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									                      MARION COUNTY SCHOOLS
                         TITLE I LEA PLAN
                             2009-2010
  Approved by the Marion County Board of Education September 24, 2009

Participation in the Planning Process:
       The Title I LEA Plan for Marion County Schools was developed by the Local
Schools Planning Committees and the Federal Programs Advisory Committee. These
committees are made up of parents, Title I teachers, regular classroom teachers,
principals, and administrators. The Local Schools Planning Committees met in July of
2009 to plan for the 2009-2010 school year. The Federal Programs Advisory Meeting
was held July 31, 2009, and was made up of the following members:

      Esther Ballard                 ESL Teacher, Marion County Schools
      Debra Bishop                   Title I Teacher, Phillips Elementary School
      Tracy Brown                    Principal, Guin Elementary School
      Carrie Bolton                  Marion County DHR
      Janene Cole                    Title I Parent
      Steven Deavours                Principal, Hamilton Middle School
      Dana Fleming                   Title I Teacher, Hamilton Middle School
      Melinda Franks                 Federal Programs Secretary
      Lynda Hall                     Principal, Phillips High School
      Kathy Harris                   Title I Teacher, Brilliant Elementary School
      Vickie Johnson                 Title I Teacher, Hamilton Elementary School
      Belinda McRae                  Marion County Schools Board Member
      Dottie Parker                  Title I Parent
      Betty Quinn                    Title I Teacher, Hackleburg School
      Debbie Vintson                 Title I Teacher, Guin Elementary School
      Ann West                       Federal Programs Coordinator

The planning committee met and reviewed the results of data gathered from several
sources and the federal regulations pertaining to Title I. Also, there was information
shared pertaining to funding and discussion of the Title I, Title II, and Title VI budgets.
From the decisions made by this committee, the Title I LEA Plan was formulated.
        The determination of Title I allocations for each school is decided by the
percentage of free and reduced lunch students on the first 40 days of enrollment of the
previous school year. These students are considered to be living in poverty. The total
number of students enrolled at the school is divided by the numbers who qualify for free
or reduced lunches to establish the percentage. The schools are grade span grouped and
placed in rank order prior to determination of allocations. The allocation is then divided
by the number of students and this produces the allocation per pupil amount.

Reaching Academic Achievement Standards

        The overarching goal of the Marion County Schools Title I program is to enable
every student to meet the state academic achievement standards. Our Title I program
provides services and resources for academically disadvantaged students to meet this
goal. In order to close the achievement gap, the LEA is committed to placing a highly
qualified teacher in every classroom. All of the teachers paid with Title I funds, as well
as all other K-6 teachers in the Marion County system, are highly qualified.
         We believe that diagnosing the interferences that keep a child from learning to
read is vital, thus our Title I funded teachers are a part of the DIBELS testing team at
each local school. The DIBELS Assessment is administered three times per year,
beginning of school, middle, and end of school. The results from this assessment indicate
those students who are at benchmark, those who are strategic and intensive.
         Children eligible for Title I intervention services are those identified as having the
greatest need for special assistance because they are failing, or most at risk of failing, to
meet state standards. This year a great deal of emphasis is being placed on the
assessments in our new reading program, Scott Foresman’s Reading Street.. Students in
grades Kindergarten through sixth grade are eligible for Title I services. In our
schoolwide programs, all students are eligible for services however, the Title I planning
team at each schools sets the criteria to determine which students will receive services.
By conducting a needs assessment, the Title I planning team at each local school will
decide what grades and which students are most in need of services each school year.
For those students who are most in need of additional instruction, based on the Scott
Foresman assessment, the Title I teachers will use the My Sidewalks intervention
program.
         The basis for the Title I LEA Plan for Marion County Schools is the result of
compiled data from a needs assessment survey that includes a review of the data from the
ARMT, SAT10, DIBELS, AHSGE, Scott Foresman assessment, an evaluation of the
previous year’s program, attendance data, discipline data, other pertinent data, and input
from the LEA Title I planning committee.
         In compliance with Section 411(b)(2) of the National Education Statistics Act of
1994, the Marion County School system always participates in the State National
Assessment of Educational Progress when selected. The NAEP is given to students in
the 4th grade and 8th grade in the subject areas of reading and mathematics. During the
winter of 2008, the NAEP was given to 4th graders at Hamilton Elementary School and
8th graders at Hamilton Middle School. There were no schools in the system chosen as
testing sites for the 2009-2010 school year.

Eligibility and Selection for Participation:
        Marion County Schools will identify children who are failing or most at risk of
failing by using several objective criteria including DIBELS, SAT10, ARMT, Scott
Foresman assessments, and student grades. The identified students will then be
recommended for Title I Services by their homeroom teachers.
        In our schoolwide programs, the Title I planning committee decides the criteria
for services from the Title I intervention teachers. Not having to complete the referral
process with rank orders and cut-off scores has enabled these schools to be more flexible
in the students that Title I intervention teachers can work with. In these schools, every
child is eligible to receive services. All students may benefit from Title I funds through
the use of computers, software, and supplemental instructional materials. Students may
also benefit from Title I funds with textbooks purchased after State textbook funds have
been exhausted.



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Description of Instructional Services:

        Reflecting the identified needs of the school, Title I services concentrate on
assisting students who are most at risk of not meeting the state academic performance
standards. Currently, Title I funds will be used to employ 17 certified, highly qualified
teachers in the local schools.
        During 2009-2010, the Marion County School System will have six Title I
schools with pull-out/inclusion programs in the following schoolwide programs:



             SCHOOL                        NAME                    SUBJECT
        Brilliant Elementary            Kathy Harris                Reading
                                       Kay Gallagher                3rd Grade
          Guin Elementary              Debra Vintson                Reading
                                        Judy Estes ½                Reading
                                       Josh Weatherly                 Math
           Hackleburg                    Betty Quinn                Reading
           Elementary                 Renee Frederick             Reading/Math
        Hamilton Elementary            Vickie Johnson               Reading
                                         Beth Green                 Reading
                                        Lisa Wiginton               Reading
                                        Donna Fowler                Reading
          Hamilton Middle               Dana Fleming              Reading/Math
                                        Jane Powless                  Math
         Phillips Elementary          Deborah Bishop                Reading
                                          Reba Hill                 Reading
                                      Chrystal Sherrill               Math
                                      Rachel Streetman                Math

          Title I Reading teachers will use Scott Foresman lessons to reinforce the skills
that the regular classroom teacher is working on during the reading block. For those
students who the assessments have shown are the most intensive in their reading skills,
Title I teachers will use the My Sidewalks program. Due to scheduling challenges
brought about by the implementation of ARI, some Title I instruction will take place in
the regular classroom. When this occurs, our schoolwide programs will be able to work
with any child in need of assistance.
          In addition, Title I resource classrooms are equipped with computers and a
scientifically research based reading/math program, PLATO and/or Destination Math.
Part of the extended learning time provided to Title I students may be used in working on
one of these programs. The teachers are able to develop learning paths for the students.
These paths can be created for an individual student, class, or whole group. Both
programs also provide additional supplemental worksheets and resources that can be used

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to reinforce the concepts. The Title I intervention teacher will use these programs to
strengthen and reinforce the core academic program of the regular classroom teacher.
        The primary role of the Title I funded teachers is to reinforce concepts already
introduced by the regular classroom teachers. However, the Title I funded teachers may
introduce new concepts or material to students. This is determined by the planning
committee, based on needs, at each Title I school.
         The school will determine that the academic needs of the participating students
have been met if they are performing at or above grade level and reading on or above
grade level at the end of the school year as evidenced by yearly averages, Scott Foresman
assessments, DIBELS, and SAT10 and ARMT. Other assessments, such as STAR Math,
AR Reading, and Think Link may also be used to determine a student’s progress.

Coordination of the Title I Program:
          The Title I teachers work closely with the classroom teachers. They share and
discuss specific skills and needs in each class and of each student. In addition, the
regular classroom teachers provide the Title I intervention teachers with their lesson plans
each week. With these plans and suggestions, the Title I intervention teachers develop
their own instruction to provide the reinforcement needed to assist the regular instruction
except when the My Sidewalks program is being used. The Title I intervention teacher
may introduce new concepts to students when the school’s needs assessment shows a
need for this.
        Title I funded personnel participate in general professional development and
school planning activities. The teachers are continually attending workshops and site
based professional learning sessions to better improve their knowledge of instruction,
new teaching strategies, and innovative methods for improvement of the instructional
process in their programs. The Title I intervention teachers may participate in monthly
data meetings with grade level teachers to discuss the data and make decisions on how to
direct teaching. Title I intervention teachers also participate in school planning activities
by serving on various school committees.
        The Title I Parent/Community Liaison communicates with all parents of English
Language Learners. The English-Spanish Interpreter software is utilized to send
communication to parents in their home language. This includes both parents of ELL’s
receiving Title I services and parents of ELL’s not receiving Title I services. This year
resource books are being provided to every Title I school to be kept in the Library. The
resource books give teachers common notes sent home to parents that are translated into
other languages.
        All Title I schools strive to make the transition from preschool to elementary
school as easy as possible. The schools invite preschool programs to bring their students
to the school and let the children become familiar with the elementary school setting.
Each spring, all elementary schools have pre-registration for Kindergarten. Parents are
asked to come and register their children for school. They are provided with information
about what to expect when their child starts school, things they can work on with their
child, and children are given health screenings. During this time, many children who do
not attend preschool programs are given the opportunity to visit the school and meet the
teachers.
        During the summer of 2009, each Title I elementary school provided the
KickStart Kindergarten program to children entering Kindergarten in the fall who had not
been to pre-school. The program was also made available to children who had been to

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pre-school but were still having difficulty with basic skills. Data collected proved that
the program was a great success and we plan to offer it again in the summer of 2010.
         The Title I program in the Marion County School System coordinates and
integrates services and resources from all areas of government. The Title I program uses
federal funds provided for personnel, equipment, and supplies to run the program. We
utilize state services by using the resources provided through State funding, such as
textbooks, technology, Library enhancement. The state also provides professional
development opportunities and workshops attended by Title I personnel. State
professional development funds are used for all teachers and administrators in Title I
schoolwide programs (when the State allocates funds). The LEA works closely with the
served schools to support and integrate all programs with the Title I Program.


Instruction by Highly Qualified Teachers:
         Personnel staffing decisions have been made by placing teachers who are highly
qualified for the positions that the needs assessment survey indicated would be most
beneficial to students at each served school. Based on the requirements established by
the State Board of Education and ―No Child Left Behind‖, all of the Title I funded
teachers are classified as ―highly qualified‖ teachers. All teachers in the Title I
schoolwide programs are highly qualified. Marion County Schools is making every
effort to comply with Section 1119. There is a plan, updated annually, detailing the
measures that are being taken to work toward 100% HQ posted in the e-GAP Document
Library. There is also an improvement plan for meeting the HQ goals and it is also
posted in the e-GAP Document Library.


High-quality and Ongoing Professional Development:
         High quality professional development opportunities are provided to the Title I
personnel, as well as all teachers, counselors, and administrators in schoolwide. All Title
I personnel were trained during the summer of 2008 on the Scott Foresman reading
program.
         During the summer of 2005, the Title I funded teachers attended the Alabama
Reading Academy to be trained in the teaching skills of the Alabama Reading Initiative.
And, during the 2005-2006 school year, participated in ―turn-around‖ training for ARI.
Title I funded teachers were trained alongside the regular classroom teachers, thus
promoting a positive environment of everyone working together to help all children
become skillful readers. Title I funded teachers will use the same skills and techniques to
reinforce what is being taught in the regular classroom and to help struggling readers
learn to read. Title I teachers continue to be involved in monthly data meetings.
         All school personnel are required to attend professional development meetings
and in-service programs throughout the school year that are provided with the use of
Title I, Title II and State Professional Development funds. However, no State funds are
allocated for the 2009-2010 school year. The Education Research and In-service Center
through the University of North Alabama offers professional development opportunities
during the summer months. The workshops are aligned in accordance with each
teacher’s Professional Development Plan and a certificate is kept on file for each or
entered in STI PD.

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        All Title I schools, as well as non-served schools, are allocated Title II funds to
use for professional development. The use of these funds is included in the school’s CIP.
In the absence of a state allocation for FY10, the Title II allocation from the LEA was
increased. Additional Title II funds are held at the LEA to be used for administrators to
attend professional development conferences such as those offered by CLAS.


Supplemental/Supplant Funding:
        Title I funds and resources at Marion County Schools are to be used solely for
providing supplemental remedial academic services to students in Title I schoolwide
programs; the salaries, benefits, and professional development of these services; and for
promoting parental involvement for these schools. All health, nutrition, other social
services, and all regular academic services are provided to all Marion County students
through other funding sources.
        The Title I funds have purchased computers for each Title I classroom and for
regular classrooms, PLATO instructional software, Destination Reading and Math,
printers, headsets, speakers, reading textbooks and materials. Each year, the Title I
teachers receive Classroom Instructional Supply Money, like other faculty members, to
use for classroom supplies, materials and additional expenses that occur in the classroom.
In our schoolwide programs, Title I funds are used to provide for the continuous
improvement of student achievement.


Homeless Education

        Homeless children and youth will be provided the opportunity to receive a free
and appropriate public education regardless of their residency status. The program will
ensure that these students are afforded equal access to academic and other services that
will allow them to meet the same challenging state achievement standards as non-
homeless students.
        The Marion County School System has a policy that provides procedural
guidelines to ensure that homeless students are not denied enrollment due to the lack of
registration documentation at the time of enrollment. All principals and counselors have
been trained and know that there are to be no barriers to enrollment for homeless
students. Homeless children and youth, including preschool age children, will be
enrolled immediately on a temporary basis with permanent enrollment pending
obtainment of the necessary documents. The school counselor will assist parents,
guardians, or unaccompanied youth in obtaining the proper documentation.
        The homeless education program makes every effort to provide homeless children
and youth with a stable school environment by enrolling students in the school of origin
and providing them with transportation to and from the school or origin. Provisions are
made for parents, guardians, or unaccompanied youth to decline enrollment in the school
of origin.
         Marion County Schools has employed a Title I Parent/Community Liaison who
will ensure program implementation and coordinate efforts to ensure that homeless
children and youth, including preschool age children, are provided the opportunity for
academic success. The homeless liaison has provided school counselors with referral
forms for students who are homeless. Mrs. Cantrell works closely with the counselors to

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provide homeless students the supplies they need for school. Also, Mrs. Cantrell has put
posters in the school to further promote and inform the homeless education program.
During professional development days at the beginning of the school year, Mrs. Cantrell
trained staff at each school in the system.

Identification and Registration Procedures for Homeless Students

        Homeless children and youth are often undetected. The district will conduct
training sessions with the appropriate school personnel to inform them of methods of
identifying homeless children without using stigmatizing terminology. Marion County
Schools will use a Residency Questionnaire (Appendix A) to facilitate identity of
homeless children and youth and preschoolers. The parent, guardian, or unaccompanied
youth will complete the Residency Questionnaire at the time of registration. The school
counselor may provide appropriate assistance to the parent, guardian, or unaccompanied
youth in answering the questionnaire if necessary.
        A copy of the Residency Questionnaire must be submitted to the Marion County
Schools Homeless Liaison on the day of registration. The school will maintain the
original form in a file separate from the student’s permanent record for audit purposes
during the year. This file should be housed in the school counselor’s office.
        The parent or guardian may enroll a homeless child or youth with or without
proof of residency, birth certificate, social security number, immunization record, or
school records. The school counselor or principal’s designee will provide the parent,
guardian, or unaccompanied youth appropriate assistance in obtaining the necessary
records and documents for enrollment. Enrollment without the required immunization
record will be pending receipt or acquisition of immunization documentation. The
Attendance Supervisor will be called for assignment of a student number when a student
enrolls without a social security number.
        An unaccompanied youth may enroll him or herself. In this case, the school
principal or designee will immediately contact the Marion County Schools Homeless
Liaison to report the enrollment of an unaccompanied youth. The school will provide the
youth with proper assistance in language that the student understands. The Marion
County Schools Homeless Liaison (Appendix B) will assist the homeless unaccompanied
youth in obtaining eligible educational services.
        The application process for free and reduced priced meals can be expedited for
homeless children and youth. The determination for free meals may be made without
completing the full application process (source: U.S. Department of Agriculture:
http://www.nlchp.org/FA_Education/new_usda_memo.pdf).

Identification of Homeless Preschoolers
        The Marion County Schools Homeless Liaison will collaborate with local
community service agencies (e.g. Head Start, Department of Human Resources, Health
Department, faith-based organizations, the court system, etc.) and school personnel to
identify homeless preschoolers. The district will also include homeless preschoolers and
homeless children in the ―Child Find‖ process as required by the Individuals with
Disabilities Education Act.




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School Placement of Homeless Students

        Marion County Schools will make school placement decisions in the ―best
interest‖ of the homeless child or youth. Students will continue in the school of origin for
the duration of homelessness when a family becomes homeless between academic years
or during an academic year; or for the remainder of the academic year if the child or
youth becomes permanently housed during an academic year. Students may enroll in any
public school those non-homeless students who live in the attendance area in which the
student is actually living are eligible to attend.
        If the school enrollment decision is contrary to the wishes of the child or youth’s
parent/guardian, the school will provide the parent, guardian, or unaccompanied youth
with a written explanation of the decision, a statement of the right to appeal, and
procedure for appealing the placement decision. The complainant must file a School
Enrollment Dispute with the school in which the student is presently enrolled. The
principal of this school will notify the Marion County Schools Homeless Liaison of the
dispute and take steps to resolve the dispute.
        When a dispute arises regarding school placement, Marion County Schools will
immediately enroll the homeless student in the school in which enrollment is sought by
the parent, guardian, or unaccompanied youth, pending resolution to the dispute. The
Marion County Schools Homeless Liaison will expeditiously take steps to resolve the
dispute. If the dispute cannot be settled by the homeless liaison, the liaison will assist the
complainant in seeking technical assistance from an appropriate service agency. The
Marion County Board Policy will be followed.

Identification and Placement of Migrant Students

       All students enrolling in the Marion County School System must complete the
Alabama Department of Education Employment Survey as a part of the enrollment
process. This includes all Kindergarten students and all new students enrolling in the
school. This is in accordance with the responsibilities defined under the No Child Left
Behind Act of 2001 (NCLB), Title I, Part C, the Migrant Education Program (MEP). All
school staff has been informed that there are no barriers to enrollment for Migrant
students. At this time, there are no identified Migrant students in the system.

Extended Learning/Preschool Programs
        During the summer of 2009, Marion County Schools implemented the KickStart
Kindergarten program. The program was primarily for children who would be enrolling
in Kindergarten in August, 2009 and had not attended a preschool program. However,
children who had attended preschool but had not mastered basic skills were also admitted
into the program. The data showed that the program was successful. Instead of being
behind on the first day of school, these children were better prepared to begin the
mastering the standards required in Kindergarten. Parents, teachers, and administrators
agree that the program will continue in the summer of 2010. At this time, this is the only
preschool program supported with Title I funds.




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LEA Technical Assistance for Schools in Need of Improvement
       In accordance with the NCLB regulatory requirements for school improvement,
the LEA will provide technical assistance and support to all schools identified for
improvement by:
    1. The LEA will develop an LEA School Improvement Team. This year that team
        will consist of Ryan Hollingsworth, Ann West, Paula Shaw and Eva Carol
        Sartain.
    2. The LEA will employ a part-time School Improvement Specialist to work
        specifically with Marion County High School, due to SI year 3 delay status, and
        also implement strategies used at MCHS in the other schools in the system.
    3. All schools will submit a Continuous Improvement Plan to the LEA. The LEA
        will keep all professional development offered by the system and the schools on
        STI PD.
    4. The LEA will provide technical assistance and support to the school
        improvement teams in developing, implementing, monitoring, and evaluating the
        schools’ improvement plans.
    5. The LEA will provide notification of school improvement status to the schools.
    6. The LEA will provide funding (Title I, Title II, and Title VI funds) and assistance
        in identifying and providing professional development for the administrators and
        all teachers teaching core subject areas in those schools identified for school
        improvement.
    7. The LEA, in conjunction with, the administrators at the identified schools will
        ensure that teachers will document that they are implementing teaching strategies
        that are aligned with the state standards and state assessments.
    8. The LEA will assist in analyzing and revising the identified schools’ budgets so
        that the school allocates its resources more effectively to the activities most likely
        to increase student achievement and remove the school from school improvement
        status.
    9. The LEA and school administrators will attend any SDE suggested or required
        workshops/professional development sessions for school improvement.
    10. The LEA will provide assistance in assuring that any identified schools spend not
        less than 10% of their Title I, Part A allocation for the purpose of providing high
        quality professional development for the school’s teachers, principals, and, as
        appropriate, other instructional staff consistent with Section 9101 (34) of the
        ESEA, that directly addresses the academic achievement problem, is provided in
        a manner that affords increased opportunity for participation in that professional
        development, and incorporates teacher mentoring activities or programs.
    11. The LEA will provide funding for meaningful parental involvement and for
        parenting workshops.
    12. The Superintendent, Federal Programs Coordinator, School Improvement
        Specialist and/or the Elementary Curriculum Coordinator will disseminate
        information regarding research-based programs, best practices, and strategies or
        activities to improve academics.
    13. The LEA, in conjunction with the administrators at each school, will effectively
        monitor the academic performance level of all students using reports generated
        by the Alabama High School Graduation Exam, the Alabama Writing
        Assessment, the SAT10/ARMT, the Alabama Science Assessment and the
        DIBELS Assessment.

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    14. The LEA will publicize and disseminate to teachers, staff, parents, students, and
        the community the school’s annual individual school performance profile for the
        school year.
    15. The LEA will provide funding and assistance in analyzing data from the state
        assessments and other examples of student work in order to identify and develop
        solutions to problems in instruction; professional development, parental
        involvement, and implementation of the school improvement plan, including the
        LEA and school level responsibilities under the plan.
    16. The LEA, in conjunction with the administrators, will monitor the BBSST at
        each school.
    17. The LEA will provide public awareness of the Public School Choice Option
        through the local newspaper, if applicable.

        It is the intent of the Marion County School system to comply with all state and
federal laws and with the NCLB regulations. Marion County Schools actively seeks to
improve the schools in the district, thus providing the students that we serve with a high
quality education offered by teachers who are highly qualified.


School Choice

        Public school choice—letting parents decide which public school is the best place
for their child and allowing and enabling the transfer to that school – is a key strategy in
current federal legislation aimed at improving educational outcomes. The NO Child Left
Behind Act of 2001 (NCLB) supports choice through multiple grant programs as well as
through the law’s key accountability provisions: school districts with Title I schools
deemed to be ―in need of improvement‖ must offer parents an opportunity to move their
children to schools that are meeting standards, and districts must pay for the
transportation to make this move.
        Students are eligible for school choice when the Title I school they attend has not
made adequate yearly progress (AYP) in improving student achievement--- as defined by
the state—for two consecutive years or longer and is therefore identified as needing
improvement, corrective action, or restricting. Any child attending a Title I served school
in Marion County that is designated ―in need of improvement‖ will be offered the option
to transfer to another school in the system that is not identified for school improvement.
Marion County Schools will provide transportation to students who decide to change
schools under this policy. In addition, children are eligible for school choice when they
attend any ―persistently dangerous school‖ or have been a victim on school grounds of a
―violent‖ crime, as defined by the state of Alabama.
        In the event that a Title I school does not make AYP for three years, the school
must offer parents an additional choice — supplemental educational services such as
tutoring. Choice remains an option if the school continues to miss AYP and enters the
stages of corrective action or restructuring.

Adequate Yearly Progress (AYP) Time Line

School Year 1         Does Not Make AYP



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School Year 2         Does Not Make AYP, 1st year of School Improvement
                                 Technical assistance
                                 Public school choice

School Year 3         Does Not Make AYP
                                 Technical assistance
                                 Public school choice
                                 Supplemental educational services


        Marion County Schools has the responsibility and will communicate with parents
clearly and fully about school options to help them make informed choices. A letter will
be mailed home before school starts in August to inform parents that their child’s school
has been identified for improvement. The letter will include the process the school plans
to take via the schools improvement plan. The plan will include options and what the
school is currently doing to meet AYP, as well as what options to transfer their child to a
school that is already meeting standards. The sequence of communications is follows:
        1. General communication about NCLB and accountability
        2. School communications about improvement plans
        3. Notification of ―needs improvement‖ status and choice options

Supplemental Educational Services

        Supplemental educational services will be offered to low-income students
attending Title I schools that have failed to make AYP for three or more consecutive
years. In the event that any Title I school in the Marion County School system is
identified in School Improvement, Year 2 or beyond, these services would be extra
academic assistance made available to the students.
        A Provider Fair would be held at the beginning of the school year and all parents
of students enrolled in the identified school would be invited. The providers invited
would come exclusively from the list of providers approved by the Alabama State
Department of Education. The fair would be held at a time convenient for parents,
probably late afternoon or early evening. Parents will notified by letter. If advice on
provider selection is requested, the LEA will provide assistance.
        If sufficient funds are not available to serve all eligible children, Marion County
Schools will give priority to the lowest-achieving eligible students. Eligibility will be
determined by using the same criteria that is used for Title I allocations to schools, free
and reduced lunch data.

LEA Title I Plan Assurances

Marion County Schools assures that we will do the following:
      1. Inform eligible schools and parents of schoolwide program authority and the
         ability of such schools to consolidate funds from Federal, State, and local
         sources;
      2. Provide technical assistance and support to schoolwide programs;
      3. Work in consultation with schools as the schools develop the schools’ plans
         pursuant to section 1114 and assist schools as the schools implement such
         plans or undertake activities pursuant to section 1115 so that each school can

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    make adequate yearly progress toward meeting the State student academic
    achievement standards;
4. Fulfill such agency’s school improvement responsibilities under section 1116,
    including taking actions under paragraphs (7) and (8) of section 1116(b);
5. Provide services to eligible children attending private elementary schools and
    secondary schools in accordance with section 1112, and timely and
    meaningful consultation with private school officials regarding such services;
6. Take into account the experience of model programs for the educationally
    disadvantaged and the findings of relevant scientifically based research
    indicating that services may be most effective if focused on students in the
    earliest grades at schools that receive funds under this part;
7. In the case of a local educational agency that chooses to use funds under this
    part to provide early childhood development services to low-income children
    below the age of compulsory school attendance, ensure that such services
    comply with the performance standards established under section 641A(a) of
    the Head Start Act;
8. Work in consultation with schools as the schools develop and implement their
    plans or activities under sections 1118 and 1119;
9. Comply with the requirements of section 1119 regarding the qualifications of
    teachers and paraprofessionals and professional development;
10. Inform eligible schools of the local educational agency’s authority to obtain
    waivers on the school’s behalf under Title IX and, if the State is an Ed-Flex
    Partnership State, to obtain waivers under the Education Flexibility
    Partnership Act of 1999;
11. Coordinate and collaborate, to the extent feasible and necessary as determined
    by the local educational agency, with the State educational agency and other
    agencies providing services to children, youth, and families with respect to a
    school in school improvement, corrective action, or restructuring under
    section 1116 if such a school requests assistance from the local educational
    agency in addressing major factors that have significantly affected student
    achievement at the school;
12. Ensure, through incentives for voluntary transfers, the provision of
    professional development, recruitment, programs, or other effective strategies,
    that low-income students and minority students are not taught at higher rates
    than other students by unqualified, out-of-field, or inexperienced teachers;
13. Use the results of the student academic assessments required under section
    1111(b)(3), and other measures or indicators available to the agency, to
    review annually the progress of each school served by the agency and
    receiving funds under this part to determine whether all of the schools are
    making the progress necessary to ensure that all students will meet the State’s
    proficient level of achievement on the State academic assessments described
    in section 1111(b)(3) within 12 years from the end of the 2001-2002 school
    year;
14. Ensure that the results from the academic assessments required under section
    111(b)(3) will be provided to parents and teachers as soon as is practicably
    possible after the test is taken, in an understandable and uniform format and,
    to the extent practicable, provided in a language that the parents can
    understand; and



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      15. Assist each school served by the agency and assisted under this part in
          developing or identifying examples of high-quality, effective curricula
          consistent with section 1111(b)(8)(D).


Parental Involvement:

PART I.     General Expectations

The Marion County School System agrees to implement the following statutory
           requirements:

               Marion County Schools will put into operation programs, activities
                and procedures for the involvement of parents in all of its schools with
                Title I, Part A programs, consistent with section 1118 of the
                Elementary and Secondary Education Act (ESEA). Those programs,
                activities and procedures will be planned and operated with
                meaningful consultation with parents of participating children.

               Consistent with section 1118, Marion County Schools will work with
                its schools to ensure that the required school-level parental
                involvement policies meet the requirements of section 1118(b) of the
                ESEA, and each include, as a component, a school-parent compact
                consistent with section 1118(d) of the ESEA.

               Marion County Schools will incorporate this LEA parental
                involvement plan into its LEA plan developed under section 1112 of
                the ESEA.

               In carrying out the Title I, Part A parental involvement requirements,
                to the extent practicable, Marion County Schools and its schools will
                provide full opportunities for the participation of parents with limited
                English proficiency, parents with disabilities, and parents of migratory
                children, including providing information and school reports required
                under section 1111 of the ESEA in an understandable and uniform
                format and, including alternative formats upon request, and, to the
                extent practicable, in a language parents understand.

               If the LEA plan for Title I, Part A, developed under section 1112 of
                the ESEA, is not satisfactory to the parents of participating children,
                the Marion County Schools will submit any parent comments with the
                plan when the school district submits the plan to the State Department
                of Education.

               Marion County Schools will involve the parents of children served in
                Title I, Part A schools in decisions about how the 1 percent of Title I,
                Part A funds reserved for parental involvement is spent, and will
                ensure that not less than 95 percent of the one percent reserved goes
                directly to the schools.

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                 Marion County Schools will be governed by the following statutory
                  definition of parental involvement, and expects that its Title I schools
                  will carry out programs, activities and procedures in accordance with
                  this definition:

                      Parental involvement means the participation of parents in
                      regular, two-way, and meaningful communication involving
                      student academic learning and other school activities, including
                      ensuring—
                             (A) that parents play an integral role in assisting their
                                 child’s learning;
                             (B) that parents are encouraged to be actively involved in
                                 their child’s education at school;
                             (C) that parents are full partners in their child’s education
                                 and are included, as appropriate, in decision-making
                                 and on advisory committees to assist in the education
                                 of their child;
                             (D) the carrying out of other activities, such as those
                                 described in section 1118 of the ESEA.


PART II.    Description Of How Marion County Schools Will Implement
Required LEA Parental Involvement Plan Components


   1. Marion County Schools will take the following actions to involve parents in the
      joint development of its LEA parental involvement plan under section 1112 of the
      ESEA:

   * Meet with parent leaders to discuss the plan and get their input and suggestions.
   * At the Annual Meeting of Title I Parents, parents will be given a copy of the LEA
   plan and informed of their right to suggest changes or offer ideas for the plan.
   Parents are allowed to make comments if they disagree with any aspect of the policy.
   * The LEA plan will be put on the MCBE website as well as each Title I schools’
   website. Parents will be informed, through a newsletter sent home with each student,
   that the LEA plan and their school’s plan can be found on both websites. The
   newsletter will also tell parents that they can be involved in the development of the
   plan by offering suggestions for revision to their parent leader or to the LEA.

2. Marion County Schools will take the following actions to involve parents in the
   process of school review and improvement under section 1116 of the ESEA:

   *Each year a Title I School Planning Committee, made up of Title I teachers, regular
   classroom teachers, counselors, administrators, parent involvement personnel, and
   parents is formed at each school. After a study of the data and surveys completed by
   parents, teachers and administrators, the committee members have the opportunity to
   ask questions, make suggestions for improvements, and make recommendations as to
   the type of Title I program to be implemented for the coming year. They will discuss
   how the Title I program at their school will be designed, operated, and evaluated, and
   they will offer suggestions for any improvements in the Parent Involvement Policy

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    and other topics covered during the meeting. Parents are provided the opportunity
    and encouraged to participate in these decisions.


3. Marion County Schools will provide the following necessary coordination, technical
   assistance, and other support to assist Title I, Part A schools in planning and
   implementing effective parental involvement activities to improve student academic
   achievement and school performance:

    * Train parent leaders from each school with the modules for parental involvement.
    * The Parent/Community Liaison will send a survey in the fall to all Title I parents
    seeking input and suggestions for activities parents are interested in participating.
    Another survey will be sent in the spring to all Title I parents to ask for an evaluation
    of the program offered and to determine barriers to parental involvement.

4. Marion County Schools will coordinate and integrate parental involvement strategies
   in Part A with parental involvement strategies under the following other programs:
   [Insert programs, such as: Head Start, Reading First, Early Reading First, Even Start,
   Parents As Teachers, Home Instruction Program for Preschool Youngsters, and State-
   operated preschool programs], by:

     *The Read2Me program will be extended and offered to the preschool programs
   where available in Title I schools.
    * Appropriate newsletters will be sent home with all preschool students as well as
   regular elementary students.

5. Marion County Schools will take the following actions to conduct, with the
   involvement of parents, an annual evaluation of the content and effectiveness of this
   parental involvement plan in improving the quality of its Title I, Part A schools. The
   evaluation will include identifying barriers to greater participation by parents in
   parental involvement activities (with particular attention to parents who are
   economically disadvantaged, are disabled, have limited English proficiency, have
   limited literacy, or are of any racial or ethnic minority background). The school
   district will use the findings of the evaluation about its parental involvement plan and
   activities to design strategies for more effective parental involvement, and to revise, if
   necessary (and with the involvement of parents) its parental involvement policies.
   * The Parent/Community Liaison will construct a survey, based on the SDE template,
   to gain information from parents concerning the program offered for the current
   school year. The survey will be sent to the schools and they will send one home with
   each student. When the surveys are returned, they will be sent to the
   Parent/Community Liaison and she will compile the information. The results will be
   given to the principals to share with their school’s Title I planning team. The results
   will also be shared with the parent leaders and they will use this information for
   planning for the next school year. This information will be shared at the Annual
   Meeting of Parents.

1. Marion County Schools will build the schools’ and parent’s capacity for strong
   parental involvement, in order to ensure effective involvement of parents and to
   support a partnership among the school involved, parents, and the community to

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improve student academic achievement, through the following activities specifically
described below:

   A. The school district will, with the assistance of its Title I, Part A schools,
      provide assistance to parents of children served by the school district or
      school, as appropriate, in understanding topics such as the following, by
      undertaking the actions described in this paragraph --

               the State’s academic content standards,
               the State’s student academic achievement standards,
               the State and local academic assessments including alternate
                assessments,
            the requirements of Part A,
            how to monitor their child’s progress, and
            how to work with educators:
       * The Parent Communtiy Liaison has created a Wiki for parents called MCBE
       Parent News. Parents will have access to a resource base where they can get
       information on how to help their child at home. They will also be able to chat
       with each other and give feedback on the Title I Parental Involvement
       program to the host.
       * Newsletters describing requirements of the Title I law, such as the compact,
       what it means to be a schoolwide Title I parent, and tips on making your
       parent/teacher conference successful.
       *Every student in the school has a compact on file in the regular teacher’s
       classroom. It describes how parents, the school staff, and Title I students will
       share responsibility for improved student academic achievement. The
       compact is to be signed by the parent, student and a school representative.
       * At the beginning of each school year, all parents of students enrolled in Title
       I served schools are given a copy of the Parent’s Right-to-Know informing of
       their right to request information about teachers and paraprofessionals in their
       child’s school and their right to be notified if their child is taught by a teacher
       that is not highly qualified for four or more consecutive weeks.


   B. The school district will, with the assistance of its schools, provide materials
      and training to help parents work with their children to improve their
      children’s academic achievement, such as literacy training, and using
      technology, as appropriate, to foster parental involvement, by:
     *Schoolwide parents receive information to help them be involved in their
     child’s education through newsletters and the MCBE website. Parents are
     offered the opportunity to attend parenting workshops, if interested in doing so.
     The workshops are planned according to the results of a survey sent out that
     asks parents what types of programs they would be interested in. These
     strategies are an effort to build capacity in the parents to be involved in their
     child’s education.
     * The Title I parents are encouraged to attend the parent-teacher conferences on
     the day set aside in the system calendar as well as other times, as needed. The
     school has an open-door policy with parents to meet with the classroom
     teachers, Title I teachers, and the principal. The school asks that the parents

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          make an appointment with the teachers during their planning periods or before
          and after school hours. Teachers have many informal discussions of student
          progress with parents through phone calls, formal progress reports, and casual
          conversations. Parents are encouraged to volunteer and participate in their
          child’s classroom activities.

       C. The school district will, with the assistance of its schools and parents, educate
          its teachers, pupil services personnel, principals and other staff, in how to
          reach out to, communicate with, and work with parents as equal partners, in
          the value and utility of contributions of parents, and in how to implement and
          coordinate parent programs and build ties between parents and schools, by:


       D. The school district will, to the extent feasible and appropriate, coordinate and
          integrate parental involvement programs and activities with Head Start,
          Reading First, Early Reading First, Even Start, Home Instruction Programs for
          Preschool Youngsters, the Parents as Teachers Program, and public preschool
          and other 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, by:
          * The Read2Me program will be extended and offered to the preschool
          programs where available in Title I schools.
          * Appropriate newsletters will be sent home with all preschool students as
          well as regular elementary students.


       E. The school district will take the following actions to ensure that information
          related to the school and parent- programs, meetings, and other activities, is
          sent to the parents of participating children in an understandable and uniform
          format, including alternative formats upon request, and, to the extent
          practicable, in a language the parents can understand:
          * The Title I Program ensures that all parents of Title I students receive
          information and school reports. The LEA purchased software that translates
          the information to be sent home for the Spanish-speaking students so that the
          parents can understand the material. TRANSACT is used to obtain forms in
          languages other than Spanish.
          *The Parent/Community Liaison and ESL teacher are planning a parent night
          for ESL parents. Parents will be shown how to help their child at home and
          have parenting resources available in their language. The Hispanic parent
          leader will be on hand to translate as needed.



PART III.      Discretionary LEA Parental Involvement Plan Components

NOTE: Marion County Schools chooses to offer the following discretionary activities in
an effort to build capacity in parents to be involved in the education of their child. These
activities are listed under section 1118(e) of the ESEA:



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              involving parents in the development of training for teachers, principals,
               and other educators to improve the effectiveness of that training;
              paying reasonable and necessary expenses associated with parental
               involvement activities, including transportation and child care costs, to
               enable parents to participate in school-related meetings and training
               sessions;
              training parents to enhance the involvement of other parents;
              in order to maximize parental involvement and participation in their
               children’s education, arranging school meetings at a variety of times;
              establishing a LEA parent advisory council to provide advice on all
               matters related to parental involvement in Title I, Part A programs;
              providing other reasonable support for parental involvement activities
               under section 1118 as parents may request.]




PART IV.       Approval

This LEA Parental Involvement plan has been developed jointly with, and agreed on
with, parents of children participating in Title I, Part A programs, as evidenced by
__participation of parent leaders____________. The school district will distribute this
plan to all parents of participating Title I, Part A children on or before October 19, 2009.



__Marion County Board of Education______                        _September 24, 2009__
  PLAN APPROVED BY (Person or Entity)                            DATE OF APPROVAL




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