|
|
|
Frequently Asked Questions
- What is DIBELS?
- What is ARI?
- What is AMSTI?
- What is a STAR test?
- What is an AR quiz?
- What is Progress Monitoring?
- What is the CIP plan?
What is DIBELS? DIBELS is Diagnostic Indicators of Early Literacy Skills. This is
a test given in Kindergarten through 3rd grade which shows where
children need additional help in order to become successful
readers. Our goal is to have every child reading on grade level
by 3rd grade.
Kindergarten DIBELS-There are 4 parts to the test:
(1) Initial Sound Fluency where the child is asked to name
beginning sounds
(2) Letter/Naming Fluency where the child is asked to see how
many letters
can be named correctly. In December your child needs to be able
to name 27
letters and in May 45.
(3) Sound Segmenting where the teacher says a word and the child
says the
sounds in the word
(4) Nonsense Words where the child is asked to say the sounds
from a page of
nonsense words. Short vowel sounds are used for this test.
First grade DIBELS-Children will begin the Oral Reading Fluency
by reading a
passage. The teacher records how many words are read correctly in
a minute.
What is ARI? The Alabama Reading Initiative (ARI) is a statewide K-12
initiative managed by the Department of Education. The goal of
the ARI is to significantly improve reading instruction and
ultimately achieve 100% literacy among public school students.
The Alabama Reading Initiative training for teachers helps them
teach reading in proven and effective ways.
What is AMSTI? The Alabama Math, Science, and Technology Initiative, commonly
referred to
as AMSTI, is the Alabama Department of Education's initiative to
improve
math and science teaching statewide. AMSTI was designed by a Blue-
Ribbon
committee comprised of K-12 educators, higher education
representatives, and
business leaders. The committee pursued every step possible to
design the
most effective statewide initiative for improving math and
science teaching.
AMSTI is research-based and incorporates best practices for math
and science
teaching. For more information click on our Links section.
What is a STAR test? The STAR and STAR Early Literacy tests help to determine reading
levels for students in grades K-3. Tests consist of several
questions that the student answers using the computer. Scores
help students to choose appropriate grade level books to take
Accelerated Reader quizzes.
What is an AR quiz? Accelerated Reader is a computerized program that quizzes a
student on the book he/she has read. The student answers a
series of questions about the story and receives a percentage
correct score. Accelerated Reader quizzes the student's
comprehension about the story. AR books are labeled according to
reading levels using a color coded label.
What is Progress Monitoring? Progress monitoring is a form of assessment that the teacher uses
to
determine how the students are improving on their skills that are
covered on
the DIBELS test. This is usually done weekly in the classroom.
This
information will give the teacher an idea of the strengths and
weaknesses of
each student.
What is the CIP plan? ALABAMA STATE DEPARTMENT OF
EDUCATION
Joseph B. Morton,
State
Superintendent of Education
2008 - 2009
CONTINUOUS IMPROVEMENT PLAN
Title
I
Schoolwide Programs
Note: Blank copy is
available on
www.alsde.edu , Sections, Accountability Roundtable, Publications
and e-
GAP
Document Library
Submit plans
to your system�s e-GAP Document Library
NAME OF SCHOOL: Moulton Elementary School
STREET ADDRESS: 412 Main Street CITY: Moulton STATE:
Alabama
ZIP CODE: 35650
CONTACT: Paige Terry TELEPHONE: 256-905-2450 E-MAIL:
pterry@lawrenceal.org
Identified for School Improvement? No 1 Yes 0 Delay
Status 0
Year 1 0 or Year 2 0 *Submit to LEA for
Board
approval. Retain the original plan in the LEA. Submit the plan
electronically to your system�s e-GAP Document Library by
November 7,
2008.
Year 3 0 or Year 4 or more 0 Submit to LEA for Board
approval. Mail
two copies of PAGE ONE and two copies of PAGE TWO with original
signatures
to Federal Programs, Accountability and Compliance, P. O. Box
302101,
Montgomery, AL 36130-2101. Submit the plan
electronically to
your system�s e-GAP Document Library by November 7, 2008.
Made AYP?
YES 1 NO 0
Made AMAOs (ELL)?
YES 1
NO 0
N/A 0
Career Tech Made AYP?
YES 0
NO 0
N/A 1
Are all federal resources (including Titles I, II, III,
IV, V, and
VI) used to coordinate and supplement existing services and not
used to
provide services that, in the absence of federal funds, would be
provided by
another fund source?
YES 1 NO 0
Describe how this plan will be made available to parents and
other
stakeholders, such as through parent meetings or on Web sites.
NOTE: The Parental Involvement section of this plan must be
distributed to
all parents.
The Continuous Improvement Plan (CIP) for Moulton Elementary
School will be
available to parents and other stakeholders in the school
library, the
guidance office, and the administrative office, as well as
formally
presented at the November PTO meeting with revisions being
reviewed at each
quarterly meeting.
*Board Approval: Yes 0 No 0 Board
approval
received on _____________________________, 2008.
Board Signature:
Superintendent Signature:
Mr. Dexter Rutherford
Date:
Federal Programs Coordinator Signature:
Mrs. Karen Hitt
Date:
Principal Signature:
Ms. Paige Terry
Date:
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 May of 2009, the school leadership team (including parent
members) will
review the 2007-2008 School Improvement Plan to assess the degree
to which
implemented strategies have been met. This information will be
shared with
all staff and interested parents. 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 plan; the elements that have
been
mastered but still require continued monitoring during the 2008-
2009 school
year; the elements that have not been mastered must be included
in the 2008-
2009 CIP. In August 2008, 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. Faculty,
staff, and parents will be asked for their input. 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 2008-
2009 school year will then be published and shared with the
district.
Requested modifications will be examined and decisions made by
school
leadership team and faculty/staff. The final 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.)
Signatures
(Indicates participation in the
development of the CIP)
Paige Terry
Tiletha Shelton
LaDonna Cook
Ginger Jones
Amy Hall
Tobie Vincent
Shree McCullough
Connie Alexander
Jodie Patrick
Holliegh Boyles
Joan McKay
Melissa Pitt
Eva Deal
Tonia Morris
Jessica McAbee
Brent White
Karen Hitt
Gloria-Williams Smith
Johnny Yates
Principal
Assistant Principal
Counselor
Reading Coach
First Grade Teacher, Co-Chair
First Grade Teacher, Co-Chair
Second Grade Teacher
Third Grade Science Teacher - SACS
Special Services Teacher
Staff Development Representative
Parental Involvement/Title I Paraprofessional
Technology Paraprofessional
ELL Representative
Parent
Special Services Parent
Community Involvement Representative
Title I Director, Lawrence County Schools
Elementary Supervisor, Lawrence County Schools
Media/Staff Development, Lawrence County Schools
Part I - SUMMARY OF NEEDS BASED ON A COMPREHENSIVE REVIEW OF
DATA
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.
Briefly describe the process your faculty used to conduct the
needs
assessment (analysis of all data).
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:
100% of the teachers at Moulton Elementary are highly qualified.
Number and percentage of Classes Taught by Non-HQT:
Zero teachers and zero percent taught by non-highly qualified
teachers.
Alabama High School Graduation Exam (AHSGE):
Strengths:
Not applicable
Weaknesses:
Not applicable
Alabama Reading and Mathematics Test (ARMT):
Strengths:
93% of third grade students scored in the Levels III and IV on
the Math
portion of the ARMT which is a 15% increase from 2007.
95% of third grade students scored in Levels III and IV on the
Reading
Portion of the ARMT which is a 21% increase from 2007.
Weaknesses:
An achievement gap exists between boys and girls. Girls scored
10% points
higher than boys in math. Girls scored 16% points higher than
boys in
reading.
Alabama Science Assessment:
Strengths:
Not applicable
Weaknesses:
Not applicable
Stanford 10:
Strengths:
Third Grade showed improvement in total reading scores from the
previous
year.
Third Grade showed improvement in total math scores from the
previous year.
Weaknesses:
26% (07) and 25% (06) o f the students scored below average in
Word Study
Skills, therefore it is a targeted weakness.
25%()6) and 27% (07) of the students scored below average in
Patterns/Relationships/Algebra, therefore it is a targeted
weakness
Dynamic Indicators of Basic Early Literacy Skills (DIBELS):
Strengths:
Kindergarten: Letter Naming Fluency � 90% low risk; Phoneme
Segmentation
Fluency � 93% established;
Nonsense Word Fluency 89% low risk
First: Phoneme Segmentation: 98% established; Nonsense Word
Fluency � 85%
established
Weaknesses:
First: Oral Reading Fluency - 34% from the Some/At-Risk Category
Second: Oral Reading Fluency � 33% from the Some/At-Risk
Category
Third: Oral Reading Fluency � 27% from the Some/At-Risk
Category
Part I - Continued:
Alabama Direct Assessment of Writing (ADAW):
Strengths:
Not applicable
Weaknesses:
Not applicable
ACCESS for English Language Learners (ELLs):
Strengths:
Third grade ELL student scored a proficiency Level 6 in all areas
with a
proficiency Level 5 in Writing Weaknesses:
According to ACCESS results 67% scored a proficiency Level 2 and
33% scored
a proficiency
Level 3 in writing
Professional Education Personnel Evaluation (PEPE) School Profile
Information:
Strengths:
The Alabama Teacher Evaluation School Summary Reports for the
2006-2007
school year reveal the following areas
of strength:
5.4 Maintains environment
2.2 Gives Clear directions
3.3 Provides feedback (acknowledges participation, affirming
correct
responses, make recommendations)
Weaknesses:
The Alabama Teacher Evaluation School Summary Reports for the
2006-2007
school year
Reveal the following area of weakness
3.4 Use Assessment Results
Additional Data Sources: (e.g., Alabama Alternate Assessment
[AAA], School
Technology Plan Data)
Strengths:
AAA: Initial Sounds (Grade 1)
AAA: Use words to describe/represent objects and actions (Grade
2)
AAA: Reading: Vocabulary using context clues; Math:
Identifying time to
the hour (Grade 3)
94% of classrooms and instructional spaces have two or more
computers. Each
grade level has at least one ELMO and one laptop.
Weaknesses:
AAA: Match letters and Sounds (Grade 1)
AAA: Isolate initial and final sounds (Grade 2)
School wide, MES has limited access to the following: digital
camera, LCD
projector, projection screen, Interwrite Pad, IPod/Pod Cast.
Local Data (e.g., LEA, school, and grade-level assessments,
surveys, program-
specific assessments):
Strengths:
Math � Edutest - Algebra Standard 7: Patterns Grade 3
Weaknesses:
Math: Algebra Standards 5 & 7 � Patterns and Change � Grade 2
Math: Number and Operations Standard 2 � Mathematical
Operations � Grade 2
Reading: Phonological Skills and Strategies - Grade 2
Reading: Vocabulary Knowledge - Grade 3
Math: Data Analysis and Probability � Grade 3
Career and Technical Education Program Improvement Plan:
Strengths:
Not applicable
Weaknesses:
Not applicable
Part I - Continued:
School Demographic Information related to student discipline
(e.g. total
office referrals, long- and short-term suspensions, expulsions,
alternative
school placements, School Incidence Report (SIR) data, or student
attendance).
Strengths:
No long or short term suspensions or expulsions were assigned.
Weaknesses:
MES has more disruptive behavior referrals than any other type of
referral.
School Demographic Information related to drop-out information
and
graduation rate data.
Strengths:
Not applicable Weaknesses:
Not applicable
School Demographic Information related to teacher attendance,
teacher
turnover, or challenges associated with a high percent of new
and/or
inexperienced faculty.
Strengths:
Moulton Elementary School has very limited teacher turnover. All
faculty
members are experienced in
the elementary field and attend continuing education workshops
annually to
remain highly trained.
Weaknesses:
Out of 48 certified staff members at Moulton Elementary, we have
an average
monthly
absenteeism of 54 absences per month.
School Demographic Information related to student attendance,
patterns of
student tardiness, early checkouts, late enrollments, high number
of
transfers, and/or transiency including migratory moves (if
applicable).
Strengths:
Student attendance has a monthly absenteeism rate of .07%.
Moulton
Elementary met the 95%
Attendance rate on the 40 day count in 2007 & 2008 school years.
Weaknesses:
Absenteeism rises during the months of December and January.
Afternoon check-outs increased in the spring of 2008.
School Perception Information related to parent perceptions and
parent needs
including information about literacy and education levels.
Strengths:
According to the Parent/Community Survey, parents strongly agreed
(75%) that
teachers hold high expectations
where academics are concerned.
Weaknesses:
According to the Parent/Community Survey, parents strongly agreed
that
school safety is an area of concern.
School Perception Information related to student PRIDE data.
Strengths:
Not applicable Weaknesses:
Not applicable
School Process Information related to an analysis of existing
curricula
focused on helping English Language Learners (ELLs) work toward
attaining
proficiency in annual measurable academic objectives (AMAOs).
Strengths:
ESL teacher understands how to integrate ELL curriculum and WIDA
ELP
standards with general
education curriculum.
Weaknesses:
Classroom teachers have not had sufficient, long term training on
curriculum
integration and the WIDA ELP Standards have not been effectively
implemented
as observed through classroom teacher lesson plans.
School Process Information related to an analysis of existing
personnel
focused on helping English Language Learners (ELLs) work toward
attaining
proficiency in annual measurable academic objectives (AMAOs).
Strengths:
We have a certified teacher that is trained in ELL assessment and
a
paraprofessional that is fluent in Spanish. Both
provide tutoring services the local school. Weaknesses:
Only one certified teacher or paraprofessional is in the building
two times
a week for 30-45 minutes. There is not enough
planning/collaboration time
with the content teachers and insufficient time spent on
instruction.
School Process Information uncovered by an analysis of curriculum
alignment,
instructional materials, instructional strategies, reform
strategies, and/or
extended learning opportunities.
Strengths:
� Pacing Guides for Math and Reading to cover all SAT
10/ARMT
Standards before test
� BBSST Interventions
� Literacy volunteers come in weekly to aid the classrooms
in first
through third grades
� Moulton Elementary implements core academic programs
which include
ARI, AMSTI, Accelerated Reader Weaknesses:
It has been determined that there is a gap in mathematics
vocabulary due to
the fact that Kindergarten and First Grades use Saxon Math and
Second and
Third Grades use Harcourt Mathematics textbooks.
Part II - GOAL TO ADDRESS ACADEMIC NEEDS � All components to
support
improving academic achievement, INCLUDING SCHOOL CULTURE
CONSIDERATIONS,
should be related to the weaknesses identified in the data
summary.
DUPLICATE PAGES AS NEEDED TO ADDRESS TOP PRIORITIZED GOALS
INCLUDING SACS
DISTRICT GOALS, IF APPLICABLE. Use the SMART Goals format to
address areas
of need.
CONTINUOUS IMPROVEMENT GOAL (SHOULD ADDRESS IDENTIFIED WEAKNESSES
AND GAPS):
Increase by 5% the number of students scoring at benchmark level
on the oral
reading fluency component of DIBELS from Spring 2008 to Spring
2009
90% of students will successfully master number facts by the end
of third
grade.
Reduce the number of absences by 0.5% for the 2008-209 school
year.
Data Results on which goal is based:
83% First Grade Students, 59% Second Grade, and 78% Third Grade
Students
scored at benchmark level on the Oral Reading Fluency component
of DIBELS in
May, 2008.
84% of Moulton Elementary School third grade students scored
average or
above on the number sense and operations portion of the SAT10.
AYP for attendance is 95%. Moulton Elementary School met the goal
of 95%.
TARGET GRADE LEVEL(S):
Grades Kindergarten - Third TARGET CONTENT AREA(S): Circle
One
Reading Math Science Other AHSGE:
Reading Math Science Social Studies Language
ADDITIONAL
ACADEMIC INDICATORS: TARGET STUDENT SUBGROUP
(S):
All MES students Kindergarten � Third Grade
COURSES OF STUDY REFORM STRATEGIES BENCHMARKS
INTERVENTIONS
RESOURCES CONTINUOUS LEA REVIEW IN SUPPORT OF THE
PLAN
WHICH COURSE OF STUDY STANDARDS, AHSGE STANDARDS/OBJECTIVES,
ELIGIBLE
CONTENT, OR WIDA* STANDARDS ARE LINKED TO EACH STRATEGY?
WHAT
RESEARCH-BASED STRATEGIES/ACTIONS WILL BE USED
TO IMPROVE STUDENT ACADEMIC PERFORMANCE?
(Give specific strategies, not just programs
or program names.)
WHAT DATA WILL BE GATHERED THROUGHOUT THE YEAR TO MEASURE
PROGRESS
AND
HOW OFTEN WILL PROGRESS BE REVIEWED? WHAT INCREASE (%) IN
PROFICIENCY IS
ANTICIPATED AT EACH MO/QUARTER CHECKPOINT? HOW WILL THE
SCHOOL PROVIDE
TIMELY ASSISTANCE TO STUDENTS NOT MASTERING PROFICIENT OR
ADVANCED LEVELS AT
THESE PLANNED CHECKPOINTS? WHAT RESOURCES AND SPECIFIC
EXPENDITURES
WILL BE NEEDED FOR SUCCESSFUL IMPLEMENTATION?
(Ex: 6 Classroom Libraries, $.....00)
DATE +, -. N/A
Alabama Course of Study; English Language Arts
First Grade, #5 � Read with fluency simple passages containing
simple
sentences
Second Grade, #5 � Read with fluency passages containing complex
sentences
Third Grade, #3 � Use a wide range of strategies, including
using context
clues and predicting outcomes, to comprehend third-grade
recreational
reading materials in a variety of genres
Third Grade, #4 � Use a wide range of strategies and skills,
including
retelling information, using context clues, and making
inferences to
identify main idea, to comprehend third-grade informational and
functional
reading materials.
Kindergarten, #1 � Exhibit phonemic awareness, including
identifying and
categorizing phonemes, orally blending phonemes into one-syllable
words,
segmenting one-syllable words into phonemes, and rhyming.
First Grade, #1 � Demonstrate phonemic awareness, including
isolating,
deleting, and adding phonemes; using onsets and rimes; and
identifying
initial, medial, and final sounds in one-syllable words.
Second Grade, #1 � Demonstrate phonological skills, including
manipulating
sounds and words of the English language and identifying
syllables in two-
and three-syllable words.
Third Grade, #1 � Apply advanced phonetic analysis to multiple-
syllable
words, including consonants, short vowels, blends, long vowel
markers, and r-
controlled vowels. STRATEGY:
Teachers will progress monitor all at-risk students weekly using
oral
reading passages.
ACTION STEP:
Teachers� progress monitoring charts will be checked by
administration.
STRATEGY:
Data meetings will be held to monitor the progress that students
are making.
ACTION STEP:
Follow -up will be made at the next data meeting to determine if
the
intervention strategies that were implemented are successful.
DIBELS test
on three occasions throughout the 2008-2009 school year (August,
December,
May)
By May of 2009, the goal is a 5% increase Reading
volunteers
Classroom intervention
Pull-out for intervention Classroom libraries
Harcourt reading series
Rigby & Wright Group books
DIBELS oral reading passages Progress monitoring scores
(monitored weekly)
Alabama Course of Study; Mathematics
Kindergarten, #2 � Demonstrate addition by using numbers
totaling 5 or less
and subtraction by using numbers less than or equal to 5.
First Grade, #2 � Demonstrate conceptual understanding of
addition and
subtraction by telling number stories; joining separating, and
comparing
sets of objects; applying signs (+ and -) to the actions of
joining and
separating sets.
First Grade, #3 � Demonstrate computational fluency of basic
addition and
subtraction facts by identifying sums to 10 and differences with
minuends of
10 or less.
Second Grade #2 � Apply the operations of addition and
subtraction to solve
problems involving two-digit numerals, using multiple strategies
with and
without grouping.
Third Grade, #2 � Solve addition and subtraction problems,
including word
problems, involving two- and three-digit numbers with and without
regrouping.
Third Grade, #3 � Multiply whole numbers with and without
regrouping using
single-digit multipliers. STRATEGY:
To improve math facts
ACTION STEP:
Classroom incentives will be provided to promote success.
Teachers will use drill and practice to help students learn math
facts.
Math fact tests administered throughout the school year
Student progress reviewed at 4 � weeks and at the end of each
nine- week
grading period with progress reports By the end of third
grade, 90% of
students will show mastery of math facts Peer tutoring
Parent volunteers
Pull-out intervention Flash cards
�Rhymes and Times� At the end of each nine- week grading
period
STRATEGY:
ACTION STEP:
*WIDA- World-Class Instructional Design and Assessment; the
consortium to
which Alabama and a number of other states belong.
Part III - GOAL TO ADDRESS ANNUAL MEASURABLE ACHIEVEMENT
OBJECTIVES (AMAOs)
AND ENGLISH PROFICIENCY NEEDS � Note: Refer to the ELL Data
Compilation as
part of the needs assessment in forming goals.
ENGLISH PROFICIENCY GOAL (SHOULD ADDRESS IDENTIFIED WEAKNESSES
AND GAPS):
Each individual will increase level of proficiency by one level
in the
language domains for writing to increase composite scores so AMAO
targets
are met.
Data on which goal is based:
67% scored at Level 2 and 33% scored at Level 3 in writing on
ACCESS.
TARGET GRADE LEVEL(S):
Third Grade TARGET ELP LANGUAGE DOMAIN(S):
Circle all that
apply.
Reading Writing
Listening
Speaking Comprehension
WIDA ENGLISH LANGUAGE PROFICIENCY STANDARDS REFORM STRATEGIES
BENCHMARKS INTERVENTIONS
RESOURCES CONTINUOUS LEA REVIEW IN SUPPORT OF THE
PLAN
WHICH WIDA* ENGLISH LANGUAGE PROFICIENCY STANDARDS OR DOMAINS
ARE LINKED TO
EACH STRATEGY? WHAT RESEARCH-BASED STRATEGIES/ACTIONS WILL BE
USED
TO IMPROVE ENGLISH LANGUAGE PROFICIENCY?
(List specific strategies, not programs or program names.)
WHAT DATA WILL BE USED THROUGHOUT THE YEAR TO MEASURE
PROGRESS? HOW
OFTEN WILL PROGRESS BE REVIEWED? WHAT INCREASE (%) IN
PROFICIENCY IS
ANTICIPATED WITH EACH REVIEW?
MO/QUARTERLY HOW WILL THE SCHOOL PROVIDE TIMELY ASSISTANCE TO
STUDENTS
NOT MAKING ADEQUATE PROGRESS IN LANGUAGE ACQUISITION (APLA) AND
OR ATTAINING
ENGLISH LANGUAGE PROFICIENCY? WHAT RESOURCES ARE NEEDED FOR
SUCCESSFUL
IMPLEMENTATION?
DATE +, -. N/A
Language domain; writing WIDA standards;
� Language Arts
STRATEGY:
Using WIDA model performance indicators as guidance for
developing language
objectives that focus on writing
ACTION STEP:
ELL and classroom teachers use planning time to develop lesson
plans that
integrate language activities � DIBELS
� Standard-based portfolio assessments (WIDA)
Progress will be measured every grading period. Each individual
will
increase level of proficiency by .25 of one level quarterly in
the language
domains for writing to increase composite scores so AMAO targets
are met.
ELL teacher will provide individual instruction if needed.
Reading intervention time in the classroom
Reading volunteers will read with ELL students a minimum of one
time per
week. ELL Teacher
Reading Volunteers
Rosetta Stone Language Learning Software Quarterly reviews
by school
administrators to be sure CIP is being implemented correctly
STRATEGY:
ACTION STEP:
STRATEGY:
ACTION STEP:
*WIDA- World-Class Instructional Design and Assessment; the
consortium to
which Alabama and a number of other states belong.
Part IV - STRATEGIES TO ADDRESS SCHOOL SAFETY, CLASSROOM
MANAGEMENT/DISCIPLINE, AND BUILDING SUPPORTIVE LEARNING
ENVIRONMENTS
Strategies developed to address improving school safety,
classroom
management /discipline, and building supportive learning
environments should
be related to the weaknesses or program gaps identified in the
data summary
(e.g., parental/community involvement, teacher collaboration,
student/teacher motivation). The LEA and school must develop a
timeline for
multiple reviews of continuous improvement efforts.
WHAT CHALLENGES RELATED TO SCHOOL SAFETY, CLASSROOM/DISCIPLINE,
AND
SUPPORTIVE LEARNING ENVIRONMENTS HAVE BEEN IDENTIFIED THROUGH THE
REVIEW OF
SCHOOL DEMOGRAPHIC, PRECEPTION, AND PROCESS DATA? WHAT
ADDITIONAL OR
NEW REFORM STRATEGIES/ACTIONS
WILL BE USED TO ADDRESS THESE CHALLENGES?
WHAT ADDITIONAL RESOURCES (materials, personnel) WILL BE
NEEDED TO
SUCCESSFULLY IMPLEMENT THESE STRATEGIES? DOCUMENT
CONTINUOUS LEA
REVIEW IN SUPPORT OF PLAN
To decrease the number of absences by 5% by May of 2009 Teachers
will review
monthly student attendance reports to target students with
perfect
attendance.
School wide incentives for each nine-week grading period for
students with
perfect attendance
Weekly unexcused absence reports to office and/or
truancy officer
Each classroom teacher is responsible for incentives for students
with
perfect attendance
At the end of each nine week grading period
Number of students injured on the playground Remove wooden
landscaping
timbers bordering the playground Physical Education
teachers and
custodians Obtain number of playground injuries from school
nurse
Excessive tardies due to afternoon check-outs
Incentives given for students with less than three
tardies for one
semester Principal
Assistant Principal
Reading Teacher
Paraprofessional
Snow cone machine Check-out sheets
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)
Lawrence County provides a two-day New Teacher Academy each year
for every
new employee. The purpose is to acclimate each employee to the
policies and
practices of this school system. In addition, the school system
participates
in the Alabama Teacher Mentoring program. This program provides
each new
teacher who has no prior experience with a designated mentor. The
mentor and
mentee meet on a weekly basis or as needed. Quality teacher
standards for
the state of Alabama are understood and met. All non-tenured
teachers are
included in all group meetings which are held periodically to
answer any
questions and/or concerns. Documentation is collected from
meetings for
further review.
2. Budget: Describe the coordination of all federal, state, and
local
programs. (Note: NCLB Section 1116 requires that each year
Title I schools
identified for improvement must reserve the equivalent of 10% of
the school-
level allocation made available to the school under Section 1113
specifically for professional development opportunities for
teachers.
Budgets should reflect this set-aside.) See the sample budget on
a later
page.
There are several monetary sources that are integrated and
coordinated into
the financial management and instructional planning of Moulton
Elementary
School. The following is a comprehensive list of funding sources,
with an
explanation of uses.
The State of Alabama School Foundation Program: The State of
Alabama funds
the basic programming in terms of teacher units based on student
enrollment
for the 2008-2009 school year. The state funding is 42.826 units,
plus
fringe benefits, teacher supply money, technology, library
enhancement,
professional development, and ELL. The grand total of state money
is
$1,262,075.00. A budget detail is enclosed in this plan.
Title I Part A (federal) money is used to supplement funded
programming for
the 2008-2009 school year. Title I monies are being used toward
homeless
supplies, staff development for public colleges, parental
involvement
specialist, purchase services and technology, Edutest renewal,
professional
development, and other miscellaneous.
Title I carryover for the 2008-2009 school year is $100,000.00.
These are
funds that were not spent last year. These funds are a supplement
to the
programs listed above.
Title II Part A (federal) funds are used for professional
development
activities from the entire school system. The Title II budget for
2008-2009
is $342, 234.00.
Title II anticipated carryover of $100,000.00 is used to assist
with current
professional development.
Title III federal ELL (English Language Learner) funds are used
only to
purchase materials and supplies for ELL students. These funds are
also used
to provide professional development activities to help parents
assist their
child in the school environment. The allocation of ELL is
$14,415.00.
Title IV Safe and Drug Free School (federal) monies are used for
materials
and supplies that correspond with drug-free education activities
such as
Mendez, which helps reduce risk factors and enhances protective
factors that
relate to the use of drugs. Also, Moulton Elementary School
incorporates Red
Ribbon Week which provides awareness to be drug free. The
allocation of
funds is $22, 236.00.
Title V for innovative programs which includes school
improvement, gifted
education, nurses, etc: These funds are administered to provide
development
of staff travel, training, instructional materials and supplies,
and
indirect costs. The allocation is $9, 104.33.
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.
Moulton Elementary School realizes that students need support
emotionally
and academically during the various periods of transition. The
following
transition activities are offered:
� Moulton Elementary School Third Graders visit Moulton
Middle School
for � day in May. They tour the school, meet teachers, and learn
about
courses offered.
� When a student transfers to Moulton Elementary School,
he/she is
given a tour of the school by the school guidance counselor, or
other staff
member, and is introduced to the teacher.
� An open house for all grades is held prior to the
beginning of the
new school year at which time students and parents may meet
teachers and
visit classrooms.
� Some teachers send welcome notes to students over the
summer.
� Kindergarten pre-registration is held in the spring.
� Kindergarten students attend on a staggered schedule for
the first
few days of the school year.
� Parents and preschool students attending Even Start and
the Pre-K
program (Governor�s Office of School Readiness Grant) tour the
Moulton
Elementary School campus in the Spring.
� A Moulton Elementary School Kindergarten teacher visits
the Moulton
Head Start program to talk to parents and students.
� Preschoolers attending the Special Education Preschool
Program
classroom at Moulton Elementary School are already familiar with
the school
campus and many of the campus routines and rules.
� Parents of other special-needs preschoolers who do not
attend the
Preschool Special Education class at Moulton Elementary School
have IEP
meetings in the Spring and may tour the school at this time.
� Parents of young children transitioning at age 3 from
Early
Intervention to Special Education Preschool have transition
planning
meetings when the child is between age 30 months and age 33
months.
Transition activities are coordinated between representatives of
AEIS and
Special Education Preschool.
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.
District representatives attract highly qualified teachers to
Lawrence
County be attending job fairs yearly in all areas of Alabama and
neighboring
states that are sponsored by universities and colleges.
Information about
the school system is given to prospective teachers. Contact
information is
gathered from prospective teachers in high need areas, these
teachers are
persuaded to apply and contemplate relocation to the area. Title
I
administration and school staff establish personnel needs that
call for the
use of Title I funds. Applications are requested district-wide
when
positions are vacant in order to select only highly qualified
teachers. The
local school decides on hiring only highly qualified staff. It is
the
principal�s responsibility to have the knowledge of the area
each teacher is
highly qualified to teach and each teacher�s highly qualified
status. This
information is used for assignments and scheduling.
Administration and
Central Office staff observe new teachers, who are assigned
mentors with the
school, for the first year of employment. The administration of
the local
school arranges and requires all teachers to partake in
professional
development and persuade teachers to seek additional professional
development activities. Local, state, and federal funding
provides these
highly-quality, on-going activities.
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.
Moulton Elementary School teachers are involved in the decisions
regarding
the use of state academic assessments. Teacher will administer
assessments
to determine if students have mastered objectives taught. These
assessments
are used to determine if further instruction can continue or if
remedial
activities need to be implemented. Teacher input is considered at
different
levels of assessment results. The following are various ways that
teachers
make decisions that guide instruction:
� The faculty collaboratively studies the disaggregated
data and
results of state assessments.
� Building Based Student Support Team (BBSST) members
evaluate data
collected on referred students to determine if there are any
indicators that
would warrant more in depth testing or referral for special
services.
� Grade level and subject area data meetings are held to
adjust
instructional procedures and strategies based on progress
monitoring data.
� Multi-grade level meetings help identify any
instructional gaps and
overlaps that may occur in grades K-4/
� Informal grade level and subject area meetings are held
weekly to
discuss progress of students and steps to be taken to help
students who
demonstrate weaknesses in identified academic subjects.
Teacher representation and teacher input are included on school
budget
committees, policy committees, textbook selection committees, and
school
calendar committees. This voice allows teachers to be involved in
all areas
of overall instruction and testing.
6. Special Populations: Describe programs used for each group
of Migrant,
English Language Learners, Economically Disadvantaged, Special
Education,
Neglected and/or Delinquent, and Homeless students.
All students at Moulton Elementary School including those
identified as
migrant, limited-English proficient, homeless, economically
disadvantaged,
and neglected/delinquent, have access to all services and
programs
available, including free/reduced lunch, Title I services, ELL
services,
Special Education services, At-risk, and counseling services.
Also, Moulton
Elementary uses the Department of Human Resources, the Department
of Mental
Health, and various community resources to provide students with
necessary
school supplies, food, clothing, and shelter. All homeless,
migratory, and
limited-English proficient students must have equal access to the
same free
appropriate public education, including public preschool
education provided
to other children and youth. All homeless, migratory, and limited-
English
proficient students are provided with the opportunity to meet the
same
challenging state and student performance standards to which all
students
are held without being stigmatized or isolated.
The counselor identifies limited-English proficient students upon
enrollment. Each new student receives a home language survey used
to
determine eligibility for limited-English proficient testing.
Students
qualify for testing if the survey indicates that a language other
than
English is used by the student or in the student�s home. All
eligible
students are tested with the WIDA ACCESS Placement Test (W-APT)
to determine
if a student is eligible to receive services through the English
Language
Learner (ELL) program. Parents of guardians have the right to
waive 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 of guardians of the student, the student�s
teacher, the
school counselor, and interpreter, and/or school administrator. A
variety of
services to all ELL students is provided, such as content area
tutoring,
pull-out ESL, pull-out for individual support, and content-based
ESL. An ELL
teacher and a bilingual teacher assistant provide services to all
ELL
students at Moulton Elementary School. The ELL teacher assistant
also serves
as an interpreter to communicate with the parents of ELL students
if the
need arises. Parents are provided the opportunity to receive all
updates and
important school documents in English and in Spanish. The ELL
committee
reviews each student�s progress annually. If the student scores
proficient
on the WIDA ACCESS Test and is performing on grade level
(determined by
grades, teacher recommendations, and results of reading
standardized tests),
the student becomes eligible to exit the ELL program and will be
monitored
for two years to ensure success.
The counselor identifies migrant students upon enrollment.
Parents or
guardians of each student receive a Migrant Education Survey,
which
determines student eligibility for the migrant program. Migrant
students
automatically qualify for free breakfast and lunch. Migrant
students have
access to all services and programs available to the rest of the
students.
Moulton Elementary School provides Special Education services and
uses
appropriate procedures in accordance with federal and Alabama
State laws and
regulations. The Referral Coordinator tracks referrals and
notices to
parents concerning eligibility meetings. The evaluation is
conducted to
determine if student is eligible for Special Education services.
An
Individualized Education Plan (IEP) team convenes to determine
the
eligibility for Special Education services. The IEP team develops
the
Individualized Education Plan based on the results of the
evaluations, the
concerns of the parents, and the academic, developmental, and
functional
needs of the child.
To the maximum extent appropriate, special education students are
educated
in the least restrictive environment. 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. Moulton Elementary
School ensures
that children with disabilities have access to a variety of
educational
programs and services available to non-disabled children,
including art,
ELL, and physical education. In addition, special education,
students are
provided with an equal opportunity to participate in all
extracurricular
activities available to non-disabled students.
The school counselor is responsible for identifying homeless
students upon
enrollment and providing them with support. The school uses the
Alabama
State Department of Education and federal regulations and
definitions to
identify homeless students. Moulton Elementary School is
contacted by the
Department of Human Resources, Social Services, the LEA
Attendance Officer,
or the parent to initialize identification of homeless students.
The
counselor and administrator identify possible services. If
further
intervention is needed, Moulton Elementary will contact the
district office
for possible funding or other needs. Homeless students have
access to all
services and programs available to all other students, including
free lunch,
Title I, ELL, Special Education, and At-Risk programs. Moulton
Elementary
uses Title I and supplementary community resources to provide
homeless
students with necessary school supplies, clothes, and other items
of
necessity.
Neglected/delinquent students are identified at Moulton
Elementary School
when contacted by one of the following sources: the Department
of Human
Resources, Social Services, the LEA Attendance Officer, or a
parent. The
school counselor and administrator identify possible needed
services for
neglected/delinquent students at Moulton Elementary School. The
school
counselor monitors students� grades and absences and ensures
that the
neglected/delinquent students have access to additional services
as needed,
including school supplies and clothing. The LEA Attendance
Officer works
directly with the courts to ensure parental cooperation
concerning
attendance for delinquent students. If further intervention or
assistance
is needed, the school contacts the district office for possible
funding or
other needs. Neglected/delinquent students are eligible for all
services
and programs available to the rest of the students, including
free lunch,
Title I, ELL, Special Education, and At-Risk. Moulton Elementary
School can
refer extreme neglected/delinquent students to the school
system�s COPS
(alternative school campus), Three Springs, or the Judy Jester
Learning
Center (at-risk campus).
Economically disadvantaged students are identified through the
application
for free and reduced lunch. Students with low family income will
be
identified as economically disadvantaged students and will be
eligible to
receive free or reduced breakfast and lunch during the school
day. Such
students will have equal access to all programs and services
available.
Teachers and the school counselor will work together with local
agencies to
ensure that these students have necessary home and school
supplies.
7. Extended Learning Opportunities: Describe how the school
provides
opportunities for the most academically needy students to receive
support
and reinforcement of academic skills beyond the regular school
day.
Students who have difficulty mastering the achievement standards
will be
given timely, effective, and additional instructional assistance.
This is
accomplished by:
� Before the beginning of the school year, teachers review
students�
permanent records, previous test results, and any other
information that
helps the teacher to determine students� strengths and
weaknesses.
� Compilation of class profiles by teachers and utilization
of test
reports to determine class and individual strengths and
weaknesses. These
results are addressed during instruction.
� Title I Summer Reading Program
� Utilizing the assistance of the Reading Coach
� Provide At-risk program services
� Communicate with parents and previous teachers who have
insight
regarding student learning styles
� Provide daily small group intervention and instruction by
lead
teachers for children experiencing difficulty
� Establish alternative learning programs for ELL students
� Encourage parental involvement in students� education
through school
conferences, telephone conversations, and notes
� Utilization of Reading Volunteer Program (Community
volunteers are
used for this.)
� Extended Summer learning opportunities (Camp Invention,
Library
Accelerated Reader Month)
Part VI - Additional Components To Be Addressed to Satisfy
Federal
Requirements Related to Parental Involvement (Note: This
Section of the
Plan must be distributed to Parents):
A. Parental Involvement: 1) Describe how the school will convene
an annual
meeting to inform parents of Title I requirements and offerings;
2) how
there will be a flexible number and format of parent meetings
offered; 3)
how parents will be involved in the planning, review and
improvement of the
Title I Program; and 4) how funds allocated for parent
involvement are being
used in the school.
During the November PTO meeting, Moulton Elementary School will
hold its
annual meeting for all participating children. Parents are
notified of the
meeting through:
1. Notices sent home by students. 2. School webpage
announcements 3.
Public postings in English and Spanish. To assist in providing
the
opportunity for all parents to attend, the meeting is offered at
two
separate times- once during the school day and once in the
evening. Topics
to be discussed at this year�s meetings are:
● Continuous Improvement Plan
● An explanation of the school�s curriculum and the state�s
contents
standards
● Title I program and participation, its services, and parents�
rights
● Parental Involvement section of the Continuous Improvement
Plan
● School-parent-student compacts
2. The leadership and staff of Moulton Elementary School
have a strong
belief in the importance of parental involvement and therefore
have put
measures in place to offer parent meetings on a flexible
schedule. Our
annual meeting for parents will be offered two times during the
months of
October and November�once for parent-teacher conference in
October(hours
11am to 6 pm) and again in November for a reading and math night
for
parents. Moulton Elementary ahs a parent center in front of the
main office
which offer pick up materials and information regarding many
aspects of
meeting student needs. The counselor also has items available
for loan on
varying topics.
3. Moulton Elementary School believes in involving parents
in all
aspects of its Title I programs. We have five parents and five
community
member representatives on CIP committee who were active
participants in the
development of the plan and were involved from the first meeting
of the
committee. In addition all parents were given the opportunity to
review the
plan and offer their input before the plan was approved. For the
Parental
Involvement Plan, all parents were give surveys at the end of the
school
year seeking their input on activities, training and materials
that the
school should offer to parents next school year. Each year, the
Continuous
Improvement Plan, including the Parental Involvement Plan, is
reviewed and
evaluated. Results of parent surveys are reviewed by the parent
representatives and entire CIP committee in determining needed
changes.
4. Moulton Elementary School uses its Parental Involvement
funds as
follows: to fund materials and supplies in our school�s parent
center, to
provide materials and supplies for our parent meetings/training
all of which
are available during regular school hours.
5. Moulton Elementary provides a flexible conference format
for parents.
B. Parental Involvement: Describe how the school provides
parents of
participating children timely information in a uniform format
and, to the
extent practicable in a language they can understand, about
programs under
Title I, a description and explanation of the curriculum in use,
forms of
academic assessments, and achievement expectations used, and, if
requested
by parents, opportunities for regular meetings to formulate
suggestions and
participate as appropriate in decisions related to the education
of their
children.
At our annual meeting of parents during the month of November,
Moulton
Elementary School will hold a general meeting where information
will be
presented about its Title I programs, the curriculum, and forms
of academic
assessments used. Parents will learn about the following
subjects taught:
reading, math, language, science, social studies, and physical
education.
They will also learn about how to schedule parent-teacher
conferences and
how they can participate in decisions related to the education of
their
child. Parents will be given opportunity to view the parental
involvement
plan during the meeting. We presently have approximately 18
Spanish-
speaking parents. An interpreter is provided at the meeting to
communicate
with these parents. In addition, documents are provided, to the
extent
practicable, in Spanish. 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 on the
subjects
they teach and how students are individually assessed.
C. Parental Involvement: Describe how parents, the school staff,
and
students share responsibility for improved student academic
achievement for
participating students (School-Parent Compact).
In August of each school year teachers and parents are given the
opportunity
to meet before the school year begins. During the meeting, the
teacher will
discuss the importance of the School-Parent-Student Compact
Commitment. Our
mission is to facilitate optimal learning for all students to
enable them to
lead fulfilling and productive lives in a rapidly changing and
increasingly
complex society. The parents will be asked to sign the compacts
signifying
their commitment to working in a partnership with the school and
their child
in ensuring that their child is successful in school. The
compacts will be
discussed with teachers at faculty meetings. Each teacher will
be given the
responsibility to explain the compact to the students and obtain
the
students� signatures. The teacher will sign the compacts and
house them in
his/her classroom for use during parent-teacher and/or
student/teacher
conferences.
D. Parental Involvement: Describe procedures to allow parents to
submit
comments of dissatisfaction with the Continuous Improvement Plan.
In May of each year, Moulton Elementary brings in its CIP
Committee to
review, evaluate, and revise its Continuous Improvement Plan.
There are
five parents on the Committee who represent all the parents of
the school.
During the review process, all parents are notified of the review
through
notices sent home in our parent communication folders. The
notices make
parents aware that the plan is under review, that a copy of the
plan is
available for review in the library and the parent center, and
that parents
have the right to give input regarding the revision of the plan.
The notice
also states that after the plan is finalized and approved, if a
parent find
the plan to be unsatisfactory, they have the right to submit
their concerns
in writing to the school, and the school will submit their
concerns to the
central office at the same time that the CIP is submitted.
E. Parental Involvement: Describe how the school will build
capacity for
parental involvement including how parents will be encouraged to
become
equal partners in the education of their children. (See NCLB
Section 1118,
requirements for building capacity in parental involvement.)
To ensure effective involvement of parents and to support a
partnership
among the school, parents, and the community to improve student
academic
achievement, our school:
(1) Shall provide training for parents of participating
children in
understanding such topics as the State's academic content
standards and
State student academic achievement standards, State and local
academic
assessments, the requirements of Title I, and how to monitor
their child�s
progress and work with teachers to improve the achievement of
their
children. (Describe)
To ensure effective involvement of parents and to support a
partnership
among Moulton Elementary School, parents, and the community to
improve
student academic achievement, Moulton Elementary School 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.
Moulton
Elementary School will accomplish much of this through its annual
parent
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. Moulton
Elementary
School will offer an Open House at the annual meeting where
parents will be
given the opportunity to meet their child�s teachers and learn
about
individual class assessments and what their role will be in
helping their
child to succeed. Moulton Elementary also offers a reading and
math night in
November to explain in greater detail for those who wish to
attend.
(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)
To ensure effective involvement of parents and to support a
partnership among Moulton Elementary School, parents, and the
community to
improve student academic achievement, Moulton Elementary School
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.
Moulton Elementary School has its own parent center within
the
school. The center houses materials (in English and Spanish) for
parents to
learn about how they can help their child to be successful. The
parent
resource center is open every school day from 8:00 a.m. to
3:00 p.m.
and also at the monthly PTO meetings from 6:00-7:00 p.m. (Note:
There are no
PTO meetings in the months of September and January.)
(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)
To ensure effective involvement of parents and to
support a
partnership among Moulton Elementary School, parents, and the
community to
improve student academic achievement, Moulton Elementary School
shall
educate teachers, office personal, 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. Moulton 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 that parents are our partners. All
staff are
expected to welcome parents to the school.
(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)
To ensure effective involvement of parents and to support a
partnership
among Moulton Elementary School, parents, and the community to
improve
student academic achievement, Moulton Elementary School 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. Moulton Elementary School coordinates its parent
involvement
program for all parents. We presently have nine ELL students
and
some of these parents are actively involved in our
parenting
activities. We have a bilingual teacher who works with our school
in meeting
the needs of these parents. For information on our parent
center, see
Item
(3) above.
(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)
To ensure effective involvement of parents and to support a
partnership
among Moulton Elementary School, parents, and the community to
improve
student academic achievement, Moulton Elementary School shall
ensure that
information related to school and parent programs, meeting, 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. At the
present time, Moulton Elementary has nine ELL students.
Information on all
school meetings, parent notices, etc., is sent to parents of
these children
in Spanish. In addition, Lawrence County School System has a
teacher and
Moulton Elementary School has a lunchroom employee on site who is
bilingual
and assists in verbally communicating with these parents as
needed.
(6) Shall provide such other reasonable support for parental
involvement
activities as parents may request. (Describe)
To ensure effective involvement of parents and to support a
partnership
among Moulton Elementary School, parents, and the community to
improve
student academic achievement, Moulton Elementary School shall
provide such
other reasonable support for parental involvement activities
under this
section as parents may request. Moulton Elementary makes every
effort to
work with parents in meeting their requests as related to their
involvement
in their children�s education.
F. Parental Involvement: Describe how the school will ensure the
provision
for participation of parents with limited English proficiency,
parents with
disabilities, and parents of migratory students; including
providing
information and school reports in a format and, to the extent
practicable,
in a language that parents can understand.
Moulton Elementary School, to the extent practicable, provides
opportunities
for the participation of parents with limited English proficiency
and
parents with disabilities. Moulton Elementary presently has nine
Spanish-
speaking
students; therefore, all notices of parent meetings are sent to
parents of
these children in Spanish. In addition, we have a bilingual
teacher and a
bilingual lunchroom employee who are available to assist in
verbal
communication with these parents. Moulton Elementary School
currently has
migrant students. Every effort is made to accommodate the migrant
parents.
Every effort is also made to accommodate parents with
disabilities. Moulton
Elementary is a handicapped-accessible building. We have an
elevator to make
the second floor accessible. If parents are unable to attend
meetings,
Moulton Elementary will communicate with interested parents by
phone and
through home visits when needed.
Part VII- PROFESSIONAL LEARNING NEEDS RELATED TO ACADEMIC
CHALLENGES
Including ENGLISH LANGUAGE PROFICIENCY, SCHOOL SAFETY,
DISCIPLINE, AND
SUPPORTIVE LEARNING ENVIRONMENTS (Reminder: NCLB Section 1116
requires
that each year Title I schools identified for improvement must
reserve the
equivalent of 10% of the Title I school-level allocation made
available to
the school under Section 1113. In addition, each year LEAs
identified for
improvement must reserve 10% of their allocations for
professional
development).
� Does the plan provide opportunities for professional
development
activities that are high-quality, effective, and research-based?
YES 1 NO 0
� Does the plan include opportunities for teachers,
principals,
paraprofessionals, other staff, and parents? YES 1
NO 0
� Does the plan include required district-wide training for
English
language acquisition? (If LEA receives Title III funds) YES
1 NO 0
(Note: Professional learning activities must be linked to
Alabama�s
Standards for Professional Development and Alabama�s Technology
Professional
Development Standards, www.alsde.edu, Sections, Technology
Initiatives,
Publications).
WHAT WEAKNESS OR NEED IDENTIFIED IN ACADEMIC, INCLUDING ELL AMAOs
OR SCHOOL
CULTURE GOALS WILL THE PROFESSIONAL LEARNING ADDRESS?
WHAT TYPES OF PROFESSIONAL LEARNING WILL BE OFFERED?
WHEN WILL THE SESSION BE DELIVERED?
(Please list dates of future PD sessions, not those that have
already taken
place.)
WHAT ARE THE EXPECTED OUTCOMES OF PROFESSIONAL LEARNING?
(Following the professional learning, how will academic or
cultural
challenges be impacted � what does it look like?)
HOW WILL PARTICIPANTS BE HELD ACCOUNTABLE FOR SUCCESSFUL
IMPLEMENTATION AND
IN WHAT WAYS WILL EVIDENCE WILL BE COLLECTED TO SHOW EFFECTIVE
ASSIMILATION/INTEGRATION OF STRATEGIES?
WHAT ARE THE FUNDING SOURCES, ESTIMATED EXPENSES, AND PROPOSED
NAMES OF
CONSULTANTS OR ENTITIES?
Example: Title II, $....00
Dr. Verry Goode DOCUMENT CONTINUOUS LEA REVIEW AND SUPPORT RESULTS
3.4 Use Assessment Results
Alabama Reading Conference
Weekly grade level meetings
Monthly data meetings
Reading Coach will assist teachers during planning and
collaboration time
throughout the school year
New reading series training
Faculty meeting to analyze ARMT and SAT10 scores Alabama
Reading
Conference (teachers attending will present to entire faculty in
a faculty
meeting/in-service)
Weekly grade level meetings
Monthly data meetings Teachers will improve teaching through
learning how
to better use assessment results Faculty meetings/in-
service
Weekly grade level meetings
Monthly data meetings State professional development money
$1,505.00
Title I money
Christy Cooley � Harcourt Reading Series Consultant LEA
reviews plan
implementation each month
Insufficient training of teachers in ELL curriculum, WIDA, and
ELP standards
ELL integration workshop Spring 2009 Teachers
will be
able to use ELP standards. Sign-in sheets at workshops
Inclusion of standards where needed in lesson plan documentation
LEA
will provide
DUPLICATE PAGES AS NEEDED
Part VIII - Coordination of Resources/Comprehensive Budget
List all federal, state, and local monies that the school uses
to run its
program:
Example:
I. State Foundation Funds:
State Foundation
Funds
TOTAL $2,842,724.00
Teacher Assigned Units: 39.61 classroom
teachers: TOTAL OF ALL
SALARIES
$5,600,000.00
Administrator Units: 1 1
Assistant Principal: 0 0
Counselor: 1 1
Librarian: 1.25 1.25
Instructional Supplies $27,852
Library Enhancement $7,499
Technology $10,712
Professional Development $1,500
State ELL
Funds
II. Federal Funds:
Title I: Part A: Improving the Academic Achievement of the
Disadvantaged TOTAL $102,797.00
Title I: (1. Schools identified for improvement must set-aside an
equivalent
of 10% of its Title I school-level allocation for professional
development
each year it is in the improvement process. 2. Also include the
school�s
portion of the 95% of the LEA set-aside for parental involvement.
For
additional guidance, check with the Federal Programs Coordinator
in your
school district.)
BRIEF EXPLANATION and BREAKDOWN OF SPENDING:
� Salaries/Fringes
� Classroom Supplies
� Non Capitalized
� Staff Development
� Parent Involvement
$54,272.00
22,288.00
21,600.00
3,000.00
1,637.00
Title II: Professional Development
Activities
TOTAL $342,234.00
BRIEF EXPLANATION and BREAKDOWN OF SPENDING:
Allocation of these funds will be used to employ sic Class Size
Reduction
teachers. They are located as follows: One at R.A. Hubbard, Two
at
Hazlewood Elementary, One at Hazlewood High, One at Speake, and
One at Mount
Hope. Remaining funds will be used for professional development
activities
for the entire school system.
Title III: For English Language
Learners
TOTAL $14,415.00
BRIEF EXPLANATION and BREAKDOWN OF SPENDING:
� Federal
� State
$13, 435.00
9,890.00
Title IV: For Safe and Drug-free
Schools
TOTAL $22,236.00
BRIEF EXPLANATION and BREAKDOWN OF SPENDING:
� Purchased Services
� Materials and Supplies
� Professional Development
� Indirect Cost
$16,000.00
5,100.00
914.00
222.00
Title V: For 26 different uses; Also called �Innovative
Programs�; Includes
school improvement, gifted education, nurses,
etc.
TOTAL
$9,104.33
BRIEF EXPLANATION and BREAKDOWN OF SPENDING:
Allocation of these funds will be used for materials and supplies
including
ARMT and AHSGE, technology, and professional development. These
funds may
possibly be omitted by the ALSDE.
Title VI: For Rural and Low-income
Schools
TOTAL N/A
BRIEF EXPLANATION and BREAKDOWN OF SPENDING:
III. Local Funds ( if applicable)
Local
Funds
TOTAL
$11,000.00
BRIEF EXPLANATION and BREAKDOWN OF SPENDING:
PTO
$11,000.00
Part IX � MONITORING/REVIEW DOCUMENTATION
INITIAL REVIEW /DEVELOPMENT
Target
Date: August Purpose: Review assessment data to develop plan or
make plan
adjustments to existing plan.
Date ________________________________
Principal Initials______________
LEA initials ______________ Other
___________________
COMMENTS*
*Use additional pages, if needed REVIEW
1
Target Date: September Purpose: AMENDMENT - Incorporate
recommendations from school, LEA and/or
SDE.
Date ________________________________
Principal Initials______________
LEA initials ______________ Other
___________________
COMMENTS*
*Use additional pages, if needed REVIEW
2
Target Date: October
Purpose: IMPLEMENTATION - Provide documentation/evidence of
improvement.
Date ________________________________
Principal Initials__________
LEA initials ______________ Other ____________
COMMENTS*
*Use additional pages, if needed
REVIEW
3
Target Date: November Purpose:
IMPLEMENTATION �
Provide documentation/evidence of
improvement.
Date ________________________________
Principal Initials____________
LEA initials ______________ Other: ________________
COMMENTS*
*Use additional pages, if needed REVIEW
4
Target Date: January
Purpose: IMPLEMENTATION - Provide documentation/evidence of
improvement.
Date ________________________________
Principal Initials______________
LEA initials ______________ Other
___________________
COMMENTS*
*Use additional pages, if needed REVIEW
5
Target Date: February Purpose: IMPLEMENTATION -
Provide
documentation/evidence of improvement.
Date ________________________________
Principal Initials______________
LEA initials ______________ Other
___________________
COMMENTS*
*Use additional pages, if needed
REVIEW
6
Target Date: March Purpose:
IMPLEMENTATION -
Provide documentation/evidence of
improvement.
Date ________________________________
Principal Initials______________
LEA initials ______________ Other
___________________
COMMENTS*
*Use additional pages, if needed REVIEW
7
Target Date: April - May
Purpose: REFLECTIONS/PROJECTIONS � Evaluate each goal,
strategy, and action
for continuation, revision, or
removal.
Date ________________________________
Principal Initials______________
LEA initials ______________ Other
___________________
COMMENTS*
*Use additional pages, if needed Use information from
Reviews to
Evaluate the plan and to update the plan for the coming year.
| |
|
