Saks Middle School - NonTitle - Calhoun County … · Saks Middle School - NonTitle ... assignments...

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)

gfedcb

The faculty is involved in the analysis of standardized achievement test scores in an effort to improve student achievement. At the beginning of the school year, teachers participate in a mini-retreat to analyze ARMT plus results from the previous year to guide planning and identify strengths and weaknesses of the students. Most classroom teachers use the STAR assessment as a supplementary means to monitor students' reading levels and track progress in independent reading. Other informal assessments such as inventories, running records, writing samples, artwork, and daily observations also provide valuable assessment and monitoring information. In addition to providing assessment information for each individual student in grades 5 through 7, analysis of assessment results also provides information on both grade level and school-wide areas of strengths and needs. The Continuous Improvement Team, on which teachers from all grade levels and specialty areas are represented, gathers, analyzes, and summarizes all data to identify the areas of greatest needs. Committee decisions about students, curriculum and instruction, and resources allocation in the school are based on the identified areas of need. A summary of school-wide strengths and weaknesses is developed based on the breakdown of the various test scores. Professional development for the year is also planned to meet the areas of need. All teachers serve on a minimum of one sub-committee with members of the continuous improvement team serving on up to 5 committees. Chair, chair-elect, and recorders are selected by each committee. Notes are taken from each meeting and provided to the principal for review and filing. Notes are shared with the continuous improvement team. Ongoing meetings are held for updates to plans and discussion of additional needs.

Kristi Sheheane 5th grade language arts teacher / chairperson Joy House 6th grade science teacher / chairperson David Craig 7th grade English teacher / chairperson Bill Green 7th history teacher /Superintendent's Advisory Ellen Harner Collaborative teacher / Superintendent's Advisory LaGregory Thomas Collaborative teacher Brandy Ragsdale Guidance Counselor Lindsay Mosley Library Media Specialist Kristin Sparks ELL teacher Patty Bruce Parent representative Vivian Bishop Assistant Principal Wendy England Principal

Saks Middle School - NonTitle - Superintendent Approved Continuous Improvement Plan - 11/7/2012

System: Calhoun County School: Saks Middle School of 40

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

SUMMARY OF NEEDS BASED ON A COMPREHENSIVE REVIEW OF DATA

I have reviewed the Annual Accountability Results Report


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

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

Number and percentage of teachers Non-HQT:

Number and percentage of Classes Taught by Non-HQT:

Alabama High School Graduation Exam (AHSGE):

Strengths:

Weaknesses:

Alabama Reading and Mathematics Test (ARMT):

Strengths:

gfedcb

Saks Middle School teachers and staff met together on September 4-6, 2012 for a mini-planning retreat. Teachers analyzed ARMT plus results. Teachers had the opportunity to discuss individual student's and weaknesses. This is also a time to share information about each child that may impact his/her learning. During the planning retreats RtI plans were reviewed and rewritten to meet the needs of this school year.

Staff assignments consider each individual's areas of strength as well as certification and experience. Once needs and strengths of the school program, curriculum, students, staff and resources are assessed, teaching assignments are made (or changed as necessary) to meet the prioritized needs of students. The NCLB of 2001 requires "highly-qualified" teachers for every classroom. The federal definition of "highly qualified means having an academic major, or other measures approved by the US Department of Education , in the subject being taught. With the exception of one special education collaborative teacher, all teachers and administrators meet Alabama State Department of Education requirements for certification, is fully certified and is teaching in the area of certification. Each faculty member meets the Southern Association of Colleges and Schools certification guidelines.

1/18 not HQ (special education collaborative)

N/A

N/A

N/A

5th grade Reading: 67 out of 103 tested scored level IV 22 out of 103 tested scored level III (89 out of 103 scored proficient) 5th grade Math: 42 out of 103 tested scored level IV 40 out of 103 tested scored level III (82 out of 103 scored proficient) 6th grade Reading: 68 out of 98 tested scored level IV



Weaknesses:

Alabama Science Assessment:

Strengths:

Weaknesses:

Stanford 10:

Strengths:

Weaknesses:

Dynamic Indicators of Basic Early Literacy Skills (DIBELS):

Strengths:

17 out of 98 tested scored level III (85 out of 98 scored proficient) 6th grade Math: 30 out of 98 tested scored level IV 40 out of 98 tested scored level III (70 out of 98 scored proficient) 7th grade Reading: 75 out of 115 tested scored level IV 31 out of 115 tested scored level III (106 out of 115 scored proficient)

5th grade Reading: 14 out of 103 tested scored level II 5th grade Math: 21 out of 103 tested scored level II 6th grade Reading: 13 out of 98 tested scored level II 6th grade Math: 28 out of 98 tested scored level II 7th grade Reading: 9 out of 115 tested scored level II 7th grade Math: 20 out of 115 tested scored level IV 42 out of 115 tested scored level III 53 out of 115 tested scored level II (only 62 out of 115 scored proficient) special ed scores decreased in reading from -10.76 to -19.00 special ed scores decreased in math from -17.86 to -19.71

5th grade: 47 out of 103 tested scored level IV 37 out of 103 tested scored level III (84 out of 103 scored proficient) 7th grade: 40 out of 115 tested scored level IV 52 out of 115 tested scored level III (92 out of 115 scored proficient)

5th grade: 19 out of 103 tested scored level II 7th grade: 23 out of 115 tested scored level II

N/A

N/A

N/A



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:

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):

N/A

N/A

N/A

3 out of 5 students made AMAO-A

2 out of 5 students made AMAO-B

9 teachers fell in the integrating category of 5.4 (Promotes professional ethics and integrity) 8 teachers fell in the integrating category of 2.10 (Maintains evidence and records of learning performance to communicate progress) 7 teachers fell in the integrating category of 2.1 and 2.2 (Designs a classroom organization and management system built upon sound, age-appropriate expectations and research-based strategies for promoting positive behaviors. Creates a positive climate that promotes respect and responsibility.)

10 teachers fell in the beginning category of 4.4 (Supports learners to accelerate language acquisition by utilizing their native language and linguistic background) 7 teachers fell in the beginning category of 3.5 (Solves mathematical problems across subject areas using a variety of strategies to verify and interpret results and to draw conclusions)

100% of the faculty incorporates technology into the curriculum. All classrooms have interactive boards and either document cameras or slates. There are also numerous classroom performance systems available to teachers to supplement classroom materials. Both computer labs will be replaced with new computers over the next two years. As of August 2012 one computer lab has been replaced (7th grade). Plans to replace 5th & 6th grade lab are included in 2012-2013 grant budget year.

Fifth grade computer lab is outdated with numerous operational problems. 5th & 6th grade labs will be furnished with new computers this school year with funding made availale from Anniston Community Education Foundation grant.



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.

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:

All grade levels have reading and math intervention class for students scoring below state standards. All math and science teachers have received training in the Alabama Math, Science, Technology Initiative (AMSTI). Zeros aren't productive (ZAP) plan in place for students who receive a zero. Teachers volunteer to stay after school to provide study groups and/or tutoring for struggling students.

Lack of teacher units to conduct intervention classes for all students who fall into the middle ranges on state testing.

N/A

N/A

Increased collaboration and communication between the local school and parents through the school website, INOW Parent Portal, communication notebooks, telephone calls, student planner, parent-teacher conferences, weekly positive note cards, and open house/parent night. During the 2011-12 school year, the number of disciplinary incidents decreased from 324 reported in 2010-11 to 95 incidents. The number of students suspended from school also decreased from 156 in 2010-11 to only 71 in 2011-12. Saks Middle School revamped the School wide discipline plan to include an After School Detention Program twice a week and In- School Detention Program once a week. After School Detention and In-School Suspension were implemented to help decrease the number of out-of-school suspensions. Students who are suspended from school miss valuable educational information, have lower grades, and poor attendance.

During the 2011-12 school year there were 71 suspensions, 1 alternative school placements, and 30 incidences of corporal punishment. Last year the number of OSS decreased along with the overall number of office referrals. For the 2012-13 school year, Saks Middle School plans to employ an In-School Detention teacher to further decrease the number of students suspended from school.

N/A

N/A



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:

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:

Of the 18 classroom teachers, only 3 are non-tenured within our system (two of which are special ed collaborative). Over 60% of our teachers have more than 10 years of experience. Teacher attendance is outstanding which is extremely beneficial to our students.

One first year ec collaborative teacher. Math teachers are the least experienced in the building. 5th grade math teacher is in her 2nd year in the assignment. 6th grade math teacher is new to our system and brings 5 years experience. 7th grade math teacher is in her 3rd year in the assignment.

Attendance rate was at 98% with the school goal being 95%. This is up 1% from the previous year. Tardies continue to decrease from previous years.

Saks Middle School continues to have an increasing number of students transferring in and out of our school which may create a problem in addressing each student's needs.

Parents perceive that Saks Middle School faculty and staff supports their child's academic growth and celebrates student success throughout the school year.

Parents stressed concerns about students' lack of exposure to fine arts and appropriate technology.

no data

no data

Saks Middle School staff works collaboratively with the ELL teacher which allows us to service the ELL students more effectively. ELL teachers understand how to integrate ELL curriculum and WIDA ELP standards with general education curriculum.

Time constraints make it difficult to spend the amount of time necessary developing plans and sharing ideas. Classroom teachers continue to struggle with the implementation and integration of the WIDA ELP standards.



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 5th Grade Math Scores

Description:By the end of the 2012-2013 school year, we will increase the number of students scoring proficient in Math for Grade 5 on Spring ARMT+ to (82-88%).

Data Results on which goal is based:On 2012 ARMT+ scores, 5th grade had 20% of students scoring below baseline proficiency with the weakest strand in Measurement (converting units of measurement within the same system) with 30 mean percent correct, followed by Number and Operations (solving problems involving basic operations on whole numbers) with 40 mean percent correct.

Target Grade Level(s): 5 Target Content Area(s): Math ARMT: Math

Additional Academic Indicators:Attendance

Target Student Subgroup(s):Special Education

Calhoun County Schools employs ELL teachers who service our schools and are very knowledgeable about ELL instruction and assessment.

We do not have an ELL teacher in our building to assist with ELL parents and students. Not enough planning/collaboration time with content teachers and insufficient time spent on instruction. Teachers are not bilingual.

N/A

N/A



Courses of Study:Grade 5 Math COS#13: Convert a larger unit of measurement to a smaller unit of measurement within the same system (customary or metric). Grade 5 Math COS #2: Solve problems involving basic operations on whole numbers, including addition and subtraction of seven-digit numbers, multiplication with 2-digit multipliers, and division with 2-digit divisors.

Strategies:1.1 Differentiated Instruction

Description:Teachers will use manipulatives, interactive boards, games and activities in conjunction with math textbook (Math in Focus) and AMSTI strategies (Investigations). All students will use SuccessMaker as well as receive small group and/or one-on-one instruction.

Action Steps:1.1.1 Use of Manipulatives

Description:Students will have the opportunity to use hands-on materials frequently during their daily math class.

Benchmarks:Teacher will model for students, and observe student usage of manipulatives to gauge understanding and measure progress.

1.1.2 Interactive board

Description:Teacher will illustrate and model mathematical concepts using the interactive board daily. Students will use the interactive board to further explore these concepts.

Benchmarks:Teacher will observe students during interactive lessons for increased knowledge and understanding.

1.1.3 Textbook series, ARI and AMSTI strategies/activity

Description:Teacher will use the digital Math in Focus textbook on a regular basis for instruction of mathematical concepts and skills. ARI strategies (i.e. turn and talk, front-loading, exit slips), AMSTI materials, strategies, and activities will be conjunctively implemented throughout the course of the school year. Every Day Counts Calendar Math will be implemented in the regular classroom daily.

Benchmarks:Students will be assessed using textbook assessments, teacher-made tests, rubrics, Math Workshops, and teacher observation. Student responses will be evaluated for understanding during the Every Day Counts Calendar Math daily discussions.

1.1.4 SuccessMaker

Description:Students will complete three individualized, self-paced sessions of Math Concepts and Skills II per week, during their scheduled Math and Science classes.



Benchmarks:The math teacher will conference with students weekly regarding their current performance level and progress made. The math teacher will make targeted worksheets available to students needing them, according to their weaknesses. Progress will also be monitored during regularly scheduled grade-level meetings, RTI discussions, and reports will be sent home as needed.

1.1.5 STI Benchmark Assessment and Progress Monitoring

Description:Students will participate in one benchmark assessment, followed by scheduled progress monitoring throughout the school year.

Benchmarks:Results from STI Achievement Services will be evaluated by the math teacher and discussed during grade level and leadership meetings to determine further instructional needs.

1.1.6 STAR Math Testing

Description:Students will participate in STAR Math Testing three times yearly – beginning, middle, and end of the school year.

Benchmarks:Results from these assessments will be used to guide instruction and determine intervention needs.

1.1.7 What’s on Your Mind?

Description:Once per month, each student will be given the opportunity to provide a written response of their choosing regarding any issues or areas of concern they have within the classroom, challenges they are experiencing, questions about content, or general information they wish to share.

Benchmarks:The teacher will provide individual responses to each child based on their issues, concerns, questions, and/or comments.

Interventions:STI assessments will be used for benchmark and progress monitoring. STAR Math testing will be used to determine instructional needs. Teachers will evaluate SuccessMaker reports/scores for student progress and will conference individually with students. Classroom tests and observations provide teachers with information for planning purposes. Results of mid-term and end of nine-week grading periods should show increased numbers of students improving.

Resources:No foreseen costs

1.2 Intervention

Description:During 5th period, students will be divided into groups based on ARMT+ performance. Those students identified as needing additional assistance and strategy instruction will be placed in Ms. Snider’s rotation two days per week. Those students identified as proficient will be placed in Mrs. Gaither’s rotation for two days per week. All students in both rotations will receive Mountain Math instruction.



Action Steps:1.2.1 Targeted Instruction

Description:Using computers, research projects, and novels, students will complete a variety of enrichment activities.

Benchmarks:Maintenance of growth will be determined based on products of learning and work samples, as well as observation of student-led discussion.

Interventions:Through guided instruction, questioning, and student response, evaluation of progress will occur.


1.3 Remediation

Description:On Friday, during 5th period, students will return to homeroom. Those students who have incomplete/failing assignments will be provided the opportunity to complete and/or correct assignments to ensure mastery of mathematical content. Students who are in need of additional instruction may return to the math teacher for further assistance.

Action Steps:1.3.1 Friday Fix-It

Description:Those students who have incomplete/failing assignments will be provided the opportunity to complete and/or correct assignments to ensure mastery of mathematical content.

Benchmarks:During mid-term and end of nine-week grading periods, student progress will be discussed in grade level/RTI meetings to determine improvement or decline in student performance. This information will determine further intervention/remediation needs.

Interventions:Results of mid-term and end of nine-week grading periods should show increased numbers of students improving.

Resources:No foreseen costs.

2. Increase 5th Grade Reading Scores

Description:By the end of the 2012-2013 school year, we will increase the number of students scoring proficient in Reading for Grade 5 on Spring ARMT+ to (90-92%).

Data Results on which goal is based:On 2012 ARMT+ scores, 5th grade had 14% of students scoring below baseline proficiency with the weakest strand in recognizing literary elements and devices



from various text formats with 64 mean percent correct, followed by using strategies to comprehend literary recreational materials with 69 mean percent correct.

Target Grade Level(s): 5 Target Content Area(s): Reading ARMT: Reading



Courses of Study:Grade 5 English Language Arts #3 Recognize literary elements and devices from various text formats. Grade 5 English Language Arts #2 Comprehend literary recreational materials.


Description:Teachers will use interactive boards, games, and activities in conjunction with Harcourt Reading series and ARI strategies across the curriculum.

Action Steps:2.1.1 Interactive board

Description:Teacher will utilize interactive board for CPS (Classroom Performance System) testing, which provides students with immediate feedback. Teacher will also use interactive board for modeling ARI strategies, PowerPoint presentations, Promethean Planet lessons, vocabulary instruction, and video clips. Students will use the board as well as the ActivSlate to participate in interactive lessons.

Benchmarks:Teacher will evaluate CPS responses and observe students during interactive lessons for increased knowledge and understanding.

2.1.2 Textbook series and ARI strategies/activities

Description:The reading teacher will use the Harcourt textbook on a regular basis for instruction of reading/writing concepts and skills. ARI materials, strategies (i.e. Think Alouds, Turn and Talk, front-loading, exit slips, rapid fire), and activities will be conjunctively implemented throughout the course of the school year. Wordly Wise will be implemented in the language classroom daily for vocabulary development.

Benchmarks:Students will be assessed using textbook assessments, teacher-made tests, rubrics, and teacher observation. Participation in cooperative learning groups will be observed and evaluated by the classroom teacher.

2.1.3 SuccessMaker

Description:



Students will complete three individualized, self-paced sessions of Reader’s Workshop per week, during their scheduled Reading and Language classes.

Benchmarks:The reading teacher will conference with students weekly regarding their current performance level and progress made. Progress will also be monitored during regularly scheduled grade-level meetings, RTI discussions, and reports will be sent home as needed.

2.1.4 STI Benchmark Assessment and Progress Monitoring

Description:Students will participate in one benchmark assessment, followed by scheduled progress monitoring throughout the school year.

Benchmarks:Results from STI Achievement Services will be evaluated by the reading teacher and discussed during grade level and leadership meetings to determine further instructional needs.

2.1.5 STAR Reading Testing

Description:Students will participate in STAR Reading Testing three times yearly – beginning, middle, and end of the school year.

Benchmarks:Results from these assessments will be used to guide instruction and determine intervention needs.

2.1.6 PAWS (Parents Actively Working with Students)

Description:Students are given one chapter book per nine-week grading period. They are required to read with their parent at home and are given deadlines for completion of sections. The book must be completed by the end of the nine weeks, when a meeting is held with the students and the parents. During the meeting, the teacher will model ARI reading strategies, which is reinforcement for students and an introduction for parents. There is also a general discussion of literary content and elements after which parents are encouraged to test with their child.

Benchmarks:Students are evaluated based on section quizzes, observation of discussion, and AR test results.

2.1.7 What’s on Your Mind?

Description:Once per month, each student will be given the opportunity to provide a written response of their choosing regarding any issues or areas of concern they have within the classroom, challenges they are experiencing, questions about content, or general information they wish to share.

Benchmarks:The teacher will provide individual responses to each child based on their issues, concerns, questions, and/or comments.

2.1.8 Cross-Curricular Literary Element Instruction

Description:



Novels will be read and discussed during portions of all Social Studies classes by Mrs. Durham, Mrs. Gaither, Ms. Sheheane, and Ms. Snider. Literary elements and reading strategies will be incorporated through discussion of the novels.

Benchmarks:Evaluation will occur through class discussions, questioning, and student’s written responses and/or completion of graphic organizers.

Interventions:STI assessments will be used for benchmark and progress monitoring. STAR Reading and AR scores will be used to determine instructional needs. Teachers will evaluate SuccessMaker reports/scores for student progress and will conference individually with students. Classroom tests and observations provide teachers with information for planning purposes. Results of mid-term and end of nine-week grading periods should show increased numbers of students improving.

Resources:No foreseen additional costs.

2.2 Intervention

Description:During 5th period, students will be divided into groups based on ARMT+ performance. Those students identified as needing additional assistance and strategy instruction will be placed in Ms. Durham’s rotation two days per week. Those students identified as proficient will be placed in Mrs. Sheheane’s rotation for two days per week. All students in Mrs. Durham’s rotation will receive Soar to Success instruction. Students in Mrs. Sheheane’s rotation will receive small group instruction according to their ZPD (Zone of Proximal Development) using Harcourt leveled readers.

Action Steps:2.2.1 Targeted Instruction

Description:Using Soar to Success, a scripted reading program, the following materials/strategies will be modeled/implemented with students: small readers, think alouds, graphic organizers, vocabulary skill instruction, and general reading strategies.

Benchmarks:Student’s written and oral responses will be evaluated to ensure understanding of literary concepts.

Interventions:Through guided instruction, questioning, and student response, evaluation of progress will occur.


2.3 Enrichment

Description:During 5th period, the top 15-20% of students scoring Level IV on the ARMT+ in Math and Reading and those students with above grade level ZPD ranges will be assigned to an Enrichment Club. These students will be placed in rotation with Mrs. Durham. They will participate in enrichment activities, computer research, and literature circles. These activities will be developed and introduced by the Reading Coach.

Action Steps:



2.3.1 Targeted Instruction

Description:Using computers, research projects, and novels, students will complete a variety of enrichment activities.

Benchmarks:Maintenance of growth will be determined based on products of learning and work samples, as well as observation of student-led discussion.

Interventions:Student projects and work samples will be evaluated to determine maintenance of growth.


2.4 Remediation

Description:On Friday, during 5th period, students will return to homeroom. Those students who have incomplete/failing assignments will be provided the opportunity to complete and/or correct assignments to ensure mastery of mathematical content. Students who are in need of additional instruction may return to the math teacher for further assistance.

Action Steps:2.4.1 Friday Fix-It

Description:Those students who have incomplete/failing assignments will be provided the opportunity to complete and/or correct assignments to ensure mastery of mathematical content.

Benchmarks:During mid-term and end of nine-week grading periods, student progress will be discussed in grade level/RTI meetings to determine improvement or decline in student performance. This information will determine further intervention/remediation needs.

Interventions:Results of mid-term and end of nine-week grading periods should show increased numbers of students improving.


3. Increase 6th grade Math scores

Description:To increase 6th grade Math scores in standard one (demonstrating computational fluency with addition, subtraction, multiplication, and division of decimals and fractions), standard two (solve problems involving decimals, percents, fractions, and proportions), and standard nine (converting units of length, weight, or capacity within the same system).

Data Results on which goal is based:



ARMT + scores revealed 29% of students are not proficient in Mathematics. A significant deficiency exists in Measurement and in Numbers and Operation standards. Standard one skills in demonstrating computational fluency needs to increase from 50% to 91%; standard two skills of solving problems involving decimals, percents, fractions, and proportions needs to increase from 44% to 91%; and standard nine skills for converting units of length, weight, or capacity within the same system needs to increase from 36% to 91%.




Courses of Study:Grade 6 COS #3Use ratio and rate reasoning to solve real-world and mathematical problems, e.g., by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations. d. Use ratio reasoning to convert measurement units; manipulate and transform units appropriately when multiplying or dividing quantities. Grade 6 COS 4 Interpret and compute quotients of fractions, and solve word problems involving division of fractions, e.g., by using visual fraction models and equations to represent the problem. Grade 6 COS 6 Fluently add, subtract, multiply, and divide multi-digit decimals using the standard algorithm for each operation.


Description:Success Maker will be used every Monday in the sixth grade computer lab to provide differentiated instruction to all students. Math and Language classes will alternate weeks to fulfill this strategy.

Action Steps:3.1.1 Success Maker for Differentiated Instruction

Description:Success Maker will be used every Monday for all students to receive differentiated instruction. Students will alternate computer lab schedules between Math and Language classes.

Benchmarks:Success Maker scores will be evaluated bi-weekly for student progress. STI benchmarks will be taken quarterly to monitor mastery of skills covered.

Interventions:Data Meetings will be held after every progress report and report card to check student progress and evaluate additional needs through RTI. STI computer assessments will be made quarterly to check for student progress. Success Maker scores will be checked bi-weekly to evaluate student progress.

Resources:Students will need access to a working computer lab two times a week (Mondays and Fridays); head-phones will also be needed for the computer lab.

3.2 Intervention



Description:Mountain Math will be used during 2nd period on Mondays through Thursdays to provide intervention for students scoring Level II on the ARMT+.

Action Steps:3.2.1 Mountain Math for Intervention

Description:Mountain Math will provide intervention during 2nd period with the Math teacher for those students scoring a level II on the ARMT+.

Benchmarks:STI computer assessments will be made quarterly to check for student progress. RTI team will flag struggling students to recommend additional strategies to help students reach their potential.

Interventions:Data Meetings will be held after every progress report and report card to check student progress and evaluate additional needs through RTI. Additional Success Maker sessions will be given on Fridays during second period for those students that do not show sufficient progress.

Resources:It will cost $75.00.

3.3 Practical Application

Description:Practical Application of Math concepts will be utilized by all teachers in their contents areas whenever applicable.

Action Steps:3.3.1 Practical Classroom Application

Description:All sixth grade teachers will review and assess Math Fact skills at the beginning of 5th period daily. All sixth grade teachers will provide practical application by returning student test scores in fraction form for the students to convert to decimals and percentages to determine their test grades. Science classes will convert measurements when applicable to Science lessons. Math classes will have a Problem of the Day each Wednesday on a measurement concept.

Benchmarks:STI computer assessments will be made quarterly to check for student progress. Math fact skills will be assessed weekly. Students who compute correct percentages on test grades will be given a bonus point for successful computations.

Interventions:Data Meetings will be held after every progress report and report card to check student progress and evaluate additional needs through RTI. Students will test every Wednesday on Math facts skills with additional assessments on Friday for struggling students.

Resources:Additional copies of Math facts will be needed for student use and evaluation of skills.

4. Increase 6th grade Reading Scores



Description:To increase Reading scores on standard two (interpreting literary elements and devices) and standard three (strategies to comprehend textual, informational, and functional materials).

Data Results on which goal is based:ARMT+ scores revealed that 13% of students are not proficient in Reading. The scores show a deficiency in standard two where student achievement needs to increase from 67% to 96%, and in standard three where student achievement needs to increase from 58% to 96%.




Courses of Study:2.) Interpret literary elements and devices, including implied main idea, conflict, and personification. 3.) Apply strategies that include making complex predictions, identifying the likely source of a text, and comparing to comprehend sixth-grade informational and functional reading materials. 4.) Recognize the use of text elements, including implied main idea, explicit cause-effect relationships, and persuasive techniques, in sixth-grade informational and functional reading materials.


Description:Success Maker will be used every Friday in the computer lab to provide differentiated instruction to all students. Reading and Science classes will alternate weeks to fulfill this strategy.

Action Steps:4.1.1 Success Maker for differentiated instruction

Description:Success Maker will be used every Friday for all students to receive differentiated instruction. Students will alternate computer lab schedules between Reading and Science classes.

Benchmarks:STI Assessments will be completed quarterly to monitor student progress. Success Maker will be evaluated bi-weekly for student progress. RTI team will flag struggling students to recommend additional strategies to help these students reach their potential.

Interventions:STI assessments will be completed quarterly to assess student progress. Success Maker will be evaluated bi-weekly to monitor student growth. Additional Success Maker sessions will be given on Fridays during 2nd period for those students that do not show sufficient progress. Students that continue to lag behind will receive additional intensive reading intervention using the Voyager program during 5th period with the Reading Coach.

Resources:



Computer lab access will be necessary every Friday.

4.2 Intervention

Description:Soar to Success will be used during 2nd period on Mondays through Thursdays to provide intervention for students scoring Level II on the ARMT+. MSLE will be used on Monday through Thursday for phonics intervention during 2nd period for those students who show a weakness in sounding out words when reading.

Action Steps:4.2.1 Soar to Success, MSLE, and Voyager

Description:The Reading teacher will provide comprehension intervention during 2nd period on Monday through Thursday for those students scoring a level II on the ARMT+. The 7th grade Special Education teacher will use the MSLE program for the students showing a deficiency in phonics Monday through Thursday during 2nd period. The Reading Coach will pull struggling students during 5th period for additional intensive reading intervention.

Benchmarks:STI computer assessments will be made quarterly to check for student progress. RTI team will flag struggling students to recommend additional strategies to help students reach their potential.

Interventions:Additional Success Maker sessions will be given on Fridays during second period for those students that do not show sufficient progress. Data Meetings will be held after every progress report and report card to check student progress and evaluate additional needs through RTI.

Resources:Soar to Success, MSLE, and Voyager materials.

4.3 Vocabulary Emphasis

Description:Vocabulary will be emphasized in Reading class with Test Ready DOV, in Language class with Wordly Wise, and in the hallway with a word wall.

Action Steps:4.3.1 Vocabulary

Description:Vocabulary words will be displayed in the hallways for student benefit. Reading class will include Test Ready vocabulary and Language class will include Wordly Wise vocabulary.

Benchmarks:Vocabulary will be assessed regularly in Reading and Language classes. STI computer assessments will be made quarterly to check for student progress. RTI team will flag struggling students to recommend additional strategies to help students reach their potential.

Interventions:Data Meetings will be held after every progress report and report card to check student progress and evaluate additional needs through RTI.



Resources:Test Ready DOV, Wordly Wise

4.4 Cross-Curriculum Application

Description:ARI skills will be applied to reading comprehension in all areas of content. ARI strategies will be utilized in all classrooms to help the students engage with the text. Social Studies classes will incorporate novels related to the time periods being studied as read alouds, partner reads, choral read, etc. to increase comprehension and to focus on literary elements. Social Studies will also include a variety of maps, charts, and graphs to improve student interpretation of functional materials.

Action Steps:4.4.1 ARI Strategies

Description:All classes will implement ARI strategies into classroom text. Social Studies classes will use the first 15 minutes of class to focus on the skills needed to interpret literary elements and devices by reading novels related to the historical time periods being studied. Social Studies classes will also use the analysis of maps, graphs, and charts to improve student interpretation of functional materials.

Benchmarks:STI computer assessments will be made quarterly to check for student progress. RTI team will flag struggling students to recommend additional strategies to help students reach their potential. ARI teams will collaborate to find the most effective methods of increasing student engagement with text.

Interventions:Data Meetings will be held after every progress report and report card to check student progress and evaluate additional needs through RTI.

Resources:If additional funds become available, the following book sets would be beneficial to implement the read alouds: 32 copies of Earthquake Terror to use in Science classes ($5 each); 110 copies (4 classroom sets) of the following books for use in Social Studies classes: Sarah, Plain and Tall ($5 each), Skylark ($5.99 each), and Caleb’s Story ($5.99 each).

5. Increase 7th Grade Reading

Description:By the end of the 2012-2013 school year, we will increase the number of students scoring proficient in Reading for grade 7 on Spring ARMT+ to 95 percent.

Data Results on which goal is based:2012 ARMT+ scores






Courses of Study:Course of Study 2: Relate literary elements and devices to each other, including main idea and supporting details, climax, point of view, and imagery. Course of Study 2 is linked to Strategy 1. Differentiated Instruction in reading. Correlations include AHSGE 1.1, 1.2, 2.1, 3.2, and 3.3; ARMT Reading 2.0, 2.1, and 2.2. Course of Study 3: Distinguish among the major genres, including poetry, short stories, novels, plays, biographies and autobiographies, and subgenres such as folktales, myths, parables, fables, and science fiction, based on their characteristics. Course of Study 3 is linked to


Description:Students will participate in classroom activities (games and competitions) in conjunction with reading, language, and vocabulary textbooks (Glencoe Literature, Holt Elements of Language, Houghton Mifflin Spelling and Vocabulary, Wordly Wise, and Journeys). Special Education students will receive small group and/or one-on-one instruction and testing as needed.

Action Steps:5.1.1 Remedial Reading

Description:Students will rotate on a daily basis during 5th period to receive remedial reading from a different teacher. Students will read short stories and novels with teacher guidance. Teacher will model correct reading skills and use of literary devices. Students will identify and use literary devices. Teacher will model correct use of vocabulary. Teacher will model ways to define unknown words using context clues and suffixes. Students will compete with their peers in vocabulary games. Students will work in groups to complete a practice lesson. Students will complete lessons individually.

Benchmarks:Teacher will monitor student progress through class work, classroom tests and quizzes, SME Reading scores, nine-weeks exams, semester exams, and ARMT+ scores. Strategy 2

Interventions:STI Reading Assessments and STAR Reading Assessments will help determine academic needs of students. Teachers will use STI Reading Assessment and STAR Reading Assessment scores to evaluate students needs and plan for differentiated instruction. Success Maker Enterprise (SME) will be used as an indicator of student achievement. Teachers will monitor reports and scores from SME and conference with any student who is not showing adequate progress. Teachers will conference individually with all students on a weekly basis.


5.2 Use of Technology

Description:Teachers will use technology, such as, interactive boards, computers, and the internet as an aid in teaching all students. All students will use Success Maker Enterprise, a research based program designed to improve reading skills. Students will use computer programs and internet based instruction to enhance reading skills and improve vocabulary. Students will use the computer lab to complete Success Maker Enterprise reading exercises.

Action Steps:



5.2.1 Reading Interventions

Description:Mr. Craig will take students to the computer lab every other Thursday to use Success Maker Enterprise. SME should improve students’ ability to read for comprehension, increase their recognition and use of extended vocabulary, and help them use literary elements to better understand what they read. Mr. Green will take students to the computer lab twice monthly to use Success Maker Enterprise (in addition to their twice monthly session with Mr. Craig). Students will use “Journeys,” a research-based program weekly. They will read, discuss, view video, listen to audio, and answer questions about short stories and articles they read from the Journeys material, with emphasis on literary elements and vocabulary. Vocabulary will be an integral part of students’ studies. Students will work individually, as well as, in small groups. The teacher will conference with each student as needed. Conferences will be based on student academic progress. Ms. Baker will teach vocabulary using Wordly Wise, a research-based vocabulary building program that focuses on Greek and Latin roots. This should improve students’ comprehension by helping them define unknown words through an understanding of suffixes and roots. Wordly Wise will be used in conjunction with a weekly vocabulary lesson taught in the English classroom. Both vocabulary lessons will focus on improving reading by improving vocabulary. Students will participate in a reading class each Friday in Mr. Craig, Mr. Green, and Ms. Baker’s room. Each teacher will use a different novel or other reading material to improve students’ reading skills. Teachers will use individual and group activities, including use of computers and interactive boards, to teach students.

Benchmarks:Progress for each action step will be measured using SME, ARMT+, Nine-Week and Semester Exams, classroom tests. Progress for the action steps will be successful when students: 1. Have consistently improving scores in all SME sessions. 2. Make adequate progress on Nine-Week and Semester Exams. 3. Show success on classroom tests and quizzes with little or no difficulty. 4. Score at or above proficiency on Spring ARMT+.

Interventions:STI Reading Assessments and STAR Reading Assessments will help determine academic needs of students. Teachers will use STI Reading Assessment and STAR Reading Assessment scores to evaluate students needs and plan for differentiated instruction. Success Maker Enterprise (SME) will be used as an indicator of student achievement. Teachers will monitor reports and scores from SME and conference with any student who is not showing adequate progress. Teachers will conference individually with all students on a weekly basis.


6. Increase 7th Grade Math Scores

Description:By the end of the 2012-2013 school year, we will increase the number of students scoring proficient in Math for grade 7 in the Spring ARMT+ from 74% to 91%.

Data Results on which goal is based:On 2012 ARMT+ scores, 7th grade had 46% of students below baseline with the lowest strand in Probability (Determine the probability of a compound event) with 16 mean percent correct and Measurement (Solving problems involving circumference and area of circles) with 37 mean percent correct.



Target Student Subgroup(s):



Special Education

Courses of Study:CCRS 20: Find probabilities of compound events using organized lists, tables, tree diagrams, and simulation. CCRS 24a: Understand that, just as with simple events, the probability of a compound event is the fraction of outcomes in the sample space for which the compound event occurs. CCRS 24b. Represent sample spaces for compound events using methods such as organized lists, tables, and tree diagrams. For an event described in everyday language (e.g., rolling double sixes), identify the outcomes in the sample space which compose the event. CCRS 24c. Design and use a simulation to generate frequencies for compound events. Example: Use random digits as a simulation tool to approximate the answer to the question: If 40% of donors have type A blood, what is the probability that it will take at least 4 donors to find one with type A blood. CCRS 14: Know the formulas for the area and circumference of a circle, and use them to solve problems; give an informal derivation of the relationship between the circumference and area of a circle.


Description:Textbook, AMSTI Investigations and Mountain Math- Teacher will use student (hardback) and digital textbook, and supplement with AMSTI investigations for instruction. Mountain Math will be used to reinforce basic skills and repetition on a daily basis. Manipulatives will be used during instruction and activities in the daily math class. Interactive lessons that illustrate concepts and allow for more student participation will also be used in the daily math class. Students will be assessed using tests (teacher made and textbook), teacher observation, and projects.

Action Steps:6.1.1 Textbook Instruction

Description:Teacher will use student (hardback) and digital textbook to teach the 2003 and 2010 Math course of study.

Benchmarks:Students will be assessed by teacher observation, book tests, and teacher made tests.

6.1.2 AMSTI Investigations

Description:AMSTI Investigations will be used to supplement with the textbook for instruction.

Benchmarks:Students will be assessed by teacher observation, book tests, and teacher made tests.

6.1.3 Mountain Math

Description:Mountain Math will be used to reinforce basic skills and repetition on a daily basis.

Benchmarks:Students will be assessed on a weekly basis

6.1.4 Manipulatives



Description:Manipulatives will be used during instruction and activities in the daily math class.

Benchmarks:Students will be assessed by teacher observation.

6.1.5 Interactive Lessons

Description:Interactive lessons that illustrate concepts and allow for more student participation will also be used in the daily math class.

Benchmarks:Students will be assessed using tests (teacher made and textbook), teacher observation, and projects.

6.1.6 SuccessMaker

Description:Students will get at least three sessions weekly in the Computer Lab. They will work on their own level.

Benchmarks:Teacher will check scores and progress weekly. Teachers will conference with students on their progress.

6.1.7 Progress Monitoring

Description:STI Assessment/Progress Monitoring and STAR Math- Students will take one assessment (benchmark), followed by several scheduled progress monitoring tests throughout the year.

Benchmarks:Students will take an STI assessment every nine weeks to show what they have learned. Concepts will be reviewed with students who did not master.

Interventions:Success Maker: Students will get at least three sessions weekly in the Computer Lab. They will work on their own level. Teacher will check scores and progress weekly. Teachers will conference with students on their progress. STI Assessment/Progress Monitoring and STAR Math- Students will take one assessment (benchmark), followed by several scheduled progress monitoring tests throughout the year.


6.2 Intervention

Description:During 5th period, students will be divided into groups based on ARMT+ test scores. Students identified as need additional assistance in Math will be in Mrs. Young’s class two days a week. Students classified as proficient will be divided in Mrs. Baker, Mr. Craig, and Mr. Green’s classes.

Action Steps:6.2.1 SuccessMaker



Description:Students that are identified in RTI will receive an additional three sessions per week.

Benchmarks:Teacher will check scores and progress weekly. Teachers will conference with students on their progress.

Interventions:Students will be observed and given assistance/redirection as needed on a daily/weekly basis.


7. Increase Math Scores in Special Education

Description:By the end of the 2012-2013, we will increase Special Education math scores for grades 5-7 on Spring ARMT+ from a -19.71 to a -10.00.

Data Results on which goal is based:On the 2012 ARMT math scores, Special Education students in grades 5-7 had a combined proficiency index of -19.71.

Target Grade Level(s): 5th, 6th, and 7th Target Content Area(s): Math ARMT: Math


Target Student Subgroup(s):Special education

Courses of Study:The math course of study standards listed for each grade level also apply to special education students. In addition to these, each student's IEP goals are used to determine needed strategies.


Description:Special education students will receive assistance from collaborative special education personnel in the general education math class. Teachers and students will use manipulatives, interactive boards, games, and activities in conjuncction with math textbook and AMSTI strategies. In addition, teachers will also supply calculators, fact sheets, study guides, and/or a copy of notes.

Action Steps:7.1.1 Use of Calculators

Description:



In compliance with special education students' IEPs, students will have the opportunity to use calculators during classroom assignments and test.

Benchmarks:Teacher will model how to properly use a calculator and observe student usage of the calculator.

7.1.2 Use of Fact Sheets

Description:Students will be given fact sheets that can be used on classroom assignments, homework, and tests (examples include multiplication and place value).

Benchmarks:Teacher will model how to properly use a fact sheet and observe student usage of the fact sheet.

7.1.3 Study Guides

Description:Students in all grades will either be given or assisted with creating a study guide for upcoming tests. Teacher will create study guides and give them to students or will help students create them by putting facts on the board.

Benchmarks:Students will then be asked questions related to the study guide to determine if the students are using them effectively.

7.1.4 A copy of notes

Description:Students who struggle with handwriting will be given a copy of any notes that have been taken. (This will be only after students have attempted to wrtie notes by themselves).

Benchmarks:Teacher will give students a copy of notes and observe them putting it into their notebook.

7.1.5 Manipulatives

Description:Students will have the opportunity to use hands-on materials during daily math. Special education personnel will model how to use the manipulative before it is used in the general education class and/or will assist with its use during class.

Benchmarks:Teacher will model for students and observe student usage of manipulatives to gauge understanding. Teacher will also use the manipulatives to measure progess.

7.1.6 Interactive Boards

Description:Teachers will use interactive boards on a regular basis to model mathematical concepts. Students will use the interactive board to further explore these concepts.



Benchmarks:Teacher will observe students during interactive lessons for increased knowledge and understanding.

7.1.7 Games and Activities

Description:Teachers will use games and activities in order to enhance skills that are being taught and to ensure that students are actively engaged in their learning.

Benchmarks:Teacher will observe students during games and activities for increased knowledge and understanding.

7.1.8 Textbook and AMSTI strategies

Description:The progress of the students will be measured by work completed from the math textbook. AMSTI strategies will also be implemented throughout the school year.

Benchmarks:SME and Star Math reports will be used to determine progress that each individual special education student has made/makes. These reports will be sent to parents with each 9 week report card. If the IEP benchmark has not been met, the school team will meet to discuss alternate plans and strategies.

Interventions:SME and star reports will be used to determine progress that each individual special education student has made/makes. These reports will be sent to parents with 9 week report card. If the IEP benchmark has not been met, the school team will be meet to discuss alternate plans.


7.2 Interventions

Description:Tutoring/study groups will be offered to students after school from 2:05 to 3:05 to be coordinated by the special education teacher. Friday Fix-It and After School for Success will be available for students not completing assignments.

Action Steps:7.2.1 Tutoring/Study Groups

Description:Students will be able to stay after school from 2:05 to 3:05 for tutoring and study groups.

Benchmarks:Classroom tests and observations provide teachers with information for planning purposes.

7.2.2 Friday Fix-It



Description:Students who have incomplete or failing assignments will be provided the opportunity to complete and/or correct assignments to ensure mastery of mathematical content.

Benchmarks:Results of mid-term and end of nine week grading periods should show increased numbers of students improving.

7.2.3 After School for Success

Description:Students who do not finish classwork/homework assignments and tests will be assigned to stay after school on Tuesday, Wednesday, or Thursday to complete assignments. This will help them stay on pace with the curriculum and increase accountability.

Benchmarks:Teacher will observe whether students are completing assignments on time.

7.2.4 Mountain Math

Description:Mountain Math (individual instructional level of the students) will be taught in the resource class by the special education teacher for fifth and sixth grade students.

Benchmarks:Progress will be monitored by the teacher observing the students' responses in class.

Interventions:If the IEP benchmark has not been met, the school team will meet to discuss alternate plans and strategies.


8. Increase Special Education Reading Scores

Description:By the end of the 2012-2013 school year, we will increase reading for grades 5-7 on Spring ARMT from a -19.00 to a -10.00

Data Results on which goal is based:On the 2012 ARMT+ reading, special education students in grades 5-7 had a combined proficiency index of -19.

Target Grade Level(s): 5-7 Target Content Area(s): Reading ARMT: Reading





Courses of Study:The reading course of study standards listed for each grade level also apply to special education students. In addition to these, each student's IEP goals are used to determine needed strategies.


Description:Teachers will use manipulatives, interactive boards, MSLE, games and activities in conjunction with reading textbook (Harcourt) and ARI strategies. All students will use SuccessMaker as well as receive small group and/or one-on-one instruction.

Action Steps:8.1.1 Interactive Boards

Description:Teachers will use interactive boards on a regular basis to incorporate instant words. During resource class, special education students will use the interactive board to complete assignments on SuccessMaker Collaborate.

Benchmarks:Teacher will observe students during interactive lessons for increased knowledge and understanding

8.1.2 MSLE (Multisensory Structured Language Education)

Description:The five components of MSLE are phonemic awareness, phonic skills, vocabulary, fluency, and reading comprehension. Students will learn 44 sounds, 96 letter-sound correspondence rules, 87 affixes, and spelling rules.

Benchmarks:The Special Education teacher will use progress monitoring to keep up with student performance.

8.1.3 Games/Activities

Description:Teachers will use games and activities to teach reading concepts and to ensure that students are actively engaged in learning.

Benchmarks:Teacher will observe students during games and activities for increased knowledge and understanding.

8.1.4 ARI

Description:ARI strategies will be implemented throughout the school year.

Benchmarks:



The teacher will monitor/observe students' verbal and written responses.

8.1.5 Intervention

Description:SME and Star Reading reports will be used to determine progress that each special education student has made/makes. These reports will be sent to parents with each 9 week report card.

Benchmarks:If the IEP benchmark has not been met, the school team will meet to discuss alternate plans.

Interventions:SME and Star reading reports will be used to determine progress that each individual special education student has made/makes. These reports will be sent to parents with 9 week report card. If the IEP benchmark has not been met, the school team will be meet to discuss alternate plans.


8.2 Variety of Instructional Strategies

Description:Students are placed in intervention classes based on lower levels (as measured by ARMT+ and diagnostic assessments used for the IEP) for remediation of weak skills by special education and reading teachers. These classes will be taught by special education and or reading teachers. Students will use SuccessMaker as well as receive small group and/or one on one instruction.

Action Steps:8.2.1 Intervention Class

Description:Students will be taught different reading comprehensions strategies. Students will also go to remediation with the reading teacher.

Benchmarks:Teachers will observe students when they are reading orally to ensure they are using the learned strategies.

8.2.2 SuccessMaker

Description:Students will complete three or more individualized, self-paced sessions of SME Reading Concepts and Skills two times a week, during resource and language classes.

Benchmarks:Teachers will evaluate SuccessMaker reports/scores for student progress and will conference with students individually.

8.2.3 Tutoring/Study Groups

Description:Students will be able to stay after school from 2:05 to 3:05 for tutoring and study groups.



Benchmarks:Classroom tests and observations provide teachers with information for planning purposes.

8.2.4 Fix-it Friday

Description:Students who have incomplete or failing assignments will be provided the opportunity to complete and/or correct assignments to ensure mastery of reading content skills.

Benchmarks:Results of mid-term and end of nine week grading periods should show increased numbers of students improving.

8.2.5 ZAP

Description:Students who do not finish classroom/homework assignments and tests will be assigned to stay after school on Tuesday, Wednesday, or Thursday to complete assignments. This will help them stay on pace with the curriculum and increase accountability.

Benchmarks:Teacher will observe whether students are completing assignments on time.

Interventions:STI assessments will be used for benchmark and progress monitoring. STAR Reading, SuccessMaker, and AR scores will be used to determine instructional needs. Special Ed teachers will conference individually with students about areas of needed improvement.


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. Adequatate Progress on Language Acquisition (APLA)

Description:By the end of the 2012-2013 school year, Saks Middle School will increase to 2 out of 2 making AMAO-A and 2 out of 2 making AMAO-B.

Data Results on which goal is based:ACCESS for ELL ELP Test 2012



Target Grade Level(s): 5 & 7 Target ELP Language Domain(s): Reading,Writing,Comprehension WIDA Standards: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts. Strategies:

1.1 Building vocabulary using multi-sensory modes

Description:This year we have a new, scientifically based, computer program called ELLis Essentials, which targets all 4 language domains: Listening, Speaking, Reading, and Writing, using/serving 17 languages.

Action Steps:1.1.1 Enrollment into computer program

Description:ELL teacher will enroll each ELL in computer program

Benchmarks:Bi-weekly teacher observations Computer generated reports

1.1.2 Writing Strategies

Description:The ELL teacher will continue using the computer programs available to ELL students. The ELL teacher will also use the software to enhance the students' vocabulary.

Benchmarks:The progress will be measured by using writing samples, teacher observations, and state assessments.

Interventions:N/A

Resources:N/A

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. Increase Safety for all Students

Description:



During the 2012-13 school year, the staff of Saks Middle School will increase safety for all students by seeking professional development activities to decrease onsite bullying, teach awareness of bullying practices, and provide students with a welcoming environment for learning. The goal is to remove elements that may lead to bullying behavior. By the end of the 2012-13 school year our goal is to decrease the number of bullying incidents at Saks Middle School.

Strategies:1.1 Bully Free Environment

Description:Providing a bully-free environment for students is a common problem within public schools. Our goal is prevention through education of staff and students. The school guidance counselor, administration, and teachers were trained to identify, report, and resolve bullying issues in the school setting through the School House Bully video. Students will receive small group counseling on bully prevention. Saks Middle School will participate in a professional book study on The 5 Love Languages of Children. This book study will allow the faculty to gain an understanding of how to fulfill our students’ deepest needs.

Action Steps:1.1.1 Addressing Safety Concerns

Description:School Guidance Counselor will dedicate time to counsel students on safety issues. Bullying is also addressed with the students in detail. Mentoring program in place with the Anniston Army Depot. Mentors come in from the depot weekly. They mentor students who are identified as high risk and are identified as needing a mentor. Life Skills program for 6th and 7th grade students.A Life Skills specialist from ASAP comes to the classes on a monthly basis to educate the students on life skills. Link Program for 7th grade students. A drug prevention program that rewards students for staying drug free. The students receive incentives. The students agree to random drug screening by the Link Program.

Benchmarks:counselor survey of students Pride Survey

Interventions:The school Guidance counselor will dedicate time to counsel students in grades 5-7 on bullying. Students will be able to recognize and report any type of bullying. Students will be given provided with a pretest, midterm, and post test survey. Students will be able to provide feedback on their level of understanding of bullying. A Life Skills specialist from ASAP will present material to students on a monthly basis to educate the students on life skills.

Resources:The School House Bully Video will be provided by the Guidance Counseling Department/CCBOE. Class room guidance will be provided in 55 minute increments for each group of students. Guidance will be scheduled for all students in grades 5-7. Saks Middle School will purchase The 5 Love Languages of Children utilizing Title II professional development funds.

2. Increase Parental Involvement

Description:Lack of parental support for academics.

Strategies:2.1 Increase Parental Support

Description:Parental involvement in the school setting is a challenge for the staff at Saks Middle. To increase parental support and involvement in the educational setting,



teacher and administrators have set aside additional opportunities during and after school hours. The school has an open-door policy in place to invite parents in for classroom observations, classroom activities, and after-hour events. Saks Middle School hosts a Grandparents Day, Parents Actively Working with Students (PAWS), and Parents Engaged with Technology Night (PET). PET Night is held in October. Teachers and administrators will mail positive note cards as a motivation tool for students. Teachers and administrators are required to do this weekly. To measure the amount of parent participation in the above activities, sign-in sheets will be used upon entrance. Parents are also assigned access codes to use parent portal to review their child’s academic progress.

Action Steps:2.1.1 Activities for Parents to be Involved

Description:Parent night in October PTO/ Open House and meetings Positive student note cards mailed Parent Portal home use

Benchmarks:sign in sheets for parent meetings to measure participation

Interventions:If these strategies to increase parental involvement do not meet the goal, the team will reconvene to discuss next steps to getting parents involved in the educational process.

Resources:Saks Middle School will utilize the school counselor, administrators, parent specialist, and central office staff members to seek ways to increase parental involvement. During Parents Engaged in Technology Night (PET), parents and other community members will be provided refreshments by local businesses. Teachers will be involved with planning and supporting this event. PET will allow parents an opportunity to utilize technology purchased through an ACEF grant awarded to Saks Middle School.

3. Students' Not Completing Work

Description:Students' failure to complete classroom and homework assignments.

Strategies:3.1 Implementing Strategies for Success

Description:Implement "Making Middle Grades Work" strategies

Action Steps:3.1.1 Motivation to Encourage Success

Description:ZAP in place for after school ASD for failure to complete assignments/ discipline issues Develop homework policy

Benchmarks:Record of name/ number of incidents for ZAP and ASD



Interventions:after school tutoring for students who are in need of additional assistance

Resources:teachers will volunteer their time after school for tutoring

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

Teacher Mentoring:

Describe teacher mentoring activities. For example, are novice teachers given support from an assigned master teacher and what does that support look like?

Budget:

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

Transition:

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

Highly Qualified Teachers:

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

Assessments and Teacher Involvement:

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

Special Populations:

New teachers are assigned a mentor by the principal of the school. Schedules are prepared to ensure availability during the school day. New teachers are encouraged to observe other teachers in their grade/content area.

Saks Middle School receives Title II funding ($2,000) for professional development. Classroom teachers receive $250.00 each from the Calhoun County Board of Education and $300.00 from the State of Alabama.

In May of each school year the 4th graders at Saks Elementary School visit Saks Middle School. They tour the building and visit each 5th grade classroom for half a day to help with transition. Teachers explain the expectation for the subject they teach and answer student questions. Our principal and guidance counselor attend the 4th grade graduation to ease transition for parents. In August parent/child orientation is held before the beginning of school. In May of each school year the guidance counselor and/or principal from Saks High School comes to Saks Middle School to visit with the 7th graders. They talk about expectations of the high school and answer questions. The 7th grade students tour the high school. Students complete course selection sheets for eighth grade.

The NCLB Act of 2001 requires "highly-qualified" teachers for every classroom. The federal definition of "highly qualified" means having an academic major, or other measures approved by the US Department of Education, in the subject being taught. Each teacher and administrator meets Alabama State Department of Education requirements for certification, is fully certified and is teaching in the area of certification with one exception (special education collaborative teacher). Each faculty member meets the Southern Association of Colleges and Schools certification guidelines. Efforts are made at the Central Office level to recruit effective, highly qualified teachers to schools in the system. Job vacancies are posted to the system web site and updated daily. The system welcomes student interns from the local state university to complete student teaching requirements in our school, providing the system with a pool of prospective employees. Transcripts and applications are screened to insure teachers recommended for hire meet the NCLB highly qualified requirements.

Saks Middle School teachers and staff met together on September 5-7, 2012, for a mini-planning retreat. Teachers analyze ARMT and Stanford results. Teachers have the opportunity to discuss individual student's and weaknesses. This is also a time to share information about each child that may impact his/her learning. During the planning retreats RtI plans were reviewed and rewritten to meet the needs of this school year. In addition, grade level data meetings are held every 4 weeks to discuss failures in subject areas and identify students to be referred to our problem solving team.



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.

Extended Learning Opportunities:

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

Part VI – School Parental Involvement Plan

Parental Involvement:

Describe how the school will communicate information about the Parent Involvement Plan and, to the extent practicable in a language they can understand, how parents can have access to descriptions of the school’s curriculum, assessments, and student achievement expectations, and opportunities for regular meetings to review and assist in improving student progress.

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

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

Describe how the school will build capacity for parental involvement including how parents will be encouraged to become equal partners in the education

Migrant students are identified by the Calhoun County Board of Education office which notifies the school as to which students may receive federally funded migrant services. All qualifying students are given a medical screening to check vision, hearing, and general health. If medical attention is required , students are referred to the Calhoun County Health Department. The Calhoun County Board of Education provides staff, materials, and administrative support for this program. Currently, no students at Saks Middle School qualify for and are being served by federally funded migrant services. English Language Learners: Calhoun County Board of Education provides staff, materials, and administrative support for students with limited English proficiency, as well as teachers. The services of a translator can be obtained by contacting the Calhoun County Board of Education. These students are identified through a required form that all parents must complete identifying the language used in the home. These forms are kept on file in each student's permanent record. Any student whose form indicates any language other than English spoken in the home is presented to the CCBOE for evaluation. There are several limited English proficient students who are being serviced at Saks Middle School. Homeless Students are identified at the school using information from registration records and reports from classroom teachers, staff, and/or school counselor.

N/A

Individual teachers volunteer their time after school to tutor students who are having difficulties with their subject matter. ELOP funds are used when available, however no funds were issued for the 12-13 school year. Saks Middle School also has a program, zeros are not productive (ZAP) which allows students an additional opportunity to complete assignments. If students do not turn their work in on time, students may stay after school to complete the assignment with the teacher. This program has proven to be very beneficial to our students.

Saks Middle School communicates to parents places they can find information about state curricula, assessments, and student achievement expectations. We provide parents with information to access INOW parent portal which allows parents to access their student's information regarding absences, tardies, grades, discipline, etc. via the internet. Our teachers each have informational web sites to communicate upcoming assignments, homework, and class news. These websites also contain links to provide homework assistance and additional informational links. Our school website contains helpful information and contact information for all staff members.

Teachers are in constant communication with parents via email, phone calls, notes in planners, etc. The use of the student planner allows students to make notes as well as provide a means for two way communication between home and school. We have installed a School Cast call system that can notify all parents with pertinent information. Academic accomplishments are also celebrated on a regular basis with semester awards and end of year awards.

Parents may make and submit any comments of dissatisfaction with the School Parent Involvement Policy and plan to the LEA by calling the Calhoun County Board of Education: 256-741-7400



of their children.

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

Part VII- PROFESSIONAL LEARNING NEEDS RELATED TO ACADEMIC CHALLENGES

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

● Yes ● No

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

● Yes ● No

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

● Yes ● No

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

Learning Activities: ARI Literacy - Reading in the Content Area

What weakness or need identified in academic (including ell amaos) or school culture goals will the professional learning address? Reading and Math weaknesses identified by performance on the ARMT plus

What types of professional learning will be offered? New Literacy Coach will attend training sessions offered by the state department and will offer turn around training to all content area and special education teachers.

When will the session be delivered? Content area and special education teachers will attend professional development training during scheduled faculty meetings following training attended by Literacy Coach.

Saks Middle School communicates state and local content and achievement standards as well as school policies, procedures, plans, and activities to parents through: Publications such as the State Department School Report Card, newsletters, brochures, orientations, open house, parent meetings at school - PTO and informational meetings, development of PTO committee teams to get more parental involvement in our PTO, school and teacher websites, conferences with teachers, counselor, and administration, use of phone calling system to notify parents of upcoming events and important information, etc.

Written notices and memos can be translated into the parent's primary language through an internet program (TransAct) provided by the State Department that will translate important school forms in numerous languages. Accommodations for parents with disabilities will be made. Reserved handicapped parking is close to the front entrance of the school. Wheelchair accessible restrooms and water fountains are installed and in working order. We also have an elevator to service our second floor. The location of parent conferences can be set to accommodate the needs of the disabled individuals.

nmlkji

nmlkj

nmlkji

nmlkj

nmlkj

nmlkji



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

All teachers will incorporate ARI strategies in their lessons.

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 will participate in workshops and sign in at each session. Teachers will document ARI strategies in their lesson plans. Administrators will conduct walkthroughs and informal assessments of strategies being used in the classroom.

What are the funding sources, estimated expenses, and proposed names of consultants or entities? Example: Title II, $....00 no costs expected

Bullies and Harrassment on Campus

What weakness or need identified in academic (including ell amaos) or school culture goals will the professional learning address? According to previous years Pride surveys, students are concerned with bullying and harassment on school campuses. A clear understanding and definition of bullying and harassment will be explored.

What types of professional learning will be offered? Teachers will participate in additional sessions of professional development pertaining to laws, rules, and protection of students concerning bullying to be presented by our school guidance counselor. Suicide Prevention will be addressed in these sessions as well.

When will the session be delivered? On-going during faculty meetings


Informs the teachers of the role of the law in threats of violence and what the teacher may do in accordance of the law to protect the students from bullies. Teachers will have a clearer understanding of the definition of bullying, know how to recognize bullying activity, and how to properly report. All support staff were trained before the school year began on the School House Bully program.


If a situation of bullying is brought to their attention accurate documentation will be provided by the teacher to the counselor and administration. Administration will read Words of Wisdom/Project Wisdom each morning over the intercom to promote character education and positive choices.

What are the funding sources, estimated expenses, and proposed names of consultants or entities? Example: Title II, $....00 There are no expected costs related to the proposed professional development for 2012-2013.

Book Study - Love Languages of Children

What weakness or need identified in academic (including ell amaos) or school culture goals will the professional learning address? Our school has a student population that of 75% that receives free/ reduced lunches. Most of our students are raised in single parent homes and they experience many obstacles once they leave school. We want to make sure we prepare our students socially , academically, and emotionally for present and future challenges. We also as a staff want to maximize their educational experience by providing our students with an environment that is safe, caring, and encouraging.



What types of professional learning will be offered? Certified personnel will participate in the book study which will be led by our school guidance counselor

When will the session be delivered? On-going meetings after school to discuss the book


Teachers will apply strategies learned in the book study to build meaningful, trustworthy relationships with students. Our future goal will be to implement a school-wide mentoring program where students will be assigned to certified personnel and they will meet with the students and check on them academically and socially.


Teachers will sign in at each professional development session. Teachers will be asked to read assigned chapters and present their assigned section. Group based discussion will be led by the guidance counselor. Once mentoring program is underway, teachers will be asked to document sessions and strategies used/outcomes with students.

What are the funding sources, estimated expenses, and proposed names of consultants or entities? Example: Title II, $....00 professional development funding (title II) from 2011-2012 was used to purchase books for certified staff

Part VIII - Coordination of Resources/Comprehensive Budget

I. State Foundation Funds

FTEs Earned Units Placed Total Salaries

FTE Teacher Units 17.91 0 882,976.00

Administrator Units 1.00 0 0

Assistant Principal 0.50 0 0

Counselor 1.00 0 0

Librarian 1.25 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 0

Library Enhancement 0

Total of All Salaries: $882,976.00



II. Federal Funds

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

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

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

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

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

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

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

Career and Technical Education-Perkins IV: Tech Prep (Title II)

N/A at local school

Total : 0

N/A at local school

Total : 0

We received $2,000.00 for professional development. Use of funds are voted on by the faculty annually. Funds are used for substitutes for in-house planning and attendance at conferences.

Total : 2,000.00

N/A at local school

Total : 0

N/A at local school

Total : 0

N/A at local school

Total : 0

N/A at local school

Total : 0



Provide a brief explanation and a breakdown of expenses.

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

III. Local Funds (if applicable)

Local FundsProvide a brief explanation and a breakdown of expenses.

N/A at local school

Total : 0

Saks Middle School has been selected to recieve a grant in the amount of $70,000.00 over the course of a 2 year span for our "tools for success" project from the Anniston Community Education Foundation. This grant will provide our school with new computer labs. This summer we were also awarded a $10,000.00 grant for the Empowered to Read grant from the Anniston Community Education Foundation.

Total : 80,000.00

Each teacher unit (18) is provided $250.00 from the Calhoun County Board of Education to be spent on Classroom Instructional Supplies.

Total : 4,500.00



Saks Middle School - NonTitle - Calhoun County … · Saks Middle School - NonTitle ... assignments...

Documents

Transcript of Saks Middle School - NonTitle - Calhoun County … · Saks Middle School - NonTitle ... assignments...