web viewdirections: insert a copy of your one-page school status report in this text box. you may...

2010 - 2011

CONTINUOUS IMPROVEMENT PLANNon-Title Plan

Note: Blank copy is available on www.alsde.edu , e-GAP, Document LibraryCentral office designee submits required plans to LEA system’s e-GAP Document Library

NAME OF SCHOOL: Etowah County Alternative High SchoolSTREET ADDRESS: 600 Valley Street CITY: Gadsden STATE: Alabama ZIP CODE: 35901

CONTACT: David “Butch” Dixon TELEPHONE: 256-539-8431 E-MAIL [email protected]

Identified for School Improvement? No Yes Delay Status Year 1 Year 2 Year 3 Year 4 or more

ALL PLANS: Submit to LEA for Board approval. Retain the original plan in the LEA. Submit a copy of the plan electronically to your system’s E-GAP Document Library by November 3, 2010.

If using any Federal funding: Submit to LEA for Board approval. Scan PAGE ONE and PAGE TWO to indicate signatures. Submit the plan and signature pages electronically to your system’s e-GAP Document Library by November 3, 2010.

Made AYP? YES NO

Made AMAOs (ELL)? YES NO N/A

Career Tech Made AYP? YES NO N/A

Are any federal resources like Title II, III, IV, and VI used to coordinate with and supplement existing services and are not used to provide services that, in the absence of federal funds, would be provided by another fund source? YES NO

Describe how this plan will be made available to parents and other stakeholders, such as through parent meetings or on Web sites. NOTE: The Parental Involvement section of this plan must be distributed to all parents.

The Continuous Improvement Plan (CIP) for Etowah County Alternative High School will be available to parents and other stakeholders in the school office, the school guidance office,and the administration office. The CIP will also be available on the school website.

*Board Approval: Yes No X Board approval received on _____________________________, 2010. Board Signature:Mack Butler

Superintendent Signature:Dr. Alan Cosby

Date:

LEA Representative Signature:Becky Miller

Date:

Principal Signature:David “Butch” Dixon

Date:

System: ETOWAH COUNTY Updated: July 13, 2010

School: ETOWAH COUNTY ALTERNATIVE HIGH SCHOOL

mailto:[email protected]

http://www.alsde.edu/

CONTINUOUS IMPROVEMENT PLAN DEVELOPMENT AND IMPLEMENTATION TEAMThis plan was developed/or revised during the following time period ( April/May – August 2010):

Provide a brief description of the planning process including how teachers will be involved in decisions regarding the use of state academic assessments and other data sources in order to provide information on and to improve the achievement of individual students and the overall instructional program and how parents were involved with faculty and staff in developing and implementing the CIP:

In April, July and August of 2010, the school leadership team (including parent members) reviewed the 2009 – 2010 data to assess the degree of implementation of instructional strategies. The AHSGE data was analyzed to identify student strengths and weaknesses/ gaps in instruction. The data was presented to the faculty and parents during a Leadership Team Meeting in April 2010.

Instructional Leadership Team Names

(The Leadership Team must include the principal, faculty [including ELL resource lead teacher if applicable], staff,

parents, community stakeholders, and/or students.)

Positions(Identify position held, e.g., Administration, Faculty, Staff, Grade

Level and/or Subject Area, Parents and Community members.)

Signatures(Indicates participation in the

development of the CIP)

David Butch DixonBecky MillerDebra GuytonPat SherrillJarod PruittMarty DixonScott GibbsPaige HaysRubin J.RoscoeChris Conners

School Improvement Specialist, ECBOETransition Specialist/ School CounselorHistory Dept. Chair (9-12)Math Dept. Chair (9-12)Science Dept. Chair(9-12)English Dept. Chair (9-12)ParentStudent RepresentativeGadsden Job Corps/ Community Member



Part I – SUMMARY OF NEEDS BASED ON A COMPREHENSIVE REVIEW OF DATA

Briefly describe the process your faculty used to conduct the needs assessment (analysis of all data).In April 2010, the SIS met with all members of the faculty and administration to review and reflect on the 2009 –10 CIP. Faculty members were encouraged to voice any concerns or recommendations for the upcoming school year. In August 2010, members of the CIP Team reviewed and analyzed necessary data and identified areas of strengths and weaknesses. Faculty members will continue to meet with SIS monthly



Directions: Insert a copy of your one-page School Status Report in this TEXT BOX. You may access this report on the web at www.alsde.edu:

Click on Accountability Reporting. Choose 2009-2010. Select Annual Accountability Results Report. Select your system and school. Press the Graphics Select Tool button located on the top of the page and select the chart beginning with the school

name. (Note: Do not include the legend). Then, right click and select COPY. Return to this document and CLICK IN THIS BOX. Then, right click to PASTE the chart. Adjust the size of the text box to display your test results.


to assess the degree of CIP implementation by by teachers.Highly Qualified Teachers (HQT): Describe how staffing decisions ensure that instruction is provided by highly qualified, well-trained teachers and how their assignments most effectively address identified academic needs.

Number and percentage of Non-HQT: 4 out of 4 (100%) of the teachers are HQ

Number and percentage of Classes Taught by Non-HQT: No (0%) classes are taught by a teacher that is Non-HQ

Alabama High School Graduation Exam (AHSGE): Strengths: Based on the 2010 Spring Results: 100% Participation in Reading & Math Sections92% of Grade 12; 81% of Grade 11; 71% Grade 10 Passed the Reading portion of the AHSGE90% of Grade 12; 84% of Grade 11; 74% Grade 10 Passed the Math portion of the AHSGE

Weaknesses:Based on the 2010 Spring Results 18% of Grade 11 Failed the Reading portion of the AHSGE; 16% of Grade 11 Failed the Math portion of the AHSGE

Alabama Reading and Mathematics Test (ARMT): N/A

Strengths: Weaknesses:

Alabama Science Assessment: N/AStrengths: Weaknesses:

Stanford 10: N/AStrengths: Weaknesses:

Dynamic Indicators of Basic Early Literacy Skills (DIBELS): N/AStrengths: Weaknesses:

Part I - continued - DIRECTIONS - SUMMARY OF DATA: Indicate data sources used during planning by identifying strengths and weaknesses or program gaps. If your school did not review a particular data source, please write N/A. School improvement goals should address program gaps (weaknesses) as they relate to student achievement or AYP categories such as graduation rate or other academic indicators. Close attention should be given to the proficiency index. Please include all disaggregated subgroups including those with less than forty students. Additionally, please report data pertaining to the Response to Instruction (RtI) framework, include data used to determine the type of support provided to students (i.e.: universal screening results, benchmark testing, progress monitoring, etc.)



Part I - Continued:



Alabama Direct Assessment of Writing (ADAW):

Strengths:Students are given appropriate instruction in all modes of writing; narrative, descriptive, expository, and persuasive in order to make gains in academic content standards.

Weaknesses:Grammar and usage were the lowest areas in writing.

ACCESS for English Language Learners (ELLs):

Strengths: Presently the AHS has no ELL students Weaknesses: N/A

Educate or other Professional Evaluation Profile Information: Strengths:1.1 Preparation for Instruction – Planning annual goals to reach based on the student populations needs3.2 Monitors Student Performance -- Bi-Weekly Student Progress Reports 4.1 Manages Instructional Time – Each Dept. has monthly goals/ changes if not reached

Weaknesses:2.3 Develops the lesson and behavior management3.4 Teachers utilize results from assessment to improve student instructionAll Parents are not available for decision making and collaboration with the Alternative High Students, since these are dropouts that have left home and reside at The Gadsden Job Corps Center

Additional Data Sources: (e.g., Alabama Alternate Assessment [AAA], School Technology Plan Data)Strengths:All high school classrooms have access to AHSGE individual review books, computer programs and peer tutors. Students are encouraged to take advantage of time at the end of each week to practice test skills to improve scores on the AHSGE. No students in 2010 took the AAA

Weaknesses:Due to the student clientele of this school, they are not as self-motivated to take advantage of the extra opportunities available to them for improving their deficiencies

Local Data (e.g., LEA, school, and grade-level assessments, surveys, program-specific assessments, other RtI data):

Strengths: This school is the only one in the State of Alabama that offers a “Last Chance” for students that have left their high school to earn their diploma working at their own pace with HQ teachers until they reach the maximum age of 21

Weaknesses: Many students are so far behind they are not capable of recovering the skills they missed at an early age as fast as they hoped, so the work is difficult and they become unmotivated/discouraged easily. Other students that recover the class work credit and learn specific skills needed to pass the required classes for a high school diploma, lack the testing skills to Pass the AHSGE. Therefore, they leave without a diploma.

Career and Technical Education Program Data Reports:

Strengths:Students that enroll with the Alternative High School of Etowah County have the opportunity to earn as least one “Career Trade/ Vocation” from The Gadsden Job Corps Center/ Gadsden State Community College

Weaknesses: The need for more teachers is always a problem for students wanting to complete their Vocational Career Education at the Gadsden Job Corps Center/ Gadsden State Community College. Many students must be placed on a waiting list due to a shortage of physical space and teacher units





Part I – Continued (CULTURE RELATED DATA):

School Demographic Information related to student discipline (e.g. total office referrals, long- and short-term suspensions, expulsions, alternative school placements, School Incidence Report (SIR) data, student attendance).Strengths: 0 Expulsions for 2009 - 2010 Weaknesses: Class participation is inconsistent for these students, due to a lack of

self-motivation

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

Strengths: The teachers and counselor offers these students scientific researched information and statistics about the importance of a “high school diploma and employment

Weaknesses: The Graduation Rate Dropped; This is expected since the student population is not cumulative and do not enroll as a “Class” from a feeder school. They are from all over the southeastern U.S. and enroll weekly with the Gadsden Job Corps Center. This is a non-traditional school setting

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

Strengths: Student motivation is constantly considered and problematic. Teachers understand the atmosphere and purpose this school, AHS and Gadsden Job Corps work with the students as mentors while teaching high school. These gifted teachers set positive examples for these former drop-outs to have the opportunity at one more chance to earn a high school diploma

Weaknesses: The majority of these students are here due to no fault of their own. Mostare from “Non-Parented” families and many are homeless and are in this Federally Funded Program/ The Gadsden Job Corps because of bad choices based on non-existent at-home structure. This is a direct result of students that are not parented and are left to fend for themselves

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: Most of the student population is “starving” for structure and instruction in order to learn. Community members, Parents, Grandparents, and Guardians have communicated their great appreciation for the opportunity that the Etowah County Schools have offered their young adults to earn a high School diploma especially after they have dropped out and not been able to find a job in their communities.

Weaknesses: The Gadsden Job Corps Center is a Federal Funded program funded through the U.S. Dept. of Labor. Etowah County Schools work in collaboration with this center to offer this option to potential drop-outs at age 17 and other students that qualify for the “Family Income-Based or Individual Student Disability Program”

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

Strengths: Many of these students have survived solely by the determination that they will take care of their families by earning their high school diplomas and continue on to college so that they can obtain sustainable employment to “save’ their families from economic distress

Weaknesses: Communication with students and families need improvement. These students and their families tend to lack “Trust for the System”, and we are part of this system

School Perception Information related to student PRIDE data.

Strengths: N/A

Weaknesses: N/A

School Process Information related to an analysis of existing curricula focused on helping English Language Learners (ELLs) work toward attaining proficiency in annual measurable achievement objectives (AMAOs). Strengths: Presently we have no EL Students Weaknesses: N/A

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

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

Strengths: N/A Weaknesses: N/A

Part II - GOAL TO ADDRESS ACADEMIC NEEDS – All components to support improving academic achievement, INCLUDING SCHOOL CULTURE AND RtI CONSIDERATIONS, should be related to the weaknesses identified in the data summary. DUPLICATE PAGES AS NEEDED TO ADDRESS PRIORITIZED GOALS INCLUDING SACS DISTRICT GOALS, IF APPLICABLE. Use the SMART Goals format to address areas of need.CONTINUOUS IMPROVEMENT GOAL (SHOULD ADDRESS IDENTIFIED WEAKNESSES AND GAPS):To continue to meet 100% Participation Rate on the AHSGE. The Reading skills of Grade 12 students will continue to improve in 2011. Grade 11 will continue to improve with Reading Skills to reach and exceed the Proficiency Goals in 2011.Data Results on which goal is based: AHSGE Spring 2010

COURSES 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/ACTIONS WILL BE USED

TO IMPROVE 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 ASSISTANCE IF STRATEGIES DO

NOT CHANGE PERFORMANCE?

WHAT RESOURCES AND SPECIFIC EXPENDITURES WILL BE NEEDED FOR

SUCCESSFUL IMPLEMENTATION?(Ex: 6 Classroom Librairies, $.....00)

Teachers will receive initial training on AHSGE READING Item Specifications: I-2 Sequence, III-1 logic & arguments, & IV-1 word meaning are the 3 highest Non-Mastered objective on AHSGE 2009 Spring- Reading Portion

S1: Use Longitudinal data to address weakest reading standards in all reading classes

S1-AS1: Beginning in August/2010 100% of the teachers will Collaborate with other schools in the system to share materials & teaching strategies and ending in July/ 2011.

B1 Monitoring of progress will indicate passing/ score improvement of AHSGE Reading Portion

A. .List of students pass/Fail on AHSGE

B. Agendas, sign-in sheets, notes

Sessions of intervention and remediation will be increased for those students that do not improve test scores

One on one instruction peer tutoringIndividual AHSGE workbooks

Student Scheduling AdjustmentsIndividual Student Non-Mastery ListsPassing the AHSGE workbooksUSA Test prep.comcomputers

AHSGE READING Objectives I-IVI-1Identify supporting details,I-2sequence of events,I-3follow directions,II-1 main idea,II-2 conclusions,II-4 propangandaII-5summary stmts,III-1logic & arguments III-3rigurative language; IV-1meanings of words,IV-2,3preview,predict, IV-4 demo reference material usage

S2: Each high school dept per semester will select 3 Reading strategies to be used in their subject area beginning in August, 2010.S2-AS1: Beginning in August/2010 100% of the teachers will generate class discussion of reading material, thought generators and progress monitoring and end July/2011

B2 100% participation by teachers using Reading strategies:

Lesson plans Sign in sheets

Sessions of intervention and remediation will be increased for those students that do not improve test scoresOne on one instructionspeer tutoringIndividual AHSGE workbooks

Student Scheduling AdjustmentsIndividual Student Non-Mastery ListsPassing the AHSGE workbooksUSA Test prep.comcomputers



TARGET GRADE LEVEL(S):9 - 12

TARGET CONTENT AREA(S): Circle One Reading Math Science Other

AHSGE: Reading Math Science Social Studies Language

Additional Academic Indicators: Graduation Rate

TARGET STUDENT SUBGROUP(S): All Students

AHSGE READING Objective IV-1 Determine meaning of words

S3: Provide effective vocabulary instruction to all students by each high school dept.

S3-AS1: Beginning in August/2010 100% of the teachers will utilize textual, informational and functional reading passages in all classes with appropriate vocabulary (non-fiction text) and end July/2011.

100% participation by teachers using non-fiction texts daily.

Lesson plans List of activities and progress of students

Sessions of intervention and remediation will be increased for those students that do not improve test scoresOne on one instructionspeer tutoringIndividual AHSGE workbooks

AHSGE Individual Student Non-Mastery listsVocabulary lists



Continuous Improvement GoalEtowah Alternative High School will improve its graduation rate from 50% (2010) to 52% in 2011; the percentage of 11th grade students to pass the math portion of the AHSGE will increase from 84% to 86% and the 10th grade percentage will increase from 74% to 76% in 2011.

TARGET GRADE LEVEL(S): TARGET CONTENT AREA(s) AHSGE Additional Academic TARGET SUBGROUP: 9-12 Math Math Graduation Rate All Students

WHICH WIDA* ENGLISH LANGUAGE PROFICIENCY

STANDARDS OR DOMAINS ARE LINKED TO EACH STRATEGY?


TO IMPROVE STUDENT ACADEMIC PERFORMANCE?

(Give specific strategies, not just programs or program names.)



HOW WILL THE SCHOOL PROVIDE TIMELY ASSISTANCE IF STRATEGIES DO NOT CHANGE

PERFORMANCE?


SUCCESSFUL IMPLEMENTATION?(Ex: 6 Classroom Libraries, $.....00)

AHSGE Math Objectives: I- order of operations – VII- Translate: verbal/ symbolic: Graph: equations/ inequalities

S1: Provide opportunity and support to ALL Students that have not Passed the Math Portion of the AHSGE

S1-AS1: Beginning in August/2010 100% of the teachers will provide individual math instruction based on Spring 2010 Non-Mastery List and end July/2011.

B1: Assessment results of 2010 Spring AHSGE

List of students and their weak math content areas

Teacher intervention with weekly review and remediation of standards and skills. Continue to chart non-mastery objectives as mastery is achievedPeer tutoring class discussioncomputer instruction (PLATO)USA Testprep.com

Funds from Job CorpsPlato computer programUsatestprep.com

AHSGE Math Objectives:I-3 Multiply polynomialsI-4 Factor polynomials

S2: Continue to improve on providing a student centered classroom instructional environmentS2-AS1: Beginning in August/2010 100% of the teachers will use Cooperative Learning groups, hands on lessons, and anticipate common errors and end July/2011.

B2: Discuss individual progress with students, answer questions and explain answers to entire class for all students Lesson plansList of student concerns


AHSGE Math Objectives:V-3 Determine solution sets of inequalitiesVI-1 Translate: Verbal/Symbolic: Graph: Equations/ Inequalities

S3: Provide students with hands on math instruction and practiceS3-AS1: Beginning in August/2010 100% of the teachers will use of Math Manipulative, boards, foldables, graphing calculators and end July/2011.

B3: Allow students to show and tell how they achieve mastery and share learning with PeersList of students who share and topic discussed


Part IV - STRATEGIES TO ADDRESS SCHOOL SAFETY, CLASSROOM MANAGEMENT/DISCIPLINE, RtI FRAMEWORK, AND BUILDING SUPPORTIVE LEARNING ENVIRONMENTS 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.

**The U.S. Dept of Labor provides GJCC a secure and safe college campus of GSCC at Valley Street in Gadsden for the AHS classes



CULTURE

(REFER TO CULTURAL DATA IN NEEDS ASSESSMENT)

REFORM STRATEGIES BENCHMARKS INTERVENTIONS RESOURCES

WHAT 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?


TO IMPROVE CULTURAL BARRIERS IMPACTING STUDENT ACADEMIC PERFORMANCE? (Give specific strategies, not just programs

or program names.)



HOW WILL THE SCHOOL PROVIDE TIMELY ADJUSTMENT IF STRATEGIES DO NOT CHANGE

PERFORMANCE?


SUCCESSFUL IMPLEMENTATION?(Ex: Teacher Incentives,Title II $.....00, Supplies

for Mentors/Mentees, etc)

Back talk to teachers S1:100% of teachers will participate in rating student behavior each week on a 1-5 scale beginning in August, 2010.S1-AS1: Beginning in August/2010 100% of the teachers will utilize taking points off for back talk which will reduce weekend privileges and end July/2011

B1: Lists of students who are written up for back talking, arguing, inappropriate language and willful disobedience weekly.

No passes to leave centerNo monetary bonusesGiven extra dutiesRemoval from program

Job Corps funds

Students arguing with each other using inappropriate language

S2: 100% of teachers will participate in rating student behavior each week on a 1-5 scale beginning in August, 2010.S2-AS1: Beginning in August/2010 100% of the teachers will utilize taking points off for arguing with others and using inappropriate language which will reduce weekend privileges and end July/2011

B2: Compare number of write-ups monthly to document increase or decrease


Student willful disobedience S3: 100% of teachers will participate in rating student behavior each week on a 1-5 scale beginning in August, 2010S3-AS1: Beginning in August/2010 100% of the teachers will utilize taking points off for willful disobedience which will reduce weekend privileges and end July/2011

B3: Compare number of write-ups monthly to document increase or decrease


Part V - Additional Components, That When Addressed, Positively Impact Student Achievement:1. Teacher Mentoring: Describe teacher mentoring activities. For example, are novice teachers given support from an assigned master teacher and what does that support look like?

Teachers are selected on the basis of qualifications, merit, and professional ability Teacher Mentoring Program allows new teachers to receive mentoring for a minimum of 2 years with an option of a 3rd year based on skills of mastery and competencies. Goals such as helping to improve teaching practices and to provide ongoing support for new or struggling teachers helps to build a strong faculty.



2. Budget: Describe the coordination of all federal, state, and local programs, including career and technical education.

3. Transition: Describe transition strategies to assist students in transitioning from previous school to the current school and/or from the current school to the next school, including, for example, how preschool children might be prepared for entry into kindergarten.The Alternative High School (AHS), Transition occurs in a variety of ways. Through a collaborative effort of The Etowah County School System and The U.S. Dept of Labor, every student that enrolls with the Gadsden Job Corps Center (GJCC) is eligible for enrollment in the AHS provided they have at least 9.5 high school credits. The school counselor/ Transition Specialist (TS) reviews transcripts to make an educational/ career plan for each student. In addition, students may be referred to GJCC through the Etowah County Alternative Education Center. If a student is not progressing, has fallen behind in credits, At-Risk of Failing or dropping out of any Etowah County public high school, the TS meets with the student, teachers, administrators and parents to decide the best option for this student to remain in school in order to graduate. The GJCC accepts students age 17 thru 244. Highly Qualified Teachers: Describe the qualifications of teachers in the school with regard to their being highly qualified and what strategies the school, with the support of the LEA, uses to attract and retain highly qualified teachers.ECBOE takes pride in achieving excellence, and providing a diverse and challenging program that includes academic, career technical, fine arts, and extra-curricular activities. We employ HQ teachers who prepare students to be leaders ready to contribute responsibly in a global, technological society providing them with maximum resources within a safe environment.

5. Assessments and Teacher Involvement: Describe how teachers in the school meet to collaborate regarding the use of academic assessments to provide information on and improve the achievement of individual students and the overall instructional program.Teacher input and representatives are included on school budget , policy, textbook selection, computer programs, and student assessment. The faculty collaboratively studies each student individually to help all students reach their academic goals while attending the AHS.

6. Special Populations: Describe the programs used for each group: English language learners, migrant students, and homeless students.The Alternative High School will ensure that ALL programs are available to any individual student with a disability, ELL or who needs special education and related services thru a timely, effective and instructional assistance.

7. Special Populations (as listed in the Carl D. Perkins Career and Technical Education Act 2006, Section 3): Describe procedures used for each group of individuals with disabilities; individuals from economically disadvantaged families, including foster children; individuals preparing for non-traditional fields; single parents, including single pregnant women; displaced homemakers; and individuals with limited English proficiency. (N/A for Elementary Schools)Students are cherished individuals who deserve the opportunity to have progressive programming based on individualized evaluations which will lead to a student making progress through a free, appropriate public education. FAPE must

be available to all disabled children residing in the State of Alabama/confines of the Etowah County School System between the ages of 3 and 21, including children with disabilities who have been suspended or expelled from school.

The Etowah County Alternative High School will ensure that ALL programs are available to any individual child with a disability who needs special education and related services, even though the child has not failed or been retained in

a course or grade, and is advancing from grade to grade. In addition, The GJCC serves all students of disabilities and follows their IEP’s.8. Extended Learning Opportunities: Describe how the school provides opportunities for the most academically needy students to receive support and reinforcement of academic skills beyond the regular school day.The collaborative efforts of the AHS and GJCC provide extended Learning for ALL students enrolled in the program with support by the following; Recreational activities, on-site tutoring, extended class activities; life & job skills, employment skills and career planning. These activities are taught and monitored by certified educators, career counselors and life skills educators that systematically plan and



individually monitor student progress toward the goal of receiving a high school diploma and/or succeeding in a vocation. Part VI continued - Additional Components, That When Addressed, Positively Impact Student Achievement:

A. Parental Involvement: Describe how the school will communicate information about the Parent Involvement Plan and, to the extent practicable in a language they can understand, how parents can have access to descriptions of the school’s curriculum, assessments, and student achievement expectations, and opportunities for regular meetings to review and assist in improving student progress.Communication is preferably done in face to face meetings with parent/guardians when possible. However, with the obstacles the majority of these students have incurred all of their lives, the student happens to be the only “caring/ interested” party available. Upon entry to GJCC, we are the Parental Liaison for underage students. When possible we do communicate with the parents, such as those in the Etowah County Area. Only about 20% are actually reared in Etowah County, the others move here to join our school due to having been unsuccessful in their hometownsB. Parental Involvement: Describe how parents, the school staff, and students share responsibility for improved student academic achievement for students.

When meetings do occur for the interested parties, such as parents, grandparents, caregivers, guardians, etc, attendees are very appreciative that the State Department of Education has allowed theEtowah School System to invest in this special population of our nationC. Parental Involvement: Describe procedures to allow parents to submit comments of dissatisfaction with the School Parent Involvement Policy.

As with most schools there are questions and issues that have to be explained to all that are concerned. We stay in communication with stakeholders by all available means beginning with brochures & business cards which contain email addresses, physical school & office addresses, phone numbers complete with voice mail.

D. Parental Involvement: Describe how the school will build capacity for parental involvement including how parents will be encouraged to become equal partners in the education of their children.

This school opened in January of 2004 and has continued to improve in all aspects, despite the hurdles and pitfalls of trying to make a “non-traditional” school setting run according to the State& Local Boards of Education Guidelines. In this process, parents have been involved as much as possible and will continue to be a welcomed part of the program. The ECBOE & the GJCC both offers a website and email to all employees for parental involvement from local and distant locations in addition to phones numbers for each

E. Parental Involvement: Describe how the school will ensure the provision for participation of parents with limited English proficiency, parents with disabilities, and parents of migratory students; including providing information and school reports in a format and, to the extent practicable, in a language that parents can understand

When needed the same options and opportunities for all EL students will be offered and monitored as in all the other ECBOE schools



Part VII- PROFESSIONAL LEARNING NEEDS RELATED TO ACADEMIC CHALLENGES Including ENGLISH LANGUAGE PROFICIENCY, SCHOOL SAFETY, DISCIPLINE, RtI FRAMEWORK AND SUPPORTIVE LEARNING ENVIRONMENTS:

Does the plan provide opportunities for professional development activities that are high-quality, effective, and research-based? YES NO Does the plan include opportunities for teachers, principals, paraprofessionals, other staff, and parents? YES NO Does the plan include required district-wide training for English language acquisition? YES NO

(Note: Professional learning activities must be linked to Alabama’s Standards for Professional Development and Alabama’s Technology Professional Development Standards, www.alsde.edu, Sections, Technology Initiatives, Publications).

WHAT WEAKNESS OR NEED IDENTIFIED IN ACADEMIC

(INCLUDING ELL AMAOs) OR SCHOOL CULTURE GOALS WILL THE PROFESSIONAL

LEARNING ADDRESS?

WHAT TYPES OF PROFESSIONAL

LEARNING WILL BE OFFERED?

WHEN WILL THE

SESSION BE DELIVERED?

(Please list dates of future PD sessions, not those that have

already taken place.)

WHAT ARE THE EXPECTED OUTCOMES

OF PROFESSIONAL LEARNING?

(Following the professional learning, how will academic

or cultural challenges be impacted – what does it look

like?)

HOW WILL PARTICIPANTS BE HELD ACCOUNTABLE FOR SUCCESSFUL IMPLEMENTATION AND IN WHAT

WAYS WILL EVIDENCE BE COLLECTED TO SHOW EFFECTIVE ASSIMILATION/INTEGRATION OF

STRATEGIES?

WHAT ARE THE FUNDING SOURCES,

ESTIMATED EXPENSES, AND PROPOSED NAMES OF CONSULTANTS OR

ENTITIES?Example: Title II, $....00

Dr. Verry Goode

DOCUMENT CONTINUOUS LEA REVIEW AND SUPPORT RESULTS

Increasing the Graduation Rate

Embedded Professional Development: Reading Journals

SAM’S meetingsMonthly

Quarterly

The Graduation Rate will increase from 50% in 2010 to 51% in 2011

AgendasSign-in sheetsNotes from Faculty meetings

Gadsden Job Corps Funding

Increasing the Graduation Rate

Utilize system-wide high school information thru workshops that brings teacher, students, parents and administrators working together

Quarterly

The Graduation Rate will increase from 50% in 2010 to51% in 2011

AgendasSign-in sheetsNotes from WorkshopsDocumentation for locating students that have dropped out, since AYP began tracking – to clear their status from AHS school record

Gadsden Job Corps Funding

DUPLICATE PAGES AS NEEDED




Part VIII - Coordination of Resources/Comprehensive Budget

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

Example:I. State Foundation Funds: TOTAL

State Foundation Funds Enter Enter #Earned Units # FTE’s of Units Earned Placed by the at the school school

TOTAL OF ALL SALARIES

FTE Teacher Units: 3.95 3.95 $310,310Administrator Units: 0 .74Assistant Principal: 0 0Counselor: 0 .69Librarian: 0 0Career and Technical Education Administrator:Career and Technical Education Counselor:Enter the amount allocated for use at the school for the following:TechnologyProfessional DevelopmentState ELL Funds Instructional Supplies



Library Enhancement

II. Federal Funds:Title I: Part A: Improving the Academic Achievement of the Disadvantaged TOTAL $0Title I: (1. Schools identified for improvement must set-aside an equivalent of 10% of its Title I school-level allocation for professional development each year it is in the improvement process. 2. Also include the school’s portion of the 95% of the LEA set-aside for parental involvement. For additional guidance, check with the Federal Programs Coordinator in your school district.) BRIEF EXPLANATION and BREAKDOWN OF SPENDING:N/A

ARRA FUNDS TOTAL $0BRIEF EXPLANATION and BREAKDOWN OF SPENDING:

N/A

Title II: Professional Development Activities TOTAL $0BRIEF EXPLANATION and BREAKDOWN OF SPENDING:

Services of: School Improvement Specialist; Professional Development Coordinator for Technology (portion of salaries paid from Title II)System-wide funds are budgeted for professional development activities identified in the LEA Needs Assessment

Title III: For English Language Learners TOTAL $0BRIEF EXPLANATION and BREAKDOWN OF SPENDING:Services of: ESL Lead teacher (portion of salary paid from Title III system allocation); system-wide immigrant instructional aide

Title IV: For Safe and Drug-free Schools TOTAL $ 0BRIEF EXPLANATION and BREAKDOWN OF SPENDING:

Title VI: For Rural and Low-income Schools TOTAL $ 0BRIEF EXPLANATION and BREAKDOWN OF SPENDING:



Career and Technical Education-Perkins IV: Basic Grant (Title I) TOTAL $ 0BRIEF EXPLANATION and BREAKDOWN OF SPENDING

Career and Technical Education-Perkins IV: Tech Prep (Title II) TOTAL $ 0BRIEF EXPLANATION and BREAKDOWN OF SPENDING

Other: 21st Century, Learn and Serve, Even Start, School Improvement Grant TOTAL $ 0BRIEF EXPLANATION and BREAKDOWN OF SPENDING

Part IX – REVIEW/SUPPORT DOCUMENTATION

INITIAL REVIEW /DEVELOPMENT Target Date: August Purpose: Review assessment data to develop plan or make plan adjustments to existing plan.

Date ___July 29, 2010_____________________________

Principal Initials______________

LEA initials ______________ Other ___________________ COMMENTS*SIS reviewed CIP reminders and updates with all principals at the Administrator’s Retreat.

*Use additional pages, if needed

REVIEW 1 Target Date: September Purpose: AMENDMENT - Incorporate recommendations from school, LEA and/or SDE.

Date ______September 29, 2010__________________________


LEA initials ______________ Other ___________________

COMMENTS* Finalize CIP to submit to central office.


REVIEW 2 Target Date: October Purpose: IMPLEMENTATION - Provide documentation/evidence of improvement.

Date ________________________________

Principal Initials__________

LEA initials ______________ Other ____________

COMMENTS* Required




REVIEW 3 Target Date: November Purpose: IMPLEMENTATION – Provide documentation/evidence of improvement.

Date ________________________________

Principal Initials____________

LEA initials ______________ Other: ________________

COMMENTS* Required


REVIEW 4 Target Date: January Purpose: IMPLEMENTATION - Provide documentation/evidence of improvement.

Date ________________________________



COMMENTS* Required


REVIEW 5 Target Date: February Purpose: IMPLEMENTATION - Provide documentation/evidence of improvement.

Date ________________________________



COMMENTS* Required


REVIEW 6 Target Date: March Purpose: IMPLEMENTATION - Provide documentation/evidence of improvement.

Date ________________________________



COMMENTS* Required


REVIEW 7 Target Date: April - May Purpose: REFLECTIONS/PROJECTIONS – Evaluate each goal, strategy, and action for continuation, revision, or removal.

Date ________________________________



COMMENTS* Required


Use information from Reviews to Evaluate the plan and to update the plan for the coming year.



web viewdirections: insert a copy of your one-page school status report in this text box. you may...

Documents