proficiency index for all students decreased from 18.95% - 12.8%.Proficiency index for black students decreased from 18.86% - 13.04%.Proficiency index for free/reduce lunch decreased from 17.42% - 11.85%.

Alabama Science Assessment (ASA)Strengths:57% of 5th Graders scored at levels 3 or 4.

Weaknesses:43% scored at levels 1 and 2.69% of seventh graders scored at levels 1 and 2.

Stanford 10Strengths:In Reading: The sixth grade increased from 33% - 40% in total reading. The eighth grade increased from 34% - 40% in total reading.In Math: The sixth grade increased from 30% - 37% in total math.The eighth grade increased from 37% - 38% in total math.

Weaknesses:Students in grades 5-8 scored below the 50th percentile in reading and math.


SCHOOL ASSESSMENT DATADynamic Indicators of Basic Early Literacy Skills (DIBELS)Strengths:NA

Weaknesses:NA

Alabama Direct Assessment of Writing (ADAW)Strengths:NA

Weaknesses:Fifty-five percent of grade 5 students scored at levels 1 & 2.Fifty-six percent of grade 7 students scored at levels 1 & 2.

ACCESS for English Language Learners (ELs)Strengths:NA

Weaknesses:NA

Additional Assessments (e.g. Alabama Alternate Assessment)Strengths:Four out of six students scored at level 3 or above in reading and math.

Weaknesses:43% scored at levels 1 and 2.69% of seventh graders scored at levels 1 and 2.

Local Assessments (e.g. LEA, school. and grade-level assessments, program specific assessments)Strengths:NA

Weaknesses:NA


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:The number of students placed in alternative school decreased from 12 to 7.

Weaknesses:In 2009-2010, there were 7 students placed at the Alternative School and 213 out of school suspensions.

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

Weaknesses:NA

School Demographic Information related to teacher attendance, teacher turnover, or challenges associated with a high percent of new and/or inexperienced faculty.Strengths:The teacher retention rate was 88%.

Weaknesses:As of May 2010, the average teacher absence was 15 per teacher. This includes sick, personal, and professional 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:We met the attendance goal for the 2009-2010 school-year.

Weaknesses:NA

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


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

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: Weaknesses:

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: Weaknesses:

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

Other School Culture-Related Data.Strengths: Weaknesses:


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 number of students meeting or exceeding baseline proficiency on the reading portion of the Alabama Reading and Math Test from 64% to 88% in grade 5, increase from 74% to 89% in grade 6, and increase from 69% to 84% in grade seven, increase from 75% to 76% for grade 8 by Spring 2011. Data results on which goal(s) is (are) based: The proficiency index for all students decreased by 5.47. Special Education dropped by 6.49. The proficiency index for Free/Reduced students decreased from 7.69 to 4.12. The proficiency index for black students decreased from10.

Target Grade-Levels: Target Student Subgroups:Grades 5 -8 All Students Target 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?

Grade 5Use strategies to comprehend literary elementsUse strategies to comprehend functional and textual/informational materials

STRATEGY: Continue with full inclusion-Resource teachers will provide support within/without the regular classroom

End of the Month Assessments and ARMT-benchmark Test will be used to measure progress,

Students who do not reach 70% mastery will receive intervention after-school and during class. The week following the end of the month benchmark test, a one hour intervention period will be built into the class schedule. Students will receive intervention and will be retested.

Peer tutors/mentors will be used to provide assistance to

Teacher made in of the month test

Copies of ThinkLink Test for Quarterly Administration $6,000.00

Buckle Down Reading Books $4000.00

ACTION STEP: Modify Schedules to ensure that classes are balanced.


non mastery students

Grade 6Interpret Literary Elements and devices Apply Strategies to comprehend textual/informational and functional materials

STRATEGY: Incorporate ARI strategic teaching strategies across the curriculum. Ex: ABC Brainstorming, Jigsaw, Gist, Venn Diagrams, T-Chart, One Pager, Quick Writes, Five Word prediction, X Marks the Spot, etc.

ARI team will attend monthly training and provide training for all staff members. Lesson plans will be monitored to the use of ARI strategies

End of the month benchmark test in reading will be used to measure the success of strategic teaching strategies

Provide intervention on a weekly basis during P.E. and Elective classes

Non mastery students will receive tutoring after school

ARI Training MaterialsLesson Plans

ACTION STEP:1: Provide training for all teachers on ARI Strategies2:All teachers will incorporate strategic teaching strategies in weekly lesson plans

Grade 7Relate literary elements and devices to each other Distinguish among literary genres and sub genres based on their characteristicsApply strategies to comprehend textual/informational and functional material.

STRATEGY 3: Provide on-going direct instruction and intervention in fluency and comprehension for those student who scored at level 2 or below

ACTION STEP 1:Schedule students for intervention sessions.

Quarterly administration of the ThinKLink and monthly benchmark tests will be used to measure the progress of comprehension strategies.

SAME AS ABOVE SAME AS ABOVE

Grade 8Distinguish among subcategories of poetry based on their characteristic Apply strategies to comprehend textual/informational and functional materials

STRATEGY 4 : Incorporate the use of the ARMT and SAT-10 Item Specifications into daily instructional activitiesACTION STEP 1:Teachers will note ARMT/SAT-10 items in lesson plans.

Same as above Same as above Word Wisdom VocabularySeries-$6500.00

Item Specifications-$0.00

Computers and Printers-$22,000.00 Kid’s College Software--


$0.00

STRATEGY 5: Implement Pacing Guides in all content areasACTION STEP 1:All teachers will complete a pacing guide and submit to the administration.

Same as above Same as above ARMT Reading Practice Books--$1,500.00

STRATEGY 6: Incorporate direct instruction in vocabulary development

ACTION STEP 1:Use Word Wisdom vocabulary series to enhance vocabulary.

S6AS1Weekly Pre and Post Vocabulary TestsWord WisdomStory TownKid’s College reports

Same as above Same as above

GOAL TO ADDRESS ACADEMIC NEEDS


PART 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 number of students meeting or exceeding baseline proficiency on the math portion of the Alabama Reading and Math Test from 53% to 82% in grade 5, increase from 69% to 74% in grade 6, increase from 65% to 74% in grade 7, and increase from 72% to 78% grade 8 by Spring 2011.Data results on which goal(s) is (are) based: In Math, the proficiency index for special education students was -12.18. In grade 5, 46% scored at levels 1 & 2. In grade 6, 31% scored at levels 1 & 2. In 7 grade 35% scored at levels 1 & 2. In grade 8, 27% scored at levels 1 & 2.

Target Grade-Levels: Target Student Subgroups:Grades 5 - 8 ALL Target AHSGE Areas: Target Content Areas:


COURSE OF STUDY REFORM STRATEGIES BENCHMARKS INTERVENTIONS RESOURCESWhich course of study standards,

AHSGE standards/objectives, eligible content, or WIDA standards

are linked to each strategy?


PERFORMANCE?






Grade 5Solving problems involving basic operationsAdd & subtract fractions with like and unlike denominatorsCalculate the perimeter of rectanglesConvert units of measurement

STRATEGY 1: Continue with full inclusion

ACTION STEP 1: Modify Schedules to ensure that classes are balanced.

STRATEGY 2: Provide intensive support to resource students within the regular classroom and in small groups via resource teachers .

ACTION STEP 1: Schedule students for services twice per week. Resource teacher will meet with regular education teachers to identify academic challenges.

S1AS1 End of the Month ARMT-style benchmark assessment

S2AS1Resource teachers will be assigned to classrooms and small groups.

Students who do not reach 70% mastery will receive intervention after-school and during class. The week following the end of the month benchmark test, a one hour intervention period will be built into the class schedule. Students will receive intervention and will be retested.

Peer tutors/mentors will be used to provide assistance to non mastery students

Benchmark Assessments, $0.00

Think Link Assessments, $3,500

Star Math--$750.00

Kid’s College Access—$0.00

Make Sense Strategy CD-$0.00

Pacing Guides-$0.00

Peer Helper-$0.00ARMT Math Books-$1,500.00

Grade 6Solve problems using decimals, percents, fractions, proportionsSolve problems using perimeter/area of parallelograms/rectanglesInterpret information from bar graphs, line graphs, circle graphsFind the probability of a simple event

STRATEGY 3: Incorporate ARI strategic teaching strategies across the curriculum. Ex: ABC Brainstorming, Jigsaw, Gist, Venn Diagrams, T-Chart, One Pager, Quick Writes, Five Word prediction, X Marks the Spot, etc.

ACTION STEP 1: Provide training for all teachers on ARI Strategie

S3AS1 Quarterly Administration of ThinkLink Math and end if the month benchmark tests will be used to measure the effectiveness of this strategy.

Provide intervention on a weekly basis during P.E. and Elective classes

Non mastery students will receive tutoring after school

Resource teachers will work with students in small groups

Listed Above


Grade 7Express a pattern shown in a table graph or chartSolve problems involving circumference and area of circleSolve problems using ratio/rates, using proportional reasoningDetermine the probability of a event

STRATEGY 4: Emphasize Mathematics across the curriculum via math problem of the day

ACTION STEP 1: Develop a list of problems and distribute them to the teachers.

S4AS1Bi-weekly Math problem of the Day (MPOD)

Drop in visits will be conducted to ensure that MPOD is being implemented.

SAME AS ABOVE Listed Above

Grade 8Graph linear relations by plotting pointsSolve problems involving linear functionsSolve problems using the Pythagorean TheoremCompare quadrilaterals, triangles, and solidsDetermine measures of special anglesFind the perimeter and area of regular and irregular plane figures

STRATEGY 5: Utilize cooperative learning strategies and small group instruction to provide explicit, intensive instruction

ACTION STEP 1: Develop lessons that incorporate cooperative learning strategies and small group instruction.

S5AS1

Weekly lesson plan reviews and walkthroughs to monitor the use of cooperative learning and small group instruction



STRATEGY 6: Develop and Implement Pacing Guides

ACTION STEP 1: Each teacher will develop a pacing guide and submit it to the administration for review.

S6AS1Quarterly administration STAR Math


STRATEGY 7: Use hands-on activities to teach math content standards

ACTION STEP 1: Incorporate AMSTI strategies and hands on activities in all math classes.

S8AS1Lesson plans will be monitored to ensure that hands on activities are incorporated into math lessons.



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 number of students meeting or exceeding baseline proficiency on the ADAW from 45% on grade five to 60%, from 44% to 60% in grade 7. Data results on which goal(s) is (are) based: 55% of fifth grade students and 56% of seventh grade students scored below proficient in writing as measured by the Alabama Direct Assessment of Writing.

Target Grade-Levels: Target Student Subgroups:Grade 7Target AHSGE Areas: Target Content Areas:


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?


PERFORMANCE?





22. Write in a variety of modes to express meaning.

DescriptiveNarrativeExpositoryPersuasive

STRATEGY: Incorporate writing across the curriculum

ACTION STEP: Use AMSTI journal writing to address writing needs.Use writing prompts across the curriculum

Quarterly mock writing assessments

Review weekly lesson plans for the incorporation of writing

Students will receive assistance after-school and on Saturday and during a bi-weekly intervention block.

Scoring Rubrics

List of writing prompt Write Source Books


24. Organize content of written compositions with attention to basic characteristics.

Topic sentenceSupporting sentencesPurpose and audience

Sentence combining and coherence

STRATEGY: Provide professional development on writing across the curriculum and the writing process

ACTION STEP:Schedule multiple training sessions for teachers.

Weekly Writing Assignments

Evaluate AMSTI Journal writing weekly


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):Currently, there are no ELL students at Rutledge Middle School. If ELL students should enroll RMS will comply with the District’s ELL policy.

Data results on which goal(s) is (are) based:

Target Grade-Levels:

Target ELP Language Domain(s): Reading Writing Listening Speaking Comprehension Other

Additional Academic Indicators

COURSE OF STUDY REFORM STRATEGIES BENCHMARKS INTERVENTIONS RESOURCESWHICH COURSE OF STUDY

STANDARDS, AHSGE STANDARDS/OBJECTIVES, ELIGIBLE CONTENT, OR WIDA STANDARDS ARE LINKED TO EACH STRATEGY?


PERFORMANCE?





STRATEGY:

ACTION STEP:

STRATEGY:

ACTION STEP:


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 USEDTO 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.)

HOW WILL THE SCHOOL PROVIDE TIMELY ADJUSTMENT IF

STRATEGIES DO NOT CHANGE PERFORMANCE?

WHAT RESOURCES AND SPECIFIC EXPENDITURES WILL BE NEEDED

FOR SUCCESSFUL IMPLEMENTATION?

(Ex: Teacher Incentives,Title II $.....00, Supplies for

Mentors/Mentees, etc)


A Large number of disciplinary referrals and the number of suspensions and alternative school placements

In 2009-2010, there were 7 students placed at the Alternative School, and 213 out of school suspensions

STRATEGY: 1Provide support, counseling, and mentoring for at-risk students via the following:

Action Step: 1 Individual and group counseling by the school’s counselorAction Step: 2Gateway Services will be provide small group servicesAction Step:3 Mentoring program via Birmingham Southern Action Step: 4Incorporate Character Education Across the curriculum

STRATEGY: 2

Develop and Implement a mentoring program for At-Risk male students

Action Step: 1 RTI will provide early intervention for students with behavioral and academic challenges

S1AS 1,2,3,3,4

Disciplinary referrals will be monitored to see if the number of referrals decrease

The counselor will document small group activities and monitor the progress of participants

Character Education activities will be incorporated into the lesson plans

A character education schedule will be developed.

Parent conferences will be held Behavior plans/contracts will be developedStudents will be referred for more intensive behavior intervention

1. Counselor’s weekly schedule

An agreement with Birmingham Southern University, Gateway Service

Schedule Character Education

Plan Parental Consent

forms

2. Brochures and Parental Consent Forms

3. RTI Logs4. Teacher made

curriculum


Discipline Referrals Continued

STRATEGY: 5Provide assistance to teachers who have an excessive number of disciplinary referrals

Action Step: 1 Allow teachers to observe other teachers (Shared Teaching)Action Step: 2Job embedded professional development on classroom management

STRATEGY: 6Reinforce Positive BehaviorAction Step: 1 Awards and recognition programs for honor roll, perfect attendance, ARMT and SAT-10 Scores, Most ImprovedAction Step: 2Provide incentives for students that receive awards at recognition programsAction Step: 3Implement PBS (Positive Behavior Support)

S5AS 1,2

The number of disciplinary referral per teachers will be monitored monthly

S5AS 1,2, 3

The number of disciplinary referral per student will be monitored monthly

Parent conferences will be held Behavior plans/contracts will be developedStudents will be referred for more intensive behavior intervention

Teachers will be provided additional training in classroom management

Individual conferences will be held with teachers who have an excessive amount of disciplinary referrals

1. Observation Schedule and Shared Teaching Forms

Professional development activities on classroom management and

motivational strategies

5. Award-Trophies, certificates, refreshments


Teacher absentee rate was 15 absences per teacher

STRATEGY: 6Use a system of positive reinforcement to address the high rate of teacher absenceAction Step: 1 Provide monthly incentives for perfect attendance to include one week of duty free lunch and/or additional prep time-one per grade level

Action Step: 2End of the year incentive for perfect attendance to include one cash prize per grade level

Action Step: 3Develop a parent volunteer program to assist teachers with non-instructional duties such as copying papers

S5AS 1,2, 3

Teacher attendance will be reviewed monthly to determine if excessive absences are occurring

Individual conferences will be held with teachers who have excessive absences

Teachers will be provided professional development on Work Place Ethics and the Duties and Responsibilities of a Teacher

Gift Certificates

Personnel to cover lunchroom supervision

Cash Incentives

Parent VolunteersVolunteer Training Program


Increase Parental Involvement

Continue with the Parent Volunteer Program

Provide quarterly training program for parents (Parent Summit)

Recognize Parent of the Month Volunteers

Provide resources for parents to assist them with strategies to assist their children at home

Utilize the electronic phone Messenger System to provide important information to parents

Publish a monthly newsletter to inform parents and community member of current events

Parent Summit/Open House

Sign in sheet and agendas from PTO meetings, Parent Summits, and special programs will be keep on file to document parental involvement

Teachers will maintain a parent contact log to document communication with parents.

Individual parent conferences will be scheduled with parents who do not participate in school activities, but who children are at-risk and could benefit from a strong school to home relationship.

Parent Volunteer Training Program Awards and incentives for volunteersTrainers, materials, pens, pencilsResource Material –Videos, pamphlets, brochures, computers, printers, etc.Phone Messenger SystemRefreshments, door prizes

Provide Information on Kid’s College Test Data


Provide training and resource for parents of Special Education Students to better equip them to assist their children with test preparation at home.

SEE ABOVE SEE ABOVE Training Manual and Materials


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