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Clark Elementary 2016-2017 ACIP
12/8/2016

                                                                                                        2009 - 2010

                                       CONTINUOUS IMPROVEMENT PLAN

                                                   Title I Schoolwide Plan

                                   Note:  Blank copy is available on http://www.alsde.edu/ , e-GAP, Document Library

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

 

 

NAME OF SCHOOL: Clark Elementary School

STREET ADDRESS: 405 Lawrence Street

CITY: Selma

STATE:   Alabama

ZIP CODE: 36703

CONTACT: Mr. Aubrey Larkin, Jr., Principal

TELEPHONE: (334)874-1630

E-MAIL: alarkin@selmacityschools.org

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, 2009.  

 

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

                                                                Library by November 3, 2009.

Made AYP?

YES        NO    

Made AMAOs (ELL)?     

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 sites.

NOTE:  The Parental Involvement section of this plan must be distributed to all parents.

A copy of this plan is available in the counselor's office, principal's office, and library.  Parents and other stakeholders may view this plan at any time.

The plan will also be shared with parents during parent-teacher meetings.  Constant reference will be made to activities of the improvement plan as we converse with other stakeholders.

 

 

 

 

*Board Approval:  Yes       No                          Board approval received on _____________________________, 2009.

  

  Board  Signature:

  

Superintendent Signature:

 

 

 Date:                                                                                                                                                          

Federal Programs Coordinator Signature:

  

  

 Date:                                                                                                                                                                   

Principal Signature:

  

  

 Date:

          

  

CONTINUOUS IMPROVEMENT PLAN DEVELOPMENT AND IMPLEMENTATION TEAM

  

This plan was developed/or revised during the following time period (e.g. April, May - September 200_):

  

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

(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)

Aubrey Larkin, Jr.

Kesha Chestnut

Mary Lain Peel

Jennifer Black

Debra Robinson

Alesia Crum

Valerie Ashmon

Cheryl Kish

Kathy Bradford

Constance Bowie

Jo Ann Bedwell

Michael Bowers

Joslyn Reddick

Corey Bowie

Camille Broadnax

Clara Gary

Principal

Counselor

Reading Coach

Resource Teacher

Library Media Specialist

Pre-Kindergarten Teacher

Kindergarten Teacher

First Grade Teacher

Second Grade Teacher

Third Grade Teacher

Fourth Grade Teacher

Fifth Grade Teacher

Central Office Representative

Selma City Council Member

PTO President

Parent Volunteer

 

 

  

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.

  

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

The faculty and Staff of Clark Elementary School meet regularly to determine the needs of the students we serve.  The building administrator, reading coach, and counselor play a key role in the discussion and materials used in implementing solutions to deficiencies noted in the needs assessment.

  

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.

Teaching applications are first put through a rigorous review by the building principal.  Successful applicants are then invited to participate in a panel interview involving the building principal, counselor or reading coach, teachers from the grade level where the vacancy lies, and a parent volunteer.  Concurrently with the oral interview, candidates must also complete a written sample.  This sample is reviewed and scored by the building principal.  Upon review of all interview and writing data, a formal recommendation is then made to the superintendent of education.

  

Number and percentage of teachers Non-HQT: 

There are three (15%) teachers at Clark Elementary School who are classified as not highly qualified.

  

Number and percentage of Classes Taught by Non-HQT: 

There are eighteen classes (15%) who are taught by teachers who are considered "non-highly qualified".  

Alabama High School Graduation Exam (AHSGE):

Strengths:

  N/A                         

  

  

Weaknesses:

N/A

                                            

Alabama Reading and Mathematics Test (ARMT):

Strengths:

*   91% of all third grade students met or exceeded the standards in mathematics.

*   80% of all fourth grade students met  or exceeded the standards in mathematics.

*   78% of all fifth grade students met or exceeded the standards in reading.

 

  

Weaknesses:

    *    80% of all third grade students met or exceeded the standards in reading.

    *   78% of all fifth grade students met or exceeded the standards in reading.

    *   64% of all fifth grade students met or exceeded the standards mathematics.

Alabama Science Assessment:

Strengths:

       *   51% of the questions relating to Physical Science Standard One: Identify evidence of chemical changes through    

            color, gas formation, solid formation, and temperature change were answered correctly.

  

  

Weaknesses:

     *     31% of fifth graders scored at a proficient level.

     *     41% of the Physical Science questions were answered correctly.

     *     40 % of the Life Science questions were answered correctly.

     *     39% of the Earth and Space Science questions were answered correctly.

Stanford 10

Strengths:

       *    Fourth grade students' total reading score was 42-5.

       *    Fourth grade students' total mathematics score was 56-5.

       *    Fourth grade students' language score was 55-5.

  

Weaknesses:

     *     Third grade students' total reading score was 35-4.

     *     Third grade students' language score was 36-4.

     *     Fifth grade students' language score was 36-4.

Dynamic Indicators of Basic Early Literacy Skills (DIBELS):

Strengths:

      *      98% of kindergarten students met or exceeded the benchmark for the Phoneme Segmentation

              Fluency Sub-test.

      *      96% of kindergarten students met or exceeded the benchmark for the Nonsense Word Fluency Sub-test. 

   

  

  

Weaknesses:

     *     36% of second grade students met or exceeded the benchmark for the Oral Reading  

            Fluency Sub-test.

  

  

  

  

Part I - Continued:

Alabama Direct Assessment of Writing (ADAW):

Strengths:

 

       *    55% of students tested scored a proficiency level of II or IV.

  

  

  

Weaknesses:

       *    According to the holistic composition report, 39% of students tested scored proficiency level of III 

             or IV.

     

  

ACCESS for English Language Learners (ELLs): 

Strengths: N/A

Weaknesses: N/A

  

  

  

  

Professional Education Personnel Evaluation (PEPE) School Profile Information:

Strengths:

  • 3.4:  Uses assessment results - clarifies, re-teaches, and adjusts pace.
  • 5.1:  Involves Students
  • 6.1: Speaks Clearly/Correctly

 

Weaknesses:

•·        4.1:  Classroom management - manages class time

  • 4.2:  Classroom management - manages student behavior

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

Strengths:

N/A

  

  

Weaknesses:

N/A

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

Strengths:

      *  Grade level meetings are conducted weekly to discuss reading program implementation and the identification and use of reading strategies.

      *   The reading coach provides continuous training for reading instruction.

      *   The regional reading coach provides trainings for faculty members.

 

  

Weaknesses:

N/A

Career and Technical Education Program Improvement Plan:

Strengths:

N/A

  

  

Weaknesses:

N/A

  

  

Part I - Continued    (CULTURE RELATED DATA):

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:

* There were no student expulsions and no referrals to the juvenile court system during the 2008-2009 school year.

  

Weaknesses:

*    There were six students who received out-of-school suspension during the 2008-2009 school year.

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

Strengths:

N/A

Weaknesses:

N/A

  

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

Strengths:

*   85% of teachers are highly qualified in the subjects and/or grades in which they teach.

Teacher turnover is small.  The majority of teachers have taught in this school setting for the past five years.

Weaknesses:

* 15% of teachers have yet to receive their highly qualified notification for the Alabama State   

   Department of Education.

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:

*   Clark Elementary School maintained a 97% Attendance Rate for 2008-2009.

  

Weaknesses:

*   Clark Elementary School experienced a disproportionate number of student tardies according to our  

     comprehensive needs assessment of 634.

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

Strengths:

*   The Comprehensive Needs Assessment indicates teachers are pleased with the overall school culture and climate.

Weaknesses:

N/A

School Perception Information related to student PRIDE data.

Strengths:

N/A

 

Weaknesses:

N/A

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:

Currently there are no ELL students enrolled in Clark Elementary School.  However, there is a process in place to

address the situation in case students are enrolled.

  

Weaknesses:

Currently there are no ELL students enrolled in Clark Elementary School.

  

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:

Currently there are no ELL students enrolled in Clark Elementary School.  However, there is a process in place

to address the situation in case students are enrolled.

  

Weaknesses:

Currently there are no ELL students enrolled in Clark Elementary School.

  

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

Strengths:

Clark Elementary School utilizes the Curriculum Maps devised by the Selma City School system. 

These maps are aligned to the Alabama Courses of Study.  Frequent monitoring is conducted by the principal.

Weaknesses:

N/A

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.  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):

Continuous Improvement goals for Clark Elementary School are centered on all students being able to meet or exceed the Annual Measurable Objectives for the No Child Left Behind Act of 2001.  Additionally, our continuous improvement goal will be related to increasing reading comprehension among all grades levels and to increase reading scores on the ARMT and Stanford-10.

Data Results on which goal is based:

The aforementioned goals are based on data retrieved from the Stanford 10 (SAT-10) and the Alabama Reading and Mathematics Test (ARMT).

  

TARGET GRADE LEVEL(S):

Pre-K-5

TARGET CONTENT AREA(S): Circle One

Reading         Math        Science         Other

AHSGE:

Reading    Math    Science    Social Studies      Language

ADDITIONAL ACADEMIC INDICATORS:             

TARGET STUDENT SUBGROUP(S):

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)

•·        Demonstrate reading vocabulary knowledge, including recognition of a variety of synonyms and antonyms.

•·        Use a wide range of strategies and skills, including using sentence structure, locating information, and distinguishing fact from fiction, to comprehend fourth-grade informational and functional reading materials

 STRATEGY:  To increase reading comprehension of all students by the use of research-based instructional methods and strategies in relation to pertinent comprehension strategies (i.e. literary elements, compare & contrast, making inferences, etc.)

 

ACTION STEP:

•·        Teachers will utilize a 90 minute uninterrupted reading instructional block.

•·        Students will be given reading intervention for 30 minutes daily.

•·        The progress of students will be monitored through a progress monitoring cycle.

•·        Decodable materials will be used.

•·        Phonetic materials will be used.

•·        The Comprehension Toolkit will be used.

 

•·        Three administrations of the DIBELS assessment.

•·        Scores from the Stanford-10 and ARMT

•·        Teacher observation

•·        Student Portfolios

 

•·        Students who scored on an intensive or strategic level according to DIBELS will receive 30 minutes of intervention daily.

•·        The Building Based Student Support Team (BBSST)is available to provide teachers with interventive strategies to help offset any counterproductive changes.

•·        Students are placed in a progress monitoring cycle.

•·        Harcourt Reading Tier II and Tier III intervention will be provided by faculty members.

•·        Harcourt Reading  Storytown Materials

•·        DIBELS Assessment

•·        DIBELS progress monitoring

•·        Comprehension Toolkit

 

 

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.  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):

This Continuous Improvement Goal for Clark Elementary School is focused on increasing students' understanding and use of language skills.  Additionally, this goal states that students in grades 3-5 will achieve a national stanine of 5 or higher.

Data Results on which goal is based:

The aforementioned goals are based on data retrieved from the Stanford 10 (SAT-10) where the score were as follows: 3rd grade-36-4, 4th grade-55-5, and 5th grade-36-4.

  

TARGET GRADE LEVEL(S):

3-5

TARGET CONTENT AREA(S): Circle One

Reading         Math        Science         Other

AHSGE:

Reading    Math    Science    Social Studies      Language

ADDITIONAL ACADEMIC INDICATORS:             

TARGET STUDENT SUBGROUP(S):

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)

•·        Compose descriptive texts using an introductory paragraph, sensory details, vivid language, and a conclusion.

•·        Apply mechanics in writing, including capitalization of business and friendly letter parts and envelope addresses and use of punctuation, including apostrophe with contractions; underlining or italicizing of book titles; and commas to separate items in a series and in a physical address.

 STRATEGY:  The students' understanding and application of language skills will be increased through the use of explicit language arts instruction conducted by highly qualified and committed faculty members.  This explicit instruction will involve writers' workshops, where teachers will instruct the language skills and students will have an opportunity to practice with teacher scaffolding and guidance, the skills that have been taught.

 

ACTION STEP:

•·        Teachers will utilize a 30 minute uninterrupted language arts instructional block.

•·        Students will be given opportunities to practice language skills daily with teacher guidance and scaffolding.

•·        Students-Teacher conferences will be utilized.

•·        Students will be read to daily, to ensure that they are daily to an example of how language skills are being utilized.

 

•·        Teacher generated assessments.

•·        Teacher observation

•·        Student Portfolios

 

•·        Students who exhibit difficulties in understanding and/or applying language skills, will receive guidance from classroom teachers.

•·        The Building Based Student Support Team (BBSST)is available to provide teachers with interventive strategies to help offset any counterproductive changes.

•·        Students are placed in a progress monitoring cycle.

•·        Harcourt Reading Tier II and Tier III intervention will be provided by faculty members.

•·        Harcourt Reading  Storytown Materials

•·        DIBELS Assessment

•·        DIBELS progress monitoring

•·        Comprehension Toolkit

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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.  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):

This Continuous Improvement goal for Clark Elementary School is focused on achieving a stanine of 6 or higher in mathematics on the Stanford-10.  Additionally, our continuous improvement goal will be related to increasing student understanding in mathematical problem solving and mathematics procedures for all grades.

Data Results on which goal is based:

The aforementioned goals are based on data retrieved from the Stanford 10 (SAT-10).  Third grade achieved a total mathematics score of 50-5, fourth grade achieved a total mathematics score of 56-5, and fifth grade achieved a total mathematics score of 45-5 on the 2009 administration of the Stanfrod 10.

  

TARGET GRADE LEVEL(S):

Pre-K-5

TARGET CONTENT AREA(S): Circle One

Reading         Math        Science         Other

AHSGE:

Reading    Math    Science    Social Studies      Language

ADDITIONAL ACADEMIC INDICATORS:             

TARGET STUDENT SUBGROUP(S):

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)

•·        Respond in writing to open-ended questions.

•·        Demonstrate number sense by comparing and ordering decimals to hundredths and whole numbers to 999,999.

•·        Solve problems, including word problems, that involve addition and subtraction of four-digit numbers with and without regrouping.

 STRATEGY:  To increase student understanding and application in mathematics, teachers will utilize inquiry-based instructional strategies.

 

ACTION STEP:

•·        Teachers will utilize a 60 minute mathematics instructional block.

•·        Teachers will use strategies learned as a result of having received extensive professional development in relation to the Alabama Mathematics, Science, and Technology Initiative (AMSTI).

•·        Students' progress will be monitored daily through the use of student portfolios.

•·        Students will receive explicit instruction and scaffolding in dissecting open-ended mathematical questions.

 

•·        Teacher generated assessments

•·        Scores from the Stanford-10 and ARMT

•·        Teacher observation

•·        Student Portfolios

 

•·        Students who are exhibiting difficulties are given intervention instruction from the classroom teacher.

•·        The Building Based Student Support Team (BBSST)is available to provide teachers with interventive strategies to help offset any counterproductive changes.

 

•·        Scott-Foresman Mathematics Textbooks and Investigation Booklets.

•·        AMSTI materials

 

 

                                                                                                                                                                                          

  

                                                                                                                                                                                          

  

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

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

N/A

Data on which goal is based:

Clark Elementary School has no students who are considered English Language Learners (ELL)

  

TARGET GRADE LEVEL(S):

TARGET ELP LANGUAGE DOMAIN(S):

Circle all that apply.                                                           Reading               Writing              Listening                Speaking                Comprehension

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?

WHAT RESOURCES AND SPECIFIC EXPENDITURES WILL BE NEEDED FOR SUCCESSFUL IMPLEMENTATION?

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

                                                                                                                                                                                          

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


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.

 

CULTURE

  

(REFER TO CULTURAL DATA IN NEEDS ASSESSMENT)

 

REFORM STRATEGIES

BENCHMARKS

INTERVENTIONS

  

RESOURCES

WHAT CHALLENGES RELATED TO SCHOOL, SAFETY, CLASSROOM MANAGEMENT/DISCIPLINE, AND SUPPORTIVE LEARNING ENVIRONMENTS HAVE BEEN IDENTIFIED THROUGH THE REVIEW OF SCHOOL DEMOGRAPHIC, PERCEPTION, AND PROCESS DATA?

what Research-based STRATEGIES/ACTIONS WILL BE USED

TO IMPROVE CULTURAL BARRIERS IMPACTING 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 ADJUSTMENT IF STRATEGIES DO NOT CHANGE PERFORMANCE?

WHAT RESOURCES AND SPECIFIC EXPENDITURES WILL BE NEEDED FOR SUCCESSFUL IMPLEMENTATION?

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

  

  

Student Discipline

 STRATEGY: The faculty and staff of Clark Elementary School will utilize a positive approach to student discipline.  Students will be rewarded for positive behavior and our discipline plan reflects this positive reinforcement approach with minimal attention given to punitive discipline approaches.  Teachers will receive training to better help them understand what the barriers are and how they impact student learning and progress.

 

ACTION STEP:

•·        Students will be rewarded and praised publicly for positive behavior and academic progress.

•·        Students who display negative behavior will receive counseling about their issues and the school staff will communicate constantly with parents about both positive and negative behavior.

•·        Teachers will be provided additional professional development opportunities related to positive reinforcement, as well information on the impact of barriers.

•·        Teachers will be provided opportunities to conduct site-visits to schools that have successfully implemented a positive reinforcement approach to discipline and academic intervention.

 

•·        An analysis of office referrals covering a three year span to determine the effectiveness of our positive reinforcement efforts.

 

•·        Students who have a less than stellar discipline record will receive counseling services from our school counselor.

•·        The Building Based Student Support Team (BBSST) will continue to be available to offer interventive services for children who have displayed behavioral problems.

•·        Parent education supplies

•·        Student incentives and rewards

•·        Travel expenses for teacher site-visits

  


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)

Each novice teachers is paired with a veteran teacher who teaches the same grade and/or subjects.  These novice teachers receive instructional and procedural guidance from their assigned veteran teacher.  This professional support involves both parties conversing about common issues.  It also involves professional learning by both the novice and the veteran teacher.

  

2.  Budget:  Describe the coordination of all federal, state, and local programs.  (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.

  

               

All funds received will be used to enhance the instructional program of Clark Elementary School.  This enhancement of the instructional program has many subparts as identified by the needs assessment of the school-wide plan.  These subparts include school operations, school safety and drug free, professional development.

      

All funds received are fully evaluated by the budget committee.  Every effort is made to include stakeholders in the budgeting process and to gain input as to how and to what extent funds should be spent.

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.

Parents of students are encouraged to bring their children to the school during the summer prior to their attendance to get a feel for the building as well as the principal and counselor.  In addition, every effort is made to converse with teachers of the Head Start Program to discuss their curriculum as well as ours.  Students new to Clark Elementary School's Pre-Kindergarten program are gingerly introduced to the school setting.  Students are first evaluated by faculty members to determine the instructional plan for the children.  Throughout the year, students' progress is evaluated and changes to the instructional plan are contingent upon the findings of the formative evaluations.  Students preparing to exit Clark Elementary School in preparation to attend the School of Discovery Genesis Center (Sixth Grade School) are first prepared academically.  This is the product of rigorous classroom activities and lessons.  These students also gain a valuable orientation from the School of Discovery Genesis Center's counselors.  We also encourage our students to participate in the summer school program offered by the School of Discovery Genesis Center.  During the spring, fifth grade students visit the School of Discovery and receive an orientation to the building as well as to courses offered.

  

  

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.

      Teachers of Clark Elementary School are well qualified, trained, and given the support necessary for them to be successful teachers.  Although, our faculty, at this point, is not 100% highly qualified, our teachers are assigned to grade levels according to their certification, experience, and/or specialization.  The Selma City School District makes every effort to hire highly qualified teachers who are competent in content knowledge related to the grade and subjects in which they teach.  There is also great effort to employ individuals who are committed to the profession and who are committed to professional growth.  Strategies that are currently being implemented are: a college recruitment effort, advertising of vacancies on our district's website and TEACH Alabama, and participation in mentor/mentee programs (i.e. Alabama Mentor Program, Beginning Teachers Assistance Program, etc.)

5.  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.

All teachers at Clark Elementary School have a common planning time in which they meet to discuss student data, lesson plans and articulation, and other concerns related to curriculum and instruction.  The overall instructional program at Clark Elementary School is driven by student data.  Teachers meet at least once per week to examine state assessment data, teacher assessment data, student portfolios, and DIBELS data to determine the instructional direction the grade level will follow.

  

  

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

     All students regardless of their exceptionality, demographics make-up, or living situation, are provided with equal educational opportunities.  To ensure that these educational opportunities are afforded to everyone, Clark adheres to the policies and requirements outlined by the Selma City School Board to ensure that any impediment to academic success is identified and eradicated.  The 21st Century Learning Center, an after-school program, helps to achieve this goal by providing extra support, tutorials, and/or home project assistance to students who need such services.

     Students who have been identified as homeless receive services through our counselor/parent facilitator who makes arrangements with our district Homeless Coordinator to provide identified students with clothing, tutorials, and anything else needed to ensure that these children have what they need.

  

7.  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.

Clark offers an after-school tutorial program where children can come free of charge and receive needed intervention services during the spring semester.  There are also two mentor organizations on campus that provide academic tracking of students progress and offer students tutorials within those organizations.

  

  

  

  


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.

At the beginning of each school year, parents are invited to our first parenting meeting.  During this meeting parents are given information about the School's  Title I status and what that distinction means.  Parents are also educated on their rights are parents, among which is their right to request the credentials of faculty members.  Moreover, parents also learn of pertinent information regarding Title I (i.e. set asides, etc.)

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 school.

Parent meetings are held in the mornings to accommodate those parents who work afternoon or evening shifts.  Open houses and PTO meetings are scheduled for evening hours so that parents who work during the day and afternoon may attend those meetings.  Finally, teachers may schedule parental conferences during their preparation time, before school, and after school.  This allows great flexibility in meeting the needs of our parents who require such accommodations.  Parents are involved in the review, planning, and improvement of the Title I program of Clark Elementary School by first being invited to participate in the process.  This invitation usually comes in the form of a written correspondence from the parent facilitator or principal inviting their input.  Parents are then given an opportunity to be heard during parent meetings and their suggestions, comments, and concerns are duly noted and used in the incorporation of any changes to the Title I program of Clark Elementary School.  Parents are also encouraged to make their concerns known throughout the year as it related not only to the Title I program, but to the Parental Involvement Manual for the Selma City School District. 

 

Funds allocated for parental involvement are used for parent education materials, meeting materials, and any other items deemed necessary by the parent facilitator and/or parent representative.

 

  

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.

Parents receive newsletters from the school on a monthly basis.  In this communication, parents are given information that is clearly written that relates to the Title I program of Clark Elementary School.  Parents also receive written information from classroom teachers, reading coach, and principal regarding curriculum currently in use, instructional methods being utilized, academic assessments being conducted, and student and parent expectations held by Clark Elementary School.

 

Should a parent request a parental conference to discuss any matter related to students and/or curriculum and instruction, parents are given an expeditious response detailing a date and time convenient to the teacher.  This convenient time will usually be the teachers' preparation period, before or after school, or possibly open house, PTO, or a district-wide parent visitation day.  At this time, parents may make suggestions and participate in the decision-making process related to their child's education.

  

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 faculty and staff of Clark Elementary School strive to create a team involving the parents.  This team is solidified by the School-Parent Compact, which was composed by faculty members and parent volunteers.  This compact is a working document in which all stakeholders must sign and take ownership of the educational process and their individual responsibilities.  Each year, this compact is reviewed by faculty members and parent representatives to determine if any alterations are necessary.

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

Parents can provide comments via the internet or the can mail their comments after detaching and filling out the last page of the parenting handbook.

  

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)

Parents are educated , via parent meetings and parent-teacher meetings, on what instructional methods are being utilized by faculty members.  Furthermore, parents are educated on how to continue these instructional methods at home as to allow a seamless implementation of instructional methods between home and school.  Parents are  also educated on the school's academic expectations as well as state content standards, academic achievement standards, state and local academic assessments, and Title I requirements through the aforementioned parent meetings, parent-teacher meetings, and correspondences from the principal and classroom teachers.  Parents are informed of how to monitor their child's academic progress through parent meetings with the parent facilitator.  During these meetings, parents learn of their child's status and standing.  They also learn of how they can help their child to achieve academically.

 

 

 

•(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)

 

Parents are provided with training on a wide gamut of topics from individual classroom teachers through parent-teacher conferences where the teacher gets an opportunity to speak one-on-one with parents to offer training as to how to help with their children to improve their academic standing. 

 

•(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)

  

The Selma City School District has outlined in its Parental Involvement Manual the parental involvement plan for every school within this district.  Clark Elementary School strives to educate teachers, office personnel, and other school staff on the importance of parental involvement and the value parents have in the educational process.

 

  

•(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)

Parents are invited to participate in numerous activities throughout the year (i.e. parents meetings, open house, PTO, parent visitation days, etc.).  There is also a concerted effort among all faculty members for parents to be encouraged to participate via school written correspondences, newsletters, and our school website.

 

 

 

 

•(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)

All correspondences sent to parents are written clearly and in a concise manner that states what the school is trying to communicate to the parents.

 

 

 

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

Should a parent request anything within reason, that the faculty and staff can provide to aid them in their quest to support their children, Clark is willing to come to their aid.  For example, parents who may have difficulty with helping their child with homework assignments, may receive help from the teacher in how to relay information to the child in a manner that is consistent with what is being taught at school.

  

  

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.

The faculty of Clark Elementary School seeks to provide parents with a variety of opportunities for both participation and training in various formats during flexible times.  Should it become necessary, parents who are disabled and require some sort of accommodation will be accommodated.  Parents who require translators, will be provided with a translator at all meetings and shall receive school correspondences in their native language.

 

 

 

  

  

  

  

  

  

  

  

  

  

  

  

  

  

  

  

  

  

  

  

  

  

  

  

  

  

  

Part VII- PROFESSIONAL LEARNING NEEDS RELATED TO ACADEMIC CHALLENGES Including ENGLISH LANGUAGE PROFICIENCY, SCHOOL SAFETY, DISCIPLINE, 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/INTEGRATION OF STRATEGIES?

  

  

  

  

WHAT ARE THE FUNDING SOURCES, ESTIMATED EXPENSES, AND PROPOSED NAMES OF CONSULTANTS OR ENTITIES?

Example:  Title II, $....00

Dr. Verry Goode

DOCUMENT CONTINUOUS LEA REVIEW AND SUPPORT RESULTS

  

Mathematical Problem Solving and Mathematical Procedures

 

 

 

 

 

 

 

 

•·        Job-Embedded Professional Development.

•·        Relevant Professional Development Opportunities

•·        Continued support from AMSTI mathematics specialist

Continuously throughout the 2009-2010 academic year

•·        An increase of 10% in ARMT and at least a stanine of 6 on SAT-10  in mathematics.

•·        Teachers will explicitly use cutting-edge research-based instructional strategies.

•·        Students' understanding and mathematical applications will improve substantially.

•·        Administrator will conduct frequent classroom visits, review lesson plans, and review student data.

•·        Teachers will keep updated student portfolios

 

•·        Title I

•·        Title II

•·        Regional In-Service Center

•·        State Professional Development Funds

•·        Mathematical Instruction  Consultants

 

•·        Continuous review by the CIP leadership team.

•·        Continuous analysis of data

 

 

 

Language Scores as identified by the Stanford-10 group report.

 

 

 

 

 

 

 

•·        Job-Embedded Professional Development.

•·        Relevant Professional Development Opportunities

•·        Regional Reading Coach consultations regarding Harcourt Language Component

 

Continuously throughout the 2009-2010 academic year

•·        As increase of 10% in ARMT and a stanine of 5 on SAT-10 in language for all grades.

•·        Teachers will explicitly use cutting-edge research-based instructional strategies.

•·        Students' understanding of language  applications will improve substantially

•·        Administrator will conduct frequent classroom visits, review lesson plans, and review student data.

•·        Teachers will keep updated student portfolios

•·        The local reading coach as well as regional reading coach will conduct walk-throughs.

 

•·        Alabama Reading Initiative (ARI) Regional Coach

•·        Title I

•·        Title II

•·        Regional In-Service Center

•·        State Professional Development Funds

 

•·        Continuous review by the CIP leadership team.

•·        Continuous analysis of data

 

DUPLICATE PAGES AS NEEDED                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                               

  

  

  

  

  

  

  

  

  

  

  

  

  

  

  

  

  

  

  

  

  

  

  

  

  

  

  

Part VIII - Coordination of Resources/Comprehensive Budget

  

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

Example:

I.  State Foundation Funds:

  

State Foundation Funds                                                                                                         TOTAL

  

Teacher Assigned Units:    18.76                classroom teachers:  20                               TOTAL OF ALL SALARIES

$985,840.00

Administrator Units:  01   

  

Assistant Principal:   00    

  

Counselor:                  0.50    

  

Librarian:                  1.00     

  

Instructional Supplies $0.00

  

Library Enhancement $0.00

  

Technology $0.00

  

Professional Development $0.00

  

State ELL Funds    $0.00                                                                                                                          

  

  

  

II.  Federal Funds:

  

Title I: Part A: Improving the Academic Achievement of the Disadvantaged                TOTAL

$95,629.00

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.)

 

Funds will be spent to supplement the instructional program of Clark Elementary School.   More specifically, funds will be spent for materials and supplies, instructional supplies, and parental education.  These funds are also used to pay salaries for the following positions:  counselor, parent facilitator, and instructional assistant.

  

$23,783-Materials and Supplies

$27,876-Guidance Counselor

$9,214-Parent Facilitator and Materials and Supplies

$31,044-INSTRUCTIONAL assistants and benefits

3720-Medial Supplies

  

  

ARRA FUNDS                                                                                                                        TOTAL

$96,840.00

Funds will be spent to supplement the instructional program of Clark Elementary School.  More specifically, funds will be spent for technological equipment, upgrades, and software maintenance, materials and supplies, instructional and non instructional supplies, and an extended day program.

$20,746-Materials and Supplies

$1,270-Parenting

$18,000-Computer Hardware & Materials and Supplies

$1500-Copier Maintenance 

$56,594-Extended Day

  

Title II: Professional Development Activities                                                                      TOTAL                         

$10,000

Conference Fees

Registration Fees

Travel

  

Title III: For English Language Learners                                                                           TOTAL                             

$0.00

N/A

  

  

  

  

  

  

Title IV:  For Safe and Drug-free Schools                                                                           TOTAL                                

$0.00

N/A

  

  

  

  

Title VI:  For Rural and Low-income Schools                                                                    TOTAL

TBA

N/A

  

  

  

  

  

  

III. Local Funds ( if applicable)

  

Local Funds                                                                                                                            TOTAL

$24,150.00

These funds are used for the day-to-day operation of Clark Elementary School.  These operations include concessions, PTA expenditures, etc.

 

 

 

 

 

  

  

Part IX - MONITORING/REVIEW DOCUMENTATION


INITIAL REVIEW /DEVELOPMENT                                     Target Date:  August Purpose:  Review assessment data to develop plan or make plan adjustments to existing plan.                            

  

Date ________________________________

 

Principal Initials______________

 

LEA initials  ______________       Other ___________________         

 

COMMENTS*

 

 

 

*Use additional pages, if needed

REVIEW 1                                                                           Target Date: September        Purpose:  AMENDMENT - Incorporate recommendations from school, LEA and/or SDE.                             

  

Date ________________________________

 

Principal Initials______________

 

LEA initials  ______________       Other ___________________         

 

COMMENTS*

 

 

 

*Use additional pages, if needed

REVIEW 2                                                                           Target Date: October    

Purpose:  IMPLEMENTATION - Provide documentation/evidence of improvement.                                                    

 

Date ________________________________

 

Principal Initials__________

 

LEA initials  ______________        Other ____________   

 

COMMENTS*

 

 

 

*Use additional pages, if needed

REVIEW 3                                                                                   Target Date: November                Purpose:  IMPLEMENTATION - Provide documentation/evidence of improvement.                    

 

Date ________________________________

 

Principal Initials____________

 

LEA initials  ______________        Other: ________________ 

 

COMMENTS*

 

 

 

*Use additional pages, if needed

REVIEW 4                                                                            Target Date: January

Purpose:  IMPLEMENTATION - Provide documentation/evidence of improvement.                    

 

Date ________________________________

 

Principal Initials______________

 

LEA initials  ______________       Other ___________________         

 

COMMENTS*

 

 

 

*Use additional pages, if needed

REVIEW 5                                                                                Target Date: February            Purpose:  IMPLEMENTATION - Provide documentation/evidence of improvement.                    

 

Date ________________________________

 

Principal Initials______________

 

LEA initials  ______________       Other ___________________         

 

COMMENTS*

 

 

 

*Use additional pages, if needed

REVIEW 6                                                                                      Target Date: March                 Purpose:  IMPLEMENTATION - Provide documentation/evidence of improvement.                    

  

Date ________________________________

 

Principal Initials______________

 

LEA initials  ______________       Other ___________________         

 

COMMENTS*

 

 

 

*Use additional pages, if needed

REVIEW 7                                                                             Target Date: April - May

Purpose:  REFLECTIONS/PROJECTIONS - Evaluate each goal, strategy, and action for continuation, revision, or removal.                             

  

Date ________________________________

 

Principal Initials______________

 

LEA initials  ______________       Other ___________________         

 

COMMENTS*

 

 

 

*Use additional pages, if needed

Use information from Reviews to Evaluate the plan and to update the plan for the coming year.