Jackson Intermediate School, a new facility, was opened in the fall of 2000. It was formed from two grade levels at Gillmore Elementary and one grade level from Jackson Middle School. It serves grades three through five. It is an Alabama Reading Initiative site as well as being accredited by the Southern Association of Colleges and Schools (SACS). After the initial organizational obstacles were overcome, the faculty and staff recognized the need for continued school improvement. The school also was visited by a Review Team from SACS in the Spring, of 2003. The staff has also been through the ARI “Retooling” process. The Title I School-Wide Project has been planned to improve and make more appropriate the educational program for all students at JIS. The total enrollment is 505. 69.3% of the student population is eligible for free or reduced meals. Participation in the Alabama Reading Initiative Program compels us to continue to place a strong emphasis on reading comprehension. Improvements in the area of mathematical computation, application and problem solving need to be addressed. At this point JIS is recognized as being on “Watch with Priority” status B, by the State Department of Education on the SAT 10 and “Clear with Watch” on the Alabama Direct Assessment of Writing.
A planning committee for the School-Wide Project was established in the 2000-2001 school year and has had initial and follow-up communication. This committee is comprised of local school faculty, staff members, central office personnel, and parental representatives. It changes on a yearly basis due to changes in faculty and parents. Other committees that function in the school also have input into Title I decisions, such as the Child Study Team, test improvement, technology, SACS and PTA. Ms. Judy Manning and Mr. Larry Minor also provided technical assistance at the initial organization of our Title I Plan.
Several sources have been included in the needs assessment component. Those include the Annual Report for Southern Association of Colleges and Schools tom the past three years, SAT 10 School Reports, STAR Reading Inventories, The Alabama Reading and Math Test Data. DIBELS, Alabama Direct Assessment of Writing. Teacher recommendations have also been considered. Technology and professional development needs assessments have also been done. Teachers have had several professional development opportunities to study and utilize disaggregated data. This has been used in planning for intervention groups in reading.
In the 2004-2005 school year we have 11 non-tenured teachers and no teachers teaching out of field. According to statistics gathered in our 2003 SACS Report we have 61% of the faculty have at least a Master’s Degree. All are highly qualified according to NCLB standards except one new teacher.