CIP

ACIP
Moody Middle School

St. Clair County Board of Education
Ms. Debra Allred, Principal

696 High School Dr
Moody, AL 35004-2307
Document Generated On October 22, 2014
TABLE OF CONTENTS
Executive Summary
Introduction
Description of the School
School's Purpose
Notable Achievements and Areas of Improvement
Additional Information
Improvement Plan Stakeholder Involvement

Introduction
Improvement Planning Process
Stakeholder Feedback Diagnostic

Introduction
11
Stakeholder Feedback Data
12
Evaluative Criteria and Rubrics
13
Areas of Notable Achievement
14
Areas in Need of Improvement
15
Report Summary
16
Student Performance Diagnostic
Introduction
18
Student Performance Data
19
20
21
22
Report Summary
23
ACIP Assurances
Introduction
25
ACIP Assurances
26
Moody Middle School ACIP 2014-2015

Overview
28
Goals Summary
29
Goal 1: All students at Moody Middle School will improve reading and writing proficiency.
30
Goal 2: All students at Moody Middle School will increase their overall Mathematics proficiency.
32
Goal 3: Adequate Progress on Language Acquisition (APLA)
34
Goal 4: All Moody Middle School parents will have a better understanding of the MMS Continuous School Improvement
Plan and how it is implemented.
Activity Summary by Funding Source
34
36
Coordination of Resources-Comprehensive Budget

Introduction
40
I. State Foundation Funds: FTEs Earned
41
I. State Foundation Funds: Units Placed
42
I. State Foundation Funds:Total Salaries
43
II. Federal Funds
45
III. Local Funds (if applicable)
48
ACIP
Moody Middle School
Executive Summary
SY 2014-2015
2014 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
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ACIP
Moody Middle School
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.
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ACIP
Moody Middle School
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?
Moody is one of the fastest growing cities in St. Clair County, Alabama. One of the city's strengths is its location. The city is located in the
north-central part of the state approximately 20 miles east from Birmingham and approximately 120 miles west from Atlanta, Georgia. The
city remains primarily rural with rapidly, emerging industrial growth. A large percentage of the city residents work in services or retail trade.
Moody Middle School employs approximately 45 teachers, administrators and support personnel. Over 90% of teachers and administrators
have a Master's Degree or higher and 100% of the teachers are highly qualified.
Moody Middle School serves the community of Moody. Presently, 576 students of varied ethnicity are served throughout the school. The
largest ethnic group is white at 78% with African-American being the second largest at 11%. Additionally, the Hispanic ethnic group makes
up 6% and Asian, 2%. Enrollment has steadily increased yearly by approximately one percent over the past five years.
One unique feature of Moody is the socio-economic diversity. Fifty-three percent of Moody Middle School's student body qualifies for free or
reduced lunch. The socioeconomic diversity presents unique challenges within our school. Access to technology outside the classroom is
limited in many of our homes.
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ACIP
Moody Middle School
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.
The purpose of Moody Middle School is to prepare students to be ready for college, career, and life. The mission of Moody Middle School is
to provide a safe environment, instruction with rigor and relevance, and to ensure that high expectations are maintained for all students. Our
goal is that all students will be prepared for college and career and will become responsible, productive citizens, and life-long learners. The
vision of the Moody Middle School is to be recognized as one of St. Clair County and Alabama's premiere schools and to be identified
globally as an innovative school where all students will go on to graduate from high school on time, will be college and career ready and will
be prepared for life. The school beliefs include the following: Given academic and emotional support, all students can and will reach their
highest potential; Great administrators and teachers are key to student achievement; Parent involvement and consistent stakeholder support
impacts student success; Embracing change and promoting improvement results in success. Moody Middle School values providing a safe
and supporting learning culture in which relationships are built and maintained, providing classroom instruction which is relevant to the 21st
century learner, and providing a rigorous curriculum where students become lifelong problem solvers and critical thinkers.
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ACIP
Moody Middle School
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.
Some of the areas of achievement include the following:

C5 Laptop project adding 476 Mac computers in two years
Completed a totally wireless internet infrastructure in our school
Safe Schools and Healthy Students Federal Grant
Two National Board Certified Teachers in the school.
One SCCBOE Elementary Teacher of the Year
Some areas of improvement include the following:

Reading instruction and increased proficiency in all subgroups, with a focus on special education.
Initiatives are in place, but the tools and infrastructure are still catching up.
Replacement of all outdated Windows XP computers since county primarily uses Windows operating systems. All teachers currently do not
have an updated computer with Windows 7 or 8. Several of our programs for language and math will not work on the Macs.
Parental involvement needs to be increased.
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Moody Middle School
Additional Information
Provide any additional information you would like to share with the public and community that were not prompted in the previous
sections.
The St. Clair County School system is preparing tomorrow's leaders today. This slogan captures the student-centered philosophy of the
school district. Moody Middle has its focus on preparing its students to meet the challenges of the 21st century.
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ACIP
Moody Middle School
Improvement Plan Stakeholder Involvement
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ACIP
Moody Middle School
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.
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Moody Middle School

Describe the process used to engage a variety of stakeholders in the development of the institution's improvement plan. Include
information on how stakeholders were selected and informed of their roles, and how meetings were scheduled to accommodate
them.
The school improvement team leader and administrators selected and personally requested stakeholders to give input for the improvement
plan. Each stakeholder selected have the following qualifications: Passion for Moody Middle School; Vision for growth; and Expert knowledge
in their field of specialty. Meetings were held during the summer, pre-scheduled professional development times, and after school. Meeting
notes were taken and emailed to absent stakeholders.
Describe the representations from stakeholder groups that participated in the development of the improvement plan and their
responsibilities in this process.
The Moody Middle stakeholder group included parents, community leaders, teachers, media specialist/technology contact, counselor, and
administrators.This groups analyzed data to develop the local school, county and state goals. Once the goals were established the group
then developed objectives and strategies to implement said goals.
Explain how the final improvement plan was communicated to all stakeholders, and the method and frequency in which
stakeholders receive information on its progress.
Final plan was communicated through email, school website and meetings. The stakeholders were updated and received information as the
plan was developed.
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ACIP
Moody Middle School
Stakeholder Feedback Diagnostic
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ACIP
Moody Middle School
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.
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ACIP
Moody Middle School
Stakeholder Feedback Data
Label
1.
Assurance
Did you complete the Stakeholder Feedback
Data document offline and upload below?
Response
Yes
Comment
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Attachment
Survey By
Standards
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ACIP
Moody Middle School
Overall Rating: 3.0
1.
Statement or Question
Questionnaire Administration
Response
Rating
Some required AdvancED questionnaires were Level 2
used by the institution to receive stakeholder
feedback. The minimum response rate for each
population was met (parent questionnaire:
equal to or greater than 20%, student
questionnaire(s): equal to or greater than 40%,
staff questionnaire: equal to or greater than
60%). Questionnaires were administered with
modest fidelity to the administrative procedures
appropriate for each assessment. In some
instances, the stakeholders to whom these
questionnaires were administered somewhat
represented the populations served by the
institution. Appropriate accommodations were
provided for some participants.
2.
Stakeholder Feedback Results and Analysis
Response
Rating
Two or more of the stakeholder questionnaires Level 4
had average item values of 4.30 or higher (on a
5.0 scale). All questionnaires had an average
item value of 3.20 or above (on a 5.0 scale).
Results of stakeholder feedback collected by
the institution were well analyzed and clearly
presented.
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ACIP
Moody Middle School
Which area(s) indicate the overall highest level of satisfaction or approval?
Standard 4: Resources and Support Systems received the overall highest score of 4.08.
Which area(s) show a trend toward increasing stakeholder satisfaction or approval?
This is the first year to implement the AdvanceED survey. We will show a trend next year.
Which of the above reported findings are consistent with findings from other stakeholder feedback sources?
The reported findings are consistent with parents verbal feedback to administration.
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ACIP
Moody Middle School
Which area(s) indicate the overall lowest level of satisfaction or approval?
Standard 3: Teaching and Assessing for Learning and Standard 5: Using Results for Continuous Improvements both scored 3.94
Which area(s) show a trend toward decreasing stakeholder satisfaction or approval?
This is the first year to implement the AdvanceED survey. We will show a trend next year.
What are the implications for these stakeholder perceptions?
We will need to better explain how we analyze data for our Continuous Improvement Plan and how we use this data to drive instruction.
Which of the above reported findings are consistent with findings from other stakeholder feedback sources?
No other feedback source asks about the Continuous Improvement Plan, therefore we do not have consistencies.
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Moody Middle School
Report Summary
Scores By Section
Section Score
1
Sections
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ACIP
Moody Middle School
Student Performance Diagnostic
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ACIP
Moody Middle School
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.
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ACIP
Moody Middle School
Student Performance Data
Label
1.
Assurance
Did you complete the Student Performance
Data document offline and upload below?
Response
Yes
Comment
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Attachment
2014 ACT Aspire
5th Grade Current
Progress
2014 ACT Aspire
Grade Level
Proficiency
2014 ACT Aspire
5th Grade
Proficiency by
Demographic
2014 ACT Aspire
4th Grade
Proficiency by
Demographic
2014 ACT Aspire
6th Grade
Proficiency by
Demographic
2014 ACT Aspire
6th Grade
Supplemental
Scores
2014 ACT Aspire
4th Grade
Supplemental
Scores
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ACIP
Moody Middle School
Overall Rating: 3.25
1.
Assessment Quality
Response
Rating
The array of assessment devices used by the
Level 4
institution to determine students' performances
is sufficiently aligned so that valid inferences
can be reached regarding students' status with
respect to the entire set of curricular aims
regarded as high-priority, must accomplish,
instructional targets. The documentation
provided in support of this alignment is
persuasive. All of the assessments used are
accompanied by evidence demonstrating that
they satisfy accepted technical requirements
such as validity, reliability, absence of bias, and
instructional sensitivity.
2.
Test Administration
Response
Rating
All the assessments used by the institution to
Level 4
determine students' performances, whether
externally acquired or internally developed,
have been administered with complete fidelity
to the administrative procedures appropriate for
each assessment. In every instance, the
students to whom these assessments were
administered are accurately representative of
the students served by the institution.
Appropriate accommodations have been
provided for all assessments so that valid
inferences can be made about all students'
status with respect to all of the institution's
targeted curricular outcomes.
3.
Quality of Learning
Response
Rating
Evidence of student learning promoted by the
Level 3
institution is acceptably analyzed and presented
with reasonable clarity. In comparison to
institutions functioning in a similar educational
context, students' status, improvement, and/or
growth evidence indicates that the level of
student learning is at or above what would
otherwise be expected.
4.
Equity of Learning
Response
Rating
Evidence of student learning indicates
Level 2
achievement gaps exist among subpopulations
of students, and these achievement gaps
demonstrate a modest decline.
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ACIP
Moody Middle School
Which area(s) are above the expected levels of performance?
Moody Middle School met the 6th grade Math benchmark of 420. 6th grade ranked 63rd nation in comparison to other students who took the
ACT Aspire Math test in 2014.
Describe the area(s) that show a positive trend in performance.
Overall, Moody Middle School was close to benchmarking in both the Math and Reading tests for all grade levels with the exception of 6th
Grade Math. We met the 6th grade Math benchmark of 420. Moody Middle School's Math scores rank above the 55th percentile nationally
across all grade levels. 4th grade ranked 55th, 5th grade ranked 60th, and 6th grade ranked 63rd in comparison to other students in the
nation. ACT Aspire projected that the average score of future ACT Aspire Math assessments of the 2014 4th and 5th grade students will
benchmark in 5th and 6th grade.
Which area(s) indicate the overall highest performance?
Math was our highest scoring subject on the 2014 ACT Aspire test. 44% of Moody Middle School students are ACT Ready and 48% of
students are close to being ACT Ready. Our Math scores rank above the 55th percentile nationally across all grade levels. 4th grade ranked
55th, 5th grade ranked 60th, and 6th grade ranked 63rd in comparison to other students in the nation.
Which subgroup(s) show a trend toward increasing performance?
75% of our Black/ African American subgroup shows a potential trend of increasing performance. 23% of scores Black/ African American
were marked ACT Ready and 52% were noted as being close to ACT Ready.
Between which subgroups is the achievement gap closing?
Our Black/African American subgroup is showing a level of improvement in Math.
Which of the above reported findings are consistent with findings from other data sources?
The above findings is consistent with STAR Math Results.
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ACIP
Moody Middle School
Which area(s) are below the expected levels of performance?
5th grade Reading missed the benchmark of 420 by 4 points with a score of 416.
Describe the area(s) that show a negative trend in performance.
ACT Aspire projected that the average score of future ACT Aspire Reading assessments of the 2014 4th and 5th grade students will not
benchmark in 5th and 6th grade.
Which area(s) indicate the overall lowest performance?
Our progress with text complexity is a weak point school wide. 62% of Moody Middle School students showed insufficient progress in being
able to read and understand increasingly complex texts to prepare for the reading demands of college and career.
Which subgroup(s) show a trend toward decreasing performance?
We do show a learning gap comparing our Hispanic population's reading scores to the school's scores. 66% of our Hispanic population is in
need of support to reach the Reading benchmark compared to 35% of MMS students who need support.
Between which subgroups is the achievement gap becoming greater?
Again, we do show a learning gap comparing our Hispanic population's reading scores to the school's scores. 66% of our Hispanic
population is in need of support to reach the Reading benchmark compared to 35% of MMS students who need support. Yet, this subgroup's
Math proficiency levels are near average of the whole school's scores. 33% of Hispanics are ACT Ready, 62% of Hispanics are close and
5% are in need of support.
Which of the above reported findings are consistent with findings from other data sources?
The above findings are consistent with STAR Reading reports.
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ACIP
Moody Middle School
Report Summary
Scores By Section
Section Score
1
3.25
Sections
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ACIP
Moody Middle School
ACIP Assurances
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ACIP
Moody Middle School
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.
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ACIP
Moody Middle School
ACIP Assurances
Label
1.
Assurance
The Instructional Leadership Team members
that should be present include the principal,
guidance counselor, district school
improvement specialist (or other designee),
appropriate content-area teachers, parent
representatives, and student representatives
(as appropriate). Depending on the data,
additional members may include special
population representatives (Technology
Coordinator, Special Education, ELL, etc.),
district federal programs coordinator, district
chief school financial officer, community
stakeholders, or any other member as
appropriate. Documentation will be maintained
on site.
Response
Yes
Comment
Attachment
ACIP Meeting
6/25/14
ACIP Meeting
9/8/14
Label
2.
Assurance
Response
The institution complies with all federal laws
Yes
and regulations prohibiting discrimination and
with all requirements and regulations of the
U.S. Department of Education. It is the policy of
this institution that no person on the basis of
race, color, religion, national origin or ancestry,
age, gender, height, weight, marital status or
disability shall be subjected to discrimination in
any program, service or activity for which the
institution is responsible, or for which it receives
financial assistance from the U.S. Department
of Education.
Comment
Attachment
Student
Harassment
Prevention Section
of Code of Conduct
with Signature
Label
3.
Assurance
The institution has designated an employee to
coordinate efforts to comply with and carry out
non-discrimination responsibilities. If yes, list
the name, position, address and telephone
number of the employee in the comment field.
Response
Yes
Comment
Kevin Hathcock, 205-594-7131
410 Roy Drive
Ashville, AL 35953
Attachment
Label
4.
Assurance
The institution has a Parent Involvement policy
and plan as required in NCLB Section 1118,
and ensures that all requirements in Section
1118 and 1111(h)(6), Parents' Right-to-Know,
are implemented systematically.
Response
Yes
Comment
Attachment
Parent Involvement
Plan
Label
5.
Assurance
Response
The institution has a School-Parent Compact. If No
a Title I school, the School-Parent Compact
contains the required components (NCLB
Section 1118(d)(1-2)(A,B,C)) and was jointly
developed with parents of participating
students.
Comment
Moody Middle is not a Title I
school.
Attachment
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Moody Middle School
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ACIP
Moody Middle School
Overview
Plan Name
Plan Description
Alabama Continuous Improvement Plan for the 2014-2015
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ACIP
Moody Middle School
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.
#
1
2
3
4
Goal Name
All students at Moody Middle School will improve
reading and writing proficiency.
Goal Details
Objectives:1
Strategies:3
Activities:11
All students at Moody Middle School will increase Objectives:1
their overall Mathematics proficiency.
Strategies:2
Activities:5
Adequate Progress on Language Acquisition
Objectives:1
(APLA)
Strategies:1
Activities:1
All Moody Middle School parents will have a better Objectives:1
understanding of the MMS Continuous School
Strategies:1
Improvement Plan and how it is implemented.
Activities:2
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Goal Type
Academic
Total Funding
$0
Academic
$0
Academic
$0
Organizational
$0
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ACIP
Moody Middle School
Goal 1: All students at Moody Middle School will improve reading and writing proficiency.
Measurable Objective 1:
100% of All Students will demonstrate a proficiency increase in Reading by 05/30/2015 as measured by the Reading Readiness Levels on the 2015 ACT Aspire
Assessment.
Strategy 1:
Strategic Planning and Teaching - Teachers will correlate their lesson plans with the ELA CCRS, STAR, ACT Aspire results and district pacing guides. All core teachers
will teach strategically, in all classes, daily. All core teachers will implement at least one of three components of a strategic lesson. (a) Three parts of a strategic lesson
before, during and after, (b) Four steps in explicit instruction I do, we do, small group does, individual student does (c) Five daily components of active literacy: Sspeak, W-write, I-Investigate,
R-Reading, L-listening (SWIRL) about the lesson every day.
Research Cited: Alabama State Department of Education ARI Strategic Teaching
Activity - Opening student friendly objectives and purpose
Activity Type
Begin Date
End Date
All core teachers will open each lesson with a student friendly objective
Direct
which will be revisited throughout the lesson for understanding (formative Instruction
assessment) each day. All teachers will begin each class by establishing a
purpose for the lesson to relate to the student, build background
knowledge, and generate questions to investigate, or discuss essential
vocabulary.
08/07/2014
05/29/2015
Activity - Long range lesson planning
Begin Date
End Date
Teachers will correlate their lesson plans with the present ALCOS and ACT Other
Aspire Item Specifications as well as the district pacing guides.
08/07/2014
05/29/2015
Activity - Higher-order Questioning and Alignment
Begin Date
End Date
All teachers will engage their students in higher level questioning during
Direct
class time in an effort to strengthen a deeper understanding of the content Instruction
for all students when assessed. (Revised Blooms Taxonomy-Remember,
Understand, Apply, Analyze, Evaluate, Create).
08/07/2014
05/29/2015
Activity - Small Group /Differentiated Instruction
Begin Date
End Date
08/07/2014
05/29/2015
Activity Type
Activity Type
Activity Type
All teachers will use small-group instruction, as needed, to meet the needs Direct
of Tier II and Tier III students as well as accelerated students.
Instruction
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Resource
Assigned
$0
Source Of
Funding
No Funding
Required
Staff
Responsible
All core
teachers
Resource
Assigned
$0
Source Of
Funding
No Funding
Required
Staff
Responsible
All core
teachers
Resource
Assigned
$0
Source Of
Funding
No Funding
Required
Staff
Responsible
All core
teachers
Resource
Assigned
$0
Source Of
Funding
No Funding
Required
Staff
Responsible
All core
teachers and
Read180
teacher
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ACIP
Moody Middle School
Activity - Assessment/Reflection
Activity Type
Begin Date
End Date
At the end of the lesson, all teachers will reflect on the content of the
Direct
lesson in a manner that formatively assesses comprehension of all
Instruction
students. Assessments can include but not limited to the following:
questioning, group share-out, retell, summarizing, journal writing, exit slips,
and justify responses. If comprehension of all students is not reached, the
teacher will implement other teaching strategies to reach comprehension.
08/07/2014
05/29/2015
Activity - Technology Integration
Activity Type
Begin Date
End Date
All teachers will utilize 21st Century tools and strategies to improve
reading/writing skills in all content areas by inspiring creativity,
collaboration, communication, critical thinking using technology.
Direct
Instruction
08/07/2014
05/29/2015
Resource
Assigned
$0
Source Of
Funding
No Funding
Required
Staff
Responsible
All core
teachers
Resource
Assigned
$0
Source Of
Funding
No Funding
Required
Staff
Responsible
All core
teachers
Strategy 2:
Increased Complexity in Reading and Writing - All core teachers will integrate reading/writing complexity into their lessons by building knowledge through content-rich
nonfiction with a 50/50 balance between informational and literacy reading. This goal is in line with the ELA CCRS which builds like a staircase of text complexity, so
that all students are ready for the demands of college- and career- level reading no later than the end of high school.
Research Cited: ELA CCRS
Activity - Increase Practice with Complex Text
Activity Type
Begin Date
End Date
Teachers will plan for students to increase practice in reading, writing and
speaking grounded in evidence from literature and informational text and
through rigorous practice with complex text and its academic language.
Direct
Instruction
08/07/2014
05/29/2015
Activity - Read and Write Multiple Genres
Activity Type
Begin Date
End Date
08/07/2014
05/29/2015
All students will read and write multiple genres in all content areas. All
Direct
grades will utilize textual materials generally read for information, such as Instruction
charts, graphs, encyclopedias (reference materials), news, magazines,
essays, lab manuals, and material found in textbooks. They will also utilize
recreational materials generally read for pleasure, such as magazines,
poetry, novels, and short stories; and functional materials generally read
for a precise action, such as directions, maps, schedules (television, bus),
menus (computer, restaurant), catalogues, instructions, and other material
generally encountered in everyday life beyond the classroom. 6th Grade
will go one step further by applying, recognizing and analyzing sequence of
events, generalizations, climax, complex predictions of the following: short
stories, novels, plays, myths, informational text, odes, ballads, epics,
science fiction, figurative language, and idioms.
Resource
Assigned
$0
Source Of
Funding
No Funding
Required
Staff
Responsible
All core
teachers
Resource
Assigned
$0
Source Of
Funding
No Funding
Required
Staff
Responsible
All core
teachers
Strategy 3:
Address All Students Literacy Needs by Using Data to Drive Instruction - All homeroom teachers will use longitudinal data including but not limited to ACT Aspire,
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ARMT+, DIBELS, STAR Enterprise, and theme tests to address weakest reading standards in all reading classes.
Research Cited: Wayman, J. C., & Stringfield, S. (2006). Data use for school improvement: School practices and research perspectives. American Journal of Education,
112, 463468.
Activity - Analyze School Logitudinal Data
Activity Type
Begin Date
End Date
All reading teachers will identify students strengths and weakness in

Academic
reading no later than August. This data will be used to identify and monitor Support
at-risk students which could include students in the special education
Program
program, English as a second language students, gifted students, students
in the free and reduced lunch program, minority students, truant students,
and students with behavioral issues. Once the at-risk students reading
weakness is identified; the reading teacher along with support staff
assigned to that student will then plan interventions, review existing plans
and discuss best practices with other core teachers.
08/29/2014
05/29/2015
Activity - Utilize Longitudinal Data to Implement Instruction
Activity Type
Begin Date
End Date
All core teachers in grades 4-6 will place their students into instructional
groups based on cumulative sources of data. All teachers will monitor
students comprehension of literary/ recreational/ functional texts with a
50% balance between non-fiction and informational text beginning in
August and throughout the year through multiple assessments.
Direct
Instruction
08/25/2014
05/29/2015
Activity - Goal Setting Conferences
Activity Type
Begin Date
End Date
The teacher will discuss strengths and weaknesses with students and
communicate with parents regularly, supply resources, adjust existing
plans, provide tutoring opportunities, and encouragement to support the
student's increase of reading strengths and decrease of weaknesses.
Direct
Instruction
08/25/2014
05/29/2015
Resource
Assigned
$0
Source Of
Funding
No Funding
Required
Staff
Responsible
All Reading
teachers, core
teachers,
gifted
education
teacher,
special
education
teacher and
EL teacher.
Resource
Assigned
$0
Source Of
Funding
No Funding
Required
Staff
Responsible
All core
teachers
Resource
Assigned
$0
Source Of
Funding
No Funding
Required
Staff
Responsible
All core
teachers
Goal 2: All students at Moody Middle School will increase their overall Mathematics proficiency.
100% of All Students will demonstrate a proficiency increase of 2% in Mathematics by 05/29/2015 as measured by the Mathematic Readiness Levels on the 2015
ACT Aspire Assessment .
Strategy 1:
Strategic Planning and Teaching in Mathematics - Math teachers will correlate their lesson plans with the Math CCRS. Teachers will follow the district pacing guide,
CCRS and Aspire correlations, ALEX, and Alabama Insight. Teachers will plan and facilitate challenging tasks for students including but not limited to: students
speaking/writing about math, presenting justification for their answers, using tools and manipulatives, actively engaged in problem solving with real-life applications in
SY 2014-2015
Page 32
ACIP
Moody Middle School
small groups, use 21st Century instructional tools, and AMSTI activities. Five daily components of active engaged learning will also be utilized by Math teachers: SWIRL
S-Speak and react to others thinking and solutions to problems, W- Communicate in Writing, I-Investigate and analyze, R-Reading the arguments of others, and LListening to the arguments of others.
Research Cited: Barton, M.L., and C. Heidema. Teaching Reading in Mathematics, second edition (Aurora, Colo.: Mid-continent Research for Education and Learning,
2002).
Activity - Reflective Long-Range Lesson Planning
Activity Type
Begin Date
End Date
Math teachers will correlate their lesson plans with the Math ALCOS for
2003 and 2010 and ACT Aspire Item Specifications. Teachers will follow
the district pacing guide, ALCOS and ACT Aspire correlations will be
noted.
Direct
Instruction
08/07/2014
05/29/2015
Activity - Open Lesson With Student Friendly Written Standard
Activity Type
Begin Date
End Date
All math teachers will open each lesson and post in classroom a student
friendly version of the CCRS standards, which will be revisited throughout
the lesson for understanding each day. All math teachers will begin each
class by establishing a purpose for the lesson, make the lesson relative to
the student, build background knowledge, generate questions to
investigate, and use math vocabulary.
Direct
Instruction
08/07/2014
05/29/2015
Activity - Differentiated Instruction
Activity Type
Begin Date
End Date
During the lesson, all math teachers will use various strategies to explore
or explain the lesson. Possible strategies utilized would be the following:
small group teaching, Think Central, word walls, anchor charts, peer
tutoring, re-teach in another way, technology, integrate new information,
and portfolio assessments.
Direct
Instruction
08/07/2014
05/29/2015
Resource
Assigned
$0
Source Of
Funding
No Funding
Required
Staff
Responsible
All Math
Teachers
Resource
Assigned
$0
Source Of
Funding
No Funding
Required
Staff
Responsible
All Math
Teachers
Resource
Assigned
$0
Source Of
Funding
No Funding
Required
Staff
Responsible
All Math
Teachers
Strategy 2:
Using Data To Improve Student Achievement - All math teachers will use data to improve math proficiency by analyzing and identifying needs.
Research Cited: Wayman, J. C., & Stringfield, S. (2006). Data use for school improvement: School practices and research perspectives. American Journal of Education,
112, 463468.
Activity - Analyze School Logitudinal Data
Activity Type
All homeroom teachers will identify weakest standards of all students no

Other
later than August from STAR Math Reports and October from ACT Aspire.
All math teachers will list students strengths and weaknesses. All math
teachers will determine which areas of math need to be addressed.
SY 2014-2015
Begin Date
End Date
08/07/2014
05/29/2015
Resource
Assigned
$0
Source Of
Funding
No Funding
Required
Staff
Responsible
All Homeroom
Teachers and
Math
Teachers
Page 33
ACIP
Moody Middle School
Activity - Assessments to Guide Instrustion
Activity Type
After each lesson, all math teachers and students will reflect on the
Direct
outcome of the lesson in a manner that formatively assesses
Instruction
comprehension of all students. Formative assessments can include but not
limited to the following: questions, group share-out, retell, summarize,
journal writing, exit slips, and justify responses. Math teachers will then
using the results of the assessment to guide instruction (Standard for
Mathematical Practice 6).
Begin Date
End Date
08/07/2014
05/29/2015
Resource
Assigned
$0
Source Of
Funding
No Funding
Required
Staff
Responsible
All Math
teachers
Goal 3: Adequate Progress on Language Acquisition (APLA)

100% of English Learners students will demonstrate a proficiency increase of 15% in Reading by 05/29/2015 as measured by adequate progress on ACCESS for
ELL exam..
Strategy 1:
Student Goal Setting/Teacher Goal Setting - During 2014-15 school year classroom teachers of non proficient English Language students will collaborate with ESL
teacher to review, analyze and set student-learning goals and teacher-instructional goals using student goal setting forms. Lesson plans will reflect student's
instructional goals as well as their Language goals.
Research Cited: Pintrich, P. R. (2000). Multiple goals, multiple pathways: The role of goal orientation in learning and achievement. Journal of Educational Psychology,
92, 544555.
Activity - Goal Setting
Activity Type
ESL teacher will develop teacher checklist that teachers will sign once they Direct
have their I-ELP and goal setting forms. Lesson plans will reflect student's Instruction
instructional goals as well as their Language goals.
Begin Date
End Date
08/07/2014
05/29/2015
Resource
Assigned
$0
Source Of
Funding
No Funding
Required
Staff
Responsible
ESL teacher
all Core
Teacher of
non-proficient
EL students
Goal 4: All Moody Middle School parents will have a better understanding of the MMS
Continuous School Improvement Plan and how it is implemented.
collaborate to on how to better comunicate with Moody Middle School parents. by 05/29/2015 as measured by the AdvancEd Parent Survey.
SY 2014-2015
Page 34
ACIP
Moody Middle School
Strategy 1:
Improving Communication with Parents - Effective communication with parents can go a long way toward helping students achieve the goals we have set for them in
school.
Research Cited: ...
Activity - Communicate with Parents Early in the Year
Activity Type
Begin Date
End Date
Homeroom teachers will create a special packet for parents at the

beginning of the semester to communicate class objectives, rules, and
expectations about homework. Require students to deliver this packet to
their parents.
Parent
Involvement
08/07/2014
09/26/2014
Activity - Communicate with Parents Regularly
Activity Type
Begin Date
End Date
All core teachers will personally speak to each student's parents at least
Parent
one per semester. Teachers will communicate with parents about both
Involvement
positive and negative aspects of their child's academic performance.
Parents who hear only negative things about their child's academic
performance begin to expect only bad news from school and have little
opportunity to help their child see what is working at school. Positive
communications facilitate the parent-child relationship and may provide an
"in" for a parent.
08/07/2014
05/29/2015
SY 2014-2015
Resource
Assigned
$0
Source Of
Funding
No Funding
Required
Staff
Responsible
Homeroom
teachers
Resource
Assigned
$0
Source Of
Funding
No Funding
Required
Staff
Responsible
All core
teachers
Page 35
ACIP
Moody Middle School
Activity Summary by Funding Source

Below is a breakdown of your activities by funding source
No Funding Required
Activity Name
Activity Description
Long range lesson planning

Goal Setting
Technology Integration
Assessments to Guide
Instrustion
Communicate with Parents

Early in the Year
Differentiated Instruction
Opening student friendly

objectives and purpose
Begin Date
End Date
Teachers will correlate their lesson plans with the present

Other
ALCOS and ACT Aspire Item Specifications as well as the
district pacing guides.
ESL teacher will develop teacher checklist that teachers will Direct
sign once they have their I-ELP and goal setting forms.
Instruction
Lesson plans will reflect student's instructional goals as well
as their Language goals.
08/07/2014
All teachers will utilize 21st Century tools and strategies to

improve reading/writing skills in all content areas by
inspiring creativity, collaboration, communication, critical
thinking using technology.
After each lesson, all math teachers and students will reflect
on the outcome of the lesson in a manner that formatively
assesses comprehension of all students. Formative
assessments can include but not limited to the following:
questions, group share-out, retell, summarize, journal
writing, exit slips, and justify responses. Math teachers will
then using the results of the assessment to guide instruction
(Standard for Mathematical Practice 6).
Homeroom teachers will create a special packet for parents
at the beginning of the semester to communicate class
objectives, rules, and expectations about homework.
Require students to deliver this packet to their parents.
During the lesson, all math teachers will use various
strategies to explore or explain the lesson. Possible
strategies utilized would be the following: small group
teaching, Think Central, word walls, anchor charts, peer
tutoring, re-teach in another way, technology, integrate new
information, and portfolio assessments.
All core teachers will open each lesson with a student
friendly objective which will be revisited throughout the
lesson for understanding (formative assessment) each day.
All teachers will begin each class by establishing a purpose
for the lesson to relate to the student, build background
knowledge, and generate questions to investigate, or
discuss essential vocabulary.
SY 2014-2015
Activity Type
05/29/2015
Resource
Assigned
$0
Staff
Responsible
All core
teachers
08/07/2014
05/29/2015
$0
Direct
Instruction
08/07/2014
05/29/2015
$0
ESL teacher
all Core
Teacher of
non-proficient
EL students
All core
teachers
Direct
Instruction
08/07/2014
05/29/2015
$0
All Math
teachers
Parent
Involvement
08/07/2014
09/26/2014
$0
Homeroom
teachers
Direct
Instruction
08/07/2014
05/29/2015
$0
All Math
Teachers
Direct
Instruction
08/07/2014
05/29/2015
$0
All core
teachers
Page 36
ACIP
Moody Middle School
Increase Practice with

Complex Text
Goal Setting Conferences
Analyze School Logitudinal

Data
Read and Write Multiple

Genres
Communicate with Parents

Regularly
Teachers will plan for students to increase practice in

reading, writing and speaking grounded in evidence from
literature and informational text and through rigorous
practice with complex text and its academic language.
The teacher will discuss strengths and weaknesses with
students and communicate with parents regularly, supply
resources, adjust existing plans, provide tutoring
opportunities, and encouragement to support the student's
increase of reading strengths and decrease of weaknesses.
All reading teachers will identify students strengths and
weakness in reading no later than August. This data will be
used to identify and monitor at-risk students which could
include students in the special education program, English
as a second language students, gifted students, students in
the free and reduced lunch program, minority students,
truant students, and students with behavioral issues. Once
the at-risk students reading weakness is identified; the
reading teacher along with support staff assigned to that
student will then plan interventions, review existing plans
and discuss best practices with other core teachers.
All students will read and write multiple genres in all content
areas. All grades will utilize textual materials generally read
for information, such as charts, graphs, encyclopedias
(reference materials), news, magazines, essays, lab
manuals, and material found in textbooks. They will also
utilize recreational materials generally read for pleasure,
such as magazines, poetry, novels, and short stories; and
functional materials generally read for a precise action,
such as directions, maps, schedules (television, bus),
menus (computer, restaurant), catalogues, instructions, and
other material generally encountered in everyday life
beyond the classroom. 6th Grade will go one step further by
applying, recognizing and analyzing sequence of events,
generalizations, climax, complex predictions of the
following: short stories, novels, plays, myths, informational
text, odes, ballads, epics, science fiction, figurative
language, and idioms.
All core teachers will personally speak to each student's
parents at least one per semester. Teachers will
communicate with parents about both positive and negative
aspects of their child's academic performance. Parents who
hear only negative things about their child's academic
performance begin to expect only bad news from school
and have little opportunity to help their child see what is
working at school. Positive communications facilitate the
parent-child relationship and may provide an "in" for a
parent.
SY 2014-2015
Direct
Instruction
08/07/2014
05/29/2015
$0
All core
teachers
Direct
Instruction
08/25/2014
05/29/2015
$0
All core
teachers
Academic
Support
Program
08/29/2014
05/29/2015
$0
All Reading
teachers, core
teachers,
gifted
education
teacher,
special
education
teacher and
EL teacher.
Direct
Instruction
08/07/2014
05/29/2015
$0
All core
teachers
Parent
Involvement
08/07/2014
05/29/2015
$0
All core
teachers
Page 37
ACIP
Moody Middle School
Utilize Longitudinal Data to

Implement Instruction
Small Group /Differentiated

Instruction
Reflective Long-Range
Lesson Planning
Analyze School Logitudinal
Data
Open Lesson With Student

Friendly Written Standard
Higher-order Questioning
and Alignment
Assessment/Reflection
All core teachers in grades 4-6 will place their students into
instructional groups based on cumulative sources of data.
All teachers will monitor students comprehension of literary/
recreational/ functional texts with a 50% balance between
non-fiction and informational text beginning in August and
throughout the year through multiple assessments.
All teachers will use small-group instruction, as needed, to
meet the needs of Tier II and Tier III students as well as
accelerated students.
Direct
Instruction
08/25/2014
05/29/2015
$0
All core
teachers
Direct
Instruction
08/07/2014
05/29/2015
$0
Math teachers will correlate their lesson plans with the Math
ALCOS for 2003 and 2010 and ACT Aspire Item
Specifications. Teachers will follow the district pacing guide,
ALCOS and ACT Aspire correlations will be noted.
All homeroom teachers will identify weakest standards of all
students no later than August from STAR Math Reports and
October from ACT Aspire. All math teachers will list
students strengths and weaknesses. All math teachers will
determine which areas of math need to be addressed.
All math teachers will open each lesson and post in
classroom a student friendly version of the CCRS
standards, which will be revisited throughout the lesson for
understanding each day. All math teachers will begin each
class by establishing a purpose for the lesson, make the
lesson relative to the student, build background knowledge,
generate questions to investigate, and use math
vocabulary.
All teachers will engage their students in higher level
questioning during class time in an effort to strengthen a
deeper understanding of the content for all students when
assessed. (Revised Blooms Taxonomy-Remember,
Understand, Apply, Analyze, Evaluate, Create).
At the end of the lesson, all teachers will reflect on the
content of the lesson in a manner that formatively assesses
comprehension of all students. Assessments can include
but not limited to the following: questioning, group shareout, retell, summarizing, journal writing, exit slips, and justify
responses. If comprehension of all students is not reached,
the teacher will implement other teaching strategies to
reach comprehension.
Direct
Instruction
08/07/2014
05/29/2015
$0
All core
teachers and
Read180
teacher
All Math
Teachers
Other
08/07/2014
05/29/2015
$0
All Homeroom
Teachers and
Math
Teachers
Direct
Instruction
08/07/2014
05/29/2015
$0
All Math
Teachers
Direct
Instruction
08/07/2014
05/29/2015
$0
All core
teachers
Direct
Instruction
08/07/2014
05/29/2015
$0
All core
teachers
Total
$0
SY 2014-2015
Page 38
ACIP
Moody Middle School
Coordination of Resources-Comprehensive Budget
SY 2014-2015
Page 39
ACIP
Moody Middle School
Introduction
List all federal, state, and local monies that the school uses to run its program.
SY 2014-2015
Page 40
ACIP
Moody Middle School
I. State Foundation Funds: FTEs Earned
Label
1.
Question
Provide the number of Teacher assigned units.
Value
21.58
Label
2.
Question
Provide the number of Administrator assigned units.
Value
1.0
Label
3.
Question
Provide the number of Assistant Principal assigned units.
Value
1.0
Label
4.
Question
Provide the number of Counselor assigned units.
Value
1.5
Label
5.
Question
Provide the number of Librarian assigned units.
Value
1.0
Label
6.
Question
Provide the number of Career and Technical Education
Administrator assigned units.
Value
0.0
Label
7.
Question
Provide the number of Career and Technical Education Counselor
assigned units.
Value
0.0
SY 2014-2015
Page 41
ACIP
Moody Middle School
I. State Foundation Funds: Units Placed
Label
1.
Question
Provide the number of classroom teachers.
Value
21.58
Label
2.
Question
Provide the number of Administrators.
Value
1.0
Label
3.
Question
Provide the number of Assistant Principals.
Value
1.0
Label
4.
Question
Provide the number of Counselors.
Value
1.5
Label
5.
Question
Provide the number of Librarians.
Value
1.0
Label
6.
Question
Provide the number of Career and Technical Education
Administrators.
Value
0.0
Label
7.
Question
Value
Provide the number of Career and Technical Education Counselors. 0.0
SY 2014-2015
Page 42
ACIP
Moody Middle School
I. State Foundation Funds:Total Salaries

Once all questions within Section I. State Foundation Funds: Total Salaries have been completed, a total for all salaries will appear in the
PDF only.
Label
1.
Question
Provide the total of all salaries for the FTE Teacher Units.
Value
2075544.0
Label
2.
Question
Provide the total of all salaries for the Administrator Units.
Value
0.0
Label
3.
Question
Provide the total of all salaries for the Assistant Principal.
Value
0.0
Label
4.
Question
Provide the total of all salaries for the Counselor.
Value
0.0
Label
5.
Question
Provide the total of all salaries for the Librarian.
Value
0.0
Label
6.
Question
Provide the total of all salaries for the Career and Technical
Education Administrator.
Value
0.0
Label
7.
Question
Provide the total of all salaries for the Career and Technical
Education Counselor.
Value
0.0
Label
8.
Question
Provide the total of all salaries for Technology.
Value
0.0
Label
9.
Question
Provide the total of all salaries for Professional Development.
Value
0.0
Label
10.
Question
Provide the total of all salaries for State ELL Funds.
Value
0.0
SY 2014-2015
Page 43
ACIP
Moody Middle School
Label
11.
Question
Provide the total of all salaries for Instructional Supplies.
Value
26547.0
Label
12.
Question
Provide the total of all salaries for Library Enhancement.
Value
0.0
Total
2,102,091.00
SY 2014-2015
Page 44
ACIP
Moody Middle School
II. Federal Funds
Title I: Improving the Academic Achievement of the Disadvantaged

Provide a brief explanation and breakdown of expenses.
We are not Title I
Label
2.
Question
Title I: Improving the Academic Achievement of the Disadvantaged
Provide the total
Value
0.0
Title I: ARRA Funds

Provide a brief explanation and a breakdown of expenses.
Label
4.
Question
Title I: ARRA Funds
Provide the total.
Value
0.0
Title II: Professional Development Activities

Label
6.
Question
Title II: Professional Development Activities
Provide the total.
Value
0.0
Title III: For English Language Learners

SY 2014-2015
Page 45
ACIP
Moody Middle School
Label
8.
Question
Title III: For English Language Learners
Provide the total
Value
0.0
Title IV: For Safe and Frug-free Schools

Label
10.
Question
Title IV: For Safe and Frug-free Schools
Provide the total.
Value
0.0
Title VI: For Rural and Low-income Schools

Label
12.
Question
Title VI: For Rural and Low-income Schools
Provide the total
Value
0.0
Career and Technical Education-Perkins IV: Basic Grant (Title I)

Label
14.
Question
Career and Technical Education-Perkins IV: Basic Grant (Title I)
Provide the total.
Value
0.0
Career and Technical Education-Perkins IV: Tech Prep (Title II)

SY 2014-2015
Page 46
ACIP
Moody Middle School
Label
16.
Question
Career and Technical Education-Perkins IV: Tech Prep (Title II)
Provide the total.
Value
0.0
Other: 21st Century, Learn and Serve, Even Start, School Improvement Grant
Label
18.
Question
Other: 21st Century, Learn and Serve, Even Start, School
Improvement Grant
Provide the total.
SY 2014-2015
Value
0.0
Page 47
ACIP
Moody Middle School
III. Local Funds (if applicable)
Local Funds
Label
2.
Question
Local Funds
Provide the total.
SY 2014-2015
Value
0.0
Page 48

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ACIP

Moody Middle School

Ms. Debra Allred, Principal

Document Generated On October 22, 2014

Description of the School

Notable Achievements and Areas of Improvement

Improvement Plan Stakeholder Involvement

Improvement Planning Process

Stakeholder Feedback Diagnostic

Stakeholder Feedback Data

Evaluative Criteria and Rubrics

Areas of Notable Achievement

Areas in Need of Improvement

Student Performance Diagnostic

Student Performance Data

Evaluative Criteria and Rubrics

Areas of Notable Achievement

Areas in Need of Improvement

Moody Middle School ACIP 2014-2015

Goal 3: Adequate Progress on Language Acquisition (APLA)

Activity Summary by Funding Source

Coordination of Resources-Comprehensive Budget

I. State Foundation Funds: FTEs Earned

I. State Foundation Funds: Units Placed

I. State Foundation Funds:Total Salaries

II. Federal Funds

III. Local Funds (if applicable)

Description of the School

Notable Achievements and Areas of Improvement

Some of the areas of achievement include the following:

Some areas of improvement include the following:

Improvement Plan Stakeholder Involvement

Improvement Planning Process

Stakeholder Feedback Diagnostic

Stakeholder Feedback Data

Evaluative Criteria and Rubrics

Overall Rating: 3.0

Areas of Notable Achievement

Which area(s) indicate the overall highest level of satisfaction or approval?

Which area(s) show a trend toward increasing stakeholder satisfaction or approval?

Areas in Need of Improvement

Which area(s) indicate the overall lowest level of satisfaction or approval?

Which area(s) show a trend toward decreasing stakeholder satisfaction or approval?

What are the implications for these stakeholder perceptions?

Evaluative Criteria and Rubrics

Student Performance Diagnostic

Student Performance Data

Evaluative Criteria and Rubrics

Overall Rating: 3.25

Areas of Notable Achievement

Which area(s) are above the expected levels of performance?

Describe the area(s) that show a positive trend in performance.

Which area(s) indicate the overall highest performance?

Which subgroup(s) show a trend toward increasing performance?

Between which subgroups is the achievement gap closing?

Our Black/African American subgroup is showing a level of improvement in Math.

The above findings is consistent with STAR Math Results.

Areas in Need of Improvement

Which area(s) are below the expected levels of performance?

Describe the area(s) that show a negative trend in performance.

Which area(s) indicate the overall lowest performance?

Which subgroup(s) show a trend toward decreasing performance?

Between which subgroups is the achievement gap becoming greater?

The above findings are consistent with STAR Reading reports.