New Westview Elementary School - Schoolwidepcboecurriculumandinstruction.weebly.com/.../cip-wes.pdf · 2018. 10. 14. · - 98.62% of the class of 2012 (regular education- 437 total)

Assurances

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

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

Indicates LEA Principal Approval based on Assurances listed above.

Part I NEEDS ASSESSMENT- SUMMARY OF DATA

Provide a brief description of the planning process, including how teachers will be involved in decisions regarding the use of state academic assessments, and other data sources in order to provide information on and to improve the achievement of individual students and the overall instructional program and how parents were involved with faculty and staff in developing, and implementing the CIP (Title I, Section 1116(b)(A)(viii):

Instructional Leadership Team Names and Positions

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

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

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A planning committee was formed at Westview Elementary School for the purpose of revising the Title I School-Wide Plan (SWP) which is also referred to in this document as the Continuous Improvement Plan (CIP). Part of the committee met over the summer of 2012 to review the results of the latest needs assessment, teacher surveys, parent surveys, discipline referral data, and the latest ARMT Plus data (Due to limited Title I funds to pay teacher stipends for revising the CIP, I chose several veteran teachers on the CIP team to work 4 hours a day for 3 days over the summer). The CIP Committee is made up of representatives from all grade levels as well as the principal, reading coach, and parents from the Parent Advisory Committee. Committee representatives were selected because of their dedication and interest in the success of our students and school. The selected members are responsible for any decision-making (program or financial) regarding the school-wide plan and distributing any information needed to their constituency groups. Input from parents and community members is actively sought through invitation in order to ensure that student needs are identified and that all available community resources are being utilized. The committee was created through an open invitation at the annual Title I Parent Meeting for any interested parent who wanted to participate on the committee. Faculty members are responsible for maintaining documentation of data resources. Implementation of the plan is reviewed periodically at faculty/grade level and Building Leadership Team meetings. The purpose of these meetings is to review data included in the plan to determine if there is an increase in academic achievement and improvement in other documented areas. Goals and progress are communicated to the faculty, parents, students, and stakeholders through faculty meetings, PTA meetings, and newsletters, in order to foster a shared commitment for quality education for all students at Westview Elementary. Copies of the CIP are located in the Federal Programs Coordinator's office, principal's office, at the school's Parent Information Center station, and the media center. Letters of attestations of highly qualified teachers are available for review upon request. Notifications are placed in the student handbook, school newsletters, and on the school’s website. If a parent disagrees with any aspect or component of the school Parent Involvement Plan or the LEA Consolidated Application of the NCLB funds, that parent can contact the Federal Programs Coordinator for the Phenix City School System at the Central Office.

Dr. Darrell Seldon, Principal Sarah Kimmel, Reading Coach Carrie Miller, Kindergarten Teacher Letitia James, Kindergarten Teacher Courtney Anthony, Second Grade Teacher Ashley Johnson, Second Grade Teacher Kim Branton, Special Education Teacher Latonya Taylor, Parent Advisory Committee Brandy Sanders, Parent Advisory Committee

Westview Elementary School - Schoolwide - Superintendent Approved Continuous Improvement Plan - 1/21/2013

System: Phenix City School: Westview Elementary School Page 1 of 33

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

SUMMARY OF NEEDS BASED ON A COMPREHENSIVE REVIEW OF DATA

I have reviewed the Annual Accountability Results Report


Briefly describe the process your faculty used to conduct the needs assessment (analysis of all data).

Highly Qualified Teachers (HQT): Describe how staffing decisions ensure that highly qualified, well-trained teachers provide instruction and how their assignments most effectively address identified academic needs.

Number and percentage of teachers Non-HQT:

Number and percentage of Classes Taught by Non-HQT:

Alabama High School Graduation Exam (AHSGE):

Strengths:

Shayla English, Parent Advisory Committee Nettie Malone, Parent Advisory Committee Jasmine Sanders, Parent Advisory Committee Fiona Cornelius, Parent Advisory Committee

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The school principal disaggregated the preliminary 2012 ARMT+ test data received from the state department in July. The reading coach analyzed the DIBELS reports from the 2011-12 school year. Several teachers met over the summer to discuss ARMT+ results, teacher survey results, parent survey results, and discipline data to determine our goals and needs for this upcoming year. The data analysis for ARMT+ and DIBELS continued with the faculty during an inservice on August 9, 2012 in which the teachers further analyzed and disaggregated the data by grade levels. The teachers were required to identify students’ strengths, weaknesses, and develop a plan that would target the at-risk students on their classroom rosters.

Notification letters of anticipated openings are sent to each principal from the Central Office for posting. These notifications are also posted at the Central Office, school, and on the ALSDE Employment Website. Once a position is open, the principal reviews the applications for possible interviews. The decision to interview is based on many variables, such as completeness of application, certification/HQ status, and areas of need. The principal and selected central office administrators interview all qualified applicants. Once interviews are completed, the interview committee decides on employment and new teachers are hired and placed according to certification, experience, preference, specialized training, etc. It is our goal to hire certified and highly qualified teachers to meet the needs and demands of our students. In the interview and selection process, much consideration is given to the vacancy and the experience and skills needed to effectively fill open positions. Currently, 100% of Westview's teachers are certified. However, one teacher is not highly qualifed. The parents of the students of the non-highly qualified teacher will be notifed.

1 teacher is not highly qulaified. That is 4% of the certified teachers at Westview.

A total of six classes are taught by a Non-HQT teacher which 14% of the total number of classes.

According to the 2012-2013 School Status Report: - All subpopulations of 11th-grade students met the participation goal for the reading and math portions of the spring 2012 AHSGE. - 86.68 percent of all eleventh graders scored proficient in math on the AHSGE. This is 0.68 percent above the AMO (Annual Measureable Objective) for 2011-2012, a .06 percent increase from 2011. - 5.43% of white, 11th-grade students scored above proficiency in math on the spring 2012 AHSGE.



Weaknesses:

Alabama Reading and Mathematics Test (ARMT):

Strengths:

Weaknesses:

Alabama Science Assessment:

Strengths:

Weaknesses:

Stanford 10:

Strengths:

- 98.62% of the class of 2012 (regular education- 437 total) scored at or above proficiency on the Spring 2012 Math AHSGE, which marks a 12% increase from the Spring 2011 Math AHSGE. - 96.8% of the class of 2012 (regular education- 437 total) scored at or above proficiency on the Spring 2012 Reading AHSGE, which marks an 6.99% increase from the Spring 2011 Reading AHSGE.

According to the 2012-2013 School Status Report: The Annual Measurable Objective for the All, Black and Free/Reduced Lunch subgroups for the class of 2013 was not met for reading. 85.42 percent of all eleventh graders scored proficient in reading on the AHSGE. This is 6.58 percent below the AMO (Annual Measureable Objective) for 2011-2012 (92%). Areas of concern: - All students proficiency index moved in a positive direction from -5.13 in 2010 to -3.19 in 2011, and then in a negative direction to -6.58 in 2012. - Black subgroup proficiency index moved in a positive direction from -6.49 in 2010 to -5.38 in 2011, and then in a negative direction to -9.21 in 2012. - Free/Reduced Meals proficiency index moved in a positive direction from -7.60 in 2010 to -5.01 in 2011, and then in a negative direction to -11.03 in 2012. - Free/Reduced Meals proficiency index for math moved in a positive direction from -1.19 in 2010 to -0.6 in 2011, but moved in a negative direction to -1.73 in 2012.

Starting in 2012, the AL Dept of Education upgraded the ARMT to the ARMT+, which is a tougher version of the original test. There are 4 levels of achievement on the ARMT+ test. 1 is the lowest level and 4 is the highest level. The Annual Measurable Objective {AMO}is the NCLB required annual goal for all schools. This percentage increases every year and is a major gauge for determining AYP. In 3rd grade math, 74% of students were proficient, which is a 6 point increase from 2011 results (68%). In 5th grade math, 88% of students were proficient, which is a 3 point increase from 2011 results (85%).

There are 4 levels of achievement on the ARMT+ test. 1 is the lowest level and 4 is the highest level. The Annual Measurable Objective {AMO} is the NCLB required annual goal for all schools. This percentage increases every year and is a major gauge for determining AYP. In 4th grade math, 75% of students were proficient, which is a 9 point decrease from 2011 results (84%). In 3rd grade reading, 85% of students were proficient, which is a 2 point decrease from 2011 results(87%). Westview did not make AYP for 2012-13 school year due to math for the following subgroups: All Students, Black, and Free and Reduced Lunch.

There are 4 levels of achievement on the ASA, with 1 being the lowest and 4 being the highest. The Mean Percent Correct for Physical Science increased by 3 points from 43% in 2011 to 46% in 2012. The Mean Percent Correct for Life Science increased by 10 points from 38% in 2011 to 48% in 2012. The Mean Percent Correct for Earth and Space Science increased by 4 points from 34% in 2011 to 38% in 2012.

2012 results showed that only 47% of 5th graders were proficient (scores of 3s/4s), which is a 2% drop from 2011 (49%).

As of 2011, the state of Alabama no longer administers the Stanford Achievment Test. The last test results on file were from 2010-2011.



Weaknesses:

Dynamic Indicators of Basic Early Literacy Skills (DIBELS):

Strengths:

Weaknesses:


Alabama Direct Assessment of Writing (ADAW):

Strengths:

Weaknesses:

ACCESS for English Language Learners (ELLs):

Strengths:

NA

DIBELS is a monitoring program that assesses students' reading abilities over time. Phoneme Segmentation Fluency (PSF) measures a child's skills in breaking short words into individual sounds or phonemes. Nonsense Word Fluency (NWF) measures a child's letter sound correspondence skills and decoding skills. Letter Naming Fluency (LNF) measures a child's letter knowledge and rapid naming ability. Oral Reading Fluency measures accuracy and speed in oral reading of graded passages. 2012 results showed that 92% of kindergarteners benchmarked for Nonsense Word Fluency, which is a 5% increase in comparison to 87% in 2010-11. 82% of second graders benchmarked for Oral Reading Fluency which is a 22% increase in comparison to 60% in 2010-11. 61% of third graders benchmarked for ORF which is a 17% increase in comparison to 44% in 2010-11.

2012 results showed that 75% of first graders benchmarked for nonsense word fluency which is an 11% decrease in comparison to 86% in 2010-11. 84% of kindergarteners benchmarked for letter naming fluency which stayed the same for 2010-11.

At this time, the state is no longer assessing students' writing abilities through the ADAW. The last year the test was administered throughout the state was 2010. We will continue to emphasize the 3 modes of writing (Narrative, Expository, and Descriptive) as well as the writing process. Narrative writing consists of students being able to write a story using transitional words to sequence his/her story. Expository writing consists of students being able to explain through his/her writing. Descriptive writing consists of students using a lot of details such as adjectives to write a story. Phenix City Schools have been using the Criterion Writing Software to continue assessing students' writing abilities. There are 4 levels of scores with 4 being the highest. A district-wide writing assessment was given in April of 2011 and 2012 in all 6 elementary schools to 4th and 5th grade students only. The students were given the same writing prompts and typed their responses using either laptops or desktops. Results showed that 4th grade improved in 2012 with a combined percentage of 62% of students scoring 3s for both writing prompts in comparison to 39% for 2011.

2012 results showed that 5th grade scored about the same as 2011 with roughly 50% of students proficient on all 3 writing prompts.

There are 6 levels of achievement on the ACCESS assessment, with 1 being the lowest and 6 being the highest. Westview did not have an EL student for the 2011-12 school year, but has 1 EL student for the 2012-13 school year. This EL student scored the following on ACCESS last year at Ridgecrest Elementary School: Listening: 1.6 Speaking: 1.9



Weaknesses:

EducateAL or other Professional Evaluation Profile Information:

Strengths:

Weaknesses:

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

Strengths:

Weaknesses:

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

Strengths:

Reading: 1.0 Writing: 2.9 Oral Language: 1.7 Literacy: 1.6 Comprehension: 1.2 Overall: 1.6

Westview did not have an EL student for the 2011-12 school year, but has 1 EL student for the 2012-13 school year. Based on his overall score of 1.6, he is about average for other EL students on his grade level.

The latest version of Educate Alabama (Alabama teacher evaluation system) has been modified, allowing teachers and evaluators to concentrate on particular areas of interest and concern. Educate Alabama now includes evaluation components for all specialty areas, with the exception of administrators. For 2012 for all 39 indicators, most levels of practice were either Applying or Integrating.

The Educate Alabama system was revised again this year, resulting in more training for the staff, especially novice teachers. The two indicators with the highest Beginning Level of practices has to deal with educating EL students (Indicators 4.4 and 4.5). This is a concern considering that Westview has at least 1 EL student for the 2012-13 school year.

Westview purchased IPADs in 2010 for each teacher at the school. The IPADs will be used for teaching purposes in the classroom. With the exception of new teachers this year, the teachers from last year have learned how to use the Ipads to supplement their instruction. 25 Ipad2s were purchased with the remaining funds from the 2010-11 school year. This purchase will allow us to have a class set for teachers to check out on a rotational basis for student use in addition to the mobile laptop lab. All of our teachers are tech savvy enough to navigate throughout the Ipad program itself. Most of the teachers are using the Ipads for daily instructional needs.

We hired 4 new teachers who have to be trained on the instructional use of Ipads.

The STAR Reading test is given to students in grades 2-5 at the beginning of the school year. It is also administered at the end of each nine weeks. This test shows progression in students’ reading levels. The STAR Summary Report for 2011-12 indicates that -27% of 2nd graders scored at the 50th percentile or higher on the STAR reading test. -38% of 3rd graders scored at the 50th percentile or higher on the STAR reading test. Response To Instruction (RTI) is a statewide monitoring system for struggling students in the areas of reading, math, and behavior. The Problem Solving Team (PST) is the committee that oversees the monitoring process at each school. For 2011-12, 68 students were referred to RTI, but only 3 students were recommended for Tier 3 instruction (the highest level of



Weaknesses:

Career and Technical Education Program Data Reports:

Strengths:

Weaknesses:


School Demographic Information related to student discipline (e.g. total office referrals, long- and short-term suspensions, expulsions, alternative school placements, School Incidence Report (SIR) data, or student attendance).

Strengths:

Weaknesses:

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

Strengths:

remediation).

The Star Summary Report for 2011-2012 showed that -53% of 4th graders scored at the 25th percentile or lower on the STAR reading test. -46% of 5th graders scored at the 25th percentile or lower on the STAR reading test. For RTI, 15% of students were referred for Reading.

The Career and Technical Education Core Indicator Report yields the following: - The CHS Career Technical Education program attained reading/language arts skills with 97.31%. - The CHS Career Technical Education program attained mathematics skills with 92.34%. - The CHS Career Technical Education program attained technical skills with 83.28%. - The CHS Career Technical Education program met the attainment of the placement goal with 95.50%.

The Career and Technical Education Core Indicator Report yields the following: - The CHS Career Technical Education program did not attain the goal for non-traditional participants in programs identified as non- traditional. - The CHS Career Technical Education program did not attain the goal for non-traditional concentrators in programs identified as non-traditional.

According to Westview’s School Status Report for 2011-12, 100% of our students in grades 3-5 participated in the spring assessments. According to Westview’s School Status Report for 2011-12, our daily attendance rate was 94%.

Discipline referrals increased from 288 in 2010-11 to 304 in 2011-12. Bus referrals were not included in these numbers as bus discipline covers off-campus behavior.

For Central High School, The Graduation Rate Goal for the 2011-2012 school year was met for AYP purposes with 66%, due to IM (improvement from the previous year).



Weaknesses:

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

Strengths:

Weaknesses:

School Demographic Information related to student attendance, patterns of student tardiness, early checkouts, late enrollments, high number of transfers, and/or transiency including migratory moves (if applicable).

Strengths:

Weaknesses:

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

Strengths:

Weaknesses:

School Perception Information related to student PRIDE data.

Strengths:

Weaknesses:

School Process Information related to an analysis of existing curricula focused on helping English Language Learners (ELLs) work toward attaining

The Graduation Rate Goal of 90% was not numerically met with 66%, 24% below the goal for the 2011-2012 school year.

For the 2011-12 school year, no teacher transferred to another school or resigned. One additional teacher was hired.

Currently, 8 of the 22 (36%) classroom teachers for 2012-13 are non-tenured and have less than 3 years teaching experience. Such a large percentage of inexperienced teachers on staff can negatively affect academic progress and classroom management.

For the 2011-12 school year, the daily attendance rate was 94%. Westview increased in attendance (ADM) for the first 20 days of school from 378 in 2011 to 400 in 2012. Westview decreased its absentee rate from 3457 absences in 2010-11 to 3177 absences in 2011-12.

Although the total number of absences decreased from 2010 to 2011, 3177 absences in one year are still too excessive.

Each year Phenix City Schools send out annual parent surveys to be completed by parents. On April 12, 2012 390 surveys were sent out to Westview parents and 105 were returned. - 99% of the parents surveyed felt welcomed at Westview. - 97% said that the school encouraged them to be involved in their child's education. - 88% said that they knew the school's academic goals. - 97% of parents surveyed felt that the teachers were interested and cooperative when discussing academic progress with parents.

Only 58% of parents surveyed knew how to get involved in school planning/review committees. Only 63% of parents know what it means to be a Title I school. Only 64% of parents know how to volunteer at the school.

Due to funding issues, there was no Pride Survey conducted for 2011-12.

Due to funding issues, there was no Pride Survey conducted for 2011-12.



proficiency in annual measurable academic objectives (AMAOs).

Strengths:

Weaknesses:

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

Strengths:

Weaknesses:

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

Strengths:

The majority of EL students evaluated scored highest in the areas of Listening and Speaking under the WIDA standard, Language Arts. All EL students in Phenix City are provided the opportunity to participate in all academic and non- academic activities offered, both in school and after school. All Phenix City Schools have consistently showed gains in all academic areas. Our district and each school has an EL Plan prepared to address the needs of the EL population. All EL students are evaluated and their ACCESS results are used to modify each school’s plan and the district’s plan respectively. Additionally, each school has a designated EL teacher-representative to assist with plan development and utilization of resources. All forms are provided in the students native language and an interpreter is provided as needed. Rosetta Stone is a computer-based program that benefits EL students on improving their English language. We have used the program to assist EL students in learning to speak English. Westview did not have an EL student for the 2011-12 school year but has 1 EL student for the 2012-13 school year.

Phenix City schools did not meet Annual Measurable Achievement Objective (AMAO) status for the 2010-2011 year because we did not meet the state exit criteria of 13%. The number of all the EL students who entered our system were natives to countries which spoke a language other than English. The English Learners (EL) population is very mobile. This targeted group of students changes from school to school and from year to year. Very few students return to our schools for the second year, and most leave without officially withdrawing. This mobility makes it very challenging to monitor growth and deficits in language acquisition. The greatest area of need for all EL students is in the area of Reading and Writing under the WIDA standard, Language Arts. WES classroom teachers have limited training in the use of Rosetta Stone, which limits their ability to help EL students who struggle with the English language. The two indicators in Educate Alabama with the highest Beginning Level of practices has to deal with educating EL students (Indicators 4.4 and 4.5). This is a concern considering that Westview has at least 1 EL student for the 2012-13 school year.

We have a district-wide coordinator who monitors the progress of all EL students in the district, by checking progress reports and report cards, conversing with teachers of EL students, and reassuring that EL students have equal access to all academic programs offered.

Classroom teachers have very limited resources for effectively educating EL students whose primary language is not English. Our teachers have very limited training in the use of Rosetta Stone, which is a major part of EL students' curricula here in our district. The two indicators in Educate Alabama with the highest Beginning Level of practices has to deal with educating EL students (Indicators 4.4 and 4.5). This is a concern considering that Westview has at least 1 EL student for the 2012-13 school year.

For 2011-12 school year, students were pulled out for Title I reading instruction. Read Naturally, Corrective Reading, and Intervention Station were used for the reading intervention curriculum.



Weaknesses:

Part II - GOAL TO ADDRESS ACADEMIC NEEDS

Part II - GOAL TO ADDRESS ACADEMIC NEEDS – All components to support improving academic achievement, INCLUDING SCHOOL CULTURE CONSIDERATIONS, should be related to the weaknesses identified in the data summary. Use the SMART Goals format to address areas of need.

CONTINUOUS IMPROVEMENT GOALS (SHOULD ADDRESS IDENTIFIED WEAKNESSES AND GAPS):

1. Reading Goal

Description:To increase the percent of students meeting or exceeding baseline proficiency on the reading portion of the Alabama Reading and Mathematics Test in third grade from 85% to 92%, in fourth grade from 90% to 91%, and in 5th grade from 90% to 92%.

Data Results on which goal is based:During the 2011-2012 school year 85% of 3rd graders , 90% of 4th graders, and 90% of 5th graders scored proficient in reading as measured by the 2012 Alabama Reading & Mathematics Test Plus.

Target Grade Level(s): 3rd, 4th, and 5th grade students Target Content Area(s): Reading ARMT: Reading

Additional Academic Indicators:DIBELS and ARMT

Target Student Subgroup(s):3rd, 4th, and 5th grade students with either low DIBELS or ARMT

Courses of Study:The targeted standard for each strategy will be as follows: 3rd grade – Reading COS #3 Use a wide range of strategies, including using context clues and predicting outcomes, to comprehend third-grade recreational reading materials in a variety of genres. 4th grade – Reading COS #2 Use a wide range of strategies, including distinguishing fiction from nonfiction and making inferences, to comprehend fourth-grade recreational reading materials in a variety of genres. 5th grade – Reading COS #4 Use a range of strategies, including drawing conclusions such as opinions about characters based on their actions and summarizing passages, to comprehend fifth-grade recreational reading materials in a variety of genres.

Strategies:1.1 Strategy 1 for Reading Goal

Description:Align the current curriculum and instructional resources to the least mastered course of study standard(s).

Action Steps:1.1.1 Action Steps for Strategy 1

The reading intervention teacher's effect on student achievement was limited due to various reasons, such as student absenteeism/tardiness and limited work hours due to funding.



Description:Teachers will 1. Conduct a data analysis of 2012 reading assessment data for the ARMT+. 2. Identify the least mastered standards from the data study. 3. Align the appropriate content area materials and textbooks to identified standards. 4. Adhere to the district’s instructional pacing guide and embedded non- mastered standards frequently on Day 6 instructional days. 5. Data results will be utilized regularly to determine standards for remediation on Day 6 instructional days. 6. Data analysis will be conducted on August 9, 2012. Each grade level will disaggregate the data to identify struggling students as well as the least mastered COS standards. The principal and reading coach will conduct follow up sessions scheduled throughout the year via data meetings and grade level meetings.

Benchmarks:Curriculum alignment evidence will be documented in lesson plans and discussed at monthly grade level meetings. Evaluations and administrative walkthroughs will help to confirm adherence to pacing guide and Day 6 activities.

Interventions:Diagnose reading deficiencies in students who fail to demonstrate mastery and provide non-proficient readers with intensive, small group reading instruction during the Reading class. Struggling readers will also get an extra thirty minutes of intervention in class for Tier 2 intervention. Students that need additional help will be pulled out of Social Studies classes to receive Tier 3 intervention. A certified and highly qualified reading coach will be available to help with targeted students in grades 3-5 in the area of reading.

Resources:$0.00

1.2 Strategy 2 for Reading Goal

Description:Provide professional development in the area of reading, learning styles, data analysis.

Action Steps:1.2.1 Action Steps 2 For Strategy 2

Description:Teachers will: 1. Attend the scheduled workshops during scheduled inservice days throughout the year. (Topics will be determined according to the most pressing needs of the faculty based on intensive observation data as well as teacher feedback.) 2. Apply skills learned in the classroom. 3. Monitor student progress and present evidence of progress and data at grade level meetings. 4. Show documentation in lesson plans as applicable.

Benchmarks:The application of professional development will be evident in lesson plans as applicable. Periodically, grade level meetings and data meetings will be geared toward the application of professional development workshops.

Interventions:Highlights from professional development workshops will continually be discussed throughout the year during faculty meetings. Teachers will have opportunities to discuss issues and concerns with the application of newly acquired skills during faculty meetings, grade level meetings, and data meetings as well. We will continue to diagnose reading deficiencies in non-mastery students and provide non-proficient readers with intensive, small group reading instruction during class and during pullouts for Tier 3 intervention. The reading coach and Title I parapros will be utilized to the fullest in helping struggling readers and assisting teachers.

Resources:A total of $7000 will be allocated for professional development: $4696 from Title I funds and $2304 from Title II. Professional development will be provided in the areas of reading and math.



1.3 Strategy 3 For Reading Goal

Description:Conduct content literacy strategies training for selected 3rd teachers who attended EARIC Content Literacy Workshop over the summer. Peer Coaching will be used for the trained teachers to work with each other and eventually transfer skills to other teachers.

Action Steps:1.3.1 Action Steps For Strategy 3

Description:1. Selected teachers will attend a Content Literacy workshop offered via EARIC. 2. Follow up with Peer Coaching sessions scheduled throughout the year with selected teachers and reading coach. 3. Teachers will apply strategies learned in order to improve reading skills of students in other subjects besides reading.

Benchmarks:1. Observations should reveal content literacy strategies in action during social studies and science lessons for these selected teachers.

Interventions:Issues and concerns will be addressed in Peer Coaching follow up sessions.



Description:Implement explicit, intensive reading instruction using active student engagement strategies and higher order thinking questions.


Description:Teachers will: 1. Follow the basal reader to fidelity. 2. Provide for active student engagement through talking, writing, reading, investigating, Smartboard lessons, and listening to informational and other texts. 3. Provide small group instruction at least five times per week to focus on reading strategies. 4. Provide higher order thinking questions using Bloom's Taxonomy flipchart.

Benchmarks:SMOs and teacher observations will target the adherence to reading schedule and intervention time. Teachers will have opportunities in faculty meetings, grade level meetings, and data meetings to discuss concerns and issues with the Storytown reading program and hindrances to reading proficiency. Lesson plans will reflect active engagement strategies.

Interventions:Students who continue to struggle with reading will be provided Tier 2 and Tier 3 intervention as necessary. The reading coach will also assist with targeted students as necessary.



Resources:$0.00


Description:To utilize Peer Coaching as a training strategy for transition of skills from teacher to teacher.


Description:1. Teachers who have been identified as novice teachers will observe veteran teachers in the areas of reading and math. Veteran teachers will also observe the novice teachers. 2. Any teacher desiring to obtain particular skills utilized by a fellow teacher can make a recommendation to be peer coached. 3. All participating teachers must complete the Peer Coaching paperwork documenting the process.

Benchmarks:Part of the paperwork that must be completed requires a detailed explanation of the outcome of the Peer Coaching session. The coached teacher must implement newly learned skills according to his or her own pace, but progress is expected and will be monitored as necessary.

Interventions:The teachers involved will have opportunity to reflect on newly learned skills and document the desired outcome. If necessary, follow up Peer Coaching sessions will be scheduled to further acquisition of new skills.


2. Math Goal

Description:To increase the percent of students meeting or exceeding baseline proficiency on the math portion of the Alabama Reading and Mathematics Test in third grade from 74% to 89%, in fourth grade 75% to 89% and in fifth grade from 88% to 94%.

Data Results on which goal is based:During the 2011-2012 school year 74% of third graders, 75% of fourth graders, and 88% of fifth graders scored proficient in math as measured by the 2012 Alabama Reading and Mathematics Test Plus.

Target Grade Level(s): 3rd thru 5th grade students Target Content Area(s): Math ARMT: Math

Additional Academic Indicators:STAR Math

Target Student Subgroup(s):



3rd, 4th, and 5th grade students with low ARMT+ STAR math scores

Courses of Study:3rd grade – Mathematics COS #12 Recognize data as either categorical or numerical. 4th grade – Mathematics COS #9 Write number sentences for word problems that involve multiplication or division. 5th grade – Mathematics COS #13 Convert a larger unit of measurement to a smaller unit of measurement within the same system (customary or metric).

Strategies:2.1 Strategy 1 For Math Goal

Description:Consistently implement the Saxon Math Program in all grades and to fidelity.


Description:Teachers will 1. Consistently implement Saxon Math daily on a consistent basis, following the district pacing guide. 2. Monitor the progress of all students and specifically involve struggling students in the daily activities. 3. Teachers will be encouraged to take advantage of free webinars offered by Saxon Math, especially new and inexperienced teachers. 4. All teachers will attend district PD for Saxon on August 13-14. 5. Selected teachers will be observed by Saxon Math reps for the purpose of improving math instruction. (Sept. 19, 2012)

Benchmarks:Lesson plans will reflect the implementation of Saxon Math. SMOs and teacher observations will target the daily implementation of the Saxon Math process. The results of the Saxon Math walkthroughs will be discussed in detail with the teachers who were observed by the Saxon Math reps. Follow up walkthroughs and observations will target implementation of Saxon Math based on the Sept. 19th observation by Saxon reps.

Interventions:Issues and concerns with Saxon Math Implementation will be discussed at faculty meetings, grade level meetings, and data meetings as needed.


2.2 Strategy 2 For Math Goal

Description:Align the current curriculum and instructional resources to the least mastered course of study standard(s).


Description:Teachers will: 1. Conduct a data analysis of 2012 ARMT+ data on August 9, 2012. 2. Identify the least mastered standards from the data study. 3. Align the appropriate content area materials and textbooks to identified standards. 4. Data results will be utilized regularly to determine standards for remediation. A math intervention teacher will work with grades 3-5 to provide extra help to struggling math students. This alignment process initially was conducted on August 9, 2012 as a professional development session. Each grade level disaggregated the data to identify struggling math students as



well as the least mastered COS standards. Follow up sessions will be scheduled with the principal throughout the year in data meetings and grade level meetings.

Benchmarks:Curriculum alignment evidence will be documented in lesson plans and discussed at regular data meetings. Mastered COS standards should be evident thru increased student achievement on the ARMT+. RTI monitoring of students should hopefully reflect positive effect of curriculum alignment via increased student achievement for low performing students.

Interventions:Diagnose math deficiencies in non-mastery students and provide non-proficient students with intensive, small group instruction or whole group remediation by highly skilled teachers on Day 10 as necessary.

Resources:One math intervention teacher will be hired at $25 an hour for a total of $13,000. The math intervention teacher will work 4 hours a day, 4 days a week, for 26 weeks in all. $6879.96 will be used for purchasing instructional materials for reading and math, school supplies for students, and instructional supplies for teachers to support reading and math.


Description:Provide professional development in the area of Saxon Math instructional delivery.


Description:Teachers will 1. Attend a district level Saxon training by grade level on Aug 13-14. 2. Apply skills learned in the classroom. 3. Monitor students’ progress. 4. Selected teachers will be observed by two Saxon Math reps for the purpose of improving Saxon Math instruction. (Sept. 19, 2012)

Benchmarks:Math walkthrus will be conducted throughout the year to monitor Saxon Math delivery. A follow up session will be held based on feedback from Saxon reps for observations conducted on Sept. 19th.

Interventions:Utilize Title I math intervention teacher to work with struggling math students in small pullout groups during regular school day. Give teachers opportunities to discuss issues and concerns with the implementation of Saxon Math during faculty meetings, grade level meetings, and data meetings.



Description:Hire one math intervention teacher to work directly with 3rd and 5th grade math students, due to low 3rd/4th grade ARMT+ math results for 2011-2012.




Description:The intervention teacher will 1. Assist classroom teachers by working directly with targeted 3rd/4th math students in class during Saxon implementation. 2. Provide Tier 2 intervention for targeted students. 3. Plan with 3rd/5th grade teachers for Saxon Math to more effectively help struggling math students. 4. 3rd/5th grade teachers are expected to communicate often and strategize with the intervention teacher in order to maximize the extra help provided. This will include sharing student data so that the intervention teacher can effectively address student needs.

Benchmarks:The principal will meet with 3rd/5th grade teachers and intervention teacher to ensure that struggling math students are targeted and that pullouts for Tier 2 intervention is consistently done. Grades will also be monitored in STI.

Interventions:Periodic meetings with intervention teacher and 3rd/5th grade teachers will allow teacher feedback and opportunities to discuss issues and concerns.

Resources:Two math intervention teacher will be hired at $25 an hour for a total of $13,000. The math intervention teacher will work 4 hours a day, 4 days a week, for 26 weeks in all.

2.5 Strategy 5 for Math Goal

Description:To utilize Peer Coaching as a training strategy for transition of skills from teacher to teacher.


Description:1. Teachers who have been identified as novice teachers will observe veteran teachers in the areas of reading and math. Veteran teachers will also observe the novice teachers. 2. Any teacher desiring to obtain particular skills utilized by a fellow teacher can make a recommendation to be peer coached. 3. All participating teachers must complete the Peer Coaching paperwork documenting the process.

Benchmarks:Part of the paperwork that must be completed requires a detailed explanation of the outcome of the Peer Coaching session. The coached teacher must implement newly learned skills according to his or her own pace, but progress is expected and will be monitored as necessary.

Interventions:The teachers involved will have opportunity to reflect on newly learned skills and document the desired outcome. If necessary, a follow up Peer Coaching sessions will be scheduled to ensure acquisition of newly learned skills.


3. Writing Goal

Description:



To increase the percent of 4th-5th grade students meeting or exceeding baseline proficiency in the 3 modes of writing: Narrative, Expository, and Descriptive.

Data Results on which goal is based:Phenix City School System administers the Criterion Writing Assessment each year in the place of the Alabama Writing Assessment, which is no longer administered by the state. Fourth and fifth graders are given the same writing prompts each year. There are 4 possible scores from 1 to 4, with 4 being the highest. 2012 results for 4th graders at Westview showed that the students improved in 2012 with a combined percentage of 62% of students scoring 3s for both writing prompts in comparison to 39% for 2011. 2012 results for 5th graders showed that the students scored about the same as 2011 with roughly 50% of students proficient on all 3 writing prompts.

Target Grade Level(s): 4th-5th Grade Students Target Content Area(s): Other - Writing ARMT: Language

Additional Academic Indicators:Poor 4th/5th grade writing skills according to classroom data and school-wide writing fair.

Target Student Subgroup(s):4th/5th grade students who scored poorly on Criterion Writing Assessment

Courses of Study:5th grade COS #7: Composing descriptive texts using an introductory paragraph, sensory details, vivid language, and a conclusion. Compose expository texts using an introductory paragraph that includes a main idea; supporting paragraphs with a minimum of three reasons, explanations, or steps in a process; and a conclusion.

Strategies:3.1 Strategy 1 For Writing Goal

Description:Implement a consistent and intensive school-wide writing program for grades 1st-5th.


Description:Teachers will: 1. Follow COS for writing components to fidelity. 2. Provide instruction for 3 modes of writing: narrative, descriptive, and expository using high level vocabulary. 3. Provide for active student engagement while teaching the writing process through writing, reading, Smartboard lessons, and classroom computers. 4. Develop yearly schedule in which narrative, expository, and descriptive writing activities are scheduled throughout the year on a weekly rotating basis. 5. Consistently incorporate COS writing standards and the 3 modes of writing into various writing assignments. 6. Schedule a monthly writing assignment according to the school-wide writing schedule. 7. Create writing portfolios for every student to store each major writing assignment. 8. Choose samples to compete in school-wide monthly writing fair/contest. 9. All teachers will be encouraged to use the desktop computers, laptops, and Ipads as necessary to enhance students’ writing/typing skills and the school-wide writing program. 10. 4th-5th grade teachers will use the Criterion Writing Software at least once a month to prepare students for the District Writing Assessment.

Benchmarks:Specific faculty meetings will target writing strategies. 2012 Criterion results for this year will be compared to 2011 results.

Interventions:



Issues and concerns with the school-wide writing program will be discussed at faculty meetings, data meetings, and grade level meetings as needed.

Resources:$0.00

4. DIBELS Goal

Description:To increase the percentage of students meeting or exceeding benchmark level proficiency on the Oral Reading Fluency (ORF), Nonsense Word Fluency (NWF), and Letter Naming Fluency (LNF) portions of the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) test: Kindergarten (LNF) from 84% to 87% 1st grade (ORF) from 80% to 84% 1st grade (NWF) from 75% to 80% 3rd grade (ORF) from 62% to 65%

Data Results on which goal is based:2012 End of Year DIBELS Summary Report

Target Grade Level(s): Kindergarten Thru Third Grades with the exception of 2nd grade Target Content Area(s): Reading ARMT: Reading

Additional Academic Indicators:Low DIBELS Scores

Target Student Subgroup(s):K-3 Students with low DIBELS results for ORF, LNF, and NWF

Courses of Study:Kindergarten: Language 2. Demonstrate letter-sound association, including matching letters to corresponding spoken sounds and blending letter sounds into one-syllable words, using printed materials. First: Language 2. Utilize predictable letter-sound relationships to decode printed words, including words with consonant blends that require blending 3-4 phonemes into a whole word. 5. Read with fluency simple passages containing simple sentences. Second: Language 2. Apply phonetic strategies to decode unfamiliar and multisyllable words using graphophonemic clues and letter-sound correspondences, including diphthongs and digraphs. 5. Read with fluency passages containing complex sentences.

Strategies:4.1 Strategy 1 For DIBELS Goal

Description:Adjust the reading instructional levels and strategies based on individual students' rate of improvement (ROI) and utilize small group instruction in order to meet the needs of individual students.


Description:Teachers will: 1. Conduct a class data analysis and identify the struggling students based on end of year and beginning of year DIBELS reports during inservice on August 9, 2012. 2. Calculate rate of improvement (ROI) for nonsense word fluency, letter naming fluency, and oral reading fluency and set goals for students falling below the benchmark proficiency line. 3. Adhere to district's instructional pacing guide and review non-mastered skills during



Day 6 small group instruction. 4. Adjust small group instruction to meet the needs of the group based on progress monitoring, weekly assessments, and benchmark results. 5. Progress monitor students frequently and use the data to help guide future small group instructional needs. 6. Meet monthly with the reading coach and grade level teachers in order to discuss student and reading data concerns so that needs can be met throughout the year.

Benchmarks:Monitor benchmark levels on DIBELS. Data meetings will be held to discuss student data and concerns.

Interventions:Provide Tier 2 and 3 interventions as needed. Refer consistently struggling readers to RTI in order to develop individualized action plans to meet their needs.

Resources:$0.00

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

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

ENGLISH LANGUAGE PROFICIENCY GOAL (SHOULD ADDRESS IDENTIFIED WEAKNESSES AND GAPS):

1. EL Goal

Description:To increase the level of English proficiency of our EL student to at least one level higher on the ACCESS assessment than the previous year (from 1.6 to 2.6).

Data Results on which goal is based:EL 1st grade student scored a 1.6 on the 2012 ACCESS assessment.

Target Grade Level(s): 1st grade Target ELP Language Domain(s): Reading,Writing,Listening,Speaking,Comprehension WIDA Standards: Students will know and use social English and some specific academic language with visual support. Strategies:

1.1 District Strategy

Description:To increase EL students speaking and listening vocabularies across core subjects.

Action Steps:1.1.1 Action Steps for District Strategy

Description:the teacher will use the following programs as needed: Early Vocabulary Connections, Picture Vocabulary for Learning Spoken English, Rosetta Stone Levels 1 and 2, Picture Vocabulary for Science, Scottish Rite Reading Program, and available Ipad apps.



Benchmarks:Teachers will monitor student progress in English usage and vocabulary.

Interventions:Teachers will conduct directed oral lessons individually or in small groups. Peer helpers will be provided. Teachers will provide visuals to explain concepts and break down definitions into simpler and basic English words.

Resources:Early Vocabulary Connections, Picture Vocabulary for Learning Spoken English, Rosetta Stone Levels 1 and 2, Picture Vocabulary for Science, and Scottish Rite Reading Program $6879.96 will be used for purchasing instructional materials for reading and math, school supplies for students, and instructional supplies for teachers to support reading and math.

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

Part IV - STRATEGIES TO ADDRESS SCHOOL SAFETY, CLASSROOM MANAGEMENT/DISCIPLINE, AND BUILDING SUPPORTIVE LEARNING ENVIRONMENTS Strategies developed to address improving school safety, classroom management /discipline, and building supportive learning environments should be related to the weaknesses or program gaps identified in the data summary (e.g., parental/community involvement, teacher collaboration, student/teacher motivation). The LEA and school must develop a timeline for multiple reviews of continuous improvement efforts.

1. Classroom Management Challenge

Description:To strategically reduce the number of office referrals by 25% from last school year (575 x .25 = 144 referrals reduction)

Strategies:1.1 Strategy 1

Description:Provide more training on classroom management.


Description:Teachers will: 1. New teachers will attend Tools For Teaching workshop. 2. Conduct “What Works For Me” sessions during grade level meetings and faculty meetings in which teachers share ideas for classroom control and management. 3. Tenured teachers with poor classroom management will observe stronger teachers within and outside of school via Peer Coaching program. The school counselor will: 1. Continue to teach anti-bullying strategies through the guidance program and ouside support programs, such as TEARS. (TEARS stand for Teen Empowerment Awareness With Resolutions. It is a youth-oriented program that encourages effective decision-making, planning for the future, and setting positive goals.) 2. Recognize Good Citizens each week. 3. Provide anger management classes. 4. Provide small group counseling for students at-risk because of behavior. 5. Utilize United to Save Ourselves (USO) volunteer for behaviorally at-risk students. (USO volunteers mentor students in various schools who are at-risk for academics or behavior. We currently have one USO volunteer who is assigned to Westview.) The principal will: 1. Continue to follow the Code of Conduct in addressing certain repetitive acts of misconduct, which will lead to more severe punishments. 2. RTI referral will be an option for habitually misbehaving students. 3. Parents of habitually misbehaving students will be required to attend teacher/administrator conferences.



Benchmarks:Monitor attendance at Tools For Teaching workshop. Monitor number of office referrals, especially for particular teachers. Success will be measured by reduction in referrals. SMOs and observations should reveal better classroom environments if action steps are effective.

Interventions:Teachers with frequent discipline problems will be observed more frequently to determine root causes of excessive referrals. Such teachers will be required to participate in 1 or more peer coaching sessions in which veteran teachers will observe selected teachers and discuss findings with them.


2. Student Absenteeism/Tardiness

Description:To reduce the absenteeism and tardiness rates by 25% for the 2012-2013 school year.


Description:Educate parents on the negative effects of student absenteeism and tardiness.


Description:The principal will: 1. Have secretary/teachers call parents when pattern of tardiness/absenteeism develops. 2. Require parents of frequently tardy/absent students to meet with principal. 3. Consistently report infractions of such to truancy officer. 4. Send home newsletters clearly describing the negative effects of tardiniess/absenteeism on academics. 5. Develop a workshop utilizing parent involvement specialist on special occasions, such as Parents Day.

Benchmarks:Monitor frequency of absences and tardies via STI.

Interventions:Require parents of chronically absent and tardy students to attend conference with the principal. Consult with truancy officer for advice beyond the normal truancy reporting for particular parents.

Resources:$0.00

3. Understanding INow for Parent Use

Description:



To increase parental knowledge of STI Now and its benefits.


Description:To increase parental knowledge and familiarity with INow.


Description:The principal will: 1. Offer workshops on the use of INow for Parents at Parents Day or on another special day of the year. 2. Send information in newsletters about INow. 3. Strategize and plan with the Parent Advisory Committee to increase parental awareness in this area.

Benchmarks:1. Monitor number of parental requests for STI passwords.

Interventions:Continue to offer STI workshops on a yearly basis. Continue to include STI information in newsletters to parents.


4. Ipad 2 Challenge

Description:To provide the next level of instructional training for the classroom use of Ipads.

Strategies:4.1 Strategy for Ipad 2 Challenge

Description:To provide a second level of training for teachers via East Alabama Regional Inservice Center. Tamara Sanders conducted the first level of training last year and will provide the second level of training emphasizing Bloom's Taxonomy.

Action Steps:4.1.1 Action Steps for Ipad 2 Challenge

Description:1. Require all users of Ipad 2s (certified teachers) to attend the workshop offered by Tamara Sanders emphasizing Bloom's Taxonomy (I will require each teacher to bring with them their Bloom's Taxonomy flipcharts). 2. Methods learned will be documented in lesson plans as necessary. (The teachers are already required to provide at least two Higher Order Thinking questions per major subject in their lesson plans).

Benchmarks:



Monitor the levels of HOT questions in lesson plans as well as during instruction via CIP walkthroughs and Educate Alabama observations.

Interventions:Allow tech savvy teachers to address concerns during faculty and/or grade level meetings.


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

Teacher Mentoring:

Describe teacher mentoring activities. For example, are new or inexperienced teachers given support from an assigned master teacher and what does that support look like? (Section 1116)

Budget:

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

Transition:

Describe strategies to assist students in transitioning from previous school to the current school and/or from the current school to the next school, including, for example, how preschool children might be prepared for entry into kindergarten or how eighth grade students are prepared for high school.

The Phenix City Public Schools has established a formal teacher mentoring program administered from the central office utilizing master teachers at the schools where new, inexperienced teachers are hired. The overarching goal for the program is to improve teaching practice. The program provides ongoing support for new teachers who are assigned master teachers. The mentor and new teacher are required to meet regularly. Meetings are documented on a contact log. The program includes training for the mentor and the new teacher. Training is provided for mentors on how to work with new teachers. The program includes new teacher orientation, classroom management and discipline, and effective instructional practices.

There are several monetary sources that are integrated and coordinated into the financial management and instructional planning of Westview Elementary. The following is a comprehensive list of fund sources, with an explanation of their usage: State - The State of Alabama School Foundation Program funds the basic programming in terms of teacher units based on student enrollment. For the 2012-2013 school year, the grand total of state money is $1,208,178.00 for Westview. A budget detail is enclosed in this plan. Title I – Part A (Federal): This money is used to supplement regularly funded programs. For the 2012-2013 school year, Title I monies are being used to fund three instructional aides, one regular education teacher, a parent involvement specialist, and to purchase various materials, instructional supplies and equipment. This Title I budget totals $187,871.17 and is spent in addition to state/local monies. This money will be spent on certified reading and math personnel and to purchase various materials, instructional supplies and equipment that support reading and math. Title II – Part A (Federal): This money will be used for Professional Development activities. The Title II budget for 2012-2013 is $2,304.00 and is used for scientifically research based programs and professional development related to implementation of SRB programs. It is also used to provide stipends to teachers for professional development provided outside the normal work day.

Kindergarten/New Students The Phenix City Public School’s Central Office assigns kindergarten students to each elementary school. The kindergarten parents are invited to an orientation on Open House night to meet the teachers. If parents of new students (kindergarten through fifth grade) would like to tour the school, they are available upon request. All students from area pre-schools and Head Start Programs will be invited to visit the school for an on-site orientation during the school year. First Grade through Fourth Grade Parent Hour for students and parents is an orientation for all other grade levels conducted by the classroom teachers in the students’ assigned homerooms. Portfolios with specific



Highly Qualified Teachers:

Describe the qualifications of teachers in the school with regard to their being highly qualified and what strategies the school, with the support of the LEA, uses to attract and retain highly qualified teachers.

Assessments and Teacher Involvement:

Describe how teachers in the school meet to collaborate regarding the use of academic assessments to provide information on and improve the achievement of individual students and the overall instructional program.

Special Populations:

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

assessment, benchmark, and progress monitoring data are collected throughout the school year. If a child transfers from one elementary school to another elementary school within our school system, the portfolio is transferred with the child. If a student withdraws, the portfolio is placed within the student’s cumulative folder and housed in the inactive file in case the student re-enters our school system at some point. Elementary to Intermediate Students transitioning from elementary to intermediate (fifth to sixth grades) are offered an orientation tour of PCIS in the spring and opportunities to learn more about curricular offerings through the school website. Parents are given the opportunity to visit and tour the school. Also during this time, the sixth grade teachers and administrators conduct an informal parent orientation.

Westview Elementary School follows established recruitment procedures of the Phenix City Public School System. The procedures are followed to ensure that experienced, qualified and in-field teachers in high-need subject areas are employed. Notification letters of anticipated openings are sent to each principal from the Central Office for posting. These notifications are also posted at the Central Office, school, and on the Internet. Once a position is open, the principal contacts the superintendent to review applications. The decision to interview is based on many variables, such as completeness of application and area of need. The principal and select central office staff interview all applicants. Once interviews are completed, new teachers are hired and placed according to certification, experience, preference, specialized training, etc. Strategies that have been and are currently being used to attract high quality, highly qualified teachers include: • College recruitment in a three-state area (Alabama, Georgia, Florida) • Advertising through local newspapers, education journals, Internet, etc. • PCBOE web page features job opportunities and on-line applications. • The high school offers an education academy for future educators. • Scholarships offered to high school students interested in becoming a math teacher. • Mentoring Program for novice teachers and teachers new to the system. A new teacher orientation seminar is held annually two days before the opening of school to familiarize them with system-wide procedures and policies. Professional development opportunities will be available to strengthen skills and improve knowledge and effective practices utilized in the classroom.

Each teacher analyzes the test results for each of his/her assigned students. Teachers use profile sheets for their class to indicate highs/middles/lows for each child in the various content clusters. Also, teachers use the scores to identify students needing additional assistance from the Title I paraprofessionals. Teachers meet weekly in grade level teams to analyze data and make instructional decisions based on the data. Monthly data meetings are held throughout the year with the reading coach and the school principal.

In accordance with the requirements of the Elementary and Secondary Education Act of 1965, as amended by the Improving America’s Schools Act of 1994, and reauthorized as No Child Left Behind Act of 2001, the Phenix City Board of Education shall provide for Neglected/Delinquent, Migratory, and Homeless children and youth equal access to the same free and appropriate public education including preschool as all other children and youth in the district. These children and youth will be provided the opportunity to meet the same challenging state content and performance standards to which all other children are held responsible under the State Student Assessment Program. These students will be eligible to participate in all programs and activities as any other students based on local, state, and federal guidelines. The placement and/or assignment of a student who returns from a correctional facility will be determined based on an individual analysis of all records and reports from the sending agency.



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

Describe procedures used for each group of individuals with disabilities; individuals from economically disadvantaged families, including foster children; individuals preparing for non-traditional fields; single parents, including single pregnant women; displaced homemakers; and individuals with limited English proficiency. Applies Only to Secondary Schools

Extended Learning Opportunities:

Describe how the school provides opportunities for the most academically needy students to receive support and reinforcement of academic skills beyond the regular school day.

However, the enrollment of neglected, delinquent, migratory, and homeless children and youth shall NOT be denied or delayed due to any of the following barriers: • Lack of birth certificate • Lack of school records and/or transcripts • Lack of immunization or health records • Lack of proof of residency • Lack of transportation • Guardianship or custody requirements SERVICES AVAILABLE TO SUCH STUDENTS: • Tutoring and academic counseling • Assistance with passage of the Grad Exam and GED exams • Assistance with school supplies, personal items, and other essentials for school success • Assistance with transportation to and from school • Assistance with birth certificates and the location and transfer of all previous records • Assistance with counseling • Preschool services • Enrollment of homeless children and youth, even if they are not permanent residents of the school district • Maintenance of records of homeless children and youth so that records can be made available when a child or youth enters a new school • Provision of staff development that increases the awareness and sensitivity of school personnel to the needs of homeless children and youth. • Parent or guardian’s request to enroll a homeless child in a particular school to the extent feasible • To the extent possible, provide opportunities for parents to be involved in the education of their children

N/A

Due to major cutbacks to transportation on the state and local levels, Westview will not be able to offer an afterschool program for the 2012-13 schoolyear. As a Title I school with 100% students on free or reduced lunch, most parents depend on the school to provide transportation for students in the afterschool program. Unfortunately, many academically needy students would not have transportation home. Therefore, we plan to utilize our Title I funds to offer more academic support to students during the regular school day. We will hire a Title I highly qualified math intervention teacher to work with struggling math students, specifically in 4th-5th grades. Students experiencing difficulty are identified through ARMT+ test scores, DIBELS, as well as performance within the classroom (D’s, F’s, and N’s on mid-quarter progress reports and report cards). Paraprofessionals, under the direct supervision of classroom teachers, assist these students during the regular school day. In addition, parent volunteers and community volunteers work with students individually.



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

Parental Involvement:

Describe how the school will convene an annual meeting to inform parents of the school’s participation in Title I and explain Title I requirements, including the 1% set-aside, and the right of parents to be involved.

Describe: 1) How there will be a flexible number and format of parent meetings offered; 2) How parents will be involved in the planning, review and improvement of the Title I Program (Note: State the school’s process for how all Title I parents have the opportunity for involvement in decision-making.); and 3) How funds allocated for parent involvement are being used in the school.

Describe how the school provides parents of participating children timely information in a uniform format and, to the extent practicable in a language they can understand, about programs under Title I, a description and explanation of the curriculum in use, forms of academic assessments, and achievement expectations used, and, if requested by parents, opportunities for regular meetings to formulate suggestions and participate as appropriate in decisions related to the education of their children.

Intervention strategies for students experiencing difficulty include the following: • Individual and small group instruction provided by Reading Coach • Mentoring program • Counseling services for large and small group instruction • Counseling services for individuals • Response to instruction (including Harcourt Intervention Program or other SRB program as needed) • Parent conference to identify strategies to use at home • Resource Room for struggling readers • Accelerated Reader, Accelerated Math and Math Facts in a Flash • Daily small group instruction for struggling readers (Tier II and Tier III) as prescribed by ARI • Reading Coach and Math Intervention teacher to assist struggling students (Tier II and Tier III) These reform strategies are effective methods for meeting the educational needs of historically underserved populations, specifically economically disadvantaged students, and minority students. This plan includes strategies that address the needs of all students in the school but particularly the needs of low achieving students and those at risk students not meeting the state student academic achievement standards.

Annually, the school convenes two Title I Parent Meetings for the purpose of informing parents about the school-wide program and Title I requirements and offerings. The first meeting of such will be scheduled on September 18th and the second one will be scheduled on May 21st. At these meetings, the plan is distributed to parents and a discussion is held about the School-wide Plan, the school’s curriculum, student assessments, and school expectations for student success. Parents are encouraged to support their children and to be involved in school activities. Copies of the parent involvement policy and plan are made available to all parents.

1. Meetings for all parents shall be offered as late as 7:00 P.M. to afford parents the opportunity to attend according to their home and work schedules. These meetings will be promoted through parent letters, telephone calls, flyers, web pages, etc. Attendance incentives will be offered to students whose parents attend, and door prizes will be drawn for parents in attendance. Efforts shall be made to inform all parents of participating children. Non-English speaking parents will be provided translation services if needed. When feasible, written notification will be made in the family’s native language. 2. Parents are invited to attend the initial Parent Advisory Committee meeting so that they can have input on the Parental Involvement Plan and the School-Parent Compact. Those in attendance will play active roles in the planning and approval process for Westview’s Continuous Improvement Plan. These committee members are encouraged to remain involved in the Parental Advisory Committee throughout the year and to help with the continuous revision of the plan. Periodically, parents are asked to review the plan and the compact and to recommend any changes they would like for consideration by the committee. Parents are welcome to review these documents in the main office or in the library of the school. Each teacher has a copy as well. 3. The Title I Parent Advisory Committee (PAC) meets annually to plan for regularly scheduled events throughout the year, such as the Christmas program and Black History program.

Parents receive information as appropriate regarding the qualifications of their child’s teacher, status of a safe school environment and the academic status of the school. A copy of the school’s state report card is distributed to all parents annually. ARMT+ Student Reports are given to parents and discussed at the annual Title I Parent Meeting in the fall of each year. A



Describe how parents, the school staff, and students share responsibility for improved student academic achievement for participating students (How the School-Parent Compact is jointly developed with Title I parents; how it is used, reviewed, and updated).

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

Describe how the school will build capacity for parental involvement including how parents will be encouraged to become equal partners in the education of their children? (See NCLB Section 1118, requirements for building capacity in parental involvement.)To ensure effective involvement of parents and to support a partnership among the school, parents, and the community to improve student academic achievement, our school:

(1) Shall provide training for parents of participating children in understanding such topics as the State's academic content standards and State student academic achievement standards, State and local academic assessments, the requirements of Title I, and how to monitor their child’s progress and work with teachers to improve the achievement of their children. (Describe)

(2) Shall provide materials and training to help parents to work with their children to improve their children's achievement, such as literacy training and using technology, as appropriate, to foster parental involvement. (Describe)

parent letter is sent home to inform parents of the results of the DIBELS assessment each time it is administered (fall, winter, spring). This information is provided in a language the parents can understand. Translation is provided for parents of EL students. Parent/ Teacher Conferences are held at the end of each 1st and 3rd 9-weeks grading period. Parents are strongly encouraged to meet with child’s teacher to discuss their child’s specific strengths and weaknesses. Teachers are available during their planning time and regularly communicate with parents via the telephone and email. Additional conferences are scheduled with parents through our RTI team to discuss screening results, eye or vision tests, achievement tests, etc. The PST is always available to explain or interpret any results or answer any questions regarding student needs. Individual conferences with the teacher, principal, counselor or RTI team are regularly scheduled to discuss student progress or any concerns that impact the child’s educational success. An analysis of state assessments is provided for individual students’ parents at parent teacher conferences and administrative conferences. In addition, the annual Parents’ Day offers opportunities for any parent to meet with his/her child’s teacher to discuss issues of concern.

The principal, teachers, students and parents are asked to complete a School-Parent compact which clearly delineates the roles & responsibilities of each group. Compacts are reviewed/revised annually and kept in the office. Parents at the annual Title I Parent Meeting are encouraged to participate in the revision of the School-Parent Compact as needed.

The Continuous Improvement Plan is available to parents in a variety of ways. It is discussed at both Title I Parent Meetings. It is available for review by parents at these meetings and also available in the office or the library on any workday. The principal is available by appointment to discuss any concerns or dissatisfactions the parent may have with the CIP. When the principal is notified of any evidence of parental dissatisfaction with the CIP, that parent or parents will be contacted within 24 hours by phone to set up a meeting with the CIP Team. If parents have a problem with a student’s grades or ARMT+ results, they may call the teacher, email the teacher, or set up an appointment to come and meet with the teacher to discuss the child’s progress. In order to receive report cards for the first 9 weeks and third 9 weeks, the parents have to meet with the teachers one on one concerning their child’s progress and teacher concerns. Parents' Day is another opportunity for parents to meet with teachers. Parents’ Day is a day set aside to honor the parents of WES students. Parents are fed breakfast and lunch through donations from area businesses. Community speakers talk with parents on various parenting issues of concern. During down time, parents have opportunities to meet with teachers.

During registration, at 1st quarter and 3rd quarter report card conferences, and on Parents’ Day, parents are given the opportunity to meet with the school counselor, reading coach, principal, and classroom teachers. We provide training and explanations related to understanding 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. This is accomplished through small group sessions on Parent Day and through one-on-one sessions as requested by the parent during registration and at 1st quarter and 3rd quarter report card conferences.

• An analysis of state assessments is provided for individual students’ parents at parent teacher conferences, administrative conferences, and as part of parent luncheons. • Parent/Student Handbook – A handbook outlining all of the basic policies and procedures of the school is given to the parents at registration. • A list of homework sheets and class activity lists are sent home to all parents by classroom teachers. • School Schedule of Events – A school schedule of events is sent home on a regular basis providing parents with information about upcoming activities including the school-wide program requirements and offerings via principal newsletters. • Guidance Department monthly newsletter to parents



(3) Shall educate teachers, office personnel, and other school staff, with the assistance of parents, in the value and utility of contributions of parents, and in how to reach out to, communicate with, and work with parents as equal partners, implement and coordinate parent programs, and build ties between parents and the school. (Describe)

(4) Shall to the extent feasible and appropriate, coordinate and integrate parent involvement programs and activities with other federal programs, and conduct other activities, such as parent resource centers, that encourage and support parents in more fully participating in the education of their children. (Describe)

(5) Shall ensure that information related to school and parent programs, meetings, and other activities is sent to the parents of participating children in a format and, to the extent practicable, in a language the parents can understand. (Describe)

• Provide information about community resources for home needs • Parent/grandparent volunteer committee • The school blog is updated weekly with valuable information regarding the school.

Westview will work with its teachers through in-services, faculty meetings, and grade-level meetings in understanding the importance of parental involvement with an emphasis on parents as partners. Westview realizes that emphasis should be placed on the need to ensure a closer connection between our school’s identified goals and our parent involvement activities. Therefore, this year the principal will be working closely with teachers to ensure that grade-level meetings include a parent involvement focus. The principal will set the expectation that teachers work closely with our parent committee in planning parent involvement activities and materials that best meet our school’s identified goals.

a. Parenting Day – Parents are encouraged to visit their child’s classroom and observe activities, which are a part of the child’s normal school day. This is held in the month of October each year. The reading coach, counselor, librarian, and principal are all accessible to the parents. b. Open House – Parents are invited to meet their child’s new teacher and they are given a basic outline of the teacher’s expectations and procedures that will be followed within the class or grade level. They are also welcomed to bring in school supplies and drop them off. Parents are encouraged to share any important information about their child with the teacher. c. Book Fairs – Three Book Fairs are held each year. Parents are encouraged to visit and to purchase reading materials for their home. Students are allowed to visit the book fair daily and they also get to go as a whole class. d. “Read Across America” Day – Parents are encouraged to visit the school and serve as guest readers. Other guest readers from various businesses will read to the students. Students will participate in many different Dr. Seuss activities. e. Field Day – Parents are encouraged to participate and serve as chaperones each year. Students participate in various activities such as: tug of war, water balloon toss, basketball contests and many other racing activities. f. Holiday Lunches – Parents are encouraged to eat lunch with their child at Thanksgiving and Christmas. At Thanksgiving time, parents of Kindergarten through second grade students may come to eat. At Christmas time, parents of third through fifth grade students may come eat with their child. In addition, parents are welcome to eat lunch with their child at any time. g. Summer Activities – Various agencies share basic information with parents regarding their summer programs. Around May, brochures and pamphlets are distributed, highlighting the program and its basic goals. h. Counseling Program 1. Individual Parental Counseling – Parents are sometimes asked to attend Parenting Classes conducted by the system parental involvement specialist. These classes are designed to meet the specific needs of the student or parent as identified by the school’s PST, counselor, teachers, or Principal. 2. Grandparent’s Day –Grandparents are invited to visit the classroom, participate in special classroom activities, and eat lunch with the child. 3. Volunteers Recognition Luncheon – Parents and other volunteers are recognized at a special luncheon each year. 4. Guidance Advisory Committee – Parents and teachers help plan and develop guidance programs for the year. 5. Parent Visitation Day –A day in October is setup to allow parents to visit the school and participate in special activities. 6. Career Day – An annual event introducing students to various careers. Various careers are represented by guest business l



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

Describe how the school will ensure the provision for participation of parents with limited English proficiency, parents with disabilities, and parents of migratory students; including providing information and school reports in a format and, to the extent practicable, in a language that parents can understand.

Part VII- PROFESSIONAL LEARNING NEEDS RELATED TO ACADEMIC CHALLENGES

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

● Yes ● No

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

● Yes ● No

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

● Yes ● No

(Note: Professional learning activities must be linked to Alabama’s Standards for Professional Development and Alabama’s Technology Professional Development Standards, www.alsde.edu, Sections, Technology Initiatives, Publications).

Learning Activities: The Bloomin' Ipad

What weakness or need identified in academic (including ell amaos) or school culture goals will the professional learning address? Ipad2 Instructional Use

What types of professional learning will be offered? IPAD2 Training With Emphasis on Bloom's Taxonomy

When will the session be delivered? Ipad 2 training session will be offered on October 15, 2012.

Translation will be provided for parents of EL students as needed at all meetings and upon receipt of any school correspondence as needed. All other information sent to parents will be in a format that is easily read and understood. We will ensure that educational terminology will be explained in detail.

Westview makes every effort to work with parents in meeting their requests as related to their involvement in their children’s education. Title I Parent Surveys and technology surveys are sent home to parents as outlined in our SACS/Title I Continuous Improvement Plan. The results of these surveys guide decisions made regarding parental involvement.

Westview, to the extent practicable, provides opportunities for the participation of parents with limited English proficiency and parents with disabilities. Therefore, all parent notifications are sent to parents of these children in English unless otherwise requested. Every effort is made to accommodate parents with disabilities. Westview is a handicapped-accessible building. For parents who are homebound, special accommodations will be made to communicate with those parents by phone and through home visits when needed.

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What are the expected outcomes of professional learning? (Following the professional learning, how will academic or cultural challenges be impacted – what does it look like?)

Teachers will be able to: 1. Use various Ipad apps to improve instructional preparation and delivery. 2. Use various apps to improve student learning. 3. Integrate technology with the application of Bloom's Taxonomy.

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

Lesson plans will reflect the use of Ipad2s during lesson delivery as necessary. SMOs and teacher observations will target the use of technology and PD application of technology in the classroom.

What are the funding sources, estimated expenses, and proposed names of consultants or entities? Example: Title II, $....00 East Alabama Regional Inservice Center offers these sessions free of charge.

Tools For Teaching

What weakness or need identified in academic (including ell amaos) or school culture goals will the professional learning address? Classroom/Behavior Management

What types of professional learning will be offered? Implementation of student behavior management techniques/programs via Tools for Teaching Training for selected teachers.

When will the session be delivered? Tools For Teaching training: August 28-November 13


Teachers will implement behavior management techniques/programs, as well as Tools for Teaching techniques in the classroom. As a result, there should be an observable decrease in the number of office referrals and discipline incidents.


Reduction in number of office referrals will suffice as evidence. Administrative monitoring of teacher referrals will help determine if goal is reached. SMOs and teacher observations will target classroom atmosphere/environment.

What are the funding sources, estimated expenses, and proposed names of consultants or entities? Example: Title II, $....00 District funds will be used for Tools For Teaching Sessions (Selected teachers from all Phenix City schools will participate and be reimbursed for attendance.)

Reading Professional Development

What weakness or need identified in academic (including ell amaos) or school culture goals will the professional learning address? Storytown Implementation 3 Tier Instructional Delivery

What types of professional learning will be offered? - District level professional Development for reading Aug. 1-3, 13-15 by grade levels - On-going and job-embedded professional development at the school site in the area of reading



When will the session be delivered? PD Sessions: August 3 and 17 The job-imbedded reading sessions will be covered during monthly data meetings scheduled throughout the year.


Teachers will be able to teach reading via Storytown to fidelity and offer 2 Tiers of instruction to fidelity.


Lesson plans will reflect an adjustment to instruction based on identified needs. SMOs and teacher observations will target the implementation of Storytown. RTI referrals will be monitored as well.

What are the funding sources, estimated expenses, and proposed names of consultants or entities? Example: Title II, $....00 A total of $4000 for professional development: $2947.36 from Title 1 funds and $1052.64 from Title II funds. $3000 will be set aside for job-embedded professional development in the areas of reading and math.

Writing

What weakness or need identified in academic (including ell amaos) or school culture goals will the professional learning address? Writing

What types of professional learning will be offered? Job-embedded professional development for Writing

When will the session be delivered? During specified faculty meetings


Teachers will: 1. teach writing techniques using the 3 modes of writing: narrative, expository, and descriptive. 2. 4th-5th grade teachers will effectively prepare students for the district's Criterion Writing Assessment.


Teachers will be required to keep samples of students' writing in the writing portfolios. Grade level writing samples will be highlighted monthly in the school-wide writing fair.

What are the funding sources, estimated expenses, and proposed names of consultants or entities? Example: Title II, $....00 no cost

DIBELS

What weakness or need identified in academic (including ell amaos) or school culture goals will the professional learning address? Oral Reading Fluency (ORF) Nonsense Word Fluency (NWF) Letter Naming Fluency (LNF) For K, 1st, and 3rd graders

What types of professional learning will be offered? Job-embedded professional development will be offered via Reading Coach during monthly data meetings.



When will the session be delivered? Monthly data meetings.


Teach Storytown reading program to fidelity. Effectively progress monitor and use benchmark assessments to adjust instruction. Calculate Rate of Improvement for LNF, ORF, and NWF.


Monitor classroom activities via administrative observations. Monitor beginning, middle, and end of year benchmark assessments.

What are the funding sources, estimated expenses, and proposed names of consultants or entities? Example: Title II, $....00 no cost

Saxon Math Professional Development

What weakness or need identified in academic (including ell amaos) or school culture goals will the professional learning address? Low Math scores for 3th-4th grade

What types of professional learning will be offered? District Level Saxon Math implementation Training Peer Coaching will also be used and scheduled throughout the year as needed.

When will the session be delivered? August 1-3 for new teachers and August 13-15 for all other teachers


Teachers will be able to implement Saxon Math to fidelity.


Intensive walkthroughs targeting math should show adherence to Saxon Math procedures. Discrepencies will be addressed with individual teachers and documented as such.

What are the funding sources, estimated expenses, and proposed names of consultants or entities? Example: Title II, $....00 A total of $4000 for professional development: $2947.36 from Title 1 funds and $1052.64 from Title II funds. $3000 will be set aside for job-embedded professional development in the areas of reading and math.

Part VIII - Coordination of Resources/Comprehensive Budget

I. State Foundation Funds

FTEs Earned Units Placed Total Salaries

FTE Teacher Units 27 27 1,208,178.00



II. Federal Funds

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

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

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

Administrator Units 1 1 0

Assistant Principal 0 0 0

Counselor 0.5 0.5 0

Librarian 1 1 0

Career and Technical Education Administrator 0 0 0.00

Career and Technical Education Counselor 0 0 0.00

Technology 0.00

Professional Development 0.00

State ELL Funds 0.00

Instructional Supplies 0.00

Library Enhancement 0.00

Total of All Salaries: $1,208,178.00

Personnel (Salaries and Benefits)-------------------$151,566.66 Parent Involvement Specialist-----------------------$2588.17 SRB Instructional Services--------------------------$16522.90 Professional Development----------------------------$2947.36 Evaluation of Title I Program-----------------------$50.00 Parent Involvement----------------------------------$500.00 Non-Capitalized Equipment---------------------------$6646.08 Services for Neglected Students---------------------$500.00 Services for Homeless Students----------------------$1000.00 Services for LEP Students---------------------------$500.00 Substitute Teachers---------------------------------$3000.00 Stipends--------------------------------------------$2000.00 Student Achievement Incentives----------------------$50.00

Total : 187,871.17

N/A

Total : 0



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

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

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

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

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

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

III. Local Funds (if applicable)

Local FundsProvide a brief explanation and a breakdown of expenses.

Allocation for professional development

Total : 2,304.00

N/A

Total : 0

N/A

Total : 0

N/A

Total : 0

N/A

Total : 0

N/A

Total : 0

N/A

Total : 0

N/A

Total : 0



Documents

New Westview Elementary School - Schoolwidepcboecurriculumandinstruction.weebly.com/.../cip-wes.pdf · 2018. 10. 14. · - 98.62% of the class of 2012 (regular education- 437 total)