The Continuous Improvement Plan CIP for Lakewood Elementary School will

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The Continuous Improvement Plan CIP for Lakewood Elementary School will Powered By Docstoc
					                                                                                                2010 - 2011
                                                                             CONTINUOUS IMPROVEMENT PLAN
                                                                                              Non-Title Plan
                                                                     Note: Blank copy is available on www.alsde.edu , e-GAP, Document Library
                                                               Central office designee submits required plans to LEA system’s e-GAP Document Library



 NAME OF SCHOOL: Lakewood Elementary School

 STREET ADDRESS: 3010 Silverlake Drive                                         CITY: Phenix City                                              STATE: Alabama                  ZIP CODE: 36867

 CONTACT: Nicey Eller                                                          TELEPHONE: 334-732-1173                                        E-MAIL neller@pcboe.net
 Identified for School Improvement? No             Yes        Delay Status                        Year 1                   Year 2                      Year 3                     Year 4 or more
 ALL PLANS: Submit to LEA for Board approval. Retain the original plan in the LEA. Submit a copy of the plan electronically to your system’s E-GAP Document Library by November 3, 2010.
 If using any Federal funding: Submit to LEA for Board 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, 2010.
 Made AYP?          Made AMAOs            Career Tech      Are any federal resources      Describe how this plan will be made available to parents and other stakeholders, such as through parent meetings or on Web sites.
 YES                (ELL)?                Made AYP?        like Title II, III, IV, and VI NOTE: The Parental Involvement section of this plan must be distributed to all parents.
 NO                 YES                   YES              used to coordinate with and    The Continuous Improvement Plan (CIP) for Lakewood Elementary School will be available to parents and other stakeholders in the administrative
                    NO                     NO              supplement existing services office, guidance office, media center, and the school website.
                    N/A                    N/A             and are not used to provide
                                                           services that, in the absence
                                                           of federal funds, would be
                                                           provided by another fund
                                                           source?
                                                           YES         NO
 *Board Approval: Yes                No            Board approval received on _____________________________, 2010.                             Board Signature:

 Superintendent Signature:                                                                                                                        Date:

 LEA Representative Signature:                                                                                                                    Date:
 (responsible for monitoring plan)
 Principal Signature:                                                                                                                             Date:




System:                                                                                                                                                                                      Updated: July 13, 2010

School:
  CONTINUOUS IMPROVEMENT PLAN DEVELOPMENT AND IMPLEMENTATION TEAM

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

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

 In August of 2010, Lakewood Elementary School faculty and parents met to disaggregate testing data to determine how students performed. Utilizing data from DIBELS, SAT 10, ARMT, and Alabama Science
 Assessment, teachers/parents compared results for grade level classes, individuals, and subgroups. Areas of need were determined and will be addressed. In addition, the Adequate Yearly Progress (AYP) results
 For the Phenix City School System were examined for the purpose of determining areas of need at the secondary level because our students’ test results impact the system AYP status, and our students leave Lakewood
 to attend other schools in our system for grades 6-12.




                       Instructional                                                            Positions                                                                Signatures
                  Leadership Team Names                          (Identify position held, e.g., Administration, Faculty, Staff, Grade                           (Indicates participation in the
   (The Leadership Team must include the principal, faculty        Level and/or Subject Area, Parents and Community members.)                                      development of the CIP)
   [including ELL resource lead teacher if applicable], staff,
      parents, community stakeholders, and/or students.)
 Nicey Eller                                                     Principal
 Tammy Smith                                                     Assistant Principal
 Beth Hedges                                                     Kindergarten Teacher
 Susan Riepe                                                     First Grade Teacher
 Paula Graham                                                    Second Grade Teacher
 Sandy Watson                                                    Third Grade Teacher
 Stan Ridley                                                     Fourth Grade Teacher
 JoeAnn Evans                                                    Fifth Grade Teacher
 Vickie Griggs                                                   Resource Teacher
 Greg Ojendyk                                                    Physical Education Teacher
 Dawn Newsome                                                    Parent
 Mike Rathel                                                     Parent




System:                                                                                                                                                                            Updated: July 13, 2010

School:
          Part I – SUMMARY OF NEEDS BASED ON A COMPREHENSIVE REVIEW OF DATA




System:                                                                       Updated: July 13, 2010

School:
    PART I – CONTINUED - DIRECTIONS - SUMMARY OF DATA: Indicate data sources used during planning by identifying strengths and weaknesses or program gaps. If your school did not review a
   particular data source, please write N/A. School improvement goals should address program gaps (weaknesses) as they relate to student achievement or AYP categories such as graduation rate or other
   academic indicators. Close attention should be given to the proficiency index. Please include all disaggregated subgroups including those with less than forty students. Additionally, please report data
   pertaining to the
    Response to Instruction (RtI) framework, include data used to determine the type of support provided to students (i.e.: universal screening results, benchmark testing, progress monitoring, etc.)


Briefly describe the process your faculty used to conduct the needs assessment (analysis of all data).
Data for Harcourt End of Year Benchmark Test, DIBELS (Dynamic Indicators of Basic Early Literacy Skills), SAT 10 (Stanford Achievement Test), ARMT (Alabama Reading and Math Test), and the
ASA (Alabama Science Assessment), tests given to students in grades K-5 at Lakewood, were examined for the purpose of determining how students performed during the 2010 year. In addition, comparisons were
made with results from previous years. Teachers compared results for grade levels, classes, individuals, and sub groups.

Grade level meetings were held to consider what each grade level needed to address. Writing needs to be an emphasis in grades K-4th so the instruction in fifth grade provides practice of skills learned.

Although Lakewood achieved AYP (Annual Yearly Progress), there are areas that stand out as needing careful planning for insuring effective instruction. Effective instruction is intended for each student as an
individual rather than classes only. This has led to keen interest being paid to utilization of RTI's (Response to Instruction) and training for delivery of RTI's. Although Lakewood achieved AYP, the school system did
not for grades 3-5 in the area of Special Education Reading.

Highly Qualified Teachers (HQT): Describe how staffing decisions ensure that instruction is provided by highly qualified, well-trained teachers and how their assignments most effectively address identified
academic needs.
In the course of interviewing candidates for teaching positions, their qualifications based on HQ criteria are a first priority. Careful examination of transcripts and accreditation status of universities/programs is done
at the central office level and at the local level. Experience and knowledge of content areas, as well as instructional strategies used for addressing student needs in identified areas of academic need, are paramount in
assigning teachers to positions. In addition to interviews, feedback from previous administrators and/or supervising teachers is used as well. Test data are a consideration when additional units are added. Although our
population increased and five teacher units were added, classroom spaces were not available. The ALSDE (Alabama State Department of Education) Technology Review indicated we needed to have a more targeted
technology emphasis that used the Alabama Technology Course of Study for the curriculum baseline. A technology teacher was added as one of the new units. Experienced master teachers from the staff volunteered to
serve as intervention specialists in reading and mathematics. They serve all grade levels by providing instruction for students who need strategies or intensive intervention in reading and/or math.

Number and percentage of Non-HQT:                                                                                         Number and percentage of Classes Taught by Non-HQT:
0% are Non-HQT. All teachers at Lakewood are Highly Qualified.                                                            0% of classes are taught by Non-HQT. All teachers at Lakewood are Highly Qualified.

Alabama High School Graduation Exam (AHSGE):
Strengths:                                                                                                                Weaknesses:
While the Alabama High School Graduation Exam is not given at this level, it is important that we                         Below are weaknesses identified in the Central High School CIP:
keep abreast of data at the high school level. Below are strengths identified in the Central High School CIP:             5.13% of all students, 65% of special education students, 6.49% of black students, 2.86% of
All subpopulations of students met the participation goal for the reading and math portions of the AHSGE.                 white students, and 7.6% of free/reduced lunch students scored below proficiency in reading.
1.11% of all students, 0.95% of black students, and 0.18% of white students scored above proficiency in math.             46.58% of special education students and 1.19% of free/reduced lunch students scored below
                                                                                                                          proficiency in math.
                                                                                                                          The graduation rate dropped from 98% in the 2008-2009 school year to 84% for the 2009-2010
                                                                                                                           school year.




System:                                                                                                                                                                             Updated: July 13, 2010

School:
Alabama Reading and Mathematics Test (ARMT):
Strengths:                                                                                                            Weaknesses:
Percentage of students who scored a III or IV for the 2009-2010 school year:                                          Percentages reflect the students who scored at or above proficiency.
   3rd grade-Reading 97%, Math 84%                                                                                    Use strategies to comprehend literary/recreational materials (lowest reading score for 3rd – 66%)
   4th grade-Reading 99%, Math 95%                                                                                    Use strategies to comprehend literary/recreational materials (lowest reading score for 4 th – 74%)
   5th grade-Reading 91%, Math 93%                                                                                    Use strategies to comprehend literary/recreation materials (tied for lowest reading score for 5 th –
                                                                                                                      64%)
Explanation of Levels:                                                                                                Use strategies to comprehend functional and textual/informational materials (tied for lowest
I – does not meet standards                                                                                           reading score for 5th – 64%)
II – partially meets standards                                                                                        Divide whole numbers (lowest math score for 3rd – 58%)
III- meets standards                                                                                                  Multiply and divide whole numbers (lowest math score for 4 th - 63%)
IV- exceeds standards                                                                                                 Convert units of measurement within the same system (lowest math score for 5th – 48%)

Alabama Science Assessment:
Strengths:                                                                                                            Weaknesses:
2009-2010 school year, Grade 5                                                                                        Use everyday indicators to identify common acids and bases-59%, although 59% reflects a 19%
87% of 5th grade students scored a III or IV on ASA.                                                                  gain over 2008-2009
Compare distances from the sun to planets in our solar system-83% of 5th graders mastered the standard                Contrast ways in which light rays are bent by concave and convex lenses-62%, although 62%
Identify evidence of chemical changes through color, gas, formation, solid formation, and temperature change–73% of   reflects a 7% gain over 2008-2009
 5th graders mastered the standard                                                                                    Identify common parts of plant and animal cells, including the nucleus, cytoplasm, and cell
Compare effects of gravitational force on Earth, on the moon, and within space-70% of 5th graders mastered the        membrane-56%, which reflects an 8% decline from 2008-2009
 standard                                                                                                             Describe the relationship of populations within a habitat to various communities and
Identify major body systems and their functions, including the circulatory, respiratory, excretory, and               ecosystems- 54%, which reflects a 1% drop from 2008-2009
reproductive systems-70% of 5th graders mastered the standard

Stanford 10:
Strengths:                                                                                                            Weaknesses:
2009-2010 school year, Grades 3-5                                                                                     Word Study Skills: 3rd grade-10% of students scored in stanines 1-3; 16% of students were
Percentage of students who scored in stanines 7-9:                                                                    below average in the areas of Structural Analysis and Phonetic Analysis – Vowels.
Reading Comprehension:                                                                                                Math Problem Solving: 3rd grade-12% of students scored in stanines 1-3; 21% of students were
    3rd grade-47%, 4th grade-60%, 5th grade-41%                                                                       below average in Reasoning and Problem Solving.
   Reading Vocabulary:                                                                                                Math Procedures: 3rd grade-14% of students scored in stanines 1-3; 18% of students were
      3rd grade-29%, 4th grade-50%, 5th grade-24%                                                                     below average in computation with decimals.
   Math Procedures:
      3rd grade-33%, 4th grade-74%, 5th grade-65%
   Math Problem Solving:
      3rd grade-38%, 4th grade-54%, 5th grade-46%




System:                                                                                                                                                                         Updated: July 13, 2010

School:
Dynamic Indicators of Basic Early Literacy Skills (DIBELS):
Strengths:                                                                                                      Weaknesses:
End of the Year percentage of students achieving benchmark or higher:                                           Third Grade had a lower percentage of students scoring at the benchmark level than any other
2009-2010 school year – grades K-3                                                                              grade level. 16% of third grade students did not benchmark.
Kindergarten:
   NWF (Nonsense Word Fluency Goal – 25): 94%
   PSF (Phoneme Segmentation Fluency Goal – 35): 98%
First Grade:
   ORF (Oral Reading Fluency Goal - 40): 94%
Second Grade:
   ORF (Oral Reading Fluency Goal - 90): 91%
Third Grade:
   ORF (Oral Reading Fluency Goal – 110): 84%




Part I – Continued:

Alabama Direct Assessment of Writing (ADAW):

Strengths:                                                                                                      Weaknesses:
2009-2010 school year – Grade 5                                                                                 Percentage of Students who scored in Levels I & II:
Percentage of Students who scored in Levels III & IV:                                                           Descriptive-39%, Narrative-5%, Expository-14%
Descriptive-61%, Narrative-95%, Expository-85%
                                                                                                                       Total 20%
Total 81%                                                                                                              Writing Mechanics-37%, Sentence Formation-28%, Grammar & Usage-31%
This reflects an overall gain of 31% over the 2008-2009 ADAW scores. At that time, only 51% of our 5 th grade students
scored a III or IV.

Explanation of Levels:
I – does not meet standards
II – partially meets standards
III – meets standards
IV – exceeds standards

ACCESS for English Language Learners (ELLs):
Strengths:                                                                                                      Weaknesses:
ACCESS will be administered to two students in February.                                                        No ACCESS has been needed prior to this point. Therefore, no weaknesses have been identified
                                                                                                                at this time.




System:                                                                                                                                                                Updated: July 13, 2010

School:
EducateAL or other Professional Evaluation Profile Information:
Strengths:                                                                                                                Weaknesses:
Teachers who were evaluated with the Educate Alabama components were involved in determining areas of focus for           Too many questions remained about Educate Alabama; as a result, training is continuing for
their PLP's (Professional Learning Plans). In addition, the final analysis included greater feedback from teachers than   administrators. The transition from PEPE to Educate Alabama was not done for all professional
what has been solicited using PEPE (Professional Education Personnel Evaluation). Educate Alabama allows for more         personnel. A single system should be employed. Teachers indicate that the process is long and
dialogue between administrators and teachers.                                                                             overwhelming.



Additional Data Sources: (e.g., Alabama Alternate Assessment [AAA], School Technology Plan Data)
Strengths:                                                                                                                Weaknesses:
All classrooms have internet access and are equipped with SmartBoards and computer stations for students.                 Continuous professional development on use of technology is needed to insure optimum benefit
There is a 30 seat computer lab, 2 mobile laptop labs, and 1 mobile lab containing 30 IPads.                              is gained from the use of technology in place and to remain abreast of trends and resources that
Certified teachers are in coaching positions for reading and math. Accelerated Math instruction is provided by a          could help with instruction.
certified teacher.                                                                                                        Opportunities must be provided for vertical collaboration with K-5 teachers.
All staff members participate in scoring practice writing according to the ADAW rubric.                                   Continuous writing opportunities for all students will be provided.
                                                                                                                          A Technology Plan on the elementary school level should be developed.
Local Data (e.g., LEA, school, and grade-level assessments, surveys, program-specific assessments, other RtI data):
Strengths:                                                                                                                Weaknesses:
Harcourt EOY(End of Year) assessments:                                                                                    Harcourt Storytown Tier II instruction does not fully address struggling readers’ remediation
   1st grade-94% of students scored 80% or better, which represents mastery of skills.                                    needs; however, most of those students do not qualify for Tier III intervention. This need is being
   2nd grade-84% of students demonstrated mastery of skills.                                                              addressed with resource teachers delivering additional remediation, which is Voyager Passport.
   3rd grade-79% of students demonstrated mastery of skills.


Career and Technical Education Program Data Reports:
Strengths:                                                                                                                Weaknesses:
 While the Alabama High School Graduation Exam is not given at this level, it is important that we                        Below are weaknesses identified in the high school CIP:
keep abreast of data at the high school level. Below are strengths identified in the high school CIP:                     The CHS Career Technical Education program did not meet the attainment of the
All subpopulations of students met the participation goal for the reading and math portions of the AHSGE.                 school completion and graduation rate goals of 82% and 90%, respectively. 81.14%
1.11% of all students, 0.95% of black students, and 0.18% of white students scored above proficiency in math              completion was reached.
                                                                                                                          The CHS Career Technical Education program did not meet the attainment of the non-traditional
                                                                                                                          participation goal (17%) with 9.57%.
                                                                                                                          The CHS Career Technical Education program did not meet the attainment of the non-traditional
                                                                                                                          completion goal (12%) with 7.97%.




System:                                                                                                                                                                             Updated: July 13, 2010

School:
Part I – Continued (CULTURE RELATED DATA):
School Demographic Information related to student discipline (e.g. total office referrals, long- and short-term suspensions, expulsions, alternative school placements, School Incidence Report (SIR) data, student
attendance).
Strengths:                                                                                                              Weaknesses:
Total office referrals for 2009-2010:                                                                                   87% of all referrals are for males. Bullying is perceived as an issue.
   259 (32 were information only and are not counted in this total)

Lakewood had 100 more students and 11 less referrals than the 2008-2009 school term.
There were no expulsions and only 1 alternative school placement.
There are discipline plans in place at the district, school, and classroom levels.
Discipline referrals are handled in a timely manner.

In the 2009-2010 school year, interested teachers and parents completed a book study on the book Schools Where
Everyone Belongs: Practical Strategies for Reducing Bullying.
Guidelines have been set for dealing with bullying behavior in the school.

School Demographic Information related to drop-out information and graduation rate data.
Strengths:                                                                                                           Weaknesses:
LES has a high percentage of promotions and students who receive honors awards. The PST (Problem Solving             Report cards need to indicate whether a student has been promoted, placed, or retained.
Team) is in place for students who are at risk of retention, as well as students with behavioral issues.             With increasing enrollment, there may be a need for additional transitional classes and
A Kindergarten-first grade transitional class is being taught for students who had mastered some but not all         intervention groups, in order to serve all students who need these instructional interventions.
of the kindergarten skills. These students did not need a full year of Kindergarten again, but they were not quite
ready for 1st grade.
School Demographic Information related to teacher attendance, teacher turnover, or challenges associated with a high percent of new and/or inexperienced faculty.

Strengths:                                                                                                             Weaknesses:
Turnover rate at Lakewood is very low.                                                                                 The school needs to provide an orientation to cover our school’s policies and procedures for first
Due to growth, 5 additional units have been added.                                                                     year teachers and teachers new to Lakewood.
Grade levels all include teachers with varying years of experience.
A mentoring program is provided for 1-2 years for inexperienced teachers. All first year teachers are assigned a
mentor.

School Demographic Information related to student attendance, patterns of student tardiness, early checkouts, late enrollments, high number of transfers, and/or transiency including migratory moves (if
applicable).
Strengths:                                                                                                            Weaknesses:
Overall attendance is very high.                                                                                      Excessive tardies are an area of weakness.
Every student enrolled during the SAT 10/ARMT testing window, with the exception of one took every part of the        LES is a large elementary school with one entrance/exit. A high volume of car riders may cause
test. That student was absent due to eye surgery.                                                                     traffic congestion.
The student handbook addresses tardies and absences. Letters concerning tardies are sent from the school. Issues      Almost all Lakewood classes are above the state cap for class size.
concerning absences are addressed by the Truancy Officer.
Students with perfect attendance are recognized on a quarterly basis.


System:                                                                                                                                                                            Updated: July 13, 2010

School:
School Perception Information related to parent perceptions and parent needs including information about literacy and education levels.
Strengths:                                                                                                            Weaknesses:
Parents overwhelmingly feel welcomed in the school and are actively involved in assisting teachers inside and         Parents would like to see teaching the fine arts as part of the curriculum.
outside of the classrooms.                                                                                            Increased enrollment has led to overcrowding. Lakewood Primary School is scheduled to open
Parents and teachers communicate through emails, newsletters, classroom websites, conferences, and various            August 2011.
reports from test data.
A high Parent Teacher Association membership (85% of enrollment) indicates active parent involvement.
Lakewood Primary School is being built in anticipation of increasing enrollment.
School Perception Information related to student PRIDE data.

Strengths:                                                                                                           Weaknesses:
Although Lakewood students do not take the PRIDE survey, results reveal that 91.4% of the 6 th and 7th graders view The survey shows that in non-instructional areas of the school 37% of 6th and 7th graders feel
alcohol and drugs as bad and very bad.                                                                               unsafe.
School Process Information related to an analysis of existing curricula focused on helping English Language Learners (ELLs) work toward attaining proficiency in annual measurable achievement objectives (AMAOs).

Strengths:                                                                                                            Weaknesses:
Screening tests were given to two LEP-1 students. The screeners revealed that both students are at the very           The two students are the first ELL students at Lakewood. At the end of the year, an analysis will be
beginning of learning English. A first grade teacher has been using an Ipad with her student. One application         done to determine which programs were successful in assisting with instruction.
translates Spanish to English and vice versa. Her student spends thirty minutes for reading intervention and thirty
minutes for ELL Intervention daily. The program is Speaking and Listening to the English Language!


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

Strengths:                                                                                                            Weaknesses:
One special education teacher has a master’s degree in ESOL. She is available upon request to assist with the ELL     This teacher is housed on another campus.
students.

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

Strengths:                                                                                                            Weaknesses:
Instructional materials are SRB (Scientifically Researched Based) and tiers of intervention are provided for          Dialogues and vertical planning across grade levels are needed to strengthen curriculum
learners that need additional assistance.                                                                             alignment.
Teachers utilize the Alabama Courses of Study in planning instruction.                                                We are still working on integrating science and social studies into the reading and math
Teachers are included in system-wide teams in the areas of reading, language, writing, and math to insure             curriculums.
curriculum uniformity among the schools.                                                                              A quicker response time for the distribution of textbooks and workbooks ordered through the
Overall, the availability of teaching materials is adequate.                                                          central office to the school is needed.
The afterschool program, LEAP, provides certified teachers to assist students at all grade levels with assignments.   As a result of increased enrollment, the teacher to student ratio has increased.




System:                                                                                                                                                                          Updated: July 13, 2010

School:
 Part II - GOAL TO ADDRESS ACADEMIC NEEDS – All components to support improving academic achievement, INCLUDING SCHOOL CULTURE AND RtI CONSIDERATIONS, should be related to the
 weaknesses identified in the data summary. DUPLICATE PAGES AS NEEDED TO ADDRESS PRIORITIZED GOALS INCLUDING SACS DISTRICT GOALS, IF APPLICABLE. Use the SMART Goals format to
 address areas of need.
 CONTINUOUS IMPROVEMENT GOAL (SHOULD ADDRESS IDENTIFIED WEAKNESSES AND GAPS):
  To increase the percent of 5th grade students scoring a III or a IV on the descriptive writing portion of the Alabama Direct Assessment of Writing.
 Data Results on which goal is based:
 During the 2009-2010 school term 39% of 5th grade students partially met or did not meet standards on the descriptive writing portion of the Alabama Direct Assessment of Writing.

 TARGET GRADE LEVEL(S):                    TARGET CONTENT AREA(S): Circle One                          AHSGE:                                                                 Additional Academic Indicators:          TARGET STUDENT SUBGROUP(S):
 5th                                       Reading  Math   Science    Other                            Reading Math Science Social Studies            Language


      COURSES OF STUDY                              REFORM STRATEGIES                                                       BENCHMARKS                                             INTERVENTIONS                                           RESOURCES

  WHICH COURSE OF STUDY            WHAT RESEARCH-BASED STRATEGIES/ACTIONS                                 HOW WILL PROGRESS FOR EACH ACTION                            HOW WILL THE SCHOOL PROVIDE                           WHAT RESOURCES AND SPECIFIC
     STANDARDS, AHSGE                                WILL BE USED                                                 STEP BE MEASURED?                                  TIMELY ASSISTANCE IF STRATEGIES DO                    EXPENDITURES WILL BE NEEDED FOR
  STANDARDS/OBJECTIVES,           TO IMPROVE STUDENT ACADEMIC PERFORMANCE?                               (PERFORMANCE DATA, LISTS, SURVEYS, ETC)                         NOT CHANGE PERFORMANCE?                             SUCCESSFUL IMPLEMENTATION?
ELIGIBLE CONTENT, OR WIDA*              (Give specific strategies, not just programs                                                                                                                                          (Ex: 6 Classroom Libraries, $.....00)
 STANDARDS ARE LINKED TO                           or program names.)
      EACH STRATEGY?


2007 Alabama Course of Study     STRATEGY: Implement explicit, intensive instruction for every          Lesson plans will reflect the instruction of the writing    Diagnose writing deficiencies and provide         Great Source access is purchased through local funds
English Standards 7,8,9, 10      writing lesson.                                                        process .                                                   instruction to help students to improve.          provided by the Central Office.
                                                                                                        Lesson plans will show daily and weekly writing
                                 ACTION STEP: Students will do informal writing daily.                  practice.
                                 Students will do formal writing weekly. The formal writing
                                 includes the five step writing process. The students practice
                                 descriptive, expository, narrative, and persuasive writing.
                                 STRATEGY: A Writing Fair is held at the school in October and          Students will maintain writing portfolios and will select   Grades 4-5 will use Great Source.                 PTA will purchase ribbons and pins for winners.
                                 February.                                                              one entry each month for publication.
                                 ACTION STEP: Teachers utilize the Harcourt skills matrix which
                                 includes a daily prompt for grammar and writing that corresponds
                                 with the lesson. All staff members participate in scoring students’
                                 writing several times a year.
                                 STRATEGY: A system wide Young Authors Writing Fair is                  Student entries will be selected and submitted for          Feedback from classroom teachers will result in   The Young Authors Contest is funded by local grants.
                                 conducted in April.                                                    competition at the system level.                            improved writing entries.
                                                                                                        Scores for 5th grade on the ADAW will reflect the degree
                                 ACTION STEP: All teachers will have students enter the fair with       of improvement attained.
                                 fiction, non-fiction, or poetry entries.




 System:                                                                                                                                                                                                                   Updated: July 13, 2010

 School:
Part III - GOAL TO ADDRESS ANNUAL MEASURABLE ACHIEVEMENT OBJECTIVES (AMAOs) AND ENGLISH LANGUAGE PROFICIENCY NEEDS – Note: Refer to the ELL Data Compilation Form as
part of the needs assessment in forming goals. If any ELL student did not make AMAOs, complete this page.

   ENGLISH LANGUAGE PROFICIENCY GOAL (SHOULD ADDRESS IDENTIFIED WEAKNESSES AND GAPS):
   There were no ELL students at Lakewood Elementary School for the 2009-2010 school term. Two ELL students enrolled at LES for the 2010-2011 school term. Access will be administered to the students in
   February.
   Data on which goal is based:



   TARGET GRADE LEVEL(S):         TARGET ELP LANGUAGE DOMAIN(S):
                                  Circle all that apply.                                Reading        Writing        Listening        Speaking        Comprehension

    WIDA ENGLISH LANGUAGE                     REFORM STRATEGIES                                   BENCHMARKS                                  INTERVENTIONS                                RESOURCES
     PROFICIENCY STANDARDS
      WHICH WIDA* ENGLISH                    WHAT RESEARCH-BASED                     HOW WILL PROGRESS FOR EACH ACTION STEP        HOW WILL THE SCHOOL PROVIDE TIMELY           WHAT RESOURCES AND SPECIFIC
     LANGUAGE PROFICIENCY             STRATEGIES/ACTIONS WILL BE USED                            BE MEASURED?                     ASSISTANCE IF STRATEGIES DO NOT CHANGE      EXPENDITURES WILL BE NEEDED FOR
   STANDARDS OR DOMAINS ARE            TO IMPROVE STUDENT ACADEMIC                    (PERFORMANCE DATA, LISTS, SURVEYS, ETC)                  PERFORMANCE?                     SUCCESSFUL IMPLEMENTATION?
   LINKED TO EACH STRATEGY?                       PERFORMANCE?                                                                                                                   (Ex: 6 Classroom Libraries, $.....00)
                                      (Give specific strategies, not just programs
                                                 or program names.)

                                  STRATEGY:


                                  ACTION STEP:



                                  STRATEGY:


                                  ACTION STEP:


                                  STRATEGY:


                                  ACTION STEP:




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




System:                                                                                                                                                                    Updated: July 13, 2010

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

             CULTURE                                        REFORM STRATEGIES                                                     BENCHMARKS                                                   INTERVENTIONS                                               RESOURCES

 (REFER TO CULTURAL DATA IN
     NEEDS ASSESSMENT)

 WHAT CHALLENGES RELATED                   WHAT RESEARCH-BASED STRATEGIES/ACTIONS                               HOW WILL PROGRESS FOR EACH ACTION                           HOW WILL THE SCHOOL PROVIDE TIMELY                                WHAT RESOURCES AND SPECIFIC
        TO SCHOOL SAFETY,                                    WILL BE USED                                               STEP BE MEASURED?                                  ADJUSTMENT IF STRATEGIES DO NOT CHANGE                           EXPENDITURES WILL BE NEEDED FOR
              CLASSROOM                    TO IMPROVE CULTURAL BARRIERS IMPACTING                              (PERFORMANCE DATA, LISTS, SURVEYS, ETC)                                 PERFORMANCE?                                           SUCCESSFUL IMPLEMENTATION?
   MANAGEMENT/DISCIPLINE,                      STUDENT ACADEMIC PERFORMANCE?                                                                                                                                                              (Ex: Teacher Incentives,Title II $.....00, Supplies
  AND SUPPORTIVE LEARNING                       (Give specific strategies, not just programs                                                                                                                                                        for Mentors/Mentees, etc)
  ENVIRONMENTS HAVE BEEN                                   or program names.)
   IDENTIFIED THROUGH THE
        REVIEW OF SCHOOL
 DEMOGRAPHIC, PERCEPTION,
       AND PROCESS DATA?
Discipline data indicates 87% of all    STRATEGY:                                                             A review of discipline referral data will indicate if male   The Guidance Advisory Council will discuss strategies that     STI Data
referrals to the office were males.     Administrators, teachers, and counselors will be made aware of        referrals have decreased.                                    can be used if the number of referrals does not decrease.
                                        male students being referred to the office.
95% of all male referrals were due to
defiance of authority.

                                        ACTION STEP:
                                        Counselors and teachers will work with male students who receive
                                        discipline referrals; to assist them in identifying steps to make
                                        better decisions to avoid additional referrals.


                                        STRATEGY:                                                             Parent surveys will be given to determine areas where        Parents will assist the classroom teachers, counselors, and    Surveys
                                        Parents will be made aware of discipline referrals concerning their   parents and school personnel can collaborate to              administrators in creating a Behavior Intervention Plan        STI Now Home Access
                                        child.                                                                improve student behavior.                                    if needed.                                                     Copies of referrals

                                        ACTION STEP:
                                        Parents will be notified of discipline referrals to share in the
                                        responsibility of teaching their child to make appropriate choices
                                        in behavior at school.




 System:                                                                                                                                                                                                                                 Updated: July 13, 2010

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

           CULTURE                                  REFORM STRATEGIES                                                     BENCHMARKS                                              INTERVENTIONS                                                 RESOURCES

 (REFER TO CULTURAL DATA IN
     NEEDS ASSESSMENT)

WHAT CHALLENGES RELATED             WHAT RESEARCH-BASED STRATEGIES/ACTIONS                              HOW WILL PROGRESS FOR EACH ACTION                      HOW WILL THE SCHOOL PROVIDE TIMELY                                  WHAT RESOURCES AND SPECIFIC
    TO SCHOOL SAFETY,                                 WILL BE USED                                              STEP BE MEASURED?                             ADJUSTMENT IF STRATEGIES DO NOT CHANGE                             EXPENDITURES WILL BE NEEDED FOR
        CLASSROOM                   TO IMPROVE CULTURAL BARRIERS IMPACTING                             (PERFORMANCE DATA, LISTS, SURVEYS, ETC)                            PERFORMANCE?                                             SUCCESSFUL IMPLEMENTATION?
 MANAGEMENT/DISCIPLINE,                 STUDENT ACADEMIC PERFORMANCE?                                                                                                                                                          (Ex: Teacher Incentives,Title II $.....00, Supplies
AND SUPPORTIVE LEARNING                  (Give specific strategies, not just programs                                                                                                                                                    for Mentors/Mentees, etc)
 ENVIRONMENTS HAVE BEEN                             or program names.)
 IDENTIFIED THROUGH THE
    REVIEW OF SCHOOL
DEMOGRAPHIC, PERCEPTION,
    AND PROCESS DATA?
Bullying is perceived to be a    STRATEGY:                                                            A review of discipline referral data will indicate if   Teachers will participate in professional development in the     Books were purchased by the individual parents and
problem among students at all    Parents and teachers will gain a better understanding of what        bullying has been an issue.                             area of bullying.                                                teachers who participated in the study.
grade levels.                    bullying is and how to deal with the issue.
                                                                                                                                                                                                                               Presenter from Child Advocacy Center


                                 ACTION STEP:
                                 In 2009-2010, interested parents and teachers completed a study on
                                 the book entitled Schools Where Everyone Belongs: Practical
                                 Strategies for Reducing Bullying.

                                 On October 11, 2010 Mrs. Maney from the Child Advocacy
                                 Center presented “How to Prevent Bullying” to the faculty.


                                 STRATEGY:                                                            Surveys will be given to students and parents to        The Guidance Advisory Council will discuss strategies that       Teachers and administrators will participate in
                                 The school will continue to emphasize a no-bullying policy.          determine the effectiveness of the policy.              counselors may utilize in classrooms.                            system wide professional development on
                                                                                                                                                              The guidelines set forth by the committee will be utilized in    addressing bullying.
                                                                                                                                                              discipline matters where bullying takes place.
                                 ACTION STEP:
                                 Counselors will incorporate problem solving skills into guidance
                                 lessons. Parents, teachers, and counselors will meet in August to
                                 come up with strategies. Mentoring and small group instruction for
                                 victims and bullies will be established.




 System:                                                                                                                                                                                                                      Updated: July 13, 2010

 School:
  Part V - Additional Components, That When Addressed, Positively Impact Student Achievement:

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

The Phenix City Board of Education has a structured mentoring program for novice teachers who are assigned a mentor teacher for leadership guidance during their first year. The mentor teacher receives a stipend for
serving as the mentor. Second year teachers may have a mentor, and payment for the mentor may come from Title II funds.


2. Budget: Describe the coordination of all federal, state, and local programs, including career and technical education.
The System Advisory Panel convenes to look over the proposed budget for the system and each school allocation. Lakewood Elementary School is informed of Title II, state, and local funding. Utilizing the Continuous Improvement
Plan, a budget is developed to support CIP goals and instructional strategies.
3. Transition: Describe transition strategies to assist students in transitioning from previous school to the current school and/or from the current school to the next school, including, for example, how preschool children might be
prepared for entry into kindergarten.
Local preschools are aware of the expectations of DIBELS and prepare students who attend Lakewood by focusing on letter naming and some sounds as well as social skills needed for success in a much more structured
environment.

Students who are new to Lakewood and all returning students participate in orientations prior to the beginning of school. Administrators cover information that is pertinent to all parents and students. Students
and parents go to assigned classrooms to receive orientation information from grade level teachers. Classroom websites are created each year by teachers, and the LES website is maintained so that site visitors
get a feel for the culture of the school, as well as the academic and social events that take place.

When students in fifth grade are preparing to go to Phenix City Intermediate School (PCIS), a visit is planned and orchestrated by the PCIS administrative staff. An administrator from PCIS attends the final
Awards Day recognition ceremony to address students and parents. A parent from PCIS, who had a child attend Lakewood, also addresses students and parents. Lakewood students are given the opportunity to
be in class with a "buddy" to make the transition to PCIS smoother.

4. Highly Qualified Teachers: Describe the qualifications of teachers in the school with regard to their being highly qualified and what strategies the school, with the support of the LEA, uses to attract and retain highly qualified
teachers.
Job fairs, posting of jobs on our website, as well as the ALSDE website, and individual recommendation of PCBOE as a good place to work are used to attract HQ (Highly Qualified) teachers. All Lakewood teachers are
HQ.


5. Assessments and Teacher Involvement: Describe how teachers in the school meet to collaborate regarding the use of academic assessments to provide information on and improve the achievement of individual students and the
overall instructional program.
Teachers meet weekly as well as on system scheduled professional development days to collaborate regarding the use of academic assessments to provide information on and to improve the achievement of individual
students and the overall instructional program.


6. Special Populations: Describe the programs used for each group: English language learners, migrant students, and homeless students.
All students with academic or behavioral issues that impact learning are brought before the school’s PST(Problem Solving Team). Tiers of intervention are put in place to provide support for each learner. Students
needing an individualized plan have one developed specifically for him/her.



System:                                                                                                                                                                                      Updated: July 13, 2010

School:
7. Special Populations (as listed in the Carl D. Perkins Career and Technical Education Act 2006, Section 3): Describe procedures used for each group of individuals with disabilities; individuals from economically
disadvantaged families, including foster children; individuals preparing for non-traditional fields; single parents, including single pregnant women; displaced homemakers; and individuals with limited English proficiency. (N/A for
Elementary Schools)
N/A for Elementary School



8. Extended Learning Opportunities: Describe how the school provides opportunities for the most academically needy students to receive support and reinforcement of academic skills beyond the regular school day.
Extended learning opportunities are provided in our afterschool program, LEAP. All students in LEAP are provided with assistance on assignments by certified teachers.




   Part VI continued - Additional Components, That When Addressed, Positively Impact Student Achievement:

   A. Parental Involvement: Describe how the school will communicate information about the Parent Involvement Plan and, to the extent practicable in a language they can understand, how parents can have access to descriptions
   of the school’s curriculum, assessments, and student achievement expectations, and opportunities for regular meetings to review and assist in improving student progress.
   Phenix City Board of Education provides a system-wide website with access to all of the individual schools, announcements, and current information . There is also an automated voice messaging system in place to
   inform parents of issues pertinent to the schools. LES maintains a school website, and a majority of teachers maintain classroom websites.


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

   Parents have access to their child’s grades at all times through the computer grading system STI Now. Teachers share academic information with parents through graded work, progress reports, test scores, and
   conferences when needed. Administrators and counselors can be available for conferences as well.

   Teachers, parents, and administrators are involved in IEP (Individualized Education Plan) meetings for students with special needs, and PST (Problem Solving Team) meetings for students with various academic
   and/or behavioral issues. A group of certified teachers are available to work in small group settings with students who need further interventions in the areas of reading and math.


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

   LES has an open-door policy. Parents are welcome in the school and classrooms at any time. A suggestion box placed in the office can be used by anyone wishing to give feedback, comments, or suggestions to the school.
   Comments will be read on a weekly basis and addressed appropriately as needed.



   D. Parental Involvement: Describe how the school will build capacity for parental involvement including how parents will be encouraged to become equal partners in the education of their children.
   Parents are encouraged to visit the school and participate in Learn at Lunch, Parenting Day activities, and other academic activities in the classroom. Teachers conduct sessions for parents, providing them with
   various strategies to use in assisting their children at home.




System:                                                                                                                                                                                      Updated: July 13, 2010

School:
   E. Parental Involvement: Describe how the school will ensure the provision for participation of parents with limited English proficiency, parents with disabilities, and parents of migratory students; including providing
   information and school reports in a format and, to the extent practicable, in a language that parents can understand
   Currently, language is not a barrier for parents at LES. Both parents of the two ELL students speak English. As the need arises, forms will be made available in other languages. The school website will be adjusted to
   accommodate ELL families. Bilingual teacher candidates will be considered by administrators for future hires.



Part VII- PROFESSIONAL LEARNING NEEDS RELATED TO ACADEMIC CHALLENGES Including ENGLISH LANGUAGE PROFICIENCY, SCHOOL SAFETY, DISCIPLINE, RtI FRAMEWORK AND
SUPPORTIVE LEARNING ENVIRONMENTS:
      Does the plan provide opportunities for professional development activities that are high-quality, effective, and research-based? YES X NO
      Does the plan include opportunities for teachers, principals, paraprofessionals, other staff, and parents?                        YES X NO
      Does the plan include required district-wide training for English language acquisition?                                           YES X NO
(Note: Professional learning activities must be linked to Alabama’s Standards for Professional Development and Alabama’s Technology Professional Development Standards, www.alsde.edu, Sections, Technology
Initiatives, Publications).

                                                                                                                                                                                                                                          DOCUMENT CONTINUOUS LEA
 WHAT WEAKNESS OR NEED                   WHAT TYPES OF                    WHEN WILL THE                      WHAT ARE THE               HOW WILL PARTICIPANTS BE HELD ACCOUNTABLE                              WHAT ARE THE              REVIEW AND SUPPORT RESULTS
  IDENTIFIED IN ACADEMIC                  PROFESSIONAL                        SESSION BE                EXPECTED OUTCOMES               FOR SUCCESSFUL IMPLEMENTATION AND IN WHAT                            FUNDING SOURCES,
(INCLUDING ELL AMAOs) OR                LEARNING WILL BE                      DELIVERED?                   OF PROFESSIONAL               WAYS WILL EVIDENCE BE COLLECTED TO SHOW                           ESTIMATED EXPENSES,
  SCHOOL CULTURE GOALS                      OFFERED?                  (Please list dates of future PD           LEARNING?                 EFFECTIVE ASSIMILATION/INTEGRATION OF                            AND PROPOSED NAMES
  WILL THE PROFESSIONAL                                                sessions, not those that have     (Following the professional                    STRATEGIES?                                         OF CONSULTANTS OR
    LEARNING ADDRESS?                                                      already taken place.)        learning, how will academic                                                                              ENTITIES?
                                                                                                           or cultural challenges be                                                                        Example: Title II, $....00
                                                                                                        impacted – what does it look                                                                            Dr. Verry Goode
                                                                                                                     like?)
Professional learning will address    Professional Development        All 3rd grade teachers and        The expectation is for         The ADAW scores will provide evidence of the effectiveness of the   PCBOE purchased the
instruction and practices that will   will be provided on Great       new 4th and 5th grade             students to become more        program and teacher integration of the program in instruction.      software.
improve ADAW (Alabama Direct          Sources Writing software and    teachers will complete the        proficient writers and for
Assessment of Writing) scores.        used with students.             sessions during the school        teachers to use assessments
                                                                      year.                             to identify areas of
                                                                                                        weakness in student
                                                                                                        composition. This should
                                                                                                        impact instruction and
                                                                                                        conferences with students.



Professional development will         Training will be provided for   All teachers will have the        Teachers will be able to       The use of technology by classroom teachers will be observed by     LES purchased new
address instruction for teachers in   teachers on Mac Notebooks       opportunity to complete the       effectively use the            administrators.                                                     technology.
being familiar with new technology,   and IPads.                      sessions in the summer of         technology available in the                                                                        System wide professional
and ways to integrate it into the                                     2010. In addition,                school. Teachers will be                                                                           development is coordinated
classroom.                                                            professional development          able to integrate the                                                                              and provided free by the
                                                                      will be provided throughout       technology into the                                                                                PCBOE technology
                                                                      the school year.                  curriculum.                                                                                        department.




System:                                                                                                                                                                                                                          Updated: July 13, 2010

School:
DUPLICATE PAGES AS NEEDED



Part VIII - Coordination of Resources/Comprehensive Budget

List all federal, state, and local monies that the school uses to run its program:
Example:
                              I. State Foundation Funds:                                                                        TOTAL
State Foundation Funds Enter    Enter #
Earned Units           # FTE’s of Units
                       Earned Placed
                       by the at the                                                                                          TOTAL OF ALL
                       school   school                                                                                          SALARIES
FTE Teacher Units:              54.59           56                                                                           2,531,898.00
Administrator Units:            1               1                                                                               76,908.00
Assistant Principal:             .5             1                                                                               62,570.00
Counselor:                      1.5            1.5                                                                              81,671.00

Librarian:                    1.5           1                                                                                  51,012.00
Career and Technical                                                                                                                   0
Education Administrator:       0            0
Career and Technical            0           0                                                                                         0
Education Counselor:
Enter the amount allocated for use at the school for the following:
Technology                                                                                                                            0
Professional Development                                                                                                              0
State ELL Funds                                                                                                                       0
Instructional Supplies                                                                                                                0
Library Enhancement                                                                                                                   0

                                    II. Federal Funds:
Title I: Part A: Improving the Academic Achievement of the Disadvantaged                                       TOTAL                       0
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:



ARRA FUNDS                                                                                                      TOTAL                      0
BRIEF EXPLANATION and BREAKDOWN OF SPENDING:

System:                                                                                                                                        Updated: July 13, 2010

School:
Title II: Professional Development Activities                                TOTAL   7,818.00
BRIEF EXPLANATION and BREAKDOWN OF SPENDING:




Title III: For English Language Learners                                     TOTAL                  0
BRIEF EXPLANATION and BREAKDOWN OF SPENDING:



Title IV: For Safe and Drug-free Schools                                     TOTAL              0
BRIEF EXPLANATION and BREAKDOWN OF SPENDING:



Title VI: For Rural and Low-income Schools                                   TOTAL              0
BRIEF EXPLANATION and BREAKDOWN OF SPENDING:




Career and Technical Education-Perkins IV: Basic Grant (Title I)             TOTAL              0
BRIEF EXPLANATION and BREAKDOWN OF SPENDING




Career and Technical Education-Perkins IV: Tech Prep (Title II)              TOTAL              0
BRIEF EXPLANATION and BREAKDOWN OF SPENDING




Other: 21st Century, Learn and Serve, Even Start, School Improvement Grant   TOTAL              0
BRIEF EXPLANATION and BREAKDOWN OF SPENDING




System:                                                                                                 Updated: July 13, 2010

School:
Part IX – REVIEW/SUPPORT DOCUMENTATION
INITIAL REVIEW /DEVELOPMENT                              Target Date: August           REVIEW 1                                     Target Date: September           REVIEW 2                                     Target Date: October
Purpose: Review assessment data to develop plan or make plan adjustments to existing   Purpose: AMENDMENT - Incorporate recommendations from school, LEA and/or      Purpose: IMPLEMENTATION - Provide documentation/evidence of improvement.
plan.                                                                                  SDE.

Date ________________________________                                                  Date ________________________________                                         Date ________________________________

Principal Initials______________                                                       Principal Initials______________                                              Principal Initials__________

LEA initials ______________        Other ___________________                           LEA initials ______________        Other ___________________                  LEA initials ______________        Other ____________

COMMENTS* Required                                                                     COMMENTS* Required                                                            COMMENTS* Required



*Use additional pages, if needed
                                                                                       *Use additional pages, if needed                                              *Use additional pages, if needed
REVIEW 3                                         Target Date: November                 REVIEW 4                                      Target Date: January            REVIEW 5                                        Target Date: February
Purpose: IMPLEMENTATION – Provide documentation/evidence of improvement.               Purpose: IMPLEMENTATION - Provide documentation/evidence of improvement.      Purpose: IMPLEMENTATION - Provide documentation/evidence of improvement.

Date ________________________________                                                  Date ________________________________                                         Date ________________________________

Principal Initials____________                                                         Principal Initials______________                                              Principal Initials______________

LEA initials ______________        Other: ________________                             LEA initials ______________        Other ___________________                  LEA initials ______________        Other ___________________

COMMENTS* Required                                                                     COMMENTS* Required                                                            COMMENTS* Required




*Use additional pages, if needed                                                       *Use additional pages, if needed                                              *Use additional pages, if needed

REVIEW 6                                           Target Date: March                  REVIEW 7                                     Target Date: April - May         Use information from Reviews to Evaluate the plan and to update the plan for the
Purpose: IMPLEMENTATION - Provide documentation/evidence of improvement.               Purpose: REFLECTIONS/PROJECTIONS – Evaluate each goal, strategy, and action   coming year.
                                                                                       for continuation, revision, or removal.
Date ________________________________
                                                                                       Date ________________________________
Principal Initials______________
                                                                                       Principal Initials______________
LEA initials ______________        Other ___________________
                                                                                       LEA initials ______________        Other ___________________
COMMENTS* Required
                                                                                       COMMENTS* Required



*Use additional pages, if needed
                                                                                       *Use additional pages, if needed




System:                                                                                                                                                                                                   Updated: July 13, 2010

School:

				
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