2009 - 2010

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: Pisgah High School
STREET ADDRESS: 60 Metcalf Street / CITY: Pisgah / STATE: Alabama / ZIP CODE: 35765
CONTACT: Mark Guffey / TELEPHONE: 256-451-3241 / 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 by November 3, 2009.
Year 3 or Year 4 or more 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, 2009.
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.
This plan will be made available through various meetings such as Open House, PTO, Elementary Reading Programs, and Freshmen Orientation. The plan will be available in the counselor’s office as well as the library. We also send a parent compact home by each child. The compact is an agreement between parent, school, and student to work toward positive goals for the child. The parent compact is signed and returned to school.
*Board Approval: Yes No Board approval received on ______, 2009.
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 (August – September 2009):
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):
Parent representatives, other stakeholders, students, faculty, and staff are members of the Continuous School Improvement Planning Team and provide input that will be used in the plan. The parents, faculty and staff examined 2008-2009 data that was available from the last school year to develop the 2009-2010 comprehensive needs assessment. Parents then discussed strengths and weaknesses of the school and participated in the identification of the goals for the coming school year. Teachers will use state assessment results to define the weaknesses in their curriculum that is currently being taught. They will also identify key weaknesses for their students and target those areas with intensive instruction
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)
Mark Guffey
Rhonda Wheeler
Carol Gann
Pam Vaughn
Nancy Frasier
Barbara Townson
Lisa Shavers
Robert Pritchett
Kelly Guffey
Alicia Boyd
Bill Shelton
Hilary Tumlin
Chris Wilson
Tonya Gant
Michael Bryant / Principal
Assistant Principal
Counselor
Pisgah Graduation Coach
Pisgah Literacy Coach
Pisgah Literacy Coach
Elementary Teacher
History Teacher
Reading Teacher
Math Teacher
Science Teacher
Student
Support Personnel
Parent
Parent

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

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.

Briefly describe the process your faculty used to conduct the needs assessment (analysis of all data).
The faculty met August 5, broke into groups according to subject matter, and analyzed data. Each group analyzed test scores, ARMT, AHSGE, ASA, SAT, by subject matter to identify gaps in instruction,
objectives not mastered, and prepared a list of students who had not mastered those objectives. Teachers discussed strategies for addressing those objectives.
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.
The principal analyzes test data carefully breaking it down by teacher to determine if there are gaps in instruction in that classroom. The principal makes assignments according to the strengths of the faculty.
The principal checks to make sure that all teachers are H.Q. in their subject area. When hiring he tries to recruit teachers that either have national certification or have proven to be effective teachers.
Number and percentage of teachers Non-HQT: All teachers are of Highly Qualified Status / Number and percentage of Classes Taught by Non-HQT: There are no classes that are taught
by Non-HQT
Alabama High School Graduation Exam (AHSGE):
Strengths:The strengths of the AHSGE are Math, Science, and Language. 94% of our rising juniors have
passed the Math portion; 96% have passed Biology; 84% have passed Language. / Weaknesses: The overall weaknesses of the AHSGE are Social Studies and Reading. 64% of
our rising juniors have passed Social Studies; 74% have passed reading.
Alabama Reading and Mathematics Test (ARMT):
Strengths:
In the third grade 94% of students passed total reading and 70% passed math.
In the fourth grade 88% of students passed total reading and 96% passed math.
In the fifth grade 97% of students passed total reading and 95% passed math.
In the sixth grade 94% of students passed total reading and 94% passed math.
In the seventh grade 93% of students passed total reading and 88% passed math.
In the eighth grade 91% of students passed total reading and 100% passed math. / Weaknesses:
There was a significant drop in third grade math from 78% (2007-08) to 70% (2008-09).
There was a drop in fourth grade reading from 93% (2007-08) to 88% (2008-09).
Programs and changes have been put in place to help increase these scores.
Alabama Science Assessment:
Strengths: 97% of all students in fifth grade scored a level III or IV.
100% of all students in seventh grade scored a level III or IV. / Weaknesses: A weakness exists with comprehension of Standard 3; 59% of the students scored Level III or IV on this standard.
Stanford 10
Strengths: Based on the 2009 SAT scores, Math is our overall area of strength.
Four of the six grades tested scored above 75 percentile…with two grades above 80% in Math. / Weaknesses: Third grade is by far our weakest area. Their scores were the lowest of all the
grades tested with 45% in Reading, 40% in Language, and 48% in Math.
Dynamic Indicators of Basic Early Literacy Skills (DIBELS):
Strengths: 0% of kindergarten were at risk in the area of PSF and NWF.
Our first graders were 100% established in PWF; 92% established in NWF; 100% established in PSF;
ORF showed 88% low risk with 12% at some risk. / Weaknesses: Second grade ORF reports showed that 63% of students were at low risk; 7% some risk, and 30% at risk. The use of the new reading series incorporates intense intervention through Scott Foresman’s My Sidewalks.
Part I - Continued:
Alabama Direct Assessment of Writing (ADAW):
Strengths: 95% of all fifth graders scored a level 3 or 4 on essay writing.
91% of all seventh graders scored a level 3 or 4 on essay writing.
94% of all tenth graders scored a level 3 or 4 on essay writing.
86% of seventh graders scored Level 3 or 4 in sentence formation; 71% scored 3 or 4 in mechanics, grammar/usage.
73% of all tenth graders scored level 3 or 4 on analytical scores in mechanics. / Weaknesses:
43% of fifth graders scored Level III or IV on analytical scores in mechanics;
they scored between 67-69% on analytical scores in sentence formation, grammar and usage.
Tenth graders scored between 63 and 64% respectively in sentence formation, grammar and
usage.
ACCESS for English Language Learners (ELLs):
Strengths: We enrolled our first ELL student in 2006-07(1st grade). Our data is based on this student. Our strengths are listening, reading, and comprehension (listening and reading)with our student testing in the proficiency level four or "Expanding" indicating the student knows and uses social English and some technical academic language. / Weaknesses: The student is writing with a proficiency level in "Beginning" range which
indicates social English and general academic language with visual and graphic support.
However, he is in the75th percentile which is indicative of this student moving, in the
near future, into proficiency level #3indicating social English and general academic language
with visual and graphic support
Professional Education Personnel Evaluation (PEPE) School Profile Information:
Strengths: Our teachers consistently score high in the areas of 4.1 Manages Class Time, 6.1 Speaks Clearly/Correctly
and 6.2 Writes Clearly, Correctly, and Coherently. / Weaknesses: The teachers consistently scored lower in the areas of 5.1 Varying Instruction to
Involve Students and 2.3 Developing the Lesson.
Additional Data Sources: (e.g., Alabama Alternate Assessment [AAA], School Technology Plan Data)
Strengths: All instructional teachers have a projector; 17 have promethean boards and 10 teachers have digital slates. / Weaknesses: New teachers may not be as proficient in the use of the boards and slates.
Local Data (e.g., LEA, school, and grade-level assessments, surveys, program-specific assessments):
Strengths: Several grade level assessments are used on a daily basis. Accelerated Math and Reading, Star
Math and Reading are programs that are used to show gains made by our students. We also have an extra ½
media specialist. We use Think Link, US Test Prep, Math XL and “Coach” Math, Reading, and Language materials. / Weaknesses: We do not have an elementary computer lab. Also, we do not have a remediation program in Reading.
Career and Technical Education Program Improvement Plan:
Strengths: All ninth graders that are at risk to graduate may attend the Career-tech center. Exploratory classes will be
offered for these students at the Career-Tech Center. The county has changed required credits from 28 to 26 for
students that attend Career Tech Campus. / Weaknesses: Students must travel to a centrally located Career Tech center for most of the Career-Tech classes. The only Career-Tech classes offered on campus are Family Consumer Science and Agriculture.
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: Most discipline referrals are not of a serious nature. Most referrals are for dress code and for not
following directives. / Weaknesses: There have been 3 students placed in alternative school this year; one for disrespect, one for leaving school without permission, and another for fighting.
School Demographic Information related to drop-out information and graduation rate data.
Strengths: 89% of our seniors graduated during the 2008-2009 school year. / Weaknesses: 11% of our students did not graduate due to failing core courses, non-passage rate
on graduation exam, or quitting school. The reasons attributing to the drop-out/failure rate is two fold:
(1) There is insufficient knowledge on instructional strategies that will increase content knowledge and
vocabulary in core classes so that students of different learning styles are engaged in order to achieve
optimal student performance.
(2) There is a lack of motivation to stay in school due to student apathy with the general curriculum.
School Demographic Information related to teacher attendance, teacher turnover, or challenges associated with a high percent of new and/or inexperienced faculty.
Strengths: Teacher turnover stays at a minimum with few leaving by transfers and most leaving by retirement. One teacher transferred and
five retired during the 2009 summer. / Weaknesses: There are seven new faculty members; three of which are special education teachers.
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: The Attendance Percentage for Pisgah High School for the 2008-2009 school year was 95.04%. / Weaknesses: There were a high number of unexcused absences (1483). We anticipate that our
new policy allowing students to be exempt from semester tests if they have no unexcused absences
will help in lowering the number of unexcused absences. Also, students transferring from out
of system consistently score lower than students from Pisgah. This affects our data.
School Perception Information related to parent perceptions and parent needs including information about literacy and education levels.
Strengths: According to surveys, approximately 90% of parents surveyed said that they felt the education levels at
Pisgah were better than the state and county average. / Weaknesses: Although parents reported good communication, they would like to see an increase in communication between the school and parent. The principal encourages teachers to make contact with parents on a regular basis.
School Perception Information related to student PRIDE data.
Strengths: 2.5% of our seventh graders and only 5.6 % of our eighth graders have tried marijuana. Our elementary counselor teaches
lessons utilizing the “Too Good For Drugs” Program and we have various activities during Red Ribbon Week. / Weaknesses: 23.3% of our students do not feel safe in the parking lot. We address that by having monitors in the parking lot during arrival and dismissal in addition to the use of cameras. Of those students reporting illicit drug use, 72.7% also reported that they had poor grades, 31.5% do not participate in school activities, and 43.8 % reported that parents did not discuss dangers of drugs with them. The average age of first exposure to drugs was 13.
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: Individualized ELL plans are developed each year with parents and the school counselor to assist
Students in attaining proficiency concerning the annual measurable objectives. Each spring each ELL student is
formally assessed using the ACCESS test to determine proficiency levels in listening, speaking, reading, and writing. / Weaknesses: There is no ELL aide available for our ELL students other than our Spanish teacher who assists with communication with the ELL parents when needed.
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: The counselor and Spanish teacher work together to assist ELL students with academics and social issues. / Weaknesses: There is not enough professional development available to understand cultural differences between English and Non English Speaking students.
School Process Information uncovered by an analysis of curriculum alignment, instructional materials, instructional strategies, reform strategies, and/or extended learning opportunities.
Strengths: Social Studies Standards were unwrapped for our district. We are also piloting the new order of social
studies this year (US History in grades 9-10; World History in grade 11). Pisgah has implemented “Best Practices,” and provided an ARI-PAL in-service for grades 4-12 personnel. We have put into practice “vertical teaming” in English to help students acquire exemplary writing skills. We have a varied curriculum due to our innovative hybrid schedule which provides enrichment courses such as choir and creative arts during resource time. / Weaknesses: We do not have a music and art teacher, per se.

Part II - GOAL TO ADDRESS ACADEMIC NEEDS – All components to support improving academic achievement, INCLUDING SCHOOL CULTURE 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.