SCHOOL IMPROVEMENT PLAN - edl...Students at NHES do not participate in the high school graduation exam; however, with pre AP classes begun in SY 2009-2010, strategies are incorporated

New Hope Elementary School

Madison County Schools 1

2010 - 2011 CONTINUOUS IMPROVEMENT PLAN

Title I Schoolwide Plan Note: Blank copy is available on www.alsde.edu , e-GAP, Document Library

Federal Programs Director submits required plans to LEA system’s e-GAP Document Library

NAME OF SCHOOL: New Hope Elementary School

STREET ADDRESS: 5300 Main Drive CITY: New Hope STATE: Alabama ZIP CODE: 35760

CONTACT: Andrew Caves TELEPHONE: 256-723-8879 E-MAIL [email protected]

Identified for School Improvement? No Yes Delay Status Year 1 or Year 2 *Submit to LEA for Board approval. Retain the original plan in the LEA. Submit the plan electronically to your system’s e -GAP Document Library by November 3, 2010.

Year 3 or Year 4 or more Submit to LEA for Board approval. Scan PAGE ONE and PAGE TWO to indicate signatures. Submit the plan and signature pages electronically to your system’s e -GAP Document

Library by November 3, 2010. Made AYP?

YES

NO

Made AMAOs (EL)? YES

NO N/A

Career Tech Made AYP?

YES NO

N/A

Are all federal resources (including Titles I, II, III, IV,

V, and VI) used to coordinate and supplement existing

services and not used to provide services that, in the absence of federal funds, would

be provided by another fund source? YES NO

Describe how this plan will be made available to parents and other stakeholders, such as through parent meetings or on Web si tes.

NO TE: The Parental Involvement section of this plan must be distributed to all parents.

The Continuous Improvement Plan (CIP) of New Hope Elementary School will be made available to all parents and to other interested parties upon request. Copies of the plan will be housed in the school office, library, and in the office of the Madison Count y Schools Title I

Coordinator.

*Board Approval: Yes No Board approval received on _____________________________, 2010.

Board Signature:

Superintendent Signature:

Date:

Federal Programs Coordinator Signature:

Date:

Principal Signature:

Date:

http://www.alsde.edu/



CONTINUOUS IMPROVEMENT PLAN DEVELOPMENT AND IMPLEMENTATION TEAM

This plan was developed/or revised during the following time period : March 2010 – September 2010

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):

The process of developing and implementing the CIP begins each year as the CIP team (teachers, parents, and community representatives) review the goals, strategies, and action steps of the current plan. The team discusses the success of each strategy and action plan and begins to decide if those strategies and action plans should be changed for the upcoming school year. Following this meeting and once we receive th e student data from the

state, the goals, strategies, and action steps are again reviewed by the entire faculty. At this meeting the student data is analyzed by the teachers down to the individual student. School and grade level strengths and weaknesses are identified. Each faculty member will give his/her input on how successful or not the goals, strategies, and actions plans were based on the current data. Decisions will be made on changing the goals, strategies, and action plans for the upcoming year. Changes will be made in the plan and a draft will then be sent to the central office for approva l. Once approved, the plan will be distributed to all faculty and staff via email.

A hard copy of the plan will be kept in the school office and the library. During our early fall open house, a separate parent meeting prior to the PTO meeting, the Continuous Improvement Plan is discussed with parents and they are made aware of its location in the building. Implementation of the plan begins immediately. Data meetings are scheduled throughout the year with grade levels to discuss the current student data and progress toward

the CIP goals. Four meetings are also scheduled with the central office team to discuss data and to monitor the progress toward the CIP goals. These meetings are held at the school with the current Title 1 / Building Leadership Team. Amendments can be made during the year to the plan. Before this occurs the Title 1 /Building Leadership Team meets to discuss and approve these changes prior to submitting to central office. This process

continues throughout the year.

Instructional Leadership Team Names

(The Leadership Team must include the principal, faculty [including ELL resource lead teacher if applicable], staff,

parents, community stakeholders, and/or students.)

Positions (Identify position held, e.g., Administration, Faculty, Staff, Grade

Level and/or Subject Area, Parents and Community members.)

Signatures (Indicates participation in the

development of the CIP)

Donnie Andrew Caves

Carolyn Creighton Nancy Honea Melinda Clark Beth Wilkerson

Sara Burleson Wendy Neff Tanya Clement Dottie Woody

Laura Prozan Dr. Karen Jensen Rev. Michael Carpenter Jim Richard

Andrea Bridges Melissa Brown Laura Watson

Principal

Assistant Principal Reading Specialist K-4 Curriculum 5-8 Curriculum

K/BLT member 4/Teacher representative 6/BLT member 7/BLT member

Library/BLT member Title I Coordinator Community Member at Large Community Member at Large

Parent Parent Compacts Chair



Part I - SUMMARY OF NEEDS BASED ON A COMPREHENSIVE REVIEW OF DATA



Part I - continued – DIRECTIONS: NEEDS ASSESSMENT- SUMMARY OF DATA: Indicate data sources used during planning by identifying strengths and weaknesses or program gaps. If your school did not

review a particular data source, please write N/A. School improvement goals should address program gaps (weaknesses) as they relate to student achievement or AYP categories such as graduation rate or other academic indicators. Close attention should be given to the proficiency index. Please include all disaggregated subgroups including those with less than forty students. Additionally, please report data pertaining to the Response to Instruction (RtI) framework, include data used to determine the type of support provided to students (i.e.: universal screening results, benchmark testing, progress monitoring, etc.)

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

The process of developing and implementing the CIP begins each year as the CIP team (teachers, parents, and community representatives) review the goals, strategies, and action steps of the current plan. The team discusses the success of each strategy and action plan and begins to decide if those strategies and action plans should be changed for the upcoming school year. Following this meeting and once we receive the student data from the state, the goals, strategies, and action steps are again reviewed by the entire faculty.

At this meeting the student data is analyzed by the teachers down to the individual student. School and grade level strengths and weaknesses are identified. Each faculty member will give his/her input on how successful or not the goals, strategies, and actions plans were based on the current data. Decisions will be made on changing the goals, strategies , and action plans for the upcoming year. Changes will be made in the plan and a draft will then be sent to the central office for approval. Once approved, the plan will be distributed to all faculty and staff via email. A hard copy of the plan will be kept in the school office and the library. During our early fall open house PTO meeting the

Continuous Improvement Plan is discussed with parents and they are made aware of its location in the building. Implementation of the plan begins immediately. Data meetings are scheduled throughout the year with grade levels to discuss the current student data and progress toward the CIP goals.

Four meeting are also scheduled with the central office team to discuss data and to monitor the progress toward the CIP goals . These meetings are held at the school with the current Title 1 / Building Leadership Team. Amendments can be made during the year to the plan. Before this occurs the Title 1 /Building Leadership Team meets to discuss and approve these changes prior to submitting to central office. This process continues throughout the year.

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.

Based on survey data input from the certified staff, NHES has many veteran teachers with more than ten years experience who a re strong anchors of confidence in the community. Not all the staff are NH alumni; but many are and that generates trust and respect from the community. Nineteen faculty members have more than twenty years experience. Twenty-two members have master’s degrees, four are pursuing higher degrees; one has and Ed.D. and two

have Ed.S. Degrees.

Number and percentage of teachers Non-HQT:

There are no teachers or paraprofessionals at NHES that are not highly qualified.

Number and percentage of Classes Taught by Non-HQT:

0

Alabama High School Graduation Exam (AHSGE):

Strengths: Students at NHES do not participate in the high school graduation exam; however, with pre AP classes begun in SY 2009-2010, strategies are incorporated to address the graduation exam goals and mission.

Weaknesses: New Hope Elementary does not participate in the high school graduation exam, but eighth grade teachers in three core areas plan vertically and should improve graduation exam numbers.

Alabama Reading and Mathematics Test (ARMT):

Strengths:

When comparing ARMT reading and math scores from 2009 to 2010 the following data can be seen: (Data is not geographically mapped, but a comparison of the same grade for two years.) 3rd graders who scored in L3/L4 rose from 89% to 98%in reading.

4th graders who scored in L3/L4 rose from 73 to 100% in math. 6th graders who scored in L3/L4 rose from 84 to 89% in reading.

6th graders who scored in L3/L4 rose from 85 to 89% in math. 7th graders who scored in L3/L4 rose from 87 to 94% in reading. 7th graders who scored in L3/L4 rose from 79 to 89% in math.

8th graders who scored in L3/L4 rose from 80 to 91% in math. ARMT reading and math showed more increases than declines in 2010.

Weaknesses:

3rd grade math remained the same at 96%. 4th grade reading in L3/L4 dropped slightly from 91 to 88%. 5th grade reading in L3/L4 dropped slightly from 92 to 87%.

5th grade math in L3/L4 dropped from 85% to 82%.

8th grade reading remains the same at 84% of students scoring in L3/L4.



Alabama Science Assessment:

Strengths: The Alabama Science Assessment Seventh grade scores reflect continued upward growth from 64% in 2008 to 74% in 2009 to 76% in 2010.

Weaknesses: ASA scores for 5th grade show the following:

2008 2009 2010

88% in L3 and L4 79% in L3 and L4 67% in L3 and L4

Stanford 10

Strengths: When comparing 2009 scores to 2010 scores, the following strengths can be seen at NHES: (the science, social science, and OLSAT component were not administered

In 2010:) 3rd grade total math rose from 72 to 75% 4th grade total reading rose from 60 to 75%

4th grade total math rose from 59 to 80% 6th grade total math rose from 66 to 67%

8th grade total reading rose from 61 to 67% 8th grade total math rose from 64 to 67% More grade levels made increases than declines for 2010.

Weaknesses: 3rd grade total reading remained the same at 71%

5th grade total reading dropped from 69 to 52%. 5th grade total math dropped from 63 to 48%. 6th grade total reading dropped slightly from 57 to 56%

7th grade total reading dropped from 71 to 65% 7th grade total math dropped slightly from 74 to 72%

Part I - Continued:

Alabama Direct Assessment of Writing (ADAW):

Strengths: Students and teachers value writing as a part of the language arts strand and use writing in real world opportunities Regularly.

Weaknesses: The seventh grade did not grow, but did not drop at 80%; however, the fifth grade ADAW dropped 12% from 73% to 61% proficiency.

ACCESS for English Language Learners (ELs):

Dynamic Indicators of Basic Early Literacy Skills (DIBELS):

Strengths: Grades 3 and 4 had ORF (oral reading fluency) benchmark percentages at or above 83%. This was well above the

system average of 75%. Kindergarten showed a growth of 5% in NWF (nonsense word fluency) percentages. The benchmark percentage went up from mid year benchmark percentage at 81% to end of year benchmark percentage of 86%.

Weaknesses: Kindergarten ended the year with a benchmark percentage of 86% which was well below the 93%

average for the system. First grade ended the year with a benchmark percentage of 84% which was slightly below the 87% average for the system.

Second grade ended the year with a benchmark percentage of 77% which was well below the 83% average for the system.

Fifth grade ended the year with a benchmark percentage of 70% which was well below the 80% average for the system.



Strengths: NHES’ single ELL student increased scores on the ACCESS from the lower 2s to the higher 2s in all areas but one

and continues to be eligible for services. This student’s greatest strength was speaking with a 4.5

Weaknesses: More one to one time is needed to achieve maximum growth. His greatest

weakness was writing.

EducateAL or other Professional Evaluation Profile Information:

Strengths:

While still being internalized by school administrators for useful evaluation; Educate Alabama is paralleled to AQTS and will be less subjective than PEPE, used previously. Dialogue between evaluator and teacher will be more open

and frequent and PLPs should show self-reflection and personal growth.

Weaknesses:

Too little training has been offered to date and evaluators are uncertain as to logistics and procedures.

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

Strengths: Currently NHES does not have any students who qualify for the AAA; however, training of resource teachers is available on a request basis. Plans are developed based on ALSDE guidelines for special needs students whose IQ is 55 or below.

Resource teachers who are responsible for AAA students receive updated training from the school’s central office level and system test coordinator. Logistics and perimeters are defined and samples of student work are collected as evidence.

Weaknesses: Certain students whose IQ is above 55, but still low cannot utilize the AAA assessment and would benefit from it.

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

Strengths: 2010 CIP Review of Think Link/Grades 3-8 Think Link is an assessment program that correlates with the Alabama standards tested on ARMT assessment. Teachers use

the data from the three assessments given during the school year to address deficits for individual students. Probes can be created using Think Link to address individual and/or classroom weaknesses. Second grade will be added for the 2010-2011

Weaknesses: Using Think Link as a diagnostic does not build cumulatively, but tests different standards each assessment time.

Career and Technical Education Program Data Reports:

Strengths:

3rd Reading: Phonics 97% Adv. & Proficient Rec Reading 95% Adv. & Proficient

3rd Math: Algebra 97% Adv. & Proficient Measurement 97% Adv. & Proficient

4th Reading: Strengths: Phonics 100% Adv. & Proficient Literary Elements: 97% Adv. & Proficient

4th Math: Strengths:

Geometry 100% Adv. & Proficient Measurement 100% Adv. & Proficient

Weaknesses:

3rd Reading: Weaknesses: Reading Vocab 17% Non Proficient

3rd Math: Weaknesses:

Informational Text 10% Non Proficient

4th Reading: Weaknesses:

Number & Op 17% Non Proficient

4th Math: Weaknesses: Informational

28% Non Proficient

6th: Weaknesses:



5th Reading: Strengths:

Reading/Voc 93% Adv & Proficient Recreational 87%

Adv & Proficient

6th: Reading:

Strengths: Reading/Voc 93% Adv. & Proficient

Informational 90% Adv & Proficient

6th Math: Strengths: Algebra 91% Adv & Proficient Data/Prob 95% Adv & Proficient

7th

Reading:

Strengths:

Recreational 92% Adv & Proficient Textual Elem. 94% Adv & Proficient

7th

Math:

Strengths:

Geometry 95% Adv & Proficient Data/Prob 93% Adv & Proficient

8th: Reading:

Strengths: Recreational 89% Adv & Proficient

Lit. Elem 88% Adv & Proficient

8th: Math:

Strengths: Geometry 98% Adv & Proficient Data/Prob 97% Adv & Proficient

Reading:

Literary Elem. 20% Non Proficient

6th Math: Weaknesses: Num/Op 95% Adv & Proficient

7th

Reading:

Weaknesses:

Genres 18% Non Proficient

7th Math:

Weaknesses: Num/Op 20% Non Proficient

8th:

Reading:

Weaknesses:

Genres 49% Non Proficient

8th: Math:

Weaknesses: Measurement 23% Non Proficient

.

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: Out of school suspensions are reserved for repeated Class II violations of the ―student code of conduct.‖ The use of AAP for poor academics has increased from 4.5% to 19.45%; a more consistent number with the systems use of at-

risk personnel.

Weaknesses: The use of AAP for poor academics, poor attendance/tardies, or disruptive behavior could be more effective if more physical space could be allocated to the program; whereas only 7-8 per day can be placed at one

time. The use of AAP has grown in use for repeated offenders with no apparent correction in behavior.

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

Strengths: NHES does not have drop out or graduation rate data, but works with the high school to determine effective transitions. NHES is addressing dropout issues through advanced placement classes, looking at individual students

who are at-risk (based on data), and establishing small group sessions where needed to assist the high school in drop out prevention.

Weaknesses: New Hope High School’s graduation rate for 2010 was 76%.

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



Strengths: NHES has a stable employee attendance base and a low teacher turnover rate. Professional development has stayed relatively stable.

Type of Leave 2007 2008 2009 2010

Sick 1.61 8.22 7.847 9.095 days

Personal*/*Personal Leave not utilized “rolls

over” into sick leave

4.4 2.21 3.5 2.1 days

Professional .56 2.5 3.01 2.98 days

Unpaid Data not collected Data not collected Data not collected 7.5 days total

among 3 teachers

Vacation Data not collected Data not collected Data not collected 7.15 days each among 5 teachers

Emergency Data not collected Data not collected Data not collected .33 days for one teacher

Jury Duty Data not collected Data not collected Data not collected 2 days for one

teacher

Other Legal Data not collected Data not collected Data not collected 1 day for one teacher

On the job injuries Data not collected Data not collected Data not collected 2days for one teacher

TOTALS 6.57 12.93 14.357 14.175

Weaknesses: Personal days have decreased slightly, in part due to the number of leave categories now incorporated

into this data collection. Total absences reflect both an increase from 2007 and six categories added to slot teacher leave.

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: Overall school attendance percentage for 2010 is 93.6% ADA; up from 2.4% from 2009 and up 5.2% in two years.

Kindergarten --up 3.72% points from 2009. 1

st grade -- up .34% points.

2nd

grade --up 4.81%. 3

rd grade—up 1.03%.

4th grade—up 2.9%.


6th grade—up .45%.


Weaknesses: 7

th grade—down .015% points.

While all groups exhibited some increase with the exception of seventh grade; some increases were only marginal, such as first and sixth grades. The ALSDE also allowed a grace # of less than 95% due to the pandemic H1N1 virus that was present throughout the state.

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

Strengths: Parents feel welcome in their child’s school.

The school encourages parental involvement. Parents know the school’s academic goals and how to become involved. Volunteerism is encouraged.

Parents know their rights as a Title I school. Parents are aware of additional support for academic success. Parents understand academic content standards.

Weaknesses: Parents do not clearly understand how to participate in parental involvement.



Parents understand report cards and assessments. The School-to-Home Compact is a helpful reminder of school logistics.

A majority of parents received the Parental Involvement Plans. School Perception Information related to student PRIDE data.

Strengths:

According to 2010 data, drug experimentation has dropped significantly: from 34.87% in 2009 to 18.62% Student perception as drugs being harmful to self is also up from 80% to 82.69%. In 2009, students say their parents influence them away from drugs was 27.3% and has risen to

93.98% in 2010. More students feel safer at school: from 27.3% in 2009, down to 23.1% in 2010.

Average age of first experimentation has risen from 11.48 years to 11.61 years. Experimentation data is skewed: 8th grade is up from 19.3% to 24.3%; 7th grade is down from 20.59% to 16.93%, and sixth graders reporting experimentation is up from8.0% to 14.6%

Minimal gang involvement is charted in 2010. 42% of students report they have been threatened at school. Places where students admit to feeling unsafe:

Parking lot—down from 38.59% to 34.1%. Bathrooms—down from 34.9% to 28.6%.

Halls—down 28% to 24%. Playground—down slightly from 23.9% to 23.5%.

Weaknesses:

Experimentation data is skewed: 8th grade is up from 19.3% to 24.3%; 7th grade is down from 20.59% to 16.93%, and sixth graders reporting experimentation is up from8.0% to 14.6% 42% of students report they have been threatened at school.

Places where students admit to feeling unsafe: Parking lot—34.1%.

Bathrooms—28.6%. Halls—24%. Playground—23.5%.

For the first time, students report feeling unsafe on the bus at 30%. More than 40% have tried alcohol or tobacco

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

Strengths:

One student who qualified for ELL services received embedded instruction in the core classrooms with supplemental support from the system level. His scores rose from the low 2s on the ACCESS to the high 2s. This student also made the high school soccer team while in the 8th grade and works to acculturate himself in Americanism.

Weaknesses:

More one on one time is actually needed to assist the ELL student in English language emersion.

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: The system has ELL teachers in place to assist ELL students. Teachers serving ELL students are high quality teachers and are effective.

Weaknesses: A shortage of ELL teachers creates fewer opportunities to address the needs of ELL students. Even with only 3% of students needing ELL support, more one-to-one time is needed with ELL staff.

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

When survey opportunities are given to NHES faculty/staff, the following generalizations may be shown regarding curriculum:

Strengths: Teachers were given an anonymous opportunity for input regarding curriculum, climate, and academic growth:

Education offered is of high quality. Staff is strong in core subject teaching; with an emphasis on everyday living. Cheating is discouraged.

Weaknesses: Continually, the following weaknesses are reported:

The school does not teach foreign languages are the fine arts. The data is skewed regarding bullies.

The quality/variety of student extracurricular activities offered is skewed between strongly disagree and agree.



Parent input and opinions are encouraged through a variety of methods, including technology. Parents feel welcome in the school and report a safe, orderly environment.

There is a commitment to continuous improvement; using data to make curriculum decisions. Accountability is built into the curriculum; with the mission clearly expressed.



Part II - GOAL TO ADDRESS ACADEMIC NEEDS – All components to support improving academic achievement, INCLUDING SCHOOL CULTURE AND RtI CONSIDERATIONS, should be related to the

weaknesses identified in the data summary. DUPLICATE PAGES AS NEEDED TO ADDRESS TOP PRIORITIZED GOALS INCLUDING SACS DISTRICT GOALS, IF APPLICABLE. Use the SMART Goals format to address areas of need.

CONTINUOUS IMPROVEMENT GOAL (SHOULD ADDRESS IDENTIFIED WEAKNESSES AND GAPS): To increase the school-wide proficiency average of students on the Reading portion of the ARMT to 92%.

Data Results on which goal is based: Alabama Reading and Mathematics Test (ARMT)

COURSES OF STUDY REFORM STRATEGIES BENCHMARKS INTERVENTIONS

RESOURCES

WHICH COURSE OF STUDY STANDARDS, AHSGE

STANDARDS/OBJECTIVES, ELIGIBLE CONTENT, OR WIDA*

STANDARDS ARE LINKED TO EACH STRATEGY?

WHAT RESEARCH-BASED STRATEGIES/ACTIONS WILL BE USED

TO IMPROVE STUDENT ACADEMIC PERFORMANCE? (Give specific strategies, not just programs

or program names.)

HOW WILL PROGRESS FOR EACH ACTION STEP BE MEASURED?

(PERFORMANCE DATA, LISTS, SURVEYS, ETC)

HOW WILL THE SCHOOL PROVIDE TIMELY ASSISTANCE IF STRATEGIES DO

NOT CHANGE PERFORMANCE?

WHAT RESOURCES AND SPECIFIC EXPENDITURES WILL BE NEEDED FOR

SUCCESSFUL IMPLEMENTATION? (Ex: 6 Classroom Libraries, $.....00)

Alabama course of Study English/Language Arts standards for

grades K-8 ; all standards will be addressed with concentration on the

following standards in grades 3-8— 1. Use a wide range of strategies to

interpret, evaluate, appreciate, and construct meaning from media and print

materials. 5. Interpreting passages in print.

7. Using literary analysis. 10.

Monitor own reading. 19. Demonstrate vocabulary growth by

listening and reading literature. 20. Use the writing process with

guidance when composing different forms of expression.

Strategy: Implement an instructional plan for reading in all areas, grades

Pre-K -8. ACTION STEPS:

*Provide time for grade level, cross grade level, content-area planning for teachers in grades K-8.

*Implement acceptable RTI model. *Follow the MCBOE curriculum guides and utilize progress

monitoring tools to make informed decisions. *Utilize the SmartBoard/Interwrite technology to enhance

instruction in all core classrooms. *Provide advanced instruction for students in grades 6-8.

*Utilize the Instructional Assistant to provide small group instruction, under the auspices of an HQ teacher.

*Utilize collaborative teacher to meet the needs of targeted students.

*Utilize the following research-based materi als to supplement instruction:

Scott-Foresman Reading Street Text For K-5.

McDougal Textbook/software for 6-8. ARMT specs

Pearson Word Study (1-5) Earobics (PreK-2)

NAEP strategies. *Utilize reading tutors to assist with small group instruction across

the grades. *Provide data notebooks for teachers in grades P-8 to assist with

data analysis. Strategy:

Implement assessment plan for reading.

DIBELS THINK, LINK

SCOTT-FORESMAN ASSESSMENTS Scott-Foresman Reading Street Text

For K-5. McDougal Textbook/software for 6-8.

ARMT specs Pearson Word Study (1-5)

Earobics (PreK-2) NAEP strategies.

RTI Model Tutors

Reading Coach Instructional Assistant

Contract Intervention Support Collaborative Teachers

Title I, Part A:

Instructional Assistant $10,021.71

Contracted Services $3,608.70 Scientifically Research Based Materials and

Supplies $1,882.43

Software $142.75

Parent Involvement $2,714.55

Staff Development

$538.90

Pre-K $8,445.46

TARGET GRADE LEVEL(S):

Grades 3 - 8

TARGET CONTENT AREA(S): Circle

One Reading Math Science Other

AHSGE:

Reading, Math, Science, Social Studies, Language

Does not Apply to NHES

Additional Academic Indicators:

Attendance

TARGET STUDENT SUBGROUP(S):

Special education students



Action Steps: *Hold regularly scheduled data meetings facilitated by the

principal to monitor progress in grades K-8. Strategy:

Continue to implement a Pre-K program

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

To increase the school-wide proficiency average of students on the Math portion of the ARMT to 92%.

Data Results on which goal is based: Alabama Reading and Mathematics Test (ARMT) spring 2010 scores compared to spring 2011 scores


RESOURCES

WHICH COURSE OF STUDY

STANDARDS, AHSGE STANDARDS/OBJECTIVES,

ELIGIBLE CONTENT, OR WIDA* STANDARDS ARE LINKED TO

EACH STRATEGY?

WHAT RESEARCH-BASED STRATEGIES/ACTIONS

WILL BE USED TO IMPROVE STUDENT ACADEMIC PERFORMANCE?

(Give specific strategies, not just programs or program names.)

HOW WILL PROGRESS FOR EACH ACTION

STEP BE MEASURED? (PERFORMANCE DATA, LISTS, SURVEYS, ETC)

HOW WILL THE SCHOOL PROVIDE

TIMELY ASSISTANCE IF STRATEGIES DO NOT CHANGE PERFORMANCE?

WHAT RESOURCES AND SPECIFIC

EXPENDITURES WILL BE NEEDED FOR SUCCESSFUL IMPLEMENTATION?

(Ex: 6 Classroom Libraries, $.....00)

Alabama Course of Study for

Mathematics Standards Grades 3-8.

Demonstrate concepts of numbers sense.

Using symbols to complete a math problem.

Solving problems using addition, subtraction, multiplication, and division

with computational fluency. Completion of numeric problems using

algebrai c expressions, geometry, measurement, data analysis and

probability, fractions, positive and negative numbers.

Strategy:

Utilize the Madison County Pacing Guide in all grades to guide

instruction.

Action Steps:

*Provide time for grade level, cross grade level and content area planning for teachers in grades K-8.

*Utilize the following research based materials to support instruction:

*Harcourt Math Text *Mountain Math (2-8)

*Alabama Coaches/Ladders (3-8).

*ARMT specs (3-8) *Utilize SMARtBoard/Interwrite technology to enhance

instruction in the classroom, across the core classes. *Provide advanced instruction for students in grades 6-8.

*Provide data notebooks for teachers in P-8 to assist in data analysis.

STRATEGy:

UTILIZE RTI model for math Action steps:

*Utilize Math resource teachers to provide small group and whole group in all grades

*Utilize the collaborative teacher to provide

Think, Link MCBOE Pacing Guide Assessments

ARMT specs

RTI Model

Collaborative Teachers Contract Intervention Personnel

21st Century Grant Clubs Math Resource Teachers

Instructional Assistant

Title I, Part A:

Resource Teachers $103,242.28

Instructional Assistant $10,021.71

Contracted Services $3,608.70

Scientifically Research Based Materials and

Supplies $1,882.43

Software $142.75

Parent Involvement $601.45

Staff Development

$538.90

Pre-K $8,445.47

TARGET GRADE LEVEL(S): Grades

3 - 8



AHSGE:



attendance





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

To increase the proficiency average of 5th & 7th grade students on the Alabama Science Assessment to 78%.

Data Results on which goal is based: Alabama Science Assessment


RESOURCES

WHICH COURSE OF STUDY

STANDARDS, AHSGE STANDARDS/OBJECTIVES,

ELIGIBLE CONTENT, OR WIDA* STANDARDS ARE LINKED TO

EACH STRATEGY?


WILL BE USED TO IMPROVE STUDENT ACADEMIC PERFORMANCE?

(Give specific strategies, not just programs or program names.)



HOW WILL THE SCHOOL PROVIDE

TIMELY ASSISTANCE IF STRATEGIES DO NOT CHANGE PERFORMANCE?




Each grade level contains speci fic elements pertinent to scientific literacy,

based on the established Alabama Course of Study; however, all grades

will emphasize the following components:

User friendly classroom environment Emphasis on hands-on learning

Employing scientific writing as a learning tool

Promote safety Integrat ed learning in other content

areas Integrat ed technology

Using the Five E model of instruction: Engagement

Exploration Explanation

Extensions in learning Evaluation of learning

Strategy:

Implement a science instructional plan in all grades (k-8).

Action Steps:

*Provide time for grade level, cross grade level and content area planning for teachers in grades K-8

*Teach the Alabama Course of Study Science Objectives in grades K-8.

*Utilize the science lab once a week for hands-on instruction in grades K-6.

*Provide volunteers to assist classes in the science lab. *Utilize resource teacher to assist with locating materials and lab

lessons for all classes. *Utilize the outdoor classroom and greenhouse to enhance

instruction in grades K-8. *Utilize the library/media center to supplement science insruction

in the form of independent research for grades K-8. *Participate in virtual/actual field trips to enhance science

instruction. *Utilize Smartboard/interwrite technology to enhance instruction.

Think, Link 3 X per year

Teacher-made assessments

21st Century Grant/After School

Science and gardening clubs. 21

st Century:…..

Teacher stipends of $20.00 per hour for 18 weeks; some clubs will meet once per week;

others will meet twice per week. (Maximum per teacher 720.00 plus fringes)

Administrative costs and supplies for each club is still to be determined.

TARGET GRADE LEVEL(S):

Grades 5 and 7



AHSGE:



Attendance





Part III - GOAL TO ADDRESS ANNUAL MEASURABLE ACHIEVEMENT OBJECTIVES (AMAOs) AND ENGLISH PROFICIENCY NEEDS – Note: Refer to the EL Data Compilation as part of the needs

assessment in forming goals. If any EL student did not make AMAOs complete this page.

ENGLISH PROFICIENCY GOAL (SHOULD ADDRESS IDENTIFIED WEAKNESSES AND GAPS): To increase proficiency in both the English spoken and English written language toward the ―maxed out‖ score of 4.8 on all areas of the ACCESS assessment, given twice per year.

Data on which goal is based: There is some transiency among EL enrollees which makes assessment have gaps and is hard for the instructional staff to adept lessons; however, the middle school student has a sibling in upper grades has a stronger attendance record. There is no data on the prek or K student.

WIDA ENGLISH LANGUAGE PROFICIENCY STANDARDS

REFORM STRATEGIES BENCHMARKS INTERVENTIONS

RESOURCES

WHICH WIDA* ENGLISH

LANGUAGE PROFICIENCY STANDARDS OR DOMAINS ARE

LINKED TO EACH STRATEGY?

WHAT RESEARCH-BASED

STRATEGIES/ACTIONS WILL BE USED TO IMPROVE STUDENT ACADEMIC

PERFORMANCE? (Give specific strategies, not just programs

or program names.)

HOW WILL PROGRESS FOR EACH ACTION STEP

BE MEASURED? (PERFORMANCE DATA, LISTS, SURVEYS, ETC)

HOW WILL THE SCHOOL PROVIDE TIMELY

ASSISTANCE IF STRATEGIES DO NOT CHANGE PERFORMANCE?




Reading/Comprehension STRATEGY: To improve English language instruction in

the classroom ACTION STEP:

1 to 1 instruction provided by system level staff. Repeat instructions as necessary.

Post words in English/Spanish on items in the classroom. Assign a peer for modeling; particularly in a safety

situation Use high frequency Spanish words, blocks and cards

ACCESS testing twice per year. Volunteer tutors

EL system teacher with more time allocated Rosettia Stone software as needed and is available..

TransAct website Bablefish.com website

1. System level instructor.

2. No Title I funds assigned to EL instruction.

Listening STRATEGY: Increase listening fluency.

Increase spoken language

ACTION STEP: Use of social stories as needed.

Practice standard English words, with and without fl ashcards.

*WIDA- World-Class Instructional Design and Assessment; the consortium to which Alabama and a number of other states belong.

TARGET GRADE LEVEL(S): TARGET ELP LANGUAGE DOMAIN(S):

Circle all that apply. Reading Writing Listening Speaking Comprehension



Part IV - STRATEGIES TO ADDRESS SCHOOL SAFETY, CLASSROOM MANAGEMENT/DISCIPLINE, RtI FRAMEWORK 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.

CULTURE

(REFER TO CULTURAL DATA IN

NEEDS ASSESSMENT)

REFORM STRATEGIES BENCHMARKS INTERVENTIONS

RESOURCES

WHAT CHALLENGES RELATED

TO SCHOOL, SAFETY, CLASSROOM

MANAGEMENT/DISCIPLINE, RtI FRAMEWORK AND SUPPORTIVE

LEARNING ENVIRONMENTS HAVE BEEN IDENTIFIED

THROUGH THE REVIEW OF SCHOOL DEMOGRAPHIC,

PERCEPTION, AND PROCESS DATA?


WILL BE USED TO IMPROVE CULTURAL BARRIERS IMPACTING

STUDENT ACADEMIC PERFORMANCE? (Give specific strategies, not just programs

or program names.)



HOW WILL THE SCHOOL PROVIDE TIMELY

ADJUSTMENT IF STRATEGIES DO NOT CHANGE PERFORMANCE?



(Ex: Teacher Incentives,Title II $.....00, Supplies for Mentors/Mentees, etc)

1. Safety Plan STRATEGY: The Safety Plan will be reviewed annually by the safety committee. The safety plan has a state template to follow.

ACTION STEP:

1. The building lock down and evacuation plans have been combined for one page for quick access; the flip chart is still in use

for long-term review. 2. A news/safety TV monitor with scrolling announcement

function has been placed in the main foyer, with h local control to contents.

1. Input for ALSDE at their selected intervals will be considered for change or revision.

1. Safety committee will convene regularly to review data and recommend changes.

1. Local monies will be used to print elements of the plan as needed.

2. No title monies will be us

2.Classroom Management STRATEGY: Management is comprehensive and consistent by grade level.

ACTION STEP: Each grade will generat e a classroom management system that is

communicated to parents in the MOOSE notebook for Prek-5; letters for 6-8; orientation meetings at the beginning of the year

and interactive reminders between staff and student.

1. Grade levels will review management plans among teachers and with administration

regularly.

1. Students with continued discipline plans will be referred to administration for further action such

as AAP, out of school disciplines, or alternative placement. Students may also be referred to

BBSST for short-term suggestions.

1. No funds will be encumbered from the CIP plan; team building opportunities

will be considered to assist in teacher—student relationships.

3.Buiding support/ The BBSST support

team will still be in place, but is being revamped to include clear interventions

at Tier I, II, and III.

STRATEGY: The BBSST team will be renamed and will

implement stronger Tier I, II, III interventions for students at-risk.

ACTION STEP: Students at risk will be brought before the support team who will,

with the teacher, recommend interventions

1. 40 days will be the first minimum for

comprehensive review; and the team will convene again for the at-risk child in 20 days

to progress monitor/revise intervention strategies. Paperwork is kept for

documentation.

1. Administrator of at-risk committee will

communicate weekly with classroom teacher to note growth, or lack thereof.

1. Tutoring may be recommended, before

or after school and funding will come from homeless, Partnership for a Drug

Free America, and 21st century grant. 2. Title I money has been allocated for

student support in tandem with the classroom teacher (16,000.00).

3. Instructional Assistant will work with Tier III students on a regular basis.



4. Student Attendance Strategy: Students will be present at school at least 95% of the school year,

to conform with NCLB standards. Action Plan:

Those students with perfect attendance will be honored weekly, monthly, and at an honors celebration each nine weeks.

1. Benchmarks are established by the PTO and CARE Center Community at regular

intervals.

1. Assessment will be determined by ADA annually.

2. 2. Students will conform to the MCBOE attendance policy and

NHES will continue to follow established procedures for

attendance.

1. No federal funds will be used to underwrite this activity.



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

1. 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)

Teacher mentoring is both formal and informal at NHES; first year teachers have been assigned a mentor with guidelines from both state and local LEAs; however, budget constraints do not allow this element to formally continue for the 2010-2011 school year. Teachers are encouraged to meet informal mentors throughout the building. No funds will be allocated for th is program for the 2010-2011 school year.

2. 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.

New Hope Elementary plans to implement the 2010-2011 schoolwide plan through the coordination and integration of federal, state and local funds and programs. In addition to Title I funds, allocated funds from all available resources and other federal programs will be utilized. After the homeless, neglected and/or delinquent, ELL, or migrant students are identified, a per-pupil amount will be allocated to New Hope Elementary to assist in funding the schoolwide program.

Homeless students are identified by the McKinney-Vento act where the first line of identification is the school bus drivers. A data base is maintained, reviewed, and updated annually. Names and numbers are sent to Karen O’Bannon, chief financial officer for MCBOE, who allocates a per pupil amount returned to the school for use in at-risk funding.

Neglected and/or delinquent students are identified and reported to Karen Jensen, Title I Coordinator who assists the local s chool to develop a plan that will not exclude these students from day to day activities at NHES but will

make sure any identified neglected students are included in both academic, extra-curricular, and social occasions at the school. ELL students are identified by the home language survey given at registration each year and the name and number are sent to Dr. Rita Cantrell, who assigns an EL tutor-coach for the student and how to embed instruction to the

students’ teachers. ELL students are also identified from the feeder school who often receives these students prior to enrolling in NHES. The front office and BLT teachers make sure any identified neglected students are included in academic, extra-curricular, and social occasions at the school.

Migrant students are identified upon registration using the Migrant Identification form which allows enrollees to stat the purpose of their move into the NHES school district and received at the Teacher Resource Center by Karen Jensen, Title I co-coordinator, who will assist the school in developing a comprehensive plan where migrant students are included into the local school academically, socially, and in extra-curricular opportunities.

Local, state and federal monies will be combined to fund a schoolwide professional development program, based on needs, inventory, and prioritized ranking of all system schools. Coordination of the NHES’s professional

development schoolwide plan and the system professional development takes place as the system plan is developed. The schoolwide plan is also integrated with the school renewal plan, which is required by the Southern Association of Colleges and Schools. Following one master plan is more effect ive and less fragmented. The faculty and staff

have a clearer vision of the governing goals and objectives, if they remain constant throughout all plans.

BLT members met, utilizing new test data at a local retreat, where assignments were made to members to research SBR professio nal development opportunities. Each PD was then completed with a budget and submitted as Part VII of the CIP plan to the coordinator.

3. 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.

Two parent orientation sessions were held prior to school opening; one for pre-kindergarten – 4th grade and the second for grades 5-8. Parents were welcomed and given changes about classroom locations, new checkout procedures, handbook procedures, an opportunity to tour the school and meet teachers. Parents could bring students supplies and get appropriate paperwork prior to the first day of school. Additionally, teachers mailed letters and/or postcards and pre-kindergarten and kindergarten utilized a phase-in system to ease the transition. Eighth graders toured the high school prior to registering for classes. Middle school and high school counselors plan for reg istration

collaboratively. New Hope Elementary in conjunction with Madison County Schools implements a phase in program for both Pre-K and K. Pre-K students are phased in into two separate days; while Kindergarten uses a three-day phase in program.



4. 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.

MCBOE’s system for hiring HQ professionals is a part of the system board policy and resumes, while kept in a limited fashion in the central office, may be retrieved from the ALSDE website. Prospective employees are invited to complete an online application and upload peripheral data. Their HQ status is determined by a state approved criteria and double checked through the personnel department .

5. Assessments and Teacher Involvement: Describe how teachers in the school meet to collaborate regarding the use of academi c assessments to provide information on and improve the achievement of individual students and the overall instructional program.

The following measures will be used to include the teachers of New Hope Elementary School in the decision regarding the use o f academic assessments:

The ARMT will be discussed and disaggregated. Results are also available at the SDE website. The results of the Stanford Achievement Test Tenth Edition (grades 2-8) will be reviewed and discussed in a schoolwide faculty meeting focusing on specific strengths and weaknesses by grade levels at the beginning of each school year. Teachers will design strategies for improvements through grade level meetings. Teachers have input in to preparation and schedules.

Assessment data from the state standardized norm and criterion referenced testing (grades K-2) will be available online, except K which a hard copy will be kept in the classroom. Strategies for small group instruction will be developed based on the identified needs of the students. Information will be shared with parents during conferences.

Additional state mandated assessments may be added. Should selected schoolwide assessments prove necessary for our school, all teachers will be consulted and provided with research-based data to support the use of additional assessments. A committee representing all grade levels will review data issues and make a final decision regarding the use of new academic assessments. Teachers will continue to provide input.

STAR Math will be added to assessments. It was purchased by the PTO at the end of the 2003-2004 school year. It will become an additional data base to help students succeed academically. Saxon Math has been purchased for

grades 2, 3, and 4 to help address math deficiencies. Teachers had input into the selection of STAR Math and Saxon Math. Teachers will voluntarily attend writing workshops to enhance ADAW skills. Data notebooks are provided for each teacher with updated information for teachers. A power point presentation established a foundation for action plan development.

Teachers had input into logistics for testing.

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

All students at New Hope Elementary School, including those identified as migrant, limited-English proficient, homeless, economically disadvantaged, and neglected/delinquent, have access to all services and programs available,

including free/reduced lunch, Title I services, ELL services, special education services, tutorial, and counseling services.

All homeless, migratory, and limited-English proficient students must have equal access to the same free appropriate public education, including public preschool education provided to other children and youth. All homeless, migratory, and limited-English proficient students are provided with the opportunity to meet the same challenging state content and state student pe rformance standards to which all students are held without being stigmatized or isolated.

The counselor identifies limited-English proficient students upon enrollment. Each new student receives a Home Language Survey used to determine eligibility for limited-English proficient testing. Students qualify for testing if the survey indicates that a language other than English is used by the student or at the student’s home. All eligible students a re tested with the WIDA Access Placement Test (W-APT) to determine if a student is eligible to receive

services through the English Language Learner (ELL) program. Parents or guardians have the right to waive Title III Supplemental ELL services. If the parents or guardians agree for the student to receive services, an English Language Learner (ELL) committee convenes to determine appropriate services and placement for each individual student. A variety of services to all ELL students is provided, such as content area tutoring, pull-out ELL, pull-out

for individual support, and content-based ESL. An ELL teacher provides services to all ELL students at New Hope Elementary School. Parents are provided the opportunity to receive all updates and important school documents in English, Spanish, and other languages necessary. The ELL committee reviews each student’s progress annually. If the student scores proficient on the

Currently, NHES has no students classified as migrant by federal definitions. Students who enroll complete agricultural employment surveys. The information gained from the survey forms is used to identify students as migrant. A needs-assessment is provided to determine needs for those students enrolling and are then referred to the Children’s Clinic, the CA RE Center, or other social agencies for assistance. If the school needs additional support as a Title I school, then are referred to Karen Jensen, Madison County Title I Coordinator.

New Hope Elementary School provides special education services and uses appropriate procedures in accordance with federal and Alabama state laws and regulations. Notices to parents concerning eligibility meetings are sent. The

evaluation is conducted to determine if the student is eligible for special education services. An Eligibility Determination team (EDC) convenes to determine the eligibility for special education services. The IEP team develops the Individualized Education Plan based on the results of the evaluations, the concerns of the parents, and the academic, develop mental, and functional needs of the child and state guidelines. To the maximum extent appropriate, special



education students are educated with children who are not disabled. Special education classes will occur only when the nature of severity of the disability is such that education in the general educat ion classroom, including the use of supplementary aids and services, cannot be successfully achieved. New Hope Elementary School ensures that children with disabilities have access to a variety of educational programs and services available to non-disabled

children, including art, music, ELL, and physical education. In addition, special education students are provided with an equal opportunity to participate in all extracurricular activities available to non-disabled students. The assistant principal is responsible for identifying homeless students upon enrollment and providing them with support. The counseling office an d school administrator identify possible services. If further intervention is needed,

the local school will contact the district office for possible funding or other needs. NHES has 100 students identified as homeless utilizing the definition found in the McKinney-Vento Act and needs are addressed through Karen O’Bannon, Chief Financial Officer for the Madison County School System. Homeless funds are utilized to assist homeless students through tutoring, social support, or other needs. They have access to the Children’s Clinic and the CARE Center social services, and local churches for additional needs. Homeless students have access to all services and programs available to the rest of the students, including free lunch, Title I, ELL, Special Education, and At-

Risk. New Hope Elementary School uses Title I and supplementary community resources to provide homeless students with necessary school supplies, clothes, and other items of necessity.

Neglected/delinquent students are identified at New Hope Elementary School when contacted by one of the following sources: t he Department of Human Resources, Social Services, LEA Attendance Officer, or parent. The school administrator identifies possible needed services for neglected/delinquent students at New Hope Elementary School. The schoo l counselor monitors students’ grades and absences and ensures that neglected/delinquent students have access to additional services as needed, including food, school supplies, and clothing. The LEA Attendance Officer works directly with the courts to ensure parental cooperation concerning attendance for delinquent students. If

further intervention or assistance is needed, the school contacts the system level office for possible funding or other needs. Neglected/delinquent students are eligible for all services and programs available to the rest of the students, including free lunch, Title I, ELL, Special Education, At-Risk, and Reading Recovery.

Economically disadvantaged students are identified through the application for free and reduced meals. Students with low family income will be identified as economically disadvantaged students and will be eligible to receive free or reduced meals during the school day. Such students will have equal access to all programs and services available.

No student (migrant, delinquent, homeless) is denied services based on their status and receive all benefits and programs as the regular student population at New Hope Elementary School. They receive any additional services and or/assistance that is needed after individual needs are identified.

7. 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.

Individuals with disabilities are not excluded from at-risk assistance at NHES, nor or are economically disadvantaged families, or limited English proficient students. Students will be identified by the at-risk staff support team, or

upon enrolling in the school, using enrollment questions, migrant surveys, or home language surveys. Foster children are iden tified by appropriate paperwork from social agencies. Single parent households are identified through Child Find, the Dollywood Imagination Library, free/reduced lunch forms, and referrals from outside agencies. A meeting date and time is established that is mutually convenient to all parties and services are offered, based on a

needs-assessment or conference with guardians, or both. Currently, NHES has only LEP families from the list provided in this section; however, when a student enrolls and is determined to be from any at-risk subgroup, the fact-finding or at-risk team will review records, interview parents

as needed or requested, make recommendations, and include students in both academic and extra-curricular activities as is appropriate. No child will be excluded from the activities of the s chool because of any disability or exceptionality.

8. 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.

Extended Learning Opportunities:

1. The library houses Title I materials and students and/or parents have the opportunity to check them out for home use. 2. The CARE (Community Assistance Resource Effort) Center will continue to provide mentoring and tutorial services at NHES for the 10-11 school year and plan to expand their services .

3. The drop-out prevention specialist from the high school will work in conjunction with NHES staff to track truants, or other at-risk student populations by making home visits and communicating with the school at-risk team to discuss findings and recommendations. 4. Big Brother/Big Sisters will continue to provide ―Breakfast Buddies‖ mentoring for at-risk students.

5. A summer reading program with the local library is an anticipated annual activity; open to all grades pre-k – 8th for no charge to the student. 6. Free summer meals were offered for students ages 3-21 in the summer of 2010 four days per week by a group of concerned citizens. Plans to continue this program sponsored outside the school, but housed within the school are



being considered for the summer of 2011. 7. The CARE Center also provides summer camp scholarships for students in grades four and eight.

8. The 21st Century Learning Communities grant will offer clubs, tutorial assistance, and mentoring, using 21st Century grant funds.

9. An extended year summer program will offer academic assistance to students; most are paid opportunities, but NHES also receives CMA for certain children as authorized by DHR. 10. An eighth grade enrichment group reads to preschoolers twice weekly during daycare time.



Part VI –School Parental Involvement Plan as required by Section 1118 of NCLB [Note: This section of the CIP (Part VI) must be distributed to Parents]:

A. 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.

All parents of participating students will be invited to an annual meeting at a mutually convenient time for them at the school to explain the program and activities provided through Title I, federal guidelines, and the role of all

parents in the education of their children. The first meeting will be held during the first month of school. An alternate, 7:30 a.m. morning session during the first month of school will be held in the school’s library where the program will be presented again for anyone not able to attend the evening meeting. Two formal meeting times are included. Additional times shall be available upon parental inquiry. Home visits to conduct Title I information may be carried out by the school staff.

Meetings will be both formal and informal and shall occur in both the mornings and/or evenings by schedule agreement with all stakeholde rs. AM car duty will serve as a point of contact for further solicitation of change.

Homeroom letters by grade level will accompany each child’s registration packet for additional involvement. During the first month of school, an open house is held to acqua int parents and interested stakeholders with new policies, upcoming test data distribution (if open house is prior to state release of data). Parents are notified by the following means: 1. Mailed invitations from teachers

2. School Marquee 3. Bulletins in local churches

4. Local parks/recreation centers 5. Office handouts where schedules are supplied Additionally, school supply lists are available and both English and Spanish languages as needed. Spanish language needs are addressed with student translators and babelfish.com as no adult at NHES is currently fluent in Spanish.

An administrator will address Title I definitions and perimeters. A table for handouts will be available where additional questions may be addressed.

B. Parental Involvement: 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 s chool.

1) Meetings for parents shall be offered as early as 7:30 a.m. and as late as 7:00 p.m. to allow parents the opportunity to a ttend, according to their home and work schedules. These meetings will be promoted through personal letters,

telephone calls, and flyers. Refreshments, door prizes, and attendance awards will be used as incentives. Efforts shall be made to inform all parents/guardians of children at NHES. Test data will be disseminated at the annual ―Open House.‖ An alternate, 7:30 a.m. morning session during the first month of school will be held in the school’s library where the program will be presented again for anyone not able to attend the evening meeting. Two formal meeting times are included. Additional times shall be available upon parental inquiry. Home visits to conduct Title I information may be carried out by the school staff. Each PTO meeting shall also serve as a formal informational opportunity with a subject on the agenda.

Topics addressed in both sessions are as follows: 1. Title I definition, history, services, and parents’ rights 2. Explanation of SDE content standards used to establish local curriculums.

3. School-Home Compact (a bulletin board outside the main office addresses this element as well) 4. A parent survey of needs-assessments will be sent home in the spring of each year; prior notice via school messenger or email will alert parents to look for them.

2) The Title I committee, comprised of both parents and community members, will meet annually to re-examine the parent involvement plan in light of federal and state regulations and changes in the school’s comprehensive reform strategies. The committee contains parent representatives, the PTO President, and stakeholders who do not have children in the schools, but work conjunctive efforts for social services. A parent/community member will chair each

of the sub elements of the PIP such as revisions, disseminating to the public, and the compact changes. All parents of partic ipating children shall be organized to meet in a regular scheduled basis to work with the school in planning, review, and improvement of the parental involvement program and to give input in the development of the total schoolwide plan . Parents serve on the Schoolwide Planning Committee. Discussions will take place at open-house; open classroom meetings and by requested appointment with varied school personnel.

Parents have the following opportunities: 1. Review the plan from beginning to acceptance in Title I meetings and upon request at other times. The PIP has been taken to sports practices and other community activities for input.

2. Surveys were analyzed by committee members who then disseminated information to the comprehensive needs committee. 3. Suggestions were also garnered from parents when the sample Home-School Compact was sent home school wide for review and input.



3) Title I eligible schools must receive at least ninety-five percent (95%) of one percent (1%) of Madison County Schools’ total allocation to implement parental involvement activities.

Parents at New Hope Elementary School will be involved in the decisions regarding how funds reserved will be spent for parent al involvement activities.

C. Parental Involvement: 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.

New Hope Elementary School shall provide parents with timely information about programs, as well as allowing time for school staff to respond to parents’ recommendations in the following ways:

1. Parental education about Title I may also be distributed through local news agencies, churches and civic organizations. a. A family literacy night will be instituted to inform parents regarding Title I opportunities as well as enhanced student educational opportunities. This family night will also enable parents/students to participate in

meaningful academic enrichment. It will be separate form Open House. b. Title I brochures will be available in public areas for parent perusal. Questions will be directed to the appropriate school personnel. To foster more in depth communication opportunities, the committee has concurred to use parent involvement monies to enhance the school’s website development and provide announcements through closed circuit television located in the school lobby.

c. Solicitation of continued parental input will be allowed by request, either formally or informally. Church announcements are regularly made containing school activities and needs. The phone co-op publication regularly assists the school with home communication information.

2. Shall provide school performance profiles that show school progress toward meeting the state’s performance standards and to provide individual student results with interpretation o f results. The state report card was included in a school ―send home‖ and will be re-distributed at local meetings such as PTO and community activities. Each school shall disseminate assessment data in some of the following ways:

School-parent PTO Meetings Send home results by student Individual parent-teacher conferences

Mail results to homes Small group meeting Grade-level meetings

State Report Card

3. Shall explain curriculum, the forms of assessment, and proficiency levels that students are expected to meet. Grade -level meetings shall be held at the beginning of the school year to acquaint parents with curriculum, classroom standards expectations to meet standards, homework policy, assessment, proficiency levels, and attendance explanations that students are expected to achieve. Parents shall also be provided with a mid-year evaluation that will indicate what the child needs in order to be promoted to the next grade. Statewide parenting day will be utilized by local school for programmatic efforts to disseminate data and allow for discussion opportunities.

D. Parental Involvement: 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).

The purpose of the School-Parent Compact is to build and foster the development of a school-parent relationship to help all children achieve the state’s high standards. It is the school’s responsibility to provide high-quality

curriculum and instruction in a supportive and effective environment that enables the children to meet the state’s student performance standards. Responsibility for improved student achievement will be shared by the students, parents, teacher and staff, and the principal. The revised School-Parent Compact was chaired by a parent who studied the comprehensive needs assessment and sample compacts from other Title I schools. It was then put in draft

form and delivered to parents schoolwide for input (included a letter of explanation), then taken to sports practices and discussed in local businesses by committee members for additional input. The draft was then revised with agreeable suggestions for use in the upcoming school year. The School/ Parent/ Teacher/ Administrator Compact shall be redesigned by committee member parents, who then will share its components (based on new template requirements) with the community and return their input to the committee for review. A sample compact will be sent home with each child to finalize its components. The committee will then accept parental input to create a

custom school to home compact, which will be kept in each homeroom teacher’s classroom file for perusal. The Title I committee comprised of both parents and community members will meet annually to re-examine the parent involvement plan in light of federal and state regulations and changes in the school’s comprehensive reform strategies. A parent/community member will chair each of the sub elements of the PIP such as revisions, disseminating to the public, and the compact changes. Input shall be garnered from all elements of the community and feedback returned to the group for revision. The final revision will be discussed in a public forum such as the upcoming

PTO open house. At that time a table with PIP policies will be available for a further reading and other parental input.



The compact will be on two-part paper; one to be kept at home or in the M.O.O.S.E. notebook and the original will be kept in the student’s homeroom.

E. Parental Involvement: Describe procedures to allow parents to submit comments of dissatisfaction with the Continuous Improvement Plan.

Parents and community stakeholders may submit comments of dissatisfaction through the following levels of employees: 1. School assistant principal 2. School principal. 3. Title I Coordinator 4. Superintendent of system and finally, 5. The Madison County Board of Education.

F. Parental Involvement: 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)

New Hope Elementary provides training for parents of participating children through regular school to home newsletters by grade level (pre-k through 4th grade), the use of the homework hotline, and the e-mail newsletter about various topics such as AYP standards, SAT scoring results, ADAW scoring results, Title I requirements, how to assist students in study skills and monitor their progress. Each parent meeting will have on its agenda a parenting tip session covering topics of need and of interest to parents such as services offered by Title I, where parents can visit classrooms, and role clarification for continued support. Additionally, the school makes regular

efforts to update its website.

(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) Provide check-out materials to help parents to work with their children to improve achievement, such as a family literacy night per semeste r, public library nights. A central location within the school shall be established to

maintain publications for free or checkout to assist parents and to foster continued academic growth for students. Check out times are before school at 7:30 a.m., during the school day upon request, and after hours until 4:00 p.m. and by appointment. The Home Depot provided ―Community Builders‖ for a three-day toy making volunteer activity. Stakeholders also volunteer in the classrooms as mentors, tutors, and craft builders.

(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)

Educate teachers, office personnel, and other school staff in team-building activities designed to incorporate positive parental support. NHES will work with its staff in faculty meetings, staff developments, and grade-level

meetings in the importance of parental involvement. Teachers will be expected to be present and available at parenting meetings.

(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)

Coordinate and integrate to the extent feasible and appropriate parent involvement programs such as the Partnership for a Drug Free America, Tit le II funds for homeless, and ELL support. NHES has two families who

currently receive ELL support from the system level. The CARE Center continues to be involved in both academic and social support.

(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) Ensure that the 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 practical, in a language the parents can understand.

When an extensive Spanish language need arises, a bilingual teacher from the system level will be provided for support. Students in grades pre-K through 4 have a M.O.O.S.E. notebook (Management Of Organizational Skills Everyday) for continued communication. Middle school students have a homework hotline available per grade level and opportunit ies for student planner use to increase communication.

(6) Shall provide such other reasonable support for parental involvement activities as parents may request. (Describe) Provide such other reasonable support for parental involvement activities under this section as parents may request. In previous years, this request has been for tutorial services in the area of reading and math skill development. The survey conducted in the spring will address new parental needs. As a result of ongoing communication with stakeholders, daycare for preschool, extended day opportunities, and summer day camp now exist.

G. Parental Involvement: 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.



In carrying out the parental involvement requirements of the Parent Involvement Plan, local educational agencies and schools, to the extent practical, shall provide full opportunities for the participation of parents with limited

English proficiency or with disabilities, including providing information and school profiles in a language and form such parents can understand. Reasonable support shall be offered for those families where English is not the spoken language at home. Neither child, nor his family shall be excluded in the process regardless of home language spoken, known family disability which impairs correspondence or other communication dysfunction. Currently NHES has no migratory children, but if that subgroup presents itself, they will be accommodated as those delineated above. NHES has two families who

currently receive ELL support from the system level. When an extensive Spanish language need arises, a bilingual teacher from the system level will be provided for support.



Part VII- PROFESSIONAL LEARNING NEEDS RELATED TO ACADEMIC CHALLENGES Including ENGLISH LANGUAGE PROFICIENCY, SCHOOL SAFETY, DISCIPLINE, RtI FRAMEWORK AND

SUPPORTIVE LEARNING ENVIRONMENTS (Reminder: NCLB Section 1116 requires that each year Title I schools identified for improvement must reserve the equivalent of 10% of the Title I school-level allocation made available to the school under Section 1113. In addition, each year LEAs identified for improvement must reserve 10% of their allocations for professional development).

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? 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)

WHAT WEAKNESS OR NEED IDENTIFIED IN ACADEMIC, INCLUDING ELL AMAOs OR

SCHOOL CULTURE GOALS WILL THE PROFESSIONAL LEARNING

ADDRESS?

WHAT TYPES OF

PROFESSIONAL LEARNING WILL BE OFFERED?

WHEN WILL THE SESSION

BE DELIVERED? (Please list dates of future PD sessions, not those that have already taken place.)

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?)

HOW WILL PARTICIPANTS BE HELD ACCOUNTABLE FOR

SUCCESSFUL IMPLEMENTATION AND IN WHAT WAYS WILL EVIDENCE BE COLLECTED TO SHOW EFFECTIVE ASSIMILATION/IN TEGRATION OF STRATEGIES?

WHAT ARE THE FUNDING

SOURCES, ESTIMATED EXPENSES, AND

PROPOSED NAMES OF CONSULTANTS OR

ENTITIES?

DOCUMENT CONTINUOUS LEA REVIEW AND SUPPORT RESULTS

Model School Growth (school culture)

Model Schools Conference July, 2011 -Stronger PLCs -Enhanced reading and math scores on the ARMT

1. Serve as school leader facilitators who will function as secondary recourse specialists.

2. PD presenters at the local school. 3. Participate in system wide PD development.

Title I, Part A $6682.20

1. Review by central office staff at monthly CIP meetings.

2. CEU and PLU credits per participant.

Middle School Success (school culture)

Making Middle Schools Work Conference

July, 2011 -Help identify middle school as separate entity with appropriate data analysis when compared with elementary counterparts. -Stronger PLCs with enhanced reading and math scores on the ARMT

1. Establish middle school leadership to help integrate instruction with elementary school teachers.

2. PD presenters at the local level.

Title I, Part A $4616.80

1. Review by central office staff at monthly CIP meeting.

2. CEU and PLU credits per participant.

3.

Local grade level and data level meetings needed to continue vertical test growth. (academic maintenance and growth).

Regularly scheduled data, grade level, and cross grade level meetings to integrate school assessment growth.

Monthly, beginning October 1, 2010

-Data analysis and implementation of RTI groups as necessary; flexibility of classroom groupings for instruction.

1. Teacher empowerment to lead own data groups. 2. Comprehension of assessment data to further

drive instruction. 3. Increased ARMT reading and math scores.

Title I; Part A: 2817.39 Local funds: $26.45

1. Review by central office staff at monthly CIP meetings.

2. CEUs and PLUs as needed.

http://www.alsde.edu/



Part VIII - Coordination of Resources/Comprehensive Budget

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

I. State Foundation Funds:

State Foundation Funds Enter Enter #

Earned Units # FTE’s of Units

Earned Placed

by the at the

school school $3,135,584.58 FTE Teacher Units:

Administrator Units:

Assistant Principal:

Counselor:

Librarian:

Career and Technical Education Administrator:

Career and Technical Education Counselor:

Enter the amount allocated for use at the school for the following:

Technology $0.00

Professional Development $2,098.10

State ELL Funds $0.00

Instructional Supplies $0.00

Library Enhancement $0.00

Nurse Program $33,185.98

Alabama Reading Initiative $79,574.61

Children First-Alabama Tobacco Settlement $30,065.12

II. Federal Funds:

Title I: Part A: Improving the Academic Achievement of the Disadvantaged TOTAL $155,863.40 Title I: (1. Schools identified for improvement must set-aside an equivalent of 10% of its Title I school-level allocation

for professional development each year it is in the improvement process. 2. Also include the school’s portion of the 95% of the LEA set-aside for parental involvement. For additional guidance, check with the Federal Programs Coordinator in your school district.)

BRIEF EXPLANATION and BREAKDOWN OF SPENDING: Salaries and Fringes

Material and Supplies Software

Pre-K Parent Involvement Staff Development

$130,528.32

$3,764.86 $285.50

$16,890.93 $3,316.00 $1,077.80



Title I: Part A ARRA $0.00

Title II: Professional Development Activities TOTAL $57,419.04 BRIEF EXPLANATION and BREAKDOWN OF SPENDING: Salaries and Fringes

ARRA: Fiscal Stabilization $196,205.24

BRIEF EXPLANATION and BREAKDOWN OF SPENDING: Salaries and Fringes

Title IV: For Safe and Drug-free Schools TOTAL $0.00

Title VI: For Rural and Low-income Schools TOTAL $0.00

Career and Technical Education-Perkins IV: Basic Grant (Title I) TOTAL $0.00

Career and Technical Education-Perkins IV: Tech Prep (Title II) TOTAL $0.00

Other: 21st Century, Learn and Serve, Even Start, School Improvement Grant TOTAL $0.00

III. Local Funds (if applicable)

Local Funds TOTAL $520,058.10 BRIEF EXPLANATION and BREAKDOWN OF SPENDING:

Salaries and Fringes Software Maintenance Travel and Training

Office Supplies Building Services

Transfers

$332,412.10 $300.00

$2,000.00

$800.00 $163,500.00

$21,046.00

Documents

SCHOOL IMPROVEMENT PLAN - edl...Students at NHES do not participate in the high school graduation exam; however, with pre AP classes begun in SY 2009-2010, strategies are incorporated