ACIP W. E. Striplin Elementary Schoolgcs.scholasticspark.com/.../2015/02/Striplincip.pdf · Every school has its own story to tell. The context in which teaching and learning takes

ACIP

W. E. Striplin Elementary School

Gadsden City Board of Education

Mrs. Delsia Malone, Principal

600 Cleveland Avenue Gadsden, AL 35901

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 6 Additional Information 7

Improvement Plan Stakeholder Involvement

Introduction 9 Improvement Planning Process 10

Stakeholder Feedback Diagnostic

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

Student Performance Diagnostic

Introduction 19 Student Performance Data 20 Evaluative Criteria and Rubrics 21 Areas of Notable Achievement 22 Areas in Need of Improvement 23 Report Summary 24

ACIP Assurances

Introduction 26 ACIP Assurances 27

Plan for ACIP

Overview 29 Goals Summary 30

Goal 1: Engage and Empower the Learner Through Technology 31

Goal 2: Prepare and Support Teachers and Leaders to Graduate College- and Career-Ready Students 33

Goal 3: All students at W E Striplin Elementary School will become proficient readers. 34

Goal 4: All students at W E Striplin will become proficient in Math. 35

Activity Summary by Funding Source 37

Strategies to Increase Parental Involvement

Introduction 42 Strategies to Increase Parental Involvement 43

Title I Schoolwide Diagnostic

Introduction 48 Component 1: Comprehensive Needs Assessment 49 Component 2: Schoolwide Reform Strategies 51 Component 3: Instruction by Highly Qualified Staff 69 Component 4: Strategies to Attract Highly Qualified Teachers 70 Component 5: High Quality and Ongoing Professional Development 71 Component 6: Transition Strategies 72 Component 7: Teacher Participation in Making Assessment Decisions 73 Component 8: Timely and Additional Assistance to Students Having Difficulty Mastering theStandards 74 Component 9: Coordination and Integration of Federal, State and Local Programs and Resources76 Component 10: Evaluation 78

Coordination of Resources-Comprehensive Budget

Introduction 80 I. State Foundation Funds: FTEs Earned 81 I. State Foundation Funds: Units Placed 82 I. State Foundation Funds:Total Salaries 83 II. Federal Funds 85 III. Local Funds (if applicable) 89

Executive Summary

ACIPW. E. Striplin 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? W.E. Striplin Elementary, one of eight elementary schools, was rebuilt at its present site in 1963. Our school is located at 600 Cleveland

Avenue in Gadsden, Alabama and situated in the historic district of downtown Gadsden. We have a very diverse enrollment of 350 students

in kindergarten through fifth grades comprised of 37.14% Hispanic, 0.29% Asian, 48% Black,10.57% White, and 4% Multi-Racial students.

All grade level classes are self-contained with a total of eighteen homerooms, all taught by a faculty that is 100% highly qualified. Proudly,

80% of our teachers have higher degrees in elementary education or other specialty areas. Additionally, we have music, art and strings

teachers who share schools,a full-time school counselor, a full- time Alabama Reading Coach, Physical Education teacher, Library Media

Specialist, Special Education Teacher, one special education paraprofessional, and four Title I paraprofessionals who serve remedial

students in reading and mathematics and assist with parental involvement and communications.

We are unique in that we have a diverse Title I school with a student body that resides in two housing projects, four homeless shelters,

numerous rental properties, and students who reside with extended family members, and single parents. We are the instructional home and

resource to 108 limited to non-English speaking students and their parents. Also, ninety-two percent of our total population is classified as

free or reduced lunch. However, we are fortunate to have on staff a teacher and principal who are fluent in Spanish. We also receive support

from our district in the areas of nursing, parent services, homeless, English Learners, technology, and mentoring support. In the past three

years, we've experienced an increase in the number of abuse cases being reported to the local Department of Human Resources and a

reduced number of students who have any preschool experiences when they enroll in kindergarten. We've experienced teacher attrition due

to promotions and termination of contracts. Our school's total population and the number of English Language Learners have increased, as

we serve many who are receiving a formal education for the first time at age 10 or older. Also in the past year, we've experienced an

increase in the number of certified teaching units due to an influx of new enrollees, transient students, and intersystem transfers. We pride

ourselves on the fact that despite a student's socioeconomic background and language differences, we bring students from ground zero to

upper levels in academics and assessments by the time they leave us.

Our school since its inception has had the support of the community as evidenced through partnerships with downtown area churches, local

businesses, agencies, state representatives, and community volunteers. This support system has proven to be a very valuable resource to

the student body, faculty, staff, administration and parents. This support system resulted in a more positive educational climate, student

mentoring, classroom needs being met, financial gifts, and remedial help for students struggling with reading and mathematics.



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. WESES embraces excellence through its mission, beliefs, and goals. It is the mission of W. E. Striplin to provide innovative and

individualized educational experiences. Students will be inspired to develop great character and to strive for personal excellence. We are

inspired by our vision: To engage and inspire. Our school aligns goals with those of the district and share beliefs with our school community.

Key goals include:

-Recruit, hire and retain the most effective personnel (highly qualified) supported by an exemplary performance evaluation and professional

development program.

-Provide a comprehensive, effective, challenging, and engaging curriculum which promotes the highest level of academic excellence and

personal growth for each student with individual indicators of success and means of assessment.

-Effectively integrate the use of appropriate technology into the learning process so that it supports skills in thinking, communicating,

acquiring and processing.

-Communicate effectively and efficiently with parents, students, community, and school personnel to promote involvement.

-Provide a learning environment that recognizes diversity, encourages respect for all persons and property, and is safe, orderly and free of

alcohol, tobacco and other drugs.

The school's motto, Where everyone is someone, is reflected in the beliefs of WESES. Among others, our core beliefs include:

-All students can learn and are to be actively engaged in the learning process through a variety of teaching techniques that accommodate

diverse learning styles.

-Students will be engaged in highly challenging academic work that develops their ability to think, reason, solve problems, and prepare them

to deal with issues and problems they will face in the future.

-A safe and physically comfortable environment promotes student learning.

-Evaluation of student performance is crucial to learning. Therefore, immediate feedback provides motivation to move toward new areas of

achievement.

-Special services and resources shall be provided for identified students.

-Teachers must stay abreast of new and innovative ideas to motivate and stimulate students' learning throughout the curriculum.

-The diversity within our schools and community is a valued strength.

WESES supports these beliefs with the integration of programs such as AMSTI, RTI, ARI, Accelerated Reader and Math, Science In Motion,

The Creative Thinking Center, and ancillary programs such as Math Challenge, Tech Blitz, Kids College. These programs engage and enrich

students on every demographic and academic level, from foundational levels to the highest levels of Bloom's Taxonomy. WESES implements

technology programs guided by GCS technology imitative, transforming classrooms into a technology-driven work environment with the iPad

programs as evidenced in both fifth grade classrooms. The annual Tech Blitz competition gives students opportunity to showcase technology

projects. Not only are we using

technology as a teaching tool, our students are also preparing to take their places in the technology workforce.

Enrichment activities such as art, music, strings, are offered school-wide with the goal of giving all students the opportunity for excellence.

W. E. Striplin Elementary School specially designed program for gifted and exceptionally talented students, The Creative Thinking Center,

provides WESES students with state-of the -art technology, and hands-on experiences like the Invention Convention. As a participant in ARI,

we use proven strategies, including formative assessment, to help students develop critical thinking skills and increase student learning.

RTI provides high-quality, standards-based instruction and intervention that is matched to students' academic, social, emotional, and

behavioral needs promotes learning for general, gifted, supplemental and special education services.



WESES adheres with dedication to the mission, beliefs, and goals, with the sole purpose of preparing our students with a foundation they

need to succeed now and in the future.



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. W. E. Striplin Elementary has the following notable achievements:

We have met the challenge for grades 3-5 with state assessments for the past 8 years

We began celebrating us. Each Friday we celebrate classroom news, teacher news, and great things that are being seen in classrooms

each week.

We have a teacher certified to conduct Girls in Engineering, Mathematics and Science (GEMS).

One hundred percent of our teachers are equipped with 21st Century Technology.



Additional Information

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

sections. As a participant in ARI, we use proven strategies, including formative assessment, to help students develop critical thinking skills and

increase student learning.



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. On May 19, 2014, members of our team, parents and community members reviewed the 2013-2014 CIP during our Annual Planning and

Review Meeting. We determined which strategies had been met successfully and areas that still need monitoring for the 2013-2014

academic year. The results of our meeting and receipt of 2014 test data will serve as our planning tools for this document. In September

2014, ACT Aspire results were sent home to all parents. Describe the representations from stakeholder groups that participated in the development of the improvement plan and their

responsibilities in this process. Each parent and community member present had a copy of last year's CIP and could give input throughout the meeting, 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 copy of the improvement plan will be shared via links on Facebook, Twitter, and our school website. We will also advertise the

availability of this document via a note home to parents.



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?No Our Federal Programs Director

said we can use surveys she sentto us for parent completion inspring 2014.



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? Communication with the parents. Which area(s) show a trend toward increasing stakeholder satisfaction or approval? Communication with the parents. Which of the above reported findings are consistent with findings from other stakeholder feedback sources? Communication with parents



Areas in Need of Improvement

Which area(s) indicate the overall lowest level of satisfaction or approval? This survey does not give this type data. Which area(s) show a trend toward decreasing stakeholder satisfaction or approval? This survey does not give this type data. What are the implications for these stakeholder perceptions? This survey does not give this type data. Which of the above reported findings are consistent with findings from other stakeholder feedback sources? This survey does not give this type data.



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?No The ACT Aspire was

administered for the first time inMay 2014. Interpreting this test isstill unknown and quite new.

Apsire Data 2014



Evaluative Criteria and Rubrics

Overall Rating: 2.75

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 Most of the assessments used by the institution

to determine students' performances have beenadministered with reasonable fidelity to theadministrative procedures appropriate for eachassessment. In most instances, the students towhom these assessments were administeredare essentially representative of the studentsserved by the institution. Appropriateaccommodations have been provided for mostassessments so that valid inferences can bemade about most students' status with respectto most of the institution's targeted curricularoutcomes.

Level 3

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 gapsdemonstrate a modest decline.

Level 2



Areas of Notable Achievement

Which area(s) are above the expected levels of performance? ACCESS Test performance for our EL students is an area of achievement. We are exiting many but we still feel two short of our goal. Describe the area(s) that show a positive trend in performance. Our EL population is performing better than our Black and special ed population and at a higher percentage rate. Which area(s) indicate the overall highest performance? As for the ACT Aspire data, spring 2014 was the first year we administered this assessment. Which subgroup(s) show a trend toward increasing performance? EL for the ACCESS test, but we don't have enough data to make valid comparisions using the ACT Aspire. Between which subgroups is the achievement gap closing? EL population Which of the above reported findings are consistent with findings from other data sources? No data to compare



Areas in Need of Improvement

Which area(s) are below the expected levels of performance? Special ed population Describe the area(s) that show a negative trend in performance. no data to compare Which area(s) indicate the overall lowest performance? No data Which subgroup(s) show a trend toward decreasing performance? no data Between which subgroups is the achievement gap becoming greater? no data Which of the above reported findings are consistent with findings from other data sources? no data



Report Summary

Scores By Section

Sections

1 2 3 4

Section Score

Evaluative Criteria and Rubrics 2.75



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 Priscilla Elkins - Title ITiffany Boley - Title IAmy Zapata - ParentConstance Keeling - Teacher(science)Stephanie Tow - Teacher (CIPdata entry)LeTicia Edwards - ParentMandisa Perry - CCRS Teamand Reading CoachClaire Hedgspeth - CCRS Teamand Mathematics LeaderDelsia Malone - Principal

ACIP Assurances 1

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 ComplianceOfficers

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 ComplianceOfficers

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 Attached is our meeting agenda,our sign in sheet from May 19,2014 and a PDF of our ParentPolicy and Plan.

Parent PolicyParent PlanPrincipal Signature

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 CompactSignaturesCompact



Plan for ACIP



Overview

Plan Name

Plan for ACIP

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 Engage and Empower the Learner Through

TechnologyObjectives:1Strategies:3Activities:9

Academic $0

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

Objectives:1Strategies:1Activities:3

Organizational $0

3 All students at W E Striplin Elementary School willbecome proficient readers.


Academic $0

4 All students at W E Striplin will become proficient inMath.


Academic $0



Goal 1: Engage and Empower the Learner Through Technology

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

Strategy 2: Parent/Student Communication - Provide and improve technology methods for parent and student communications.

Measurable Objective 1:50% of All Students will demonstrate a behavior use digital tools, individually and collaboratively, in and out of the classroom to gather, organize, evaluate, and sharein Career & Technical by 05/27/2016 as measured by by a combined frequency index measured by the ASSIST Teacher Survey (Currently - 65.44 Striplin) .

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

Source OfFunding

StaffResponsible

Technology tools will increasingly be made available for student use by thefollowing: W.E. Striplin has followed the lead of Gadsden City SchoolDistrict by beginning a 1:1 iPad Initiative. Currently, all 5th gradeclassrooms are now 1:1. While we are still in the early stages, growth isshown yearly. All faculty members now have at least one i-pad, and inseveral classes additional i-pads have been purchased to accommodatesmall group instruction. As money becomes available this initiative will beextended to other grades.

Technology 08/12/2013 05/27/2016 $0 DistrictFunding

Superintendent, andDistrictTechnologyCoordinator (s),Principal,Faculty.

Activity - B.Y.O.D. Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Striplin Elementary follows the Bring Your Own Device (BYOD) Policyadopted by the SchoolDistrict and Board which allows students to use personal devices at schoolfor instructional purposes.Striplin teachers requested permission to be a BYOD classroom from theirprincipal.Several classes throughout the school are currently utilizing this policy.

Policy andProcess

08/12/2013 05/27/2016 $0 DistrictFunding

Superintendent,DistrictTechnologyCoordinator(s),Principal, Teachers

Activity - STI Home Portal Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Parents ability to view student grades and assignments. Teachers use thegradebook portion of iNOW and make that information available for parentsand students to view.

ParentInvolvement


DistrictTechnologyCoordinator(s),Principals,Teachers



Strategy 3: Technology Competition - Technology based competitions will be held to recognize and encourage student use of technology tools in their education.

Activity - SchoolCast Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Non-Emergency notification for PTA Meetings and other school activities. ParentInvolvement


DistrictTechnologyCoordinator(s), Principals

Activity - Websites & Wikis Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

All of Striplin teachers maintain websitesand/or wikis and/or Social media sites for the purpose of keeping studentsand parents informed and involved.

ParentInvolvement



Activity - E-Mail / FAX Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

All schools have the ability to FAX or email a parent at any time and at thesame time parents may FAX or email the principal or teacher at any time.

ParentInvolvement


DistrictTechnologyCoordinator(s,)Superintendent,Principals

Activity - Telecommunications Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Cell and POTS used to foster parent communication. ParentInvolvement


DistrictTechnologyCoordinator(s

Activity - TechBlitz Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Striplin Students participate in a Competitive Student Technology Fair.Prize money is provided by VendorSponsors.

Technology 04/01/2014 05/27/2016 $0 DistrictFunding

DistrictTechnologyCoordinator(s),TechnologyCoaches,Principals,Teachers

Activity - Cyber Safety Video Contest Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible



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

Students

Strategy 1: Training - Professional Development opportunities will be offered in a variety of formats and venues.

Striplin participates in the Cyber Safety Video Contest for students held atthe first of eachyear. The videos will be judged by community representatives and prizesawarded.

Technology 09/01/2013 10/31/2016 $0 No FundingRequired

TechnologyCoordinator(s),TechnologyCoaches,Principals,Teachers

Measurable Objective 1:demonstrate a behavior Striplin teachers use technology and digital resources to provide standards-based instruction and authentic learning activities in all contentareas of responsibility to facilitate real-life experiences that advance student learning by 05/27/2016 as measured by as measured by Frequency Indexscoresincreasing from 65.44 to 68.00 based on the ASSIST Teacher Technology Survey..

Activity - Tech Tuesday Thursdays Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

A professional development calendar is available for all staff with trainingopportunities throughout the year. Tech Tuesday/Thursday is a part of thiscalendar. These technology training sessions are after school for one hourand cover a variety of topics. Teachers/Administrators may sign up forthese sessions in STIPD. Also a local PLU is offered for administratorsparticipating in the Tech Tuesday/Thursday sessions.

ProfessionalLearning


TechnologyCoaches

Activity - EduTech / edcamp Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

teachers in the district. We began having EduTech as an inservice dayduring the spring but due to legislated calendar constraints the training hasmoved to the summer. edcamp2014 lunch and doors prizes will be vendorsupplied.




Activity - Technology Conferences Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

W.E. Striplin School faculty and staff representatives will attend local, state,and national conferences.



DistrictTechnologyCoordinator(s),Principals,Teachers.



Goal 3: All students at W E Striplin Elementary School will become proficient readers.

Strategy 1: Intervention - The teacher will utilize small group intervention, Title I Resource personnel, STAR Reading progress monitoring, Response to Instruction, STRIDE

Academy and Scott Foresman reading series to help students become proficient in reading.

Measurable Objective 1:85% of All Students will demonstrate a proficiency in reading in Reading by 04/30/2015 as measured by ACT Aspire test performance.

Activity - Small Group Intervention Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

The classroom teacher and Title I personnel will provide small groupintervention.

AcademicSupportProgram

08/18/2014 05/20/2015 $0 Title ISchoolwide

Classroomteacher, Title Ipersonnel

Activity - STAR Reading Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

This tool is used for student progress monitoring. AcademicSupportProgram


classroomteacher

Activity - RTI Strategies Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Response to Instruction AcademicSupportProgram

08/18/2014 05/20/2015 $0 No FundingRequired

classroomteacher,SpecialEducationteacher, Title Ipersonnel

Activity - STRIDE Academy Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

An educational software that provides differentiated and customizedremediation on Reading skills.


08/11/2014 05/20/2015 $0 Other classroomteacher, Title Ipersonnel

Activity - Scott Foresman Reading Program Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

The teachers will use the Scott Foresman reading series to provide explicitdifferentiated instruction.


08/18/2014 05/20/2015 $0 State Funds classroomteacher, Title Ipersonell, ARIReadingcoach



Goal 4: All students at W E Striplin will become proficient in Math.

Strategy 1: Intervention - The teacher will utilize small group intervention, Title I Resource Personnel, STAR Math progress monitoring, Response to Instruction, STRIDE

Academy, Go Math to help students become proficient in Math.

Measurable Objective 1:85% of All Students will demonstrate a proficiency in Math in Mathematics by 04/30/2015 as measured by ACT Aspire test performance. .

Activity - Small Group Intervention Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

The classroom teacher and Title I personnel will provide small groupintervention.

Other 08/18/2014 05/20/2015 $0 No FundingRequired

classroomteacher, Title IResourcepersonnel

Activity - STAR Math Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

The tool is used for student progress monitoring. AcademicSupportProgram


classroomteacher

Activity - RTI Strategies Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Response to Instruction AcademicSupportProgram

08/18/2014 05/20/2015 $0 No FundingRequired

classroomteacher,SpecialEducationteacher, Title IPersonnel

Activity - STRIDE Academy Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

An educational software that provides differentiated and customizedremediation on Math skills.


08/11/2014 05/20/2015 $0 Other classroomteacher, Title IPersonnel

Activity - Go Math Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

The teachers will use the Go Math series to provide explicit differentiatedinstruction.


08/18/2014 05/20/2015 $0 State Funds classroomteacher, Title IPersonell



Activity - AMSTI Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

The teacher will use the Alabama Math Science Technology Initiative tosupplement math instruction.


08/18/2014 05/20/2015 $0 State Funds classroomteacher



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

Small Group Intervention The classroom teacher and Title I personnel will providesmall group intervention.

Other 08/18/2014 05/20/2015 $0 classroomteacher, Title IResourcepersonnel

Cyber Safety Video Contest Striplin participates in the Cyber Safety Video Contest forstudents held at the first of eachyear. The videos will be judged by communityrepresentatives and prizesawarded.

Technology 09/01/2013 10/31/2016 $0 TechnologyCoordinator(s),TechnologyCoaches,Principals,Teachers

RTI Strategies Response to Instruction AcademicSupportProgram

08/18/2014 05/20/2015 $0 classroomteacher,SpecialEducationteacher, Title IPersonnel

RTI Strategies Response to Instruction AcademicSupportProgram

08/18/2014 05/20/2015 $0 classroomteacher,SpecialEducationteacher, Title Ipersonnel

Total $0


StaffResponsible

Go Math The teachers will use the Go Math series to provide explicitdifferentiated instruction.


08/18/2014 05/20/2015 $0 classroomteacher, Title IPersonell

AMSTI The teacher will use the Alabama Math Science TechnologyInitiative to supplement math instruction.


08/18/2014 05/20/2015 $0 classroomteacher



Title I Schoolwide

District Funding

Scott Foresman ReadingProgram

The teachers will use the Scott Foresman reading series toprovide explicit differentiated instruction.


08/18/2014 05/20/2015 $0 classroomteacher, Title Ipersonell, ARIReadingcoach

Total $0


StaffResponsible

STAR Reading This tool is used for student progress monitoring. AcademicSupportProgram


STAR Math The tool is used for student progress monitoring. AcademicSupportProgram


Small Group Intervention The classroom teacher and Title I personnel will providesmall group intervention.


08/18/2014 05/20/2015 $0 Classroomteacher, Title Ipersonnel

Total $0


StaffResponsible

Tech Tuesday Thursdays A professional development calendar is available for all staffwith trainingopportunities throughout the year. Tech Tuesday/Thursdayis a part of thiscalendar. These technology training sessions are afterschool for one hourand cover a variety of topics. Teachers/Administrators maysign up forthese sessions in STIPD. Also a local PLU is offered foradministratorsparticipating in the Tech Tuesday/Thursday sessions.


09/10/2013 05/29/2014 $0 TechnologyCoaches

SchoolCast Non-Emergency notification for PTA Meetings and otherschool activities.

ParentInvolvement

08/12/2013 05/27/2016 $0 DistrictTechnologyCoordinator(s), Principals



TechBlitz Striplin Students participate in a Competitive StudentTechnology Fair. Prize money is provided by VendorSponsors.

Technology 04/01/2014 05/27/2016 $0 DistrictTechnologyCoordinator(s),TechnologyCoaches,Principals,Teachers

STI Home Portal Parents ability to view student grades and assignments.Teachers use thegradebook portion of iNOW and make that informationavailable for parentsand students to view.

ParentInvolvement

08/12/2013 07/31/2016 $0 DistrictTechnologyCoordinator(s),Principals,Teachers

B.Y.O.D. Striplin Elementary follows the Bring Your Own Device(BYOD) Policy adopted by the SchoolDistrict and Board which allows students to use personaldevices at schoolfor instructional purposes.Striplin teachers requested permission to be a BYODclassroom from their principal.Several classes throughout the school are currently utilizingthis policy.

Policy andProcess

08/12/2013 05/27/2016 $0 Superintendent,DistrictTechnologyCoordinator(s),Principal, Teachers

Technology Conferences W.E. Striplin School faculty and staff representatives willattend local, state, and national conferences.


08/12/2013 07/31/2016 $0 DistrictTechnologyCoordinator(s),Principals,Teachers.

EduTech / edcamp teachers in the district. We began having EduTech as aninservice dayduring the spring but due to legislated calendar constraintsthe training hasmoved to the summer. edcamp2014 lunch and doors prizeswill be vendorsupplied.


11/01/2013 07/29/2016 $0 DistrictTechnologyCoordinator(s),TechnologyCoaches,Principals,Teachers

1 To 1 Initiative Technology tools will increasingly be made available forstudent use by the following: W.E. Striplin has followed thelead of Gadsden City School District by beginning a 1:1iPad Initiative. Currently, all 5th grade classrooms are now1:1. While we are still in the early stages, growth is shownyearly. All faculty members now have at least one i-pad,and in several classes additional i-pads have beenpurchased to accommodate small group instruction. Asmoney becomes available this initiative will be extended toother grades.

Technology 08/12/2013 05/27/2016 $0 Superintendent, andDistrictTechnologyCoordinator (s),Principal,Faculty.

E-Mail / FAX All schools have the ability to FAX or email a parent at anytime and at thesame time parents may FAX or email the principal orteacher at any time.

ParentInvolvement

08/12/2013 07/31/2016 $0 DistrictTechnologyCoordinator(s,)Superintendent,Principals



Other

Websites & Wikis All of Striplin teachers maintain websitesand/or wikis and/or Social media sites for the purpose ofkeeping studentsand parents informed and involved.

ParentInvolvement

08/12/2013 05/27/2016 $0 DistrictTechnologyCoordinator(s),Principals,Teachers

Telecommunications Cell and POTS used to foster parent communication. ParentInvolvement

07/01/2013 06/30/2016 $0 DistrictTechnologyCoordinator(s

Total $0


StaffResponsible

STRIDE Academy An educational software that provides differentiated andcustomized remediation on Math skills.


08/11/2014 05/20/2015 $0 classroomteacher, Title IPersonnel

STRIDE Academy An educational software that provides differentiated andcustomized remediation on Reading skills.


08/11/2014 05/20/2015 $0 classroomteacher, Title Ipersonnel

Total $0






Introduction All Title I Schoolwide and Targeted Assistance Schools must complete the following diagnostics: the Stakeholder Feedback Diagnostic, the

Parent Involvement Diagnostic, the Coordination of Resource/Comprehensive Budget Diagnostic, and EITHER the Title I Targeted

Assistance Diagnostic OR the Title I Schoolwide Diagnostic. Parent Survey must be done annually, but it can be done electronically or by

paper.




1. 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 involved. Each August, a Title I meeting is announced and held for the parents. A district created powerpoint helps to explain the Title I requirements. 2. 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. Parent meetings are held for Open House/Orientation during the summer, Title I meeting in August, and we hold an Annual Planning and

Review Meeting in May. Parents are sent written notices, it's posted on Twitter and Facebook about the meetings. Parents are also given a

Parent Helper form soliciting their participation on school committee's and volunteering in our school on the first day of school and to every

new enrollee. 3. 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. All parents equally receive school notices in English. We have four different dialects spoken in our school. Most parents of those dialects

prefer English and that's what we send notes home in. We do have access to TransAct which allows us to send notes home in various

languages. We also utilize a district EL Teacher and our principal for translation help. 4. 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). Each May a team of parents and teachers meet at the Parent Teacher Resource Center. During this meeting, we read and review the School

Home Compact and make revisions as both parties jointly agree upon during the meeting. 5. Describe procedures to allow parents to submit comments of dissatisfaction with the Continuous Improvement Plan. Parents who disagree with the Continuous Improvement Plan are given blank sheets of paper to write their comments on during our Annual

Title I meeting. After this meeting if there is any dissatisfaction parents may write or verbally express their opinion to Nancy Blackwood,

Director of Federal Programs or to the principal, Mrs. Malone.



6a. 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:

Shall provide training for parents of participating children in understanding such topics as the State's academic content standards

and State student academic achievement standards, State and local academic assessments, the requirements of Title I, and how to

monitor their child's progress and work with teachers to improve the achievement of their children. (Describe)

Shall provide training for parents of participating children in understanding such topics as the State's academic content standards and State

student academic achievement standards, State and local academic assessments, the requirements of Title I, and how to monitor their

child's progress and work with teachers to improve the achievement of their children. (Describe)

We hold our Parent Orientation for family and friends in August of each year. At these annual meetings parents learn about the various

services our school system offers, our school programs, opportunities to volunteer in our school, achievement test goals, and they discuss

and receive a copy of 3rd- 5th grade's spring state assessment results. A sign-in sheet serves as documentation for this event. 6b. Describe how the school will build capacity for parental involvement including how parents will be encouraged to become


involvement.)



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) Parents may request free tutorial materials in all subject areas for use at home through our Title I Parent Resource Center. Flyers in parents

Native Language are located in our free materials center and distributed with each report card. The parents can request work directly or via

the teacher, ELL teacher, or parent liaison. Our school offers flexible and free parent workshops in skill areas that will benefit both parent and

student. 6c. Describe how the school will build capacity for parental involvement including how parents will be encouraged to become


involvement.)



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) Parents may request free tutorial materials in all subject areas for use at home through our Title I Parent Resource Center. Flyers in parents



Native Language are located in our free materials center and distributed with each report card. The parents can request work directly or via

the teacher, ELL teacher, or parent liaison. Our school offers flexible and free parent workshops in skill areas that will benefit both parent and

student.

1.Provide high-quality curriculum and instruction in a supportive and effective learning environment.

2.Hold parent-teacher conference in which this compact will be discussed as it relates to the individual child's achievement.

3.Provide parents with frequent reports on their children's progress.

4.Provide parents reasonable access to staff.

5.Provide parents opportunities to volunteer and participate in their child's class, and to observe classroom activities 6d. Describe how the school will build capacity for parental involvement including how parents will be encouraged to become


involvement.)



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

programs, and conduct other activities, such as parent resource centers, that encourage and support parents in more fully

participating in the education of their children.(Describe) Parents may request free tutorial materials in all subject areas for use at home through our Title I Parent Resource Center. Flyers in native

language are located in our free materials center and distributed with each report card. The parents can request work directly or via the

teacher, ELL teacher, or parent liaison. Our school offers flexible and free parent workshops in skill areas that will benefit both parent and

student. 6e. Describe how the school will build capacity for parental involvement including how parents will be encouraged to become


involvement.)



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) A translator is secured for family events and meetings and is available for parent conferences, visits, and phone calls. 6f. 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.)



Shall provide such other reasonable support for parental involvement activities as parents may request. (Describe) According to parent surveys, working parents would like help with finding quality after school programs. They also indicated on volunteer

forms that they are willingly to help with tasks than can be completed outside of their working day. Some indicate that they'd like for us to do



more to celebrate student achievement. All requests have been considered and the school is already working to make these requests

happen. 7. 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. W.E. Striplin Elementary, to the extent practicable, provides opportunities for the participation of parents with limited English proficiency and

parents with disabilities. W.E. Striplin Elementary presently has 113 Spanish-speaking students. Therefore, all parent notifications are sent to

parents of these children in their native language. In addition, we have a bilingual teacher and principal who is available to assist in verbal

communications with these parents. At this time, W.E. Striplin Elementary also currently has three homeless students. Every effort is made to

accommodate parents with disabilities. W.E. Striplin Elementary is a handicapped-accessible building.



Title I Schoolwide Diagnostic



Introduction This diagnostic tool is aligned to requirements for Title I Schoolwide schools. As described in sections 1111(b)(1), 1114 (b)(1)(A)] and

1309(2) of the Elementary and Secondary Education Act (ESEA), the comprehensive needs assessment (CNA) requirement is met by

completing a School Process Profile and Summary Report. The comprehensive needs assessment must be completed prior to creating a

new plan or annually updating an existing school improvement plan. Use the results of the comprehensive needs assessment to develop

Goals/Objectives/Strategies and Activities. Ensure that the Gap Statements and Causes for Gaps included in the Goals information address

all four measures of data: student achievement data, school programs/process data, perceptions data (must include teachers and parents;

student data is encouraged), and demographic data. The Comprehensive Needs Assessment must also take into account the needs of

migratory children as defined in Title I, Part C, Section 1309(2).



Component 1: Comprehensive Needs Assessment

1. How was the comprehensive needs assessment conducted? In the spring of each year, a survey is given to students, teachers and parents. A team of teachers and parents meet annually in May and

August to review our annual goals and to determine next year's focus. In August, parents are given an overview of Title I and federal

requirements. Each meeting they are given input. Upon completion of the ACIP draft, it will be presented to the faculty and stakeholders for

approval and suggestions. The completed ACIP will be submitted to the Gadsden City Board of Education for approval and signatures. 2. What were the results of the comprehensive needs assessment? In the spring parents and students were surveyed about our total school program.

In September 2014, we received test data from ACT Aspire, DIBELS and Access Test for EL students.

The needs assessments shows that the gap is widening for Special Ed students.

3. What conclusions were drawn from the results? We have three subgroups we need to focus on.

1. all students

2. Special Ed students

3. EL students 4. What information was concluded as a result of analyzing perception, student achievement, school programs/process, and

demographic data? The information we concluded is that there should be more collaboration time between content teachers and EL resource staff. 5. How are the school goals connected to priority needs and the needs assessment? School goals are determined by state objectives, test data and classroom observations by the principal and Central Office staff. 6. How do the goals portray a clear and detailed analysis of multiple types of data? In order to determine the goals it is necessary to refer to data from ACT Aspire, DIBELS, Access, reading and math program assessments,

and STAR Reading and Math. This data is entered into a spreadsheet for easy comparison.



7. How do the goals address the needs of the whole school population and special recognition to children who are disadvantaged?

All goals address the needs of the whole school population. Goals are set based on the individual needs of the student. Students enrolled in

intervention programs receive rewards based on their individual growth. All students receive Title I services equitably. Students who are

disadvantaged receive extra support through Title I services.



Component 2: Schoolwide Reform Strategies

Goal to address annual Measurable Achievement Objectives (AMAOs) and English Language Proficience 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.

1. Identify the strategies in the schoolwide plan that focus on helping all students reach the State's standards. Goal 1:

Engage and Empower the Learner Through Technology Measurable Objective 1:

50% of All Students will demonstrate a behavior use digital tools, individually and collaboratively, in and out of the classroom to gather,

organize, evaluate, and share in Career & Technical by 05/27/2016 as measured by by a combined frequency index measured by the

ASSIST Teacher Survey (Currently - 65.44 Striplin) . Strategy1:

Technology ToolsTechnology. - Tools will increasingly be made available for Striplin student use.

Research Cited:

Activity - Moodle ActivityType Tier Phase Begin Date End Date Funding Amount

& Source Staff Responsible

Striplin students access toassignments/classwork/and otherresources via a districtMoodle server

Technology 08/12/2013 05/27/2016 $0 - DistrictFunding

DistrictTechnologyCoordinator(s),TechnologyCoaches, Principal,Teachers.

Activity - 1 To 1 Initiative ActivityType Tier Phase Begin Date End Date Funding Amount


Technology tools will increasinglybe made available for student useby the following: W.E. Striplin hasfollowed the lead of Gadsden CitySchool District by beginning a 1:1iPad Initiative. Currently, all 5thgrade classrooms are now 1:1.While we are still in the earlystages, growth is shown yearly.All faculty members now have atleast one i-pad, and in severalclasses additional i-pads havebeen purchased to accommodatesmall group instruction. As moneybecomes available this initiativewill be extended to other grades.


Superintendent,andDistrictTechnologyCoordinator (s),Principal, Faculty.



Strategy2:

Technology Competition - Technology based competitions will be held to recognize and encourage student use of technology tools in their

education.

Research Cited:

Strategy3:

Parent/Student Communication - Provide and improve technology methods for parent and student communications.

Research Cited:

Activity - B.Y.O.D. ActivityType Tier Phase Begin Date End Date Funding Amount


Striplin Elementary follows theBring Your Own Device (BYOD)Policy adopted by the SchoolDistrict and Board which allowsstudents to use personal devicesat schoolfor instructional purposes.Striplin teachers requestedpermission to be a BYODclassroom from their principal.Several classes throughout theschool are currently utilizing thispolicy.

Policy andProcess 08/12/2013 05/27/2016 $0 - District

Funding


Activity - TechBlitz ActivityType Tier Phase Begin Date End Date Funding Amount


Striplin Students participate in aCompetitive Student TechnologyFair. Prize money is provided byVendorSponsors.



Activity - Cyber Safety VideoContest

ActivityType Tier Phase Begin Date End Date Funding Amount


Striplin participates in the CyberSafety Video Contest for studentsheld at the first of eachyear. The videos will be judgedby community representativesand prizesawarded.

Technology 09/01/2013 10/31/2016 $0 - No FundingRequired


Activity - E-Mail / FAX ActivityType Tier Phase Begin Date End Date Funding Amount


All schools have the ability toFAX or email a parent at any timeand at thesame time parents may FAX oremail the principal or teacher atany time.

ParentInvolvement 08/12/2013 07/31/2016 $0 - District

Funding

District TechnologyCoordinator(s,)Superintendent,Principals



2. Identify the strategies in the schoolwide plan that increase the quality and quantity of instruction. Goal 1:






Research Cited:

Activity - SchoolCast ActivityType Tier Phase Begin Date End Date Funding Amount


Non-Emergency notification forPTA Meetings and other schoolactivities.


Funding

DistrictTechnologyCoordinator(s),Principals

Activity - STI Home Portal ActivityType Tier Phase Begin Date End Date Funding Amount


Parents ability to view studentgrades and assignments.Teachers use thegradebook portion of iNOW andmake that information availablefor parentsand students to view.


Funding


Activity - Telecommunications ActivityType Tier Phase Begin Date End Date Funding Amount


Cell and POTS used to fosterparent communication.


FundingDistrict TechnologyCoordinator(s

Activity - Websites & Wikis ActivityType Tier Phase Begin Date End Date Funding Amount


All of Striplin teachers maintainwebsitesand/or wikis and/or Social mediasites for the purpose of keepingstudentsand parents informed andinvolved.


Funding




Strategy2:


Research Cited:










Funding






Funding






Funding




Strategy3:


education.

Research Cited:

3. Identify the research-based reform strategies in the schoolwide plan that align with the findings of the needs assessment. Goal 1:

Prepare and Support Teachers and Leaders to Graduate College- and Career-Ready Students Measurable Objective 1:

demonstrate a behavior Striplin teachers use technology and digital resources to provide standards-based instruction and authentic learning

activities in all content areas of responsibility to facilitate real-life experiences that advance student learning by 05/27/2016 as measured by

as measured by Frequency Index scoresincreasing from 65.44 to 68.00 based on the ASSIST Teacher Technology Survey.. Strategy1:

Training - Professional Development opportunities will be offered in a variety of formats and venues.

Research Cited:










Funding









Activity - Tech TuesdayThursdays



A professional developmentcalendar is available for all staffwith trainingopportunities throughout the year.Tech Tuesday/Thursday is a partof thiscalendar. These technologytraining sessions are after schoolfor one hourand cover a variety of topics.Teachers/Administrators maysign up forthese sessions in STIPD. Also alocal PLU is offered foradministratorsparticipating in the TechTuesday/Thursday sessions.

ProfessionalLearning 09/10/2013 05/29/2014 $0 - District

FundingTechnologyCoaches

Activity - Extended Day In-Service



Striplin participates in the In-service days as well as teacherextended hour days will also beutilizedto provide technology teachertraining.


Funding

DistrictTechnologyCoordinator(s),Principals,TechnologyCoaches,Teachers.

Activity - TechnologyConferences



W.E. Striplin School faculty andstaff representatives will attendlocal, state, and nationalconferences.


Funding

DistrictTechnologyCoordinator(s),Principals,Teachers.

Activity - PLU Tech BookStudies



Faculty of Striplin Elementaryparticipates in Local PLUTechnology Book Studies


FundingTechnologyCoordinator(s).

Activity - RDY4CHG - ALSDE ActivityType Tier Phase Begin Date End Date Funding Amount


Striplin participates in the Ready4 Change Training for DistrictLeaders (ACLD PLU) - ALSDEOfficeof Technology Initiatives trainingwith follow-up provided byTechnology inMotion (TIM).


Funding

DistrictTechnologyCoordinator,ALSDE Staff,TIMStaff



Strategy2:

Technology Resources - Technology resources to support the classroom teacher will be enhanced.

Research Cited:

4. Identify the research-based reform strategies in the schoolwide plan that align with the findings of the needs assessment. Goal 1:

All students at W E Striplin Elementary School will become proficient readers. Measurable Objective 1:

85% of All Students will demonstrate a proficiency in reading in Reading by 04/30/2015 as measured by ACT Aspire test performance. Strategy1:

Intervention - The teacher will utilize small group intervention, Title I Resource personnel, STAR Reading progress monitoring, Response to

Instruction, STRIDE Academy and Scott Foresman reading series to help students become proficient in reading.

Research Cited:

Activity - EduTech / edcamp ActivityType Tier Phase Begin Date End Date Funding Amount


teachers in the district. We beganhaving EduTech as an inservicedayduring the spring but due tolegislated calendar constraintsthe training hasmoved to the summer.edcamp2014 lunch and doorsprizes will be vendorsupplied.


Funding

DistrictTechnologyCoordinator(s),TechnologyCoaches, Principals,Teachers

Activity - 1 to 1 InitiativeTraining



Striplin teachers attend TeacherTraining specifically geared toimplementing the 1 to 1 initiativesthroughout the district.


Funding

DistrictTechnologyCoordinator(s),TechnologyCoaches, Principals,Teachers.

Activity - Pacing Guides ActivityType Tier Phase Begin Date End Date Funding Amount


Striplin faculty will utilize the localpacing guides for College andCareer Ready Standards (CCRS)readily available for teachers andeasily accessed through thedistrictwebsite. Annual reworks eachsummer with teacher stipends.

DirectInstruction 08/12/2013 07/31/2016 $0 - District

Funding

DistrictTechnologyCoordinator(s0.Principal andfaculty.



Goal 2:

All students at W E Striplin will become proficient in Math. Measurable Objective 1:

85% of All Students will demonstrate a proficiency in Math in Mathematics by 04/30/2015 as measured by ACT Aspire test performance. . Strategy1:

Intervention - The teacher will utilize small group intervention, Title I Resource Personnel, STAR Math progress monitoring, Response to

Instruction, STRIDE Academy, Go Math to help students become proficient in Math.

Research Cited:

Activity - Small GroupIntervention



The classroom teacher and Title Ipersonnel will provide smallgroup intervention.


08/18/2014 05/20/2015 $0 - Title ISchoolwide

Classroom teacher,Title I personnel

Activity - STAR Reading ActivityType Tier Phase Begin Date End Date Funding Amount


This tool is used for studentprogress monitoring.


08/18/2014 05/20/2015 $0 - Title ISchoolwide classroom teacher

Activity - STRIDE Academy ActivityType Tier Phase Begin Date End Date Funding Amount


An educational software thatprovides differentiated andcustomized remediation onReading skills.


08/11/2014 05/20/2015 $0 - Other classroom teacher,Title I personnel

Activity - RTI Strategies ActivityType Tier Phase Begin Date End Date Funding Amount


Response to InstructionAcademicSupportProgram

08/18/2014 05/20/2015 $0 - No FundingRequired

classroom teacher,Special Educationteacher, Title Ipersonnel

Activity - Scott ForesmanReading Program



The teachers will use the ScottForesman reading series toprovide explicit differentiatedinstruction.


08/18/2014 05/20/2015 $0 - State Fundsclassroom teacher,Title I personell,ARI Reading coach



5. Identify the strategies in the schoolwide plan that provide a level of interventions for students who need the most instructional

support. Goal 1:






Other 08/18/2014 05/20/2015 $0 - No FundingRequired

classroom teacher,Title I Resourcepersonnel

Activity - AMSTI ActivityType Tier Phase Begin Date End Date Funding Amount


The teacher will use the AlabamaMath Science TechnologyInitiative to supplement mathinstruction.


08/18/2014 05/20/2015 $0 - State Funds classroom teacher

Activity - Go Math ActivityType Tier Phase Begin Date End Date Funding Amount


The teachers will use the GoMath series to provide explicitdifferentiated instruction.


08/18/2014 05/20/2015 $0 - State Funds classroom teacher,Title I Personell





classroom teacher,Special Educationteacher, Title IPersonnel

Activity - STAR Math ActivityType Tier Phase Begin Date End Date Funding Amount


The tool is used for studentprogress monitoring.





An educational software thatprovides differentiated andcustomized remediation on Mathskills.


08/11/2014 05/20/2015 $0 - Other classroom teacher,Title I Personnel






Research Cited:

Goal 2:


85% of All Students will demonstrate a proficiency in Math in Mathematics by 04/30/2015 as measured by ACT Aspire test performance. .































Strategy1:



Research Cited:


































6. English Language Proficiency Goal (Should address identified weaknesses and gaps): Goal 1:





Research Cited:































Goal 2:





Research Cited:





























7. Identify the strategies in the schoowide plan that provide an enriched and accelerated curriculum for select students and

support progress for all students. Goal 1:






Research Cited:






Activity - Moodle ActivityType Tier Phase Begin Date End Date Funding Amount


Striplin students access toassignments/classwork/and otherresources via a districtMoodle server


DistrictTechnologyCoordinator(s),TechnologyCoaches, Principal,Teachers.



Strategy2:


education.

Research Cited:

Strategy3:










Funding







Activity - Cyber Safety VideoContest



Striplin participates in the CyberSafety Video Contest for studentsheld at the first of eachyear. The videos will be judgedby community representativesand prizesawarded.

Technology 09/01/2013 10/31/2016 $0 - No FundingRequired





Research Cited:

Goal 2:


85% of All Students will demonstrate a proficiency in reading in Reading by 04/30/2015 as measured by ACT Aspire test performance.





Funding






Funding


Activity - STI Home Portal ActivityType Tier Phase Begin Date End Date Funding Amount


Parents ability to view studentgrades and assignments.Teachers use thegradebook portion of iNOW andmake that information availablefor parentsand students to view.


Funding











Funding




Strategy1:



Research Cited:

Goal 3:



































Research Cited:


































Component 3: Instruction by Highly Qualified Staff

3. Describe how staffing decision ensure that highly qualified, well trained teachers provide instruction and how their assignments

most effectively address identified academic needs. The principal interviews prospective teachers who posses HQ status. Teachers are placed according to current data and class enrollment

size.

Label Assurance Response Comment Attachment1. Do all of the instructional paraprofessionalsmeet the NCLB requirements for highlyqualified? If no, what is the number that is nothighly qualified and what is being done toaddress this?

Yes

Label Assurance Response Comment Attachment2. Do all of the teachers meet the NCLBrequirements for highly qualified? If no, what isthe number that is not highly qualified and whatis being done to address this?

Yes



Component 4: Strategies to Attract Highly Qualified Teachers

1. What is the school's teacher turnover rate for this school year? This year we have one new classroom teacher who is filling a leave. The other 17 homeroom teachers have been there for 3 or more years. 2. What is the experience level of key teaching and learning personnel? All key teaching personnel have earned at least a Bachelor's degree in elementary education. 3. What are specific initiatives the school has implemented to attract and retain high quality teachers regardless of the turnover

rate? We utilize the mentor initiative. 4. What are specific initiatives the district has implemented to attract and retain highly qualified teachers regardless of the turnover

rate? The Gadsden Aspiring Administrators Program and the Teacher Mentor Initiative. 5. If there is a high turnover rate, what initiatives has the school implemented to attempt to lower the turnover rate of highly

qualified teachers? n/a



Component 5: High Quality and Ongoing Professional Development

1. Identify the professional development activities included in the schoolwide plan that are high quality, effective, and research-

based? Alabama College and Career Readiness Standards training on reading and mathematics standards and technology training. 2. Identify the professional development opportunities for teachers, principals, paraprofessionals, other staff, and parents that are

included in the schoolwide plan? Book studies for teachers and Inservice for faculty and staff, Parenting Partners for parents 3. Identify the teacher mentoring activities included in the schoolwide plan. For example, new or inexperienced teachers are given

support from an assigned master teacher. New teachers are given support from an assigned master teacher. 4. Describe how this professional development is "sustained and ongoing." Professional development activities are of highly quality, effective, and research-based. They include opportunities for teachers, the

principal, paraprofessionals and parents. Professional development is grade specific, subject specific and data based.



Component 6: Transition Strategies

1. Identify the strategies in the schoolwide plan that support and assist students in transitioning from one grade level to the next.

For example, preschool preparation for Kindergarten and/or eighth grade transition to high school. W.E. Striplin Elementary School realizes that students need support emotionally and academically during periods of transition from early

childhood programs to elementary school and from our school to the middle school. The

following are transition activities offered:

-Kindergarten pre-registration is offered in the spring at which time parents can tour the school and receive school brochures including a

supply list.

-Fifth grade students will visit Gadsden Middle School during the spring. They tour the school which includes visiting sixth grade classes,

meeting sixth grade teachers and learning about the courses offered.

-When a student transfers to W.E. Striplin Elementary School, he/she is given a tour of the school by a member of the Student Government

Association, the principal or a resource teacher. -We will hold parent orientation prior to school opening so that parents may meet the

teachers,register for school and bring supplies.



Component 7: Teacher Participation in Making Assessment Decisions

1. What measures are in place to include teachers in decisions regarding the use of results of statewide academic assessments? Grade level data meetings take place weekly and monthly.

This year we are beginning state of the school and state of the grade level meetings.

Monthly Problem Solving team meetings are help with all homeroom teachers and resource personnel.



Component 8: Timely and Additional Assistance to Students Having Difficulty Mastering the

Standards

1. What is the process to identify students who experience difficulty mastering the State's academic achievement assessment

standards at an advanced or proficient level? Students are referred to the PST/RTI team by homeroom teachers. The data collected from STAR testing, program data assessments, ACT

Aspire, DIBELS and teacher formal assessment are all used to identify students who experience difficulty mastering the State's academic

achievement assessment standards. 2. How is timely, effective, additional assistance provided to students who are experiencing difficulty mastering the State's

academic achievement assessment standards at an advanced or proficient level? Teachers communicate with Reading Coach and Problem Solving Team to timely and effectively provide assistance to students who are

experiencing difficulty mastering the State's academic achievement. The students are placed in a Tier II or Tier III intervention groups and

serviced for at least nine weeks. Through-out the nine-weeks teachers monitor students' progress in order to determine if addition assistance

is needed. 3. How are students' individual needs being addressed through differentiated instruction in the classroom? Students receive differentiated instruction in the classroom based on their different learning styles. 4. 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. The 21st Century Community Learning Center after-school program provides opportunities for students to receive support and reinforcement

of academic skills beyond the regular school day. The Parent Teacher Resource Center also offers tutoring services, and home packets that

will help students outside the classroom. 5. Describe procedures used to address challenges for EACH group of Migrant, English Language Learners, Economically

Disadvantaged, Special Education, Neglected and/or Delinquent, and Homeless Students. All Migrant, English Learners, Economically Disadvantaged, Special Education, Neglected and/or Delinquent, and Homeless students must

have equal access to the same free appropriate public education, including public preschool provided to other children and youth. These

students are provided with the opportunity to meet the same challenging state content and state performance standards to which all students

are held without being stigmatized or isolated. All students have access to all services and programs available, including free/reduced lunch,

Title I services, Special Education services and counseling services. Schools works in cooperation with the Etowah County DHR, Family



Success Center, Big Brother/Big Sister, and a various local churches and other community resources to provides students with necessary

school supplies, food, clothing and shelter. 6. Special Populations as listed in the Carl D. Perkins Career and Technical Education Act of 2006 - Describe procedures used to

address challenges for EACH group of individuals with disabilities, individuals from economically disadvantaged families

(including foster children), individuals preparing for non-traditional fields, single parents (including single pregnant women),

displaced homemakers, and individuals with limited English proficiency. n/a



Component 9: Coordination and Integration of Federal, State and Local Programs and Resources

1. In what ways are the programs coordinated and integrated toward the achievement of the schoolwide goals? There are several monetary sources that are integrated and coordinated into the financial management and instructional planning of W.E.

Striplin Elementary School. The following is a comprehensive list of fund sources, with an

explanation of their usage:

-The State Department of Education funds teacher units based on student enrollment.

-Title I - Title I monies are being used to fund professional development, a parent involvement liaison, parent involvement allocation, Parent

Involvement, two Title I Intervention aides, funds a school nurse, computer technicians, and helps us purchase various materials/instructional

supplies.

-Title II - Part A (Federal): This money will be used for Professional Development activities, Class -Size Reduction (CSR) teachers if the

school is in need of teachers to reduce pupil/teacher ratios in K-5, and the Recruitment/Retention of Highly Qualified Teachers. The

Professional Development activities must be in addition to Professional Development activities paid for out of state/local funds. Class-Size

reduction units must be in addition to state funded limits. Recruitment/Retention activities must be approved by the federal Programs

Department and meet all NCLB criteria.

Title III - English Language Learners (ELL) (Federal): This money is used to provide 2 system-wide resource teachers and provide

supplemental activities to ELL students. Funds are going to be used for students and their families for professional development activities

such as workshops to help parents assist their child in school.

-Title IV - Safe and Drug Free Schools (Federal): These funds will be used for school counselors, PD for counselors, and materials/supplies

that deal with drug-free education activities such as Red Ribbon Week. 2. List the State, Federal and local programs that are consolidated/coordinated in the schoolwide program and describe how all

programs and resources are coordinated and integrated toward the achievement of the schoolwide goals. There are several monetary sources that are integrated and coordinated into the financial management and instructional planning of W.E.

Striplin Elementary School. The following is a comprehensive list of fund sources, with an

explanation of their usage:

-The State Department of Education funds teacher units based on student enrollment.

-Title I - Title I monies are being used to fund professional development, a parent involvement liaison, parent involvement allocation, Parent

Involvement, two Title I Intervention aides, funds a school nurse, computer technicians, and helps us purchase various materials/instructional

supplies.

-Title II - Part A (Federal): This money will be used for Professional Development activities, Class -Size Reduction (CSR) teachers if the

school is in need of teachers to reduce pupil/teacher ratios in K-5, and the Recruitment/Retention of Highly Qualified Teachers. The

Professional Development activities must be in addition to Professional Development activities paid for out of state/local funds. Class-Size

reduction units must be in addition to state funded limits. Recruitment/Retention activities must be approved by the federal Programs

Department and meet all NCLB criteria.

Title III - English Language Learners (ELL) (Federal): This money is used to provide 2 system-wide resource teachers and provide

supplemental activities to ELL students. Funds are going to be used for students and their families for professional development activities

such as workshops to help parents assist their child in school.

Title IV - Safe and Drug Free Schools (Federal): These funds will be used for school counselors, PD for counselors, and materials/supplies



that deal with drug-free education activities such as Red Ribbon Week. 3. How does the school coordinate and integrate the following Federal, State and local services in a manner applicable to the grade

level to support achievement of the schoolwide goals: violence prevention programs, nutrition programs, housing programs, Head

Start, adult education, vocational and technical education, and job training. Our school receives funding from federal, state and local sources. All funds are spent for the instruction of students according to federal,

state and local accounting laws.



Component 10: Evaluation

1. How does the school evaluate the implementation of the schoolwide program? Each year Title I personnel evaluate our school-wide program via a district developed evaluation template. That template is completed with

input from all teachers and school data then emailed to the Title I coordinator. 2. How does the school evaluate the results achieved by the schoolwide program using data from the State's annual assessments

and other indicators of academic achievement? The faculty divides into groups and disaggregates test data and compiles the data onto a spreadsheet for easier review. 3. How does the school determine whether the schoolwide program has been effective in increasing the achievement of students

who are furthest from achieving the standards? Benchmarks for all tests are used to determine effectiveness of our school-wide program. 4. What process is followed by the school to revise the plan as necessary, based on the evaluation, to ensure continuous

improvement of students in the schoolwide program? School support teams come in to review programs and instruction. Feedback is shared with the principal and teachers and our school-wide

plan is updated and revised.



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. 21.76

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. 22.14

Label Question Value2. Provide the number of Administrators. 1.0

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

Label Question Value4. Provide the number of Counselors. 1.0

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. 22.14

Label Question Value2. Provide the total of all salaries for the Administrator Units. 72410.0

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. 54408.0

Label Question Value5. Provide the total of all salaries for the Librarian. 56822.0

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 183,662.14



II. Federal Funds

Title I: Improving the Academic Achievement of the Disadvantaged

Provide a brief explanation and breakdown of expenses. The district receives $2,321,123.00.The district Set Aside includes: Administrative, Indirect Cost, Nonpublic Professional Development,

Regular Professional Development, Limited English Proficiency, Total Parent Involvement (1% minimum), Homeless, Focus and Priority

Schools, and Other (nurses, system-wide intervention teacher, media/inventory, tech support etc.): Total Set Aside: $1,125,783.00. The

remaining $1,195,340 is allocated to the (8) Title I Schools based on Free/Reduced.

Striplin Elementary School FY15 Allocation:

Total Allocation: $185,699.00

Parent Involvement: $3,139.00 (Required)

Total to Budget: $182,560.00

Title I Intervention Aide (Priscilla Elkins): $31,269.00

Title I Certified Intervention Aide (Katie Watford): $31,546.00

Title I Intervention Aide (Tiffany Boley): $31,732.00

Computer Technicians: $10,322.00

Private School (8):$4,480.00

Parent Involvement: $8,724.00

Rental: $11,271.00

Remaining Balance of $24,809.00 to be used for: Instructional supplies and professional development.

Title I: ARRA Funds

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

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

Provide the total2321123.0

Label Question Value4. Title I: ARRA Funds

Provide the total.0.0



Title II: Professional Development Activities

Provide a brief explanation and a breakdown of expenses. The district receives $398,631.00. Administrative allowance for Indirect Cost: $3,829.00. Professional Development Training and Mentoring:

$59,510.14. Non-Public Professional Development: $15,457.86. Class-Size Reduction: Three Class-Size reduction teachers will lower the

pupil teacher ratio at Floyd, Adams, and Striplin Elementary Schools: $173,415.00. District Staff for Professional Development: $146,419.00.

Title III: For English Language Learners

Provide a brief explanation and a breakdown of expenses. The district provides an EL Coordinator who oversees the entire EL Program including the core, Title I supplemental, and the Title III

supplemental programs. (1) Certified EL teacher (.30 FTE's), (1) Paraprofessional (.05 FTE's) rotating among schools to ensure

supplemental services for teachers and students. Required Professional Development for school staff, district EL staff will be provided

through SDE SAMUEL training as well as local training.

Title IV: For Safe and Frug-free Schools


Title VI: For Rural and Low-income Schools


Label Question Value6. Title II: Professional Development Activities


Label Question Value8. Title III: For English Language Learners


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




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


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


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

Provide a brief explanation and a breakdown of expenses. The Gadsden City Board of Education recommends this grant proposal to obtain a Community Learning and Life Skills Center (CL&LSC)

which will serve 80 students in K-5th grades at W.E. Striplin Elementary. The CLC will operate an after school program 5 days a week, 180

days per year, 36 weeks a year, during the school year from 3:00- 5:30 pm. The afterschool program will operate 2.5 hours each day; 12.5

hours each week. It will also offer a 5 week summer program. Certified teachers will begin at 8:00 a.m. and will work until 5:30 p.m. The

summer program will exist on a rotation basis with teachers, to insure that teachers do not work over 40 hours each week. The Summer

Program will operate 9.5 hours each day; 47.5 hours each week for 25 days.

Needs to be addressed:

1.) Academic tutoring and enrichment activities in reading, math and science that are aligned with CCRS. 2.) Motivational activities to show

students how to make productive use of their leisure time. 3.) A secure place and time for homework completion with assistance. 4.)

Enrichment activities that promote recreation, nutrition, cultural arts, and the environment. 5.) Service learning projects to demonstrate the

benefits these provide to the students as well as the community and other people. 6.) Support for families, parenting, enrichment, high school

equivalency and post high school training and education. 7.) Training for our teachers and parents.

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)




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

Improvement GrantProvide the total.

125000.0



III. Local Funds (if applicable)

Local Funds

Provide a brief explanation and a breakdown of expenses. XX

Label Question Value2. Local Funds




Documents

ACIP W. E. Striplin Elementary Schoolgcs.scholasticspark.com/.../2015/02/Striplincip.pdf · Every school has its own story to tell. The context in which teaching and learning takes