ACIP W.P. Davidson High School · Introduction 20 ACIP Assurances 21 2017/2018 Davidson High ACIP...

ACIP

W.P. Davidson High School

Mobile County Board of Education

Mr. Lewis Copeland

3900 Pleasant Valley Road Mobile, AL 36609

Document Generated On October 17, 2017

TABLE OF CONTENTS

Executive Summary

Introduction 2 Description of the School 3 School's Purpose 4 Notable Achievements and Areas of Improvement 5 Additional Information 7

Improvement Plan Stakeholder Involvement

Introduction 9 Improvement Planning Process 10

Student Performance Diagnostic

Introduction 12 Student Performance Data 13 Evaluative Criteria and Rubrics 14 Areas of Notable Achievement 15 Areas in Need of Improvement 17 Report Summary 18

2017-2018 ACIP Assurances

Introduction 20 ACIP Assurances 21

2017/2018 Davidson High ACIP Plan

Overview 23 Goals Summary 24

Goal 1: Engage and Empower the learner through high quality K-12 aligned College and Career Ready Standards,

instruction, and assessment for all core content areas 25

Goal 2: Prepare and Support Teachers to graduate College and Career Ready Students 41

Goal 3: Provide digital tools and resources to all educators and students 42

Goal 4: Prepare and support students through student support services 43

Goal 5: Enhance the engagement in digital literacy tools and resources through the Digital Literacy Project. 45

Goal 6: Enhance Student Engagement in high schools. 46

Activity Summary by Funding Source 49

Stakeholder Feedback Diagnostic

Introduction 56 Stakeholder Feedback Data 57 Evaluative Criteria and Rubrics 58 Areas of Notable Achievement 59 Areas in Need of Improvement 60 Report Summary 61

2017-2018 Title I Schoolwide Diagnostic

Introduction 63 Component 1: Comprehensive Needs Assessment (Sec.1114(b)(6)) 64

Component 2: Schoolwide Reform Strategies (Sec. 1114(7)(A)(i)(ii)(iii)(I)(II)(III)) 66 Component 3: Instruction by Qualified Staff (Sec.1112(c)(6)) 78 Component 4: Strategies to Attract Qualified Teachers (Sec. 1114(7)(A)(iii)(IV)) 79 Component 5: High Quality and Ongoing Professional Development (Sec. 1114(7)(A)(iii)(IV)) 80 Component 6: Transition Strategies (Sec.1114(7)(A)(iii)(V)) 81 Component 7: Teacher Participation in Making Assessment Decisions (Sec.1114(b)(2)) 82 Component 8: Timely and Additional Assistance to Students Having Difficulty Mastering theStandards (Sec.1114 (7)(A)) 83 Component 9: Coordination and Integration of Federal, State and Local Programs and Resources(Sec.1114(b)(V)) 85 Component 10: Evaluation (Sec.1114(b)(3)): 86

2017-2018 Coordination of Resources - Comprehensive Budget

Introduction 88 FTE Teacher Units 89 Administrator Units 90 Assistant Principal 91 Counselor 92 Librarian 93 Career and Technical Education Administrator 94 Career and Technical Education Counselor 95 Technology 96 Professional Development 97

EL Teachers 98 Instructional Supplies 99 Library Enhancement 100 Title I 101 Title II 102 Title III 103 Title IV 104 Title V 105 Career and Technical Education-Perkins IV 106 Career and Technical Education-Perkins IV 107 Other 108 Local Funds 109

2017-2018 Parent and Family Engagement

Introduction 111 Parent and Family Engagement 112

Executive Summary

ACIPW.P. Davidson High School

SY 2017-2018 Page 1© 2017 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

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? W. P. Davidson High School is a 1,600 student school serving a largely urban school attendance zone in central Mobile, Alabama. When it

was built, in the early 1960's, it was the western-most school still in the city. Today, it is located near the geographic center of the city. The

first major factor affecting our student population is the predominance of large numbers of apartments and motels that provide housing to

low-income families. In addition, many of the single-family homes located near the school are rental properties (with a large portion qualifying

for section 8 housing assistance). A second factor that affects our student population is the Fonde Elementary-Denton Magnet Middle

School-DHS is the only combination of schools in all of Mobile County where an entire feeder pattern is located within walking distance of

each other. These two factors contribute to our biggest challenge - the transient nature of our student population, with a large percentage of

students from low income families. While becoming more stable in recent years, the school population has turned over as much as 25%

during the school year.

Historically, the school has served a large minority population, with non-white students totaling over 80% of the school population. This

population has begun to shift racially, with an increase in Asians and Latinos to offset losses in the black student population, but the

percentage of students from low income families appears to be remaining constant. ESL (English as a Second Language) student

populations are rising, with the current enrollment reflecting about 15% of the total student population - with as many as 20 countries

represented, as well as 25 languages spoken daily. This ESL population poses an additional challenge as it has a large refugee component

in addition to the traditional immigrant and migrant populations. The total student population has increased in recent years due to transfer

students that have offset the loss of historic of non-contiguous attendance zones.

To combat student loss, the school has actively recruited students for its signature academic programs, International Baccalaureate (IB) and

Engineering Pathways Integrated Curriculum (EPIC). With the addition of a Signature Academy focused on engineering and related

academic fields, and the expansion of EPIC to include bio-medical and computer fields, we have reached our goal of stabilizing the student

population at approximately 1,600 students.

The faculty and staff are predominately white, and approximately 60% of the staff have been employed at Davidson High School for over 10

years. Teachers are hired as much for their ability to fit in with the school psyche as for experience and certification. In most years, there is

less than 5% turnover - most often due to retirement or family relocation rather than transfers within the local education community.



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. WP Davidson High School Purpose Statement

Davidson High School's primary function is to ensure that all students acquire both the knowledge and the skills necessary to become

responsible, contributing, democratic American global citizens. We offer a challenging, relevant curriculum, taught by a qualified and caring

faculty working in a collaboration to help students succeed. Our goals can best be accomplished in a positive atmosphere characterized by

high expectations, attractive and comfortable surroundings, and the support of our parents and community.

This mission/purpose statement was revised in 2007 by a team of stakeholders including school administrators, teachers, students, and

parents. The mission/purpose statement was updated again in 2015 by a team of stakeholders under the direction of the school principal, Mr.

Lewis Copeland, and led by Mrs. Lydia Edmonds, IB Coordinator and math teacher. Stakeholders again included school administration,

teachers, students, and parents.

The primary mission of W.P. Davidson High School is to produce a college and career ready student of the highest quality in each student

that we graduate. It is our belief that all students can succeed in their chosen path whit the tools that we provide during their time with us. Our

faculty challenges their students daily to do their best, and to remember the lessons that we teach them. Academic challenges for our

students consist of course and program offerings that include honors, Advanced Placement, Engineering Pathways Integrated Curriculum

(EPIC), and International Baccalaureate (IB). With the addition of new pathways in our Academy course offerings, we hope to provide

another set of academic challenges for the regular student. Our students have the option to take a full range of business and vocational

courses, either on campus, or through a district vocational center. We also require a semester-long Senior Project of all regular graduates

that demonstrates inquiry, knowledge, community service and communication skills.



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. Our school has placed considerable emphasis on the improvement of our graduation rate, and the closing of performance gaps in our

graduation rate, over the last few years. The Class of 2015 reached an 90% rate - well ahead of the timetable established in the goals of the

State of Alabama's initial Plan 2020. The Class of 2016 and 2017 had rates that were slightly less (88% and 87%, respectively). With the

fluidity of the school's population, we feel that this is probably a true picture of our classes and hope to continue at this rate with slight

fluctuations up and down each year. Most notably, all of the reportable subgroups - black, Hispanic, ESL, and special education - had

graduation rates nearing the overall rate of the school.

For the past several years, these same classes of students have the highest ACT scores in the district, and the highest percentage of

passing AP scores in the district, and our IB graduates consistently out-perform other local and state schools, and exceed the international

average for those students. The current group of seniors (class of 2017) scored 100% on their IB exams - meaning that all IB students

achieved at a level to earn their IB diplomas.

Our school has been named a two-year recipient of the Banner School award by the Council of Leadership in Alabama schools, an award

that recognizes innovation and excellence in Alabama schools. In 2014, we were recognized for the creation, implementation, and continued

growth of our EPIC program, which provides advanced educational opportunities in engineering and related fields. In 2015, we were

recognized for our Senior Project, which is a semester-long program for regular graduates, focusing on research, volunteerism, personal

growth and presentation skills.

Our school robotics team continues to win awards at both local and regional competitions, and was invited to participate in a Presidential

Science Fair in Washington, DC in April 2016. For more than 10 years, students have been annually designing and building robots,

documenting and presenting their efforts, and learning about the collaborative nature of the real world in the process.

Our Mathematics Department has competed and won the regional CAN DO competition - an event that combines architecture and social

responsibility - for the three years in a row, 2014-2016, earning grants for the school, and contributing thousands of cans of non-perishable

food items to local food banks.

Our Library received a James Patterson grant that has transformed a former book storage space into an engaging and student-friendly coffee

shop and internet café for use before and after-school, and during lunch and breaks. The Café provides an opportunity for students to

engage in collaboration and research in a non-classroom setting.

Our Scholars' Bowl team took home the trophy for winning the annual tournament two years running, 2016-2017 and is currently studying for

its third trophy in a row in 2018.

Our primary goal has been, and remains, to continue to raise the overall performance of our students on the ACT test, and to work to close

the achievement gaps reflected in those scores for our most at-risk student populations. Over the last several years, the achievement gap

between black and white students on average ACT scores has varied between 5.6 and 6.8 points. While the average scores of black

students remain relatively constant (varying less than one point), the scores of white students has varied by 2.4 points. Our academic focus



is to increase the access to educational resources and provide additional support to help our at-risk populations.



Additional Information

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

sections. We feel that the expansion of the EPIC program to three tracks, traditional engineering, bio-medical engineering, and computer sciences,

along with the addition of the signature academy for all students beginning with the class of 2018, will continue to position our school as a

source of quality graduates for our community for the foreseeable future.



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. The members of the School Improvement Committee were chosen based on their leadership roles within the school as well as their past

involvement with the school improvement process. Several meetings were held, including meetings before the writing of the plan, and before

the revisions to the plan, including large group meetings where all members were invited to participate, and smaller, committee-type

meetings, where focus groups met to talk about specific areas of the plan. Meetings usually took place after school, but in-school and

evening meetings were held to accommodate schedules. Describe the representations from stakeholder groups that participated in the development of the improvement plan and their

responsibilities in this process. The School Improvement Committee includes the school principal, assistant principal in charge of curriculum and instruction, the Title I

designee, a representative from the district Federal Programs office, the lead guidance counselor, department chairs from all academic

areas, the Special Education department chair, our ESL teacher, the IB coordinator, the Academy Specialist, our media and technology

specialist, parents and students.

School system employees wrote the plan, the Title I designee input the plan, and parents and students reviewed the plan. All were consulted

during the different phases of developing the plan. Explain how the final improvement plan was communicated to all stakeholders, and the method and frequency in which

stakeholders receive information on its progress. The initial draft, plus results of the final plan from the prior year, were shared with the parents at the annual parent meeting on September 19,

2017. the final school improvement plan will be communicated to the parents and stakeholders electronically through the school website. In

addition, printed copies will be available upon request from the Title I office at the school.



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

Label Assurance Response Comment Attachment1. Did you complete the Student Performance

Data document offline and upload below?Yes DHS ACIP Data

2017-2018



Evaluative Criteria and Rubrics

Overall Rating: 3.25

Statement or Question Response Rating1. Assessment Quality The array of assessment devices used by the

institution to determine students' performancesis sufficiently aligned so that valid inferencescan be reached regarding students' status withrespect to the majority of those curricular aimsregarded as high-priority instructional targets.The documentation provided in support of thisalignment is relatively persuasive. Most of theassessments used are accompanied byevidence demonstrating that they satisfyaccepted technical requirements.

Level 3

Statement or Question Response Rating2. Test Administration All the assessments used by the institution to

determine students' performances, whetherexternally acquired or internally developed,have been administered with complete fidelityto the administrative procedures appropriate foreach assessment. In every instance, thestudents to whom these assessments wereadministered are accurately representative ofthe students served by the institution.Appropriate accommodations have beenprovided for all assessments so that validinferences can be made about all students'status with respect to all of the institution'stargeted curricular outcomes.

Level 4

Statement or Question Response Rating3. Quality of Learning Evidence of student learning promoted by the

institution is acceptably analyzed and presentedwith reasonable clarity. In comparison toinstitutions functioning in a similar educationalcontext, students' status, improvement, and/orgrowth evidence indicates that the level ofstudent learning is at or above what wouldotherwise be expected.

Level 3

Statement or Question Response Rating4. Equity of Learning Evidence of student learning indicates

achievement gaps exist among subpopulationsof students, and these achievement gaps havenoticeably declined.

Level 3



Areas of Notable Achievement

Which area(s) are above the expected levels of performance? Our ACT Aspire proficiency scores in mathematics for 2016/2017 went up by over 10 points to 38.3%.

Our ACT Aspire proficiency scores in science for 2016/2017 went up almost 10 points to 39.5%.

Our 12th grade subtest and composite scores for the ACT are the highest in the district and exceed state averages.

We have the highest percentage of 3-4-5 scores on AP exams in the district.

At 100%, our IB rate is the highest in the district, and exceeds the national and international average.

Describe the area(s) that show a positive trend in performance. The number of students taking AP examinations and the percentage and number of grades 3-4-5 remains at a consistently high level.

The percentage of IB diplomas climbed to 100%. Which area(s) indicate the overall highest performance? The Class of 2017 produced 4 National Merit finalists, the most in the district.

The Robotics team won its 5th consecutive regional competition, and again won the district competition. Which subgroup(s) show a trend toward increasing performance? Performances among black and Hispanic students continue to grow, and achievement gaps between these groups and school averages

continues to achieve. Between which subgroups is the achievement gap closing? .The achievement gaps between black and white students and Hispanic and white students are narrowing.



Which of the above reported findings are consistent with findings from other data sources? ACT, PSAT, and SAT scores are similar for students who take more than one assessment.



Areas in Need of Improvement

Which area(s) are below the expected levels of performance? The graduation rate declined due to Federal audit, which resulted in the reporting of two rates, one which excluded students who took

Essentials courses and one which included those students. Also, the decline is due to some natural fluctuation, which was expected. Describe the area(s) that show a negative trend in performance. We continue to have In-school and Out-of-school suspensions from black students at a larger percentage than they represent in the student

body. Which area(s) indicate the overall lowest performance? Attendance, at 93.03%, which is up from previous years, is still the lowest in the feeder pattern. Which subgroup(s) show a trend toward decreasing performance? None. Between which subgroups is the achievement gap becoming greater? None Which of the above reported findings are consistent with findings from other data sources? All data is consistent.



Report Summary

Scores By Section

Sections

1 2 3 4

Section Score

Evaluative Criteria and Rubrics 3.25



2017-2018 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

Label Assurance Response Comment Attachment1. The Instructional Leadership Team members

that should be present include the principal,guidance counselor, district schoolimprovement specialist (or other designee),appropriate content-area teachers, parentrepresentatives, and student representatives(as appropriate). Depending on the data,additional members may include specialpopulation representatives (TechnologyCoordinator, Special Education, EL, etc.),district federal programs coordinator, districtchief school financial officer, communitystakeholders, or any other member asappropriate. Documentation will be maintainedon site.

Yes See ACIP Committee Attachment Assurances 2017-2018

Label Assurance Response Comment Attachment2. The institution complies with all federal laws

and regulations prohibiting discrimination andwith all requirements and regulations of theU.S. Department of Education. It is the policy ofthis institution that no person on the basis ofrace, color, religion, national origin or ancestry,age, gender, height, weight, marital status ordisability shall be subjected to discrimination inany program, service or activity for which theinstitution is responsible, or for which it receivesfinancial assistance from the U.S. Departmentof Education.

Yes Davidson High School complieswith the federal non-discrimination policies under theMobile County Public SchoolSystem.See Attachment.

MCPSS NonDiscriminationStatement 2017-2018SignedDiscriminationNotice 2017-2018

Label Assurance Response Comment Attachment3. The institution has designated an employee to

coordinate efforts to comply with and carry outnon-discrimination responsibilities. If yes, listthe name, position, address and telephonenumber of the employee in the comment field.

Yes Dr. Lynn ClevelandAssistant Principal3900 Pleasant Valley RoadMobile, Alabama 36609

Non-discriminationSignature

Label Assurance Response Comment Attachment4. The institution has a Parent and Family

Engagement policy and plan as required inESSA Section 1116, and ensures that allrequirements in Section 1116 and1112(e)(1)(A)(i)-(ii), Parents' Right-to-Know, areimplemented systematically.

Yes The Parent and FamilyEngagement Plan is attached.The plan will distributed toparents in a brochure format.

DHS Parent andFamilyEngagement Plan

Label Assurance Response Comment Attachment5. The institution has a School-Parent Compact. If

a Title I school, the School-Parent Compactcontains the required components (ESSASection 1116 (d) and was jointly developed withparents of participating students.

Yes The 2017 - 2018 Parent Compactwill be completed for DavidsonHigh School

Parent Compact2017-2018



Overview

Plan Name


Plan Description

2017/2018 ACIP Plan



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 Name Goal Details Goal Type Total Funding1 Engage and Empower the learner through high

quality K-12 aligned College and Career ReadyStandards, instruction, and assessment for all corecontent areas

Objectives:16Strategies:14Activities:17

Academic $99411

2 Prepare and Support Teachers to graduate Collegeand Career Ready Students


Organizational $0

3 Provide digital tools and resources to all educatorsand students


Organizational $5881811

4 Prepare and support students through studentsupport services


Organizational $34838

5 Enhance the engagement in digital literacy toolsand resources through the Digital Literacy Project.


Organizational $0

6 Enhance Student Engagement in high schools. Objectives:1Strategies:1Activities:3

Organizational $0



Goal 1: Engage and Empower the learner through high quality K-12 aligned College and Career

Ready Standards, instruction, and assessment for all core content areas

(shared) Strategy 1: Digital Literacy Project Implementation - Teachers will implement Digital Literacy strategies learned over the last three years and apply those strategies and resources

in their classrooms. Category: Develop/Implement Student and School Culture Program Research Cited: Discovery Education

Measurable Objective 1:95% of All Students will collaborate to increase the digital media use to improve understanding of English and foreign language stategies taught in English LanguageArts by 05/24/2018 as measured by the implementation of the DIgital Literacy Project, lesson plans, and resources used.



(shared) Strategy 2: Tutoring - Teachers will tutor students after school hours to provide additional academic support when needed. Category: Develop/Implement Learning Supports

(shared) Strategy 1: Digital Literacy Project Implementation - Teachers will implement Digital Literacy strategies learned over the last three years and apply those strategies and resources

in their classrooms. Category: Develop/Implement Student and School Culture Program Research Cited: Discovery Education

Activity - Digital Literacy Project Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Teachers will implement and integrate Digital Literacy strategies with dailyclassroom instruction.

ProfessionalLearning,DirectInstruction

08/08/2017 05/24/2018 $0 DistrictFunding

Classroomteachers,mediaspecialistsand schooladministration

Activity - Tutoring Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Teachers will provide after school academic assistance to students on avoluntary, as needed basis.

AcademicSupportProgram,Tutoring

08/08/2017 05/24/2018 $0 No FundingRequired

Teachers

Measurable Objective 2:95% of All Students will demonstrate a proficiency effectively and responsibly use standards-based digital media materials, apps, social educational networking, andlearning management systems to learn and communicate real-world applications of concepts and processes individually and collaboratively. in Mathematics by05/24/2018 as measured by Classroom/ student observations, final products/ perfrormances that demonstrate mastery of State Course of Study standards,implementation of Courses of Study Lesson Plans..




Strategy 1: Move to multimedia content. - Students will create portfolios for class project. Teachers will move to dynamic, interactive, adaptive, multimedia content powered by

devices that engage, empower, and connect students to all forms of learning. Category: Develop/Implement College and Career Ready Standards Research Cited: Transform 2020 surveys, Alabama Courses of Study

Activity - Digital Literacy Project Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Teachers will implement and integrate Digital Literacy strategies with dailyclassroom instruction.



Classroomteachers,mediaspecialistsand schooladministration


Source OfFunding

StaffResponsible




Teachers

Measurable Objective 3:50% of Twelfth grade students will collaborate to use digital tools, individually and collaboratively, to gather, organize, evaluate, and share and present information. inEnglish Language Arts by 05/24/2018 as measured by Student portfolios, classroom and student observations, final products..




(shared) Strategy 1: Cycle of Instruction - Classroom teachers will apply knowledge of research based cycle of instruction techniques to classroom instruction. Category: Develop/Implement Research Based Best Practices for Continuous Improvement

Activity - Senior Project Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Students will produce a portfolio for senior project to present board night tojudges.

Technology,DirectInstruction,CareerPreparation/Orientation,AcademicSupportProgram


Contentteachers,administrators, mediaspecialists.


Source OfFunding

StaffResponsible




Teachers

Measurable Objective 4:100% of Ninth grade students will demonstrate a proficiency increase the mean reading scaled score in Reading by 05/24/2018 as measured by on the ScantronPerformance Bands from 2929 to 3017 (3%).




(shared) Strategy 3: Writing Portfolios - Teachers will implement the district required writing portfilios Category: Develop/Implement College and Career Ready Standards

Activity - Cycle of Instruction Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Cycle of instruction, including essential questions, bell ringers, directinstruction, collaboration, high level questioning, and daily wrap-ups will beimplemented in the classroom.

DirectInstruction

08/08/2017 05/24/2018 $79802 Title ISchoolwide

Classroomteachers,support staff,Title Ifacilitator,schooladministration


Source OfFunding

StaffResponsible




Teachers

Activity - Writing Portfolios Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Teachers will implement the district required writing portfolios DirectInstruction,AcademicSupportProgram


ELA teachers



Strategy 4: EQT District required close reading questions - Teachers will include district required close reading questions each quarter on EQTs. Category: Develop/Implement Learning Supports


Activity - EQT District required close reading questions Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Teachers will include district provided close reading questions EQTs foreach quarter

DirectInstruction,AcademicSupportProgram


ELA teachers

Measurable Objective 5:100% of Ninth grade students will demonstrate a proficiency increase the mean algebra scaled score in Mathematics by 05/24/2018 as measured by on the ScantronPerformance Bands from 5334 to 5494 (3%).


Source OfFunding

StaffResponsible


DirectInstruction






Strategy 3: AlgebraNation - Teachers will use AlgebraNation as part of classroom instruction. Category: Develop/Implement Research Based Best Practices for Continuous Improvement


Source OfFunding

StaffResponsible




Teachers

Activity - AlgebraNation Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Teachers will utilize AlgebraNation program to provide additional resourcesto students.



Teachers,MathDepartmentchair,AssistantPrincipals,TechnologyCoordinator

Measurable Objective 6:100% of Ninth grade students will demonstrate a proficiency increase the mean geometry scaled score in Mathematics by 05/24/2018 as measured by on theScantron Performance Bands from 5482 to 5646 (3%).





(shared) Strategy 1: College Test Prep - Students will be provided college test prep classes during skinny blocks.


Source OfFunding

StaffResponsible


DirectInstruction




Source OfFunding

StaffResponsible




Teachers

Measurable Objective 7:100% of Twelfth grade students will demonstrate a proficiency in reading test scores of 21.0 in Reading by 05/24/2018 as measured by on the ACT test.



Category: Develop/Implement Learning Supports

(shared) Strategy 2: Writing Portfolios - Teachers will implement the district required writing portfilios Category: Develop/Implement College and Career Ready Standards

(shared) Strategy 1: College Test Prep - Students will be provided college test prep classes during skinny blocks. Category: Develop/Implement Learning Supports

Activity - College Test Prep Classes Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Elective courses taught by HQ teachers are offered to students to assist inpreparation for ACT and other standardized tests.

AcademicSupportProgram


HQ teachersassigned toCollege TestPrep electiveclasses forAspire andACTpreparation


Source OfFunding

StaffResponsible



ELA teachers

Measurable Objective 8:100% of Twelfth grade students will demonstrate a proficiency in mathematics test scores of 20.3 in Mathematics by 05/24/2018 as measured by on the ACT test.



(shared) Strategy 1: IB Writing Lab - Teachers will collaborate with IB writing lab students to assist in the development of effective writing skills for students taking the ACT and other

standardized tests, and the completion of IB extended essays. Category: Develop/Implement College and Career Ready Standards Research Cited: International Baccalaureate Programme

(shared) Strategy 2: Writing Portfolios - Teachers will implement the district required writing portfilios


Source OfFunding

StaffResponsible





Measurable Objective 9:100% of Twelfth grade students will demonstrate a proficiency in writing scores of 5.7 in Writing by 05/24/2018 as measured by on the ACT test.

Activity - IB Writing Lab Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Teachers will collaborate with students to implement effective strategies forwriting and collaborate with students to edit their extended essays

ProfessionalLearning,AcademicSupportProgram

08/08/2017 05/24/2018 $19609 Title II Part A,Title ISchoolwide,Title ISchoolwide

IB EE mentorteachers, IBCoordinator,Administrators



Category: Develop/Implement College and Career Ready Standards

Strategy 1: Online Student Portfolios - Students will create online resumes and portfolios through Career Cruising Category: Develop/Implement College and Career Ready Standards Research Cited: NETS-S 1, CCRS Literacy Standards Plan2020 p. 14,26, 54


Source OfFunding

StaffResponsible



ELA teachers

Measurable Objective 10:100% of Twelfth grade students will complete a portfolio or performance through creative and critical thinking expertise, and effective collaborative communicationskills by developing innovative products and processes using technology in a variety of learning environments in Career & Technical by 05/24/2018 as measured byimplementation of Courses of Study-Lesson Plans.

Activity - Student Portfolios Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Students will complete online resume and portfolio through Career Cruisingas a requirement for graduation

Technology,CareerPreparation/Orientation

09/02/2014 05/24/2018 $0 Perkins SchoolCounselors,Principals,Teachers,Librarians

Measurable Objective 11:50% of All Students will collaborate to create an interactive digital product using programming logic in Career & Technical by 05/24/2018 as measured by lessonplans, student projects, and robotics clubs.



Strategy 1: Robotics/Hour of Code - Students will learn how to code interactively on the site to create games, Web sites, and apps. Participate is Hour of Code or Robotics. Category: Develop/Implement College and Career Ready Standards Research Cited: NETS-S, Hour of Code, Technology Course of Study

(shared) Strategy 1: College Test Prep - Students will be provided college test prep classes during skinny blocks. Category: Develop/Implement Learning Supports

Activity - Robotics/Hour of Code Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Learn how to code interactively on the site to create games, Web sites, andapps. Participate in Hour of Code

Technology,ExtraCurricular,CareerPreparation/Orientation


Teachers,Librarians,TechnologyResourceTeachers

Measurable Objective 12:100% of Twelfth grade students will demonstrate a proficiency in science test scores of 20.8 in Science by 05/24/2018 as measured by on the ACT test.


Source OfFunding

StaffResponsible








(shared) Strategy 2: Appropriate Accomodations - Teachers will provide the appropriate accommodations for ESL students at all times Category: Develop/Implement Learning Supports

Measurable Objective 13:59% of English Learners students will demonstrate a proficiency in making Adequate Progress in Language Acquisition in English Language Arts by 05/24/2018 asmeasured by ACCESS test scores.


Source OfFunding

StaffResponsible


DirectInstruction



Activity - Appropriate Accomodations Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Teachers will provide appropriate accommodations at all times for ESLstudents



All teachersandadministrators




(shared) Strategy 2: Appropriate Accomodations - Teachers will provide the appropriate accommodations for ESL students at all times Category: Develop/Implement Learning Supports

Measurable Objective 14:A 24% increase of English Learners students will demonstrate a proficiency in Attaining English Language Proficiency in English Language Arts by 05/24/2018 asmeasured by ACCESS test scores.


Source OfFunding

StaffResponsible


DirectInstruction



Activity - Appropriate Accomodations Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Teachers will provide appropriate accommodations at all times for ESLstudents



All teachersandadministrators



Strategy 1: Mathematics Design Collaborative - Mathematics Design Collaborative and/or AMSTI will be used to teach all students mathematics concepts during daily instruction. Category: Develop/Implement Research Based Best Practices for Continuous Improvement Research Cited: MDC is professional development for mathematics teachers through Southern Regional Educational Board that supports problem solving and higher

order thinking skills.

Measurable Objective 15:A 25% increase of All Students will demonstrate a proficiency scoring in the Average High and Above Average Scantron Performance Bands in Mathematics by05/24/2018 as measured by as measured by Scantron Performance Series.

Activity - Mathematics Design Collaborative Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

teachers will use the strategies daily and use one Formative AssessmentLessons per quarter. The Formative Assessment Lesson Pre/Post Test willbe used to determine success with the lesson and standard.

ProfessionalLearning,DirectInstruction,AcademicSupportProgram


MathTeachers,MathDepartmentChairs,AssistantPrincipals

Activity - Monitoring Strategies Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Monitor the implementation of the MCPSS Curriculum Guides andinstructional strategies through walk-throughs, department/grade level datameetings, and program fidelity checks.

Policy andProcess,AcademicSupportProgram


DepartmentHeads,Coaches, andAdministrators

Activity - Close Reading Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible



Strategy 1: Warrior Camp - Students will participate in a series of workshops, classes, or teacher-led discussions related to the school and how it functions. Category: Develop/Implement Learning Supports

Students in all math classes will read for general understanding of a wordproblem, identify knowns and unknowns, identify a plan and make a list tosolve the word problem and then solve the problem.



All MathTeachers

Activity - EQT Required Questions Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

All Mathematics teachers (required courses) will include 3 to 5 districtcreated questions on the EQTs that will assess the overarching standardsfor the quarter along with the fluency test analysis to determine quarterlydistrict-wide proficiency.



All MathTeachers

Measurable Objective 16:70% of Ninth grade students will increase student growth by participating in a student workshop in Reading by 07/30/2018 as measured by participation in WarriorCamp.

Activity - Warrior Camp Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Students will aid the transition process to 9th grade by participating inWarrior Camp.

Policy andProcess,CareerPreparation/Orientation,ParentInvolvement,CommunityEngagement


Selectedteachers



Goal 2: Prepare and Support Teachers to graduate College and Career Ready Students

Strategy 1: Support professional learning - Teachers will use technology and digital resources including Discovery Education to advance student learning Category: Develop/Implement Learning Supports Research Cited: Transform 2020 survey and Alabama Courses of Study.

Strategy 1: Mentoring New Teachers - New teachers (and new teachers to DHS) will be mentored by experienced teachers or department chairs to advance professional

knowledge, improve communication, and develop classroom management skills to ease the transition to DHS or improve the teacher effectiveness in the classroom

Measurable Objective 1:collaborate to utilize Digital Literacy Project activities in English Language arts to advance student learning, creativity, and innovation in all learning environments by05/24/2018 as measured by project based learning and classroom observation.

Activity - Classroom Observations Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Classroom Observations Technology,DirectInstruction,AcademicSupportProgram


Administrators, ClassroomTeachers

Measurable Objective 2:collaborate to improve new teacher readiness in order to provide more quality education and increase the graduation rate by 05/24/2018 as measured by classroomobservations and teacher mentor/mentee reports.



Category: Develop/Implement Teacher Effectiveness Plan

Strategy 2: Fisher & Frey PD - ELA teachers will participate in Fisher & Frey PD Modules Category: Develop/Implement Teacher Effectiveness Plan

Goal 3: Provide digital tools and resources to all educators and students

Strategy 1: Modeling digital literacy - Students and teachers will be provided with digital tools and digital resources to enhance teaching and learning.

Activity - Mentoring New Teachers Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

New (and new to DHS) teachers will be assigned an experienced teacherto facilitate their transition to the classroom

ProfessionalLearning,Recruitmentand Retention


MentorTeachers,Administration

Activity - Fisher & Frey PD Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

ELA Teachers will participate in Fisher & Frey PD Modules ProfessionalLearning


ELA teachers

Measurable Objective 1:demonstrate a behavior of proficiency in the use of digital resources that assesses appropriate digital citizenship by 05/24/2018 as measured by proper use of digitaltools to demonstrate effective, dynamic, interactive, adaptive digital content powered by devices that engage, challenge, and empower students to learn in a variety ofways.



Category: Develop/Implement Learning Supports Research Cited: Transform 2020 survey, Discovery Education, Alabama Courses of Study, Common Core.

Strategy 2: BYOD School - Davidson High School will be transitioned to BYOD status through the addition of district provided technology and training and through the

implementation of new technology based learning strategies in the classroom. Category: Develop/Implement Student and School Culture Program

Goal 4: Prepare and support students through student support services

Activity - New technology Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Expand the use and quantity of digital tools provided by the district for highquality, engaging, standards-based learning.

Technology 08/08/2017 05/24/2018 $5881811 Title ISchoolwide,State Funds,DistrictFunding

Contentteachers,administrators, mediaspecialists,Title Ifacilitator

Activity - BYOD School Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Teachers will implement BYOD learning strategies within the classroomsetting.

Technology,DirectInstruction,AcademicSupportProgram


Teachers,MediaSpecialists,Administrators



Strategy 1: Implement PST - Teachers will follow district and school guidelines for the full implementation of the PST process, including referring students, making the necessary

accommodations, monitoring student performance and behaviors, collaborating regularly with colleagues, and if necessary, referring for special education testing. Category: Develop/Implement Learning Supports Research Cited: National Center on Response to Intervention, RtI Action Network

Strategy 2: Atttendance Monitoring - Teachers and staff will monitor student attendance, utilizing the school attendance action plan, and make appropriate referrals to district

personnel when needed. Category: Implement Guidance and Counseling Plan Research Cited: RtI

Measurable Objective 1:collaborate to ensure students have access to a variety of support resources at the school and district levels by 05/24/2018 as measured by number of studentsserved through the PST process, and the number of students referred to guidance counselors or district social workers..

Activity - Collaborative Meetings Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Teachers will meet regularly to collaborate on effective strategies forinterventions, and to discuss monitoring of students.



Classroomteachers,administrators, guidancecounselors

Activity - Atttendance Monitoring Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Teachers and staff will monitor student attendance, utilizing the schoolattendance action plan, and make appropriate referrals to district personnelas needed.

BehavioralSupportProgram,AcademicSupportProgram,ParentInvolvement


Teachers,School OfficeStaff,GuidanceCounselorsandAdministrators



Strategy 3: Retract/In-School Suspension - In-School Suspension will be used to reduce the number of days of lost instruction due to out of school suspension Category: Align Fiscal Resources

Goal 5: Enhance the engagement in digital literacy tools and resources through the Digital

Literacy Project.

Strategy 1: Access to Digital Literacy Resources - Expand access and quantity of free or district-provided, high quality, engaging, standards-based digital media resources for

students and provide collaborative professional development opportunities for teachers to develop learning strategies for students to learn from fellow students through

the safe use of appropriate collaborative applications as well as internet-based educational social media. Category: Develop/Implement Learning Supports Research Cited: ALSDE PLAN 2020 and Ascending Alabama

Activity - Retract/In-School Suspension Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

In-School Suspension will be used according to MCPSS policies to reducethe number of out of school suspensions.

BehavioralSupportProgram


RetractParaprofessional, SchoolAdministration

Measurable Objective 1:demonstrate a proficiency in technology by broadening and expanding student access and use of appropriate digital literacy tools by 3% from 352 usages to 363usages by 05/24/2018 as measured by Discovery Education usage report.



Goal 6: Enhance Student Engagement in high schools.

Activity - Digital Literacy Project (DLP) Team Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Create and/or sustain a Digital Literacy Team (3 core teachers,1 mediaspecialist and principal) to build capacity of the Digital Literacy Project.

Technology,ProfessionalLearning,AcademicSupportProgram


Administrators, LibraryMediaSpecialist,DigitalLiteracyTeams,teachers

Activity - Digital Literacy Project Professional Development Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Attend District Professional Development and coaching for DLP schoolteams.



Administrators, LibraryMediaSpecialist,Teachers

Activity - Digital Literacy Project Implementation Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Provide individual and collaborative opportunities for students to engage instandards-based digital media to learn and communicate real-worldapplications of concepts and processes.



Administrators, LibraryMediaSpecialist,DigitalLiteracyTeams,Teachers



Strategy 1: Advisor/Advisee Program - Provide a time in the master schedule to guarantee every student is assigned to a certified, full time teacher advisor with no more than a

30/1 student teacher ratio. Category: Develop/Implement Learning Supports Research Cited: SREB

Measurable Objective 1:collaborate to ensure that every student is assigned to at least one supportive adult advisor by 05/24/2018 as measured by mentor/mentee assignments.

Activity - Program Review Implentation Plan Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Complete the Program Review Implementation Plan in the ProgramReview OneNote Binder.

BehavioralSupportProgram,AcademicSupportProgram


Administrators,Counselors,Teachers

Activity - Advisor/Advisee Program Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Quarterly, provide a minimum of four (4) advisor/advisee meetings andupdate Progress Notes in ASSIST.



Administrators,Counselors,and Teachers

Activity - Pre/Post Survey Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible



Administer a pre- and post- survey to at least 35% of the studentpopulation to represent all grade levels and academic groups and analyzeresults.



Administrators,Counselors,and Teachers



Activity Summary by Funding Source

Below is a breakdown of your activities by funding source

No Funding Required

Activity Name Activity Description Activity Type Begin Date End Date ResourceAssigned

StaffResponsible

Digital Literacy Project (DLP)Team

Create and/or sustain a Digital Literacy Team (3 coreteachers,1 media specialist and principal) to build capacityof the Digital Literacy Project.


08/08/2017 05/24/2018 $0 Administrators, LibraryMediaSpecialist,DigitalLiteracyTeams,teachers

College Test Prep Classes Elective courses taught by HQ teachers are offered tostudents to assist in preparation for ACT and otherstandardized tests.


08/08/2017 05/24/2018 $0 HQ teachersassigned toCollege TestPrep electiveclasses forAspire andACTpreparation

Appropriate Accomodations Teachers will provide appropriate accommodations at alltimes for ESL students


08/08/2017 05/24/2018 $0 All teachersandadministrators

Writing Portfolios Teachers will implement the district required writingportfolios


08/08/2017 05/24/2018 $0 ELA teachers

AlgebraNation Teachers will utilize AlgebraNation program to provideadditional resources to students.


08/08/2017 05/24/2018 $0 Teachers,MathDepartmentchair,AssistantPrincipals,TechnologyCoordinator



Close Reading Students in all math classes will read for generalunderstanding of a word problem, identify knowns andunknowns, identify a plan and make a list to solve the wordproblem and then solve the problem.


08/08/2017 05/24/2018 $0 All MathTeachers

Pre/Post Survey Administer a pre- and post- survey to at least 35% of thestudent population to represent all grade levels andacademic groups and analyze results.


08/08/2017 05/24/2018 $0 Administrators,Counselors,and Teachers

Mentoring New Teachers New (and new to DHS) teachers will be assigned anexperienced teacher to facilitate their transition to theclassroom

ProfessionalLearning,Recruitmentand Retention

08/08/2017 05/24/2018 $0 MentorTeachers,Administration

EQT Required Questions All Mathematics teachers (required courses) will include 3to 5 district created questions on the EQTs that will assessthe overarching standards for the quarter along with thefluency test analysis to determine quarterly district-wideproficiency.


08/08/2017 05/24/2018 $0 All MathTeachers

Mathematics DesignCollaborative

teachers will use the strategies daily and use one FormativeAssessment Lessons per quarter. The FormativeAssessment Lesson Pre/Post Test will be used todetermine success with the lesson and standard.

ProfessionalLearning,DirectInstruction,AcademicSupportProgram

08/08/2017 05/24/2018 $0 MathTeachers,MathDepartmentChairs,AssistantPrincipals

Tutoring Teachers will provide after school academic assistance tostudents on a voluntary, as needed basis.


08/08/2017 05/24/2018 $0 Teachers

Classroom Observations Classroom Observations Technology,DirectInstruction,AcademicSupportProgram

08/08/2017 05/24/2018 $0 Administrators, ClassroomTeachers

Monitoring Strategies Monitor the implementation of the MCPSS CurriculumGuides and instructional strategies through walk-throughs,department/grade level data meetings, and program fidelitychecks.

Policy andProcess,AcademicSupportProgram

08/08/2017 05/24/2018 $0 DepartmentHeads,Coaches, andAdministrators



Digital Literacy ProjectImplementation

Provide individual and collaborative opportunities forstudents to engage in standards-based digital media tolearn and communicate real-world applications of conceptsand processes.


08/08/2017 05/24/2018 $0 Administrators, LibraryMediaSpecialist,DigitalLiteracyTeams,Teachers

Senior Project Students will produce a portfolio for senior project topresent board night to judges.

Technology,DirectInstruction,CareerPreparation/Orientation,AcademicSupportProgram

08/08/2017 05/24/2018 $0 Contentteachers,administrators, mediaspecialists.

EQT District required closereading questions

Teachers will include district provided close readingquestions EQTs for each quarter


08/08/2017 05/24/2018 $0 ELA teachers

Advisor/Advisee Program Quarterly, provide a minimum of four (4) advisor/adviseemeetings and update Progress Notes in ASSIST.


08/08/2017 05/24/2018 $0 Administrators,Counselors,and Teachers

Robotics/Hour of Code Learn how to code interactively on the site to create games,Web sites, and apps. Participate in Hour of Code

Technology,ExtraCurricular,CareerPreparation/Orientation

08/08/2017 05/24/2018 $0 Teachers,Librarians,TechnologyResourceTeachers

Digital Literacy ProjectProfessional Development

Attend District Professional Development and coaching forDLP school teams.


08/08/2017 05/24/2018 $0 Administrators, LibraryMediaSpecialist,Teachers

Fisher & Frey PD ELA Teachers will participate in Fisher & Frey PD Modules ProfessionalLearning

08/08/2017 05/24/2018 $0 ELA teachers

Atttendance Monitoring Teachers and staff will monitor student attendance, utilizingthe school attendance action plan, and make appropriatereferrals to district personnel as needed.

BehavioralSupportProgram,AcademicSupportProgram,ParentInvolvement

08/08/2017 05/24/2018 $0 Teachers,School OfficeStaff,GuidanceCounselorsandAdministrators



Perkins

State Funds

Title I Schoolwide

Collaborative Meetings Teachers will meet regularly to collaborate on effectivestrategies for interventions, and to discuss monitoring ofstudents.


08/08/2017 05/24/2018 $0 Classroomteachers,administrators, guidancecounselors

Program ReviewImplentation Plan

Complete the Program Review Implementation Plan in theProgram Review OneNote Binder.


08/08/2017 05/24/2018 $0 Administrators,Counselors,Teachers

Total $0


StaffResponsible

Student Portfolios Students will complete online resume and portfolio throughCareer Cruising as a requirement for graduation

Technology,CareerPreparation/Orientation

09/02/2014 05/24/2018 $0 SchoolCounselors,Principals,Teachers,Librarians

Total $0


StaffResponsible

New technology Expand the use and quantity of digital tools provided by thedistrict for high quality, engaging, standards-based learning.

Technology 08/08/2017 05/24/2018 $5139834 Contentteachers,administrators, mediaspecialists,Title Ifacilitator

Total $5139834


StaffResponsible

Retract/In-SchoolSuspension

In-School Suspension will be used according to MCPSSpolicies to reduce the number of out of school suspensions.


08/08/2017 05/24/2018 $34838 RetractParaprofessional, SchoolAdministration



Title II Part A

District Funding

IB Writing Lab Teachers will collaborate with students to implementeffective strategies for writing and collaborate with studentsto edit their extended essays


08/08/2017 05/24/2018 $12000 IB EE mentorteachers, IBCoordinator,Administrators

Cycle of Instruction Cycle of instruction, including essential questions, bellringers, direct instruction, collaboration, high levelquestioning, and daily wrap-ups will be implemented in theclassroom.

DirectInstruction

08/08/2017 05/24/2018 $79802 Classroomteachers,support staff,Title Ifacilitator,schooladministration






Total $175387


StaffResponsible




Total $5000


StaffResponsible





Digital Literacy Project Teachers will implement and integrate Digital Literacystrategies with daily classroom instruction.


08/08/2017 05/24/2018 $0 Classroomteachers,mediaspecialistsand schooladministration

Warrior Camp Students will aid the transition process to 9th grade byparticipating in Warrior Camp.

Policy andProcess,CareerPreparation/Orientation,ParentInvolvement,CommunityEngagement

07/23/2018 07/25/2018 $0 Selectedteachers

BYOD School Teachers will implement BYOD learning strategies withinthe classroom setting.

Technology,DirectInstruction,AcademicSupportProgram

08/08/2017 05/24/2018 $0 Teachers,MediaSpecialists,Administrators

Total $695839



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

Label Assurance Response Comment Attachment1. Did you complete the Stakeholder Feedback

Data document offline and upload below?Yes Stakeholder 2017-

2018



Evaluative Criteria and Rubrics

Overall Rating: 2.5

Statement or Question Response Rating1. Questionnaire Administration Some required AdvancED questionnaires were

used by the institution to receive stakeholderfeedback. The minimum response rate for eachpopulation was met (parent questionnaire:equal to or greater than 20%, studentquestionnaire(s): equal to or greater than 40%,staff questionnaire: equal to or greater than60%). Questionnaires were administered withmodest fidelity to the administrative proceduresappropriate for each assessment. In someinstances, the stakeholders to whom thesequestionnaires were administered somewhatrepresented the populations served by theinstitution. Appropriate accommodations wereprovided for some participants.

Level 2

Statement or Question Response Rating2. Stakeholder Feedback Results and Analysis All questionnaires had an average item value of

3.20 or above (on a 5.0 scale). Results ofstakeholder feedback collected by the institutionwere acceptably analyzed and presented withreasonable clarity.

Level 3



Areas of Notable Achievement

Which area(s) indicate the overall highest level of satisfaction or approval? School's purpose and school's established goals for student learning Which area(s) show a trend toward increasing stakeholder satisfaction or approval? School's curriculum meets parent/student needs and provides challenges students Which of the above reported findings are consistent with findings from other stakeholder feedback sources? All responses are consistent with other documents and institutional expectations.



Areas in Need of Improvement

Which area(s) indicate the overall lowest level of satisfaction or approval? Teachers keep parents informed of educational progress, and teachers do not meet individualized needs of students Which area(s) show a trend toward decreasing stakeholder satisfaction or approval? Teachers work as a team and relationships between what is taught and everyday life What are the implications for these stakeholder perceptions? Teachers need to communicate more regularly with parents and update what is taught. Which of the above reported findings are consistent with findings from other stakeholder feedback sources? These findings are consistent within all documents.



Report Summary

Scores By Section

Sections

1 2 3 4

Section Score

Evaluative Criteria and Rubrics 2.5



2017-2018 Title I Schoolwide Diagnostic



Introduction This diagnostic tool is aligned to the requirements for Title I Schoolwide School as described in section 1114, Every Student Succeeds Act

(ESSA). 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 (Sec.1114(b)(6))

How was the comprehensive needs assessment conducted? The comprehensive needs assessment was conducted through multiple reviews of student achievement data from standardized test

administrations including ACT Aspire, STAR, ACT WorkKeys, ACT, AP, and IB, and data from 9th grade course failures, attendance, and

discipline. What were the results of the comprehensive needs assessment? The school average ACT scores continue to outperform all schools in our distract, and exceed state averages in all areas. Our graduation

rate declined due interpretations of a Federal audit, but was consistent with previous years otherwise. Attendance continues to lag behind

other schools in our feeder pattern and the district goal of 95%. Suspensions continue to decline with implementation of the new distract code

of conduct, but a disproportionate number of minority students and 9th graders continue to be an issue. What conclusions were drawn from the results? While we continue to note overall academic successes and improvements, there are still areas that can be made better. What information was concluded as a result of analyzing perception, student achievement, school programs/process, and

demographic data? This year marks the return of the black student, after a decline in their percentage of the overall population of the school. In the preceding 5

years, the percentage of black students has declined as compared to the percentage of Asian and Hispanic populations and a comparative

increase in the percentage of white students. With an elimination of an accurate measure of students receiving free and reduced price

lunches, it is more difficult to determine the percentage of poverty students currently on campus. The last reliable percentage was 63%

during the 14/15 school year, but current district provided estimates are close to that number.

In general, both parents and students feel that we offer a strong college preparatory curriculum that allows the student to take course

material that will prepare them for multiple college and post high school activities.

We continue to offer academic programs to meet the needs of students at multiple levels: IB, AP, Honors, Regular, and Special Needs. In

addition, we offer ESL services to English Language Learners.

Overall, Parents and students feel that classroom and supervised areas and events are safe, but we need more active supervision in

hallways, bathrooms and the gym.



How are the school goals connected to priority needs and the needs assessment? Our goal is to continue to produce college and career ready graduates who are prepared to be productive members of the Mobile community

and are ready to pursue their own goals beyond high school.

To that end, we offer our students quality, challenging academic and vocational programs, along with opportunities to participate in clubs,

sports, and other endeavors of both an academic and non-academic nature to help them realize their goals for a life beyond high school. How do the goals portray a clear and detailed analysis of multiple types of data? Our goals are focused on meeting and exceeding district requirements for student achievement and graduation rates. In this regard, we

constantly review student performance, attendance and discipline data to ensure students stay on their chosen paths. We offer tutoring and

other academic support programs, in addition to guidance and other student supports, in an attempt to serve the needs of our students. How do the goals address the needs of the whole school population and special recognition to children who are disadvantaged? We wholeheartedly embrace and endorse the philosophy of "a rising tide floats all boats". School administration, teachers, coaches and staff

strive every day to hold all of our students to the highest possible academic standards. Staff constantly remind students of expectations and

monitor student results. Academic progress reports are regularly provided. We have PST teams in place in each academic department to

identify and assist students who are struggling academically. In addition, we have established strong working relationships with district social

workers for referrals of students who are having socio-economic and/or family issues that are impeding academic success.



Component 2: Schoolwide Reform Strategies (Sec. 1114(7)(A)(i)(ii)(iii)(I)(II)(III))

Identify the strategies in the schoolwide plan that provide opportunities for all children, including each of the subgroups of

students (economically disadvantaged; students from major racial and ethnic groups; children with disabilities; and English

Learners) as defined in section 1111(c)(2) to meet the challenging State academic standards. Goal 1:

Engage and Empower the learner through high quality K-12 aligned College and Career Ready Standards, instruction, and assessment for

all core content areas Measurable Objective 1:

100% of Eleventh grade Black or African-American students will demonstrate a proficiency reduce the gap between black and African

American students and school average composite ACT scores from 2.8 points to 2.2 points or less in Writing by 04/18/2017 as measured by

state-wide ACT test. Strategy1:

College Test Prep - Students will be provided college test prep classes during skinny blocks.


Research Cited:

Measurable Objective 2:

A 25% increase of All Students will demonstrate a proficiency scoring in the Average High and Above Average Scantron Performance

Bands in Mathematics by 05/24/2018 as measured by as measured by Scantron Performance Series. Strategy1:

Mathematics Design Collaborative - Mathematics Design Collaborative and/or AMSTI will be used to teach all students mathematics

concepts during daily instruction.

Category: Develop/Implement Research Based Best Practices for Continuous Improvement

Research Cited: MDC is professional development for mathematics teachers through Southern Regional Educational Board that supports

problem solving and higher order thinking skills.

Activity - College Test Prep Classes ActivityType Begin Date End Date Funding Amount

& Source Staff Responsible

Elective courses taught by HQ teachers areoffered to students to assist in preparation forACT and other standardized tests.


08/08/2017 05/24/2018 $0 - No FundingRequired

HQ teachers assigned toCollege Test Prep electiveclasses for Aspire andACT preparation




95% of All Students will collaborate to increase the digital media use to improve understanding of English and foreign language stategies

taught in English Language Arts by 05/24/2018 as measured by the implementation of the DIgital Literacy Project, lesson plans, and

resources used. Strategy1:

Tutoring - Teachers will tutor students after school hours to provide additional academic support when needed.


Research Cited:


A 24% increase of English Learners students will demonstrate a proficiency in Attaining English Language Proficiency in English Language

Arts by 05/24/2018 as measured by ACCESS test scores. Strategy1:

Cycle of Instruction - Classroom teachers will apply knowledge of research based cycle of instruction techniques to classroom instruction.


Research Cited:


95% of All Students will demonstrate a proficiency effectively and responsibly use standards-based digital media materials, apps, social

educational networking, and learning management systems to learn and communicate real-world applications of concepts and processes

individually and collaboratively. in Mathematics by 05/24/2018 as measured by Classroom/ student observations, final products/

perfrormances that demonstrate mastery of State Course of Study standards, implementation of Courses of Study Lesson Plans..

Activity - Close Reading ActivityType Begin Date End Date Funding Amount


Students in all math classes will read forgeneral understanding of a word problem,identify knowns and unknowns, identify a planand make a list to solve the word problem andthen solve the problem.

DirectInstructionAcademicSupportProgram

08/08/2017 05/24/2018 $0 - No FundingRequired All Math Teachers

Activity - Tutoring ActivityType Begin Date End Date Funding Amount


Teachers will provide after school academicassistance to students on a voluntary, asneeded basis.

AcademicSupportProgramTutoring

08/08/2017 05/24/2018 $0 - No FundingRequired Teachers

Activity - Cycle of Instruction ActivityType Begin Date End Date Funding Amount


Cycle of instruction, including essentialquestions, bell ringers, direct instruction,collaboration, high level questioning, and dailywrap-ups will be implemented in the classroom.

DirectInstruction 08/08/2017 05/24/2018 $79802 - Title I

Schoolwide

Classroom teachers,support staff, Title Ifacilitator, schooladministration



Strategy1:



Research Cited:


100% of Ninth grade students will demonstrate a proficiency increase the mean geometry scaled score in Mathematics by 05/24/2018 as

measured by on the Scantron Performance Bands from 5482 to 5646 (3%). Strategy1:



Research Cited:

Strategy2:



Research Cited:


100% of Ninth grade students will demonstrate a proficiency increase the mean reading scaled score in Reading by 05/24/2018 as

measured by on the Scantron Performance Bands from 2929 to 3017 (3%).




TutoringAcademicSupportProgram











Schoolwide




Strategy1:



Research Cited:

Strategy2:



Research Cited:


35% of Eleventh grade students will demonstrate a proficiency college readiness standard in Mathematics by 04/18/2017 as measured by

state-wide ACT test. Strategy1:



Research Cited:


55% of Eleventh grade students will demonstrate a proficiency college readiness benchmark in English Language Arts by 04/18/2017 as

measured by state-wide ACT test administration.










Schoolwide










Strategy1:



Research Cited:


100% of Twelfth grade students will demonstrate a proficiency in science test scores of 20.8 in Science by 05/24/2018 as measured by on

the ACT test. Strategy1:



Research Cited:


100% of Ninth grade students will demonstrate a proficiency increase the mean algebra scaled score in Mathematics by 05/24/2018 as




Research Cited:

Strategy2:




















AlgebraNation - Teachers will use AlgebraNation as part of classroom instruction.


Research Cited:

Strategy3:



Research Cited:


50% of Twelfth grade students will collaborate to use digital tools, individually and collaboratively, to gather, organize, evaluate, and share

and present information. in English Language Arts by 05/24/2018 as measured by Student portfolios, classroom and student observations,

final products.. Strategy1:



Research Cited:


59% of English Learners students will demonstrate a proficiency in making Adequate Progress in Language Acquisition in English

Language Arts by 05/24/2018 as measured by ACCESS test scores.

Activity - AlgebraNation ActivityType Begin Date End Date Funding Amount


Teachers will utilize AlgebraNation program toprovide additional resources to students.



Teachers, MathDepartment chair,Assistant Principals,Technology Coordinator





Schoolwide









Strategy1:



Research Cited:

Identify the instructional strategies and methods used that strengthen the academic program in the school, increase the amount

and quality of learning time, and help provide an enriched and accelerated curriculum, which may include programs, activities, and

courses necessary to provide a well-rounded education. Goal 1:



100% of Ninth grade students will demonstrate a proficiency increase the mean algebra scaled score in Mathematics by 05/24/2018 as


AlgebraNation - Teachers will use AlgebraNation as part of classroom instruction.


Research Cited:


50% of All Students will collaborate to create an interactive digital product using programming logic in Career & Technical by 05/24/2018 as

measured by lesson plans, student projects, and robotics clubs.





Schoolwide


Activity - AlgebraNation ActivityType Begin Date End Date Funding Amount


Teachers will utilize AlgebraNation program toprovide additional resources to students.



Teachers, MathDepartment chair,Assistant Principals,Technology Coordinator



Strategy1:

Robotics/Hour of Code - Students will learn how to code interactively on the site to create games, Web sites, and apps. Participate is Hour of

Code or Robotics.

Category: Develop/Implement College and Career Ready Standards

Research Cited: NETS-S, Hour of Code, Technology Course of Study


95% of All Students will collaborate to increase the digital media use to improve understanding of English and foreign language stategies

taught in English Language Arts by 05/24/2018 as measured by the implementation of the DIgital Literacy Project, lesson plans, and

resources used. Strategy1:



Research Cited:

Strategy2:

Digital Literacy Project Implementation - Teachers will implement Digital Literacy strategies learned over the last three years and apply those

strategies and resources in their classrooms.

Category: Develop/Implement Student and School Culture Program

Research Cited: Discovery Education


Activity - Robotics/Hour of Code ActivityType Begin Date End Date Funding Amount


Learn how to code interactively on the site tocreate games, Web sites, and apps. Participatein Hour of Code

CareerPreparation/OrientationTechnologyExtraCurricular


Teachers, Librarians,Technology ResourceTeachers






Activity - Digital Literacy Project ActivityType Begin Date End Date Funding Amount


Teachers will implement and integrate DigitalLiteracy strategies with daily classroominstruction.

DirectInstructionProfessionalLearning

08/08/2017 05/24/2018 $0 - DistrictFunding

Classroom teachers,media specialists andschool administration



95% of All Students will demonstrate a proficiency effectively and responsibly use standards-based digital media materials, apps, social

educational networking, and learning management systems to learn and communicate real-world applications of concepts and processes

individually and collaboratively. in Mathematics by 05/24/2018 as measured by Classroom/ student observations, final products/

perfrormances that demonstrate mastery of State Course of Study standards, implementation of Courses of Study Lesson Plans.. Strategy1:

Digital Literacy Project Implementation - Teachers will implement Digital Literacy strategies learned over the last three years and apply those

strategies and resources in their classrooms.


Research Cited: Discovery Education

Strategy2:

District provided digital resources - Teachers and staff will expand student accessibility and availability of district provided, high-quality,

engaging, standards-based, digital medial resources. Students will utilize portfolio hosting.


Research Cited: CCRS Literacy Standards; Plan2020.

Strategy3:



Research Cited:

Activity - Digital Literacy Project ActivityType Begin Date End Date Funding Amount


Teachers will implement and integrate DigitalLiteracy strategies with daily classroominstruction.

DirectInstructionProfessionalLearning

08/08/2017 05/24/2018 $0 - DistrictFunding

Classroom teachers,media specialists andschool administration

Activity - Digital Literacy Resources ActivityType Begin Date End Date Funding Amount


Teachers will implement strategies learned inDigital Literacy Training and provide access todigital resources to students.

TechnologyAcademicSupportProgramDirectInstruction

08/10/2016 06/01/2017

$0 - DistrictFunding$31000 - Title ISchoolwide

Classroom teachers,media specialists, andschool administrators.








Address the needs of all children in the school, but particularly the needs of those at risk of not meeting the challenging State

academic standards, through activities which may include-

•counseling, school-based mental health programs, specialized instructional support services, mentoring services, and other

strategies to improve students' skills outside the academic subject areas

•preparation for and awareness of opportunities for postsecondary education and the workforce, which may include career and

technical education programs and broadening secondary school students' access to coursework to earn postsecondary credit

while still in high school (such as Advanced Placement, International Baccalaureate, dual or concurrent enrollment, or early

college high schools

•implementation of a schoolwide tiered model to prevent and address problem behavior, and early intervening services,

coordinated with similar activities and services carried out under the Individuals with Disabilities Education Act (20 U.S.C. 1400 et

seq.) Goal 1:

Prepare and support students through student support services Measurable Objective 1:

collaborate to ensure students have access to a variety of support resources at the school and district levels by 05/24/2018 as measured by

number of students served through the PST process, and the number of students referred to guidance counselors or district social workers.. Strategy1:

Retract/In-School Suspension - In-School Suspension will be used to reduce the number of days of lost instruction due to out of school

suspension

Category: Align Fiscal Resources

Research Cited:

Strategy2:

Implement PST - Teachers will follow district and school guidelines for the full implementation of the PST process, including referring

students, making the necessary accommodations, monitoring student performance and behaviors, collaborating regularly with colleagues,

and if necessary, referring for special education testing.


Research Cited: National Center on Response to Intervention, RtI Action Network

Activity - Retract/In-School Suspension ActivityType Begin Date End Date Funding Amount


In-School Suspension will be used according toMCPSS policies to reduce the number of out ofschool suspensions.


08/08/2017 05/24/2018 $34838 - Title ISchoolwide

Retract Paraprofessional,School Administration



Strategy3:

Atttendance Monitoring - Teachers and staff will monitor student attendance, utilizing the school attendance action plan, and make

appropriate referrals to district personnel when needed.

Category: Implement Guidance and Counseling Plan

Research Cited: RtI

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



59% of English Learners students will demonstrate a proficiency in making Adequate Progress in Language Acquisition in English

Language Arts by 05/24/2018 as measured by ACCESS test scores. Strategy1:



Research Cited:

Activity - Collaborative Meetings ActivityType Begin Date End Date Funding Amount


Teachers will meet regularly to collaborate oneffective strategies for interventions, and todiscuss monitoring of students.



Classroom teachers,administrators, guidancecounselors

Activity - Atttendance Monitoring ActivityType Begin Date End Date Funding Amount


Teachers and staff will monitor studentattendance, utilizing the school attendanceaction plan, and make appropriate referrals todistrict personnel as needed.

AcademicSupportProgramBehavioralSupportProgramParentInvolvement


Teachers, School OfficeStaff, GuidanceCounselors andAdministrators





Schoolwide





A 24% increase of English Learners students will demonstrate a proficiency in Attaining English Language Proficiency in English Language

Arts by 05/24/2018 as measured by ACCESS test scores. Strategy1:



Research Cited:

Describe how the school provides individual student academic achievement results and interpretation of the results to parents of

English Learners in a language they can understand. Communications with parents or guardians of students can take place in English or with a translator. All documents sent home to parents or

guardians can be translated by the district to the language in which the parents/guardians are most accustomed to communicating.





Schoolwide




Component 3: Instruction by Qualified Staff (Sec.1112(c)(6))

Describe how staffing decision ensure that highly qualified, well trained teachers provide instruction and how their assignments

most effectively address identified academic needs. All teachers are highly qualified in the areas they are certified to teach and the HQ designation is required.

Staffing decisions are made by the principal after an extensive review and interview process.

The number of teacher assignments in each department is made by the principal, with the assistance of central office personnel, to ensure

that the needs of the students are met.

Label Assurance Response Comment Attachment1. Do all of the instructional paraprofessionals

meet the state requirements? If no, what is thenumber that has not met state requirementsand what is being done to address this?

Yes

Label Assurance Response Comment Attachment2. Do all of the teachers meet the state

requirements and licensing criteria for the gradelevels and subject areas in which the teachersprovide instruction? If no, what is the numberthat has not met state requirements andlicensing criteria, and what is being done toaddress this?

Yes



Component 4: Strategies to Attract Qualified Teachers (Sec. 1114(7)(A)(iii)(IV))

What is the school's teacher turnover rate for this school year? Less than 5% per year on average. Usually teacher positions are vacant due to teacher retirements or transfers out of the district. We also

have had vacancies due to increased enrollment. In the last five years, there have been no teachers move to other schools within the district. What is the experience level of key teaching and learning personnel? Most teachers have a minimum of 10 years teaching experience, with department chairs having over 15 years of experience. If there is a high turnover rate, list initiatives the school or school district has implemented to attempt to lower the turnover rate

(recruitment and retention strategies). There is not a high turnover rate.



Component 5: High Quality and Ongoing Professional Development (Sec. 1114(7)(A)(iii)(IV))

Describe how data is used from academic assessments to determine professional development. Data is evaluated regularly by administration and the leadership committee to determine the need and emphasis if professional development

for individual teachers. Identify the professional development opportunities for teachers, principals, paraprofessionals, and other school personnel to

improve instruction. The distract and school regularly provides a multitude of opportunities for teachers to participate in free professional development. Further,

paid professional development is available on an as-needed basis for teachers of AP or IB content areas. Identify the teacher mentoring activities included in the schoolwide plan. For example, new or inexperienced teachers are given

support from an assigned master teacher. New teachers are required to be supported by experienced teachers for at least one year. Also, new teachers are required to participate in a

district training over the course of one year to insure that they have access to all of the resources to give them the opportunity to be

successful. Describe how all professional development is "sustained and ongoing." All teachers are given ample opportunities to "relearn" or "refresh" their knowledge of important concepts each year, either by the local

school, the district, or the state.



Component 6: Transition Strategies (Sec.1114(7)(A)(iii)(V))

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 and/or high school to college/work

force. Goal 1:



70% of Ninth grade students will increase student growth by participating in a student workshop in Reading by 07/30/2018 as measured by

participation in Warrior Camp. Strategy1:

Warrior Camp - Students will participate in a series of workshops, classes, or teacher-led discussions related to the school and how it

functions.


Research Cited:

Activity - Warrior Camp ActivityType Begin Date End Date Funding Amount


Students will aid the transition process to 9thgrade by participating in Warrior Camp.

ParentInvolvementPolicy andProcessCareerPreparation/OrientationCommunityEngagement

07/23/2018 07/25/2018 $0 - DistrictFunding Selected teachers



Component 7: Teacher Participation in Making Assessment Decisions (Sec.1114(b)(2))

What measures are in place to include teachers in decisions regarding the use of results of statewide academic assessments? Teachers are given access to all student results on state-wide assessments to drive their decisions regarding mastery of objectives within the

established curriculum.



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

Standards (Sec.1114 (7)(A))

What is the process to identify students who experience difficulty mastering the State's academic achievement assessment

standards at an advanced or proficient level? Students who are failing classes are identified for the PST process, where they are given additional academic supports.

All regular students are given additional supports through second delivery and most students have access to college test prep elective

classes to gain additional knowledge. 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 are instructed daily at an appropriate academic level using the state's curriculum guides. 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. Some academic teachers provide after school tutoring on an as needed, drop-in basis. Students are expected to participate in the tutoring

process. 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. Counseling services are available for each of the above-mentioned groups.

In addition to those services available from the school's staff, services from various local agencies and the district are available for each

student.

Also, an ESL teacher is assigned to our school who provides educational and access to social services for EL students.

Special Education students are served by a department of teachers, with the inclusion of services for students on the autism spectrum,

severely disabled students, and low intelligence level students. 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. All students are encouraged to participate in all programs without any barriers or exceptions.



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

(Sec.1114(b)(V))

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. All programs included in the plan are in some way tied to Federal, state or local initiatives. We are constantly looking for additional funds to

continue or expand existing programs, or to fund new initiatives. 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, career and technical education programs, and schools implementing comprehensive support and

improvement activities or targeted support and improvement activities under section 1111(d)? All funding sources are fully integrated into the implementation of the plan.



Component 10: Evaluation (Sec.1114(b)(3)):

How does the school evaluate the implementation of the schoolwide program? The school has quarterly meetings, first with the faculty to discuss progress and implementation, then with the addition of district staff to

discuss the same. Resources are reviewed monthly to determine spending and potential revisions to the local budget.

A provision has been made to adjust the plan as needed, and to revise the budget as funds are added or subtracted, or changes to the plan

are made (twice yearly). 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? The school has a final meeting with its local team at the start of the writing process to evaluate the success/failure of the previous year's plan

and to revise the objectives and goals of the new plan. 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? The school leadership team evaluates standardized test scores regularly to determine the areas of success and the areas that need further

work. This information is communicated to the faculty regularly through faculty meetings, and specifically to affected teachers as needed. 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 quarterly meeting process is used to make changes to the plan if necessary on an as needed basis.



2017-2018 Coordination of Resources -

Comprehensive Budget



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



FTE Teacher Units

Provide the number of classroom teachers. 86.00

Label Question Value1. Provide the number of Teachers assigned units. 86.23

Label Question Value3. Provide the total of all salaries for the FTE Teacher Units. 4412919.0

Total 4,412,919.00



Administrator Units

Provide the number of administrators. 1.0

Label Question Value1. Provide the number of Administrator assigned units. 1.0

Label Question Value3. Provide the total of all salaries for the FTE administrator units. 134110.0

Total 134,110.00



Assistant Principal

Provide the number of Assistant Principals. 4.0

Label Question Value1. Provide the number of Assistant Principal assigned units. 2.5

Label Question Value3. Provide the total of all salaries for the Assistant Principal. 220842.0

Total 220,842.00



Counselor

Provide the number of Counselors. 3.0

Label Question Value1. Provide the number of Counselor assigned units. 3.0

Label Question Value3. Provide the total of all salaries for the Counselor. 193906.0

Total 193,906.00



Librarian

Provide the number of Librarians. 2.0

Label Question Value1. Provide the number of Librarian assigned units. 2.0

Label Question Value3. Provide the total of all salaries for the Librarian. 105415.0

Total 105,415.00



Career and Technical Education Administrator

Provide the number of Career and Technical Education Adminstrators. 0.0

Label Question Value1. Provide the number of Career and Technical Education

Administrator assigned units.0.0

Label Question Value3. Provide the total of all salaries for the Career and Technical

Education Administrator.0.0

Total 0.00



Career and Technical Education Counselor

Provide the number of Career and Technical Education Counselors. 0.0

Label Question Value1. Provide the number of Career and Technical Education Counselor

assigned units.0.0

Label Question Value3. Provide the total of all salaries for the Career and Technical

Education Counselor.0.0

Total 0.00



Technology

Not applicable, please place a value of 0 in the box. 0

Label Question Value1. Not applicable, please place a value of 0 in the box. 0.0

Label Question Value3. Provide the total of all funding for Technology. 20988.0

Total 20,988.00



Professional Development



Label Question Value3. Provide the total of all funding for Professional Development. 7722.0

Total 7,722.00



EL Teachers

Provide the number of EL Teachers. 1.0

Label Question Value1. Provide the number of EL Teachers in FTEs. 1.0

Label Question Value3. Provide the total of all funding for EL Teachers. 50000.0

Total 50,000.00



Instructional Supplies



Label Question Value3. Provide the total of all funding for Instructional Supplies. 41778.0

Total 41,778.00



Library Enhancement



Label Question Value3. Provide the total of all funding for Library Enhancement. 3069.0

Total 3,069.00



Title I

Provide a brief explanation and breakdown of expenses. Retract Aide 21044

Substitutes 2700

Suppl/OT/Other 12595

Employee Bens. 16510

Ed. Services 12000

Tech.Services 5500

Prop.Services 28000

Communication 3000

Travel 6700

Instr,Supplies 17650

Books 1250

Non-Cap. Equip.46138

Dues & Fees 2300

-----------

Total 175387

Label Question Value1. Improving the Academic Achievement of the Disadvantaged

Provide the total.175386.8



Title II

Provide a brief explanation and a breakdown of expenses. Training Travel 3100

Training Fees 1900

---------

Total 5000

Label Question Value1. Professional Development Activities.




Title III

Provide a brief explanation and a breakdown of expenses. Not Applicable

Label Question Value1. For English Learners.




Title IV


Label Question Value1. 21st Century Schools.




Title V


Label Question Value1. For Rural and Low-income Schools




Career and Technical Education-Perkins IV

Provide a brief explanation and breakdown of expenses. Not Applicable

Label Question Value1. Basic Grant (Title I)

Provide total.0.0



Career and Technical Education-Perkins IV



Label Question Value1. Basic Grant (Title I)

Provide total.0.0

Label Question Value1. Tech Prep (Title II)




Other


Label Question Value1. 21st Century, Learn and Serve, Even Start, School Improvement

GrantProvide the total.

0.0



Local Funds

Provide a brief explanation and breakdown of expenses. Academy Specialist 46457

Asst. Principals 129879

Aide 18132

Bus Aide 16928

Benefits 85332

Utilities 394111

Helmets 5000

----------

Total 695839

Label Question Value1. Provide the total 695839.0



2017-2018 Parent and Family Engagement



Introduction All Title I Schoolwide and Targeted Assistance Schools must complete the following diagnostics: the Stakeholder Feedback Diagnostic, the

Parent and Family Engagement 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.



Parent and Family Engagement

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. (Sec. 1116(c)(1)) During the first quarter that school is in session, Davidson High School holds its required annual meeting of Title I parents. Parents are

notified of the meeting through (1) notices sent home to students, (2) posting on the DHS school sign at the front of the school, (3) School

Messenger, (4) announcement on the school website, (5) posting on the DHS school Facebook page, and (6) posting on the DHS PTSA

Facebook page. To assist in providing the opportunity for all parents to attend, the meeting is offered in the evening, and again the next

morning.

Topics included in this year's meeting include:

1. What it Means to be a Title I School

2. The 1% Set Aside

3. The LEA Title I Plan

4. The LEA Parent Involvement Plan

5. The current year ACIP

6. The current LSI

7. The School Parent and Family Engagement Plan including its annual evaluation, process for getting involved in all aspects of numbers 2-6

above, and #8 below.

8. School-Parent Compacts

9. How to request qualifications of your child's teacher

10. Notifications of teachers who do not meet state certification and licensing requirements

11. Who and how to contact for school related issues

12. Timeline for parent and family engageement opportunities and parent advisory committee information (outlined in #7 above) Describe: 1) How there will be a flexible number and format of parent meetings offered, such as meetings in the morning or

evening, and may provide, with funds provided under this part, transportation, child care, or home visits, as such services relate to

parental involvement; 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. (Sec. 1116(c)(2)(3)) 1) The Annual Title I Parent Meeting as well as other parents meetings are held twice - once in the evening, and again the next morning or at

times to accommodate parent participation. Davidson may provide under this part, transportation, child care, or home visits, as such services

relate to parental involvement are needed using parent funds..

2) Davidson High School believes in involving parents in all aspects of its Title I programs. Guidance Counselors and the Title I lead teachers

are primary contacts for parents. Any parent inquiries are directed initially to either of these offices. E-mails through the school website to the

parenting link are answered by the Title I lead teacher. Parents are invited to participate in all aspects of the ACIP including quarterly

reviews; development and review of the ACIP, the compact and parent and family engagement plan. Parents are introduced to parent

leaders and staff at the annual Title I Parent Meeting, and appropriate contact information is provided.

3) Davidson High uses its funds allocated ($4186.80) for parent involvement to provide resources for parents to support student

achievement, i.e., ACT, SAT, college prep, parent planners and career readiness information. These funds are also used for postage to



communicate with and provide information to parents. 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. (Sec.

1116(c)(4)(A)(B)(C)) Multiple meetings, including Title I specific meetings, are held each year to provide information to parents, students and other stakeholders

regarding academic programs, course offerings, program eligibility and participation, academic expectations, and other school related issues.

In addition, the Title I lead teacher, School Administration, and Guidance Counselors are available to meet with parents daily and to provide

information and address concerns. The ESL resource teacher is available to support ESL parents and families including interpreting as

needed. 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). (Sec.1116(d)) Davidson High School developed its school-parent compact for the current school year through a coordinated effort by school staff members,

parents and school administrators. Input is solicited from parents, staff and students regarding changes and updates to the school-parent

compact. The ACIP committee makes recommendations to school administrators regarding changes, and accepted changes are

incorporated to the compact. Describe procedures to allow parents to submit comments of dissatisfaction with the Continuous Improvement Plan. (Sec.

1116(c)(5)) During quarterly reviews and May of each year, Davidson High School brings in its ACIP committee to review, evaluate, and revise its

Continuous Improvement Plan, parents are included. In addition, comments are solicited through the school website from parents and

stakeholders not on the committee. Parents are asked to submit comments in writing, or via e-mail to school administration. School

Administration and the ACIP Committee then review and modify/adjust the plan accordingly as well as collaborating with Federal Programs if

necessary. Parents also receive information regarding submitting any comments of dissatisfaction to the Executive Director of Federal

Programs if necessary. 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 ESSA Sec. 1116, requirements for building capacity and parental and family

engagement).

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)

We maintain a parent support library of materials in the Guidance area to provide information for parents about a variety of topics related to

students, including how to study, how to prepare for college, etc. Many of the documents are available in both English and Spanish. In

addition, we host workshops on college admissions, financial aid, and specific college recruitment. Parents have the opportunity to request

assistance as needed with technology. Parents also have the opportunity to participate in literacy, math, test prep and technology workshops. 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 ESSA Sec. 1116, requirements for building capacity in parental involvement.)



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) The administration and lead Title I teacher provides information regarding communicating with parents including partnership conferences.

Each teacher is encouraged to communicate with each of their student's parents/guardians. This communication can be written, electronic, of

oral. Parent Contact Logs are kept and submitted quarterly. The various communication efforts develop parent and family relationships to

support student success. 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 ESSA Sec 1116, requirements for building capacity in parental involvement.)



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)

A parent resource center is maintained by the guidance office and is available to all parents. The materials and resources also include

information provided by the District Attorney's "Bully Blocker" program and Helping Families. Informational programs, meetings and individual

assistance is also available. The career and technical education division also provides opportunities and support for college and career

readiness.



Describe how the school will build capacity for parental involvement including how parents will be encouraged to become equal




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)

Our primary communications are in English, in either written or oral form - however, we have the ability to translate most documents and

communications into other languages when requested by parents. Our ESL teacher coordinates most translation efforts. Davidson also

provides information to parents using a variety of media to address our diverse parents and families and ensure that parents have the best

understanding possible. Describe how the school will build capacity for parental involvement including how parents will be encouraged to become equal




Shall provide such other reasonable support for parental involvement activities as parents may request. (Describe) Parents have the opportunity to request support, additional resources, materials etc. by way of the school's parent advisory committee,

quarterly reviews, parent survey and in writing to the administration. Parent request for parental involvement activities, materials and

resources follow school and district protocol and will be provided as needed. Describe how the school will ensure the provision for participation of parents and family members (including parents and family

members who have limited English proficiency, parents and family members with disabilities, and parents and family members of

migratory children), including providing information and school reports required under section 1111 in a format and, to the extent

practicable, in a language such parents understand. (See ESSA Sec. 1117(f)) The school follows all district guidelines for these communications. Our ESL teacher is the primary contact for communicating with parents

limited English proficiency and our special education department and administrators make all of the necessary accommodation for those

parents with disabilities. All information and school reports are made available for ESL and migratory parents and families. Davidson is also

accessible for any parents and/or family members with disabilities as well as support/assistance from necessary resource personnel.



ACIP W.P. Davidson High School · Introduction 20 ACIP Assurances 21 2017/2018 Davidson High ACIP...

Documents

Transcript of ACIP W.P. Davidson High School · Introduction 20 ACIP Assurances 21 2017/2018 Davidson High ACIP...