ACIP Stanhope Elmore High Schoolimages.pcmac.org/SiSFiles/Schools/AL/ElmoreCounty/...School's...
Transcript of ACIP Stanhope Elmore High Schoolimages.pcmac.org/SiSFiles/Schools/AL/ElmoreCounty/...School's...
ACIP
Stanhope Elmore High School
Elmore County Board of Education
Dr. Jamey McGowin, Principal
4300 Main Street Millbrook, AL 36054
Document Generated On November 10, 2015
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
Student Performance Diagnostic
Introduction 12 Student Performance Data 13 Evaluative Criteria and Rubrics 14 Areas of Notable Achievement 15 Areas in Need of Improvement 16 Report Summary 17
ACIP Assurances
Introduction 19 ACIP Assurances 20
Plan for ACIP-2015-16
Overview 23 Goals Summary 24
Goal 1: All science students will master ALCOS Content Standards integrated with CCRS literacy standards. 25
Goal 2: All ELL students will score a level of profiency on the ACCESS 27
Goal 3: All students at Stanhope Elmore HIgh School will demonstrate growth in mastery of CCRS standards (14-15)
and ACT (15-16) in math 28
Goal 4: All students at Stanhope Elmore HIgh School will demonstrate growth in mastery of CCRS standards(14-15)
and ACT Aspire standards (15-16) in reading 29
Goal 5: The faculty and staff at Stanhope Elmore High School will move instruction from a teacher-centered focus to a
student-centered focus. (Advanc-ed surveys indicate 64% for parents, 72% for staff and 58% for students.) 30
Activity Summary by Funding Source 32
Stakeholder Feedback Diagnostic
Introduction 37 Stakeholder Feedback Data 38 Evaluative Criteria and Rubrics 39 Areas of Notable Achievement 40 Areas in Need of Improvement 41 Report Summary 42
Coordination of Resources - Comprehensive Budget
Introduction 44 I. State Foundation Funds: 45
Title I 46 Title II 47 Title III 48 Title IV 49 Title VI 50 Career and Technical Education-Perkins IV 51 Other 52 Local Funds 53
Executive Summary
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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.
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.
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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? Stanhope Elmore High School, located in the city limits of Millbrook, Alabama, is named after Stanhope E. Elmore, former Alabama
Secretary of State, whose life was so dedicated to the welfare and education of children that his own children donated the land on which the
school is situated. Secretary Elmore was a civic-minded public servant, and the school, which has served the Millbrook area since 1965, is
an appropriate namesake for the man.
The school, comprised of attractive, architecturally similar buildings bordered by a swath of trees and shrubs that give the calming impression
of a rural location, is located one block off Millbrook's main street, in the midst of a neighborhood of single-family residences, with well-kept
lawns and tree-lined sidewalks. Students may be seen walking from home to school and back again each day, though many students ride the
county school buses. Those students driving cars to school park in capacious, well-patrolled parking lots. Because the school is laid out in
adjacent but separate, self-contained buildings, with core subject areas being taught in each building, the campus has the feel of a small,
community college.
Millbrook was once a bedroom community for the state's capital, Montgomery, only minutes away via interstate. Today, Millbrook holds its
own as a viable, self-sufficient city, with businesses, restaurants, and shopping centers anchored by big superstores, as well as doctors' and
dentists' offices. No longer do Millbrook citizens need to travel to Montgomery or to Prattville to find what they need for their lives. Many
SEHS students find part-time employment during the school year within the city limits. Local business leaders and professionals participate in
the life of the school in diverse ways, from offering jobs through DECA to sponsoring educational opportunities to contributing to the day-to-
day, program needs of teams or clubs.
The faculty consists of 66 certified teachers/administrators and 24 non-certified support staff. It currently has five main buildings for
classrooms, a modern media center, an agriscience shop, a distance learning room, a new gymnasium, and a combination facility containing
an older, smaller gymnasium, a cafeteria, a newly renovated band room, and a room for percussionists. The current student enrollment is
1,107, 541 males and 566 females. Our student population consists of 478 free lunch and 96 reduced lunch students. Students can choose
between a standard or advanced diploma. The daily schedule, however, allows for flexibility to accommodate the career goals of all students.
The Elmore County Technical Center in Wetumpka permits SEHS students to spend two-period blocks of time participating in the coursework
offered there.
Since 2007, SEHS has had four administrators and two guidance counselors. The school offers AP programs in history, English, science,
music theory, and mathematics and preAP programs in the same areas. SEHS also participates in the statewide ACCESS distance learning
program. SEHS serves as the central high school for three "feeder" schools. Guidance counselors from all four schools coordinate long-
range objectives for students to ensure continuity of academic programs and to monitor student success. SEHS is also served by
professional educators, curriculum supervisors, and consultants employed by Elmore County to assist at all schools.
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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. Students, administration, faculty, and staff at SEHS work together to achieve the school's mission of providing a quality, comprehensive
education for all students in a safe environment in order to prepare students to function successfully in the future as productive, well-rounded
citizens. In addition, the long-range vision of Stanhope Elmore High School is to prepare students to be responsible citizens in an ever-
changing world.
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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. Social and academic clubs at Stanhope Elmore High School include Mu Alpha Theta, Spanish Club, Robotics Team, National Honor Society,
and Beta Club. The school provides creative and intellectual challenges such as the Book Club, sponsored by the Media Center, as well as
many career-oriented clubs, like the FFA, DECA, and FCCLA. Community outreach programs abound: Key Club, Junior Civitan, Student
Government Association, Diamond Dolls, and a Bridge Builders program. SEHS faculty provide leadership as sponsors of these clubs. In the
summer of 2014 and 2015, the SEHS Junior Civitan was recognized as an Honor Council of Distinction by Junior Civitan International.
Stanhope Elmore also offers numerous Advanced Placement courses with many students achieving the necessary required scores. One of
our teachers, Karen Naquin, has regularly been noted for having over fifty percent of her students achieve required scores for college
placement.
SEHS offers a variety of elective courses, including art, drama, speech, psychology, agriscience, band, chorus, art appreciation, Junior
Reserve Officer Training, family dynamics, marketing, entrepreneurship, and cooperative education. Students are encouraged to participate
in the numerous extra-curricular activities to advance their interests and skills.
We also provide Career Tech Education (CTE) courses at the school and county level. Students at SEHS are offered a variety of CTE
courses both on campus and through the Elmore County Technical Center. Courses such as business tech education, finance, agriscience,
JROTC, drafting/CAD and hospitality/tourism.
Since the previous accreditation reports, Millbrook experimented with the block schedule but chose to return to the seven-period school day.
Dr. Jamey McGowin is in his seventh year as principal and has provided stability to the school after several years of short-termed
administrations.
Each year, students from around the world arrive at SEHS as part of cultural-educational exchange programs. These students live with
American host families and attend classes with SEHS students, making friends and enjoying clubs and activities. In the past few years,
exchange students attending SEHS have come from Germany, France, Korea, China, and Japan.
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Additional Information
Provide any additional information you would like to share with the public and community that were not prompted in the previous
sections. TECHNOLOGY IMPROVEMENTS/ADVANCEMENTS
Elmore County Public Schools' Pathways 2 Digital Learning (P2DL) initiative is the foundation on which future ventures and Educational
Technology initiatives will be built. Phase I of this initiative involved an increase in internet bandwidth, upgrades to network and wireless
infrastructure, and the comprehensive replacement of all staff and student workstations and laptops. Approximately 2200 workstations and
1100 laptops were installed during Phase I of the P2DL Initiative. Since the onset of the project, the District's goal has been to get all users
on an identical, current operating system and to equitably distribute technology resources amongst all of its sites and stakeholders. Offices
and classrooms within the district were outfitted with new 10/100 Mbps and 1 Gbps switches at the edge. The new switches will allow for
more throughput, easier management, and increased reliability. To complement the more robust Local Area Networks (LANs) the district
entirely overhauled its aging wireless infrastructure. The new equipment was engineered and positioned in such a way that a BYOD/1:1
initiative would not only be supported, but would also be allowed to flourish. Elmore County Public Schools believes technology integration in
learning is a priority; the increase in bandwidth and upgraded infrastructure paired with rigorous professional development and "blended
learning" strategies can help to enhance student achievement and retention as well as change the very notion of learning itself.
The Stanhope Elmore High School Technology Committee consists of members of our school's technology professional learning community
(PLC). These members are representative of various departments and grade levels.
Shay Atchison-technology coordinator/media specialist
Tony Nelson-social studies
Mary Westbrook-electives
Tara Baker- career technology
James Chambers- JROTC
Wes Whitaker- JROTC
Gena Jacobs- social studies
Kashundra Davis- English
Wes Dunsieth- social studies
Cathy Weeks- special needs
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Improvement Plan Stakeholder Involvement
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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.
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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. The process to engage a variety of stakeholders in the development of the Stanhope Elmore High School (SEHS) Continuous Improvement
Plan is one that requires advanced preparation and planning. It is important that teachers from all subject areas and grade levels are
included. It is also necessary that teachers with various backgrounds and with varied years of experience are included in the process in order
to develop and implement a plan that meets the educational, social and emotional needs of the entire student population of SEHS. The
inclusion of community members, parents, and students is also important so that all aspects of the students' needs are considered when
developing the plan. The Continuous Improvement Plan must be thorough, beneficial to student growth, and still be realistic; therefore; input
from a variety of people with various background and experiences is necessary. The entire staff of SEHS plays a role in the development,
amending, and implementation of the plan while members of the Building Leadership Team and CIP Committees work to finalize the
document and manage the necessary changes during the school year. The plan is revisited by the SEHS staff and any possible deletions
and revisions for the upcoming year are discussed and preparations are made for the next year. Describe the representations from stakeholder groups that participated in the development of the improvement plan and their
responsibilities in this process. There are a variety of stakeholders involved in the development of the Continuous Improvement Plan at Stanhope Elmore High School to
insure that there is appropriate representation of all students for which the CIP is developed. In addition to the professional staff of SEHS,
members of the community, parents and students play an important role in the planning, writing and implementation of the CIP. Community
members, who have relationships with the school as family members, employers, or former students are vital to the CIP because they offer
insight as former students, giving details regarding the strengths and weaknesses that are historically part of the SEHS family. They are also
able to offer suggestions as business owners/local employers. They are able to share the needs they have for student workers and can offer
words on encouragement and suggestions for improving areas of the school that will better prepare students to be ready for current and
future employment.
Parents and students are also a valuable resource when developing and implementing the Continuous Improvement Plan. Both parents and
students are able to provide feedback from the home perspective regarding out of class studying, extracurricular involvement, communication
to and from teachers, and parental involvement at school. They are also able to review working drafts of the CIP to be sure it is easy to
understand and implement. Considering parents and students when writing and developing any documents for school use is invaluable to
insure that all aspects of the educational process are addressed.
Explain how the final improvement plan was communicated to all stakeholders, and the method and frequency in which
stakeholders receive information on its progress. Stanhope Elmore High School's Continuous Improvement Plan is communicated to all stakeholders in a variety of ways. The CIP is available
at the school's website, www.mysehs.com. A hard copy is posted in the school's main office and is also available to view in the library media
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center. Parents and community members were given information regarding SEHS at two Parent Nights, August 6, 2015 and September 9,
2015.
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Student Performance Diagnostic
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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.
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Student Performance Data
Label Assurance Response Comment Attachment1. Did you complete the Student Performance
Data document offline and upload below?Yes SEHS PLAN Data
SEHS ACT
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Evaluative Criteria and Rubrics
Overall Rating: 3.25
Statement or Question Response Rating1. Assessment Quality The array of assessment devices used by the
institution to determine students' performancesis sufficiently aligned so that valid inferencescan be reached regarding students' status withrespect to the entire set of curricular aimsregarded as high-priority, “must accomplish,”instructional targets. The documentationprovided in support of this alignment ispersuasive. All of the assessments used areaccompanied by evidence demonstrating thatthey satisfy accepted technical requirementssuch as validity, reliability, absence of bias, andinstructional sensitivity.
Level 4
Statement or Question Response Rating2. Test Administration All the assessments used by the institution to
determine students' performances, whetherexternally acquired or internally developed,have been administered with complete fidelityto the administrative procedures appropriate foreach assessment. In every instance, thestudents to whom these assessments wereadministered are accurately representative ofthe students served by the institution.Appropriate accommodations have beenprovided for all assessments so that validinferences can be made about all students'status with respect to all of the institution'stargeted curricular outcomes.
Level 4
Statement or Question Response Rating3. Quality of Learning Evidence of student learning promoted by the
institution is acceptably analyzed and presentedwith reasonable clarity. In comparison toinstitutions functioning in a similar educationalcontext, students' status, improvement, and/orgrowth evidence indicates that the level ofstudent learning is at or above what wouldotherwise be expected.
Level 3
Statement or Question Response Rating4. Equity of Learning Evidence of student learning indicates
achievement gaps exist among subpopulationsof students, and these achievement gapsdemonstrate a modest decline.
Level 2
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Areas of Notable Achievement
Which area(s) are above the expected levels of performance? ALL students group benchmarked on the English subtest with a 15.1 (PLAN). Describe the area(s) that show a positive trend in performance. The black subgroup showed improvements in the following areas
math increased from 14.3 to 14.4
reading increased from 14.5 to 14.7
science increased from 15.9 to 16.3
OVERALL increase from 14.6 to 14.8
Which area(s) indicate the overall highest performance? On the English subtest of the PLAN, white females, and white males all scored above Benchmark.
Which subgroup(s) show a trend toward increasing performance? The black subgroup scored higher in all subtests than they did on last year's PLAN. Between which subgroups is the achievement gap closing? The achievement gap is closing for black males in both English (up .4) and reading (up .4). The black female subgroup increased in math
(up.6). Which of the above reported findings are consistent with findings from other data sources? Science scores decreased on the PLAN which is consistent with science scores on the ACT and in AP testing.
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Areas in Need of Improvement
Which area(s) are below the expected levels of performance? Based on 2014-15 PLAN, the students at SEHS scored an average composite of 16.04, a drop of .26. Hispanic students fell in all areas.
Composite 14.3 from 15.9
English 12.8 for 14.6
Science 16.1 from 17.1
Math 14.2 from 14.7
Reading 14.2 from 16.4 Describe the area(s) that show a negative trend in performance. 2014-15 PLAN results show that 52% of our students scored at benchmark on the reading subtest which is a 9% decrease from results of the
2013-14 reading subtest on PLAN.
No subgroups met benchmark or national average on the math or science subtests for the third consecutive year. Which area(s) indicate the overall lowest performance? On the 2014-15 PLAN, the overall lowest subtest was math, which had a score of 15.59, 3.41 points below benchmark. Which subgroup(s) show a trend toward decreasing performance? On the 2014-15 PLAN, the Hispanic subgroup showed an overall decrease in all subtests. Between which subgroups is the achievement gap becoming greater? According to the 2014-15 PLAN, black females' scores decreased by .2 points, from 14.4 to 14.4, and black males decreased from 14.2 to
13.7. Which of the above reported findings are consistent with findings from other data sources? Based on 5 year trends of SEHS students who have taken the ACT, all subtests have been an area of weakness as our students have not
met the state average in either subtest since 2009. Student scores on the PLAN also show a decrease in several subtests.
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Report Summary
Scores By Section
Sections
1 2 3 4
Section Score
Evaluative Criteria and Rubrics 3.25
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ACIP Assurances
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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.
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ACIP Assurances
Label Assurance Response Comment Attachment1. The Instructional Leadership Team members
that should be present include the principal,guidance counselor, district schoolimprovement specialist (or other designee),appropriate content-area teachers, parentrepresentatives, and student representatives(as appropriate). Depending on the data,additional members may include specialpopulation representatives (TechnologyCoordinator, Special Education, ELL, etc.),district federal programs coordinator, districtchief school financial officer, communitystakeholders, or any other member asappropriate. Documentation will be maintainedon site.
Yes sign in sheets, agenda/notes aremaintained on site and list isattached
SEHS LeadershipTeam
Label Assurance Response Comment Attachment2. The institution complies with all federal laws
and regulations prohibiting discrimination andwith all requirements and regulations of theU.S. Department of Education. It is the policy ofthis institution that no person on the basis ofrace, color, religion, national origin or ancestry,age, gender, height, weight, marital status ordisability shall be subjected to discrimination inany program, service or activity for which theinstitution is responsible, or for which it receivesfinancial assistance from the U.S. Departmentof Education.
Yes See attached documents inquestion 1.
Label Assurance Response Comment Attachment3. The institution has designated an employee to
coordinate efforts to comply with and carry outnon-discrimination responsibilities. If yes, listthe name, position, address and telephonenumber of the employee in the comment field.
Yes Dr. Andre' HarrisonSuperintendent100 HH Robison DriveWetumpka, AL 36092
See attached documents inquestion 1.
Label Assurance Response Comment Attachment4. The institution has a Parent Involvement policy
and plan as required in NCLB Section 1118,and ensures that all requirements in Section1118 and 1111(h)(6), Parents' Right-to-Know,are implemented systematically.
Yes
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Label Assurance Response Comment Attachment5. The institution has a School-Parent Compact. If
a Title I school, the School-Parent Compactcontains the required components (NCLBSection 1118(d)(1-2)(A,B,C)) and was jointlydeveloped with parents of participatingstudents.
No not available at the high schoollevel
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Plan for ACIP-2015-16
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Overview
Plan Name
Plan for ACIP-2015-16
Plan Description
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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 Funding1 All science students will master ALCOS Content
Standards integrated with CCRS literacy standards.Objectives:1Strategies:4Activities:16
Academic $0
2 All ELL students will score a level of profiency onthe ACCESS
Objectives:1Strategies:2Activities:3
Academic $3000
3 All students at Stanhope Elmore HIgh School willdemonstrate growth in mastery of CCRS standards(14-15) and ACT (15-16) in math
Objectives:1Strategies:1Activities:3
Academic $0
4 All students at Stanhope Elmore HIgh School willdemonstrate growth in mastery of CCRSstandards(14-15) and ACT Aspire standards (15-16) in reading
Objectives:1Strategies:1Activities:4
Academic $0
5 The faculty and staff at Stanhope Elmore HighSchool will move instruction from a teacher-centered focus to a student-centered focus.(Advanc-ed surveys indicate 64% for parents, 72%for staff and 58% for students.)
Objectives:1Strategies:1Activities:3
Organizational $107700
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Goal 1: All science students will master ALCOS Content Standards integrated with CCRS literacy
standards.
Strategy 1: Identifying Similarities and Differences - The students will understand more complex problems by analyzing them in a simpler way Research Cited: Marzano's Nine Instructional Strategies and CCRS Literacy Standards
Strategy 2: Summarizing and Note-taking - The students will improve comprehension by analyzing important details and putting them in their own words. Research Cited: Marzano's Nine Essential Instructional Strategies and Alabama CCRS Literacy Standards
Measurable Objective 1:A total of 1068 All Students will demonstrate a proficiency indicating mastery of CCRS Literacy Standards based on the ALCOS content standards in Science by05/16/2014 as measured by profiency on the Quality Core end of course assessment.
Activity - Venn Diagrams/Charts Activity Type Begin Date End Date ResourceAssigned
Source OfFunding
StaffResponsible
Students will use Venn Diagrams or charts to compare and classify items DirectInstruction
08/19/2013 05/14/2014 $0 No FundingRequired
All scienceteachers
Activity - Engaging students Activity Type Begin Date End Date ResourceAssigned
Source OfFunding
StaffResponsible
The students will compare, classify, and create metaphors and analogies DirectInstruction
08/19/2013 05/14/2014 $0 No FundingRequired
All scienceteachers
Activity - Analyze relationships in text Activity Type Begin Date End Date ResourceAssigned
Source OfFunding
StaffResponsible
The students will analyze the structure of the relationships among conceptsin a text, such as relationships among key terms
DirectInstruction
08/19/2013 05/14/2014 $0 No FundingRequired
All scienceteachers
Activity - Compare and contrast findings Activity Type Begin Date End Date ResourceAssigned
Source OfFunding
StaffResponsible
The students will compare and contrast findings presented in a text tothose presented in other sources, indicating when findings support orcontradict other accounts
DirectInstruction
08/19/2013 05/14/2014 $0 No FundingRequired
All scienceteachers
Activity - Rules for Summarizing Activity Type Begin Date End Date ResourceAssigned
Source OfFunding
StaffResponsible
Provide rules for asking students to summarize a literacy selection, movie,section of textbooks, etc.
DirectInstruction
08/19/2013 05/14/2014 $0 No FundingRequired
All scienceteachers
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Strategy 3: Nonlinguistic Representation - The students will use nonlinguistic representation to stimulate and increase brain activity Research Cited: Marzano's Nine Essential Instructional Strategies and Alabama CCRS Literacy Standards
Activity - Outlining Activity Type Begin Date End Date ResourceAssigned
Source OfFunding
StaffResponsible
The students will use an outline to take notes containing important details DirectInstruction
08/19/2013 05/14/2014 $0 No FundingRequired
All scienceteachers
Activity - Cite evidence Activity Type Begin Date End Date ResourceAssigned
Source OfFunding
StaffResponsible
The students will cite specific textual evidence to support the analysis ofscience and technical texts
DirectInstruction
08/19/2013 05/14/2014 $0 No FundingRequired
All scienceteachers
Activity - Determine Central Idea Activity Type Begin Date End Date ResourceAssigned
Source OfFunding
StaffResponsible
The students will determine ideas and conclusions of texts, trace theexplanation of a complex idea and summaries the text accurately
DirectInstruction
08/19/2013 05/14/2014 $0 No FundingRequired
All Scienceteachers
Activity - Understand science texts Activity Type Begin Date End Date ResourceAssigned
Source OfFunding
StaffResponsible
The students will understand science texts independently and proficiently DirectInstruction
08/19/2013 05/14/2014 $0 No FundingRequired
All scienceteachers
Activity - Incorporating words and images Activity Type Begin Date End Date ResourceAssigned
Source OfFunding
StaffResponsible
Incorporating words and images using symbols to represent relationships DirectInstruction
08/19/2013 05/14/2014 $0 No FundingRequired
All scienceteachers
Activity - Use physical models and movements Activity Type Begin Date End Date ResourceAssigned
Source OfFunding
StaffResponsible
The students will use physical models and movements to representinformation
DirectInstruction
08/19/2013 05/14/2014 $0 No FundingRequired
All scienceteachers
Activity - Determining meaning of symbols and terms Activity Type Begin Date End Date ResourceAssigned
Source OfFunding
StaffResponsible
The students will learn meanings of symbols, key terms and domain-specific terms and phrases as used in grade specific context
DirectInstruction
08/19/2013 05/14/2014 $0 No FundingRequired
All scienceteachers
Activity - Translate information into visual form Activity Type Begin Date End Date ResourceAssigned
Source OfFunding
StaffResponsible
The students will translate technical information expressed in words intovisual form and translate information shared visually or mathematically intowords
DirectInstruction
08/19/2013 05/14/2014 $0 No FundingRequired
All scienceteachers
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Strategy 4: Use cues, questions, and organizers - The students will use cues, questions, and organizers to use what they already know to enhance what they are about to learn Research Cited: Marzano's Nine Essential Instructional Strategies and Alabama CCRS Literacy Standards
Goal 2: All ELL students will score a level of profiency on the ACCESS
Strategy 1: Acquiring English Language Skills - EL students will receive additional services as recommended by the EL committee as determined by the I-ELP. Services may
include, but are not limited to Daily Academic Vocabulary and Rosetta Stone. Research Cited: WIDA Standards
Activity - Pause for student responses Activity Type Begin Date End Date ResourceAssigned
Source OfFunding
StaffResponsible
The teacher will pause after asking a question to allow students time toanswer
DirectInstruction
08/19/2013 05/14/2014 $0 No FundingRequired
All scienceteachers
Activity - Use varied organizers Activity Type Begin Date End Date ResourceAssigned
Source OfFunding
StaffResponsible
The teachers will use a varied style of advanced organizers to exposestudents to information before they "learn" it
DirectInstruction
08/19/2013 05/14/2014 $0 No FundingRequired
All scienceteachers
Activity - Analyze author's purpose Activity Type Begin Date End Date ResourceAssigned
Source OfFunding
StaffResponsible
The students will analyze the author's purpose in providing an explanation ,describing a procedure, or discussing an experiment in a text
DirectInstruction
08/19/2013 05/14/2014 $0 No FundingRequired
All scienceteachers
Measurable Objective 1:50% of English Learners students will demonstrate a proficiency on the ACCESS for ELL in Practical Living by 05/20/2016 as measured by successful completion ofthe ACCESS for ELL.
Activity - Rosetta Stone Activity Type Begin Date End Date ResourceAssigned
Source OfFunding
StaffResponsible
Students will actively participate in Rosetta Stone on a weekly basis inorder to acquire EL skills to successfully adapt to the English language.
DirectInstruction
08/19/2013 05/14/2014 $3000 Title III ELLCoordinatorand selectedteachers
Activity - Training on WIDA Standards Activity Type Begin Date End Date ResourceAssigned
Source OfFunding
StaffResponsible
Teachers will receive training on the WIDA standards in order toappropriately address the individual academic needs of the EL students
ProfessionalLearning
08/19/2013 05/14/2014 $0 No FundingRequired
ELcoordinator
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Strategy 2: Teacher Training - Faculty will receive training from the local EL coordinator to increase knowledge and awareness of WIDA standards and to obtain skills to assist EL
students if applicable in the content area. Research Cited: WIDA standards
Goal 3: All students at Stanhope Elmore HIgh School will demonstrate growth in mastery of
CCRS standards (14-15) and ACT (15-16) in math
Strategy 1: Develop math skills - The students will develop appropriate math skills strategically. Research Cited: Development of process standards from National Council of Teachers of Mathematics and National Research Council
Activity - WIDA Training Activity Type Begin Date End Date ResourceAssigned
Source OfFunding
StaffResponsible
EL coordinator will provide training to the faculty ProfessionalLearning
08/19/2013 05/14/2014 $0 No FundingRequired
MelindaBrumbeloeand CO staffif needed
Measurable Objective 1:100% of All Students will demonstrate a proficiency in CCRS standards in Mathematics by 05/20/2016 as measured by achieving a 7.83% yearly increase on end ofcourse tests in Algebra I and a one point increase on the math subtest of the ACT.
Activity - Bell Ringers Activity Type Begin Date End Date ResourceAssigned
Source OfFunding
StaffResponsible
Teachers will use practice ACT questions as bell ringers. DirectInstruction
08/04/2014 05/13/2016 $0 No FundingRequired
Mathdepartment
Activity - LTF Lessons Activity Type Begin Date End Date ResourceAssigned
Source OfFunding
StaffResponsible
Teachers will implement LTF (Laying the Foundation) lessons into theirclassroom instruction that will address the ACT/CCRS for MathematicalPractice.
DirectInstruction
08/04/2014 05/13/2016 $0 No FundingRequired
Mathdepartment
Activity - Analyze Data Activity Type Begin Date End Date ResourceAssigned
Source OfFunding
StaffResponsible
Teachers will use pre- and post-test data(14-15) and ASPIRE InterimAssessment(15-16) to drive classroom instruction and providedifferentiated instruction.
ProfessionalLearning
08/04/2014 05/13/2016 $0 No FundingRequired
Mathdepartment
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Goal 4: All students at Stanhope Elmore HIgh School will demonstrate growth in mastery of
CCRS standards(14-15) and ACT Aspire standards (15-16) in reading
Strategy 1: Develop reading skills - The students will develop appropriate reading skills strategically. Research Cited: research of the CCRS and ACT Aspire standards
Measurable Objective 1:100% of All Students will demonstrate a proficiency in CCRS standards in Reading by 05/20/2016 as measured by achieving a 5.4% yearly increase on end ofcourse tests in English 10 and a one point increase on the reading subtest of the ACT.
Activity - ACT test bank Activity Type Begin Date End Date ResourceAssigned
Source OfFunding
StaffResponsible
The students will complete ACT test bank question practice and willdiscuss and review upon completion.
DirectInstruction
08/04/2014 05/13/2016 $0 No FundingRequired
Englishdepartmentand membersof science,history, andelectivesdepartmentwhen needed
Activity - small group instruction Activity Type Begin Date End Date ResourceAssigned
Source OfFunding
StaffResponsible
Group students by standards to focus on CCRS and ACT Aspire (15-16) inorder to focus on improving areas of weakness in a small group setting
DirectInstruction
08/04/2014 05/13/2016 $0 No FundingRequired
Englishdepartmentand membersof thescience,history, andelectivesdepartmentswhen needed
Activity - LTF/ARI lessons Activity Type Begin Date End Date ResourceAssigned
Source OfFunding
StaffResponsible
ACIPStanhope Elmore High School
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Goal 5: The faculty and staff at Stanhope Elmore High School will move instruction from a
teacher-centered focus to a student-centered focus. (Advanc-ed surveys indicate 64% for
parents, 72% for staff and 58% for students.)
Strategy 1: Student-Centered Instruction - Teachers and administrators will incorporate a variety of activities to focus on student centered instruction Research Cited: Laying the Foundation, student centered instruction
The teachers will implement LTF(Laying the Foundation) lesson plans andARI strategies (15-16) to encourage and promote a deeper understandingof the text
DirectInstruction
08/04/2014 05/13/2016 $0 No FundingRequired
Englishdepartmentand membersof thescience,history andelectivesdepartmentwhen needed.
Activity - Analyze Data Activity Type Begin Date End Date ResourceAssigned
Source OfFunding
StaffResponsible
Teachers will use pre-post test data (14-15) and ACT Aspire InterimAssessment data (15-16) to drive classroom instruction and providedifferentiated instruction.
AcademicSupportProgram
08/04/2014 05/13/2016 $0 No FundingRequired
Englishdepartmentand membersof thescience,history, andelectivesdepartmentswhen needed
Measurable Objective 1:collaborate to move instructionfrom teacher-centered focus to student-centered by 05/20/2016 as measured by a 2% increase in parent, staff, and student surveyresults.
Activity - LTF Training Activity Type Begin Date End Date ResourceAssigned
Source OfFunding
StaffResponsible
17 teachers at Stanhope Elmore High School received Laying theFoundation (LTF) training (2014-15)Additional (SEHS) teachers (Pose, Cooper, Cook) will recieve (LTF)training (2105-16)
ProfessionalLearning
06/02/2014 05/13/2016 $10200 Title II Part A 17 appointedprofessionalstaff (14-15)3 add'l (15-16)
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Activity - Technology Refresh Activity Type Begin Date End Date ResourceAssigned
Source OfFunding
StaffResponsible
Elmore County Public Schools implemented a system wide computerrefresh for faculty, staff and students
Technology 06/02/2014 07/31/2014 $97500 General Fund countytechnologydepartmentand localtechnologycoordinators
Activity - Walk Throughs & Instructional Rounds Activity Type Begin Date End Date ResourceAssigned
Source OfFunding
StaffResponsible
Members of the Stanhope Elmore High School administrative team andfaculty will complete walk throughs and instructional rounds throughout theyear with a focus on student centered engagement
ProfessionalLearning
08/04/2014 05/13/2016 $0 No FundingRequired
all teachersandadministrators
ACIPStanhope Elmore High School
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Activity Summary by Funding Source
Below is a breakdown of your activities by funding source
No Funding Required
Activity Name Activity Description Activity Type Begin Date End Date ResourceAssigned
StaffResponsible
LTF/ARI lessons The teachers will implement LTF(Laying the Foundation)lesson plans and ARI strategies (15-16) to encourage andpromote a deeper understanding of the text
DirectInstruction
08/04/2014 05/13/2016 $0 Englishdepartmentand membersof thescience,history andelectivesdepartmentwhen needed.
Determine Central Idea The students will determine ideas and conclusions of texts,trace the explanation of a complex idea and summaries thetext accurately
DirectInstruction
08/19/2013 05/14/2014 $0 All Scienceteachers
Training on WIDA Standards Teachers will receive training on the WIDA standards inorder to appropriately address the individual academicneeds of the EL students
ProfessionalLearning
08/19/2013 05/14/2014 $0 ELcoordinator
Compare and contrastfindings
The students will compare and contrast findings presentedin a text to those presented in other sources, indicatingwhen findings support or contradict other accounts
DirectInstruction
08/19/2013 05/14/2014 $0 All scienceteachers
ACT test bank The students will complete ACT test bank question practiceand will discuss and review upon completion.
DirectInstruction
08/04/2014 05/13/2016 $0 Englishdepartmentand membersof science,history, andelectivesdepartmentwhen needed
Pause for student responses The teacher will pause after asking a question to allowstudents time to answer
DirectInstruction
08/19/2013 05/14/2014 $0 All scienceteachers
Walk Throughs &Instructional Rounds
Members of the Stanhope Elmore High Schooladministrative team and faculty will complete walk throughsand instructional rounds throughout the year with a focus onstudent centered engagement
ProfessionalLearning
08/04/2014 05/13/2016 $0 all teachersandadministrators
ACIPStanhope Elmore High School
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small group instruction Group students by standards to focus on CCRS and ACTAspire (15-16) in order to focus on improving areas ofweakness in a small group setting
DirectInstruction
08/04/2014 05/13/2016 $0 Englishdepartmentand membersof thescience,history, andelectivesdepartmentswhen needed
Determining meaning ofsymbols and terms
The students will learn meanings of symbols, key terms anddomain-specific terms and phrases as used in gradespecific context
DirectInstruction
08/19/2013 05/14/2014 $0 All scienceteachers
LTF Lessons Teachers will implement LTF (Laying the Foundation)lessons into their classroom instruction that will address theACT/CCRS for Mathematical Practice.
DirectInstruction
08/04/2014 05/13/2016 $0 Mathdepartment
Outlining The students will use an outline to take notes containingimportant details
DirectInstruction
08/19/2013 05/14/2014 $0 All scienceteachers
Engaging students The students will compare, classify, and create metaphorsand analogies
DirectInstruction
08/19/2013 05/14/2014 $0 All scienceteachers
Rules for Summarizing Provide rules for asking students to summarize a literacyselection, movie, section of textbooks, etc.
DirectInstruction
08/19/2013 05/14/2014 $0 All scienceteachers
Translate information intovisual form
The students will translate technical information expressedin words into visual form and translate information sharedvisually or mathematically into words
DirectInstruction
08/19/2013 05/14/2014 $0 All scienceteachers
WIDA Training EL coordinator will provide training to the faculty ProfessionalLearning
08/19/2013 05/14/2014 $0 MelindaBrumbeloeand CO staffif needed
Use varied organizers The teachers will use a varied style of advanced organizersto expose students to information before they "learn" it
DirectInstruction
08/19/2013 05/14/2014 $0 All scienceteachers
Understand science texts The students will understand science texts independentlyand proficiently
DirectInstruction
08/19/2013 05/14/2014 $0 All scienceteachers
Analyze Data Teachers will use pre- and post-test data(14-15) andASPIRE Interim Assessment(15-16) to drive classroominstruction and provide differentiated instruction.
ProfessionalLearning
08/04/2014 05/13/2016 $0 Mathdepartment
Analyze Data Teachers will use pre-post test data (14-15) and ACTAspire Interim Assessment data (15-16) to drive classroominstruction and provide differentiated instruction.
AcademicSupportProgram
08/04/2014 05/13/2016 $0 Englishdepartmentand membersof thescience,history, andelectivesdepartmentswhen needed
Analyze relationships in text The students will analyze the structure of the relationshipsamong concepts in a text, such as relationships among keyterms
DirectInstruction
08/19/2013 05/14/2014 $0 All scienceteachers
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Title II Part A
Title III
General Fund
Incorporating words andimages
Incorporating words and images using symbols to representrelationships
DirectInstruction
08/19/2013 05/14/2014 $0 All scienceteachers
Analyze author's purpose The students will analyze the author's purpose in providingan explanation , describing a procedure, or discussing anexperiment in a text
DirectInstruction
08/19/2013 05/14/2014 $0 All scienceteachers
Venn Diagrams/Charts Students will use Venn Diagrams or charts to compare andclassify items
DirectInstruction
08/19/2013 05/14/2014 $0 All scienceteachers
Cite evidence The students will cite specific textual evidence to supportthe analysis of science and technical texts
DirectInstruction
08/19/2013 05/14/2014 $0 All scienceteachers
Bell Ringers Teachers will use practice ACT questions as bell ringers. DirectInstruction
08/04/2014 05/13/2016 $0 Mathdepartment
Use physical models andmovements
The students will use physical models and movements torepresent information
DirectInstruction
08/19/2013 05/14/2014 $0 All scienceteachers
Total $0
Activity Name Activity Description Activity Type Begin Date End Date ResourceAssigned
StaffResponsible
LTF Training 17 teachers at Stanhope Elmore High School receivedLaying the Foundation (LTF) training (2014-15)Additional (SEHS) teachers (Pose, Cooper, Cook) willrecieve (LTF) training (2105-16)
ProfessionalLearning
06/02/2014 05/13/2016 $10200 17 appointedprofessionalstaff (14-15)3 add'l (15-16)
Total $10200
Activity Name Activity Description Activity Type Begin Date End Date ResourceAssigned
StaffResponsible
Rosetta Stone Students will actively participate in Rosetta Stone on aweekly basis in order to acquire EL skills to successfullyadapt to the English language.
DirectInstruction
08/19/2013 05/14/2014 $3000 ELLCoordinatorand selectedteachers
Total $3000
Activity Name Activity Description Activity Type Begin Date End Date ResourceAssigned
StaffResponsible
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Technology Refresh Elmore County Public Schools implemented a system widecomputer refresh for faculty, staff and students
Technology 06/02/2014 07/31/2014 $97500 countytechnologydepartmentand localtechnologycoordinators
Total $97500
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Stakeholder Feedback Diagnostic
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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.
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Stakeholder Feedback Data
Label Assurance Response Comment Attachment1. Did you complete the Stakeholder Feedback
Data document offline and upload below?Yes attached SEHS Stakeholder
FeedbackSEHS Results
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Evaluative Criteria and Rubrics
Overall Rating: 2.5
Statement or Question Response Rating1. Questionnaire Administration Most required AdvancED questionnaires were
used by the institution to receive stakeholderfeedback. The minimum response rate for eachpopulation was met (parent questionnaire:equal to or greater than 20%, studentquestionnaire(s): equal to or greater than 40%,staff questionnaire: equal to or greater than60%). Questionnaires were administered withreasonable fidelity to the administrativeprocedures appropriate for each assessment. Inmost instances, the stakeholders to whomthese questionnaires were administered mostlyrepresented the populations served by theinstitution. Appropriate accommodations wereprovided for most participants.
Level 3
Statement or Question Response Rating2. Stakeholder Feedback Results and Analysis One or more of the stakeholder questionnaires
had an average item value below 3.20 (on a 5.0scale). Results of stakeholder feedbackcollected by the institution were indifferentlyanalyzed and presented with little clarity.
Level 2
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Areas of Notable Achievement
Which area(s) indicate the overall highest level of satisfaction or approval? Standard 2- According to survey results parent (increased from 3.1 to 3.21) and staff (increased from 3.73 to 3.98) have indicated by an
increase in survey scores that the leadership at SEHS promotes and supports student performance.
Standard 5- According to results, students (increased from 2.84 to 2.88) and staff (increased from 3.78 to 3.92) indicate that SEHS
implement comprehensive assessment system.
According to indicator 3.5, both parents (2.8 to 2.84) and teacher (3.59-3.64) indicate that teachers participate in learning communities in
order to improve instruction and student learning. Which area(s) show a trend toward increasing stakeholder satisfaction or approval? Indicator 2.5- Staff and parents both indicated that the SEHS leadership involves stakeholders in all decisions. Which of the above reported findings are consistent with findings from other stakeholder feedback sources? Stanhope Elmore High School does not have another data source with which to make a comparison. The lack of appropriate data is
indicative of a need for additional, appropriately aligned survey opportunities for our stakeholders.
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Areas in Need of Improvement
Which area(s) indicate the overall lowest level of satisfaction or approval? According to results by students, staff and parents, indicator 3.8, SEHS does not adequately engage families in school functions. Which area(s) show a trend toward decreasing stakeholder satisfaction or approval? Standard 3- Teaching and Assessing- is the overall lowest area across all surveyed groups at SEHS. What are the implications for these stakeholder perceptions? Stanhope Elmore High School does not have another data source with which to make a comparison. The lack of appropriate data is
indicative of a need for additional, appropriately aligned survey opportunities for our stakeholders. Which of the above reported findings are consistent with findings from other stakeholder feedback sources? Stanhope Elmore High School does not have another data source with which to make a comparison. The lack of appropriate data is
indicative of a need for additional, appropriately aligned survey opportunities for our stakeholders.
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Report Summary
Scores By Section
Sections
1 2 3 4
Section Score
Evaluative Criteria and Rubrics 2.5
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Coordination of Resources - Comprehensive
Budget
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Introduction List all federal, state, and local monies that the school uses to run its program.
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I. State Foundation Funds:
FTE's Earned Units Placed Total Salaries
FTE Teacher Units 59.02 59.02 2,783,111.00
Administrator Units 1.00 1.00 90,268.00
Assistant Principal 2.00 2.00 129,538.00
Counselor 2.50 2.50 146,252.00
Librarian 2.00 2.00 105,112.00
Career and Technical Education Administrator 0.00 0.00 0.00
Career and Technical Education Counselor 0.00 0.00 0.00
Technology 0.00 0.00 4,243.00
Professional Development 0.00 0.00 4,243.00
State ELL Funds 0.00 0.00 0.00
Instructional Supplies 0.00 0.00 24,864.00
Library Enhancement 0.00 0.00 1,414.00
Totals 3,289,045.00
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Title I
Provide a brief explanation and breakdown of expenses. NA
Provide a brief explanation and a breakdown of expenses. NA
Label Question Value1. Improving the Academic Achievement of the Disadvantaged
Provide the total.0.0
Label Question Value1. ARRA Funds
Provide the total.0.0
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Title II
Provide a brief explanation and a breakdown of expenses. Professional Developoment
Label Question Value1. Professional Development Activites
Provide the total.27533.76
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Title III
Provide a brief explanation and a breakdown of expenses. Funds are distributed from the district level
Label Question Value1. For English Language Learners
Provide the total.45819.0
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Title IV
Provide a brief explanation and a breakdown of expenses. NA
Label Question Value1. Safe and Drug-Free Schools
Provide the total.0.0
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Title VI
Provide a brief explanation and a breakdown of expenses. NA
Label Question Value1. For Rural and Low-income Schools
Provide the total.0.0
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Career and Technical Education-Perkins IV
Provide a brief explanation and breakdown of expenses. Professional Development Activities
Provide a brief explanation and breakdown of expenses. NA
Label Question Value1. Basic Grant (Title I)
Provide total.132427.0
Label Question Value1. Tech Prep (Title II)
Provide the total.0.0
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Other
Provide a brief explanation and a breakdown of expenses. NA
Label Question Value1. 21st Century, Learn and Serve, Even Start, School Improvement
GrantProvide the total.
0.0
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