SCHOOL IMPROVEMENT GRANT:
SCHOOL NEEDS ASSESSMENT
Section 1003 (g) of the
Elementary and Secondary Education Act
FY 2012
Mai
Alabama Department of Education
Federal Programs
5348 Gordon Persons Building
P.O. Box 302101
Montgomery, Alabama 36130-2101
For technical assistance, contact Marcus Vandiver at:
Telephone: (334) 242-8199
Fax: (334) 242-0496
E-mail:
This School Improvement Grant Application document is for Local Education Agencies and Schools submitting the Local Education Agency and School Application. Please adhere to the criteria below:
SCHOOL IMPROVEMENT GRANT
NEEDS ASSESSMENT
PART I - Indicate data sources used during planning by identifying strengths and weaknesses or program gaps. If the LEA and/or school did not review a particular data source, please write N/A. LEA improvement goals should address program gaps (weaknesses) as they relate to student achievement. Close attention should be given to the proficiency index. Please include all disaggregated subgroups including those with less than forty students.
(Duplicate and complete for each TIER I and TIER II school)
SCHOOL DATA
Briefly describe the process the LEA contact and school leadership team used to conduct the needs assessment (analysis of all data).The CIP met and analyzed the data to identify weaknesses and strengths. A variety of data such as class size, teacher units, technology inventory, test scores, surveys (parent, student, teacher), discipline reports and attendance reports were used to identify the greatest needs.
Highly Qualified Teachers (HQT): Describe how staffing decisions ensure that highly qualified, well-trained teachers provide instruction and
how their assignments most effectively address identified academic needs.
Strengths: 100% of faculty is highly qualified. Teacher applications are screened through the central office. The approved applicants are sent to school principals for interview and if accepted, the name of the applicant will be submitted the school board for approval. / Weaknesses: No weaknesses
School Administrator and Special Services Evaluation
Strengths: School administrators have gained the confidence of the faculty.
There is strong collaboration between the administrators and leadership team. / Weaknesses: 2 Administrators serve as counselors
The school did not make AYP in the area of special ed reading.
High percentage of special ed students In classes with few special ed teachers.
Educate Alabama – Teacher Evaluation
Strengths: The Educate Alabama Collaborative Summary Report for the 2009-2010 year reveals the following areas of strength:
1.4 designs instructional activities based on state content standards
2a.2 creates a climate that promotes fairness and respect
2b.3 designs coherent lessons that integrate a variety of appropriate and effective instructional strategies
2c.2 uses summative assessment to measure learner attainment of specified learning targets
2c.4 analyzes/uses disaggregated assessment data to inform planning for individual learners and classes
3a.1 demonstrates standard oral and written communications and uses appropriate communication strategies
5.1 collaborates with stake-holders to facilitate student learning and well being
5.4 promotes professional ethics and integrity / Weaknesses: The Educate Alabama Collaborative Summary Report for the 2009-2010 school year reveals the following areas of weakness:
1.3 connects curriculum to other content areas in real life settings to promote retention and relevance
1.5 instructional accommodations, modifications, and adaptations meet the needs of each individual learner
2a.1 classroom organization / management built upon expectations and research-based strategies for positive behavior
2a.3 creates a safe, orderly, and stimulating learning environment that engages and motivates learners
2b.2 engages learners in developing and monitoring goals for their own learning and behavior
4a.3 demonstrates and applies an understanding of how cultural biases can effect teaching learning
4d.1 helps students assess their own learning styles and build upon identified strengths
School Technology Plan
Strengths: Some new equipment was purchased the 2010-11 school year / Weaknesses: The school equipment inventory for the county/state required plan indicates an insufficient amount of technology/ equipment.
Career and Technical Education Program Improvement Plan
Strengths:
N/A / Weaknesses:
N/A
Other Education Plans (e.g. Alabama Alternate Assessment)
Strengths: All AAA students met all of the standards/goals. / Weaknesses: No noted weaknesses
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SCHOOL ASSESSMENT DATA
Alabama High School Graduation Examination (AHSGE)Strengths:
N/A / Weaknesses:
N/A
Alabama Reading and Mathematics Test (ARMT)
Strengths:
*Seventy- one percent of GMS students scored proficient on the Spring 2010 Reading Subtest.
*Seventy- five percent of GMS students scored proficient on the Spring 2010 Math Subtest.
*Ninety-five percent of the GMS student body participated in the Spring of 2010 testing.
*Each grade level exceeded their AMO in reading on the Spring 2010 Reading Subtest
-Fifth and Sixth graders scored 86% proficient which is one percent above the 2010 AMO of 85%.
-Seventh graders scored 87% proficient which is eight percent above the 2010 AMO of 79%.
-Eighth graders scored 79% proficient which is twelve percent above the 2010 AMO of 67%.
*Each grade level exceeded their AMO in math on the Spring 2010 Math Subtest
-Fifth graders scored 88% proficient which is eleven percent above the 2010 AMO of 77%.
-Sixth graders scored 81% proficient which is sixteen percent above the 2010 AMO of 65%.
-Seventh graders scored 90% proficient which is twenty-four percent above the 2010 AMO of 66%.
-Eight graders scored 88% proficient which is eighteen percent above the 2010 AMO of 70%.
*Seventh grade special education students scored 72% proficient in math on the Spring 2010 Math Subtest which is six percent above the AMO of 60%. / Weaknesses:
*Eleven percent of students at GMS moved from proficient to non-proficient during the
Spring 2010 administration of the ARMT.
*Seventy-two percent of special education students at GMS scored non-proficient in math.
*Eighty percent of special education students at GMS scored non-proficient in reading.
*Fifth grade special education students scored 34% non-proficient on the Spring 2010 Reading Subtest which is 51% below the 2010 AMO of 85%. Fifth grade special education students scored 47% non-proficient on the Spring 2010 Math Subtest which is 30% below the Spring 2010 AMO of 77%.
*Sixth grade special education students scored 48% non-proficient on the Spring 2010 Reading Subtest which is 37% below the 2010 AMO of 85%. Sixth grade special education students also scored 52% non-proficient on the Spring 2010 Math Subtest which is 13% below the Spring AMO of 65%.
*Seventh grade special education students scored 64% non-proficient on the Spring 2010 Reading Subtest which is 15% below the 2010 AMO of 79%.
*Eighth grade special education students scored 49% non-proficient on the Spring 2010 Reading Subtest which is 19% below the 2010 AMO of 67%. Eighth grade special education students also scored 48% non- proficient on the Spring 2010 Math Subtest which is 22% below the Spring 2010 AMO of 70%.
Alabama Science Assessment (ASA)
Strengths: Seventy percent of fifth graders and seventy-two percent of seventh graders scored a three or four on the
Alabama Science Assessment. / Weaknesses: Thirty percent of fifth graders and twenty-eight percent of seventh grade scored one or two on the Alabama Science Assessment.
Stanford 10
Strengths:
Fifty-eight percent of fifth grade students scored in the fifth stanine on the mathematics procedures subtest.
Fifty-one percent of sixth grade students scored in the fifth stanine on the mathematic procedures subtest.
Forty-nine percent of seventh grade students scored in the fifth stanine on the mathematic procedures subtest.
Forty-nine percent of the eighth grade students scored in the fifth stanine on the mathematics problem solving subtest. / Weaknesses:
Fifty-six percent of the fifth grade students scored below average on the total reading battery.
Sixty-five percent of the sixth grade students scored below average on the total reading battery.
Fifty-eight percent of the seventh grade students scored below average on the total reading battery.
Sixty-two percent of the eighth grade students scored below average on the total reading battery.
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SCHOOL ASSESSMENT DATA
Dynamic Indicators of Basic Early Literacy Skills (DIBELS)Strengths:
N/A / Weaknesses:
N/A
Alabama Direct Assessment of Writing (ADAW)
Strengths:
Forty-eight percent of fifth grade scored level three and four on the ADAW in the narrative mode of writing.
Forty-one percent of seventh grade scored level three and four on the ADAW in the expository mode of writing. / Weaknesses:
Seventy-six percent of fifth grade scored level one and two on the ADAW in the descriptive mode of writing.
Seventy-seven percent of seventh grade scored a one or two on the ADAW in the persuasive mode of writing.
ACCESS for English Language Learners (ELs)
Strengths: ELL students scored a proficiency level of four in listening and oral language. / Weaknesses: ELL students scored a proficiency level of two in writing and literacy.
Additional Assessments (e.g. Alabama Alternate Assessment)
Strengths: Mock ARMT was created for grades 5-8 in both reading and math / Weaknesses: Mock ARMT must be reconstructed due to a new state assessment
The results of the mock ARMT showed weaknesses in the areas of reading in all grades and all subgroups
Local Assessments (e.g. LEA, school. and grade-level assessments, program specific assessments)
Strengths: Common assessments are given in 5th and 6th grades in reading / Weaknesses: No common assessments are given in math or in reading 7th and 8th grade
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SCHOOL CULTURE-RELATED DATA
School Demographic Information related to student discipline (e.g. total office referrals, long- and short-term suspensions, expulsions, alternative school placements, and School Incidence Report (SIR) data).Strengths: Three percent of the office referrals resulted in alternative school placement. Twenty-nine percent resulted in out of school suspensions. Thirty-two percent resulted in school suspension (ISSP) for the 2009-2010 school year. / Weaknesses: Seventy-two percent of all office referrals were male.
School Demographic Information related to drop-out information and graduation rate data.
Strengths:
N/A / Weaknesses:
N/A
School Demographic Information related to teacher attendance, teacher turnover, or challenges associated with a high percent of new and/or inexperienced faculty.
Strengths: The school has a low faculty turnover. / Weaknesses: Teacher attendance records revealed that teachers were present for ninety-three percent of the one hundred and eighty-seven school days which makes our school staff two percent below the attendance goal.
School Demographic Information related to student attendance, patterns of student tardiness, early checkouts, late enrollments, high number of transfers, and/or transiency including migratory moves (if applicable).
Strengths:
On average 93% of the student body is present daily. (2009-2010 school year) / Weaknesses:
85 students were withdrawn during the 2009-2010 school year.
68 students transferred during the 2009-2010 school year.
Computer generated reports could not calculate transiency, migratory moves.
School Perception Information related to parent perceptions and parent needs including information about literacy and education levels.
Strengths: A parent survey has been created. / Weaknesses: At this time, the deadline to complete the survey has not passed thus weaknesses are not yet identified.
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SCHOOL CULTURE-RELATED DATA
School Perception Information related to student PRIDE data.Strengths:
There are no strengths noted at this time. / Weaknesses:
9.3% of 6th graders have tried alcohol, 12.6% of 7th graders have tried alcohol, 16.6% of 8th graders have tried alcohol.
School Process Information related to an analysis of existing curricula focused on helping English Language Learners (ELLs) work toward attaining proficiency in annual measurable academic objectives (AMAOs).
Strengths: Rosetta Stone is available to ELL students. / Weaknesses: Classroom teachers have not had sufficient, long-term training on curriculum integration and the WIDA ELP Standards have not been effectively implemented as observed through classroom teacher lesson plans.
School Process Information related to an analysis of existing personnel focused on helping English Language Learners (ELLs) work toward attaining proficiency in annual measurable academic objectives (AMAOs).
Strengths: There are no strengths.
/ Weaknesses: The school has no ELL teacher certified in English as a second language or knowledgeable about ESL instruction.
School Process Information uncovered by an analysis of curriculum alignment, instructional materials, instructional strategies, reform strategies, and/or extended learning opportunities.
Strengths:
Pacing guides have been made available to all teachers. / Weaknesses:
*Not all teachers have been trained in some core area adopted programs.
*Overcrowded classrooms hinder instructional strategies and extended learning opportunities.
*Limited technology equipment is outdated
*Low teacher morale
*High number of special ed students in collaborative classes.
*No technology facilitator/teacher at the school.
*No parenting sessions offered.
*Few students have computer access after school thus creating a need for an accessible lab to be open after school.
Other School Culture-Related Data.
Strengths:
*PTO was established at the school.
*A social committee was established for the teachers to improve morale.
*Parent Involvement Committee was established to improve parent and teacher relationships. / Weaknesses:
*No character ed program
*Lack of counseling curriculum
*No anti-bullying program
GOAL TO ADDRESS ACADEMIC NEEDS
PART II - All components to support improving academic achievement, including school culture considerations, should be related to the weaknesses identified in the data summary.
Continuous Improvement Goal (Should address identified weaknesses and gaps in achievement):92% of 5th graders, 93% of 6th graders, 89% of 7th graders, and 84% of 8th graders will score levels 3 or 4 in reading on the state assessment.
Data results on which goal(s) is (are) based:
In 2010 the fifth grade class was eighty-three percent proficient in reading and will increase the percent of students scoring proficient by fourteen percent in reading on the ARMT to eighty-eight percent in 2011; the sixth grade was seventy-three percent proficient in reading and will increase the percent of students scoring proficient by sixteen percent in reading on the ARMT to eighty-nine percent in 2011; the seventh grade was seventy-six percent proficient in reading and will increase the percent of students scoring proficient by eight percent in reading on the ARMT to eighty-four percent in 2011; the eighth grade class was sixty-two percent proficient in reading and will increase by fourteen percent in reading on the ARMT to seventy-six percent in 2011.
Target Grade-Levels: / Target Student Subgroups:
5-8 / All students, black, white, free lunch, reduced lunch, special ed.
Target AHSGE Areas: / Target Content Areas: