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Continuous Improvement Plan 2009-2010
Athens High School's CIP
2009 - 2010 CONTINUOUS IMPROVEMENT PLAN Non-Title Plan Note: Blank copy is available on http://www.alsde.edu/ , e-GAP, Document Library Central office designee submits required plans to LEA system's e-GAP Document Library NAME OF SCHOOL: Athens High School | STREET ADDRESS: PO Box 109 | CITY: Athens | STATE: Alabama | ZIP CODE: 35612 | CONTACT: Christopher D. Bolen | TELEPHONE: 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, 2009. If using any Federal funding: Submit to LEA for Board approval. Scan PAGE ONE and PAGE TWO to indicate signatures. Submit the plan and signature pages electronically to your system's e-GAP Document Library by November 3, 2009. | Made AYP? YES 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 made available to parents and other stakeholders at Athens High School. The CIP will be made available on the school website: http://www.athenshighschool.org/ , as well as formally presented during Parent Invite Night with revisions begin reviewed several times throughout the year. | *Board Approval: Yes No Board approval received on _____________________________, 2009. Board Signature: | Superintendent Signature: | | Date: | LEA Representative Signature: (responsible for monitoring plan) | | Date: | Principal Signature: | | Date: | | | | | | | | | | | |
CONTINUOUS IMPROVEMENT PLAN DEVELOPMENT AND IMPLEMENTATION TEAM This plan was developed/or revised during the following time period (e.g. April/May - September 200_): August 2009- May 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: 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 , 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 Edd Carter Janet Latham Mike Young Nancy McBay Lorian Charles Susan Wales Toni Brown Gil Dobbs Gia Russell Mike O'Rear Chris Bolen Mary Caillouett | Science Social Studies Technology/Remediation Social Studies Math Language Arts Counselor Special Education ELL Assistant Principal Assistant Principal Principal Student | |
Part I - SUMMARY OF NEEDS BASED ON A COMPREHENSIVE REVIEW OF DATA Briefly describe the process your faculty used to conduct the needs assessment (analysis of all data). | Athens High School faculty meet in August to discuss 2008-2009 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: 95% of eleventh graders have successfully passed the Reading portion of the AHSGE. 98% of eleventh graders have successfully passed the Math portion of the AHSGE. 100% participation in Reading and Math subtests. | Weaknesses: The subgroup of special education had a proficiency index of Reading with a -9.08 and -0.08 for Math. The subgroup of African American students had a proficiency index of 1.50 for Reading. Free and Reduced Meal subgroup had a proficiency index of 4.74 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. Part I - Continued: | Alabama Direct Assessment of Writing (ADAW): | Strengths: 90 % of tenth grade students achieved a proficiency level of three or four. | Weaknesses: 55% of tenth grade students scored a level of proficiency in the area of grammar and usage. This information indicates a need for a continued focus in writing across the curriculas. | ACCESS for English Language Learners (ELLs): | Strengths: Out of 19 ELL students tested, 13 students improved their cohort status. | Weaknesses: 43% of ELL students made APLA 32% of Ell students achieved proficiency | Professional Education Personnel Evaluation (PEPE) School /EDUCATE-AL Profile Information: | Strengths: 78% Percent of teachers on the PEPE evaluation system for 08-09 had a score of 20 or higher. 21 of the teachers scored an overall mean range of 3.0-4.0. Planning continues to be an identified strength with teachers. | Weaknesses: Classroom management is identified as an area of focus. | 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 50% of classrooms are equipped with Interactive boards. For the student assessed using the AAA, proficiency was achieved in the area of science. | Weaknesses: For the student assessed using the AAA, proficiency was not achieved in the areas of reading or math. | Local Data (e.g., LEA, school, and grade-level assessments, surveys, program-specific assessments): |
Strengths: Tenth grade students participate in a mock writing assessment to determine strengths and weaknesses. They scored an 90% proficiency on the real assessment. | Weaknesses: No common assessments exist for courses, with the exception of the mock writing assessment. However, curriculum mapping is in progress with the development of common assessments identified as a goal. | Career and Technical Education Program Improvement Plan: | Strengths: | Weaknesses: |
Part I - Continued (CULTURE RELATED DATA): | School Demographic Information related to student discipline (e.g. total office referrals, long- and short-term suspensions, expulsions, alternative school placements, School Incidence Report (SIR) data, student attendance). | Strengths: One expulsion from Athens High School during the 2008-2009 school year. | Weaknesses: Defiance and disobedience were the infractions most often reported by office referrals. Limited number of slots at alternative school, credit recovery, and funding. | School Demographic Information related to drop-out information and graduation rate data. | Strengths: 94% graduation rate during the 2007-2008 school year. This information is reported a year in arrear. | Weaknesses: 94% graduation rate during the 2007-2008 school year. Ninth 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 grade. | School Demographic Information related to teacher attendance, teacher turnover, or challenges associated with a high percent of new and/or inexperienced faculty. | Strengths: Teacher mentoring program has been implemented for all new teachers. New faculty members participate in the ARI Coaching Cycle. Teacher attendance for 2008-2009 was 95%. | Weaknesses: Classroom management and actively engaging students during a block schedule. Curriculum maps do not exist in core departments. | 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: STI Home + 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 indicated 100% community and 90% parents believe Athens High Schools offers educational opportunities that are of high equality. | 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: 80% of students feel safe at school. | Weaknesses: Drug usage during the weekends and weeknights had increased. Results indicated an increase in drug usage in friends' home, car and other locations. | 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 is certified in English as Second Language and is knowledgeable of ELL instruction. | 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 the Graduation Exam tutors. 95% of teachers indicate implementation of ARI best practice strategies within lesson plans. 95% of teachers have received training on ARI best practice strategies. | Weaknesses: Teachers need a curriculum map alignment for each course. |
Part II - GOAL TO ADDRESS ACADEMIC NEEDS - All components to support improving academic achievement, INCLUDING SCHOOL CULTURE CONSIDERATIONS, should be related to the weaknesses identified in the data summary. DUPLICATE PAGES AS NEEDED TO ADDRESS PRIORITIZED GOALS INCLUDING SACS DISTRICT GOALS, IF APPLICABLE. Use the SMART Goals format to address areas of need. CONTINUOUS IMPROVEMENT GOAL (SHOULD ADDRESS IDENTIFIED WEAKNESSES AND GAPS): Reading skills of black students, 10th grade (2009-10), will improve to 85% passing the reading portion of the AHSGE. Reading skills of all students, 10th grade( 2009-10), will improve to 85% | Data Results on which goal is based: During the 2008-2009 school year, 63% of the subgroup of black tenth grade students passed the reading portion of the AHSGE and 82%of all students passed the reading portion of the AHSGE. |
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): African American 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) | 2008 English Language Arts Grade 10 Standard 3 | STRATEGY: Align the current curriculum in the core content areas ACTION STEP: •· Evaluate non-mastery data from AHSGE •· 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 Physical Science, Geometry, World History, English 9 and 10 Common assessments- Alg 1, Biology Retired Teacher Remediation Program Enrichment Plus materials USA Test Prep materials | 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 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. |
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): To increase the percentage of students making APLA from 43% to 60% and to increase the percentage of students attaining AMAO from 32% to 60%. | Data on which goal is based: ACCESS for ELL's a per ELL Data Compilation form |
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 |
*WIDA- World-Class Instructional Design and Assessment; the consortium to which Alabama and a number of other states belong. Part IV - STRATEGIES TO ADDRESS SCHOOL SAFETY, CLASSROOM MANAGEMENT/DISCIPLINE, AND BUILDING SUPPORTIVE LEARNING ENVIRONMENTS Strategies developed to address improving school safety, classroom management /discipline, and building supportive learning environments should be related to the weaknesses or program gaps identified in the data summary (e.g., parental/community involvement, teacher collaboration, student/teacher motivation). The LEA and school must develop a timeline for multiple reviews of continuous improvement efforts. CULTURE (REFER TO CULTURAL DATA IN NEEDS ASSESSMENT) | REFORM STRATEGIES | BENCHMARKS | INTERVENTIONS | RESOURCES | WHAT CHALLENGES RELATED TO SCHOOL, SAFETY, CLASSROOM MANAGEMENT/DISCIPLINE, AND SUPPORTIVE LEARNING ENVIRONMENTS HAVE BEEN IDENTIFIED THROUGH THE REVIEW OF SCHOOL DEMOGRAPHIC, PERCEPTION, AND PROCESS DATA? | what Research-based STRATEGIES/ACTIONS WILL BE USED TO IMPROVE CULTURAL BARRIERS IMPACTING STUDENT ACADEMIC PERFORMANCE? (Give specific strategies, not just programs or program names.) | HOW WILL PROGRESS FOR EACH ACTION STEP BE MEASURED? (PERFORMANCE DATA, LISTS, SURVEYS, ETC) | HOW WILL THE SCHOOL PROVIDE TIMELY ADJUSTMENT IF STRATEGIES DO NOT CHANGE PERFORMANCE? | WHAT RESOURCES AND SPECIFIC EXPENDITURES WILL BE NEEDED FOR SUCCESSFUL IMPLEMENTATION? (Ex: Teacher Incentives,Title II $.....00, Supplies for Mentors/Mentees, etc) | 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: AHS 9th Grade Mentoring Program Alignment of course offerings Book Study: Framework for Understanding Poverty | BBSST referrals Failure List | 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 | NATE funding for purchase of book study materials 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: Communication logs every 3 weeks STI Home Plus Professional Development refresher session on effective classroom management | Communication logs Data Meetings | Monitor In School Suspension Program at Athens High School | Inservice opportunity |
Part V - Additional Components, That When Addressed, Positively Impact Student Achievement: 1. Highly Qualified Teachers: Describe the strategies the school, with the support of the LEA, uses to attract and retain highly qualified teachers. | 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. | 2. Teacher Mentoring: Describe teacher mentoring activities. For example, are novice teachers given support from an assigned master teacher and what does that support look like? | 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. | 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. 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. | 5. Extended Learning Opportunities: Describe how the school provides opportunities for students to receive support and reinforcement of academic skills beyond the regular school day. | 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 Building Based Student Support Team for accommodations and intervention plans.
- Students are paired with teachers for mentoring.
- Students have access to student tutors.
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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, STI Home Plus, 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. | 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, 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 AHSGE standards to improve proficiency in subtests. | ARI Coaching Cycle Book Study | AHS Data Meetings: September 3, 24 October 10, November 5 December 3 February 4, 25 April 15 | 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 Book Study | WIDA: January inservice Book Study: August 25, September 22, October 20, November 17, December 8 | 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 | NATE | Book Study Documentation anduation |
DUPLICATE PAGES AS NEEDED Part VIII - Coordination of Resources/Comprehensive Budget [OPTIONAL IF NOT USING ANY FEDERAL FUNDS] List all federal, state, and local monies that the school uses to run its program: Example: I. State Foundation Funds: | | State Foundation Funds TOTAL | $3,278,932.74 | Teacher Assigned Units: 49.35 classroom teachers: 54.71 TOTAL OF ALL SALARIES | | Administrator Units: 3.00 | | Assistant Principal: 2.00 | | Counselor: 2.0 | | Librarian: 1.5 | | Instructional Supplies | $0.00 | Library Enhancement | $0.00 | Technology | $0.00 | Professional Development | $0.00 | State ELL Funds | $0.00 | | | II. Federal Funds: | | Title I: Part A: Improving the Academic Achievement of the Disadvantaged TOTAL | $0.00 | Title I: (1. Schools identified for improvement must set-aside an equivalent of 10% of its Title I school-level allocation for professional development each year it is in the improvement process. 2. Also include the school's portion of the 95% of the LEA set-aside for parental involvement. For additional guidance, check with the Federal Programs Coordinator in your school district.) BRIEF EXPLANATION and BREAKDOWN OF SPENDING: | | Title II: Professional Development Activities TOTAL | $0.00 | BRIEF EXPLANATION and BREAKDOWN OF SPENDING: | | Title III: For students who don't speak English as their first language.... TOTAL | $0.00 | BRIEF EXPLANATION and BREAKDOWN OF SPENDING: | | Title IV: For safe and drug-free schools TOTAL | $4109.00 | BRIEF EXPLANATION and BREAKDOWN OF SPENDING: At Risk Co4unselor- $2184.00 Nurse- $300.00 PRIDE survey- $875.00 Counselor Professional Development-$750.00 | | Title V: For 26 different uses; Also called "Innovative Programs"; Includes school improvement, gifted education, nurses, etc. TOTAL | $0.00 | BRIEF EXPLANATION and BREAKDOWN OF SPENDING: | | Title VI: For rural and low-income schools TOTAL | $0.00 | BRIEF EXPLANATION and BREAKDOWN OF SPENDING: | | Other: 21st Century, Learn and Serve, Even Start TOTAL | $0.00 | BRIEF EXPLANATION and BREAKDOWN OF SPENDING: | | | | III. Local Funds ( if applicable) | | Local Funds 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* *Use additional pages, if needed | REVIEW 1 Target Date: September Purpose: AMENDMENT - Incorporate recommendations from school, LEA and/or SDE. Date ________________________________ Principal Initials______________ LEA initials ______________ Other ___________________ COMMENTS* *Use additional pages, if needed | REVIEW 2 Target Date: October Purpose: IMPLEMENTATION - Provide documentation/evidence of improvement. Date ________________________________ Principal Initials__________ LEA initials ______________ Other ____________ COMMENTS* *Use additional pages, if needed | | REVIEW 3 Target Date: November Purpose: IMPLEMENTATION - Provide documentation/evidence of improvement. Date ________________________________ Principal Initials____________ LEA initials ______________ Other: ________________ COMMENTS* *Use additional pages, if needed | REVIEW 4 Target Date: January Purpose: IMPLEMENTATION - Provide documentation/evidence of improvement. Date ________________________________ Principal Initials______________ LEA initials ______________ Other ___________________ COMMENTS* *Use additional pages, if needed | REVIEW 5 Target Date: February Purpose: IMPLEMENTATION - Provide documentation/evidence of improvement. Date ________________________________ Principal Initials______________ LEA initials ______________ Other ___________________ COMMENTS* *Use additional pages, if needed | | REVIEW 6 Target Date: March Purpose: IMPLEMENTATION - Provide documentation/evidence of improvement. Date ________________________________ Principal Initials______________ LEA initials ______________ Other ___________________ COMMENTS* *Use additional pages, if needed | REVIEW 7 Target Date: April - May Purpose: REFLECTIONS/PROJECTIONS - Evaluate each goal, strategy, and action for continuation, revision, or removal. Date ________________________________ Principal Initials______________ LEA initials ______________ Other ___________________ COMMENTS* *Use additional pages, if needed | Use information from Reviews to Evaluate the plan and to update the plan for the coming year. | | | | | |
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