Earned Units # FTE's of Units - Shelby County Schools

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1


System: Shelby County


School: Creek View Elementary







July 13, 2010




2010
-

2011

CONTINUOUS IMPROVEMENT PLAN

Non
-
Title Plan

Note: Blank copy is available on
www.alsde.edu

, e
-
GAP, Document Library

Central office designee

submit
s

required
plans to LEA system’s e
-
GAP Document Library



NAME OF SCHOOL:

Creek View Elementary School


STREET ADDRESS:

8568 Highway 17

CITY:

Maylene

STATE: Alabama

ZIP CODE:

35114

CONTACT:

Joyce Dixon

TELEPHONE:

205
-
682
-
5730

E
-
MAIL
: jdixon@shelbyed.k12.al.us

Identified for School Improvement? No

Yes

Delay Status

Year 1

Year 2


Year 3

Year 4 or more



ALL PLANS:
Submit to LEA for Board approval. Retain the original plan in the LEA.
Submit a copy of the plan electronically to your system’s E
-
GAP Document Library by
November 3, 2010.




If using any Federal funding:
Submit to LEA for Board app
roval. Scan

PAGE ONE and PAGE TWO to indicate signatures
.
Submit the plan and signature pages electronically to your system’s

e
-
G
AP Documen
t

Library by November 3, 2010
.

Made AYP?

YES

NO



Made AMAOs
(ELL)
?

YES


NO



N/A



Career Tech
Made AYP?


YES





NO




N/A



Are any federal resources

lik
e Title II, III, IV, and VI

used to coordinate with and
supplement existing services
and are not used to provide
services that, in the absence
of federal funds, would be
provided by another fund
source?


YES

NO




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

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

The plan will be mad
e available through distributing a hard copy to faculty and staff members and by sending it electronically to parents and
community members. The plan will also be posted on our school website and will be presented during a faculty meeting and a s
ummary pr
ovided to
parents.


*
Board Approval: Yes

No

Board approval received on _____________________________,
2010
.

Board Signature:


Superintendent Signature:




Date:



LEA Representative Signature:

(
responsible for monitoring plan)




Date:




Principal Signature:




Date:


2


System: Shelby County


School: Creek View Elementary







July 13, 2010





CONTINUOUS IMPROVEMENT PLAN DEVELOPMENT AND IMPLEMENTATION TEAM


This plan was develo
ped/or revised during the following time period (e.g.
April/
May


September 200_):

August 2010
-

September 2011


Provide a brief description of the planning process including how teachers will be involved in decisions regarding the use of

state academic a
ssessments 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 facul
ty and staff in developing and implementing the CIP:

In

August 2010, the Leadership Team met to analyze data to determine whether previous year goals were met. The data supported t
he completion of some goals and continuation of others. The Leadership Team
presented the goals to the Action Team members for re
view and discussion of strategies to support the goals. Those strategies determined were put into place for the 2010
-
2011 continuous improvement plan and the
data as well as the final plan was shared with faculty, staff, and parents. The plan was submitt
ed to the local board of education for approval and signatures.




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)

Joyce Dixon

Mandy Wesson

Holl
y Jackson

Melinda Rusk

Kim Bice

Robert Barnes

Jennifer Edmonds

Donna Ferrell

Ashley Williamson

Amy Cook

Melissa Foster

Julie Ward

Principal

Assistant Principal

Assistant Principal

Counselor

Reading Coach

Special Education Teacher


Third Grade Teacher

First

Grade Teacher

Kindergarten Teacher


Second Grade Teacher

Gifted Resource Teacher/Technology

Parent





3


System: Shelby County


School: Creek View Elementary







July 13, 2010






Part I


SUMMARY OF NEEDS BASED ON A COMPREHENSIVE REVIEW OF DATA








































4


System: Shelby County


School: Creek View Elementary







July 13, 2010




P
art I
-

continued
-

DIRECTIONS
-

SUMMARY OF DATA
: Indica
te 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 st
udent 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, plea
se report data pertaining to the
Response to Instruction (RtI) framework, include data used to determine the type of support provided to students (i.e.: unive
rsal screening results, benchmark testing, progress monitoring, etc.)
Briefly describe the process your faculty
used to conduct the needs assessment (analysis of all data).

The faculty and School Leadership Team looked at data from the following areas: SAT scores, ARMT scores, DIBELS results, Sur
vey responses, Professional Development Goals/Plans, and Faculty Eval
uations.

We analyzed the data to identify areas where growth was stagnate or nonexistent and noted those as areas of concern. Those a
reas were addressed with goals and strategies developed by the Action Teams. We also

consider subgroups when disaggreg
ating data to identify any gaps among particular populations.


Highly Qualified Teachers (HQT): Describe how staffing decisions ensure that instruction is provided by highly qualified, we
ll
-
trained teachers and how their assignments most effectively addr
ess identified

academic needs.

All teachers hired have a highly qualified status and teach in the area of the degree held.


Nu
mber and percentage of
Non
-
HQT:
0%



Number and percentage of Classes Taught by Non
-
HQT:
0%


Alabama High School Graduation
Exam (AHSGE):

Strengths:

N/A

Weaknesses:

N/A

Alabama Reading and Mathematics Test (ARMT):

Strengths:

ARMT Reading Level IV scores increased from 54% to 63% in 09
-
10. ARMT Math Level IV scores increased

from 32% to 33% in 09
-
10.


Weaknesses:

All su
bgroups with the exception of
white are increasing away

from the Proficiency Index Goal in Math, making
it less likely to meet the requirements for AYP status.

The subgroups of Black and Free/Reduced did not meet
the proficiency goal and impacted our scho
ol’s AYP status.


Alabama Science Assessment:

Strengths:

N/A

Weaknesses:

N/A

Stanford 10:

Strengths:

All subtests in Reading increased in percentile by 10 percentage points. Subtests in Math totals revealed

an increase.

Weaknesses:

Percentiles in t
he area of Math need to be a focus sin
ce the gains weren’t as great as

the reading gains made
overall.

Dynamic Indicators of Basic Early Literacy Skills (DIBELS):

Strengths:

Kindergarten moved from 67% Low Risk to 72% Established on Initial Sound Fluency
. 95% of Kindergarten

students were established on PSF at the end of 09
-
10.

97% o
f 1
st

Grade students were
established in PSF at the end

of the year.

Weaknesses:

In 1st Grade ORF in the middle of the year was 82% benchmark and dropped to 77% at the e
nd of the year. 2
nd

Grade went from 77% to 73% benchmark from the beginning to the end of the year and 3
rd

Grade was at 71% in
the beginning and regressed to 66% benchmark at the end of the year.

5


System: Shelby County


School: Creek View Elementary







July 13, 2010




Part I
-

Continued:

Alabam
a Direct Assessment of Writing (ADAW):

Strengths:

N/A

Weaknesses:

N/A

ACCESS for English Language Learners (ELLs):

Strengths:

35% of Kindergarten students are Developing out of 17 tested. 24% of Kindergarten are Bridging in Comprehension

and Speakin
g. 27% of 1
st

grade students out of 26 tested are Bridging in Listening and Oral Language and 73 % are

Developing. In 2
nd

grade 67% are Bridging in Reading and 48% are in Comprehension out of 21 tested. 67% of 3
rd

grade

students are Expanding and 60% a
re Bridging in Comprehension and Reading out of 15 tested.

Weaknesses:

Our Kindergarten population has an overall score of 65 % Entering out of 17 tested.




EducateAL or other Professional Evaluation Profile Information:

Strengths:

Educate Alabama

evaluations were completed by teachers on cycle and teachers responded well to the dialogue and

recommendations of administration based on the data collected.


Weaknesses:

Education Alabama was a learning proces
s for everyone on evaluation

cycle and con
ducting the
evaluations. It was implemented with reservations as to what the evaluation expectations were.

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

Strengths:

Two students were tested with the Alab
ama Alternate Assessment and both students received a Level III in the area o
f
Math.

Weaknesses:

One out of the 2 students tested with the AAA scored a Level II in the area of Reading.

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

Strengths:

The majority of students receiving Tier III instruction in reading made progress.

Intervention Team meets with teachers to

discuss concerns prior to a Problem

Solving Team (P
ST
)

referral.

Teacher
s have collaborative time for PLCs and planning each week.

Math Investigations was implemented for ½ the faculty

in 09
-
10

a
nd the other

faculty members saw

the benefits and show
ed


an interest in the program as well.

Those teachers were trained in the
summer of

2010.

The Thinklink Assessment was provided for 3
rd

grade students and it

prepared them for similar questions as the ARMT.

Weaknesses:

Only ½ the faculty were

trained in Math Investigations during the 09
-
10 school year.


There is a need for a

Reading and Math Interventionist to assist teachers and students.

A need is seen from Technology Impact Survey results that a Technology Teacher/Aide is needed
in the computer lab
.

Career and Technical Education Program Data Reports:

Strengths:

N/A

Wea
knesses:

N/A

6


System: Shelby County


School: Creek View Elementary







July 13, 2010



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, student
attendance).

Strengths:

The number of referrals for Bus Misconduct decreased from 30 in 08
-
09 to 26 out of 160 total referrals for 09
-
10 school

year.


Weaknesses:

Our population of over 990 students has a reported 160 Discipline Referra
ls for the school year. 41 out
of the 160 referrals were for Intentional Touching/Striking and this infraction is an increase from the
previous school year with 23 referrals.

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:

The local school is providing funds th
rough fundraisers to support a computer lab aide to assist teachers in the lab for the

2010
-
2011 school year.

The results from our Technology Survey supports this addition.

Weaknesses:

A loss of ½ ELL teacher to offer support for the increased number of
ELL students enrolled.

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

applicable).

Strengths:

A
ttendance is being closely monitored and Early Warning Conferences are in place to prepare for a referral of students

exceeding 5 unexcused absences. Perfect Attendance awards are given to students with no absences throughout the

school year.

Weaknesses
:

72 EW Phone conferences were completed for referrals, because parents did not come to the school to
conference compared to 17 phone conferences the previous school year. 12 parents were referred to

Early Warning court compared to 10 the previous year.

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

Strengths:

Parents continue to communicate a Quality Instructional Program and good relationships between school relat
ions.

Weaknesses:

The increase in student ethnicity shows a need for offering a foreign language or translator available on
campus regularly.

School Perception Information related to student PRIDE data.

Strengths:

N/A

Weaknesses:

N/A

School Process In
formation related to an analysis of existing
curricula

focused on helping English Language Learners (ELLs) work toward attaining proficiency in annual measurable achievement object
ives
(AMAOs).

Strengths:

10 students demonstrated proficiency at 12.66%.
Overall AMAO is 69%

Weaknesses:

Low percentage of students in ESL 3 yrs. Or longer not demonstrating proficiency.

School Process Information related to an analysis of existing
personnel

focused on helping English Language Learners (ELLs) work toward attai
ning proficiency in annual measurable achievement objectives
(AMAOs).

Strengths:

We have 2 full time ELL teachers who work with 95 ELL students daily using the Harcourt Tier ELL program.


Weaknesses:

We do not have a translator on campus for our high Hisp
anic Population and the school was cut a ½
ELL teacher unit for 10
-
11 school year.

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


Strengths:

We trained all teachers except 2 in Math Investigations and purchased materials for implementation of the

Program in the summer of 2010.

Weaknesses:

A need for teachers to assist with implementation of Tier III intervention in
math and reading.

7


System: Shelby County


School: Creek View Elementary







July 13, 2010



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.

CONTINUOUS IMPRO
VEMENT GOAL
#1

(SHOULD ADDRESS IDENTIFIED WEAKNESSES AND GAPS):

Students will understand and apply math facts (addition, subtraction, multiplication, division) to
increase the percentage of students to the level of proficiency by 3%.


Data Results on w
hich goal is based:

Addition and Subtraction dropped 2 years ago and although increasing is still lower than what it was. Division dropped from
2.8 to 2.6 and Multiplication went from 2.7 to 2.6 on
the ARMT.
ACTION TEAM MEMBERS
:
Ashley Williamson, Scott

Byrne, Kathy Hutchison, Kathy Oliver, Leslie Butler, Robin McKinney, Karri Allen, Susan Workman


COURSES OF STUDY

REFORM STRATEGIES

BENCHMARKS

INTERVENTIONS


RESOURCES

WHICH COURSE OF
STUDY STANDARDS,
A
HSGE
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
IMPLEMEN
TATION?

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

ACOS Math

K
-

#’s 1, 2

1
-

#’s 1, 2, 3

2
-

#’s 1, 2, 3, 4

3
-

#’s 1, 2, 3, 4, 5


STRATEGY:

To provide Math Investigations
training for all teachers and implement standards
-
based math instruction across all gr
ade levels in an
engaging environment.

ACTION STEPs
:

1. Utilize AMSTI specialists to
provide training and strategies. 2. Use manipulatives
for teaching math concepts. 3. Incorporate Math
Journals and Daily Math Review into lesson plans. 4.
Attend LAMM prof
essional development training
throughout the year.

Use Common Formative Assessments

ThinkLink for 3
rd

Grade

Tier II & III Math Groups
-

Students
will receive additional instruction through
small groups. Tier II will be instructed
based on student under
standing of current
grade level skills being taught, Tier III
will be instructed in small group based on
previous skills prior to their current grade
level not gained by the student

Parental Contact

PST Referral

Cost of Math Investigation Training and
Mat
erials

LAMM Professional Development

ACOS Math

K
-

#’s 1, 2

1
-

#’s 1, 2, 3

2
-

#’s 1, 2, 3, 4

3
-

#’s 1, 2, 3, 4, 5

STRATEGY:

Teachers will share strategies and
ideas they implement when teaching basic math facts
(addition, subtraction, multiplication,
& division).

ACTION STEPs
:

1. Use PLC time to discuss and
share Math Investigations lessons and teaching
strategies. 2. Utilize AMSTI specialists to provide
training and strategies. 3. Attend LAMM professional
development training throughout the year. 4.
Have
2
nd

year Math Investigations teachers model
teaching lessons for 1
st

year Math Investigations
teachers. 5. Incorporate Fastt Math Program into
lesson plans.

Use Common Formative Assessments

ThinkLink for 3
rd

Grade

Fastt Math Reports

Tier II & III Mat
h Groups

Students will
receive additional instructional time with
the teacher focusing on grade level and
previous grade level content taught in
small groups.

Parental Contact

PST Referral

LAMM Professional Development

TARGET GRADE LEVEL(S):

K
-
3

TARGET CONTENT AREA(S):
Circle One

Reading
Math

Science

AHSGE:

Reading Math Science Social Stud
ies
Language

ADDITIONAL ACADEMIC
INDICATORS:

TARGET STUDENT SUBGROUP(S):

All students with a
focus on Black and Free and Reduced

8


System: Shelby County


School: Creek View Elementary







July 13, 2010




CONTINUOUS IMPROVEMENT GOAL
#2

(SH
OULD ADDRESS IDENTIFIED WEAKNESSES AND GAPS):

At
-
risk students will improve their scores on the math portion of the ARMT by 10%.

Data Results on which goal is based:

The AYP Accountability Report states the black subgroup did not make Adequate Yearly Pro
gress with a
-
12.67 Proficiency Index The report also states that the free / reduced
meals subgroup did not make AYP with a
-
7.67 Proficiency Index.

ACTION TEAM MEMBERS
:
Ashley Williamson, Scott Byrne, Kathy Hutchison, Kathy Oliver, Leslie Butler, Robin
McKinney, Karri Allen, Susan Workman


COURSES OF STUDY

REFORM STRATEGIES

BENCHMARKS

INTERVENTIONS


RESOURCES

WHICH COURSE OF
STUDY STANDARDS,
AHSGE
STANDARDS/OBJECTIVES
, ELIGIBLE CONTENT, OR
WIDA* STANDAR
DS 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?

(
PERFORMANC
E 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)

ACOS Math

K
-

#’s 1, 2

1
-

#’s 1, 2, 3

2
-

#’s 1, 2, 3, 4

3
-

#’s 1, 2, 3, 4, 5


STRATEGY:

To provide Math Investigations
training for all teachers and implement standards
-
based math instruction across all grade levels in an
engaging environment.

ACTION STEPs
:

1. Utili
ze AMSTI specialists to
provide training and strategies. 2. Use manipulatives
for teaching math concepts. 3. Incorporate Math
Journals and Daily Math Review into lesson plans. 4.
Attend professional development training on student
engagement.

Have students

participate in yearly Math pre
and post tests.

Tier II & III Math Groups

Parental Contact

PST Referral

Cost of Math Investigation Training and
Materials

LAMM Professional Development

ACOS Math

K
-

#’s 1, 2

1
-

#’s 1, 2, 3

2
-

#’s 1, 2, 3, 4

3
-

#’s 1,
2, 3, 4, 5

STRATEGY
:

To provide intensive Math
remediation for “at
-
risk” students.

ACTION STEPs
:

1. Identify “at
-
risk” students who
are struggling in Math. 2. Implement Tier II & III
Math lessons and document in lesson plans.

Teachers will record student
groups and skills taught
noting with a + or


to show understanding. 3.
Monitor “at
-
risk” students’ math progress through
benchmarks and revise groups accordingly. 4.
Complete Professional Development Book Study on
Understanding Poverty

by Ruby Payne. 5.
Incorporate Fastt Math Program into lesson plans.

Use Common Formative Assessments

ThinkLink for 3
rd

Grade

Fastt Math Reports

Math Odyssey Program (ELL)

ELL After
-
School Tutoring Program

Kids First After
-
School Tutoring Program

Professional Development Bo
ok Study on
Understanding Poverty

by Ruby Payne

Math Odyssey program

ELL after
-
school tutoring

TARGET GRADE LEVEL(S):

K
-
3

TARGET CONTENT AREA(S):
Circle One

Reading
Math

Science

AHSGE:

Reading Math Science Social Studies
Language

ADDITIONAL ACADEMIC
INDICATORS:


TARGET STUDENT SUBGROUP(S):

All students with a focus on Black and Free and Reduced

9


System: Shelby County


School: Creek View Elementary







July 13, 2010



CONTINUOUS IMPROVEMENT GOAL
#3
(SHOULD ADDRESS IDENTIFIED WEAKNESSES AND GAPS):

Students will meet or exceed baseline proficiency by using strategies to compr
ehend
textual/informational materials by 3% from 67 to 70% of the mean percent correct.

Data Results on which goal is based:

Data results for Open Ended Responses for the past 2 years have remained at 2.2, In the year 2008 was a score of 3.2. Becaus
e of
this general decrease, we want to focus on this area
of reading.

ACTION TEAM MEMBERS
:
Kim Bice, Donna Martin, Sally Perkins, Donna Ferrell, Tonia Jones, Kristy Ellis, Ashley Lewis, Sarah Young


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 USE
D

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
STRA
TEGIES DO NOT CHANGE
PERFORMANCE?

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

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

AlCOS Language Arts

K
-

#7, 9, 10

1
st

-

#4, 6, 7, 8, 12

2
nd

-

#4, 6, 7, 8

3
rd

-

#4, 8, 9, 12

STR
ATEGY
: Provide scientifically
-
based Tier 1
reading instruction, 90 minutes per day.

ACTION STEPS:

1.
All

students will participate
daily

in Harcourt
instruction, following the progression of the Shelby
County Curriculum map.

2. Utilize theme assessmen
ts in 1
st
-
3
rd

grade to
expose students to ARMT
-
style practice and testing
language. Students will learn the genre of tests and
be provided with the opportunity to practice open
-
ended questions.

3. Special Education students will receive Tier II and
Tier

III instruction to ensure success in reading skills
taught.

Documentation will include
:



Whole group and small group lesson
plans



Student data showing growth in reading
levels (running records) and skills
(phonics inventories, DIBELS)




Tier 2 interventions

will begin as
soon as non
-
proficiency is noticed in
Tier 1



If students do not gain mastery, they
will be brought to the Intervention
Team to decide placement on the PST
agenda and add Tier III instruction
for Reading.



Special Education students not
master
ing concepts will have an IEP
meeting to amend the goals in place.



None


STRATEGY
: Provide additional 30 minutes of
reading intervention for students at risk, 3
-
5 times per
week.

ACTION STEPS
:

1.
Non
-
proficient

students will have an
additional
,
align
ed

30 min. lesson from Harcourt’s “Strategic
Intervention” program. This will occur 3
-
5 times per
week. (Most intensive, 5 days per week. Least


Tier 2 lesson plans



Anecdotal notes of student learning in
Tier 2



Anecdotal notes of program adjustments
to facilitate student success



Intervention team and PST agendas will
provide evidence of timely intervention



If students are succe
ssful with Tier 2
support, they will continue with that
level of support until it is no longer
necessary



If students are not successful with
Tier 2 support, program adjustments
will be reevaluated and RTI
procedures will be followed




TARGET GRADE LEVEL(S):

K
-
3

TARGET CONTENT AREA(S):
Circle On
e

Reading

Math Science

AHSGE:

Reading Math Science Social Studies
Language

ADDITIONAL ACADEMIC
INDICATORS:

TARGET STUDENT SUBGROUP(S): All students with
a focus on Black, Free/Reduced, and Special Educ
ation

10


System: Shelby County


School: Creek View Elementary







July 13, 2010



intensive, 3 days per week, minimum.)

2.
This Tier 2 instruction will be documented and
assessed weekly thro
ugh Running Records.

11


System: Shelby County


School: Creek View Elementary







July 13, 2010




CONTINUOUS IMPROVEM
ENT GOAL
#4

(SHOULD ADDRESS IDENTIFIED WEAKNESSES AND GAPS):

The students will use information to demonstrate understanding and apply knowledge in science.

Data Results on which goal is based:

Data results for Open Ended Responses for the past 2 years hav
e remained at 2.2, In the year 2008 was a score of 3.2 because of this we want to focus on this area in reading.

ACTION TEAM MEMBERS
: Sally Perkin
s, Susie Turner, Janet McKay, Karri Allen, Jenny Edmonds, Chase Holden

12


System: Shelby County


School: Creek View Elementary







July 13, 2010



TARGET GRADE LEVEL(S):

K
-
3

TARGET CON
TENT AREA(S):
Circle One

Reading

Math
Science

Other

AHSGE:

Reading Math Science Social Studies
Language

ADDITIONAL ACADEMIC
INDICATORS:

TARGET STUDENT SUBGROUP(S):

All students

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 P
ERFORMANCE?

(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 PERFORMANC
E?

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

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

K
-

#’s 1
-
10

1
-

#’s 1
-
11

2
-

#’s 1
-
11

3
-

#’s 1
-
14


STRATEGY
: S1 Provide students with the
opportunity to participate in a school
wide science
fair/ expo based on our CSI goal. This event is
returning from last year.

S2: The faculty will use the Comprehension Toolkit
and non
-
fiction text as support for at
-
risk students.

ACTION STEPs
: All students, faculty,
administration, GRC, and E
LL will be involved.
Science committee will choose five common units
across grade levels as a school
-
wide focus, including
properties of matter, space, weather, life science, and
forces. Each class will be responsible for creating a
science display based o
n any of the 4 common units.
The science fair will be held once during the spring.
The science fair will be conducted annually.

1. Progress towards each action step will be
based on 100% participation.

2. Documentation will consist of
photographs, graphic
organizers, reports, and
PowerPoint presentations.

Students who do not master the skill can
have peer helpers, graphic organizers, etc.







$0


STRATEGY
:

S1 Provide the students with the opportunity to
display current science work on a bulletin board in

the hallway based on our CSI goal.

S2: The faculty will use the Comprehension Toolkit
and non
-
fiction text as support for at
-
risk students.

S3: A science question will be given on the news
once a week. The question will be correlated to the
CSI goal. Te
achers will help develop questions for
their grade level.

ACTION STEPs
: All students
,

faculty, GRC, and
ELL will be involved. Grade levels will contribute to
one bulletin board per 9 weeks showing the stages of
in
-
depth science knowledge of a common unit o
f
study. The boards will be changed at least once per
9 weeks. The bulletin boards will be kept up all year
long. Hands
-
on science experiments correlated with
the five common units will be done within
classrooms. Lesson Plans will be evidence of hands
-
on

experiments planned for the lessons.

1. Progress towards each action step will be
based on 100% participation.

2. Documentation will consist of
photographs, graphic organizers, reports, and
PowerPoint presentations.

Students who do not master the skill ca
n
have peer helpers, graphic organizers, etc.







$0

13


System: Shelby County


School: Creek View Elementary







July 13, 2010



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.
I
f any ELL student did not make AMAOs complete this page.

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

The percentage of students making Adequate Yearly Progress in Language Acquisition (APLA) will be 55% or
higher.

ACTION TEAM

MEMBERS:
Rebekah Parr, Karen Hill, Leah Dobbs
-
Black, Joyce Dixon, Mandy Wesson, Holly Jackson, Donna Ferrell, Stephanie Cochran, Rene Lucas, Amy Wilson


WIDA ENGLISH
LANGUAGE
PROFICIENCY
STANDARDS

REFORM STRATEGIES

BENCHMARKS

INTERVENTIONS


RESOURCES

WHICH WI
DA* 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 PRO
GRESS 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)

Writing Grades 2
-
3

STRATEGY
:

Implementation of small group writing and Write Source
materials

ACTION STEP:

1) Classroom teachers will provide whole group and small group
instruction.

Writing rubrics, school
Frequency
and AMAO
Reports.

ELL teachers will support small group writing
using Shelby County Curriculum Map and
incorporate additional resource materials
designed for ELL students.

School and District Resource Programs
provided

Reading K
-
3

STRATEGY:

Implementation

of ELL extra support kit (Tier II).

ACTION STEP:


1) The classroom teacher will provide CORE program and small group
instruction during school.

2) The ESL teacher will support the CORE program through pull
-
out
model for Tier II Intervention during school.

Progress Monitoring, School
Frequency and AMAO
Reports.

Tier III Reading Intervention will be provided
in addition to Tier II instruction.

School and District Resource Programs
provided.

Oral Language K
-
3

STRATEGY:

Implementation of the First 20 days, Ti
er II ELL, and
Daily 4/5

ACTION STEP:

1) The classroom teacher will provide instruction for the First 20 days
and the Daily 4/5

2) The ELL Teachers support the development of speaking and listening
skills through implementation of Tier II instruction ELL s
upport kit
during school.

School Frequency and AMAO
Reports

OWE provided in addition to Tier II instruction.

School and District Resource Programs
provided

Math Grade 2
-
3

S
TRATEGY
:

Implementation of front loading math concepts

ACTION STEP:

1) Classroom t
eacher will provide instruction of Math Investigations. and
Tier II instruction

Odyssey Assessment and
ThinkLink Data

ELL teachers will support math by front
-

loading math vocabulary and implementing the
Odyssey Program for ELL students in After
School Tut
oring.

Title III funds

TARGET GRADE LEVEL(S):


K
-
3

TARGET ELP LANGUAGE DOMAIN(S):

Circle all that apply.

Reading Writing Listening Speaking Comprehension

14


System: Shelby County


School: Creek View Elementary







July 13, 2010



Part IV
-

STRATEGIES TO ADDRESS SCHOOL SAFETY, CLASSROOM MANAGEMENT/DISCIPLINE, RtI FRAMEWORK AND BUILDING SUPPORTIVE LEARNING ENVIRONM
ENTS

Strategies
developed to address improving school safety, classroom management /discipli
ne, 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.

ACTION TEAM MEMBERS
: Robert Barnes, Lyn Wyatt, Tami Moran, Melinda Rusk, Alaina Key, Amy Thames, Sandra Liddell, Kathy Cunningham, Lindsey Hitt
, Melissa Roberson, Julie Clark, Judi Robers
on, Amber
Wood, Paige Pearson, Melynda Parker, Hayley Ramires

CULTURE


(REFER TO CULTURAL DATA
IN NEEDS ASSESSMENT)


REFORM STRATEGIES

BENCHMARKS

INTERVENTIONS


RESOURCES

WHAT CHALLENGES RELATED
TO SCHOOL, SAFETY,
CLASSROOM
MANAGEMENT/DISCIPLINE,
RtI
FRAM
EWORK 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 RES
OURCES AND
SPECIFIC EXPENDITURES WILL
BE NEEDED FOR SUCCESSFUL
IMPLEMENTATION?

(Ex: Teacher Incentives,

Title II
$.....00, Supplies for Mentors/Mentees,
etc.)



AT
-
RISK RATIONALE:

Based on needs of our at
-
risk
students a peer mentor would
benefit and en
courage students to
decrease disciplinary behaviors
and improve academic
performance in all students

STRATEGY

-

(GOAL)
:

To implement a student/teacher mentor program to
decrease disciplinary behaviors and improve academic
performance in the student popula
tion

ACTION STEPS
:

Faculty and staff will be given a form
to show an interest of mentoring. Mentors will be able to
select students with whom they can provide support
academically, behaviorally, etc.


Introduce teachers and staff to the
mentoring program
P.A.L.S (Positive
Adult Learning Support) The guidance
counselors and teachers will identify
students who need adult support.
Documentation/ activity log will be
reviewed monthly. Pow Wow P.A.L.S
celebration at the end of the year

Faculty/Staff will make w
eekly efforts to visit,
encourage, and maintain a positive relationship
with their mentee. Follow
-
ups on
individual/classroom monthly goals based on
classroom performance.

Supplies for copies and paper
-

approximately $25

CHARACTER EDUCATION
RATIONALE:

B
ased on data collected and
research students need motivation
and praise. This program will
ensure every child is praised and
rewarded throughout the school
year.

STRATEGY

-

(GOAL)
:

To implement the “Goal Getters” program in each
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b汥 go慬猠wh楣i wi汬⁢攠
楤敮瑩f楥i by stud敮ts⽴敡Lh敲sK 䝯慬猠w楬氠l攠r敶楥w敤
monthly 慮d stud敮瑳 w楬氠i攠rew慲d敤 for 慣h楥v楮g s整e
go慬献a

ACTION STEPS
:

All students will meet and discuss
goals with their teacher and counselor. Each month,
classr
oom teachers will communicate students who met
set goals to the counselor. Student names will be
displayed on grade level bulletin boards. Whole class
progress documentation will also be posted outside each
classroom to show growth throughout the year.


In
troduce teachers and staff to the
“Goal
-
Getters” program. Guidance
捯unse汯rs 慮d 瑥慣h敲s wi汬⁡ss楳琠
s瑵den瑳 in s整e楮g ob瑡楮慢汥lgo慬献a
“Goal
-
Getters” chart will be monitored
monthly by 捯uns敬ersK

䙯汬lw
-
ups on ind楶楤u慬⽣污asroom mon瑨ly
go慬猠w楬i

b攠m慤攮 m敥r 䡥汰敲I 倮mKiK匬p慮d
捯mmun楣慴楯n wi瑨 p慲敮ts w楬氠l攠
imp汥m敮瑥t 慳an敥d敤K

卵pp汩敳 for 捯p楥猠慮d p慰敲
-

慰prox業a瑥ty A25

15


System: Shelby County


School: Creek View Elementary







July 13, 2010



SURVEY RATIONALE:

The School Culture and Climate
Survey results revealed teachers
need more Pats on the Back

for
going the extra mile.

STRATEGY

-

(GOAL)

To provide a weekly communication tool which will
allow administration to collaborate and convey important
information, reminders, events, to the faculty and staff.
Administration will also recognize classroom/t
eacher
successes by leaving sticky notes in teachers’ boxes or
classrooms. Rotational duty free lunches will also be
available for teachers every other month.

ACTION STEPS:

Administration will send out a weekly memo to faculty
and staff. Teachers will be g
iven a duty free lunch every
other month with assistance of administrators, reading
coach, and counselors. After visiting classrooms,
administration will leave sticky notes of praise in
teachers’ mailbox or classroom.


Feedback from teachers using survey
s

Administration will collaborate with concerning
teachers

No costs

WELLNESS RATIONALE:

Provide a school environment that
promotes and protects children’s
health, well being, and ability to
learn by supporting healthy eating
habits and physical activity
.

STRATEGY

-

(GOAL)
:

Teachers will monitor food
choices made by students through CNP. Host events to
promote physical activity. Promote healthy food choices
at school parties.

ACTION STEPS:


Track Attack
-

Thon

Participate in Jump Rope for Heart, Mercede
s Run, and
Race for the Cure.

F
-
4 Flag Football for boys

Fitness Website

Nutrition Nugget Newsletter

Healthy Snacks during PE and in the classroom

Healthy Bands 1
-
2
-
3
-
4
-
5

Involvement by students, faculty, and
staff. Student/Parent response to events
spons
ored.

Physical Fitness Test

Food Guidelines

Place activity, nutrition tips in the school
newsletter/newscast

Community Education Programs for students:

(Karate, Soccer, gymnastics, baton, etc…)

$0
-

no cost involved















16


System: Shelby County


School: Creek View Elementary







July 13, 2010



Part V
-

Additional Compon
ents, That When Addressed, Positively Impact Student Achievement:

1. Teacher Mentoring:
Describe teacher mentoring activities. For example, are novice teachers given support from an assigned master teacher and wh
at does that support look like?

All firs
t year teachers have mentors who help them with instructional, professional, and personal needs. All new Shelby County teach
ers have an opportunity to participate in Classroom Organization and Management
Procedures and are provided academic resources for
the classroom.

2. Budget:
Describe the coordination of all federal, state, and local programs, including career and technical education.


Career and Technical Education programs are federally funded by Carl D. Perkins funds. The funds are administered
through the state and the annual LEA allotment is based on the total number of students in Career/Tech programs the
previous year. Carl D. Perkins federal funds may only be spent on Career/Tech programs and can be used to purchase equipment,

to include com
puter hardware and software that will provide innovative programs that prepare students
for future careers; to provide funds for professional travel and development; to offer leadership opportunities to students t
hrough Career/Tech Student Organizations; t
o encourage transition to post
-
secondary education and training
programs; and to recruit “non
-
traditional” students for Career/Tech programs. Career and Technical Education also receives some state funds through the Fou
ndation program and this money is use
d primarily for professional
development and travel to include payment of classroom substitutes. Local Maintenance of Effort money is provided by the LEA
in the form of support funds for individual Career/Tech teachers and is based on a $300 + $3 per stude
nt
formula. The Career and Technical Education Supervisor coordinates with local middle and high schools to determine which prog
rams best fit students’ needs. The centralized School of Technology services students from all system
high schools and offers 14

Career Tech programs. Collaboration between the Career/Tech Department, the Federal Programs Supervisor, English Language Lea
rner Department, and Special Education ensures that expenditures support
programs that serve the widest number of students in the
Shelby County System.

3. Transition
: Describe transition 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
.

Open House, Vertical Teams, Community Meetings, Students enrolled during the school year have the opportunity to walk to thei
r classroom with their parents on their first day. Meet the Teacher Night, First of school

registration a
nd orientation. Parent Night is

another opportunity parents have to visit classrooms and see what their child is doing. Our 3
rd

grade students have an opportunity to meet with the intermediate school counselors in
the Spring before transit
ioning the following school year.

4. Highly Qualified Teachers:
Describe the qualifications of teachers in the school with regard to their being highly qualified and what strategies the sch
ool, with the support of the LEA, uses to attract and retain hi
ghly
qualified teachers

Shelby County Schools along with the Human Resources Department, continuously seek and work to retain highly qualified teache
rs through some of the following activities: Attend job fairs to attract HQ teachers, offer
various curri
culum trainings during the summer, provide a mentoring program at each local school, pay stipends for various summer training
s, hold New Teacher Orientation to familiarize the teacher with Shelby County
Guidelines and provide information to help in transit
ioning into our school district.

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 t
he overall instructional program.

Teachers have a collaborative schedule that offers them PLC time each week. During this time they collaborate with each othe
r, plan,
analyze data results,
discuss best strategies to meet student needs, and assist one ano
ther
with suggestions for specific needs. Teachers also meet after the school day for professional development and planning oppor
tunities.

6.

Special Populations
: Describe the programs used for each group: English language learners, migrant students
, and homeless students.

Homeless


Funds are provided for school supplies, tutoring, clothing, and payment of dues and fees. Shelby County Needy Schools Childr
en’s Fund from United Way to assist homeless and free/reduced lunch students with
medical, den
tal, and vision services


It also provided clothing and school supplies as needed.

ELL


Shelby County offers tutoring for elementary students and high school students who did not pass the AHSGE, local teacher unit
s are provided for core instruction, summ
er camp for every ELL student is provided the
opportunity to participate, continuous professional development is provided for ELL teachers, translators, provided for meeti
ngs and conferences as needed. For schools with high ELL population tutoring after t
he school day
is also offered.


Migrant students are identified via the Employment Survey and an interview with the family. These students are assured equal

access to all resources, programs, and activities in the school. School personnel will review
st
udent records and performance. In the event that the student is failing or at risk of failing, the student will receive all
necessary interventions and additional academic supports to assist in addressing the student’s academic,
social, and physical needs
.

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 fos
ter children; individuals preparing for non
-
traditional fields; single parents, including single pregnant women; displaced homemakers; and individuals with limited Engli
sh proficiency

(NA
for Elementary Schools).

8. Extended Learning Opportunities:
Desc
ribe how the school provides opportunities for the most academically needy students to receive support and reinforcement of a
cademic skills beyond the regular school day.

17


System: Shelby County


School: Creek View Elementary







July 13, 2010



Students who need academic support have the opportunity to receive help from ASCP if

they are enrolled from 3:00
-
6:00p.m. ELL students in the 2
nd

and 3
rd

grades are tutored 2 days a week after school in msth. Kids First
Community Center offers tutoring to students who live in their community and our local school assists with this. Durin
g the summer break ELL students can participate in ESL Summer Camp offered at a local school within
our zone. Teachers offer support to at
-
risk students by hosting extracurricular activities to engage students and foster positive attitudes toward school.


Part VI continued
-

Additional Components, That When Addressed, Positively Impact Student Achievement:

This
section

of the 2010
-
2011 CIP will replace the Parenting Goal, Rationale, and Action Steps
previously
from Part IV

(culture section)
.


A. Parent
al Involvement:
Describe how the school will communicate information about the Parent Involvement Plan and, to the extent practicable in a la
nguage they can understand, how parents can have
access to descriptions of the school’s curriculum, assessments, a
nd student achievement expectations, and opportunities for regular meetings to review and assist in improving student progres
s.

The parental involvement plan is part of each school’s Continuous Improvement Plan (CIP). This document may be viewed by the
pu
blic at any time, and the school plan is posted on the local website. If parents
do not speak English, a translator can be provided during review of plan. An Open House is available every year for parents t
o meet their child’s teacher. During this time, th
ey are able to discuss curriculum and
yearly expectations. Teachers also use classroom newsletters and/or blogs as a communication tool. School assessment results
are shared with parents and are also included on the ALSDE website. Parents may
request a con
ference at any time with their child’s teacher.

B. Parental Involvement:
Describe how parents, the school staff, and students share responsibility for improved student academic achievement for stude
nts.

Each school has a school leadership team that pro
vides the framework for the Continuous Improvement Plan (CIP). This committee is comprised of teachers, administrators, couns
elors, and parents. Training is
provided three times a year from the district leadership team to each school leadership team. The f
ramework is then taken back to all constituents in the school action teams. Theses action teams develop
strategies, benchmarks, and interventions to achieve the goal set for each section of the CIP. Students are expected to parti
cipate fully in the educati
onal process. Parental involvement is encouraged in all school
related events/activities when student confidentiality is not at risk.


C. Parental Involvement:
Describe procedures to allow parents to submit comments of dissatisfaction with the School Par
ent Involvement Policy.



Our school follows the district Parent Involvement Policy (Policy IJ).


Parents may provide comments of dissatisfaction for any section of the CIP through emails, conferences, phone calls, etc.
to the local
school. If they are n
ot settled, concerns will be forwarded in the following order to the Elementary Coordinator, School Improvement Specialist, a
nd then the Superintendent.


D. Parental Involvement:
Describe how the school will build capacity for parental involvement includ
ing how parents will be encouraged to become equal partners in the education of their children.

The school publicizes important events through the marquee, e
-
mail, flyers, and website. Parents are encouraged to prepare their child for school by attendi
ng registration and orientation for each school year and
become involved with school activities through our Parent Teacher Organization (PTO). A Parent Night is hosted at the beginn
ing of the year for parents to meet with the classroom teacher and be info
rmed of
important details that pertain to the grade level and curriculum. At Open House each year, expectations for students, parent
s, and teachers are outlined. Parents are encouraged to play an active part in their
child’s education. Most teachers have
websites/blogs or assignment books that detail homework assignments. In October, parents are invited to attend Parenting Day.

This day is dedicated to educating parents
about topics such as helping their child with homework, importance of school attendance
, and other seminars and workshops that will be of interest to parents. Parents will also be invited to Math Night. This will

be an opportunity for parents to participate and inquire about Math Investigations. Schools encourage parents to volunteer an
d pro
vide opportunities for them to do so. For struggling students, parents are invited
to all Referral Eligibility Meetings (REM). Problem Solving Team (PST) meetings are also conducted monthly for other struggli
ng students, and parents are notified of the mee
ting, invited to attend, and parents
receive a copy of the plan that is created for the student. A plan specific for their child is formulated and then monitored
monthly. Parent/teacher conferences are held at parent and/or teacher request.


E. 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

All parents are encouraged to participate fully in their child’s education. If a translator is needed, our system will provid
e one. All schools comply with the ADA and are handicap acce
ssible. Forms and other
correspondence are translated to the extent possible in a language that parents can understand.


18


System: Shelby County


School: Creek View Elementary







July 13, 2010




Part VII
-

PROFESSIONAL LEARNING NEEDS RELATED TO ACADEMIC CHALLENGES Including ENGLISH LANGUAGE PROFICIENCY, SCHOOL SAFETY, DISCIPLI
NE,
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 Tec
hnology Pr
ofessional Development Standards,
www.alsde.edu
, Sections, Technology
Initiatives, Publications).

ACTION TEAM MEMBERS
:
Joyce Dixon, Holly Jackson, Mandy Wesson, Jennie Tindell, Donna Brown, Joanne Bailey, Beverly Savage



WHAT WEAKNESS OR
NEED IDENTIFIED IN
ACADEMIC, INCLUDING
ELL AMAOs OR
SCHOOL CULTURE
GOALS WILL THE
PROFESSIONAL
LEARNING ADDRESS?

RATIONALE


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?)

GOAL


HOW WILL
PARTICIPANTS BE HELD
ACCOUNTABLE FOR SUCCESSFUL
IMPLEMENTATION AND IN WHAT WAYS
WILL EVIDENCE BE COLLECTED TO SHOW
EFFECTIVE ASSIMILATION/INTEGRATION
OF STRATEGIES?

ACCOUNTABILITY





WHAT ARE THE
FUNDING
SOURCES,
ESTIMATED
EXPENSES, AND
PROPOSED NAMES
OF

CONSULTANTS
OR ENTITIES?

Example: Title II,
$....00

Dr. Verry Goode

RESOURCES

DOCUMENT CONTINUOUS
LEA REVIEW AND
SUPPORT RESULTS

MONITORING



Because of our diverse
population of students the
faculty will participate in a
Book Study Understanding
Povert
y by Ruby Payne.
This will help everyone
understand how to address
different populations and
what is needed.

Book Study sessions
led by county Title I
coordinator and small
group break out
discussion
opportunities.

Fall 2010

Faculty and Staff to
become
more aware of
student backgrounds
and how experiences
affect their learning.
Learning more about
backgrounds teachers
will know to give
students academic
support.

Sign
-
In Sheets

ARMT /ThinkLink Data

100% participation in the book study


Title funds to pu
rchase
books


AMSTI training in Math and
Science for teachers to
integrate a more hands on
approach to learning.




Student Engagement
strategies implemented
throughout the curriculum
AMSTI Resource
Teacher will hold
sessions for faculty and
visit classrooms to offer
support.



PLC with Reading
Coach


2010
-
2011







2010
-
2011



Teachers will gain
knowledge in the
academic areas and be
able to offer more
hands
-
on experiences
for students.


Teachers will
implement
engagement strategies
AMSTI, ThinkLink Data, Lesson Plans, Observations,
Daily Data, Journals, Walk
Throughs, Math Night,
and student work.






Teachers will work in PLCs to gain strategies from
others, Use of Test results, Pre and Post Tests, Lesson
$0








$0



19


System: Shelby County


School: Creek View Elementary







July 13, 2010



and throughout the day.




Teacher training for
implementation of Odyss
ey
Program for ELL students.





ESL Dept. will provide
trainer for Odyssey
Program for teachers
having ELL students
within the classr
oom
and teachers involved
in tutoring.





2010
-
2011

through the
school day
to best meet student
needs.


Teachers will
implement Odyssey
Program to meet the
needs of ELL students
within the classroom
and involved in after
school tutoring.

Plans, Walk Throughs, observations.




Odyssey Assessment Data, ThinkLink, ARMT,
ACCESS.





ESL Funds






































20


System: Shelby County


School: Creek View Elementary







July 13, 2010




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:

TOTAL

State Founda
tion Funds

Enter Enter #

Earned Units


# FTE’s of Units


Earned Placed


by the at the


school

school



TOTAL OF ALL SALARIES

FTE Teac
her

Units:




Administrator Units:



Assistant Principal:



Counselor:



Librarian:



Career and Technical
0

0

Education Administrator:

0

Career and Technical
0


0

Education Counselor:

0

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


Technology

0

Professional Development

0

State
ELL Funds



Instructional Supplies

0

Library Enhancement

0



II. Federal Funds:


Title I: Part A: Improving the Academic Achievem
ent of the Disadvantaged TOTAL

$2,611,692.00 (system total)

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 impro
vement 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.)



ARRA FUNDS


TOTAL

$6,136,801.00 (system total
)

Salaries


$1,747,358.00 (includes $458,395.00 for CEIS)

Pur
chased Services
$1,355,284.00 (includes
$99,461.00 for CEIS professional development)

Materials and Supplies $2,511,181.00 (includes $358,886.00 for CEIS computer hardware, software,
and classroom supplies)

Capital Outlay

$486,653.00 (includes buses and fixed a
ssets)


21


System: Shelby County


School: Creek View Elementary







July 13, 2010



Other

$36,325.00 (including professional development activities)

Note: CEIS (Coordinating Early Intervening Services
)

Title II: Professional Development Activities

TOTAL

$833,760.00

(system total)

National Board Stipends/Substitutes





$14,000

Teacher substitutes for schools not making AYP



$23,696

Private School Professional Development (5 schools)


$1,421.20

Addi
tional funds are utilized for class size reduction units ($775,000), substitutes for class size
reduction units (5,000.80), praxis reimbursement and tutoring ($5,000), and indirect cost (9,642).




Title III: For English Language Learners

TOTAL

$270,592.00 (system total)

Title III funds are not distributed to individual schools, but are used to benefit all English language
learners in the school district
. All programs that are funded by Title III are supplemental. Programs
include after school tutoring for K
-
12 schools ($40,588), a summer program for ELLs from entering
Kindergarten through 12
th

grade ($106,737.80), and summer school stipends for student
s who need
assistance in attaining credits to graduate in a timely manner ($1500). Funds not utilized for direct
supplemental instruction for students are used to purchase supplemental instructional materials
($27,059), to provide professional development

($35,176.96), and to implement parenting activities
($59,530.24). Transportation for the summer program and for after
-
school tutoring is also funded
by Title III funds (funds allocated in the above description of each program).




Title IV: For Safe
and Drug
-
free Schools TOTAL

Only Carryover Funds

(Determined October 2010)

Shelby County Schools will not receive any
new
Title IV funds for the 10
-
11 year. However, we will
utilize carryover funds, which will be
determined

October 1, 2010, towards the following
expenditures for the system:


*Student drug testing and staff professional development and training


-

Approximately 4800 students
are randomly drug testing each year


-

Each middle and high school send at least one, and most send three, employees to a State


workshop

that introduces them to the latest trends of student risky behaviors.


At the
workshop they



prepare an Action Plan to carry back to their school and implement the next school year.




-

Other expenditures of these funds include Pride Survey, requests from Private Schools, and


a
ssisting

the Shelby County

Drug Coalition with pri
nting their yearly Parent magazine.




Title VI: For Rural and Low
-
income Schools TOTAL

N/A for Shelby County Schools



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


TOTAL


$241,069.00 (system total)

22


System: Shelby County


School: Creek View Elementary







July 13, 2010





Instructional



Equipment R
epair and Maintenance; Travel;


Student Classroom Supplies; Instruction
al Software;


Audio/Visual; Classroom Equipment; License Fees; Registration Fees;



Computer Hardware ($221,119.00)

Guidance and Counseling



Postage; Printing

and Binding; Regis
tration Fees (
$2,700.00
)

Instructional Staff D
evelopment


Travel; Registration; Substitutes

(
$14,000.00
)

Centra
l Office Support/Supplies



Trav
el; Registration Fees; Supplies (
$3,250.00
)


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


TOTAL


$
23,559.00 (system total)



Instructional


Classroom Equipment; Printing and
Binding; Instructional Software (
$12,500.00
)

Instructional Improvement



Refere
nce Mat
erials; General Supplies (
$3,859.00
)

Instructional Staff Development


2215


Staff
Development; Professional Subs; (
$7,200.00
)


Registration Fees; Co
-
Curricular Transportation


Other: 21
st

Century, Learn and Serve, Even Start, School Improvement Grant


TOTAL


0























23


System: Shelby County


School: Creek View Elementary







July 13, 2010



Part IX


MONITORING/REVIEW DOCUMENTATION
TO SUPPORT THE CSI PROCESS: Please use this section to document your monthly CSI reviews thr
ough leadership team meetings, action team
meetings, walkthroughs, data meetings, etc. During your reviews, your action teams and /or SLT can use these reviews to disc
uss the implementation of strategies, effectiveness, concerns, and any other areas that
need to be addressed. This page must be completed and turned in at Principals’ Checkout in June 2011.


INITIAL REVIEW /DEVELOPMENT

Target Date: August
Purpose: Review assess
ment data to develop plan or make plan adjustments to
existing plan.


Date August 27, 2010


Principal Initials______________


LEA initials ______________ Other ___________________


COMMENT
S
-

Student Orientatio
n, Analyze Data, CSI Meeting, Leadership Team
Meeting, Joe Coles


Bullying, DIBELS, AMSTI Training

*Use additional pages, if needed

REVIEW 1

Target Date: September

Purpose: AMENDME
NT
-

Incorporate recommendations from school, LEA
and/or SDE.


Date
September 30, 2010


Principal Initials______________


LEA initials ______________ Other ___________________


COMMENTS



ESL Parent Meetings,
PST Training, PTO Meeting, Community
Meeting, Open House, Intervention Team Meeting, ThinkLink Assessments

*Use additional pages, if needed

REVIEW 2 Target Date: October

Purpose
: IMPLEMENTATION
-

Provide documentation/evidence of
improvement.




Date
October 29, 2010


Principal Initials__________


LEA initials ______________ Other ____________


COMMENTS



Scream Free Parenting at MVES,
Safety Day with Guard A
-
Kid
and Bus Evacuations, Community Helper Program, Fall Festival, Parenting Day,
PST Meeting, Intervention Team, CIP presented to Faculty, WalkThrough, Book
Fair, Grandparents Breakfast, PTO meeting and Program

*Use additional pages
, if needed

REVIEW 3


Tar
get Date: November
Purpose: IMPLEMENTATION


Provide documentation/evidence of
improvement.


Date
November 30, 2010


Principal Initials_
___________


LEA initials ______________ Other: ________________


COMMENTS



WalkThrough, Duty Free Lunch for Teachers, ThinkLink
Assessment, Track Attack, Virtual Field Trip, Thanksgiving Lunch, Veteran’s Day
Program, AMSTI Training, DIBELS Test
ing.



*Use additional pages, if needed

REVIEW 4 Target Date: January

Purpose: IMPLEMENTATION
-

Provide documentation/evidence of
improvement.


Date _________
_______________________


Principal Initials______________


LEA initials ______________ Other ___________________


COMMENTS*

Required



*Use additional pages, if needed

REVIEW 5



T
arget Date: February
Purpose: IMPLEMENTATION
-

Provide documentation/evidence of
improvement.


Date ________________________________


Principal Initials______________


LEA initials ______________ Other ________
___________


COMMENTS*

Required



*Use additional pages, if needed

REVIEW 6


Ta
rget Date: March

Purpose: IMPLEMENTATION
-

Provide documentation/evidence of
improve
ment.


Date ________________________________


Principal Initials______________


LEA initials ______________ Other ___________________


COMMENTS*

Required



*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*

Required


*
Use additional pages, if needed

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

20


System: Shelby County


School: Creek View Elementary







July 13, 2010