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Chapms Classroom Management by ktr22130

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									                                                                                   ALABAMA STATE DEPARTMENT OF EDUCATION
                                                                                            Joseph B. Morton, State Superintendent of Education
                                                                                                                 2008 - 2009
                                                                                                  CONTINUOUS IMPROVEMENT PLAN
                                                                                                       Title I Schoolwide Programs
                                                                                 Note: Blank copy is available on www.alsde.edu , Sections, Accountability Roundtable, Publications
                                                                                                            and e-GAP Document Library
                                                                                                Submit plans to your system’s e-GAP Document Library
NAME OF SCHOOL:            Chapman Middle School
STREET ADDRESS: 2006 Reuben Drive                                                   CITY: Huntsville                                                 STATE: Alabama                   ZIP CODE:        35811

CONTACT: Sue Flohr or Teresa Prestridge                                             TELEPHONE: 256-428-7640                                          E-MAIL sflohr@hsv.k12.al.us or tprestridge@hsv.k12.al.us
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 7, 2008.
Year 3       or Year 4 or more    Submit to LEA for Board approval. Mail two copies of PAGE ONE and two copies of PAGE TWO with original signatures to Federal Programs, Accountability and Compliance, P. O. Box 302101,
                                           Montgomery, AL 36130-2101.         Submit the plan electronically to your system’s e-GAP Document Library by November 7, 2008.
Made       Made AMAOs (ELL)?              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               The Continuous Improvement Plan for Chapman Middle School will be available to parents and other stakeholders in
NO                                        N/A                services and not used to              the school’s library, the guidance office, the principal’s office, on the front counter of the main office, and on the
                                                             provide services that, in the         school’s website at     http://www.hsv.k12.al.us/schools/middle/chapms/
                                                             absence of federal funds, would
                                                             be provided by another fund           The Continuous Improvement Plan will be discussed at the school’s Annual Title 1 Meeting and PTSA Open House and
                                                             source?                               again on Parenting Day. When revisions to the plan are needed, the meetings will be advertised and invitations will be
                                                             YES       NO                          given to the parents and the stakeholders. The LEA Parental Involvement plan and Chapman Middle School’s CIP and
                                                                                                   Parental Involvement Plan will be distributed to all families in our school.


*Board Approval: Yes              No                      Board approval received on _____________________________, 2008.
Board Signature:
Superintendent Signature:                             Dr. Ann Roy Moore                                                                                  Date:

Federal Programs Coordinator Signature:               Carol Pope                                                                                         Date:

Principal Signature:                                  Dr. James Waters                                                                                   Date:

  CONTINUOUS IMPROVEMENT PLAN DEVELOPMENT AND IMPLEMENTATION TEAM
This plan was developed/or revised during the following time period :
System: Huntsville City Schools
School: Chapman Middle School
October 2008 Page 1
First draft finished September 28, 2008. Revisions based on newly realized school needs will be done in December 2008 and in May 2009.
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 :
A school culture survey was done in April 2008. In May 2008, the school faculty (including parent members) reviewed the 2007-2008 Continuous Improvement Plan to assess the degree to which implemented strategies
have been mastered. This information was shared with all staff and interested parents. The staff and parents provided input on the following: which elements have been successfully mastered and need not be included in the
next year’s plan; the elements that have been mastered but still require continued monitoring during the 2008-2009 school year; and the elements that have not been mastered and must be included in the 2008-2009 CIP. In
September 2008, the school’s curriculum specialist and the two federal continuous improvement specialists disaggregated standardized assessment data, Pride survey data, School Incident Report data, PEPE data, and
other local data. In August and September 2008, the school’s curriculum specialist and literacy coach presented the disaggregated assessment data to the entire staff. In August 2008, the school’s leadership team reviewed
the CIP from 2007-2008, and each member of the leadership team was assigned a committee of teachers and parents (Smart Teams) based on the teachers’ planning periods. These Smart Teams met during planning periods
to research, plan, and ultimately write the assigned section of the CIP based on the results of the needs assessment. On Monday, September 22, 2008, the first draft of the CIP was sent out via e-mail to parents and faculty
for review with a request for feedback. During the September 24, 2008 faculty meeting, to which parents were invited, each Smart Team leader presented his/her section of the CIP. Additional sections of the CIP were also
reviewed. A vote on the acceptance of the 2008-2009 CIP was taken at that faculty meeting.
                        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.)
                   Dr. James Waters                                                       Principal
                        Sue Flohr                                                 Curriculum Specialist
                   Monique Brandon                                                    Literacy Coach
                      Misty Howse                                                   8th English teacher
                      Ray Emerson                                                7th social studies teacher
                    Nancy Gregson                                                     7th math teacher
                     Robert Hodges                                                 Collaborative teacher
                   Teresa Prestridge                                             Library Media Specialist
                     Robyn Sewall                                              6th English/Reading teacher
                    Jonathan Kirby                                                          Parent
                      Mr. Blanding                                                          Parent
                     Victoria Kirby                                                        Student




System: Huntsville City Schools
School: Chapman Middle School
October 2008 Page 2
 Part I - SUMMARY OF NEEDS
           BASED ON A
 COMPREHENSIVE REVIEW
            OF DATA




System: Huntsville City Schools
School: Chapman Middle School
October 2008 Page 3
   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.
   Briefly describe the process your faculty used to conduct the needs assessment (analysis of all data).
   The Leadership Team of Chapman Middle School, the school’s curriculum specialist, literacy coach and administrator, met in August 2008 to
   analyze all of the following data to determine the school’s needs: Refer to the narrative description of the planning process on page 2
   SCHOOL STATUS REPORT PACKET from Data Recognition Corporation (DCR) Website
   STUDENT ACHIEVMEMENT DATA
      *Alabama Reading and Mathematics Test (ARMT)
      *Alabama Science Assessment (ASA) Grade 7
      *Stanford 10 (SAT10)
      *Alabama Alternate Assessment (AAA)
     *Alabama Direct Assessment of Writing (ADAW) Grade 7
   PROFESSIONAL EDUCATION PERSONNEL EVALUATION (PEPE) School Profile Information
      *Alabama Teacher Evaluation School Summary Reports
      *AESOP
   LOCAL DATA (ThinkLink, school assessments, grade-level assessments, surveys, etc.)
   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 teacher candidates considered for employment at Chapman Middle School are thoroughly screened by Huntsville City Schools Department of Human Resources. Completion of this screening process
   ensures all candidates offered employment at CMS are highly qualified.
   Number and percentage of teachers Non-HQT:                                                                        Number and percentage of Classes Taught by Non-HQT:
   Zero (0%) of teachers at Chapman Middle School are Non-HQ teachers.                                               Zero (0%) of classes at Chapman Middle School are taught by non-HQ teachers.
   Alabama High School Graduation Exam (AHSGE):
   Strengths:      Our school is doing vertical teaming with our feeder high school, Lee High School                 Weaknesses: No information from our feeder high school is available regarding our
                                                                                                                     our students who go there

   Alabama Reading and Mathematics Test (ARMT):
   Strengths:                                                                                                      Weaknesses:
   The proficiency index in reading for all students was 11.10 average points higher than the Alabama State        The proficiency index in reading for special education students was minus 11.27 average
   Department’s goal of 0.00.                                                                                      points below the Alabama State Department’s goal of 0.00. The special education subgroup
                                                                                                                   only met Adequate Yearly Progress through Safe Harbor.
   The proficiency index in mathematics for all students was 15.04 average points higher than the Alabama State
   Department’s goal of 0.00.                                                                                      The proficiency index in mathematics for special education students was a minus 0.38 average
                                                                                                                   point below the Alabama State Department’s goal of 0.0 The special education subgroup only met
   In reading, 68% of 7th grade students scored at or above proficient levels.                                     Adequate Yearly Progress through the Confidence Interval.

                                                                                                                   In reading, 74% of 6th grade students and 54% of 8th grade students scored at or above
                                                                                                                   proficient levels. This is below the AMO.

                                                                                                                   In math, 42% of 6th grade students, 39% of 7th grade students, and 36% of 8th grade students
                                                                                                                   scored at or above proficient levels. This is below the AMO.
System: Huntsville City Schools
School: Chapman Middle School
October 2008 Page 4
Part 1 Continued:
Alabama Science Assessment:
Strengths:                                                                                                     Weaknesses:
                                                                                           th
On the Alabama Science Assessment (ASA), the highest performance area for 7 grade was Content                  On the ASA, 29% of 7th grade students scored at or above proficient levels.
Standard 9 with 55
mean percent correct.
Stanford 10:
Strengths:                                                                                                     Weaknesses:
In Social Science, 6th grade students scored in stanine 5.                                                     In Total Reading and Total Math, 6th grade students scored in the 4th stanine.

In Total Reading, Reading Vocabulary, Reading Comprehension, Total Language and Language                       In Total Math, 7th grade students scored in the 4th stanine.
Expression, 7th grade students scored in stanine 5.
                                                                                                               In Total Reading and Total Math, 8th grade students scored in the 4th stanine.

Dynamic Indicators of Basic Early Literacy Skills (DIBELS):
Strengths: DIBELS is not done in middle school                                                                 Weaknesses: DIBELS is not done in middle school

Alabama Direct Assessment of Writing (ADAW):
Strengths:                                                                                                       Weaknesses:
                                                  th
On the narrative mode of writing, 71% of 7 grade students achieve a Level III or IV.                             On the descriptive mode of writing, 50% of 7th grade students did not meet the
                                                                                                                 Standard (achieved Level I or II).

                                                                                                                 On the Expository mode of writing, 50% of 7th grade students did not meet the
                                                                                                                 standard (achieved Level I or II).

                                                                                                                 On the persuasive mode of writing, 65% of 7th grade students did not meet the
                                                                                                                 standard (achieved Level I or II).
ACCESS for English Language Learners (ELLs):
Strengths: Three ELL students took the ACCESS and all students had a gain in English language proficiencies.     Weaknesses: None of those students are at Chapman Middle School this year, which does not
                                                                                                                 allow follow-up instruction and assessment of the ELL student to compare advancements.




System: Huntsville City Schools
School: Chapman Middle School
October 2008 Page 5
PART 1 Continued:
Professional Education Personnel Evaluation (PEPE) School Profile Information:
Strengths:                                                                                                               Weaknesses:
    5.1 Positive learning climate                                                                                         3.1 Monitors student performance
    7.2 Professional development leadership                                                                               4.0 Classroom management in preparation for instruction

Additional Data Sources: (e.g., Alabama Alternate Assessment [AAA], School Technology Plan Data)
Strengths:                                                                                                               Weaknesses:
In reading and math, 50% of the 12 students assessed using the Alabama Alternate Assessment (AAA)                        In reading and math, 50% of the 12 students assessed using the AAA students
 scored at or above proficient levels.                                                                                   scored at or above proficient levels.



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:                                                                                                            Weaknesses:
Discipline referrals decreased by 35% from 2006-2007 to 2007-2008.                                                    There were 847 reported suspensions from2007-2008.
                                                                                                                       Many of these students were repeat offenders.
Local Data (e.g., LEA, school, and grade-level assessments, surveys, program-specific assessments):
Strengths:                                                                                                               Weaknesses:
The ThinkLink assessment will be administered 3 times during the 2008-09 school year (September                          The results of our first ThinkLink assessment for the 2008-09 school year are not
10-12,November 10-12, and January 26-28)                                                                                 yet available.



Career and Technical Education Program Improvement Plan:
Strengths:                                                                                                               Weaknesses:
Middle Schools do not have a Career and Technical Education Program, but we have a Tech Ed                                Middle Schools do not have an official Career and Technical Education Program
program where students learn CAD.




System: Huntsville City Schools
School: Chapman Middle School
October 2008 Page 6
Part I - Continued:
School Demographic Information related to drop-out information and graduation rate data.

Strengths:   There will be vertical team meetings to discuss instructional implication s of student                  Weaknesses:  At this time, we do not know the drop-out and graduation rate of the
drop-out and graduation rates from out feeder high school, Lee High School                                           students who move from out school to our feeder high school, Lee High School.
School Demographic Information related to teacher attendance, teacher turnover, or challenges associated with a high percent of new and/or inexperienced faculty.
Strengths:                                                                                                           Weaknesses:
Chapman Middle has a core of experienced teachers who will mentor new staff members.                                 A review of AESOP data showed an 18% increase in teacher absences from the previous
                                                                                                                     school year.
                                                                                                                     There was a 34% turnover in school faculty from 2007-2008 to the 2008-2009 school 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:                                                                                                           Weaknesses:
Average attendance rate increased by 3.28% during 2007-2008.                                                         Chapman struggles to meet the attendance benchmark of 95%.
Student attendance rate for 2007-2008 (95.52%) exceeded the state benchmark of 95%.
School Perception Information related to parent perceptions and parent needs including information about literacy and education levels.
Strengths:                                                                                                           Weaknesses:
100% of parents responding to a survey in April 2008 said that they have high expectations for their                 On the same survey, parents noted that violence in school was a problem. Disrespect
child, both academically and behaviorally, and communicate that fact to the child.                                   toward each other and toward teachers was also written on the survey as a parental
                                                                                                                     concern.
School Perception Information related to student PRIDE data.
Strengths: On the April 2008, PRIDE survey 73% of the students (out of 233 students surveyed)                        Weaknesses: 48% of the students surveyed responded that they had been threatened
indicated they did not use tobacco products in the past year.                                                        by a fellow student. 23% responded that they had been afraid at school.
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: WIDA English language proficiency (ELP) standards are aligned with COS.                                   Weakness: The ESL tutor does not have enough time to meet with the regular
                                                                                                                     classroom teachers of the ELL students to coordinate instructional material for the
                                                                                                                     ELLs.
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: The ELL tutor assigned to Chapman Middle School integrates the ELL curriculum with                        Weaknesses: : An ESL tutor comes only 2 times per week to work with each ELL for
the COS when possible.                                                                                               one period each time, thus cutting into classroom academic time.
School Process Information uncovered by an analysis of curriculum alignment, instructional materials, instructional strategies, reform strategies, and/or extended learning opportunities.
Strengths:                                                                                                           Weaknesses:
Pacing guides were developed by Huntsville City Schools in reading, math, and science. Chapman                       Other curricula areas need to be aligned to the ALCOS.
Middle School English teachers were part of the team that developed the pacing guide for reading.
Chapman Middle had an academic summer school program for reading and math.


System: Huntsville City Schools
School: Chapman Middle School
October 2008 Page 7
 Part II - GOAL TO ADDRESS ACADEMIC NEEDS –READING                                 All components to support improving academic achievement, INCLUDING SCHOOL CULTURE 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):
     (1) To increase the percent of all students meeting or exceeding baseline proficiency on the reading portion of the Alabama Reading and Mathematics Test (ARMT) in 6th grade from 74% to 81%, in 7th
         grade from 68% to 74%, and 8th grade from 54% to 59%. (not including partial credit)

     (2) To increase the percent of special education students meeting or exceeding baseline proficiency on the reading portion of the ARMT in 6th grade from 65% to 81%, in 7th grade from 53% to 74%, and in
         8th grade from 54% to 59%. 

Data Results on which goal is based:
     (1) During the 2007-2008 school year, 74% of all 6th graders, 68% of all 7th graders, and 54% of all 8th graders scored proficient in reading as scored by the 2008 ARMT. (not including partial credit)

     (2) During the 2007-2008 school year, 65% of special education 6th graders, 53% of 7th grade special education students, and 54% of special education 8th graders scored proficient in reading as scored by the
         2008 ARMT. (including partial credit)


TARGET GRADE LEVEL(S):             all students        TARGET CONTENT AREA(S): Circle                 AHSGE: N/A                                                    ADDITIONAL ACADEMIC INDICATORS:                  TARGET STUDENT SUBGROUP(S):
                                                       One                                            Reading Math      Science   Social Studies     Language                                                        All students in grades 6, 7, 8.
in grades 6, 7, 8                                      Reading  Math   Science                                                                                                                                       Special Education students in grades 6, 7, and 8.

       COURSES OF STUDY                                     REFORM STRATEGIES                                                        BENCHMARKS                                    INTERVENTIONS                         RESOURCES                    CONTINUOUS LEA REVIEW IN
                                                                                                                                                                                                                                                        SUPPORT OF THE PLAN

  WHICH COURSE OF STUDY                     WHAT RESEARCH-BASED STRATEGIES/ACTIONS                              WHAT DATA WILL BE                   WHAT INCREASE (%) IN             HOW WILL THE                WHAT RESOURCES AND
     STANDARDS, AHSGE                                          WILL BE USED                                   GATHERED THROUGHOUT                     PROFICIENCY IS                SCHOOL PROVIDE           SPECIFIC EXPENDITURES WILL
  STANDARDS/OBJECTIVES,                    TO IMPROVE STUDENT ACADEMIC PERFORMANCE?                            THE YEAR TO MEASURE                  ANTICIPATED AT EACH           TIMELY ASSISTANCE           BE NEEDED FOR SUCCESSFUL
                                                                                                                                                        MO/QUARTER                 TO STUDENTS NOT
ELIGIBLE CONTENT, OR WIDA*                        (Give specific strategies, not just programs                    PROGRESS AND                         CHECKPOINT?                    MASTERING
                                                                                                                                                                                                                   IMPLEMENTATION?
 STANDARDS ARE LINKED TO                                     or program names.)                                  HOW OFTEN WILL                                                      PROFICIENT OR           (Ex: 6 Classroom Libraries, $.....00)   DATE                +, -. N/A
      EACH STRATEGY?                                                                                          PROGRESS BE REVIEWED?                                                ADVANCED LEVELS
                                                                                                                                                                                  AT THESE PLANNED
                                                                                                                                                                                    CHECKPOINTS?
All COS Standards apply to                                                                                                                         Instructional walk-throughs   Diagnose reading            Substitutes $500
                                          STRATEGY: Implement strategic teaching in all core                 Monthly walk-throughs with            indicate the use of TWIRL     deficiencies in non-
all three strategies.                                                                                        feedback provided.                    and the instructional         mastery students and                                                October 2008
                                          classes                                                                                                                                                            Copy paper $600
                                                                                                                                                   strategies “chunking” and     provide non-proficient
Grade 6 Standard 3 (Apply strategies to                                                                                                            “turn-and-talk” in 100% of    readers with intensive,                                             Through
                                          ACTION STEP:                                                                                                                                                       ThinkLink       $0
comprehend textual/informational and                                                                                                               the classes.                  small-group reading
                                                  Design and implement the use of a lesson plan template
functional materials.)                                                                                                                                                           instruction.                                                        May 2009
                                                  that includes COS objectives and the daily outcomes.                                                                                                       Two Color/laser printer to print data
                                                  Implement before/during/after strategies in every class.   Lesson plans will be reviewed         At mid-year, 100% of lesson
Grade 6 Standard 4 (Recognize text                                                                                                                                                                           and assessment reports for multiple
                                                  Practice the instructional strategies of “chunking” and    weekly. Feedback will be              plans will indicate that
elements in textual/informational and                                                                                                                                                                        data sources reading and math $2200
                                                  “turn-and-talk” in all lessons.                            provided.                             strategic teaching is being
functional materials.)                                                                                                                             done.                         Analyze multiple
                                                  Display daily outcomes on the board.                                                                                                                       Printer cartridges for laser printers
                                                  Include instruction each day that provides active                                                                              measures of data to
                                                                                                                                                                                                             $1000
                                                  student engagement through talking, writing,               ThinkLink administered 3 times a      10 % increase in students     discuss other barriers of
                                                  investigating, reading, and listening (TWIRL).             year.                                 reaching 80% mastery on       learning.
                                                                                                                                                                                                             Continuation of service contract on
                                                                                                                                                   ThinkLink with each
                                                                                                                                                                                                             copy machine $900
                                                                                                                                                   administration.


 System: Huntsville City Schools
 School: Chapman Middle School
 October 2008 Page 8
All COS Standards apply to                STRATEGY: Establish support for non-mastery for                                                                                                                     Instructional tutors after school. (SES)
                                          at-risk students.                                                                                                                                                   $0                                                        +, -. N/A
all three strategies.
                                          ACTION STEP:                                                                                           10 % increase in students        Diagnose reading            Additional teachers and instructional
Grade 7 Standard 2 (Relate literary
                                                  Use data (ARMT, SAT 10, SRI, and ThinkLink) to            ThinkLink administered 3 times a     reaching 80% mastery on          deficiencies in non-        assistants for the classroom.
elements and devices to each other.)
                                                  identify students at risk.                                year.                                ThinkLink with each              mastery students and         $50,000
                                                  Provide additional reading courses for grades 6-8 with                                         administration.                  provide non-proficient
Grade 7 Standard 4 (Apply strategies to
                                                  READ 180 and Corrective Reading                                                                                                 readers with intensive,     Student materials for READ 180
comprehend textual/informational and
                                                  Conduct monthly data meetings lead by                                                                                           small-group reading         …..$3,000
functional materials.)
                                                  principal/teacher leaders with collaborative teams to     SRI will be administered quarterly   Students will reach grade-       instruction.                                                           October 2008
                                                  review individual assessment results and adjust student                                        level Lexile levels by the end                               Corrective Reading materials….$2,000
Grade 7 Standard 5 (Recognize the use
                                                  placement in English/Reading classes as needed.                                                of the year                                                                                             Through
of text elements from various text
                                                  Use data from multiple sources of data to identify                                                                                                          High Interest/Low reading level books
formats.)
                                                  student reading advancements                                                                                                    Analyze multiple            for core classrooms…..$5,000               May 2009
                                                                                                            Administer STAR 3 times a year       30 % increase on each test       measures of data to
                                                                                                                                                 administration.                  discuss other barriers of   1 desktop computer to maintain and
                                                                                                                                                                                  learning.                   process assessments and other data in
                                                                                                                                                                                                              the library…..$2,000

                                                                                                                                                                                                              Substitutes for data
                                                                                                                                                                                                              meetings/leadership meetings/
                                                                                                                                                                                                              professional development: $4,000

                                                                                                                                                                                                              1 computer for each classroom in the
                                                                                                                                                                                                              school for taking AR tests , ThinkLink
                                                                                                                                                                                                              tests, etc. $45,000

                                                                                                                                                                                                              6 buses for fieldtrips as rewards for
                                                                                                                                                                                                              meeting reading goals $500
All COS Standards apply to                STRATEGY: Implement explicit, intensive instruction
                                          in responding to open-ended questions in all subject              Lesson plans are checked weekly      At mid-year, 100% of lesson
all three strategies.                                                                                       with feedback provided.              plans will indicate that                                     Trainer for professional development
                                          areas.                                                                                                                                                                                                                        +, -. N/A
                                                                                                                                                 strategic teaching is being      After school tutorial       on using a rubric to score open-ended      October 2008
Grade 8 Standard 1 (Apply strategies to
                                          ACTION STEP:                                                                                           done.                            programs (SES) are          questions. $1,000
comprehend literary/recreational
                                                  Identify the least mastered standards from ARMT.                                                                                conducted twice weekly                                                 Through
materials.)
                                                  Utilize the ARMT specifications and Discovery
                                                  Learning prompts to concentrate on the open-ended         Walk-throughs done monthly, with     Instructional walk-throughs                                  Substitutes $500                           May 2009
Grade 8 Standard 2 (Evaluate the
                                                  questions.                                                feedback provided.                   indicate the use of explicit     Analyze multiple
impact of setting, mood, and/or
                                                  Use ARMT rubrics from item specifications to teach                                             and intensive instruction and    measures of data to
characterization on theme.)
                                                  students how to score their own open-ended questions.                                          open-ended questions in          discuss other barriers of
                                                  The last two ThinkLink tests will include an open-                                             100% of the classrooms.          learning.
Grade 8 Standard 3 (Distinguish among
the subcategories of poetry based on              ended question scored in-house.
their characterization.)

Grade 8 Standard 4 (Apply strategies to
                                                                                                            ThinkLink administered 3 times a     10% increase in students
comprehend textual/informational and
                                                                                                            year.                                reaching 80% mastery on
functional materials.)
                                                                                                                                                 ThinkLink




 System: Huntsville City Schools
 School: Chapman Middle School
 October 2008 Page 9
Part II - GOAL TO ADDRESS ACADEMIC NEEDS – MATH All components to support improving academic achievement, INCLUDING SCHOOL CULTURE 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):
1. To increase the percent of all students meeting or exceeding baseline proficiency on the math portion of the Alabama Reading and Mathematics Test (ARMT) in 6th grade from 42% to 56%, in 7th grade from 39%
to 57%, and 8th grade from 36% to 63%. (not including partial credit)
2. To increase the percent of special education students meeting or exceeding baseline proficiency on the math portion of the ARMT in 6th grade from 53% to 56%, in 8th grade from 50% to 63%, and 7th grade
maintain 58% (including partial credit)
Data Results on which goal is based:
               During the 2007-2008 school year, 42% of all 6th graders, 39% of all 7th graders, and 36% of all 8th graders scored proficient in math as scored by the 2008 ARMT. (not including partial credit)
               During the 2007-2008 school year, 53% of special education 6th graders, 58% of 7th grade special education students, and 50% of special education 8th graders scored proficient in math as scored by the 2008
               ARMT. (including partial credit)
TARGET GRADE LEVEL(S):                               TARGET CONTENT AREA(S): Circle                 AHSGE:                                                      ADDITIONAL ACADEMIC INDICATORS:                        TARGET STUDENT SUBGROUP(S All students in grades
                                                     One                                            Reading Math     Science   Social Studies   Language                                                               6, 7, 8.
Grades 6 , 7 , 8                                     Reading  Math    Science   Other                                                                                                                                  Special Education students in grades 6, 7, and 8.


       COURSES OF STUDY                                     REFORM STRATEGIES                                                       BENCHMARKS                                          INTERVENTIONS                           RESOURCES               CONTINUOUS LEA REVIEW IN
                                                                                                                                                                                                                                                          SUPPORT OF THE PLAN
  WHICH COURSE OF STUDY                     WHAT RESEARCH-BASED STRATEGIES/ACTIONS                            WHAT DATA WILL BE                 WHAT INCREASE (%) IN                 HOW WILL THE SCHOOL                   WHAT RESOURCES AND
     STANDARDS, AHSGE                                          WILL BE USED                                 GATHERED THROUGHOUT                   PROFICIENCY IS                        PROVIDE TIMELY                    SPECIFIC EXPENDITURES
  STANDARDS/OBJECTIVES,                    TO IMPROVE STUDENT ACADEMIC PERFORMANCE?                          THE YEAR TO MEASURE                ANTICIPATED AT EACH                 ASSISTANCE TO STUDENTS                 WILL BE NEEDED FOR
                                                                                                                                                                                        NOT MASTERING                          SUCCESSFUL
ELIGIBLE CONTENT, OR WIDA*                        (Give specific strategies, not just programs                  PROGRESS AND                        MO/QUARTER                     PROFICIENT OR ADVANCED                   IMPLEMENTATION?
 STANDARDS ARE LINKED TO                                     or program names.)                                HOW OFTEN WILL                      CHECKPOINT?                     LEVELS AT THESE PLANNED               (Ex: 6 Classroom Libraries,    DATE           +, -. N/A
      EACH STRATEGY?                                                                                        PROGRESS BE REVIEWED?                                                        CHECKPOINTS?                              $.....00)

Course of Study Standards                 STRATEGY:                                                                                             10% increase in students
                                          Provide differentiated instruction for all math students based                                        reaching 80% mastery on
apply to all three strategies.                                                                             Think Link administered three        ThinkLink on each                                                        Scholarship for Stock Market
                                          on mastery or non-mastery of C.O.S. objectives.
                                                                                                           times each year                      administration                     Analyze multiple measures of          Math game $300
Grade 6
                                          ACTION STEP:                                                                                                                             data to discuss other barriers of
Number and Operations Standard 2
Solve problems involving decimals,            •   Conduct monthly data meetings to review and respond                                           Lesson plans of regular math       learning.                                                            October 2008
                                                  to data.                                                 Lesson plans will be checked         classroom teachers and math
percents, fractions, and proportions.
Measurement Standard 7                        •   Use ARMT, SAT 10, and ThinkLink data to determine        weekly, with feedback provided       collaborative teachers will                                                                             Through
                                                  groups to differentiate instruction.                                                          reflect differentiated and small   Collaborative teachers will           Math intervention teacher
Solve problems involving perimeter
                                              •   Collaborate with after school and other tutorial                                              group instruction                  work with regular ed. Math            $15,000                        May 2009
and area of parallelograms and
                                                  programs/support personnel.                                                                                                      teachers
rectangles.
                                              •   Implement small group instruction.                       Walk-throughs done monthly, with     Walk-throughs will show the                                              Substitutes $500
Data Analysis and Probability
                                              •   Provide instruction for identified Special Education     feedback provided.                   collaborative teacher and the      Greater implementation
Standard 11
                                                                                                                                                regular classroom math teacher
Find the probability of a simple event.           students and other students requiring remediation in
                                                                                                                                                co-teaching and working with
                                                  math by teamwork between the collaborative teachers
                                                                                                                                                students in small groups.
                                                  and the classroom math teachers




System: Huntsville City Schools
School: Chapman Middle School
October 2008 Page 10
Grade 7                                     STRATEGY:
Number and Operations Standard 9            Conduct monthly math department meetings led by                                                                                                                                                                        +, -. N/A
Solve problems requiring the use of         principal/teacher leaders to review and respond to benchmark
operations on rational numbers.             data, instructional pacing, and curriculum alignment.
Algebra Standard 4                          ACTION STEP:                                                        Standardized test results (ARMT,   Analyze multiple measures of         After school tutorial programs   TestTrax training…$0
Express a pattern shown in a table,              •     Adjust math instructional plan based on data analysis.   SAT 10, and ThinkLink)             data to discuss other barriers of    (SES) are conducted twice                                   October 2008
graph, or chart as an algebraic                                                                                 determined in data meetings        learning in 100% of data             weekly.
expression.                                                                                                                                        meetings                                                                                         Through
Geometry Standard 8
Recognize geometric relationships                •     Implement instructional plan in all classrooms           Lesson plans will be checked       100% of lesson plans will show                                                                   May 2009
among two-dimensional and three-                       immediately                                              weekly, with feedback provided     keeping with the pacing guide
dimensional objects.                                                                                                                               and curriculum alignment.
Measurement Standard 11
Solve problems using proportional                •     Conduct walk-throughs to determine effectiveness         Walk-throughs done monthly, with   At midyear, 100% of teachers’
reasoning.                                                                                                      feedback provided.                 lesson plans will reflect
Data Analysis and Probability                                                                                                                      evidence of adjustments to
Standard 13                                                                                                                                        instructional plan and pacing
Determine the probability of a                                                                                                                     based on current data results
compound event.

Grade 8                                     STRATEGY:                                                                                                                                                                                                              +, -. N/A
Number and Operations Standard 3            Implement explicit, intensive instruction in every math class.
Use order of operations to evaluate and
simplify algebraic expressions.             ACTION STEP:                                                                                                                                After school tutorial programs   ARMT Coach workbooks for
Algebra Standard 4                              •   Use before, during, and after strategies in every class.                                       All lesson plans reflect the use     (SES) are conducted twice        each grade level           October 2008
Graph linear relations by plotting points       •   Include instruction that involves active student            Lesson plans will be checked       of before, during, and after         weekly.                          $1,200
or by using the slope and y-intercept.              engagement through talking, writing, investigating,         weekly, with feedback provided     strategies in every class, as well                                                               Through
Geometry Standard 7                                 reading, and listening (TWIRL).                                                                as TWIRL
Solve problems using the Pythagorean            •   Provide small group/cooperative learning activities in                                                                                                                                          May 2009
Theorem.                                            every classroom at least three times a week.                Walk-throughs done monthly, with   Walk-throughs will show the
Measurement Standard 12                                                                                         feedback provided.                 collaborative teacher and the
Determine the lengths of missing sides                                                                                                             regular classroom math teacher
and measure angles in similar and                                                                                                                  co-teaching and working with
congruent figures.                                                                                                                                 students in small groups using
Data Analysis and Probability                                                                                                                      cooperative learning activities,
Standard 14                                                                                                                                        before, during, and after
Determine the theoretical probability of                                                                                                           strategies and TWIRL
an event.




System: Huntsville City Schools
School: Chapman Middle School
October 2008 Page 11
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.
ENGLISH PROFICIENCY GOAL (SHOULD ADDRESS IDENTIFIED WEAKNESSES AND GAPS
100% of ELLs in grades 6 – 8 will perform at English proficiency level 3 or higher in the language domains for writing and reading to increase composite scores so AMAO-A targets are met. Currently there are 2 ELLs in the
school.
Data on which goal is based:     ACCESS for ELLs,          There is no ACCESS data on the two ELLs in Chapman Middle School. Neither student was in Huntsville City School s last year.

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

   WIDA ENGLISH LANGUAGE                            REFORM STRATEGIES                                             BENCHMARKS                                      INTERVENTIONS                         RESOURCES           CONTINUOUS LEA
   PROFICIENCY STANDARDS                                                                                                                                                                                                   REVIEW IN SUPPORT
                                                                                                                                                                                                                              OF THE PLAN
     WHICH WIDA* ENGLISH                           WHAT RESEARCH-BASED                            WHAT DATA WILL BE         WHAT INCREASE (%) IN           HOW WILL THE SCHOOL PROVIDE           WHAT RESOURCES ARE
    LANGUAGE PROFICIENCY                   STRATEGIES/ACTIONS WILL BE USED                        USED THROUGHOUT             PROFICIENCY IS              TIMELY ASSISTANCE TO STUDENTS              NEEDED FOR            DATE           +, -. N/A
  STANDARDS OR DOMAINS ARE                   TO IMPROVE ENGLISH LANGUAGE                             THE YEAR TO             ANTICIPATED WITH             NOT MAKING ADEQUATE PROGRESS               SUCCESSFUL
  LINKED TO EACH STRATEGY?                                PROFICIENCY?                            MEASURE PROGRESS?            EACH REVIEW?               IN LANGUAGE ACQUISITION (APLA)          IMPLEMENTATION?
                                     (List specific strategies, not programs or program names.)    HOW OFTEN WILL             MO/QUARTERLY                   AND OR ATTAINING ENGLISH
                                                                                                     PROGRESS BE                                              LANGUAGE PROFICIENCY?
                                                                                                      REVIEWED?
(WIDA Standards and language         STRATEGY: Using WIDA Model
                                                                                                   I-English Language       Both ELLs will move to the        The ELL tutor will provide        Bi-lingual library books
domains pertain to both strategies   Performance Indicators (CAN Dos) as                                                    next higher cohort by the                                           $500
and respective action steps listed   guidance for developing language objectives                   Plan (I-ELP)will                                           individual instruction two days                              October 2008
                                                                                                                            spring when the ACCESS test
in second column)                    that focus on, but are not limited to, the                    outline the ELLs         is given                          per week for one class period
                                     language domains of reading and writing                       language acquisition                                       for each ELL                                                 Through
Language Domain: Reading                                                                           plan for the whole
WIDA Standards:                      ACTION Steps: School administrators                           year                                                                                                                    May 2009
        Language Arts                facilitate planning and collaboration time for:
        Social Studies               a) coaching will be done by the ELL teacher
                                     or the school ELL coordinator for the grade
Language Domain: Writing             level teachers on how to integrate language
WIDA Standards:                      objectives with content objectives (e.g.,
    • Language Arts                  provide lesson demonstrations)
    • Science
                                     b) development of lesson plans that integrate
                                     language objectives will be accomplished by
                                     frequent contact between the ELL teacher and
                                     classroom teachers




System: Huntsville City Schools
School: Chapman Middle School
October 2008 Page 12
Part IV - STRATEGIES TO ADDRESS SCHOOL SAFETY, CLASSROOM MANAGEMENT/DISCIPLINE, 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.
      WHAT CHALLENGES RELATED TO SCHOOL SAFETY,                                  WHAT ADDITIONAL OR NEW REFORM STRATEGIES/ACTIONS                                 WHAT ADDITIONAL RESOURCES             DOCUMENT CONTINUOUS
     CLASSROOM/DISCIPLINE, AND SUPPORTIVE LEARNING                                  WILL BE USED TO ADDRESS THESE CHALLENGES?                                   (materials, personnel) WILL BE NEEDED   LEA REVIEW IN SUPPORT
ENVIRONMENTS HAVE BEEN IDENTIFIED THROUGH THE REVIEW                                                                                                              TO SUCCESSFULLY IMPLEMENT                    OF PLAN
 OF SCHOOL DEMOGRAPHIC, PRECEPTION, AND PROCESS DATA?                                                                                                                    THESE STRATEGIES?
1. Teacher absences for the 2007 – 08 school year increased by    Establish numerous ways to encourage a reduction in teacher absences and update              Teacher Survey $100 copy costs
18% from 245 sick leaves days taken in 2006-2007 to 296 days      classroom technology resources so teachers can fulfill requirements of NCLB.                                                          October 2008
taken in the 07-08 SY.                                                • Complete a new Teacher Perception Survey in 2008-2009                                  Replace aging classroom computers
                                                                      • Provide technology resources to assist teachers with their required duties             and purchase LCD projectors and          Through
The challenge is to continue reducing teacher absences.               • Provide teacher incentives through faculty recognition committee to improve            printers using funds from Title I
                                                                                                                                                                                                        May 2009
                                                                           teacher attendance by 10% for the 08-09 school year                                 $60,000
                                                                      •    Implement formal teacher mentoring program
                                                                                                                                                               Substitutes $1000

                                                                                                                                                               Incentives for faculty recognition


2. Discipline referrals decreased by 35% from 2006-07 to          Develop and implement a school-wide discipline plan to include:                              Behavior Specialist using funds from
2007-08. However, 847 disciplinary referrals is still high.          • Address immediate behavior issues by the behavioral specialist                          Title I $20,000                          October 2008
                                                                     •     Creation of a written discipline plan through discipline committee
48% of the students surveyed on the PRIDE survey responded           • Posted in classrooms will be rules and consequences                                     Community Behavior Specialist using      Through
that they had been threatened by a fellow student.                   • Contact with teachers by parents will be encouraged to target disciplinary              money Huntsville City Schools
                                                                                                                                                                                                        May 2009
                                                                          concerns                                                                             committed as an ARI-PAL school
23% responded on the same survey that they had been afraid at        • Implement effective classroom management techniques                                     $0
school.                                                              • Protection of classroom instructional time by a decrease in discipline issues and
                                                                          interruptions to instructional time                                                  Martial Arts master to teach martial
                                                                                                                                                               arts one day a week in P.E. classes
                                                                     • Implementation of a martial arts class in P.E. to develop self discipline in students
                                                                                                                                                               $15,000

3. Improve our student attendance rate above 95.5%.               Develop plan to promote positive aspects of Chapman Middle.                                  Incentives for student recognition
                                                                     • Improve student attendance and motivation through rewards / incentives provided         $1000
                                                                          by student recognition committee                                                                                              October 2008
                                                                     • Utilize the Parent Link to notify parents of student absences                           Incentives such as materials for
                                                                     • Promote a positive school / classroom environment                                       classroom use.                           Through
                                                                                                                                                               $5000                                    May 2009




System: Huntsville City Schools
School: Chapman Middle School
October 2008 Page 13
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)
Chapman Middle School has established a formal teacher mentoring program (see attached). The overarching goal for our program is to improve teaching practice. The program is designed to provide ongoing support for new or
struggling teachers. Each new teacher is assigned a master teacher who is matched, to the extent practicable, by subject, grade, and proximity. Meetings between the mentor and the new teacher are documented on a contact log,
which reflects the date, length of the meeting and the focus what was noted in the classroom visit, and this report is turned in to the principal monthly. The system and other providers offer training for mentors on how to work
 with new teachers, and there are many training sessions for new teachers throughout the year including new teacher orientation, classroom management and discipline, and effective instructional practices.

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.

There are several monetary sources that are integrated and coordinated into the financial management and instructional planning of Chapman Middle School. The following is a comprehensive list of fund sources with an
explanation of their usage:
    The State of Alabama School Foundation Program: The State of Alabama funds the BASIC programming in terms of teacher units based on student enrollment. For the 2008-2009 school year the state is funding
(34.5) thirty-five and ½ units, plus fringe benefits, teacher supply money, technology money library enhancement, professional development, Title III, and textbooks. A budget detail is enclosed at the end of this plan.
    Title I – Part A (Federal): This money is used to SUPPLEMENT regular funded programming. For the 2008-2009 school year, Title I monies are being used to fund a curriculum specialist, a parent involvement specialist,
    several aides to help with the READ 180 labs and Corrective Reading program, and to purchase various materials/instructional supplies for students and student classrooms.. This budget totals $279,672.00 and is spent in
    addition to state/local monies.
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.
    Chapman Middle School realizes that students need support emotionally and academically during periods of transition from elementary school to middle school and from middle school to high school. The following are
    transition activities offered:
         A sixth grade and new students orientation is held prior to the opening of the new school year at which time students can get registered and parents meet teachers and receive an overview of what is required and expected
    at the middle school level.
         The annual Title I PTSA Meeting and Open House for all grades is held early in the new school year at which time students and families are given an introduction to the CIP plan/ the parent involvement plan, and the
    Parent/School compact is reviewed and the families and students may meet teachers and visit classrooms.
         Fifth grade students from the three feeder elementary schools will visit during the spring. They tour the school which includes visiting sixth grade classes, meeting sixth grade teachers and learning about the courses
    offered.
         Eighth grade students will visit Lee High School during the spring. They tour the school which includes visiting ninth grade classes, meeting ninth grade teachers and learning about the courses offered.
         When a student transfers to Chapman Middle School, he/she is given a tour of the school by the School Counselor, given a schedule, and introduced to the teacher(s)
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.
Every year district representatives attend job fairs in all areas of Alabama and neighboring states that are sponsored by colleges and universities for the purpose of attracting highly qualified teachers to Huntsville City Schools.
Prospective teachers are given information about the school system, city of Huntsville and neighboring communities, and information about the school system. Contact information is collected from prospective teachers in high-need
areas. These teachers are encouraged to apply and consider relocation to the area. The decision of hiring highly qualified staff is made by the local school. Principals are required to have the knowledge of each teacher’s highly
qualified status and the area the teacher is highly qualified to teach.




System: Huntsville City Schools
School: Chapman Middle School
October 2008 Page 14
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.
Chapman Middle School teachers are involved in the decisions regarding the use of state academic assessments. Teachers will administer ThinkLink Learning, End of the Month Tests and ARMT assessments to determine if students
have mastered objectives taught. These assessments are used to determine if further instruction can continue or if remedial activities need to be implemented The following are various ways that teachers make decisions that guide
instruction:
   • The faculty collaboratively studies the disaggregated data and results of the State Assessments in Data Meetings
   • Building Based Student Support Team (BBSST) 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 Education Services.
   • Content area data meetings are held to adjust instructional procedures and strategies based on ThinkLink Learning data and End of the Month Test data.
   • Informal grade level and subject area meetings are held between core and collaborative teachers to discuss progress of students and steps to be taken to help students who demonstrate weaknesses in identified academic
   subjects.
   • The school PAL Leadership team meetings are held at least monthly to discuss our direction and focus as a school that has commitment from Huntsville City School to operates as an ARI-PAL school.
   • Teacher representation and teacher input is included on school budget committees, policy committees, textbook selection committees and school calendar committees. This voice allows teachers to be involved in all areas of
   overall instruction and testing.
   • Observations from PAL walk-throughs and CIP walk-throughs are compiled and results sent to all teachers so that areas of concern can be addressed.

6. Special Populations: Describe programs used for each group of Migrant, English Language Learners, Economically Disadvantaged, Special Education, Neglected and/or Delinquent, and Homeless students.
All students at Chapman Middle School, including those identified as 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, Reading Recovery, and Counseling services. Also, Chapman Middle School uses the Department of Human Resources, the Department of
Mental Health, and various community resources to provide students with necessary school supplies, food, clothing and shelter.

All homeless, migratory, and limited-English proficient students and neglected/delinquent 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 and neglected/delinquent 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 identifies 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 English
teacher, School Counselor, Interpreter (if needed)and/or School Administrator. A variety of services to all ELL students is provided, such as pull-out ESL services and a pull-out for individual support. An ELL tutor provides
services to all ELL students at Chapman Middle School. The ELL committee reviews each student’s progress annually. If the student scores proficient on the WIDA ACCESS and is performing on grade level, the student becomes
eligible to exit the ELL program and will be monitored for three years to ensure success.

Chapman Middle School provides Special Education services and uses appropriate procedures in accordance with Federal and Alabama State Laws and Regulations. The Special Education 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. Chapman Middle School ensures 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.
The school’s counselors are responsible for identifying homeless students and, economically disadvantaged and neglected/delinquent 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. Chapman Middle School is 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.

System: Huntsville City Schools
School: Chapman Middle School
October 2008 Page 15
If further intervention is needed, the local school will contact the District Office for possible funding or other needs. Chapman Middle School uses Title I and supplementary community resources to provide homeless students and,
economically disadvantaged and neglected/delinquent students with necessary school supplies, clothes, and other items of necessity. Homeless students and, economically disadvantaged and neglected/delinquent 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. 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 and reduced breakfast and lunch during the school day.

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 achievement standards are provided additional, consistent instructional assistance. This is being accomplished by the following:

      Chapman Middle School has a web site that includes online curriculum-related helps, and research helps.
      An after school Math and Reading Tutorial program (SES) has been made available for all interested students, two days per week, one hour per day, beginning October, 2007.
      Teacher review of student records, previous test scores and any other pertinent information to help determine individual student strengths & weaknesses.
      Compilation of class profiles by teachers & utilization of test reports to determine individual & class strengths & weaknesses in addition to addressing these results during instruction.
      Communication with previous teachers & parents who have insight about student learning styles.
      Providing daily, small group Instruction by Collaborative Teachers in Math, English & Reading classes.
      Utilizing Reading Specialists and Title I staff to provide additional assistance & intervention for students in small group or individual instruction settings in the classroom, and if needed, as a “pull out”
      intervention training session.
      Encouraging parental involvement in student education through school conferences, Parenting Room, telephone conversations and written documentation.
      Providing “At-Risk” student program services i.e. ILC (the Individual Learning Center), READ 180 and Corrective Reading
      Based on stanine levels 4 and below, an assessment with the SRI test and/or on the Corrective Reading placement tests were given to the students and those students were either placed in a READ 180 lab or a Corrective
      Reading class for supplemental reading instruction.




System: Huntsville City Schools
School: Chapman Middle School
October 2008 Page 16
Part VI - Additional Components To Be Addressed to Satisfy Federal Requirements Related to Parental Involvement (Note: This Section of the Plan must be distributed to
Parents):
A. Parental Involvement: 1) Describe how the school will convene an annual meeting to inform parents of Title I requirements and offerings; 2) how there will be a flexible number and format of parent meetings
offered; 3) how parents will be involved in the planning, review and improvement of the Title I Program; and 4) how funds allocated for parent involvement are being used in the school.

1) During the first month of school, Chapman Middle holds its Annual Title 1 Meeting and PTSA Open House for all parents of children in Chapman Middle School. Parents are notified of the meeting though ParentLink (phone
tree), the school marquee outside the school, a notice on ETV, and through a notice sent home with the students. Topics discussed during Open House are: The school’s Continuous Improvement Plan, the parent/school compact,
parental rights and choice, and understanding the assessment results. Copies of the Continuous Improvement Plan will be given to all families, as well as a copy of the school’s Parental Involvement Policy and the Parent/School
compact. There will be grade level meetings after the general PTSA meeting where parents and families will be able to meet the student’s teachers and learn about each subject’s course of study, content standards and assessment
criteria, and how parent/teacher conferences will be scheduled and conducted.
2) Chapman Middle School will have quarterly PTSA meetings held at night. There is one Parenting Day in the school system’s schedule when there will be a repeat of all information for parents that was presented at the Annual
Title 1 Meeting and Open House. Workshops and activities held at various times and coordinated by the parent coordinator will be conducted which will meet needs of the families that were expressed on the parental involvement
survey done at the end of last year.
3) All parents are invited to be involved in the development of the school’s Continuous Improvement Plan. All parents were contacted through ParentLink (the phone tree)and a parent e-mail group and are invited to be a part of
the revision process. There will be parents and a student representative on the CIP committee. Community businesses will be contacted by the parent coordinator to invite them to be involved in the development of the school’s CIP.
A suggestion box for parental and community input is located on a table in the school’s lobby, along with parental handouts and informational pamphlets.
4) The parent coordinator is paid a salary out of the Title I parental involvement money. Supplies and informational pamphlets for families are purchased from the Title 1 parental monies.
5) A parenting room is available to be used by parents as needed.
B. 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.
During the first month of school, Chapman Middle holds its Annual Title I Meeting and PTSA Open House meeting for all parents of participating children. Parents are notified of the meeting though ParentLink (phone tree), the
school marquee outside the school, a notice on ETV, and through a notice sent home with the students. Topics discussed during Open House will be: The school’s Continuous Improvement Plan, the parent/school compact, parental
rights and choice, and understanding the assessment results. Copies of the Continuous Improvement Plan will be given to all families, as well as a copy of the school’s Parental Involvement Policy.
There will be grade level meetings after the general PTSA meeting where parents and families will be able to meet the student’s teachers and learn about each subject’s course of study content standards and assessment criteria.
Chapman Middle has 2 Latino ELL students. Communication to the parents will be, to the best of the school’s ability, provided in Spanish. A parent/teacher conference form is available on the school’s website and can be sent in to
the school to schedule a parent/teacher conference. All teachers have phone answer service on which a parent can leave a request a conference.
C. Parental Involvement: Describe how parents, the school staff, and students share responsibility for improved student academic achievement for participating students (School-Parent Compact).
The Parent/School compact will be re-written this year to reflect the specific needs of the climate of our school and reflect the academic goals of our school. Teachers and parents will be familiarized with how the
compact should be a “working” document and that the compact should be a part of each parent/teacher conference. There will be four parts to the compact: Administration, Teacher, Parent, and Student, with
each section reflecting how there will be academic success of the students at Chapman Middle School through adherence to the statements in the compact. All parents will be given a copy of the new Parent/School
compact at the October Parenting Day/ PTSA meeting for review. Input will be asked for from the four groups involved, and changes made accordingly so that the Parent/School compact will be a document that
will assure that all four involved parties will have the goal of academic success for all Chapman Middle students.
D. Parental Involvement: Describe procedures to allow parents to submit comments of dissatisfaction with the Continuous Improvement Plan.
Parents will be notified that the Continuous Improvement Plan is under review via ParentLink (the phone tree) and will be invited to participate in the review meetings. When the CIP is being discussed at the first PTSA Open
House, the review process will be discussed and parents will be advised that the re-write process will be imminent and encouraged to be involved. The CIP will be posted on the school’s website, be available in the school office, in
the library, and in the administrators’ offices for review by all parents and community persons interested in providing input into the creation of the Continuous Improvement Plan.




System: Huntsville City Schools
School: Chapman Middle School
October 2008 Page 17
E. 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)
  Chapman Middle School accomplishes much of this through its Annual PTSA/Orientation/Open House held at the beginning of the academic year. Parents receive a copy of the current CIP plan, Parent Involvement
  Plan, and the Parent/School compact, with these being discussed and a reminder that there will be upcoming review meetings on these documents that are open to the parents. During this meeting there is an overview
  of the state academic content & achievement standards & student assessment reports are discussed. An explanation is given regarding Title I, what services are offered and how parents have the right to be involved in
  their children’s education. Parents are given the opportunity to meet their child’s teachers, learn about individual class assessments, and what their parental role will be in helping their children achieve success. This
  meeting will be repeated during the day at a later date so that parents unable to attend the night meeting will be able to attend the day meeting.

  (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)
  Parental sessions and workshops, arranged by the school’s parent coordinator, will be aligned with the schools CIP goals and the school’s needs relating to the school’s culture. Based on the Parenting Survey done
  last year and the academic goals of the school, workshops for families on reading and math , nutrition, student learning styles, individualized study routines for doing homework, interpreting assessment results, and
  technology are topics which will be included in parental training sessions.

  (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)
    Chapman Middle School will continue to work with its teachers through In-services, Faculty Meetings, and Departmental meetings in understanding the importance of parental involvement and that parents are our partners in
  successful student academic achievement. This year, our CIP Committee will place special emphasis on the need to ensure a closer connection between our schools identified goals and our parent involvement activities. There
  will be a school-wide emphasis on making Chapman Middle a family-friendly school.

  (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)
  Chapman Middle coordinates its parent involvement program for all parents. The families of our 2 ELL students are encouraged to attend all parenting activities, and information, where feasible, is sent to parents
  in a language that can be easily understood. Our parent coordinator will arrange and conduct workshops and programs that will encourage and support parents in the academic achievement of all children at
  Chapman Middle.

  (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 two Latino ELL students at Chapman Middle School will receive English as a Second Language services and the ESL teacher who works with them will be in contact with the parents to ensure that all parental and
  family needs relating to the academic success of these students are met by the school.

  (6) Shall provide such other reasonable support for parental involvement activities as parents may request. (Describe)
  Chapman Middle School makes every effort to work with parents in meeting requests related to the involvement in their children’s education. Our school strives to accommodate all parents. A survey is given to
  parents at the end of each year to give parents the opportunity to express their needs and wants for parental involvement activities.




System: Huntsville City Schools
School: Chapman Middle School
October 2008 Page 18
F. 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.
Chapman Middle School, to the extent practical, provides opportunities for the participation of parents with limited English proficiency and parents with disabilities. Chapman Middle has 2 Latino ELL students
 enrolled. at this time, If needed, the LEA has interpreters available for conferences and translations. Chapman has no migrant students. Every effort is made to accommodate parents with disabilities. Chapman is a
handicapped-accessible building with marked handicapped parking spaces available and handicapped entrances. The ParentLink phone tree enables any temporarily homebound parent to continue to receive
 school communications.




Part VII- PROFESSIONAL LEARNING NEEDS RELATED TO ACADEMIC CHALLENGES Including ENGLISH LANGUAGE PROFICIENCY, SCHOOL SAFETY,
DISCIPLINE, 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? (If LEA receives Title III funds)              YES          NO
(Note: Professional learning activities must be linked to Alabama’s Standards for Professional Development and Alabama’s Technology Professional Development Standards, www.alsde.edu, Sections, Technology
Initiatives, Publications).
 WHAT WEAKNESS OR NEED             WHAT TYPES OF              WHEN WILL THE                      WHAT ARE THE               HOW WILL PARTICIPANTS BE HELD ACCOUNTABLE
 IDENTIFIED IN ACADEMIC,            PROFESSIONAL                  SESSION BE                EXPECTED OUTCOMES               FOR SUCCESSFUL IMPLEMENTATION AND IN WHAT                  WHAT ARE THE               DOCUMENT CONTINUOUS LEA
 INCLUDING ELL AMAOs OR           LEARNING WILL BE                DELIVERED?                   OF PROFESSIONAL               WAYS WILL EVIDENCE WILL BE COLLECTED TO                 FUNDING SOURCES,            REVIEW AND SUPPORT RESULTS
  SCHOOL CULTURE GOALS                OFFERED?            (Please list dates of future PD           LEARNING?               SHOW EFFECTIVE ASSIMILATION/INTEGRATION OF             ESTIMATED EXPENSES,
  WILL THE PROFESSIONAL                                    sessions, not those that have     (Following the professional                    STRATEGIES?                            AND PROPOSED NAMES
    LEARNING ADDRESS?                                          already taken place.)        learning, how will academic                                                             OF CONSULTANTS OR
                                                                                               or cultural challenges be                                                                 ENTITIES?
                                                                                            impacted – what does it look                                                            Example: Title II, $....00
                                                                                                         like?)                                                                         Dr. Verry Goode
Teachers need professional      ARI-PAL 3 day             July 2008
development to implement        training for teachers                                       100% of core subject           Lesson plans are checked weekly, with feedback          Title I and from funds
strategic teaching in reading   and 5 day training for                                      teachers will teach            provided.                                               committed from                October 2008
and math.                       the ARI-PAL                                                 strategically, resulting                                                               Huntsville City Schools
                                leadership team.                                            in a 10% increase in           Walk-throughs are done monthly, with feedback           to operate as an ARI-         Through
                                                                                            students’ reaching             provided.                                               PAL school
                                Coaching from the                                           mastery on ThinkLink                                                                   $90,000
                                federal programs          Aug. 2008 – May 2009              after each                     The coaching cycle will be revisited when walk-
                                                                                                                                                                                                                 May 2009
                                curriculum specialists,                                     administration                 throughs and lesson plans reflect poor implementation   Title I and from funds
                                the school’s literacy                                                                      of strategies.                                          committed from
                                coach and the school’s                                                                                                                             Huntsville City Schools
                                curriculum specialist                                                                                                                              to operate as an ARI-
                                                                                                                                                                                   PAL school
                                Job-imbedded              October 24th                                                                                                             $90,000
                                professional              December 2008
                                development from State    February 2009                                                                                                            $0
                                Dept. literacy coach.
                                                                                                                                                                                   Substitutes $500

System: Huntsville City Schools
School: Chapman Middle School
October 2008 Page 19
Teachers need professional       1day of READ 180 and       Aug. 2008 – May 2009                            Lesson plans are checked weekly, with feedback
development to provide           5 follow-up coaching                              100% of reading          provided. Walk-throughs are done monthly, with          Title I and from funds
support for non-mastery at-      days from the READ                                intervention teachers    feedback provided. The coaching cycle will be           committed from            October 2008
risk students.                   180 trainer.                                      will implement           revisited when walk-throughs and lesson plans reflect   Huntsville City Schools
                                                                                   Corrective Reading       poor implementation of strategies.                      to operate as an ARI-     Through
                                 1 day of Corrective        Aug. 2008 – May 2009   and READ 180 to                                                                  PAL school
                                 Reading training and 4                            fidelity, resulting in                                                           $90,000
                                 follow-up coaching                                2.5% increase in                                                                                           May 2009
                                 days from the                                     students’ reaching
                                 Corrective Reading         Aug. 2008 – May 2009   mastery on ThinkLink.                                                            Substitutes
                                 trainer.                                                                                                                           $500

                                 Continual training on
                                 the use of TestTrax and
                                 ThinkLink for
                                 analyzing data and
                                 using that data to
                                 dictate instruction.
                                                                                                                                                                    Title I and from funds    October 2008
Teachers will need               An in-house workshop       October 2008           A 10% increase in        100% of core teachers will include open-ended           committed from
professional development on      will be provided for the                          mastery on open-         questions in subject matter assessments as evidenced    Huntsville City Schools
how to score open-ended          entire staff and follow-                          ended responses on the   in lesson plans, which will be checked weekly.          to operate as an ARI-
                                                                                                                                                                                              Through
questions in core subject        up coaching will be                               ThinkLink practice                                                               PAL school
areas.                           provided.                                         probes after             The results of these assessments using open-ended       $90,000                   May 2009
                                                                                   administration           questions will be reviewed in the monthly data
                                                                                                            meetings.                                               Outside consultant for
                                                                                                                                                                    scoring    $1000
                                                                                                                                                                                              October 2008
Teachers will need               A portion of ARI-PAL       Aug. 2008 – May 2009   5% reduction in          Evidence of better classroom management will be         Title I and from funds
professional development to      training concentrates on                          disciplinary referrals   seen in walk-throughs and there will be a 5%            committed from
help implement effective         effective classroom                                                        reduction in discipline referrals.                      Huntsville City Schools
                                                                                                                                                                                              Through
classroom management             management strategies.                                                                                                             to operate as an ARI-
techniques.                      Additional job-                                                                                                                    PAL school                May 2009
                                 imbedded PD will be
                                 provided throughout the                                                                                                            Substitutes $1000
                                 year.
The growing ELL population                                                                                                                                                                    October 2008
In the district results in the   The Administrative         July 2008                                                                                               Title III funds
need for professional            Conference provided                               Movement of ELLs to      Movement to the next cohort (evidence of more
development in English           ELL training                                      the next higher cohort   English language acquisition) will be noted on the                                Through
language acquisition                                                               after ACCESS testing     ACCESS reports of each ELL
                                                                                                                                                                                              May 2009

System: Huntsville City Schools
School: Chapman Middle School
October 2008 Page 20
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:
State Foundation Funds                                                                           TOTAL
Teacher Assigned Units:        34.5   classroom teachers: 13 (core)          TOTAL OF ALL SALARIES       $2,536,388.00
Administrator Units: 1
Assistant Principal:   1
Counselor:              1.5
Librarian:              1
Instructional Supplies                                                                                      $4,188.00
Library Enhancement                                                                                         $5,863.00
Technology                                                                                                  $8,375.00
Professional Development                                                                                    $1,173.00
State ELL Funds                                                                                                    $0




System: Huntsville City Schools
School: Chapman Middle School
October 2008 Page 21
                                    II. Federal Funds:
Title I: Part A: Improving the Academic Achievement of the Disadvantaged                                                TOTAL          $279,672.00
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.)
                                 Chapman Middle School
                                                                                                   Budgeted
   $ 279,672                                                                                       Amount
   Instruction - Classroom Teacher                                                                  $           -
   Instruction - Resource Teacher                                                                   $           -
   Instruction - Instructional Assistant                                                            $           -
   Instruction - Other Compensation - Contracts                                                     $       40,000
  Instruction Subs for Certified                                                                    $       19,000
  Instruction - State Insurance (multiply # of permanent staff * $8604)                             $           -
  Instruction - State Retirement - 9.36%                                                            $           -
  Instruction - Social Security - 6.20%
  Instruction - Federal Medicare - 1.45%
  Instruction - St Unemployment Compensation Ins - 0.07%
  Instruction - Life Insurance (multiply # of permanent staff by $22)                               $           -
  Instruction - Printing and binding                                                                $           -
  Instruction - Supplies                                                                            $       15,000
  Instruction - Software                                                                            $        2,500
  Instruction - Computers                                                                           $       45,000
  Instruction - Non capitalized equipment                                                           $       15,437
  Other student support - Nurse + benefits                                                          $           -
  Other student support - Parent Involvement Specialist + benefits                                  $        4,000
  Postage                                                                                           $        2,100
  Other Student Support - PI supplies                                                               $        1,000
   Transportation (Buses)                                                                           $          600
  Instructional Improvement - Curriculum Specialist + benefits                                      $       82,135
  Professional Development - substitutes + benefits                                                 $      5,000.00
  Professional Development - Staff Ed Services                                                      $       12,900
  Professional Development - In State Travel                                                        $        5,000
  Professional Development - Out of State Travel                                                    $           -
  Professional Development - Registration                                                           $        5,000
  Summer School - contracts                                                                         $           -
  Extended Day - contracts + benefits                                                               $           -
                                                                                     TOTAL          $        279,672

System: Huntsville City Schools
School: Chapman Middle School
October 2008 Page 22
Title II: Professional Development Activities                                        TOTAL   $8,000
BRIEF EXPLANATION and BREAKDOWN OF SPENDING:

Classroom management workshops
Math workshops


Title III: For English Language Learners                                             TOTAL     $0.00
BRIEF EXPLANATION and BREAKDOWN OF SPENDING:



Title IV: For Safe and Drug-free Schools                                             TOTAL    $0.00
BRIEF EXPLANATION and BREAKDOWN OF SPENDING:



Title V: For 26 different uses; Also called “Innovative Programs”; Includes school            $0.00
improvement, gifted education, nurses, etc.                                          TOTAL
BRIEF EXPLANATION and BREAKDOWN OF SPENDING:




Title VI: For Rural and Low-income Schools                                           TOTAL    $0.00
BRIEF EXPLANATION and BREAKDOWN OF SPENDING:




                               III. Local Funds ( if applicable)
Local Funds                                                                          TOTAL   $3,000
BRIEF EXPLANATION and BREAKDOWN OF SPENDING:

PTSA money for teacher incentives, food for PTSA meetings, stamps




System: Huntsville City Schools
School: Chapman Middle School
October 2008 Page 23
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*                                                                              COMMENTS*                                                                     COMMENTS*



*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*                                                                              COMMENTS*                                                                     COMMENTS*



*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*
                                                                                       COMMENTS*


*Use additional pages, if needed
                                                                                       *Use additional pages, if needed




System: Huntsville City Schools
School: Chapman Middle School
October 2008 Page 24

								
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