I. Engage in a systematic Increase the number of Throughout the SIG process, the LEA will monitor school efforts to process of combining data, students meeting and ensure effective coordination of all identified interventions and activities technology, and curriculum exceeding proficiency in result in positive outcomes. A strategic process will be employed to development to support READING and MATH on the ensure that the implementation process is realistic, orderly, and seamless improved academic and Alabama Reading and Math Test in working with EMO’s, external providers, and grant personnel to assure behavioral outcomes for (ARMT) the implementation of coherence of efforts. students through professional a Response to Instruction (RtI) development of teachers and framework facilitated by the Comprehensive Instructional Reform Professional Development principals to implement efforts of a highly trained During full implementation teachers will meet daily to continue effective strategies through the instructional staff. profession development efforts started during pre-implementation. STI following achievement coaches will continue to facilitate these processes and Increase the number of Interventions/activities: engage staff in full implementation activities to include: students meeting and exceeding Facilitate coaching and walk-through cycles with proficiency in all portions of the administrators looking for patterns of strengths and Alabama High School weaknesses in implementation. Comprehensive Instructional Graduation Exam (AHSGE) Provide coaching/mentoring to teachers and administrators in Reform Professional through the implementation of differentiated instruction, small group intentional groupings. Development a Response to Instruction (RtI) Analyze academic benchmark data to verify effectiveness of framework facilitated by the Tier I instruction. Accelerated Reader STAR efforts of a highly trained Work with specialized personnel (special education teachers, Assessment Program instructional staff. academic coach, and reading coach, and math coach, intervention specialist) to ensure that academic and behavior Technology Hardware screening data are gathered and utilized to set intervention goals, place students in Tier II and Tier III interventions, and Technology Specialist monitor student growth. Initiate screening, benchmark and progress monitoring schedule to include STAR Reading and Math Diagnostic three Extended Learning After School times a year. Education Program Technology Integration Use of mobile computer labs will be managed by the Technology Specialist. Six mobile labs, equipped with 1 teacher station, 10 laptops and one LCD projector will be purchased with SIG funds to provide technology access across the school campus. The mobile labs will be used for academic intervention and to support the implementation of technology into areas such as physical education, counseling services, collaborative planning, RtI meetings, student advisory sessions, student
I. Engage in a systematic process of combining data, technology, and curriculum development to support improved academic and behavioral outcomes for students through professional development of teachers and principals to implement effective strategies through the following Interventions/activities: Comprehensive Instructional Reform Professional Development Accelerated Reader STAR Assessment Program Technology Hardware Technology Specialist Extended Learning After School Education Program Increase the number of students meeting and exceeding proficiency in READING and MATH on the Alabama Reading and Math Test (ARMT) the implementation of a Response to Instruction (RtI) framework facilitated by the efforts of a highly trained instructional staff. Increase the number of students meeting and exceeding proficiency in all portions of the Alabama High School Graduation Exam (AHSGE) through the implementation of a Response to Instruction (RtI) framework facilitated by the efforts of a highly trained instructional staff. Throughout the SIG process, the LEA will monitor school efforts to ensure effective coordination of all identified interventions and activities result in positive outcomes. A strategic process will be employed to ensure that the implementation process is realistic, orderly, and seamless in working with EMO’s, external providers, and grant personnel to assure coherence of efforts. Comprehensive Instructional Reform Professional Development During full implementation teachers will meet daily to continue profession development efforts started during pre-implementation. STI achievement coaches will continue to facilitate these processes and engage staff in full implementation activities to include: Facilitate coaching and walk-through cycles with administrators looking for patterns of strengths and weaknesses in implementation. Provide coaching/mentoring to teachers and administrators in differentiated instruction, small group intentional groupings. Analyze academic benchmark data to verify effectiveness of Tier I instruction. Work with specialized personnel (special education teachers, academic coach, and reading coach, and math coach, intervention specialist) to ensure that academic and behavior screening data are gathered and utilized to set intervention goals, place students in Tier II and Tier III interventions, and monitor student growth. Initiate screening, benchmark and progress monitoring schedule to include STAR Reading and Math Diagnostic three times a year. Technology Integration Use of mobile computer labs will be managed by the Technology Specialist. Six mobile labs, equipped with 1 teacher station, 10 laptops and one LCD projector will be purchased with SIG funds to provide technology access across the school campus. The mobile labs will be used for academic intervention and to support the implementation of technology into areas such as physical education, counseling services, collaborative planning, RtI meetings, student advisory sessions, student