acip northview high schoolnorthview.dothan.k12.al.us/userfiles/servers/server...acip northview high...

ACIP

Northview High School

Dothan City Board of Education

Mr. Charles Corbitt, Principal

3209 Reeves Street Dothan, AL 36303-2357

Document Generated On January 23, 2017

TABLE OF CONTENTS

Executive Summary

Introduction 2 Description of the School 3 School's Purpose 4 Notable Achievements and Areas of Improvement 6 Additional Information 8

Improvement Plan Stakeholder Involvement

Introduction 10 Improvement Planning Process 11

Student Performance Diagnostic

Introduction 13 Student Performance Data 14 Evaluative Criteria and Rubrics 15 Areas of Notable Achievement 16 Areas in Need of Improvement 18 Report Summary 20

ACIP Assurances

Introduction 22 ACIP Assurances 23

2016-2017 ACIP Goals

Overview 25 Goals Summary 26

Goal 1: (2016-2017) Prepare and support teacher to graduate College and Career Ready students 27

Goal 2: (2016-2017) We will engage learners through high quality aligned college and career ready standards,

instruction, and assessment for all content areas 27

Goal 3: (2016-2017) We will identify barriers to teaching and learning and align support systems to address barriers.

We will promote healthy development for all students to improve student performance. 29

Activity Summary by Funding Source 32

Focus School Plan

Overview 35 Goals Summary 36

Goal 1: (2016-2017) To decrease the gap between special education subgroup and all students in the in the graduation

rate by 3% 37

Activity Summary by Funding Source 38

Stakeholder Feedback Diagnostic

Introduction 40 Stakeholder Feedback Data 41 Evaluative Criteria and Rubrics 42 Areas of Notable Achievement 43 Areas in Need of Improvement 44

Report Summary 45

Title I Schoolwide Diagnostic

Introduction 47 Component 1: Comprehensive Needs Assessment 48 Component 2: Schoolwide Reform Strategies 50 Component 3: Instruction by Qualified Staff 75 Component 4: Strategies to Attract Qualified Teachers 76 Component 5: High Quality and Ongoing Professional Development 77 Component 6: Transition Strategies 78 Component 7: Teacher Participation in Making Assessment Decisions 79 Component 8: Timely and Additional Assistance to Students Having Difficulty Mastering theStandards 80 Component 9: Coordination and Integration of Federal, State and Local Programs and Resources 82 Component 10: Evaluation 83

Coordination of Resources - Comprehensive Budget

Introduction 86 I. State Foundation Funds: 87 Title I 88 Title II 90 Title III 91 Title IV 92

Title VI 93 Career and Technical Education-Perkins IV 94 Other 95 Local Funds 96

Executive Summary

ACIPNorthview High School

SY 2016-2017 Page 1© 2017 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Introduction Every school has its own story to tell. The context in which teaching and learning takes place influences the processes and procedures by

which the school makes decisions around curriculum, instruction, and assessment. The context also impacts the way a school stays faithful

to its vision. Many factors contribute to the overall narrative such as an identification of stakeholders, a description of stakeholder

engagement, the trends and issues affecting the school, and the kinds of programs and services that a school implements to support student

learning.

The purpose of the Executive Summary (ES) is to provide a school with an opportunity to describe in narrative form the strengths and

challenges it encounters. By doing so, the public and members of the school community will have a more complete picture of how the school

perceives itself and the process of self-reflection for continuous improvement. This summary is structured for the school to reflect on how it

provides teaching and learning on a day to day basis.



Description of the School

Describe the school's size, community/communities, location, and changes it has experienced in the last three years. Include

demographic information about the students, staff, and community at large. What unique features and challenges are associated

with the community/communities the school serves? Northview High School is one of two public high schools that serve the city of Dothan, Alabama. Northview was established in 1978 and is

located in the southeastern part of the state of Alabama. Dothan is located in Houston County and has a diverse population of 65,496

residents. As the community changes and becomes more culturally diverse, Northview continually adjusts to meet the needs of the

community. Dothan is one of the region's most progressive cities. Some of the largest employers in Dothan are in the areas of medical,

education, city government, poultry processing, tire manufacturing, trucking, and department stores.

Northview is classified as a 6A high school and serves students in grades nine through twelve. Approximately 1,355 students are enrolled at

Northview. Students enrollment by grade level is comprised of 357 ninth graders, 352 tenth graders, 351 eleventh graders, and 291 twelfth

graders. Females make up forty-nine percent of the student body and males make up fifty-one percent of the student body. The culturally

diverse student population is comprised of fifty-five percent African American students, thirty-six percent White American students, four

percent Hispanic American students, one percent Asian American students, one percent Multi -Race American students, and less than one

percent American Indian/Alaskan Native students. Northview is a Title I school with over half of the student population receiving free/reduced

lunch services.

Northview High School students are serviced by seventy-five certified personnel and thirty-five support personnel. The faculty and staff

members consist of one principal, three assistant principals, one ninth grade transition coordinator, sixty-five teachers, one instructional

coach, one graduation coach, three counselors, two media specialists, one parental involvement specialist, thirteen teaching assistants, five

office staff, eight cafeteria staff members, and five custodian staff members. Two School Resource Officers (SROs) are assigned to

Northview High School.

Northview High School has undergone several cosmetic improvements and additions to the existing thirty-eight year old building. In 2014-

2015, two new additions to Northview include an athletic complex and nine newly renovated classrooms and science labs.

Northview High School is one of Dothan City School Systems' twenty schools. Northview's feeder schools include two middle schools (Firard

Middle and Carver Magnet) and six elementary schools (Faine, Firard, Kelly Springs, Landmark, Highlands and Montana Magnet).



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. NHS Mission

Northview High School will promote academic opportunities and excellence while fostering school spirit, pride, and a positive self-image

among students that will result in the graduation of productive citizens.

Northview's quest is to accept students on an individual basis and to consider their aptitudes, interests, and needs. Northview High School

works to allow all students to become more informed, patriotic citizens with responsible academic, moral, and emotional character.

Northview's faculty and staff strive to assist students in the maturation process in all areas of personal development so that all students will

develop positive self-images and enthusiastic pride in their work. We endeavor to help students communicate more effectively, objectively,

and creatively.

Northview High School's purpose is exemplified through the myriad of academic programs offered which provides early college admission

and credit to students through Dual Enrollment, Advanced Placement, and Career and Technical Education as outlined below.

Dual Enrollment allows Northview to partner with the local college, Wallace Community College, and local university, Troy University Dothan,

to provide juniors and senior students with the opportunity to simultaneously earn college and high school credits.

Advanced Placement classes start with three course offerings and has since increased to eight course offerings with multiple sections offered

in half of the courses. The Advanced Placement courses now included AP Psychology, AP Chemistry, AP Calculus, AP Biology, AP

Government, and AP U.S. History. Additionally, students have the opportunity to take Advanced Placement courses, not offered by

Northview, online through ACCESS.

Dothan Technology Center, located on Northview's campus, offers a variety of career and technical education courses that are in line with

the Region 10 Workforce Development needs as they build partnerships among area businesses. The Career and Technical Clusters and

Pathways include twelve pathways: Agriculture, Food and Natural Resources, Architecture and Construction, Arts, Audio-Video Technology,

and Communications, Business, Management, and Administration, Education and Training, Health Science, Hospitality and Tourism, Human

Services, Science, Technology, Engineering and Mathematics, Transportation, Distribution, and Logistics, Manufacturing, Public

Administration and Government, and Business Information Technology. The career and technical course offerings are designed to provide

rigor and relevant coursework that will prepare students for a future workforce to serve the community and abroad. Partnering with local

post-secondary institutions, Dothan Technology Center provides students with an opportunity to earn an associate's degree or a two-year

certificate in a career technical field from an accredited college.

Over the past two years, Northview's students enrolled in courses by Dothan Technology Center increased substantially (832 students are

enrolled in the 2016-2017 school year) due to the addition of new course offerings for a wide range of career opportunities. Additionally,

students that dually enrolled in a technical program through one of the local colleges were eligible to apply for a scholarship offered through

Work Force Development.

Northview faculty and staff provides opportunities of extra help for all students through our weekly Academic Support and Enrichment (ASE)



periods, After school tutorial, and Saturday school. Credit and Standards Recovery online odyssey ware program, Cougar lab resource room,

Cougar Climb, and Response to Instruction (RtI) student referral program.

Overall, Northview High School provides coursework that is rigorous, relevant, prepares students for academic success in and beyond high

school, and equips students with the necessary workforce skills required to be productive and successful contributors to society. Northview

provides its students the total package: a plethora of academic opportunities, support for students in need, training to excel in athletics,

opportunities for expression through the arts. Through these offerings and our efforts, we endeavor to graduate students who are college

and career ready.



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. Northview High School has enjoyed a number of notable achievements over the last several years. The 2012-2013 school year brought NHS

much notoriety when we were honored with the Bronze Award from U.S. News and World Report. Northview was ranked as one of the top

schools in the nation. This distinction was earned based upon the percentage of students who passed Advanced Placement classes while

receiving free or reduced lunch. Two of our faculty members also received high honors from very distinguished groups. Ms. Barbie Nelson

was selected as Northview's Teacher of the Year, as well as Dothan City School's Secondary Teacher of the Year. She was also a finalist

during the state level competition. Ms. Nelson was also inducted into the Jacksonville State University Teacher Hall of Fame. During the

2014-2015 school year the boy's soccer team were stare runner up and the girl's soccer team were named the top elite eight. In the 2015-

2016 school year, Northview was ranked 21st in the state for preparing students to be College and Career Ready.

Northview has experienced a positive trend in most academic areas. Our students are able to customize learning paths through a variety of

courses offered on our campus and in conjunction with the local community college.

A five year trend analysis of our ACT data also revealed that our students are performing at or above the state average in English, Math, and

Science: (Data is reported as NHS/State) Number of Students Tested: 279/39,817, English 19.0/18.7, Mathematics 18.6/18.3, Reading

19.6/19.7, Science 19.0/19.1, Composite 19.3/19.1. While we will most certainly analyze all of our test data and use the information to

guide our instruction, we were pleased to find our students were performing at or above the state average in most categories.

Northview High School graduates have been awarded substantial scholarships amounts over the past academic years: 2010-11 ($2.2

million), 2011-2012 (1.8 million), 2012-13 (4.75 million), and 2013-14 (4.45 million).

Technological upgrades include Wi-Fi connectivity campus wide and the 1:1 initiative. All core classroom teachers were issued a class set of

chromebooks at the beginning of the 2015-2016 school year. The opportunity this initiative presents allows students to take advantage of

technology on campus. It also provides teachers with copious amounts of resources, enabling them to incorporate more depth and rigor into

their lessons.

Areas of Improvement:

An overall analysis indicated our students performed well on the ACT, however; disaggregated ACT and ACT aspire data indicated gaps in

achievement across our subgroups. Our focus is to continue analyzing and using our assessment data to drive instruction. Established unit

plans will help serve as a starting point for instruction and regular review of data will assist teachers in making purposeful instructional

decisions as they prepare students to be college and career ready.

Our teachers are consistently striving towards focusing their lessons on student engagement and incorporating more student-centered

learning opportunities. We are providing our teachers with more professional development workshops with a focus student centered learning

activities, differentiated instruction, and recognizing rigor and relevant instruction. The instructional coach will support teachers by providing

and modeling best practices within the classroom.



Strengthening the communication between parents, teachers, and staff is an additional area of improvement as indicated by our

stakeholder's feedback. We employ one full time parental involvement specialists. She works with at-risk families to keep parents informed

about school related issues and student attendance. She also serves as a community liaison and seeks opportunities for parents to become

more involved in school functions and she is also instrumental in keeping open lines of communication between parents and teachers. We

will continue to strive towards strengthen communication among all stakeholders with updates on the school website, post card mail outs for

school events, automated school messenger, and monthly PTSO meetings.



Additional Information

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

sections. Northview is home of the Cougars (mascot). Our school colors are Maroon and Vegas gold. Northview High School offers an array of

extracurricular activities that promotes school pride and school spirit through numerous athletic programs, educational, mutual interest, and

service clubs and organizations, and fine arts. Northview's marching band has received superior ratings in competition.

There have been significant strides made to improve the functionality, safety, and aesthetic appeal to the Northview High School campus.

There had been no major renovations to our campus since it was constructed in 1978. In the fall of 2012 major renovations began with the

repaving of all parking areas and side-roads adjacent to NHS, installation of a brand new air conditioning system, installation of additional

light fixtures, and all hallways and classrooms were repainted. The media center and cafeteria were completely renovated, giving our

students common areas that are inviting and functional. The addition of a Community Room has provided much needed space for meetings

with members of the community, parents, and serves as a space for teacher learning. Our brand new athletic building is a source of pride for

the NHS family. Athletes now enjoy a new modernized, well equipped facility. The latest project to take place on our campus is the total

remodeling of the science department. All science teachers will have remodeled classrooms, complete with state of the art science labs.

Additionally, Northview has established a ninth grade academy to ease the transition from middle school to high school.



Improvement Plan Stakeholder Involvement



Introduction The responses should be brief, descriptive, and appropriate for the specific section. It is recommended that the responses are written offline

and then transferred into the sections below.



Improvement Planning Process

Improvement Planning Process

Describe the process used to engage a variety of stakeholders in the development of the institution's improvement plan. Include

information on how stakeholders were selected and informed of their roles, and how meetings were scheduled to accommodate

them. This year Northview High School has revamped the Continuous Improvement committee to include a mix of new and veteran faculty

members. Additionally, new leadership members were added as personnel changes occurred. The committee team members were selected

to serve on behalf of the faculty and staff. Committee members were notified via email in August informing them of their roles, their

responsibilities, and the purpose of the meetings. The committee meetings for the 2016-2017 academic school year are scheduled after

school, during teacher work days and as needed during the school year. Also, faculty and staff, students, and parents were asked to

complete an online stakeholder's survey which provided feedback to the committee regarding the level of satisfaction within areas of the

school as well as the areas of the school that needed to be improved. Describe the representations from stakeholder groups that participated in the development of the improvement plan and their

responsibilities in this process. The Continuous Improvement Plan Committee consists of four core, subject area teachers (English, math, science, and social studies), two

counselors, one graduation coach, one instructional coach, one media specialist, one parent representative, one assistant principal, and the

principal. The committee members reviewed and reflected upon the Continuous Improvement Plan (CIP) as they began the process of

making revisions to the CIP. The committee members are responsible for collecting and analyzing school data and reports, such as but not

limted to Response to Instruction data, stakeholder's survey results, STI student failure reports, ACT, ACT aspire, AAA, and WIDA Access to

determine the needs assessment. The Continuous Improvement Plan Committee examines reports and analyze data to identify the areas of

strengths and areas of weakness to plan for intervention programs and strategies needed to advance students' learning, and purposeful

professional development for teachers.

The committee identifies all school processes and meets with faculty members to evaluate the processes that Northview currently has in

place. Additionally, the instructional coach meets with teachers during monthly data meetings to analyze test score data and brainstorm

strategies for areas of weaknesses and identify areas of notable achievement.

Explain how the final improvement plan was communicated to all stakeholders, and the method and frequency in which

stakeholders receive information on its progress. The School Improvement Plan will be made available to all stakeholders on the school's website, in the media center, and in the parental

involvement office. A one-page summary of the key components of the School Improvement Plan and Parent Involvement Engagement Plan

will be emailed to the faculty and staff. Additionally, copies of these plans will be shared with the PTSO and other stakeholders (School

District Directors and community members) during meetings, school events, and programs.



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



Evaluative Criteria and Rubrics

Overall Rating: 2.25

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

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

Level 3

Statement or Question Response Rating2. Test Administration 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 indifferently analyzed andpresented with little clarity. In comparison toinstitutions functioning in a similar educationalcontext, students' status, improvement, and/orgrowth evidence indicates that the level ofstudent learning is below what would otherwisebe expected.

Level 2

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

achievement gaps exist among subpopulationsof students, and that minimal or no change hasoccurred in these achievement gaps.

Level 1



Areas of Notable Achievement

Which area(s) are above the expected levels of performance? In 2016, Northview had two hundred and seventy-six eleventh grade students that took the ACT state assessment. Twelfth grade students

took the ACT Work keys and tenth grade students took the ACT Aspire.

The ACT data for eleventh grade students showed that the percentage of students that met the college readiness standards range in English

exceeded the state percentage in English (Northview - 48%, State - 47%).

The ACT Aspire was administered in Spring 2016 to all 10th grade students. The data revealed fifty percent of the students met or

exceeded the College and Career Readiness Benchmarks for English 10.

Describe the area(s) that show a positive trend in performance. A comparison of ACT State Assessment data collected from 2011-1016 indicated students performed above the state average in English

during testing cycles. Trend analysis of our graduation rate indicates that NHS is moving in a positive direction. The graduation rate of All

Students has shown an increase or remained steady since 2010. Which area(s) indicate the overall highest performance? Data from the ACT Aspire showed that 165 students (50%) out of 331 tested met or exceeded the College Readiness Standards in English

10 in 2016.

Which subgroup(s) show a trend toward increasing performance? From 2015-2016 there has been an upward trend among Black/African American and White American students on the ACT state test.for the

graduating class. In 2015 the average composite score for Black/African American students was 16.4 and in 2016 the average composite

score was 16.7. The average composite score for White American students was 21.3 in 2015 and in 2016 the average composite score was

22.2. Between which subgroups is the achievement gap closing? The ACT state assessment revealed that the achievement gap between African American Students and White Students has decreased by

0.2 in the overall composite score between 2014-2015 and 2015-2016.



Which of the above reported findings are consistent with findings from other data sources? Both the ACT state assessment and the ACT Aspire data showed that the findings were about average.



Areas in Need of Improvement

Which area(s) are below the expected levels of performance? In 2016, Northview had two hundred and seventy-six eleventh grade students that took the ACT state assessment. Twelfth grade students

took the ACT Work keys and tenth grade students took the ACT Aspire.

The ACT data showed the subject areas in which students did not meet the expected proficiency levels of performance for ACT College

Readiness as: Mathematics 229 (83%) students, Science 226 (82%) students, and Reading 207 (75%) students.

The ACT Aspire data showed that Northview students did not meet the expected proficiency levels of performance for the College Readiness

in tenth grade. Mathematics 285 (86%) of students did not meet the benchmark, Reading 210 (63%) of students did not meet the

benchmark, and Science 245 (74%) of students did not meet the benchmark, and Writing 177 (54%) of students did not meet the benchmark.

Describe the area(s) that show a negative trend in performance. The ACT data showed a negative trend over the last three years in the composite scores among the sub group, American Indian/Alaska

Native, scores reported as: 2013-2014/23.5, 2014-2015/20.0, 2015-2016/19.0. Which area(s) indicate the overall lowest performance? The ACT state assessment reveals that 83% of eleventh grade students did not meet or exceed benchmark in mathematics. Similarly, the

ACT Aspire revealed that 85% of tenth grade students did not meet or exceed benchmark in mathematics.

Additionally, students did not meet or exceed the benchmark in science on both the ACT state assessment and the ACT Aspire. 82% of

eleventh grade students did not meet or exceed the benchmark and 74% of tenth grade students did not meet or exceed the benchmark. Which subgroup(s) show a trend toward decreasing performance? The ACT state assessment overall composite scores indicated that American Indian/Alaska Native students show a downward trend from

2013-2014 to 2015-2016 school year. Between which subgroups is the achievement gap becoming greater? The composite average ACT state assessment score showed the greatest achievement gap between African American students and Asian

students.



Which of the above reported findings are consistent with findings from other data sources? The areas of mathematics and science are not at or above national standards for either the ACT Aspire or the ACT state assessment.



Report Summary

Scores By Section

Sections

1 2 3 4

Section Score

Evaluative Criteria and Rubrics 2.25



ACIP Assurances



Introduction By responding to the questions in ASSIST and attaching evidence when required, the institution has verified whether it meets or does not

meet each of the required ACIP Assurances.



ACIP Assurances

Label Assurance Response Comment Attachment1. The Instructional Leadership Team members

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

Yes Signature Page

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

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

Yes Federal Laws andRegulations

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

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

Yes EmployeeDesignation

Label Assurance Response Comment Attachment4. The institution has a Parent Involvement policy

and plan as required in NCLB Section 1118,and ensures that all requirements in Section1118 and 1111(h)(6), Parents' Right-to-Know,are implemented systematically.

Yes Parent InvolvementPlan

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

a Title I school, the School-Parent Compactcontains the required components (NCLBSection 1118(d)(1-2)(A,B,C)) and was jointlydeveloped with parents of participatingstudents.

Yes Compact



Overview

Plan Name


Plan Description



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 (2016-2017) Prepare and support teacher to

graduate College and Career Ready studentsObjectives:1Strategies:1Activities:1

Organizational $0

2 (2016-2017) We will engage learners through highquality aligned college and career ready standards,instruction, and assessment for all content areas

Objectives:3Strategies:3Activities:5

Academic $0

3 (2016-2017) We will identify barriers to teachingand learning and align support systems to addressbarriers. We will promote healthy development forall students to improve student performance.


Organizational $0



Goal 1: (2016-2017) Prepare and support teacher to graduate College and Career Ready students

Strategy 1: Teacher Technology Training - All teachers will receive training in digital resources and digital instruction. Category: Develop/Implement Professional Learning and Support Research Cited: Adapted from NETS Teachers 1a-1d; ALQTS-3-D-1, 3-D-2, 3-D-3, 3-D-4; Plan 2020, p. 26, 29-30, 58-59, 78-80

Goal 2: (2016-2017) We will engage learners through high quality aligned college and career

ready standards, instruction, and assessment for all content areas

Strategy 1: CCRS Instructional Strategies - All tenth and eleventh grade math teachers will include research-based training through the Troy Regional In-Service Center on

Implementation of CCRS.

Category: Develop/Implement Research Based Best Practices for Continuous Improvement Research Cited: ALEX website: http://alex.state.al.us/index.php

Measurable Objective 1:demonstrate a proficiency in incorporating the use of digital technology to enhance the delivery of standards-based instruction by 05/24/2017 as measured by 100% ofteachers attending required Technology Integration Training..

Activity - Mobile Minds Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

The school system will provide technology integration training for allteachers using the Chromebook one-to-one initiative to nurture a creativelearning environment that empowers students as active learners.

ProfessionalLearning

08/04/2016 05/24/2017 $0 No FundingRequired

DCSTechnologyDepartment,teachers, andprincipals

Measurable Objective 1:60% of Tenth and Eleventh grade students will demonstrate a proficiency in mastering the College and Career Readiness standards in Mathematics by 05/24/2017as measured by students scoring at or above the College and Career Readiness Benchmark score for the ACTaspire and ACT State Assessment.

Activity - Professional Development Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible



Strategy 1: Reading Skills - All teachers will integrate various types and levels of reading texts (i.e. fiction/non-fiction, informational, narrative, and historical documents) in their

Lesson Plans. Teachers will employ strategic reading strategies such as close read, graphic organizers, "Read, Write, & Think", chunking, etc. Category: Develop/Implement Research Based Best Practices for Continuous Improvement Research Cited: AMSTI: http://www.amsti.org/ CCRS: http://alex.state.al.us/ccrs/

Strategy 1: Instructional Practices - Teachers will plan instruction which will include research based instructional strategies, ACT exemplars, differentiated instruction to actively

engage 117 At-Risk tenth and eleventh grade students in learning. Category: Develop/Implement Learning Supports Research Cited: Alabama Department of Education and ACT website

Teachers will attend professional development training provided by orrecommended by the school district for math teachers.



Math teachersandprincipals.

Activity - Instructional Strategies Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

All teachers will provide opportunities for cooperative learning activities,differentiated instruction, real world application, and student use oftechnology in the classroom.

DirectInstruction


Math teachersandAdministration

Measurable Objective 2:A 5% increase of Eleventh grade students will demonstrate a proficiency in reading comprehension in various types of text in Reading by 05/24/2017 as measured bystudents scoring at or above the College and Career Readiness Benchmark score for the ACT State Assessment.

Activity - Professional Development Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

All teachers and teaching assistants will attend professional developmenttraining on literacy strategies and instructional strategies.



All teachersand principals

Activity - Instructional Strategies Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

All teachers will utilize research-based instructional strategies, weekly, toenhance literacy and comprehension skills.

DirectInstruction


All teachersand principals

Measurable Objective 3:A total of 210 Tenth and Eleventh grade Economically Disadvantaged students will demonstrate a proficiency in all academic content area subjects such as; Reading,Social Studies, Science, English, and in Mathematics by 05/24/2017 as measured by academic performance data.

Activity - Student Engaged Assessments Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible



Goal 3: (2016-2017) We will identify barriers to teaching and learning and align support systems

to address barriers. We will promote healthy development for all students to improve student

performance.

Strategy 1: Targeted Professional Development - Teachers will attend on and off-site inservice programs that will train teachers how to intervene early in the school year helps

prevent many students from “falling through the cracks.” Category: Develop/Implement Professional Learning and Support Research Cited: Alabama Department of Education

Students will continually track, reflect on, and share their progress towardslearning targets or goals they have set for themselves. Students will beassessed through projects, portfolios, etc.

DirectInstruction


All teachers

Measurable Objective 1:collaborate to to gain knowledge and develop sustainable instructional practices to improve learning for our at risk students by 05/24/2017 as measured by faculty andstaff attending targeted professional development, dedicated collaborative planning days, classroom walk through observations, and teacher reflections.

Activity - EL Training Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Training will be given on EL program components, cultural diversity,language development, resources for the classroom, and effective lessonplans and strategies for teaching English learners. Training will beconducted regularly throughout the school year.



All teachersandadministrators

Activity - ACT/ACT Aspire Training Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Teachers will receive and conduct ACT and Actaspire turnaround training.The training will familiarize the teachers with the applicable exemplars, andlearn how to read and interpret the data.



All teachers,administrators, andinstructionalcoach

Activity - CCRS Strategic Teaching Training Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

l teachers will receive training on instructional practices and the collegeand career readiness state standards. All trainings will be presented usingstrategic teaching and strategies to help differentiate instruction for avariety of learners.



All teachersand teachingassistants



Strategy 2: Response To Instruction - promotes a well-integrated system connecting general, gifted, supplemental, and special education services in providing high quality,

standards-based instruction and intervention that is matched to students’ academic, social-emotional, and behavioral needs. RtI combines core instruction, assessment,

and intervention within a multi-tiered system to increase student achievement and reduce behavior problems. Category: Develop/Implement Learning Supports Research Cited: Alabama State Department of Education

Activity - Academic Support and Enrichment (ASE) Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Tier II and Tier III students will receive small group and differentiatedinstruction from their designated teacher in an attempt to improveacademic performance.

AcademicSupportProgram


All AcademicTeachers

Activity - After School Tutorial Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Tier III students will attend after school tutorial to work on skill that they arenot proficient. Tutorial will take place on Tuesdays and Thursdays from3:30 to 4:30. Bus transportation will be provided.



Graduationcoach,instructionalcoach,teachers, andadministration

Activity - Problem Solving Teams (PST) Teams Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

The Problem Solving teams and discuss strategies will to meet and providesupport to students referred for intervention supported by data. Teacherswill track and monitor their students through RtI rails.

AcademicSupportProgram,BehavioralSupportProgram


RtI committeechairperson,Rti committeemembers,counselors,teachers, andadministration

Activity - Cougar Climb Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Goal setting meetings are meetings for students and parents to attend tomonitor and discuss academics, truancy, and discipline. These meetingstypically take place three-four times a year.

AcademicSupportProgram,ParentInvolvement,BehavioralSupportProgram


GraduationCoach,InstructionalCoach, andCounselors

Activity - ARC on Campus Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible



Students can enter the credit recovery program that give them theopportunity to redo coursework or retake a course through alternatemeans—and thereby avoid failure and earn academic credit.



Teachers andGraduationCoach



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

After School Tutorial Tier III students will attend after school tutorial to work onskill that they are not proficient. Tutorial will take place onTuesdays and Thursdays from 3:30 to 4:30. Bustransportation will be provided.


10/24/2016 05/24/2017 $0 Graduationcoach,instructionalcoach,teachers, andadministration

Professional Development All teachers and teaching assistants will attend professionaldevelopment training on literacy strategies and instructionalstrategies.


08/04/2016 05/24/2017 $0 All teachersand principals

Problem Solving Teams(PST) Teams

The Problem Solving teams and discuss strategies will tomeet and provide support to students referred forintervention supported by data. Teachers will track andmonitor their students through RtI rails.

AcademicSupportProgram,BehavioralSupportProgram

08/04/2016 05/24/2017 $0 RtI committeechairperson,Rti committeemembers,counselors,teachers, andadministration

Mobile Minds The school system will provide technology integrationtraining for all teachers using the Chromebook one-to-oneinitiative to nurture a creative learning environment thatempowers students as active learners.


08/04/2016 05/24/2017 $0 DCSTechnologyDepartment,teachers, andprincipals

Academic Support andEnrichment (ASE)

Tier II and Tier III students will receive small group anddifferentiated instruction from their designated teacher in anattempt to improve academic performance.


08/04/2016 05/24/2017 $0 All AcademicTeachers

EL Training Training will be given on EL program components, culturaldiversity, language development, resources for theclassroom, and effective lesson plans and strategies forteaching English learners. Training will be conductedregularly throughout the school year.


08/04/2016 05/24/2017 $0 All teachersandadministrators

Professional Development Teachers will attend professional development trainingprovided by or recommended by the school district for mathteachers.


08/04/2016 05/24/2017 $0 Math teachersandprincipals.

CCRS Strategic TeachingTraining

l teachers will receive training on instructional practices andthe college and career readiness state standards. Alltrainings will be presented using strategic teaching andstrategies to help differentiate instruction for a variety oflearners.


08/04/2016 05/24/2017 $0 All teachersand teachingassistants



Cougar Climb Goal setting meetings are meetings for students andparents to attend to monitor and discuss academics,truancy, and discipline. These meetings typically take placethree-four times a year.

AcademicSupportProgram,ParentInvolvement,BehavioralSupportProgram

08/04/2016 05/24/2017 $0 GraduationCoach,InstructionalCoach, andCounselors

Instructional Strategies All teachers will utilize research-based instructionalstrategies, weekly, to enhance literacy and comprehensionskills.

DirectInstruction

08/04/2016 05/24/2017 $0 All teachersand principals

ARC on Campus Students can enter the credit recovery program that givethem the opportunity to redo coursework or retake a coursethrough alternate means—and thereby avoid failure andearn academic credit.


08/04/2016 05/24/2017 $0 Teachers andGraduationCoach

Student EngagedAssessments

Students will continually track, reflect on, and share theirprogress towards learning targets or goals they have set forthemselves. Students will be assessed through projects,portfolios, etc.

DirectInstruction

08/04/2016 05/24/2017 $0 All teachers

ACT/ACT Aspire Training Teachers will receive and conduct ACT and Actaspireturnaround training. The training will familiarize the teacherswith the applicable exemplars, and learn how to read andinterpret the data.


08/04/2016 05/24/2017 $0 All teachers,administrators, andinstructionalcoach

Instructional Strategies All teachers will provide opportunities for cooperativelearning activities, differentiated instruction, real worldapplication, and student use of technology in the classroom.

DirectInstruction

08/04/2016 05/24/2017 $0 Math teachersandAdministration

Total $0



Focus School Plan



Overview

Plan Name

Focus School Plan

Plan Description



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 (2016-2017) To decrease the gap between special

education subgroup and all students in the in thegraduation rate by 3%


Organizational $0



Goal 1: (2016-2017) To decrease the gap between special education subgroup and all students in

the in the graduation rate by 3%

Strategy 1: Caseload Management - The special education team will monitor caseloads to follow IEP accommodations. Special education teachers will provide general education

teachers with documentation of accommodations. Special Education teachers will begin working with their caseload of students and the general education teachers to

implement strategies and accommodations to meet the needs of the students. Category: Develop/Implement Learning Supports Research Cited: Plan 30-60-90

Measurable Objective 1:collaborate to ensure that all students eligible for accommodations are being tracked and monitored by 05/24/2017 as measured by work samples, accomodationforms, walkthroughs, and emails..

Activity - Tracking and Monitoring Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Special teachers will track and monitor students with accommodationsthrough forms, work samples, emails, and INOW and collaborate with thegeneral education teachers.



SpecialEducationdepartment,all teachers,andadministrators

Activity - Small Group Testing Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Students with accommodations will go to the resource room for small grouptesting with the special education teacher.



SpecialEducationDepartment

Activity - Communication Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

All teachers will correspond with the building assessment coordinatorthrough email and memos about any changes or specific accommodationsfor that student



Regulareducationteachers,specialeducationteachers, andbuildingassessmentcoordinator.



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

Small Group Testing Students with accommodations will go to the resource roomfor small group testing with the special education teacher.


08/04/2016 05/24/2017 $0 SpecialEducationDepartment

Tracking and Monitoring Special teachers will track and monitor students withaccommodations through forms, work samples, emails, andINOW and collaborate with the general education teachers.


08/04/2016 05/24/2017 $0 SpecialEducationdepartment,all teachers,andadministrators

Communication All teachers will correspond with the building assessmentcoordinator through email and memos about any changesor specific accommodations for that student


08/04/2016 05/24/2017 $0 Regulareducationteachers,specialeducationteachers, andbuildingassessmentcoordinator.

Total $0



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 Northview endeavored to

administer the stakeholdersurveys involving allstakeholders: staff, students, andparents, in spring 2016 andinforming staff through emailsand department meetings.Students were required to takethe survey in their science class.Parents were informed about thesurvey through the school'swebsite and call-outs to parents.The school district also provideda link on the district web page forparents to access to take thesurvey.

stakeholder'sfeedback data



Evaluative Criteria and Rubrics

Overall Rating: 1.5

Statement or Question Response Rating1. Questionnaire Administration Few or no required AdvancED questionnaires

were used by the institution. The minimumresponse rate was not met (parentquestionnaire: less than 20%, studentquestionnaire(s): less than 40%, staffquestionnaire: less than 60%). Questionnaireswere administered with no fidelity to theadministrative procedures. The participants towhom these questionnaires were administereddid not represent the populations served by theinstitution. Appropriate accommodations werenot provided for participants.

Level 1

Statement or Question Response Rating2. Stakeholder Feedback Results and Analysis One or more of the stakeholder questionnaires

had an average item value below 3.20 (on a 5.0scale). Results of stakeholder feedbackcollected by the institution were indifferentlyanalyzed and presented with little clarity.

Level 2



Areas of Notable Achievement

Which area(s) indicate the overall highest level of satisfaction or approval? Northview stakeholders: staff, students, and parents, participated in the survey administered in Spring 2016. The stakeholders responded to

items that referenced five areas: Purpose and Direction, Governance and Leadership, Teaching and Assessing for Learning, Resource and

Support Systems, and Using Results for Continuous Improvement. Survey results were analyzed by indicators within each area and by

calculating response percentage by each area. Survey results, by response percentage, indicated the highest level of satisfaction for staff

was in the areas of teachers engaging students in their learning through instructional strategies that ensure achievement of learning

expectations. Parents indicated the school engages in a systematic, inclusive, and comprehensive process as an area of strength, and

students identified that the school engages systematic, inclusive, and comprehensive process as a strength as well.

An analysis of stakeholder's feedback by indicators revealed the highest average score for the staff as 3.3-teachers engaging students in

their learning through instructional strategies that ensure achievement of learning expectations. The second highest average was 5.1 - The

school establishes and maintains a clearly defined and comprehensive student assessment system.

The highest level indicator score for parents: 1.1 - The school engages in a systematic, inclusive, and comprehensive process to review,

revise, and communicate a school purpose for student success. Feedback from students indicated the highest average score among three

indicators: 1.1 and indicator 4.4 - Students and school personnel use a range of media and information resources to support the school's

educational programs.

Which area(s) show a trend toward increasing stakeholder satisfaction or approval? Parent and student surveys indicated an increase in favorable response for indicator 1.1 - Northview engages in a systematic, inclusive, and

comprehensive process to review, revise, and communicate the school purpose for student success. Which of the above reported findings are consistent with findings from other stakeholder feedback sources? The above reported findings are consistent with findings from High Schools That Works school survey which reports that students feel safe

and are supported by teachers.



Areas in Need of Improvement

Which area(s) indicate the overall lowest level of satisfaction or approval? Northview stakeholders: staff, students, and parents, participated in the survey administered in Spring 2016. The stakeholders responded to

items that referenced five areas: Purpose and Direction, Governance and Leadership, Teaching and Assessing for Learning, Resource and

Support Systems, and Using Results for Continuous Improvement. Survey results were analyzed by indicators within each area and by

calculating response percentage by each area. Survey results, by response percentage, indicated the overall lowest level of satisfaction for

parents and students were in the area of Governance and Leadership. The lowest level of satisfaction for staff members was in the area of

Resources and Support Systems.

An analysis of stakeholder's feedback by indicators revealed the lowest level of satisfaction for the staff as: 4.5 - The technology

infrastructure supports the schools learning, teaching and operational need. Parent surveys indicated the 3.5 - Teachers participate in

collaborative learning communities to improve instruction and student learning. 2.2 - The governing body operates responsibly and functions

effectively

Feedback from students indicated the lowest average score as: 4.3- The school maintains facilities, services, and equipment to provide a

safe, clean, and healthy environment for all students and staff.

Which area(s) show a trend toward decreasing stakeholder satisfaction or approval? Two areas were identified as areas of weakness to include Governance and Leadership What are the implications for these stakeholder perceptions? Implied implications reference more opportunities for stakeholder involvement in the school with a focus on increasing medians for

communication among all stakeholders. Which of the above reported findings are consistent with findings from other stakeholder feedback sources? Findings are consistent with feedback from stakeholder 2015-16 ACIP survey.



Report Summary

Scores By Section

Sections

1 2 3 4

Section Score

Evaluative Criteria and Rubrics 1.5



Title I Schoolwide Diagnostic



Introduction This diagnostic tool is aligned to requirements for Title I Schoolwide schools. As described in sections 1111(b)(1), 1114 (b)(1)(A)] and

1309(2) of the Elementary and Secondary Education Act (ESEA), the comprehensive needs assessment (CNA) requirement is met by

completing a School Process Profile and Summary Report. The comprehensive needs assessment must be completed prior to creating a

new plan or annually updating an existing school improvement plan. Use the results of the comprehensive needs assessment to develop

Goals/Objectives/Strategies and Activities. Ensure that the Gap Statements and Causes for Gaps included in the Goals information address

all four measures of data: student achievement data, school programs/process data, perceptions data (must include teachers and parents;

student data is encouraged), and demographic data. The Comprehensive Needs Assessment must also take into account the needs of

migratory children as defined in Title I, Part C, Section 1309(2).



Component 1: Comprehensive Needs Assessment

1. How was the comprehensive needs assessment conducted? The Continuous Improvement Plan/Leadership Team met in September to review the stakeholder's survey data and analyze data from the

ACT and the ACT Aspire. 2. What were the results of the comprehensive needs assessment? Upon conducting the needs assessment, the CIP team determined that the following areas needed to be addressed: establishing a culture

and community with clear and high expectations with a vision and purpose that is known to all stakeholders, maintaining a facility that that is

conducive to student learning, academic growth for standards mastery for students in math and science, and a deeper understanding of

CCRS and instructional/differentiated strategies in all core subjects. 3. What conclusions were drawn from the results? The CIP team determined that Northview needs to provide a variety of tutorial services to meet the needs of all students. Therefore, the

school will continue to provide small group/differentiated instruction during class and during the academic and enrichment support (ASE)

period. Also, the after school tutorial program will be held on Tuesdays and Thursdays for tier III students as determined by the Response to

Instruction (RtI) committee.

The need for professional development training for teachers in the areas of technology training, teaching diverse learners, state standardized

assessment training, classroom management, research-based strategies and standards-based instructional support will be provided to help

teachers prepare students to be college and career ready, to enhance the learners' high school experience.

Also, the need for a variety a methods of communication to stakeholders 4. What information was concluded as a result of analyzing perception, student achievement, school programs/process, and

demographic data? The CIP team concluded that the free/reduced lunch population, black males, and special education population were the identified

demographic groups that needs to be addressed. The team determined the academic achievement areas that need to show improvement

were reading, writing, math, and science. Academic programs and support are already in place such as Credit Recovery, RtI, ACT prep

classes, and tutorial need to be continued to help assist students who do not master standards. 5. How are the school goals connected to priority needs and the needs assessment? Northview's goals are data driven. Therefore, the needs assessment determined the targeted areas of focus.



6. How do the goals portray a clear and detailed analysis of multiple types of data? Goals were set based on data from the ACT Aspire for college and career readiness. The ACT Aspire data helped predict the current levels

of achievement for college/career readiness among NHS students. A preliminary review of NHS ACT data based on the Junior class of 2016

provided additional data for instructional focus. A thorough review of all data is utilized to drive curriculum decisions. 7. How do the goals address the needs of the whole school population and special recognition to children who are disadvantaged?

The goals for Northview High School addresses the entire population of students served on campus. The curriculum meets students on

every level from special needs to the most academically accelerated students. The curriculum is designed to challenge all students through

courses offered at various levels. General, Honors, Advanced Placement, and Dual Enrollment. The curriculum also has built in programs

within the curriculum for students that are disadvantaged and need extra help. These programs include, but are not listed to: ACT Prep and

Odyssey Ware. Special education teachers of students taking Life Skills courses and transition courses are assisted by teaching assistants

and student aides.



Component 2: Schoolwide Reform Strategies

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

(2016-2017) Prepare and support teacher to graduate College and Career Ready students Measurable Objective 1:

demonstrate a proficiency in incorporating the use of digital technology to enhance the delivery of standards-based instruction by 05/24/2017

as measured by 100% of teachers attending required Technology Integration Training.. Strategy1:

Teacher Technology Training - All teachers will receive training in digital resources and digital instruction.

Category: Develop/Implement Professional Learning and Support

Research Cited: Adapted from NETS Teachers 1a-1d; ALQTS-3-D-1, 3-D-2, 3-D-3, 3-D-4; Plan 2020, p. 26, 29-30, 58-59, 78-80

Goal 2:

(2016-2017) We will engage learners through high quality aligned college and career ready standards, instruction, and assessment for all

content areas Measurable Objective 1:

A total of 210 Tenth and Eleventh grade Economically Disadvantaged students will demonstrate a proficiency in all academic content area

subjects such as; Reading, Social Studies, Science, English, and in Mathematics by 05/24/2017 as measured by academic performance

data. Strategy1:

Instructional Practices - Teachers will plan instruction which will include research based instructional strategies, ACT exemplars,

differentiated instruction to actively engage 117 At-Risk tenth and eleventh grade students in learning.

Category: Develop/Implement Learning Supports

Research Cited: Alabama Department of Education and ACT website

Activity - Mobile Minds ActivityType Begin Date End Date Funding Amount

& Source Staff Responsible

The school system will provide technologyintegration training for all teachers using theChromebook one-to-one initiative to nurture acreative learning environment that empowersstudents as active learners.

ProfessionalLearning 08/04/2016 05/24/2017 $0 - No Funding

Required

DCS TechnologyDepartment, teachers, andprincipals



Measurable Objective 2:

60% of Tenth and Eleventh grade students will demonstrate a proficiency in mastering the College and Career Readiness standards in

Mathematics by 05/24/2017 as measured by students scoring at or above the College and Career Readiness Benchmark score for the

ACTaspire and ACT State Assessment. Strategy1:

CCRS Instructional Strategies - All tenth and eleventh grade math teachers will include research-based training through the Troy Regional In-

Service Center on Implementation of CCRS.

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

Research Cited: ALEX website: http://alex.state.al.us/index.php


A 5% increase of Eleventh grade students will demonstrate a proficiency in reading comprehension in various types of text in Reading by

05/24/2017 as measured by students scoring at or above the College and Career Readiness Benchmark score for the ACT State

Assessment. Strategy1:

Reading Skills - All teachers will integrate various types and levels of reading texts (i.e. fiction/non-fiction, informational, narrative, and

historical documents) in their Lesson Plans. Teachers will employ strategic reading strategies such as close read, graphic organizers, "Read,

Write, & Think", chunking, etc.


Research Cited: AMSTI: http://www.amsti.org/ CCRS: http://alex.state.al.us/ccrs/

Activity - Student Engaged Assessments ActivityType Begin Date End Date Funding Amount


Students will continually track, reflect on, andshare their progress towards learning targets orgoals they have set for themselves. Studentswill be assessed through projects, portfolios,etc.

DirectInstruction 08/04/2016 05/24/2017 $0 - No Funding

Required All teachers

Activity - Professional Development ActivityType Begin Date End Date Funding Amount


Teachers will attend professional developmenttraining provided by or recommended by theschool district for math teachers.


RequiredMath teachers andprincipals.

Activity - Instructional Strategies ActivityType Begin Date End Date Funding Amount


All teachers will provide opportunities forcooperative learning activities, differentiatedinstruction, real world application, and studentuse of technology in the classroom.


RequiredMath teachers andAdministration



Goal 3:

(2016-2017) We will identify barriers to teaching and learning and align support systems to address barriers. We will promote healthy

development for all students to improve student performance. Measurable Objective 1:

collaborate to to gain knowledge and develop sustainable instructional practices to improve learning for our at risk students by 05/24/2017 as

measured by faculty and staff attending targeted professional development, dedicated collaborative planning days, classroom walk through

observations, and teacher reflections. Strategy1:

Targeted Professional Development - Teachers will attend on and off-site inservice programs that will train teachers how to intervene early in

the school year helps prevent many students from “falling through the cracks.”


Research Cited: Alabama Department of Education



All teachers and teaching assistants will attendprofessional development training on literacystrategies and instructional strategies.


Required All teachers and principals



All teachers will utilize research-basedinstructional strategies, weekly, to enhanceliteracy and comprehension skills.



Activity - ACT/ACT Aspire Training ActivityType Begin Date End Date Funding Amount


Teachers will receive and conduct ACT andActaspire turnaround training. The training willfamiliarize the teachers with the applicableexemplars, and learn how to read and interpretthe data.


Required

All teachers,administrators, andinstructional coach

Activity - CCRS Strategic Teaching Training ActivityType Begin Date End Date Funding Amount


l teachers will receive training on instructionalpractices and the college and career readinessstate standards. All trainings will be presentedusing strategic teaching and strategies to helpdifferentiate instruction for a variety of learners.


RequiredAll teachers and teachingassistants



Strategy2:

Response To Instruction - promotes a well-integrated system connecting general, gifted, supplemental, and special education services in

providing high quality, standards-based instruction and intervention that is matched to students’ academic, social-emotional, and behavioral

needs. RtI combines core instruction, assessment, and intervention within a multi-tiered system to increase student achievement and reduce

behavior problems.


Research Cited: Alabama State Department of Education

Activity - EL Training ActivityType Begin Date End Date Funding Amount


Training will be given on EL programcomponents, cultural diversity, languagedevelopment, resources for the classroom, andeffective lesson plans and strategies forteaching English learners. Training will beconducted regularly throughout the school year.


RequiredAll teachers andadministrators

Activity - Cougar Climb ActivityType Begin Date End Date Funding Amount


Goal setting meetings are meetings for studentsand parents to attend to monitor and discussacademics, truancy, and discipline. Thesemeetings typically take place three-four times ayear.

ParentInvolvementAcademicSupportProgramBehavioralSupportProgram

08/04/2016 05/24/2017 $0 - No FundingRequired

Graduation Coach,Instructional Coach, andCounselors

Activity - Academic Support and Enrichment(ASE)

ActivityType Begin Date End Date Funding Amount


Tier II and Tier III students will receive smallgroup and differentiated instruction from theirdesignated teacher in an attempt to improveacademic performance.


08/04/2016 05/24/2017 $0 - No FundingRequired All Academic Teachers

Activity - Problem Solving Teams (PST)Teams



The Problem Solving teams and discussstrategies will to meet and provide support tostudents referred for intervention supported bydata. Teachers will track and monitor theirstudents through RtI rails.

BehavioralSupportProgramAcademicSupportProgram


RtI committee chairperson,Rti committee members,counselors, teachers, andadministration

Activity - ARC on Campus ActivityType Begin Date End Date Funding Amount


Students can enter the credit recovery programthat give them the opportunity to redocoursework or retake a course throughalternate means—and thereby avoid failure andearn academic credit.



Teachers and GraduationCoach



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







Goal 2:








Activity - After School Tutorial ActivityType Begin Date End Date Funding Amount


Tier III students will attend after school tutorialto work on skill that they are not proficient.Tutorial will take place on Tuesdays andThursdays from 3:30 to 4:30. Bus transportationwill be provided.



Graduation coach,instructional coach,teachers, andadministration





Required










data. Strategy1:






























Goal 3:









behavior problems.





















Strategy2:





















AcademicSupportProgramBehavioralSupportProgram






AcademicSupportProgramParentInvolvementBehavioralSupportProgram







Required




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







Goal 2:

















Required














data. Strategy1:































Goal 3:






















Strategy2:




behavior problems.












Required










AcademicSupportProgramBehavioralSupportProgramParentInvolvement












Goal 4:

(2016-2017) To decrease the gap between special education subgroup and all students in the in the graduation rate by 3% Measurable Objective 1:

collaborate to ensure that all students eligible for accommodations are being tracked and monitored by 05/24/2017 as measured by work

samples, accomodation forms, walkthroughs, and emails.. Strategy1:

Caseload Management - The special education team will monitor caseloads to follow IEP accommodations. Special education teachers will

provide general education teachers with documentation of accommodations. Special Education teachers will begin working with their

caseload of students and the general education teachers to implement strategies and accommodations to meet the needs of the students.


Research Cited: Plan 30-60-90



















Activity - Communication ActivityType Begin Date End Date Funding Amount


All teachers will correspond with the buildingassessment coordinator through email andmemos about any changes or specificaccommodations for that student



Regular educationteachers, specialeducation teachers, andbuilding assessmentcoordinator.



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







Goal 2:





Assessment.

Activity - Tracking and Monitoring ActivityType Begin Date End Date Funding Amount


Special teachers will track and monitor studentswith accommodations through forms, worksamples, emails, and INOW and collaboratewith the general education teachers.



Special Educationdepartment, all teachers,and administrators

Activity - Small Group Testing ActivityType Begin Date End Date Funding Amount


Students with accommodations will go to theresource room for small group testing with thespecial education teacher.



Special EducationDepartment





Required




Strategy1:









data. Strategy1:








ACTaspire and ACT State Assessment.


















Strategy1:





Goal 3:



























Strategy2:




behavior problems.












Required





ParentInvolvementAcademicSupportProgramBehavioralSupportProgram


















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

support. Goal 1:









































data. Strategy1:






















Goal 2:










Strategy2:




















Required







behavior problems.



Goal 3:

(2016-2017) To decrease the gap between special education subgroup and all students in the in the graduation rate by 3%





























AcademicSupportProgramBehavioralSupportProgram






collaborate to ensure that all students eligible for accommodations are being tracked and monitored by 05/24/2017 as measured by work

samples, accomodation forms, walkthroughs, and emails.. Strategy1:

Caseload Management - The special education team will monitor caseloads to follow IEP accommodations. Special education teachers will

provide general education teachers with documentation of accommodations. Special Education teachers will begin working with their

caseload of students and the general education teachers to implement strategies and accommodations to meet the needs of the students.


Research Cited: Plan 30-60-90

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





Activity - Small Group Testing ActivityType Begin Date End Date Funding Amount


Students with accommodations will go to theresource room for small group testing with thespecial education teacher.



Special EducationDepartment

Activity - Tracking and Monitoring ActivityType Begin Date End Date Funding Amount


Special teachers will track and monitor studentswith accommodations through forms, worksamples, emails, and INOW and collaboratewith the general education teachers.



Special Educationdepartment, all teachers,and administrators

Activity - Communication ActivityType Begin Date End Date Funding Amount


All teachers will correspond with the buildingassessment coordinator through email andmemos about any changes or specificaccommodations for that student



Regular educationteachers, specialeducation teachers, andbuilding assessmentcoordinator.








Strategy2:




behavior problems.

















Required










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

support progress for all students. Goal 1:






































Required




Component 3: Instruction by Qualified Staff

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

effectively address identified academic needs. Applications are selected from the Teach in Alabama website, a national database that identifies available job positions in Alabama schools

by position, and one that includes the local school systems in Alabama that post their vacancies on their local websites. Highly qualified

applicants are then contacted for an interview. After interviewing several applicants, the principal makes a recommendation to the

superintendent who makes a recommendation to the Board. The principal and local school personnel make a master schedule that best

meet the needs of students. Teachers are scheduled to teach academic courses for which they are highly qualified to teach.

Label Assurance Response Comment Attachment1. Do all of the instructional paraprofessionalsmeet the state requirements? If no, what is thenumber that has not met state requirementsand what is being done to address this?

Yes

Label Assurance Response Comment Attachment2. Do all of the teachers meet the staterequirements? If no, what is the number thathas not met state requirements and what isbeing done to address this?

No There are two teachers that areenrolled in AlternativeCertification programs and havereceived temporary certification.



Component 4: Strategies to Attract Qualified Teachers

1. What is the school's teacher turnover rate for this school year? Northview lost eleven teachers for the 2016-2017 school year. 2. What is the experience level of key teaching and learning personnel? At least fifty percent or more of core teachers have at least four to seven years of teaching experience. 3. If there is a high turnover rate, what initiatives has the school implemented to attempt to lower the turnover rate? Northview post job openings on the district website and the state website when positions are available. The personnel director and school

administrators are reaching out to state-wide universities to recruit recent graduates. New teachers are mentored by veteran teachers and

the instructional coach throughout their first three years at Northview.



Component 5: High Quality and Ongoing Professional Development

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

based? Some professional development activities used by NHS that are of high quality, effective, and researched-based includes: Differentiated

Instruction/small cooperative groups, graphic organizers, and multiple performance-based assessments; Technology Integration of

Chromebooks use were students design projects and conduct research; SAMUEL EL co-teaching strategies/lessons, and SREB strategies. 2. Identify the professional development opportunities for teachers, principals, paraprofessionals, other staff, and parents that are

included in the schoolwide plan? The faculty and staff will attend and participate in several professional development workshops. Some required by, but not limited to , the

school district. Teachers and administrators participated in a one-day, Dyslexia Awareness training held onsite. Each teacher will attend

Technology Integration training (mobile minds) held at the school. Administrators were included in the Technology Integration training as

well. ACT and ACT Aspire training will also be scheduled, on-site, for the faculty and staff. Additionally, teachers will receive training on

differentiated instruction strategies to use in their classrooms. Professional development training was provided to ensure that the faculty and

staff provides the appropriate services to our English Language Learners. 3. Identify the teacher mentoring activities included in the schoolwide plan. For example, new or inexperienced teachers are given

support from an assigned master teacher. Teachers with three or less years experience are mentored by the Instructional Coach and assigned a mentor teacher within their

department. 4. Describe how this professional development is "sustained and ongoing." Professional development for technology is ongoing through our school district as a result of the 1:1 chromebook initiative in 2016-2017.

Each core classroom received a class set of chromebooks, and the teachers have the opportunity to attend professional development on

using the chromebook. There are multiple sessions offered by the district office throughout the year.



Component 6: Transition Strategies

1. Identify the strategies in the schoolwide plan that support and assist students in transitioning from one grade level to the next.

For example, preschool preparation for Kindergarten and/or eighth grade transition to high school. Incoming freshmen are given the opportunity to participate in Cougar Camp during the summer prior to entering the ninth grade. The

upcoming freshmen, along with their parents, also attends Cougar Day and Freshmen Orientation to complete necessary forms and receive

information prior to the start of school, to meet their teachers, learn where their classes and other resources are to familiarize them with their

new surroundings and acclimate them to high school. Additionally, as 8th grade students, they are invited to visit NHS prior to completion of

the eighth grade to become aware and exposed to the myriad of opportunities available to them for the next school year. NHS band, choir,

ROTC, parental involvement specialists, graduation coach, and guidance counselors visit, recruit, and make presentations to the middle

schools in our feeder pattern to make students aware of what NHS has to offer. Northview has established a 9th grade academy within the

school to ensure the the 9th grade students are able to adjust to the schedule changes.

Counselors and career technical teachers work with incoming freshmen to develop a 4-year education plan to ensure that students are

knowledgeable of what courses are required by the State Department of Education to graduate prepared for college and a career.



Component 7: Teacher Participation in Making Assessment Decisions

1. What measures are in place to include teachers in decisions regarding the use of results of statewide academic assessments? Teachers are provided access to view state assessment results, such as the ACT Plus Writing and ACT Aspire, of their students in the

guidance department and during data meetings with the Instructional Coach and Principal. Teachers participate in the decision making

process of how the results of the state assessments will be used to make decisions for the Continuous Improvement Plan, needs

assessment, program interventions and the master schedule. Based on the examination of the assessments results, each department meets

during common planning time with the Instructional Coach and Principal to collaborate on strategic teaching strategies, RtI intervention, and

needed resources.



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

Standards

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

standards at an advanced or proficient level? North view provides students who experience difficulty mastering state academic achievement assessment standards a variety of support

systems. In addition to direct teacher instruction, struggling students are offered after school tutoring (Tuesdays and Thursdays), and/or

Response to Instruction (RtI) team, and Cougar Climb which help students set obtainable academic goals. An ACT prep course and Read

180 Class are provided for additional support. 2. How is timely, effective, additional assistance provided to students who are experiencing difficulty mastering the State's

academic achievement assessment standards at an advanced or proficient level? Students experiencing difficulty are identified during the summer and the first month of school through the RtI committee, and are offered

timely support and extended learning opportunities through the following venues: Odyssey Standard Recovery computer based program

which is offered every class period. Students are assigned to tutoring by the RtI team. Teachers meet during planning time, once a month,

to collaborate and reflect on instructional design strategies and assessments to better serve struggling students. 3. How are students' individual needs being addressed through differentiated instruction in the classroom? Teachers plan and develop lessons, incorporate strategies and ways to assess students that addresses a variety of learning styles, student's

interest, and abilities within the classroom. Teachers receive professional development on how to differentiate instructions with strategies to

use with specific subjects. Teachers meet the needs of individual students learning through small collaborative group activities, peer sharing,

a variety of graphic organizers, project-based learning, technology, and multiple-types of formative based assessments. 4. Describe how the school provides opportunities for the most academically needy students to receive support and reinforcement

of academic skills BEYOND THE REGULAR SCHOOL DAY. North view provides an after school tutorial program for students on Tuesdays and Thursdays. Teachers are also available to students

before and after school. Students have an opportunity to work on assignments if assigned to Saturday School. 5. Describe procedures used to address challenges for EACH group of Migrant, English Language Learners, Economically

Disadvantaged, Special Education, Neglected and/or Delinquent, and Homeless Students. North view is a Title I (School-wide) school. Students that meet the above mentioned challenges are provided the opportunity for free and

reduced lunch programs, before and after school tutoring on Tuesdays and Thursdays, Credit recovery to make up failed credits and get on



track to graduate, cougar climb academic goal setting for struggling students, ACT prep and Read 180 class, ELL services, special education

services, RtI team monitoring and support, Title I support through the Parental Involvement Specialist. 6. Special Populations as listed in the Carl D. Perkins Career and Technical Education Act of 2006 - Describe procedures used to

address challenges for EACH group of individuals with disabilities, individuals from economically disadvantaged families

(including foster children), individuals preparing for non-traditional fields, single parents (including single pregnant women),

displaced homemakers, and individuals with limited English proficiency. NHS provides special education services and uses appropriate procedures in accordance with Federal and Alabama State laws and

regulations. The psychometrist track referrals and notices to parents concerning eligibility meetings. Evaluations are conducted to determine

eligibility for special education services. An Individualized Education team develops the individualized education based on the results of the

evaluation, the concerns of the parents, the academic developmental and functional needs of the student to the maximum extent appropriate,

and special education students with their non-disabled peers. Special education classes will occur only when the severity of the disability is

such that the general education classroom is not the student's least restrictive environment.

NHS special education students have access to a variety of educational programs and services available to non-disabled students; these

students are also provided and equal opportunity to participate in all extracurricular activities and programs available to non-disabled

students.



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

1. In what ways are the programs coordinated and integrated toward the achievement of the schoolwide goals? Northview High School draws on a wide range of resources form within and outside of the system. The use of and impact of these resources

are monitored in order to ensure that all students receive a quality education and meet high academic expectations. All programs and

resources are coordinated and integrated toward the achievement of the school-wide goals. The School Improvement Plan based

development with all stakeholders, describes how NHS uses Federal, State, and local district resources and programs to implement the Title

I School-wide components. The school principal coordinates with the Office of Curriculum and Instruction, the Department of State and

Federal Programs, the Department of Community Services, the Departments of Nutrition Services, the Department of Transportation, and the

local businesses to ensure that funding and programs are integrated into the school's instructional programs and operations.

2. List the State, Federal and local programs that are consolidated/coordinated in the schoolwide program and describe how all

programs and resources are coordinated and integrated toward the achievement of the schoolwide goals. Northview High School coordinates and integrates Federal, State, and local funds which includes: 1. Career and Technical Education (DTC)

2. Job Training (Career Preparation)

3. Professional Development

4. Alfred Saliba Family and Children Services

5. Parental Involvement (PTO/Parental Involvement Specialist)

6. S4 (Supplemental Services for Student Success) Counseling, Spectracare

7. Nutrition Program (National School Lunch Program)89. McKinney-Vento Program (Housing)

The school principal and staff, in coordination with the Department of State and Federal Programs director, develop and implement the

school-level budget for the school's instructional programs. The budget explains how resources are allocated under Title IA and other

applicable funding sources to implement the required school-wide plan to improve students' overall academic success. 3. How does the school coordinate and integrate the following Federal, State and local services in a manner applicable to the grade

level to support achievement of the schoolwide goals: violence prevention programs, nutrition programs, housing programs, Head

Start, adult education, vocational and technical education, and job training. The school principal, in collaboration with shareholders, coordinates with: the Office of Curriculum and Instruction, the Department of State

and Federal Programs, the Community Services providers, and the Departments of Nutrition and Transportation. The administration along

with school shareholders also coordinate and integrate programs and services regarding housing, vocational, technical and job training

services to ensure that funding and programs are available to develop school's instructional programs and assist students as needed.

Through the leadership committee, the school annually evaluates the implementation of and results achieved by the School Improvement

Plan through progress monitoring of instructional strategies, activities, and programs, data from State assessments, and other indicators of

academic achievement.



Component 10: Evaluation

1. How does the school evaluate the implementation of the schoolwide program? The CIP team meets quarterly. First, to review the current plan; then throughout the year to review, reflect, and revise the plan as needed,

and last to evaluate the plan and make informed decisions for the next school year 2. How does the school evaluate the results achieved by the schoolwide program using data from the State's annual assessments

and other indicators of academic achievement? Core subject area teachers meet within their departments throughout the year to discuss data findings from local and state assessments and

to make decisions and adjustments to instruction. Department meetings that focus on data and adjustment to instruction will be led by the

instructional coach. We will focus on the most recent data provided, how to increase student engagement and deep understanding of CCRS.

The Response to Instruction (RtI) committee members meet and collaborate on developing individualized plans for students referred to RtI

based on results from state assessments. The leadership team meets to analyze data from state assessments, programs within the school,

and surveys results to evaluate the schooled program and make informed decisions. 3. How does the school determine whether the schoolwide program has been effective in increasing the achievement of students

who are furthest from achieving the standards? The effectiveness of the program will be based on data that show growth or gains in students' level of achievement and areas of strength

among all students with special attention to students who were furthest from achieving the standards. We will use RtI and cougar climb to

monitor student growth throughout the year. Administrators will look for fine grain evidence of student engagement and depth of

understanding through instructional rounds. The leadership team will analyze data from state assessments given in the previous year and

current year to compare findings. 4. What process is followed by the school to revise the plan as necessary, based on the evaluation, to ensure continuous

improvement of students in the schoolwide program? The CIP team will meet monthly to review, reflect, and revise the plan as needed to ensure that the plan is being followed to fidelity and is

effective in meeting the needs of students to foster continuous improvement.

5. Are there any goals you are keeping from the previous year? If so, describe the progress in meeting these goals. Yes. Northview will keep the academic goals for Reading and Math. We plan to continue to increase proficiency in reading in math through

professional development and strategic teaching.



6. What goals did you change from your previous year's CIP? Why did you delete or change these goals? We made change to - Prepare and support teachers and leaders to graduate college and career ready students, to include our new one to

one initiative with the chrome books.



Coordination of Resources - Comprehensive

Budget



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



I. State Foundation Funds:

FTE's Earned Units Placed Total Salaries

FTE Teacher Units 78.35 74.10 4,900,980.35

Administrator Units 1.00 1 124,314.87

Assistant Principal 3.00 2.50 289,108.21

Counselor 3.00 3 252,545.91

Librarian 2.00 2 152,838.04

Career and Technical Education Administrator 0.00 0 0.00

Career and Technical Education Counselor 0.00 0 0.00

Technology 0.00 0 13,988.00

Professional Development 0.00 0 5,269.00

State ELL Funds 0.00 0 0.00

Instructional Supplies 0.00 0 33,490.00

Library Enhancement 0.00 0 1,756.00

Totals 5,774,290.38



Title I

Provide a brief explanation and breakdown of expenses. Title I funds were allocated to hire one parent involvement specialists, one registered nurse, one teacher, and three instruction assistant.

Benefits (insurance, retirement, FICA, SUI, and Medicare) for these employees were included in the allocation of funds. Some funding was

set aside for classroom instructional supplies for students and teachers. Title I funds were also budgeted for professional development for the

faculty such as, but not limited to, (MEGA, AETC, Model Schools, ASCD, CLAS, Laying the Foundation, Solution Tree, National

Differentiated Instruction Conference, SREB, Transition Leadership and SAMUEL I) with a focus on EL training, co-teaching, special

education, best practices, and technology. Funds were budgeted for printing and binding of materials for students and teachers. Local in-

district travel expense was budgeted for the Parental Involvement Specialist to do home and school visits for students. Funds to cover

postage for mail-outs of report cards, Student of the Month and Cougar Day postcards, as well as letters to parents and students as needed.

Funds were also set aside to upgrade technology (computers, laptops, printers, Apple TVs, and Promethean boards) to enhance instructional

delivery. Additionally, Carryover funds in the amount of $25,023.72 appropriated to NHS will be used to cover teacher/student printing and

binding needs and the travel expense for the Parent Involvement Specialists.

010 - Teacher - $62,915.75

101 - Instruction Assistants - $60,462.00

121 - Registered Nurse - $ 12,651.90

129 - Parental Involvement Specialists - $38,473.00 - Local In-District - $1,000.00

210 - Health Insurance - $12,480.00

220 - Retirement - $20,957.77

230 - FICA - $10,819.18

240 - Medicare - $2,530.28

250 - SUI - $122.18

270 - Life Insurance - $169.83

419 - Other Instructional Supplies - $17,881.49

382 - In-State Travel - $2,489.01

383 - Out-of-State Travel -$3,049.50

623 - Registration - $3,000

491 - Instructional Equipment - $15,000.00

495 - Non Capital Hardware - $25,000

364 -Postage - $2,000

Label Question Value1. Improving the Academic Achievement of the Disadvantaged

Provide the total.266263.38



Provide a brief explanation and a breakdown of expenses. N/A

Label Question Value1. ARRA Funds




Title II

Provide a brief explanation and a breakdown of expenses. Title II funds will be requested for teachers and administrators to attend professional development training if Title I or Focus Funds are not

available. The professional development includes but are not limited to the following trainings, conferences, and workshops:

MEGA, Laying the Foundation , HSTWs, ASCD Conference on Teaching Excellence, Advanced Placement Summer Institutes, Solution

Tree, Alabama Career & Technical Education, Transition Leadership Academy I, AETC, Anti-Bullying, and CLAS.

382 - In-State Travel - $2,000.00 383 - Out-of-State Travel - $4,500.00 623 - Registration - $1,500.00

Label Question Value1. Professional Development Activites




Title III


Label Question Value1. For English Language Learners




Title IV


Label Question Value1. Safe and Drug-Free Schools




Title VI


Label Question Value1. For Rural and Low-income Schools




Career and Technical Education-Perkins IV

Provide a brief explanation and breakdown of expenses. N/A

Provide a brief explanation and breakdown of expenses. N/A

Label Question Value1. Basic Grant (Title I)

Provide total.0.0

Label Question Value1. Tech Prep (Title II)




Other

Provide a brief explanation and a breakdown of expenses. Salaries & Benefits - 21,934.38

Computer Hardware - 25,000

Instructional Equipment - 15,000

Instructional Supplies - 16,070.33

Consultants - 4,000

Conferences and Workshops - 8,538.51

Indirect Cost - 1,953.78

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

GrantProvide the total.

110497.0



Local Funds

Provide a brief explanation and breakdown of expenses 391 - Athletic Transportation $22,460.00

411 - Student Instructional Supplies $5,000.00

419 - Other Instructional Supplies $10,000.00

419 - Club Supplies $5,000.00

923 - Guidance Clerk Salary (Part-time) $10,000.00 471 - Other General Office Supplies $5,790.00

Label Question Value1. Provide the total 58250.0



acip northview high schoolnorthview.dothan.k12.al.us/userfiles/servers/server...acip northview high...

Documents