Alabama State Department of Education

ALABAMA STATE DEPARTMENT OF EDUCATION

Joseph B. Morton, State Superintendent of Education

2008 - 2009

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:
Fairhope Intermediate School
STREET ADDRESS:
1101 Fairhope Avenue / CITY:
Fairhope / STATE: Alabama / ZIP CODE:
36532
CONTACT:
Carol Broughton, Principal / TELEPHONE:
1-251-928-7841 / E-MAIL

Identified for School Improvement? No Yes Delay Status
Year 1 or Year 2 *Submit to LEA for Board approval. Retain the original plan in the LEA. Submit a copy of the plan electronically to .
Year 3 or Year 4 or more **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 .
Made AYP?
YES X NO / Made AMAOs (ELL)?
YES
NO
If NO, complete PART III of the Continuous Improvement Plan
N/A / Career Tech Made AYP?
YES N/A X
NO
/ 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 NO / Describe how this plan will be made available to parents and other stakeholders:
A copy will be placed in each teacher’s instructional notebook.
A copy will be kept on file in the school office for parents and stakeholders to view.
*Board Approval: Yes No Board approval received on ______, 2007.
Board Signature:
Superintendent Signature: / Date:
Federal Programs Coordinator Signature: / Date:
Principal Signature: / Date:

CONTINUOUS IMPROVEMENT PLAN DEVELOPMENT AND IMPLEMENTATION TEAM

This plan was developed/or revised during the following time period (e.g. 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:
Teachers will review state academic assessments and other data sources to determine areas of academic focus. Through regular Professional Learning Community meetings, the three tiers of intervention will be monitored and formative assessments (common assessments) will be used to track individual and overall student achievement. Parents, faculty, and staff will develop and implement the Continuous Improvement Plan.
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)
Carol Broughton
Myra Roberts
Harriett Brunson
Claire Reeves
Virginia French
Margaret Dumas
Miranda Schrubbe / Principal
Fifth Grade Resource Teacher
Assistant Principal
Fourth Grade Resource Teacher
Fifth Grade Teacher
Gifted and Talented Teacher
Parent/Community Leader

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

Part 1 - 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.
Applicants must provide evidence of highly qualified teacher status prior to interviewing for a position.
Number and percentage of Non-HQT:
0 teachers – 100% / Number and percentage of Classes Taught by Non-HQT:
0 classes – 0%
Alabama High School Graduation Exam (AHSGE):
Strengths:
N/A / Weaknesses:
N/A
Alabama Reading and Mathematics Test (ARMT):
Strengths:
Fourth grade demonstrated proficiency in reading vocabulary knowledge
Fourth grade demonstrated proficiency in math including comparing, ordering, and expanding whole numbers
Fifth grade demonstrated proficiency in reading vocabulary knowledge
Fifth grade demonstrated proficiency in math involving addition and subtraction of fractions with common dominators / Weaknesses:
Fourth graders need improvement strategies to comprehend literary/recreational materials
Fourth graders need improvement in math in the area of number operations
Fifth graders need improvement in reading to comprehend literary/recreational materials
Fifth graders need improvement in math in the area of number operations
Special Education proficiency index is at 3.53 in reading and 10.77 in math. An overall increase
is needed.
Stanford 10:
Strengths:
Fourth grade demonstrated proficiency in reading comprehension and multiple meaning words
Fourth grade demonstrated proficiency in Computation w/whole numbers and math connections
Fifth grade demonstrated proficiency in reading vocabulary and comprehension
Fifth grade demonstrated proficiency in math involving geometry/measurement and math connections / Weaknesses:
Fourth graders need improvement in reading involving word study skills
Fourth graders need improvement in math involving problem solving and number facts
Fifth graders need improvement in reading involving synonyms and multiple meaning words
Fifth graders need improvement in involving estimation and computations with decimals
An overall increase in special education proficiency is needed.
Dynamic Indicators of Basic Early Literacy Skills (DIBELS):
Strengths:
N/A / Weaknesses:
N/A

System: Baldwin School: Fairhope Intermediate Submit plans via e-mail to

Part I - Continued:
Alabama Direct Assessment of Writing (ADAW):
Strengths:
An overall increase of 10% was evidenced on the 2007 ADAW. / Weaknesses:
Expository writing with an emphasis on grammar and usage
CCESS for English Language Learners (ELLs):
Strengths:
N/A / Weaknesses:
N/A
Professional Education Personnel Evaluation (PEPE):
Strengths:
Indicator 2.4 Provides practice and summarization / Weaknesses:
Indicator 4.2 Manages student behaviors
Additional Data Sources: (e.g., Alabama Alternate Assessment (AAA), School Technology Plan Data)
Strengths:
N/A / Weaknesses:
N/A
Local Data (e.g., LEA, school, and grade-level assessments, surveys, program-specific assessments):
Strengths:
Surveys conducted by all constituent groups including parents, teachers, students, and community, during
SACS accreditation studies indicate a strong, high quality program of instruction. AYP was met on standardized tests. / Weaknesses:
Surveys indicate a concern with bullying on campus.
Career and Technical Education Program Improvement Plan:
Strengths:
Resources are found in the school library for classes to use with career exploration.
Computer programs and community resources are used to strengthen career education. / Weaknesses:
Continue to expose students to a wide-range of careers across the curriculum
Part I - Continued:
School Demographic Information related to student discipline (e.g. total office referrals, long- and short-term suspensions, alternative school placements, expulsions, School Incidence Report (SIR) data, student attendance).
Strengths:
Teacher attendance rate was 90% in 2006-2007.
According to perception survey, effective lines of communication among stakeholders are being established. / Weaknesses:
287 office referrals
8 suspensions
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:
Minimal teacher turnover. There are five teachers who retired or moved and five hired in their place. / Weaknesses:
We will need to implement the mentoring program for new employees.
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:
Attendance for the 2007-2008 school year at 97% / Weaknesses:
Improvements are needed in the area of tardiness and late check-ins
School Perception Information related to parent perceptions and parent needs including information about literacy, education levels, and student PRIDE data.
Strengths:
SACS surveys indicate high approval ratings of the educational levels at Fairhope Intermediate / Weaknesses:
Surveys indicate concerns of bullying
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:
Two ELL students receive regular education tutoring in English / Weaknesses:
English is the second language
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:
The ELL receive weekly tutoring / Weaknesses:
Course of study objectives are focus of tutoring
School Process Information uncovered by an analysis of curriculum alignment, instructional materials, instructional strategies, reform strategies, and/or extended learning opportunities.
Strengths:
Vertical teaming has improved curriculum alignment which is enhanced by interactive white boards / Weaknesses:
Collaboration among teachers

Part II - GOAL TO ADDRESS ACADEMIC NEEDS –

All components to support improving academic achievement should be related to weaknesses identified in the data summary.

CONTINUOUS IMPROVEMENT GOAL (SHOULD ADDRESS IDENTIFIED WEAKNESSES AND GAPS):
Increase the percent of students scoring at Levels III and IV on the ARMT/SAT in Reading by 2% overall by the Spring of 2008. Special Education will increase from 70% to 77% proficiency.
Data Results on which goal is based:
The school reading goals are based on data results from ARMT and SAT 10 benchmark assessments
TARGET GRADE LEVEL(S):
Fourth / TARGET CONTENT AREA(S): Circle One
( Language Arts ) Math Science Other / AHSGE:
Reading, Math, Science, Social Studies, Language / Additional Academic Indicators: / TARGET STUDENT SUBGROUP(S):
Standards / REFORM STRATEGIES / BENCHMARKS / INTERVENTIONS / RESOURCES / CONTINUOUS LEA Review and Support
(+, -, N/A)
WHICH COURSE OF STUDY STANDARDS 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 TIMELY ASSISTANCE BE PROVIDED 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?
Reading ( ARMT and SAT10) vocabulary knowledge, including word study skills
ADAW / ·  Teachers will model independent practice of reading passages weekly in the classroom
·  Students will utilize ARMT practice materials throughout the year (Item Specs) in the classroom and in intervention classes
·  (NAEP 12 week program) Teachers will implement strategies that sharpen oral and written language in the classroom daily / Lesson Plans
Formative Assessments: textbook tests and common assessments
Summative Assessment:
ARMT
SAT / A minimum of 2% increase in meeting the benchmarks
80% mastery of objectives on common assessments / Three tiers of intervention will be provided within the school day including whole group, small group, and individual practice
After school tutoring for at-risk students / None / October
January
March
Reading ( ARMT and SAT) Utilization of a wide range of strategies and skills to comprehend functional and textual/informational reading materials
ADAW / ·  Teachers will corporate a variety of assessment styles including open-book tests, ARMT practice tests, and textbook tests into the daily (NAEP 12 week program)
·  Students will utilize the ARMT practice materials in the classroom throughout the year (Item Specs) / Lesson Plans
Formative Assessments: textbook tests and common assessments
Summative Assessments:
ARMT
SAT / A minimum of 2% increase on the ARMT/SAT 10
80% mastery of objectives on common assessments / Three tiers of intervention will be provided within the school day including whole group, small group, and individual practice
After school tutoring for at-risk students / None / October
January
March
Reading (ARMT and SAT10) vocabulary knowledge, including recognition of a variety of synonyms and antonyms
ADAW / ·  Teachers will incorporate multiple word meanings into daily lessons within the classroom
·  Teachers will incorporate a variety of assessment styles including ARMT practice tests and Accelerated Reader throughout the year
·  Students will utilize ARMT practice materials throughout the year (NAEP 12 week program) / Lesson Plans
Formative Assessments: textbook tests and common assessments
Summative Assessments:
ARMT
SAT / A minimum of 2% increase on the ARMT/SAT 10
80% mastery of objectives on common assessments / Three tiers of intervention will be provided within the school day including whole group, small group, and individual practice
After school tutoring for at-risk students / None / October
January
March

WIDA*- World Class Innovations in Developing Assessments, Inc.; The consortium to which Alabama and a number of other states belong.

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):
Increase the percent of all students scoring at Levels III and IV on the ARMT/SAT in Reading by 2% overall by the Spring of 2008
Data Results on which goal is based:
The school reading goals are based on data results from ARMT and SAT 10 benchmark assessments
TARGET GRADE LEVEL(S):
Fifth / TARGET CONTENT AREA(S): Circle One
( Language Arts ) Math Science Other / AHSGE:
Reading, Math, Science, Social Studies, Language / Additional Academic Indicators: / TARGET STUDENT SUBGROUP(S):
Standards / REFORM STRATEGIES / BENCHMARKS / INTERVENTIONS / RESOURCES / CONTINUOUS LEA Review and Support
(+, -, N/A)
WHICH COURSE OF STUDY STANDARDS 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 TIMELY ASSISTANCE BE PROVIDED 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?
Reading (ARMT and SAT10) word recognition skills including recognition of multiple-meaning words
ADAW / ·  Teacher and students will use textbook to review skills related to vocabulary and word recognition in the classroom daily
·  Whole group and small group instruction to provide strategies across the curriculum in the classroom and intervention weekly
·  Teachers will use ARMT practice materials in the classroom throughout the school year (Item Specs)
·  Teachers will implement strategies that sharpen oral and written language in the classroom daily / Lesson Plans
Formative Assessments: textbook tests and common assessments
Summative Assessments:
ARMT
SAT / A minimum of 2% increase in meeting the benchmarks
80% mastery of objectives on common assessments / Three tiers of intervention will be provided within the school day including whole group, small group, and individual practice
After school tutoring for at-risk students / None / October
January
March
Reading ( ARMT and SAT10) to comprehend fifth-grade functional and textual/informational reading materials
ADAW / ·  Teacher will use a variety of strategies and methods to provide whole group and small group instruction across the curriculum in the classroom weekly
·  Teacher will utilization of ARMT practice materials in the classroom throughout the year (Item Specs)
·  Teachers will implement strategies that sharpen oral and written language in the classroom daily / Lesson Plans
Formative Assessments: textbook tests and common assessments
Summative Assessments:
ARMT
SAT / A minimum of 2% increase on the ARMT/SAT 10
80% mastery of objectives on common assessments / Three tiers of intervention will be provided within the school day including whole group, small group, and individual practice
After school tutoring for at-risk students / None / October
January
March
Reading ( ARMT and SAT10) interpret passages in print material
ADAW / ·  Teachers will use a variety of strategies and methods to provide whole group and small group instruction in the classroom weekly
·  Teachers will utilize ARMT practice materials in the classroom throughout the year (Item Specs)
·  Teachers will implement strategies that sharpen oral and written language in the classroom daily / Lesson Plans
Formative Assessments: textbook tests and common assessments
Summative Assessments:
ARMT
SAT / A minimum of 2% increase on the ARMT/SAT 10
80% mastery of objectives on common assessments / Three tiers of intervention will be provided within the school day including whole group, small group, and individual practice
After school tutoring for at-risk students / None / October
January
March

WIDA*- World Class Innovations in Developing Assessments, Inc.; The consortium to which Alabama and a number of other states belong.