SCHOOL IMPROVEMENT PLAN



2010 - 2011

CONTINUOUS IMPROVEMENT PLAN

Title I Schoolwide Plan

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

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

|NAME OF SCHOOL: W. F. Burns Middle School |

|STREET ADDRESS: 292 Johnson Street |CITY: Valley |STATE: Alabama |ZIP CODE: 36855 |

|CONTACT: Priscella P. Holley |TELEPHONE: 33-756-3567 |E-MAIL holleypp@ |

|Identified for School Improvement? No X Yes Delay Status |

|Year 1 or Year 2 *Submit to LEA for Board approval. Retain the original plan in the LEA. Submit the plan electronically to your system’s e-GAP Document Library by November 3, 2010. |

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

|Library by November 3, 2010. |

|Made AYP? |Made AMAOs (EL)? |Career Tech Made AYP?|Are all federal resources (including |Describe how this plan will be made available to parents and other stakeholders, such as through parent meetings or on Web sites. |

|YES |YES X |YES |Titles I, II, III, IV, V, and VI) used |NOTE: The Parental Involvement section of this plan must be distributed to all parents. |

|NO X |NO |NO |to coordinate and supplement existing |This plan will be placed on the school website for stakeholders and others to view, and will be reviewed at the Parent Advisory Council Meeting. A copy will be given to |

| |N/A |N/A |services and not used to provide |each teacher and reviewed at the faculty meeting. Important components will be discussed at Parent Day and will be stressed to parents who attend workshops. |

| | | |services that, in the absence of federal| |

| | | |funds, would be provided by another fund| |

| | | |source? | |

| | | |YES X NO | |

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

| |

|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 20__): May 2010 – May 2011 |

|Provide a brief description of the planning process, including how teachers will be involved in decisions regarding the use of state academic assessments, and other data sources in order to provide information on and to improve the achievement of individual students and|

|the overall instructional program and how parents were involved with faculty and staff in developing, and implementing the CIP (Title I, Section 1116(b)(A)(viii): The faculty analyzed assessment data to determine the students’ progress and weaknesses. The faculty was |

|asked to make suggestions to improve the weaknesses of the students. Information was collected from parents and community stakeholders as well. The faculty analyzed assessment data from various sources. Based on the data analysis, we developed the Continuous |

|Improvement Plan for this school year. The teachers will implement the strategies outlined in the Continuous Improvement Plan on a daily and weekly basis. |

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|Instructional |Positions |Signatures |

|Leadership Team Names |(Identify position held, e.g., Administration, Faculty, Staff, Grade Level and/or |(Indicates participation in the |

|(The Leadership Team must include the principal, faculty [including ELL |Subject Area, Parents and Community members.) |development of the CIP) |

|resource lead teacher if applicable], staff, parents, community | | |

|stakeholders, and/or students.) | | |

|Priscella Holley |Principal | |

|Allison Burton |Assistant Principal | |

|Dr. M. Johnson |Reading Specialist | |

|Wanda Sluss |English | |

|Ben Hudson |Science | |

|Eric Creel |Mathematics | |

|Maria Miles |Social Studies | |

|Bonnie Bonner |Community Leader, Charterbank | |

|Sheila Fuller |Parent | |

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

Part I - continued – Directions: needs assessment- Summary of Data: Indicate data sources used during planning by identifying strengths and weaknesses or program gaps. If your school did not review a particular data source, please write N/A. School improvement goals should address program gaps (weaknesses) as they relate to student achievement or AYP categories such as graduation rate or other academic indicators. Close attention should be given to the proficiency index. Please include all disaggregated subgroups including those with less than forty students. Additionally, please report data pertaining to the Response to Instruction (RtI) framework, include data used to determine the type of support provided to students (i.e.: universal screening results, benchmark testing, progress monitoring, etc.)

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

|Faculty analyzed the results of the SAT 10/ARMT, ADAW, AAA, Pride Survey, office referrals, student attendance data, teacher attendance data, qualifications of teachers, Educate Alabama data, and parental involvement data on the county strategic plan. Based on each data|

|source faculty developed the needs assessment. Faculty, parents, students and community stakeholders met several times to obtain needed information. |

|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. |

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|Number and percentage of teachers Non-HQT: 26 Core Teachers are highly qualified which is 100%. |Number and percentage of Classes Taught by Non-HQT: 100% of our core classes are taught be highly qualified teachers. |

|Alabama High School Graduation Exam (AHSGE): |

|Strengths: 65.78% of the eleventh graders scored level III on the high school graduation exam in reading. |Weaknesses: High School did not meet reading goal in the area of free and reduced lunch, |

|70.11% of the males in the eleventh grade scored level III on the graduation exam in reading. |but is in Year 1 Delay status for improving graduation rate. |

|62% of the females in the eleventh grade scored level III on the graduation exam in reading. | |

|61.25 % of the black students in the eleventh grade scored level III on the graduation exam in reading. | |

|Alabama Reading and Mathematics Test (ARMT): |

|Strengths: 54.03% of males, 60.36% of females, 47.25% of black students, 63.57% of white students, 48.48% of free lunch |Weaknesses: 11% partially met state proficiency standards while 1% did not meet proficiency |

|students, and 40.91% of reduced lunch students in scored Level 4 in reading 6th grade. |Standards. |

|42.86% of males, 42.59% of females, 51.72% of black students, and 43.51% of free lunch students scored Level 3 in reading and |40% of 6th grade students partially met state proficiency standards in math. |

|44.60% of white students and 48.15% of reduced lunch students scored Level 4 in reading in the 7th grade. |21% partially met state proficiency standards in reading. |

|46.22% of males, 41.82% females, 40% of black students, 47.29% of white students, 41.86% of free lunch students, and 57.69% |48% of students partially met state proficiency standards in mathematics. |

|of reduced lunch students scored Level 3 in reading in the 8th grade. |28% partially met state proficiency standards in reading. |

|43.24% of female students, 41% of white students, and 50% of reduced students scored Level 3 in 6th grade in mathematics. |34% partially met state proficiency standards in mathematics. |

|53.33% of males, 62.04% of females, 46% of black students, 66.93% of white students, 53.13% of free lunch students, and |All of the students in the Special Education subgroup failed to meet proficiency |

|57.69% of reduced students scored Level III in math in 8th grade. |Level by 13% in grades 6 and 7 and 7% in grade 8. |

|Alabama Science Assessment: |

|Strengths: 40% of the white students were proficient on the Alabama Science Assessment. |Weaknesses: 22% of white students were not proficient on Alabama Science Assessment. |

|20% of the black students were proficient on the Alabama Science Assessment. |18% of black students were not proficient on Alabama Science Assessment. |

| |100% of special education population were not proficient on ASA. |

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|Stanford 10 |

|Strengths: 87.35% of black students and 88.63% of white students in 6th grade; 76.92% of black students and 82.67% of white |Weaknesses: |

|Students in 7th grade; 82.35% of white students in 8th grade were proficient in reading. |63.829% of black students in 8th grade were proficient in reading. 67.586% of free |

| |/reduced students in 8th grade were proficient in reading. 33% in 6th grade, 21% in 7th grade, and 13.63% |

| |of special education students were proficient in reading. 49.42% of 6th grade, 44.87% of 7th grade, and |

| |55.31% of 8th grade were proficient in mathematics. |

|Strengths: |

|77% of the incoming 6th graders were “benchmark” on DIBELS Oral Reading Fluency. |

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|Weaknesses: |

|11% of incoming 6th Graders were “Intensive” on DIBELS Oral Reading Fluency. |

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|Dynamic Indicators of Basic Early Literacy Skills (DIBELS): |

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|Part I - Continued: |

|Alabama Direct Assessment of Writing (ADAW): |

|Strengths: 48% of the white students were proficient on the ADAW. |Weaknesses: |

|44% of the black students were proficient on the ADAW. |100% of the special education students were not proficient on the ADAW. |

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|ACCESS for English Language Learners (ELs): |

|Strengths : |Weaknesses: |

|We have English in a Flash Computer Program. |We do not have an ELL teacher on campus. |

|The ELL Student is working twenty minutes daily on English in a Flash. |Students that were tested in 2009 – 10 scored a proficiency level of 1.9 (entering) in the areas of writing and reading, |

|One of the students tested had a proficiency level of 5.0 (called Bridging) which indicates the student knows and |which indicates the students know and uses minimal social language and minimal academic language with visual support. |

|Uses social and academic language working with grade level material in the areas of listening, reading and | |

|Comprehension. | |

|EducateAL or other Professional Evaluation Profile Information: |

|Strengths: |Weaknesses: |

|The EducateAL data for the 2009-10 school year revealed that the teachers where integrating in Content Knowledge |The EducateAL data for the 2009 – 10 school year revealed that the teachers were applying in teaching and Learning, Diversity|

|and Literacy. |and Professionalism. |

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

|Strengths: |Weaknesses: |

|Two out of four students tested who participated in the AAA scored a level 4 in mathematics. | |

|Three out of four students tested who participated in the AAA scored a level 3 in reading. | |

|Students have access to two computer labs and to computers in the classroom. | |

|Teachers have access to Smart Response technology on each team and hallway. | |

|LCD Projectors are installed in all classrooms. | |

|Three Elmo Projectors are available for teacher usage. | |

|Calculators are available for students to use in mathematics and science classes. | |

|The teacher management program has been upgraded to enhance the ability to post grades and create lesson plans. | |

|School website is updated to current homework assignments and to keep parents and the community informed on | |

|school activities. | |

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

|Strengths: |Weaknesses: |

|The LEA has created and implemented a system wide 5 year strategic plan which outlines the goals and objectives for the |According to the strategic plan more parent involvement, funds for supplies, and field trips to enhance students’ learning |

|the school system. |are needed. |

|More than 99% of the student population passed grade-level assessments/tests in core subjects at all grade levels. |Exploratory and advanced classes are needed for middle scholars. |

|Coordinate between regular and special services to ensure all students’ needs are addressed. |PST is a working document and will be revised periodically. |

|Every student who is failing a course, repeats a course or grade or receives/meets the criteria for Tier II and/or III | |

|Services will be required to be referred to the PST. | |

|Career and Technical Education Program Data Reports: |

|Strengths: |Weaknesses: |

|There is a full time certified teacher in Family and Consumer Science and Agri-science. | |

|Both programs meet business/state certification standards. | |

|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: |Weaknesses: |

|0.0357% of black students and 0.0271% of white students were suspended for fighting. |• Classroom counseling time will be reduced due to loss of Counselor unit. |

|No students were expelled from school. |According to the Pride Survey, 39% of all students seldom feel safe in the bathroom. |

|Overall 0.155% of all students were suspended from school. | |

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

|Strengths: |Weaknesses: |

|The graduation rate increased from 71% to 77% for 2009-2010 school year. | |

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

|Strengths: |Weaknesses: |

|During the 09-10 school year, teacher attendance rate was 93%. |• Ονε teacher is new to the school. |

|During the 09-10 school year, 97% of classroom teachers were experienced teachers. |• There is only one counselor |

|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: |

|Tardiness was handled through school’s tardy policy. |During the 2009-10 school year, 12% of the student population missed 20 or more days. |

|80% of checkouts were for medical reasons that were verified by notes from the doctor. | |

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

|Strengths: |Weaknesses: |

|Parents feel that the school system is well managed educationally and financially. |Discipline issues and increased class sizes will negatively impact student achievement according to the Strategic Plan. |

|Based on principal’s evaluation survey, the community and parents think the principal takes an active role in |Based on principal’s evaluation survey, the community and parents think the principal needs to delegate leadership roles in |

|improving instruction of our children – 3.1 |school matters to members of the community and help them achieve success. |

|School Perception Information related to student PRIDE data. |

|Strengths: |Weaknesses: |

|Of the students surveyed 70.26% of the students feel that use of tobacco, alcohol, and marijuana was wrong and |19.9% of the students surveyed reported feeling afraid at school as compared to 15.5% the previous year. |

|disapproved of friends using it. |250 students surveyed reported threatening another student, which increased from 152 students the previous year. |

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|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: |

|• Less than 1% of students qualified for participation in this program (1 student) for the 2010 – 2011 school year. |We do not have an ELL teacher on campus. |

|• Each student has access to the computer program English in a Flash |Students that were tested in 2009 – 10 scored a proficiency level of 1.9 (entering) in the areas of writing and reading, |

|• Teachers are aware of the ELL students in the classroom and adjust their plans to meet the needs of these |which indicates the students know and uses minimal social language and minimal academic language with visual support. |

|students in addition to the other students. | |

|All ELL students participate in regular education classes (6 periods per day) | |

|One of the students tested had a proficiency level of 5.0 (called Bridging) which indicates the student knows and | |

|Uses social and academic language working with grade level material in the areas of listening, reading and | |

|Comprehension. | |

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|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: |

|The ELL student is accompanied daily by a paraprofessional which assists him on the computer using the English |• There is no ELL Teacher. |

|In A Flash computer program. | |

|Teachers in all classes are Highly Qualified to teach their subject area. | |

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

|Strengths: |Weaknesses: |

|Math teachers received additional TEAM-Math and Math Pacing Guide training in order to strengthen the |Additional after-school tutoring is needed for our Level 1 and Level 2 students. |

|Instruction and the test preparation for level 1 and level 2 students. |Need more training for RTI and PST. |

Part II - GOAL TO ADDRESS ACADEMIC NEEDS – All components to support improving academic achievement, INCLUDING SCHOOL CULTURE AND RtI CONSIDERATIONS, should be related to the weaknesses identified in the data summary. DUPLICATE PAGES AS NEEDED TO ADDRESS TOP PRIORITIZED GOALS INCLUDING SACS DISTRICT GOALS, IF APPLICABLE. Use the SMART Goals format to address areas of need.

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

|Sixth grade special needs students will increase from a proficiency rate of 62% to 89% in 2010 – 2011 in reading. | |

|Seventh grade special needs students will increase from a proficiency rate of 71% to 84% in 2010-2011 in reading. | |

|Eighth grade special needs students will increase from a proficiency rate of 65% to 76% in 2010 – 2011 in reading. | |

|Data Results on which goal is based: | |

|62.9% (39/62) of the special needs students partially met or did not meet proficiency standards. | |

|20 % of all students partially met or did not meet proficiency standards. | |

|TARGET GRADE LEVEL(S): |TARGET CONTENT AREA(S): Circle One |AHSGE: |ADDITIONAL ACADEMIC INDICATORS: |TARGET STUDENT SUBGROUP(S): |

|Grades 6-8 |Reading Math Science |Reading Math Science Social Studies Language | |Special Education |

| |Other | | | |

|COURSES OF STUDY |REFORM STRATEGIES |BENCHMARKS |INTERVENTIONS |RESOURCES |

|WHICH COURSE OF STUDY STANDARDS, AHSGE |what Research-based STRATEGIES/ACTIONS WILL BE USED |HOW WILL PROGRESS FOR EACH ACTION STEP BE MEASURED? |HOW WILL THE SCHOOL PROVIDE TIMELY ASSISTANCE IF |WHAT RESOURCES AND SPECIFIC EXPENDITURES WILL BE NEEDED |

|STANDARDS/OBJECTIVES, ELIGIBLE CONTENT,|TO IMPROVE STUDENT ACADEMIC PERFORMANCE? |(PERFORMANCE DATA, LISTS, SURVEYS, ETC) |STRATEGIES DO NOT CHANGE PERFORMANCE? |FOR SUCCESSFUL IMPLEMENTATION? |

|OR WIDA* STANDARDS ARE LINKED TO EACH |(Give specific strategies, not just programs | | |(Ex: 6 Classroom Libraries, $.....00) |

|STRATEGY? |or program names.) | | | |

|Develop and use an extended vocabulary |STRATEGY: | • Course of Study will be documented the first |Language Arts teachers will provide reading |Alabama Course of Study: Reading |

|through reading, listening, viewing, |• Provide explicit intensive instruction in reading and vocabulary |time each skill is presented 100% of the time. |instruction 3 times weekly using Backpack Readers. |Test results from the SAT 10/ARMT |

|writing, speaking, and presenting. |during reading, language arts and social studies classes. |• Evidence of use of the instructional tools such as |Social Studies teachers will teach reading skills |Online Essay Grader Program |

|• Synonyms | |anchor charts, word walls and bulletin boards relative to |within their content. |Access to the computer lab |

|• Antonyms |ACTION STEP: |content being taught will be demonstrated and visible in |Teachers will implement Tier 2 instruction according |Flocabulary Instructional Program |

|• Affixes and base words |S1A1: Vocabulary instruction will be documented in lesson plans in |all classrooms 75% of the time during walk-through |to PST Guidelines |Reading manipulative sets |

|• Classifications |all subjects and will include pre-teaching vocabulary. Students |observations. |6th grade Teachers will use reading manipulative to |Researched based SRA Reading Program |

|• Context Clues |will identify unknown vocabulary. |• Explicit vocabulary and reading instruction will be |provide explicit intensive instruction in reading and|Smart Response Technology |

|Denotation and connotation |S1A2: Teachers will utilize instructional tools such as anchor |documented in at least three lesson plans weekly. |vocabulary. |Powerpoint Presentations |

|Thinking Skills |charts, word walls, and/or other visual aides that help the |• Average word choice scores in Printed/ Online Essay |Students failing reading at the end of first semester|Elmo Projectors |

|Critical Analysis |students learn and retain vocabulary taught/learned. |Grader will increase at least 2% for each quarter, a total|will be referred to PST. |LCD Projectors |

|Interpretation |S1A3: Students will write essays on a regular basis. |of 8 to 10% for the year. |Small group peer tutors will be assigned for |Chart Paper |

| |S1A4: Reading classes will use Printed/ Online Essay Grader in |ARMT, SAT-10 skills and small group instruction will be |ARMT/SAT10 practice using Flocabulary Books and CD’s |Chambers County Resource Center |

| |their classes at least once per month. |documented in all lesson plans. |to assist in vocabulary instruction. |Backpack Readers |

| |S1A5: Teachers will teach all skills tested on the ARMT and the | |After school tutoring will be provided for struggling|Trade Book Novel Classroom Sets in the library |

| |SAT-10 prior to testing. | |students as needed. | |

| |S1A6: Develop, identify, pilot use, and refine assessment | |Teachers will work with students in small groups who | |

| |instruments to track student progress of skills/objectives mastered| |scored level 1 or level 2 a minimum of one time per | |

| |during professional development with the Reading Specialist, and to| |week. | |

| |implement and sustain PST. | |Eighth Grade English Teachers will teach NAEP | |

| | | |Preparation daily until NAEP Assessment is given and | |

| | | |will review reading strategies until ARMT is given. | |

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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): |

|Sixth grade special needs students will increase from a proficiency rate of 67% to 74% in 2010 – 2011 in math. |

|Seventh grade special needs students will increase from a proficiency rate of 61%% to 74% in 2010-2011 in math. |

|Eighth grade special needs students will increase from a proficiency rate of 70% to 78% in 2010 – 201 in math. |

|Data Results on which goal is based: |

|41 % of all students partially met or did not meet proficiency standards. |

|77% of special needs students partially met or did not meet proficiency standards. |

|COURSES OF STUDY |REFORM STRATEGIES |BENCHMARKS |INTERVENTIONS |RESOURCES |

|WHICH COURSE OF STUDY STANDARDS, AHSGE |what Research-based STRATEGIES/ACTIONS WILL BE USED |HOW WILL PROGRESS FOR EACH ACTION STEP BE MEASURED? |HOW WILL THE SCHOOL PROVIDE TIMELY ASSISTANCE IF |WHAT RESOURCES AND SPECIFIC EXPENDITURES WILL BE NEEDED |

|STANDARDS/OBJECTIVES, ELIGIBLE CONTENT, |TO IMPROVE STUDENT ACADEMIC PERFORMANCE? |(PERFORMANCE DATA, LISTS, SURVEYS, ETC) |STRATEGIES DO NOT CHANGE PERFORMANCE? |FOR SUCCESSFUL IMPLEMENTATION? |

|OR WIDA* STANDARDS ARE LINKED TO EACH |(Give specific strategies, not just programs | | |(Ex: 6 Classroom Libraries, $.....00) |

|STRATEGY? |or program names.) | | | |

|Standards outlined in the Alabama Course | STRATEGY: Provide Explicit intensive instruction in problem |The ARMT style questions will be given on all tests. |After school tutoring and peer tutoring groups will |Math Journals |

|of Study: |solving, computation with decimals and symbolic notation. |Students who score 3 or 4 on the ARMT style questions will|be provided for remediation. |ARMT Practice Activities |

|Problem solving – Computate with decimals|ACTION STEPS: |increase by 5% per 9 weeks. |SRA Number Worlds will be used with students not |AMSTI TEAM Math Quarterly Meetings |

|and translate problem situations into |S1A1: Keep math journals and/or problems of the week to practice |Analyze mastery of the assessment instruments every nine |performing at proficiency level. |Professional Development Session |

|symbolic notation; (and write an |explaining problem solving processes used |weeks. |Additional ARMT style practice will be provided for |SRA Number World Mathematics Intervention Programs |

|explanation of how the problems are |S1A2: Include ARMT style problems in weekly activities and on test |Teachers from other subject areas will participate in |the special needs students. |Computer s and Computer Labs |

|solved) |at least once monthly. |Professional Development for integrating math across the |Students failing math at the end of first semester |Smart Response Technology |

| |STRATEGY: Utilize assessment instruments and pacing guides to |curriculum at least once in this school year. |will be referred to PST. |Calculators |

| |assess student progress of skills/objectives mastered and guide |Course of Study will be documented the first |Teachers will implement Tier 2 instruction according |ELMO Projector |

| |instructions. |time each skill is presented 100% of the time. |to PST Guidelines |LCD Projectors |

| |ACTION STEPS: |Evidence of use of the instructional tools such as anchor |Science teachers will provide additional mathematics |Power-point Presentations |

| |S2A1: Define, administer, and monitor assessments. |charts, word walls and bulletin boards relative to content|instruction 3 times weekly through AMSTI |AMSTI Kits |

| |S2A2: Implement level 2 of RTI and PST |being taught will be demonstrated and visible in all |Instruction. | |

| |S2A3: Utilize the results of the assessment to drive instructions.|classrooms 75% of the time during walk-through |Mathematics skills will be incorporated into all | |

| | |observations. |subject areas. | |

| | |ARMT, SAT-10 skills and small group instruction will be |Teachers will work with students in small groups who | |

| |STRATEGY: Professional Development will be provided to implement |documented in all lesson plans. |scored level 1 or level 2 a minimum of one time per | |

| |and sustain PST. | |week. | |

| |ACTION STEPS: | | | |

| |S3A1: Participate in Professional Development with | | | |

| |AMSTI Coordinator. | | | |

| |S3A2: Participate in professional development and team meetings to| | | |

| |implement RTI and PST. | | | |

|TARGET GRADE LEVEL(S): |TARGET CONTENT AREA(S): Circle One |AHSGE: |ADDITIONAL ACADEMIC INDICATORS: |TARGET STUDENT SUBGROUP(S): Special Education |

|Grades 6-8 |Reading ( Math) Science Other |Reading Math Science Social Studies Language | | |

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

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

|ESL student composite score on the ACCESS will improve from 2.6 to 2.8 during the 2010-2011 school year. | |

|Lowest score on the Access which was the speaking and writing scoring 1.7 will increase to 2.8. | |

|Data on which goal is based: |Data on which goal is based: Access for ELL |

|Overall students’ scored on the Access from 2.2 to 2.6 but did not meet English Proficiency Goal of 2.8. | |

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

|Grades 6-7-8 |Circle all that apply. Reading Writing Listening Speaking Comprehension |

|WIDA ENGLISH LANGUAGE PROFICIENCY STANDARDS |REFORM STRATEGIES |BENCHMARKS |INTERVENTIONS |RESOURCES |

|WHICH WIDA* ENGLISH LANGUAGE PROFICIENCY |what Research-based STRATEGIES/ACTIONS WILL BE USED |HOW WILL PROGRESS FOR EACH ACTION STEP BE MEASURED? |HOW WILL THE SCHOOL PROVIDE TIMELY ASSISTANCE IF STRATEGIES |WHAT RESOURCES AND SPECIFIC EXPENDITURES WILL BE |

|STANDARDS OR DOMAINS ARE LINKED TO EACH |TO IMPROVE STUDENT ACADEMIC PERFORMANCE? |(PERFORMANCE DATA, LISTS, SURVEYS, ETC) |DO NOT CHANGE PERFORMANCE? |NEEDED FOR SUCCESSFUL IMPLEMENTATION? |

|STRATEGY? |(Give specific strategies, not just programs | | |(Ex: 6 Classroom Libraries, $.....00) |

| |or program names.) | | | |

|WHICH WIDA* ENGLISH LANGUAGE PROFICIENCY |STRATEGY: |Quarterly report from English in a Flash |After school tutoring will be offered |Access to Computer in the classroom or lab. |

|STANDARDS OR DOMAINS ARE LINKED TO EACH |Provide instruction and support for mastery of English – |Teacher reports (progress/lack of progress) |Change peer tutors |English in a Flash Computer Program |

|STRATEGY? |written, spoken, and reading in all core subjects. |Schedule of peer tutors |Individual tutoring scheduled during |Anchor Charts and graphs |

| |ACTION STEP: |Lesson plans including collaborative |the class day with a certified teacher |Peer tutors |

|Speaking and writing in |Teachers will use anchor charts to help |groups | |Collaborative groups |

|Social and Instructional, Mathematics, |students remember concepts taught | | |Progress Reports from English in a Flash |

|Science and Language Arts and Social |Teachers will include graphics as much | | | |

|Studies |as possible on these charts | | | |

| |Students will be assigned peer tutors | | | |

| |where needed | | | |

| |Students will work in collaborative groups and | | | |

| |utilize productive talk to | | | |

| |Complete projects and/or assignments. | | | |

| |English in a Flash | | | |

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

|CULTURE |REFORM STRATEGIES |BENCHMARKS |INTERVENTIONS |RESOURCES |

| | | | | |

|(REFER TO CULTURAL DATA IN NEEDS | | | | |

|ASSESSMENT) | | | | |

|WHAT CHALLENGES RELATED TO SCHOOL, |what Research-based STRATEGIES/ACTIONS WILL BE USED |HOW WILL PROGRESS FOR EACH ACTION STEP BE MEASURED? |HOW WILL THE SCHOOL PROVIDE TIMELY ADJUSTMENT IF STRATEGIES |WHAT RESOURCES AND SPECIFIC EXPENDITURES WILL BE |

|SAFETY, CLASSROOM MANAGEMENT/DISCIPLINE, |TO IMPROVE CULTURAL BARRIERS IMPACTING STUDENT ACADEMIC |(PERFORMANCE DATA, LISTS, SURVEYS, ETC) |DO NOT CHANGE PERFORMANCE? |NEEDED FOR SUCCESSFUL IMPLEMENTATION? |

|RtI FRAMEWORK AND SUPPORTIVE LEARNING |PERFORMANCE? | | |(Ex: Teacher Incentives,Title II $.....00, Supplies|

|ENVIRONMENTS HAVE BEEN IDENTIFIED THROUGH|(Give specific strategies, not just programs | | |for Mentors/Mentees, etc) |

|THE REVIEW OF SCHOOL DEMOGRAPHIC, |or program names.) | | | |

|PERCEPTION, AND PROCESS DATA? | | | | |

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|64 students were suspended for fighting |STRATEGY: |The number of fights will decrease by 2% per 9 weeks. |More personnel will be posted in areas identified as high |Area of Fights Documentation Sheet |

|according to SIR Program |Continue to reduce number of fights |At least 95% of School personnel will be on duty in |risk for fights |Assigned Personnel on Duty Documentation Sheet |

| |ACTION STEP: |assigned positions during student movement as observed |Counselor will conduct small group Anger management sessions|Counselor notes of reports of bullying |

|Reduction in Counselor Unit |S1A1: Monitor student movement between classes |quarterly. |with repeat offenders. |Circle of Care Resource person for Anger Management|

| |S1A2: Monitor student movement through the cafeteria |STI discipline reports |Circle of Care – Anger Management program |Dealing With Bullies Brochure |

| |S1A3: Encourage students to report acts of bullying |Data sheet of where fights occur | | |

| |S1A4: Investigate reports of possible fights and/or incidents that | | | |

| |may lead to a fight | | | |

| |S1A5: Counselor will implement a bullying program for all 6th grade| | | |

| |students | | | |

| |S1A6: Keep a data sheet on where fights occur | | | |

| |S!A7: Dealing With Bullies Brochures is sent home to all parents | | | |

| |the first reporting period. | | | |

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|The challenge is to continue the success |STRATEGY: |Attendance report |A committee will be convened to revise strategies |School Resource Officer |

|of these strategies and action plan. |• Continue the student attendance incentive program to keep student| | |Breakfast foods |

| |attendance at 100% for the ARMT and SAT 10 testing days. | | |Small prizes |

| |ACTION STEP: | | |Quick Tips Brochure |

| |S1“1 Prior to testing, inform parents of testing dates by letters, | | | |

| |media, and other community resources. | | | |

| |S1“2 Call parents of students who are absent each day of the | | | |

| |testing. | | | |

| |S1A3 Utilize school resource officer to visit students that are | | | |

| |absent during testing. | | | |

| |S1“4 Provide breakfast for students during the weeks of testing. | | | |

| |S1“5 Provide free time for each student who has perfect attendance| | | |

| |during the entire testing time. | | | |

| |S1“6 In an effort to encourage overall attendance, school | | | |

| |personnel will call absent students daily throughout school year. | | | |

| |S1“7 Assign counselor and grade level lead teachers to | | | |

| |administer tests to students that were absent during regular | | | |

| |testing time. | | | |

| |S1A8 Quick Tips Parent Guide is given to all parents to assist | | | |

| |them in preparing the child for the test. | | | |

|The challenge is to continue the success |STRATEGY: |STI discipline reports |A committee will be convened to revise strategies |STI Discipline reports |

|of the strategies and action plan. |• Identify, reteach, and post strategies identified by PBS and | | |Three ‘R’ charts for rooms and hallways |

| |faculty needed to effectively manage behavior in these areas. | | | |

| |ACTION PLAN: | | | |

| |S1“1 Continue to implement and reinforce strategies learned in PBS | | | |

| |training. | | | |

| |S1“2 Monitor student movement during class change, ie. Teachers on | | | |

| |duty in hallway and outside areas between class change | | | |

|The community and parents think the |STRATEGY: |Surveys |Surveys distributed January 2010 or before |Surveys |

|principal needs to involve parents more |• Involve parents in identifying and planning needs for school |Participation |Data analyzed March of before | |

|in school improvement planning. |improvement | |Report of data May | |

| | | | | |

| |ACTION PLAN: | | | |

| |S1A1Conduct Needs Survey | | | |

| |S1A2Analyzethe data from the surveys | | | |

| |S1A3 Utilize the data in planning for | | | |

| |improvement | | | |

| |S1A4 Involve Parents liaison will share concerns | | | |

| |And build relationship between parents | | | |

| |And school. | | | |

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) |

|At W. F. Burns Middle School, veteran teachers are assigned to novice teachers in their area of expertise to assist with planning lessons, modeling instructions, and classroom organization and management. Novice teachers are scheduled to visit the classroom of their assigned |

|veteran teacher and other teachers in other subject areas that possess the instructional and management skills needed by novice teachers. All 1st year teachers participate in the Alabama mentoring program. |

|2. Budget: Describe the coordination of all federal, state, and local programs, including career and technical education. (Note: NCLB Section 1116 requires that each year Title I schools identified for improvement must reserve the equivalent of 10% of the school-level |

|allocation made available to the school under Section 1113 specifically for professional development opportunities for teachers. Budgets should reflect this set-aside.) See the sample budget on a later page. |

|Professional Development for W F Burns Middle School teachers and staff will be tied to AYP, SAT10, ADAW, ARMT, and PST along with the Chambers County needs assessment survey data. The school budget is attached. The State of Alabama Foundation money ($13.00 per student) is |

|allocated for textbooks. Title I funds allocation is $538.00, Title II is $10,226.00, and Parental Involvement is $2,294.00. Local funds come from Parent Advisory Council (PAC) and Partners-in-Education (Charterbank). |

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|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. |

|In order to provide a smooth transition for the 5th graders entering the 6th grade, we, principal, asst. principal, counselors, school resource officer, and asst supt., host a parent orientation night prior to the opening of school to discuss the school curriculum and |

|environment and answer questions. Before school begins, we have orientation for the students, and during this orientation, students meet teachers and visit classrooms the day before school starts. A school handbook planner is printed and distributed to all students explaining |

|the programs of the school. In addition to the planner, the sixth graders received a homework folder and a copy of the book entitled “Getting the most out of Middle School. The counselor and/or school administrator will give transfer students an orientation of the school, |

|handouts mentioned above, and tour of the school. |

|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. |

|Every year district representatives attend job fairs in all areas of Alabama and neighboring states that are sponsored by colleges and universities for the purpose of attracting highly qualified teachers to Chambers County. Prospective teachers are given information about the |

|school system, city of Valley and neighboring communities, and information about the school system. Contact information is collected from prospective teachers in high-need areas and these teachers are encouraged to apply and consider relocation to the area. Title I school |

|staff and administration determine personnel needs that require the use of Title I funds. Applications are requested district-wide when openings are available in order to choose only those teachers who are highly qualified. The decision of hiring highly qualified staff is made|

|by the local school. Principals are required to have the knowledge of each teacher’s highly qualified status and the area the teacher is highly qualified to teach. All scheduling and assignment decisions must be made using this information. New teachers are assigned mentors |

|within the school for the first three years and are monitored all three years by the administration and Central Office staff. All teachers are required to participate in professional development activities organized by the administration of the local school and encouraged to |

|seek additional professional development activities. Funding for high-quality, on-going activities is provided by local, state and federal funds. |

|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. |

|Teachers meet at team level, grade level, and department level to discuss data results from standardized tests. They identify students who need additional help and plan to meet those needs. Teachers plan in team, grade level, and department level meetings to analyze the |

|effectiveness of present policies and procedures. They adjust curricula based upon the needs of the students. |

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

|All students at W. F. Burns Middle School, including those identified as migrant, limited-English proficient, homeless, economically disadvantaged, and neglected/delinquent, have access to all services and programs available, including free/reduced lunch, ELL services, Special |

|Education services, At Risk, and counseling services. |

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|All homeless, migratory, and limited-English proficient students must have equal access to the same free appropriate public education, including public preschool education provided to other children and youth. All homeless, migratory, and limited-English proficient students are|

|provided with the opportunity to meet the same challenging state content and state student performance standards to which all students are held without being stigmatized or isolated. |

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|The counselor and principal identify limited-English proficient students upon enrollment. Each new student receives a Home Language Survey used to determine eligibility for limited-English proficient testing. Students qualify for testing if the survey indicates that a language|

|other than English is used by the student or at the student’s home. All eligible students are tested with the WIDA Access Placement Test (W-APT) to determine if a student is eligible to receive services through the English Language Learner (ELL) program. Parents or guardians |

|have the right to waive Title III Supplemental ELL services. If the parents or guardians agree for the student to receive services, an English Language Learner (ELL) committee convenes to determine appropriate services and placement for each individual student. The ELL |

|committee consists of the, parents or guardians of the student, the student’s teacher, the school counselor, an interpreter (if necessary), and/or school administrator. Parents are provided the opportunity to receive all updates and important school documents in English and |

|Spanish. The ELL committee reviews each student’s progress annually. If the student scores proficient on the WIDA Access test and is performing on grade level (determined by grades, teacher recommendations, and results of reading standardized tests), the student becomes |

|eligible to exit the ELL program and will be monitored for two years to ensure success. |

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|The population for English Language Learners, migrant students, and homeless students is extremely low (1 student EL). These students are integrated into the regular school curriculum and modifications are made to the curriculum to meet the needs of the students. They work |

|with the Reading Specialist in small groups to improve their speaking, listening, and reading skills in the English Language. Each year they are given the ACCESS by a system psychometrist. The results are used to develop individual ESL plans and by teachers planning |

|instruction. |

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|7. Special Populations (as listed in the Carl D. Perkins Career and Technical Education Act 2006, Section 3): Describe procedures used for each group of individuals with disabilities; individuals from economically disadvantaged families, including foster children; individuals |

|preparing for non-traditional fields; single parents, including single pregnant women; displaced homemakers; and individuals with limited English proficiency. |

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|8. Extended Learning Opportunities: Describe how the school provides opportunities for the most academically needy students to receive support and reinforcement of academic skills beyond the regular school day. |

|Students who experience difficulty mastering the proficient or advanced achievement standards will be provided timely, effective and additional instructional assistance. This will be accomplished by: |

|Teacher review of student permanent records, previous test results and any other pertinent information which would help the teacher to determine student strengths and weaknesses |

|Compilation of class profiles by teachers and utilization of test reports to determine individual and class strengths and weaknesses, and to address these results during instruction |

|Communication with previous teachers and parents who have insight about students learning styles |

|Providing daily small group instruction and intervention by lead teachers for children experiencing difficulty |

|Utilization of Reading Specialists provide additional assistance and intervention for students in small group or individual instruction setting in the classroom, and if needed, as a pull out intervention session |

|After school tutoring is provided free of charge Tuesday, Wednesday, and Thursday by classroom teachers and special education teachers. |

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 year the Chambers County Board of Education holds a Title I parental meeting for all Title I schools. The meeting is offered at two different times, one of the meetings is offered in the Valley in the morning, and one meeting is offered in LaFayette |

|after school. The purpose of the meetings is to inform parents of their school’s participation in Title I and the rights of parents, ways that they can be involved in the schools, and how monies are allotted for parental involvement activities. The meeting is posted in two |

|papers, The Valley Times News and the LaFayette Sun. It is posted on the Chambers County Web site and we send reminders home with the students. During the month of August our school host an annual meeting for all parents. We advertise the meeting separately to comply with the |

|state rules of parental involvement. Mr. Berry explains What a Title I school is, talks about needs assessment, copies are available of the Parental Involvement Plan/ Policy for review, tells what our school does with the school’s allotment, discusses No Child Left Behind, |

|Highly Qualified Teachers, rights under FERPA, how parents are involved in the 1% of 95% set-aside of the parental involvement funds and what is Parents-right-To- Know. |

|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. |

|The Federal Programs director offers the Title I meeting at two different locations and at two different times at the beginning of the year. He also meets with them throughout the year when any budget revisions are needed. The same process is followed and the meeting is offered |

|at different times and at different locations. All of the parents at W. F. Burns Middle School have the opportunity to participate in the needs assessment for Title I by going on the county web site. The needs assessment drives the system LEA Plan for Title I. Our school sends|

|notes to remind the parents to be involved in the surveys. |

|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. |

|W. F. Burns Middle School communicates with parents through phone calls, teacher newsletters, newspaper, calendars, websites, student planners, and school’s marquee. Meetings are offered at different times to reach as many parents as possible. The Code of Conduct Book is given |

|at the first of school with Parents-Right- to-Know on page 48. Teachers meet with Parents at the beginning of school to discuss and get Parent Compacts signed and they are in the students home room to be reviewed and used as a communication tool for all communications and |

|agreements between the teacher, parent and, student. Transact is used to translate newsletters into a language that is best understood for the parents. We purchase student planners that include the student handbook and a calendar that students can write homework and project |

|assignments on. We purchased and distributed to parents pamphlets on bullying, Middle School Parent Guidebook, and How to help your child succeed on Standardized Test. |

|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). |

|At school orientation, information is shared from the principal and the teacher on the importance of the School-Parent Compact. The school-Compact is a shared document and a shared responsibility for communicating and insuring the best academic achievement. The compact is a |

|component for the student that signifies everybody’s commitment to working in partnership with the school and child ensuring the student is successful in school. Parents and teachers discussed the responsibilities of the parent, student, teachers, and school in providing the |

|best education. The teacher will sign the compacts and house them in his/her classroom for use during any communications. The staff works continuously to insure that parents are a working force at W. F. Middle School. Surveys of the parents, students, teachers and stakeholders |

|are required at different times for accreditation, principal evaluation and Title I surveys. All of this data is to be used to better communicate with parents and students in a simple well to understand method. |

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

|In the spring, the CIP committee meets to review the previous plan. The parents are encouraged to put their recommendations in writing that is shared with the CIP Committee. Parents are encouraged to share concerns with school staff at PTO meetings, PSB meetings, wellness |

|committee meetings, and other committees, parents are continuously encouraged to share concerns and ideas. Telephone conversations are welcomed as well as parent conferences. Parents can use emails to express concerns as well as students’ planners. Yearly, the school evaluates |

|and revises its Continuous Improvement Plan. This is done by the collection of data from student’s assessments and the meeting of the CIP Committee that includes parents, administrators, and teachers. During the review process, parents are notified of the review through notices|

|sent home, and will also be notified through the school website. The notices make parents aware that the plan is available for review on the school website and that they have the right to give input regarding the plan. |

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|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: |

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|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 encouraged to come to Open House and Orientation at the beginning of the year to learn about the guidelines that each teacher uses to assess students and monitor their progress. On Parent’s Day, each October, parents are offered the opportunity to visit the school |

|and have lunch with their child. SAT-10, ARMT, ADAW and AYP are reviewed and explained during Parent Advisory Council Meeting (PAC). Academic standards are also explained at this time. Parents are invited to visit the classrooms to observe the academic skills being taught eat |

|lunch with their child any day. |

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|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) |

|PAC programs allow parents to come and participate in activities that teach math and science skills in ways that are simple and easy to understand. On Parent’s Day, parents are invited to visit classrooms and see what their child’s day is like. We are a TEAM |

|MATH/AMSTI School, and we have a science and math night at PAC to show parents the skills being taught in the classroom. |

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|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) |

|Teachers contact parents of students in their classrooms via telephone, e-mails, and/or conferences. Teachers keep a log of phone calls, notes, and meetings on the Parent Compact showing the contact of the parents. Teachers also send newsletters home to parents in an effort to|

|keep them informed of the topics that are being covered in the classroom as well as upcoming events. Teachers are required to keep their school web page updated with current assignments and homework for parents to access when desired. |

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|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 serve on various committees that make decisions for the school such as Parent Involvement Committee, SACS Committee, PBS Committee, CIP Committee. |

|Teachers and administrators keep parents informed of upcoming events with letters, announcements on report cards as well as information posted on the school website. |

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|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) |

|Teachers send home weekly and/or monthly newsletters to inform parents of upcoming events. Students of families who speak another language will be given a copy in the primary language spoken in their home using the TRANSACT program. Events are posted on the school website. |

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

|W F Burns strives to work with parents and meet the needs of our students. Conferences are scheduled when convenient for the parents and teachers. Parent concerns are always taken into consideration in making decisions about the students academically and behaviorally. Parents|

|are invited to Open House, Orientation, and PAC meetings. Parents are invited to serve on various school committees. Although many parents work and are unable to make committee meetings, they are asked to and some make special arrangements to attend. |

|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. |

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|Transact is used to translate the information |

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Part VII- PROFESSIONAL LEARNING NEEDS RELATED TO ACADEMIC CHALLENGES Including ENGLISH LANGUAGE PROFICIENCY, SCHOOL SAFETY, DISCIPLINE, RtI FRAMEWORK AND SUPPORTIVE LEARNING ENVIRONMENTS (Reminder: NCLB Section 1116 requires that each year Title I schools identified for improvement must reserve the equivalent of 10% of the Title I school-level allocation made available to the school under Section 1113. In addition, each year LEAs identified for improvement must reserve 10% of their allocations for professional development).

• Does the plan provide opportunities for professional development activities that are high-quality, effective, and research-based? YES NO

• Does the plan include opportunities for teachers, principals, paraprofessionals, other staff, and parents? YES NO

• Does the plan include required district-wide training for English language acquisition? YES NO

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

| | | | | | |DOCUMENT CONTINUOUS LEA REVIEW AND SUPPORT |

|WHAT WEAKNESS OR NEED IDENTIFIED IN |WHAT TYPES OF PROFESSIONAL |WHEN WILL THE SESSION BE |WHAT ARE THE EXPECTED OUTCOMES|HOW WILL PARTICIPANTS BE HELD ACCOUNTABLE FOR SUCCESSFUL |WHAT ARE THE FUNDING SOURCES, |RESULTS |

|ACADEMIC, INCLUDING ELL AMAOs OR SCHOOL|LEARNING WILL BE OFFERED? |DELIVERED? |OF PROFESSIONAL LEARNING? |IMPLEMENTATION AND IN WHAT WAYS WILL EVIDENCE BE COLLECTED TO SHOW |ESTIMATED EXPENSES, AND | |

|CULTURE GOALS WILL THE PROFESSIONAL | |(Please list dates of future PD|(Following the professional |EFFECTIVE ASSIMILATION/INTEGRATION OF STRATEGIES? |PROPOSED NAMES OF CONSULTANTS | |

|LEARNING ADDRESS? | |sessions, not those that have |learning, how will academic or| |OR ENTITIES? | |

| | |already taken place.) |cultural challenges be | |Example: Title II, $....00 | |

| | | |impacted – what does it look | |Dr. Verry Goode | |

| | | |like?) | | | |

|To improve math and reading in all | |* Professional Development |* Teachers will implement | | |Support from Central Office and will |

|grades and subgroups. |* Professional Development in |Days on August 6, 2010 and |strategies to improve math and|Through the evaluation process | |Complete the 7 CIP Reviews. |

|To implement and improve RTI Strategic |implementing PST. |February 18, 2011. |reading and classroom |Through periodic observations and evidence of integrating math | | |

| |* Professional Development in | |management ideas that support |across the curriculum | | |

| |refining mastery assessments |* Professional training will be|the integration |Completed assessment instruments | | |

| |for math Program |conducted at faculty meetings, |* Students will complete ARMT|Quarterly (local data) and annual (standardized tests) increase in | | |

| |*Professional Development in |department meetings, and |style questions more |students completing ARMT style questions (especially explanation of| | |

| |developing and/or identifying |grade-level meetings are all |frequently on daily |processes used in solving problems) | | |

| |mastery assessments for |conducted monthly on the |assignments and on tests, | | | |

| |reading. |scheduled meeting date in the |both State and local | | | |

| |*Professional Development in |handbook. |assessments. | | | |

| |developing benchmark |* Professional instructions | | | | |

| |assessments to correlate with |were given to 8th grade | | | | |

| |math pacing guide. |teachers on August 31, 2010 by | | | | |

| |* Differentiated instruction |Mrs. Tucker and will be given | | | | |

| |for reading and mathematics. |again to the faculty on October| | | | |

| | |25, 2010. | | | | |

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: 32 classroom teachers: TOTAL OF ALL SALARIES |2,909,398 |

|Administrator Units: 1 | |

|Assistant Principal: 1 | |

|Counselor: 1 | |

|Librarian: 1 | |

|Instructional Supplies | |

|Library Enhancement | |

|Technology | |

|Professional Development | |

|State ELL Funds | |

|Career and Technical Education Administrator | |

|Career and Technical Education Counselor | |

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|II. Federal Funds: | |

|Title I: Part A: Improving the Academic Achievement of the Disadvantaged TOTAL |30,123 |

|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.) | |

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|BRIEF EXPLANATION and BREAKDOWN OF SPENDING: | |

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|Title I Total Salary .50 | |

|.50 Melinda Johnson 26,998.00 | |

|Professional Development 831.00 | |

|Parental Involvement 2,294.00 | |

| | |

| | |

|ARRA FUNDS TOTAL |0 |

|Title II: Professional Development Activities TOTAL |8,654 |

|BRIEF EXPLANATION and BREAKDOWN OF SPENDING: | |

|In-State Travel 5792 Registration $1930 Substitutes and fringes | |

|Math teacher attended AMSTI Training and training sessions | |

| | |

|Title III: For English Language Learners TOTAL | |

|BRIEF EXPLANATION and BREAKDOWN OF SPENDING: | |

| | |

| | |

| | |

| | |

| | |

|Title IV: For Safe and Drug-free Schools TOTAL | |

|BRIEF EXPLANATION and BREAKDOWN OF SPENDING: | |

| | |

| | |

| | |

| | |

|Title VI: For Rural and Low-income Schools TOTAL |5, 056 |

|BRIEF EXPLANATION and BREAKDOWN OF SPENDING: | |

|Instr Staff Dev Social Security 217.00 Instr Staff Dev Federal Medicare 51.00 | |

|Instr Staff Dev ST Unemp Com Ins 8.00 | |

|Instr Staff Dev IN State 200.00 | |

|Inst Staff Dev Serv – Substitutes 3,500 Instr Staff Dev Staff Training Suppl 1,080.00 | |

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

|BRIEF EXPLANATION and BREAKDOWN OF SPENDING | |

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

|BRIEF EXPLANATION and BREAKDOWN OF SPENDING | |

| | |

|III. Local Funds ( if applicable) | |

|Local Funds TOTAL |147,386.00 |

| | |

| | |

| | |

| | |

| | |

Part IX – MONITORING/REVIEW DOCUMENTATION

|INITIAL REVIEW /DEVELOPMENT Target Date: August Purpose: |REVIEW 1 Target |REVIEW 2 Target |

|Review assessment data to develop plan or make plan adjustments to existing plan. |Date: September Purpose: AMENDMENT - Incorporate recommendations from school, LEA |Date: October |

| |and/or SDE. |Purpose: IMPLEMENTATION - Provide documentation/evidence of improvement. |

| | | |

|Date ________________________________ |Date ________________________________ | |

| | |Date ________________________________ |

|Principal Initials______________ |Principal Initials______________ | |

| | |Principal Initials__________ |

|LEA initials ______________ Other ___________________ |LEA initials ______________ Other ___________________ | |

| | |LEA initials ______________ Other ____________ |

|COMMENTS*(Required) |COMMENTS*(Required) | |

| | |COMMENTS*(Required) |

| | | |

| | | |

|*Use additional pages, if needed |* Use additional pages, if needed | |

| | |* Use additional pages, if needed |

|REVIEW 3 |REVIEW 4 Target |REVIEW 5 |

|Target Date: November Purpose: IMPLEMENTATION – Provide documentation/evidence|Date: January |Target Date: February Purpose: IMPLEMENTATION - Provide documentation/evidence of|

|of improvement. |Purpose: IMPLEMENTATION - Provide documentation/evidence of improvement. |improvement. |

| | | |

|Date ________________________________ | |Date ________________________________ |

| |Date ________________________________ | |

|Principal Initials____________ | |Principal Initials______________ |

| |Principal Initials______________ | |

|LEA initials ______________ Other: ________________ | |LEA initials ______________ Other ___________________ |

| |LEA initials ______________ Other ___________________ | |

|COMMENTS*(Required) | |COMMENTS*(Required) |

| |COMMENTS*(Required) | |

| | | |

| | | |

|* Use additional pages, if needed | |* Use additional pages, if needed |

| |*Use additional pages, if needed | |

|REVIEW 6 |REVIEW 7 Target |Use information from Reviews to Evaluate the plan and to update the plan for the coming year.|

|Target Date: March Purpose: IMPLEMENTATION - Provide documentation/evidence |Date: April - May | |

|of improvement. |Purpose: REFLECTIONS/PROJECTIONS – Evaluate each goal, strategy, and action for | |

| |continuation, revision, or removal. | |

|Date ________________________________ | | |

| |Date ________________________________ | |

|Principal Initials______________ | | |

| |Principal Initials______________ | |

|LEA initials ______________ Other ___________________ | | |

| |LEA initials ______________ Other ___________________ | |

|COMMENTS*(Required) | | |

| |COMMENTS*(Required) | |

| | | |

| | | |

|* Use additional pages, if needed | | |

| |*Use additional pages, if needed | |

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