school improvement grant: - alsdeweb.alsde.edu/docs/documents/116/fy 2… · web view ·...

SCHOOL IMPROVEMENT GRANT:SCHOOL NEEDS ASSESSMENT

Section 1003 (g) of the Elementary and Secondary Education Act

FY 2012

Mai

Alabama Department of EducationFederal Programs

5348 Gordon Persons BuildingP.O. Box 302101

Montgomery, Alabama 36130-2101

For technical assistance, contact Marcus Vandiver at: Telephone: (334) 242-8199

Fax: (334) 242-0496E-mail: [email protected]

S I G N e e d s A s s e s s m e n t | 1

This School Improvement Grant Application document is for Local Education Agencies and Schools submitting the Local Education Agency and School Application. Please adhere to the criteria below:


SCHOOL IMPROVEMENT GRANT NEEDS ASSESSMENT

PART I - Indicate data sources used during planning by identifying strengths and weaknesses or program gaps. If the LEA and/or school did not review a particular data source, please write N/A. LEA improvement goals should address program gaps (weaknesses) as they relate to student achievement. Close attention should be given to the proficiency index. Please include all disaggregated subgroups including those with less than forty students.

(Duplicate and complete for each TIER I and TIER II school)

SCHOOL DATABriefly describe the process the LEA contact and school leadership team used to conduct the needs assessment (analysis of all data).The faculty reviewed all data sources in planning and departmental meetings and isolated non-mastered objectives to create reference charts to target for goal pages. Also, department chairs met regularly with the ALSDE peer mentor to review longitudinal data/graphs to ensure that each department targeted curriculum toward most often missed objectives.

Highly Qualified Teachers (HQT): Describe how staffing decisions ensure that highly qualified, well-trained teachers provide instruction and how their assignments most effectively address identified academic needs.Strengths:The principal places highly qualified teachers in their area of expertise based upon certification and specialized training. Administrators also actively recruit qualified applicants from universities. Educate Alabama/PEPE data are also used to ensure that master teachers are assigned to targeted groups of students.

Weaknesses:None.

School Administrator and Special Services EvaluationStrengths:The principal gives great attention to instructional detail.

Weaknesses:The continuation of the development of meeting student individual instructional needs.

Educate Alabama – Teacher EvaluationStrengths: Weaknesses:


The majority of Anniston High School teachers’ strengths under Educate Alabama were in identifying and integrating available emerging technology into the teaching of all content areas (3a.1), and creating learning activities that optimize each individual’s growth and achievement.

The areas of concern for AHS teachers were organizational and classroommanagement of learning (2a) and classroom organization and management built upon expectations and research-based strategies for positive behavior .

School Technology PlanStrengths:

The High School developed the AVC labs for student access.

Weaknesses:Continuous need to ensure equipment is in operational order for individual student access in classroom.

Career and Technical Education Program Improvement PlanStrengths:The AHS Career and Technical Education program was ranked in the top ten in the state of Alabama for 2009-2010 were based upon the Business and Industry Certification (BIC) 2009-2010, 100% of all state standards were passed in the Career and Technical programs to maintain certification.

Weaknesses:AHS is continually searching for ways to expand Career and Technical Opportunities by looking at ways to add the following programs: Precision Machine Technology, Auto Body, Cosmetology, Horticulture, and Carpentry. These additions would allow students a greater opportunity to participate in non-traditional programs of study.

Other Education Plans (e.g. Alabama Alternate Assessment)Strengths:

According to the AAA 2010 spring results, 1 student scored at Level IV in all subject areas (only 1 Student was tested using AAA.)

Weaknesses:

None.


SCHOOL ASSESSMENT DATAAlabama High School Graduation Examination (AHSGE)Strengths:The proficiency index for all students in reading was -5.42.The reading proficiency index for all students decreased from -6.00 to -5.42. The proficiency index for all students in math was 6.06.

Weaknesses:The proficiency index for special education in reading increased from -43.35 to -53.29. More focus is needed in this area.The proficiency index for special education in Math increased from -38.76 to -46.29. More focus is needed in this area.

Alabama Reading and Mathematics Test (ARMT)Strengths:

Fifty-seven percent of 9th grade students met or exceeded standards in reading. That is a 5% increase from the previous year, and only 1% of 9th grade students scored at Level I (Level I=Does Not Meet Standards). Fifty-three percent of the 9th grade students met or exceeded standards in math, and 0% of students scored at Level I (Level I=Does Not Meet Standards).

Weaknesses:Forty-two percent of the 9th grade students scored at Level II on reading and 51% scored at Level II in math (Level II = Partially Meets Standards)

Alabama Science Assessment (ASA)Strengths:Based upon 2009-2010 AHSGE results, 83% of 11th graders have passed biology. That is a 7% Increase from the previous year.

Weaknesses:Fifteen seniors have not passed the biology section of the AHSGE.

Stanford 10Strengths:Eighty-six percent of the 9th grade students scored average or above-average on the Critical Analysis portion of Reading Comprehension. Seventy-eight percent of the 9th grade students scored average or above-average overall on Reading Vocabulary. Sixty-five percent of the 9th graders scored average or above average on Mathematics Problem Solving.

Weaknesses:Thirty-nine percent of the 9th graders scored below average in the area of Reading Vocabulary. Forty percent of the 9th graders scored below average on Number Sense & Operations.


SCHOOL ASSESSMENT DATADynamic Indicators of Basic Early Literacy Skills (DIBELS)Strengths:N/A

Weaknesses:

Alabama Direct Assessment of Writing (ADAW)Strengths:According to the ADAW 2010 school report, 79% of students scored at or above Levels III and IV on expository, 78% of students scored at or above Levels III and IV on narrative, (a 15% increase from the previous year). On persuasive writing, 61% of students scored at or above Levels III and IV. In addition, the ADAW 2010 school report revealed that 70% of students scored at or above Levels III and IV on writing mechanics, (an 18% increase from the previous year), and 69% of the students scored at or above Levels III and IV on sentence formation.

Weaknesses:According to the ADAW 2010 school report, in grammar and usage, 46% of the students scored at Levels I or II (a 29% increase from the previous year).

ACCESS for English Language Learners (ELs)Strengths:Based upon the ACCESS scores from the 2009-2010 school year, the overall strengths are in the areas of listening and speaking.

Weaknesses:Based upon the ACCESS scores from 2009-2010, the overall weaknesses are in the language domains of reading and writing.

Additional Assessments (e.g. Alabama Alternate Assessment)Strengths:According to the AAA 2010 spring results, 1 student scored at Level IV in all subject areas (only 1Student was tested using AAA.)

Weaknesses:None

Local Assessments (e.g. LEA, school. and grade-level assessments, program specific assessments)Strengths:At AHS, the following surveys were distributed to gain information

Weaknesses:Fifty percent of students disagree/strongly disagree that teachers help


from stakeholders: Accountability/School Climate (Teachers/administrators, Educational Needs (Parents), and School Climate (Students). Seventy percent of students agree/strongly agree that students who have special needs can get help at this school. Sixty-two percent of students agree/strongly agree that teachers at AHS expect students to do their best. Ninety-one percent of the AHS faculty strongly agree that the school has a published statement of expectations for staff and students. Seventy-four percent agree/strongly agree that parents are notified of discipline problems with their children. Sixty percent of parents agree that the teachers’ evaluations (grades, rubrics, narratives, and report cards) help their children to understand what they know and need to know. Fifty percent of parents agree/strongly agree that their child seems engaged by his/her school. All faculty members use common pretest assessments at the beginning of the school year and at the end of the second semester. Currently the math lab, Access lab (New Century), and the media center are used for AHSGE test preparation.

gain confidence in their ability to learn. Fifty-eight percent disagree/strongly disagree that classroom time is spent in whole-class discussions. Fifty-six percent of the AHS faculty disagree that faculty’staff have opportunities to work jointly on school projects. Sixty-eight percent of the faculty feel that classroom distractions from academic achievements are minimal. Only nineteen percent of the parents of AHS students participated in the parent surveys. Due to proration, there is a need for funds to purchase new and replacement textbooks.


SCHOOL CULTURE-RELATED DATASchool Demographic Information related to student discipline (e.g. total office referrals, long- and short-term suspensions, expulsions, alternative school placements, and School Incidence Report (SIR) data).Strengths: Office referrals decreased from 1064 in 2008-2009 to 530 in 2009-2010.

Weaknesses: Based on the 2009-2010 SIR Report, one student was expelled during the school year.Alternative school enrollment increased from seven students in 2008-2009 to 15 students in ’09-’10.

School Demographic Information related to drop-out information and graduation rate data.Strengths: According to the ALSDE Public Data Report 2009-2010, the graduation rate increased by 10% from 64% to 74%. AHS will continue to implement and utilize a 9th Grade Academy, Pearls, (a program for building self-esteem in youth girls), PBS, RTI, and a freshman transition class to improve grades and decrease the drop-out rate at AHS.

Weaknesses: According to the ALSDE Public Date Report 2009-2010, 23 students at AHS dropped out of school.

School Demographic Information related to teacher attendance, teacher turnover, or challenges associated with a high percent of new and/or inexperienced faculty.Strengths: At AHS, 100% of the new teachers are highly qualified. Weaknesses: The total number of days missed by teachers at AHS

was 706. Seventy-five percent of the days missed, (580.75 days), were by three teachers with extraordinary circumstances. Thetotal number of days missed due to illness (sick days) was 502 and 30 days missed were days of leave without pay.

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: According to the 2009-2010 AYP Status report, 99% of AHS students were present during AHSGE Testing. This is a 4% increase over the previous year. The number of student absences decreased from 11,705 in 2008-2009 to 8,051 in 2008-2009.

Weaknesses: According to the 2009-2010 Principal Attendance Register, 8,051 days were missed by AHS students. During the 2010-2011 school year, plans are in place to decrease that number through awards and incentive=based programs (PBS).

School Perception Information related to parent perceptions and parent needs including information about literacy and education levels.Strengths: Our PTO has been actively involved at AHS with grounds clean-up and landscaping. Surveys and activities are Planned to involve parents in an attempt to meet needs and improve perceptions.

Weaknesses: Parental attendance and participation in the PTO was approximately 18%. The educational level of parents as indicated by 2009-2010 data from school information documents was


During parent activities, parents have the opportunity to ask questions, provide input and participate. In addition, newsletter, telephone contacts, home visits, letters, mandatory parent/teacher conferences, and local church bulletins/announcements are used to communicate with parents regarding educational services offered to them. Monthly parent workshops are provided by the AHS parent specialist. Each semester, AHS offers parent/teacher conferences to serve as a liaison between the community and school. Fundraisers and incentives will be provided by the PTO to increase parent attendance. AHS administrators and teachers (subject areas Will rotate so that each department is represented) will be present for every PTO meeting.

as follows: College background – 24.99 %, High school diploma or GED – 54.28%, unskilled – 21%.Only 18% of parents participate in monthly workshops at AHS.

School Perception Information related to student PRIDE data.Strengths: Pride survey results indicated that 94% of the students at AHS disapprove the use of drugs, and 84% of the Students perceive drugs as harmful or very harmful.

Weaknesses: Pride survey results indicated that 60% of students at AHS agree/strongly agree that students’use of alcohol or drugs is a problem at this school. The survey also indicated that students, on average, are introduced to drugs at the age of 13.

School Process Information related to an analysis of existing curricula focused on helping English Language Learners (ELLs) work toward attaining proficiency in annual measurable academic objectives (AMAOs). Strengths: The teachers of ELL students use WIDA standards appropriate for the level of the ELL students. Our system has an updated ELL Plan that clearly outlines procedures and policies regarding ELL students.

Weaknesses: Not all of the textbooks at AHS offer suggestions for ELL support.

School Process Information related to an analysis of existing personnel focused on helping English Language Learners (ELLs) work toward attaining proficiency in annual measurable academic objectives (AMAOs). Strengths: The Anniston City Schools District employs one full-time ELL teacher.

Weaknesses: The ELL teacher serves all schools in the district.


School Process Information uncovered by an analysis of curriculum alignment, instructional materials, instructional strategies, reform strategies, and/or extended learning opportunities.Strengths: During the 2010-2011 school year, an eight-period schedule is being implemented in order to address academic and social problems germane to the students’ specific needs.

Weaknesses: AHS teachers will place more emphasis on standards-based formative assessment in the area of reading to ensure that students are progression on a positive trajectory. Professional learning opportunities related to classroom management, RTI, differentiated instruction, and collaborative learning are needed.


SCHOOL CULTURE-RELATED DATASchool Perception Information related to student PRIDE data.Strengths:

Pride survey results indicated that 94% of the students at AHS disapprove the use of drugs, and 84% of the students perceive drugs as harmful or very harmful.

Weaknesses:

Pride survey results indicated that 60% of students at AHS agree/strongly agree that students’ use of alcohol or drugs is a problem at this school. The survey also indicated that students, on average, are introduced to drugs at the age of 13.

School Process Information related to an analysis of existing curricula focused on helping English Language Learners (ELLs) work toward attaining proficiency in annual measurable academic objectives (AMAOs).Strengths: The teachers of ELL students use WIDA standards appropriate for the level of the ELL students. Our system has an updated ELL Plan that clearly outlines procedures and policies regarding ELL students.

Weaknesses: Not all of the textbooks at AHS offer suggestions for ELL support.

School Process Information related to an analysis of existing personnel focused on helping English Language Learners (ELLs) work toward attaining proficiency in annual measurable academic objectives (AMAOs).Strengths: The Anniston City Schools District employs one full-time ELL teacher.

Weaknesses: The ELL teacher serves all schools in the ditrict.

School Process Information uncovered by an analysis of curriculum alignment, instructional materials, instructional strategies, reform strategies, and/or extended learning opportunities.Strengths: During the 2010-2011 school year, an eight-period schedule is being implemented in order to address academic and social problems germane to the students’ specific needs.

Weaknesses: AHS teachers will place more emphasis on standards-based formative assessment in the area of reading to ensure that students are progression on a positive trajectory. Professional learning opportunities related to classroom management, RTI, differentiated instruction, and collaborative learning are needed.

Other School Culture-Related Data.Strengths:

None.

Weaknesses:

None.


GOAL TO ADDRESS ACADEMIC NEEDSPART II - All components to support improving academic achievement, including school culture considerations, should be related to the weaknesses identified in the data summary.

Continuous Improvement Goal (Should address identified weaknesses and gaps in achievement): To increase the percent of 11th grade students scoring proficient (Levels III and IV) in reading on the AHSGE by 9% to 92% by spring 2011; To decrease the proficiency index for all students in the area of reading from -5.42 to 0 by spring 2011; To decrease the proficiency index for special education students from -53.29 t0 -33.29 by spring 2011.Data Results on which goal is based: AHSGE – spring 2010 administration; the AHSGE Non-Mastery summary report data for grades 10 – 12

AHSGE – spring 2010 administration; the AHSGE Non-Mastery summary report data for grades 10 – 12

Target Grade-Levels: Target Student Subgroups:9-12 Special Education; ELLTarget AHSGE Areas: Target Content Areas:X Reading Mathematics Science Social Studies Language X Reading Mathematics Science Other Additional Academic Indicators

COURSE 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/ACTION WILL BE USED TO IMPROVE STUDENT ACADEMIC

PERFORMANCE?

HOW WILL PROGRESS FOR EACH ACTION STEP BE MEASURED?

HOW WILL THE SCHOOL PROVIDE TIMELY ASSISTANCE IF STRATEGIES DO NOT CHANGE PERFORMANCE?

WHAT RESOURCES AND SPECIFIC EXPENDITURES WILL BE NEEEDED

FOR SUCESSFUL IMPLEMENTATION?

II-2 Draw conclusionsII-5 Recognize summary statementsIII-1 Recognize logic and argumentsIV-1 Determine meaning of wordsIII-3 Understand figurative

STRATEGY 1: Use longitudinal data to address the most missed reading objectives in all classes.S1-AS1: All teachers of 11th and 12th grade students will use the

AS1-B1: All teachers of 11th and 12th grade students will update AHSGE profile documents after each administration of the AHSGE to reflect individual student mastery/non-mastery.

AS1-B1-I1: ACT prep computer lab specifically for remediation.AS1-B1-I2: Title I after-school tutoring for identified non-mastery students.AS1-B1-I3: Remediation

Professional Development – Differentiated Instruction$3,000.00Resource Books/Book Study - $1,000.00Literacy Across the Curriculum –SREB Site


languageII-4 Propaganda- fact from opinionII-1 Identify main ideaII-3 Determine cause and effect

Alabama Course of Study, Anniston City’s Scope and Sequence, and AHSGE profiles to guide instruction beginning in August and continuing throughout the year S1-AS 2 - All teachers will provide non-mastery students additional support within the classroom through differentiated instruction or small group instruction (after professional learning opportunities are provided.) S1-AS 3 -In February, selected teachers will provide intensive remediation to those juniors and seniors who have not passed the reading portion of the AHSGE.

AS2-B1 –Evidence of differentiated instruction or small group instruction will be observable during a walkthrough.

AS3-B1 - Walkthrough observations of Blitz remediation classes for target juniors and seniors.AS3-B2 - Pre- and post-test scores will document the learning of juniors and seniors participating in the February Blitz.

lab and AHSGE software programs for targeted students.

AS2-B1-I1: Instructional reading strategies for all non-mastery students. AS2-B1-I2: Hire a reading coach to support teachers with reading strategies for the classroom

AS3-B1-I1: Differentiated instruction or small group instruction to support non-mastery students

Development Guide #12 -$900.00Instructional Substitutes to allow for common planning/collaborative job-embedded processes 0 $2,000.00Reading Coach - $67,000


GOAL TO ADDRESS ANNUAL MEASURABLE ACHIEVEMENT OBJECTIVES AND ENGLISH PROFICIENCY NEEDSPART III - Refer to the ELL Data Compilation as part of the needs assessment in forming goals. If any ELL student did not make AMAOs complete this page.

English Proficiency Goal (Should address identified weaknesses and gaps):

ELL students will increase at least one year on the overall score (Composite) on the ACCESS for ELLs English Language Proficiency Test by spring 2011.

Data results on which goal(s) is (are) based:

Spring 2010 ACCESS Scores

Target Grade-Levels:9-12Target ELP Language Domain(s):X Reading X Writing Listening Speaking X Comprehension OtherAdditional Academic Indicators

COURSE OF STUDY REFORM STRATEGIES BENCHMARKS INTERVENTIONS RESOURCESWHICH COURSE OF STUDY

STANDARDS, AHSGE STANDARDS/OBJECTIVES, ELIGIBLE CONTENT, OR WIDA STANDARDS ARE LINKED TO EACH STRATEGY?

WHAT RESEARCH-BASED STRATEGIES/ACTION WILL BE USED TO IMPROVE STUDENT ACADEMIC

PERFORMANCE?

HOW WILL PROGRESS FOR EACH ACTION STEP BE MEASURED?

HOW WILL THE SCHOOL PROVIDE TIMELY ASSISTANCE IF STRATEGIES DO NOT CHANGE PERFORMANCE?

WHAT RESOURCES AND SPECIFIC EXPENDITURES WILL BE NEEEDED

FOR SUCESSFUL IMPLEMENTATION?

English/Language Arts – ELP Standard 2 Domain: Writing 1. Note taking Objective: Produce sentence outlines from discussions, lectures, or readings2. Conventions and mechanics

: STRATEGY 1: Use of graphic organizers such as outlines, topic webs, and others to aid in the organization of examples and supporting details in composing pieces of writing. S1-AS1: Regular education teachers and the ELL

AS1-B1: Anticipated increase of one full proficiency level or more from previous school year to upcoming school year

AS1-B1-I1: Push-in / Pull-out support weekly to reinforce content area covered in mainstream classroom based upon specific area of weakness

Professional Development on WIDA Standards-$4,000.00 (Title III)ELL Software- Pearson Digital ELLIS$300.00ACCESS Test Prep Resource Book(s) - $200.00


Objective: Expand, elaborate, and correct written language as directed English/Lang.Arts ELP Standard 2 Domain- Writing1. Multiple Meanings Objective: Sort examples of words, phrases, or sentences with multiple meanings from visuals according to context

teacher will assist ELL students in the organization and composition writing along with expressing thoughts using correct grammar and mechanics.

on ACCESS test

AS1-B1: Anticipated increase of one full proficiency level or more from previous school year to upcoming school year on ACCESS test

from collaboration from classroom teacher.

AS1-B1-I1: Push-in / Pull-out support weekly to reinforce content area covered in mainstream classroom based upon specific area of weakness from collaboration from classroom teacher.

STRATEGY 2: Have student to rephrase meaning of word, phrase, or sentence in their own words after providing explanation of meaning and or exampleS2-AS1: Regular education teachers and the ELL teacher will assist ELL students with sentence structure and development using specific words or phrases to enhance comprehension and correct word use.


STRATEGIES TO ADDRESS SCHOOL SAFETY, CLASSROOM MANAGEMENT, DISCIPLINE, AND BUILDING SUPPORTIVE LEARNING ENVIRONMENTSPART IV - Strategies developed to address improving school safety, classroom management/discipline, and building supportive learning environments should be related to the weaknesses or program gaps identified in the data summary (e.g., parental/community involvement, teacher collaboration, student/teacher motivation). The LEA and school must develop a timeline for multiple reviews of continuous improvement efforts.

CULTURE REFORM STRATEGIES BENCHMARKS INTERVENTIONS RESOURCESWHAT 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 USEDTO 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)

School Safety:There are many safety issues related to the campus of Anniston High School. For instance, due to the size of the campus and no controlled access to it, and Anniston High School’s student population is at risk daily to intruders.The Vocational/Career Tech building has a faulty intercom system that prohibits clear communication with the main building.Classroom Management/Discipline:Alternative school

STRATEGY 1: Establish and maintain a safe school campus.S1-AS1 : Secure all non essential access gates and non-classroom settings during the school dayS1-AS2: Monitor hallways, parking lots, and all entrance ways to the campus by video surveillance.S1-AS3 : Re-establish “Quick- Reactionary Teams” to respond quickly to emergency situations.S1-AS4: Establish a “Welcome Center” to inform and monitor visitors who enter the

AS1-B1: Administrators will document occasions where all essential gates are not secure and take corrective actions. AS2-B1: Administrators or other designees will ascertain that video cameras are in working order.AS3-B1 : Lists of “Quick-Reactionary Team” members will be maintained.AS1-B1: A list of students that received tickets will be given the AP every Friday.

The school’s SIR report will act as a guide to determine if procedures and policy are working correctly. Finally, corrective measures will take place at the end of each six week term or as needed.The school’s SIR report will act as a guide to determine if procedures and policy are working correctly. Finally, corrective measures will take place at the end of each six week term or as needed.


enrollment increased from seven students in 2008-2009 to 15 students in ’09-’10.

buildingAS2-B1: Copies of completed parent contact logs will be placed in teachers; evidence boxes.

Strategy 2: Continue to implement and monitor the Positive Behavior Support (PBS) program in all classes. S2-AS1: All teachers will present 3 “gotcha” tickets each week to students “caught doing good.”S2-AS1: All teachers will make positive contacts with parents during the first three weeks of school.

Building Supportive Learning Environments:The graduation rate increased from 64% to 74%.

STRATEGY 3 : Continue to utilize the Freshman Academy to reduce the number of freshmen referrals, increase attendance, improve grades, and decrease the drop-out rate.S3-AS1 : Integrate a freshman transition teacher to promote reading, math, and career/college readiness skills.S3-AS2 : Freshmen teachers will continue to implement team building activities such as field

AS1-B1: Common formative assessment will be given bi-weekly to ensure that all reading and math objectives are learned.AS2-B1: Progress will be measured by the decrease of office referrals and drop-outs for the freshman class.


trips, guest speakers, book studies, etc., beginning in August and continuing throughout the year.STRATEGY 4: Implement Response to Instruction (RTI) groups to reduce office referrals, increase attendance, grades, and decrease the drop-out rate beginning in August and continuing throughout the yearS4-AS1 : All teachers will receive initial training on how to implement RTI groups in September. RTI groups will meet on a daily basis.S4-AS2: Teachers will collaborate on a monthly basis to determine successes and next steps.S4-AS3: Anniston will strive to meet the requirements to become a “Torchbearer School.”STRATEGY 5: Implement goal setting conferences for juniors and seniors to increase the graduation rate, increase college enrollment, and decrease the amount of certificate


base diplomas beginning in August and continuing throughout the year.S5-AS1 : Junior and senior students will meet with teachers, administrators, and central office personnel to establish short and long term educational goal.


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