28
2011-2012
CONTINUOUS IMPROVEMENT PLAN
Title I Schoolwide Plan
Note: Blank copy is available on www.alsde.edu , e-GAP, Document Library
Federal Programs Director submits required plans to LEA system’s e-GAP Document Library
NAME OF SCHOOL: Wilcox Central High SchoolSTREET ADDRESS: 1310 T. L. Threadgill Road / CITY: Camden / STATE: Alabama / ZIP CODE: 36726
CONTACT: Dyana T. Tomas / TELEPHONE: (334) 682-9239 / 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 the plan electronically to your system’s e-GAP Document Library.
Submit to LEA for Board approval. Scan PAGE ONE and PAGE TWO to indicate signatures. Submit the plan and signature pages electronically to your system’s e-GAP Document Library by November 3, 2011.
Made AYP?
YES NO / Made AMAOs (ELL)?
YES
NO
N/A / Career Tech Made AYP?
YES
NO
N/A
/ Are all federal resources (including Titles I, II, III, IV, V, and VI) used to coordinate and supplement existing services and 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, such as through parent meetings or on Web sites.
NOTE: The Parental Involvement section of this plan must be distributed to all parents.
Copies will be located at the Central Office, the Federal Programs Director’s office, the School Improvement Specialist’s office, and the Curriculum Director’s office. The plan will be made available in the school’s media center, guidance office, and administrator’s office. Each teacher will be provided a copy of the plan to keep in his/her classroom. A copy of the parental involvement section of this plan will be given to all parents.
*Board Approval: Yes Board approval received on ___Oct 12______, 2011.
Board Signature:
Interim Superintendent: Dr. Rosa Ashmon / Signature: / Date:
Federal Programs Coordinator: Toyka Boggan / Signature: / Date:
Principal: Dyana T. Thomas / Signature: / Date:
CONTINUOUS IMPROVEMENT PLAN DEVELOPMENT AND IMPLEMENTATION TEAM
This plan was developed/or revised during the following time period: May 2010 – September 2011.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 (Title I, Section 1116(b)(A)(viii):
A variety of methods were used in the development of the Title I, Schoolwide Continuous Improvement Plan. The Instructional Leadership Team utilized faculty committees to develop the plan. Teachers reviewed state assessment information, including the AHSGE and the ADAW results and made recommendations to the Instructional Leadership Team in their areas of expertise. The committee also included parents, community
members, and students.
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)
Dyana T. Thomas
Veronica Newberry
Patience Douglas
Gregory Lucy
Sherry Ashe
Toyka Boggan
Dr. Sonya Pope-Simmons
Quanda Atkins
Serita Reed
Joan Crocker
Forrestine Moye
Earlando Courtney
Archye Anderson
Wendy Powell
Robin Williams
Dr. Jacquelyn Denson
Cynthia Williams
Veranda Kennedy
Ralph Ervin
Thomas Saulsberry
April Moton / Principal
CIP Committee Chair/ Career Technical Education Teacher
CIP Committee Chair /Social Studies Teacher
Assistant Principal
Assistant Principal
Federal Programs Director
School Improvement Coordinator
Counselor
Counselor
Science Teacher
Math Department
Math Teacher
Special Education Teacher
English Teacher
Health/PE Teacher
Music/ Fine Arts Teacher
Parent
Parent
Community Member
Student
Student
Part I - SUMMARY OF NEEDS BASED ON A COMPREHENSIVE REVIEW OF DATA
Part I - SUMMARY OF NEEDS BASED ON A COMPREHENSIVE REVIEW OF DATA
Prioritized Needs of the School: Based on the needs assessment on the pages which follow, these are the prioritized needs of Wilcox Central High School:
1. Reading achievement is low in some grades as shown by the AHSGE. On the 2011 AHSGE, only 78% of 10th grade students and 79% of 11th graders met or exceeded state standards for reading. This was 13% below state performance objectives in math for 11th graders. WCHS will continue efforts to make sure all students meet or exceed state measurable objectives and become fluent readers.
2. Math achievement is low in some grades as shown by the AHSGE. Only 76% of 10th grade and 85% of 11th grade students met or exceeded state performance objectives for math on the AHSGE. This was 1% below state performance objectives in math for 11th graders.
3. Language performance is low based on the language portion of the AHSGE. Only 61% of tenth graders met state standards for language on the 2011 AHSGE.
4. Salaries and benefits for additional teachers are needed to reduce the teacher/pupil ratio.
5. Instructional assistance is needed in the classroom to support teachers with the instructional program.
6. Classroom materials, supplies and instructional technology are needed to support the instructional program.
7. An additional half unit is needed for an assistant principal to assist with management of the large number of at-risk children at WCHS.
8. There are a large number of at-risk students at Wilcox Central High who need a variety of teaching methods in order to help them become successful learners. These students will also need after-school tutoring.
9. Teachers need sustained and on-going professional development in the areas or reading, mathematics, language, writing, and other areas. Stipends and benefits, purchased services, and substitutes are needed to support the professional development of teachers to attend workshops and training in the various instructional areas.
10. Students need to gain skills in the areas of getting along with others, avoiding the use of alcohol, tobacco, and other drugs, and increasing motivation to achieve.
11. Teachers need support in the instructional program with technology integration.
12. Counselors need on-going professional development in the areas of student services, to include behavioral management and conflict resolution. In addition, they will need on-going training and support with technology integration.
Part I - continued – Directions: needs assessment- 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. Close attention should be given to the proficiency index. Please include all disaggregated subgroups including those with less than forty students. Additionally, please report data pertaining to the Response to Instruction (RtI) framework, include data used to determine the type of support provided to students (i.e.: universal screening results, benchmark testing, progress monitoring, etc.)
Briefly describe the process your faculty used to conduct the needs assessment (analysis of all data).The Instructional Leadership Team set up faculty committees to address each area of the school program that was to be considered in the comprehensive needs assessment.
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.
Wilcox County Board of Education seeks to hire HQ teachers through recruitment activities throughout the year. At the beginning of the 2011 - 2012, 97% of teachers at WCHS are HQ.
Number and percentage of teachers Non-HQT:
1 WCHS teacher (4%) is not highly qualified / Number and percentage of Classes Taught by Non-HQT:
6 core classes(4.5%) are taught by non-HQ teachers
Alabama High School Graduation Exam (AHSGE):
Strengths:
85% of eleventh graders scored proficient in Math on the AHSGE.
• AHSGE math scores increased from 84% of Juniors in 2010 to 85% in 2011.
•AHSGE reading scores increased from 77% of Juniors in 2010 to 85% in 2011.
•97% participation in reading exceeding the goal of 95%.
•99% of 12th graders passed reading, math and biology.
•98% of 12th graders passed Language.
•100% of 12th graders passed Social Studies.
•87% of 11th graders passed biology / Weaknesses:
Special Education students had 92% participation in reading and math was the goal of 95%
•85% of juniors passed reading. The school met the standards for reading using safe harbor.
•Although WCHS met the State mandated goal of 90% graduation rate, there was 3% decrease
from 2010-2011 school year.
•Only 79% of 11th graders passed reading in 2011; this was 13% below the state goal.
•Only 85% of 11th graders passed math in 2011; this is 1% below the state goal.
•63% of 11th graders passed language, 60% - social studies and 80% - biology .
•78% of 10th graders passed reading and 76% passed math.
•Only 61% of 10th graders passed language and 31% passed social studies.
Alabama Reading and Mathematics Test (ARMT):
Strengths:
N/A / Weaknesses:
N/A
Alabama Science Assessment:
Strengths:
N/A / Weaknesses:
N/A
Stanford 10
Strengths:
N/A / Weaknesses:
N/A
Dynamic Indicators of Basic Early Literacy Skills (DIBELS):
Strengths:
N/A / Weaknesses:
N/A
Part I - Continued:
Alabama Direct Assessment of Writing (ADAW):
Strengths:
N/A / Weaknesses:
N/A
ACCESS for English Language Learners (ELLs):
Strengths:
N/A / Weaknesses:
N/A
Educate AL or other Professional Evaluation Profile Information:
Strengths:
100% of teachers, counselors, and administrators attend various workshops to improve instructional techniques and knowledge of content/subject areas.
100% of teachers participated in workshops for strategic teaching and differentiated instruction. / Weaknesses:
Teachers need reinforcement and additional skills in instructional strategies to improve learner skills in reading fluency, vocabulary, and comprehension.
Additional Data Sources: (e.g., Alabama Alternate Assessment [AAA], School Technology Plan Data)
Strengths:
100% of classrooms have high-speed connection to the Internet and are networked to provide access to many
resources. / Weaknesses:
There is a need for additional web-based instructional programs to reinforce the students’ skills in the following: reading, math, science, social studies, writing, and language.
Local Data (e.g., LEA, school, and grade-level assessments, surveys, program-specific assessments, other RtI data):
Strengths:
Students in grades 9 through 12 are systematically meeting core standards as assessed by local data sources. / Weaknesses:
However, there are students in grades 9 through 12 need academic interventions in core academics areas.
Career and Technical Education Program Data Reports:
Strengths:
99.52% of departed concentrators earned high school diplomas.
100% of departed concentrators passed the math portion of the AHSGE.
99.76% of departed concentrators passed the reading portion of the AHSGE. / Weaknesses:
Need more non-traditional completers in career programs.
Part I – Continued (CULTURE RELATED DATA):
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, or student attendance).
Strengths: 100% of teacher will use RTI as an intervention to help students with academic and behavior problems. / Weaknesses: 75% of 9th and 10th graders had office referrals in FY 2011.
School Demographic Information related to drop-out information and graduation rate data.
Strengths:
According to the 2011 AYP report for Wilcox County, WCHS had a 91% graduation rate.
Credit Recovery classes were offered during the summer of 2011. / Weaknesses:
There was a 4 year projected drop-out rate at WCHS of 8.01%
School Demographic Information related to teacher attendance, teacher turnover, or challenges associated with a high percent of new and/or inexperienced faculty.
Strengths:
96% of the teaching staff is highly qualified / Weaknesses:
The average days absent per teacher was 7% in FY 2011.
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:
Student enrollment has remained relatively unchanged from the 2010-2011 school year to the 2011-2012 school year. / Weaknesses:
Excessive tardiness and checkouts are a challenge.
School Perception Information related to parent perceptions and parent needs including information about literacy and education levels.
Strengths:
On 2011 survey, 94% of parents know what their child should know and be able to do in reading and/or
mathematics for the grade he/she is in. / Weaknesses:
According to the PRIDE survey, only 69% of parents know how additional help is given to students in reading.
School Perception Information related to student PRIDE data.
Strengths: The PRIDE Survey Drug Use Summary indicated that 86% of students report having never taken
part in gang activites. / Weaknesses:
Approximately 13% of students having one or more time carried a gun on school property.
An average of 35% of students never feel safe on school property.
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: The system has purchased Classworks Language Learner Series for EL students. / Weaknesses: N/A
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: N/A / Weaknesses: N/A
School Process Information uncovered by an analysis of curriculum alignment, instructional materials, instructional strategies, reform strategies, and/or extended learning opportunities.
Strengths:
Implementation of extended learning opportunities includes Dual Enrollment, ACCESS Distance Learning,
Early College and Welding Program.
100% of teachers are using the new INOW program to develop lesson plans / Weaknesses:
A large percent of teachers lack confidence in utilizing learned strategies as a teaching and learning tool to improve student achievement and performance.
Part II - GOAL TO ADDRESS ACADEMIC NEEDS – All components to support improving academic achievement, INCLUDING SCHOOL CULTURE AND RtI CONSIDERATIONS, should be related to the weaknesses identified in the data summary. DUPLICATE PAGES AS NEEDED TO ADDRESS TOP PRIORITIZED GOALS INCLUDING SACS DISTRICT GOALS, IF APPLICABLE. Use the SMART Goals format to address areas of need.