ALABAMA STATE DEPARTMENT OF EDUCATION

Joseph B. Morton, State Superintendent of Education

2008 - 2009

CONTINUOUS IMPROVEMENT PLAN

Title I Schoolwide Programs

Note: Blank copy is available on www.alsde.edu , Sections, Accountability Roundtable, Publications

and e-GAP Document Library

Submit plans to your system’s e-GAP Document Library

NAME OF SCHOOL: Martin Luther King Jr. Elementary
STREET ADDRESS: 2430 Martin Luther King Jr. Blvd				CITY: Tuscaloosa		STATE: Alabama		ZIP CODE: 35401
CONTACT: Lisa Maddox				TELEPHONE: 205.759.3619		E-MAIL lmaddox@tusc.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 7, 2008.* Year 3 or Year 4 or more Submit to LEA for Board approval. Mail two copies of PAGE ONE and two copies of PAGE TWO with original signatures to Federal Programs, Accountability and Compliance, P. O. Box 302101, Montgomery, AL 36130-2101. Submit the plan electronically to your system’s e-GAP Document Library by November 7, 2008.
Made AYP? YES NO \	Made AMAOs (ELL)? 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 (example: through parent meetings or on websites): The Continuous Improvement Plan (CIP) for MLK Jr. Elementary School will be available to parents and other stakeholders in the school library and the administration office. The CIP will also be available on the school website www.mlk@tusc.k12.al.us as well as presented at the first PTA meeting with revisions being reviewed at each quarterly meeting. In addition, as required by law, MLK Jr. Elementary School distributes the parental involvement section of this plan to all Title I Parents. CIPs will be made available in a student's native language upon request, whenever possible.
Board Approval: Yes No Board approval received on _____________________________, 2008.* Board Signature:
Superintendent Signature:							Date:
Federal Programs Coordinator Signature:							Date:
Principal Signature:							Date:

CONTINUOUS IMPROVEMENT PLAN DEVELOPMENT AND IMPLEMENTATION TEAM

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

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):

Several stakeholders in the MLK Jr Elementary School community were involved in the development of the CIP plan at MLK Jr. Elementary School. The planning process for developing the 2007-2008 CIP Plan began in June of 2007. The CIP Advisory Committee met to develop and finalize the plan in September 2008. The Advisory Committee consisted of the principal, an assistant principal, two parents, teachers representing the various grade levels, and a counselor.

In May the leadership team as well as teachers reviewed the 2007-2008 CIP to assess the strengths and weaknesses of the plan. The team gathered information from teachers on which elements have been successfully mastered and need not to be included in the 2008-2009 plan; the elements that were mastered and needed additional monitoring; and elements that were not mastered and should be included in the 2008-2009 plan. In August data from standardized assessment, SIR report, PEPE, parent survey and other local data was reviewed and analyzed.

The school leadership team met to suggest strategies, professional development and budget requirements for the plan.

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)

Lisa Maddox

Suzanne Booth

LaQuita Coleman

Monica May

Sharyn Prescott

LaTonya Collins

Elois Byrd

Cassandra Taylor

Mason Bonner

Principal

Assistant Principal

5^th Grade Teacher

3^rd Grade Teacher

SPED Teacher

4^th Grade Teacher

Counselor

Parent

Community member

Part I - SUMMARY OF NEEDS BASED ON A COMPREHENSIVE REVIEW OF DATA

Part I - continued – Directions: needs assessment- Summary of Data: Indicate data sources used during planning by identifying strengths and weaknesses or program gaps. If your school did not review a particular data source, please write N/A. School improvement goals should address program gaps (weaknesses) as they relate to student achievement or AYP categories such as graduation rate or other academic indicators. Close attention should be given to the proficiency index. Please include all disaggregated subgroups including those with less than forty students.

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

Analysis of all data was done at data meetings. Grade levels met to discuss and analyze their students’ data. Teachers looked at DIBELS, ThinkLink and End of month. During the meeting teachers analyze strategies and instructional materials used during the 2007-2008 school year.

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.

All teachers at MLK have HQT status

Number and percentage of teachers Non-HQT:

All teachers at MLK meet HQT requirements

Number and percentage of Classes Taught by Non-HQT:

All classes are taught by HQT teachers

Alabama High School Graduation Exam ll (AHSGE):

Strengths:

N/A

Weaknesses:

N/A

Alabama Reading and Mathematics Test (ARMT):

Strengths:

° There was an increase in all tested area in 4^th Grade Reading. Notably there was a 14% in word recognition skills over previous years score.

° There was a 10% increase in reading vocabulary over previous years score. In reading 61% of all third grade students were proficient which is a 2% increase over 2006-2007

° In reading the total proficient for 4^th was 65% which is a 16% increase over 2006-2007.

° There was a 10% increase in the 3^rd grade math in determining the likelihood of different outcomes of simple events. There was a 14% increase in multiplying and dividing whole numbers in the 4^th grade.

° There was also a 10% increase in renaming improper fractions and adding and subtracting fractions with common denominators in fourth grade over previous years data.

° There was a 4% increase in the number of students proficient in 4^th grade math over 2006-2007.

° There was a 7% increase in the number of students proficient in 5^th grade math over 2006-2007.

° There was a 6% percent increase in third grade math proficiency.

Weaknesses:

° Forty-percent of third graders are proficient in phonetic awareness; this is a decrease of 3% over previous year’s scores.

° Thirty-nine percent of 4^th graders are proficient in using strategies to comprehend functional and textual/informational materials. Forty-eight

° Percent of fifth graders are proficient in recognizing literary elements and devices from various text and forty-seven were proficient in using strategies to comprehend functional and textual/informational materials.

° In third grade there was 12% decrease in proficiency in comparing and ordering whole numbers and a 13% decrease proficiency in modeling equivalent forms of fractions.

° In fourth grade there was a 17% decrease in proficiency in recognizing equivalent forms of fraction and decimals and there was a 10% decrease in identifying triangle, quadrilaterals, pentagons, hexagons and octagons.

° There was a 13% decrease in proficiency in fifth grade students’ identification of regular polygons and congruent polygons.

° There was also a 25% decrease in identifying the center, radius and diameter of a circle in fifth grade.

° There was a thirteen percent decrease in proficiency in fifth grade special education reading.

° There was a four percent decrease in proficiency in fourth grade special education math.

° There was a one percent decrease in proficiency in fifth grade special education math.

Stanford 10:

Strengths:

° There was a 6% increase in third grade students who scored average in reading comprehension.

° In fourth grade that was a 6% increase in students who scored average in reading vocabulary and 5% in reading comprehension.

° There was a 6% increase in fifth graders who scored average in reading vocabulary.

° There was a 10% increase in fifth graders who scored average in math procedures.

Weaknesses:

° There was an eight percent decrease in third graders who scored average on the Word Study Skills Subtest.

° There was a 10% decrease in language mechanics in fifth graders and a 9% decrease in Language expression.

° There was a 2% decrease in language mechanics in 4^th grade students

Dynamic Indicators of Basic Early Literacy Skills (DIBELS):
Strengths:			Weaknesses:
Beginning of the Year 08-09	Middle of the Year 08-09	End of the Year 07-08 End of the year data shows that 49% of 3^rd grade students identified in August as at risk showed improvement and are now considered some risk or low risk, The data also indicates that 18% of 4^th grade students identified as at risk in August showed gains.	Beginning of the Year 08-09	Middle of the Year 08-09	End of the Year 07-08 End of the year data shows there was a 35% increase in the number of 5^th grade students identified as at risk from August.

Part I - Continued:
Alabama Direct Assessment of Writing (ADAW):
Strengths: The results of the Alabama Direct Writing Assessment show that 50% of 5^th grade students tested scored Level III or Level IV.	Weaknesses: Grammar and usage was the lowest score with 16% of students scoring proficient at Level III and IV on the school report. Fifty-four percent of the students partially met standards in Writing Mechanics
ACCESS for English Language Learners (ELLs):
Strengths:	Weaknesses:
Professional Education Personnel Evaluation (PEPE) School Profile Information:
Strengths: Identified strength in PEPE School Profile :Competency Areas 2.0---Presentation of Organized Instruction and 6.0--Communication	Weaknesses: The identified weakness in the PEPE School Profile is in the Competency area of 8.0- Performance of Professional Responsibilities and 4.0 Classroom Management
Additional Data Sources: (e.g., Alabama Alternate Assessment [AAA], School Technology Plan Data)
Strengths: 100% of 3^rdand 4^th grade students scored Level III in Math	50% of 3^rd grade students were not proficient in Reading, 100% of 4^th grade s students were not proficient in reading.
Local Data (e.g., LEA, school, and grade-level assessments, surveys, program-specific assessments):
Strengths: Data from the TINA survey indicated that the number of students in need increased less than one percent and student behavior was less significant as last year	Weaknesses: 226 students were identified by TINA needs assessment as students in need of assistance. The top needs indicators were DIBELS and ARMT levels, health issues and behavior problems. Seventy-five 3^rd grade students were identified as students in need with difficulty on classroom assessments being the significant needs indicators. Eighty-six 4^th grade students were identified with the DIBELS assessment as the significant indicator. Sixty-five 5th graders were identified in need with their assessment levels as the outstanding indicator.
Career and Technical Education Program Improvement Plan:
Strengths: N/A	Weaknesses:

Part I - Continued:

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:

There were no student expulsions. There was 25% decrease in office referrals. Inschool Intervention was

implemented during the Spring semester.

Weaknesses:

Eight students were referred to alternative program assignments. There were 190 out-of-school suspensions

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: Teacher absences decreased 5%

Weaknesses: Teacher absences on Thursday and Friday increased during the year.

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: On the 20 Day Report of 2006-2007 MLK’s average daily attendance was 95%.

Weaknesses: Sixty-one students were classified as “No-Shows” at the beginning of the year.

There were 14 students classified as homeless. Average student check in and check out was 85%

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

Strengths: A survey concerning parent perceptions about school programs and services was administered. Parent needs concerning their participation in their child's education was included in the survey. One hundred and two surveys were returned by the specified time. Seventy-eight (78%) of the parents surveyed indicated that they agreed or strongly agreed that they felt welcome at their child's school. 79% responded that they felt that their child was safe at school. Seventy-six percent of the respondents indicated that they received information about their child’s progress. 70% agreed or strongly agreed that MLK offers programs and services to meet the needs of their children. Sixty-four percent responded that they were satisfied with MLK’s communication with their family. Seventy percent of the parents who responded to the survey indicated a desire to receive training for parents provided by the school. The areas of interest are: reading, technology, and math. The top two areas were math and technology.

Weaknesses:

Regarding the education of our parents, the mothers indicated that 16% had some high school education, 32% had a high school diploma, 23% had some college education, 11% had a 2 year degree, and less than 1% had a 4 year degree. The fathers responded indicating that 17% had some high school education, 21% had a high school diploma, 10% had some college, less than 1% had a 2 year degree, less than 1% had a 4 year degree, and less than 1% had post graduate studies.

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: N/A	Weaknesses:
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: The system has an ELL teacher who is certified as a Second Language and is very knowledgeable with ESL instruction N/A	Weaknesses: The ELL teacher is not in the school at all times
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 – All components to support improving academic achievement, INCLUDING SCHOOL CULTURE CONSIDERATIONS, should be related to the weaknesses identified in the data summary. DUPLICATE PAGES AS NEEDED TO ADDRESS TOP PRIORITIZED GOALS INCLUDING SACS DISTRICT GOALS, IF APPLICABLE. Use the SMART Goals format to address areas of need.

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

During the 2008-2009 school year, we will increase the percent of all students scoring proficient (Levels III and IV) by 21% in reading on the ARMT from 60%to 81% in 3rd grade, by 15% in reading on the ARMT from 62%to 77% in 4^th grade, and by 22% in reading on the ARMT from 59% to 81% in 5^th grade. During the 2008-2009 school year, we will increase the percent of SPED students scoring proficient (Levels III and IV) by 10% in reading on the ARMT from 15%to 25% in 3rd grade, by 10% in reading on the ARMT from 8%to 18% in 4^th grade, and by 10% in reading on the ARMT from 7%to 17% in 5^th grade.

Data Results on which goal is based:

63% of 4^th Grade students scored Level II on the Reading section of the ARMT assessment.

TARGET GRADE LEVEL(S):

3^rd-5^th

TARGET CONTENT AREA(S): Circle One

Reading Math Science Other

AHSGE:

Reading Math Science Social Studies Language

ADDITIONAL ACADEMIC INDICATORS:

TARGET STUDENT SUBGROUP(S):

All 3^rd – 5^th grade students

Special Education Students

COURSES OF STUDY

REFORM STRATEGIES

BENCHMARKS

INTERVENTIONS

RESOURCES

CONTINUOUS LEA REVIEW AND SUPPORT OF THE PLAN

(+, -, N/A)

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.)

WHAT DATA WILL BE GATHERED THROUGHOUT THE YEAR TO MEASURE PROGRESS AND

HOW OFTEN WILL PROGRESS BE REVIEWED?

WHAT INCREASE (%) IN PROFICIENCY IS ANTICIPATED AT EACH QUARTERLY CHECKPOINT?

HOW WILL THE SCHOOL PROVIDE TIMELY ASSISTANCE TO STUDENTS NOT MASTERING PROFICIENT OR ADVANCED LEVELS AT THESE PLANNED CHECKPOINTS?

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

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

WHAT IS THE TIMELINE FOR REVIEW OF IMPLEMENTATION?

Content Standards Language Arts and Reading

Use a wide range of strategies and skills to comprehend third, fourth and fifth grade functional and textual/informational reading material

Read grade level texts aloud and silently with fluency and comprehension

STRATEGY:

Increase students opportunities to learn the least mastered course of study standards

ACTION STEP

Pre assess to identify target ed students using Scott Foresman Baseline Assessment

° Daily small group instruction for targeted students during reading block and intervention

° Implement centers that will provide students the opportunity to read informational text i.e. Social Studies, Science and reading centers.

° Students will be given the opportunity to read texts with fluency and comprehension during partner reading, small group instruction and fluency centers.

-ThinkLink 3x a year

-Fresh Reads weekly

100% of students will achieve proficiency in functional text on ThinkLink

100% students will increase 20 words per month during Fresh Reads

Reteach

Re assess

Additional small groups and centers with the focus on students identified need

-Resource Kits

Content Standards:

Apply advanced phonetic analysis to multiple syllable words.

STRATEGY:

Increasing opportunity for students to learn prefix, suffix, sight words, etc.

ACTION STEP:

° Provide intensive small group instruction daily for phonetic analysis

Voyager Assessment

100% of students will achieve mastery on phonetic analysis on Voyager Assessment

Re teach

Reassess

Voyager Reading

All Course of Standards for grades

3-5 Use a wide range of strategies to interpret, evaluate, appreciate and construct meaning from print material

Demonstrate literal understanding of print material

STRATEGY

Implement research-based core reading program to fidelity.

ACTION

° Administer Reading Street Baseline Assessment to determine student grouping

° Implement daily small group instruction with Tier II students

° Whole group instruction to address the needs of Tier I students

° Implement daily small groups instruction to address the needs of Tier III students with My Sidewalk

° Utilizing level readers and differentiated lesson plans daily during small group

° Daily small group intervention with strategic students

Weekly selection units

End of Unit Assessment

100% of students will be proficient on the End of Unit Assessment

Restructure groups base on core program

Refer general education students not making progress with regular classroom instruction and intervention to BBSST. Review IEPs of SPED students not making progress with regular classroom instruction and intervention

Reading Program

Resource Kits

All Course of Study Standards

Strategy

Implement research based Fast Forword program to fidelity

Action

° SPE and Intervention teachers will take targeted students to the computer lab daily for 30 minutes

Weekly Reports

10% progress towards completion weekly

Weekly reports will dictate appropriate intervention based on individual students progress

*WIDA- World-Class Instructional Design and Assessment; the consortium to which Alabama and a number of other states belong.

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

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

During the 2008-2009 school year, we will increase the percent of all students scoring proficient (Levels III and IV) by 34% in math on the ARMT from 40%to 74% in 3rd grade, by 26% in math on the ARMT from 46%to 72% in 4^th grade, and by 24% in math on the ARMT from 48% to 71% in 5^th grade. During the 2008-2009 school year, we will increase the percent of SPED students scoring proficient (Levels III and IV) by 10% in math on the ARMT from 15%to 25% in 3rd grade, by 10% in math on the ARMT from 8%to 18% in 4^th grade, and by 10% in math on the ARMT from 7%to 17% in 5th grade.

Data Results on which goal is based:

72% of 5^th grade students scored Level II on the math section of the ARMT assessment.

TARGET GRADE LEVEL(S):

3^rd-5th

TARGET CONTENT AREA(S): Circle One

Reading Math Science Other

AHSGE:

Reading Math Science Social Studies Language

ADDITIONAL ACADEMIC INDICATORS:

TARGET STUDENT SUBGROUP(S):

All 3^rd – 5^th grade students

Special Education Students

COURSES OF STUDY

REFORM STRATEGIES

BENCHMARKS

INTERVENTIONS

RESOURCES

CONTINUOUS LEA REVIEW AND SUPPORT OF THE PLAN

(+, -, N/A)

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.)

WHAT DATA WILL BE GATHERED THROUGHOUT THE YEAR TO MEASURE PROGRESS AND

HOW OFTEN WILL PROGRESS BE REVIEWED?

WHAT INCREASE (%) IN PROFICIENCY IS ANTICIPATED AT EACH QUARTERLY CHECKPOINT?

HOW WILL THE SCHOOL PROVIDE TIMELY ASSISTANCE TO STUDENTS NOT MASTERING PROFICIENT OR ADVANCED LEVELS AT THESE PLANNED CHECKPOINTS?

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

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

WHAT IS THE TIMELINE FOR REVIEW OF IMPLEMENTATION?

Content Standards:

All COS standards in mathematics for grades 3-5

STRATEGY:

Provide additional support for SPE and at risk math students

ACTION STEP:

° Forty-five minutes daily for intense instruction in Voyager Math Intervention

Voyager Math Assessments

100% of students will score 70% the Voyager Assessment

Reteach

Voyager computer remediation

Voyager Math Intervention Program

All COS standards in mathematics for grades 3-5

STRATEGY

Implement research based best practices in teaching math

ACTION

-Daily small groups

-Centers will be utilized for students to practice previous taught skills

-Problem of the Day

-Explicit instruction of skills (I do, We do, You do)

-Utilize AMSTI units that match the course of study

-Utilize the math journals to allow students to summarize daily

End of Month Assessment

ThinkLink

100% of students will make a 70 or better on the EOM

100% of students will achieve proficiency on ThinkLink

Review Centers previously taught concepts

Reteach

Re test

Hought Mifflin

AMSTI

Part III - GOAL TO ADDRESS ANNUAL MEASURABLE ACHIEVEMENT OBJECTIVES (AMAOs) AND ENGLISH PROFICIENCY NEEDS – Note: Refer to the ELL Data Compilation as part of the needs assessment in forming goals.

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

Data on which goal is based:

TARGET GRADE LEVEL(S):

TARGET ELP LANGUAGE DOMAIN(S):

Circle all that apply. Reading Writing Listening Speaking Comprehension

WIDA ENGLISH LANGUAGE PROFICIENCY STANDARDS	REFORM STRATEGIES	BENCHMARKS		INTERVENTIONS	RESOURCES	CONTINUOUS LEA REVIEW AND SUPPORT OF THE PLAN (+, -, N/A)
*WHICH WIDA ENGLISH LANGUAGE PROFICIENCY STANDARDS OR DOMAINS ARE LINKED TO EACH STRATEGY?**	what Research-based STRATEGIES/ACTIONS WILL BE USED TO IMPROVE ENGLISH LANGUAGE PROFICIENCY? (List specific strategies, not programs or program names.)	WHAT DATA WILL BE USED THROUGHOUT THE YEAR TO MEASURE PROGRESS? HOW OFTEN WILL PROGRESS BE REVIEWED?	WHAT INCREASE (%) IN PROFICIENCY IS ANTICIPATED WITH EACH REVIEW?	HOW WILL THE SCHOOL PROVIDE TIMELY ASSISTANCE TO STUDENTS NOT MAKING ADEQUATE PROGRESS IN LANGUAGE ACQUISITION (APLA) AND OR ATTAINING ENGLISH LANGUAGE PROFICIENCY?	WHAT RESOURCES ARE NEEDED FOR SUCCESSFUL IMPLEMENTATION?	WHAT IS THE TIMELINE FOR REVIEW OF IMPLEMENTATION?

*WIDA- World-Class Instructional Design and Assessment; the consortium to which Alabama and a number of other states belong.

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.

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

what ADDITIONAL OR NEW REFORM STRATEGIES/ACTIONS

WILL BE USED TO ADDRESS THESE CHALLENGES?

WHAT ADDITIONAL RESOURCES (materials, personnel) WILL BE NEEDED TO SUCCESSFULLY IMPLEMENT THESE STRATEGIES?

DOCUMENT CONTINUOUS LEA REVIEW AND SUPPORT RESULTS

Discipline: There was a high number of referrals for fighting and defiance

° Provide training and professional development for teachers in the effective use of PBIS

Implementation of new Behavior Contracts—design Behavior Contracts that are specific to individual students

° Early identification of at-risk students from Title I needs Assessment

° Implement mentor program with local college and university

° After school activities and clubs (Boy and Girl Scouts, Step Team)

° Various awards and recognition

Title I Needs Assessment

Student incentives from various stakeholders

Volunteers from local colleges and universities

Monthly PBIS meeting

Monthly discipline reports

After school enrollment

Parental Involvement

° Newsletters to parents-bi monthly

° Open House in August

° Workshops and fairs

° Administrator meetings with parents –monthly (“Coffee with the Principal”) these meetings will include counselor, social worker, reading coach and librarian

° Implement the FIRE program to get fathers involved—Social Worker will oversee

School wide Communication folders

Newsletters

Human Resources for workshops and fairs

PTA Support

Title I

Grade level meetings

Monthly data meetings

PTA meetings

Principal meetings

Teacher Collaboration

° Weekly Team Meetings

° Monthly grade level/data meetings during the school day

° Lead teacher on each grade level

Additional personnel to assist in p.e. during grade level and data meetings

Teacher leader on each grade level

Monthly agendas from meetings

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

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

All faculty and staff have been provided with opportunities to attend professional development workshops and activities that meet the needs of all students. These activities allow the faculty and staff to learn new ways of reaching students and enable them to meet the state's academic achievement standards. AMSTI workshops have been provided to ensure that the teachers in the areas of Math and Science have a new way of reaching students on all academic levels. Book talks and workshops have been offered in the areas of discipline and poverty to ensure that the faculty and staff are well equipped in all areas of student learning. All personnel will engage in on-going and research based professional development. All novice teachers will be provided a mentor and meet with their mentor at least two hours each week. Teachers with two years of experience with also be assigned a mentor and participate in mentor activities.

2. Budget: Describe the coordination of all federal, state, and local programs. (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.

There are several monetary sources that are integrated and coordinated into the financial management and instructional planning of MLK Jr. Elementary School. The following is a comprehensive list of fund sources, with an explanation of their usage:

° The State of Alabama School Foundation Program: The State of Alabama funds the BASIC programming in terms of teacher unit based on student enrollment. For the 2008-2009 school year the state is funding (34) thirty-four units, plus fringe benefits, teacher supply money, Technology, Library Enhancement, Professional Development, ELL and textbooks. The total of state money is $34149.95

° Title I-Part A (Federal): This money is used to supplement regular funded programming. For the 2008-2009 school year, Title I monies are being used to fund an assistant principal, a part-time social worker and to purchase various materials/instructional supplies. This budget total is 153,644

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.

All students transitioning from Central Primary School and Oakdale Elementary School are involved in a move up night during the month of May. Fifth graders are given the opportunity to visit the middle school. The Summer Transition Program will allow fifth graders to receive the extra support they need to prepare them for the next year. The principal, counselors, and teachers of MLK will visit the feeder schools to meet with teachers, students and parents of upcoming students to help ease the tension and fear of elementary school. The principal, counselors, and teachers visit the feeder schools at P.T.S.A, to present orientation strategies that will ease the transition to elementary 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.

Teachers hired at MLK must hold a Highly Qualified Status. Each staffing decision is made with the best interest of the students needs. All teachers are required to attend AMSTI training so their lessons and teaching reflect the use of strategies that will increase student understanding in the areas of Science and Math. Each teacher has had professional development training in the area of inclusion to best serve all students. The teachers are fully aware of the academic needs of the Special Education population. As of May 2008 all teachers at MLK will hold a Highly Qualified status. All potential teacher candidates are interviewed by the MLK Site-Based Council. MLK follows the Tuscaloosa City School Board interview process and makes sure that all credentials are verified.

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.

All staff and faculty at MLK have been active participants in the decision making process regarding the use of state assessments in order to provide information on, and to improve, the achievement of individual students and the overall instructional program. Various faculty meetings have been held to disaggregate the test data from the previous year as well as discuss the needs of the students. Teachers will continue to be involved in the process of making decisions through team meetings, department meetings, and faculty meetings. The teachers will continue to have the opportunity to discuss strategies for improvement and ways to better meet the needs of all the students at MLK.

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

All students at MLK Elementary School, including those identified as migrant, limited-English proficient, homeless, economically disadvantage and neglected/delinquent, have access to all services and programs available., including free/reduced lunch, Title I services, ELL services, SPE services, and counseling.. Also MLK uses the various community resources to provide students with necessary school supplies, food, clothing and shelter.

All homeless, migratory and ELL 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.

ELL students are identified upon enrollment. Each new student receives a Home Language Survey used to determine eligibility for limited-English proficient testing. Students qualify for testing if the survey indicates that a language other than English is used by the student or at the student’s home. All eligible students are tested with the WIDA Access Placement Test to determine if a student is eligible to receive services through the ELL program. Parents or guardians have the right to waive Title III Supplemental ELL services. If the parent or guardian agrees for the student to receive services, an ELL committee convenes to determine appropriate services and placement for each individual student. Students may receive tutoring, pull out ELL, pull out for individual support and content based ESL. If the student scores proficient on the WIDA Access test and is performing on grade level (determined by grades, teacher recommendation and results of reading standardized tests), the student becomes eligible to exit the ELL program and will be monitored.

Migrant students are identified upon enrollment. Parents complete a Migrant Education Survey which determines student eligibility for the migrant program. Migrant students automatically qualify for free breakfast and lunch. Migrant students have access to all services and programs available to the rest of the students.

Students identified as homeless have access to all services and programs available to the rest of the students, including free lunch, Title I, ELL and SPE . Neglected and delinquent students are identified at MLK when contacted by one of the following sources: DHR, Social Services, Attendance Officer or parent. The school counselor and administrator identify possible needed services for neglected/delinquent students at MLK. The counselor and social worker monitors students’ grades and absences and ensures that neglected/delinquent students have access to additional services as needed. Neglected/delinquent students are eligible for all services and programs available to the rest of the students.

Economically disadvantaged students are identified through the application for free and reduced lunch. Students with low family income will be identified as economically disadvantaged students and will be eligible to receive free or reduced breakfast and lunch during the school day. Such students will have equal access to all programs and services available.

7. 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.

Students who experience difficulty mastering the proficient or advanced achievement standards will be provided timely, effective and additional instructional assistance. This will be accomplished by:

° Teacher review of student permanent records, previous test results any other pertinent information which would help the teacher to determine student strengths and weaknesses

° Communication with previous teachers and parents who have insight about students learning styles

° Classroom teacher use of Voyager Math and Fast Forword

° Providing daily small group instruction and intervention by lead teachers for children experiencing difficulty

° Progress monitoring students in a timely manner based up DIBELS benchmark assessments and Reading Program assessments

° Utilizing the Reading Coach

° Encouraging parental involvement in student education through school conferences, telephone conversations and notes

° After school tutorial program with SES providers

° Girl Scouts

° Boy Scouts

Part VI - Additional Components To Be Addressed to Satisfy Federal Requirements Related to Parental Involvement:

A. Parental Involvement: 1) Describe how the school will convene an annual meeting to inform parents of Title I requirements and offerings; 2) how there will be a flexible number and format of parent meetings offered; 3) how parents will be involved in the planning, review and improvement of the Title I Program; and 4) how funds allocated for parent involvement are being used in the school.

By the middle of September, MLK Jr Elementary School will hold its annual meeting for all parents of participating children. Parents will be notified of the meeting through (1) notices sent home by students, (2) school intercom announcements, (3) our school's marquee. To assist in providing the opportunity for all parents to attend, the meeting will be offered at two separate times—once during the school day and once in the evening. Topics to be discussed at this year's meeting are:

• Title I participation, its services, and parents' rights

• An explanation of the school's curriculum

• The assessments used in our school to measure students' progress

• Our school's parent involvement policy

• Our school's parent compacts

• Resources available for parents

B. 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.

We know that parent involvement in our school can have a dramatic effect on the academic achievement of our students. This plan is developed with the goal of developing a strong partnership with all of our parents so that our children will be provided with the best possible education we can offer. So that parents will better understand our school's program and how they may become actively involved, we have addressed key areas of concern: Parents are free to discuss any questions, comments, or suggestions they may have about this plan with their child's teacher, a PTA officer, or the school principal. We welcome parents input and suggestions. We also hold parent concerns meetings as needed. The plan is reviewed annually. 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. We have ELL support for translation materials to communicate with parents. MLK will offer professional development activities for teachers throughout the year. In-school staff development will be offered after school and during planning periods. Topics will include techniques in conferencing with parents, parent communication and contributions of parents; establishing positive relationships with families; how communication between the home and school may be strengthened; Teachers will be encouraged to be actively involved in the PTSA and other family-related activities The MLK Title I program is coordinated with other federally-funded programs to best serve the needs of students. ELL students will be served by the system ELL teacher. Parents will be encouraged to communicate with the school and be an active participant in the school community.

C. Parental Involvement: Describe how parents, the school staff, and students share responsibility for improved student academic achievement for participating students (School-Parent Compact).

MLK Jr Elementary School revises its school-parent compact in May of each year in consultation of our school-wide advisory committee and any parental comments received by teachers throughout the year. All parents will be given a copy of the new compact at the annual meeting. Compacts will also be sent home with students and will be placed in enrollment folders. The compact will be explained to the parents, and they will be asked to sign the compacts signifying their commitment to working in partnership with the school and their child in ensuring that their child is successful in school. The compacts will be discussed with teachers at faculty meetings. Each teacher will be given the responsibility to explain the compact to the students and obtain the students' signatures. The teachers will sign the compacts and house them in his/her classroom for use during parent-teacher and/or student-teacher conferences.

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

E. Parental Involvement: Describe how the school will build capacity for parental involvement including how parents will be encouraged to become equal partners in the education of their children. (See NCLB Section 1118, requirements for building capacity in parental involvement.)

To ensure effective involvement of parents and to support a partnership among the school, parents, and the community to improve student academic achievement, our school:

(1) Shall provide training for parents of participating children in understanding such topics as the State's academic content standards and State student academic achievement standards, State and local academic assessments, the requirements of Title I, and how to monitor their child’s progress and work with teachers to improve the achievement of their children. (Describe)

MLK Elementary School will accomplish much of this through its annual parents meeting held at the beginning of the school year. At that time, parents will receive an overview of the state standards, academic standards and assessment data. The Title I plan will be discussed as well as the disbursement of funds. Parents will be given an opportunity to visit with teachers to discuss the teachers plan and the school year.

(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 MLK’s CIP Committee works diligently to ensure that all parent materials and training is closely aligned with our schools identified goals. Throughout the year, parenting classes will be held on topics that address identified school goals. Since our CIP committee identified reading and math as goals, we will hold parental involvement classes on these topics and provide parents with related materials. Topics will include reading with your child, creating a home learning environment, working as a partner with your child’s teacher.

(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)

MLK will continue to work with its teachers through in services, faculty meetings and grade-level meetings in understanding the importance of parental involvement and that parents are our partners. This year our CIP committee placed special emphasis on the need to ensure a closer connection between our schools identified goals and our parent involvement activities. This year we will plan parent involvement activities and workshops that assist parents with our identified strategies.

(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) .

Teachers are available before, during, and after school to assist and provide information for parents. The school will work with the PTA to develop parenting workshops on identified needs. The administrator will arrange monthly parent meetings to keep parents abreast of what is happening in school.

(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)

We have ELL support for translation materials to communicate with parents. MLK will offer professional development activities for teachers throughout the year. In-school staff development will be offered after school and during planning periods. Topics will include techniques in conferencing with parents, parent communication and contributions of parents; establishing positive relationships with families; how communication between the home and school may be strengthened; Teachers will be encouraged to be actively involved in the PTSA and other family-related activities The MLK Title I program is coordinated with other federally-funded programs to best serve the needs of students. ELL students will be served by the system ELL teacher. MLK teachers will attend In-service days on how to meet the needs of ELL students. Parents will be encouraged to communicate with the school and be an active participant in the school community.

(6) Shall provide such other reasonable support for parental involvement activities as parents may request. Parents are encouraged to visit the school and become
active participants in the school. Parents and students also receive support through the Building Based Student Support Team meetings. MLK makes every effort to work with parents in meeting their request as related to their involvement in their children’s education. Parents communicate with the school through phone calls, conferences and written communication.

F. 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.

MLK Jr Elementary School, to the extent practicable, provides opportunities for the participation of parents with limited English proficiency and parents with disabilities. Every effort is made to accommodate parents with disabilities. Each parking lot of the school has at least one space reserved for handicapped parking. There is a ramp at the end of each sidewalk around the building. Provisions are available for students needing homebound services. Instructors can be assigned to deliver lessons to homebound students as necessary.

Part VII- PROFESSIONAL LEARNING NEEDS RELATED TO ACADEMIC CHALLENGES Including ENGLISH LANGUAGE PROFICIENCY, SCHOOL SAFETY, DISCIPLINE, AND SUPPORTIVE LEARNING ENVIRONMENTS (Reminder: NCLB Section 1116 requires that each year Title I schools identified for improvement must reserve the equivalent of 10% of the Title I school-level allocation made available to the school under Section 1113. In addition, each year LEAs identified for improvement must reserve 10% of their allocations for professional development).

· Does the plan provide opportunities for professional development activities that are high-quality, effective, and research-based? YES NO

· Does the plan include opportunities for teachers, principals, paraprofessionals, other staff, and parents? YES NO

· Does the plan include required district-wide training for English language acquisition? (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).

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 WILL 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

Training for Reading Instruction

-Embedded training during the year

-Training during the year from publisher

-Strategic Teaching training

-2 days --4^th grade training on the Comprehension Toolkit

-ARI training for new teachers

Training will be conducted during the first semester

With follow up and retraining arranged during the second semester

Implementation of the Core Program to Fidelity

Lesson Plans

Instruction

Data review

Walk Through

Title I

State Professional Development

Student Writing

Student Comprehension

Professional Development on Thinking Maps Write from the Beginning

Professional Development of Teacher Trainers to assist teacher in the use of Thinking Maps

Three times during the year provided by Thinking Map consultant and three times during peer training

Teacher Trainers will attend five workshops and provide training and assistance to teachers as needed

Increase scores on the ADAW

Increase grammar skills

Implementation of Write from the Beginning

Effective implementation of Thinking Maps in Reading and Math

Lessons Plan

Student writing journals

Lesson Plans

Student Work

Title I

DUPLICATE PAGES AS NEEDED

Part VIII - Coordination of Resources/Comprehensive Budget

List all federal, state, and local monies that the school uses to run its program:

Example:

I. State Foundation Funds:
State Foundation Funds TOTAL
Teacher Assigned Units: 34.67 classroom teachers: 23 TOTAL OF ALL SALARIES
Administrator Units:
Assistant Principal:
Counselor:
Librarian:
Instructional Supplies	13868.00
Library Enhancement	6067.25
Technology	8667.50
Professional Development	1213.45
State ELL Funds

II. Federal Funds:
Title I: Part A: Improving the Academic Achievement of the Disadvantaged TOTAL
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: Professional Development--$13,604( Thinking Maps, Books for Book Studies, Registration for Workshops) Substitutes $2,000 Parent Involvement------------2,604 ( Informational leaflets, speakers for workshops) Instructional Materials------1,436.00( copy paper, math malnipulatives, Certified Employee----------89,061 Classified Employee---------35,159 Other 9,800 (Copier agreement)	153,664
Title II: Professional Development Activities TOTAL
BRIEF EXPLANATION and BREAKDOWN OF SPENDING:
Title III: For English Language Learners TOTAL
BRIEF EXPLANATION and BREAKDOWN OF SPENDING:
Title IV: For Safe and Drug-free Schools TOTAL
BRIEF EXPLANATION and BREAKDOWN OF SPENDING:
Title V: For 26 different uses; Also called “Innovative Programs”; Includes school improvement, gifted education, nurses, etc. TOTAL
BRIEF EXPLANATION and BREAKDOWN OF SPENDING:
Title VI: For Rural and Low-income Schools TOTAL
BRIEF EXPLANATION and BREAKDOWN OF SPENDING:

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

Part IX – MONITORING/REVIEW DOCUMENTATION

State Foundation Funds TOTAL

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

Title III: For English Language Learners TOTAL

Local Funds TOTAL