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2010 - 2011 C.I.P. 11-23-10

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2010 - 2011 C.I.P. 11-23-10 Powered By Docstoc
					                                                                                                                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: Summerdale School


STREET ADDRESS: 400 E. Broadway                                               CITY: Summerdale                                                STATE: Alabama                  ZIP CODE: 36580

CONTACT: Mark Pumphrey                                                        TELEPHONE: 251-989-6850                                         E-MAIL: mpumphrey@bcbe.org
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, 2009.
Made      Made AMAOs (ELL)?            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
          N/A                          NO               and supplement existing                   PTSO Meetings
NO                                     N/A              services and not used to                  Posted on school website
                                                                                                  Available on main school server
                                                        provide services that, in the
                                                                                                  Hard copy in front office
                                                        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:


 CONTINUOUS IMPROVEMENT PLAN DEVELOPMENT AND IMPLEMENTATION TEAM

 System: Baldwin County

 School:     Summerdale School                                                                                                                                                                            September 16, 2010
This plan was developed/or revised during the following time period (e.g. May 2010 - 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):
         Collaborative Planning – weekly
         Data Meetings – fall, winter, and spring
         Faculty Meetings – monthly
         Parental participation in meetings with instructional leadership team to determine & develop school improvement team.
         Parental involvement through meetings, discussions, and surveys during the revision of the C.I. P.
         PLC – Professional Learning Committee
         Parent Advisory Committee

                      Instructional                                                            Positions                                                                    Signatures
                 Leadership Team Names                          (Identify position held, e.g., Administration, Faculty, Staff, Grade                               (Indicates participation in the
  (The Leadership Team must include the principal, faculty        Level and/or Subject Area, Parents and Community members.)                                          development of the CIP)
  [including ELL resource lead teacher if applicable], staff,
     parents, community stakeholders, and/or students.)
Mark Pumphrey                                                                          Principal
Danny McDuffie                                                                   Assistant Principal                                   Signatures on file
Serena Allen                                                                      4th Grade Teacher
Terry Baggett                                                                        Parent – PAC
Kelly Burton                                                                         Parent – PAC
Candice Dawkins                                                                   6th Grade Teacher
Anita Drummond                                                                   Counselor (PK – 8)
Blake Garrison                                                                      Parent – PAC
Carrie Hubbard                                                         Extended Learning (PK – 8)/Parent – PAC
Sheila Lewis                                                                            Finance
Serena Parson                                                                       Pre-K Teacher
Delaney Powell                                                                      Parent – PAC
Jenny Rachel                                                                        7th/8th Teacher
Minnie Skinner                                                                   ARI Reading Coach
Shay Stewart                                                                  Resource – ELL (PK – 8)
Lori Walker                                                                Resource/Special Ed./MET Chair
Brenda Watts                                                                     Curriculum (K – 8)
Lucy Williams                                                                     1st Grade Teacher
                                                                       Note: PAC – Parent Advisory Committee



 System: Baldwin County

 School:    Summerdale School                                                                                                                                                               September 16, 2010
                              Part I - SUMMARY OF NEEDS BASED ON A COMPREHENSIVE REVIEW OF DATA




System: Baldwin County

School:   Summerdale School                                                                       September 16, 2010
  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).
A compilation of data from SAT, ARMT, DIBELS, & ADAW data is created on a spreadsheet to help determine strengths & weaknesses of individual students. During grade level data meetings, the data is analyzed & used to develop
an action plan that includes remediation, intervention, or enrichment.

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.

Teachers are assigned according to their certifications and their experience based on their strengths and the needs of the students. The Leaps report ensure that all teachers are highly qualified and identifies teachers who are not.

Number and percentage of teachers Non-HQT:                                                                                                            Number and percentage of Classes Taught by Non-HQT: 0
                                         0 - all teachers are highly qualified
Alabama High School Graduation Exam (AHSGE):
Strengths:                                                                                                                                            Weaknesses:
                                    Made AYP with all students in reading & math.                                                                                                                       N/A per AYP report

Alabama Reading and Mathematics Test (ARMT):
Strengths:                                                                                                                                            Weaknesses:

Grade 3: Reading:    Demonstrate reading vocabulary knowledge – 85%                                                                                   Grade 3: Reading:   Uses strategies to comprehend literary/recreational materials 61%
         Math:       Compare, Order & Expand Whole Numbers – 83%                                                                                               Math:      Numbers & Operations: Solve addition & subtraction problems – 64%; Dividing whole numbers – 63%
Grade 4: Reading:    Demonstrate word recognition skills 79% & Demonstrate reading vocabulary knowledge – 81%                                         Grade 4: Reading:   Use of strategies to comprehend functional and textual/informational materials – 63%
          Math:      Numbers & Operations: Write money amounts in words and dollar & cent notation – 87% Add & subtract fractions w/common                      Math:     Measurement: Calculate elapsed time in hours and minutes – 57%; Recognize equivalent forms of fractions
                     denominators – 88%                                                                                                                                   and decimals – 55%; Multiply & divide whole numbers – 47%
Grade 5: Reading:   Demonstrate reading vocabulary knowledge – 87%                                                                                    Grade 5: Reading:   Uses strategies to comprehend literary/recreational materials - 65%
         Math:      Identify components of the Cartesian Plane – 95%                                                                                           Math:      Data Analysis & Probability: Analyze data from a survey or experiment – 65%
Grade 6: Reading:   Interpret Literary Elements & Devices – 68%                                                                                       Grade 6: Reading    Recognize text elements in textual/informational and functional materials – 61%
         Math:      Geometry: Plot Coordinates grids, graphs, & maps – 83%                                                                                     Math:      Measurement: Solve problems involving perimeter & area of parallelograms & rectangles – 42%;
Grade 7: Reading:   Apply strategies to comprehend literary/recreational materials – 73%                                                                                  Solve problems involving decimals, percents, fractions, & proportions – 41%
         Math:      Solve one & two step equations – 85%                                                                                              Grade 7: Reading:   Distinguish among literary genres & sub-genres based on their characters – 59%
Grade 8: Reading:   Evaluate the impact of setting, mood, and/or characterization on theme – 66%                                                               Math:      Data Analysis & Probability: Determine the probability of a compound event – 50%
         Math:      Numbers & Operations: Simplify expressions containing natural numbers – 73%                                                       Grade 8: Reading:   Apply strategies to comprehend textual/informational & functional materials – 58%
                                                                                                                                                                          Math: Geometry: Compare quadralaterals, triangles, and solids – 43%
                                                                                                                                                                               Continue working on open-ended responses – all grade levels
Alabama Science Assessment:
Strengths:                                                                                                                                            Weaknesses:
Grade 5 : Physical Science : Identify evidence of chemical changes through color, gas formation, solid formation, & temperature change - 81%          Grade 5 : Life Science : Describe the relationship of populations within a habitat to various communities & ecosystems – 61%
Grade 7 : Life Science: Describe characteristics common to living things including growth & development. Reproductions, cellular organization, use of energy 7 : Life Science: Describe biotic and abiotic factors in the environment – 42%
                                                                                                                                                      Grade
          Exchange of gases, & response to the environment – 78% \




  System: Baldwin County

  School:        Summerdale School                                                                                                                                                                                                             September 16, 2010
Stanford 10
Strengths: – listed by mean % correct by grade level                                                                                 Weaknesses: – listed by mean % correct by grade level

Grade 3: Reading:   Word Study Skills: Phonetics Analysis/Consonants – 91% proficient (below avg. 9%; avg. 62%; above avg. 29%)      Grade 3: Reading: Word Study Skills: Structural Analysis – 32% non-proficient (below avg. 32%; avg. 29%; above avg. 38%)
         Math:      Computation with whole numbers – 89% proficient (below avg. 11%; avg. 55%; above avg. 34%)                                Math: Reasoning & Problem Solving – 38% non-proficient (below avg. 38%; avg. 42%; above avg. 20%)
Grade 4: Reading:   Reading Vocabulary: Thinking Skills – 93% proficient (below avg.7%; avg. 42%; above avg. 51%)                    Grade 4: Reading: Reading Vocabulary: Synonyms – 25% non-proficient (below avg. 25%; avg. 53%; above avg. 22%)
         Math:      Mathematic Procedures: Computations with fractions - 98% proficient (below avg. 2; avg. 56%; above avg. 42)               Math: M.P.: Patterns/Relationships & Algebra – 273% non-proficient (below avg. 27%; avg. 55%; above avg. 18%)
Grade 5: Reading:   Reading Comprehension: Interpretation – 93% proficient (below avg. 7%; avg. 63%; above avg. 30%)                 Grade 5: Reading: Reading Comprehension: Critical Analysis – 24% non-proficient (below avg. 17%; avg. 48%; above avg. 35%)
         Math:      Geometry & Measurement: Computations with fractions – 96% proficient (below avg. 4%; avg. 77%; above avg. 19%)            Math:     M.P.S.: Numbers Sense & Operations – 21% non-proficient (below avg. 21%; avg. 40%; above avg. 38%)
Grade 6: Reading:   Reading Comprehension: Informational – 91% proficient (below avg. 9%; avg. 71%; above avg. 20%)                  Grade 6: Reading: Reading Vocabulary: Thinking skills – 37% non-proficient (below avg. 37%; avg. 15%; above avg. 48%)
         Math:      M.P.S.: Mathematical Connections – 98% proficient (below avg. 2%; avg. 59%; above avg. 39%)                               Math: M.P.S.: Reasoning & Problem Solving – 28% non-proficient (below avg. 28%; avg. 41%; above avg. 30%)
Grade 7: Reading:   Reading Comprehension: Functional 95% proficient (below avg. 5%; avg. 62%; above avg. 33%)                       Grade 7: Reading: Reading Vocabulary: Thinking Skills – 43% non-proficient (below avg. 43%; avg. 25%; above avg. 33%)
         Math:      M.P.: Computations with decimals – 97% proficient (below avg. 3%; avg. 69%; above avg. 28%)                               Math: M.P.S.: Thinking Skills – 20% non-proficient (below avg. 20%; avg. 41%; above avg. 39%)
Grade 8: Reading:   Critical Analysis – 89% proficient (below avg. 11%; avg. 89%; above avg. 0%)                                     Grade 8: Reading: Reading Vocabulary: Thinking Skills - 32% non-proficient (below avg. 32%; avg. 45%; above avg. 23%)
         Math:      Mathematics Problem Solving: Estimations – 94% proficient (below avg. 6%; avg. 54%; above avg. 41%)                       Math:     M.P: Computations with fractions – 22% non-proficient (below avg. 22%; avg. 48%; above avg. 30%)


Dynamic Indicators of Basic Early Literacy Skills (DIBELS):
Strengths: (Based on End of Year 2010 Data)                                                                                           Weaknesses: (Based on End of Year 2010 Data)

Grade K: 96% of students Established on Phoneme Segmentation Fluency and Nonsense Word Fluency                                        Grade K: 6% of students not Established Phoneme Segmentation
Grade 1 : 96% of students Established in Nonsense Word Fluency                                                                        Grade 1: 10% of students not Established in Oral Reading Fluency
Grade 2 : 80% of students Established on Oral Reading Fluency                                                                         Grade 2: 20% of students not Established in Oral Reading Fluency

Part I - Continued:
Alabama Direct Assessment of Writing (ADAW):
Strengths: (Reported by Total % of students at Proficient: levels III & IV)                                                           Weaknesses: (Reported by Total % of students below Proficient: level I & II)

Grade 5: Descriptive Writing – 75% Proficient                                                                                         Grade 5: Writing Mechanics – 57% does not meet standards
Grade 7: Holistic – 82%                                                                                                               Grade 7: Writing Mechanics – 39% does not meet standards

ACCESS for English Language Learners (ELLs):
Strengths:                                                                                                                             Weaknesses:
     Grade 2: N/A                                                                                                                         Grade2: N/A
     Grade 3: 50% (1) of the students achieved Proficiency Level 6                                                                        Grade 3: 50% (1) of the students achieved Proficiency Level 4
     Grade 4: 50% (1) of the students achieved Proficiency Level 6                                                                        Grade 4: 50% (1) of the students achieved Proficiency Level 4
     Grade 5: 50% (1) of the students achieved Proficiency Level 6                                                                        Grade 5: 50% (1) of the students achieved Proficiency Level 2
     Grade 6: 25% (1) of the students achieved Proficiency Level 6                                                                        Grade 6: 50% (2) of the students achieved Proficiency Level 2
     Grade 7: 100% (1) of the students achieved Proficiency Level 4                                                                       Grade 7: There is no weakness in this grade level
     Grade 8: 50% (1) of the students achieved Proficiency Level 4                                                                        Grade 8: 50% (1) of students achieved Proficiency Level 2
22% (6 of 27) ELL students tested out of ESL by scoring 4.8 or higher on the ACCESS test.




  System: Baldwin County

  School:     Summerdale School                                                                                                                                                                                            September 16, 2010
EducateAL or other Professional Evaluations Profile Information:

Strengths:                                                                                                            Weaknesses:

     5.3 Participates as a professional learning community member in advancing school improvement initiatives.            4.10 Design learning experiences that engage learning styles and multiple intelligence
                                                                                                                          2.6 Designs coherent lessons that integrate a variety of appropriate and effective instructional
                                                                                                                          strategies.
                                                                                                                          1.4 Design instructional activities based on state content standards

Additional Data Sources: (e.g., Alabama Alternate Assessment [AAA], School Technology Plan Data)
Strengths:                                                                                                            Weaknesses:
             Math – 2 students achieved level III                                                                         Reading – no student scored above level II
Local Data (e.g., LEA, school, and grade-level assessments, surveys, program-specific assessments, other RtI data):
Strengths: Measured by fall Compass Learning Assessment (33% fall benchmark) – Data will be available after           Weaknesses: Measured by fall Compass Learning Assessment (33% fall benchmark) – Data will be
Testing by the end of October.                                                                                        Available after testing by the end of October

    Grade 2: Reading:                                                                                                 Grade 2: Reading:
             Math:                                                                                                             Math:
    Grade 3: Reading:                                                                                                 Grade 3: Reading:
             Math:                                                                                                             Math:
    Grade 4: Reading:                                                                                                 Grade 4: Reading:
             Math:                                                                                                             Math:
    Grade 5: Reading:                                                                                                 Grade 5: Reading:
             Math:                                                                                                             Math:
    Grade 6: Reading:                                                                                                 Grade 6: Reading:
             Math:                                                                                                             Math:
    Grade 7: Reading:                                                                                                 Grade 7: Reading:
             Math:                                                                                                             Math:
    Grade 8: Reading:                                                                                                 Grade 8: Reading:
             Math:                                                                                                             Math:

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




 System: Baldwin County

 School:     Summerdale School                                                                                                                                                                 September 16, 2010
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:
        Structure & Consistency in discipline                                                                            Personnel to monitor transitions – increase in referrals during transition time
        Pattern of discipline referrals across grade levels has been identified to help establish proactive
            intervention for targeted group of students with follow-up problem solving opportunities.

School Demographic Information related to drop-out information and graduation rate data.
Strengths: Foley High School - 95%                                                                                   Weaknesses: Drop-out rate 5%

School Demographic Information related to teacher attendance, teacher turnover, or challenges associated with a high percent of new and/or inexperienced faculty.

Strengths:                                                                                                          Weaknesses:
     Professional Development                                                                                            Loss of teaching units equals larger classroom sizes
     PLC
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:
     Attendance average at 97% on a daily basis (consist with 2009 – 2010)                                             Transiency

School Perception Information related to parent perceptions and parent needs including information about literacy and education levels.
Strengths:                                                                                                           Weaknesses:
       Parent Advisory Committee indicates strong community support & approval of positive school climate.               More parental involvement
School Perception Information related to student PRIDE data.
Strengths: Students’ Perception of Parental Disapproval is 92% for Use of Tobacco, 87.5% for Use of Alcohol, and  Weaknesses: Violence Indicator – 47% of students survey have threatened a fellow student.
96.1 for Use of Marijuana.
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:
     Small group instruction twice daily (once with classroom teacher & one with ELL teacher)                        Not enough materials with reading program
     ELL reading component of reading program




System: Baldwin County

School:    Summerdale School                                                                                                                                                             September 16, 2010
Part I – Continued   (CULTURE RELATED DATA):

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: Having 1 certified ELL teacher on campus versus an itinerant teacher.                                    Weaknesses: Need county-wide support to maintain personnel currently hired under grant & also need
                                                                                                                    more certified personnel.
School Process Information uncovered by an analysis of curriculum alignment, instructional materials, instructional strategies, reform strategies, and/or extended learning opportunities.
Strengths:                                                                                                          Weaknesses:
     Supports are able to be reallocated based current data                                                        Need for more focused writing instruction (writing mechanics, sentence formation, & grammar usage.
     Support, materials, & schedules need to be aligned accordingly




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.

System: Baldwin County

School:    Summerdale School                                                                                                                                                          September 16, 2010
CONTINUOUS IMPROVEMENT GOAL (SHOULD ADDRESS IDENTIFIED WEAKNESSES AND GAPS): 45% (26/58) of our special ed student did not score proficient in math (this number includes two AAA students).
Our goal is to gain at least a 20% increase in proficiency of special education students on the ARMT math scores in 2011.
Data Results on which goal is based: SAT and ARMT scores


TARGET GRADE LEVEL(S): K - 8                  TARGET CONTENT AREA(S): Circle                  AHSGE:                                                      ADDITIONAL ACADEMIC INDICATORS:                   TARGET STUDENT SUBGROUP(S):
                                              One                                             Reading Math Science       Social Studies    Language                                                         Students scoring 1 -3 Stanine on SAT or a I or II on ARMT
                                              Reading  Math   Science    Other                                                                                            Attendance

       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 TIMELY                             WHAT RESOURCES AND SPECIFIC
     STANDARDS, AHSGE                                        WILL BE USED                                              STEP BE MEASURED?                                ASSISTANCE IF STRATEGIES DO NOT                            EXPENDITURES WILL BE NEEDED FOR
  STANDARDS/OBJECTIVES,                   TO IMPROVE STUDENT ACADEMIC PERFORMANCE?                            (PERFORMANCE DATA, LISTS, SURVEYS, ETC)                        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?
Numbers & Operations
 3.2 Solve addition & subtraction        STRATEGY: Provide intervention services based on math
problems including word problems         proficiency deficits & current classroom performance:                        Flexible small groups with on-going analysis                                                            Title money to hire intervention specialists.
involving two- and three-digit numbers                                                                                 of data via collaborative planning meetings.   School will provide Professional Development for
with and without regrouping              ACTION STEP:                                                                                                                 teachers when & if our stated strategies do not change   Instructional Intervention Programs previously
                                                Small Group Differentiated Instruction for targeted                  100% of teachers as evidenced by lesson        performance.                                             purchased and still available.
3.4 Divide whole numbers using                   skills (K – 8)                                                        plans & observations.
 two-digit dividends and one-digit               Rocket Math implemented by grade level teachers                     As evidence by 100% implementation by all                                                               Rocket Math Materials
divisors                                        Scott Foresman – Pearson Successnet - direct, explicit                teachers 1 – 6 grade.
                                                 instruction (1 – 6)
4.8 Recognize equivalent forms of               Tier II & Tier III Intervention –taught by classroom &      As evidence by 100% of teachers:
 commonly used fractions and decimals            special ed. teachers
                                                 ~ Level I or II on ARMT                                              Weekly common assessments
4.13 Calculate elapsed time in hours            Instruction that is provided by the intervention teacher.            Unit assessments
 and minutes.                                                                                                         Daily performance on class work

5.14 Analyze data collected from a                 Administrators will hold monthly data meetings to                 As evidenced by agenda’s & sign-in sheets
survey or experiment to distinguish                 continuously monitor data that is used to identify
between what the data show and what                 student needs.                                                    Progress will be documented through student
might account for the results.                     Weekly Collaborative Planning Sessions                             progress reports and quarterly report cards.
                                                   Teachers will assess students to monitor progress on
6.2 Solve problems involving decimals,              standards.                                                        As evidenced by on-line reports
percents, fractions, and proportions.              A+                                                                      ~ Individual
                                                   Compass Learning                                                        ~ Class
6.6 Solving problems involving                     IXL Math (Grades 1 – 6)                                                 ~ School
perimeter and area of parallelograms
and rectangles.

7.13 Determine the probability of a
compound event.

8.8 Compare quadrilaterals, triangles,
and solids, using their properties and
characteristics


 System: Baldwin County

 School:         Summerdale School                                                                                                                                                                                                          September 16, 2010
 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.. Use the SMART Goals format to address areas of need.

CONTINUOUS IMPROVEMENT GOAL (SHOULD ADDRESS IDENTIFIED WEAKNESSES AND GAPS): 45% (26/58) of our special ed student did not score proficient in reading (this number includes two AAA
students). Our goal is to gain at least a 20% increase in proficiency of special education students on the ARMT reading scores in 2011.
Data Results on which goal is based: SAT & ARMT Data


TARGET GRADE LEVEL(S):                            TARGET CONTENT AREA(S): Circle               AHSGE:                                                         ADDITIONAL ACADEMIC INDICATORS:                 TARGET STUDENT SUBGROUP(S): Students scoring below level on
                                                  One                                          Reading Math Science         Social Studies   Language                                                         core baseline reading test (K- 6) and DIBELS (K-3).
                                                  Reading  Math   Science    Other                                                                                           Attendance

           COURSES OF STUDY                                       REFORM STRATEGIES                                                  BENCHMARKS                                               INTERVENTIONS                                     RESOURCES

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

Comprehension Strategies                           STRATEGY: Focus on reading comprehension with at risk
                                                   and all other students.
3.3 Use a wide range of strategies to                                                                                                                                                    School will provide Professional
comprehend third-grade literary/recreational                                                                                                                                              Development for teachers when & if our
materials in a variety of genres.                  ACTION STEP:                                                            100% of teachers as evidenced by lesson plans,                stated strategies do not change
                                                                                                                            intervention schedules & observations.                        performance.
4.5 Use a wide range of strategies and skills,             Direct, explicit instruction using comprehension
 to comprehend fourth-grade informational and               strategies
 functional reading materials                              Small Group Differentiated Instruction for targeted   As evidence by 100% of teachers:
                                                            skills (K – 8)
 5. 2 Use a range of strategies to comprehend              Research based reading intervention - My                       Weekly common assessments
fifth-grade recreational reading materials in a             Sidewalks (Tier III)                                           Unit assessments
variety of genres.                                         Instruction that is provided by the intervention               Daily performance on class work
                                                            teacher, ELL, or resource teacher                              Weekly selection test guiding reteaching
6.4. Recognize the use of text elements in                 Curriculum Alignment with State Course of Study                 opportunities.
sixth-grade informational and functional                    Standards                                                      Written response to questions on Fresh Reads.
reading materials.
                                                                                                                           Classroom performance & observation
7. 3 Distinguish among the major genres, based
                                                                                                                           As evidenced by agenda’s & sign-in sheets
on their characteristics.                                  Quarterly Data Meetings are held to monitor data
                                                            that is used to identify student needs.
8.4 Apply strategies appropriate to type of
reading material, including making inferences                                                                              As evidenced by grade level binders
                                                           Weekly Collaborative Planning Sessions
to determine bias or theme and using specific
context clues, to comprehend eighth-grade                                                                                  As evidenced by on-line reports
                                                           A+                                                                   ~ Individual
informational and functional reading materials.
                                                                                                                                 ~ Class
                                                           Compass Learning                                                     ~ School




 System: Baldwin County

 School:         Summerdale School                                                                                                                                                                                                     September 16, 2010
 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):
           Reading – a 3% increase in reading proficiency.

Data on which goal is based:
     Adequate Progress Language Acquisition – did not meet goal.


TARGET GRADE LEVEL(S):               TARGET ELP LANGUAGE DOMAIN(S):
    5&7                              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: Individual instruction based on APLA data
Reading

                                   ACTION STEP:
                                          Guided Practice                                     Weekly test scores                     Increase ELL support time                   N/A
                                          Increase reading comprehension through              ACCESS reading scores
                                           questioning & searching text clues
                                          Consistant support
                                   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: Baldwin County

 School:     Summerdale School                                                                                                                                                           September 16, 2010
 Part IV - STRATEGIES TO ADDRESS SCHOOL SAFETY, CLASSROOM MANAGEMENT/DISCIPLINE, RtI Framework AND BUILDING SUPPORTIVE LEARNING ENVIRONMENTS                                                                  Strategies
 developed to address improving school safety, classroom management /discipline, and building supportive learning environments should be related to the weaknesses or program gaps identified in the data summary (e.g.,
 parental/community involvement, teacher collaboration, student/teacher motivation). The LEA and school must develop a timeline for multiple reviews of continuous improvement efforts.

             CULTURE                                    REFORM STRATEGIES                                            BENCHMARKS                                           INTERVENTIONS                                 RESOURCES

 (REFER TO CULTURAL DATA IN
     NEEDS ASSESSMENT)

WHAT CHALLENGES RELATED                  WHAT RESEARCH-BASED STRATEGIES/ACTIONS                     HOW WILL PROGRESS FOR EACH ACTION                          HOW WILL THE SCHOOL PROVIDE TIMELY          WHAT RESOURCES AND SPECIFIC
    TO SCHOOL, SAFETY,                                     WILL BE USED                                     STEP BE MEASURED?                                 ADJUSTMENT IF STRATEGIES DO NOT CHANGE     EXPENDITURES WILL BE NEEDED FOR
        CLASSROOM                        TO IMPROVE CULTURAL BARRIERS IMPACTING                    (PERFORMANCE DATA, LISTS, SURVEYS, ETC)                                PERFORMANCE?                     SUCCESSFUL IMPLEMENTATION?
 MANAGEMENT/DISCIPLINE,                      STUDENT ACADEMIC PERFORMANCE?                                                                                                                             (Ex: Teacher Incentives,Title II $.....00, Supplies
AND SUPPORTIVE LEARNING                       (Give specific strategies, not just programs                                                                                                                       for Mentors/Mentees, etc)
 ENVIRONMENTS HAVE BEEN                                  or program names.)
 IDENTIFIED THROUGH THE
    REVIEW OF SCHOOL
DEMOGRAPHIC, PERCEPTION,
    AND PROCESS DATA?

Transient population creates an on-   STRATEGY:                                                   Possible electronic portfolio
going stress on existing structures         Instructional & Cultural decisions made within the   Technology resources available to easily identify reading
within the classroom & general               school will be data driven.                          and math gaps.
population.                                                                                       PBIS Team
                                      ACTION STEP:                                                PBIS School-wide Plan
                                             Analyze data to determine at risk students.
                                             Utilize vertical teaming

                                      STRATEGY:


                                      ACTION STEP:



                                      STRATEGY:



                                      ACTION STEP:




 System: Baldwin County

 School:        Summerdale School                                                                                                                                                                            September 16, 2010
 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)

       Collaborative planning
       STI Training
       Modeling classroom management skills
       Assigned mentors for new teachers

2. Budget: Describe the coordination of all federal, state, and local programs, including career & 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.


       The State of Alabama School Foundation Program – funding for 27.63 units, CIS money, Technology, Library Enhancement, etc.
       Title I - Part A (Federal) – funding for personnel, extended learning, professional development, etc.
       Title I - Parent Involvement – LEA Reservations of 1% Funds
       Title II - Part A (Federal) – Professional Development, Class-size reduction, etc.
       Title III – ELL (Federal) – Provides supplemental activities system-wide to ELL students
       Title IV – Safe & Drug Free Schools (Federal) - Materials & supplies that deal with drug-free education activities.
       Title X – Homeless Education (Federal) – System-wide money used to provide individuals needs for homeless students.
       Local School Funds – Donations & fundraiser monies – projection for 2010 – 2011

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.
     Kindergarten Orientation prior to the start of the school year
     9th grade orientation to Foley High School in the spring
     New student orientation for students new to Summerdale
     Pineapple Committee – Student Guide program for new students

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.
     Hiring teachers in their area of certification & strengths based on student need


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.
     Collaborative planning twice weekly
     Grade level data meetings


 System: Baldwin County

 School:    Summerdale School                                                                                                                                                              September 16, 2010
6. Special Populations: Describe procedures used for each group of Migrant, English Language Learners, Economically Disadvantaged, Special Education, Neglected and/or Delinquent, and Homeless students.
       ACCESS
       Inclusion
       Rosetta Stone
       After school tutoring: 1st semester – Focus on K – 2 (vocabulary, letter naming, & reading skills; 2 nd semester – Focus grades 3 – 6 (ARMT, SAT, & ADAW test prep).


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.

        Not Applicable

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.

       After School Program
       Tutoring (peer & teacher) (Grades 1 – 6)
       Summer reading & math camp for grades 3 – 6
       Jump Start – kindergarten (June)
       Summer school for middle school student – A+
       IXL Math (grades 1 – 6)
       Compass Learning (Grades K – 8)




 System: Baldwin County

 School:    Summerdale School                                                                                                                                                           September 16, 2010
 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.

Title I requirements and offerings and the budget are addressed at the PTSO meetings in the fall. Dinner is provided to encourage parents to attend. In an effort to encourage parent participation and attendance to PTSO meetings
throughout the year, student programs will implemented such as skits that address Character Education, band performances, and a variety of other student performances.
      Parents will also be encouraged to attend award ceremonies on a quarterly basis.
      STI can be accessed by parents on-line to monitor student grades.
      Course Syllabus
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.

     Weekly newsletter – available in Spanish
     School Website
     Title I Parental Involvement Meeting
     Parent/Teacher Conferences
     Teacher newsletter
     Assignment book or student agenda
     Grade level meetings
     Loving Solutions Program
     PAC
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.

       A copy of the Parental Involvement Policy will be printed in the Parent/Student handbook provided during registration.
       School-Parent Compact survey identifies the responsibilities of all stakeholders.

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).
     Conferences – administrative or teacher
     Progress reports
     School Web page
     Agendas
     Conduct folders
     PTSO
     PAC – Parent Advisory Committee
     Loving Solutions Program offered to Parents by our counselor


 System: Baldwin County

 School:     Summerdale School                                                                                                                                                                     September 16, 2010
  E. Parental Involvement: Describe procedures to allow parents to submit comments of dissatisfaction with the Continuous Improvement Plan.
           Open communication between parents and teachers as evidenced through newsletters, announcements, e-mail, & parent conference notes.

  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)
           Workshops for parents
           Conduct an annual evaluation meeting with parents of content and effectiveness of the content & effectiveness of the parental involvement plan.
           Newsletters and other written communication is translated in writing

      (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)

         Reading coach provides individual and group demonstration for steps to help incoming kindergarteners be ready for school. Packets of materials given to each family during registration.
         Grade level parent meetings to share classroom routines, curriculum materials, expectations, and grading policy.

      (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)

               PLC agenda items include staff discussion on best ways to coordinate parent support, fund raisers, community activities, and parent training.

      (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)
             Counselor coordinates various programs that benefit the health, welfare, and safety of the students and prior parent participation in these programs is encouraged.

      (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)
             Written communication is translated and sent to ELL families in English and Spanish. All programs can have a translator available.

      (6) Shall provide such other reasonable support for parental involvement activities as parents may request.
           Open door policy for parents
           Parent conferences for individual concerns
           Follow-up resources made available
          
  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.
       Open communication between parents and teachers as evidenced through newsletters, announcements, e-mail, & parent conference notes.
       Translator on site.

      System: Baldwin County

      School:   Summerdale School                                                                                                                                                            September 16, 2010
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?)

RTI Framework                Training by the PST (Problem   September 14, 2010 & on-                                         Documentation, Progress monitoring, and improvement of student
                             Solving Team)                  going during collaborative                                       grades/behavior etc.
                                                            planning

Math                         Rocket Math Training           On-going as needed                Implementation of Rocket       Evidence seen through progress achievement levels and knowing
                                                                                              Math                           their math facts.


                             A+                             January/ May/ August              Implementation of A+
Math & Reading                                                                                (began in April 2010)
                             Compass Learning                                                                                Evidence seen through student progress and success of closing the
                                                            May & August – On going by        Implementation of Compass      gap between previous year & current year standards/knowledge.
                                                            trained staff at Summerdale       Learning


ARI Reading                  Imbedded support for core &    On-going all year 2010 –2011      Teacher will continue to                Walk-through
                             intervention reading program                                     develop expertise to meet a             Data analysis                                             None needed
                             through coaching with K – 3                                      variety of student needs in             Collaborative meeting agendas
                             teachers.                                                        reading.

                             Math & Science Hands-on
AMSTI                        Experiences.                                                     Deeper understanding of                 Tests scores, observations, and grades                    None (Provided by AMSTI)
                                                                                              mathematical concepts



DUPLICATE PAGES AS NEEDED




System: Baldwin County

School:       Summerdale School                                                                                                                                                                                                September 16, 2010
Part VIII - Coordination of Resources/Comprehensive Budget

List all federal, state, and local monies that the school uses to run its program:
                                                                                 I. State Foundation Funds:
State Foundation Funds                                                                                 TOTAL                                                                                               $1,885,448
Teacher Assigned Units:       27.63        classroom teachers:                          TOTAL OF ALL SALARIES                                                                                              $ 1,878,054
Administrator Units:      1.0
Assistant Principal:      0
Counselor:               .50
Librarian:            1.25
Instructional Supplies - Textbooks                                                                                                                                                                         $     7,394
Library Enhancement                                                                                                                                                                                        0
Technology                                                                                                                                                                                                 0
Professional Development                                                                                                                                                                                   0
State ELL Funds                                                                                                                                                                                            0
Career and Technical Education Administrator                                                                                                                                                               0
Career and Technical Education Counselor                                                                                                                                                                   0

                                                                 II. Federal Funds:
Title I: Part A: Improving the Academic Achievement of the Disadvantaged          TOTAL                                                                                                                    18,910.58
Title I: (1. Schools identified for improvement must set-aside an equivalent of 10% of its Title I school-level allocation for professional development each year it is in the improvement process. 2.
Also include the school’s portion of the 95% of the LEA set-aside for parental involvement. For additional guidance, check with the Federal Programs Coordinator in your school district.)
Materials & Supplies
Other Operations & Maintenance
M & S, Parental Involvement                                                                                                                                                                                $10,461.00
Food, Parental Involvement                                                                                                                                                                                 $ 5,000.00
                                                                                                                                                                                                           $2,949.58
                                                                                                                                   Social                                                                  $ 500.00
                                                                             Annual          Insurance         Retirement         Security          Medicare        Unemployment
 #160/SMD Salary Account Code              Name of Employee                  Salary        (9,024.00/YR)        (12.51%           (6.20%)           (1.45%)            (.48%)               Total
 12-5-1100-010-0160-4110-0-1200-0000    Stephanie Goodlett                      40,183              9024              5027              2491               583                193            57,501
 12-5-1100-010-0160-4110-0-1200-0000    Brenda Watts                            40,183              9024              5027              2491               583                193            57,501
                                        Total                                   80,366             18048             10054              4982             1,166                386           115,002
 12-5-1100-101-0160-4110-0-1200-0000    Cynthia Trawick                         18,260              9024             2,284             1,132               265                 87            31,052

 12-5-1100-180-0160-4110-0-1200-0000    Substitutes-Instruction                   1,000                                                     62                15                    5          1,082

 12-5-1100-199-0160-4110-0-1200-0000    Part Time - Instruction                     525                                                     33                 8                    3            569
 12-5-2215-180-0160-4110-0-8220-0023    Prof Dev - Subs                            1500                                                     93                22                    7           1622

 12-5-1100-010-0160-4110-0-4300-0000    Cert. - Summer School
System: Baldwin County

School:     Summerdale School                                                                                                                                                                            September 16, 2010
 12-5-4120-161-0160-4110-0-4300-0000   Bus Drivers - Summer School (1)
 12-5-9130-010-0160-4110-0-4800-0000   Extended Day - Teachers (4)              1,920                           240         119      28               9     2,316
 12-5-4188-161-0160-4110-0-4800-0000   Extended Day - Bus Driver (1)              492                            62          31       7               2       594
                                                                              104,063            27072        12640        6452    1511             499   152,237

 Account Code                          Other Expenditures                 Amount
 12-5-1100-410-0160-4110-0-1200-0000   Materials & Supplies                         370                                                                       370
 12-5-1100-411-0160-4110-0-1200-0001   Classroom Instr. Supplies
 12-5-1100-491-0160-4110-0-1200-0000   Non-Capital Equipment
                                       M&S, Parental
 12-5-2190-413-0160-4110-0-8210-0000   Involvement                           2,076.54                                                                     2,076.54
                                       Food, Parental
 12-5-2190-461-0160-4110-0-8210-0000   Involvement                                  500                                                                       500
 12-5-2215-419-0160-4110-0-8220-0023   M&S, Prof Development
 12-5-2215-623-0160-4110-0-8220-0023   Registration - Prof Dev.
                                       Other OPR & Maint. -
 12-5-3400-399-0160-4110-0-8340-0000   Copier                                4,593.00                                                                     4,593.00
                                       Gasoline - Summer
 12-5-4120-391-0160-4110-0-4300-0000   School
 12-5-4188-391-0160-4110-0-4800-0000   Gasoline- Extended Day                     302                                                                         302
                                       Total                                  7841.54                                                                     7841.54


 ALLOCATION                                                                160,076.54     Less Expenditures           160,076.54          Balance
                                       Regular Allocation                                      157,500
                                       Parental Involvement                                    2,576.54
                                                                                               160,077




ARRA FUNDS                                                                                               TOTAL                                                         0
  N/A

Title II: Professional Development Activities                                                            TOTAL                                                         $59,749.00
   Teacher Salary & Benefits by Title II for class-size reduction unit.   $57,249
   Professional Development                                               $ 2,000
   Materials                                                              $ 500




System: Baldwin County

School:    Summerdale School                                                                                                                                         September 16, 2010
Title III: For English Language Learners                                           TOTAL         0
BRIEF EXPLANATION and BREAKDOWN OF SPENDING:




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



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




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




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


                                                           III. Local Funds ( if applicable)
Local Funds                                                                         TOTAL        $ 35,275.00
BRIEF EXPLANATION and BREAKDOWN OF SPENDING:

Instructional Supplies




System: Baldwin County

School:     Summerdale School                                                                  September 16, 2010
Part IX – MONITORING/REVIEW DOCUMENTATION

INITIAL REVIEW /DEVELOPMENT                               Target Date: August          REVIEW 1                                     Target Date: September               REVIEW 2                                     Target Date: October
Purpose: Review assessment data to develop plan or make plan adjustments to existing   Purpose: AMENDMENT - Incorporate recommendations from school, LEA and/or SDE.     Purpose: IMPLEMENTATION - Provide documentation/evidence of improvement.
plan.
                                                                                       Date : September 25, 2009
Date: August 2009                                                                                                                                                        Date ________________________________
                                                                                       Principal Initials______________
Principal Initials______________                                                                                                                                         Principal Initials__________
                                                                                       LEA initials ______________        Other ___________________
LEA initials ______________        Other ___________________                                                                                                             LEA initials ______________        Other ____________
                                                                                       COMMENTS*
COMMENTS* Discussed changes to Instructional Leadership Team                                                                                                             COMMENTS*


                                                                                       *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*                                                                              COMMENTS*                                                                         COMMENTS*



*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 coming
Purpose: IMPLEMENTATION - Provide documentation/evidence of improvement.               Purpose: REFLECTIONS/PROJECTIONS – Evaluate each goal, strategy, and action for   year.
                                                                                       continuation, revision, or removal.
Date ________________________________
                                                                                       Date ________________________________
Principal Initials______________
                                                                                       Principal Initials______________
LEA initials ______________        Other ___________________
                                                                                       LEA initials ______________        Other ___________________
COMMENTS*
                                                                                       COMMENTS*


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




System: Baldwin County

School:       Summerdale School                                                                                                                                                                                   September 16, 2010

				
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