NAME OF SCHOOL: Fayette Elementary School

STREET ADDRESS: 509 Second Street NE 

CITY: Fayette

STATE:   Alabama

ZIP CODE: 35555

CONTACT: Sarah Newton

TELEPHONE: 205 932 3161

E-MAIL snewton@fayette.k12.al.us

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 AYP?

YES        NO    

Made AMAOs (EL)?     

YES   

NO        

N/A        

Career Tech Made AYP?

YES 

NO       

N/A        

Are all federal resources (including Titles I, II, III, IV, V, and VI) used to coordinate and supplement existing services and not used to provide services that, in the absence of federal funds, would be provided by another fund source?           

YES    NO                                         

Describe how this plan will be made available to parents and other stakeholders, such as through parent meetings or on Web sites.

NOTE:  The Parental Involvement section of this plan must be distributed to all parents.

Teachers and staff will receive the plan electronically. A copy of the plan will also be available for parents and stakeholders to review in the office and on the school website.

*Board Approval:  Yes       No                          Board approval received on _____________________________, 2010.

  Board  Signature:

Superintendent Signature:

 Date:                                                                                                                                                          

Federal Programs Coordinator Signature:

 Date:                                                                                                                                                                   

Principal Signature:

 Date:

This plan was developed/or revised during the following time period (e.g. April, May - September 200_): Aug. 2010 - Sept. 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):

Meetings were held with the leadership team to analyze pertinent school data. During the school year, grade levels meet twice weekly. Wednesday grade level meetings are held to discuss school-wide data, which is used to drive instruction. Tuesday grade level meetings are used for common planning. Tuesday afternoon faculty meetings are held as needed for workshops, school decision making, etc. Teacher surveys are used for input on school events and upcoming activities. We communicate on several topics through electronic communication such as email. The CIP will be reviewed at all of these meetings and the team will meet four times during the 2010-2011 school year to review and update the CIP.

Instructional

 Leadership Team Names

(The Leadership Team must include the principal, faculty [including ELL resource lead teacher if applicable], staff, parents, community stakeholders, and/or students.)

Positions

(Identify position held, e.g., Administration, Faculty, Staff, Grade Level and/or Subject Area, Parents and Community members.)

Signatures

(Indicates participation in the

development of the CIP)

Sarah Newton

Jeremy Madden

Dana Owens

Myra Nichols

Marilyn Madison

Ashley Stough

Michelle Porter

Heather Whitley

Sherry Corbett

Donna Brown

Susan Ingle

Principal

Assistant Principal

Kindergarten Teacher

First Grade Teacher

Second Grade Teacher

Third Grade Teacher

Fourth Grade Teacher

Counselor

Reading Coach

Parent

Parent

Briefly describe the process your faculty used to conduct the needs assessment (analysis of all data).

Faculty members met and reviewed data from the SAT 10, ARMT, DIBELS, ACCESS, checkouts, attendance, discipline, and special needs data. Common planning, grade level data meetings, and faculty

meetings were utilized to analyze all data and determine needs. Teachers also use the Scott-Foresman end-of-year assessment test. Dial-3 test is used in assessing new Kindergarten students during

Kindergarten registration.

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.

Only applicants who hold a valid teaching certificate and are highly qualified in the appropriate fields are considered for employment. An interview team consisting of the principal, assistant principal,

teachers, and parents interview potential employees. 

Number and percentage of teachers Non-HQT: 

0%

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:

96% of third graders met or exceeded standards in reading. 92% of third graders met or exceeded

standards in math.

93% of fourth graders met or exceeded standards in reading.

Weaknesses:

26% of fourth graders partially met or did not standards in math.

Alabama Science Assessment:

Strengths:

N/A

Weaknesses:

N/A

Stanford 10

Strengths:

In third grade, all scores in reading and math were at 90% or above

In fourth grade, reading comprehension was at 94%. 

Weaknesses:

A weakness in third grade was structural analysis in reading; it was 20% below average.

A weakness in fourth grade was that 20% of all students scored below average in math.

Dynamic Indicators of Basic Early Literacy Skills (DIBELS):

Strengths:

K and first grade strengths were phoneme segmentation and nonsense words. A strength in first grade was oral

reading fluency.

Weaknesses:

 2^nd and 3^rd grade oral reading fluency was below 80% benchmark.

Part I - Continued:

Alabama Direct Assessment of Writing (ADAW):

Strengths:

N/A

Weaknesses:

N/A

ACCESS for English Language Learners (ELs): 

Strengths:

Reading was an area of strength is was at 3.9. Literacy was also a strength at 3.5

Weaknesses:

Oral language was at 1.9

EducateAL or other Professional Evaluation Profile Information:

Strengths:

1.4 Designs instructional activities based on state content standards

1.5 Provides instructional accommodations, modifications, and adaptations to meet the needs of each individual

learner

Weaknesses:

3c.1 Teaches problem solving which requires math skills within and across subject areas using a variety of strategies to verify and interpret results, and draw conclusions

4d.2 Designs learning experiences that engage learning styles and multiple intelligences.

Additional Data Sources: (e.g., Alabama Alternate Assessment [AAA], School Technology Plan Data)

Strengths:

One student met all standards and the other student partially met standards.

Weaknesses:

One student did not score well on retell stories including beginning and end in reading.

Patterns of three shapes using terms first, next, and last were a weakness.

Local Data (e.g., LEA, school, and grade-level assessments, surveys, program-specific assessments, other RtI data):

Strengths:

Strengths: Assessments using Scotts-Foresman Baseline and Benchmark assessments, Weekly and Unit Assessments, Accelerated Reader

Weaknesses:

Continuity needed school-wide in math assessments.

Career and Technical Education Program Data Reports:

Strengths:

N/A

Weaknesses:

N/A

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:

No data available

Weaknesses:

No data available

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:

There was minimal change in teacher status for 2010-2011. Two teachers moved from 1^st grade to 4^th grade. One

 1^st grade teacher transferred in from another school within the county. One teacher transferred in from the

county to fill the pre-school/early intervention special education position. One teacher moved from Kindergarten

to 3^rd grade.      

Weaknesses:

A total of 538 sick leave days were used during the 2009-2010 school year by the entire faculty

 and staff.

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:

Student attendance averaged 95% for the 2009-2010 school year. 

Weaknesses:

Early checkouts before the end of the school day are

excessive.

School Perception Information related to parent perceptions and parent needs including information about literacy and education levels.

Strengths:

The teaching of reading was strength at the school.

Weaknesses:

Parents felt that students are not getting exposed to art and music enough at the school.

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:

Focus of the tutoring sessions is centered on the English Language.

Weaknesses:

Low number of ELL students prevents the hiring of a full time ELL teacher.

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:

After-school tutoring is provided for ELL students two times a week. 

Weaknesses:

The tutoring is in the afternoons after the student has a full day of school. A low number of ELL  prevents the hiring of a full time ELL teacher. 

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

Strengths:

Fayette Elementary School has implemented ARI components and Scott Foresman's Reading Street. F.E.S. has an

after-school program as a result of being awarded a 21^st Century Grant (SMART). 

Weaknesses:

F.E.S. is not an AMSTI school. 

CONTINUOUS IMPROVEMENT GOAL (SHOULD ADDRESS IDENTIFIED WEAKNESSES AND GAPS):

Problem solving and mathematics procedures in fourth grade should meet 80% on SAT10.

Data Results on which goal is based:

Math - SAT10

TARGET GRADE LEVEL(S):

 K-4 in math

TARGET CONTENT AREA(S): Circle One

Reading         Math        Science         Other

AHSGE:

Reading    Math    Science    Social Studies      Language

ADDITIONAL ACADEMIC INDICATORS:             

TARGET STUDENT SUBGROUP(S):

COURSES OF STUDY

REFORM STRATEGIES

BENCHMARKS

INTERVENTIONS

RESOURCES

WHICH COURSE OF STUDY STANDARDS, AHSGE STANDARDS/OBJECTIVES, ELIGIBLE CONTENT, OR WIDA* STANDARDS ARE LINKED TO EACH STRATEGY?

what Research-based STRATEGIES/ACTIONS WILL BE USED

TO IMPROVE STUDENT ACADEMIC PERFORMANCE?

(Give specific strategies, not just programs

or program names.)

HOW WILL PROGRESS FOR EACH ACTION STEP BE MEASURED?

(PERFORMANCE DATA, LISTS, SURVEYS, ETC)

HOW WILL THE SCHOOL PROVIDE TIMELY ASSISTANCE IF STRATEGIES DO NOT CHANGE PERFORMANCE?

WHAT RESOURCES AND SPECIFIC EXPENDITURES WILL BE NEEDED FOR SUCCESSFUL IMPLEMENTATION?

(Ex: 6 Classroom Libraries, $.....00)

All math standards K-4

 STRATEGY: Diagnose specific student interferences with math skills.

ACTION STEP: Teachers will provide Tier II instruction daily as needed; implementation of My Skills Tutor

Progress monitoring, classroom performance data, data from My Skills Tutor

Tier III will be provided for those students who do not meet performance standards

The Fayette County Board of Education will purchase My Skills Tutor at the cost of $10,000 for F.E.S. Title I money will be used to purchase computers, projectors, and carts. Title II money will be used for professional development.  

CONTINUOUS IMPROVEMENT GOAL (SHOULD ADDRESS IDENTIFIED WEAKNESSES AND GAPS):

Grade levels should meet 80% benchmark in reading.

Data Results on which goal is based:

Reading - DIBELS

TARGET GRADE LEVEL(S):

 2^nd and 3^rd in reading

TARGET CONTENT AREA(S): Circle One

Reading         Math        Science         Other

AHSGE:

Reading    Math    Science    Social Studies      Language

ADDITIONAL ACADEMIC INDICATORS:             

TARGET STUDENT SUBGROUP(S):

COURSES OF STUDY

REFORM STRATEGIES

BENCHMARKS

INTERVENTIONS

RESOURCES

WHICH COURSE OF STUDY STANDARDS, AHSGE STANDARDS/OBJECTIVES, ELIGIBLE CONTENT, OR WIDA* STANDARDS ARE LINKED TO EACH STRATEGY?

what Research-based STRATEGIES/ACTIONS WILL BE USED

TO IMPROVE STUDENT ACADEMIC PERFORMANCE?

(Give specific strategies, not just programs

or program names.)

HOW WILL PROGRESS FOR EACH ACTION STEP BE MEASURED?

(PERFORMANCE DATA, LISTS, SURVEYS, ETC)

HOW WILL THE SCHOOL PROVIDE TIMELY ASSISTANCE IF STRATEGIES DO NOT CHANGE PERFORMANCE?

WHAT RESOURCES AND SPECIFIC EXPENDITURES WILL BE NEEDED FOR SUCCESSFUL IMPLEMENTATION?

(Ex: 6 Classroom Libraries, $.....00)

Standard 3 in 3^rd grade and standard 5 in 2^nd grade:

Read orally with accuracy, fluency and comprehension.

 STRATEGY:  Diagnose specific student interferences with system of print

ACTION STEP: Revisit interventions for addressing issues with systems of print, book study on quality questioning, in-house professional development on systems of print.

Weekly core program fresh reads, monthly DIBLES progress monitoring, DIBLES benchmark assessment (fall, winter, spring), and walkthroughs

Tier II will be provided daily as needed and Tier III will be provided for those students who do not meet performance standards

Resources are provided through are currently adopted core reading program. Principal and Reading Coach are providing the professional development at no charge to the school. Title I money will support this goal by providing money for one teacher unit, one paraprofessional, classroom computers, classroom projectors, and carts. Title II money will be used for a classroom reduction teaching unit and professional development. Title VI will be used to purchase reading materials and library books.

ENGLISH PROFICIENCY GOAL (SHOULD ADDRESS IDENTIFIED WEAKNESSES AND GAPS):

To reach level 4 expanding on ACCESS in oral language.

Data on which goal is based:

ACCESS

TARGET GRADE LEVEL(S):

1st

TARGET ELP LANGUAGE DOMAIN(S):

Circle all that apply.                                                           Reading               Writing              Listening                Speaking                Comprehension

WIDA ENGLISH LANGUAGE PROFICIENCY STANDARDS

REFORM STRATEGIES

BENCHMARKS

INTERVENTIONS

RESOURCES

WHICH WIDA* ENGLISH LANGUAGE PROFICIENCY  STANDARDS OR DOMAINS ARE LINKED TO EACH STRATEGY?

what Research-based STRATEGIES/ACTIONS WILL BE USED

TO IMPROVE STUDENT ACADEMIC PERFORMANCE?

(Give specific strategies, not just programs

or program names.)

HOW WILL PROGRESS FOR EACH ACTION STEP BE MEASURED?

(PERFORMANCE DATA, LISTS, SURVEYS, ETC)

HOW WILL THE SCHOOL PROVIDE TIMELY ASSISTANCE IF STRATEGIES DO NOT CHANGE PERFORMANCE?

WHAT RESOURCES AND SPECIFIC EXPENDITURES WILL BE NEEDED FOR SUCCESSFUL IMPLEMENTATION?

(Ex: 6 Classroom Libraries, $.....00)

Oral Language

STRATEGY: Work one on one with student to increase listening and speaking skills

ACTION STEP: Our ELL teacher will provide after school one-on-one tutoring 2 times a week for the entire school year

ACCESS Test- Given to ELL Students

The school will look to increase the amount of tutoring for ELL students if performance is not satisfactory.

$2, 845 from Title VI funds will be used to pay for the tutor.

STRATEGY:

ACTION STEP:

STRATEGY:

ACTION STEP:

CULTURE

(REFER TO CULTURAL DATA IN NEEDS ASSESSMENT)

REFORM STRATEGIES

BENCHMARKS

INTERVENTIONS

RESOURCES

WHAT CHALLENGES RELATED TO SCHOOL SAFETY, CLASSROOM MANAGEMENT/DISCIPLINE, RtI FRAMEWORK AND SUPPORTIVE LEARNING ENVIRONMENTS HAVE BEEN IDENTIFIED THROUGH THE REVIEW OF SCHOOL DEMOGRAPHIC, PERCEPTION, AND PROCESS DATA?

what Research-based STRATEGIES/ACTIONS WILL BE USED

TO IMPROVE CULTURAL BARRIERS IMPACTING STUDENT ACADEMIC PERFORMANCE?

(Give specific strategies, not just programs

or program names.)

HOW WILL PROGRESS FOR EACH ACTION STEP BE MEASURED?

(PERFORMANCE DATA, LISTS, SURVEYS, ETC)

HOW WILL THE SCHOOL PROVIDE TIMELY ADJUSTMENT IF STRATEGIES DO NOT CHANGE PERFORMANCE?

WHAT RESOURCES AND SPECIFIC EXPENDITURES WILL BE NEEDED FOR SUCCESSFUL IMPLEMENTATION?

(Ex: Teacher Incentives,Title II $.....00, Supplies for Mentors/Mentees, etc)

School Surveillance

 STRATEGY: Improve the school surveillance at F.E.S.

ACTION STEP: Purchase two cameras, add the ability to zoom in and rotate cameras from the office monitor.

observe surveillance data & monitor

purchase additional cameras

General fund $500.00

Classroom management/discipline

STRATEGY: Continue to reduce office referrals with positive behavior support (PBS).

ACTION STEP: Improve positive behavioral support (PBS) activities

monthly discipline data

monthly meetings

Fundraising $1000

STRATEGY:

ACTION STEP:

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)

New or inexperienced teachers are assigned a mentor teacher within their grade level.  This support includes, but is not limited to: instructional support, general questions about school procedures, and classroom

discipline. Mentoring meetings are held weekly or as needed throughout the school year. Our county participates in the Alabama Teacher Mentoring Program provided by the SDE and all brand new teachers are

assigned an experienced mentor and the mentor receive a stipend of $350 per year.

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.

Federal Title money is used to provide services to students who are in need, purchase materials/supplies, and attend professional development for teachers to provide the best possible education for students at Fayette Elementary School. Title VI money is used to purchase classroom reading materials and library enhancement materials. The local PTO at Fayette Elementary School raises money for improvement projects at the school.

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.

To assist Fayette Elementary, Kindergarten registration is held in May each year.  Parents or guardians of children who turn five on or before September 2^nd come to the school

for their first visit. They meet the school counselor and other personnel. They are given information about the school and faculty members in a positive and supportive manner. At this time, the DIAL-3 assessment,

which measures motor skills, concepts, and language, is scheduled for incoming Kindergartners. Also in the spring we invite Head Start and other preschools to visit our Kindergarten classes. This is a very informal

 visit. They are given a tour of the lunchroom, the library and the classrooms. Preschoolers are also invited to attend the Kindergarten PTO performance. All Kindergarten teachers, plus a number of other teachers,

 write notes or send postcards to their students during the summer. The first three days in Kindergarten are on a staggered schedule. We have only one third of each class attend school for three days. On the fourth

day they all attend. This helps kindergartners become accustomed to a routine and acclimated to the formal school environment. One significant transition upcoming fifth grade students experience is rotating to

different classes. In order to better prepare our fourth graders for this transition we arrange for them to rotate to at least three different teachers for three different subjects each day. Fourth grade students tour

Fayette Middle School in May. A student being able to tour their new school helps them become self-assured in their new surroundings. A supply list and the name of the child's new teacher for the next year are

sent home in the report card on the last day of school. One the last day of school, students are given the opportunity to walk through their new classroom and meet their teacher for the following year. Also, a supply

list for each grade is posted at local stores during the summer. FES conducts an Open House before school begins each year. During this time, parents and students have the opportunity to meet the teachers and

administration and become acquainted with the school system. On the first day of school, a Fayette County School folder is sent home. In the folder is information/policies and forms for the parents' and school's

benefit. Any new students who  enter FES during the year receive a copy of the Fayette County school folder as well as a brief orientation from the Counselor including an introduction to administrators and classroom

teacher along with a brief tour of the school. 

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 goal of the Fayette County School System is to attract high-quality teachers. Recruitment is conducted annually from several accredited colleges and universities. All job openings are posted and filled according to the current state personnel laws in conjunction with the local board policy. The Fayette County Board of Education screens all applicants before hiring. Only individuals who hold a valid teaching certificate and are highly qualified as defined by the No Child Left Behind Act in the appropriate fields are considered for employment. All new teachers are required to attend a New Teacher Orientation conducted by the Central Office  at the beginning of the school year. The school principal is also required to conducted orientation sessions for all new personnel to acquaint them with schedules, extra duties, community factors, student demographics, school rules, etc. All Fayette Elementary School teachers are Highly Qualified as defined by the No Child Left Behind Act and are teaching in their respective fields. Three teachers at FES are Nationally Board Certified. The central office recruits teachers at different universities.

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.

Weekly common planning, weekly data meetings, and monthly formal walkthroughs, are all used to drive instruction at Fayette Elementary.

6.  Special Populations:  Describe procedures used for each group of Migrant, English Learners, Economically Disadvantaged, Special Education, Neglected and/or Delinquent, and Homeless students.

Pursuant to the requirements of the Elementary and Secondary Education Act as amended by the No Child Left Behind Act and the Stewart B. McKinney Homeless Assistant Act, the Fayette County Board of Education and Fayette Elementary School assure that all homeless, migratory, and ELL children must have equal access to the same free appropriate public education, including preschool education, provided to other children and youth.  These children will be provided the opportunity to meet the same challenging state content and state student performance standards to which all students are held without being stigmatized or isolated. ELL children will receive after-school tutoring. Also, school documents will be provided in the native language of the ESL student. Finally, summer programs and SRB (scientifically researched based) programs will be made available. 

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

N/A

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.

Fayette Elementary School offers after-school tutoring / enrichment through the SMART Program (21^st Century Grant). The SMART program is also available in the summer.

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.

An annual meeting will be held at the opening of school to inform parents of Title I requirements and offerings. This meeting will be held on separate nights, in order to give parents more time for the annual meeting and meeting their child's teacher. The parents will be informed of their right to know about Highly Qualified Teachers. The Parent Involvement Policy and the school compacts will be discussed. Also

the set-aside money will be explained to parents at this orientation meeting. Parents will be given the opportunity to discuss and ask questions about the policies and the school's participation in the Title I program.

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.

Parents are given an opportunity to attend Parent Conference Day.  This day is set aside for parent conferences beginning at 11:00 am until 6:00 pm.  The children do not attend school on that day.  Parents are encouraged to attend parent conferences throughout the school year as needed to inquire about their child's progress. Teachers have a daily planning time of 45 minutes that can be used for parent conferences. These conferences provide an opportunity for parents and students to meet with teachers and discuss instructional strategies. Fayette Elementary School, along with parents, has developed a parent activity calendar.  Each month a parent activity is offered to build parent capacity. The content of the parent workshop is determined by parent surveys. These workshops are conducted at various times in partnership with our 21^st Century After School Program. Some examples of parent workshops are job seeking skills, "make and take" workshops to improve math and reading skills, how to interpret D.I.B.E.L.S. scores, computer workshops, and also e-mailing. Other forms of communication between parents and teachers include, but are not limited to report cards, weekly progress reports through the red folder, DIBELS, ARMT and Sat-10 results are sent home for parent perusal.  The principal explains the results to all stakeholders. The phone cast system is used to call all parents simultaneously to articulate important information. We have two meetings annually that involve our Title I parent committee. One meeting is held at the beginning of school and one in May. The purpose of this meeting is to allow collaboration.  Parents, teachers and administration develop the LEA Parent Involvement Policy and Plan. Copies of the plan are distributed to the parents at open house. Handbooks are available for parent review. Funds will be used for parent information such as "Mrs. Newton's Rules for Success". These tips include social skills, test-taking strategies, and classroom best practice for students, etc.  Some funds may be used to purchase red folders so all students will have that vehicle to transport weekly work and teacher notes/information home. Some funds may be used for postage to mail letters to parents. Some funds are used to support the US-Kids radio show. This allows the principal to give a parenting tip of the day and allows students to speak on the radio about what they are learning in school.  Some funds may be used for our parent resource center to purchase parenting books, audiotapes and DVDs. Partner reading books may be purchased, "I read, and you read". Parents review the budgeting of funds through the annual review.  Parent conferences are available any day during the teacher's planning time and after school. Teachers encourage theses meetings to keep the parents informed of their child's progress. The Parent Conference Day offers an opportunity for parents to come on a flexible time schedule.  We will provide staggered schedules during open house for parents to be more involved in the Title I plan. A portion of the Title I funds will be allotted for the purchase of red folders for parent communication. Other forms of communication are e-mails, daily folders, schoolcast, and report cards.

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.

FES communicates in a timely manner with all parents through the weekly red folder. We send report cards home. State report cards are sent home to parents. Attendance communication is mailed weekly to those parents who have excessive unexcused absences and tardies. Parent conferences are available any day and teacher encourages these conferences to keep parents informed of their child's progress. We have monthly PTO meetings with excellent attendance. This format is used to keep parent informed of important issues. We have a RTI Problem Solving Team that meets every 20 school days. This team uses its expertise to implant strategies to improve success for struggling students. Parents are invited to attend theses meetings. We ensure that all information related to school and parent programs, meetings and other activities are sent to the parents in format and to the extent possible in a language the parents can understand. The curriculum we use coincides with the state curriculum guides. The parents are aware of the expectations for success at each grade level.  These expectations have been developed through cross grade level meetings and are articulated to parents in the yearly planner as well as on each report card. Academic assessments are used to drive instruction. The SAT-10, ARMT, and DIBELS are a few of the instruments we use. The principal interprets these instruments to parents through a letter. The teachers explain these tests in conferences. Achievement expectations at FES are high. Parents are aware of our grading scale and our benchmark goals for reading. Parents are informed weekly of their child's progress toward benchmark goals. Procedures are in place that allows parents to make and submit changes they feel deemed necessary regarding Title I School wide program and implementation. Parents are informed an annual meetings of their right to express their disagreement with any aspect of component of the LEA' application of NCLB funds.  (Grievance Procedure-and may contact the County Board Administrator)  At the beginning of the school year parents are notified they have a right to request the professional qualification of the student's classroom teacher or principal.  At the end of the school year, an evaluation meeting with parents is help to determine the effectiveness of the parent involvement program and policies. Planning for the future development of the program/policy will be determined by the compilation of data from this meeting.

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).

We believe it the responsibility of the faculty and the school administration at Fayette Elementary School to create an atmosphere for intelligent, emotional and social and physical growth.  Helping children build a

positive self image is the foundation on which we build. To enable students to achieve these goals a Home-School Compact was created for agreement among all individuals involved. This compact is signed by the

principal, teacher parent and student to ensure that all parties involved know their part. Our compact is based upon our three rules I will be responsible, respectful and resourceful. The compact is reviewed at the

annual meeting at the beginning of the year and changes can be made. It is reviewed at the end of the year for any revisions needed. The compact describes the responsibility of the school, parent, administration, and

student. All parties sign the contract signifying they will fulfill their part to support student achievement. 

E. Parental Involvement:  Describe procedures to allow parents to submit comments of dissatisfaction with the Continuous Improvement Plan.

Procedures are in place that allows parents to make and submit changes they feel necessary regarding Title I School wide programs and implementation. Parents are informed at annual meetings of their right to express their disagreement with any aspect of component of the LEA' application of NCLB funds. (Grievance Procedure-and may contact the County Board Administrator)  At the beginning of the school year parents are notified they have a right to request the professional qualification of the student's classroom teacher or principal. At the end of the school year an evaluation meeting with parents is help to determine the effectiveness of the parent involvement program and policies. Planning for the future development of the program/policy will be determined by the compilation of data from this meeting.

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:

Fayette Elementary School is committed to the involvement of all parents. Parents are included in the development, assessment, and revision of the CIP plan on an annual basis. We make an effort to keep parents informed of all activities that occur at school. Parents are welcome to volunteer at school and request forms are sent home to encourage parents to volunteer. We invite parents and grandparents for lunch.  FES has parent conference day, award assemblies, and we encourage parents to offers suggestions through conferences and surveys. Parents are encouraged to attend field trips, parent workshops and Read Across America Week.  We use our local town newspaper, website, and school marquee to keep the public informed of activities. Faculty email and monthly newsletters/calendars are other sources used to build parent capacity.  Red folders, which contain weekly work are sent home each Tuesday, conferences are held, and compacts are signed. PTO has a parent planning meeting every August. Schoolcast is used to inform parents of workshops, PTO programs, early dismissal, fundraisers, field trips, etc.

(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 curriculum we use coincides with the state curriculum guides. The parents are aware of the expectation for success at each grade level.  These expectations have been developed through cross grade level meetings and are articulated to parents in the yearly planner as well as on each report card. Academic assessments are used to drive instruction. The SAT-10, ARMT, and DIBELS are a few of the instruments we use to gather data. The principal interprets these instruments to parents through a letter. The teacher explains these assessments during conferences. Parent workshops are held to explain the assessments and standards. The parents look at their individual child's test to determine areas of strength and weakness. Benchmarks for reading are explained to parents. ARMT and SAT-10 results are sent home to the parents.

(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)

The curriculum we use coincides with the state curriculum guides. The parents are aware of the expectation for success at each grade level. These expectations have been developed through cross grade level meetings and are articulated to parents at parent conferences as well as on each report card. Parent workshops are held at various times to offer parents support. Strategies are discussed that could improve their child's achievement. Example, "make and take" workshops allow parents to create flashcards, instructional games to improve achievement. Technology workshops are held to instruct parents how to use email and other technology tools we use. Academic assessments are used to drive instruction. The SAT-10, ARMT, and DIBELS are a few of the instruments we use. The principal interprets these instruments to parents through a letter. The teachers explain the test in conferences. Achievement expectations at FES are high. Parents are aware of our grading scale and our benchmark goals for reading. Parents are informed weekly of their child's progress toward benchmark goals.

(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)

PTO is used as a venue to inform parent of the value of parental involvement. We send home newsletters and do radio campaigns. Monthly evening workshops are conducted in partnership with our SMART program (21^st Century Grant).  Our secretaries attend an annual conference to improve their skills in dealing with parents. Teachers have discussions about how to talk to parents about goal setting with their children.

(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)

Parents are involved in Open House, Parent Conference Day, parent/teacher conferences, parental workshops, and PTO activities. All of these activities, working together with the school and home provide for the best possible education for all students. The Fayette County Extension Office and 4-H merge school, students, and parents into an outreach environment. 

(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)

Parent workshops are held at various times to offer parents support. Strategies are discussed that could improve their child's achievement. Example, "make and take" workshops allow parents to create flashcards, instructional games to improve achievement. Technology workshops are held to instruct parents how to use email. Academic assessments are used to drive instruction. The SAT-10, ARMT, and DIBELS are a few of the instruments we use. The principal interprets these instruments to parents through a letter. The teachers explain the test in conferences. Teachers send home decodable texts with instructions on reading fluency along with benchmark goals. Parents are encouraged to check out books from our library to take home to read. We invite our parents to our book fair.

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

We provide support for parents by conducting activities such as parent workshops, PTO projects, and parent volunteers. 

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.

Fayette Elementary School ensures that all information related to school and parent programs, meetings and other activities are sent to the parents in format and to the extent possible in a language the parents can

understand. ELL student placement forms are place in the child's cumulative folder to follow the child throughout their school career. ELL teachers are hired for tutoring after school to ensure those students are

learning English and receiving assistance.

WHAT WEAKNESS OR NEED IDENTIFIED IN ACADEMIC (INCLUDING ELL AMAOs) OR SCHOOL CULTURE GOALS WILL THE PROFESSIONAL LEARNING ADDRESS?

WHAT TYPES OF PROFESSIONAL LEARNING WILL BE OFFERED? 

WHEN WILL THE SESSION BE DELIVERED?

(Please list dates of future PD sessions, not those that have already taken place.)

WHAT ARE THE EXPECTED OUTCOMES OF PROFESSIONAL LEARNING?

(Following the professional learning, how will academic or cultural challenges be impacted - what does it look like?)

HOW WILL PARTICIPANTS BE HELD ACCOUNTABLE FOR SUCCESSFUL IMPLEMENTATION AND IN WHAT WAYS WILL EVIDENCE BE COLLECTED TO SHOW EFFECTIVE ASSIMILATION/INTEGRATION OF STRATEGIES?

WHAT ARE THE FUNDING SOURCES, ESTIMATED EXPENSES, AND PROPOSED NAMES OF CONSULTANTS OR ENTITIES?

Example:  Title II, $....00

Dr. Verry Goode

DOCUMENT CONTINUOUS LEA REVIEW AND SUPPORT RESULTS

Oral reading fluency

Book Study on quality questioning

Aug. 2010 - May 2011

Improved student fluency, comprehension and improved teacher questioning during reading instruction.

Walkthroughs, data meetings, book study completion, weekly grade level discussions, DIBLES data.

The University of Alabama/University of West Alabama In-service Center will provide funding for the book Quality Questioning by Jackie Acree Walsh and Beth Dankert Sattes.

The ARI will provide funding for all training for the revisit on systems of print.

$8, 245 of Title VI funds will be used to purchase reading materials and library books.

I.  State Foundation Funds:

TOTAL

State Foundation Funds Enter       Enter #

Earned Units                    # FTE's   of Units

                                           Earned    Placed

                                           by the      at the

                                           school      school                                                                                                                                                                                                                       

TOTAL OF ALL SALARIES

FTE Teacher Units:                     37.88         38.09                                                                    

1, 729, 874

Administrator Units:                        1                1

80, 505

Assistant Principal:                       0                   1

61, 565

Counselor:                                      1               1

53, 188

Librarian:                                      1                     1

47, 721

Career and Technical                    0               0                                                                                                               Education Administrator:

0

Career and Technical                    0               0                                                                                                              Education Counselor:

0

Enter the amount allocated for use at the school for the following:

0

Technology

0

Professional Development

0

State ELL Funds                                                                                                                         

0

Instructional Supplies

0

Library Enhancement

0

II.  Federal Funds:

Title I: Part A: Improving the Academic Achievement of the Disadvantaged                TOTAL

126. 005

Title I: (1. Schools identified for improvement must set-aside an equivalent of 10% of its Title I school-level allocation for professional development each year it is in the improvement process.  2. Also include the school's portion of the 95% of the LEA set-aside for parental involvement. For additional guidance, check with the Federal Programs Coordinator in your school district.)    BRIEF EXPLANATION and BREAKDOWN OF SPENDING:

Salaries/Benefits of teacher - $66, 507

Salaries/Benefits of Instructional Paraprofessional - $19, 773

Purchased Services - $2, 100

Materials/Supplies - $5, 975

Software - $2, 000

Non-Cap Classroom Equipment - $8,000

Computers - $15,000

Off Grade Testing and Services - $5,000

Parent Involvement - $1, 650

ARRA FUNDS                                                                                                                        TOTAL

0

BRIEF EXPLANATION and BREAKDOWN OF SPENDING:

Title II: Professional Development Activities                                                                      TOTAL                         

71, 735

BRIEF EXPLANATION and BREAKDOWN OF SPENDING:

Class-Size reduction teacher Salaries/Benefits - $64, 710

Professional Development: Substitutes - $2, 157 Travel - $3, 868 Registration - $1, 000

All PD's will focus on the areas of Reading, Math, and Positive Behavioral Support

Title III: For English Language Learners                                                                           TOTAL                            

0

BRIEF EXPLANATION and BREAKDOWN OF SPENDING:

Title IV:  For Safe and Drug-free Schools                                                                           TOTAL                                

0

BRIEF EXPLANATION and BREAKDOWN OF SPENDING:

Title VI:  For Rural and Low-income Schools                                                                    TOTAL

11, 873

BRIEF EXPLANATION and BREAKDOWN OF SPENDING:

Reading Materials - $2, 845

Library Books - $5, 500

Nurse/First Aid Supplies - $1, 000

EL Tutoring Salary - $2, 100

Tutoring Retirement - $263

Tutoring Social Security - $130

Tutoring Medicare $30

Tutoring Unemployment $5

Career and Technical Education-Perkins IV: Basic Grant (Title I)                                TOTAL                                                 

0

BRIEF EXPLANATION and BREAKDOWN OF SPENDING

Career and Technical Education-Perkins IV: Tech Prep (Title II)                                 TOTAL                                                   

0

BRIEF EXPLANATION and BREAKDOWN OF SPENDING

Other: 21^st Century, Learn and Serve, Even Start, School Improvement Grant          TOTAL                                                                              

$150, 000

BRIEF EXPLANATION and BREAKDOWN OF SPENDING

Salaries $76, 123

Benefits/FICA $4, 720

Retirement $9, 434

Insurance $1, 104

Unemployment $167

Purchased Services $30, 410

Salaries $4, 560

Field trip buses $500

Field trip travel $500

Registration $200

Travel $400

Training/Professional Development (sub) $220

Materials and Supplies $13, 537

Audio Visual $1, 039

Non-Capitalized Equipment $6, 538

Administrative Assistant Salary $2, 950

Insurance, retirement, FICA, Medicare, and unemployment $982

Indirect Cost $2, 068

III. Local Funds (if applicable)

Local Funds                                                                                                                            TOTAL

$176, 525

BRIEF EXPLANATION and BREAKDOWN OF SPENDING:

Instructional supplies - $61, 400

Office Supplies - $3, 250

Telephone - $1, 500

Postage - $800

Janitorial Supplies $3, 150

Building maintenance - $800

Sub pay - $2, 800

Staff development - $2, 925

Equipment maintenance - $1, 200

Tech fair registration - $700

Advertising $1000

Concessions $30, 000

Fundraising $28, 600

Field Trips $38, 400

INITIAL REVIEW /DEVELOPMENT                                     Target Date:  August Purpose:  Review assessment data to develop plan or make plan adjustments to existing plan.                            

Date ________________________________

Principal Initials______________

LEA initials  ______________       Other ___________________         

COMMENTS*(Required)

*Use additional pages, if needed

REVIEW 1                                                                           Target Date: September        Purpose:  AMENDMENT - Incorporate recommendations from school, LEA and/or SDE.                             

Date ________________________________

Principal Initials______________

LEA initials  ______________       Other ___________________          

COMMENTS*(Required)

* Use additional pages, if needed

REVIEW 2                                                                           Target Date: October    

Purpose:  IMPLEMENTATION - Provide documentation/evidence of improvement.                                                

Date ________________________________

Principal Initials__________

LEA initials  ______________        Other ____________   

COMMENTS*(Required)

* Use additional pages, if needed

REVIEW 3                                                                                   Target Date: November                Purpose:  IMPLEMENTATION - Provide documentation/evidence of improvement.                    

Date ________________________________

Principal Initials____________

LEA initials  ______________        Other: ________________ 

COMMENTS*(Required)

* Use additional pages, if needed

REVIEW 4                                                                            Target Date: January

Purpose:  IMPLEMENTATION - Provide documentation/evidence of improvement.                    

Date ________________________________

Principal Initials______________

LEA initials  ______________       Other ___________________         

COMMENTS*(Required)

*Use additional pages, if needed

REVIEW 5                                                                                Target Date: February            Purpose:  IMPLEMENTATION - Provide documentation/evidence of improvement.                    

Date ________________________________

Principal Initials______________

LEA initials  ______________       Other ___________________         

COMMENTS*(Required)

* Use additional pages, if needed

REVIEW 6                                                                                      Target Date: March                 Purpose:  IMPLEMENTATION - Provide documentation/evidence of improvement.                    

Date ________________________________

Principal Initials______________

LEA initials  ______________       Other ___________________         

COMMENTS*(Required)

* Use additional pages, if needed

REVIEW 7                                                                             Target Date: April - May

Purpose:  REFLECTIONS/PROJECTIONS - Evaluate each goal, strategy, and action for continuation, revision, or removal.                             

Date ________________________________

Principal Initials______________

LEA initials  ______________       Other ___________________         

COMMENTS*(Required)

*Use additional pages, if needed

Use information from Reviews to Evaluate the plan and to update the plan for the coming year.