CIP-2010-2011 by liwenting

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									                                                                                                                   2010 - 2011
                                                                                               CONTINUOUS IMPROVEMENT PLAN
                                                                                                         Title I Schoolwide Plan
                                                                                         Note: Blank copy is available on www.alsde.edu , e-GAP, Document Library
                                                                                 Federal Programs Director submits required plans to LEA system’s e-GAP Document Library



NAME OF SCHOOL: Prattville Primary School


STREET ADDRESS: 216 Wetumpka Street                                            CITY: Prattville                                                   STATE: Alabama                   ZIP CODE: 36067

CONTACT: Jim Abraham                                                           TELEPHONE: 334-365-6277                                            E-MAIL: jim.abraham@acboe.net
Identified for School Improvement? No         Yes          Delay Status
Year 1       or Year 2            *Submit to LEA for Board approval. Retain the original plan in the LEA. Submit the plan electronically to your system’s e-GAP Document Library by November 3, 2010.

Year 3        or Year 4 or more            Submit to LEA for Board approval. Scan PAGE ONE and PAGE TWO to indicate signatures. Submit the plan and signature pages electronically to your system’s e-GAP Document
                                            Library by November 3, 2010.
Made      Made AMAOs (EL)?             Career Tech      Are all federal resources         Describe how this plan will be made available to parents and other stakeholders, such as through parent meetings or on Web sites.
AYP?      YES                          Made AYP?        (including Titles I, II, III, IV, NOTE: The Parental Involvement section of this plan must be distributed to all parents.
YES       NO                           YES              V, and VI) used to coordinate
                                                        and supplement existing           Prattville Primary School’s Continuous Improvement Plan will be on file in the intervention office, library and Parent Resource Center as well as in the
          N/A                          NO
                                                                                          office of the system’s Federal Programs Director. The plan will be available to parents and the public for review. Goals and progress will be communicated
NO                                     N/A              services and not used to          to PPS faculty, staff, parents, and other stakeholders through faculty meetings, newsletters, parent orientation, conferences, and the school web site in order
                                                        provide services that, in the     to establish a shared commitment for quality education for all students.
                                                        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:

Federal Programs Coordinator Signature:                                                                                                               Date:

Principal Signature:                                                                                                                                  Date:




 System:      Autauga County                                                                                                                                       School: Prattville Primary
 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 (Title I, Section
1116(b)(A)(viii):

The parents, staff, and faculty examined data from the past year to develop the 2010-2011 comprehensive needs assessment. Parents, staff, and faculty then discussed perceived strengths
and weaknesses of the school and participated in the identification of goals for the coming school year.

                            Instructional                                                                 Positions                                                           Signatures
                       Leadership Team Names                             (Identify position held, e.g., Administration, Faculty, Staff, Grade Level                  (Indicates participation in the
  (The Leadership Team must include the principal, faculty [including            and/or Subject Area, Parents and Community members.)                                   development of the CIP)
   ELL resource lead teacher if applicable], staff, parents, community
                    stakeholders, and/or students.)
                               Jim Abraham                                                              Principal
                             Janice Stockman                                                      Assistant Principal
                               Dena McCann                                                       Intervention Teacher
                               Gwen Warren                                                             Counselor
                             Andretta Albright                                                      Reading Coach
                                Renae Darr                                                         First Grade Teacher
                               Rebecca Lee                                                         First Grade Teacher
                               Ashly Powell                                                        First Grade Teacher
                                 Shae Slay                                                         First Grade Teacher
                              Katie Hallman                                                      Second Grade Teacher
                               Brittany Little                                                   Second Grade Teacher
                                Emily Mills                                                      Second Grade Teacher
                               Denise Syslo                                                      Second Grade Teacher
                              Kursten Byrne                                                              Parent
                              Donna Jackson                                                              Parent
                              Carrie Womack                                                              Parent
                               Rhonda Suhr                                                               Parent
                              Skip Tallmadge                                                     Community member
                                 T.R. Hope                                                       Community member




 System:      Autauga County                                                                                                                          School: Prattville Primary
Part I - SUMMARY OF NEEDS BASED ON A COMPREHENSIVE REVIEW OF DATA




System:   Autauga County                                            School: Prattville Primary
Part I - continued – DIRECTIONS: NEEDS ASSESSMENT- SUMMARY OF DATA: Indicate data sources used during planning by identifying strengths and weaknesses or program gaps. If your school did not
review a particular data source, please write N/A. School improvement goals should address program gaps (weaknesses) as they relate to student achievement or AYP categories such as graduation rate or other
academic indicators. Close attention should be given to the proficiency index. Please include all disaggregated subgroups including those with less than forty students. 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).
    The Needs Assessment is the design framework utilized to validate, refine, and improve student performance at PPS. In accordance with NCLB, assessments aligned with state
    standards are interpreted and analyzed to determine the effectiveness of program and instructional strategies. Other pertinent data related to students, teachers and the instructional
    program is collected and analyzed along with assessment data to compile the Comprehensive Needs Assessment.

    The norm/criterion-referenced screening tool used to identify students at risk for reading difficulty at the first and second grade level is the Dynamic Indicators of Basic Literacy Skills
    (DIBELS). Although DIBELS serves as the core assessment for measuring grade-appropriate instructional outcomes, additional LEA-wide and schoolwide assessments are utilized to
    guide instructional decisions and these are described in a later section of the CIP.

    Assessment results are interpreted and analyzed at monthly data meetings during Learning Community (LC) planning periods. The assistant principal and reading coach attend the LC
    meetings to assist teachers in analyzing factors contributing to low student performance. Teachers are responsible for maintaining up-dated results on student assessment profile
    charts. All assessment data is kept in classrooms in the DIBELS Progress Monitoring kits (red bags). The assistant principal collects monthly progress data of all students to evaluate
    the evidence of individual student learning. Results are shared with the faculty to determine if schoolwide performance is improving over time.


    Each faculty member is given copies of the Alabama State Courses of Study. Stanford 10 Compendiums of Instructional Standards are available for checkout from the school library.
    All teachers have a copy of the Autauga County Schools Elementary Programs Guide. Teachers are responsible for teaching all standards and objectives from these documents for
    their grade level.

    We are a feeder school, so our AYP status is determined by the AYP status of Prattville Elementary. We are in collaboration with Prattville Elementary to determine their needs in
    relation to our needs to determine a plan of action to benefit Prattville Primary as well as Prattville Elementary.




System:     Autauga County                                                                                                                       School: Prattville Primary
   Highly Qualified Teachers (HQT): Describe how staffing decisions ensure that highly qualified, well-trained teachers provide instruction and how their assignments most effectively address identified
   academic needs.
   Number and percentage of teachers Non-HQT: 100%                                                                 Number and percentage of Classes Taught by Non-HQT: 0%


   Alabama High School Graduation Exam (AHSGE):
   Strengths: N/A                                                                                                  Weaknesses: N/A



   Alabama Reading and Mathematics Test (ARMT):
   Strengths: N/A                                                                                                  Weaknesses: N/A


   Alabama Science Assessment:
   Strengths:N/A                                                                                                   Weaknesses:


   Stanford 10
   Strengths: N/A                                                                                                  Weaknesses: N/A



   Dynamic Indicators of Basic Early Literacy Skills (DIBELS):
   Strengths:                                                                                                      Weaknesses:
   1st grade PSF: 94%                                                                                              2nd grade: NWF 80%
            NWF: 85%                                                                                                          ORF: 74%




System:    Autauga County                                                                                                                    School: Prattville Primary
Part I - Continued:
Alabama Direct Assessment of Writing (ADAW):

Strengths: N/A                                                                                                         Weaknesses: N/A

ACCESS for English Language Learners (ELs):
Strengths:                                                                                                             Weaknesses:
The ACCESS test measures listening, speaking, reading and writing for ELLs. The ACCESS test is one method of showing   Difficult to process information related to curriculum focused on helping ELs
language proficiency of students therefore, informing the teacher of the student’s language proficiency

PPS composite score on the ACCESS 2007: 3.8         2008:4.1       2009: 3.6       2010: 4.3

EducateAL or other Professional Evaluation Profile Information:
Strengths:                                                                                                             Weaknesses:
Teaching and Learning                                                                                                  Diversity

Additional Data Sources: (e.g., Alabama Alternate Assessment [AAA], School Technology Plan Data)
Strengths:                                                                                                             Weaknesses:
Internet access is available in every classroom                                                                        Need for writing software
Each classroom has a minimum of 3computers                                                                             Need for up to date computers in the classroom
21 new computers in our computer lab                                                                                   Need for projector/laptop/document camera in every classroom
9 portable technology centers (laptop/projector)
8 portable document camera/projector centers
Countywide Renaissance Reading Program

Local Data (e.g., LEA, school, and grade-level assessments, surveys, program-specific assessments, other RtI data):
Strengths:                                                                                                             Weaknesses:
2009-2010 Accelerated Reader report indicated 95% of quizzes taken were passed                                         A review of assessments at PPS (DIBELS, STAR, unit tests, timed tests, math nine weeks test, etc),
PPS also uses the STAR Reading and Math program to assess its students                                                 several classes did not show adequate levels of growth.
We also have a D/F report card list to determine the needs of our students
Math nine weeks assessments
End of the year Scott Foresman test

Career and Technical Education Program Data Reports:
Strengths: N/A                                                                                                         Weaknesses: N/A




 System:      Autauga County                                                                                                                    School: Prattville Primary
Part I – Continued    (CULTURE RELATED DATA):
School Demographic Information related to student discipline (e.g. total office referrals, long- and short-term suspensions, expulsions, alternative school placements, School Incidence Report (SIR) data, or student
attendance).
Strengths:                                                                                                            Weaknesses:
Positive school climate                                                                                               Enrollment: 694
BEST tickets                                                                                                          Absences: 6800

School Demographic Information related to drop-out information and graduation rate data.
Strengths: N/A                                                                                                         Weaknesses: N/A


School Demographic Information related to teacher attendance, teacher turnover, or challenges associated with a high percent of new and/or inexperienced faculty.
Strengths:                                                                                                             Weaknesses:
Teacher mentoring program

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:
Fairly stable population                                                                                               Because many parents view PPS as a little school, some students are checked out early on a frequent
                                                                                                                       basis.

School Perception Information related to parent perceptions and parent needs including information about literacy and education levels.
Strengths:                                                                                                             Weaknesses:
     The parental involvement program is effectively meeting the needs of parents and families at PPS.                Parents would like to see APT meetings in the evenings as well as during the day.
     Parents feel welcome at PPS and believe the school provides excellent communication to parents.
     The instructional program of the school is effective in promoting student achievement.
     The school uses technology effectively in the instructional program.
     The school is safe, clean, and well maintained

School Perception Information related to student PRIDE data.
Strengths: N/A                                                                                                         Weaknesses: N/A

School Process Information related to an analysis of existing curricula focused on helping English Language Learners (ELLs) work toward attaining proficiency in annual measurable academic objectives              (AMAOs).
Strengths:                                                                                                             Weaknesses:
With the addition of another ESL teacher, each school will be better able to meet the needs of ELs. The ESL teachers   More Professional Development Training on implementing WIDA Standards and
work closely with classroom teachers and help with Professional Development for each school.                           Sheltered instruction.




System:      Autauga County                                                                                                                       School: Prattville Primary
School Process Information related to an analysis of existing personnel focused on helping English Language Learners (ELLs) work toward attaining proficiency in annual measurable academic objectives            (AMAOs).

Strengths:                                                                                                           Weaknesses:
Inclusion, sheltered instruction, and pull-out offer several different avenues for success for ELs. Utilizing EL     Need additional training on using these components and additional resources for language acquisition
 Components of existing curriculum materials such as EL Readers for Scott Foresman in grades K-6, and
 Holt Readers for literature in grades 7-12, and Spanish components for other classes help bridge the gap for ELs.

School Process Information uncovered by an analysis of curriculum alignment, instructional materials, instructional strategies, reform strategies, and/or extended learning opportunities.
Strengths:                                                                                                           Weaknesses:
Autauga County has an Elementary Programs guide which is used daily by the teachers for curriculum instruction.      Continued work is needed to incorporate vocabulary instruction
It has been correlated with the Alabama Course of Study.                                                             Frequent changes in EPG at times make content mastery (for teachers & students) difficult.
PPS has a 30 minute protected Reading intervention and a 30 minute protected Math intervention




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

CONTINUOUS IMPROVEMENT GOAL (SHOULD ADDRESS IDENTIFIED WEAKNESSES AND GAPS):
Academic Vocabulary
Data Results on which goal is based:
Based on district results from the 08-09 school year, vocabulary knowledge is a weakness. Research has shown that explicit instruction of vocabulary improves student achievement.

TARGET GRADE LEVEL(S):                    TARGET CONTENT AREA(S):                           AHSGE:                                                       ADDITIONAL ACADEMIC INDICATORS:                 TARGET STUDENT SUBGROUP(S):
1st/2nd                                   Circle One
                                          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?


Alabama Course of Study Standards:    STRATEGY: Incorporate academic vocabulary instructional            -STAR assessment to achieve baseline score (show          Reading intervention                                    Data meetings ($substitute teachers)
Reading #3, #4, #5, #6, #7           strategies                                                          increase)
                                                                                                                                                                   Data meetings                                           Vocabulary notebooks ($0)
                                     ACTION STEP:                                                        -Show 80% mastery on nine weeks vocabulary test
                                     -keep a vocabulary notebook                                                                                                   **                                                      Professional development ($500)
                                     -assess knowledge of required words

                                     STRATEGY: Use robust vocabulary appropriately                       -Unit tests                                               Present words in a variety of ways/settings             Data Meetings ($substitute teachers)
                                                                                                         -Increase in STAR reports
                                     ACTION STEP:                                                                                                                  Whole group/small group instruction                     Research based articles ($0)
                                     -use amazing words
                                     -provide explicit instruction in learning rich environments                                                                   **                                                      Professional development ($500)

                                     STRATEGY: Improve culture of using high level and academic          Although this is difficult to measure, there will be      Staff and faculty, outside of homeroom teachers, will   Centralized bulletin board ($0)
                                     vocabulary                                                          anecdotal reflections to show an increase in the use of   promote use of vocabulary in non-threatening            Weekly email from administration ($0)
                                                                                                         academic and robust vocabulary.                           circumstances                                           Morning announcements ($0)
                                     ACTION STEP:                                                                                                                                                                          Verbal/written praise ($0)
                                     -encourage entire staff to stretch vocabulary with students                                                                   Flexibility provided to teachers to use vocabulary      Parent newsletters ($200)
                                     -motivate students to use Tier 2 vocabulary words in everyday                                                                 from novel studies & thematic units.
                                     conversations
                                                                                                                                                                   **

 **Based on a variety of assessments (DIBELS, STAR Scott Foresman Baseline test, etc) a “rank and serve” system has been devised. Students who score highest on the scale will be referred to the Problem Solving Team for
 RTI services. Students scoring in the middle (cut off scores may vary) may receive extra intervention through Title 1. These interventions are designed to close the achievement gap through accelerated instruction and help
 students attain grade-level status as quickly as possible.




 System:        Autauga County                                                                                                                                                      School: Prattville Primary
CONTINUOUS IMPROVEMENT GOAL (SHOULD ADDRESS IDENTIFIED WEAKNESSES AND GAPS):
In 2010-2011 increase the number of students scoring in Levels III and IV on the ARMT in the area of Reading from 53% to 88% in 3rd grade and 27% to 86% in 4th grade.

Data Results on which goal is based:
2009-2010 Prattville Elementary ARMT results indicate that 53% of 3rd grade special education students scored in levels III and IV, and 27% of 4th grade special education scored in levels III and IV.

TARGET GRADE LEVEL(S):                          TARGET CONTENT AREA(S):                         AHSGE:                                                      ADDITIONAL ACADEMIC INDICATORS:                TARGET STUDENT SUBGROUP(S):
1st/2nd                                         Circle One                                                                                                                                                 Special Education
                                                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?


#1: Demonstrate a growing awareness        STRATEGY: Conduct monthly data meetings led by reading               Growth over time (based on data review of common       Professional development during data meetings        Tutors
of the concept of a story                  coach and principal to review and respond to benchmark data and      assessments)                                           LC Collaboration for new strategies
#7: Exhibit the habit of reading for a     progress monitoring data                                             Item analysis of Unit tests                                                                                 Accelerated Reader program
substantial amount of time                                                                                                                                             **
daily…instructional levels.                                                                                                                                                                                                 DIBELS assessments
#A4: Read with comprehension a             ACTION STEP:
variety of narrative…while retelling the   -plan data meetings                                                                                                                                                              Fluency checks
story.                                     -provide collaboration opportunities
#A5: Read with fluency simple                                                                                                                                                                                               Scott Foresman Assessments
passages containing simple sentences.      STRATEGY: Implement variety of comprehension strategies.             Monitor students’ comprehension by requiring they do   Review Blooms’ Taxonomy information-provide
                                                                                                                the retelling part of DIBELS at each testing           examples                                             Passport for Learning
2nd grade
#4: Demonstrate comprehension of           ACTION STEP:                                                                                                                **                                                   Problem Solving Team (RTI) strategies
reading                                    -use graphic organizers for comprehension
materials…textual/informational and        -ask questions on a variety of questioning levels based on Bloom’s                                                                                                               Professional library
functional materials                       Taxonomy
#5 Read with fluency passages
containing complex sentences               STRATEGY: Implement explicit, intensive instruction through the      Administrative observation                             Refer students to RTI problem solving team as they
                                           use of small groups/cooperative learning in every classroom for 30   Walk-through data sheets                               qualify for more intense intervention
                                           minutes of daily intervention                                        Teacher schedules
                                                                                                                                                                       **


                                           ACTION STEP:
                                           -scheduled time by LC
                                           -work with flexible groups based on needed skills



 **Based on a variety of assessments (DIBELS, STAR Scott Foresman Baseline test, etc) a “rank and serve” system has been devised. Students who score hightest on the scale will be referred to the Problem Solving Team for
 RTI services. Students scoring in the middle (cut off scores may vary) may receive extra intervention through Title 1. These interventions are designed to close the achievement gap through accelerated instruction and help
 students attain grade-level status as quickly as possible.


 System:          Autauga County                                                                                                                                                       School: Prattville Primary
CONTINUOUS IMPROVEMENT GOAL (SHOULD ADDRESS IDENTIFIED WEAKNESSES AND GAPS):
In 2010-2011 increase the number of students scoring in Levels III and IV on the ARMT in the area of Math from 50% to 84% in 3rd grade and 22% to 83% in 4th grade.
Data Results on which goal is based:
2009-2010 Prattville Elementary ARMT results indicate that % of 3rd grade special education students scored in levels III and IV, and % of 4th grade special education scored in levels III and IV.

TARGET GRADE LEVEL(S):                          TARGET CONTENT AREA(S):                         AHSGE:                                                     ADDITIONAL ACADEMIC INDICATORS:              TARGET STUDENT SUBGROUP(S):
1st/2nd                                         Circle One                                                                                                                                              Special Education
                                                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?


Alabama Course of Study Standards:         STRATEGY: Conduct monthly data meetings led by intervention          Growth over time (based on data review of common    Professional development during data meetings        Tutors
Math #1, #2, #3, #4, #5, #6, #7, #8, #9,   teacher and principal to review and respond to benchmark data and    assessments)                                        LC Collaboration for new strategies                  Standards checks
#10, #11, #12                              progress monitoring data                                             Item analysis of Unit tests                                                                              Nine weeks assessments


                                           ACTION STEP:
                                           -plan data meetings
                                           -provide collaboration opportunities

                                           STRATEGY: implement intensive, explicit instruction through          Evaluations                                         Review Blooms’ Taxonomy information-provide          Timed tests
                                           whole/group instruction                                              PD article reviews                                  examples                                             V-Math
                                                                                                                                                                                                                         Touch Math
                                                                                                                                                                                                                         Math Facts in a Flash
                                           ACTION STEP:
                                           -Professional development with Kathy Miller
                                           -professional library

                                           STRATEGY: Implement explicit, intensive instruction through the      Administrative observation                          Refer students to RTI problem solving team as they   PST (RTI) strategies
                                           use of small groups/cooperative learning in every classroom for 30   Walk-through data sheets                            qualify for more intense intervention                Professional Library
                                           minutes of daily intervention                                        Teacher schedules

                                           ACTION STEP:
                                           -scheduled time by LC
                                           -work with flexible groups based on needed skills




 System:          Autauga County                                                                                                                                                    School: Prattville Primary
 Part III - GOAL TO ADDRESS ANNUAL MEASURABLE ACHIEVEMENT OBJECTIVES (AMAOs) AND ENGLISH PROFICIENCY NEEDS – Note: Refer to the ELL Data Compilation as part of the needs
 assessment in forming goals. If any ELL student did not make AMAOs complete this page.
ENGLISH PROFICIENCY GOAL (SHOULD ADDRESS IDENTIFIED WEAKNESSES AND GAPS):


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:     Autauga County                                                                                                                 School: Prattville Primary
 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, RtI                    STUDENT ACADEMIC PERFORMANCE?                                                                                                                                           (Ex: Teacher Incentives,Title II $.....00, Supplies
FRAMEWORK AND SUPPORTIVE                        (Give specific strategies, not just programs                                                                                                                                     for Mentors/Mentees, etc)
   LEARNING ENVIRONMENTS                                   or program names.)
     HAVE BEEN IDENTIFIED
    THROUGH THE REVIEW OF
     SCHOOL DEMOGRAPHIC,
   PERCEPTION, AND PROCESS
                 DATA?
A need to better understand Response    STRATEGY: Formal RtI training for certified personnel.   Monthly meetings with teacher to monitor the status of   Multiple strategies will be provided to assist teachers in   Professional development
to Instruction by the faculty.                                                                   RtI plans.                                               increasing intervention activities                           Professional library
                                                                                                 RTI suveys

                                        ACTION STEP:
                                        -faculty meeting overview
                                        -administrative emails
                                        Professional library materials

Focus all faculty members on the need   STRATEGY: Monthly learning community meetings            Monthly collaboration form                               Weekly emails to foster positive teacher motivation          Internet
for communication and collaboration                                                              Collaborative summary report (EDUCATE Alabama)           Seek teacher input through surveys, etc.                     Teacher incentives
among teachers to improve student
achievement.
                                        ACTION STEP:
                                        -meet with LC at least monthly
                                        -spontaneous/unscheduled meetings within LC and beyond
                                        -share ideas with staff via email, etc.


                                        STRATEGY:



                                        ACTION STEP:




 System:         Autauga County                                                                                                                                            School: Prattville Primary
  Part V - Additional Components To Be Addressed to Satisfy Federal Requirements

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


 Teacher mentoring, to be effective, must be done on two levels: (1) in a large group with all novice teachers, and (2) on an individualized level with mentor and mentee. In Autauga County, the process involves a mentoring specialist hired
 by the Autauga County School System, the school administration, and an experienced teacher (mentor). Each of these educators serves as a guide and coach to the novice teacher. Additionally, he/she must serve as an emotional support when
 needed. A mentor, in any capacity, must be guided by a strong desire to share their knowledge and expertise in the field of education and to support and nurture the novice teacher.

 Mentor responsibilities include, but are not limited to:
    1. Familiarize the novice teacher with basic school/classroom procedures.
    2. Give the novice teacher curriculum guidance.
    3. Work with the novice teacher in the area of classroom management, both time and student behavior.
    4. Act as a resource person for both academic and emotional support.
    5. Be a guide, coach, and model for effective teaching plans and strategies.

 For a mentoring program to be effective, it must provide the novice teacher with a structured support system, which will address their needs on a professional, instructional, and personal level.




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


All funding sources will be used to enhance instructional goals, school operations, and other strategies. Centralized funds will be pooled at the Central Office to provide system services and programs. A description of how each
funding source is used at PPS can be found in the budget below.
 Certified Personnel (salaries and benefits) $ 109,332.93
 Professional Development $ 4400.00
 Parental Involvement $2005.00
 Technology/Materials $ 23267.07
 Title 2 Professional Development $1000.00
 TOTAL $ 139,005.00




  System:       Autauga County                                                                                                                                      School: Prattville Primary
3. Transition: Describe strategies to assist students in transitioning from previous school to the current school and/or from the current school to the next school, including, for example, how preschool children might be
prepared for entry into kindergarten or how eighth grade students are prepared for high school.
School tours are planned by the counselor for rising first grade students from Prattville Kindergarten School as well as several private kindergarten programs throughout the city. PKS students travel by school bus and are led on tours
of the school stopping for visits in first grade classrooms, the lunchroom, school library, school office, and gymnasium/playground. Private kindergarten students travel by car or walk to the school campus for similar tours and can
even plan to have lunch in the lunchroom if they prefer. PPS registration materials are sent to PKS and several of the larger private kindergarten programs. The school principals and secretaries coordinate the transfer of all
kindergarten records to first grade. Principals, counselors and intervention teachers exchange student information that will facilitate a smooth transition.

The counselor also coordinates a spring orientation for parents of rising first grade students. The counselor, principal, and several first grade teachers talk to the parents about the curriculum as well as other pertinent information
about the school. Time is provided for a question and answer session. Parents of rising second grade students receive information in May that describes the second grade curriculum.


Another orientation session for parents and students is held several days prior to the opening of school. This gives all first and second grade students, parents, and teachers an opportunity to meet. Students and parents visit the
classroom, and teachers present information about classroom routines and other information important to the smooth operation of the classroom. Parents have an opportunity to complete all forms, purchase supplies and lunch
tickets, and tour the school campus. Parents receive the Parent/Student Handbook, the Autauga County Schools Student Code of Conduct, Autauga County Parental Involvement Policy, Home/School Compacts, and Parent’s Right to
Know information.

Counselors from PPS and Prattville Elementary School coordinate similar activities for students leaving second grade and going to third grade. There are bus field trips in the spring to visit PES as well as an orientation session for
parents of rising third grade students. The school principals and secretaries coordinate the transfer of all second grade records to third grade. Principals, counselors, and intervention teachers exchange student information that will
facilitate a smooth transition.

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.
The Autauga County Board of Education (ACBOE) makes every effort to employ competent highly qualified teachers. Personnel from the central office attend recruitment fairs at state colleges and universities. The purpose is to
recruit well-trained, high quality, highly qualified teachers in field and certified by the state of Alabama. PPS follows established recruitment procedures of the ACBOE. It is the policy of the ACBOE that applicants for positions are
selected on the basis of their qualifications, merit, and ability without regard to sex, age, marital status, race, religion, national origin, ethnic group or handicap.

When vacancies occur in employment positions, notices are posted for the number of days designated by Autauga County Schools Board Policy in designated locations in each school, at the central office, at the Chapter I Center, and
on the Autauga County Schools website. Interested applicants complete and submit a Professional Personnel Application Form along with four Applicant Reference Forms. Applications for employment are activated when all
required information and credentials are provided. Applications are accepted at any time and remain active for three years from the date of submission.

Potential applicants are notified to attend an interview conducted by designated administrators, Autauga County School representatives, and when appropriate, veteran teachers. The issue of candidates meeting the definition of
highly qualified is a component of the interview process. The interview team utilizes information obtained during the interview process to recommend the most qualified applicant for the position. Upon written recommendation of
the Superintendent of Education, the Board appoints professional personnel to positions based upon certification and qualifications. Newly hired personnel are notified of the employment and required to attend a system wide teacher
orientation designed to assist in understanding employment responsibilities.

The Autauga County Schools utilize the following strategies to attract high quality, highly skilled teachers:
     Job opportunities are posted and published for a designated number of days in a variety of locations before interviews are conducted.
     The Autauga County Schools actively recruit outstanding graduates of Alabama’s college and universities.
The principals include veteran teachers in interviews, giving consideration to the opinions of those teachers. Veteran teachers can also provide prospective teachers with positive information about the school and community.



 System:       Autauga County                                                                                                                                 School: Prattville Primary
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.
The PPS Assessment Plan was developed with input from the school faculty and is revised annually. Assessment data is collected and analyzed at monthly data meetings and this information is critical to the ongoing process of
reviewing and revising the CIP. The teachers and administrators will use assessment data to:
      Group students in reading and math
      Determine strengths and weaknesses
      Develop data-driven instruction
      Document change and improvement throughout the year
      Determine students who need RtI
      Make referrals for special education testing
      Direct grade level data meetings
      Monitor schoolwide and individual progress
      Implement changes in teaching strategies
      Make staff decisions related to Title I
      Pull-out programs for reading and math intervention

Teacher representatives serve on several school-based committees that make key decisions affecting student achievement based on assessment data. These committees include:
     Advisory Committee
     Problem Solving Team
     Budget Committee
     Technology Committee
     Professional Development Committee
     Learning Community Chairpersons


6. Special Populations: Describe procedures used for each group of Migrant, English Learners, Economically Disadvantaged, Special Education, Neglected and/or Delinquent, and Homeless students.
There were no identified homeless, migrant, immigrant, or neglected students at PPS during the 2009-2010 school year. Procedures are in place to identify migrant, homeless, immigrant or neglected students when they enroll. Every
service that is available to non-migrant, non-homeless, non-immigrant or non-neglected students will be made available to migrant, homeless, immigrant or neglected students to include but not limited to Title I, LEP, and Special
Education. Where academic needs are identified the student’s teacher may make a referral to the Problem Solving Team (PST) in order to develop an intervention plan.

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.
 Every service that is available to other students will be made available to students 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. include but not limited to Title I, LEP, and Special Education. Where academic needs are identified the student’s teacher may make a
referral to the Problem Solving Team (PST) in order to develop an intervention plan.


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.


 System:       Autauga County                                                                                                                                School: Prattville Primary
Parent Resource Center for our parents to check out items needed to help their child with skills needed.
Summer Camp which serves 100 students.
Parents can be referred to the Family Support Center for additional tutoring, on an as-needed basis.

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


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

1) Parent Report Card Day is observed in October. Conferences are scheduled by each teacher to review the first report card, assessment results, and the progress of the student during the first grading period. On this same day an
Open House (annual meeting) is held in the Parent Resource Center to inform parents about the Parental Involvement Plan, Title I requirements, parent activities, and to share resources available to parents for check out to use with
children at home. Brochures are available which further clarify reading intervention services. Parents have the opportunity to complete surveys to give input for parent education activities and the Title I program. The Library/Media
Specialist is available in the Library/Media Center to visit with parents. The counselor is available in her office to meet parents and share parenting and parent involvement information. Other resource teachers are available in their
classrooms to meet parents and explain their resource programs (music, PE, and special education.)
Parent orientation is held in August prior to the opening of school, after teachers have received class rolls, for the purpose of meeting the teacher and familiarizing parents and children with instructional materials, the school plant,
and daily schedules. Parents are given the opportunity to indicate interest as volunteers for classroom activities, field trips, and special programs.
We will involve the parents of children served in Title I in decisions about how the one percent of Title I funds reserved for parental involvement is spent at an annual meeting of Title 1 Parents, held on August 30, 2010. The
Federal Programs Director, Federal Programs Specialist, or a knowledgeable person will conduct the meeting to explain the Title 1 program requirements, the 1% set aside and the parental involvement policy, as well as, the rights
and responsibilities of Title 1 parents. At this meeting the parents are given the opportunity to give input about spending, and anything involving the Title 1 program.
2) An early orientation for parents of rising first grade students is held during the month of May. Parents are invited to attend a presentation at Prattville Primary School given by the administrators, the counselor, and several first
grade teachers. The program focuses on readiness for school, curriculum requirements, and instructional strategies/techniques that are developmentally appropriate. Parents of rising second grade students receive information in
May that describes the second grade curriculum. Prattville Elementary School hosts an orientation for rising third grade students’ parents. All orientation activities are provided to insure smooth transition from grade to grade and
school to school. Three times a year family nights are held to allow parents and students to work together on fun learning activities. Additional parent meetings are held at a variety of times to accommodate parent schedules.
The PRC offers reading and math learning games/materials and parent education materials for parent check out. A permanent “Make and Take” work station is set up in the PRC with directions and materials for making learning
activities for parents to use with children at home. A certified teacher is responsible for the PRC and is available to provide parents with guidance in selecting materials. Newsletters from the PRC are sent home each month as well
as posted on the school web site. These newsletters highlight learning activities available in the PRC and “Make and Take” activities. For parents who may not be able to come to the PRC during the school day an order blank is
provided to request that materials be sent home. The guidance counselor periodically provides newsletters for parents designed to create an understanding of the relationship between a child’s self-concept and school success, to
provide information about modifying or nurturing acceptable behaviors, and developing school skills. The school nurse is available during family nights to provide information on wellness, common childhood diseases, and growth
and development. Teachers send weekly and/or monthly newsletters to parents to provide information about school activities, homework, units of study, and to suggest ways that parents can help at home with learning.
3) Parents will be invited to participate on the Advisory Committee to represent the student body at our school. We will hold an annual meeting to review current programs and share with parents what services are offered. We will
have a Parent Conference day on October 18, 2010, for parents to meet one-on-one with their child’s teacher about current programs and specific strategies for their children.
4) We will provide full opportunities for the participation of parents with limited English proficiency, parents with disabilities, and parents of migratory children, including providing information and school reports


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

    1.   Parent meetings will be offered in the daytime and at night as determined by needs in math, reading, motivation, student issues and family time.
    2.   During the month of August, two parent meetings will be offered to inform parents concerning the Title 1 program. In the month of September, January, and May an advisory committee meeting will be held.
    3.   Parent involvement funds will be used with our parent involvement family nights in the months of November and February.




 System:       Autauga County                                                                                                                                School: Prattville Primary
C. Parental Involvement: Describe how the school provides parents of participating children timely information in a uniform format and, to the extent practicable in a language they can understand, about programs
under Title I, a description and explanation of the curriculum in use, forms of academic assessments, and achievement expectations used, and, if requested by parents, opportunities for regular meetings to formulate
suggestions and participate as appropriate in decisions related to the education of their children.
The Student Code of Conduct is adopted by the Autauga County Board of Education and is distributed to students, parents/guardians, administrators and faculties throughout the school system. The conduct policies contained in the
Student Code of Conduct promote a suitable learning environment. The Parent/Student handbook is intended to acquaint the parents and the students with the procedures unique to the operation of Prattville Primary School and not
stated in other school policies. The handbook is written by the principal and adopted by the Autauga County Board of Education. The handbook is given to each enrolled student at the beginning of the school year. It is given to
new students as they enroll in Prattville Primary School. Several informational brochures are available in the school office. The Prattville Primary School brochure reviews the school curriculum and staff and includes information
of interest to parents who want some general information about the school. The Title I School-wide brochure reviews the purpose and program description of Title I and the services available to students as well as parental
involvement information. Efforts are made to provide information in the native language if possible. Translators are provided at the parents request. EL staff may be called to provide language assistance.
Regular conferences between parents and teachers are encouraged. Teachers request conferences or make phone or email contact with parents as needed, and parents are also encouraged to initiate contact with teachers and school
officials. Report cards are used for the purpose of communicating student progress to the student and his/her parents or guardians. Report cards are issued six times during the school year. The first report card is given to parents on
Parent Report Card Day in October. The administrators, school counselor, intervention teacher, and all resource teachers are also available to meet with parents to discuss needs and concerns. Interpreters for non-English speaking
parents are arranged if necessary. Notices, reminders, emails, and newsletters are sent home as needed both by individual teachers and school-wide in order to keep parents informed. The school maintains an up-to-date website.



D. Parental Involvement: Describe how parents, the school staff, and students share responsibility for improved student academic achievement for participating students (How the School-Parent Compact is jointly
developed with Title I parents; how it is used, reviewed, and updated).
Parent and community representatives are asked to serve each year on the PPS Advisory Committee. This committee participates in a continuous cycle of school improvement and annually reviews and revises PPS Parental
Involvement Plan and the Home School Compact. Revisions must be in compliance with all state and federal guidelines. Copies of the Parental Involvement Plan are given to parents at the Title I Open House/Annual Meeting in
October, are available upon request, or may be picked up in the PRC. Surveys are sent to all parents of children in the school in the spring of the year to evaluate the Parental Involvement Plan. Surveys are compiled. All parents at
PPS receive and sign for a copy of the Home-School Compact at Parent Orientation in August. Copies are also available in the Parent Resource Center (PRC) at the school.

E. Parental Involvement: Describe procedures to allow parents to submit comments of dissatisfaction with the Continuous Improvement Plan.
If parents disagree or have a concern with any aspect or component of the PPS Parental Involvement Plan or budget, the Autauga County Parental Involvement Plan, or the LEA Consolidated Application for NCLB funds, they will
be asked to submit their concerns in writing and schedule a conference with the principal. If they still have concerns, they may contact the Coordinator of Elementary and Federal Programs of the Autauga County School System.
Concerns may be forwarded to the State Department of Education.


F. Parental Involvement: Describe how the school will build capacity for parental involvement including how parents will be encouraged to become equal partners in the education of their children. (See NCLB Section
1118, requirements for building capacity in parental involvement.)
To ensure effective involvement of parents and to support a partnership among the school, parents, and the community to improve student academic achievement, our school:
  (1) Shall provide training for parents of participating children in understanding such topics as the State's academic content standards and State student academic achievement standards, State and local
      academic assessments, the requirements of Title I, and how to monitor their child’s progress and work with teachers to improve the achievement of their children. (Describe)
The school will offer parent education workshops in the fall and the spring concerning the State’s academic content standards and State student academic achievement standards, State and local assessments, and how to monitor their
child’s progress and improve achievement. Sessions will be offered during the school day and in the evening.
  (2) Shall provide materials and training to help parents to work with their children to improve their children's achievement, such as literacy training and using technology, as appropriate, to foster parental
      involvement. (Describe)
Parent education workshops are held at a variety of times to accommodate parent schedules, and childcare is provided if needed. Information presented provides materials and training to help parents work with their children to

 System:      Autauga County                                                                                                                                School: Prattville Primary
improve student achievement.



  (3) Shall educate teachers, office personnel, and other school staff, with the assistance of parents, in the value and utility of contributions of parents, and in how to reach out to, communicate with, and work
      with parents as equal partners, implement and coordinate parent programs, and build ties between parents and the school. (Describe)
The administrators encourage teachers, pupil services personnel, and other staff to value the contributions of parents, and to reach out to, communicate with, and work with parents as equal partners in order to build ties between
parents and the school.


  (4) Shall to the extent feasible and appropriate, coordinate and integrate parent involvement programs and activities with other federal programs, and conduct other activities, such as parent resource
      centers, that encourage and support parents in more fully participating in the education of their children. (Describe)
A permanent “Make and Take” work station is set up in the PRC with directions and materials for making learning activities for parents to use with children at home. Parents may use order forms to request that these materials be
sent home with their child if they are unable to come to the school during regular school hours.


  (5) Shall ensure that information related to school and parent programs, meetings, and other activities is sent to the parents of participating children in a format and, to the extent practicable, in a language
      the parents can understand. (Describe)
PPS insures that information related to school and parent programs, meetings, and other activities is sent to the parents of participating children in a format and/or language that the parents can understand. Although not previously
necessary because the non-English speaking population has been mostly Hispanic, interpreters of other languages would be secured if needed. The Central Office maintains a list of interpreters. Parents are informed of participation
by their limited English proficient students in language instruction educational programs.


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



G. Parental Involvement: Describe how the school will ensure the provision for participation of parents with limited English proficiency, parents with disabilities, and parents of migratory students; including providing
information and school reports in a format and, to the extent practicable, in a language that parents can understand.
PPS insures that information related to school and parent programs, meetings, and other activities is sent to the parents of participating children in a format and/or language that the parents can understand. Although not previously
necessary because the non-English speaking population has been mostly Hispanic, interpreters of other languages would be secured if needed. The Central Office maintains a list of interpreters. Parents are informed of participation
by their limited English proficient students in language instruction educational programs .




 System:      Autauga County                                                                                                                               School: Prattville Primary
Part VII- PROFESSIONAL LEARNING NEEDS RELATED TO ACADEMIC CHALLENGES Including ENGLISH LANGUAGE PROFICIENCY, SCHOOL SAFETY, DISCIPLINE, RtI FRAMEWORK AND
SUPPORTIVE LEARNING ENVIRONMENTS (Reminder: NCLB Section 1116 requires that each year Title I schools identified for improvement must reserve the equivalent of 10% of the Title I school-level allocation
made available to the school under Section 1113. In addition, each year LEAs identified for improvement must reserve 10% of their allocations for professional development).
      Does the plan provide opportunities for professional development activities that are high-quality, effective, and research-based?     YES          NO
      Does the plan include opportunities for teachers, principals, paraprofessionals, other staff, and parents?                            YES          NO
      Does the plan include required district-wide training for English language acquisition?                                               YES          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?)
Closing the achievement gap   Strategies using        Weekly emails                     Students will be               Data meetings/Data sheets                           Title I
in Math and Reading           vocabulary/writing to                                     positively impacted as                                                             Title II
                              improve Reading and     August/January/                   new strategies are used        Administrative observations                         Title III
                              Math Skills             February inservice days           in the classroom to                                                                Local School funds
                                                                                        teach reading and              Monthly walkthroughs
                                                      LC collaboration                  math and show higher
                                                                                        levels of growth
To focus on the at-risk       Strategies using        Weekly emails                     Students will be               Data meetings/Data sheets                           Title I
students                      vocabulary/writing to                                     positively impacted as                                                             Title II
                              improve Reading and     August/January/                   new strategies are used        Administrative observations                         Title III
                              Math Skills             February inservice days           in the classroom to                                                                Local School funds
                                                                                        teach reading and              Monthly walkthroughs
                                                      LC collaboration                  math and show higher
                                                                                        levels of growth               Lower the number of office referrals

DUPLICATE PAGES AS NEEDED




System:      Autauga County                                                                                                                                   School: Prattville Primary
 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              Enter #FTE’s earned Enter # of units
 Funds Earned Units            by the school          placed at the school                                             2,567,719.00
 FTE Teacher Units:                      49.78                            49
 Administrator Units:                       1                             1
 Assistant Principal:                      .5                             1
 Counselor:                                 1                             1
 Librarian:                               1.5                             2
 Career and Technical                     N/A                            N/A
 Education Administrator:
 Career and Technical                     N/A                            N/A
 Education Counselor:
 Enter the amount allocated for use at the school for the following:
 Technology                                                                                                                       0.00
 Professional Development                                                                                                         0.00
 State ELL Funds                                                                                                           Centralized
 Instructional Supplies                                                                                                           0.00
 Library Enhancement                                                                                                              0.00

                                     II. Federal Funds:
 Title I: Part A: Improving the Academic Achievement of the Disadvantaged                                   TOTAL        $139,005.00
Title I: All funding sources will be used to enhance instructional goals, school operations, and other strategies.
Centralized funds will be pooled at the Central Office to provide system services and programs. A description of how
each funding source is used at PPS can be found in the budget below.
 Certified Personnel (salaries and benefits) $ 109,332.93
 Professional Development $ 4400.00
 Parental Involvement $2005.00
 Technology/Materials $ 23267.07
 Title 2 Professional Development 1000.00
 TOTAL $ 139,005.00
 ARRA FUNDS                                                                                                  TOTAL               0.00
 BRIEF EXPLANATION and BREAKDOWN OF SPENDING:

 Title II: Professional Development Activities                                                               TOTAL
 BRIEF EXPLANATION and BREAKDOWN OF SPENDING:
 INOW training/STI Conference/Technology Conference registration and expenses
 System:      Autauga County                                                                                                             School: Prattville Primary
Title III: For English Language Learners                                                         TOTAL   centralized
BRIEF EXPLANATION and BREAKDOWN OF SPENDING:



Title IV: For Safe and Drug-free Schools                                                         TOTAL         0.00
BRIEF EXPLANATION and BREAKDOWN OF SPENDING:



Title VI: For Rural and Low-income Schools                                                       TOTAL         0.00
BRIEF EXPLANATION and BREAKDOWN OF SPENDING:



Career and Technical Education-Perkins IV: Basic Grant (Title I)                                 TOTAL          0.00
BRIEF EXPLANATION and BREAKDOWN OF SPENDING



Career and Technical Education-Perkins IV: Tech Prep (Title II)                                  TOTAL          0.00
BRIEF EXPLANATION and BREAKDOWN OF SPENDING



Other: 21st Century, Learn and Serve, Even Start, School Improvement Grant                       TOTAL          0.00
BRIEF EXPLANATION and BREAKDOWN OF SPENDING


                                         III. Local Funds (if applicable)
Local Funds                                                                                      TOTAL   134,100.00
BRIEF EXPLANATION and BREAKDOWN OF SPENDING:
Basic school supplies, office supplies, paper/ink cartridges for classrooms, white boards etc.




System:      Autauga County                                                                                            School: Prattville Primary
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:         Autauga County                                                                                                                                       School: Prattville Primary
                           Continuous School Improvement Plan
                                       2010-2011




                                           Jim Abraham, Principal
                                    Janice Stockman, Assistant Principal




System:   Autauga County                                                   School: Prattville Primary
System: Autauga County   School: Prattville Primary

								
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