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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:          Anderson Junior High School
STREET ADDRESS:         201 Bayles Street                                      CITY:   Anderson                                                 STATE:      Alabama              ZIP CODE:      35610
CONTACT: Mr. Johnny Tidwell                                                    TELEPHONE: (256) 247-5673                                        E-MAIL johnny.tidwell@lcschools.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, NOTE: The Parental Involvement section of this plan must be distributed to all parents.
YES       NO                           YES              V, and VI) used to coordinate
          N/A                          NO               and supplement existing
                                                                                          A copy of this CIP plan, once approved, will be placed in the library and will be available for anyone to look through and read. A school-wide letter will be
NO                                     N/A              services and not used to          sent home informing parents of the approved plan and its location in the school and its availability. The CIP will also be posted on the Anderson Junior High
                                                        provide services that, in the     School’s website. In addition, as required by law, Anderson School will distribute the parent involvement section of this plan to all parents.
                                                        absence of federal funds, would
                                                        be provided by another fund
                                                        source?
                                                        YES       NO
*Board Approval: Yes            No                    Board approval received on _____________________________, 2010.

 Board Signature:

Superintendent Signature:                                                                                                                           Date:

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 April, 2010 – September 2010)

Provide a brief description of the planning process, including how teachers will be involved in decisions regarding the use of state academic assessments, and other data sources in order to provide information on
and to improve the achievement of individual students and the overall instructional program and how parents were involved with faculty and staff in developing, and implementing the CIP (Title I, Section
1116(b)(A)(viii):

    In May of 2011, the school leadership team will review the 2010-2011 CIP to assess the impact, degree of success or lack of success, the programs and/or strategies have had on the academic achievement.
    Members of the staff, both certified and support plus parents will share in the provision of input.


                     Instructional                                                            Positions                                                             Signatures
                Leadership Team Names                          (Identify position held, e.g., Administration, Faculty, Staff, Grade                        (Indicates participation in the
 (The Leadership Team must include the principal, faculty        Level and/or Subject Area, Parents and Community members.)                                   development of the CIP)
 [including ELL resource lead teacher if applicable], staff,
    parents, community stakeholders, and/or students.)
                     Johnny Tidwell                                                Administrator
                     Karen Cantrell                                                   Counselor
                     Sondra Castell                                               Reading Coach
                      Brad Newton                                        Junior High Social Studies Teacher
                      Lori Ferguson                                                  Staff/Parent
                     Jackie Burgess                                                     Parent
                                                                                  st
                       Kerry Cox                                                 1 Grade Teacher
                    Sharlotte Howell                                     Junior High Mathematics Teacher




 System:

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


          Directions: Insert a copy of your one-page School Status Report in this TEXT BOX. You may access this report on
          the web at www.alsde.edu:
               Click on Accountability Reporting.
               Choose 2009-2010.
               Select Annual Accountability Results Report.
               Select your system and school.
               Press the Graphics Select Tool button located on the top of the page and select the chart beginning with the
                 school name. (Note: Do not include the legend.)
               Then, right click and select COPY.
               Return to this document and CLICK IN THIS BOX.
               Then, right click to PASTE the chart.
               Adjust the size of the text box to display your test results.




System:

School:                                                                                                                 Updated: July 13, 2010
 Part I - continued – DIRECTIONS: NEEDS ASSESSMENT- SUMMARY OF DATA: Indicate data sources used during planning by identifying strengths and weaknesses or program gaps. If your school did not
 review a particular data source, please write N/A. School improvement goals should address program gaps (weaknesses) as they relate to student achievement or AYP categories such as graduation rate or other
 academic indicators. Close attention should be given to the proficiency index. Please include all disaggregated subgroups including those with less than forty students. Additionally, please report data pertaining to
 the Response to Instruction (RtI) framework, include data used to determine the type of support provided to students (i.e.: universal screening results, benchmark testing, progress monitoring, etc.)

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

     Faculty was provided with all available data (SAT/ARMT, Scott/Foresman, DIBELS, etc.) in disaggregated form. Faculty members submitted goals based on perception of strengths/weaknesses from data
     provided.
     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.
     All teachers are highly qualified. Lauderdale County strives to only employ HQ teachers.
     Number and percentage of teachers Non-HQT: 0% are not highly qualified.                                         Number and percentage of Classes Taught by Non-HQT: 0%

     Alabama High School Graduation Exam (AHSGE):
     Strengths: 11 students took AHSGE Math and 64% passed. 17 students took the AHSGE Biology. 88%                    Weaknesses: 4 out 11 students did not pass AHSGE Math.
                passed.                                                                                                            2 out 17 students did not pass AHSGE Biology.

     Alabama Reading and Mathematics Test (ARMT):
     Strengths: Of the students tested in grades 3 – 8, 4 out 6 grades showed significant improvement in reading,      Weaknesses: 3rd, 4th & 8th grade ARMT Math Scores would be below baseline standard
                4% increase. There was a 3% increased in math.                                                                     without level II’s.

Alabama Science Assessment:
Strengths: 5th grade students had an 90% proficiency in Science based on 2009-2010 ASA. 7th grade students        Weaknesses: Only 47% of 5th grade students mastered content standard 5.
          had an 81% proficiency level.


Stanford 10
Strengths: The total reading scores in 4th grade increased 4%, 5th increased 11%, and 7th increased 24%.          Weaknesses: The percentage of students in 6th grade scoring in stanines 1 – 3 increased by
           The total math scores in 5th increased 31% and 7th increased 19%.                                                  in mathematics procedures by 16%.

     Dynamic Indicators of Basic Early Literacy Skills (DIBELS):
     Strengths: At the beginning of 2009-2010 school year, DIBELS data indicated that 82% of Kindergarten              Weaknesses: There was a 19% decrease of the percentage of students at benchmark in 3rd
                students were strategic or intensive. At the end of the school year, only 3% of the Kindergarten       grade.
                students were strategic or intensive.




 System:

 School:                                                                                                                                                                        Updated: July 13, 2010
Part I - Continued:
Alabama Direct Assessment of Writing (ADAW):

Strengths: 90% of 5th grade students scored proficient on ADAW. (holistic score) 80% of 7 th grade students scored     Weaknesses: Only 40% of 5th grade students scored proficient on Writing Mechanics,
           proficient on ADAW holistic score. 80% of 7th grade students also scored proficient in Writing Mechanics,               Sentence Formation, and Grammar and Usage.
           Sentence Formation, and Grammar and Usage.

ACCESS for English Language Learners (ELs):
Strengths: N/A                                                                                                         Weaknesses: N/A

EducateAL or other Professional Evaluation Profile Information:
Strengths: The EducateAL report for 2009-2010 school year reveals the following area of strength:                      Weaknesses: The EducateAl report for 2009-2010 school year reveals the following area of
     1.1 Demonstrates knowledge                                                                                                   weakness:
                                                                                                                           2b.3 Developing appropriate and effective instructional strategies

Additional Data Sources: (e.g., Alabama Alternate Assessment [AAA], School Technology Plan Data)
Strengths: 100% of classrooms have LCD projectors. 100% of junior high classrooms have interwrite pads.                Weaknesses: Students in grades K – 9 share one computer lab.
           100% of classrooms have access to 3 CPS units.

Local Data (e.g., LEA, school, and grade-level assessments, surveys, program-specific assessments, other RtI data):
Strengths: Using 2010-2011 baseline Scott-Foresman data, 1st grade scored above 85%.                                   Weaknesses: 6th grade baseline Scott-Foresman data indicates that 43% of the students are
                                                                                                                       not proficient.


Career and Technical Education Program Data Reports:
Strengths: N/A                                                                                                         Weaknesses: N/A




 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: School attendance rate using AYP reporting was 93% for 2009-2010 school year. This is a 3%                 Weaknesses: 19 students had a combined total of 353 tardies.
           decrease from last year, but it fulfills AYP goal on attendance rate.
School Demographic Information related to drop-out information and graduation rate data.
Strengths: Anderson Junior High School serves as a feeder school for Lauderdale County High School, which has               Weaknesses: Students are transferring to LCHS/Lexington earlier in educational life, depleting
           an 89% graduation rate; and Lexington High School, which has a 93% graduation rate.                                          enrollment at Anderson.
School Demographic Information related to teacher attendance, teacher turnover, or challenges associated with a high percent of new and/or inexperienced faculty.

Strengths: Anderson Junior High School maintains a staff where each one is teaching in field and is highly HQ.      Weaknesses: Budget cuts led to a loss in teacher units. Student enrollment numbers have
                                                                                                                                   dropped drastically in the last year.
School Demographic Information related to student attendance, patterns of student tardiness, early checkouts, late enrollments, high number of transfers, and/or transiency including migratory moves (if applicable).
Strengths: AJHS has a 93% attendance rate.                                                                                  Weaknesses: 9% of students were excessively tardy. A high number of students transferred
                                                                                                                                        during the summer of 2010.

School Perception Information related to parent perceptions and parent needs including information about literacy and education levels.
Strengths: AJHS has a small student population, leading to more personalized attention for students by teachers/            Weaknesses: Parents would like more extra-curricular activities provided for their children
           staff. The ratio is: Kindergarten 20:1, 1 st – 12:1, 13:1, 2nd – 17:1, 3rd – 21:1, 4th – 22:1, 5th/6th – 20:1.                (fine arts/sports). Parents are unhappy with combined 5 th/6th grade class.
           The junior high ratio is from 13:1 to 18:1.

School Perception Information related to student PRIDE data.
Strengths: 88% of students surveyed feel that tobacco use is harmful. 95% feel that marijuana use is harmful.               Weaknesses: survey indicates that alcohol and tobacco use begins as early as 5 th grade.

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: N/A ELL resources (Scott-Foresman series and Rosetta Stone) are available from county office if                  Weaknesses: N/A
               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: N/A                                                                                                              Weaknesses: N/A

School Process Information uncovered by an analysis of curriculum alignment, instructional materials, instructional strategies, reform strategies, and/or extended learning opportunities.
Strengths: There are federal and at-risk monies available for in-school tutoring. A classroom reduction aide has            Weaknesses: AJHS has a combined 5th/6th grade class. There is only 1 kindergarten class this
           been added in 5th/6th grade. Data meetings, spiral approach of reading series and pullout program                            Year.
           support reading instruction.



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): Anderson Junior High School’s continuous improvement goal will be to increase vocabulary
comprehension (open-ended question response) scores on ARMT in 3rd – 8th grade levels by 2% as of April, 2011. 3rd grade – 57% to 59%, 4th – 67% to 69%, 5th - 63% to 65%, 6th – 58% to 60%, 7th – 73% to 75%, 8th –
58% to 60%.

Data Results on which goal is based: These goals were selected due to data received from SAT/ARMT. During the 09-10 school year, 92% of 3rd grade students, 93% of 4th grade students, 95% of 5th grade students,
94% of 6th grade students, 97% of 7th grade students, and 83% of 8th grade students scored proficient as measured by the ARMT.


TARGET GRADE LEVEL(S):             TARGET CONTENT AREA(S): Circle       AHSGE:                                             ADDITIONAL ACADEMIC INDICATORS:    TARGET STUDENT SUBGROUP(S):
3rd – 8th                          One                                  Reading Math Science   Social Studies   Language
                                   Reading  Math   Science    Other

     COURSES OF STUDY                         REFORM STRATEGIES                                      BENCHMARKS                               INTERVENTIONS                                RESOURCES

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




 System:

 School:                                                                                                                                                                 Updated: July 13, 2010
Grade 3 – Standards 3.1, 3.2, 3.8         STRATEGY: 1. Align the current taught curriculum and                    Review progress reports every three weeks            Target non-proficient students and provide Tier II   My Sidewalks
Grade 4 – Standards 4.1, 4.4, 4.5        instructional resources to the least mastered course of study            Scott-Foresman unit benchmark tests                  small group instruction.                             Provide grade-level appropriate reading sources in
Grade 5 – Standards 5.1, 5.5             standard                                                                 Lesson plans reflect the use of reading strategies   Schedule reteaching week for those concepts not      library
Grade 6 – Standards 6.1, 6.17, 6.21      ACTION STEP:                                                              daily                                                mastered.                                            PD from reading coach
Grade 7 – Standards 7.1, 7.2 7.9, 7.10       Review studies of state reading assessment data                     Pacing guide daily                                   Refer to PST for development of intervention plan
Grade 8 – Standards 8.1, 8.2 8.8, 8.9        Align the appropriate grade/content area materials and              Walkthroughs and checklists                          (IP)
                                                 textbooks to identified standards                                Departmental/grade level meetings minutes
                                             Ask higher level thinking (open-ended) questions on
                                                 assessments for grades 3 – 8
                                         STRATEGY: 2. All teachers will implement explicit, intensive
                                         instruction (Tier II) in every reading/language class
                                         ACTION STEP:
                                             Use assessment data (ARMT student reports, Scott-
                                                 Foresman) to establish flexible groups within the classroom
                                             Use learning centers weekly to reinforce skills previously
                                                 taught
                                             Use differentiated instruction (DI)
                                            STRATEGY: 3. All teachers, grades K-6, will implement SBR
                                            strategies and implement tiered instruction.

                                           ACTION STEP:
                                                  Train teachers in best practices using differentiated
                                                   strategies
                                                  Conduct grade level meetings
                                                  K-8 teachers teach reading across curriculum every
                                                   day




 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): Anderson Junior High School’s continuous improvement goal will be to increase mathematics scores on
SAT/ARMT in grades 3rd – 8th by 1% and AHSGE in 9th grade 1% as of April, 2011. 3rd grade – 73% to 74%, 4th grade – 87% to 88%, 5th grade – 87% to 88%, 6th grade 85% to 86%, 7th grade – 88% to 89%, 8th grade
– 83% to 84%.
Data Results on which goal is based: These goals were selected due to data received from SAT/ARMT, specifically students scoring in stanines 1 – 3 in SAT, and Level I and II students in ARMT.


TARGET GRADE LEVEL(S):                         TARGET CONTENT AREA(S): Circle                    AHSGE:                                                    ADDITIONAL ACADEMIC INDICATORS:               TARGET STUDENT SUBGROUP(S):
3rd – 9th                                      One                                               Reading Math Science   Social Studies     Language
                                               Reading  Math   Science    Other

       COURSES OF STUDY                                       REFORM STRATEGIES                                                BENCHMARKS                                          INTERVENTIONS                                          RESOURCES

  WHICH COURSE OF STUDY                     WHAT RESEARCH-BASED STRATEGIES/ACTIONS                             HOW WILL PROGRESS FOR EACH ACTION                       HOW WILL THE SCHOOL PROVIDE                          WHAT RESOURCES AND SPECIFIC
     STANDARDS, AHSGE                                         WILL BE USED                                             STEP BE MEASURED?                             TIMELY ASSISTANCE IF STRATEGIES DO                   EXPENDITURES WILL BE NEEDED FOR
  STANDARDS/OBJECTIVES,                    TO IMPROVE STUDENT ACADEMIC PERFORMANCE?                           (PERFORMANCE DATA, LISTS, SURVEYS, ETC)                    NOT 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?


Grade 3 – Standards 3.5                    STRATEGY: 1. Align the current taught curriculum and                  Review progress reports/report cards every 3      Target non-proficient students and provide with   Supplemental resources for identified gaps will be used
Grade 4 – Standards 4.3, 4.4, 4.8         instructional resources to the least mastered course of study           weeks                                             intensive small group math instruction.           when available.
Grade 5 – Standards 5.3, 5.4              standard.                                                              End-of-the-month math assessments                 Refer to PST for intervention plan (IP).          Computer Lab – Education City, Destination Math
Grade 6 – Standards 6.1, 6.2                                                                                     Lesson plans reflect the use of math strategies   Meet with district wide math specialist           CBM
Grade 7 – Standards 7.2, 7.4, 7.9, 7.10   ACTION STEP:                                                            daily                                                                                               AMSTI resources $11,000
Grade 8 – Standards 8.10, 8.11, 8.12        Review studies of state math assessment data                        Pacing Guides daily                                                                                 Algebra/scool
Grade 9 – Standards 9.7                     Align the appropriate grade/content area materials and              Walkthroughs’checklists                                                                             Brainpop
                                               textbooks to identified standards
                                            Ask higher level thinking and open-ended questions on
                                               assessments for grades 3 – 9.

                                          STRATEGY: 2. All teachers, grades K – 9 will implement
                                          explicit, intensive instruction in every math class.

                                          ACTION STEP:
                                            Attend AMSTI training
                                            Use assessment data (ARMT student reports, End-of-the
                                               month) to establish flexible groups within the classroom
                                            Use manipulatives weekly to reinforce skills previously
                                               taught
                                            Use tutorial videos
                                            Add time spent on teaching concepts




 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): N/A


Data on which goal is based:



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

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

                                 STRATEGY:


                                 ACTION STEP:



                                 STRATEGY:


                                 ACTION STEP:


                                 STRATEGY:


                                 ACTION STEP:




 *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                    WHAT RESEARCH-BASED STRATEGIES/ACTIONS                          HOW WILL PROGRESS FOR EACH ACTION                     HOW WILL THE SCHOOL PROVIDE TIMELY                         WHAT RESOURCES AND SPECIFIC
     TO SCHOOL SAFETY,                                        WILL BE USED                                          STEP BE MEASURED?                            ADJUSTMENT IF STRATEGIES DO NOT CHANGE                    EXPENDITURES WILL BE NEEDED FOR
         CLASSROOM                          TO IMPROVE CULTURAL BARRIERS IMPACTING                         (PERFORMANCE DATA, LISTS, SURVEYS, ETC)                           PERFORMANCE?                                    SUCCESSFUL IMPLEMENTATION?
MANAGEMENT/DISCIPLINE, RtI                      STUDENT ACADEMIC PERFORMANCE?                                                                                                                                            (Ex: Teacher Incentives,Title II $.....00, Supplies
FRAMEWORK AND SUPPORTIVE                         (Give specific strategies, not just programs                                                                                                                                      for Mentors/Mentees, etc)
  LEARNING ENVIRONMENTS                                     or program names.)
    HAVE BEEN IDENTIFIED
  THROUGH THE REVIEW OF
   SCHOOL DEMOGRAPHIC,
  PERCEPTION, AND PROCESS
           DATA?
                                          STRATEGY: Implement a program that teaches self-discipline      Early Warning Data                                     Contact parents                                         At-Risk Monies
    According to data, a small          and responsibility to students.                                  SIR Reporting Data                                     Meeting with teachers to discuss data
     number of students are tardy                                                                                                                                Contact attendance officer
     multiple times.                     ACTION STEP:                                                                                                            Contact school resource officer
    According to data, a small            Establish clear schoolwide rules and procedures for general
     number of students are referred          behavior.
     to the principal multiple times.      Establish and enforce appropriate consequences for
                                              violations of rules and procedures.
                                           Reward promptness, not tardiness.

                                         STRATEGY: Implement multi-year prevention education.             Too Good for Drugs and Too Good for Violence pre and   Objectives of both programs will be reevaluated.        Title IV Funds
    According to PRIDE survey,                                                                           post tests.                                                                                                    State grant
     students recognize the dangers of                                                                                                                                                                                   Counselor
     alcohol, drug and tobacco use.
                                         ACTION STEP:
                                           Discuss the negative effects of alcohol and other drug use
                                              on decision making.
                                           Discuss the difference in healthy and unhealthy
                                              relationships.
                                           Discuss issues relating to drug and violence prevention.




 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)
The Lauderdale County School System has a teacher mentoring program. New teachers are paired with veteran teachers based on grade level or subject(s) being taught. These teachers meet on a regularly scheduled basis to
discuss concerns or needs. Dates of meetings as well as topics of discussion are documented and kept on file locally.

2. Budget: Describe the coordination of all federal, state, and local programs. (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 local and district CIP teams will meet to plan the Title I budget. All federal requirements will be met. Title I allocation is $117,348. These dollars will be used to supplement regular education program. Funds will
be used for sa/ben ($81,813.77), PI ($694.34), materials/supplies (20,534.23) PD (8,260.00), and substitutes for curriculum dev/staff PD (6,740.00)
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.
   Kindergarten pre-registration is held in the spring prior to beginning the school year. Parents meet with the administrator, counselor and school nurse to receive valuable information for their children as they begin
     school in the fall. The prospective Kindergarten students meet the Kindergarten teachers and become acclimated to the new environment before the first day of school. Kiindergarten students come to school by 1/3
     during the first three days of school.
   Students attending local daycare centers visit Anderson Junior High School for a school tour prior to entering Kindergarten.
   Supply lists for upcoming school year are given to students at the end of each academic year.
   Orientation for elementary grades is held prior to beginning of school year. Parents and students meet the teachers, complete school documentation (free/lunch forms, insurance forms, change of demographic
     information, etc.), and confirm supply lists.
   An eighth grade orientation meeting is held in the spring with students and parents. The counselor and administrator discuss career interest inventories, diploma choice options, credits and grad exam.
   Any new student is given a tour of the school by counselor/administrator and introduced to the teacher.
   9th grade students visit Lexington and Lauderdale County High Schools to preregister for classes and tour the schools.
   8th grade students tour Allen Thornton Vocational School to become aware of vocational programs’ availability.

4. Highly Qualified Teachers: Describe the qualifications of teachers in the school with regard to their being highly qualified and what strategies the school, with the support of the LEA, uses to attract and retain highly
qualified teachers.
 100% of Anderson Junior High School’s teachers are highly qualified. It is a requirement that all teachers be highly qualified at a Title I School.

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.
    The faculty collaboratively studies the disaggregated data and results of the state assessments.
    DATA Team and PST members evaluate data collected on referred students to determine if there are any indicators that would warrant more in-depth testing or referral for special services.
    Grade level and subject-area data meetings are held to adjust instructional procedures and strategies based on the progress monitoring data.
6. Special Populations: Describe procedures used for each group of Migrant, English Language Learners, Economically Disadvantaged, Special Education, Neglected and/or Delinquent, and Homeless students.
 All students at Anderson Junior High School, including those identified as migrant, limited-English proficient, economically disadvantaged, special education, neglected and/or delinquent and homeless, have access to
all services and programs available, including free/reduced lunch, Title I services, ELL services, Special Education services, At-risk, and counseling services. The school uses the Department of Human Resources, local
churches, Riverbend and various community resources to provide students with necessary school supplies. Our system provides a social worker. 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 performance standards to which all students are held without being stigmatized or isolated.

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 School:                                                                                                                                                                         Updated: July 13, 2010
At this time, Anderson Junior High School does not have any students identified as migrant, limited-English proficient and homeless. Migrant students would be identified upon enrollment. Parents or guardian of each
new student receives an Alabama State Department of Education Employment Survey, which would help determine the student’s eligibility for a migrant program. Those students would automatically qualify for free
breakfast and lunch.

Limited-English proficient students would also be identified upon enrollment. Each new student receives a Home Language survey. Students qualify for testing if the survey indicates that a language other than English
is used by the student or in the student’s home.

If a student is identified as homeless, he/she will have access to all services available. Community resources will help to provide necessary school supplies, clothes and other items.

Economically disadvantaged students are identified through free/reduced lunch application. They are eligible for free/reduced breakfast and lunch during the school day.

Neglected students are identified through teacher referral, Department of Human Resources and Social Services. The school counselor and administrator help to identify possible services.

Delinquent students’ absences are tracked by administrator. Parents are contacted by calls and/or letters. If delinquency continues, the LEA Attendance officer is informed, who in turn, refers the student to early
Warning court, or local probation officer.

All special education students are assigned a special education instructor. All special education students have an IEP which is followed by all school personnel.

7. 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 during school day. Beyond the regular school
day will be accomplished by:
  After-school tutoring provided by teacher supplemented with Title I monies.




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 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.

During the first month that school is in session, Anderson Junior High School holds its annual meeting for all parents of participating children. Parents are notified through (1) notices sent home by students, (2) school
and public postings. To assist in providing the opportunity for all parents to attend, the meeting is offered after school hours. Topics to be discussed at this year’s meeting are:
   Title I participation, its services and parents’ rights
   The LEA Title I Plan
   The LEA Parental Involvement Plan
   Anderson Junior High School’s Continuous Improvement Plan
   An explanation of the 1% set-aside for Parental Involvement
   School-Parent Compacts
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.

    1.  The leadership and staff of Anderson Junior High School have a strong belief in the importance of parental involvement and therefore have put measures in place to offer parent meetings on a flexible schedule.
        The annual meeting for parents will be offered during the first month of school after school hours.
    2. Anderson Junior High School believes in involving parents in all aspects of its Title I program. We have two parent representatives on our schoolwide advisory committee who were active participants in the
        development of the plan and were involved from the first meeting of the schoolwide committee. For the Parental Involvement Plan, all parents were given surveys at the end of the school year seeking their
        input on activities, training, and materials that the school should offer to parents next year. Each year, the schoolwide plan, including the parental involvement plan, is reviewed and evaluated. Results of
        parent surveys are reviewed by the parent representatives and entire schoolwide advisory council in determining needed changes.
    3. The Title I Advisory Committee meets at the beginning of each school year to discuss the proposed budget. Anderson Junior High School will begin this with a full-time Title I teacher plus full-time aide. The
        committee will provide a description of how the monies will be used for Anderson Junior High School. Teacher’s salary and benefits, in-state funds for teacher travel and/or workshops, instructional
        materials/supplies, non-capitalized equipment which can’t exceed $5,000, substitute teacher pay, parent involvement, purchased services and other. These funds must be expended per the plan developed by the
        school advisory committee and submitted to the Central Office for final approval.
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.

 At its annual meeting of parents at the beginning of the school year, Anderson Junior High School will hold a general meeting where information will be presented about its Title I programs, the curriculum, and forms
of academic assessment used. Parents will learn about the schoolwide program and the following subjects taught: reading, math, language, science, social studies, physical education, art, music and computer science.
They will also be informed how to schedule parent-teacher conferences and how they can participate in decisions related to the education of their child. Parents will be given a copy of the student handbook, which
includes more detailed information on these topics. Parents will meet their child’s teachers, who will provide additional information on the subjects they teach and how students are individually assessed.

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).
 In August of each year, all parents will be given a copy of the School-Parent Compact. The compact will be explained to the parents, and they will be asked to sign the compacts signifying their commitment to working in
partnership with the school and their child in ensuring that their child is successful in school. The compacts will be presented to each teacher who will have the responsibility of explaining the compact to the students and
obtaining students’ signatures. The teachers and administrator will sign the compacts and house them in their classrooms for use during parent-teacher and/or student/teacher conferences.

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E. Parental Involvement: Describe procedures to allow parents to submit comments of dissatisfaction with the Continuous Improvement Plan.
 In May of each year, Anderson Junior High School’s Schoolwide Advisory Council meets to review, evaluate, and revise its schoolwide plan. During the review process, all parents are notified of the review through
notices sent home. The notices make parents aware that the plan is under review, and that a copy of the plan is available for review in the library. Parents have a right to give input regarding the revision of the plan.
The notice also states that after the plan is finalized and approved, the parent has the right to submit their concerns in writing to the school, and the school will submit these concerns to the central office.

F. Parental Involvement: Describe how the school will build capacity for parental involvement including how parents will be encouraged to become equal partners in the education of their children. (See NCLB Section
1118, requirements for building capacity in parental involvement.)
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.

  Anderson Junior High School will accomplish much of this through its annual parents meeting and orientation held at the beginning of the school year. At that time, parents will receive an overview of the state
  academic content standards, academic achievement standards, and assessments. In addition, an explanation will be given regarding Title I, what services will be offered, and how parents have the right to be involved in
  their children’s education.


  (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.

 Throughout the year, parenting classes will be held on various topics including, but not limited to: reading with the child, creating a home learning environment, working as a partner with your child’s teacher.
Kindergarten students receive transition to school backpacks at orientation, and videos and pamphlets are provided to help parents with a host of topics.

  (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.

  Anderson Junior High School will continue to work with its teachers through inservices, faculty meetings, and grade-level meetings in understanding the importance of parental involvement and parents as our partners.
  All staff is expected to welcome parents to the school, as appropriate, and to work with our parent facilitator in meeting parents’ needs for their children.

  (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.

 Anderson Junior High School provides parental involvement activities that encourage parents to participate in the education of their children, such as:
  Grandparents’ Day
  Book Fair
  Parent Orientation
  Parent/Teacher Conferences
  Halloween Festival
  Eighth Grade Orientation


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 School:                                                                                                                                                                         Updated: July 13, 2010
  (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.

   At the present time, Anderson Junior High School has no EL students. Information on all school meetings, parent notices, etc., would be sent to these parents in Spanish. In addition, Lauderdale County Board of
  Education has a teacher who is bilingual who assists in verbally communicating with these parents as needed. Written communication is kept simple. The teachers explain to students before any correspondence goes
  home so the students can explain it to a non-reading parent.

  (6) Shall provide such other reasonable support for parental involvement activities as parents may request.

 Anderson Junior High School makes every effort to work with parents in meeting their requests as related to their involvement in their children’s education. Parental Involvement will be school specific and not planned
at a district level. The parental involvement topics will be conducted for specific needs identified and/or requested by parents of our school. Parents provide input at PTO meetings and through surveys.

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.

  Anderson Junior High School, to the extent practicable, provides opportunities for the participation of parents with limited English proficiency and parents with disabilities. Anderson Junior High School presently has no EL
students; therefore, all notices of parent meetings are sent in English. If any EL students enroll, those notices will be sent in the student’s home language. In addition, Lauderdale County as a bilingual teacher who is available to
 assist in verbal communication with these parents. At this time, Anderson Junior High School has no migrant students. Every effort is made to accommodate parents with disabilities. Anderson Junior High School is a handicapped-
accessible building. Special accommodations will continue to be made to communicate with homebound parents by phone and through home visits when needed.




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

                                                                                                                                                                          Becky Cornelius
                             Data meetings with grade-      August - November 2010            Increased student              SAT/ARMT results
Decreased math scores        level teachers                 Monthly                           proficiency in math by a       Progress reports every 3 weeks
                             Professional development led                                     greater variety of             Walkthroughs
                             by county-wide math                                              instructional strategies       Sign in sheets
                             specialist                                                       implemented by teachers
                             AMSTI



ARMT Open-Ended Questions    Data meetings with grade-      September 2010                    Increased ARMT scores on       ARMT results                                 Dr. Vicki Smith
                             level teachers                                                   open-ending questions          Teacher-made tests
                             Making Sense Strategies        November 2010                                                    Benchmark open-ended questions tests




 DUPLICATE PAGES AS NEEDED




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 School:                                                                                                                                                                                    Updated: July 13, 2010
 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                                                                                          TOTAL OF ALL
                       by the at the                                                                                            SALARIES
                       school   school                                                                                          1,156,992.89
FTE Teacher Units:                 13.65      13.65                                                                          $901,274.46
Administrator Units:                  1        1                                                                             99,364.39
Assistant Principal:
Counselor:                             1          1                                                                          80,507.25
Librarian:                             1         1                                                                           75,846.79
Career and Technical
Education Administrator:
Career and Technical
Education Counselor:
Enter the amount allocated for use at the school for the following:
Technology
Professional Development
State ELL Funds
Instructional Supplies
Library Enhancement

                                    II. Federal Funds:
Title I: Part A: Improving the Academic Achievement of the Disadvantaged                                       TOTAL         118,042.34
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:
Salaries/benefits $81,813.77
Parental Involvement $694.34
Instructional Materials/Supplies $20,534.23
Professional Development $8,260.00
Substitutes $6,740.00

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 School:                                                                                                                                       Updated: July 13, 2010
ARRA FUNDS                                                         TOTAL
BRIEF EXPLANATION and BREAKDOWN OF SPENDING:




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




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



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



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




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




Career and Technical Education-Perkins IV: Tech Prep (Title II)    TOTAL


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 School:                                                                   Updated: July 13, 2010
BRIEF EXPLANATION and BREAKDOWN OF SPENDING




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




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

School store, Fall Festival, PTO Fundraisers                                         $9,000.00




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 School:                                                                                         Updated: July 13, 2010
Part IX – MONITORING/REVIEW DOCUMENTATION

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

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

				
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