Title I Targeted Assistance Plan - Ms. Howell's Wiki - Hoover City ...

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System: Hoover City Schools


September 23, 2009


School: Rocky Ridge Elementary School











2009

-

20
10


CONTINUOUS IMPROVEMENT PLAN


Title I Targeted Assistance Plan


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

, e
-
GAP
, Document

Library


Federal Programs Director s
ubmit
s

plans to
LEA system’s

e
-
GAP Document Library


NAME OF SCHOOL:

Rocky Ridge Elementary School

STREET ADDRESS:

2876 Old Rocky Ridge Road

CITY:

Hoover

STATE:

Alabama

ZIP CODE:

35243

CONTACT:

Dr. Sonia Carrington

TELEPHONE:

(205) 439
-
2900

E
-
MAIL

scarrington@hoover.k12.al.us

Identified for School Improvement? No

Yes

Delay Status

Year 1

Year 2


*
Submit to L
EA for Board approval. Retain the original plan in the LEA.
Submit the plan electronically to your system’s e
-
GA
P Document Library by November 3, 2009
.




Year 3

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, 2009
.


Made
AYP?

YES

NO

Made AMAOs
(ELL)?

YES

NO


N/A



Career and Technical Ed
(CTE) Made AYP?

YES

NO

N/A






Are all federal resources

(incl
uding Titles I,
II, III, IV,
and VI) used to coordinate and
supplement existing services and not used to
provide services that, in the absence of federal
f
unds, would be provided by another fund
source?


YES

NO



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

sites. NOTE: The Parental Involvement section of this plan
must

be distributed to all Title I parents.


Copies of the
Continuous Improvement Plan will be
available for parents in the Media Center, Parental Resource Center in
the Title I classroom,
Title I websites,
and on
the

school website at
www.hoover.k12.al.us/rres

as
w
ell as formally presented
at a

PTO meeting. Parent notification of the plan’s availability will be included in the monthly school newsletter, Rocky
Ridge Rocket Report. Revisions will be reviewed at each quarterly meeting of the CIP committee. In addition
, as

required
by law, the Title I
teacher
s

will present the parent involvement s
ection of this plan to Title I

parents. The Central Office will
have copies available for the public.



*
Board Approval: Yes

No

Board approval received on ___
__________________________, 2009
.


Board Signature:


Superintendent
Signature:




Date:


Federal Programs Coordinator Signature:




Date:



Principal Signature:




Date:



System: Hoover City Schools


September 23, 2009


School: Rocky Ridge Elementary School









CONTINUOUS IMPROVEMENT PLAN DEVELOPMENT AND IMPLEMENTATION TEAM

This plan was
developed/or revised during the following time period
: August



September 200
9
):

Provide a brief description of the planning process, including how teachers will be involved in decisions regarding the use o
f state academic assessments, and other data sources in order to provide information on and to
improve the achievement of individua
l students and the overall instructional program and how parents were involved with faculty and staff in developing, and impl
ementing the CIP
(Title I, Section 1116(b)(A)(viii):



During August and September 2009, Grade Level Teams, the Specials Team (art,

music, and physical education teachers, media center specialist), Instructional Support Team, and administrators analyzed cur
rent data from various
sources: SAT
-
10 disaggregated data, ARMT, ADAW, AL Science Assessment, DIBELS, Fountas & Pinnell,
Hoover Di
strict Math Assessment, and Running Records.

A
ssessments were reviewed by the teachers
,

Reading

Coach

and
Math
Facilitator
s.
Data patterns, after reviewing results from previous years, were discussed. Strengths and gaps between subgroups were identi
fied.
The ELL
teacher met with teams, individual teachers, and parents to develop a
strategic plan to meet the needs of the ELL’s English language proficiency level per ACCESS scores. Literacy Night, Thursday
take home folders, monthly newsletters, and individua
l conferences have educated parents on assessment
data and academic levels of their child.
The School
Improvement

Team, which includes parents
,

met to discuss professional development, budget, and strategic curriculum resources that will enhance and meet t
he needs of individual
students. School administrators reviewed disaggregated data including
analyzes of
subgroups. Results will be shared with school
faculty, staff, and parents. In
put will be encouraged from all members. Weekly collaboration will
occ
ur between instructional support teachers and classroom teachers to evaluate
student’s

progress based on
DIBELS, benchmark assessment, and running records.



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.)



Signa
tures

(Indicates participation in the

development of the CIP)

1.

Dr. Sonia Carrington

2.

Dr. Michael Natarella

3.

Michelle Reid

4.

Regina Howell

5.

Susan Murphy

6.

Sevim Whitaker

7.

Deborah Blalock

8.

Pam Baker

9.

Monica Noles

10.

Phoebe Buford

11.

Mrs. Jackson

12.

Carol Barber

13.

Dr. Barbara
Mayer

14.

Linda Gurosky


1.

Principal


2.

Assistant Principal

3.

Title One Teacher

4.

Title One Teacher

5.

Counselor

6.

ELL Teacher

7.

Reading Coach

8.

Teacher
-
First Grade

9.

Teacher
-
Third Grade

10.

Title I Parent
Coordinator

11.

Parent of Title One Student

12.

Assistant Superintendent

13.

Director of Instructional Support Services

14.

Academic Achievement Coordinator








System: Hoover City Schools


September 23, 2009


School: Rocky Ridge Elementary School









15.

Q`

15.






Part I
-

SUMMARY OF NEEDS BASED ON A COMPREHENSIVE REVIEW OF DATA

System: Hoover City Schools


September 23, 2009


School: Rocky Ridge Elementary School



































System: Hoover City Schools


September 23, 2009


School: Rocky Ridge Elementary School









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 ga
ps (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 subgrou
ps including those with less tha
n forty students.

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


In August and early September, grade level teams, Instructional Support Team, and Specials Team (art, music, P.E., media cent
er) met
to analyze data from various sources: SAT
-
10, ARMT, ADAW, and the 5
th

Grade AL Science

Assessment. Previous years’ data (2006
-
08) were compared, patterns identified, and gaps defined for 2008
-
09 (evidence included disaggregated data on SAT
-
10). The Scho
ol Improvement Team (including parents) also met to review

data and specific gaps between subgroups. The data indicated that significant gaps exist
ed

between black/white, special education
/
general
education
, free/paid lunch, and ELL/general
education
stud
ent population
s
.


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.

All teachers meet HQT standards and attend professional development sessions during the year that specifically address academ
ic needs of students.


Number and percentage of teachers Non
-
HQT:

Number and percentage of Classes Taught by Non
-
HQT:

100%
of teachers are highly qualified for the 2009/10 school year.


N/A

Alabama High School Graduation Exam (AHSGE):

Strengths:

N/A


Weaknesses:

N/A

Alabama Reading and Mathematics Test (ARMT):

Strengths:

ARMT Scores for 2008/09 School Year:


Third Grade
Students:

Reading: 87% of all students scored at level 3 and 4.

Math: 83% of all students scored at levels 3 and 4.


Fourth Grade Students:

Reading: 90% of all students scored at level 3 and 4.

Math: 85% of all students scored at level 3 and 4.


Fifth Grad
e Students:

Reading: 90% of all students scored at level 3 and 4.

Math: 84
% of all students scored at level 3 and 4.




Weaknesses:

ARMT Data 2008
-
2009

3
rd

Grade students scoring in levels
3 & 4 on the ARMT

Black/White
Percentages

Male/Female
Percentages

Free/Paid Lunch
Percentages

Reading

*

*

*

Math

71.4/90

*

71.4/90.7


4
th

Grade students scoring in levels
3 & 4 on the ARMT

Black/White
Percentages

Male/Female
Percentages

Free/Paid Lunch
Percentages

Reading

*

*

*

Math

*

*

69.2/89.3


5
th

Grade students scoring in levels
3 & 4 on the ARMT

Black/White
Percentages

Male/Female
Percentages

Free/Paid Lunch
Percentages

Reading

*

*

83.3/95.1

Math

68/95.7

*

66.7/87.1






System: Hoover City Schools


September 23, 2009


School: Rocky Ridge Elementary School









Part I
-

Continued:

Alabama Science Assessment:

Strengths:

Alabama
Science Assessment for 2008/09 School Year

90% of fifth grade students scored at levels 3 and 4.

0% of fifth grade students scored at levels 1.


Weaknesses:

Alabama Science Assessment for 2008/09 School Year

10% of fifth grade students scored at levels 2.


Dynamic Indicators of Basic Early Literacy Skills (DIBELS):

Strengths:

Spring Assessment, May 2009, for 2008/09 School Year
:

94% of Kindergarten students are established in PSF on

DIBELS assessment.

85%
of first grade students
are established in NWF
the

DIBELS assessment.

75%
of second grade students
are established in ORF on

DIBELS assessment.


Weaknesses:

14% of second grade students scored some risk on ORF.

11% of second grade students scored at risk on ORF.

Alabama Direct Assessment of Writing
(ADAW):

Strengths:


ADAW scores for 2008/09 School Year:


A total (levels 3 and 4) of
81
% was scored by 5
th

grade students on the ADAW; 73% of students scored level 3 or 4 on

Descriptive writing, 89% of students scored level 3 or 4 on Narrative writing,
80% of students scored level 3 or 4 on
Expository writing.


A total (levels 3 and 4) of
81
% was scored by 5
th

grade students on
the ADAW in 2009, increase of 28
% from 2002 to

2009.


Weaknesses:


ADAW scores for 2008/09 School Year:


18% of fifth grade
students scored at level II on the ADAW




ACCESS for English Language Learners (ELLs):

Strengths:

Student Roster Report 2009:


82% of ELLs in 1
st

grade scored at or above the developing stage in reading.

91%

of ELLs in
2nd

grade scored at or above the developing stage in reading.

92% of ELLs in 3rd

grade scored at or above the developing stage in reading.

100%
of

ELLs in 4
th

grade scored at or above the developing stage in reading.

75%

of ELLs in 5
th

grade scored at or above the developing stage in reading.



Weaknesses:


82% of Kindergarten scored at level 1 in the domain for reading.

71% of Kindergarten scored at level 1 in comprehension for reading.

32% of ELL students moved from 1 complete cohort

to the next on the ACCESS.


System: Hoover City Schools


September 23, 2009


School: Rocky Ridge Elementary School









Part I
-

Continued:

Professional Education Personnel Evaluation (PEPE) School Profile Information:

Strengths:

N/A


Weaknesses:

N/A

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

Strengths:

Alabama Al
ternate Assessment for 2008/09 school y
ear:


100% of all students
, grade 5,
met the standards and scored at level 3 in Science on the AAA.

60 % of all students, grades K
-
5, met the standards and
scored at level 3 in Reading on the AAA.

Weaknesses:

Alabama Al
ternate Assessment for 2008/09 school y
ear:


100%
of all students, grades
3
-
5, scored at level 2 in Math

on the AAA
.


Strengths:

School Technology Plan d
ata for the 2009/
10 school y
ear:


All homeroom classrooms, art teacher, and Media Center Specialist have the following: Tablet PC (2 per

classroom), Projector,

d
ocument Camera, Camera, printer, Apple Ipod (2 per classroom), Belkin Tune Talk


(2 per classroom), iRecord, Firewire Cable (2 p
er classroom), JumpDrive, Cart, and Speakers.


In addition, each classroom has 3 new desktop computers and 1 printer.


The school has 2 computer labs. One lab contains 29 new desktop computers and 2 printers and the other

contains 26 new desktops and 2 pr
inters.


Ongoing professional development
will take

pla
ce in order to train teachers with

the use of technological

equipment and how to integrate technology within the curriculum.











Weakness
:

School Technology Plan d
ata for the 200
9/10 school y
ear:


Difficulty with technology equipment

can lead to a decrease of instructional time.


The learning curves of some students require more instructional time than others.


System: Hoover City Schools


September 23, 2009


School: Rocky Ridge Elementary School










Part I
-

Continued:

Strengths:

Stanford Achievement Test
-
10 (SAT) for the
2008/09 school y
ear:


Third Grade

Reading: 66% of all students scored above the 50
th

percentile

in Reading
.


Fourth Grade:

Reading:

66% of al
l students scored above the 50
th

percentile in Reading.

Math:

70% of a
ll students scored above the 50
th

percentile

in Math.



Fifth Grade:

Reading:

73% of a
ll students scored above the 50
th

percentile

in Reading.

Math
60 % of all students scor
ed above the 50th

percentile in Math.

W
eakness:

Stanford Achievement Test
-
1
0 (SAT) for the 2008/09 school y
ear:


SAT National
Percentile Ranking Comparisons (2008
-
2009)



Male/Female Percentiles

Black/White Percentiles

Free/Paid Lunch

3
rd

Grade Reading

*

49
th
/80
th

54
th
/74
th

3
rd

Grade Math

*

46
th
/76
th

44
th
/74
th

3
rd

Grade Language

*

48
th
/77
th

52
nd
/71
st

4
th

Grade Reading

*

56
th
/80
th

53
rd
/77
th

4
th

Grade Math

*

58
th
/83
rd

58
th
/80
th

4
th

Grade Language

*

71
st
/85
th

65
th
/85
th

5
th

Grade Reading

*

41
st
/86
th

37
th
/79
th

5
th

Grade Math

*

37
th
/83
rd

38
th
/77
th

5
th

Grade Language

*

40
th
/84
th

39
th
/77
th


Third Grade

Math: 43%

of all students scor
ed below the 50th

percentile in Math.

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

Strengths:

Using DATA from DIBELS Benchmark Assessment, Marie Clay, and/or Fountas and Pinnell
:



0% of k
indergarten students were at risk in Reading.

1% of f
irst grade students were at risk in Reading
.

0% of s
econd grade students were at risk in Reading
.

3% of
t
hird grade students were at risk in Reading
.


Weaknesses:

Using DATA from DIBELS

Benchmark Assessment, Marie Clay, and/or Fountas and Pinnell:


27% of f
ourth grade students were at risk and some risk in Reading
.

32% of f
ifth grade students were at risk and some risk in Reading
.

Career and Technical Education Program Improvement Plan:

Strengths:

N/A

Weaknesses:

N/A

System: Hoover City Schools


September 23, 2009


School: Rocky Ridge Elementary School









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:

17 discipline referrals were reported to the office and considered serious. Other incidences

were minor and resulted in office time out the same day of issue.


Weaknesses
:

7 SIR reports were documented.


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:

100% staff retention.

94% of the faculty has more than 3 years’ experience.

87% of the faculty has earned Master’s or ED.S Degrees.

The Principal and Assistant Prin
cipal have Doctorate Degrees.


Weaknesses
:

2 Kindergarten teachers have less than 3 years experience.


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:

At the beginning of the 2008/09 school year, the
student

population was 530; May 2009 indicated a student

population
o
f 533.


Weaknesses
:

A total of 87 students
withdrew during 2008/09; 1,626 unexcused check

in
s
/out
s

were recorded for 2008
-
09

Approximately 16% student transiency rate.


School Perception Information related to parent perceptions and parent needs including information about literacy and educati
on l
evels.

Strengths:

Parental feedback indicates a positive perception of the school in its efforts to meet the needs of all students.


A representative group of Rocky Ridge parents were surveyed regarding parental satisfaction in their child’s
educational experience.

When surveyed in these core curriculum areas
:

96% of parents agree they are satisfied in Reading

89% of parents agree they

are satisfied in Soc Studies.

89% of parents agree they are satisfied in Spelling.

87% of parents agree they are satisfied in Grammar.

86% of parents agree they are satisfied in Written Comprehension.

83 % of parents agree they are satisfied in Science.

FERPA information is disseminated in various home/school communication sources (e.g., Rocky Ridge

Rocket Report)

Parent Resource Center contains information about literacy, how to help children wit
h

homework,
behavioral/emotional/social

s
trategies, and ac
ademic success tips.

Weaknesses:

When surveyed in these core curriculum areas
:

27%
of parents
disagree
they are satisfied in
Math.


System: Hoover City Schools


September 23, 2009


School: Rocky Ridge Elementary School









Part I
-

Continued:

(CULTURE RELATED DATA):

School Perception Information related to student PRIDE data.

Strengths:

N/A

Weaknesses:

N/A

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

Strengths:

The
ESL teacher

integrate
s research based strategies to incorporate
the WIDA standards into
the
grade level
curriculum.


Collaboration with general education and ESL teacher.


Weaknesses:

More professional development on curriculum integration

using the WIDA standards

an
d content based ESL strategies

is
needed
.


Time constraints conflicting with student’s classroom schedules.





School Process Information related to an analysis of existing personnel focused on helping English Language Learners (ELLs) w
ork toward
attaining proficiency in annual measurable academic objectives (AMAOs).

Strengths:

One full time ELL teacher and one part time ELL teacher are on staff.

Full time ELL teacher is certified in English as a Second Language.

Interpreters are available to a
ttend parent meetings and parent/teacher conferences.

Assistant Principal is fluent in Spanish.



Weaknesses:

Additional professional development for classroom teachers using content based ELL strategies is needed.

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

learning opportunities.

Strengths:

29 out of 29 classroom teachers have received Alabama Reading Initiative training.

29

out of 29 teachers have received
Hoover Math
Initiative training.


Math
Facilitators will

meet

monthly to discuss math curriculum and
the professional learning needs of

teachers.
The

information
will be shared
with each grade level team.


One
Do The
Math

intervention program will be distributed per grade level to accommodate struggling

students.


The S
taff Development Committee will meet

monthly and
will represent

all grade levels
, the Instructional

Support Staff and Specials (Art, Music, PE and Li
brarian)


The Literacy Team consists of the reading coach, one instructional support teacher, and on
e

teacher per

grade level. The Literacy Team

will meet

to discuss reading curriculum and vital information pertaining to

lite
racy instruction. The team
wi
ll share

this new information with each grade level.


Weaknesses:


Additional time is needed for professional planning within the school day.

System: Hoover City Schools


September 23, 2009


School: Rocky Ridge Elementary School









Part I
-

Continued:

(CULTURE RELATED DATA):

The Rocky Ridge Title I After School Tutoring Program

will provide

45 minute tutoring sessions for Title I

students 2 days per week in the subject areas of reading and math.


The Rocky Ridge Latino After School Program
will provide

tutoring and language immersion to the ELL

students after school hours Monday through Thursday from 2:45 until 4:45.


Hoover City Schools Summer Enrichment Program
will provide

summer school classes for struggling

students.





System: Hoover City Schools


September 23, 2009


School: Rocky Ridge Elementary School









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 GOA
LS, IF APPLICABLE.

Use the SMART Goals format to address areas
of need.


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

To increase the percentage
s

of students meeting or exceeding proficiency levels in reading
by 1%
while na
rrowing the achievement gaps
between
Special Ed
ucation and Regular Education as well as ELL

and Regular Education
populations.

Data Results on which goal is based:

ARMT, SAT
-
10, Fountas &Pinnell Benchmark Assessment, ADAW, ELL ACCESS


TARGET GRADE
LEVEL(S):

K
-
5

TARGET CONTENT AREA(S): Circle One

Reading Math Science Other

AHSGE:

Reading Math Science Social Studies
Language

ADDITIONAL ACADEMIC INDICATORS:

TARGET STUDENT SUBGROUP(S):

4
th

and
5
th


grade
Title I,
Special Education
,

ELL
, and 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 PERFORMANCE?

(Give specific strategies,
not just programs

or program names
.)


HOW WILL PROGRESS FOR EACH ACTION
STEP BE MEASURED?

(PERFORMANCE DATA, LISTS, SURVEYS, ETC)

HOW WILL THE SCHOOL PROVIDE
TIMELY ASSISTANCE IF STRATEGIES DO
NOT CHANGE PERFORMANCE?

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

(Ex: 6 Classroom
Libraries

$.....00)

Alabama Course of Study/National
Standards
for English Language Arts




Demonstrate phonological skills
by manipulating sounds and
words.




Apply a wide range of strategies
to comprehend, interpret,
evaluate, and appreciate texts.





Read with fluency to enhance
comprehension.














STRATEGY

1
:

Implement explicit, intensive instruction in every
reading class.



ACTION STEP:



Analyze assessment data to differentiate instruction.



Conduct a reading workshop format grades K
-
5 (K
-
3
90 minutes; 4
-
5 60 minutes).



Provide flexib
le grouping arrangements within the
classroom to support reading instruction.



Promote student engagement through speaking, writing,
reading, investigation and listening response to
informational and other texts.



Refer to individual intervention plan to de
liver targeted
intervention instruction during 30 minute intervention
lesson.


STRATEGY:

2. Align curriculum and instructional resources to
least mastered course of study standard(s).


ACTION STEP:



Conduct longitudinal studies of state and
district
reading assessment data.



Identify the least mastered standards from the data
analysis and complete a Hoover City Schools’
Individual Intervention Reading Plan for each student.



Complete an IEP and /or ELP on identified Sp. Ed and
ELL students.

Conduct

Maria Clay letter ID and hearing and recording
sounds assessment in Kindergarten.


Administer DIBELS 3 times per year to K
-
2.


Administer yearly Fontas and Pinnell Benchmark

a
ssessment grades K
-
5 and three times per year for
struggling readers.


Develop

Individual Intervention Plan for each struggling
reader.



Monitor and differentiate students learning by analyzing
reading conference forms.


Conduct progress monitoring two times per month for
struggling readers k
-
5.


Analyze teacher observations
with weekly
documentations.








CARE Team (BBSST) referral






















































System: Hoover City Schools


September 23, 2009


School: Rocky Ridge Elementary School

















Al
ign the identified standards to appropriate grade
level/ELL content area materials and resources.



Alignment of standards and the curriculum will be
evaluated and adjusted, if necessary, at each grade level
planning or data meetings.



STRATEGY

3
: Implem
ent RTI framework that offers scaffold and
explicit instruction to students in grades K
-
5
.


ACTION STEP:



Identify students who are
struggling

in reading based
on the latest district and state assessment data and Tier
data
.



Purchas Levalized Literacy Interv
etnion (LLI) program



Utilize reading coach and /or Title I teacher to
implement
Tier

III
.



Utilize a multi
-
tiered intervention model that provides
access to a variety of resources within the classroom



Provide small group and/or individualized instruction to

students based on their needs at each Tier
.




STRATEGY

4
: Implement
LLI
intervention reading program for
targeted students in grades
4

and
5
.


ACTION STEP:



Employ Title I reading teacher
.



Employ Title I reading paraprofessional
.



Purchase
Levelized Liter
acy Intervention
(LLI) program
.



Provide small group instruction for targeted students
.



Provide after school tutoring

2 days a week
for targeted
students
.



STRATEGY 5: Conduct monthly grade level meetings led by
principal/reading coach to review and
respond to benchmark
assessment data, instructional pacing, and curriculum alignment.


ACTION STEP:



Adjustments to instructional plan will be implemented.



Utilize assessment data in order to create flexible groups.



Frontload students who are

experiencing

difficulties with
particular skills
.
















Levelized Literacy Intervention (LLI)
lesson

assessments

Fountas & Pinell (F & P) Benchmark
assessments

District/school assessment measures/documentation
sources














Levelized Literacy Intervention (LLI)
lesson assessments

Fountas & Pinell
(F & P) Benchmark Assessment



































Administrator and
classroom teacher will monitor
student progress and adjust services on data:



CARE Team (BBSST) referral



Time for planning and collaboration between
teacher and
reading

facilitator













Administrator and Title I teacher will serve as a
monitoring
liaison for targeted students, adjusting
services on data



CARE Team (BBSST) referral



Time for planning and collaboration with
classroom teacher

































Purchase
LLI

program with ARRA IDEA Ear
ly
Intervening Services $13,100.00



Training for
LLI

implementation (included with
purchase of program)
















Employ Title I Teacher
/Title I
Aide using Title I
funds $
99,821.95



Purchase
LLI

materials with Title I funds
$4250.00



Dell Notebook Laptops :

6 notebooks @ $543.52 = $3,261.12



After School Title One Tutoring: $25,000.00



Transportation for tutoring: $ 2,000.00






















System: Hoover City Schools


September 23, 2009


School: Rocky Ridge Elementary School














STRATEGY

6
:

Implement interventions in reading for special education
and ELL
students in grades K
-

5


ACTION STEP:



Review AYP results to determine students who were not
proficient on the ARMT
.



Review IEPs to
determine if additional goals and
benchmarks need to be added to address reading needs of
students
.



Purchase and implement scientifically research
-
based
reading programs
to use
with students
.



Provide small group instruction for Sp Ed and ELL students
in a
n

inclusion or resource setting.



Pre
-
teach vocabulary to ELL students.



Additional support will be provided according to the IEP
for Special Education students.














SIPPS Challenge
and
SIPPS Plus
assessments










































Special education teacher will work with
administrator and classroom teacher to monitor
progress of special education students



Reconvene IEP team to determine if changes
need to be made to IEP
















.





























IDEA FY 10 Funding for Special Education
Materials



Purchase
SIPPS
Plus/
Challenge
(gr. 4
-
5)
$2,465.00



SIPPS Extension $590.00



Making Meaning (K
-
5) $3,600.00



























System: Hoover City Schools


September 23, 2009


School: Rocky Ridge Elementary School









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 ar
eas
of need.


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

To increase student proficiency in math
by 1%
while narrowing the achievement gaps between Special Education and Regular Education as well as the subgroups of
Black
and
White students

and the subgroups of Hispanic and
White students.
.


Data Results on which goal is based:

SAT, ARMT, Hoover District Math Assessment


COURSES OF
STUDY

REFORM STRATEGIES

BENCHMARKS

INTERVENTIONS


RESOURCES

WHICH COURSE OF STUDY
STANDARDS, AHSGE
STANDARDS/OBJECTIVES,
ELIGIBLE CONTENT, OR WIDA*
STANDARDS ARE LINKED TO
EACH STRATEGY?

WHAT RESEARCH
-
BASED

STRATEGIES/ACTIONS
WILL BE USED

TO IMPROVE STUDENT ACADEMIC PERFORMANCE?

(Give specific strategies,
not just programs

or program names
.)


HOW WILL PROGRESS FOR EACH ACTION
STEP BE MEASURED?

(PERFORMANCE DATA, LISTS, SURVEYS, ETC)

HOW WILL THE SCHOOL PROVIDE
TIMELY ASSISTANCE IF
STRATEGIES DO
NOT CHANGE PERFORMANCE?

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

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


Hoover City School Standards, which
aligns with the Alabama Math Course
of Study




Understand meanings of
operations and how they
relate to one another.




Compute fluently and make
reasonable estimates





Understand numbers, ways
of representing numbers,
relationships among
numbers, and number
systems.



STRATEGY

1
:

Implement explicit, intensive instruction in every
math classroom.



ACTION STEP:



Differentiate instruction to address specific challenges.



Provide small group/cooperative learning activities
engaging students through investigation, discussion and
practic
e.



Individualize practice on fluency skills to compute
accurately and efficiently while facilitating problem
solving.



STRATEGY

2
:

Conduct monthly grade level meetings, led by
principal/Assistant principal to review and respond to benchmark
data, instructional pacing, and curriculum alignment.


ACTION STEP:



Adjust instructional plans and implementation to
address individual student
needs.




ARMT/SAT10
-
2009/10


District/school assessment measures/documentation
sources


Teacher formative assessments


Do The Math

pre/post test




Administrator and classroom teacher will monitor
student progress and adjust services on data:




CARE Team (
BBSST) referral




Time for planning and collaboration
between teacher and math facilitator











TARGET GRADE LEVEL(S):

K
-
5

TARGET CONTENT AREA(S): Circle One

Reading Math Science

Other

AHSGE:

Reading Math Science Social Studies
Language

ADDITIONAL ACADEMIC INDICATORS:

TARGET STUDENT SUBGROUP(S):

4
th

grade

Black,

Special Education, Title I Targeted
Assisted Students, and all students


System: Hoover City Schools


September 23, 2009


School: Rocky Ridge Elementary School











STRATEGY 3: Implement intervention in math to narrow the gap
between special education / regular education and black / white
students in grades K
-
5.


ACTION STEP:



Review AYP results to determine students who were
not proficient on the ARMT.



Review IEPs to determine if additional goals and
benchmarks need to be added to address math needs of
students.



Purchase and implement scientifically research
-
based
mat
h programs to use with students K
-
3 and 4.

Additional support will be given to Special
Education/Title I students according to their IEP .



Targeted students in the sub
-
groups will receive 30
minutes of intensive intervention.



After school tutoring will
be provided for targeted sub
-
groups.



STRATEGY

4
:

Implement R
T
I framework that offers
scaffolded

and explicit
instruction to students in grades K
-

5



ACTION STEP:



Identify students who are struggling in math based on the
latest district and state
assessment data and Tier data



Utilize a multi
-
tiered intervention model that provides
access to a variety of resources within the classroom



Provide small group and/or individualized instruction to

students based on their needs at each Tier




STRATEGY

5
:

Align curriculum and instructional resources to
least mastered course of study standard(s).


ACTION STEP:



Employ T
itle I math teacher
, targeting 4
th

grade.



Purchase and implement
Do the Math

intervention
program with targeted students.



Provide
support services every day during and after
school that go above and beyond regular classroom
instruction.



Offer instructional resources, strategies and activities to
parents.



Utilize assessment data (ARMT, Hoover District Math
Assessments) and other teach
er assessments to establish
flexible grouping.

:




Number Worlds

K
-
5 Math intervention for Special
Education students



Special education teacher will work with
administrator and classroom teacher to monitor
progress of special education students


Reconvene IEP team to determine if changes need to
be made to IEP


Purchase
Number Worlds

with IDEA

FY10

funding

$4,600.00


Employ intervention staff using ARRA IDEA Early
Intervening Services funds $ 6,400.00

















Purchase
Do the Math

intervention materials with
ARRA IDEA Early Intervening Services $14,000.00


Training for
Do the Math

implementation (included with
purchase of program)









Employ Title I Teacher half days using Title I ARRA
funds $45,026.00


Purchase
Do the Math

intervention materials with Title I
funds $ 8,700.00


System: Hoover City Schools


September 23, 2009


School: Rocky Ridge Elementary School









Part III
-

GOAL TO ADDRESS

ANNUAL MEASURABLE ACHIEVEMENT OBJECTIVES (AMAOs)

AND ENGLISH PROFICIENCY NEEDS


Note: Refer to the ELL Data Compilation as part of the
needs assessment in forming goals. If
any

ELL student did not make AMAOs complete this page.

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

8
0% of all ELL’s in grades 1
-
5 will move 1 cohort as compared to the previous year’s ACCESS for ELLs test scores.

Data on which goal is based:

2009 ACCESS scores

TARGET GRADE LEVEL(S):

K
-
5

TARGET ELP LANGUAGE DOMAIN(S):

Circle all that apply.

Reading Writing Listening Speaking Comprehension

WIDA ENGLISH LANGUAGE
PROFICIENCY STANDARDS

REFORM STRATEGIES

BENCHMARKS

INTERVENTIONS


RESOURCES

WHICH WIDA* ENGLISH
LANGUAGE PROFICIENCY
STANDARDS OR DOMAINS ARE
LINKED TO EACH STRATEGY?

WHAT RESEARCH
-
BASED

STRATEGIES/ACTIONS WILL BE USED

TO IMPROVE STUDENT ACADEMIC
PERFORMANCE?

(Give specific strategies
,
not just programs

or program
names.)

HOW WILL PROGRESS FOR EACH ACTION STEP
BE MEASURED?

(PERFORMANCE DATA, LISTS, SURVEYS, ETC)

HOW WILL THE SCHOOL PROVIDE TIMELY
ASSISTANCE IF STRATEGIES DO NOT CHANGE
PERFORMANCE?

WHAT RESOURCES AND SPECIFIC
EXPENDITURES WILL BE NEEDED FOR
SUCCESSF
UL IMPLEMENTATION?

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

(WIDA standards and language domains
pertain to both strategies and respective
action steps listed in second column)


Language Domain: Reading WIDA
Standards:



Language Arts



Social Studies

Language
Domain: Writing WIDA
Standards:



Language Arts



Science


REFER TO THE WIDA
TEACHER
REPORTS

TO DETERMINE WHICH
WIDA STARDARDS WILL BE THE
INSTRUCTIONAL FOCUS.


STRATEGY

1
:

Using WIDA Model Performance
Indica
tors (CAN Dos) as guidance for developing
language
objectives that focus on, but are not limited to
the language domains of reading and writing.


ACTION STEP:

School administrators facilitate planning
and collaboration time for:



Small group instruction in the ESL classroom.



The ESL teacher will assist ESL
students in the
regular
classroom upon need

per classroom
teacher

request.



ESL teacher to collaborate and provide
professional development at grade level team
meetings to help teachers integrate language
and content objectives in weekly lesson plans
using
WIDA standards.


STRATEGY 2: Implement researched
-
based ESL literacy
strategies in the mainstream classroom and the ESL
resource room.


ACTION STEP:

School Improvement Team plans
professional development in content
-
based ESL and ESL
literacy strategies at
the elementary level for teachers and
administrators who conduct teacher appraisals, e.g., PEPE



Team meetin
gs will be

conducted to educate
teachers on how to implement ESL literacy
strategies using WIDA standards in lesson
plans.



ELL and grade level teach
er team teach
content
-
based ESL.



Weekly observation
al checklist by the ESL teacher



Monthly monitor
ing of progress

report
s

for
kindergarten and first grades
completed by
classroom teachers



Teacher obs
ervations



Running records and portfolios indicating use
of
WIDA standards



DIBELS
, Fo
u
ntas and Pin
n
ell



ARMT/SAT scores



Progress reports will be measured every grading
pe
riod



Continual collaboration with classroom and ESL
teacher on
student’s

progress allows for changes
in strategies as witnessed through obse
rvat
ions
and progress monitoring



Additional differentiating instruction before and
after school
,

upon need
s



Tutoring sessions after school



Latino
-
After School Program to assist in
homework and classroom
needs



Providing planning and collaboration time for
ESL a
nd content teacher, and when necessary,
the ELL Committee will make changes to focus
on instruc
tional areas of need for the ELL



Instruction in the ESL resource room



Ongoing Professional Development at
Team Leader meetings on ESL literacy
strategies a
nd con
tent
-
based ESL
strategies



Title III
Supplemental funding



Teacher Professional Development
books

(Many may be checked out in the
ESL

Resource room)
: $2000.00

*WIDA
-

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

System: Hoover City Schools


September 23, 2009


School: Rocky Ridge Elementary School









Part IV
-

STRATEGIES TO ADDRESS SCHOOL SAFETY, CLASSROOM MANAGEMENT/DISCIPLINE, AND BUILDING SUPPORTIVE LEARNING ENVIRONMENTS

Strategies developed to
address improving school safety, classroom management /discipline, and building supportive learning environments should be re
lated to the weaknesses or program gaps identified in the data summary (e.g.,
parental/community invo
lvement, teacher collaboration, student/teacher motivation). The LEA and school must develop a timeline for multiple reviews

of continuous improvement efforts.


CULTURE


(REFER TO CULTURAL DATA IN
NEEDS ASSESSMENT)


REFORM STRATEGIES

BENCHMARKS

INTERVENTI
ONS


RESOURCES

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

WHAT RESEARCH
-
BASED

STRATEGIES/ACTIONS
WILL BE USED

TO IMPROVE CULTURAL BARRIERS IMPACTING
STUDENT ACADEMIC PERFORMANCE?

(Give specific strategies,

not just programs

or program names.)


HOW WILL PROGRESS FOR EACH ACTION
STEP BE MEASURED?

(
PERFORMANCE DATA, LISTS, SURVEYS,

ETC
)

HOW WILL THE SCHOOL PROVIDE TIMELY
ADJUSTMENT IF STRATEGIES DO NOT CHANGE
PERFORMANCE?

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

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




Ensu
r
ing all students understand and
approp
riately apply bus safety rules









Reducing the
number of unexcused
check in
s
/out
s

and tardies








Reducing the number of
office referrals










STRATEGY:

To ensur
e appropriate bus behavior and
implement
safety regulations.


ACTION STEP:




Conduct emergency bus drills one time per semester



Participate in Buster the Bus Safety Program



Communicate with parents




STRATEGY:

To encourage attendance and decrease tardiness and
check
-
outs.


ACTION STEP:



Implement Top Dog Program





STRATEGY:

To promote student leadership and positive

learning
environments.



ACTION STEP:

Rocky Ridge will implement the following:



5
th

grade Leadership Academy



3
rd

grade SMILE program



It Takes Eight To Be Great



Bull
y
ing P
re
vention

Emphasis



Super Stars



Teams Win Award



Launch Pad



Conduct regular reviews of the

programs through
administration,

staff
, and parent

input.


Bus Safety Reports will be analyzed








Attendance reports will be

analyzed every 6 weeks.










Conduct regular reviews of the programs through
administration and staff input.


Disciplinary office referrals will be monitored regarding
bullying offenses.



Feedback from teachers and students pertaining to
Leadership Academy accomplishme
nts will be discussed.


Something about SMILE program



Adjust the bus safety plan based on staff, parent and bus
safety reports.









Re
-
evaluate Top D
og program and make changes where

needed








Evaluate and adjust existing programs.



Safe and Drug Free Schools (System wide grant)
:
$500.00



$200.00 materials and supplies for
Bullying Prevention Tool Kit.



$300.00 Professional Development
related to the implementation of the
program




PTO donations for Top Dog Attendance Program









FISH! For Schools

by Charthouse Learning
materials


7 Habits for Happy Kids

by Sean Covey



System: Hoover City Schools


September 23, 2009


School: Rocky Ridge Elementary School










Ensuring all
staff and students are
trained and aware of all safety issues.


STRATEGY:

To increase safety awareness with students, faculty,
and staff.


ACTION
STEP:




Review cr
isis plan on regular basi
s



Hold school crisi
s team meetings



Implement monthly Fire Drills



Conduct 4

Tornado Drills

throughout the year



Conduct Code Yellow and Code Red drills two times
per year






Assess the performance of safety drills.


Accept the Hoover City Schools Safe Schools Crisis
Management manual.


Ad
ministrators and staff will discuss with students proper
procedures during safety drills.
































System: Hoover City Schools


September 23, 2009


School: Rocky Ridge Elementary School










Part V


Additional Components To Be Addressed to Satisfy Federal Requirements

(Note: This Section of the Plan must be distributed to all Title I Parents):

1. Availability of Plan: Describe how the plan will be made available to the LEA, parents, and th
e public.


Copies of the

Continuous Improvement Plan will be

available for parents on the Rocky Ridge website
www.hoover.k12.al.us/rres/

and the websites of Title I teacher
, Regina Howell,

rhowell.wiki.hoo
ver.k12.al.us and
Michelle Reid,
mreid.wiki.hoover.k12.al.us
. Copies may

also be

obtained in the following locations
: Media Center, Parent Education Center, and in the front office welcoming area. The Title I teacher
s have

copies available for Title I parents.

The Central Office also has copie
s available.


2. Multiple Criteria: Describe the multiple criteria and weighted point value used to identify students for Title I Targete
d Assistance services. (Note: Include the

cut
-
off score for the eligibility list.)


Teachers,

grades 4 and 5
,

completed a multiple criteria survey on each student in their class
es
. The following areas were considered:
student

behavior/academic characteristic, current student record data, c
urrent

ARMT/SAT10 scores,

years below grade level in reading (Fountas and Pinnell), performance on Hoover District Math
Assessment, instructional recommendations, language proficiency, environmental factors, number of schools attended,

and

retention


information. Each area was giv
en a weighted point value. P
oints wer
e added so that each student had a total point value. S
tudents were
then
placed in rank order. After reviewin
g the summary of data, the CIP C
ommittee decided the

Title
I program would

t
arget 4
th

and 5
th

grade students
in reading and
4
th

grade

students in

math. F
ourth grade students with a total of
8

or more points and fifth grade students with a t
otal of 10

points or more will be served in the

academic area of reading
.
4
th

grade
students with a total of 11

or more points will be served in the academic area of math.




3. Timely Assistance: Describe how students identified as failing to meet the state’s academic standards will be selected t
o receive services to ensure that the
most academically needy students (by determining a rank
order after applying the multiple criteria described in #2) receive services.


The eligibility list

described in item 2 was

completed at the beginning of the school year; however, as teachers work wi
th students throughout the year, they will identify students who are struggling in reading and math.

Homeroom teachers will complete a multiple criteria form any time a student is in need of extra ac
ademic instruction. After the multiple criteria form
i
s completed, the student will be
placed on the eligibility

lis
t in rank order according

to his/her

score
. If the students


score falls above the cut off score
,

the student will be provided additional instruction by the Title I teacher.


4. Supplemental

Assistance: Describe how identified students will be provided effective supplemental assistance in a timely manner.


Identified Title I
reading
students will receive 60 minutes of daily reading instruction if the student is in 4
th

or 5
th

grades. An additional 30 minutes of reading intervention, targeting specific need areas, will be conducted by the regular
classroom teacher as well as another 30 minutes of intensive intervention instru
ction from the Title I teacher. The Title I teacher w
ill collaborate with the regular education teacher weekly in order to create effective lesson plans based
o
n the individual needs of
students. The Title I teacher will use the Fountas & Pinnell Intervention program, which correlates with the regular educat
ion teachers’ reading instruction curriculum.


Identified Title I math students will receive 60 minutes of daily math
instruction
from the regular education teacher.
An additional 30 minutes of
an
intensive intervention

lesson

will be

provided daily by the Title I teacher to
targeted
students.
Weekly collaboration

will occur

between the Title I and Regular Education teacher. Therefore,
efficient strategies
and plans

will be

tailored to meet the individual learner

s

needs.
Do The Math

i
ntervention program, which
strengthens
the general core curriculum, will be used by the Title I teacher.


5. Exiting the Program: Describe how the school will determine if the academic needs of the participating students have bee
n met and the procedu
res used to exit students from the program.


When a Title I student is being considered for e
xiting the program, a meeting will be

held with

the Title I student’s teachers to review current data in assessing whether or not the student is ready to exit. Title I stud
ents move in and out

of the
program as

benchmarks on diagnostic
testing, grade level testing, and / or

mastery of skills in the c
las
sroom curriculum have been met.

The Title I teacher will use

dismissal forms when a student has mastered the identified skills.


A
conference will be

scheduled with parents and the regular classroom teacher. The stu
dent’s classroom performance will be
evaluated
and d
iscussed. The parent will be
asked
for agreement
of the student’s progress and mastery of

targeted skills. Once a stude
nt exits the programs he/she will be
monitored by the classroom teacher with support from the Title I teacher.

System: Hoover City Schools


September 23, 2009


School: Rocky Ridge Elementary School









6. R
egular Program Coordination: Describe how the Title I program will be coordinated with and supported by the regular educatio
n program.


Rocky Ridge Elementary teachers (regular education and Title I) are involved in the decisions regarding the use of state acad
emic assessments.
Teachers will administer assessments to determine if students have mastered objectives
taught. The Title I teac
her
(s)

will administer

the following test(s) to determine the reading
and/or math
level of grade level students: Phonics
Inventory checklist, DIBELS,
Fountas & Pinnell
, quarterly District Math Assessments, and
teacher formative assessments.
Continuous coll
aboration
will take

place between grade level t
eachers and the Title I teacher(s)
to determine if further instruction can continue or if additional instructional support is required. The
regular education teacher and the Title I teacher
s’

input will be
co
nsidered. The following examples reveal ways teachers make decisions that guide instruction:



Disaggregated data and state assessment results are collaboratively studied by the administrators, regular education teachers
, and instructional support teachers
.



Building Bases
Student

Support Team (CARE Team) members analyze data collected

on referred students to determine if there are any indicators that would merit more in depth testing or referral for special
services.



Progress

monitoring data are continuousl
y reviewed by faculty. Grade level and subject area

data meetings are held to discuss and adjust instructional procedures and strategies based upon this information.



Grade level team meetings are held routinely to discuss the progress of students and inte
rvention steps that

should occur to help strugglers
.

Teachers are involved in all areas of overall instruction and testing by way of committee representatives. These committees
include the following: school budget, policy, textbook selection, and school c
alendar.


7.

Resource Coordination: Describe how Title I resources are used to coordinate and supplement existing services and not used t
o provide services that, in the absence of the Title I funds, would be provided from another

fund source.


Title I resources are used to supplement existing reading and math program materials. Fountas & Pinnell’s
Leveled Literacy Intervention

reading program and
Do The Math

Intervention program will be used by the Title I teachers.
After school tutoring will be

provided for targeted Title I students in the content areas of reading and math.


8. Title I Personnel: Describe how Title I personnel are integrated into the regular school program including professional
development and planning.


The Title I teacher
s

will
attend professional development meetings with the regular education teachers.
Title I Teachers will attend the National Title

I

conference and the Ruby Payne seminar.
The Title I
Reading t
eacher will attend
the Alabama Reading Association’s
f
all
c
o
nference

and International Reading Association’s annual convention. The Title I Math teacher will attend the National Council of Teach
ers of Mathematics annual meeting and exposition.

Regular education tea
chers and the Title I teachers

have input on profes
sional development activities that occur throughout the scho
ol year. The Title I teachers have

resources and materials that align with the general education
curriculum. Weekly collaboration occurs between the
regular

education and Title I teachers concer
ning

academic progress and lesson plans relating to Title I students.


Additional: Teacher Mentoring Component Required if in School Improvement
-

Describe how new or inexperienced teachers are given support from an assigned master teacher and what
that support looks like.


Rocky Ridge Elementary School has an excellent teacher mentoring program known as PRIDE. The PRIDE mentoring program was deve
loped to assist teachers new to the profession and to the school as they strive to support the
Hoover Ci
ty School’s mission and goals. New teachers are assigned master teachers based upon subject, grade, and proximity. Currently
, there are no new teachers to Rocky Ridge Elementary School for the 2009/10 school year.
However,
Rocky Ridge is

committed to fos
tering the development and growth of new professionals. Continuous professional development and training is provided for the
se individuals. Additionally, the PRIDE coordinator
collaborates with and monitors both mentors and mentees from the 2008/09 schoo
l year.

Rocky Ridge is committed to the guidance and education of their teachers in the particular areas of the Title I program. The
re are t
wo Title I teachers for the 2009
/10 school year. Ongoing support, daily mentoring and constant
collaboration

will

take

place between the Title I teachers. In addition, weekly conferencing between the Title I Coordinator and Title I teachers o
ccur. Hoover’s Title I teachers and the Title I Coordinator meet monthly to discuss
policies and procedures mandated by the
state. Professional development and conferences are attended by the Title I team member
s
; therefore, continuous collaboration between each school’s Title I program is ensured.








System: Hoover City Schools


September 23, 2009


School: Rocky Ridge Elementary School









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 o
f the school’s participation in Title I and explain Title I requirements, including the 1% set
-
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After TINA surveys were completed and Title I students were identifie
d, Rocky Ridge
Elementary held

its annual meeting for all Title I parents
on
September

29,

2009. Parents
were

notified of this meeting through letters sent home
with student
s and parent phone calls. N
otices
were

available in English and Spanish. The meeting
was

offered at two separat
e times
-
once during the school day and once in the evening. Child care
will be
provided. If parents

are
unable
to attend on
e

of these two sessions, individual conferences
were

scheduled to accommodate

their needs. Topics discussed

will include
d
:



Qualification for Title I placement



Annual Meeting of Title I Parents



1% set
-
aside for parental involvement



Title I Program Planning



Continuous Improvement Plan



Title I program, services, and parent’s rights



Parental Involvement Section of Continuous Impro
vement Plan



Development of School
-
parent compacts



The Parent
Resource and Education
Center



Parent Survey



Explanation
of AYP



Parent
Advisory

Committees/Council



Explanation of State Standards/Curriculum



Family Reading/M
ath Nights



Observing/Volunteering in
the Classroom



Parent
-
teacher Conferences



B
. Parental Involvement:
Describe: 1
. How

there will be a flexible number and format of parent meetings offered;

2) H
ow parents will be involved in the planning, review and improvement of the Title I Program

(Note:
State the school’s process for how
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1.

Roc
ky Ridge
Elementary
is

committed to parental involvement and therefore will go to great lengths to accommodate the needs of our parents in schedulin
g meeting times.
Our annual Title I meeting for participating parents
will be offered two times during the last week of September
-
once during the school day and once in the evening. The Parent Resource & Education Center will be open Monday
through Friday

from 2:
30
-
3:00

p.m. throughout
the school year to
provide resources and materials for
parents
to be involved in their child’s edu
cational experience.


2.

Rocky Ridge
Elementary strives

to involve all parents in every aspect of the Title One program. Rocky Ridge has a parent involvement facilitator who attends

all Title I meetings. Parents are educated in Title I, Part A, parental
inv
olvement, and parents’ rights.
Parents assist in the
reviewing and revis
ion

of the parent
-
school compact
. Parents provide input regarding the
purchasing
o
f parent education resources and materials.
A representative group of
Title I parents serve on decisio
n making committees and serve as contact persons for the Title I program.

3.

Rocky Ridge
Elementary uses

it
s

parental involvement funds to provide parent education materials
that are housed in the

Parent
Education and
Resource Center. Parental involvement funds are also used to help
finance
parental involvement during Title I field trips.



System: Hoover City Schools


September 23, 2009


School: Rocky Ridge Elementary School









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, o
pportunities for regular meetings to formulate suggestions
and participate as appropriate in decisions related to the education of their children.


A formal Title I parent n
ight meeting
was

scheduled
for
September 29,
2009.

At this meeting, parents learn
ed

about the particulars of the Title I program and the academic benefits this program offers those students who qualify for Tit
le
I services.

Title I parents
were

informed about schedule
d

parent/teacher conferences, requirements mandated by the state, int
ervention curriculum, and resources and materials available for Title I students. Interprete
rs
will be

available
for
Spanish

speakin
g parents.

Parents
were

informed about ways they could p
articipate in decisions related

to the educational process of their child.


D
. Parental Involvement: Describe how parents, the school staff, and students share responsibility for improved student acade
mic achievement for participating students (
How the
School
-
Parent Compact

is joint
ly
developed with Title I parents; how it is used, reviewed, and updated
).


Rocky Ridge Elementary reviewed its
School
-
P
arent Compact in May

2009 at the request of the CIP committee.
In August 2009,
the
School
-
Parent Compact

was revised
.

The new compact was developed

through a coordinated effort by school staff members and parents of students. Parents, students, and administrators signed an
d committed to the partnership between school and home. This compact signifies the collaborative e
ffort

ensuring students

are successful in school. Teachers have explained to the students their responsibility

to the compact and obtained their signatures.
The

Title I teacher
s house

the compacts in their

classroom.

Another copy of the Title I student’
s
c
ompact is located in the office.


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


In
September
200
9, Rocky Ridge Elementary

invited three parents to participate in the CIP Committee to review, evaluate, and revise its Continuous Improvement Plan. Th
ese parents represent
ed all

the parents of the school. Each
month
,

school administr
ators will review the CIP plan.

Parents will be

informed
of the review through
parent
newsletters

which are

sent home in

school
communication folders (Thursday Folders).
These notices state that the
plan is
under review,
and

that a copy of the plan is available for review on the website,
Title I teache
rs wiki,
Parent Resource & Education Center, and the welcoming center located in the front office. Parent input is encouraged regardin
g the
revision of the plan. The notice also states after the plan is finalized and approved, if a parent finds the plan to

be unsatisfactory, they have the right to submit their concerns in writing to the school. The school will submit their concer
ns
to the Central Office at the same time the CIP is submitted.


F
. Parental Involvement: Describe how the school will build ca
pacity for parental involvement including how parents will be encouraged to become equal partners in the education of their c
hildren. (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, ou
r school:


1.

Shall provide training for parents of participating children in understanding such topics as the State's academic
content standards and State student academic achievement standards, State and local
academic assessments, the requirements of Title I, and how to monitor their child’s progress and work with teachers to improv
e the achievement of their children
. (Describe
)


Rocky Ridge Elementary School will hold annual parent meetings. During this time, parents will receive an overview of the sta
te academic content standards, academic achievement standards, and assessments.
Parents
will be educated about the

Title I

progr
am
, what services will be offered, and how parents have the right to be involved in their children’s education. Title I meeting
s are scheduled continuously throughout the academic
school year. Parents will be educated about individual class assessments and

what their role will be in helping their child to succeed.


2.

Shall provide materials and training to help parents to work with their children to improve their children's achievement, suc
h as literacy training and using technology, as appropriate, to foste
r parental

involvement.

(Describe)



Rocky Ridge
Elementary

is committed to the development of parental involvement at our school. Therefore, Rocky Ridge strives to ensure parent materi
als and training are closely aligned with the school’s identified
goal
s. Parent Night was held in August for grades k
-
5. At this time, parents were educated on how to help their child
become
a
successful stude
nt

in all

academic
areas,

homework, school behavior, and test taking
strategies.
Parent
s

were encouraged to attend Fa
mily N
ight
October

5,
2009 where

they
became

familiar with
mathematical
materials, resources and procedures
,

and participated

in technological activities in their child’s
classroom
. At this time, parent
s
receive
d

an overview of the educational benefits
that
technology offer
s
and how

they can play an integral role in their child’s education as it relates to technology.

System: Hoover City Schools


September 23, 2009


School: Rocky Ridge Elementary School











January 28, 2010, Rocky Ridge will collaborate with Gwin, Green Valley, Trace Crossing and Shades Mountain Eleme
ntary School, as well as Barnes and Nobel, for Hoover’s district wide Title I parent meeting night at


the Hoover Library. During this meeting, Title I teachers and the Title I coordinator will provide parents with
15 minute training lessons in the following areas: effective homework tips, reading fluency and
comprehension strategies, and mathematical procedures. Barnes and Nobel will sponsor a book drive during the months of Novem
ber through January in order to obt
ain free books for Title I students. Books will be
provided for all Title I students and given out

at during the parent meeting.
A

Spanish interpreter will be available.


Rocky Ridge has two
Parent Resource

and Education Centers, one specifically for Tit
le I students and parents only. The Title I Parent Resource & Education Center is
located in

the Title I teacher’s office. This center
was strategically placed in order to foster parent/teacher relationships. Located in the center are resources
and materia
ls

(in English and Spanish) for parents to check out to learn about how they can help their

child be
successful.
Books on tape, books on C
-
D, and C
-
D players are also available for parents to check out.
Each week, Title I parents have
time allotted for the
m to visit

school and conference individually with the Title I
teacher. Parent conferences and meetings are scheduled continuously throughout the year to educate our parents on various top
ics such as literacy, math, technology, test taking strategies, and
homework tips.


3.

Shall educate teachers, office personnel, and other school staff, with the assistance of parents, in the value and utility of

contributions of parents, and in how to reach out to, communicate with, and work
with
p
arents as equal partners,
implement and coordinate parent programs, and build ties between parents and the school
. (Describe)


Rocky Ridge Elementary School is devoted to providing in
-
services at faculty meetings and grade
-
level meetings regarding the importance of parental

invo
lvement and the vital role

parents play in our school.
The CIP

C
ommittee believes it is vital to ensure the close connections between parental involvement and school identified goals; there
fore, particular emphasis has been placed in this area.



4.

Shal
l to the extent feasible and appropriate, coordinate and integrate parent involvement programs and activities with other fede
ral programs, and conduct other activities, such as parent resource centers,
that encourage and support parents in more fully parti
cipating in the education of their children
. (Describe)


Rocky Ridge Elementary organizes
the
parent involvement program for all parents. Currently,
there

are 50 participating

ELL students at Rocky Ridge Elementary. Many of the ELL parents are active par
ticipants

in
parenting activities. The Assistant Principal
, Title I math teacher,

and Title I aide are fluent in Spanish and

translate

notices and correspondence

in order to meet the needs of Spanish speaking parents. Located in the
Parent Resource and Edu
cation Center are resources and materials in both Spanish and English. Parents are encouraged to utilize these materials in o
rder to foster their child’s educational needs.


5.

Shall ensure that information related to school and parent programs, meetings,
and other activities is sent to the parents of participating children in a format and, to the extent practicable, in a langua
ge the
parents can understand
. (Describe)


Rocky Ridge
has 50

ELL studen
ts. Information on all school m
e
etings, parent notices, et
c., will be sent to parents
.

Hispanic students whose parents do not speak English are sent parent notices in Spanish.

In addition,
t
he Rocky Ridge Assistant Principal
, Title I math
teacher
and

Title I
aide are fluent in Spanish. These

employees assist in

verbally communicating with our ELL parents.


6.

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


Rocky Ridge makes every effort to accommodate and meet the needs of parents as related to
their involvement in their child’s education. At the beginning of the school year, parent surveys are sent home regarding tim
e

preferences for parent/teacher conferences. When parents are unable to attend individual parent/teacher conferences, multiple

att
e
mpts are made to reschedule
meeting
s
.


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 understan
d.


Rocky Ridge Elementary, to every extent practicable, provides opportunities for the participation of parents of students with

limited English proficiency and parents of students with disabilities.
The majority
of Rocky

Ridge
’s ELL
students speak Spanish
.

P
arent notifications of meetings, etc. are sent to parents of these children in Spa
nish. In addition, we have three

Spanish spe
aking employees who assist in verbal communication with these parents. Every effort is
made to accommodate parents of students with disabilities.

System: Hoover City Schools


September 23, 2009


School: Rocky Ridge Elementary School











Part VII
-

PROFESSIONAL LEARNING NEEDS RELATED TO ACADEMIC CHALLENGES, Including ENGLISH LANGUAGE
PROFICIENCY, SCHOOL SAFETY, DISCIPLINE, AND SUPPORTIVE
LEARNING ENVIRONMENTS

(Reminder: NCLB Section 1116 requires that each year Title I schools are identified for improvement, they must reserve

the equivalent of 10% of the Title I school
-
level alloca
tion
made available to the school under Title I. 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 Ala
bama’s Technology Professional Development Standards,
www.alsde.edu
, Sections,
Technology Initiatives, Publications).


WHAT WEAKNESS OR NEEDS
IDENTIFIED IN ACADEMIC,
ELL AMAOS OR SCHOOL
CULTURE GOALS WILL THE
PROFESSIO
NAL LEARNING
ADDRESS?


WHAT TYPES OF
PROFESSIONAL
LEARNING WILL BE
OFFERED?



WHEN WILL THE
SESSION BE
DELIVERED?

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


WHAT ARE THE
EXPECTED OUTCOMES
OF PROFESSIONAL
LEARNIN
G?

(Following the professional
learning, how will academic
or cultural challenges be
impacted


what does it look
like?)


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





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


Example: Title II, $....00

Dr. Verry Goode

DOCUMENT CONTINUOUS LEA
MONITORING RESULTS



80% of all ELL’s
in grades 1
-
5 will
move 1 cohort on the ACCESS for
ELLs.







The ELL teacher has m
et
with individual teachers at
team meeting informing them
of strategies to use with their
ELL students and ELL yearly
plan.


The ELL teacher
has
provided Professional
Development on

teaching and
implementing the WIDA
standards for ELLS.


The ELL teacher will attend
professional development
conventions on teaching
ELLs in the classroom. The
ELL teacher will also conduct
seminars at Samford
University on how to bring
ELL
families into the school.









August

2009







August 2009






Oct
ober
-

Nov
ember

2009


80% of ELL students will
make progress and move up
one cohort on the 2010
ACCESS test.


Rocky Ridge teachers will
understand how to assess
their ELLs accurately and
use the appropriate
strategies to advance the
academics of English
Language Learners.





ACCESS

scores will show improvement
.


Lesson plans will show accommodation
s

and modificat
ions for
ELL students.




LEA reviews plan implementation each
month.

System: Hoover City Schools


September 23, 2009


School: Rocky Ridge Elementary School










Ongoing PD through teacher
collaboration will be
provided throughout the
school year.


The reading coach will
provid
e

training in
comprehensive reading
and
writing
strateg
ies

though
team meetings and individual
conferences.



The reading coach will
provide professional
development
on LLI
Response to Intervention to
all grade level teachers.


Choice Literacy website
subscription for reading
coaches

will be provided
.


Making M
eaning Principal
Leadership Kit


Math Facilitators (one per
grade level) will provide
criteria for identifying Tier II
and Tier III math strugglers.



Math Facilitators will provide
professional development
,

including
Do The Math

Response to Intervention,
at
team meetings.


The School Improvement
Staff will provide
professional development to
integrate technology in
reading and math lessons.


The Assistant Principal will
conduct professional learning
book studies for all grade
l
evel teachers, Instructional
Support Staff, and Specials
(Art, Music, PE, Librarian)








August 2009


May 2010








August 2009


May 2010






August 2009
-
May 2010




August 2009
-
May 2010



August 2009
-
May 2010






August 2009
-
May 2010






August
2009
-
May 2010






August 2009
-
May 2010













Teachers will implement
reading and writing
strategies in the classroom.












A
ll grade level teachers will
acquire new information to
use within the classroom.





Teachers will assess
students 3 times per year in
addition and multiplication
fluency and document
progress.


Teachers will use math
assessments to provide
individualized instruction to
each student.









Teachers will learn ways to
give feedback on va
rious
assessments (a) to help
students understand where
they are in their learning and
what steps they need to take
for continued academic
progress and (b) to help
them develop a sense of
ownership.







Lesson plans will document implementation.


Classroom writing scores and writing scores on ADAW will
increase.


Administrators will conduct walk
-
throughs and extended
observations.















Administrators will conduct walk
-
throughs
, and extended
observations.


Lesson plans will document
implementation of strategies taught
during math lessons.


Assessments will be analyzed and discussed during team meetings.


Data will be

monitored by Hoover Curriculum Director.



Lesson plans and student activities will show evidence that teachers
are us
ing information gained
in
book studies.


Student progress data collected from formative and summative
assessments after feedback sessions; teacher input at Team
meetings








Title II $3,673



Substitute
s

for
release time
$1
,
500.00



Consultant Fee
$1
,
000.00



Training Materials
$1
,
173.00


































System: Hoover City Schools


September 23, 2009


School: Rocky Ridge Elementary School











Rocky Ridge will provide
professional learning
experiences for the
faculty/staff in order to
enhance instructional
strategies that will be
implemented to improve
student performance.



Rocky Ridge will deliver
professional development in
the following areas:



RTI (Response To
Intervention)



Lee verse Macon



Bullying
Prevention Toolkit



Importance of
providing student
feedback


The Title I teachers will
attend Ruby Payne and
National Title
I conference.

The Title I Reading teacher
will attend the ARA and IRA




Conference. The Title I Math
Teacher will attend the
National Council of Teachers
of Mathematics annual
meeting.





August 2009
-
May 2010






















November 2009

January 2010


Teachers will learn
strategies using technology
to elevate student
comprehension, problem
solving, critical thinking,
and communication skills





Teachers will participate in
professional growth
opportunities in language
arts and math to im
prove
student achievement.








The Title I teacher will learn
new teaching strategies to
help struggling teachers


Lesson plan documentation of usage of technology being integrated
into the curriculum areas to enhance student learning; student
progress
data collected from formative and summative assessments
throughout the year


Teacher feedback in Team Meetings where teachers share student
work and strategies that were successful with students; formative
and summative assessment data to provide informati
on on student
performance.














The Title I teachers will present information with the faculty at
grade level meetings.


The Title I teachers will hold individual conferences with teachers
who serve Title I students.
























Title
I
-

$12,000.00

ARA

IRA

National Title I Conference

Ruby Payne


System: Hoover City Schools


September 23, 2009


School: Rocky Ridge Elementary School









DUPLICATE PAGES AS NEEDED









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

I. State Foundation Funds:


State Foundation Funds

TOTAL


Teacher Assigned Units: classroom teachers: TOTAL OF ALL SALA
RIES


Administrator Units:


Assistant Principal:


Counselor:


Librarian:


Instructional Supplies


Library Enhancement


Technology


Professional Development


State ELL Funds





II. Federal Funds:


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

$162,631.17


Title I:
(1.
Schools identified for improvement must set
-
aside an equivalent of 10% of its Title I school
-
level allocation
for professional development each year it is in the improvement process. 2. Also include the school’s portion of

the
95% of the LEA set
-
aside for parental involvement. For additional guidance, check with the Federal Programs
Coordinator in your school district.)


BRIEF EXPLANATION and BREAKDOWN OF SPENDING:


Title I staff salary and benefits, materials and supplies

Professional Development

Parental Involvement

(includes
$1,789.17

1% set aside)

Extended Day Tutoring

Transportation (Tutoring)









$

121,231.17

$

12,000.00

$

2,400.00

$

25,000.00

$

2,000.00

ARRA FUNDS



TOTAL

$55,679.66


BRIEF EXPLANATION and BREAKDOWN OF SPENDING:












1% Set Aside, Parental Involvement











Salaries, materials, and supplies












Additional Parental Involvement































$


1
,
078.47

$

54,479.66

$




121.53


System: Hoover City Schools


September 23, 2009


School: Rocky Ridge Elementary School










ARRA (Early Intervening Services)


TOTAL


Do the Math

Levelized Literacy Intervention Program (LLI)

Personnel for Tier III $30X10 hours X 20 weeks + benefits


$33,500.00


$14,000.00

$13,100.00

$ 6,400.00




Title II: Professional Development Activities TOTAL


$ 3,673.00

BRIEF EXPLANATION and BREAKDOWN OF SPENDING:


Substitutes for release time for teachers to observ
e in other classrooms (in
-
house or outside the school)

Consultant Fee

Training Materials




$

1,500.00

$

1,000.00

$

1,173.00

Title III: For English Language Learners TOTAL



BRIEF EXPLANATION and BREAKDOWN OF SPENDING:






Title IV: For Safe and Drug
-
free Schools TOTAL

$500.00

BRIEF EXPLANATION and BREAKDOWN OF SPENDING:


Materials and supplies for Bullying Prevention

Program

Professional development opportunities




$200.00

$300.00


Title VI: For Rural and Low
-
income Schools TOTAL


BRIEF EXPLANATION and BREAKDOWN OF SPENDING:








III. Local
Funds ( if applicable)


Local Funds

TOTAL

$3
,
038.65

BRIEF EXPLANATION and BREAKDOWN OF SPENDING:



Book Flix

Reading A
-
Z

Brain Pop



$

1
,
019.00

$



594.65

$

1
,
425.00


System: Hoover City Schools


September 23, 2009


School: Rocky Ridge Elementary School











Part IX


MONITORING/REVIEW DOCUMENTATION


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


Date ________________________________


Principal
Initials______________


LEA initials ______________ Other ___________________


COMMENTS*



*Use additional pages, if needed

REVIEW 1 Target Date: September
Purpose: AMENDMENT
-

Incorporate recommendations from school, LEA and/or
SDE.


Date ____________________________
____


Principal Initials______________


LEA initials ______________ Other ___________________


COMMENTS*



*Use additional pages, if needed

REVIEW 2 Target Date: Oct
ober

Purpose: IMPLEMENTATION
-

Provide documentation/evidence of
improvement.




Date ________________________________


Principal Initials__________


LEA initials ______________ Other ____________


COMMENTS*



*Use additional pages, if needed

REVIEW 3 Target Date: November

Purpose: IMPLEMENTATION


偲ovide documentation/evidence of improvement.


Date ___________________________
_____


Principal Initials____________


LEA initials ______________ Other: ________________


COMMENTS*



*Use additional pages, if needed

REVIEW 4 Target Date: January

Purpose: IMPLEMENTATION
-

Provide documentation/evidence of improvement.


Date ________________________________


Principal Initials______________


LEA initials ______________ Other ___________________


COMMENTS*



*Use additional pages, if needed

REVIEW 5 Target Date: February
Purpose: IMPLEMENTATION
-

Provide documentation/evidence of
improvement.


Date _
_______________________________


Principal Initials______________


LEA initials ______________ Other ___________________


COMMENTS*



*Use additional pages, if needed

REVIEW 6 Target Date: March

Purpose: IMPLEMENTATION
-

Provide documentation/evidence of improvement.


Date __________________________
______


Principal Initials______________


LEA initials ______________ Other ___________________


COMMENTS*




*Use additional pages, if needed

REVIEW 7 Target Date
: May

Purpose: REFLECTIONS/PROJECTIONS


bvaluate each goalI 獴rategyI and action
for continuationI revi獩onI or removal.


Date ________________________________


Principal Initials______________


LEA initials ______________ Other ___________________


COMMENTS*



*Use additional pages, if needed

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