ALABAMA STATE DEPARTMENT OF EDUCATION

Joseph B. Morton, State Superintendent of Education

2007 - 2008

CONTINUOUS IMPROVEMENT PLAN

Non-Title I School Programs

Note: Blank copy is available on www.alsde.edu , Sections, Accountability Roundtable, Publications

Submit plans via e-mail to

NAME OF SCHOOL: Talladega High School
STREET ADDRESS: 117 McMillan St. / CITY: Talladega / STATE: Alabama / ZIP CODE: 35160
CONTACT: Principal Darren Douthitt / TELEPHONE: 256-315-5656 / E-MAIL
Identified for School Improvement? No Yes X Delay Status Year 1 Year 2 Year 3 X Year 4 or more
ALL PLANS: Submit to LEA for Board approval. Retain the original plan in the LEA. Submit a copy of the plan electronically to your system’s E-GAP Document Library by November 26, 2007.
If using any Federal funding: Submit to LEA for Board approval. Mail two copies of PAGE ONE and two copies of PAGE TWO with original signatures to Federal Programs, Accountability and Compliance, P. O. Box 302101, Montgomery, AL 36130-2101. Submit the plan with budget electronically to your system’s E-GAP Document Library by November 26, 2007.
Made AYP?
YES NO X / Made AMAOs (ELL)?
YES X
NO
If NO, complete PART III of the Continuous Improvement Plan
N/A / Career Tech Made AYP?
YES
NO
N/A X / Are any federal resources like Title II, III, IV, V, and VI used to coordinate with and supplement existing services and are not used to provide services that, in the absence of federal funds, would be provided by another fund source?
YES X NO / Describe how this plan will be made available to parents and other stakeholders (example: through parent meetings or on websites) :
The continuous improvement plan will be presented and discussed during our monthly THS Stakeholders meeting. It will be posted to the school website for perusal by parents, students, and others. We will also make copies of the plan available in the “parent’s corner” area of our lobby.
*Board Approval: Yes No Board approval received on ______, 2007. Board Signature:
Superintendent Signature: / Date:
LEA Representative Signature:
(responsible for monitoring plan) / Date:
Principal Signature: / Date:

CONTINUOUS IMPROVEMENT PLAN DEVELOPMENT AND IMPLEMENTATION TEAM

This plan was developed/or revised during the following time period (e.g. April/May – September 2007):
Provide a brief description of the planning process including how teachers will be involved in decisions regarding the use of state academic assessments and other data sources in order to provide information on and to improve the achievement of individual students and the overall instructional program and how parents were involved with faculty and staff in developing and implementing the CIP:
Surveys were completed by the faculty in May 2007 concerning strategies and actions used for the 2006-2007 school year. The Building Leadership Team along with the School Improvement Specialist, parent, and the District Curriculum Coordinator met in September 2007 to review last year’s plan and the strategies/actions that helped bring about improvement. The group examined test data and formulated new goals, strategies/actions and professional development plans. The draft will be reviewed by faculty and staff modifications will be made if needed. The CIP for the 2007-2008 school year will be distributed to faculty and staff. The continuous improvement plan will be presented to parents and discussed during our monthly THS Stakeholders meeting. It will be posted to the school website for perusal by parents, students, and others. We will make copies of the plan available in the “parent’s corner” area of our lobby. The finalized CIP will be sent to the district school board for approval and signatures.
Instructional
Leadership Team Names
(The Leadership Team must include the principal, faculty [including ELL resource lead teacher if applicable], staff, parents, community stakeholders, and/or students.) / Positions
(Identify position held, e.g., Administration, Faculty, Staff, Grade Level and/or Subject Area, Parents and Community members.) / Signatures
(Indicates participation in the
development of the CIP)
Elizabeth Paris
Kimberly Mitchell
Sharon R. Anderson
Maria Westwood/Barbara Lawler
Hattie H. Wallace
Juanica Reynolds
Susan Blanton
Trisha Howell
Gail Thrasher
Darren Douthitt
Ron Pinson
Sherron Stockdale / Math teacher
FACS teacher
Special Education teacher
English teacher
Health teacher
Science
Spanish teacher
Career Tech Director
Librarian
Principal
History teacher
parent

Part I – SUMMARY OF NEEDS BASED ON A COMPREHENSIVE REVIEW OF DATA

Part I - continued - Directions - Summary of Data: Indicate data sources used during planning by identifying strengths and weaknesses or program gaps. If your school did not review a particular data source, please write N/A. School improvement goals should address program gaps (weaknesses) as they relate to student achievement or AYP categories such as graduation rate or other academic indicators.

Highly Qualified Teachers (HQT): Describe how staffing decisions ensure that instruction is provided by highly qualified, well-trained teachers and how their assignments most effectively address identified academic needs.
Number and percentage of Non-HQT:
2 (.074%) Non-HQT in core classes / Number and percentage of Classes Taught by Non-HQT:
11 classes
Alabama High School Graduation Exam (AHSGE):
Strengths:
74% of all 11th grade students passed the reading portion of AHSGE.
69% of all 11th grade students passed the math portion of AHSGE.
71 % of all 11th grade students passed the language portion of the AHSGE.
86% of white 11th grade students passed the language portion of the AHSGE.
41% of 11th grade special education students passed the science portion of the AHSGE.
90% of 12 grade students passed the reading portion of the AHSGE. / Weaknesses:
35% of special education subgroup passed the reading portion of the AHSGE
50% of special education subgroup passed the math portion of the AHSGE
79% of free/reduced subgroup passed the reading portion of the AHSGE
Alabama Reading and Mathematics Test (ARMT):
Strengths:
NA / Weaknesses:
Stanford 10:
Strengths:
NA / Weaknesses:
Dynamic Indicators of Basic Early Literacy Skills (DIBELS):
Strengths:
NA / Weaknesses:
4Part I - Continued:
Alabama Direct Assessment of Writing (ADAW):
Strengths:
69% of 10th grade students scored level III or IV (10% increase from 05-06)
12 % of 10 grade students scored level IV / Weaknesses:
51% scored level II on grammar and usage
36% scored level I or II on sentence formation
36% scored level I or II on writing mechanics
ACCESS for English Language Learners (ELLs):
Strengths: NA / Weaknesses:
Professional Education Personnel Evaluation (PEPE) School Profile Information:
Strengths:
Classroom Management
Preparation for instruction / Weaknesses:
Assessment of student performance
Presentation of organized instruction
Additional Data Sources: (e.g., Alabama Alternate Assessment [AAA] School Technology Plan Data)
Strengths: NA / Weaknesses:
Local Data (e.g., LEA, school, and grade-level assessments, surveys, program-specific assessments):
Strengths:
A district survey revealed 80% of Talladega High School parents strongly agreed that when they visit the school they
feel welcome.
The survey revealed 90% of Talladega High School parents strongly agreed that they received information about
school policies, discipline procedures, assessments, and school goals. / Weaknesses:
50% of THS parents strongly agreed that there is evidence of a high level of parent/community support for the school.
58% of THS parents strongly agreed that School discipline at the school is handled in a fair manner.
Career and Technical Education Program Improvement Plan:
Strengths: NA / Weaknesses:

System: Talladega City Schools Submit plans to your system’s E-GAP Document Library by November 26, 2007

School: Talladega High School

August 2007

Part I - Continued:
School Demographic Information related to student discipline (e.g. total office referrals, long- and short-term suspensions, expulsions, alternative school placements, School Incidence Report (SIR) data, student attendance).
Strengths:
174 incidents reported on SIR report
193 suspensions
1 expulsion / Weaknesses:
21 incidents of profanity or vulgarity
82 incidents of defiance or authority
School Demographic Information related to drop-out information and graduation rate data.
Strengths: / Weaknesses:
School Demographic Information related to teacher attendance, teacher turnover, or challenges associated with a high percent of new and/or inexperienced faculty.
Strengths: / Weaknesses:
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:
% Average Daily Attendance for first 20 days following Labor Day (first 40 days prior to 2006-07) 93.1 % / Weaknesses:
School Perception Information related to parent perceptions and parent needs including information about literacy and education levels.
Strengths: / Weaknesses:
School Perception Information related to student PRIDE data.
Strengths: / Weaknesses:
School Process Information related to an analysis of existing curricula focused on helping English Language Learners (ELLs) work toward attaining proficiency in annual measurable achievement objectives (AMAOs).
Strengths: / Weaknesses:
School Process Information related to an analysis of existing personnel focused on helping English Language Learners (ELLs) work toward attaining proficiency in annual measurable achievement objectives (AMAOs).
Strengths: / Weaknesses:
School Process Information uncovered by an analysis of curriculum alignment, instructional materials, instructional strategies, reform strategies, and/or extended learning opportunities.
Strengths: / Weaknesses:

Part II - GOAL TO ADDRESS ACADEMIC NEEDS – All components to support improving academic achievement should be related to the weaknesses identified in the data summary.

DUPLICATE PAGES AS NEEDED.

CONTINUOUS IMPROVEMENT GOAL SHOULD ADDRESS IDENTIFIED WEAKNESSES AND GAPS and be written in SMART Goal format: Reading skills of all subgroups will improve from 74% of 11th graders passing the reading portion of the AHSGE to 86% during the 2007-2008 school year. Talladega High will increase the graduation rate of 68% to 70% for the 2007-2008 school year.
Data Results on which goal is based: During the 2006-2007 school year 63% of 10th graders, 74% of 11th graders, and 90% of 12th graders passed the reading portion of the AHSGE.
49% of 10th graders, 69% of 11th graders, and 87% of the 12 graders passed the math portion of the AHSGE during the 2006-2007 school year.
TARGET GRADE LEVEL(S):
All grades / TARGET CONTENT AREA(S): Circle One
Reading Math Science Other / AHSGE:
Reading Math Science Social Studies Language / Additional Academic Indicators:
Graduation rate
/ TARGET STUDENT SUBGROUP(S):
All subgroup
Black subgroup
Free/reduced subgroup
Standards / REFORM STRATEGIES / BENCHMARKS / INTERVENTIONS / RESOURCES / CONTINUOUS LEA Review and Support OF THE pLAN
(+, -, N/A)
WHICH COURSE OF STUDY STANDARDS, AHSGE STANDARDS/OBJECTIVES, ELIGIBLE CONTENT, OR WIDA* STANDARDS ARE LINKED TO EACH STRATEGY? / what Research-based STRATEGIES/ACTIONS WILL BE USED
TO IMPROVE STUDENT ACADEMIC PERFORMANCE?
(Give specific strategies, not just programs
or program names.) / WHAT DATA WILL BE GATHERED THROUGHOUT THE YEAR TO MEASURE PROGRESS AND
HOW OFTEN WILL PROGRESS BE REVIEWED? / WHAT INCREASE (%) IN PROFICIENCY IS ANTICIPATED AT EACH CHECKPOINT? / HOW WILL THE SCHOOL PROVIDE TIMELY ASSISTANCE TO STUDENTS NOT MASTERING PROFICIENT OR ADVANCED LEVELS AT THESE PLANNED CHECKPOINTS? / WHAT RESOURCES AND SPECIFIC EXPENDITURES WILL BE NEEDED FOR SUCCESSFUL IMPLEMENTATION?
(Ex: 6 Classroom Libraries, $.....00) / WHAT IS THE TIMELINE FOR REVIEW OF IMPLEMENTATION?
9th grade
Read with comprehension a variety of textual/informational and functional materials commonly used in 9th grade, recognizing tone and propaganda.
10th grade
Read with literal and inferential comprehension a variety of textual/informational materials, making inferences about effects when passage provides cause; inferring cause when passages provides the effect; making inferences, decisions, and predictions from tables, charts, and other text features; and identifying the outcome or product of a set of directions. / Incorporate strategic teaching in content areas.
Train core group to share within departments.
Analyze test data for most missed items in all subject areas of the AHSGE exam by departments with a focus on reading.
Use individual student reports to help target those weak in comprehension. Students will complete a detailed profile of each subject area not passed. Teachers will complete a detailed profile of each standard not passed.
Create a pacing guide for each subject area to ensure the teaching of all reading standards with emphasis on comprehension.
Create and utilize 6 week benchmark tests in all core subject areas to be used to review non-mastered objectives.
Use computer lab to allow students an opportunity for remediation through a program covering the 5 portions of the AHSGE, with a focus on reading portion.
Department data meetings will be held the first week of every month for all core subject areas. / Lesson plans which are reviewed weekly will monitor the use of strategic teaching.
The use of the pacing guide will measure the coverage of the reading standards identified most missed items and efforts to teach these weak areas of learning.
An 80% passing rate will be expected on the 6 week benchmark tests in all core subject areas.
Computer lab data will be shared with counselors to help plan remediation sessions. / 100% participation is expected by teachers in planning for instruction.
5% increase in the # of students at 80% mastery with each administration of the 6 week benchmark tests. / Small group instruction.
Review missed items in class.
Use profile of missed standards to plan for instruction and remediation.
Counselors will meet with parents of students who have not passed AHSGE.
Counselors will notify parents about tutoring opportunities.
Results from the benchmark tests will be used to form small group instruction, after school tutoring, during school tutoring, and weekend tutoring.
Peer tutoring will be offered to seniors throughout the school year.
Use Computer lab (USA TEST PREP) opportunities emphasizing reading practice.
/ Cost of substitutes for teachers who attend strategic teaching sessions, work on item analysis, pacing guides, and benchmark tests. / Monthly strategic teaching meetings and sharing of information with teachers.
Monthly data meetings by core subject areas.
Each six weeks teachers will analyze results of benchmark tests.
Standards / REFORM STRATEGIES / BENCHMARKS / INTERVENTIONS / RESOURCES / CONTINUOUS LEA Review and Support OF THE pLAN
(+, -, N/A)
WHICH COURSE OF STUDY STANDARDS, AHSGE STANDARDS/OBJECTIVES, ELIGIBLE CONTENT, OR WIDA* STANDARDS ARE LINKED TO EACH STRATEGY? / what Research-based STRATEGIES/ACTIONS WILL BE USED
TO IMPROVE STUDENT ACADEMIC PERFORMANCE?
(Give specific strategies, not just programs
or program names.) / WHAT DATA WILL BE GATHERED THROUGHOUT THE YEAR TO MEASURE PROGRESS AND
HOW OFTEN WILL PROGRESS BE REVIEWED? / WHAT INCREASE (%) IN PROFICIENCY IS ANTICIPATED AT EACH CHECKPOINT? / HOW WILL THE SCHOOL PROVIDE TIMELY ASSISTANCE TO STUDENTS NOT MASTERING PROFICIENT OR ADVANCED LEVELS AT THESE PLANNED CHECKPOINTS? / WHAT RESOURCES AND SPECIFIC EXPENDITURES WILL BE NEEDED FOR SUCCESSFUL IMPLEMENTATION?
(Ex: 6 Classroom Libraries, $.....00) / WHAT IS THE TIMELINE FOR REVIEW OF IMPLEMENTATION?
11th grade
Read with comprehension a variety of textual/informational and functional materials, recognizing organizational patterns, evaluating the strengths or weaknesses of argument, and identifying directions that are implied or embedded in a passage.
12th grade
Read with comprehension a variety of textual/informational and functional materials, comparing bias, persuasive techniques, and organizational structure in passages.
Other objectives to be targeted by all grade levels in all subject areas:
Recognize logic and arguments
Recognize summary statements
Identify main idea
Analyze literary elements
Preview, predict, discern organizational patterns / Incorporate strategic teaching in content areas.
Train core group to share within departments.
Analyze test data for most missed items in all subject areas of the AHSGE exam by departments with a focus on reading.
Use individual student reports to help target those weak in comprehension. Students will complete a detailed profile of each subject area not passed. Teachers will complete a detailed profile of each standard not passed.
Create a pacing guide for each subject area to ensure the teaching of all reading standards with emphasis on comprehension. Align resources to pacing guide.
Create and utilize 6 week benchmark tests in all core subject areas to be used to review non-mastered objectives.
Use computer lab to allow students remediation through a program covering the 5 portions of the AHSGE, with a focus on reading portion.
Department data meetings will be held the first week of every month for all core subject areas. / Lesson plans which are reviewed weekly will monitor the use of strategic teaching.
The use of the pacing guide will measure the coverage of the reading standards identified most missed items and efforts to teach these weak areas of learning.
An 80% passing rate will be expected on the 6 week benchmark tests in all core subject areas.
Computer lab data will be shared with counselors to help plan remediation sessions. / 5% increase in the # of students at 80% mastery with each administration of the 6 week benchmark tests. / Students who score below 80% will receive review materials and discuss the items missed.
Small group instruction.
Review missed items in class.
Call parent to notify about tutoring opportunities
Results from the benchmark tests will be used to form small group instruction, after school tutoring, during school tutoring, and weekend tutoring.
Use Computer lab opportunities emphasizing reading practice. / Cost of substitutes for teachers who attend strategic teaching sessions, work on item analysis, pacing guides, and benchmark tests. / Monthly strategic teaching meetings and sharing of information with teachers.
Monthly data meetings by core subject areas.
Each six weeks teachers will analyze results of benchmark tests.

*WIDA- World-Class Instructional Design and Assessment; the consortium to which Alabama and a number of other states belong.