Clements High School: Highlights > "Clements Continuous Improvement Plan 2008-2009"

Clements Continuous Improvement Plan 2008-2009

Thursday, March 05, 2009

ALABAMA STATE DEPARTMENT OF EDUCATION

Joseph B. Morton, State Superintendent of Education

2008 - 2009

CONTINUOUS IMPROVEMENT PLAN

Title I Schoolwide Programs

NAME OF SCHOOL: Clements High School
STREET ADDRESS: 7730 Hwy. 72				CITY: Athens		STATE: Alabama		ZIP CODE: 35611
CONTACT: Donald Wilson, principal				TELEPHONE(256) 729-6564		E-MAIL Donald.wilson@lcsk12.org
Identified for School Improvement? No Yes Delay Status Year 1 or Year 2 Submit to LEA for Board approval. Retain the original plan in the LEA. Submit the plan electronically to your system's e-GAP Document Library by November 7, 2008.* Year 3 or Year 4 or more Submit to LEA for Board approval. Mail two copies of PAGE ONE and two copies of PAGE TWO with original signatures to Federal Programs, Accountability and Compliance, P. O. Box 302101, Montgomery, AL 36130-2101. Submit the plan electronically to your system's e-GAP Document Library by November 7, 2008.
Made AYP? YES NO	Made AMAOs (ELL)? YES NO N/A	Career Tech Made AYP? YES NO N/A	Are all federal resources (including Titles I, II, III, IV, V, and VI) used to coordinate and supplement existing services and 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 (example: through parent meetings or on websites): A copy of the CIP will be made available to parents and other shareholders via the Clements High School website, school office, school library, school guidance office, and the Limestone County Board of Education. During Parental Involvement meetings and PTO meetings, information will be made available to attendees. Goals, strategies, short and long range action plans will be discussed at these meetings. The school mission statement will be posted in all classrooms, school office, school library, school guidance offices, administrative offices, and in the halls of the school in numerous locations.
*Board Approval: Yes No Board approval received on _____________________________, 2008. Board Signature:
Superintendent Signature:							Date:
Federal Programs Coordinator Signature:							Date:
Principal Signature:							Date:

CONTINUOUS IMPROVEMENT PLAN DEVELOPMENT AND IMPLEMENTATION TEAM

This plan was developed/or revised during the following time period (e.g. April, May - September 200_):

This plan was developed/revised April 2008-October 2008.

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 (Title I, Section 1116(b)(A)(viii):

The faculty, support staff, and administration participated in a variety of collaborative sessions including faculty meetings, data meetings, departmental meetings, and grade level meetings to develop and set forth implementation of the CIP. Parents, students, and community shareholders were actively involved in the planning, development, and implementation of the CIP by attending planning sessions and meetings including Parental Involvement meetings, BBSST meetings, and School-wide Planning meetings.

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)

Donald Wilson

Lori Brocato

Sandra Bass

Renee Beggs

Marinda Dees

Amanda Moss

Andrea Swan

Dana Jackson

Andrew Gentry

Kelly Kelsoe

Jody Brown

Kelly Anderson

Laura Taylor

Leanne Hudleston

Thomas Young

Karen Carter

Tina Downs

Frank Hutchinson

Tammy Moss

Angie White

Debbie Hoffman

Danny Rosson

Rita Rosson

Austin White

Austin Welborn

Principal

Assistant Principal

Title I

Title I Instructional Assistant

Science

English

Librarian

5^th grade

3^rd grade

Special Education

Reading Coach

Counselor

Math

Kindergarten

Social Studies

Technology Specialist

Parent

Community Member

Student

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

Part I - continued - Directions: needs assessment- 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.

Briefly describe the process your faculty used to conduct the needs assessment (analysis of all data).

Faculty, staff, and administration meet in data meetings, grade level meetings, and departmental meetings each month (August-May) to review testing data taken from the AHSGE, SAT/ARMT, AYP report, and Pride surveys to determine areas of strength and areas of focus. Once these areas were determined, short and long term instructional goals were written. A monitoring timeline was written to establish dates of checkpoints to assess the effectiveness or need for further revision of the goals.

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.

Number and percentage of teachers Non-HQT:

There are 2 non-HQT teachers at Clements which is equal to 4% of certified faculty members.

Number and percentage of Classes Taught by Non-HQT:

There are 11 classes being taught by non-HQT teachers which is equivalent to 4% of subjects taught at Clements.

Alabama High School Graduation Exam (AHSGE):

Strengths:

96% of 10^th grade students (23 out of 24) passed the mathematics portion of the AHSGE in September 08
83% of 9^th grade students (20 out of 24) passed the mathematics portion of the AHSGE in September 08

Weaknesses:

•· Only 71% of students (66 out of 93) in grades 10-12 passed the reading portion of the AHSGE

From 10^th grade: 15 out of 72 students failed the reading portion on their first attempt

From 11^th grade: 9 out of 16 students failed the reading portion on their second attempt

From 12^th grade: 2 out 3 students failed the reading portion multiple times

Alabama Reading and Mathematics Test (ARMT):

Strengths:

•· 4^th grade students scored an overall average of 95% in reading which is up from 90% from the previous school year

•· 6^th grade students scored an overall average of 93% in reading which is up from 87% from the previous school year

•· 7^th grade students scored an overall average of 59% in mathematics which is up from 53% from the previous year

•· The overall average for 2007-08 in reading for students in grades 3-8 was 87.2%, which is up from 87% from the previous year.

Weaknesses:

The overall average for 2007-08 in mathematics for students in grades 3-8 was 71.35, which

is a decrease from the previous year's overall percentage of 75.5%.

Alabama Science Assessment:

Strengths:

In the first of year of implementation of the Alabama Science Assessment, 75% (74 out of 85) of 5th grade

students' scores were in Levels 3 and 4.

Of a total of 77 students in grade 7 taking the Alabama Science Assessment, 35 scored in Level 3.

Weaknesses:

Only 7 out of 77 students in grade 7 scored in Level 4.
For the content standard Identify spheres of the Earth, only 30% had a mean percent

correct (1.8 mean points earned).

Stanford 10:

Strengths:

Students in grade 3 improved in all reading subtests (word study skills, vocabulary, and comprehension)

in 2007-08 from the previous year. (Even though some areas are still below average, 3^rd grade students

showed improvement in reading which indicates growth/progress.)

Students in grade 4 scored 60% in mathematics procedures, up from 59% for the previous year.
Students in grade 5 scored 51% in mathematics problem solving, up from 49% for the previous year.
Students in grade 7 scored 54% in mathematics problem solving, up from 50% for the previous year.

Weaknesses:

•· The overall average in reading in grades 3-8 for 2007-08 was 53.0%, a decrease from 54.6% from the previous year.

•· The overall average in mathematics in grades 3-8 for 2007-08 was 52.3%, a decrease from 53.5%

From the previous year.

Dynamic Indicators of Basic Early Literacy Skills (DIBELS):

Strengths:

The overall average for grades K-3 for the spring 08 benchmark assessment was 75.75%, an improvement

from 63.75% in the fall 07 and 71.50% in winter 07.

The overall average for grades 4-5 for the spring 08 benchmark assessment was 63.00%, an improvement

from 62.50% from spring 07.

Weaknesses:

The overall average for grades K-3 for the spring 08 benchmark assessment was 75.75%, a decrease from 79.25% in spring 07 and a decrease from 77.50 in spring 06.

Alabama Direct Assessment of Writing (ADAW):

Strengths:

5^th grade Level 3 and 4 percentage: 64 (up from 51% in 2007)

Weaknesses:

7^th grade Level 3 and 4 percentage: 66 (down from 71% in 2007)
10^th grade Level 3 and 4 percentage: 61 (down from 72% in 2007)

ACCESS for English Language Learners (ELLs):

Strengths:

ELL students performed well in the areas of Listening and Speaking. 38 out of 44 (86%) students scored 3.9 or higher in the area of Listening. 31 out of 44 (70%) scored 3.5 or higher in the area of Speaking.

Weaknesses:

Out of the 44 ELL students tested, 29 students scored lowest in the area of writing. This is 66% of all ELL students who took the ACCESS test at Clements.

Professional Education Personnel Evaluation (PEPE) School Profile Information:

Strengths:

1.3 Prepares Resources
3.1 Monitors Student Performance
3.4 Uses Assessment Results

Weaknesses:

2.4 Provides Practice/Summarization
4.1 Manages Class Time

Part I - Continued:

Additional Data Sources: (e.g., Alabama Alternate Assessment [AAA], School Technology Plan Data)

Strengths:

The student population at Clements (2007-2008 school year) included 88 students (15%) of the total number in grades K-8 and 11 served in special education programs (other than Speech or Language (SLI) services or gifted services) and administered required state assessments for the 2007/2008 school year. Of this number, one student (1) in the (Clements) subgroup of Special Education met Alabama's definition of "significant cognitive disability" and/or eligibility requirements to be considered by their respective IEP team for assessment with the Alabama Alternate Assessment, and participated in the AAA for the spring 2008 administration. The student assessed with the AAA was classified as fourth grade, for enrollment, at the time of the assessment. Two fourth grade students were assessed by the AAA in the system in 2008. The mean score for the fourth graders assessed by the AAA in Reading for Limestone County Schools was 117 (based on score of 150). The student assessed with the AAA at Clements scored in Level IV for Reading with a mean score of 142.0. The student scored in Level III for Math with a mean score of 92.1, scoring above the mean score of 78 (based on 120) for fourth grade students assessed in the Limestone County Schools with the Alabama Alternate Assessment. The fourth grade student assessed with the AAA at Clements scored above the mean for the system in Reading and Math in the 2008 testing

Weaknesses:

50% of the math standards for one student were assessed at Level 2 complexity

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

Strengths:

Implementation of Classworks (grades 2-12)
K-9 Nine weeks skills tests
Adoption/Implementation of Scott Foresman Reading Series/My Sidewalks Intervention Program (includes unit tests)
Accelerated Math and Reading utilized (K-12)

Weaknesses:

Only 30 classes out of 59 utilizing Classworks

Career and Technical Education Program Improvement Plan:

Strengths:

16 Career Course offerings
All teachers are BIC (Business and Industry Certified)

Weaknesses:

The Career Tech Center is limited in the number of programs that can be offered.

Part I - Continued:

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, or student attendance).

Strengths:

For the 2007-2008 school year:

No expulsions from 120 office referrals
Office referrals: 120 (down from 148)
3 Alternative School placements (down from 9)

Weaknesses:

For the 2007-2008 school year:

28 office referrals for fighting
29 office referrals for defiance of authority

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

Strengths:

Graduation rate: 96%
25 students out of 68 in the 2008 graduating class graduated with an advanced endorsement.

Weaknesses:

2008 graduating class had 2 students who dropped out prior to graduation.
3 students did not graduate due to failing grades and/or failure to pass the AHSGE.

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

Strengths:

97% attendance based on 180 days
56.1% have Master's Degrees
9.8% have AA/Ed.S.

Weaknesses:

7% new faculty (6 new teachers)

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:

ADM was 1109 in grades K-12 with attendance in the 95 percentile

Weaknesses:

10 withdrawals throughout the school year transferring to a private school

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

Strengths: Based on data from the Spring 2008 Parent Opinion Survey, the following strengths were identified:

•· 90% of parents agreed that the faculty does a good job teaching language arts

•· 82% of parents agreed that the faculty does a good job teaching mathematics

•· 81% of parents agreed that the faculty does a good job teaching science

•· 72% of parents agreed that the faculty does a good job teaching social studies

•· 74% of parents indicated they feel teachers use a variety of teaching strategies and learning activities to help students learn

•· 80% of parents feel that teachers at Clements High School hold high expectations for student learning

Weaknesses: Based on data from the Spring 2008 Parent Opinion Survey, the following areas of focus were identified:

Only 29% agree that our school is doing a good job of teaching foreign languages
Only 29% indicated that bullying is not a problem at Clements High School

School Perception Information related to student PRIDE data.
Strengths: •· 71% of students in grades 7-12 agreed that Clements High School provides a safe and orderly environment for learning •· 53% of students in grades 7-12 indicated that security measures at Clements High School makes them feel safe	Weaknesses: •· 47% of students in grades 7-12 feel as though substance abuse is a problem at Clements High School •· 39% of students in grades 7-12 and 40% of students in grades 3-6 indicated problems with bullying at Clements High School.
School Process Information related to an analysis of existing curricula focused on helping English Language Learners (ELLs) work toward attaining proficiency in annual measurable academic objectives (AMAOs).
Strengths: The ELL staff has been trained to use WIDA standards during instruction of ELL students in Language Acquisition classes. The ELL program uses research based instructional materials for its ELL population. The WIDA standards have been integrated into the district's continuum of skills.		Weaknesses: The weaknesses are that regular education teachers have not been trained on the WIDA standards.

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:

The ELL teacher at Clements has a bachelor's degree in Elementary Education as well as a Master's

Degree in Elementary Education. She has 22 years of experience. She has attended numerous professional development activities that are focused on student achievement.

The ELL instructional assistant is highly qualified. He is bilingual and provides translation and interpretations as needed.

Weaknesses:

Additional personnel are needed to ensure that every student can be served when needed. Teachers should be provided with more professional development related to the ELL population.

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

Strengths:

ARI and AMSTI strategies implemented fully
Remediation classes provided for students failing to pass parts of the AHSGE
ACCESS Lab available to students for remediation and distance learning classes
Piloting of Classworks technology (grades 2-12)

Weaknesses:

Only 30 classes out of 59 utilizing Classworks

Part II - GOAL TO ADDRESS ACADEMIC NEEDS - All components to support improving academic achievement, INCLUDING SCHOOL CULTURE CONSIDERATIONS, should be related to the weaknesses identified in the data summary. DUPLICATE PAGES AS NEEDED TO ADDRESS TOP 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):

Raise scores for all students on the mathematics portion of standardized tests by 1%

Data Results on which goal is based:

SAT 10, AHSGE

TARGET GRADE LEVEL(S):

3-12

TARGET CONTENT AREA(S): Circle One

Reading Math Science Other

AHSGE:

Reading Math Science Social Studies Language

ADDITIONAL ACADEMIC INDICATORS:

Attendance, Graduation Rate

TARGET STUDENT SUBGROUP(S):

Special Education

COURSES OF STUDY

REFORM STRATEGIES

BENCHMARKS

INTERVENTIONS

RESOURCES

CONTINUOUS LEA REVIEW IN SUPPORT OF THE PLAN

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.)

WHAT DATA WILL BE GATHERED THROUGHOUT THE YEAR TO MEASURE PROGRESS AND

HOW OFTEN WILL PROGRESS BE REVIEWED?

WHAT INCREASE (%) IN PROFICIENCY IS ANTICIPATED AT EACH MO/QUARTER CHECKPOINT?

HOW WILL THE SCHOOL PROVIDE TIMELY ASSISTANCE TO STUDENTS NOT MASTERING PROFICIENT OR ADVANCED LEVELS AT THESE PLANNED CHECKPOINTS?

WHAT RESOURCES AND SPECIFIC EXPENDITURES WILL BE NEEDED FOR SUCCESSFUL IMPLEMENTATION?

(Ex: 6 Classroom Libraries, $.....00)

DATE +, -. N/A

AHSGE VII-7: Solve problems: Direct Variation

AHSGE V-8: Solve problems: Algebraic Concepts

SAT-10 Cluster Reasoning and Problem Solving

STRATEGY:

Implement a problem of the day (K-6) or week (7-12) in mathematics

ACTION STEP:

•· Allow students time to work independently toward problem of the day/week answer

•· Teacher will go over problem step by step to guide student understanding

•· Teachers will add problem solving section to daily assignments or tests

•· Progress reports

•· Report cards

•· Chapter/Unit tests

•· Daily quizzes

•· Accelerated Math reports

•· Classworks program reports

0.5%

•· Skills lab

•· Title I intervention

•· RSVP Volunteers

•· ACCESS Lab

None needed

Oct. 2008-

May 2009

*WIDA- World-Class Instructional Design and Assessment; the consortium to which Alabama and a number of other states belong.

CONTINUOUS IMPROVEMENT GOAL (SHOULD ADDRESS IDENTIFIED WEAKNESSES AND GAPS):

Raise scores for all students on the reading portion of standardized tests by 1%

Data Results on which goal is based:

ARMT, SAT 10, AHSGE

TARGET GRADE LEVEL(S):

K-12

TARGET CONTENT AREA(S): Circle One

Reading Math Science Other

AHSGE:

Reading Math Science Social Studies Language

ADDITIONAL ACADEMIC INDICATORS:

Attendance, Graduation Rate

TARGET STUDENT SUBGROUP(S):

Special Education

COURSES OF STUDY

REFORM STRATEGIES

BENCHMARKS

INTERVENTIONS

RESOURCES

CONTINUOUS LEA REVIEW IN SUPPORT OF THE PLAN

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.)

WHAT DATA WILL BE GATHERED THROUGHOUT THE YEAR TO MEASURE PROGRESS AND

HOW OFTEN WILL PROGRESS BE REVIEWED?

WHAT INCREASE (%) IN PROFICIENCY IS ANTICIPATED AT EACH MO/QUARTER CHECKPOINT?

HOW WILL THE SCHOOL PROVIDE TIMELY ASSISTANCE TO STUDENTS NOT MASTERING PROFICIENT OR ADVANCED LEVELS AT THESE PLANNED CHECKPOINTS?

WHAT RESOURCES AND SPECIFIC EXPENDITURES WILL BE NEEDED FOR SUCCESSFUL IMPLEMENTATION?

(Ex: 6 Classroom Libraries, $.....00)

DATE +, -. N/A

AHSGE III-3: Understand Figurative Language

SAT-10 Cluster: Reading Comprehension: Interpretation

STRATEGY:

Present more poetry, essays, drama, and nonfiction literature

ACTION STEP:

•· Implement Drama Club

•· Develop Reader's Theater

•· Present plays (classroom, grade level)

•· Students working in cooperative groups

•· Weekly tests

•· Unit tests

•· Mid year assessments

•· Classworks data

0.5%

•· Skills lab

•· Title I intervention

•· ACCESS Lab

•· Classworks program

•· Reader's Theater materials for teachers $100.00

Oct. 2008-

May 2009

*WIDA- World-Class Instructional Design and Assessment; the consortium to which Alabama and a number of other states belong.

Part III - GOAL TO ADDRESS ANNUAL MEASURABLE ACHIEVEMENT OBJECTIVES (AMAOs) AND ENGLISH PROFICIENCY NEEDS - Note: Refer to the ELL Data Compilation as part of the needs assessment in forming goals.
ENGLISH PROFICIENCY GOAL (SHOULD ADDRESS IDENTIFIED WEAKNESSES AND GAPS):
According to the Spring 2008 ACCESS scores, the majority of ELL students scored the lowest in the category of writing. 66% (29 out of 44 ) of the ELL students scored lowest in writing. 86% of the second and third graders taking the ACCESS scored lowest in writing, while 80% of the fifth graders scored lowest in writing. Our goal is to address the writing deficit in grades 2, 3 & 5 by using research-based strategies and actions to improve English language proficiency.

Data on which goal is based:
ACCESS (Assessing Comprehension and Communication in English State to State for English Language Learners)



TARGET GRADE LEVEL(S):
Grades 2, 3 & 5
TARGET ELP LANGUAGE DOMAIN(S):
Circle all that apply.                                                           Reading               Writing              Listening                Speaking                Comprehension
WIDA ENGLISH LANGUAGE PROFICIENCY STANDARDS
REFORM STRATEGIES
BENCHMARKS
INTERVENTIONS

RESOURCES
CONTINUOUS LEA REVIEW IN SUPPORT OF THE PLAN

WHICH WIDA* ENGLISH LANGUAGE PROFICIENCY STANDARDS OR DOMAINS ARE LINKED TO EACH STRATEGY?
what Research-based STRATEGIES/ACTIONS WILL BE USED
TO IMPROVE ENGLISH LANGUAGE PROFICIENCY?
(List specific strategies, not programs or program names.)

WHAT DATA WILL BE USED THROUGHOUT THE YEAR TO MEASURE PROGRESS? HOW OFTEN WILL PROGRESS BE REVIEWED?
WHAT INCREASE (%) IN PROFICIENCY IS ANTICIPATED WITH EACH REVIEW?
MO/QUARTERLY
HOW WILL THE SCHOOL PROVIDE TIMELY ASSISTANCE TO STUDENTS NOT MAKING ADEQUATE PROGRESS IN LANGUAGE ACQUISITION (APLA) AND OR ATTAINING ENGLISH LANGUAGE PROFICIENCY?
WHAT RESOURCES ARE NEEDED FOR SUCCESSFUL IMPLEMENTATION?







DATE                  +, -. N/A
Grades 2-3
Writing
Standard 1 Level 4
Standard 1 Level 5

STRATEGY: Writing personal experiences

ACTION STEP: Have students to journal once a week in the ELL classroom to practice writing personal experiences. They draw on what they know which makes writing easier.

•1.        Work samples each month.
•2.        The writing portion of the
         W-APT will be
        administered
        monthly in order
        to track progress.
Student work will be reviewed monthly to identify any problem areas. The main review will be the annual ACCESS test. The ACCESS test will take place in the month of March. Results are released May or June. We anticipate 80% of students to increase their writing scores by 10%.
The ELL teacher will integrate a writing lesson into her lesson plans at least once a week. She will add an extra block of time as needed.
The resources needed include writing prompts, journal entry modeling, and pre-written examples (given a good example to follow and a bad example to identify problems).
December 2

February 11

April 29

Summer 2009
Grades 3 &-5
Writing
Standard 2 Level 4
Standard 2 Level 5
STRATEGY: Using graphic organizers to help produce and edit writing.

ACTION STEP: Guide and instruct students to use various graphic organizers to help produce and edit writing.
•1.        Work samples each month.
•2.        The writing portion of the
         W-APT will be
         administered
         monthly in order
         to track progress.
Student work will be reviewed monthly to identify any problem areas. The main review will be the annual ACCESS test. The ACCESS test will take place in the month of March. Results are released May or June. We anticipate 80% of students to increase their writing scores by 10%.
The ELL teacher will integrate a writing lesson into her lesson plans at least once a week. She will add an extra block of time as needed.
The resources needed include examples of completed graphic organizers, modeling, and blank organizer sheets (to help students learn and recognize the structure).
December 2

February 11

April 29

Summer 2009



*WIDA- World-Class Instructional Design and Assessment; the consortium to which Alabama and a number of other states belong.

Part IV - STRATEGIES TO ADDRESS SCHOOL SAFETY, CLASSROOM MANAGEMENT/DISCIPLINE, 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.
WHAT CHALLENGES RELATED TO SCHOOL SAFETY, CLASSROOM/DISCIPLINE, AND SUPPORTIVE LEARNING ENVIRONMENTS HAVE BEEN IDENTIFIED THROUGH THE REVIEW OF SCHOOL DEMOGRAPHIC, PRECEPTION, AND PROCESS DATA?
what ADDITIONAL OR NEW REFORM STRATEGIES/ACTIONS
WILL BE USED TO ADDRESS THESE CHALLENGES?


WHAT ADDITIONAL RESOURCES (materials, personnel) WILL BE NEEDED TO SUCCESSFULLY IMPLEMENT THESE STRATEGIES?
DOCUMENT CONTINUOUS LEA REVIEW IN SUPPORT OF PLAN

There are a high number of office referrals for fighting and defiance of authority.
•·          More parent/teacher conferences
•·          "Deputy talks" classroom lessons
•·          Increase in character education through guidance counselors

•·          Guest speakers
•·          Additional SROs
•·          Videos/DVDs for guidance services

Oct. 2008-May 2009
According to Opinion Surveys, 39% of students in grades 7-12, 40% of students in grades 3-6, and 79% of parents indicated problems with bullying at Clements High School.

•·          Increase guidance counselor involvement in classrooms
•·          Professional development for teachers/staff
•·          Implementation of hall duty rotation for faculty/staff for before school, between classes, and at afternoon dismissal

•·          Videos/DVDs for guidance services/professional development for faculty and staff
•·          Guest speakers
Oct. 2008-May 2009


Part V - Additional Components To Be Addressed to Satisfy Federal Requirements

1. Teacher Mentoring: Describe teacher mentoring activities. For example, are new or inexperienced teachers given support from an assigned master teacher and what does that support look like? (Section 1116)
Part V - Additional Components to be Addressed to Satisfy Federal Requirements

1. Teacher Mentoring: Describe teacher mentoring activities. For example, are new or experienced teachers given support from an assigned master teacher and what does that support look like? (Section 1116)

Limestone County Board of Education has established the SUCCESS (School Uniting Colleagues Create Effective Successful Students) Mentoring Program as a teacher-oriented program that is individualized to support and guide all non-tenured teachers in compliance with ALSDE and local guidelines. The program provides assistance and offers support to all non-tenured teachers with the goal of increasing student achievement and reducing teacher attrition. The teacher mentors, school coordinators, and district coordinator receive ALSDE training through a series of modules developed by ALSDE. The district coordinator, school coordinator, mentor, and mentee work closely together to identify and meet the needs of a new teacher at the beginning of each school year. Each first year teacher with no previous teaching experience is matched with a mentor by subject, grade level, and location proximity. Mentors and mentees meet on a daily basis up to 2.5 hours a week and document their meetings while aligning them with Alabama High Quality Teaching Standards. Each new teacher is provided with an opportunity to observe mentor's classroom and to be observed by the mentor 4 times during the school year. In addition, all new teachers are offered to attend various training sessions concerning classroom management, discipline, and effective instructional practices. All non-tenured teachers who are not new to teaching profession receive mentoring support from a school mentoring coordinator through regular quarterly meetings. Mentors, mentees, and school mentoring coordinators are provided with an ongoing support by SUCCESS district coordinator through meetings, training sessions, personal contact, and informal observations. SUCCESS mentoring program could be accessed through the website of the Limestone County Schools to view links to educational websites, contact district coordinator, or view upcoming training sessions on a district level. A supportive culture of trust, collegiality, respect, and teacher confidentiality is in place to support the SUCCESS Mentoring Program.

2. Budget: Describe the coordination of all federal, state, and local programs. (Note: NCLB Section 1116 requires that each year Title I schools identified for improvement must reserve the equivalent of 10% of the school-level allocation made available to the school under Section 1113 specifically for professional development opportunities for teachers. Budgets should reflect this set-aside.) See the sample budget on a later page.

Federal, State, and Local funds are coordinated through district and local school initiatives in order to provide needed resources for the instructional program. This school is not required to set aside 10% of the Title I budget for professional development. At this time, Clements High School is not in school improvement.

3. Transition: Describe 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 or how eighth grade students are prepared for high school.
Prior to the beginning of school, an orientation meeting is held for parents/guardians of students who will be entering kindergarten. Information is given to parents/guardians regarding procedures, lunch, curriculum, and attendance. After the meeting, parents/guardians/students are invited to tour the kindergarten classrooms and meet the kindergarten teachers.
An orientation/transition meeting is held each spring and again prior to the beginning of school for students who will be entering the 6th grade and their parents/guardians. The counselor and assistant principal prepare a Powerpoint presentation to present useful information/answer questions of upcoming 6th grade students. Students and their parents/guardians are invited to visit the 6th grade classrooms at the conclusion of the meeting.
A similar meeting is held in the spring and prior to the beginning of school for students who will be entering 9th grade and their parents/guardians. In this meeting, more in-depth information is given in regards to required subjects for graduation.

4. 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.
96% of teachers at Clements High School are Highly Qualified. 65.9% of the certified staff have a Master's degree or higher. According to the CHS Teacher Opinion Survey, 78% agree that our school provides teaching materials and supplies that are current and in good condition, 78% agree that Clements High School has a clear mission and goals that provide staff with a common purpose and sense of direction, 82% agree that our school is committed to continuous improvement focused on student learning, 67% agree that a culture of accountability is evident in our school, 62% agree that a positive working relationship between teachers and administration is supported in our school through mutual respect and communication, 71% agree that the administration of our school provides teachers with adequate support, and 67% indicate an overall satisfaction with Clements High School.JHH


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.
Teachers meet monthly in the following ways: data meetings, grade level meetings, departmental meetings, and faculty meetings to collaborate regarding the use of academic assessments to disaggregate data to improve the achievement of individual students and the overall instructional program. These meetings take place either during common planning time or after school.

6. Special Populations: Describe programs used for each group of Migrant, English Language Learners, Economically Disadvantaged, Special Education, Neglected and/or Delinquent, and Homeless students.
Programs such as Accelerated Math, Accelerated Reading, Classworks, My Sidewalks by Scott Foresman, and WIDA are used for ELL, Special Education, Economically Disadvantaged, Neglected/Delinquent, and Homeless students. At this time, Clements High School does not have students who are Migrant.
7. 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.
An Extended Day Learning Program is offered each day, Monday-Friday from 3:00-5:30 for elementary students who are academically needy to receive support and reinforcement of academic skills. Middle school and high school students are offered tutoring on Tuesdays and Thursdays from 3:20-5:00. Both of these programs are taught by certified classroom teachers. Criteria is based on failing grades on progress reports and report cards.



Part VI - Additional Components To Be Addressed to Satisfy Federal Requirements Related to Parental Involvement:

A. Parental Involvement: 1) Describe how the school will convene an annual meeting to inform parents of Title I requirements and offerings; 2) how there will be a flexible number and format of parent meetings offered; 3) how parents will be involved in the planning, review and improvement of the Title I Program; and 4) how funds allocated for parent involvement are being used in the school.
Clements High School offers 3 sessions of our annual Title I meeting (one morning, one afternoon, and one evening to accommodate all parents). The format of parent meetings vary from powerpoint presentations, "make-and-take" workshops, and round table discussions on important topics. PTO and Parental Involvement meetings are scheduled each month during the school year. Parental Involvement meetings are offered at 3 varying times each month (morning, afternoon, and evening). Parents are involved in the planning, review, and improvement of the Title I program through attending and participating in the previously mentioned meetings, through the use of surveys, and through informal conversations with faculty and administration. Funds allocated for parental involvement
B. Parental Involvement: Describe how the school provides parents of participating children timely information in a uniform format and, to the extent practicable in a language they can understand, about programs under Title I, a description and explanation of the curriculum in use, forms of academic assessments, and achievement expectations used, and, if requested by parents, opportunities for regular meetings to formulate suggestions and participate as appropriate in decisions related to the education of their children.
Weekly newsletters are sent home by teachers, the school website is kept up-to-date, information is posted on the marquee in front of the school, and the assistant principal sends a "Home-School" newsletter each month. A Spanish version of all written communication is sent to homes in which the primary spoken language is Spanish. The curriculum in use, academic assessments, and achievement expectations are described and explained at Parental Involvement Meetings, PTO meetings, and BBSST meetings. Additionally, these meetings are used as opportunities for parents/guardians to formulate suggestions and participate in school decision-making related to the education of their children.
C. Parental Involvement: Describe how parents, the school staff, and students share responsibility for improved student academic achievement for participating students (School-Parent Compact).
Parents, school staff, and students share responsibility for improved student academic achievement by participating in CIP meetings and also through committing to a shared responsibility by signing of the Title I Home-School Compact. By signing the compact, the parent agrees to statements such as making sure their child attends school regularly and supporting the school's efforts to maintain proper discipline. The students agree to completing all assignments on time and obeying all school personnel. The commitment of the school staff includes providing high-quality instruction and communicating effectively with parents. School administration makes commitments such as maintaining a safe and orderly environment and monitoring teacher effectiveness.
D. Parental Involvement: Describe procedures to allow parents to submit comments of dissatisfaction with the Continuous Improvement Plan.
Parents are invited to serve as members of the CIP team, encouraged to fill out and submit the Clements High School Parent Opinion Survey, and through Parental Involvement and PTO meetings. Parents are also encouraged to share their thoughts/concerns/opinions through informal conversations with the administration and staff.
E. 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. (See NCLB Section 1118, requirements for building capacity in parental involvement.)
To ensure effective involvement of parents and to support a partnership among the school, parents, and the community to improve student academic achievement, our school:

•(1)     Shall provide training for parents of participating children in understanding such topics as the State's academic content standards and State student academic achievement standards, State and local academic assessments, the requirements of Title I, and how to monitor their child's progress and work with teachers to improve the achievement of their children. (Describe)
Clements High School offers Parental Involvement Meetings each month, offered at 3 different times (morning, afternoon, and evening) in which information is shared in regards to State Academic Content Standards and Student Academic Achievement Standards, State and Local academic assessments, Title I requirements, and how to monitor their child's progress. Parenting Day is a day set-aside for Parent-Teacher conferences to give parents an opportunity to meet with their child's teacher to generate ideas as to how to improve the achievement of their child.

•(2)     Shall provide materials and training to help parents to work with their children to improve their children's achievement, such as literacy training and using technology, as appropriate, to foster parental
      involvement. (Describe)
Parents are provided with useful information and materials at Parental Involvement meetings to assist them in working with their child to improve their child's achievement. Parental Involvement meetings are also      "topic specific"-at least one of the following are offered throughout the school year: Parenting Skills, Understanding Curriculum, Make-and-Take workshops for learning activities, and Understanding Assessments. The assistant principal sends home a Home-School newsletter each month that includes numerous ideas for helping children succeed through parental involvement and learning activities that can be enjoyed as a family.

•(3)     Shall educate teachers, office personnel, and other school staff, with the assistance of parents, in the value and utility of contributions of parents, and in how to reach out to, communicate with, and work with
      parents as equal partners, implement and coordinate parent programs, and build ties between parents and the school.    (Describe)
Teachers and support personnel receive training in assisting parents, communicating and reaching out to parents, and how to implement parent programs through faculty meetings, grade level meetings, and CIP meetings. Teachers are also encouraged to send home weekly newsletters, maintain a website, and to communicate either by phone, written note, or email with parents on a regular basis. Professional development opportunities are provided for teachers who need assistance in the areas mentioned above. Any written communication sent home with the students is sent in the primary language spoken in the student's home. Additionally, a translator is present at meetings to ensure that our Spanish population can participate and understand the information being presented.

•(4)     Shall to the extent feasible and appropriate, coordinate and integrate parent involvement programs and activities with other federal programs, and conduct other activities, such as parent resource centers, that encourage and support parents in more fully participating in the education of their children. (Describe)
Activities such as Parenting Day, Back to School Night, "Meet, Greet, Eat" (Open House), Holiday activities, Spring Fling, and regular PTO activities are held to encourage parents in more fully participating in their child's education. Parent Volunteer training is held at the beginning of the year (offered 3 times, morning, afternoon, and evening) to educate parents in the equipment used at the school (copiers, laminators, Ellison machine, and so on), to clarify school procedures, and to enlist parent volunteers for Duty Free Lunch for the elementary classroom teachers.

•(5)     Shall ensure that information related to school and parent programs, meetings, and other activities is sent to the parents of participating children in a format and, to the extent practicable, in a language the parents can understand. (Describe)
All written communication is sent home in the primary language spoken in the home of the student.

•(6)     Shall provide such other reasonable support for parental involvement activities as parents may request. (Describe)
Multiple opportunities are provided throughout the course of the school year for parent involvement such as PTO functions, volunteering, tutoring, and as requested by parents/guardians.

F. 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.
All written communication will be translated in the primary language spoken in the homes of students, a translator is present at all meetings for non-English speaking parents/guardians, a translator is present for students who parents are deaf, and all buildings/facilities are handicap-accessible.






Part VII- PROFESSIONAL LEARNING NEEDS RELATED TO ACADEMIC CHALLENGES Including ENGLISH LANGUAGE PROFICIENCY, SCHOOL SAFETY, DISCIPLINE, AND SUPPORTIVE LEARNING ENVIRONMENTS (Reminder: NCLB Section 1116 requires that each year Title I schools identified for improvement must reserve the equivalent of 10% of the Title I school-level allocation made available to the school under Section 1113. In addition, each year LEAs identified for improvement must reserve 10% of their allocations for professional development).
•·         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? (If LEA receives Title III funds)                                                                                                                                                                                                                                         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 WILL 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

Regular education teachers have not been trained on the WIDA standards
WIDA standards professional development for faculty /staff
January 6, 2008
August 5, 6, or 7, 2008
Improved proficiency in language acquisition for ELL students
•·          Incorporation of WIDA standards in weekly lesson plans
•·          Monthly monitoring by ELL teacher/collaboration with ELL teacher and regular education teachers
•·          Utilization of ELL Accommodations checklist
•·          Progress report card grades/Report card grades
Title III
Oct. 2008-May 2009

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:

State Foundation Funds                                                                                                         TOTAL

Teacher Assigned Units:             64.3                classroom teachers:                 64.26                    TOTAL OF ALL SALARIES
3,938,959.00
Administrator Units:      1

Assistant Principal:        2

Counselor:                       2.5

Librarian:                        2.5

Instructional Supplies
28,904.00
Library Enhancement
12,646.00
Technology
18,065.00
Professional Development
2,529.00
State ELL Funds



II. Federal Funds:

Title I: Part A: Improving the Academic Achievement of the Disadvantaged                TOTAL
260,104.00
Title 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:

Title I: Part A:

Total Includes $256,793.00 allocation and $3,311.00 for Parental Involvement.


Title II: Professional Development Activities                                                                      TOTAL
$24,188.00
BRIEF EXPLANATION and BREAKDOWN OF SPENDING:

Title II: Prof. Dev. Activities

$24,188.00
$6,457.00 is allocated to fund 1/13th of a SUCCESS Mentoring Coordinator Salary including stipends for local school mentors. $17,731.00 is pooled at the district level to fund activities such as Aspiring Administrators Academy and district wide professional development initiatives such as ARI, HASP, AMSTI, etc.


Title III: For English Language Learners                                                                           TOTAL

BRIEF EXPLANATION and BREAKDOWN OF SPENDING:




Title IV: For Safe and Drug-free Schools                                                                           TOTAL
$2,041.00
BRIEF EXPLANATION and BREAKDOWN OF SPENDING:

Title IV funds are pooled at the district level in order to provide SRO (School Resource Officers) at all schools, materials to administer the PRIDE survey and professional development for SRO and administrative staffs at the local school as needed.
$2,041.00



Title V: For 26 different uses; Also called "Innovative Programs"; Includes school improvement, gifted education, nurses, etc.                                                                        TOTAL
$6,460.00
BRIEF EXPLANATION and BREAKDOWN OF SPENDING:

The Title V funds are pooled at the district level in order to provide a teacher at the Academic Alternative Education Program (BEST Academy). Based on the number of students that attend the program from the local school each year a portion of a salary is determined. This schools portion is .19%.

$6,460.00




Title VI: For Rural and Low-income Schools                                                                    TOTAL

BRIEF EXPLANATION and BREAKDOWN OF SPENDING:






III. Local Funds ( if applicable)

Local Funds                                                                                                                            TOTAL
$802,469.04
Technology: ($90,200.00) Hardware, Software, Wide Area Network, Maintenance Contract.             Instructional Services: ($360,417.00) Athletics, Music, Art, A/P Classes, Additional Textbooks, Voc Travel
Special Education: ($50,852.04) OT, PT, Physchological Testing, Classroom M&S.                            Building Maintenance: ($301,000.00) Utilities and Building Repairs.

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