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

2008 - 2009 CONTINUOUS IMPROVEMENT PLAN SAMPLE

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: Westminster High School

STREET ADDRESS: 1234 Hampton Avenue

CITY: Cathedral

STATE: Alabama ZIP CODE: 36110

CONTACT: Dr. Donald Duck TELEPHONE: 290-123-4567 E-MAIL wmhs@k12.al.us

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):NOTE: The Parental Involvement section of this plan must be distributed to all parents.

The Continuous Improvement Plan (CIP) for Westminster High School will be available to parents and other stakeholders 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.wmhs@k12.al.us 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, Westminster High School distributes the parental involvement section of this plan to all Title I parents.

*Board Approval: Yes No Board approval received on __ October 12, 2008___________________________, 2008.Board Signature:

Superintendent Signature: Date:

Federal Programs Coordinator Signature: Date:

Principal Signature: Date:

August 2008

CONTINUOUS IMPROVEMENT PLAN DEVELOPMENT AND IMPLEMENTATION TEAM

This plan was developed/or revised during the following time period (e.g. April, May – September 1,2008):

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 leadership team (including parent members) reviewed the 2007-2008 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 2008-2009 school year; the elements that have not been mastered and must be included in the 2008-2009 CIP. In August 2008, the school leadership team and school staff, along with interested parents convened to disaggregate standardized assessment data, Pride survey data, School Incident Report data, PEPE data, Career and Technical Education Improvement Plan data and other local data. Parents, teachers, and the school leadership team began construction of a survey regarding school culture. This survey was sent home August 30, 2008, and completed by all ninth – twelfth grade students on August 31, 2008. School teachers and staff completed the survey no later than August 31, 2008. The school leadership team (including parent members) reconvened to disaggregate data including subgroups. Results were shared with school faculty, staff, and parents. Faculty, staff, and parents were asked for their input. The school 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. The CIP for the 2008-2009 school year was published and shared with the district Roundtable. Requested modifications were examined and decisions made by school leadership team and faculty/staff. 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)

Dr. John SmithMr. Ron CutlerEtc.

PrincipalAssistant Principal for InstructionTeacher/Language ArtsTeacher/MathematicsTeacher/Special EducationTeacher/ScienceTeacher/Title ITeacher/ELLCounselorParentParentELL ParentSpecial Education Parent

August 2008

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

Briefly describe the process your faculty used to conduct the needs assessment (analysis of all data).

August 2008

Directions: Insert a copy of your one-page School Status Report in this TEXT BOX. You may access this report on the web at www.alsde.edu:

Click on Accountability Reporting. Choose 2007-2008. Select Annual Accountability Results Report. Select your system and school. Press the Graphics Select Tool button located on the top of the page and select the chart beginning with the

school name. (Note: Do not include the legend.) Then, right click and select COPY. Return to this document and CLICK IN THIS BOX. Then, right click to PASTE the chart. Adjust the size of the text box to display your test results.

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.

Number and percentage of teachers Non-HQT: 4 teachers (2%) are not currently HQ

Number and percentage of Classes Taught by Non-HQT: 8 core classes (1%) are taught by non-HQ teachers

Alabama High School Graduation Exam (AHSGE): Strengths: 11% increase in 10th grade black males passing the reading portion of the AHSGE. 5% increase in total ELL subgroup passing the reading portion of the AHSGE.

Weaknesses:AHSGE results indicate that 10th grade black males were the subgroup that was the least proficient (75%) in reading on the AHSGE. 15% of total ELL subgroup population did not pass the reading portion of the AHSGE.

Alabama Reading and Mathematics Test (ARMT):

Strengths: In math, 60% of all students scored proficient, which is a 8% increase from 2006-2007In reading 67% of 3rd grade students were proficient, a 6% percent increase from 2006-2007.

Weaknesses: In math, third grade black students and those students qualifying for Free and Reduced meals status did not make adequate yearly progress. Only 47% of black students and 56% of Free and Reduced Meals status students were proficient in mathematics. 37% of students in special education scored at proficiency. In math, only 52% of fourth grade students and 40% of sixth grade students scored proficient as measured by the 2008 ARMT. Between 4.35% - 8.33% of students in special education scored in Levels III and IV in

math and between 0% - 4.1% in reading. In third grade reading, only 32% were proficient in Free and Reduced meals category

Alabama Science AssessmentStrengths: Weaknesses:

Stanford 10:Strengths:The percent of students scoring in stanines 1-3 decreased in reading in all grades. The percent of students scoring in stanines 7-9 increased by 2.5 % from last year overall.

Weaknesses:Students scored significantly lower in Math Problem Solving (word problems) than in Math Procedures (computation). The percent of students scoring in stanines 1-3 in mathematics has continually increased over time.

Dynamic Indicators of Basic Early Literacy Skills (DIBELS):Strengths: Spring ’08 DIBELS data indicate that 2% of third grade students, 1% of second grade students, 2% of first grade students, and1% of kindergarten students scored at-risk in reading. This represents a 50% decrease in at-risk students at the third grade level, a 60% decrease in at-risk students at the second grade level and a 65% decrease in at-risk students at the first grade level.

Weaknesses:There was no increase in the percentage of students moving from Strategic to Benchmark in ORF among third grade students.

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.

August 2008

Part I - Continued:Alabama Direct Assessment of Writing (ADAW):Strengths:78% of fifth grade students scored proficient on ADAW (holistic score).

Weaknesses: Grammar and usage was the lowest score with 24% of students scoring proficient at

Level III and 0% of students scoring in Level IV on the school report 56% of seventh grade students were not proficient on ADAW (holistic score)

61% of tenth grade students were not proficient on ADAW (holistic score)ACCESS for English Language Learners (ELLs): Strengths:70% of ELLs in grade level cluster 6-8 are within the English proficiency level 4 range for the language domainof Reading. 65% of these ELLs had comprehension scores in English proficiency level 4 REFER TO WIDA SCHOOL FREQUENCY REPORT FOR DATA

Weaknesses:--- 94% of ELLs in grade level cluster 1-2 scored in the range of English Proficiency (EP) level 1, Entering, for the language domain for reading. --- 97% of ELLs also scored in the range of EP level 1, Entering, in the writing domain. Composite scores on ACCESS for ELLs thus have lower averages, resulting in ELLs not making Adequate Progress in Language Acquisition (APLA), AMAO-A.

Professional Education Personnel Evaluation (PEPE) School Profile Information:Strengths: The Alabama Teacher Evaluation School Summary Reports for the 2007-2008 school year reveal the following areas of strength:

5.4 Maintains environment 1.3 Prepares instructional resources for use 2.2 Gives clear directions

3.3 Provides feedback (acknowledges participation, affirming correct responses, makes recommendations)

Weaknesses:The Alabama Teacher Evaluation School Summary Reports for the 2007-2008 school year reveal the following areas of weakness:

3.0 Assessment of student performance 3.4 Uses assessment results 5.2 Communicates high expectations 2.3 Develops the lesson and behavior management 3.2 Measures student progress systematically

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

90% of students scored proficient according to the AAA - 100% of faculty and 30% of parents joined and participated in PTO

Weaknesses:For students assessed by the AAA, IEPs were void of math goals

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

68% of eighth grade students reached mastery on ThinkLink reading data, which is an increase of 12% Weaknesses:Winter administration of ThinkLink ’07indicated only 48% proficiency among students in Grades 3-6. ThinkLink reading data revealed that 45% of sixth grade students, 56% of seventh grade students, and 32% of eighth grade students did not reach mastery. Males scored lower than females in reading in grades 3-6

Career and Technical Education Program Improvement Plan:Strengths:Met the Core Indicator IS2 Academic Attainment - Mathematics, by increasing the percentage of concentrators passing the Alabama High School

Graduation Exam in mathematics.Met the Core Indicator, 4SI, Student Grad Rate by increasing the % of concentrators graduating from high school with a diploma or equivalent

Weaknesses: Did not meet the Core Indicator, IS1 Academic Attainment - Reading/Language Arts, because the

percentage of concentrators passing the Alabama High School Graduation Exam in reading did not meet the Annual Measureable Objective

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).

August 2008

Strengths: Weaknesses:4% increase monthly in student suspensions (32% to 36%) and alternative school placements (25% to 29%)

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

Strengths: Weaknesses:

16.25% drop-out rate which is 6.25% above the state standardSchool Demographic Information related to teacher attendance, teacher turnover, or challenges associated with a high percent of new and/or inexperienced faculty.

Strengths: Weaknesses:Teacher attendance rate in grades three-five was 89% for the school year 2007-2008Teacher absences increased by 10% (an average of 9 per year) in the middle grades25% of the math teachers are highly qualified with several teachers currently working on certification

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 increased 7% from 85% to 92%

Weaknesses:Student attendance rate continues below the state benchmark of 95%Student tardies increased by 10% over last year

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

Strengths: Weaknesses:

School Perception Information related to student PRIDE data.

Strengths: Weaknesses:

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:ESL teacher understands how to integrate ELL curriculum and WIDA ELP standards with general education curriculum.

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:Only one itinerant ELL teacher is in the building two times a week for 30-45 minutes. Not enough planning/collaboration time with content teachers and insufficient time spent on instruction.

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

After a scheduling training, it was determined that there is only a 50 minute block of instructional time to teach literacy to struggling students in middle and high school grades

August 2008

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 needCONTINUOUS IMPROVEMENT GOAL (SHOULD ADDRESS IDENTIFIED WEAKNESSES AND GAPS):Reading skills of black male, 10th grade students will improve from 75% passing the reading portion of the AHSGE to 85% passing during the 2008-2009 school year. 2. Reading skills of ELL 10 th grade students will increase by 8% (83% to 91%) passing the AHSGE during the 2008-2009 school year. Data Results on which goal is based: During the 2007-2008 school year, 25% of the black male 10th grade students subgroup did not pass the reading portion of the AHSGE and 17% of the ELL 10th grade students subgroup did not pass the reading portion of the AHSGE.

TARGET GRADE LEVEL(S):

10

TARGET CONTENT AREA(S): Circle One Reading Math Science Other

AHSGE:

Reading Math Science Social Studies Language

ADDITIONAL ACADEMIC INDICATORS:

Graduation Rate

TARGET STUDENT SUBGROUP(S):10th Grade Black Males, 10th grade ELL studentsAll Students

COURSES OF STUDY REFORM STRATEGIES BENCHMARKS INTERVENTIONS RESOURCES CONTINUOUS LEA REVIEW IN SUPPORT OF

THE PLANWHICH COURSE OF STUDY STANDARDS,

AHSGE STANDARDS/OBJECTIVES, ELIGIBLE CONTENT, OR WIDA* STANDARDS LINK

TO EACH STRATEGY?

WHAT RESEARCH-BASED STRATEGIES/ACTIONS WILL BE USEDTO 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/QRTER

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

2008 English Language Arts Grade 10, Standard 3

AHSGE Standard II-1, II-2, II-3, IV-2

STRATEGY: 1 Align the current taught curriculum and instructional resources to the least mastered course of study standard(s). ACTION STEPS: Lead teachers (or designees) will: Conduct longitudinal studies of state reading assessment data Identify the least mastered standards from the data study Align the appropriate grade/content area materials and textbooks to

identified standards Alignment progress will be an agenda topic at each grade level/content area

planning or data meetingSTRATEGY: 2. Include in instructional pacing documents the identified non-mastered standards multiple times throughout the year ACTION STEPS: Lead teachers (or designees) will adjust instructional pacing guides to embed

non mastered standards frequently Standards based assessment, programmatic and other data results will be

utilized regularly to update pacing of standards STRATEGY: 3. All teachers implement explicit, intensive instruction using before, during, after reading strategies in every class ACTION STEPS: instruction each day will have active student engagement through talking,

writing, reading, investigating and listening around informational, other texts

small groups/cooperative learning activities in every classroom at least three times a week to focus on reading comprehension strategies

Curriculum alignment evidence will be documented in lesson plans and discussed at data meetings monthly

Instructional pacing guides and standards based assessment data will be discussed at data meetings monthly

All lesson plans reflect the use of before, during and after reading strategies in every class

Think Link administered quarterly

At midyear 100% of teachers will provide evidence of teaching the aligned curriculum

At midyear 100% of teachers’ lesson plans will reflect evidence of adjustments to pacing based on current data results

Instructional walkthroughs indicate the use of TWIRL in all classes

2.5% increase in students reaching 80% mastery on ThinkLink.

Diagnose reading deficiencies in non-mastery students and provide non-proficient readers with intensive , small group reading instruction

Supplemental resources for identified gaps will be purchased - $3500

High Interest, low-level reading materials in core curricular areas, $3,000

Tutors $5,000

SRA Corrective Reading for most at-risk students - $4700

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

August 2008

CONTINUOUS IMPROVEMENT GOAL (SHOULD ADDRESS IDENTIFIED WEAKNESSES AND GAPS):To increase the percent of students meeting or exceeding baseline proficiency on the mathematics portion of the Alabama Reading and Mathematics Test from 66% to 74% in grade three, from 52% to 72% in grade four, from 52% to 56% during the 2008-2009 school year.Data Results on which goal is based: During the 2008-2009 school year66% of third grade students, 52% of fourth grade students, and 52% of sixth grade students scored proficient in math as measured by the 2008 Alabama Reading and Mathematics Test.

COURSES OF STUDY REFORM STRATEGIES BENCHMARKS INTERVENTIONS RESOURCES CONTINUOUS LEA REVIEW IN SUPPORT OF

THE PLANWHICH COURSE OF STUDY STANDARDS, AHSGE STANDARDS/

OBJECTIVES, ELIGIBLE CONTENT, OR WIDA* STANDARDS LINK TO

EACH STRATEGY?

WHAT RESEARCH-BASED STRATEGIES/ACTIONS WILL BE USEDTO 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

MO/QUARTER CHECKPOINT?

HOW WILL THE SCHOOL PROVIDE TIMELY

ASSISTANCE TO STUDENTS NOT MASTERING PROFICIENT

OR ADVANCED LEVELS AT THESE PLANNED CHECKPTS?

WHAT RESOURCES AND SPECIFIC EXPENDITURES WILL BE NEEDED FOR SUCCESSFUL

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

DATE +, -. N/A

Problem solving:

Grade 3 Standard 2 (…+, - word problems, 2 and 3 digit numbers with and without regrouping)

Grade 4 Standard 6 (…+, - word problems, 4 digit numbers with and without regrouping)

Grade 6 Standard 2 (Solve problems with decimals, percents, fractions and proportions…)

Grade 6 Standard 3 (Solve problems using numeric and geometric patterns.)

STRATEGY: 1 Align the current taught curriculum and instructional resources to the least mastered course of study standard(s). ACTION STEPs: Lead teachers (or designees) will: Conduct longitudinal studies of state reading assessment data Identify the least mastered standards from the data study Align the appropriate grade/content area materials and textbooks to

identified standards Alignment progress will be an agenda topic at each grade level/content area

planning or data meetingSTRATEGY: 2. Implement explicit, intensive instruction in every math class ACTION STEPs: instruction each day will focus on student engagement through talking,

writing, reading, investigating and listening responses to informational and other texts

implement before, during, and after reading strategies daily use manipulatives weekly to reinforce skills previously taught small groups/cooperative learning activities in every classroom at least

three times a week to focus on non mastered reading standards students will keep a math journal to facilitate writing and non-

linguistic representations as part of problem solving supportSTRATEGY: 3. Establish non mastery support for at risk students: utilize assessment data (ARMT student reports, ThinkLink,

programmatic and formative) to establish flexible groups pre-teach skills to students experiencing difficulties use Curriculum Guides to determine pre-requisite skills necessary to

master current standards STRATEGY: 4. Conduct monthly grade level meetings led by principal/teacher leaders to review and respond to benchmark data, instructional pacing, curriculum alignment ACTION STEPs: Adjustments to instructional plan will be implemented immediately.

ThinkLink will be administered quarterly End-of-the-month(standards based) formative assessments will be developed by grade level or department and administered the last week of each month

Math journals will be shared and discussed at grade level meetings once per month to assess progress

10% increase at each administration of ThinkLink

5% increase of students at 80% mastery at each administration of End-of-the-month tests

100% of 3-6 grade students will keep a math journal

Increase the number of days for small group instruction from 3 to 5 days each week;

Analyze multiple measures of data to discover other barriers to learning

After-school tutorial Work-study students from local university college of education to support after school tutoring

Peer tutors

ThinkLink assessments $ 1000 V-math $3,000Compass Learning

Computer lab $5,000

TARGET GRADE LEVEL(S): 3-6 Grades

TARGET CONTENT AREA(S): Circle Reading Math Science Other

AHSGE: Reading Math Science Social Studies Language

ADDITIONAL ACADEMIC INDICATORS:

TARGET STUDENT SUBGROUP(S): All 3-6th Grade Math Students

August 2008

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):30% or more ELLs in grades 1-3 will perform at English proficiency level 2 or higher in the language domains for writing and reading to increase composite scores so AMAO-A targets are met.

Data on which goal is based:ACCESS for ELLs, Weaknesses regarding analysis of existing curricula and existing personnel (page 6) and significant gaps/weaknesses in the ELL Data Compilation Form. The Instructional Leadership Team reviewed the ELL Data Compilation analysis and selected priority concerns which will be addressed through goals and strategies in this current CIP.

TARGET GRADE LEVEL(S):Grades 1-3

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

WIDA ENGLISH LANGUAGE PROFICIENCY

STANDARDS

REFORM STRATEGIES BENCHMARKS INTERVENTIONS RESOURCES CONTINUOUS LEA REVIEW IN SUPPORT

OF THE PLANWHICH WIDA* ENGLISH

LANGUAGE PROFICIENCY

STANDARDS OR DOMAINS ARE LINKED TO EACH STRATEGY?

WHAT RESEARCH-BASED STRATEGIES/ACTIONS WILL BE USED

TO IMPROVE ENGLISH LANGUAGE PROFICIENCY? (List specific strategies, not programs or program names.)

WHAT DATA WILL BE USED THROUGHOUT

THE YEAR TO MEASURE PROGRESS? HOW

OFTEN WILL PROGRESS BE REVIEWED?

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

(WIDA Standards and language domains pertain to both strategies and respective action steps listed in second column)

Language Domain: ReadingWIDA Standards:

Language Arts Social Studies

Language Domain: WritingWIDA Standards:

Language Arts Science

REFER TO THE WIDA TEACHER REPORTS TO DETERMINE WHICH WIDA STANDARDS WILL BE THE INSTRUCTIONAL FOCUS.

STRATEGY: Using WIDA Model Performance Indicators (CAN Dos) as guidance for developing language objectives that focus on, but are not limited to, the language domains of reading and writingACTION STEPs: School administrators facilitate planning and collaboration time for:a) ELL teacher to coach grade level teachers on how to integrate language objectives with content objectives (e.g., provide lesson demonstrations and team teaching), and b) ELL and classroom teachers to use planning time to develop lesson plans that integrate language objectivesSTRATEGY: Implement a research-based, systematic model of ELL literacy and sheltered instruction strategies within the grade-level classroom ACTION STEPs: Leadership Team plans professional development in ELL literacy at the elementary level for teachers and administrators who conduct teacher appraisals, e.g., PEPE (See Part VII Professional Learning). Training includes peer coaching methods (see

Part VII Professional Learning) ELL and grade level teacher team teachSTRATEGY: Establish an ELL Summer InstituteACTION STEPs: Recruit teachers with stipends Arrange for transportation and facilities

Recorded Teacher observations

Standards-based portfolio assessments (using formative framework of WIDA ELP Standards)

DIBELS I-English Language Plan

(I-ELP)

Progress will be measured every grading period, weekly during the ELL Summer Institute, and when DIBELS progress monitoring is administered

ELLs will increase their language proficiency by *2 or more units each 9 weeks and during the 3 week ESL Summer Institute. By making these benchmarks, ELLs should progress one proficiency level and ELLs will thus move from one cohort to another, making APLA.

*The range of language proficiency within each EP level is 0-9, e.g., 1.0-1.9, 2.0-2.9, 3.0-3.9, etc.

Classroom and ESL teacher will provide extra instruction offered before/after school and during the summer institute

The ELL teacher will provide individual instruction on alternating days

Providing planning and collaboration time for ESL and content teacher, and if necessary, the ELL Committee, to focus on areas of instructional need using the Individual English Language Plan (I-ELP) for those particular students

Professional development in ESL Literacy for elementary grades, WIDA Standards, peer coaching

Title III Supplemental funding

Teacher study books

Transportation for summer school

Student materials Time allocated for

teacher collaborationFunds for substitute teachers

Monthly reviews by school administrators to ensure CIP is being implemented correctly.

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

August 2008

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

Teacher attendance rate in grades three-five was 89% for the school year 2007-2008. An increase in teacher absences (an average of 9 per year) occurred in the middle grades.

Use system of positive reinforcement to address the high rate of teacher absences Administer a perception survey Incentives for perfect attendance given monthly Implement a teacher attendance incentive program to improve teacher

attendance to 95% for the 08-09 academic year.

Surveys

Incentives such as materials for the classroom

Survey data reveal a lack of adequate instructional time to teach literacy in middle and high school grades.

Adjust the current master schedule to accommodate 90 minutes of literacy instruction to provide struggling readers in grades 6-12 appropriate instructional time.

Purchase a secondary scientifically research based intervention reading program.

Data analysis highlights a gender gap in Grades 3-6 for reading Implement differentiated reading instruction/strategies through small groups for male and female students in reading.

Fiction and non-fiction leveled text that will appeal to high interest gender specific interests

4% increase monthly in student suspensions and alternative school placements

16.25% drop-out rate which is 6.25% above the allowed standard. 25% of the math teachers are highly qualified with several teachers currently working on certification

Develop and implement a new school wide discipline plan to include: Protection of classroom instructional time After School and Saturday School alternatives Parent communication (Phone-a-Thons) will be focused and proactive

targeting at-risk students (disciplinary concerns and potential drop-outs). Work with the LEA to develop a teacher recruitment plan:

sign-on/retention incentives to attract highly qualified math instructors

Funding for support of these strategies may be secured through Title I, II, IV, V, State At-Risk, and Children First.

92% student attendance rate which is 3% below the established benchmark.Student tardies increased by 10% over last year.

Establishing a tangible incentive plan for students (pizza party for HR with highest attendance/lowest tardy rate etc.)

Continue the “School Connects” calling system to notify parents of student absences/repeated tardies via phone.

Implement care groups and/or instituting morning meetings to create a greater sense of community in the school.

School Connects and incentives

August 2008

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)

Carson Elementary School has established a formal teacher mentoring program administered by our assistant principal and two lead teachers. The overarching goal for our program is to improve teaching practice. The programis designed to provide ongoing support for new or struggling teachers. Each new teacher is assigned a master teacher who is matched, to the extent practicable, by subject, grade, and proximity. The mentor and new teacher are required to meet weekly. Meetings are documented on a contact log, which reflects the date, length of the meeting, and the focus. Additionally, we have built in time for classroom observations, both for the mentor to observe the new teacher and for the new teacher to observe the mentor. Our mentoring program also includes training for both mentors and new teachers. We provide training for mentors on how to work with new teachers, and we provide several training sessions for new teachers throughout the year including new teacher orientation, classroom management and discipline, and effective instructional practices. 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.

There are several monetary sources that are integrated and coordinated into the financial management and instructional planning of Briarwood School. The following is a comprehensive list of fund sources, with an explanation of their usage:

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 (21) twenty-one units, plus fringe benefits, teacher supply money, Technology, Library Enhancement, Professional Development, ELL, and Textbooks. The grand total of state money is $1,190,421.00. A budget detail is enclosed in this plan.

Title I – Part A (Federal): This money is used to SUPPLEMENT regular funded programming. For the 2008-2009 school year, Title I monies are being used to fund a reading specialist, a parent involvement specialist, and to purchase various materials/instructional supplies. This budget total $88,372.00 and is spent in addition to state/local monies.

Title II – Part A (Federal): This money will be used for Professional Development activities, Class –Size Reduction (CSR) teachers if the school is in need of teachers to reduce pupil/teacher ratios in K-8, and the Recruitment/Retention of Highly Qualified Teachers. The Professional Development activities must be in addition to Professional Development activities paid for out of state/local funds. Class-Size reduction units must be in addition to state funded limits. Recruitment/Retention activities must be approved by the federal Programs Department and meet all NCLB criteria. The Title II budget for 2008-2009 is $34,757.00.

Title III – English Language Learners (ELL) (Federal): This money may only be used to provide supplemental activities to ELL students. Funds are going to be used for students and their families for professional development activities such as workshops to help parents assist their child in school. Title III budget for 2008-2009 is $12,400.00

Title IV – Safe and Drug Free Schools (Federal): These funds will be used for security officers at school event, materials/supplies that deal with drug-free education activities such as Red Ribbon Week, and contracted services such as conducted by the Agency For Substance Abuse. Students participate in these programs, which are in addition to the regular programs. Title IV budget for 2008-2009 is $34,809.00.3. 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.

Goodwin 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 following are transition activities offered:

Kindergarten pre-registration is offered in the spring at which time students and parents may meet teachers and possibly discuss any special needs that the student may have. During summer, before school begins, students have the opportunity to attend a two-week Kindergarten Camp. During this time students practice routines that will be a part of the normal school year. Students attending local daycare centers may visit Goodwin Elementary School for a school tour during the spring of the year preceding their advancement to Kindergarten. Teacher brochures are given to students at the end of the academic year informing them of their next year’s teacher. A supply list is included in the brochure. An open house for all grades will be held prior to the beginning of the new school year at which time students and parents may meet teachers and visit classrooms. Sixth grade students will visit Goodwin High School during the spring. They tour the school which includes visiting seventh grade classes, meeting seventh grade teachers and learning about the courses offered.When a student transfers to Goodwin Elementary School, he/she is given a tour of the school by the school counselor or assistant and introduced to the teacher(s).

August 2008

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.Every year district representatives attend job fairs in all areas of Alabama and neighboring states that are sponsored by colleges and universities for the purpose of attracting highly qualified teachers to Denver County. Prospective teachers are given information about the school system, city of Pratt and neighboring communities, and information about the school system. Contact information is collected from prospective teachers in high-need areas and these teachers are encouraged to apply and consider relocation to the area. Title I school staff and administration determine personnel needs that require the use of Title I funds. Applications are requested district-wide when openings are available in order to choose only those teachers who are highly qualified. 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. All scheduling and assignment decisions must be made using this information. New teachers are assigned mentors within the school for the first three years and are monitored all three years by the administration and Central Office staff. 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.Sam 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 or if remedial activities need to be implemented. Teacher input is considered at different levels of assessment results. The following are various 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 members evaluate data collected on referred students to determine if there are any indicators that would warrant 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. Multi-grade level meetings help identify any instructional gaps or overlaps that may occur in grades K-6. Informal grade level and subject area meetings are held to discuss progress of students and steps to be taken to help students who demonstrate weaknesses in identified academic subjects.

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 students, English language learners, and homeless students.All students at Kelly 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, ELL services, Special Education services, At Risk, Reading Recovery, and counseling services. Also, Kelly Elementary School uses the Department of Human Resources, the Department of Mental Health, and 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 and assistant identify 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 (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. If the parents or guardians agree for the student to receive services, an English Language Learner (ELL) committee convenes to determine appropriate services and placement for each individual student. The ELL committee consists of the ELL teacher, parents or guardians of the student, the student’s teacher, the school counselor, an interpreter, and/or school administrator. A variety of services to all ELL students is provided, such as content area tutoring, pull-out ESL, pull-out for individual support, and content-based ESL. An ELL teacher and a bilingual teacher assistant provide services to all ELL students at Kelly Elementary School. The ELL teacher assistant also serves as an interpreter 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. The ELL committee reviews each student’s progress annually. If the student scores proficient on the

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 two years to ensure success.

August 2008

The counselor and assistant identify migrant students upon enrollment. Parents or guardians of each student receive a Migrant Education Survey, which determines student eligibility for the migrant program. Migrant students automatically qualify for free breakfast and lunch. Migrant students have access to all services and programs available to the rest of the students.

Kelly Elementary School provides special education services and uses appropriate procedures in accordance with federal and Alabama State laws and regulations. The Referral Coordinator tracks referrals and notices to parents concerning eligibility meetings. The evaluation is conducted to determine if the student is eligible for special education services. An Individualized Education Plan (IEP) team convenes to determine the eligibility for special education services. The IEP team develops the Individualized Education Plan based on the results of the evaluations, the concerns of the parents, and the academic, developmental, and functional needs of the child. To the maximum extent appropriate, special education students are educated with children who are not disabled. Special education classes will occur only when the nature of severity of the disability is such that education in the general education classroom, including the use of supplementary aids and services, cannot be successfully achieved. Kelly Elementary School ensures that children with disabilities have access to a variety of educational programs and services available to non-disabled children, including art, music, ELL, and physical education. In addition, special education students are provided with an equal opportunity to participate in all extracurricular activities available to non-disabled students.

School counselors are responsible for identifying homeless students upon enrollment and providing them with support. The school uses Alabama State Department of Education and federal regulations and definitions to identify homeless students. Kelly Elementary School is contacted by the Department of Human Resources, Social Services, LEA Attendance Officer, or parent to initialize identification of homeless students. The counseling office and school administrator identify possible services. If further intervention is needed, the local school will contact the district office for possible funding or other needs. Homeless students have access to all services and programs available to the rest of the students, including free lunch, Title I, ELL, Special Education, At-Risk, and Reading Recovery. Kelly Elementary School uses Title I and supplementary community resources to provide homeless students with necessary school supplies, clothes, and other items of necessity.

Neglected/delinquent students are identified at Kelly Elementary School when contacted by one of the following sources: the Department of Human Resources, Social Services, LEA Attendance Officer, or parent. The school counselor and administrator identify possible needed services for neglected/delinquent students at Kelly Elementary School. The school counselor monitors students’ grades and absences and ensures that neglected/delinquent students have access to additional services as needed, including food delivery, school supplies, and clothing. The LEA Attendance Officer works directly with the courts to ensure parental cooperation concerning attendance for delinquent students. If further intervention or assistance is needed, the school contacts the district office for possible funding or other needs. Neglected/delinquent students are eligible for all services and programs available to the rest of the students, including free lunch, Title I, ELL, Special Education, At-Risk, and Reading Recovery.

Economically disadvantaged students are identified through the application for free and reduced lunch. Students with low family income will be identified as economically disadvantaged students and will be eligible to receive free or reduced breakfast and lunch during the school day. Such students will have equal access to all programs and services available. 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 Compilation of class profiles by teachers and utilization of test reports to determine individual and class strengths and weaknesses, and to address these results during instruction Communication with previous teachers and parents who have insight about students learning styles Classroom and intervention teachers use of Read Well and Voyager Passport materials for core reading instruction, both of which have intervention strategies embedded in the curriculum which are aligned with the

Alabama Reading Initiative intervention guidelines Providing daily small group instruction and intervention by lead teachers for children experiencing difficulty Utilization of Reading Specialists and Title I staff to provide additional assistance and intervention for students in small group or individual instruction setting in the classroom, and if needed, as a pull out intervention

session First grade intervention through the Reading Recovery Program using information from running records and using leveled books Progress monitoring students in a timely manner based upon DIBELS benchmark assessments Conducting 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 Utilizing the assistance of the Reading Coach Encouraging parental involvement in student education through school conferences, telephone conversations and notes The existence of after school tutorial program Providing extended summer learning opportunities Provide At-Risk program services Establish alternative learning programs for ELL students

August 2008

Part VI (Revised July 2009) - School Parental Involvement Plan as required in Section 1118 of NCLB (Note: This section of the CIP, Part VI, must be distributed to Parents) :

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, Smith Elementary School holds its required annual meeting of Title I parents. Parents are notified of the meeting through (1) notices sent home by students, (2) radio announcements, and (3) newspaper announcements and public postings in English and Spanish. To assist in providing the opportunity for all parents to attend, the meeting is offered at two separate times—once during the school day and once in the evening. In addition, beginning this year, Smith Elementary School will be offering child care. Topics to be discussed at this year’s meeting are:

• What it means to be a Title I School • Requesting Qualifications of your Child’s Teacher • Introduction of Parent Leaders/Contacts • The 1% Set-Aside • Notifications of teachers who are not Highly Qualified • Timeline for this years’ Parent Involvement Opportunities (including

• The LEA Title I Plan • The Annual Evaluation of the Parental Involvement Plan opportunities to share in decisionmaking)• The LEA Parental Involvement Plan • The process for how all Title I parents may have involvement • The CIP in the 1% Set-Aside, the LEA Title I Plan, the CIP, the revisions• The School Parental Involvement Plan of compacts, the LEA and School Parental Involvement Plans,

• School-Parent Compacts and the Annual Evaluation of the LEA Parental Involvement Plan.

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.1. The leadership and staff of Kent Middle School have a strong belief in the importance of parental involvement and therefore have put measures in place to offer parent meetings on a flexible schedule. Our annual meeting for parents of participating children will be offered three times during the third week of school—once during the school day and twice in the evenings. In addition, our parent center will offer its parenting classes at varying times to include morning sessions and evening sessions. The parent center will be open every school day from 8:00 a.m. until 10:00 a.m. and 1:30 p.m. until 3:00 p.m. for parents to pick up materials and information or meet with the parent facilitator. On the first Thursday of every month, the parent center will also be open from 5:00 p.m. until 8:00 p.m., as this will be when evening parenting classes will be held.

2. Lee Elementary School believes in involving parents in all aspects of its Title I programs. Our process for how all parents have the opportunity for involvement in decision-making is as follows: We have a parent involvement facilitator as well as three parent leaders who have been trained on Title I, Part A, parental involvement, and parents’ rights. They serve as representatives on decision-making committees and as contact persons for the Title I parents to answer questions about parental involvement and parents’ rights. They keep parents informed of various committee work and receive input from parents for committee decisions. They assist in evaluating the parental involvement plan, and they assist in training other parents to be parent leaders. Title I parents are introduced to the parent leaders at the annual meeting of Title I parents at the beginning of the school year. Parents are also given a timeline outlining various parent involvement opportunities that will take place throughout the year. Then we remind parents through the Web Site and newsletter of involvement activities going on each month.

3. Parker Elementary School uses it parental involvement funds as follows: To pay for .25 salary for our parent involvement coordinator, to fund all materials and supplies for our school’s parent training and for the parent center, to provide transportation and child care as needed to assist Title I parents in participating in our parent meetings/training.

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 parent meetings throughout the fall, Kent Middle School presents information about its Title I programs, the curriculum, and forms of academic assessment used. Parents learn about priority goals in reading and math. They also learn about how to schedule parent-teacher conferences and are reminded about how they can participate in decisions related to the education of their child. We presently have 6 Spanish-speaking parents. An interpreter is provided at all Title I meetings to communicate with these parents. In addition, documents are provided, to the extent practicable, in Spanish. 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

August 2008

developed with Title I parents; how it is used, reviewed, and updated).Lee Elementary School revised its school-parent compact in May of 2009 at the request of the CIP committee. Upon review of the parental involvement plan, the committee decided that the compact needed to include a component for the student. The new compact was developed through a coordinated effort by school staff members, our school’s Title I Parent Advisory Committee, and two students. All parents will be given a copy of the new compact at our annual Title I parents meeting. The compact will be explained to the parents, and they will be asked to sign the compacts signifying their commitment to working in partnership with the school in ensuring that their child is successful in school. The compacts will be discussed with teachers at faculty meetings. Each teacher will be given the responsibility to explain the compact to the students and obtain thestudents’ signatures. The teachers will sign the compacts and house them in their classrooms for use during parent-teacher and/or student-teacher conferences.

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

In May of each year, Brown Elementary School brings in its CIP Committee to review, evaluate, and revise its Continuous Improvement Plan. There are two parents on the Committee who represent all the parents of the school. During the review process, all parents are notified of the review through notices sent home in our parent communication folders. The notices make parents aware that the plan is under review, that a copy of the plan is available for review in the library and the parent center, and that parents have the right to give input regarding the revision of the plan. The notice also states that after the plan is finalized and approved, if a parent finds the plan to be unsatisfactory, they have the right to submit their concerns in writing to the school, and the school will submit their concerns to the central office at the same time that the CIP is submitted.

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)

Windom Elementary School will accomplish this through its required annual Title I parent meeting held at the beginning of the school year, as well as with additional Title I parent meetings held throughout the fall of the year. Parents will receive an overview of the state academic content standards, academic achievement standards, and assessments. In addition, an explanation will be given regarding Title I, what services will be offered, and how parents have the right to be involved in their children’s education. Parents will learn about their role in helping their child to be successful and the best ways to work in partnership with their child’s teachers.

(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)

Windom’s CIP Committee works diligently to ensure that all parent materials and training is closely aligned with our schools identified goals. Windom has its own parent center within the school, and next year, there will be a parent facilitator available at the center every day from 8:00 a.m. until 11:00 a.m. On Tuesdays, the center will also be open from 5:00 p.m. until 8:00 p.m. as this is when evening parent training will be conducted. The center houses materials (in English and Spanish) for parents to check out to learn about how they can help their child to be successful. Throughout the year, parenting classes will be held on topics that address identified school goals. Since our CIP Committee identified reading as a goal, we will hold parental involvement classes on this topic and provide parents with related materials. Specific topics will include reading with your child, creating a home learning environment, and working as a partner with your child’s teacher.

August 2008

(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)

Windom will continue to work with its teachers through inservices, faculty meetings, and grade-level meetings in understanding the importance of parental involvement and that parents are our partners. This year, our CIP committee placed special emphasis on the need to ensure a closer connection between our schools identified goals and our parent involvement activities. Therefore, this year our assistant principal will be working closely with each lead teacher to ensure that grade-level meetings include a parent involvement focus. The principal will set the expectation that teachers work closely with our parent facilitator in planning parent involvement activities and materials that best meet our schools identified goals.

(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)

Windom coordinates its parent involvement program for all Title I parents. We presently have 14 ELL students and many of these parents are actively involved in our parenting activities. We have a bilingual teacher who works with the parent facilitator in meeting the training needs of these parents. In addition, our school presently has a 21st Century Community Learning Center Program, which often provides a focus on parental involvement activities. Our parent facilitator regularly meets with the 21st Century staff in an effort to maximize the benefit of all offered parental involvement activities and to ensure that all activities are aligned with our CIP goals.

(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, Windom has 14 ELL students. Information on all school meetings, parent notices, etc., is sent to parents of these children in Spanish. In addition, Windom has a teacher who is bilingual who assists in verbally communicating with these parents as needed.

(6) Shall provide such other reasonable support for parental involvement activities as parents may request . (Describe)

Windom makes every effort to work with parents in meeting their requests as related to their involvement in their children’s education. For example, parent surveys conducted in May requested that parent training night be moved from Wednesday nights to Tuesday nights. The school, through the parent facilitator, has been able to accommodate this request, and next year training will be held on Tuesday nights.

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.

Parker Middle School, to the extent practicable, provides opportunities for the participation of parents with limited English proficiency and parents with disabilities. Parker presently has 19 Spanish-speaking students; therefore, all parent notifications are sent to parents of these children in Spanish. In addition, we have a bilingual teacher who is available to assist in verbal communications with these parents. At this time, Parker has no migrant students. Every effort is made to accommodate parents with disabilities. Parker is a handicapped-accessible building. We have one parent who is homebound, and special accommodations will continue to be made to communicate with that parent by phone and through home visits when needed.

DUPLICATE PAGES AS NEEDED

August 2008

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,

ENGLISH LANGUAGE PROFICIENCY, 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

(English language proficiency-AMAOs)

30% or more ELLs in grades 1-3 will perform at English proficiency level 2 or higher in the language domains for writing and reading to increase composite scores to meet AMAO-A

4 2-day trainings on ELL literacy at the elementary level for teachers and administrators

technical assistance from the trainer after trainings occur to support implementation

Session 1: Sheltered Instruction Strategies ISession 2: SI Strategies II & Peer CoachingSession 3: The 5 Elements of Reading and Application to ELLsSession 4: Classroom Assessment & Observation Protocol Development

Year 1 & 2: ELL teacher coaches classroom teacher & reading coach on content/language objective integration.

Year 2: Reading Coaches assist teachers during planning and collaboration time

Session 1: September 4-5Session 2: November 6-7Session 3: March 6-7Session 4: April 3-5

May 3-5: Trainer provides implementation support and monitoringJune: 10-13: Trainer provides implementation support and monitoring during ELL Summer Institute

Trainer will be available for technical assistance as necessary for conference calls at all other times

30% of ELLs in grades 1-3 will make progress in APLA by moving from one cohort to the next.

ACCESS for ELLs data results for the following school year will reflect these expected outcomes.

AYP data for reading will also indicate a narrowed achievement gap between ELLs and all students.

Change in teacher and school culture will be measured through surveys, observations, and faculty meeting minutes regarding attitude toward teaching and serving language minority students and language teaching.

Participants will be held accountable through observations conducted by school administrators (including instructional and reading specialists/coaches), weekly submitted lesson plans and through benchmark data: The training consultant will co-develop an observation

protocol with participants (teachers and administrators alike) to reflect the training strategies being used. As such, all participants will have contributed to and understand the criteria used for evaluating them. If observation reflects poor implementation of

strategies, trainer, administrator, ELL and classroom teacher will meet to discuss how particular strategy implementation may be strengthened.

At each grading period, ELL and classroom teacher will report to administrators on student progress using various benchmarking strategies (see page 8). They will determine appropriate intervention

strategies Lesson plans submitted on a weekly basis will include

content and language objectives

Title III: $15,000Title II: $20,000Local Funds: $15,000ELL State Funds: $30,000

Dr. Lupe Lloyd, Lupe Lloyd and Associates, Inc.

LEA reviews plan implementation each month.

Positive Discipline Behavior Support Plan (BSP) Training

October 2008January 2008April 2008     

Office discipline referrals will decrease after staff learns to recognize and deal with situations to prevent them from becoming office referrals.

During frequent walkthroughs and CIP reviews staff will model successful behavior interventions. Walkthroughs and CIP review checklists will document observed behaviors. Percentage of office behavior referrals will be calculated for each teacher and compared to the 2007-2008 data. A 5% decrease will demonstrate effective integration of the strategies.

Title II $2,000 Title II $2,000

August 2008

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 $1,922,497.00Teacher Assigned Units: classroom teachers: TOTAL OF ALL SALARIES $1,818,597.00Administrator Units: Assistant Principal: Counselor: Librarian: Instructional Supplies $16,244.00Library Enhancement $ 6,188.00Technology $10,829.00Professional Development $ 2,785.00State ELL Funds $67,854.00

II. Federal Funds:Title I: Part A: Improving the Academic Achievement of the Disadvantaged TOTAL $105,964.00Title 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 and benefits, materials and suppliesProfessional Development (10% set-aside) (school allocation $104,164.00)Parental Involvement (School’s portion of Parental Involvement set-aside)

$93,748.00$10,416.00$ 1,800.00

Title II: Professional Development Activities TOTAL $160,460.00BRIEF EXPLANATION and BREAKDOWN OF SPENDING:Used for: Class Size Reduction Unit and BenefitsSUCCESS Mentoring Program Coordinator and StipendsProfessional Development

$100,000.00$55,460.00$5,000.00

Title III: For English Language Learners TOTAL $51,722.00BRIEF EXPLANATION and BREAKDOWN OF SPENDING:

August 2008

Title IV: For Safe and Drug-free Schools TOTAL $2,000.00BRIEF EXPLANATION and BREAKDOWN OF SPENDING:

Title V: For 26 different uses; Also called “Innovative Programs”; Includes school improvement, gifted education, nurses, etc. TOTAL 2,111.00BRIEF EXPLANATION and BREAKDOWN OF SPENDING:

Title VI: For Rural and Low-income Schools TOTAL 0BRIEF EXPLANATION and BREAKDOWN OF SPENDING:

III. Local Funds ( if applicable)Local Funds TOTAL $10,100.00PTOFoundation GrantWal MartService League

BRIEF EXPLANATION and BREAKDOWN OF SPENDING:

$7,000.00$1,000.00$ 200.00$1,900.00

Part IX – MONITORING/REVIEW DOCUMENTATION

August 2008

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 - MayPurpose: 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.

August 2008