Sherwood Elementary School - Schoolwideimages.pcmac.org/.../DocumentsCategories/Documents/cip-ses.pdf · Assurances The Instructional Leadership Team members that must be present

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)

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

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A team made up of a representative of each grade level, specialty area, the reading coach, the principal, and parents met to develop the Continuous Improvement Plan for 2012-2013. Team leaders took parts of the CIP back to their colleagues to review. All faculty members met to examine disaggregated testing data, needs assessments, and pertinent school information. Areas of need were determined and addressed.

Mr. Jeremy Suchman Principal Mrs. Misty Miles Parent Mrs. April Harrison Parent Mrs. Janet Gregg Parent and PTA Leader Mr. Jason Crowson Parent Mrs. Angela Rhodes-Jones Teacher - Kindergarten Mrs. Leigh Ann Edmonds Teacher - 1st Grade Mrs. Jaime Dyer Teacher - 2nd Grade Mrs. Jennifer Oliver Teacher - 3rd Grade Mrs. Lashawn Peterson Teacher - 4th Grade Mrs. Lynne Cochran Teacher - 5th Grade Mrs. Alissa Brooks Special Areas- Speech Therapist Ms. Jeannie Boehmler Counselor Mrs. Stacy Dees ARI Reading Coach Mrs. Leigh Webb Extended Day Teacher Ms. Jenny Greene Extended Day Teacher

Sherwood Elementary School - Schoolwide - Superintendent Approved Continuous Improvement Plan - 2/20/2013

System: Phenix City School: Sherwood Elementary School Page 1 of 21

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:

Weaknesses:

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Data for Harcourt EOY Benchmark Test, DIBELS (Dynamic Indicators of Basic Early Literacy Skills), and ARMT+ (Alabama Reading, Math, and Science) tests given to students in grades K-5 at Sherwood were examined for the purpose of determining how students performed during the 2011-2012 school year. In addition, comparisons were made with results from previous years. Teachers compared results for grade levels, classes, individuals, and sub groups. Although Sherwood achieved AYP (Annual Yearly Progress), there are areas that stand out as needing careful planning for insuring effective instruction. Effective instruction is intended for each student as an individual rather than classes only. This has led to keen interest being paid to utilization of RTI (Response to Instruction).

All teachers for K-5 at Sherwood Elementary are certified and highly qualified.

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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 Measurable 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. 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 a 6.99% increase from the Spring 2011 Math 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 Measurable 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.



Alabama Reading and Mathematics Test (ARMT):

Strengths:

Weaknesses:

Alabama Science Assessment:

Strengths:

Weaknesses:

Stanford 10:

Strengths:

Weaknesses:

Dynamic Indicators of Basic Early Literacy Skills (DIBELS):

Strengths:

Weaknesses:

-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.

Reading: The 3rd grade students scored 86% proficient on the reading subtest. The 4th grade students scored 91% proficient on the reading subtest. The 5th grade students scored 84% proficient on the reading subtest.

Reading: The 3rd grade DIBELS scores showed a decline in benchmark assesmment from the beginning of the year (69%) to the end of the year(49%). Grades 3-5 still show an average of 15% of students scoring a level II on their ARMT+. Math: The 3rd grade ARMT+ scores were 73% which falls below the AMO. The 4th grade ARMT+ scores were 79% which falls below the AMO. The 5th grade ARMT+ scores were 79% which falls below the AMO.

ASA 5th grade had no studens scoring at level I.

ASA 5th grade students scored 33% at level II.

NA

NA

The 2011-2012 scores showed that 97% of kindergarten, 86% of first graders, and 89% of second graders benchmarked by the end of the year.

The 2011-2012 End of the Year Benchmark indicated that third grade students declined from 69% to 49%. The 2011-2012 End of the Year Benchmark indicated that 3% of second grade students fell into the intensive category. The 2011-2012 End of the Year Benchmark indicated that 4% of first grade students fell into the intensive category. The 2011-2012 End of the Year Benchmark indicated that 3% of kindergarten students fell into the intensive category.




Alabama Direct Assessment of Writing (ADAW):

Strengths:

Weaknesses:

ACCESS for English Language Learners (ELLs):

Strengths:

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:

Weaknesses:

Although the state has discontinued the administration of the Alabama Direct Assessment of Writing, the Phenix City School System is utilizing Criterion Writing as a form of assessment because writing is a priority.

NA

The school district employs a certified teacher to complete ACCESS for the entire system.

Employing only one individual for the entire system to complete ACCESS creates constraints for the individual.

Teachers at Sherwood for the 2011-2012 school year indicated on the self assessment that indicators 2.11 and 3.2 were their strongest areas. 90% of teachers felt they were either apllying or integrating for indicator 2.11 and 100% felt they were applying, integrating or innovating on 3.4.

Teachers at Sherwood for the 2011-2012 school year indicated on the self assessment that 25% were either beginning or emerging on indicator 3.5.

All SES classrooms have 1 teacher computer workstation, with Skyping ability, and a Smartboard. Each grade level has a classroom set of response systems. The SES media center has 29 computers available for student use. A computer lab has been implemented for teachers to reserve for student research and classroom projects. SES has 14 iPads available for teachers to use in their classrooms. The principal, reading coach, media specialist, and three classroom teachers have all been supplied an iPad.

No classroom has more than 3 student computer stations and all computers are outdated. Electrical wiring is insufficient for teachers to operate their technology effectively.

82% of kindergarten students scored above 90% on the 2011-2012 End Of Year Storytown Benchmark Assessment. The 2011-2012 End Of Year Storytown Benchmark data indicated that 95% of 1st grade students scored above 80%.



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:

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:

The 2011-2012 End Of Year Storytown Benchmark Assessment indicated that 55% of students in 3rd grade scored below 80%, whereas 57% of 3rd graders scored below 80% in 2010-2011. This indicates an increase of 2% of students scoring below 80% on the EOY Storytown Benchmark Assessment. The 2011-2012 EOY Storytown Benchmark Assessment indicates that 62% of 2nd grade students scored above 80%; whereas in 2010-2011, 60% of students scored above 80% on the EOY Storytown Benchmark Assessment.

While Career Technical Education is a high school program, it is important that we keep abreast of data at the high school level. The Career and Technical Education Core Indicator Reports 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%.

Weaknesses identified in the high school CIP are as follows: 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.

NA

Due to administration turnover there were inconsistencies with overall discipline. There were 83 office referrals during the 2011-2012 school year. Of the 83 office referrals 31 of the referrals resulted in corporal punishment.

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).

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

Teacher turnover rate at SES is very low. All grade levels include teachers with varying years of experience. A mentoring program is provided for one to two years for inexperienced teachers. All first year teachers are assigned a mentor.



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 proficiency in annual measurable academic objectives (AMAOs).

Strengths:

Weaknesses:

During the 2011-2012 school year, 320 sick leave, 65.5 personal leave, 96 detached duty leave, and 4 unpaid days were used.

The average daily attendance for SES was 95%.

Students in grades K-5 accumulated 4,534 days absent for 2011-2012. Of that number, kindergarten accounted for 932 of those days.

From a parent involvement survey taken in April of 2012 96% of the respondents felt welcome in the school and 83% of the respondents knew the schools academic goals.

The parent involvement survey went home to 452 students and only 43% of the forms were returned. Also only 46% of parents knew about the review planning committee.

Due to funding no PRIDE survey's were conducted in 2011-2012.

NA

The majority of EL students evaluated scored highest in the areas of Listening and Speaking under the WIDA (World Class Instruction Design and Assessment)rubric, 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 shown gain 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 schools' plan and 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. The English Learners (EL) population is very mobile.

The number of all of the EL students who entered our system were natives to countries which spoke a language other than English. This targeted group of students changes from school to



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:

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. Increase Math Scores

Description:By the end of the 2012-2013 school year, 3rd grade students will increase on the ARMT+ assessment from 73% to 85% proficient. 4th grade students will increase on the ARMT+ from 79% to 89% proficient. 5th grade students will increase on the ARMT+ assessment from 79% to 89%.

Data Results on which goal is based:State accountability report of Adequate Yearly Progress

Target Grade Level(s): 3rd, 4th and 5th Grades Target Content Area(s): Math ARMT: Math

Additional Academic Indicators:None

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 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 rubric, Language Arts.

Each school has a designated EL teacher-representative to assist with plan development and utilization of resources.

All teachers need the opportunity to attend professional development sessions in language acquisition focused on EL students. Classroom teachers need to create lesson plans where they can utilize the World Class Instruction Design and Assessment (WIDA) rubrics to provide their EL students with successful learning tasks.

The pacing guide in reading directs teachers in their daily lesson planning and assessments.

There is a lack of availability of all materials and resources to support the implementation of the math program. There is not a proper intervention component in the math program.



Target Student Subgroup(s):All 3rd, 4th, and 5th grade students.

Courses of Study:2010 College and Career Readiness Standards Grade 3 - Standard 5: Model equivalent forms of fractions. Standard 6: Use coins to make change. Standard 8: Identify points, lines, perpendicular lines, parallel lines, angles, and rays. Grade 4 - Standard 5: Round whole numbers and decimals. Standard 8: Recognize equivalent forms of fractions and decimals. Grade 5 - Standard 2: Solve problems involving basic operations on whole numbers. Standard 4: Add and subtract fractions with common and uncommon denominators. Standard 6: Demonstrate the commutative, associative, and identity properties of addition and multiplication of whole numbers. Standard 9: Identify components of the cartesian plane. Standard 13: Convert units of measurement within the same system (customary or metric).

Strategies:1.1 Implement Saxon Math Pogram

Description:STRATEGY Math teachers will implement Saxon math strategies during the 2012-2013 school year as prescribed by the district pacing guide.

Action Steps:1.1.1 Action Step 1

Description:All teachers will be trained by a Saxon math representative on program implementation in August 2012.

Benchmarks:In September 2012, Saxon Math representatives will observe and critique classroom teachers' implementation of their program.

1.1.2 District CIP walkthrough

Description:The CIP Walkthrough Team will monitor the implementation of the pacing guide and use of materials seven times throughout the school year.

Benchmarks:The walkthrough team will debrief on their observations, and the findings will be communicated through the principal and reading coach to all teachers.

1.1.3 Classroom Instruction of Saxon Math

Description:Allignment of the district pacing guide Best practice strategies from Tools for Teaching

Benchmarks:Saxon benchmark 3 times a year Progress monitoring from Star Math

Interventions:Small groups utilizing targeted instruction. Utilization of computer program "Math Facts in a Flash". Small group instruction as needed. Implement Accelerated Math for students considered for Tier 2 and Tier 3 instruction.

Resources:



Supplemental resources and programs will be used to assist students who are at a non mastery level. Cost - 138.34 for Accelerated Math materials.

1.2 Math Strategy 2

Description:Implement explicit instruction in every classroom

Action Steps:1.2.1 Math Action Step 2

Description:Utilize Saxon Math program as designed. Use supplemental programs as needed for intervention.

Benchmarks:Data from classroom assessments and other indicators of student performance.

Interventions:Small groups utilizing targeted instruction. Utilization of computer program "Math Facts in a Flash". Peer tutoring. Utilize math journals as part of the daily math instruction. Use manipulatives daily to enhance instruction. Follow the district mathematics committee recomendations and pacing guide.

Resources:Supplemental resources and programs will be used to assist students who are at a non mastery level. Cost - $1,000 for Test Prep materials.

2. Reading Goal

Description:To have a Voyager intervention program to support students who were at risk at the End of the Year Benchmark assessment in grades K-3 and students in grades 3-5 who scored a Level II on the ARMT+.

Data Results on which goal is based:NA

Target Grade Level(s): Grades K-5 Target Content Area(s): Reading ARMT: Reading

Additional Academic Indicators:None

Target Student Subgroup(s):Males

Courses of Study:Third Grade Standard 3 - Use strategies to comprehend literary/recreational materials. Standard 4 - Use strategies to comprehend functional and textual/informational materials. Fourth Grade Standard 3 - Use strategies to comprehend literary/recreational materials. Standard 4 - Identify literary elements and devices in literary/recreational materials and identify details in textual/informational materials. Standard 5 - Use strategies to comprehend functional and



textual/informational materials. Fifth Grade Standard 2 - Use strategies to comprehend literay/recreational materials. Standard 3 - Recognize literary elements and devices from various text formats. Standard 4 - Use strategies to comprehend funtional and textual/informational materials.

Strategies:2.1 Reading Strategy 1

Description:Conduct weekly grade-level meetings to review results from classroom grades and student performance. Align curriculum and resources to the skills that students have not mastered. Use Accelerated Reader to enhance reading skills and raise reading levels.

Action Steps:2.1.1 Reading Action Step 1

Description:Needed adjustments to instruction will be implemented immediately based on examination and disaggregation of data from research-based assessments.

Benchmarks:Documentation will be provided by review of teachers' lesson plans and sign-in sheets from grade-level meetings.

Interventions:Utilize targeted instruction in small groups Use Storytown weekly and benchmark assessments to guide remediation Provide opportunities for peer tutoring Instruction based on performance on DIBELS monitoring results

Resources:DIBELS monitoring booklets manufactured by local printer. Cost - $691.50 Supplemental resources and programs will be used to assist students who are at a non mastery level. Cost - $1,000 for Test Prep materials.

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. Improve EL Student's ACCESS Scores District-Wide

Description:During the 2012-2013 school year, Sherwood Elementary School will work collaboratively with Central Office Personnel designees to increase EL students' performance on eac subtest of the ACCESS Assessment. Currently Sherwood Elementary does not have identified EL students for the 2012-2013 school year.

Data Results on which goal is based:The goal is based on data gained from the ACCESS Assessment.



Target Grade Level(s): Kindergarten through Grade 12 Target ELP Language Domain(s): Reading,Writing,Speaking WIDA Standards: Language of Language Arts. Students will know and use social English and some specific academic language and visual support. Strategies:

1.1 Attend Samuel Training

Description:Sherwood Elementary School personnel liaison will attend SAMUEL Trainings and/or additional training for working with EL students, including the MEGA Conference to gain a deeper understanding of the components of the ACCESS Assessment and how to interpret the scores.

Action Steps:1.1.1 ACCESS Data Analysis

Description:During the 2012-2013 school year, teachers of EL students will collaborate with Central Office designates to review and analyze district results of the ACCESS and ARMT+ Assessments to determine the correct level for each student EL goal.

Benchmarks:Quarterly meetings between Sherwood liaison and designated Central Office Personnel will take place to assess student's progress.

Interventions:All teachers of EL students and support personnel will practice with studetns in English.

Resources:District EL Representative, WIDA website, Rosetta Stone I and II, Scottish Rite Reading, Direct Instruction, Speaking English, and other SBR programs as they become available.

1.2 Appoint EL Committee Members

Description:Each school will appoint a teacher-representative to the district-wide EL Plan Committee. These representatives will act as a liaison between the district and school. Committee members will help develop and revise, as necessary, the system-wide EL Plan. Members will also assist their schools in developing and revising, as necessary, a site-based EL Plan at their respective schools. Committee members will also be responsible for guiding the implementation of the district and school plans at their school site. The representative will monitor, with the school administrator, the effective use of research-based instructional practices utilized with EL students across the curriculum.

Action Steps:1.2.1 Use of Research Based Strategies

Description:Tiered instruction, small group instruction, peer assistance, one-on-one tutoring, computer assisted instruction

Benchmarks:ACCESS data, regular data discussions, student work samples, lesson plans, computer program usage reports, documentation of tiered instruction and student progress

1.2.2 Utilize Available Resources



Description:1) Enroll students in computer-assisted programs 2) Assign students to tiered instruction as needed 3) Assign students to small groups and/or one-on-one tutoring sessions as needed

Benchmarks:ACCESS data, regular data discussions, student work samples, computer program usage reports, lesson plans, documentation of tiered instruction and student progress

Interventions:EL students will be provided with the same instructional and remedial opportunities as provided to all other subgroups. This may include the use of technology, tiered instruction, other small group intervention, and one-on-one tutoring at designated times before, during, and after school as available.

Resources:Rosetta Stone I & II, Scottish Rite Reading, Direct Instruction, Speaking English, and other SRB programs as they become available, approximately $50,000

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. Discipline Challenge

Description:Maintain appropriate student behavior in all classrooms by implementing the discipline plan.

Strategies:1.1 Discipline Strategy

Description:A team of teachers will create a multi-step disciplinary plan that encourages lower level offenses to be addressed in the classroom. Anger Management Small Groups Small Group and Individual Counseling Mentor Groups for behaviorally at risk Provide incentives for positive student behavior

Action Steps:1.1.1 Discipline Action Step

Description:If a student has excessive discipline referrals, teachers will contact parents through e-mail and phone calls based on discipline plan. Students will receive a conduct grade on report cards.

Benchmarks:Teachers will maintain a log of all discipline infractions. Parents will be required to sign documentation of all disciplinary actions.



Interventions:Students with excessive offenses will be monitored to assess effectiveness of intervention and changes will be made as needed in terms of actions taken. Refer to PST if necessary.

Resources:Guidance Counselor, PST

2. SES Team Building Challenge

Description:Sherwood Elementary School recognizes the need to maintain a collaborative, cohesive faculty.

Strategies:2.1 SES Team Building Strategy

Description:Faculty and staff team building socials will occur every month to increase faculty communication and cohesiveness.

Action Steps:2.1.1 SES Team Building Action Step

Description:In order to promote teacher ownership and buy in for school advancement, all teachers will participate in team building activities every other month.

Benchmarks:Surveys will be given at the middle and end of the year. Teacher interaction with colleagues and students will be observed. A suggestion box will be placed in the teacher resource room for anonymous recommendations and concerns.

Interventions:Selected teachers will present team building skills at monthly faculty meetings.

Resources:$0 Resources will be provided by faculty members.

3. Attendance Challenge

Description:Students in grades K-5 accumulated 4,534 days absent for 2011-2012. Of that number, kindergarten accounted for 932 of those days.

Strategies:3.1 Attendance Strategy

Description:Enforce policies dealing with excessive absences and tardies.



Action Steps:3.1.1 Attendance Action Step

Description:Refer students with excessive absences to the system attendance officer in accordance with system policies. Letters addressing tardiness will be sent home by the school administrator.

Benchmarks:Cumulative absences will be monitored to identify individual students with excessive absence and tardy patterns.

3.1.2 Award Ceremony

Description:Students who recieve no tardies or absences in a 9 week period will be awarded a certificate.

Benchmarks:STInow

Interventions:The principal is actively engaged with unloading and contacting parents on spot about tardies. Refer students with excessive absences to the system attendance officer in accordance with system policies. Letters addressing tardies will be sent home by the school administrator.

Resources:District Attendance Officer

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.

Sherwood Elementary benefits from a district-level mentor program that involves training for both mentors and new teachers. Each new teacher is assigned an experienced teacher as a mentor. The mentor and new teacher meet and maintain documentation in a contact log. New teachers are encouraged to observe experienced teachers in their classrooms. Several training sessions are conducted at the district level, including a new teacher orientation.

The System Advisory Panel convenes to look over the proposed budget for the system and each school allocation. The Sherwood Elementary budget is developed to support CIP goals and instructional strategies.



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

Parents and students are informed of all academic standards and curriculum during the registration process. Pre-Kindergarten Parents of students enrolled in the local pre-kindergarten or Head Start Programs are invited to tour the school to acclimate students to the facilities and programs of the school. Kindergarten Kindergarten students are assigned to each elementary school according to attendance zones established by the Phenix City School System. The kindergarten parents are invited to an orientation on Back-to-School Night. Tours of the school are available upon request. All students from area pre-school and Head Start Programs will be invited to visit the school for an on-site orientation during the school year. First Grade through Fifth Grade Back-to-school orientation for students and parents is conducted by the classroom teachers in the students' assigned homerooms. Permanent record folders with demographic, academic, and assessment data will follow each student from grade level to grade level. If a child transfers from one elementary school to another elementary school within our school system, the record is transferred with the child. If a student withdraws, copies of the information in the file is forwarded to the student's new school upon request. The folder is placed in the school's inactive file storage in case the student re-enters our school system. Elementary to Intermediate Students transitioning from Sherwood Elementary to Phenix City Intermediate School (fifth to sixth grade) are offered an orientation tour of the school in the spring and the opportunity to learn more about curricular offerings through the intermediate school's website. Parents are given the opportunity to visit and tour the school at this time.

Sherwood Elementary School follows established procedures of the Phenix City 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 openings are sent to each principal from the office of the Personnel for posting. Notifications are also posted at the Central Office, schools, and on the Internet. Applicants are interviewed, new teachers are hired and placed according to certification, experience, specialized training, preference, etc. Strategies that have been and are currently being used to attract high quality, highly qualified teachers include: * Employment incentives (i.e., local instructional allocation) * College recruitment * Job Fairs * Advertising - newspaper, web site, internet, education journals * Mentor program for novice/new teachers * SACS Accredited 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/ improve knowledge and effective practices utilized in the classroom. Paraprofessionals provide instructional support services under the direct supervision of certified teachers. Professional development opportunities will be provided to strengthen skills/improve knowledge of non-certified personnel. Paraprofessionals will follow guidelines and procedures to meet certification requirements as stated in NCLB Act of 2001.

Teachers meet weekly as well as on system scheduled professional development days to collaborate regarding the use of academic assessments to provide information on and to improve the achievement of individual students and the overall instructional program.



Homeless students.

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.

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.

All students at Sherwood Elementary, 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-priced lunch, Title I services, ELL services, special education services, and counseling services.

N/A

Sherwood Elementary School does not provide academic programs beyond the regular day.

Publicized meetings are held at the beginning of the school year, one at night and one during the school day to accommodate parents who may have varying work schedules or conflicts that would otherwise hinder their attendance. PowerPoint presentations are used to present information to the parents, with time allotted at the end of each presentations for questions. Parents serve on Continuous Improvement Plan (CIP) and policy committees in the school. Parents are asked to review the plan and the compact and to recommend any changes they would like for consideration by the committee. Annually, the school hosts a meeting to inform parents about the school wide program and the Title I requirements and offerings. At this meeting, the plan is distributed to parents and a discussion is held about the school wide plan, the school's curriculum, student assessments, and student expectations for 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. Parents have the right to know about the professional qualifications of their child's teacher as defined by the SDE and may request this information. In addition, parents have the right to know if a teacher who is not highly qualified has taught their child for four or more weeks. Parents are informed of these rights via a letter distributed to them during the first month of each school year. Phenix City Board of Education also provides a system-wide website with access to all of the individual schools, announcements, and current information. There is also an automated voice messaging system in place to inform parents of issues pertinent to the schools. Sherwood maintains a school website with several classroom websites.

Sherwood Elementary School has adopted the National Standards for Parent and Family Involvement Programs: regular communication between home and school; promoting and supporting parenting skills; student learning; volunteering; school decision making and advocacy; and collaborating with the community. These quality indicators are researched based and grounded in both sound philosophy and practical experience. The parent compact was developed to build and foster the development of a school-parent partnership to help all children achieve the state's high standards. The compact is reviewed annually by the CIP Advisory Committee and revised as needed. It is the desire of our school that all of theses individuals will share the responsibility for improved student achievement and the means by which the school and parents will build and develop a partnership to help all students achieve or exceed proficiency on the state's academic content standards. Parents, teachers, and students sign the compact, and the signed compacts are retained in each classroom. The faculty and staff at Sherwood Elementary seek to provide parents and other care givers with a variety of opportunities for both participation and training in varied formats and at varied times. Translators will be provided for parents of EL at all meetings and upon receipt of any school correspondence as needed. Parents serve on the Continuous Improvement Plan (CIP) and all policy committees in the school. Parents are asked to review the plan and the compact and recommend any changes they would like for consideration by the committee. Student assessment results of all student groups are made available to parents and the public.



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.

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)

(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)

At the beginning of the school year meeting with parents, information is given about the Title I program and how it is administered and utilized for the improvement of the school. Parents are given a copy of the Parent-Student Handbook, which outlines the policies and procedures and provides specific details about various aspects of the school program. At various times during the year, the school counselor invites parents to Lunch and Learn sessions. The topics include, interpreting results of standardized testing, instilling their children with effective study habits, and helping children with transitions between grades. Parent orientation is held prior to the beginning of the school year. At this time parents are invited to visit their child's classroom to learn about expectations and procedures.

Parents are given a School-Parent Compact each year during registration. This compact is revised each year as needed, and delineates the roles and expectations of the school, the parents, and the teacher. At the initial Annual Parent Meeting the current School-Parent Compact is discussed and parents are encouraged to submit written suggestions for change and improvement. Parents are asked to discuss the compact with their children and solicit ideas from the students concerning the compact. In addition, each teacher will be given the opportunity to explain the compact to the students and obtain the signatures of both the student and the parents. The teacher is asked to sign the compact, and the principal signs for the school. Signed copies of the School-Parent Compact are kept in a file in the classroom. Parents have access to their child's grades at all times through the computer grading system (STINow). Teachers, parents, and administrators are involved in IEP (Individual Education Plan)meetings for students with special needs, and PST (Problem Solving Team) meetings for students with various academic and/or behavioral issues. Two paraprofessionals work in small group settings with students who need interventions in areas in Reading and Math.

Sherwood has an open door policy. Parents are welcome in the school and classroom at anytime. Parents are included on the Title I Schoolwide Plan Committee. Parents are informed that the plan is available in the office and in the media center for their review on any workday. The principal is available by appointment to discuss any concerns the parents may have.

This will be done through meetings with parents during the school year. Parents will receive an overview of the state academic content standards and assessments. Information will be given regarding Title I and parental rights. Orientation will be held to allow parents to meet their child’s teacher and learn about individual classroom policies, procedures, and expectations.

Meetings are held by the school counselor to familiarize parents with various topics of interest, including ways to improve their children’s academic achievement. The district Parent Involvement Specialist conducts meetings of interest and importance to parents.

Sherwood Elementary continually works with teachers through in-service, faculty meetings, and grade-level meetings to emphasize the importance of parental involvement. The principal works with the school counselor and the district Parent Involvement Specialist in planning parent involvement activities. Office personnel are expected to be courteous and friendly at all



(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)

(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).

times, able to help all visitors in a timely manner, and be familiar with school procedures, policies, activities, and personnel.

Parent involvement programs and activities are coordinated and integrated within all aspects of the school program. The district Parent Involvement Specialist encourages parental support and involvement in the education of their children.

All school information will be provided in a language that parents can understand.

Sherwood Elementary School makes every effort to meet the request of parents regarding their child's education.

Sherwood Elementary will provide, if needed, opportunities for the participation of parents with limited English proficiency and parents with disabilities. Sherwood currently has no EL students, but assistance from the Central Office will be secured as needed. The school building is handicapped-accessible, and every effort is made to accommodate the needs of any student or parent in terms of language and disabilities.

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Learning Activities: Reading Skills

What weakness or need identified in academic (including ell amaos) or school culture goals will the professional learning address? Increase number of students showing proficiency in reading skills as measured by performance on the ARMT.

What types of professional learning will be offered? Local technology training to increase effectiveness of instruction.

When will the session be delivered? January 4, 2012

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?)

Group and individual scores on ARMT reading subtests will increase.

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

Sign-in sheets will be maintained for all professional development activities. Principal will examine lesson plans and conduct informal and formal observations to ensure effective implementation.

What are the funding sources, estimated expenses, and proposed names of consultants or entities? Example: Title II, $....00 EARIC Technology Training Cost - $0 Tamara Sanders

Math Proficiency

What weakness or need identified in academic (including ell amaos) or school culture goals will the professional learning address? Increase in percentage of students showing proficiency in math skills as measured by performance on the ARMT.

What types of professional learning will be offered? Local technology training to increase effectiveness of instruction.

When will the session be delivered? January 4, 2012

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?)

Group and individual scores on ARMT math subtests will increase.

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

Sign-in sheets from professional development activities. Examination of lesson plans and observation by the principal.

What are the funding sources, estimated expenses, and proposed names of consultants or entities? Example: Title II, $....00 Title II - $800, stipend for consultant if needed.



Part VIII - Coordination of Resources/Comprehensive Budget

I. State Foundation Funds

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.

FTEs Earned Units Placed Total Salaries

FTE Teacher Units 28.97 30 1,339,574.00

Administrator Units 1 1 70,073.00

Assistant Principal 0 0 0.00

Counselor .50 1 52,201.00

Librarian 1.25 1.25 62,387.00

Career and Technical Education Administrator 0 0 0

Career and Technical Education Counselor 0 0 0

Technology 0

Professional Development 0

State ELL Funds 0

Instructional Supplies 9,000.00

Library Enhancement 0.00

Total of All Salaries: $1,533,235.00

Classifiend personnel salaries/benefits $87,443.24 Instructional materials, technology, software 17990.93 Professional Development 6739.29

Total : 112,173.46

N/A

Total : 0

Professional development for SRB programs 1,245.06



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.

Total : 1,245.06

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

