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Hubbertville ACIP Plan
Posted On:
Wednesday, December 04, 2013

 

 

 

 

ACIP

 

 

 

 

Hubbertville School

Fayette County Board of Education

 

 

 

 

Mr. Tim Dunavant 7360 County Road 49

Fayette, AL 35555

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Document Generated On December 4, 2013


TABLE OF CONTENTS

 

 

 

 

 

 

 

Executive Summary

 

 

Introduction                                                                                                                                                           2 Description of the School                                                                                                                                   3 School's Purpose                                                                                                                                                 5 Notable Achievements and Areas of Improvement                                                                                        6 Additional Information                                                                                                                                         7

 

 

Improvement Plan Stakeholder Involvement

 

 

Introduction                                                                                                                                                           9 Improvement Planning Process                                                                                                                      10

 

 

Stakeholder Feedback Diagnostic

 

 

Introduction                                                                                                                                                         13 Stakeholder Feedback Data                                                                                                                            14 Evaluative Criteria and Rubrics                                                                                                                      15 Areas of Notable Achievement                                                                                                                        16 Areas in Need of Improvement                                                                                                                        17 Report Summary                                                                                                                                                18


Introduction                                                                                                                                                         20 Student Performance Data                                                                                                                              21 Evaluative Criteria and Rubrics                                                                                                                      22 Areas of Notable Achievement                                                                                                                        23 Areas in Need of Improvement                                                                                                                        25 Report Summary                                                                                                                                                27

 

 

ACIP Assurances

 

 

Introduction                                                                                                                                                         29

 

 

ACIP Assurances                                                                                                                                              30

 

 

 

Plan for ACIP

 

 

Overview                                                                                                                                                              32

 

 

Goals Summary                                                                                                                                                  33 Goal 1: Engage and Empower the Learner Through Technology                                                                               34 Goal 2: All students at Hubbertville School will receive quality instruction that will prepare them to graduate college- or career-ready.                                                                                                                                                         35 Goal 3: All students will have tools to access a comprehensive viable infrastructure when and where they need it.     36 Goal 4: To increase the number of high school students scoring at a proficient level in mathematics.                        36 Goal 5: Students in grades three through eight will become proficient in math and reading.                                       38 Goal 6: All students at Hubbertville School will graduate with their cohorts and be College- and Career-Ready.          40

 

Activity Summary by Funding Source                                                                                                            42

 

 

 

Title I Schoolwide Diagnostic

 

 

Introduction                                                                                                                                                         47


Component 2: Schoolwide Reform Strategies                                                                                           51 Component 3: Instruction by Highly Qualified Staff                                                                                  79 Component 4: Strategies to Attract Highly Qualified Teachers                                                                 80 Component 5: High Quality and Ongoing Professional Development                                                   81 Component 6:   Strategies to Increase Parental Involvement                                                                   96 Component 7: Transition Strategies                                                                                                                                        98 Component 8: Teacher Participation in Making Assessment Decisions           101

Component 9: Timely and Additional Assistance to Students Having Difficulty Mastering the Standards                                                                                                                                                          102

 

Component 10: Coordination and Integration of Federal, State and Local Programs and Resources     103

 

Evaluation:                                                                                                                                                        104

 

 

 

Coordination of Resources/Comprehensive Budget

 

 

Introduction                                                                                                                                                       106 State Foundation Funds:                                                                                                                               107 Federal Funds: Title I Part A                                                                                                                          109 Federal Funds:School Improvement Grant – SIG                                                                                      110 Federal Funds:Title II: Professional Development Activities                                                                   111 Federal Funds:Title III: For English Language Learners                                                                          112 Federal Funds:Other federal funds                                                                                                              113 Federal Funds:Title VI: For Rural and Low-income Schools                                                                  114


 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Executive Summary


 

Introduction

 

 

Every school has its own story to tell. The context in which teaching and learning takes place influences the processes and procedures by which the school makes decisions around curriculum, instruction, and assessment. The context also impacts the way a school stays faithful to its vision. Many factors contribute to the overall narrative such as an identification of stakeholders, a description of stakeholder engagement, the trends and issues affecting the school, and the kinds of programs and services that a school implements to support student learning. <br><br> The purpose of the Executive Summary (ES) is to provide a school with an opportunity to describe in narrative form the strengths and challenges it encounters. By doing so, the public and members of the school community will have a more complete picture of how the school perceives itself and the process of self-reflection for continuous improvement. This summary is structured for the school to reflect on how it provides teaching and learning on a day to day basis.


 

Description of the School

 

 

 

 

 

Describe the school's size, community/communities, location, and changes it has experienced in the last three years. Include demographic information about the students, staff, and community at large. What unique features and challenges are associated with the community/communities the school serves?

 

 

Hubbertville School is a K - 12 school located in rural Glen Allen, Alabama.  The school is the heartbeat of the community and most activities are associated with the school in some way.  A community park located adjacent to the school is used for sporting events and physical education classes. A pavilion provides the setting for school-related activities and also serves as a site for school standardized testing.

Additionally, it is used for community activities.  Another community building houses our Pre-k program, secured with a grant, which is proving to be a vital resource for our children.

Hubbertville is one of six schools in the county, the only K - 12 school.  It is located twelve miles from the county seat of Fayette, 55 miles from Tuscaloosa, and 75 miles from Birmingham, one of the largest cities in Alabama.  The school is a Title 1 school with 55% of the total population of 386 qualifying for free- or reduced-price lunch, with 100% of the African-American population qualifying.  Racially, the school is composed of 98.7% Caucasian and 1.3% African American student population.  There is a 5.9% special education population with two resource teachers, one K-6 and another 7-12.  Sixty-five percent of the special education population qualifies for free- or reduced-price lunch. Administration consists of one principal and one part-time assistant principal.  Approximate student average daily attendance rate is 95%; teacher attendance is up from the previous year.  Fifty percent of our faculty are graduates of Hubbertville School, with 60% of our faculty having advanced degrees and others working toward an advanced degree.

Our school has a very disciplined and outstanding athletic program. Currently, football, basketball and softball are offered, with other sports being considered. A high percentage of our student body participates in either athletics, band, or cheerleading. This participation contributes to commitment from the students and higher levels of involvement from the parents.

With the efforts of our faculty and staff, grants have been secured to offer an after school program to our students in K - 12.  Highly qualified teachers offer tutoring, and outside resource people offer enrichment activities to program participants.  Approximately 48 students take advantage of this opportunity.

Through a cooperative relationship with Bevill State Community College, the trio program is offered to our students.  Ten students are members of Upward Bound, an after-school opportunity in which the students receive tutoring and small group counseling four hours per week, the target of which is to increase the number of graduates who continue to college.  Educational Talent Search, the second component of the trio program, serves approximately 40 students on several occasions throughout the year, again encouraging college attendance.(The third component of the trio program is the Student Support Services program, offered at Bevill; this component targets first-generation, low- income students.)

Membership in clubs keeps our student body actively-engaged in our school.

With grant funds secured from AAHE, students in grades 9-12 have been offered free trips to at least one college and one industry or business for the last two years. The goal is to educate our students about career choices and also to increase the rate of graduates who attend college.

Change is a part of life, especially in schools.  Currently, we are transitioning from the AHSGE toward ACT-based assessments. Adjustments are being made, scores from the EXPLORE and PLAN are being examined, and continuous professional development is conducted to aid in the process.   Preparation for the ASPIRE in grades 3-8 is also underway.  Use of technology in the classroom, both by faculty and students is becoming a way of life; many classes are technology-based.  The new career preparedness class incorporates technology with creating career and education plans.


 


 

School's Purpose

 

 

 

 

 

Provide the school's purpose statement and ancillary content such as mission, vision, values, and/or beliefs. Describe how the school embodies its purpose through its program offerings and expectations for students.

 

 

Our mission is to teach our children to love to learn, to love and respect themselves and others, to love our community, state and country, to rise up to the challenge of life, to take pride in the results of hard work, and to value and pursue only that which is honorable.

Our vision is that our school will provide curriculum and instruction that stresses collaboration, communication, and problem solving. Common Core state standards will provide a vision for college- and career-ready students. Technology will provide students with a global awareness that will prepare them for global workplace success.

Our school's tiered intervention process will target achievement gaps and low-achieving students and will incorporate strategies that support and accelerate student achievement.

Character education and service learning will continue to be provided to develop morals and values. Our core beliefs about students are:

All students can learn.

All students learn at different paces and have different learning styles. Motivated students are productive students.

Students' basic needs must be met before learning can occur. Our core beliefs about teachers:

Collaboration and positive relationships assist good learning.

Teachers must be involved in the decision-making process of the school and are committed to carrying out the goals of the school. Technology must be integrated into instruction in a 21st-century learning environment.

Teachers must be willing to change to meet the needs of the school and students. Our core beliefs about school and community:

Families need to be positive and active in the education of students. The school makes decisions based on the needs of the students.

Active communication must exist between school, families, and communities. All school personnel are important in the education of students.


 

Notable Achievements and Areas of Improvement

 

 

 

 

 

Describe the school's notable achievements and areas of improvement in the last three years.  Additionally, describe areas for improvement that the school is striving to achieve in the next three years.

 

 

Hubbertville School has enjoyed various notable achievements over the last three years. For the second time in five years, the school has received the US News and World Report Bronze Award for Best High Schools in  the state of Alabama. Schools receiving this recognition are noticed for outstanding achievement in math and English proficiencies on state assessments, as well as for Advanced Placement test scores.

 

 

Hubbertville is also enjoying academic improvement resulting from certain state-mandated programs and also from professional development activities chosen at the school level. For example, reading scores have steadily increased as a result of ARI implementation in our elementary grades, and math and science assessment scores in grades three through eight have improved due to AMSTI instruction. We also attribute improved student achievement and interest to our school's commitment to strategic teaching. A few years ago, all teachers received ARI/PAL training, which includes, but is not limited to, strategic teaching. Since receiving this training, all teachers have effectively utilized these strategies, which are scientifically-based and embraced by educational specialists.

Over the next three years, we intend to become more proficient in using strategic teaching as our primary instructional method by providing all teachers with necessary training and practice opportunities. We believe that improved student achievement will be the direct result of such efforts. We also want to see our graduates better-prepared for the technological age. We intend to accomplish this end by providing our students with educational experiences using the most current technologies available at the time. (This goal would be much more attainable if we could receive funding for a full-time technology coordinator.)

Finally, we intend to continue to reach out to the parents in our community - to educate them on the importance of their children's earning a high school diploma. We will accomplish this not only by continuing current efforts, but also by finding new ways of teaching parents about the benefits of a twenty-first century education.


 

Additional Information

 

 

 

 

 

Provide any additional information you would like to share with the public and community that were not prompted in the previous sections.

 

 

No additional information.


 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Improvement Plan Stakeholder Involvement


 

Introduction

 

 

The responses should be brief, descriptive, and appropriate for the specific section. It is recommended that the responses are written offline and then transferred into the sections below.


 

Improvement Planning Process

 

 

Improvement Planning Process

 

 

Describe the process used to engage a variety of stakeholders in the development of the institution's improvement plan. Include information on how stakeholders were selected and informed of their roles, and how meetings were scheduled to accommodate them.

 

 

On August 16, 2013, the faculty met to view data results from previous year's testing, specifically, ARMT+ data for grades three through eight and AHSGE data for this year's seniors. Following the faculty meeting, the CIP team met to decide on a plan for analyzing the data and for initiating the draft process. Additional meetings were held after school hours to discuss individual roles and responsibilities, process changes (eCIP to ACIP), data analysis considerations, and due dates.

CIP work continues throughout the school year as academic assessment results are disaggregated (this occurs as the results are received). Additionally, monthly data meetings are held to discuss student progress in reading, and weekly grade level meetings are held to align curriculum requirements with state-mandated assessments. Meetings are held with faculty, staff, parents, and community leaders to share and discuss results. Needs are determined and instructional strategies are developed to improve areas of concern. Goals are set and plans are developed to incorporate checkpoints as we monitor progress. As needed, modifications are made to plans to insure that goals are met. Survey results, the School Incident Report, and Educate Alabama data are all analyzed by the CIP team to determine at-risk areas, as well as faculty strengths and weaknesses. The surveys, which are available in both online and hard copy formats, also provide valuable feedback about school culture.

 

 

 

 

Describe the representations from stakeholder groups that participated in the development of the improvement plan and their responsibilities in this process.

 

 

Tim Dunavant - Principal

Dustin Silas - Assistant Principal Diane Fisher - Guidance Counselor Stella Fisher - Reading Coach

Debbie Ingle - Elementary Teacher/Parent Involvement Coordinator Debra Spiller - Science Teacher

Lisa McCaleb - Elementary Teacher Matthew Rutledge - English Teacher Rhonda Dunavant - FACS Teacher Dana Stidham - Technology Coordinator

Amanda Tranum - Social Studies Teacher Lynn Roby - Math Teacher

Jessica Bonds - Parent Grace Bonds - Student

 

School administrators and faculty representatives are involved in analyzing and disaggregating data, examining survey results, and providing school process information. This information is used to identify areas of strength, as well as areas in need of improvement. They then use their findings to write goals that directly address the needs of the students. Parent and student representatives review the plan and provide input on any possible modifications.                                                                                                                                           


 

 

 

 

Explain how the final improvement plan was communicated to all stakeholders, and the method and frequency in which stakeholders receive information on its progress.

 

 

Copies of the final improvement plan are placed in the library and on the table in the hallway outside the school office for stakeholder perusal. The plan is also accessible via the school website.

Stakeholders are kept abreast of plan progress in a variety of ways. School events, areas of need, as well as areas of progress are discussed at monthly PTO meetings, weekly Booster Club meetings, Band Booster meetings, the school's annual Parent Night, as well as at district Parent Conference Day. Notable school achievements, which are part of the school's connection to the community, are also highlighted at these meetings and events.

Plan progress is also communicated via written correspondence. Important information is often included with student report cards and progress reports, as well as in folders that are periodically sent home with elementary students. Furthermore, notable achievements, school happenings, and other information of cultural value are published in the local newspaper and on the school website.


 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Stakeholder Feedback Diagnostic


 

Introduction

 

 

The Stakeholder Feedback Diagnostic is designed to analyze the institution's survey results in terms of areas of achievement and areas that need improvement. Further, the diagnostic is essential to the accreditation and continuous improvement processes in that it provides the institution with a comprehensive view of the aggregate scores of the surveys administered, and the actual total of respondents for each survey type to derive a single score for this diagnostic. The performance level score computed at the completion of the diagnostic is used to broaden and enhance the external review team's understanding of the stakeholder's perceptions of the institution; the diagnostic should be used in the same manner by the institution as it engages in improvement planning.


 

Stakeholder Feedback Data

 

 

 

 

 

 

 

Label

Assurance

Response

Comment

Attachment

1.

Did you complete the Stakeholder Feedback Data document offline and upload below?

Yes

 

HHS Surveys


 

Evaluative Criteria and Rubrics

 

 

 

 

Overall Rating:  3.5

 

 

 

Statement or Question

Response

Rating

1.

Questionnaire Administration

All required AdvancED questionnaires were used by the institution to receive stakeholder feedback. The minimum response rate for each population was met (parent questionnaire: equal to or greater than 20%, student questionnaire(s): equal to or greater than 40%, staff questionnaire: equal to or greater than 60%). Questionnaires were administered with complete fidelity to the appropriate administrative procedures. In every instance, the stakeholders to whom these questionnaires were administered fully represented the populations served by the institution.

Appropriate accommodations were provided as necessary for all participants.

Level 4

 

 

 

 

 

Statement or Question

Response

Rating

2.

Stakeholder Feedback Results and Analysis

All questionnaires had an average item value of

3.20 or above (on a 5.0 scale). Results of stakeholder feedback collected by the institution were acceptably analyzed and presented with reasonable clarity.

Level 3


 

Areas of Notable Achievement

 

 

 

 

 

Which area(s) indicate the overall highest level of satisfaction or approval?

 

 

All four surveys show that "purpose and direction" has the highest overall level of satisfaction. However, certain questions worth notice are as follows:

Staff Survey

#6. Our school's governing body or school board complies with all policies, procedures, laws, & regulations. - 4.67

 

 

Elementary Survey

#1. In my school my principal and teachers want every student to learn. - 3.0

5. In my school my teachers want me to do my best work. - 3.0

7. My teachers use different activities to help me learn. - 3.0

9. My teachers tell me how I should behave and do my work. - 3.0

15. My school has many places where I can learn, such as the library. - 3.0

20. My principal and teachers help me to be ready for the next grade. - 3.0

 

 

Middle/High School Survey

#8. In my school, the principal and teachers have high expectations of me. - 4.28

29. In my school, I have access to counseling, career planning, and other programs to help me in school. - 4.25

 

 

Parent Survey

#1. Our school's purpose statement is clearly focused on student success. - 4.32

3. Our school has established goals and a plan for improving student learning. - 4.31

 

 

 

 

Which area(s) show a trend toward increasing stakeholder satisfaction or approval?

 

 

We were unable to identify any trends since this is the first year we have employed these particular surveys.

 

 

 

 

Which of the above reported findings are consistent with findings from other stakeholder feedback sources?

 

 

The reported findings above are consistent with our feedback source from 2012-13 Parent Involvement Surveys.


 

Areas in Need of Improvement

 

 

 

 

 

Which area(s) indicate the overall lowest level of satisfaction or approval?

 

 

High school and elementary respondents indicated that they are least satisfied with "Using Results for Continuous Improvement," while staff and parent respondents are least satisfied with "Teaching and Assessing for Learning."

"Using Results..." had the lowest overall level of satisfaction rating. Specific questions worth noting are as follows:

 

 

Staff Survey

#31. In our school, a formal process is in place to support new staff members in their professional practice. - 3.65

 

 

Elementary Survey

#18. My principal and teachers ask me what I think about school. - 2.27

 

 

Middle/High School Survey

#27. In my school, students help each other even if they are not friends. - 3.28

 

 

Parent Survey

#16. All of my child's teachers keep me informed regularly of how my child is being graded. - 3.8

 

 

 

 

 

 

Which area(s) show a trend toward decreasing stakeholder satisfaction or approval?

 

 

No trend detected (first year implementing these surveys).

 

 

 

 

What are the implications for these stakeholder perceptions?

 

 

We will use this feedback to see whether or not our instructional practices support the way we assess our students. We will also examine our methods for using data to evaluate school improvement. This evaluation will be an objective process, but it will also require that we examine how well we communicate to parents and students.

 

 

 

 

Which of the above reported findings are consistent with findings from other stakeholder feedback sources?

 

 

The reported findings above are consistent with our feedback source from 2012-13 Parent Involvement Surveys.


 

Report Summary

 

 

 

Scores By Section

 

Section Score

1                                       2                                       3                                       4

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

3.5

 

 

 

Evaluative Criteria and Rubrics

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Sections


 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Student Performance Diagnostic


 

Introduction

 

 

The Student Performance Diagnostic provides an institution with a process to report summative student assessments. This diagnostic is significant to the accreditation and continuous improvement process as it serves as a resource for schools to view content area assessment results required by the state, district, or other entities, determine the quality and reliability of the given assessments, and show the alignment of the assessments to the school's curriculum. The performance level computed at the completion of the diagnostic is used by the external review team as a comprehensive report to understand fully the institution's assessment program; the diagnostic should be used in the same manner by the institution as it engages in improvement planning.


 

Student Performance Data

 

 

 

 

 

 

 

Label

Assurance

Response

Comment

Attachment

1.

Did you complete the Student Performance Data document offline and upload below?

Yes

 

Comprehensive Data Documents


 

Evaluative Criteria and Rubrics

 

 

 

 

Overall Rating: 3.25

 

 

 

Statement or Question

Response

Rating

1.

Assessment Quality

The array of assessment devices used by the institution to determine students' performances is sufficiently aligned so that valid inferences can be reached regarding students' status with respect to the entire set of curricular aims regarded as high-priority, “must accomplish,” instructional targets. The documentation provided in support of this alignment is persuasive. All of the assessments used are accompanied by evidence demonstrating that they satisfy accepted technical requirements such as validity, reliability, absence of bias, and instructional sensitivity.

Level 4

 

 

 

 

 

Statement or Question

Response

Rating

2.

Test Administration

Most of the assessments used by the institution to determine students' performances have been administered with reasonable fidelity to the administrative procedures appropriate for each assessment. In most instances, the students to whom these assessments were administered are essentially representative of the students served by the institution. Appropriate accommodations have been provided for most assessments so that valid inferences can be made about most students' status with respect to most of the institution's targeted curricular outcomes.

Level 3

 

 

 

 

 

Statement or Question

Response

Rating

3.

Quality of Learning

Evidence of student learning promoted by the institution is acceptably analyzed and presented with reasonable clarity. In comparison to institutions functioning in a similar educational context, students' status, improvement, and/or growth evidence indicates that the level of student learning is at or above what would otherwise be expected.

Level 3

 

 

 

 

 

Statement or Question

Response

Rating

4.

Equity of Learning

Evidence of student learning indicates achievement gaps exist among subpopulations of students, and these achievement gaps have noticeably declined.

Level 3


 

Areas of Notable Achievement

 

 

 

 

 

Which area(s) are above the expected levels of performance?

 

 

The 5th-grade class was 100% proficient in math; the same class was 100% proficient the previous year, as well. (They were proficient without adjustment for level 2's both years.)

 

 

 

 

Describe the area(s) that show a positive trend in performance.

 

 

ARMT+ Math: 7th grade shows a positive trend in the percentage of students scoring at level III & IV proficiency over the last three years (AMO was met without including level II adjustments for the last two years).

Math: 5th grade shows a positive trend in the percentage of students scoring at level III & IV proficiency over the last three years (AMO was met without level II adjustments for all three years); furthermore, 100% of students scored at level III & IV for the last two years.

Math: Hubbertville's 4th grade ranked first in comparison with 4th graders from four other similar schools; its 5th grade ranked second.

Reading: 8th grade shows a positive trend in the percentage of students scoring at level III & IV proficiency over the last two years (AMO was met without level II adjustments for 2012-2013 school year).

Reading: Hubbertville's 4th and 5th grades ranked second in comparison with 4th and 5th graders from four other similar schools.

 

 

AHSGE: The percentage of students who had passed the math portion of the exam rose steadily over the last three years (85%, 89%, 91%). Furthermore, Hubbertville's success percentage (91%) was higher than the district's success percentage (82%) on the math exam for the 2012-2013 school year; and, in a comparison with four other nearby schools of similar size and demographics, Hubbertville ranked second.

 

 

 

 

 

 

 

 

 

Which area(s) indicate the overall highest performance?

 

 

Math: 5th grade - 100% of students scored at level III & IV for the last two years. (AMO was met without level II adjustments for both years).

 

 

 

 

Which subgroup(s) show a trend toward increasing performance?

 

 

ARMT+ Reading: 6th-grade males showed an increase in performance over the previous year. The percentage of males scoring at proficient levels increased by 8%.

8th grade shows an increase in the percentage of free- or reduced-price lunch students scoring at level III & IV proficiency over the last two school years. in 2013, this percentage was at 67%, which is up from 44% for the previous year.

 

ARMT+ Math: For the last two years, the percentage of 4th-grade free- or reduced-price lunch students scoring at level III & IV proficiency was higher than the whole-group percentage.                                                                                                                                           


 

For the last two years, the percentage of 4th-grade female students scoring at level III & IV proficiency was higher than the whole-group percentage.

 

 

 

 

 

Between which subgroups is the achievement gap closing?

 

 

ARMT+ Math: The achievement gap between the free- or reduced-price lunch group and the full-price lunch group continues to be narrow for the 4th grade class for both the 2012 and the 2013 school years.

 

 

ARMT+ Reading: The achievement gap between the males and females appears to be narrowing for the 4th-grade class. Females outperformed males by 28% in 2012 and by 20% in 2013 (percentage scoring proficient).

The achievement gap between the males and females appears to be narrowing for the 8th-grade class. Females outperformed males by 19% in 2012 and by 11% in 2013 (percentage scoring proficient).

 

 

 

 

Which of the above reported findings are consistent with findings from other data sources?

 

 

The reported findings above are consistent with local data.


 

Areas in Need of Improvement

 

 

 

 

 

Which area(s) are below the expected levels of performance?

 

 

AHSGE Reading: The percentage of students who passed the Reading subtest was lower than anticipated.

 

 

ARMT Math: The percentage of 6th-grade students receiving scoring at proficient levels was lower than expected.

 

 

 

 

Describe the area(s) that show a negative trend in performance.

 

 

AHSGE: The percentage of students who had passed the reading subtest decreased from 92% to 83% over the last two school years. The percentage of students who had passed the language subtest decreased from 92% to 66% over the last two school years.

 

 

ARMT+ Math: The percentage of 6th-grade students receiving proficient scores decreased from 97% to 89% from 2012 to 2013.

Hubbertville's 3rd and 8th grades scored lower than 3rd and 8th graders in a comparison with four other similar schools.

 

 

ARMT+ Reading: The percentage of 6th-grade students scoring at proficient levels decreased from 2011 to 2012 (from 94% to 81% ), but showed no change from 2012 to 2013.

Hubbertville's 3rd, 6th, and 7th graders scored lower than their contemporaries in a comparison with four other similar

schools.

 

 

Dibels: There continues to be a lack of significant progression in Oral Reading Fluency between a group's 2nd grade Spring testing (78%) and their Fall testing (52%).

 

 

 

 

Which area(s) indicate the overall lowest performance?

 

 

AHSGE: The percentage of students who had passed the language subtest decreased from 92% to 66% from 2012 to 2013. The percentage of students who had passed the reading subtest decreased from 92% to 83% from 2012 to 2013.

 

 

ARMT+ Math: The percentage of 6th-grade students scoring at proficient levels decreased from 97% to 81% from 2012 to 2013.

 

 

 

 

Which subgroup(s) show a trend toward decreasing performance?

 

 

ARMT+ Math: The percentage of 6th-grade free- or reduced-price students scoring at proficient levels declined from 2012 to 2013 (from 100% to 78%).

The percentage of 6th-grade females scoring proficient declined from 2012 to 2013 (from 100% to 73%), as well as the percentage of 6th- grade males scoring proficient (from 95% to 89%).


 

 

Between which subgroups is the achievement gap becoming greater?

 

 

ARMT+ Math: The achievement gap has widened over the last two years between 4th-grade males and females, with females outscoring males by 17% in 2012 and by 21% in 2013 (percentage scoring proficient).

The achievement gap has widened drastically between 8th-grade males and females, with females outscoring males by 4% in 2012 and by 21% in 2013 (percentage scoring proficient).

 

 

 

 

Which of the above reported findings are consistent with findings from other data sources?

 

 

The reported findings above are consistent with our local data.


 

Report Summary

 

 

 

Scores By Section

 

Section Score

1                                       2                                       3                                       4

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Evaluative Criteria and Rubrics

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Sections


 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

ACIP Assurances


 

Introduction

 

 

By responding to the questions in ASSIST and attaching evidence when required, the institution has verified whether it meets or does not meet each of the required ACIP Assurances.


 

ACIP Assurances

 

 

 

 

 

 

 

Label

Assurance

Response

Comment

Attachment

1.

The Instructional Leadership Team members that should 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.

Yes

 

Instructional Leadership Team

 

 

 

 

Label

Assurance

Response

Comment

Attachment

2.

The institution complies with all federal laws and regulations prohibiting discrimination and with all requirements and regulations of the

U.S. Department of Education. It is the policy of this institution that no person on the basis of race, color, religion, national origin or ancestry, age, gender, height, weight, marital status or disability shall be subjected to discrimination in any program, service or activity for which the institution is responsible, or for which it receives financial assistance from the U.S. Department of Education.

Yes

 

Non-Discriminatory Statement

 

 

 

 

Label

Assurance

Response

Comment

Attachment

3.

The institution has designated an employee to coordinate efforts to comply with and carry out non-discrimination responsibilities.  If yes, list the name, position, address and telephone number of the employee in the comment field.

Yes

Tim Dunavant, Principal 7360 County Rd. 49

Fayette, Alabama 35555

205-487-2845

Non-Discriminatory Statement

 

 

 

 

Label

Assurance

Response

Comment

Attachment

4.

The institution has a Parent Involvement policy and plan as required in NCLB Section 1118, and ensures that all requirements in Section 1118 and 1111(h)(6), Parents' Right-to-Know, are implemented systematically.

Yes

 

Parent-Involvement Policy

 

 

 

 

Label

Assurance

Response

Comment

Attachment

5.

The institution has a School-Parent Compact. If a Title I school, the School-Parent Compact contains the required components (NCLB Section 1118(d)(1-2)(A,B,C)) and was jointly developed with parents of participating students.

Yes

 

School-Parent Compact


 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Plan for ACIP


 

Overview

 

 

Plan Name

 

 

Plan for ACIP

 

 

Plan Description


 

Goals Summary

 

 

The following is a summary of the goals encompassed in this plan. The details for each goal are available in the next section.

 

#

Goal Name

Goal Details

Goal Type

Total Funding

1

Engage and Empower the Learner Through Technology

Objectives:   1

Strategies:   2

Activities:   4

Academic

$0

2

All students at Hubbertville School will receive quality instruction that will prepare them to graduate college- or career-ready.

Objectives:   1

Strategies:   1

Activities:   4

Academic

$0

3

All students will have tools to access a comprehensive viable infrastructure when and where they need it.

Objectives:   1

Strategies:   1

Activities:   1

Organizational

$0

4

To increase the number of high school students scoring at a proficient level in mathematics.

Objectives:   1

Strategies:   3

Activities:   4

Academic

$0

5

Students in grades three through eight will become proficient in math and reading.

Objectives:   2

Strategies:   2

Activities:   3

Academic

$0

6

All students at Hubbertville School will graduate with their cohorts and be College- and Career- Ready.

Objectives:   1

Strategies:   2

Activities:   7

Organizational

$2


 

Goal 1: Engage and Empower the Learner Through Technology

 

 

Measurable Objective 1:

75% of Seventh, Eighth, Ninth, Tenth, Eleventh and Twelfth grade students will demonstrate a proficiency  in using technology tools to organize, interpret, and display data, as well as in using digital environments to collaborate and communicate in Practical Living by 05/20/2014 as measured by frequent opportunities to practice in multiple classroom environments.

 

Strategy 1:

Technology-Based Learning - Classroom teachers (career tech, language arts, mathematics, social studies, and science) will provide regular and frequent opportunities for students to use technology as a learning tool. Students will prepare multimedia presentations using programs such as Power Point, Keynote, and Prezi; they will work in online learning environments such as Edmodo, Quizlet, Socrative, and Moodle; they will utilize learning and assessment tools such as My Skills Tutor and Global Scholar; and they will create websites and wikis, as well as participate in blogsters.

Students will utilize desktop and laptop computers, as well as mobile devices to conduct research, prepare presentations, take assessments, communicate with teachers, collaborate with classmates, publish written works, and solve problems.

 

 

Research Cited: ARI, AMSTI, Science in Motion

 

Activity - Monitor Use of Technology as Learning Tools

Activity Type

Begin Date

End Date

Resource Assigned

Source Of Funding

Staff Responsible

Principal and/or assistant principal will monitor the use of technology as a learning tool through periodic walk-throughs.

Policy and Process

08/19/2013

05/20/2014

$0

No Funding Required

principal and/or assistant principal, classroom teachers for 7th-12th students

 

Activity - Lesson Planning

Activity Type

Begin Date

End Date

Resource Assigned

Source Of Funding

Staff Responsible

Teachers will plan lessons that enable students to use technology in the learning process. Because many students still do not have access to technology and technology support at home, technology-based lessons and activities are critical for growth and development in the 21st century.

Policy and Process

08/19/2013

05/20/2014

$0

No Funding Required

All classroom teachers

 

Activity - Teacher Training

Activity Type

Begin Date

End Date

Resource Assigned

Source Of Funding

Staff Responsible


 

Teachers will participate in training to use iPads, iPods, Smartboards, elmos, etc. in order to facilitate student support in the classroom, as well as to maximize technology-based learning opportunities.

Professional Learning

08/19/2013

05/20/2014

$0

Title I Part A

Local technology coordinators and assistants; inservice center trainers

 

Strategy 2:

Technology-Based Transitioning - Students in grades nine through twelve will use technology to enhance college- and career-readiness by preparing resumes, conducting college and career research, and completing job applications, college applications, and test registrations. The technological skills employed in completing these tasks will support their transition from high school to college and/or career.

Research Cited: College- and Career-Ready Focus, AL State Dept. of Education

 

Activity - Student Experience

Activity Type

Begin Date

End Date

Resource Assigned

Source Of Funding

Staff Responsible

Students in grades nine through twelve will prepare resumes, job and/or college applications, test registrations (ACT), etc. as part of their classes and their preparation for graduation.

Direct Instruction

08/19/2013

05/20/2014

$0

No Funding Required

Career Tech teacher, Guidance Counselor

 

 

Goal 2: All students at Hubbertville School will receive quality instruction that will prepare them to graduate college- or career-ready.

 

Measurable Objective 1:

100% of All Students will demonstrate a behavior  of receiving instruction from teachers who have completed CCRS professional development training in Mathematics by 05/20/2014 as measured by all teachers attending workshops and training on Alabama's College- and Career-Ready Standards.

 

Strategy 1:

Teacher Training - All classroom teachers will receive specialized training that will equip them to teach the new state standards. This training will be provided by AMSTI specialists and state department trainers in the areas of career preparedness, College- and Career-Ready Standards implementation, and others.

Research Cited: AL State Dept. of Education

 

Activity - CCRS Implementation Team

Activity Type

Begin Date

End Date

Resource Assigned

Source Of Funding

Staff Responsible

Select faculty members at all levels will attend the State Department's CCRS Implementation Team quarterly meetings; then, they will provide turnaround training to other faculty members upon return.

Professional Learning

09/25/2013

05/20/2014

$0

Other

CCRS

Implementatio n Team members


 

Activity - AL Career Information System

Activity Type

Begin Date

End Date

Resource Assigned

Source Of Funding

Staff Responsible

Career Tech teachers and Guidance Counselor will learn to use the AL Career Information System, which provides students and parents with access to valuable career exploration activities and college financial aid information.

Professional Learning

08/19/2013

05/20/2014

$0

No Funding Required

Career Tech Teachers, Guidance Counselor

 

Activity - Work Keys

Activity Type

Begin Date

End Date

Resource Assigned

Source Of Funding

Staff Responsible

Guidance Counselor and Career Tech teachers will receive training in order to help students use WorkKeys so that they may build job skills and increase marketability.

Professional Learning

08/19/2013

05/20/2014

$0

No Funding Required

Guidance Counselor, Career Tech teachers

 

Activity - Quality Core Training

Activity Type

Begin Date

End Date

Resource Assigned

Source Of Funding

Staff Responsible

A state department specialist will provide quarterly training sessions on how to construct instructional units by correlating AL CCRS with ACT Quality Core standards.

Professional Learning

08/19/2013

05/20/2014

$0

No Funding Required

Mathematics teachers

 

 

Goal 3: All students will have tools to access a comprehensive viable infrastructure when and where they need it.

 

Measurable Objective 1:

demonstrate a behavior  of having access to available technologies for learning by 05/20/2014 as measured by classroom teachers and technology coordinator making it available to all students on an equitable basis. .

 

Strategy 1:

Technology Availability and Support - Technology coordinators will devise a system for ensuring that hardware and materials are available to all classrooms on an equitable basis. They will also maintain systems and infrastructure and report problems, working with the necessary parties to minimize technological disability that could disrupt the learning process.

Research Cited: Technology-based learning

 

Activity - Technology Training

Activity Type

Begin Date

End Date

Resource Assigned

Source Of Funding

Staff Responsible

Technology coordinators will receive training on hardware, software, and systems maintenance so they can troubleshoot problems and assist staff and students with technology questions.

Professional Learning

08/19/2013

05/20/2014

$0

Title I Part A

School technology coordinator


 

Goal 4: To increase the number of high school students scoring at a proficient level in mathematics.

 

Measurable Objective 1:

A 5% increase of Ninth, Tenth, Eleventh and Twelfth grade students will demonstrate a proficiency  in achievement in Mathematics by 05/20/2014 as measured by the Quality Core End of Course Assessments..

 

Strategy 1:

Align Instruction and Assessments to Global Scholar - Teachers in grades 3 - 8 will provide practice questions and tasks that are similar to Global Scholar Assessments and tasks.

Research Cited: Global Scholar

 

Activity - Global Scholar Data Dive Training

Activity Type

Begin Date

End Date

Resource Assigned

Source Of Funding

Staff Responsible

Lead teachers will attend a Global Scholar Data Dive training session and turn-around the training to the remainder of the faculty.

Professional Learning

06/24/2013

05/20/2014

$0

No Funding Required

Director of Curriculum and Instruction, Technology Coordinator, Principial

 

 

Strategy 2:

Strategic Teaching - Students will receive Implement explicit, intensive instruction on math standards from teachers who use ARI PAL strategic teaching strategies incorporating a variety of instructional methods.

Research Cited: ARI

 

Activity - ARI PAL Strategies

Activity Type

Begin Date

End Date

Resource Assigned

Source Of Funding

Staff Responsible

All teachers will incorporate appropriate "before" strategies to introduce concepts and test prior knowledge, "during" strategies to provide explicit instruction, and "after" strategies to summarize big

ideas or test students' grasp of the material into their daily lessons.

Professional Learning

08/19/2013

05/20/2014

$0

No Funding Required

All classroom teachers

 

Activity - Variety of Instructional Methods

Activity Type

Begin Date

End Date

Resource Assigned

Source Of Funding

Staff Responsible

All teachers will incorporate various instructional strategies (differentiated instruction, scaffolding of instruction, cooperative learning) into their daily lessons.

Professional Learning

08/19/2013

05/20/2014

$0

No Funding Required

All classroom teachers


 

Strategy 3:

Professional Learning - Nine through twelve math teachers will receive training on tools and processes that will help them utilize Quality Core and Global Scholar resources in their instruction. This training will, therefore, impact student achievement.

Research Cited: ACT & Quality Core

 

Activity - Quality Core Training

Activity Type

Begin Date

End Date

Resource Assigned

Source Of Funding

Staff Responsible

A state department specialist will provide quarterly training sessions on how to construct instructional units by correlating AL CCRS with ACT Quality Core standards.

Professional Learning

08/19/2013

05/20/2014

$0

No Funding Required

Nine through twelve math teacher

 

 

Goal 5: Students in grades three through eight will become proficient in math and reading.

 

 

Measurable Objective 1:

70% of Third, Fourth, Fifth, Sixth, Seventh and Eighth grade students will demonstrate a proficiency  of improving achievement  in Reading by 05/20/2014 as measured by scoring at grade level or above on Global Scholar Performance Series tests.

 

(shared) Strategy 1:

Strategic Teaching - Students will receive explicit, intensive instruction on reading standards from teachers who use ARI PAL strategic teaching strategies, incorporating a variety of instructional methods.

Research Cited: ARI

 

Activity - ARI PAL Strategies

Activity Type

Begin Date

End Date

Resource Assigned

Source Of Funding

Staff Responsible

All teachers will incorporate appropriate "before" strategies to introduce concepts and test prior knowledge, "during" strategies to provide explicit instruction, and "after" strategies to summarize big

ideas or test students' grasp of the material into their daily lessons.

Professional Learning

08/19/2013

05/20/2014

$0

No Funding Required

All classroom teachers

 

Activity - Variety of Instructional Methods

Activity Type

Begin Date

End Date

Resource Assigned

Source Of Funding

Staff Responsible

All teachers will incorporate various instructional strategies (differentiated instruction, scaffolding of instruction, cooperative learning) into their daily lessons.

Professional Learning

08/19/2013

05/20/2014

$0

No Funding Required

All classroom teachers

 

 

(shared) Strategy 2:

Professional Learning - Teachers in grades three through eight will attend Global Scholar assessment training for both Achievement Series and Performance Series. Implementation of content learned from training will impact student achievement.

Research Cited: Global Scholar


 

Activity - Achievement & Performance Series Training

Activity Type

Begin Date

End Date

Resource Assigned

Source Of Funding

Staff Responsible

Representatives from Scantron/Performance Series as well as previously- trained faculty members will provide training sessions for preparing resources and assessments to use in instruction.

Professional Learning

08/19/2013

05/20/2014

$0

No Funding Required

Three through eight teachers; previously- trained faculty

 

Measurable Objective 2:

70% of Third, Fourth, Fifth, Sixth, Seventh and Eighth grade students will demonstrate a proficiency  of improving achievement  in Mathematics by 05/20/2014 as measured by scoring at grade level or above on Global Scholar Performance Series tests.

(shared) Strategy 1:

Strategic Teaching - Students will receive explicit, intensive instruction on reading standards from teachers who use ARI PAL strategic teaching strategies, incorporating a variety of instructional methods.

Research Cited: ARI

 

Activity - ARI PAL Strategies

Activity Type

Begin Date

End Date

Resource Assigned

Source Of Funding

Staff Responsible

All teachers will incorporate appropriate "before" strategies to introduce concepts and test prior knowledge, "during" strategies to provide explicit instruction, and "after" strategies to summarize big

ideas or test students' grasp of the material into their daily lessons.

Professional Learning

08/19/2013

05/20/2014

$0

No Funding Required

All classroom teachers

 

Activity - Variety of Instructional Methods

Activity Type

Begin Date

End Date

Resource Assigned

Source Of Funding

Staff Responsible

All teachers will incorporate various instructional strategies (differentiated instruction, scaffolding of instruction, cooperative learning) into their daily lessons.

Professional Learning

08/19/2013

05/20/2014

$0

No Funding Required

All classroom teachers

 

 

(shared) Strategy 2:

Professional Learning - Teachers in grades three through eight will attend Global Scholar assessment training for both Achievement Series and Performance Series. Implementation of content learned from training will impact student achievement.

Research Cited: Global Scholar

 

Activity - Achievement & Performance Series Training

Activity Type

Begin Date

End Date

Resource Assigned

Source Of Funding

Staff Responsible

Representatives from Scantron/Performance Series as well as previously- trained faculty members will provide training sessions for preparing resources and assessments to use in instruction.

Professional Learning

08/19/2013

05/20/2014

$0

No Funding Required

Three through eight teachers; previously- trained faculty


 

Goal 6: All students at Hubbertville School will graduate with their cohorts and be College- and Career-Ready.

 

Measurable Objective 1:

demonstrate a behavior of developing students so that they graduate on time, ready to participate as citizens in society at large by 05/20/2014 as measured by all students' successful transitioning throughout high school and into post-high school..

 

Strategy 1:

Instructional Support - By providing various instructional supports for students as they proceed through high school, teachers can help students to successfully complete coursework required for graduation with their cohorts.

Research Cited: RtI

 

Activity - RtI

Activity Type

Begin Date

End Date

Resource Assigned

Source Of Funding

Staff Responsible

Using data analysis and observation, teachers at all levels will identify students who need instructional support in a particular class or course. Teachers will then employ strategies necessary to help those students improve achievement.

Academic Support Program

08/19/2013

05/20/2014

$0

No Funding Required

Experienced, highly qualified teachers; Rti leadership team

 

Activity - AHSGE Remediation

Activity Type

Begin Date

End Date

Resource Assigned

Source Of Funding

Staff Responsible

Teachers and administrators will identify students who have not passed the required AHSGE components; teachers in all classes will then provide additional instruction or opportunities for additional instruction to help those students master the objectives necessary to pass.

Academic Support Program

08/19/2013

05/20/2014

$0

No Funding Required

Classroom teachers, other teachers & staff providing remediation

 

Activity - High-Quality Instruction

Activity Type

Begin Date

End Date

Resource Assigned

Source Of Funding

Staff Responsible

Students will receive high-quality instruction, which will give them the academic foundation they need to proceed through school without retention and to be prepared for work or college/training after high school. This attention to instructional quality involves mentoring new or beginning teachers to ensure that their instruction is delivered at a level that will produce the desired result.

Academic Support Program

08/19/2013

05/20/2014

$0

No Funding Required

Experienced, highly- qualified teachers

 

Activity - LEAD

Activity Type

Begin Date

End Date

Resource Assigned

Source Of Funding

Staff Responsible


 

The LEAD 21st Century after-school program will provide homework assistance, tutoring, and enrichment activities to students in K-12 who encounter academic challenges or who lack a varied experiential base.

Academic Support Program

08/26/2013

05/16/2014

$1

Other

School administrators

, teachers, student assistants, community representative s, parent volunteers

 

Strategy 2:

Transition Assistance - Students will receive transition assistance from teachers, the guidance counselor, and other staff as they move from pre-K to kindergarten, from sixth to seventh grade, from eighth to ninth grade, and from high school to work or post-secondary education. This assistance will help students adjust to change at each level, as well as to provide support as they assume more responsibility for their future and prepare for citizenry.

Research Cited: AL State Dept of Education

 

Activity - Freshman Orientation

Activity Type

Begin Date

End Date

Resource Assigned

Source Of Funding

Staff Responsible

Eighth-grade students and their parents attend an evening orientation meeting to discuss graduation requirements, Carnegie units, schedules, and other transition issues.

Career Preparation/O rientation

03/31/2014

05/20/2014

$0

No Funding Required

Principal, assistant principal, guidance counselor

 

Activity - Financial Aid Night

Activity Type

Begin Date

End Date

Resource Assigned

Source Of Funding

Staff Responsible

Seniors and their parents attend an evening financial aid meeting, where they receive vital information about applying for college financial aid.

Career Preparation/O rientation

11/04/2013

12/20/2013

$0

No Funding Required

Principal, assistant principal, guidance counselor

 

Activity - Pre-K Program

Activity Type

Begin Date

End Date

Resource Assigned

Source Of Funding

Staff Responsible

We will host a federally-funded pre-K program designed to help prepare children for kindergarten.

Academic Support Program

08/19/2013

05/20/2014

$1

Other

Pre-school teacher and paraprofessio nal


 

Activity Summary by Funding Source

 

 

Activity Name

Activity Description

Activity Type

Begin Date

End Date

Resource Assigned

Staff Responsible

High-Quality Instruction

Students will receive high-quality instruction, which will give them the academic foundation they need to proceed through school without retention and to be prepared for work or college/training after high school. This attention to instructional quality involves mentoring new or beginning teachers to ensure that their instruction is delivered at a level that will produce the desired result.

Academic Support Program

08/19/2013

05/20/2014

$0

Experienced, highly- qualified teachers

Variety of Instructional Methods

All teachers will incorporate various instructional strategies (differentiated instruction, scaffolding of instruction, cooperative learning) into their daily lessons.

Professional Learning

08/19/2013

05/20/2014

$0

All classroom teachers

Variety of Instructional Methods

All teachers will incorporate various instructional strategies (differentiated instruction, scaffolding of instruction, cooperative learning) into their daily lessons.

Professional Learning

08/19/2013

05/20/2014

$0

All classroom teachers

Quality Core Training

A state department specialist will provide quarterly training sessions on how to construct instructional units by correlating AL CCRS with ACT Quality Core standards.

Professional Learning

08/19/2013

05/20/2014

$0

Mathematics teachers

Achievement & Performance Series Training

Representatives from Scantron/Performance Series as well as previously-trained faculty members will provide training sessions for preparing resources and assessments to use in instruction.

Professional Learning

08/19/2013

05/20/2014

$0

Three through eight teachers; previously- trained faculty

Monitor Use of Technology as Learning Tools

Principal and/or assistant principal will monitor the use of technology as a learning tool through periodic walk- throughs.

Policy and Process

08/19/2013

05/20/2014

$0

principal and/or assistant principal, classroom teachers for 7th-12th students

Student Experience

Students in grades nine through twelve will prepare resumes, job and/or college applications, test registrations (ACT), etc. as part of their classes and their preparation for graduation.

Direct Instruction

08/19/2013

05/20/2014

$0

Career Tech teacher, Guidance Counselor

 

 

Below is a breakdown of your activities by funding source No Funding Required


 

RtI

Using data analysis and observation, teachers at all levels will identify students who need instructional support in a particular class or course. Teachers will then employ strategies necessary to help those students improve achievement.

Academic Support Program

08/19/2013

05/20/2014

$0

Experienced, highly qualified teachers; Rti leadership team

Work Keys

Guidance Counselor and Career Tech teachers will receive training in order to help students use WorkKeys so that they may build job skills and increase marketability.

Professional Learning

08/19/2013

05/20/2014

$0

Guidance Counselor, Career Tech teachers

AL Career Information System

Career Tech teachers and Guidance Counselor will learn to use the AL Career Information System, which provides students and parents with access to valuable career exploration activities and college financial aid information.

Professional Learning

08/19/2013

05/20/2014

$0

Career Tech Teachers, Guidance Counselor

AHSGE Remediation

Teachers and administrators will identify students who have not passed the required AHSGE components; teachers in all classes will then provide additional instruction or opportunities for additional instruction to help those students master the objectives necessary to pass.

Academic Support Program

08/19/2013

05/20/2014

$0

Classroom teachers, other teachers & staff providing remediation

Lesson Planning

Teachers will plan lessons that enable students to use technology in the learning process. Because many students still do not have access to technology and technology support at home, technology-based lessons and activities are critical for growth and development in the 21st century.

Policy and Process

08/19/2013

05/20/2014

$0

All classroom teachers

ARI PAL Strategies

All teachers will incorporate appropriate "before" strategies to introduce concepts and test prior knowledge, "during" strategies to provide explicit instruction, and "after" strategies to summarize big

ideas or test students' grasp of the material into their daily lessons.

Professional Learning

08/19/2013

05/20/2014

$0

All classroom teachers

Freshman Orientation

Eighth-grade students and their parents attend an evening orientation meeting to discuss graduation requirements, Carnegie units, schedules, and other transition issues.

Career Preparation/O rientation

03/31/2014

05/20/2014

$0

Principal, assistant principal, guidance counselor

Global Scholar Data Dive Training

Lead teachers will attend a Global Scholar Data Dive training session and turn-around the training to the remainder of the faculty.

Professional Learning

06/24/2013

05/20/2014

$0

Director of Curriculum and Instruction, Technology Coordinator, Principial

ARI PAL Strategies

All teachers will incorporate appropriate "before" strategies to introduce concepts and test prior knowledge, "during" strategies to provide explicit instruction, and "after" strategies to summarize big

ideas or test students' grasp of the material into their daily lessons.

Professional Learning

08/19/2013

05/20/2014

$0

All classroom teachers


 

 

 

 

 

 

 

 

 

Quality Core Training

A state department specialist will provide quarterly training sessions on how to construct instructional units by correlating AL CCRS with ACT Quality Core standards.

Professional Learning

08/19/2013

05/20/2014

$0

Nine through twelve math teacher

Financial Aid Night

Seniors and their parents attend an evening financial aid meeting, where they receive vital information about applying for college financial aid.

Career Preparation/O rientation

11/04/2013

12/20/2013

$0

Principal, assistant principal, guidance counselor

 

$0

 

 

 

Total

 

Other

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Activity Name

Activity Description

Activity Type

Begin Date

End Date

Resource Assigned

Staff Responsible

CCRS Implementation Team

Select faculty members at all levels will attend the State Department's CCRS Implementation Team quarterly meetings; then, they will provide turnaround training to other faculty members upon return.

Professional Learning

09/25/2013

05/20/2014

$0

CCRS

Implementatio n Team members

LEAD

The LEAD 21st Century after-school program will provide homework assistance, tutoring, and enrichment activities to students in K-12 who encounter academic challenges or who lack a varied experiential base.

Academic Support Program

08/26/2013

05/16/2014

$1

School administrators

, teachers, student assistants, community representative s, parent volunteers

Pre-K Program

We will host a federally-funded pre-K program designed to help prepare children for kindergarten.

Academic Support Program

08/19/2013

05/20/2014

$1

Pre-school teacher and paraprofessio nal

 

$2

 

 

 

Total

 

Title I Part A

 

Activity Name

Activity Description

Activity Type

Begin Date

End Date

Resource Assigned

Staff Responsible

Teacher Training

Teachers will participate in training to use iPads, iPods, Smartboards, elmos, etc. in order to facilitate student support in the classroom, as well as to maximize technology-based learning opportunities.

Professional Learning

08/19/2013

05/20/2014

$0

Local technology coordinators and assistants; inservice center trainers


 

 

 

 

 

Technology Training

Technology coordinators will receive training on hardware, software, and systems maintenance so they can troubleshoot problems and assist staff and students with technology questions.

Professional Learning

08/19/2013

05/20/2014

$0

School technology coordinator

 

$0

 

 

 

Total


 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Title I Schoolwide Diagnostic


 

Introduction

 

 

This diagnostic tool is aligned to requirements for Title I Schoolwide schools. As described in sections 1111(b)(1), 1114 (b)(1)(A)] and 1309(2) of the Elementary and Secondary Education Act (ESEA),  the comprehensive needs assessment (CNA) requirement is met by completing a School Process Profile and Summary Report. The comprehensive needs assessment must be completed prior to creating a new plan or annually updating an existing school improvement plan. Use the results of the comprehensive needs assessment to develop Goals/Objectives/Strategies and Activities. Ensure that the Gap Statements and Causes for Gaps included in the Goals information address all four measures of data: student achievement data, school programs/process data, perceptions data (must include teachers and parents; student data is encouraged), and demographic data. The Comprehensive Needs Assessment must also take into account the needs of migratory children as defined in Title I, Part C, Section 1309(2).


 

Component 1: Comprehensive Needs Assessment

 

 

 

 

 

How was the comprehensive needs assessment conducted?

 

 

The faculty met on August 16, 2013 to view ARMT+ and AHSGE results and to decide on a plan to analyze data. A subcommittee was formed to analyze Dibels data; the Central Office compiled other assessment data (End-of-Course test, ARMT+, and AHSGE results), as well as parent, staff, and student survey responses. Committee members then identified strengths and weaknesses and disaggregated the data compiled by the Central Office; they also analyzed data relating to teaching staff, student attendance, and discipline. Teachers shared data between grade levels and across disciplines.

On an ongoing basis, common planning time is utilized to determine student needs and to monitor student improvement. Furthermore, all faculty meetings include discussion related to student progress and achievement. Since Hubbertville is a small school, faculty and staff are able to share data on an informal basis as the need arises.

 

 

 

 

 

What were the results of the comprehensive needs assessment?

 

 

The comprehensive needs assessment provided insight into focus areas related to student achievement and school culture. Math and reading continue to be areas of focus for student achievement, although assessments will change for the current school year.

Perception surveys revealed lower-than-expected averages in the areas of "Teaching and Assessing for Learning" and "Using Results for Continuous Improvement."

Discipline referrals have decreased drastically since the previous year.

 

 

 

 

 

 

 

 

What conclusions were drawn from the results?

 

 

Math and reading continue to be areas of focus for our school at all levels.

 

 

 

 

 

 

What information was concluded as a result of analyzing perception, student achievement, school programs/process, and demographic data?

 

 

We are an ARI and AMSTI school; we also utilize ARI-PALs strategies, as well as Alabama Science in Motion and Scott Foresman programs. We have a special lab for students who take courses via the internet through ACCESS distance learning and we host a 21st Century After-School program for grades K-12 students who need additional tutoring outside the classroom.

 

 

Early-warning court referrals for excessive absences was low at one percent.

 

 

Student daily absences are approximately 5%. (Total student absences were 764.)                                                                                                


 

 

Graduation rate dropped slightly to 89%; this is a one-percent decrease from the previous year.

 

 

Many of our students come from homes where education is not a high priority. Still, others live in environments where adult supervision is minimal. Consequently, these students often do not thrive in a school setting and find themselves lacking academic goals.

 

 

There were no long-term suspensions (10 or more days), nor were there any alternative school placements.

 

 

There were 165 office referrals. This is a drastic drop from 578 last year. Of the total, 98 (59%) resulted in suspension. Ninety-two students were placed in in-school suspension, six in out-of-school suspension.

 

 

In dialogues with teachers, it was determined that over 50% of teachers felt that they had insufficient time to collaborate with colleagues (standard 5.1).

 

 

Teacher absences were down to 274 (from last year's 470).

 

 

Wireless internet is available for the entire school. Classroom teachers have their own laptops, LCD projectors, ELMOs (elementary), and Smartboards (high school). In addition to these resources, Smart tables are available for use in elementary grades, and responders and wireless slates are available (on a check-out basis) for any grade level. Laptop computers are available for building-wide student use. In fact, the ratio of laptops to students has been reduced to less than one-to-two. Emerging technologies are procured as funds become available.

 

 

A full-time technology coach would benefit the school by providing needed assistance for training and use of technology. He/she could also research different programs and internet resources and assist faculty members with their implementation. This person could also be responsible for the pysical placement and maintenance of the technology resources.

 

 

Scott Foresman reading series provided materials for Tiers I, II, and III instruction. Tier I instruction utilizes whole-group activities, small- group activities (which is differentiated for each group), and centers/stations. Tier III instruction provides additional exposure to skills not yet mastered for particular students. Also, Scott Foresman provides a wealth of reading material for use in centers/stations. Grade-level teachers meet with our reading coach at the end of each unit to disaggregate data and to make adjustments to instruction. Over 50% of students used MySkillsTutor for Tiers II & III instruction.

 

 

Tier II is dependent upon the teacher who provides the whole-group and small-group instruction. For Tier II, teachers must be very observant and aware of students who did NOT master skills during Tier I instruction. This information drives Tier II instruction. Consequently, Tier II instruction is quite subjective and may vary, depending upon the teacher's awareness.

 

 

Both the Agriscience and Family and Consumer Science programs at Hubbertville are Business and Industry Certified. The CTSOs for both programs are very active at local, county, state, and national levels. One of the State CTSO officers was a member of our FACS program.

 

 

 

 

 

 

 

How are the school goals connected to priority needs and the needs assessment?

 

 

When data are analyzed, plan team members examine trends and also look for strengths and weaknesses. When weaknesses (needs) are


 

identified, goals are then written to target those areas.

 

 

 

 

How do the goals portray a clear and detailed analysis of multiple types of data?

 

 

Needs assessment data are gathered from multiple sources, including state and local assessments (Global Scholars' benchmarks, ARMT+, Dibels, End-of-course tests), Educate Alabama, and parent, student, and teacher surveys.

 

 

 

 

How do the goals address the needs of the whole school population and special recognition to children who are disadvantaged?

 

 

Sixty-four percent of our student population qualifies for free- or reduced-priced lunches. Because the data are so influenced by this group, the goals also directly address their needs. No student is excluded from efforts to increase achievement, to provide access to current technology for learning, or to provide clear pathways toward college or career after high school.


 

Component 2: Schoolwide Reform Strategies

 

 

 

 

 

Identify the strategies in the schoolwide plan that focus on helping all students reach the State's standards?

 

 

Goal 1:

Engage and Empower the Learner Through Technology

 

 

 

 

Measurable Objective 1:

75% of All Students will demonstrate a proficiency  in using technology tools to organize, interpret, and display data, as well as in using digital environments to collaborate and communicate in Practical Living by 05/20/2014 as measured by frequent opportunities to practice in multiple classroom environments.

 

 

 

 

Strategy1:

Technology-Based Learning - Classroom teachers (career tech, language arts, mathematics, social studies, and science) will provide regular and frequent opportunities for students to use technology as a learning tool. Students will prepare multimedia presentations using programs such as Power Point, Keynote, and Prezi; they will work in online learning environments such as Edmodo, Quizlet, Socrative, and Moodle; they will utilize learning and assessment tools such as My Skills Tutor and Global Scholar; and they will create websites and wikis, as well as participate in blogsters.

Students will utilize desktop and laptop computers, as well as mobile devices to conduct research, prepare presentations, take assessments, communicate with teachers, collaborate with classmates, publish written works, and solve problems.

 

 

Research Cited: ARI, AMSTI, Science in Motion

 

 

 

Activity - Monitor Use of Technology as Learning Tools

Activity Type

Begin Date

End Date

Funding Amount & Source

Staff Responsible

 

Principal and/or assistant principal will monitor the use of technology as a learning tool through periodic walk-throughs.

 

 

Policy and Process

 

 

08/19/2013

 

 

05/20/2014

 

 

$0 - No Funding Required

principal and/or assistant principal, classroom teachers for 7th-12th students

 

 

 

 

Activity - Lesson Planning

Activity Type

Begin Date

End Date

Funding Amount & Source

Staff Responsible

Teachers will plan lessons that enable students to use technology in the learning process.

Because many students still do not have access to technology and technology support at home, technology-based lessons and activities are critical for growth and development in the 21st century.

 

 

 

Policy and Process

 

 

 

08/19/2013

 

 

 

05/20/2014

 

 

 

$0 - No Funding Required

 

 

 

All classroom teachers


 

Activity - Teacher Training

Activity Type

Begin Date

End Date

Funding Amount & Source

Staff Responsible

Teachers will participate in training to use iPads, iPods, Smartboards, elmos, etc. in order to facilitate student support in the classroom, as well as to maximize technology-based learning opportunities.

 

 

Professional Learning

 

 

08/19/2013

 

 

05/20/2014

 

 

$0 - Title I Part A

Local technology coordinators and assistants; inservice center trainers

 

 

Strategy2:

Technology-Based Transitioning - Students in grades nine through twelve will use technology to enhance college- and career-readiness by preparing resumes, conducting college and career research, and completing job applications, college applications, and test registrations. The technological skills employed in completing these tasks will support their transition from high school to college and/or career.

Research Cited: College- and Career-Ready Focus, AL State Dept. of Education

 

 

 

Activity - Student Experience

Activity Type

Begin Date

End Date

Funding Amount & Source

Staff Responsible

Students in grades nine through twelve will prepare resumes, job and/or college applications, test registrations (ACT), etc. as part of their classes and their preparation for graduation.

 

 

Direct Instruction

 

 

08/19/2013

 

 

05/20/2014

 

 

$0 - No Funding Required

 

Career Tech teacher, Guidance Counselor

 

 

 

Goal 2:

All students at Hubbertville School will receive quality instruction that will prepare them to graduate college- or career-ready.

 

 

 

 

Measurable Objective 1:

100% of All Students will demonstrate a behavior  of receiving instruction from teachers who have completed CCRS professional development training in Mathematics by 05/20/2014 as measured by all teachers attending workshops and training on Alabama's College- and Career-Ready Standards.

 

 

 

 

Strategy1:

Teacher Training - All classroom teachers will receive specialized training that will equip them to teach the new state standards. This training will be provided by AMSTI specialists and state department trainers in the areas of career preparedness, College- and Career-Ready Standards implementation, and others.

Research Cited: AL State Dept. of Education

 

 

 

Activity - CCRS Implementation Team

Activity Type

Begin Date

End Date

Funding Amount & Source

Staff Responsible

Select faculty members at all levels will attend the State Department's CCRS Implementation Team quarterly meetings; then, they will provide turnaround training to other faculty members upon return.

 

 

Professional Learning

 

 

09/25/2013

 

 

05/20/2014

 

 

$0 - Other

 

CCRS

Implementation Team members


 

Activity - Work Keys

Activity Type

Begin Date

End Date

Funding Amount & Source

Staff Responsible

Guidance Counselor and Career Tech teachers will receive training in order to help students use WorkKeys so that they may build job skills and increase marketability.

 

Professional Learning

 

 

08/19/2013

 

 

05/20/2014

 

 

$0 - No Funding Required

Guidance Counselor, Career Tech teachers

 

 

 

 

Activity - AL Career Information System

Activity Type

Begin Date

End Date

Funding Amount & Source

Staff Responsible

Career Tech teachers and Guidance Counselor will learn to use the AL Career Information System, which provides students and parents with access to valuable career exploration activities and college financial aid information.

 

 

Professional Learning

 

 

08/19/2013

 

 

05/20/2014

 

 

$0 - No Funding Required

Career Tech Teachers, Guidance Counselor

 

 

Goal 3:

To increase the number of high school students scoring at a proficient level in mathematics.

 

 

 

 

Measurable Objective 1:

A 5% increase of All Students  will demonstrate a proficiency  in achievement in Mathematics by 05/20/2014 as measured by the Quality Core End of Course Assessments..

 

 

 

 

Strategy1:

Professional Learning - Nine through twelve math teachers will receive training on tools and processes that will help them utilize Quality Core and Global Scholar resources in their instruction. This training will, therefore, impact student achievement.

Research Cited: ACT & Quality Core

 

 

 

Activity - Quality Core Training

Activity Type

Begin Date

End Date

Funding Amount & Source

Staff Responsible

A state department specialist will provide quarterly training sessions on how to construct instructional units by correlating AL CCRS with ACT Quality Core standards.

 

Professional Learning

 

 

08/19/2013

 

 

05/20/2014

 

 

$0 - No Funding Required

 

Nine through twelve math teacher

 

 

 

Strategy2:

Strategic Teaching - Students will receive Implement explicit, intensive instruction on math standards from teachers who use ARI PAL strategic teaching strategies incorporating a variety of instructional methods.

Research Cited: ARI

 

 

 

Activity - ARI PAL Strategies

Activity Type

Begin Date

End Date

Funding Amount & Source

Staff Responsible

All teachers will incorporate appropriate "before" strategies to introduce concepts and test prior knowledge, "during" strategies to provide explicit instruction, and "after" strategies to summarize big

ideas or test students' grasp of the material into their daily lessons.

 

 

 

Professional Learning

 

 

 

08/19/2013

 

 

 

05/20/2014

 

 

 

$0 - No Funding Required

 

 

 

All classroom teachers


 

 

 

 

Activity - Variety of Instructional Methods

Activity Type

Begin Date

End Date

Funding Amount & Source

Staff Responsible

All teachers will incorporate various instructional strategies (differentiated instruction, scaffolding of instruction, cooperative learning) into their daily lessons.

 

Professional Learning

 

 

08/19/2013

 

 

05/20/2014

 

 

$0 - No Funding Required

 

All classroom teachers

 

 

Strategy3:

Align Instruction and Assessments to Global Scholar - Teachers in grades 3 - 8 will provide practice questions and tasks that are similar to Global Scholar Assessments and tasks.

Research Cited: Global Scholar

 

 

 

Activity - Global Scholar Data Dive Training

Activity Type

Begin Date

End Date

Funding Amount & Source

Staff Responsible

 

 

Lead teachers will attend a Global Scholar Data Dive training session and turn-around the training to the remainder of the faculty.

 

 

Professional Learning

 

 

 

06/24/2013

 

 

 

05/20/2014

 

 

 

$0 - No Funding Required

Director of Curriculum and Instruction, Technology Coordinator, Principial

 

 

 

Goal 4:

Students in grades three through eight will become proficient in math and reading.

 

 

 

 

Measurable Objective 1:

70% of All Students will demonstrate a proficiency  of improving achievement  in Mathematics by 05/20/2014 as measured by scoring at grade level or above on Global Scholar Performance Series tests.

 

 

 

 

Strategy1:

Strategic Teaching - Students will receive explicit, intensive instruction on reading standards from teachers who use ARI PAL strategic teaching strategies, incorporating a variety of instructional methods.

Research Cited: ARI

 

 

 

Activity - Variety of Instructional Methods

Activity Type

Begin Date

End Date

Funding Amount & Source

Staff Responsible

All teachers will incorporate various instructional strategies (differentiated instruction, scaffolding of instruction, cooperative learning) into their daily lessons.

 

Professional Learning

 

 

08/19/2013

 

 

05/20/2014

 

 

$0 - No Funding Required

 

All classroom teachers

 

 

 

 

 

 

 

 

 

 

SY 2013-2014                                                                                                                                                                                                               Page 54


 

Activity - ARI PAL Strategies

Activity Type

Begin Date

End Date

Funding Amount & Source

Staff Responsible

All teachers  will incorporate appropriate "before" strategies to introduce concepts and test prior knowledge, "during" strategies to provide explicit instruction, and "after" strategies to summarize big

ideas or test students' grasp of the material into their daily lessons.

 

 

 

Professional Learning

 

 

 

08/19/2013

 

 

 

05/20/2014

 

 

 

$0 - No Funding Required

 

 

 

All classroom teachers

 

 

Strategy2:

Professional Learning - Teachers in grades three through eight will attend Global Scholar assessment training for both Achievement Series and Performance Series. Implementation of content learned from training will impact student achievement.

Research Cited: Global Scholar

 

 

 

Activity - Achievement & Performance Series Training

Activity Type

Begin Date

End Date

Funding Amount & Source

Staff Responsible

Representatives from Scantron/Performance Series as well as previously-trained faculty members will provide training sessions for preparing resources and assessments to use in instruction.

 

 

Professional Learning

 

 

08/19/2013

 

 

05/20/2014

 

 

$0 - No Funding Required

Three through eight teachers; previously-trained faculty

 

 

 

Measurable Objective 2:

70% of All Students will demonstrate a proficiency  of improving achievement  in Reading by 05/20/2014 as measured by scoring at grade level or above on Global Scholar Performance Series tests.

 

 

 

 

Strategy1:

Strategic Teaching - Students will receive explicit, intensive instruction on reading standards from teachers who use ARI PAL strategic teaching strategies, incorporating a variety of instructional methods.

Research Cited: ARI

 

 

 

Activity - Variety of Instructional Methods

Activity Type

Begin Date

End Date

Funding Amount & Source

Staff Responsible

All teachers will incorporate various instructional strategies (differentiated instruction, scaffolding of instruction, cooperative learning) into their daily lessons.

 

Professional Learning

 

 

08/19/2013

 

 

05/20/2014

 

 

$0 - No Funding Required

 

All classroom teachers

 

 

 

 

Activity - ARI PAL Strategies

Activity Type

Begin Date

End Date

Funding Amount & Source

Staff Responsible

All teachers  will incorporate appropriate "before" strategies to introduce concepts and test prior knowledge, "during" strategies to provide explicit instruction, and "after" strategies to summarize big

ideas or test students' grasp of the material into their daily lessons.

 

 

 

Professional Learning

 

 

 

08/19/2013

 

 

 

05/20/2014

 

 

 

$0 - No Funding Required

 

 

 

All classroom teachers

 

 

 

Strategy2:

Professional Learning - Teachers in grades three through eight will attend Global Scholar assessment training for both Achievement Series                                                                                                                                                                                                                              SY 2013-2014                                                                                                                                                                                                                     Page 55


 

and Performance Series. Implementation of content learned from training will impact student achievement. Research Cited: Global Scholar

 

 

 

Activity - Achievement & Performance Series Training

Activity Type

Begin Date

End Date

Funding Amount & Source

Staff Responsible

Representatives from Scantron/Performance Series as well as previously-trained faculty members will provide training sessions for preparing resources and assessments to use in instruction.

 

 

Professional Learning

 

 

08/19/2013

 

 

05/20/2014

 

 

$0 - No Funding Required

Three through eight teachers; previously-trained faculty

 

 

 

Goal 5:

All students at Hubbertville School will graduate with their cohorts and be College- and Career-Ready.

 

 

 

 

Measurable Objective 1:

demonstrate a behavior of developing students so that they graduate on time, ready to participate as citizens in society at large by 05/20/2014 as measured by all students' successful transitioning throughout high school and into post-high school..

 

 

 

 

Strategy1:

Transition Assistance - Students will receive transition assistance from teachers, the guidance counselor, and other staff as they move from pre-K to kindergarten, from sixth to seventh grade, from eighth to ninth grade, and from high school to work or post-secondary education. This assistance will help students adjust to change at each level, as well as to provide support as they assume more responsibility for their future and prepare for citizenry.

Research Cited: AL State Dept of Education

 

 

 

Activity - Freshman Orientation

Activity Type

Begin Date

End Date

Funding Amount & Source

Staff Responsible

Eighth-grade students and their parents attend an evening orientation meeting to discuss graduation requirements, Carnegie units, schedules, and other transition issues.

Career Preparation/ Orientation

 

 

03/31/2014

 

 

05/20/2014

 

 

$0 - No Funding Required

Principal, assistant principal, guidance counselor

 

 

 

 

Activity - Pre-K Program

Activity Type

Begin Date

End Date

Funding Amount & Source

Staff Responsible

We will host a federally-funded pre-K program designed to help prepare children for kindergarten.

Academic Support Program

 

08/19/2013

 

05/20/2014

 

$1 - Other

Pre-school teacher and paraprofessional

 

 

 

 

Activity - Financial Aid Night

Activity Type

Begin Date

End Date

Funding Amount & Source

Staff Responsible

Seniors and their parents attend an evening financial aid meeting, where they receive vital information about applying for college financial aid.

Career Preparation/ Orientation

 

 

11/04/2013

 

 

12/20/2013

 

 

$0 - No Funding Required

Principal, assistant principal, guidance counselor


 

 

Strategy2:

Instructional Support - By providing various instructional supports for students as they proceed through high school, teachers can help students to successfully complete coursework required for graduation with their cohorts.

Research Cited: RtI

 

 

 

Activity - LEAD

Activity Type

Begin Date

End Date

Funding Amount & Source

Staff Responsible

 

The LEAD 21st Century after-school program will provide homework assistance, tutoring, and enrichment activities to students in K-12 who encounter academic challenges or who lack a varied experiential base.

 

 

Academic Support Program

 

 

 

08/26/2013

 

 

 

05/16/2014

 

 

 

$1 - Other

School administrators, teachers, student assistants, community representatives, parent volunteers

 

 

 

 

Activity - RtI

Activity Type

Begin Date

End Date

Funding Amount & Source

Staff Responsible

Using data analysis and observation, teachers at all levels will identify students who need instructional support in a particular class or course. Teachers will then employ strategies necessary to help those students improve achievement.

 

 

Academic Support Program

 

 

 

08/19/2013

 

 

 

05/20/2014

 

 

 

$0 - No Funding Required

 

 

Experienced, highly qualified teachers; Rti leadership team

 

 

 

 

Activity - AHSGE Remediation

Activity Type

Begin Date

End Date

Funding Amount & Source

Staff Responsible

Teachers and administrators will identify students who have not passed the required AHSGE components; teachers in all classes will then provide additional instruction or opportunities for additional instruction to help those students master the objectives necessary to pass.

 

 

Academic Support Program

 

 

 

08/19/2013

 

 

 

05/20/2014

 

 

 

$0 - No Funding Required

 

Classroom teachers, other teachers & staff providing remediation

 

 

 

 

Activity - High-Quality Instruction

Activity Type

Begin Date

End Date

Funding Amount & Source

Staff Responsible

Students will receive high-quality instruction, which will give them the academic foundation they need to proceed through school without retention and to be prepared for work or college/training after high school. This attention to instructional quality involves mentoring new or beginning teachers to ensure that their instruction is delivered at a level that will produce the desired result.

 

 

 

Academic Support Program

 

 

 

 

08/19/2013

 

 

 

 

05/20/2014

 

 

 

 

$0 - No Funding Required

 

 

 

Experienced, highly-qualified teachers

 

 

 

 

 

 

Identify the strategies in the schoolwide plan that increase the quality and quantity of instruction?

 

 

Goal 1:

Engage and Empower the Learner Through Technology


 

 

 

 

Measurable Objective 1:

75% of All Students will demonstrate a proficiency  in using technology tools to organize, interpret, and display data, as well as in using digital environments to collaborate and communicate in Practical Living by 05/20/2014 as measured by frequent opportunities to practice in multiple classroom environments.

 

 

 

 

Strategy1:

Technology-Based Learning - Classroom teachers (career tech, language arts, mathematics, social studies, and science) will provide regular and frequent opportunities for students to use technology as a learning tool. Students will prepare multimedia presentations using programs such as Power Point, Keynote, and Prezi; they will work in online learning environments such as Edmodo, Quizlet, Socrative, and Moodle; they will utilize learning and assessment tools such as My Skills Tutor and Global Scholar; and they will create websites and wikis, as well as participate in blogsters.

Students will utilize desktop and laptop computers, as well as mobile devices to conduct research, prepare presentations, take assessments, communicate with teachers, collaborate with classmates, publish written works, and solve problems.

 

 

Research Cited: ARI, AMSTI, Science in Motion

 

 

 

Activity - Lesson Planning

Activity Type

Begin Date

End Date

Funding Amount & Source

Staff Responsible

Teachers will plan lessons that enable students to use technology in the learning process.

Because many students still do not have access to technology and technology support at home, technology-based lessons and activities are critical for growth and development in the 21st century.

 

 

 

Policy and Process

 

 

 

08/19/2013

 

 

 

05/20/2014

 

 

 

$0 - No Funding Required

 

 

 

All classroom teachers

 

 

 

 

Activity - Monitor Use of Technology as Learning Tools

Activity Type

Begin Date

End Date

Funding Amount & Source

Staff Responsible

 

Principal and/or assistant principal will monitor the use of technology as a learning tool through periodic walk-throughs.

 

 

Policy and Process

 

 

08/19/2013

 

 

05/20/2014

 

 

$0 - No Funding Required

principal and/or assistant principal, classroom teachers for 7th-12th students

 

 

 

 

Activity - Teacher Training

Activity Type

Begin Date

End Date

Funding Amount & Source

Staff Responsible

Teachers will participate in training to use iPads, iPods, Smartboards, elmos, etc. in order to facilitate student support in the classroom, as well as to maximize technology-based learning opportunities.

 

 

Professional Learning

 

 

08/19/2013

 

 

05/20/2014

 

 

$0 - Title I Part A

Local technology coordinators and assistants; inservice center trainers

 

 

 

Strategy2:

Technology-Based Transitioning - Students in grades nine through twelve will use technology to enhance college- and career-readiness by preparing resumes, conducting college and career research, and completing job applications, college applications, and test registrations. The technological skills employed in completing these tasks will support their transition from high school to college and/or career.


 

Research Cited: College- and Career-Ready Focus, AL State Dept. of Education

 

 

 

Activity - Student Experience

Activity Type

Begin Date

End Date

Funding Amount & Source

Staff Responsible

Students in grades nine through twelve will prepare resumes, job and/or college applications, test registrations (ACT), etc. as part of their classes and their preparation for graduation.

 

 

Direct Instruction

 

 

08/19/2013

 

 

05/20/2014

 

 

$0 - No Funding Required

 

Career Tech teacher, Guidance Counselor

 

 

 

Goal 2:

All students at Hubbertville School will receive quality instruction that will prepare them to graduate college- or career-ready.

 

 

 

 

Measurable Objective 1:

100% of All Students will demonstrate a behavior  of receiving instruction from teachers who have completed CCRS professional development training in Mathematics by 05/20/2014 as measured by all teachers attending workshops and training on Alabama's College- and Career-Ready Standards.

 

 

 

 

Strategy1:

Teacher Training - All classroom teachers will receive specialized training that will equip them to teach the new state standards. This training will be provided by AMSTI specialists and state department trainers in the areas of career preparedness, College- and Career-Ready Standards implementation, and others.

Research Cited: AL State Dept. of Education

 

 

 

Activity - Quality Core Training

Activity Type

Begin Date

End Date

Funding Amount & Source

Staff Responsible

A state department specialist will provide quarterly training sessions on how to construct instructional units by correlating AL CCRS with ACT Quality Core standards.

 

Professional Learning

 

 

08/19/2013

 

 

05/20/2014

 

 

$0 - No Funding Required

 

Mathematics teachers

 

 

 

 

Activity - Work Keys

Activity Type

Begin Date

End Date

Funding Amount & Source

Staff Responsible

Guidance Counselor and Career Tech teachers will receive training in order to help students use WorkKeys so that they may build job skills and increase marketability.

 

Professional Learning

 

 

08/19/2013

 

 

05/20/2014

 

 

$0 - No Funding Required

Guidance Counselor, Career Tech teachers

 

 

 

 

Activity - CCRS Implementation Team

Activity Type

Begin Date

End Date

Funding Amount & Source

Staff Responsible

Select faculty members at all levels will attend the State Department's CCRS Implementation Team quarterly meetings; then, they will provide turnaround training to other faculty members upon return.

 

 

Professional Learning

 

 

09/25/2013

 

 

05/20/2014

 

 

$0 - Other

 

CCRS

Implementation Team members


 

 

 

 

Activity - AL Career Information System

Activity Type

Begin Date

End Date

Funding Amount & Source

Staff Responsible

Career Tech teachers and Guidance Counselor will learn to use the AL Career Information System, which provides students and parents with access to valuable career exploration activities and college financial aid information.

 

 

Professional Learning

 

 

08/19/2013

 

 

05/20/2014

 

 

$0 - No Funding Required

Career Tech Teachers, Guidance Counselor

 

 

Goal 3:

All students will have tools to access a comprehensive viable infrastructure when and where they need it.

 

 

 

 

Measurable Objective 1:

demonstrate a behavior of having access to available technologies for learning by 05/20/2014 as measured by classroom teachers and technology coordinator making it available to all students on an equitable basis. .

 

 

 

 

Strategy1:

Technology Availability and Support - Technology coordinators will devise a system for ensuring that hardware and materials are available to all classrooms on an equitable basis. They will also maintain systems and infrastructure and report problems, working with the necessary parties to minimize technological disability that could disrupt the learning process.

Research Cited: Technology-based learning

 

 

 

Activity - Technology Training

Activity Type

Begin Date

End Date

Funding Amount & Source

Staff Responsible

Technology coordinators will receive training on hardware, software, and systems maintenance so they can troubleshoot problems and assist staff and students with technology questions.

 

Professional Learning

 

 

08/19/2013

 

 

05/20/2014

 

 

$0 - Title I Part A

 

School technology coordinator

 

 

 

Goal 4:

To increase the number of high school students scoring at a proficient level in mathematics.

 

 

 

 

Measurable Objective 1:

A 5% increase of All Students  will demonstrate a proficiency  in achievement in Mathematics by 05/20/2014 as measured by the Quality Core End of Course Assessments..

 

 

 

 

Strategy1:

Align Instruction and Assessments to Global Scholar - Teachers in grades 3 - 8 will provide practice questions and tasks that are similar to Global Scholar Assessments and tasks.

Research Cited: Global Scholar


 

Activity - Global Scholar Data Dive Training

Activity Type

Begin Date

End Date

Funding Amount & Source

Staff Responsible

 

 

Lead teachers will attend a Global Scholar Data Dive training session and turn-around the training to the remainder of the faculty.

 

 

Professional Learning

 

 

 

06/24/2013

 

 

 

05/20/2014

 

 

 

$0 - No Funding Required

Director of Curriculum and Instruction, Technology Coordinator, Principial

 

 

Strategy2:

Strategic Teaching - Students will receive Implement explicit, intensive instruction on math standards from teachers who use ARI PAL strategic teaching strategies incorporating a variety of instructional methods.

Research Cited: ARI

 

 

 

Activity - ARI PAL Strategies

Activity Type

Begin Date

End Date

Funding Amount & Source

Staff Responsible

All teachers will incorporate appropriate "before" strategies to introduce concepts and test prior knowledge, "during" strategies to provide explicit instruction, and "after" strategies to summarize big

ideas or test students' grasp of the material into their daily lessons.

 

 

 

Professional Learning

 

 

 

08/19/2013

 

 

 

05/20/2014

 

 

 

$0 - No Funding Required

 

 

 

All classroom teachers

 

 

 

 

Activity - Variety of Instructional Methods

Activity Type

Begin Date

End Date

Funding Amount & Source

Staff Responsible

All teachers will incorporate various instructional strategies (differentiated instruction, scaffolding of instruction, cooperative learning) into their daily lessons.

 

Professional Learning

 

 

08/19/2013

 

 

05/20/2014

 

 

$0 - No Funding Required

 

All classroom teachers

 

 

 

Strategy3:

Professional Learning - Nine through twelve math teachers will receive training on tools and processes that will help them utilize Quality Core and Global Scholar resources in their instruction. This training will, therefore, impact student achievement.

Research Cited: ACT & Quality Core

 

 

 

Activity - Quality Core Training

Activity Type

Begin Date

End Date

Funding Amount & Source

Staff Responsible

A state department specialist will provide quarterly training sessions on how to construct instructional units by correlating AL CCRS with ACT Quality Core standards.

 

Professional Learning

 

 

08/19/2013

 

 

05/20/2014

 

 

$0 - No Funding Required

 

Nine through twelve math teacher

 

 

 

Goal 5:

Students in grades three through eight will become proficient in math and reading.

 

 

 

 

Measurable Objective 1:

70% of All Students will demonstrate a proficiency  of improving achievement  in Reading by 05/20/2014 as measured by scoring at grade level or above on Global Scholar Performance Series tests.


 

 

Strategy1:

Professional Learning - Teachers in grades three through eight will attend Global Scholar assessment training for both Achievement Series and Performance Series. Implementation of content learned from training will impact student achievement.

Research Cited: Global Scholar

 

 

 

Activity - Achievement & Performance Series Training

Activity Type

Begin Date

End Date

Funding Amount & Source

Staff Responsible

Representatives from Scantron/Performance Series as well as previously-trained faculty members will provide training sessions for preparing resources and assessments to use in instruction.

 

 

Professional Learning

 

 

08/19/2013

 

 

05/20/2014

 

 

$0 - No Funding Required

Three through eight teachers; previously-trained faculty

 

 

 

Strategy2:

Strategic Teaching - Students will receive explicit, intensive instruction on reading standards from teachers who use ARI PAL strategic teaching strategies, incorporating a variety of instructional methods.

Research Cited: ARI

 

 

 

Activity - ARI PAL Strategies

Activity Type

Begin Date

End Date

Funding Amount & Source

Staff Responsible

All teachers  will incorporate appropriate "before" strategies to introduce concepts and test prior knowledge, "during" strategies to provide explicit instruction, and "after" strategies to summarize big

ideas or test students' grasp of the material into their daily lessons.

 

 

 

Professional Learning

 

 

 

08/19/2013

 

 

 

05/20/2014

 

 

 

$0 - No Funding Required

 

 

 

All classroom teachers

 

 

 

 

Activity - Variety of Instructional Methods

Activity Type

Begin Date

End Date

Funding Amount & Source

Staff Responsible

All teachers will incorporate various instructional strategies (differentiated instruction, scaffolding of instruction, cooperative learning) into their daily lessons.

 

Professional Learning

 

 

08/19/2013

 

 

05/20/2014

 

 

$0 - No Funding Required

 

All classroom teachers

 

 

 

Measurable Objective 2:

70% of All Students will demonstrate a proficiency  of improving achievement  in Mathematics by 05/20/2014 as measured by scoring at grade level or above on Global Scholar Performance Series tests.

 

 

 

 

Strategy1:

Strategic Teaching - Students will receive explicit, intensive instruction on reading standards from teachers who use ARI PAL strategic teaching strategies, incorporating a variety of instructional methods.

Research Cited: ARI


 

Activity - ARI PAL Strategies

Activity Type

Begin Date

End Date

Funding Amount & Source

Staff Responsible

All teachers  will incorporate appropriate "before" strategies to introduce concepts and test prior knowledge, "during" strategies to provide explicit instruction, and "after" strategies to summarize big

ideas or test students' grasp of the material into their daily lessons.

 

 

 

Professional Learning

 

 

 

08/19/2013

 

 

 

05/20/2014

 

 

 

$0 - No Funding Required

 

 

 

All classroom teachers

 

 

 

 

Activity - Variety of Instructional Methods

Activity Type

Begin Date

End Date

Funding Amount & Source

Staff Responsible

All teachers will incorporate various instructional strategies (differentiated instruction, scaffolding of instruction, cooperative learning) into their daily lessons.

 

Professional Learning

 

 

08/19/2013

 

 

05/20/2014

 

 

$0 - No Funding Required

 

All classroom teachers

 

 

Strategy2:

Professional Learning - Teachers in grades three through eight will attend Global Scholar assessment training for both Achievement Series and Performance Series. Implementation of content learned from training will impact student achievement.

Research Cited: Global Scholar

 

 

 

Activity - Achievement & Performance Series Training

Activity Type

Begin Date

End Date

Funding Amount & Source

Staff Responsible

Representatives from Scantron/Performance Series as well as previously-trained faculty members will provide training sessions for preparing resources and assessments to use in instruction.

 

 

Professional Learning

 

 

08/19/2013

 

 

05/20/2014

 

 

$0 - No Funding Required

Three through eight teachers; previously-trained faculty

 

 

 

Goal 6:

All students at Hubbertville School will graduate with their cohorts and be College- and Career-Ready.

 

 

 

 

Measurable Objective 1:

demonstrate a behavior of developing students so that they graduate on time, ready to participate as citizens in society at large by 05/20/2014 as measured by all students' successful transitioning throughout high school and into post-high school..

 

 

 

 

Strategy1:

Instructional Support - By providing various instructional supports for students as they proceed through high school, teachers can help students to successfully complete coursework required for graduation with their cohorts.

Research Cited: RtI


 

Activity - AHSGE Remediation

Activity Type

Begin Date

End Date

Funding Amount & Source

Staff Responsible

Teachers and administrators will identify students who have not passed the required AHSGE components; teachers in all classes will then provide additional instruction or opportunities for additional instruction to help those students master the objectives necessary to pass.

 

 

Academic Support Program

 

 

 

08/19/2013

 

 

 

05/20/2014

 

 

 

$0 - No Funding Required

 

Classroom teachers, other teachers & staff providing remediation

 

 

 

 

Activity - LEAD

Activity Type

Begin Date

End Date

Funding Amount & Source

Staff Responsible

 

The LEAD 21st Century after-school program will provide homework assistance, tutoring, and enrichment activities to students in K-12 who encounter academic challenges or who lack a varied experiential base.

 

 

Academic Support Program

 

 

 

08/26/2013

 

 

 

05/16/2014

 

 

 

$1 - Other

School administrators, teachers, student assistants, community representatives, parent volunteers

 

 

 

 

Activity - High-Quality Instruction

Activity Type

Begin Date

End Date

Funding Amount & Source

Staff Responsible

Students will receive high-quality instruction, which will give them the academic foundation they need to proceed through school without retention and to be prepared for work or college/training after high school. This attention to instructional quality involves mentoring new or beginning teachers to ensure that their instruction is delivered at a level that will produce the desired result.

 

 

 

Academic Support Program

 

 

 

 

08/19/2013

 

 

 

 

05/20/2014

 

 

 

 

$0 - No Funding Required

 

 

 

Experienced, highly-qualified teachers

 

 

 

 

Activity - RtI

Activity Type

Begin Date

End Date

Funding Amount & Source

Staff Responsible

Using data analysis and observation, teachers at all levels will identify students who need instructional support in a particular class or course. Teachers will then employ strategies necessary to help those students improve achievement.

 

 

Academic Support Program

 

 

 

08/19/2013

 

 

 

05/20/2014

 

 

 

$0 - No Funding Required

 

 

Experienced, highly qualified teachers; Rti leadership team

 

 

Strategy2:

Transition Assistance - Students will receive transition assistance from teachers, the guidance counselor, and other staff as they move from pre-K to kindergarten, from sixth to seventh grade, from eighth to ninth grade, and from high school to work or post-secondary education. This assistance will help students adjust to change at each level, as well as to provide support as they assume more responsibility for their future and prepare for citizenry.

Research Cited: AL State Dept of Education

 

 

 

Activity - Financial Aid Night

Activity Type

Begin Date

End Date

Funding Amount & Source

Staff Responsible

Seniors and their parents attend an evening financial aid meeting, where they receive vital information about applying for college financial aid.

Career Preparation/ Orientation

 

 

11/04/2013

 

 

12/20/2013

 

 

$0 - No Funding Required

Principal, assistant principal, guidance counselor


 

 

 

 

Activity - Pre-K Program

Activity Type

Begin Date

End Date

Funding Amount & Source

Staff Responsible

We will host a federally-funded pre-K program designed to help prepare children for kindergarten.

Academic Support Program

 

08/19/2013

 

05/20/2014

 

$1 - Other

Pre-school teacher and paraprofessional

 

 

 

 

Activity - Freshman Orientation

Activity Type

Begin Date

End Date

Funding Amount & Source

Staff Responsible

Eighth-grade students and their parents attend an evening orientation meeting to discuss graduation requirements, Carnegie units, schedules, and other transition issues.

Career Preparation/ Orientation

 

 

03/31/2014

 

 

05/20/2014

 

 

$0 - No Funding Required

Principal, assistant principal, guidance counselor

 

 

 

 

 

Identify the research-based reform strategies in the schoolwide plan that align with the findings of the needs assessment?

 

 

Goal 1:

To increase the number of high school students scoring at a proficient level in mathematics.

 

 

 

 

Measurable Objective 1:

A 5% increase of All Students  will demonstrate a proficiency  in achievement in Mathematics by 05/20/2014 as measured by the Quality Core End of Course Assessments..

 

 

 

 

Strategy1:

Professional Learning - Nine through twelve math teachers will receive training on tools and processes that will help them utilize Quality Core and Global Scholar resources in their instruction. This training will, therefore, impact student achievement.

Research Cited: ACT & Quality Core

 

 

 

Activity - Quality Core Training

Activity Type

Begin Date

End Date

Funding Amount & Source

Staff Responsible

A state department specialist will provide quarterly training sessions on how to construct instructional units by correlating AL CCRS with ACT Quality Core standards.

 

Professional Learning

 

 

08/19/2013

 

 

05/20/2014

 

 

$0 - No Funding Required

 

Nine through twelve math teacher

 

 

 

Strategy2:

Align Instruction and Assessments to Global Scholar - Teachers in grades 3 - 8 will provide practice questions and tasks that are similar to Global Scholar Assessments and tasks.

Research Cited: Global Scholar


 

Activity - Global Scholar Data Dive Training

Activity Type

Begin Date

End Date

Funding Amount & Source

Staff Responsible

 

 

Lead teachers will attend a Global Scholar Data Dive training session and turn-around the training to the remainder of the faculty.

 

 

Professional Learning

 

 

 

06/24/2013

 

 

 

05/20/2014

 

 

 

$0 - No Funding Required

Director of Curriculum and Instruction, Technology Coordinator, Principial

 

 

Strategy3:

Strategic Teaching - Students will receive Implement explicit, intensive instruction on math standards from teachers who use ARI PAL strategic teaching strategies incorporating a variety of instructional methods.

Research Cited: ARI

 

 

 

Activity - ARI PAL Strategies

Activity Type

Begin Date

End Date

Funding Amount & Source

Staff Responsible

All teachers will incorporate appropriate "before" strategies to introduce concepts and test prior knowledge, "during" strategies to provide explicit instruction, and "after" strategies to summarize big

ideas or test students' grasp of the material into their daily lessons.

 

 

 

Professional Learning

 

 

 

08/19/2013

 

 

 

05/20/2014

 

 

 

$0 - No Funding Required

 

 

 

All classroom teachers

 

 

 

 

Activity - Variety of Instructional Methods

Activity Type

Begin Date

End Date

Funding Amount & Source

Staff Responsible

All teachers will incorporate various instructional strategies (differentiated instruction, scaffolding of instruction, cooperative learning) into their daily lessons.

 

Professional Learning

 

 

08/19/2013

 

 

05/20/2014

 

 

$0 - No Funding Required

 

All classroom teachers

 

 

 

Goal 2:

Students in grades three through eight will become proficient in math and reading.

 

 

 

 

Measurable Objective 1:

70% of All Students will demonstrate a proficiency  of improving achievement  in Mathematics by 05/20/2014 as measured by scoring at grade level or above on Global Scholar Performance Series tests.

 

 

 

 

Strategy1:

Professional Learning - Teachers in grades three through eight will attend Global Scholar assessment training for both Achievement Series and Performance Series. Implementation of content learned from training will impact student achievement.

Research Cited: Global Scholar


 

Activity - Achievement & Performance Series Training

Activity Type

Begin Date

End Date

Funding Amount & Source

Staff Responsible

Representatives from Scantron/Performance Series as well as previously-trained faculty members will provide training sessions for preparing resources and assessments to use in instruction.

 

 

Professional Learning

 

 

08/19/2013

 

 

05/20/2014

 

 

$0 - No Funding Required

Three through eight teachers; previously-trained faculty

 

 

Strategy2:

Strategic Teaching - Students will receive explicit, intensive instruction on reading standards from teachers who use ARI PAL strategic teaching strategies, incorporating a variety of instructional methods.

Research Cited: ARI

 

 

 

Activity - Variety of Instructional Methods

Activity Type

Begin Date

End Date

Funding Amount & Source

Staff Responsible

All teachers will incorporate various instructional strategies (differentiated instruction, scaffolding of instruction, cooperative learning) into their daily lessons.

 

Professional Learning

 

 

08/19/2013

 

 

05/20/2014

 

 

$0 - No Funding Required

 

All classroom teachers

 

 

 

 

Activity - ARI PAL Strategies

Activity Type

Begin Date

End Date

Funding Amount & Source

Staff Responsible

All teachers  will incorporate appropriate "before" strategies to introduce concepts and test prior knowledge, "during" strategies to provide explicit instruction, and "after" strategies to summarize big

ideas or test students' grasp of the material into their daily lessons.

 

 

 

Professional Learning

 

 

 

08/19/2013

 

 

 

05/20/2014

 

 

 

$0 - No Funding Required

 

 

 

All classroom teachers

 

 

 

Measurable Objective 2:

70% of All Students will demonstrate a proficiency  of improving achievement  in Reading by 05/20/2014 as measured by scoring at grade level or above on Global Scholar Performance Series tests.

 

 

 

 

Strategy1:

Strategic Teaching - Students will receive explicit, intensive instruction on reading standards from teachers who use ARI PAL strategic teaching strategies, incorporating a variety of instructional methods.

Research Cited: ARI

 

 

 

Activity - Variety of Instructional Methods

Activity Type

Begin Date

End Date

Funding Amount & Source

Staff Responsible

All teachers will incorporate various instructional strategies (differentiated instruction, scaffolding of instruction, cooperative learning) into their daily lessons.

 

Professional Learning

 

 

08/19/2013

 

 

05/20/2014

 

 

$0 - No Funding Required

 

All classroom teachers


 

Activity - ARI PAL Strategies

Activity Type

Begin Date

End Date

Funding Amount & Source

Staff Responsible

All teachers  will incorporate appropriate "before" strategies to introduce concepts and test prior knowledge, "during" strategies to provide explicit instruction, and "after" strategies to summarize big

ideas or test students' grasp of the material into their daily lessons.

 

 

 

Professional Learning

 

 

 

08/19/2013

 

 

 

05/20/2014

 

 

 

$0 - No Funding Required

 

 

 

All classroom teachers

 

 

Strategy2:

Professional Learning - Teachers in grades three through eight will attend Global Scholar assessment training for both Achievement Series and Performance Series. Implementation of content learned from training will impact student achievement.

Research Cited: Global Scholar

 

 

 

Activity - Achievement & Performance Series Training

Activity Type

Begin Date

End Date

Funding Amount & Source

Staff Responsible

Representatives from Scantron/Performance Series as well as previously-trained faculty members will provide training sessions for preparing resources and assessments to use in instruction.

 

 

Professional Learning

 

 

08/19/2013

 

 

05/20/2014

 

 

$0 - No Funding Required

Three through eight teachers; previously-trained faculty

 

 

 

Goal 3:

All students at Hubbertville School will graduate with their cohorts and be College- and Career-Ready.

 

 

 

 

Measurable Objective 1:

demonstrate a behavior of developing students so that they graduate on time, ready to participate as citizens in society at large by 05/20/2014 as measured by all students' successful transitioning throughout high school and into post-high school..

 

 

 

 

Strategy1:

Instructional Support - By providing various instructional supports for students as they proceed through high school, teachers can help students to successfully complete coursework required for graduation with their cohorts.

Research Cited: RtI

 

 

 

Activity - AHSGE Remediation

Activity Type

Begin Date

End Date

Funding Amount & Source

Staff Responsible

Teachers and administrators will identify students who have not passed the required AHSGE components; teachers in all classes will then provide additional instruction or opportunities for additional instruction to help those students master the objectives necessary to pass.

 

 

Academic Support Program

 

 

 

08/19/2013

 

 

 

05/20/2014

 

 

 

$0 - No Funding Required

 

Classroom teachers, other teachers & staff providing remediation


 

Activity - High-Quality Instruction

Activity Type

Begin Date

End Date

Funding Amount & Source

Staff Responsible

Students will receive high-quality instruction, which will give them the academic foundation they need to proceed through school without retention and to be prepared for work or college/training after high school. This attention to instructional quality involves mentoring new or beginning teachers to ensure that their instruction is delivered at a level that will produce the desired result.

 

 

 

Academic Support Program

 

 

 

 

08/19/2013

 

 

 

 

05/20/2014

 

 

 

 

$0 - No Funding Required

 

 

 

Experienced, highly-qualified teachers

 

 

 

 

Activity - RtI

Activity Type

Begin Date

End Date

Funding Amount & Source

Staff Responsible

Using data analysis and observation, teachers at all levels will identify students who need instructional support in a particular class or course. Teachers will then employ strategies necessary to help those students improve achievement.

 

 

Academic Support Program

 

 

 

08/19/2013

 

 

 

05/20/2014

 

 

 

$0 - No Funding Required

 

 

Experienced, highly qualified teachers; Rti leadership team

 

 

 

 

Activity - LEAD

Activity Type

Begin Date

End Date

Funding Amount & Source

Staff Responsible

 

The LEAD 21st Century after-school program will provide homework assistance, tutoring, and enrichment activities to students in K-12 who encounter academic challenges or who lack a varied experiential base.

 

 

Academic Support Program

 

 

 

08/26/2013

 

 

 

05/16/2014

 

 

 

$1 - Other

School administrators, teachers, student assistants, community representatives, parent volunteers

 

 

 

 

 

Identify the strategies in the schoolwide plan that provide an enriched and accelerated curriculum for select students and support progress for all students?

 

 

Goal 1:

Engage and Empower the Learner Through Technology

 

 

 

 

Measurable Objective 1:

75% of All Students will demonstrate a proficiency  in using technology tools to organize, interpret, and display data, as well as in using digital environments to collaborate and communicate in Practical Living by 05/20/2014 as measured by frequent opportunities to practice in multiple classroom environments.

 

 

 

 

Strategy1:

Technology-Based Learning - Classroom teachers (career tech, language arts, mathematics, social studies, and science) will provide regular and frequent opportunities for students to use technology as a learning tool. Students will prepare multimedia presentations using programs such as Power Point, Keynote, and Prezi; they will work in online learning environments such as Edmodo, Quizlet, Socrative, and Moodle; they will utilize learning and assessment tools such as My Skills Tutor and Global Scholar; and they will create websites and wikis, as well as participate in blogsters.


 

Students will utilize desktop and laptop computers, as well as mobile devices to conduct research, prepare presentations, take assessments, communicate with teachers, collaborate with classmates, publish written works, and solve problems.

 

 

Research Cited: ARI, AMSTI, Science in Motion

 

 

 

Activity - Monitor Use of Technology as Learning Tools

Activity Type

Begin Date

End Date

Funding Amount & Source

Staff Responsible

 

Principal and/or assistant principal will monitor the use of technology as a learning tool through periodic walk-throughs.

 

 

Policy and Process

 

 

08/19/2013

 

 

05/20/2014

 

 

$0 - No Funding Required

principal and/or assistant principal, classroom teachers for 7th-12th students

 

 

 

 

Activity - Lesson Planning

Activity Type

Begin Date

End Date

Funding Amount & Source

Staff Responsible

Teachers will plan lessons that enable students to use technology in the learning process.

Because many students still do not have access to technology and technology support at home, technology-based lessons and activities are critical for growth and development in the 21st century.

 

 

 

Policy and Process

 

 

 

08/19/2013

 

 

 

05/20/2014

 

 

 

$0 - No Funding Required

 

 

 

All classroom teachers

 

 

 

 

Activity - Teacher Training

Activity Type

Begin Date

End Date

Funding Amount & Source

Staff Responsible

Teachers will participate in training to use iPads, iPods, Smartboards, elmos, etc. in order to facilitate student support in the classroom, as well as to maximize technology-based learning opportunities.

 

 

Professional Learning

 

 

08/19/2013

 

 

05/20/2014

 

 

$0 - Title I Part A

Local technology coordinators and assistants; inservice center trainers

 

 

 

Strategy2:

Technology-Based Transitioning - Students in grades nine through twelve will use technology to enhance college- and career-readiness by preparing resumes, conducting college and career research, and completing job applications, college applications, and test registrations. The technological skills employed in completing these tasks will support their transition from high school to college and/or career.

Research Cited: College- and Career-Ready Focus, AL State Dept. of Education

 

 

 

Activity - Student Experience

Activity Type

Begin Date

End Date

Funding Amount & Source

Staff Responsible

Students in grades nine through twelve will prepare resumes, job and/or college applications, test registrations (ACT), etc. as part of their classes and their preparation for graduation.

 

 

Direct Instruction

 

 

08/19/2013

 

 

05/20/2014

 

 

$0 - No Funding Required

 

Career Tech teacher, Guidance Counselor

 

 

 

Goal 2:

All students at Hubbertville School will receive quality instruction that will prepare them to graduate college- or career-ready.

 

 

 

 

Measurable Objective 1:


 

100% of All Students will demonstrate a behavior  of receiving instruction from teachers who have completed CCRS professional development training in Mathematics by 05/20/2014 as measured by all teachers attending workshops and training on Alabama's College- and Career-Ready Standards.

 

 

 

 

Strategy1:

Teacher Training - All classroom teachers will receive specialized training that will equip them to teach the new state standards. This training will be provided by AMSTI specialists and state department trainers in the areas of career preparedness, College- and Career-Ready Standards implementation, and others.

Research Cited: AL State Dept. of Education

 

 

 

Activity - Work Keys

Activity Type

Begin Date

End Date

Funding Amount & Source

Staff Responsible

Guidance Counselor and Career Tech teachers will receive training in order to help students use WorkKeys so that they may build job skills and increase marketability.

 

Professional Learning

 

 

08/19/2013

 

 

05/20/2014

 

 

$0 - No Funding Required

Guidance Counselor, Career Tech teachers

 

 

 

 

Activity - Quality Core Training

Activity Type

Begin Date

End Date

Funding Amount & Source

Staff Responsible

A state department specialist will provide quarterly training sessions on how to construct instructional units by correlating AL CCRS with ACT Quality Core standards.

 

Professional Learning

 

 

08/19/2013

 

 

05/20/2014

 

 

$0 - No Funding Required

 

Mathematics teachers

 

 

 

 

Activity - AL Career Information System

Activity Type

Begin Date

End Date

Funding Amount & Source

Staff Responsible

Career Tech teachers and Guidance Counselor will learn to use the AL Career Information System, which provides students and parents with access to valuable career exploration activities and college financial aid information.

 

 

Professional Learning

 

 

08/19/2013

 

 

05/20/2014

 

 

$0 - No Funding Required

Career Tech Teachers, Guidance Counselor

 

 

 

 

Activity - CCRS Implementation Team

Activity Type

Begin Date

End Date

Funding Amount & Source

Staff Responsible

Select faculty members at all levels will attend the State Department's CCRS Implementation Team quarterly meetings; then, they will provide turnaround training to other faculty members upon return.

 

 

Professional Learning

 

 

09/25/2013

 

 

05/20/2014

 

 

$0 - Other

 

CCRS

Implementation Team members

 

 

 

Goal 3:

All students will have tools to access a comprehensive viable infrastructure when and where they need it.

 

 

 

 

Measurable Objective 1:

demonstrate a behavior of having access to available technologies for learning by 05/20/2014 as measured by classroom teachers and technology coordinator making it available to all students on an equitable basis. .


 

 

 

 

Strategy1:

Technology Availability and Support - Technology coordinators will devise a system for ensuring that hardware and materials are available to all classrooms on an equitable basis. They will also maintain systems and infrastructure and report problems, working with the necessary parties to minimize technological disability that could disrupt the learning process.

Research Cited: Technology-based learning

 

 

 

Activity - Technology Training

Activity Type

Begin Date

End Date

Funding Amount & Source

Staff Responsible

Technology coordinators will receive training on hardware, software, and systems maintenance so they can troubleshoot problems and assist staff and students with technology questions.

 

Professional Learning

 

 

08/19/2013

 

 

05/20/2014

 

 

$0 - Title I Part A

 

School technology coordinator

 

 

 

Goal 4:

To increase the number of high school students scoring at a proficient level in mathematics.

 

 

 

 

Measurable Objective 1:

A 5% increase of All Students  will demonstrate a proficiency  in achievement in Mathematics by 05/20/2014 as measured by the Quality Core End of Course Assessments..

 

 

 

 

Strategy1:

Professional Learning - Nine through twelve math teachers will receive training on tools and processes that will help them utilize Quality Core and Global Scholar resources in their instruction. This training will, therefore, impact student achievement.

Research Cited: ACT & Quality Core

 

 

 

Activity - Quality Core Training

Activity Type

Begin Date

End Date

Funding Amount & Source

Staff Responsible

A state department specialist will provide quarterly training sessions on how to construct instructional units by correlating AL CCRS with ACT Quality Core standards.

 

Professional Learning

 

 

08/19/2013

 

 

05/20/2014

 

 

$0 - No Funding Required

 

Nine through twelve math teacher

 

 

 

Strategy2:

Strategic Teaching - Students will receive Implement explicit, intensive instruction on math standards from teachers who use ARI PAL strategic teaching strategies incorporating a variety of instructional methods.

Research Cited: ARI


 

Activity - ARI PAL Strategies

Activity Type

Begin Date

End Date

Funding Amount & Source

Staff Responsible

All teachers will incorporate appropriate "before" strategies to introduce concepts and test prior knowledge, "during" strategies to provide explicit instruction, and "after" strategies to summarize big

ideas or test students' grasp of the material into their daily lessons.

 

 

 

Professional Learning

 

 

 

08/19/2013

 

 

 

05/20/2014

 

 

 

$0 - No Funding Required

 

 

 

All classroom teachers

 

 

 

 

Activity - Variety of Instructional Methods

Activity Type

Begin Date

End Date

Funding Amount & Source

Staff Responsible

All teachers will incorporate various instructional strategies (differentiated instruction, scaffolding of instruction, cooperative learning) into their daily lessons.

 

Professional Learning

 

 

08/19/2013

 

 

05/20/2014

 

 

$0 - No Funding Required

 

All classroom teachers

 

 

Strategy3:

Align Instruction and Assessments to Global Scholar - Teachers in grades 3 - 8 will provide practice questions and tasks that are similar to Global Scholar Assessments and tasks.

Research Cited: Global Scholar

 

 

 

Activity - Global Scholar Data Dive Training

Activity Type

Begin Date

End Date

Funding Amount & Source

Staff Responsible

 

 

Lead teachers will attend a Global Scholar Data Dive training session and turn-around the training to the remainder of the faculty.

 

 

Professional Learning

 

 

 

06/24/2013

 

 

 

05/20/2014

 

 

 

$0 - No Funding Required

Director of Curriculum and Instruction, Technology Coordinator, Principial

 

 

 

Goal 5:

Students in grades three through eight will become proficient in math and reading.

 

 

 

 

Measurable Objective 1:

70% of All Students will demonstrate a proficiency  of improving achievement  in Mathematics by 05/20/2014 as measured by scoring at grade level or above on Global Scholar Performance Series tests.

 

 

 

 

Strategy1:

Professional Learning - Teachers in grades three through eight will attend Global Scholar assessment training for both Achievement Series and Performance Series. Implementation of content learned from training will impact student achievement.

Research Cited: Global Scholar


 

Activity - Achievement & Performance Series Training

Activity Type

Begin Date

End Date

Funding Amount & Source

Staff Responsible

Representatives from Scantron/Performance Series as well as previously-trained faculty members will provide training sessions for preparing resources and assessments to use in instruction.

 

 

Professional Learning

 

 

08/19/2013

 

 

05/20/2014

 

 

$0 - No Funding Required

Three through eight teachers; previously-trained faculty

 

 

Strategy2:

Strategic Teaching - Students will receive explicit, intensive instruction on reading standards from teachers who use ARI PAL strategic teaching strategies, incorporating a variety of instructional methods.

Research Cited: ARI

 

 

 

Activity - ARI PAL Strategies

Activity Type

Begin Date

End Date

Funding Amount & Source

Staff Responsible

All teachers  will incorporate appropriate "before" strategies to introduce concepts and test prior knowledge, "during" strategies to provide explicit instruction, and "after" strategies to summarize big

ideas or test students' grasp of the material into their daily lessons.

 

 

 

Professional Learning

 

 

 

08/19/2013

 

 

 

05/20/2014

 

 

 

$0 - No Funding Required

 

 

 

All classroom teachers

 

 

 

 

Activity - Variety of Instructional Methods

Activity Type

Begin Date

End Date

Funding Amount & Source

Staff Responsible

All teachers will incorporate various instructional strategies (differentiated instruction, scaffolding of instruction, cooperative learning) into their daily lessons.

 

Professional Learning

 

 

08/19/2013

 

 

05/20/2014

 

 

$0 - No Funding Required

 

All classroom teachers

 

 

 

Measurable Objective 2:

70% of All Students will demonstrate a proficiency  of improving achievement  in Reading by 05/20/2014 as measured by scoring at grade level or above on Global Scholar Performance Series tests.

 

 

 

 

Strategy1:

Professional Learning - Teachers in grades three through eight will attend Global Scholar assessment training for both Achievement Series and Performance Series. Implementation of content learned from training will impact student achievement.

Research Cited: Global Scholar

 

 

 

Activity - Achievement & Performance Series Training

Activity Type

Begin Date

End Date

Funding Amount & Source

Staff Responsible

Representatives from Scantron/Performance Series as well as previously-trained faculty members will provide training sessions for preparing resources and assessments to use in instruction.

 

 

Professional Learning

 

 

08/19/2013

 

 

05/20/2014

 

 

$0 - No Funding Required

Three through eight teachers; previously-trained faculty

 

 

 

Strategy2:

Strategic Teaching - Students will receive explicit, intensive instruction on reading standards from teachers who use ARI PAL strategic teaching strategies, incorporating a variety of instructional methods.                                                                                                                        


 

Research Cited: ARI

 

 

 

Activity - Variety of Instructional Methods

Activity Type

Begin Date

End Date

Funding Amount & Source

Staff Responsible

All teachers will incorporate various instructional strategies (differentiated instruction, scaffolding of instruction, cooperative learning) into their daily lessons.

 

Professional Learning

 

 

08/19/2013

 

 

05/20/2014

 

 

$0 - No Funding Required

 

All classroom teachers

 

 

 

 

Activity - ARI PAL Strategies

Activity Type

Begin Date

End Date

Funding Amount & Source

Staff Responsible

All teachers  will incorporate appropriate "before" strategies to introduce concepts and test prior knowledge, "during" strategies to provide explicit instruction, and "after" strategies to summarize big

ideas or test students' grasp of the material into their daily lessons.

 

 

 

Professional Learning

 

 

 

08/19/2013

 

 

 

05/20/2014

 

 

 

$0 - No Funding Required

 

 

 

All classroom teachers

 

 

 

Goal 6:

All students at Hubbertville School will graduate with their cohorts and be College- and Career-Ready.

 

 

 

 

Measurable Objective 1:

demonstrate a behavior of developing students so that they graduate on time, ready to participate as citizens in society at large by 05/20/2014 as measured by all students' successful transitioning throughout high school and into post-high school..

 

 

 

 

Strategy1:

Instructional Support - By providing various instructional supports for students as they proceed through high school, teachers can help students to successfully complete coursework required for graduation with their cohorts.

Research Cited: RtI

 

 

 

Activity - AHSGE Remediation

Activity Type

Begin Date

End Date

Funding Amount & Source

Staff Responsible

Teachers and administrators will identify students who have not passed the required AHSGE components; teachers in all classes will then provide additional instruction or opportunities for additional instruction to help those students master the objectives necessary to pass.

 

 

Academic Support Program

 

 

 

08/19/2013

 

 

 

05/20/2014

 

 

 

$0 - No Funding Required

 

Classroom teachers, other teachers & staff providing remediation


 

Activity - High-Quality Instruction

Activity Type

Begin Date

End Date

Funding Amount & Source

Staff Responsible

Students will receive high-quality instruction, which will give them the academic foundation they need to proceed through school without retention and to be prepared for work or college/training after high school. This attention to instructional quality involves mentoring new or beginning teachers to ensure that their instruction is delivered at a level that will produce the desired result.

 

 

 

Academic Support Program

 

 

 

 

08/19/2013

 

 

 

 

05/20/2014

 

 

 

 

$0 - No Funding Required

 

 

 

Experienced, highly-qualified teachers

 

 

 

 

Activity - RtI

Activity Type

Begin Date

End Date

Funding Amount & Source

Staff Responsible

Using data analysis and observation, teachers at all levels will identify students who need instructional support in a particular class or course. Teachers will then employ strategies necessary to help those students improve achievement.

 

 

Academic Support Program

 

 

 

08/19/2013

 

 

 

05/20/2014

 

 

 

$0 - No Funding Required

 

 

Experienced, highly qualified teachers; Rti leadership team

 

 

 

 

Activity - LEAD

Activity Type

Begin Date

End Date

Funding Amount & Source

Staff Responsible

 

The LEAD 21st Century after-school program will provide homework assistance, tutoring, and enrichment activities to students in K-12 who encounter academic challenges or who lack a varied experiential base.

 

 

Academic Support Program

 

 

 

08/26/2013

 

 

 

05/16/2014

 

 

 

$1 - Other

School administrators, teachers, student assistants, community representatives, parent volunteers

 

 

Strategy2:

Transition Assistance - Students will receive transition assistance from teachers, the guidance counselor, and other staff as they move from pre-K to kindergarten, from sixth to seventh grade, from eighth to ninth grade, and from high school to work or post-secondary education. This assistance will help students adjust to change at each level, as well as to provide support as they assume more responsibility for their future and prepare for citizenry.

Research Cited: AL State Dept of Education

 

 

 

Activity - Pre-K Program

Activity Type

Begin Date

End Date

Funding Amount & Source

Staff Responsible

We will host a federally-funded pre-K program designed to help prepare children for kindergarten.

Academic Support Program

 

08/19/2013

 

05/20/2014

 

$1 - Other

Pre-school teacher and paraprofessional

 

 

 

 

Activity - Freshman Orientation

Activity Type

Begin Date

End Date

Funding Amount & Source

Staff Responsible

Eighth-grade students and their parents attend an evening orientation meeting to discuss graduation requirements, Carnegie units, schedules, and other transition issues.

Career Preparation/ Orientation

 

 

03/31/2014

 

 

05/20/2014

 

 

$0 - No Funding Required

Principal, assistant principal, guidance counselor


 

Activity - Financial Aid Night

Activity Type

Begin Date

End Date

Funding Amount & Source

Staff Responsible

Seniors and their parents attend an evening financial aid meeting, where they receive vital information about applying for college financial aid.

Career Preparation/ Orientation

 

 

11/04/2013

 

 

12/20/2013

 

 

$0 - No Funding Required

Principal, assistant principal, guidance counselor

 

 

 

 

 

Identify the strategies in the schoolwide plan that provide a level of interventions for students who need the most instructional support?

 

 

Goal 1:

All students at Hubbertville School will graduate with their cohorts and be College- and Career-Ready.

 

 

 

 

Measurable Objective 1:

demonstrate a behavior of developing students so that they graduate on time, ready to participate as citizens in society at large by 05/20/2014 as measured by all students' successful transitioning throughout high school and into post-high school..

 

 

 

 

Strategy1:

Transition Assistance - Students will receive transition assistance from teachers, the guidance counselor, and other staff as they move from pre-K to kindergarten, from sixth to seventh grade, from eighth to ninth grade, and from high school to work or post-secondary education. This assistance will help students adjust to change at each level, as well as to provide support as they assume more responsibility for their future and prepare for citizenry.

Research Cited: AL State Dept of Education

 

 

 

Activity - Financial Aid Night

Activity Type

Begin Date

End Date

Funding Amount & Source

Staff Responsible

Seniors and their parents attend an evening financial aid meeting, where they receive vital information about applying for college financial aid.

Career Preparation/ Orientation

 

 

11/04/2013

 

 

12/20/2013

 

 

$0 - No Funding Required

Principal, assistant principal, guidance counselor

 

 

 

 

Activity - Pre-K Program

Activity Type

Begin Date

End Date

Funding Amount & Source

Staff Responsible

We will host a federally-funded pre-K program designed to help prepare children for kindergarten.

Academic Support Program

 

08/19/2013

 

05/20/2014

 

$1 - Other

Pre-school teacher and paraprofessional

 

 

 

 

Activity - Freshman Orientation

Activity Type

Begin Date

End Date

Funding Amount & Source

Staff Responsible

Eighth-grade students and their parents attend an evening orientation meeting to discuss graduation requirements, Carnegie units, schedules, and other transition issues.

Career Preparation/ Orientation

 

 

03/31/2014

 

 

05/20/2014

 

 

$0 - No Funding Required

Principal, assistant principal, guidance counselor


 

 

Strategy2:

Instructional Support - By providing various instructional supports for students as they proceed through high school, teachers can help students to successfully complete coursework required for graduation with their cohorts.

Research Cited: RtI

 

 

 

Activity - High-Quality Instruction

Activity Type

Begin Date

End Date

Funding Amount & Source

Staff Responsible

Students will receive high-quality instruction, which will give them the academic foundation they need to proceed through school without retention and to be prepared for work or college/training after high school. This attention to instructional quality involves mentoring new or beginning teachers to ensure that their instruction is delivered at a level that will produce the desired result.

 

 

 

Academic Support Program

 

 

 

 

08/19/2013

 

 

 

 

05/20/2014

 

 

 

 

$0 - No Funding Required

 

 

 

Experienced, highly-qualified teachers

 

 

 

 

Activity - AHSGE Remediation

Activity Type

Begin Date

End Date

Funding Amount & Source

Staff Responsible

Teachers and administrators will identify students who have not passed the required AHSGE components; teachers in all classes will then provide additional instruction or opportunities for additional instruction to help those students master the objectives necessary to pass.

 

 

Academic Support Program

 

 

 

08/19/2013

 

 

 

05/20/2014

 

 

 

$0 - No Funding Required

 

Classroom teachers, other teachers & staff providing remediation

 

 

 

 

Activity - LEAD

Activity Type

Begin Date

End Date

Funding Amount & Source

Staff Responsible

 

The LEAD 21st Century after-school program will provide homework assistance, tutoring, and enrichment activities to students in K-12 who encounter academic challenges or who lack a varied experiential base.

 

 

Academic Support Program

 

 

 

08/26/2013

 

 

 

05/16/2014

 

 

 

$1 - Other

School administrators, teachers, student assistants, community representatives, parent volunteers

 

 

 

 

Activity - RtI

Activity Type

Begin Date

End Date

Funding Amount & Source

Staff Responsible

Using data analysis and observation, teachers at all levels will identify students who need instructional support in a particular class or course. Teachers will then employ strategies necessary to help those students improve achievement.

 

 

Academic Support Program

 

 

 

08/19/2013

 

 

 

05/20/2014

 

 

 

$0 - No Funding Required

 

 

Experienced, highly qualified teachers; Rti leadership team


 

Component 3: Instruction by Highly Qualified Staff

 

 

 

 

 

 

 

Label

Assurance

Response

Comment

Attachment

1.

Do all of the instructional paraprofessionals meet the NCLB requirements for highly qualified? If no, what is the number that is not highly qualified and what is being done to address this?

Yes

 

 

 

 

 

 

Label

Assurance

Response

Comment

Attachment

2.

Do all of the teachers meet the NCLB requirements for highly qualified? If no, what is the number that is not highly qualified and what is being done to address this?

Yes

 

 

 

 

Describe how staffing decision ensure that highly qualified, well trained teachers provide instruction and how their assignments most effectively address identified academic needs.

 

 

Only highly-qualified teachers are recruited and considered for teaching positions at Hubbertville. Furthermore, teachers are required to attend professional development on best practices in and changes to the profession; and they are expected to broaden their content area knowledge through professional reading and research outside of professional development opportunities.


 

Component 4: Strategies to Attract Highly Qualified Teachers

 

 

 

 

 

What is the school's teacher turnover rate for this school year?

 

 

The teacher turnover rate at Hubbertville is about 3% (one teacher out of thirty-one). Most changes are attributed to retirements and/or financial situations.

 

 

 

 

What is the experience level of key teaching and learning personnel?

 

 

All teachers at Hubbertville are highly qualified in the subjects they teach. 48% of the faculty hold a Bachelor's degree and 52% hold a Master's degree.

 

 

 

 

What are specific initiatives the school has implemented to attract and retain high quality teachers regardless of the turnover rate?

 

 

Teachers new to the profession are assigned a teacher mentor to guide them through their first year experience. An effort is made to ensure that the mentor is not given other assignments that would interfere with their responsibilities as a mentor (too many committee assignments, for example). Teachers new to Hubbertville, but not new to the profession, are likewise assigned an informal mentor to assist in the transition to the new school environment.

 

 

 

 

What are specific initiatives the district has implemented to attract and retain highly qualified teachers regardless of the turnover rate?

 

 

Each principal, along with the Deputy Superintendent, attended college recruitment events at various universities in order to recruit highly qualified candidates. Furthermore, of those experienced teachers who apply for positions within the district, only those who are highly qualified are considered for employment.

 

 

 

 

If there is a high turnover rate, what initiatives has the school implemented to attempt to lower the turnover rate of highly qualified teachers?

 

 

The teacher turnover rate at Hubbertville is low.


 

Component 5: High Quality and Ongoing Professional Development

 

 

 

 

 

Identify the professional development activities included in the schoolwide plan that are high quality, effective, and research- based?

 

 

Goal 1:

Engage and Empower the Learner Through Technology

 

 

 

 

Measurable Objective 1:

75% of All Students will demonstrate a proficiency  in using technology tools to organize, interpret, and display data, as well as in using digital environments to collaborate and communicate in Practical Living by 05/20/2014 as measured by frequent opportunities to practice in multiple classroom environments.

 

 

 

 

Strategy1:

Technology-Based Learning - Classroom teachers (career tech, language arts, mathematics, social studies, and science) will provide regular and frequent opportunities for students to use technology as a learning tool. Students will prepare multimedia presentations using programs such as Power Point, Keynote, and Prezi; they will work in online learning environments such as Edmodo, Quizlet, Socrative, and Moodle; they will utilize learning and assessment tools such as My Skills Tutor and Global Scholar; and they will create websites and wikis, as well as participate in blogsters.

Students will utilize desktop and laptop computers, as well as mobile devices to conduct research, prepare presentations, take assessments, communicate with teachers, collaborate with classmates, publish written works, and solve problems.

 

 

Research Cited: ARI, AMSTI, Science in Motion

 

 

 

Activity - Teacher Training

Activity Type

Begin Date

End Date

Funding Amount & Source

Staff Responsible

Teachers will participate in training to use iPads, iPods, Smartboards, elmos, etc. in order to facilitate student support in the classroom, as well as to maximize technology-based learning opportunities.

 

 

Professional Learning

 

 

08/19/2013

 

 

05/20/2014

 

 

$0 - Title I Part A

Local technology coordinators and assistants; inservice center trainers

 

 

 

Goal 2:

All students at Hubbertville School will receive quality instruction that will prepare them to graduate college- or career-ready.

 

 

 

 

Measurable Objective 1:

100% of All Students will demonstrate a behavior  of receiving instruction from teachers who have completed CCRS professional development training in Mathematics by 05/20/2014 as measured by all teachers attending workshops and training on Alabama's College- and Career-Ready Standards.


 

 

Strategy1:

Teacher Training - All classroom teachers will receive specialized training that will equip them to teach the new state standards. This training will be provided by AMSTI specialists and state department trainers in the areas of career preparedness, College- and Career-Ready Standards implementation, and others.

Research Cited: AL State Dept. of Education

 

 

 

Activity - Quality Core Training

Activity Type

Begin Date

End Date

Funding Amount & Source

Staff Responsible

A state department specialist will provide quarterly training sessions on how to construct instructional units by correlating AL CCRS with ACT Quality Core standards.

 

Professional Learning

 

 

08/19/2013

 

 

05/20/2014

 

 

$0 - No Funding Required

 

Mathematics teachers

 

 

 

 

Activity - AL Career Information System

Activity Type

Begin Date

End Date

Funding Amount & Source

Staff Responsible

Career Tech teachers and Guidance Counselor will learn to use the AL Career Information System, which provides students and parents with access to valuable career exploration activities and college financial aid information.

 

 

Professional Learning

 

 

08/19/2013

 

 

05/20/2014

 

 

$0 - No Funding Required

Career Tech Teachers, Guidance Counselor

 

 

 

 

Activity - Work Keys

Activity Type

Begin Date

End Date

Funding Amount & Source

Staff Responsible

Guidance Counselor and Career Tech teachers will receive training in order to help students use WorkKeys so that they may build job skills and increase marketability.

 

Professional Learning

 

 

08/19/2013

 

 

05/20/2014

 

 

$0 - No Funding Required

Guidance Counselor, Career Tech teachers

 

 

 

 

Activity - CCRS Implementation Team

Activity Type

Begin Date

End Date

Funding Amount & Source

Staff Responsible

Select faculty members at all levels will attend the State Department's CCRS Implementation Team quarterly meetings; then, they will provide turnaround training to other faculty members upon return.

 

 

Professional Learning

 

 

09/25/2013

 

 

05/20/2014

 

 

$0 - Other

 

CCRS

Implementation Team members

 

 

 

Goal 3:

All students will have tools to access a comprehensive viable infrastructure when and where they need it.

 

 

 

 

Measurable Objective 1:

demonstrate a behavior of having access to available technologies for learning by 05/20/2014 as measured by classroom teachers and technology coordinator making it available to all students on an equitable basis. .

 

 

 

 

Strategy1:

Technology Availability and Support - Technology coordinators will devise a system for ensuring that hardware and materials are available to


 

all classrooms on an equitable basis. They will also maintain systems and infrastructure and report problems, working with the necessary parties to minimize technological disability that could disrupt the learning process.

Research Cited: Technology-based learning

 

 

 

Activity - Technology Training

Activity Type

Begin Date

End Date

Funding Amount & Source

Staff Responsible

Technology coordinators will receive training on hardware, software, and systems maintenance so they can troubleshoot problems and assist staff and students with technology questions.

 

Professional Learning

 

 

08/19/2013

 

 

05/20/2014

 

 

$0 - Title I Part A

 

School technology coordinator

 

 

 

Goal 4:

To increase the number of high school students scoring at a proficient level in mathematics.

 

 

 

 

Measurable Objective 1:

A 5% increase of All Students  will demonstrate a proficiency  in achievement in Mathematics by 05/20/2014 as measured by the Quality Core End of Course Assessments..

 

 

 

 

Strategy1:

Strategic Teaching - Students will receive Implement explicit, intensive instruction on math standards from teachers who use ARI PAL strategic teaching strategies incorporating a variety of instructional methods.

Research Cited: ARI

 

 

 

Activity - Variety of Instructional Methods

Activity Type

Begin Date

End Date

Funding Amount & Source

Staff Responsible

All teachers will incorporate various instructional strategies (differentiated instruction, scaffolding of instruction, cooperative learning) into their daily lessons.

 

Professional Learning

 

 

08/19/2013

 

 

05/20/2014

 

 

$0 - No Funding Required

 

All classroom teachers

 

 

 

 

Activity - ARI PAL Strategies

Activity Type

Begin Date

End Date

Funding Amount & Source

Staff Responsible

All teachers will incorporate appropriate "before" strategies to introduce concepts and test prior knowledge, "during" strategies to provide explicit instruction, and "after" strategies to summarize big

ideas or test students' grasp of the material into their daily lessons.

 

 

 

Professional Learning

 

 

 

08/19/2013

 

 

 

05/20/2014

 

 

 

$0 - No Funding Required

 

 

 

All classroom teachers

 

 

 

Strategy2:

Align Instruction and Assessments to Global Scholar - Teachers in grades 3 - 8 will provide practice questions and tasks that are similar to Global Scholar Assessments and tasks.

Research Cited: Global Scholar


 

Activity - Global Scholar Data Dive Training

Activity Type

Begin Date

End Date

Funding Amount & Source

Staff Responsible

 

 

Lead teachers will attend a Global Scholar Data Dive training session and turn-around the training to the remainder of the faculty.

 

 

Professional Learning

 

 

 

06/24/2013

 

 

 

05/20/2014

 

 

 

$0 - No Funding Required

Director of Curriculum and Instruction, Technology Coordinator, Principial

 

 

Strategy3:

Professional Learning - Nine through twelve math teachers will receive training on tools and processes that will help them utilize Quality Core and Global Scholar resources in their instruction. This training will, therefore, impact student achievement.

Research Cited: ACT & Quality Core

 

 

 

Activity - Quality Core Training

Activity Type

Begin Date

End Date

Funding Amount & Source

Staff Responsible

A state department specialist will provide quarterly training sessions on how to construct instructional units by correlating AL CCRS with ACT Quality Core standards.

 

Professional Learning

 

 

08/19/2013

 

 

05/20/2014

 

 

$0 - No Funding Required

 

Nine through twelve math teacher

 

 

 

Goal 5:

Students in grades three through eight will become proficient in math and reading.

 

 

 

 

Measurable Objective 1:

70% of All Students will demonstrate a proficiency  of improving achievement  in Reading by 05/20/2014 as measured by scoring at grade level or above on Global Scholar Performance Series tests.

 

 

 

 

Strategy1:

Professional Learning - Teachers in grades three through eight will attend Global Scholar assessment training for both Achievement Series and Performance Series. Implementation of content learned from training will impact student achievement.

Research Cited: Global Scholar

 

 

 

Activity - Achievement & Performance Series Training

Activity Type

Begin Date

End Date

Funding Amount & Source

Staff Responsible

Representatives from Scantron/Performance Series as well as previously-trained faculty members will provide training sessions for preparing resources and assessments to use in instruction.

 

 

Professional Learning

 

 

08/19/2013

 

 

05/20/2014

 

 

$0 - No Funding Required

Three through eight teachers; previously-trained faculty

 

 

 

Strategy2:

Strategic Teaching - Students will receive explicit, intensive instruction on reading standards from teachers who use ARI PAL strategic teaching strategies, incorporating a variety of instructional methods.

Research Cited: ARI


 

Activity - Variety of Instructional Methods

Activity Type

Begin Date

End Date

Funding Amount & Source

Staff Responsible

All teachers will incorporate various instructional strategies (differentiated instruction, scaffolding of instruction, cooperative learning) into their daily lessons.

 

Professional Learning

 

 

08/19/2013

 

 

05/20/2014

 

 

$0 - No Funding Required

 

All classroom teachers

 

 

 

 

Activity - ARI PAL Strategies

Activity Type

Begin Date

End Date

Funding Amount & Source

Staff Responsible

All teachers  will incorporate appropriate "before" strategies to introduce concepts and test prior knowledge, "during" strategies to provide explicit instruction, and "after" strategies to summarize big

ideas or test students' grasp of the material into their daily lessons.

 

 

 

Professional Learning

 

 

 

08/19/2013

 

 

 

05/20/2014

 

 

 

$0 - No Funding Required

 

 

 

All classroom teachers

 

 

Measurable Objective 2:

70% of All Students will demonstrate a proficiency  of improving achievement  in Mathematics by 05/20/2014 as measured by scoring at grade level or above on Global Scholar Performance Series tests.

 

 

 

 

Strategy1:

Professional Learning - Teachers in grades three through eight will attend Global Scholar assessment training for both Achievement Series and Performance Series. Implementation of content learned from training will impact student achievement.

Research Cited: Global Scholar

 

 

 

Activity - Achievement & Performance Series Training

Activity Type

Begin Date

End Date

Funding Amount & Source

Staff Responsible

Representatives from Scantron/Performance Series as well as previously-trained faculty members will provide training sessions for preparing resources and assessments to use in instruction.

 

 

Professional Learning

 

 

08/19/2013

 

 

05/20/2014

 

 

$0 - No Funding Required

Three through eight teachers; previously-trained faculty

 

 

 

Strategy2:

Strategic Teaching - Students will receive explicit, intensive instruction on reading standards from teachers who use ARI PAL strategic teaching strategies, incorporating a variety of instructional methods.

Research Cited: ARI

 

 

 

Activity - Variety of Instructional Methods

Activity Type

Begin Date

End Date

Funding Amount & Source

Staff Responsible

All teachers will incorporate various instructional strategies (differentiated instruction, scaffolding of instruction, cooperative learning) into their daily lessons.

 

Professional Learning

 

 

08/19/2013

 

 

05/20/2014

 

 

$0 - No Funding Required

 

All classroom teachers


 

Activity - ARI PAL Strategies

Activity Type

Begin Date

End Date

Funding Amount & Source

Staff Responsible

All teachers  will incorporate appropriate "before" strategies to introduce concepts and test prior knowledge, "during" strategies to provide explicit instruction, and "after" strategies to summarize big

ideas or test students' grasp of the material into their daily lessons.

 

 

 

Professional Learning

 

 

 

08/19/2013

 

 

 

05/20/2014

 

 

 

$0 - No Funding Required

 

 

 

All classroom teachers

 

 

Goal 6:

All students at Hubbertville School will graduate with their cohorts and be College- and Career-Ready.

 

 

 

 

Measurable Objective 1:

demonstrate a behavior of developing students so that they graduate on time, ready to participate as citizens in society at large by 05/20/2014 as measured by all students' successful transitioning throughout high school and into post-high school..

 

 

 

 

Strategy1:

Instructional Support - By providing various instructional supports for students as they proceed through high school, teachers can help students to successfully complete coursework required for graduation with their cohorts.

Research Cited: RtI

 

 

 

Activity - AHSGE Remediation

Activity Type

Begin Date

End Date

Funding Amount & Source

Staff Responsible

Teachers and administrators will identify students who have not passed the required AHSGE components; teachers in all classes will then provide additional instruction or opportunities for additional instruction to help those students master the objectives necessary to pass.

 

 

Academic Support Program

 

 

 

08/19/2013

 

 

 

05/20/2014

 

 

 

$0 - No Funding Required

 

Classroom teachers, other teachers & staff providing remediation

 

 

 

 

Activity - High-Quality Instruction

Activity Type

Begin Date

End Date

Funding Amount & Source

Staff Responsible

Students will receive high-quality instruction, which will give them the academic foundation they need to proceed through school without retention and to be prepared for work or college/training after high school. This attention to instructional quality involves mentoring new or beginning teachers to ensure that their instruction is delivered at a level that will produce the desired result.

 

 

 

Academic Support Program

 

 

 

 

08/19/2013

 

 

 

 

05/20/2014

 

 

 

 

$0 - No Funding Required

 

 

 

Experienced, highly-qualified teachers

 

 

 

 

Activity - RtI

Activity Type

Begin Date

End Date

Funding Amount & Source

Staff Responsible

Using data analysis and observation, teachers at all levels will identify students who need instructional support in a particular class or course. Teachers will then employ strategies necessary to help those students improve achievement.

 

 

Academic Support Program

 

 

 

08/19/2013

 

 

 

05/20/2014

 

 

 

$0 - No Funding Required

 

 

Experienced, highly qualified teachers; Rti leadership team


 

 

 

 

Activity - LEAD

Activity Type

Begin Date

End Date

Funding Amount & Source

Staff Responsible

 

The LEAD 21st Century after-school program will provide homework assistance, tutoring, and enrichment activities to students in K-12 who encounter academic challenges or who lack a varied experiential base.

 

 

Academic Support Program

 

 

 

08/26/2013

 

 

 

05/16/2014

 

 

 

$1 - Other

School administrators, teachers, student assistants, community representatives, parent volunteers

 

 

Strategy2:

Transition Assistance - Students will receive transition assistance from teachers, the guidance counselor, and other staff as they move from pre-K to kindergarten, from sixth to seventh grade, from eighth to ninth grade, and from high school to work or post-secondary education. This assistance will help students adjust to change at each level, as well as to provide support as they assume more responsibility for their future and prepare for citizenry.

Research Cited: AL State Dept of Education

 

 

 

Activity - Pre-K Program

Activity Type

Begin Date

End Date

Funding Amount & Source

Staff Responsible

We will host a federally-funded pre-K program designed to help prepare children for kindergarten.

Academic Support Program

 

08/19/2013

 

05/20/2014

 

$1 - Other

Pre-school teacher and paraprofessional

 

 

 

 

 

 

Identify the professional development opportunities for teachers, principals, paraprofessionals, other staff, and parents that are included in the schoolwide plan?

 

 

Goal 1:

Engage and Empower the Learner Through Technology

 

 

 

 

Measurable Objective 1:

75% of All Students will demonstrate a proficiency  in using technology tools to organize, interpret, and display data, as well as in using digital environments to collaborate and communicate in Practical Living by 05/20/2014 as measured by frequent opportunities to practice in multiple classroom environments.

 

 

 

 

Strategy1:

Technology-Based Learning - Classroom teachers (career tech, language arts, mathematics, social studies, and science) will provide regular and frequent opportunities for students to use technology as a learning tool. Students will prepare multimedia presentations using programs such as Power Point, Keynote, and Prezi; they will work in online learning environments such as Edmodo, Quizlet, Socrative, and Moodle; they will utilize learning and assessment tools such as My Skills Tutor and Global Scholar; and they will create websites and wikis, as well as participate in blogsters.

Students will utilize desktop and laptop computers, as well as mobile devices to conduct research, prepare presentations, take assessments,

communicate with teachers, collaborate with classmates, publish written works, and solve problems.                                                                


 

 

Research Cited: ARI, AMSTI, Science in Motion

 

 

 

Activity - Teacher Training

Activity Type

Begin Date

End Date

Funding Amount & Source

Staff Responsible

Teachers will participate in training to use iPads, iPods, Smartboards, elmos, etc. in order to facilitate student support in the classroom, as well as to maximize technology-based learning opportunities.

 

 

Professional Learning

 

 

08/19/2013

 

 

05/20/2014

 

 

$0 - Title I Part A

Local technology coordinators and assistants; inservice center trainers

 

 

 

Goal 2:

All students at Hubbertville School will receive quality instruction that will prepare them to graduate college- or career-ready.

 

 

 

 

Measurable Objective 1:

100% of All Students will demonstrate a behavior  of receiving instruction from teachers who have completed CCRS professional development training in Mathematics by 05/20/2014 as measured by all teachers attending workshops and training on Alabama's College- and Career-Ready Standards.

 

 

 

 

Strategy1:

Teacher Training - All classroom teachers will receive specialized training that will equip them to teach the new state standards. This training will be provided by AMSTI specialists and state department trainers in the areas of career preparedness, College- and Career-Ready Standards implementation, and others.

Research Cited: AL State Dept. of Education

 

 

 

Activity - Work Keys

Activity Type

Begin Date

End Date

Funding Amount & Source

Staff Responsible

Guidance Counselor and Career Tech teachers will receive training in order to help students use WorkKeys so that they may build job skills and increase marketability.

 

Professional Learning

 

 

08/19/2013

 

 

05/20/2014

 

 

$0 - No Funding Required

Guidance Counselor, Career Tech teachers

 

 

 

 

Activity - AL Career Information System

Activity Type

Begin Date

End Date

Funding Amount & Source

Staff Responsible

Career Tech teachers and Guidance Counselor will learn to use the AL Career Information System, which provides students and parents with access to valuable career exploration activities and college financial aid information.

 

 

Professional Learning

 

 

08/19/2013

 

 

05/20/2014

 

 

$0 - No Funding Required

Career Tech Teachers, Guidance Counselor

 

 

 

 

Activity - CCRS Implementation Team

Activity Type

Begin Date

End Date

Funding Amount & Source

Staff Responsible

Select faculty members at all levels will attend the State Department's CCRS Implementation Team quarterly meetings; then, they will provide turnaround training to other faculty members upon return.

 

 

Professional Learning

 

 

09/25/2013

 

 

05/20/2014

 

 

$0 - Other

 

CCRS

Implementation Team members


 

 

 

 

Activity - Quality Core Training

Activity Type

Begin Date

End Date

Funding Amount & Source

Staff Responsible

A state department specialist will provide quarterly training sessions on how to construct instructional units by correlating AL CCRS with ACT Quality Core standards.

 

Professional Learning

 

 

08/19/2013

 

 

05/20/2014

 

 

$0 - No Funding Required

 

Mathematics teachers

 

 

Goal 3:

All students will have tools to access a comprehensive viable infrastructure when and where they need it.

 

 

 

 

Measurable Objective 1:

demonstrate a behavior of having access to available technologies for learning by 05/20/2014 as measured by classroom teachers and technology coordinator making it available to all students on an equitable basis. .

 

 

 

 

Strategy1:

Technology Availability and Support - Technology coordinators will devise a system for ensuring that hardware and materials are available to all classrooms on an equitable basis. They will also maintain systems and infrastructure and report problems, working with the necessary parties to minimize technological disability that could disrupt the learning process.

Research Cited: Technology-based learning

 

 

 

Activity - Technology Training

Activity Type

Begin Date

End Date

Funding Amount & Source

Staff Responsible

Technology coordinators will receive training on hardware, software, and systems maintenance so they can troubleshoot problems and assist staff and students with technology questions.

 

Professional Learning

 

 

08/19/2013

 

 

05/20/2014

 

 

$0 - Title I Part A

 

School technology coordinator

 

 

 

Goal 4:

To increase the number of high school students scoring at a proficient level in mathematics.

 

 

 

 

Measurable Objective 1:

A 5% increase of All Students  will demonstrate a proficiency  in achievement in Mathematics by 05/20/2014 as measured by the Quality Core End of Course Assessments..

 

 

 

 

Strategy1:

Strategic Teaching - Students will receive Implement explicit, intensive instruction on math standards from teachers who use ARI PAL strategic teaching strategies incorporating a variety of instructional methods.

Research Cited: ARI


 

Activity - ARI PAL Strategies

Activity Type

Begin Date

End Date

Funding Amount & Source

Staff Responsible

All teachers will incorporate appropriate "before" strategies to introduce concepts and test prior knowledge, "during" strategies to provide explicit instruction, and "after" strategies to summarize big

ideas or test students' grasp of the material into their daily lessons.

 

 

 

Professional Learning

 

 

 

08/19/2013

 

 

 

05/20/2014

 

 

 

$0 - No Funding Required

 

 

 

All classroom teachers

 

 

 

 

Activity - Variety of Instructional Methods

Activity Type

Begin Date

End Date

Funding Amount & Source

Staff Responsible

All teachers will incorporate various instructional strategies (differentiated instruction, scaffolding of instruction, cooperative learning) into their daily lessons.

 

Professional Learning

 

 

08/19/2013

 

 

05/20/2014

 

 

$0 - No Funding Required

 

All classroom teachers

 

 

Strategy2:

Professional Learning - Nine through twelve math teachers will receive training on tools and processes that will help them utilize Quality Core and Global Scholar resources in their instruction. This training will, therefore, impact student achievement.

Research Cited: ACT & Quality Core

 

 

 

Activity - Quality Core Training

Activity Type

Begin Date

End Date

Funding Amount & Source

Staff Responsible

A state department specialist will provide quarterly training sessions on how to construct instructional units by correlating AL CCRS with ACT Quality Core standards.

 

Professional Learning

 

 

08/19/2013

 

 

05/20/2014

 

 

$0 - No Funding Required

 

Nine through twelve math teacher

 

 

 

Strategy3:

Align Instruction and Assessments to Global Scholar - Teachers in grades 3 - 8 will provide practice questions and tasks that are similar to Global Scholar Assessments and tasks.

Research Cited: Global Scholar

 

 

 

Activity - Global Scholar Data Dive Training

Activity Type

Begin Date

End Date

Funding Amount & Source

Staff Responsible

 

 

Lead teachers will attend a Global Scholar Data Dive training session and turn-around the training to the remainder of the faculty.

 

 

Professional Learning

 

 

 

06/24/2013

 

 

 

05/20/2014

 

 

 

$0 - No Funding Required

Director of Curriculum and Instruction, Technology Coordinator, Principial

 

 

 

Goal 5:

Students in grades three through eight will become proficient in math and reading.

 

 

 

 

Measurable Objective 1:

70% of All Students will demonstrate a proficiency  of improving achievement  in Mathematics by 05/20/2014 as measured by scoring at grade level or above on Global Scholar Performance Series tests.


 

 

Strategy1:

Strategic Teaching - Students will receive explicit, intensive instruction on reading standards from teachers who use ARI PAL strategic teaching strategies, incorporating a variety of instructional methods.

Research Cited: ARI

 

 

 

Activity - ARI PAL Strategies

Activity Type

Begin Date

End Date

Funding Amount & Source

Staff Responsible

All teachers  will incorporate appropriate "before" strategies to introduce concepts and test prior knowledge, "during" strategies to provide explicit instruction, and "after" strategies to summarize big

ideas or test students' grasp of the material into their daily lessons.

 

 

 

Professional Learning

 

 

 

08/19/2013

 

 

 

05/20/2014

 

 

 

$0 - No Funding Required

 

 

 

All classroom teachers

 

 

 

 

Activity - Variety of Instructional Methods

Activity Type

Begin Date

End Date

Funding Amount & Source

Staff Responsible

All teachers will incorporate various instructional strategies (differentiated instruction, scaffolding of instruction, cooperative learning) into their daily lessons.

 

Professional Learning

 

 

08/19/2013

 

 

05/20/2014

 

 

$0 - No Funding Required

 

All classroom teachers

 

 

 

Strategy2:

Professional Learning - Teachers in grades three through eight will attend Global Scholar assessment training for both Achievement Series and Performance Series. Implementation of content learned from training will impact student achievement.

Research Cited: Global Scholar

 

 

 

Activity - Achievement & Performance Series Training

Activity Type

Begin Date

End Date

Funding Amount & Source

Staff Responsible

Representatives from Scantron/Performance Series as well as previously-trained faculty members will provide training sessions for preparing resources and assessments to use in instruction.

 

 

Professional Learning

 

 

08/19/2013

 

 

05/20/2014

 

 

$0 - No Funding Required

Three through eight teachers; previously-trained faculty

 

 

 

Measurable Objective 2:

70% of All Students will demonstrate a proficiency  of improving achievement  in Reading by 05/20/2014 as measured by scoring at grade level or above on Global Scholar Performance Series tests.

 

 

 

 

Strategy1:

Strategic Teaching - Students will receive explicit, intensive instruction on reading standards from teachers who use ARI PAL strategic teaching strategies, incorporating a variety of instructional methods.

Research Cited: ARI


 

Activity - ARI PAL Strategies

Activity Type

Begin Date

End Date

Funding Amount & Source

Staff Responsible

All teachers  will incorporate appropriate "before" strategies to introduce concepts and test prior knowledge, "during" strategies to provide explicit instruction, and "after" strategies to summarize big

ideas or test students' grasp of the material into their daily lessons.

 

 

 

Professional Learning

 

 

 

08/19/2013

 

 

 

05/20/2014

 

 

 

$0 - No Funding Required

 

 

 

All classroom teachers

 

 

 

 

Activity - Variety of Instructional Methods

Activity Type

Begin Date

End Date

Funding Amount & Source

Staff Responsible

All teachers will incorporate various instructional strategies (differentiated instruction, scaffolding of instruction, cooperative learning) into their daily lessons.

 

Professional Learning

 

 

08/19/2013

 

 

05/20/2014

 

 

$0 - No Funding Required

 

All classroom teachers

 

 

Strategy2:

Professional Learning - Teachers in grades three through eight will attend Global Scholar assessment training for both Achievement Series and Performance Series. Implementation of content learned from training will impact student achievement.

Research Cited: Global Scholar

 

 

 

Activity - Achievement & Performance Series Training

Activity Type

Begin Date

End Date

Funding Amount & Source

Staff Responsible

Representatives from Scantron/Performance Series as well as previously-trained faculty members will provide training sessions for preparing resources and assessments to use in instruction.

 

 

Professional Learning

 

 

08/19/2013

 

 

05/20/2014

 

 

$0 - No Funding Required

Three through eight teachers; previously-trained faculty

 

 

 

Goal 6:

All students at Hubbertville School will graduate with their cohorts and be College- and Career-Ready.

 

 

 

 

Measurable Objective 1:

demonstrate a behavior of developing students so that they graduate on time, ready to participate as citizens in society at large by 05/20/2014 as measured by all students' successful transitioning throughout high school and into post-high school..

 

 

 

 

Strategy1:

Transition Assistance - Students will receive transition assistance from teachers, the guidance counselor, and other staff as they move from pre-K to kindergarten, from sixth to seventh grade, from eighth to ninth grade, and from high school to work or post-secondary education. This assistance will help students adjust to change at each level, as well as to provide support as they assume more responsibility for their future and prepare for citizenry.

Research Cited: AL State Dept of Education


 

Activity - Pre-K Program

Activity Type

Begin Date

End Date

Funding Amount & Source

Staff Responsible

We will host a federally-funded pre-K program designed to help prepare children for kindergarten.

Academic Support Program

 

08/19/2013

 

05/20/2014

 

$1 - Other

Pre-school teacher and paraprofessional

 

 

Strategy2:

Instructional Support - By providing various instructional supports for students as they proceed through high school, teachers can help students to successfully complete coursework required for graduation with their cohorts.

Research Cited: RtI

 

 

 

Activity - LEAD

Activity Type

Begin Date

End Date

Funding Amount & Source

Staff Responsible

 

The LEAD 21st Century after-school program will provide homework assistance, tutoring, and enrichment activities to students in K-12 who encounter academic challenges or who lack a varied experiential base.

 

 

Academic Support Program

 

 

 

08/26/2013

 

 

 

05/16/2014

 

 

 

$1 - Other

School administrators, teachers, student assistants, community representatives, parent volunteers

 

 

 

 

Activity - RtI

Activity Type

Begin Date

End Date

Funding Amount & Source

Staff Responsible

Using data analysis and observation, teachers at all levels will identify students who need instructional support in a particular class or course. Teachers will then employ strategies necessary to help those students improve achievement.

 

 

Academic Support Program

 

 

 

08/19/2013

 

 

 

05/20/2014

 

 

 

$0 - No Funding Required

 

 

Experienced, highly qualified teachers; Rti leadership team

 

 

 

 

Activity - High-Quality Instruction

Activity Type

Begin Date

End Date

Funding Amount & Source

Staff Responsible

Students will receive high-quality instruction, which will give them the academic foundation they need to proceed through school without retention and to be prepared for work or college/training after high school. This attention to instructional quality involves mentoring new or beginning teachers to ensure that their instruction is delivered at a level that will produce the desired result.

 

 

 

Academic Support Program

 

 

 

 

08/19/2013

 

 

 

 

05/20/2014

 

 

 

 

$0 - No Funding Required

 

 

 

Experienced, highly-qualified teachers

 

 

 

 

 

 

Identify the teacher mentoring activities included in the schoolwide plan.  For example, new or inexperienced teachers are given support from an assigned master teacher.

 

 

Goal 1:

All students at Hubbertville School will graduate with their cohorts and be College- and Career-Ready.

 

 

 

 

Measurable Objective 1:


 

demonstrate a behavior of developing students so that they graduate on time, ready to participate as citizens in society at large by 05/20/2014 as measured by all students' successful transitioning throughout high school and into post-high school..

 

 

 

 

Strategy1:

Instructional Support - By providing various instructional supports for students as they proceed through high school, teachers can help students to successfully complete coursework required for graduation with their cohorts.

Research Cited: RtI

 

 

 

Activity - AHSGE Remediation

Activity Type

Begin Date

End Date

Funding Amount & Source

Staff Responsible

Teachers and administrators will identify students who have not passed the required AHSGE components; teachers in all classes will then provide additional instruction or opportunities for additional instruction to help those students master the objectives necessary to pass.

 

 

Academic Support Program

 

 

 

08/19/2013

 

 

 

05/20/2014

 

 

 

$0 - No Funding Required

 

Classroom teachers, other teachers & staff providing remediation

 

 

 

 

Activity - High-Quality Instruction

Activity Type

Begin Date

End Date

Funding Amount & Source

Staff Responsible

Students will receive high-quality instruction, which will give them the academic foundation they need to proceed through school without retention and to be prepared for work or college/training after high school. This attention to instructional quality involves mentoring new or beginning teachers to ensure that their instruction is delivered at a level that will produce the desired result.

 

 

 

Academic Support Program

 

 

 

 

08/19/2013

 

 

 

 

05/20/2014

 

 

 

 

$0 - No Funding Required

 

 

 

Experienced, highly-qualified teachers

 

 

 

 

Activity - LEAD

Activity Type

Begin Date

End Date

Funding Amount & Source

Staff Responsible

 

The LEAD 21st Century after-school program will provide homework assistance, tutoring, and enrichment activities to students in K-12 who encounter academic challenges or who lack a varied experiential base.

 

 

Academic Support Program

 

 

 

08/26/2013

 

 

 

05/16/2014

 

 

 

$1 - Other

School administrators, teachers, student assistants, community representatives, parent volunteers

 

 

 

 

Activity - RtI

Activity Type

Begin Date

End Date

Funding Amount & Source

Staff Responsible

Using data analysis and observation, teachers at all levels will identify students who need instructional support in a particular class or course. Teachers will then employ strategies necessary to help those students improve achievement.

 

 

Academic Support Program

 

 

 

08/19/2013

 

 

 

05/20/2014

 

 

 

$0 - No Funding Required

 

 

Experienced, highly qualified teachers; Rti leadership team


 

Describe how this professional development is “sustained and ongoing.”

 

 

Professional development opportunities are provided throughout the year, as well as during the summer. Some activities take place on campus, while others are held at other district schools, or at inservice center locations. Still other professional development opportunities are possible through webinars or online courses.

Furthermore, teachers engage in more informal professional growth by conducting independent reading and research, using blogs, and by communicating with other professionals.

Faculty meetings provide other opportunities for development as the improvement plan is discussed and goals are re-emphasized.


 

Component 6:   Strategies to Increase Parental Involvement

 

 

 

 

 

How were parents involved in the design of the schoolwide plan?

 

 

The Parental Involvement Committee has a parent representative, along with the district Parent Involvement Coordinator, the principal, the school parent-involvement person, the school guidance counselor, and teachers. The parent representative brings pertinent community perspectives and cohort viewpoints to committee meetings, which directly influence plan content.

 

 

 

 

How were parents involved in the implementation of the schoolwide plan?

 

 

At the beginning of each school year, parents are asked to read and sign the school policy and the Parent/School Compact, which includes a section that clarifies parent responsibilities. These documents are reviewed at our Fall Parent-Involvement Night and again at the end-of-year parent meeting, where parents are provided feedback opportunities.

 

 

 

 

How were parents involved in the evaluation of the schoolwide plan?

 

 

Both the Parent-Involvement Policy and the Parent-School Compact are reviewed at our Fall Parent-Involvement Night and again at the end- of-year parent meeting, where parents are provided feedback opportunities. Parents are also randomly selected to participate in a survey (administered at Parent Night), designed to evaluate the plan's effectiveness and to solicit ideas regarding revision.

 

 

 

 

Does the school have a Title I Parent Involvement policy that addresses how the school carries out the required activities of ESEA Section 1118 (c) through (f)?

 

 

Yes. The school has a policy stipulating that parents have opportunities to provide input into the schoolwide plan, and also that the school will provide reports and materials in a readable format for all parents.

 

 

 

 

How is the school carrying out the activities outlined in ESEA Section 1118 (e ) 1-5, 14 and (f )?

 

 

Our school hosts an annual Parent Night (held in the Fall) and an end-of-year meeting. Both of these meetings provide opportunities for parents to provide input regarding the content and effectiveness of the parent-involvement policy. Parent Night also serves as a forum for parents to become acquainted with local organizations that might provide education and supports. These organizations include local businesses, community colleges, and government agencies.

We also provide information and collect feedback from parents on conference day, as well as at various school-related events such as Fall Festival, Field Day, Homecoming, the Alumni dinner, Awards' Day, field trips, sporting events, and PTO meetings. Furthermore, information is shared through the school web site, Schoolcast call system, and newsletters.


 

How will the parent involvement component of the schoolwide plan be evaluated?

 

 

Feedback from surveys, conferences, and the end-of-year meeting will be collected and evaluated by the Schoolwide committee.

 

 

 

 

How will the results of the evaluation be used to improve the schoolwide program?

 

 

Suggestions and feedback will be discussed and evaluated by the committee; proposed changes will be considered and the plan modified, if necessary.

 

 

 

 

How was the school-parent compact developed?

 

 

The committee examined sample compacts from other schools, alongside State Department requirements for content, before developing our school's document.

 

 

 

 

How is the parent compact used at elementary-level parent teacher conferences?

 

 

Parents are required to read and sign the compact; they are reviewed and explained at meetings and at Parent Night.

 

 

 

 

How is the parent compact shared with middle school or high school parents (depending on the grade span of the school)?

 

 

Middle and high school parents are also required to read and sign the compact at the beginning of the school year. They also are invited to attend conferences and Parent Night.

 

 

 

 

How does the school provide individual student academic assessment results in a language the parents can understand?

 

 

The school provides materials, grades, test results, etc. in a way that is clear and understandable for parents. Furthermore, results are discussed at conferences and other meetings, or at any other time parents need clarification. They are always welcome to ask for any clarification regarding report cards, progress reports, student work sent home, or any other school correspondence.

Our school adheres to the district's non-discrimination policy:

It is the policy of the Fayette County Board of Education that no person shall on the grounds of race, color, religion, gender, age, national origin, veteran status, disability, genetic information or testing, or family and medical leave be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any program, activity or employment.  Inquiries or complaints regarding compliance may be directed to Dr. Rene Nichols, Title VI, Title IX, Section 504 Coordinator, Fayette County Board of Education, Post Office Box 686, Fayette, Alabama 35555 or to the Office for Civil Rights, Department of Education, Washington, DC 20210.


 

Component 7: Transition Strategies

 

 

 

 

 

Identify the strategies in the schoolwide plan that support and assist students in transitioning from one grade level to the next. For example, preschool preparation for Kindergarten and/or eighth grade transition to high school.

 

 

Goal 1:

Engage and Empower the Learner Through Technology

 

 

 

 

Measurable Objective 1:

75% of All Students will demonstrate a proficiency  in using technology tools to organize, interpret, and display data, as well as in using digital environments to collaborate and communicate in Practical Living by 05/20/2014 as measured by frequent opportunities to practice in multiple classroom environments.

 

 

 

 

Strategy1:

Technology-Based Learning - Classroom teachers (career tech, language arts, mathematics, social studies, and science) will provide regular and frequent opportunities for students to use technology as a learning tool. Students will prepare multimedia presentations using programs such as Power Point, Keynote, and Prezi; they will work in online learning environments such as Edmodo, Quizlet, Socrative, and Moodle; they will utilize learning and assessment tools such as My Skills Tutor and Global Scholar; and they will create websites and wikis, as well as participate in blogsters.

Students will utilize desktop and laptop computers, as well as mobile devices to conduct research, prepare presentations, take assessments, communicate with teachers, collaborate with classmates, publish written works, and solve problems.

 

 

Research Cited: ARI, AMSTI, Science in Motion

 

 

 

Activity - Lesson Planning

Activity Type

Begin Date

End Date

Funding Amount & Source

Staff Responsible

Teachers will plan lessons that enable students to use technology in the learning process.

Because many students still do not have access to technology and technology support at home, technology-based lessons and activities are critical for growth and development in the 21st century.

 

 

 

Policy and Process

 

 

 

08/19/2013

 

 

 

05/20/2014

 

 

 

$0 - No Funding Required

 

 

 

All classroom teachers

 

 

 

 

Activity - Monitor Use of Technology as Learning Tools

Activity Type

Begin Date

End Date

Funding Amount & Source

Staff Responsible

 

Principal and/or assistant principal will monitor the use of technology as a learning tool through periodic walk-throughs.

 

 

Policy and Process

 

 

08/19/2013

 

 

05/20/2014

 

 

$0 - No Funding Required

principal and/or assistant principal, classroom teachers for 7th-12th students


 

Activity - Teacher Training

Activity Type

Begin Date

End Date

Funding Amount & Source

Staff Responsible

Teachers will participate in training to use iPads, iPods, Smartboards, elmos, etc. in order to facilitate student support in the classroom, as well as to maximize technology-based learning opportunities.

 

 

Professional Learning

 

 

08/19/2013

 

 

05/20/2014

 

 

$0 - Title I Part A

Local technology coordinators and assistants; inservice center trainers

 

 

Goal 2:

All students at Hubbertville School will graduate with their cohorts and be College- and Career-Ready.

 

 

 

 

Measurable Objective 1:

demonstrate a behavior of developing students so that they graduate on time, ready to participate as citizens in society at large by 05/20/2014 as measured by all students' successful transitioning throughout high school and into post-high school..

 

 

 

 

Strategy1:

Transition Assistance - Students will receive transition assistance from teachers, the guidance counselor, and other staff as they move from pre-K to kindergarten, from sixth to seventh grade, from eighth to ninth grade, and from high school to work or post-secondary education. This assistance will help students adjust to change at each level, as well as to provide support as they assume more responsibility for their future and prepare for citizenry.

Research Cited: AL State Dept of Education

 

 

 

Activity - Pre-K Program

Activity Type

Begin Date

End Date

Funding Amount & Source

Staff Responsible

We will host a federally-funded pre-K program designed to help prepare children for kindergarten.

Academic Support Program

 

08/19/2013

 

05/20/2014

 

$1 - Other

Pre-school teacher and paraprofessional

 

 

 

 

Activity - Financial Aid Night

Activity Type

Begin Date

End Date

Funding Amount & Source

Staff Responsible

Seniors and their parents attend an evening financial aid meeting, where they receive vital information about applying for college financial aid.

Career Preparation/ Orientation

 

 

11/04/2013

 

 

12/20/2013

 

 

$0 - No Funding Required

Principal, assistant principal, guidance counselor

 

 

 

 

Activity - Freshman Orientation

Activity Type

Begin Date

End Date

Funding Amount & Source

Staff Responsible

Eighth-grade students and their parents attend an evening orientation meeting to discuss graduation requirements, Carnegie units, schedules, and other transition issues.

Career Preparation/ Orientation

 

 

03/31/2014

 

 

05/20/2014

 

 

$0 - No Funding Required

Principal, assistant principal, guidance counselor

 

 

 

Narrative:

Hubbertville is a K-12 school. Efforts are made to include all students, K-12, in the activities of the school. Kindergarten students are taken on a group tour of the building and introduced to administrators, the counselor, the media specialist, and the lunchroom personnel.

Seventh-grade students are assigned to homeroom teachers who assist them in their transition to high school.


 

Open House, held just before the start of the new school year, provides students at all grade levels, as well as their parents, an opportunity to become more acquainted with the school environment. Schedules and lockers are issued, and teachers are available for introduction.

Eighth-grade students, along with their parents, attend a special Spring semester orientation for their upcoming Freshman year. The event is held at night; parents and students receive information about the transition into high school. Graduation requirements, Carnegie units, electives, and testing are some of the topics addressed at this event.

Students new to Hubbertville register in the school office and meet with both the principal and the guidance counselor. Students and their parents are taken on a tour of the building and introduced to faculty and fellow-students. The new students are then paired with a student- mentor to help ease their transition.

Eleventh-grade students participate in a career fair during Spring semester.

Provided monies are available, students in grades 9-12 visit at least one college campus and one industry per year.

Seniors visit college campuses, attend college and job fairs, take job-shadowing assignments, and talk with military recruiters in order to gather information about transitioning from high school. They also, along with their parents, attend financial-aid night, where they receive information about and assistance with applying for financial aid


 

Component 8:  Teacher Participation in Making Assessment Decisions

 

 

 

 

 

How do teachers provide their input into the decisions regarding the use of school-based academic assessments?

 

 

Since our school is so small, there is only one teacher per subject area at the high school level (for example, one 9-12 mathematics teacher, one 9-12 social studies teacher, etc.). Therefore, there is no need for common departmental assessments. The school-based assessments that we employ at both the elementary and high school levels are primarily those that are mandated by the state or the district, such as Global Scholar Performance Series benchmarks, AHSGE, ARMT+, and Quality Core End-of Course tests.

 

 

 

 

How are teachers involved in student achievement data analysis for the purpose of improving the academic achievement of all students?

 

 

Teachers met during an inservice day prior to beginning the school year to view assessment results. Teachers shared data between grade levels and across disciplines. At the elementary level, common planning time is utilized to determine student needs and to check for improvement. Monthly data meetings, monthly formal walkthroughs, and weekly instructional snapshots are utilized to determine progress and to assess results. Teachers meet with the administrators and the ARI Coach to discuss data gained from various sources.

At the high school level, teachers discuss assessment results that are a component of school accountability at the beginning of the school year to look for areas of weakness. They also examine formative assessment data throughout the year to check for student progress. This formative assessment data is shared and discussed among faculty in different content areas.


 

Component 9: Timely and Additional Assistance to Students Having Difficulty Mastering the Standards

 

 

 

 

What is the process to identify students who experience difficulty mastering the State's academic achievement assessment standards at an advanced or proficient level?

 

 

At the elementary level, Dibels, Global Scholar Performance Series assessments, and classroom assessments are used to identify students who are experiencing difficulty with mastering certain standards.

At the high school level, Global Scholar Performance Series assessments are used for those students in courses that are tested. Formative assessments in individual courses are also used. Since our school is small, there is typically only one teacher per subject for each level (for example, only one senior high mathematics teacher, one senior high social studies teacher, etc.), so there are no common formative assessments. Therefore, regular teacher observation and individual course formative assessments are important.

 

 

 

 

How is timely, effective, additional assistance provided to students who are experiencing difficulty mastering the State's academic achievement assessment standards at an advanced or proficient level?

 

 

Scott Foresman reading series provides materials for Tiers I, II, and III instruction. Tier I instruction utilizes whole-group activities, small- group activities (which is differentiated for each group), and centers/stations. Tier III instruction provides additional exposure to skills not yet mastered for particular students. Also, Scott Foresman provides a wealth of reading material for use in centers/stations. Grade-level teachers meet with our reading coach at the end of each unit to disaggregate data and to make adjustments to instruction.

Tier II is dependent upon the teacher who provides the whole-group and small-group instruction. For Tier II, teachers must be very observant and aware of students who did NOT master skills during Tier I instruction. This information drives Tier II instruction. Consequently, Tier II instruction is quite subjective and may vary, depending upon the teacher's awareness.

MySkillsTutor and Global Scholar Achievement Series resources are frequently used for Tiers II & III instruction at the high school level. Hubbertville also offers a federally-funded after-school program, LEAD (Learning, Enriching, and Accomplishing Dreams) for any K-12 student who needs extra tutoring and enrichment. This program is voluntary, but it is sometimes recommended by the RtI Leadership Team as a Tier II or Tier III intervention tool.

 

 

 

 

 

 

 

How are students' individual needs being addressed through differentiated instruction in the classroom?

 

 

Differentiated instruction is used at all levels, both elementary and high school. Teachers utilize small groups on a regular basis as part of a strategic teaching focus; group composition varies, depending on the task involved, but it is influenced by students' ability levels and learning styles. This practice occurs at the Tier I level, with whole-group instruction. Of course, differentiation also occurs as a result of students' identification as either Tier II or Tier III.


 

Component 10: Coordination and Integration of Federal, State and Local Programs and Resources

 

 

 

 

 

In what ways are the programs are coordinated and integrated toward the achievement of the schoolwide goals?

 

 

Our school uses federal, state, and local programs and resources to directly address the needs of our school. Since our goal statements are based on needs assessments, the programs and resources are used for goal achievement. The activities and professional development in our improvement plan are there because of these programs and resources.

 

 

 

 

List the State, Federal and local programs that are consolidated/coordinated in the schoolwide program and describe how all programs and resources are coordinated and integrated toward the achievement of the schoolwide goals.

 

 

LEAD, our 21st Century after-school program, and our pre-K program (both federal programs) are directly related to the achievement goals for our school. LEAD is staffed primarily by teachers and students at our school who have an interest in seeing all children succeed. Our Title I and CNP programs are also directly related to achievement. The CNP insures that all students receive proper nutrition, which allows them to function at a higher level. The Title I monies are used for current technology and teacher training, both of which will increase student achievement. The Career Tech program is directly related to our goal of graduating students who are college- or career-ready.

 

 

 

 

How does the school coordinate and integrate the following Federal, State and local services in a manner applicable to the grade level to support achievement of the schoolwide goals: violence prevention programs, nutrition programs, housing programs, Head Start, adult education, vocational and technical education, and job training.

 

 

Local sheriff departments give drug awareness presentations to the student body, both elementary and high school. They also speak to juniors and seniors each year just before Prom to educate them on the dangers of drinking and driving.

Our Career Tech program addresses job and career preparation to our middle and high school grades by conducting interest inventories and career cluster exploration. These students also examine the education and/or training path necessary for various career choices. Certain skills training, such as welding, is also available to our older students.


 

Evaluation:

 

 

 

 

 

How does the school evaluate at least annually the implementation of the schoolwide program?

 

 

We evaluate program implementation at periodic data meetings, end-of-year meetings, committee meetings, through parent surveys, and by getting feedback from parents at school events.

 

 

 

 

How does the school evaluate the results achieved by the schoolwide program using data from the State's annual assessments and other indicators of academic achievement?

 

 

We analyze the previous year's disaggregated assessment data at the beginning of each school year to check the performance of our free- or reduced-price lunch students and our full-price lunch students. We look at proficiency levels of each group in the identified areas of weakness to see if proficiency percentages increased or decreased.

 

 

 

 

How does the school determine whether the schoolwide program has been effective in increasing the achievement of students who are furthest from achieving the standards?

 

 

Teachers assess and monitor those students on a periodic basis. The Rti team is also involved in student progress.

 

 

 

 

What process is followed by the school to revise the plan, as necessary, based on the evaluation, to ensure continuous improvement of students in the schoolwide program?

 

 

The need for plan revision is discussed at grade-level data meetings, at schoolwide committee meetings, and at CIP committee meetings.


 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Coordination of Resources/Comprehensive Budget


 

Introduction

 

 

List all federal, state, and local monies that the school uses to run its program


 

State Foundation Funds:

 

 

 

 

 

 

 

Label

Question

Value

State Foundation Funds:

Provide the total funds allocated for.

1881328.9

 

 

 

 

Label

Question

Value

1.

Provide the number of teacher assigned units.

21.37

 

 

 

 

Label

Question

Value

2.

Provide the number of classroom teachers.

21.64

 

 

 

 

Label

Question

Value

3.

Provide the total of all salaries for the teacher assigned units and classroom teachers.

1021469.6

 

 

 

 

Label

Question

Value

4.

Provide the number of Administrator units.

1.0

 

 

 

 

Label

Question

Value

5.

Provide the total funds allocated for Administrator salaries.

82316.78

 

 

 

 

Label

Question

Value

6.

Provide the number of Assistant Principal(s).

0.5

 

 

 

 

Label

Question

Value

7.

Provide the total funds allocated for Assistant Principal salaries.

30447.5

 

 

 

 

Label

Question

Value

8.

Provide the number of Counselor(s).

1.0

 

 

 

 

Label

Question

Value

9.

Provide the total funds allocated for Counselor salaries.

54252.0


 

 

 

 

Label

Question

Value

10.

Provide the number of Librarian(s).

1.0

 

 

 

 

Label

Question

Value

11.

Provide the total funds allocated for Librarian salaries.

46634.0

 

 

 

 

Label

Question

Value

12.

Provide total funds allocated for Instructional Supplies.

7461.0

 

 

 

 

Label

Question

Value

13.

Provide total funds allocated on Library Enhancement(s).

0.0

 

 

 

 

Label

Question

Value

14.

Provide total funds allocated on Technology.

0.0

 

 

 

 

Label

Question

Value

15.

Provide total funds allocated on Professional Development.

0.0

 

 

 

 

Label

Question

Value

16.

Provide total funds allocated on State ELL Funds.

0.0


 

Federal Funds: Title I Part A

 

 

 

 

 

 

 

Label

Question

Value

Title I: Part A: Improving the Academic Achievement of the Disadvantaged

Provide the total funds allocated.

115818.0

 

 

Provide a brief explanation and breakdown of spending.

 

 

Hubbertville is providing salaries and benefits for one and a half certified teachers totaling $89,177. They have also allotted $1,500 for copier maintenance, $3,800 for materials and supplies, $1,000 for software, $19,023 for instructional computer hardware, and $1,318 for parent involvement.


 

Federal Funds:School Improvement Grant – SIG

 

 

 

 

 

 

 

Label

Question

Value

ARRA FUNDS:

Provide the total funds allocated.

0.0

 

 

Provide a brief explanation and breakdown of spending.

 

 

Not applicable


 

Federal Funds:Title II: Professional Development Activities

 

 

 

 

 

 

 

Label

Question

Value

Title II:

Provide the total funds allocated.

65034.08

 

 

Provide a brief explanition and breakdown of spending.

 

 

Hubbertville receives a class size reduction unit for a  kindergarten teacher totaling $65,034.08.


 

Federal Funds:Title III: For English Language Learners

 

 

 

 

 

 

 

Label

Question

Value

Title III:

Provide the total funds allocated.

0.0

 

 

Provide a brief explanation and breakdown of spending.

 

 

Not applicable


 

Federal Funds:Other federal funds

 

 

 

 

 

 

 

Label

Question

Value

Title IV:

Provide the total funds allocated.

125000.0

 

 

Provide a brief explanation and breakdown of expenses.

 

 

Hubberville has a 21st Century Grant to provide an after school program that totals $125,000.  This is broken down into salaries and benefits totaling $77,200, materials and supplies totaling $41,526, travel and training totaling $5,000, and indirect cost of $1,274.


 

Federal Funds:Title VI:  For Rural and Low-income Schools

 

 

 

 

 

 

 

Label

Question

Value

Title VI:

Provide the total funds allocated.

0.0

 

 

Provide a brief explanation and breakdown of spending.

 

 

Not applicable


 

III. Local Funds ( if applicable)

 

 

 

 

 

 

 

Label

Question

Value

Local Funds:

Provide the total funds allocated.

413319.97

 

 

Provide a brief explanation and breakdown of spending.

 

 

Hubbertville spends their local money in the following areas:  salaries/benefits, instructional materials/supplies, utilities, operation/maintenance, Pre-K, travel/training, office supplies, copier maintenance, items for resale, and transfers.

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