ACIP Gadsden City High School

ACIP

Gadsden City High School

Gadsden City Board of Education

Mr. Keith Blackwell, Principal 1917 Black Creek Pkwy Gadsden, AL 35904-4584

Document Generated On October 29, 2014 TABLE OF CONTENTS

Executive Summary

Introduction 2

Description of the School 3

School's Purpose 4

Notable Achievements and Areas of Improvement 6

Additional Information 7

Improvement Plan Stakeholder Involvement

Introduction 10

Improvement Planning Process 11

Student Performance Diagnostic

Introduction 13

Student Performance Data 14

Evaluative Criteria and Rubrics 15

Areas of Notable Achievement 16

Areas in Need of Improvement 18

Report Summary 20

ACIP Assurances

Introduction 22

ACIP Assurances 23

Plan for ACIP

Overview 25

Goals Summary 26 Goal 1: All students graduating from Gadsden City High School will be college and career ready. 27

Activity Summary by Funding Source 30

Coordination of Resources-Comprehensive Budget

Introduction 33

I. State Foundation Funds: FTEs Earned 34

I. State Foundation Funds: Units Placed 35

I. State Foundation Funds:Total Salaries 36

II. Federal Funds 38

III. Local Funds (if applicable) 41

ACIP Gadsden City High School

Executive Summary

Introduction

Every school has its own story to tell. The context in which teaching and learning takes place influences the processes and procedures by which the school makes decisions around curriculum, instruction, and assessment. The context also impacts the way a school stays faithful to its vision. Many factors contribute to the overall narrative such as an identification of stakeholders, a description of stakeholder engagement, the trends and issues affecting the school, and the kinds of programs and services that a school implements to support student learning.

The purpose of the Executive Summary (ES) is to provide a school with an opportunity to describe in narrative form the strengths and challenges it encounters. By doing so, the public and members of the school community will have a more complete picture of how the school perceives itself and the process of self-reflection for continuous improvement. This summary is structured for the school to reflect on how it provides teaching and learning on a day to day basis.

Description of the School

Describe the school's size, community/communities, location, and changes it has experienced in the last three years. Include demographic information about the students, staff, and community at large. What unique features and challenges are associated with the community/communities the school serves?

Gadsden City High School (GCHS) is located in the city of Gadsden, in Etowah County and is situated in northeast Alabama. According to the 2011 Census Bureau, the city's population is 36,813 people. The median household income is $28,386, which is $13,695 less than the average income for Alabama. Gadsden occupies approximately 37 miles of the county's 535 miles. The reported county population is 104,430. Gadsden City High School is the only high school serving ninth through twelfth grade students within the Gadsden City School District. There are 1,543 students currently enrolled in GCHS with 65% eligible to receive free or reduced price lunches. The student population reflects a makeup of 1% Asian, 8% Hispanic, 51% African American, 39% White and 1% Multi-Race. Currently 18% of GCHS students have been identified as eligible for special education services. Gadsden City High School was constructed in 2006. Gadsden City High School was established and received its first students during the 2006-2007 school year. It was created from the consolidation of three long-standing high schools within the Gadsden City School District. Gadsden City High School has a strong reputation for providing excellence in academic achievement, athletics and co-curricular activities under the guidance and supervision of exceptional staff members. There are 151 certified and support employees at GCHS. Including administrators, there are a total of 105 certified staff members. Of those, 31% have earned master's degrees, 13% hold AA/Ed/S. degrees or higher. With more than 199 course offerings, GCHS provides the most extensive curriculum of any high school, public or private, in Northeast Alabama. Students may choose from among 14 Advanced Placement (AP) courses and nine Honor courses in the areas of science, mathematics, English, foreign languages and social studies. Students may also choose from among 53 Career and Technical Education courses in 20 different fields of study. Career Tech courses offer articulation agreements for community college credit at various institutions across the state. In addition, GCHS provides opportunities for students to earn college credit by exhibiting mastery of learning in the AP course curriculum and meeting criteria established by the College Board and university standards. Students also may gain college credit via dual enrollment. In addition, to enhance success for the at-risk student population, GCHS has partnered with Gadsden State Community College and Darden Rehabilitation Foundation by providing job skills coaches. The school also provides Student Teacher Advisement and Mentor Program (STAMP) and a graduation coach to assist at-risk students. PTSO and Career tech advisory committee actively support the total school program. Numerous extra-curricular opportunities (sports, band, fine arts, etc) are supported by booster organizations. These groups support the school by contributing funds and promoting involvement in all areas of student interest and participation. GCHS offers diverse opportunities for a diverse population which is achievable because of its stellar stakeholders.

School's Purpose

Provide the school's purpose statement and ancillary content such as mission, vision, values, and/or beliefs. Describe how the school embodies its purpose through its program offerings and expectations for students.

Mission Increasing in Learning, Service, Performance and Leadership, we prepare for the future.

Core Beliefs Increasing student achievement expands educational opportunities Recruitment, development and retention of highly qualified educators and staff are key to student achievement Our school belongs to the community and, as a result, we should include stakeholders in decision-making All students must have a safe and clean school environment to foster superior learning Investment and use of innovative learning tools in technology are essential to maximize student learning

Values We value rigor and relevance in both the instruction and assessment of students. We value the community as a partner in the education of our students. We value and invite different points of view from our stakeholders. We value preparing our students to be college-ready or work-ready upon graduation.

The following components are necessary to create a school environment that promotes and expands educational opportunities: Challenging curriculum College and Career Ready Standards Accelerated/Advanced Placement Courses A+ College Ready Grant Program Dual Enrollment with local colleges Response to Intervention (RTI) Second Chance Program Credit Recovery ACT Test Prep Reading and Math Pacing Guides Career Technical Program Vertical Teams Strategic Plans AHSGE F.O.C.U.S.

Recruitment, development and retention of highly qualified educators and staff are key to student achievement and are achieved by the following: Partnering with colleges and universities to place student and practicum teachers Effectively evaluate professional performance through Educate Alabama Enhance teacher development through coaching/mentoring SY 2014-2015 Page 4 © 2014 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement. ACIP Gadsden City High School

Train employees through quality professional development opportunities

Our school belongs to the community and, as a result, we should include stakeholders in decision-making process includes: Monthly Parent/Teacher/Student Organization meetings are held to strengthen community involvement and collaboration Conduct Strategic Planning meetings Yearly Open House meetings to foster parent/teacher communication Frequently update school website to provide current information to stakeholders Administration actively seek input from Student Government and Class Officers Senior Class Parent meetings to discuss college admissions and financial aid Extra curricula have mandatory parent meetings to foster communication and parental involvement

To ensure that all students have a safe and clean school environment to foster superior learning, GCHS institutes the following components: Two full time School Resource Officers Bullying/Harassment Policy 75 Indoor Security Cameras and 5 Outdoor Security Cameras Random class and locker searches Four grade level counselors Fire/Tornado/Lockdown plans Faculty meetings to ensure that faculty is aware of safety plans/evacuations Random drug testing

Investment and use of innovative learning tools in technology are essential to maximize student learning to enable students to actively participate in a technological society Ninth Grade Academy Grant that provides four laptop carts for academy students Central Office staff assigned to our high school to assist with developing technology in the classroom Professional Development provided by Central Office to foster classroom development of current technology Social Media guidelines for staff Technology agreement for appropriate internet use for students Information Now Home Portal provided for parents to currently access student comprehensive progress

Notable Achievements and Areas of Improvement

Describe the school's notable achievements and areas of improvement in the last three years. Additionally, describe areas for improvement that the school is striving to achieve in the next three years.

Gadsden City High School (GCHS) has many areas of significant growth and achievement. One of our most notable achievements is the increase in our graduation rate. According to AYP (Annual Yearly Progress) reports from 2009 to 2010, the GCHS graduation rate increased by 2%; both years meeting the AMO (Annual Measurable Objective) goal of 90%. In the last two years, the state has incorporated a 4-year graduation cohort to replace the AYP method. Subsequently, from 2011-2012, our graduation rate has risen by 6% using the new cohort rate. This year GCHS' graduation rate was 5% above last year's state-wide graduation rate. Over the last several years, GCHS has incorporated some additional programs to attain Annual Yearly Progress standards. The additional programs that are currently being used to improve student achievement are: Read 180, RTI (Response to Intervention), Credit Recovery, Dropout Prevention, 2nd Chance, pull-out remediation as well as remedial courses, which are built in the master schedule. In 2007-2008, GCHS was in school improvement under AYP standards. With the incorporation of these new and existing programs GCHS moved out of school improvement and met all AYP standards for the next three years. Also, the Math remedial courses that are built into the schedule are producing an 80-100% pass rate on the Alabama High School Graduation Exam (AHSGE). In addition to GCHS' actions and programs to make AYP and to improve the graduation rate requirements, the school's improvements in technology also have made a significant impact on student learning and achievement. Within the past few years, our 9th Grade Academy teachers have been granted four laptop carts (each with 30 laptops). Each cart is equiped with a mobile laser jet printer. The teachers ave received a set of clickers, a Mobi, and ELMO, and two Interwrite Pads, and training has been provided for the equipment. In the ever- changing world of technology, it is mandatory for schools to keep up with the latest advances in this area to ensure student success in twenty-first century. Other notable achievements for GCHS are in the areas of Advanced Placement (AP) and ACT Profile. According to the U.S. News and World Report for 2012, GCHS has a 15% participation in AP courses and testing; all AP students are required to take AP exams. GCHS teachers and middle school teachers have created vertical teams to expand the program and encourage more students to enroll in a more rigorous rocourses like Pre-AP in middle school. According to the 2012 ACT Profile, the average ACT Composite score for Black/African Americans and Asians was higher at GCHS in comparison to the state average. The 2012 Gadsden City High School graduating class qualified for over six million dollars in scholarships and had four merit semifinalists and one national achievement semifinalist. At Gadsden City High School is committed to excellence and strive to improve in all areas of student achievement. As a community of learners, we realize that even with all that has been accomplished, there are always areas of opportunity and growth.

Additional Information

Provide any additional information you would like to share with the public and community that were not prompted in the previous sections.

Gadsden City High School houses a state of the art facility that was constructed in 2010. All of the Career-Technical programs are taught on-campus. The Career Technical opportunities at Gadsden City High School include the following: Automotive Servicing, Business and Marketing Studies, Computer Information Services, Cosmetology, Electrical Engineering, Electronics (with Robotics), Family and Consumer Science, Health Science, and HVAC. Students may choose an Advanced Specialized Diploma in the Electrical Engineering, Computer Information Systems and Biomedical Programs. The Career Technical programs have received numerous honors and awards. In 2012, Mr. Michael Steele received the National Automotive Teacher of the Year Award. Students compete annually in Skills USA. Several students have placed in the Top 10. The Gadsden City High School robotics team competed in 2012 and placed 5th state wide. DECA organization is very active on campus. DECA operates the school store for a hands-on experience for the Marketing students. The school store includes a coffee shop and the sale of Otis Spunkmeyer cookies. The DECA charitable donations are inclusive of Breast Cancer Awareness and clothing donations to the Etowah Baptist Association. DECA had a State Regional Vice-President for the 2011-2012 school year. The DECA chapter participates annually in the New York Experience Conference and other State and National Conferences. FBLA received a state award for increasing its membership by 10%. FBLA members have participated in the Joint Leadership Development Conference where students have learned exceptional leadership and communication skills. Members have raised money to support the American Heart Association and the Muscular Dystrophy Association. In addition, members have participated in the Atlanta Hawks College Fair and Sports Marketing Program. The FCCLA organization is very active at Gadsden City High School as well as in the Gadsden community. Annual programs they sponsor include: a pink ribbon campaign at the school to promote breast cancer awareness; distributed over 1,000 ribbons to students and 1,200 students & teachers participated in pink day; collected non-perishable items to compile brown bags for the homeless at the Ladle of Love soup kitchen; collected toys for the children of these homeless families; selling paper paws that will be placed on the lunchroom wall for "Paws for a Cause" for the Humane Society of Etowah County by; and members will assist athletes in the Special Olympics events at Gadsden City High School. Monthly breakfast/lunch meetings are held to plan their activities.

For the year 2011-2012, 1736 individual course enrollments (counting by class with multiple enrollments per student). 32% completed with a career tech endorsement diploma. 18% completed with an Advanced Career Tech endorsement. 14% completed with a regular career tech endorsement diploma. The Fine Arts opportunities at Gadsden City High School include the following: Chorus, Band, Theatre, Orchestra, Drama and the Visual Arts. There are many students who are chosen each year for Alabama All-State Band, Chorus and Orchestra, as well as state level honors in drama. Other individual student honors include Outstanding Choral Student and the State Future Music Educator Award. The GCHS Marching Titan Band, which is the largest high school marching band in the state of Alabama, consistently receives superior ratings. The Symphonic and Concert Bands also earn superior ratings at the Alabama Music Educators Music Performance Assessments. The Gadsden City High School Band sponsors the Mid-South Marching Band Festival, which is the longest running marching festival in the southeastern United States. Jazz Band is also an integral part of the band department at GCHS. The GCHS Choral Department is comprised of Concert Choir, Titan Chorale and the Apollon Show Choir. The Concert Choir recently performed at Carnegie Hall in New York City under the baton of Maestro John Rutter. General music course offerings include: Music Appreciation, Music Theory and Piano Lab. There is a section of Piano Lab that is taught by SY 2014-2015 Page 7 © 2014 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement. ACIP Gadsden City High School a member of our Special Education staff which is geared specifically for autistic students. Each year the GCHS Drama Department produces a major spring musical, some of which have been: Oklahoma, Little Shop of Horrors, Godspell and Once On This Island. The Drama Department also receives superior ratings at the annual state theater competition, Trumbaur. The Visual Arts Department has produced winners in the State Superintendent's Art show in Montgomery in the media of photography. Other visual arts course offerings include: Graphic Arts Design, Ceramics, Pottery, Drawing and Broadcast Journalism which recently received a state honor given by Alabama Public Television. Gadsden City High School, in conjunction with the Alabama State Department of Education, has developed a Performing Arts Academy which pairs the Performing Arts with Career Tech. The program started the 2013-2014 school year. This innovative endeavor prepares students for not only college entrance but makes them employable upon graduation from high school.

Improvement Plan Stakeholder Involvement

Introduction

The responses should be brief, descriptive, and appropriate for the specific section. It is recommended that the responses are written offline and then transferred into the sections below.

Improvement Planning Process

Describe the process used to engage a variety of stakeholders in the development of the institution's improvement plan. Include information on how stakeholders were selected and informed of their roles, and how meetings were scheduled to accommodate them.

Stakeholders, which includes an assistant principal, a library media specialist, a technology instructor, technology oriented students, and parents/community leaders, were selected due to skills and knowledge of technology in various degrees and forms. Stakeholders were informed of their roles in a one-on-one meeting between the principal and the stakeholder with scheduling of meetings to accommodate all schedules.

Describe the representations from stakeholder groups that participated in the development of the improvement plan and their responsibilities in this process.

A school technology administrator, a library media specialist, a technology instructor, selected technology oriented students, technology oriented parents, and community leaders comprise the representatives in the development of the improvement plan. Stakeholders will attend meetings to inform and oversee the partnerships and collaboration within the school and with the community to foster a shared vision and goals and help drive the support and funding needed for technology resources. The ideas, projects and recommendations of various internal and external groups were collected and assimilated into the plan to continue to forge bonds that will promote goal alignment and a shared vision .

Explain how the final improvement plan was communicated to all stakeholders, and the method and frequency in which stakeholders receive information on its progress.

School Improvement Team meetings were held frequently to discuss long range plans and short term goals for implementation of all aspects of the final improvement plan. In addition, emails and faculty meetings communicate and collaborate to the stakeholders with regard to status and implementation of the plan and the alignment to the district's plan. Professional development opportunities are continuously available to build effective practices of communication among stakeholders.

Student Performance Diagnostic

Introduction

The Student Performance Diagnostic provides an institution with a process to report summative student assessments. This diagnostic is significant to the accreditation and continuous improvement process as it serves as a resource for schools to view content area assessment results required by the state, district, or other entities, determine the quality and reliability of the given assessments, and show the alignment of the assessments to the school's curriculum. The performance level computed at the completion of the diagnostic is used by the external review team as a comprehensive report to understand fully the institution's assessment program; the diagnostic should be used in the same manner by the institution as it engages in improvement planning.

Student Performance Data

Label Assurance Response Comment Attachment 1. Did you complete the Student Performance Yes Student Data document offline and upload below? Performance Diagnostic with Data 2014-2015

Evaluative Criteria and Rubrics

Overall Rating: 3.5

Statement or Question Response Rating 1. Assessment Quality The array of assessment devices used by the Level 4 institution to determine students' performances is sufficiently aligned so that valid inferences can be reached regarding students' status with respect to the entire set of curricular aims regarded as high-priority, “must accomplish,” instructional targets. The documentation provided in support of this alignment is persuasive. All of the assessments used are accompanied by evidence demonstrating that they satisfy accepted technical requirements such as validity, reliability, absence of bias, and instructional sensitivity.

Statement or Question Response Rating 2. Test Administration All the assessments used by the institution to Level 4 determine students' performances, whether externally acquired or internally developed, have been administered with complete fidelity to the administrative procedures appropriate for each assessment. In every instance, the students to whom these assessments were administered are accurately representative of the students served by the institution. Appropriate accommodations have been provided for all assessments so that valid inferences can be made about all students' status with respect to all of the institution's targeted curricular outcomes.

Statement or Question Response Rating 3. Quality of Learning Evidence of student learning promoted by the Level 3 institution is acceptably analyzed and presented with reasonable clarity. In comparison to institutions functioning in a similar educational context, students' status, improvement, and/or growth evidence indicates that the level of student learning is at or above what would otherwise be expected.

Statement or Question Response Rating 4. Equity of Learning Evidence of student learning indicates Level 3 achievement gaps exist among subpopulations of students, and these achievement gaps have noticeably declined.

Areas of Notable Achievement

Which area(s) are above the expected levels of performance?

ACT Black/African American students had an average composite score of 16.1 which was higher than the state average of 15.8. White students had an average composite score of 20.4 which was higher than the state average of 19.8. Hispanic/Latino students had an average composite score of 17.7 which was higher than the state average of 17.4. When broken in gender, males scored (18.2) higher than the state average (18.1), yet females scored (17.8) lower than the state average (18.7).

There is a decrease in dropout rate from 2010-2011 school year of 7% to 2012-2013 of 2%.

Describe the area(s) that show a positive trend in performance.

From the Plan to the ACT, there is a positive trend in overall composite score. There is an increase in participation in the Plan from the Aspire. There is a positive trend in reading from the Aspire to the Plan

Which area(s) indicate the overall highest performance?

According to the 2013-2014 ACT Aspire, reading is the highest level of performance with 47% proficiency. The 2013-2014 Profile Summary Report for the ACT Plan revealed that English had the highest level of performance with 59% proficiency. The 2013-2014 ACT Profile Report indicated English was the highest level of performance with 42% proficiency.

Which subgroup(s) show a trend toward increasing performance?

Since the ACT was required for the first time for all juniors in the 2013-2014 school year, a trend cannot be determined from the ACT Data Sources.

Between which subgroups is the achievement gap closing?

Since the ACT was required for the first time for all juniors in the 2013-2014 school year, a trend cannot be determined from the ACT Data Sources.

Which of the above reported findings are consistent with findings from other data sources?

Grade reports, semester exams, and graduation tracking systems show consistency in some areas; however, in many areas grade reports and semester exam grades are higher than ACT benchmark scores.

Areas in Need of Improvement

Which area(s) are below the expected levels of performance?

ACT Overall composite score of 17.9 was lower than the state average of 18.3. When broken in gender, males scored (18.2) higher than the state average (18.1), yet females scored (17.8) lower than the state average (18.7). ACT Plan The 2013-2014 Profile Summary Report for the ACT Plan revealed that 72% of GCHS students scored below the national median score of 17 while only 58% of students nationally scored below said median score. The 2013-2014 Profile Summary Report for the ACT Plan revealed that 59% of GCHS students scored at or above the benchmark score of 15 in English. Nationally, 64% were at or above the benchmark. The 2013-2014 Profile Summary Report for the ACT Plan revealed that 16% of GCHS students scored at or above the benchmark score of 19 in Math. Nationally, 36% were at or above the benchmark. The 2013-2014 Profile Summary Report for the ACT Plan revealed that 28% of GCHS students scored at or above the benchmark score of 18 in Reading. Nationally, 40% were at or above the benchmark. The 2013-2014 Profile Summary Report for the ACT Plan revealed that 19% of GCHS students scored at or above the benchmark score of 20 in Science. Nationally, 28% were at or above the benchmark. The 2013-2014 Profile Summary Report for the ACT Plan revealed that average composite scores for the Black/African American and Hispanic/Latino subgroups were lower than all other subgroups. The 2013-2014 Profile Summary Report for the ACT Plan revealed that average composite score for the Black/ African American MALE subgroup was lower than other subgroups. The 2013-2014 Profile Summary Report for the ACT Plan revealed that average composite score for the Black/African American, American Indian/ Alaska Native, and Hispanic/Latino subgroups were lower than other subgroups.

Describe the area(s) that show a negative trend in performance.

There is a negative trend from the Aspire to the Plan in English and Math.

Which area(s) indicate the overall lowest performance?

The 2013-2014 Aspire indicates that math has the overall lowest performance with a proficiency rate of 17%. The 2013-2014 Profile Summary Report for the ACT Plan revealed that Math has the overall lowest performance with a proficiency rate of 16%. The 2013-2014 ACT Profile Report indicated that math has he overall lowest performance with a proficiency rate of 20%.

Which subgroup(s) show a trend toward decreasing performance?

Since the ACT was required for the first time for all juniors in the 2013-2014 school year, a trend cannot be determined from the ACT Data Sources.

Between which subgroups is the achievement gap becoming greater?

Since the ACT was required for the first time for all juniors in the 2013-2014 school year, a trend cannot be determined from the ACT Data Sources.

Which of the above reported findings are consistent with findings from other data sources?

Grade reports, semester exams, and graduation tracking systems show consistency in some areas; however, in many areas grade reports and semester exam grades are higher than ACT benchmark scores.

Report Summary

Scores By Section

Section Score 1 2 3 4

Evaluative Criteria and Rubrics 3.5

Sections

ACIP Assurances

Introduction

By responding to the questions in ASSIST and attaching evidence when required, the institution has verified whether it meets or does not meet each of the required ACIP Assurances.

ACIP Assurances

Label Assurance Response Comment Attachment 1. The Instructional Leadership Team members Yes Signature Page Attached Signature Page that should be present include the principal, guidance counselor, district school improvement specialist (or other designee), appropriate content-area teachers, parent representatives, and student representatives (as appropriate). Depending on the data, additional members may include special population representatives (Technology Coordinator, Special Education, ELL, etc.), district federal programs coordinator, district chief school financial officer, community stakeholders, or any other member as appropriate. Documentation will be maintained on site.

Label Assurance Response Comment Attachment 2. The institution complies with all federal laws Yes Non-Discriminatory Policy Non-Discriminatory and regulations prohibiting discrimination and attached Policy with with all requirements and regulations of the Signatures U.S. Department of Education. It is the policy of this institution that no person on the basis of race, color, religion, national origin or ancestry, age, gender, height, weight, marital status or disability shall be subjected to discrimination in any program, service or activity for which the institution is responsible, or for which it receives financial assistance from the U.S. Department of Education.

Label Assurance Response Comment Attachment 3. The institution has designated an employee to Yes Name and Information with Compliance Officer coordinate efforts to comply with and carry out Signatures attached Signature Page non-discrimination responsibilities. If yes, list the name, position, address and telephone number of the employee in the comment field.

Label Assurance Response Comment Attachment 4. The institution has a Parent Involvement policy Yes Parental Involvement Policy and Parental and plan as required in NCLB Section 1118, Procedures attached Involvement Policy and ensures that all requirements in Section and Procedures 1118 and 1111(h)(6), Parents' Right-to-Know, are implemented systematically.

Label Assurance Response Comment Attachment 5. The institution has a School-Parent Compact. If Yes Parents and students are given a a Title I school, the School-Parent Compact student handbook yearly with contains the required components (NCLB rules and expectations. Section 1118(d)(1-2)(A,B,C)) and was jointly developed with parents of participating students.

Plan for ACIP

Overview

Plan Name

Plan for ACIP

Plan Description

Goals Summary

The following is a summary of the goals encompassed in this plan. The details for each goal are available in the next section.

# Goal Name Goal Details Goal Type Total Funding 1 All students graduating from Gadsden City High Objectives:3 Academic $0 School will be college and career ready. Strategies:5 Activities:8

Goal 1: All students graduating from Gadsden City High School will be college and career ready.

Measurable Objective 1: A 25% increase of Black or African-American students will demonstrate a proficiency in reading comprehension and drawing conclusions in Reading by 05/21/2015 as measured by the ACT.

Strategy 1: Strategic Teaching - Teachers will incorporate targeted reading improvement strategies into lessons. Research Cited: Alabama Reading Initiative

Activity - Chunking Activity Type Begin Date End Date Resource Source Of Staff Assigned Funding Responsible Divide lessons and materials into smaller modules and ensure student Direct 08/07/2014 05/21/2015 $0 No Funding Teachers, understanding as lessons progress. Formative assessments through Instruction Required Reading diagnostic tests, practice tests, and exit slips. Summative assessment Coach through unit tests, end-of-month tests, and standardized tests.

Activity - I Do, We Do, You DO Activity Type Begin Date End Date Resource Source Of Staff Assigned Funding Responsible Teachers will provide modeling of objectives. Formative assessments Direct 08/07/2014 05/21/2015 $0 No Funding Teachers, through diagnostic tests, practice tests, and monthly reviews. Summative Instruction Required Reading assessment through unit tests, end-of-month tests, and standardized tests. Coach

Strategy 2: Reading Vocabulary Development - Identify and develop reading vocabulary related to each reading objective taught. Research Cited: Alabama Reading Initiative

Activity - Word Walls Activity Type Begin Date End Date Resource Source Of Staff Assigned Funding Responsible Teacher and student created "word walls" of objective specific reading Direct 08/07/2014 05/21/2015 $0 No Funding Teachers, vocabulary. Formative assessments through oral discussions, quizzes, exit Instruction Required Reading slips, and diagnostic tests. Summative assessment through unit tests, end- Coach of-month tests, and standardized tests.

Measurable Objective 2: 28% of Black or African-American students will demonstrate a proficiency in language skills in English Language Arts by 05/21/2015 as measured by the ACT. Strategy 1: Targeted Language Improvement Strategies - Teachers will incorporate targeted language improvement strategies into lessons. Research Cited: Alabama Reading Initiative

Activity - Frequent Writing Assignments Activity Type Begin Date End Date Resource Source Of Staff Assigned Funding Responsible Teachers will include frequent writing activities related to targeted Direct 08/07/2014 05/21/2015 $0 No Funding Teachers, objectives. Formative assessments through peer review and edit using Instruction Required Reading ACOS-ELA Edit Checklist. Summative Assessments through teacher Coach review and edit using ACOS-ELA Edit Checklist.

Activity - Peer Editing/Cooperative Learning Activity Type Begin Date End Date Resource Source Of Staff Assigned Funding Responsible Students are grouped based on a variety of criteria such as demographics Direct 08/07/2014 05/21/2015 $0 No Funding Teachers, or ability and assist each other with language and writing practice Instruction Required Reading assignments. Formative assessments through peer editing. Summative Coach assessments through teacher review and standard proof reading marks.

Measurable Objective 3: A 10% increase of All Students will demonstrate a proficiency in problem solving in Mathematics by 05/21/2015 as measured by the ACT. Strategy 1: Problem Solving - Math teachers will use peer grouping and vocabulary development activities to stimulate mathematical thinking skills. Research Cited: Shellard, E., & Moyer, P. S. (2002). What Principals Need to Know about Teaching Math. Alexandria, VA: National Association of Elementary School Principals and Education Research Service.

Activity - Graphic Organizers Activity Type Begin Date End Date Resource Source Of Staff Assigned Funding Responsible Using a variety of graphic organizers, students will demonstrate Direct 08/07/2014 05/21/2015 $0 No Funding Math understanding of content-specific vocabulary. Instruction Required Teachers

Activity - Peer Editing/Cooperative Learning Activity Type Begin Date End Date Resource Source Of Staff Assigned Funding Responsible Students are grouped based on a variety of criteria such as demographics Direct 08/07/2014 05/21/2015 $0 No Funding Math or ability and assist each other in problem solving in the mathematics Instruction Required Teachers classroom. Formative assessments through peer editing, exit slips, and quizzes. Summative assessment through unit tests and standardized tests.

Strategy 2: Integration of ACT/CCRS Standards - Teachers will increase in the amount of integration of ACT/CCRS standards into classroom instructions.

Research Cited: 2008 Connecting College Readiness Standards to the Classroom For Mathematics Teachers

Activity - ACT Benchmark Questions Activity Type Begin Date End Date Resource Source Of Staff Assigned Funding Responsible

Math teachers will incorporate ACT questions into lessons and tests. Direct 08/07/2014 05/21/2015 $0 No Funding Math Math teachers will use Quality Core benchmark questions and End of Instruction Required Teachers, Course Exam to check progress of students. Administrators and Math Math Department Head will check for documentation. Department Head, Administators

Activity Summary by Funding Source

Below is a breakdown of your activities by funding source

No Funding Required

Activity Name Activity Description Activity Type Begin Date End Date Resource Staff Assigned Responsible Peer Editing/Cooperative Students are grouped based on a variety of criteria such as Direct 08/07/2014 05/21/2015 $0 Teachers, Learning demographics or ability and assist each other with language Instruction Reading and writing practice assignments. Formative assessments Coach through peer editing. Summative assessments through teacher review and standard proof reading marks. Graphic Organizers Using a variety of graphic organizers, students will Direct 08/07/2014 05/21/2015 $0 Math demonstrate understanding of content-specific vocabulary. Instruction Teachers Word Walls Teacher and student created "word walls" of objective Direct 08/07/2014 05/21/2015 $0 Teachers, specific reading vocabulary. Formative assessments Instruction Reading through oral discussions, quizzes, exit slips, and diagnostic Coach tests. Summative assessment through unit tests, end-of- month tests, and standardized tests. Peer Editing/Cooperative Students are grouped based on a variety of criteria such as Direct 08/07/2014 05/21/2015 $0 Math Learning demographics or ability and assist each other in problem Instruction Teachers solving in the mathematics classroom. Formative assessments through peer editing, exit slips, and quizzes. Summative assessment through unit tests and standardized tests. Chunking Divide lessons and materials into smaller modules and Direct 08/07/2014 05/21/2015 $0 Teachers, ensure student understanding as lessons progress. Instruction Reading Formative assessments through diagnostic tests, practice Coach tests, and exit slips. Summative assessment through unit tests, end-of-month tests, and standardized tests. ACT Benchmark Questions Math teachers will incorporate ACT questions into lessons Direct 08/07/2014 05/21/2015 $0 Math and tests. Instruction Teachers, Math teachers will use Quality Core benchmark questions Math and End of Course Exam to check progress of students. Department Administrators and Math Department Head will check for Head, documentation. Administators I Do, We Do, You DO Teachers will provide modeling of objectives. Formative Direct 08/07/2014 05/21/2015 $0 Teachers, assessments through diagnostic tests, practice tests, and Instruction Reading monthly reviews. Summative assessment through unit tests, Coach end-of-month tests, and standardized tests.

Frequent Writing Teachers will include frequent writing activities related to Direct 08/07/2014 05/21/2015 $0 Teachers, Assignments targeted objectives. Formative assessments through peer Instruction Reading review and edit using ACOS-ELA Edit Checklist. Coach Summative Assessments through teacher review and edit using ACOS-ELA Edit Checklist. Total $0

Coordination of Resources-Comprehensive Budget

Introduction

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

I. State Foundation Funds: FTEs Earned

Label Question Value 1. Provide the number of Teacher assigned units. 84.56

Label Question Value 2. Provide the number of Administrator assigned units. 1.0

Label Question Value 3. Provide the number of Assistant Principal assigned units. 2.5

Label Question Value 4. Provide the number of Counselor assigned units. 3.0

Label Question Value 5. Provide the number of Librarian assigned units. 2.0

Label Question Value 6. Provide the number of Career and Technical Education 0.0 Administrator assigned units.

Label Question Value 7. Provide the number of Career and Technical Education Counselor 0.0 assigned units.

I. State Foundation Funds: Units Placed

Label Question Value 1. Provide the number of classroom teachers. 91.67

Label Question Value 2. Provide the number of Administrators. 1.0

Label Question Value 3. Provide the number of Assistant Principals. 4.5

Label Question Value 4. Provide the number of Counselors. 3.5

Label Question Value 5. Provide the number of Librarians. 2.0

Label Question Value 6. Provide the number of Career and Technical Education 0.0 Administrators.

Label Question Value 7. Provide the number of Career and Technical Education Counselors. 0.0

I. State Foundation Funds:Total Salaries

Once all questions within Section I. State Foundation Funds: Total Salaries have been completed, a total for all salaries will appear in the PDF only.

Label Question Value 1. Provide the total of all salaries for the FTE Teacher Units. 4412437.0

Label Question Value 2. Provide the total of all salaries for the Administrator Units. 99789.0

Label Question Value 3. Provide the total of all salaries for the Assistant Principal. 327928.0

Label Question Value 4. Provide the total of all salaries for the Counselor. 188156.0

Label Question Value 5. Provide the total of all salaries for the Librarian. 104833.0

Label Question Value 6. Provide the total of all salaries for the Career and Technical 0.0 Education Administrator.

Label Question Value 7. Provide the total of all salaries for the Career and Technical 0.0 Education Counselor.

Label Question Value 8. Provide the total of all salaries for Technology. 0.0

Label Question Value 9. Provide the total of all salaries for Professional Development. 0.0

Label Question Value 10. Provide the total of all salaries for State ELL Funds. 0.0

Label Question Value 11. Provide the total of all salaries for Instructional Supplies. 0.0

Label Question Value 12. Provide the total of all salaries for Library Enhancement. 0.0

Total 5,133,143.00

II. Federal Funds

Title I: Improving the Academic Achievement of the Disadvantaged Provide a brief explanation and breakdown of expenses.

The district receives $2,321,123.00.The district Set Aside includes: Administrative, Indirect Cost, Nonpublic Professional Development, Regular Professional Development, Limited English Proficiency, Total Parent Involvement (1% minimum), Homeless, Focus and Priority Schools, and Other (nurses, system-wide intervention teacher, media/inventory, tech support etc.): Total Set Aside: $1,125,783.00. The remaining $1,195,340 is allocated to the (8) Title I Schools based on Free/Reduced.

Label Question Value 2. Title I: Improving the Academic Achievement of the Disadvantaged 2321123.0 Provide the total

Title I: ARRA Funds Provide a brief explanation and a breakdown of expenses.

Not Applicable

Label Question Value 4. Title I: ARRA Funds 0.0 Provide the total.

Title II: Professional Development Activities Provide a brief explanation and a breakdown of expenses.

The district receives $398,631.00. Administrative allowance for Indirect Cost: $3,829.00. Professional Development Training and Mentoring:$59,510.14. Non-Public Professional Development:$15,457.86. Class-Size Reduction: Three Class-Size reduction teachers will lower the pupil teacher ratio at Floyd, Adams, and Striplin Elementary Schools: $173,415.00. District Staff for Professional Development: $146,419.00.

Label Question Value 6. Title II: Professional Development Activities 398631.0 Provide the total.

Title III: For English Language Learners Provide a brief explanation and a breakdown of expenses.

The district provides an EL Coordinator who oversees the entire EL Program including the core, Title I supplemental, and the Title III supplemental programs. (1) Certified EL teacher (.30 FTE's), (1) Paraprofessional (.05 FTE's) rotating among schools to ensure supplemental services for teachers and students. Required Professional Development for school staff, district EL staff will be provided through SDE SAMUEL training as well as local training.

Label Question Value 8. Title III: For English Language Learners 71387.0 Provide the total

Title IV: For Safe and Frug-free Schools Provide a brief explanation and a breakdown of expenses.

Not Applicable

Label Question Value 10. Title IV: For Safe and Frug-free Schools 0.0 Provide the total.

Title VI: For Rural and Low-income Schools Provide a brief explanation and a breakdown of expenses.

Not Applicable

Label Question Value 12. Title VI: For Rural and Low-income Schools 0.0 Provide the total

Career and Technical Education-Perkins IV: Basic Grant (Title I) Provide a brief explanation and a breakdown of expenses.

Professional Development- to Improve Student Performance: Provide on-going, high quality professional development at the school site for administrators, teachers, and other instructional staff to focus on changing instructional practices that result in improved student performance. $75,470.58.

Career-Technical Education Training and Conferences: $29,894.42

Label Question Value 14. Career and Technical Education-Perkins IV: Basic Grant (Title I) 105365.0 Provide the total.

Career and Technical Education-Perkins IV: Tech Prep (Title II) Provide a brief explanation and a breakdown of expenses.

Not Applicable

Label Question Value 16. Career and Technical Education-Perkins IV: Tech Prep (Title II) 0.0 Provide the total.

Other: 21st Century, Learn and Serve, Even Start, School Improvement Grant Provide a brief explanation and a breakdown of expenses.

Not Applicable

Label Question Value 18. Other: 21st Century, Learn and Serve, Even Start, School 0.0 Improvement Grant Provide the total.

III. Local Funds (if applicable)

Local Funds Provide a brief explanation and a breakdown of expenses. x

Label Question Value 2. Local Funds 0.0 Provide the total.