web.alsde.eduweb.alsde.edu/docs/documents/116/NHS FY 2011 SIG... · Web viewOur school follows established recruitment procedures of the Tuscaloosa City School System. System requirements

SCHOOL IMPROVEMENT GRANT:TIER III SCHOOL APPLICATION

Section 1003 (g) of the Elementary and Secondary Education Act

FY 2012

Mail to:Alabama Department of Education

Federal Programs5348 Gordon Persons Building

P.O. Box 302101Montgomery, Alabama 36130-2101

For technical assistance, contact Marcus Vandiver at: Telephone: (334) 242-8199

Fax: (334) 242-0496E-mail: [email protected]

S I G N e e d s A s s e s s m e n t | 1

mailto:[email protected]

Please complete an entire application for each school that is applying for School Improvement Grant funds. If a Local Education Agency (LEA) is submitting applications for multiple schools, the appropriate number of applications should be utilized and LEA information may be duplicated.

If a Local Education Agency is submitting applications for multiple schools, the LEA will be required to complete the Budget for Local Education Agencies that shows combined expenditures for all schools.

All sections of the LEA/School Application are required to complete the application process.

Failure to demonstrate a process or plan, provide recent examples of success, and/or provide required information for the LEA/School Application criteria, may result in a score of “inadequate”.

An LEA/School Application that receives a score of “inadequate” in one or more sections may be required to revise the application at the request of the reviewing outside reader, if the cause for the request can be substantiated to the SEA. An LEA/School Application that has been scored and ranked within the range of tiered funding, also may be required to revise portions of its application to strengthen the overall SIG program approach at the discretion of the SEA.

An LEA/School that does not complete or submit all portions of the application may be disqualified from the competition for receiving SIG funds at the discretion of the SEA. An LEA/School Application that has been scored, but does not rank within the range of tiered funding, will be disqualified from receiving funds and will not be asked to revise portions of its application to strengthen the overall SIG program approach.


School Improvement Grant (SIG) 1003(g) LEA Information

Local Education Agency (LEA) Name:

Tuscaloosa City SchoolsLEA Contact for the School Improvement Grant:

Name: Dr. Latanza Harrison Signature:

Position/Office: Director of Federal Programs E-mail Address: [email protected]

Telephone: (205) 759-3507 Fax: (205) 759-3792

AssurancesThe LEA must assure that it will:

Use its School Improvement Grant to implement fully and effectively an intervention in each Tier I and Tier II school that the LEA commits to serve consistent with the final requirements.

Establish annual goals for student achievement on the state’s assessments in both reading/language arts and mathematics and measure progress on the leading indicators in Section III of the final requirements in order to monitor each Tier I and Tier II school that it serves with School Improvement funds and establish goals (approved by the SEA) to hold accountable its Tier III schools that receive School Improvement funds.

Include, if it implements a restart model in a Tier I or Tier II school, in its contract or agreement terms and provisions to hold the education management organization accountable for complying with the final requirements.

Report to the SEA the school-level data required under Section III of the final requirements.

Mr. Ed LaVigne

LEA Chief School Financial Officer Signature Date

Ms. Dorothy Richardson

LEA Superintendent Signature Date

Joseph B. Morton

State Superintendent of Education Signature Date


Please complete an entire application for each school that is applying for School Improvement Grant funds. If a Local Education Agency (LEA) is submitting applications for multiple schools, the appropriate number of applications should be utilized. LEA information may be duplicated for multiple applications.



A. SCHOOLS TO BE SERVED: An LEA must include the following information with respect to the schools it will serve with a School Improvement Grant. Please identify each Tier I, Tier II, and Tier III school the LEA commits to serve and identify the intervention model that will be used in Tier I and Tier II schools. An LEA with nine or more Tier I and/or Tier II schools may not implement the transformation model in more than 50% of those schools.

SCHOOL NAME NCES ID#TIER INTERVENTION MODEL School Improvement Activity

(TIER III only)I II III Turnaround Restart Closure Transformation

Central High School 01608

Bryant High School 01201

MLK Elementary School 01271

Northridge High School 02102

Central Primary School 01252

Oakdale Primary School 01257


E. WAIVERS:

The LEA must check each waiver that the LEA will implement. If the LEA does not intend to implement the waiver with respect to each applicable school, the LEA must indicate for which schools it will implement the waiver.

Waive Section 421(b) of the General Education Provisions Act (20 U.S.C. § 1225(b)) to extend the period of availability of School Improvement funds for the SEA and all of its LEAs to September 30, 2014.

Note: This waiver only applies to FY 2009 carryover funds.

Waive Section 1116(b)(12) of the ESEA to permit LEAs to allow their Tier I, Tier II, and Tier III Title I participating schools that will fully implement a turnaround or restart model beginning in the 2011-2012 school year to “start over” in the School Improvement timeline

Waive the 40 percent poverty eligibility threshold in Section 1114(a)(1) of the ESEA to permit LEAs to implement a schoolwide program in a Tier I, Tier II, or Tier II Title I participating school that does not meet the poverty threshold and is fully implementing one of the four school intervention models.

Mr. Ed LaVigne

LEA Chief School Financial Officer Signature Date

Ms. Dorothy Richardson

LEA Superintendent Signature Date


If the SEA has requested any waivers of requirements applicable to the LEA’s School Improvement Grant, an LEA mustindicate which of those waivers it intends to implement.

School Improvement Grant (SIG) 1003(g) School Information

Local Education Agency (LEA) Name:

Tuscaloosa City Schools

School Contact Information:

School Name: Northridge High School Tier of Applying School Tier III NCES ID: 02102

School Address: 2901 Northridge Road Tuscaloosa, AL 35406

E-mail Address: [email protected]

Telephone: 205-759-3590 Fax: 205-759-3605

Please complete an entire application for each school that is applying for School Improvement Grant funds. If a Local Education Agency (LEA) is submitting applications for multiple schools, the appropriate number of applications should be utilized. LEA information may be duplicated for multiple applications.



mailto:[email protected]

A. IDENTIFICATION OF NEEDS:The school, with assistance from the LEA, must list the needs of each Tier III school by completing the following information:

Complete the SIG Needs Assessment and submit with the SIG Application. For each Tier III school, please identify the needs for each school using the SIG Needs Assessment form and any other needs assessments that may be available and appropriate. Please describe needs in the priority area as “Critical,” “Urgent,” “High,” “Medium,” or “Low.”

Identified Need PrioritySeventy-nine incoming 9th graders during the 2010-2011 school year scored a level 1 or 2 on the ARMT in Reading. HIGH

24% of 10th grade students only partially met the standard or did not meet the standard on the Alabama Direct Assessment of Writing HIGH

Currently the passing rate for sophomores on the Alabama High School Graduation Exam is 64%. 36% of our sophomore class cannot pass a basic reading exam.

URGENT

As of Spring 2011, we have a 84% passing rate on the reading portion with the current Junior class. We still have 16% of our Juniors who have not yet passed the reading portion of the grad exam.

CRITICAL

Maintained a negative proficiency index and moved to Year I Improvement in Reading for the subgroup of “Free-Reduced Lunch” URGENT

Graduation rate is at 81% for the 2009-2010 school year and stands at 84% for the 2010-2011 school year. These figures are below the required 90% mark. 16 Seniors are still ineligible to graduate with a diploma due to graduation exam results

CRITICAL

Lack of technology in the school has been noted through teacher/faculty technology surveys. HIGH

Out of the English Language Learners, only 50% of the students with two years of data made APLA HIGH


SCHOOL IMPROVEMENT GRANT

NEEDS ASSESSMENT

PART I - Indicate data sources used during planning by identifying strengths and weaknesses or program gaps. If the LEA and/or school did not review a particular data source, please write N/A. LEA improvement goals should address program gaps (weaknesses) as they relate to student achievement. Close attention should be given to the proficiency index. Please include all disaggregated subgroups including those with less than forty students.

(Duplicate and complete for each TIER I and TIER II school)

SCHOOL DATABriefly describe the process the LEA contact and school leadership team used to conduct the needs assessment (analysis of all data).The School Improvement Team met to discuss the needs assessment. Parents were invited to attend through a parent email. The CIP was consulted and used as a guide in determining needs. Recently reported Alabama High School Graduation Exam results were used. 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.Strengths: Our school follows established recruitment procedures of the Tuscaloosa City School System. System requirements mandate that all teachers should be highly qualified. Teachers must complete the application process and have documentation of Highly Qualified status on file before an interview for a position can take place. A teacher is considered highly qualified if he/she has passed an Alabama-approved subject- specific test in each of the academic subjects he/she teaches or if he/she has completed, in each of the subjects taught, an undergraduate academic major as verified on a regionally accredited college/university transcript. When the principal hires new personnel, only highly qualified applicants are interviewed, unless there are no applicants in shortage fields (such as math and science) that are highly qualified. The procedures are followed to ensure that experienced, HQ, and in-field teachers in high-need subject areas are employed. Notification letters of anticipated openings are sent to each principal from the Tuscaloosa City Schools Personnel Office for posting. These notifications are also posted at the Central Office, school, and on the internet. The decision to interview is based on many variables, such as completeness of application, HQ status, and area of need. Interviews are planned with highly qualified applicants from the State Department of Education website. Teachers are assigned to classes according to certificate, experience, and specialized training. Once teachers are hired, they are assigned mentors and the mentor coordinator meets with new staff monthly. Teachers are encouraged to attend monthly training sessions in the library.

Weaknesses:


School Administrator and Special Services EvaluationStrengths: Our administrators are highly qualified and have been working as a team for 2 years. Our special education department includes a case manager that handles all paperwork and allows the other special education teachers to work completely with the students in the classrooms.

Weaknesses:

Educate Alabama – Teacher EvaluationStrengths: The Educate Alabama evaluation process generated robust conversations among teachers and administrators related to levels of practices in instruction.

Weaknesses: The process was late in starting due to the timing of training for new administrators.

School Technology PlanStrengths:Leadership team inventories available technology each school year and designs a plan for identifying and purchasing technology for classroom use and providing for job-embedded professional development. The Leadership team designs additional job-embedded professional development opportunities for teachers requiring extra assistance in implementing technology.

Weaknesses:Lack of technology in the school has been noted through technology surveys.

Career and Technical Education Program Improvement PlanStrengths: Weaknesses:

Other Education Plans (e.g. Alabama Alternate Assessment)Strengths: Weaknesses:


SCHOOL ASSESSMENT DATAAlabama High School Graduation Examination (AHSGE)Strengths: Based on results from the March 2011 administration, 12 more Seniors are eligible to graduate with a standard diploma. We have a 84% passing rate on the reading portion with the current Junior class.

Weaknesses: 16 Seniors are still ineligible to graduate with a diploma due to graduation exam results. We still have 16% of our Juniors who have not yet passed the reading portion of the grad exam. The current passing rate for the sophomore class is 64%. 36% of our sophomore class cannot pass a basic reading exam.

Alabama Reading and Mathematics Test (ARMT)Strengths: Weaknesses:

Alabama Science Assessment (ASA)Strengths: Weaknesses:

Stanford 10Strengths: Weaknesses:


SCHOOL ASSESSMENT DATADynamic Indicators of Basic Early Literacy Skills (DIBELS)Strengths: Weaknesses:

Alabama Direct Assessment of Writing (ADAW)Strengths:77% of the 10th graders met or exceeded the standard set forth on the ADAW

Weaknesses:24% of 10th grade students only partially met the standard or did not meet the standard

ACCESS for English Language Learners (ELs)Strengths:Three students scored 4.8 higher and will exit the ESL program

Weaknesses:Only 50% of the students with two years of data made APLA

Additional Assessments (e.g. Alabama Alternate Assessment)Strengths: Weaknesses:

Local Assessments (e.g. LEA, school. and grade-level assessments, program specific assessments)Strengths: Weaknesses:


SCHOOL CULTURE-RELATED DATASchool Demographic Information related to student discipline (e.g. total office referrals, long- and short-term suspensions, expulsions, alternative school placements, and School Incidence Report (SIR) data).Strengths:

Incorporated a new tardy policy Incorporated a new exam exemption policy which encouraged

greater attendance

Weaknesses:

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

Hired a graduation coach who worked individually with students at-risk for not graduating within their cohort

Teachers volunteered their time to tutor seniors for the AHSGE before the Spring test administration

Dropouts decreased from 41 students to 19 students

Weaknesses: We still have 19 dropouts

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

Only 2 teachers hired this year and all with experience New Graduation Coach position was created and hired

Weaknesses: Two teachers left mid-year.

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:

95% student attendance in the 9th month of school which is a higher attendance rate than we’ve had in the past 4 years

Weaknesses: Class tardiness is still a problem

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


SCHOOL CULTURE-RELATED DATASchool Perception Information related to student PRIDE data.Strengths:

During school and at school was the least popular time and place that students’ responded that they used tobacco, alcohol, or marijuana.

Weaknesses: 59% of students perceive marijuana as not being harmful or very

harmful 28% of students responded that they never or seldom felt safe in the

classroomSchool 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:

A group of 4 teachers, an administrator, and counselor attended 5 days of WIDA CLIMBS Training on improving differentiated instruction in the content area instruction for ELL students.

ELL staff provides teachers with ACCESS student reports which indicate the student’s proficiency level as well as strength/weaknesses in language acquisition. . Additionally, ELL Specialists review WIDA standards with teachers and work as an ELL Committee to provide accommodations for all LEP students on an individual basis.

Weaknesses: More professional development is needed for ALL teachers of ELLs

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:

The system hired an ESL specialist to work half day at each of the two high schools with an ELL population. In addition, the ESL program works closely with The University of Alabama to provide additional resources for ELL students. The ESL program provides tutors to work with students on a weekly basis. Also, translators and interpreters for teachers, students, parents, and administrators are available whenever possible.

Weaknesses: The ESL specialist is not school-based. He travels between two

different buildings. More training is needed for regular classroom teachers of ELL students.

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

Tutoring opportunities are available to students after school within departments

Spring AHSGE weekend study sessions are available to seniors who have not passed a portion or portions of the AHSGE

Fall ACT Camp is offered for those students seeking additional help

Weaknesses: Retention data and grade failures show a need for remediation and

differentiated instruction in the math classes, especially in Algebra 1-A

Lack of technology in the school has been noted through technology surveys.


with ACT preparationOther School Culture-Related Data.Strengths:

Suspensions decreased from 414 in 2008-2009 to 354 in 2009-2010 due to implemented PBIS strategies, check and connect and the HELP program

An administrator, counselor, and 3 teachers participated in close to 10 hours of professional development in promoting and implementing the PBIS strategies throughout the school.

Students were on the All-Academic Team Over 220 freshman students attended the all-day Freshman

Orientation, Jaguar Jumpstart

Weaknesses: Lack of transitional help for our students as they enter high school

which is being addressed through Jaguar Jumpstart Lack of classroom instruction in self-control and discipline


GOAL TO ADDRESS ACADEMIC NEEDSPART II - All components to support improving academic achievement, including school culture considerations, should be related to the weaknesses identified in the data summary.

Continuous Improvement Goal (Should address identified weaknesses and gaps in achievement):During the 2010-2011 school year, we will increase the percent of all students scoring proficient (levels III or IV) by 13% in reading on the AHSGE from 74% to 87% in 11 th grade.

Data results on which goal(s) is (are) based: Non-proficient standards on the AHSGE for subgroup categories and results from the 2009-2010 graduation exam

Target Grade-Levels: Target Student Subgroups:Grade 9-12 All students, black students, free and reduced lunch students, SPED

students Target AHSGE Areas: Target Content Areas:

Reading Mathematics Science Social Studies Language Reading Mathematics Science Other Additional Academic Indicators

COURSE OF STUDY REFORM STRATEGIES BENCHMARKS INTERVENTIONS RESOURCESWhich course of study

standards, AHSGE standards/objectives,

eligible content, or WIDA standards are linked to each

strategy?

WHAT RESEARCH-BASED STRATEGIES/ACTION WILL BE USED TO

IMPROVE STUDENT ACADEMIC PERFORMANCE?

HOW WILL PROGRESS FOR EACH ACTION STEP BE MEASURED?

HOW WILL THE SCHOOL PROVIDE TIMELY ASSISTANCE IF STRATEGIES DO NOT CHANGE PERFORMANCE?

WHAT RESOURCES AND SPECIFIC EXPENDITURES WILL BE NEEEDED

FOR SUCESSFUL IMPLEMENTATION?

All AHSGE reading standards and objectives

All reading Course of Study (COS) standards in grades 9-12All AHSGE reading standards and objectives

All reading Course of Study (COS) standards in grades 9-12

STRATEGY: Utilize “best practices” to enhance student performance

100% of students will score 75% or better on each monthly benchmark test.

100% of students will score 75% or better on end of term posttests test.

100% of students will show 70% proficiency on writing assessments at the end of each unit and Quick daily assessments

Re-teach in small group settings after monthly assessments, so that those failing behind can catch up and reassess students for mastery after re-teaching.

Refer general education students not making progress with regular classroom instruction and intervention to RTI and BBSST.

Review IEPs of SPED students not making progress with regular classroom instruction and intervention.

Course of Study

Student data (AHSGE, ARMT, STI Assessment and ADAW results)

Multimedia Projectors and Materials

Textbooks and additional reading materials

Magazines

Software- Reading intervention program

Manipulatives

ACTION STEPS: Review student data (AHSGE

results, ARMT results, and ADAW results) to identify non-mastered skills for students in each classroom

Use multimedia instruction to enhance student performance across curriculum

Enhance student interaction and learning with additional supplemental reading material and software across curriculums and in elective

S I G L E A / S c h o o l A p p l i c a ti o n | 16

classes Enhance reading and

vocabulary in all core and elective areas by utilizing magazines, Weekly Readers, AHSGE resource materials, additional reference (print and non-print), and resources/materials which may include software.

Enhance reading and writing through the use of a visiting author program.

STI Assessmentprogram

Recognizing summary statements in passages

Increase student vocabulary

STRATEGY: Utilize “best practices” to enhance students’ ability to identify and make summary statements.

100% of students will score 75% or better on each monthly benchmark test.

100% of students will score 75% or better on end of term posttests test.

100% of students will show 70% proficiency on writing assessments at the end of each unit and Quick daily assessments

A literacy team was developed to help integrate literacy aspects in all classrooms.

ACTION STEP:

STRATEGY: Utilize “best practices” to enhance students’ ability to recognize words in context and increase vocabulary skills.

ACTION STEPS: Teach testing vocabulary verbs

Teach content vocabulary through the use of word walls.


GOAL TO ADDRESS ANNUAL MEASURABLE ACHIEVEMENT OBJECTIVES AND ENGLISH PROFICIENCY NEEDSPART III - Refer to the ELL Data Compilation as part of the needs assessment in forming goals. If any ELL student did not make AMAOs complete this page.

English Proficiency Goal (Should address identified weaknesses and gaps):During the 2010-2011 school year, at least 60% of all ELLs will make APLA.

Data results on which goal(s) is (are) based: ACCESS Test results

Target Grade-Levels:9-12Target ELP Language Domain(s):

Reading Writing Listening Speaking Comprehension OtherAdditional Academic Indicators

COURSE OF STUDY REFORM STRATEGIES BENCHMARKS INTERVENTIONS RESOURCESWHICH COURSE OF STUDY

STANDARDS, AHSGE STANDARDS/OBJECTIVES, ELIGIBLE CONTENT, OR WIDA STANDARDS ARE LINKED TO EACH STRATEGY?

WHAT RESEARCH-BASED STRATEGIES/ACTION WILL BE USED TO IMPROVE STUDENT ACADEMIC

PERFORMANCE?

HOW WILL PROGRESS FOR EACH ACTION STEP BE MEASURED?

HOW WILL THE SCHOOL PROVIDE TIMELY ASSISTANCE IF STRATEGIES DO NOT CHANGE PERFORMANCE?

WHAT RESOURCES AND SPECIFIC EXPENDITURES WILL BE NEEEDED

FOR SUCESSFUL IMPLEMENTATION?

Language of Language ArtsLanguage of Social StudiesLanguage of Science with a focus on the writing domain

STRATEGY: Implement research-based best practices in teaching writing through content areas.

Review writing journals weekly

Record of teacher observations

The school will request additional assistance from ELL specialist for struggling ELLs.

Teachers will pull ELL students into small group as needed for writing intervention

Weekly visits from ELL specialist and tutors

Rosetta Stone

ESL library ACTION STEPS:Implement writing journals for ELL students to record comprehension of essential vocabulary.

Use appropriate graphic organizers to teach and reinforce the writing process.


AHSGE- Reading Standards STRATEGY: Establish an ESL class focused on essential academic vocabulary needed

100% of ELLs will increase 100% 100% of ELLs will increase proficiency on the reading portion of the AHSGE

The teacher of the ESL class will consult with the ESL Specialist regarding struggling ELLs

ESL Curriculum materials provided by Title III

ESL Tutor

ESL SpecialistACTION STEPS:Pre-teach essential vocabulary

Link academic vocabulary to background knowledge


STRATEGIES TO ADDRESS SCHOOL SAFETY, CLASSROOM MANAGEMENT, DISCIPLINE, AND BUILDING SUPPORTIVE LEARNING ENVIRONMENTSPART IV - 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.

CULTURE REFORM STRATEGIES BENCHMARKS INTERVENTIONS RESOURCESWHAT CHALLENGES RELATED

TO SCHOOL, SAFETY, CLASSROOM

MANAGEMENT/DISCIPLINE, AND SUPPORTIVE LEARNING ENVIRONMENTS HAVE BEEN IDENTIFIED THROUGH THE

REVIEW OF SCHOOL DEMOGRAPHIC, PERCEPTION,

AND PROCESS DATA?

WHAT RESEARCH-BASED STRATEGIES/ACTIONS WILL BE USEDTO IMPROVE CULTURAL BARRIERS IMPACTING STUDENT ACADEMIC

PERFORMANCE? (Give specific strategies, not just

programs or program names.)

HOW WILL PROGRESS FOR EACH ACTION STEP BE MEASURED? (PERFORMANCE DATA, LISTS,

SURVEYS, ETC.)

HOW WILL THE SCHOOL PROVIDE TIMELY ADJUSTMENT IF

STRATEGIES DO NOT CHANGE PERFORMANCE?

WHAT RESOURCES AND SPECIFIC EXPENDITURES WILL BE NEEDED

FOR SUCCESSFUL IMPLEMENTATION?

(Ex: Teacher Incentives,Title II $.....00, Supplies for

Mentors/Mentees, etc)

Reduce the number of students retained in 9th grade

STRATEGY: Early intervention will be the mission for correcting problems that lead to lack of success with first-year high school students

Grade distributions will be closely examined by administrators, teachers, department heads, and counselors.

Success in Algebra 1-A and 1-B.

A counselor will work with these students and their parents to develop proper study habits, make appropriate adjustments to schedules, arrange for academic support, and to coordinate other services that may be warranted. This will be referred to as the school “PRIDE” program.

Curriculum and materials for the Freshman Seminar class

Software for math and reading remediation

Materials and curriculum to execute the Freshman Orientation Program(materials for the ropes course, posterboard, paper, and markers, transportation expenses)

ACTION STEPS: 9th grade students who exhibit

behaviors or tendencies toward poor academic performance will be identified after the first 15 days of the school year.

Failure rates that are significantly higher than the school average will be met with specific strategies to involve students, parents, teachers, administrators, counselors and advisors to improve student performance.

A Freshman Seminar class will be taught and students that require additional remediation and support will be placed into this class.

A freshman orientation program will be established. Freshmen will be invited to the school for an orientation the day before school starts. Students will be matched up with a mentor and will meet


with their mentor 2 times a month

Positive Behavior Supports (PBIS)

STRATEGY: Full implementation of the advisory program – to provide a common person to build a relationship with over a 4-year period to help decrease dropouts and increase graduation rates.

Leadership team will review implementation of advisory program each semester.

Leadership team will adjust implementation plans for advisory as needed.

PBIS Team will determine success of rewards at meetings thoroughout the year by studying discipline data from the current semester with data from previous semesters.

Continue to supply ice cream tickets to faculty.

Funding for rewardsACTION STEPS:

Continue Ice Cream rewards PBS committee will identify

goals and rewards to encourage positive student behavior.

Honors Day

Teachers have expressed a lack of time in class to adequately remediate

students for the AHSGE

STRATEGY: Develop a daily Advisory period for AHSGE and class remediation


C-1. PRE-IMPLEMENTATION ACTIVITIES:The school, with assistance from the LEA, must list the needs of each Tier III school by completing the following information:

For each Tier III school, please identify pre-implementation interventions and/or School Improvement activities. Align all interventions and activities with identified needs and provide a description of how each intervention/activity will help remedy the identified need and increase student achievement. Be sure to include all pre-implementation intervention/activities being funded through SIG. Other interventions/activities may be added as well, but must be specified if it is not being paid with SIG funds.

Intervention/Activity Identified Need DescriptionContracted Tutors from University Instructors

Improve student success on the reading portion of the graduation exam. As of Spring 2011, we have a 84% passing rate on the reading portion with the current Junior class. The passing rate for the current sophomore class is 64%.

NHS will contract with University Instructors Inc to provide individual tutors for students needing additional instruction during the school day. Specific instruction will be provided in reading comprehension, reading strategies, and basic reading skills.

Training and materials for current Reading/ English teachers

Improve student success on the reading portion of the graduation exam. As of Spring 2011, we have a 84% passing rate on the reading portion with the current Junior class. The passing rate for the current sophomore class is 64%.

English/Language Art teachers will receive training and professional development in reading skills and programs to implement within the school. The professional development will provide opportunities for them to learn strategies and skills to teach their students. Innovative and effective comprehension skills and strategies will be a major focus of this training.


C-2. FULL IMPLEMENTATION ACTIVITIES:The school, with assistance from the LEA, must list the needs of each Tier III school by completing the following information:

For each Tier III school, please identify full implementation interventions and/or School Improvement activities for each school. Align all interventions and activities with identified needs and provide a description of how each intervention/activity will help remedy the identified need and increase student achievement. Be sure to include all pre-implementation intervention/activities being funded through SIG. Other interventions/activities may be added as well, but must be specified if it is not being paid with SIG funds.

Intervention/Activity Aligned need DescriptionContracted Tutors from University Instructors

Improve graduation exam results, improve graduation rate, and increase student success

The tutor will work with students to increase reading comprehension and skills using high-interest, low-level text while incorporating online assessments and practices.

Contracted Tutors from University Instructors


The Contractor will work with students based on the Alabama Reading Initiative Model. The tutors will work directly with teachers and school leadership on development of maintenance of student intervention programs that will be on-going. The tutors will be working on reading comprehension and basic reading skills to increase student achievement, test scores, and graduation rate.

English/Reading Teachers’ training and materials


English/Language Art teachers, will receive training and professional development in reading skills and programs to implement within the school. The professional development training will provide opportunities for them to learn strategies and skills to teach their students. Innovative and effective comprehension skills and strategies will be a major focus of this training. Workbook and practice materials will support instruction. STI training will be provided. Professional development will also be provided in areas of technology as teachers learn how to incorporate additional technology into the classroom.

Student Materials and Instructional Equipment


Student materials will be purchased to support instruction. Appropriate reading materials will be purchased by the department. Technology will be used and taught within the classroom.

(Copy and paste page as needed)


E. SUSTAINABILITY MATRIX FOR SCHOOLS:The school, with assistance from the LEA, must list plans of sustainability for each Tier III school by completing the following information:

Please provide a plan of sustainability for each intervention/activity. In the left column, list the activity or intervention that will be sustained. In the right column, list the plan of sustainability for the appropriate intervention or activity. All appropriate interventions should be included.

Interventions and Activities Plan for SustainabilityTutoring Once a successful plan is in place, material has been purchased, teachers have been trained, and data

supports the efforts of the teachers and students, the program will be easily sustained at the school level. Resources can be afforded to students at the lower levels as we become more proactive in our efforts to work with younger students.

Teacher professional development, training, and materials The knowledge and materials brought to the school through professional development will increase current

teachers’ knowledge and allow sustainability through the school and curriculum.

Teacher training and materials The knowledge gained through professional development will benefit the teachers for years to come. The professional development will be presented to various faculty members at meetings throughout the year. Professional development will be sustained through subsequent readings and other similar opportunities for department leaders.

Additional personnel in English department An additional unit in the English department will be assigned as earned through projected increased enrollment.



F-P. PRE-IMPLEMENTATION TIMELINE, FY 2011:The school, with assistance from the LEA, must include a timeline delineating the steps it will take to plan and implement the selected model, interventions, and/or School Improvement activities in each Tier III school identified in Part A of the application.

Please describe the monthly actions steps the LEA will take to plan and ensure full and effective implementation of the selected model, interventions, and/or School Improvement activities.

May Enter a contracted agreement with tutoring agency Special and specific training will be planned for the teachers to participate in over the summer to prepare for the school year.

Materials/curriculum will be selected and ordered.

June ARMT/SAT Test results will be distributed to the LEA. The school will be able to identify students that will need to be matched with a tutor based on reading and comprehension deficiencies

July Professional Development will be completed and the tutors will prepare for the school year

August Students return to school Students will be pre-tested to determine more specific differentiated instruction and remediation needs

September Tutoring will be in full swing- assessments will be used to monitor progress

All pre-implementation activities are a part of the year one budget. The total cost for pre-implementation activities and full implementation for year one should not exceed $2,000,000.


F-1. YEAR ONE FULL IMPLEMENTATION TIMELINE, FY 2012:The school, with assistance from the LEA, must include a timeline delineating the steps it will take to implement the selected model, interventions, and/or School Improvement activities in each Tier III school identified in Part A of the application.


October Mid-semester progress assessments with the tutors and school personnel will take place

November The tutors will work with the English teacher to determine additional support and to monitor students’ progress

December Progress in reading will be noted. Semester progress will be determined Semester data will be analyzed and changes will be made dependent on data. Additional professional development or training will

be provided as needed

January Continued assessment of data and additional students’ needs identified

February Students who lag behind are pulled out for differentiated instruction and remediation with the teacher

March Mid-semester progress assessments with the teacher and tutor will take place Graduation exam will be given

April Graduation exam results will be analyzed to see deficiencies and successes. Students reassigned for additional graduation support.

May Progress in reading will be noted. Semester progress will be determined Semester data will be analyzed and changes will be made dependent on data. Additional professional development or training will


June Adjustments will be made to determine appropriate use of resources ARMT/SAT Test results will be distributed to the LEA. The school will be able to identify students that will need to be placed in the

Voyager Reading course based on reading and comprehension deficiencies

July Teacher training and professional development

August Students return to school Students will be pre-tested to determine more specific differentiated instruction and remediation

September The remedial class and tutoring will be in full swing- assessments will be used to monitor progress

All pre-implementation activities are a part of the year one budget. The total cost for pre-implementation activities and full implementation for year one should not exceed $2,000,000.


F-2. YEAR TWO FULL IMPLEMENTATION TIMELINE, FY 2013:The school, with assistance from the LEA, must include a timeline delineating the steps it will take to implement the selected model, interventions, and/or School Improvement activities in each Tier III school identified in Part A of the application.




December Progress in reading will be noted. Semester progress will be determined Semester data will be analyzed and changes will be made dependent on data. Additional professional development or training will






May Progress in reading will be noted. Semester progress will be determined Semester data will be analyzed and changes will be made dependent on data. Additional professional development or training will








F-3. YEAR THREE FULL IMPLEMENTATION TIMELINE, FY 2014:The school, with assistance from the LEA, must include a timeline delineating the steps it will take to implement the selected model, interventions, and/or School Improvement activities in each and Tier III school identified in Part A of the application.




December Progress in reading will be noted. Semester progress will be determined Semester data will be analyzed and changes will be made dependent on data. Training will be provided for new teachers or as

needed.





May Progress in reading will be noted. Semester progress will be determined Semester data will be analyzed and changes will be made dependent on data. Training will be provided for new teachers or as

needed.







G. LEA ANNUAL GOALS BY SCHOOL:The school, with assistance from the LEA, must describe the annual goals for student achievement on the state’s assessments for each Tier II school that receives School Improvement funds. Tier III annual goals are subject to approval by the SEA.

Tier III schools are required to list an annual goal. Goals do not have to follow the same criteria above unless the Tier III school is applying for SIG funds through one of the four intervention models. Goals must be provided for each of the three years of the School Improvement Grant. LEAs should prepare goals with each individual school.

If the Tier III school is using one of the four intervention models, the school must list at least one reading/language arts goal and at least one mathematics goal. Tier III schools serving students in Grade 12 using one of the four intervention models also must include a goal related to graduation. Goals must be provided for each of the three years of the School Improvement Grant. LEAs should prepare goals with each individual school.

FY 2010-11Baseline Data

Annual Goals

FY 2011-12 FY 2012-13 FY 2013-14

84% of all 11th grade students scored proficient on the AHSGE reading assessment

Increase the percentage of all 11th grade students scoring proficient to 88% on the reading portion of the AHSGE



87% of all 11th grade students scored proficient on the AHSGE mathematics assessment

Increase the percentage of all 11th grade students scoring proficient to 90% on the math portion of the AHSGE



Possibly 82% of all students in Grade 12 graduated

Increase the number of students in Grade 12 graduating to 86%




H. BUDGET FOR SCHOOLS:The school, with assistance from the LEA, must provide a budget and a summary of expenditures for each year that indicates the amount of School Improvement Grant funds the LEA will use each year, including the pre-implementation period to:

Implement the selected model intervention, and/or School Improvement activities in each Tier I and Tier II school it commits to serve Conduct LEA-level activities designed to support implementation of the selected school intervention model(s) in the LEA’s Tier I and Tier II schools

The SDE will further review all LEA/School budgets to assure that they have sufficient funds to implement the selected intervention fully and effectively by:

(a) Requiring the LEA/School to submit a budget, between $50,000 - $2,000,000, of which funds requested are of sufficient size and aligned with needs of the school to support the implementation of selected interventions and School Improvement activities.

(b) Requiring the LEA/School to submit a budget that is appropriately aligned with the size of the school and the necessary needs of the school to support full implementation of the selected intervention model and interventions/activities.

(c) Requiring the LEA/School to provide appropriate documentation, from the intervention provider on appropriate letterhead, in the form of a detailed cost-analysis of the selected intervention of annual salaries, services and materials.

(d) Requiring the LEA/School to provide a description in the summary areas of the application of each of the expenditures listed in the budget including all necessary information.

(e) Requiring the LEA/school to provide a plan regarding high-level transparency of accounting procedures and processes (i.e., timesheets, appropriate labeling of hardware).

(f) Requiring the LEA/school to provide strong evidence in the sections regarding the alignment of federal, state, and local resources to ensure short-term and long-term support of the selected interventions or School Improvement activities. (Sustainability)

(g) Requiring a high level of transparency from the LEA/School regarding accounting procedures and processes through the use of Alabama’s Electronic Grant Application Process (eGAP) which includes both budget planning and funding information.

Failure to demonstrate a process or plan, provide recent examples of success, and/or provide required information for the LEA/School Application criteria, may result in a score of “inadequate”.

For each Tier I and Tier II school, please provide a short, thorough description of how the LEA/School will provide transparency regarding accounting procedures and processes outside of eGAP (Item E above).

The Federal Programs Director will work with the school to ensure that district accounting procedures and practices are followed. All purchases (Kineos, Kindles or e-readers, iPad/Projector, Videos and staff development supplies) and invoices must be approved by the Principal, Federal Programs Director, Assistant Superintendent for Curriculum & Instruction and/or Superintendent and Chief Academic Officer. Upon approval, the Federal Programs Bookkeeper will order the necessary resources. The Accounts Payable Bookkeeper will process invoices for payment upon written acknowledgement from the school that the resources are in place and that the contracted service has occurred. School staff members properly label new resources using labels provided through the Federal Programs Cayen Inventory Tracking System. On site visits are conducted annually to ensure that resources are labeled, visible, and in proper working condition.


H-P. PRE-IMPLEMENTATION, FY 2011 SIG BUDGET FOR SCHOOLS:

Budget $Func Prog Obj Description of Expenditures

010 Regular Teacher Salary Original Application: YES NO011 Resource Teacher Salary Amended Application: YES NO083 Consulting Teacher Salary Amendment Number:122 Social Worker Effective date:180 Substitutes Please describe below:191 Supplements Please submit a budget amount of $50,000 -

$2,000,000 of which funds requested are of sufficient size and are aligned with the needs of the school to support the implementation of selected interventions and School Improvement activities.

The expenditures for the pre-implementation period are a part of the year one budget. Therefore, the budgets for the pre-implementation period and year one cannot exceed a total of $2,000,000.

192 Stipends210 Health Insurance220 Retirement230 Social Security240 Medicare 250 Unemployment Compensation

2215150

0 312 Purchased Services-Staff Ed. Services (STI) 5,000

2215150

0 319 Purchased Services-Other Prof. Ed. Services 60,000319 Purchased Services 382 In-State Travel383 Out-of-State Travel

1100150

0 411 Student Classroom Supplies- Reading Workbooks 3,000

1100150

0 491 Instructional Equipment 3,400

1100150

0 494 Audio/Video 500495 Computer Hardware 496 Library /Media 499 Other Equipment 623 Registration Fees

6910 8690 910 Indirect Costs 1,444.00

TOTAL EXPENDITURES $73,344.00All pre-implementation activities are a part of the year one budget. The total cost for pre-implementation activities and full implementation for year one should not exceed $2,000,000.


H-P. PRE-IMPLEMENTATION, FY 2011 SIG SUMMARY OF EXPENDITURES FOR SCHOOLS:Please list expenditures, as well as a description of expenditures, for the Pre-implementation Period that will be paid using SIG funds. The total amount of funds being spent in the SIG Pre-implementation Budget for Schools should be equal to the total amount of SIG funds being spent in the SIG Pre-Implementation Summary of Expenditures for Schools.

Expenditure Name Expenditure Category Expenditure Description

1 year contract with University Instructors for Tutoring Services

Purchased Services- Other Professional Education Services

The school will contract with University Instructors for remediation in reading. The tutors would provide individual and small group instruction to students identified through data, test scores, and observation. ($60,000)

Professional Development for Teachers

Purchased Services- Staff Education Services

The budget includes funds for professional development for the English/Language Arts department. This training/professional development would include work with the STI service provider. ($5,000)

Supplies for Students Student Classroom Supplies- Reading Workbooks

The budget includes funds for student supplies and materials that will be used within the classroom and for student support. These items include paper, pencils, notepads, literature, binders, organizational supplies, workbooks, and other items as identified by the teacher. ($3,000)

4 Kineos, 5 Kindles or other e-readers, I-pad and projector

Instructional Equipment

Kineos and kindles will be purchased for small group classroom use. The students will be able to assess android applications that are loaded with preexisting software to allow the teacher to work with small groups on reading skills and comprehension. The students will also become familiar with different technology. The i-pad and projector will be used in the classroom for instruction. ($3,400)

Videos and Listening/Reading Centers

Audio/Visual Additional funds are requested for videos and materials to include in small center areas. ($500)

Indirect Costs Indirect Costs Cost associated with grant management ($1,444.00)

(Copy and paste page as needed)All pre-implementation activities are a part of the year one budget. The total cost for pre-implementation activities and full implementation for year one should not exceed $2,000,000.


H-1. YEAR ONE FULL IMPLEMENTATION, FY 2012 SIG BUDGET FOR SCHOOLS:


010 Regular Teacher Salary Original Application: YES011 Resource Teacher Salary Amended Application: YES083 Consulting Teacher Salary Amendment Number:122 Social Worker Effective date:180 Substitutes Please describe:191 Supplements Please submit a budget amount of $50,000 -


The expenditures for the pre-implementation period are a part of the year one budget. Therefore, the budgets for the pre-implementation period and year one cannot exceed a total of $2,000,000.

192 Stipends210 Health Insurance220 Retirement230 Social Security240 Medicare 250 Unemployment Compensation

2215 1500 312 Purchased Services-Staff Ed. Services & Materials 10,000

319 Purchased Services-Other Prof. Ed. Services319 Purchased Services382 In-State Travel383 Out-of-State Travel

411 Student Classroom Supplies- Reading Workbooks

491 Instructional Equipment494 Audio/Video495 Computer Hardware 496 Library /Media 499 Other Equipment 623 Registration Fees

6910 8690 910 Indirect Costs 201.00

TOTAL EXPENDITURES $10, 201.00All pre-implementation activities are a part of the year one budget. The total cost for pre-implementation activities and full implementation for year one should not exceed $2,000,000.


H-1. YEAR ONE, FY 2012 SIG SUMMARY OF EXPENDITURES FOR SCHOOLS:Please list expenditures, as well as a description of expenditures, for Year One that will be paid using SIG funds. The total amount of funds being spent in the SIG Year One Budget for Schools should be equal to the total amount of SIG funds being spent in the SIG Year One Summary of Expenditures for Schools.




The budget includes funds for professional development for the English/Language Arts department. This training/professional development would include work with the STI service provider.

Indirect Costs Indirect Costs Cost associated with grant management ($201.00)

(Copy and paste page as needed)All pre-implementation activities are a part of the year one budget. The total cost for pre-implementation activities and full implementation for year one should not exceed $2,000,000.


H-2. YEAR TWO FULL IMPLEMENTATION, FY 2013 SIG BUDGET FOR SCHOOLS:




192 Stipends210 Health Insurance220 Retirement230 Social Security240 Medicare250 Unemployment Compensation

2215150

0 312 Purchased Services-Staff Ed. Services & Materials 15,000

2215150

0 319 Purchased Services-Other Prof. Ed. Services 60,000319 Purchased Services 382 In-State Travel383 Out-of-State Travel

1100150

0 411 Student Classroom Supplies- Reading Workbooks 2,500

1100150

0 491 Instructional Equipment 3,400

1100150

0 494 Audio/Video 500495 Computer Hardware496 Library /Media499 Other Equipment 623 Registration Fees

6910 8690 910 Indirect Costs 1,635.00

TOTAL EXPENDITURES $83,035.00


H-2. YEAR TWO, FY 2013 SIG SUMMARY OF EXPENDITURES FOR SCHOOLS:Please list expenditures, as well as a description of expenditures, for Year Two that will be paid using SIG funds. The total amount of funds being spent in the SIG Year Two Budget for Schools should be equal to the total amount of SIG funds being spent in the SIG Year Two Summary of Expenditures for Schools.




The school Will contract with University Instructors for remediation in reading. The tutors would provide individual and small group instruction to students identified through data, test scores, and observation. ($60,000)





The budget includes funds for student supplies and materials that will be used within the classroom and for student support. These items include paper, pencils, notepads, literature, binders, organizational supplies, workbooks, and other items as identified by the teacher. ($2,500)









H-3. YEAR THREE FULL IMPLEMENTATION, FY 2014 SIG BUDGET FOR SCHOOLS:




192 Stipends210 Health Insurance220 Retirement230 Social Security240 Medicare250 Unemployment Compensation

2215 1500 312 Purchased Services-Staff Ed. Services & Materials

2215 1500 319 Purchased Services-Other Prof. Ed. Services 7,500319 Purchased Services 60,000382 In-State Travel383 Out-of-State Travel

1100 1500 411 Student Classroom Supplies- Reading Workbooks 1,000

1100 1500 491 Instructional Equipment 3,4001100 1500 494 Audio/Video 500

495 Computer Hardware 496 Library /Media 499 Other Equipment 623 Registration Fees

6910 8690 910 Indirect Costs 1,454.00


TOTAL EXPENDITURES $73,854.00

H-3. YEAR THREE, FY 2014 SIG SUMMARY OF EXPENDITURES FOR SCHOOLS:Please list expenditures, as well as a description of expenditures, for Year Three that will be paid using SIG funds. The total amount of funds being spent in the SIG Year Three Budget for Schools should be equal to the total amount of SIG funds being spent in the SIG Year Three Summary of Expenditures for Schools.




The school will contract University Instructors for remediation in reading. The tutors would provide individual and small group instruction to students identified through data, test scores, and observation. ($60,000)





The budget includes funds for student supplies and materials that will be used within the classroom and for student support. These items include paper, pencils, notepads, literature, binders, organizational supplies, workbooks, and other items as identified by the teacher. Funds are diminishing as we prepare for sustainability. ($1,000)










Documents

web.alsde.eduweb.alsde.edu/docs/documents/116/NHS FY 2011 SIG... · Web viewOur school follows established recruitment procedures of the Tuscaloosa City School System. System requirements