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2010 - 2011 CONTINUOUS IMPROVEMENT PLAN

Title I Schoolwide Plan Note: Blank copy is available on www.alsde.edu , e-GAP, Document Library Federal Programs Director submits required plans to LEA system’s e-GAP Document Library

NAME OF SCHOOL: Holtville Elementary School

STREET ADDRESS: 287 Whatley Road CITY: Deatsville STATE: Alabama ZIP CODE: 36022CONTACT: Kathy Terrell TELEPHONE: 334-569-2925 E-MAIL [email protected]

Identified for School Improvement? No X 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 3, 2009.

Year 3 or Year 4 or more Submit to LEA for Board approval. Scan PAGE ONE and PAGE TWO to indicate signatures. Submit the plan and signature pages electronically to your system’s e-GAP Document Library by November 3, 2009. Made AYP? YES X NO

Made AMAOs (EL)? YES NO N/A X

Career Tech Made AYP?YES NO N/A X

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 X NO

Describe how this plan will be made available to parents and other stakeholders, such as through parent meetings or on Web sites. NOTE: The Parental Involvement section of this plan must be distributed to all parents.

The Continuous Improvement Plan (CIP) for Holtville Elementary School is available to parents and other stakeholders in the Parent Resource Center and the administration office. All certified personnel also have access to a copy on their computer desktop. The CIP is also available on the school website http://holtville.ece.schoolinsites.com/ . The CIP is also shared at all Parent Involvement activities or meetings.

*Board Approval: Yes No Board approval received on _____________________________, 2009.

Board Signature:

Superintendent Signature: Date:

Federal Programs Coordinator Signature: Date:

Principal Signature: Date:

CONTINUOUS IMPROVEMENT PLAN DEVELOPMENT AND IMPLEMENTATION TEAMSystem: Elmore County School: Holtville Elementary 2010-2011

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http://holtville.ece.schoolinsites.com/

http://www.alsde.edu/

This plan was developed/or revised during the following time period (e.g. April, May – September 200_):

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 April and May 2010, the building leadership team (including parent members) reviewed the 2009-2010 Continuous Improvement Plan to assess the degree to which implemented strategies have been met. This information was shared with all staff and interested parents. The staff and parents provided input on the following: which elements have been successfully mastered and need not be included in the next year’s plan; the elements that have been mastered but still require continued monitoring during the 2010-2011 school year; the elements that have not been mastered and must be included in the 2010-2011 CIP. In August and September 2010, the building leadership team and school staff, along with interested parents convened to disaggregate standardized assessment data, ELL data, attendance, School Incident Report data, PEPE data, and other local data. Results were shared with school faculty, staff, and parents. Faculty, staff, and parents were asked for their input. The building leadership team met to suggest strategies, professional development, and budget requirements for the CIP plan. When the draft was completed, faculty and staff reviewed it and had the opportunity to suggest modifications if needed. Requested modifications were examined and decisions made by building leadership team and faculty/staff. The finalized CIP will then be 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)

Kathy TerrellNancy MillerSandi Garner

Anita McGowinPenelope Quates

Mary PeeplesKay Mayfield

Kelly McQueenLinda Blakey

Miranda WilsonJina SandersTraci Guy

Harrison AbramsTraci Culverhouse

Mary StatonAmy Boyle

Principal, ChairpersonKindergartenFourth GradeFirst Grade

Second GradeLibrary Media Specialist

Reading CoachThird Grade

Intervention TeacherCounselor

Assistant PrincipalSpecial Education Teacher

StudentCommunity Stakeholder

ParentParent

Part I - SUMMARY OF NEEDS BASED ON A COMPREHENSIVE REVIEW OF DATA

System: Elmore County School: Holtville Elementary 2010-2011

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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. Additionally, please report data pertaining to the Response to Instruction (RtI) framework, include data used to determine the type of support provided to students (i.e.: universal screening results, benchmark testing, progress monitoring, etc.)

Briefly describe the process your faculty used to conduct the needs assessment (analysis of all data).The BLT Committee was responsible for gathering the data and looking at the strengths and weaknesses. Committees were formed with the BLT leadership to decide which data should be used and how to address the data. The county level Needs Assessment Survey was also reviewed.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.All teachers at HES are highly qualified. We will continue to strive to maintain 100% highly qualified teachers. Administrators identify vacancies and applicants who are fully certified and highly qualified when considering someone for employment. Classroom assignments of students are made based on even distribution of abilities by data gathered from multiple resources.Number and percentage of teachers Non-HQT: 100% of teachers at Holtville Elementary are HQT – 0% non-HQT.

Number and percentage of Classes Taught by Non-HQT: Teachers will be hired based on their highly qualified status to maintain 100% of the staff being highly qualified.

Alabama High School Graduation Exam (AHSGE): Strengths:From the Spring 2010 Exam for Holtville High School: Of grade 12 students: 96% passed the Reading portion, 90% passed the Language portion, 99% passed the Biology portion , 95% passed the Mathematics portion , and 90% passed the Social Studies portion.

Weaknesses:The goal is to have 100% of students pass all portions of the graduation exam.Presently the graduation Class of 2010-2011 graduation rate is 89%, with only 65% having passed all five parts of the graduation exam.

Alabama Reading and Mathematics Test (ARMT):

Strengths:During the 2009-2010 school year: 91% of third grade students scored in levels III and IV in reading. With a score of 91% in third grade reading, HES is above the AMO of 81%. 86% of third grade students scored in levels III and IV in mathematics. With a score of 86% in third grade math, HES is above the AMO of 74%. 89% of fourth grade students scored in levels III and IV in reading. With a score of 89% in fourth grade reading, HES is above the AMO of 77%. 83% of fourth grade students scored in levels III and IV in mathematics. With a score of 83% in fourth grade math, HES is above the AMO of 72%.

During the 2008-2009 school year: 94% of third grade students scored in levels III and IV in reading. With a score of 94% in third grade reading, HES is above the AMO of 77%. 90% of third grade students scored in levels III and IV in mathematics. With a score of 90% in third grade math, HES is above the AMO of 68%. 89% of fourth grade students scored in levels III and IV in reading. With a score of 89% in fourth grade reading, HES is above the AMO of 77%. 87% of fourth grade students scored in levels III and IV in mathematics. With a score of 87% in fourth grade math, HES is above the AMO of 72%. Special education students scored 8.64 proficiency rate in mathematics.

Weaknesses:During the 2009-2010 school year: Special education students scored -10.58 proficiency rate in reading, which is below the required AMO of 0. Special education students scored -10.20 proficiency rate in mathematics, which is below the required AMO of 0. A significant number of students are still not achieving maximum points on open-ended questions on the ARMT.

During the 2008-2009 school year: Special education students scored 0.18 proficiency rate in reading, which is less than one percent over the required AMO. A significant number of students are still not achieving maximum points on open-ended questions on the ARMT.

Alabama Science Assessment:


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Strengths:

N/A

Weaknesses:

N/A

Stanford 10Strengths:During the 2009-2010 school year: Over 90% of the third grade students scored average or above average on Functional & Initial Understanding

components of Reading Comprehension. Over 90% of the third grade students scored average or above average on Communication & Representation

of Mathematics Problems Solving and Number Facts, Computation with Whole Numbers, and Computation/Symbolic Notation of Mathematics Procedures.

Over 90% of the fourth grade students scored average or above average on Thinking Skills in Reading Vocabulary and Functional Reading in Comprehension. Over 90% of the fourth grade students scored average or above average on Communication & Representation of

Mathematics Problem Solving and Computation with Fractions, Computation in Contest, Computation/Symbolic Notation, and Thinking Skills of Mathematics Procedures.

During the 2008-2009 school year: 91% of third grade students scored average or above average on Mathematics Procedures, Reading

Comprehension, and Language portions. 86% of third grade students scored average or above average on Word Study Skill, and 82% of third grade

students scored average or above average on Reading Vocabulary portions. 94% of fourth grade students scored average or above average on Reading Vocabulary.

Weaknesses:During the 2009-2010 school year:

Only 64% of third grade students scored average or above on Structural Analysis in Word Study Skills.

Only 71% of third grade students scored average or above on Reasoning & Problems Solvingin Mathematics Problems Solving.

Only 80% of fourth grade students scored average or above on Synonyms in Reading Vocabulary.

Only 77% of fourth grade students scored average or above on Patterns /Relationships in Algebra.

During the 2008-2009 school year: Only 74% of third grade students scored average or above on the content cluster of Structural Analysis part of Word Study Skills. Only 78% of third grade students scored average or above on Computation with Decimals. Only 78% of fourth grade students scored average or above on Patterns /Relationships

in Algebra.

Dynamic Indicators of Basic Early Literacy Skills (DIBELS):Strengths:At the beginning of the 2010-2011 school year: First grade scored 95% benchmark in Phoneme Segmentation Fluency and 83% benchmarked in Nonsense

Word Fluency. Second grade scored 85% benchmark in Nonsense Word Fluency.

At the end of the 2009-2010 school year: Kindergarten scored 98% benchmark in Phoneme Segmentation Fluency and 87% benchmarked in Nonsense

Word Fluency. First Grade scored 94% benchmark in Phoneme Segmentation Fluency and 90% benchmarked in Nonsense

Word Fluency. Second grade scored 78% benchmark in Oral Reading Fluency – the highest ever at HES.

Weaknesses:At the beginning of the 2010-2011 school year: First grade only had 78% benchmark in Letter Naming Fluency. Second grade only had 68% benchmark in Oral Reading Fluency.

At the end of the 2009-2010 school year: Kindergarten only had 83% benchmark in Letter Naming Fluency. First grade only had 80% benchmark in Oral Reading Fluency. Third grade only had 62% benchmark in Oral Reading Fluency.

Part I - Continued:

Alabama Direct Assessment of Writing (ADAW):


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Strengths:During the Spring 2010 ADAW assessment:89% of tenth grade students scored Level IV or Level III meaning the scores were at the exceeds standard or meets standard level of achievement.82% of fifth and seventh graders scored proficient in Narrative Writing.

Weaknesses:During the Spring 2010 ADAW assessment:Expository writing was the weakest area for tenth grade students, however 83% scored Level IV or Level III meaning the scores were at the exceeds standard or meets standards level of achievement.Only 53% of seventh graders scored proficient in Descriptive Writing.

ACCESS for English Language Learners (ELs):

Strengths:During the Spring 2010 ACCESS testing period: 2 out of 3 of the Third Graders tested scored proficient, overall score of 4.8 or higher, and are now on monitoring status. 4 out of 6 of the students tested scored 4.8 or higher in Reading 4 out of 6 of the 6 students tested scored 4.3 or higher in Comprehension.

Weaknesses:During the spring 2010 testing period: 4 out of 6 students showed weaknesses in writing. 2 out of 6 students scored proficiency level of 4.8 on the WIDA ACCESS.

EducateAL or other Professional Evaluation Profile Information:Strengths: During the 2009-2010 school year:Teachers consistently score Integrating and Innovation on 1.4 – Designs instructional activities based on state content standards.

Weaknesses:During the 2009-2010 school year:A weak area denoted in teachers’ self assessment was 3d.2 – Facilitates learners’ individual and collaborative use of technology and evaluates the technological proficiency.

Additional Data Sources: (e.g., Alabama Alternate Assessment [AAA], School Technology Plan Data)Strengths:Data from 2009-2010 ALDSE IMPACT Data showed: 97% of teachers communicate with other faculty and staff using email, online forums, instant messenger, blogs, or web

pages. 87.05% of teachers use Internet and/or electronic resources to gather information for lesson planning.

Data from 2008-2009 showed:The 2008-2009 Needs Assessment Survey showed: The county had done a good job with professional development of the newly adopted Reading series and pacing/

guides – the mean score for needs was less than 3.0 for all grade levels. DIBELS training was not needed, with a mean score of 2.27. Special education teachers felt they had had sufficient training with Writing Inclusive IEPS (mean score of 2.56) and Special Education Tracking Logs (mean score of 2.54)

Weaknesses:Data from 2009-2010 ALDSE IMPACT Data showed: Only 11.07% of teachers participated in online distance learning activities. Only 45.78% of teachers considered themselves capable of successfully using online distance

learning technology as a teaching resource.Data from 2008-2009 showed:The 2008-2009 Needs Assessment Survey showed: Teachers still felt a professional development need for Small Group Instruction, Behavior

Intervention Plans, and Management of Classroom Discipline, all with a mean score of 3.54. Other professional development needs were cited for Differentiation of Instruction (mean of

3.49), Management of Classroom Instruction (mean of 3.41), and Successful Use of Collaborative Strategies for General Education and Special Education Teaching Teams – Inclusion (mean of 3.35)

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

Strengths:2008-2009:The following are still strengths as recognized from previous years::

Weaknesses:2008-2009: Informal teacher discussions revealed a need for additional professional development utilizing


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Students have access to several educational software programs including FasttMath, LEXIA, Accelerated Reading, and Easy Tech. Diagnostic reports from these programs give immediate feedback and can be used to differentiate instruction.

Reading Unit Benchmark Tests results for grades K-4 are charted and data is used to assess student ability and needs. Math Benchmark Test results for third and fourth grades are charted and data is used to assess student ability and needs. DIBELS data is charted and used in grades K-2 to identify weaknesses of students. Differentiated instruction is used to address those needs. AIMSWeb data is charted and used in grades 3-4 to identify weaknesses of students. Differentiated instruction is used to address those needs. Grade Level data meetings are conducted in which every teacher participates.

the technology already in place within the classrooms. Teachers need to continue with professional development activities with TEAM Math.

Career and Technical Education Program Data Reports:

Strengths:

N/A

Weaknesses:

N/A

Part I – Continued (CULTURE RELATED DATA):

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:For the 2009-2010 school year, we had a decrease in office referrals.

Weaknesses:For the 2009-2010 school year, HES had a total of 211 office referrals from classroom & PE teachers.There is a discrepancy between the % of minority students referred in relation to the school population.

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

Strengths:Presently the HHS Class of 2010-2011 graduation rate is 89%.

Weaknesses:Graduation rate is not at 90% which is required for AYP.

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

Strengths:For the 2010-2011 school year, only one new teacher was hired on a one-year contract to replace a teacher whotook a year’s medical leave of absence. The newly hired teacher is highly-qualified.

Weaknesses:During the 2009-2010 school year, HES had 2 teachers who were on maternity leave for approximately 6 weeks each, one teacher who took a medical leave of absence for a total of 62 days and one teacher who took a medical leave of absence for a total of 34 days. The remaining teachers’ rate of absenteeism was 10.73 days per year.

School Demographic Information related to student attendance, patterns of student tardiness, early checkouts, late enrollments, high number of transfers, and/or transience including migratory moves (if applicable).Strengths: Since beginning the AYP progress and accountability, HES has been successful in the additional indicator of attendance, maintaining above 95% attendance rate during the crucial 20 day period.

Weaknesses:However, reaching the 95% rate has been difficult and required lots of intrinsic motivational tools to ensure students attend during the crucial 20 day period. These motivators at times have created hard feelings among parents and students who have had legitimate reasons for absences.


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

Strengths:According to a parent survey conducted during the spring of 2009: Parents stated that HES has good school/home communication and parents appreciate the information that is shared. Parents felt that the teachers and staff at HES were sincere in caring for the welfare of their child(ren).Of the one hundred eighty-seven (187) parents who responded to the survey: Fifty-seven (57) had a two year college degree Forty-one (41) had a four year college degree Eight (8) had a post graduate degree.

Weaknesses:Concerns from spring 2009 parent survey: Parents would like to see more Art and Music offered. Parents requested some type of after-school tutoring program for students.Of the one hundred eighty-seven (187) parents who responded to the survey: Seven (7) parents had less than a high school diploma Seventy-two (72) had a high school diploma or GED Two (2) were no responses.

School Perception Information related to student PRIDE data.

Strengths:For the survey conducted in the Spring of 2010:86.18% of sixth through eighth grade students perceived tobacco and marijuana as very harmful.

Weaknesses:For the survey conducted in the Spring of 2010:18.4% of sixth through eighth grade students said they had used alcohol during the last year.

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: We currently employ a kindergarten teacher who is fluent in Spanish. The Finish Line practice program was implemented for the third grade students taking the Spring Access Test. Two

of the three students that participated in this program scored overall proficient on the test.

Weaknesses: The Finish Line practice program was not available for students under third grade. Finish Line materials have been order for each grade level and are on hand for the upcoming spring

Access test.


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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: Our Intervention teacher attends quarterly Title 1 meetings in which ESL policies, assessments, and instructional

strategies are covered. The Intervention teacher also attended training on implementing the Finish Line Practice Program.

Weaknesses:No significant weaknesses were noted.

School Process Information uncovered by an analysis of curriculum alignment, instructional materials, instructional strategies, reform strategies, and/or extended learning opportunities.Strengths:

We currently have sixty-three (63) total faculty members to serve six hundred twenty-four (624) students. (as of 09-14-10 with the understanding that this number fluctuates almost daily.)Of the sixty-three (63) faculty members: Two (2) are administrators One (1) intervention teacher and two (2) aides who work in that area Three (3) special education teachers and six (6) aides that work with special education students Thirty-five (34) homeroom teachers, grades K-4 One (1) library media specialist and one (1) librarian aide Two (2) physical education teachers and one (1) physical education aide One (1) counselor One (1) reading coach One (1) speech teacher One (1) gifted education teacher One (1) school nurse One (1) school secretary One (1) bookkeeper Three (3) custodians.

Weaknesses:

The ability to maintain the current faculty, aides, and resource people is crucial to providing appropriate services to students.

At the present time, each second grade classroom contains over 18 students each. This exceeds the recommended number of students for lower elementary classroom instructional effectiveness.

At the present time, each fourth grade classroom contains over 25 students each. This number is equal to or exceeds the recommended number of students for upper elementary classroom instructional effectiveness.


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Part II - GOAL TO ADDRESS ACADEMIC NEEDS – All components to support improving academic achievement, INCLUDING SCHOOL CULTURE AND RtI 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):During the 2010-2011 school year, we will increase the percent of all students scoring proficient (Levels III and IV) by 1% in reading on the ARMT from 91% to 92% in 3rd grade, by 1% in reading on the ARMT from 89% to 90% in 4th grade. During the 2010-2011 school year, we will strive to increase the proficiency index of Special Education from -10.27 to the goal of 0. Data Results on which goal is based:ARMT/Stanford 10 data showed a decrease in overall reading comprehension and mathematics. Realistic goals were set; however, particular subtests of the reading portion of the ARMT/Stanford 10 will be a focus. An additional focus will be all special education students.

TARGET GRADE LEVEL(S):K-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):Special Education Students – 3rd & 4th grades

COURSES OF STUDY REFORM STRATEGIES BENCHMARKS INTERVENTIONS RESOURCES

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.)

HOW WILL PROGRESS FOR EACH ACTION STEP BE MEASURED?

(PERFORMANCE DATA, LISTS, SURVEYS, ETC)

HOW WILL THE SCHOOL PROVIDE TIMELY ASSISTANCE IF STRATEGIES DO

NOT CHANGE PERFORMANCE?

WHAT RESOURCES AND SPECIFIC EXPENDITURES WILL BE NEEDED FOR

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

All Alabama Reading Course of Study Standards, grades K-4.

STRATEGY:R1. Implement research-based core reading program to fidelity.ACTION STEPS:R1-a: Homeroom teachers will administer Baseline Group Tests within the first week of school to determine initial student grouping.

R1-b: Homeroom teachers will establish small, flexible groups, based on data from reading program, to implement ARI strategies (i.e. before, during, after…) within the first two weeks of school.

R1-c: Reading teachers will implement 90 minute reading block daily to include the following:o R1-c1: Whole group – warm-up routines, word work, focus skill,

strategy, tested skill (maximum 30 minutes)o R1-c2: Small group – meet with each group 15 – 30 minutes to

focus on high frequency words, comprehension, skills, strategy o R1-c3 Whole group – comprehension, fluency, and vocabulary.

R1-d: Reading teachers will utilize leveled readers and differentiated lesson plans in the core with small group instruction on a daily basis.

R1-e: Reading teachers will conduct systematic weekly progress checks for all students to determine adequate progress.

R1-a: Baseline Test data will be collected and turned in to Reading Coach.

R1-b: Established Reading Groups & Lesson Planswill reflect adherence to small group instruction.

R1-c: Daily Schedule, along with HES Master schedule will reveal established reading blocks.

R1-d: Established Reading Groups & Lesson Planswill reflect adherence to small group instruction.

R1-e: Data collected by teacher through use of DIBELS Progress Monitoring.

Reading Coach will provide assistance to any teacher who is experiencing difficulty with implementing Scott Foresman reading program.

Teachers will provide additional Intervention instruction for students not making adequate progress.

Small group instruction will be utilized to provide additional instructional time.

After-School Tutoring (as available)The three-tier model of instruction will be used when needed.

Additional Level Readers are needed for classroom teachers.

Special Education Teachers need all support materials from Scott Foresman.

COURSE OF STUDY REFORM STRATEIGIES BENCHMARKS INTERVENTIONS RESOURCES


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All Alabama Reading Course of Study Standards, grades K-4. STRATEGY:

R2. Reinforce phonics skills.

ACTION STEPS:R2-a: Reading teachers will reinforce reading phonics skills by better utilizing technology resources on a weekly basis.

R2-b: Reading teachers will assign lessons through Lexia that reinforce phonics skill taught in the classroom.

R2: Lesson Plans, along with Lexia reports will provide proof of program usage.

Additional instructional support will be given in smaller groups to students who are not successful.

STRATEGY:R3: Provide additional reading practice.

ACTION STEPS:R3-a: Teachers will incorporate a minimum of one oral reading practice literacy center in their literary stations during small group instructional time.

R3-b: Teachers will utilize Accelerated Reader daily for independent reading practice.

R3: Lesson Plans, along with Accelerated Reader reports will provide proof of program usage.

Students who are unsuccessful reading levels will be adjusted to reflect a more appropriate independent range.

STRATEGY:R4: Increase students’ opportunities to learn how to apply strategies to comprehend textual/information and functional materials.

ACTION STEPS:R4-a: All teachers will provide explicit instruction daily during science and social studies to teach and reinforce the following skills: retelling information, using context clues, making inferences to identify main idea, following written directions, summarizing, distinguishing fact from opinion, locating information, and self-monitoring comprehension to comprehend textual/informational materials.

R4-b: All teachers will provide explicit instruction during science and social studies to teach text features including titles, headings, glossary, boldface, index, table of contents, tables, charts, graphs on a weekly basis.

R4: Lesson plans will reflect the use of ARI strategies Additional instructional support will be given in smaller groups to students who are not successful.

A variety of reading materials, such as Time for Children, ZooBooks, Weekly Readers, would be beneficial in providing additional support.

STRATEGY: R5. Coordinate grade level meetings for collaboration between general education, Intervention teacher and special education teachers.

ACTION STEP: R5-a: Principal and Reading Coach will conduct monthly grade level meets to discuss strategies, benchmark assessment, and at risk students.

R5-b: Utilize data from AIMSWeb as a part of these data meetings.

R5: Data collected from Benchmark Assessments, DIBELS progress monitoring, AIMSWeb, and teacher assessments will show increases.

Implement tiered instructional for struggling students. Additional kits of Intensive Phonics & Reading Horizon materials would be beneficial.

COURSE OF STUDY REFORM STRATEIGIES BENCHMARKS INTERVENTIONS RESOURCES


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All Alabama Reading Course of Study Standards, grades K-4.

STRATEGY: R6. Conduct walk-throughs to monitor instruction, follow up with data meetings to discuss instructional strategies and analyze data.

ACTION STEP:R6-a: Principal, Reading Coach, and LEA personnel will conduct monthly walk-throughs with specific look-fors to monitor instructional strategies.

R6: Walk-through monitoring sheets will be used to focus “look-fors” to analyze student learning.

Provide support for struggling teachers by utilizing the coaching cycle with the Reading Coach.

STRATEGY: R7: Provide students with additional practice of the open ended reading type questions on ARMT.ACTION STEPS:R7-a: Teachers will incorporate explicit instruction on open ended types of reading questions from ARMT Practices during their writing time at least once weekly.

R7: Lesson plans will reflect writing opportunities. Additional instructional support will be given in smaller groups to students who are not successful.


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Part II - GOAL TO ADDRESS ACADEMIC NEEDS – All components to support improving academic achievement, INCLUDING SCHOOL CULTURE AND RtI 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):During the 2010-2011 school year, we will increase the percent of all students scoring proficient (Levels III and IV) by 1% in math on the ARMT from 86% to 87% in 3rd grade, by 1% in math on the ARMT from 83% to 84% in 4 th grade. During the 2010-2011 school year, we will strive to increase the proficiency index of Special Education from -10.20 to the goal of 0. Data Results on which goal is based:ARMT/Stanford 10 data showed a decrease in overall reading comprehension and mathematics. Realistic goals were set; however, particular subtests of the reading portion of the ARMT/Stanford 10 will be a focus. An additional focus will be all special education students.TARGET GRADE LEVEL(S):K-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):Special Education Students – 3rd & 4th gradesBlack students entering fourth grade.


WHICH COURSE OF STUDY STANDARDS, AHSGE

STANDARDS/OBJECTIVES, ELIGIBLE CONTENT, OR WIDA*

STANDARDS ARE LINKED TO EACH STRATEGY?


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

or program names.)



HOW WILL THE SCHOOL PROVIDE TIMELY ASSISTANCE IF STRATEGIES DO

NOT CHANGE PERFORMANCE?



All Alabama Mathematics Course of Study Standards

STRATEGY: M-1. Implement explicit and intensive instruction through using TEAM Math strategies to make connections to prior mathematical experiences by providing vehicles for expressing and internalizing mathematical thoughts.

ACTION STEPS:M-1a. Students will reinforce the automaticity of basic facts using FasttMath software on a daily basis.

M-1b. Teachers will use manipulatives to reinforce math skills previously taught as needed with struggling students.

M-1c. Teachers and students will utilize computer technology on a regular basis to address word problem strategies in grades three and four. (Go Solve!)

M-1d: Teachers will utilize 7-month plan from county curriculum to ensure all standards are covered in a timely fashion.

M-1e: Teachers will incorporate daily math review practices to reinforce the standards.

M1f: The school staff will conduct grade level meetings led by principal/grade level leader teacher to review and respond to benchmark data.

M-1a: FasttMath reports will be monitored to assure students are using the program regularly.

M-1b: Lesson plans should reflect when these manipulatives are used.

M-1c: GoSolve! reports will be monitored to ensure students are using the program regularly.

M-1d: Lesson plans should correlate with the nine month plan.

M-1e: Lesson plans should reflect usage of daily math review practices.

M-1f: Grade Level sign-in sheets will show discussion of math benchmark assessments.

Additional practice time will be allowed during the morning arrival times for identified students by utilizing the computer labs for FasttMath.

Additional instructional support will be given in smaller groups to students who are not successful.

Re-teach skills not mastered on the benchmark assessment in small groups.



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All Alabama Mathematics Course of Study Standards

STRATEGY: R7: Provide students with additional practice of the open ended reading type questions on ARMT.

ACTION STEPS:R7-a: Teachers will incorporate explicit instruction on open ended types of reading questions from ARMT Practices during math weekly.

R7: Lesson plans will reflect writing opportunities.Additional instructional support will be given in smaller groups to students who are not successful.

Part III - GOAL TO ADDRESS ANNUAL MEASURABLE ACHIEVEMENT OBJECTIVES (AMAOs) AND ENGLISH PROFICIENCY NEEDS – Note: Refer to the EL Data Compilation as part of the needs assessment in forming goals. If any EL student did not make AMAOs complete this page.


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ENGLISH PROFICIENCY GOAL (SHOULD ADDRESS IDENTIFIED WEAKNESSES AND GAPS):To increase the Overall Score average from 3 to 3.5 on the WIDA ACCESS testing.

Data on which goal is based:Data shows that the currently enrolled ELL students (2) had the composite score on Access testing was 3.0 during the spring 2010 testing period.

TARGET GRADE LEVEL(S):K-4th

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

WIDA ENGLISH LANGUAGE PROFICIENCY STANDARDS

REFORM STRATEGIES BENCHMARKS INTERVENTIONS RESOURCES

WHICH WIDA* ENGLISH LANGUAGE PROFICIENCY

STANDARDS OR DOMAINS ARE LINKED TO EACH STRATEGY?


TO IMPROVE STUDENT ACADEMIC PERFORMANCE?

(Give specific strategies, not just programs or program names.)



HOW WILL THE SCHOOL PROVIDE TIMELY ASSISTANCE IF STRATEGIES DO NOT CHANGE

PERFORMANCE?



Listening, Speaking, Reading, & Writing STRATEGY: ELP – 1: Ensure ELL students’ success.

ACTION STEPS:ELP-1a: Homeroom teachers will implement a I-ELP on each ELL student with appropriate accommodations for reading and math.

ELP-1b: ELL Committee will monitor students through its committee as needed to ensure students are being successful on grade level materials.

ELP-1c: Intervention Teacher will provide instructional support for English Language acquisition.

ELP-1a: I-ELP plans will be implemented.

ELP-1b: Progress Reports and Report Cards will be monitored by ELL committee each time they are completed.

ELP-1C: Intervention Teacher’s schedule will document time spent with students.

The ELL Committee will decide whether additional modifications to the I-ELP should be made.

More time in the Resource Room with ELL Coordinator will occur as needs arise.

The Finish Line Access Practice Program will be executed in January of 2011 to prepare for the Access test taken in the Spring.

Lexia phonics/reading support

Scott Foresman ELL reading materials

Rosette Stone software - English

STRATEGY ELP-2: Continue providing faculty with professional development regarding working with ELL students.

ACTION STEP:ELP-2a: Elmore County will conduct professional development opportunities at least once a year.

ELP-2a: County sign-in sheets and agendas will prove professional development activities were held and attended.

Staff will look for outside resources as needed.

WIDA ENGLISH LANGUAGE PROFICIENCY STANDARDS



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STRATEGY ELP-3: Adhere to the writing components of the adopted language arts program..ACTION STEPS:ELP-3a: Homeroom teacher will follow the daily writing activities provided in the language arts program.ELP-3b: Homeroom teacher will collect samples of students’ writing in their portfolio, at least two per language arts unit.ELP-3c: Homeroom teacher will conference more often with ELL students.

ELP-3a: Teachers’ lesson plans will reflect writing component of Scott Foresman Reading program.ELP-3b: Portfolios of students work will be available for review.

Teachers will consult with the ELL Coordinator as needed.

*WIDA- World-Class Instructional Design and Assessment; the consortium to which Alabama and a number of other states belong.


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Part IV - STRATEGIES TO ADDRESS SCHOOL SAFETY, CLASSROOM MANAGEMENT/DISCIPLINE, RtI FRAMEWORK 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.

CULTURE

(REFER TO CULTURAL DATA IN NEEDS ASSESSMENT)


WHAT CHALLENGES RELATED TO SCHOOL, SAFETY,

CLASSROOM MANAGEMENT/DISCIPLINE, RtI FRAMEWORK AND SUPPORTIVE

LEARNING ENVIRONMENTS HAVE BEEN IDENTIFIED

THROUGH THE REVIEW OF SCHOOL DEMOGRAPHIC,

PERCEPTION, AND PROCESS DATA?


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

or program names.)



HOW WILL THE SCHOOL PROVIDE TIMELY ADJUSTMENT IF STRATEGIES DO NOT CHANGE

PERFORMANCE?


SUCCESSFUL IMPLEMENTATION?(Ex: Teacher Incentives,Title II $.....00, Supplies

for Mentors/Mentees, etc)

HES had a total of 211 office referrals. This averages over one per school day.

STRATEGY: SDC-1: Implement PE schedule to lower student teacher ratio since the majority of incidents occurred or began during the physical education time period.ACTION STEPS:SDC-1a: Administration decreased the amount of time spent at PE from 45 minutes to 40 minutes.SDC-1b: Administration reworked Physical Education schedule so that each PE Coach or PE Assistant had fewer students per class.SDC-1c: Begin implementation of school-wide Positive BehaviorSTRATEGY: SDC-2: Begin to slowly implement the Positive Behavior Support.ACTION STEPS:SDC-2a: Begin to brainstorm with classroom teachers various school rules, consequences, and awards that should be implemented school wide.SDC-2b: Establish a Positive Behavior Support Plan for HES.

SDC-1a: Schedule from previous years and this year can be compared.SDC-1b: Number of referrals from PE staff will be documented.

PE Teachers will reevaluate activities and management of the students to further decrease problems.

95% attendance on the AYP report is required. For the 2009-2010 school year, HES only had 1% over the required benchmark with 96.03%. The 2008-2009 data showed 97%, which is 2% over the required benchmark. Attendance is especially important.

STRATEGY: SDC-3: Implement attendance incentives.ACTION STEPS:SDC-3a: Administration and homeroom teachers will work together to continue Star Attendance Program.SDC-3b: Administration will establish a tangible incentive plan for students to help ensure attendance during the critical 20 day period.SDC-3c: Administration and homeroom teachers will distribute coupons to students with perfect attendance from area restaurants for free items.

SDC-3a: Stars on teachers’ wall reflect students who have had perfect attendance for particular time frame.

SDC-3b: A “Bulldog Boogie” party will be scheduled as the incentive for perfect attendance during the critical state reporting period for AYP.

SDC-3c: Examples of coupons distributed will be filed.

A school-wide focus would be implemented using the intercom and morning/afternoon announcements.

Use the School Messenger automated telephone system to stress the importance of attendance to parents.

Utilize Parent Committees to come up with additional ideas for increasing student attendance.


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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)

In Elmore County, the school system developed and oversees a teacher mentoring program. A mentor teacher is assigned to a new teacher, usually matched by subject, grade, and/or proximity. The mentor and new teacher meet regularly to discuss topics assigned by the system. Additional meetings are held when needed to discuss areas of concern, etc. Meetings are documented on a log, which reflects the date, length of the meeting, and the area of focus.The mentoring program also includes training for the mentor, and New Teacher Academy for new teachers. At the present time, HES only has one teacher in the mentoring program.

2. Budget: Describe the coordination of all federal, state, and local programs, including career and technical education. (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.

There are several types of monetary funding used in the financial management and instructional planning of Holtville Elementary School. A comprehensive list of funding resources follows with an explanation of their usage in the school:The State of Alabama funds the BASIC programming in terms of teacher units based on student enrollment. For the 2010-2011school year, the school is funding ______________teacher assigned units, plus benefits, teacher supply money, technology, library enhancement, professional development, as well as textbooks. The total amount of state funding is $___________ A detailed budget is enclosed in this plan.Title I – Part A, Federal Funds: This money is used to supplement regular funded programs. These monies are used to fund one reading intervention teacher and two paraprofessionals, to purchase instructional supplies, computer software, to cover the cost of substitutes, and to provide resources for parental involvement. The total budget is $___________Title II – Part A, Federal Funds: This money is used for professional development activities, training supplies, substitutes, and stipends. The total budget is $________.Title III – English Language Learners (ELL), Federal Funds: This money is used for ELL professional training and ELL instructional supplies. The total budget is $______Title IV – Safe and Drug Free School, Federal Funds: This money is used for materials and supplies that deal with drug-free educational activities, such as Red Ribbon Week. It has also been used occasionally for after-school tutoring. The total budget is zero dollars.Local Funds: The total budget is $_____(At present time, no budget figures are available.)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.

Holtville Elementary recognizes that students need support emotionally and academically during periods of transition. To help with the transition from home or preschool into kindergarten, several actions are taken: Kindergarten pre-registration is offered in the spring at which time students and parents may tour the building. Preschoolers from Elmore County Child Development Centers are familiar with the routines for the Kindergarten reading program because the same program is used in their facilities. Parent Information Night is offered in the month of May for upcoming kindergarten parents. This meeting for parents gives an overview of Kindergarten and allows them to meet many of the Kindergarten teachers. Kindergarten Teachers hold an Open House in the summer, usually about one week before school begins, so parents can meet their assigned Kindergarten teacher.To prepare the fourth grade students for the transition to Holtville Middle School, the following occurs: HES’s school counselor, in conjunction with HMS’s counselor, arranges a “field trip” to the middle school. A tour of the school and the opportunity to meet the fifth grade teachers is organized.In helping to make the transition into our school from another school, the following is done by classroom teachers: New students are given “pal partners” within their classroom to help the new student learn procedures/routines.

New students are also assigned a partner that has the same afternoon riding arrangements. For example, a child who rides the bus home is assigned a partner who rides that same bus.

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.System: Elmore County School: Holtville Elementary 2010-2011

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At the present time, all teachers at Holtville Elementary School have the status of being highly qualified teachers. Being highly qualified is a factor in being considered for hire within our school system. Elmore County Schools actively recruit HQT by attending college job fairs. The personnel director, other administrators, and teachers are used as recruiters. Local colleges and universities use HES to help in training intern teachers. This allows local administration the opportunity to observe potential candidates. Recruits are encouraged to submit applications on the state website. Openings are posted on the Elmore County website. Local schools are also required to post all job vacancies within the system.At HES, the teacher turnover rate is very low. Teachers leave more often due to retirement or family relocation. The HES staff has remained fairly consistent over the years, only adding personnel as needed to meet the growing population of the community. To help novel teachers adjust to their new roles, a mentoring program is in place which allows new teachers and their mentors to discuss strategies to become effective teachers. This mentoring program promotes student achievement, recognizes the importance of teamwork, and promotes excellence in teaching practices.

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.

Holtville Elementary teachers and administration are involved in the decisions regarding the use of state academic assessments. In addition, Elmore County has established required benchmark assessments in reading and math for each grade. The grade levels work collaboratively to determine the goals and objectives for student achievement. Teachers administer the assessments to determine if students have mastered the required objectives. The various assessments are used to determine if further instruction can continue or if remedial activities need to be implemented. The following are ways that data is reviewed:

The faculty meets weekly in grade level meeting to disaggregate data, review results, and plan for instructional strategies to address weaknesses. Data meetings are held to monitor student progress and discuss instructional strategies. Faculty meetings are used to review results of state assessments. The Building Leadership Team (BLT) meets to review data and make decisions regarding the Continuous Improvement Plan to address concerns. The Problem Solving Team (PST) members meet to discuss struggling students’ data to determine if there are any indicators that would warrant changes in instructional strategies or more in depth testing for referral to special services. Vertical grade level planning is used periodically to examine “gaps” in the curriculum and make plans to address those areas.

All certified staff members are included on various school committees. These committees allow teachers to have input in all areas of instruction, testing, and school matters.6. Special Populations: Describe procedures used for each group of Migrant, English Learners, Economically Disadvantaged, Special Education, Neglected and/or Delinquent, and Homeless students.

All students at Holtville Elementary School, including those identified as migrant, limited-English proficient, homeless, economically disadvantaged, and neglected/delinquent, have access to all services and programs available. These services include, but are not limited to, free/reduced breakfast and lunch, resource services, ELL services, Special Education services, computer labs, FASTTMath, LEXIA, and counseling services. Holtville Elementary School also uses community and county resources to provide students with other opportunities.All homeless, migratory, and limited-English proficient students must have equal access to the same free appropriate public education that is provided to other students. Any homeless, migratory, or 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.When students register at Holtville Elementary School, the school office staff reviews the registration forms to determine whether the registering student(s) are identified migrant, limited-English proficient, homeless, economically disadvantaged, and neglected/delinquent. If students are identified, steps are in place to ensure appropriate services are made available. Home Language Surveys are used to determine limited-English proficient students. When identified, the ELL coordinator is informed. The ELL Committee meets to create or review the student’s PEP. All eligible ELL students are tested with the WIDA Access Placement Test (W-APT) to determine if a student is eligible to receive services through the English Language Learner (ELL) program. Parents or guardians have the right to waive Title III Supplemental ELL services. Decisions for these students are made by a committee which consists of the parents/guardians of the student, an interpreter, the student’s teacher, the school counselor, the Reading Coach, school administration, and the local school ELL coordinator.Students who register that are already identified as Special Education students are placed in appropriate classrooms. The Student Services Facilitator initiates the request for the student’s Individual Education Plan (IEP). When the plan is received, the parents/guardians of the student, the classroom teacher(s), resource teacher(s), Reading Coach, and administration hold a meeting to determine how to fulfill the requirements of that student’s IEP. Services are then provided to meet those requirements.7. Special Populations (as listed in the Carl D. Perkins Career and Technical Education Act 2006, Section 3): Describe procedures used for each group of individuals with disabilities; individuals from economically disadvantaged families, including foster children; individuals preparing for non-traditional fields; single parents, including single pregnant women; displaced homemakers; and individuals with limited English proficiency.


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N/A

8. 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 concepts and reaching proficiency in a timely manner will be provided additional structured instructional assistance. This will be accomplished by: Classroom teachers will review classroom assessments, previous assessments, state assessments, permanent records, and all other pertinent data to determine the needs of the students. Teachers will conference with the parents of students to gain insight about the particular student’s learning style. Classroom and resource teachers will work collaboratively to determine best teaching practices to meet the student’s needs. The Problem Solving Team (PST) will be used to help recommend strategies and review those previously proposed to determine further interventions. Classroom teachers will provide small group instruction for all students experiencing difficulty. The Reading Coach and resource teachers will be utilized to provide additional assistance and intervention for students in small group or individual instructional setting. Students’ progress will be monitored using DIBELS or AIMSWeb progress monitoring materials and monitoring progress components of Scott Foresman Reading Series. Monthly data meetings will be conducted to discuss strategies and procedures that would encourage student success, review student progress, and make changes to instruction as needed. As available, after school tutoring will be offered to movable students to ensure their success. Parental involvement will be encouraged through daily assignment books, telephone conferences, and school conferences. Parent meetings will be conducted periodically to address new curriculum changes, preparation for state mandated assessments, or other pertinent information that needs to be shared.

Part VI –School Parental Involvement Plan as required by Section 1118 of NCLB [Note: This section of the CIP (Part VI) must be distributed to Parents]:


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A. Parental Involvement: Describe how the school will convene an annual meeting to inform parents of the school’s participation in Title I and explain Title I requirements, including the 1% set-aside, and the right of parents to be involved.

During the first month that school is in session, Holtville Elementary School holds a meeting for all parents of students enrolled. Parents are notified of the meeting through parent newsletters and by placing the announcement on the school marquee. Parents of ELL students are notified through a newsletter in their native language. Topics generally covered at this meeting include, but may not be limited to:

Continuous Improvement Plan School Curriculum and Alabama’s Course of Study Standards Assessments Parent Involvement Activities School/Parent Compacts Parent Surveys Title 1 School-wide Program & Regulations

B. Parental Involvement: Describe: 1. How there will be a flexible number and format of parent meetings offered; 2) How parents will be involved in the planning, review and improvement of the Title I Program (Note: State the school’s process for how all Title I parents have the opportunity for involvement in decision-making.); and 3) How funds allocated for parent involvement are being used in the school.

The leadership and staff of Holtville Elementary School have a strong belief in the importance of parental involvement. Because of this belief, measures have been put in place to offer parent meetings on a flexible schedule. Our beginning of the year meeting for all parents of enrolled students is offered during the evening hours. The parent center, located in the Room 215 on the yellow hallway, is open daily from 8:00am-3:00pm. The parent center offers a computer with internet access, parenting brochures and information, as well as basic school supplies.

Holtville Elementary School believes in involving parents in all aspects of its Title 1 school-wide programs. We have two parents and one community stakeholder on our CIP committee who were given the opportunity to review the plan and offer their input before the plan was approved. For the Parental Involvement Plan, all parents were surveyed to elicit input on activities, training and/or materials that they felt the school should offer to parents. Each year the Continuous Improvement Plan, which includes the Parent Involvement Plan, is reviewed and evaluated. Results of parent surveys will be reviewed by the entire CIP committee to determine needed changes.

Holtville Elementary School uses its parental involvement funds to fund all materials and supplies in our school’s parent center and to provide parent workshops/meetings/trainings.

C. 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 beginning of the year meeting, Holtville Elementary School’s administration and some faculty members will present its Title 1 school-wide programs information, the curriculum, state standards, and other pertinent information. Parents will be informed of procedures regarding parent/teacher conferences, parent/teacher communication methods, and how they as parents can participate in decisions related to the education of their child. Parents are given a copy of the county level handbook, as well as the Holtville Elementary School’s handbook, which both include more detailed information on these topics. An interpreter for ELL parents is available if needed for these meetings. In addition, the documents afore mentioned are available in a limited number of languages for parents that do not speak and/or read English. Parents are also invited to visit their child’s classrooms and meet their teachers on Parent Progress Report Day. At this time, teachers provide additional information on the subjects they teach and how students are assessed. If needed, a translator is available and Transact can be used to provide forms and/or information for different languages. ELL school, community, and parent meetings are held throughout the year, as needed, to help meet the needs of ELL students and their parents.In October, a parent meeting sponsored by Elmore Board of Education will be held at our school.

D. Parental Involvement: Describe how parents, the school staff, and students share responsibility for improved student academic achievement for participating students (How the School-Parent Compact is jointly developed with Title I parents; how it is used, reviewed, and updated).


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Holtville Elementary School revised its School/Parent Compact before the 2009-2010 school year to reflect the change from a Target Assisted Title 1 School to a School-wide Title 1 school. The CIP committee was responsiblefor overseeing and editing the new compact. The new compact was developed through a coordinated effort of school staff members, our school’s Building Level Committee, HES’s Student Council officers, and at least one parentrepresentative. This compact was distributed to parents as a part of the beginning of the year forms. Parents, teachers, and students will be asked to sign the compact, thus signifying each person’s commitment to working in partnership to ensure success in school. The compacts were be discussed with parents at the beginning of the school parent meeting, with teachers at a beginning of the year faculty meeting, and with students in their homeroomclassroom. The compacts will be kept in each student’s homeroom and can be used during parent/teacher conferences, or as a part of teacher/student conferences. For the 2010-2011 school year, minor changes were made and the same compacts were used. The same procedures were in place for student, parent and teacher involvement. In the Spring of 2011, the Parent Involvement members will review the compact and decide whether changes are needed.

Teachers at Holtville Elementary also have the responsibility of communicating with parents in a timely fashion regarding students’ academics. Teachers are required by the administration to make contact with parents within the first few weeks of school to establish rapport with parents. Teachers also communicate with parents on a daily basis using an assignment book. Teachers are encourage to communicate with parents regularly, conveying both positive news and areas of concern.

E. Parental Involvement: Describe procedures to allow parents to submit comments of dissatisfaction with the Continuous Improvement Plan.

Holtville Elementary School will review its CIP annually and continue to include at least one parent in that review process. We will build capacity for involvement by offering all parents the opportunity to make suggestions. Notices will be sent home in the way of newsletters to inform parents that the CIP review process is taking place. A copy of the plan is always available for review in the library and the parent center, and parents will be made aware that they have the right to give input regarding the revision of the plan. Their suggestions can be placed in a suggestion box that is located in the parent center. The suggestion box is checked before each CIP review. Suggestions will be reviewed, discussed, and actions taken to revise the CIP if suggestion is deemed appropriate. Because the CIP is truly a “working” document that can be changed as needed, parents will be informed of any changes made through the school newsletters. However, such changes also have to have the approval of the county offices. If parents have concerns about the CIP that they feel have not been addressed, they are informed of the JCEA policy and may submit letters of Discontent/Disagreement per county policy.


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F. 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)

Holtville Elementary School will accomplish much of this through its beginning of the year meetings with parents. At that time, parents will receive an overview of Holtville Elementary School and the services it offers to parents and students. Parents will also receive an overview of the state academic content standards, academic achievement standards established by Elmore County, and the types of assessments given. In addition, an explanation will be given regarding Title 1, what services will be offered, and how parents have the right to be involved in their children’s education. Holtville Elementary School will encourage parents to be involved, and inform parents of their rights to visit the school.

(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)

Holtville Elementary School’s CIP Committee works diligently to ensure that all parent materials and training are closely aligned with our schools identified goals. Resource packets, designed to correlate with each grade level’s skills, are sent home with students to provide parents with materials that can be used to practice and reinforce basic standards. HES also provides a parent resource center within the school where parents have access to the internet, books, and other materials. This center is open each school day during school hours. Parent meetings, at least one grading period, are held to address various issues. These parent meetings address topics chosen by the CIP committee to address weak areas or needs suggested by parents.

(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) Holtville Elementary School will continue to work with its teachers through in-services, faculty meetings, and grade-level meeting in understanding the importance of parental involvement and that parents are our partners. Teachers will continue to communicate to parents on a daily basis using the assignment books, and provide parents with weekly correspondences regarding grades through the use of the Weekly Communicator. The Principal continually sets the expectation that teachers are to work closely with parents.

(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)

Holtville Elementary School coordinates its parent involvement program for all parents. We presently have 6 ELL students and some of these parents are involved in our parent activities. We have a faculty member who is bilingual and is available to translate at these parent activities. We also offer a parent resource center that is open daily during school hours. HES also tries to offer all parent meetings at two different times, daytime and evening, to allow as many parents to participate as possible. Other programs available are Helping Families Initiative, Elmore County Family Resource Center, 21st CCLC, Alabama Parent Education Center/PIRC (APEC/PIRC), Child Development Centers, Headstart, Title III, HIPPY, and Safe and Drug Free Schools. These resources are utilized as needed.

(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)At the present time, Holtville Elementary School has 6 ELL students. Information, in their native language, on all school meetings, parent notices, etc. is sent to parents of these children. If necessary, this information is available in different languages through Transact. In addition, we can provide a Spanish/English translator who is bilingual to assist in communicating with these parents as needed.

(6) Shall provide such other reasonable support for parental involvement activities as parents may request . (Describe)Holtville Elementary School will continue to make every effort to work with parents in meeting their needs as related to their children’s education. We will assess parent needs through surveysthat will be conducted yearly.

G. 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.


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Holtville Elementary School will provide opportunities for the participation of all parents. If needed, a Spanish/English translator is available to assist in verbally communicating with ELL parents. If requested by ELL parents, TRANSACT can be used to provide forms and other correspondences in different languages. At this time, HES has no migrant students. As specified by regulations, our building is handicap accessible. Regardless of the parents’ status, every effort is made to provide services as any other parent receives services. AT&T Language Line is also available.

Part VII- PROFESSIONAL LEARNING NEEDS RELATED TO ACADEMIC CHALLENGES Including ENGLISH LANGUAGE PROFICIENCY, SCHOOL SAFETY, DISCIPLINE, RtI FRAMEWORK AND SUPPORTIVE LEARNING ENVIRONMENTS (Reminder: NCLB Section 1116 requires that each year Title I schools identified for improvement must reserve


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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? 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 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

Newly adopted implementation of RtI – Response to Instruction - using the three tiered method of instruction.

Professional development activities conducted by Claire Moore - _______and HES staff members

August 2010-May2011 A higher percentage of students will be successful at grade level instruction.

Participants will be held accountable for implementing program through observation conducted by school administration and reading coach. Progress of students will be monitored through regular assessments.AIMSWeb Data will be reviewed in third and fourth grades to aid in the tiered instruction for student identification and monitoring.

Title II

Kathy Terrell – HES PrincipalJina Sanders – HES Assistant PrincipalKay Mayfield – HES Reading Coach

LEA review plan implementation on a regular basis

Teachers have few opportunities to learn how to integrate technology and utilize the program data.

Training on FasttMath, Lexia, and Go!Solve Programs, along with the reports and data generated from these programs will be offered.Teachers will also receive training on methods of technology integration

TechTalks will be offered at least once a month.

Embedded training for teachers as needed.

Technology professionals will assist in implementation.

Teachers & students will demonstrate competency in computer applications.

Improved scores on standardized test should occur.

Sign-in sheets showing participation in TechTalks.

Diagnostic Reports generated from the various computer programs.

Lesson plans will show implementation of technology in classroom instruction.

Title IV

Kathy Terrell – HES PrincipalJina Sanders – HES Assistant PrincipalLinda Blakey – HES Technology CoordinatorKay Mayfield – HES Reading Coach

Lesson Plans

Sign-in Sheets

Agendas

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:System: Elmore County School: Holtville Elementary 2010-2011

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http://www.alsde.edu/

Example:I. State Foundation Funds:

State Foundation Funds TOTALTeacher Assigned Units: classroom teachers: TOTAL OF ALL SALARIESAdministrator Units: Assistant Principal: Counselor: Librarian: Instructional SuppliesLibrary EnhancementTechnologyProfessional DevelopmentState ELL Funds Career and Technical Education AdministratorCareer and Technical Education Counselor

II. Federal Funds:Title I: Part A: Improving the Academic Achievement of the Disadvantaged TOTALTitle 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:


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ARRA FUNDS TOTALBRIEF EXPLANATION and BREAKDOWN OF SPENDING:

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 VI: For Rural and Low-income Schools TOTALBRIEF EXPLANATION and BREAKDOWN OF SPENDING:


0

Career and Technical Education-Perkins IV: Basic Grant (Title I) TOTAL BRIEF EXPLANATION and BREAKDOWN OF SPENDING

Career and Technical Education-Perkins IV: Tech Prep (Title II) TOTAL BRIEF EXPLANATION and BREAKDOWN OF SPENDING

III. Local Funds ( if applicable)Local Funds TOTALBRIEF EXPLANATION and BREAKDOWN OF SPENDING:


0

Part IX – MONITORING/REVIEW DOCUMENTATIO


1

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*(Required)

*Use additional pages, if needed

REVIEW 1 Target Date: September Purpose: AMENDMENT - Incorporate recommendations from school, LEA and/or SDE.

Date ________________________________



COMMENTS*(Required)

* Use additional pages, if needed

REVIEW 2 Target Date: October Purpose: IMPLEMENTATION - Provide documentation/evidence of improvement.

Date ________________________________

Principal Initials__________

LEA initials ______________ Other ____________

COMMENTS*(Required)


REVIEW 3 Target Date: November Purpose: IMPLEMENTATION – Provide documentation/evidence of improvement.

Date ________________________________

Principal Initials____________

LEA initials ______________ Other: ________________

COMMENTS*(Required)


REVIEW 4 Target Date: January Purpose: IMPLEMENTATION - Provide documentation/evidence of improvement.

Date ________________________________



COMMENTS*(Required)


REVIEW 5 Target Date: February Purpose: IMPLEMENTATION - Provide documentation/evidence of improvement.

Date ________________________________



COMMENTS*(Required)



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REVIEW 6 Target Date: March Purpose: IMPLEMENTATION - Provide documentation/evidence of improvement.

Date ________________________________



COMMENTS*(Required)


REVIEW 7 Target Date: April - MayPurpose: REFLECTIONS/PROJECTIONS – Evaluate each goal, strategy, and action for continuation, revision, or removal.

Date ________________________________



COMMENTS*(Required)


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


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