Why is School Improvement
Necessary?
Increase student achievement through focused goals and
strategies.
Build a positive learning environment for students, teachers, and
the community.
As Yogi Berra says, "If you don't know where you are
going, you probably aren't going to get there."
How will we work together to
support each other in this process?
 Involvement by teachers at all levels of the
plan
 Folders with goals, strategies and
benchmarks
 Monthly updates on our school’s progress
 Provide teachers with support as needed
Where we are….
What the data shows…
 May – reviewing our data and identifying areas of
strength and weakness --- AYP
Celebrate Success!
 Our graduation rate increased from 71% to 78% !
Areas for Concern…
 We did not make AYP in the reading subgroups – free
and reduced lunch
 AYP
More than AYP
Looking at other data…
 Demographic data – lots of tardies.
 Strong teachers – all highly qualified with 46% having a
masters degree or higher – but last year we have a high
number of faculty new to Charming High School.
 According to PRIDE survey – the students feel safest in the
classroom.
Our committees met all summer and with input have
developed our 2010- 2011 plan…
Moving on with our plan…
Our plan consists of three parts…
 Goals and strategies for improving Reading
 Goals and strategies for improving Math
 Goals and strategies for improving our culture
We also have a professional development plan to assist us in
reaching our goals.
It is important we all know where we are, where we want to go
and what our plan is for getting us there…
Implement reading strategies in all
content areas.
 Charming High School will increase the percent
of students scoring proficient (Levels III and IV)
by 18% in reading on the AHSGE to 92% during the
2010-2011 school year. It is also our goal to
increase proficiency of the subgroup of free and
reduced lunch group by 10%.
Faculty will implement reading
strategies in the content area.
1. In August, administrators will require an after school
professional development workshop for teachers on how to
integrate reading strategies in the content areas through an
ongoing book study. Teacher will blog about the book once
a month, responding to a principal generated question.
Benchmark: Minutes, agendas, and sign-in sheets from the
professional development, and online blog.
Intervention: Teachers not present will view video taped of
professional development meeting.
Resources: EARIC will conduct professional development
about teaching reading in the content areas. Purchase a
fifty five copies of “Reading in the Content Area” by
Michael Jackson $550.
Faculty will implement reading
strategies in the content area.
2. Teachers will collaborate among departments to
develop reading strategies to be used in the specific
content area in monthly meetings.
Benchmark: Minutes, agendas, and sign-in sheets from the
professional development, and online blog.
Intervention: Meeting with reading coach for additional
professional development on content areas.
Resources: Reading coach. McRel books to be utilized
about reading in the content areas $300.
Faculty will implement reading
strategies in the content area.
3. Teachers will utilize reading strategies that will be
used in daily instruction.
Benchmark: 100% of the teachers will document
reading strategies in their lesson plans.
Intervention: Pull out for non-mastery students.
Resources: Curriculum specialist.
Faculty will implement reading
strategies in the content area.
4. Students will use reading strategies to learn in all content
areas throughout the school year.
Benchmark: Walk through, observations, student
notebooks, test grades, work samples, see improvement in
the reading portion of the graduation exam.
Intervention: Teachers not present will view video taped of
professional development meeting.
Resources: EARIC will conduct professional development
about teaching reading in the content areas. Purchase a
fifty five copies of “Reading in the Content Area” by
Michael Jackson $550.
Implement intensive and explicit reading
instruction to targeted students.
 ACTION STEP:
 The principal will meet with the departments in May to




identify the students who did not pass the reading portion
of the AHSGE.
In August teachers will be trained on how to utilize
accountability folders to monitor student progress.
Teachers will develop an accountability notebook for each
student identifying the skills of non-mastery and progress
monitor students bi-weekly.
Each teacher will teach strategic reading instruction during
daily lesson.
The students will receive tiered instruction by the teachers
during the intervention time 30 minutes each day.
STRATEGY: Implement intensive and explicit
reading instruction to targeted students.
1.
The principal will meet with the departments in May
to identify the students who did not pass the reading
portion of the AHSGE.
Benchmark: Minutes, agendas, and sign-in sheets
from the department meetings. List of identified
students.
Implement intensive and explicit reading
instruction to targeted students.
 2. In August teachers will be trained on how to utilize
accountability folders to monitor student progress.
Benchmark: Minutes, agendas, and sign-in sheets
from the professional development.
Resources: A consultant, Kendrick Myers, specialist
on accountability folders. $1,000.
Implement intensive and explicit reading
instruction to targeted students.
3. Teachers will develop an accountability notebook for
each student identifying the skills of non-mastery and
progress monitor students bi-weekly.
Benchmark: 100% of teachers will have current
accountability notebooks to monitor students.
Implement intensive and explicit reading
instruction to targeted students.
4. Each teacher will teach strategic reading instruction
during daily lesson.
Benchmark: 100% of teachers will identify strategies
in their lesson plans, walk throughs, observations.
Resources: Corrective Reading Program. AHSGE
workbooks.
CIP Goal #1
 Charming High School will increase the percent
of students scoring proficient (Levels III and IV)
by 8% in Math on the AHSGE to 86% during the
2010-2011 school year.
Plan and implement strategic teaching
in all math classes.
Action Step #1
Math department will meet bi-weekly to discuss
strategies and resources used in the classrooms.
Benchmark: Minutes, agendas, and sign-in sheets.
Resources: TEAM Math Investigations
Plan and implement strategic teaching
in all math classes.
Action Step #2
Teachers will deliver daily standards based instruction
Benchmark: 100% of math teacher lesson plans will
reflect standard based instructions.
Intervention: Attend monthly TEAM Math meetings.
Resources: Alabama High School Graduation test prep.
Plan and implement strategic teaching
in all math classes.
Action Step #3
Common assessment will be administered three times
each year by teachers.
Benchmark: Students will pass the common assessment
at 80% proficiency
Resources: The common assessment test
Plan and implement strategic teaching
in all math classes.
Action Step #4
Teachers will reflect upon the common assessments,
since this is the first time to administer the common
assessment.
Benchmark: Teacher notes and revision of common
assessments
Intervention: Teachers are available daily during
planning time to help small groups of students who
have not mastered skills
Resources: AHSGE manual and website, TEAM Math
lead teacher
Plan and implement strategic teaching
in all math classes.
Action Step #5
Following the common assessment, teachers will
collaborate and interpret test data and plan
interventions for students who have not mastered the
skills assessed
Benchmark: Lesson plans targeting students and
strategies and minutes of collaboration
Plan and implement strategic teaching
in all math classes.
Action Step #6
Students, who do not reach 80% mastery, will be given
tiered instruction with the math coach.
Benchmark: Documentation of math coach rolls, results
of common assessment, teacher observation of
students who struggle to reach goal
OUR CULTURE CHALLENGE
 Charming High School had 355 referrals for
excessive tardies (more than 4). We believe that
more time in class will lead to high student
achievement.
Put steps into place to alleviate tardy
issues.
Action Step #1
The office will highlight tardy policies in the student
handbook regarding at the beginning of the year.
Benchmark: Parent and student signing the signature
page.
Put steps into place to alleviate tardy
issues.
Action Step #2
Beginning in August, teachers will implement bell
ringers as a strategy to encourage student timeliness.
Benchmark: Lesson plans with bell ringers.
Resources: Teachers will be provided with a handout
with potential bell ringers.
Put steps into place to alleviate tardy
issues.
Action Step #3
Teachers will establish a tardy log that students must
sign when they are tardy. Students must provide the
time they arrived and the reason.
Benchmark: Tardy log
Put steps into place to alleviate tardy
issues.
Action Step #4
After second tardy, teacher will conference one on one
with the student and send a note home to the parents
notifying them of excessive tardies.
Benchmark: Conference note documentation, signed
parent notes.
Put steps into place to alleviate tardy
issues.
Action Step #5
After third tardy, the teacher will assign detention and
will also make a list of students who are at high risk of
tardies. This list will be sent to the assistant principal
in charge of excessive tardies.
Benchmark: Detention logs, assistant principal records.
Put steps into place to alleviate tardy
issues.
Action Step #6
After the first tardy referral, the assistant principal will
meet with the students to establish an action plan to
decrease tardies.
Benchmark: Action plans.
Put steps into place to alleviate tardy
issues.
Action Step #7
After the second referral, school will inform the truancy
officer of excessive tardiness.
Benchmark: Documentation from truancy meetings.
Resources: Karen County Resource Officer
Put steps into place to alleviate tardy
issues.
Action Step #8
All students who have less than 2 tardies per nine weeks
will receive a coupon for a free sandwich from a local
restaurant.
Benchmark: Data for each nine weeks, teacher
documentation of tardies.
OUR CULTURE CHALLENGE
 Charming High School needs to acclimate new
and novice teachers into our school environment.
Teachers not
feeling
supported
High teacher
turnover
Decrease test
scores
Implement a new mentoring program
at Charming High School
Action Step #1
Before the school year begins teachers will attend a week long New
Beginnings targeted professional development on classroom
management, EDUCATE ALABAMA, Course of Study objectives,
Alabama High School Graduation Exam objective, system and school
policies, and will assigned their building mentor.
Benchmark: Sign in sheets, workshop notes, work samples
Participants will be paid $150/day for
participation. Central Office staff, administrators,
and seasoned teachers will lead workshop sessions.
Resources:
Implement a new mentoring program
at Charming High School
Action Step #2
The school will host a Meet and Greet BBQ to introduce new teachers to
the faculty.
Benchmark: Sign in sheets,
 Resources:
$300 will be allocated for Meet and Greet.
Implement a new mentoring program
at Charming High School
Action Step #3
 New and novice teachers will meet monthly after school with Quing to
discuss strategies and struggles that are faced in the classroom.
Benchmark: Sign in sheets, workshop notes, minutes
Resources: Quing will
be given a stipend for monthly
meetings and observations of $1200. Once a month
subs for Quing will be $450.
Implement a new mentoring program
at Charming High School
Action Step #4
After the monthly meetings, teachers will utilize strategies in daily
instruction and mentor teachers will observe and provide feedback and
next steps.
Benchmark: Observation forms, walk throughs, surveys from new and
novice teacher about the programs.
How will our professional learning
communities help us meet our
goals?
To help with Reading…
 Book Study and blog– Subjects Matter : Every
Teacher’s Guide to Content Area Reading by Harvey
Daniels
 Workshops on Reading in the Content Areas…
 Accountability Folder Training for targeting students
and objectives
How will our professional learning
communities help us meet our
goals?
To help with Math …
 Bellringer workshop
 Attend TEAMMATH workshops
 Grade level training on Common Assessments
How will our professional learning
communities help us meet our
goals?
To acclimate new faculty to CHS…
 New Beginnings training ( 1 week)
 Monthly meetings with lead mentor teacher
"Look at a day when you are supremely satisfied at the
end. It's not a day when you lounge around doing
nothing; it's when you've had everything to do, and
you've done it.“ Margaret Thatcher
Questions????