ACIP R. A. Mitchell Elementary School

ACIP

R. A. Mitchell Elementary School

Gadsden City Board of Education

1501 Noccalula Rd

Gadsden, AL 35904-3305

Document Generated On October 29, 2014

TABLE OF CONTENTS

Executive Summary

Introduction 2 Description of the School 3 School's Purpose 4 Notable Achievements and Areas of Improvement 5 Additional Information 6

Improvement Plan Stakeholder Involvement

Introduction 8 Improvement Planning Process 9

Student Performance Diagnostic

Introduction 12 Student Performance Data 13 Evaluative Criteria and Rubrics 14 Areas of Notable Achievement 15 Areas in Need of Improvement 16 Report Summary 17

ACIP Assurances

Introduction 19 ACIP Assurances 20

R.A. Mitchell 2014-2015

Overview 23 Goals Summary 24

Goal 1: Engage and Empower the Learner Through Technology 25

Goal 2: Prepare and Support Teachers and Leaders to Graduate College- and Career-Ready Students. 25

Goal 3: All educators and students will have tools to access a comprehensive viable infrastructure when and where they

need it 26

Goal 4: Students at R.A. Mitchell Elementary will improve proficiency in math problem solving. 26

Goal 5: Students will increase in reading comprehension proficiency by 3%. 27

Activity Summary by Funding Source 28

Coordination of Resources-Comprehensive Budget

Introduction 31 I. State Foundation Funds: FTEs Earned 32 I. State Foundation Funds: Units Placed 33 I. State Foundation Funds:Total Salaries 34 II. Federal Funds 36 III. Local Funds (if applicable) 39

Executive Summary

ACIPR. A. Mitchell Elementary School

SY 2014-2015 Page 1© 2014 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Introduction Every school has its own story to tell. The context in which teaching and learning takes place influences the processes and procedures by

which the school makes decisions around curriculum, instruction, and assessment. The context also impacts the way a school stays faithful

to its vision. Many factors contribute to the overall narrative such as an identification of stakeholders, a description of stakeholder

engagement, the trends and issues affecting the school, and the kinds of programs and services that a school implements to support student

learning.

The purpose of the Executive Summary (ES) is to provide a school with an opportunity to describe in narrative form the strengths and

challenges it encounters. By doing so, the public and members of the school community will have a more complete picture of how the school

perceives itself and the process of self-reflection for continuous improvement. This summary is structured for the school to reflect on how it

provides teaching and learning on a day to day basis.



Description of the School

Describe the school's size, community/communities, location, and changes it has experienced in the last three years. Include

demographic information about the students, staff, and community at large. What unique features and challenges are associated

with the community/communities the school serves? R.A. Mitchell Elementary School serves 371 students in grades K-5. Our school's population is as follows: .005% Asian; 21%; .03 Multi-

racial; 74% white; .01% Hispanic

52% Male; 48% Female.

R.A. Mitchell Elementary School has experienced an enrollment drop of 8% over the past three to four years.

The school staff consists of 20 classroom teachers, 1 computer lab teacher, 1.5 Resource teachers, 1 counselor (parttime), 1

secretary/bookkeeper, 1 administrator, 2 custodians, 3 CNP staff, 1 nurse and 1 media Specialist. The staff members consist of 2 males with

the remainder of the staff females. There are two African American staff members and the remaining staff is white in ethnicity.

The school serves the community in and around the Lookout Mountain/Noccalula Falls/Bellevue Highlands area of the Gadsden City School

District. The families in these areas are predominately middle class households in typical residential neighborhoods. Most of the parents

work in service/commercial industries and businesses with a small mixture of professional occupations such as educators, lawyers, etc.



School's Purpose

Provide the school's purpose statement and ancillary content such as mission, vision, values, and/or beliefs. Describe how the

school embodies its purpose through its program offerings and expectations for students. Vision Statement: Through consistency in instruction, communication, and expectations (ICE), R.A. Mitchell Elementary School strives for all

students to be respectful, responsible, and resourceful learners.

Mission Statement: It is the mission of R.A. Mitchell School to provide a safe environment conducive to learning where communication

between home and school is ongoing. Each student will be guided to reach his/her full potential by being well prepared academically and

socially through the development of the following abilities: respect for authority, motivation to learn, independent thinking, civic awareness,

and responsibility for self and others.

"Free the child's potential, and you will transform him into the world." Maria Montessori



Notable Achievements and Areas of Improvement

Describe the school's notable achievements and areas of improvement in the last three years. Additionally, describe areas for

improvement that the school is striving to achieve in the next three years. Mitchell School is considered to be one of the top schools not in the Gadsden City System, but in the surrounding county as well. The

challenges faced by the staff and students consist of normal problems associated with an aging infrastructure (Main building dates to 1950),

lack of funding for needed resources/staff, and issues with truancy/tardiness with some students.

This school enjoys enormously positive parental support and a veteran staff that has been in place at Mitchell for many years. Turn-over in

the teaching staff is rare which contributes to the strong sense of pride and organization that exists in the instructional day at Mitchell.



Additional Information

Provide any additional information you would like to share with the public and community that were not prompted in the previous

sections. N/A



Improvement Plan Stakeholder Involvement



Introduction The responses should be brief, descriptive, and appropriate for the specific section. It is recommended that the responses are written offline

and then transferred into the sections below.



Improvement Planning Process

Improvement Planning Process

Describe the process used to engage a variety of stakeholders in the development of the institution's improvement plan. Include

information on how stakeholders were selected and informed of their roles, and how meetings were scheduled to accommodate

them. For input, all stakeholders, including parents, teachers, and students, were asked to complete the Speak Up Technology Survey. Selected

stakeholders consisted of members of the school's previous Technology Committee, students who are part of the after-school Technology

Club, involved parents, and others who have a high interest in our school's technology involvement.

Selected stakeholders were asked to serve through e-mail or face to face contact. Meetings were conducted during the school day in order

that students could attend. They were planned to occur during teacher planning time or when classes could be covered in order for teachers

to attend. Stakeholder members from outside the school were asked for input about the best available time for them to attend.

Students, parents and outside stakeholders serve in a basic advisory capacity. School Technology Committee members will serve as the

Core Writing Team.

Describe the representations from stakeholder groups that participated in the development of the improvement plan and their

responsibilities in this process. Core Team members, serving as experts in their areas and as a part of the Core Writing Team:

Russell T. Waits - principal

Lynn Rogers - Instructional Coach - ARI/curriculum

Amanda Rogers - Technology instructor - school level

Susan Wills - Media Specialist

Jennifer Bishop - K-2 representative teacher

Jennifer Wright - 3-5 representative teacher

Wendy Goodwin - Technology Specialist - District Level

Stakeholders serving in an advisory capacity:

David Cochran - University of Alabama technology - Community Representative

Stephanie Crowe - Parent

Tracy Higgins - Parent

India Terrell - student

Corian Santiago - student

Emma Gramling - student

Garrett Hall - student

Explain how the final improvement plan was communicated to all stakeholders, and the method and frequency in which

stakeholders receive information on its progress.



The final School Technology Plan will be shared with faculty members during a faculty meeting. The plan will be available for

parent/stakeholders to peruse in the school vestibule along with other pertinent documents. Students will be kept informed through activities

and announcements planned by the technology teacher and their classroom teachers. We will share activities and progress through the

school's digital sign board, by social media with the school's Facebook page and Twitter accounts, paper communications sent home with

students, and the school's indoor digital signs.

Our goal is to have at least two stakeholder meetings during the school year.



Student Performance Diagnostic



Introduction The Student Performance Diagnostic provides an institution with a process to report summative student assessments. This diagnostic is

significant to the accreditation and continuous improvement process as it serves as a resource for schools to view content area assessment

results required by the state, district, or other entities, determine the quality and reliability of the given assessments, and show the alignment

of the assessments to the school's curriculum. The performance level computed at the completion of the diagnostic is used by the external

review team as a comprehensive report to understand fully the institution's assessment program; the diagnostic should be used in the same

manner by the institution as it engages in improvement planning.



Student Performance Data

Label Assurance Response Comment Attachment1. Did you complete the Student Performance

Data document offline and upload below?Yes Student

PerformanceDocument 2014-2015.doc



Evaluative Criteria and Rubrics

Overall Rating: 3.5

Statement or Question Response Rating1. Assessment Quality The array of assessment devices used by the

institution to determine students' performancesis sufficiently aligned so that valid inferencescan be reached regarding students' status withrespect to the entire set of curricular aimsregarded as high-priority, “must accomplish,”instructional targets. The documentationprovided in support of this alignment ispersuasive. All of the assessments used areaccompanied by evidence demonstrating thatthey satisfy accepted technical requirementssuch as validity, reliability, absence of bias, andinstructional sensitivity.

Level 4

Statement or Question Response Rating2. Test Administration All the assessments used by the institution to

determine students' performances, whetherexternally acquired or internally developed,have been administered with complete fidelityto the administrative procedures appropriate foreach assessment. In every instance, thestudents to whom these assessments wereadministered are accurately representative ofthe students served by the institution.Appropriate accommodations have beenprovided for all assessments so that validinferences can be made about all students'status with respect to all of the institution'stargeted curricular outcomes.

Level 4

Statement or Question Response Rating3. Quality of Learning Evidence of student learning promoted by the

institution is acceptably analyzed and presentedwith reasonable clarity. In comparison toinstitutions functioning in a similar educationalcontext, students' status, improvement, and/orgrowth evidence indicates that the level ofstudent learning is at or above what wouldotherwise be expected.

Level 3

Statement or Question Response Rating4. Equity of Learning Evidence of student learning indicates

achievement gaps exist among subpopulationsof students, and these achievement gaps havenoticeably declined.

Level 3



Areas of Notable Achievement

Which area(s) are above the expected levels of performance? Using ACT Aspire our 3rd grade math scores for whole population showed 59% ready. Describe the area(s) that show a positive trend in performance. Third grade math scores on standardized tests have continued to show improvement each year. Which area(s) indicate the overall highest performance? Overall on the ACT Aspire our 4th grade whole population showed the highest achievement. Which subgroup(s) show a trend toward increasing performance? Our 4th grade students have continued to show increases over the past four years on standardized testing. Between which subgroups is the achievement gap closing? Within our subgroups, most are showing achievement gap closing. Which of the above reported findings are consistent with findings from other data sources? These results tend to be supported by our STAR, Reading and Math testing materials.



Areas in Need of Improvement

Which area(s) are below the expected levels of performance? R.A. Mitchell's overall ACT Aspire Reading showed that 55% of our overall student population in grades 3-5 scored close or in need of

support. Describe the area(s) that show a negative trend in performance. Our 5th grade ACT Aspire scores showed 49% of our students scored close or in need of support. Which area(s) indicate the overall lowest performance? As a whole our 5th grade 2013-2014 ACT Aspire scores showed the overall lowest performance, specifically in the area of Reading. Which subgroup(s) show a trend toward decreasing performance? From the data it seems that our Special Education subgroup shows a trend toward decreasing performance in the past 4 years. There has

been a slight decline in our Special Education population. Between which subgroups is the achievement gap becoming greater? Again our special education subgroup seems to show an increasing gap in overall achievement in our standardized scores. Which of the above reported findings are consistent with findings from other data sources? This data is clarified and supported through our school's testing processes. This trend continues across our STAR reports, reading and math

unit/chapter/story tests.



Report Summary

Scores By Section

Sections

1 2 3 4

Section Score

Evaluative Criteria and Rubrics 3.5



ACIP Assurances



Introduction By responding to the questions in ASSIST and attaching evidence when required, the institution has verified whether it meets or does not

meet each of the required ACIP Assurances.



ACIP Assurances

Label Assurance Response Comment Attachment1. The Instructional Leadership Team members

that should be present include the principal,guidance counselor, district schoolimprovement specialist (or other designee),appropriate content-area teachers, parentrepresentatives, and student representatives(as appropriate). Depending on the data,additional members may include specialpopulation representatives (TechnologyCoordinator, Special Education, ELL, etc.),district federal programs coordinator, districtchief school financial officer, communitystakeholders, or any other member asappropriate. Documentation will be maintainedon site.

Yes

Label Assurance Response Comment Attachment2. The institution complies with all federal laws

and regulations prohibiting discrimination andwith all requirements and regulations of theU.S. Department of Education. It is the policy ofthis institution that no person on the basis ofrace, color, religion, national origin or ancestry,age, gender, height, weight, marital status ordisability shall be subjected to discrimination inany program, service or activity for which theinstitution is responsible, or for which it receivesfinancial assistance from the U.S. Departmentof Education.

Yes

Label Assurance Response Comment Attachment3. The institution has designated an employee to

coordinate efforts to comply with and carry outnon-discrimination responsibilities. If yes, listthe name, position, address and telephonenumber of the employee in the comment field.

Yes

Label Assurance Response Comment Attachment4. The institution has a Parent Involvement policy

and plan as required in NCLB Section 1118,and ensures that all requirements in Section1118 and 1111(h)(6), Parents' Right-to-Know,are implemented systematically.

Yes



Label Assurance Response Comment Attachment5. The institution has a School-Parent Compact. If

a Title I school, the School-Parent Compactcontains the required components (NCLBSection 1118(d)(1-2)(A,B,C)) and was jointlydeveloped with parents of participatingstudents.

No R.A. Mitchell Elementary hasmany policies in place to insureparent involvment. Each childhas a purple homework folder.information for parents is place inthe folder. This is all gradelevels. We have a strong PTSOthat is extrememly involved in theday to day activities of R.A.Mitchell Elementary School.






Overview

Plan Name


Plan Description

2014-2015



Goals Summary

The following is a summary of the goals encompassed in this plan. The details for each goal are available in the next section.

# Goal Name Goal Details Goal Type Total Funding1 Engage and Empower the Learner Through

TechnologyObjectives:1Strategies:1Activities:2

Academic $210000

2 Prepare and Support Teachers and Leaders toGraduate College- and Career-Ready Students.

Objectives:1Strategies:1Activities:1

Academic $0

3 All educators and students will have tools to accessa comprehensive viable infrastructure when andwhere they need it


Academic $1000

4 Students at R.A. Mitchell Elementary will improveproficiency in math problem solving.


Academic $0

5 Students will increase in reading comprehensionproficiency by 3%.


Academic $0



Goal 1: Engage and Empower the Learner Through Technology

Strategy 1: Technology Tools - Technology Tools will increasingly be made available for student use.

Goal 2: Prepare and Support Teachers and Leaders to Graduate College- and Career-Ready

Students.

Measurable Objective 1:52% of All Students will demonstrate a behavior Use digital tools individually and collaboratively, in and out of the classroom to gather , organize, evaluate , andshare and present information in Career & Techical as measured by Assist Teacher Survey (currently 48%). in Career & Technical by 05/27/2016 as measured byAsisst Teacher Survey.

Activity - 1 to 1 Initiative Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

4th grade 1 to 1 Initiative. As funding allows we plan to expand to othergrade levels.

Technology 08/12/2013 05/27/2016 $210000 State Funds Principal,teachers,Mediaspecialist,districttechnologyresource staff,districttechnicians

Activity - BYOD Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Implement a BYOD program Technology 08/12/2013 05/27/2016 $0 No FundingRequired

ClassroomTeachers,Principal,MediaSpecialist

Measurable Objective 1:58% of All Students will demonstrate a proficiency Teachers use technology and digital resources to provide standards-based instruction and authentic learningactivities in all content areas of responsibility to facilitate real-life experiences that advance student learning, creativity, and innovation in Career & Technical by05/27/2016 as measured by an increase in project-based learning, online field trips, video conferences (Skype).



Strategy 1: Project-based Learning - Students will use technology tools to create project-based learning activities to solve real-life problems. These projects should advance

student learning, creativity, and innovation in all learning environments.

Goal 3: All educators and students will have tools to access a comprehensive viable

infrastructure when and where they need it

Strategy 1: increase student access points as needed - The school will increase viable wireless access points as needed and as funds allow.

Goal 4: Students at R.A. Mitchell Elementary will improve proficiency in math problem solving.

Activity - Technology-based learning Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Project-based learning, on-line field trips, video conferencing Technology 08/19/2013 05/27/2016 $0 No FundingRequired

Principal,teachers,MediaSpecialist,districttechnologysupport,districttechnologytroubleshooters

Measurable Objective 1:85% of All Students will collaborate to improve in the area of project-based learning in Career & Technical by 05/27/2016 as measured by an increase in access toviable band-width and connectivity.

Activity - Access need for additional wireless access points based onTrouble Trakker ticket requests

Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Assessment of effectiveness of band-width and connectivity Technology 08/19/2013 05/27/2016 $1000 General Fund Districttechnologystaff, Principal

Measurable Objective 1:



Strategy 1: Through our math instruction students will be shown multiple strategies to solve mathematical problems. - Students will work on problem solving using daily work,

small group instruction, manipulatives, real life problems, student created problems, computer programs, and Program based math instruction primarily Go Math (Soar

to Success, etc). Research Cited: We use ACTAspire, STAR math, Baseline testing, Unit and Mid Chapter Tests along with teacher observation.

Goal 5: Students will increase in reading comprehension proficiency by 3%.

Strategy 1: Multiple reading comprehension strategies such as: highlighted texts, summarizing text, etc. - Students will use technology along with a variety of text types to practice

and monitor their reading comprehension. Programs such as STRIDE Academy, Renissance Place (for basic comprehension), along with our Scott Foresman reading

program. Research Cited: ACTAspire, Scott Foresman Reading progam...

A 5% increase of Fifth grade students will demonstrate a proficiency in math problem solving. in Mathematics by 05/22/2015 as measured by Summative andformative assessments. Teachers will use Go Math Chapter Tests, STAR Math reports, and when available ACTAspire scores. .

Activity - Stride Academy Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Students will use the Stride Academy individualized program to reinforceand progress with math skills throughout the year.

Technology 08/18/2014 05/15/2015 $0 No FundingRequired

Primary staffmember -AmandaRogersComputerTeacher

Measurable Objective 1:A 3% increase of Fifth grade students will demonstrate a proficiency in reading comprehension in Reading by 05/15/2015 as measured by The students proficiencyon the reading portion of the ACTAspire..

Activity - Scott Foresman Reading Series along with Intervention strategies Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Students will be shown multiple ways to help us retain/comprehenddifferent styles of text. Students will be give multiple opportunities topractice these strategies. Also, Stride Academy will be used forreinforcement using technology.

DirectInstruction

08/11/2014 05/15/2015 $0 General Fund Classroomteachers,reading coach



Activity Summary by Funding Source

Below is a breakdown of your activities by funding source

No Funding Required

State Funds

Activity Name Activity Description Activity Type Begin Date End Date ResourceAssigned

StaffResponsible

Stride Academy Students will use the Stride Academy individualizedprogram to reinforce and progress with math skillsthroughout the year.

Technology 08/18/2014 05/15/2015 $0 Primary staffmember -AmandaRogersComputerTeacher

Technology-based learning Project-based learning, on-line field trips, videoconferencing

Technology 08/19/2013 05/27/2016 $0 Principal,teachers,MediaSpecialist,districttechnologysupport,districttechnologytroubleshooters

BYOD Implement a BYOD program Technology 08/12/2013 05/27/2016 $0 ClassroomTeachers,Principal,MediaSpecialist

Total $0


StaffResponsible

1 to 1 Initiative 4th grade 1 to 1 Initiative. As funding allows we plan toexpand to other grade levels.

Technology 08/12/2013 05/27/2016 $210000 Principal,teachers,Mediaspecialist,districttechnologyresource staff,districttechnicians



General Fund

Total $210000


StaffResponsible

Access need for additionalwireless access points basedon Trouble Trakker ticketrequests

Assessment of effectiveness of band-width and connectivity Technology 08/19/2013 05/27/2016 $1000 Districttechnologystaff, Principal

Scott Foresman ReadingSeries along withIntervention strategies

Students will be shown multiple ways to help usretain/comprehend different styles of text. Students will begive multiple opportunities to practice these strategies.Also, Stride Academy will be used for reinforcement usingtechnology.

DirectInstruction

08/11/2014 05/15/2015 $0 Classroomteachers,reading coach

Total $1000



Coordination of Resources-Comprehensive Budget



Introduction List all federal, state, and local monies that the school uses to run its program.



I. State Foundation Funds: FTEs Earned

Label Question Value1. Provide the number of Teacher assigned units. 26.45

Label Question Value2. Provide the number of Administrator assigned units. 1.0

Label Question Value3. Provide the number of Assistant Principal assigned units. 0.0

Label Question Value4. Provide the number of Counselor assigned units. 0.5

Label Question Value5. Provide the number of Librarian assigned units. 1.0

Label Question Value6. Provide the number of Career and Technical Education

Administrator assigned units.0.0

Label Question Value7. Provide the number of Career and Technical Education Counselor

assigned units.0.0



I. State Foundation Funds: Units Placed

Label Question Value1. Provide the number of classroom teachers. 26.45

Label Question Value2. Provide the number of Administrators. 0.0

Label Question Value3. Provide the number of Assistant Principals. 0.0

Label Question Value4. Provide the number of Counselors. 0.5

Label Question Value5. Provide the number of Librarians. 1.0

Label Question Value6. Provide the number of Career and Technical Education

Administrators.0.0

Label Question Value7. Provide the number of Career and Technical Education Counselors. 0.0



I. State Foundation Funds:Total Salaries

Once all questions within Section I. State Foundation Funds: Total Salaries have been completed, a total for all salaries will appear in the

PDF only.

Label Question Value1. Provide the total of all salaries for the FTE Teacher Units. 1444504.0

Label Question Value2. Provide the total of all salaries for the Administrator Units. 948811.0

Label Question Value3. Provide the total of all salaries for the Assistant Principal. 0.0

Label Question Value4. Provide the total of all salaries for the Counselor. 705505.0

Label Question Value5. Provide the total of all salaries for the Librarian. 633409.0

Label Question Value6. Provide the total of all salaries for the Career and Technical

Education Administrator.0.0

Label Question Value7. Provide the total of all salaries for the Career and Technical

Education Counselor.0.0

Label Question Value8. Provide the total of all salaries for Technology. 0.0

Label Question Value9. Provide the total of all salaries for Professional Development. 0.0

Label Question Value10. Provide the total of all salaries for State ELL Funds. 0.0



Label Question Value11. Provide the total of all salaries for Instructional Supplies. 8975.0

Label Question Value12. Provide the total of all salaries for Library Enhancement. 0.0

Total 3,741,204.00



II. Federal Funds

Title I: Improving the Academic Achievement of the Disadvantaged

Provide a brief explanation and breakdown of expenses. N/A

Title I: ARRA Funds

Provide a brief explanation and a breakdown of expenses. N/A

Title II: Professional Development Activities


Title III: For English Language Learners


Label Question Value2. Title I: Improving the Academic Achievement of the Disadvantaged

Provide the total0.0

Label Question Value4. Title I: ARRA Funds

Provide the total.0.0

Label Question Value6. Title II: Professional Development Activities




Title IV: For Safe and Frug-free Schools

Provide a brief explanation and a breakdown of expenses.

N/A

Title VI: For Rural and Low-income Schools


Career and Technical Education-Perkins IV: Basic Grant (Title I)


Career and Technical Education-Perkins IV: Tech Prep (Title II)


Label Question Value8. Title III: For English Language Learners


Label Question Value10. Title IV: For Safe and Frug-free Schools


Label Question Value12. Title VI: For Rural and Low-income Schools


Label Question Value14. Career and Technical Education-Perkins IV: Basic Grant (Title I)




Other: 21st Century, Learn and Serve, Even Start, School Improvement Grant

Provide a brief explanation and a breakdown of expenses. See Attachment

Label Question Value16. Career and Technical Education-Perkins IV: Tech Prep (Title II)


Label Question Value18. Other: 21st Century, Learn and Serve, Even Start, School

Improvement GrantProvide the total.

0.0



III. Local Funds (if applicable)

Local Funds


Label Question Value2. Local Funds




Documents

ACIP R. A. Mitchell Elementary School