2010 - 2011 CONTINUOUS IMPROVEMENT PLAN

Title I Schoolwide Plan Note: Blank copy is available on www.alsde.edu , e-GAP, Document Library Federal Programs Director submits required plans to LEA system’s e-GAP Document Library

NAME OF SCHOOL: STREET ADDRESS: CONTACT: Mrs.

Sidney Lanier High School 1756 South Court Street

Cheryl Smith-Fountain

CITY:

Montgomery

TELEPHONE: 334-269-3726

STATE:

Alabama

ZIP CODE: 36104

E-MAIL [email protected]

Identified for School Improvement? No x 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 3, 2010.

Year 3

or Year 4 or more

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

Made AYP? YES

Made AMAOs (EL)? YES NO N/A x

NO x

*Board Approval: Yes

Library by November 3, 2010. 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.

Career Tech Made AYP? YES NO N/A x

No

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 x NO

The Continuous Improvement Plan (CIP) for Sidney Lanier High School will be available to parents and other stakeholders in the school library, the guidance office and the main office. Each teacher will be emailed a copy after a formal discussion during faculty and departmental meetings. The CIP will also be available on the school’s website http://schools.mps.k12.al.us/schools/lanier/ as well as formally presented at a PTSA meeting.

Board approval received on _____________________________, 2010.

Board Signature: Superintendent Signature:

Date:

Federal Programs Coordinator Signature:

Date:

Principal Signature:

44445

Date:

System: School:

Updated: July 13, 2010

CONTINUOUS IMPROVEMENT PLAN DEVELOPMENT AND IMPLEMENTATION TEAM This plan was developed/or revised during the following time period : May 2010-August 2010 Provide a brief description of the planning process, including how teachers will be involved in decisions regarding the use of state academic assessments, and other data sources in order to provide information on and to improve the achievement of individual students and the overall instructional program and how parents were involved with faculty and staff in developing, and implementing the CIP (Title I, Section 1116(b)(A)(viii):

In May 2010, the school’s leadership team continued to meet and review the CIP to assess the degree to which implemented strategies have been met. This information was shared with staff members during department meetings and discussed with parents during PTSA Executive Board meetings. The staff and parents will continue to provide input on the following: which elements have been successfully mastered and do not need to be included in the next year‘s plan; which elements that have been mastered but still require continued monitoring during the 2010-2011 school year; which elements that have not been mastered and must be included in the 2010-2011 CIP. In August 2010, members of the school’s leadership team and school staff, along with interested parents will disaggregate standardized assessment data, Pride survey data, School Incident Report data, PEPE data, Career and Technical Education Improvement Plan data and other local data. The school leadership team will meet to suggest strategies, professional development, and budget requirements for the CIP plan. When the draft is completed, faculty and staff will review it and suggest modifications if needed. The CIP for the 2010-2011 school year will then be turned in to the district’s Title I office. Requested modifications will be examined and decisions will be made by the school’s leadership team, faculty/staff, and other stakeholders.

System: School:

Updated: July 13, 2010

Instructional Leadership Team Names (The Leadership Team must include the principal, faculty [including ELL resource lead teacher if applicable], staff, parents, community stakeholders, and/or students.)

Positions (Identify position held, e.g., Administration, Faculty, Staff, Grade Level and/or Subject Area, Parents and Community members.)

Mrs. Cheryl Fountain Mrs. Cynthia Tucker Mr. Jerone Torbert Mr. Rodney Bright Ms. Glenda Harrison Ms. Rose Penn Mr. Robert Brown Mrs. Gina Hall Mrs. Chandra Spicer Ms. Tasha Joiner Mrs. Alicia Davis Mr. Walter James Mr. Tislam Ellis Ms. Talia Smith Mrs. Valerie Johnson Mr. Fred Beasley Ms. Cyrenthia Crawford Ms. Diana Gray-Williams Ms. Henrietta Mitchell Ms. Mia Gilbert Paul Gourdine Ashai Faulkner Sunita Oldes

Principal Assistant Principal Assistant Principal Assistant Principal Curriculum Assistant Guidance Counselor / Testing Coordinator Behavior Interventionist Graduation Coach Math Coach Reading Coach Math Department Chairperson Science Department Chairperson English Department Chairperson History Department Chairperson Special Education Department Chairperson Parent Liaison Teacher Teacher Parent Parent Community Stakeholder Student Student

Signatures (Indicates participation in the development of the CIP)

Signatures are on the original hard copy.

System: School:

Updated: July 13, 2010

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

System: School:

Updated: July 13, 2010

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. Additionally, please report data pertaining to the Response to Instruction (RtI) framework, include data used to determine the type of support provided to students (i.e.: universal screening results, benchmark testing, progress monitoring, etc.) Briefly describe the process your faculty used to conduct the needs assessment (analysis of all data). During the 2009-2010 school year, the Parental Involvement Coordinator distributed surveys to parents to establish student and parental needs. The results from the surveys were analyzed and also sent to the Title I office. The needs assessment was also determined based on data received from the state department in reference to the number of students who passed and failed parts of the AHSGE. 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. Administrators review lesson plans as well as conduct frequent walk-throughs and observations. Number and percentage of teachers Non-HQT: 15% (12 out of 82) of Lanier High School’s teachers were not Highly Qualified based on information received in May 2010. Update for 2010-2011: All teachers are Highly Qualified.

Alabama High School Graduation Exam (AHSGE): Strengths: Participation Goal Met (All Students) – 100% in Reading; 99 % in Math. AHSGE results (Spring 2010) indicate that 72% of eleventh grade students passed the Mathematics portion. The Proficiency Index for all students was .46, for free/reduced meal students was 1.22

Number and percentage of Classes Taught by Non-HQT: One-hundred and twenty classes (23.6%) were taught by Non-Highly Qualified teachers. The subjects included math, science, English, History, and elective classes.

Weaknesses: AHSGE results indicate that 28% of eleventh grade students did not pass the Math portion. AHSGE results indicate that 26% of eleventh grade students did not pass the Reading portion. AHSGE results indicate the following deficiencies: (-49.53) from the annual measurable goal in reading for special education students. (-47.79) from the annual measurable goal in mathematics for special education students. The graduation rate from 2009-2010 was 87% (The goal is 90%) We did not make AYP due to a deficiency in Reading Goals (all subgroups) and the graduation rate.

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

Weaknesses:N/A

Alabama Science Assessment: Strengths:N/A

Weaknesses:N/A

Stanford 10 Strengths:N/A

Weaknesses:N/A

Dynamic Indicators of Basic Early Literacy Skills (DIBELS): Strength: N/A

Weaknesses: N/A

System: School:

Updated: July 13, 2010

Part I - Continued: Alabama Direct Assessment of Writing (ADAW): Strengths: The strongest mean achievement levels were for Narrative (5.14) and Expository (5.15)

Weaknesses: The weakest writing level was Persuasive with a mean score of 4.79. A total of 4 papers were not rated due to being blank (1), out of mode or topic (2), or illegible (1)

ACCESS for English Language Learners (ELLs): Strengths: N/A

Weaknesses: N/A

EducateAL or other Professional Evaluation Profile Information: Strengths: Teachers are held accountable for covering the Alabama Course of Study objectives. Administrators complete frequent observations of teachers and review lesson plans on a weekly basis. Areas that teachers excel in Educate Alabama are: AQTS Standard One: Content Knowledge AQTS Standard Two: Teaching and Learning

Weaknesses: Area that Educate Alabama shows as a weakness is: AQTS Standard Four: Diversity

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, other RtI data): Strengths: Departments will meet monthly to review and analyze data.

Weaknesses:

Career and Technical Education Program Data Reports: Strengths:

Weaknesses:

System: School:

Updated: July 13, 2010

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): To increase the percent of 11th graders passing the Reading subtest of the Alabama High School Graduation Exam from 45% to 92% during the 2010-2011 school year. Data Results on which goal is based: 45% of 10th graders (11th graders in 2010-2011 school year) passed the Reading subtest as measured by the Alabama High School Graduation Exam in 2009-2010.

TARGET GRADE LEVEL(S): 11th graders

TARGET CONTENT AREA(S): Circle 1 Reading Math Science

AHSGE: Reading

ADDITIONAL ACADEMIC INDICATORS:

TARGET STUDENT SUBGROUP(S): ALL

REFORM STRATEGIES

BENCHMARKS

INTERVENTIONS

RESOURCES

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)

COURSES OF STUDY WHICH COURSE OF STUDY STANDARDS, AHSGE STANDARDS/OBJECTIVES, ELIGIBLE CONTENT, OR WIDA* STANDARDS ARE LINKED TO EACH STRATEGY?

All AHSGE objectives for reading with an emphasis on: -Determine sequence of events -Identify main idea -Drawing conclusions -Determine cause and effect -Recognize summary statements - Recognize logic and arguments -Analyze literary elements -Understanding figurative language -Determine meanings of words

Reading Strategy: All teachers will deliver standards based instruction daily, incorporating instructional strategies that connect both to the purpose and the content. Action Steps:  



English teachers will identify curricular materials and teaching strategies needed to address weaknesses. Teachers will link lesson plans weekly to item specifications for teaching objectives and related content in all English classes. Teachers will test students and analyze data using end of the month assessments.











Test Trax data sheets will be used to determine whether progress is being made towards achievement of the AHSGE objectives. A list of the objectives with the highest non-mastery based on AHSGE results from the previous year will be compared to the most recent year. An AYP Strategic Plan will be developed and reviewed during each nine-week period Department meeting agendas should include evidence of data analysis/review End of the month (EOM) formative assessments.

Strategic tutoring will be offered.

Student profile sheets

Referral to after school tutorials through TRIO and the High Hopes Initiative.

Computer lab availability

Provide skill specific instruction for struggling readers in a small group setting. Re-teach lessons for students experiencing difficulties. Analyze data of non-mastery skills.

Use USA Test Prep program AHSGE Reading Documentation Forms Supplemental textual/informational functional passages for core and non-core teachers (primarily English teachers) System-wide Literacy Coach from the Central Office Staff.

System: School:

Updated: July 13, 2010

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): To increase the percent of 11th graders passing the Reading subtest of the Alabama High School Graduation Exam from 45% to 92% during the 2010-2011 school year. Data Results on which goal is based: 45% of 10th graders (11th graders in 2010-2011 school year) passed the Reading subtest as measured by the Alabama High School Graduation Exam in 2009-2010.

TARGET GRADE LEVEL(S): 11th graders

TARGET CONTENT AREA(S): Circle 1 Reading Math Science

AHSGE: Reading Math Science

ADDITIONAL ACADEMIC INDICATORS: Social Studies

TARGET STUDENT SUBGROUP(S):

Language ALL

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)

All AHSGE objectives for reading with an emphasis on: -Identifying supporting details -Determine sequence of events -Follow directions -Drawing conclusions -Determine cause and effect -Detect propaganda; fact from opinion -Recognize summary statements - Recognize logic and arguments -Understanding figurative language -Determine meanings of words - Preview, Predict; discern organizational patterns

Reading Strategy: Develop and implement project-based instruction with projects emphasizing at least three nonproficient areas to be assessed each time. Action Steps: -English teachers will identify curricular materials and teaching strategies needed to address weaknesses. -Teachers will link lesson plans weekly to item specifications for teaching objectives and related content in all English classes .

Lesson plans

Strategic tutoring will be offered.

Item specifications and lesson plans

Referral to after school tutorials through TRIO and the High Hopes Initiative.

Student profile sheets Student profile sheets Computer lab availability

Provide skill specific instruction for struggling readers in a small group setting.

Use USA Test Prep program

Re-teach lessons for students experiencing difficulties.

Supplemental textual/informational functional passages for core and non-core teachers (primarily English teachers)

Analyze data of non-mastery skills.

AHSGE Reading Charts

Education Specialist from the Central Office Staff.

System: School:

Updated: July 13, 2010

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): To increase the percent of 11th graders passing the Reading subtest of the Alabama High School Graduation Exam from 45% to 92% during the 2010-2011 school year. Data Results on which goal is based: 45% of 10th graders (11th graders in 2010-2011 school year) passed the Reading subtest as measured by the Alabama High School Graduation Exam in 2009-2010.

TARGET GRADE LEVEL(S): 11th graders

TARGET CONTENT AREA(S): Circle 1 Reading Math Science

AHSGE: Reading Math Science

ADDITIONAL ACADEMIC INDICATORS: Social Studies

TARGET STUDENT SUBGROUP(S):

Language ALL

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)

All AHSGE objectives for reading with an emphasis on: -Identifying supporting details -Determine sequence of events -Follow directions -Drawing conclusions -Determine cause and effect -Detect propaganda; fact from opinion -Recognize summary statements - Recognize logic and arguments -Understanding figurative language -Determine meanings of words - Preview, Predict; discern organizational patterns

Reading Strategy: Increase vocabulary development by providing instruction in context clues and multiple meaning words. Action Steps:    

Provide instruction in context clues. Provide instruction in multiple meaning words. Require students to engage in literacy activities to increase vocabulary development. Test students on vocabulary comprehension and discuss results during department meetings.

English Department agenda and sign-in roster Department meeting agenda Documentation cards Lesson plans Printout showing EOM assessment results

Strategic tutoring will be offered.

Student profile sheets

Referral to after school tutorials through TRIO and the High Hopes Initiative.

Computer lab availability

Provide skill specific instruction for struggling readers in a small group setting. Re-teach lessons for students experiencing difficulties. Analyze data of non-mastery skills.

Use USA Test Prep program AHSGE Reading Charts Supplemental textual/informational functional passages for core and non-core teachers (primarily English teachers) Education Specialist from the Central Office Staff.

System: School:

Updated: July 13, 2010

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): To increase the percent of 11th graders passing the Reading subtest of the Alabama High School Graduation Exam from 45% to 92% during the 2010-2011 school year. Data Results on which goal is based: 45% of 10th graders (11th graders in 2010-2011 school year) passed the Reading subtest as measured by the Alabama High School Graduation Exam in 2009-2010.

TARGET GRADE LEVEL(S): 11th graders

TARGET CONTENT AREA(S): Circle 1 Reading Math Science

AHSGE: Reading Math Science

ADDITIONAL ACADEMIC INDICATORS: Social Studies

TARGET STUDENT SUBGROUP(S):

Language ALL

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)

All AHSGE objectives for reading with an emphasis on: -Identifying supporting details -Determine sequence of events -Follow directions -Drawing conclusions -Determine cause and effect -Detect propaganda; fact from opinion -Recognize summary statements - Recognize logic and arguments -Understanding figurative language -Determine meanings of words - Preview, Predict; discern organizational patterns

Reading Strategy: Create and utilize EOM assessments which will allow the review of a variety of reading skills assessed on the AHSGE. Action Steps:  Teachers will review the list of objectives students performed the weakest on from the AHSGE.  Inclusion and resource teachers will provide assistance to students in the Special Education Program daily as needed.

Test Trax data sheets

Strategic tutoring will be offered.

Student profile sheets

List of objectives with the highest nonmastery based on AHSGE results from the previous year

Referral to after school tutorials through TRIO and the High Hopes Initiative.

Computer lab availability

AYP Strategic Plan Department meeting agenda End of the month (EOM) formative assessments using chapter tests in all English teachers.

Provide skill specific instruction for struggling readers in a small group setting. Re-teach lessons for students experiencing difficulties. Analyze data of non-mastery skills.

Use USA Test Prep program AHSGE Reading Charts Supplemental textual/informational functional passages for core and non-core teachers (primarily English teachers) Education Specialist from the Central Office Staff.

System: School:

Updated: July 13, 2010

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): To increase the percent of 11th grade students passing the Math subtest of the Alabama High School Graduation Exam from 39% to 86 % during the 2010-2011 school year. Data Results on which goal is based: 39 % of this year’s 11th grade students (10th graders during the 2009-2010 administration of the AHSGE) passed the Math portion of the Alabama High School Graduation Exam.

TARGET GRADE LEVEL(S): 11th graders

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

AHSGE: Reading

ADDITIONAL ACADEMIC INDICATORS: Math

Science Social Studies

TARGET STUDENT SUBGROUP(S): ALL STUDENTS

Language

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?

All AHSGE objectives for mathematics with an emphasis on: 

       

Graphing: Linear Equations and Equalities, Common Relations Translations: Verbal and Symbolic Determining solution sets of Inequalities Solving quadratic equations Applying the Pythagorean Theorem Applying properties of geometric figures Solving multi-step inequalities Factor polynomials Solve Algebraic Problems

Math Strategy: Use longitudinal data to address weakest math standards on the AHSGE. Action Steps: 









The Guidance staff will provide data at the beginning of the school year about student mastery and/or non-mastery skills tested on the AHSGE. The Lanier math coach will create and distribute a list during the first nine-week period of AHSGE objectives with the highest non-mastery results from the last three years. A strategic plan for meeting AYP will be distributed during the first nine-week period to all math department members for implementation and turned in to the CIP team. Conduct monthly department meetings to analyze and review data from AHSGE results and DOM quiz results. Teachers will utilize documentation cards/forms for AHSGE objectives in class daily. The use and completion of the cards will be discussed at meetings.

Test Trax data sheets / AHSGE Group Summary Reports will be used to determine whether progress is being made towards achievement of the AHSGE objectives. A list of the math objectives with the highest non-mastery based on AHSGE results from the last three years will be compared. An AYP Strategic Plan will be developed and reviewed during each nine-week period Department meeting agendas should include evidence of data analysis/review Math Department agendas and sign-in rosters will be evidence of the material covered and department members present. Performance data charts, graphs, lists and tables will serve as a way of monitoring student progress. Documentation cards will show what material is covered. Lesson plans will show the intervention plan for at-risk students. A printout will show DOM quiz results

Extended learning time and strategic tutoring will be offered.

Student profile sheets

$0

Computer lab availability

$0

AHSGE Item Specifications

$0

Provide skill specific instruction for struggling students in a small group setting (math classes)

Tutors for interventions

$0

Websites

$0

Re-teach lessons for students experiencing difficulties through DOM’s

Math Coach

$0

Referral to after school tutorials (TRIO and the High Hopes Initiative)

A list of helpful websites will be distributed to students.

System: School:

Updated: July 13, 2010

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): To increase the percent of 11th grade students passing the Math subtest of the Alabama High School Graduation Exam from 39% to 86 % during the 2010-2011 school year. Data Results on which goal is based: 39 % of this year’s 11th grade students (10th graders during the 2009-2010 administration of the AHSGE) passed the Math portion of the Alabama High School Graduation Exam.

TARGET GRADE LEVEL(S): 11th graders

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

AHSGE: Reading

ADDITIONAL ACADEMIC INDICATORS: Math

Science Social Studies

TARGET STUDENT SUBGROUP(S): ALL STUDENTS

Language

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)

All AHSGE objectives for mathematics with an emphasis on:  Graphing: Linear Equations and Equalities, Common Relations  Translations: Verbal and Symbolic  Determining solution sets of Inequalities  Solving quadratic equations  Applying the Pythagorean Theorem  Applying properties of geometric figures  Solving multi-step inequalities  Factor polynomials  Solve Alg. Problems

Math Strategy: Use a variety of formative/summative assessment types to address weakest math standards on the AHSGE. Action Steps:  Math teachers will identify curricular materials and teaching strategies needed to address weaknesses. 



Teachers will link lesson plans weekly to item specifications for teaching objectives and related content in all math classes. Teachers will assess students by using bell ringers (DOMs), 3-2-1 strategy, exit cards, foldables, Pizzazz activities, vocabulary bingo, test items, graphic organizers, etc.

Extended learning time and strategic tutoring will be offered. Referral to after school tutorials (TRIO and the High Hopes Initiative). Lesson plans will reflect teaching strategies and links to item specifications related to math content discussed in lesson.

Teachers will record student assessment results in INOW. A progress chart will be completed during each nine-week grading period and reviewed by administrators.

Provide skill specific instruction for struggling students in a small group setting (math classes and afterschool).

Re-teach lessons over objectives that students are experiencing difficulties with.

Student profile sheets

$0

Computer lab availability

$0

AHSGE Item Specifications

$0

Tutors for interventions

$0

Math Helper handbooks

$0

Compass Learning

$0

Math Coach

$0

Allow students to retake quizzes or redo specific non-mastery objectives.

System: School:

Updated: July 13, 2010

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): To increase the percent of 11th grade students passing the Math subtest of the Alabama High School Graduation Exam from 39% to 86 % during the 2010-2011 school year. Data Results on which goal is based: 39 % of this year’s 11th grade students (10th graders during the 2009-2010 administration of the AHSGE) passed the Math portion of the Alabama High School Graduation Exam.

TARGET GRADE LEVEL(S): 11th graders

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

AHSGE: Reading

ADDITIONAL ACADEMIC INDICATORS: Math

Science

Social Studies

TARGET STUDENT SUBGROUP(S): ALL

Language

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)

All AHSGE objectives for

mathematics with an emphasis on: 

      



Graphing: Linear Equations and Equalities, Common Relations Translations: Verbal and Symbolic Determining solution sets of Inequalities Solving quadratic equations Applying the Pythagorean Theorem Applying properties of geometric figures Solving multi-step inequalities Factor polynomials Solve Algebraic Problems

Math Strategy: Create and utilize Daily Oral Math (DOM) bell-ringers which will allow teachers to review basic math skills as well as AHSGE skills.

Test Trax data sheets and the group non-mastery summary will identify the areas where students performed the poorest.

Action Steps:  Teachers will review the list of objectives students performed the weakest on from the AHSGE.  Teachers will create and utilize bell-ringers (DOM) over math skills.  The math coach will provide bell-ringers for teachers during the second semester Countdown. The bell-ringers will address the top non-mastered objectives.  The math coach will provide a diagnostic test over the least mastered AHSGE objectives each month.

A list of objectives showing the highest non-mastery objectives based on AHSGE results from the previous year will be used to create bell-ringers and monthly diagnostic tests. The AYP Strategic Plan will be followed and updated as necessary. Department meeting agenda will reflect DOM plans.

Extended learning time and strategic tutoring will be offered. Referral to after school tutorials ( TRIO and the High Hopes Initiative).

Provide skill specific instruction for struggling students in a small group setting (math classes and Compass Learning/Math Lab)

Student profile sheets

$0

Computer lab availability

$0

AHSGE Item Specifications

$0

Tutors for interventions

$0

Compass Learning Software

$0

Math Coach

$0

Re-teach lessons for students experiencing difficulties through DOM’s

System: School:

Updated: July 13, 2010

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): To increase the percent of 11th grade students passing the Math subtest of the Alabama High School Graduation Exam from 39% to 86 % during the 2010-2011 school year. Data Results on which goal is based: 39 % of this year’s 11th grade students (10th graders during the 2009-2010 administration of the AHSGE) passed the Math portion of the Alabama High School Graduation Exam.

TARGET GRADE LEVEL(S): 11th graders

TARGET CONTENT AREA(S): Circle 1 Reading Math Science

AHSGE: Reading

ADDITIONAL ACADEMIC INDICATORS: Math

Science Social Studies

TARGET STUDENT SUBGROUP(S):

Language

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)

All AHSGE objectives for mathematics with an emphasis on:  Graphing: Linear Equations and Equalities, Common Relations  Translations: Verbal and Symbolic  Determining solution sets of Inequalities  Solving quadratic equations  Applying the Pythagorean Theorem  Applying properties of geometric figures  Solving multi-step inequalities  Factor polynomials  Solve Algebraic Problems

Math Strategy: Teachers will provide students with hands on math instruction and practice through the use of the AMSTI Initiative Action Steps:  Math teachers will meet each semester with an AMSTI specialist to receive additional AMSTI training.  Teachers will use manipulatives and calculators to increase student interest, knowledge, and participation in math lessons.  Students will complete real world activities and projects to increase students’ understanding of math concepts.  Students will demonstrate their understanding of concepts by completing an AMSTI writing analysis (problem, process, solution, extensions, evaluation) and then by presenting their findings.

Lesson plans Observations and walk-throughs Display of work inside and outside of the classroom

Extended learning time

AMSTI Specialist

$0

Provide skill specific instruction for struggling students in a small group setting (cooperative learning groups)

Computer lab availability

$0

AHSGE Item Specifications

$0

Re-teach lessons for students experiencing difficulties through DOM’s and extra reviews

Manipulatives

$0

AMSTI Brochures

$0

Math Coach

Training sign-in sheets Assignment packets or documents

System: School:

Updated: July 13, 2010

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): To increase the percent of 11th grade students passing the Math subtest of the Alabama High School Graduation Exam from 39% to 86 % during the 2010-2011 school year. Data Results on which goal is based: 39 % of this year’s 11th grade students (10th graders during the 2009-2010 administration of the AHSGE) passed the Math portion of the Alabama High School Graduation Exam.

TARGET GRADE LEVEL(S): 11th graders

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

AHSGE: Reading

ADDITIONAL ACADEMIC INDICATORS: Math

Science Social Studies

TARGET STUDENT SUBGROUP(S):

Language

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)

All AHSGE objectives for mathematics with an emphasis on:  Graphing: Linear Equations and Equalities, Common Relations  Translations: Verbal and Symbolic  Determining solution sets of Inequalities  Solving quadratic equations  Applying the Pythagorean Theorem  Applying properties of geometric figures  Solving multi-step inequalities  Factor polynomials  Solve Algebraic Problems

Math Strategy: Provide assistance to students based on math proficiency needs. Action Steps:  The counselors will encourage students who have not passed the AHSGE (math) to attend after school tutorial for additional assistance.  Teachers will provide targeted assistance and monitoring to all students who have not passed the math portion of the AHSGE by using differentiated instruction during math class.  Inclusion and resource teachers will provide assistance to students in the Special Education Program daily as needed.  The Lanier math coach will provide 2011 Countdown to the AHSGE DOM transparencies and problems to all math teachers to review skills weekly during the second semester.

Extended learning time and strategic tutoring will be offered. Referral to after school tutorials ( TRIO and the High Hopes Initiative). Test Results Class rosters Lesson plans

Provide skill specific instruction for struggling students in a small group setting (math classes and Compass Learning/math lab) Re-teach lessons for students experiencing difficulties through DOM’s and various teacher selected activities

Student profile sheets

$0

Computer lab availability

$0

AHSGE Item Specifications

$0

Education Specialist from the Central Office Staff. $0 Tutors for interventions

$0

Math Coach

$0

Inclusion Teacher schedule Sign-In sheets Copy of DOM’s for Countdown 2010

System: School:

Updated: July 13, 2010

Part II - GOAL TO ADDRESS ACADEMIC NEEDS – All components to support improving academic achievement, INCLUDING SCHOOL CULTURE AND RtI CONSIDERATIONS, should be related to the weaknesses identified in the data summary. DUPLICATE PAGES AS NEEDED TO ADDRESS 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): To increase the percent of 11th grade students passing the Biology subtest of the Alabama High School Graduation Exam from 69% to 80 % during the 2010-2011 school year. To increase the percent of 12 th grade students passing the Biology subtest of the Alabama High School Graduation Exam from 84% to 90% during the 2010-2011 school year. Data Results on which goal is based: 69% of this year’s 11th grade students (10th graders during the 2009-2010 administration of the AHSGE) passed the Biology portion of the Alabama High School Graduation Exam. 84% of this year’s 12th grade students (11th graders during the 2009-2010 administration of the AHSGE) passed the Biology portion of the Alabama High School Graduation Exam. TARGET GRADE LEVEL(S): 11th and 12th

TARGET CONTENT AREA(S): Circle 1 Reading Math Science Other

AHSGE: Reading Math

ADDITIONAL ACADEMIC INDICATORS: Science

Social Studies

Language

TARGET STUDENT SUBGROUP(S): All

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)

All AHSGE objectives for Biology with an emphasis on:  Describing the cell process (homeostasis)  Describing cell organelles.  Structure/function of DNA, RNA, and protein  Monocots/dicots, angiosperms/gymnosp erms, vascular and nonvascular plants  Animal classification

Science Strategy: Use longitudinal data to address weakest biology standards on the AHSGE. Action Steps: -The Guidance Staff and Department Head will provide data at the beginning of the school year about student mastery and/or non-mastery skills tested on the AHSGE. - The Science Department Head will create and distribute a list during the first nine-week period of AHSGE objectives with the highest non-mastery results. -A strategic plan for meeting AYP will be developed during the first nine-week period and turned in to the CIP Team

Test Trax data sheets will be used to determine whether progress is being made towards achievement of the AHSGE objectives. A list of the objectives with the highest nonmastery based on AHSGE results from the previous year will be compared to the most recent year. An AYP Strategic Plan will be developed and reviewed during each nine-week period Department meeting agendas should include evidence of data analysis/review End of the month (EOM) formative assessments.

Extended learning time and strategic tutoring will be offered. Referral to after school tutorials through math teachers and the High Hopes Initiative. Provide skill specific instruction for struggling students in a small group setting (science classes)

Student profile sheets

$0

Computer lab availability

$0

AHSGE Item Specifications

$0

Tutors for interventions

$0

Websites

$0

Re-teach lessons for students experiencing difficulties through DOM’s A list of helpful websites will be distributed to students.

System: School:

Updated: July 13, 2010

Part II - GOAL TO ADDRESS ACADEMIC NEEDS – All components to support improving academic achievement, INCLUDING SCHOOL CULTURE AND RtI CONSIDERATIONS, should be related to the weaknesses identified in the data summary. DUPLICATE PAGES AS NEEDED TO ADDRESS 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): To increase the percent of 11th grade students passing the Biology subtest of the Alabama High School Graduation Exam from 69% to 80 % during the 2010-2011 school year. To increase the percent of 12 th grade students passing the Biology subtest of the Alabama High School Graduation Exam from 84% to 90% during the 2010-2011 school year. Data Results on which goal is based: 69% of this year’s 11th grade students (10th graders during the 2009-2010 administration of the AHSGE) passed the Biology portion of the Alabama High School Graduation Exam. 84% of this year’s 12th grade students (11th graders during the 2009-2010 administration of the AHSGE) passed the Biology portion of the Alabama High School Graduation Exam. TARGET GRADE LEVEL(S): 11th and 12th graders

TARGET CONTENT AREA(S): Circle 1 Reading Math Science Other

AHSGE: Reading Math

ADDITIONAL ACADEMIC INDICATORS: Science

Social Studies

Language

TARGET STUDENT SUBGROUP(S): All

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)

All AHSGE objectives for Biology with an emphasis on:  Describing the cell process (homeostasis)  Describing cell organelles.  Structure/function of DNA, RNA, and protein  Monocots/dicots, angiosperms/gymnosp erms, vascular and nonvascular plants  Animal classification

Science Strategy: Create and use daily bell-ringers which will allow the review of basic science skills as well as AHSGE skills.

Test Trax data sheets and the group nonmastery summary will identify the areas where students performed the poorest.

Extended learning time and strategic tutoring will be offered. Referral to after school tutorials through science teachers and the High Hopes Initiative.

Action Steps:  Teachers will review the list of objectives students performed the weakest on from the AHSGE.  Teachers will create and utilize bell-ringers over biology skills.  Teachers will assess students each nine weeks to determine progress.  Teachers will utilize documentation cards/forms for AHSGE objectives in class daily. The use and completion of the cards will be discussed at meetings.

A list of objectives showing the highest nonmastery objectives based on AHSGE results from the previous year will be used to create bell-ringers. The AYP Strategic Plan will be followed and updated as necessary.

Provide skill specific instruction for struggling students in a small group setting (science classes)

Student profile sheets

$0

Computer lab availability

$0

AHSGE Item Specifications

$0

Tutors for interventions

Re-teach lessons for students experiencing difficulties.

Department meeting agenda will reflect DOM plans

System: School:

Updated: July 13, 2010

Part II - GOAL TO ADDRESS ACADEMIC NEEDS – All components to support improving academic achievement, INCLUDING SCHOOL CULTURE AND RtI CONSIDERATIONS, should be related to the weaknesses identified in the data summary. DUPLICATE PAGES AS NEEDED TO ADDRESS 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): To increase the percent of 11th grade students passing the Biology subtest of the Alabama High School Graduation Exam from 69% to 75 % during the 2010-2011 school year. To increase the percent of 12 th grade students passing the Biology subtest of the Alabama High School Graduation Exam from 84% to 90% during the 2010-2011 school year. Data Results on which goal is based: 69% of this year’s 11th grade students (10th graders during the 2009-2010 administration of the AHSGE) passed the Biology portion of the Alabama High School Graduation Exam. 84% of this year’s 12th grade students (11th graders during the 2009-2010 administration of the AHSGE) passed the Biology portion of the Alabama High School Graduation Exam. TARGET GRADE LEVEL(S): 11th and 12th graders

TARGET CONTENT AREA(S): Circle 1 Reading Math Science Other

AHSGE: Reading Math

ADDITIONAL ACADEMIC INDICATORS: Science

Social Studies

Language

TARGET STUDENT SUBGROUP(S): All

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)

All AHSGE objectives for Biology with an emphasis on:  Describing the cell process (homeostasis)  Describing cell organelles.  Structure/function of DNA, RNA, and protein  Monocots/dicots, angiosperms/gymnosp erms, vascular and nonvascular plants  Animal classification

Science Strategy: Provide assistance to students based on science proficiency needs. Action Steps:  Inclusion and resource teachers will provide assistance to students in the Special Education Program daily.  Teachers will provide extended learning time before and / or after school through tutorial sessions weekly.

Inclusion Teacher schedule

Extended learning time and strategic tutoring will be offered.

Sign-In sheets

Referral to after school tutorials through science teachers and the High Hopes Initiative. Provide skill specific instruction for struggling students in a small group setting (classes)

Student profile sheets

$0

Computer lab availability

$0

AHSGE Item Specifications

$0

Education Specialist from the Central Office Staff. $0 Tutors for interventions

Re-teach lessons for students experiencing difficulties through warm-ups

System: School:

Updated: July 13, 2010

Part II - GOAL TO ADDRESS ACADEMIC NEEDS – All components to support improving academic achievement, INCLUDING SCHOOL CULTURE AND RtI CONSIDERATIONS, should be related to the weaknesses identified in the data summary. DUPLICATE PAGES AS NEEDED TO ADDRESS 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): To increase the percent of 11th grade students passing the Social Studies subtest of the Alabama High School Graduation Exam from 23% to 50 % during the 2010-2011 school year. To increase the percent of 12 th grade students passing the Social Studies subtest of the Alabama High School Graduation Exam from 55% to 70% during the 2010-2011 school year. Data Results on which goal is based: 23% of this year’s 11th grade students (10th graders during the 2009-2010 administration of the AHSGE) passed the Social Studies portion of the Alabama High School Graduation Exam. 55% of this year’s 12th grade students (11th graders during the 2009-2010 administration of the AHSGE) passed the Social Studies portion of the Alabama High School Graduation Exam. TARGET GRADE LEVEL(S): 11th and 12th

TARGET CONTENT AREA(S): Circle 1 Reading Math Science Social Studies

AHSGE: Reading Math

ADDITIONAL ACADEMIC INDICATORS: Science

Social Studies

Language

TARGET STUDENT SUBGROUP(S): All

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)

All AHSGE objectives for Social Studies with an emphasis on:  Political Systems  Era of Expansion  Civil War Era  Settlement of the West  WWI (causes/effects)  The Great Depression

Social Studies Strategy: Use longitudinal data to address weakest social studies standards on the AHSGE. Action Steps: -The Guidance Staff and Department Head will provide data at the beginning of the school year about student mastery and/or non-mastery skills tested on the AHSGE. - The History Department Head will create and distribute a list during the first nine-week period of AHSGE objectives with the highest non-mastery results. -A strategic plan for meeting AYP will be developed during the first nine-week period and turned in to the CIP Team -History teachers will decide during the first nineweek period when the weaknesses will be addressed.

Test Trax data sheets will be used to determine whether progress is being made towards achievement of the AHSGE objectives. A list of the objectives with the highest nonmastery based on AHSGE results from the previous year will be compared to the most recent year. An AYP Strategic Plan will be developed and reviewed during each nine-week period Department meeting agendas should include evidence of data analysis/review End of the month (EOM) formative assessments.

Extended learning time and strategic tutoring will be offered. Referral to after school tutorials through history teachers and the High Hopes Initiative. Provide skill specific instruction for struggling students in a small group setting (history classes) Re-teach lessons for students experiencing difficulties.

Student profile sheets

$0

Computer lab availability

$0

AHSGE Item Specifications

$0

Tutors for interventions

$0

Websites

$0

Education Specialist from the Central Office Staff. $0

A list of helpful websites will be distributed to students.

System: School:

Updated: July 13, 2010

Part II - GOAL TO ADDRESS ACADEMIC NEEDS – All components to support improving academic achievement, INCLUDING SCHOOL CULTURE AND RtI CONSIDERATIONS, should be related to the weaknesses identified in the data summary. DUPLICATE PAGES AS NEEDED TO ADDRESS 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): To increase the percent of 11th grade students passing the Social Studies subtest of the Alabama High School Graduation Exam from 23% to 50 % during the 2010-2011 school year. To increase the percent of 12 th grade students passing the Social Studies subtest of the Alabama High School Graduation Exam from 55% to 70% during the 2010-2011 school year. Data Results on which goal is based: 23% of this year’s 11th grade students (10th graders during the 2009-2010 administration of the AHSGE) passed the Social Studies portion of the Alabama High School Graduation Exam. 55% of this year’s 12th grade students (11th graders during the 2009-2010 administration of the AHSGE) passed the Social Studies portion of the Alabama High School Graduation Exam. TARGET GRADE LEVEL(S): 11th and 12th graders

TARGET CONTENT AREA(S): Circle 1 Reading Math Social Studies

AHSGE: Reading Math

ADDITIONAL ACADEMIC INDICATORS: Science Social Studies

Language

TARGET STUDENT SUBGROUP(S): All

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)

All AHSGE objectives for Social Studies with an emphasis on:  Political Systems  Era of Expansion  Civil War Era  Settlement of the West  WWI (causes/effects)  The Great Depression

Social Studies Strategy: Create and use daily bell-ringers and learning strategies which will allow for the review of basic social studies skills as well as AHSGE skills.

Test Trax data sheets and the group nonmastery summary will identify the areas where students performed the poorest.

Action Steps: -Teachers will review the list of objectives students performed the weakest on from the AHSGE. -Teachers will create and utilize bell-ringers over social studies skills, use K-W-L model, 3-2-1 activities, and note cards. -Teachers will use assign essays comparing and contrasting political systems. -Teachers will use pictures and slideshows, timelines, Venn Diagrams, and literacy readings to teach the Great Depression. -Teachers will utilize documentation cards/forms for AHSGE objectives in class daily. The use and completion of the cards will be discussed at department meetings.

A list of objectives showing the highest nonmastery objectives based on AHSGE results from the previous year will be used to create bell-ringers.

Extended learning time and strategic tutoring will be offered. Referral to after school tutorials through math teachers, TRIO and the High Hopes Initiative.

The AYP Strategic Plan will be followed and updated as necessary.

Student profile sheets

$0

Computer lab availability

$0

AHSGE Item Specifications

$0

Provide skill specific instruction for struggling students in a small group setting (science classes)

Tutors for interventions

Re-teach lessons for students experiencing difficulties through DOM’s

Education Specialist from the Central Office Staff. $0

Department meeting agenda will reflect DOM plans

System: School:

Updated: July 13, 2010

Part II - GOAL TO ADDRESS ACADEMIC NEEDS – All components to support improving academic achievement, INCLUDING SCHOOL CULTURE AND RtI CONSIDERATIONS, should be related to the weaknesses identified in the data summary. DUPLICATE PAGES AS NEEDED TO ADDRESS 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): To increase the percent of 11th grade students passing the Biology subtest of the Alabama High School Graduation Exam from 69% to 75 % during the 2010-2011 school year. To increase the percent of 12 th grade students passing the Biology subtest of the Alabama High School Graduation Exam from 84% to 90% during the 2010-2011 school year. Data Results on which goal is based: 69% of this year’s 11th grade students (10th graders during the 2009-2010 administration of the AHSGE) passed the Biology portion of the Alabama High School Graduation Exam.

TARGET GRADE LEVEL(S): 11th and 12th graders

TARGET CONTENT AREA(S): Circle 1 Reading Math Social Studies

AHSGE: Reading Math

ADDITIONAL ACADEMIC INDICATORS: Science

Social Studies

Language

TARGET STUDENT SUBGROUP(S): All

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)

All AHSGE objectives for Social Studies with an emphasis on:  Political Systems  Era of Expansion  Civil War Era  Settlement of the West  WWI (causes/effects)  The Great Depression

Science Strategy: Provide assistance to students based on social studies proficiency needs. Action Steps: -Inclusion and resource teachers will provide assistance to students in the Special Education Program daily. -Teachers will provide extended learning time before and / or after school through tutorial sessions weekly.

Inclusion Teacher schedule

Extended learning time and strategic tutoring will be offered.

Sign-In sheets

Referral to after school tutorials through math teachers, TRIO and the High Hopes Initiative. Provide skill specific instruction for struggling students in a small group setting (classes)

Student profile sheets

$0

Computer lab availability

$0

AHSGE Item Specifications

$0

Education Specialist from the Central Office Staff. $0 Tutors for interventions

Re-teach lessons for students experiencing difficulties through warm-ups

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Updated: July 13, 2010

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. If any ELL student did not make AMAOs complete this page. ENGLISH PROFICIENCY GOAL (SHOULD ADDRESS IDENTIFIED WEAKNESSES AND GAPS):

Data on which goal is based:

TARGET GRADE LEVEL(S):

WIDA ENGLISH LANGUAGE PROFICIENCY STANDARDS WHICH WIDA* ENGLISH LANGUAGE PROFICIENCY STANDARDS OR DOMAINS ARE LINKED TO EACH STRATEGY?

TARGET ELP LANGUAGE DOMAIN(S): Circle all that apply.

Reading

Writing

Listening

Speaking

Comprehension

REFORM STRATEGIES

BENCHMARKS

INTERVENTIONS

RESOURCES

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.

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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

REFORM STRATEGIES

BENCHMARKS

INTERVENTIONS

RESOURCES

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)

Behavior Interventionist and counselors will participate in more professional development that addresses challenges.

Student Policy Handbook

(REFER TO CULTURAL DATA IN NEEDS ASSESSMENT) 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? Title IX report indicates a majority of referrals in the areas of defiance of authority, violation of classroom rules , and fighting during the 2009-2010 school year for a total of 1479 infractions. 346 male students were involved in infractions totaling 956.

STRATEGY: Students will be made aware of all policies and procedures

Sign-in sheets Performance data (title IX reports)

ACTION STEP: Every Lanier student was provided with a Sidney Lanier High School handbook that included policies and procedures related to students. Orientation of the policy and procedure student handbook through school wide assembly and individual classroom orientation. STRATEGY: Utilize the on site Behavior Interventionist. ACTION STEP: Students will be referred by special education teachers, general education teachers, parents, counselors, and administrators. BI will follow a FBA that lists antecedent, concern, and consequences. BI will conduct follow-up sessions with general ed. and special needs students weekly. Referrals will be taken as needed.

Behavior Interventionist Review the data on disciplinary matters in a timely manner.

District Attendance Officer reports

Research more research based strategies that have proven to be successful.

Attendance Officer reports Administrators Classroom teachers

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Updated: July 13, 2010

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) New or inexperienced teachers are assigned mentors. The purpose of the mentoring program is to provide support for the new teachers. The mentor and new teacher are required to meet weekly. Meetings are documented contact log, which reflects the date, length of the meeting, and the focus. Both the mentor and the new teacher must attend meetings. In addition, new teachers attend orientation. We will double our efforts to recruit highly qualified teachers through the use of local colleges, brochures, and newsletters. 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.

The budget has been turned in to the Title I office. 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. The guidance staff provides orientation for incoming students, distributing academy and course information. An orientation for new students will be held prior to the beginning of the new school year, at which time students and parents may meet teachers and visit classrooms. In addition, the Exceptional Education staff meets with transitioning special need students, their caseload managers, and parents to develop the IEP. The IEP will spell out how the child should be educated. Transition is addressed in the IEP. 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. All teachers must meet mandates of No Child Left Behind. For those not meeting the standards, classes are provided and certificates are obtained.

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. Lanier High School teachers are involved in the decisions regarding the use of state academic assessments. Teachers will administer assessments to determine if students have mastered objectives taught. These assessments are used to determine if further instruction can continue or if remedial activities need to be implemented. Teacher input is considered at different levels of assessment results. The following are various ways that teachers make decisions that guide instruction: The faculty collaboratively studies the disaggregated data and results of the state assessments. Building Based Student Support Team members evaluate data collected on referred students to determine if there are any indicators that would warrant more in depth testing or referral for special services. Subject area data meetings are held to adjust instructional procedures and strategies based on the progress mentoring data. Informal subject area meetings are held to discuss progress of students and steps to be taken to help students who demonstrate weaknesses in all identified academic subjects. An IEP is developed to guide success of special needs students in the classroom and out of the classroom. Teacher representation and teacher input is included on school budget committees, policy committees, textbook selection committees and school calendar committees. This voice allows teachers to be involved in all areas of overall instruction and testing.

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Updated: July 13, 2010

6. Special Populations: Describe procedures used for each group of Migrant, English Language Learners, Economically Disadvantaged, Special Education, Neglected and/or Delinquent, and Homeless students.

Lanier High School provides special education services and uses appropriate procedures in accordance with federal and Alabama State laws and regulations. The Referral Coordinator tracks referrals and notices to parents concerning eligibility meetings. The evaluation is conducted to determine if the student is eligible for special education services. An Individualized Education Plan (IEP) team convenes to determine the eligibility for special education services. The IEP team develops the IEP based on the results of the evaluations, the concerns of the parents, and the academic, developmental, and functional needs of the child. To the maximum extent appropriate, special education students are educated with children who are not disabled. Special education classes will occur only when the nature of severity of the disability is such that education in the general education classroom, including the use of supplementary aids and services, cannot be successfully achieved. Lanier High School ensures that children with disabilities have access to a variety of educational programs and services available to non-disabled children, including art, music, ELL, and physical education. In addition, special education students are provided with an equal opportunity to participate in all extracurricular activities available to non-disabled students. 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. Students who experience difficulty mastering the proficient or advanced achievement standards will be provided timely, effective and additional instructional assistance. This will be accomplished by: Special needs resource room GE classes Encouraging parental involvement in student education through school conferences, telephone conversations and notes The existence of after school tutorial program (i.e. High Hopes, TRIO) when funds are available. Providing extended Saturday School learning opportunities Provide At-Risk program services (BI) weekly.

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Updated: July 13, 2010

Part VI –School Parental Involvement Plan as required by Section 1118 of NCLB [Note: This section of the CIP (Part VI) must be distributed to Parents]: A. Parental Involvement: Describe how the school will convene an annual meeting to inform parents of the school’s participation in Title I and explain Title I requirements, including the 1% set-aside, and the right of parents to be involved.

A. At the beginning of the school year, an orientation is held for incoming freshmen and their parents. At this meeting, parents learn how they can participate in decisions related to the education of their child. All parents are provided a Lanier High School Student Code of Conduct Handbook at the beginning of each school year. We hold PTSA meetings and host "Open House" at the October meeting which serves as an orientation for parents, giving them the opportunity to meet their children's teachers and become acquainted with school policy, procedures, and classroom practices Title I programs, and an insight of the Continuous Improvement Plan. Lanier teachers hold parent-teacher conferences at the end of the day as needed or requested by the parent(s) or teacher throughout the school year. We also have an active athletic booster club, along with a Parental Involvement Program. Parents are also contacted through STI Messenger, which calls and informs parents about meetings. Parents, teachers and students sign a COMPACT agreement outlining the responsibilities of all stakeholders. B. Parental Involvement: Describe: 1. How there will be a flexible number and format of parent meetings offered; 2) How parents will be involved in the planning, review and improvement of the Title I Program (Note: State the school’s process for how all Title I parents have the opportunity for involvement in decision-making.); and 3) How funds allocated for parent involvement are being used in the school.

Parents and community stakeholders share responsibility for student academic achievement through open two-way communications with the school, parent-teacher conferences, systematic and regular progress reporting, and full access to the administration and staff. Parent conferences are scheduled as needed to update and review all aspects of the student. Several preset parent meetings are scheduled throughout the school year for updates, sharing of ideas and concerns, and how to help strategies. Parental Involvement Funds are used to fund meetings, along with printed materials and advertisement to give to the parents. C. 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.

Parents are provided information through multimedia, school website, written notification, and personal telephone calls parents are informed of happenings and updates at Lanier High School. Counselors at Lanier High School continue to work with students and parents on updated curriculum and the AHSGE. Curriculum is based on the Alabama Course of Study for all subject areas applicable. Dual enrollment is also encouraged for students that would like to enter the automotive industry with Trenholm Technical College. I-Now Home serves as an effective tool to access parents with monitoring their child’s progress. STI Caller is used to notify parents of PTSA meetings and other pertinent information. D. Parental Involvement: Describe how parents, the school staff, and students share responsibility for improved student academic achievement for participating students (How the School-Parent Compact is jointly developed with Title I parents; how it is used, reviewed, and updated).

Parents are routinely contacted by teachers, administrators, and counselors to discuss strategies for academic improvement. Students participate in parent teacher conferences. A school web site is currently being developed for teachers to disseminated information to parents. Students' grades are sent to parents/guardians in the form of progress reports and report cards. In addition an effort to assist with improving student performance, Homebound and Teen Parenting Services are available for students with behavioral and/or health concerns, parents are notified of this through counselors and teachers and the nurse. System: School:

Updated: July 13, 2010

E. Parental Involvement: Describe procedures to allow parents to submit comments of dissatisfaction with the Continuous Improvement Plan.

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. This is done through our participation in the APLE program and comments can be made at PTSA meetings. (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. This is accomplished through the APLE program and PTSA meetings. F. 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: (3) 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)

(4) 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.

(5) 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. (6) 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. (7) 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. (8) Shall provide such other reasonable support for parental involvement activities as parents may request. (Describe)

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G. 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.

Lanier High School provides opportunities for the participation of parents with limited English proficiency and parents with disabilities, as needed through interpreters and written translations. The system employs one Spanish/French teacher who is available to assist in communication with Spanish/French speaking parents/guardians. Interpreters are available through the Alabama School for the Deaf and Blind to assist with sign language parents/guardians. Special accommodations will be made to communicate with homebound parents by telephone or through home visits when needed. Lanier High School is a handicapped-accessible building with assistance available.

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Updated: July 13, 2010

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? YES NO (Note: Professional learning activities must be linked to Alabama’s Standards for Professional Development and Alabama’s Technology Professional Development Standards, www.alsde.edu, Sections, Technology Initiatives, Publications). WHAT WEAKNESS OR NEED IDENTIFIED IN ACADEMIC, INCLUDING ELL AMAOs OR SCHOOL CULTURE GOALS WILL THE PROFESSIONAL LEARNING ADDRESS?

WHAT TYPES OF PROFESSIONAL LEARNING WILL BE OFFERED?

WHEN WILL THE SESSION BE DELIVERED? (Please list dates of future PD sessions, not those that have already taken place.)

WHAT ARE THE EXPECTED OUTCOMES OF PROFESSIONAL LEARNING? (Following the professional learning, how will academic or cultural challenges be impacted – what does it look like?)

HOW WILL PARTICIPANTS BE HELD ACCOUNTABLE FOR SUCCESSFUL IMPLEMENTATION AND IN WHAT WAYS WILL EVIDENCE BE COLLECTED TO SHOW EFFECTIVE ASSIMILATION/INTEGRATION OF STRATEGIES?

WHAT ARE THE FUNDING SOURCES, ESTIMATED EXPENSES, AND PROPOSED NAMES OF CONSULTANTS OR ENTITIES? Example: Title II, $....00 Dr. Verry Goode

Positive Discipline

Positive Behavior Support Plan Training

October 2010 January 2011 March 2011

Office discipline referrals will decrease after staff learns to recognize and deal with situations to prevent them from becoming office referrals.

During frequent walkthroughs and CIP reviews, staff will model successful behavior interventions. Classroom management forms will document observed behaviors. Percentage of office behavior referrals will be calculated for each teacher and compared to the 2009-2010 data. A 5% decrease will demonstrate effective integration of the strategies.

Title I

47% of this year’s 11th graders (last year’s 10th graders) will pass the AHSGE in mathematics to meet AMO.

Continuous AMSTI Training for math teachers.

Continuous 2010-2011

Continuous training through attendance at the annual ACTM conference and symposium

September 30 –October 1 2010

AMO goals will be met as a result of teacher training and use of instructional strategies.

Participants will be held accountable through observations conducted by administrators and the math coach, weekly submitted lesson plans, through benchmark data, and by displays throughout the school and/or in classrooms.

Title I: $400 ACTM Conference registration fees for math teachers and math coach

DOCUMENT CONTINUOUS LEA REVIEW AND SUPPORT RESULTS

Leadership and action teams will review plan implementation each month.

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Updated: July 13, 2010

Low Graduation Rate (87%). The minimum goal is 90%

AL The Key to Dropout Prevention Workshop

November 18 (Birmingham, AL)

Proven dropout prevention strategies, Freshman transition classes, funding opportunities, professional development tools

Implementation of strategies

Title I: $75

Lanier did not make AYP

2011 Annual ASCD Conference

March 26-29, 2011

Various workshops addressing curriculum and instruction

Implementation of Strategies as well as workshops with faculty members

Title I:

DUPLICATE PAGES AS NEEDED

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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 Teacher Assigned Units: Administrator Units: Assistant Principal: Counselor: Librarian: Instructional Supplies Library Enhancement Technology Professional Development State ELL Funds

TOTAL classroom teachers:

TOTAL OF ALL SALARIES

II. Federal Funds: Title I: Part A: Improving the Academic Achievement of the Disadvantaged

TOTAL

$444,850

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: Personnel $427,319 Materials/Supplies $820 Equipment/Maintenance $16,711

ARRA FUNDS

TOTAL

BRIEF EXPLANATION and BREAKDOWN OF SPENDING:

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Title II: Professional Development Activities

TOTAL

BRIEF EXPLANATION and BREAKDOWN OF SPENDING:

Title III: For English Language Learners

TOTAL

BRIEF EXPLANATION and BREAKDOWN OF SPENDING:

Title IV: For Safe and Drug-free Schools

TOTAL

BRIEF EXPLANATION and BREAKDOWN OF SPENDING:

Title VI: For Rural and Low-income Schools

TOTAL

BRIEF EXPLANATION and BREAKDOWN OF SPENDING:

III. Local Funds ( if applicable) Local Funds

TOTAL

BRIEF EXPLANATION and BREAKDOWN OF SPENDING:

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Updated: July 13, 2010

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

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

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

Date ________________________________

Date ________________________________

Date ________________________________

Principal Initials______________

Principal Initials______________

Principal Initials__________

LEA initials ______________

Other ___________________

LEA initials ______________

Other ___________________

LEA initials ______________

Other ____________

COMMENTS*

COMMENTS*

COMMENTS*

*Use additional pages, if needed

*Use additional pages, if needed

*Use additional pages, if needed

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

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

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

Date ________________________________

Date ________________________________

Date ________________________________

Principal Initials____________

Principal Initials______________

Principal Initials______________

LEA initials ______________

Other: ________________

LEA initials ______________

Other ___________________

LEA initials ______________

Other ___________________

COMMENTS*

COMMENTS*

COMMENTS*

*Use additional pages, if needed

*Use additional pages, if needed

*Use additional pages, if needed

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

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

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

Date ________________________________ Date ________________________________ Principal Initials______________ Principal Initials______________ LEA initials ______________

Other ___________________ LEA initials ______________

Other ___________________

COMMENTS* COMMENTS*

*Use additional pages, if needed *Use additional pages, if needed

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Updated: July 13, 2010