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: Crossville Elementary School STREET ADDRESS: 63 Justice Street

CITY: Crossville

STATE: Alabama

ZIP CODE: 35962

CONTACT: Ed Burke

TELEPHONE:256-528-7859

E-MAIL: [email protected]

Identified for School Improvement? No Yes Delay Status Year 1 or Year 2 *Submit to LEA for Board approval. Retain the original plan in the LEA. Submit the plan electronically to your system’s e-GAP Document Library by November 3, 2010. Year 3

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

or Year 4 or more

Library by November 3, 2010.

Made AYP? YES

Made AMAOs (EL)? YES NO N/A

NO

Career Tech Made AYP? YES NO N/A

**Board / Committee Approval: Yes

No

Describe how this plan will be made available to parents and other stakeholders, such as through parent meetings or on Web sites. Are all federal resources NOTE: The Parental Involvement section of this plan must be distributed to all parents. (including Titles I, II, III, IV, V, and VI) used to coordinate The Continuous Improvement Plan for Crossville elementary School will be available to parents and other stakeholders in the administrative offices of and supplement existing Crossville Elementary School. Additional copies will available in the Library Media Center, Guidance Counselors’ offices, as well as the school website services and not used to (http://www.dekalbk12.org/crossvilleelem/) and the DeKalb County Schools website (www.dekalbk12.org). In addition, as required by law, Crossville provide services that, in the Elementary School will distribute the Parental Involvement Section to all parents. absence of federal funds, would be provided by another fund source? YES NO Board/Committee approval received on November 10, 2010.

Board Signature: Superintendent Signature:

Date:

Federal Programs Coordinator Signature:

Date:

Principal Signature:

Date:

System: School:

Updated: July 13, 2010

CONTINUOUS IMPROVEMENT PLAN DEVELOPMENT AND IMPLEMENTATION TEAM 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 September 2010, the school leadership team met to review the 2009-2010 School Improvement Plan and to assess the degree to which implemented strategies have been met. The staff and parents will provide input on the following: which elements have been successfully mastered and need not be included in the next year’s Continuous Improvement 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. The school leadership team and school staff, along with interested parents will convene to disaggregate standardized assessment data, School Incident Report data, PEPE data, and other local data. Additional data from monthly data analysis meetings conducted by grade level with faculty, administrators, and the Reading and Math coaches will also be taken into consideration. The school leadership team will invite parents to reconvene to analyze the results of the data analysis. The results will be shared with school faculty, staff, and parents. The stakeholders will be asked for their input at this time. The school leadership team will meet to suggest strategies, professional development, and budget requirements for the CIP plan. When the draft is completed, faculty and staff will review it and suggest modifications if needed. The CIP for the 2010-2011 school year will then be published and shared with the district Roundtable. Requested modifications will be examined and decisions made by school leadership team and faculty/staff members. The finalized CIP will 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.)

Mr. Ed Burke Mr. Tony Bright Tina Lyles Lana Smith Dr. Donna Post Suzanne Graves Kevin Barksdale Beth Brooks

Principal Assistant Principal 3-5 Counselor K-2 Counselor Math Coach Reading Coach Teacher/ Title I ELL Teacher

Signatures (Indicates participation in the development of the CIP)

System: School:

Updated: July 13, 2010

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

System: School:

Updated: July 13, 2010

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 faculty and staff of Crossville Elementary School conducted a data analysis meeting using multiple sources of data. Data will be updated and reviewed throughout the school year. 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. Finding HQT is not a problem for the DeKalb County School System due to the wide variety of colleges and universities in the area. Number and percentage of teachers Non-HQT: Number and percentage of Classes Taught by Non-HQT: Currently all teachers at Crossville Elementary School have achieved highly qualified status. (100%) Currently all teachers at Crossville Elementary School have achieved highly qualified status.(100%) Alabama High School Graduation Exam (AHSGE): Strengths: N/A

Weaknesses: N/A

Alabama Reading and Mathematics Test (ARMT): Strengths: During the 2009-10 school year, Weaknesses: In 2009/10, Third grade increased by 5 % in proficient Reading scores from the previous year (AMO was 85%). Reading vocabularyThird Grade, 76% proficient in Reading, AMO was 85%. Using strategies to comprehend knowledge was a strength with 80% correct. Measuring Length in Metric Units was a strength for Third grade with literary/recreational materials was a weakness with 53% correct. Third grade Math, 72% proficient, 87% correct. AMO was 79%. Weakness in recognizing data as categorical or numerical with 43% correct. 81% of Fourth Grade students met or exceeded Math standards.(AMO was 78%) Writing money amounts in words and dollar and cent notation was a strength with 90% correct. In Reading, Word recognition skills and Reading vocabulary knowledge were strengths with 67% correct in both.

Fourth grade, 70% Proficient in Reading, AMO was 82%. Using strategies to comprehend literary/recreational materials was a weakness at 49% correct. Multiplying and dividing whole numbers was a weakness in Math with 43% correct.

Reading vocabulary knowledge was a strength for Fifth grade, with 73% correct. Identifying numbers less than zero And identifying regular and congruent polygons was a strength with 70% correct on both.

Fifth grade, 69% proficient in Reading, AMO was 85%. Using strategies to comprehend functional/ textual information was a weakness at 46% correct. Fifth grade Math, 61% proficient, AMO was 77%. Converting units of measurements (28%) and adding and subtracting fractions (38%) were weaknesses.

Alabama Science Assessment: Strengths: In 2009/10 school year, Life Science was identified as a strength on the ASA.

Weaknesses: Physical Science is an area of weakness identified on the ASA for 2009/10.

Stanford 10 Strengths: Grades Three through Five scored in the averages range on all subtests given. (All grades scored in the 4th ,5th ,and 6th stanines.) Math procedures- grades Three – Five

Weaknesses: Third and Fourth grade- Reading Vocabulary. Fifth grade- Mathematics problem solving

System: School:

Updated: July 13, 2010

Dynamic Indicators of Basic Early Literacy Skills (DIBELS): Strengths: In 2009/10, 90% of Kindergarten students scored in the Established range (PSF, ISF, NWF) according to the end of the year DIBELS report. 81% of First graders scored in the Established range PSF, ISF, NWF) according to the end of the year DIBELS report.

Weaknesses: In 2009/10, 42% of Second graders scored in the At Risk range in ORF, according to the end of year DIBELS report. 49% of Third graders scored in the At Risk range in ORF, according to the end of year DIBELS report.

Part I - Continued: Alabama Direct Assessment of Writing (ADAW): Strengths: In 2009/10, 53% of Fifth Graders achieved a Level III on the Narrative prompt.

Weaknesses: In 2009/10, Only 4% of Fifth Grade students achieved a Level IV on the ADAW. 40% of Fifth Grade students achieved a Level III on the ADAW.

ACCESS for English Language Learners (ELLs): Strengths: Weaknesses: In 2009/10, In 2009/10, 100% of entering Kindergarteners scored at Level 0 on the ACCESS Test; and 53% increased to Level 1 at the end 2% of Kindergarten students scored at the Expanding level or above on the ACCESS test of the year according to WIDA Reports. In Writing at the end of the year, according to WIDA reports. 71% of First grade students taking the ACCESS test scored at the Expanding level or above in Listening according to WIDA 0% of First grade students scored at the Expanding level or above on the ACCESS test WIDA Reports. In Writing at the end of the year, according to WIDA reports. 83% of Second grade students taking the ACCESS test scored at the Expanding level or above in Listening according 0% of Second grade students scored at the Expanding level or above on the ACCESS test to WIDA Reports. In Writing at the end of the year, according to WIDA reports. 91% of Third grade students taking the ACCESS test scored at the Expanding level or above in Listening according 30% of Fourth grade students scored at the Expanding level or above on the ACCESS test to WIDA Reports. In Writing at the end of the year, according to WIDA reports. 97% of Fourth grade students taking the ACCESS test scored at the Expanding level or above in Listening according 16% of Fifth grade students scored at the Expanding level or above on the ACCESS test to WIDA Reports. In Writing at the end of the year, according to WIDA reports. 95% of Fifth grade students taking the ACCESS test scored at the Expanding level or above in Listening according to WIDA Currently, 63% of the student population is Hispanic. And approximately 90% of Hispanic WIDA Reports. students entering Kindergarten are Non-English speaking. 35% of students made a .5% gain. (175 of 505)

EducateAL or other Professional Evaluation Profile Information: Strengths: The CSR for the 2009/10 school year, reveals a strength in the area of content knowledge and ability to organize related facts, concepts, and skills. Another area of strength is in meeting the needs of our diverse student population.

Weaknesses: The CSR for the 2009/10 school year, reveals a weakness in the competency indicator for Facilitating learner’s individual and collaborative use of technology. Currently, teachers have identified a weakness in the area or engaging learners in developing and maintaining goals for their own learning and behavior.

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

Updated: July 13, 2010

Strengths: Weaknesses: During the 2009/10 school year: During the 2009/10 school year: 80-100% of teachers model the appropriate use of technology tools and resources. Improvement from level 2 to level 4 in this area has30-59% been of our students make use of current and emerging technology for research, inquiry, exploration, attained due to lcd projectors purchased and setup in every classroom. instructional tutorial, and educational games. Weak areas include using technology for communication, 80-100% of Administrators use technology to gather and analyze data to assess instructional effectiveness and monitor student collaboration, writing assignments, presentations, spreadsheets, and database. achievement. 33-37% of teachers communicate with parents and students via tools like email, online forums, blogs, or Between 60-79% of teachers and students accessing web-based software and resources outside of school. WebPages. APT is no longer funding Discovery Education Streaming, formerly United Streaming, which will greatly impact use of technology in core reading instruction. Local Data (e.g., LEA, school, and grade-level assessments, surveys, program-specific assessments, other RtI data) Strengths: 95% of parents completing the Title I parent survey feel welcome in the school.

Weaknesses: 51% of parents completing the Title I parent survey do not know how they can be involved in school planning and review committees.

Career and Technical Education Program Data Reports: Strengths: N/A

Part I – Continued

Weaknesses: N/A

(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: Weaknesses: During the 2009/10 school year total discipline infractions decreased 24 % from the previous year. During the 2009/10 school year there were 113 incidents of fighting. Also, harassment (From 970 to 736) Also, fighting incidents decreased 13%. (From 130 to 113) incidents increased from 4 to 12. School Demographic Information related to drop-out information and graduation rate data. Strengths:

N/A

Weaknesses:

N/A

School Demographic Information related to teacher attendance, teacher turnover, or challenges associated with a high percent of new and/or inexperienced faculty. Strengths: Since the 2009/10 school year, the rate of teacher turnover was just 3%.

Weaknesses: During the 2009/10 school year, 17% of the faculty was non-tenured. Also teacher attendance has been an issue of concern for our School Superintendent for the past several years. 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). System: School:

Updated: July 13, 2010

Strengths: Weaknesses: During the 2009/10 school year,12% of CES students were classified as Migrant. This is Students are only allowed 4 parent notes per semester to excuse absences. in due in part to migratory moves, but also because many ELL families return to their native countries Our ADA rate was 875 (95%). for weeks at a time during the school year. The truancy officer is notified when students exceed 10 absences. Attendance letters are sent home to parents after each unexcused absence. School Perception Information related to parent perceptions and parent needs including information about literacy and education levels. Strengths: 63% of parents completing the Title I parent survey reported that they knew what their child should know or be able to Do in reading and/or math for the grade level he/she is in. School Perception Information related to student PRIDE data.

Weaknesses: 29% of parents taking the Title I parent survey do know what it means to be a Title I school and what their rights are.

Strengths: N/A Weaknesses: N/A School Process Information related to an analysis of existing curricula focused on helping English Language Learners (ELLs) work toward attaining proficiency in annual measurable academic objectives

(AMAOs).

Strengths: Weaknesses: ESL teacher integrates ELL curriculum and WIDA ELP standards with general education curriculum Not enough time to plan and collaborate with content teachers and insufficient time spent on instruction. Computer lab with self-testing programs No Spanish speaking ELL teachers WIDA Climbs Reduced number of ELL teachers to an increased number of ELL students Computer programs that are self-pacing General Education teachers have limited understanding of reading and applying WIDA PLATO lab standards. Compass Learning/ Odyssey Edge program Reading Street ELL component 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: We have a designated ELL staff dedicated to working with our ELL students to achieve AMAO.

Weaknesses: Currently, the teachers serving our ELL students, though highly qualified, are not certified in ELL. We also lost one ELL teaching unit and two ELL aides this year. ELL teachers spent approximately five weeks of instructional time holding fall LPAC meetings. During this time, ELL students and classroom teachers were not getting ELL instructional services. School Process Information uncovered by an analysis of curriculum alignment, instructional materials, instructional strategies, reform strategies, and/or extended learning opportunities. Strengths: Jumpstart to Kindergarten Extended Day ELAP summer program After school tutoring Otter Creek Intervention program Compass Learning/Odyssey Edge Program for ELL’s ARMT Coach and Buckle Down for ARMT Reading and Math Ladders to Success Skillbridge

Weaknesses: Teachers are required to be absent from school to attend professional development activities and training related to implementation of new programs. Scheduling issues for students to receive core instruction and intervention instruction conflicts with enrichment opportunities in the areas of art, music, technology, and library media.

System: School:

Updated: July 13, 2010

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): To improve the number of students who scored proficient in Reading by: 3% for all students during the 2010/11 school year (72% to 75%) 12% in the Third grade during the 2010/11 school year (76%-88%) 16% in the Fourth grade during the 2010/11 school year (70%-86%) 19% in the Fifth grade during the 2010/11 school year (69%-88%) To decrease the number of Special Education students who are not proficient in Reading by 10 % in order to reach Safe Harbor. Data Results on which goal is based: 72% of all Crossville Elementary students were proficient in 2009/10; Increasing this by 3% this will move the school closer to 100%. 76% of the 2009/10 Third grade class was proficient; the 2010/11 AMO is 88%. 70% of the 2009/10 Fourth grade class was proficient; the 2010/11 AMO is 86%. 69% of the Fifth grade class was proficient; the 2010/11 AMO is 88%. The proficiency index for SPE Reading in 2008/09 was -15.24. The proficiency index for Reading in 2009/10 was -23.07. (66%)

TARGET GRADE LEVEL(S): 3-5

COURSES OF STUDY

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

AHSGE: Reading Math Science

Social Studies

Language

BENCHMARKS

ADDITIONAL ACADEMIC INDICATORS: Participation Rate

TARGET STUDENT SUBGROUP(S): Special Education students in grades 3-5

INTERVENTIONS

System: School:

Updated: July 13, 2010

RESOURCES

WHICH COURSE OF STUDY STANDARDS, AHSGE STANDARDS/OBJECTIVES, ELIGIBLE CONTENT, OR WIDA* STANDARDS ARE LINKED TO EACH STRATEGY?

Kindergarten – Second Grade: Standard 1 (Demonstrate Phonological Skills including manipulating sounds and words of the English Language) Grade 3: Standard 4 (Use strategies to comprehend literary/recreational materials.) Grade 3: Standard 4 (Use Strategies to comprehend functional/textural materials.) Grade 4 Standard 4 (Use Strategies to comprehend literary/recreational materials.) Grade 5 Standard 4 (Use strategies to comprehend literary/recreational materials.) Grade 5: Standard 4(Use content area textbooks to improve strategies to comprehend functional/ textual information.)

WHAT RESEARCH-BASED STRATEGIES/ACTIONS WILL BE USED TO IMPROVE STUDENT ACADEMIC PERFORMANCE? (Give specific strategies, not just programs or program names.)

Strategy: R-I Provide intensive instruction services based on Reading proficiency needs. (RTI) Action Steps: 1. 100% of K-3 students will be screened using Aimsweb to determine proficiency status in August, December, and May. 2. Tier II small groups in every K-3 classroom for 20 minutes, three to five times a week to focus on Reading, provided by the classroom teacher. 3. Tier II small groups in every 4th and 5th grade classroom within the content areas, provided three to five times a week, by the classroom teacher. 4. Bi-monthly progress monitoring of Tier II students in grades K-5 by the classroom teacher using Aimsweb probes. 5. K-5 Tier III students receive 30 minutes of intensive instruction with an Intervention Teacher five times per week. 6. Weekly progress monitoring of Tier III students in grades K-5 by the Intervention teacher. 7. K-5 teachers will implement strategic teaching strategies for Reading. 8. Fourth and Fifth grade teachers will implement strategic teaching strategies for Reading in Science and Social Studies in Fourth and Fifth Grades at least weekly.

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?

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The Reading Coach will train and assist classroom teachers in the administration of the Aimsweb assessment in August, December and May. The PST team will meet monthly to review multiple data sources to determine which students qualify for Tier II instruction. The PST team will meet monthly to review multiple data sources to determine which students qualify for Tier II instruction. The Reading coach will check Aimsweb to see that all Tier II students are being progress monitored every two weeks. The PST team will meet to review multiple sources of data to determine which students qualify for Tier III instruction and assign the appropriate intervention teacher. The Reading coach will check Aimsweb weekly to see that all Tier III students are being progress monitored. Educate Alabama evaluations Educate Alabama evaluations

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The Principal will check enrollment to determine 100% of students were tested and direct the proper screenings to be administered. Students who do not meet ROI goals will be entered into Tier III. Students who do not meet ROI goals will be entered into Tier III. Students who do not meet ROI goals will be entered into Tier III. PST team will change the instruction, curriculum, or amount of time for Tier III interventions. PST team will change the instruction, curriculum, or amount of time for Tier III interventions. Mandatory training in strategic teaching strategies for identified teachers. Mandatory training in strategic teaching strategies for identified teachers.

System: School:

WHAT RESOURCES AND SPECIFIC EXPENDITURES WILL BE NEEDED FOR SUCCESSFUL IMPLEMENTATION? (Ex: 6 Classroom Libraries, $.....00)

Updated: July 13, 2010

Ink cartridges and new printers for printing the reports, probes, and progress monitoring tools from Aimsweb.

Grade 3: Standard 4 (Use strategies to comprehend literary/recreational materials.) Grade 3: Standard 4 (Use Strategies to comprehend functional/textural materials.) Grade 4 Standard 4 (Use Strategies to comprehend literary/recreational materials.) Grade 5 Standard 4 (Use strategies to comprehend literary/recreational materials.) Grade 5: Standard 4(Use content area textbooks to improve strategies to comprehend functional/ textual information.)

STRATEGY:

R-II Provide content and testing vocabulary instruction as well as test format instruction on ARMT. ACTION STEP:

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Teachers in grades 3-5 will implement ARMT Coach for Reading into Scott Foresman Program at least monthly. Teachers in grades 3-5 will model and provide instructional opportunities using open ended and gridded response formats at least monthly.

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Walk-throughs, observations, lesson plans, and student work samples included in evidence box. Walk-throughs, observations, lesson plans, and student work samples included in evidence box.

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Mandatory professional development in implementing ARMT Coach strategies for identified teachers. Mandatory professional development in implementing ARMT format strategies for identified teachers.

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): To improve the number of students who scored proficient in Math by: 3% for all students during the 2010/11 school year. ( 71% to 74% ) 7% in the Third Grade during the 2010/11 school year. (72% to 79%) 2% in the Fourth Grade during the 2010/11 school year. (81% to 83%) 16% in the Fifth Grade during the 2010/11 school year. (61% to 77%) To decrease the number of Special Education students who are not proficient in Math by 10 % in order to reach Safe Harbor. Data Results on which goal is based: 71% of all Crossville Elementary students were proficient in 2009/10; increasing this by 3% this will move the school closer to 100%. 72% of the 2009/10 Third grade class were proficient; the 2010/11. AMO is 79%. 81% of the 2009/10 Fourth grade class were proficient; the 2010/11. AMO is 78%. 61% of the Fifth grade class were proficient; the 2010/11. AMO is 77%. The proficiency index for SPE Math in 2008/09 was -18.09 and was -25.60 in 2009/10. (71%)

System: School:

Updated: July 13, 2010

TARGET GRADE LEVEL(S): 3-5

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

AHSGE: Reading Math Science

Social Studies

Language

ADDITIONAL ACADEMIC INDICATORS: Participation rate

TARGET STUDENT SUBGROUP(S): Special Education students in grades 3-5

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)

K-2 Standard 1 (Demonstrate the concept of number sense by comparing, ordering, and expanding whole numbers.) Grade 3 Standard 14 (Recognize data as categorical/ numerical) Grade 3 Standard 2 (Solve addition and subtraction problems, including word problems, involving and three digit numbers with and without regrouping.) Grade 4 Standard 7 (Multiply and divide whole numbers) Grade 4 Standard 6 (Add and subtract with and without regrouping) Grade 5 Standard 13 (Convert units of measurements within the same system) Grade 5 Standard 4 (Add and subtract fractions with common and uncommon denominators) Grade 5 Standard 2 (Solve word problem)

STRATEGY: Provide intensive instruction services based on Math proficiency needs. (RTI) Action Steps: 1. 100% of K-3 students will be screened using Aimsweb to determine proficiency status in August. 2. Multiple data sources will be considered in determining proficiency for 4th and 5th grade. 3. Title I Teachers will work with Tier III students for 30 minutes, five days a week on improving Math skills. 4. Classroom teachers will work with Tier II students for 20 minutes, three to five times a week on improving Math skills. 5. Third through Fifth Grade will follow the county pacing guides in their classroom instruction monthly. 6. Third through Fifth Grade will use ARMT Coach and Buckle Down materials in their classroom instruction at least weekly.

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The Math Coach will train and assist classroom teachers in the administration of the Aimsweb assessment in August, December and May. The Math coach and PST team will meet monthly to review multiple data sources to determine which students qualify for Tier II instruction. The Math coach will check Aimsweb weekly to see that all Tier III students are being progress monitored. The Math coach will check Aimsweb to see that all Tier II students are being progress monitored every two weeks. Walk-throughs, observations, lesson plans, and student work samples included in evidence box. Walk-throughs, observations, lesson plans, and student work samples included in evidence box.

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The Principal will check enrollment to determine 100% of students were tested and direct the proper screenings to be administered. Students who do not meet ROI goals will be entered into Tier III. PST team will change the instruction, curriculum, or amount of time for Tier III interventions. PST team will change the instruction, curriculum, or amount of time for Tier III interventions. Mandatory training in strategic teaching strategies for identified teachers. Mandatory training in strategic teaching strategies for identified teachers.

STRATEGY:

ACTION STEP:

System: School:

Updated: July 13, 2010

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Manipulative materials are needed for first through fifth grade. Math intervention materials are needed for K-5 classrooms.

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. If any ELL student did not make AMAOs complete this page. ENGLISH PROFICIENCY GOAL (SHOULD ADDRESS IDENTIFIED WEAKNESSES AND GAPS): During the 2010/11 school year, 56% of ELL’s in grades 1-5 make a minimum gain of 0.5% overall composite proficiency gain. Data on which goal is based: ACCESS for ELL’s, weaknesses regarding analysis of exiting curricula and existing personnel 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 the 2010/11 CIP. TARGET GRADE LEVEL(S): 1-5

WIDA ENGLISH LANGUAGE PROFICIENCY STANDARDS WHICH WIDA* ENGLISH LANGUAGE PROFICIENCY STANDARDS OR DOMAINS ARE LINKED TO EACH STRATEGY?

Language Domain: Writing WIDA Standards, Language Arts

TARGET ELP LANGUAGE DOMAIN(S): Circle all that apply.

Reading

Writing

Listening

Speaking

Comprehension

REFORM STRATEGIES

BENCHMARKS

INTERVENTIONS

RESOURCES

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)

STRATEGY: Using WIDA Model Performance Indicators for developing language objectives that focus on, but are not limited to, the language domains of Writing. ACTION STEP: 1. Work closely with ELL supervisor 2. Identify students for ELAP summer program 3. Provide intervention for students with low writing levels and have missed 2 or more years of school in their native country or a US school. 4. ELL teachers will implement the Reach program in their daily instruction. 5. ELL teachers will implement the Finish Line program two times a week. 6. ELL teachers will implement Odyssey program at least monthly.

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Regular meetings and contact with ELL supervisor. ACCESS test, teacher recommendations ACCESS test results, teacher schedules Walk-throughs, observations, lesson plans, and student work samples included in evidence box. Walk-throughs, observations, lesson plans, and student work samples included in evidence box. Walk-throughs, observations, lesson plans, and student work samples included in evidence box.

1.Principal will petition ELL supervisor to schedule/ attend needed meetings. 2. Offer different program other than ELAP that will help those ELL students that need additional services. 3. Work with classroom teacher and ESL teacher and use a different practice writing practice. 4. Find another researched-based ELL program that will meet the needs of our ELL population. 5. Find another researched-based writing program that will meet the needs of our ELL population. 6. Attend more Odyssey training to improve understanding and implementation of Odyssey program.

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

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1. 2.

3.

Professional development in ELL literacy Purchase Teaching Guides for Reach program for all ELL teachers. Mini Laptops for ELL programs for Odyssey program.

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

REFORM STRATEGIES

BENCHMARKS

INTERVENTIONS

RESOURCES

WHAT RESEARCH-BASED STRATEGIES/ACTIONS WILL BE USED TO IMPROVE CULTURAL BARRIERS IMPACTING 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 ADJUSTMENT IF STRATEGIES DO NOT CHANGE PERFORMANCE?

WHAT RESOURCES AND SPECIFIC EXPENDITURES WILL BE NEEDED FOR SUCCESSFUL IMPLEMENTATION? (Ex: Teacher Incentives,Title II $.....00, Supplies for Mentors/Mentees, etc)

(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?

A school safety check identified 27 outside doors that need to be locked during school hours.

Teachers are absent from the classroom too often to attend professional development activities that are required by the State Department of Education and local school system. (ARI, RTI, and Scott Foresman Reading Program) A school safety survey indicated a safety issues with dropping off and picking up of students on the city street.

STRATEGY: Improve

safety of students while on

campus.

1.

Principal and Maintenance personnel will observe compliance.

1.

Principal will remind teachers to keep exterior doors locked with regular announcements and/or memos.

1.

Limit the number of professional days provided by the County LEA.

1.

Principal will petition the LEA to limit the number of training days occurring during instructional time.

1.

Principal and SRO will observe compliance.

ACTION STEP:

1.

Teachers whose classrooms are located outside the main building are encouraged to keep their doors locked during school hours.

STRATEGY: Increase

teacher attendance

ACTION STEP:

1.

Make recommendations to the Central Office to limit the number of teacher absences for required professional development activities.

STRATEGY: Improve

student safety while on campus.

ACTION STEP:

1.

1 SRO will enforce safety rules during drop off and pick up times.

Construct a drop off/ pick up lane in front of the school separate from the city street.

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1.

Traffic signs and road markings for directing traffic.

Crossville Elementary is the only elementary school in the school system that does not provide a breakfast program.

STRATEGY: Relieve overcrowding in the current lunchroom to allow implementation of breakfast program.

Construction of a new or separate lunchroom facility. 1

1.

Principal will continue to petition county and state for funding.

Action Step: 1. Investigate funding options for a new lunchroom.

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1.

New lunchroom or K-4 school building.

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) Required Components Component 1: Each new teacher will receive mentoring for a minimum of two years with an option of a third year based on mastery of competencies. Component 2: Active teachers will mentors new teachers on a 1 to 1 basis. Retired teachers can mentor new teachers on no more than a 15 to 1 ratio. Component 3: Each new mentor must be chosen by a committee comprised of teachers and administrator(s) and must successfully complete Alabama Beginning Teacher Mentor Training. Individual mentors for each new teacher must be in place by October 1, 2010. Component 4: Mentors will receive a stipend of $350 per year for each new teacher they mentor. Component 5: Mentors and mentees will have at least 2.5 hours of contact time during each week of the school year Component 6: Each mentored new teacher will complete regularly scheduled assessments of mentor program effectiveness. Pending Funding 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 setaside.) 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 Geraldine School. The following is 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 2010-2011 school year the state is funding 59.36units, plus fringe benefits. The grand total of state money is $4,211,224. A budget detail is enclosed in this plan.  Title I – Part A (Federal): This money is used to SUPPLEMENT regular funded programming. For the 2010-2011 school year, Title I monies are being used to fund .5 counselor unit, 1 FTE math coach, and 3 FTE intervention teachers various materials/instructional supplies meant to supplement the core programs and support at-risk students. This budget total $ 292,500 and is spent in addition to state/local monies.  Parental Involvement Funds will support parent communication, training, and informed decision making. The local school Title I Parental Involvement Allocation is $3,207.47.  Migrant Education Provides .75 FTE for a Migrant / ELL intervention teacher. Total Migrant funding directly to the school - $39,365.37.  TITLE VI provides .25 FTE for a Supplemental ENGLISH LANGUAGE ACQUISITON TEACHER. Meant to support the LEA’s efforts to meet AYP goals in reading. The LEA FAILED TO MEET LEP reading GOAL in FY10. Title VI budget for 2009-2010 is $13,121.79 TITLE I SCHOOL IMPROVEMENT – Meant to support supplemental / innovative programs intended to increase student achievement and support System: School:

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adequate yearly progress. School Improvement funds will provide .5 FTE for an ELL intervention teacher.  $26,243.58 .5 SI FTE. Note – Additional TI SI funds will be provided for materials and supplies 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. Crossville Elementary School provides non-English speaking and Migrant students with the opportunity to attend “Jumpstart”. This is a two week summer program for upcoming Kindergarteners to get a jumpstart in their Kindergarten instruction. Also, Fifth grade students will visit Crossville High School during the spring. They will tour the school, visit Sixth grade classes, meet the Sixth grade teachers, and learn about courses offered. 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. Due to several area colleges and universities, Crossville Elementary School does not have difficulty in finding highly qualified teachers. 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. Crossville Elementary School holds monthly grade level data analysis meetings with teachers, administrators, and reading coaches to disaggregate data, make decisions about instruction, and identify students who need remediation. The faculty also collaboratively studies disaggregated data and results from state assessments three times a year with the system’s Instruction Improvement Coordinator to monitor/adjust instructional strategies based on the assessment data. CES is in the process of implementing Problem Solving Teams for collecting and evaluating data for students who not meeting proficiency standards and/or may require testing to identify other barriers to learning. 6. Special Populations: Describe procedures used for each group of Migrant, English Learners, Economically Disadvantaged, Special Education, Neglected and/or Delinquent, and Homeless students. It is the intent of Crossville Elementary School that no student enrolled in school be denied access to any service or school program regardless of migrant, limited-English proficient, and homeless, economically disadvantaged or neglected/delinquent status. All students have access to all services and programs available, including free/reduced, Title I services, ELL services, Special Education services, At Risk, and counseling services. School counselors also coordinate services with DHR, Mental Health, Christian Community Outreach, and other community resources to provided economically disadvantaged students with necessary school supplies, food, clothing, and shelter. All homeless, migratory, and limited-English proficient students 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 accountable for without being stigmatized or isolated. School counselors identify limited-English proficient students upon enrollment. Each new student receives a Home Language Survey used to determine eligibility for LEP testing. Students qualify for testing if the survey indicates that a language other than English is used by the student or at the student’s home. All eligible students are tested with the WIDA Access Placement Test to determine eligibility. Any student who has a primary home language other than English and who is identified as LEP is provided with the opportunity to participate in the ELL program and is not denied access to any other program or service based on ELL status. 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 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, and interpreter, and/or school administration. A variety of services is provided to all ELL students. Crossville elementary School has four ELL teachers and two ELL instructional aides providing services to all ELL students. A trained interpreter is also on staff to communicate with the parents of ELL students if the need arises. Parents are provided the opportunity to receive 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, the student becomes eligible to exit the ELL program and will be monitored for two years to ensure success. School counselors identify migrant/homeless students upon enrollment. Parents or guardians of each student receive a Migrant Education Survey as part of the enrollment packet. This form is used to determine eligibility for the Migrant program. The school uses ALSDE and federal regulations to identify homeless students. Students who are identified as migrant/homeless are provided services through the system per the McKinney-Vinto Homeless Act. These students are also eligible for and receive the same services as other students. CES 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 IEP 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 System: School:

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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. CES 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. Neglected/delinquent students are identified at CES when contacted by DHR, LEA attendance officer, or parent. The school counselors and administrators identify possible needed services for neglected/delinquent students. The school counselor monitors students’ grades and absences and ensures that neglected/delinquent students have access to additional services as needed. The LEA attendance officer works directly with the courts to ensure parental cooperation concerning attendance for delinquent students. School counselors coordinate services with DHR, Mental Health, Christian Community Outreach, and other community resources to provided economically disadvantaged students with necessary school supplies, food, clothing, and shelter. Neglected/delinquent students have access to all services and programs available to any other CES student. 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 will be eligible to receive free or reduced lunch during the school day. Such students will have access to all programs and services available. 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. (N/A for Elementary Schools) 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. CES offers the following extended learning opportunities for students who experience difficulty mastering the proficient or advanced achievement standards: Classroom and intervention teachers use Scott Foresman intervention materials for core reading instruction and intervention pull out instruction Daily small group instruction and intervention in the classroom Utilization of Reading Specialists and Title I staff to provide additional daily, pull out intervention Timely Progress monitoring using Aimsweb benchmark assessments Monthly PST meetings to review the Rate of Improvement in Tier II and Tier III students Monthly data meetings to discuss and review student progress Reading Coach and Math coach provides assistance/guidance to classroom teachers and intervention teachers Parent orientation night to inform parents about school policies and procedures (translator available) School counselors provide assistance/guidance to teachers, students, and parents ELL parent meeting to discuss ELL services provided. Title I parent meeting to educate parents about what it means to be a Title I school and to inform parents of Title I services. After school programs available (Extended day, Free after school Tutoring) Summer programs if funding is available (ELAP, Reading Academy, Summer School, Jumpstart) Utilize Computer Lab programs (Plato, Compass, Star testing in Reading)

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]: 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. 1.

During the first month that school is in session, Crossville Elementary School holds its annual parent orientation for all parents of participating children. The meeting is held at different times that day to facilitate parents’ opportunity to attend. A trained interpreter is also present at the meetings. Topics to be discuss at this year’s meeting are: Continuous Improvement Plan An explanation of the school’s curriculum and the state’s content standards

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2. 3. 4.

Title I program and participation, its services, and parents’ rights Parental involvement Important programs and activities occurring throughout the school year The leadership and staff of CES 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. CES believes in involving parents in all aspects of its Title I programs. We have parent representatives on our CIP committee who participated in the development and revision of the plan. In addition, all parents are given the opportunity to review the plan and offer their input before the plan is approved. An ELL parent meeting has been planned for September to discuss the ELL program and services provided.

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. 2.

Two Title I parent meetings were scheduled to better accommodate parent/ guardian work schedules. At parent meetings, parents are briefed about school issues and given an opportunity to ask questions and voice concerns. Parents are also petitioned to volunteer in the school, at school events, and in the decision making process for Crossville Elementary School. 3. Parent involvement funds are used to holding meetings and to supplement the cost of print and copying information to send home. 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 our annual parent orientation meeting information will be presented about CES Title I programs, the curriculum, and forms of academic assessments used. Parents will also learn about how to schedule a parent-teacher conference, how to participate in decisions related to the education of their child, and how to participate in the Continuous Improvement Plan. A large percentage of our parents speak Spanish, so a trained interpreter will be at the meeting to facilitate communication. Upon conclusion of the general meeting, parents will be invited to visit their child’s classrooms and meet their teachers. At this time, teachers will provide additional information related to their specific grade or subject. 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). Crossville Elementary School revised its school-parent compact in May of 2010. The new compact was developed through a coordinated effort by school staff members and parents. The new compact better reflects our beliefs of what constitutes as school responsibilities, parent responsibilities, and student responsibilities. The new compact is given to all students within the first month of school. Teachers explain the compact to their students and an administrator explains the compact to parents at parent orientation night. Parents and students are asked to sign the compact signifying their commitment to working in partnership with the school in ensuring that success in school. Teachers also sign the compacts and maintain them in their classroom for use during parent-teacher conferences. E. Parental Involvement: Describe procedures to allow parents to submit comments of dissatisfaction with the Continuous Improvement Plan. The CIP committee meets in May to review, evaluate, and revise the Continuous Improvement Plan. During the review process, all parents are notified of the review by school messenger. The message makes parents aware that the plan is under review, that a copy of the plan is available for review at the school and on the school website, and that parents have the right to give input regarding the revision of the plan. After the plan if finalized and approved, CES will use school messenger to inform parents of their right to submit their concerns about the plan to the school and that the school will submit those concerns to the central office

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) Crossville Elementary School will accomplish much of this through its annual parent orientation meeting held at the beginning of the school year. At that time, 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. CES will also offer further assistance to parents in learning about individual class assessments and their role in helping their child to succeed in school throughout the school year. A trained interpreter is available at all parent meetings. The school system’s Migrant Program provides training, assistance, and services to migratory students and their parents. System: School:

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(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) School counselors offer training to parents in reading and interpreting state standardized test assessment results throughout the school year. In the spring, prior to state standardized testing, CES uses school messenger to give parents tips on things they can do to help their child do their best on the state assessments. Our school system also provides adult education classes for any parents without a high school diploma to earn their GED. Teachers send home newsletters to parents to inform them of school and class activities and of homework/class assignments. These newsletters are also available in Spanish. In addition, CES has a new school website that lists multiple resources available to parents to assist in their children’s achievement.

(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) Crossville Elementary School will continue to work with its teachers through in-services, faculty meetings, and grade-level meetings in understanding the importance of parental involvement and those parents are our partners. A trained interpreter is on to assist in communication with our Spanish speaking 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) Crossville Elementary School coordinates its parent involvement for all parents. A trained interpreter is on staff and to assist parents in communicating with school employees and to assist with the completion of school forms and applications

(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) Information on all school meetings, parent notices, etc., is sent to parents of our ELL children in Spanish. We also have a trained interpreter available in the office to assist in communication with ELL parents.

(6) Shall provide such other reasonable support for parental involvement activities as parents may request. (Describe) Crossville Elementary School makes every effort to work with all parents in meeting their requests as related to their involvement in their children’s education. 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. Crossville Elementary School, to the extent practicable, provides opportunities for the participation of parents with limited-English proficiency and parents with disabilities. CES provides a Spanish translation of all parent Notifications, meeting notices, school forms, and applications. In addition, a trained interpreter is available to assist in verbal communication with ELL parents. The migratory students at CES receive assistance and services from The school system’s Migrant Program. Every effort is made to accommodate parents with disabilities. CES is a handicapped-accessible building and we meet all Federal Disability Guidelines.

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 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).

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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?

1. ACCESS scores for 2009/10 indicated weaknesses in the Language domains for Writing in grades 1-5.

2.

ACCESS test training ELL Cohort III Meetings

WHEN WILL THE SESSION BE DELIVERED? (Please list dates of future PD sessions, not those that have already taken place.)

1. 2.

Jan. 2011 Oct.2010- May 2011

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?)

During the 2010/11 school year, 44% of ELL’s in grades 1-5 will perform at a English proficiency level 3 or higher in the Language domains for Writing to increase composite scores so AMO-A are met.

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

Participants will be held accountable through observations conducted by school administrators, weekly submitted lesson plans, and unit assessment test scores. Access for ELL’s scores in the Language domain for Writing will also reflect the effectiveness of the professional development strategies. Reach assessments will be used to monitor progress before ACCESS testing in the spring.

DUPLICATE PAGES AS NEEDED

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

Example: I. State Foundation Funds:

TOTAL

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Updated: July 13, 2010

Title III funds (Gary Talley)

DOCUMENT CONTINUOUS LEA REVIEW AND SUPPORT RESULTS

LEA reviews plan implementation each month.

State Foundation Funds Enter Earned Units # FTE’s Earned by the school

Enter # of Units Placed at the school

TOTAL OF ALL SALARIES

FTE Teacher Units: 59.36 59.36 Administrator Units: 1 1 Assistant Principal: 1 1 Counselor: 1.5 1.5 Librarian: 1.5 1.5 Career and Technical 0 0 Education Administrator: Career and Technical 00 Education Counselor: Total Foundation Salaries Total Foundation Fringe Benefits Enter the amount allocated for use at the school for the following: Technology Professional Development State ELL Funds Instructional Supplies Library Enhancement State Foundation Units Textbooks

2,983,537 1,213,026 0 0 0 0 0 0 $14,034

TOTAL STATE FOUNDATION

$3,401,228

Title I Title I Allocation

$295,7074.47 $292,500

4 FTE Teachers, .5 FTE Counselor Student progress monitoring tool AIMS WEB Professional Development Copier Lease Agreement

$243,539.10 $4,615 $29,250 $15,095.90

Title I Parental Involvement School Messenger System

$3207.47 $3207.47

State ELL: For English Language Learners

$52487.16

BRIEF EXPLANATION and BREAKDOWN OF SPENDING:

Provide 1 FTE for ELL Intervention Teacher Title VI: For Rural and Low-income Schools

TOTAL

$13,121.79

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Updated: July 13, 2010

BRIEF EXPLANATION and BREAKDOWN OF SPENDING: Provide .25 FTE for ELL Intervention Teacher

Title I School Improvement

$55,858.58

TOTAL

BRIEF EXPLANATION and BREAKDOWN OF SPENDING Meant to support supplemental / innovative programs intended to increase student achievement and support adequate yearly progress. School Improvement funds will provide .5 FTE for an ELL intervention teacher.  $26,243.58 .5 SI FTE.  $29,615Intervention Program To be Determined Note – Additional TI SI funds will be provided for materials and supplies

Migrant

TOTAL

$39,365.37

BRIEF EXPLANATION and BREAKDOWN OF SPENDING: Migrant funds will support an ELL/Migrant Intervention Program .75 FTE

Part IX – MONITORING/REVIEW DOCUMENTATION

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INITIAL REVIEW /DEVELOPMENT Target Date: August Purpose: Review assessment data to develop plan or make plan adjustments to existing plan.

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

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

Date ________________________________

Date ________________________________

Date ________________________________

Principal Initials______________

Principal Initials______________

Principal Initials__________

LEA initials ______________

Other ___________________

LEA initials ______________

Other ___________________

LEA initials ______________

Other ____________

COMMENTS*(Required)

COMMENTS*(Required)

COMMENTS*(Required)

*Use additional pages, if needed

* Use additional pages, if needed

* Use additional pages, if needed

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

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

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

Date ________________________________

Date ________________________________

Date ________________________________

Principal Initials____________

Principal Initials______________

Principal Initials______________

LEA initials ______________

Other: ________________

LEA initials ______________

Other ___________________

LEA initials ______________

Other ___________________

COMMENTS*(Required)

COMMENTS*(Required)

COMMENTS*(Required)

* Use additional pages, if needed

*Use additional pages, if needed

* Use additional pages, if needed

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

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

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

Date ________________________________ Date ________________________________ Principal Initials______________ Principal Initials______________ LEA initials ______________

Other ___________________ LEA initials ______________

Other ___________________

COMMENTS*(Required) COMMENTS*(Required)

* Use additional pages, if needed *Use additional pages, if needed

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