mobile county public school system -...

Mobile County Public School SystemMiddle School

School Action for Excellence Plan 2009-2011

Peter F. Alba Middle SchoolSchool

____________________________________________________________

Chairperson’s Signature/Date

____________________________________________________________

Principal’s Signature/Date

____________________________________________________________

Assistant Superintendent's Signature/Date

____________________________________________________________

Assistant Superintendent of Federal and Special Programs Signature/Date

SAE 2009-2011 1

School Action for Excellence Committee Selection

Selection of CommitteeTo ensure NCLB federal compliance, the School Action for Excellence (SAE) Committee must be composed of a member of the administration, a cross-section of

teachers per grade level and subject area, including special education and electives; support staff; two parents, and a representative community stakeholder.

Secondary schools must also have two student representatives. The SAE Committee will conduct a review process at the end of each quarter to monitor

implementation of the plan.

School Action Planning Committee

Decision Making Process

Availability of Plan

Briefly describe how the School Action Planning Committee members were selected. The committee members were designated by the principal to be representative of all grade levels, curriculum areas, and stakeholders. The committee is comprised of the principal, assistant principal, the Title I facilitator, the media specialist, the counselor, reading, language arts, math, science and social studies department chairs, the LEA, community stakeholders, two parents, and two students.

Briefly describe how all stakeholders will be actively involved in the schoolwide program. Outline an annual process for discussing and reviewing with instructional staff the strategies, which will be implemented within the school to maintain appropriate bodies of evidence. Weekly newsletters, faculty meetings, PTO meetings and the school web site will communicate ongoing programs and progress to all stakeholders throughout the school year. The committee will meet quarterly to provide input from their constituents, to review the progress of the plan based on the data and to make suggestions to improve the implementation of the plan for the following quarter. With input from their constituents and other stakeholders, committee members will make revisions to the plan as necessary. Briefly describe how the school will make the plan available to all school staff, parents, and the public in a format and language that is understandable. A copy of the final approved School Action for Excellence Plan will be available for review in the school office, the media center, and the facilitator’s office. A copy will also be available at PTO Open House and State-wide Parenting Day. All teachers and SAE committee members will be provided a copy of the PDCA pages of the plan. The teachers will place a copy in their instructional binder/teacher handbook. The TransAct Library is available through the school office to translate any document pertaining to student achievement or procedures in a language the parents can understand. An annual Title I Parent Meeting will be held at the beginning of the year.

SAE 2009-2011 2

Principal Date

Positions

Reviewed Agreed

Suggested

Changes Not

Included

1 James Gill 1 Principal 1

2 Rhonda Mayfield 2 Assistant Principal 2

3 Paige Mixon 3 Assistant Principal 3

4 Charles Ingram 4 Teacher/Committee Chairperson 4

5 Johnny Copeland 5 Department Chairperson, Soc. St. 5

6 Ethel Patronas 6 Department Chairperson, Read/Language 6

8 Karen Sims 8 Department Chairperson, Math 8

9 Samantha Gray 9 Department Chairperson, Science 9

10 Lana McGuff 10 Media Specialist 10

11 Angela Rodgers 11 Counselor 11

12 Jennifer Brown 12 Teacher 12

13 Lindy Gazzier 13 LEA 13

14 14 14

15 15 15

16 16 16

17 17 17

18 18 18

19 19 19

20 Josh Cox 20 Student 20

21 Shelby Taylor 21 Student 21

22 Jenny Newberry 22 Special Ed. Teacher 22

23 Beth Cox 23 Parent 23

24 Julia Taylor 24 Parent 24

25 Spencer Collier 25 Community Stakeholder 25

School Action for Excellence Committee Signature Page

Signatures of the School Action Committee

Signature Date James Gill

School

Peter F. Alba Middle School

(Grade and/or Subject where appropriate)Action Committee Members

(Please include parents not employed by the school)

(SDE Staff should not be listed)

Indicate type of participation in the

development of the SAE.

Signatures

SAE 2009-2011 3

Strategies and Activities

(Scientifically Research Based)

Based on the inclusion model and focus areas

checked, identify processes and strategies that will

help us meet or exceed our goals.

3210

SPE

Teachers/

Aides

1110

SPE

Teachers/

Aides

1199

SPE

Teachers/

Aides

CL

1,

2,

3,

4 X X 1. Special education teacher and paraprofessional

schedules are based upon the level of support

needed for each tier and adjusted for student

needs.

8/10-5/11 Principal, Special

Education Teachers,

LEA

2 Paras 4 Teachers

1 Para

CO, CL, or T 2,3,

4

X X X X 2. Special education teachers will participate in

inclusive practices with general education

teachers. Bi-weekly data meetings will identify non-

proficient SPED students. Strategies will be

developed to increase proficiency levels.

8/10-5/11 Principal , Special

Education Teachers,

Regular Education

Teachers

CL or T 1,2,

3,4

X X X 3. Administration will collaborate with special

education teacher to analyze suspension data and

develop a plan for the reduction of suspensions of

special education students.

8/10-5/11 Principal, LEA, Special

Education Teacher

CO 1,2,

3

X X X 4. General Education teacher and special teachers

who are co-teaching will share common planning

time for collaboration when possible.

8/10-5/11 Principal, Teachers

0

Tie

r 1

, 2,

3,

4

Focus Area

(Check applicable area(s))Person(s)

Responsible For

Implementation

Inclusion Model

Co-teaching

(CO)

Collaborative/

Consultative

(CL)

Teaming (T)

Support Services - What support services will most effectively and efficiently improve

student and staff results?

Focus AreasTotals

Professional Development - What training or other professional development

activities are required to ensure targeted student performance results?

Technology - How will you best organize the use of technology to improve student and staff

performance?

Human Resources - How will you best organize faculty and staff, given their levels of

proficiency and identified gaps?

Student F=EQT's S=ARMT


Adult (F) - PLCIA's (S) =

Comp PLCIA's

Student F=EQT's

S=ARMT

Student F=EQT's

S=ARMT

Teaching and Learning - What research based, learning-centered processes (aligned

curriculum, goals, and feedback) will create value for improved student performance results?

Plan-Do-Check-Act for School Action for ExcellenceInclusion Plan

Academic Year: 2009-2011

Special Education Allocations

Identify # of special education

personnel by funding source

School Name: Alba Middle School Date: September 3, 2010

Timeline

Dates:

Beginning

Ending

(M/Y)

Academic/Professional

Learning Measures of

Progress

(F) Formative Evaluation

Criteria

(S) Summative

Evaluation Criteria

Measurable Goal: To increase the Proficiency Index from -2.11 to +3.00 on ARMT Reading and from a Proficiency Index of 16.55 to 18.00on ARMT

Mathematics.

SAE 2009-2011 4






3210

SPE

Teachers/

Aides

1110

SPE

Teachers/

Aides

1199

SPE

Teachers/

Aides

CL, T 1,2,

3,4

X X X 5. Special education teachers and LEA make visits to feeder

schools to facilitate transition.


Education

Teachers,Regular

Education Teachers,

LEA

CL 2,3,

4

X X X 6. Special education staff/Intervention teacher will provide

second delivery of instruction in math and/or reading using

SRB curriculum (Read 180, Orchard, Coach, Voyager Math).


Education Staff, LEA

0


Criteria

(S) Summative

Evaluation Criteria

Measurable Goal: To increase the Proficiency Index from -2.11 to +3.00 on ARMT Reading and from a Proficiency Index of 16.55 to 18.00on ARMT

Mathematics.


Adult (F) - Collaboration Notes

(S) = Comp Collaboration

Notes

Student F=EQT's S=

ARMT

Plan-Do-Check-Act for School Action for ExcellenceInclusion Plan





School Name: Alba Middle School Date: September 3, 2010

Timeline

Dates:

Beginning

Ending

(M/Y)



Progress

Focus AreasTotals

Tie

r 1

, 2,

3,

4

Focus Area

(Check applicable area(s))

Inclusion Model

Co-teaching

(CO)

Collaborative/

Consultative

(CL)

Teaming (T)

Person(s)

Responsible For

Implementation






performance?

Teaching and Learning - What research based, learning-centered processes (aligned




SAE 2009-2011 5



Based on evidence of weakness in literacy skills on the

ACCESS for ELL's, the following strategies will be

implemented to help us meet or exceed our goals.

Other

Amount

Other

Source

L 1,2 X X X 1. Employ a part-time ESL teacher to provide additional

instruction to Limited English Proficient (LEP) students.

Participate in ESL mainstream teacher training.

08/10-05/11 Principal , ESL

Teacher

L 1,2 X 2. Monitor ESL students on a quarterly basis to ensure they

are maintaining successful proficiency levels.


Teacher

L 1,2 X X X X 3. Provide classroom teacher training through district

professional development opportunities and/or in-house

training provided by part-time ESL teacher


Teacher

0 0Sub-Totals


Learning Measures

of Progress

(F) Formative Evaluation Criteria

(S) Summative Evaluation Criteria

1. 2. 3. 4.

Student F= EQT's S=

ACCESS

4115

Source

*SAT/ARMT Subtests: (Put number in column 2)

Student F= EQT's S =

ACCESS Adult F=

PLCIA

S= PLCIA Compilation

Technology - How will you best organize the use of technology and technology funds to improve student and staff

performance?

Teaching and Learning - What research based, learning-centered processes (aligned curriculum, goals, and

feedback) will create value for improved student performance results?

Professional Development - What training or other professional development activities are

required to ensure targeted student performance results?

*SA

T/A

RM

T S

ub

tests

Focus Areas

Support Services - What support services will most effectively and efficiently improve student and staff results?

Human Resources - How will you best organize faculty and staff, given their levels of proficiency and

identified gaps?

Drill Down by

Gaps/

Subgroups

SES (S),

LEP (L),

Ethnicity (E),

Disabilities (D)

Person(s)

Responsible

For

Implementation

Plan-Do-Check-Act for School Action for Excellence

$Resource Allocation$

Identify how programs, services and funds

available to the school will be aligned to

support and sustain the school reform.

Use DI (District Initiative) to indicate district

level funding initiatives. Use DP (Duplicate)

for repeated cost.

School Name: Alba Middle School ESLDate: September 03, 2010

Student F= EQT's S=

ACCESS

Adult F= PLCIA

S= PLCIA Compilation

Measurable Goal: ELL's will make progress on ACCESS for ELL's Academic Year: 2009-2011

Timeline

Dates:

Beginning

Ending (M/Y)

Focus Area


SAE 2009-2011 6



Based on the focus areas checked, identify processes and

strategies that will help us meet or exceed our goals.

Other

Amount

Other

Source

4110

Source

4130

Source

S, L, E, D X X 1. Lee vs. Macon Addressing Disproportionality in Alabama

Schools, Makes Sense Strategies (MSS), and Positive

Behavioral Support (PBS) training for teachers new to the

district.

08/10-05-11 Administrative

Team

S, L, E, D X X X 2. Implement RtI. PST will analyze data and identify research

based strategies to address academics and behavior.

Documentation of efforts to include strategies, effectiveness

and duration will be maintained reported during SAE Quarterly

Reviews.

08/10-05-11 Administrators, PST

members,

Counselors

S, L, E, D X X X 3. Engage students during instruction using the research-

based key practices of MMGW. Participate in on-going

training and other job-embedded staff development.

Smartboard training.

08/10-05-11 Principal, Teachers 23,500

S, L, E, D X X X 4. Employ an attendance/health paraprofessional to

collaborate with the attendance personnel and the school

nurse to improve attendance. Encourage a classroom climate

that is cooperative, supportive and democratic.

08/10-05-11 Principal, Teachers,

Paraprofessional

29,914

53414 0

Focus Areas

Sub-Totals

Student F= EQT's S= SAT,

ARMT

Adult F= PLCIA S=PLCIA

Focus Area

(Check applicable area(s)) Person(s)

Responsible

For

Implementation



Adult: (F)= STI-PD documentation

for Addressing Disproportionality

Assessment tools for MSS,

Essays for PBS (S) Lee v. Macon

Doc form submitted by March

2011

Student & Adult F/S= PST

Meeting Minutes/Referral Form,

MCPSS RTI Quarterly Report

Student F= Quarterly Attendance

Reports, Call Logs S= AYP,

District Attendance Data

Measurable Goal: To increase the percentage of students scoring at or above proficiency from 88% to 90% (ARMT) from 71% to 83% (SAT).


performance?



Professional Development - What training or other professional development activities are required to

ensure targeted student performance results?



identified gaps?




available to the school will be aligned to support

and sustain the school reform.

Use DI (District Initiative) to indicate district level

funding initiatives.

Use DP (Duplicate) for repeated cost.

School Name: Alba Middle School Interdisciplinary StrategiesDate: September 3, 2010

Timeline

Dates:

Beginning

Ending (M/Y)


Learning Measures

of Progress

Drill Down by

Gaps/

Subgroups

SES (S),

LEP (L),

Ethnicity (E),

Disabilities (D)


SAE 2009-2011 7





Other

Amount

Other

Source

4110

Source

4130

Source

S, L, E, D X 5. Purchase equipment and supplies to supplement the

educational initiatives in the school that serve to assist those

students not meeting state standards.

08/10-05-11 Principal, Title I

Facilitator

Student

F=EQT's

S=ARMT, SAT

11,887

S, L, E, D X X X 6. Employ a Retract Para to work under the direct supervision

of highly qualified teachers and provide intervention services

for identified students to increase student time on task and

reduce the number of instructional days lost due to

suspensions.

08/10-05/11 Principal, Teachers,

Retract Para

31,865

43752 0









School Name: Alba Middle School Interdisciplinary StrategiesDate: September 3,2010

Timeline

Dates:

Beginning

Ending (M/Y)

Focus Area


Responsible

For

Implementation


Learning Measures

of Progress



Sub-Totals


Student F=Quarterly

Suspension Reports, Tracking

Log

S= Yearly Suspension Reports


performance?





Measurable Goal: To increase the percentage of students scoring at or above proficiency from 88% to 90% (ARMT) from 71% to 83% (SAT).

Drill Down by

Gaps/

Subgroups

SES (S),

LEP (L),

Ethnicity (E),

Disabilities (D)



identified gaps?

Focus Areas

SAE 2009-2011 8





Other

Amount

Other

Source

4110

Source

4130

Source

S, L, E, D 1,2,

3,4

X X X 1. Employ a Reading Intervention Teacher to provide reading

intervention to targeted students during the regular school day

using the Read 180 Program.

8/10-5/11 Principal, Reading

Intervention

Teacher

72,726

S, L, E, D 1,2,

3,4

X 2.Incorporate open-ended questions in reading assessments.

Reinforce the importance of furthering reading skills in high

school to provide career foundation.

8/10-5/11 Teachers

S, L, E, D 1,2,

3,4

X X X 3. Provide extended day tutorial programs to identified non-

proficient students from all sub-groups to ensure student

achievement of reading concepts. (Utilize Orchard Reading)

01/11-03/11 Principal, Extended

Day Teachers

7,450

S, L, E, D 1,2,

3,4

X X 4. Continue to update the media center with

current resources and implement programs that

encourage students to utilize the media center to

read and complete independent learning activities.

8/10-5/11 Administrative

Team, Teachers,

Media Specialist

80176 0









School Name: Alba Middle School ReadingDate: September 3, 2010

Timeline

Dates:

Beginning

Ending (M/Y)

Focus Area


Responsible

For

Implementation


Learning Measures

of Progress



Sub-Totals



1. Total Reading 3. Reading Vocabulary 4. Reading Comprehension

Student F= EQT, Lexile Growth

Report S= ARMT, SAT, Lexile

Growth Reports

Student F= Pre/Post tests, EQT's

S= ARMT

Student F= Pre/Post tests, EQT's

S= ARMT

SAT 10

Student F= AR Reports & EQT's

S= ARMT , SAT 10

Circulation Reports


performance?





*SA

T/A

RM

T S

ub

tests

Measurable Goal: To increase the percentage of students scoring at or above proficiency from 88% to 90% (ARMT) from 71% to83% (SAT).

Drill Down by

Gaps/

Subgroups

SES (S),

LEP (L),

Ethnicity (E),

Disabilities (D)



identified gaps?

Focus Areas

SAE 2009-2011 9





Other

Amount

Other

Source

4110

Source

4130

Source

S, L, E, D 1,2,

3,4

X X 5. Implement Accelerated Reader school-wide

during the regular school day to ensure student

achievement of reading concepts. Focus on

reading in all areas of curricula. Students will be

expected to read 25 books per year.


Team, Media

Specialist

DI

0 0


performance?






1. Total Reading 3. Reading Vocabulary 4. Reading Comprehension



identified gaps?









School Name: Alba Middle School ReadingDate: September 3,2010

Focus Areas

Student (F)= EQT'd Quarterly

AR Reports

(S)= ARMT & SAT 10 Yearly AR

Report

Sub-Totals

Academic Year: 2009-2011Measurable Goal: To increase the percentage of students scoring at or above proficiency from 88% to 90% (ARMT) from 71% to 83% (SAT).

Drill Down by

Gaps/

Subgroups

SES (S),

LEP (L),

Ethnicity (E),

Disabilities (D)

Timeline

Dates:

Beginning

Ending (M/Y)


Learning Measures

of Progress



*SA

T/A

RM

T S

ub

tests

Focus Area


Responsible

For

Implementation

SAE 2009-2011 10





Other

Amount

Other

Source

4110

Source

4130

Source

S, L, E, D 1,2,

3,4,

5

X X 1. Provide mathematics remediation classes during the

regular school day to ensure student achievement based on

ARMT scores, SATscores, EQT scores, and quarterly grades.

( V-Math)

8/10-5/11 Principal, Teachers DP

S, L, E, D 1,2,

3,4,

5

X X 2. Increase relevance by relating mathematical concepts in

each lesson to to real-life situations, including the use of

technology in solving day-to-day problems. Teachers

reinforce furthering math skill in high school to provide career

foundation

8/10-5/11 Teachers

S, L, E, D 1,2,

3,4,

5

X X 3. Continue to implement MMI strategies. Include technology

in daily instruction (Elmo, LCD projector, SmartBoard system,

CPS system, etc.)

8/10-5/11 Teachers

S, L, E, D 1,2,

3,4,

5

X 4. Use a variety of grouping configurations for instruction:

whole group, flexible small group, individual.


0 0


ARMT


performance?






1. Number and Operations 2. Algebra 3. Geometry 4. Measurement 5. Data Analysis and Probability


ARMT



identified gaps?









School Name: Alba Middle School MathDate: September 3, 2010

Focus Areas


ARMT


ARMT

Sub-Totals

Academic Year: 2009-2011Measurable Goal: To increase the percentage of students scoring at or above proficiency from 93% to 97% (ARMT) from 81% to 87% (SAT).

Drill Down by

Gaps/

Subgroups

SES (S),

LEP (L),

Ethnicity (E),

Disabilities (D)

Timeline

Dates:

Beginning

Ending (M/Y)


Learning Measures

of Progress



*SA

T/A

RM

T S

ub

tests

Focus Area


Responsible

For

Implementation

SAE 2009-2011 11





Other

Amount

Other

Source

4110

Source

4130

Source

S, L, E, D 1,2,

3,4,

5

X X X 5. Participate in math and technology training that focuses on

effective delivery of instruction.

8/10-5/11 Teachers DP

S, L, E, D 1,2,

3,4,

5

X X X 6. Provide extended day tutorial programs to identified at-risk

students from all sub-groups to ensure student achievement of

mathematic concepts. (Utilize technology in instruction LCD

projectors, ELMO Visual Presenters, SmartBoard systems,

etc.).

01/11 -03/11 Principal, Facilitator,

Teachers

DP

0 0









School Name: Alba Middle School MathDate: September 3, 2010

Timeline

Dates:

Beginning

Ending (M/Y)

Focus Area


Responsible

For

Implementation


Learning Measures

of Progress



Sub-Totals



1. Number and Operations 2. Algebra 3. Geometry 4. Measurement 5. Data Analysis and Probability

Student F= EQT's S=

SAT, ARMT

Adult F= PLCIA S= PLCIA

Student F= Pre/Post tests S=

ARMT, SAT


performance?





*SA

T/A

RM

T S

ub

tests

Measurable Goal: To increase the percentage of students scoring at or above proficiency from 93% to 97% (ARMT) from81% to87% (SAT).

Drill Down by

Gaps/

Subgroups

SES (S),

LEP (L),

Ethnicity (E),

Disabilities (D)



identified gaps?

Focus Areas

SAE 2009-2011 12





Other

Amount

Other

Source

4110

Source

4130

Source

S, L, E, D 1,2,

4

X X X 1. Implement the language arts course of study and

participate in training in effective delivery of instruction.


Team, Teachers

S, L, E, D 2,3 X 2. Use comprehension strategies (6-8): activating prior

knowledge & making connections; monitoring for meaning;

asking questions; visualizing; inferring; summarizing;

determining importance; synthesizing.


Team, Teachers

S, L, E, D 1,2,

4

X 3. Incorporate open-ended questions in language arts

assessments.


Team, Teachers

S, L, E, D 1,2,

3,4

X X 4. Increase student learning by utilizing Making Middle

Grades Work strategies in daily instruction. Cornell Notes will

be utilized in all language arts classes.


Team, Teachers

0 0

Student F=EQT's Daily

assessments S=

ARMT, % Passing Course


performance?






1. Grammar Usage 2. Sentence Formation 3. Writing Mechanics 4. Parts of Speech

Student F= EQT's S=

ARMT, % Passing Course



identified gaps?









School Name: Alba Middle School Language ArtsDate: September 3, 2010

Focus Areas

Student F= EQT's S=

ARMT, % passing course

Adult F= PLCIA S=

Summative Evaluation

Student F= EQT's S= %

Passing course

Sub-Totals

Academic Year: 2009-2011Measurable Goal: At least 80% of students in grades 6,7 and 8 will achieve a passing grade in Language Arts for the year.

Drill Down by

Gaps/

Subgroups

SES (S),

LEP (L),

Ethnicity (E),

Disabilities (D)

Timeline

Dates:

Beginning

Ending (M/Y)


Learning Measures

of Progress



*SA

T/A

RM

T S

ub

tests

Focus Area


Responsible

For

Implementation

SAE 2009-2011 13





Other

Amount

Other

Source

4110

Source

4130

Source

S,L, E, D 1,2,

3,4

X X 5. Fully implement the secondary writing plan adhering to the

quarterly pacing guides and utilizing the appropriate district

rubric to score the essays.


0 0









School Name: Alba Middle School Language ArtsDate: September 3, 2010

Timeline

Dates:

Beginning

Ending (M/Y)

Focus Area


Responsible

For

Implementation


Learning Measures

of Progress



Sub-Totals



1. Grammar Usage 2. Sentence Formation 3. Writing Mechanics 4. Parts of Speech

Student F=Department Chair

Writing Assessment Data sheet

S=ARMT Reading


performance?





*SA

T/A

RM

T S

ub

tests

Measurable Goal: At least 80% of students in grades 6,7 and 8 will achieve a passing grade in Language Arts for the year.

Drill Down by

Gaps/

Subgroups

SES (S),

LEP (L),

Ethnicity (E),

Disabilities (D)



identified gaps?

Focus Areas

SAE 2009-2011 14





Other

Amount

Other

Source

4110

Source

4130

Source

0 0









School Name: Alba Middle School WritingDate: September 3, 2010

Timeline

Dates:

Beginning

Ending (M/Y)

Focus Area


Responsible

For

Implementation


Learning Measures

of Progress



Sub-Totals


*Writing Areas: (Put number in column 2)

1. Holistic 2. Writing Mechanics 3. Sentence Formation 4. Grammar and Usage


performance?





*AD

AW

Are

as

Measurable Goal: To increase the percentage of students scoring at or above proficiency

Drill Down by

Gaps/

Subgroups

SES (S),

LEP (L),

Ethnicity (E),

Disabilities (D)



identified gaps?

Focus Areas

SAE 2009-2011 15





Other

Amount

Other

Source

4110

Source

4130

Source

0 0


performance?





*Writing Areas: (Put number in column 2)

1. Holistic 2. Writing Mechanics 3. Sentence Formation 4. Grammar and Usage



identified gaps?









School Name: Alba Middle School WritingDate: September 3, 2010

Focus Areas

Sub-Totals

Academic Year: 2009-2011Measurable Goal: To increase the percentage of students scoring at or above proficiency

Drill Down by

Gaps/

Subgroups

SES (S),

LEP (L),

Ethnicity (E),

Disabilities (D)

Timeline

Dates:

Beginning

Ending (M/Y)


Learning Measures

of Progress



*AD

AW

Are

as Focus Area


Responsible

For

Implementation

SAE 2009-2011 16





Other

Amount

Other

Source

4110

Source

4130

Source

S, L, E, D 1,2,

3,4,

5,6,

7

X 1. Include open-ended questions in Science assessments. 08/10-05/11 Administrative

Team, Teachers

S, L, E, D 2,4,

5,6,

7

X X 2. All students will participate in a research project during the

school year.


Team, Teachers

S, L, E, D 1,2,

3,4,

5,6,

7

X X 3. Provide opportunities for students to generate and test

hypotheses by utilizing a newly updated Science Lab.


Team, Teachers

0 0

Student F= EQT's

S= % Passing Course,


performance?






1. Life Science 2. Physical Science 3. Earth and Space 4. Nature of Science 5. Models 6. Constancy 7. Form and Function



identified gaps?









School Name: Alba Middle School ScienceDate: September 3, 2010

Focus Areas

Student F= EQT's


Student F= EQT's


Sub-Totals

Academic Year: 2009-2011Measurable Goal: At least 80% of the students in grades 6, 7, and 8 will achieve a passing grade in Science for the year.

Drill Down by

Gaps/

Subgroups

SES (S),

LEP (L),

Ethnicity (E),

Disabilities (D)

Timeline

Dates:

Beginning

Ending (M/Y)


Learning Measures

of Progress



*SA

T/A

RM

T S

ub

tests

Focus Area


Responsible

For

Implementation

SAE 2009-2011 17





Other

Amount

Other

Source

4110

Source

4130

Source

0 0









School Name: Alba Middle School ScienceDate: September 3, 2010

Timeline

Dates:

Beginning

Ending (M/Y)

Focus Area


Responsible

For

Implementation


Learning Measures

of Progress



Sub-Totals



1. Life Science 2. Physical Science 3. Earth and Space 4. Nature of Science 5. Models 6. Constancy 7. Form and Function


performance?





*SA

T/A

RM

T S

ub

tests

Measurable Goal: At least 80% of the students in grades 6, 7, and 8 will achieve a passing grade in Science for the year.

Drill Down by

Gaps/

Subgroups

SES (S),

LEP (L),

Ethnicity (E),

Disabilities (D)



identified gaps?

Focus Areas

SAE 2009-2011 18





Other

Amount

Other

Source

4110

Source

4130

Source

S, L, E, D 1,2,

3,4

X X X 1. Follow the current Course of Study and Pacing Guide with

training and follow-up.

08/10-05/11 Principals,

Teachers

S, L, E, D 1,2,

3,4

X 2. Articulate learning goals daily for students on a lesson by

lesson basis as assessed by lesson plans and classroom

observations.


Teachers

S, L, E, D 1,2,

3,4

X X 3. Continually assess student understanding by calling on non-

volunteers, increasing wait time and utilizing technology as

evidenced by classroom observations and lesson plans.


Teachers

0 0

Student F= EQT's



performance?






1. History 2. Geography 3. Political Science 4. Economics



identified gaps?









School Name: Alba Middle School Social StudiesDate: September 3, 2010

Focus Areas

Student F= EQT's

S= % Passing Course

Adult F&S= PLCIA

Student F= EQT's


Sub-Totals

Academic Year: 2009-2011Measurable Goal: At least 80% of the students in grades 6, 7, and 8 will achieve a passing grade in Social Studies for the year.

Drill Down by

Gaps/

Subgroups

SES (S),

LEP (L),

Ethnicity (E),

Disabilities (D)

Timeline

Dates:

Beginning

Ending (M/Y)


Learning Measures

of Progress



*SA

T/A

RM

T S

ub

tests

Focus Area


Responsible

For

Implementation

SAE 2009-2011 19





Other

Amount

Other

Source

4110

Source

4130

Source

0 0


performance?






1. History 2. Geography 3. Political Science 4. Economics



identified gaps?









School Name: Alba Middle School Social StudiesDate: September 3, 2010

Focus Areas

Sub-Totals

Academic Year: 2009-2011Measurable Goal: At least 80% of the students in grades 6, 7, and 8 will achieve a passing grade in Social Studies for the year.

Drill Down by

Gaps/

Subgroups

SES (S),

LEP (L),

Ethnicity (E),

Disabilities (D)

Timeline

Dates:

Beginning

Ending (M/Y)


Learning Measures

of Progress



*SA

T/A

RM

T S

ub

tests

Focus Area


Responsible

For

Implementation

SAE 2009-2011 20





Other

Amount

Other

Source

4110

Source

4130

Source

S, L, E, D X 1 . Secure official annual HQ status from Human Resources

for all teachers and paraprofessionals. Ensure assignments

are made based on HQ status and certification.

Aug 2010

May 2011

Principal

S, L, E, D X 2 . Communicate district level initiatives for becoming HQ :

MCPSS Tuition Reimbursement (Teachers and

Paraprofessionals); HOUSSE; Praxis II; Workkeys

Aug 2010

May 2011

Principal DI

S, L, E, D X 3 . Secure brief updates each semester from non-HQ teachers

and paraprofessionals summarizing progress toward HQ

goals.

Aug 2010

May 2011

Principal

S, L, E, D x x 4.EDUCATE ALABAMA orientation for professional staff

members on full evaluation and administrator training and

follow-up, as required by the state.

By Oct. 1,

2010

Principal

0 0









School Name: Alba Middle School Instruction by HQ Faculty & StaffDate: September 3, 2010

Timeline

Dates:

Beginning

Ending (M/Y)

Focus Area


Responsible

For

Implementation


Learning Measures

of Progress



Sub-Totals


Log indicating principal

satisfaction with data.

Documentation of distribution

(dates, sample newsletter,

signature of receipt).

Documentation of semester

updates.

Adult: (F) EDUCATE ALABAMA

Rotation Schedule (S) CSR's

Student: (F) EQT's (S)

ARMT


performance?





Measurable Goal: To maintain 100% HQ faculty and staff

Drill Down by

Gaps/

Subgroups

SES (S),

LEP (L),

Ethnicity (E),

Disabilities (D)



identified gaps?

Focus Areas

SAE 2009-2011 21





Other

Amount

Other

Source

4110

Source

4130

Source

S, L, E, D x x x 1. Establish mentor teachers for teachers new to the school

and/or new to the district.

Aug 2010

May 2011

Principal Partner

Teacher

S, L, E, D x x x 2. Establish procedures for interviewing, screening and

recommending the most highly qualified applicants at the

district and local level.

Aug 2010

May 2011

Principal

S, L, E, D x x x 3. New, novice, and teachers new to district participate in

appropriate New Teacher Induction programs (New Teacher

Orientation, Alabama Teacher Mentor Program, and other

new teacher induction activities).

Aug 2010

May 2011

Principal DI

0 0

Adult: (F) Observation (S)

Performance Task Student:

(F) EQT's (S) ARMT, AHSGE,

SAT10


performance?







identified gaps?









School Name: Alba Middle School Strategies to Attract Date: September 3, 2010

Focus Areas

Adult: (F) PLCIA (S) PLCIA

Student: (F) EQT's (S) ARMT,

AHSGE, SAT10

Adult: (F) PLCIA (S) PLCIA

Student: (F) EQT's (S) ARMT,

AHSGE, SAT10

Sub-Totals


Drill Down by

Gaps/

Subgroups

SES (S),

LEP (L),

Ethnicity (E),

Disabilities (D)

Timeline

Dates:

Beginning

Ending (M/Y)


Learning Measures

of Progress



Focus Area


Responsible

For

Implementation

SAE 2009-2011 22





Other

Amount

Other

Source

4110

Source

4130

Source

S, L, E, D 3 x x x 1. Assist families with parenting skills and setting home

conditions to support children as students. Also, assist schools

to better understand families. (Parenting workshops, parent

resource center).

08/10-05/11 Principal, Facilitator,

Teachers

S, L, E, D 1 x x x x 2. Conduct effective communications from school-to-home and

home-to-school about school programs and student progress

including compacts, Local School Parental Involvement Plan

and the Annual Title I meeting. (Policies, newsletters,

conferences)


Teachers

2,865

S, L, E, D 1,2 x 3. Organize volunteers and audiences to support the school

and students. Provide volunteer opportunities in various

locations and at various times. (PTO, Partners in Education,

volunteer programs)


Teachers

DP

2865 0

2865









School Name: Alba Middle School Parental InvolvementDate: September 3, 2010

Timeline

Dates:

Beginning

Ending (M/Y)


Learning Measures

of Progress

Drill Down by

Gaps/

Subgroups

SES (S),

LEP (L),

Ethnicity (E),

Disabilities (D)


*Ho

me

En

viro

nm

ent

Fac

tors

Measurable Goal: To increase the percentage of parent/teacher/student conferences from 98% to 100%.

Technology - How will you best organize parental involvement in the use of technology and technology funds to

improve student achievement?



Professional Development - What training can change parental involvement, which improves student and

school performance?

Support Services - What support services can parents provide to effectively and efficiently improve student results? Human Resources - How can parents most effectively support improved student and school achievement?

*RBB Home Environment Factors

1. Communication about school 2. Supervision outside of school 3. Parental expectations and parenting style

Focus Areas

Sub-Totals

Focus Area


Responsible

For

Implementation



Adult F= Quarterly Baseline Data

S= End of Year Data


S= End of Year Data

Adult F= Quarterly Baseline

Data

S= End of Year Data

SAE 2009-2011 23





Other

Amount

Other

Source

4110

Source

4130

Source

S, L, E, D 1 x x 4. Involve families with their children on homework and other

curriculum-related activities and decisions. (Workshops,

resource books, practice materials for ARMT/SAT)


Teachers

S, L, E, D 3 x x 5. Develop parent leaders and representatives. Include

families as participants in school decisions such as the 1% set

aside funds and surveys for the LEA Parental Involvement

Plan. Inform parents of Complaint Procedure. (SAE

Committee, volunteers)


Teachers

S, L, E, D 2 x x 6. Coordinate resources and services from the community for

families, students, and the school, and provide services to the

community. ( Partners in Education, community stakeholders,

newsletters, school website, School Messenger System)


Teachers

DP

0 0

0









School Name: Alba Middle School Parental InvolvementDate: September 3, 2010

Timeline

Dates:

Beginning

Ending (M/Y)


Learning Measures

of Progress

Drill Down by

Gaps/

Subgroups

SES (S),

LEP (L),

Ethnicity (E),

Disabilities (D)


*Ho

me

En

viro

nm

ent

Fac

tors

Measurable Goal: To increase the percentage of parent/teacher/student conferences from 98% to 100%.

Technology - How will you best organize parental involvement in the use of technology and technology funds to

improve student achievement?



Professional Development - What training can change parental involvement, which improves student and

school performance?

Support Services - What support services can parents provide to effectively and efficiently improve student results? Human Resources - How can parents most effectively support improved student and school achievement?

*RBB Home Environment Factors

1. Communication about school 2. Supervision outside of school 3. Parental expectations and parenting style

Focus Areas

Sub-Totals

Focus Area


Responsible

For

Implementation



Adult F= Quarterly Basline Data

S= End of Year Data


S= Surveys


S= Surveys

SAE 2009-2011 24





Other

Amount

Other

Source

4110

Source

4130

Source

S, L, E, D 1 X X X 1. Implement the Bridges Program for incoming 6th graders to

give the students opportunites and tools needed for a

successful experience in middle school. Provide an

orientation for incoming 6th graders in the spring.

07/10 - 09/11 Administrative

Team, 6th grade

teachers

4,500

S, L, E, D 3 X X 2. Coordinate information from elementary school to middle

school and school to school to identify and serve students

who are experiencing difficulty mastering the proficient or

advanced levels of academic achievement standards.

11-May Administrative

Team, Teachers

S, L, E, D 4 X X 3. Provide students with a successful transiition into the new

school year by providing summer reading lists and math

packet and holding pre-registration for grades 6-8.


Team, Teachers

S, L, E, D 2 X X 4. Coordinate information from middle school to high school to

identify and serve students who are experiencing difficulty

mastering the proficient or advanced levels of academic

achievement standards.


Team, Teachers

4500 0

184707 0



identified gaps?

Focus Areas

Sub-Totals

Grand Total

Academic Year: 2009-2011Measurable Goal: To increase the percentage of students who successfully transition to the next level from 97% to 100%.

*Transitional Milestones (Put numbers in column 2)

1. Elementary to Middle 2. Middle to High 3. School to School 4. Grade to Grade

Person(s)

Responsible

For

Implementation


performance?





*Mile

sto

nes

Focus Area



Learning Measures

of Progress



Drill Down by

Gaps/

Subgroups

SES (S),

LEP (L),

Ethnicity (E),

Disabilities (D)

Student F= 1st Quarter EQT's

S= ARMT, 4th Quarter EQT's

Student F= 1st Quarter Reading

& Math EQT S= SAT,

ARMT


ARMT

Student F= 1st Quarter EQT's

S= Promotion/Retention

Results









School Name: Alba Middle School Transitional ActivitiesDate: September 3, 2010

Timeline

Dates:

Beginning

Ending (M/Y)

SAE 2009-2011 25






3210

SPE

Teachers/

Aides

1110

SPE

Teachers/

Aides

1199

SPE

Teachers/

Aides

CL

2,

3,

4 X X X 1. Special education teacher will teach learning

strategies and/or behavior management/social

skills class.

T

1,

2,

3,

4 X X X 2. Strategies for improving student performance

are identified through continuous data analysis and

used to accommodate and/or modify instruction

and document IEP implementation.

CO

2,3

,4,

X X X 3.Special education teachers will co-teach math

and/or reading with a general education teacher.

CL

2,3

,4 X X X 4 .Special education teachers will teach an

elective for second delivery of instruction in math

and/or reading using SRB program (list program).

T

2,

3,

4 X X 5. Special education teacher collaborates with one

grade level to provide lessons/curriculum

materials/tests for all content areas.





School Name: Inclusion PlanDate:

Timeline

Dates:

Beginning

Ending

(M/Y)



Progress


Criteria

(S) Summative

Evaluation Criteria

Measurable Goal: To increase the percentage of special education students scoring at or above proficiency from ___% to ___% (Reading CRT) and

from ___% to ___% (Math CRT).

Inclusion Model

Co-teaching

(CO)

Collaborative/C

onsultative (CL)

Teaming (T)

Academic Year: 2009-2011T

ier

1,

2,

3,

4 Focus Area

(Check applicable area(s))Person

Responsible For

Implementation

SAE 2009-2011 26

T

1,2

,3,4

,

X X 6 .Special education teacher collaborates with

general education teachers to provide instructional

strategies, behavioral strategies, and/or

accommodations/modifications.

CL, or T2,

3,

4,

X X X 7. A paraprofessional will be assigned to a

resource or inclusive setting to assist with second

delivery of instruction, crisis management, and/or

IEP implementation.

CL, or T

2,

3,

4 X X X 8. Administration will collaborate with special

education teacher to analyze suspension data and

develop a plan for the reduction of suspensions of

special education students.

CO, CL, or T

1,

2,

3,

4 X X X 9. Utilize and implement inclusion strategies

provided through staff development. Provide

aligned initial and ongoing professional

development.

CL, or T

2,3

,4,

X X X 10. A special education teacher will "push in" the

general education classroom for first delivery of

instruction and "pull out" for second delivery of

instruction.

0





Focus Areas

Totals


performance?

Teaching and Learning - What research-based, learning-centered processes (aligned




SAE 2009-2011 27

Academic Year: 2007-20082009- 2011

Based on the focus areas checked, identify

processes and strategies that will help us meet or

exceed our goals.

Other

Amount

Other

Source

L X X 1. Activate prior knowledge: Explicitly link concepts to English

Language Learners (ELL) students' background and

experience. Utilize Sheltered Instruction Observation Protocol

(SIOP). Participate in English as a Second Language (ESL)

Mainstream Teacher Training.

09/09

10/09,

11/09,

01/10

Classroom Teachers,

ESL Teacher

DI

L X X 2. Provide opportunities for social interaction through

cooperative learning. Utilize SIOP. Participate in ESL

Mainstream Teacher Training.

09/09

10/09,

11/09,

01/10

Classroom Teachers,

ESL Teacher

DP

L X X 3. Provide Comprehensible Input: (Contextualize content by

using graphic organizers, visuals, realia, and manipulatives.

Utilize SIOP. Participate in ESL Mainstream Teacher

Training.

09/09

10/09,

11/09,

01/10

Classroom Teachers,

ESL Teacher

DP

L X X 4. Provide additional practice by utilizing ELLIS English

development software in the classroom.

08/09-05/10 Classroom Teachers,

ESL Teacher

Drill Down by

Gaps/

Subgroups

SES (S),

LEP (L),

Ethnicity (E),

Disability (D)

F= CRT, DIBELS

S= SAT10, ARMT, ADAW,

AHSGE, ACCESS for ELLs

*SA

T/A

RM

T S

ub

tests



Focus Area

(Check applicable area(s))Person

Responsible For

Implementation

F= CRT, DIBELS


AHSGE, ACCESS for ELLS

SIOP Checklist option for

professional measure

F= CRT, DIBELS





F= CRT, DIBELS






$Resource Allocation$ Identify how programs, services and

funds available to the school will be

aligned to support and sustain the

school reform.

Use DI District Initiative) to indicate

district level funding initiatives.

School Name: ABC Middle ESL Date:

Timeline

Dates:

Beginning

Ending

(M/Y)

Academic/ Professional


Progress


Criteria

(S) Summative Evaluation

Criteria 4115 Source

SAE 2009-2011 28

Teaching and Learning - What research-based, learning-centered processes (aligned


Professional Development - What training or other professional development activities

are required to ensure targeted student performance results?

0





Focus Areas

Sub-Totals

Technology - How will you best organize the use of technology and technology funds to

improve student and staff performance?

SAE 2009-2011 29





Other

Amount

Other

Source

4110

Source

4130

Source

S, L, E, D x x Engage students using the research-based Talents Unlimited

critical and creative thinking skills. Participate in training and

follow-up.

S, L, E, D x x Engage students using the research-based Framework for

Understanding Poverty (Ruby Payne) strategies. Participate in


S, L, E, D x x Engage students using the research-based Marzano

strategies. Participate in training and follow-up.

S, L, E, D x x x Participate in and utilize knowledge gained through Online

Professional Development.

S, L, E, D x Utilize the organization and leadership strategies within the 7

Habits of Highly Effective People (Stephen Covey).

Participate in training and follow-up.

S, L, E, D x x Participate in and engage students using the National Board

for Professional Teaching Standards (NBPTS) Take One!®

standards-based approach for improving teaching

practice.

Focus Area

(Check applicable area(s)) Person

Responsible

For

Implementation









School Name: Interdisciplinary StrategiesDate:

Academic Year: 2009-2011Measurable Goal:

Drill Down by

Gaps/

Subgroups

SES (S),

LEP (L),

Ethnicity (E),

Disabilities (D)

Timeline

Dates:

Beginning

Ending (M/Y)


Learning Measures

of Progress



SAE 2009-2011 30

S, L, E, D x x Utilize the strategies within the Classroom Organization and

Management Program (COMP). Participate in training and

follow-up.

S, L, E, D x x Engage students using the research-based "Boys and Girls

Learn Differently!" (Michael Gurian) strategies. Participate in


S, L, E, D x x Utilize research-based classroom management strategies and

procedures to promote effective use of instructional time

(Conscious Classroom Management by R. Smith). Participate

in training and follow-up.

S, L, E, D x x Participate in state and national leadership/content area

conferences targeting identified areas of need.

S, L, E, D x x x Adhere to weekly development of lesson plans with special

education teacher and general education teacher.

S, L, E, D x x x Adhere to weekly collaboration with special education teacher,

general education teacher, and paraprofessional.

S, L, E, D x x Implement curricular adaptations needed in an inclusive

classroom (accommodations and modifications).

S, L, E, D x x x Utilize and implement differentiated instruction strategies

provided through staff development. Provide aligned initial

and ongoing professional development.

S, L, E, D X Provide daily intervention strategies for students who have

identified needs in the content area.

SAE 2009-2011 31

S, L, E, D X X Implement monthly departmental and bi-monthly grade

level/subject area meetings to plan, implement, analyze

classroom lessons, evaluate student work and disaggregate

data from CRT's, SAT 10, ARMT and ADAW.

S, L, E, D X Continuously assess student understanding by calling on non-

volunteers, increasing wait time, and using white boards as

assessed by lesson plans, classroom observation checklists

and embedded assessments.

S, L, E, D x x Employ the daily use of Marzano's strategies effectively as

assessed by classroom checklist and lesson plans.

S, L, E, D x Provide extended day tutorial programs to ensure student

achievement of reading/math concepts as assessed by

extended day monitoring form, progress reports, attendance

data and collaboration forms.

S, L, E, D x x Express high expectations for student responsibility and

achievement on a daily basis through the development and

complete implementation of a Pyramid of Intervention.

S, L, E, D X X X Teachers and students will plan, collaborate, teach and

communicate with teachers, students and experts via video

conferencing.

S, L, E, D x Connect content to careers and real life situations on a lesson-

by-lesson basis as assessed by classroom observation

checklist and lesson plans.

S, L, E, D x Incorporate the use of visual aides, manipulatives and

technology with daily instruction as assessed by classroom

observation checklists.

S, L, E, D X X Use a variety of grouping configurations for instruction: whole

group, flexible small group, individual.

SAE 2009-2011 32

S, L, E, D X X Create classrooms conducive to learning: furniture

arrangement, lighting, student work, and displays to support

instruction, word walls, and graphic organizers as assessed by

classroom observation checklist.

S, L, E, D X x Participate in MMGW training and implement strategies in the

classroom.

0 0


performance?

Teaching and Learning - What research-based, learning-centered processes (aligned curriculum, goals, and






identified gaps?

Focus Areas

Sub-Totals

1. 2. 3. 4.

SAE 2009-2011 33





Other

Amount

Other

Source

4110

Source

4130

Source

S, L, E, D x Explicitly teach academic vocabulary through interactive word

walls, student-maintained dictionaries or knowledge cards,

and vocabulary graphic organizers.

S, L, E, D x Divide daily lessons into 15 to 20 minute chunks and check

for understanding at the end of each chunk using

summarization methods such as but not limited to exits slips,

idea waves, luck of the draw (Wormelli), and completed

graphic organizers.

S, L, E, D x x Develop and display anchor/strategy charts that explain the

steps for specific comprehension strategies such as how to

find the main idea, make inferences, or clarify unfamiliar

vocabulary.

S, L, E, D x x Provide opportunities for cadres of teachers to participate in

lesson study, focus groups, and site-based work groups to

promote immediate transfer of teacher learning into the

classroom.

S, L, E, D x Continue to build Classroom Libraries for easy accessibility

with varied genre and readability levels.

S, L, E, D x Use a variety of grouping configurations for instruction: whole

group, flexible small group, individual. Grouping to be

determined by formative assessment(s).

Focus Area


Responsible

For

Implementation









School Name: Reading (C&I)Date:


Drill Down by

Gaps/

Subgroups

SES (S),

LEP (L),

Ethnicity (E),

Disabilities (D)

Timeline

Dates:

Beginning

Ending (M/Y)


Learning Measures

of Progress



SAE 2009-2011 34

S, L, E, D x Incorporate open-ended questions in reading assessments.

S, L, E, D x Provide initial and follow-up Scholastic Read 180 Intervention

Program training and implement the program for those

students in grade 9 based on 8th grade ARMT/SAT 10 and

classroom grades.

S, L, E, D x Promote an independent school-wide reading program that

monitors and rewards student participation and progress.

S, L, E, D x Provides opportunities for teacher training in diagnostics and

intervention for the older struggling reader.

S, L, E, D x

S, L, E, D x x

0 0


performance?







identified gaps?

Focus Areas

Sub-Totals

1. 2. 3. 4.

SAE 2009-2011 35





Other

Amount

Other

Source

4110

Source

4130

Source

S, L, E, D X x X Integrate the Frayer model and other graphic organizers to

differentiate characteristics of important concepts and

mathematical vocabulary.

S, L, E, D X X X Chunk mathematical concepts and incorporate turn and talk

strategies to assess student comprehension of smaller

sections of the objectives.

S, L, E, D X X Begin all lessons with problems of the day, conclude all

lessons with a summary of all concepts taught during the

lesson and use an exit slip for a final check for understanding

of mathematical concepts.

S, L, E, D X Integrate frequent use of process questioning techniques

during daily instruction.

S, L, E, D X X Attend initial and follow-up mathematical content and strategy

trainings and implement related strategies in the classroom.

S, L, E, D X x Increase relevance by relating mathematical concepts in each

lesson to other subjects, careers, and real life situations.









School Name: Math (C&I)Date:

Timeline

Dates:

Beginning

Ending (M/Y)


Learning Measures

of Progress



Measurable Goal:

Drill Down by

Gaps/

Subgroups

SES (S),

LEP (L),

Ethnicity (E),

Disabilities (D)


Focus Area


Responsible

For

Implementation

SAE 2009-2011 36

S, L, E, D X x Implement Connected Mathematics (2) lessons which focus

on ACOS standards to engage students in standards-based

lessons.

S, L, E, D X X Implement mathematics journal writing weekly using open

ended questions in all mathematics classes.

S, L, E, D X X X Incorporate Online Mathematics Intervention Programs to

reinforce concepts taught during class.

S, L, E, D X x Participate in AMSTI training and implement strategies in the

classroom.

S, L, E, D X x Participate in EYE training and implement strategies and units

in the classroom.

0 0

1. 2. 3. 4.

Focus Areas

Sub-Totals





SAE 2009-2011 37


performance?



identified gaps?

SAE 2009-2011 38





Other

Amount

Other

Source

4110

Source

4130

Source

S, L, E, D X X Explicitly teach academic vocabulary through interactive word

walls, student-maintained dictionaries or knowledge cards,

and vocabulary graphic organizers.

S, L, E, D X Integrate grammar and writing through focused mini lessons

based on the course of study standards and students needs

as identified in student writing.

S, L, E, D X X Divide daily lessons into 15 to 20 minute chunks and check for

understanding at the end of each chunk using summarization

methods such as but not limited to exits slips, idea waves, luck

of the draw (Wormelli), and completed graphic organizers.

S, L, E, D X X Incorporate open-ended questions in language arts

assessments.

S, L, E, D X Develop and display anchor/strategy charts that explain the

steps for specific comprehension strategies such as how to

find the main idea, make inferences, or clarify unfamiliar

vocabulary.

S, L, E, D X X Use a variety of grouping configurations for instruction: whole

group, flexible small group, individual. Grouping to be

determined by formative assessment(s).









School Name: Language Arts (C&I)Date:

Timeline

Dates:

Beginning

Ending (M/Y)


Learning Measures

of Progress



Measurable Goal:

Drill Down by

Gaps/

Subgroups

SES (S),

LEP (L),

Ethnicity (E),

Disabilities (D)

Focus Area


Responsible

For

Implementation


SAE 2009-2011 39

S, L, E, D X Provide opportunities for cadres of teachers to participate in

lesson study, focus groups, and site-based work groups to

promote immediate transfer of teacher learning into the

classroom.

S, L, E, D X X Provide public opportunities such as but not limited to intercom

announcements, student-led programs and/or speech

contests for students to practice oral presentation skills to

promote the correct use of English grammar

0 0



identified gaps?

1. 2. 3. 4.

Focus Areas

Sub-Totals


performance?





SAE 2009-2011 40





Other

Amount

Other

Source

4110

Source

4130

Source

S, L, E, D X X 1. Maintain writing folders according to the guidelines provided

by the district.

S, L, E, D X 2. Develop one mock writing assessment for each of the four

modes of writing (narrative, expository, persuasive, and

descriptive) for grades 6-8 as practice for the ADAW.

S, L, E, D X X 3. Provide the opportunity for initial teacher training and

appropriate follow-up professional development activities

which could include Six Traits Training, Vocabulary

Strategies, Using the Rubric, ADAW Modes of Writing. How to

Put It All Together.

S, L, E, D X 4. Integrate into daily lessons in all subject areas some form

of writing including but not limited to journal writing, group

writing, entrance and exits slips, open-ended responses,

and/or essay writing.

S, L, E, D X X 5. Explicitly teach academic vocabulary through interactive

word walls, student-maintained dictionaries or knowledge

cards, and vocabulary graphic organizers.

S, L, E, D X X 6. Display current student writing with appropriate teacher

feedback and commentary.

Timeline

Dates:

Beginning

Ending (M/Y)











School Name: Writing (C&I)Date:

Measurable Goal:


Learning Measures

of Progress

Drill Down by

Gaps/

Subgroups

SES (S),

LEP (L),

Ethnicity (E),

Disabilities (D)

Person

Responsible

For

Implementation


Focus Area


SAE 2009-2011 41

0 0



performance?






identified gaps?

Focus Areas

1. 2. 3. 4.

Sub-Totals

SAE 2009-2011 42





Other

Amount

Other

Source

4110

Source

4130

Source

SLED x

Utilizing chunking strategy, continuously assess student

understanding (CFU) by calling on non-volunteers, increasing

wait time, and using white boards.

SLED x

Begin all lessons with an entrance task and conclude all

lessons with a summary of all concepts taught during the

lesson and a final check for understanding through an exit slip.

SLED x x

Increase relevance by relating science concepts in each

lesson to other subjects, careers, and real life situations.

SLED x x

Provide professional development by sending all Science

teachers to grade level science training provided by the district

to enrich content knowledge and instructional strategies and

implement the learned strategies in the classroom.

SLED x

Implement weekly science writing by using open ended

questions in all science classes and responding to science in

the news articles.

SLED X X

Teach vocabulary using direct vocabulary instruction (as

presented by Bernadette Lambert) while increasing the use of

graphic organizers.









School Name: Science (C&I)Date:

Person

Responsible

For

Implementation

Drill Down by

Gaps/

Subgroups

SES (S),

LEP (L),

Ethnicity (E),

Disabilities (D)



Learning Measures

of Progress

Focus Area

(Check applicable area(s)) Timeline

Dates:

Beginning

Ending (M/Y)



Measurable Goal:

SAE 2009-2011 43

SLED X X X X

Review material using educational games such as Jeopardy or

the Classroom Performance System as evidenced by

classroom observation checklist

SLED X

Increase the use of cooperative learning groups as evidenced

by lesson plans, classroom observations, student lab reports,

or student daily work.

SLED X X X

Provide increased opportunities for students to generate and

test hypothesis as evidenced by participation reports or

student lab reports.

SLED x x

Participate in AMSTI summer training and implement those

strategies in the classroom.

SLED x x

Attend Alabama Science Teacher conference in Birmingham

in October 09 or the NSTA Conference in Philadelphia in

March 2010; provide inservice to other science faculty

members, and implement strategies gained from attendance.

SAE 2009-2011 44

0 0


Focus Areas

1. 2. 3. 4.


performance?





Sub-Totals


identified gaps?

SAE 2009-2011 45





Other

Amount

Other

Source

4110

Source

4130

Source

S,L,E,D X Implement AHSGE testing vocabulary with tests, quizzes,

projects, bell ringers, etc.

S,L,E,D X X Implement daily use of Marzano Strategies, as a minimum:

Identifying similarities and differences, summarizing and note

taking, cooperative learning, setting objectives and providing

feedback, and cues, questions, and advance organizers.

S,L,E,D X Develop and practice daily use of appropriate graphic

organizers.

S,L,E,D X Analyze and explain information presented in the form of

maps, globes, charts, and graphs.

S,L,E,D X Examine current events by completing activities on selected

issues.

S,L,E,D X Write expository and/or persuasive essays on appropriate

social studies topics.

Focus Area


Responsible

For

Implementation









School Name: Social Studies (C&I)Date:


Timeline

Dates:

Beginning

Ending (M/Y)


Learning Measures

of Progress



Measurable Goal:

Drill Down by

Gaps/

Subgroups

SES (S),

LEP (L),

Ethnicity (E),

Disabilities (D)

SAE 2009-2011 46

S,L,E,D X Connect social studies concepts to careers and real life

situations on a lesson by lesson basis.

0 0


performance?







identified gaps?

Focus Areas

Sub-Totals

1. 2. 3. 4.

SAE 2009-2011 47





Other

Amount

Other

Source

4110

Source

4130

Source

3 x x x Coordinates information of transferring students from school to

school within the district to identify and serve students

experiencing difficulty mastering standards.

S, L, E, D 4 X Provide a spring orientation session for grade to grade

transitioning through participation in cross grade visits.

3 X X Provide 6th grade instuctional assistance program (structured

assistance 1st quarter for targeted students having difficulty).

2,3 X Involve parents of 8th grade students in the planning of their

9th grade schedules.

1,2 X X Implement the Bridges Program for incoming 6th grade and

exiting 8th grade students to include: services available,

orientation and math preparation.









School Name: Transitional ActivitiesDate:

Timeline

Dates:

Beginning

Ending (M/Y)

Focus Area


Responsible

For

Implementation


Learning Measures

of Progress




Drill Down by

Gaps/

Subgroups

SES (S),

LEP (L),

Ethnicity (E),

Disabilities (D)

SAE 2009-2011 48

0 0Sub-Totals

1. 2. 3. 4.


performance?







identified gaps?

Focus Areas

SAE 2009-2011 49

Formative SummativeCRT SAT 10

Grade Distribution Sheets ARMT

Read 180 Growth Report ADAW

Mock Writing Assessment Data Form STAR Reading

Formative Summative

Number of signed compacts 4th Quarter Baseline Data

Parent Contact Logs % of conferences

Quarterly Baseline Data Reports SAT 10

Number of Volunteers hours ARMT

Number of parents serving on committees Plus/Deltas

Surveys

Portfolio

Formative SummativePlus/Deltas Student Surveys

CRT Bridges Data

Student Surveys Tracking Log

Tracking Log SAT 10

ARMT

Formative SummativeQuarterly CRT Average End of Year CRT Average

Adult- PLCIA's Adult- Inclusion survey or portfolio

Inclusion Plan

Academic Measures of Progress

Teaching and Learning

Teaching and Learning

Academic Measures of Progress

Parental Involvement

Transitional Activities

SAE 2009-2011 50

Formative Summative

Objective Test Portfolio

Survey Narrative of Year's Implementation

Checklist/Notes Taken (Multiple) Survey

Professional Learning/Reflection Log Checklist/Notes Taken (Multiple)

Presentation/Demonstration Professional Learning/Reflection Log

Portfolio Presentation/Demonstration

Snapshot Snapshot Compilation

Professional Learning

Measures of Progress

Professional Learning Communities in

Action Form (PLCIA)

Professional Learning Communities in Action

Form (PLCIA) Compilation

SAE 2009-2011 51

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