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Accreditation Report

Glencoe High School

Etowah County Board of Education

Mr. Charlton Giles, Principal 803 Lonesome Bend Road

Glencoe, AL 35905

Document Generated On March 3, 2015

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 6

Self Assessment

Introduction 8 Standard 1: Purpose and Direction 9 Standard 2: Governance and Leadership 12 Standard 3: Teaching and Assessing for Learning 15 Standard 4: Resources and Support Systems 25 Standard 5: Using Results for Continuous Improvement 29 Report Summary 33

Stakeholder Feedback Diagnostic

Introduction 35 Stakeholder Feedback Data 36 Evaluative Criteria and Rubrics 37

Areas of Notable Achievement 38 Areas in Need of Improvement 39 Report Summary 40

Student Performance Diagnostic

Introduction 42 Student Performance Data 43 Evaluative Criteria and Rubrics 44 Areas of Notable Achievement 45 Areas in Need of Improvement 47 Report Summary 49

AdvancED Assurances

Introduction 51 AdvancED Assurances 52

ACIP 2014-2015

Overview 55 Goals Summary 56

Goal 1: Improve Student Achievement and Readiness 57

Goal 2: Prepare and Support Teachers to graduate College and Career Ready Students 61

Goal 3: Support Systems Goal 63

Activity Summary by Funding Source 65

Executive Summary

Accreditation ReportGlencoe High School

SY 2014-2015 Page 1© 2015 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? Glencoe High School is a campus serving 324 students in grades nine through twelve. There are 168 males and 156 females. The majority

of the school population is white with a small percentage of students from other ethnic groups. Although only 36% receive free lunch and

reduced lunch, that number has steadily increased within the past three years. There are approximately twenty-two professionally licensed

and highly qualified staff. The teachers at Glencoe High School use scientifically researched-based reading and mathematics programs in

their classrooms. Each teacher develops lesson plans that correlate with the standards and objectives of the Common Core Curriculum and

College and Career Readiness. As a result, the school's graduation rate is 97 percent.

Glencoe High School is a part of the Etowah County School District in Alabama which is located in the small town of Glencoe, Alabama on

the southeastern border of the county. Glencoe is included in the Gadsden Metropolitan area which is 58.4 miles from Birmingham,

Alabama. Residential growth is on the rise in Glencoe with new subdivisions offering a wide range of housing opportunities. There are

approximately 2,000 households and 1,526 families. The average household size is 2.48 and average family size is 2.49. 4.9% of families

are below poverty level. 8% of which are under the age of 18. The median household income is $38,385 with a majority of the population

living in individual owned or rental houses. The racial makeup of the city is 96.93% White, 1.73% Black or African American, 0.29% Native

American, 0.17% Asian, 0.02% Pacific Islander, 0.10% from other races, and 0.76% from two or more races. 0.35% of the population are

Hispanic or Latino. Jobs are predominantly labor related. For our high school graduates, there are very few job opportunities in our city.

However, job opportunities are increasing in our county and nearby areas.

Glencoe High School and the city of Glencoe holds a special recognition among Alabama communities as a "City of Patriotism" designated

by Governor Bob Riley in September 2003. This title was given by the state legislature in expressing their immense gratitude for the city's

outstanding display of patriotism. Each year on Memorial Day, Independence Day and Veteran's Day the City of Glencoe and the Veterans

of Foreign Wars Organization recognize and honor, through ceremony, 187 servicemen and women from the community of Glencoe who

served in the Military and fought in foreign wars such as WWI, WWII, Vietnam, and Korea. The ceremony is performed by displaying 187

flags with crosses bearing the names of those men and women who defended and preserved our nation before their passing. The crosses

for the flags are made by the school's Future Farmers of America organization in the the Career Technical department.



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. During the process of defining the beliefs and developing the mission statement, Glencoe High School's School Improvement Committee

utilized information gained from teachers, administrators, parents, students, and community members. Studies were organized to focus on

our school's profile data. As a result of the findings, the committee distributed initial drafts of the beliefs and mission statement for staff

review and feedback. Feedback from the staff formulated a fully developed listing of school beliefs and mission that we feel is most relevant

to our school and community.

Glencoe High School's mission is to provide the best education in order to create life-long learners who will become productive citizens in our

modern society. As a result, the most important issue at Glencoe High School is creating 21st Century Classrooms versus the traditional

classrooms. Glencoe High School is committed to the integration and application of technology resources to promote student achievement.

Aligned with ISTE and Alabama Department of Education, we have technology-based embedded activities so that students achieve success

in learning, communication, and life skills. Therefore, Glencoe High School is working to improve student achievement through an enhanced

curriculum that will integrate technology, differentiated learning, and successfully trained teachers who are eager to create a 21st Century

learning environment.

School Beliefs:

- Student learning is the chief priority for the school

- Students' learning needs should be the primary focus of all the decisions impacting the work of the school

- All students can learn

- Students need to not only demonstrate their understanding of essential knowledge and skills, but also to

be actively involved in solving problems and producing quality work

- Students need to apply their learning in meaningful contexts

- Students learn best when they are actively engaged in the learning process

- A student's self-esteem is enhanced by positive relationships and mutual respect among and between

students and staff

- A safe and physically comfortable environment promotes student learning

- Teachers, administrators, parents, and the community share the responsibility for advancing the school's

mission

- The commitment to continuous improvement is imperative if our school is going to enable students to

become more confident, self-directed, lifelong learners

- Parents should be encouraged to keep in regular communication with the school and teacher

- Parents should be encouraged to participate in affairs of the school

- The community should be involved in schools in order to improve the quality of life therein



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. Glencoe High School is noted for our high graduation rate and success on standardized testing. Our attendance rate of 97% is the best in

the school system. The school has made substantial progress in technology for both teachers and students. A fully operational video-

conferencing lab has been placed in the Distance Learning Lab. Many new subjects are now available to our students through IVC classes,

online classes, and ACCESS- projected classes. Also, the iNow data/grading program is used by the faculty and accessible to all students

and parents through the Parent Portal website. In addition, the school has increased the number of technology resources by purchasing

additonal computers, laptops, ipads, and chromebooks for teachers and students.

Glencoe High School has more than doubled the number of Advanced Placement courses over the past three years. Our school has been

awarded the A+ College Ready and Advanced Placement Grant. The incentives of the grant include $2000 per AP teacher, funding for

professional development, and funding for equipment and resources. We now offer AP English (11th and 12th), History, Biology, and

Calculus. As a result, our school achieved the highest average score on the ACT in Etowah County. Our ACT Exam scores are among the

top 50 schools in the state.

Glencoe High School's Career Technical departments and organizations have participated in various competitions and various programs.

The Agriscience department is NCCR (National Center for Construction Education and Research) certified. Students have received awards

in small engine competitions and public speaking. The Agriscience department has developed an Aquascience course that allows students

to receive a science credit. Mr. Meeks was a committee member that wrote the Aquascience course of study for the state. He was one of

the first teacher to teach Aquascience. This class teaches math and science skills through practical experiences. The Business and Family

and Consumer Science departments are both BIC (Business in Industry Certification). The departments have participated in student

leadership conferences. The Business of Education department of CTE won many awards (database, video, multi-media design) at the

Northeast Alabama Technology Fair at JSU.

Our library now has e-books through Destiny. Teachers can download e-books and show it on the screen in their classroom for the first time!

A new digital, high-quality camera has been added to the library, as well as three new computers, two printers, a projection-screen, speakers

and a book/bar-code scanner, all for student-use. Our e-mail and instant messenger is updated regularly by Google and is free. Also, since

our technology classes are now officially CTE-Business Ed (beginning August 2012), we have access to more technology for students to

directly utilize. Also, every teacher has an up-graded web page through Schoolwires. Remind 101 App is available to families.

Glencoe High School students has participated in the Student Leadership Academy through the Etowah Sheriffs Department. The school

has had recipients in 2013 and 2014.



Additional Information

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

sections. Teacher Awards:

Karen Cothran - Alabama Department of Rehabilitation Services, Etowah County, and State of Alabama 2014-2015 Educator of the Year

(Annual Governor's Committee on Employment of People with Disabilities)

School Organizations:

GHS College Night - workshop for parents with college admission and financial aid counselor

GHS Key Club - participates in Kiwanis Pancake Day, Samaritan Purses (Christmas shoe boxes), Adopt

a Veteran

GHS Jr. Civitans - Stinger Metric Bike Race for Thirteenth Place and Back-Pack Blessings,

2nd Place in Keep Etowah County Beautiful Symposium, Etowah Community Food Bank Drive

(donated over 500 cans), Project Angel Tree (Christmas presents for low-income students in the

community), Teddy Bear Ministries, Blue Ribbon Child Abuse Prevention Month, Etowah Baptist

Association fundraiser (fund low-income families utilities during the winter months), Special Olympics,

1st place in Gadsden Civitan Essay Contest (Hometown Hero),Snellgrove Golf Fundraiser, Participated

in the National Leadership Conference

GHS Student Government Association - LifeSouth Blood Drive, Community Veteran's Day Program

(Coordinate with Gadsden-Etowah Patriots Association and Etowah County Sheriff Department,

Athletic Awards

2012 Bryant-Jordan Class 3A State and Regional Winner (Christopher Tinker)

2013 Bryant-Jordan Class 3A Regional Winner (Jordan Sims)

2012 Girls State Governor Award (Tori Parrish)

Numerous Signings of Athletic Scholarships



Self Assessment



Introduction AdvancED's Self Assessment (SA) diagnostic is based on the AdvancED Standards of Quality, which serves as the foundation of the

accreditation and continuous improvement process. The SA is a valuable tool for collaboratively engaging staff members and stakeholders in

purposeful, honest dialogue and reflection to assess the institution's adherence to the Standards, and guide its continuous improvement

efforts. The SA includes the institution's self-ratings of and the evidence cited for each of the indicators, comments that explain the indicator's

ratings and an overall narrative for each Standard. The results of the SA are reviewed by the External Review Team as one essential

component of the preparation process for the institution's External Review.



Standard 1: Purpose and Direction

The school maintains and communicates a purpose and direction that commit to high expectations for learning as well as shared values and

beliefs about teaching and learning.

Overall Rating: 2.67

Indicator Statement or Question Response Evidence Rating1.1 The school engages in a

systematic, inclusive, andcomprehensive process toreview, revise, and communicatea school purpose for studentsuccess.

The school's process for review,revision, and communication of thepurpose statement is documented. Theprocess is formalized and implementedon a regular schedule. The processincludes participation by representativesfrom all stakeholder groups. Thepurpose statement focuses on studentsuccess.

•Survey results

•Examples ofcommunications tostakeholders about theschool's purpose (i.e.website, newsletters,annual report, studenthandbook)

•Communication plan tostakeholders regarding theschool's purpose

•Minutes from meetingsrelated to development ofthe school's purpose

•Documentation ordescription of the processfor creating the school'spurpose including the roleof stakeholders

•Purpose statements -past and present

•Demographics SheetsMission Statements ineach classroomStudent and ParentSigning and ReturningGHS Student HandbookStudent OrientationSenior College NightSenior Parent MeetingsECBOE monthly boardmeetings

Level 3

Indicator Statement or Question Response Evidence Rating1.2 The school's leadership and staff

commit to a culture that is basedon shared values and beliefsabout teaching and learning andsupports challenging, equitableeducational programs andlearning experiences for allstudents that includeachievement of learning, thinking,and life skills.

Commitment to shared values andbeliefs about teaching and learning issometimes evident in documentation.This commitment is sometimes reflectedin communication among leaders andmost staff. Some challengingeducational programs and equitablelearning experiences are implementedso that all students achieve somedegree of learning, thinking, and lifeskills. Evidence indicates somecommitment to instructional practicesthat include active student engagement,a focus on depth of understanding, andthe application of knowledge and skills.School leadership maintains highexpectations for professional practice.

•Survey results

•The school's statement ofpurpose

•School Data ProfileA + College ReadyOn Site ContinuingEducation (CEU)Teacher E-MailIEP Audits, HomelessDataSchool Reports CardsSchool Improvement PlanMission StatementsPosted

Level 2



Reflect upon your responses to each of the indicators and performance levels by considering and responding to the following

questions when drafting your narrative response. Use language from the performance level descriptions to guide your writing.

Cite sources of evidence External Review team members may be interested in reviewing. In standard one, purpose and direction, the focus is on the school maintaining and communicating a purpose and direction that commits to

high expectations for learning as well as sharing values and beliefs about teaching and learning with all stakeholders. Glencoe High School

scored high in two of the three areas of this standard. Our school community has engaged in a systematic, inclusive, and comprehensive

process to review, revise, and communicate a school purpose for student success. Our community strongly believes that our school's

leadership and staff commit to a culture that is based on shared values and beliefs about teaching and learning for all students including the

main areas of achievement of learning, thinking and life skills. Finally, we strongly agree that our school's leadership implements a

continuous improvement process that provides clear direction for improving conditions that support student learning.

Indicator one states that Glencoe High has a process for review, revision, and communication of its purpose. This process has been

implemented and it includes participation by representatives from stakeholder groups. The purpose statement focuses primarily on student

success. Although our school is compliant with this indicator, we feel that there is an opportunity for improvement at our school. Our staff felt

that our mission statement and beliefs were adequate. These are placed throughout the school, on the website and in our GHS Student

Handbook. However, we show a need for improvement based upon the surveys given to stakeholders including school staff, students and

parents. Therefore, our purpose is to include the parent, student and teacher in the goal of achieving Glencoe's mission of creating a

learning environment that encourages students to reach their academic and creative potential as responsible learners. Documentation for

this can be found in meeting agendas, school website. The committee is considering a possible revision of the Mission Statement to be

produced before the beginning of the 2015-2016 school year.

The second indicator states that our school is committed to shared beliefs and values about teaching. Learning is also evident in

documentation and decision-making. This commitment is regularly reflected in communication among leaders and staff. Our educational

programs are challenging, and equitable learning experiences are implemented so that all students achieve learning, thinking, and life skills

necessary for success. Our school is committed to student engagement focused on in-depth understanding and application of knowledge

Indicator Statement or Question Response Evidence Rating1.3 The school's leadership

implements a continuousimprovement process thatprovides clear direction forimproving conditions that supportstudent learning.

School leaders implement adocumented, systematic continuousimprovement process for improvingstudent learning and the conditions thatsupport learning. All stakeholder groupsare engaged in the process. Schoolpersonnel maintain a profile with currentand comprehensive data on student andschool performance. The profile containsanalyses of data used to identify goalsfor the improvement of achievement andinstruction that are aligned with theschool's purpose. Improvement goalshave measurable performance targets.The process includes action planningthat identifies measurable objectives,strategies, activities, resources, andtimelines for achieving improvementgoals. School leaders hold all schoolpersonnel accountable for and evaluatethe overall quality of the implementationof all interventions and strategies. Theprocess is reviewed and evaluated.Documentation that the process yieldsimproved student achievement andinstruction is available andcommunicated to stakeholders.

•Survey results

•The school data profile

•Agenda, minutes fromcontinuous improvementplanning meetings

•Communication plan andartifacts that show two-way communication tostaff and stakeholders

•The school continuousimprovement plan

•EmailsSTI-PDCIPIn-Service TrainingVertical and HorizontalTeam MeetingsSystem-wide strategic planon district webpage

Level 3



and skills. Glencoe's leadership and staff share high expectations for professional practice as well as student learning. Our staff at Glencoe

High regularly collaborates and reinforces our commitment to the values and beliefs through grade level team meetings, staff meetings,

school wide professional development, Positive Behavior Support meetings, school problem solving team meetings, and school's purpose

statement as well as results from surveys. Our school improvement plan focuses on providing our students with opportunities to be

challenged in a meaningful way through outside and in-house professional development as well as collaboration between team members.

Glencoe High School provides students with instruction focusing on challenging, integrated technology-filled lessons. Our students have

access to some forms of technology in and out of the classroom, and our teachers align lessons from the Common Core and Alabama

Course of Study that take advantage of these tools.

The third and final indicator for the purpose and direction section was another area of strength for Glencoe High School. Glencoe has

implemented a documented, systematic continuous improvement process for improving student learning and the conditions that support

learning. This Continuous Improvement Plan (ACIP) is easily accessible on our school's website and has been provided to each teacher in

our school. Our ACIP is effective and implemented on a daily basis.



Standard 2: Governance and Leadership

The school operates under governance and leadership that promote and support student performance and school effectiveness.


Indicator Statement or Question Response Evidence Rating2.1 The governing body establishes

policies and supports practicesthat ensure effectiveadministration of the school.

Policies and practices support theschool's purpose and direction and theeffective operation of the school. Policiesand practices promote effectiveinstruction and assessment that produceequitable and challenging learningexperiences for all students. There arepolicies and practices regardingprofessional growth of all staff. Policiesand practices provide requirements,direction for, and oversight of fiscalmanagement.

•Student handbooks

•Governing body policies,procedures, and practices

•Communications tostakeholder about policyrevisions

•School handbooks

•Mission Statement postedin front of the school andin all classroomsSTI-PD for every teacherFiscal Managementaccording to EtowahCounty Board PolicyManualPublished School BoardMinutes on ECBOEWebsiteTitle II Needs AssessmentYearly fiscal audits

Level 3

Indicator Statement or Question Response Evidence Rating2.2 The governing body operates

responsibly and functionseffectively.

The governing body ensures that itsdecisions and actions are in accordancewith defined roles and responsibilities,are ethical, and free of conflict ofinterest. Governing body membersparticipate in professional developmentregarding the roles and responsibilitiesof the governing body and its individualmembers. The governing body complieswith all policies, procedures, laws, andregulations.

•Communication plan toinform all staff on code ofethics, responsibilities,conflict of interest

•Proof of legal counsel

•Assurances, certifications

•Findings of internal andexternal reviews ofcompliance with laws,regulations, and policies

•Communications aboutprogram regulations

•New Teacher Program (3sessions at central office)Safety PlanData MeetingsTeacher SurveysTitle II Needs AssessmentStrategic Plan

Level 2



Indicator Statement or Question Response Evidence Rating2.3 The governing body ensures that

the school leadership has theautonomy to meet goals forachievement and instruction andto manage day-to-day operationseffectively.

The governing body protects, supports,and respects the autonomy of schoolleadership to accomplish goals forimprovement in student learning andinstruction and to manage day-to-dayoperations of the school. The governingbody maintains a distinction between itsroles and responsibilities and those ofschool leadership.

•Roles and responsibilitiesof school leadership

•School improvement plandeveloped by the school

•Stakeholder input andfeedback

•Maintenance ofconsistent academicoversight, planning, andresource allocation

•Communicationsregarding board actions

•Survey results regardingfunctions of the governingbody

•Agendas and minutes ofmeetings

•Strategic Plan on BoardWebsitePrincipal's MondayMinutes of local anddistrict-wide events

Level 3

Indicator Statement or Question Response Evidence Rating2.4 Leadership and staff foster a

culture consistent with theschool's purpose and direction.

Leaders and staff align their decisionsand actions toward continuousimprovement to achieve the school'spurpose. They expect all students to beheld to high standards in all courses ofstudy. All leaders and staff arecollectively accountable for studentlearning. School leaders supportinnovation, collaboration, sharedleadership, and professional growth. Theculture is characterized by collaborationand a sense of community.

•Examples of collaborationand shared leadership

•Survey results

•Examples of decisionsaligned with the school'sstatement of purpose

•Examples of decisions insupport of the school'scontinuous improvementplan

•Mission Statement postedUse of Alabama CommonCore of StandardsACT Plan, Pre-SAT, End-of-the-Course ExamsDepartmental MeetingsSTI-PDStakeholder Involvementin CIPParent and StudentPortals for INOW (grades)

Level 3





Cite sources of evidence External Review team members may be interested in reviewing. Glencoe High School includes a team of administrators, teachers, students, instructional leaders, parents, and community stakeholders that

continuously plan to improve and evaluate our school. Throughout the process of strategic and improvement planning, we have located

strengths and weaknesses in our school governance and leadership. One strength is that we foster a culture to allow a high standard of

learning through the use of Alabama common core of standards and by assessing student performance through end of course testing. We

will continue to use departmental meetings to discuss student data that allows teachers to improve on course standard knowledge. Our

second strength is our district allows our principal autonomy to handle day to day operations as stated in our district strategic plan. The

district uses the elected board to help support day to day operations in the local school. Our third strength is our leadership uses evaluation

results from Educate Alabama to develop a plan for teacher professional growth which in turn results in student achievement. The leadership

will use professional learning plans to help teachers to continue to grow in the classroom. The weakness that we found was that the

administration needs to conduct an annual assessment of employees to gather input from stakeholders into all parts of the school. By

gathering this input, our school can better meet the needs and market demands of our community.

Indicator Statement or Question Response Evidence Rating2.5 Leadership engages stakeholders

effectively in support of theschool's purpose and direction.

Leaders communicate effectively withappropriate and varied representativesfrom stakeholder groups, provideopportunities for stakeholders to shapedecisions, solicit feedback and respondto stakeholders, work collaboratively onschool improvement efforts, and provideand support meaningful leadership rolesfor stakeholders. School leaders' effortsresult in measurable, active stakeholderparticipation; engagement in the school;a sense of community; and ownership.

•Copies of surveys orscreen shots from onlinesurveys

•Survey responses

•Involvement ofstakeholders in a schoolimprovement plan

Level 3

Indicator Statement or Question Response Evidence Rating2.6 Leadership and staff supervision

and evaluation processes resultin improved professional practiceand student success.

The focus of the criteria and processesof supervision and evaluation isimproving professional practice andimproving student success. Supervisionand evaluation processes are regularlyimplemented. The results of thesupervision and evaluation processesare used to monitor and effectivelyadjust professional practice and improvestudent learning.

•Examples of professionaldevelopment offerings andplans tied specifically tothe results fromsupervision and evaluation

•Governing body policy onsupervision and evaluation

•Job specific criteria

•Teacher Survey and Self-AssessmentNew Teacher ProgramStrategic PlanData MeetingsDepartmental Meetings

Level 3



Standard 3: Teaching and Assessing for Learning

The school's curriculum, instructional design, and assessment practices guide and ensure teacher effectiveness and student learning.


Indicator Statement or Question Response Evidence Rating3.1 The school's curriculum provides

equitable and challenginglearning experiences that ensureall students have sufficientopportunities to develop learning,thinking, and life skills that lead tosuccess at the next level.

Curriculum and learning experiences ineach course/class provide all studentswith challenging and equitableopportunities to develop learning skills,thinking skills, and life skills. There issome evidence to indicate curriculumand learning experiences preparestudents for success at the next level.Like courses/classes have equivalentlearning expectations. Some learningactivities are individualized for eachstudent in a way that supportsachievement of expectations.

•Survey results

•Lesson plans

•Learning expectations fordifferent courses

•Posted learningobjectives

•Representative samplesof student work acrosscourses

•Course schedules

•Enrollment patterns forvarious courses

•Course descriptions

•Descriptions ofinstructional techniques

•RtI Progress MonitoringOnline Course PlannerACT, PLAN, Pre-SATLesson Plans aligned toCCRSSchool SchedulesData Team Meetings,Vertical Team MeetingsReport Cards/ProgressReportsParent/Senior NightCollege OrientationSchool WebsiteCIPMarqueeAnnual Report for SystemFieldtrips

Level 3



Indicator Statement or Question Response Evidence Rating3.2 Curriculum, instruction, and

assessment are monitored andadjusted systematically inresponse to data from multipleassessments of student learningand an examination ofprofessional practice.

School personnel monitor and adjustcurriculum, instruction, and assessmentto ensure for vertical and horizontalalignment and alignment with theschool's goals for achievement andinstruction and statement of purpose. Aprocess is implemented sometimes toensure alignment when curriculum,instruction, and/or assessments arereviewed or revised. There is limitedevidence that the continuousimprovement process ensures verticaland horizontal alignment and alignmentwith the school's purpose in curriculum,instruction, and assessment.

•Curriculum guides

•A description of thesystematic review processfor curriculum, instruction,and assessment

•Common assessments

•Standards-based reportcards

•Surveys results

•Curriculum writingprocess

•Lesson plans aligned tothe curriculum

•Advanc-ED Surveys forstudents, faculty, parentsFaculty MeetingsSTAR AssessmentEducate AlabamaAP ExamsAP CoursesDual EnrollmentCareer Tech School

Level 2



Indicator Statement or Question Response Evidence Rating3.3 Teachers engage students in

their learning throughinstructional strategies thatensure achievement of learningexpectations.

Teachers plan and use instructionalstrategies that require studentcollaboration, self-reflection, anddevelopment of critical thinking skills.Teachers personalize instructionalstrategies and interventions to addressindividual learning needs of studentswhen necessary. Teachers useinstructional strategies that requirestudents to apply knowledge and skills,integrate content and skills with otherdisciplines, and use technologies asinstructional resources and learningtools.

•Teacher evaluationcriteria

•Agenda items addressingthese strategies

•Professional developmentfocused on thesestrategies

•Authentic assessments

•Examples of teacher useof technology as aninstructional resource

•Examples of student useof technology as a learningtool

•Student workdemonstrating theapplication of knowledge

•Findings from supervisorwalk-thrus andobservations

•Surveys results

•Interdisciplinary projects

•Educate AlabamaAL Science in MotionSTAR AssessmentBYODOnline AssessmentCIP WalkthroughsRtI WalkthroughsINOW - ParentalPortal/Student PortalStudent use of TechnologyOnline TextbooksDoceri (Ipad Program)Elmo, Projectors,Promethean BoardDocument Camera

Level 3



Indicator Statement or Question Response Evidence Rating3.4 School leaders monitor and

support the improvement ofinstructional practices of teachersto ensure student success.

School leaders formally and consistentlymonitor instructional practices throughsupervision and evaluation proceduresto ensure that they 1) are aligned withthe school's values and beliefs aboutteaching and learning, 2) are teachingthe approved curriculum, 3) are directlyengaged with all students in theoversight of their learning, and 4) usecontent-specific standards ofprofessional practice.

•Curriculum maps

•Documentation ofcollection of lesson plansand grade books

•Peer or mentoringopportunities andinteractions

•Recognition of teacherswith regard to thesepractices

•Surveys results

•Examples ofimprovements toinstructional practicesresulting from theevaluation process

•Administrative classroomobservation protocols andlogs

•Teacher-of-the-YearAdvanEd SurveysVertical TeamsINOWPLP DocumentationSTI-PDAP Training/CertificationDepartmental Meetings

Level 3



Indicator Statement or Question Response Evidence Rating3.5 Teachers participate in

collaborative learningcommunities to improveinstruction and student learning.

Some members of the school staffparticipate in collaborative learningcommunities that meet both informallyand formally. Collaboration occasionallyoccurs across grade levels and contentareas. Staff members promotediscussion about student learning.Learning from, using, and discussing theresults of inquiry practices such asaction research, the examination ofstudent work, reflection, study teams,and peer coaching sometimes occuramong school personnel. Schoolpersonnel express belief in the value ofcollaborative learning communities.

•Examples of crosscurricular projects,interdisciplinaryinstruction, and classroomaction research project

•Common language,protocols and reportingtools

•Agendas and minutes ofcollaborative learningcommittees

•Calendar/schedule oflearning communitymeetings

•Survey results

•Examples ofimprovements to contentand instructional practiceresulting fromcollaboration

•Vertical Teams/Calendarof Meeting Available ofSTIPDDepartmental MeetingsEtowah County SummerWorkshopsRtI/STAR TestingProgress Reports/ReportCardsCIP MeetingsFieldtripsLesson Plans

Level 2

Indicator Statement or Question Response Evidence Rating3.6 Teachers implement the school's

instructional process in support ofstudent learning.

Most teachers use an instructionalprocess that informs students of learningexpectations and standards ofperformance. Exemplars are sometimesprovided to guide and inform students.The process may include multiplemeasures, including formativeassessments, to inform the ongoingmodification of instruction. The processprovides students with feedback abouttheir learning.

•Examples of learningexpectations andstandards of performance

•Survey results

•Examples ofassessments thatprompted modification ininstruction

•Samples of exemplarsused to guide and informstudent learning

•IEP Resource RoomRtI Problem SolvingTear/STAR TestingAdvanEd SurveyAP CurriculumProgress ReportsCCRS/AL Course of StudyPacing Guides

Level 2



Indicator Statement or Question Response Evidence Rating3.7 Mentoring, coaching, and

induction programs supportinstructional improvementconsistent with the school'svalues and beliefs about teachingand learning.

Some school personnel are engaged inmentoring, coaching, and inductionprograms that are consistent with theschool's values and beliefs aboutteaching, learning, and the conditionsthat support learning. These programsset expectations for school personnel.

•Survey results

•Professional learningcalendar with activities forinstructional support ofnew staff

•Educate AL/Lead ALPLPAdvancEdCIP WalkthroughsVertical Team MeetingsDepartmental MeetingsDistrict New TeacherTraning

Level 2

Indicator Statement or Question Response Evidence Rating3.8 The school engages families in

meaningful ways in theirchildren's education and keepsthem informed of their children'slearning progress.

Programs that engage families inmeaningful ways in their children'seducation are designed andimplemented. School personnel regularlyinform families of their children's learningprogress.

•Survey results

•List of varied activitiesand communicationsmodes with families, e.g.,info portal, online,newsletters, parentcenters, academic nights,open house, early releasedays

•Calendar outlining whenand how families areprovided information onchild's progress

•INOW Parent/StudentPortalWebsiteMarqueeAnnual Report for SystemCIP TeamCollege NightRtIProgress Reports/ReportCardsCode of Conduct formrequiring parent/studentsignaturesOrientationAdvancEd SurveysIEP MeetingsFieldtripsBYOD

Level 3



Indicator Statement or Question Response Evidence Rating3.9 The school has a formal structure

whereby each student is wellknown by at least one adultadvocate in the school whosupports that student'seducational experience.

School personnel participate in astructure that gives them interaction withindividual students, allowing them tobuild relationships over time with thestudent. Most students participate in thestructure. The structure allows theschool employee to gain insight into thestudent's needs regarding learning skills,thinking skills, and life skills.

•Survey results

•Curriculum and activitiesof formal adult advocatestructure

•Description of formaladult advocate structures

•AdvancED SurveysGuidance CounselorSessionsClubsAthletic/Band/CheerleadersELL504 PlansIEPRtISchool Nurse/Health PlansCareer Tech Program

Level 2

Indicator Statement or Question Response Evidence Rating3.10 Grading and reporting are based

on clearly defined criteria thatrepresent the attainment ofcontent knowledge and skills andare consistent across gradelevels and courses.

Teachers use common grading andreporting policies, processes, andprocedures based on clearly definedcriteria that represent each student'sattainment of content knowledge andskills. These policies, processes, andprocedures are implementedconsistently across grade levels andcourses. Stakeholders are aware of thepolicies, processes, and procedures.The policies, processes, and proceduresare regularly evaluated.

•Evaluation process forgrading and reportingpractices

•Survey results

•Sample report cards foreach grade level and forall courses

•Sample communicationsto stakeholders aboutgrading and reporting

•Policies, processes, andprocedures on grading andreporting

•INOWGrading Procedure onTeacher WebsiteCCRSACTACT PLANTeacher/ParentConferences/TelephoneCalls/EmailsStudent HandbookRtI/STAR TestingIEP

Level 3





Cite sources of evidence External Review team members may be interested in reviewing. The Standard 3 AdvancED Committee found that Glencoe High School promotes and focuses on advancing student and staff learning in

order for all students to achieve success as our most important function. Providing students with the tools to be equipped and empowered for

lifelong learners is a central focus of our school's mission. The school's curriculum provides equitable and challenging learning experience

that ensures all students have sufficient opportunities to develop learning, thinking, and life skills that lead to success at the next level. There

is some evidence to indicate curriculum and learning experiences prepare students for success at the next level. Some learning activities are

individualized for each student in a way that supports achievement of expectations. We use survey results, lesson plans, posted learning

objectives, learning expectations for different courses, representative samples of students work across courses, course schedules, course

Indicator Statement or Question Response Evidence Rating3.11 All staff members participate in a

continuous program ofprofessional learning.

All staff members participate in acontinuous program of professionallearning that is aligned with the school'spurpose and direction. Professionaldevelopment is based on an assessmentof needs of the school. The programbuilds capacity among all professionaland support staff. The program issystematically evaluated foreffectiveness in improving instruction,student learning, and the conditions thatsupport learning.

•Results of evaluation ofprofessional learningprogram.

•Evaluation tools forprofessional learning

•Survey results

•Brief explanation ofalignment betweenprofessional learning andidentified needs

•AdvanED SurveysEducate AL (PLP)Lead AL (PLP)STI PD

Level 3

Indicator Statement or Question Response Evidence Rating3.12 The school provides and

coordinates learning supportservices to meet the uniquelearning needs of students.

School personnel use data to identifyunique learning needs of all students atall levels of proficiency as well as otherlearning needs (such as secondlanguages). School personnel staycurrent on research related to uniquecharacteristics of learning (such aslearning styles, multiple intelligences,personality type indicators) and provideor coordinate related learning supportservices to all students.

•Survey results

•List of learning supportservices and studentpopulation served by suchservices

•Training and professionallearning related toresearch on uniquecharacteristics of learning

•Data used to identifyunique learning needs ofstudents

•RtI/STAR TestingSpecial EducationEvaluations (IEP)ASIM - Alabama Sciencein MotionECBOE SummerWorkshops (ProfessionalDevelopment)AP CourseELL

Level 3



descriptions, RTI Progress Monitoring, Online Course Planner, ACT, Pre-SAT, Lesson Plans aligned to CCRS, Data Team Meetings, Vertical

Team Meetings, Report Cards/Progress Reports, Parent/Senior Night, School Website, CIP, Annual Report for System, and Field Trips. A

strength found by the team was a strong focus on becoming better at utilizing data, which helps teachers meet the needs of students who

need remediation and acceleration. Data and vertical teams meet at the school level and district level. Faculties from across the district meet

and discuss Vertical Team teaching. Communication between grade level teachers and content area teachers at the secondary level has

provided an important district structure for setting common curricular goals and student learning expectations. The teams look at unit plans,

common assessments, student data, and student work.

One area of concern is how the curriculum, instruction, and assessment are monitored and adjusted systemically in response to data from

multiple assessment of student learning and an examination of professional practice. Our school personnel monitor and adjust curriculum,

instruction, and assessment to ensure for vertical and horizontal alignment and alignment with the school's goals for achievement and

instruction and statement of purpose. A process is implemented sometimes to ensure alignment when curriculum, instruction, and/or

assessments are reviewed or revised. There is limited evidence that the continuous improvement process ensures vertical and horizontal

alignment and alignment with the school's purpose in curriculum, instruction, and assessment. We use curriculum guides, a description of the

systematic review process for curriculum, instruction and assessment, common assessments, standards-based report cards, surveys results,

curriculum writing process, lessons plans aligned to the curriculum, Advanc-ED surveys for Students, faculty, parents, Faculty Meetings,

STAR Assessment, Educate Alabama, AP Exams, Dual Enrollment, and Career Tech School.

Glencoe High School Teachers engage students in their learning through instructional strategies that ensure achievement of learning

expectations. Teachers plan and use instructional strategies that require student collaboration, self-reflections and development of critical

thinking skills. Teachers personalize instructional strategies and interventions to address individual learning needs of students when

necessary. Teachers use instructional strategies that require students to apply knowledge and skills, integrate content and skills with other

disciplines, and use technologies as instructional resources and learning tools. Our school has a strong focus on teacher evaluation criteria,

agenda items addressing those strategies, professional development focused on these strategies, examples of teacher/student use of

technology as an instructional/learning resource, student work demonstrating the application of knowledge, findings from supervisor walk-

throughs and observations, survey results, interdisciplinary projects, Educate Alabama, AL Science in Motion, BYOD, Online Assessment,

CIP Walkthroughs, INOW-Parent Portal, Online Textbook, Doceri, Elmo, Projectors, and Promethean Board. We have invested in technology

allowing teachers to plan lessons requiring the use of technology in student research and presentations.

Our school leaders monitor and support the improvement of instructional practices of teachers to ensure student success. School leaders

consistently monitor instructional practices through supervision and evaluation procedures to ensure that they are aligned with the school's

values and beliefs about teaching and learning; are teaching the approved curriculum; are directly engaged with all students in the oversight

of their learning; and use content-specific standards of professional practice. To ensure success in this area our administration incorporates

curriculum maps, documentation of collection of lesson plans and grade books, peer or mentoring opportunities and interactions, recognition

of teachers with regard to these practices, administrative classroom observation protocols and logs, Teacher of the Year, AdvanEd Surveys,

Vertical Teams, INOW, PLP Documentation, STIPD, AP Training/Certification, and Departmental Meetings.

Another area of concern for our teachers is participation in collaborative learning communities to improve instruction and student learning.

Some members of the school staff participate in collaborative learning communities that meet both formally and informally. Collaboration

occasionally occurs across grades levels and content areas. Staff members promote discussion about students' learning. We offer peer

coaching, calendar/schedule of learning community meetings, examples of improvements to contents and instruction practice resulting from

collaboration, Vertical Teams/Calendar of Meetings Available of STIPA, Departmental Meetings, Etowah County Summer Workshops,

RTI/STAR Testing, Progress Reports/Report Cards, CIP Meetings, Field Trips, and Lesson Plans.

Teachers implement the school's instruction process in support of student learning. Most teachers use an instructional process that informs

students of learning expectations and standards of performance. The process may include multiple measures, including formative

assessments, to inform the ongoing modification of instruction. The process provides students with feedback about their learning. We use

examples of assessments that prompt modification in instruction, IEP resource room, RTI problem solving, AdvanEd survey, AP Curriculum,

progress reports, and CCRS/AL Course of Study as a mean of improvement.



***Teachers are concerned with mentoring, coaching, and induction programs that support instructional improvement consistent with the

school's values and beliefs about teaching and learning. Some school personnel are engaged in mentoring, coaching and induction

programs that are consistent with the school's values and beliefs about teaching, learning, and the conditions that support learning. This is

highlighted by survey results, professional learning calendar with activities for instructional support of new staff, Educate AL/Lead AL,

AdvanEd, CIP Walkthroughs, Vertical Team Meetings, and Departmental Meetings.

Our school engages families in meaningful ways in their children's education and keeps them informed of their progress. School personnel

regularly inform families of their children's learning progress. Our school uses a variety of ways to inform parents of their children's activities:

newsletters, academic nights, open house, INOW portal, Website, Marquee, College Night, CIP Team, RTI, Progress Reports/Report Cards,

Code of Conduct forms, Orientations, IEP Meetings, and Field Trips.

***The school has a formal structure whereby each student is well known by at learn one adult advocate in the school to supports that

student's educational experience. School personnel participate in a structure that gives them interaction with individual students, allowing

them to build relationships over time with the students. This structure allows the school personnel to gain insight into the student's needs

regarding learning skills, thinking skills, and life skills. To better gain insight into the student's needs we use survey results, curriculum and

activities of formal adult advocate structure, AdvancEd Survey, Guidance Counselor Sessions, Clubs, Athletic/Band/Cheerleaders, ELL, 504

Plans, IEP, School Heath Plans, and Career Tech Program.

Grading and reporting are based on clearly defined criteria that represent the attainment of content knowledge and skills are consistent

across grade levels and courses. Our teachers use common grading and reporting policies, processes, and procedures based on clearly

defined criteria that represent each student's attainment of content knowledge and skills. These policies are implemented consistently across

grade level and courses. Our district has policies on processes, and procedures on grading and reporting. Our school has INOW and

teachers' grading procedures are on their websites.

All staff members participate in a continuous program of professional learning and professional development that is based on an assessment

of the needs of the school. The program is systemically evaluated for effectiveness in improving instruction, student learning, and the

conditions that support learning. This professional development is supported by the evaluation of the results of the professional learning

program, evaluation tools for professional learning, survey results, AdvancEd Surveys, Educate AL (PLP), Lead AL(PLP), and STI PD.

Our school provides and coordinates learning support services to meet the unique learning needs of the students. School personnel use data

to identify unique learning needs of all students at all levels of proficiency as well as other learning needs (such as second language and

different learning styles). School personnel train and do professional development related to research on unique characteristics of learning.

They use data to identify unique learning needs of students: RTI/STAR Testing, Special Education Evaluations, ASIM Alabama Science in

Motion, ECBOE Summer Workshops, AP Classes, and ELL.



Standard 4: Resources and Support Systems

The school has resources and provides services that support its purpose and direction to ensure success for all students.


Indicator Statement or Question Response Evidence Rating4.1 Qualified professional and

support staff are sufficient innumber to fulfill their roles andresponsibilities necessary tosupport the school's purpose,direction, and the educationalprogram.

Policies, processes, and proceduresdescribe how school leaders are toaccess, hire, place, and retain qualifiedprofessional and support staff. Schoolleaders determine the number ofpersonnel necessary to fill the roles andresponsibilities necessary to support theschool purpose, educational programs,and continuous improvement. Sustainedfiscal resources are available to fundmost positions critical to achieve thepurpose and direction of the school.

•School budgets for thelast three years

•Survey results

•Policies, processes,procedures and otherdocumentation related tothe hiring, placement andretention of professionaland support staff

•Assessments of staffingneeds

•Documentation of highlyqualified staff

•Online Strategic DistrictPlanTeach AlabamaLead AlabamaEducate AlabamaFormally evaluation of staff

Level 2

Indicator Statement or Question Response Evidence Rating4.2 Instructional time, material

resources, and fiscal resourcesare sufficient to support thepurpose and direction of theschool.

Instructional time, material resources,and fiscal resources are focused onsupporting the purpose and direction ofthe school. Instructional time is protectedin policy and practice. School leaderswork to secure material and fiscalresources to meet the needs of allstudents. School leaders demonstratethat instructional time, materialresources, and fiscal resources areallocated so that all students haveequitable opportunities to attainchallenging learning expectations.Efforts toward the continuousimprovement of instruction andoperations include achieving the school'spurpose and direction.

•Examples of efforts ofschool leaders to securenecessary material andfiscal resources

•Survey results

•School schedule

•Alignment of budget withschool purpose anddirection

•School calendar

•7 Period ScheduleSchool CalendarStrategic PlanState Mandated InstructionTime

Level 3



Indicator Statement or Question Response Evidence Rating4.3 The school maintains facilities,

services, and equipment toprovide a safe, clean, and healthyenvironment for all students andstaff.

School leaders have adopted or createdclear expectations for maintaining safety,cleanliness, and a healthy environmentand have shared these definitions andexpectations with stakeholders. Schoolpersonnel and students are accountablefor maintaining these expectations.Measures are in place that allow forcontinuous tracking of these conditions.Improvement plans are developed andimplemented by appropriate personnelas necessary to improve theseconditions. Results of improvementefforts are evaluated.

•Records of depreciationof equipment

•Survey results

•Documentation ofcompliance with local andstate inspectionsrequirements

•Documentation ofemergency proceduressuch as fire drills,evacuation and otheremergency procedures.

•System for maintenancerequests

•Documentation ofEmergency ProceduresInventory list in schoolofficeFixed Asset Annual CheckAnnual Safety TrainingFire CodesRun/Hide/Fight Plan

Level 3

Indicator Statement or Question Response Evidence Rating4.4 Students and school personnel

use a range of media andinformation resources to supportthe school's educationalprograms.

Students and school personnel haveaccess to media and informationresources necessary to achieve theeducational programs of the school.Qualified personnel are available toassist students and school personnel inlearning about the tools and locations forfinding and retrieving information.

•Budget related to mediaand information resourceacquisition

•Survey results

•Data on media andinformation resourcesavailable to students andstaff

•Schedule of staffavailability to assiststudents and schoolpersonnel related tofinding and retrievinginformation

•School Website

Level 3





Cite sources of evidence External Review team members may be interested in reviewing. Glencoe High School Standard 4 Committee met and determined that under Standard 4.1 we access our staff's needs by reviewing surveys,

Indicator Statement or Question Response Evidence Rating4.5 The technology infrastructure

supports the school's teaching,learning, and operational needs.

The technology infrastructure meets theteaching, learning, and operationalneeds of most stakeholders. Schoolpersonnel have a technology plan toimprove technology services andinfrastructure.

•Technology plan andbudget to improvetechnology services andinfrastructure

•Assessments to informdevelopment of technologyplan

•Survey results

•Policies relative totechnology use

•Tech PlanSchool WebsiteBring Your Own Device

Level 2

Indicator Statement or Question Response Evidence Rating4.6 The school provides support

services to meet the physical,social, and emotional needs ofthe student population beingserved.

School personnel endeavor to determinethe physical, social, and emotionalneeds of students in the school. Schoolpersonnel provide or coordinateprograms to meet the needs of studentswhen possible. School personnelevaluate all programs. Improvementplans related to these programs aresometimes designed and implementedto meet the needs of students.

•Student assessmentsystem for identifyingstudent needs

•Agreements with schoolcommunity agencies forstudent-family support

•List of support servicesavailable to students

Level 2

Indicator Statement or Question Response Evidence Rating4.7 The school provides services that

support the counseling,assessment, referral, educational,and career planning needs of allstudents.

School personnel endeavor to determinethe counseling, assessment, referral,educational, and career planning needsof students in the school. Schoolpersonnel provide or coordinateprograms to meet the needs of studentswhen possible. School personnelevaluate all programs. Improvementplans related to these programs aresometimes designed and implementedto meet the needs of students.

•List of services availablerelated to counseling,assessment, referral,educational, and careerplanning

•Budget for counseling,assessment, referral,educational and careerplanning

•Description of IEPprocess

•Description of referralprocess

•504 PlanIEPSROSchool NurseCounselor

Level 2



corresponding with the Principal, Departmental Meetings and the new County Wide New Teacher Mentoring Program. Overall, we are a

Highly Qualified Faculty. Our school has policies and procedures in place for Human Resources. Etowah County uses an online program

through the State Department to recruit and hire teachers, support staff, and administrators.

Glencoe High School has many strong points in Standard 4.3, 4.4, 4.6. and 4.7. First, Standard 4.3 is a strong point for our school in

maintaining our facility, services, and equipment. We have a building that is inviting, safe, clean, and well maintained. We have Fire Drill,

Tornado Drill and Run Hide Fight procedures in place. Also, our school has a SRO Officer, who is actively involved in the security of our

students. He monitors the school facility with security cameras, radios, computers, and social media sites. As law officer and representative

of the school, he has an outstanding rapport with the student body and the faculty. Second Standard 4.4 is another strong point because our

school uses a wide range of media and information resources such as School and County Websites, Remind 101, emails, faculty websites

and surveys. Also, our school is in the process of installing a new automated phone system that will provide better communication for

students, parents, community, and others when calling the school. Last, Standard 4.6 and Standard 4.7 are some strong points because we

provide support services that meet the physical, social, emotional needs of our students. Also, we provide services that provide counseling,

assessment, referral, and educational and career planning of all students. As a result, we have procedures in place that access the needs of

our students. We have a counselor, Special Ed Department, Vocational Department, and Veteran Staff Members who have years of

experience in guiding and assisting our students to prepare them for their futures. For example, we have Agriscience, Family Consumer

Science, and Business teachers that offer counseling and advisement for students in their classes. Also, we have a Resource Teacher who

is proficient in writing IEP's and 504 plans. In addition, we have a full time Counselor on staff.

GHS determined that Standard 4.2 is a weakness for our school. Although we manage our scheduled instructional time, our school's

material and fiscal resources are limited in technological areas. Since the state legislature has not allocated any monies for technology in the

past six years, our school lacks technology funding and a budget. We have documentation that we have spent monies, as it has become

available, on specific needs of our students and faculty. Also, we have emails corresponding between the Administration and those who

have solicited funds through specific grants and local donations. However, our school does have a schedule for instructional time and a

school calendar. Both are located on our school website and the county website. Standard 4.5 is another area of weakness in technology

infrastructure due to the lack of funding in our school. We feel that we are constantly struggling with the demands to stay abreast with all the

new technologies that we need to properly instruct our students. Online textbooks, course of study curriculum, Alabama Educational

Common Core Standards are increasing demands on the teachers and students to use technology for the required daily lessons. AP Classes

are designed to be used with the most recent technologies available. Recently, our school just became an AP Grant recipient, which has

increased the demands for our classrooms to be 21st century ready. However, our school leaders are continuously searching and applying

for grants and monies that will help fund our goal of creating 21st century classrooms.



Standard 5: Using Results for Continuous Improvement

The school implements a comprehensive assessment system that generates a range of data about student learning and school effectiveness

and uses the results to guide continuous improvement.

Overall Rating: 2.6

Indicator Statement or Question Response Evidence Rating5.1 The school establishes and

maintains a clearly defined andcomprehensive studentassessment system.

School personnel maintain and use anassessment system that produces datafrom multiple assessment measures,including locally developed andstandardized assessments aboutstudent learning and schoolperformance. The system ensuresconsistent measurement acrossclassrooms and courses. Mostassessments, especially those related tostudent learning, are proven reliable andbias free. The system is regularlyevaluated for reliability and effectivenessin improving instruction, studentlearning, and the conditions that supportlearning.

•Documentation ordescription of evaluationtools/protocols

•Brief description ofstudent assessmentsystem including range ofdata produced fromstandardized and localassessments on studentlearning and schoolperformance

•Evidence thatassessments are reliableand bias free

•STAR EnterpriseACTPLANAP ExamsEnd-of-Course ExamsExploreWIDAPSATTest securitydocumentation andTrainingIEP ProcessCIPEdmark Reading ProgramState Assessments

Level 3



Indicator Statement or Question Response Evidence Rating5.2 Professional and support staff

continuously collect, analyze, andapply learning from a range ofdata sources, includingcomparison and trend data aboutstudent learning, instruction,program evaluation, andorganizational conditions.

Some processes and procedures forcollecting, analyzing, and applyinglearning from data sources are used byprofessional and support staff. Datasources include limited comparison andtrend data about student learning,instruction, the effectiveness ofprograms, and organizational conditions.School personnel use data to design,implement, and evaluate continuousimprovement plans.

•Examples of use of datato design, implement, andevaluate continuousimprovement plans andapply learning

•List of data sourcesrelated to student learning,instruction, programeffectiveness, andconditions that supportlearning

•ACT College ReadinessLetter for GHSAP Instructional PlanningReport - BiologyAP Biology Exam - A+School Performance TableAP Biology SciencePractices vs. EssentialKnowledge GraphicOrganizerRecord of StudentProgressPacing Guide

Level 2

Indicator Statement or Question Response Evidence Rating5.3 Professional and support staff are

trained in the evaluation,interpretation, and use of data.

All professional and support staffmembers are assessed and trained in arigorous professional developmentprogram related to the evaluation,interpretation, and use of data.

•Policies specific to datatraining

•Professional learningschedule specific to theuse of data

•Documentation ofattendance and trainingrelated to data use

•Vertical Team MeetingsTitle 2 Needs Assessment(located at district office)STI PDEducate AlabamaIEP ProcessCIPRtI

Level 3



Indicator Statement or Question Response Evidence Rating5.4 The school engages in a

continuous process to determineverifiable improvement in studentlearning, including readiness forand success at the next level.

A process exists for analyzing data thatdetermine improvement in studentlearning, including readiness for andsuccess at the next level. Resultsindicate mixed levels of improvement,and school personnel sometimes usethese results to design, implement, andevaluate the results of continuousimprovement action plans related tostudent learning, including readiness forand success at the next level.

•Student surveys

•Agendas, minutes ofmeetings related toanalysis of data

•Description of process foranalyzing data todetermine verifiableimprovement in studentlearning

•Evidence of studentgrowth

•Departmental MeetingsVertical Team MeetingsRtI MeetingsPLAN, ACT, EXPLORE,COMPASSPost-Secondary StatsYearly AveragesEnd-of-Course ExamResultsACT College ReadinessLetterSTAR504 PlanKuder-Interest InventoryIEP annual goalsProgress Reports

Level 2

Indicator Statement or Question Response Evidence Rating5.5 Leadership monitors and

communicates comprehensiveinformation about studentlearning, conditions that supportstudent learning, and theachievement of schoolimprovement goals tostakeholders.

Leaders monitor comprehensiveinformation about student learning,conditions that support student learning,and the achievement of schoolimprovement goals. Leaders regularlycommunicate results using multipledelivery methods to all stakeholdergroups.

•Minutes of boardmeetings regardingachievement of studentlearning goals

•Communication planregarding student learning,conditions that supportlearning, and achievementof school improvementgoals to stakeholders

•Survey results

•Executive summaries ofstudent learning reports tostakeholder groups

•Parent/Teacher NightParent/TeacherConferencesCounty-Teacher WebsitesINOW Home PortalMonday MinutesCollege NightCollege FairRemind 101, TextAnnouncements forDistrict, School Clubs,Individual ClassAnnouncements

Level 3





Cite sources of evidence External Review team members may be interested in reviewing. Glencoe High School's administration, school leaders, and faculty meet to discuss test scores and review the data for each grade and

student. This included end-of-year data from the previous year, baseline data from district assessments, pretests, and student work

samples. As a result, the review helped to determine the percentage of students who reached proficiency on the State's annual

assessments. Also, they reviewed the implementation of instructional strategies, the participation of stakeholders, the degree of parental

involvement, and other elements that supported increased student achievement. Next, the team determined the areas of improvement and

weakness for each grade and student. School leaders reviewed Educate Alabama evaluations and classroom observations to determine

what modifications were needed. Also, at the end of the previous school year, each educator and the principal met for a final review of

educator progress on student achievement. They reflect on student learning results and student learning outcomes. In addition, they

determine how future professional development might support continued learning and growth. Therefore, the school's goals will be modified

to accommodate the changes that are necessary to increase student achievement for the upcoming school year. In-service workshops will

be created to help teachers set classroom or grade level goals to increase student achievement.



Report Summary

Scores By Section

Sections

1 2 3 4

Section Score

Standard 1: Purpose and Direction

Standard 2: Governance and Leadership

Standard 3: Teaching and Assessing for Learning

Standard 4: Resources and Support Systems

Standard 5: Using Results for Continuous Improvement

2.67

2.83

2.58

2.43

2.6



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

Response Survey



Evaluative Criteria and Rubrics

Overall Rating: 3.0

Statement or Question Response Rating1. Questionnaire Administration Most 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 withreasonable fidelity to the administrativeprocedures appropriate for each assessment. Inmost instances, the stakeholders to whomthese questionnaires were administered mostlyrepresented the populations served by theinstitution. Appropriate accommodations wereprovided for most participants.

Level 3

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? 4.43 - The school's purpose statemen is clearly focused on student success

4.42 - Our school provides a safe learning environment.

4.38 - Our school has high expectations for students in all classes.

4.31 - My child knows the expectation for learning in all classes.

4.27 - Our school ensures that the facilities support student learning

4.27 - Our school's governing body operates responsibly and functions effectively.

4.26 - Ours school has established goals and a plan for improving student learning.

Which area(s) show a trend toward increasing stakeholder satisfaction or approval? Parent, Students, and Teachers surveys results conclude that the school leaders and teachers are focused on student learning as well as

being accountable for student learning. This is evident because the statement of the school's purpose being clearly focused on student

success had the highest reponse rate. Which of the above reported findings are consistent with findings from other stakeholder feedback sources? The most consistent response is that our school provides a safe learning environment.



Areas in Need of Improvement

Which area(s) indicate the overall lowest level of satisfaction or approval? 3.51 - All of my child's teachers meet his/her learning needs by individualized instruction.

3.63 - All of child's teachers keep me informed regularly of how my child is being graded. Which area(s) show a trend toward decreasing stakeholder satisfaction or approval? Our school is in the process of improving communication with parents. Parent Portal for INOW has been made available for parents to check

their student's grade. Also, teacher are maintaining up-to-date school websites that keep parents informed of classroom assignments,

exams, and activities. What are the implications for these stakeholder perceptions? Overall, the results of the surveys indicate that most stakeholders are satisfied with the overall education of their students. The areas of

improvement will be discussed at faculty and departmental meetings. These areas of improvement will be included in the school's

Continuous Improvement Plan to be revisited and updated as needed. Which of the above reported findings are consistent with findings from other stakeholder feedback sources? Communication seems to be a consistent trend in parents and students wanting increased communication from teachers. Also, both parents

and students feel that teachers need to adjust lessons to meet the individualized needs of students.



Report Summary

Scores By Section

Sections

1 2 3 4

Section Score

Evaluative Criteria and Rubrics 3



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 Student Response

Survey



Evaluative Criteria and Rubrics

Overall Rating: 3.0

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 Most of the assessments used by the institution

to determine students' performances have beenadministered with reasonable fidelity to theadministrative procedures appropriate for eachassessment. In most instances, the students towhom these assessments were administeredare essentially representative of the studentsserved by the institution. Appropriateaccommodations have been provided for mostassessments so that valid inferences can bemade about most students' status with respectto most of the institution's targeted curricularoutcomes.

Level 3

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? Students met or exceeded national averages and/or college-ready benchmarks across the grade span on ASPIRE, ACT Quality Core,

PLAN,EXPLORE, and ACT with Writing and Renaissance Learning.

ACT Quality Core EOCT Data

- English 10 showed improvement of an average of 156 as compared to 154 in 2013

- 11th grade students score the highest overall average in the county

PLAN

- 76% of students scored at or above Benchmark as compared to 64% nationally

Renaissance STAR Test

- 74% of 9th grade students scored at or above Benchmark

- 83% of 11th grade students scored at or above Benchmark

`

Describe the area(s) that show a positive trend in performance. Glencoe High School's English and reading scores have continued to rise. Few students are needing college remediation in those areas, and

our EOCT scores have continued to rise as well. Our PLAN and EXPLORE data shows our students exceeding the national average and

meeting or exceeding the college and career ready benchmarks.

Plan and Explore Data:

https://docs.google.com/a/ecboe.org/spreadsheets/d/1xxuyp_sRTreph6KZTWBpc_Tj4QX3ODpf1nvOaNCfe7Y/edit#gid=0

ACT Quality Core EOCT

https://docs.google.com/a/ecboe.org/spreadsheet/ccc?key=0AkVgTSgA2qoVdDRGVm1uYzNwai0xQm9ycXd5THRHbXc&usp=sharing_eil

Explore, PLAN, and Grad Rate Data

https://docs.google.com/a/ecboe.org/spreadsheet/ccc?key=0AkVgTSgA2qoVdF9xUkg5Ym9oQnlCWDBnbFBTWjlUalE&usp=sharing_eil#gid

=0

ACT EnglishMathReadingScienceCompositeHighest Student ScoreLowest Student Score

2014 2014 20142014 2014

State Avg. 17.9 17.9 18.7 18.4 18.3

CR Benchmark 18 22 22 23

GHS 19 17.7 19.4 19 18.9 29 12



System 17.3 17.318.3 8.1 17.9

ACT % That Made BenchmarkEnglishMathReadingScienceMet All 4

20142014201420142014

State % 48 20 28 22 13

GHS 51 20 33 25 15

System 45 15 25 18 10

ARMT 2013: https://mail.google.com/mail/u/0/?pli=1#search/melissa_shields%40ecboe.org/1486a20845281e63

Renaissance Star Test

- 76% of 9th grade students scored at or Above Benchmark in English. This is an 8% increase from 2013

- 67% of 10th grade students scored at or Above Benchmark in English. This is a 5% increase from 2013

- 83% of 11th grade students scored at or Above Benchmark in English. This is a 11% increase from 2013. Which area(s) indicate the overall highest performance? 76% of 10th grade students scored at or Above Benchmark on the PLAN as compared to 64% nationally.

51% of 11th grade students scored Above Benchmark on the ACT in English as compared to 45% in the county.

33% of 11th grade students scored Above Benchmark on the ACT in Reading as compared to 25% in the county. Which subgroup(s) show a trend toward increasing performance? Our Special Education population is continuing to increase performance through individualized instruction and cooperative teaching

initiatives. At risk students are continuing to increase performance through RtI tiered instruction and ARI Initiatives and strategies. Between which subgroups is the achievement gap closing? SPE Population

Which of the above reported findings are consistent with findings from other data sources? Our responses are data driven, through state assessments, formative assessments, and STAR Enterprise as well as observed evidence

during classroom rounds.



Areas in Need of Improvement

Which area(s) are below the expected levels of performance? Math Describe the area(s) that show a negative trend in performance. Based on state assessments and college remediation data, math scores show the need for continued focus on all levels. This may include

remediation, small group instruction, and increased standards alignment.

Students were below national averages and/or college-ready benchmarks across the grade span on ASPIRE, ACT Quality Core,

PLAN,EXPLORE, and ACT with Writing.

EXPLORE Math: 15.3 (CRB: 17/ National average: 15.5)

PLAN Math: 15.1 (CRB:19 / National average: 17.6)

Algebra 1 EOCT: 145.4 (CRB: 149)

College Remediation

29% of 2013 students entering college as freshmen had to take remedial math courses (which is significantly higher than the previous year of

20%).

Which area(s) indicate the overall lowest performance? Math as indicated in the previous response Which subgroup(s) show a trend toward decreasing performance? While there is an achievement gap in math, progress is being made with our Special Education and at risk populations. Between which subgroups is the achievement gap becoming greater? At this time, we have no evidence to show the achievement gap becoming greater in the identified subgroups. Which of the above reported findings are consistent with findings from other data sources? Our responses are data driven, through state assessments, formative assessments, and STAR Enterprise as well as observed evidence

during classroom rounds



Report Summary

Scores By Section

Sections

1 2 3 4

Section Score

Evaluative Criteria and Rubrics 3



AdvancED Assurances



Introduction AdvancED Policies and Procedures outline certain requirements that all institutions must meet in order to be in compliance. Institutions are

required to verify whether or not they meet these requirements by answering a series of questions and in some cases, attaching evidence for

review.

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 Assurances for Accreditation.



AdvancED Assurances

Label Assurance Response Comment Attachment1. The institution has read, understands, and

complies with the AdvancED Policies andProcedures.

Yes

Label Assurance Response Comment Attachment2. The institution has reported all substantive

changes in the institution that affect the scopeand/or have an impact on the institution's abilityto meet the AdvancED standards and policies.Such changes include, but are not limited to:- Restructuring (merging, opening, or closing) ofthe institution or institution(s) within itsjurisdiction- Mission and purpose of the institution- Governance structure of the institution,including changing to a charter school/schoolsystem, being the subject of a state takeover, ora change in ownership- Grade levels served by the institution- Staffing, including administrative and othernon-teaching professionals personnel- Available facilities, including upkeep andmaintenance- Level of funding- School day or school year- Establishment of an additional locationgeographically apart from the main campus- Student population that causes program orstaffing modification(s)- Available programs, including fine arts,practical arts and student activities

Yes School Description located in theAdvancED Executive SummaryMission Statement and SchoolPurpose located in AvancEdExecutive Summary

Label Assurance Response Comment Attachment3. The institution implements a written security

and crisis management plan which includesemergency evacuation procedures andappropriate training for stakeholders. Attach thesecurity and crisis management plan. (optional)

Yes Glencoe High School recognizesthe existence of the possibility ofa hostile attack, sabotage, orotherviolent action, as well asdisaster/crisis resulting from fire,natural causes, or acts of schoolviolence.We have prepared a Safety Planand Procedure for CrisisManagement/Prevention toprovide aframework in which the schoolcan plan for and perform itsrespective emergency functionsduring aschool crisis situation. It is furtherdesigned to assist staff infollowing the procedure with thegreatest possible speed andsafety.

Virtual Alabama



Label Assurance Response Comment Attachment4. The institution monitors all financial transactions

through a recognized, regularly auditedaccounting system.

Yes

Label Assurance Response Comment Attachment5. The institution engages in a continuous

improvement process and implements animprovement plan. Attach the improvement planif the plan is not located in AdvancED'sAdaptive System of School ImprovementSupport Tools (ASSIST).

Yes Plan is available in Assist Glencoe HIghSchool Assist



ACIP 2014-2015



Overview

Plan Name

ACIP 2014-2015

Plan Description

2014-2015



Goals Summary

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

# Goal Name Goal Details Goal Type Total Funding1 Improve Student Achievement and Readiness Objectives:3

Strategies:7Activities:26

Academic $0

2 Prepare and Support Teachers to graduate Collegeand Career Ready Students

Objectives:2Strategies:3Activities:8

Organizational $0

3 Support Systems Goal Objectives:3Strategies:3Activities:7

Academic $0



Goal 1: Improve Student Achievement and Readiness

Strategy 1: Strategic Teaching - All teachers will teach strategically, in all classes, daily.

Measurable Objective 1:100% of All Students will demonstrate a proficiency in college and career readiness in Reading by 05/21/2015 as measured by Student achievement on standardizedtesting.

Activity - Teaching with a Purpose Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

All content-area teachers will open each lesson with a student-friendlyobjective, or essential question, which will be revisited throughout thelesson for understanding (formative assessment). Teachers will begin eachclass by establishing a purpose for the lesson (make the lesson relatable tothe student, build background knowledge, generate questions toinvestigate, or discuss essential vocabulary and themes).

AcademicSupportProgram

08/07/2014 05/21/2015 $0 No FundingRequired

All content-area teachers

Activity - Differentiated Instruction Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

During the lesson, all teachers will use various strategies to explore orexplain the lesson (technology, integrate new information, explorepredictions, student response groups, teacher-student conferencing,writing labs, portfolio assessments, graphic organizers, etc...). Mathteachers should include explicit instruction using the four steps “I do, wedo, ya’ll do, you do” when introducing and re-teaching.

DirectInstruction


All teachers

Activity - Higher-Order Questioning Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

All teachers will engage their students in higher level questioning in aneffort to strengthen understanding of the content, through formativeassessment, throughout each lesson (reflect on the objective throughoutthe lesson) and to reach Tier II and Tier III students.

DirectInstruction


All teachers

Activity - Inquiry-Based and Multi-Step Lessons Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Students will participate daily in multi-step and inquiry-based lessons(students talking/writing, presenting work to the class, using manipulatives,journaling, engaged in problem solving with real-life applications, smallgroups, 21st Century instructional tools, etc.).

DirectInstruction


All teachers

Activity - Reflection Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible



Strategy 2: Identify and Address Student Needs - Teachers will utilize longitudinal data to address all students’ needs and reduce any special population gaps.

Strategy 1: Digital Tools - Students use digital tools, individually and collaboratively, in and out of the classroom to gather, organize, evaluate, and share and present information.

At the end of the lesson, all teachers will reflect on the content of thelesson in a manner that formatively assesses comprehension of allstudents (questions, group share-out, retell, summarize, journal writing, exitslips, justify responses, etc...).

DirectInstruction


All teachers

Activity - Reflective and Long-Range Planning Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

All content teachers will correlate their lesson plans with the ALCOS/CCRSand ACT Quality Core (if applicable). Science, History, and CareerTechnical teachers should address the CCRS Reading and WritingContent Literacy Standards in their plans as well. Teachers (grades 7-12)will prepare a syllabus (or course outline) for the entire course beforeschool begins. ALCOS, CCRS, and EOCT correlations will be noted.Each syllabus will be posted on each teacher’s website and be placed inthe school evidence box for future reference.

DirectInstruction


All teachers

Activity - Longitudinal Data Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Teachers will utilize longitudinal data to address all students’ needs andidentify special population gaps. This data will be used to identify andmonitor at-risk students (which include SPE, EL, gifted, free and reduced,minority, truant, behavioral, homebound, etc.), plan interventions, reviewexisting plans and discuss best practices

DirectInstruction


All teachers

Activity - Support Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Leadership Team will assign caring teachers with identified at-risk studentsto develop a plan for success. The teacher will discuss strengths andweaknesses with students and communicate with parents regularly, supplyresources, adjust existing plans, provide tutoring opportunities, websites,encouragement, etc).

DirectInstruction


All teachers

Activity - Small Groups/Instructional Groups Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

All teachers will use small-group instruction, as needed, to meet the needsof identified students.

DirectInstruction


All teachers

Measurable Objective 2:100% of All Students will demonstrate a proficiency by having effective, engaging, challenging, and empowering learning experiences both in and out of school thatprepare them to be active, creative, knowledgeable, and ethical participants in our global society in Career & Technical by 05/21/2015 as measured by classroomobservations, teacher reflections, lesson plans, and students' academic performance data.



Strategy 2: Learning and Communicating Real-World Applications - Students will effectively and responsibly use standards-based digital media (e.g., online textbooks, interactives,

games, digital cameras, informational materials, apps, social educational networking, and learning management systems, etc.) to learn and communicate real-world

applications of concepts and processes individually and collaboratively.

Activity - 21st Century Classrooms Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Assist teachers in moving from static, text-based resources to dynamic,interactive, adaptive, multimedia content powered by devices that engage,empower, and connect students to all forms of learning.

Technology 08/07/2014 05/21/2015 $0 No FundingRequired

All teachers

Activity - Incorporating Digital Tools Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Utilize professional development opportunities for teachers to developstrategies that incorporate the use of digital tools into the daily curriculum


All teachers

Activity - Teacher Technology Intergration Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Utilize, support, and fund instructional technology coordinators at theschool level to increase teacher technology integration effectiveness andbetter prepare students to be college- and career-ready.


All teachers

Activity - Digital Textbooks Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Coordinate and host online digital textbook materials Technology 08/07/2014 05/21/2015 $0 No FundingRequired

All teachers

Activity - Collaborative Learning Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Utilize professional development opportunities for teachers to developstrategies that allow students to learn from fellow students through the useof various safe and appropriate collaborative applications as well asInternet-based educational social media.


All teachers

Activity - Technology Integration Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Utilize, support, and fund technology coordinators at the school level toincrease teacher technology integration effectiveness and better preparestudents to be college and career ready.


All teachers

Activity - Promoting Professional Learning Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible



Strategy 1: Increased Complexity in Reading and Writing (All Content Areas) - Reduce the number of students requiring remedial college courses in Reading and Math.

Strategy 2: Continue to strengthen the Honors/Pre-AP and Advanced Placement Program. - The school will analyze data, offer AP and Pre-AP training, diverse AP and Pre-AP

courses, and study sessions.

Promote professional learning designed to help teachers move from static,text-based resources to interactive, adaptive, multimedia/digital contentpowered by devices that engage and challenge students to learn in avariety of ways.


All teachers

Activity - Online Experience Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

High school students must participate in at least one online experience,“defined as a structured learning environment that uses technologyconsistently and regularly-with Intranet/Internet-based tools and resourcesas the delivery method for instruction, research, assessment, andcommunication.”


All teachers

Measurable Objective 3:100% of All Students will demonstrate a proficiency in the percentage of students who are college and career ready in Mathematics by 05/21/2015 as measured byincreased in student achievement on standardized state assessments.

Activity - Authentic Reading/Writing/Speaking Activities Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

All core teachers will integrate reading/writing complexity into their lessonsby building knowledge through content-rich fiction and informational texts.

DirectInstruction


All teachers

Activity - Text Evidence Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Teachers will also plan for students to increase practice in reading, writing,and speaking grounded in evidence from literature and informational textand through practice with complex texts.

DirectInstruction


All teachers

Activity - ELA CCRS Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Language arts teachers will address the 2010 ELA CCRS; history,science, and career technical teachers will address the CCRS ContentLiteracy Standards in their lessons.This goal is in line with the ELA CCRS which builds like a staircase of textcomplexity, so that all students are ready for the demands of college- andcareer- level reading no later than the end of high school.

DirectInstruction


All teachers



Strategy 3: Career Technical Program - Support the Etowah County Career Technical Program. Increase the percentage of students graduating from high school with industry-

recognized credentials.

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

Activity - Analyze data Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

EXPLORE and PLAN data will be utilized to help determine prospectiveHonors and Advanced Placement students.

DirectInstruction


All teachers

Activity - AP and Pre-AP training Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Provide training to pre-AP and AP teachers. DirectInstruction


All teachers

Activity - Diverse AP and Pre-AP Courses Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Offer diverse AP and pre-AP courses through school curriculum and/orACCESS Distance Learning.

DirectInstruction


All teachers

Activity - Study Sessions Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Study sessions and/or mentoring groups will be conducted to help studentsperform well on the AP Exams.

DirectInstruction


All teachers

Activity - Field Trips Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Schedule instructional field trips to various local industries to inform,encourage, and motivate students in the technical field through jobshadowing, tutorials, simulations, etc.

CareerPreparation/Orientation


All teachers

Activity - Career Tech Speakers Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Invite local industry owners to talk with students about availablity of careertech jobs and interests.



All teachers

Measurable Objective 1:collaborate to ensure that every child is taught by a well-prepared, resourced, supported, and effective teacher by 05/21/2015 as measured by immediate feedback.



Strategy 1: Provide ongoing and consistent training and support to teachers and school leaders - Training and support will be provided through instructional rounds, instructional

collaboration and vertical/horizontal teams, and targeted professional development

Strategy 1: Understanding Legal Issues and Responsibilities Involving Technology - Teachers and School Leaders model and facilitate understanding of social, ethical, and legal

issues and responsibilities related to an evolving digital culture and exhibit legal and ethical behavior in their professional practices.

Activity - Instructional Rounds Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Monitor the implementation of the strategic teaching strategies throughinstructional rounds. Immediate feedback will be provided to schools andteachers.

ProfessionalLearning


All teachers

Activity - Instructional Collaboration and Vertical/Horizontal Teams Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

All content areas will meet in vertical and/or horizontal teams to share bestpractices, align curriculum, and better meet student individual needs.



All teachers

Activity - Targeted Professional Development Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

The system curriculum coordinators will lead or provide targetedprofessional development to close identified reading achievement gaps(strategic teaching best practices, formative assessments, at-risk and SPEbest practices), improve college and career student readiness, and utilize21st Century tools and resources.



All Teachers

Measurable Objective 2:collaborate to be prepared to use and help students use digital resources and technology tools in order to utilize quality, engaging learning experiences that bestprepare PK-12 students with the skills and knowledge necessary to be successful in school, careers, and ad by 05/21/2015 as measured by classroom observations,teacher reflections, lesson plans, and students' academic performance data.

Activity - Professional Ethics Involving the Safe Use of the Internet Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Promote participation in local, national, and international organizations andinitiatives that teach professional ethics regarding the safe use of theInternet and transformative technologies


All teachers

Activity - Legal and Ethical Uses of Technology Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Utilize venues, programs, courses, and/or webinars that address the legaland ethical uses of technology.


All teachers



Strategy 2: Professional Learning Through Technology - Educational Administrators promote an environment of professional learning and innovation that empowers educators to

enhance student learning through the infusion of contemporary technologies and digital resources.

Goal 3: Support Systems Goal

Strategy 1: Preparing Students for the Future - Students will be given a four-year plan, counseling plan, and resources to prepare them for the future.

Activity - Protecting One's Privacy Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Utilize digital resources to teachers/ administrators that explain the legaland ethical uses of technology including the dangers of cyberbullying, thecost of copyright piracy and plagiarism, and how to protect one’s privacy.


All teachers

Activity - Implementation of Plan 2020 Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Facilitate Transform 2020/ASSIST technology planning sessions forInstructional Leaders to support successful implementation of Plan 2020.


All teachers

Activity - High Quality Professional Development Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Promote, support and encourage a variety of methods and formats forproviding high-quality professional development, such as online, face-to-face, professional learning communities, etc.


All teachers

Measurable Objective 1:100% of All Students will demonstrate a proficiency in student achievement in English Language Arts by 05/21/2015 as measured by graduation rate, attendance,and technology inventory.

Activity - Four-year Plan Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Students will enter 9th grade prepared with a 4-year plan that addressestheir individual academic and career interest needs (Kuder).



All teachers

Activity - Counseling Plan Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Implement Alabama’s Comprehensive Guidance and Counseling plan. CareerPreparation/Orientation


All teachers



Strategy 1: Daily Attendance in Mathematics - An increase in the average daily attendance will provide students with rigorous and relevant learning.

Strategy 1: ICD and BYOD - The school will ensure the availability of access points, aappropriate software and web-based resources so that students can learn from their own

devices.

Activity - Student and Parent Resources Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Provide students and parents resources and information to better preparethem for the next stage of their education or careers (PK-12th Grade).



All teachers

Measurable Objective 2:100% of All Students will demonstrate a proficiency in perfect attendance in Mathematics by 05/21/2015 as measured by yearly attendance rate.

Activity - Intervention Strategies Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Implement an early warning for student absences and build a community-based support and intervention program.



All teachers

Activity - Afternoon Checkouts Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Decrease the number of student afternoon unexcused checkouts. AcademicSupportProgram


All teachers

Measurable Objective 3:100% of All Students will demonstrate a proficiency in technology in Career & Technical by 05/21/2015 as measured by student proficiency with digital tools andresources.

Activity - ICD Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Secure funding for additional ICD’s for students and educators throughdistrict, school, and other sources.


All teachers

Activity - BYOD Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Expand BYOD initiative by encouraging more use of student devices in theclassroom.


All 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

Counseling Plan Implement Alabama’s Comprehensive Guidance andCounseling plan.


08/07/2014 05/21/2015 $0 All teachers

Digital Textbooks Coordinate and host online digital textbook materials Technology 08/07/2014 05/21/2015 $0 All teachersStudy Sessions Study sessions and/or mentoring groups will be conducted

to help students perform well on the AP Exams.DirectInstruction

08/07/2014 05/21/2015 $0 All teachers

Technology Integration Utilize, support, and fund technology coordinators at theschool level to increase teacher technology integrationeffectiveness and better prepare students to be college andcareer ready.

Technology 08/07/2014 05/21/2015 $0 All teachers

Support Leadership Team will assign caring teachers with identifiedat-risk students to develop a plan for success. The teacherwill discuss strengths and weaknesses with students andcommunicate with parents regularly, supply resources,adjust existing plans, provide tutoring opportunities,websites, encouragement, etc).

DirectInstruction

08/07/2014 05/21/2015 $0 All teachers

Legal and Ethical Uses ofTechnology

Utilize venues, programs, courses, and/or webinars thataddress the legal and ethical uses of technology.


Analyze data EXPLORE and PLAN data will be utilized to help determineprospective Honors and Advanced Placement students.

DirectInstruction

08/07/2014 05/21/2015 $0 All teachers

Teacher TechnologyIntergration

Utilize, support, and fund instructional technologycoordinators at the school level to increase teachertechnology integration effectiveness and better preparestudents to be college- and career-ready.


Instructional Rounds Monitor the implementation of the strategic teachingstrategies through instructional rounds. Immediate feedbackwill be provided to schools and teachers.


08/07/2014 05/21/2015 $0 All teachers

Reflection At the end of the lesson, all teachers will reflect on thecontent of the lesson in a manner that formatively assessescomprehension of all students (questions, group share-out,retell, summarize, journal writing, exit slips, justifyresponses, etc...).

DirectInstruction

08/07/2014 05/21/2015 $0 All teachers



Online Experience High school students must participate in at least one onlineexperience, “defined as a structured learning environmentthat uses technology consistently and regularly-withIntranet/Internet-based tools and resources as the deliverymethod for instruction, research, assessment, andcommunication.”


Targeted ProfessionalDevelopment

The system curriculum coordinators will lead or providetargeted professional development to close identifiedreading achievement gaps (strategic teaching bestpractices, formative assessments, at-risk and SPE bestpractices), improve college and career student readiness,and utilize 21st Century tools and resources.


08/07/2014 05/21/2015 $0 All Teachers

Differentiated Instruction During the lesson, all teachers will use various strategies toexplore or explain the lesson (technology, integrate newinformation, explore predictions, student response groups,teacher-student conferencing, writing labs, portfolioassessments, graphic organizers, etc...). Math teachersshould include explicit instruction using the four steps “I do,we do, ya’ll do, you do” when introducing and re-teaching.

DirectInstruction

08/07/2014 05/21/2015 $0 All teachers

High Quality ProfessionalDevelopment

Promote, support and encourage a variety of methods andformats for providing high-quality professional development,such as online, face-to-face, professional learningcommunities, etc.


Professional Ethics Involvingthe Safe Use of the Internet

Promote participation in local, national, and internationalorganizations and initiatives that teach professional ethicsregarding the safe use of the Internet and transformativetechnologies


Collaborative Learning Utilize professional development opportunities for teachersto develop strategies that allow students to learn from fellowstudents through the use of various safe and appropriatecollaborative applications as well as Internet-basededucational social media.


Protecting One's Privacy Utilize digital resources to teachers/ administrators thatexplain the legal and ethical uses of technology includingthe dangers of cyberbullying, the cost of copyright piracyand plagiarism, and how to protect one’s privacy.


Instructional Collaborationand Vertical/HorizontalTeams

All content areas will meet in vertical and/or horizontalteams to share bestpractices, align curriculum, and better meet studentindividual needs.


08/07/2014 05/21/2015 $0 All teachers

Field Trips Schedule instructional field trips to various local industriesto inform, encourage, and motivate students in the technicalfield through job shadowing, tutorials, simulations, etc.


08/07/2014 05/21/2015 $0 All teachers

Afternoon Checkouts Decrease the number of student afternoon unexcusedcheckouts.


08/07/2014 05/21/2015 $0 All teachers



Promoting ProfessionalLearning

Promote professional learning designed to help teachersmove from static, text-based resources to interactive,adaptive, multimedia/digital content powered by devicesthat engage and challenge students to learn in a variety ofways.


Intervention Strategies Implement an early warning for student absences and builda community-based support and intervention program.


08/07/2014 05/21/2015 $0 All teachers

BYOD Expand BYOD initiative by encouraging more use ofstudent devices in the classroom.


Four-year Plan Students will enter 9th grade prepared with a 4-year planthat addresses their individual academic and career interestneeds (Kuder).


08/07/2014 05/21/2015 $0 All teachers

Reflective and Long-RangePlanning

All content teachers will correlate their lesson plans with theALCOS/CCRS and ACT Quality Core (if applicable).Science, History, and Career Technical teachers shouldaddress the CCRS Reading and Writing Content LiteracyStandards in their plans as well. Teachers (grades 7-12)will prepare a syllabus (or course outline) for the entirecourse before school begins. ALCOS, CCRS, and EOCTcorrelations will be noted. Each syllabus will be posted oneach teacher’s website and be placed in the schoolevidence box for future reference.

DirectInstruction

08/07/2014 05/21/2015 $0 All teachers

Teaching with a Purpose All content-area teachers will open each lesson with astudent-friendly objective, or essential question, which willbe revisited throughout the lesson for understanding(formative assessment). Teachers will begin each class byestablishing a purpose for the lesson (make the lessonrelatable to the student, build background knowledge,generate questions to investigate, or discuss essentialvocabulary and themes).


08/07/2014 05/21/2015 $0 All content-area teachers

Diverse AP and Pre-APCourses

Offer diverse AP and pre-AP courses through schoolcurriculum and/or ACCESS Distance Learning.

DirectInstruction

08/07/2014 05/21/2015 $0 All teachers

Text Evidence Teachers will also plan for students to increase practice inreading, writing, and speaking grounded in evidence fromliterature and informational text and through practice withcomplex texts.

DirectInstruction

08/07/2014 05/21/2015 $0 All teachers

Small Groups/InstructionalGroups

All teachers will use small-group instruction, as needed, tomeet the needs of identified students.

DirectInstruction

08/07/2014 05/21/2015 $0 All teachers

Higher-Order Questioning All teachers will engage their students in higher levelquestioning in an effort to strengthen understanding of thecontent, through formative assessment, throughout eachlesson (reflect on the objective throughout the lesson) andto reach Tier II and Tier III students.

DirectInstruction

08/07/2014 05/21/2015 $0 All teachers

Implementation of Plan 2020 Facilitate Transform 2020/ASSIST technology planningsessions for Instructional Leaders to support successfulimplementation of Plan 2020.




21st Century Classrooms Assist teachers in moving from static, text-based resourcesto dynamic, interactive, adaptive, multimedia contentpowered by devices that engage, empower, and connectstudents to all forms of learning.


Student and ParentResources

Provide students and parents resources and information tobetter prepare them for the next stage of their education orcareers (PK-12th Grade).


08/07/2014 05/21/2015 $0 All teachers

ICD Secure funding for additional ICD’s for students andeducators through district, school, and other sources.


Inquiry-Based and Multi-Step Lessons

Students will participate daily in multi-step and inquiry-based lessons (students talking/writing, presenting work tothe class, using manipulatives, journaling, engaged inproblem solving with real-life applications, small groups,21st Century instructional tools, etc.).

DirectInstruction

08/07/2014 05/21/2015 $0 All teachers

Incorporating Digital Tools Utilize professional development opportunities for teachersto develop strategies that incorporate the use of digital toolsinto the daily curriculum


AP and Pre-AP training Provide training to pre-AP and AP teachers. DirectInstruction

08/07/2014 05/21/2015 $0 All teachers

ELA CCRS Language arts teachers will address the 2010 ELA CCRS;history, science, and career technical teachers will addressthe CCRS Content Literacy Standards in their lessons.This goal is in line with the ELA CCRS which builds like astaircase of text complexity, so that all students are readyfor the demands of college- and career- level reading nolater than the end of high school.

DirectInstruction

08/07/2014 05/21/2015 $0 All teachers

Career Tech Speakers Invite local industry owners to talk with students aboutavailablity of career tech jobs and interests.


08/07/2014 05/21/2015 $0 All teachers

Longitudinal Data Teachers will utilize longitudinal data to address allstudents’ needs and identify special population gaps. Thisdata will be used to identify and monitor at-risk students(which include SPE, EL, gifted, free and reduced, minority,truant, behavioral, homebound, etc.), plan interventions,review existing plans and discuss best practices

DirectInstruction

08/07/2014 05/21/2015 $0 All teachers

AuthenticReading/Writing/SpeakingActivities

All core teachers will integrate reading/writing complexityinto their lessons by building knowledge through content-rich fiction and informational texts.

DirectInstruction

08/07/2014 05/21/2015 $0 All teachers

Total $0



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