ACIP. Cedar Bluff High School

Transcription

1 Cherokee County Board of Education Mr. Kevin Porter, Administrator 3655 Old Highway 9 Cedar Bluff, AL Document Generated On September 15, 2014

2 TABLE OF CONTENTS Executive Summary Introduction 2 Description of the School 3 School's Purpose 4 Notable Achievements and Areas of Improvement 5 Additional Information 6 Improvement Plan Stakeholder Involvement Introduction 8 Improvement Planning Process 9 Stakeholder Feedback Diagnostic Introduction 12 Stakeholder Feedback Data 13 Evaluative Criteria and Rubrics 14 Areas of Notable Achievement 15 Areas in Need of Improvement 16 Report Summary 17 Student Performance Diagnostic

3 Introduction 19 Student Performance Data 20 Evaluative Criteria and Rubrics 21 Areas of Notable Achievement 22 Areas in Need of Improvement 24 Report Summary 26 ACIP Assurances Introduction 28 ACIP Assurances 29 Plan for ACIP 2015 Overview 32 Goals Summary 33 Goal 1: Engage and Empower the Learner Through Technology 34 Goal 2: Prepare and support teachers and leaders to graduate college and career ready students 34 Goal 3: Improve student achievement 35 Activity Summary by Funding Source 40 Strategies to Increase Parental Involvement Introduction 44 Strategies to Increase Parental Involvement 45 Title I Schoolwide Diagnostic

4 Introduction 50 Component 1: Comprehensive Needs Assessment 51 Component 2: Schoolwide Reform Strategies 53 Component 3: Instruction by Highly Qualified Staff 69 Component 4: Strategies to Attract Highly Qualified Teachers 70 Component 5: High Quality and Ongoing Professional Development 71 Component 6: Transition Strategies 72 Component 7: Teacher Participation in Making Assessment Decisions 73 Component 8: Timely and Additional Assistance to Students Having Difficulty Mastering the Standards 74 Component 9: Coordination and Integration of Federal, State and Local Programs and Resources 76 Component 10: Evaluation 77 Coordination of Resources-Comprehensive Budget Introduction 79 I. State Foundation Funds: FTEs Earned 80 I. State Foundation Funds: Units Placed 81 I. State Foundation Funds:Total Salaries 82 II. Federal Funds 84 III. Local Funds (if applicable) 87

5 Executive Summary SY Page 1

6 Introduction Every school has its own story to tell. The context in which teaching and learning takes place influences the processes and procedures by which the school makes decisions around curriculum, instruction, and assessment. The context also impacts the way a school stays faithful to its vision. Many factors contribute to the overall narrative such as an identification of stakeholders, a description of stakeholder engagement, the trends and issues affecting the school, and the kinds of programs and services that a school implements to support student learning. <br><br> The purpose of the Executive Summary (ES) is to provide a school with an opportunity to describe in narrative form the strengths and challenges it encounters. By doing so, the public and members of the school community will have a more complete picture of how the school perceives itself and the process of self-reflection for continuous improvement. This summary is structured for the school to reflect on how it provides teaching and learning on a day to day basis. SY Page 2

7 Description of the School Describe the school's size, community/communities, location, and changes it has experienced in the last three years. Include demographic information about the students, staff, and community at large. What unique features and challenges are associated with the community/communities the school serves? Cedar Bluff School is a public K-12 school located in Cherokee County Alabama which is a rural community located in the Northeast corner of the state. The population of Cedar Bluff, based on data gathered in 2012, was 1,816 people. The current unemployment rate is Cedar Bluff is at 8% which is 5% lower than the unemployment rate for the state. The most common industries for employment are manufacturing, construction, and retail. The estimated median income for the area is $30, 411 which is more than $11,000 below the state average. The current enrollment of Cedar Bluff School is 647 students with 319 of those students being 7th-12th grades and 327 students being enrolled in grades K-6. Presently the makeup of the student population is as follows: 87% white, 8% African American,.5% Asian, 2% multi race,.1% Hispanic, and.4% Pacific Islander. We have 35 regular education teachers, 3 special education teachers, one part time foreign language teacher, one librarian, one reading coach, 1.5 counselors, one title I teacher, one assistant principal, and one principal. We also share an itinerate speech teacher and send our gifted students to the gifted education teacher who is based at the Career Technology Center and provides services for all the gifted students in the county. Greater than 70% of the students qualify for the free/reduced lunch program and 9% of the student population qualifies for McKinney-Vento (homeless) services. One of the most unique or challenging features with the community Cedar Bluff School serves is poverty. Many families live in doubled up housing or even in the local motel or have qualified for public housing assistance. SY Page 3

8 School's Purpose Provide the school's purpose statement and ancillary content such as mission, vision, values, and/or beliefs. Describe how the school embodies its purpose through its program offerings and expectations for students. The vision of Cedar Bluff School is to provide all students with multiple quality educational opportunities designed to prepare them for success in an ever changing society. We embody this vision through many programs and curriculum which is offered to our students. We are implementing quality core standards to help all of our students become college and career ready by graduation. Teachers are provided with high quality professional development to help implement these new standards. Also, we have implemented programs such as the 21st Century after school program, tutoring, AMSTI, and RTI. We utilize STAR testing, End of Course Assessments, EXPLORE, PLAN, and ACT Plus Writing assessments to evaluate the progress and mastery of the quality core standards. This year we will also add in ACT Workkeys to help evaluate college and career readiness of our students. ACT prep classes and online ACT prep software have been added to the curriculum for 10th-12th grade students. This year we have also added in an AP Literature and Composition class for our advanced diploma 12th grade students and an AP Calculus class for our more advanced seniors and we have re-structured our science and math course sequence to allow students to have the opportunity to take higher level math such as calculus and higher level science such as physics. We will be adding in AP Chemistry in the school year. Our staff is committed to helping all our students be college and career ready. Teachers participate in grade level and subject level meetings to allow for vertical planning. In addition to this, all teachers are required to participate in ongoing professional development. Our school realizes that education is a team effort which involves the parents, staff, and community members. Events are provided for students to enhance learning and provide lessons which cater to a variety of learning styles. SY Page 4

9 Notable Achievements and Areas of Improvement Describe the school's notable achievements and areas of improvement in the last three years. Additionally, describe areas for improvement that the school is striving to achieve in the next three years. Cedar Bluff School has continually met AYP for the last three years. Our graduating class of 2013 saw 100% of seniors meeting graduation requirements and recieving a diploma. Once again in 2014 all seniors received a diploma. We saw an increase in students meeting or exceeding requirements in grades 3-8 math. Our largest gain was noted in 7th grade math and reading with an increase in both subjects of 8% in math and 9% in reading. Our school uses STAR, ARMT+, EXPLORE, PLAN, and ACT Plus Writing to measure student performance. During the school year we will be changing from ARMT+ to ASPIRE and will administer ACT Plus Writing test for 11th graders for the first time. For will will be adding ACT Workkeys. At this point we still have not received Aspire results and won't have those available before the due date of this plan. Results from the ACT Plus Writing test administered in the spring of 2014 indicates 78% of our students met college readiness benchmark in English. An area of improvement on ACT Plus Writing would be that we only had 6% of students who met benchmarks for all four subject areas. We were identified this past December as a FOCUS school due to our special education students not increasing in proficiency at as large of a percentage as our all students. SY Page 5

10 Additional Information Provide any additional information you would like to share with the public and community that were not prompted in the previous sections. Cedar Bluff School has excellent community support which is evidenced by community involvement in our Brown Bag Program, Christmas for Kids Program, tutoring, and attendance at school events. We have a strong PTO organization which is active and raises money to provide supplies and materials for our staff and students. Together we are preparing our students to meet tomorrow's challenges through quality learning experiences. SY Page 6

11 Improvement Plan Stakeholder Involvement SY Page 7

12 Introduction The responses should be brief, descriptive, and appropriate for the specific section. It is recommended that the responses are written offline and then transferred into the sections below. SY Page 8

13 Improvement Planning Process Improvement Planning Process Describe the process used to engage a variety of stakeholders in the development of the institution's improvement plan. Include information on how stakeholders were selected and informed of their roles, and how meetings were scheduled to accommodate them. Teacher, support staff, student, parent, and community stakeholder selection is determined by a vote. The parents vote for parent representatives and teachers and support staff also vote to select those representatives. All teachers and parents are given the chance to nominate names on the ballot for anyone who would like to serve on the committee. The responsiblities of the committee are explained to stakeholders before the vote occurs. The student representatives are selected by the student body through SGA elections. Meetings are scheduled during times most convenient for the members which is normally during school hours. Our planning for school improvement is a year long process and begins the previous school year with May STAR scores, EXPLORE scores, and then in the fall we receive our Aspire scores and ACT reports. However, this year is a transition year for our school and state. Our State Board of Education applied for and was granted a waiver from the No Child Left Behind Requirements. Our State Board of Education is currently adopting a new accountability system called Plan 2020 in which the focus is on having all students become college and career ready. We are well on our way to implementing this new plan with having implemented the Quality Core Curriculum in all subject areas and utilizing ACT products for evaluation. Describe the representations from stakeholder groups that participated in the development of the improvement plan and their responsibilities in this process. Principal--Kevin Porter Title I Teacher---Sheila Starr Counselor---Andreanna Clifton Warner Smith---Teacher Taylor Talbot--Teacher Laura Brown---Librarian Delilah Price--Student Mary Grace Wilson---Student Jenna Grace Clifton---Student Connie Brannon---support staff Johnny Amison---support staff Donnie Chandler---support staff Lynn Cagle---Parent Christy Agan---Parent Cathy Wilson---Parent Christa Neyman---Community Donald Sanders---Community Paul McWhorter---Community SY Page 9

14 Explain how the final improvement plan was communicated to all stakeholders, and the method and frequency in which stakeholders receive information on its progress. The final plan is posted on our school webpage. SY Page 10

15 Stakeholder Feedback Diagnostic SY Page 11

16 Introduction The Stakeholder Feedback Diagnostic is designed to analyze the institution's survey results in terms of areas of achievement and areas that need improvement. Further, the diagnostic is essential to the accreditation and continuous improvement processes in that it provides the institution with a comprehensive view of the aggregate scores of the surveys administered, and the actual total of respondents for each survey type to derive a single score for this diagnostic. The performance level score computed at the completion of the diagnostic is used to broaden and enhance the external review team's understanding of the stakeholder's perceptions of the institution; the diagnostic should be used in the same manner by the institution as it engages in improvement planning. SY Page 12

17 Stakeholder Feedback Data Label Assurance Response Comment Attachment 1. Did you complete the Stakeholder Feedback Data document offline and upload below? Yes Stakeholder Feedback Document SY Page 13

18 Evaluative Criteria and Rubrics Overall Rating: 4.0 Statement or Question Response Rating 1. Questionnaire Administration All required AdvancED questionnaires were used by the institution to receive stakeholder feedback. The minimum response rate for each population was met (parent questionnaire: equal to or greater than 20%, student questionnaire(s): equal to or greater than 40%, staff questionnaire: equal to or greater than 60%). Questionnaires were administered with complete fidelity to the appropriate administrative procedures. In every instance, the stakeholders to whom these questionnaires were administered fully represented the populations served by the institution. Appropriate accommodations were provided as necessary for all participants. Level 4 Statement or Question Response Rating 2. Stakeholder Feedback Results and Analysis Two or more of the stakeholder questionnaires had average item values of 4.30 or higher (on a 5.0 scale). All questionnaires had an average item value of 3.20 or above (on a 5.0 scale). Results of stakeholder feedback collected by the institution were well analyzed and clearly presented. Level 4 SY Page 14

19 Areas of Notable Achievement Which area(s) indicate the overall highest level of satisfaction or approval? For teachers the highest overall highest area of satisfaction or approval is our students having access to a variety of resources to help them succeed in their learning, such as technology, media centers, and libraries.this area had an overall score of 4.74 out of 5. The highest overall area for support staff was was students and staff being treated with resepect regardelss of race, religion, or gener and the school providing the students with a variety or resources to help them succeed in their learning. Both of these areas had an average overall score of 4.43 out of 5. For the student surverys the highest overall areas are having access to a variety of resources to help them succeed. This area had an average of 4.36 out of 5. An additional high scoring area was teachers want students to learn with an average score of 2.99 out of 3. There are two overall high areas indicated by parents through the parent surveys and these are as follows: school rules are clearly communicated to the parents, and students have access to a variety of resources to help them succeed. Both of these areas had an average score of 4.48 out of 5. Which area(s) show a trend toward increasing stakeholder satisfaction or approval? Other areas which continue to score high and increase stakeholder satisfaction are the school providing sufficient opportunities for parent involvement, parents feel welcomed at the school, the administration providing teachers with adequate support, positive working relationships with administrators and among teachers, up-to-date technology, and teachers holding high expectations for student learning. These are all evidenced as areas of satisfaction through our Advance Ed surveys and End of Year Title I surveys. Which of the above reported findings are consistent with findings from other stakeholder feedback sources? All of the above reported findings are supported with stakeholder feedback from the administered Advance Ed surveys. The above reported items all scored 4.32 out of 5 on the administered surveys. These same items were also scored highly on our Title I End of Year Survey. SY Page 15

20 Areas in Need of Improvement Which area(s) indicate the overall lowest level of satisfaction or approval? The overall lowest areas as indicated on Advance Ed opinion inventories for teachers are the following: teaching fine arts, and bullying. Teaching fine arts only scored 2.85 out of a possible 5 and bullying scored 3.10 out of a possible 5. The lowest area noted for support staff as indicated by the Advance Ed opinion inventory was substance abuse is not a problem at our school. This item scored 2.71 out of 5. The two lowest areas noted for students were as follows: looking forward to going to school each day with a score of 3.04 out of 5 and bullies which was 1.70 out of 3. The lowest area noted by parents was teaching fine arts with a score of 3.05 out of 5. Which area(s) show a trend toward decreasing stakeholder satisfaction or approval? According to administered Advance Ed surveys the areas showing a trend toward decreasing stakeholder satisfaction would be as follows: teaching fine arts, problems with bullies, and lowering class sizes. What are the implications for these stakeholder perceptions? In order to increase overall stakeholder satisfaction, these areas must improve. Which of the above reported findings are consistent with findings from other stakeholder feedback sources? Many of these findings are also consistent with our End of Year Title I Survey. SY Page 16

21 Report Summary Scores By Section Section Score Evaluative Criteria and Rubrics 4 Sections SY Page 17

22 Student Performance Diagnostic SY Page 18

23 Introduction The Student Performance Diagnostic provides an institution with a process to report summative student assessments. This diagnostic is significant to the accreditation and continuous improvement process as it serves as a resource for schools to view content area assessment results required by the state, district, or other entities, determine the quality and reliability of the given assessments, and show the alignment of the assessments to the school's curriculum. The performance level computed at the completion of the diagnostic is used by the external review team as a comprehensive report to understand fully the institution's assessment program; the diagnostic should be used in the same manner by the institution as it engages in improvement planning. SY Page 19

24 Student Performance Data Label Assurance Response Comment Attachment 1. Did you complete the Student Performance Yes Student Data document offline and upload below? Performance Data SY Page 20

25 Evaluative Criteria and Rubrics Overall Rating: 3.75 Statement or Question Response Rating 1. Assessment Quality The array of assessment devices used by the institution to determine students' performances is sufficiently aligned so that valid inferences can be reached regarding students' status with respect to the entire set of curricular aims regarded as high-priority, must accomplish, instructional targets. The documentation provided in support of this alignment is persuasive. All of the assessments used are accompanied by evidence demonstrating that they satisfy accepted technical requirements such as validity, reliability, absence of bias, and instructional sensitivity. Level 4 Statement or Question Response Rating 2. Test Administration All the assessments used by the institution to determine students' performances, whether externally acquired or internally developed, have been administered with complete fidelity to the administrative procedures appropriate for each assessment. In every instance, the students to whom these assessments were administered are accurately representative of the students served by the institution. Appropriate accommodations have been provided for all assessments so that valid inferences can be made about all students' status with respect to all of the institution's targeted curricular outcomes. Level 4 Statement or Question Response Rating 3. Quality of Learning Evidence of student learning promoted by the institution is well analyzed and clearly presented. In comparison to institutions functioning in a similar educational context, students' status, improvement, and/or growth evidence indicates that the level of student learning is substantially greater than what would otherwise be expected. Level 4 Statement or Question Response Rating 4. Equity of Learning Evidence of student learning indicates achievement gaps exist among subpopulations of students, and these achievement gaps have noticeably declined. Level 3 SY Page 21

26 Areas of Notable Achievement Which area(s) are above the expected levels of performance? The ACT plus writing indicated that 78% of students were meeting college readiness benchmarks in English and to further break down those numbers 83% of females were college ready in English as compared to 67% of males. Students exceeded the state percentage in English which was 65%. The class of 2014 saw 100% of students receiving a high school diploma. Our graduation rate increased from 83% in 2012 to 99% in STAR reading scores saw outstanding percentages of proficiency in 3rd grade with 66.7% and 2nd grade at 75.6%. STAR math scores saw outstanding percentages of proficiency in 1st grade with 73.9%, 2nd grade with 62.1%, 3rd grade is 71.5%, 4th grade with 70%, 5th grade with 63.9%, 7th grade 64.8%, 10th grade had 64.3%, and 11th grade had 71.4% proficient. End of Course assessments in algebra I saw the most points scored for number sense, operation, and graph skills as well as exploring expressions, equations, and functions. The highest scoring skill on English 10 End of Course Assessment was reading comprehension and critical reading. Describe the area(s) that show a positive trend in performance. On the ACT Plus Writing, our students scored 13% higher than the state average in English and 13% higher than the state average in science and one percent higher than the state average in reading. Reading comprehension and critical reading show a positive trend in performance. According to STAR testing math shows a positive trend in performance for grades 1 with 73.9% proficiency, 2nd with 62.1% proficiency, 3rd with 71.5% proficient, 4th with 70% proficient, 5th with 63.9% proficient, 7th grade 64.8% proficient, 10th grade 64.3%, and 11th grade with 71.4% proficient. All of these grades saw in increase from the beginning of testing in August 2013 until end of year testing in May Which area(s) indicate the overall highest performance? The highest area of performance on ACT is English with 78% of students tested scoring high enough to meet the benchmark for college readiness which is 7% higher than the previous year. Which subgroup(s) show a trend toward increasing performance? For most tests, we do not have enough students for a subgroup to be calculated. However, subgroups were analyzed on the EXPLORE and PLAN test. According to PLAN data, females had higher average test scores in all categories. The same is also true when looking at the EXPLORE data. On average the females scored at least 1.5 points higher than the males. This trend of females outscoring males carries on with ACT Plus writing with females scoring higher in both English and math. SY Page 22

27 Between which subgroups is the achievement gap closing? The gap between males and females on the EXPLORE test is the closest on math while the gap between male and female performance on the PLAN was closest in science performance. Performance on the ACT Plus Writing only shows an 8% difference in males and females in the areas of reading and science. We are awaiting Aspire scores to determine the gap with our SPE students and our all students. Which of the above reported findings are consistent with findings from other data sources? The ACT Plus Writing scores in English of 78% meeting benchmark are consistent with English 10 end of course assessment in which 100% of students met benchmark. English is also the highest scoring area on PLAN and EXPLORE testing. SY Page 23

28 Areas in Need of Improvement Which area(s) are below the expected levels of performance? ACT Plus Writing math is 9 points below the state average and reading was only 1 point higher than the state average. Only 6% of students taking the ACT Plus Writing met the benchmarks in all four subject areas. Quality Core testing in English 10 shows a need for improvement in mechanics of writing and modes of writing. Algebra I Quality Core testing shows a need for improvement in exploring other nonlinear equations and functions and exploring quadratic equations and functions. STAR reading scores showed a need for improvement in the following grades: 5th only had 41.7% proficient, 6th grade only had 44.1% proficient, 8th grade had only 35.7% proficient, 8th grade only had 28.3% proficient, 10th grade only had 33.4% proficient, and 11th grade had only 32.1% proficient. Describe the area(s) that show a negative trend in performance. ACT Plus Writing saw a negative trend in math benchmark over the past 5 years. In 2010 we had 31% meeting benchmark which was also the same as the state average. The percentage meeting benchmark has decreased down to 22% while the state average benchmark stayed the same at 31%. Which area(s) indicate the overall lowest performance? The lowest overall performance would be on the ACT Plus Writing with only 6% of students meeting benchmarks in all four subject areas. Which subgroup(s) show a trend toward decreasing performance? On the ACT Plus writing the subgroup showing the trend toward decreasing performance would be African American. The average composite score for African American students in 2012 was 18.5 and that score decreased to 13.0 according to 2014's data. Between which subgroups is the achievement gap becoming greater? We continue to see the biggest achievement gap being between our special education students and our all students. We are still awaiting Aspire data to be able to compare and find out if this gap is increasing or decreasing. Which of the above reported findings are consistent with findings from other data sources? These findings are consistent with EXPLORE and PLAN results we received with our 8th and 10th grade students. SY Page 24

29 SY Page 25

30 Report Summary Scores By Section Section Score Evaluative Criteria and Rubrics 3.75 Sections SY Page 26

31 ACIP Assurances SY Page 27

32 Introduction By responding to the questions in ASSIST and attaching evidence when required, the institution has verified whether it meets or does not meet each of the required ACIP Assurances. SY Page 28

33 ACIP Assurances Label Assurance Response Comment Attachment 1. The Instructional Leadership Team members that should 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. Yes Kevin Porter, Principal Andreanna Clifton, Counselor Sheila Starr, Title I Teacher Warner Smith---high school teacher Taylor Talbot---high school teacher Laura Brown---Librarian Delilah Price---Student Mary Grace Wilson---Student Jenna Grace Clifton---Student Connie Brannon---Support staff Johnny Amison---Support Staff Donnie Chandler---Support Staff Lynn Cagle---Parent Christy Agan---Parent Cathy Wilson---Parent Christa Neyman---Community Donald Sanders---Community Paul McWhorter---Community Label Assurance Response Comment Attachment 2. The institution complies with all federal laws and regulations prohibiting discrimination and with all requirements and regulations of the U.S. Department of Education. It is the policy of this institution that no person on the basis of race, color, religion, national origin or ancestry, age, gender, height, weight, marital status or disability shall be subjected to discrimination in any program, service or activity for which the institution is responsible, or for which it receives financial assistance from the U.S. Department of Education. Yes Mr. Mitchell Guice Cherokee County Schools Superintendent Assurance Mr. Guice's Signature Label Assurance Response Comment Attachment 3. The institution has designated an employee to coordinate efforts to comply with and carry out non-discrimination responsibilities. If yes, list the name, position, address and telephone number of the employee in the comment field. Yes Mr. Randy Smith Federal Programs Coordinator Label Assurance Response Comment Attachment 4. The institution has a Parent Involvement policy and plan as required in NCLB Section 1118, and ensures that all requirements in Section 1118 and 1111(h)(6), Parents' Right-to-Know, are implemented systematically. Yes Kevin Porter, Principal 2014 Parent Involvement Plan SY Page 29

34 Label Assurance Response Comment Attachment 5. The institution has a School-Parent Compact. If a Title I school, the School-Parent Compact contains the required components (NCLB Section 1118(d)(1-2)(A,B,C)) and was jointly developed with parents of participating students. Yes Sheila Starr, Title I Teacher Andreanna Clifton, Counselor Kevin Porter, Principal School Compact SY Page 30

35 Plan for ACIP 2015 SY Page 31

36 Overview Plan Name Plan for ACIP 2015 Plan Description SY Page 32

37 Goals Summary The following is a summary of the goals encompassed in this plan. The details for each goal are available in the next section. # Goal Name Goal Details Goal Type Total Funding 1 Engage and Empower the Learner Through Technology Objectives: 1 Strategies: 1 Activities: 3 Organizational $ Prepare and support teachers and leaders to graduate college and career ready students Objectives: 1 Strategies: 1 Activities: 3 3 Improve student achievement Objectives: 3 Strategies: 9 Activities: 12 Organizational $13900 Organizational $16150 SY Page 33

38 Goal 1: Engage and Empower the Learner Through Technology Measurable Objective 1: demonstrate a proficiency Students in grades 9-12 will participate in at least one online experience before their graduation by 05/29/2020 as measured by school records by 05/29/2020 as measured by school records. Strategy 1: Online experience 1 - Schools wll provide online experience opportunities for students Research Cited: Alabama Course of Study Activity - ACCESS Courses Activity Type Begin Date End Date Resource Assigned A Team of Teachers representing Cedar Bluff School will work together to update the current technology assessments and district course of study document and plan the implementation Academic Support Program Source Of Funding Staff Responsible 08/13/ /21/2015 $6000 General Fund Technology Office Teachers Activity - Local Online Experience Courses Activity Type Begin Date End Date Resource Assigned Cedar Bluff School will provide courses that consistently and regularly use technology through internet and intranet based tools and resources for delivery of instruction, assessment, and communication to meet the requirements outlined by the SDE for an on online experience credit Direct Instruction Source Of Funding 05/19/ /29/2020 $0 No Funding Required Activity - Career Preparedness Class Activity Type Begin Date End Date Resource Assigned All students are required to complete one credit in Career Preparedness class which teaches computer/keyboarding skills, financial literacy, etc. Academic Support Program Source Of Funding 08/13/ /21/2015 $0 No Funding Required Staff Responsible Counselor Principal Staff Responsible counselors, teachers Goal 2: Prepare and support teachers and leaders to graduate college and career ready students Measurable Objective 1: demonstrate a proficiency Increase the number of classrooms that implement the 5 components of strategic teaching by 05/29/2020 as measured by the percentage of each item on the walkthrough form that is reported as "evidence noted". Strategy 1: Instructional PD - Professional development will be provided to educators for improving their understanding and ability to provide supports for graduating college and career ready students. Resources needed: substitutes, materials and supplies for staff development, in state registration and travel for teachers, out of state registration and travel for teachers, teacher stipends. SY Page 34

39 Research Cited: College and career ready standards, ARI Activity - CCRS Professional Development Activity Type Begin Date End Date Resource Assigned All certified personnel will be provided with a full day of professional development on CCRS best practices. Professional Learning Source Of Funding 08/12/ /21/2015 $13900 Title I Schoolwide Activity - Classroom Observations Activity Type Begin Date End Date Resource Assigned All classroom teachers will be observed through both announced and unannouced observations. A checklist will be used for the observation which requires the person doing to observation to document and note how and if the 5 strategic components of teaching are being implemented. Professional Learning Source Of Funding 08/19/ /21/2015 $0 No Funding Required Activity - Grade/Subject Level Meetings Activity Type Begin Date End Date Resource Assigned Teachers are required to meet monthly in their grade/subject areas to allow for planning and incorportating the 5 strategic components of teaching. Minutes are turned in to the principal. Professional Learning Source Of Funding 08/19/ /21/2015 $0 No Funding Required Staff Responsible Federal programs coordinator, assistant superintenden t, curriculum coordinator Staff Responsible central office staff, instructional coaches, principals, assistant principals Staff Responsible teachers, principal Goal 3: Improve student achievement Measurable Objective 1: collaborate to promote student attenance by 05/21/2015 as measured by average daily attendance percentage. Strategy 1: Attendance Incentives - Based on the feedback from teachers, students, parents, etc. information about incentives we can use to encourage students to attend school daily will be developed and put into action. Research Cited: Success in school is directly correlated to student attendance. Activity - Attendance phone calls Activity Type Begin Date End Date Resource Assigned Source Of Funding Staff Responsible SY Page 35

40 Monitor attendance and follow up with a phone call on students who miss two or more days of school in a row. Parent Involvement 04/08/ /07/2015 $0 No Funding Required Designated attendance personnel as determined by the principal. Measurable Objective 2: collaborate to close the proficiency gap of special education students compared to all students by 05/21/2015 as measured by STAR and Aspire testing. Strategy 1: ARI Instructional Support - Support and instructional support and guidance will be provided to teachers through ARI representatives who come to the school to help model effective teaching strategies. Research Cited: ARI is a scientific research based program. Activity - Modeling Activity Type Begin Date End Date Resource Assigned Modeling of effective teaching strategies. Academic Support Program Source Of Funding 08/13/ /21/2015 $0 No Funding Required Staff Responsible teachers, ARI staff, administrators Strategy 2: Bailey Group Instruction - Bailey Group will come in and work directly with teachers to support and model effective reading strategies. Research Cited: Bailey Group is scientific research based Activity - Support and Modeling Activity Type Begin Date End Date Resource Assigned The Bailey Group will send representatives to work with teachers individually on effective teaching strategies. Professional Learning Source Of Funding 04/08/ /22/2015 $10150 Title I Schoolwide Staff Responsible principal, assistant principal, teachers, Bailey Group representative s Strategy 3: PLU Turnarounds - Announced and unannounced observations will be conducted by supervisors. These observations will follow the checklist for effective teaching strategies. Information gained from the observations will be utilized to improve classroom instruction. Local instructional coaches will also use this information to work one-on-one with teachers. Research Cited: Public Learning Communities are scientific research based to be effective. Activity - Professional Devlopment Activity Type Begin Date End Date Resource Assigned Source Of Funding Staff Responsible SY Page 36

41 Feedback on observations made through announced and unannounced walk throughs. Professional Learning 04/08/ /07/2015 $0 No Funding Required Teachers, principal, assistant principal, board of education supervisors, instructional coaches Strategy 4: Writing Instruction Support - Rick Shelton will be contracted to come in and work with teachers and students on improving writing and incorporating writing in all subject areas. Research Cited: Writing is a higher level cognitive skill and when incorporated across the curriculum will enhance student learning. Activity - Writing Across the Curriculum Activity Type Begin Date End Date Resource Assigned Writing will be required in all subject areas not just language arts. Academic Support Program Strategy 5: Parent Involvement - Utilize INOW parent portal, Schoolcast, web pages, mail outs, trainings, and meetings to inform parents and involve parents in their child's education and progress. Research Cited: Students with involved parents perform better academically as opposed to those who don't have involved parents. Source Of Funding Staff Responsible 08/13/ /21/2015 $5100 Title I Part A administrators, teachers, writing instruction/su pport Rick Shelton Activity - phone calls Activity Type Begin Date End Date Resource Assigned Homeroom teachers call parents of students who are absent. We also send out Schoolcast calls to update parents on upcoming events and important information. Parent Involvement Source Of Funding 08/13/ /21/2015 $0 No Funding Required Activity - INOW parent portal Activity Type Begin Date End Date Resource Assigned Parents log in to the system to view their child's attendance, grades, and discipline. Parent Involvement Source Of Funding 08/13/ /21/2015 $0 No Funding Required Staff Responsible teachers, counselor, administrators Staff Responsible teachers, counselor, administrators Activity - Web pages and Newsletters Activity Type Begin Date End Date Resource Assigned Source Of Funding Staff Responsible SY Page 37

42 PTO newsletters are sent home monthly as well as teachers and the school maintain webpages to keep parents up to date on what is going on in their child's school and classroom. Parent Involvement 08/13/ /21/2015 $900 Title I Part A teachers, administrators Activity - Parent Meetings/trainings Activity Type Begin Date End Date Resource Assigned Parents may meet with teachers individually or we at least four times during the year hold parent workshops/trainings based on on topics the parents indicated on the Title I survey they would like more information on. Parent Involvement Source Of Funding 08/13/ /21/2015 $0 No Funding Required Staff Responsible teachers, administrators, Title I teacher, counselors Strategy 6: COMPASS - Special education teachers will assign SPE students modules or components in Compass to help work on skills in which they are not proficient. Research Cited: Compass is a scientific research based program. Activity - Individual Instruction Activity Type Begin Date End Date Resource Assigned Added academic instruction and support provided through assignments made on Compass. Academic Support Program Source Of Funding 08/13/ /21/2015 $0 No Funding Required Staff Responsible regular and special education teachers Measurable Objective 3: collaborate to provide all teachers with effective professional development opportunities by 05/21/2015 as measured by teacher participation in professional development opportunities. Strategy 1: Flex Days - The approved new school calendar for allows for flex days for teachers to obtain professional development. Professional development is mandatory. Part of this mandatory training may involve but is not limited to ARI, Bailey Group, local instructional coaches, PLU turnarounds, etc. Research Cited: Quality professional development enhances teaching in the classroom. Activity - Professional development days Activity Type Begin Date End Date Resource Assigned Required days of professional development for all staff. Professional Learning Source Of Funding 04/08/ /21/2015 $0 District Funding Staff Responsible Board of Education, principals, teachers, counselors Strategy 2: Data Room - Data room set up will begin and will be fully implemented during the school year. The data room will allow teachers and administrators to have complete access to all data for student performance. The information derived from student performance data will help drive the instruction to meet the needs of the students. SY Page 38

43 Research Cited: Data driven instruction is scientific research based. Activity - Data Room Set up Activity Type Begin Date End Date Resource Assigned Design and set up of our data room to provide teachers, administrators, etc. with up to date and detailed data of student performance. Source Of Funding Other 04/08/ /21/2015 $0 No Funding Required Staff Responsible principal, assistant principal, counselor, teachers SY Page 39

44 Activity Summary by Funding Source Below is a breakdown of your activities by funding source Title I Schoolwide Activity Name Activity Description Activity Type Begin Date End Date Resource Assigned CCRS Professional Development Support and Modeling General Fund Title I Part A All certified personnel will be provided with a full day of professional development on CCRS best practices. The Bailey Group will send representatives to work with teachers individually on effective teaching strategies. Professional Learning Professional Learning Staff Responsible 08/12/ /21/2015 $13900 Federal programs coordinator, assistant superintenden t, curriculum coordinator 04/08/ /22/2015 $10150 principal, assistant principal, teachers, Bailey Group representative s Total $24050 Activity Name Activity Description Activity Type Begin Date End Date Resource Assigned ACCESS Courses A Team of Teachers representing Cedar Bluff School will Academic work together to update the current technology Support assessments and district course of study document and Program plan the implementation Staff Responsible 08/13/ /21/2015 $6000 Technology Office Teachers Total $6000 Activity Name Activity Description Activity Type Begin Date End Date Resource Assigned Writing Across the Curriculum Writing will be required in all subject areas not just language arts. Academic Support Program Staff Responsible 08/13/ /21/2015 $5100 administrators, teachers, writing instruction/su pport Rick Shelton SY Page 40

45 Web pages and Newsletters PTO newsletters are sent home monthly as well as teachers and the school maintain webpages to keep parents up to date on what is going on in their child's school and classroom. Parent Involvement 08/13/ /21/2015 $900 teachers, administrators Total $6000 No Funding Required Activity Name Activity Description Activity Type Begin Date End Date Resource Assigned Attendance phone calls Monitor attendance and follow up with a phone call on Parent students who miss two or more days of school in a row. Involvement Grade/Subject Level Meetings Teachers are required to meet monthly in their grade/subject areas to allow for planning and incorportating the 5 strategic components of teaching. Minutes are turned in to the principal. Professional Learning Modeling Modeling of effective teaching strategies. Academic Support Program Individual Instruction Local Online Experience Courses Classroom Observations Data Room Set up Added academic instruction and support provided through assignments made on Compass. Cedar Bluff School will provide courses that consistently and regularly use technology through internet and intranet based tools and resources for delivery of instruction, assessment, and communication to meet the requirements outlined by the SDE for an on online experience credit All classroom teachers will be observed through both announced and unannouced observations. A checklist will be used for the observation which requires the person doing to observation to document and note how and if the 5 strategic components of teaching are being implemented. Design and set up of our data room to provide teachers, administrators, etc. with up to date and detailed data of student performance. Academic Support Program Direct Instruction Professional Learning Staff Responsible 04/08/ /07/2015 $0 Designated attendance personnel as determined by the principal. 08/19/ /21/2015 $0 teachers, principal 08/13/ /21/2015 $0 teachers, ARI staff, administrators 08/13/ /21/2015 $0 regular and special education teachers 05/19/ /29/2020 $0 Counselor Principal 08/19/ /21/2015 $0 central office staff, instructional coaches, principals, assistant principals Other 04/08/ /21/2015 $0 principal, assistant principal, counselor, teachers SY Page 41

46 Professional Devlopment INOW parent portal Parent Meetings/trainings Career Preparedness Class phone calls Feedback on observations made through announced and unannounced walk throughs. Parents log in to the system to view their child's attendance, grades, and discipline. Parents may meet with teachers individually or we at least four times during the year hold parent workshops/trainings based on on topics the parents indicated on the Title I survey they would like more information on. All students are required to complete one credit in Career Preparedness class which teaches computer/keyboarding skills, financial literacy, etc. Homeroom teachers call parents of students who are absent. We also send out Schoolcast calls to update parents on upcoming events and important information. Professional Learning Parent Involvement Parent Involvement Academic Support Program Parent Involvement 04/08/ /07/2015 $0 Teachers, principal, assistant principal, board of education supervisors, instructional coaches 08/13/ /21/2015 $0 teachers, counselor, administrators 08/13/ /21/2015 $0 teachers, administrators, Title I teacher, counselors 08/13/ /21/2015 $0 counselors, teachers 08/13/ /21/2015 $0 teachers, counselor, administrators Total $0 District Funding Activity Name Activity Description Activity Type Begin Date End Date Resource Assigned Professional development Required days of professional development for all staff. Professional days Learning Staff Responsible 04/08/ /21/2015 $0 Board of Education, principals, teachers, counselors Total $0 SY Page 42

47 Strategies to Increase Parental Involvement SY Page 43

48 Introduction All Title I Schoolwide and Targeted Assistance Schools must complete the following diagnostics: the Stakeholder Feedback Diagnostic, the Parent Involvement Diagnostic, the Coordination of Resource/Comprehensive Budget Diagnostic, and EITHER the Title I Targeted Assistance Diagnostic OR the Title I Schoolwide Diagnostic. Parent Survey must be done annually, but it can be done electronically or by paper. SY Page 44

49 Strategies to Increase Parental Involvement 1. Describe how the school will convene an annual meeting to inform parents of the school's participation in Title I and explain Title I requirements, including the 1% set-aside, and the right of parents involved. Each September a Title I parent meeting is held. The principal leads the meeting and explains to parents about the school's participation in Title I and the requirements and well as their right to be involved. Parents are also presented with the Title I budget as well as the school's CIP plan. Parent input and approval is discussed at this meeting. This information is also presented at the first school advisory council meeting of the school year. 2. Describe: 1) How there will be a flexible number and format of parent meetings offered; 2) How parents will be involved in the planning, review and improvement of the Title I Program (Note: State the school's process for how all Title I parents have the opportunity for involvement in decision-making.); and 3) How funds allocated for parent involvement are being used in the school. During the year there are multiple parent meetings offered. The first of those begins in September and are scheduled throughout the school year in the following months: October, November, and April. All parents are given and asked to complete a Title I Parent Survey at the beginning and ending of each school year. The first survey is sent out in August and the end of year survey is sent out in May. Parent input from those surveys and the parent meetings help drive the decisions made for the Title I program. Parent involvement funds are used for postage in mailing communication home as well as to update and supply the parent center with computers and brochures. Funds also helps provide paper and other costs associated with sending out newsletters and notices to parents to keep them involved. 3. Describe how the school provides parents of participating children timely information in a uniform format and, to the extent practicable in a language they can understand, about programs under Title I, a description and explanation of the curriculum in use, forms of academic assessments, and achievement expectations used, and, if requested by parents, opportunities for regular meetings to formulate suggestions and participate as appropriate in decisions related to the education of their children. At the beginning of each school year, every student, parent, and teacher signs the Cedar Bluff School Compact which communicates to everyone the description of the roles each play in the education of their children. This compact is revised yearly with the input of parents and teachers. All elementary teachers make monthly contacts with the parents of each student and high school teachers make contact with each student's parents at least once per 9 weeks. Testing results from the previous school year are sent home to parents on the first day of school each year. The format in the home report for testing scores is easy for parents to understand and clearly explains how their child performed. Schoolcast calls each evening to notify parents of student absences and late arrivals and well as early check outs. This helps parents keep track of their child's attendance. The INOW Home Portal is available and instructions and passwords for accessing this system were sent to all parents on the first day of school and this will allow parents to access their child's grades, discipline, and attendance at any time or day needed. Currently all of our parents speak English in the home. At anytime we have had parents who do not speak English all resources available, such as Transact, are used to translate documents into a language or format they can easily understand. Teachers also maintain webpages as well as the school maintains a web page to inform parents about curriculum as well as each teacher provides a syllabus for classes so parents and students know how they will be evaluated and what the curriculum will be as well as classroom expectations. Parents are allowed to set up meetings with teachers or other staff as needed. SY Page 45