Athens City School System
Athens High School Athens, AL
2012-2013 CONTINUOUS IMPROVEMENT PLAN
Tuesday, October 30, 2012

2012-2013

CONTINUOUS IMPROVEMENT PLAN

Non-Title Plan

Note: Blank copy is available on www.alsde.edu , e-GAP, Document Library

Central office designee submits required plans to LEA system’s e-GAP Document Library

 

 

NAME OF SCHOOL: Athens High School

 

STREET ADDRESS: PO Box 109

CITY: Athens

STATE:   Alabama

ZIP CODE: 35612

CONTACT: Christopher D. Bolen

TELEPHONE: 256.233.6613

E-MAIL: chris.bolen@acs-k12.org

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

 

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

 

If using any Federal funding: Submit to LEA for Board approval. Scan PAGE ONE and PAGE TWO to indicate signatures. Submit the plan and signature pages electronically to your system’s

e-GAP Document Library by November 3, 2012.

Made AYP?

YES        NO   

Made AMAOs (ELL)?    

YES

NO      

N/A        

 

Career Tech Made AYP?

YES    

NO        

N/A      

 

Are any federal resources like Title II, III, IV, and VI used to coordinate with and supplement existing services and are not used to provide services that, in the absence of federal funds, would be provided by another fund source?          

YES  NO                                      

Describe how this plan will be made available to parents and other stakeholders, such as through parent meetings or on Web sites.

NOTE: The Parental Involvement section of this plan must be distributed to all parents.

 

The Continuous Improvement Plan (CIP) for Athens High School will be available to parents and other stakeholders at Athens High School. The CIP will also be available on the school website: www.athenshighschool.org as well as formally presented during Parent Invite Night with revisions being reviewed several times throughout the year.

*Board Approval: Yes      No                        Board approval received on _____________________________, 2011.                         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 200_): September 2011

 

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:

 

Athens High School parents and staff have a shared commitment for success so that all students will become lifelong learners. Teachers will continue to analyze all test data to guide their instruction, which will improve the achievement of all students. Our School Leadership Team meets to study and analyze pertinent data (AHSGE ,ACT, EXPLORE, PLAN, and ACCESS scores, AAA).

 

 

 

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)

Becky Palmer

BJ Armstrong

Janet Latham

Nancy McBay

Lorian Charles

Susan Wales

Toni Brown

Gil Dobbs

Lori Jones

Gia Russell

Mike O’Rear

Chris Bolen

Mallory Rich

Science

Social Studies

Technology/Remediation

Math

Language Arts

Counselor

Special Education

ELL

Career Tech

Assistant Principal

Assistant Principal

Principal

Student

 

 

 

 

 

 

 

 

 

 

 

 

 

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

 

 

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

·         Click on Accountability Reporting.

·         Choose 2010-2011.

·         Select Annual Accountability Results Report.

·         Select your system and school.

·         Press the Graphics Select Tool button located on the top of the page and select the chart beginning with the school name. (Note: Do not include the legend).

·         Then, right click and select COPY.

·         Return to this document and CLICK IN THIS BOX.

·         Then, right click to PASTE the chart.  

·         Adjust the size of the text box to display your test results.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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

Athens High School faculty met in August to discuss 2011-2012 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:

100 % of Athens High School teachers are highly qualified.

 

 

Number and percentage of Classes Taught by Non-HQT:

There are no classes taught by non- highly qualified teachers.

Alabama High School Graduation Exam (AHSGE):

Strengths:

93% of eleventh graders have successfully passed the Reading portion of the AHSGE.

96% of eleventh graders have successfully passed the Math portion of the AHSGE.

100% participation in Reading and Math subtests.

 

 

Weaknesses:

The subgroup of African American students had a proficiency index of 4.59 for Reading.

Free and Reduced Meal subgroup had a proficiency index of 3.28 for Reading. This information indicates a need to focus on reading comprehension strategies for all students.

Alabama Reading and Mathematics Test (ARMT):

Strengths:

NA

 

Weaknesses:

NA

Alabama Science Assessment:

Strengths:

NA

 

Weaknesses:

NA

Stanford 10:

Strengths:

 

NA

 

 

 

 

Weaknesses:

NA

Dynamic Indicators of Basic Early Literacy Skills (DIBELS):

Strengths:

NA

Weaknesses:

NA

 


 

 

 

 

 

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

 

Part I - Continued:

Alabama Direct Assessment of Writing (ADAW):

Strengths:

NA.

 

 

Weaknesses:

NA

ACCESS for English Language Learners (ELLs):

Strengths:

91% made AMAO-A (State goal, 46%)

73% made AMAO-B (State goal, 14%)

 

Weaknesses:

67% (4/6) of students remaining in the EL program had an overall score of 3.3 or lower.

EducateAL or other Professional Evaluation Profile Information:

Strengths:

Educate Alabama was implemented in the 2011-12 year. Areas of focus included standards 3, indicator 3.3- Literacy Strategies.

In 2012-2013, Educate Alabama will focus on Standard 2, indicator 2.8- formative assessment and Standard 3, indicator 3.3 Literacy Strategies.

 

 

Weaknesses:

Reading Comprehension is still an area of focus as indicated by standardized test results.

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

Strengths:

95 % of AHS classrooms are equipped with multi-media projectors.

Over 75% of classrooms are equipped with Interactive boards.

 

 

 

Weaknesses:

Promethean board maintenance and technology continue to be an issue.

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

Strengths:

Core Curriculum maps are developed in every department. Common assessments are being used to gather formative assessment data.

 

 

 

 

 

Weaknesses:

Area of opportunity continues to focus on the development of assessments correlated to Alabama Course of Study Standards, Common Core State Standards and ACT standards.

Career and Technical Education Program Data Reports:

Strengths:

Core Indicator Report from 2010-11 indicates 100% attained academic skills in Reading/Language Arts and 95.79%

Attained academic skills in mathematics.

Weaknesses:

Area of opportunity continues to focus on college and job readiness skills.


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:

Alternative school student placement was reduced. Long term suspensions were also reduced.

The number of students

suspended was also reduced.

 

Weaknesses:

Attendance, truancy and tardies report a high number of referrals. The total number of office referrals increased.

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

Strengths:

Athens High School’s graduation rate is 85%. This is reported a year in arrear. This is also a new

formula to determine graduation rate. It is determined by cohorts.

Weaknesses:

Ninth and tenth grade has been identified as the grade students are most likely to drop

out. This indicates a need for continued mentoring of at risk students in the ninth and

tenth grade. Graduation rate is 5 percentage points below the goal of 90%.

 

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

Strengths:

Athens High School's % of attendance for last year was 95.57.

 

 

Weaknesses:

Classroom management and actively engaging students during a block schedule.

 

 

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:

iNow Home Portal enables parents to track student attendance.

 

 

Weaknesses:

Tardies to school and class continue to be a high number of referrals to the attendance officer.

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

Strengths:

Perception surveys from 2007 indicated that 100% community and 90% of parents believe

Athens High School offers educational opportunities that are of high quality.

 

 

 

Weaknesses:

NSSE surveys indicated that parents need basic computer skills; therefore, many times, parents are unable to assist students at home.

School Perception Information related to student PRIDE data.

Strengths:

`In 2010, 84.5% of students reported feeling safe at school

 

 

 

 

 

Weaknesses:

Pride Survey (2010) results indicate high percentage of students in grades 9-12 use tobacco, alcohol or marijuana, in 2010.

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:

ELL teacher understands how to integrate ELL curriculum and WIDA ELP standards into general curriculum.

 

Weaknesses:

Classroom teachers need more opportunities for training in integrating WIDA ELP standards into content areas.

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:

ELL teacher understands how to integrate ELL curriculum and WIDA ELP standards into general curriculum.

 

Weaknesses:

Not enough collaboration time with content area teachers.

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

Strengths:

High Hopes Foundation provides the funding for the AHSGE tutors.

95% of teachers indicate implementation of ARI best practice strategies within their lesson plans.

95% of teachers have received training on ARI best practice strategies.

Weaknesses:

Teachers should continue to focus on developing curriculum maps and common assessments (mid-terms and finals) correlated to CCSS, AL Course of Study, and ACT standards.

Differentiated Instruction should be incorporated into classroom activities.

 


 

 

Part II - GOAL TO ADDRESS ACADEMIC NEEDS – All components to support improving academic achievement, INCLUDING SCHOOL CULTURE AND RtI CONSIDERATIONS, should be related to the weaknesses identified in the data summary. DUPLICATE PAGES AS NEEDED TO ADDRESS PRIORITIZED GOALS INCLUDING SACS DISTRICT GOALS, IF APPLICABLE. Use the SMART Goals format to address areas of need.

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

Reading Skills of Black students , (grade 10- 2011-2012) will increase from 85% to 92% proficiency. Reading skills of all students, 10th grade (2011-2012) will improve to 92%. Reading skills of Free and Reduced students will increase to 92%. In addition, a focus on three key shifts in the area of English Language Arts and Literacy standards in history, science, and other technical subjects.

Data Results on which goal is based:

During the 2011-2012 school year, 85% of tenth grade students passed the reading portion of the AHSGE. Other data includes the projected end of course assessments in English 9 and 10 in 2012-13.

 

 

TARGET GRADE LEVEL(S):

9-12

TARGET CONTENT AREA(S): Circle One

Reading         Math       Science         Other

AHSGE:

Reading   Math   Science   Social Studies   Language

Additional Academic Indicators:            

TARGET STUDENT SUBGROUP(S):

Black Students and Free and Reduced Students

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)

2010 English Language Arts

Grade 9-12

Reading for Informational Text

Key Ideas

Standard 10, 11, 12

STRATEGY: Align the current curriculum in the core content areas

ACTION STEP:

·         Evaluate non-mastery data from AHSGE/Explore, Plan,

ACT

·         Align content area textbooks and materials to standards

·         Curriculum alignment will be agenda topic at data meetings and departmental meetings.

 

Curriculum alignment evidence will be documented through a scope and sequence document, syllabus and lesson plans

Curriculum alignment will be discussed monthly at data meetings and department meetings.

Common assessments planned for those content areas already mapped.

December- Curriculum maps in academic courses will be developed

Common assessments- Alg 1, Biology, English 10

 

Retired Teacher Remediation Program

Enrichment Plus materials

USA Test Prep materials

Quality Core

Release time for teachers to work collaboratively on curriculum alignment $1000.00 (subs)

 

Alabama High School Graduation Exam Standards:

II-1, II-2, II-3, IV-2

STRATEGY: Incorporate ARI best practices for adolescent literacy into classroom activities

 

ACTION STEP:

·         Teachers will incorporate ARI/WA strategies with lesson plans

·         Teachers will participate in ARI Coaching Cycle

·         Instruction will involve active student engagement through talking, writing, investigating, and listening around informational texts

Classroom activities will take place within the classroom at least once a week to focus on comprehension strategies.

Teacher observations and lesson plans will document the implementation of ARI (TWIRL) strategies on quarterly basis.

Documentation of AHSGE reading objectives taught through lesson plans and individual non-mastery sheets

 

Diagnose reading deficiencies in non-mastery students and provide non-proficient readers with small group reading instruction.

Use High Hopes funding, AYP Reward money for individual tutors.

Common Core State Standards:

Literacy Standards for History, Science, and other Technical Subjects

Strategy: Incorporate literacy standards into content areas

ACTION STEP:

·         Teachers will incorporate literacy standards into curriculum maps and pacing guides

 

 

 

                                                                                                                                                                                                                                                        

                                                                                                                       


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):

By the end of 2012-2013, 50% of 9th grade EL students will make APLA.

Data on which goal is based:

ACCESS for ELL(2012 data, 20% of students made APLA)

 

TARGET GRADE LEVEL(S):

9-12

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)

Language Domain: Reading

WIDA standards:

·         Language Arts

·         Social Studies

·         Science

*Using WIDA performance indicators

- Collaboration time for

   1. ELL specialist to coach core teachers to

         Integrate language objectives with content

         Objectives

 

*Individualized English Language Plan

 

* Recorded teacher observations

*Core and ELL teacher will provide extra instruction offered before and after school.

* ELL teacher will provide individual instruction daily.

* Professional development in ELL literacy, WIDA standards, and peer coaching

* Student materials

Language Domain: Writing

WIDA standards:

·         Language Arts

·         Social Studies

·         Science

1.      ELL specialist and classroom teachers to develop lesson plans that integrate language objectives during planning.

              

* Progress will be measured every grading period

* Provide planning and collaboration time for ELL and content teachers, an if necessary, the ELL committee, will focus on areas of instructional needs using the Individualized English Language Plan (I-ELP) for those particular students.

* Time allocated for teacher collaboration

* Funds for substitute teachers

Reading , Writing, Speaking, Comprehension

Target textual information and functional reading passages in all classes.

 

Implement direct, explicit reading fluency and comprehension strategies.

·         Oral Classroom discussions

·         Turn and Talk

·         Retell, oral and written

 

Students who do not make progress will be provided supplemental, one on one tutoring with the ELL teacher

ActiVote technology will be provided by Athens City Schools.

Cost TBD

                                                                                                                                                                                          

*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, RtI FRAMEWORK, AND BUILDING SUPPORTIVE LEARNING ENVIRONMENTS     Strategies developed to address improving school safety, classroom management /discipline, and building supportive learning environments should be related to the weaknesses or program gaps identified in the data summary (e.g., parental/community involvement, teacher collaboration, student/teacher motivation). The LEA and school must develop a timeline for multiple reviews of continuous improvement efforts.

 

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)

 

 

PRIDE Survey indicated drug use by students takes place during the weekends and at friend’s homes.

STRATEGY: Implement programs and activities to educate students on the dangers of drug use.

 

ACTION STEP:

SCA presents Choices programs

RED RIBBON WEEK activities

Random drug testing of students participating in extra-curricular activities

 

 

 

 

Participation in Red Ribbon Week activities

Random drug testing results

Guest Speakers, including law enforcement officers, and those whose lives have been changed due to drug and alcohol use will be invited to speak to students.

SADD materials

Title IV

High Hopes funding

Anonymous donations

 

 

The majority of drop-outs from Athens High School occur in the 9th and 10th grades.

STRATEGY:

Incorporate school/system wide focus on the importance of staying in school.

 

ACTION STEP:

Administrative counseling with At-Risk students

Implement an in-school Credit Recovery  program to help At-Risk students with academic subjects and recover lost credit.

 

Failure List

Cohort List

Graduate Tracking System

Form student groups who travel to elementary, intermediate, and middle schools to educate students and faculty on the importance of staying in school.

 

Provide tutoring to struggling students to encourage them to stay in school

Release time for teachers to align courses

High number of office disciplinary referrals

 

STRATEGY:

Decrease the number of students being referred to the office for discipline.

 

ACTION STEP:

Discipline data discuss in data meetings

Communication logs every 3 weeks

iNow Parent Portal

Professional Development refresher session on effective classroom management

 

 

 

 

 

 

Communication logs

Data Meetings

Monitor attendance warnings

Monitor In School Suspension Program at Athens High School

Inservice opportunity

Differentiated Instruction should be an active part of daily classroom activities.

Strategy: Increase the opportunities for teachers to integrate differentiated instruction with at-risk or struggling students.

ACTION STEPS:

Utilize data meetings as opportunities to explore DI in discuss

Peer observation

Teacher Blog of instructional progress

AHS surveys

Data meetings

Teacher blog

Administrative Walk Throughs

Educate AL Indicator 2.8 Evidence section as related to teacher Professional Learning Plans.

Inservice opportunities for DI

 


 

 

Part V - Additional Components, That When Addressed, Positively Impact Student Achievement:

 

1. Teacher Mentoring: Describe teacher mentoring activities. For example, are novice teachers given support from an assigned master teacher and what does that support look like?

Athens City School System has established a formal teacher mentoring program. The overarching goal for our program is to improve teaching practice. The program is designed to provide ongoing support for new teachers. Each new teacher is assigned a master teacher who is matched, to the extent practicable, by subject, grade, and proximity. The mentor and new teacher

are required to meet weekly for one hour. Meetings are documented on a contact log, which reflects the date, length of the meeting, and the focus. Additionally, we have built in time for classroom observations, both for the mentor to observe the new teacher and for the new teacher to observe the mentor. Our mentoring program also includes training for both mentors

and new teachers. We provide training for mentors on how to work with new teachers, and we provide several training sessions for new teachers throughout the year including new

teacher orientation, classroom management and discipline, and effective instructional practices.

 

 

 

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

 

NA

 

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.

 

Athens High School realizes that some students are in need of support academically during periods of transition from middle school to high school and from grade level to grade level. The following transition services are offered:

·         Registration is offered in the spring at which time students and parents may meet teachers and discuss any concerns they may have.

·         Ninth grade registration takes place at Athens Middle School with counselors and teachers visiting students and orienting them on courses, graduation requirements, etc.

·         Students attending Athens Middle School are given an opportunity to attend a Freshman Orientation prior to the school start date.

·         A Parent Invite Night is held each semester for parents of students in grades 9-12 at which time students and parents may meet teachers and tour the school facility and classrooms.

·         A course selection guide is made available to students and parents.

·         Eighth grade students are given opportunities to tour Athens High School prior to school beginning.

·         Class meeting are held periodically with administration and counselors to discuss important issues.

·         Making It Count programs involves students in all grades on transition concerns.

·         Transfer students are given a tour of the school by the school counselor and introduced to teachers.

 

 

 

 

 

 

 

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.

The Athens City School System emphasizes through a variety of means ( job fair, job postings, and interviews), our commitment to hiring highly qualified teachers for all content areas. Once hired, teachers are supported through a variety of professional development activities that will improve content knowledge as well as pedagogy so that they are retained in the system and in the local school.

 

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.

All teachers meet monthly to participate in academic data meetings. This year a discipline data component will be added. Teachers discuss individual students’ academic performance in class. A listing of students performing below 65 is generated for each teacher. Common assessments will be used for Biology and English 9, 10 this school year. This will allow for opportunities to strengthen the academic curriculum and correlate assessments to Course of Study Standards.

6. Special Populations: Describe the programs used for each group: English language learners, migrant students, and homeless students.

All students at Athens High School, including those identified as migrant, limited English proficiency, homeless, economically disadvantaged, and neglected/delinquent, have access to all services and programs available, including free/reduced lunch, ELL services, Special Education services, and counseling services. Also, Athens High School uses the Department of Human Resources, the Department of Mental Health, and various community resources to provide students with necessary school supplies, food, clothing and shelter.

 

All homeless, migrant, ELL, and Special Education students must have equal access to the same free appropriate public education provided to other students and youth. All homeless, migrant, ELL students are provided and opportunity to meet the same challenging course requirements and student performance requirements to which all students are held without stigmitatization or isolation.

 

The ELL specialist identifies limited English proficient students upon enrollment. Each new student receives a Home Language Survey used to determine eligibility for limited English proficiency testing. Students qualify for testing if the survey indicates a language other than English is used by the student or at the student’s home. All eligible students are tested with the WIDA Access Placement Test to determine if the student is eligible for services. Parents have the right to waive participation in the program. If a parent agrees to the services, the ELL specialist convenes the ELL committee to determine appropriate services and placement for the student. The ELL committee consists of ELL specialist, teachers, parents of the student, counselor, and school administrator. Services can be provided in a variety of ways to the students. Content area tutoring, and individual support are examples of services provided to students who qualify for ELL services. The ELL specialist serves the role of interpreter to parents when the need arises. Parents are provided the opportunity to receive important school information in English and Spanish. The ELL committee reviews progress annually for each student. If the student scores proficient on the WIDA Access test and is performing on grade level, the student becomes eligible to exit the ELL program and be monitored for two years to ensure success.

 

Students who are identified as Migrant are done so upon enrollment to Athens City Schools. These students are identified to the ELL specialist and assistant principal. Parents receive a Migrant Education Survey, which determines eligibility for the migrant program. Migrant students qualify for free/reduced lunch and all other programs and services available to the rest of the students.

 

Athens High School provides special education services and uses all procedures in accordance with state and federal laws and regulations. Student referrals for special education are tracked and notices to parents concerning student eligibility are sent. An Individualized Education Plan team convenes to discuss the student’s eligibility and an IEP is written based on eligibility and the results of the evaluation, concerns of parents and teachers, the academic, and developmental needs of the student. Special education students are educated with students who are not disabled. Athens High School ensures that students with disabilities have access to a variety of educational programs and services available to non disabled students. In addition, special education students are given an equal opportunity to participate in all extracurricular activities available to non-disabled to students.

 

The LEA Attendance Officer is responsible for identifying homeless students upon enrollment to Athens City Schools and conveying the names of the students to Athens High School assistant principal. Alabama Department of Education and federal guidelines and definitions are used to identify homeless students. Athens High School is contacted by the Department of Human Resources or LEA attendance Officer, school official, or parent to identify homeless students. The counseling office and school administrators implement possible services.   Homeless students have access to all services and programs available to the rest of the students, including free lunch, ELL, and Special Education. Homeless students are also given the opportunity to participate in all extracurricular activities. Delinquent students are identified at Athens High School when contacted by one of the following sources: Department of Human Resources, LEA Attendance Officer, Department of Juvenile Probation, or parent. The school administration determines and identifies possible services for these students. The student’s grades, absences, and behavior are monitored through the Building Based School Support Team and administration. The LEA Attendance Officer works with a variety of agencies and the parents to ensure cooperation regarding attendance. Delinquent students receive access to all services and programs available to the rest of the students, including free lunch, ELL and special education.

 

Economically disadvantaged students are identified through the application for free and reduced lunch. Students with low family income will be identified as economically disadvantaged students and will be eligible to receive free or reduced breakfast and lunch during the school day. Students receive access to all services and programs available to the rest of the students, including ELL and special education.

 

 

 

 

7. Special Populations (as listed in the Carl D. Perkins Career and Technical Education Act 2006, Section 3): Describe procedures used for each group of individuals with disabilities; individuals from economically disadvantaged families, including foster children; individuals preparing for non-traditional fields; single parents, including single pregnant women; displaced homemakers; and individuals with limited English proficiency. (N/A for Elementary Schools)

 

Every student is provided opportunities to participate in programs offered in Career and Technical Education at Athens High School. All Athens High School students are provided information regarding programs in the Course Selection Guide each year. Ninth grade students participate in a field trip to Limestone County Technical Center to observe Career and Technical Programs provided at this shared location. Publication notices are provided in the AHS Student Handbook, Course Selection Guide and program brochures relating to student participation. Special Education students and their case managers meet with CTE instructors and divise a plan relating to the program of study. Students from economically disadvantaged

8. Extended Learning Opportunities: Describe how the school provides opportunities for the most academically needy students to receive support and reinforcement of academic skills beyond the regular school day.

 

Students who experience difficulty mastering course content and state standards will be provided effective instructional assistance through a variety of methods. The following are examples:

 

  • Teacher review of student permanent records, previous tests results and any other pertinent information that assists teachers in determining student strengths and weaknesses.
  • Communication with parents about their child. Classroom teachers implement a variety of strategic researched based teaching strategies within their classroom (TWIRL).
  • Conducting monthly data meetings to discuss strategies and procedures that encourage student success and make changes in instruction as needed.
  • Encourage parental involvement through conferences, phone calls, email, notes and STI Home Plus.
  • Teacher referral of student to the Problem Solving Team for accommodations and intervention plans.
  • Students are paired with teachers for mentoring.
  • Students have access to student tutors.

 

 

 

 

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.

 

Athens High School will provide a copy of the Continuous Improvement Plan available for parental review in the front office and also on the website. Parents are invited to attend Parent Invite Night where annual achievement plans will be discussed. The CIP plan will also be presented to the School Board for review.

 

 

B. Parental Involvement: Describe how parents, the school staff, and students share responsibility for improved student academic achievement for students.

 

Communication with stakeholders include: parent/teacher conferences, school website, iNow Parent Portal, class meetings, Parent Invite Night, communication logs and email.

 

 

C. Parental Involvement: Describe procedures to allow parents to submit comments of dissatisfaction with the School Parent Involvement Policy.

Parents are invited to be members of the School Improvement Team.   Parents are encouraged to provide input to the administration regarding dissatisfaction with policies.

 

 

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.

 

Athens High School will provide opportunities for parents to attend functions at AHS. At this time, parents will receive a brief overview of standards and assessments. Athens High School will offer a Parent Invite Night where parents are given the opportunity to visit with their child’s teachers and learn about individual classes. As we incorporate End of Course tests, ACT, ASVAB, WorkKeys and other assessments into students’ four-year plan, parents will be encouraged to become more knowledgeable in these assessments and how they can benefit their child’s education.

 

 

 

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

 

Athens High School provides opportunities for the participation of parents with limited English proficiency and parents with disabilities. Parent notifications are sent to limited English proficient parents in Spanish. The ELL Specialist is available to assist with translations in verbal communications with parents. Athens High School is a handicapped-accessible building.

 

 

 

 

 

 

 

 

 

 


 

 

 

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

·         Does the plan provide opportunities for professional development activities that are high-quality, effective, and research-based?                                                                                                                                                                        YES        NO    

·         Does the plan include opportunities for teachers, principals, paraprofessionals, other staff, and parents?                                                                                                                                                                       YES        NO    

·         Does the plan include required district-wide training for English language acquisition?                                                                                                                                                                       YES       NO    

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

 

 

WHAT WEAKNESS OR NEED IDENTIFIED IN ACADEMIC (INCLUDING ELL AMAOs) OR SCHOOL CULTURE GOALS WILL THE PROFESSIONAL LEARNING ADDRESS?

 

WHAT TYPES OF PROFESSIONAL LEARNING WILL BE OFFERED?

 

WHEN WILL THE SESSION BE DELIVERED?

(Please list dates of future PD sessions, not those that have already taken place.)

 

WHAT ARE THE EXPECTED OUTCOMES OF PROFESSIONAL LEARNING?

(Following the professional learning, how will academic or cultural challenges be impacted – what does it look like?)

 

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

 

 

 

 

WHAT ARE THE FUNDING SOURCES, ESTIMATED EXPENSES, AND PROPOSED NAMES OF CONSULTANTS OR ENTITIES?

Example: Title II, $....00

Dr. Verry Goode

DOCUMENT CONTINUOUS LEA REVIEW AND SUPPORT RESULTS

 

 

 

Alignment of curriculum with ACT and CCRS standards to improve proficiency in subtests.

 

 

 

 

 

 

 

 

ARI Coaching Cycle

ACT Information

 

 

 

AHS Data Meetings:

 

 

 

Curriculum maps completed for several subjects

 

New faculty members incorporating ARI teaching strategies into daily activities

 

 

Curriculum maps and common assessments

 

 

Lesson plans

 

 

NA

 

 

Lesson Plans

Common Assessments

Curriculum Maps

 

Lack of collaboration time for ELL and content area teachers

 

 

 

 

 

 

 

 

 

WIDA refresher course

 

 

 

 

As needed through data meetings

 

 

Knowledge of the expectations of ELL students and how this relates to content areas

 

Developing strategies for working with students and parents of different socio-economic classes

 

 

AHSGE assessment

ACCESS assessment

 

 

 

NA

 

 

Data Meeting sign in sheets

 


 

 

DUPLICATE PAGES AS NEEDED                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                               

Part VIII - Coordination of Resources/Comprehensive Budget

 

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

Example:

I. State Foundation Funds:

TOTAL

State Foundation Funds Enter       Enter #

Earned Units                   # FTE’s   of Units

                                          Earned   Placed

                                           by the     at the

                                           school     school                                                                                                                                                                                                                      

TOTAL OF ALL SALARIES

FTE Teacher Units:                                                                                                          

 

Administrator Units:    

 

Assistant Principal:      

 

Counselor:                      

 

Librarian:                      

 

Career and Technical                                                                                                                                                    Education Administrator:

 

Career and Technical                                                                                                                                                   Education Counselor:

 

Enter the amount allocated for use at the school for the following:

 

Technology

 

Professional Development

 

State ELL Funds                                                                                                                        

 

Instructional Supplies

 

Library Enhancement

 

 

 

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:

 

 

 

 

ARRA FUNDS                                                                                                                       TOTAL

 

BRIEF EXPLANATION and BREAKDOWN OF SPENDING:

 

 

 

 

 

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:

 

 

 

 

 

Career and Technical Education-Perkins IV: Basic Grant (Title I)                               TOTAL                                                

47,545.00

BRIEF EXPLANATION and BREAKDOWN OF SPENDING

Career and Technical Education programs will use funding to update program equipment to industry standards. Professional development opportunities will take place throughout the year.

 

Career and Technical Education-Perkins IV: Tech Prep (Title II)                                TOTAL                                                  

4,755.00

BRIEF EXPLANATION and BREAKDOWN OF SPENDING

Athens High School participates in a consortium with Calhoun Community College. Activities are planned for students

Relating to work force development, job fairs, summer camps.

 

Other: 21st Century, Learn and Serve, Even Start, School Improvement Grant         TOTAL                                                                              

 

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* Required

 

 

 

*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* Required

 

 

 

 

*Use additional pages, if needed

REVIEW 2                                                                           Target Date: October    

Purpose: IMPLEMENTATION - Provide documentation/evidence of improvement.                                     

 

Date ________________________________

 

Principal Initials__________

 

LEA initials ______________       Other ____________  

 

COMMENTS* Required

 

 

 

 

*Use additional pages, if needed

 

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

 

Date ________________________________

 

Principal Initials____________

 

LEA initials ______________       Other: ________________

 

COMMENTS* Required

 

 

 

 

*Use additional pages, if needed

REVIEW 4                                                                            Target Date: January

Purpose: IMPLEMENTATION - Provide documentation/evidence of improvement.                    

 

Date ________________________________

 

Principal Initials______________

 

LEA initials ______________       Other ___________________        

 

COMMENTS* Required

 

 

 

 

*Use additional pages, if needed

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

 

Date ________________________________

 

Principal Initials______________

 

LEA initials ______________       Other ___________________        

 

COMMENTS* Required

 

 

 

 

*Use additional pages, if needed

 

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

 

Date ________________________________

 

Principal Initials______________

 

LEA initials ______________       Other ___________________        

 

COMMENTS* Required

 

 

 

 

*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* Required

 

 

 

 

*Use additional pages, if needed

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