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2010 HHS CIP

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					                                                                                                                      2010 - 2011
                                                                                                        CONTINUOUS IMPROVEMENT PLAN
                                                                                                                   Title I Schoolwide 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:Hatton High School


STREET ADDRESS:6909 Al Highway 101                                                     CITY:Town Creek                                                           STATE: Alabama                        ZIP CODE:35672

CONTACT:Chasity Carroll                                                                TELEPHONE:256-685-4010                                                    E-MAIL: ccarroll@lawrenceal.org

Identified 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       Made AMAOs (EL)?                Career Tech          Are all federal resources              Describe how this plan will be made available to parents and other stakeholders, such as through parent meetings or on Web sites.
AYP?       YES                             Made AYP?            (including Titles I, II, III, IV, V,   NOTE: The Parental Involvement section of this plan must be distributed to all parents.
YES        NO                              YES                  and VI) used to coordinate and
                                                                                                       The CIP plan will be made available to parents, teachers, staff, and other stakeholders through parent meetings, the school office, and on the web site at www.hattonhigh.org. A
           N/A                             NO                   supplement existing services and
                                                                                                       copy of the plan will be kept on file in the school office, library, and counselor’s office. Revisions will be made as necessary. Once the plan has been approved by the Lawrence
NO                                         N/A                  not used to provide services that,     County Board of Education, the parental involvement section will be made available to ALL parents. Any parent may comment or suggest changes to the CIP plan. All
                                                                in the absence of federal funds,       comments will be reviewed each nine weeks by the leadership team. The leadership team will make changes to the plan as they are needed. Parents may submit comments in
                                                                would be provided by another fund      writing or online.
                                                                source?
                                                                YES        NO




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

 Board Signature:

Superintendent Signature:                                                                                                                                            Date:

Federal Programs Coordinator Signature:                                                                                                                              Date:

Principal Signature:                                                                                                                                                 Date:



 System:

 School:                                                                                                                                                                                                Updated: July 13, 2010
 CONTINUOUS IMPROVEMENT PLAN DEVELOPMENT AND IMPLEMENTATION TEAM
This plan was developed/or revised during the following time period (e.g. April, May – September 200_):July 2010-May 2011

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):
In July of 2010, the leadership team began gathering relevant data for the CIP plan for the 2010-2011 school year. In August of 2010, the school leadership team met to review the CIP plan from the 2009-2010 school year to review the goals and
strategies and to assess the degree to which the goals have been met. The leadership and other teams met to disaggregate the data from standardized tests, Pride survey, culture survey, SIR reports, PEPE data, and parental involvement
documentation. A summary of results were created by the leadership team and have been presented to faculty and parents. All input from stakeholders was considered and recommendations were made for this plan. Upon review of the new test
data the committees met and the faculty approved the goals for the 2010-2011 year. The staff and parents decided the elements that were not mastered needed to be included in the 2010-2011 plan along with continuing to focus on at risk students,
social studies, and reading across all grade levels. One main focus for Hatton High is the use of more technology in the classrooms and for students to increase their use of technology in all subjects.
Follow up meetings were held to plan strategies and develop action plans to meet these goals and plans were discussed to align our PDP goals and budget to meet these needs of our students. The final plan will be signed off by the entire faculty and
parents who are on the committees. All parents may review a copy of the CIP plan. The plan will be published and shared with any stakeholder who wishes to review the plan may do so. The final CIP will be sent to the school board for approval
by September 30, 2010.


                         Instructional                                                                   Positions                                                                               Signatures
                   Leadership Team Names                                (Identify position held, e.g., Administration, Faculty, Staff, Grade Level                                      (Indicates participation in the
    (The Leadership Team must include the principal, faculty                    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.)
Baine Garner                                                           Principal
Chasity Carroll                                                        CIP chairperson/teacher/technology leader
Vera Rutherford                                                        SACS chair/teacher
Miranda Stephens                                                       SACS co-chair/media specialist
Angie Stansell                                                         Counselor
Monya Owen                                                             Teacher
Brent Gillespie                                                        Assistant Principal
Delaina Greene                                                         Teacher
Kara Herron                                                            ELL Teacher
Holly Rutherford                                                       Parent (Special Education)
Kim Pace                                                               Parent
Alora Terry                                                            Student
Courtney Rutherford                                                    Student




 System:

 School:                                                                                                                                                                                    Updated: July 13, 2010
          Part I - SUMMARY OF NEEDS BASED ON A COMPREHENSIVE REVIEW OF DATA




System:

School:                                                                  Updated: July 13, 2010
 Partt 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).
      The leadership teams met with an ALSDE regional specialist to analyze all test data from the state including but not limited to AYP data, ARMT/Stanford 10 data, and AHSGE data. The leadership team also used data
       from their feeder schools. All data was taken to schools for analysis at department and grade level meetings. The committee teams met and analyzed the data to identify strengths and weaknesses. The committees
      decided on the goals and areas that we should focus on during this school year. The leadership team took all recommendations into account and decided on the main areas of concern for Hatton High School.


      Highly Qualified Teachers (HQT): Describe how staffing decisions ensure that highly qualified, well-trained teachers provide instruction and how their assignments most effectively address identified
      academic needs.

      Number and percentage of teachers Non-HQT: All Hatton High teachers are certified and highly qualified.                          Number and percentage of Classes Taught by Non-HQT: All teachers are highly qualified.

      Alabama High School Graduation Exam (AHSGE):
      Strengths:96% of 10th graders passed the science portion of the AHSGE.                                                           Weaknesses:
      95% of 11th graders passed the math portion of the AHSGE.                                                                        Hatton High school has thirteen seniors who have not passed the reading portion
                                                                                                                                       of the AHSGE. Only 66% of juniors have passed the reading portion of the AHSGE.
                                                                                                                                       Also ten seniors have not passed the social studies portion of the AHSGE.
                                                                                                                                       Only 59% of 11th graders passed the social studies portion of the AHSGE.
      Alabama Reading and Mathematics Test (ARMT):
      Strengths: 93.5% of 7th graders were proficient on the reading portion of the ARMT.                                              Weaknesses: Both 7th and 8th grade scored lowest in data analysis and probability with only 22%
      The 8th grade class improved from 65% proficiency to 82% on the math portion of the ARMT.                                        And 31% correct, respectively.


Alabama Science Assessment:
Strengths: 86% of 7th graders were proficient on the Alabama Science Assessment.                                                 Weaknesses: Only 47% of 7th graders were proficient in describing organisms in the six kingdom
                                                                                                                                 classification system by their characteristics.
Stanford 10
Strengths: 92% of 7th graders scored at or above average in reading vocabulary.                                                  Weaknesses: Only 78% of 8th graders scored at or above average in reading vocabulary.
91% of the 7th grade scored at or above average in math procedures.                                                              Only 75% of 8th graders were at or above average in math procedures.
      Dynamic Indicators of Basic Early Literacy Skills (DIBELS):
      Strengths:n/A                                                                                                                    Weaknesses:n/A




 System:

 School:                                                                                                                                                                              Updated: July 13, 2010
Part I - Continued:

Alabama Direct Assessment of Writing (ADAW):

Strengths: 82% of tenth graders met or exceeded the standards for the ADAW. No tenth grader scored below level 2.           Weaknesses: Only 69% of seventh graders met or exceeded the standards for the ADAW.



ACCESS for English Language Learners (ELs):
Strengths: The ELL students at Hatton High both scored at or above the 3.0 proficiency level in all areas. These students   Weaknesses: The students only have part time access to an ELL teacher. The teacher on staff is
tested are developing in all areas of the language domain.                                                                  Shared with another high school in the county. These students need more one on one training with
                                                                                                                            a certified ELL instructor.

EducateAL or other Professional Evaluation Profile Information:
Strengths: The faculty at HHS measures at an innovating level for Standard 2a: Organization and Management of Learning      Weaknesses: The staff recognizes a weakness in Standard 3D:Utilizing Technology
And for Standard 5 Professionalism                                                                                          Most teachers only have one computer per classroom and there is no lab available for daily use.

Additional Data Sources: (e.g., Alabama Alternate Assessment [AAA], School Technology Plan Data)
Strengths: Students have been able to utilize the ACCESS lab for distance learning and ACCESS courses offered online.       Weaknesses: There is not enough computers in the school for students to do research or to use
There has been at least a 50% increase in usage of the lab for classes.                                                     Programs bought by the board of education. We only have one lab that is in use for classes and the library has
Teachers want to see more technology in the classrooms. We have numerous request for ceiling mounted projectors, laptops,   a small lab that will not accommodate an entire class.
And smart boards among other items.
Local Data (e.g., LEA, school, and grade-level assessments, surveys, program-specific assessments, other RtI data):
Strengths: Hatton High uses Discovery Education, Classworks, and ALS credit recovery to enhance student learning. The       Weaknesses: The school has 3 areas that have computers for students to use. The main computer
Teachers implement the Rti plan and reteach students and use various teaching methods to ensure 100% of students are        Lab is in use six class periods a day by computer, keyboarding, and business classes. The DL lab has only a
Capturing each lesson. Students use programs to prepare for the ARMT and grad exam. We also have a credit recovery          few computers that still operate, these are from an old lab from LCCT years ago. This lab is also in use at
System in progress for students who fall behind.                                                                            least 3 periods a day, but will not accommodate a full classroom. The library has only a mini lab set up with
                                                                                                                            about 15 computers. Thus we have no room available for teachers to instruct their entire class or test their
                                                                                                                            class using one of the programs we have available.

Career and Technical Education Program Data Reports:
Strengths: Most graduate completers in Career Tech programs receive a positive placement after high school by               Weaknesses: Most Career Tech students do not receive credentialing after the completion of
entering college, the military, or the workforce.                                                                           a program.




 System:

 School:                                                                                                                                                                  Updated: July 13, 2010
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: Hatton High continues to have less than five referrals a year to alternative school.                                    Weaknesses: The use of cell phones at school continues to be a problem among students of all ages. There were
The overall number of instances continues to remain at low levels thus providing a safer, more effective environment for           five instances of harassment reported, four of which occurred on our campus.
Children to learn in.

School Demographic Information related to drop-out information and graduation rate data.
Strengths: The graduation rate is at 93%                                                                                           Weaknesses: There is currently a mentor program in place for 9th grade. The faculty and staff need to streamline
                                                                                                                                   the process of identifying those at-risk students and continue mentoring them through graduation.


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

Strengths: 100% of the faculty has at least 5 years teaching experience.                                                           Weaknesses: The students have three new teachers that have been transferred from other county jobs
                                                                                                                                   due to prorating of state funds.

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: The attendance rate at Hatton High continues to be around 95%.                                                          Weaknesses: There continues to be a high number of early check outs. We need procedures to notify the parents
                                                                                                                                   Once a student has reached a minimum number of checkouts.

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

Strengths: 100% of parents surveyed say they feel welcome at Hatton High School. 98% of parents believes the school                Weaknesses: Only 50% of parents know about the opportunities to volunteer at HHS. Less than 50%
Encourages them to be involved in their child’s education.                                                                         Know what it meant to be a Title I school and how they can be involved in planning committees. This is our first
                                                                                                                                   year as a title school.
School Perception Information related to student PRIDE data.

Strengths:86% of students perceive tobacco as harmful.                                                                        Weaknesses:Almost 20% of 10th graders stated they have used tobacco at school.
                                                                                                                              59% of students surveyed have used alcohol in the past year.
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: ELL students are fluent in English and their native language. ELL teacher is certified as an ESL                        Weaknesses: Classroom teachers are not prepared during their teacher training to teach ELL
Instructor. Instructional aide is bilingual and familiar with culture and families of the Hispanic community.                      students. ELL instructors and aides are not available to be in the schools and rooms as much as needed.



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: We have a certified teacher that is trained in ELL assessment and a paraprofessional that is fluent in                  Weaknesses: There is not enough planning and collaboration time with content teachers and an insufficient
Spanish. Both provide tutoring services in the schools. Hatton High also has a certified ELL teacher on staff.                     amount of time is spent on instruction.

School Process Information uncovered by an analysis of curriculum alignment, instructional materials, instructional strategies, reform strategies, and/or extended learning opportunities.
Strengths: The distance learning lab is being utilized for credit recovery, remediation, Dual-enrollment classes with              Weaknesses: Due to scheduling conflicts an the 7 period day the lab is not utilized during every
NWSCC, and online learning                                                                                                         class period.


System:

School:                                                                                                                                                                            Updated: July 13, 2010
 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 (SHOULD ADDRESS IDENTIFIED WEAKNESSES AND GAPS):
To increase the % of juniors and seniors passing the reading portion of the AHSGE to 90% by the end of 2011 academic year.

Data Results on which goal is based:
Hatton High has thirteen seniors who have not passed the reading portion of the AHSGE. Only 66% of juniors have passed the reading portion of the AHSGE.

TARGET GRADE LEVEL(S):                    TARGET CONTENT AREA(S): Circle One                    AHSGE:                                                          ADDITIONAL ACADEMIC INDICATORS:                     TARGET STUDENT SUBGROUP(S):
7-12                                      Reading  Math   Science    Other                      Reading Math Science Social Studies          Language           ARMT scores, English grades                         Free & reduced lunch, Special education


       COURSES OF STUDY                                    REFORM STRATEGIES                                                        BENCHMARKS                                              INTERVENTIONS                                                     RESOURCES

   WHICH COURSE OF STUDY             WHAT RESEARCH-BASED STRATEGIES/ACTIONS WILL BE                             HOW WILL PROGRESS FOR EACH ACTION STEP                     HOW WILL THE SCHOOL PROVIDE TIMELY                                   WHAT RESOURCES AND SPECIFIC
      STANDARDS, AHSGE                                          USED                                                        BE MEASURED?                                     ASSISTANCE IF STRATEGIES DO NOT                                  EXPENDITURES WILL BE NEEDED FOR
   STANDARDS/OBJECTIVES,              TO IMPROVE STUDENT ACADEMIC PERFORMANCE?                                   (PERFORMANCE DATA, LISTS, SURVEYS, ETC)                          CHANGE PERFORMANCE?                                           SUCCESSFUL IMPLEMENTATION?
 ELIGIBLE CONTENT, OR WIDA*                  (Give specific strategies, not just programs                                                                                                                                                        (Ex: 6 Classroom Libraries, $.....00)
  STANDARDS ARE LINKED TO                               or program names.)
       EACH STRATEGY?



AHSGE Standards:                      STRATEGY: Remediate those students who have not passed the               Data from ALS, AHSGE scores, ARMT Scores, Practice         After receiving results we will adjust strategies to target   Library lab, classroom text, books, ALS
I-2, IV-2,3, II-2                    reading portion of the AHSGE.                                             tests, English class grades                                specific students and standards using RTi strategies.

                                     ACTION STEP: Remediation schedule for those students who have                                                                        Increased remediation for seniors who do not pass in the
                                     failed including but not limited to being pulled out of noncore classes                                                              fall.
                                     for remediation.

ALCOS English Language Arts:         ACTION STEP: Utilizing Indian Ed teacher for remediation and              Lesson Plans                                               Collaboration with regular education teachers                 Indian Ed Grant
2,3                                  support for those qualified students.




                                     STRATEGY: Implementing AR in all English classes.                         AR test scores, English class grades, Assignment grades,   Adjust the AR reading grade level for students who are        Library, textbooks, web based AR.
                                                                                                                                                                          struggling to maintain passing grades or above 75%            Spend $750-1000 on new AR books for student library
                                     ACTION STEP: Students are given grades for AR tests taken.                                                                           average on AR tests                                           books.
                                     ACTION STEP: Incorporate AR into other class assignments
                                     ACTION STEP: Students give presentations on books.




 System:

 School:                                                                                                                                                                                                           Updated: July 13, 2010
 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 (SHOULD ADDRESS IDENTIFIED WEAKNESSES AND GAPS):
To increase the % of juniors and seniors passing the Social Studies portion of the AHSGE to 90% in each class by the end of the 2011 academic year.

Data Results on which goal is based:
Hatton High has eleven seniors who have not passed the Social Studies portion of AHSGE and only 59% of tenth graders have passed.

TARGET GRADE LEVEL(S):                     TARGET CONTENT AREA(S): Circle One                AHSGE:                                                         ADDITIONAL ACADEMIC INDICATORS:                        TARGET STUDENT SUBGROUP(S):
9-12                                       Reading  Math   Science    Other                  Reading Math Science Social Studies         Language           SS grades, AHSGE scores                                All social studies classes


         COURSES OF STUDY                                  REFORM STRATEGIES                                                    BENCHMARKS                                                 INTERVENTIONS                                                      RESOURCES

   WHICH COURSE OF STUDY              WHAT RESEARCH-BASED STRATEGIES/ACTIONS WILL BE                        HOW WILL PROGRESS FOR EACH ACTION STEP                        HOW WILL THE SCHOOL PROVIDE TIMELY                                   WHAT RESOURCES AND SPECIFIC
      STANDARDS, AHSGE                                           USED                                                   BE MEASURED?                                        ASSISTANCE IF STRATEGIES DO NOT                                  EXPENDITURES WILL BE NEEDED FOR
   STANDARDS/OBJECTIVES,               TO IMPROVE STUDENT ACADEMIC PERFORMANCE?                              (PERFORMANCE DATA, LISTS, SURVEYS, ETC)                             CHANGE PERFORMANCE?                                           SUCCESSFUL IMPLEMENTATION?
 ELIGIBLE CONTENT, OR WIDA*                   (Give specific strategies, not just programs                                                                                                                                                      (Ex: 6 Classroom Libraries, $.....00)
  STANDARDS ARE LINKED TO                                or program names.)
       EACH STRATEGY?



AHSGE Standards:                       STRATEGY: AHSGE workbooks to be purchased and used in all 9-        Improved grades in Social Studies classes, % of lessons       After receiving results teachers will adjust strategies and   Social Students workbooks for additional classes (Barringer)
III-3. I-1, VII-2, VI-2               12 Social Studies classes.                                           completed in the workbook, % passing the exam in              target standards & students for remediation.                  at a cost of $450 for a classroom set.
                                                                                                           September and March.
                                      ACTION STEP: Workbooks will be primary text and determine
                                      students’ grades in Social Studies class.
                                      ACTION STEP: Teachers will use intervention strategies to cover
                                      those objectives that 80% of the students do not master.
ALCOS Social Studies                  STRATEGY: Teachers will use Social Studies flash cards in class to   Test scores on flash card facts, participation in Q&A games   Teachers will reteach standards that are not mastered by      Index cards for students to create and have flash cards for
1,5,6,7                               reteach objectives.                                                                                                                80% of the students.                                          review $100.

                                      ACTION STEP: Students are tested weekly on facts from flash cards.
                                      ACTION STEP: Classes use cards as a game to reinforce learning.

                                      STRATEGY: Social Studies classes are grouped into study groups for   Successful study groups                                       Any senior will be pulled before spring testing for
                                      the AHSGE.                                                                                                                         intensive remediation.

                                      ACTION STEP: Students are rotated into different groups each
                                      grading period.




 System:

 School:                                                                                                                                                                                                         Updated: July 13, 2010
 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 the comprehension & writing scores of Hatton High EL students by 25%



Data on which goal is based: WIDA results from 2010.



TARGET GRADE LEVEL(S):                 TARGET ELP LANGUAGE DOMAIN(S):
8,10                                   Circle all that apply.                                             Reading              Writing            Listening             Speaking               Comprehension


   WIDA ENGLISH LANGUAGE                               REFORM STRATEGIES                                                       BENCHMARKS                                                      INTERVENTIONS                                                     RESOURCES
    PROFICIENCY STANDARDS
WHICH WIDA* ENGLISH LANGUAGE          WHAT RESEARCH-BASED STRATEGIES/ACTIONS                             HOW WILL PROGRESS FOR EACH ACTION STEP BE                           HOW WILL THE SCHOOL PROVIDE TIMELY                                   WHAT RESOURCES AND SPECIFIC
  PROFICIENCY STANDARDS OR                             WILL BE USED                                                    MEASURED?                                            ASSISTANCE IF STRATEGIES DO NOT CHANGE                              EXPENDITURES WILL BE NEEDED FOR
 DOMAINS ARE LINKED TO EACH                TO IMPROVE STUDENT ACADEMIC                                     (PERFORMANCE DATA, LISTS, SURVEYS, ETC)                                       PERFORMANCE?                                             SUCCESSFUL IMPLEMENTATION?
          STRATEGY?                                   PERFORMANCE?                                                                                                                                                                                 (Ex: 6 Classroom Libraries, $.....00)
                                          (Give specific strategies, not just programs
                                                     or program names.)


Language Domain: Comprehension       STRATEGY:Using WIDA model performance indicators as a              Recorded Teacher observations                                    Classroom and EL teachers will provide extra instruction            Title III supplement funding for tutors, transportation
WIDA standards:                      guidance for developing language objectives that focus on, but     Standards based portfolio assessments                            offered before and after school if necessary and during the         for summer school, student materials, time for
Language Arts                        are not limited to, the language domains of reading and            Graduation exam scores                                           summer tutoring.                                                    collaboration
Social Studies                       writing.                                                           Language Plan                                                    The EL tutor will provide individual instruction on an
                                     ACTION STEP: School administrators facilitate planning and         Progress reports                                                 alternating schedule through the BOE.
                                     collaboration time for EL personnel to coach grade level           Report cards
                                     teachers on how to integrate language & content objectives.
                                     ACTION STEP: EL tutor and classroom teachers use
                                     planning time to develop lesson plans that integrate language
                                     objectives.
Language Domain: Writing             STRATEGY: Implement a research based systematic model              Progress will be measured every grading period, weekly during    Provide planning and collaboration time for EL tutor and
WIDA Standards:                      of EL literacy and sheltered instruction strategies within grade   the EL summer tutoring, and when AHSGE results are available.    content teacher to focus on areas of instructional need using the
Language Arts                        level classrooms.                                                                                                                   LEP for those students.
Social Studies                       ACTION STEP: Leadership team plans time for Professional
Science                              Development in EL Literacy at the secondary level for all
                                     teachers. Training includes coaching methods
                                     ACTION STEP: Continue with summer EL tutoring.




 *WIDA- World-Class Instructional Design and Assessment; the consortium to which Alabama and a number of other states belong.




 System:

 School:                                                                                                                                                                                                        Updated: July 13, 2010
 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                                         REFORM STRATEGIES                                                      BENCHMARKS                                 INTERVENTIONS                                                 RESOURCES

  (REFER TO CULTURAL DATA IN
      NEEDS ASSESSMENT)

WHAT CHALLENGES RELATED TO                 WHAT RESEARCH-BASED STRATEGIES/ACTIONS WILL BE                        HOW WILL PROGRESS FOR EACH ACTION STEP        HOW WILL THE SCHOOL PROVIDE TIMELY                               WHAT RESOURCES AND SPECIFIC
  SCHOOL SAFETY, CLASSROOM                                            USED                                                   BE MEASURED?                     ADJUSTMENT IF STRATEGIES DO NOT CHANGE                          EXPENDITURES WILL BE NEEDED FOR
  MANAGEMENT/DISCIPLINE, RtI                  TO IMPROVE CULTURAL BARRIERS IMPACTING                              (PERFORMANCE DATA, LISTS, SURVEYS, ETC)                 PERFORMANCE?                                          SUCCESSFUL IMPLEMENTATION?
 FRAMEWORK AND SUPPORTIVE                         STUDENT ACADEMIC PERFORMANCE?                                                                                                                                             (Ex: Teacher Incentives,Title II $.....00, Supplies
LEARNING ENVIRONMENTS HAVE                         (Give specific strategies, not just programs                                                                                                                                       for Mentors/Mentees, etc)
BEEN IDENTIFIED THROUGH THE                                   or program names.)
        REVIEW OF SCHOOL
  DEMOGRAPHIC, PERCEPTION,
        AND PROCESS DATA?
Lack of technology in all classrooms and   STRATEGY: Increase students use of technology in all classrooms      Scores on computer related projects         Assign various types of computer assignments including MS      Use Title I funds to increase computers available for
no computer lab for teachers to                                                                                 Improved computer skills                    Office programs, Internet assignments, and research projects   student use.
use/reserve for student use.               ACTION STEP: Assign students computer projects and computer                                                                                                                     Spend a portion of funds to mount projectors in
                                           related assignments in all classes.                                                                                                                                             classrooms for teachers use.(2500)
                                           ACTION STEP: Increase teacher use of technology in all classrooms


Parents are not aware of all events and    STRATEGY: Continue to send newsletters home with information and     Parent survey results for 8 & 12th grade    Continue to send newsletters, communicate through schoolcast   Time for web administrator to update site,
volunteer opportunities at school          calendar of events. In Oct.ober mail a newsletter, CIP summary and   Increase in parental involvement.           more often if necessary, encourage parent teacher email and    Paper for newsletter, mass mailing of information to
                                           information sheet to all parents                                                                                 conference, website review and update                          update parents

                                           ACTION STEP: Advertise web site and keep up to date with events
                                           and meeting schedules.
                                           ACTION STEP: Get parents involved in planning activities for
                                           students clubs, etc.


                                           STRATEGY:



                                           ACTION STEP:




 System:

 School:                                                                                                                                                                                          Updated: July 13, 2010
 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)

Novice teachers are provided a mentor with whom they meet weekly. Subjects discussed include time management, classroom management, and all AQTS standards. Teachers are also trained in a New Teacher Academy once they
are hired in the Lawrence County school system.


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.

The financial management and instructional planning is funded by several sources. The following is a list of those sources and an explanation of their usage:
-Title I- The Title I allocation for Hatton High has been budgeted for the following items: Classroom supplies $10,571, Non capitalized audio/video 2000, Non capitalized computers $11000, Parental involvement supplies &
postage $720 & $500, Staff development subs $1000, and staff development travel $2000
-Title II-NA
The following budgets are managed on a county wide basis:
-Title III- English Language Learners (ELL) (Federal)- This money will be used only to provide supplemental activities to ELL students.

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.
    Sixth grade students from the elementary school visit the high school in the spring. They tour the school with the counselor and other high school student volunteers. They are introduced to their 7th and 8th grade
    teachers and learn about the courses offered.
    In the summer students come and pick up their schedules, rent their lockers, buy parking spaces, and pick up their books. This allows students to be better prepared for class on the first day of school.
    When a student transfers to Hatton High school, they are given a tour of the school by a student, they arrange their schedule with a counselor, and they are introduced to their teachers.
    When in the eighth grade, students have an orientation with the counselor. This allows them to learn about graduation requirements, classes offered, and scheduling. Students then meet with their parents and
    decide if they will choose to pursue the standard or the advanced standard diploma.
    Students who transferred to Hatton High due to consolidation were allowed to tour the campus for ½ day in May and an open house was held for parents to meet the staff and talk to teachers and visit the campus. In addition the
    On the first day of school in August another open house was held for all parents and students to meet teachers, locate classes, and ask questions.
    To prepare students for life after high school, the senior sponsors, administration, and counselors host a senior parent night along with personnel from NWSCC to give detailed information about options after high school, events
    and expenditures for seniors as well as helpful information for financial aid forms.


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.

All teachers at Hatton High are highly qualified to teach in their subject areas. The Lawrence County school system uses their web site along with the Alabama State Department of Education website (Teach in Alabama) program to allow prospective
teachers to fill out the same application for a number of positions that may be available in the state. The school board uses Search soft and background checks to make hiring decisions. The decision of hiring highly qualified staff is made by the local school.
In order to retain highly qualified teachers, new teachers are assigned a mentor for the first three years and monitored by the principal and central office. All teachers are required to participate in professional development activities organized by the
administration.

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.
Faculty meetings are held on an as needed basis, usually about one to two times per grading period. BBSST team meets every 4-5 weeks in collaboration with referring teachers.
Teachers work together in core subjects and cross curriculum teaching. This is especially evident in English, history, and computer classes. Teachers work together and offer tutoring for the AHSGE for various subjects. Teachers collaborate for remediation
techniques and tactics. The faculty studies and uses the disaggregated data and results of state assessments. Teacher representation and input is included on the school budget committee, SACS/CIP plan, policy committees, textbook selection committees,
technology committees, and calendar committee.


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6. Special Populations: Describe procedures used for each group of Migrant, English Learners, Economically Disadvantaged, Special Education, Neglected and/or Delinquent, and Homeless students.
All students in Lawrence County Schools, including those identified as migrant, limited-English proficient, homeless, economically disadvantaged, and neglected/delinquent, have access to all services and programs available, including free/reduced lunch,
Title I services, ELL services, Special Education services, At Risk, Credit Recovery, AR Reading, Think Link, Classsworks, and counseling services. Also, Lawrence County uses the Department of Human Resources, Department of Mental Health,
Resource Officers, and various community resources to provide students with necessary school supplies, food, clothing and shelter.
All homeless, migratory, and limited-English proficient students must have equal access to the same free appropriate public education, including public preschool education provided to other children and youth. All homeless, migratory, and limited-English
proficient students are provided with the opportunity to meet the same challenging state content and state student performance standards to which all students are held without being stigmatized or isolated.
The counselor and assistant identify limited-English proficient students upon enrollment. Each new student receives a Home Language Survey used to determine eligibility for limited-English proficient testing. Students qualify for testing if the survey
indicates that a language other than English is used by the student or at the student’s home. All eligible students are tested with the WIDA Access Placement Test (W-APT) to determine if a student is eligible to receive services through the English Language
Learner (ELL) program. Parents or guardians have the right to waive Title III Supplemental ELL services. If the parents or guardians agree for the student to receive services, an English Language Learner (ELL) committee convenes to determine
appropriate services and placement for each individual student. The ELL committee consists of the ELL teacher, parents or guardians of the student, the student’s teacher, the school counselor, an interpreter, and/or school administrator. A variety of services
to all ELL students is provided, such as content area tutoring, pull-out ESL, pull-out for individual support, and content-based ESL. An ELL teacher and an instructional aide provide services to all ELL students. The ELL instructional aide also serves as an
interpreter to communicate with the parents of ELL students if the need arises. Parents are provided the opportunity to receive all updates and important school documents in English and Spanish. The ELL committee reviews each student’s progress
annually. If the student scores proficient on the WIDA Access test and is performing on grade level (determined by grades, teacher recommendations, and results of standardized tests), the student becomes eligible to exit the ELL program and will be
monitored for two years to ensure success.

The counselor and assistant identify migrant students upon enrollment. Parents or guardians of each student receive a Migrant Education Survey, which determines student eligibility for the migrant program. Migrant students automatically qualify for free
breakfast and lunch. Migrant students have access to all services and programs available to the rest of the students.
Lawrence County school system provides special education services and uses appropriate procedures in accordance with federal and Alabama State laws and regulations. The Referral Coordinator tracks referrals and notices to parents concerning eligibility
meetings. The evaluation is conducted to determine if the student is eligible for special education services. An Individualized Education Plan (IEP) team convenes to determine the eligibility for special education services. The IEP team develops the
Individualized Education Plan based on the results of the evaluations, the concerns of the parents, and the academic, developmental, and functional needs of the child. To the maximum extent appropriate, special education students are educated with children
who are not disabled. Special education classes will occur only when the nature of severity of the disability is such that education in the general education classroom, including the use of supplementary aids and services, cannot be successfully achieved.
Lawrence County schools ensure that children with disabilities have access to a variety of educational programs and services available to non-disabled children, including art, music, ELL, and physical education. In addition, special education students are
provided with an equal opportunity to participate in all extracurricular activities available to non-disabled 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. (N/A for Elementary Schools)

School counselors are responsible for identifying homeless students upon enrollment and providing them with support. The school uses Alabama State Department of Education and federal regulations and definitions to identify homeless students. Schools in
the Lawrence County School system are contacted by the Department of Human Resources, Social Services, LEA Attendance Officer, or parent to initialize identification of homeless students. The counseling office and school administrator identify possible
services. If further intervention is needed, the local school will contact the district office for possible funding or other needs. Homeless students have access to all services and programs available to the rest of the students, including free lunch, Title I, ELL,
Special Education, At-Risk, and Reading Recovery. Lawrence County School system uses Title I and supplementary community resources to provide homeless students with necessary school supplies, clothes, school fees, and other items to ensure they are
successful in school.

Neglected/delinquent students are identified in the Lawrence County School system when contacted by one of the following sources: the Department of Human Resources, Social Services, LEA Attendance Officer, juvenile court, delinquent facility,
counselor, transition coordinator, or parent. The school counselor and administrator identify possible needed services for neglected/delinquent students. The school counselor monitors students’ grades and absences and ensures that neglected/delinquent
students have access to additional services as needed, including school supplies, tutoring, and researched based strategies including software and web based programs. The LEA Attendance Officer works directly with the courts to ensure parental
cooperation concerning attendance for delinquent students. If further intervention or assistance is needed, the school contacts the district office for possible funding or other needs. Neglected/delinquent students are eligible for all services and programs
available to the rest of the students, including free lunch, Title I, ELL, Special Education, At-Risk, and Credit Recovery. Economically disadvantaged students are identified through the application for free and reduced lunch. Students with low family
income will be identified as economically disadvantaged students and will be eligible to receive free or reduced breakfast and lunch during the school day. Such students will have equal access to all programs and services available.

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.
    Students who experience difficulty mastering the proficient or advanced achievement standards will be provided timely, effective and additional instructional assistance. This will be accomplished by:
    -referring students to Building Based Student Support Team for additional support and instructional strategies in the classroom to improve the student’s learning capabilities.
    -Offering credit recovery programs for students who failed all or a portion of a credit course.
    -Collaboration with students’ former teachers to discuss learning styles or recommendations for motivating the student.
    -Providing small group instruction led by the teacher for students who experience difficulty with the subject or objective.

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    -Offering one on one peer instruction
    -Encouraging parental involvement in student education through conferences, email, telephone conversations, and notes.
    -Provide At-risk program services
    -Tutoring for the grad exam is offered through High Hopes, remediation is provided at school.
    -Students may utilize services form both NWSCC and Calhoun Community College for ACT testing. We also have special testing links on our web site.
    -Many students participate in Upward Bound and Talent Search programs.
    -We offer ALS for credit recovery for seniors who need to catch up on their credits to graduate.
    -Dual enrollment classes are offered through NWSCC for juniors and seniors.
    -Use of RTi or tiered instruction in each classroom to increase student’s comprehension of the subject.
    -Implementation of Classworks for 7th 8th grade to improve ARMT scores




 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.



Hatton High will hold an annual meeting in September for all parents. Parents will be notified through a newsletter, announcements, public postings, web site, and newspaper announcements. The school will also offer child care for any children under the
age of 10. Parents will be notified of this meeting and any other pertinent school information through the use of the School Cast phone messaging system. Topics to be discussed include:
School CIP plan
Parental involvement plan
Parent survey
AHSGE results, ARMT results, ADAW results
Questions and answers regarding curriculum and classes offered
School parent compacts
The faculty and staff believe it is important for parents to be involved in their children’s education. To ensure that more parents can attend the meeting. It will be held after school hours and childcare is provided. Parents will be involved in the
implementation of the school wide plan. The parents are given the opportunity to review the plan, and their input will be considered. All parents will be given a survey at the beginning and end of the school year to seek their input on training, activities, and
materials that the school should offer parents in the future. Each year this plan is reviewed and evaluated. Changes are made to improve and increase parental involvement. A copy of the parental involvement plan will be made available to all parents in the
following forms of media:
1) Hatton High School student handbook
    2) Hatton High School website
    3) Lawrence County Schools website
    4) Printed copies that will be available in the administrative and counselor’s offices for public viewing.
To complete the school year, an additional survey will be sent out in May to determine ideas and suggestions for changes in the parental involvement program. Parents will be allowed to express their concerns and tell us what activities they want to be a part
of. In addition, the school sent out parent volunteer forms in September. This was to allow parents to sign up for areas they would like to volunteer to help with throughout the school year. These parents will be contacted when help is needed.

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.

Parents were allowed to attend Open House in September to meet teachers and ask any questions about the classes taught. At the annual meeting information will be presented about the curriculum, the school CIP plan, state assessment results, and the school
parent compact. Parents will learn about how to contact teachers, schedule conferences, and how they can participate in decisions relating to their child’s education. Parents will be informed about the web site and other resources for school information. In
May of each year the leadership team will meet to review the school plan and the parent’s surveys are used to revise the plan. There are 2 parents on the leadership committee and at least one parent on each subcommittee. During the review and planning
process all parents are notified of the meeting and plan. If a parent finds a portion of the plan to be unsatisfactory they may contact the administration or submit a complaint in writing. Each complaint will be addressed.
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Students are recognized each year on awards day for outstanding achievements. Students are not only recognized for their grades but also for participation in various clubs and organizations.
On campus we will have representatives from service organization, businesses, colleges, and universities who come in to reward and recognize our students for their participation.



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.
School parent compacts are sent out during the first nine weeks of the school year. The compact was revised in May 2010 by the leadership committee. The compact includes a component for teachers, parents, and students. All students are given a compact
to take home for both the parents and students to sign and review. The compact is kept on file in each homeroom teacher’s classroom. The school sends out a progress report at the mid-point of every grading period. Most teachers require these to be signed
and returned by the parent. We encourage parents to be aware of their child’s academic status. Students and parents are also provided a copy of the Lawrence County Schools code of conduct, promotion standards, and Hatton High handbook.
 As a student I will share the responsibility to improve our academic achievement and achieve the State’s high standards. Specifically, I will:
     1. Return completed homework on time.
    2. Be at school on time unless I am sick.
    3. Be responsible for my own behavior and be respectful to others.
    4. Pay attention and ask for help when needed.
    5. Give to my parents or guardian all notices and information received by me from my school
           every day.
    6. Come to class prepared.
 We, as parents, will support our children’s learning in the following ways:
    1. Give my child a quiet place to study and make sure that homework is complete.
   2. Ensure my child attends school each day and make sure my child gets enough sleep
           each night.
   3. Stay informed about my child’s education and communicate with the school staff.
   4. Encourage my child to study for tests.
   5. Promote positive use of my child’s extracurricular time.
    problems arise.
Faculty & Staff: I understand the importance of the school experience to every student and my role as a teacher and model. Therefore, I agree to carry out the following responsibilities to the best of my ability:
    1. Provide high quality curriculum and instruction to every child in a supportive and effective
           learning environment.
     2. Make every effort to be aware of the needs of your child while providing activities that
           will lend themselves to the different learning styles of students.
    3. Hold parent-teacher conferences during which this compact will be discussed as it relates
           to the individual child’s achievement.
    4. Provide parents with frequent reports on their child’s progress.




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).
Referring to section A, each form of media will contain a section detailing how parents may submit comments of dissatisfaction concerning the school improvement plan. Thus, each form of the media will contain the postal and email addresses of the
school’s administrators and counselor and the system superintendent. Also a final annual survey is sent out to parents in April or May to review and give feedback about parental involvement activities, availability of information, and materials for parents.
These surveys are reviewed and given serious consideration when the plan is reviewed and updated. Parents are allowed to submit written feedback regarding the plan at any time throughout the school year.

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


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The faculty and staff of Hatton High School recognizes the importance of parental involvement in the cognitive, physical, and social growth of children. In the development and implementation of this plan, a new and stronger alliance will be formed between
parents, students, and teachers with the intended goal of fostering greater academic achievement. Through this partnership, the following goals will be
   accomplished through the following prescribed methods:
  Communication will be increased between the parents and school. Via telephone conversation, the school counselor will contact the parent/guardian of each
   middle school student during the first two weeks of school. During that conversation, all pertinent vital information will be updated in the STI program. This information
   will include home phone numbers, work phone numbers, cell phone numbers, and e-mail addresses. Teachers will be strongly urged to use e-mail to contact parents
   concerning class assignments, grades, and behavioral problems. Monthly, teachers will keep a log of all parental contact ---- emails, phone calls, conferences, incidental
   meetings.

   Parent-teacher conferences will provide less stressful situations for all parties through the following means:
   1. All conferences will begin and end with positive statements being made about the student.
   2. All conferences will be attended by the student as well as the parent/guardian.
   3. The purpose of all conferences will be to address problems and to jointly find solutions for students who are being challenged in academic, social, or behavior areas.
   4. Students will be encouraged to attend Parent-Teacher Conference Day with their parents.

   Discipline will be administered in a fair, consistent manner.
   1. A copy of each teacher’s classroom rules will be sent home to each student’s parents.
   2. Each parent will receive a copy of the school handbook and the school system’s Code of Conduct.




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.)
To ensure effective involvement of parents and to support a partnership among the school, parents, and the community to improve student academic achievement, our school:
  (1) Shall provide training for parents of participating children in understanding such topics as the State's academic content standards and State student academic achievement standards, State and local academic assessments,
      the requirements of Title I, and how to monitor their child’s progress and work with teachers to improve the achievement of their children. (Describe)

  Parents will be given a summary of all the results of state assessments. Hatton High will accomplish much of this through the annual parent meeting at the beginning of the school year. At this meeting the parents will receive an overview of the state’s
  academic content standards, achievement standards, and objectives. The parents will be encouraged to attend parent teacher conference day which is held each October and January after the first and third nine weeks grading period. Parents will be
  involved in the development and implementation of the CIP plan. The school will send out progress reports at the mid point of each grading period and report cards go out the week following each nine week grading period. The parents are provided with
  copies of the promotion standards and code of conduct. At any time a parent may request a meeting or contact a teacher. Teachers can be emailed by accessing the school web site.
  (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)
The school will use the web site as a tool to provide parents with information regarding the school and any event that is school related. The CIP committee works to ensure that parent material is aligned with our school goals. A monthly newsletter has been
created to keep parents involved. There are library resources, materials, and supplies that both parents and children may check out. The school system offers an excellent Pre-K program for four year olds who will be entering the system the following year.
The system offers Even Start and Head Start programs for young mothers and community education classes for all citizens.

  (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)
   Hatton High will work with its teachers and staff through in-service, faculty meetings, and grade level and subject meetings in understanding the importance of parents being a partner in education. Parents will be invited to attend workshops offered at the
  school especially related to student involvement. The leadership team will be working with teachers and the leadership committee to include parents in all aspects of academics, sports, clubs, and service organizations.

  (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)

  Hatton High coordinates parental involvement for all parents. October is the kick off month for parental involvement, we offer opportunities for parents to volunteer to help with various organizations and special days such as awards day, homecoming,
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  tournaments, field trips, band contests and performances, Beta club projects and initiations, service projects, and other assemblies. Parents are an integral part of booster clubs that are set up for the volleyball, cross country, football, basketball, baseball,
  band, and softball programs.

  (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)
  The Lawrence County school board and Hatton high has begun utilizing the School Cast system to notify all parents, students, faculty, and staff of any emergency or other important information. The system helps to ensure parents are informed of any
  pertinent incidents or important upcoming events. Parents are sent acknowledgement forms for the code of conduct and Internet use, a parents right to know letter for HQ teachers, and the school compact. They also participate in culture and parent
  surveys. The web site is also available for parents to access.

  (6) Shall provide such other reasonable support for parental involvement activities as parents may request. (Describe)
Hatton High makes every effort to work with parents in meeting their requests related to their involvement in their child’s education. Parents may attend any event or request materials from teacher or counselor on drug awareness,
Internet safety, school and county policies, parenting teens, graduation requirements, and AYP status.

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.

All buildings and athletic grounds on campus are handicapped accessible with the main administrative building containing both a wheelchair ramp and an elevator with
outside entrance. Several teachers and paraprofessionals have been trained to handle the problems and concerns of the physically challenged, and they will be available to
assist parents, if necessary.

For Spanish-speaking parents, the Spanish teacher will be available for communication and interpretation. All school information will be translated into the necessary appropriate foreign language for distribution to ELL parents. The school and school system
will cultivate a list of persons, agencies, and resources for each diverse population.




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 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).
                                                                                                                                                                                                                            DOCUMENT CONTINUOUS LEA
   WHAT WEAKNESS OR NEED                  WHAT TYPES OF                      WHEN WILL THE                       WHAT ARE THE               HOW WILL PARTICIPANTS BE HELD ACCOUNTABLE FOR   WHAT ARE THE FUNDING           REVIEW AND SUPPORT RESULTS
    IDENTIFIED IN ACADEMIC                 PROFESSIONAL                 SESSION BE DELIVERED?              EXPECTED OUTCOMES                 SUCCESSFUL IMPLEMENTATION AND IN WHAT WAYS      SOURCES, ESTIMATED
  (INCLUDING ELL AMAOs) OR               LEARNING WILL BE                (Please list dates of future PD      OF PROFESSIONAL                WILL EVIDENCE BE COLLECTED TO SHOW EFFECTIVE       EXPENSES, AND
    SCHOOL CULTURE GOALS                     OFFERED?                     sessions, not those that have            LEARNING?                    ASSIMILATION/INTEGRATION OF STRATEGIES?      PROPOSED NAMES OF
    WILL THE PROFESSIONAL                                                     already taken place.)         (Following the professional                                                        CONSULTANTS OR
      LEARNING ADDRESS?                                                                                    learning, how will academic                                                            ENTITIES?
                                                                                                              or cultural challenges be                                                       Example: Title II, $....00
                                                                                                           impacted – what does it look                                                          Dr. Verry Goode
                                                                                                                        like?)

                                      Workshop on PD day about          October 11th, HHS Library          Increased use of technology in   Principal and administrative walk throughs      Discovery Streaming
Technology in the classroom           using more technology in the      School Tech Leader                 all classrooms.                  Lesson Plans                                    Classworks
                                      classroom.                                                           Increase in computer related     Samples of computer assignments                 STI Home
                                      Information presented about                                          assignments for students.
                                      utilizing the programs we have
                                      available for teachers and
                                      students.



                                      Examples, stats, and              Feb 21st, HHS Library              Increase in reading scores on    AR reports monthly (show usage & test scores)
                                      presentation about using AR       Media Specialist,                  ARMT, SAT, and AHSGE.            Lesson Plans
Using AR to increase test scores                                        Reading Coach                      Improve grades in English
                                                                                                           classes.



7 Habits of Highly Effective People   Continuous learning about the 7   Throughout the year the habits     Improvement in grades and        Principal walk through, review of lessons
                                      habits training and beliefs.      will be reviewed and delivered     reducing failure rates
                                                                        in lessons.

 DUPLICATE PAGES AS NEEDED




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 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:                                                                      TOTAL
State Foundation Funds              Enter Enter #
Earned Units                       # FTE’s of Units
                                   Earned Placed
                                   by the at the                                                                                         TOTAL OF ALL
                                   school school                                                                                           SALARIES
 FTE Teacher Units:                23.2               21.95                                                                            1,759,492
Administrator Units:                     1               1
Assistant Principal:                   .5                .5
Counselor:                              1               1
Librarian:                             1.25            1
Career and Technical                                                                                               Education
Administrator:
Career and Technical                                                                                              Education
Counselor:
Enter the amount allocated for use at the school for the following:
Technology                                                                                                                             0
Professional Development                                                                                                               0
State ELL Funds
Instructional Supplies                                                                                                                 0
Library Enhancement                                                                                                                    0

                                        II. Federal Funds:
Title I: Part A: Improving the Academic Achievement of the Disadvantaged                                      TOTAL                    27,870.00
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:
The Title I allocation for Hatton High has been allocated as follows:
Classroom supplies $10571
Non capitalized audio/video $2000
Non Capitalized computers $11000
Parental involvement supplies $750
Parental involvement postage $500
Staff development subs $1000
Fringe $79
Staff Development travel $2000
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ARRA FUNDS                                                                                                 TOTAL                    63,353.00
BRIEF EXPLANATION and BREAKDOWN OF SPENDING:
These funds are being utilized to fund 1.05 FTE . A total of 44,156.00 is funding salaries for additional teachers, while $700 is
allocated for substitutes and $18,497.00 for fringe benefits.



Title II: Professional Development Activities                                                              TOTAL                    0
BRIEF EXPLANATION and BREAKDOWN OF SPENDING:




Title III: For English Language Learners                                                                   TOTAL                    0
BRIEF EXPLANATION and BREAKDOWN OF SPENDING:



Title IV: For Safe and Drug-free Schools                                                                   TOTAL                    0
BRIEF EXPLANATION and BREAKDOWN OF SPENDING:



Title VI: For Rural and Low-income Schools                                                                 TOTAL                    0
BRIEF EXPLANATION and BREAKDOWN OF SPENDING:




Career and Technical Education-Perkins IV: Basic Grant (Title I)                                          TOTAL                     0
BRIEF EXPLANATION and BREAKDOWN OF SPENDING




Career and Technical Education-Perkins IV: Tech Prep (Title II)                                           TOTAL                     0
BRIEF EXPLANATION and BREAKDOWN OF SPENDING




Other: 21st Century, Learn and Serve, Even Start, School Improvement Grant                               TOTAL                      0



 System:

 School:                                                                                                                                        Updated: July 13, 2010
 INITIAL REVIEW /DEVELOPMENT                               Target Date: August Purpose:   REVIEW 1                                      Target Date: September   Purpose:   REVIEW 2                                     Target Date: October
 Review assessment data to develop plan or make plan adjustments to existing plan.        AMENDMENT - Incorporate recommendations from school, LEA and/or SDE.              Purpose: IMPLEMENTATION - Provide documentation/evidence of 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




BRIEF EXPLANATION and BREAKDOWN OF SPENDING




                                                   III. Local Funds (if applicable)
Local Funds                                                                                                        TOTAL                       0
BRIEF EXPLANATION and BREAKDOWN OF SPENDING:




 Part IX – MONITORING/REVIEW DOCUMENTATION



 System:

 School:                                                                                                                                                                                 Updated: July 13, 2010
REVIEW 3                                         Target Date: November     REVIEW 4                                     Target Date: January                 REVIEW 5                                        Target Date: February
Purpose: IMPLEMENTATION – Provide documentation/evidence of improvement.   Purpose: IMPLEMENTATION - Provide documentation/evidence of improvement.          Purpose: IMPLEMENTATION - Provide documentation/evidence of 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



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 the coming year.
Purpose: IMPLEMENTATION - Provide documentation/evidence of improvement.   Purpose: REFLECTIONS/PROJECTIONS – Evaluate each goal, strategy, 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:

School:                                                                                                                                                                   Updated: July 13, 2010
System:

School:   Updated: July 13, 2010

				
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