1
2010 - 2011
CONTINUOUS IMPROVEMENT PLAN
Non-Title Plan
Note: Blank copy is available on www.alsde.edu , e-GAP, Document Library
Central office designee submits required plans to LEA system’s e-GAP Document Library
NAME OF SCHOOL: Chelsea Intermediate School
STREET ADDRESS: 2315 Highway 39 CITY: Chelsea STATE: Alabama ZIP CODE: 35043
CONTACT: Stephanie Herring, Principal TELEPHONE: 205-682-7220 E-MAIL: s2herring@shelbyed.k12.al.us
Identified for School Improvement? No Yes Delay Status Year 1 Year 2 Year 3 Year 4 or more
ALL PLANS: Submit to LEA for Board approval. Retain the original plan in the LEA. Submit a copy of the plan electronically to your system’s E-GAP Document Library by November 3, 2010.
If using any Federal funding: 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? Made AMAOs Career Tech Are any federal resources Describe how this plan will be made available to parents and other stakeholders, such as through parent meetings or on Web sites.
YES (ELL)? Made AYP? like Title II, III, IV, and VI The Parental Involvement section of this plan will be distributed to all parents with the October report card.
NO YES YES used to coordinate with and
NO NO supplement existing services
N/A N/A and are not used to provide
services that, in the absence
of federal funds, would be
provided by another fund
source?
YES NO
*Board Approval: Yes No Board approval received on _____________________________, 2010. Board Signature:
Superintendent Signature: Date:
LEA Representative Signature: Date:
(responsible for monitoring plan)
Principal Signature: Date:
System: Shelby County School: July 13, 2010
2
CONTINUOUS IMPROVEMENT PLAN DEVELOPMENT AND IMPLEMENTATION TEAM
This plan was developed/or revised during the following time period (e.g. April/May – September 200_): 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:
Our school improvement team met to analyze our students’ data to determine strengths and weaknesses. Weekly, our teachers meet with their grade levels to discuss a variety of teaching strategies for more effective instruction.
Monthly, our teachers will meet with our reading coach to analyze students’ reading progress. These professional development opportunities will be planned based on students’ needs. We will address areas of professional
development that our teachers have indicated as areas in which they wish to improve. Committees are designed to plan effective lessons to provide consistency throughout our instruction. Our reading coach will train parents to
assist with reading and math tutorials for students needing intervention.
Instructional Positions Signatures
Leadership Team Names (Identify position held, e.g., Administration, Faculty, Staff, Grade (Indicates participation in the
(The Leadership Team must include the principal, faculty Level and/or Subject Area, Parents and Community members.) development of the CIP)
[including ELL resource lead teacher if applicable], staff,
parents, community stakeholders, and/or students.)
Stephanie Herring Principal
Stevi Sims Assistant Principal
Cindy Smith Counselor
Aundrea Blevins Reading Coach
Jill Mitchell Media Specialist
Jeff Norris GRC Teacher
Laura Partain Special Education Teacher
Lauren Roland Fourth Grade Teacher
Suzanne Armfield Fourth Grade Teacher
Morgan Talbot Fifth Grade Teacher
Rachel Barnett Fifth Grade Teacher
Jen Berry Parent
System: Shelby County School: July 13, 2010
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Part I – SUMMARY OF NEEDS BASED ON A COMPREHENSIVE REVIEW OF DATA
Directions: Insert a copy of your one-page School Status Report in this TEXT BOX. You may access this report on the web at
www.alsde.edu:
Click on Accountability Reporting.
Choose 2009-2010.
Select Annual Accountability Results Report.
Select your system and school.
Press the Graphics Select Tool button located on the top of the page and select the chart beginning with the school
name. (Note: Do not include the legend).
Then, right click and select COPY.
Return to this document and CLICK IN THIS BOX.
Then, right click to PASTE the chart.
Adjust the size of the text box to display your test results.
System: Shelby County School: July 13, 2010
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Briefly describe the process your faculty used to conduct the needs assessment (analysis of all data).
We used ARMT and SAT-10 data to determine our strengths and weaknesses.
Highly Qualified Teachers (HQT): Describe how staffing decisions ensure that instruction is provided by highly qualified, well-trained teachers and how their assignments most effectively address identified
academic needs.
When hiring for classroom teaching positions, candidates are interviewed and selected with highly qualified status as an integral part of the criteria. Interview candidates for special area teachers are also chosen based
on their abilities to provide sound instruction to our 4th and 5th grade students.
Number and percentage of Non-HQT: Number and percentage of Classes Taught by Non-HQT:
0 0
Alabama High School Graduation Exam (AHSGE):
Strengths: Weaknesses:
N/A N/A
Alabama Reading and Mathematics Test (ARMT):
Strengths: Weaknesses:
Our fourth grade level four Math proficiency increased from 65% to 69%. Our fourth grade Math proficiency In fourth grade Math, 5% of students scored a level II. In fourth grade Reading, 5% scored a level II.
increased from 87% to 94%. Our fourth grade maintained 0% of students receiving a level one proficiency in
Reading. 95% of our students were proficient in the area of Reading. In fifth grade Math, 8% of student scored a level II. In fifth grade Reading, 6% scored a level II.
Our fifth grade proficiency at level one in the area of Math was 0%. 91% of students were proficient in Math, as
compared to 86% in 2009- 2010. Our fifth grade Reading proficiency was 93%. The level four Reading proficiency
increased from 66% to 77%.
Alabama Science Assessment:
Strengths: Weaknesses:
0% of our fifth graders scored a level one on the ASA. 92% of our fifth graders were proficient on the ASA. 8% of our fifth graders scored a level II on the ASA.
Stanford 10:
Strengths: Weaknesses:
Fourth grade reading vocabulary increased from 61% to 74% (students from Chelsea Park Elementary). Fourth Fifth grade reading comprehension decreased from 76% to 75%.
grade reading vocabulary increased from 65% to 74% (students from Mt. Laurel Elementary). Fifth grade total
math proficiency increased from 72% to 74%. Special education subgroup did not meet AYP in both grade levels in Reading and Math.
Dynamic Indicators of Basic Early Literacy Skills (DIBELS):
System: Shelby County School: July 13, 2010
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Strengths: Weaknesses:
N/A N/A
Part I - continued - DIRECTIONS - 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.)
System: Shelby County School: July 13, 2010
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Part I - Continued:
Alabama Direct Assessment of Writing (ADAW):
Strengths: Weaknesses:
During the 2009-2010 school year, zero students wrote ―out of the mode‖ or ―off topic.‖ Dropped from 87% of students scoring a level 3 or 4 in 2008-2009 to 85% of students scoring
a level 3 or 4 in 2009-2010.
ACCESS for English Language Learners (ELLs):
Strengths: Weaknesses:
We share an ELL teacher with two other schools.
Shelby County provides ELL teachers for our ELL students. They provide materials and professional development based on
needs found from our ACCESS data. Shelby County also uses local funds to provide translators for parent conferences and
meetings as needed.
EducateAL or other Professional Evaluation Profile Information:
Strengths: Weaknesses:
Through dialogues, teachers indicated the desire to grow professionally in the area of
According to Educate AL results, teachers have strengths in the area of using student data to drive instruction and determine
student needs. technology.
Additional Data Sources: (e.g., Alabama Alternate Assessment [AAA], School Technology Plan Data)
Strengths: Weaknesses:
We have no funding for technology and must use existing resources.
Our student body continues to participate in virtual field trips. Teachers continue to implement more united streaming videos
into their daily curriculum. Our school technology plan will reflect a school-wide goal of implementing more technology
within the classroom setting.
Local Data (e.g., LEA, school, and grade-level assessments, surveys, program-specific assessments, other RtI data):
Strengths: Weaknesses:
Student benchmarks and Think Link (Discovery Education) test results are used to drive instruction. N/A
Career and Technical Education Program Data Reports:
Strengths: Weaknesses:
N/A N/A
System: Shelby County School: July 13, 2010
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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, student
attendance).
Strengths: Weaknesses:
The number of bus misbehavior incidents decreased from 37 incidents in 2008-2009 to 31 incidents in 2009-2010. There were a total of 143 discipline incidents during the 2009-2010 school year which was a n
increase of 40 infractions from the 2008-2009 school year.
School Demographic Information related to drop-out information and graduation rate data.
Strengths: Weaknesses:
N/A N/A
School Demographic Information related to teacher attendance, teacher turnover, or challenges associated with a high percent of new and/or inexperienced faculty.
Strengths: Weaknesses:
Low turnover rate (only one teacher and one aide left—due to relocation) Loss of instructional aides due to funding
School Demographic Information related to student attendance, patterns of student tardiness, early checkouts, late enrollments, high number of transfers, and/or transiency including migratory moves (if
applicable).
Strengths: Weaknesses:
We met the AYP indicator goal by having ninety-four percent attendance. We strive to reach an attendance rate of one hundred percent.
School Perception Information related to parent perceptions and parent needs including information about literacy and education levels.
Strengths: Weaknesses:
We continue to have strong parental involvement and support. We send more frequent announcements through our We continue to find more ways to invite parents to participate in their child’s education.
list
serve to keep parents regularly informed.
School Perception Information related to student PRIDE data.
Strengths: Weaknesses:
N/A N/A
School Process Information related to an analysis of existing curricula focused on helping English Language Learners (ELLs) work toward attaining proficiency in annual measurable achievement objectives
(AMAOs).
Strengths: Weaknesses
Shelby County provides ELL teachers for our ELL students. They provide materials and professional development basedWe share an ELL teacher with two other schools.
:
on needs found from our ACCESS data. Shelby County also uses local funds to provide translators for parent conferences
and meetings as needed. The opportunities for tutoring and summer camp are also provided.
School Process Information related to an analysis of existing personnel focused on helping English Language Learners (ELLs) work toward attaining proficiency in annual measurable achievement objectives
(AMAOs).
Strengths: Weaknesses:
We share an ELL teacher with two other schools.
Shelby County provides ELL teachers for our ELL students. They provide materials and professional development based
on needs found from our ACCESS data. Shelby County also uses local funds to provide translators for parent conferences
and meetings as needed. The opportunities for tutoring and summer camp are also provided.
System: Shelby County School: July 13, 2010
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School Process Information uncovered by an analysis of curriculum alignment, instructional materials, instructional strategies, reform strategies, and/or extended learning opportunities.
Strengths: Weaknesses:
We are
Pacing guides are revised every summer. CORE curriculum maps are used for reading instruction. One hundred percent continuing to add books to our school library, as well as, classroom libraries. As our enrollment
of our faculty has completed AMSTI training, and they’re implementing these strategies daily by using their instructional
continues to increase, so does our need for more books.
guides, manipulatives, and resource kits.
Part II - GOAL TO ADDRESS ACADEMIC NEEDS – All components to support improving academic achievement, INCLUDING SCHOOL CULTURE AND RtI CONSIDERATIONS, should be related to the
weaknesses identified in the data summary. DUPLICATE PAGES AS NEEDED TO ADDRESS TOP PRIORITIZED GOALS INCLUDING SACS DISTRICT GOALS, IF APPLICABLE. Use the SMART Goals format to address
areas of need.
CONTINUOUS IMPROVEMENT GOAL #1 (SHOULD ADDRESS IDENTIFIED WEAKNESSES AND GAPS): Fourth grade students will maintain a 90% proficiency level. Fourth grade students will improve to
70% proficiency in the areas of using strategies to comprehend literary/recreational materials and using strategies to comprehend functional and textual/information materials. Fifth grade students will maintain a 90%
proficiency level. Fifth grade students will improve to 75% proficiency in the areas of using strategies to comprehend literary/recreational materials and using strategies to comprehend functional and
textual/information materials.
Data Results on which goal is based: 2010 ARMT scores
ACTION TEAM MEMBERS: Aundrea Blevins, Jill Mitchell, Vicki Birdsong, Karen Cochran, Suzanne Armfield, Leigh McLemore, Daryl Hyde, Jessica Stewart, Valerie Greer, Jeff Norris, Emily Vansant, Leah Green
TARGET GRADE LEVEL(S): TARGET CONTENT AREA(S): AHSGE: ADDITIONAL ACADEMIC TARGET STUDENT SUBGROUP(S):
4-5 Circle One Reading Math Science Social Studies INDICATORS: All student subgroups
Reading Math Science Language
Other
COURSES OF STUDY REFORM STRATEGIES BENCHMARKS INTERVENTIONS RESOURCES
WHICH COURSE OF WHAT RESEARCH-BASED HOW WILL PROGRESS FOR EACH HOW WILL THE SCHOOL WHAT RESOURCES AND SPECIFIC
STUDY STANDARDS, STRATEGIES/ACTIONS WILL BE USED ACTION STEP BE MEASURED? PROVIDE TIMELY ASSISTANCE IF EXPENDITURES WILL BE NEEDED
AHSGE TO IMPROVE STUDENT ACADEMIC (PERFORMANCE DATA, LISTS, STRATEGIES DO NOT CHANGE FOR SUCCESSFUL
STANDARDS/OBJECTIVES PERFORMANCE? SURVEYS, ETC) PERFORMANCE? IMPLEMENTATION?
, ELIGIBLE CONTENT, OR (Give specific strategies, not just programs (Ex: 6 Classroom Libraries, $.....00)
WIDA* STANDARDS ARE or program names.)
LINKED TO EACH
STRATEGY?
System: Shelby County School: July 13, 2010
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Students will use strategies to STRATEGY: To implement Alabama Reading ThinkLink data Daily reading intervention lessons Harcourt intervention program, county
comprehend Initiative strategies by using best practices for Classroom benchmarks provided in the classroom as well as provided
literary/recreational effective whole group instruction. Small group Progress Monitoring reading instruction based on ongoing Classroom libraries
materials. reading instruction will be utilized daily for all ARMT scores at the end of the year assessment data. Think Link Assessment (Discovery
learners. SAT scores at the end of the year Small group instruction will provide extra Education) $10.00 per child, county provided
Flexible grouping by teachers practice on reading skills daily based on Harcourt CORE reading program, county
To implement intense intervention for at-risk students Teacher observations ongoing assessment data. provided
performing below proficiency level. Problem-solving team referrals will be
made to offer more strategies for students
ACTION STEPs: who are not succeeding based on ongoing
Evaluate the ARMT standards data charts, assessment data.
benchmarks, and progress monitoring to identify
strengths and deficits.
Utilize ARI strategies/strategic teaching daily based
on SCRIP.
Use item specs and open-ended responses weekly.
Identify and list students who do not meet
proficiency.
Provide Tier II and Tier III intervention daily for
students who do not meet proficiency.
System: Shelby County School: July 13, 2010
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Students will use strategies to STRATEGY: To implement Alabama Reading ThinkLink data Daily reading intervention lessons Harcourt intervention program, county
comprehend functional and Initiative strategies by using best practices for Classroom benchmarks provided in the classroom as well as provided
textual/information materials. effective whole group instruction. Small group Progress Monitoring reading instruction based on ongoing Classroom libraries
reading instruction will be utilized daily for all ARMT scores at the end of the year assessment data. Think Link Assessment (Discovery
learners. SAT scores at the end of the year Small group instruction will provide extra Education) $10.00 per child, county provided
Flexible grouping by teachers practice on reading skills daily based on Harcourt CORE reading program, county
To implement intense intervention for at-risk students Teacher observations ongoing assessment data. provided
performing below proficiency level. Problem-solving team referrals will be Nonfiction magazine subscriptions, donation
made to offer more strategies for students money
who are not succeeding based on ongoing Nonfiction texts provided by reading
ACTION STEPs: assessment data. coach/GRC teachers
Evaluate the ARMT standards data charts, Shelby County Reporter, donations
benchmarks, and progress monitoring to identify
strengths and deficits.
Utilize ARI strategies/strategic teaching daily based
on SCRIP.
Use item specs and open-ended responses weekly.
Identify and list students who do not meet
proficiency.
Provide Tier II and Tier III intervention daily for
students who do not meet proficiency.
Use leveled nonfiction texts weekly during whole
group and small group instruction.
System: Shelby County School: July 13, 2010
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Part II - GOAL TO ADDRESS ACADEMIC NEEDS – All components to support improving academic achievement, INCLUDING SCHOOL CULTURE AND RtI CONSIDERATIONS, should be related to the
weaknesses identified in the data summary. DUPLICATE PAGES AS NEEDED TO ADDRESS TOP PRIORITIZED GOALS INCLUDING SACS DISTRICT GOALS, IF APPLICABLE. Use the SMART Goals format to address
areas of need.
CONTINUOUS IMPROVEMENT GOAL #2 (SHOULD ADDRESS IDENTIFIED WEAKNESSES AND GAPS): Fourth grade students will improve to 61% in the area of multiplying and dividing whole numbers,
improve to 67% in the area of writing number sentences that involve multiplication or division, and improve to 66% in the area of representing categorical and numerical data using tables and graphs. Fifth grade
students will improve to 68% in the area of measurement and improve to 71% in the area of data analysis and probability.
Data Results on which goal is based:
ACTION TEAM MEMBERS: LeAnn Cox, Lydia Henderson, Tammy Painter, Rebecca Newman, Alicia Smith, Rex Brown, Laura Philpot
TARGET GRADE LEVEL(S): TARGET CONTENT AREA(S): AHSGE: ADDITIONAL ACADEMIC TARGET STUDENT SUBGROUP(S):
4-5 Circle One Reading Math Science Social Studies INDICATORS: All student subgroups
Reading Math Science Language
Other
COURSES OF STUDY REFORM STRATEGIES BENCHMARKS INTERVENTIONS RESOURCES
WHICH COURSE OF WHAT RESEARCH-BASED HOW WILL PROGRESS FOR EACH HOW WILL THE SCHOOL WHAT RESOURCES AND SPECIFIC
STUDY STANDARDS, STRATEGIES/ACTIONS WILL BE USED ACTION STEP BE MEASURED? PROVIDE TIMELY ASSISTANCE IF EXPENDITURES WILL BE NEEDED
AHSGE TO IMPROVE STUDENT ACADEMIC (PERFORMANCE DATA, LISTS, STRATEGIES DO NOT CHANGE FOR SUCCESSFUL
STANDARDS/OBJECTIVES PERFORMANCE? SURVEYS, ETC) PERFORMANCE? IMPLEMENTATION?
, ELIGIBLE CONTENT, OR (Give specific strategies, not just programs (Ex: 6 Classroom Libraries, $.....00)
WIDA* STANDARDS ARE or program names.)
LINKED TO EACH
STRATEGY?
System: Shelby County School: July 13, 2010
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Students will multiply and STRATEGY: Establish a student-centered ThinkLink data Thirty minutes of daily intervention will be Think Link (Discovery Education), Shelby
divide whole numbers. instructional environment. Classroom benchmarks provided in areas where performance does not County Math plans based on our math pacing
Progress Monitoring improve. guide, AMSTI investigations teacher guides and
Provide intensive remediation for students who do ARMT scores at the end of the year Students needing more intervention will be resources, Voyager Math provided through our
referred to our building based student support special education department
not meet proficiency requirements for math SAT scores at the end of the year team to discuss additional strategies. Voyager
standards. Flexible grouping by teachers math will be used for students who need more
Teacher observations intervention.
ACTION STEPs: Student work
We will implement Alabama Math Science and Lesson plans
Technology Initiative strategies by implementing
investigations lessons daily using the Alabama State
Course of Study to determine objectives. Teachers will use
FasttMath daily.
Thirty minutes of daily math intervention with students
who need additional instruction. Regular visits from our
local AMSTI coordinator for coaching and modeling
instruction. Teachers will continue to implement the use of
math journals to ensure regular practice in writing number
sentences involving multiplication and/or division. Math
journals will also be utilized to practice open-ended
responses.
Identify and list students who do not meet
proficiency.
System: Shelby County School: July 13, 2010
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Students will write number STRATEGY: Establish a student-centered ThinkLink data Thirty minutes of daily intervention will be Think Link (Discovery Education), Shelby
sentences that involve instructional environment. Classroom benchmarks provided in areas where performance does not County Math plans based on our math pacing
multiplication and division. Progress Monitoring improve. guide, AMSTI investigations teacher guides and
Provide intensive remediation for students who do ARMT scores at the end of the year Students needing more intervention will be resources, Voyager Math provided through our
referred to our building based student support special education department
not meet proficiency requirements for math SAT scores at the end of the year team to discuss additional strategies. Voyager
standards. Flexible grouping by teachers math will be used for students who need more
Teacher observation intervention.
ACTION STEPs: Student work
We will implement Alabama Math Science and Lesson plans
Technology Initiative strategies by implementing
investigations lessons daily using the Alabama State
Course of Study to determine objectives. Teachers will use
FasttMath daily.
Thirty minutes of daily math intervention with students
who need additional instruction. Regular visits from our
local AMSTI coordinator for coaching and modeling
instruction. Teachers will continue to implement the use of
math journals to ensure regular practice in writing number
sentences involving multiplication and/or division. Math
journals will also be utilized to practice open-ended
responses.
Identify and list students who do not meet
proficiency.
System: Shelby County School: July 13, 2010
13
Students will represent STRATEGY: Establish a student-centered ThinkLink data Thirty minutes of daily intervention will be Think Link (Discovery Education), Shelby
categorical and numerical data instructional environment. Classroom benchmarks provided in areas where performance does not County Math plans based on our math pacing
using tables and graphs. Progress Monitoring improve. guide, AMSTI investigations teacher guides and
Provide intensive remediation for students who do ARMT scores at the end of the year Students needing more intervention will be resources, Voyager Math provided through our
referred to our building based student support special education department
not meet proficiency requirements for math SAT scores at the end of the year team to discuss additional strategies. Voyager
standards. Flexible grouping by teachers math will be used for students who need more
Teacher observations intervention.
ACTION STEPs: Student work
We will implement Alabama Math Science and Lesson plans
Technology Initiative strategies by implementing
investigations lessons daily using the Alabama State
Course of Study to determine objectives. Teachers will use
FasttMath daily.
Thirty minutes of daily math intervention with students
who need additional instruction. Regular visits from our
local AMSTI coordinator for coaching and modeling
instruction. Teachers will continue to implement the use of
math journals to ensure regular practice in writing number
sentences involving multiplication and/or division. Math
journals will also be utilized to practice open-ended
responses.
Identify and list students who do not meet
proficiency.
System: Shelby County School: July 13, 2010
14
Students will show proficiency STRATEGY: Establish a student-centered ThinkLink data Thirty minutes of daily intervention will be Think Link (Discovery Education), Shelby
in the area of measurement. instructional environment. Classroom benchmarks provided in areas where performance does not County Math plans based on our math pacing
Progress Monitoring improve. guide, AMSTI investigations teacher guides and
Provide intensive remediation for students who do ARMT scores at the end of the year Students needing more intervention will be resources, Voyager Math provided through our
referred to our building based student support special education department
not meet proficiency requirements for math SAT scores at the end of the year team to discuss additional strategies. Voyager
standards. Flexible grouping by teachers math will be used for students who need more
Teacher observations intervention.
ACTION STEPs: Student work
We will implement Alabama Math Science and Lesson plans
Technology Initiative strategies by implementing
investigations lessons daily using the Alabama State
Course of Study to determine objectives. Teachers will use
FasttMath daily.
Thirty minutes of daily math intervention with students
who need additional instruction. Regular visits from our
local AMSTI coordinator for coaching and modeling
instruction. Teachers will continue to implement the use of
math journals to ensure regular practice in writing number
sentences involving multiplication and/or division. Math
journals will also be utilized to practice open-ended
responses.
Identify and list students who do not meet
proficiency.
System: Shelby County School: July 13, 2010
15
Students will show proficiency STRATEGY: Establish a student-centered ThinkLink data Thirty minutes of daily intervention will be Think Link (Discovery Education), Shelby
in the area of data analysis and instructional environment. Classroom benchmarks provided in areas where performance does not County Math plans based on our math pacing
probability. Progress Monitoring improve. guide, AMSTI investigations teacher guides and
Provide intensive remediation for students who do ARMT scores at the end of the year Students needing more intervention will be resources, Voyager Math provided through our
referred to our building based student support special education department
not meet proficiency requirements for math SAT scores at the end of the year team to discuss additional strategies. Voyager
standards. Flexible grouping by teachers math will be used for students who need more
Teacher observations intervention.
ACTION STEPs: Student work
We will implement Alabama Math Science and Lesson plans
Technology Initiative strategies by implementing
investigations lessons daily using the Alabama State
Course of Study to determine objectives. Teachers will use
FasttMath daily.
Thirty minutes of daily math intervention with students
who need additional instruction. Regular visits from our
local AMSTI coordinator for coaching and modeling
instruction. Teachers will continue to implement the use of
math journals to ensure regular practice in writing number
sentences involving multiplication and/or division. Math
journals will also be utilized to practice open-ended
responses.
Identify and list students who do not meet
proficiency.
Part II - GOAL TO ADDRESS ACADEMIC NEEDS – All components to support improving academic achievement, INCLUDING SCHOOL CULTURE AND RtI CONSIDERATIONS, should be related to the
weaknesses identified in the data summary. DUPLICATE PAGES AS NEEDED TO ADDRESS TOP PRIORITIZED GOALS INCLUDING SACS DISTRICT GOALS, IF APPLICABLE. Use the SMART Goals format to address
areas of need.
CONTINUOUS IMPROVEMENT GOAL #3 (SHOULD ADDRESS IDENTIFIED WEAKNESSES AND GAPS): Fifth grade students will improve to 62% in the area of describing the relationship of populations
within a habitat to various communities in ecosystems.
Data Results on which goal is based: ASA
ACTION TEAM MEMBERS: LeAnn Cox, Lydia Henderson, Tammy Painter, Rebecca Newman, Alicia Smith, Rex Brown, Laura Philpot
System: Shelby County School: July 13, 2010
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TARGET GRADE LEVEL(S):5th TARGET CONTENT AREA(S): AHSGE: ADDITIONAL ACADEMIC TARGET STUDENT SUBGROUP(S): All student
Circle One Reading Math Science Social Studies INDICATORS: subgroups
Reading Math Science Language
Other
COURSES OF STUDY REFORM STRATEGIES BENCHMARKS INTERVENTIONS RESOURCES
WHICH COURSE OF WHAT RESEARCH-BASED HOW WILL PROGRESS FOR EACH HOW WILL THE SCHOOL WHAT RESOURCES AND SPECIFIC
STUDY STANDARDS, STRATEGIES/ACTIONS WILL BE USED ACTION STEP BE MEASURED? PROVIDE TIMELY ASSISTANCE IF EXPENDITURES WILL BE NEEDED
AHSGE TO IMPROVE STUDENT ACADEMIC (PERFORMANCE DATA, LISTS, STRATEGIES DO NOT CHANGE FOR SUCCESSFUL
STANDARDS/OBJECTIVES PERFORMANCE? SURVEYS, ETC) PERFORMANCE? IMPLEMENTATION?
, ELIGIBLE CONTENT, OR (Give specific strategies, not just programs (Ex: 6 Classroom Libraries, $.....00)
WIDA* STANDARDS ARE or program names.)
LINKED TO EACH
STRATEGY?
Students will describe the STRATEGY: Classroom assessments Re-teach in small groups based on AMSTI kits
relationship of populations We will implement Alabama Math Science and Observation of students performance data and re-assess
within a habitat to various Technology Initiative strategies by implementing Student work products
communities in ecosystems. daily lessons using the Alabama State Course of Lesson plans
Study to determine objectives. Class discussions
Cooperative group discussions
Rubrics
ACTION STEPs:
Discussion of objectives earning low scores and
strategies for improvement at grade level meetings.
We will continue to teach using hands-on, inquiry-
based instruction. Regular visits from our local
AMSTI coordinator for coaching and modeling
instruction.
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): 70% of the ELL students will receive a ―P‖ or above as their final grade in process writing on their language arts
rubric.
System: Shelby County School: July 13, 2010
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Data on which goal is based: 2010 ACCESS scores
ACTION TEAM MEMBERS: David Cordes, Aundrea Blevins, Jeff Norris, Cindy Smith, Jessica Stewart, Jean Able, Mary Ramsey
TARGET GRADE LEVEL(S): TARGET ELP LANGUAGE DOMAIN(S):
4-5 Circle all that apply. Reading Writing Listening Speaking Comprehension
WIDA ENGLISH LANGUAGE REFORM STRATEGIES BENCHMARKS INTERVENTIONS RESOURCES
PROFICIENCY STANDARDS
WHICH WIDA* ENGLISH WHAT RESEARCH-BASED HOW WILL PROGRESS FOR EACH HOW WILL THE SCHOOL PROVIDE WHAT RESOURCES AND
LANGUAGE PROFICIENCY STRATEGIES/ACTIONS WILL BE USED ACTION STEP BE MEASURED? TIMELY ASSISTANCE IF STRATEGIES SPECIFIC EXPENDITURES WILL
STANDARDS OR DOMAINS TO IMPROVE STUDENT ACADEMIC (PERFORMANCE DATA, LISTS, SURVEYS, DO NOT CHANGE PERFORMANCE? BE NEEDED FOR SUCCESSFUL
ARE LINKED TO EACH PERFORMANCE? ETC) IMPLEMENTATION?
STRATEGY? (Give specific strategies, not just programs (Ex: 6 Classroom Libraries, $.....00)
or program names.)
Process writing STRATEGY: Lesson plans Extra intervention during school hours by ELL Write Source teacher guide
Provide explicit writing instruction weekly Report card rubrics teacher and classroom teacher Graphic organizers
Writing samples Harcourt Intervention book
ACTION STEP: Teacher observations
Write Source textbook
Use graphic organizers
Use sample paragraphs
Provide opportunities for open-ended writing
*WIDA- World-Class Instructional Design and Assessment; the consortium to which Alabama and a number of other states belong.
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.
ACTION TEAM MEMBERS: Cindy Smith, Christine Sexton, Janet Woods, Ryanne Taylor, Morgan Talbot, Mary Ramsey, Terri Richards, Jean Able
System: Shelby County School: July 13, 2010
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CULTURE REFORM STRATEGIES BENCHMARKS INTERVENTIONS RESOURCES
(REFER TO CULTURAL DATA
IN NEEDS ASSESSMENT)
WHAT CHALLENGES WHAT RESEARCH-BASED HOW WILL PROGRESS FOR HOW WILL THE SCHOOL PROVIDE WHAT RESOURCES AND
RELATED TO SCHOOL, STRATEGIES/ACTIONS WILL BE USED EACH ACTION STEP BE TIMELY ADJUSTMENT IF STRATEGIES SPECIFIC EXPENDITURES WILL
SAFETY, CLASSROOM TO IMPROVE CULTURAL BARRIERS MEASURED? DO NOT CHANGE PERFORMANCE? BE NEEDED FOR SUCCESSFUL
MANAGEMENT/DISCIPLINE, IMPACTING STUDENT ACADEMIC (PERFORMANCE DATA, LISTS, IMPLEMENTATION?
RtI FRAMEWORK AND PERFORMANCE? SURVEYS, ETC) (Ex: Teacher Incentives,Title II
SUPPORTIVE LEARNING (Give specific strategies, not just programs $.....00, Supplies for Mentors/Mentees,
ENVIRONMENTS HAVE or program names.) etc)
BEEN IDENTIFIED
THROUGH THE REVIEW OF
SCHOOL DEMOGRAPHIC,
PERCEPTION, AND PROCESS
DATA?
AT-RISK RATIONALE: STRATEGY - (GOAL): To provide intensive ThinkLink Dta Through monthly data meetings AMSTI Kits
Based on the percentage of remediation and support academically as well as Lesson Plans Monthly PST meetings Voyager
students who fall into one of the emotionally for our at-risk population Benchmark Assessments Weekly PLC meetings SRA
four categories: Weekly Progress Monitoring Ongoing teacher/parent observation RTI-Customized Reading Intervention
Free and/or Reduced Lunch Teacher surveys Lesson plans based on reading
Homeless Eligibility ACTION STEPS: Parent surveys interferences
Non-Proficiency on the ARMT Buzzin’ Buddy Teacher/Student Mentoring Program
Special Education Daily Tier II and Tier III in reading
Daily Tier II and Tier III in math
Parent Conferences offered once per semester
Weekly mentor meetings between at-risk students and
assigned faculty member buddy
Monthly PST meetings with at-risk students
System: Shelby County School: July 13, 2010
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CHARACTER EDUCATION STRATEGY - (GOAL): To increase the awareness of the Lesson Plans Individual conferences with students on an as Core Essentials Program Guide
RATIONALE: importance of good character by including monthly Newsletters needed basis Alabama Counseling Standards
Based on the state requirements character education lessons into classroom guidance and Discipline Referrals Small group counseling based on student needs CIS lesson plans
and the ongoing need to educate other school-wide programs Student merits from CIS program
students on the importance of
good character
ACTION STEPS:
Incorporation of the Core Essentials Chick-Fil-A
Program into guidance lessons
Character trait information included in teacher newsletter
and school morning show
Implementation of Character in Service school-wide
program
SURVEY RATIONALE: STRATEGY - (GOAL): To increase student awareness Bullying Survey administered in Discipline Committee and counselor will
According to the Culture and of respect for others and school property September and May convene to decide upon additional strategies. Anti-Bullying Pledges/Policy
Climate survey, 22% of teachers STI Discipline Data CIS lesson plans
do not agree that students show ACTION STEPS: Culture and Climate survey at the end of Classroom guidance lessons
an awareness of respect for Character in Service program the year
others and school property. Operation RESPECT pep rally Counselor portfolio
Cleaning with Character
School-wide Bullying program
School-wide Beautification Day
Character through Cleaning Crew
WELLNESS RATIONALE: STRATEGY - (GOAL): Sign-in sheets Health and Wellness Committee will convene Fitness instructor
Exercising relieves stress and To give teachers an opportunity for fitness before going to decide upon additional strategies Fitness equipment
improves fitness. Fit teachers will home.
be more alert.
ACTION STEPS:
Teachers help lead the activities with help from the PE
department.
OTHER RATIONALE: STRATEGY - (GOAL):
ACTION STEPS:
System: Shelby County School: July 13, 2010
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Part V - Additional Components, That When Addressed, Positively Impact Student Achievement:
1. Teacher Mentoring: Describe teacher mentoring activities. For example, are novice teachers given support from an assigned master teacher and what does that support look like?
All first year teachers have mentors who help them with instructional, professional, and personal needs. Mentor coordinators plan and provide professional development that is ―just in time‖ for mentors and mentees.
Reciprocal classroom visits are scheduled and mentor/mentee pairs reflect on classroom practices and discuss ways to improve student learning. All new teachers to Shelby County have the opportunity to participate in
Classroom Organization and Management Procedures and are provided resources through Program Specialists for classrooms.
2. Budget: Describe the coordination of all federal, state, and local programs, including career and technical education.
System: Shelby County School: July 13, 2010
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Career and Technical Education programs are federally funded by Carl D. Perkins funds. The funds are administered through the state and the annual LEA allotment is based on the total number of students in Career/Tech programs the
previous year. Carl D. Perkins federal funds may only be spent on Career/Tech programs and can be used to purchase equipment, to include computer hardware and software that will provide innovative programs that prepare students
for future careers; to provide funds for professional travel and development; to offer leadership opportunities to students through Career/Tech Student Organizations; to encourage transition to post-secondary education and training
programs; and to recruit “non-traditional” students for Career/Tech programs. Career and Technical Education also receives some state funds through the Foundation program and this money is used primarily for professional
development and travel to include payment of classroom substitutes. Local Maintenance of Effort money is provided by the LEA in the form of support funds for individual Career/Tech teachers and is based on a $300 + $3 per student
formula. The Career and Technical Education Supervisor coordinates with local middle and high schools to determine which programs best fit students’ needs. The centralized School of Technology services students from all system
high schools and offers 14 Career Tech programs. Collaboration between the Career/Tech Department, the Federal Programs Supervisor, English Language Learner Department, and Special Education ensures that expenditures support
programs that serve the widest number of students in the Shelby County System.
3. Transition: Describe transition strategies to assist students in transitioning from previous school to the current school and/or from the current school to the next school, including, for example, how preschool children
might be prepared for entry into kindergarten.
Meet the Teacher Night, third grade student and parent orientations for both feeder schools (Chelsea Park Elementary and Mount Laurel Elementary), fifth grade orientation for students transitioning to Chelsea Middle
School, transition guidance lessons completed with all fifth graders.
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
Shelby County Schools, along with the Human Resources Department, continuously seek and work to retain highly qualified teachers through some of the following activities: attend job fairs to attract highly
qualified teachers, offer various curriculum trainings during the summer, provide a mentoring program at each local school, pay stipends for various summer trainings, offer benefits package, hold new teacher
orientation to familiarize the teachers with Shelby County guidelines and provide transitioning into our district.
Each year, federal funds are set aside to aid teachers in becoming highly qualified. Title II funds provide assistance to teachers in schools that are not
served by Title I. Reimbursement for the PRAXIS exam, as well as study materials and tutoring, are available to help recruit/retain highly qualified teachers.
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 have monthly data meetings and weekly PLC meetings to discuss academic assessments and student concerns. The reading coach and GRC teachers provide resources and professional development on
areas of concerns.
6. Special Populations: Describe the programs used for each group: English language learners, migrant students, and homeless students.
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 (NA
for Elementary Schools).
Shelby County Career and Technical Education works diligently to recruit and engage students in special populations. Individuals with disabilities are a part of Career/Tech programs throughout the system and no
discrimination based upon disability is practiced. Students’ with Individual Learning Plans are accommodated as necessary in all Career/Tech classes. However, some students with IEP’s perform in Career/Tech programs
without accommodation due to project-based and hands-on instruction. Career/Tech teachers actively recruit students from all populations for their programs and the aim is to have students become completers – having
successfully passed 3 sequenced courses in a Career/Tech program – by the time they graduate. The centralized School of Technology offers 14 Career/Tech programs to students in each of the system’s high schools so
various socio-economic backgrounds and student demographics are served. Summer learning opportunities such as a Girls’ Construction Camp, Culinary Explorers, and Police and Fire Explorer programs introduce non-
traditional students to Career/Tech program offerings and serve as recruitment tools. Materials for Recruitment Open Houses and other Career/Tech activities are printed in multiple languages and are mailed to parents
throughout the county. Special joint programs with the English Language Learner Department ensure that ELL students and their families have all the information necessary to enroll in programs that will provide the
knowledge and skills needed for future success.
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.
System: Shelby County School: July 13, 2010
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After school tutoring and summer camps
Part VI continued - Additional Components, That When Addressed, Positively Impact Student Achievement:
This section of the 2010-2011 CIP will replace the Parenting Goal, Rationale, and Action Steps previously from Part IV (culture section).
A. Parental Involvement: Describe how the school will communicate information about the Parent Involvement Plan and, to the extent practicable in a language they can understand, how parents can have
access to descriptions of the school’s curriculum, assessments, and student achievement expectations, and opportunities for regular meetings to review and assist in improving student progress.
The parental involvement plan is part of each school’s CIP. This document may be viewed by the public at any time, and some school plans are posted on their local websites. If parents do not speak English and a translator is
needed for plan review, one will be provided for them. An Open House is available every year for parents to meet their child’s teacher, examine and discuss their child’s curriculum, and become acquainted with the expectations of
each teacher. Assessment results are shared with parents and are also included on the ALSDE website. Parents may request a conference at any time with the teacher. An appointment should be made through the school office or
individual teacher at a time that is convenient with both parties. Email is available for every teacher to communicate with parents, and a school List Serv is also initiated. Teachers have daily folders to communicate with parents and
weekly newsletters are sent home with students. School events like fall fundraisers and field day are open for parental involvement.
B. Parental Involvement: Describe how parents, the school staff, and students share responsibility for improved student academic achievement for students.
Each school has a school leadership team that provides the framework for the Continuous Improvement Plan. This committee is comprised of teachers, administrators, and parents and receives training 3 times each year from the
district leadership team. The framework is then taken back to all constituents in the school by forming action teams. These action teams develop strategies and benchmarks to achieve the goal set for each section of the CIP.
Students are expected to participate fully in the educational process.
C. Parental Involvement: Describe procedures to allow parents to submit comments of dissatisfaction with the School Parent Involvement Policy.
If parents are dissatisfied with the CIP, these concerns must be brought to the principal. If a consensus is not reached after discussion, the concerns should be taken to the LEA Improvement
Specialist for a non-title school, and the Federal Programs Supervisor for title schools. If concerns are not settled they will be forwarded to the local Superintendent.
D. 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.
At Open House each year, expectations for students, parents and teachers are outlined. Parents are encouraged to play an active part in their child’s education. Most teachers have web sites or assignment books that detail homework
assignments. Parents can also view their child’s grades using STI home. In October, parents are invited to attend Parenting Day. This day is dedicated to educating parents about topics such as helping their child with homework,
the importance of school attendance, and other seminars and workshops that will be of interest to parents. Schools encourage parents to volunteer and provide opportunities for them to do so. For struggling students, parents are
invited to all REM meetings. PST meetings are also conducted monthly for other struggling students, and parents are notified of the meeting and they receive the plan that is created for the student. A plan specific for their child is
formulated and then monitored periodically. Parent/Teacher conferences are held at parent request. PTO is also available for teachers and parents to work collaboratively.
E. 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
All parents are encouraged to participate fully in their child’s education. If a translator is needed, our system will provide one. All schools comply with the ADA and are handicap accessible. Forms and other correspondence are translated,
to the extent possible, in a language that parents can understand. There are no migrant students in Shelby County, but if this situation arises, these parents will be given every opportunity to participate fully in their child’s education.
System: Shelby County School: July 13, 2010
23
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).
ACTION TEAM MEMBERS: Stephanie Herring, Stevi Sims, Aundrea Blevins, Cindy Smith, Jeff Norris, Laura Partain, Lauren Roland, Suzanne Armfield, Morgan Talbot, Rachel Barnet, Jill Mitchell, Jen Berry
DOCUMENT CONTINUOUS
WHAT WEAKNESS OR WHAT TYPES OF WHEN WILL THE WHAT ARE THE HOW WILL PARTICIPANTS BE HELD WHAT ARE THE LEA REVIEW AND
NEED IDENTIFIED IN PROFESSIONAL SESSION BE EXPECTED ACCOUNTABLE FOR SUCCESSFUL FUNDING SUPPORT RESULTS
ACADEMIC, INCLUDING LEARNING WILL DELIVERED? OUTCOMES OF IMPLEMENTATION AND IN WHAT WAYS SOURCES, MONITORING
ELL AMAOs OR BE OFFERED? (Please list dates of PROFESSIONAL WILL EVIDENCE BE COLLECTED TO SHOW ESTIMATED
SCHOOL CULTURE future PD sessions, not LEARNING? EFFECTIVE ASSIMILATION/INTEGRATION EXPENSES, AND
GOALS WILL THE those that have already (Following the OF STRATEGIES? PROPOSED NAMES
PROFESSIONAL taken place.) professional learning, ACCOUNTABILITY OF CONSULTANTS
LEARNING ADDRESS? how will academic or OR ENTITIES?
RATIONALE cultural challenges be Example: Title II,
impacted – what does $....00
it look like?) Dr. Verry Goode
GOAL RESOURCES
Our professional learning We will be meeting in Data meetings during Our teachers’ Weekly lesson plans Quarterly data meetings
goal will address PLC groups to do three the months of instruction of high-end Walkthroughs Payment of twelve
differentiating instruction for book studies September, December, readers will improve EDUCATE Alabama substitutes
our high-end learners within (Differentiating and March. and fit student Small group lesson plans $3,027 paid by our PTO
the regular classroom setting Instruction in the individual needs. Student work
in the area of reading. Regular Education PLC groups will meet Teacher discussion
Classroom, 6+1 traits of twice a month.
writing, and What Great
Teachers do
Differently). The
reading coach and GRC
teachers will meet with
regular education
teacher monthly in data
meetings to provide
professional
development.
DUPLICATE PAGES AS NEEDED
Part VIII - Coordination of Resources/Comprehensive Budget
System: Shelby County School: July 13, 2010
24
List all federal, state, and local monies that the school uses to run its program:
Example:
I. State Foundation Funds: TOTAL
State 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: 1 1
Assistant Principal: 1 1
Counselor: 1 1
Librarian: 1 1
Career and Technical
Education Administrator:
Career and Technical
Education Counselor:
Enter the amount allocated for use at the school for the following:
Technology
Professional Development
State ELL Funds
Instructional Supplies
Library Enhancement
II. Federal Funds:
Title I: Part A: Improving the Academic Achievement of the Disadvantaged TOTAL
Title 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 TOTAL
BRIEF EXPLANATION and BREAKDOWN OF SPENDING:
Title II: Professional Development Activities TOTAL
BRIEF EXPLANATION and BREAKDOWN OF SPENDING:
System: Shelby County School: July 13, 2010
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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 TOTAL
BRIEF 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
Part IX – MONITORING/REVIEW DOCUMENTATION TO SUPPORT THE CSI PROCESS: Please use this section to document your monthly CSI reviews through leadership team meetings, action team
meetings, walkthroughs, data meetings, etc. During your reviews, your action teams and /or SLT can use these reviews to discuss the implementation of strategies, effectiveness, concerns, and any other areas that
need to be addressed. This page must be completed and turned in at Principals’ Checkout in June 2011.
System: Shelby County School: July 13, 2010
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INITIAL REVIEW /DEVELOPMENT Target Date: August REVIEW 1 Target Date: September REVIEW 2 Target Date: October
Purpose: Review assessment data to develop plan or make plan adjustments to Purpose: AMENDMENT - Incorporate recommendations from school, LEA Purpose: IMPLEMENTATION - Provide documentation/evidence of
existing plan. and/or SDE. improvement.
Date _________8/25/10_______________________ Date ________9.28.10________________________ Date __________10/5/10______________________
Principal Initials____SH__________ Principal Initials______SH________ Principal Initials_____SH_____
LEA initials _____HM/JC_________ Other ___________________ LEA initials ___HM/JC___________ Other ___________________ LEA initials ___HM/JC___________ Other ____________
COMMENTS* Developed the School Improvement Plan at county-wide CSI COMMENTS* County walk-throughs on September 28, 2010 with central COMMENTS* Data Meeting to review ThinkLink Data
meeting; Acquired new fitness equipment to assist with wellness goal; office partners looking at reading strategies. Administered the Anti-Bullying
Surveys to all students; Character In Service program was implemented;
Administered ThinkLink to all students.
*Use additional pages, if needed *Use additional pages, if needed
*Use additional pages, if needed
REVIEW 3 Target Date: November REVIEW 4 Target Date: January REVIEW 5 Target Date: February
Purpose: IMPLEMENTATION – Provide documentation/evidence of Purpose: IMPLEMENTATION - Provide documentation/evidence of Purpose: IMPLEMENTATION - Provide documentation/evidence of
improvement. improvement. improvement.
Date ________________________________ Date ________________________________ Date ________________________________
Principal Initials____________ Principal Initials______________ Principal Initials______________
LEA initials ______________ Other: ________________ LEA initials ______________ Other ___________________ LEA initials ______________ Other ___________________
COMMENTS* Required COMMENTS* Required COMMENTS* Required
*Use additional pages, if needed *Use additional pages, if needed *Use additional pages, if needed
System: Shelby County School: July 13, 2010
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REVIEW 6 Target Date: March REVIEW 7 Target Date: April - May Use information from Reviews to Evaluate the plan and to update the plan for
Purpose: IMPLEMENTATION - Provide documentation/evidence of Purpose: REFLECTIONS/PROJECTIONS – Evaluate each goal, strategy, the coming year.
improvement. and action for continuation, revision, or removal.
Date ________________________________ Date ________________________________
Principal Initials______________ Principal Initials______________
LEA initials ______________ Other ___________________ LEA initials ______________ Other ___________________
COMMENTS* Required COMMENTS* Required
*Use additional pages, if needed
*Use additional pages, if needed
System: Shelby County School: July 13, 2010