Schedule

2010 - 2011

CONTINUOUS IMPROVEMENT PLAN

Title I Schoolwide Plan

NAME OF SCHOOL: Isabella
STREET ADDRESS: 11338 County Road 15				CITY: Maplesville		STATE: Alabama		ZIP CODE: 36750
CONTACT: Ricky Porter				TELEPHONE: 205-280-2770		E-MAIL rlporter@chilton.k12.al.us
Identified for School Improvement? No X Yes Delay Status Year 1 or Year 2 Submit to LEA for Board approval. Retain the original plan in the LEA. Submit the plan electronically to your system’s e-GAP Document Library by November 3, 2009.*
Year 3 or Year 4 or more Submit to LEA for Board approval. Scan PAGE ONE and PAGE TWO to indicate signatures. Submit the plan and signature pages electronically to your system’s e-GAP Document Library by November 3, 2009.
Made AYP? YES NO X	Made AMAOs (ELL)? YES X NO N/A	Career Tech Made AYP? YES NO N/A X	Are all federal resources (including Titles I, II, III, IV, V, and VI) used to coordinate and supplement existing services and not used to provide services that, in the absence of federal funds, would be provided by another fund source? YES X NO		Describe how this plan will be made available to parents and other stakeholders, such as through parent meetings or on Web sites. NOTE: The Parental Involvement section of this plan must be distributed to all parents. The Continuous Education Plan (CIP) for Isabella will be available to parents and other stakeholders on the school web-site, in the school library, the guidance office, and the principal’s office. The CIP will be presented and made available at the Title I Parent Orientation Night. In addition, as required by law, Isabella will distribute the parental involvement policy to all parents.
Board Approval: Yes No Board approval received on _____________________________, 2010.* Board Signature:
Superintendent Signature:							Date:
Federal Programs Coordinator Signature:							Date:
Principal Signature:							Date:

CONTINUOUS IMPROVEMENT PLAN DEVELOPMENT AND IMPLEMENTATION TEAM

This plan was developed/or revised during the following time period (e.g. May 2010 – August 2010):

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

The school improvement leadership team (including parents) reviewed the 2009-10 Continuous Improvement Plan and assessed which strategies have been met. Input was gathered concerning which elements have been mastered, which elements need continued monitoring but not inclusion in the 2010-2011 CIP, and which elements need to be included in the 2010-2011 CIP. The team (listed below) disaggregated available standardized assessment data, PRIDE survey, SIR data, PEPE data, Career and Technology Education Improvement Plan data, and other local data as well as school demographic data. Based on the findings, the team feels that the following programs have been and continue to be vital to the overall academic success of our school: Alabama Reading Initiative (ARI); Alabama Math Science Technology Initiative (AMSTI); Credit Recovery offered via ACCESS & Novel Stars; COACH materials for ARMT, AHSGE, & ASA; Renaissance Learning software and NEO’s used in conjunction with Accelerated Reader, Accelerated Math, STAR Reading, STAR Math, & Math Facts in a Flash; Scott Foresman core reading program Reading Street as well as all supplemental material that go with program; Voyager Passport Reading Intervention Program; and the continued implementation of school technology plan providing and maintaining computers, LCD projectors, ELMO’s, & MOBI’s in all classrooms. Based on the findings and input from faculty/staff and parents, the team will draft strategies, professional development, and budget requirements for the 2010-2011 CIP. When the draft is completed, it will be reviewed by the faculty/staff and modifications will be suggested. The CIP for the 2010-2011 school year will then be published and shared with the district Roundtable. The finalized CIP will be sent to the school board 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)

Ricky Porter

Patsy Ratliff

Tammy Smitherman

Amy Ballew

Christina Cochran

Arthur Nelson

Joanna Franklin

Renea Lenoir

Angie Lawley

Faye Bishop

Alissa Higgins

Principal

Professional Development Coordinator

Reading Coach

High School Counselor

Elementary Counselor

High School Teacher

Elementary Teacher

High School Parent

Elementary Parent

Community Stakeholder

High School Student

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

Part I - continued – Directions: needs assessment- Summary of Data: Indicate data sources used during planning by identifying strengths and weaknesses or program gaps. If your school did not review a particular data source, please write N/A. School improvement goals should address program gaps (weaknesses) as they relate to student achievement or AYP categories such as graduation rate or other academic indicators. Close attention should be given to the proficiency index. Please include all disaggregated subgroups including those with less than forty students.

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

The school improvement leadership team (including parents) will reviewed the 2009-10 Continuous Improvement Plan and assessed which strategies have been met. Input was gathered concerning which elements have been mastered, which elements need continued monitoring but not inclusion in the 2010-2011 CIP, and which elements need to be included in the 2010-2011 CIP. The team (listed below) disaggregated available standardized assessment data, PRIDE survey, SIR data, PEPE data, Career and Technology Education Improvement Plan data, and other local data as well as school demographic data.

Highly Qualified Teachers (HQT): Describe how staffing decisions ensure that highly qualified, well-trained teachers provide instruction and how their assignments most effectively address identified

academic needs.

Non-HQ teachers are not hired unless HQ teachers are unavailable. Assignments of grade level and subject area are based upon certification and are taught by HQ teachers unless unavailable. Non-HQ teachers in special

education are given inclusive assignments and non-HQ general education teachers are given general and elective assignments whenever possible.

Number and percentage of teachers Non-HQT:

Isabella currently has no non-HQ teachers comprising 0% of the faculty.

Number and percentage of Classes Taught by Non-HQT:

Isabella currently has no classes taught by non-HQ teachers.

Alabama High School Graduation Exam (AHSGE):

Strengths:

Isabella exceeded the state goal for both 11^th grade reading (86%) and 11^th grade math (77%). The passing percentages

at Isabella are reading 89% and math 95%. All 11^th graders passed the biology section of the AHSGE.

Weaknesses:

Only 80% (45/56) of current Isabella seniors have passed the social studies section of the AHSGE.

Alabama Reading and Mathematics Test (ARMT):

Strengths:

Isabella exceeded the state goals for level 3 and 4 proficiency in reading and math for grade levels 3-8.

Weaknesses:

Isabella failed to reach state goals for level 3 and 4 proficiency at any grade level (3-8) for special education reading.

Alabama Science Assessment:

Strengths:

65% of grade five students attained level 3 or level 4 proficiency on the Alabama Science Assessment.

Weaknesses:

Only 46% of grade seven students attained level 3 or level 4 proficiency on the Alabama Science

Assessment.

Stanford 10

Strengths:

Isabella exceeded the national norm of 50 for grades 3-8 in math (52^nd percentile) and reading (51^st percentile).

Weaknesses:

Isabella failed to reach the national norm of 50 for grades 6, 7, and 8 in reading and grades 5 and 7

in math.

Dynamic Indicators of Basic Early Literacy Skills (DIBELS):

Strengths:

Isabella exceeded the state goal of 80-15-5 for grades K-3.

Weaknesses:

14% of Isabella students in grade 3 and 12% in grade 2 failed to reach DIBELS benchmark standards.

Part I - Continued:

Alabama Direct Assessment of Writing (ADAW):

Strengths:

78% of grade five and 76% of grade ten students attained level 3 or level 4 proficiency on the ADAW.

Weaknesses:

Only 43% of grade seven students attained level 3 or level 4 proficiency on the ADAW.

ACCESS for English Language Learners (ELLs):

Strengths:

ACCESS testing for ELL students across grade levels at Isabella indicates listening skills as a strength.

Weaknesses:

ACCESS testing for ELL students across grade levels indicates writing, speaking, and literacy as

weaknesses.

Professional Education Personnel Evaluation (PEPE) School Profile Information:

Strengths:

Weaknesses:

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

Strengths:

The Isabella technology plan reveals that every classroom has a computer (XP or above), a mounted LCD projector,

and classroom Internet access.

Weaknesses:

The Isabella technology plan reveals that there are 27 classroom computers five years or older.

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

Strengths:

PEPE surveys of faculty and students at Isabella reveal School Operations and Management and Professional

Responsibility as strengths.

Weaknesses:

PEPE surveys of faculty and students at Isabella reveal Technology Management as a weakness.

BBSST data reveals that Isabella has 9 students with a BBSST plan in grades K-3, 18 students in grades 4-6, 28 students in grades 7-8, and 29 students in grades 9-12.

Career and Technical Education Program Improvement Plan:

Strengths:

Career and Technical Education Program Improvement Plan reveals that Isabella students met standards in reading, math

and science.

Weaknesses:

Career and Technical Education Program Improvement Plan reveals that Isabella students failed to meet standards in language and social studies.

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: Isabella School Incidence Report (SIR) data reveals that there was only one case (drug possession) involving drugs, weapons, or assaults for the previous school year.	Weaknesses: Isabella School Incidence Report (SIR) data reveals that there were 200 incidents involving corporal punishment, ISS, or out-of-school suspension.
School Demographic Information related to drop-out information and graduation rate data.
Strengths: Isabella exceeded the state goal of 90% for graduation rate (92%).	Weaknesses: Isabella had 4 high school students drop out of school during the 2009-10 school year and 3 thus far this school year.
School Demographic Information related to teacher attendance, teacher turnover, or challenges associated with a high percent of new and/or inexperienced faculty.
Strengths: Isabella School Demographic Information indicates that there is only one first year beginning teacher on staff.	Weaknesses: Isabella School Demographic Information reveals that 3of 5 special education teachers are not tenured.
School Demographic Information related to student attendance, patterns of student tardiness, early checkouts, late enrollments, high number of transfers, and/or transiency including migratory moves (if applicable).
Strengths:School Demographic Information reveals that Isabella exceeded the state goal of 95% for avg daily attendance.	Weaknesses: Isabella School Demographic Information reveals that due to retentions and transfers in, there are currently 60+ students in grade nine. At the end of the 2009-10 academic school year, 14 students were retained in the 7^th and 8^th grades and 17 students in grades 9-12 were denied credit in at least one class due to truancy.
School Perception Information related to parent perceptions and parent needs including information about literacy and education levels.
Strengths: Parental Involvement Surveys indicate that parents are satisfied that an adequate number of opportunities are provided for participation during appropriate hours. Other strengths indicated are that information is sent home regularly in the dominate language spoken, interpreters are available for conferences and meetings, and the school is handicap accessible. Home Language Survey’s reveal that 46 students (6.2%) list Spanish as the primary home language spoken. No languages other than English and Spanish were listed as the primary home language spoken.	Weaknesses: Parental Involvement Surveys reveal that parents have a need for knowledge concerning how to provide adequate educational assistance for their child at home, a need for knowledge concerning the development of strong parenting skills, and need for knowledge concerning general school information such as testing dates, progress report dates, and important school events. School Demographic Information reveals that 58% of students receive free or reduced lunches.
School Perception Information related to student PRIDE data.
Strengths: Isabella PRIDE data reveals that student use for tobacco, alcohol, and drug use falls below the county level.	Weaknesses: Isabella PRIDE data reveals that 19% of students do not feel safe at school.
School Process Information related to an analysis of existing curricula focused on helping English Language Learners (ELLs) work toward attaining proficiency in annual measurable academic objectives (AMAOs).
Strengths: Isabella ELL students receive daily services from Mrs. Bearden at the Vocational Center.	Weaknesses: Isabella has no on-site ELL teacher.
School Process Information related to an analysis of existing personnel focused on helping English Language Learners (ELLs) work toward attaining proficiency in annual measurable academic objectives (AMAOs).
Strengths: Isabella personnel focused on helping ELL students attain proficiency: Mrs. Bearden, Stacy Pierce, and teacher assistant Dianne Thrower.	Weaknesses: Isabella has no on-site ELL teacher.
School Process Information uncovered by an analysis of curriculum alignment, instructional materials, instructional strategies, reform strategies, and/or extended learning opportunities.
Strengths: Isabella has scientifically research-based programs for reading and math for grades K-6 general education and K-8 special education.	Weaknesses: Isabella has no scientifically research-based programs for reading and math for grades 7-12 general education or 9-12 special education.

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

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

Increase proficiency rate for reading in each sub-group for each grade level by 5 points.

Data Results on which goal is based:

ARMT reading scores reveal that all grade levels 3-8 failed to reach state goals for level 3 and 4 proficiency for special education reading

TARGET GRADE LEVEL(S):

Grades 3-8

TARGET CONTENT AREA(S): Circle One

Reading

AHSGE:

Reading Math Science Social Studies Language

ADDITIONAL ACADEMIC INDICATORS:

TARGET STUDENT SUBGROUP(S):

Students not achieving grade-level proficiency

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)

Reading Content Standards Grade Three:

1 – Multiple Syllable Words

2 – Vocabulary

3 – Comprehend Literary/Recreational Materials

Reading Content Standards

Grade Four: 1 - Word Usage

2 - Vocabulary

Grade Five: 1 - Vocabulary,

2b - Compare and Contrast,

4b - Cause and Effect

Grade Six: 3a - Drawing Conclusions, 3b - Sequence of Events, & 4a - Main Ideas

STRATEGY: All K-6 reading teachers will implement intensive reading instruction to fidelity using the scientifically research based reading program Reading Street.

ACTION STEP: Teachers will facilitate and students will engage in daily whole group instruction as well as daily small group instruction, and cooperative learning centers. Teachers will progress monitor and conduct benchmark assessments weekly as well as unit assessments.

STRATEGY: Teachers will implement daily explicit, intensive reading intervention to fidelity using the scientifically research based reading program Voyager Passport.

ACTION STEP: Teachers will facilitate and students will engage in small group reading intervention center 30 minutes daily as well as individual pull-out sessions with resource teachers and interventionists as needed.

Weekly Progress Monitoring

STAR Reading Assessments

Reading Street Benchmark Assessments (Weekly & Unit Assessments)

30 minute daily sessions of Reading Intervention working on targeted skills as determined by assessments.

30 minute additional pull-out sessions as needed for targeted students using Voyager Passport.

Progress Monitoring Booklets

Voyager Passpoer Reading Intervention Teacher and Student Kits

Reading Street Resource and Supplemental Materials

SRA Kits

Comprehension Toolkits

COACH ARMT Manuals

Decode-able & Levelized Readers

NEO’s and Receivers as well as needed software (AR & STAR Reading)

LCD Projectors and Bulbs, ELMO’s, and I-Boards and compatible computers needed for delivery of whole group instruction.

Additional Resource Reading Teacher

Interventionist Teacher Assistant

Reading Content Standards

Grade Seven & Eight:

4 - Comprehend Textual Information and Functional Material

STRATEGY: All 7-8 reading teachers will implement independent guided reading activities using Alabama COACH ARMT manuals.

ACTION STEP: Teachers will facilitate and students will engage in daily whole group instruction as well as small group instruction and cooperative learning centers. Teachers will progress monitor using Alabama COACH ARMT assessments.

STRATEGY: Teachers will implement daily explicit, intensive reading intervention to fidelity using the scientifically research based reading program Voyager Passport.

ACTION STEP: Teachers will facilitate and students will engage in small group reading intervention center daily as well as individual pull-out sessions with resource teachers as needed.

Alabama COACH ARMT Assessments

STAR Reading Assessments

30 minute pull-out sessions of Reading Intervention working on targeted skills as determined by assessments.

30 minute additional pull-out sessions of Reading Intervention using Voyager Passport at least twice weekly for targeted students.

Voyager Passpoer Reading Intervention Teacher and Student Kits

Glencoe Language of Lit Resource and Supplemental Materials

SRA Kits

COACH ARMT Manuals

NEO’s and Receivers as well as needed software (AR & STAR Reading)

LCD Projectors and Bulbs, ELMO’s, and I-Boards and compatible computers needed for delivery of whole group instruction.

Additional Reading Teacher needed for grades 7-9

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):

30% or more ELLs in grades------will perform at English proficiency level 2 or higher in the language domains for writing and reading to increase composite scores so AMAO-A targets are met.

Data on which goal is based:

ACCESS for ELLs, content area grades. The Instructional Leadership Team discussed current data to determine areas to address.

TARGET GRADE LEVEL(S):

TARGET ELP LANGUAGE DOMAIN(S):

Circle all that apply. Reading Writing Listening Speaking Comprehension

WIDA ENGLISH LANGUAGE PROFICIENCY STANDARDS

REFORM STRATEGIES

BENCHMARKS

INTERVENTIONS

RESOURCES

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

what Research-based STRATEGIES/ACTIONS WILL BE USED

TO IMPROVE STUDENT ACADEMIC PERFORMANCE?

(Give specific strategies, not just programs

or program names.)

HOW WILL PROGRESS FOR EACH ACTION STEP BE MEASURED?

(PERFORMANCE DATA, LISTS, SURVEYS, ETC)

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

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

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

Language Domain:

Reading

WIDA Standards:

· Language Arts

· Social Studies

STRATEGY:

ELL teacher to coach grade level teachers on how to integrate language objectives with content objectives

ACTION STEP:

Implement sheltered instruction strategies through professional development training

· Recorded Teacher observation

· I-English Language Plan (I-ELP)

· BBSST

· ACCESS for ELLs

· Classroom and ESL teacher will provide extra instruction offered before/after school

· Providing planning and collaboration time for ESL and content teacher, and if necessary, the ELL Committee, to focus on areas of instructional need using the I-ELP for those particular students

· Professional development in ESL Literacy for elementary, middle, and high school grades; WIDA standards; peer teaching

· Title III Supplemental Funding

· Student Materials

· Time allocated for teacher collaboration

Language Domain:

Writing

WIDA Standards:

· Language Arts

· Science

STRATEGY:

ACTION STEP:

Language Domain:

Comprehension

WIDA Standards:

· Language Arts

· Social/Instructional Language

STRATEGY:

ACTION STEP:

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

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

CULTURE (REFER TO CULTURAL DATA IN NEEDS ASSESSMENT)	REFORM STRATEGIES	BENCHMARKS	INTERVENTIONS	RESOURCES
WHAT CHALLENGES RELATED TO SCHOOL, SAFETY, CLASSROOM MANAGEMENT/DISCIPLINE, AND SUPPORTIVE LEARNING ENVIRONMENTS HAVE BEEN IDENTIFIED THROUGH THE REVIEW OF SCHOOL DEMOGRAPHIC, PERCEPTION, AND PROCESS DATA?	what Research-based STRATEGIES/ACTIONS WILL BE USED TO IMPROVE CULTURAL BARRIERS IMPACTING STUDENT ACADEMIC PERFORMANCE? (Give specific strategies, not just programs or program names.)	HOW WILL PROGRESS FOR EACH ACTION STEP BE MEASURED? (PERFORMANCE DATA, LISTS, SURVEYS, ETC)	HOW WILL THE SCHOOL PROVIDE TIMELY ADJUSTMENT IF STRATEGIES DO NOT CHANGE PERFORMANCE?	WHAT RESOURCES AND SPECIFIC EXPENDITURES WILL BE NEEDED FOR SUCCESSFUL IMPLEMENTATION? (Ex: Teacher Incentives,Title II $.....00, Supplies for Mentors/Mentees, etc)
Isabella School Demographic data reveals large class size numbers in grades 8-9 due to high retention numbers. Last school year 14 students were retained in seventh and eighth grade and 17 students in grades 9-12 lost credit in at least one class.	STRATEGY: Credit Recovery classes will be offered through the use of Novel Stars and ACCESS for students denied credit due to failing grades or attendance. ACTION STEP: Students will meet daily in Distance Learning Lab with facilitator who will assist students with on-line credit recovery classes offered through ACCESS or Novel Starts.	Distance Learning Lab Facilitator and/or Novel Stars Resource teacher will monitor grades on a weekly basis.	Students not maintaining passing grades will receive additional pull-out time for assistance from facilitator or peer helpers.	Novel Stars – Credit Recovery ACCESS – On Line Classes Two additional teachers to help manage oversized classes and implementation of credit recovery

Part V - Additional Components To Be Addressed to Satisfy Federal Requirements

1. Teacher Mentoring: Describe teacher mentoring activities. For example, are new or inexperienced teachers given support from an assigned master teacher and what does that support look like? (Section 1116)

Isabella has an established formal mentoring program. The program is modeled after and implemented through the Chilton County Mentor Program designed to provide ongoing support for first-year teachers. Each first-year teacher

is assigned a master teacher who is matched to the extent practicable by subject, grade, and proximity. The mentor and first-year teacher are required to meet weekly for a minimum of 2.5 hours. Meetings are documented on a contact

log which reflects the date, length of the meeting, and the focus. Topics of focus include but are not limited to instructional strategies, planning lessons, classroom management, conferences, ect. Additionally, time is built in each

nine weeks for classroom observations both for the first-year teacher to observe the mentor and for the mentor to observe the first-year teacher and provide feedback using coaching techniques. Isabella’s mentoring program also

includes training for mentors on how to work with first-year teachers and provides several training sessions for first-year teachers throughout the year covering such areas as orientation, classroom management, effective

instructional strategies, and discipline.

2. Budget: Describe the coordination of all federal, state, and local programs. (Note: NCLB Section 1116 requires that each year Title I schools identified for improvement must reserve the equivalent of 10% of the school-level allocation made available to the school under Section 1113 specifically for professional development opportunities for teachers. Budgets should reflect this set-aside.) See the sample budget on a later page.

There are several monetary sources that are integrated and coordinated into the financial management and instructional planning of Isabella School. The following is a comprehensive list of fund sources with an explanation of usage:

· The State of Alabama School Foundation Program: The state of Alabama funds the basic programming in terms of teacher units based on student enrollment. For the 2010-2011 school year the state is funding 46.6 units,

plus fringe benefits, teacher supply money, Technology, Library Enhancement, Professional Development, ELL, and Textbooks. The grand total of state money is $3,177,335. A detailed budget is enclosed in this plan.

· Title I – Part A (Federal): This money will be used to supplement regular funded programming. For the 2010-2011 school year, Title I monies will be used for teacher salaries, parent involvement, and to purchase various

materials and instructional supplies. This budget totals $154,895.01 and is spent is addition to state monies.

· Title II – Part A (Federal): This money will be used for Professional Development activities. The Professional Development activities must be in addition to Professional Development activities paid out of state funds. The

Title II budget for 2010-2011 is $6,000.

· Title III, Title IV, Title V, and Title VI – These federal funds are budgeted and spent at the systemic level and are not appropriated to Isabella for budget.

Local Funds – These funds are used for books and instructional supplies, copiers, technology equipment, school furnishings, office supplies, and other miscellaneous needs. These funds are obtained from school picture money, school vending machines, and PEECH grants. These funds total approximately $14,000.

3. Transition: Describe strategies to assist students in transitioning from previous school to the current school and/or from the current school to the next school, including, for example, how preschool children might be prepared for entry into kindergarten or how eighth grade students are prepared for high school.

Isabella realizes that students need support emotionally and academically during periods of transition from early childhood programs to elementary school and from the current school to the next school. The following are transition

activities offered:

Kindergarten pre-registration is offered in the spring at which time students and parents may meet teachers and possibly discuss any special needs that the student may have.
During the spring, sixth grade students tour the high school building and high school facilities. Their tour includes visiting seventh grade classes, meeting seventh grade teachers, and learning about courses offered.
At the end of each academic school year, parents and students are provided with information concerning next year’s teacher, a supply list, and for high school students a schedule of classes for the next school year.
An Open House for all grades is held at the beginning of the academic school year at which time parents and students may meet teachers and visit classrooms.

When a student transfers to Isabella, he/she is given a tour of the school by the counselor and introduced to their teacher(s). Also, the new student is assigned a peer helper to help with navigating the school grounds.

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

Each year Chilton County personnel representatives attend job fairs in all areas for the purpose of attracting highly qualified teachers to our school system. Applications for openings are requested at the districted level. Only highly

qualified teachers are considered for openings. The hiring of personnel is recommended by the local school principal to the superintendent and ultimately to the Board of Education. Principals are required to have knowledge of each

teacher’s highly qualified status and the area the teacher is highly qualified to teach. All scheduling and assignment decisions are made using this information. First year teachers are assigned mentors within the school to help

provide assistance. All teachers are required to participate in professional development activities designed by the administration of the local school and are encouraged to seek additional professional development activities. Funding

for highly qualified, on going activities is provided by local, state, and federal funds.

5. Assessments and Teacher Involvement: Describe how teachers in the school meet to collaborate regarding the use of academic assessments to provide information on and improve the achievement of individual students and the overall instructional program.

Isabella teachers are involved in the decisions regarding the use of state academic assessments. Teachers administer assessments to determine if students have mastered objectives taught. These assessments are used to determine

if further instruction should continue or if remedial activities need to be implemented. The following are various ways that teachers make decisions that guide instruction:

· The faculty collaboratively studies the disaggregated data and results of state assessments such as DIBELS, ARMT, SAT, ADAW, ASA, and AHSGE.

· Grade level and subject area data meetings are held to adjust instructional procedures and strategies based on progress monitoring data.

· Informal grade level and subject area meetings are held to discuss progress of students and steps to be taken to help students who demonstrate weaknesses in identified academic subjects.

· Building Based Student Support Team members evaluate data collected of referred students to determine if there are any indicators that would warrant more in depth testing or referral for special services.

Resource teachers and special education staff collaborate with classroom teachers providing additional instruction to improve reading progress.

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

All students at Isabella High School, including those identified as migrant, limited-English proficient, homeless, economically disadvantaged, and neglected/delinquent, have access to all services and programs available, including by not limited to: free/reduced lunch, Title I services, ELL services, Special Education services, At Risk, and counseling services. Also, Isabella High School uses the Department of Human Resources, the Department, of Mental Health, and various community resources to provide students with necessary school supplies, food, clothing, and shelter.

All homeless, migratory, and limited-English proficient students must have equal access to the same free appropriate public education, including preschool education provided to other children and youth. All homeless, migratory, and limited-English proficient students are provided with the opportunity to meet the same challenging state content and state student performance standards to which all students are held without being stigmatized or isolated.

The counselors identify limited English proficient students upon enrollment. Each new student receives a Home Language Survey used to determine eligibility for Limited-English proficient testing. Students qualify for testing if the survey indicates that a language other than English is used by the student or at the student’s home. All eligible students are tested with the WIDA-ACCESS Placement Test (W-APT) to determine if a student is eligible to receive services through the English Language learner (ELL program. Parents or guardians have the right to waive Title III Supplemental ELL services. If the parents or guardians agree for the student to receive services, an English Language learner (ELL) committee convenes to determine appropriate services and placement for each individual student. The ELL committee consists of the counselor, parent or guardians of the student, the student’s teacher, an interpreter, and/or school administrator. A variety of services to all ELL STUDENTS is provided, such as pull-out ESL, pull-out for individual support, and inclusion instruction with the ELL resource teacher. Parents are provided the opportunity to receive updates and important school documents in English and Spanish. The ELL committee reviews each student’s progress annually. If the student scores proficient on the WIDA-Access test and is performing on grade level (determined by grades, teacher recommendations, and results of reading standardized tests), the student becomes eligible to exit the ELL program and will be monitored for two years to ensure success.

The counselor and Mr. Ray Sosa identify migrant students upon enrollment. Parents or guardians of each student receive a Migrant Education Survey, which determines student eligibility for the migrant program. Migrant students have access to all services and programs available to the rest of the students.

Isabella High School provides special education services and uses appropriate procedures in accordance with federal and Alabama State laws and regulations. The Referral Coordinator/school counselor tracks referrals and notices to parents concerning eligibility meetings. The evaluation is conducted to determine if the student is eligible for special education services. An Individualized Education Plant (IEP) team convenes to determine the eligibility for special education services. The IEP team develops the IEP based on the results of the evaluations, the concerns of the parents and the academic developmental and functional needs of the child. To the maximum extent appropriate, special education students are educated with children who are not disabled. Special education classes will occur only when the nature of severity of the disability is such that education in the general education classroom, including the use of supplementary aides and services, cannot be successfully achieved. Isabella High School ensures that children with disabilities have access to a variety of education programs and services available to non-disabled children, including music, ELL, and physical education. In addition, special education students are provided with an equal opportunity to participate in all extracurricular activities available to non-disabled students.

School counselors are responsible for identifying homeless students upon enrollment and providing them with support. The school uses Alabama State Department of Education and federal regulations and definitions to identify homeless students. Isabella High School is contacted by the Department of Human Resources, Social Services, LEA Attendance Officer, or parent to initialize identification of homeless students. The counseling office and school administrators identify possible services. If further intervention is needed, the local school will contact the district office for possible funding or other needs. Homeless students have access to all services and programs available to the rest of the students, including free lunch, title me, ELL, and Special Education. Isabella High School uses Title I and supplementary community resources to provide homeless students with necessary school supplies, clothes, and other items of necessity.

Neglected/delinquent students are identified at Isabella High School when contacted by one of the following sources: the Department of Human Resources, Social Services, LEA Attendance Officer, or parent. The school counselor and administrator identify possible needed services for neglected/delinquent students at HIS. The school counselor monitors students’ grades and absences and ensures that neglected/delinquent students have access to additional services as needed, including food, school supplies, and clothing. The LEA Attendance Officer works directly with the courts to ensure parental cooperation concerning attendance for delinquent students. If further intervention or assistance is needed, the school contacts the central office for possible funding or other needs. Neglected/delinquent students are eligible for all services and programs available to the rest of the students, including free lunch, Title I, ELL, Special Education, and At-Risk. Economically disadvantaged students are identified through the application for free and reduced lunch. Students with low family income will be identified as economically disadvantaged students and will be eligible to receive free or reduced breakfast and lunch during the school day. Such students will have equal access to all programs and services available.

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

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

· Teacher review of student permanent records, previous test results and any other information which would help to determine student strengths and weaknesses.

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

· Classroom and resource teachers use of Reading Street Decodable Levelized Readers and Voyager Passport materials for core reading instruction which have intervention strategies embedded and are aligned with the Alabama Reading Initiative intervention guidelines.

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

· Utilization of the Reading Coach and of Resource staff to provide additional assistance and intervention for students in small group or individual setting in the classroom and if needed as a pull-out intervention session.

· Progress monitoring students in a timely manner based upon DIBELS benchmark assessments.

· Conducting monthly data meetings to discuss strategies and procedures that would encourage student success and to review student progress and make changes in instruction as needed.

· Encouraging parental involvement in student education through school conferences, telephone conversations and notes.

· Providing before and after school as well as summer remediation for the Alabama High School Graduation Exam.

· Providing daily resource and intervention services for seventh and eighth grade students that have been identified as being in danger of failing.

· Providing extended summer learning opportunities for identified struggling reading and math students.

Part VI –School Parental Involvement Plan as required by Section 1118 of NCLB [Note: This section of the CIP (Part VI) must be distributed to Parents]:

A. Parental Involvement: Describe how the school will convene an annual meeting to inform parents of the school’s participation in Title I and explain Title I requirements, including the 1% set-aside, and the right of parents to be involved.

Annually Isabella holds an annual Title I Parent Orientation Open House night for all parents during the first week of the new school year. During this meeting, a powerpoint, provided by the county central office is shown and discussed. Many topics including requirements, 1% set-aside, and the right of parents to know and be involved are covered.

B. Parental Involvement: Describe: 1. How there will be a flexible number and format of parent meetings offered; 2) How parents will be involved in the planning, review and improvement of the Title I Program (Note: State the school’s process for how all Title I parents have the opportunity for involvement in decision-making.); and 3) How funds allocated for parent involvement are being used in the school.

There is an orientation session at the beginning of the school year as well as a parent-teacher night. Several Title I events both during the school day and at night are planned. Parents are involved with the planning, review, and improvement of the Title I program by providing input into the writing of the School Wide Title I Plan, providing input during Open House and other conference opportunities, and by returning parent survey’s. Funds allocated for parent involvement include the Channing L. Bete Active Parenting Kits, the Bowdoin Method of Parenting Video Series and Workbook Set, as well as Home-School Connection News Letters.

C. Parental Involvement: Describe how the school provides parents of participating children timely information in a uniform format and, to the extent practicable in a language they can understand, about programs under Title I, a description and explanation of the curriculum in use, forms of academic assessments, and achievement expectations used, and, if requested by parents, opportunities for regular meetings to formulate suggestions and participate as appropriate in decisions related to the education of their children.

Isabella provides parents of participating children timely information as well as contact/conference information via monthly Home-School Connection news letters. A description and explanation of the curriculum, forms of academic assessments, and achievement expectations are detailed in a form letter sent to the parents of all students. In addition to these opportunities, Isabella also annually holds an Orientation/Open House for all students and parents during the first week of the new school year. Also, on the first day of school, each student is provided with a copy of the Parent-Student Information Guide. This Guide is signed by the parent/guardian and returned to school. All Information Guides, form letters and news letters are available in both English and Spanish.

D. Parental Involvement: Describe how parents, the school staff, and students share responsibility for improved student academic achievement for participating students (How the School-Parent Compact is jointly developed with Title I parents; how it is used, reviewed, and updated).

Isabella provides for each student a School-Parent Compact. The School-Parent Compact is developed and revised yearly at the Schoolwide CIP Committee meeting with input from faculty, administration, parents, and community

representative. The School-Parent Compact details what each party involved agrees too and is utilized during parent-teacher conferences to monitor student academic performance. The School-Parent Compact is signed by the parent,

student, teacher, and administrator and is kept on file by the student’s homeroom teacher for grades K-6 and in the counselors office for grades 7-12.

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

A blank letter of discontent is made available to all parents at the beginning of the school year. In addition, Isabella school personnel annually distribute parental surveys requesting input for suggestions and complaints as to what improvements need to be made. Also, parents are included as members of the Leadership Team and are directly involved with the planning and implementation of the Continuous Improvement Plan. Parents may also communicate dissatisfaction through direct contact with school personnel or school administration.

F. Parental Involvement: Describe how the school will build capacity for parental involvement including how parents will be encouraged to become equal partners in the education of their children. (See NCLB Section 1118, requirements for building capacity in parental involvement.)

To ensure effective involvement of parents and to support a partnership among the school, parents, and the community to improve student academic achievement, our school:

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

Training for parents in understanding such topics as academic content standards, academic achievement standards, academic assessments, and how to monitor their child’s progress and how to work with teachers to improve achievement is provided at Isabella through Orientation/Open House as well as during other Title I meeting and events throughout the school year. Home-School Connections news letters are sent home monthly and individual parent conferences are encouraged as needed.

(2) Shall provide materials and training to help parents to work with their children to improve their children's achievement, such as literacy training and using technology, as appropriate, to foster parental

involvement. (Describe)

Based on Parental Involvement Surveys which reveal that parents have a need for knowledge concerning how to provide adequate educational assistance for their child at home, a need for knowledge concerning the development of strong parenting skills, and need for knowledge concerning general school information such as testing dates, progress report dates, and important school events materials and training to help parents to work with their children to improve achievement and to foster parent involvement is provided at Isabella. Resources provided include Channing L. Bete Active Parenting Kits, Bowdoin Method of Parenting Video Series and Work-Book Set as well as Home-School Connections monthly news letters. All information is provided in both English and Spanish versions.

(3) Shall educate teachers, office personnel, and other school staff, with the assistance of parents, in the value and utility of contributions of parents, and in how to reach out to, communicate with, and work with

parents as equal partners, implement and coordinate parent programs, and build ties between parents and the school. (Describe)

Teachers, office personnel, and staff at Isabella are educated in the value and utility of contributions of parents and how to reach out to, communicate with, and work with parents through dissemination of the CIP School Wide Plan at Open House, orientation, and at initial faculty meeting. In addition, the CIP School Wide Plan is located for all to view on the school web-site, in the school library, the principals office, and the resource room.

(4) Shall to the extent feasible and appropriate, coordinate and integrate parent involvement programs and activities with other federal programs, and conduct other activities, such as parent resource centers, that encourage and support parents in more fully participating in the education of their children. (Describe)

A parent resource center that encourages and supports parents to participate in the education of their children is located in the Isabella school foyer and is coordinated through the resource teachers in conjunction with the counselors office in order to promote parental involvement.

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

All information at Isabella related to school and parent programs, meetings, and other activities is sent to parents in the language of origin (English or Spanish). Interpreters are available for conferences and meetings upon request.

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

Isabella ensures that all reasonable requests made by parents are accommodated. These requests may take the form of but are not limited to parent-teacher conferences, the checking out of parenting videos or materials,

and/or the distribution of parenting kits.

G. Parental Involvement: Describe how the school will ensure the provision for participation of parents with limited English proficiency, parents with disabilities, and parents of migratory students; including providing information and school reports in a format and, to the extent practicable, in a language that parents can understand.

Isabella, to the extent practicable, provides opportunities for the participation of parents with limited English proficiency, parents with disabilities, and parents of migratory students. All information at Isabella relating to school and

parent programs, meetings, and other activities is sent to parents in the language of origin. Interpreters are available for all conferences and meetings upon request. Every effort at Isabella is made to accommodate parents with

disabilities by ensuring that Isabella is a handicapped-accessible facility and by providing individual assistance for parents needing special accommodations.

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

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

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

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

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

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

WHAT TYPES OF PROFESSIONAL LEARNING WILL BE OFFERED?

WHEN WILL THE SESSION BE DELIVERED?

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

WHAT ARE THE EXPECTED OUTCOMES OF PROFESSIONAL LEARNING?

(Following the professional learning, how will academic or cultural challenges be impacted – what does it look like?)

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

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

Example: Title II, $....00

Dr. Verry Goode

DOCUMENT CONTINUOUS LEA REVIEW AND SUPPORT RESULTS

Varied teaching strategies using technology

Monthly technology coordinators workshops

Monthly

Increase student engagement, mastery, and AYP scores

Technology coordinators will share with faculty and support their efforts

Integrated technology in the classroom will be seen in lesson plans

T2 – 62.50 per month for substitutes for a total of 562.85

Low reading scores on ARMT/SAT

Increasing need for Administrators to function as instructional leaders

Strategic teaching of reading

Academic enhancement for reading

Administrator conferences and workships

TBD

An increase in reading scores on ARMT/SAT

Continuous school improvement

Teachers will incorporate strategies and techniques in classroom instruction which can be seen in observations, walkthroughs, and in lesson plans

Implementation of learned objectives. Lead Alabama will evaluate effectiveness.

T2 –

T2 -

DUPLICATE PAGES AS NEEDED

Part VIII - Coordination of Resources/Comprehensive Budget

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

Example:

I. State Foundation Funds:
State Foundation Funds TOTAL
Teacher Assigned Units: 46.5 classroom teachers: 41.5 TOTAL OF ALL SALARIES
Administrator Units: 1.0
Assistant Principal: 1.0
Counselor: 1.5
Librarian: 1.5
Instructional Supplies
Library Enhancement
Technology
Professional Development
State ELL Funds ACCESS Assessments	Systemic

II. Federal Funds:
Title I: Part A: Improving the Academic Achievement of the Disadvantaged 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 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.)
ARRA FUNDS TOTAL	218,303.20
BRIEF EXPLANATION and BREAKDOWN OF SPENDING: $202,252.00 Teacher Salaries $ 13,148.00 Materials and Supplies $ 2,903.20 Parental Involvement
Title II: Professional Development Activities TOTAL	5,000
BRIEF EXPLANATION and BREAKDOWN OF SPENDING: Reading Workshops and Conferences Technology Workshops and Conferences Administrative Leadership Workshops and Conferences
Title III: For English Language Learners TOTAL	Systemic
BRIEF EXPLANATION and BREAKDOWN OF SPENDING:
Title IV: For Safe and Drug-free Schools TOTAL	Systemic
BRIEF EXPLANATION and BREAKDOWN OF SPENDING:
Title VI: For Rural and Low-income Schools TOTAL	Systemic
BRIEF EXPLANATION and BREAKDOWN OF SPENDING:

III. Local Funds ( if applicable)
Local Funds TOTAL	$14,000
BRIEF EXPLANATION and BREAKDOWN OF SPENDING: $8,000.00 School Vending Machines $5,000.00 School Picture Money $1,000.00 PEECH Grants and other grants Primary expenses include copier rental and fees, copy paper, office supplies, and maintenance supplies.

Part IX – MONITORING/REVIEW DOCUMENTATION

State Foundation Funds TOTAL

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

Title III: For English Language Learners TOTAL

Local Funds TOTAL