wetumpka high school - nontitle - pc\|macimages.pcmac.org/sisfiles/schools/al/elmorecounty... ·...

$: Wetumpka High School - NonTitle - PC\|MACimages.pcmac.org/SiSFiles/Schools/AL/ElmoreCounty... · 2019-09-25 · On May 9 and 15, 2012, Wetumpka High School’s (WHS) Instructional$
Assurances

The Instructional Leadership Team members that must be present include the principal, guidance counselor, district school improvement specialist (or other designee), appropriate content-area teachers, parent representatives, and student representatives (as appropriate). Depending on the data, additional members may include special population representatives (Technology Coordinator, Special Education, ELL, etc.), district federal programs coordinator, district chief school financial officer, community stakeholders, or any other member as appropriate. Documentation will be maintained on site.

Upon submission of the Continuous Improvement Plan, the LEA assures that the plan has been properly reviewed and approved by the local Board of Education. Documentation will be maintained on site.

Indicates LEA Principal Approval based on Assurances listed above.

Part I NEEDS ASSESSMENT- SUMMARY OF DATA

Provide a brief description of the planning process, including how teachers will be involved in decisions regarding the use of state academic assessments, and other data sources in order to provide information on and to improve the achievement of individual students and the overall instructional program and how parents were involved with faculty and staff in developing, and implementing the CIP (Title I, Section 1116(b)(A)(viii):

Instructional Leadership Team Names and Positions

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

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

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On May 9 and 15, 2012, Wetumpka High School’s (WHS) Instructional Leadership Team (ILT) and core departments reviewed, discussed, and assessed the CIP from 2011-2012. ACT Quality Core Standards, along with College and Career Readiness Standards (CCRS), were reviewed. Data from Alabama High School Graduation Exam (AHSGE), PLAN, EXPLORE, AP Summary, Reading Horizons, ARMT, AAA, Data Director, and faculty technology survey were examined. Worksheets were completed, and the route to be taken for the completion of this year’s CIP was decided upon. On August 6, 2012, the entire faculty met as the new school year began for the "State of the School." Everyone was brought up-to-date on the AYP report. On September 4, 2012, the faculty met to discuss results of the AHSGE and the ACT, along with the 2012-2013 CIP. On August 27, 2012, the ILT met to examine the Elmore County Strategic Plan and a correlation between the two documents was in place, along with a review of the strategies and action steps that had already been put in place. A review of instructional improvement, along with ACT data and pre/post assessment plan were discussed. A faculty meeting was held on September 4, 2012, to discuss ACT results, AHSGE plan and data, along with CIP goals, strategies were discussed. Another meeting was held on September 10, 2012, with the core teams to discuss pre/post tests, retrieving and analyzing assimilated data, transition to ACT assessments with comparing present assessments with ACT Quality Core standards and test items, and review data. The faculty met on October 1, 2012, to discuss implementation of WHS’ new mentoring program (iPLAN), Educate ALABAMA, PLAN Test, DATA notebooks, along with a review of the math and reading goals. When the final strategies and action steps were compiled and written in the form of the CIP, the document was reviewed by the ILT and all other pertinent stakeholders. Requested modifications were examined and decisions made by the ILT and faculty/staff/ administration/parents. The finalized CIP was sent to the Elmore County Public School System on October 5, 2012, for approval. Again, suggested modifications were made. On October 25, 2012, the ILT met for an update on the AHSGE results, failures from first term, PST, RIT, iPLAN, AP program, along with updating CIP to reflect CCRS for 9th-10th grades and AHSGE for 11th-12th grades. CIP goals were updated on October 30, 2012, to reflect needed changes to reflect CCRS and AHSGE exptectations. The finished product was then submitted to the school board for signatures, and the CIP was posted on the website.

Cindy Veazey, Principal Kathryn Corbman, Assistant Principal Nick Davis, Assistant Principal Benetta Eutsey, Assistant Principal Lori McKenzie, Library Media Specialist/CIP Teri Thompson, 12th Grade English Teacher/ILT Chair Kenish Brown, Guidance Counselor Lisa Crownover, 9th-12th Grade Mathematics Teacher Stacy Crusenberry, Special Education Teacher

Wetumpka High School - NonTitle - Principal Approved Continuous Improvement Plan - 11/15/2012

System: Elmore County School: Wetumpka High School Page 1 of 23

Part I (cont.) NEEDS ASSESSMENT- SUMMARY OF DATA

SUMMARY OF NEEDS BASED ON A COMPREHENSIVE REVIEW OF DATA

I have reviewed the Annual Accountability Results Report


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

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.

Number and percentage of teachers Non-HQT:

Number and percentage of Classes Taught by Non-HQT:

Paul Daniel, 11th & 12th Grade Mathematics Teacher Mandi Graham, 9th & 10th Grade Mathematics Teacher Heidi Norrell, Guidance Counselor Delores Payne, 10th, 11th, & 12th Grade Mathematics Teacher David Rowe, 10th & 11th Grade History Teacher Lisa Stubbs, 9th & 10th Grade Mathematics Teacher Michelle Stough, 10th & 11th & 12th Grade Science Teacher Amanda Tally, English Teacher (11th Grade) Virginia Vilardi, 9th-12th Grade Science Teacher Denise Teel, Parent Craig Carter, Parent Aundrea Harrison, 11th Grade Student Richard King, 12th Grade Student Kristy Meanor, Community Stakeholder Michael Morgan, Business Stakeholder

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Key data used for this plan included results from the AHSGE non-mastery, AAA, ARMT, AP Exam, ACT, ACCESS, EXPLORE, PLAN, Reading Horizons, Data Director Reports, 2011-2012 CIP, 2011-2012 attendance reports, 2011-2012 discipline reports, free and reduced lunch data, parent/student/faculty AdvanceED surveys, faculty technology surveys, WHS technology plan, Educate Alabama data, ACT Quality Core Standards, CCRS, and other available data giving the ILT and department heads. Goals, strategies, and action steps were formulated for the 2012-2013 CIP. A diverse group of stakeholders will monitor plan implementation.

Personnel staffing decisions are made through the submission of application on the ALSDE website. The screening and background checks of applicants are also done at the local school board level. After this process, a list of qualified applicants is sent to the schools and interviews are set up. The principal makes recommendations to the superintendent after interviews are conducted with highly qualified applicants. Final employment recommendations are made by the principal and approved by the local school board. As of the 2012-2013 school year, 98.2 percent of the certified staff at WHS are highly qualified based on state standards. Wetumpka High School trains its certified employees on a continuing basis to ensure quality instruction in the classroom. Ongoing professional development is provided to promote implementation of the latest researched-based strategies. Wetumpka High School teachers are trained to use United Streaming, ARI strategies, Prep HQ, AAA, USA Test Prep, standards based classrooms, benchmark testing, ACT Standards, integrating technology (21st Century Classroom), course pre/post tests, Data Director, and AHSGE results.

1-1.6%

6-1.9%



Alabama High School Graduation Exam (AHSGE):

Strengths:

Weaknesses:

Alabama Reading and Mathematics Test (ARMT):

Strengths:

Weaknesses:

Alabama Science Assessment:

Strengths:

Weaknesses:

Stanford 10:

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Weaknesses:

Dynamic Indicators of Basic Early Literacy Skills (DIBELS):

Strengths:

*100% of the 75-9th graders participating in the math portion of AHSGE passed. *Wetumpka High School met goals on reading portion of the AHSGE with 91.25% of the 240 students tested (AMO 86), compared to 91.24% of the 251 tested in 2010-2011. *As of Fall 2012, 5% of the 12th grade students have not passed the reading portion and 7% have not passed the math portion of the AHSGE. *As of Fall 2012, 31% of the 11th grade students have not passed the reading portion and 15% have not passed the math portion of the AHSGE.

*The 2011-2012 school status report shows that WHS failed to reach the 92% reading AMO with 86.14% of the 83 students in the free/reduced category, yet there was an increase from the 83.72% of 86 students in 2010-2011. *Of the 16 special education students tested, 56.25% scored proficient in math (AMO 86) and 56.25% in reading (AMO 92). In 2010-2011, 22 special education students tested with 56.8% proficient in both reading and math. *As of Fall 2012, 58 out of 240 11th graders (24.16%) have not passed the reading portion of the graduation exam. These 58 students are categorized as 10th graders, but are counted as 11th grade for the CIP purposes.

*85% (227) of 267 students tested in the incoming freshmen class of 2016, met or exceeded Math Standards on the 2012 ARMT. *85% (227) of 268 students tested in the incoming freshmen, class of 2016, met or exceeded Reading Standards on the 2012 ARMT.

*15%(40) of the (267) students tested in the incoming freshmen class of 2016, partially met the 2012 ARMT Math Standards. *15%(41) of the (268) students tested in the incoming freshmen class of 2016, partially met the 2012 ARMT Reading Standards.

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Weaknesses:


Alabama Direct Assessment of Writing (ADAW):

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ACCESS for English Language Learners (ELLs):

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EducateAL or other Professional Evaluation Profile Information:

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

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*100% (15/15) of the EL student population who took the Spring 2012 ACCESS test increased their score: 1 student by 75%; 1 student by 52.08%; 1 student by 45.23%; 2 student by 43.75%; 1 student by 37.5%; 1 student by 22.91%; 1 student by 20.8%; 4 student by 18.75%; 1 student by 8.33%; 1 student by 6.25%; and 1 student by 4.16%.

*46.7% of the EL student population who took the Spring 2012 ACCESS tested out of the ESL program by achieving scores of 4.8 and above.

*Standard 1.1~ Deep knowledge of subject-matter. *Standard 1.4~ Designs instructional activities based on state content standards. *Standard 2c3~Maintains evidence or records of learning performance to communicate progress. *Standard 3d1~Integrate technology resources into standards-based unit and lesson planning.

*Standard 3c1 and 3c2~Teaching mathematical content across all subject areas. *Standard 4a~Encourages diverse cultural awareness among student population.

*Of the 5 special education students who were tested on the AAA, all met or exceeded the Reading Standards. *According to the faculty technology survey provided by the state department during the spring of 2012, objective 1.7 indicates that 100% of teachers use technology to gather and analyze data for student improvement. *According to the faculty technology survey provided by the state department during the spring of 2012, objective 1.10 indicates that 100% of administrators use technology to gather and analyze data to assess instructional effectiveness and monitor student achievement. *According to the faculty technology survey provided by the state department during the spring of 2012, objective 4.3 indicates that the school meets 100% of the sufficient number of Internet enabled computers and the infrastructure necessary to support learning, communication, and administrative goals of the district. *Currently 70 students are enrolled in ACCESS online courses. *Students have access to computer based programs for the AHSGE remediation, AP exam review, standards recovery, and credit recovery.



Weaknesses:

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

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Career and Technical Education Program Data Reports:

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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, or student attendance).

Strengths:

Weaknesses:

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

Strengths:

*Three of the five special education students tested partially met the Math Standards on the AAA. *According to the faculty technology survey provided by the state department during the spring of 2012, objective 1.5 indicates that 65% of teachers appropriately and regularly assign learning activities that integrate the use of technology tools. *Upgrading computers in contingent upon sufficient funds.

*According to the 784 students who participated in the AdvancED survey for accreditation, the school rated 3.77 out of 5 in regards to "the school engages in a systematic, inclusive, and comprehensive process to review, revise, and communicate a school purpose for student success. *Enrollment in the Advanced Placement Program increased 40% during 2011-2012 with an increase in qualifying scores from 44 in the Spring of 2011 to 72 in the Spring of 2012.

*According to the 784 students who participated in the AdvancED survey for accreditation, the school rated 2.49 out of 5 in regards to "the school maintains facilities, services, and equipment to provide a safe, clean, and healthy environment for all students and staff." *60% of the Sophomores who took the PLAN in October 2011, fell below the ACT College Readiness benchmark in reading. (99 of the 247 tested passed) *Baseline data for Global Scholar indicated that of the 303 freshmen (cohort class of 2016) who participated in the assessment, 27% (80) scored below average, 25% (74) scored low average, 31% (94) scored above average, and 17% (52) scored high average.

*The Career and Technical Education Program met 100% of academic (1S1) reading and (1S2) math skills.

*Due to the economic climate at this time, departed concentrators in post secondary placement is only 92%.

*The 9th grade class contributed to only 14% of the overall office referrals (259 out of 1,815). *34% of the office referrals were contributed by the 10th grade in 2011-2012, compared to 62% in 2010-2011.

*39% of the office referrals by the senior class were due to excessive tardies in 2011-2012 (248 of 608). *16% of all office referrals were unauthorized absences in 2011-2012, 304 out of 1815. (9th Grade-43/259-16%; 10th Grade-126/620-20%; 11th Grade-46/328-14%; 12th Grade-89/608-14%)

*Of the 249 seniors from the class of 2012, 228 received diplomas, 10 completed certificate programs and only 6 did not graduate. *Graduation percentage rate data for 2011-2012,not classified by cohort, indicated that 17.24% (45/261) received an advanced diploma, 59.77% (156/261) received a standard diploma, 0.38%



Weaknesses:

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

Strengths:

Weaknesses:

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).

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

Strengths:

Weaknesses:

School Perception Information related to student PRIDE data.

(1/261) received an Alabama Occupational Diploma, 4.60% (12/261) received a certificate, 14.94% (39/261) received a credit-based diploma, and 2.68% (7/261) did not graduate.

*Class of 2012 had a graduation rate of 71%, as classified by cohort. *The highest number of drop outs came from the 11th grade, with 11 out of 27. (9th Grade-5; 10th Grade-9; 11th Grade-11; 12th Grade-2)

*A small number of teachers contributed to the large number of teacher absences. *42% of faculty absences were due to detached duties (398 out of 956) during the 2011-2012 school year. *Mentoring program is in place to assist 11 new faculty members this year.

*956 days were taken during the 2011-2012 school year by 65 certified staff members (398 detached duty, 4 jury, 8 military, 69 on job injury, 103 personal, 317 sick, 41 sick bank, and 16 unpaid). *After the 2011-2012 school year, teacher turnover had the greatest effect the history department. Out of the 7 teachers that did not return, 4 were from history classrooms. Trend data of faculty turnover: 2009-2012 12% of faculty did not return (7/56); 2010-2011 11% did not return (6/56); 2011-2012 13% did not return (7/52).

Total number of absences decreased in 2012-2013 by 1647 (2010-2011 total 13837; 2011-2012 total 12190).

Students at WHS continue to have an excessive number of unexcused absences (2010-2011 total unexcused absences 6437; 2011-2012 total unexcused absences 5400)

*According to the 177 parents who participated in the AdvancED survey for accreditation, the school rated 4.03 out of 5 in regards to "the school's leadership implements a continuous improvement process that provides clear direction for improving conditions that support student learning." *According to the 177 parents who participated in the AdvancED survey for accreditation, the school rated 4.04 out of 5 in regards to "teachers implement in the school's instructional process in support of student learning." *According to the 177 parents who participated in the AdvancED survey for accreditation, the school rated 3.99 out of 5 in regards to "the school has a formal structure whereby each student is well known by at least one adult advocate in the school who supports that student's educational experience."

*According to the 177 parents who participated in the AdvancED survey for accreditation, the school rated 3.59 out of 5 in regards to "grading and reporting are based on clearly defined criteria that represent the attainment of content knowledge and skills and are consistent across grade levels and courses." *According to the 177 parents who participated in the AdvancED survey for accreditation, the school rated 3.6 out of 5 in regards to "teachers participate in collaborative learning communities to improve instruction and student learning."



Strengths:

Weaknesses:

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:

Weaknesses:

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:

Weaknesses:

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

Strengths:

Weaknesses:

Part II - GOAL TO ADDRESS ACADEMIC NEEDS

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. Use the SMART Goals format to address areas of need.

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*ESL school coordinator understands how to integrate ELL curriculum and WDA ELP standards with general educational curriculum. *ESL teacher provides direct instruction 25 hours a week to ELL students.

*Addition professional development is needed on WIDA ELP Standards. *Continued professional development needed for ESL/ELL coordinator/teacher, as well as classroom teachers.

*There is embedded time within the teachers’ and students’schedule to meet the needs of our ELL students in order to improve/acquire English language skills. *ELL students with extreme low scores are given direct instruction.

*Additional training for regular education teachers is still needed on WIDA Standards.

*New Common Core math is being implemented across the school system. *All teachers are concentrating on reading objectives and AHSGE. *EXPLORE, PLAN, and ACT scores are examined to determine college readiness. *Assessment programs are being used for math and reading. Baseline data for Global Scholar and Reading Horizons are used to determine student growth over time. College and Career Readiness Standards(CCRS) are being used to prepare End-of-Course (EOC) Tests.

*Using data to drive instruction. *Teaching reading through the content areas and maximizing instructional time are areas that need improvement.



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

1. Reading

Description:To increase percentage of eleventh and twelfth grade high school students passing the AHSGE from 91.25& to 95%. To increase the percentage of high school students who complete high school in four years with cohort from 71% to 90%. To prepare all students to leave high school with an employer certification, postsecondary credit, or the knowledge and skills needed to enroll in postsecondary studies without the need for remediation. To ensure all students make academic progress at or above proficiency and show continuous improvement by 2014.

Data Results on which goal is based:*According to the 2011-2012 AHSGE reading scores 11th grade students scored 91.25%, which is below the AMO of 95%. Free and reduced students scored below proficiency at 86.14%. *EXPLORE reading results for the 2015 cohort class scored at 41% proficient (116/281) and the 2016 cohort class scored at 31% proficient (74/235). *Reading Horizon reports indicated that 8 freshmen (cohort 2015) averaged a growth of 1.925 during the 2011-2012 school year. *Global Scholar baseline data showed that of the 303 freshmen (cohort class of 2016)who participated in the assessment 27% (80) scored below average; 25% (74) scored low average; 31% (94) scored above average; 17% (52) scored high average.

Target Grade Level(s): 9-12 Target Content Area(s): Reading ARMT: Reading

Additional Academic Indicators:Graduation Rate

Target Student Subgroup(s):All students, black students, special education students, and free/reduced students

Courses of Study:All ALCOS Standards I-1 Identify supporting details I-2 Determine sequence of events I-3 Follow directions II-1 Identify main idea II-2 Draw conclusion II-3 Determine cause and effect II-4 Propaganda; Fact & opinion II-5 Recognize summary statements III-1 Recognize logic and arguments III-2 Analyze literary elements III-3 Distinguish understanding of figurative language and analogy IV-1 Determine meaning of words IV-2,3 Demonstrate the ability to Preview and predict: Discern organization patterns IV-4 Demonstrate reference material usage

Strategies:1.1 S1

Description:Disaggregate formative and high-stakes assessment data to determine if students are making adequate progress and to provide differentiated instruction.

Action Steps:1.1.1 S1-AS1

Description:The English department will identify at risk students and weak standards using AHSGE, pre/post, EXPLORE, Global Scholar, and PLAN data in the fall and prescribe remediation.

Benchmarks:



100% of the teachers by grade level in the English department will identify at risk students and weak standards and prescribe remediation.

1.1.2 S1-AS2

Description:English teachers will incrementally assess progress of student learning using pre/post assessments and practice AHSGE tests to measure growth.

Benchmarks:100% of English teachers will assess student progress using pre/post assessments and practice AHSGE tests to measure growth.

1.1.3 S1-AS3

Description:The CIP Leadership team will create and monitor profile sheets for at risk reading students with identified weaknesses.

Benchmarks:The CIP Leadership team will create and monitor profile sheets 100% of the at risk reading students with identified weaknesses.

1.1.4 S1-AS4

Description:All students who scored below proficiency will receive prescribed basic skills tutoring using Reading Horizons (9th & 10th grades), E2020(10th, 11th, and 12th grades).

Benchmarks:100% of students who scored below proficiency will receive prescribed basic skills tutoring.

1.1.5 S1-AS5

Description:Advanced placement courses will be provided to give students an opportunity to take college-level curriculum and examinations, while experiencing increased academic rigor.

Benchmarks:100% of all students will have access to advanced placement courses to experience increased academic rigor.

Interventions:*Remediation will be provided for students not scoring proficient on reading portion of AHSGE; after school tutoring will be provided; school hours tutoring is offered 2 weeks prior to testing cycles;PST (Problem Solving Team)and peer mentoring will be utilized to assist at risk students.

Resources:*Strategic teaching training from county and school level; tutors for remediation; printed/DVD tutorials; online tutoring and practice; ASHGE summer, fall, winter and spring testing results

1.2 S2

Description:



Utilize a variety of instructional techniques and strategies to adapt lessons to individual students or small groups based on the analysis of student learning needs.


Description:Administration will form Reading Development classes for 9th grade students below grade level

Benchmarks:Reading development classes will be scheduled 7 periods a day during the school.

1.2.2 S2-AS2

Description:Target functional reading passages in all subjects.

Benchmarks:Function reading passages will be targeted in 100% of the subjects.

1.2.3 S2-AS3

Description:Create intervention class offered during the school day for credit.

Benchmarks:100% of students who need intervention will be offered an intervention course during the school day for credit.

Interventions:Students not mastering skills on the second attempt will be pulled from electives for school hours remediation. Online programs

Resources:High Hopes Funds for after school tutoring ($248.00)

2. Math

Description:To increase percentage of eleventh and twelfth grade high school students passing the math portion of the AHSGE from 92.8% to 95%. To increase the percentage of high school students who complete high school in four years with cohort from 71% to 90%. To prepare all students to leave high school with an employer certification, postsecondary credit, or the knowledge and skills needed to enroll in postsecondary studies without the need for remediation. To ensure all students make academic progress at or above proficiency and show continuous improvement by 2014.

Data Results on which goal is based:*During the 2011-2012 school year, 92.87% of students were proficient in math on the AHSGE with AMO 91%. Free and reduced were not proficient at 89.75%. *According to EXPLORE math results, the 2015 cohort class scored at 24% proficient (68/281) and the 2016 cohort class scored at 22% proficient (53/236).



Target Grade Level(s): 9-12 Target Content Area(s): Math ARMT: Math

Additional Academic Indicators:Graduation Rate

Target Student Subgroup(s):All students, black students, free/reduced students, and special education students

Courses of Study:All standards in the AHSGE and CCRS MATH specifications: I-1 Apply order of operations I-2 Add and subtract polynomials I-3 Multiply polynomials I-4 Factor polynomials II-1 Solve multi-step equations II-2 Solve quadratic equations II-3 Solve systems of linear equations II-4 Solve multi-step inequalities III-1 Identify functions III-2 Find the range of functions IV-1 Find perimeter, circumference, area, & vol IV-2 Find distance, midpoint, & slope V-1,4 Graph:Linear Equations;Common Relations V-2 Graph lines given certain conditions V-3 Determine solution sets of inequalities VI-1 Translate: Verbal/Symbolic: Graph:Equal/Inequalit VII-1 Apply prop & relationships between angles VII-2 Appy Pythagorean Theorem VII-3 Apply properties of geometric figures VII-4 Apply properties of geometric figures VII-5 Determine measures of central tendency VII-6 Determine probablitlies VII-7 Solve problems: Direct variation VII-8 Solve problems: Algebraic Concepts Alabama Algebra, and Geometry Course of Study Standards

Strategies:2.1 S1

Description:Disaggregate formative and high-stakes assessment data to determine if students are making adequate progress and to provide differentiated instruction.


Description:The Math Department will identify weak areas for 9th and 10th grade students on Common Core and Quality Core standards based on pre/post and EXPLORE data and 11th and 12th grade students based on AHSGE data.

Benchmarks:100% of math teachers will identify weak areas using test data and classroom given assessments.

2.1.2 S1-AS2

Description:The Math Department will plan departmental meetings in order to analyze current AHSGE, EXPLORE, PLAN, and pre/post data to drive instruction and examine student growth.

Benchmarks:100% of the math teachers will analyze current AHSGE, EXPLORE, PLAN, and pre/post data to drive instruction and examine student growth..

2.1.3 S1-AS3

Description:



Advanced placement courses will be provided to give students an opportunity to take college-level curriculum and examinations, while experiencing increased academic rigor.

Benchmarks:100% of all students will have access to advanced placement courses to experience increased academic rigor.

Interventions:Remediation will be provided for students not scoring proficient on math portion of AHSGE. After school tutoring will be provided

Resources:Tutors for remediation Printed tutorials, DVD tutorials Online tutoring and practice ASHGE fall, winter and spring results

2.2 S2

Description:Utilize a variety of instructional techniques and strategies to adapt lessons to individual students or small groups based on the analysis of student learning needs.


Description:Math teachers will offer classroom standards based instruction and support for weaknesses through various instructional strategies (small groups, peer tutoring, "I do, you do, we do"), and after school tutoring.

Benchmarks:100% of math teachers will offer standards based instruction and support for weaknesses through various instructional strategies (small groups, peer tutoring, "I do, you do, we do"), and after school tutoring will be offered.

2.2.2 S2-AS2

Description:Regular subject level meetings will be established to monitor student progress, plan interventions, and discuss instructional strategies.

Benchmarks:100% of the teachers will meet to monitor student progress, plan interventions, and discuss instructional strategies.

2.2.3 S2-AS3

Description:The math department will build common assessments based on CCRS and Data Director.

Benchmarks:100% of the math teachers will assist in building common assessments.

2.2.4 S2-AS4



Description:The math department will use pre/post tests and diagnostic tests to drive instruction.

Benchmarks:100% of the math teachers will use pre/post tests and diagnostic tests to drive instruction.

Interventions:Remediation will be provided for students not scoring proficient on math portion of AHSGE. After school tutoring will be provided

Resources:Tutors for remediation Printed tutorials, DVD tutorials Online tutoring and practice ASHGE fall, winter and spring results

Part III - GOAL TO ADDRESS ANNUAL MEASURABLE ACHIEVEMENT OBJECTIVES (AMAOs) AND ENGLISH PROFICIENCY NEEDS

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):

1. ELL

Description:ELL students shall gain 1 proficiency level in the language domains of writing and speaking to increase overall scores on the ACCESS for ELL.

Data Results on which goal is based:Data shall be based on APLA, WIDA, AHSGE, AMAO, and ACCESS for ELLs, and weaknesses regarding analyses of existing curricula and existing personnel.

Target Grade Level(s): 9-12 Target ELP Language Domain(s): Reading,Writing,Listening,Speaking,Comprehension WIDA Standards: Language Domain: Reading WIDA Standards: • Language Arts • Social Studies • Mathematics • Science Language Domain: Writing WIDA Standards: • Language Arts • Social Studies • Mathematics • Science All WIDA standards Strategies:

1.1 EL S1

Description:Using WIDA model Performance indicators (can-do indicators) as guidance for developing language objectives that focus on, but are not limited to, the language domains of speaking and writing

Action Steps:1.1.1 EL S1-AS1

Description:ELA needs shall be met through Rosetta Stone computer-assisted instructional program and ESL basic skills classes provided by ELL teacher.



Benchmarks:The ELL students should obtain 85% or above on the unit tests in the Rosetta Stone English software program.

Interventions:ELL students shall progress 1 proficiency level yearly

Resources:The ELL committee shall provide guidance on how to make accommodations for the level of ELP using the WIDA ELP standards Standards shall be pulled into the basic skills class on a “as needed” basis

1.2 EL S2

Description:Training will be provided by Elmore County in Differentiated Instruction strategies for ELL students and how to incorporate them into existing curricula, along with providing informative meeting for ELL parents.

Action Steps:1.2.1 EL S2-AS1

Description:All professional development offered by Elmore County will include components aimed at differentiated instruction.

Benchmarks:100% of professional development offered by Elmore County will include components aimed at differentiated instruction

1.2.2 EL S2-AS1

Description:Annual ESL parent meeting will be held in January 2013.

Benchmarks:Annual parent meeting will be provided for 100% of the ELL population.

Interventions:ELL students shall progress 1 proficiency level yearly.

Resources:Differentiated Instruction will be adapted to each classroom to accommodate students within that class. Federal funds

Part IV - STRATEGIES TO ADDRESS SCHOOL SAFETY, CLASSROOM MANAGEMENT/DISCIPLINE, RtI FRAMEWORK AND BUILDING SUPPORTIVE LEARNING ENVIRONMENTS

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.

1. Culture

Description:As indicated by the number of referrals, and students off task during class time, classroom management continues to be an area of weakness.

Strategies:1.1 C S1

Description:WE2 Nation will implement consistent policies and procedures dealing with classroom management.

Action Steps:1.1.1 C S1-AS1

Description:Develop and implement 6 basic rules for each classroom.

Benchmarks:100% of classrooms will implement 6 basic rules.

1.1.2 C S1-AS2

Description:Develop and implement structure and rules for break and lunch.

Benchmarks:100% of students will participate in structure and rules for break and lunch.

1.1.3 C S1-AS3

Description:Develop and implement consistent policies for the beginning of class.

Benchmarks:100% of classes will use the same policies for beginning of class.

1.1.4 C S1-AS4

Description:Address classroom management strategies in mentoring program.

Benchmarks:Mentoring program will include classroom management for 100% of participating teachers.

Interventions:



Teacher collaboration to revise rules, and additional walk-throughs to ensure teacher consistency.

Resources:Elmore County Mentoring Specialist

1.2 C S2

Description:Take steps to improve student attendance.


Description:Administration will pull attendance data every 4 weeks and interview students with excessive absences.

Benchmarks:100% of targeted students will be interviewed by administrators concerning excessive absences.

1.2.2 C S2-AS2

Description:Administrators will work with teachers and counselors to establish interventions for students who are prone to being absent.

Benchmarks:Administrators, teachers, and counselors will work to establish interventions for 100% of the targeted students.

1.2.3 C S2-AS3

Description:Attendance clerk will process the iNOW truancy letters and utilize STI School Messenger.

Benchmarks:The attendance clerk will process truancy letters for 100% of the students who have excessive absences, and use STI School Messenger to contact parents when students are absent.

Interventions:Referrals and helping familes.

Resources:STI School Messenger

1.3 C S3

Description:All students will have an adult mentor on campus and complete an individual mentoring plan, iPLAN.




Description:iPLAN team, administration, and counselors will create iPLAN guidelines for implementation.

Benchmarks:Guidelines for iPLAN implementation will be created.

1.3.2 C S3-AS2

Description:Each student will be assigned an adult mentor.

Benchmarks:100% of the students will be assigned an adult mentor.

1.3.3 C S3-AS3

Description:A schedule will be created as to when iPLAN meetings will be held.

Benchmarks:iPLAN meetings will be held during Indian Period on a regular basis.

Interventions:Teacher, administrators, and counselor collaboration.

Resources:Interest surveys, 4 year plan, test scores, academic data, etc.

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

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?

Budget:

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

Elmore County has in place a teacher mentor program through which all novice teachers are paired with veteran teachers. Mentors are formally trained. New teachers meet before school begins in the fall for New Teacher Academy. New teachers meet with other new hires from throughout the system during Quarter 1 to discuss successes, needs, and areas of concern. There are monthly onsite meetings.

Wetumpka High School received $20,447.05 in High Hopes federal money. These funds will be used to provide tutoring for students who have not passed portions of the AHSGE, as well as to purchase supplies and materials for the teachers. $12,192.46- regular supplies



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.

Highly Qualified Teachers:

Describe the qualifications of teachers in the school with regard to their being highly qualified and what strategies the school, with the support of the LEA, uses to attract and retain highly qualified teachers.

Assessments and Teacher Involvement:

Describe how teachers in the school meet to collaborate regarding the use of academic assessments to provide information on and improve the achievement of individual students and the overall instructional program.

Special Populations:

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

Special Populations (as listed in the Carl D. Perkins Career and Technical Education Act 2006, Section 3):

Describe procedures used for each group of individuals with disabilities; individuals from economically disadvantaged families, including foster children; individuals preparing for non-traditional fields; single parents, including single pregnant women; displaced homemakers; and individuals with limited English proficiency.

$ 900.00- extended supplies $ 261.00- regular day tutoring $ 248.00- extended day tutoring

Counselors meet with all ninth-grade parents during spring of the students’ eighth-grade year. The ninth-grade counselor visits Wetumpka Middle School to formally welcome incoming freshmen, to explain grading and rules and regulations, to answer questions, and to register students. There is also an open house for all incoming freshmen and their parents during the first week of school at which time parents are invited to meet their student’s teachers. Tribal Council members conduct tours for students who transition during the school year. Freshmen Academy provides a consistent, nurturing, transitional environment with built in academic, social, and emotional support.

Wetumpka High School currently has 98.2% Highly Qualified Teachers. The Central office actively recruits highly qualified teachers by attending college job fairs and on the ALSDE job locator. The Central Office also has implemented an open interview day for principals and central office staff members to interview qualified job applicants. Openings are posted on the Central Office website. Openings are also posted at the local schools. The personnel director and other employees are chosen from the county to be used a recruiters. Local colleges and universities frequently utilize Wetumpka High School for their internship programs, where potential teachers can be observed by the school administration.

*Data, Grade Level, Department, Faculty, and ILT Meetings are scheduled regularly to review and analyze a variety of assessment results. Teachers discuss instructional strategies and interventions for standards not mastered. Teachers collaborate on assessment results to drive instructional changes and interventions for individual and student groups. -AHSGE -EXPLORE/PLAN/ACT -Pre/Post Tests -End of Course Tests -Standards-Based Classroom Tests -AP

Rosetta Stone, a computer-assisted instructional program; ESL basic skills classes; Lexia, a program for language and reading; and differentiated instruction taught to faculty during professional development sessions, are all used with ELL students.

All students at Wetumpka High School, including those groups identified with disabilities; individuals from economically disadvantaged families, including foster children; individuals preparing for non-traditional fields; single parents, including single pregnant women; displaced homemakers; and individuals with limited English proficiency, have access to all services and programs available. Students are given the same opportunity to participate in the classes based on IEPs. Our counselor and special education teacher provides guidance and assistance to our teachers on an as needed basis. Also, Wetumpka 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.



Extended Learning Opportunities:

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

Part VI – School Parental Involvement Plan

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.

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

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

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.

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.

At Wetumpka High School the registrar identifies limited-English proficient students upon enrollment. Each new student receives a Home Language Survey used to determine eligibility for limited-English proficient testing. Students qualify for testing if the survey indicates that 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 (W-APT) to determine if a student is eligible to receive services through the English Language Learner (ELL) program. Parents or guardians have the right to waive Title III Supplemental ELL services. If the parents or guardians agree for the student to receive services, an English Language Learner (ELL) committee convenes to determine appropriate services and placement for each individual student. The ELL committee consists of the EL supervisor, parents or guardians of the student, the student's teacher, the school counselor, an interpreter, and/or school administrator. A bilingual teacher provides services to all ELL students at Wetumpka High School. Parents are provided the opportunity to receive all updates and important school documents in English and Spanish. The ELL committee reviews each student's progress annually. If the student scores proficient on the WIDA Access test and is performing on grade level (determined by grades, teacher recommendations, and results of reading standardized tests), the student becomes eligible to exit the ELL program and will be monitored for two years to ensure success.

All departments offer after-school tutoring. AHSGE remediation is offered after school. Transition classes are provided for 12th graders who have yet to pass reading and math portions of the AHSGE. USA Test Prep is available to all students after hours, along with AHSGE remediation tapes and videos are distributed to students for after-school remediation. The ACCESS program allows students to work from home as well as at school.

Elmore County, Wetumpka High School and individual faculty members all have websites available to the general public. Items such as parent letters, school calendars, and course assignments are found there. Available print sources include teacher handbooks, course description handbooks, parent letters and progress reports. Parents are encouraged to use STI's iNOW Parent Portal to view their child’s progress from home. Progress reports are sent every four-and-a-half. Open house nights, grade-level parent meetings, newspaper articles, email, website, and the WHS Parent Center are also available for additional communication with parents. TRANSACT is used to translate documents for non-English speaking parents/guardians.

Elmore County and Wetumpka High School provide interpreters to enhance parent meetings, attendance meetings with parents and the truancy officer, AHSGE requirements that are sent home to parents and acknowledged, and parent conferences upon request of teachers or parents in an effort to share responsibility for improved student academic achievement for students.

Elmore County has a grievance policy in place. Wetumpka High School has an open door policy allowing parents to call, e-mail, and/or visit administration, faculty and staff in order to express concerns and dissatisfaction. Parents are also involved in a policy review committee at the county level and participation in the writing of the code of conduct. Parents are involved in the creation and oversight of the Continuous Improvement Plan. The media center includes parents on committees to determine the acceptability of challenged books.

Regularly scheduled parent conferences are conducted for all students and specifically for those students not passing the AHSGE. Teachers conduct conferences and reviews AHSGE results with parents to provide knowledge of what skills must be mastered to pass the AHSGE. Parents are advised of strategies that will assist the student in mastery of non-mastered skills.



Part VII- PROFESSIONAL LEARNING NEEDS RELATED TO ACADEMIC CHALLENGES

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? (If LEA receives Title III funds)

● 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).

Learning Activities: Differentiated Instruction

What weakness or need identified in academic (including ell amaos) or school culture goals will the professional learning address? Teachers lack skills to implement Differentiated Instruction for ELL students.

What types of professional learning will be offered? County-level training on Differentiated Instruction

When will the session be delivered? County workshops will include information on differentiated instruction.

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?)

There will be evidence of differentiated instruction in classrooms.

How will participants be held accountable for successful implementation and in what ways will evidence be collected to show effective assimilation/integration of strategies?

*Walk-throughs *Improved scores for ELL students

What are the funding sources, estimated expenses, and proposed names of consultants or entities? Example: Title II, $....00

Wetumpka High School provides opportunities for the participation of parents with limited English proficiency and parents with disabilities. WHS presently has 19 native speaking students; therefore, all parent notifications are sent to parents of these students in their native language. In addition, we have 3 bilingual teachers who are available to assist in verbal communications with these parents. Every effort is made to accommodate parents with disabilities. WHS is a handicapped-accessible building. Parents of students with disabilities are contacted by the students' case manager for IEP meetings and conferences.

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County-level trainer

Standards Based

What weakness or need identified in academic (including ell amaos) or school culture goals will the professional learning address? The excessive number of ninth and tenth grade failures and dropouts

What types of professional learning will be offered? Standards Based classrooms and assessments

When will the session be delivered? July and October

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?)

All core teachers using standards based assessments.

How will participants be held accountable for successful implementation and in what ways will evidence be collected to show effective assimilation/integration of strategies?

*Walk-Throughs *9 Week Grades *9 Week Assessments

What are the funding sources, estimated expenses, and proposed names of consultants or entities? Example: Title II, $....00 Dr. Mike Hall

Part VIII - Coordination of Resources/Comprehensive Budget

I. State Foundation Funds

FTEs Earned Units Placed Total Salaries

FTE Teacher Units 61.25 61.25 2,631,737.00

Administrator Units 1 1 82,482.00

Assistant Principal 3 3 186,826.00

Counselor 2.5 2.5 129,289.00

Librarian 2.5 2.5 115,078.00

Career and Technical Education Administrator 0 0 0

Career and Technical Education Counselor 0 0 0

Technology 0

Professional Development 0

State ELL Funds 0.00

Instructional Supplies 20,775.00



II. Federal Funds

Title I: Improving the Academic Achievement of the DisadvantagedProvide a brief explanation and a breakdown of expenses.

Title I: ARRA FundsProvide a brief explanation and a breakdown of expenses.

Title II: Professional Development ActivitiesProvide a brief explanation and a breakdown of expenses.

Title III: For English Language LearnersProvide a brief explanation and a breakdown of expenses.

Title IV: For Safe and Drug-free Schools Provide a brief explanation and a breakdown of expenses.

Title VI: For Rural and Low-income Schools Provide a brief explanation and a breakdown of expenses.

Career and Technical Education-Perkins IV: Basic Grant (Title I) Provide a brief explanation and a breakdown of expenses.

Library Enhancement 0

Total of All Salaries: $3,166,187.00

N/A

Total : 0

N/A

Total : 0

The annual professional development activities area based on the needs assessment. $69,998 (District Wide)

Total : 0

N/A

Total : 0

N/A

Total : 0

N/A

Total : 0

N/A

Total : 0



Career and Technical Education-Perkins IV: Tech Prep (Title II) Provide a brief explanation and a breakdown of expenses.

Other: 21st Century, Learn and Serve, Even Start, School Improvement Grant Provide a brief explanation and a breakdown of expenses.

III. Local Funds (if applicable)

Local FundsProvide a brief explanation and a breakdown of expenses.

N/A

Total : 0

N/A

Total : 0

N/A

Total : 0



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