Tuscaloosa County Schools Dr. Tripp Marshall, Principal 1225 Rice Mine Road Northport, AL 35476 Document Generated On October 19, 2016
TABLE OF CONTENTS Executive Summary Introduction 2 Description of the School 3 School's Purpose 4 Notable Achievements and Areas of Improvement 6 Additional Information 7 Improvement Plan Stakeholder Involvement Introduction 9 Improvement Planning Process 10 Student Performance Diagnostic Introduction 13 Student Performance Data 14 Evaluative Criteria and Rubrics 15 Areas of Notable Achievement 16 Areas in Need of Improvement 18 Report Summary 19 ACIP Assurances
Introduction 21 ACIP Assurances 22 2016-2017 MES acip Plan Overview 25 Goals Summary 26 Goal 1: Engage and empower all students through high quality instruction aligned with College and Career Ready standards in all content areas. 28 Goal 2: Promote student growth and parent involvement through system support services 29 Goal 3: Prepare and support teachers and leaders to produce graduates who are College and Career Ready 30 Goal 4: Provide digital tools, experiences, and resources to support instruction 30 Goal 5: All parental/guardian and/or family members will become active participants in the educational process of the students at. 31 Goal 6: Improve positive student behavior 33 Goal 7: Prepare and support teachers and leaders to produce graduates who are College and Career Ready. 34 Goal 8: Engage and empower all students through high quality instruction aligned with College and Career Ready standards in all content areas 35 Goal 9: Provide digital tools, experiences, and resources to support instruction. 39 Goal 10: Increase special education student performance 40 Goal 11: Increase writing proficiency among ELL students 40 Goal 12: Promote student growth and parent involvement through system support services. 41 Summary by Funding Source 43 Stakeholder Feedback Diagnostic Introduction 51 Stakeholder Feedback Data 52 Evaluative Criteria and Rubrics 53 Areas of Notable Achievement 54 Areas in Need of Improvement 56 Report Summary 58
Title I Schoolwide Diagnostic Introduction 60 Component 1: Comprehensive Needs Assessment 61 Component 2: Schoolwide Reform Strategies 68 Component 3: Instruction by Qualified Staff 123 Component 4: Strategies to Attract Qualified Teachers 124 Component 5: High Quality and Ongoing Development 125 Component 6: Transition Strategies 126 Component 7: Teacher Participation in Making Assessment Decisions 127 Component 8: Timely and Additional Assistance to Students Having Difficulty Mastering the Standards 128 Component 9: Coordination and Integration of Federal, State and Local s and Resources 130 Component 10: Evaluation 131 Coordination of Resources - Comprehensive Budget Introduction 134 I. State Foundation Funds: 135 Title I 136 Title II 137 Title III 138 Title IV 139
Title VI 140 Career and Technical Education-Perkins IV 141 Other 142 Local Funds 143 Strategies to Increase Parental Involvement Introduction 145 Strategies to Increase Parental Involvement 146
Executive Summary SY 2016-2017 Page 1
Introduction Every school has its own story to tell. The context in which teaching and learning takes place influences the processes and procedures by which the school makes decisions around curriculum, instruction, and assessment. The context also impacts the way a school stays faithful to its vision. Many factors contribute to the overall narrative such as an identification of stakeholders, a description of stakeholder engagement, the trends and issues affecting the school, and the kinds of programs and services that a school implements to support student learning. The purpose of the Executive Summary (ES) is to provide a school with an opportunity to describe in narrative form the strengths and challenges it encounters. By doing so, the public and members of the school community will have a more complete picture of how the school perceives itself and the process of self-reflection for continuous improvement. This summary is structured for the school to reflect on how it provides teaching and learning on a day to day basis. SY 2016-2017 Page 2
Description of the School Describe the school's size, community/communities, location, and changes it has experienced in the last three years. Include demographic information about the students, staff, and community at large. What unique features and challenges are associated with the community/communities the school serves? Matthews Elementary (MES) is located in Northport, Alabama, a small community is West Alabama. We have approximately 497 students inkindergarten through fifth grade. MES's current ethnic makeup is as follows: 71% African-American, 23% Hispanic, and 6% white. MES is a Title I school and due to a grant received from the United States Department of Agriculture (USDA), it has 100% free lunch status for all students for the 2015-2016 academic school year. MES has approximately 54 faculty/staff members. 48% of the faculty and staff members have been at MES for at least five years. We have two administrators (one principal and one vice-principal), one counselor, one instructional coach/ari reading specialist, one math/reading interventionist, and two part-time math/reading interventionists (retired Tuscaloosa County School System teachers paid through Title I funding), one.5 interventionist who holds Tier II and Tier III with math and reading intervention for fourth and fifth grade students. The.5 interventionist also serves as a in-school intervention teacher. We also have a 21st Century (MATS ) funded through Tuscaloosa One Place that serves approximately 75 students in Kindergarten through fifth grade. The program is offered five days a week from 3:00pm until 5:00 pm. The program offers students enrichment opportunities such as museum visits and karate practice. As a Tier II reading school, the MATS program also partners with the University of Alabama reading specialists who offer 3rd grade students reading techniques to coincide with the ALSDE ARI reading initiative. Because of the recent growth in MES's Hispanic population, we are constantly trying to effectively communicate with all of our stakeholders. Translated voice-messages are sent to all parental stakeholders through the district-wide calling system, School Messenger. Documents are translated before they are sent home to parents. We also have ESL tutors that visit the school several times a week to assist students in language acquisition skills. SY 2016-2017 Page 3
School's Purpose Provide the school's purpose statement and ancillary content such as mission, vision, values, and/or beliefs. Describe how the school embodies its purpose through its program offerings and expectations for students. Tuscaloosa County School System's Beliefs, Goals, Vision, and Mission: The Tuscaloosa County School System is committed to educate and empower all students to be college and career ready graduates, prepared to make positive contributions to our global society. Beliefs: - must take place at home, in school, and in the community. - All individuals should be treated with respect and dignity. - learning communities promote high expectations that lead to improved performance. - environments thrive on collaborative and cooperative relationships. - Teaching all students to learn through a rigorous, relevant curriculum is essential. - Stakeholder involvement enhances student achievement. Goals: -Engage and empower all students through high quality instruction aligned with College and Career Ready standards in all content areas. -Prepare and support teachers and leaders to produce graduates who are College and Career Ready. -Provide digital tools, experiences, and resources to support instruction. -Promote student growth and parent involvement through system support services. Vision: -The children at will strive to reach their full potential and become successful members of society. Mission: - strives to develop competent lifelong learners through a variety of programs involving home, school and community. Philosophy and Objectives: We, the faculty of, believe that education is a life-long process and therefore consists of all the experiences that make up the life of the individual from birth through the adult years. It is our goal to provide learning experiences that help the child develop a good self-image, and attain his or her full potential. A good self-image is a growing, trustful one, one that means, "I can do, I can take responsibility, I can make good choices" and establishes a firm foundation for democratic living. There must be a mutual acceptance of this responsibility by students, teachers, administrators, parents, and the community. We seek equal educational opportunities for every learner through a balanced curriculum that gives consideration to all areas of knowledge and to students of all abilities. To achieve this, a learner needs many and varied opportunities for meaningful experiences.teachers accept children where they are. Our desire is to guide the child toward setting personal goals for accuracy, self-direction, and self-evaluation. The objectives of are: SY 2016-2017 Page 4
-To determine the level of learners and then provide an array of flexible learning activities and techniques that will accommodate a variety of. -To evaluate, plan, and prescribe a school program of instruction to meet our changing way of American life. -To develop an understanding and appreciation of our American heritage so the children will realize the value of the past, the opportunities of the future, and their role in it. -To develop awareness among the faculty and staff that humans are active, seeking organisms; therefore, stimulation must be provided for choices, responsible freedom, and self-direction through a variety of exploratory, cultural and social experiences. -To encourage each child to think clearly, carefully, constructively, and critically; thereby extending knowledge and interests. -To help children gain command of common knowledge and skills which are necessary in a highly technological and changing society. -To establish wholesome human relationships. -To seek the cooperation of parents and the community in successfully carrying out our educational tasks. -To develop and maintain among faculty and staff an environment which fosters learning responsibility, consideration, and social conscience for all children and adults in the school. We expect our students to be respectful, responsible, and resourceful. We communicate our expectations to parents and students often throughout the school year. We are constantly looking for ways to make our parents and community true partners in our educational journey. SY 2016-2017 Page 5
Notable Achievements and Areas of Improvement Describe the school's notable achievements and areas of improvement in the last three years. Additionally, describe areas for improvement that the school is striving to achieve in the next three years. The past three years (2014-2016) of ACT ASPIRE data show a tremendous need for growth in achievement at (MES). Also, 100% of our teachers are highly qualified. MES became an Alabama Math Science and Technology Initiative (AMSTI) school in 2010 and we continue to send teachers to workshops each year. We strive to increase our reading and math proficiency at all grade levels. Our goal is to have all students performing at grade level proficiency by the time they reach third grade. Included below are MES ACT ASPIRE 5th Grade reading data for the 2014-2016 school years. There was a slight increase in the 2016-5th grade ACT ASPIRE reading scores from 4%-ready in 2015 to 17%-ready in 2016. Also, these data also show an increase in the number of students scoring in the "close" category, 18%-close in 2014 to 23%-close in 2015. MES will continue to work to improve their scores. 2014-2016 5th Grade ACT ASPIRE Results: 2014--5th Grade ACT ASPIRE Data Reading Scores: Ready--21% (63) Close -37% (63) In need of support--42% (63) 2015--5th Grade ACT ASPIRE Data Reading Scores: Ready--4% (57) Close--18% (57) In need of support--78% (57) 2016--5th Grade ACT ASPIRE Data Reading Scores: Ready--17% (78) Close--23% (78) In need of support--60% (78) SY 2016-2017 Page 6
Additional Information Provide any additional information you would like to share with the public and community that were not prompted in the previous sections. (MES) was the recipient of the Franklin-Covey The Leader in Me (TLIM) grant award and began year one of its implementation with MES students in August of 2016. TLIM award is funded for five consecutive years. Its fundamental mission is to teach its stakeholders to become intrinsically-motivated to strive to achieve greatness in all life areas. SY 2016-2017 Page 7
Improvement Plan Stakeholder Involvement SY 2016-2017 Page 8
Introduction The responses should be brief, descriptive, and appropriate for the specific section. It is recommended that the responses are written offline and then transferred into the sections below. SY 2016-2017 Page 9
Improvement Planning Process Improvement Planning Process Describe the process used to engage a variety of stakeholders in the development of the institution's improvement plan. Include information on how stakeholders were selected and informed of their roles, and how meetings were scheduled to accommodate them. In May, 2016, the school leadership team reviewed the 2015-2016 Improvement Plan to access the degree to which implemented strategies have been met. This information was shared with all staff and interested parents. The staff provided input on the following: 1.) which elements have been successfully mastered and need not be included in the next year's plan; 2.) the elements that have been mastered but still require continued monitoring during the 2016-2017 school year; and, 3.) the elements that have not been mastered and must be included in the 2016-2017 acip. Parental Stakeholders: A meeting was held in the May 2016 with parents to review the current plan and to take suggestions for improvement. Parents were asked to serve on the School Leadership Team and other committees. We had four meetings in September (two at 9:00 AM and two at 5:30 PM) for parents to provide input and suggestions. Faculty Stakeholders: In August, 2016, all faculty members met in its monthly data session to review disaggregated standardized assessment data. We also looked at school incident data and other local school data. The school leadership team met to discuss strategies, professional development, and budget requirements necessary to implement the plan. Teachers meet during weekly grade level meetings, bi-weekly PLCs, and monthly data meetings. Each of these different sessions offer faculty members an opportunity to analyze data and progress monitor results to target areas of weaknesses, discuss intervention strategies, and plan for common assessments. Collective Stakeholder Engagement: School improvement meetings are scheduled 4 times throughout the school year with faculty, staff, parent representatives, and community representatives to look at areas including: 1.) planning; 2.) curriculum and instruction; 3.) communication; 4.) professional development: and, 5.) school climate to offer suggestions for improvement. Describe the representations from stakeholder groups that participated in the development of the improvement plan and their responsibilities in this process. Several stakeholders were involved in the development of the improvement plan. Faculty and staff were selected to work on various committees as well as the School Leadership Team to help review and revise the improvement plan. Faculty reviewed data for trends, strengths, and areas for improvement. Parents and students completed surveys. Parents also served on the leadership team Parent meetings were held in the May 2016 and September 2016 to review the improvement plan and to take suggestions on revising the plan. Faculty, students, and parents completed school surveys to gather input. The leadership team, composed of teachers from each grade level, parents, and community members, met in October 2016 to review final recommendations and goals. All resources and meeting sessions are translated via interpreter working within the Tuscaloosa County School System. SY 2016-2017 Page 10
Explain how the final improvement plan was communicated to all stakeholders, and the method and frequency in which stakeholders receive information on its progress. The final improvement plan was communicated to stakeholders in a variety of ways. Copies are available in the office and the library. A copy is also available on our school's website. Parents and other stakeholders were provided a summary of the plan that included the following:parent involvement plan, school-home compact, and the school's goals and objective. We will inform stakeholders on the progress of the improvement plan by newsletters and PTA/parent meetings at least two times each semester. All resources and meeting sessions areas are translated via interpreter working within the Tuscaloosa County School System. SY 2016-2017 Page 11
Student Performance Diagnostic SY 2016-2017 Page 12
Introduction The Student Performance Diagnostic provides an institution with a process to report summative student assessments. This diagnostic is significant to the accreditation and continuous improvement process as it serves as a resource for schools to view content area assessment results required by the state, district, or other entities, determine the quality and reliability of the given assessments, and show the alignment of the assessments to the school's curriculum. The performance level computed at the completion of the diagnostic is used by the external review team as a comprehensive report to understand fully the institution's assessment program; the diagnostic should be used in the same manner by the institution as it engages in improvement planning. SY 2016-2017 Page 13
Student Performance Data Label Assurance Response Comment Attachment 1. Did you complete the Student Performance Data document offline and upload below? Yes 2016-2017 acip Student Performance Data Document SY 2016-2017 Page 14
Evaluative Criteria and Rubrics Overall Rating: 2.75 Statement or Question Response Rating 1. Assessment Quality The array of assessment devices used by the institution to determine students' performances is sufficiently aligned so that valid inferences can be reached regarding students' status with respect to the majority of those curricular aims regarded as high-priority instructional targets. The documentation provided in support of this alignment is relatively persuasive. Most of the assessments used are accompanied by evidence demonstrating that they satisfy accepted technical requirements. Level 3 Statement or Question Response Rating 2. Test Administration Most of the assessments used by the institution to determine students' performances have been administered with reasonable fidelity to the administrative procedures appropriate for each assessment. In most instances, the students to whom these assessments were administered are essentially representative of the students served by the institution. Appropriate accommodations have been provided for most assessments so that valid inferences can be made about most students' status with respect to most of the institution's targeted curricular outcomes. Level 3 Statement or Question Response Rating 3. Quality of Evidence of student learning promoted by the institution is acceptably analyzed and presented with reasonable clarity. In comparison to institutions functioning in a similar educational context, students' status, improvement, and/or growth evidence indicates that the level of student learning is at or above what would otherwise be expected. Level 3 Statement or Question Response Rating 4. Equity of Evidence of student learning indicates achievement gaps exist among subpopulations of students, and these achievement gaps demonstrate a modest decline. Level 2 SY 2016-2017 Page 15
Areas of Notable Achievement Which area(s) are above the expected levels of performance? Fall 2016 DIBELS: -40% of students in 1st grade scored at or above benchmark in NWF-WWR -55% of students in 1st grade scored at or above benchmark in NWF-Correct Letter Sounds. Spring 2016 ACT Aspire: -12% of students scored ready in reading (current 4th grade) -25% of students scored ready in math (current 4th grade) -15% of students scored ready in reading (5th grade). -22% of students are ready in Math (5th grade). -17% of students are ready in Reading (current 6th grade) -10% of students are ready in Math (current 6th grade) Describe the area(s) that show a positive trend in performance. DIBELS (2015-2016): -Kindergarten showed an increase in PSF (48%-67%) and LNF from Fall to Spring in 2015 ACT Aspire (2015-2016): -5th grade reading increased from 4% ready (2015) to 18% ready (2016) Which area(s) indicate the overall highest performance? -5th grade students were 17% ready on the reading section of the 2016 ACT ASPIRE which was an increase from 12% on the ACT ASPIRE math assessment in 2015 (77 students tested). -3rd grade students were 25% ready on the math section of the 2016 ACT ASPIRE which was an increase from 21% in 2015 (77 students tested) -3rd grade students were 23% ready on the math section of the 2016 ACT ASPIRE which was an increase from 18% in 2015 (78 students tested). SY 2016-2017 Page 16
Which subgroup(s) show a trend toward increasing performance? female students show the most potential for increasing their performance on the ACT ASPIRE assessments. Between which subgroups is the achievement gap closing? Overall, the achievement gap appears to be closing between our Hispanic students and African-American students. Which of the above reported findings are consistent with findings from other data sources? There appears to be some consistency between the performance on the ACT Periodics and ACT Aspire assessments. SY 2016-2017 Page 17
Areas in Need of Improvement Which area(s) are below the expected levels of performance? Reading appears to be the lowest performing area for all grade levels when compared to Math and Science. Describe the area(s) that show a negative trend in performance. DIBELS NEXT: -NWF-CLS for students in 2nd grade decreased from 56% in the Fall 2015 administration to 55% in the Spring 2016 administration. -NWF-CLS for students in 1st grade decreased from 69% in the Fall 2015 administration to 66% in the Spring 2016 administration. ACT Periodics/ASPIRE: Overall math and reading in grade 3-5 and science in 5th grade Which area(s) indicate the overall lowest performance? Reading appears to have the lowest overall performance on the 2016 ACT Aspire. Which subgroup(s) show a trend toward decreasing performance? Based on the data reviewed, no particular subgroup showed decreasing performance. However, males are performing lower in reading and math than females according to ACT Aspire. Between which subgroups is the achievement gap becoming greater? The achievement gap appears to be increasing in math between Hispanic students and African-American students according to ACT Periodics and ACT ASPIRE. Which of the above reported findings are consistent with findings from other data sources? Scores on the ACT Periodics assessment appears to be somewhat consistent with ACT Aspire. SY 2016-2017 Page 18
Report Summary Scores By Section Section Score 1 2 3 4 Evaluative Criteria and Rubrics 2.75 Sections SY 2016-2017 Page 19
ACIP Assurances SY 2016-2017 Page 20
Introduction By responding to the questions in ASSIST and attaching evidence when required, the institution has verified whether it meets or does not meet each of the required ACIP Assurances. SY 2016-2017 Page 21
ACIP Assurances Label Assurance Response Comment Attachment 1. The Instructional Leadership Team members that should be present include the principal, guidance counselor, district school improvement specialist (or other designee), appropriate content-area teachers, parent representatives, and student representatives (as appropriate). Depending on the data, additional members may include special population representatives (Technology Coordinator, Special Education, ELL, etc.), district federal programs coordinator, district chief school financial officer, community stakeholders, or any other member as appropriate. Documentation will be maintained on site. Yes The Instructional Leadership Team members that should be present include the principal, guidance counselor, district school improvement specialist (or other designee), appropriate content-area teachers, parent representatives, and student representatives (as appropriate). Depending on the data, additional members may include special population representatives (Technology Coordinator, Special Education, ELL, etc.), district federal programs coordinator, district chief school financial officer, community stakeholders, or any other member as appropriate. Documentation will be maintained on site. 2016-2017 MES School Leadership Committee Label Assurance Response Comment Attachment 2. The institution complies with all federal laws and regulations prohibiting discrimination and with all requirements and regulations of the U.S. Department of Education. It is the policy of this institution that no person on the basis of race, color, religion, national origin or ancestry, age, gender, height, weight, marital status or disability shall be subjected to discrimination in any program, service or activity for which the institution is responsible, or for which it receives financial assistance from the U.S. Department of Education. Yes The institution complies with all federal laws and regulations prohibiting discrimination and with all requirements and regulations of the U.S. Department of Education. It is the policy of this institution that no person on the basis of race, color, religion, national origin or ancestry, age, gender, height, weight, marital status or disability shall be subjected to discrimination in any program, service or activity for which the institution is responsible, or for which it receives financial assistance from the U.S. Department of Education. Label Assurance Response Comment Attachment 3. The institution has designated an employee to coordinate efforts to comply with and carry out non-discrimination responsibilities. If yes, list the name, position, address and telephone number of the employee in the comment field. Yes The institution has a Parent Involvement policy and plan as required in NCLB Section 1118, and ensures that all requirements in Section 1118 and 1111(h)(6), Parents' Right-to-Know, are implemented systematically. 2016-2017 MES Assurances Contact Information SY 2016-2017 Page 22
Label Assurance Response Comment Attachment 4. The institution has a Parent Involvement policy and plan as required in NCLB Section 1118, and ensures that all requirements in Section 1118 and 1111(h)(6), Parents' Right-to-Know, are implemented systematically. Yes The institution has a Parent Involvement policy and plan as required in NCLB Section 1118, and ensures that all requirements in Section 1118 and 1111(h)(6), Parents' Right-to-Know, are implemented systematically. 2016-2017 MES Parental Involvement Plan Label Assurance Response Comment Attachment 5. The institution has a School-Parent Compact. If a Title I school, the School-Parent Compact contains the required components (NCLB Section 1118(d)(1-2)(A,B,C)) and was jointly developed with parents of participating students. Yes The institution has a SchoolParent Compact. If a Title I school, the School-Parent Compact contains the required components (NCLB Section 1118(d)(1-2)(A,B,C)) and was jointly developed with parents of participating students. 2016-2017 MES School-Parent Compact 2016-2017 MES School-Home Compact translated version SY 2016-2017 Page 23
2016-2017 MES acip Plan SY 2016-2017 Page 24
Overview Plan Name 2016-2017 MES acip Plan Plan Description SY 2016-2017 Page 25
Goals Summary The following is a summary of the goals encompassed in this plan. The details for each goal are available in the next section. # Goal Name Goal Details Goal Total Funding 1 Engage and empower all students through high quality instruction aligned with College and Career Ready standards in all content areas. Objectives: 2 Strategies: 2 Activities: 5 $6000 2 Promote student growth and parent involvement through system support services 3 Prepare and support teachers and leaders to produce graduates who are College and Career Ready 4 Provide digital tools, experiences, and resources to support instruction 5 All parental/guardian and/or family members will become active participants in the educational process of the students at Matthews Elementary School. Objectives: 1 Strategies: 2 Activities: 2 Objectives: 1 Strategies: 1 Activities: 1 Objectives: 1 Strategies: 1 Activities: 1 Objectives: 1 Strategies: 1 Activities: 4 6 Improve positive student behavior Objectives: 1 Strategies: 1 Activities: 1 7 Prepare and support teachers and leaders to produce graduates who are College and Career Ready. 8 Engage and empower all students through high quality instruction aligned with College and Career Ready standards in all content areas 9 Provide digital tools, experiences, and resources to support instruction. Objectives: 1 Strategies: 1 Activities: 2 Objectives: 2 Strategies: 2 Activities: 8 Objectives: 1 Strategies: 1 Activities: 1 10 Increase special education student performance Objectives: 1 Strategies: 1 Activities: 3 11 Increase writing proficiency among ELL students Objectives: 1 Strategies: 1 Activities: 4 12 Promote student growth and parent involvement through system support services. Objectives: 1 Strategies: 1 Activities: 3 Organizational $1000 Organizational $3000 Organizational $5000 Organizational $0 Organizational $10000 Organizational $10000 Organizational $79825 Organizational $10000 $0 Organizational $0 Organizational $2500 SY 2016-2017 Page 26
SY 2016-2017 Page 27
Goal 1: Engage and empower all students through high quality instruction aligned with College and Career Ready standards in all content areas. Measurable Objective 1: A 10% increase of Third, Fourth and Fifth grade students will demonstrate a proficiency in their ability to read and comprehend information in Reading by 05/13/2016 as measured by the February administration of Periodics as well as the administration of the ACT Aspire in May of 2016.. Strategy 1: Research-based Instructional Practices - All teachers will use a variety of research-based instructional practices such as extended thinking strategies, summarizing, vocabulary in context, advance organizers, previewing and scaffolding, higher-order thinking questions, rigor, and TWIRL in order to aid in the development of growth mindsets within student stakeholders. Category: Research Cited: Leaders of Their Own (2014) by Burger, Rugen, and Woodfin - Rigor and relevance Resource Assigned Teachers will receive training on strategic teaching components. Source Of Funding Staff Responsible 10/12/2015 05/09/2016 $1500 Title I Part D Instructional Coach, Principal - Data Training Resource Assigned All teachers will hold data training meetings to determine strengths and areas of improvement by analyzing a variety of data sources. Source Of Funding Staff Responsible 08/13/2015 05/19/2016 $1500 Title I Part D All teachers, Counselor, Instructional Coach, Principal - Monitoring Resource Assigned Research-based instructional strategies will be monitored through walk throughs and instructional rounds Source Of Funding Other 10/12/2015 05/09/2016 $0 No Funding Staff Responsible Instructional Coach, Principal, Leadership Team Measurable Objective 2: A 10% increase of Third, Fourth and Fifth grade students will demonstrate a proficiency in all areas of math in Mathematics by 01/30/2016 as measured by their performance on the January administration of ACT Periodics. SY 2016-2017 Page 28
Strategy 1: Differentiated Instruction - All math teachers will provide differentiated instruction on math standards incorporating a variety of instruction, groupings, and assessment strategies. Category: - Monitoring Resource Assigned Monitor the implementation of differentiated instruction through walk throughs and instructional rounds Source Of Funding Other 10/12/2015 05/09/2016 $1500 Title I Schoolwide - Data Training Resource Assigned Teachers will attend data training sessions to determine strengths and areas of improvement by analyzing results of various data sources Source Of Funding 10/12/2015 05/09/2016 $1500 Title I Schoolwide Staff Responsible All teachers, Counselor, Instructional Coach, Principal Staff Responsible All teachers, Counselor, Instructional Coach, Principal Goal 2: Promote student growth and parent involvement through system support services Measurable Objective 1: collaborate to keep the number of office referrals to 10% of our total student population by 12/18/2015 as measured by reviewing suspensions in INOW. Strategy 1: PBIS - All faculty and staff will participate in PBIS training and apply strategies in all areas of the school Category: Research Cited: PBIS - Caught Doing Good Resource Assigned All faculty and staff will utilize PBIS strategies with all students throughout the school day in all areas of the school. Faculty and staff will give out great job slips, tickets, stickers, etc. to recognize students making good choices Strategy 2: Behavioral Source Of Funding Staff Responsible 10/12/2015 05/26/2016 $1000 General Fund All faculty and staff Parent Involvement - Fathers will be recruited to volunteer in various capacities throughout the school (lunchroom duty, morning duty, car duty, field trips, committee SY 2016-2017 Page 29
meetings, etc.) Category: Research Cited: Parent Involvement - Watch D.O.G.S. Resource Assigned Recruit Fathers to volunteer in various capacities (lunchroom duty, morning and afternoon duty, field trips, committees, etc.) Parent Involvement Source Of Funding 08/13/2015 05/19/2016 $0 No Funding Staff Responsible Teachers, Principal Goal 3: Prepare and support teachers and leaders to produce graduates who are College and Career Ready Measurable Objective 1: collaborate to complete a book study on the Leader in Me by 04/11/2016 as measured by all faculty and staff participation in Leader in Me training. Strategy 1: Book Study - All faculty and staff will participate in a book study on the Leader in Me from November, 2014 through June, 2015. Faculty and staff will present chapters from the book and lead the group in activities that support the information presented. Formal training will be arranged for Summer, 2015 for training on the Seven Habits of Highly Effective People. Category: - Book Study-Leader in Me Resource Assigned All faculty and staff will participate in a Leader in Me book study from October, 2015 through April, 2016 Source Of Funding 10/12/2015 04/11/2016 $3000 Title I Schoolwide Staff Responsible All faculty and staff Goal 4: Provide digital tools, experiences, and resources to support instruction Measurable Objective 1: collaborate to provide 100% of students access to technological devices by 12/18/2015 as measured by the amount of time students spend in the computer lab and the frequency of ipad use. Strategy 1: Study Island/Global Scholar - Teachers will utilize digital resources (Global Scholar, STAR, Study Island, etc) to develop assessments aligned to CCRS. Students will be assess on these assessments at least once a month. Category: SY 2016-2017 Page 30
- Computer Based Assessments Resource Assigned Students will take computer-based assessments on CCRS at least once a month Source Of Funding Technology 11/03/2014 12/19/2014 $5000 Title I Schoolwide Staff Responsible Teachers, Instructional Coach, Math Interventionist, Principal Goal 5: All parental/guardian and/or family members will become active participants in the educational process of the students at. Measurable Objective 1: collaborate to increase parent participation at our Family Focus on Education. The percentage of parent participation in grades K, 1, and 2 was 15% in the Fall. We will look for a 10% increase in the overall parental involvement rate in our Family Focus on Education by 05/26/2016 as measured by the development of a pre and post survey measuring the amount of parental/guradian participation within each student's educational process.. Strategy 1: Parental/guardians and/or other family members involvement - The concept behind the strategy is to enhance student achievement and engagement as well as academic performance through intrinsic motivation. By creating activities that make parental/guardian figures as well as other family members more visible and a focal point of the students' educational process, the students will become more intrinsically motivated to learn for the sake of learning thus reaching higher levels of engagement, performance, and academic achievement. Category: Research Cited: Steven R. Hara & Daniel J. Burke (1998) Parent involvement: The key to improved student achievement. - W.A.T.C.H. D.O.G.S. Resource Assigned The Watchdog Dad program enhances the amount of time fathers of students who attend are in the building. Watchdog Dads begin the day by providing car duty service for students who are dropped off each morning. Following car duty, the Watchdog Dads enter the school and help supervise students at the start of the school day. They help deliver breakfast carts back to the cafeteria as well as monitor make students who use the restroom after breakfast. Parent Involvement Source Of Funding 08/13/2015 05/26/2016 $0 No Funding Staff Responsible Laura Presley-2nd Grade Teacher Tripp Marshall- Matthews Elementary School Principal - Moms on Board (M.O.B. Squad) Resource Assigned Source Of Funding Staff Responsible SY 2016-2017 Page 31
Moms on Board is an activity in which the mothers of Matthews Elementary students assist teachers with car rider duty, "Breakfast in the Classroom", and classroom activities. After participating moms have served at least three times in assisting teachers, they are given a M.O.B Squad tee shirt identifying them as part of the "Moms on Board" team. Parent Involvement 09/01/2015 05/26/2016 $0 Title I Part A Laurie Presley-1st Grade teacher (developer) Tripp Marshall (Principal) - Family Focus on Education Resource Assigned The "Family Focus on Education" program offers parents/guardians and/or other family members an opportunity to come to school with the students for instruction. Each teacher in grades Kindergarten through fifth will develop a presentation and offer breakout sessions for the parents/guardians and/or other family members to attend. Teachers on each grade level will be responsible for calling all parents and inviting them for this day of instruction. Matthews Elementary plans to hold approximately 12 Family Focus on Education dates including one for each grade level in the Fall and Spring semesters. As an incentive for their attendance, Matthews Elementary will provide lunch with no cost. Parent Involvement Source Of Funding Staff Responsible 10/19/2015 04/29/2016 $0 Title I Part A School Leadership Team: (K)-Tanisha Spencer (1st)-Leeann Galloway (2nd)-Laurie Presley (3rd)-Batrina Robinson (4th)-Ashley Davidson (5th)-Judy Middlebrooks (LMC)-Nancy Carson (Counselor)- Patricia Dillman (Principal)- Tripp Marshall (IC)-Dedre Edmonson - Grandparent's Day Resource Assigned Source Of Funding Staff Responsible SY 2016-2017 Page 32
The grandparents of students will be invited to eat lunch with their grandchildren and attend the Fall and Spring semester Book Fair with the students while on campus. Through this activity, grandparents will spend quality time with their grandchildren in an educational setting. Moreover, this activity will give the grandparents an opportunity to walk through the Book Fair gallery with their grandchildren in hopes to understand student interest for reading books. Parent Involvement 09/25/2015 04/29/2016 $0 No Funding The Leadership Team Staff: (K)-Tanisha Spencer (1st)-Lee Ann Galloway (2nd)-Laurie Presley (3rd)-Batrina Robinson (4th)-Ashley Davidson (5th)-Judy Middlebrooks (LMC)-Nancy Carson (IC)-Dedre Edmonson (Counselor)- Patricia Dillman (Principal)- Tripp Marshall Goal 6: Improve positive student behavior Measurable Objective 1: demonstrate a behavior that leads to a school-wide 10% decrease in the student out-of-school suspension total (from 271 in 2015-2016 to 244 in 2016-2017) by 05/25/2017 as measured by comparing the total number of student out-of-school suspensions within the 2015-2016 student incident report with the total number of student out-of-school suspensions within the 2016-2017 student incident report.. Strategy 1: The Leader in Me - All (MES) faculty members will attend three consecutive days of intensive training for implementing Stephen Covey's The Seven Habits of Highly Effective People and The Leader in Me. Upon completion of the training, MES select faculty members from each grade level to develop a "Lighthouse Committee". The Lighthouse committee will be responsible for developing leadership opportunities, curriculum, programs, and extra-curricular activities for creating intrinsic motivation throughout the entire student body thus improving student behavior. Category: Other - Student Behavior Research Cited: Stephen Covey's The Seven Habits of Highly Effective People and The Leader in Me. - Caring Community Academy Resource Assigned Source Of Funding Staff Responsible SY 2016-2017 Page 33
1.) The 's Caring Community Academy (CCA) will hold school-wide assemblies in its gymnasium on a bi-monthly basis. During the CCA, students will have an opportunity to discuss The Leader in Me (7-Habits), character education, celebrate student successes, and hear from a community/university of Alabama guest speaker(s). Students will also perform skits modeling positive behavior and student rapport (ex. antibullying skit). 2.) MES will begin each school day spending seven minutes discussing one of the seven habits. Community Engagement,, Behavioral, Parent Involvement 08/29/2016 05/25/2017 $10000 Title I Part A The Leader in Me program is a schoolwide initiative in which all staff members are responsible. 3.) Positive Behavior Instructional opportunities for students who are observed practicing the habits Goal 7: Prepare and support teachers and leaders to produce graduates who are College and Career Ready. Measurable Objective 1: achieve college and career readiness collaborate to complete year one of the fully funded grant requirements for all student stakeholders for The Leader in Me by 05/24/2017 as measured by as measured by all faculty and staff participation in Leader in Me training as well as timeline for student-led activities.. Strategy 1: Leadership Paradigm - All faculty stakeholders will participate in a week-long intensive professional development to take place between 07/19/16-05/24/17 for learning The Seven Habits of Highly Effective People, The Leader in Me, and cultural diversity training. Selected members will form a "Light House" Team and continue professional development to assist other faculty members. Once the training has been completed, the faculty stakeholders will share this training with all student stakeholders and, in turn, develop classroom leaders. Category: Develop /Implement Leader Effectiveness Plan Research Cited: Covey, S. R. (2014). The Leader in Me. New York City, NY: Simon and Schuster; Covey, S. R. (1989). The Seven Habits of Highly Effective People. New York City, NY: Simon and Schuster. - 7 Minutes of 7 Habits Resource Assigned Students discuss one of The Seven Habits of Highly Effective People on a day-to-day basis., Behavioral, Source Of Funding $10000 Title I Schoolwide Staff Responsible School-wide responsibility SY 2016-2017 Page 34
- Caring Community Academy Resource Assigned The Caring Community Academy (CCA) is held bi-weekly and discusses the importance of character as well as The Seven Habits of Highly Effective People. The CCA also brings in a guest speaker who promotes hard-work and leadership development within our school. Community Engagement,, Behavioral, Parent Involvement Source Of Funding 08/22/2016 05/22/2017 $0 No Funding Staff Responsible School-wide responsibility Goal 8: Engage and empower all students through high quality instruction aligned with College and Career Ready standards in all content areas Measurable Objective 1: increase student growth through a 10% increase of Third, Fourth and Fifth grade students in their ability to read and comprehend information in Reading by 05/19/2017 as measured by 2017 3rd-5th grades ACT ASPIRE Reading Results. (shared) Strategy 1: Research-based instructional practices - All teachers will use a variety of research-based instructional practices such as extended thinking strategies, summarizing, vocabulary in context, advance organizers, previewing and scaffolding, and TWIRL. Category: Develop/Implement Research Based Best Practices for Continuous Improvement Research Cited: Silver, H.F., Strong, R. W,, & Perini, M. J. (2007). The strategic teacher: Selecting the right research-based strategy for every lesson. Upper Saddle River, New Jersey: Pearson Education Inc. - Strategic Teaching Training Resource Assigned Teachers will receive training on strategic teaching and its components. Source Of Funding Staff Responsible 10/27/2016 05/19/2017 $60000 Title I Part A Ms. Dedre Edmonson (Instructional Coach/Readin g Specialist) - PLCs Resource Assigned Source Of Funding Staff Responsible SY 2016-2017 Page 35
All teachers will hold PLCs each month (two formal and two informal) to help plan lessons and common formative assessments., 08/30/2016 05/24/2017 $5850 Title I Part A Tripp Marshall (Principal) Kim Lavender (Assistant Principal) Dedre Edmonson (Instructional Coach/Readin g Specialist) - Data Sessions Resource Assigned All teachers will hold data training meetings to determine strengths and areas of improvement by analyzing a variety of data sources., Source Of Funding Staff Responsible 08/30/2016 05/24/2017 $5850 Title I Part A Tripp Marshall (Principal) Kim Lavender (Assistant Principal) Dedre Edmonson) Instructional Coach/Readin g Specialist - Monitoring Resource Assigned Research-based instructional strategies will be monitored through walkthroughs, instructional rounds, and ELEOTS, Source Of Funding $0 No Funding Staff Responsible Tripp Marshall- Principal Kim Lavender- Assistant Principal Dedre Edmonson- Instructional Coach/Readin g Specialist Strategy 2: Differentiated Instruction - All math teachers will provide differentiated instruction on math standards incorporating a variety of instruction, groupings, and assessment strategies. Category: Develop/Implement s Research Cited: Silver, H. F. Strong, R. W., and Perini, M. J. (2007). The strategic teacher: Selecting the right research-based strategy for every lesson. Upper Saddle River, New Jersey: Pearson Education Inc. SY 2016-2017 Page 36
- PLCs Resource Assigned All teachers will hold monthly grade level PLCs (two formal and two informal) to plan lessons and for common formative assessments., Source Of Funding Staff Responsible 08/30/2016 05/24/2017 $3250 Title I Part A Tripp Marshall (Principal) Kim Lavender (Assistant Principal) Dedre Edmonson (Instructional Coach/Readin g Specialist) - Data Sessions Resource Assigned Teachers will attend data training sessions to determine strengths and areas of improvement by analyzing results of various data sources., Source Of Funding Staff Responsible 08/30/2016 05/24/2017 $3250 Title I Part A Tripp Marshall (Principal) Kim Lavender (Assistant Principal) Dedre Edmonson (Instructional Coach/Readin g Specialist) - Strategic Teaching Resource Assigned Teachers will receive training on strategic teaching components., Source Of Funding Staff Responsible 10/27/2016 05/24/2017 $325 Title I Part A Tripp Marshall (Principal) Kim Lavender (Assistant Principal) Dedre Edmonson (Instructional Coach/Readin g Specialist) - Monitoring Resource Assigned Source Of Funding Staff Responsible SY 2016-2017 Page 37
Monitor the implementation of differentiated instruction through walkthroughs, ELEOTS, and instructional rounds, $1300 Title I Part A Tripp Marshall (Principal) Kim Lavender (Assistant Principal) Dedre Edmonson (Instructional Coach/Readin g Specialist) Measurable Objective 2: achieve college and career readiness A 10% increase of Third, Fourth and Fifth grade students in all areas of Mathematics by 05/24/2017 as measured by 2017 ACT ASPIRE. (shared) Strategy 1: Research-based instructional practices - All teachers will use a variety of research-based instructional practices such as extended thinking strategies, summarizing, vocabulary in context, advance organizers, previewing and scaffolding, and TWIRL. Category: Develop/Implement Research Based Best Practices for Continuous Improvement Research Cited: Silver, H.F., Strong, R. W,, & Perini, M. J. (2007). The strategic teacher: Selecting the right research-based strategy for every lesson. Upper Saddle River, New Jersey: Pearson Education Inc. - Strategic Teaching Training Resource Assigned Teachers will receive training on strategic teaching and its components. Source Of Funding Staff Responsible 10/27/2016 05/19/2017 $60000 Title I Part A Ms. Dedre Edmonson (Instructional Coach/Readin g Specialist) - PLCs Resource Assigned All teachers will hold PLCs each month (two formal and two informal) to help plan lessons and common formative assessments., Source Of Funding Staff Responsible 08/30/2016 05/24/2017 $5850 Title I Part A Tripp Marshall (Principal) Kim Lavender (Assistant Principal) Dedre Edmonson (Instructional Coach/Readin g Specialist) - Data Sessions Resource Assigned Source Of Funding Staff Responsible SY 2016-2017 Page 38