ACIP

Straughn High School Covington County Board of Education

Mr. John Evers, Principal 29448 STRAUGHN SCHOOL RD. Andalusia, AL 36421

Document Generated On December 3, 2014

TABLE OF CONTENTS

Executive Summary

Introduction 2 Description of the School 3 School's Purpose 5 Notable Achievements and Areas of Improvement 7 Additional Information 8

Improvement Plan Stakeholder Involvement

Introduction 10 Improvement Planning Process 11

Stakeholder Feedback Diagnostic

Introduction 13 Stakeholder Feedback Data 14 Evaluative Criteria and Rubrics 15 Areas of Notable Achievement 16 Areas in Need of Improvement 17 Report Summary 18

Student Performance Diagnostic

Introduction 20 Student Performance Data 21 Evaluative Criteria and Rubrics 22 Areas of Notable Achievement 23 Areas in Need of Improvement 25 Report Summary 27

ACIP Assurances

Introduction 29 ACIP Assurances 30

Straughn High School 2014-2015 ACIP

Overview 32

Goals Summary 33 Goal 1: Improve communication between school and community 34 Goal 2: Continue to increase the graduation rate at Straughn High School by 3-4% 35 Goal 3: All students at Straughn High School will increase their math proficiency 36

Activity Summary by Funding Source 38

Strategies to Increase Parental Involvement

Introduction 42 Strategies to Increase Parental Involvement 43

Title I Schoolwide Diagnostic

Introduction

Component

Component

Component

Component

Component

Component

Component

Component Standards

48 1: Comprehensive Needs Assessment 49 2: Schoolwide Reform Strategies 51 3: Instruction by Highly Qualified Staff 59 4: Strategies to Attract Highly Qualified Teachers 60 5: High Quality and Ongoing Professional Development 61 6: Transition Strategies 62 7: Teacher Participation in Making Assessment Decisions 63

8: Timely and Additional Assistance to Students Having Difficulty Mastering the

64

Component 9: Coordination and Integration of Federal, State and Local Programs and Resources 67

Component 10: Evaluation 68

Coordination of Resources-Comprehensive Budget

Introduction 71 I. State Foundation Funds: FTEs Earned 72 I. State Foundation Funds: Units Placed 73 I. State Foundation Funds:Total Salaries 74 II. Federal Funds 76 III. Local Funds (if applicable) 79

Executive Summary

Introduction

Every school has its own story to tell. The context in which teaching and learning takes place influences the processes and procedures by which the school makes decisions around curriculum, instruction, and assessment. The context also impacts the way a school stays faithful to its vision. Many factors contribute to the overall narrative such as an identification of stakeholders, a description of stakeholder engagement, the trends and issues affecting the school, and the kinds of programs and services that a school implements to support student learning.

The purpose of the Executive Summary (ES) is to provide a school with an opportunity to describe in narrative form the strengths and challenges it encounters. By doing so, the public and members of the school community will have a more complete picture of how the school perceives itself and the process of self-reflection for continuous improvement. This summary is structured for the school to reflect on how it provides teaching and learning on a day to day basis.

Description of the School

Describe the school's size, community/communities, location, and changes it has experienced in the last three years. Include demographic information about the students, staff, and community at large. What unique features and challenges are associated with the community/communities the school serves?

In 1886 the community once known as Haygood, but now known as Straughn, had a post office but no school. Prominent leaders in the area saw the need for educating the community's youngsters and combined their resources and Straughn School came into existence in 1887. From 1887-1920 Straughn grew from a handful of children meeting in a church building for a few weeks a year to a four room school house and educated students up through the ninth grade. In 1921 the need for a high school was recognized and on September 29, 1922 the County Board of Education voted to "make Straughn a vocational school on condition that the community erect a state-aid building (according to plans approved by the state), equip same, and levy a district 3-mill tax for the purpose of lengthening the school term". So Straughn High was established as a consolidated high school and its first Senior Class graduating in May of 1925.

The main building at Straughn has been destroyed by fire four times in its history, the most recent being in 1956. Through these tragedies Straughn has always emerged stronger and more determined to rebuild and grow stronger. Although Straughn High School, Straughn Middle School, and Straughn Elementary School are all separate schools, a strong sense of cohesion still exists. Straughn has always been a "community school". One of the major strengths of Straughn High School is the fierce loyalty and sense of pride that the community has in her. There has never been a town or any significant businesses to speak of near the school, so the school has served as the hub of the community for over a century. Straughn High School has exceptional support from citizens in the areas around the school. Visitors are often amazed at the facilities that have been made possible by the efforts of our parents and supporters.

Straughn High School is a rural public school located in Covington County in South Alabama. Covington County is located in south central Alabama and borders on the south with Florida. Covington County has a population of 38,000 and is predominately rural. It is 84.6% white, 12.7% black, and less than 3% Hispanic. 2.3% of residents report speaking a language other than English. 77.4 % of residents have a high school diploma, and 13.8% have a Bachelor's or higher degree. 74.6 percent of residents own their homes and the median household income is $35,321.

The current High School building was constructed in 2006 and serves grades 9-12. The Fall 2014 enrollment was 411 students. Straughn High School is comprised of 51% male and 49% female students. 96% are Caucasian, 4% are African American, and less than 1% are other ethnic groups. 56% of the students receive free or reduced meals. Straughn High School became a Title I School during the 2013-2014 School Year.
Straughn High School is part of the Covington County School System, which has its Central Office in Andalusia, Alabama. There are nine schools in the system; one K-12 school, two 7-12 schools, one K-8 school, three K-6 schools, one 6-8 school, and one 9-12 school. All schools in the Covington County System are rural and much like Straughn, serve as the social center of their communities.
Straughn High is located near the cities of Andalusia and Opp. Andalusia has a population of approximately 10,000 and is the County Seat. Lurleen B. Wallace Community College has its main campus in Andalusia and MacArthur Campus is located in Opp. Many of the students at Straughn High School are part of the Dual Enrollment Programs at these two institutions. Dual Enrollment students earn high school and college credit through their attendance in several areas of study.
There are 29 full-time, certified teachers at SHS and 100% are highly qualified. Of this number ten hold a bachelor's degree, fourteen hold a master's degree, and five hold an specialist's or AA degree. The school also employs one full-time principal, one full-time assistant principal, one full-time counselor, one full-time media specialist, a full-time secretary, a full-time bookkeeper, two part-time aides that are shared with Straughn Middle School, one full-time aide that serves as JAG teacher, two full-time custodians, three cafeteria workers, and fifteen bus drivers. It is of note that there was a 100% retention rate of faculty and staff from the previous year.
One striking characteristic of Straughn High School is its growth over the past thirty years. The enrollment has grown from 184 students in

1984 to its current number of 411. This growth may be attributed to improvements in curriculum offerings, extending athletic programs, and desirable properties sold in the school district.
One of the challenges for our school is its rural nature. Some of our students live thirty minutes or more from the school. This can make it difficult for some of our students to participate in after school activities such as athletics, and clubs. We provide a monthly activity period so that clubs can meet, minimizing after school meetings as much as possible. The distance gap can also make it tough for parents to attend events, so efforts are made to communicate in several other methods other than face-to-face meetings.

Respectful, Responsible, and Resourceful.

To seek, to find, to share.

VISION

MOTTO

IMMEDIATE GOALS

School's Purpose

Provide the school's purpose statement and ancillary content such as mission, vision, values, and/or beliefs. Describe how the school embodies its purpose through its program offerings and expectations for students.

Straughn High School's vision statement is aligned with the Covington County School System's overall vision. MISSION STATEMENT

Our mission at Straughn High School is to provide a quality education that is productive and adaptive to all levels of society. OUR BELEIFS

- Students learn in many different ways and should be exposed to different forms of teaching.
- Students should be treated equally in all aspects of the education process.
- Learning should be a challenge as well as a means of motivation for students to strive for more meaningful knowledge. - Students should demonstrate responsible behavior.
- Students should experience a feeling of security during the education process.
- Teachers should demonstrate good character and promote good moral behavior.
- Parents should aid the learning process.
- Unity between students, teachers, and parents is a "must" for a successful education.
- Positive encouragement should be the standard in the education process.

It is the ultimate goal of Straughn High School that 100% of our students graduate and that all of our students are College and Career ready when they graduate. We understand that being College and Career ready may be measured differently for different students. Students will be classified as College and Career ready if they achieve any of five benchmarks:
- Benchmark score on any section of the ACT test.

- Qualifying score on an AP or IB exam.
- Approved transcripted college or postsecondary credit while in high school.
- Benchmark level on the ACT WorkKeys
- Approved industry credential.
Straughn High School provides all of the above opportunities except for AP and IB exams.

SHS expects all students to master objectives as outlined in the Alabama Course of Study in all disciplines.

Notable Achievements and Areas of Improvement

Describe the school's notable achievements and areas of improvement in the last three years. Additionally, describe areas for improvement that the school is striving to achieve in the next three years.

Straughn High School has a strong school and community partnership. Parents and other stakeholders view the school in a positive light and support programs and activities. Many of the improvements in facilities are due to parent volunteers and donations. We strive to have an "open door" for students, parents, and community members and feel that this fosters the good will between all stakeholders.

During the past three years many of our students have received scholarships to public and private universities. (AMOUNTS) These scholarships are due to the rigorous academic programs in place. ACT Scores for college-bound students are above the state average. Our graduating seniors earned over $750,000 in college scholarships that were awarded based on academic achievement, leadership, athletics, or military service. Many of our graduates currently attend four-year universities, community colleges, technical schools, or are serving in our military.

Our students have not only been successful in the classroom, but also in extracurricular activities. Our Straughn High School Band, the Sound of Gold, has won numerous awards on the state, local, and national level. The Sound of Gold played at halftime at the 2013 Nokia Sugar Bowl in New Orleans. The SHS Jobs for Alabama Graduates (JAG) students and teacher were recognized at the state level for being an exemplary program. Our Envirobowl Team won at the regional competition and advanced to the state competition the past two years. Last spring our Physics Team competed at the University of Alabama Physics Bowl Competition.

At Straughn High School we believe that athletics are an integral part of the overall school program and instill values that help our students develop, physically, emotionally, mentally, and socially. A large part of our community support is visible in our sports teams. Straughn High School fields teams for female students in Volleyball, Basketball, Softball, Cross-Country, Golf, and Track. Male students may participate in Football, Basketball, Baseball, Cross-Country, Golf and Track. Cheerleading is an athletics- related activity open to both male and female students. Our athletic teams have been quite successful the past three years. Our football team reached the state semifinals the past two years, our boy's and girl's basketball teams reached the regional finals, and our girl's basketball team played in the final four in Birmingham the past two seasons.

It is our philosophy to offer a wide variety of clubs to students so that there is something for all students to be a part of. Honor clubs include National Honor Society, Spanish Club, Mu Alfa Theta Math Club, and Sigma Sci Science Club. Others clubs are Chess Club, Future Business Leaders of America, Fellowship of Christian Students, Future Farmers of America, Lamplighters, String Band and Student Government Association.

Two areas where we are seeking improvement are attendance and drop-outs. Many of our students that drop out of school are also students with attendance issues. Several methods are in place to address attendance issues; the Early Warning Program, SchoolCast, home visits, and attendance recovery. Drop-outs are more difficult to address as the reasons for dropping out are harder to identify and address.

Additional Information

Provide any additional information you would like to share with the public and community that were not prompted in the previous sections.

Over the past three years Straughn High School has scored above the state average on the ACT examination. Our highest score have been in Reading and English, followed by Science. Until the 2014-2015 school year, SHS offered three courses of study, Standard, Advanced, and Honors. The Honors Program was a more rigorous series of courses and instruction that was intended to be a true college preparatory program. The Honors Program, along with ACT Prep software, and subject tutoring all helped increase overall ACT scores.

Straughn High School encourages and welcomes parental involvement and community involvement. Parent-teacher conferences, open house meetings, freshman orientation, freshman registration, student-progress reports, report cards, school website, iNow Parent Portal, local media outlets, and parent volunteer programs are effective communication strategies used by our school to ensure there is valuable collaboration between the school and stakeholders.

Improvement Plan Stakeholder Involvement

Introduction

The responses should be brief, descriptive, and appropriate for the specific section. It is recommended that the responses are written offline and then transferred into the sections below.

Improvement Planning Process

Improvement Planning Process

Describe the process used to engage a variety of stakeholders in the development of the institution's improvement plan. Include information on how stakeholders were selected and informed of their roles, and how meetings were scheduled to accommodate them.

Stakeholders are established leaders in our community who have a vested interest in our school and community and maintain a good rapport with community members. These members were selected from a pool of volunteers and were informed of their responsibilities by our leadership team.

Describe the representations from stakeholder groups that participated in the development of the improvement plan and their responsibilities in this process.

The stakeholders represent the different facets of our student body. Our stakeholder group includes a twelfth grade student, local business owners, parents, and community and civic organization leaders. This group attends meetings where open conversation occurs about school improvement. Their input is valued and considered. This group is asked to relay information back to the community.

Explain how the final improvement plan was communicated to all stakeholders, and the method and frequency in which stakeholders receive information on its progress.

This plan is communicated to the community through the members. In addition, the document is permanently located on the school's web site. This is updated as the need arises. Hard copies can also be found in the school office and in the library. Parents are informed about the location of these documents at the various orientations that are held before the beginning of school and also at the school's Open House. Additionally, updates are relayed to parents through quarterly memos posted on student report cards.

Stakeholder Feedback Diagnostic

Introduction

The Stakeholder Feedback Diagnostic is designed to analyze the institution's survey results in terms of areas of achievement and areas that need improvement. Further, the diagnostic is essential to the accreditation and continuous improvement processes in that it provides the institution with a comprehensive view of the aggregate scores of the surveys administered, and the actual total of respondents for each survey type to derive a single score for this diagnostic. The performance level score computed at the completion of the diagnostic is used to broaden and enhance the external review team's understanding of the stakeholder's perceptions of the institution; the diagnostic should be used in the same manner by the institution as it engages in improvement planning.

Stakeholder Feedback Data

Overall Rating: 2.5

Evaluative Criteria and Rubrics

Areas of Notable Achievement

Which area(s) indicate the overall highest level of satisfaction or approval?

The Staff Survey indicates the overall highest level of satisfaction or approval on Indicators 1.1: The school engages in a systematic, inclusive, and comprehensive process to review, revise, and communicate a school purpose for student success (Score 4.84).

The Student Survey data shows the area of highest overall satisfaction and approval as Indicator 1.3: The school's leadership implements a continuous improvement process that provides clear direction for improving conditions that support student learning (Score 4.19).

Parent Survey responses show the highest satisfaction and approval ratings as Indicator 4.6: The school provides support services to meet the physical, social, and emotional needs of the student population being served
(Score 4.37).

Which area(s) show a trend toward increasing stakeholder satisfaction or approval?

Since this is the first year of using this type of survey there is not enough data to indicate a trend.

Which of the above reported findings are consistent with findings from other stakeholder feedback sources?

Indicator 4.6 being specific to providing support services is consistent with our PRIDE survey results and information gleaned from informal conversations and parent-teacher conferences.

Areas in Need of Improvement

Which area(s) indicate the overall lowest level of satisfaction or approval?

Our lowest average standard score for all three surveys was standard 3 (Teaching and Assessing). The parent and student survey showed indicator 3.3 as the overall lowest level of satisfaction. This indicator reflects opinions on student engagement and the instructional strategies used in the classroom. The staff results of the survey show that their concern is with indicator 3.5, which involves lack of teacher collaboration to improve instruction and student learning.

Which area(s) show a trend toward decreasing stakeholder satisfaction or approval?

Since this is the first year for this survey, there is not enough data to project a trend. We anticipate being able to use data next year.

What are the implications for these stakeholder perceptions?

One apparent implication is lack of communication between leadership, school, and community in regards to the daily instructional strategies used in the classroom. Also, teachers must become more aware of the importance of collaboration between courses, and leaders must encourage and be involved with this.

Which of the above reported findings are consistent with findings from other stakeholder feedback sources?

In the past parental conferences and informal conversations with community stakeholders have indicated this is an area of needed improvement.

Report Summary

Student Performance Diagnostic

Introduction

The Student Performance Diagnostic provides an institution with a process to report summative student assessments. This diagnostic is significant to the accreditation and continuous improvement process as it serves as a resource for schools to view content area assessment results required by the state, district, or other entities, determine the quality and reliability of the given assessments, and show the alignment of the assessments to the school's curriculum. The performance level computed at the completion of the diagnostic is used by the external review team as a comprehensive report to understand fully the institution's assessment program; the diagnostic should be used in the same manner by the institution as it engages in improvement planning.

Student Performance Data

Overall Rating: 3.75

Evaluative Criteria and Rubrics

Areas of Notable Achievement

Which area(s) are above the expected levels of performance?

SHS students generally perform at or above national and state scores. Data is gathered and evaluated on a consistent basis to determine instructional and student needs. The area on the ACT where our students performed the highest was in English where 43% met the benchmark based on the national standards. SHS also had 26% reach the benchmark for Social Science on the ACT which is only 2% less than the state standard.

STAR Reading and Math Assessment:
On the STAR math assessment 74% of tenth graders scored above the 40th percentile rank.

73% of all 9th graders and 77% of all 10th graders showed mastery in the reading content area by being able to acquire and use accurately general academic and domain-specific words and phrases.

Describe the area(s) that show a positive trend in performance.

Since this is the first year we have taken the ACT as a school there is no trend for it at this time.

STAR Reading and Math Assessment:
Over the past 3 years 9th graders have showed an increase in percentage above the 40th percentile rank in STAR math scores from 62% to 66%.

Tenth graders have showed an increase from 68% above the 40th percentile rank to 71% above for STAR math scores. AYP Progress over the last 2 years

Which area(s) indicate the overall highest performance?

For Straughn High School students, the 2013-2014 administrations of the ACT show the areas of highest performance are English and Social Science.

STAR Reading and Math Assessment:
For 9th and 10th graders taking the STAR Reading Assessment the highest performance area was the ability to acquire and use accurately general academic and domain-specific words and phrases where 73% of 9th graders and 77% of 10th graders mastered this content.
For 11th graders their highest area of performance was in reading where 61% mastered the content of being able to determine an author's point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text.

Which subgroup(s) show a trend toward increasing performance?

In reviewing the past few years of subgroup data, no trend of increasing performance is noted for any identified subgroup. We will continue to observe and evaluate subgroup performance in the present year.
The ACT scores will be reviewed annually to evaluate trends in subgroups.

Between which subgroups is the achievement gap closing?

No subgroups show evidence yet of closing the achievement gap that currently exists. We hope to show gains on the gap between subgroups in the upcoming year.
We will use this years ACT scores and compare them to the upcoming years to gather evidence on the subgroup achievement gap.

Which of the above reported findings are consistent with findings from other data sources?

Straughn students scored an average score of 17.6 on the Math section of the ACT. This is only 0.3 points below the state average. This correlates directly with our students having a higher percentage above the 40th percentile on the STAR Math Assessments which in all grades is above 67%.

The Alabama State Dept. of Education has not yet set the state benchmark for the ACT. We will reevaluate after the state benchmark has been set.

Areas in Need of Improvement

Which area(s) are below the expected levels of performance?

The two areas that had the lowest percentage reach the national benchmark for the ACT were in Algebra where only 15% reached the national mark and in Biology where 14% reached the mark.

STAR Math Assessment:
In the 9th grade only 3% showed mastery in the area of using polynomial identities to solve problems and rewriting rational expressions. 10th and 11th graders performed low in the area of Algebra 2 with Trig. where only 2% showed mastery in the area of solving equations and inequalities in one variable and using complex numbers in polynomial identities and equations.

Describe the area(s) that show a negative trend in performance.

There is no trend at this time because this is the first year taking the ACT as a school. We will use the ACT scores from the upcoming years to evaluate performance and recognize trends.

STAR Reading and Math Assessment:
Ninth, tenth, and eleventh graders have showed a decrease of at least 9% scoring above the 40th percentile rank in STAR Reading scores over the last 3 years.

Which area(s) indicate the overall lowest performance?

Our lowest area of performance on the ACT was in Science where only 14% met the national benchmark.

STAR Reading and Math Assessment:
Straughn students scored their lowest overall score in the area of reading on the STAR Reading and Math Assessments. In reading only 46% of 9th graders, 45% of 10th graders, and 40% of 11th graders scored in the 40th percentile or higher.

Which subgroup(s) show a trend toward decreasing performance?

There is no subgroup trend at this time since this is the first year taking the ACT as a school.
We will take the ACT scores from the upcoming years and evaluate the trend to observe which subgroup is decreasing.

Between which subgroups is the achievement gap becoming greater?

Since this is the first year taking the ACT as a school there is no achievement gap for subgroups.
We will take the ACT scores from the upcoming years and evaluate the achievement gap between subgroups.

Which of the above reported findings are consistent with findings from other data sources?

Only twenty six percent of Straughn students met the ACT national benchmark for Reading on the ACT. This is consistent with the STAR Reading Assessment scores that report only 40% of 11th graders scored in the 40th percentile or higher.

The Alabama State Dept. of Education has not yet set the state benchmark for the ACT. We will reevaluate after the state benchmark has been set.

Report Summary

ACIP Assurances

Introduction

By responding to the questions in ASSIST and attaching evidence when required, the institution has verified whether it meets or does not meet each of the required ACIP Assurances.

ACIP Assurances

Straughn High School 2014-2015 ACIP

Overview

Plan Name

Straughn High School 2014-2015 ACIP

Plan Description

Continuous Improvement Plan for SHS 2014-2015

Goals Summary
The following is a summary of the goals encompassed in this plan. The details for each goal are available in the next section.

Goal 1: Improve communication between school and community Measurable Objective 1:

demonstrate a behavior that is more consistent with communication between our school and community by 05/28/2015 as measured by stakeholder surveys and feedback from parents and the community.

Strategy 1:

Remind App - Increase teacher/parent communication installing and using the Remind App. This is an app that teachers use to remind parents and students of upcoming assignments and events in the classroom.

Strategy 2:

SHS Facebook Page - Create a Straughn High School facebook page to post announcements and upcoming events. This page would be a read only page and would not allow any comments to be posted.

Strategy 3:

Continue current strategies - Continue to provide Open House during the first quarter for parents. We will also continue to use ninth grade orientation, report card and progress report messages, automated calling, and school web page to communicate with parents and stakeholders.

Goal 2: Continue to increase the graduation rate at Straughn High School by 3-4%

Measurable Objective 1:

3% of Twelfth grade students will demonstrate a proficiency and have the proper credits to graduate in Reading by 05/28/2015 as measured by how many students receive enough credits to graduate with a high school diploma.

Strategy 1:

Remediation - We will continue to identify students through STAR Testing in Reading and Math. Students who need remediation will be put in an enrichment class. Research Cited: We will use previous years research and test results along with this years tests to identify students.

Strategy 2:

YES Program - Partner with outside community agencies like the YES program at LBW Community College to target at-risk students and increase their chances of achieving a high school diploma.

Strategy 3:

Monitor Attendance - Attendance of at-risk students will be closely monitored. Parents will be notified of excessive absences using various methods. If necessary parents will be required to attend the Parent Project, a parenting skills course provided by the Covington County Mental Health Dept.

Goal 3: All students at Straughn High School will increase their math proficiency

Measurable Objective 1:

100% of All Students will demonstrate a proficiency level growth in grade level math skills in Mathematics by 05/22/2015 as measured by teachers observing individual screening and progress monitoring assessments to indicate growth..

Strategy 1:

Use Data Effectively to Focus Instruction - 1. Utilize STAR Assessments which analyzes student data at multiple levels
2. Follow a district-wide plan for collecting, interpreting, and using data. Dedicate time and develop structures for SHS teachers to use data to effectively alter instruction.
3. Train teachers and principals in how to interpret and use data to change instruction.
4. Use annual state testing performance data when it becomes available to evaluate the overall effectiveness of instructional services provided by the district. Research Cited: Research Cited: Hamilton, L., Halverson, R., Jackson, S., Mandinach, E., Supovitz, J., & Wayman, J. (2009). Using student achievement data to support instructional decision making (NCEE 2009-4067). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education.

Strategy 2:

Expand Professional Development Opportunities - A district wide plan will be established to incorporate peer observations. Teachers will be given the opportunity to participate in observing model lessons conducted by other teachers within their school and/or district.
Research Cited: Research Cited: Hirsh, Linda J., "Utilizing Peer Observation as a Professional Development Tool" (2001). Educational Thesis. Paper 22

Activity Summary by Funding Source

Below is a breakdown of your activities by funding source Title I Schoolwide

Other

Total

No Funding Required

Total

Total

Strategies to Increase Parental Involvement

Introduction

All Title I Schoolwide and Targeted Assistance Schools must complete the following diagnostics: the Stakeholder Feedback Diagnostic, the Parent Involvement Diagnostic, the Coordination of Resource/Comprehensive Budget Diagnostic, and EITHER the Title I Targeted Assistance Diagnostic OR the Title I Schoolwide Diagnostic. Parent Survey must be done annually, but it can be done electronically or by paper.

Strategies to Increase Parental Involvement

1. Describe how the school will convene an annual meeting to inform parents of the school's participation in Title I and explain Title I requirements, including the 1% set-aside, and the right of parents involved.

At the beginning of the school year, an orientation is held for incoming freshman and their parents. At this meeting, parents learn how they can participate in decisions related to the education of their child. All parents are provided a Code of Conduct and Student Handbook at the beginning of each school year. We host Parent and Teacher meetings and host an annual Title I meeting at the October Open House. These meetings serve as an orientation for parents, giving them the opportunity to meet their child's teacher and become acquainted with school policy, procedures, and classroom practices. Straughn teachers hold parent-teacher conferences during the teachers planning period as requested by the parent(s) or teacher throughout the school year. We have an excellent band booster club and athletic booster club. Our Jobs for Alabama Graduates (JAG) program conducts a yearly student induction ceremony which involves parents as well.

2. Describe: 1) How there will be a flexible number and format of parent meetings offered; 2) How parents will be involved in the planning, review and improvement of the Title I Program (Note: State the school's process for how all Title I parents have the opportunity for involvement in decision-making.); and 3) How funds allocated for parent involvement are being used in the school.

At Straughn High School parental involvement is encouraged between school and parents. Our school involves parents in at least two annual parent meetings each year. The first semester meeting is scheduled around Parent Visitation month in October, usually Open House. At this Open House meeting parents learn about the school's Title I Program and school related opportunities via a power point presentation and hands-on training in the SHS computer lab. At this meeting parents learn how to access student's progress reports, report cards, iNow Parent Portal, and the SHS web site to keep them informed. In order to accommodate each parent, additional meetings are scheduled at parents request. All parents have the opportunity to participate in district parental involvement surveys.

3. Describe how the school provides parents of participating children timely information in a uniform format and, to the extent practicable in a language they can understand, about programs under Title I, a description and explanation of the curriculum in use, forms of academic assessments, and achievement expectations used, and, if requested by parents, opportunities for regular meetings to formulate suggestions and participate as appropriate in decisions

related to the education of their children.

Straughn High School (SHS) is committed to involving parents in the joint development of its Title I Part A program plan and in school reviews and improvement under section 1116 and the NCLB Act of 2001.
The responsibility and accountability for implementing the schools Title I parent involvement procedures will be processed through the schools Title I personnel and the LEA Parent Advisory Committee. The plan is available to all students participating in the Title I school program. Copies of this plan/policy are available to stakeholders in the SHS office and on the school website. TransAct is used as an instrument to transfer documents to another language. We also provide a translator to interpret documents and procedures, if needed. The Alabama Course of Study and Common Core are the curriculum in use. Forms of academic assessments and achievement expectations are document in the current Continuous Improvement Plan (CIP) in which parents are involved in the development.

4. Describe how parents, the school staff, and students share responsibility for improved student academic achievement for participating students (How the School-Parent Compact is jointly developed with Title I parents; how it is used, reviewed, and updated).

Conferences are held by teachers, administrators, and the school counselor with parents and/or students to discuss strategies for student academic achievement. Parents may contact teachers in person, by phone, or by email. Response to Intervention (RTI) is used to identify Tier II and Tier III students who require remedial services. The School-Parent-Student Compact is jointly developed with Title I parents through the schools Title I personnel and the LEA Parent Advisory Committee.

5. Describe procedures to allow parents to submit comments of dissatisfaction with the Continuous Improvement Plan.

Parents are encouraged to contact local school administration for assistance when filing a complaint. Complaints are filed at the Title I Office at the Covington County Board of Education Office and require a signature. The written complaint will be delivered to the LEA Superintendent's office or Title I office by the principal or his/her designee. Upon receipt of the written complaint, the Title I Coordinator and a District Supervisor will investigate the complaint in a timely manner, consulting with the LEA superintendent if necessary. Within a timely manner, a resolution and written decision acknowledging receipt of the complaint/ concern will be rendered by the LEA.

6a. Describe how the school will build capacity for parental involvement including how parents will be encouraged to become equal partners in the education of their children? (See NCLB Section 1118, requirements for building capacity in parental involvement.)
To ensure effective involvement of parents and to support a partnership among the school, parents, and the community to improve student academic achievement, our school:

Shall provide training for parents of participating children in understanding such topics as the State's academic content standards and State student academic achievement standards, State and local academic assessments, the requirements of Title I, and how to monitor their child's progress and work with teachers to improve the achievement of their children. (Describe)

To provide training for parents, our school will offer flexible and extended hours to accommodate working parents. To understand such topics as the State's Academic Content Standards, State Student Academic Achievement Standards, State and local academic assessments, and the requirements of Title I, conferences may be scheduled during Open House meetings or at a convenient time for parents.

Parents will learn how to monitor their child's progress through the Information Now (iNow) Home Portal. Information is sent home with step by step instructions for logging on to the website. If parents experience difficulties logging on they are encouraged to call the school for assistance. Hands-on technical training is also offered at parent meetings. Additionally, meetings can be scheduled with the school counselor for assistance. Parents are encouraged to meet with teachers to understand how they can work together to improve the achievement of their children. Teacher email addresses are made available to parents on the school website.

6b. Describe how the school will build capacity for parental involvement including how parents will be encouraged to become equal partners in the education of their children? (See NCLB Section 1118, requirements for building capacity in parental involvement.)
To ensure effective involvement of parents and to support a partnership among the school, parents, and the community to improve student academic achievement, our school:

Shall provide materials and training to help parents to work with their children to improve their children's achievement, such as literacy training and using technology, as appropriate, to foster parental involvement. (Describe)

SHS provides materials and training to help parents work with their children. Books for Success which cover topics such as, Getting the Most Out of High School, How To Get Good Grades, High School Parent Guidebook, Preparing for College, Career Planning and Educational Choices, and How to Get Money for College are available to parents and students. Our school will keep parents informed about student progress on a regular basis through the school's website, iNow Home Portal, progress reports, report cards, assessment scores, phone conferences, and email relating to the education of their child are provided to foster parental involvement. Also available as an option for parents is the Remind App notification system which provides a text message to inform parents about school updates.

6c. Describe how the school will build capacity for parental involvement including how parents will be encouraged to become equal partners in the education of their children? (See NCLB Section 1118, requirements for building capacity in parental involvement.)
To ensure effective involvement of parents and to support a partnership among the school, parents, and the community to improve student academic achievement, our school:

Shall educate teachers, office personnel, and other school staff, with the assistance of parents, in the value and utility of contributions of parents, and in how to reach out to, communicate with, and work with parents as equal partners, implement and coordinate parent programs, and build ties between parents and the school. (Describe)

Straughn High School (SHS) is committed to involving parents in the joint development of its Title I Part A program plans and the process of school reviews and improvement under section 1116. Covington County Schools routinely provides inservice to educate teachers, office personnel, and other school staff in ways to reach out to parents to help build ties between parents and school. When SHS and parents form a strong partnership, all students have the potential for academic success. We will include parents in all aspects of the Title I program in accordance with NCLB Act of 2001.

6d. Describe how the school will build capacity for parental involvement including how parents will be encouraged to become equal partners in the education of their children? (See NCLB Section 1118, requirements for building capacity in parental involvement.)
To ensure effective involvement of parents and to support a partnership among the school, parents, and the community to improve student academic achievement, our school:

Shall to the extent feasible and appropriate, coordinate and integrate parent involvement programs and activities with other federal programs, and conduct other activities, such as parent resource centers, that encourage and support parents in more fully participating in the education of their children.(Describe)

SHS conducts, coordinates, and integrates parent involvement through Open House Parent Meetings that encourage parents to participate in

their child's education. Parents are instructed on how to navigate the SHS website where they have access to iNow, Kuder, Alabama Homework Helper, and Khan Academy. The iNow Parent Portal allows parents to monitor their child's grades, attendance, and discipline. The Kuder Program allows parents to view their child's educational pathway to College and Career Readiness and search for scholarships. The Alabama Homework Helper is a website where students and parents can instantly connect with expert tutors in all core subject areas. Khan Academy is beneficial to parents and students by providing videos tutorials that are content specific.

6e. Describe how the school will build capacity for parental involvement including how parents will be encouraged to become equal partners in the education of their children? (See NCLB Section 1118, requirements for building capacity in parental involvement.)
To ensure effective involvement of parents and to support a partnership among the school, parents, and the community to improve student academic achievement, our school:

Shall ensure that information related to school and parent programs, meetings, and other activities is sent to the parents of participating children in a format and, to the extent practicable, in a language the parents can understand. (Describe)

SHS will provide parents with school related information such as the our Parental Involvement Plan, Continuous Improvement Plan, School- Parent-Student Compact, and monthly newsletters in a language and format that parents can understand. Our school uses TransAct as an instrument to transfer documents to other languages. We also provide a translator to interpret documents and procedures as needed.

6f. Describe how the school will build capacity for parental involvement including how parents will be encouraged to become equal partners in the education of their children? (See NCLB Section 1118, requirements for building capacity in parental involvement.) To ensure effective involvement of parents and to support a partnership among the school, parents, and the community to improve student academic achievement, our school:

Shall provide such other reasonable support for parental involvement activities as parents may request. (Describe)

SHS makes a good faith effort to provide reasonable support for parental involvement activities on an as needed basis. Events such as parent meetings, conferences, pre-registration, and student orientation is offered at various times during the day and/or evening hours to provide flexibility to accommodate parents.

7. Describe how the school will ensure the provision for participation of parents with limited English proficiency, parents with disabilities, and parents of migratory students; including providing information and school reports in a format and, to the extent practicable, in a language that parents can understand.

SHS will provide parents with limited English proficiency, parents with disabilities, and parents of migratory students school related information. Our school uses TransAct as an instrument to transfer documents to other languages. We also provide a translator to interpret documents and procedures as needed. SHS makes a good faith effort to provide reasonable support for parental involvement activities. Events such as parent meetings, conferences, pre-registration, and student orientation is offered at various times during the day and/or evening hours to provide flexibility to accommodate parents. Efforts are also made to provide information to parents that are homebound and/or immobile via home visits, phone calls, email, and/or mail.

Title I Schoolwide Diagnostic

Introduction

This diagnostic tool is aligned to requirements for Title I Schoolwide schools. As described in sections 1111(b)(1), 1114 (b)(1)(A)] and 1309(2) of the Elementary and Secondary Education Act (ESEA), the comprehensive needs assessment (CNA) requirement is met by completing a School Process Profile and Summary Report. The comprehensive needs assessment must be completed prior to creating a new plan or annually updating an existing school improvement plan. Use the results of the comprehensive needs assessment to develop Goals/Objectives/Strategies and Activities. Ensure that the Gap Statements and Causes for Gaps included in the Goals information address all four measures of data: student achievement data, school programs/process data, perceptions data (must include teachers and parents; student data is encouraged), and demographic data. The Comprehensive Needs Assessment must also take into account the needs of migratory children as defined in Title I, Part C, Section 1309(2).

Component 1: Comprehensive Needs Assessment

1. How was the comprehensive needs assessment conducted?

School leaders analyze data from various surveys such as the Needs Assessment Survey, the Student, Parent, and Faculty Survey, the PRIDE survey, and the IMPACT survey as well as test results from STAR, ACT, PLAN, and end of course tests are considered. Faculty members were provided applicable data to review before meetings. Data is provided in charts and graphs to better determine strengths and weaknesses. Strengths and weaknesses are discussed, and teachers are encouraged to provide suggestions to better meet the needs of our students.

2. What were the results of the comprehensive needs assessment?

Data indicates that our greatest physical need is in the area of technology. Teacher surveys indicate that our greatest area of need is another working computer lab to enable teachers to assign projects that involve Internet research and word processing. Parent, teacher, and student surveys indicate that teachers do not always engage students in their learning through strategies that ensure achievement of learning expectations. Also, teacher surveys indicate that teachers often teach in isolation from other subjects.

Test results from every standardized test used to measure student achievement indicate that reading and math continue to be areas in need of improvement.

Finally, student attendance, an area of focus the past two years, has improved due to intervention strategies.

3. What conclusions were drawn from the results?

Teachers need to collaborate with each other more often so that learning does not appear to be in isolation. Instructional strategies should include more opportunities to encourage student involvement, remediation classes are needed for students who need additional academic support, and additional computers are needed to assure that students are college and career ready upon graduation.

4. What information was concluded as a result of analyzing perception, student achievement, school programs/process, and demographic data?

--STAR Progress Monitoring should continue to be used to identify students who need additional academic support in reading and math -- Intervention/remediation classes for Tier II, III, and Special education students should continue
--Credit Recovery should continue to be offered for students who need to re-take a class
--Teacher observations and walkthroughs should continue to ensure that instruction is more strategic and purposeful

--PBS program should continue to improve attendance and behavior issues --An additional computer lab should be put in place

5. How are the school goals connected to priority needs and the needs assessment?

School goals include ensuring that all students are college and career ready upon graduation. All of the programs we are either implementing or continuing are designed to improve student achievement, either indirectly; for example, the additional computer lab or directly; for example, the math and reading intervention program.

6. How do the goals portray a clear and detailed analysis of multiple types of data?

Our goals were designed based on STAR test results, ACT test results, and teacher, parent, and student survey results; thus, all stakeholders were given an equal opportunity to involvement. Since the entire student body was involved in the tests used to collect data, the results reflect overall and individual achievement. Data is also reported by sub-groups.

7. How do the goals address the needs of the whole school population and special recognition to children who are disadvantaged?

RTI intervention classes designed to ensure that all students are college and career ready upon graduation are specifically for tier II, III and special education students. STAR results are reported by subcategory. This enables us to ascertain the population groups that require remediation and assign accordingly. Addressing the need for added computer access involves, but is not limited to dual enrollment students. These programs are provided at no financial cost to students.

Component 2: Schoolwide Reform Strategies

Goal to address annual Measurable Achievement Objectives (AMAOs) and English Language Proficience Needs – Note: Refer to the ELL Data Compilation Form as part of the needs assessment in forming goals. If any ELL student did not make AMAOs, complete this page.

1. Identify the strategies in the schoolwide plan that focus on helping all students reach the State's standards. Goal 1:

At least 80% of students will score in CCRS range on ACT.

Measurable Objective 1:

80% of All Students will demonstrate a proficiency on ACT in Reading by 05/23/2014 as measured by results of the ACT..

Strategy1:

Intervention Strategy - Professional Development on strategic teaching methods will be provided. CCRS standards will be taught and documented in lesson plans by all teachers.
RTI and Odyssey program will be provided for students achieving below standard in Reading. STAR testing in reading will be used as monitoring tool.

Tier II and Tier III strategies will be the focus of classroom instruction. Research Cited: Differential Instruction

Goal 2:

At least 80% of students will score in CCRS range on ACT.

Measurable Objective 1:

80% of All Students will demonstrate a proficiency on ACT in Mathematics by 05/23/2014 as measured by results of the ACT..

Strategy1:

Intervention Strategy - Professional Development on strategic teaching methods will be provided. CCRS standards will be taught and documented in lesson plans by all teachers.
RTI and Odyssey program will be provided for students achieving below standard in Math.
STAR testing in reading will be used as monitoring tool.

Tier II and Tier III strategies will be the focus of classroom instruction. Research Cited: Differential Instruction

2. Identify the strategies in the schoolwide plan that increase the quality and quantity of instruction. Goal 1:

At least 80% of students will score in CCRS range on ACT.

Measurable Objective 1:

80% of All Students will demonstrate a proficiency on ACT in Reading by 05/23/2014 as measured by results of the ACT..

Strategy1:

Intervention Strategy - Professional Development on strategic teaching methods will be provided. CCRS standards will be taught and documented in lesson plans by all teachers.
RTI and Odyssey program will be provided for students achieving below standard in Reading. STAR testing in reading will be used as monitoring tool.

Tier II and Tier III strategies will be the focus of classroom instruction. Research Cited: Differential Instruction

Goal 2:

At least 80% of students will score in CCRS range on ACT.

Measurable Objective 1:

80% of All Students will demonstrate a proficiency on ACT in Mathematics by 05/23/2014 as measured by results of the ACT..

Strategy1:

Intervention Strategy - Professional Development on strategic teaching methods will be provided. CCRS standards will be taught and documented in lesson plans by all teachers.
RTI and Odyssey program will be provided for students achieving below standard in Math.
STAR testing in reading will be used as monitoring tool.

Tier II and Tier III strategies will be the focus of classroom instruction. Research Cited: Differential Instruction

3. Identify the research-based reform strategies in the schoolwide plan that align with the findings of the needs assessment. Goal 1:

At least 80% of students will score in CCRS range on ACT.

Measurable Objective 1:

80% of All Students will demonstrate a proficiency on ACT in Reading by 05/23/2014 as measured by results of the ACT..

Strategy1:

Intervention Strategy - Professional Development on strategic teaching methods will be provided. CCRS standards will be taught and documented in lesson plans by all teachers.
RTI and Odyssey program will be provided for students achieving below standard in Reading. STAR testing in reading will be used as monitoring tool.

Tier II and Tier III strategies will be the focus of classroom instruction. Research Cited: Differential Instruction

Goal 2:

At least 80% of students will score in CCRS range on ACT.

Measurable Objective 1:

80% of All Students will demonstrate a proficiency on ACT in Mathematics by 05/23/2014 as measured by results of the ACT..

Strategy1:

Intervention Strategy - Professional Development on strategic teaching methods will be provided. CCRS standards will be taught and documented in lesson plans by all teachers.
RTI and Odyssey program will be provided for students achieving below standard in Math.
STAR testing in reading will be used as monitoring tool.

Tier II and Tier III strategies will be the focus of classroom instruction. Research Cited: Differential Instruction

4. Identify the research-based reform strategies in the schoolwide plan that align with the findings of the needs assessment. Goal 1:

At least 80% of students will score in CCRS range on ACT.

Measurable Objective 1:

80% of All Students will demonstrate a proficiency on ACT in Reading by 05/23/2014 as measured by results of the ACT..

Strategy1:

Intervention Strategy - Professional Development on strategic teaching methods will be provided. CCRS standards will be taught and documented in lesson plans by all teachers.
RTI and Odyssey program will be provided for students achieving below standard in Reading. STAR testing in reading will be used as monitoring tool.

Tier II and Tier III strategies will be the focus of classroom instruction. Research Cited: Differential Instruction

5. Identify the strategies in the schoolwide plan that provide a level of interventions for students who need the most instructional support.

Goal 1:

At least 80% of students will score in CCRS range on ACT.

Measurable Objective 1:

80% of All Students will demonstrate a proficiency on ACT in Mathematics by 05/23/2014 as measured by results of the ACT..

Strategy1:

Intervention Strategy - Professional Development on strategic teaching methods will be provided. CCRS standards will be taught and documented in lesson plans by all teachers.
RTI and Odyssey program will be provided for students achieving below standard in Math.
STAR testing in reading will be used as monitoring tool.

Tier II and Tier III strategies will be the focus of classroom instruction. Research Cited: Differential Instruction

6. English Language Proficiency Goal (Should address identified weaknesses and gaps): Goal 1:

At least 80% of students will score in CCRS range on ACT.

Measurable Objective 1:

80% of All Students will demonstrate a proficiency on ACT in Reading by 05/23/2014 as measured by results of the ACT..

Strategy1:

Intervention Strategy - Professional Development on strategic teaching methods will be provided. CCRS standards will be taught and documented in lesson plans by all teachers.
RTI and Odyssey program will be provided for students achieving below standard in Reading. STAR testing in reading will be used as monitoring tool.

Tier II and Tier III strategies will be the focus of classroom instruction.

Research Cited: Differential Instruction

Goal 2:

At least 80% of students will score in CCRS range on ACT.

Measurable Objective 1:

80% of All Students will demonstrate a proficiency on ACT in Mathematics by 05/23/2014 as measured by results of the ACT..

Strategy1:

Intervention Strategy - Professional Development on strategic teaching methods will be provided. CCRS standards will be taught and documented in lesson plans by all teachers.
RTI and Odyssey program will be provided for students achieving below standard in Math.
STAR testing in reading will be used as monitoring tool.

Tier II and Tier III strategies will be the focus of classroom instruction. Research Cited: Differential Instruction

Narrative:

At the present time SHS does not have any ELL, but if any do enroll the LEA will:
Assure that the LEA consulted with teachers, school administrators, parents, and, if appropriate, education-related community groups and institutions of higher education in developing the plan.

Assure that all teachers in any language instruction educational program for limited-English proficient students that is funded with any source of federal funds are fluent in English, including having written and oral communication skills.

Assure that all schools in the LEA are in compliance for serving English language learners (ELs)
Assure that all individuals used as translators or interpreters are fluent in the language they are translating.
Assure ELs have equal assess to appropriate categorical and other programs and are selected on the same basis as other children.

7. Identify the strategies in the schoowide plan that provide an enriched and accelerated curriculum for select students and support progress for all students.

Goal 1:

At least 80% of students will score in CCRS range on ACT.

Measurable Objective 1:

80% of All Students will demonstrate a proficiency on ACT in Reading by 05/23/2014 as measured by results of the ACT..

Strategy1:

Intervention Strategy - Professional Development on strategic teaching methods will be provided. CCRS standards will be taught and documented in lesson plans by all teachers.
RTI and Odyssey program will be provided for students achieving below standard in Reading. STAR testing in reading will be used as monitoring tool.

Tier II and Tier III strategies will be the focus of classroom instruction. Research Cited: Differential Instruction

Goal 2:

At least 80% of students will score in CCRS range on ACT.

Measurable Objective 1:

80% of All Students will demonstrate a proficiency on ACT in Mathematics by 05/23/2014 as measured by results of the ACT..

Strategy1:

Intervention Strategy - Professional Development on strategic teaching methods will be provided. CCRS standards will be taught and documented in lesson plans by all teachers.
RTI and Odyssey program will be provided for students achieving below standard in Math.
STAR testing in reading will be used as monitoring tool.

Tier II and Tier III strategies will be the focus of classroom instruction. Research Cited: Differential Instruction

Component 3: Instruction by Highly Qualified Staff

3. Describe how staffing decision ensure that highly qualified, well trained teachers provide instruction and how their assignments most effectively address identified academic needs.

Each department has a chairperson that is a highly qualified teacher with at least 10 years experience to guide their department. Teachers collaborate with each other to ensure that instruction and assignments address the needs of our students. Teachers also collaborate across curriculum to help bridge the gap between subjects.

Component 4: Strategies to Attract Highly Qualified Teachers

1. What is the school's teacher turnover rate for this school year?

SHS has all teachers returning from last year. Zero turnover rate.

2. What is the experience level of key teaching and learning personnel?

SHS only has 2 faculty members with less than 3 years teaching experience.

3. What are specific initiatives the school has implemented to attract and retain high quality teachers regardless of the turnover rate?

SHS offers mentor teachers for the less experienced teacher. There is also a sense of family at SHS with cordial friendliness among staff members and community that tends to attract and help retain quality teachers. The moral and ethical character of our staff and administration has an honorable and respected reputation that helps attract and retain teachers as well.

4. What are specific initiatives the district has implemented to attract and retain highly qualified teachers regardless of the turnover rate?

District representatives attend job fairs that are sponsored by colleges and universities for the purpose of attracting highly qualified teachers to Covington County Schools. Prospective teachers are given information about the school system. Contact information is collected from prospective teachers in high-need areas and these teachers are encouraged to apply and consider relocation to the area. Applications are requested district-wide when openings are available in order to choose only those teachers who are highly qualified. The LEA conducts screening interviews for all teachers and paraprofessionals to make sure they are HQ before the Principal completes their interview. Principals are required to have the knowledge of each teachers highly qualified status and the area the teacher is highly qualified to teach.

5. If there is a high turnover rate, what initiatives has the school implemented to attempt to lower the turnover rate of highly qualified teachers?

There is not a high turnover rate so no initiatives are necessary.

Component 5: High Quality and Ongoing Professional Development

1. Identify the professional development activities included in the schoolwide plan that are high quality, effective, and research- based?

An ongoing professional development process will take place for RTI, STAR Assessment, and Odyssey Program. New training will be provided for Accelerated Reader at the high school level during the 2014-2015 school year.

2. Identify the professional development opportunities for teachers, principals, paraprofessionals, other staff, and parents that are included in the schoolwide plan?

Teachers, principals and other staff members will all have opportunities for professional development throughout the year. Teachers will have local development through the district office on legal issues, media and social media devices, CCRS as well as other opportunities at the state level. Principals and administration will have opportunities at the state level through CLAS conferences as well as through the local level by meetings held at the district office.

3. Identify the teacher mentoring activities included in the schoolwide plan. For example, new or inexperienced teachers are given support from an assigned master teacher.

Straughn High School has established a informal mentoring program. The overarching goal for the program is to improve teaching practice. The program is designed to provide ongoing support for new and/or struggling teachers. Each new teacher is assigned a master teacher that is matched based on practicality, subject, grade, and proximity. The plan is to make this program more formal. The goal for this school year is for the mentor and new teacher to meet weekly or biweekly and document on a contact log the date, length, and focus of the meeting. Since we do not have any first year teachers this would primarily be for struggling teachers.

4. Describe how this professional development is "sustained and ongoing."

This professional development is sustaining and ongoing because it is continuous throughout the school year through meetings and collaboration with teachers or staff members at our local school and at the district level.

Component 6: Transition Strategies

1. Identify the strategies in the schoolwide plan that support and assist students in transitioning from one grade level to the next. For example, preschool preparation for Kindergarten and/or eighth grade transition to high school.

In May, before the end of their eighth grade year, students from Fleeta, one of our feeder schools, visit for a school day. During this field trip, students tour the school, sit in on a few 9th grade classes, and attend an assembly at which orientation information is distributed.

In August, before the beginning of their ninth grade year, all incoming freshmen and their parents, as well as newly enrolled students at all grade levels, are invited to attend orientation, which is held in the evening. At this meeting students and their parents receive information about policies and opportunities affecting incoming freshmen. One of the most important issues brought up at this meeting is diploma selection: standard or advanced.

In August, the week before school begins, all students 9-12 have an opportunity to pick up their schedules and locker assignments. This gives students the opportunity to walk through their schedules and become familiar with their locker combinations. This is especially helpful to students new to SHS.

Component 7: Teacher Participation in Making Assessment Decisions

1. What measures are in place to include teachers in decisions regarding the use of results of statewide academic assessments?

Faculty members are

Component 8: Timely and Additional Assistance to Students Having Difficulty Mastering the Standards

1. What is the process to identify students who experience difficulty mastering the State's academic achievement assessment standards at an advanced or proficient level?

Teachers collaborate frequently in faculty meetings, grade level meetings, and departmental meetings to discuss individual students needs as well as the needs of the overall instructional program. 1.) Review non-mastery reports to drive instruction, especially areas of high percentages of non-mastery, 2.) Use tracking logs, 3.) Review individual student reports. 4.) Review the STAR screening report and student progress reports, 5.) RTI Teams meet regularly to discuss students who are in need of additional assistance.

2. How is timely, effective, additional assistance provided to students who are experiencing difficulty mastering the State's academic achievement assessment standards at an advanced or proficient level?

Students who experience difficulty mastering proficient or advanced achievement standards will be provided timely and effective additional instructional assistance. This will be accomplished by the following:
-Offering an after-school tutoring program
-Encouraging parental involvement in student education through school conferences, telephone conversations, notes, and e-mail -Providing the teachers with a review of student permanent records, previous test results, and any other pertinent information which would help the teacher to determine student strengths and weaknesses

-Scheduling students who have not passed sections of the AHSGE in a curriculum enrichment class
-Employ certified teacher for summer remediation for AHSGE
-Providing extended summer learning opportunities for students who need to recover credits needed to meet graduation requirement -We have an IVC computer lab which provides extended learning opportunities for students.

3. How are students' individual needs being addressed through differentiated instruction in the classroom?

By observation and lesson plans we recognize that students' needs are being addressed many different ways. Among these are cooperative learning, hands-on activities through Science in Motion Labs, relating classroom concepts to everyday life experiences, learning through field trips such as Dauphin Island Sea Lab as well as others.

4. Describe how the school provides opportunities for the most academically needy students to receive support and reinforcement of academic skills BEYOND THE REGULAR SCHOOL DAY.

After school tutoring is available to students. Straughn High School provides special education services and uses appropriate procedures in accordance with federal and Alabama State laws and regulations. The Response to Instruction Team (RtI) determines if a student requires evaluation. RTI plans are developed to try to meet the needs of struggling students in the general education classroom. However, if a special education referral is necessary, special education referral will take place. The Referral Coordinator tracks referrals and sends notices to

parents concerning eligibility meetings. The evaluation is conducted to determine if the student is eligible for special education services. An Individualized Education Plan (IEP) team convenes to determine the eligibility for special education services. The IEP team develops the Individualized Education Plan based on the results of the evaluations, the concerns of the parents, and the academic, developmental and functional needs of the child. To the maximum extent appropriate, special education students are educated with children who are not disabled. Straughn High School special education students have access to a variety of educational programs and services available to non- disabled children. In addition, special education students are provided with an equal opportunity to participate in all extracurricular activities available to non-disabled students.

Economically disadvantaged students are identified through the applications for free and reduced lunch. Students with low family income will be identified as economically disadvantaged students and will be eligible to receive free or reduced breakfast and lunch during the school day. Such students will have equal access to all programs and services available.

5. Describe procedures used to address challenges for EACH group of Migrant, English Language Learners, Economically Disadvantaged, Special Education, Neglected and/or Delinquent, and Homeless Students.

Referral Coordinator tracks referrals and sends notices to parents concerning eligibility meetings. The evaluation is conducted to determine if the student is eligible for special education services. An Individualized Education Plan (IEP) team convenes to determine the eligibility for special education services. The IEP team develops the Individualized Education Plan based on the results of the evaluations, the concerns of the parents, and the academic, developmental and functional needs of the child. To the maximum extent appropriate, special education students are educated with children who are not disabled. Straughn High School special education students have access to a variety of educational programs and services available to non-disabled children. In addition, special education students are provided with an equal opportunity to participate in all extracurricular activities available to non-disabled students.

Economically disadvantaged students are identified through the applications for free and reduced lunch. Students with low family income will be identified as economically disadvantaged students and will be eligible to receive free or reduced breakfast and lunch during the school day. Such students will have equal access to all programs and services available.

6. Special Populations as listed in the Carl D. Perkins Career and Technical Education Act of 2006 - Describe procedures used to address challenges for EACH group of individuals with disabilities, individuals from economically disadvantaged families (including foster children), individuals preparing for non-traditional fields, single parents (including single pregnant women), displaced homemakers, and individuals with limited English proficiency.

Students who experience difficulty mastering proficient or advanced achievement standards will be provided timely and effective additional instructional assistance. This will be accomplished by the following:
-Offering an after-school tutoring program
-Encouraging parental involvement in student education through school conferences, telephone conversations, notes, and e-mail -Providing the teachers with a review of student permanent records, previous test results, and any other pertinent information which would help the teacher to determine student strengths and weaknesses

-Scheduling students who have not passed sections of the AHSGE in a curriculum enrichment class

-Employ certified teacher for summer remediation for AHSGE
-Providing extended summer learning opportunities for students who need to recover credits needed to meet graduation requirement -We have an IVC computer lab which provides extended learning opportunities for students.

Component 9: Coordination and Integration of Federal, State and Local Programs and Resources

1. In what ways are the programs coordinated and integrated toward the achievement of the schoolwide goals?

All career and technology programs have been certified and meet BIC requirements. Dual enrollment classes are offered by local community colleges and by Ozark Aviation School. Covington County Schools has recently employed a Career Coach who works with 9th grade students on a weekly basis. Students are identified for remediation based on STAR Assessment for Reading and Math skills. A drug awareness counselor will speak to the SHS student body on the harmful effects of drug and tobacco use. School Nurse for health and wellness of students. Jobs for all Graduates (JAG) instructor for students to be better instructed on learning job related skills.

2. List the State, Federal and local programs that are consolidated/coordinated in the schoolwide program and describe how all programs and resources are coordinated and integrated toward the achievement of the schoolwide goals.

Budget: Describe the coordination of all federal, state, and local programs. (Note: NCLB Section 1116 requires that each year Title I schools identified for improvement must reserve the equivalent of 10% of the school-level allocation made available to the school under Section 1113 specifically for professional development opportunities for teachers. Budgets should reflect this set-aside.) See the sample budget on a later page.

3. How does the school coordinate and integrate the following Federal, State and local services in a manner applicable to the grade level to support achievement of the schoolwide goals: violence prevention programs, nutrition programs, housing programs, Head Start, adult education, vocational and technical education, and job training.

All career and technology programs have been certified and meet BIC requirements. Dual enrollment classes are offered by local community colleges and by Ozark Aviation School. Covington County Schools has recently employed a Career Coach who works with 9th grade students on a weekly basis. She also serves as a career counselor for all students.
A drug awareness counselor will speak to the SHS student body on a yearly basis. Drug, alcohol, and tobacco abuse will be addressed through 10th grade health classes.

A school resource officer is employed by the school system and is present on campus daily.
Jobs for all Graduates (JAG) instructor for students to be better instructed on learning job related skills. A school nurse is employed by the school system and is available for health and medical issues.

Component 10: Evaluation

1. How does the school evaluate the implementation of the schoolwide program?

The implementation of the school-wide program is evaluated both periodically and annually. The school's CIP team convenes and the schools plan is re-evaluated and rewritten annually. The previous year's goals are examined and evaluated by committee members to determine the effectiveness of the efforts.
Response to instruction (RTI) is a large part of school efforts to address the specific academic needs and deficiencies of our students. RTIs overall effectiveness is evaluated by the administration of the STAR reading and STAR math tests to determine any progress or , students grades, and any other test data available. Intervention efforts are determined by benchmark scores on these exams.

Graduation rate, attendance rates, and classroom grades are reviewed regularly by stakeholders to help gauge the effectiveness of the overall instructional program.
End of Course Testing, ACT, and Work Keys will be used as benchmark scores are determined.

2. How does the school evaluate the results achieved by the schoolwide program using data from the State's annual assessments and other indicators of academic achievement?

This is the first year of ACT testing for all of our eleventh graders. While national benchmark standards have been examined, there has not been a state benchmark goal set. Straughn High School does examine how many students are considered college and career ready based on ACT scores.
During the 2014-2015, seniors will take the Work Keys test for the first time. Students achieving the benchmark score will be counted as college and career ready.

End of Course Assessment results will be evaluated when state benchmark scores are determined. Graduation rate is evaluated annually and a new goal is set to reach a 90% graduation rate. Classroom reports are generated and examined to look at passage/failure rates in specific courses. STAR reading and STAR Math Results are evaluated for determining Tier II and Tier II students.

3. How does the school determine whether the schoolwide program has been effective in increasing the achievement of students who are furthest from achieving the standards?

STAR reading and STAR math are evaluated by RtI committees. Each grade level has a problem-solving team composed of the RtI coordinator and grade level teachers. After evaluating scores, the effectiveness of remediation efforts are examined and adjusted to better meet students needs if necessary.
Benchmark scores have yet to be determined by the Alabama State Department of Education. When those benchmarks are determined, then an action plan will developed and put into place,annual results will be compared from year to year. By examining disaggregated data provided in test score reporting, the students that are furthest from benchmarking will be identified and plans will be put in place.

4. What process is followed by the school to revise the plan as necessary, based on the evaluation, to ensure continuous improvement of students in the schoolwide program?

The implementation of the school-wide program is evaluated both periodically and annually. The school's ACIP team convenes and the schools plan is re-evaluated and rewritten annually. The previous year's goals are examined and evaluated by committee members to determine the effectiveness of the efforts. Parents will be involved with the planning and updating of all school plans. Ex. Parent/Teacher/Student Compacts, Wellness Plans, Safety Plans, ACIP, etc. Copies of all plans will be housed in the school office.

Coordination of Resources-Comprehensive Budget

List all federal, state, and local monies that the school uses to run its program.

Introduction

I. State Foundation Funds: FTEs Earned

I. State Foundation Funds: Units Placed

I. State Foundation Funds:Total Salaries

Once all questions within Section I. State Foundation Funds: Total Salaries have been completed, a total for all salaries will appear in the PDF only.

Total 1,434,286.84

Title I: Improving the Academic Achievement of the Disadvantaged Provide a brief explanation and breakdown of expenses.

78704.80

Title I: ARRA Funds
Provide a brief explanation and a breakdown of expenses.

None Provided

Title II: Professional Development Activities
Provide a brief explanation and a breakdown of expenses.

None Provided

Title III: For English Language Learners
Provide a brief explanation and a breakdown of expenses.

None Provided

II. Federal Funds

Title IV: For Safe and Frug-free Schools
Provide a brief explanation and a breakdown of expenses.

None Provided

Title VI: For Rural and Low-income Schools
Provide a brief explanation and a breakdown of expenses.

None Provided

Career and Technical Education-Perkins IV: Basic Grant (Title I) Provide a brief explanation and a breakdown of expenses.

8299.67

Career and Technical Education-Perkins IV: Tech Prep (Title II) Provide a brief explanation and a breakdown of expenses.

None Provided

Other: 21st Century, Learn and Serve, Even Start, School Improvement Grant Provide a brief explanation and a breakdown of expenses.

None Provided

Local Funds
Provide a brief explanation and a breakdown of expenses.

None Provided

III. Local Funds (if applicable)