Dekalb County School System

School Name: Alexander II Magnet Principal: Dr. Linda A. Bivins Plan Year: 2010 - 2012Bibb County School District CONSOLIDATED SCHOOL IMPROVEMENT PLAN 2010-2012The Consolidated School Improvement Plan (CSIP) contains and/or is aligned with the following guidelines and mandates:Elementary and Secondary Education Act (ESEA ) Federal and State mandate Required for all Bibb County Schools AdvancEd (SACS CASI) Required for District-wide Accreditation Georgia Department of Education Annual School Improvement Plan Georgia DOE mandate Required for all Bibb County School District Schools AYP Addendum (as appropriate) ___NI School Improvement Focus Plan (NI-1 and NI-2) NI, Corrective, and Restructuring Plans must be ___Corrective Action Plan (NI-3 and NI-4) implemented in the same year written with a two- ___Restructuring Plan (NI-5+) year plan required. Revisions may be made as new data becomes available. Title I Required for all Title I Bibb County School District _X_New Title I Schoolwide Plan Schools ___Annual Addendum New School-wide Plans require a stakeholder ___Targeted Assistance Plan survey and an intensive year-long research and planning process Bibb County School District Plans Required for all Bibb County School District Special Education Plan Schools Professional Learning Plan The Professional Learning Budget should be placed in the CSIP Appendix and copied to the Department of Professional Learning.1 School Name: Alexander II Magnet Principal: Dr. Linda A. Bivins Plan Year: 2010 - 2012Table of ContentsSection Page # Statement of Quality Assurance 3 Integration of AdvancEd (SACS CASI) and Georgia DOE School Standards 4 Steering Committee Members and Signatures 5 Developing a Comprehensive Needs Assessment 7 Mission and Vision 9 Leadership and Governance 10 Scientifically Based Research 14 School Culture/Climate 15 Teacher Involvement in Decisions Regarding the Use of Academic Assessments 16 Stakeholder Communication 17 Instruction by Highly Qualified Teachers 18 Focusing Daily Lessons and Differentiating Instruction to Meet Student Needs 19 Providing Students with Effective, Timely Additional Assistance to Meet Student Needs 24 Plans for Assisting Students during Transitions 28 Support Services for Student Learning 30 Strategies to Increase Parental Involvement 31 Coordination and Integration of Federal, State, and Local Services and Programs 33 Reading/ELA Action Plan 34 Math Action Plan 35 Science Action Plan 36 Social Studies Action Plan 37 Attendance Action Plan 38 Graduation Action Plan (High Schools Only) N/A Special Education Action Plan 40 Professional Learning Action Plan 40 Appendix 452 School Name: Alexander II Magnet Principal: Dr. Linda A. Bivins Plan Year: 2010 - 2012Statement of Quality AssuranceTo ensure that school improvement stakeholders have a common understanding regarding the development and implementation of the Consolidated School Improvement Plan prior to its approval, each party is asked to carefully review this section and the plan in its entirety. By his or her signature on this page, each party attests to the fact that he or she approves of the plan. I hereby certify that, to the best of my knowledge, the information contained in the attached Consolidated Schoolwide Improvement Plan (CSIP) is correct, complete, addresses all components required under Federal, State, and district laws, policies, and regulations, and that all specified assurances have been and/or will be met within the operating period of this plan.Principal: Date:Deputy Assistant Superintendent: Date:Director of Special Programs: Date:Title I School Improvement Coordinator: Date:Superintendent: Date:Establishing a CSIP Facilitator, Steering Committee, and SubcommitteesThe principal appoints a CSIP Facilitator and ensures that the Steering Committee (SC) is representative of all stakeholders. The CSIP Facilitator is responsible for oversight of the CSIP throughout the planning process and the submission of the final document to the principal for approval. The SC is comprised of the CSIP Facilitator and the chairpersons of all subcommittees. The SC and subcommittees are responsible for the development, the on-going monitoring, and implementation of the CSIP. The SC will make necessary revisions to the Plan, collect evidence files for Quality Assurance and perform the End-of-Year Review of the school’s success in implementing the Consolidated School Improvement Plan. 3 School Name: Alexander II Magnet Principal: Dr. Linda A. Bivins Plan Year: 2010 - 2012Integration of AdvancED (SACS CASI) and Georgia DOE School StandardsThe following standards are incorporated and adhered to in this CCSIP document:AdvancED (SACS CASI) Accreditation Georgia School Standards Standards 1 Vision and Purpose Sequenced and Organized School Curriculum 2 Governance and Leadership Collaborative Planning for Curriculum Delivery 3 Teaching and Learning Systematic Process for Monitoring/Evaluating Curriculum Implementation 4 Documenting and Using Results Systematic Use of Data to Maximize Student Achievement 5 Resources and Support Systems Comprehensive School-Based Assessment and Evaluation System 6 Stakeholder Communications and Relationships Data Analysis 7 Commitment to Continuous Improvement Instructional Alignment with GPS and District Expectations 8 Research-Based Instruction 9 High Expectations for All Learners 10 Shared Vision and Mission 11 Comprehensive School Improvement Planning Process 12 Collaborative Planning for Fiscal Management and Resource Distribution 13 Safe, Productive, and Inviting Learning Atmosphere 14 Active and Sustained Involvement of Student, Family, and Community 15 Organizational Structures and Process for Stakeholder Involvement 16 Stakeholder Needs Addressed through Services and Partnerships 17 Professional Learning Communities 18 Alignment of Professional Learning with School Goals and Best Practices 19 Professional Learning Content 20 Leadership Commitment to High Expectations 21 Leadership Management and Organization 22 Distributed Leadership and Planning 23 Shared Governance 24 School Culture Reflects and Reinforces Stakeholder Growth 25 Community of Teaching and Learning4 School Name: Alexander II Magnet Principal: Dr. Linda A. Bivins Plan Year: 2010 - 2012CSIP Steering Committee MembersParticipant/Role Printed Name Signature CSIP Facilitator Dr. Linda A. BivinsSchool Administrator Dr. Linda A. BivinsSchool Counselor Lynda SingletonSpecial Education Representative Rhonda BrantleyParent/Community Representative Joanna Summerow/Leslie ThomasLeadership Chair Susan Goins, Assistant PrincipalData Team Representative LaShonda Gilbert/Bonny SavageResearch Chair Kristy CummingsMedia Specialist Becky GreeneProfessional Learning Liaison Susan Goins, Assistant PrincipalClassroom Teacher Erin BundrigeWriting and Editing Chair Cherie Boston/Sydney ScottFamily Engagement Facilitator Holly DriggersOther/ School Council /Chairperson Dr. John Hintermiaer Other/Revision(parent) Dr. Jonas Strecker5 School Name: Alexander II Magnet Principal: Dr. Linda A. Bivins Plan Year: 2010 - 2012CSIP Steering Committee MembersParticipant/Role Description of Role CSIP Facilitator Review plan and monitor progress in plan developmentSchool Administrator Communicate implementation of plan to Title I School Improvement Coordinators and stakeholdersSchool Counselor Serve as liaison between parent and School Improvement implementation in the school guidance focus Special Education Representative Serve as liaison between general education and Special Education to ensure the needs of Students with Disabilities are met Parent/Community Representative Serve as voice for the parents and share their views on School ImprovementLeadership Chair Represent the School Leadership Team in the School Improvement ProcessData Team Representative Present data from a variety of sources on School ImprovementResearch Chair Work with data chair to evaluate current research to support the School Improvement process Share research with staff and support staff initiatives on School Improvement Media Specialist Provide information as to current resources available and work to ensure additional resources are procured to support School Improvement Professional Learning Liaison Coordinate professional learning process to support School Improvement Plan implementation Classroom Teacher Assist in identification of classroom practices that support School Improvement goals and student learning Writing and Editing Chair Consolidate information to write the plan and maintain the history of the processFamily Engagement Facilitator Ensure family engagement opportunities through the plan development processOther6 School Name: Alexander II Magnet Principal: Dr. Linda A. Bivins Plan Year: 2010 - 2012Developing a Comprehensive Needs Assessment (ESEA Mandate)School Profile: See appendix for a copies of the Georgia DOE Report Card, AYP results, survey results, and other test scores as appropriate. Describe how the school stakeholders and the CSIP Steering Committee developed a comprehensive needs assessment. Include information about when, where, and how the team met*. The Title I School wide Planning Team examined school, system and state level data to determine the strengths and weaknesses of grade levels by subject area and the school in general. During the fall of 2009, the Alexander II Leadership Team analyzed test data and formative and summative assessments administered throughout the 2008-2009 school year to identify specific needs for the school, in order to outline a preliminary plan to address those needs. The planning team comprised of parents, teachers, community members and administrators met in September and continued periodically to identify, evaluate and discuss areas of need. Needs assessments were distributed to parents and teachers to obtain data reflecting school climate, culture and instructional program. The areas of strength were identified and areas in need of improvement were noted. The faculty participated in in-service training focusing on reform strategies aligned to the school’s areas of need. Training occurred through professional development, site based workshops and staff meetings.Annually, at the beginning of the school year, Alexander II holds an Open House and parent conferences, where parents are provided a copy of their children’s statewide assessment score report. During this time, the teachers and the School Test Coordinator review the assessment data with the parents and provide a detailed explanation of the report contents. At the Open House, an overview of the Title I school plan, as revised based on the most recent student assessment score reports, is presented for discussion and approval by the stakeholders.List the types of data analyzed and placed in the appendix. Alexander II uses standardized assessment data to improve individual student achievement and to measure general school effectiveness. Test data is analyzed in a number of ways: Better Seeking Team meetings, grade level meetings, and professional learning sessions. Test results are used to compare student performance with desired results. Our goal is for students to exceed expectations. We examine data to determine gaps in performance and identify performance that exceed the target goals. A review of the data revealed that 97.1% of students taking the CRCT in Reading/English Language Arts met or exceeded the standard in 2009. This number represents a decline of 1.9% from the previous year in which 99% of students met or exceeded the standard, placing the scores statistically close (.1% difference) to where they were five years ago in 2005. Demographic comparisons show that 4.5%, 1.9%, 17.6% and 5.1% of 112 Black, 131 White, 17 students with disabilities (SWD) and 98 economically disadvantaged (ED) students did not meet the standard, respectively. 7 School Name: Alexander II Magnet Principal: Dr. Linda A. Bivins Plan Year: 2010 - 2012In the area of Mathematics, the number of students meeting or exceeding the standard in 2009 was 90%. This percentage result illustrates a decline in the number of students who meet or exceed the standard on the Mathematics CRCT when compared to testing in 2007 when students meeting or exceeding the standard was at 92.6%. Demographic comparisons demonstrate a significant disparity within ethnic and economic groups. Particularly, 19.6%, 35.3% and 18.4% of 112 Black, 17 SWD and 98 ED students did not meet the standard, correspondingly, whereas 3.1% of 131 White students and 10% of 259 students overall did not meet the standard.Of equal importance are the CRCT math domains in which grade-levels experienced a performance rate of 80% or less proficiency in 2009. These domains and grade-levels include: Number and Operations- 4th and 5th grades; Measurement- All grades; Geometry and Algebra- 3rd, 4th and 5th; and, Data Analysis- 4th grade. It is noted that 4th grade did not score above 80% proficiency in any domain.Alexander II is a math and science magnet school; therefore, Science CRCT scores are very important. On the 2009 CRCT, 95% of 3rd graders met or exceeded the standard with a 76% proficiency rate in all domains (Earth, Life and Physical Science). Likewise, 84% of 4 th graders met or exceeded the standard with a proficiency rate of 74%, 72% and 77% in the domains of Earth, Life and Physical Science, in that order. Finally, 99% of 5th graders met or exceeded the standard with a proficiency rate of 81%, 83% and 80% in the domains of Earth, Life and Physical Science, respectively, representing the highest scores in all grade levels.Social Studies CRCT scores are superior in comparison to the state and county averages, although percentages were less than eighty for students who met or exceeded the standard. In particular, the Social Studies average percentage was 77% while the percentages for the domains of History, Geography, Civics and Economics were 79%, 79%, 73% and 76%, correspondingly.The charts and graphs located in the appendix represent the supporting data used to determine student academic performance.Identify the subgroups for which assessment results are disaggregated regardless of whether or not the subgroup is large enough to constitute a group that affects AYP. Black and White students, students with disabilities and economically disadvantaged students constitute the subgroups identified for desegregation of data. Black students, students with disabilities and economically disadvantaged students exhibited greater failures rates than that of White students in varying subject areas. *All needs assessments are required to include stakeholder perception results and GAPSS analysis results (through a Georgia DOE Review, an OSI Review, or a Self-Assessment) in addition to test data. Conclusions based on data will be presented in the Leadership and Governance section. 8 School Name: Alexander II Magnet Principal: Dr. Linda A. Bivins Plan Year: 2010 - 2012School Mission and Vision Bibb County School District School Vision Vision Vision What is our image of a successful school for Achievement and performance for… The vision of Alexander II is for every student our stakeholders?  Every child to exceed expectations.  Every classroom  Every school Mission Mission Mission How will we make our vision a reality? Our Mission is to provide a high quality The mission is of Alexander II is to utilize a education for all Bibb County students in a curriculum that is rich in math, science and safe and comfortable environment, and to technology in an effort to motivate all make use of all human and technological students to become confident, self-directed resources in preparing graduates for post-high lifelong learners in every subject and in every school objectives. area of their lives. Values Values Values What beliefs and standards guide our  Highly qualified workforce  Teachers, parents and administrators mission?  Positive culture and climate must share the responsibility for  Communication and Information advancing the school’s mission and  Student Achievement for setting high expectations for students.  Student learning is the chief priority of the school and must be the primary basis of important decisions affecting the work of the school.  Each student is a valued individual with unique intellectual, social, cultural and emotional needs.  Students must demonstrate mastery of basic skills, and actively engage in learning, problem-solving and producing quality work.  Diversity with the school community is appreciated and respected.9 School Name: Alexander II Magnet Principal: Dr. Linda A. Bivins Plan Year: 2010 - 2012Leadership and Governance Describe the school’s strengths.1. The school has a positive, safe climate that supports and enhances the mission and vision. 2. The teaching staff is diverse and highly qualified. There is very little attrition in the teaching staff which enhances our strength as a school community.3. Instructional strategies are consistent with and reflect the mission of the school. Teachers at Alex II provide a variety of learning experiences for students within and outside of the classroom. 4. Leadership opportunities are offered for staff, students, parents, and community members. The leadership process is collaborative. Grade level meetings occur on a weekly basis with a faculty member from that grade level chairing and conducting the meetings.5. Students participate weekly in music, physical education, science labs and math labs. The specialty teachers in these classes provide pupils with varied learning experiences that correlate with the classroom curricula by utilizing the strengths of individual learning styles. This delivery module of differentiation and interaction enables a strengthening of every pupil’s schemata of concepts, resulting in higher achievement. 6. After review of the school’s data, two major strengths were identified in Alexander II’s magnet program. In 2009, Alexander II’s Science CRCT scores for 5th grade were among the highest in the county and state. In the same manner, Reading and English/ Language Arts (ELA) CRCT scores were the highest of all elementary schools in Bibb County. What evidence do you have to support this perception? The evidence reflected in this section is based upon the CRCT and AYP results of our school. Report card grades, class work assignments, and parent surveys and conversations further support the success of our school. The increasing number of parents submitting applications to our magnet school each year is evidence of its positive reputation within our community and city. The general climate of the school and community has a significant influence on Alexander II’s superior program and optimistic image. Also, a parent survey was administered during the 2009-2010 school year to assess the climate of the school and community. Parent responses revealed overwhelming support of the school. Our parents, gave use high ratings for the quality of the instructional program and the positive manner in which students and families are treated by teachers and administrators. Specific evidence for every strength is listed below.1. In 2009, we conducted a parent survey to determine attitudes toward the school atmosphere, home/school communication and feeling valued by staff. It indicated a 71% overall satisfaction rate with the school atmosphere. It is noted that the overwhelming majority of parents feels that the 10 School Name: Alexander II Magnet Principal: Dr. Linda A. Bivins Plan Year: 2010 - 2012 school atmosphere is both pleasant and inviting. The same percentage of parents also responded that they approved of the home-to-school communications at Alexander II. (See “Alexander II Elementary Magnet School Parent Opinion Survey” graph in the appendix.) Based on the 2009 Quality Project Teacher Survey, our school’s highest ranking was in response to the statement: “My school provides a safe environment for teaching and learning.” Our score was a 4.6 out of 5. 2. Alexander II Faculty and StaffA. 15 percent of teachers hold a Bachelor’s Degree B. 59 percent of teachers hold a Master’s Degree C. 21 percent of teachers hold a Specialist Degree D. 5 percent of teachers hold a Doctorate Degree E. Four National Board Certified Teachers F. One certified counselor G. Twenty-four classroom teachers H. One physical education teacher I. One music teacher J. Two gifted teachers K. One resource special education teacher w/paraprofessional L. One speech teacher M. One media specialist N. One .5 EIP teacher O. Four classroom paraprofessionals P. One principal Q. One assistant principal*Special Notes:Bachelor Degrees…………..6 Masters Degrees……………23 Ed. Specialist……………….8 Doctorate……………………2Total Staff = 39Attrition at Alexander II included teachers receiving promotions to higher level positions, family relocation, and teachers opting to raise families. In the last five years, no teacher has made a lateral move to another school or district.11 School Name: Alexander II Magnet Principal: Dr. Linda A. Bivins Plan Year: 2010 - 20123. Evidence of a commitment to diversified strategies can be found in lesson plans and through formative and standard evaluations of teachers. Through professional learning, the staff engaged in a year long book study, which focused on differentiated instruction. 4. Minutes to grade level and Better Seeking Team meetings document the shared leadership at Alex II. Additionally, the 2009 Quality Project Teacher Survey resulted in a rating of 4.5 out of 5 when the teachers were asked to indicate how strongly they agreed with the statement, “The school leadership recognizes teachers and staff for professional accomplishments.”Describe the school’s opportunities for improvement.It is noted that, with the exception of 1st grade whose scores increased by two percent to 97% from 2008-2009 and 2nd grade whose scores remained the same at 98%, all other grades experienced a decrease in scores from the previous school year. Specifically, from 2008-2009, 3 rd grade Reading and ELA scores fell from 98% to 93%, 4th grade from 98% to 95% and 5th grade from 97% to 95%. Even more, upon further analysis of the data, it is evident that there is a greater need for literacy acceleration among specific subgroups such as Black students, students w/ disabilities and economically disadvantaged students. These data, and the fact that Reading and ELA scores are declining in grades 3 rd- 5th illustrate a drift toward lower proficiency and provide grounds for concern.Two areas of major need were recognized mathematics achievement school-wide and science achievement in grades 3 through 5. As the data indicate, although the numbers of students meeting or exceeding the standard on the Science portion of the CRCT were in the eightieth (4th grade) and ninetieth (3rd and 5th grades) percentiles, domain proficiencies in both 3rd and 4th grades were in the seventieth percentile range. Though these averages place the students of Alexander II above students at both the county and state levels, the averages are not representative of the school’s vision for all students to exceed the standard. It has been identified; however, that scores in fourth grade mathematics in the county and the state have severe drops that are aligned in the same domains.Lastly, after tracking Mathematics CRCT scores over the last three years, it was discovered that the percentage of students meeting or exceeding the standard in mathematics on the CRCT has fallen 2.6% since the first year of GPS implementation during the 2006-2007 school term. Probing further, it was evident that an academic divide exists between Black students, economically disadvantaged students, students with disabilities and White students. That is to say, Black students were approximately 6.3 times more likely not to meet the standard on the math portion of the CRCT than White students. Students with disabilities were 11.3 times more likely not to meet the standard and economically disadvantaged students were about 5.9 times more likely not to meet the standard. What evidence do you have to support this perception?The evidence is based on the CRCT and AYP results, report card grades, and class work assignments. At the time of this writing, Alexander II is the top ranked elementary school in our county. We were named a Blue Ribbon School of Excellence in 2006; a Silver Award of Excellence in 2005, 2006 and 2008; and a Bronze Award in 2007. We were also named a Title I School of Distinction in 2009. Describe the current governance structure/decision-making process of the school.12 School Name: Alexander II Magnet Principal: Dr. Linda A. Bivins Plan Year: 2010 - 2012The governance structure/decision-making process for Alexander II consists of the principal (Lead Learner), assistant principal, Better Seeking Team members (consisting of grade-level chairs, specialty teachers, counselor, media specialist, special education lead teacher, Performance Learning Coach and Instructional Coach). Additionally, the School Council, PTA, Junior BETA Club and Student Council play a vital role in decision-making as representatives of all stakeholders. Administrators favor shared-decision making and provide /delegate leadership opportunities among the faculty and staff.Describe how the school leadership makes instructional decisions regarding staffing, creating a master schedule, selecting instructional initiatives, and providing professional learning opportunities. Instructional decisions regarding staff are based on teacher qualifications, certification and identified strengths of our faculty through results of data disaggregation of the CRCT. Teachers share input regarding their preferences; however, test data and student needs prevail when making these important assignments. Classes are designed so that the time of the EIP teacher is maximized. Those students who qualify for EIP (based on testing data) are placed in a common class. Special education students are also placed in one common inclusion class so that the special education teacher and para-professional may optimize instructional time in the classroom. Additionally, each inclusion teacher in Alexander II has been working with the special education teacher for at least 3 years. By maintaining these teachers in the inclusion position, we have been able to continually build the co-teaching skills between the special education teacher and the inclusion teachers. We ensure that all students at a grade level receive gifted education on the same day of the week. We have also been able to expose our students to the gifts of both REACH teachers (teachers of the gifted) by alternating the students between the two teachers each semester. The master schedule is created by a team of teachers and the principal. The schedule is built by starting with the needs of special educational children, identified gifted students, and those who qualify for EIP. We begin with the contact hour requirements for each student or grade level. REACH days for the gifted are set. The EIP teacher determines the blocks of time for math or reading instruction, so that she may assist designated pupils when concept building and skills practice in these areas is the primary focus. The special education teacher then determines the co-teaching schedule for her and her para-professional. Once these schedules have been arranged, a literature block of 90 minutes and a math block of 90 minutes is set for each grade level. Finally, the times for specials and lunch are placed in around the blocks for instruction. Common planning time for grade levels is also ensured when determining daily specials for the students. Through our extra classes in music, PE, math lab, and science lab our school has a unique characteristic of providing “special” classes four times a week. These “specials” for the students provide the time for collaboration of planning and scoring of common assessments to occur at least twice weekly. The other two days grant teachers blocks of time to focus on RTIs and communication with parents and guardians. For this school year, Alexander II has adequate staff to meet the needs of regular education, special education, gifted and EIP students. Federal and state money that is allocated for teacher staff is used to its fullest. In 2009, Alexander II was able to use Title I money to hire a full time math teacher. She was used for co-teaching and small group instruction. For 2010, Title I money is being reserved for an academic coach. This coach will assist the pupils who are targeted for closing achievement gaps.Instructional initiatives are selected by the district and the school prioritizes professional learning opportunities based on identified needs of the instructional staff. In alignment with county initiatives, we are focusing on ensuring that we operate using the criteria of standards-based classrooms. Collaborative lesson plans, classroom work posted with standards, and both casual and formal assessments of the teachers demonstrate the action steps we have made toward forming standards-based classrooms. We have also continued to focus on the district initiative of the Eight Step Process. Evidence of instructional focus is posted in classes and in lesson plans. 13 School Name: Alexander II Magnet Principal: Dr. Linda A. Bivins Plan Year: 2010 - 2012Using common assessment rubrics and differentiated instruction have been the focal point at Alexander II for the past three years. All teachers have participated in training, completed practice activities for applying new knowledge and incorporating learning into classroom instruction. Implementation of the knowledge and skills acquired through book studies are expected to be a part of the instruction of all teachers at Alexander II. This is evaluated through lesson plans and observations. The principal believes in providing professional learning opportunities. In fact, she keeps a file on such opportunities should a faculty member desire to gain further knowledge in some aspect of the curriculum. Administrators provide information to the school community of workshops/conferences that may enhance their contribution to the instructional program. Briefly describe how the leadership communicates and enlists the assistance of central office personnel to ensure that SACS standards are met in the areas of non-instructional support (facilities, finance, transportation, nutrition, and health). Administrators actively seek on-going non-instructional support and guidance from the district office and other external assistance providers. All central office departments provide support through training and personal guidance. Training is provided to assist with bookkeeping and purchasing. Handbooks have been provided as a ready guide. Each school has been assigned an itinerant bookkeeper (internal auditor) to ensure that financial records are within compliance of district guidelines. Our Maintenance and School Nutrition Departments conduct monthly site visits and provide written and verbal reports to the principal. The Georgia Department of Human Resources, the Health Department, and Fire Department all conduct inspections and provide written reports. Monthly fire drills are conducted by our staff and reports are forwarded to the Office of Student Safety and the local fire department. Biannual severe weather drills and lock-down school safety procedures are conducted per district guidelines. All requests for service are handled by requisition and forwarded to the appropriate department. School leadership receives additional support and information by attending Central High School Zone meetings, principal and assistant principal meetings and superintendent forums. Phone calls and e-mail communication with district personnel are utilized as the need arises. Scientifically Based ResearchAll interventions or initiatives provided by the Georgia Department of Education and/or the Bibb County School District are predicated on scientifically-based research and do not require citations. On page 35 of the CSIP reference pages are included with citation of the pertinent research. Scientific-Based research is directly aligned with the interventions it supports in our School-wide Title I Plan.14 School Name: Alexander II Magnet Principal: Dr. Linda A. Bivins Plan Year: 2010 - 2012School Culture/ClimateDescribe the methods utilized to ensure a school culture that is pervasively academic and demonstrates high expectations for teaching and learning. Consider such factors as maximization of instructional time, common planning time, job-embedded professional development, the philosophical reflects belief that all students can and will learn, etc. Our master schedule ensures that instructional time is protected. The student/parent handbook outlines the importance of protecting and respecting instructional time. Instructional time means that students are given bell-to-bell instruction. Assemblies are held to a minimum and are only instructional in nature. Field trips are connected to planned units of instruction. Teachers are afforded common planning time when their students are attending special classes (music, physical education, science, and math labs) to plan collaboratively. Job embedded professional development has been outlined by the district; it is evaluated and monitored through the use of a rubric that is given to the administrators in each school. The Job- embedded professional learning is ongoing and subject to Individual Learning Plan (ILP) requirements. We believe that all students can and will learn given the necessary time and support. All students at Alex II are taught using the 8-step process. Teachers use data to help pinpoint areas of need and strength. Instructional focus lessons are used in every grade, K-5, to help students master content standards. Assessments are given after four days of instruction to ascertain mastery. Students who master specific skills are provided enrichment opportunities; all others are provided remediation. Whenever students need support, our staff immediately intervenes. These students are given additional support through Response to Intervention (RTI). Teachers are proactive in their approach for academic rigor. Instruction is differentiated in an effort to support all learners. Using data from AIMSweb, Thinkgate, Developmental Reading Assessment (DRA), or standardized assessments, Alex II staff members focus constantly on student achievement. Describe how the school-wide discipline plan is developed and/or revised*. The school-wide discipline plan was initially developed by committee. Teachers and staff volunteered to serve on the committee. The plan was carefully crafted using the mission and vision of the school. The committee used our district Code of Conduct and guidelines to frame the document. A Behavior Matrix was created to outline expectations in all areas of the building so that students would understand and have a pattern for good behavior. The committee developed a plan that would reward students with excellent conduct and offer consequences for inappropriate behavior. An Administrative Matrix was created to list all infractions and provide consistency in assigning consequences. Teachers used the matrix to document student behaviors. The influence of character education permeates the discipline plan. Once the plan was developed, it was presented to the entire faculty and staff for consideration. After building consensus among stakeholders, teachers began implementing the plan. Describe the methods utilized to address the social and emotional growth of each student. Social and emotional growth of each student is addressed through our guidance and counseling program. Each year, the counselor conducts a needs- based assessment with specific topics related to social and emotional growth. She plans classroom guidance lessons based on the identified topics. She also seeks input and referrals from parents and staff in forming small groups for counseling or guidance. Often, she works with students who are on Behavioral RTIs. Teachers and students have opportunities to evaluate the session and request additional support at the close of each meeting. Teachers also utilize strategies such as class meetings to help work through issues related to social and emotional growth. Students are involved in many extracurricular activities such as Chorus, Orff Ensemble, Guitar, World Drumming, peer-tutoring, overnight field trips, Student Council, Beta Club, Chess Club, Girl Scouts, Gardening, Jump Rope Team, and book clubs. 15 School Name: Alexander II Magnet Principal: Dr. Linda A. Bivins Plan Year: 2010 - 2012Teacher Involvement in Decisions Regarding the Use of Academic Assessments (ESEA Mandate)Explain how data resulting from academic assessments are used to inform and revise daily instruction. During 2009-2010, teachers, paraprofessionals and school administrators met to discuss current and alternative methods for assessment for three purposes. The first purpose was to determine assessment tools that would provide clear, consistent, and convincing evidence regarding student progress that could be effectively communicated to stakeholders. The second purpose was to develop a method for utilizing assessment data to inform instruction by current and future teachers, as well as parents and home providers. The third purpose was to provide information on, and to improve, the achievement of individual students and the overall instructional program.The following are multiple assessments used to determine the progress of our students and the effectiveness of instruction: Criterion Referenced Competency Tests (CRCT) Georgia Kindergarten Inventory of Developing Skills (GKIDS) Standardized Tests for the Assessment of Reading (STAR) State and Local Writing Tests AIMSweb Assessments Thinkgate Assessments (Benchmarks) Teacher-made Tests/Classroom Observations Special Services Testing Lexia Developmental Reading Assessment (DRA) Iowa Test of Basic Skills (ITBS) for 4th gradeDescribe how teachers are involved in the decision-making process of selecting, implementing, and monitoring academic assessments.Teachers, paraprofessionals, and administrators collaborate in grade level committees, planning committees, faculty meetings and small learning communities to explain and discuss the results of standardized tests. Within those meetings, plans are developed to improve the curriculum to meet the needs of students. These plans are presented to the Better Seeking Team which consists of a committee of teachers and administrators who analyze needs and recommend programs and assessment measures geared to improving student performance. This team of educators meets in a common planning space where data for the school are displayed. Data in this space include at-risk and above level student populations in Reading, Math, Science, and Writing and are identified for easy access. All teachers are required to discuss and note data trends during team planning and use the information to modify instruction. They are encouraged to provide individual or collective input verbally or by written communication regarding their use of the data trends to one or both administrators. Teachers are also included in the decision-making process through their involvement in the School Council , Parent Teacher Association (PTA), and the annual needs assessment survey. 16 School Name: Alexander II Magnet Principal: Dr. Linda A. Bivins Plan Year: 2010 - 2012The Instructional Coach works with teachers and students to ensure success in the area of literacy across the curriculum. She acts as an on-site professional developer and works one-on-one with teachers to make it easier to adopt and use proven instructional methods that can boost student success. The Performance Learning Coach coordinates benchmark testing, assists in data disaggregation, models research-based instructional practices and works with teachers to improve instruction school-wide. The Academic Coach will support the academic program by serving identified at risk students in reading and math. The Early Intervention Program (EIP) teacher and Special Education teacher help teachers and related service providers understand student disabilities and how those disabilities affect the learning process. The EIP and PEC teachers set measurable annual academic and functional goals for identified students. They provide guidance on assessing the child’s progress and reporting progress to parents. They coordinate special education services, related service, and supplementary aids to be provided to the child. Stakeholder Communication (ESEA Mandate)1. Provide Individual Student Assessment Results and Interpretation to ParentsDescribe the process by which teachers and administrators interpret and articulate assessment results to stakeholders. Teachers and administrators interpret and effectively articulate assessment results to stakeholders through parent-teacher conferences, Individual Education Plans (IEP), student work folders, report cards and teacher records that demonstrate longitudinal student progress. Standardized test data such as the CRCT, Iowa Test of Basic Skills (ITBS), benchmarks, and universal screening data are also disseminated to parents and interpreted by individual teachers at the request of parents. A sample parent guide to the ITBS Student Performance Report is distributed to parents at a Test Talk meeting. Parents may also learn more about norm-referenced testing by accessing the Office of Standards, Instruction and Assessment’s testing tab on the Georgia Department of Education website.2. Provisions for Public Reporting of Disaggregated Data Describe the various ways by which your school will communicate to the widest possible range of stakeholders (e.g., parents and community) the results of the disaggregated data. The Georgia Department of Education collects and disaggregates state, district and school-level data and publishes these data in the form of Annual Yearly Progress (AYP) reports and school report cards. The Bibb County School District also collects and disaggregates data and publishes them on the system’s balanced score card. In the same manner, data collection and desegregation of student data are an on-going process at Alexander II Math and Science Magnet School. Georgia CRCT, Iowa Test of Basic Skills (ITBS), Georgia Writing Test (GWT), benchmark and universal screening data are compiled each year on an annual (Georgia CRCT, ITBS, GWT) and quarterly (benchmark and universal screening) basis. These data are posted in the school or may be obtained by request from the school administration. The data are further disaggregated in Better Seeking Team meetings, department meetings and grade-level meetings. Student test data are utilized to evaluate current practices and programs throughout the school year.17 School Name: Alexander II Magnet Principal: Dr. Linda A. Bivins Plan Year: 2010 - 20123. Public Dissemination of the School Improvement Plan to all StakeholdersDescribe the methods and media by which the CSIP will be communicated with school stakeholders, including staff members, student, parents, and community members. *Committees were formulated through the Better Seeking Team. These committees included parents and community members. Once the plan was written it was sent via email to staff members and selected parents for feedback. The plan will be communicated to all stakeholders via the school’s website, Executive committee of the PTA and members of the school council will receive hard copies of the School Improvement Plan and copies will be made available upon request and will be housed in the Parent Resource Room and can be distributed by the Family Engagement Coordinator. * Translation or interpretation of the plan, to the extent feasible, shall be provided for any language that a significant percentage of the parents of participating students in the school speak as their primary language.Instruction by Highly Qualified Teachers (ESEA Mandate)Describe the policies and procedures used to ensure adherence to Federal mandates regarding “Highly Qualified” instructors. The qualifications of all prospective employees are closely reviewed by the Bibb County School District Human Resources Department to ensure that all state and federal requirements for Highly Qualified personnel are met before a recommendation for employment is made to the LEA (Local Education Agency). All current instructional employees are highly qualified.Describe policies, procedures, initiative, and programs in place to recruit and retain Highly Qualified instructors at this school.Alexander II Elementary Magnet School attracts teachers through participation in the Annual District-wide Teacher Recruitment Fair. Recruitment is also accomplished by working with our Regional Education Service Agency (RESA) and higher education partners: Macon State College, Georgia College and State University, Mercer University, Wesleyan College, and Fort Valley State College and University. Alexander II works collaboratively with area universities and colleges to place student teachers in our school. These teachers often seek to become affiliated with our staff as teacher candidates. Resume s for candidates who meet the criteria for Highly Qualified Instructors are made available to an interview team. The interview team is made up of the principal, assistant principal, grade-level teachers for which the position is available, and other staff members. Team members interview the candidates using questions agreed upon beforehand. After the interview process is complete, the team meets for discussion and chooses a Highly Qualified instructor who will be the best fit for our school. The team considers whether teaching philosophies and pedagogical knowledge align with the high expectations held by staff, parents, and students at our school. This hiring process has proved to be beneficial in our retaining highly qualified instructors. The Teacher Support Program within the school supports all new hires—especially entry level teachers. New teachers participate in new teacher orientation activities prior to the beginning of the school year. Additionally, there are many opportunities for leadership and professional 18 School Name: Alexander II Magnet Principal: Dr. Linda A. Bivins Plan Year: 2010 - 2012 development, including: grade-level chairs are chosen based on experience, organizational skills or on teacher request; a Better Seeking Team that meets at least once a month to analyze and disseminate information; administrators who honor teacher requests for professional development courses or conferences; monthly professional learning meetings in which teachers work in cross grade level groups on book studies that are relevant to state and county initiatives and our school goals. Title I workshops provide teachers with opportunities to plan presentations for parents related to student achievement. Our administrators encourage teachers to present at county and state meetings and conferences. Our healthy culture is supported by: administrators with an open-door policy; grade level/ group brags on the Friday Forecast to highlight important work being done in the building; an active PTA that provides support, recognition, and special activities for our staff; a Sunshine Fund which allows us to take care of staff in the event of illness or emergency; morning announcements which highlight faculty and student achievements both school-related and extracurricular; and creative scheduling, allowing for common grade-level planning.Focusing Daily Lessons and Differentiating Instruction to Meet Student Needs (ESEA Mandate)Describe how administrators, teachers, and instructional support personnel ensure the use of a standards-based curriculum delivery.During Grade Level Planning time, teachers and instructional support personnel discuss the standards that focus on student achievement, collaborate lessons that enhance student mastery of grade level standards and create common assessments which may include scoring and rubrics. Programs for Exceptional Children (PEC) staff members also participate in collaborative planning with grade level inclusion teachers to ensure access to the curriculum for special needs students.The Early Intervention Program (EIP) teacher provides input in the planning process with grade level teachers to ensure that students move toward standard mastery in reading and/or math. Students are expected to perform and show mastery of the standards. The EIP teacher keeps running records and probes weekly to monitor the progress of the students.Our math and science lead teachers conduct weekly labs that focus on standard mastery in these two subject areas. They provide support to classroom teachers, teach classes to accelerate, reinforce, and remediate math and science standards. A variety of strategies are used in addition to hands-on activities to support instruction and assessment of standards. Both labs contain a large number of manipulatives and learning resources that may or may not be available in the regular classroom.The Balanced Literacy Coach and Performance Learning Coach lead the collaborative planning sessions. They are available to model lessons, dialog with teachers about strategies, and provide resources for standards-based instuction. The coaches facilitate the RTI meetings in addition to providing support to the referring teachers regrading the educational needs of each individual student.Administrators visit classrooms and offer suggestions of stategies and interventions. They also closely monitor weekly lesson plans and collaborative planning sessions to ensure that standards are the foundation of academic instruction and align properly with the identified standard(s) . Furthermore, they ensure the strategies that are incorporated are clear, appropriate, and promote rigor. Administration works very closely with the Balanced Literacy Coach and Performance Learning Coach in the areas of elementary math, reading and writing integration 19 School Name: Alexander II Magnet Principal: Dr. Linda A. Bivins Plan Year: 2010 - 2012 across the curriculum . They disaggregate student data in order to assist teachers to more adequately address unmastered standards and provide instructional strategies for improvement and mastery.Describe how administrators, teachers, and instructional support personnel plan for, implement, and monitor research-based instruction that is effective and appropriate to student needs.Multiple forms of data are used and combined to plan, implement, and monitor research-based instruction appropriate to individual needs. We feel that it is best to examine the whole child, not just the performance on one given date therefore, one singular test score is never used as a sole indicator.Disaggregation of the annual CRCT is used throughout our school as an initial indicator of student achievement or lack of progress. Immediately, children are identified as those who exceed, those who meet, and those who did not meet criteria. From these data, administrators, teachers, and support personnel begin to target the students who have various educational needs. Using the 8-Step Process, grade levels disaaggrate data based on CRCT scores to determine areas that are in need of improvement. Once these areas are identified, grade level teams develop a calendar to focus on improving areas of weakness on a weekly basis. Students who pass the assessment are enriched and students who do not pass are remediated on the weekly skill. AIMSWeb is administered twice per year to assess and monitor student progress. AIMSWeb data are used to identify students who are below, on, or above grade level to help teachers differentiate instruction based on individualize students needs. Upon exporting the initial progress reports, administrators and support staff review report cards to identify those students who may need additional interventions through the RtI process and who have an immediate need to begin the process of placing the student on Tier II or Tier III.Benchmarks are implemented to assess and monitor student progress and to further drive instruction based on students’ identified strengths and weaknesses. Professional learning is provided for our staff based on the needs of our students. Administrators monitor the use of the strategies that are being learned and practiced by the staff through both formal and informal observations. Feedback is given on walk throughs that are conducted to increase the use of specified strategies. Individual teacher conferences are held with administrators to discuss the progress of student achievement.DRA is a developmental reading assessment used by teachers to assess the current reading level of students. Students are assessed on their reading engagement, fluency, and comprehension. Students are then grouped by their levels for guided reading and teachers maintain running records to identify student growth. Kid’s College is an analytical program that disgnosis individual student’s strengths and skills gaps on grade-level strands, then automatically scaffolds curriculum up or down to accelerate or remediate the student accordingly.20 School Name: Alexander II Magnet Principal: Dr. Linda A. Bivins Plan Year: 2010 - 2012The Orchard Program, a computer-based program, is used as a diagnostic tool in the areas of reading, phonics, and math. After weak areas have been clearly identified, Orchard offers specific tasks as interventions for individual students, groups of students, or whole classes. The current Harcourt math series has intervention pieces built into Reteach books and Intervention problem-solving books for teachers to use when working with students struggling with math standards. Singapore Math will be used in 4th and 5th this year as an intervention strategy.Tier IV students will receive instruction using SRA kits and the Targeted Mathematics Intervention program. to provide additional assistance to students not meeting grade level expectations in reading. This program includes a primary and upper grades kit. Intervention Station is a researched based program by HarcourtMath Exemplars is a math program that builds understanding of numbers that afford students to develop higher level problem solving strategies coupled with grade appropriate math language.Explain the role of RTI/Student Support Team (SST) process in identifying students at risk and the process established to customize, monitor, and evaluate effective strategies used to address students’ academic barriers. All Students Receive Tier 1 Interventions The interventions that ALL students receive are the following:  Universal Screening with AIMSweb  Benchmark Testing  CTAG  Eight Step Process  Balanced Literacy (a balanced approach to reading and writing across the curriculum)  Differentiated Instruction  Formative Assessments  Summative Assessments  State Testing – CRCT  Whole Group Instruction  Small Group Instruction  Each One Teach One  Flexible Grouping21 School Name: Alexander II Magnet Principal: Dr. Linda A. Bivins Plan Year: 2010 - 2012Initial Placement on Tier 2 When a student exhibits difficulty either academically or behaviorally, the RTI coordinator(s) and homeroom teacher meet to discuss whether the student needs to be moved to Tier 2. Furthermore, a student’s AIMSWEB score is used as another indicator in determining whether the student needs to be moved to Tier 2. The core team meets every four and a half weeks to discuss status of each student that is placed on Tier 2- Tier 4 to ensure that appropriate progress monitoring and interventions are in place.If students are moved to Tier 2 of RTI, a meeting is held with the student’s teachers, parents, and any support staff necessary to identify any weaknesses. The referring teacher with the assistance of the RTI team establishes research-based interventions and short-term goals to help the student improve his or her areas of deficiency. The interventions are implemented with the student and pre-determined personnel during three (3) thirty-minutes (30) sessions weekly in addition to receiving standards-based instruction provided in Tier 1. A baseline of the student progress is established during the first 2-3 weeks of data collection. After the baseline is established, the teacher uses progress monitoring on a regular basis to monitor the success of the intervention. A follow-up meeting is scheduled nine weeks after the initial meeting to evaluate student progress. If students are not making adequate progress with the initial interventions and goals, their teachers, parents, and coordinator(s) will re-evaluate the students’ weaknesses and determine new short term goals and interventions. Tier 2 students will be monitored and meetings will be scheduled every nine weeks throughout the year. At the beginning of each year, students will be monitored using the goals and interventions established at their last meeting. Follow-up meetings will be scheduled each September to evaluate placement for the current year. Tier 3 Students can be moved to Tier 3 when significant progress monitoring data have been collected and indicate inadequate progress. The student continues to be monitored with goals and interventions for five (5) thirty-minute (30) sessions each week in addition to receiving standards-based instruction provided in Tier 1 until a meeting is scheduled with the teacher, parent, RTI coordinator, Interventionists, School Psychologists, and other support personnel as needed. With sufficient data and parental permission, the school psychologists can conduct diagnostic testing. After the diagnostic testing is completed, a meeting is scheduled to review the outcome. The RTI committee will determine if enough data have been collected, and if diagnostic testing warrants further testing and if the student should be referred to the Program for Exceptional Children. If a referral is appropriate, an initial referral packet is completed and sent to Dr. Yarber, the Due Process Coordinator. The packet of data and testing is reviewed and a procedure is decided upon for each pupil. If the packet contains adequate information, the PEC will contact the parent and send a consent form for a comprehensive evaluation. If not, Dr. Yarber contacts the staff involved. After the evaluation is complete, an eligibility committee determines if the student qualifies for PEC services. If so, an IEP is developed. If not, the student remains on Tier 3 and the RTI team determines appropriate interventions. Tier 4 After eligibility has been determined by the IEP Committee and the student is placed in the Program for Exceptional Children (PEC), the student is served by PEC staff and begins receiving specialized instruction based on his or her disability and specific needs. Progress monitoring is carefully and frequently conducted by PEC staff to assess academic and/or behavioral progress over time. IEP Committee meetings are held annually to review student progress and amend the IEP as needed. 22 School Name: Alexander II Magnet Principal: Dr. Linda A. Bivins Plan Year: 2010 - 2012Describe how plans are developed and implemented to address the needs of students who have not met expectations. All students are monitored throughout the year using the 8-step process to ensure that all standards are being met. As lessons are taught and assessments are given, students are placed in flexible groups according to their level of understanding. Those students not meeting the standard are placed in a group for remediation. As a result of this process, all students receive differentiated instruction as skills are taught and assessments show strengths and weaknesses. In addition to the use of the 8-step process and differentiated instruction, students may also receive EIP services to further remediate non-mastered standards. In addition to using the RTI process to monitor, students are taught using differentiated instruction to help them understand material based on their readiness. To assist students having difficulty mastering skills, teachers remediate the students on skills they have not mastered either through the 8-step process or through RTI interventions. Describe the procedures in place to identify and address the needs of students who have met expectations in order to facilitate their progress toward exceeding expectations.At Alexander II there are several procedures in place to identify students who have met and exceeded standards and expectations and require academic enrichment. Gifted assessments utilized are: ITBS, COGat, Torrance Test of Creativity, TABS and other forms of norm-referenced tests. Realizing that all students who exceed expectations are not always identified as “gifted”, those students, along with the gifted, benefit from differentiation of instruction, flexible grouping, and advanced math classes in grades 3-5. Students who are identified as gifted attend a REACH class once a week for specialized instruction and enrichment. In addition, extracurricular opportunities are available at Alexander II for students who would benefit from being challenged. Opportunities include: Math Team, Math 24 Team, Green Team (recycling), Jump Rope Team, Geniuses in the Garden, Quiz Bowl, Chat ‘n Chew Book Club and Chess Team.Describe the school-wide policies, procedures and programs in place to address the needs of gifted, talented, and high achieving students through academic rigor (advanced academics). How does the school schedule and classroom instruction ensure academic rigor, promote student engagement, and increase student achievement for students with high ability levels?The school-wide policy mandates that Alexander II students receive standards-based classroom instruction. This instruction involves flexible grouping and differentiated instruction to ensure that students identified as needing additional support and remediation as well as those needing enrichment are provided for appropriately. Students who exceed in areas are encouraged to participate in county contests such as the technology fair, writing contests, media festivals, etc. Students are provided opportunities to increase their own learning as well as others’ learning through creating projects that correlate with the regular curriculum. Additional school-wide policies in place include the requirement that gifted students receive REACH instruction once a week and 3rd, 4th and 5th grade students who qualify receive daily advanced math instruction.23 School Name: Alexander II Magnet Principal: Dr. Linda A. Bivins Plan Year: 2010 - 2012Programs in place at Alexander II to challenge the gifted and talented students are: REACH, music ensembles(guitar, recorder, drumming, Orff, GMEA chorus), First in Math Competitions, Geniuses in the Garden, Student Council, Science and Math Lab assistants, and Peer Tutoring. Likewise, there are numerous academic teams that students may participate in, such as:Quiz Bowl, Math Team, Math 24 team, and Chess team.As the master schedule at Alexander II is created, the educational needs of gifted and talented students are always considered. Gifted students are scheduled to receive REACH instruction weekly. All students receive differentiated instruction which provides the opportunity for advanced academics inn all subject areas. In the area of music, ensembles meet during the school day so that students may participate. Other extracurricular activities are scheduled before and after school as well. Providing Students with Effective, Timely Additional Assistance to Meet Student Needs (ESEA Mandate)Describe how and when students in need of additional assistance are identified.Students who need assistance are identified throughout the school year. In general, students who appear at-risk academically and/or behaviorally are first identified by their classroom teachers and referred to the school’s RTI Committee. The primary tools used to identify students at-risk include the Aimsweb Universal Screener (which highlights students that perform at or below the twenty-fifth percentile), administered in the fall, and winter, as well as district Benchmark assessments which are administered three times per year. Per state requirements, all kindergarten students are assessed by GKIDS four times each year. In this school district, at the beginning of each year, students’ reading levels are assessed by DRA (Developmental Reading Assessment). Flexible groups are then formed in each classroom and teachers closely monitor individual student progress with running records during the year. Kindergarten students begin assessment on DRA in January. First through fifth graders are assessed throughout the year with DRA. In addition, student progress is also monitored for struggling students with AIMSweb probes. AIMSweb probes provide information in the subjects of reading and math. Fourth grade students, specifically, are administered the ITBS in September, and in April students in grades 3-5 are administered the CRCT. The progress monitoring of students occurs continuously throughout the year by school staff members including classroom teachers, specialty teachers, administrators, counselor, and parents as well. When a student needs assistance, Early Intervention Program (EIP) services are available for students who qualify. For other students at-risk, teachers may schedule an initial RTI meeting and the RTI process commences. Program for Exceptional Children (PEC) staff members assist students with documented disabilities. Support is provided to ensure students with special needs receive appropriate and adequate instructional support in the general education setting. PEC staff members provide information on how disabilities affect the learning process, set measurable annual academic and behavioral goals, provide guidance with progress monitoring of goals and academic achievement, and coordinate special education services, related services and supplementary aids and services needed for students with disabilities. 24 School Name: Alexander II Magnet Principal: Dr. Linda A. Bivins Plan Year: 2010 - 2012Behavior problems are dealt with immediately by following the matrix and contacting parents of the undesirable behaviors that are being exhibited. Every four and a half weeks, students are given a progress report to apprise them and their guardians of their progress. If there are failing grades, parent conferences are scheduled at that time to discuss with parents the child’s deficiencies. Every nine weeks, report cards are sent home. Describe how and when data is reviewed to ensure that student progress is occurring. All teachers are required to discuss and note data trends during team planning at the beginning and throughout the school year to shape and guide academic instruction. At the beginning of the school year, grade levels teachers collaborate to clearly identify specific academic weaknesses in their students. These weak areas as specified by CRCT data are then targeted in weekly Instructional Focus lessons in the subjects of reading and math. Furthermore, throughout the school year, teachers revisit grade level and classroom data as well as current assessments to modify instruction so that all student needs are met and academic progress is adequate. Teachers collaborate with administrators during planning meetings and communicate often regarding their use of school data and data trends to shape instruction. In addition, grade level teachers share with administrators, other grade levels, specialty teachers as well as parents and the community the current week’s Instructional Focus lessons during the school year. An attractive, visual display in the main hallway at the front of the school reflects each grade level’s weekly focus lessons.Georgia Online Assessment (GOA) provides a wealth of information to classroom teachers who work to prepare their students for the CRCT. Information disaggregated and analyzed from GOA provides teachers with specific areas of weaknesses in the subjects of reading, language arts, math, science, and social studies. Identified weak areas are then targeted for remediation and reteaching.In addition, other data is considered when monitoring student achievement. Data from AIMSweb probes, Benchmark assessments, DRA reading levels, and ITBS is disaggregated and analyzed carefully by teachers, specialists, and administrative officials. AIMSweb data reports as well as Benchmark data displayed in Thinkgate is utilized to identify at-risk students and monitor their progress throughout the year. Reading levels determined from DRA assessments are closely monitored with running records and shared with administrators, specialty teachers, and PEC staff. DRA reading levels are expected to gradually increase and reflect student progress in reading. When adequate progress has not been observed, teachers consult with the RTI Committee for appropriate interventions. ITBS data from fourth grade students is disaggregated and utilized to target instruction during the year; ITBS data is then shared with fifth grade teachers as well.List training opportunities provided to teachers in the identification of student difficulties, data analysis, and the appropriate assistance for identified difficulties. Training opportunities are provided to teachers to assist in the identification of student difficulties and data analysis is presented at the beginning of the school year and during regularly scheduled staff meetings. Teachers are trained throughout the year in the interpretation of norm referenced, criterion referenced and formative assessment data. This training includes the identification of gaps in learning, individual learners’ profiles and the link between instruction and assessment. Planned school and system professional learning activities are implemented, and opportunities to attend local, state and national conferences are provided. The Instructional Coach and Performance Learning Coach assist teachers with the implementation of best practices to address the needs of struggling learners. Professional Learning opportunities are created frequently during staff25 School Name: Alexander II Magnet Principal: Dr. Linda A. Bivins Plan Year: 2010 - 2012 meetings and during other group meetings to discuss and analyze student data. In addition, teachers complete Team Learning Logs and create Annual Improvement Goals.Describe how and when data are reviewed to ensure that student progress is occurring. CRCT is disaggregated at the beginning and ending of the school year. Those students who were identified as Level 1 on the CRCT, as “Bubble Children”, or who may have failed subjects the previous year are identified as candidates for remediation. Those exceeding, are recognized as a group that qualifies for enrichment. Through a process of testing, diagnosis, prescription and assessment, teachers implement appropriate strategies for interventions of remediation or enrichment. Teachers use Thinkgate (a benchmark assessment) and AIMSweb (a universal screening tool) to assess students for academic difficulties or successes. In the same manner, teachers also use differentiated instruction, flexible grouping, the 8-step process and Response to Intervention (RTI) to diagnose problems early and treat them. Because of its standards-based approach, all students are placed in the (RTI) program in the appropriate tier.Benchmark testing is administered by the School-wide Assessment Team (SWAT) three times a year for general school population students (Tier 1). Percentiles for each tier are determined by the benchmark testing results. The SWAT testing team consists of specialty teachers, select classroom teachers, the academic coach, the performance learning coach and the instructional coach. Monitoring occurs throughout the year. The coaches, support staff and special education teachers will provide specialized interventions to students considered most at-risk for academic failure. Flexible grouping is used to provide students with additional instruction when necessary. Strategies and processes used to assist students with academic difficulties are monitored through weekly teacher meetings, weekly grade level meetings, progress monitoring, informal and formal teacher observations, focus walks, parent volunteer logs, and parent conferences. State-wide writing assessment results are utilized to determine a student’s proficiency in the writing process. These assessments that are administered at grades 3 and 5 guide teachers in targeting writing strengths and weaknesses. Later in the year, through close examination of these results, a stronger writing program evolves with the performance learning coach and instructional coach monitoring the implementation of writing across the curriculum.List training opportunities provided to teachers in the identification of student difficulties, data analysis, and the appropriate assistance for identified difficulties.Training opportunities are provided to teachers in the identification of student difficulties and data analysis by one or more of the following: The school psychologist, special education consultants, and/or coordinators from the Teaching and Learning Department. Policies and procedures related to identifying students who experience academic difficulty are presented at the beginning of the school year and during regularly scheduled staff meetings. Teachers are trained throughout the year in the interpretation of norm-referenced, criterion-referenced and formative assessment data. This training includes the identification of gaps in learning, individual learners’ profiles and the link between assessment and instruction. Planned school and system professional learning activities are implemented, and opportunities to attend local, state, and national conferences are provided. The instructional and performance learning coaches assist teachers in implementing best practices to address the needs of struggling 26 School Name: Alexander II Magnet Principal: Dr. Linda A. Bivins Plan Year: 2010 - 2012 learners. Professional Learning opportunities are held during staff meetings and at other group meeting times to discuss the importance of analyzing student data. Teachers complete Team Learning Logs and Annual Improvement Goals.Actions/Strategies/Interventions Timeline Players Assessment/Evaluation Identify students who met the standard on By Sept. 1, All math teachers, Collaborative planning; Unit plans Students will show an increase in skill the CRCT by less than 10 points 2010 EIP teacher, showing teachers are targeting and knowledge as evidenced by math Academic Coach, RTI weak domains benchmarks, Aims Universal Identify students who did not meet the Coordinator(s) Screeners as well as progress standard on the CRCT monitoringProvide classroom teachers and other Ongoing Lead Math Teacher, Observation notes; Meetings Student improvement on formative instructional staff members with Performance and summative assessments strategies, tools, and techniques to Learning Coach effectively teach math to all students.Create a problem-solving environment by Ongoing All teachers Student assessments and reflections Student improvement on assessments implementing math Exemplars and & Math benchmark testing, Aims GADOE Frameworks Universal Screeners Mega Math Technology Ongoing All teachers, Unit plans showing strategy Student improvement on formative Technology Specialist integration and summative assessments Provide extended learning opportunities in Ongoing After-school teachers, Student attendance logs; Teacher Student improvement on assessments, math by implementing an academic after- Parents, Principal, ASP plans Increased student academic school program Asst. Principal confidence, Reduction in behavior problems Provide Differentiated Instruction Quarterly Principal, Asst. 5 x 5 walk-through and debriefing Improved student performance Training Principal, (informal teacher evaluation); Instructional Coach GTEP (Georgia Teacher (IC), Performance Evaluation Program); Peer Learning Coach (PLC), evaluations Teachers Provide Standards-based Classroom Ongoing Principal, Asst. 5 x 5 walk-through (informal Improved student performance Training Principal, teacher evaluation); GTEP IC, PLC, TeachersProvide AimsWeb and Thinkgate Training Ongoing Principal, Asst. Successfully able to administer Improved student performance; Principal, Aimsweb screener. Data is used to improve parent communication IC, PLC, Teachers guide individual and classroom instruction. Identify students who met the standard on By Sept. 1, Performance Learning CRCT test results Students will show an increase in skill the CRCT by less than 10 points 2010 Coach (PLC), and knowledge as evidenced by Instructional Coach reading benchmarks and CRCT Identify students who did not meet the (IC), Language Arts standard on the CRCT Teachers, EIP teacher Implement Balanced Literacy Ongoing All Teachers, IC Unit plans showing strategy Students will show an increase in skill integration, student work and knowledge as evidenced by reading benchmarks and CRCT Continue utilization of Unit Planning time Unit Principal, Asst. Weekly Learning templates with Students will show increase in skills to collaboratively plan instruction, analyze Planning Principal, PLC, IC, signatures, Individual reflections, and knowledge over time as evidenced student work and use formative Meetings Grade-level chairs, Unit Planning Notebook, Unit by reading benchmarks 27 School Name: Alexander II Magnet Principal: Dr. Linda A. Bivins Plan Year: 2010 - 2012 assessment data to make instructional once a week Individual Education cover sheets decisions – Developmental Reading Program (IEP) teacher Assessment (DRA); running records; benchmarks; AIMSweb; Instructional Focus, etc. Implement Orchard Reading and Math Ongoing PLC, IC, teachers, Unit plans showing strategy Students will show increase in skills into Technology Program Technology Specialist integration, student work and knowledge over time as evidenced by reading and math benchmarks Implement use of Intervention Station Kits Ongoing PLC, IC, teachers, EIP Integrated into small group Students will show progress on for struggling readers instruction formative assessments Implement use of SRA McGraw Hill Ongoing PEC teachers and Plans show strategy integration, Students will close the learning gap, reading program for Tier IV students Parapros student work noted by progress monitoring Implement use of Targeted Mathematician Ongoing PEC teachers and Plans show strategy integration, Students will close the learning gap, Intervention for Tier IV students Parapros student work noted by progress monitoring Describe any academic or behavioral growth opportunities provided outside the regular classroom environment in order to assist students in identifying and reaching their goals.Students at Alexander II experience a variety of opportunities and programs in place designed for academic and intellectual challenge. The Quiz Bowl, Math Team, and Math 24 Team have won numerous system, region, and state awards as well as offered learning opportunities during practice sessions and tournament games. Alexander II’s Literacy Club, Chat ‘n Chew, offered devoted readers the opportunity to meet weekly and discuss the current novel. Chess Club members meet weekly and enjoy intellectually stimulating games.However, additional academic assistance is provided beyond regular school hours through our volunteer tutorial program. Identified students who struggle with content mastery in the subjects of math, reading, and science may receive assistance from classroom teachers, Title 1 Academic Coach, EIP teacher, or PEC staff. Fourth and fifth grade students provide peer tutoring before school to at-risk first and second graders. This tutoring model has proven to bolster academic success and morale. The Alexander II partnership with Mercer University has proven to be widely successful. During one to two mornings per week before school hours, a host of Mercer University college students visit and volunteer their time to provide intense, individual tutoring to at-risk students in math. For both behavioral and academic issues, the school counselor provides individual and group sessions to understand certain feelings or behaviors. Weekly, the counselor provides sessions with whole classes to initiate character development that correlates with the county program for character development.Plans for Assisting Children during Transitions (ESEA Mandate)Describe your plans for assisting student transition (new students, PreK to Kindergarten, elementary to middle, middle to high, early childhood programs, Special Education, English Language Learners Program, group home participants, etc.). CSIP, GNETS, Ombudsman, Neel Academy, and Home School.28 School Name: Alexander II Magnet Principal: Dr. Linda A. Bivins Plan Year: 2010 - 2012Alexander II Elementary Magnet School has several programs in place to help new students transition into our school environment. Because of our magnet school program, applications are voluntary and admissions adhere to a lottery process by which students are selected based upon criteria set by the Bibb County School District. Yearly, kindergarten represents the largest group of our new enrollment population; however, new students are added to each grade level throughout the year as vacancies occur.Students new to Alexander II Magnet SchoolAll new students to Alexander II are required to attend an admissions conference in which student records are reviewed by teachers and parents. At the conference, teachers discuss the hands-on focus of the science and math programs, discipline and dress code policies, transportation provisions, differentiated instruction for a standards-based classroom, science fair expectations, math and science lab class requirements, parental volunteer policy, school culture and traditions. At the conclusion of the conference, parents must sign a Final Acceptance Form affirming that they share the Alexander II philosophy, understand and support the behavioral and academic expectations for their child and will support the school through their active participation in the life of the school.KindergartenAlthough Alexander II does not offer a pre-kindergarten program, pre-kindergarten providers are allowed to bring students to visit kindergarten classes and meet kindergarten teachers. Because many of the students entering the kindergarten program have not attended a pre-kindergarten class, kindergarten teachers spend additional time at the beginning of the year establishing teacher expectations for student behavior. Near the end of the school year, kindergarten teachers take the children on a tour of first grade classes and allow the students to meet first grade teachers and students. First grade “student buddies” show kindergarten children around the individual classrooms, demonstrate how to sit correctly at a desk, and share helpful “survival” tips.Grades 1-4For students in grades 1-4, vertical team meetings are held at the end of the year to discuss the strengths and weaknesses of the grade level as a whole. The teachers summarize objectives covered during the year and explain which concepts students have had trouble understanding. They then pass this information to the next grade for planning purposes. This forward planning gives teachers an indication of which concepts will need extra time, as well as a starting point for review. To facilitate student recall of concepts learned in the previous year, the new school year will begin with familiar themes.Prospective students to Alexander II in grades 1-5 are welcomed during Math and Science Night, in which all teachers attend and set up hands-on math or science experiments. This event occurs as part of the magnet application process. Students who are selected and attend Alexander II Magnet School are then observed by teachers to see if they are acclimating to the new school environment. Students who may need additional assistance in adjusting to the new environment are referred to the guidance counselor using a form found on the school L drive. School expectations and suggestions in making appropriate choices are made by the guidance counselor.29 School Name: Alexander II Magnet Principal: Dr. Linda A. Bivins Plan Year: 2010 - 2012Middle School (Fifth Grade)Alexander II serves students from within and outside the county, fifth grade students’ transition into a variety of middle school settings. Therefore, arrangements are made for all 5th grade students, regardless of zoning, to visit the neighborhood middle school, Miller Magnet Middle School, to get a feel for the size and structure of a middle school setting. While visiting the middle school, students take a tour of the 6 th grade hall, connections classrooms, gym and cafeteria. They learn about sports, academic organizations and social clubs. A question and answer session, led by current 6th grade students, helps fifth graders to identify how important school behaviors, such as regular attendance, bringing materials for class, and organizational skills are important to academic success. They explain why academic classes like English and math are important for future careers. This time also provides students with information on how to obtain assistance from teachers and other school staff quickly and appropriately if it is needed.Hospital-Bound StudentsDesignated teachers on staff have received training and been assigned duty in the event that an Alexander II student is admitted to the hospital. The school administration, guidance counselor and the assigned teacher keep in close contact with the child and the parents in order to keep the student on track academically and in touch with what is going on within the school.English to Speakers of Other Languages (ESOL)In the event that a student enrolls in Alexander II as an English Language Learner, a part-time ESOL teacher will come to meet the new student within one day of the student starting school. After an assessment is done, provisions will be made to ensure that the student receives appropriate language services. Likewise, if a student enrolls in need of other special education services, that student will be placed in the least restrictive environment in accordance with the Individuals with Disabilities Act (IDEA) 2004, Part B.Teachers are an integral part of the transition process as well. They play a role by recommending the appropriate placement of fifth grade students in classes at the middle school level and by counseling parents regarding any academic concerns they have for their child. These combined efforts by all stakeholders help rising 5th graders from a realistic expectation of what middle school will be like and provide a positive and successful introduction to the middle school experience.Support Services for Student Learning To be completed by the counselor(s): Describe how the school provides support through counseling and academic advisements that provides access to an adult advisor, mentor, or counselor. Alexander II has a full-time counselor who provides the following services: Individual Counseling, Support and Leadership Groups, Small Group Counseling, and Classroom Guidance Lessons/ Activities. As a Peer Tutor sponsor, the counselor organizes and trains students in 4th and 5th grades to assist their peers with academic skills and help with assigned class projects. Along with other faculty members, the counselor also mentors students during the week, provides academic reinforcement and checks with teachers on their progress. Teachers have the opportunity to refer 30 School Name: Alexander II Magnet Principal: Dr. Linda A. Bivins Plan Year: 2010 - 2012 students for academic, social, attendance or behavioral concerns to the counselor, who then meets with students and parents to help them create solutions with issues at hand. She can also make community referrals as needed. The school guidance plan is developed by the counselor yearly using needs assessments from (1) staff, (2) random parents, and (3) selected grade level of students. This guidance plans follows the district requirements using strategies to reduce absenteeism; to improve academic achievement; to reduce retention/failure; and to improve CRCT scores. The plan also gives students the opportunity to explore careers and international cultures in order to become a well rounded citizen. The plan aligns with the America School Counselor Model. The small group component is implemented as needed by referrals from staff, parents or students. Large groups (classroom guidance) offer an open schedule for teachers to sign up for topics as they are needed in class. Topics selected by the counselors are state mandated such as Bullying. Parent workshops are offered for parents through the guidance department as well as through our school-based Family Engagement Coordinator. Parent resources are available upon request from the counselor’s office and through the School Social Service Department. Some dedicated Alexander staff members often serve as mentors for students before and after school to assist with academics and other support as needed throughout the year.Describe how counselors, social workers, Prevention/Intervention specialists, and other student support personnel work with the district office and outside agencies to meet student needs. The guidance counselor receives student referrals from both school administrators and staff members. Once referred, the counselor makes a thorough assessment of the student’s needs to determine whether it is necessary to involve the school social worker for family support or other interventions. At times, after parent consultation, students are referred to outside agencies for clinical counseling and/or therapy. Parents are provided a list of family service and counseling agencies and the counselor follows up with parents regarding their visits. When necessary, students are also referred to the RTI team for class support. Parents are always invited to attend RTI meetings for input and to hear goals and strategies to be implemented by the team. The county’s Intervention Specialist and School Psychologist are both available to serve on the RTI team, visit classrooms and observe students. Psychological referrals come from this team as the RTI process develops. The RTI process is described more in depth in section VII.Strategies to Increase Parental Involvement (ESEAMandate)Describe the parent/community outreach activities and initiatives in place.In adherence to governmental policy and in light of research-supported evidence of the importance of parental involvement in schools, Alexander II will employ strategies to increase parental involvement. The strategies to be used are outlined in the Parental Involvement and Accountability section of our Research-based School Reform Strategies (SW2) and in the PTA National Standards for Family School Partnerships and Strengthening Families Protective Factors of the Georgia Department of Education & Georgia Department of Early Care & Learning Planning & Evaluation Tool delineated in the chart in the appendix. Our goal is to keep parents informed of expectations, goals and everyday assignments and ask for their support of students as they work through assignments and activities. Each teacher has a website with specific information about expectations and assignments. Every grade level must hold a parent meeting outlining expectations and requirements for promotion. They must document their meetings and make every effort to meet with each child’s parent individually. Upon entering the school, parents sign an agreement31 School Name: Alexander II Magnet Principal: Dr. Linda A. Bivins Plan Year: 2010 - 2012 to volunteer at least four hours per nine weeks supporting their child and the school. Parents help the school through PTA sponsored activities, volunteering to support classroom activities, and help throughout the school. Parents also support the school by participating in Career Day, Veterans Day, Grandpals’ Day, Fall and Spring festivals as well as other school-wide events.Describe how parents and community members are involved in the school decision-making process.School CouncilThe purpose of the school council is to help the board of education develop and nurture participation, unite parents and the community with teachers and school administrators in an effort to create a better understanding of and mutual respect for one another’s concerns and share ideas for school improvement. Members of the school council are vital in the school decision-making process and are selected as provided by law and the By-Laws of the council. Membership on this council includes a higher education partner, a business person, parent and student representatives, as well as educators with expertise in curriculum development, teaching, administration, and finance. The Council’s primary role is to serve as an advisory body and to provide guidance in the accomplishment of the school’s stated vision, monitoring of the School-wide Title I Plan and annual approval of the school budget.Describe the level of involvement of parents and community members in the development of the CSIP.The Consolidated School Improvement Plan was developed with the involvement of the community to be served and individuals who will carry out the plan including teachers, principals, other school staff, students and parents. Parents were recruited by the school administration and PTA to provide input regarding school climate and teachers, administrators and other staff members participated in a root-cause analysis of disaggregated student assessment data to determine students’ academic needs. *Briefly describe the process used for developing and implementing Title I compacts and Parent Involvement Policies (if applicable). In addition to the services and programs listed above, we have established a Parent Compact which explains how Alexander II Elementary Magnet School supports the important role of parents in the education of their children. Our Title I Parent Compact (Appendix C) was developed with the input and support of parents and explains parents’ rights and responsibilities, what the school staff will do to support parent involvement, how the school staff will communicate with parents and what the school and parents are each supposed to do to help students achieve. The Family Engagement Facilitator and the Performance Learning Coach previewed the necessary requirements and comprised the Parent Compact.*Title I schools onlyCoordination and Integration of Federal, State, and Local Services and Programs Alexander II Elementary Magnet School combines Title I funds with other federal, state, and local funding to more effectively reach the goal of raising academic achievement for all students. The school wide program utilizes the various funding and education program sources to support a comprehensive school-wide plan that address the identified needs of all students in the school. All monies are directed to improve student 32 School Name: Alexander II Magnet Principal: Dr. Linda A. Bivins Plan Year: 2010 - 2012 achievement through resources for upgrading technology, classroom materials, salaries, books, student supplies, professional development, and activities to expose students to the diversity of their world (field trips, educational assemblies, mobile science labs, academic achievement awards, etc.) A list of all programs and funding sources are outlined in the chart below:Funding Sources Amount Targeted State connection to SI plan by providing a narrative explanation of Audience how funds will be used to support student achievement and/or school improvement in relation to the components of this plan. Federal Funds – Title I Students Instructional technology to support instruction in the areas of Math, Science, Reading, and professional development for teachers. Additional classroom teachers to reduce class sizes. Federal Funds – American Recovery Students/Teachers Performance Learning Coach – coordinates benchmark testing, and Reinvestment Act (ARRA) disaggregates data, models research-based instructional practices and works with teachers to improve instruction. Federal Funds - Other Teachers/ Instructional Coach – trains teachers on the use of proven instruction Paraprofessionals methods. Paraprofessionals – assist certified teachers in instructional duties. State Funds Students/Teachers Per pupil funds will be used to purchase materials/supplies to support instruction aligned with the Georgia Performance Standards (GPS). Magnet School teachers, Special Education teachers, EIP teacher, and Regular Education teachers – responsible for facilitating education for students and aligning instruction with the GPS. Job-embedded professional development situated in practice. Instructional technology to support instruction in the areas of Math, Science, and Reading. Local Funds Teachers/Students Professional learning funds will be used to support trainings related to serving students with academic difficulties. Bookkeeper – records all financial transactions, including sales, purchases, incomes, and payments by the school. Parent Teacher Association All stakeholders PTA funds will be allocated to support activities that promote parent involvement with school staff and school activities. Partners in Education All stakeholders In-kind funds will be used for staff appreciation (Teacher of the Year, etc.) and special events that support system and community involvement. Other (list)33 School Name: Alexander II Magnet Principal: Dr. Linda A. Bivins Plan Year: 2010 - 2012Copies of all budgets referenced in this section should be placed in the appendix.Reading/English/Language Arts Action Plan (ESEA Mandate)Identified Goals for Improvement: Reading and Writing A. 100% of all students will exceed the standard on the Georgia CRCT in Reading B. 95% of all students will pass the Georgia Writing Test Annual Measurable Objective(s): A. Individual students will show an improvement in the domains of reading for information, reading skills, comprehension and vocabulary acquisition. B. 100% of students will read and write across the curriculum and individual students’ writing skills will increase in proficiency. Actions/Strategies/Interventions Professional Timeline Resources/Costs Players Means of Evaluation Learning Evidence of Monitoring Evidence of Impact Needed Identify students who met the standard on None By Sept. 1, 2010 test scores, Performance CRCT test results Students will show an increase in the CRCT by less than 10 points 2010 Individual Action Learning skill and knowledge as evidenced Plan in Math/ No Coach (PLC), by Reading benchmarks and Identify students who did not meet the cost Instructional CRCT standard on the CRCT Coach (IC), Language Arts Teachers, Principal Utilize weekly practice of CRCT format None Weekly CRCT Online/ No Teachers Previous results and current online CRCT Increase in Spring 2011 CRCT questions Cost questions scores Implement a Balanced Literacy approach Approach Ongoing Balanced Literacy All Teachers, Lesson plans that reflect integration, teacher Students will show an increase in to reading and writing across the methods, materials/ IC documentation/anecdotal notes and student skill and knowledge as evidenced curriculum modeling and No cost work samples; formal and informal by Reading benchmarks and in-service (large observations; Learning walks CRCT group, grade level and coaching conversation) Continue utilization of Unit Planning time Coaching Weekly No Cost Classroom Weekly Learning templates with signatures, Students will show increase in to collaboratively plan instruction, analyze conversations teachers and Individual reflections, Unit Planning skills and knowledge over time as student work and use formative between IC Individual Notebook, Unit cover sheets evidenced by reading benchmarks assessment data to make instructional teachers and IC Education decisions - Developmental Reading individually and Program (IEP) Classroom documentation/running records Assessment (DRA); running records; at grade level teacher benchmarks; AIMSweb; Instructional meetings IC documentation of coaching Focus, etc. conversations Administer writing pre-assessment in IC will provide August No Cost Teachers Lesson plans—classroom teachers will use Students will show growth from grades K-5 pre-assessment data from pre-assessment to drive writing pre-assessment to the end of the tools and instruction and meet the writing needs of school year support as ALL learners needed Classroom teachers will document growth and deficient areas IC documentation of coaching conversations 34 School Name: Alexander II Magnet Principal: Dr. Linda A. Bivins Plan Year: 2010 - 2012Provide opportunities for students to IC will provide Monthly No Cost Teachers Learning Walks(Writer’s Workshop) Contest recognition and growth in showcase their writing skills Writing Teacher conferencing documentation; student writing ability Instruction and Student participation in writing contests; IC strategies in- documentation of coaching conversations service IC will provide Ongoing Words Their Way Teachers, IC DATA/anecdotal notes and running records Student achievement which notes Implement Vocabulary Instruction in all modeling and starting in books/ $320 PL (weekly) growth over a period of time content areas in addition to spelling instruction on August funding Lesson Plans word lists based on Spelling administering IC documentation of coaching Inventories/QSI QSI an using conversations data to differentiate instruction Provide extended learning opportunities in IC will provide Ongoing Certified workforce, After-school Student attendance logs, Teacher lesson Student improvement on reading by implementing an academic pre-assessment Lesson plans and teachers, plans, Parent surveys assessments, Increased student after-school program tools and manipulatives/ Grant Parents, academic confidence, Reduction support as funding Principal, in behavior problems needed Asst. Principal Technology Integration: IC and Ongoing No Cost Teachers, Lesson Plans which reflects technology Student’s increased knowledge of Increase use of technology (21st century classroom Technology integration use of technology to support carts and DANA boards) to enhance teachers will Specialist, IC Formal and Informal observations reading an writing instruction. Reading and Writing instruction across the work together Learning Walks The use of technology will curriculum with the Tech IC documentation of coaching impact student achievement Spec. to conversations across the curriculum. provided adequate technology planning that meets the needs of all studentsMathematics Action Plan (ESEA Mandate)Identified Goal for Improvement: Math A. 100% of all students will meet or exceed the standard on the Georgia CRCT in Mathematics. Annual Measurable Objective(s): Individual students will show an improvement in the domains of measurement, geometry and problem solving. Actions/Strategies/Interventions Professional Timeline Resources/Costs Players Means of Evaluation Learning Evidence of Monitoring Evidence of Impact Needed Identify students who met the standard on None By Sept. 1, 2010 test scores, All math Individual action plans; Unit plans showing Students will show an increase in the CRCT by less than 10 points 2010 Individual Action teachers teachers are targeting weak domains skill and knowledge as evidenced Plan in Math/ No by Math benchmarks35 School Name: Alexander II Magnet Principal: Dr. Linda A. Bivins Plan Year: 2010 - 2012Identify students who did not meet the cost standard on the CRCTDevelop individual plans for students Provide training for math teachers in the Math Lab Monthly Math Manipulatives/ Math Lab Observation notes; Meetings; Team Student improvement on use of math manipulatives teacher will $500 Teacher; Math portfolio; UPT (Unit Planning Team) formative and summative provide training teachers; notebooks; Weekly learning templates assessments in the use of Training provided by Assistant manipulatives school staff Principal and during teacher Principal planning periods/faculty meetings Provide classroom teachers and other None Ongoing Title I Funding Math Lab Observation notes; Meetings; Team Student improvement on instructional staff members with Teacher portfolio; UPT (Unit Planning Team) formative and summative strategies, tools, and techniques to notebooks; Weekly learning templates assessments effectively teach math to all students Create a problem-solving environment by None Ongoing Exemplars and All teachers Individual UPT plans and action plans, Student improvement on implementing math Exemplars and GADOE Student assessments and reflections assessments & Math benchmark GADOE Frameworks Frameworks/No cost testingTraining provided by school staff Implement math across the curriculum None Ongoing No Cost All teachers Individual UPT plans Improved student performance on Spring 2011 CRCT Training provided by school staff Provide extended learning opportunities in None Ongoing Certified workforce, After-school Student attendance logs; Teacher lesson Student improvement on math by implementing an academic after- Lesson plans and teachers, plans; Parent surveys assessments, Increased student school program manipulatives/ Grant Parents, academic confidence, Reduction funding Principal, in behavior problems Asst. Principal Technology Integration: Designated Ongoing Teachers/ Title I Teachers, Individual action plans; Unit plans showing Students will show an increase in Use of the Mimio System to create and teacher and Funding Technology teachers are using technology in the skill and knowledge as evidenced interactive learning environment. Technology Specialist, IC classroom by Math benchmarks Specialist will train teachers on the use of the Mimio Wireless Interactive Whiteboard SystemScience Action Plan (ESEA Mandate)Identified Goal for Improvement: Science A. 95% of all students will meet or exceed the standard on the CRCT in Science Annual Measurable Objective(s): Individual students will show an improvement in the domains of Earth, Life and Physical Science. Actions/Strategies/Interventions Professional Timeline Resources/Costs Players Means of Evaluation 36 School Name: Alexander II Magnet Principal: Dr. Linda A. Bivins Plan Year: 2010 - 2012Learning Evidence of Monitoring Evidence of Impact Needed Identify students who met the standard on None By Sept. 1, 2010 test scores, All science Individual action plans; Unit plans showing Students will show an increase in the CRCT by less than 10 points 2010 Individual Action teachers teachers are targeting weak domains skill and knowledge as evidenced Plan in Science/ No by Science benchmarks Identify students who did not meet the cost standard on the CRCTDevelop Individual Action Plans Provide training for content teachers in the Science Lab Weekly Science Supplies and Science Lab Observation notes; Meetings; Team Student improvement on area of science lab instruction and in the teacher will manipulatives/ No Teacher, portfolio; UPT notebooks; Weekly learning formative and summative use of science manipulatives train teachers in Cost (Science Lab Science templates assessments; Improved student lab Budget) teachers; performance on the CRCT implementation Assistant Principal and Training provided by Principal school staff Create a problem solving environment by Science Lab Ongoing Science Lab All teachers Individual UPT plans and action plans; Student assessments and implementing labs in the regular teacher will Supplies, AIMS lab Student lab journals reflections; Improvement on classroom (At least one per unit should be train teachers in book for third grade / assessments; Science benchmark an engineering lab) lab $70 testing and CRCT implementation Implement “Bringing the Lab to You” None Ongoing Outside Vendor/ Lab Instructor, Student survey, informal assessment Improved student enthusiasm for Mobile Science Lab Approx. $15/student Teachers science Provide extended learning opportunities in None Ongoing Certified workforce, After-school Student attendance logs; Teacher lesson Student improvement on science by implementing an academic Lesson plans and teachers, plans; Parent surveys assessments, Increased student after-school program Manipulatives/ Grant Parents, academic confidence, Reduction funding Principal, in behavior problems Asst. Principal Technology Integration: Science Lab Ongoing Teachers/ Title I Teachers, Individual action plans; Unit plans showing Students will show an increase in Creation of Photo Stories to demonstrate teacher will Funding Technology teachers are using technology in the skill and knowledge as evidenced and narrate the labs completed by train teachers in Specialist, classroom; posts on website shown before by Science benchmarks students. One photo story will be created the use of Photo Science Lab or after the weekly news; participation in by each lab group at least once a year Story and show teacher technology fair/festival those completed last year to all 3 – 5 grade teachersSocial Studies Action Plan (ESEA Mandate)Identified Goal for Improvement: Social Studies A. 90% of all students will meet or exceed the standard on the CRCT in Social Studies Annual Measurable Objective(s): Individual students will show and increase in the mastery of Economic standards in all grade levels. Actions/Strategies/Interventions Professional Timeline Resources/Costs Players Means of Evaluation Learning Evidence of Monitoring Evidence of Impact Needed Identify students who met the standard on None By Sept. 1, 2010 test scores, All science Individual action plans; Unit plans showing Students will show an increase in the CRCT by less than 10 points 2010 Individual Action teachers teachers are targeting weak domains skill and knowledge as evidenced 37 School Name: Alexander II Magnet Principal: Dr. Linda A. Bivins Plan Year: 2010 - 2012Plan in Science/ No by Social Studies benchmarks Identify students who did not meet the cost standard on the CRCTDevelop Individual Action Plans Vocabulary imbedded in the context of the None Ongoing No cost Science Lab Lesson Plans Students will improve knowledge curriculum Teacher, Benchmarks/Assessments of vocabulary relevant to Science Student‘s will keep Social Studies American History, Geography, teachers; Journals/notebooks with student or teacher Government/Civics, and Assistant created chapter outlines and/or GPS Economics Principal and objectives. Principal Evidence of student learning that showcase a variety of student activity expectations (Differentiated Instruction) Informal and Formal observations Documented Coaching conversations with PLC and/or IC Increased reading and writing in the None Ongoing No Cost All teachers Lesson Plans Students will improve knowledge content area Benchmarks/ Assessments of American History, Geography, Documented Coaching conversations with Government/Civics, and IC Economics. Students will show proficiency in their ability to read/reflect and write on grade specific content descriptorsStudent participation in school wide None Ongoing No Cost Students, Lesson plans Increase in overall understanding activities that reflect an understanding of Teachers Benchmarks/ Assessments of GPS expectations social studies standards Activities include but are not limited to; Kidsville Mall(Economics), Living Museums( History), Student Council and Kids Vote (Government/Civics), Projects (Geography) Technology Integration: Designated Ongoing No Cost Teachers, Individual action plans; Unit plans showing Students will show an increase in Use of the Mimio System to create and teacher and Technology teachers are using technology in the skill and knowledge as evidenced interactive learning environment. Technology Specialist, IC classroom by Social Studies benchmarks Specialist will Increase use of technology (21st century assist with carts and DANA boards) to support Social technology Studies instruction training and supportAttendance Action Plan (ESEA Mandate)Identified Goal for Improvement: Unexcused Absences A. 97% of students will have less than five unexcused absences for the year. Annual Measurable Objective(s): Student body will show an increase in attendance rate for the school year. Actions/Strategies/Interventions Professional Timeline Resources/Costs Players Means of Evaluation Learning Evidence of Monitoring Evidence of Impact Needed 38 School Name: Alexander II Magnet Principal: Dr. Linda A. Bivins Plan Year: 2010 - 2012Identify students that have not missed any Each nine Resource: Counselor, Special Ad Hoc reports will be comprised Students with participate in a days of school per nine weeks. weeks Ribbons / $.50 per Homeroom, to show the number of absences (ongoing) ribbon ceremony each nine student Teachers, for students weeks and be awarded a ribbon Certificates / $.10 per Infinite for perfect attendance. student Campus Clerk Trophy/ $5.00 per End of the Year Recognitions student 1. Students with no absences and fewer than three tardies will receive the prestigious Tori K. Heard Principal’s Outstanding Attendance certificate and trophy. 2. Students with no absences, no tardies will be awarded the highest award; Superintendent’s Attendance certificate and a trophy Provide a brief overview of the attendance Each faculty Ongoing Resource: Counselor, Attendance report policy member will Attendance Policy- Infinite, 3 and 5 unexcused absences warrant a review the School Code of Campus U.S. mail letter to parents from counselor attendance Conduct Clerk, policy School Social After 5 unexcused absences counselor Bibb County Worker, refers students to school social worker for Truancy Rule Truancy interventions. Monitoring is done by Officer school social worker and counselorIf unexcused absences continue a referral to a truancy officer Parental Workshops that include the None Ongoing Attendance Pamphlet Counselor Attendance report benefits of a high school attendance Family Engagement Facilitator Ensure that each classroom environment None Ongoing None Teachers, Attendance report of students with 5 or more unexcused Counselor, absences is conducive to learning Family Engagement Home visits to students with 5 or more Facilitator unexcused absences Technology Integration: None Ongoing Infinite Campus Classroom Attendance Report Infinite Campus is a database that tracks Teachers the number of absences for students. Infinite Teachers are required to enter attendance Campus Clerk daily by 9 a.m. and submit any excuses to the Infinite Campus clerk. 39 School Name: Alexander II Magnet Principal: Dr. Linda A. Bivins Plan Year: 2010 - 2012Special Education Action Plan (ESEA Mandate)Identified Goal for Improvement: Co-teaching and Collaboration A. 100% of inclusion teachers will be trained in co-teaching and collaboration. Annual Measurable Objective(s): All teachers who serve as inclusion teachers for the 2010-2011 school year will attend Co-teaching training during the school year. Actions/Strategies/Interventions Professional Timeline Resources/Costs Players Means of Evaluation Learning Evidence of Monitoring Evidence of Impact Needed Specific training in Co-Teaching models Co-Teaching Yearly, as District All inclusion Confirmation of teacher attendance by Improved collaboration between course attended offered by coursework/No cost teachers Director of Professional Learning; regular education and special by Special Ed. district Classroom observations of implemented co- education teachers; Increase in staff and all teaching models differentiated instruction in the regular ed. regular education classroom; inclusion Increase in student test scores teachers Technology Integration: Aimsweb Universal Screening, StudyIsland, Orchard, Promethean PlanetProfessional Learning Plan The plan below should include all professional (PL) activities conducted on or off-site during the school year, regardless of funding source. PL Liaisons will submit a copy of this document along with the supporting budget and class proposals to the Department of Professional Learning to served as the Comprehensive Plan. The PL budget should address only activities funded through the Professional Learning Department budget. A copy of the PL budget and any other budgets utilized to support professional learning should be placed in the CSIP appendix. Identified Goal for Improvement: Curriculum, Instruction and PlanningA. 100% of teachers will implement differentiated instruction in their classrooms B. 100% of classrooms will be Standards-based C. 100% of teachers will know, understand and properly use Response to Intervention40 School Name: Alexander II Magnet Principal: Dr. Linda A. Bivins Plan Year: 2010 - 2012D. 100% of teachers will know, understand and properly implement the “CLASS Keys” of teacher quality Annual Measurable Objective(s): Individual teachers will receive satisfactory informal/formal evaluations regarding the successful implementation of: CLASS Keys, differentiated instruction, a standards-based classroom and RTI. Funding Actions/Strategies/Interventions Timeline Resources/Costs Players Means of Evaluation Source Evidence of Monitoring Evidence of Impact N/A Provide Georgia Department of Education Ongoing Classroom Analysis Principal, Teacher implementation of Teacher compliance with the GTDR, “CLASS Keys” Training of State Standards Asst. “CLASS Key” components Successful teacher evaluations on GTEP, Guidebook/ None Principal, Improved student achievement on Teachers informal and formal assessments. Training provided by system and school staff Local PL Funds Provide Differentiated Instruction Ongoing PD360/ $2,495.00 Principal, 5 x 5 walk-through and debriefing Teacher compliance; Improved student Training Asst. (informal teacher evaluation); performance Principal, GTEP (Georgia Teacher Instructional Evaluation Program); Peer Coach (IC), evaluations Performance Learning Coach (PLC), Teachers Local PL Funds Provide Standards-based Classroom Ongoing Model Standards- Principal, 5 x 5 walk-through (informal Teacher compliance; Improved student Training based Classroom, Asst. teacher evaluation); GTEP performance Rubric, PD360/ Principal, $2,495.00 IC, PLC, Teachers N/A Provide a time and framework for Ongoing Common Planning Teachers, Planning Logs; GPS covered according to pacing guides; Collaborative Planning Time, Email/ None Principal, Weekly teacher attendance reports; Improved student performance on Asst. Principal GTEP assessments N/A Provide training to adopt Professional Ongoing Varied texts, Teachers, Teacher attendance reports, Reduced isolation of teachers, better Learning Communities Planning Time/ None Principal, Professional development informed and committed teachers, Asst. Principal presentations, Active involvement academic gains for students Training provided by in the school community school staff State PL Funds RTI Support Ongoing Varied texts and RTI RTI Coordinators will monitor Examples of RTI implementation will be district coursework / Coordinators; staff implementation of RTI. demonstrated and observed by the staff. $500.00 Administrator s Improved student achievement on Training provided by informal and formal assessments. school staff41 School Name: Alexander II Magnet Principal: Dr. Linda A. Bivins Plan Year: 2010 - 2012Selecting Appropriate Interventions Using Scientifically Based ResearchAll interventions or initiatives provided by the Georgia Department of Education or Bibb County School District are predicated on scientifically- based research and do not require citations. If an individual school chooses to select an intervention or initiative in addition to the sources provided, then a citation and abstract of the pertinent research is required. Please use the format below and add addition interventions, initiatives, and abstracts as needed. Cited research should directly align with the intervention it supports. If your school is currently undergoing the Schoolwide Title I Planning process, this section is required.42 School Name: Alexander II Magnet Principal: Dr. Linda A. Bivins Plan Year: 2010 - 2012Identified Need Schoolwide Title I Plan Page Citations # Epstein, J.L., Jansorn N., Salinas, K.C. Saunders, M.G., Simon, B.S., and Van Parental Involvement and 19, 26-29 Voorhis, F.L. (1997). School Family and Community Partnerships: Your Accountability Handbook for Action. Thousand Oaks, CA: Corwin Press, Inc.Marcon, R.A. (1999). Positive relationships between parent school involvement and public school inner-city preschoolers’ development and academic performance. School Psychology Review, 28(3), 395–412.No Child Left Behind Act of 2001. (2002). Pub. L. 107–110, 115 Stat. 1425.U.S. Department of Education. (2004). No Child Left Behind: Parent Involvement: Title I, Part A, Non-Regulatory Guidance. Washington, DC: U.S. Department of Education.Van Voorhis, F.L. (2001). Interactive science homework: an experiment in home and school connection. NASSP Bulletin, 85(627), 20–32.Westat and Policy Studies Associates. (2001). The longitudinal evaluation of school change and performance in Title I schools. Washington, DC: U.S. Department of Education, Office of the Deputy Secretary, Planning and Evaluation Service. Buchwald, Claire. (1996, April). The Balancing Act of Team Curriculum Curriculum, Instruction and Planning 18 Creation. Annual Meeting of American Educational Research Association. New York.Hord, Shirley M. (1997). Professional Learning Communities: Communities of Continuous Inquiry and Improvement. Office of Educational Research and Improvement. Washington, D. C. (n.d.) Keys to Quality, Unlocking Continuous Improvement. Retrieved January 11, 2010, from Georgia Department of Education:http://www.doe.k12.ga.us /tss_school.Aspx.Marzano, R. (2004). Building background knowledge for academic achievement: Research on what works in schools. Alexandria, VA: Association of Supervision and Curriculum Development.43 School Name: Alexander II Magnet Principal: Dr. Linda A. Bivins Plan Year: 2010 - 2012Achilles, C. & Hover, S. (1996). Exploring Problem-Based Learning (PBL) in Math 16, 17 Grades 6-12. Annual Meeting of the Mid-South Educational Research Association. Afterschool Alliance Backgrounder: Formal Evaluations of Afterschool Programs’ Impact on Behavior, Safety and Family Life. (2004). Afterschool Alliance.Hinzman, Kristina. (1997). Use of Manipulatives in Mathematics at the Middle School Level and Their Effect on Student’s Grades and Attitudes. Salem- Teikyo University. Afterschool Alliance Backgrounder: Formal Evaluations of Afterschool Reading 19, 20 Programs’ Impact on Behavior, Safety and Family Life. (2004). Afterschool Alliance.Ediger, Marlow. (2002). Levels of Reading Achievement. Opinion Papers.Literacy Matters (2008). Reading: Vocabulary. Education Department Center, Inc. Retrieved September 27, 2008, from /www.literacymatters.org/content/ read and write/vocab.htmNagy, W.E. (1988). Teaching vocabulary to improve reading comprehension. ERIC Clearinghouse on reading and communication skills. National council of Teachers of English and International Reading Association.Naughton, Victoria M. (2008). Picture it! The Reading Teacher. 62(1), 65-68.(n.d.). Reading Strategies, Scaffolding Students' Interactions. Retrieved January 4, 2010, from Greece Central School District: http://www.greece.k12.ny.us/instruction /ela /6- 12/Reading/Reading%20Strategies/reading%20strategies%20index.htmStahl, S. A. & Fairbanks, M.M. (1986). The effects of vocabulary instruction: A model-based meta-analysis. Review of Educational Research. 56(1), 72.44 School Name: Alexander II Magnet Principal: Dr. Linda A. Bivins Plan Year: 2010 - 2012Appendix A Alexander II Meets AYPTo meet AYP, each school must meet the following criteria: 95% Participation, Academic Performance (Annual Measurable Objective), and Second Indicator. The school overview provides a global summary of a school's AYP report and includes a declaration whether a school is in Needs Improvement or not.CRCT Mathematics (Test Participation)CRCT Reading/ English Language Arts (Test Participation)45 School Name: Alexander II Magnet Principal: Dr. Linda A. Bivins Plan Year: 2010 - 2012Each school (or system) as a whole and each student group with at least 40 members must meet or exceed the State’s Annual Measurable Objective (AMO) regarding the percentage of students scoring proficient or advanced on selected state assessments in Reading/English Language Arts and Mathematics.46 School Name: Alexander II Magnet Principal: Dr. Linda A. Bivins Plan Year: 2010 - 2012CRCT Mathematics (Academic Performance) CRCT Reading/ English Language Arts (Academic Performance)47 School Name: Alexander II Magnet Principal: Dr. Linda A. Bivins Plan Year: 2010 - 2012Appendix B48 School Name: Alexander II Magnet Principal: Dr. Linda A. Bivins Plan Year: 2010 - 2012Alex II COMPARISONS CRCT 2009 READING/ENGLISH LANGUAGE ARTSGEORGIA AMO G STATE AVERAGE B BIBB COUNTY A Alex II 100 A A A A 95 A A 90 G G S GD G E 85 G B E G B C X B E 80 B R O B B ST 75 E E M 70 %E GA 65 R E VA 605550 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 GEORGIA AMO 60 60 66.7 66.7 66.7 73.3 73.3 73.3 80 86.7 93.3 100G STATE AVERAGE 83.5 86.6 84.9 87.1 88.9 90.7 B BIBB COUNTY 77.4 81.1 76.9 79.9 84 84.7 A Alex II 96 97 93.2 95.7 99 97.1Appendix C 49 School Name: Alexander II Magnet Principal: Dr. Linda A. Bivins Plan Year: 2010 - 2012Alex II CRCT READING/ELA 2009Exceeds Meets Does Not Meet100% 4.5% 1.9% 5.1% 2.9% 9.3% 15.3% 90% 17.6%80%70% 53.8% 63.9% 60% 60.1% 74.1% 76.0% 50% 66.7% 76.5% 40%30% 44.3% 20% 33.2% 30.6% 10% 21.4% 18.9% 18.0% 5.9% 0% Black White SWD ED All Bibb GA Does Not Meet 4.5% 1.9% 17.6% 5.1% 2.9% 15.3% 9.3% Meets 74.1% 53.8% 76.5% 76.0% 63.9% 66.7% 60.1% Exceeds 21.4% 44.3% 5.9% 18.9% 33.2% 18.0% 30.6%Appendix D 50 School Name: Alexander II Magnet Principal: Dr. Linda A. Bivins Plan Year: 2010 - 2012Alex II COMPARISONS CRCT 2009 MATHEMATICSGEORGIA AMO G STATE AVERAGE B BIBB COUNTY A Alex II 100A 95 A A A 90 A A S DE 85 E CX GE G G 80 GR G OST 75 EE B B B G M 70 %E B B GA 65 R E VA 60 B 5550 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 GEORGIA AMO 50 50 58.3 58.3 58.3 59.5 59.5 67.6 75.7 83.8 91.9 100G STATE AVERAGE 79.2 80.6 81.9 80.4 72.1 80.8 B BIBB COUNTY 72 72 73 67.5 57.4 67.7 A Alex II 93 96.2 95.5 92.6 90.1 9051 School Name: Alexander II Magnet Principal: Dr. Linda A. Bivins Plan Year: 2010 - 2012Appendix EAlex II CRCT MATH 2009Exceeds Meets Does Not Meet100% 3.1% 10.0% 90% 19.6% 18.4% 19.2% 35.3% 32.3% 80% 42.0% 70% 51.0% 60% 51.0% 50% 58.0% 61.2%51.4% 40% 47.1%30% 55.0% 20% 39.0% 29.9% 22.3% 10% 17.6% 20.4% 16.4%0% Black White SWD ED All Bibb GA Does Not Meet 19.6% 3.1% 35.3% 18.4% 10.0% 32.3% 19.2% Meets 58.0% 42.0% 47.1% 61.2% 51.0% 51.4% 51.0% Exceeds 22.3% 55.0% 17.6% 20.4% 39.0% 16.4% 29.9%52 School Name: Alexander II Magnet Principal: Dr. Linda A. Bivins Plan Year: 2010 - 2012Appendix FAlex II 1st & 2nd Grades CRCT 2009G GA B BIBB COUNTY 1 Alex II 2 Alex II100.0%95.0% 2 2 2 2 2 90.0% 2 2 12 t c 85.0% 1 G 1 2 e G 1 r 2 r G B 1 1 1 1 1 o 80.0% B G 1C G 2 B G G G G 1 G % 75.0% G1 B G2 e B B B B g B B a 70.0% r e B v 65.0% B A 60.0% 55.0% 50.0%B B H N N T T T S N R M A C O O O O O O A E I O O C R R C T T T E P S H- E P A O O M - P N D A H N G - E V L E T A E A S M T E H A S E E U A E R M R N D R P M O C53 School Name: Alexander II Magnet Principal: Dr. Linda A. Bivins Plan Year: 2010 - 2012Appendix GAlex II GRADES 3 - 5 CRCT 2009G GA B BIBB COUNTY 3 Alex II 4 Alex II 5 Alex II100.0%90.0% 4 t 5 5 5 c 4 3 5 3 5 e 80.0% 4 3 35 3 4 4 5 3 r 5 35 5 5 4 r 3 35 4 5 34 3 4 5 o 4 G 4 3 G 3 3 3 3 5C 5 5 4 4 G 4 5 G G 3 G 4 G 3 4 3 3 G % 70.0% B G G 4 G 3 e G5 B 5 G45 G G G G g B B B 5 B B4 a G B 4 G G r B B G e B B 3 v 60.0% B B B B B B4 4 A B B B G 50.0% B40.0% r i y a l y i i s s s t o t t t t T b p m i r f r e C c a c a c c c h o o o S r i i a o o b n p O S e n S p m S S T I T T c t v c e e W i T m a O o i s A o M- y o e & h i g r d h G o c C f l t t & C S h h i A a a V g r H n t a S . A c e m L L P o m a t o r a i a M e E R u E c a r D L e G N E G s e R54 School Name: Alexander II Magnet Principal: Dr. Linda A. Bivins Plan Year: 2010 - 2012Appendix HPTA National Standards for Family School Partnerships and Strengthening Families Protective Factors Georgia Department of Education & Georgia Department of Early Care & Learning Planning & Evaluation ToolLevel Type of Need PTA National National What Things Are What is the Outcome? How Do Standards for Strengthening You Currently You Measure the Outcome? Do Family-School Families Doing? You Feel That It Can Be Partnerships Protective Measured? Factors 1 Physiological Standard 3 Factor 1 1. When needed, Family The following outcomes are measurable: Engagement Facilitator Ensuring parent-teacher SUPPORTING PARENTAL (FEF) provides home visits 1. Communication logs are utilized to communication about STUDENT RESILIENCE in order to assess families’ document interactions and conversations student SUCCESS: Families (Parents Can basic needs. Also, the with the parents. progress. and school staff “Bounce Back”): families are linked to continuously The ability to cope community resources. 2. A parent opinion survey was distributed Shelter, food, and collaborate to support and bounce back to the parent body during the Winter activities. from all types of semester. The survey provided valuable students’ learning 2. The school guidance and health challenges. information of the school’s strengths and counselor is available to needs. development both at provide counseling and home and at school, Factor 4 wrap around services for 3. The Better Seeking Team meets every and have regular students and families. opportunities to CONCRETE month to review and discuss academic strengthen their SUPPORT IN needs, parental involvement, faculty’s TIMES OF NEED 3. Alex II Parent Resource concerns, community involvement and knowledge and skills Center (room 225) is to do so effectively. (Parents Know school culture. The meeting is recorded in Where They Can available for parents to have the minutes. Turn for Help): access to the internet, Knowledge of basic community resources and 4. Wednesday folders provide parents and resources to ensure workshops. teachers the opportunity to communicate health and wellbeing, concerns or questions. as well as financial 4. Title I math teacher is security to cover day- available before, during and 5. An evaluation survey is distributed at the to-day expenses and after school hours for end of each Title I Workshop. unexpected costs. parent/teacher conferences. 5. Phone conferences, emails, Wednesday folders, daily agendas, parent/teacher conferences, “face book”, blackboard connect, Wednesday Wrap-Ups (flier of upcoming events), Connect Ed, school’s web site, monthly school 55 School Name: Alexander II Magnet Principal: Dr. Linda A. Bivins Plan Year: 2010 - 2012 newsletters, and bi-monthly Title I newsletters are all forms of communications.6. Student-Parent Handbook and Code of Conduct are provided in the beginning of the school year.7. Parent-Student-Teacher Compact is provided in the beginning of the school year for the Title I Program. Parents are given the opportunity to provide input for the Compact.1. At least once an This outcome is measurable through the 2 Safety Standard 2 Factor 3 academic school year, grade following means: KNOWLEDGE OF level teachers meet with Security: COMMUNICATIN PARENTING & their grade level parents to 1. Communication log provides 1. Personal G EFFECTIVELY: CHILD provide information documentation of conversations and face-to- 2. Financial Families and school DEVELOPMENT regarding expectations. face interactions. staff engage in (Parents Know How School and PTO / regular, two-way, Children Grow and 2. FEF provides workshops 2. The parent opinion survey provides PTA parent group meaningful Learn): Accurate for the Title I Program. feedback. leaders take part in communication about information about Workshops provide an community forums in student learning. raising children & opportunity for parents to different neighborhoods appropriate ask questions and receive and appear on radio or expectations for their support from other parents. local TV behavior. call–in programs. 3. FEF provides home Factor 5 visits when deemed necessary. CHILDREN’S SOCIAL AND 4. The school guidance EMOTIONAL counselor is available to DEVELOPMENT provide counseling and (Children Learn to wrap around services for Talk About and students and families. Handle Their Feelings): A child’s ability to interact positively with others and communicate his or her emotions effectively.3 Love and Belongingness Standard 1 Factor 2 This outcome is measurable by the 56 School Name: Alexander II Magnet Principal: Dr. Linda A. Bivins Plan Year: 2010 - 2012Services such as 1. On the first day of following: interpreters during WELCOMING ALL SOCIAL school, PTA provides meetings or classroom FAMILIES INTO CONNECTIONS “Donuts and Kleenex”. 1. Each parent is required to volunteer five instruction, THE SCHOOL (Parents Have This is an opportunity for hours per nine week grading period. As of transportation, and child COMMUNITY: Friends): Friends, newcomer parents to Jan. 2010, the school obtained Identi-Kid care are consistently Families are active family members, receive support from the program. Consequently, the school is able provided for both school- participants in the life neighbors, and other veteran parents. track parental involvement. based events and school of the school, and members of events. feel welcomed, community who 2. PTA tracks their membership and each valued, and provide emotional 2. “Sneak A Peak” is an member is given voting privileges and Fees to participate in connected to each support and concrete open house in the beginning membership cards. after-school programs are other, to school staff, assistance to parents. of the school term. Parents waived for low-income and to what students and students are given the 3. PTA and school council records the families. are learning and opportunity to meet minutes of their meetings. doing in class. teachers and sign up for PTA volunteer 4. PTA collects volunteer sign-up sheets Standard 6 opportunities. after open house and assign parents to various committees. Follow –up calls are COLLABORATING made to secure commitments. Sheets are WITH THE also distributed in the beginning of the year 3. Math and Science Night in Wednesday folders. COMMUNITY: gives prospective families Families and school an overview of the school. staff collaborate with Prospective students are community members provided with the to connect students, opportunity to interact with families, and staff to math and science activities. expanded learning Prospective families are opportunities, greeted by PTA members community services, and student council. and civic participation. 4. At the end of the school year, parents are recognized for their contributions to the school.5. REACH features parental involvement in their weekly REACH Review.6. School Council provides advice, recommendations, and assistance to Alex II. This council represents the community of parents and businesses. 4 Self-Esteem Standard 4 All Protective Factors Mastered. 1. Action plans, objectives Respect SPEAKING UP and measurable outcomes Communication FOR EVERY from levels 1, 2 & 3 are Love included in level 4. 57 School Name: Alexander II Magnet Principal: Dr. Linda A. Bivins Plan Year: 2010 - 2012Helping hands 2. During the month of CHILD: Families are March, active parents are empowered to be encouraged to take a advocates for their leadership position in PTA. own and other Such positions include, but children, to ensure not limited to, the executive that students are board, committee chairs and treated fairly & have room parents. access to learning 3. There are two parent opportunities that slots available on school will support their council. Parents rotate off success. every two years.5 Self-Actualization Standard 5 All Protective Factors 1. Action plans, objectives SHARING POWER: Mastered. and measurable outcomes Confidence Families and school from levels 1,2,3 & 4 are Achievement staff are equal included in level 5. partners in decisions Workshops are offered on that affect children parent and families and and student night under together inform, Title I. influence, and create policies, practices, and programs.58 School Name: Alexander II Magnet Principal: Dr. Linda A. Bivins Plan Year: 2010 - 2012Appendix IAlexander II Elementary Magnet School Parent Opinion Survey 80%71% 71% 70%62% 60% 58% y r o g e t aC 50% r e P s e s n 40% o p s Never e R y e 29% Seldom v 30% r u SSometimes f o 22% 22% 21% e Usually g a 20% t n e Always c r eP 10% 10% 10% 5% 6% 3% 3% 1% 1% 1% 2% 1% 1% 0% School Atmosphere School to Home Parent Feels Valued Home to School Communication CommunicationSurvey Item Categories59 School Name: Alexander II Magnet Principal: Dr. Linda A. Bivins Plan Year: 2010 - 2012Appendix JTitle I Program Parent - School- Student Compact 2010-2011 School YearThe Alexander II Magnet School, and the parents of the students participating in activities, services, and programs funded by Title I, Part A of the Elementary and Secondary Education Act (ESEA), agree that this compact outlines how the parents, the entire school staff, and the students will share the responsibility for improved student academic achievement and the means by which the school and parents will build and develop a partnership that will help children achieve the State’s high standards.The school agrees to: As a parent, I agree to: As a student, I agree to:1. Provide high-quality 1. Support my child’s 1. Share the responsibility curriculum and instruction learning in the to improve my in a supportive and following ways: academic achievement. effective learning Specifically, I will: environment:  Monitor attendance.  Weekly academic  Do my homework instruction.  Make sure every day and ask  Math tutoring, as homework is for help, when needed. completed. needed.2. Hold parent-teacher  Monitor amount of  Read at least 10-30 conferences (at least television my child minutes (according annually) in order to watches. to my grade level) discuss the student’s everyday outside of60 School Name: Alexander II Magnet Principal: Dr. Linda A. Bivins Plan Year: 2010 - 2012 achievement.  Volunteer in my school time. child’s classroom. 3. Provide parents with  Assist in frequent reports on their  Participate, as communications by children’s progress. appropriate, in taking home and Specifically, the school will decisions relating to delivering school provide reports as follows: my child’s notes, newsletters,  Progress reports education. and other every 4 ½ weeks. correspondence.  Report cards every  Promote positive nine weeks. use of my child’s  Cooperate with  Weekly signed extracurricular teachers and other papers. time. staff members, and follow directions. 4. Provide parents  Stay informed reasonable access to staff. about my child’s  Cooperate with  Encourage parents education by schoolmates, follow to use email to reading all notices school rules and communicate with from the school. respect the rights of school staff. others.  Invite parents to  Serve, to the extent ongoing workshops. possible, on policy advisory groups, 5. Provide parents such as being the opportunities to volunteer Title I, Part A, and participate in parent their child’s class, and to representative on observe classroom the school’s School activities. Improvement  Information Team, the Title I regarding Policy Advisory opportunities to Committee, the volunteer is located District- wide Policy in the Student- Advisory Council, Parent Handbook the State’s and up-coming Committee of school events are Practitioners, the 61 School Name: Alexander II Magnet Principal: Dr. Linda A. Bivins Plan Year: 2010 - 2012 found on the School Support school’s website. Team or other school advisory or 6. Provide each parent policy groups. timely notice when their child has been assigned or has been taught for four (4) or more consecutive weeks by a teacher who is not highly qualified within the meaning of the term in section 200.56 of the Title I Final Regulations (67 Fed. Reg. 71710, December 2, 2002).7. Provide parents notice of their rights to request information about the certification and years of experience of their child’s teacher(s). As a team, we can work together to accomplish our goals of higher grades, fewer discipline referrals and lower absentee rates.______Student Date Parent(s) Date Title I Math Teacher Date ______Teacher Date Title I Family Engagement Facilitator Date 62 School Name: Alexander II Magnet Principal: Dr. Linda A. Bivins Plan Year: 2010 - 2012Appendix K Parent's Guide to the ITBS Student Performance Profile Report Alexander II Math/Science Magnet SchoolOctober 20, 2009Dear Parents,In October of this year, the Bibb County School District administered the Iowa Tests of Basic Skills (ITBS) to students in grades 3, 5, and 8. The ITBS is used by school districts throughout the country to assess student achievement in the areas of reading, language, mathematics, science, social studies, and sources of information. As part of this assessment, we are sending you a summary of your child’s test performance. In the upper right hand portion of the report is your child’s name and identification number; teacher, school and system name; test form and level; norms used (Spring 2009), and grade. Please check to be sure this information is correct. Below this is a brief description of the reports’ contents. To the left of the description is a chart summarizing your child’s performance. The left hand column lists each of the areas in which your child was tested. The boldface titles represent scores in the major content areas or combinations of scores, while the other labels represent subtests within each content area. For example the reading test is composed of two subtests: vocabulary and reading comprehension. Just to the right of the test names are the scores your child earned in each area. A total of five different scores are given. These scores are as follows:  Standard Score (SS): This score is used to obtain all the other scores. By itself, it has no interpretive value for parents. 63 School Name: Alexander II Magnet Principal: Dr. Linda A. Bivins Plan Year: 2010 - 2012 Grade Equivalent (GE): This score is very often misinterpreted. For example, suppose your child is a third-grader and earns a GE score of say, 4.8. What this means is that your child scored about as well as a typical fourth grader (at the end of the eighth month) might have earned had they taken the test. The GE does not represent a grade level in which a student should be placed, nor does it mean that a child is able to perform academically at the level indicated by the GE. National Stanine (NS): This score ranges from one to 9 with an average value of 5. Stanines 1 through 3 are considered below average; stanines 4 through 6, average performance; and stanines 7 through 9 represent above average performance. Normal Curve Equivalent (NCE): Educators use this score for statistical purposes and to measure change over time. This score has no interpretive value to parents. National Percentile Rank (NPR). Of all the scores reported, this is the one that should be used. The National Percentile Rank represents the percentage of students in the national sample (norm group) that scored lower than your child. For example, a NPR of 56 means that 56 percent of the national sample obtained scores lower than your son or daughter. o The NPR is not to be confused with percentage correct scores that your child may receive at school. There are no letter grades associated with a NPR. In fact, the average range of NPR’s extends from about the 25th percentile to about the 75th percentile. On the graph located to the right of the scores, the shaded area indicates this average range. The center of this range (indicated by the vertical line labeled 50) represents the 50th percentile, or the national average. If the horizontal bar extends to the right of the shaded area, the score can be considered above average. If the bar lies within the shaded region, the score would fall within the average range, while if the bar ends before the shaded area, the score is considered in the below average range. In this way, it is easy to get a sense of your child’s strengths and weaknesses. Reminder: The National Percentile Rank (NPR) is the most useful score shown on the performance profile. The bottom half of the page contains more specific details regarding your child’s performance. This section lists specific “Tests and Skills” followed by some test information, and finally, another bar graph. For each test and/or skill area, the following information is provided:  The total number of items used to test the particular skill (Total Items) The total number of items your child attempted (No. Att.) The percentage of items your child answered correctly (%C Stu.) The percentage of items answered correctly by students in the national sample (norm group) (%C Nat.)64 School Name: Alexander II Magnet Principal: Dr. Linda A. Bivins Plan Year: 2010 - 2012 The difference between the percentage of questions answered correctly by your child and the percentage answered correctly by the national sample. A negative number indicates that the percentage of questions answered correctly by your child was less than the percentage answered correctly by the national sample. This difference is shown on the graph in the right-most column. By looking at the graph, you can get a good sense of your child’s strengths and weaknesses. A horizontal bar that extends to the right of the centerline suggests areas in which your child performed better than the national average. If, on the other hand, the bar extends to the left, your child performed below the national average. A key to interpreting this information is to look at the number of questions that are used to test the particular skill. If only a few items (say, less than 10) are used to measure a particular skill, then you might want to exercise caution in interpreting that information. The best advice is to check with your child’s teacher for additional information. We hope you will find this information helpful. If you would like additional information, please contact our school counselor, Mrs. Singleton.Sincerely,Dr. Linda A. Bivins 65

Dekalb County School System

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