|
Continuous Improvement Plan
|
Wednesday, February 03, 2010
|
2009 - 2010 CONTINUOUS IMPROVEMENT PLAN Non-Title Plan Note: Blank copy is available on http://www.alsde.edu/ , e-GAP, Document Library Central office designee submits required plans to LEA system's e-GAP Document Library NAME OF SCHOOL: W.J. Carroll Intermediate School | STREET ADDRESS: 1000 Main Street | CITY: Daphne | STATE: Alabama | ZIP CODE: 36526 | CONTACT: Dana Horst | TELEPHONE: (251) 626-0277 | E-MAIL: dhorst@bcbe.org | Identified for School Improvement? No X Yes Delay Status Year 1 Year 2 Year 3 Year 4 or more ALL PLANS: Submit to LEA for Board approval. Retain the original plan in the LEA. Submit a copy of the plan electronically to your system's E-GAP Document Library by November 3, 2009. If using any Federal funding: Submit to LEA for Board approval. Scan PAGE ONE and PAGE TWO to indicate signatures. Submit the plan and signature pages electronically to your system's e-GAP Document Library by November 3, 2009. | Made AYP? YES X NO | Made AMAOs (ELL)? YES X NO N/A | Career Tech Made AYP? YES NO N/A X | Are any federal resources like Title II, III, IV, and VI used to coordinate with and supplement existing services and are not used to provide services that, in the absence of federal funds, would be provided by another fund source? YES NO | Describe how this plan will be made available to parents and other stakeholders, such as through parent meetings or on Web sites. NOTE: The Parental Involvement section of this plan must be distributed to all parents. This plan will be made available through our school website. | *Board Approval: Yes No Board approval received on _____________________________, 2009. Board Signature: | Superintendent Signature: | | Date: | LEA Representative Signature: (responsible for monitoring plan) | | 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 2009): June-September 2009 | 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: Teachers will be involved by utilizing the pacing guides developed by them in line with the Alabama Course of Study for each subject. They will also be utilizing the formative assessments that they generated and administer monthly. The data derived from these assessments will be discussed along with the results from STAR. This will then allow the teachers to improve the achievement of individual students and the overall instructional program. The parents, staff, and faculty examined data from the past three years to develop the 2009 - 2010 comprehensive needs assessment. Parents then discussed perceived strengths and weaknesses of the school and participated in reviewing the goals for the coming school year. | 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) | Dana Horst Keri Shofner Durand Curtis Kathleen Carraway Elizabeth Jennings Blair Heald Mandy Ames Angela Stewart Benita Battle Stephanie Graham Tasha Quinnelly | Principal Assistant Principal Counselor Special Ed IEP Chair School Safety Chair School Technology Coordinator 4th Grade Teacher 5th Grade Teacher 6th Grade Chair PTO President Parent | |
Part I - SUMMARY OF NEEDS BASED ON A COMPREHENSIVE REVIEW OF DATA Briefly describe the process your faculty used to conduct the needs assessment (analysis of all data). | The staff and faculty examined SAT-10 and ARMT data from 2008-2009 to develop the 2009 - 2010 comprehensive data. | Highly Qualified Teachers (HQT): Describe how staffing decisions ensure that instruction is provided by highly qualified, well-trained teachers and how their assignments most effectively address identified academic needs. | | Number and percentage of Non-HQT: 0, 0% | Number and percentage of Classes Taught by Non-HQT: 0, 0% | Alabama High School Graduation Exam (AHSGE): | Strengths: Daphne High School Reading Proficiency +5.21; Math +16.16 | Weaknesses: Daphne High School Special Ed. Reading -37.67; Math -22.00 Free/Reduced Reading -16.43 | Alabama Reading and Mathematics Test (ARMT): | Strengths: 94% of fourth grade students, 90% of fifth grade students, and 85% of sixth grade students scored in Levels III and IV on the reading portions of the ARMT. 86% of fourth grade students, 82% of fifth grade students, and 69% of sixth grade students scored in Levels III and IV on the math portions of the ARMT. | Weaknesses: 4th Grade: Math: Total Geometry (55% mean percent correct), Find Locations on a Grid using Horizontal and Vertical Movements (47% mean percent correct); Recognize Data as a Categorical or Numerical (50% mean percent correct) Reading: Use Strategies to Comprehend Literary and Recreational Materials (64% mean percent correct) 5th Grade: Math: Algebra: Write Number Sentences that involve Multiplication or Division (50% mean percent correct); Complete Addition and Subtraction 4-Digit Numbers With and Without Regrouping (56% mean percent correct) Reading: Use Strategies to Comprehend Functional Textual and Informational Material (62% mean percent correct) 6th Grade: Math: Algebra: Demonstrate Commutative, Associative, and Identity Properties of Addition and Multiplication of Whole Numbers (50% mean percent correct); Geometry: Identify Components of the Cartesian Plane (50% mean percent correct); Measurement: Convert Units of Measurement Within the Same System.(50% mean percent correct) Reading: Recognize Literary Elements/Devices from Various Text Formats/Vocabulary Knowledge (67% mean percent correct) | Alabama Science Assessment: | Strengths: 80% of students scored in Levels III and IV on the Alabama Science Assessment. | Weaknesses: Using everyday indicators to identify common acids and bases (42% mean percent correct), Identify spheres of Earth, including the geosphere, atmosphere, and hydrosphere (48% mean percent correct) | Stanford 10: | Strengths: 4th Grade: Math: Problem Solving - Data, Statistics, and Probability; Procedures: Computation in Context Reading: Comprehension: Literary, Interpretation; Vocabulary: Thinking Skills 5th Grade: Math: Data/Statistics/Probability; Geometry and Measurement; Reading: Initial Understanding, Informational; Vocabulary: Thinking Skills 6th Grade: Math: Data/Strategies/Probability; Mathematical Connections Reading: Comprehension: Functional, Thinking Skills, Initial Understanding Strategies | Weaknesses: 4th Grade: Math: Reasoning/Problem Solving (26% below average); Computation with Decimals (26% below average) Reading: Word Study skills - Structural Analysis (26% below average); Reading Vocabulary: Context Clues (16% below average) 5th Grade: Math: Mathematics Problem Solving - Patterns/Relationships/Algebra (21% below average), Estimation (17% below average) Reading: Comprehension: Informational (12% below average) 6th Grade: Math: Mathematics Problem Solving : Number Sense and Operations (28% below average) Thinking Skills (21% below average) Reading: Comprehension - Literary (15% below average), Functional (16% below average) | Dynamic Indicators of Basic Early Literacy Skills (DIBELS): | Strengths: | Weaknesses: |
Part I - continued - Directions - Summary of Data: Indicate data sources used during planning by identifying strengths and weaknesses or program gaps. If your school did not review a particular data source, please write N/A. School improvement goals should address program gaps (weaknesses) as they relate to student achievement or AYP categories such as graduation rate or other academic indicators. Close attention should be given to the proficiency index. Please include all disaggregated subgroups including those with less than forty students. Part I - Continued: | Alabama Direct Assessment of Writing (ADAW): | Strengths: Overall proficiency gains rose from 55.33% proficient in 07-08 to 65.49% proficient in 08-09. | Weaknesses: The weakest mode was Descriptive with only 44% at level. | ACCESS for English Language Learners (ELLs): | Strengths: | Weaknesses: | Professional Education Personnel Evaluation (PEPE) School /EDUCATE-AL Profile Information: | Strengths: The analysis of the Teachers' scores on their ESR indicates strength in competency 8.0 Performance of Professional Responsibilities. The most number of 4's were in this area. | Weaknesses: Though not a weakness due to the scoring of a 3 by most of the faculty or a 4 by some, 2.0 4.0 Classroom Management did have the most 3's. | Additional Data Sources: (e.g., Alabama Alternate Assessment [AAA], School Technology Plan Data) | Strengths: | Weaknesses: | Local Data (e.g., LEA, school, and grade-level assessments, surveys, program-specific assessments): | Strengths: | Weaknesses: | Career and Technical Education Program Improvement Plan: | Strengths: | Weaknesses: |
Part I - Continued (CULTURE RELATED DATA): | School Demographic Information related to student discipline (e.g. total office referrals, long- and short-term suspensions, expulsions, alternative school placements, School Incidence Report (SIR) data, student attendance). | Strengths: Assault infractions decreased from 18 to 1. Attendance rate held steady at 96.3%. | Weaknesses: There were 27 discipline referrals for fighting. There were 92 bus referrals in comparison to 51 the year prior. Part of the increase may be due solely to the increase of enrollment from an average of 300 to 392 (Added 6th Grade). | School Demographic Information related to drop-out information and graduation rate data. | Strengths: Daphne High School 95% Graduation Rate | Weaknesses: | School Demographic Information related to teacher attendance, teacher turnover, or challenges associated with a high percent of new and/or inexperienced faculty. | Strengths: Teacher attendance averages 0.98 day absent per month excluding the leave of absence for a teacher. | Weaknesses: | 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: Attendance rate held steady at 96.3% which is above the AYP standard of 95%. | Weaknesses: 56 students transferred from our school, which was an increase from the past year of only 28 students transferring. 1096 tardies (last year 715 tardies) and 1570 check-outs (last year 1020) which results in loss of instructional time. Part of the increase may be due solely to the increase of enrollment from an average of 300 to 392 (Added 6th Grade). | School Perception Information related to parent perceptions and parent needs including information about literacy and education levels. | Strengths: | Weaknesses: | School Perception Information related to student PRIDE data. | Strengths: | Weaknesses: | School Process Information related to an analysis of existing curricula focused on helping English Language Learners (ELLs) work toward attaining proficiency in annual measurable achievement objectives (AMAOs). | Strengths: | Weaknesses: | School Process Information related to an analysis of existing personnel focused on helping English Language Learners (ELLs) work toward attaining proficiency in annual measurable achievement objectives (AMAOs). | Strengths: | Weaknesses: | School Process Information uncovered by an analysis of curriculum alignment, instructional materials, instructional strategies, reform strategies, and/or extended learning opportunities. | Strengths: | Weaknesses: |
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 PRIORITIZED GOALS INCLUDING SACS DISTRICT GOALS, IF APPLICABLE. Use the SMART Goals format to address areas of need. CONTINUOUS IMPROVEMENT GOAL (SHOULD ADDRESS IDENTIFIED WEAKNESSES AND GAPS): To increase the percent of students in the black and special education subgroups scoring at Level III and IV on the ARMT in Math by meeting the projected 78% proficiency goal for fourth grade. 47% of the black subgroup scored proficient and 50% of the special education subgroup scored proficient in the fourth grade. To increase the percent of students in the black and special education subgroups scoring at Level III and IV on the ARMT in Math by meeting the projected 77% proficiency goal for fifth grade. 69% of the black subgroup scored proficient and 33% of the special education subgroup scored proficient in the fifth grade. To increase the percent of students in the black and special education subgroups scoring at Level III and IV on the ARMT in Math by meeting the projected 65% proficiency goal for sixth grade. 63% of the black subgroup scored proficient and 40% of the special education subgroup scored proficient in the sixth grade. | Data Results on which goal is based: The school math goals are based on results from the Alabama Reading and Math Test & Stanford Achievement Test-10. |
TARGET GRADE LEVEL(S): 4th-6th grade | TARGET CONTENT AREA(S): Circle One Reading Math Science Other | AHSGE: Reading Math Science Social Studies Language | Additional Academic Indicators: | TARGET STUDENT SUBGROUP(S): Special Ed, Black, & F/R Lunch |
COURSES OF STUDY | REFORM STRATEGIES | BENCHMARKS | INTERVENTIONS | RESOURCES | WHICH COURSE OF STUDY STANDARDS, AHSGE STANDARDS/OBJECTIVES, ELIGIBLE CONTENT, OR WIDA* STANDARDS ARE LINKED TO EACH STRATEGY? | what Research-based STRATEGIES/ACTIONS WILL BE USED TO IMPROVE STUDENT ACADEMIC PERFORMANCE? (Give specific strategies, not just programs or program names.) | HOW WILL PROGRESS FOR EACH ACTION STEP BE MEASURED? (PERFORMANCE DATA, LISTS, SURVEYS, ETC) | HOW WILL THE SCHOOL PROVIDE TIMELY ASSISTANCE IF STRATEGIES DO NOT CHANGE PERFORMANCE? | WHAT RESOURCES AND SPECIFIC EXPENDITURES WILL BE NEEDED FOR SUCCESSFUL IMPLEMENTATION? (Ex: 6 Classroom Libraries, $.....00) | Grade 4 Math: G2: Find locations on a map or grid using ordered pairs. D1: Represent categorical data using tables and graphs, including bar graphs, line graphs, and line plots N6: Solve problems, including word problems, which involve addition and subtraction of four-digit numbers with and without regrouping. N5: Round whole numbers to the nearest ten, hundred, or thousand and decimals to the nearest tenth. | STRATEGY: Use a variety of instructional resources to reach proficiency of the least mastered standards. ACTION STEP: The 4th grade teachers will: *Use data from the ARMT, SAT, and monthly assessments to establish a flexible form of instructional grouping and planning. *Establish intervention groups twice weekly to provide small groups with explicit instruction. *Assign "Problem of the Day" to focus on skills that need to be mastered. *Utilize various websites, classroom technology, and math manipulatives to focus on mastery *Participate in collaborative planning with general education and special education teachers on a monthly basis. * Establish small groups according to ability for math students in the special education setting. | *ARMT style, standard based formative assessments will be administered and recorded monthly. *Weekly assessments will be given and recorded. *Problem of the Day: Math strategies will be discussed daily with students to keep a variety of skills active. *100% of teachers implement on a weekly basis as evidenced by lesson plans and observations. *Evidence given by agenda and/or minutes for meetings and planning sessions. *Evidence based on teacher assigned to instruct each student. | Small Group Instruction Utilize weekly remediation times (Tuesday and Thursdays 90 minutes) to re-teach skills for struggling students. Provide manipulatives for visual learners to help teach/reinforce skills being taught. Assign individualized intervention assignments. Utilize IXL Math for individualized practice on objectives not mastered. | ARMT style monthly formative assessments Data Collection sheets Scheduled grade level meetings Purchase the IXL Math Software License | Grade 5 Math: N1: Demonstrate number sense by comparing, ordering, rounding, and expanding whole numbers through millions and decimals to thousandths. N2: Solve problems involving basic operations on whole numbers. N2.1: Estimate products and quotients A2: Write a number sentence for a problem expressed in words. A6 : Demonstrate the commutative, associative, and identity properties of addition and multiplication of whole numbers. | STRATEGY: Use a variety of instructional resources to reach proficiency of the least mastered standards. ACTION STEP: The fifth grade teachers will: *Use data from the ARMT, SAT, and monthly assessments to establish a flexible form of instructional grouping and planning. *Establish weekly intervention groups to provide small groups with explicit instruction. *Assign problem of the day to focus on skills that need to be mastered. *Utilize various websites, classroom technology, and math manipulatives to focus on mastery. *Participate in collaborative planning with special education and general education teachers on a monthly basis. *Alignment process will be an agenda topic at each grade level meeting. * Establish small groups according to ability for math students in the special education setting. | *ARMT style, standard based formative assessments will be administered and recorded monthly. *Weekly assessments will be given and recorded. *Problem of the Day: Math strategies will be discussed daily with students to keep a variety of skills active. *100% of teachers implement on a weekly basis as evidenced by lesson plans and observations. *Evidence given by agenda and/or minutes for meetings and planning sessions. *Evidence based on teacher assigned to instruct each student | Re-teach lessons for struggling students. Utilize weekly remediation times (Every Thursday for the weeks that 5th doesn't have Computer Lab 2 and every Wednesday when they do have Computer Lab 2) to re-teach skills for struggling students. Small Group Instruction Provide manipulatives for visual learners to help teach/reinforce skills being taught. Assign individualized intervention assignments. Utilize IXL Math for individualized practice on objectives not mastered. | ARMT style monthly formative assessments Data Collection sheets Scheduled grade level meetings Purchase the IXL Math Software License | Grade 6 Math: N1: Compute fluently with addition, subtraction, multiplication, and division of decimals and fractions A1: Solve problems using numeric and geometric patterns M1: Classify angles as acute, obtuse, right, or straight . | STRATEGY: Use a variety of instructional resources to reach proficiency of the least mastered standards. ACTION STEP: The sixth grade teachers will: *Use data from the ARMT, SAT, and monthly assessments to establish a flexible form of instructional grouping and planning. *Provide explicit instruction on strategies to meet these objectives in small group setting. *Provide problem of the day to focus on skills that need to be mastered. *Utilize various websites, classroom technology, and math manipulatives to focus on mastery. *Participate in collaborative planning with special education and general education teachers on a monthly basis. *Alignment process will be an agenda topic at each grade level meeting. | *ARMT style, standard based formative assessments will be administered and recorded monthly. *Weekly assessments will be given and recorded. *Problem of the Day: Math strategies will be discussed daily with students to keep a variety of skills active. *100% of teachers implement on a weekly basis as evidenced by lesson plans and observations. *Evidence given by agenda and/or minutes for meetings and planning sessions. | Re-teach lessons for struggling students. PLC time 20 minutes daily Small Group Instruction Provide manipulatives for visual learners to help teach/reinforce skills being taught. Assign individualized intervention assignments. Utilize IXL Math for individualized practice on objectives not mastered. | ARMT style monthly formative assessments Data Collection sheets Scheduled grade level meetings Purchase the IXL Math Software License |
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 PRIORITIZED GOALS INCLUDING SACS DISTRICT GOALS, IF APPLICABLE. Use the SMART Goals format to address areas of need. CONTINUOUS IMPROVEMENT GOAL (SHOULD ADDRESS IDENTIFIED WEAKNESSES AND GAPS): To increase the percent of students in the black and special ed subgroup scoring at Level III and IV on the ARMT in reading by meeting the projected 82% proficiency goal for fourth grade. 81% of the black subgroup scored proficient and 61% of the special ed subgroup scored proficient. To increase the percent of students in the black and special ed subgroups scoring at Level III and IV on the ARMT in reading by meeting the projected 85% proficiency goal for fifth grade. 84% of the black subgroup scored proficient and 80% of the special ed subgroup scored proficient in the fifth grade. To increase the percent of students in the black and special ed subgroups scoring at Level III and IV on the ARMT in reading by meeting the projected 85% proficiency goal for sixth grade. 77% of the black subgroup scored proficient and 55% of the special ed subgroup scored proficient in the sixth grade. | Data Results on which goal is based: The school reading goals are based on results from the Alabama Reading and Math Test & Stanford Achievement Test-10. |
TARGET GRADE LEVEL(S): 4th-6th grade | TARGET CONTENT AREA(S): Circle One Reading Math Science Other | AHSGE: Reading Math Science Social Studies Language | Additional Academic Indicators: | TARGET STUDENT SUBGROUP(S): Special Ed, Black, & F/R Lunch |
COURSES OF STUDY | REFORM STRATEGIES | BENCHMARKS | INTERVENTIONS | RESOURCES | WHICH COURSE OF STUDY STANDARDS, AHSGE STANDARDS/OBJECTIVES, ELIGIBLE CONTENT, OR WIDA* STANDARDS ARE LINKED TO EACH STRATEGY? | what Research-based STRATEGIES/ACTIONS WILL BE USED TO IMPROVE STUDENT ACADEMIC PERFORMANCE? (Give specific strategies, not just programs or program names.) | HOW WILL PROGRESS FOR EACH ACTION STEP BE MEASURED? (PERFORMANCE DATA, LISTS, SURVEYS, ETC) | HOW WILL THE SCHOOL PROVIDE TIMELY ASSISTANCE IF STRATEGIES DO NOT CHANGE PERFORMANCE? | WHAT RESOURCES AND SPECIFIC EXPENDITURES WILL BE NEEDED FOR SUCCESSFUL IMPLEMENTATION? (Ex: 6 Classroom Libraries, $.....00) | Grade 4 Reading: ALCOS #5 Use a wide range of strategies and skills including sentence structure, locating information and distinguishing fact from fiction to comprehend fourth grade informational and functional reading materials. ALCOS #1 Demonstrate word recognition skills including structural analysis. ALCOS #2a Demonstrate reading vocabulary knowledge, including recognition of a variety of synonyms and antonyms using context clues. | STRATEGY: Use a variety of instructional resources and strategies with recreational, informative, and functional text to reach proficiency of the least mastered standards ACTION STEP: The 4th grade teachers will: *Use data from the ARMT, SAT, DIBELS Progress Monitoring, and monthly assessments to establish a flexible form of instructional grouping and planning. *Establish weekly intervention groups to provide small/cooperative groups with explicit, intensive instruction for 60 minutes daily to focus on reading skills. *Provide differentiated instruction on fluency and comprehension strategies. * Utilize various websites, graphic organizers, and literacy centers to focus on mastery. *Participate in collaborative planning with general education and special education teachers on a monthly basis. *Establish reading groups according to ability levels every 9 weeks | *ARMT style, standard based formative assessments will be administered and recorded monthly. *Weekly sessions on Pearson Success Net will provide data about students' specific needs. *Daily Oral Language weekly quiz administered. *DIBELS Progress Monitoring: Biweekly - Intensive Monthly - Strategic As needed - Benchmark *100% of teachers implement on a weekly basis as evidenced by lesson plans and observations. *Evidence given by agenda and/or minutes for meetings and planning sessions. *Evidence based on teacher assigned to instruct each student. | Re-teach lessons for struggling students. Small Group Instruction Assign individualized intervention assignments Utilize weekly remediation times (Tuesday and Thursdays 90 minutes) to re-teach skills for struggling students. | Progress Monitoring Booklets ARMT style monthly formative assessments Data Collection sheets Scheduled grade level meetings | Grade 5 Reading: ALCOS #1: Demonstrate reading vocabulary knowledge, including recognition multiple-meaning words. ALCOS #4: Use a wide range of strategies and skills, including using text features to gain meaning, summarizing passages, and drawing conclusions, to comprehend fifth-grade informational and functional reading materials. ALCOS #2: Use a range of strategies, including drawing conclusions such as opinions about characters based on their actions and summarizing passages, to comprehend fifth-grade recreational reading materials in a variety of genres. | STRATEGY: Use a variety of instructional resources and strategies with recreational, informative, and functional text to reach proficiency of the least mastered standards ACTION STEP: The fifth grade teachers will: *Use data from the ARMT, SAT, DIBELS Progress Monitoring, and monthly assessments to establish a flexible form of instructional grouping and planning. *Establish weekly intervention groups to provide small/cooperative groups with explicit, intensive instruction for 60 minutes daily to focus on reading. *Provide differentiated instruction on fluency, informational, and comprehension strategies. * Utilize various websites, graphic organizers, and literacy centers to focus on mastery. *Participate in collaborative planning with special education and general education teachers on a monthly basis. *Alignment process will be an agenda topic at each grade level meeting. | *ARMT style, standard based formative assessments will be administered and recorded monthly. *Weekly sessions on Pearson Success Net will provide data about students' specific needs. *Daily Oral Language quiz administered every 2 weeks. *DIBELS Progress Monitoring: Biweekly - Intensive Monthly - Strategic As needed - Benchmark *100% of teachers implement on a weekly basis as evidenced by lesson plans and observations. *Evidence given by agenda and/or minutes for meetings and planning sessions. | Re-teach lessons for struggling students. Small Group Instruction Assign individualized intervention assignments. Utilize weekly remediation times (Every Thursday for the weeks that 5th doesn't have Computer Lab 2 and every Wednesday when they do have Computer Lab 2) to re-teach skills for struggling students. | Progress Monitoring Booklets ARMT style monthly formative assessments Data Collection sheets Scheduled grade level meetings | Grade 6 Reading: ALCOS #1: Apply a wide range of strategies to comprehend sixth-grade recreational reading materials. ALCOS #2: Interpret literary elements and devices. ALCOS #3: Apply a wide range of strategies to comprehend sixth-grade informational and functional reading materials. ALCOS #3c: Demonstrate vocabulary comprehension using context clues to determine meanings. | STRATEGY: Use of nonfiction and fictional text to align current taught curriculum and instructional resources to the least mastered course of study standards. ACTION STEP: The sixth grade teachers will: *Use data from the ARMT, SAT, DIBELS Progress Monitoring, and monthly assessments to establish a flexible form of instructional grouping and planning. *Implement explicit, intensive (small and cooperative group) instruction for 60 minutes daily to focus on reading. *Provide differentiated instruction on fluency and comprehension strategies. * Utilize various websites, graphic organizers, and literacy centers to focus on mastery. * Establish daily presentation and oral reviews of nonfiction and functional text. *Participate in collaborative planning with special education and general education teachers on a monthly basis. *Alignment process will be an agenda topic at each grade level meeting. | *ARMT style, standard based formative assessments will be administered and recorded monthly. *Weekly sessions on Pearson Success Net will provide data about students' specific needs. *Daily Oral Language quiz administered every 2 weeks. *DIBELS Progress Monitoring: Biweekly - Intensive Monthly - Strategic As needed - Benchmark *100% of teachers implement on a weekly basis as evidenced by lesson plans and observations. *Evidence given by agenda and/or minutes for meetings and planning sessions. | Re-teach lessons for struggling students. PLC time 20 minutes daily Small Group Instruction Assign individualized intervention assignments. | Progress Monitoring Booklets ARMT style monthly formative assessments Data Collection sheets Scheduled grade level meetings |
Part III - GOAL TO ADDRESS ANNUAL MEASURABLE ACHIEVEMENT OBJECTIVES (AMAOs) AND ENGLISH Language PROFICIENCY NEEDS - Note: Refer to the ELL Data Compilation Form as part of the needs assessment in forming goals. If any ELL student did not make AMAOs, complete this page. ENGLISH LANGUAGE PROFICIENCY GOAL (SHOULD ADDRESS IDENTIFIED WEAKNESSES AND GAPS): | Data on which goal is based: |
TARGET GRADE LEVEL(S): 4th-6th grade | TARGET ELP LANGUAGE DOMAIN(S): Circle all that apply. Reading Writing Listening Speaking Comprehension |
WIDA ENGLISH LANGUAGE PROFICIENCY STANDARDS | REFORM STRATEGIES | BENCHMARKS | INTERVENTIONS | RESOURCES | WHICH WIDA* ENGLISH LANGUAGE PROFICIENCY STANDARDS OR DOMAINS ARE LINKED TO EACH STRATEGY? | what Research-based STRATEGIES/ACTIONS WILL BE USED TO IMPROVE STUDENT ACADEMIC PERFORMANCE? (Give specific strategies, not just programs or program names.) | HOW WILL PROGRESS FOR EACH ACTION STEP BE MEASURED? (PERFORMANCE DATA, LISTS, SURVEYS, ETC) | HOW WILL THE SCHOOL PROVIDE TIMELY ASSISTANCE IF STRATEGIES DO NOT CHANGE PERFORMANCE? | WHAT RESOURCES AND SPECIFIC EXPENDITURES WILL BE NEEDED FOR SUCCESSFUL IMPLEMENTATION? (Ex: 6 Classroom Libraries, $.....00) | | STRATEGY: ACTION STEP: | | | | | STRATEGY: ACTION STEP: | | | | | STRATEGY: ACTION STEP: | | | |
*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. CULTURE (REFER TO CULTURAL DATA IN NEEDS ASSESSMENT) | REFORM STRATEGIES | BENCHMARKS | INTERVENTIONS | RESOURCES | WHAT CHALLENGES RELATED TO SCHOOL, SAFETY, CLASSROOM MANAGEMENT/DISCIPLINE, AND SUPPORTIVE LEARNING ENVIRONMENTS HAVE BEEN IDENTIFIED THROUGH THE REVIEW OF SCHOOL DEMOGRAPHIC, PERCEPTION, AND PROCESS DATA? | what Research-based STRATEGIES/ACTIONS WILL BE USED TO IMPROVE CULTURAL BARRIERS IMPACTING STUDENT ACADEMIC PERFORMANCE? (Give specific strategies, not just programs or program names.) | HOW WILL PROGRESS FOR EACH ACTION STEP BE MEASURED? (PERFORMANCE DATA, LISTS, SURVEYS, ETC) | HOW WILL THE SCHOOL PROVIDE TIMELY ADJUSTMENT IF STRATEGIES DO NOT CHANGE PERFORMANCE? | WHAT RESOURCES AND SPECIFIC EXPENDITURES WILL BE NEEDED FOR SUCCESSFUL IMPLEMENTATION? (Ex: Teacher Incentives,Title II $.....00, Supplies for Mentors/Mentees, etc) | Bus Referrals | STRATEGY: Daily communication with bus drivers. ACTION STEP: Follow bus referral discipline guidelines. | Monthly monitoring of bus referrals. | Communicate severity of behavior to parents and provide counseling at school. | None | Bullying | STRATEGY: Provide a "safe place" for students to report names of bullies/problems. ACTION STEP: Counselor obtains reports from mail box and addresses reported issues. | Monthly reports involving bullying. | Increase counseling frequency, refer to principal and parent conference. | None | Peer Conflicts | STRATEGY: Train students as Conflict Managers to act as peer mediators. ACTION STEP: Students disputes resolved by Conflict Managers. | Monthly meetings with Conflict Managers. | Refer to counselor and follow-up with parent conference. | Staff Mentor |
Part V - Additional Components, That When Addressed, Positively Impact Student Achievement: 1. Highly Qualified Teachers: Describe the strategies the school, with the support of the LEA, uses to attract and retain highly qualified teachers. | Our system in the past held a job fair each year to assist in attracting the best candidates available. Our school and community are desirable places to be therefore we have not had to select anyone for hire that is not already highly qualified. | 2. Teacher Mentoring: Describe teacher mentoring activities. For example, are novice teachers given support from an assigned master teacher and what does that support look like? | Novice teachers are assigned a master teacher at our school and are supported through the Baldwin County GEMS program. | 3. Transition: Describe transition strategies to assist students in transitioning from previous school to the current school and/or from the current school to the next school, including, for example, how preschool children might be prepared for entry into kindergarten. | A vertical planning meeting took place this past summer including the principals and grade level chairs from the elementary school and W.J. Carroll. The elementary school students visit for an assembly, tour and registration packets prior to the end of the third grade. Current students tour the middle school campus and complete registration packets prior to the end of the school year. Continuous communication between principals, teachers and faculty help to ensure a smooth transition. | 4. Special Populations: Describe the programs used for each group: English language learners, migrant students, and homeless students. | The three ELL students are serviced through the Baldwin County ESL Program. Currently we do not have any migrant or homeless students identified. | 5. Extended Learning Opportunities: Describe how the school provides opportunities for students to receive support and reinforcement of academic skills beyond the regular school day. | Math Boosters is a tutorial/enrichment program offered after school to students in need of additional support and practice in math or desiring to further their academic program. IXL math is a comprehensive math website offered that provides additional support and practice in math on all levels. The After-School Care program reinforces academics through homework support, as well as the program they have adopted to ensure success for all. |
Part VI continued - Additional Components, That When Addressed, Positively Impact Student Achievement: A. Parental Involvement: Describe how the school will communicate information about the Parent Involvement Plan and, to the extent practicable in a language they can understand, how parents can have access to descriptions of the school's curriculum, assessments, and student achievement expectations, and opportunities for regular meetings to review and assist in improving student progress. | W.J. Carroll's website and the Baldwin County Board of Education's website provide a wealth of information concerning all activities and expectations for student progress. The administrative staff and faculty may be contacted at anytime via email from these websites. The handbook presented to each parent/guardian at the beginning of school included a calendar of events including PTO meetings. These meetings will be utilized for disseminating information and provide an opportunity to discuss information to improve student progress. | B. Parental Involvement: Describe how parents, the school staff, and students share responsibility for improved student academic achievement for students. | Parents, the school staff, and students are all held accountable for academic achievement through standardized test scores and regular performance checks. Communication of progress is sent home at least bi-weekly by homeroom teachers and is available 24/7 on STI Home. Incentive programs are used to highlight successes such as, AR reading goals and honor roll. | C. Parental Involvement: Describe procedures to allow parents to submit comments of dissatisfaction with the School Parent Involvement Policy. | Parents may submit comments of dissatisfaction through whatever form of communication they desire. The most common form of communication is phone calls, email and letter format. | D. Parental Involvement: Describe how the school will build capacity for parental involvement including how parents will be encouraged to become equal partners in the education of their children. | Parent/Educator partnerships are vital to student success. Parent conferences, PTO meetings, daily agendas, letters, telephone contact, and emails help to ensure open communication, which strengthens partnerships. | E. Parental Involvement: Describe how the school will ensure the provision for participation of parents with limited English proficiency, parents with disabilities, and parents of migratory students; including providing information and school reports in a format and, to the extent practicable, in a language that parents can understand | All forms used in Baldwin County are translated into several languages and are readily available upon request. Accommodations, whatever they may be, are made to ensure that all parents are involved in their child's education. A translator/interpreter and/or ELL parent liaison is available upon request. |
Part VII- PROFESSIONAL LEARNING NEEDS RELATED TO ACADEMIC CHALLENGES Including ENGLISH LANGUAGE PROFICIENCY, SCHOOL SAFETY, DISCIPLINE, AND SUPPORTIVE LEARNING ENVIRONMENTS: •· Does the plan provide opportunities for professional development activities that are high-quality, effective, and research-based? YES NO •· Does the plan include opportunities for teachers, principals, paraprofessionals, other staff, and parents? YES NO •· Does the plan include required district-wide training for English language acquisition? YES NO (Note: Professional learning activities must be linked to Alabama's Standards for Professional Development and Alabama's Technology Professional Development Standards, www.alsde.edu, Sections, Technology Initiatives, Publications). WHAT WEAKNESS OR NEED IDENTIFIED IN ACADEMIC, 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.) | WHAT ARE THE EXPECTED OUTCOMES OF PROFESSIONAL LEARNING? | HOW WILL PARTICIPANTS BE HELD ACCOUNTABLE FOR SUCCESSFUL IMPLEMENTATION AND IN WHAT WAYS WILL EVIDENCE BE COLLECTED TO SHOW EFFECTIVE ASSIMILATION/INTEGRATION OF STRATEGIES? | WHAT ARE THE FUNDING SOURCES, ESTIMATED EXPENSES, AND PROPOSED NAMES OF CONSULTANTS OR ENTITIES? Example: Title II, $....00 Dr. Verry Goode | DOCUMENT CONTINUOUS LEA REVIEW AND SUPPORT RESULTS | A separation of collaboration between grade levels. peer teachers and feeder school | Professional Learning Communities | On-going Monthly Grade Level Meetings | Faculty and staff will continue being a professional learning community. | Participants will develop a framework to establish structures for collaboration and data analysis. Schedule and meeting notes will reflect planning and resulting outcomes from collaboration. Walk-through notes, observations, lesson plans | Local funds | On-going | Identified subgroups who are currently in line to not meet the AMO for 2010 or score a Level III on the ADAW | Test Data Analysis Writing Workshop ActivInspire Promethean Board Training IXL Math | On-going Early Release Days | New strategies will in turn raise test scores. | Lesson plans will indicate the usage of the learning kits and the formative assessment data sheets will hopefully show an increase in mastery of objectives presented. | Local funds | On-going |
DUPLICATE PAGES AS NEEDED Part VIII - Coordination of Resources/Comprehensive Budget [OPTIONAL IF NOT USING ANY FEDERAL FUNDS] List all federal, state, and local monies that the school uses to run its program: Example: I. State Foundation Funds: | | State Foundation Funds TOTAL | $ 654,906.00 | Teacher Assigned Units: 18.13 classroom teachers: TOTAL OF ALL SALARIES | $ 319,037.00 | Administrator Units: 1 | | Assistant Principal: 0.5 | | Counselor: 1 | | Librarian: 1.25 | | Instructional Supplies | $0 | Library Enhancement | $0 | Technology | $0 | Professional Development | $0 | State ELL Funds | | | | II. Federal Funds: | | Title I: Part A: Improving the Academic Achievement of the Disadvantaged TOTAL | | 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 II: Professional Development Activities TOTAL | | BRIEF EXPLANATION and BREAKDOWN OF SPENDING: | | Title III: For students who don't speak English as their first language.... TOTAL | | BRIEF EXPLANATION and BREAKDOWN OF SPENDING: | | Title IV: For safe and drug-free schools TOTAL | | BRIEF EXPLANATION and BREAKDOWN OF SPENDING: | | Title V: For 26 different uses; Also called "Innovative Programs"; Includes school improvement, gifted education, nurses, etc. TOTAL | | BRIEF EXPLANATION and BREAKDOWN OF SPENDING: | | Title VI: For rural and low-income schools TOTAL | | BRIEF EXPLANATION and BREAKDOWN OF SPENDING: | | Other: 21st Century, Learn and Serve, Even Start TOTAL | | BRIEF EXPLANATION and BREAKDOWN OF SPENDING: | | | | III. Local Funds ( if applicable) | | Local Funds TOTAL | $ 229,772.00 | BRIEF EXPLANATION and BREAKDOWN OF SPENDING: | |
Part IX - REVIEW/SUPPORT DOCUMENTATION
INITIAL REVIEW /DEVELOPMENT Target Date: August Purpose: Review assessment data to develop plan or make plan adjustments to existing plan. Date ________________________________ Principal Initials______________ LEA initials ______________ Other ___________________ COMMENTS* *Use additional pages, if needed | REVIEW 1 Target Date: September Purpose: AMENDMENT - Incorporate recommendations from school, LEA and/or SDE. Date ________________________________ Principal Initials______________ LEA initials ______________ Other ___________________ COMMENTS* *Use additional pages, if needed | REVIEW 2 Target Date: October Purpose: IMPLEMENTATION - Provide documentation/evidence of improvement. Date ________________________________ Principal Initials__________ LEA initials ______________ Other ____________ COMMENTS* *Use additional pages, if needed | REVIEW 3 Target Date: November Purpose: IMPLEMENTATION - Provide documentation/evidence of improvement. Date ________________________________ Principal Initials____________ LEA initials ______________ Other: ________________ COMMENTS* *Use additional pages, if needed | REVIEW 4 Target Date: January Purpose: IMPLEMENTATION - Provide documentation/evidence of improvement. Date ________________________________ Principal Initials______________ LEA initials ______________ Other ___________________ COMMENTS* *Use additional pages, if needed | REVIEW 5 Target Date: February Purpose: IMPLEMENTATION - Provide documentation/evidence of improvement. Date ________________________________ Principal Initials______________ LEA initials ______________ Other ___________________ COMMENTS* *Use additional pages, if needed | REVIEW 6 Target Date: March Purpose: IMPLEMENTATION - Provide documentation/evidence of improvement. Date ________________________________ Principal Initials______________ LEA initials ______________ Other ___________________ COMMENTS* *Use additional pages, if needed | REVIEW 7 Target Date: April - May Purpose: REFLECTIONS/PROJECTIONS - Evaluate each goal, strategy, and action for continuation, revision, or removal. Date ________________________________ Principal Initials______________ LEA initials ______________ Other ___________________ COMMENTS* *Use additional pages, if needed | Use information from Reviews to Evaluate the plan and to update the plan for the coming year. |
|
|
Home
Directions
Contact
Staff Only
Student Grades
