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Assurances

The Instructional Leadership Team members that must be present include the principal, guidance counselor, district school improvement specialist (or other designee), appropriate content-area teachers, parent representatives, and student representatives (as appropriate). Depending on the data, additional members may include special population representatives (Technology Coordinator, Special Education, ELL, etc.), district federal programs coordinator, district chief school financial officer, community stakeholders, or any other member as appropriate. Documentation will be maintained on site.

Upon submission of the Continuous Improvement Plan, the LEA assures that the plan has been properly reviewed and approved by the local Board of Education. Documentation will be maintained on site.

Indicates LEA Principal Approval based on Assurances listed above.

Part I NEEDS ASSESSMENT- SUMMARY OF DATA

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):

Instructional Leadership Team Names and Positions

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

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

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The committee has developed the plan in a manner that will allow it to serve as a cornerstone for the many other plans that must be developed and maintained within the school. Accountability objectives will serve as a primary indicator of effectiveness of the school-wide plan. In addition to the Alabama Reading and Mathematics Test, the effectiveness of the plan will be based upon the End of the Quarter test (EQTs), DIBELS data, S.T.A.R data, Educate AL results, and qualitative assessments such as interviews and informal assessments when applicable. The CIP will be discussed at the first Title I information meeting of the year, and will be available for viewing and commenting during Title I parent meetings as well as during the entire school year. Annual revisions will be made (at the committee level) based on the evaluations and current data.

Principal- La’Tunga Ransom Teacher- Angela Burton Teacher- La'Toya Skanes Teacher- Robin Dennis Teacher- Michelle Byrd Teacher- Anthony Crum Teacher- Tovah Cooke Counselor- Claudia Walker School Improvement Specialist- Belinda Roberts Reading Coach-Gail Christain Special Ed.Teacher- Jane Kigango Parent- Barbet Woods Parent-Camilta Millsap

Orchard Elementary School - Schoolwide - Superintendent Approved Continuous Improvement Plan - 1/28/2013

System: Mobile County School: Orchard Elementary School of 29

Part I (cont.) NEEDS ASSESSMENT- SUMMARY OF DATA

SUMMARY OF NEEDS BASED ON A COMPREHENSIVE REVIEW OF DATA

I have reviewed the Annual Accountability Results Report


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

Highly Qualified Teachers (HQT): Describe how staffing decisions ensure that highly qualified, well-trained teachers provide instruction and how their assignments most effectively address identified academic needs.

Number and percentage of teachers Non-HQT:

Number and percentage of Classes Taught by Non-HQT:

Alabama High School Graduation Exam (AHSGE):

Strengths:

Weaknesses:

Alabama Reading and Mathematics Test (ARMT):

Strengths:

Weaknesses:

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The faculty and staff of Orchard Elementary School met throughout the 2011-2012 school year to analyze local assessment data. During the months of May and August 2012, the committee met to analyze state assessment data (ARMT +, DIBELS, AAA) and local data (EQTs, ) to determine strengths and weaknesses, prioritize needs, formulate strategies and develop action steps in order to write the CIP. The plan was then presented to the entire faculty on August 17, 2012 for input and revisions.

Teachers are hired and placed according to their certification and strengths. All teachers considered for employment are required to be HQ in order to meet the students’ prioritized academic needs and high state standards. 100% of the teaching faculty at Orchard has been ARI trained. A reading coach is provided to assist teachers in the implementation of our research-based reading program (Reading Street). A teacher of English Language Learners is provided part time to meet the unique needs of ELL students. An intervention teacher meets with third through fifth grade students to provide additional support in the areas of math.

Currently zero (0%) of teachers are NON-HQT.

Currently zero (0%) of our classes are taught by N

N/A

N/A

91% of fifth grade students scored level III or IV on the math portion of the ARMT + assessment. Fifth grade students had a mean percent correct score of 86% for the content standard: Identify regular polygons and congruent polygons. 86% of fourth grade students scored level III or IV on the math portion of the ARMT + assessment. Fourth grade students had a mean percent correct score of 96% for the content standard: Add and subtract fractions with common denominators. They also had a mean percent correct score of 91% for the content standard: Find locations on a map or grid using ordered pairs.



Alabama Science Assessment:

Strengths:

Weaknesses:

Stanford 10:

Strengths:

Weaknesses:

Dynamic Indicators of Basic Early Literacy Skills (DIBELS):

Strengths:

Weaknesses:


Alabama Direct Assessment of Writing (ADAW):

Strengths:

In reading, 81% of all students scored proficient with a 2.40% Proficiency Index, which is a 8.36% decrease from 2010-2011. In math, 84% of all students scored proficient with a 7.36 Proficiency Index, which is a 4.75% decrease from 2010-2011. ARMT + Reading 77% of fifth grade students scored level III or IV on the reading portion of the ARMT + assessment, which was a 22% decrease from 2010-2011. Fifth grade students had a mean percent correct score of 56% (3rd grade 43% & 4th grade 53%) for the content standard: Recognize literary elements and devices from various text formats. ARMT + Math 70% of third grade students scored level III or IV on the math portion of the ARMT + assessment, which was a 14% decrease from 2010-2011. Third grade students had a mean percent correct score of 18% for the content standard: Model equivalent fractions. Fourth grade students had a mean percent correct score of 21% for the content standard: Recognize equivalent forms of fractions. Fifth grade students had a mean percent correct score of 36% for the content standard: Convert units of measurement within the same system (customary units).

81% of 5th grade students scored level III or IV on the science part of the ARMT+ assessment.

N/A

N/A

N/A

At the end of the 2011-2012 school year 92% of our kindergarten students benchmarked in Phoneme Segmentation.

At the end of the 2011-2012 school year 61% of our first graders benchmarked in Oral Reading Fluency. This was a 26% increase from the 2010-2011 school year. At the end of the 2011-2012 school year 35% of our second graders benchmarked in Oral Reading Fluency. This was a 22% decrease from the 2010-2011 school year.

N/A



Weaknesses:

ACCESS for English Language Learners (ELLs):

Strengths:

Weaknesses:

EducateAL or other Professional Evaluation Profile Information:

Strengths:

Weaknesses:

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

Strengths:

Weaknesses:

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

Strengths:

N/A

Orchard made AMAO on parts A & B of the ACCESS Test. 100% of second grade students scored level VI in reading and speaking. 100% of third grade students are at level V in reading. Overall Strengths 50% of ELLs students made APLA (Adequate Progress in Language Acquisition). 17% of ELLs students exited the program.

100 % of kindergarten students were entry level in writing 100 % of second grade students scored level II or III in writing.

Standard 3d: Utilizes Technology 3d.1 Identifies and integrates available emerging technology into the teaching of all content areas.

Standard 4c: Special Needs 4c-2 Develops and maintains inclusive learning environments that address the needs of exceptional learners. Standard 2a: Organization and Management of the Learning 2a.1 Classroom organization/management built upon expectations and research-based strategies for positive behavior.

There was a 50% increase in the number of students scoring level III or IV on the AAA assessment. 100% of classroom teachers have a LCD projector with a document camera in their classroom. Each classroom teacher has a personal lap-top to use at home. All classrooms have mounted smart-boards (Two portable boards are available for use as needed). Teachers are using technology to submit lesson plans, post newsletters, and homework assignments. Fully functioning lab where all students receive technology lessons once a week.

Over 60% of the computers are out of warranty and need up-dating. There is a lack of student computers in each classroom.



Weaknesses:

Career and Technical Education Program Data Reports:

Strengths:

Weaknesses:


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:

School Demographic Information related to drop-out information and graduation rate data.

Strengths:

Weaknesses:

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

Strengths:

79% of our students in grades K-5 were proficient on the reading EQT and 81% of our students in grades K-5 were proficient on the Math EQT. The course failure rate school-wide was 1% (Only 3 students repeated out of 435). The specialeducation referral rate was less than 1% due to PST. Only 14% of the schools population fell into tier II/III. No students were suspended over seven days during the 2011-2012 school year.

Only 4 out of 13 tier III students moved to tier II and 18 out of 50 tier II students moved to tier I.

N/A

N/A

Racial diversity of student population: 88% African American, 2% Hispanic 1% Other, and 9% White No students were suspended over 7 days.

There were a total of 304 referrals for the 2011-2012 school year. This was 90 less than the 2010-2011. 227 (75%) office referrals were A Offenses 77 (25%) office referrals were B Offenses

N/A

N/A

13 of 30 teachers have 10 or more years teaching experience.



Weaknesses:

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:

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

Strengths:

Weaknesses:

School Perception Information related to student PRIDE data.

Strengths:

Weaknesses:

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:

2 of 30 teachers are non-tenured. Teacher turnover in 2011-2012 was less than 1%. Non-tenured teachers are assigned a mentor to assist them in their development as a teacher.

For the 2011-2012 school year the teacher attendance rate was 92%, this was 3% less than the district’s goal of 95%. This was a 3% increase from the 2010-2011 school year.

The average daily attendance rate was 97% for the 2011-2012 school year, which was 2% above the Annual Yearly Progress goal of 95%.

There were 892 tardies for the 2011-2012 school year. Tardies decreased from the previous school year (941 to 892).

Data from parents indicates that the following are areas of strength: The school maintains a safe and orderly environment that is conducive to learning. Parents feel welcomed office personnel. Parents are encouraged to participate in all phases of the school’s programs.

Two relative weaknesses in parent perception identified through informal surveys were: How can parents help with homework? Parents are not informed of important events and school policies in a timely manner.

100% of the student body indicated that rules are present and enforced.

Students indicated through the schools Student Council that there are limited opportunities for student recognition.

The adopted curriculum materials for Reading are research-based and include strategies specifically for ELLs. The adopted curriculum materials used for ESL instruction are research-based and support the progress of ELLs.

The lack of alignment of the ELL curriculum with general curriculum. Teachers received minimal professional development related to ELL instruction or WIDA standards.



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

Strengths:

Weaknesses:

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

Strengths:

Weaknesses:

Part II - GOAL TO ADDRESS ACADEMIC NEEDS

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. Use the SMART Goals format to address areas of need.

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

1. Increase Reading Achievement 1-2 Grade

Description:By the end of the 2012-2013 school year, Orchard Elementary School will increase the percentage of students who benchmarked on the End of the Year DIBELS Oral Reading Fluency Assessment from 61% to 80% 1st Grade and 35% to 80% 2nd Grade.

Data Results on which goal is based:DIBELS

Target Grade Level(s): 1-2 Target Content Area(s): Reading ARMT: Reading

Additional Academic Indicators:Scott Foresman Benchmark Unit Assessments, DCA, EQTs,intervention, and DIBELS Progress Monitoring

1 part time ELL instructor is on staff.

ELL instructor is part time. Limited amount of teachers trained to provide training for other personnel.

1 Math Intervention Teacher and 1 Reading Coach are on site full time. The district provides level support for reading and math ( reading and math pacing guides). Extended-day and extended-year programs are available. Research-based core reading and intervention programs are used. Common assessments in reading and math are given.

New teachers need more training on the implementation of Reading Street. Ongoing professional development is needed for teachers to become more proficient in the implementation of the cycle of instruction. Communication with parents curriculum on ways to help students at home is needed.



Target Student Subgroup(s):All students in 1st-2nd grade are eligible to participate in the DIBELS assessment

Courses of Study:Objective 1.5.2: Recognize kindergarten and/or first grade sight words. Objective 1.5.3: Read 30–50 words of connected text per minute. Objective 2.5.1: Recognize first and/or second grade sight words. Objective 2.5.2: Read 50–90 words of connected text per minute. Objective 2.5.4: Read simple sentences transitioning to complex sentences with phrasing and expression. Objective 2.5.6: Read and self-correct while reading

Strategies:1.1 Explicit Reading Instruction

Description:Students will be provided explicit instruction in reading to gain automaticity in order to read simple passages with fluency.

Action Steps:1.1.1 Cycle of Instruction

Description:ACTION STEP 1: Teachers will teach using the cycle of instruction daily during reading.

Benchmarks:100% of K-5 teachers will use the cycle of instruction daily during reading instruction (snapshots).

1.1.2 Literacy Stations

Description:ACTION STEP 2: Teachers will provide opportunities daily at literacy stations to practice smooth blending.

Benchmarks:100% of 1-2 grade teachers will use literacy stations to support students in need of help with blending (snapshots and lesson plans).

1.1.3 Repeated Practice

Description:ACTION STEP 3: Teachers will provide students with opportunities for repeated practice on appropriately leveled text.

Benchmarks:100% of K-5 teachers will provide students opportunities to practice reading using leveled text (snapshots and lesson plans).

1.1.4 Progress Monitor

Description:ACTION STEP 4: Teachers will progress monitor (daily, weekly and/or bimonthly) to identify and provide intervention for at risk students.

Benchmarks:100% of K-5 teachers will use various tools to monitor students' progress in the area of oral reading fluency and identify at-risk students (snapshots,



STAR, and intervention plans). .65 Instructional professional-4110 (11,410.00)

Interventions:Teachers not fully implementing the strategies will attend job-embedded professional development led by the Reading Coach and support with explicit instruction from the reading coach.

Resources:Scott Foresman instructional and assessment materials, literacy station resources, DIBELS progress monitoring and assessment materials, research articles relating to automaticity and oral reading fluency (for professional development) .65 Instructional professional-4110 (11,410.00)to assist with STAR/Progress monitoring. 7 FTE units

2. Increase Reading Achievement 3-5 Grade

Description:By the end of the 2012-2013 school year, Orchard Elementary School will increase the percentage of students scoring level III or IV on the ARMT + Reading: 3rd grade 81% to 96%, 4th grade 83% to 95% and 5th grade 77% to 96%.

Data Results on which goal is based:ARMT + Reading

Target Grade Level(s): 3-5 Target Content Area(s): Reading ARMT: Reading

Additional Academic Indicators:NA

Target Student Subgroup(s):All 3-5 Grade Students

Courses of Study:Use a wide range of strategies, including using context clues and predicting outcomes, to comprehend third-grade recreational reading materials in a variety of genres. Objective 3.3.3: Make and confirm predictions based on information from a recreational passage. Objective 3.3.4: Answer what if, why, when and how questions about a recreational passage. Use a wide range of strategies and skills, including using sentence structure, locating information, and distinguishing fact from fiction, to comprehend fourth-grade informational and functional reading materials. Objective 4.5.3: Identify information or steps in functional reading materials. Objective 4.5.4: Identify the best source for specified information in informational or functional reading materials. Use a wide range of strategies and skills, including using text features to gain meaning, summarizing passages, and drawing conclusions, to comprehend fifth-grade informational and functional reading materials. Identify and use literary elements and devices: character’s motive, identify characteristics of a variety of genre, theme, plot, sequence Objective 5.4.1: Identify text features such as pictures, charts, titles, subtitles, and bold print. Objective 5.4.2: List the features of a text to draw conclusions concerning passage content. Objective 5.4.3: Write sentences retelling key ideas in a given passage from functional and informational reading materials.

Strategies:2.1 Recognize and Comprehend Literary elements

Description:Use a variety of reading passages in all third through fifth grade classes to teach reading strategies that will improve recreational/functional reading as well as improve students' ability to recognize and comprehend literary elements.



Action Steps:2.1.1 Pacing Guides

Description:ACTION STEP 1: Teachers will implement the MCPSS reading pacing guides.

Benchmarks:100% of K-5 teachers will use MCPSS pacing materials to guide reading instruction (lesson plans).

2.1.2 Explicit Instruction

Description:ACTION STEP 2: Teachers will provide explicit reading instruction using the cycle of instruction and a variety of reading passages to improve students' ability to recognize and comprehend literary elements.

Benchmarks:100% of 3-5 grade teachers will provide explicit reading instruction (snapshots, quarterly failure list and EQTs).

2.1.3 Instructional Resources

Description:ACTION STEP 3: Teachers will use a variety of instructional resources daily such as anchor charts, word walls, graphic organizers and classroom libraries.

Benchmarks:100% of 3-5 grade teachers will use a variety of instructional resources daily such as anchor charts, word walls, graphic organizers and classroom libraries (snapshots and lesson plans).

2.1.4 Progress Monitor

Description:ACTION STEP 4: Teachers will progress monitor (daily, weekly and/or bimonthly) to identify and provide intervention for at risk students.

Benchmarks:100% of K-5 teachers will use various progress monitoring tools to identify at-risk students (STAR, EQTs and quarterly course failure reports).

Interventions:Teachers not fully implementing the strategies will attend job-embedded professional development led by the Reading Coach and support with explicit instruction from the reading coach.

Resources:Scott Foresman instructional and assessment materials, teacher stipends for Extended Day-4110 (39.00), and STAR Reading .65 Instructional professional-4110 (11,410.00)to assist with STAR/Progress monitoring. 10 FTE

3. Increase Mathematics Achievement



Description:By the end of the 2012-2013 school year, Orchard Elementary School will increase the percentage of students scoring level III or IV on the ARMT + Math: 3rd grade 70% to 95%, 4th grade 86% to 94% and 5th grade 92% to 94%.

Data Results on which goal is based:ARMT + Math

Target Grade Level(s): K-5 Target Content Area(s): Math ARMT: Math

Additional Academic Indicators:NA

Target Student Subgroup(s):All K-5 Students

Courses of Study:3rd Grade Number and Operations – Fractions Develop understanding of fractions as numbers. 15. Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size. a. Understand two fractions as equivalent (equal) if they are the same size or the same point on a number line b. Recognize and generate simple equivalent fractions. Explain why the fractions are equivalent by using a visual fraction model. c. Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers. 4th Grade Number and Operations – Fractions Extend understanding of fraction equivalence and ordering. 12. Explain why a fraction is equivalent to a fraction by using visual fraction models; with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions. 5th Grade Measurement and Data Convert like measurement units within a given measurement system. 18. Convert among different-sized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m), and use these conversions in solving multistep, real-world problems.

Strategies:3.1 Common Core

Description:Use new math program and MCPSS pacing guides to implement Commom Core math standards.

Action Steps:3.1.1 Non-Mastered Standards

Description:ACTION STEP 1: All K-5 teachers will use data to identify non-mastered standards.

Benchmarks:100% of K-5 teachers will use bell ringer activities to re-teach non-mastered standards (PLCIA form).

3.1.2 Grade Level Collaboration

Description:ACTION STEP 2: All K-5 teachers will collaborate with their grade level weekly to develop a resource of Bell Ringer activities based on the non-mastered standards throughout the year.



Benchmarks:100% of K-5 teachers will use bell ringer activities to re-teach non-mastered standards (PLCIA forms and EQTs).

3.1.3 Reteach

Description:ACTION STEP 3: All K-5 teachers will utilize Bell Ringer activities daily to re-teach non-mastered standards.

Benchmarks:100% of K-5 teachers will use bell ringer activities to re-teach non-mastered standards (lesson plans, gradebook, and EQTs).

Interventions:Teachers who are not implementing common core in the area of math will meet with the principal and district resource math teacher to identify needs and receive support.

Resources:New math program (Math in Focus), common core math standards, MCPSS pacing guides, STAR Math, and Teacher Stipends Extended Day-Title I Funds($39.00) 23 FTE

3.2 Using a Variety of Instructional Strategies

Description:All K-5, math teacher, and SpEd teachers will use a variety of instructional strategies tailored to each content unit based on the needs of the students throughout each unit of study.

Action Steps:3.2.1 Collaborative Grade Level/Data Meetings

Description:ACTION STEP 1: All K-5, math teacher, and SpEd teachers will work collaboratively during grade level/data/PST meetings to identify various instructional strategies.

Benchmarks:100% of K-5 teachers will collaborate during grade level/data/PST meetings(PLCIA forms, course failure list, and EQTs).

3.2.2 Differentiated Instruction

Description:ACTION STEP 2: All K-5, math teacher, and SpEd teachers will use differentiated instruction to meet students’ needs throughout each unit of study.

Benchmarks:100% of K-5 teachers will use differentiated instruction (snapshots, lesson plans, and EQTs).

3.2.3 Varied Groupings

Description:



ACTION STEP 3: All K-5 math teacher, and SpEd teachers will use the instructional strategies to teach students in a variety of groupings (small group, whole group, and on on one).

Benchmarks:100% of teachers will use a variety of group configurations during math(snapshots and lesson plans).

3.2.4 Bell Ringers

Description:ACTION STEP 4: All K-5, math teacher, and SPEd teachers will use Bell Ringers as a method of differentiated instruction. Using data all K-5 teachers will develop and use a resource of Bell Ringer activities based on the non-mastered standards throughout the year.

Benchmarks:100% of K-5 teachers will use bell ringers as a method of differetiated instruction (snapshots and bell ringer resource notebook for non-mastered standards).

3.2.5 Re-teach

Description:ACTION STEP 5: All K-5 teachers will re-teach non-mastered standards.

Benchmarks:100% of K-5 teachers will re-teach non-mastered math standards (re-test, EQTs, and lesson plans).

Interventions:Teachers who are unsuccessful in planning for and using a variety of instructional strategies will receive support from the Lead Math teacher, Central Office Math Resource Teacher and the Principal.

Resources:Pacing guides, math manual, Math Intervention Teacher- 4110 (36,144.00), and Internet 23 FTE

3.3 Differentiated Assessments

Description:Throughout each unit of study each K-5 and SpEd teacher will use a variety of formative/summative assessments.

Action Steps:3.3.1 Formulate Formative/Summative Assessments

Description:ACTION STEP 1: All K-5, math teacher, and SpEd teachers grades will work in partnership to create or identify a resource of formative/summative assessments.

Benchmarks:100% of K-5 teachers will use a variety of formative and summative assessments (PLCIA forms and common assessment binder)

3.3.2 Implement Formative/Summative Assessments



Description:ACTION STEP 2: All K-5 and SpEd teachers grades will use a variety of formative/summative assessments

Benchmarks:100% of K-5 teachers will use a variety of formative and summative assessments (common assessment binders, lesson plans, and grade books).

Interventions:Teachers who are unsuccessful at using a variety of assessments will receive support from the math lead teacher.

Resources:ARMT Item Specs, AMPS, and common math assessments 23FTE

3.4 Student Intervention

Description:All K-5, math teacher, and SpEd teachers will meet daily with students identified for intervention.

Action Steps:3.4.1 Analyze Data

Description:ACTION STEP 1: K-5, math teacher, and SpEd teachers will use data to identify students in need of intervention.

Benchmarks:Teachers of students receiving intervention will ensure an increase in test scores (EQTs), etc.) by 5% and will decrease the number of course failures by 4%.

3.4.2 Intervention

Description:ACTION STEP 2: Math teacher, K-5 and SpEd teachers will meet daily with students identified for intervention.

Benchmarks:Teachers of students receiving intervention will ensure an increase in test scores (EQTs), etc.) by 5% and will decrease the number of course failures by 4%.

Interventions:Teachers who have students who continue to perform below proficiency will confer with their peers in PST meetings for additional interventions and support.

Resources:Data from common assessments, EQTs, PLCIA forms, Math intervention Teacher-4110(36,144.00), and .65 Instructional professional-4110 (11,410.00)

Part III - GOAL TO ADDRESS ANNUAL MEASURABLE ACHIEVEMENT OBJECTIVES (AMAOs) AND ENGLISH PROFICIENCY NEEDS



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

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

1. Increase ELL students writing skills

Description:By the end of the 2012-2013 school year, Orchard school will increase the number of ELL students making Adequate Progress in Language Acquisition (APLA) from 50% to 53%.

Data Results on which goal is based:Assessing Comprehension and Communication in English State-to-State for English Language Learners (ACCESS) individual student test scores for 2011 – 2012

Target Grade Level(s): K-5 Target ELP Language Domain(s): Writing WIDA Standards: Language Arts, Cluster K –5- Standard 2 ELP Standard 2- Language Arts Strategies:

1.1 Incorporate WIDA Standards into the COI

Description:Core teachers will implement the Cycle of Instruction to include WIDA Standards for ELLs.

Action Steps:1.1.1 Professional Development

Description:ACTION STEP 1: Selected General Ed teachers serving ELLs will attend a day of district PD on successful integration of WIDA Standards into the Cycle of Instruction. PD date options are as follows: Sept. 5 Oct. 10 Nov. 14 Jan. 15 Feb. 4

Benchmarks:100% of selected teachers of ELLs will attend PD by Feb 4. (List of teachers selected to attend PD, PLCIA forms, turn-around training sessions, attendance certificates or STI-PD print-out).

1.1.2 ESL and General Ed teacher Data Collaboration

Description:ACTION STEP 2: ESL Staff will provide General Ed teachers of ELL students with the students’ English proficiency level and the WIDA Can-Do Profile and Accommodations page within the first month of school (K-8)or semester(9-12).

Benchmarks:100% of teachers of ELLs will sign upon receipt Can-Do Profiles (documentation page signed and dated) and have them available and observable.

1.1.3 Cycle of Instruction

Description:



ACTION STEP 3: Instructional strategies will be utilized daily by teachers throughout the Cycle of Instruction to facilitate comprehension of the content for ELL students

Benchmarks:100% of classroom with EL students will visually display key content vocabulary and provide meaningful opportunities to use the academic language in the language domainsAcademic language of content (key vocabulary) will be displayed visually with graphic support, ELL students have opportunities to speak, hear, read, and write the key vocabulary in a variety of group settings (snapshots)

1.1.4 Data Analysis and Progress Monitoring

Description:ACTION STEP 4: Teachers and administrators will analyze the Universal Screening results at the beginning, middle, and end of the year to monitor progress and use the results to plan.

Benchmarks:Student data used to determine growth will be presented at mid-year and final CIP Review.

Interventions:Teachers not fully implementing the strategies will attend job-embedded professional development led by the ELL teacher.

Resources:ELL Teacher

Part IV - STRATEGIES TO ADDRESS SCHOOL SAFETY, CLASSROOM MANAGEMENT/DISCIPLINE, RtI FRAMEWORK AND BUILDING SUPPORTIVE LEARNING ENVIRONMENTS

Part IV - STRATEGIES TO ADDRESS SCHOOL SAFETY, CLASSROOM MANAGEMENT/DISCIPLINE, 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.

1. Teacher Attendance

Description:By the end of the 2012-2013 school year teacher attendance will move from 92% to 95%.

Strategies:1.1 Teacher Incentive Program

Description:Quarterly attendance incentives

Action Steps:1.1.1 Teacher Incentive Program



Description:ACTION STEP 1: The principal will create a teacher incentive program that will give faculty members an opportunity to earn quarterly attendance incentive.

Benchmarks:100% of the faculty will have a 95% attendance rate quarterly (quarterly attendance chart).

Interventions:Principal will meet with staff about attendance. Exceptions forms will also be completed by the principal.

Resources:Human resource handbook and various incentives (provided by Partners in Education)

2. Decrease Student Tardies

Description:There were 892 tardies for the 2011-2012 school year. Tardies decreased from the previous school year (941 to 892).

Strategies:2.1 Attendance Plan

Description:Fully implement the Orchard Elementary Attendance Plan.

Action Steps:2.1.1 Information on Attendance Plan

Description:ACTION STEP 1: Stakeholders will be informed of Orchard’s attendance plan.

Benchmarks:100% of all stakeholders will be informed of the attendance plan (monthly attendance report, PTO agenda, Parent-Student handbook)).

2.1.2 Attendance Plan

Description:ACTION STEP 2: Teachers will implement Orchard’s attendance plan.

Benchmarks:100% of all teachers will implement the Orchard attendance plan and student tardies will decrease by 10% (monthly attendance check/report).

Interventions:The attendance officer will provide support to teachers who are not implementing the attendance plan and parent workshops on attendance laws.

Resources:Attendance officer and INOW Parent-Student Handbook



3. School-Wide Discipline Plan

Description:During the 2011-2012 school year the staff indicated that the school-wide discipline plan was not fully or effectively implemented. This data was retrieved from the CIP end of the year reflection and evaluation tool (large amounts of office referrals without appropriate documentation).

Strategies:3.1 Decrease the number of undocumented referrals

Description:The following research-based strategies/actions will be used to decrease the number of undocumented office referrals and track student discipline appropriately: Development of a school-wide discipline plan, professional development for all faculty on Review 360 and full implementation of the school-wide discipline plan.

Action Steps:3.1.1 Revise School-wide Discipline Plan

Description:ACTION STEP 1: Teachers will revise school-wide discipline plan.

Benchmarks:100% of our staff will participate in the revison of the school-wide discipline plan (CIP reflection form).

3.1.2 Professional Development on Review 360

Description:ACTION STEP 2: Provide follow-up professional development for all faculty on Review 360.

Benchmarks:100% of K-5 teachers will participate in professional development for Review 360 (Agenda and STI-PD list).

3.1.3 Implement School-wide Discipline Plan

Description:ACTION STEP 3: Fully implement school-wide discipline plan.

Benchmarks:100% of K-5 faculty will use the school-wide discipline plan and Review 360 for discipline documentation (Review 360 reports).

Interventions:Teachers who are not following the school-wide discipline plan will be provided additional professional development on Review 360 and will attend COMPs to address classroom management.

Resources:.5 Counselor-4110 (24,619.00)



4. Communicating with Parents

Description:Parent concerns over establishing better communication by keeping updated information on school/teacher website as determined by parent meetings and data from the Parent Advisory Committee during the 2011-2012 school year.

Strategies:4.1 Increasing Communication

Description:In order to provide a safe, supportive and informative learning culture in which relationships are built and maintained with students, teachers, parents, and the community a web-master will instruct teachers on proper ways to maintain and update personal websites and e-mail tips, teachers will send home weekly newsletters and homework assignments as well as post them on the school’s web-site and the school administrator will send other relevant information home, post it on the web-site, use the school messenger system and display it on the school’s marquee.

Action Steps:4.1.1 Website Maintenance

Description:ACTION STEP 1: Web-master will instruct teachers on proper ways to maintain and update school website and e-mail tips.

Benchmarks:100% of our staff will maintain current web pages with vital information (agendas and TST updates).

4.1.2 Home-School Comunication

Description:ACTION STEP 2: Teachers will send home weekly newsletters and homework assignments as well as post them on the school’s web-site.

Benchmarks:100% of our staff will use various forms of parent communication (website checks and CIP).

4.1.3 Administrative Communication

Description:ACTION STEP 3: School Administration will send other relevant information home, post it on the web-site, use the school messenger system and display it on the school’s marquee.

Benchmarks:The administrator will convene a parent panel to discuss the effectiveness of the various forms of communication used by the school (PLCIA form).

Interventions:Teachers not fully implementing will conference with the principal for additional support.

Resources:Internet,computer access, telephone access, school messenger system, and school marquee



Part V - Additional Components To Be Addressed to Satisfy Federal Requirements

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)

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.

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.

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.

Assessments and Teacher Involvement:

Orchard Elementary School has established a formal teacher mentoring program monitored by our principal. The goal for our program is to improve teaching practices. The program is designed to provide ongoing support for new or struggling teachers. Each new teacher is assigned a master teacher based on subject, grade, and proximity. The mentor and new teacher are required to meet weekly. Meetings are documented on a PLCIA Form, which reflects the date, length of the meeting, and the focus. Additionally, we have built in time for classroom observations, both for the mentor to observe the new teacher and for the new teacher to observe the mentor.

Orchard Elementary is currently not in School Improvement. The superintendent, federal programs coordinator, CFO, curriculum coordinator, and budget committee work as a team to identify school needs (Academics, personnel, funding, programs, etc.) based on current data. Federal funds are combined as needed to make necessary purchases to improve education. The budget committee, which consists of administration, teachers and parents from the advisory committee, review school-level allocations and set-asides.

Orchard Elementary School realizes that students need support emotionally and academically during periods of transition from early childhood programs to elementary school and from the current school to the next school. The following are transition activities offered: •Pre-K and kindergarten pre-registration is offered in the spring at which time students and parents may meet teachers and discuss any special needs that students may have. Students are assessed and they participate in kindergarten activities. •During summer, before school begins, pre-k and kindergarten students have the opportunity to attend the Bridges Program. During this time students practice routines that will be a part of the normal school year. •Students attending local daycare centers may visit Orchard Elementary School for a school tour during the spring of the year preceding their advancement to Kindergarten. •An open house for all grades will be held prior to the beginning of the new school year at which time students and parents may meet teachers and visit classrooms. •Fifth grade students will visit feeder pattern schools during the spring preceding their advancement to middle school. •Feeder pattern school counselors will visit Orchard Elementary School informing students about expectations, curriculum and extra-curricular activities in middle school. •Orchard Elementary School students are provided a spring orientation session (move-up day) for grade to grade transitioning through participation in cross grade visits. •During the school year when a student enrolls or transfers to Orchard Elementary School he/she is given a tour of the school by the school counselor, introduced to the teacher(s) and informed of school procedures and expectations by the school administrator.

The Mobile County Public School System (MCPSS) endeavors to attract and retain the highest quality employees who are capable and motivated to educate students. Our school system recruits via college fairs and job fairs statewide. We also offer an on-line application process in an effort to solicit teachers from areas that are not local. The goal of our school is to maintain the percentage of HQ faculty and staff at 100%. The following strategies have been established in order to attract and maintain a highly qualified staff: •Secure official annual HQ status from Human Resources for all teachers and paraprofessionals. •Ensure assignments are made based on HQ status and certification. •Communicate district level initiatives for becoming HQ. •Establish procedures for interviewing, screening and recommending the most highly qualified applicants at the district and local level.



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.

Special Populations:

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

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. Applies Only to Secondary Schools

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.

Grade Level Teams hold monthly PST meetings to discuss successful instructional/behavioral strategies for use with at-risk students. Student data and academic progress are used to plan intervention opportunities during the school day as well as extended day. •Reviewing ARMT + and STAR data to determine areas of need •Analyzing current data in grade level meetings in order to adjust instruction (DIBELS, District Common Assessments, Teacher-made tests) •Designing and sharing strategies to meet individual needs based on academic achievement •Collaboration between general education, resource and Special Education teachers and the reading coach to share data to coordinate services •The PST (Problem Solving Team) provides support to teachers in regard to specific strategies to employ when addressing the academic and behavioral needs of at-risk students

•Following federal, state, and local regulations, along with Mobile County policies and procedures, equitable access is given to all populations in all programs in the MCPSS School System. Orchard will provide services to all students including Migrant, English Language Learners (ELL), Economically Disadvantaged, and Special Education, Neglected and/or Delinquent, and Homeless students. All populations of students at Orchard have equal access to all educational support and services. •All homeless, migratory, and limited English proficient students are provided with 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. •Migrant students are identified through the school registration process based on a migrant survey. If identified, migrant students would be served through the ELL program, Title I programs, and/or through any applicable support provided by the LEA. •ELL students are identified using the Home Language Survey and ACCESS test. LEP students are served through ELL pullout classes. The LEP committee coordinates needed services and works in conjunction with the problem solving team (PST when necessary). LEP students are served through the ELL program. Orchard has a part-time ELL teacher that sends home parent correspondence in a language the parents can understand. In addition, our speech teacher and one of the inclusion teachers can translate at parent-teacher conferences if necessary Orchard has 21 ELL students at this time. •Economically Disadvantaged students are identified through participation in the free/reduced price meals program. Students are served academically through school wide program initiatives that include reading and math intervention. Parent/child reading materials, mathematics materials to reinforce skills taught in the classroom, and materials for parents to improve their capacity to help their child achieve academically are available for check out in the parent resource room. Non-academic needs are identified by classroom teachers and referrals are made to the school counselor for needs such as school supplies, clothes, shoes, jackets, etc. These items are often sponsored through local and church donations. •Orchard provides special education services and uses appropriate procedures in accordance with federal and state laws and regulations. The LEA tracks referrals and notices to parents concerning eligibility meetings. The evaluation is conducted to determine if the student is eligible for special education services. An IEP team convenes to determine the eligibility for special education services. The IEP team develops the plan based on the results of the evaluations, the concerns of the parents, and the academic, developmental, and functional needs of the child. To the maximum extent appropriate, special education students are educated in the regular classroom.

N/A

Students who experience difficulty mastering various academic standards will be provided timely, effective and additional intervention. This will be accomplished by: •Referral to the Problem Solving Team •Collaboration with previous teachers who may be able to provide insight about learning styles •Tier II or Tier III daily instruction provided by teacher(s)/paraprofessionals for children experiencing difficulty •Utilizing the Reading Coach/Intervention Teacher to provide additional assistance and intervention for students in a small group or individual instruction setting in the classroom, and if needed, as a pull out intervention session •Providing an after school tutorial program (extended day)



Part VI – School Parental Involvement Plan as required by Section 1118 of NCLB

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.

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.

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.

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).

Describe procedures to allow parents to submit comments of dissatisfaction with the Continuous Improvement Plan.

•Classroom, Special Education, ELL, and resource teachers use a scientifically research –based program and strategies for daily small group intervention. •A reading interventionist provides small group instruction to supplement and enhance reading instruction •A math interventionist provides large and small group instruction to supplement and enhance math instruction •A summer program designed specifically for beginning kindergarten students is provided •The extended day after school program for students in grades 3-5 will be provided for both reading and math. Priority is given to students who are most at risk of failing state academic standards, based on assessments and performance, and are given priority for the extended day program

During the first quarter that school is in session, Orchard will hold its annual Title I meeting. Parents will may be notified of the meeting through the 1) notices sent home by students, 2) school messenger system and 3) website notices and public postings in English and Spanish. Topics to be discussed include but are not limited to: Title I participation, its services and parent rights, ALCOS and content standards, CIP, parental involvement plan, school compacts and highly qualified information.

1. The leadership and staff of Orchard understand the importance of parental involvement and have created flexible meeting times to ensure participation from all stakeholders. 2. Orchard Elementary believes in involving parents in all aspects of its Title I school wide program. We have parent representatives on our school advisory committee who are active participants in the development of the CIP plan. In addition the CIP committee, all parents will be given the opportunity to review the school plan and offer their input before the plan is approved. Parents will be given the opportunity to provide input on activities, training, and materials to be purchased for the upcoming school year by participating in surveys at the end of each school year. Each year the school wide plan and the parental involvement piece are reviewed, evaluated and revisions are made as needed. 3. Parental involvement funds will be used to purchase all materials and supplies for our school’s parent training and for the parent center.

At the beginning of the school year, during our annual meeting of parents, Orchard will provide information about its Title I program and the ALCOS {information on the core subject areas}. Parents will receive information on scheduling conferences and how they can take part in decision making as it relates to homework, other curriculum-related activities and decisions and the education of their child/children. Parents will also be given a copy of the parent/student handbook {which includes detailed information about every aspect of the school}. Parents will also receive newsletters, homework on our website and a report card pickup will be scheduled.

Orchard will review and revise its student-parent compact in May of 2012. Adjustments will be made based on the recommendations of the committee which includes two parents, one community member, one student, two teachers, one support staff and the administrator. All parents will be given a copy of the compact at the annual Title I meeting. The compacts will be explained and parents will be required to sign the compacts indicating their commitment to work in partnership with the school to ensure that their child is successful in school. Each teacher will be given the responsibility of explaining the compact to their students and attain student signatures. The teachers will house the compacts in their classrooms for use during parent-teacher and/or parent-student-teacher conferences.

Each quarter a review of the Continuous Improvement Plan (CIP) will be conducted. The parent advisory committee will work with the school to obtain parental feedback. One parent representative will attend a quarterly review to provide feedback and input during the review of the plan.



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)

(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)

(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)

(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)

(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)

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

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.

Part VII- PROFESSIONAL LEARNING NEEDS RELATED TO ACADEMIC CHALLENGES

Orchard will accomplish much of this through its annual parent meetings to be held at the beginning of the school year. At that time, parents will receive an overview of the state academic content standards, academic achievement standards, and assessments. In addition, an explanation will be given regarding Title I, what services will be offered, and how parents have the right to be involved in their child’s education. Orchard will also offer an Open House during the month of August, wherein parents will be given the opportunity to meet their child’s teacher and learn about individual class assessments and what their role will be in helping their child succeed.

Parenting classes will be provided throughout the year on various topics including but not limited to: reading with your child, creating a home learning environment, working as a partner with your child’s teacher and health-safety tips. We will also offer computer training for parents.

Orchard will continue to work with its teachers through in-services, faculty meetings, and grade level/data/PST meetings to ensure they understand the importance of parental involvement. All staff are expected to welcome parents to the school and work with administration in meeting parents’ needs for their children as it relates to academics.

Currently, we have an ELL teacher that provides training sessions for ELL parents. We also have training classes in different areas {areas requested by the parents} that enable parents to work with their child to ensure success.

Monthly bulletins will be sent home. The ELL teacher provides translated versions for ELL students. The telephone messenger system, school website and marquee may also be used to provide information in English and Spanish.

Orchard makes every effort to work with parents in meeting their requests as it relates to their involvement in their children’s education. The parent advisory will meet and provide input. For Example: Parents wanted a later time for registration. Our first registration will begin at 9am. We will offer an afternoon registration which will take place at 4pm-6pm.

Orchard Elementary School, at every possible measure provides, opportunities for the participation of parents with limited English proficiency and parents with disabilities. At this time Orchard has migrant and ELL students. Some of the ELL students are also on the migrant list. An ELL teacher will be on site. Parent communications are translated for ELL students and parents. Orchard is a handicap accessible building.



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? (If LEA receives Title III funds)

● 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).

Learning Activities: Review 360 Training

What weakness or need identified in academic (including ell amaos) or school culture goals will the professional learning address? Results from 2011-2012 Review 360 data and feedback from teachers indicated that the school-wide discipline plan was not effectively/fully implemented.

What types of professional learning will be offered? Follow-Up Review 360 Training

When will the session be delivered? 8/2012 and 2/2013

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?)

100% of the faculty will be proficient users of review 360. Discipline referrals will decrease.

How will participants be held accountable for successful implementation and in what ways will evidence be collected to show effective assimilation/integration of strategies?

Review 360 reports

What are the funding sources, estimated expenses, and proposed names of consultants or entities? Example: Title II, $....00 LEA (MCPSS) will review the plan three times during the 2012-2013 school year. Orchard will review the plan monthly during the 2012-2013 school year.

Reading Professional Development

What weakness or need identified in academic (including ell amaos) or school culture goals will the professional learning address? In 2012-2013, Orchard Elementary School will increase the percentage of students who benchmarked on the End of the Year DIBELS Oral Reading Fluency

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Assessment from 61% to 80% 1st Grade and 35% to 80% 2nd Grade.

What types of professional learning will be offered? Reading Professional Development

When will the session be delivered? 8/2012-4/2013


100% of the teaching faculty will implement strategies taken from reading professional development.


Administrative walk-through, PLCIA Forms, Local and State Assessments Data and CIP review form

What are the funding sources, estimated expenses, and proposed names of consultants or entities? Example: Title II, $....00 LEA (MCPSS) will review the plan three times during the 2012-2013 school year. Orchard will review the plan monthly during the 2012-2013 school year.

Classroom Management

What weakness or need identified in academic (including ell amaos) or school culture goals will the professional learning address? During the 2011-2012, school year data indicated that the school-wide discipline plan was not fully or effectively implemented. There were a total of 304 referrals for the 2011-2012 school year. This was 90 less than the 2010-2011. 227 (75%) office referrals were A Offenses 77 (25%) office referrals were B Offenses

What types of professional learning will be offered? COMPS

When will the session be delivered? TBA


Selected teachers will reduce the number of A offense referrals by 5%.


Review 360 reports

What are the funding sources, estimated expenses, and proposed names of consultants or entities? Example: Title II, $....00 MCPSS Comp Trainer

Grade level collaboration/PST Meetings

What weakness or need identified in academic (including ell amaos) or school culture goals will the professional learning address? By the end of the 2012-2013 school year, Orchard Elementary School will increase the percentage of students scoring level III or IV on the ARMT + Math: 3rd grade 70% to 95%, 4th grade 86% to 94% and 5th grade 92% to 94%.



What types of professional learning will be offered? PST/Data and grade level collaborative meetings



Teachers will collaborate in order to gain various mathematical strategies to increase student test scores.


STAR math reports and EQTs will be collected quarterly and placed in the documentation box.

What are the funding sources, estimated expenses, and proposed names of consultants or entities? Example: Title II, $....00 N/A

ELL and Teacher Support

What weakness or need identified in academic (including ell amaos) or school culture goals will the professional learning address? ELs students need support in Writing. Support for all classroom teachers in the area of inclusion and support across the content.

What types of professional learning will be offered? Selected General Ed teachers serving ELs will attend a day of district PD on successful integration of WIDA Standards into the Cycle of Instruction.

When will the session be delivered? Sept. 5, 2012 Oct. 10, 2012 Nov. 14, 2012 Jan. 15, 2013 Feb. 4, 2013


Staff will collaborate, gain effective instructional and review students data in all content areas.


PLCIA forms, CIP review form 100% of selected teachers of ELs will attend PD by Feb 4.

What are the funding sources, estimated expenses, and proposed names of consultants or entities? Example: Title II, $....00 N/A

Reading Comprehension

What weakness or need identified in academic (including ell amaos) or school culture goals will the professional learning address? Use a wide range of strategies to improve reading and reading comprehension In 2012-2013, Orchard Elementary School will increase the percentage of students scoring level III or IV on the ARMT + Reading: 3rd grade 81% to 96%, 4th grade 83% to 95% and 5th grade 77% to 96%.

What types of professional learning will be offered?



Reading Professional development



100% of the teaching faculty will implement strategies taken from reading professional development.


Administrative walk-through, PLCIA Forms, Local and State Assessments

What are the funding sources, estimated expenses, and proposed names of consultants or entities? Example: Title II, $....00 Various research articles relating to automaticity, comprehension, and oral reading fluency (for professional development) Reading Coach

Part VIII - Coordination of Resources/Comprehensive Budget

I. State Foundation Funds

II. Federal Funds

Title I: Improving the Academic Achievement of the Disadvantaged

FTEs Earned Units Placed Total Salaries

FTE Teacher Units 25.32 24.90 1,169,550.00

Administrator Units 1.00 1.00 80,581.00

Assistant Principal 0 0 0

Counselor .50 .50 24,619.00

Librarian 1.00 1.00 50,365.00

Career and Technical Education Administrator 0 0 0.00

Career and Technical Education Counselor 0 0 0

Technology 0

Professional Development 0

State ELL Funds 0

Instructional Supplies 22,350.00

Library Enhancement 0

Total of All Salaries: $1,347,465.00



Provide a brief explanation and a breakdown of expenses.

Title I: ARRA FundsProvide a brief explanation and a breakdown of expenses.

Title II: Professional Development ActivitiesProvide a brief explanation and a breakdown of expenses.

Title III: For English Language LearnersProvide a brief explanation and a breakdown of expenses.

Title IV: For Safe and Drug-free Schools Provide a brief explanation and a breakdown of expenses.

Title VI: For Rural and Low-income Schools Provide a brief explanation and a breakdown of expenses.

Career and Technical Education-Perkins IV: Basic Grant (Title I) Provide a brief explanation and a breakdown of expenses.

01 Teacher 1.00 36,144 04 Counselor 0.50 24,619 10 Aide 0.65 11,410 18 Substitutes 19 Suppl/OT /Other 78 20 Employee Benefits 31,275 36 Communication 576 39 Other Purchased Services 41 Supplies 1,852 49 Non-Capitalized Equipment 14,684

Total : 120,638.00

TITLE II-TEACHER PRIN. TRAIN UNITS PLACED AMOUNT 0 0

Total : 0.00

NA

Total : 0

NA

Total : 0

NA

Total : 0

NA

Total : 0



Career and Technical Education-Perkins IV: Tech Prep (Title II) Provide a brief explanation and a breakdown of expenses.

Other: 21st Century, Learn and Serve, Even Start, School Improvement Grant Provide a brief explanation and a breakdown of expenses.

III. Local Funds (if applicable)

Local FundsProvide a brief explanation and a breakdown of expenses.

NA

Total : 0

NA

Total : 0

NA

Total : 0

UNITS PLACED AMOUNT LOCAL REVENUES 01 Teacher 1.00 49,238 10 Aide 2.68 47,977 18 Substitutes 19 Supply/OT/Other 1,000 20 Employee Benefits 49,062 34 Property Services 2,234 37 Utilities 118,436 41 Instruction Supplies 600

Total : 389,184.00



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