Inclusion ---

Measurable Goal:

To increase the percentage of special education students scoring at or above proficiency from 63% to 68% (Reading EQT) and from 58% to 63% (Math EQT)

Strategies:

1.  Special education teacher and paraprofessional schedules are based upon the level of support needed for each tier and adjusted for student needs.

2.  Special education teacher collaborates with general education teachers to provide instructional strategies, behavioral strategies, and/or accommodations/modifications.

3.  Special education teacher will provide for second delivery of scientifically research based instruction in reading and math (including online math intervention and My Sidewalks).

4.  Strategies for improving student performance are identified through continuous data analysis and used to accommodate and/or modify instruction and document IEP implementation.

ESL ---

Measurable Goal:

Fifty-two percent of ELLs will make APLA (Adequate Progress in Language Acquisition) on the ACCESS

Strategies:

1.  Employ an ESL teacher and aide to provide additional instruction to Limited English Proficient (LEP) students.

2.  Provide Comprehensible Input (contextualize content by  using graphic organizers, visuals, realia, and manipulatives.  Utilize SIOP.  Select general education teachers, special education teachers, ELL teacher and paraprofessional, reading teacher, reading coach, and administrator will participate in District-provided training for teachers/administrators in ESL instructional strategies and policies/procedures related to English Language Learners.

3.  Provide Extended Day learning opportunities for additional instruction is identified skill.

Interdisciplinary ---

Measurable Goal:

To increase the percentage scoring at or above proficiency from 94% to 97% (ARMT) and from 84% to 88% (SAT)

Strategies:

1.  "Addressing Disproportionality in Alabama Schools" Awareness for all faculty in 2009; "Disproportionality", Positive Behavioral Supports and Makes Sense Strategies Training for teachers new to the district.

2.  Administrators participate in annual BBSST training; new team members participate in BBSST training; and faculty participates in annual BBSST update/overview.

3.  Employ a health aide to (a) remove medical barriers preventing student learning; and (b) improve student attendance to facilitate meeting AYP goals by ensuring student time-on-task and ultimately student achievement.

4.  Engage students using the research based Marzano strategies and explicit, direct instruction.  Participate in training and follow-up.

5.  In bi-weekly date meetings and SAE Quarterly Reviews, all responsible personnel evaluate student work and disaggregated date (EQT, SAT10, ARMT, ASA, DIBELS, ADAW, Common assessments) to (a) identify students' strengths/weaknesses and align targeted services; (b) determine research-based strategies/plan interventions; (c) seek continual feedback to ensure effective strategy implementation; and (d) determine adult learning opportunities.  High expectations will be held for all students' academic achievement.

6.  Provide extended day tutorial program, 2nd - 5th grades, to ensure student achievement of reading and math concepts as assessed by extended day monitoring forms, progress reports, attendance date, and collaboration forms.  Align services based on individual student needs.

7.  Designate a lead teacher in each content area to participate in district training and then provide follow-up training to school faculty and staff.

Reading ---

Measurable Goal:

To increase the percentage of students scoring at or above proficiency from 94% to 97% (ARMT) and from 84% to 88% (SAT)

Strategies:

1.  Continue implementation of Alabama Reading Initiative (ARI) as defined by SDE.  Utilize a Reading Coach to provide and/or facilitate job embedded professional development with modeling while supporting intervention for struggling readers.

2.  Provide intervention through a  variety of grouping configurations for instruction with grouping determined by formative assessments.  Employ a reading intervention teachers, instructional aide, and media paraprofessional to support intervention implementation.

3.  Implement MCPSS Reading Curriculum, K-5 with focus on content standards (ALCOS, SAT10, ARMT, DIBELS, EQTs) using Reading Street.  Reading teacher/coaches will engage staff in study groups on ensuring for K-5 continuity (e.g., routines, procedures) in textbook implementation.

4.  Utilize appropriate reading assessments to monitor progress toward mastery of content standards including STAR, weekly grade-level standards-based assessments, EQTs, DIBELS, and SAT10.

5.  Implement Accelerated Reader/Reading Renaissance with an emphasis on scores equal to or above 85% and on monitoring the levels of the books in order to challenge student growth.

Math---

Measurable Goal:

To increase the percentage of students scoring at or above proficiency from 92% to 95% (ARMT) and from 82% to 87% (SAT)

Strategies:

1.  Provide classroom intervention for non-proficient students, SAT stanines 1-4 and ARMT levels I-II, using the following processes:  model concepts including the use of manipulatives, instruct in small group, reteach and retest, and provide computer-assisted instruction (SuccessNet).

2.  Implement effective daily instructional routines (calendar math, problem of the day) that support continuous, conceptual development of math ideas.  Mentor teachers provide training and follow-up for new hires.

3.  Implement effective instructional strategies to establish computational fluency in basic for grades K-5 including use of Math Facts in a Flash schoolwide.

4.  Utilize resources provided by the System for instruction.  Included are Pearson/Scott-Foresman's Mathematics, Investigations, and Successnet.

Writing ---

Measurable Goal:

To increase the percentage of students scoring at or above proficiency from 80% to 82% on the ADAW

Strategies:

1.  Develop and implement weekly writing, grammar/mechanics, spelling, and handwriting lesson plans, incorporating I do / we do / you do and conferencing in all grade levels.

2.  Model for students how to include expanded vocabulary and figurative language on their school-wide graphic organizers for each mode (with training and follow-up).

3.  Incorporate rigorous test items on grammar/mechanics, and spelling tests that require students to apply skills tested (with training and follow-up).

4.  Conduct quarterly data meetings to analyze scored writing samples, verify consistency in scoring samples, and track student progress (with training and follow-up).

Science ---

Measurable Goal:

To increase the percentage of students scoring at or above proficiency from 96% to 97% (ASA) and from 84% to 86% (SAT)

Strategies:

1.  Implement science instruction across the curriculum daily by increasing the use of nonfiction books.  Classroom libraries include nonfiction trade books supporting science concepts and utilizing scientific language and writing.

2.  Conduct quarterly grade level meetings to plan, implement, and connect science to mathematics, reading, language arts, and social studies.

3.  Select K-5 teachers to attend and implement strategies presented in the science training offered through staff development and approved Curriculum and Instruction sources.

4.  Adhere to quarterly pacing guides in all grade levels incorporating inquiry-based activities and implementing hands-on / minds-on strategies / experiments.

Transitional Activities ---

Measurable Goal:

To increase the percentage of students who successfully transition to the next level from 98% to 100%.

Strategies:

1.  Provide a comprehensive Pre-K program including an orientation session, parent conferences, and quarterly parent meetings.  Pre-K teacher and Pre-K paraprofessional will attend MCPSS Pre-K professional development sessions.

2.  Kindergarten staff will visit neighborhood preschools, childcare centers and Head Start to discuss expectations for families and children.  Use preschool posttest date / information to plan for kindergarten the following fall.  Conduct a kindergarten pre-registrations to include students' families and "getting acquainted activities."

3.  Provide middle school orientation for 5th grade students and spring orientation for grade-to-grade transitioning through participation in cross-grade visits.  Conduct cross-grade level and cross-school data meetings.

4.  Coordinate and utilize information on at-risk students who transfer from school to school for placement and instructional purposes.

Parental Involvement ---

Measurable Goal:

To increase the percentage of parent/teacher/student conferences from 99% to 100%

Strategies:

1.  Assist families with parenting skills and setting home conditions to support children as students (parenting resource center, parent workshops, parent meeting).  Assist schools to better understand families (in-service training for teachers to better understand families and Parents).

2.  Conduct effective communications from school-to-home and from home-to-school about school programs and student progress including compacts and the Annual Title I meetings.  (Local and district parental involvement policies in a format and language parents can understand, interpretation of test date, ESL Program Assistance, partnership conferences, TransACT and newsletters.)

3.  Organize volunteers and audiences to support the school and students.  Provide volunteer opportunities in various locations and at various times.  (Volunteer Programs, PTO, Partners-In-Education.)

4.  Involve families with their children on homework and other curriculum-related activities and decisions.  (Fall and spring workshops, homework tips, activity packs, resource books, practice materials for ARMT and SAT 10).

5.  Develop parent leaders and representatives.  Include families as participants in school decisions such as the 1% set aside funds and surveys for the LEA Parent Involvement Plan. (Parent Advisory Council, SAE Committee Members, Quarterly Review Participation, PTO, Parent Volunteers.)

6.  Coordinate resources and services from the community for families, students, and the school, and provide Services to the community.  (Partners-In-Education, Community Stakeholders, GED materials, Newsletters / Information to the community.)