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2010 - 2011 CONTINUOUS IMPROVEMENT PLAN

Title I School Wide Plan Note: Blank copy is available on www.alsde.edu , e-GAP, Document Library Federal Programs Director submits required plans to LEA system’s e-GAP Document Library

NAME OF SCHOOL: Southlawn Middle SchoolSTREET ADDRESS: 5333 Mobile Highway CITY: Montgomery STATE: Alabama ZIP CODE: 36108 CONTACT: Robbie Mangum, Principal TELEPHONE: 334-284-8086 E-MAIL: [email protected] for School Improvement? No Yes Delay Status Year 1 or Year 2 *Submit to LEA for Board approval. Retain the original plan in the LEA. Submit the plan electronically to your system’s e-GAP Document Library by November 3, 2010. Year 3 or Year 4 or more Submit to LEA for Board approval. Scan PAGE ONE and PAGE TWO to indicate signatures. Submit the plan and signature pages

electronically to your system’s e-GAP Document Library by November 3, 2010. Made AYP? YES

NO

Made AMAOs (EL)? YES NO N/A

Career Tech Made AYP?YES NO N/A

Are all federal resources (including Titles I, II, III, IV, V, and VI) used to coordinate and supplement existing services and not used to provide services that, in the absence of federal funds, would be provided by another fund source? YES NO

Describe how this plan will be made available to parents and other stakeholders, such as through parent meetings or on Web sites.

NOTE: The Parental Involvement section of this plan must be distributed to all parents.

This document will be available to parents and other stakeholders in the Parent Resource Center, the school library, the guidance office and the administrative office. The CIP will be formally presented at the first PTA meeting, as well as made available via the school website: [email protected]. Parents will receive a copy of the parental involvement section upon approval of the plan. Parents will be notified of the document’s completion via school messenger. A printed copy of the entire document will be provided to parents or any other stakeholders upon request. This document will be reviewed quarterly and revised as necessary.

*Board Approval: Yes No Board approval received on _____________________________, 2010.

Board Signature:

Superintendent Signature: Date:

System: Montgomery Public Schools School: Southlawn Middle School Updated: January 18, 2011

http://www.alsde.edu/

Federal Programs Coordinator Signature:

Date:

Principal Signature: Date:

CONTINUOUS IMPROVEMENT PLAN DEVELOPMENT AND IMPLEMENTATION TEAMThis plan was developed/or revised during the following time period (August 2010 – October 2010)

Provide a brief description of the planning process, including how teachers will be involved in decisions regarding the use of state academic assessments, and other data sources in order to provide information on and to improve the achievement of individual students and the overall instructional program and how parents were involved with faculty and staff in developing, and implementing the CIP (Title I, Section 1116(b)(A)(viii): During a collaborative effort, Southlawn Middle School endeavored to create mission, vision, and belief statements to reflect our expectations for the future of our school. On August 4- 6, 2010, the leadership team attended the district CIP training where we reviewed the Continuous Improvement Plan to assess efficacy of teaching and learning. This information was shared with all staff members in August, 2010. We concentrated our efforts on the state standards for student learning in order to identify current benchmarks. Further, we conducted an in-house writing assessment to identify writing instruction needs. We analyzed the ARMT, ADAW, AAA, Science Assessment and SAT 10 scores in order to encompass multiple data sources in our review. Each teacher developed a profile sheet of his or her students and used that data to write departmentalized goal, strategies, action steps and benchmarks exclusive of their content area. Through staff development, each teacher was afforded the opportunity to analyze authentic data to monitor their students’ progress in relationship to the stated expectations. The staff analyzed the extent to which the students demonstrated achievement of the anticipated target areas and the level of priority for improvement in each performance area. We conducted Universal Screenings to identify students who will need Tier III and Tier IV intervention. Students were given placement and benchmark assessments using Tier II and III Language! and Transmath tools for appropriate placement in intervention programs. All students were screened using Accelerated Reader’s STAR reading and STAR math as an additional data source for progress monitoring. We gathered the academic growth of individual students from performance data from Southlawn Elementary, Catoma Elementary, Martin Luther King Elementary, Haynevillle Road Elementary and Southlawn Middle School and disaggregated the data for the purpose of directing individual learning, which allows ALL students the opportunity to advance to higher levels of performance. In order to guide our Positive Behavior Support Teams’ goals, PRIDE Survey data, EDUCATEAlabama data and School Incident Report Data were reviewed by the administrative team to get an overall image of the climate and culture of the school. The information gathered from the PRIDE survey prompted us to incorporate the “ Stay on Track” program that is onsite weekly gathering cultural and perception data to use for educating the children on drug abuse and alcohol awareness. Next, the S.T.E.P. (Strategies to Elevate People) Coordinator has conducted a behavior assessment to determine needs as they relate to self esteem, leadership, and communication He is facilitating “The Village Project” to target children with the potential to exhibit negative behavior. He will be onsite daily to intervene with students immediately following the behavior. This program will serve as a Tier I, II, III, and IV intervention. Teachers were provided professional development on Comprehensive Literacy, Strategic Teaching, Classroom Management, Vocabulary Instruction, and Response to Instruction based on needs identified in the professional evaluation tool, curriculum walkthroughs and classroom observations. As required, parents were given the opportunity to submit input to the CIP during the first Open House on August 24, 2010. All parent concerns we addressed immediately. We have monthly parent activities: Lemonade for Lunch, Parents for Pizza, and other activities. During the initial stages of data collection and analysis, we have determined that there is a need to continue to improve in the core areas: Reading; Math; Science; and Social Studies. Teachers discussed individual student performance and made recommendations to the counselor for appropriate scheduling. Differentiated, strategic and tiered Instruction using research based strategies will be used. Curriculum, instruction and assessment will be aligned with the Alabama Course of Study Standards and the District Curriculum Frameworks. Finally, a review of the special education population indicates that they were in the below proficiency group, not meeting AMOs. The Special Education Facilitator met with her department and analyzed the data and developed an action plan to address their students’ needs. Upon completion of this draft, the faculty, staff and administration will review and modify the plan as needed. The CIP will be signed by the leadership team and forwarded to the district for board approval.


Instructional Leadership Team Names

(The Leadership Team must include the principal, faculty [including ELL resource lead teacher if applicable], staff, parents, community

stakeholders, and/or students.)

Positions(Identify position held, e.g., Administration, Faculty, Staff, Grade Level and/or Subject Area, Parents and

Community members.)

Signatures(Indicates participation in the

development of the CIP)

Robbie MangumDurwood WilsonBridgette Johnson

Brian OfficerRoshal Anglin

Gwendolyn GreshamGloria GibbonsStacy Varner

Sabrina BrunsonLucy Pettway

Sandra FreemanFrederick Tisdale

David KodaStephanie Williams

Reneva Orum

PrincipalAssistant Principal

Instructional SpecialistEnglish

TechnologyMath

ScienceSpecial Education

ScienceCounselor

Library MediaSTEP Coordinator/Parent

Social StudiesParent

Reading


Part I - SUMMARY OF NEEDS BASED ON A COMPREHENSIVE REVIEW OF DATA

Part I - continued – DIRECTIONS: NEEDS ASSESSMENT- SUMMARY OF DATA: Indicate data sources used during planning by identifying strengths and weaknesses or program gaps. If your school did not review a particular data source, please write N/A. School improvement goals should address program gaps (weaknesses) as they relate to student achievement or AYP categories such as graduation rate or other


academic indicators. Close attention should be given to the proficiency index. Please include all disaggregated subgroups including those with less than forty students. Additionally, please report data pertaining to the Response to Instruction (RtI) framework, include data used to determine the type of support provided to students (i.e.: universal screening results, benchmark testing, progress monitoring, etc.)

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

In May of 2010, Universal screenings for Southlawn students in grades 6 and 7 were conducted to identify baseline data and RtI placement in Tier II and core replacement programs- TransMath and Language! In August, 2010, students were placed in the intervention classes based on several data sources: Course grades, ARMT achievement levels, Alabama Science Assessment and SAT 10 performance data. The students are also undergoing basic skills testing in mathematics and reading to ensure proper placement and interventions. Sixth grade students were screened for placement in the district recommended intervention programs. In house diagnostic reading assessments are being conducted as an additional data source until all Star Math and Star Reading testing is complete. Data such as student incidents, parent complaints, teacher concerns, teacher absences, teacher evaluations, student attendance and common practices have been analyzed in order to assess the climate and culture of the school. All teachers have created student profile sheets and reviewed subgroup data from the ARMT, SAT 10, and ADAW to determine non-mastered standards. The data gathered was used to determine strategies, benchmarks and actions steps for enhancing practices. Southlawn will offer four instructional tiers: Tier I for accelerated instruction and intervention; Tier II for a solid core curriculum; Tier III for targeted services; Tier IV for Intensive Intervention. The CIP team conducted an analysis of the AYP Accountability Report for reading and math as well as the special education proficiency index.

Highly Qualified Teachers (HQT): Describe how staffing decisions ensure that highly qualified, well-trained teachers provide instruction and how their assignments most effectively address identified academic needs.In accordance with the Alabama State Department hiring practices, Montgomery public schools determines which teacher applicant are highly qualified and meet the requirements of Public Law 107-110 – The No ChildLeft Behind Act of 2001. Southlawn has 32 certificated employees on staff. Employees have received and will continue to participate in staff development aimed at strengthening efficacy in their content areas, as well as in technology, math, reading and writing.

Number and percentage of teachers Non-HQT: 100% of teachers are highly qualified. The principal hired two new teachers as well as an Instructional Specialist who is HQ in Reading. One teacher specializes in mathematics and the other in English. Both teachers have been trained in Tier I and Tier II /Core Replacement interventions.

Number and percentage of Classes Taught by Non-HQT: No core classes are taught by non-HQ teachers.

Alabama High School Graduation Exam (AHSGE): Strengths: N/A Weaknesses:

75% of students at the feeder school are not passing all five sections the AHSGE during the first administration.

Alabama Reading and Mathematics Test (ARMT):

Strengths: Southlawn Middle School made AYP in mathematics and met all proficiency goals.

Eighth grade students scoring level III or IV in mathematics increased from 37% in 2009 to 47% in 2010 and in reading from 40% in 2009 to 50% in 2010.

Weaknesses: Sixth grade students scoring in levels III and IV in mathematics decreased from 29.8% in 2009 to 28.8% in 2010.Seventh grade students scoring in levels III or IV in mathematics decreased from 31% in 2009 to 30% in 2010. 36% of sixth grade students scored levels I or II in reading. 41% of seventh grade students scored levels I or II in reading.The special education subgroup proficiency index decreased from -3.80 to -10.88 in 2010.

Alabama Science Assessment:

Strengths: Thirty-seven children (25%) scored levels III or IV on the ASA.

Weakness: Seventy-five (75%) percent of Southlawn students scored level II on the ASA.

Part I. Cont’d.

Stanford 10


Strengths: In reading, eighth graders increased from 26th percentile in 2009 to 28th percentile in 2010. In mathematics, eighth graders increased from 24th percentile in 2009 to 30th percentile in 2010.

Weakness: In reading, seventh graders decreased from 31st percentile in 2009 to 25th percentile in 2010.

Part I - Continued:

Alabama Direct Assessment of Writing (ADAW):

Strengths: N/A Weaknesses: The ADAW (2010) results show that 0% of students exceeded standards.Only 30% of students scored level III (meets standards)

ACCESS for English Language Learners (ELs):

Strengths: Student scores in grade 6 indicated an increased by 40% in Speaking. Weaknesses: Composite scores decreased by 18.5% in grade 7. Composite scores decreased by 26% in grade 8.

EducateAL or other Professional Evaluation Profile Information:Strengths: N/A Weaknesses: Of the teachers evaluated, most scored emerging based on the

EDUCATEAlabama Continuum.

Additional Data Sources: (e.g., Alabama Alternate Assessment [AAA], School Technology Plan Data)Strengths: Ninety percent of students who participated in the AAA scored level III in math and reading.

Ninety percent of teachers have been trained in Microsoft Office and INOW.

Weaknesses: Fifty percent of 7th grade students scored level II in math.

There are not enough functional computers in the school to provide students ample access to technology.

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

Strengths: Teachers have been trained on Response to Instruction including Tier I, II, III and IV instruction.

Weaknesses: Teachers did not perform pre or post assessments in core classes.

Career and Technical Education Program Data Reports:

Strengths: Software has recently been provided for the career tech teacher that will allow for more effective instruction.

Weakness: The number of computers that are out of order at a given time can hinder the instructional process. Also, at times it takes computer services a long time to respond to work orders.

Part I – Continued (CULTURE RELATED DATA):


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

Strengths: Southlawn Middle incorporated Positive Behavior Support (PBS) strategies to aid in reducing the number of referrals received by students. In addition, SMS has added a STEP Counselor who will also aid in helping to reduce and/or defuse any situation that could potentially lead to office referrals being written.

Weaknesses: According to the Title IX report of year 2009-2010, Southlawn Middle had a total of 380 out of school suspensions, 27 alternative placements and 2 student expulsions, 1 of which was expulsion with services. These numbers were an increase from the previous year of 2008-2009. In addition, SMS had a total of 1005 office referrals in the 2009-2010 school year which was a 312 referral increase from the previous year of 2008-2009.

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

Strengths: 2009-2010 – no dropouts reported Weaknesses: Five (5) students were retained because of academics: 1 sixth grader, 4 seventh graders and 0 eighth graders.

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

Strengths: Seventy-five percent of teachers have been employed at Southlawn for over five years. Weaknesses: Fifteen teaches requested a transfer to another school.

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

Strengths: During the 2009-2010 school, no students were retained due to attendance. Weaknesses: To be conducted during the first quarter.

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

Strengths: None Available Weaknesses: A survey is not available.

School Perception Information related to student PRIDE data.

Strengths: 2010 Pride Survey results indicate that over 72% of all students perceived alcohol, tobacco, and marijuana as harmful or very harmful.

Weaknesses: 2010 Pride Survey results indicate that over 57% of students responded as “never” or “seldom” feeling safe in the parking lot, restroom, playground, and hallways.

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

Strengths: Several resources were purchased to assist the ELL students with attaining proficiency in AMOs. Weaknesses: WIDA ELL standards have not been effectively implemented as observed through classroom teacher lesson plans and classroom observations.

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

Strengths:Students who are proficient willingly assist those who are not proficient. Weaknesses: Limited district resources and no ESL teacher assigned daily to assist ESL students.

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

Strengths: Extended learning opportunities will be offered after school and on Saturdays. Weaknesses: Literacy lab was implemented during the fifth period lunch block, which interrupted and fragmented literacy instruction.


Part II - GOAL TO ADDRESS ACADEMIC NEEDS CONTINUOUS IMPROVEMENT GOAL (SHOULD ADDRESS IDENTIFIED WEAKNESSES AND GAPS): Analysis of the ARMT, SAT 10 and Alabama Science Assessment indicate that in order for our students to reach the desired AMO, we need to increase the number of students proficient in sixth grade reading from 62% to 89%; sixth grade math from 29% to 74%; seventh grade reading from 59% to 84%; seventh grade math from 30% to 74%; eighth grade reading from 49% to 76%; eighth grade math from 48% to 78%. 75% of seventh graders were non- proficient on the ASA.

TARGET GRADE LEVEL(S): 6-8 TARGET CONTENT AREA(S): Reading, Math, Science, Social Studies

AHSGE: Reading Math Science Social Studies Language

ADDITIONAL ACADEMIC INDICATORS: AYP/AMO

TARGET STUDENT SUBGROUP(S): Special Education , ELL

COURSES OF STUDY REFORM STRATEGIES BENCHMARKS INTERVENTIONS RESOURCES

IN ORDER TO MEET THE 2011 ANNUAL MEASUREABLE OBJECTIVES FOR 2011, SOUTHLAWN HAS ELECTED TO TARGET ALL ACOS OBJECTIVES AND ARMT ITEM SPECIFICATIONS FOR GRADES 6-8 READING, SCIENCE, SOCIAL STUDIES AND MATHEMATICS

S1 – To implement strategic teaching across the curriculum.

S1 – AS1. SIG Instructional Specialist will provide coaching weekly to ensure implementation to fidelity.

S1 – AS2. All teachers will incorporate focused instruction weekly on reading comprehension strategies in core content, collaborative and intervention classrooms on textual, functional, and informational reading. Instruction will include modeling of open-ended questions by utilizing ARMT style assessments, Alabama Course of Study Standards, and District Curriculum Frameworks and Pacing Guides to plan for instruction.

S1 – AS3. All teachers will provide daily instruction and have active student engagement through talking, writing, investigating, reading and listening (TWIRL) centered around a variety of textual materials.

S1 – AS4. All teachers will implement explicit instruction using before, during and after reading strategies utilizing graphic organizers daily in every classroom.

S1 – AS5. All teachers will weekly implement small group/cooperative learning activities in every classroom to focus on reading comprehension strategies and critical thinking skills using Bloom’s.

S1 – AS6. All teachers will follow a daily agenda for learning in each content area: Explain the lesson objective, provide a hook , teach big ideas and concepts, model, provide guided and individual practice and conduct formative assessments daily.

S1-AS1 – B1. Agendas and sign in sheets will be completed for each training session.

S1-AS2 – B1. Administrators will check lesson plans weekly for evidence of documentation from 100% of core teachers. EOM ARMT style tests for all core classes will be developed and administered by core teachers at the end of every month, with the results placed in graph form to track growth.

S1-AS3 – B1. Administrators will document use of strategies on Curriculum Monitoring Forms during classroom walkthroughs weekly.

S1-AS4 – B1. All teachers will document the use of scientifically based research and best practices from bell to bell on their lesson plans weekly.

S1-AS5-B1 Instructional Specialist will check lesson plans and grade books weekly for evidence of documentation from 100% of core teachers.

S1-AS6 – B1. Administrators will monitor and document the use of agendas through observations and lesson plans.

S1-AS1- I1 Follow-up trainings will be conducted for those teachers who do not attend required sessions.

S1-AS2-I1 Instructional specialist and administrators will review EOM tests for compliance with guidelines.

S1-AS3-I1 A curriculum monitoring form will be provided to teachers and coaching will be ongoing.

S1-AS4- I1. Use of ARI for strategic teaching will be assessed.

S1-AS5-I1 Lesson plans will be reviewed weekly and corrective feedback provided to teachers by administrators/specialist.

S1-AS6-I1 Walkthrough forms will be maintained and shared with teachers.

WHAT RESOURCES AND SPECIFIC EXPENDITURES WILL BE NEEDED

FOR SUCCESSFUL IMPLEMENTATION?

(Ex: 6 Classroom Libraries, $.....00)

Two-day, Strategic Teaching and Standards-Based Instruction trainings. Lunch including fees for teachers and presenters and it totals $9,350.00.

Books and Ressources $1,120.00

Professional Development - $1,000.00

Classroom Instruction that Works $40.00

RTI Action Network

SIG Instructional Specialist

Transmath Tier II interventionPossible Math Coach



TARGET GRADE LEVEL(S): 6-8 TARGET CONTENT AREA(S): Reading, Math, Science, Social Studies


ADDITIONAL ACADEMIC INDICATORS: AYP, AMO

TARGET STUDENT SUBGROUP(S):Apecial Education


ALL ACOS OBJECTIVES AND ARMT ITEM SPECIFICATIONS

FOR GRADES 6-8 READING, SCIENCE, SOCIAL STUDIES AND

MATHEMATICS

S2. To engage in problem solving by gathering data from the ARMT, SAT 10, Alabama Science Assessment and AHSGE and developing individual student profiles by August, 2010. Teachers will determine areas of student non-mastery and use bi-weekly data meetings as forums to discuss data and strategies.

S2 – AS1. All teachers will implement data driven, standards- based Curriculum, Instruction and Assessment and Response to Instruction including the use of Scientifically Based Research and Best Practices in Teaching and Learning..

S2 – AS2. . Core content teachers will implement the use of District Frameworks and Pacing Guides providing tiered instruction on based the Alabama Course of Study Standards in August, 2010. Lesson plans and grade books will be aligned with skills, standards, and best practices and submitted every Thursday by 8:00 a.m..

S2 – AS3. All core teachers will develop and use formative assessments daily as an aid to assist in determining the focus of content for classroom instruction. When 75% mastery has not been reached, objectives must be re-taught using alternate methods of instruction and assessment.

S2-AS1 – B1. Administrators and Instructional Specialist will gather a list of the least mastered standards based on the profile sheets. All teachers will maintain a data notebook and compile a non mastery list of all students and develop flexible learning groups. Data notebooks will be checked every two weeks. Classroom observations will be used to document the use of standards based curriculum, instruction and assessment every two weeks.

S2-AS2 – B1. Instructional Specialist will check lesson plans weekly for documentation of the use of frameworks and pacing guides. Noncompliance will be addressed on an individual basis.

S2-AS3 – B1. Instructional Specialist and Administrators will check random student folders 3-4 times per week to ensure evidence of the use of formative assessments interventions and re-teaching.

S2-AS1-I1 Students will participate in Universal screenings

S2-AS2-I1. Feedback from lesson plans and professional development as needed.

S2-AS3 – I1. A checklist will be provided for teachers to assure compliance with Response to Intervention Tier II requirements

Substitute Teachers $2,250 to cover classes bi-montly data

meeting and collaborative team planning.

Laminator, laminator paper, poster maker, paper, etc… to post and track data results in WAR room. $2,000.00

Professional Development $2,000.00

Shredder, Colored Copier - $ 3,000.00


Part II - GOAL TO ADDRESS ACADEMIC NEEDS


CONTINUOUS IMPROVEMENT GOAL (SHOULD ADDRESS IDENTIFIED WEAKNESSES AND GAPS): Analysis of the ARMT, SAT 10 and Alabama Science Assessment indicate that in order for our students to reach the desired AMO, we need to increase the number of students proficient in sixth grade reading from 62% to 89%; sixth grade math from 29% to 74%; seventh grade reading from 59% to 84%; seventh grade math from 30% to 74%; eighth grade reading from 49% to 76%; eighth grade math from 48% to 78%. 75% of seventh graders were non- proficient on the ASA.

TARGET GRADE LEVEL(S): TARGET CONTENT AREA(S): Reading, Math, Science, Social Studies


ADDITIONAL ACADEMIC INDICATORS: TARGET STUDENT SUBGROUP(S):Special Education



FOR GRADES 6-8 READING, SCIENCE, SOCIAL STUDIES AND

MATHEMATICS S2 – AS4. Core content teachers will implement differentiated instruction daily based on individual students’ needs. All goals, strategies, benchmarks, accommodations and interventions identified in the IEP or FBA must be adhered to daily.

S2 – AS5. All teachers will use strategies developed by Marzano, Tomlinson, Wiggins and McTighe, and interventions recommended by the RtI Action Network.

S2 – AS6. . Special Education teachers will provide intensive tier II and III review of content standards with targeted students in their caseload at least every Friday. Collaborative teachers will provide basic math and reading skills intervention weekly. Collaborative and core teachers will submit an “at risk” list for referral to BBSST and Tier II and tier III intervention including grade recovery recommendations at the end of each nine weeks.

S2-AS4 – B1. Collaborative teachers and Special Education Facilitator will document the use of differentiated instruction in the core classrooms and their role in providing intervention weekly for students not mastering content standards.

S2-AS5 – B1 Sig Specialists will conduct walkthroughs and give feedback

S2-AS6 – B1. Collaborative teachers and Special Education Facilitator will chart progress of basic skills in math and reading. Collaborative teachers and Core teachers will collaborate to determine appropriate intervention plans for students not mastering standards every two weeks during data forums.

S2-AS4 – I1. State SIG Coach will engage teachers and SIG specialist in the “Train the Trainer Model” on differentiated instruction.

S2-AS5 – I1 Instructional Specialist will provide job-embedded professional development on the use of research based instructional and learning strategies. The specialist will model lessons and provide coaching cycles to assure fidelity of use.

S2-AS6 – I1. Provide additional job-embedded professional development and coaching on how to provide intensive Tier II and III instruction.

Manipulatives, games software, and teaching resources to implement differentiated

instruction. $5,000.00

Professional Development - $3,000.00

Binding Machine CutterPrinters $2,000

TARGET GRADE LEVEL(S): 6-8 TARGET CONTENT AREA(S): Reading, math

AHSGEReading, math

ADDITIONAL ACADEMIC INDICATORS: TARGET STUDENT SUBGROUP(S): SpecialEducation




FOR GRADES 6-8 READING AND MATHEMATICS

S3. To increase academic, content and social vocabulary knowledge through extensive and extended vocabulary instruction.

S3 – AS1. All teachers will model appropriate speech for all students daily by establishing a list of high frequency, testing utility words.

S3 – AS2. Instructional specialist will provide monthly training on effective vocabulary instruction

S3 – AS3. All teachers will use word walls and graphic organizers as visual supports to reinforce new vocabulary daily.

S3 – AS4. All teachers will provide explicit pre-teaching of vocabulary thorough the use of Marzano’s six steps for effective vocabulary instruction at least twice per month.

S3 – AS5. All teachers will teach strategies for independent word learning every day.

S3 – AS6. All teachers will participate in a “word of the day” activity to assist with improving academic vocabulary.

S3-AS1 – B1. Classroom walkthroughs and observations will be ongoing to observe teachers/ use of proper speech and high frequency testing words.

S3-AS2-B1. Students folders will be randomly checked for Evidence of daily vocabulary instruction.

S3-AS3-B1. Word walls will be observed duringclassroom walkthrough and graphic organizers should be filed in student folders.

S3-AS4-B1. Evidence of the six steps be documented in lesson plans and walkthroughs.

S3-AS5-B1. Teachers will teach vocabulary at the beginning of each unit and this will be observed through lesson plans, walkthroughs and observations.

S3-AS6-B1. All teachers will follow the lesson plans for the “word of the day” activity.

S3-AS1-I1. Provide resources and counseling to improve speaking skills.

S3-AS2-I1. Students will use context clues activities to assist with identifying common language.

S3 AS3-I1. Students will be introduced to a variety of graphic organizers such as frayer models, concept maps and word sorts.

S3-AS4-I1. Students will be exposed to each word at least six different ways.

S3-AS5-I1. Students will be allowed to practice using synonyms, antonyms, prefixes, suffixes and root words.

S3-AS6-I1. Students participate in fluency building activities by using the word of the day in sentences.

Copier, paper, etc. to provide a means for displaying word walls.

$3,000.00

Chart PaperPosters StickersMarkers………..$500.00

Professional Develoment …..300.00

Glue Sticks

/Colored Copier



TARGET GRADE LEVEL(S): TARGET CONTENT AREA(S): Reading, Math, Science, Social Studies


ADDITIONAL ACADEMIC INDICATORS: TARGET STUDENT SUBGROUP(S):



FOR GRADES 6-8 READINGS4: To increase motivation and time spent reading, by implementing the Accelerated Reader program.

S4-AS1. Elective teachers will conduct STAR testing to determine reading levels by the end of September.

S4-AS2 Librarian will develop and implement a reward system for AR to encourage students to read daily.

S4-AS3. Instructional Specialist will post students’ reading progress via AR STAR RTI Tracking system every two weeks.

S4-AS1-B1 – Analyze Results of STAR tests during monthly data meetings.

S4-AS2-B1 – Reward students with the highest number of points.

S4-AS3-B1 – Teachers will track student’s reading growth and track quarterly.

S4-AS1-I1 –Teachers will conference with students during advisory period and provide additional support and strategies for improving reading skills.

S4-AS2-I1 – Teachers will identify struggling students and pair them with faculty members to listen to them read at least once weekly.

S4-AS3-I1 – Star reading binder will be maintained and copies (once a copier is obtained) will document growth by a colored chart.

Chart Paper, Novels, Classroom sets of books, etc. to develop

content specific classroom and professional libraries.

$20,000.00

File Cabinets $200.00

Successful Reader $15,000.00

Language ! 15,000.00

Successful Reader,Renaissance Programs 10,000.00




TARGET GRADE LEVEL(S): TARGET CONTENT AREA(S): Reading,

AHSGEReading




FOR GRADES 6-8MATHEMATICS AND SCIENCE

S5. Integrate problem solving skills into math and science instruction and assessment.

S5 – AS1. Math and Science teachers will teach the 4 step method of problem solving one per week: analyze, choose, solve, check.

S5 – AS2. Math and Science teachers will use manipulatives to model information at least two times per month.

S5 – AS3. Science teachers will incorporate the Scientific Method at least 2 times per month: State problem, research, form hypothesis, experiment, analyze data, draw conclusions and report results.

S5-AS1 – B1. Problem solving skills must be documented on lesson plans at least once per week and observed during periodic walkthroughs.

S25AS2 – B1. Classroom observations and walkthroughs will reveal the use of manipulatives to differentiate instruction.

S5-AS3 – B1. Classroom observations, walkthroughs and lesson plans should reveal the use of the Scientific Method.

S5-AS1-I1. Teacher will observe an effective teacher teaching problem solving skills.

S5-AS2-I1. Teachers will engage in peer-coaching on the effective use of manipulatives.

S5-AS3-I1. Side-by-side coaching on how to effectively teach the scientific method.

Math and science manipulatives – $3,5000Laminating paper and posters - $1,2000

Science lab kits, petri dishes, etc…2,000.00.

Part II - GOAL TO ADDRESS ACADEMIC NEEDS


CONTINUOUS IMPROVEMENT GOAL (SHOULD ADDRESS IDENTIFIED WEAKNESSES AND GAPS): Analysis of the ARMT, SAT 10 and Alabama Science Assessment indicate that in order for our students to reach the desired AMO, we need to increase the number of students proficient in sixth grade reading from 62% to 89%; sixth grade math from 29% to 74%; seventh grade reading from 59% to 84%; seventh grade math from 30% to 74%; eighth grade reading from 49% to 76%; eighth grade math from 48% to 78%. 75% of seventh graders were non- proficient on the ASA.

TARGET GRADE LEVEL(S): TARGET CONTENT AREA(S): Mathematics

AHSGEMathematics




FOR GRADES 6-8MATHEMATICS

S6. Create and utilize daily activities which allow for the review of basic math skills.

S6 – AS1. Math teachers will administer a basic math skills assessment by October 1, 2010 to determine areas of non-mastery.

S6 – AS2. Math teachers will communicate the results to parents. Send flash cards home for daily drill of facts not mastered.

S6 – AS3. Math teachers will provide weekly review of basic facts until 100% Mastery.\S6 – AS4. Upon mastery of basic facts, teachers will post students’ results on charts.

S6-AS1-B1 Results of data analysis of basic skills tests will reveal weak areas.

S6-AS2-B1. Signed parent notification letter will be filed in students’ folders.

S6-AS3-B1 Documentation of weekly reviews should appear in lesson plans.

S6-AS4-B1. All math teachers will have a mastery chart posted in their rooms.

S6-AS1-I1. Timed drills in (-), (x), (+), and (/) will occur weekly..S6-AS2-I1. Send home Cards as needed for students to practice.

S6-AS3-I1. Daily Oral Math lessons reflect basic skills.

S6-AS4-I1. Placement in Transmath for students not successful in Tier I instruction.

Chart Paper, Chart Stands, Poster Boards, Stickers. 1,000.00

Transmath 1500.00

Calculators, posters, rulers, compass, counting blocks, protractgors, other math supplioes – 2,000.00

Part II - GOAL TO ADDRESS ACADEMIC NEEDS CONTINUOUS IMPROVEMENT GOAL (SHOULD ADDRESS IDENTIFIED WEAKNESSES AND GAPS): Analysis of the ARMT, SAT 10 and Alabama Science Assessment indicate that in order for our students to reach the desired AMO, we need to increase the


number of students proficient in sixth grade reading from 62% to 89%; sixth grade math from 29% to 74%; seventh grade reading from 59% to 84%; seventh grade math from 30% to 74%; eighth grade reading from 49% to 76%; eighth grade math from 48% to 78%. 75% of seventh graders were non- proficient on the ASA.

TARGET GRADE LEVEL(S): 6-8 TARGET CONTENT AREA(S): Reading, Mathematics, Science, Social Studies

AHSGE ADDITIONAL ACADEMIC INDICATORS: TARGET STUDENT SUBGROUP(S):



FOR GRADES 6-8TECHNOLOGY AND

STRATEGIES

S7. Core teachers will utilize technology to enhance their instruction at least 2-3 times a week.

S7-AS1. Provide training for all core area teachers on how to utilize various technologies (e.g. SMARTboard, Document cameras, class electronic response system, virtual field trips, WebQuest, Internet, Wikis, Blogs, PowerPoint, etc.) to enhance and engage students in learning.

S7-AS2. Core teachers will observe model lessons in assigned areas that utilize technology and other strategies to engage and enhance student learning.

S7-AS3. Core teachers will integrate technology into their instruction at least 2-3 times weekly.

S8-. Core teachers will require assignments and at least one project per nine weeks that require students to demonstrate their learning and/or ability to solve problems using technology.

S8-AS1. Core teachers will collaboratively establish guidelines and requirements for assignments and projects that utilize technology based upon the content area in which they teach.

S8-AS2. Core teachers will conduct Technology Learning Fairs starting in November to spotlight students learning, projects, and growth in the use of technology.

S7-AS2-B1. Agenda and sign-in sheets from trainings.

S7-AS2-B1. Teacher observation schedule and feedback for observation.

S7-AS3-BI1. Administrator and Instructional Specialist will check lesson plans weekly and conduct weekly walkthroughs.

S8-AS1-B1. Minutes of their team meeting

S8-AS2-B1. Administrators and Instructional Specialist will observe Technology Learning Fairs.

S7-AS1-I1. Provide small group or individual training as needed.

S7-AS2-I1. Provide side-by-side coaching as needed.

S7-AS3-I1. Conference with administrator with follow-up instructional support based upon teacher need.

S8-AS1-I1. Technology coordinator will advise and be a resource to teachers.

S8-AS2-I1. Technology will assist with step-by-step planning and implementation of Technology Learning Fair.

SMARTboards, Elmo Document Cameras, Rapid Response Systems, Printers, Classroom set of laptops on chart , $100,000.00

Virtual Fieldtrips, $5,000.00

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

ENGLISH PROFICIENCY GOAL (SHOULD ADDRESS IDENTIFIED WEAKNESSES AND GAPS): To increase academic performance in reading, writing, speaking and listening by 25%.


Data on which goal is based: WIDA –Access Placement Test W-APT*WIDA- World-Class Instructional Design and Assessment; the consortium to which Alabama and a number of other states belong.

TARGET GRADE LEVEL(S): 6-8 TARGET ELP LANGUAGE DOMAIN(S): Circle all that apply. Reading Writing Listening Speaking Comprehension

WIDA ENGLISH LANGUAGE PROFICIENCY STANDARDS

REFORM STRATEGIES BENCHMARKS INTERVENTIONS RESOURCES

WHICH WIDA* ENGLISH LANGUAGE PROFICIENCY

STANDARDS OR DOMAINS ARE LINKED TO EACH STRATEGY?

WHAT RESEARCH-BASED STRATEGIES/ACTIONS WILL BE USED

TO IMPROVE STUDENT ACADEMIC PERFORMANCE?

(Give specific strategies, not just programs or program names.)

HOW WILL PROGRESS FOR EACH ACTION STEP BE MEASURED?

(PERFORMANCE DATA, LISTS, SURVEYS, ETC)

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

PERFORMANCE?

WHAT RESOURCES AND SPECIFIC EXPENDITURES WILL BE NEEDED FOR

SUCCESSFUL IMPLEMENTATION?(Ex: 6 Classroom Libraires, $.....00)

In an effort to provide higher order thinking skills to all students, reading and social studies will engage in critical reading assignments for all children,

S9. To increase comprehension through implementing note taking skills, higher order thinking skills and geography skills.

S9 – AS1. Reading and Social studies teachers will teach students how to identify ideas that are explicit stated in a passage every month. (inference)

S9 – AS2. Reading and Social Studies teachers will activate students’ prior knowledge prior to each unit to help them understand textual material. (making connections)

S9 – AS3. Reading and Social Studies teachers will guide students into taking notes and putting information into their own words every day. (summarizing)

S9 – AS4. Reading and Social Studies Teachers will teach students to combine several sources of information to come to a conclusion. (synthesizing)

. S9-AS1-B1. Evidence of reading strategies in plans.

S9-AS2-B2. Evidence of Strategic teaching is documented in lesson plans/ lesson presentation.

S9-AS3-B2. Evidence of use of Marzano’s strategies for note taking and summarizing will be documented in lesson plans/lesson presentation..

S9-AS4-B3. Evidence of small group instruction

S9-AS1-I1. Professional Development/Peer observations/coaching

S9-AS2-I1. T.Charts, , bellringers

S9-AS3-I1. Cornell Notes, Gist, Outlining

S9-AS4-I1. Exit Slips, Thinking Maps

Flash Drives – 600.00

CD’s 500.00

English in a Flash 2,000.00

Math in a Flash 2000,00

Rosetta Stone $2,000.00

ELL coordinator

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


CULTURE

(REFER TO CULTURAL DATA IN NEEDS ASSESSMENT)

REFORM STRATEGIES BENCHMARKS INTERVENTIONS RESOURCES

WHAT CHALLENGES RELATED TO SCHOOL SAFETY, CLASSROOM

MANAGEMENT/DISCIPLINE, RtI FRAMEWORK

AND SUPPORTIVE LEARNING

ENVIRONMENTS HAVE BEEN IDENTIFIED

THROUGH THE REVIEW OF SCHOOL

DEMOGRAPHIC, PERCEPTION, AND

PROCESS DATA?

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

IMPACTING STUDENT ACADEMIC PERFORMANCE?

(Give specific strategies, not just programs or program names.)

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

SURVEYS, ETC)

HOW WILL THE SCHOOL PROVIDE TIMELY ADJUSTMENT IF STRATEGIES

DO NOT CHANGE PERFORMANCE?

WHAT RESOURCES AND SPECIFIC

EXPENDITURES WILL BE NEEDED FOR

SUCCESSFUL IMPLEMENTATION?(Ex: Teacher Incentives, Title II $.....00, Supplies

for Mentors/Mentees, etc.)

Data analysis indicates that student behavior and classroom management affects the number and frequency of discipline referrals with a direct correlation to student performance, attendance and teacher satisfaction and morale. In 2008-2009 there were 1005 office referrals and 380 out of school suspensions.

S10-AS1. Administrators and teachers will follow the three tiered school-wide discipline plan consistently from October through May.

S10-AS2. All faculty will participate in established intervention activities daily to implement a positive learning environment.

S10-AS3. All faculty will increase the supervision of students in common areas, daily.

S10-AS1-B1. Teachers will keep a discipline log of all referrals, parent contacts or STEP referrals and compare numbers each month.

S10-AS2-B1. PBIS coordinator will track the number of students who receive office referrals for fighting.

Parenting Resource Center Items:

5,000.00

Professional Development – 500.00

Paper, Supplies, 2,000.00


PBS

S10-AS4.Core and Collaborative teachers will include rules and expectations from the school’s discipline plan in newsletters, syllabi, website information, etc... in August and throughout the year.

S10-AS3-B1. Administrators will ensure teachers are reporting for duty stations, monitoring hallways and cafeteria.

S10-AS4-B1. Parents’ signatures on school discipline plan receipt and rules posted in classrooms are visible during walkthroughs.

Monthly parenting workshops

INOW Training

Parenting Classes

Phone Calls home

Letters home

S11: STEP coordinator will mentor at-risk students daily.

S11 -AS1. Facilitation of communication among faculty, staff and students will be conducted by the STEP coordinator, monthly.

S11-AS2. teachers will refer class A violations immediately to STEP coordinator for immediate tier I intervention.

S11-AS3. STEP coordinator will contact parents and develop a behavior plan with at-risk students.

S11-AS1 B1. STEP coordinator will communicate interventions and survey data to staff monthy.

S11-AS2 B1. STEP coordinator will document each counseling session and provide reports of any reductions of repeated incidences to instructional specialist monthly.

S11-AS3 B3. Sign In Sheets/Behavior Plan


S12. Implement a character education program.

S12-AS1: All teachers will conduct a character education program on a daily basis.

S13. To increase parental involvement.

S13-AS1. Teachers and administrators will communicate with parents through various mediums such as school website, telephone messaging system and PTA newsletters monthly.

S13-AS2. Southlawn will host a parent event each month.

S12-AS1. Advisory teachers will include character education activities in lesson plans weekly.

S13-AS1. Increase in parental involvement will serve as documentation of the success of the communication efforts.

S13-AS2. Documentation in the form of sign in sheets and agendas will be maintained.


Special Education S14 – Special Education teachers will assure that the needs of the students are being met and the IEP’s are being followed to fidelity.

S14 AS1: Special Education (Inclusion Teachers) will go into the core classrooms to work with students to implement related services and goals as it pertains to IEP.

S14 AS2: Special Education (Inclusion Teachers/ will resource students to reinforce comprehension of materials taught in the inclusive setting.

S14 AS3: Special Education (PALS) teachers will show evidence of extended standards taught and guidelines met according to the Alabama Alternate Assessment.

S14 AS4: Special Education (BIP teacher and inclusion teachers with FBA’s will show evidence of counseling or social skills and documentation of communication with parents about progress made.

S14 AS5: Special education teachers will use ARMT item specifications to work with the Friday pull-out students to reinforce ARMT style testing procedures.

S14 AS1 B1: Special education teachers will maintain documentation to be turned in quarterly.

S14 AS 2 B1: Documentation of the dates, times and materials taught will be maintained and turned in quarterly as evidence.

S14 AS3 B1: Documentation will be maintained and turned in properly.

S14 AS4 B1: Information will be turned in quarterly..

S14 AS5 B1: This evidence will come via lesson plan, sign in sheets, work samples, teacher signature logs.

Writing Strategy 15 - Writing

Professional Development Strategy 16 – Professional Development

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

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


The instructional specialist has provided new teachers with teaching tips, strategies and professional development to assist them with getting acclimated with the middle school climate. They have conducted data analysis on their students, and disaggregated the data based on content standards. They are supported in curriculum, grading, management and organization.

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

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

The incoming sixth graders are brought on a tour of school during the month of May. They are introduced to the administrators and allowed to fill out Choice cards. Once they arrive, there is a sixth grade meeting and the students are provided information on who to contact for their needs, and given guidelines how to report bullying problems they may encounter.

4. Highly Qualified Teachers: Describe the qualifications of teachers in the school with regard to their being highly qualified and what strategies the school, with the support of the LEA, uses to attract and retain highly qualified teachers.100 percent of teachers are HQ. Southlawn obtains teachers through the use of the Human Resources Department, which is connected to the Alabama State Department of Education Teacher Network.

5. Assessments and Teacher Involvement: Describe how teachers in the school meet to collaborate regarding the use of academic assessments to provide information on and improve the achievement of individual students and the overall instructional program.Teachers at Southlawn have data meetings monthly. During those meetings, the teachers discuss their students’ grades, standardized test data, behavior data, special education data, etc… We have both

gradelevel and content teams they collaborate both vertically and horizontally to align curriculum, instruction and assessment using a problem- solving approach. Teachers are implementing tiered instructive on

in all classes, teaching skills specific to the needs of the learners, and assessing those skills providing progress reports every two weeks.6. Special Populations: Describe procedures used for each group of Migrant, English Learners, Economically Disadvantaged, Special Education, Neglected and/or Delinquent, and Homeless students.English Language Learners are assessed using the ACCESS WIDA instrument. The data has been disaggregated, and efforts are ongoing to ensure the needs of this population are addressed. A home language Survey was sent home and returned by each ELL student. The Parent Involvement Center provides computer access, telephone access and literature specific to this population.7. Special Populations (as listed in the Carl D. Perkins Career and Technical Education Act 2006, Section 3): Describe procedures used for each group of individuals with disabilities; individuals from economically disadvantaged families, including foster children; individuals preparing for non-traditional fields; single parents, including single pregnant women; displaced homemakers; and individuals with limited English proficiency. (N/A for Elementary Schools) The PALS program ……..(to be continued)

8. Extended Learning Opportunities: Describe how the school provides opportunities for the most academically needy students to receive support and reinforcement of academic skills beyond the regular school day.Plans are underway for an afterschool program as well as a Saturday school program. The purpose of the programs will be to provide tier 2 and 3 instruction to students who are struggling both academically and


Behaviorally. Each teacher will work detention and after-school on a voluntary basis throughout the school year. Transportation has been an issue and that need is being addressed.

Part VI –School Parental Involvement Plan as required by Section 1118 of NCLB [Note: This section of the CIP (Part VI) must be distributed to Parents]:

A. Parental Involvement: Describe how the school will convene an annual meeting to inform parents of the school’s participation in Title I and explain Title I requirements, including the 1% set-aside, and the right of parents to be involved. At or Open House a PTA president, Secretary and Treasurer were elected and PTA dues are being accepted. We have a parenting center complete with a computer, telephone and literature. Professional development needs for parents will be addressed and provided throughout the year. A parent serves on the Continuous School Improvement Committee and will participatein classroom walkthroughs.

B. Parental Involvement: Describe: 1. How there will be a flexible number and format of parent meetings offered; 2) How parents will be involved in the planning, review and improvement of the Title I Program (Note: State the school’s process for how all Title I parents have the opportunity for involvement in decision-making.); and 3) How funds allocated for parent involvement are being used in the school. The PTA is scheduled for training. We will determine these issues at that time.

C. Parental Involvement: Describe how the school provides parents of participating children timely information in a uniform format and, to the extent practicable in a language they can understand, about programs under Title I, a description and explanation of the curriculum in use, forms of academic assessments, and achievement expectations used, and, if requested by parents, opportunities for regular meetings to formulate suggestions and participate as appropriate in decisions related to the education of their children.

The Montgomery Public School Code of Student Behavior and Southlawn Middle School Code of Conduct was taught to students thoroughly in all class for the first 3 days of school. were then sent home for parents’ signatures. A parent orientation and open house was held and parents were advised of the rules and guidelines set forth at Southlawn.

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

E. Parental Involvement: Describe procedures to allow parents to submit comments of dissatisfaction with the Continuous Improvement Plan.

Waiting for final copy…..


Part VI –School Parental Involvement Plan as required by Section 1118 of NCLB [Note: This section of the CIP (Part VI) must be distributed to Parents]:

B. Parental Involvement: Describe how the school will convene an annual meeting to inform parents of the school’s participation in Title I and explain Title I requirements, including the 1% set-aside, and the right of parents to be involved. At or Open House a PTA president, Secretary and Treasurer were elected and PTA dues are being accepted. We have a parenting center complete with a computer, telephone and literature. Professional development needs for parents will be addressed and provided throughout the year. A parent serves on the Continuous School Improvement Committee and will participatein classroom walkthroughs.

During the first month of school, SMS will hold an Open House. Parents are notified through the school messenger system flyers sent home by students, and the school’s marquis. At the meeting, topics will include a Discussion of:

Data Analysis / Test Scores Sixth Grade Field Trip Sixth Grade Book List PTA Membership and election of officers

The Title 1 Parent Meeting will be held in September. Parents who volunteer to serve on the CIP committee will present information to other parents at monthly CIP meeting and present information to other parents atPTA meetings and solicit feedback for ways to improve the overall education of students.Allocated funds for parental involvement will be used to cover the expenses of all materials (parenting pamphlets, cds, dvds, ect.) and supplies (ink for printer, paper, writing utensils, notepads, legal pads, ect) in the parent center. Funds may also be used to cover child care cost as needed to assist parents in participating in parent workshops.B. Parental Involvement: Describe: 1. How there will be a flexible number and format of parent meetings offered; 2) How parents will be involved in the planning, review and improvement of the Title I Program (Note: State the school’s process for how all Title I parents have the opportunity for involvement in decision-making.); and 3) How funds allocated for parent involvement are being used in the school. The PTA is scheduled for training. We will determine these issues at that time.SMS will continue its Family First Fridays which serve as an all-day open house the first Friday of each month. Parents will have an opportunity to visit classrooms, check out resources in the parent center, use the computers in the parent resource center. Parent conferences are scheduled through the main office at the parent’s request. Teachers are available before or after school or during their planning periods. Information is disseminated to parents through the school messenger system. A school resource book is kept on the front counter for parents and any other visitors to view. The resource book includes a draft copy of the CIP (until approved), the school safety plan, and other school-related data. Funds are allocated to Parental Involvement according to NCLB.C. Parental Involvement: Describe how the school provides parents of participating children timely information in a uniform format and, to the extent practicable in a language they can understand, about programs under Title I, a description and explanation of the curriculum in use, forms of academic assessments, and achievement expectations used, and, if requested by parents, opportunities for regular meetings to formulate suggestions and participate as appropriate in decisions related to the education of their children.

The Montgomery Public School Code of Student Behavior and Southlawn Middle School Code of Conduct was taught to students thoroughly in all class for the first 3 days of school. were then sent home for parents’ signatures. A parent orientation and open house was held and parents were advised of the rules and guidelines set forth at Southlawn. Test data is distributed by the end of August.

D. Parental Involvement: Describe how parents, the school staff, and students share responsibility for improved student academic achievement for participating students (How the School-Parent Compact is jointly developed with Title I parents; how it is used, reviewed, and updated).The compact is developed by parents, students, teachers, and administrators. Parents will be asked to complete a survey that poses questions as to how they can better share the responsibility of improving student Achievement. Teachers and students also complete a survey. The data is compiled and a School-Parent survey is created. Each student receives a copy that must be signed by the student, parent, teacher, and anAdministrator and kept on file at the school.E. Parental Involvement: Describe procedures to allow parents to submit comments of dissatisfaction with the Continuous Improvement Plan.

A copy of the CIP (draft) is kept in open view in the parent center. Parents who visit the center have an opportunity to review the plan and make comments on a comment card. Those cards are collected weekly. A parenthas the option to leave contact information. Parents are also aware that they may submit concerns directly to the district office.


F. Parental Involvement: Describe how the school will build capacity for parental involvement including how parents will be encouraged to become equal partners in the education of their children. (See NCLB Section 1118, requirements for building capacity in parental involvement.) We will be sponsoring a community health fair, partnering with a local church and business organization. Logistics TBATo ensure effective involvement of parents and to support a partnership among the school, parents, and the community to improve student academic achievement, our school:

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

SMS will accomplish this at it open house and monthly PTA meetings: parents are encouraged to visit the school often for parent-teacher conferences to review, monitor, and discuss their child’ progress. Student progress reports are sent home every two weeks.

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

Resources (English and Spanish for ELL parents) will be available in the parent center. Parents will be able to take these items and read at their leisure. Each parent will receive a parent resource packet for middle school students and a CD. Several parent events will be held throughout the year to encourage parental involvement. Activities TBA.

(3) Shall educate teachers, office personnel, and other school staff, with the assistance of parents, in the value and utility of contributions of parents, and in how to reach out to, communicate with, and work with parents as equal partners, implement and coordinate parent programs, and build ties between parents and the school. (Describe) Teachers will work together through conferences to develop meaningful ways to strengthen parental involvement of students they serve. Parents and teachers also sign compacts that show a willingness to assistall students.

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

The assistant principal serves as the parent liaison and works with the school secretary and guidance counselor to facilitate parental involvement activities.

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

SMS only has one ELL student, who has parents or someone in the immediate family that speaks some English. All communication sent from the school to all students is in plain language.(6) Shall provide such other reasonable support for parental involvement activities as parents may request . (Describe)

Parents are strongly encouraged to visit the school at any time. Every effort is made to address the concerns of parents in a timely fashion.

G. Parental Involvement: Describe how the school will ensure the provision for participation of parents with limited English proficiency, parents with disabilities, and parents of migratory students; including providing information and school reports in a format and, to the extent practicable, in a language that parents can understand.Every effort is made to accommodate ELL parents (translator contacted as needed) ; parents with disabilities (handicap-accessible parking); and migrant students (DHR referral if warranted)


Part VII- PROFESSIONAL LEARNING NEEDS RELATED TO ACADEMIC CHALLENGES Including ENGLISH LANGUAGE PROFICIENCY, SCHOOL SAFETY, DISCIPLINE, RtI FRAMEWORK AND SUPPORTIVE LEARNING ENVIRONMENTS (Reminder: NCLB Section 1116 requires that each year Title I schools identified for improvement must reserve the equivalent of 10% of the Title I school-level allocation made available to the school under Section 1113. In addition, each year LEAs identified for improvement must reserve 10% of their allocations for professional development).

Does the plan provide opportunities for professional development activities that are high-quality, effective, and research-based? YES NO Does the plan include opportunities for teachers, principals, paraprofessionals, other staff, and parents? YES NO Does the plan include required district-wide training for English language acquisition? YES NO

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

WHAT WEAKNESS OR NEED IDENTIFIED IN

ACADEMIC (INCLUDING ELL

AMAOs) OR SCHOOL CULTURE GOALS WILL

THE PROFESSIONAL LEARNING ADDRESS?

WHAT TYPES OF PROFESSIONAL

LEARNING WILL BE OFFERED?

WHEN WILL THE

SESSION BE DELIVERED?

(Please list dates of future PD sessions, not those that have already

taken place.)

WHAT ARE THE EXPECTED

OUTCOMES OF PROFESSIONAL

LEARNING?(Following the

professional learning, how will academic or cultural challenges be impacted – what does

it look like?)

HOW WILL PARTICIPANTS BE HELD ACCOUNTABLE FOR SUCCESSFUL

IMPLEMENTATION AND IN WHAT WAYS WILL EVIDENCE BE COLLECTED TO SHOW EFFECTIVE ASSIMILATION/INTEGRATION

OF STRATEGIES?

WHAT ARE THE FUNDING SOURCES,

ESTIMATED EXPENSES, AND

PROPOSED NAMES OF CONSULTANTS

OR ENTITIES?Example: Title II,

$....00Dr. Verry Goode

DOCUMENT CONTINUOUS LEA REVIEW AND

SUPPORT RESULTS

Use of research-based teaching strategies

Strategic Teaching October, November, January, February

All teachers will improve the quality of their daily instruction which should result in improved student learning.

All teachers will be required to document strategic teaching strategies in their lesson plans as well as implement them into daily instruction. Administrators and the instructional specialist will conduct weekly walththrough, observations, and follow-up feedback to insure compliance to this strategy.

Alabama State Department of Ed. Presenters

$500.00


$2,000.00 supplies

Effective vocabulary instruction

Strategies for teaching vocabulary across the curriculum

October 11, 2010November 8, 2010January 10, 2011

All teachers will integrate research-based vocabulary instructional strategies. As a result, students’ vocabulary and understanding of subject matter will increase.

All students will utilize research-based strategies for teaching vocabulary as evident by word walls, observations, and walkthroughs by administrators and instructional specialist. Student performance on monthly benchmark assessments should denote academic growth.

Alabama Educaqtion Association Trainings

$500.00

$2,000.00 supplies



http://www.alsde.edu/

Integration of technology in teaching and learning

Facilitating 21st Century Teaching and Learning Through the use of Technology

October 18, 2010November 15February, March, April

Teachers will increase in their knowledge and use of technology to improve the quality of teaching. As a result, students will be more engaged in learning and use technology to demonstrate what they have learned.

All teachers will document the use of technology in their lesson plans as well as incorporate technology into their instruction on a weekly basis. Administrators and the instructional specialist will monitor compliance through walkthroughs and observations of Technology Learning Fairs and other demonstrations of student use of technology as a tool for learning and solving problems.

Presenters $500.00

Facilitators $500.00

SIG Instructional Specialists

$2,000.00 supplies

Teachers knowledge and ability to unwrap Course of Study Standards

Unwrapping the Alabama Course of Study Standards

October 4, 2010 Teachers will be able to unwrap Course of Study Standards for the purpose of identifying daily student objectives.

All teachers will post and include in weekly lesson plans their daily objectives that are aligned to state standards and unwrapped. Administrators and instructional specialist will monitor compliance through lesson plans and walkthroughs, and observations.

Presenters $500.00

Facilitators $500.00


$2,000.00 supplies

Train the Trainer RtI Response to Instruction Monthly Teachers paraprofessionals and administrators will increase knowledge of Response to Instruc.tio

Sign In Sheets Presenters, Facilitators

$5,000.00


$2,000.00 supplies

DUPLICATE PAGES AS NEEDED


Part VIII - Coordination of Resources/Comprehensive Budget

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

I. State Foundation Funds: TOTALState Foundation Funds Enter Enter #Earned Units # FTE’s of Units Earned Placed by the at the school school

TOTAL OF ALL SALARIES

FTE Teacher Units: Administrator Units: Assistant Principal: Counselor: Librarian: Career and Technical Education Administrator:Career and Technical Education Counselor:Enter the amount allocated for use at the school for the following:TechnologySystem: Montgomery Public Schools School: Southlawn Middle School Updated: January 18, 2011

Professional DevelopmentState ELL Funds Instructional SuppliesLibrary Enhancement

II. Federal Funds:Title I: Part A: Improving the Academic Achievement of the Disadvantaged TOTALTitle I: (1. Schools identified for improvement must set-aside an equivalent of 10% of its Title I school-level allocation for professional development each year it is in the improvement process. 2. Also include the school’s portion of the 95% of the LEA set-aside for parental involvement. For additional guidance, check with the Federal Programs Coordinator in your school district.) BRIEF EXPLANATION and BREAKDOWN OF SPENDING:

ARRA FUNDS TOTALBRIEF EXPLANATION and BREAKDOWN OF SPENDING:

Title II: Professional Development Activities TOTAL BRIEF EXPLANATION and BREAKDOWN OF SPENDING:

Title III: For English Language Learners TOTAL BRIEF EXPLANATION and BREAKDOWN OF SPENDING:

Title IV: For Safe and Drug-free Schools TOTAL BRIEF EXPLANATION and BREAKDOWN OF SPENDING:

Title VI: For Rural and Low-income Schools TOTALBRIEF EXPLANATION and BREAKDOWN OF SPENDING:


Career and Technical Education-Perkins IV: Basic Grant (Title I) TOTAL BRIEF EXPLANATION and BREAKDOWN OF SPENDING

Career and Technical Education-Perkins IV: Tech Prep (Title II) TOTAL BRIEF EXPLANATION and BREAKDOWN OF SPENDING

Other: 21st Century, Learn and Serve, Even Start, School Improvement Grant TOTAL BRIEF EXPLANATION and BREAKDOWN OF SPENDING

III. Local Funds (if applicable)Local Funds TOTALBRIEF EXPLANATION and BREAKDOWN OF SPENDING:

Part IX – MONITORING/REVIEW DOCUMENTATIONINITIAL REVIEW /DEVELOPMENT Target Date: August Purpose: Review assessment data to develop plan or make plan adjustments to existing plan.

Date ________________________________

Principal Initials______________

LEA initials ______________ Other ___________________

COMMENTS*(Required)

*Use additional pages, if needed

REVIEW 1 Target Date: September Purpose: AMENDMENT - Incorporate recommendations from school, LEA and/or SDE.

Date ________________________________



COMMENTS*(Required)

* Use additional pages, if needed

REVIEW 2 Target Date: October Purpose: IMPLEMENTATION - Provide documentation/evidence of improvement.

Date ________________________________

Principal Initials__________

LEA initials ______________ Other ____________

COMMENTS*(Required)



REVIEW 3 Target Date: November Purpose: IMPLEMENTATION – Provide documentation/evidence of improvement.

Date ________________________________

Principal Initials____________

LEA initials ______________ Other: ________________

COMMENTS*(Required)


REVIEW 4 Target Date: January Purpose: IMPLEMENTATION - Provide documentation/evidence of improvement.

Date ________________________________



COMMENTS*(Required)


REVIEW 5 Target Date: February Purpose: IMPLEMENTATION - Provide documentation/evidence of improvement.

Date ________________________________



COMMENTS*(Required)


REVIEW 6 Target Date: March Purpose: IMPLEMENTATION - Provide documentation/evidence of improvement.

Date ________________________________



COMMENTS*(Required)


REVIEW 7 Target Date: April - MayPurpose: REFLECTIONS/PROJECTIONS – Evaluate each goal, strategy, and action for continuation, revision, or removal.

Date ________________________________



COMMENTS*(Required)


Use information from Reviews to Evaluate the plan and to update the plan for the coming year.


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