Assurances Part I NEEDS ASSESSMENT- SUMMARY OF...

Assurances

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

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

Indicates LEA Principal Approval based on Assurances listed above.

Part I NEEDS ASSESSMENT- SUMMARY OF DATA

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

Instructional Leadership Team Names and Positions

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

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

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

SUMMARY OF NEEDS BASED ON A COMPREHENSIVE REVIEW OF DATA

I have reviewed the Annual Accountability Results Report

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In September and October of 2012, the CIP Team met to review and revise the previous year's Plan. The Team analyzed ARMT+ data, Alabama Science Assessment data and longitudinal data. Additional data such as Pride Surveys, Needs Assessment Surveys, and discipline data were also analyzed. Parents were invited to the meetings to review the Plan and make suggestions. The Plan is available to all faculty and staff. Additionally, a copy will be available for review in the SMS library,on the website, and in the school office.

Mr. Terry Holley, Superintendent Ms. Alane Brunson. LEA Curriculum Coordinator Mr. Ricky Messick, Federal Programs Ms. Cassandra Scott, Princpal Mr. John Evers, Assistant Principal Ms. Ellen Sikes, Counselor Ms. Alison Thomason, Librarian Ms. Sharon Jones, Special Education Ms. Deidra Burleson, Reading Teacher Mr. Seth Richards,Social Studies Teacher Ms. Traci Watson, Parent Mr. Doug and Kim Rabren, Community Stakeholder

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Straughn Middle School - Schoolwide - Principal Approved Continuous Improvement Plan - 11/26/2012

System: Covington County School: Straughn Middle School of 23


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

Highly Qualified Teachers (HQT): Describe how staffing decisions ensure that highly qualified, well-trained teachers provide instruction and how their assignments most effectively address identified academic needs.

Number and percentage of teachers Non-HQT:

Number and percentage of Classes Taught by Non-HQT:

Alabama High School Graduation Exam (AHSGE):

Strengths:

Weaknesses:

Alabama Reading and Mathematics Test (ARMT):

Strengths:

Weaknesses:

Alabama Science Assessment:

Strengths:

Weaknesses:

The CIP Team met in September and October to review ARMT+ data and the science assessment. Longitudinal charts were given to math and reading teachers and weaknesses in standards were identified. Students who did not score at proficient levels (III and IV) in reading and math on the ARMT+ were identified and will receive remediation. Special emphasis will be placed on how to meet the needs of the special education population and RTI Tier II and III students.

All teachers meet HQT status.

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95% of 6th grade students, 97.67% of 7th grade students, and 95% of 8th grade students scored proficient in reading on the ARMT+. 86% of 6th graders, 94.76% of 7th graders, and 97.82% of 8th graders scored proficient in the area of math.

All areas showed an increase except for 6th grade math, which remained the same.

90% of 7th grade students were proficient on the science portion of the ARMT+.

Lowest percentages were in the following content standards for the 7th Grade: Identify Mendel's laws of genetics(63%); Describe organisms in the six-kingdom classification system (65%); and Describe evidence of species variation due to climate, changing landforms, interspecies interactions, and genetic mutation (59%). Even though these are the lowest percentages there was marked improvement over the previous year.



Stanford 10:

Strengths:

Weaknesses:

Dynamic Indicators of Basic Early Literacy Skills (DIBELS):

Strengths:

Weaknesses:


Alabama Direct Assessment of Writing (ADAW):

Strengths:

Weaknesses:

ACCESS for English Language Learners (ELLs):

Strengths:

Weaknesses:

EducateAL or other Professional Evaluation Profile Information:

Strengths:

Weaknesses:

NA

NA

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At the present time, SMS has no ELL students. However, if any ELL students should enroll, we will follow the guidelines outlined in the Covington County Schools ELL Plan. TRANSACT is available to translate documents and forms into the parent's native language. A translator will also be provided if needed.

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Educate Alabama offers opportunities for meaningful conversations between teacher and principal to determine plans for professional growth and implementation. It also offers a professional study link. As a faculty, we will be provided on-site job-embedded professional development for teachers to promote the use of technology in teaching and learning. Teachers will also be provided training on the new College and Career Ready Standards.

3.5 Solves mathematical problems across subject areas using a variety of strategies to verify and interpret results and to draw conclusions.



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

Strengths:

Weaknesses:

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

Strengths:

Weaknesses:

Career and Technical Education Program Data Reports:

Strengths:

Weaknesses:


School Demographic Information related to student discipline (e.g. total office referrals, long- and short-term suspensions, expulsions, alternative school placements, School Incidence Report (SIR) data, or student attendance).

Strengths:

Weaknesses:

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

3.7 Identifies and integrates available emerging technologies into the teaching of all content areas.

Straughn Middle School has one student taking the AAA. Our technology goal is to improve student learning through the use of technology. The school has purchased 5 Promethean Boards; 2 Mobi Interwrite systems, and 30 Ipads. We have two mobile labs. The SMS library offers ebooks and audio books to students for check out. Teachers are increasing their participation in utilizing Compass Learning as an instructional and remedial resource. The faculty is increasing their knowledge of new technology through school wide professional development. 7th and 8th grade teachers are utilizing web-based project tools (Glogster).

There is limited personnel to assist with technology issues.

STAR assessment gives teachers the opportunity to assess student progress three times throughout the year. It also gives teachers instructional planning guides for students that are not at benchmark. AMSTI provides hands on instruction for all students in the areas of Math and Science.

According to the STAR screening report 43% of 6th grade students were below benchmark in math and 43% of both 6th grade and 8th grade students were below benchmark in reading.

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Straughn Middle School will continue to implement PBS (Positive Behaviors Support) during the 2012-2013 school year. A PBS Team will continue with the rewards program that is already in place. Discipline data is shared at monthly faculty meetings.

Tardy referrals were a problem for the 2011-2012 school; however, there was a decrease in the number(58 to 42)of referrals. We will devise a plan to address this issue.



Strengths:

Weaknesses:

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

Strengths:

Weaknesses:

School Demographic Information related to student attendance, patterns of student tardiness, early checkouts, late enrollments, high number of transfers, and/or transiency including migratory moves (if applicable).

Strengths:

Weaknesses:

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

Strengths:

Weaknesses:

School Perception Information related to student PRIDE data.

Strengths:

Weaknesses:

N/A

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There were two new hires for the 2012-2013 school year. All teachers meet HQT status.

New Course of Study and AMSTI are challenges facing teachers.

Straughn Middle School's attendance rate was 96% on the AYP status report for 2011-2012 school year.

There were a total of 42 ODR's for tardies during the 2011-2012 school year.

98% of parents feel welcome in the school 98% of parents feel that they are encouraged to be involved in their child's education 96% of parents feel that they understand their child's report card and test scores 95% of parents feel they can reach their child's teachers for discussion 93% of parents feel they know the school's academic goals and how they can be involved

Only 7 parents (out of 253 students) were in attendance for an informational overview of the programs and plans offered at Straughn Middle School even though flyers were sent home and information was posted on the announcement section of the iNow Home Portal.

Within the past year, 92% of SMS students have not used tobacco products (cigarettes or smokeless tobacco) and 94% of students have not smoked marijuana.

33% of students have hurt another student by hitting, kicking or slapping one or more times in the past school year. 44% of SMS students have threatened to hurt another student by hitting, kicking or slapping one or more times in the past school year.



School Process Information related to an analysis of existing curricula focused on helping English Language Learners (ELLs) work toward attaining proficiency in annual measurable academic objectives (AMAOs).

Strengths:

Weaknesses:

School Process Information related to an analysis of existing personnel focused on helping English Language Learners (ELLs) work toward attaining proficiency in annual measurable academic objectives (AMAOs).

Strengths:

Weaknesses:

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

Strengths:

Weaknesses:

Part II - GOAL TO ADDRESS ACADEMIC NEEDS

Part II - GOAL TO ADDRESS ACADEMIC NEEDS – All components to support improving academic achievement, INCLUDING SCHOOL CULTURE CONSIDERATIONS, should be related to the weaknesses identified in the data summary. Use the SMART Goals format to address areas of need.

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

1. Increase Reading Prof. in SpEd, & Tier II & III

Description:Based on the AYP report, the Special Education Proficiency Index was -5.37% for grades 6-8. Our goal is to increase the SpEd and Tier II and III students Proficiency Index by 2%.

Data Results on which goal is based:


N/A


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ARMT+, longitudinal data, and STAR screening reports are used to determine student weaknesses in content standards in the areas of reading and math. Remediation and RTI classes are implemented for Tier II and III students. Teachers are implementing strategic teaching lessons in their classrooms. At-risk students are encouraged to participate in our after school program to receive tutoring and homework assistance.

Students who need the most academic assistance will not attend the after school program.



ARMT+ Data and STAR

Target Grade Level(s): grade 6-8 Target Content Area(s): Reading ARMT: Reading

Additional Academic Indicators:NA

Target Student Subgroup(s):Special Education as well as RTI Tier II and III Students

Courses of Study:AL COS #'s 1-4

Strategies:1.1 Strategic Teaching

Description:Plan and implement strategic teaching in all reading classes. Individualized instruction given through face-to-face intensive and explicit reading instruction.

Action Steps:1.1.1 Implement Literacy Strategies

Description:Teachers will utilize literacy strategies in all content areas, such as turn and talk, chunking, think pair and share, cooperative learning, etc. Evidence will be documented through teacher observations, documentation of literacy strategies in lesson plans, and Strategic Teaching Walk-throughs.

Benchmarks:STAR Screening reports will be reviewed fall, winter, and spring. RTI Tier II and Tier III students as well as Special Ed. students will be progress monitored weekly with the STAR assessment to determine growth. Students who show continuous progress will be monitored every 2 weeks.

Interventions:Documentation for special education and Tier III student work will be kept in their red work folders. Teachers will maintain a record of skills/standards that have been mastered.

Resources:Computer lab and computer programs such as Compass Learning and Accelerated Reading.

1.2 Corrective Reading

Description:Special Education teachers will use Corrective Reading as an intervention tool. Students will work in small groups during intervention. Students will also receive face-to-face intensive and explicit reading instruction.

Action Steps:1.2.1 Intervention



Description:SRA Corrective Reading. Small group instruction utilizing SRA curriculum.

Benchmarks:STAR screening reports will be reviewed fall, winter, and spring.

Interventions:General education and special education teachers will hold monthly data meetings to discuss students' progress and to determine if new or additional strategies should be implemented. Evidence will include documentation of completed lessons by students.

Resources:Corrective Reading textbooks and workbooks.

1.3 Utilize Accelerated Reader

Description:Accelerated Reader will be used to encourage independent reading. Students will read a minimum of five AR books per nine weeks within their reading range and score 80% or better. Audio books are also available.

Action Steps:1.3.1 STAR Universal Screener

Description:Teachers will utilize STAR Reader to monitor weekly progress for Special Education, Tier II and III students, and to identify which skills students need assistance.

Benchmarks:STAR reports will be generated weekly to monitor progress.

Interventions:Teachers will review weekly AR reports to determine if students are working towards their reading goals.

Resources:Renaissance Place

1.4 Compass Learning

Description:Using STAR data as a universal screener to assess individual student needs, Compass Learning will be used to administer individualized instruction and practice.

Action Steps:1.4.1 Compass Learning Implementation

Description:SpEd students and RTI Tier III will participate in Compass Learning activities twice per week.



Benchmarks:Compass Learning Activities

Interventions:Monthly review of data and revision of individualized instructional plans as needed.

Resources:Compass Learning/Odyssey Software

2. Increase Special Education Math Proficiency

Description:Increase Special Education, RTI Tier II and III Proficiency Index Goal in Mathematics by 2%.

Data Results on which goal is based:Special Education students had a Proficiency Index of 0.63% on AYP report.

Target Grade Level(s): 6-8. Target Content Area(s): Math ARMT: Math


Target Student Subgroup(s):Special Education and RTI Tier II and III

Courses of Study:6th Grade Math 1.) Solve problems using decimals, percents, fractions, and proportions. 2.) Solve problems perimeter/area of parallelograms/rectangles. 3.) Convert length, weight, capacity with the same system. 7th Grade Math - the objective we scored the lowest on last year was COS #13 - Determine the probability of a compound event - with 53% (mean percent correct) The new CCRS equivalent for this year is: v7.SP.8 Find probabilities of compound events using organized lists, tables, tree diagrams, and simulation. 8th Grade Math: The lowest score for 8th grade: #4 Graph linear by plotting points or by using the slope and y-intercept. This translates into the new COS: # 8 Use similar triangles to explain why the slope m is the same between any two distinct points on a non-vertical line in the coordinate plane; derive the equation y = mx for a line through the origin and the equation y = mx + b for a line intercepting the vertical axis at b. 8th grade will work on graphing COS #8 from the Common Core objectives.

Strategies:2.1 Strategic Teaching

Description:Plan and implement strategic teaching in all math classes.

Action Steps:2.1.1 Review Longitudinal Data

Description:



Teachers will align text and resources with the CCRS and ARMT+ standards, focusing on the lowest standards based on the data.

Benchmarks:Teachers will maintain a record of skills/standards that students have been taught and mastered. Review STAR screening reports weekly.

Interventions:Hold regular data meetings.

Resources:none

2.2 Compass Learning

Description:Teachers will utilize Compass Learning to administer individualized instruction and practice.

Action Steps:2.2.1 Compass Learning Implementation

Description:Special Education students will participate in Compass Learning activities.

Benchmarks:Monthly review of Compass Learning reports.

Interventions:Periodic review of data and revision of individualized instructional plans as needed.

Resources:Compass Learning Software

3. Decrease Benchmark Percentages of At-risk Students

Description:Decrease the percentages of at-risk students, as determined by the STAR screening report, who scored below benchmark on the STAR test in reading by 2%. 6th Grade 43% to 41%. 7th Grade 42% to 40%. 8th Grade 43% to 41%.

Data Results on which goal is based:STAR Screenng Report.

Target Grade Level(s): 6-8 Target Content Area(s): Reading ARMT: Reading




Target Student Subgroup(s):At-risk students (RTI Tier II & III Students)

Courses of Study:6th Grade: Interpret literary elements and devices; apply strategies to comprehend textual/informational, functional material 7th Grade: Distinguish among major genres and sub-genres based on; relate literary elements and devices to each other. 8th Grade: Evaluate the impact of setting, mood, and/or characterization

Strategies:3.1 DEAR

Description:Research shows that students who read at least 20 minutes per day perform at a higher level than those who do not. Student will be provided with 30 minutes of uninterrupted reading time. Evidence is collected through the students reading logs and Accelerated Reader tests.

Action Steps:3.1.1 DEAR Implementation

Description:Students will participate in DEAR (Drop Everything and READ). Students will be given reading requirements each nine weeks. They will read and take AR tests.

Benchmarks:Accelerated Reading Reports.

Interventions:Students will be placed on an individualized learning path through Compass Learning.


4. Decrease Percentage of At-risk Math Students

Description:Decrease percentage of At-risk math students as determined by the STAR Universal Screening report by 2%. 6th Grade: 43% to 41%. 7th Grade: 35% to 33%. 8th Grade: 32% to 30%.

Data Results on which goal is based:STAR Math Screening Reports

Target Grade Level(s): 6-8 Target Content Area(s): Math ARMT: Math




Target Student Subgroup(s):At-risk Students (Tier II & III RTI groups)

Courses of Study:6th Grade Math: 1.) Solve problems using decimals, percents, fractions, and proportions. 2.) Solve problems perimeter/area of parallelograms/rectangles. 3.) Convert length, weight, capacity with the same system. 7th Grade Math: The new CCRS standard equivalent for this year is 7.SP.8 Find probabilities of compound events using organized lists, tables, tree diagrams, and simulation. 8th grade Math: COS # 8 Use similar triangles to explain why the slope m is the same between any two distinct points on a non-vertical line in the coordinate plane; derive the equation y = mx for a line through the origin and the equation y = mx + b for a line intercepting the vertical axis at b.

Strategies:4.1 Compass Learning

Description:Teachers will utilize Compass Learning program to improve At Risk students' Math scores.

Action Steps:4.1.1 Utilize Compass Learning

Description:Students will participate in Compass Learning activities twice per week.

Benchmarks:Teacher observation and Compass Learning Reports

Interventions:Monthly review of data.


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

Part III - GOAL TO ADDRESS ANNUAL MEASURABLE ACHIEVEMENT OBJECTIVES (AMAOs) AND ENGLISH LANGUAGE PROFICIENCY NEEDS – Note: Refer to the ELL Data Compilation Form as part of the needs assessment in forming goals. If any ELL student did not make AMAOs, complete this page.

ENGLISH LANGUAGE PROFICIENCY GOAL (SHOULD ADDRESS IDENTIFIED WEAKNESSES AND GAPS):

1. We currently have no ELL students at SMS

Description:At the present time, SMS has no ELL students. However, if any ELL students should enroll, we will follow the guidelines outlined in the Covington County Schools ELL Plan. TRANSACT is available to translate documents and forms into the parent's native language. A translator will also be provided if needed.



Data Results on which goal is based:N/A

Target Grade Level(s): 6-8 Target ELP Language Domain(s): Reading WIDA Standards: N/A Strategies:

1.1 NA

Description:NA

Action Steps:1.1.1 NA

Description:NA

Benchmarks:NA

Interventions:NA

Resources:NA

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

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

1. Decrease Office Discipline Referrals

Description:There were 168 ODR's during the 2011-2012 school year. 42 were for tardies.

Strategies:1.1 Postive Behaviors Support

Description:Continue Positive Behaviors Support Program



Action Steps:1.1.1 Continue GOTCHA Program

Description:Students can earn GOTCHAS for positive behaviors which can be redeemed for rewards at the end of each 9 weeks.

Benchmarks:Monthly review of ODR

Interventions:Review ODR data monthly.

Resources:Purchase of rewards not to exceed $1000.00

2. Drug Awareness

Description:Educate students to the dangers of drug and alcohol abuse.

Strategies:2.1 Red Ribbon Week

Description:N/A

Action Steps:2.1.1 Red Ribbon Week Activities

Description:Students will participate in various activities during the week to increase their knowledge and awareness of the dangers of drugs and alcohol.

Benchmarks:N/a

2.1.2 Guest Speakers

Description:A speaker will be invited to present programs to our students on the dangers of drugs, alcohol, and prescription pills.

Benchmarks:N/A

Interventions:Will be observed October 24-28.



Resources:ALCAP Speaker, Prizes for student participation

3. Bullying

Description:Create an awareness of the different types of bullying. Foster a a safe climate for our students.

Strategies:3.1 Too Good for Violence

Description:Implement curriculum "Too Good for Violence".

Action Steps:3.1.1 Too Good For Violence Implementation

Description:Program will be taught to each grade level.

Benchmarks:Students will be given a pre-test and post-test.

Interventions:Review of Pride Survey Data, review Anti-Harassment law with students.This information will be posted on the Covington County Schools website under the parent download section.

Resources:Too Good For Violence Resource Kit

4. Build relationships with teacher's and students

Description:Goal is to build a positive and caring climate between teachers and students.

Strategies:4.1 Offer Variety of Clubs for Students

Description:Teachers will sponsor a variety of clubs and organizations to correlate to diverse student interests

Action Steps:4.1.1 Cub Implementations

Description:



Clubs to be introduced include glee club, sewing club, campus beautification, cooking club, girls club, 8th grade announcement crew, 4H, etc.

Benchmarks:Student/Teachers/Administration communication and observation

Interventions:Program will be monitored through administrative observations and teacher/administration discussion.

Resources:NA

Part V - Additional Components To Be Addressed to Satisfy Federal Requirements

Teacher Mentoring:

Describe teacher mentoring activities. For example, are new or inexperienced teachers given support from an assigned master teacher and what does that support look like? (Section 1116)

Budget:

Describe the coordination of all federal, state, and local programs, including career and technical education. (Note: NCLB Section 1116 requires that each year Title I schools identified for improvement must reserve the equivalent of 10% of the school-level allocation made available to the school under Section 1113 specifically for professional development opportunities for teachers. Budgets should reflect this set-aside.) See the sample budget on a later page.

Transition:

Describe strategies to assist students in transitioning from previous school to the current school and/or from the current school to the next school, including, for example, how preschool children might be prepared for entry into kindergarten or how eighth grade students are prepared for high school.

Highly Qualified Teachers:

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

Covington County Schools hosts several professional development trainings throughout the school year for our novice teachers. These include Lee vs. Macon, Highly Qualified Sessions, Educate Alabama, Attendance, Testing, and Subject Matter. Veteran teachers are assigned a novice teacher to support the continuous improvement and growth of the new teacher. Goals are set that reflect local needs and are aligned with the goals of the District. These teachers are mentored in the following areas: (1)Personal/Emotional: helps new teachers deal with their new roles and responsibilities. (2)Instructional/Classroom: helps teachers with classroom management, implementing effective instructional strategies, lesson planning to meet AL COS, CCR Standards and assessments.(3)School Issues/Relationships with Faculty: helps new teachers understand and "fit" into the new environment. Policies, procedures, conferences, and developing relationships with other staff members are areas of focus as well.

See Budget Page

The following transition activities are offered: *Orientation for Grades six through eight in August. During this time students and parents may meet the faculty and discuss any concerns or special needs. Students are assigned lockers, purchase planners, bring school supplies and receive SMS's informational packet. *Sixth Grade Day held in May. Fifth grade students tour SMS and meet the principal, sixth grade teachers, librarian, and counselor. A short informational meeting is held and students are given the opportunity to ask questions and tour the campus. *Pre-registration and Orientation for upcoming ninth graders. Pre-registartion is held in May. Students/parents receive information concerning electives, class credits, and diploma options. Prior to the beginning of the new school year, Straughn High School holds orientation for eighth grade students. They run a mock schedule which gives students an opportunity to locate their classes, meet their teachers, and obtain locker assignments. *Tiger Pride Party. A party is held in August for all SMS new students.



Assessments and Teacher Involvement:

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

Special Populations:

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

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

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

Extended Learning Opportunities:

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

Covington County Schools (CCS) conducts on-site recruiting at the following colleges/universities: Troy Universiy, Auburn University-Montgomery, Alabama State, Alabama A & M University, Oakwood, Athens, and the University of Alabama. CCS Personnel Department contacts key leaders in the surrounding area for names of local students attending college with an interest in teaching. They assist non-highly qualified teachers with options to become highly qualified in the required field(s). In addition, teachers are reimbursed for the required testing and/or coursework needed to complete their educational program (other restrictions apply). The District identifies areas of weakness and provides professional development as needed. The positive contributions/services made by teachers are accentuated through recognition programs.

Grade level meetings are held on a monthly basis to discuss student weaknesses, student behavior, teaching strategies, and other concerns.

Presently, SMS has no ELL students, migrant students, or homeless students. All students at SMS, including those who may be identified as migrant, non-English proficient, homeless, economically disadvantaged, and neglected/delinquent will have access to all services and programs available including free/reduced lunch and breakfast, ELL services, Special Education Services, At-risk, and counseling services. Also, Straughn Middle School uses the Department of Human Resources, the Covington County Sheriff’s Department, local churches, and various community resources to provide students and families with necessary school supplies, food, clothing and shelter. The school counselor identifies limited-English proficient students upon enrollment into our school by giving them a Home Language Survey. This survey is used to determine eligibility for limited-English proficient testing. Students qualify for testing if the survey indicates that a language other than English is used by the student or at the student’s home. All eligible students are tested with the WIDA Access Placement Test (W-APT) to determine if a student is eligible to receive services. If parents agree that the student should receive services, an English Language Learner (ELL) team meets to determine appropriate services and placement for each individual student. After implementation of program, the ELL team reviews each student’s progress annually. If the student scores proficient on the WIDA Access test and is performing on grade level (determined by grades, teacher recommendations, and results of reading standardized tests), the student becomes eligible to exit the ELL program and will be monitored for two years to ensure success. Straughn Middle School is committed to providing the following services and programs to homeless, migrant, non-English speaking, immigrant and/or disabled families: • Provide a program after school to these students which would give them a place to do homework or participate in recreational activities; • Special tutoring programs, through the extended day program, for those who have missed substantial amounts of school; • Information about the community’s housing and job market provided to the parent. Straughn Middle School currently implements Alabama Math, Science, and Technology Initiative (AMSTI). Through the use of this program, innovative technology use, hands-on activities, and proven scientific programming are implemented to ensure that all Straughn Middle School students meet academic content and academic achievement standards.

N/A

Students who experience academic difficulties will be provided timely, effective and additional instructional assistance. This will be accomplished by: •Teacher review of student permanent record, previous test results, and any other pertinent information which would help the teacher to determine students’ strengths and weaknesses. •Teacher analysis of class profiles to determine individual and class strengths and weaknesses to focus on during instruction. •Teacher communication with parents and previous teachers to gain insight about students' learning styles. •Conducting monthly data meetings to discuss successful teaching strategies and procedures that would encourage student success and to review student progress and make adjustments in instruction.



Part VI – School Parental Involvement Plan as required by Section 1118 of NCLB

Parental Involvement:

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 to be involved.

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.

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.

Describe how parents, the school staff, and students share responsibility for improved student academic achievement for participating students (How the School-Parent Compact is jointly developed with Title I parents; how it is used, reviewed, and updated).

Describe procedures to allow parents to submit comments of dissatisfaction with the Continuous Improvement Plan.

Describe how the school will build capacity for parental involvement including how parents will be encouraged to become equal partners in the education of their children? (See NCLB Section 1118, requirements for building capacity in parental involvement.)

•Encouraging parental involvement in students’ education through school activities, conferences, telephone conversations, school website, e-mail, iNow home portal, and notes. •Encouraging participation in the extended day program.

A committee consisting of administrators, teachers, students, community stakeholders, and parents meet each year to update the school’s Parental Involvement Plan. Information is distributed during Open House in October. Covington County School District has the Plan on their website at www.cov.k12.al.us. Parents, students, and teachers are required to sign the school’s Plan. These are kept on file in each teacher’s classroom. If necessary, parents of ELL students are provided official school documents in their language through TransAct. All parents are given a Code of Conduct and Student Handbook at the beginning of the school year. Parent/teacher conferences are scheduled as needed or requested. Parents receive progress reports and report cards each nine weeks grading period.Parents can also view student's grades and attendance daily through the iNow Home Portal. In addition, a copy of the student’s SAT report is given to parents with the first nine weeks progress report. Teachers host different activities throughout the school year and invite parents to attend. Parents may also view the school’s website for information (www.cov.k12.al.us).

At Straughn Middle School, parental involvement is encouraged between school and parents. At the beginning of the year, parents are invited to orientation and a "Get the Scoop" informational parent/teacher forum. Parent volunteer surveys are distributed with the student information packets. The survey encourages parents to participate in various committees. Parents at SMS participate in District parental involvement surveys. Newsletters, progress reports, report cards, iNow home portal and the school website are utilized to keep parents informed.

At SMS, all teachers present an enrichment program to the parents throughout the year. We work to meet individual student needs. If language is a barrier, we use all resources available to communicate with parents and guardians.

Conferences are held by teachers, administrators, and school counselor with parents and/or students to discuss strategies of student academic achievement. Parents may contact teachers via email. Tier II and Tier III students are identified and provided remedial services. They are also encouraged to attend our extended day program. Students participate in an annual Arts Festival.

Parents are encouraged to contact the local school administration for assistance with filing a complaint. Complaints are filed at the Title I office (Central Office) and require a signature. The written complaint will be delivered to the LEA Superintendent’s office or Title I office by the principal or his/her designee. Upon receipt of the written complaint, the Title I Coordinator and a District Supervisor will investigate the complaint in a timely manner consulting with LEA Superintendent if necessary. Within a timely manner a resolution and written decision acknowledging receipt of the complaint/concern will be rendered by the LEA.



To ensure effective involvement of parents and to support a partnership among the school, parents, and the community to improve student academic achievement, our school:

(1) Shall provide training for parents of participating children in understanding such topics as the State's academic content standards and State student academic achievement standards, State and local academic assessments, the requirements of Title I, and how to monitor their child’s progress and work with teachers to improve the achievement of their children. (Describe)

(2) Shall provide materials and training to help parents to work with their children to improve their children's achievement, such as literacy training and using technology, as appropriate, to foster parental involvement. (Describe)

(3) Shall educate teachers, office personnel, and other school staff, with the assistance of parents, in the value and utility of contributions of parents, and in how to reach out to, communicate with, and work with parents as equal partners, implement and coordinate parent programs, and build ties between parents and the school. (Describe)

(4) Shall to the extent feasible and appropriate, coordinate and integrate parent involvement programs and activities with other federal programs, and conduct other activities, such as parent resource centers, that encourage and support parents in more fully participating in the education of their children. (Describe)

(5) Shall ensure that information related to school and parent programs, meetings, and other activities is sent to the parents of participating children in a format and, to the extent practicable, in a language the parents can understand. (Describe)

(6) Shall provide such other reasonable support for parental involvement activities as parents may request. (Describe)

Describe how the school will ensure the provision for participation of parents with limited English proficiency, parents with disabilities, and parents of migratory students; including providing information and school reports in a format and, to the extent practicable, in a language that parents can understand.

Part VII- PROFESSIONAL LEARNING NEEDS RELATED TO ACADEMIC CHALLENGES

A minimum of two parental involvement meetings will be held during the school year to discuss academic assessments, Title I and other topics. Information will also be provided in the school newsletter and on the school’s website.

Three parental involvement nights will be held during the school year. Materials and training will be provided during these meetings.

SMS will continue to work with its teachers through inservices, faculty meetings, and grade level meetings in understanding the importance of parental involvement, recognizing that parents are our partners.

Parental involvement activities and meetings will include information about the system’s Title I program, following all requirements of the Title I regulations in accordance with the NCLB Act of 2001. Parents will be involved with planning and updating of all school plans. Ex. Parent/Teacher/Student Compacts, Wellness Plan, Safety Plan, etc. Copies of all plans will be housed in the SMS library and in the parent resource section in the office. The Compact will serve as a working document for parents, teachers, and students.

TransAct is available and will be used to translate documents in a language that parents can understand. A translator will be provided in needed for ELL students and parents.

A parent suggestion box is located in the office. Local schools shall submit to parents procedures for filing comments/concerns to the LEA.

Parents of students with limited English proficiency, disabilities, and migratory students will be contacted by telephone or mail (in a language that they can understand) to participate in activities. If necessary, any official school documents can be translated for parents in the appropriate language through TransAct.



Does the plan provide opportunities for professional development activities that are high-quality, effective, and research-based?

● Yes ● No

Does the plan include opportunities for teachers, principals, paraprofessionals, other staff, and parents?

● Yes ● No

Does the plan include required district-wide training for English language acquisition? (If LEA receives Title III funds)

● Yes ● No

(Note: Professional learning activities must be linked to Alabama’s Standards for Professional Development and Alabama’s Technology Professional Development Standards, www.alsde.edu, Sections, Technology Initiatives, Publications).

Learning Activities: Reading Proficiency

What weakness or need identified in academic (including ell amaos) or school culture goals will the professional learning address? Reading proficiency in Special Education and At Risk students

What types of professional learning will be offered? We will provide training on emerging technologies.

When will the session be delivered? October 2012- May 2013

What are the expected outcomes of professional learning? (Following the professional learning, how will academic or cultural challenges be impacted – what does it look like?)

Teachers will be able to utilize technology to promote teaching and learning

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

Teachers lesson plans will be reviewed by administrator and walk throughs will be conducted each 9 weeks.

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

Math Proficiency

What weakness or need identified in academic (including ell amaos) or school culture goals will the professional learning address? Math proficiency in Special Education and RTI Tier II and Tier III students and the STAR assessment reports.

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What types of professional learning will be offered? We will provide training on emerging technologies, CCRS Math and CCRS Language Arts Course of Study, New Math Textbooks, Global Scholar, Compass Learning.

When will the session be delivered? October 2012-May 2013

What are the expected outcomes of professional learning? (Following the professional learning, how will academic or cultural challenges be impacted – what does it look like?)

Teachers will be able utilize technology to promote teaching and learning, PD will be ongoing throughout the year.

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

Lesson plans will be monitored by adminstration and walk throughs will be conducted each 9 weeks.

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

Part VIII - Coordination of Resources/Comprehensive Budget

I. State Foundation Funds

II. Federal Funds

FTEs Earned Units Placed Total Salaries

FTE Teacher Units 13.07 13.07 840,681.45

Administrator Units 1.0 1.0 0

Assistant Principal .5 .5 0

Counselor 1.0 1.0 0

Librarian 1.25 1.0 0

Career and Technical Education Administrator 0 0 0

Career and Technical Education Counselor 0 0 0

Technology 0

Professional Development 0

State ELL Funds 0

Instructional Supplies 5,313.00

Library Enhancement 0

Total of All Salaries: $845,994.45



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

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

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

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

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

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

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

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

.89 Salaries/ benefits/ substitutes for instructional personnel. parental involvement, and instructional materials/supplies

Total : 53,518.53

NA

Total : 0

Professional Development

Total : 0.00

NA

Total : 0

NA

Total : 0

na

Total : 0

NA

Total : 0

NA

Total : 0



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

III. Local Funds (if applicable)

Local FundsProvide a brief explanation and a breakdown of expenses.

Child Nutrition: 8.32 Child nutrition salaries/ benefits/ substitutes, food, food services, supplies, contracted services, equipment, and administrative salaries

Total : 482,109.00

General Fund: utilities, maintenance, janitorial supplies, contracted services, vehicle services 98,207.00 Local School (public/nonpublic): Instructional materials/supplies, maintenance, contracted services, fundraiser expenditures, and other misc. expenditures related to local school activities 57,125.00 Foundation: 20.65 salaries/benefits for instructional, instructional support, supplements, school administrative, janitorial and substitutes; instructional materials/supplies 1,277,413.00 Nurse: .3 salaries;benefits for school nurse 18,830.00

Total : 1,451,575.00



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