joseph b. morton, state superintendent of education 2008 ... csip 2008-2009.pdf · system: calhoun...

System: Calhoun County Submit plans electronically to your system’s e-GAP Document Library by November 7, 2008. School: Saks Elementary July 2008

ALABAMA STATE DEPARTMENT OF EDUCATION Joseph B. Morton, State Superintendent of Education

2008 - 2009 CONTINUOUS IMPROVEMENT PLAN

Title I Schoolwide Programs Note: Blank copy is available on www.alsde.edu , Sections, Accountability Roundtable, Publications and e-GAP Document Library

Submit plans to your system’s e-GAP Document Library

NAME OF SCHOOL: Saks Elementary School

STREET ADDRESS: 31 Watson St. CITY: Anniston STATE: Alabama ZIP CODE: 36206

CONTACT: Hector Baeza TELEPHONE: 256-741-6801 E-MAIL [email protected]

Identified for School Improvement? No Yes Delay Status Year 1 or Year 2 *Submit to LEA for Board approval. Retain the original plan in the LEA. Submit the plan electronically to your system’s e-GAP Document Library by November 7, 2008. Year 3 or Year 4 or more Submit to LEA for Board approval. Mail two copies of PAGE ONE and two copies of PAGE TWO with original signatures to Federal Programs, Accountability and Compliance, P. O. Box 302101,

Montgomery, AL 36130-2101. Submit the plan electronically to your system’s e-GAP Document Library by November 7, 2008. Made AYP? YES

NO

Made AMAOs (ELL)? YES NO N/A

Career Tech Made AYP? YES NO N/A

Are all federal resources (including Titles I, II, III, IV, V, and VI) used to coordinate and supplement existing services and not used to provide services that, in the absence of federal funds, would be provided by another fund source? YES NO

Describe how this plan will be made available to parents and other stakeholders (example: through parent meetings or on websites): The Continuous Improvement Plan (CIP) for Saks Elementary School will be available to parents and other stake holders in the Parent Resource Center, the school library, the guidance office and the administration office. The CIP will also be available on the school website www.calhoun.k12.al.us/se as well as formally presented at the first PTO meeting of the year with revisions being reviewed at each quarterly meeting. In addition, as required by law, Saks Elementary School distributes the parental involvement section of this plan to all Title I parents.

*Board Approval: Yes No Board approval received on _____________________________, 2008. Board Signature:

Superintendent Signature:

Date:

Federal Programs Coordinator Signature:

Date:

Principal Signature:

Date:

CONTINUOUS IMPROVEMENT PLAN DEVELOPMENT AND IMPLEMENTATION TEAM


This plan was developed/or revised during the following time period (August 2008-May 2009) Provide a brief description of the planning process, including how teachers will be involved in decisions regarding the use of state academic assessments, and other data sources in order to provide information on and to improve the achievement of individual students and the overall instructional program and how parents were involved with faculty and staff in developing, and implementing the CIP (Title I, Section 1116(b)(A)(viii):

In May 2008, the School-wide Planning Team (SWPT), including parent members reviewed the 2007-2008 plan to assess the degree to which implemented strategies have been met. Input was given on the following: which elements have been successfully mastered and need not be included in this year’s plan; the elements that have been mastered but still require monitoring during the 08-09 year; the elements that have not been mastered and must be included in this plan. In May 2008, staff members completed a survey regarding school climate and culture. In August, 2008, the SWPT and school staff convened to disaggregate standardized assessment data. All subgroups were disaggregated, and results were shared with faculty members. The staff members completed surveys to indicate professional development interests and voted on budget items. When the draft plan was completed, it was shared with all members of faculty for input on modifications if needed. Requested modifications were examined and decisions were made by the faculty. The finalized CIP was sent to the district school board for approval and signatures.

Instructional Leadership Team Names

(The Leadership Team must include the principal, faculty [including ELL resource lead teacher if applicable], staff,

parents, community stakeholders, and/or students.)

Positions (Identify position held, e.g., Administration, Faculty, Staff, Grade

Level and/or Subject Area, Parents and Community members.)

Signatures (Indicates participation in the

development of the CIP)

Hector Baeza Karri Findley Jill Brookes

Shasta McFry Judy Goode Hilary Rains

Monique Grier Bridget Landingham

Becky Warren Brooke McFry Pamela Rissler Lucius Fleming

Principal Asst. Principal

Chair Reading coach

1st grade teacher Supt. Advisory Committee Member/2nd gr. Teacher

4th grade teacher Kindergarten teacher

Special Education teacher 3rd grade teacher

Parent Parent


Part I - continued – DIRECTIONS: NEEDS ASSESSMENT- SUMMARY OF DATA: Indicate data sources used during planning by identifying strengths and weaknesses or program gaps. If your school did not review a particular data source, please write N/A. School improvement goals should address program gaps (weaknesses) as they relate to student achievement or AYP categories such as graduation rate or other academic indicators. Close attention should be given to the proficiency index. Please include all disaggregated subgroups including those with less than forty students.

Alabama Science Assessment:

Strengths: N/A Weaknesses: N/A

Briefly describe the process your faculty used to conduct the needs assessment (analysis of all data). The faculty looked at accountability reports and test results from the Alabama State Department of Education as well as our on-site disaggregating of data. Specifically, we used 2008 AYP School Status reports, ARMT results, Stanford 10 scores, and DIBELS data to determine our needs assessment. Highly Qualified Teachers (HQT): Describe how staffing decisions ensure that highly qualified, well-trained teachers provide instruction and how their assignments most effectively address identified academic needs. The No Child Left Behind Act of 2001 requires “highly-qualified” teachers for every classroom. The federal definition of “highly qualified” means having an academic major, or other major approved by the US Department of Education in the subject being taught. Each teacher and administrator meets Alabama State Department of Education requirements for the certification, is fully certified and is teaching in the area of certification. Each faculty member meets the Southern Association of Colleges and Schools certification guidelines. Once needs and strengths of the school program, curriculum, students, staff and resources are assessed, teaching assignments are made (or changed as necessary) to meet the prioritized needs of students. Staff assignments consider each staff member’s areas of strength as well as certification and experience. Number and percentage of teachers Non-HQT: 0% Number and percentage of Classes Taught by Non-HQT: 0% Alabama High School Graduation Exam (AHSGE): Strengths: N/A Weaknesses: N/A Alabama Reading and Mathematics Test (ARMT):

Strengths: Hispanic Students Proficiency Index Scores: Reading = +23.00; Math = +25.40 All Students Proficiency Index Scores: Reading = +18.42; Math = +22.09 100% of reduced lunch students proficient in 3rd grade reading & 4th grade math.

Weaknesses: Special Education Students Math Proficiency Index Score = -1.81 4th grade students earned only 42% of points possible on open-ended response items in reading and math involving turning equation questions into open-ended questions 77% of free lunch students proficient in 4th grade math – SAT-10 indicates a proficiency gap of -16.56 3rd Grade Math – ALCOS 12 – Recognize data as categorical or numerical. – 57% correct 4th Grade Math – ALCOS 15 & 17 – Represent categorical and numerical data using tables and graphs. – 48% correct.


Part I - Continued:

Alabama Direct Assessment of Writing (ADAW):

Strengths: n/a

Weaknesses:

ACCESS for English Language Learners (ELLs): 80% or more of all ELL students in first grade will increase at least one proficiency level in the domain of writing by the end of the school year.

Strengths: All of the ELL’s scored at a proficiency level of 4 (Expanding or higher in oral language. Also, 83% scored At a proficiency level of 5 in comprehension.

Weaknesses: 17% of the ELL’s scored in the beginning level proficiency in the domain of Writing.

Professional Education Personnel Evaluation (PEPE) School Profile Information:

Strengths: All teachers are highly-qualified, prepared for daily lessons, and monitor effectiveness through data assessment. PEPE indicators: Communication 3.8, Professional Development/Leadership 3.8

Weaknesses: Need to ask more higher-order questions, use of more technology PEPE indicators: Planning 3.5 No parent survey administered during the 07-08 school year – Will administer a parent survey for the 08-09 school year

Additional Data Sources: (e.g., Alabama Alternate Assessment [AAA], School Technology Plan Data)

Stanford 10: Strengths: 3rd grade Total Reading rose 7 percentile points from 2007-2008. 4th grade reached 70th percentile in Math Procedures. 3rd grade achievement gap between white and non-white students closed by at least 11 percentile points on all subtests.

Weaknesses: 4th grade achievement gaps between white vs. non-white students and poverty vs. non-poverty students increased on all subtests. 4th grade

Reading Math White 67.95% White 71.95% Non-white 51.30% Non-white 59.02% Fully paid lunch 70.74% Fully paid lunch 72.86% Free/reduced price lunches 43.36% Free/reduced price lunches 56.30%

Dynamic Indicators of Basic Early Literacy Skills (DIBELS): Strengths: Kindergarten PSF – 92% Established at End of year. 1st Grade PSF – 95% Established at End of year. 1st ORF – Mean score of 74 WPM at End of year (goal of 40 WPM). 4th Grade ORF – Increase from 66% Low Risk at beginning of the year to 81% Low Risk at year-end.

Weaknesses: 2nd Grade ORF – Drop from 86% Low Risk at Mid-year to 81% Low Risk at year-end.


Strengths: Reading: 10 students scored a level III and 1 student scored a level IV, Mathematics – 3 students scored a Level III, 1 student scored a level 4 in matching initial sounds in one-syllable words, matching sounds and letters, sortinpictures, and answering simple questions about a story, 3 students scored a level III in isolating initial and final sounds,identifying single and consonant vowels, and using words to describe objects

Weaknesses: Reading – 3 students scored a level II, Mathematics – 2 students scored a level 2, 2 students scored a level II in subtracting 2 digit numbers without regrouping, dividing an object into equal parts, organizing pictures into data displays

Local Data (e.g., LEA, school, and grade-level assessments, surveys, program-specific assessments):

Strengths: Compliance with No Child Left Behind, Instructional time is protected, Subject-level meetings, Microsoft Outlook Administration of end-of-the-month math assessments

Weaknesses: classroom management/strategies that work, ELL/special education strategies, webpage design, ADD/ADHD, MovieMaker

Career and Technical Education Program Improvement Plan:

Strengths: n/a

Weaknesses:


Part I - Continued:

School Demographic Information related to student discipline (e.g. total office referrals, long- and short-term suspensions, expulsions, alternative school placements, School Incidence Report (SIR) data, or student attendance). Strengths: No long-term suspensions or expulsions. Discipline incidents decreased from 282 in 06-07 to 238 in 07-08.

Weaknesses: 34 scuffles and 41 rude disrespectful behavior incidents, 63 bus citations

School Demographic Information related to drop-out information and graduation rate data.

Strengths: N/A Weaknesses: N/A

School Demographic Information related to teacher attendance, teacher turnover, or challenges associated with a high percent of new and/or inexperienced faculty.

Strengths: All teachers are highly qualified and teaching in their area of certification. All teachers are AMSTI trained. 311 absences were granted for professional leave for teachers to attend trainings and workshops

Weaknesses: Turnover rate due to teacher retirement 480 sick leave days taken by teachers during the 07-08 school year

School Demographic Information related to student attendance, patterns of student tardiness, early checkouts, late enrollments, high number of transfers, and/or transiency including migratory moves (if applicable).

Strengths: Student attendance rate continues to be above the state benchmark of 95%.

Weaknesses: Attendance rate dropped from 98% to 97%

School Perception Information related to parent perceptions and parent needs including information about literacy and education levels.

Strengths: Active parent volunteer program, active PTO, Title I parent workshops are well-attended

Weaknesses: Fewer parents with college degrees than those with high school diplomas

School Perception Information related to student PRIDE data.

Strengths: N/A

Weaknesses: N/A

School Process Information related to an analysis of existing curricula focused on helping English Language Learners (ELLs) work toward attaining proficiency in annual measurable academic objectives (AMAOs)Strengths: ELL teacher understands how to integrate ELL curriculum and WIDA ELP standards with general education Curriculum. Curriculum is aligned with the curriculum map

Weaknesses: Classroom teachers have not had sufficient, long-term training on curriculum integration and the WIDA ELP Standards have not been effectively implemented as observed through classroom teacher lesson plans.

School Process Information related to an analysis of existing personnel focused on helping English Language Learners (ELLs) work toward attaining proficiency in annual measurable academic objectives (AMAOs)

Strengths: ELL teacher is certified in English as a Second Language and is very knowledgeable about ESL instruction and Assessment.

Weaknesses: our itinerant teachers serve the entire county preventing sufficient time for collaboration with the regular education teachers.

School Process Information uncovered by an analysis of curriculum alignment, instructional materials, instructional strategies, reform strategies, and/or extended learning opportunities. Strengths: New reading series that includes writing, spelling, language arts, 90 minute reading block for all grade levels. Science and sstudies are addressed weekly by the new reading series.

Weaknesses: Unavailability of ELOP funds


Part II - GOAL TO ADDRESS ACADEMIC NEEDS – All components to support improving academic achievement, INCLUDING SCHOOL CULTURE CONSIDERATIONS, should be related to the weaknesses identified in the data summary. DUPLICATE PAGES AS NEEDED TO ADDRESS TOP PRIORITIZED GOALS INCLUDING SACS DISTRICT GOALS, IF APPLICABLE. Use the SMART Goals format to address areas of need. CONTINUOUS IMPROVEMENT GOAL (SHOULD ADDRESS IDENTIFIED WEAKNESSES AND GAPS): Achievement gap between 4th grade poverty and non-poverty students will close from double-digits in 2008 to single digits in 2009 on the ARMT and Stanford 10 assessments. Data Results on which goal is based: On the 2008 4th grade ARMT, 95% of full-priced lunch students scored proficient in reading and math, but only 84 % of free-lunch students scored proficient in reading, and only 77% percent of free lunch students were proficient in math. On the 2008 Stanford 10, full-lunch students outscored free-lunch students by 22 percentile points in reading, 16 percentile points in math, and 20 percentile points in science.

COURSES OF STUDY REFORM STRATEGIES BENCHMARKS INTERVENTIONS

RESOURCES CONTINUOUS LEA

REVIEW IN SUPPORT OF THE PLAN

WHICH COURSE OF STUDY STANDARDS, AHSGE

STANDARDS/OBJECTIVES, ELIGIBLE CONTENT, OR WIDA*

STANDARDS ARE LINKED TO EACH STRATEGY?

WHAT RESEARCH-BASED STRATEGIES/ACTIONS WILL BE USED

TO IMPROVE STUDENT ACADEMIC PERFORMANCE? (Give specific strategies, not just programs

or program names.)

WHAT DATA WILL BE GATHERED THROUGHOUT

THE YEAR TO MEASURE PROGRESS AND

HOW OFTEN WILL PROGRESS BE REVIEWED?

WHAT INCREASE (%)

IN PROFICIENCY

IS ANTICIPATED

AT EACH MO/QUARTER CHECKPOINT?

HOW WILL THE SCHOOL PROVIDE TIMELY

ASSISTANCE TO STUDENTS NOT MASTERING

PROFICIENT OR ADVANCED LEVELS AT THESE

PLANNED CHECKPOINTS?

WHAT RESOURCES AND SPECIFIC EXPENDITURES WILL BE NEEDED FOR SUCCESSFUL

IMPLEMENTATION? (Ex: 6 Classroom Libraries, $.....00)

DATE +, -. N/A

TARGET GRADE LEVEL(S): 4th TARGET CONTENT AREA(S): Circle One Reading Math Science Other

AHSGE: Reading Math Science Social Studies Language

ADDITIONAL ACADEMIC INDICATORS: Attendance

TARGET STUDENT SUBGROUP(S): Free & Reduced Lunch students


4th Grade Reading ALCOS 3 - Use strategies to comprehend literary/recreational materials. 4th Grade Reading ALCOS 4 - Identify literary elements and devices in literary/recreational materials and identify details in textual/informational materials. 4th Grade Reading ALCOS 5 - Use strategies to comprehend functional and textual/informational materials.

STRATEGY: All teachers will implement explicit instruction of comprehension strategies for literary/recreational and functional/textual reading materials. ACTION STEPS: • 4th grade teachers will receive training in comprehension

instruction using ARI and Comprehension Toolkit strategies. • 3rd grade teachers will utilize the Comprehension Toolkit and

its strategies in daily instruction throughout the school year. • All teachers will teach comprehension strategies, such as

Question-Answer Relationship, using Harcourt materials. • All teachers will include explicit instruction of

comprehension strategies in daily lesson plans. Teachers will highlight this information in their lesson plans.

• Teachers will extend comprehension instruction into the content areas with textual passages in 2nd, 3rd and 4th grade.

• 2nd, 3rd, and 4th grade teachers will model responses to open-ended questions during classroom instruction and familiarize students with the ARMT response box throughout the year.

• Teachers, administrators, and reading coach will meet in 3 week intervals to discuss students’ mastery of objectives, adjust pacing as needed, and plan remediation of non-mastered objectives.

• Use of diagnostic drill down reports from Accelerated Reader • A required summer reading list will be created for students

going into 3rd and 4th grades / School library will be open 2 hours each week during the summer

Data will be gathered from weekly classroom tests, ARMT practice assessments, samples of students’ open-ended responses, SME Cumulative Performance reports, SME Prescriptive Scheduling reports, and STAR Reading tests. Lesson plans and pacing will be monitored through GPMEI assessments and walkthrough evaluations by administrators and reading coach. Students’ progress will be reviewed at formal data meetings every 3 weeks.

At midyear, 100% of teachers will provide documentation of comprehension strategies in their lesson plans. Instructional walkthroughs indicate 100% fidelity to Harcourt reading instruction. At scheduled data meetings, teachers will provide examples of students’ responses to open-ended questions.

Diagnose reading deficiencies in non-mastery students and provide non-proficient readers with targeted, intensive, small-group reading instruction. Parents will be offered additional assistance through the County Resource Center in reading comprehension strategies. Additional 30 minutes of intervention for tier II

ARI/Comprehension Toolkit Training for four 4th grade teachers - $260 Attend ARA conference…$1700

*WIDA- World-Class Instructional Design and Assessment; the consortium to which Alabama and a number of other states belong. Part II - GOAL TO ADDRESS ACADEMIC NEEDS – All components to support improving academic achievement, INCLUDING SCHOOL CULTURE CONSIDERATIONS, should be related to the weaknesses identified in the data summary. DUPLICATE PAGES AS NEEDED TO ADDRESS TOP PRIORITIZED GOALS INCLUDING SACS DISTRICT GOALS, IF APPLICABLE. Use the SMART Goals format to address areas of need. CONTINUOUS IMPROVEMENT GOAL (SHOULD ADDRESS IDENTIFIED WEAKNESSES AND GAPS): Achievement gap between 4th grade poverty and non-poverty students will close from double-digits in 2008 to single digits in 2009 on the ARMT and Stanford 10 assessments. Data Results on which goal is based: On the 2008 4th grade ARMT, 95% of full-priced lunch students scored proficient in reading and math, but only 84 % of free-lunch students scored proficient in reading, and only 77% percent of free lunch students were proficient in math. On the 2008 Stanford 10, full-lunch students outscored free-lunch students by 22 percentile points in reading, 16 percentile points in math, and 20 percentile points in science.


RESOURCES CONTINUOUS LEA

REVIEW IN SUPPORT OF THE PLAN






WHICH COURSE OF STUDY STANDARDS, AHSGE

STANDARDS/OBJECTIVES, ELIGIBLE CONTENT, OR WIDA*

STANDARDS ARE LINKED TO EACH STRATEGY?



or program names.)




WHAT INCREASE (%)

IN PROFICIENCY

IS ANTICIPATED








DATE +, -. N/A

4th Grade Math ALCOS 15 & 17 - Represent categorical and numerical data using tables and graphs. 4th Grade Math ALCOS 13 - Calculate elapsed time in hours and minutes. 4th Grade Math ALCOS 6 - Add and subtract 4-digit numbers with and without regrouping. 4th Grade Math ALCOS 7 - Multiply and divide whole numbers. 3rd Grade Math ALCOS 12 - Recognize data as categorical or numerical. 3rd Grade Math ALCOS 7 - Complete numeric and geometric patterns.

STRATEGY: Align curriculum and instructional resources to focus on least-mastered course of study objectives. Adjust pacing to re-teach non-mastered objectives frequently throughout the year. ACTION STEPS: • 2nd, 3rd, and 4th grade teachers will familiarize students with

the ARMT open-ended response box and ARMT scoring rubrics. Students will practice using the response box and scoring responses throughout the year.

• K, 1st, and 2nd grade teachers will practice automaticity of addition and subtraction facts with their students. 2nd, 3rd, and 4th grade teachers will practice automaticity of multiplication and division facts with their students using Scott Foresman series

• 4th grade teachers will guide their students to create at least 2 ARMT-inspired graphs per week and score them with the ARMT scoring rubric.

• 3rd and 4th grade teachers will guide their students to complete one geometric and one numeric pattern per week and score them with the ARMT scoring rubric.

• All teachers will collaborate to develop and use a common mathematical vocabulary and use the same assessments across the grade

• All teachers will generate open-ended response questions to correlate with hands-on AMSTI activities.

• Curriculum and instruction will be aligned to focus on least-mastered objectives.

Data will be gathered from weekly classroom tests, ARMT practice assessments, samples of students’ open-ended responses, and monthly progress assessments. Lesson plans and pacing will be monitored through GPMEI assessments and walkthrough evaluations by administrators and reading coach. Students’ progress will be reviewed at formal data meetings every 3 weeks. AMSTI data

Instructional walkthroughs indicate 100% of 2nd, 3rd, and 4th grade teachers are practicing open-ended responses. At scheduled data meetings, teachers will provide samples of students’ open-ended responses. All teachers will provide documentation of math fact practice.

Identify non-mastery students and provide targeted, intensive, small-group remedial instruction. Retest all previously taught objectives on each monthly progress assessment. Parents will be offered additional assistance through the County Resource Center in math problem solving strategies. Teachers will pull small group while other students are doing independent seat work.

Attend ACTM Fall Forum …$1,850

*WIDA- World-Class Instructional Design and Assessment; the consortium to which Alabama and a number of other states belong. Part II - GOAL TO ADDRESS ACADEMIC NEEDS – All components to support improving academic achievement, INCLUDING SCHOOL CULTURE CONSIDERATIONS, should be related to the weaknesses identified in the data summary. DUPLICATE PAGES AS NEEDED TO ADDRESS TOP PRIORITIZED GOALS INCLUDING SACS DISTRICT GOALS, IF APPLICABLE. Use the SMART Goals format to address areas of need. CONTINUOUS IMPROVEMENT GOAL (SHOULD ADDRESS IDENTIFIED WEAKNESSES AND GAPS): Achievement gap between 4th grade poverty and non-poverty students will close from double-digits in 2008 to single digits in 2009 on the ARMT and Stanford 10 assessments. Data Results on which goal is based: On the 2008 4th grade ARMT, 95% of full-priced lunch students scored proficient in reading and math, but only 84 % of free-lunch students scored proficient in reading, and only 77% percent of free lunch students were proficient in math. On the 2008 Stanford 10, full-lunch students outscored free-lunch students by 22 percentile points in reading, 16 percentile points in math, and 20 percentile points in science.







RESOURCES CONTINUOUS LEA REVIEW IN SUPPORT OF

THE PLAN WHICH COURSE OF STUDY

STANDARDS, AHSGE STANDARDS/OBJECTIVES,

ELIGIBLE CONTENT, OR WIDA* STANDARDS ARE LINKED TO

EACH STRATEGY?



or program names.)




WHAT INCREASE (%)

IN PROFICIENCY

IS ANTICIPATED








DATE +, -. N/A

4th Grade Science ALCOS 5 - Describe interdependence of plants and animals. 4th Grade Science ALCOS 6 - Classify animals as vertebrates or invertebrates; as endotherms or ectotherms. 2nd Grade Science ALCOS 5 – Identify relationship of structure to function in plants- roots, stems, leaves and flowers. 2nd Grade ALCOS 6 – identify characteristics of animals including behavior, size and body covering. 2nd Grade ALCOS 7 – identify mountains, valleys, plains, deserts, lakes, rivers & oceans. 2nd Grade ALCOS 8 – identify erosion and weathering of rocks. 2nd Grade ALCOS 9 – describe evaporation, condensation and precipitation in the water cycle. 2nd Grade ALCOS 11 – identify basic components of solar system including the sun, planets, and earth’s moon.

STRATEGY: ACTION STEPS: • 2nd, 3rd, and 4th grade teachers will identify least-mastered

science content standards and Stanford 10 Science subtest clusters. Curriculum and instruction will be aligned to focus on least-mastered objectives.

• 2nd, 3rd, and 4th grade teachers will administer science assessments and work collaboratively to assess results and plan for remediation as needed.

• All 2nd, 3rd, & 4th grade teachers will complete all components of AMSTI units to fidelity by completing hands-on science experiments, science-based reading and response activities, and cooperative learning activities with a focus on science.

• 4th grade girls will have the opportunity to participate in GEMS (Girls Engaged in Math and Science) to showcase their knowledge in math and science. A 4th grade teacher will sponsor this event.

Data will be gathered from weekly classroom tests, science notebooking, and assessments in grades 2-4.

All 2nd-4th grade teachers will provide documentation of ALCOS objectives and Stanford 10 content/process clusters in their lesson plans. Review of grade reports to ensure all students are performing at 80% or above proficiency at the end of each grading period.

Identify non-mastery students and provide targeted, intensive, small-group remedial instruction. Reteach and retest all previously taught objectives on assessments.

*WIDA- World-Class Instructional Design and Assessment; the consortium to which Alabama and a number of other states belong. Part III - GOAL TO ADDRESS ANNUAL MEASURABLE ACHIEVEMENT OBJECTIVES (AMAOs) AND ENGLISH PROFICIENCY NEEDS – Note: Refer to the ELL Data Compilation as part of the needs assessment in forming goals. ENGLISH PROFICIENCY GOAL (SHOULD ADDRESS IDENTIFIED WEAKNESSES AND GAPS): ELL students will increase from the beginning proficiency level in writing to the developing or expanding level by the end of this school year.

Data on which goal is based: WIDA Consortium ACCESS for ELL’s


WIDA ENGLISH LANGUAGE PROFICIENCY STANDARDS

REFORM STRATEGIES BENCHMARKS INTERVENTIONS

RESOURCES CONTINUOUS LEA REVIEW IN SUPPORT

OF THE PLAN

WHICH WIDA* ENGLISH LANGUAGE PROFICIENCY

STANDARDS OR DOMAINS ARE LINKED TO EACH STRATEGY?


TO IMPROVE ENGLISH LANGUAGE PROFICIENCY?

(List specific strategies, not programs or program names.)

WHAT DATA WILL BE USED THROUGHOUT

THE YEAR TO MEASURE PROGRESS?


WHAT INCREASE (%) IN PROFICIENCY IS

ANTICIPATED WITH EACH REVIEW?

MO/QUARTERLY

HOW WILL THE SCHOOL PROVIDE TIMELY ASSISTANCE TO STUDENTS NOT MAKING ADEQUATE PROGRESS IN LANGUAGE ACQUISITION (APLA)

AND OR ATTAINING ENGLISH LANGUAGE PROFICIENCY?

WHAT RESOURCES ARE NEEDED FOR SUCCESSFUL

IMPLEMENTATION?

DATE +, -. N/A Language domain: Writing WIDA standards

STRATEGY: Using WIDE Model Performance Indicators (Can Do Descriptors – CDD) as guidance for developing language objectives that focus on the language domain of writing. ACTION STEP: the ELL teachers should make sure that each classroom teacher and administrator has on hand and understands the handout that explains the CDD (i.e. things that can be done at each level and in each domain)

Recorded teacher observations WIDA ELP standards and ACCESS scores

ELL’s will increase their language proficiency by 1.5 or more units each 9 weeks. By making these benchmarks, ELL’s should progress one co-hort and thus ELL’s will move from one co-hort to another making adequate proficiency in language domain

Classroom and ELL teacher will provide extra instruction offered by additional ELL pull-out sessions, providing or targeting writing practice opportunities Incorporation of volunteers, tutors, and aides

Spanish version of parent/home communication tools (will get through Trans-Act) ELL materials for extra instruction

STRATEGY: ACTION STEP:

STRATEGY: ACTION STEP:

*WIDA- World-Class Instructional Design and Assessment; the consortium to which Alabama and a number of other states belong. Part IV - STRATEGIES TO ADDRESS SCHOOL SAFETY, CLASSROOM MANAGEMENT/DISCIPLINE, AND BUILDING SUPPORTIVE LEARNING ENVIRONMENTS Strategies developed to address improving school safety, classroom management /discipline, and building supportive learning environments should be related to the weaknesses or program gaps identified in the data summary (e.g., parental/community involvement, teacher collaboration, student/teacher motivation). The LEA and school must develop a timeline for multiple reviews of continuous improvement efforts.

WHAT CHALLENGES RELATED TO SCHOOL SAFETY, CLASSROOM/DISCIPLINE, AND SUPPORTIVE LEARNING

ENVIRONMENTS HAVE BEEN IDENTIFIED THROUGH THE REVIEW OF SCHOOL DEMOGRAPHIC, PRECEPTION, AND PROCESS DATA?

WHAT ADDITIONAL OR NEW REFORM STRATEGIES/ACTIONS WILL BE USED TO ADDRESS THESE CHALLENGES?

WHAT ADDITIONAL RESOURCES (materials, personnel) WILL BE NEEDED

TO SUCCESSFULLY IMPLEMENT THESE STRATEGIES?

DOCUMENT CONTINUOUS LEA REVIEW IN SUPPORT

OF PLAN

TARGET GRADE LEVEL(S): 1st TARGET ELP LANGUAGE DOMAIN(S): Circle all that apply. Reading Writing Listening Speaking Comprehension


Two way communication between parents and teachers has not been consistent and on-going Increase in student scuffles from 06-07 to 07-08

Teachers have received training in website design. Teachers will update their websites weekly. The school will purchase STI Home. This is an on-line program that can be accessed by parents by using a confidential student code. Parents will have access to attendance, discipline, grades, and messages from the teacher. After-school and Saturday School alternatives, student call home immediately when behavior incidents occur, 0 office referrals will result in discounts on student activities, spirit t-shirts, etc.

STI Home program will be purchased with parental involvement funds.

Survey results revealed a strong interest in the areas for special education and closing the achievement gap, and classroom management/strategies that work Grade level meetings – 2 way communication between teacher and parent is not what it needs to be Common assessments is needed for all grade levels

Faculty book study on Do You Know Me Enough To Teach Me?, Assessment for Learning: Building a Culture of Confident Learners Professional development using Title II funds (if available) to bring in Rick Stiggins for training on common assessments from the book On Common Ground Chapter 4

School will use Title I funds to purchase each teacher a copy of the book. Title II funds will be used fro professional development offered by Rick Stiggins, On Common Ground.


Part V - Additional Components To Be Addressed to Satisfy Federal Requirements 1. Teacher Mentoring: Describe teacher mentoring activities. For example, are new or inexperienced teachers given support from an assigned master teacher and what does that support look like? (Section 1116)

Saks Elementary has established a formal teacher mentoring program. The overarching goal for our program is to improve teaching practice. The program is designed to provide ongoing support for new or struggling teachers. Each nteacher is assigned a master teacher who is matched, to the extent practicable, by subject, grade, and proximity. The mentor and the new teacher are required to meet weekly. Meetings are documented on a contact log, which reflects tdate, length of the meeting, and the focus. Additionally, we have built in time for classroom observations, both for the mentor to observer the new teacher and for the new teacher to observe the mentor. 2. Budget: Describe the coordination of all federal, state, and local programs. (Note: NCLB Section 1116 requires that each year Title I schools identified for improvement must reserve the equivalent of 10% of the school-level allocation made available to the school under Section 1113 specifically for professional development opportunities for teachers. Budgets should reflect this set-aside.) See the sample budget on a later page.

• The State of Alabama School Foundation Program: The State of Alabama funds the BASIC programming in terms of teacher units based on student enrollment. For the 2008-2009 school year the state is funding 38 units. These units will include teacher salaries, benefits, teacher supply money, technology, library enhancement, professional development, ELL, and textbooks. A budget detail is enclosed in this plan.

• Title I – Part A (Federal): This money is used to supplement regular funding programming. For the 2008-2009 school year, title I monies are being used to fund 1.5 teacher aides, materials and supplies, substitutes, professional development costs (registration, travel, meals), and parental involvement. This budget totals $164,236.09 and is spent in addition to state/local monies.

• Title II – this money is used for professional development and is awarded to schools who apply. 3. Transition: Describe strategies to assist students in transitioning from previous school to the current school and/or from the current school to the next school, including, for example, how preschool children might be prepared for entry into kindergarten or how eighth grade students are prepared for high school.

Saks Elementary School realizes that students need support emotionally and academically during periods of transition from early childhood programs to elementary school and from the current school to the next school. The followare transition activities offered:

• Pre-K class • Kindergarten pre-registration is offered in the spring at which time parents pre-register students and reading coach and paraprofessionals administer a readiness assessment. • Students attending local daycare centers may visit Saks Elementary School for a school tour during the spring of the year preceding their advancement to kindergarten • Postcards are sent to parents with orientation dates, times, and child’s teacher for the upcoming school year • Orientation for all grades will be held prior to the beginning of the new school year at which times parents and students may meet teachers and visit classrooms • Fourth grade students will visit Saks Middle School during the spring. They tour the school visiting 5th grade classes, meeting the teachers, and visiting the classrooms. • Fourth grade teachers will visit the classrooms of fifth grade teachers and vice versa.

4. Highly Qualified Teachers: Describe the qualifications of teachers in the school with regard to their being highly qualified and what strategies the school, with the support of the LEA, uses to attract and retain highly qualified teachers. Applications are requested district-wide when openings are available in order to choose only those teachers who are highly qualified to teach. Principals have access to Teach Alabama for seeking interested and highly-qualified applicants. The decision of hiring highly qualified staff is made by the local school. Principals are required to have the knowledge of each teacher’s highly qualified status and the area the teacher is highly qualified to teach. New teachers are assigned mentors within the school for the first year and are monitored for this year. All teachers are required to participate in professional development activities organized by the administration of the local school and encouraged to seek additional professional development activities. Funding for high-quality, on-going activities is provided by local, state and federal funds. 5. Assessments and Teacher Involvement: Describe how teachers in the school meet to collaborate regarding the use of academic assessments to provide information on and improve the achievement of individual students and the overall instructional program. Saks Elementary teachers are involved in the decisions regarding the use of state academic assessments. Teachers will administer assessments to determine if students have mastered objectives taught. These assessments are used to

determine if further instruction can continue of if remedial activities need to be implemented. Teacher input is considered at different levels of assessment results. The following ways that teachers make decisions that guide instruction:

• The faculty collaboratively studies the disaggregated data and results of the state assessments. • Building Based Student Support Team (BBSST) members evaluate data collected on referred students to determine if there are any indicators that require more in depth testing or referral for special services. • Grade level and subject area data meetings are held to adjust instructional procedures and strategies based on the progress monitoring data.


• End of the month math assessments administered – non-mastery of skills are re-taught and re-tested Teacher representation and teacher input is included on school budget committees, policy committees, textbook selection committees, and school calendar committees. This voice allows teachers to be involved in all areas of overall

instruction and testing. 6. Special Populations: Describe programs used for each group of Migrant, English Language Learners, Economically Disadvantaged, Special Education, Neglected and/or Delinquent, and Homeless students. All students at Saks Elementary School, including those identified as migrant, limited-English proficient, homeless, economically disadvantaged, and neglected/delinquent, have access to all services and programs available, including free/reduced lunch, Title I services, Special Education services, and Harcourt Reading intervention, and counseling services. Also, Saks Elementary uses various community resources to provide students with necessary school supplies, food, clothing and shelter. All homeless, migratory, and limited-English proficient students must have equal access to the same free appropriate public education, including public preschool education provided to other children and youth. All homeless, migratory, and limited-English proficient students are provided with the opportunity to meet the same challenging state content and state student performance standards to which all students are held without being stigmatized or isolated. The counselor or secretary identifies limited-English proficient students upon enrollment. Each new student receives a Home Language Survey used to determine eligibility for limited-English proficient testing. Students qualify for testing if the survey indicates that a language other than English is used by the student or at the student’s home. All eligible students are tested with the WIDA Access Placement Test to see if they are eligible to receive services through the ELL program. Parents or guardians have the right to waive the Title III Supplemental ELL Services. If the parents or guardians agree for the student to receive services, an ELL committee convenes to determine the appropriate services for the student to receive. A variety of services to all ELL students is provided such as content area tutoring, pull-out ELL, pull-out for individual support, and content-based ELL. An itinerant ELL teacher provides services to all ELL students at Saks Elementary School. The ELL committee reviews each student’s progress annually. The ELL teachers also serve as interpreters to communicate with the parents of ELL students if the need arises. Parents are provided the opportunity to receive all updates and important school documents in English and Spanish. Saks Elementary has access to Transact for the conversion of documents from English to Spanish. The office has a copy of all documents that are on this website and teachers can request copies. WIDA Access test and is performing on grade level (determined by grades, teacher recommendations, and results of reading standardized tests), the student becomes eligible to exit the ELL program and will be monitored for 2 years to ensure success. 7. Extended Learning Opportunities: 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. Students who experience difficulty mastering the proficient or advanced achievement standards will be provided timely, effective, and additional instructional assistance. This will be accomplished by:

• Teacher review of student permanent records, previous test results and any other pertinent information which would help the teacher to determine student strengths and weaknesses • Communication with previous teachers who have previous insights of student’s learning styles • Classroom teachers use of Harcourt materials for core reading instruction, both of which have intervention strategies embedded in the curriculum which are aligned with the Alabama Reading Initiative (ARI) intervention

guidelines • Providing daily small group instruction and intervention for those experiencing difficulty • Utilization of reading coach and regional reading coach • Progress monitoring students in a timely manner based upon DIBELS benchmark assessments • Conduction monthly data meetings to discuss strategies and procedures that would encourage student success and to review student progress and make changes in instruction as needed • Analyzation of mastery of course of study objectives by grade levels during one hour meetings to be held after school (All data resources are included in analysis, i.e. SuccessMaker, Accelerated Reader, End of month

assessments, ARMT preparatory reading tests, progress monitoring results, teacher’s gradebook) • Encouraging parental involvement in student education through school conferences, telephone conversations, and make and take workshops offered by our Parental Involvement Specialist, Becky Cox • Extended Day program assists students with homework needs


Part VI - Additional Components To Be Addressed to Satisfy Federal Requirements Related to Parental Involvement:

A. Parental Involvement: 1) Describe how the school will convene an annual meeting to inform parents of Title I requirements and offerings; 2) how there will be a flexible number and format of parent meetings offered; 3) how parents will be involved in the planning, review and improvement of the Title I Program; and 4) how funds allocated for parent involvement are being used in the school.

1) All parents received a letter over the summer inviting them to attend an orientation meeting prior to the beginning of school. A meeting was held the week before school started in August 2008. The school principal talked to parents about school programs, policies, and procedures. The Parental Involvement Specialist spoke to parents about Title I services. In grade level sessions, the parent communication folder system was introduced and explained. 2) Meetings focusing on the Title I School-wide Program were held on August 31st and September 1st for parents. Parents and community members learned what Title I funds are used for at Saks Elementary and how a school-wide program works. The parent involvement specialist holds three meetings during the first two months of the school explaining Title I and how the children of the school qualify for Title I services. These meetings are held at different times to accommodate as may parents as possible. Programs presented by students at various grade levels encourage parent and family attendance. Memos of scheduled PTO meetings regarding school and/or classroom policies, procedures, activities, and plans are sent home with all students to encourage parent participation. Parents are encouraged to schedule conferences with their child’s teacher(s) as needed. The conferences are held at a date and time convenient to meeting the needs of the parents at our school. The Parent Involvement Specialist offers a number of parent workshops on varying topics of interest. Parent surveys are used to obtain topics of interest. Workshops are held at varying times to accommodate as many parents as possible. 3) Parent representatives work with a committee of school faculty and staff to develop Saks Elementary School’s Title I Compact each year. Two parent representatives are members of our schoolwide planning team. Parents are invited to meet with Calhoun County’s parent involvement specialist each year. 4) Currently, our funds are being used to purchase student planners that have a customized handbook for parents in the front of the planner. Funds are also being used to purchase informational items on nutrition that are sent home each semester and STI HOME. Parent-School Connection newsletters are sent home monthly. B. Parental Involvement: Describe how the school provides parents of participating children timely information in a uniform format and, to the extent practicable in a language they can understand, about programs under Title I, a description and explanation of the curriculum in use, forms of academic assessments, and achievement expectations used, and, if requested by parents, opportunities for regular meetings to formulate suggestions and participate as appropriate in decisions related to the education of their children. At the start of the 2008-2009 school year, Becky Cox, the Parent Involvement Specialist for Calhoun County, met with the Saks Elementary faculty at a staff meeting, as well as parent volunteers, to discuss strategies in Parent Involvement. Saks Elementary communicates regularly with parents in the following ways: * newsletters from school * PTO meetings * Midterm grade reports * Standardized test score home reports * AR/STAR reports * School website www.calhoun.k12.al.us/se Written notices and memos can be translated into the parent’s primary language with ELL and Central Office staff performing the translations. All teachers who have ELL students in their classrooms will be trained on Trans Act. Trans Act provides teachers with forms for parents in the language the parent understands. Saks Elementary School works with the ELL staff in providing information to parents in the language they understand.

C. Parental Involvement: Describe how parents, the school staff, and students share responsibility for improved student academic achievement for participating students (School-Parent Compact).

The Title 1 Compact is a written agreement between the parents, classroom teacher, and student to work together to help the student achieve academic success. The compact serves as a guide, outlining the role that each party plays in partnership of the student’s education. A copy of Saks Elementary School’s Title 1 Compact is appended. The current compact will be reviewed and revised by the Parent Involvement Committee during a spring meeting. The four paserving on the committee as well as staff members will recommend make any revisions needed. All compacts are kept in the child’s classroom. Teachers use the compacts at parent teacher conferences to address student success. The Toffice provided a Parent/Teacher contact log to utilize for documentation purposes. Grade level meetings planned by reading specialist for “parent reading meetings: to discuss new Harcourt reading series. D. Parental Involvement: Describe procedures to allow parents to submit comments of dissatisfaction with the Continuous Improvement Plan.


Parents of Title 1 participating students (all Saks Elementary students) may make and submit any comments of dissatisfaction with the School Parent Involvement Policy and plan to the LEA by using one of the stamped addressed envelopes in the school office or by calling the federal programs office at the Calhoun County board of Education: (256) 741-7434. Any disagreement that cannot be resolved will be noted on the policy and plan. E. Parental Involvement: Describe how the school will build capacity for parental involvement including how parents will be encouraged to become equal partners in the education of their children. (See NCLB Section 1118, requirements for building capacity in parental involvement.) To ensure effective involvement of parents and to support a partnership among the school, parents, and the community to improve student academic achievement, our school:

(1) Shall provide training for parents of participating children in understanding such topics as the State's academic content standards and State student academic achievement standards, State and local academic assessments, the requirements of Title I, and how to monitor their child’s progress and work with teachers to improve the achievement of their children. (Describe)

Saks Elementary School communicates State and local content, achievement standards, and school policies, procedures, plans, and activities to parents via: - publications such as the State Department School Report Card, - newsletters, - weekly and/or monthly calendars, - Open House/orientation held before school starts, - parent meetings at school – PTO and informational meetings, - conferences with teachers, counselor, administration. - Math Night for parents and students - Bingo for Books - Science Night for parents and students - Hispanic Heritage Fiesta for families of ELL students

- school website www.calhoun.k12.al.us/se Saks Elementary School provides assistance to parents of children in how to monitor progress through daily and/or weekly communication folders, calendars, memos, and newsletters. Periodic progress reports and/or report cards and achievement test results with easy to read explanations of results can be discussed during conferences which may be scheduled at a mutually agreeable time. Saks Elementary School helps parents work with their children by:

- centrally located parent resource library which lends books, magazines, tapes, games; - meetings to foster parental involvement in their child’s education; - host a parent’s night to explain DIBELS reports and assessments

(2) Shall provide materials and training to help parents to work with their children to improve their children's achievement, such as literacy training and using technology, as appropriate, to foster parental involvement. (Describe)

The first annual Saks Elementary Family Night Read-In took place in the winter of 2005. Students, parents, and teachers from all grade levels participated in a literacy activity to promote reading for enjoyment. Parents were provided and opportunity to talk with the Title 1 liaison about effective home practices for helping children succeeds in school. Pamphlets were available for parents. A similar event will be planned for the 2008-2009 school year. Through PTO, conferences with teachers, and other communication methods, parents may suggest their own ideas for parent involvement activities at Saks Elementary. Meetings with school personnel can be arranged upon request to address the concerns and ideas that parents may have for improving parental involvement. To maximize parental involvement and participation: - visits may be arranged upon request; the staff of the Federal Programs Office has resources available to assist with this. - conferences with teachers, counselor, and the administration may be scheduled before, during or after school hours. - activities which invite and encourage parent participation are scheduled at various times of the day and various days of the week. The Calhoun County School System has a Parent Advisory Council that meets each spring. Each school in the district provides two parents for participation on this council. From this Parent Advisory Council, four parents are


appointed to serve on the Federal Programs Advisory Council Local libraries lend books and sponsor programs to promote and support independent reading, life-long literacy for people of all ages and interests.

- Saks Elementary participates in NEA’s Read Across America program and other and other business-sponsored reading programs such as Six Flags 600 Minutes of Reading - During Read Across America, readers from the community included Board of Education members and personnel, State House representative, college students, student teachers, and retired teachers. Daily activities

were planned by a committee, and all students participated in the program. (3) Shall educate teachers, office personnel, and other school staff, with the assistance of parents, in the value and utility of contributions of parents, and in how to reach out to, communicate with, and work

with parents as equal partners, implement and coordinate parent programs, and build ties between parents and the school. (Describe)

Administrators model parent communication through monthly newsletters from the principal notifying the families of upcoming events and important dates. Following this example, teachers send weekly newsletters to parents to keep them abreast of all important activities going on at school. Teachers update websites regularly to include vital classroom information for parents as well as websites to help parents with instructional strategies. Over the summer, all new teachers received training in how to maintain and update their classroom websites. Teachers have been trained by ELL staff to communicate with parents of ELL students and involve them in school activities. Saks Elementary holds an annual Hispanic Heritage Fiesta to allow the ELL community to collaborate with the non-ELL community.

(4) Shall to the extent feasible and appropriate, coordinate and integrate parent involvement programs and activities with other federal programs, and conduct other activities, such as parent resource

centers, that encourage and support parents in more fully participating in the education of their children. (Describe)

Our Parent Involvement Coordinator meets at the beginning of each school year to offer opportunities for parents to become active in the school community. Our reading coach coordinates parent book studies focused on strategies for improving student achievement. Each quarter, Calhoun County’s Parent Involvement Specialist offers make-and-take workshops for parents to create resources to use at home with their students. We also have a local Parent Volunteer coordinator who is part of our Parent Teacher Organization. She currently works with approximately 30 parent volunteers who are actively involved on a daily basis at our school.

(5) Shall ensure that information related to school and parent programs, meetings, and other activities is sent to the parents of participating children in a format and, to the extent practicable, in a language the parents can understand. (Describe)

Resources and personnel are available from the Calhoun County Board of Education Federal Programs Office to assist with translation services. The staff at Saks Elementary School will contact the Federal Programs for guidance and assistance with translation needs. ELL personnel at Saks Elementary School are available as needed.

Accommodations for parents with disabilities will be made. Reserved handicapped parking is close to the front entrance of the school. Wheelchair accessible elevator and water fountains are installed and working. The location of parent conferences can be set to accommodate the needs of disabled individuals. Programs presented by students at various grade levels encourage parent and family attendance. Memos of scheduled PTO meetings regarding school and/or classroom policies, procedures, activities, and plans are sent home with all students to encourage parent participation. Parents are encouraged to schedule conferences with their child’s teacher(s) as needed. The conferences are held at a date and time convenient to meeting the needs of the parents at our school. The Parent Involvement Specialist offers a number of parent workshops on varying topics of interest. Parent surveys are used to obtain topics of interest. Workshops are held at varying times to accommodate as many parents as possible.

(6) Shall provide such other reasonable support for parental involvement activities as parents may request. (Describe) Saks Elementary School has a suggestion box located at the front of the school so the parents can anonymously place requests in the box. Parent surveys are sent out at the end of each school year by the principal and assiprincipal. The school has an open door policy and eagerly accepts parental requests.


F. Parental Involvement: Describe how the school will ensure the provision for participation of parents with limited English proficiency, parents with disabilities, and parents of migratory students; including providing information and school reports in a format and, to the extent practicable, in a language that parents can understand. Resources and personnel are available from the Calhoun County Board of Education Federal Programs Office to assist with translation services. The staff at Saks Elementary School will contact the Federal Programs for guidance and assistance with translation needs. ELL personnel at Saks Elementary School are available as needed. Accommodations for parents with disabilities will be made. Reserved handicapped parking is close to the front entrance of the school. Wheelchair accessible elevator and water fountains are installed and working. The location of parconferences can be set to accommodate the needs of disabled individuals Every effort is made to accommodate parents with disabilities. Saks Elementary is a handicapped-accessible building.

Part VII- PROFESSIONAL LEARNING NEEDS RELATED TO ACADEMIC CHALLENGES Including ENGLISH LANGUAGE PROFICIENCY, SCHOOL SAFETY, DISCIPLINE, AND SUPPORTIVE LEARNING ENVIRONMENTS (Reminder: NCLB Section 1116 requires that each year Title I schools identified for improvement must reserve the equivalent of 10% of the Title I school-level allocation made available to the school under Section 1113. In addition, each year LEAs identified for improvement must reserve 10% of their allocations for professional development).

• Does the plan provide opportunities for professional development activities that are high-quality, effective, and research-based? YES NO • Does the plan include opportunities for teachers, principals, paraprofessionals, other staff, and parents? YES NO • Does the plan include required district-wide training for English language acquisition? (If LEA receives Title III funds) YES NO

(Note: Professional learning activities must be linked to Alabama’s Standards for Professional Development and Alabama’s Technology Professional Development Standards, www.alsde.edu, Sections, Technology Initiatives, Publications).

WHAT WEAKNESS OR NEED IDENTIFIED IN ACADEMIC, INCLUDING ELL AMAOs OR SCHOOL CULTURE GOALS WILL THE PROFESSIONAL

LEARNING ADDRESS?

WHAT TYPES OF PROFESSIONAL

LEARNING WILL BE OFFERED?

WHEN WILL THE

SESSION BE DELIVERED?

(Please list dates of future PD sessions, not those that have

already taken place.)

WHAT ARE THE

EXPECTED OUTCOMES OF PROFESSIONAL

LEARNING? (Following the professional learning, how will academic

or cultural challenges be impacted – what does it look

like?)

HOW WILL PARTICIPANTS BE HELD ACCOUNTABLE FOR SUCCESSFUL IMPLEMENTATION AND IN WHAT

WAYS WILL EVIDENCE WILL BE COLLECTED TO SHOW EFFECTIVE ASSIMILATION/INTEGRATION OF

STRATEGIES?

WHAT ARE THE

FUNDING SOURCES, ESTIMATED EXPENSES, AND PROPOSED NAMES OF CONSULTANTS OR

ENTITIES? Example: Title II, $....00

Dr. Verry Goode

DOCUMENT CONTINUOUS LEA REVIEW AND SUPPORT RESULTS


Addressing different learning styles Achievement gap in reading Achievement gap in math Parent – teacher 2 way communication

Book Study – D o You Know Me Enough To Teach Me? With faculty members Monthly data meetings with reading coach, 5 teachers and reading coach will attend the State Reading Conference 5 teachers will attend the ACTM Fall Forum Webpage design Common Assessment training School audit by NCUST AR Home Connection

Jan/Feb. 2009 Sept. 2008 October 2008 August 2008 Jan/Feb. 2009 April 2009

Teachers will have a better understanding of how to deal with different learning styles. Meaningful comprehension activities Teachers will learn how to integrate AMSTI activities with current math series Teachers will use this to increase communication with parents Teachers will learn how to develop/use common assessments Parent link to AR

Attendance/sign-in sheets, Open discussion at book sessions Teachers who attend the training will train other teachers on their team about the strategies Teachers who attend the training will train other teachers on their team about the strategies Review of teacher webpages Review of assessments Review of audit findings Parent feedback

Title I funds will be used to purchase books - $800.00 Book study will be facilitated by Mr. Baeza and Mrs. Findley Title I – Professional development $750 Title I – Professional development $900 $6500 title II (if available) $4500 Title I

DUPLICATE PAGES AS NEEDED Part VIII - Coordination of Resources/Comprehensive Budget List all federal, state, and local monies that the school uses to run its program:

Example: I. State Foundation Funds:

State Foundation Funds TOTAL Teacher Assigned Units: 40.29 classroom teachers: 32.84 TOTAL OF ALL SALARIES 160,935.08 Administrator Units: 1 Assistant Principal: 0 Counselor: 1 Librarian: 1.25 Instructional Supplies 4,750.00 Library Enhancement 6,650.00 Technology 9,500.00


Professional Development 1,330.00 State ELL Funds

II. Federal Funds: Title I: Part A: Improving the Academic Achievement of the Disadvantaged TOTAL 164,236.09 Title I: (1. Schools identified for improvement must set-aside an equivalent of 10% of its Title I school-level allocation for professional development each year it is in the improvement process. 2. Also include the school’s portion of the 95% of the LEA set-aside for parental involvement. For additional guidance, check with the Federal Programs Coordinator in your school district.) BRIEF EXPLANATION and BREAKDOWN OF SPENDING: Used for: title I staff salary 1.5 units Assistant Principal/title I Facilitator salary materials and supplies professional development Parental involvement Extended Learning Time

46921.82 81477.49 16353.04 10,294.00 2592.61 1078.00

Title II: Professional Development Activities TOTAL BRIEF EXPLANATION and BREAKDOWN OF SPENDING:

Title III: For English Language Learners TOTAL BRIEF EXPLANATION and BREAKDOWN OF SPENDING:

Title IV: For Safe and Drug-free Schools TOTAL BRIEF EXPLANATION and BREAKDOWN OF SPENDING:

Title V: For 26 different uses; Also called “Innovative Programs”; Includes school improvement, gifted education, nurses, etc. TOTAL


BRIEF EXPLANATION and BREAKDOWN OF SPENDING:

Title VI: For Rural and Low-income Schools TOTAL BRIEF EXPLANATION and BREAKDOWN OF SPENDING:

III. Local Funds ( if applicable)

Local Funds TOTAL BRIEF EXPLANATION and BREAKDOWN OF SPENDING:

Part IX – MONITORING/REVIEW DOCUMENTATION


INITIAL REVIEW /DEVELOPMENT Target Date: August Purpose: Review assessment data to develop plan or make plan adjustments to existing plan. Date ________________________________ Principal Initials______________ LEA initials ______________ Other ___________________ COMMENTS* *Use additional pages, if needed

REVIEW 1 Target Date: September Purpose: AMENDMENT - Incorporate recommendations from school, LEA and/or SDE. Date ________________________________ Principal Initials______________ LEA initials ______________ Other ___________________ COMMENTS* *Use additional pages, if needed

REVIEW 2 Target Date: October Purpose: IMPLEMENTATION - Provide documentation/evidence of improvement. Date ________________________________ Principal Initials__________ LEA initials ______________ Other ____________ COMMENTS* *Use additional pages, if needed

REVIEW 3 Target Date: November Purpose: IMPLEMENTATION – Provide documentation/evidence of improvement. Date ________________________________ Principal Initials____________ LEA initials ______________ Other: ________________ COMMENTS* *Use additional pages, if needed

REVIEW 4 Target Date: January Purpose: IMPLEMENTATION - Provide documentation/evidence of improvement. Date ________________________________ Principal Initials______________ LEA initials ______________ Other ___________________ COMMENTS* *Use additional pages, if needed

REVIEW 5 Target Date: February Purpose: IMPLEMENTATION - Provide documentation/evidence of improvement. Date ________________________________ Principal Initials______________ LEA initials ______________ Other ___________________ COMMENTS* *Use additional pages, if needed

REVIEW 6 Target Date: March Purpose: IMPLEMENTATION - Provide documentation/evidence of improvement. Date ________________________________ Principal Initials______________ LEA initials ______________ Other ___________________ COMMENTS* *Use additional pages, if needed

REVIEW 7 Target Date: April - May Purpose: REFLECTIONS/PROJECTIONS – Evaluate each goal, strategy, and action for continuation, revision, or removal. Date ________________________________ Principal Initials______________ LEA initials ______________ Other ___________________ COMMENTS* *Use additional pages, if needed

Use information from Reviews to Evaluate the plan and to update the plan for the coming year.

joseph b. morton, state superintendent of education 2008 ... csip 2008-2009.pdf · system: calhoun...

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