Saks Elementary School - Schoolwide · I have reviewed the Annual Accountability Results Report...

Assurances

The Instructional Leadership Team members that must be present include the principal, guidance counselor, district school improvement specialist (or other designee), appropriate content-area teachers, parent representatives, and student representatives (as appropriate). Depending on the data, additional members may include special population representatives (Technology Coordinator, Special Education, ELL, etc.), district federal programs coordinator, district chief school financial officer, community stakeholders, or any other member as appropriate. Documentation will be maintained on site.

Upon submission of the Continuous Improvement Plan, the LEA assures that the plan has been properly reviewed and approved by the local Board of Education. Documentation will be maintained on site.

Indicates LEA Principal Approval based on Assurances listed above.

Part I NEEDS ASSESSMENT- SUMMARY OF DATA

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):

Instructional Leadership Team Names and Positions

● The Leadership Team must include the principal, faculty [including ELL resource lead teacher if applicable], staff, parents, community stakeholders, and/or students.

● Identify position held, e.g., Administration, Faculty, Staff, Grade Level and/or Subject Area, Parents and Community members)

Part I (cont.) NEEDS ASSESSMENT- SUMMARY OF DATA

SUMMARY OF NEEDS BASED ON A COMPREHENSIVE REVIEW OF DATA

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In May 2011, the School-wide Planning Team (SWPT), including parent members reviewed the 2010-2011 plan to assess the degree to which implemented strategies have been met. Input was given on the following: which elements have been successfully mastered and need not be included in this year’s plan; the elements that have been mastered but still require monitoring during the 11-12 year; the elements that have not been mastered and must be included in this plan. In May 2011, staff members completed a survey regarding school climate and culture. In August, 2011, the SWPT and school staff convened to disaggregate standardized assessment data. All subgroups were disaggregated, and results were shared with faculty members. The staff members completed surveys to indicate professional development interests and voted on budget items. When the draft plan was completed, it was shared with all members of faculty for input on modifications if needed. Requested modifications were examined and decisions were made by the faculty. The finalized CIP was sent to the district school board for approval and signatures.

Hector Baeza, Principal Judy Wright, ELL Karri Findley, Assistant Principal Lucius Fleming, Health Department Gina Whiting, Kindergarten Deborah Lindley, Coosa Valley Resource Beth Kelley, 1st grade Conservation Development Cara Davis, 2nd grade Starzie Pate, Parent Monique Grier, 3rd grade Chris Petty, Honda Krystal McDaniel, 4th grade Lisa Hathcock, Media Specialist Kelle Eaton, Parent Shasta McFry, Reading Coach Eric Wilson, PE Pam Joplin, Collaborative

Saks Elementary School - Schoolwide - Principal Approved Continuous Improvement Plan - 11/8/2011

System: Calhoun County School: Saks Elementary School of 29

I have reviewed the Annual Accountability Results Report


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:

Number and percentage of Classes Taught by Non-HQT:

Alabama High School Graduation Exam (AHSGE):

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Weaknesses:

Alabama Reading and Mathematics Test (ARMT):

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The faculty looked at accountability reports and test results from the Alabama State Department of Education as well as our on-site disaggregating of data. Specifically, we used 2011 AYP School Status reports, ARMT results, Stanford 10 scores, Longitudinal data from 2005-2011, WIDA assessments, AAA assessments, end-of-the-year math benchmarks, Accelerated Reader, and DIBELS data to determine our needs assessment.

The No Child Left Behind Act of 2001 requires “highly-qualified” teachers for every classroom. The federal definition of “highly qualified” means having an academic major, or other major approved by the US Department of Education in the subject being taught. Each teacher and administrator meets Alabama State Department of Education requirements for the certification, is fully certified and is teaching in the area of certification. Each faculty member meets the Southern Association of Colleges and Schools certification guidelines.Once needs and strengths of the school program, curriculum, students, staff and resources are assessed, teaching assignments are made (or changed as necessary) to meet the prioritized needs of students. Staff assignments consider each staff member’s areas of strength as well as certification and experience.

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3rd Grade Reading strengths are prefixes, suffixes, antonyms, synonyms, phonemic awareness, and application of multiple syllabic words. 3rd Grade Math strengths are place value, number sense, points, lines, angles, and rays. 4th Grade Reading strengths synonyms, antonyms, recreational text and vocabulary. 4th Grade Math strengths number sense, place value, dollar/cent notation, and coordinate grids.

84% of all 3rd graders scored proficient in reading on the ARMT. This is 4% of the AMO for 2011. 3rd Grade Reading weaknesses are literary/recreational literature, outcomes, drawing conclusions, and functional/textual information. 47/110 scored proficient. 83% of all 3rd graders scored proficient in math on the ARMT. This is 1% below the 2011 AMO. 3rd Grade Math weaknesses are geometric and numeric patterns and metric measurement. 85% of all 4th graders scored proficient in reading on the ARMT. This is 1% below the 2011 AMO. 4th Grade Reading weaknesses are literary elements/devices, sentence structure, and fact/fiction.



Alabama Science Assessment:

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Stanford 10:

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Dynamic Indicators of Basic Early Literacy Skills (DIBELS):

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82% of all 4th graders scored proficient in math on the ARMT. This is 1% below the 2011 AMO.4th Grade Math weaknesses are graphing, addition and subtraction, multiplication and division. Math Special Ed subgroup proficiency index moved negatively from -17.09 in 2010 to -27.50 in 2011. Black subgroup proficiency index moved in a negative direction from 14.76 in 2010 to 1.45 in 2011. All students subgroup proficiency index moved in a negative direction from 13.53 in 2010 to 3.54 in 2011. Reading Special Ed subgroup proficiency index moved negatively from -15.45 in 2010 to -19.5 in 2011. Black subgroup proficiency index moved negatively from 9.63 in 2010 to 1.43 in 2011. All students subgroup proficiency index moved negatively from 9.48 in 2010 to 5.08 in 2011.

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Math 3rd Grade -estimation, number facts, computation with whole numbers, computation with symbolic notation 4th Grade-fractions, computation with decimals, computation in context Reading 3rd Grade-reading comprehension 4th Grade-reading vocabulary and reading comprehension

Math - 12 % of all 3rd graders scores below average in the area of problem solving. 7% of all 4th graders scored below average in the area of math procedures. 3rd Grade-reasoning and problem solving, decimals, thinking skills 4th Grade-procedures and thinking skills Reading - 18% of all 3rd graders scored in the low range in the area of reading vocabulary. 6% of all 4th graders scored in the low range in the areas of reading vocabulary and reading comprehension. 3rd Grade-reading vocabulary- to include:structural analysis, multiple meaning words 4th Grade-reading vocabulary- to include: synonyms and thinking skills, and multiple meaning words

89% of kindergarten students benchmarked by the end of the year. 79% of first grade students benchmarked by the end of the year. 73% of second grade students benchmarked by the end of the year.



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Alabama Direct Assessment of Writing (ADAW):

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ACCESS for English Language Learners (ELLs):

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EducateAL or other Professional Evaluation Profile Information:

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5% of kindergarten students were strategic at the end of the year and 6% were intensive. The main area of difficulty is automaticity of nonsense words. 11% of students in first grade were strategic at the end of the year and 10% were intensive. The main area of difficulty is automaticity with sight words for oral reading fluency. 16% were strategic in second grade at the end of the year and 11% were intensive. The main area of difficulty is automaticity and retell comprehension with for oral reading fluency.

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Kindergarten: listening 1st Grade: listening, speaking, reading 2nd Grade: listening, oral language, comprehension 3rd Grade: writing and oral language 4th Grade: listening and speaking

Kindergarten: reading, writing, literacy 1st Grade: writing, literacy 2nd Grade: writing, literacy 3rd Grade: speaking, literacy 4th Grade: writing, comprehension

All teachers are highly-qualified, take leadership roles in improving education and exhibits professionalism with parents and peers. Teachers are becoming more innovative, and comfortable in presenting topics, strategies, etc. with their peers. Standard 3. Literacy - To improve student learning and achievement, teachers use knowledge of effective oral and written communications, reading, mathematics, and technology to facilitate and support direct instruction, active inquiry, collaboration, and positive interaction.

Standard 4. Diversity - To improve the learning of all students, teachers differentiate instruction in ways that exhibit a deep understanding of how cultural, ethnic, and social background; second language learning; special needs; exceptionalities; and learning styles affect student motivation, cognitive processing, and academic performance.



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

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

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Career and Technical Education Program Data Reports:

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We are piloting two no textbook classrooms; students are using laptops daily. All K-1 classes have mimio boards and pads. All classes in grades 2-4 have dual boards and interwrite pads. AAA Assessment Data 6th Grade Reading-Locate information, informational and functional materials 5th Grade Reading-identify words with more than one meaning 6th Grade Math-identify bill amounts ($1, $5, $10, $20), organize pictures into data displays (tally charts and graphs) 5th Grade Math-count like coins up to $1

6th Grade Reading-interpret characters' behaviors and distinguish fiction from nonfiction 5th Grade Reading-draw conclusion about characters based on actions, use phonetic skills to read unfamiliar/multisyllable words 6th Grade Math-divide an object into equal parts and label as 1/2, 1/3, 1/4 5th Grade Math-add two digit numbers without regrouping

For the 2010-2011 Needs Assessment Survey, 86% of faculty and staff believed that Calhoun County School System was meeting and exceeding their needs in the area of transporation. 77% believed that the Calhoun County School System meets and exceeds their needs in the area of Professional Development. 67% believed that the Calhoun County School System meets and exceeds student needs in the area of Capital Improvement. According to the Impact Survey given 2011, 65% of faculty said their students use computers to play an educational game daily. 62% said they use a digital projector daily. According to the 2011 Professional Development Survey results, only 4% felt they needed more training in the area of managing funds. Only 4% felt they needed more training in the area of English Language Learners. Common formative assessments are given on a regular basis, and timely feedback is given to students. Teachers use the information gathered from the assessments to plan intervention strategies.

For the 2010-2011 Needs Assessment Survey, 81% of the faculty felt that Calhoun County School System needs more training in the area of special education. 76% of the faculty felt that Calhoun County School System needs more training in the area of at risk students. According to the Impact Survey given 2011, 40% of the faculty said that they never allow students to use data capture equipment such as digital cameras, scanners, and probes to complete assignments. 46% said they did not participate in any summer technology-focused professional development activities in the past 12 months. According to the 2011 Professional Development Survey results, 54% of faculty and staff believe they needed more training in differentiated instruction and ADHD.

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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).

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

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

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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).

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

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School discipline data shows there were only 2 fighting infractions, 1 stealing infraction, 1 profanity towards personnel infraction, 1 possession of electronic device, 1 vandalism infraction, 1 inappropriate display of affection, and 1 excessive distraction infraction.

School discipline data shows there were 40 minor bus citations, 46 defiance of school personnel infractions, 49 bullying/intimidation infractions, and 59 rude/disrespectful behavior infractions.

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We only gained one first-year teacher last year and one first-year teacher this year. All others were experienced teachers. Teacher attendance/turnover is not a problem at Saks Elementary School.

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We have met AYP in attendance for the past six years.

Student tardies are a problem at Saks Elementary School. We have a high number of transient students - usually up to 100 students in any given school year.

Active PTO with a parent volunteer coordinator, PTO/Open House meetings are growing in attendance, High ELL population that is active in attending school functions.



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School Perception Information related to student PRIDE data.

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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).

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School Process Information related to an analysis of existing personnel focused on helping English Language Learners (ELLs) work toward attaining proficiency in annual measurable academic objectives (AMAOs).

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

Strengths:

Large majority of our parents only have a high school degree, many of our parents draw social security or are on disability, 17 students are considered homeless under the McKinney-Vento Program

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Tier III intervention is used based on reading and an ELL component is available through Harcourt series. The result of this is 100% of Saks Elementary ELL students have obtained progress on the WIDA Access.

New classroom teachers may have not had enough training on how to integrate the regular ed standards with the ELL standards.

The ELL teacher is certified in English as a Second Language and is very knowledgeable about ESL instruction and Assessment.

Our itinerant teachers serves more than one school preventing sufficient time for collaboration with the regular education teachers. Hispanic subgroup proficiency index moved negatively in reading and math from 2010 to 2011. Math decreased 2% and reading decreased 8%.

Ninety minute reading block for all students including small group time, centers, and intervention, full-time reading interventionist, Walk-To Math in 4th grade, math intervention times, use of AMSTI in all grades, leveled readers are used in centers to extend the science and social studies objectives, technology tutor will be available four hours a day, AMSTI personnel will be assisting teachers for the month of October, school-wide action plan for open-ended response questions, outdoor classroom/ampitheater to extend scientific learning. Our reading interventionist begins by looking at data ranging from DIBELS, STAR, ARMT, to SAT 10. She determines which students are in need of screening from the combination of test results. She then administers the Scholastic phonics survey, which pinpoints areas of strength and weakness, in the areas of alphabet skills, reading and decoding skills, and spelling skills. She uses these results to drive my instruction based on the phonics skills they need. Then she groups the students according to those identified skills into small groups. She works with those groups throughout the school day for an additional 15-30 minutes outside of the reading block. During small group instruction she uses a variety of materials and methods to teach those specific skills for the optimum learning experience. Materials include, but are not limited to: decodable readers, letter linking cubes, phonemic awareness games, alphabet skill games, word skill games, word sliders, student-created foldables, etc. The students keep small group work in their intervention folder, which they bring with them daily. This provides clear communication between the teacher, the student, and myself. She communicates with parents through phone calls, Open House, and letters sent home. She sends work packets and



Weaknesses:

Part II - GOAL TO ADDRESS ACADEMIC NEEDS

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. Use the SMART Goals format to address areas of need. CONTINUOUS IMPROVEMENT GOALS (SHOULD ADDRESS IDENTIFIED WEAKNESSES AND GAPS):

1. Increase Reading Scores

Description: By the end of the 2011-2012 school year, we will increase the number of students scoring proficient in reading for grades 3 and 4 on the spring ARMT to: 3rd Grade (80% to 85%), 4th Grade (75% to 80%). By the end of the 2011-2012 school year we will increase the number of students scoring proficient in 4th Grade reading, literary elements and devices, on the spring ARMT from 10 students per class to 20 students per class.

Data Results on which goal is based: ARMT, DIBELS

Target Grade Level(s): K-4 Target Content Area(s): Reading ARMT: Reading

Additional Academic Indicators: Attendance

Target Student Subgroup(s): Special Education

Courses of Study: 3rd-literary recreational literature, functional textual information, real-world reading 4th-vocabulary and literary comprehension, non-fictional comprehension

Strategies: 1.1 Differentiated Instruction

Description: When teaching reading, teachers will use differentiated instruction in whole group and small group.When teaching whole group, teachers will make sure they are following all student's accommodations whether they are IEP accommodations or PST accommodations. They will accomplish this through the use of leveled readers in centers, small group and leveled fluency cards.

shares screener results with parents to make them aware and keep them informed of what is going on with their child. She addresses needs in other areas of reading including phonemic awareness, comprehension, fluency, etc. The main focus is on phonics for the majority of the students she works with. Screeners are given in the same manner, and small group instruction takes place to address those specific needs.

There are no funds for extended learning opportunities. Minimal funding for professional learning opportunities. Problem-solving team has identified 19 students who have behavior plans, 43 students who have reading plans, and 32 students who have a math plan.



Action Steps: 1.1.1 Pacing Most Missed Standards

Description: Reading teachers will unwrap the most missed reading skills: literary recreational literature, outcomes, drawing conclusions, functional textual information, literary elements/devices, sentence structure, fact/fiction. Objectives will be pre-taught and grade levels will meet to discuss common core language.

Benchmarks: STAR Reading Test: State Standards Report Item analysis of weekly assessment

1.1.2 Ability Grouping

Description: Teachers will view SuccessMaker Enterprise reports weekly to determine student progress. STAR tests will be given every 4 weeks. Progress monitoring of students every 2 weeks if they are intensive or strategic according to DIBELS benchmarks.

Benchmarks: DIBELS aimlines SuccessMaker Enterprise Cumulative Gains Reports will be viewed weekly. Teachers will conference with students weekly about their gains and goals.

Interventions: Students not making progress will be referred to the Problem Solving Team. The team will give the teacher intervention strategies to use with the student.

Resources: Interactive software to use with Dual Boards-$2,000 Educational games for reading centers-$500

1.2 Active Engagement

Description: Teachers will use active engagement strategies in whole group and small group instruction.

Action Steps: 1.2.1 Active Engagement Strategies

Description: Teachers will use turn and talk, Dump Your Brain, Knee to Knee, equity sticks, response boards, pinch cards, gallery walks, and Classroom Response Systems to promote active engagement daily. The Classroom Response System will be used giving formative assessments to provide immediate feedback and drive instruction.

Benchmarks: Walkthroughs, lesson plan documentation, classroom observations

1.2.2 Meetings Highlighting Active Engagement Strategies

Description: Weekly grade level meetings will have at least one active engagement strategy presented that has proved to be successful. An agenda will be



completed that will list the active engagement strategies and student-friendly objectives for the upcoming week.

Benchmarks: All grade level meetings will highlight an active engagement strategy.

Interventions: Tier II and Tier III intervention will be provided daily. Reading interventionist will work with most severe students in groups no larger than 3. Reading coach will assist teachers in lesson planning.

Resources: Classroom Response System (clickers)-$3,000 Test preparation material-$3,000 Manipulatives for centers-$4,000

1.3 Strategic Teaching

Description: Teachers in grades 2-4 will develop strategic lesson plans that will include before, during, and after strategies.

Action Steps: 1.3.1 Training in Strategic Teaching

Description: Teachers will be trained on how to write strategic lesson plans in grades 2-4. These plans will have 3 components: before, during, and after.

Benchmarks: All teachers will be trained in strategic lesson planning.

1.3.2 Implementation of Strategic Teaching

Description: All teachers in grades 2-4 will implement strategic teaching lessons on a weekly basis. Teachers who are experiencing success at mid-year will be paired with struggling teachers to help them in planning strategic lessons.

Benchmarks: All teachers in grades 2-4 will be able to write strategic lesson plans that promote academic growth.

Interventions: Tier II and Tier III intervention will be provided daily. Teachers who are experiencing success at mid-year will be paired with struggling teachers to help them in planning strategic lessons.

Resources: Substitutes-$8,000 Professional development on strategic lesson planning-$3,000 Copy paper-$1,000 Printer ink-$2,000

1.4 Test Wiz

Description: Test Wiz will be used to produce an item analysis of weekly reading tests. Immediate feedback will be passed on to the student, and intervention will be provided as needed.



Action Steps: 1.4.1 Test Wiz

Description: 90 minute reading blocks, Tier I intervention for all students, Tiers II and III interventions for certain students in small group settings, struggling students will be brought before the problem-solving team

Benchmarks: Item analysis of weekly reading tests, DIBELS progress monitoring (K-2), progress monitoring of a passage eavery 2 weeks for strategic and intensive students, and every 4 weeks for benchmarked students.

Interventions: Professional development for teachers, intervention strategies will be reviewed to determine what is working and ehat is not working, visit other schools to see what they are doing to increase student achievement in reading, struggling students will be assigned to our reading interventionist, reading coach will mentor the teachers with struggling students

Resources: Professional development $1000, materials/supplies $2000 Harcourt materials $2000

2. Increase Math Scores

Description: By the end of the 2011-2012 school year, we will increase the number of students scoring proficient in math for grades 3-4 on Spring ARMT to: 3rd Grade (from 84% to 90%), 4th Grade (from 72% to 80%)

Data Results on which goal is based: ARMT

Target Grade Level(s): K-4 Target Content Area(s): Math ARMT: Math

Additional Academic Indicators: attendance, special needs population, socioeconomic status

Target Student Subgroup(s): special education

Courses of Study: 3rd-computation with decimals, computation in context, geometric patterns, addition and subtraction problems 4th-addition, subraction, multiplication, division, graphs

Strategies: 2.1 Math Intervention

Description:



A walk-to math time in 4th grade will be used so that students can receive math intervention that is specifically skill-focused using Voyager Math. All students will receive at least 30 minutes of math intervention daily.

Action Steps: 2.1.1 Progress Assessments

Description: Assessments that are objective-specific are given weekly to students. Remediation is based on non-mastery of the objective-specific skills. Assessments are based on course of study objectives.

Benchmarks: Weekly progress-based assessments

2.1.2 Timed Tests

Description: Daily timed tests to include addition, subtraction, multiplication, and division (depending on students' grade level) are given. Student progress is tracked the entire school year. A beginning of the year and end of the year benchmark is recorded.

Benchmarks: Daily timed tests with benchmark status being 80% or above, strategic status being 70-79%, and intensive being 69% and below.

Interventions: Custom courses for SuccessMaker Enterprise math AMSTI staff will be on site the entire month of October

Resources: Materials to supplement AMSTI activities-$3,000 Interactive software compatible with Dual Boards-$3,000

2.2 Active Engagement

Description: Classroom Response Systems will be used as a formative assessment to increase active engagement and allow for timely feedback. Individual student response boards will be used.

Action Steps: 2.2.1 Gridded Response/Open-Ended

Description: Students will see sample items that relate to gridded response or open-ended response each week on progress assessments.

Benchmarks: Items are scored using the same method that is used for scoring of ARMT items.

Interventions: Professional development on a variety of active engagement strategies Teachers will present effective active engagement strategies during grade level meetings.



Resources: Professional development-$2,000 Substitutes-$2,000 Meals and travel-$3,000

2.3 Align Curriculum/Adjust Pacing

Description: Teachers will collaborate to develop and use a common mathematic vocabulary and use common assessments across the grade level. Collaboration with AMSTI for automaticity of addition, subtraction, multiplication, and division.

Action Steps: 2.3.1 SuccessMaker Enterprise

Description: Students will use SuccessMaker Enterprise daily for math instruction and remediation. Custom courses will be assigned to students based on areas of difficulty.

Benchmarks: Cumulative gains report will be viewed weekly. These are generated in SuccessMaker Enterprise.

2.3.2 Test Wiz

Description: This program will be used to do an item analysis of weekly math skills. Specific math skills to be targeted will be determined by this.

Benchmarks: Timed math facts tests will be given daily, STAR math, SME math, weekly assessments

2.3.3 SuccessMaker (SME)

Description: Students will do a minimum of 30 minutes per week in SME math, teachers will review last session reports generated in SME to determine student's progress, teachers will conference with students who are not making adequate progress, teachers will review prescriptive scheduling reports generated in SME to determine who has reached their goal, how many sessions is needed to reach goal, etc., goal for SME is 80 students reaching target level by ARMT+ testing time

Benchmarks: SME reports, weekly math assessments, timed math facts test

Interventions: Special education teacher will provide extra remediation in small groups 4 days a week. AMSTI staff will provide training for struggling teachers.

Resources: STAR Math-$2,000 Math conference-$2,000

3. Deleted Goal (not included)



Description: N/A

Data Results on which goal is based: N/A

Target Grade Level(s): N/A Target Content Area(s): Other - Deleted ARMT: Reading

Additional Academic Indicators: N/A

Target Student Subgroup(s): N/A

Courses of Study: N/A

Strategies: 3.1 Deleted

Description: Deleted

Action Steps: 3.1.1 N/A

Description: N/A

Benchmarks: N/A

Interventions: Deleted

Resources: Deleted

4. Special Education

Description: By the end of the 2011-2012 school year, we will improve our proficiency index in the subgroup of special education from -19.50 to -9.50 in the area of reading. By the end of the 2011-2012 school year, we will improve our proficiency index in the subgroup of special education from -27.50 to -17.50 in the area of math.



Data Results on which goal is based: ARMT

Target Grade Level(s): K-4 Target Content Area(s): Other - Reading and Math ARMT: Reading

Additional Academic Indicators: Attendance

Target Student Subgroup(s): Special Education

Courses of Study: 3rd-computation with decimals, computation in context, geometric patterns, addition and subtraction problems 4th-addition, subraction, multiplication, division, graphs

Strategies: 4.1 SuccessMaker (SME) Custom Courses

Description: Teachers will view reports in SME to determine the missing skills. Custom courses will be set up for students who are not on grade level. Worksheets will be created that will address the lowest skills, and these worksheets will be used in intervention.

Action Steps: 4.1.1 SuccessMaker

Description: SuccessMaker, SME custom courses, SME worksheets Teachers will conference with students about their goals

Benchmarks: SME prescriptive reports and cumulative gains reports will be pulled weekly on the students

4.1.2 Collaboration

Description: Collaboration will be increased and documented between the genral education teachers and special education teachers. We have set a goal of 100,000 words for Accelerated Reader (AR). Our SME benchmark goal will be 80 students in both 3rd and 4th grades to meet target level before the ARMT testing window opens.

Benchmarks: AR reports, SME reports, STAR math reports

4.1.3 Benchmark testing

Description: The big objectives will be benchmark tested each nine weeks in 3rd and 4th grades. Test Wiz will be used to do an immediate item analysis of the



assessment. Instruction will be adjusted accordingly.

Benchmarks: Benchmark tests, weekly tests

4.1.4 Professional development

Description: Mrs. Joplin, our special education teacher, will attend ARI Literacy and Justice for All training. She will use Text Help for 4th grade students who are below the benchmark level.

Benchmarks: Student progress on weekly assessments and benchmark assessments, SME reports, STAR Math, AR reports

Interventions: Additional training will be given to teachers on SME - viewing reports and letting the information gathered drive the instruction.

Resources: Professional development $3000 Computers $10,000

Part III - GOAL TO ADDRESS ANNUAL MEASURABLE ACHIEVEMENT OBJECTIVES (AMAOs) AND ENGLISH PROFICIENCY NEEDS

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

1. Adequate Progress in Lang. Acquisition

Description: All ELL students for the year 2011-2012 will increase .5 proficiency level in the domain of reading and writing

Data Results on which goal is based: Spring 2011 WIDA/Access for ELL

Target Grade Level(s): 1st Grade Target ELP Language Domain(s): Reading,Writing WIDA Standards: Standard 2 The Language of Language Arts Strategies:

1.1 Enhance comprehension of content material

Description: ELLis Essentials is a language proficiency computer program that will help to enhance the language of ELL students. It will help improve language the domains of reading, speaking, listening , and writing, with interactive exercises.



Action Steps: 1.1.1 Provide program that gives visual/audio feedback

Description: The use of the ELL components of the Harcourt Reading Series, and Kids Essentials will target vocabulary building and exercises using thematic material which enhances comprehension by providing varied practice opportunities.

Benchmarks: Built in lesson checks at each level, and teacher observations, every three weeks.

Interventions: Classroom and ELL teachers will collaborate and provide extra instruction targeting reading practice opportunities. Students will receive one-on-one instruction by the ELL teacher with portions in their target language.

Resources: Computers, supplies/accessories $3,000

1.2 Building Vocabulary using multi-sensory modes

Description: Teachers provide instruction and opportunities for students to build vocabulary and enhance writing skills using a variety of multi-sensory modes, (i.e.visual, auditory) incorporating the use of an EL proficiency program, ELLis Essentials, which assists comprehension by clarifying in 16 native languages, as well as manipulatives such as thematic flip cards and writing prompts.

Action Steps: 1.2.1 Provide computers to ELs for ind. instruction

Description: Through the use of the computer and the practice of interacting with correct English, the students' academic language will be improved as they interact with the language program and receive immediate feedback, both visually and audibly.

Benchmarks: The progress will be measured by check-up tests at the various levels,that are built into the program, and generate diagnostic reports to show language proficiency increases.

Interventions: The school will provide short sessions for collaboration between ELL teachers and regular ed. teachers for brainstorming and sharing others ELL strategies from best-practices.

Resources: Computer supplies for laptops and portability.

Part IV - STRATEGIES TO ADDRESS SCHOOL SAFETY, CLASSROOM MANAGEMENT/DISCIPLINE, RtI FRAMEWORK AND BUILDING SUPPORTIVE LEARNING ENVIRONMENTS



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.

1. Communication between parent and teacher

Description: To increase two-way communication between parent, teacher, student, and school

Strategies: 1.1 Parent communication

Description: SchoolCast will be used to get information to parents about upcoming events, important reminders concerning their children. Teachers will update websites weekly with assignment reminders, objectives, etc. Parents will have access to INOW parent portal where they can view grades, attendance, and discipline. Monthly newsletters will be sent out by Mr. Baeza. Teachers will send weekly newsletters. Planners will be purchased for all students.

Action Steps: 1.1.1 Parent Parties

Description: We will use a kit from Second Mile Development called Parent Parties. Parent Parties create a fun and relaxed environment to present parent education and to promote parent involvement by using numerous games and activities. These resources are created by and made available through Second Mile Parent Initiative, a non-profit organization working to increase parent involvement and education in schools and communities.

Benchmarks: Attendance at parent meetings

1.1.2 Parent/teacher communication

Description: Teachers will update their websites weekly with assignments, objectives, etc. Teachers will send home weekly newsletters. Student planners will be used for teacher/parent communication.

Benchmarks: Websites will be checked periodically by administration, student planners will be reviewed for parent/teacher notes

Interventions: Administration will check for website updates and make time to meet with those teachers not complying with the updates. Office staff will ensure the updating of information in the SchoolCast system.

Resources: Student planners $3,000

2. Bullying



Description: Increase in bullying incidents from 2010 to 2011

Strategies: 2.1 Counselor presentation

Description: Counselor will do a presentation to entire school on the effects of bullying and the characteristics of a bully.

Action Steps: 2.1.1 Counseling classes

Description: Counselor will pull small groups to talk to students about the effects of bullying, how to determine if you are being bullied, and how you should report it.

Benchmarks: Decrease in incident referrals

2.1.2 Parental contact

Description: Parents will be contacted to come in for a conference when the first bullying incident occurs.

Benchmarks: Decrease in bullying incidents

Interventions: We will enlist the School Resource Officer to do some presentations.

Resources: Bullying prevention materials $1,000 Materials for parents $2,000

3. Decline in Test Scores

Description: Monitoring effective instruction on a daily basis

Strategies: 3.1 Effective Instruction

Description: Daily walkthroughs will be completed by the administration. A program called the Adminstrative Observer will be used. This will allow administrators to give immediate feedback to the teachers on the instruction they observed.

Action Steps:



3.1.1 Walkthroughs

Description: Three 2 to 5 minute walkthroughs will be completed by each adminstrator daily. Immediate feedback will be given to the teacher. This feedback will include grows and glows, suggestions for improvement, etc.

Benchmarks: PLP's, Educate Alabama indicators

Interventions: Professional development for teacher weaknesses

Resources: Substitutes $1,500 Registration fees $800 Travel, lodging, meals $3,000

Part V - Additional Components To Be Addressed to Satisfy Federal Requirements

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)

Budget:

Describe the coordination of all federal, state, and local programs, including career and technical education. (Note: NCLB Section 1116 requires that each year Title I schools identified for improvement must reserve the equivalent of 10% of the school-level allocation made available to the school under Section 1113 specifically for professional development opportunities for teachers. Budgets should reflect this set-aside.) See the sample budget on a later page.

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.

Saks Elementary has established a formal teacher mentoring program. The overarching goal for our program is to improve teaching practice. The program is designed to provide ongoing support for new or struggling teachers. Each new teacher is assigned a master teacher who is matched, to the extent practicable, by subject, grade, and proximity. The mentor and the new teacher are required to meet weekly. Meetings are documented on a contact log, which reflects the date, length of the meeting, and the focus. Additionally, we have built in time for classroom observations, both for the mentor to observe the new teacher and for the new teacher to observe the mentor.

• 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 2011-2012 school year the state is funding 36 units. These units will include teacher salaries, and benefits. Title I monies in the amount $1885.00 will be used for teacher subs for professional development. • Title I – Part A (Federal): This money is used to supplement regular funding programming. For the 2011-2012 school year, title I monies are being used to fund one Title I Facilitor/Assitant Principal position, part-time technology tutor, materials and supplies, substitutes, professional development costs (registration, travel, meals), math tutors, stipends, technology components and web-based programs and parental involvement. This budget totals $136,735 and is spent in addition to state/local monies.

Saks Elementary School realizes that students need support emotionally and academically during periods of transition from early childhood programs to elementary school and from the current school to the next school. The following are transition activities offered: • Kindergarten pre-registration is offered in the spring at which time parent’s pre-register students and reading coach and paraprofessionals administer a readiness assessment. • Students attending local daycare centers may visit Saks Elementary School for a school tour during the spring of the year preceding their advancement to kindergarten • Postcards are sent to parents with orientation dates, times, and child’s teacher for the upcoming school year • Orientation for all grades will be held prior to the beginning of the new school year at which times parents and students may meet teachers and visit classrooms



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.

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.

Special Populations:

Describe procedures used for each group of Migrant, English Learners, Economically Disadvantaged, Special Education, Neglected and/or Delinquent, and Homeless students.

Special Populations (as listed in the Carl D. Perkins Career and Technical Education Act 2006, Section 3):

• Fourth grade students will visit Saks Middle School during the spring. They tour the school visiting 5th grade classes, meeting the teachers, and visiting the classrooms.

Applications are requested district-wide when openings are available in order to choose only those teachers who are highly qualified to teach. Principals have access to Teach Alabama for seeking interested and highly-qualified applicants. The decision of hiring highly qualified staff is made by the local school. Principals are required to have the knowledge of each teacher’s highly qualified status and the area the teacher is highly qualified to teach. New teachers are assigned mentors within the school for the first year and are monitored for this year. All teachers are required to participate in professional development activities organized by the administration of the local school and encouraged to seek additional professional development activities. Funding for high-quality, on-going activities is provided by local, state and federal funds.

Saks Elementary teachers are involved in the decisions regarding the use of state academic assessments. Teachers will administer assessments to determine if students have mastered objectives taught. These assessments are used to determine if further instruction can continue of if remedial activities need to be implemented. Teacher input is considered at different levels of assessment results. The following ways that teachers make decisions that guide instruction: • The faculty collaboratively studies the disaggregated data and results of the state assessments. • Problem-Solving Team (PST) members evaluate data collected on referred students to determine if there are any indicators that require more in depth testing or referral for special services after research-based strategies have been given by the team to the regular education teacher and implemented for 8 weeks. • Grade level and subject area data meetings are held to adjust instructional procedures and strategies based on the progress monitoring data. • Faculty is completing a Data Wise study led by Baeza, Findley, and Grier. • PST meets weekly to evaluate targeted student’s data which includes: SME report, STAR reading and math, gradebook, math facts test • Teacher created common math assessments for grades 1-4 will be used. Teacher representation and teacher input is included on school budget committees, policy committees, textbook selection committees, and school calendar committees. This voice allows teachers to be involved in all areas of overall instruction and testing.

All students at Saks 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, Special Education services, and Harcourt Reading intervention, and counseling services. Also, Saks Elementary uses various community resources to provide students with necessary school supplies, food, clothing and shelter. All homeless, migratory, and limited-English proficient students must have equal access to the same free appropriate public education, including public preschool education provided to other children and youth. All homeless, migratory, and limited-English proficient students are provided with the opportunity to meet the same challenging state content and state student performance standards to which all students are held without being stigmatized or isolated. The counselor or secretary 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 at the student’s home. All eligible students are tested with the WIDA Access Placement Test to see if they are eligible to receive services through the ELL program. Parents or guardians have the right to waive the Title III Supplemental ELL Services. If the parents or guardians agree for the student to receive services, an ELL committee convenes to determine the appropriate services for the student to receive. A variety of services to all ELL students is provided such as content area tutoring, pull-out ELL, pull-out for individual support, and content-based ELL. An itinerant ELL teacher provides services to all ELL students at Saks Elementary School. The ELL committee reviews each student’s progress annually. The ELL teachers also serve as interpreters to communicate with the parents of ELL students if the need arises. Parents are provided the opportunity to receive all updates and important school documents in English and Spanish. Saks Elementary has access to Transact for the conversion of documents from English to Spanish. The office has a copy of all documents that are on this website and teachers can request copies. 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 2 years to ensure success.



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. Applies Only to Secondary Schools

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.

Part VI – School Parental Involvement Plan as required by Section 1118 of NCLB

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.

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Students who experience difficulty mastering the proficient or advanced achievement standards will be provided timely, effective, and additional instructional assistance. This will be accomplished by: • Teacher review of student permanent records, previous test results and any other pertinent information which would help the teacher to determine student strengths and weaknesses • Communication with previous teachers who have previous insights of student’s learning styles • Classroom teachers use of Harcourt materials for core reading instruction, both of which have intervention strategies embedded in the curriculum which are aligned with the Alabama Reading Initiative (ARI) intervention guidelines • Providing daily small group instruction and intervention for those experiencing difficulty • Utilization of reading coach, reading interventionist, collaborative teachers and regional reading coach • Progress monitoring students in a timely manner based upon DIBELS benchmark assessments for students in grades K-2 • Targeted students are progress monitored one grade level above their true reading ability • Conduction of monthly data meetings to discuss strategies and procedures that would encourage student success and to review student progress and make changes in instruction as needed • Analyzation of mastery of course of study objectives by grade levels during one hour meetings to be held after school (All data resources are included in analysis, i.e. SuccessMaker, Accelerated Reader, End of month assessments, ARMT preparatory reading tests, progress monitoring results, teacher’s gradebook) • Encouraging parental involvement in student education through school conferences, telephone conversations, and make and take workshops offered by our Parental Involvement Specialist, Becky Cox • Extended Day program assists students with homework needs. • Counselor developed watch list which includes 25 at-risk students who she will monitor daily. • ZAP program • Library opened 1 day per week in the summer

1) All parents received a letter over the summer inviting them to attend an orientation meeting prior to the beginning of school. A meeting was held during the first week of August 2011. The school principal talked to parents about school programs, policies, and procedures. In grade level sessions, the parent communication folder system was introduced and explained. 2) Meetings focusing on the Title I School-wide Program will be held for parents by September 1st, by Becky Cox, Parent Involvement Specialist. Parents and community members will learn what Title I funds are used for at Saks Elementary and how a school-wide program works. The parent involvement specialist holds two meetings during the first two months of the school explaining Title I and how the children of the school qualify for Title I services. These meetings are held at different times to accommodate as may parents as possible. Programs presented by students at various grade levels encourage parent and family attendance. Memos of scheduled PTO meetings regarding school and/or classroom policies, procedures, activities, and plans are sent home with all students to encourage parent participation. Parents are encouraged to schedule conferences with their child’s teacher(s) as needed. The conferences are held at a date and time convenient to meeting the needs of the parents at our school. The Parent Involvement Specialist offers a number of parent workshops on varying topics of interest. Parent surveys are used to obtain topics of interest. Workshops are held at varying times to accommodate as many parents as possible. Schoolcast is utilized to get important messages and meeting reminders out to parents. INOW has a parent portal that can be accessed by parents so they can see their child's grades, attendance, and discipline. 3) Parent representatives work with a committee of school faculty and staff to develop Saks Elementary School’s Title I Compact each year. Two parent representatives are members of our school wide planning team. Parents are invited to meet with Calhoun County’s parent involvement specialist each year. 4) Currently, our funds are being used to purchase student planners that have a customized handbook for parents in the front of the planner. Funds are also being used to purchase



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.

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.

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).

Describe procedures to allow parents to submit comments of dissatisfaction with the Continuous Improvement Plan.

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

informational items on bullying, homework, etc. that are being used by our counselor when she pulls classes. Parent-School Connection newsletters are sent home monthly.

Parent meetings are held at different dates and times throughout the school year to accommodate working and non-working parents. Parents are involved on the School-wide Planning Team that develops the CIP. A parent workshop is held by Becky Cox, our parent involvement specialist, to explain the Student/Parent/Teacher compact and get input from them. Parents are involved in revising the compact each school year. Parents, students, and teachers are asked to sign the revised compact at the start of each school year. This compact is signed at each parent conference and notes are included about the outcome of the conference.

At the start of the 2011-2012 school year, Becky Cox, the Parent Involvement Specialist for Calhoun County, will meet with the Saks Elementary faculty at a staff meeting, as well as parent volunteers, to discuss strategies in Parent Involvement. Saks Elementary communicates regularly with parents in the following ways: * newsletters from school via email (unless notified otherwise) * PTO meetings * Midterm grade reports *Parent Conferences * Standardized test score home reports * AR/STAR reports * School website www.calhoun.k12.al.us/se *Individual Teacher websites *INOW parent portal *SchoolCast *Make-and-Take Title I workshops * Student planners Written notices and memos can be translated into the parent’s primary language with ELL and Central Office staff performing the translations. All teachers who have ELL students in their classrooms will be trained on Trans Act. Trans Act provides teachers with forms for parents in the language the parent understands. Saks Elementary School works with the ELL staff in providing information to parents in the language they understand.

Parents are part of the team that make up the committee that meets at the beginning of each school year to review/revise the compact. This compact is signed by parent/student/teacher at the beginning of each school year. Teachers use this compact at parent conferences to document the meetings and outcome of the conference. Becky Cox, our parent involvement specialist, holds a meeting at the beginning of the school year to explain to the parents the importance of this compact and gets feedback from them.

Parents of Title 1 participating students (all Saks Elementary students) may make and submit any comments of dissatisfaction with the School Parent Involvement Policy and plan to the LEA by using one of the stamped addressed envelopes in the school office or by calling the federal programs office at the Calhoun County Board of Education: (256) 741-7434. Any disagreement that cannot be resolved will be noted on the policy and plan.



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)

(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)

(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)

(4) Shall to the extent feasible and appropriate, coordinate and integrate parent involvement programs and activities with other federal programs, and

- publications such as the State Department School Report Card, - newsletters, - weekly and/or monthly calendars, - Open House/orientation held before school starts, - parent meetings at school – PTO and informational meetings, - conferences with teachers, counselor, administration. - Bingo for Books - Hispanic Heritage Fiesta for families of ELL students - school website www.calhoun.k12.al.us/se - school-wide student art show -World Festival Day -PTO Dances -Grandparents Day -Earth Day -Book Fair -Silver and Gold T-shirt assembly for perfect attendance & Honor Roll Saks Elementary School provides assistance to parents of children in how to monitor progress through daily and/or weekly communication folders, calendars, memos, and newsletters. Periodic progress reports and/or report cards and achievement test results with easy to read explanations of results can be discussed during conferences which may be scheduled at a mutually agreeable time. Saks Elementary School helps parents work with their children by: - centrally located parent resource library which lends books, magazines, tapes, games; - meetings to foster parental involvement in their child’s education; - PTO will offer parent incentives for those with children obtaining perfect attendance

Students, parents, and teachers from all grade levels participated in a literacy activity to promote reading for enjoyment. Through PTO, conferences with teachers, and other communication methods, parents may suggest their own ideas for parent involvement activities at Saks Elementary. Meetings with school personnel can be arranged upon request to address the concerns and ideas that parents may have for improving parental involvement. To maximize parental involvement and participation: - visits may be arranged upon request; the staff of the Federal Programs Office has resources available to assist with this. - conferences with teachers, counselor, and the administration may be scheduled before, during or after school hours. - activities which invite and encourage parent participation are scheduled at various times of the day and various days of the week. The Calhoun County School System has a Parent Advisory Council that meets each spring. Each school in the district provides two parents for participation on this council. From this Parent Advisory Council, four parents are appointed to serve on the Federal Programs Advisory Council Local libraries lend books and sponsor programs to promote and support independent reading, life-long literacy for people of all ages and interests. - Saks Elementary participates in NEA’s Read Across America program and other business-sponsored reading programs such as Six Flags 600 Minutes of Reading - During Read Across America, readers from the community included Board of Education members and personnel, State House representative, college students, student teachers, and retired teachers. Daily activities were planned by a committee, and all students participated in the program.

Administrators model parent communication through monthly newsletters from the principal notifying the families of upcoming events and important dates. Following this example, teachers send weekly newsletters to parents to keep them abreast of all important activities going on at school. Teachers update websites regularly to include vital classroom information for parents as well as websites to help parents with instructional strategies. Over the summer, all new teachers received training in how to maintain and update their classroom websites. Teachers have been trained by ELL staff to communicate with parents of ELL students and involve them in school activities. Saks Elementary holds an annual Hispanic Heritage Fiesta to allow the ELL community to collaborate with the non-ELL community.



conduct other activities, such as parent resource centers, that encourage and support parents in more fully participating in the education of their children. (Describe)

(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)

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

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.

Part VII- PROFESSIONAL LEARNING NEEDS RELATED TO ACADEMIC CHALLENGES

Does the plan provide opportunities for professional development activities that are high-quality, effective, and research-based?

● Yes ● No

Does the plan include opportunities for teachers, principals, paraprofessionals, other staff, and parents?

● Yes ● No

Does the plan include required district-wide training for English language acquisition? (If LEA receives Title III funds)

● Yes

Our Parent Involvement Coordinator meets at the beginning of each school year to offer opportunities for parents to become active in the school community. Each quarter, Calhoun County’s Parent Involvement Specialist offers make-and-take workshops for parents to create resources to use at home with their students. We also have a local Parent Volunteer coordinator who is part of our Parent Teacher Organization. She currently works with approximately 30 parent volunteers who are actively involved on a daily basis at our school.

Resources and personnel are available from the Calhoun County Board of Education Federal Programs Office to assist with translation services. The staff at Saks Elementary School will contact the Federal Programs for guidance and assistance with translation needs. ELL personnel at Saks Elementary School are available as needed. The use of TransAct has been extremely helpful in translating forms for parents. Accommodations for parents with disabilities will be made. Reserved handicapped parking is close to the front entrance of the school. Wheelchair accessible elevator and water fountains are installed and working. The location of parent conferences can be set to accommodate the needs of disabled individuals. Programs presented by students at various grade levels encourage parent and family attendance. Memos of scheduled PTO meetings regarding school and/or classroom policies, procedures, activities, and plans are sent home with all students to encourage parent participation. Parents are encouraged to schedule conferences with their child’s teacher(s) as needed. The conferences are held at a date and time convenient to meeting the needs of the parents at our school. The Parent Involvement Specialist offers a number of parent workshops on varying topics of interest. Parent surveys are used to obtain topics of interest. Workshops are held at varying times to accommodate as many parents as possible.

Saks Elementary School has a suggestion box located at the front of the school so the parents can anonymously place requests in the box. Parent surveys are sent out at the end of each school year by the principal and assistant principal. The school has an open door policy and eagerly accepts parental requests.

Resources and personnel are available from the Calhoun County Board of Education Federal Programs Office to assist with translation services. The staff at Saks Elementary School will contact the Federal Programs for guidance and assistance with translation needs. ELL personnel at Saks Elementary School are available as needed. Accommodations for parents with disabilities will be made. Reserved handicapped parking is close to the front entrance of the school. Wheelchair accessible elevator and water fountains are installed and working. The location of parent conferences can be set to accommodate the needs of disabled individuals Every effort is made to accommodate parents with disabilities. Saks Elementary is a handicapped-accessible building.

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● 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).

Learning Activities: Learning Disabilities

What weakness or need identified in academic (including ell amaos) or school culture goals will the professional learning address? The special ed subgroup in reading went from -15 to -19 when looking at the proficiency index.

What types of professional learning will be offered? Workshops with Chris Dendy

When will the session be delivered? September and January

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?)

Teachers will learn ways to help their special needs students be successful in the classroom. They will learn specific ways to close fill in their gaps, how ta assess them, and intervention techniques.

How will participants be held accountable for successful implementation and in what ways will evidence be collected to show effective assimilation/integration of strategies?

Lesson plans, proficiency index on ARMT in 2012, assessments

What are the funding sources, estimated expenses, and proposed names of consultants or entities? Example: Title II, $....00 Materials/supplies $5,000 Substitutes $1,200 Presenter fee $3600

AMSTI

What weakness or need identified in academic (including ell amaos) or school culture goals will the professional learning address? The special ed subgroup's proficiency index went from -17.09 to -27.50 in the area of math.

What types of professional learning will be offered? AMSTI staff will spend a month with the teachers helping them with whatever requests they have

When will the session be delivered? October (all month)


Teachers will learn how to teach the concept and understanding behind addition, subtraction, multiplications and division facts.


Beginning of the year benchmark score on timed math test will be compared to the end of the year benchmark test.

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What are the funding sources, estimated expenses, and proposed names of consultants or entities? Example: Title II, $....00 Math manipulatives $2,500 Math software $1,000

Classroom Response System (click

What weakness or need identified in academic (including ell amaos) or school culture goals will the professional learning address? Formative assessments need to become a part of the teacher's daily routine so she can get a quick overview of how well her student's have mastered the task at hand. The use of clickers will help the teacher's in meeting this goal.

What types of professional learning will be offered? Janel Travis - Technology Department will do 2 trainings with 1st-4th grades Eric Lee - Jacksonville State University will do trainings with 1st - 4th grades

When will the session be delivered? September, October, February, and March


Teachers will use formative assessments daily so they can provide immediate feedback to their students. Teachers in turn will receive timely information on how well their students are doing. They can plan intervention activities from this quick assessment and let the data drive their instruction.


Administration will do walk thrus to look at Tier II intervention times to make sure it is being effective. In the walk thrus, administration will look for evidence of the formative assessments being given and data used to drive the teacher's instruction.

What are the funding sources, estimated expenses, and proposed names of consultants or entities? Example: Title II, $....00 Droid tablet $500, Case for Droid $50, Educational Observer software - provided by Central Office

Part VIII - Coordination of Resources/Comprehensive Budget

I. State Foundation Funds

FTEs Earned Units Placed Total Salaries

FTE Teacher Units 32.79 37 1,602,281.00

Administrator Units 1 1 96,000.00

Assistant Principal 0 1 84,000.00

Counselor 1 1 53,136.00

Librarian 1.5 1 51,708.00

Career and Technical Education Administrator 0 0 0.00

Career and Technical Education Counselor 0 0 0.00

Technology 0.00



II. Federal Funds

Title I: Improving the Academic Achievement of the Disadvantaged Provide a brief explanation and a breakdown of expenses.

Title I: ARRA Funds Provide a brief explanation and a breakdown of expenses.

Title II: Professional Development Activities Provide a brief explanation and a breakdown of expenses.

Title III: For English Language Learners Provide a brief explanation and a breakdown of expenses.

Title IV: For Safe and Drug-free Schools Provide a brief explanation and a breakdown of expenses.

Title VI: For Rural and Low-income Schools Provide a brief explanation and a breakdown of expenses.

Professional Development 0.00

State ELL Funds 0.00

Instructional Supplies 0.00

Library Enhancement 0.00

Total of All Salaries: $1,887,125.00

Parental involvement $2741, Technology tutor $8559, title I facilitator $79504, Software maintenance $100, Site licenses %5875, Classroom supplies $24762, Ohter instructional supplies $5247, Computer hardware $200, Substitutes $1885, Stipends $2077, Staff ed services $3500, In-state travel $800, Out-of-state travel $100, Staff development supplies $100, Registration fees $100, Extended day, other purchased services $1085

Total : 136,735.00

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Total : 0.00

CLAS dues - $700, professional development workshops $250, travel and lodging - $2,800

Total : 3,600.00

n/a

Total : 0.00

n/a

Total : 0.00

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Career and Technical Education-Perkins IV: Basic Grant (Title I) Provide a brief explanation and a breakdown of expenses.

Career and Technical Education-Perkins IV: Tech Prep (Title II) Provide a brief explanation and a breakdown of expenses.

Other: 21st Century, Learn and Serve, Even Start, School Improvement Grant Provide a brief explanation and a breakdown of expenses.

III. Local Funds (if applicable)

Local Funds Provide a brief explanation and a breakdown of expenses.

Total : 0.00

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Total : 0.00

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Total : 0.00

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Total : 0.00

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Total : 0.00



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