SCHOOLWIDE PROGRAM REPORT
Comprehensive School Improvement Planning
NCLB, Title I, Part A, Section 1114
School: MILLCREEK ELEMENTARY School Year: 2011-2012
Names of the Schoolwide Program Planning Committee:
Lorraine Williams Principal
Tina McMahan Title I Coordinator
Rachel Smith PSA
Becky Houser Interventionist Team Leader
Mark Schmidt SBDM Council
Tammy Drury SBDM Council/ 5th Grade Team Leader
Pam Bolt Parent
Josh Piper Parent
Joan Lilly Kindergarten Grade Team Leader
Dawn Keith 1st Grade Team Leader
Brianna Stiers 2nd Grade Team Leader
Rebecca Cooper 3rd Grade Team Leader
Amanda Stewart 4th Grade Team Leader
Katie Young FAC Co-Chair
Caryn Raskin Special Area Grade Team Leader
Ellen Whitley Behavior Specialist
Melinda McClung School Counselor
In the spaces below, briefly describe how the schoolwide program (SWP) assures that the ten required components are being
covered. While all ten may not be written into the Comprehensive School Improvement Plan’s Action components, they must
be part of the schoolwide program. Federal funds must be supplemental to State and Local funds; however services do not
have to be supplemental to the regular education programs.
1) Needs assessment covers whole school.
a) What data sources (hard and soft) were used to plan the schoolwide program?
The full staff conducted a red flag analysis of the 2008 Kentucky Performance and No Child Left Behind Reports.
Council analyzed disaggregated results of 2010 KCCT. Grade level teams disaggregated Dibels and GRADE reading
data for 09-10, MAP in reading and math, and conducted a trend analysis of this same data in early fall and late
winter. In addition, the staff revised the comprehensive school-wide assessment plan with an intentional focus on
reducing gaps in state assessment proficiency as well as increasing rigorous instruction and assessment for the
diverse student learning needs. The Primary Teams analyzed results of progress monitoring data and fall and winter
benchmark scores; Grades 3-5 analyzed results of 2010 Fall Reading and Math Learning Checks as well as the
Spring mid-year assessment.
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b) What needs did the data identify?
Millcreek had gains in our SB 168 populations; however, our overall proficiency trend continues to fluctuate.
2010 SB168 Achievement
61% for Reading 4th Grade and AA *SB 168
52% for Math 5th Grade AA *SB 168
Population Reading KCCT2010 Math KCCT2010
Percent P/D Percent P/D
All 75 65
SES-F/R Lunch 67 55
White (Non-H) 77 73
African American 61 52
Winter MAP Math 2011 by Subpopulations - Lowest 25th Quartile Students
GRADE CAUCASIAN AFRICAN OTHER DISABILITIES
Grade K 14 19 10 5
Grade 1 7 8 5 1
Grade 2 5 10 2 0
Grade 3 17 20 7 8
Grade 4 11 11 2 8
Winter MAP Read 2011 by Subpopulations - Lowest 25th Quartile Students
GRADE CAUCASIAN AFRICAN OTHER DISABILITIES
Grade K 14 16 8 4
Grade 1 4 8 4 1
Grade 2 8 11 5 1
Grade 3 19 18 3 9
Grade 4 12 10 1 8
*Students listed in “Other” category may be Bi-racial, Hispanic, or other ethnic origin students who fell into the
lowest 25th quartile.
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2010-2011 Foundations Survey on School Climate
Ques. #s %
STAFF INTERACTIONS, PERCEPTIONS OF DISCIPLINE PRACTICES Agree
Total Category Score 40-48 75.4%
Staff members do a good job of communicating with each other. 40 90.2
Staff members treat each other with respect. 41 92.7
School has a consistent approach to behavior management and discipline. 42 33.3
School has an adequate system for identifying and helping students at risk of failing. 43 74.4
Staff members receive sufficient support when dealing with difficult students discipline problems. 44 61.5
Staff members have clear understanding
-of when/how to monitor students. 45 87.5
-of when/how to motivate students. 46 92.7
-of how to respond to student misbehavior 47 64.1
-of role and responsibilities in emergencies 48 82.5
c) What specific grade levels and/or content areas were identified as a priority?
Grades 3, 4, and Kindergarten are the priority grades with significant gaps in reading and math.
d) What achievement gaps were identified?
Gaps were identified for ethnic subpopulations, special education and F/R lunch populations.
Special Education and African American students represent the greatest gaps for Millcreek. Also,
overall, our Caucasian students are not performing at the district’s mean level in reading or math.
2) Schoolwide reform strategies.
a) What instructional strategies/program design, based on scientific research, will all teachers and
paraeducators use within the school?
Primary Level – Smaller Class Size – Strategic Intervention:
Millcreek has completed its Literacy Sustainability Plan. It is designed to build on the work done in building
the teachers’ ability to teach the five elements of reading; provide interventions to high risk students; move
borderline students to benchmark and ensure benchmarked students excel. For the Para educators, the goal is
to continue to fully implement the use of instructional materials that directly supplement the reading goals for
targeted students in each reading level category. A 3-4 grade level allows staff to reduce the number of students
who are struggling in reading and math and who are performing at novice level based on MAP results for
At each grade level in grades K-3, there has been a strategic alignment of the three tiers of instruction for
intensive level students. For the most struggling readers at each grade level, a smaller class size allows for a
highly trained interventionist to work collaboratively with the teacher for the entire literacy block for grades K-
Hands on Science Learning
Millcreek has increased the opportunity for every student to engage in more hands-on science learning. With
the need to increase the time spent on the new math and English Language Arts standards, it will be important
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to ensure the every child has systematic and intentional opportunities to maintain access to the science content
standards over time.
Grades 4 & 5 – Strategic Intervention in Reading and Math
There is a strategic alignment of instruction for intensive level students who have moved into Grade 4 and
Novice students who have moved into Grade 5. A highly trained interventionist works collaboratively with the
teacher for the Math blocks in both 4th & 5th grades. A highly trained interventionist works collaboratively with
the 4th & 5th grade teachers for the literacy block in both grades.
Grades K – 5
Increase the use of best practices in teaching reading, math, writing, science, and social studies through varied
embedded professional development strategies, including, but not limited to, video analysis of lessons
implemented, journal writing, and classroom observations. Also, teachers will increase their use of
differentiated instructional strategies and technology as tools for engaging students in learning and meeting
them at the point of need.
An increased focus on the use of technology to engage students in 21st century tasks that involve problem-
solving, critical thinking, and creativity as they interact with and master the common core standards.
Foundations’ Team is currently is revising Millcreek’s Guidelines for Success, and the Millcreek's
Comprehensive Mental Health and Behavioral Intervention Plan - a three-tiered continuum of universal,
targeted, and intensive services designed to meet the differentiated behavioral and mental health needs of
Millcreek's students. Universal, or preventive, support services will be provided to all students in order to
continue to build a safe and responsive school climate at Millcreek. As part of this, we will improve ways to
communicate these changes to students and parents.
Another part of the Millcreek's Comprehensive Mental Health and Behavioral Intervention Plan is the
continued implementation of the strategic behavior program. This classroom serves students who have
demonstrated extreme frustration in the regular classroom. The goal is to provide the emotional and coping
services needed to enable the students to return to the regular classroom. The counseling team (Counselor,
FRC Coordinator, Behavior Specialist, and Title I Social Worker) interface with this group of students.
Millcreek also initiated a Superior Customer Service Project designed to build relationships with the families
and the students.
Leader in Me Initiative
Millcreek Staff is embarking on a radical cultural/philosophical shift to move the locus of control and purpose
from “external” to a “internal’ locus of control and purpose. The Leader in Me initiative will build the 7 habits
of highly effective people into the daily instructional program in all content areas. There is a focus on talent
building and leadership – creating an environment where students are motivated to come grow and learn
beyond what is currently valued. In addition, the same process is applied to staff – creating an environment
where their personal as well as professional efforts are valued, encouraged, and celebrated.
b) How are the instructional strategies/program design correlated to the State’s Core Content?
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The Smaller Class Size, Intervention Support, and Leader In Me Initiative are focused on improving the
students’ engagement in and ability to master the new Kentucky Common Core standards, which are
narrowed, more in-depth, and assessed at more complex levels.
c) How is the amount and quality of learning time increased by use of the instructional
Primary Level has an uninterrupted 2 -3 hour literacy block supervised by highly qualified Title I funded
Primary teachers trained in reading strategies. In addition, highly qualified Title I Interventionists will provide
tier three instruction to students in the bottom 25% in reading and math. All students, including special
education students receive their “core” or grade level reading with grade peers. Students are flexibly grouped
for the literacy block with the most struggling students receiving instruction in a smaller class size and strategic
interventionist in the collaborative setting.
The additional Title I funded Primary Teachers allow for more strategic intervention reading and math
instruction. Special Ed and the Title I funded Interventionists, collaborate with the primary teachers to ensure
direct instruction is provided to the most struggling learners in reading and math at the lower and upper
Students are flexibly grouped in small groups (3-5) for guided reading and math. The most struggling learners
at each grade level receive the support of a highly trained Title I/ESL funded Intermediate Reading/Math
Interventionist who works collaboratively with the teacher for the literacy and math blocks..
The Title I funded Social Worker will support the school’s mission to reduce barriers to student learning by
interfacing with the home and collaborating with the team to provide wrap around services for the student and
A Science Lab Specialist conducts science inquiry standards based units of study with students in grades K-5.
The emphasis is on life and physical science. The Science Lab Specialist also collaborates into the 3rd and 4th
grade classes to support science learning in preparation for state accountability testing.
The implementation of the Leader in Me Initiative, as well as the Technology focus, and Superior Customer
Service Project will increase student and parent value of the school’s values and beliefs. Greater parental
involvement and student ownership will raise interest in and motivate students to perform and parents
willingness to success.
d) How will the achievement gap be eliminated between various groups of students, including male
and female students, students with and without disabilities, students with and without English
proficiency, minority and non-minority students, and students who are eligible for free and
reduced lunch and those who are not eligible?
e) How will the special needs of low-achieving students be met?
f) What information will the school use to determine all students’ academic needs have been met?
Some of the formal standardized reading assessments we will use:
Grades K-3 - Dibels, GRADE, MAP;
Grades 4 & 5 – MAP;
Diagnostic reading assessments included as appropriate:
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Aimsweb; DRA; PAST; SuccessMaker, San Diego Quick; Flynt Couter; BEAR Spelling;
District and teacher developed KCCT-like assessments; Houghlin Mifflin and/or Harcourt
series-based assessment resources; flashbacks and exit slips
Progress monitoring is conducted every two weeks for students on the watch-list (Intense
level). Monthly monitoring is conducted for students who are Strategic or Benchmark.
Progress monitoring may occur more frequently for these students based on teacher
discretion. Daily on-going assessment of student learning occurs in small group guided
reading, small group intervention sessions delivered by Highly Qualified reading
Some of the formal standardized math assessments we will use at appropriate grade levels:
Diagnostic math assessments included as appropriate:
SuccessMaker; Aimsweb, District and teacher developed KCCT-like assessments
Progress monitoring occurs every two weeks for students identified below proficiency
or benchmark levels as measured by the standardized and diagnostic assessments.
A plan for daily ongoing assessment will be revised by staff this year
3) Instruction by highly qualified teachers.
a) Do all core content teachers meet the federal definition for “highly qualified” teachers?
b) How will the school insure that teachers are meeting the instructional needs of all students?
The Principal, Lead Reading Specialist, Professional Staff Assistant, and team leaders meet with grade level
groups or each teacher in Grades K-5 and Special Education to examine student work and assessment data to
ensure students are progressing at acceptable rates.
This leadership group also meets with the teachers in teams on a weekly or bimonthly basis to develop lesson
plans that have clearly defined POS and Core Content objectives, KCCT–like rigorous assessments, explicit
content vocabulary and instructional strategies that differentiate for learning needs and styles.
Each teacher’s professional growth plan has been revised to focus on targeted student learning outcomes; the
principal is responsible for holding intentional conversations with each teacher about his/her professional
growth and the impact on specific student’s learning.
Council reviews student assessment data and grade and classroom trend data in literacy and mathematics each
month and makes professional development decisions for the school as a result of this information. Adhoc
Committees in literacy, math and enrichment review school-wide student performance data and make
recommendations next steps to Council.
Teacher Leaders will be used to provide peer coaching in specific literacy, writing, math and classroom
School and district funds are not sufficient to provide highly qualified teachers for intervention services for
struggling students for the literacy and math blocks and will be supplemented by the Title I funds. The district
funds are not sufficient to provide highly qualified teachers to meet the high numbers of students at 4th and 5th
grade who are performing 2-4 years below level in reading and math and will be supplemented by Title I funds
to improve the students’ the ability to learn to read and read to learn as well as think mathematically and
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compute fluently We will use remaining ESL and ESS monies to fund a Highly Qualified teacher(s) to work
with primary and intermediate students performing 1- 3 years below in reading and math during Daytime
Waiver intervention groups and afterschool tutorials.
4) Professional development.
a) What professional development (PD) activities are planned to improve teacher effectiveness?
The certified and instructional para educators will participate in 4 days professional development as
they learn the Leader in Me model during Phase I of the initiative. This training will take place
beginning this spring 2011 and will be completed during the early fall. Training will be conducted by
highly trained Covey certified instructors.
All certified staff will engage in professional development to understand, implement, and assess students
on the new Kentucky Common Core Standards for College and Career Readiness. This training will
begin in the spring 2011 and continue through the summer and school year 2011-2012. Most of this
training is job-embedded. The District Content Specialists, Title I Specialists, and Title I funded
Interventionists will serve as resources and coaches for the Grades K-5 teachers in understanding,
implementing, and creating assessment tools for the Kentucky Common Core Standards that will lead to
improved student learning.
In addition to the focus on academic improvement, there is a school-wide focus on improving the school
environment and culture. We will continue to participate in the Organizational Health – Enhancing
Leadership Effectiveness Project. This project complements our participation in the Foundations
Project which collaborates at the school level. Another culture related professional development strand
will be the focus on effective strategies to increase student ownership of learning and the home-school
connections through improved school to home communications, and face to face conversations about
academic and behavior expectations.
Title I Math/Reading Interventionists will assist teachers with more effective ways to improve home-
school connections about supporting academic learning at all grade levels. The QUEST Specialist will
serve as a resource and coach for the teachers in implementing differentiation strategies that address
different intelligences and learning styles. Professional development funds will be used to support this
kind of job-embedded collegial and consultation support.
The school will participate in the District’s Optional PD Release Day Project which will earmark 60%
of our state professional development funds to a very targeted focus on analyzing student work under the
instructional leadership of the principal and understanding the new academic standards.
b) How will the planned PD activities improve instruction?
All Professional Development activities are researched based and known to improve student achievement
either directly or indirectly. Expectations are that the students will exit 3rd – 5th grade as fluent readers,
mathematical, scientific thinkers, with a high level of independence and leadership qualities that will lead to
increased academic performance when compared to trend data for 2010-20011 and 2011-2012.
c) How was it determined that the PD activities were needed?
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The professional development plans for the Common Core Standards, Leader in Me, and culture were
determined based on student academic data analysis, staff, parent and student feedback, school and district
leadership document reviews, observations and walkthroughs.
d) How are the PD activities tied to the school’s Comprehensive School Improvement Plan?
All outlined professional development activities are clearly aligned to the CSIP. The plan is narrowly
focused on 2 goals: A) Understand, implement, and design assessments for the Kentucky Common Core
Standards B) Learn and Implement the Leader in Me Initiative; and C) Improving School Culture and
e) What makes the PD offerings high quality and ongoing?
f) How are principals, teachers, paraeducators and other appropriate personnel (e.g., health services
coordinators; special education coordinators; and directors of Family Resource/Youth Service
centers) included in the PD activities?
g) How will the impact of the PD activities on student achievement be measured?
All planned professional development is research-based and job embedded.
5) Strategies to attract highly qualified teachers.
a) What strategies are used to recruit highly qualified teachers?
The district supports the recruitment of highly qualified candidates. Our interview process involves more
than one interview before selection
b) What strategies are used to retain highly qualified teachers in the school?
Job-embedded professional development opportunities as well as shared decision making promotes teacher
6) Parent involvement.
a) How will the school provide parents with a description & explanation of the curriculum in use at
the school, the forms of academic assessment used to measure student progress and the
proficiency levels students are expected to meet?
As part of our Culture objective, we will refine the parent information nights conducted prior to the beginning
of school. These information sessions will give an overview of the curriculum and assessments at the specific
grades. Parents will hear the school’s expectations for academic and behavior success. The use of a Leader in
Me Homework Planner for grades K-5 will improve two-way communication between home and school about
school expectations and the curriculum taught. The Planner will include a section on the school expectations
for both parent and students as well as the Millcreek Title I Compact. The Millcreek and District Title I Parent
Involvement Policy will be disseminated in a separate Parent Handbook 2010-2011. The school will expand
and refine its use of the list serve as a communication tool between parents and school.
The Title I Specialists will assist teachers with more effective ways to improve home-school connections about
supporting literacy, math, writing, and science learning at all grade levels, including Family Nights. We will
continue to implement and refine a series of student recognition assemblies and parent nights to raise level of
awareness of expectations of proficiency in all content areas, but specifically, in literacy, mathematics. We will
continue to hold parent face to face student led conferences for each student at the 1st and 3rd reporting period.
We will also hold regular parent-teacher conferences based on parent or teacher request. We will also continue
to have the FRC Coordinator and Title I funded Social Worker to schedule blocks of time to accompany
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classroom teachers on home visits for those students at risk of failure. We have added a Special Needs Family
Night component to our plans for parent involvement. We will send communications about school events to the
home via US mail. This will be done in partnership with the FRC and PTA. We will continue to participate in a
district pilot initiative called Super Customer Service which is aimed at increasing the relationship between
home and school and the level of trust. The Equity Council will partner with Millcreek to increase the external
mentor and liaison support to families as we implement the Leader in Me Initiative.
b) What will the school do to increase parental participation?
The activities described above are expected to increase parent involvement.
c) How are parents involved in the development of the school’s parent involvement policy and the
The PTA gives input on the parent involvement policy and actions recommended by staff and leadership.
Parent surveys inform what we include on the parent involvement policy and learning compacts. The SBDM
charges ad-hoc committees to review policies and make recommendations to Council.
d) How are parents involved in the evaluation of the parent involvement program?
The principal attends the PTA meetings to get input on parent concerns and communicate school needs. The
Foundations Team surveys annually to assess climate. Finally, the principal holds Parent Input Sessions
during the spring semester.
e) How are parents’ comments on the schoolwide program plan collected? What happens to parents’
comments that indicate they are dissatisfied with the schoolwide plan?
Parents are invited to speak with Council at the monthly meetings. Parents on the Site Based Decision
Committee serve as another voice for the parents.
7) Assists transition.
a) What will the school do to emotionally and academically ease student transition from early
childhood programs to elementary school programs?
Parent Information Nights
District wide Kindergarten screening
Kindergarten Tour for our local daycare
Project HOPE for entering Kindergartners
b) What will the school do to ease student transition from primary to intermediate, elementary to
middle and middle to high school?
o Space Assignment – Grade level classes together
o Continued implementation of the Homework Planner
o Use of the Inclusion Scheduling process to build school schedule around the needs of the most
challenged identified students, and, including ESL and non-identified high behavior needs.
o May 11 transition activities at each grade level, including exposure to textbooks, classroom visitations,
5th Grade buddies
o All 5th Grade students invited to visit the receiving middle school
o Tates Creek MS bound students attend a 2 hour tour in late spring
o Interview Day for 5th Graders – MS Administrative Team visits
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o Vertical collaboration in early spring focuses on identifying at risk students and determining the best
instructional design to accommodate the needs of the rising students
o “Move Up” Day for K-4 at the end of each school year
o Home visits to all students prior to or at the during the start of 11-12 school year
c)What will the school do to ease student transition for students new to the school?
o Parent Information Nights for New Millcreek Families
o Continued implementation of the Homework Planner
o Use of the video tape “In Our Schools – Millcreek (FCPS broadcast) through partnership with IAKSS
o Develop a strategic plan to identify and get to know new student AND parents – Principal, School
Administrator, FRC and Counselor will coordinate this effort.
8) Measures to include teachers in decisions.
a) How are all teachers included in the selection of academic assessments?
As part of the district’s initiative, our staff reviews assessment alternatives for math, science, and
intermediate reading. District wide, schools use MAP for math and reading. Staff determines other
assessments we feel would provide diagnostic information to meeting student needs (PAST, Phonics, SRI,
MST, Bear Spelling, Flynt Couter, and DRA, Aimsweb)
b) How do all teachers participate in the analysis of data and the development of the overall
instructional program in order to improve student achievement?
As part of the district’s initiative, our staff reviews assessment data on a weekly basis and on Release Days
as part of our PD plan. The Interventionists, Special Ed, and regular teachers have defined collaboration
days that are protected. The PSA meets with the teachers specifically for the analysis of Math data. The
Principal meets with teams and individual teachers to review data at specified times in the instructional
9) Activities to ensure that students meet state standards.
a) How does the school provide effective and timely supplemental/intervention services to students
in danger of not meeting state standards?
As outlined in our School Improvement Plan, we identify a “watch list” of students at each grade who are at
risk of failing. The Student Assistance Team is used to strategically map plans for individual student
progress. The Principal, Lead Reading Interventionist, PSA, and District Title I Specialist will meet with
individual teachers to monitor student progress in reading and mathematics and determine next steps for
students. At each grade level, student reading/math intervention plans are developed and monitored on a
weekly basis by the principal and leadership team. Title I Reading/Math Interventionists are used to
provide additional support to struggling learners; at-risk students in grades 3-5 receive the additional
support of daytime and after-school extended services. All interventionists and regular teachers collaborate
on student progress at specific intervals. We use analysis grids and score assessments collaboratively.
b) How are students identified for supplemental/intervention services?
Students are identified based on assessment data, teacher recommendation based on class performance,
student self-nomination, and recommendation of School Assistance Team.
c) How do teachers and paraeducators collaborate for planning and instruction?
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Staff will continue to explore ways to ensure Para educators collaborate with the classroom teacher during
the day at least once a week.
10) Coordination and integration of programs.
a) What Federal, State and Local funds does the school receive?
We receive PTA funds, Title I, Family Resource and Youth Services, Extended School Services, RFP Grants,
General Funds, US Fish and Wildlife and UK environmental grants, and Title I School Improvement Funds
b) How are each of the Federal, State and Local funds used to improve student achievement, teacher
effectiveness and parent involvement?
All funds are used to address our SIP or Title I plan goals and Title I School Improvement funds that
especially focus on improving student performance in reading, mathematics, science, social studies and Arts
c) How does the school coordinate and integrate Federal, State and local programs and services to
improve instruction, increase student achievement and parent involvement?
All monies are pooled together as authorized by regulation in order to meet student achievement and parent
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In the space below, describe how the Title 1 funds will be used to improve the academic achievement of all
students, build parents’ capacity to be involved in their child’s education and build teacher capacity to provide
effective instruction to all children.
Be sure to specify the grade levels at which services will be provided and job descriptions of staff who are directly funded by
Title I, whose services would not be available were it not for Title I funds (e.g. Curriculum Specialists, Literacy Specialists,
Specific Core Content Resource Teachers, Intervention Teachers, etc.).
Remember, Title I funds are not used to replace Section 4 or 5 personnel or to fund administrative positions that are provided
to schools based on district formula and student enrollment data. Furthermore, Title I funds are not used to fund
paraeducators or lower class size beyond the primary level.
2011 Title 1 Program Summary
Title I funds are used to improve teaching practices that lead to increased student achievement. The
professional development activities focus on creating a professional learning community where teachers
collaborate with each other to study teaching strategies, understanding, implementing and creating
assessments that enable students to master the Common Core Standard for College and Career Readiness.
Two Title I Primary teachers support reading and math intervention at the primary levels (as determined by
data results) through the creation of smaller classes. If funds are available, Title I funded Reading and Math
Interventionists will support implementation of best practices in the teaching of reading in the lower and
upper primary classes as well as provide mentoring and resources for the classroom teaches at the primary
grades. If funds are available, Title I funded Intermediate Reading and Math Interventionists, will support
implementation of best practices in the teaching of reading and math in the intermediate classes as well as
provide mentoring and resources for the classroom teacher at the intermediate level. A Title I Science Lab
Specialist support the implementation of best practices in inquiry based science learning in a systematic,
intentional manner so students will be prepared for the accountability grades. A Title I funded Social
Worker assists the teachers in reducing barriers to learning, especially in the area of behavior and
attendance. Title I funds are used to supplement intervention support to struggling learners and for students
identified as having behavior high risk needs. Title I funds are also used to improve the use of school wide
positive discipline strategies and provide targeted services identified students who need behavioral support
in order to access learning. Title I funds are also used in part to provide additional materials and professional
development to develop and implement the Leader in Me Initiative, increase hands on learning of reading,
math, science, social studies and enrichment activities and improve home-school relations and
communication. Finally, Title I funds are used to provide additional materials and professional development
to increase teachers’ ability to create a positive school culture and behavior management system.
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Tentative Preliminary Budget Summary
In the spreadsheet below, double click to enter information. Specify the MUNIS object codes and the tentative
amounts that need to be included in your 2011 Title 1, Part A Budget. Feel free to add additional object codes, if
you are unsure as to their appropriateness, contact the Title 1 Coordinator. Make sure the “Total Amount
Proposed” adds up to your allocation total.
MUNIS Code Description of Activity Amount Proposed
2.0 FTE Primary Teachers for Smaller Class, 1.0 FTE Science
110 & 111 Lab Specialist $167,688.00
113 Title I Lead Teacher Stipend $1,200.00
2XX (Benefits) $0.00
330 Must include at least $500 for translation services. $500.00
Must include at least $1% of sub grant amount or 10% if
school has been or will be identified for NCLB School
580 Improvement. $21,775.00
610 Instructional materials $24,409.00
Must include at least 1% of sub grant for parent involvement
892 activities. $2,178.00
TOTAL AMOUNT PROPOSED $217,750.00
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School’s Staffing Workbook
Fill the columns below with the following information:
A. List staff that is being added to your school based on your 2011 Title I SWP.
B. State whether they are a Classroom Teacher who was added after the state cap was met, Core Content Specialist, Core
Content Coach, Supplemental or Intervention Teacher, etc. Include the grade levels with which the person works as
well as their FTE.
C. HQ status – Enter a “Yes” or “No” based upon the HQ Calculator Results.
D. Specific qualifications for this position (for example, Master’s level and at least 3 yrs of experience and/or proven
success with at-risk learners)
A. Name of the additional staff B. Name of the Title I position and C. HQ Status D. Specific Qualifications
person the grade(s) with which they work (Yes or No) for this position
Niceia Dawn Keith 1.0 FTE Primary Yes BA w/ 2 yrs., data
Adara Hammer 1.0 FTE Primary Yes BA w/ 1 yr. , data
Rachel Hochgesang 1.0 FTE Science Lab Yes BA w/1yr, data supplied
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