ACIP Springville Elementary School ACIP.pdf · Evaluative Criteria and Rubrics 20 Areas of Notable Achievement 21 Areas in Need of Improvement 22 Report Summary 23 ACIP Assurances

ACIP

Springville Elementary School

St. Clair County Board of Education

Mr. Bobby R Byrd 75 Wilson Street

Springville, AL 35146

Document Generated On October 16, 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

Stakeholder Feedback Diagnostic

Introduction 11 Stakeholder Feedback Data 12 Evaluative Criteria and Rubrics 13 Areas of Notable Achievement 14 Areas in Need of Improvement 15 Report Summary 16

Student Performance Diagnostic

Introduction 18 Student Performance Data 19 Evaluative Criteria and Rubrics 20 Areas of Notable Achievement 21 Areas in Need of Improvement 22 Report Summary 23

ACIP Assurances

Introduction 25 ACIP Assurances 26

Writing Beyond the Line

Overview 28 Goals Summary 29

Goal 1: All students at Springville Elementary School will become more proficient writers. 30

Activity Summary by Funding Source 31

Reading

Overview 33 Goals Summary 34

Goal 1: As a school, we will focus on informational text in K-th grade staircase of complexity. 35

Activity Summary by Funding Source 36

Coordination of Resources-Comprehensive Budget

Introduction 38 I. State Foundation Funds: FTEs Earned 39 I. State Foundation Funds: Units Placed 40 I. State Foundation Funds:Total Salaries 41 II. Federal Funds 43 III. Local Funds (if applicable) 46

Executive Summary

ACIPSpringville 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? Springville Elementary is a PK-5 school in rural Springville, Alabama. Current student population is 920. Springville is located about 30 miles

NW of Birmingham, AL off of I-59. Springville Elementary has 45 classroom teachers in grades K-5. Two speech and language pathologists

serve preschool children and students in elementary and middle school. There are two special education teachers, a reading coach, reading

& math interventionists, a gifted education teacher, and extracurricular teachers that include physical education, media specialist, music and

computer teachers. SES is also home to a fulltime nurse and several aides who assist with special needs students. Springville is a fast-

growing community. The school zone was rezoned four years ago when Margaret Elementary was built, but the school population still did not

change much.

Springville student population is 92% White, 5% Black, 1% Hispanic with the remaining 2% distributed among Asian, American Indian, Multi-

Race, and Pacific Islander. Fifty-four percent of the students are male and 46% are female. Twenty-eight percent of the students are on free

lunch, three percent on reduced and the remaining 69% are paid.

Springville Schools is one of only two communities in the system that does not qualify for Title I funding.

Springville Elementary has a very supportive parent base. Parents volunteer their time to work in the PTO room copying, laminating and

helping out in any way they can.

One of the challenges in recent years has been trying to keep up with technology with the lack of state funding. Donations from the city and

local organizations have helped in that regard.



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. The purpose of St. Clair County School System is to prepare students to be ready for college, career, and life.

Vision

The vision of the St. Clair County School System is to be recognized as one of Alabama's premiere systems and to be identified globally as

an innovative system of schools where all students graduate from high school on time, are college and career ready and are prepared for life.

To accomplish our vision the

St. Clair County School System will:

-provide a safe and supportive learning culture in which relationships are built and maintained with students, teachers, parents and

community for student success.

-provide classroom instruction which is relevant to the 21st century learner.

-provide a rigorous curriculum where students become problem solvers, critical thinkers by collaboration with diverse groups and gain a

deeper understanding of how their learning can make a lifelong difference.

Mission

The mission of St. Clair County School System is to ensure that high expectations are maintained for all students by providing a safe

environment, instruction with rigor and relevance and enriched stakeholder relationships and involvement so that all students will be prepared

for college and career and they will become responsible, productive citizens, and life-long learners.

St. Clair County School System Beliefs and Values

-Given academic and emotional support, all students can and will reach their highest potential;

-Great administrators and teachers are key to student achievement;

-Parent involvement and consistent stakeholder support impacts student success;

-Embracing change and promoting improvement results in success.

-St. Clair County School System values providing a safe and supporting learning culture in which relationships are built and maintained,

providing classroom instruction which is relevant to the 21st century learner, and providing a rigorous curriculum where students become

lifelong problem solvers and critical thinkers.

District's Slogan:

"Preparing Tomorrow's Leaders Today"



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. Achievements

A number of teachers have been awarded grants from the St. Clair County Educational Foundation each year. Grants are awarded based on

creativity and compliance with the application rules.

Springville Elementary has a PK program and an Early Childhood Special Education program.

SES has a wireless internet infrastructure.

Improvements:

Springville Elementary is still trying to keep up with technology needs. Many computers will be outdated at the end of this school year, as

Microsoft will discontinue critical updates for Windows XP machines. Many of our machines are too old and unable to handle being updated

to Windows 7. As a result, many classrooms will be down to one or two computers per classroom. The goal is for every classroom to have

one teacher computer and at least two student computers per classroom.

Every classroom has an LCD projector, but a lot of those are getting old and starting to malfunction. A lot of our technology had been

purchased in the past with State Technology Funding, but in the absence of that for the past 5 years, there has not been enough outside

funding to keep ahead of the game. Springville Elementary does not qualify for a lot of grants and funds because the socio-economic level is

too high. However, Springville is not a wealthy community, so there isn't a lot of revenue coming from outside sources.



Additional Information

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

sections. None



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. The process included an initial meeting of school technology contacts being trained on the process. Surveys were sent to educators and

administrators in the system. A committee of teachers, tech contacts, media specialists, central office, and administrators was selected. This

committee met to analyze survey results and develop a plan. Follow up meetings will occur at the school level and during the course of the

year to check on implementation and school planning. Describe the representations from stakeholder groups that participated in the development of the improvement plan and their

responsibilities in this process. The stakeholder groups involved were parents, teachers, media specialists, administrators, and central office personnel. These groups

analyzed data and developed objectives and strategies to implement the state goals. 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 plan was communicated through email, district website, and board meeting. The method and frequency in which stakeholders will

receive information on its progress is through the quarterly technology newsletter and updates on the district website.



Stakeholder Feedback Diagnostic



Introduction The Stakeholder Feedback Diagnostic is designed to analyze the institution's survey results in terms of areas of achievement and areas that

need improvement. Further, the diagnostic is essential to the accreditation and continuous improvement processes in that it provides the

institution with a comprehensive view of the aggregate scores of the surveys administered, and the actual total of respondents for each

survey type to derive a single score for this diagnostic. The performance level score computed at the completion of the diagnostic is used to

broaden and enhance the external review team's understanding of the stakeholder's perceptions of the institution; the diagnostic should be

used in the same manner by the institution as it engages in improvement planning.



Stakeholder Feedback Data

Label Assurance Response Comment Attachment1. Did you complete the Stakeholder Feedback

Data document offline and upload below?Yes Summary



Evaluative Criteria and Rubrics

Overall Rating: 2.0

Statement or Question Response Rating1. Questionnaire Administration Few or no required AdvancED questionnaires

were used by the institution. The minimumresponse rate was not met (parentquestionnaire: less than 20%, studentquestionnaire(s): less than 40%, staffquestionnaire: less than 60%). Questionnaireswere administered with no fidelity to theadministrative procedures. The participants towhom these questionnaires were administereddid not represent the populations served by theinstitution. Appropriate accommodations werenot provided for participants.

Level 1

Statement or Question Response Rating2. Stakeholder Feedback Results and Analysis All questionnaires had an average item value of

3.20 or above (on a 5.0 scale). Results ofstakeholder feedback collected by the institutionwere acceptably analyzed and presented withreasonable clarity.

Level 3



Areas of Notable Achievement

Which area(s) indicate the overall highest level of satisfaction or approval? Standard 5 had the overall highest level of satisfaction. Which area(s) show a trend toward increasing stakeholder satisfaction or approval? Standard 1 showed a trend toward increasing stakeholder approval. Which of the above reported findings are consistent with findings from other stakeholder feedback sources? Not applicable



Areas in Need of Improvement

Which area(s) indicate the overall lowest level of satisfaction or approval? Standard 2 indicated the overall lowest level of approval. Which area(s) show a trend toward decreasing stakeholder satisfaction or approval? Standard 2 showed a trend toward decreasing stakeholder approval. What are the implications for these stakeholder perceptions? At this time, we will take in consideration the findings, but since the overall participation rate was so low in comparison to our overall student

population, we will only use this instrument moderately. Which of the above reported findings are consistent with findings from other stakeholder feedback sources? Not applicable



Report Summary

Scores By Section

Sections

1 2 3 4

Section Score

Evaluative Criteria and Rubrics 2



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 3rd Grade

5th Grade



Evaluative Criteria and Rubrics

Overall Rating: 3.75

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 majority of those curricular aimsregarded as high-priority instructional targets.The documentation provided in support of thisalignment is relatively persuasive. Most of theassessments used are accompanied byevidence demonstrating that they satisfyaccepted technical requirements.

Level 3

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 well analyzed and clearlypresented. In comparison to institutionsfunctioning in a similar educational context,students' status, improvement, and/or growthevidence indicates that the level of studentlearning is substantially greater than whatwould otherwise be expected.

Level 4

Statement or Question Response Rating4. Equity of Learning Evidence of student learning indicates no

significant achievement gaps amongsubpopulations of students, or the achievementgaps have substantially declined.

Level 4



Areas of Notable Achievement

Which area(s) are above the expected levels of performance? As a whole, our students score above the expected levels of performance in Reading. Describe the area(s) that show a positive trend in performance. Reading Comprehension continues to be an area of strength for our students. Which area(s) indicate the overall highest performance? Reading scores indicated the overall highest performance. Which subgroup(s) show a trend toward increasing performance? All subgroups show a trend of increasing performance. Between which subgroups is the achievement gap closing? Special education students' achievement has closed the gap. Which of the above reported findings are consistent with findings from other data sources? All of the aforementioned findings are consistent with previous data findings.



Areas in Need of Improvement

Which area(s) are below the expected levels of performance? Students receiving special education services have not performed at our expected level on high stakes Math assessments. Describe the area(s) that show a negative trend in performance. Math Which area(s) indicate the overall lowest performance? Math Which subgroup(s) show a trend toward decreasing performance? Special Education Students Between which subgroups is the achievement gap becoming greater? The gap isn't getting greater, but it isn't getting lesser either. Which of the above reported findings are consistent with findings from other data sources? All of the findings are consistent.



Report Summary

Scores By Section

Sections

1 2 3 4

Section Score

Evaluative Criteria and Rubrics 3.75



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 Team Members'Signatures

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 Equal Opportunity

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 Coordinator'sSignature

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 Parent Involvement

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.

Yes Parent Involvement






Overview

Plan Name


Plan Description

Higher level of student engagement with the writing process.



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 All students at Springville Elementary School will

become more proficient writers.Objectives:1Strategies:1Activities:1

Academic $0



Goal 1: All students at Springville Elementary School will become more proficient writers.

Strategy 1: Writing - Teachers will enhance the level of grammar and writing instructions as aligned by the CCRS. Research Cited: CCSS.ELA-Literacy.CCRA.W.4

Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Measurable Objective 1:A 80% increase of All Students will demonstrate a proficiency writing at or above grade level standard based on established rubrics in Writing by 05/22/2015 asmeasured by teacher designed rubrics.

Activity - Writing Beyond the Line Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Educators will participate in monthly professional development meetingsthat are centered on further implementation of CCSS.ELA-Literacy.CCRA.W.4.

ProfessionalLearning

09/01/2014 05/22/2015 $0 No FundingRequired

All certificatedpersonnel atSpringvilleElementarySchool.



Activity Summary by Funding Source

Below is a breakdown of your activities by funding source

No Funding Required

Activity Name Activity Description Activity Type Begin Date End Date ResourceAssigned

StaffResponsible

Writing Beyond the Line Educators will participate in monthly professionaldevelopment meetings that are centered on furtherimplementation of CCSS.ELA-Literacy.CCRA.W.4.

ProfessionalLearning

09/01/2014 05/22/2015 $0 All certificatedpersonnel atSpringvilleElementarySchool.

Total $0



Reading



Overview

Plan Name

Reading

Plan Description



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 As a school, we will focus on informational text in

K-th grade staircase of complexity.Objectives:1Strategies:1Activities:1

Academic $0



Goal 1: As a school, we will focus on informational text in K-th grade staircase of complexity.

Strategy 1: Informational Text Library - Teachers will be afforded the opportunity to introduce their students to complex informational books utilizing the informational text library

that the school purchased last year. Research Cited: CCSS.ELA-Literacy.CCRA.R.10

Read and comprehend complex literary and informational texts independently and proficiently.

Measurable Objective 1:80% of Pre-K, Kindergarten, First, Second, Third, Fourth and Fifth grade students will demonstrate a proficiency reading and comprehending complex informationaltext. in Reading by 05/15/2015 as measured by Star Reading Assessments for 1st-5th Graders; Weekly Teacher Created Assessments, ASPIRE for 3rd-5th Graders.

Activity - Infromational Text Library Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Exposure to complex text AcademicSupportProgram

08/11/2014 05/22/2015 $0 No FundingRequired

AllKindergarten-5th GradeClassroomTeachers;ARI ReadingCoach;ReadingInterventionist;AdministrativeLEadership



Activity Summary by Funding Source

Below is a breakdown of your activities by funding source

No Funding Required

Activity Name Activity Description Activity Type Begin Date End Date ResourceAssigned

StaffResponsible

Infromational Text Library Exposure to complex text AcademicSupportProgram

08/11/2014 05/22/2015 $0 AllKindergarten-5th GradeClassroomTeachers;ARI ReadingCoach;ReadingInterventionist;AdministrativeLEadership

Total $0



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. 55.0

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

Label Question Value3. Provide the number of Assistant Principal assigned units. 1.0

Label Question Value4. Provide the number of Counselor assigned units. 1.5

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. 55.0

Label Question Value2. Provide the number of Administrators. 2.0

Label Question Value3. Provide the number of Assistant Principals. 1.0

Label Question Value4. Provide the number of Counselors. 2.0

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. 3015084.0

Label Question Value2. Provide the total of all salaries for the Administrator Units. 138000.0

Label Question Value3. Provide the total of all salaries for the Assistant Principal. 62000.0

Label Question Value4. Provide the total of all salaries for the Counselor. 102000.0

Label Question Value5. Provide the total of all salaries for the Librarian. 54000.0

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. 0.0

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

Total 3,371,084.00



II. Federal Funds

Title I: Improving the Academic Achievement of the Disadvantaged

Provide a brief explanation and breakdown of expenses. Not applicable

Title I: ARRA Funds

Provide a brief explanation and a breakdown of expenses. Not applicable

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


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)


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




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


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 Springville Elementary School ACIP.pdf · Evaluative Criteria and Rubrics 20 Areas of Notable Achievement 21 Areas in Need of Improvement 22 Report Summary 23 ACIP Assurances