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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 K – 12 school leadership team in collaboration with the Central Office (Federal Programs coordinator, Curriculum coordinator, Testing coordinator, and Special Education coordinator) and SDE School Improvement specialist examined each piece of data to identify strengths and weaknesses. These were determined using State benchmarks and AMOs. Data was disaggregated by each subgroup using all possible sources to assure that true weaknesses were discovered and to assure that the data was mined to go beyond surface weaknesses. The team then had an outside evaluator to examine the needs assessment for any gaps that may have existed. The needs assessment identified and prioritized the areas to be addressed in the school CIP. The leadership team then formed committees which included all faculty members to address individual items of the needs assessment. The individual committees addressed items identified in desegregated standardized data. Committees began constructing action plans based upon the data to address each prioritized item. When the draft was completed, the leadership team met to review the plan and suggest modifications. Requested modifications were examined and discussed and decisions made by the school leadership team, faculty, staff, parents, and community members. This needs assessment was then used to address the needs for the SIG Grant.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:

Administrators at K-12 School utilize the Teach in Alabama website for teacher applications for available positions. The administrators retain a file of applications and resumes to review as teaching positions become available.

Every effort is made to recruit the most experienced and highly qualified teachers.

At the K-12, prospective teachers are given a packet of information about the school system, the surrounding communities, and neighborhoods.

New teachers are also assigned mentors within the school system for the first two consecutive years of teaching experience.

Weaknesses: Two class periods at the K-12 school are taught by a non-HQ

teacher. The current history teacher is not HQ for Government or Economics.

There is not enough funding to provide instruction by highly qualified teachers in areas other than core subjects. There are no AP courses offered at the school and dual enrollment is limited.

Because of the rural nature of the school, we must choose the best candidate from those that apply; not always the best candidate as they do not apply for jobs in rural Alabama.


School Administrator and Special Services EvaluationStrengths:

The longevity of leadership at the school has lead to an in depth understanding of the organization.

The leadership is open to changes suggested by all stakeholders leading to school improvement.

Weaknesses: Professional development is needed to assist administrators in

developing the skills necessary for mentoring teachers to become skillful in engaging students and differentiating instruction.

Limited special services are available for parent involvement, truancy monitoring, or for identification of students at risk for drop-out.

There is currently little means for students to recover credits lost as a result of subject failure.

Educate Alabama – Teacher EvaluationStrengths:

Teacher evaluation indicates that instructional strategies and student engagement are greatly impacted by the use of technology in classrooms where technology exists.

Weaknesses: Weaknesses in Teaching and Learning indicators are a result of

the lack of strategic teaching and poor focus on content standards.

The use of differentiated instruction in grades 7-12 is not visible in most classrooms based on observations.

High School teachers are not well versed in small group instruction and are identified as Emerging in this area.

Technology use is not pervasive nor standards driven. While teachers have some technology in their classrooms,

focus is on teacher use and not student engagement or curriculum integration so scores are lower in the Technology area as well.

School Technology PlanStrengths:

In the past three years, there have been additional technology instructional tools added to some classrooms.

Weaknesses: Technology resources are not equitably distributed throughout

the school, thus, making it difficult for all students to have needed access.

Teachers lack the necessary professional training to allow them to utilize technology resources as an integrated piece of instruction rather than an add-on resource. Additional professional development needs to be offered for technology to become an integral part of the curriculum rather than a separate tool.

Technology usage needs to become more student focused and computers need to be available to high school students on a full time basis.


32% of students indicate that technology is used in their classroom but only for PowerPoint and feel that lessons lack engagement.

While distance learning is available, no new courses have been offered via Interactive Video Conferencing.

Updated computers need to be purchased to offset the loss of computing devices due to age. The definition of computing devices needs to be reexamined and equipment needs to be standardized from classroom to classroom.

Career and Technical Education Program Improvement PlanStrengths:

The Career and Technical Education Program is provided at the Marengo County Technical Center.

SWHS established a Robotics class/program during the 2009-2010 school year and the robotics team was awarded the "Best Newcomer" at the regional robotics competition.

Weaknesses: A limited number of technical courses are offered in the local

school. The Marengo County technical center is located in Linden and

requires students to be transported for a 30 minute trip one way resulting in a loss of valuable instructional time.

Advanced students are not encouraged to explore the Career Technical Education Program.

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

All three students who participated in the AAA scored in the proficient area.

Weaknesses:

The rural location of the school and lack of transportation makes placement of students for an Occupational Diploma difficult.

SCHOOL ASSESSMENT DATAS I G N e e d s A s s e s s m e n t | 5

Alabama High School Graduation Examination (AHSGE)Strengths:

94% of all tenth graders scored proficient in math on the AHSGE. This is 3% higher than 2010 and 9% higher than the 2010 AMO.

100% of eleventh graders scored proficient in biology on the AHSGE.

Weaknesses: 27% of tenth graders failed the reading and social studies

sections of the AHSGE. 25% of tenth graders failed the language section of the

AHSGE. 22% of eleventh graders failed the reading section of the

AHSGE. 18% of eleventh graders failed the social studies section of the

AHSGE. 12% of eleventh graders failed the language section of the

AHSGE.Alabama Reading and Mathematics Test (ARMT)Strengths:

96% of all third graders scored proficient in math on the ARMT. This is 10% higher than 2009 and 17% above the 2010 AMO.

92% of all sixth graders scored proficient in math on the ARMT. This is 8% higher than 2009 and 27% above the 2010 AMO.

88% of all eighth graders scored proficient in math on the ARMT. This is 1% higher than 2009 and 18% above the 2010 AMO.

Weaknesses: 55% of all seventh graders scored proficient in math on the

ARMT. This is 25% below 2009 and 11% below the 2010 AMO. An average of 50% of special education students scored

proficient in reading on the ARMT. This is an average of 30% below the 2010 AMO.

An average of 37% of special education students scored proficient in math on the ARMT. This is on average 35% below the 2010 AMO.

Reading4th Grade – 10% below AMO and 21% below All Students5th Grade – 19% below AMO and 26% below All Students6th Grade – 18% below AMO and 31% below All Students8th Grade – 17% below AMO and 39% below All Students11th Grade – 26% below AMO and 28% below All Students

Math4th Grade – 17% below AMO and 31% below All Students5th Grade – 19% below AMO and 31% below All Students6th Grade – 29% below All Students8th Grade – 20% below AMO and 43% below All Students11th Grade – 19% below AMO and 31% below All Students

Alabama Science Assessment (ASA)


Strengths: In Grade 5, 63% of All Students scored level III or level IV and

met or exceeded the academic content standards.

Weaknesses: In Grade 5, 40% of Non Poverty Students scored level IV while

only 17% of Poverty Students scored level IV In Grade 7, 57% of Non Poverty Students scored level III and

IV while only 39% of Poverty Students scored level III or IV In Grade 7, 57% of students scored a level II and only partially

meet the academic content standards.Stanford 10Strengths:

The school wide SAT 10 average score of 63%, was a 3% increase from 2008-2009.

Weaknesses: The 2009-2010 7th grade students scored at the 41st percentile

on SAT Math which was a decrease of 10% from 2008-2009. SAT 10 cluster reports show that SWHS students exhibit

weaknesses in the areas of informational/functional reading in grades 1-8

AHSGE data indicates that 11th grade students also exhibit weakness in the area of informational/functional reading.

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

In the spring of 2010, 100% of the First Grade classes met their DIBELS benchmark goals in phoneme segmentation and nonsense words.

Weaknesses: All grades have not achieved 100% fluency in all subtests. Beyond grade 3, reading fluency is not emphasized.

Alabama Direct Assessment of Writing (ADAW)Strengths:

87% of tenth graders scored proficient on ADAW (Levels 3 and 4)

Weaknesses: 60% of seventh graders scored proficient on ADAW (Levels 3

and 4) 69% of fifth grade students were not proficient on the ADAW

(Levels 1 and 2) Emphasis needs to be placed on a school-wide writing program

to increase writing skills and proficiency.ACCESS for English Language Learners (ELs)Strengths:N/A

Weaknesses:N/A

Additional Assessments (e.g. Alabama Alternate Assessment)


Strengths:All three students who participated in the AAA scored in the proficient area.

Weaknesses:N/A

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

Our school administered STI Benchmark and Formative Tests. 1st and 2nd grade students scored at or above 70% in word

study skills.

Weaknesses: Local Reading Vocabulary scores were 2nd (70%), 3rd (44%),

4th (52%), 5th (50%), 6th (55%), 7th (58%), 8th (44%). A more focused effort needs to be in place to use available data

to drive instruction. No marked changes in instruction took place as a result of formative testing.

While 100% of teachers attended data meetings, less than 20% made changes in instruction as a result of the data meetings.

Formative tests are only administered twice each year.

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:

No students were assigned to the four week Alternative School Program.

Weaknesses: 8% of SWHS students were assigned to in-school suspension

for a total of 219 school days at the in-school suspension center in Linden.

Computer hardware and software are not available for students to access their courses at the alternative school site.

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

42/43 seniors graduated with a diploma in 2010. Weaknesses:

SWHS remains in school improvement due to graduation rate. A downward trend exists in the graduation rate for white

students05/06 100%06/07 94%07/08 89%08/09 87%

There are currently no programs to address the identification of students at risk of dropping out of school and no resources for students to recover lost credits or receive remediation.


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 turnover rate averages only 7% each year.Weaknesses:

SWHS has had 197 teacher absences during the current school year.

Teacher attendance is not rewarded and as a result, absenteeism for teachers is high.

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:

There has been a 4% increase in enrollment in each of the last four academic years.

Weaknesses: 12 of our core academic courses have more than 30 students. Student attendance has fallen below 95% in grades K, 1, 2, 3,

4, 8, 11 and 12.

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

Based upon SACS/CASI School Culture Survey, parents feel that SWHS provides a safe and effective learning environment for their children and that the faculty is caring and dedicated.

Weaknesses: Based upon surveys, parents felt that SWHS should be offering

a more challenging curriculum. Literacy and education levels are also low as noted each year

in Child Count.


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

According to the Pride survey, Sweet Water High School students are below the national average in alcohol and drug use.

Weaknesses: According to the Pride survey, Sweet Water High School 8th

graders scored above the national average in use of cocaine and heroin.

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:N/A

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 academic 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: The instruction and curriculum taught at Sweet Water High School is based upon the Alabama Course of Study, Alabama Curriculum Guides, or Alabama Extended Standards.

Weaknesses: Teachers are challenged with time constraints to provide in-

school tutoring sessions that accommodate the schedules of the students.

Student motivation towards being successful on the AHSGE is also a challenging area.

Lessons and lesson plans do not indicate use of pacing guides and no reform strategies are in place. Curriculum lacks rigor.

Other School Culture-Related Data.Strengths: Weaknesses:

The absence of a large faculty results in many responsibilities for few. The result is a faculty that is often overwhelmed by school related tasks.


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):90% of students in each subgroup in each grade will meet proficiency expectations in core courses (Reading, Math, Science, Social Studies, Language). 70% of students in each subgroup in each grade will exceed proficiency expectations (AMOs) on the ARMT and/or the AHSGE. Reading AMOs: Grades 3(88%)4(86%),5(88%),6(89%),7(84%),8(76%), and 11(92%) Math AMOs Grades 3(84%),4 (83%),5 (82%),6 (74%),7 (74%),8 (78%), and 11 (86%)

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

AYP Report, Graduation Exam, SAT 10,ARMT, and Local Assessments

Target Grade-Levels: Target Student Subgroups:K-12 All Students, Special education students and low socioeconomic

subgroups

Target AHSGE Areas: Target Content Areas: Reading Mathematics Science Social Studies Language Reading Mathematics Science Other

Additional Academic IndicatorsGraduation Rate: Sweet Water High School did not meet AYP due to a graduation rate of 88%.

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?

AHSGE standards for grades K – 12 in Reading, Mathematics, Science,

Social Studies, and Language

COS standards for Reading and Math in grades K – 12 to meet ARMT/AHSGE requirements

While this may seem broad, the need is clear for a move to a

standards-based instructional

STRATEGY:S1. A data management system will be implemented at the local level to ensure academic core content performance data drives the instructional design of using common pacing guides and formative assessments

Purchase orders will indicate acquisition and data reports will be

Additional training will be provided in examining data to drive

Purchase of Data Director and training of teachers – cost included

ACTION STEP:S1.A1. Acquire Data Director as a


model to facilitate school improvement. This then would indicate the need to assure that

every standard is taught and tested.

data management tool for data disaggregation and prescriptive intervention.

S1.A2. Content pacing guides and performance standards will be examined, developed and aligned to pre/post test formative assessments administered quarterly to ensure student achievement takes place.

S1.A3. Common assessments will be developed across all academic core content areas to ensure internal alignment takes place with the Alabama performance standards.

S1.A4. Professional development will be provided to teachers, administrators and district personnel on Data Director data analysis and disaggregation by course, by student and by standard.

S1.A5. Purchase the assessment and monitoring tools – iTouch, Eduphoria, and Blue Ribbon Assessment

S1.A6. Provide training to district and school–based leadership on

indicative of use. Prescriptive intervention will be shown in 45 day action plans.

Examining teacher and student performance data from pre/post tests and common assessment benchmarks that are aligned to performance standards by term, grade, subject and standard to be conducted by the SDE coach.

Goals and objectives in each 45 Day Action Plan will be monitored by the district and adjusted quarterly by school-based leadership to ensure if performance data indicates changes need to be made to guarantee all students are on track to meet and exceed 90/70 proficiency standards, appropriate adjustments and corrections are written into the next 45 day action plan.

Documentation will be provided that all stakeholders have received training and Data Director data will indicate level of use.

Purchase orders will indicate acquisition and data reports will be indicative of use.

STI PD will document attendance

instruction. Assistance will be given on a one to one basis where necessary.

Provide mentoring to individual teachers to aid in test development and content alignment and intervention strategies. Mentoring to be done by the Academic Coach.

Additional training will be provided by the Academic Coach and 45 Day Action plans will be rewritten by the teacher and leadership team.

The Academic Coach will work with teachers to assure that data mining is pinpointing areas of remediation necessary for student growth.

N/A

The Academic Coach will work with teachers to retrain them so there is

in contracted price with ITS

Provide professional development and work days with stipends to provide assistance on systematically controlling the curricular sequence. Train teachers on the construction of authentic assessment. - $108,000.00 (PD) $56,400.00 (stipends)

Additional hours for professional development and planning - (Title II)

Professional Development – (Included in $108,000.00 above)

Substitutes to allow for professional release time- $9879.00 (1003g)

Assessment and monitoring software - $15000.00 (1003g)

No additional cost


developing effective pre/post test exams aligned to Alabama performance standards, the development of common benchmark assessments, and how to use them to effectively differentiate and change instruction.

The academic coach will monitor the assessment results and the effects of them on instruction

effective instruction





standards-based instructional model to facilitate school

improvement. This then would indicate the need to assure that


STRATEGY:S2. Additional instructional support will be provided to ensure effective standards-based, data-driven instructional strategies are being implemented within the school and that RTI (Response to Instruction) and M.A.G.I.C. are implemented.

Payroll records will indicate the hiring of a Transformation Specialist and a job description will be constructed. Board minutes will document the posting of the position and subsequent hire.

Records will indicate the development of prescriptive and differentiated instructional strategies delivered to teachers.

N/A

The academic/standards coach will address identified weaknesses in teacher planning and instruction and provide additional professional development and coaching where needed.

Transformation Specialist Salary and Benefits - $34438.00 (1003g)

Academic Coach Salary and Benefits - $74427.00 (1003g)

ACTION STEP:

S2.A1. A Transformation Specialist will be hired to oversee all grant activities and to provide support to the school and school personnel including the principal, academic coach and school leadership team.

S2. A2. An academic/standards coach will be hired and trained to provide prescriptive and differentiated instructional strategies by standard to teachers in need of support. The academic/standards coach will serve as the lead Data Director contact for the school. The Academic/Standards Coach will conduct data discussions with instructional leadership teams and teachers based on quarterly pre/post test and/or common assessment benchmark performance. Strategies for differentiated treatment will be provided as well as collaborative discussions regarding “what works”.


Teachers whose data demonstrate strength in transferring a particular content standard will model lessons for teachers who did not do as well delivering the performance standard.

S2.A3. A Classroom Teacher and Instructional Aide will be hired to allow the incorporation of Credit Recovery and Initial Credit through the ACCESS program

S2.A4. Administrative Consultants will be provided to the district to participate in round tables, monitor 45 Day Action Plans, oversee testing and accountability, work with district personnel on public relations, and oversee the school improvement process.

S2.A5. A Primary Consultant will be assigned to the school to be directly responsible for the day to day operation of the S.T.A.R. transformation within the school.

S2. A6. The Academic/Standards Coach will conduct common assessment discussions with teachers to ensure teachers start instruction with the performance standards, develop an intimate understanding of the content standards and quarterly pacing , continuously design standards-based assessment questions to measure student mastery as well as foster further teacher understanding of the Alabama performance standards.

Payroll records will indicate the hiring of a classroom teacher and an Instructional aide and job descriptions will be posted. Board minutes will document the posting of the position and subsequent hire.

Contract to be signed with Information Transport Solutions for outlined services.

Consultant will work directly with school level administrators and teachers and will be responsible for implementing all aspects of the S.T.A.R. model

Benchmark data will include minutes of data discussions, quarterly pacing guides, and proof of student mastery of standards

N/A

Contract to be revisited as necessary

Contract to be revisited as necessary

Provide professional development to teachers on the M.A.G.I.C four-step process to ensure fidelity by the Academic Coach/Transformation Specialist

Classroom Teacher Salary and Benefits - $70915.00 (1003g)Instructional Aide Salary and Benefits - $23630.00 (1003g)

Included in contract price to ITS ($416200.00)

Cost included in contracted price to ITS ($416200.00)

Cost is included in previous professional development, academic coach, transformation specialist and stipends


S2. A7. The Academic Coach will be responsible for ensuring the M.A.G.I.C. four-step process is carried out in the development of pre/post and common assessment benchmark exams within the district.

S2. A8. The academic coach will assist in the development of a standards-based, data-driven culture within the school.

S2. A9. The Academic/Standards coach will be responsible for assisting teachers in maintaining an up to date list of students indicating prescriptive treatment needed to meet state performance standards.

Walk-through observations (formal-scheduled and informal unannounced) will be conducted by district and school-based leadership to monitor effective standards-based instructional strategies are being implemented.

Academic Coach will maintain data walls documenting quarterly pre/post progress toward meeting 90/70 expectations disaggregated by grade level by subgroup by standard, as well as, by teacher by subgroup by standard.

The prescriptive treatment list will be housed in classrooms

Transformation Specialist will guide the Academic Coach to ensure that posted data is indicative of student mastery/non-mastery

Academic Coach will examine the construction of the list to assure that students have been properly identified

Transformation Specialist and school leadership team will assist in necessary modifications








STRATEGY:S3. In addition to traditional classroom instruction, E-learning will be utilized to provide prescriptive intervention and support in the academic core and technology will be purchased to provide students with the tools necessary to participate.

STI PD will document training through the Regional Inservice Center for teacher and Instructional Aide

N/A Hiring of teacher and Instructional Aide – (outlined above)

ACTION STEP:S3. A1. Utilize ACCESS as the e-learning tool to provide on-site academic core support to students in need of prescriptive intervention in Reading, Writing, English Language Arts, Mathematics, Science and Social Studies; prescriptive support for high stakes test preparation; and initial credit, credit recovery and/or grade recovery opportunities.


S3. A2. A dedicated e-learning computer lab will be established at the school.

S3. A3. The ACCESS teacher and the Academic/Standards Coach will receive training in establishing effective processes to utilize initial credit, standards-based credit recovery, and test preparation strategies to assist students in meeting promotion requirements necessary to stay on track for graduation; target at-risk students who are deficient and/or off track to graduate; help in recovering students who have dropped out; all of which will significantly increase the cohort graduation rate.

S3.A4. The district will utilize ACCESS to expand the distance learning program to grade 8 as well as adding a new component targeting reading in grades 7 -12. This model will provide opportunities for students, no matter their location, to increase scores in identified curricula using 21st Century tools and equipment. This individualized instruction, based on acquired data from research based software, will be designed by a highly qualified, Alabama Certified teacher and monitored by a trained facilitator.

Computers will be purchased and purchase orders will serve as documentation.

STI PD will document the training provided by Regional Inservice Center

Opportunity for students to enroll in additional courses not currently offered

N/A

Retraining

School leadership team will encourage enrollment in ACCESS classes to students in need

Purchase of computers for ACCESS lab - $21,000.00 (1003g)

No Cost


STRATEGY:S4. Technology will be purchased to




Alabama COS for Technology for Grades K - 12





increase student engagement and as tools for teacher data collection.

ACTION STEP:

S4. A1. Purchase 21st Century Classroom equipment including a 1:1 iPad initiative for grades 9 – 12 in year one, adding additional grades in successive years, and provide professional development and training on its use through the hiring of a Technology Coach. Equipment to include a dedicated teacher laptop, LCD projector, SMART Board, document camera, digital video camera and MAC book cart for digital projects.

Purchase orders will be indicative of equipment purchases and sign-in sheets and lesson plans will indicate scope and sequence of technology training for students and teachers

Additional training will be offered by the Technology Coach as necessary for successful implementation.

Technology Coach to be provided in contracted cost to Information Transport Solutions - $416200.00 (1003g)21st Century Classroom equipment -

$353650.00 (1003g)




STRATEGY:S5. Additional teachers will be hired to allow for a teacher for each grade level.

ACTION STEP:S5.A1. Teachers will be hired through the Teach for America Program to assure that the best qualified teachers are in classrooms where the need is the greatest. These hires will also assure that all grades have a teacher and there are no combined grade classes.

Board minutes will indicate hiring and contracts will be in place with

Teach for America.

N/A Teacher units will be paid from foundation funds and $3000.00 contractual cost to Teach for America will be leveraged from 1003g monies

GOAL TO ADDRESS ANNUAL MEASURABLE ACHIEVEMENT OBJECTIVES AND ENGLISH PROFICIENCY NEEDS


PART 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):No ELA students

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.

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?












STRATEGY:S1. District and School Leadership will receive extensive training to focus on a standards-based, data driven belief system incorporating a “no-excuses” culture

STI PD will document attendanceStudent surveys will be administered to document the effectiveness of the C.A.R.E. progress

STI PD will document attendanceSchool-based leadership team will implement strategies to share student achievement

Retraining on the C.A.R.E. model

Transformation Specialist will retrain school-based leadership teams to ensure responsibility of sharing student achievement

$416200.00 contracted to ITS for professional development as indicated above.

Transformation Specialist salary as outlined above.

ACTION STEP:S1.A1. Deliver training to senior, district and school-level leadership regarding the concept of C.A.R.E (Culture-Accountability-Results-Excellence) 100% of school-based leadership which includes teachers will demonstrate 100% CARE - Caring About Results Every day; Caring About Relationships, Relevance and Rigor Every day; Caring About Respect, Restraint, and Responsibility, Every day; and most importantly, Can’t Accept Ridiculous Excuses for lack of principal, teacher, student performance in meeting and exceeding minimum proficiency state requirements.

S1.A2. Provide training and strategies to senior and central office staff in sharing student achievement accountability and responsibility with school-based


leadership

S1.A3. Provide training to district and school-based leadership on the concept and power of 90/70/100 as expectations for student performance. 90% of students in each subgroup will meet proficiency expectations. 70% of students in each subgroup will exceed proficiency expectations on the ARMT and/or the AHSGE, and there will be 100% Care everyday. This training will provide cultural changes for educators to exhibit high expectations.

S1.A4 Provide training to senior staff, central office, principal and instructional leadership teams on progress monitoring through the use of the 45 Day Action Plan process. 45 DAPs become a living, school improvement document that is updated quarterly to keep school-based leadership teams focused on subgroup achievement performance and their accountability in meeting 90/70/100 performance expectations

S1.A5 Examine current curricular sequence control and promotion requirement polices to ensure: 1) promotion requirements are tied directly to the academic core ; 2)

STI PD will document attendance

Student and teacher surveys will be given to measure the effectiveness of the culture of expectations

STI PD will document attendanceSchool-based leadership team will implement strategies to share student achievementDocumentation of training in STIPD and 45 Day action plans will serve as documentation of RTI efforts and improvement effortsGoals and objectives in each school’s 45 Day Action Plan will monitored by the district and adjusted quarterly by school-based leadership to ensure if performance data indicates changes need to be made to guarantee all students are on track to meet and exceed 90/70/100 proficiency standards, appropriate adjustments and corrections are written into the next 45 day action plan.

Students will earn privileges based on meeting identified requirements. High ranking students will be spotlighted and rewarded.

Transformation Specialist will work with leadership members that continue to have low expectations

Academic Coach will help teachers construct 45 DAPs when necessary.

Transformation Specialist will identify weak areas in the 45 DAP and offer additional support in these areas

Principal and leadership team will modify requirements and rewards as necessary.

Services contracted to ITS

Services contracted to ITS and oversight provided by LEA transformation specialist. Student services/parent liaison to work with parents on expectations.

No Cost


students are enrolled in the correct courses necessary to be successful on high stakes assessments; and 3) in a standards-based culture students must master minimum proficiency on current grade level performance standards (both the ARMT/AHSGE as well as passing academic core coursework) prior to being promoted to the next grade level where more rigorous standards are expected. Student performance data will determine whether students need more time to meet and exceed performance standards. Accountability shifts to principals and teachers to ensure performance standards are actually transferred to all students, and not simply delivered. STRATEGY:S.2. Create a formative leadership model allowing teachers to assume leadership roles in the school.

Principal will establish leadership teams and monitor progress

Transformation Specialist will provide additional support to the principal in the establishment of leadership teams

Leadership Academy - $7500.00 (included in contracted price to ITS)

ACTION STEP:

S2.A1. Provide training to principal in developing high performance instructional leadership teams at each school that assume full responsibility in creating the ideal teaching and learning environment; is accountable for a process of continual school improvement that is teacher-led, not administrative driven; understands the student performance data drives the instructional design and decisions; and develops prescriptive intervention strategies to assist all students in meeting and exceeding performance standards. Leadership topics will also include budgeting for sustaining technology, managing change, human resources management and


public relations.

STRATEGY:S.3.Create a position for Student Services that will include Parental Liaison Responsibilities and strengthen the home/school connection.

Educator will be hired to initiate student services related to

discipline, truancy, absenteeism and parental involvement.

Tools will be purchased for observation and evaluation

Job description and duties will be honed and revisited as needs arise.

Observation and evaluation to be conducted by Academic Coach,

Central Office personnel, and ITS Consultants

47% of salary and benefits -$40404.00 (1003g), residual of salary to be paid from Title I

Cost included in contracted cost to ITS

ACTION STEPS:S3.A1.Hire a qualified educator to serve as a student services provider that will include parental liaison responsibilities to strengthen the home/school connection.STRATEGY: S.4.Utilize evaluation tools to gauge program success and create a research-based model for replication.Evaluation/CBAM/LoTi/Blue Ribbon Schools

STRATEGY: S.5. The master schedule will be revised to insert an additional period in which RTI and basic skills will be taught.

ACTION STEPS:S5.A1. An additional period (8) will be added to the master schedule and remediation classes provided.

Creation of Master Schedule indicating Intervention,

Remediation, and Enrichment

Schedule will be revised and students rescheduled as data

indicates is necessary

No Cost

STRATEGY:S.6. Materials/Books/Supplies will be purchased to facilitate the S.T.A.R. process

ACTION STEPS:S.6.A.1. High School 101 , The Leader in Me and Unwrapping the Standards will be used as book studies during Standards-based training.

STI PD and Wikis created for each book study will document training

and teacher participationPrincipal will lead each book study and revisit topics as necessary

Books and workbooks for teachers will be purchased with traditional

school improvement funds and HERA funds


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