Geraldine School - Schoolwide GHS 2011.12.FINAL.pdf · SUMMARY OF NEEDS BASED ON A COMPREHENSIVE REVIEW OF DATA I have reviewed ... Sixteen members of the current senior class have

Assurances

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

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

Indicates LEA Principal Approval based on Assurances listed above.

Part I NEEDS ASSESSMENT- SUMMARY OF DATA

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

Instructional Leadership Team Names and Positions

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

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

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This plan was developed in May of 2011- Sept. 2011. Portions of the Leadership Team attending a training session with the ALSDE on CIP and eCIP processes. Teachers were given opportunity to make suggestions in small group discussions during the reflections and projections process. The feedback was presented to the Leadership Team during a meeting in June of 2011 to work on plan considering the faculty comments to develop strategies and action steps. Portions of the Leadership Team met in September 2011 to analyze data and complete the Needs Assessent section of the CIP. Portions of the team also met in September to determine the most effective way to share the roles and reponsibilites of all individuals in carrying out the 2011-12 plan.

Robert Richey - Principal Cody Rowell - Asst. Principal Kim Maness - School Improvement Coach Lesa Simpson - Counselor Pam Tidmore - High School English Teacher Cale Black - High Schoo Math Teacher Ginger Tuxbury - High School Science Teacher Valerie Arnold - High School Business Teacher Lindsey Wade - High School History Teacher Dru Arnold - EL Teacher Susan Galloway - Reading Coach Brook Davidson -Elementary Teacher (5th) Cindy Davis - Elementary Teacher (2nd) Leah Smallwood - Special Education Teacher Sherri Murdock - Parent Pete Chadwick - Community Member

Geraldine School - Schoolwide - Principal Approved Continuous Improvement Plan - 10/20/2011

System: Dekalb County School: Geraldine School Page 1 of 34

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:

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This plan was developed in May of 2010-Sept. 2011. Teachers were given opportunity to make suggestions in small group discussions during the reflections and projections process. The feedback was presented to the entire leadership team. The Leadership Team met in June of 2011 to work on plan using the faculty comments to develop strategies and action steps. The Leadership met in September to review data for the Needs Assessment. The CIP was presented to the faculty in October to discuss individual roles and responsiblitities.

Applicants are taken from a pool of HQT in need areas. The Principal interviews applicants and makes a recommendation to the Superintendent based on the needs of the local school. Teacher are assigned based on qualifications, training, and student needs.

0%

0%

Only three members of the current senior class have not passed the science and/or Biology portion of AHSGE. Only two members of the current junior class have not passed the science and/or Biology portion of AHSGE. Only four members of the current junior class have not passed the Biology portion of AHSGE. 86% of 11th graders passed the Math Section of the AHSGE, the AMO for 2011-12 is 86%

Twenty members of the current senior class have not passed the reading portion of the AHSGE. Sixteen members of the current senior class have not passed the math portion of the AHSGE. These tests must be passed in order for students to obtain the credit-based endorsement diploma. Twenty-eight current juniors failed the AHSGE reading test. Forty-two current juniors failed the AHSGE social studies test. Thirty-two current juniors failed the AHSGE language test. READING



Alabama Reading and Mathematics Test (ARMT):

Strengths:

Weakest Standards for 2010-2011 III-1 Recognize Logic and Arguments II-1 Identify Main Idea II-5 Recognize Summary Statements • 79% of the 2010-2011 eleventh grade class were proficient in reading; the 2011-2012 AMO is 95% • ONLY 20% of the 2010-2011 eleventh grade class special ed subgroup were proficient in reading, the 2011-2012 AMO Is 92% MATH AHSGE weakest standard and/or areas of focus • I-3: Multiply polynomials • IV-1: Find perimeter, circumference, area, volume • II-1: Solve multi-step equations • 83% of the 2010-2011 eleventh grade class were proficient in Math; the 2011-2012 AMO is 91% • ONLY 30% of the 2010-2011 eleventh grade special ed subgroup were proficient in Math, the 2011-2012 AMO Is %91 83% of the 2011-12 eleventh grade class was proficient in math. This is a decrease of 3% from 86% in 2009-10; the 2011 – 12 AMO is 91% •79% of the 2010-2011 eleventh grade class was proficient in reading; This is an increase of 2% from 77% in 2009-10; the 2011-2012 AMO is 95%

Strengths: 93% of 2010-2011 fifth graders were proficient (Level III and IV) according to the ARMT math results. 91% of 2010-2011 fifth graders were proficient (Level III and IV) according to ARMT reading results. The special education subgroup in fifth grade Math met AMO with 3's and 4's. In all student subgroups grades three, four, five and six met the AMO for reading. Third grade measurment: 82% STRONGEST ARMT READING STANDARDS: Vocabulary in grades 3rd,4th and 5th Demonstrate Word Recognition Skills 4th Interpret Literary Elements, 6th grade In the all students subgroup in grades 3,4,5,6 met the AMO goal in math (Levels III & IV) STRONGEST ARMT MATH STANDARDS: Third grade measurment: 82% Geometry – 4th, 5th 6th Measurement – 3rd Numbers and Operations – 8th Algebra 7th Order of Operations to solve/simplify algebraic expressions



Weaknesses:

Alabama Science Assessment:

Strengths:

READING Proficiency Based on III's and IV's •89% of the 2010-2011 third grade class was proficient in reading. This is an increase of 1% from 88% in 2009-10; the 2011-2012 AMO is 92% •91% of the 2010 -2011 fifth grade class was proficient in reading. This is an increase of 5% from 86% in 2009-10; the 2011-2012 AMO is 92% •88% of the 2010-2011 sixth grade class was proficient in reading. This is an increase of 6% from 82% in 2009-10; the 2011-2012 AMO is 93% •77% of the 2010-2011 seventh grade class was proficient in reading. This is remains the same 77% as the 2009-10 year; the 2011-2012 AMO is 89% •75% of the 2010-2011 eighth grade class was proficient in reading. This is an increase of 6% from 69% in 2009-10; the 2011-201 AMO is 84% Math •88% of the 2011-2012 third grade class was proficient in math. This is an increase of 1% from 87% in 2009-10; the 2011-2012 AMO is 89% 93% of the 2011-2012 fifth grade class was proficient in math. This is a increase of 6% from 87% in 2009-10; the 2011-2012 AMO is 88% •63% of the 2011-2012 seventh grade class was proficient in math. This is an increase of 5% from 58% in 2009-10; the 2011-2012 AMO is 83% •73% of the 2011-2012 eighth grade class was proficient in math. This is an increase of 3% from 70% in 2009-10; the 2011-2012 AMO is 85%

Only 63% of 2010-2011 seventh graders were proficient in math (Level III and IV) according to ARMT math results. The 2011 AMO was 74%. Only 77% of 2010-2011 seventh graders and 75% of eighth graders were proficient in reading according to ARMT reading results. In the all student subgroup in grades 6, 7, 8 and 11 did not make the AMO using III’s & IV’s) The special education subgroup did not meet AMO goals for grades 3rd, 4th, 5, 6th, 7th, 8th and 11th in reading. The special education subgroup did not meet AMO goals for grades 3, 5, 7, 8 and 11th in math. WEAK ARMT READING STANDARDS: Strategies to comprehend literary/recreational materials 3rd , 4th Strategies to comprehend functional/textual/informational materials in grades 5 & 6 Literary elements and devices in grade 7 Poetry in grade 8 WEAK ARMT MATH STANDARDS; Algebra – grades 3, 4, and 8 Data Analysis and Probability – grades 7 Measurement – grade 5, 6 61% of 2010-2011 special education subgroup were non-proficient; the percentage of non-proficient students must be decreased by 10 % in order to reach safe harbor 63% of 2010-11 total EL students was proficient in Reading 85% of the 2011-2012 fourth grade class was proficient in math. This is a decrease of 11% from 96% in 2009-10; the 2011-2012 AMO is 89% •76% of the 2011-2012 sixth grade class was proficient in math. This is a decrease of 11% from 87% in 2009-10; the 2011-2012 AMO is 83% 90% of the 2010-2011 fourth grade class was proficient in reading. This is a decrease of 1% from 91% in 2009-10; the 2011-2012 AMOS is 91%

Fifth grade strength is found in earth and space science. Seventh grade strength is found in characteristics common to living things and identifying the process of chromosome reductions during meiosis. 82% of 5th graders and 74% of 7th graders were proficient (Levels III & IV)



Weaknesses:

Stanford 10:

Strengths:

Weaknesses:

Dynamic Indicators of Basic Early Literacy Skills (DIBELS):

Strengths:

Weaknesses:


Alabama Direct Assessment of Writing (ADAW):

Strengths:

Weaknesses:

Life Science is a weakness for 5th grade. Identify Mendel's Laws of Genetics.

All grades scored in the average range on ALL subtests given. Total Reading-4th grade on total reading had 82.6% correct. Reading Vocabulary-5th grade had 23.2% on Reading Vocabulary. Reading Comphrension-5th grade had 38.5% on Reading Comphrension. Total Mathematics-5th grade had 57.7% on Total Mathematics. Mathematics Problem Solving-4th grade had 34.1% on Math problem skills. Mathematics Procedures-5th grade had 24.7% on Math procedures.

Total Reading-9th grade had 52% on total reading Reading Vocabulary-9th grade 19.8% on Reading Vocabulary Reading Comphrension-9th grade 32.1% on Reading Comphrension Total Mathematics-9th grade 33.7% on total Math Math problem solving-9th grade 22.1% on problem solving Math procedures-9th grade 11.6% math procedures Math procedures in grades 6, 7 and 8 Reading vocabulary in grades 7 and 8

Strengths: Only 9% of first graders (2010-2011 school year) were at-risk (ORF) according to the end-of-year DIBELS reporting. 93% of kindergarten students (2010-2011) scored in the established range (PSF) according to end-of-year DIBELS reporting

Only 66& of 2nd graders (2010-2011 school year) scored low-risk (ORF) according to end of year DIBELS reporting.

NA



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):

NA

100% (14/14) of First Grade EL students tested made APLA (0.5 CL gain) on ACCESS for ELLs. 21% (3/14) of Third Grade EL students made APLA exceeding the 2011 goal of 44%. 100% (2/2) of Eleventh Grade EL students made APLA. 68% of students taking the ACCESS tests scored at the Expanding Level or above in LISTENING which is an improvement from the 2010 scores of 58% according to WIDA reports.

School wide only 36.7% of EL students made 0.5 CL gain (APLA). This was 7.3% below the 2011 goal of 44% and a 1% decrease from the previous year. 2nd grade: 18%. 4th grade 11%, 5th, 6th, 7th, 8th, grade had no EL students making a 0.5 CL gain on the ACCESS test. School wide only 4.2% (5/119) of EL students attained English proficiency scoring 4.8 CL or higher on the ACCESS for ELLs test. This is 8.8% below the 2011 goal of 13% and is unchanged from the previous year. 10% of students taking the ACCESS tests scored at the Expanding Level or above in WRITING according to WIDA reports; this means that 10% of the students tested can use social English and some academic language or better in writing Only 37% of students made .5 or more progress from the 2011 scores, the AMO was 44% the 2012 AMAO APLA goal is 46%

Standard 1:1 - Teacher have deep knowledge of subject matter Standard 5:1-Collaborates with stakeholders to facilitate student learning Standard 2a:2-Creates a climate that promotes fairness and respect.

1. Standard 2B:3 Design lesson with variety of appropriate instructional strategies. 2. Standard 2C:2 User summartive assessments to measure specified learning targets. 3. Standard 4a:1 Everyone culturally responsive instructions. 4. Standard 4c:2 Develops inclusive learning environment that addresses the needs of exceptional learner.

100% of students taking the AAA scored proficient in grades 3, 4,and 8 in math

100% of students taking the AAA in grades 3, 4, and 6 scored in the partially proficient range in reading



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:

Weaknesses:

The system is embarking on an RTI implementation this year for grades K-8. AimsWeb will be used as the Universal Screening, as well as, the progress monitoring tool to track progress and evaluate intervention plans. Aims Web 93% of kindergarten students were proficient in PSF. Students identified as Tier III will be scheduled for daily intervention services for Reading and Math.

The teachers have not yet received proper training of how to use data gathered.

GHS transports interested juniors and seniors to a centrally located LEA Tech School for two periods a day to better meet the needs of these students.

The LEA only has one Technical School to serve all of the high schools. Course availability is limited.

The total number of disobedience infractions decreased from 556 incidents in 2009-2010 to 290 incidents in 2010-2011.

Cases went up from 1 to 6 in the categories of harrassment, threats, possession, intimidation. 4 cases of burglary were reported.

The AYP Status Report for the 2010-2011 school year showed an improvement in the graduation rate from the previous year (84%). The current status report for grad rate is 100%.

16% of the class of the 2010- 2011 dropped out or didn't earn a diploma therefore the graduation rate will decline to below the state goal of 90% during this next AYP reporting year

There has been only a 8% teacher turnover for the 2011-2012 school year.

New teachers will have to be trained on all new programs and processes as well as school climate.



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:

According to Geraldine School’s ADA/ADM Attendance Report grades 0-9 had a 94% or higher in average daily attendance. The total school average daily attendance for grades K-12 was 94%.

According to Geraldine School’s ADA/ADM Attendance Report there were 8193 tardies reported. (Grades 10 -12 accounted for 3903 of these tardies reported) Grade 10 had an ADA average of 92%; the school average was 94% Grade 11 had an ADA average of 91%; the school average was 94% Grade 12 had an ADA average of 89%; the school average was 94%

93% of parents surveyed strongly agree or agree that they feel welcome in their child’s school. 95% of parents surveyed strongly agree or agree that they understand their child’s report card, progress reports, and test scores

Only 53% of parents surveyed strongly agree or agree that they know how they can be involved in school planning committees and review committees Only 69% of parents surveyed strongly agree or agree that they have attended Parent Meetings that were held at their child’s school

Awaiting access to current 2010-11 data PRIDE Survey reveals that 78% of students feel that there is at least one adult in the school that really cares about them PRIDE data shows that tobacco, alcohol and marijuana is used limitedly on school grounds: 9% report using tobacco on school grounds, 2% report using alcohol on school grounds, 2% report using marijuana school grounds

Awaiting access to current 2010-11 data PRIDE Survey reveals that only 57% of students in grades 6-12 say that teachers make all students feel like they belong at school 32% of students who took part in the PRIDE survey report that they never or seldom feel safe in the parking lot

Select faculty will continue a multi-year process called ELL – PDA (Professional Development Academy) in order to better serve ELL and at-risk students.



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:

Applicable faculty members attended ACCESS data meetings and were trained to better understand scores and accommodations for students in their classrooms Geraldine now has access to Odessy by Compass Learning to aide with interventions in reading and math. The El teacher is using the Edge Curriculum with EL learners. EL students are provided with opportunities to be in various intervention programs such as: Language!, Transmath, Inside Algebra, AHSGE Remediation and Cram sessions, My Sidewalks etc….

General education teachers have limited understanding in reading and applying WIDA standards. GHS has on EL teacher to serve the entire K-12 school.

EL students can be served via the Language! teachers with explicit instruction, as well as, being served by the EL teacher. The LEA EL Coach is going to offer on-campus support to work toward improving proficiency All homeless, migratory, and limited-English proficient students must have equal access to the same free appropriate public education, including public preschool education provided to other children and youth. All homeless, migratory, and limited-English proficient students are provided with the opportunity to meet the same challenging state content and state student performance standards to which all students are held without being stigmatized or isolated. The school principal, secretary, and counselor identified limited-English proficient students upon enrollment. Each new student receives a Home Language Survey used to determine eligibility for limited-English proficient testing. Students qualify for testing if the survey indicates that a language other than English is used by the student or at the student’s home. All eligible students are tested with ACCESS to determine if a student is eligible to receive services through the English Language Learner (ELL) program. Parents or guardians have the right to waive ELL services. If the parents or guardians agree for the student to receive services, an LPAC committee convenes to determine appropriate services and placement for each individual student. The LPAC committee consists of the ELL teacher, parents or guardians of the student, the student’s teacher, the school counselor, an interpreter, and school administrator. A variety of services to all ELL students is provided, pull-out ESL, pull-out for individual support, and content-based ESL. An ELL teacher works cooperatively with general education teachers to provide services to all ELL students at Geraldine High School. The local translator also serves as an interpreter to communicate with the parents of ELL students if the need arises. Parents are provided the opportunity to receive all updates and important school documents in English and Spanish. The ELL committee reviews each student’s progress annually. If the student scores proficient on ACCESS 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. The school principal, secretary, and counselor identifies migrant students upon enrollment. Parents or guardians of each student receive a Migrant Education Survey, which determines student eligibility for the migrant program. Migrant students automatically qualify for free breakfast and lunch. Migrant students have access to all services and programs available to the rest of the students.

GHS has on EL teacher to serve the entire K-12 school.

Language intervention will be provided to secondary GHS students with reading deficiencies in grades 4-12. GHS is also providing Transmath (Grades 5-8) and Inside Algebra (Grades 9 and up) curriculums to improve at-risk student proficiency and achievement The teachers for grades 7-12 will be attending training and implementing Strategic Teaching beginning the 2011-12 school year.



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. Reading

Description: To improve the number of students who score proficient in reading by • 3% for all students during the 2011-12 school year; (84% to 87%) • 3% in the third grade during the 2011-12 school year (89% to 92%) • 1% in the fourth grade during the 2011-2012 school year (90% to 91%) • 1% in the fifth grade during the 2011-12 school year (91% to 92%) • 5% in the sixth grade duing the 2011-2012 school year (88% to 93%) • 12% in the seventh grade during the 2011-2012 school year (77% to 89%) • 9% in the eighth grade during the 2011-2012 school year (75% to 84%) • 17% in the eleventh grade during the 2011-2012 school year (78% to 95%) To decrease the number of special education students who are non-proficient in reading by 10% (61% to 51%) in order to reach safe harbor 10% for EL subgroup from 63% (29/48 who scored proficient using 3's and 4's in grades 3-8 and 11) in 2010-11 to 73% in 2011-12

Data Results on which goal is based: •85% of all Geraldine School students were proficient in 2010-2011; all students must be proficient in reading in order to pass the AHSGE reading test if they are to receive a diploma; increasing by 3% this school year would move the school closer to 100% •89% of the 2010-2011 third grade class was proficient; the 2011-2012 AMO is 92% •90% of the 2010-2011 fourth grade class was proficient; the 2011-2012 AMOS is 91% •91% of the 2010 -2011 fifth grade class was proficient; the 2011-2012 AMO is 92% •88% of the 2010-2011 sixth grade class was proficient; the 2011-2012 AMO is 93% •77% of the 2010-2011 seventh grade class was proficient; the 2011-2012 AMO is 89% •75% of the 2010-2011 eighth grade class was proficient; the 2011-201 AMO is 84% •79% of the 2010-2011 eleventh grade class was proficient; the 2010-2011 AMO is 95% 61% of 2010-2011 special education subgroup were non-proficient; the percentage of non-

Extended learning opportunities are offered via: Credit Recovery Supplemental Services K-8 After-school Tutoring AHSGE Cram Sessions COACH – Test Prep Material Ladders to Success Publisher – enrichment computer program ACCESS Moodle – AHSGE Prep Plato Strategic Teaching 7-12 Go Math Transmath Inside Algebra Read Well Intervention

Scheduling issues for Intervention classes in order to meet student needs and elective desires Transportation is often a challenge for after-school/ Summer programs. Teachers have not had proper training for some instructional programs they are expected to use for ACCESS and AHSGE classes.



proficient students must be decreased by 10 % in order to reach safe harbor 63% of 2010-11 total EL students was proficient in Reading

Target Grade Level(s): 3, 4, 6, 7, 8, 11 Target Content Area(s): Reading ARMT: Reading

Additional Academic Indicators: Graduation Rate

Target Student Subgroup(s): Special Edcation LEP Students All Students

Courses of Study: WEAK ARMT READING STANDARDS: Strategies to comprehend literary/recreational materials 3rd , 4th Strategies to comprehend functional/textual/informational materials in grades 5 & 6 Literary elements and devices in grade 7 Poetry in grade 8 Grade 11 - Recognize logic and arguements, Identify Main Idea, Recognize summary statements

Strategies: 1.1 Longitudinal Data

Description: Complete longitudinal data and address reading standards in all grades.

Action Steps: 1.1.1 Weakest Standards

Description: The Administration will ensure that Grade-level teachers (3-12) will use student ARMT and or AHSGE reports to determine student’s weakest standards per grade during August and September

Benchmarks: 100% of grade-level teachers will use ARMT and AHSGE reports to determine weakest reading standards and will post in classroom and make available in evidence box.

1.1.2 Class Summary Sheets

Description: The Administration will ensure that Grade-level teachers (3-12) and Resource Teachers will use ARMT and AHSGE individual reports to create a class summary of performance during August and September

Benchmarks: 100% of grade-level teachers complete the summary and make available in the evidence box

1.1.3 Reading Data Shared

Description: English teachers grades 7-12 will analyze data in August and will share the data with all GHS teachers (7-12) by the end of September.



Benchmarks: 100 % of English teachers (7-12) will participate in analyzing and sharing data.

1.1.4 Reading in Content Areas

Description: Secondary Science, Social Studies, and Elective teachers will provide instruction of two AHSGE reading standards at least once a month

Benchmarks: 100% of applicable teachers will provide reading instruction and student work samples for each of their two standards monthly

Interventions: The principal will provide support to teachers needing guidance in addressing COS standards

Resources: NA

1.2 Test Prep ARMT/AHSGE Vocabulary

Description: Provide vocabulary instruction on ARMT & AHSGE testing and content vocabulary

Action Steps: 1.2.1 Item Specs

Description: The Administration will ensure that Reading and Resource teachers in grades 3-12 will utilize ARMT and AHSGE Item Specifications to determine essential vocabulary (testing and content) and format in the first nine weeks

Benchmarks: Teacher will determine and list vocabulary to be utilized in instruction

1.2.2 Open-Ended Questions

Description: The Administration will ensure that -Grades 3-8 Reading Teachers will model and provide practice of open-ended questions two times monthly

Benchmarks: Grades 3-8 reading teacher s will provide samples of assessments or student work that will show evidence of open- ended questions 2 times monthly

1.2.3 COS/ Test Prep/Item Specs

Description: The Administration will ensure that English teachers 3-12 will provide explicit instruction of COS reading standards through the use of test prep material (including Item Specifications for grades 3 - 8 and teachers with students in grades 10-12 that haven’t passed Reading or Language sections of the AHSGE) two times a month beginning in October.



Benchmarks: Student work samples will provide evidence of using test prep material including Item Specifications two times a month

Interventions: Principals will provide follow-up support for teachers who need further assistance and clarification on testing and content vocabulary. Teachers can also be paired with peers and/or meet in departments to ensure understanding

Resources: NA

1.3 COS Reading Standards (Grades K-6)

Description: Utilize data to provide reading instruction of Alabama Course of Study standards throughout the school year.

Action Steps: 1.3.1 Elementary Scott Foresman

Description: The Administration will ensure that K-6 teachers will provide explicit instruction of COS reading standards using Scott Foresman or Language! on a daily basis.

Benchmarks: 100% of elementary grade-level teachers will show evidence of instruction of ALCOS reading standards through lesson plans and the evidence box

1.3.2 Tracking Progress/Tier II

Description: The Administration will ensure that K-6 teachers will use results of Scott-Foresman weekly selection tests, unit tests, and baseline tests to determine student weaknesses and to provide further reading instruction in Tier II daily.

Benchmarks: 100% of K-6 teachers will track individual student and class progress by utilizing the Scott Foresman on-line component

1.3.3 Action Plan

Description: The Administration will ensure that K-6 teachers will utilize the on-line data component, unit test, and selection test of Scott-Foresman throughout the school year to track student progress following each unit test to develop an instructional action plan

Benchmarks: If a class falls below the 80% mastery level, the principal and reading coach will meet with the teacher to develop an Action Plan . The principal and reading coach will also monitor and provide support to the teacher in reaching the 80% mastery goal.

1.3.4 Pacing Guide

Description:



The Administration will ensure that K-6 teachers will follow the Scott Foresman pacing guide weekly

Benchmarks: 100% of K-6 reading teachers will follow the Scott Foresman pacing guide weekly

1.3.5 Resource Teachers/Tier III

Description: The Administration will ensure that K-6 teachers (including resource) will provide additional reading instruction to applicable students on a daily basis in Tier III

Benchmarks: 100% of applicable teachers will provide instruction to special education and/or at-risk students needing Intervention or remediation instruction

Interventions: If a class falls below the 80% mastery level, the principal and reading coach will meet with the teacher to develop an Action Plan . The principal and reading coach will also monitor and provide support to the teacher in reaching the 80% mastery goal.

Resources: NA

2. Math Goal

Description: To improve the number of students who score proficient in math by • 3% for all students during the 2011-2012 school year; 80% to 83% • 1% for third grade during the 2011-2012 school year; 88% to 89% • 4% for fourth grade during the 2011-2012 school year; 85% to 89% • 7% for sixth grade during the 2011-2012 school year; 76% to 83% • 20% for seventh grade during the 2011-2012 school year; 63% to 83% • 12% for eighth grade during the 2011-2012 school year; 73% to 85% To decease the number of non-proficient special education student in 2011-2012 school year by 10% moving from 49%(2010-2011) to 39% non-proficient in 2011-2012 To increase the number of EL students scoring proficient by 10% from 60% in 2010-2011 to 70% proficient in 2011-2012

Data Results on which goal is based: •80% of all Geraldine School students were proficient in 2011-2012; all students must be proficient in math in order to pass the AHSGE math test if they are to receive a diploma; increasing by 3% this school year would move the school closer to 100% •88% of the 2011-2012 third grade class was proficient; the 2011-2012 AMO is 89% •85% of the 2011-2012 fourth grade class was proficient; the 2011-2012 AMO is 89% •76% of the 2011-2012 sixth grade class was proficient; the 2011-2012 AMO is 83% •63% of the 2011-2012 seventh grade class was proficient; the 2011-2012 AMO is 83% •73% of the 2011-2012 eighth grade class was proficient; the 2011-2012 AMO is 85% 83% of the 2011-12 eleventh grade class was proficient: the 2011 – 12 AMO is 91% 49% of 2010-2011 special education subgroup were non-proficient in math; 60% of 2010-11 total EL students was proficient in Math

Target Grade Level(s): 3, 4, 6, 7, 8 Target Content Area(s): Math ARMT: Math

Additional Academic Indicators: Graduation Rate

Target Student Subgroup(s): All Students EL Students Special Education



Courses of Study: 3rd Grade - Solve additon and subtraction problems 4th Grade - Add/Subtract 4 digit numbers with and w/o regrouping 5th Grade - Fractions with common and uncommon denominators 6th Grade - Number and Operations decimals percents and fractions 7th Grade - Determine the probability of a compound event 8th Grade - Use order of operations to evaluate/simplfy algebraic expression 11th Grade - Multiply Polynomial, Find Perimeter circle area and volume, Solve multi-step equations

Strategies: 2.1 Math Longitudinal Data

Description: Complete longitudinal data and address math standards in all grades.

Action Steps: 2.1.1 Weakest Standards

Description: The Administration will ensure that Math teachers in grades 3-12 will use ARMT group reports and AHSGE non-mastery reports to determine weakest standards in August

Benchmarks: All teachers will attend data meetings to determine weakest standards at the beginning of the year


Description: The Administration will ensure that Teachers in grades 3-12 will use individual ARMT and AHSGE reports to create a class summary of performance in August/September

Benchmarks: All applicable teachers will create reports in August/September to be kept in evidence box

Interventions: The Principal will ensure teacher attendance and understanding of longitudinal data meetings. He will provide support if needed to teachers needing assistance with creating class summaries of performance.

Resources: NA

2.2 Vocabulary and Format

Description: Provide instruction on ARMT and AHSGE testing and content vocabulary and instruction on test format

Action Steps: 2.2.1 Item Specifications



Description: The Administration will ensure that Teachers in grades 3 -12 will utilize ARMT and AHSGE Item Specifications to determine essential vocabulary and format during the first nine weeks

Benchmarks: 100% of applicable teachers will determine and complete a listing of essential vocabulary during the first 9 weeks

2.2.2 Math Item Specs/Test Prep

Description: The Administration will ensure that Math Teachers in grades 10 – 12 with students that have not passed the Math portion of the AHSGE and 3 - 8 grade math teachers will model and provide practice with vocabulary and testing format using test prep material and Item Specifications two times monthly beginning in October (Including gridded and/or multi-step open-ended questions in grades 3-8.)

Benchmarks: Teacher assessments and student work samples will show evidence of essential vocabulary and testing format utilizing Item Specs and or other test prep material, (open-ended and/or gridded questions 7th & 8th )

2.2.3 Math Reference Sheets

Description: The Administration will ensure that Teachers in grades 7-12 will provide students with ARMT and AHSGE reference page sheets as part of the classroom routine monthly (Grades 9-12 teachers with students who haven’t passed the math portion of the AHSGE)

Benchmarks: 100% of applicable teachers will show evidence of utilizing reference pages in instruction through lesson plans and student work samples each month

2.2.4 Calculator Instruction

Description: Teachers in grades 3-12 will assist students in using calculators on assessments as allowed by ARMT and AHSGE monthly

Benchmarks: 100% of math teachers will model and provide practice activities for students using calculators, multi-step open-ended problems, and reference pages where applicable. Students will demonstrate mastery by completing oral and written activities

Interventions: The Principal will provide assistance to teachers needing support to carry out the strategy.

Resources: NA

2.3 Elem Math COS

Description: Utilize data to provide math instruction of Alabama Course of Study standards throughout the school year.



Action Steps: 2.3.1 Go Math/ Tiered Instruction

Description: The Administration will ensure that K-5 teachers will utilize the on-line data component of Go Math throughout the school year to track student progress and incorporate Tier II and Tier III instruction daily

Benchmarks: 100% of K-5 math teachers will provide math COS via Go Math

Interventions: The principal will monior and provide support to teachers needing assistance

Resources: NA

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. APLA (Adequate Progress in Language Acquisition)

Description: By the end of the 2011-2012 school year, Geraldine School will increase the number of students making APLA school-wide from 36.7% to 46%.(the 2012 goal) 2nd grade: 18%-46%. 4th grade 11%-46%, 5th-8th grades 0%-46%

Data Results on which goal is based: ACCESS for ELL Test/disaggregated scores of ELs who did not meet APLA (0.5 overall gain)

Target Grade Level(s): K-12 2nd grade: 18%-46%. 4th grade 11%-46%, 5th-8th grades 0%-46% Target ELP Language Domain(s): Reading,Writing,Listening,Speaking,Comprehension WIDA Standards: Langage Arts Strategies:

1.1 Student goal setting

Description: Teachers engage in student goal settig for ELs that did not make APLA during the 2011 school year

Action Steps: 1.1.1 Scheduling Goal Setting Meetings



Description: The principal, the ESL and classroom teachers schedule student goal setting meetings to review and analyze each EL's comprehensive data in September

Benchmarks: ESL teacher develops a schedule of meetigns for each teacher

1.1.2 Student Goal Setting/Teacher Goal Setting

Description: Classroom teachers who have ELs that did not make APLA will collaborate with ESL teacher during grade level meetings to review, analyze, and set student- learning goals and teacher- instructional goals using student goal setting forms in September 1, 2011

Benchmarks: S1-AS2-B1: Principal will develop a teacher checklist that teachers will sign once they have completed all students’ goal setting documents S1-AS2-B2 Lesson plans reflecting student’s instructional goals (example: explicit vocabulary development and Language Experience Approach)

1.1.3 Can Do List

Description: Teachers will receive a “CAN DO” list of what their students are capable of performing based on their proficiency level according to ACCESS scores.

Benchmarks: The Principal will monitor and provide support if needed

Interventions: Teachers will request an LPAC meeting at the 4 1/2 week progress report and the 9 week grading period for students at-risk. Teachers will understand the process and their role in the referral process. The LEA EL Coach will provide support when needed.

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. At-Risk Support/Strategic Teaching/RTI

Description: To attain or maintain a graduation rate of 90% or above To begin strategic teaching in grades 7-12 To implement system-wide RtI plan



Strategies: 1.1 At Risk Student Support

Description: Identify and support students who are at-risk of academic failure and/or at-risk for dropping-out of school.

Action Steps: 1.1.1 Senior Parent Night

Description: The Administration will host a parent night for parents of seniors who are in danger of not graduating due to AHSGE in fall.

Benchmarks: Parent sign-in sheets and agenda/handouts will be kept by the Counselor or Principal.

1.1.2 Parental Notification of Failure

Description: The Administration will ensure that parents/guardians of students who have a grade of 59 or below at the end of each grading period (4 ½ and 9 weeks) will be notified beyond the progress report or report card. (ex..phone, email, mailed letter etc…)

Benchmarks: Documentation will be kept and turned in to principal and kept in individual teachers evidence box

1.1.3 Failure Lists

Description: The administration will monitor class failure list at the end of each 9 nine weeks and will offer support to the teachers having greater than 20% of failure rate.

Benchmarks: Principal will meet with teachers having greater than ___________% failure rate

1.1.4 AHSGE Goal Setting

Description: Administration will provide an AHSGE goal setting activity for all seniors working to complete sections of the exam prior to each administration.

Benchmarks: Documentation will be kept and turned in to principal and kept in individual teachers evidence box

1.1.5 AHSGE Cram Sessions

Description: The Administration will plan and support cram sessions for applicable students prior to each administration of the grad exam to review/reteach AHSGE standards



Benchmarks: Documentation will be kept by the counselor

1.1.6 Exit Interview

Description: Principal, counselors, SIS, Resource Officer and Supt, as well as, teachers and other appropriate staff will meet with parents who are contemplating dropping out

Benchmarks: Exit Interview forms will be kept by the principal

1.1.7 Counseling

Description: Counselors from the Children's Advocacy Center (as funding allows) will work with at-risk students as identified by the local school counselors.

Benchmarks: Children's Advocacy information will be kept by the counselor.

1.1.8 Attendance

Description: Principals, counselors, SIS and selected faculty will analyze attendance issues to better enforce LEA policies. Consequences should be in place for attendance issues. For example: Driving privileges will be removed, and parent check in.

Benchmarks: Keep excuses and have a sign in parent sheet.

1.1.9 Remediation and Intervention

Description: Principals and counselors will support remediation and intervention efforts for AHSGE, ARMT, Credit Recovery, and ACCESS throughout the school year

Benchmarks: 100% of AHSGE, ARMT, Credit Recovery and ACCESS remediation and intervention efforts are scheduled throughout the school day.

1.1.10 School Messenger/Parental Contact

Description: The school will communicate at-risk student behaviors such as failure and attendance issues via school messenger, and teacher’s phone calls

Benchmarks: Administrators will keep a log of use of school messenger and teachers will provide documentation of parental communication

1.1.11 After School Detention



Description: The Administration will implement an after-school detention in an effort to decrease student tardiness

Benchmarks: The Principal will monitor the after-school detention program and keep evidence of the students that attend

1.1.12 ISS

Description: The Administration will implement a In School Suspension (ISS) program in order to provide immediate discipline that will keep students on campus allowing teachers to monitor classwork and remediation

Benchmarks: The Principal will monitor and support the ISS program and keep documentation of attendance

Interventions: The Principal will evaluate programs to support at-risk students and will follow up with assistance and support if needed.

Resources: NA

1.2 Longitudinal Data/Test Prep

Description: Complete longitudinal data and address science/social studies standards and utilizing Item Specifications and other test prep material

Action Steps: 1.2.1 Weakest Standards (Science/Social Studies)

Description: The Administration will ensure that Science and Social Studies teachers in grades 7-12 will use AHSGE non-mastery reports to determine weakest standards in August/September

Benchmarks: 100% of applicable teachers will attend longitudinal data meetings in August/September


Description: Science and Social Studies teachers in grades 11-12 will use individual AHSGE reports to create a class summary of performance in August/September

Benchmarks: Benchmarks 100% of applicable teachers will create class summary reports in August/September to be kept in classroom evidence box

1.2.3 Item Specs in Science/SS



Description: The Administration will ensure that Science and Social Studies teachers in grades 10 – 12 with students that have not passed the Science or Social Studies portion of the AHSGE will model and provide practice with vocabulary and testing format using test prep material and Item Specifications 2 times a month beginning in October

Benchmarks: Teacher assessments and/or student work samples will show evidence of testing vocabulary and format for using Item Specs

Interventions: The principal will monitor and provide support to ensure the implemenation of all action steps

Resources: NA

1.3 Strategic Teaching in Grades 7-12

Description: Provide strategic teaching training and implement strategies in 7-12 to enhance differentiated instruction and student engagement

Action Steps: 1.3.1 Strategic Teaching Training

Description: The Administration will ensure that a team of content teachers in grades 7-12 will receive explicit instruction during Strategic Teaching training during the first semester

Benchmarks: All applicable teachers will attend Content Literacy training in August

1.3.2 Strategic Teaching (STAGE 1)

Description: The Administration will ensure that the team of content teachers in grades 7-12 will implement strategic teaching according to their implementation plan beginning in September. (Stage 1)

Benchmarks: 100% of applicable teachers will implement strategic teaching during classroom instruction

Interventions: The Principal will monitor and provide support for the implementation of strategic teaching in grades 7-12. The Reading Coach will also provide support.

Resources: Money for Training and Subs

1.4 Multi-Tiered Instruction

Description:



Provide a multi-tiered system of instruction to increase student achievement and positive student behavior.

Action Steps: 1.4.1 Tiered Instruction

Description: In accordance with the DeKalb County Schools RtI plan, School Administrators will ensure that tiered instruction for Reading, Mathematics and Behavior is provided to all K-12 students for at least the minimum of time specified for each grade level utilizing AimsWeb (Grades 3-12 and DIBELS Grades k-2) as universal screening and tracking tool for grades K-12

Benchmarks: 100% of K-12 teachers will use data from an approved Universal Screener and Progress Monitoring to schedule students for tiered instruction.

1.4.2 Problem Solving Team (PST)

Description: Administration at each school will establish a minimum of one problem- solving team in September that will meet at least monthly to review data and make decisions regarding student progress and interventions.

Benchmarks: 100 percent of Dekalb County schools will determine local PST membership and submit names and roles of members to the PST Coordinator by September 15TH . PST Chairperson will send meeting notes to PST Coordinator by the end of each month.

1.4.3 Progress Monitoring

Description: School Administrators will ensure that all teachers providing Reading, Math and Behavior Instruction will provide progress monitoring in accordance with the DeKalb County Schools RtI Plan.

Benchmarks: Students will be progress monitored as follows: “Benchmark” 3X’s per year, “Strategic” every two weeks, and “Intensive” weekly.

1.4.4 Baseline

Description: By the end of September, PST teams will analyze data from the previous school year to determine the percentage of total school population of students identified as Tier I, Tier II and Tier III to establish the baseline for student progress.

Benchmarks: PST Team will compare previous % of Tiered students to the current Year

1.4.5 Research-Based Programs

Description: Tiered Instruction will be provided by all Dekalb County Schools integrating various research- based programs such as: v Language! v Go Math v Inside Algebra v Transmath v Scott Foresman



Benchmarks: Students will be placed into programs according to ARMT, AHSGE data and program placement tests

1.4.6 Modified Block

Description: All Dekalb County Schools will provide a modified-block schedule that will provide time for students in remediation, intervention, credit recovery, or enrichment daily. This schedule will also provide a common planning time for all teachers that will accommodate teachers in having data meetings and professional development activities by department or grade-levels.

Benchmarks: All Dekalb County Schools will provide a modified block schedule

Interventions: The Principal will ensure that RtI is implemented and proper amounts of time are allocated to Tiered instruction

Resources: NA

1.5 Rigor

Description: Focus on promoting rigor across the curriculum.

Action Steps: 1.5.1 Schedule

Description: Administrators and counselors will establish a master schedule based on student needs that allows for those who enter at-risk to “catch up.” The schedule will be established prior to the beginning of school and modified as needed. A resource period will be put into place to provide time for students to "catch up."

Benchmarks: Lists of students who are currently enrolled in classes that allow for credit “catch up” will be kept by the high school counselor

1.5.2 Posting Student Work/Projects

Description: Foster a school climate in which adults believe it to be their responsibility that students succeed academically by posting student work/projects throughout the year

Benchmarks: 100% of teachers will display student work continually during the school year

1.5.3 Mission Statement Posted

Description:



All teachers will post Geraldine School’s Beliefs and Mission Statement in their classrooms throughout the year

Benchmarks: 100% of teachers will post the mission statement in their classroom continually during the school year

Interventions: The Principal will monitor and provide support of implementation

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.

1. Required Components Component 1: Each new teacher will receive mentoring for a minimum of one year with an option of a second year based on mastery of competencies. Component 2: Active teachers will mentors new teachers on a 1 to 1 basis. Component 3: Each new mentor must be chosen by a committee comprised of teachers and administrator(s) and must successfully complete LEA Teacher Mentor Training. Individual mentors for each new teacher must be in place by October 1, 2011. Component 4: Mentors will plan with and support mentees on a weekly basis Component 5: Each mentored new teacher will complete regularly scheduled assessments of mentor program effectiveness. Pending Funding Pending Funding

There are several monetary sources that are integrated and coordinated into the financial management and instructional planning of Geraldine School. The following is list of fund sources, with an explanation of their usage: § The State of Alabama School Foundation Program: The State of Alabama funds the BASIC programming in terms of teacher units based on student enrollment. For the 2011-2012 school year the state is funding 69.50 units, plus fringe benefits. The grand total of state money is $5,082,456. A budget detail is enclosed in this plan. § Title I – Part A (Federal): This money is used to SUPPLEMENT regular funded programming. For the 2011-2012 school year, Title I monies are being used to fund 3.5 FTE class size reduction units/intervention teachers and to purchase various materials/instructional supplies meant to supplement the core programs and support at-risk students. This budget total $ 255,287 is spent in addition to state/local monies. § Parental Involvement Funds will support parent communication, training, and informed decision making. The local school Title I Parental Involvement Allocation is $3,436.40



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.

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.

TITLE I SCHOOL IMPROVEMENT – Meant to support supplemental / innovative programs intended to increase student achievement and support adequate yearly progress.

• Geraldine High School is a K-12 unit school and has no direct or specific feeder schools. • Prior to the start of school, orientation program for elementary students was hosted by the teachers. The middle school counselor hosted an orientation for 7th graders for middle school. • A modified move-up program is provided to students transitioning from the elementary to middle school grade span and from the middle school grade span to the secondary grade span. • At the secondary level, guidance and counseling personnel and the graduation coach provide orientation and on going follow up regarding diploma types and schedules to teachers and parents. • The Principal held an assembly program for grades 7 -12 on the first day of school to inform students of new rules and expectations • The first 2 to 5 days of school, depending on need and grade level, are utilized as a time for implementation of routine and orientation to new grade levels and content areas.

Currently, all students at Geraldine High School are being provided instruction from Highly Qualified instructors. LEA representatives attend job fairs provided by local higher education agencies. When significant need arises, the LEA offers signing bonuses. The LEA sets aside money each year to support teachers pursing Highly Qualified certification,

The faculty held grade-level meetings to analyze ARMT, AHSGE and DIBELS results. Longitudinal data was analyzed to look at curriculum issues. Each grade level/content area chose 2-3 weakes standards to focus on throughout the year. Strategies were written based on the specific content standards that were identified during the meetings. Strategies and action steps are monitored by monthly data meetings and periodic walk-throughs. Additionally, school-wide action steps are developed by a collaboration of teachers, students and faculty.

All students at Geraldine High School, including those identified as migrant, limited-English proficient, homeless, economically disadvantaged, and neglected/delinquent, have access to all services and programs available, including free/reduced lunch, Title I services, ELL services, Special Education services, At Risk, Credit Recovery, ACCESS lab, peer mentoring and counseling services. Also, Geraldine High School uses the Department of Human Resources, the Department of Mental Health, and various community resources to provide students with necessary school supplies, food, clothing and shelter. All homeless, migratory, and limited-English proficient students must have equal access to the same free appropriate public education, including public preschool education provided to other children and youth. All homeless, migratory, and limited-English proficient students are provided with the opportunity to meet the same challenging state content and state student performance standards to which all students are held without being stigmatized or isolated. The school principal, secretary, and counselor identified limited-English proficient students upon enrollment. Each new student receives a Home Language Survey used to determine eligibility for limited-English proficient testing. Students qualify for testing if the survey indicates that a language other than English is used by the student or at the student’s home. All eligible students are tested with ACCESS to determine if a student is eligible to receive services through the English Language Learner (ELL) program. Parents or guardians have the right to waive ELL services. If the parents or guardians agree for the student to receive services, an LPAC committee convenes to determine appropriate services and placement for each individual student. The LPAC committee consists of the ELL teacher, parents or guardians of the student, the student’s teacher, the school counselor, an interpreter, and school administrator. A variety of services to all ELL students is provided, pull-out ESL, pull-out for individual support, and content-based ESL. An ELL teacher works cooperatively with general education teachers to provide services to all ELL students at Geraldine High School. The local translator also serves as an interpreter to communicate with the parents of ELL students if the need arises. Parents are provided the opportunity to receive all updates and important school documents in English and Spanish. The ELL committee reviews each student’s progress annually. If the student scores proficient on ACCESS 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.The school principal, secretary, and counselor identifies migrant students upon enrollment. Parents or



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.

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.

guardians of each student receive a Migrant Educatio

CAC – Children’s Advocacy Counseling EL Teacher and EL programs After School Tutoring Title I Services (Free & Reduced) 504 PEPs Handicapped Access to facilities Translator accessible when needed

Extended learning opportunities are offered via: Credit Recovery Summer - Reading Academy and Jump Start (pending funding) Supplemental Services K-8 After-school Tutoring AHSGE Cram Sessions Publisher – enrichment computer program ACCESS Moodle – AHSGE Prep Plato

1. During the first month that school is in session, Geraldine High School holds various orientations: grades K-12 teachers host an orientation prior to the start of school. A Parental-Involvement Night will be held in fall. Parents will be notified in the following ways: (1) notices sent home by students (2) and public posting on the school’s signs. (3) Parents will receive personal messages via the School- Messenger System. To assist in providing the opportunity for all parents to attend, parents unable to attend the scheduled meeting time may schedule a conference during the school day. Topics to be discussed at this year’s meeting are: § Continuous Improvement Plan § An explanation of the school’s AYP status/ARMT § Title I program and participation § QUIA Program § Parent survey § Question & Answer Session (Attendance) § AHSGE/Diploma 2. The leadership and staff of Geraldine High School have a strong belief in the importance of parental involvement and therefore have put measures in place to offer parent meetings on a flexible schedule.



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.) 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)

3. Geraldine High School believes in involving parents in all aspects of its Title I programs. We have parent representatives on our CIP committee who were active participants in the reviewing of the plan. In addition, all parents were given the opportunity to review the plan and offer their input. For the Parental Involvement Plan, all parents were given surveys at the annual meeting seeking their input on activities, training, and materials that the school should offer to parents next school year. Each year, the Continuous Improvement Plan, including the parental involvement plan, is reviewed and evaluated. Results of parent surveys are reviewed by the parent representatives and entire CIP committee in determining needed changes.

During the Parental-Involvement meeting, Geraldine High School will hold a general meeting where information will be presented about its Title I programs, AYP status, and forms of academic assessment used. They will also learn about how to schedule parent-teacher conferences and how they can participate in decisions related to the education of their child. Parents previously received a copy of the student handbook, which includes more detailed information on these topics. We presently have a growing population of Spanish speaking parents. An interpreter is provided at the meeting to communicate with these parents. In addition, documents are provided, to the extent practicable, in Spanish. Parents will have the opportunity to meet teachers in an informal setting. Parents are also included in both the Title-I and Leadership Teams, and therefore, included in the planning and decision making process.

During the Parental-Involvement meeting, Geraldine High School will hold a general meeting where information will be presented about its Title I programs, AYP status, and forms of academic assessment used. They will also learn about how to schedule parent-teacher conferences and how they can participate in decisions related to the education of their child. Parents previously received access to on-line copy of the student handbook, or request a hard copy of the student handbook which includes more detailed information on these topics. We presently have a growing population of Spanish speaking parents. An interpreter is provided at the meeting to communicate with these parents. In addition, documents are provided, to the extent practicable, in Spanish. Parents will have the opportunity to meet teachers in an informal setting

The faculty of Geraldine School sends home School-Parent Compacts annually. All parents will be given a copy of a current, up-to-date compact on an annual basis. The parents will be asked to sign the compacts signifying their commitment to working in partnership with the school and their child ensuring that their child is successful in school. The teachers will keep these compacts on file.

In August Geraldine High School’s CIP Committee and faculty reviewed and evaluated the Continuous Improvement Plan, as well as, the roles and responsibilities of each faculty member. There are multiple parents on the Committee. The notices make parents aware that the plan is under review, that a copy of the plan is available for review in the library, and that parents have the right to give input regarding the revision of the plan. All parents are given ample opportunity to review the plan and may request a copy of the plan at anytime



(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.

Geraldine School will provide information to parents via a Fall Parental Involvement Meeting, Parental Orientation Meetings, AHSGE Parent Meeting, Newsletters, and parent- teacher conferences. The LEA also offers meetings on topics such Title I services, SES services, ELL and Indian Education. During the first month that school is in session, Geraldine High School holds various orientations: grades K-12 teachers host an orientation prior to the start of school. A Parental-Involvement Night will be held in fall. Parents will be notified in the following ways: (1) notices sent home by students (2) and public posting on the school’s signs. (3) Parents will receive personal messages via the School- Messenger System. To assist in providing the opportunity for all parents to attend, parents unable to attend the scheduled meeting time may schedule a conference during the school day. Topics to be discussed at this year’s meetings are: § Continuous Improvement Plan § An explanation of the school’s AYP status/ARMT § Title I program and participation § QUIA Program § Parent survey § Questions & Answers (Attendance) § AHSGE/Diploma

Geraldine utilizes technology to enhance student achievement. Parents will have the opportunity to receive training and information on currently used technology programs offered to enhance student achievement such as: § QUIA § AHSGE Results (Graduation Coach) § ACCESS LAB § STI Home § Renaissance Home

The faculty and staff of Geraldine School understand that their availability to parents fosters a rich learning environment. The school will communicate at-risk student behaviors such as failure and attendance issues via school messenger, teacher’s phone calls, and administrative calls. The administrators, faculty, and staff of Geraldine work through in-services, faculty meetings, and data meetings to meet the demands of making “School/Home Connections.” The partnership is encouraged through the use of: § personal notifications § mass phone messages/mailings § newsletters § web-based access to announcements § emails § homework § test prep material § STI Home § Renaissance Home



(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

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

Geraldine School coordinates it parental involvement programs for all parents. Needs of students at-risk are addressed through both in-school and after-school programs funded by local, state, and federal funds. Families that qualify are given opportunities for individual student and/or family counseling offered by the Children’s Advocacy Center. In addition, the LEA offers a Title-I parent night.

Due to Geraldine’s diverse population, an ELL teacher and LEA Language Acquisition Coach support the needs of our Hispanic students. Essential Documents are sent in their home language of Hispanic students. Home Language surveys are sent to all students. These surveys allow GHS to better meet the individual needs of our diverse populations.

§ Consideration is given to parent’s request for further information about the education of their children § Geraldine employs a School Improvement Coach, Graduation Coach, and a Reading Coach to support additional parental involvement activities as parents may request § Teacher/Parent Conferences can be requested by parents through the teacher and/or administrator § School personnel can request conferences § Flexibility in conference times is available Counselors, administrators, and School Improvement Coach are all available for before, during, and after school parent conferences.

Geraldine High School, to the extent practicable, provides opportunities for the participation of parents with limited English proficiency and parents with disabilities. Geraldine presently has a growing population of Spanish Speaking Students; therefore, many notifications are sent to parents of these children in Spanish. In addition, we have an interpreter who is available to assist in verbal communications with these parents. ELL teachers and a translator work with parents and teachers to ensure equal -opportunities. Every effort is made to accommodate parents with disabilities. GHS has handicapped-accessible buildings and parking areas.

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Standards, www.alsde.edu, Sections, Technology Initiatives, Publications).

Learning Activities: Strategic Teaching

What weakness or need identified in academic (including ell amaos) or school culture goals will the professional learning address? Reading •77% of the 2010-2011 seventh grade class were proficient in reading; the 2011-2012 AMO is 89% •75% of the 2010-2011 eighth grade class were proficient in reading; the 2011-2012 AMO is 84% •79% of the 2010-2011 eleventh grade class were proficient in reading; the 2011-2012 AMO is 95% Math •63% of the 2010-2011 seventh grade class were proficient in math; the 2011-2012 AMO is 83% •73% of the 2010-2011 eighth grade class were proficient in math; the 2011-2012 AMO is 85% •83% of the 2010-2011 eleventh grade class were proficient in math; the 2011-2012 AMO is 91% Twenty members of the current 2011-12 senior class have not passed the reading portion of the AHSGE. Sixteen members of the current 2011-12 senior class have not passed the math portion of the AHSGE. These tests must be passed in order for students to obtain the credit-based endorsement diploma.

What types of professional learning will be offered? Training and implementation of a strategic teaching cycle that involves a grades 7-12 team of content teachers attending training. The team will implement strategies in their classrooms and then do turn-around training with the grades 7-12 faculty.

When will the session be delivered? The initial training for the team was in August 2011. The team will meet and collaborate in an on-going cycle throughout the year. The other 7-12 will begin implementation in January 2012

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?)

A shift from teacher-centered instruction to student-centered instruction that will encourage more active student engagement in grades 7-12 is expected.

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

The strategic training implemenation plan has been incorporated in the CIP therefore, monitoring will take place during walk-throughs and/or evidence checks. The Principal will lead the team.

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

RTI -Transmath/Language/Inside Algebra

What weakness or need identified in academic (including ell amaos) or school culture goals will the professional learning address? To meet state RTI guidelines to offer tiered instruction based on student proficiency levels by providing intervention and/or core replacement programs and training. 61% (42 out of 69 students) in the special education subgroup were not proficienct in reading 49% (34 out of 69 students) in the special education subgroup were not proficienct in math 21% of current seniors were not proficient on the reading portion of the AHSGE 17% of current seniors were not proficient on the math portion of the AHSGE

What types of professional learning will be offered? Teachers of new programs will receive training and material to better facilitate student learning and implement tiered instruction.

When will the session be delivered? Training sessions were held in August and September. Teachers will receive on-going support as needed.



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?)

To better meet student needs by offering instruction and materials that will enhance their proficiency levels.

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

The implementation has been included in the LEA CIP norms, therefore, they will be monitored by the local school and the LEA.

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

Part VIII - Coordination of Resources/Comprehensive Budget

I. State Foundation Funds

II. Federal Funds

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

FTEs Earned Units Placed Total Salaries

FTE Teacher Units 77.50 77.50 5,052,553.00

Administrator Units 1 1 0

Assistant Principal 2 2 0

Counselor 2.5 2.5 0

Librarian 0 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 35,061.97

Instructional Supplies 29,903.00

Library Enhancement 0

Total of All Salaries: $5,117,517.97

*Title I – Part A (Federal): This money is used to SUPPLEMENT regular funded programming. For the 2011-2012 school year, this budget totals $ 255,387 and is spent in addition to state/local monies. Title I monies are being used to fund 3.5 FTE class size reduction units/intervention teachers at a cost of $181,292.33 and to purchase various materials/instructional supplies meant to supplement the core programs and support at-risk students. *Parental Involvement Funds will support parent communication, training, and informed decision making. The local school Title I Parental Involvement Allocation is $3,436.40. Teacher Classroom Instructional. Supplies was funded at $471.73



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

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

Title III: For English Language Learners Provide 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.

*School Improvement set aside which includes coaching, Professional Development Services, Professional Development substitutes, Professional Development stipends, and Professional Development travel. was funded at $25,538.70 *Geraldine School’s Local Allocation as $43,163.94 and includes: Classroom Supplies $21,010.00 Software $7,300.00 Non-Instructional Supplies $450.00 Computer Hardware $14,403.94

Total : 255,387.00

Geraldine School did not receive any ARRA funds for the 2011-2012 school year.

Total : 0

Geraldine School did not receive any Title II funds for the 2011-2012 school year

Total : 0

Geraldine School did not receive any Title III funds for the 2011-2012 school year.

Total : 0

Geraldine School did not receive any Title IV funds for the 2011-2012 school year.

Total : 0

Geraldine School did not receive any Title IV funds for the 2011-2012 school year.

Total : 0

DeKalb County Board of Education utilizes a centralized technology center which serves Geraldine High School's students.

Total : 0



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

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

III. Local Funds (if applicable)

Local Funds Provide a brief explanation and a breakdown of expenses.

DeKalb County Board of Education utilizes a centralized technology center which serves Geraldine High School's students.

Total : 0

NA

Total : 0

Geraldine School did not receive any additional local funds for the 2011-2012 school year.

Total : 0

