Identified for School Improvement?  No   FORMCHECKBOX    Yes   FORMCHECKBOX     Delay   Status  FORMCHECKBOX

Year 1  FORMCHECKBOX         Year 2                 FORMCHECKBOX  *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  FORMCHECKBOX         Year 4 or more  FORMCHECKBOX    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?

Made AMAOs (ELL)?     

YES   FORMCHECKBOX

NO     FORMCHECKBOX    

N/A    FORMCHECKBOX      

Career and Technical Ed (CTE) Made AYP?

YES   FORMCHECKBOX       NO     FORMCHECKBOX

N/A    FORMCHECKBOX      

Are all federal resources (including 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 funds, would be provided by another fund source?           

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

Board  Signature:

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):

In May 2009, the school leadership team reviewed the School Improvement Plan to assess parent surveys, teacher surveys and student data.  The team met again in August to discuss academic strategies, professional development, budget requirements and Parental Involvement ideas to implement for the 2009-2010 school year.  The plan will be shared with faculty members and parents in September.  The plan will be obtainable in the Title One classroom, WMR principal’s office and the ACS Central Office. 

Instructional

 Leadership Team Names

Positions

(Identify position held, e.g., Administration, Faculty, Staff, Grade Level and/or Subject Area, Parents and Community members.)

Signatures

(Indicates participation in the

Dotsy Carter

Lynda Tremaine

Karen Mason

Tammy Jones

Sheryl Smith

Callie Merrill

Amanda Kaye Bain

Chris Jackson

Christie Keith

Joy Brinkley

Shana Walker

Missy Gregg

Title One/BBSST/Family Involvement Committee

Principal/BBSST/Family Involvement Committee

Assistant Principal/BBSST/Family Involvement Comm.

ARI Reading Coach/BBSST/Family Involvement Comm.

School Counselor/BBSST/Family Involvement Comm.

ELL Teacher/Family Involvement Committee

2^nd Grade teacher/BBSST/Family Involvement Comm.

Teacher/Family Involvement Committee

Teacher/Family Involvement Committee

Teacher/Family Involvement Committee

Parent/Family Involvement Committee

Psychometrist/BBSST

Student/Family Involvement Committee

Faculty surveys were distributed in May 2009. The results were compiled along with reviews of the teacher summative evaluations and analysis of student data to determine our student

 needs. The BBSST Team/ Leadership Team and Grade Level Teachers analyzed data included ADAW, ARMT, SAT 10, DIBELS, and school-wide benchmark assessments.

Various other surveys were distributed including the System-Wide Needs Assessment and the Title 1 Parent Survey in order to determine needs.

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

The ACS Board of Education policy is to hire HQ teachers for all certified teaching positions.

Number and percentage of teachers Non-HQT: 

1 teacher (pending Al. Teacher Certificate approval) 3% of the faculty are not currently HQ.

Number and percentage of Classes Taught by Non-HQT: 

Strengths:

Weaknesses:

Strengths

3^rd grade increased the number of level IV students proficient in reading by 4%.

3^rd grade increased the number of level IV students proficient in math by 7%.

100% of the 5^th graders were proficient in math. This was a 4% increase from last year.

Weaknesses:

4^th grade decreased the number of level IV students proficient in reading by 4%.

Strengths:

The fifth grade students proficient in science increased by 10%, as compared to last year.

Weaknesses:

The 5^th grade science teacher reported that new students to WMR show gaps in the area of science.

Only 46% of WMR’s 5^th grade students were able to identify common acids and bases.

3^rd grade increased in math from 68% to 74%.

3^rd grade increased in language from 65% to 69%.

5^th graders increased in math from 89% to 91%.

5^th grade increased in language from 74% to 83%.

4^th grade decreased by 3% in the area of reading.

4^th grade decreased by 2% in math.

Strengths:

99% of the first grade students benchmarked for NWF. This was a 3% increase from last year.

92% of the first grade students benchmarked for ORF. This was a 3 % increase from last year.

Weaknesses:

Strengths:

84% of the fifth grade students scored proficient on ADAW (holistic score).  The % of students proficient in writing increased 34% as compared to last year.

The 5^th grade writing teacher was experienced in teaching writing and returned to WMR after a leave of absence.

Weaknesses:

Strengths:

0  ELL students stayed in the program for 5 years or longer.

Weaknesses:

The Alabama Teacher Evaluation School Summary Reports for the 2008-09 school year reveal the following areas of strength:  

Indicator 3.0  Assessment of Student Performance

Indicator 5.0  Positive Learning Climate

Strengths:

WMR  met 17/17 AYP goals.

100% of the faculty joined and participated in our PTA.

WMR participates in 21^st Century Learning which is funded by Al. Best Practices.

Think Link is used by grades 3-5 at WMR.  It provides our teachers with another form of data for student achievement documentation.

The Alabama State Dept. awarded WMR with $11,000 for showing data that proved that we closed  the achievement gap for free and reduced students.

88% of our at-risk 1^st grade students had a family member to attend the Mother’s Day program.

94% of our at-risk 2^nd grade students had a family member to attend Read to a Kid Day.

3 at-risk parents reported that they do not have reading materials to use over the summer.

Strengths:

Strengths:

There were only 12 discipline referrals, 10 in-school suspensions and 4 suspensions reported for last year.

Weaknesses:

Weaknesses:

Strengths:

There is 1 new teacher hired for the 2009-10 school year.   The turnover rate is consistently low. 

The teacher absences totaled to 365.2.  This included sick, personal and professional days. It was a 98%

attendance rate.

Kelly Substitute System has provided our teachers with qualified substitutes.

Kelly Systems trains substitutes to be professional and punctual.

Kelly System has an efficient system that is computer friendly. 

Strengths:

WMR had a 97% attendance rate for last year.

Weaknesses:

The system rezoned students around the system for 2008-09 school year. Rezoning and rapid growth have caused class sizes to grow. 

Strengths:

Parent surveys were distributed by the Title One teacher, classroom teacher and school. 

Conferences and school-wide assemblies were held on a regular basis.

WMR is known throughout the community as a school of excellence focusing on ensuring success for every

Weaknesses:

Many of our at-risk students live in one-parent homes.  Some of them live with guardians such as grandparent, aunts, uncles and foster homes.

Homework help for at-risk students proves to be difficult.

Strengths:

The ELL teacher understands how to integrate ELL curriculum and standards with general education curriculum.

WMR has a license to teach the Rosetta Stone computer program.

Weaknesses: This population of students is rapidly growing and causes the teachers’ caseloads to fill up unevenly. 

-The new reading program has an intervention component for students who struggle in the area of reading.

-Summer school is offered to all Title One students.

-Small groups are formed in each classroom or grade level to meet the needs of each student. 

-The Title One teacher, reading tutors, resource teachers and ARI Reading Coach provide additional    reading groups to students who fail to reach their goal.

-After-school tutoring is available to all students at WMR.

-Scholarships are provided to at-risk students that are not able to afford after-school tutoring.

-Transportation was provided to several at-risk students after tutoring sessions.

-Student Council, Art Guild, Honor Choir and Science Olympiad are offered for students in grades 3-5. 

Weaknesses:

Students that transfer into WMR tend to show gaps in reading and math. 

Teachers do not have common planning time with other grade levels.

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

Data Results on which goal is based:   To obtain a benchmark of 85% or higher for grades 1-3 on DIBELS.

TARGET GRADE LEVEL(S):

TARGET CONTENT AREA(S): Circle One

AHSGE:

TARGET STUDENT SUBGROUP(S):

INTERVENTIONS

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?

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

2007 Alabama  English and Language Arts

Grades 1,2

Reading – Standards 1&2

Grades 3, 4, 5

Reading – Standard 1

2007 Alabama English and Language Arts

Grades 1,2

Reading – Standards 3

Grades 3, 4, 5

STRATEGY 1: Continue to implement a core reading program in grades 1-5, which will align the curriculum and instructional resources and give teachers throughout the grade level a common focus.

ACTION STEP: 

-Schedule common planning time for teachers in all grade levels.

-Discuss student data and plan goals for students that are not proficient on benchmark test.

STRATEGY 2: All teachers will implement explicit, intensive instruction in every class.

ACTION STEP:

-Students will be engaged each day through, reading, writing, listening, discussing, and researching through a variety of reading material.

-Teachers will form small groups based on data that will focus on specific skills

-Resource teachers, PE teachers, and administration will help classroom teachers with small group instruction.

-Title I teacher and Special Education teachers will host small groups that will focus on the same skills as the classroom teacher to provide systematic, explicit instruction at a more intensive level.

STRATEGY 3:  Implement a school-wide focus for vocabulary.

ACTION STEP:

-Each week a WOW word will be presented over the Wright News. 

-Students will use the word in each classroom throughout the week.

-Resource teachers will emphasize the word in their classes.

Evidence will be gathered in weekly grade level planning, lesson plans, and data meetings.

Core reading program common benchmark assessments will be given to all students

Students not scoring proficient in reading,  will be discussed and individual goals will be set.

DIBELS progress monitoring scores will be reviewed each nine weeks.

At the end of each nine weeks 100% of the teachers will provide evidence of following the core curriculum.

Fluid groups will be evident in 100% of teacher lesson plans.

Instructional walkthroughs indicate the use of the core reading program.

3% increase in students reaching 80% mastery on Think Link.

Hire 2 retired teachers to assist in small group reading instruction on a part-time basis @$20.00 per hour.

Hire part-time tutors to provide extra support for struggling students during the school day and after school to assist students in the area of math.

Vocabulary understanding will be checked in student writings.

Vocabulary words will be used as a bonus word for weekly spelling tests.

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

Data on which goal is based:

TARGET ELP LANGUAGE DOMAIN(S):

INTERVENTIONS

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?

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

Language Domain: Reading

WIDA Standards

·         Language Arts

·         Math

STRATEGY:

·         Implementation of sheltered instructional strategies in regular classrooms

ACTION STEP:

·         ESL teacher will coach grade-level teachers on how to shelter language instruction in their classrooms

·         ESL Teacher and classroom teachers will use planning time to collaborate and develop lessons that shelter language acquisition

·         ESL Teacher will team teach

·         ESL Teacher and/or classroom teacher will provide before and/or after school remediation and instruction

·         Level of accommodation checklist/surveys

·         Teacher observations/Anecdotal notes

·         DIBELS

·         Think Link

·         Individualize Language Acquisition Plan (ILAP)

·         Before  and/or after school remediation and instruction by ESL teacher or content area teacher

·         Content area teachers and ESL teachers will collaborate  to accommodate instruction and assessment to correlate with the WIDA Langue Proficiency Levels of the students

·         Professional development in Sheltered Language Instruction

·         Professional Development related to the WIDA Standards

·         Collaboration time for ESL  Teacher  and content  teachers

·         Funds for substitutes

·         Teacher materials

·         Student materials

CULTURE

(REFER TO CULTURAL DATA IN NEEDS ASSESSMENT)

INTERVENTIONS

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?

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

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

 STRATEGY: A school wide positive behavior program will be reinforced on the Wright News, in each classroom, on the bus and throughout the school.

The school wide discipline plan will include 3 main points:

1.      Be Respectful

2.     Be Responsible

3.     Be Ready

Each parent and student read signed a discipline form that was located in the Pupil Progression Plan.

Evidence will be documented in the end of the year discipline report and through parent and student surveys.

Weekly reports, progress reports and quarterly reports cards will show improvement for individual progress.

Weekly faculty meetings, monthly BBSST/leadership meetings and surveys will provide opportunities to monitor the positive behavior system.

-The cafeteria will be designated as a “quiet zone” each morning.  Early arrivers will have the opportunity to eat breakfast, get help with homework and read before the 1^st bell rings.  The students will be dismissed in an orderly way so that the quiet tone will carry over into the classroom for a good start.

-A song/chant will be taught to each class during music class. The chant will be reinforced over the morning broadcast.

-Large posters will be hung around the school to show the 3 main points of the plan.

- “Wright Notes” will be given out to classes and students caught following school rules. 

-The notes will be signed by a teacher or guardian.  The note will be placed into a box for a drawing that will take place each Friday. –Teacher, leadership team (BBSST) and parent conferences will be held with teachers, students and parents when needed.

-The leadership team will meet monthly to discuss the progress of the discipline plan.  Adjustments and changes will be made when needed.

Students will improve overall behavior as a result of a school-wide positive reinforcement program setting high expectations for individual and class behavior.

Tear-off pads with the “Wright Notes” will be distributed for each teacher and faculty member. 

The Title I teacher scores the checklists and ranks the tests by priority.  The Title I teacher develops a roll and sends it to the Director of Federal Programs. Individual schools determine the number of students that will be served, based on the schedule and budget for the year.   All children in the Title I program must meet the eligibility requirements.  If a student is new to the school or the school system and is experiencing reading difficulties, the classroom teacher must work with the child for 6 weeks before the referral process begins. Students are moved out of the program when goals have been met.  This makes room for new referrals that come up during the year.

The Title I teacher will take part in the monthly data meetings for grade levels one through four.  The reading coach and principal will conduct the data meetings.  This time is designed to collaborate with the regular classroom teachers, co-teachers, reading coach, counselor and administrators to discuss the strengths and weaknesses of each student.  When a child reaches an independent level in reading or shows significant improvement, the number of sessions per week will reduced or the child will exit the program.  A letter explanation will be sent home to inform the parents of the child’s progress and exit to the program.

Reading and math plans correlate with the regular classroom teacher’s planning.  The curriculum follows that research-based reading and math program.  The reading intervention component reinforces the regular education curriculum and consists of 3 intervention levels. The math intervention plans will be made by each teacher and coordinated with the math tutor.  Classroom teachers will invite the Title I teacher to parent-teacher conferences when needed.  Conferences are held on Parent-Teacher Conference Day in October and throughout the school year.  Quarterly reading reports and assessments are administered by the Title I teacher and will be shared with the classroom teachers.  Copies of any assessments are available to the classroom teachers.  

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

The reading series has an intervention component for each level.  This is the core of the Title One reading program.  Reading skills are reinforced during each direct lesson or session.  In addition to the reading intervention program, decodable texts and Lexia Reading Cognitive and Assessment software are used.  This program is designed to help students ages five through eleven acquire and improve basic reading skills.  It is intended to be a part of an integrated language arts program that includes systematic work in oral language and reading comprehension, so that it supplements, not supplants the regular classroom instruction in reading.  Skills are also reinforced using the Leap Frog School House material and the portable CD players and books.  All of these activities provide students with kinesthetic, interactive experiences to acquire and reinforce basic reading skills. Homework and extra practice is given on a regular basis to the students in grades one and two.  The students are given opportunities to take materials home to use on weekends and holidays.  Summer school is  offered  for 4 weeks during the month of July.  Title One students are invited to attend the program for 3 hours each day-5 days per week.  The program is planned closer to the beginning of school so that the students will retain the skills needed for the placement of each grade level.

WMR has one Title I teacher.  The Title I teacher holds B.S. and Master’s degrees in Early Childhood Education.  There are 2 part-time reading tutors that will work with the 3rd-4th grade Title One students.  They are both retired with our school system. There is one part-time math tutor that will work with students in grades 3-5.  The Title One teacher is the BBSST co-chair and coordinator of the Family Involvement Committee. The teacher helps assist morning arrival in the cafeteria.  A quiet zone was implemented last year for early arrivers.  The quiet zone is planned for early morning homework assistance and reading.  It also helps to create a calm and safe environment for the students of WMR.

The Title One teacher will hold a parent meeting one hour before the first school PTA general meeting.  Parent Involvement opportunities and expectations will be discussed at the meeting. Follow-up meetings will be held for the parents who cannot attend.  Mini-conferences will be held on the annual “Read to a Kid Day”.  Parents are invited to come read to his/her child and discuss each child’s progress with the Title One teacher.

Parent Meetings are advertised by notes, newsletters, emails, postcards, school website and the school sign.  Childcare and transportation are offered to parents of Title One students.  Follow-up meetings, phone calls and home visits are made when parents do not attend important meetings.

Daily folders are sent home each day.  Notes, phone calls and conferences are held to help inform parents of his/her child’s  academic expectations  and progress.  ELL parents are encouraged to bring a translator to parent conferences or request that the district provides a translator for them.

Conferences are held several times per year with Title One parents.  Students in grades 3-5 meet with the leadership team to discuss academic progress /concerns that a child has shown at our school. The CHATS are

designed to show each child that he/she is responsible for setting goals and take ownership of his/her education. The School-Parent Compact is signed by the Title One teacher, student and guardian.  “Signing Day” was

created to hold each child’s first job contract for the new year.  Each stakeholder makes a pledge to give 100% effort to help to the student, by signing the compact.

Several parent surveys are distributed during the school year.  Progress reports are sent home with each Title One student quarterly. Nightly folders are sent home for a parent signature.  All ACS parents

are required to read and sign the Parental Involvement Policy that is in the Pupil Progression Plan.

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)

The school counselor will hold parent meetings to discuss testing data and explain how to interpret it.

PTA meetings  are held to demonstrate the use of Senteos (a Smart board remote control activity) that reviews classroom skills.  The demonstration lesson shows the parents several ways to interpret the data from each activity.

 Parent conferences are held regularly to show data from testing and the 9 week report cards.  The expectations were stated at this meeting.

Weekly folders, mid-progress reports and 9-week report cards are sent home with each child at WMR.

(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)

           A Parent check-out center was implemented for the Title One families.  Weekend and holiday bags are distributed for families upon request. 

           Demonstration lessons are given during parent conferences with the Title One teacher. 

(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)

       Parents are invited to attend school-wide activities.  Childcare and transportation are offered to families in need.  Phone calls and home visits are made when guardians can not come to the   school. 

          A SOS (Save Our Students) program was formed.  The group is a mentoring partnership with WMR staff members and at-risk families.

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

       Parents are invited to participate in school-wide and classroom events.  Written notes or phone calls are made to communicate family needs for each event. Conferences are welcomed and held frequently to invite parents to discuss ways to help improve their child’s achievement.  SOS mentors/sponsors help at-risk students receive coupons for the book fairs, the PTA gives free Family Night tickets to at-risk families and faculty members provide costumes for students for Read to a Kid Day.

(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)

         The ELL teacher translates the teacher’s notes and notices to the child’s first language when needed.  Conferences are held on an as-needed basis.

         Parent surveys showed that parents feel comfortable enough to ask for assistance when needed.  Communication is vital to ensure that the parents/guardians and teachers work together 

for a team partnership.

      WMR provides all students and parents with equal opportunities for all activities.  Transact is used to convert forms and documents to any language needed. The school is handicapped  assessible.  The leadership team assists families when needed. 

WHEN WILL THE SESSION BE DELIVERED?

WHAT ARE THE EXPECTED OUTCOMES OF PROFESSIONAL LEARNING?

HOW WILL PARTICIPANTS BE HELD ACCOUNTABLE FOR SUCCESSFUL IMPLEMENTATION AND IN WHAT WAYS WILL EVIDENCE WILL 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

DOCUMENT CONTINUOUS LEA MONITORING RESULTS

Academic/School Culture

Standard 9:

Supporting teachers’ continued growth and learning through professional reading and cross grade level collaboration.

Book Groups:

Fall 2009

Grade levels will implement strategies to continue to reach at-risk students and families. 

New teachers will be provided with a book so that they can have a better understanding of each student’s needs. 

Teachers will offer various ways to communicate with parents and guardians.

Teachers will keep a Parent Involvement Documentation Log that shows parent opportunities, forms needed for signatures and the number of times the teacher has requested a reply for a conference, activity or paperwork needed. 

PDP Goals

Formal/Informal Observation

Small Group Cross Grade Level discussions w/ administrations

Title I Parent Involvement

PDP

Grade level minutes

Sign-in sheets

School Culture

Standard 12:

Effective professional development provides educators with knowledge and skills to involve families and other stakeholders appropriately.

Family Involvement activities  will involve families in opportunities to be engaged as families in the school setting through the following programs:

Monthly Lunch & Learn sessions will be provided for parents to come and meet to learn about various topics needed to help students become successful in the classroom.

A program overview will be explained at the Title One Parent Meeting and the first PTA meeting in September.

Monthly topics will be highlighted in each newsletter and posted on the school website.

ELL translators will be available for parent observations upon request.

Title One Parent Involvement Funds

WMR  Professional Development will target best practices in teaching through Powerful Learning. ACS is a participating in a system-wide professional development series through the AL Best Practices center.

Sign         in sheets

The number of ELL students at RES is growing. The WMR general education teachers need training in this area.

The WMR ELL teacher will be available to provide teacher training in the Rosetta Stone computer program.

Teachers will sign up as needed. This program is self-paced. Every other month, there is a meeting at the high school for all teachers participating.

Rosetta Stone has a progress tracking system. The teachers will meet to discuss evidence of learning and integration of strategies every other month.

State Foundation Funds                                                                                                         TOTAL

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

91,800.17

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:

Salary and benefits for Title One teacher

During and after-school math and reading tutoring

materials and supplies

Parent Involvement

72,790.81

9,963.39

7,580.17

ARRA FUNDS                                                                                                                        TOTAL

BRIEF EXPLANATION and BREAKDOWN OF SPENDING:

During and after-school math and reading  tutoring

Equipment-software

Parent Involvement

18,980.34

29,751.35

770.71

BRIEF EXPLANATION and BREAKDOWN OF SPENDING:

Title III: For English Language Learners                                                                           TOTAL                            

BRIEF EXPLANATION and BREAKDOWN OF SPENDING:

BRIEF EXPLANATION and BREAKDOWN OF SPENDING:

BRIEF EXPLANATION and BREAKDOWN OF SPENDING:

Local Funds                                                                                                                            TOTAL

BRIEF EXPLANATION and BREAKDOWN OF SPENDING:                                                                                                      

After school tutoring budget for 2008

Library Enhancement

Technology

Professional development

$90,000.00

6,125.00

8,750.00

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*

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

Date ________________________________

Principal Initials______________

LEA initials  ______________       Other ___________________         

COMMENTS*

REVIEW 2                                                                           Target Date: October    

Purpose:  IMPLEMENTATION - Provide documentation/evidence of improvement.                                     

Date ________________________________

Principal Initials__________

LEA initials  ______________        Other ____________   

COMMENTS*

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

Date ________________________________

Principal Initials____________

LEA initials  ______________        Other: ________________ 

COMMENTS*

REVIEW 4                                                                            Target Date: January

Purpose:  IMPLEMENTATION - Provide documentation/evidence of improvement.                    

Date ________________________________

Principal Initials______________

LEA initials  ______________       Other ___________________         

COMMENTS*

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

Date ________________________________

Principal Initials______________

LEA initials  ______________       Other ___________________         

COMMENTS*

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

Date ________________________________

Principal Initials______________

LEA initials  ______________       Other ___________________         

COMMENTS*

REVIEW 7                                                                             Target Date: May

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

Date ________________________________

Principal Initials______________

LEA initials  ______________       Other ___________________         

COMMENTS*