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: Moon Lake Elementary STREET ADDRESS: 5866 East River Road
CITY: Mentone
STATE: Alabama
ZIP CODE: 35984
CONTACT: Brenda Wisner
TELEPHONE: 256-634-1133
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
or Year 4 or more
Submit to LEA for Board approval. Scan PAGE ONE and PAGE TWO to indicate signatures. Submit the plan and signature pages electronically to your system’s e-GAP Document
Library by November 3, 2010.
Made AYP? YES
Made AMAOs (EL)? YES NO N/A
NO
*Board Approval: Yes
Career Tech Made AYP? YES NO N/A
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 (CIP) for Moon Lake Elementary will be available to parents and other stakeholders in the administration office and the and supplement existing school library. The CIP will also be available on the school website as well as formally presented at a PTO meeting. services and not used to provide services that, in the absence of federal funds, would be provided by another fund source? YES NO Board approval received on _____________________________, 2010.
Board Signature: Superintendent Signature:
Date:
Federal Programs Coordinator Signature:
Date:
Principal Signature:
Date:
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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 August 2010, the school leadership team convened to disaggregate standardized assessment data, Pride survey data, Scholl Incident Report data, PEPE data, and other local data.
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.) Brenda Wisner Nancy Frost Tonya Lassetter Tammy Taylor Jennifer Gorham
Positions (Identify position held, e.g., Administration, Faculty, Staff, Grade Level and/or Subject Area, Parents and Community members.)
Principal Reading Coach Media Specialist Resource Teacher Parent
Signatures (Indicates participation in the development of the CIP)
__________________________________ __________________________________ __________________________________ __________________________________ __________________________________
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Part I - SUMMARY OF NEEDS BASED ON A COMPREHENSIVE REVIEW OF DATA
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Part I - continued – DIRECTIONS: NEEDS ASSESSMENT- SUMMARY OF DATA: Indicate data sources used during planning by identifying strengths and weaknesses or program gaps. If your school did not review a particular data source, please write N/A. School improvement goals should address program gaps (weaknesses) as they relate to student achievement or AYP categories such as graduation rate or other academic indicators. Close attention should be given to the proficiency index. Please include all disaggregated subgroups including those with less than forty students. Additionally, please report data pertaining to the Response to Instruction (RtI) framework, include data used to determine the type of support provided to students (i.e.: universal screening results, benchmark testing, progress monitoring, etc.) Briefly describe the process your faculty used to conduct the needs assessment (analysis of all data). Faculty and staff met to analyze multiple sources of data pertaining to our school. 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: 0 Alabama High School Graduation Exam (AHSGE): Strengths: N/A
Number and percentage of Classes Taught by Non-HQT: 0% Weaknesses: N/A
Alabama Reading and Mathematics Test (ARMT): Strengths: 100% of third grade, 81% of fifth grade, and 93% of sixth grade students scored in the levels III and IV on the reading portion of the ARMT. 100% of third grade, 90% of fourth grade, 81% of fifth grade, and 86% of sixth grade students scored in the Levels III & IV on the math portion of the ARMT.
Weaknesses: 79% of fourth grade students scored in the levels III and IV on the reading portion of the ARMT.
Alabama Science Assessment: Strengths: 38% of students scored level IV
Weaknesses: 78% of students scored in the levels III and IV
Stanford 10 Strengths: All grade level stanines were 5 or above in reading and math.
Weaknesses: Although no grade level group stanines are below 5, there is definite room for improvement in all areas. Goals set through other data findings will address issues that will contribute toward improved scores.
Dynamic Indicators of Basic Early Literacy Skills (DIBELS): Strengths: 100% of Kindergarten students meet the benchmark for nonsense word fluency (NWF). 86% of First grade students meet the benchmark for oral reading fluency (ORF). 86% of third grade students meet the benchmark for oral reading fluency (ORF).
Weaknesses: 64% of Second grade students meet the benchmark for oral reading fluency (ORF).
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Part I - Continued: Alabama Direct Assessment of Writing (ADAW): Strengths: 62% of Fifth grade students met or exceeded state standards
Weaknesses: 10% of Fifth grade students did not meet state standards in writing.
ACCESS for English Language Learners (ELs): Strengths: N/A
Weaknesses: N/A
EducateAL or other Professional Evaluation Profile Information: Strengths: All teachers are highly qualified and their PDP’s are up-to-date and complete.
Weaknesses: More differentiated instruction should be implemented to address diverse needs of students.
Additional Data Sources: (e.g., Alabama Alternate Assessment [AAA], School Technology Plan Data) Strengths: In addressing objective 4.4 from the School Technology Plan, Moon Lake scored 80-100% range for sufficient ratio of technology tools available to support learning, communication, and administrative goals.
Weaknesses: In addressing objective 1.2 from the School Technology Plan, Moon Lake scored 30-59% for students regularly make use of current and emerging technology in the learning process.
Local Data (e.g., LEA, school, and grade-level assessments, surveys, program-specific assessments, other RtI data): Strengths: STAR Reading Assessment 92% of Fifth grade students scored above the 25 th percentile 92% of Fourth grade students scored above the 25 th percentile 75% of Third grade students scored above the 25th percentile
Weaknesses: 31% of Sixth grade students scored below the 25 th percentile 39% of Second grade students scored below the 25 th percentile
Career and Technical Education Program Data Reports: Strengths: N/A
Weaknesses: N/A
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Updated: July 13, 2010
Part I – Continued
(CULTURE RELATED DATA):
School Demographic Information related to student discipline (e.g. total office referrals, long- and short-term suspensions, expulsions, alternative school placements, School Incidence Report (SIR) data, or student attendance). Strengths: Weaknesses: An in-school suspension program implemented has helped lessen discipline problems. The same students are seen multiple times. 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: Teachers are seasoned educators who function as team players in the realization that a team effort is imperative to reaching school goals.
Weaknesses: Teacher attendance rates have not improved from previous 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). Strengths: Unexcused tardies and absences are normal to low and continue to drop.
Weaknesses: Early check-outs continue to be a problem.
School Perception Information related to parent perceptions and parent needs including information about literacy and education levels. Strengths: School Messenger is addressing the problem of miscommunication with parents. Student testing data is shared with parents annually and any other time upon request. School Perception Information related to student PRIDE data.
Weaknesses: More effort is needed in providing parents with ways to become involved in their children’s achievement.
Strengths: 100% of Sixth grade students reported never felt threatened or forced to do things they did not want to Weaknesses: All PRIDE survey data reported positive results. do. 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: N/A N/A 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: Weaknesses: N/A N/A School Process Information uncovered by an analysis of curriculum alignment, instructional materials, instructional strategies, reform strategies, and/or extended learning opportunities. Strengths: Weaknesses: Strengths: Peer tutors, volunteers, and school personnel will provide skill building strategies with academic needs. There is a need for an after-school intervention program. Data driven strategies found in the reading program will provide vital information to monitor reading comprehension skills. Small groups in reading and math will provide individualized instruction.
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Part II - GOAL TO ADDRESS ACADEMIC NEEDS – All components to support improving academic achievement, INCLUDING SCHOOL CULTURE AND RtI CONSIDERATIONS, should be related to the weaknesses identified in the data summary. DUPLICATE PAGES AS NEEDED TO ADDRESS TOP PRIORITIZED GOALS INCLUDING SACS DISTRICT GOALS, IF APPLICABLE. Use the SMART Goals format to address areas of need. CONTINUOUS IMPROVEMENT GOAL (SHOULD ADDRESS IDENTIFIED WEAKNESSES AND GAPS): Students in grades 3-6 will perform at Level III or higher on the reading portion of the ARMT. Data Results on which goal is based:
TARGET GRADE LEVEL(S): Grade 3-6
TARGET CONTENT AREA(S): Circle One Reading Math Science Other
AHSGE: Reading Math Science
ADDITIONAL ACADEMIC INDICATORS: Social Studies
TARGET STUDENT SUBGROUP(S):
Language
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)
Grade 3 Standards 3 and 4 (Use a wide range of strategies, …to comprehend 3rd grade recreational reading materials in a variety of genres & informational and functional reading materials)
STRATEGY: Students will read AR books on their level as established by STAR test and will score 85% on the comprehension assessment. ACTION STEP: Teachers will establish a time for daily AR reading in the classroom schedule.:
A quarterly report will be printed and analyzed to check the comprehension goals.
Students will receive Tier II or Tier III instruction on a daily basis. Progress monitoring will be administered weekly or bi-weekly.
Renaissance Place purchased with Title I funds
Grade 4 Standards 3 and 5 (Use a wide range of strategies, …to comprehend 4th grade recreational reading materials in a variety of genres & informational and functional reading materials)
STRATEGY: Each child will utilize the online ARMT practice known as “Study Island”. ACTION STEP: Establish a daily routine to include a minimum of 20 minutes of Study Island practice for reading comprehension.
A weekly report will be printed and analyzed for strengths and weaknesses in reading comprehension.
Students will receive Tier II or Tier III instruction on a daily basis. Progress monitoring will be administered weekly or bi-weekly.
The on-line “Study Island” program with Title I funds
rade 5 Standards 2 and 4 (Use a wide range of strategies, …to comprehend 5thd grade recreational reading materials in a variety of genres & informational and functional reading materials)
STRATEGY: Students will receive reading intervention on a daily basis to strengthen identified weaknesses in reading comprehension from the Resource teacher or other professional. ACTION STEP: Teachers will establish a time of 30 minutes for daily reading intervention. :
A unit assessment will be given at the end of each unit. The assessment will be scored and analyzed for future intervention needs.
Students will receive Tier II or Tier III instruction on a daily basis. Progress monitoring will be administered weekly or bi-weekly.
“My Sidewalks” reading intervention kit for the Scott Foresman reading series is provided by the county
Grade 6 Standards 1 and 3 Use a wide range of strategies, …to comprehend 3rd grade recreational reading materials in a variety of genres & informational and functional reading materials)
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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): N/A Data on which goal is based:
TARGET GRADE LEVEL(S):
WIDA ENGLISH LANGUAGE PROFICIENCY STANDARDS WHICH WIDA* ENGLISH LANGUAGE PROFICIENCY STANDARDS OR DOMAINS ARE LINKED TO EACH STRATEGY?
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:
ACTION STEP:
STRATEGY:
ACTION STEP:
STRATEGY:
ACTION STEP:
*WIDA- World-Class Instructional Design and Assessment; the consortium to which Alabama and a number of other states belong.
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Part IV - STRATEGIES TO ADDRESS SCHOOL SAFETY, CLASSROOM MANAGEMENT/DISCIPLINE, RtI FRAMEWORK AND BUILDING SUPPORTIVE LEARNING ENVIRONMENTS Strategies developed to address improving school safety, classroom management /discipline, and building supportive learning environments should be related to the weaknesses or program gaps identified in the data summary (e.g., parental/community involvement, teacher collaboration, student/teacher motivation). The LEA and school must develop a timeline for multiple reviews of continuous improvement efforts. CULTURE
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)
STRATEGY: 6th grade students will be polled periodically throughout the year regarding their perceptions of how safe they are at school. ACTION STEP: School counselor will administer a survey at the end of the first semester and again in May to gauge perceptions of school safety.
We will examine and compare the mid-year survey to the end of the year survey to address particular concerns of students.
The school will use resource officers to provide mentoring services at the school.
There will be no costs to provide mentors. The school’s PTO will provide monetary assistance is needed.
STRATEGY: Reinforce positive behaviors.
Teachers will use incentive charts or boards to display positive behavior growth each nine weeks.
The school counselor will assist the classroom teachers in providing social stories about positive school behavior.
N/A
(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? According to the PRIDE survey data, 50% of 6th grade students worried that they will be hurt at school and 30% are afraid at school.
4% of students are referred two or more times for corporal punishment and detention.
ACTION STEP: Use incentives such as free homework passes, free time at the computer, stickers, and other reward for consistent good behavior.
STRATEGY:
ACTION STEP:
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Part V - Additional Components To Be Addressed to Satisfy Federal Requirements 1. Teacher Mentoring: Describe teacher mentoring activities. For example, are new or inexperienced teachers given support from an assigned master teacher and what does that support look like? (Section 1116) Professional development opportunities are provided for all new or inexperienced teachers as often as needed with professional development activities being embedded within the school day. A master teacher is assigned to provide Assistance such as consultation, instructional modeling, and practical classroom help. The reading coach will deliver information and will assist in all areas of the reading program. 2. Budget: Describe the coordination of all federal, state, and local programs, including career and technical education. (Note: NCLB Section 1116 requires that each year Title I schools identified for improvement must reserve the equivalent of 10% of the school-level allocation made available to the school under Section 1113 specifically for professional development opportunities for teachers. Budgets should reflect this setaside.) See the sample budget on a later page.
The State of Alabama School Foundation Program: The State of Alabama funds the BASIC programming in terms of teacher units based on student enrollment. For the 2010-2011 school year the state is funding teachers, plus fringe benefits, ELL, and Textbooks. State foundation funding will provide 9.42 units ($461,639 salaries, $182,551 benefits) and $1912 for text books. TOTAL FOUNDATION is $645,832. Title I – Part A (Federal): Total Allocation $27,300 -This money is used to SUPPLEMENT regular funded programming. Expenditures include: .40 FTE Class size reduction unit ($23,837.98), PROGRESS Monitoring Tool $605, $328.47 postage, $2,528.55 classroom supplies. Title I – Part A Parental Involvement Allocation: Total Allocation $320.67 Title II – Part A (Federal): $35,511.58 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-6, 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. Total Expenditures for Title II .60 class size reduction unit $35,511.58 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. *Kindergarten students will attend an orientation program that involves parents so that classroom policies, student/parent responsibilities, student materials and supplies, and any other important information may be discussed prior to the beginning of school. *Teachers from kindergarten and first grade will meet to discuss the needs and strengths of rising first grade students. *Sixth grade students will visit Valley Head High School for an orientation and tour. The counselor will transfer all academic and assessment records to the school site. 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. All teachers at Moon Lake Elementary School are highly qualified, including the PE teacher, media specialist, resource teachers, and reading coach. Every effort is made to fill vacancies with highly qualified personnel. We understand that the success of our school depends upon the quality of those we ask to implement and deliver our school’s mission statement and to further our academic goals.
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. MLES strongly abides by ARI standards in reading. Our math curriculum is aligned to the Alabama Course of Study standards. Our teachers implement grouping and instruction using the following tools as indicators of student assessment and need; Star test, Accelerated Reading, state science assessment, state writing assessment, Stanford Achievement Test, DIBELS, Scott Foresman placement test, My Sidewalks testing, AIMSWeb, and the school Problem Sloving Team. Teachers have compiled evidence boxes that contain pertinent information regarding data, AIMSweb, and intervention plans on all students. 6. Special Populations: Describe procedures used for each group of Migrant, English Learners, Economically Disadvantaged, Special Education, Neglected and/or Delinquent, and Homeless students. At MLES every effort is made to address all needs of students whether basic or complex. These needs may arise in the areas of academic, behavior, or stem from social arenas. The following strategies are used in an effort to address and identify problem areas among our students.
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The Problem Solving Team uses various forms of data to gather information regarding students who are experiencing difficulties, while specific needs are identified by the classroom teacher. The Problem Solving Team monitors academic needs and progress through the progress monitoring data All students have access to free/reduced lunches, Title I services, Special Education services, At-Risk programs (such as DARE, Children’s Advocacy Center, Department of Human Resources, Release Time, etc.), and school counseling All homeless, migratory, and limited-English proficient students have equal access to a free and appropriate public education at this school without fear of being stigmatized or isolated. Our goal is to provide an opportunity for all students to learn and succeed. 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. MLES will partner with MERF, a local educational foundation, to provide tutoring after school two days a week for academically needy students.
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. MLES will hold an annual Title I Parental Involvement meeting to inform parents of Title I funds, requirements, and advantages. Parents will be notified by notices sent home, school messenger, and newspaper announcements. Parental involvement at MLES provides a strong foundation for effective communication between the school and its stakeholders. We work to provide convenient and helpful times when parents are able to attend meetings. The leadership and staff at MLES work cooperatively to schedule parental meetings at flexible times. MLES works hard to involve parents in every aspect of its Title I program. We have a copy of the CIP in the office and in the library for parents to review. Reviewing and evaluating our CIP is an ongoing process to determine the need for changes in providing parental involvement representation in the preparation of the CIP. Parental involvement funds are used for mailing expenses to inform parents of programs and activities, as well as, to sponsor any events at school that includes parents. 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 school will hold an annual Open House/Meet Your Teacher event. The school will host an annual Title I Parental Involvement meeting in October of each year with one meeting being in the morning hours and a repeat of the meeting in the afternoon hours. This will allow parents a choice to either come to the morning meeting or the late afternoon meeting. 2. Parents will be asked to serve on the Title I Budget Committee. 3. Title I funds are used for postage to send notices to parents and for refreshments when hosting parents for school-sponsored activities. 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.
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In May of each year the CIP committee reviews, evaluates, and revises its plan. Notices are sent home to parents informing them of the review and that the plan is available for their inspection and that they have a right to give input regarding the revision of the plan. Parents are further informed that should they find the plan unsatisfactory they have the right to submit their concerns in writing to the school. The school will then forward any concerns to the central office when the CIP is submitted. 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). MLES revises its parent compact annually. All parents are given a copy of the parent/student/teacher compact at the beginning of the school year in the enrollment packet. At the annual Title I meeting the compact is explained in detail and parents are asked to enter into an agreement with the school indicating their commitment to work in partnership with the school to evaluate their child successfully. Copies of the compact are kept in the teachers’ rooms in student files. E. Parental Involvement: Describe procedures to allow parents to submit comments of dissatisfaction with the Continuous Improvement Plan. To make comments regarding dissatisfaction with the CIP, parents can send notes and comments to the teacher or principal, or they can call the school. 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) This requirement is handled at the annual Open House. An overview of state academic content standards, academic achievement standards, and assessments are explained during the meeting. The parents are encouraged to meet with their child’s teacher to learn how assessments will be handled in the classroom and what their role will be in assisting their child to succeed.
(2) Shall provide materials and training to help parents to work with their children to improve their children's achievement, such as literacy training and using technology, as appropriate, to foster parental involvement. (Describe) The school will ensure that parents can meet with their child’s teacher at all reasonable times to identify specific goals and topics that parents need to address and become involved in. Upon request, classroom teachers will provide training for parents for the online ARMT practice known as Study Island that grades 3-6 use daily.
(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) Continued efforts will be implemented to ensure that parental involvement remains at a superior level. The leadership and staff of MLES have historically understood the importance of parental involvement and subscribe to the thought that parents are our partners. Parental involvement activities are tantamount in assuring that our school’s goals are met and sustained.
(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) Parental involvement activities are aligned with our CIP goals and a concerted effort is made to involve every parent of every child in the school. Flyers and notices are sent to all parents in extended households, also.
(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) An annual Title I meeting is held each fall to explain school Title I status.
(6) Shall provide such other reasonable support for parental involvement activities as parents may request. (Describe) MLES makes every effort possible to work with parents in meeting their requests as related to their involvement in their child’s education. Meetings are arranged whenever possible to fit the parents’ schedules rather than the school’s time schedule. G. Parental Involvement: Describe how the school will ensure the provision for participation of parents with limited English proficiency, parents with disabilities, and parents of migratory students; including providing information and school reports in a format and, to the extent practicable, in a language that parents can understand.
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MLES will make every effort to provide all school information and school reports in a language that parents understand. Parents with disabilities will be accommodated according to their disability whenever possible. We will include information in our enrollment packet to address parents with disabilities or language needs.
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). WHAT WEAKNESS OR NEED IDENTIFIED IN ACADEMIC (INCLUDING ELL AMAOs) OR SCHOOL CULTURE GOALS WILL THE PROFESSIONAL LEARNING ADDRESS?
WHAT TYPES OF PROFESSIONAL LEARNING WILL BE OFFERED?
WHEN WILL THE SESSION BE DELIVERED? (Please list dates of future PD sessions, not those that have already taken place.)
WHAT ARE THE EXPECTED OUTCOMES OF PROFESSIONAL LEARNING? (Following the professional learning, how will academic or cultural challenges be impacted – what does it look like?)
HOW WILL PARTICIPANTS BE HELD ACCOUNTABLE FOR SUCCESSFUL IMPLEMENTATION AND IN WHAT WAYS WILL EVIDENCE BE COLLECTED TO SHOW EFFECTIVE ASSIMILATION/INTEGRATION OF STRATEGIES?
WHAT ARE THE FUNDING SOURCES, ESTIMATED EXPENSES, AND PROPOSED NAMES OF CONSULTANTS OR ENTITIES? Example: Title II, $....00 Dr. Verry Goode
DOCUMENT CONTINUOUS LEA REVIEW AND SUPPORT RESULTS
System: School:
Updated: July 13, 2010
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:
I. State Foundation Funds: State Foundation Funds Enter Enter # Earned Units # FTE’s of Units Earned Placed by the at the school school FTE Teacher Units: 7.42 7.42 Administrator Units: 1 1 Assistant Principal: 0 0 Counselor: .5 .5 Librarian: .5 .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
TOTAL
TOTAL OF ALL SALARIES
$461,369 $182,551 0 0 0 0 0 0 $1,912
System: School:
Updated: July 13, 2010
TOTAL STATE FOUNDATION
$645,832
Title I
$27,620.67
Title I – Part A (Federal): Total Allocation $27,300 -This money is used to SUPPLEMENT regular funded programming. Expenditures include: .40 FTE Class size reduction unit ($23,837.98), PROGRESS Monitoring Tool $605, $328.47 postage, $2,528.55 classroom supplies. Title I – Part A Parental Involvement Allocation: Total Allocation $320.67
Title II School
$35,511.58
TOTAL
BRIEF EXPLANATION and BREAKDOWN OF SPENDING Title II – Part A (Federal): $35,511.58 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-6, 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. Total Expenditures for Title II .60 class size reduction unit $35,511.58
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__________
System:
LEA initials ______________
Other ___________________
LEA initials ______________
Other ___________________
LEA initials ______________
Other ____________
School: COMMENTS*(Required)
COMMENTS*(Required)
COMMENTS*(Required)
Updated: July 13, 2010
*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
Part IX – MONITORING/REVIEW DOCUMENTATION
System: School:
Updated: July 13, 2010