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Continuous Improvement Plan 2012-13 
 
Hazel Green Elementary School - Statewide - Superintendent Approved
 

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

l The Leadership Team must include the principal, faculty [including ELL resource lead teacher if applicable], staff, parents, community stakeholders,

and/or students.

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

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

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The teachers returned to school Monday, August 13, 2012. On Monday, August 13, 2012, the principal shared the ARMT+ reading and math summary report for grades 3,4,and 5. The

principal also shared all AAA scores for 3rd,4th, and 5th grades. During that same week, the principal met with EVERY grade level from K-5 concerning assessment scores, standards, and

keeping data for 2012-2013. The 3rd, 4th, and 5th grade teachers were given a Data Worksheet pertaining to ARMT+ scores from 2012 asking them three questions: a) Did you notice any

surprising test scores? EXPLAIN, b) Any concerns?, and c) Is there anything you would do differently this year based on these scores?. From this point, the principal met with the CIP

committee, August 22, 2012. This committee was given a copy of the 2012 ARMT+ scores for 3rd, 4th, and 5th grades, the 2011-2012 CIP, the Parent-Student compact and they were given

a copy of the Title I budget. The principal discussed every page of the CIP asking the committee for input. The principal also read over the teachers’ Data Worksheets with their input of what

they can do differently this year based on last year’s test scores. All input was recorded and placed in the CIP draft. The CIP committee consists of representatives from administration, Pre-

K, K-5, technology, guidance, ESL, the community, a parent, and our Title I coordinator.

Dr. Sheila Jones-Principal

Mrs. Allison Henderson-Pre-K Teacher Representative

Mrs. Deborah Bolden-Second/Third Grade Teacher Representative

Mrs. Amy O'Dell-Fourth/Fifth Grade Teacher Representative

Mrs. Darlene Carter-Reading Coach for K-5

Mrs. Amy Castleman-Special Education Representative

Mrs. Lori Brown-Librarian/Technology Coordinator

Mrs. Michelle White-Guidance Counselor/ELL

Mrs. Robyn Dougan-Community Stakeholder

Mrs. Emily Scroggins-Community Representative

Mrs. Jesse Brooks-Parent Representative

Dr. Karen Jensen-Title I Coordinator/School Improvement Designee

Hazel Green Elementary School - Schoolwide - Superintendent Approved Continuous Improvement Plan - 10/22/2012

System: Madison County School: Hazel Green Elementary School Page 1 of 26

SUMMARY OF NEEDS BASED ON A COMPREHENSIVE REVIEW OF DATA

I have reviewed the Annual Accountability Results Report

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

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:

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The principal viewed all reading and math test scores from the 2012 ARMT+ and AAA. The principal compared scores to see if the Level IVs, IIIs, IIs, and Is increased or decreased from

2011 to 2012. That information was shared with the staff the first day teachers returned to school. Data meetings were scheduled for each grade level during the teachers’ first week back at

work for the 2012-2013 school year. In these data meetings, the teachers were given individual test scores of all students in their classroom during ARMT+ 2012. The teachers were given

time to view, reflect and answer three questions on a Data Worksheet: a) Did you notice any surprising test scores? EXPLAIN, b) Any concerns?, and c) Is there anything you would do

differently this year based on these scores?. At the end of the 4th and 5th grade data meetings, the assistant principal shared individualized data sheets for 2012-2013. These sheets

consisted of the 2012 ARMT+ test score results. Teachers will have this information to begin teaching in the 2012-2013 school year.

Hazel Green Elementary School employs a dedicated and motivated staff. Teachers at Hazel Green Elementary are considered Highly Qualified. All of the instructional paraprofessionals

meet the highly qualified requirements. Hazel Green Elementary School’s plan for complying with the No Child Left Behind Act of 2001 is outlined below:

Paraprofessionals: All instructional aides at Hazel Green Elementary have met the requirements outlined in No Child Left Behind. Paraprofessionals work under the direct supervision of the

classroom teacher. No instructional aide, who is not highly qualified, will be employed in the future.

Certified Personnel: All teachers at Hazel Green Elementary School are highly qualified. Teachers are selected based upon qualifications and effectiveness. Hazel Green Elementary School

is committed to hiring only Highly Qualified Teachers in the future.

Towards the end of the school year teachers are given a worksheet to complete sharing academic information about each student in their classroom. They share student performance level,

any students that should be separated, whether or not a student has been retained, any special needs or considerations, and any other information that will assist administrators in placing

children in a classroom for the next school year. The information given by the teacher is used to help address the academic needs of every child.

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Hazel Green Elementary is an elementary feeder school for Meridianville Middle School , which feeds into Hazel Green High School. The percentage of juniors who passed all five portions of

the AHSGE increased by 5 points.

In both grades 10 and 12, overall scores decreased in all areas and were below district averages in all but Reading in grade 10. The overall percentage of students passing all 5 parts of the

AHSGE decreased by 15 points in grades 10 and by 4 points in grade 12.

At Hazel Green Elementary, 62 % of the third grade students scored Level IV in 2012 and 60% of the third grade students scored Level IV in 2011 for reading. In fourth grade, 91% of the

Hazel Green Elementary School - Schoolwide - Superintendent Approved Continuous Improvement Plan - 10/22/2012

System: Madison County School: Hazel Green Elementary School Page 2 of 26

Weaknesses:

Alabama Science Assessment:

Strengths:

Weaknesses:

Stanford 10:

Strengths:

Weaknesses:

Dynamic Indicators of Basic Early Literacy Skills (DIBELS):

Strengths:

Weaknesses:

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

Alabama Direct Assessment of Writing (ADAW):

Strengths:

fourth grade students scored Levels III and IV in 2012 and 90% scored Levels III and IV in 2011 for reading. In fourth grade, 87% of the fourth grade students scored Levels III and IV in 2012

and 78% of the fourth grade students scored Levels III and IV in 2011 for math. In fifth grade, 93% of the fifth grade students scored Levels III and IV in 2012 and 89% scored Levels III and IV

in 2011 for math.

At Hazel Green Elementary, the number of third grade students scoring Levels III and IV on the reading and math sections of the ARMT+ decreased from 2011 to 2012 by 7% in both

sections. The number of fourth grade students making Level III on the ARMT+ decreased by 7% from 2011 to 2012 for reading. The number of fifth grade students making Level IV on the

ARMT+ decreased by 6% from 2011 to 2012 for reading.

At Hazel Green Elementary, 23% of our fifth grade students scored Level III in 2011 and 30% scored Level III in 2012.

In 2011, 88% of our fifth grade students scored Levels III and IV and in 2012 85% scored Levels III and IV showing a 3% decrease.

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At Hazel Green Elementary first grade scores improved by 2% in NWF (Nonsense Word Fluency) and by 4% in ORF (Oral Reading Fluency) when comparing first grade scores at the end

of 2011 to the end of 2012.

When viewing DIBELS benchmark scores of our 2012 fifth grade students and comparing their fourth grade scores there was a 10% increase. Therefore, those students showed gain over a

two year period.

When comparing our DIBELS benchmark scores of our second grade students to our 2011 first grade students there was a 5% decrease. Therefore, those students showed a loss over a

two year period.

When comparing our DIBELS benchmark scores of our third grade students to our 2011 second grade students there was a 12% decrease. Therefore, those students showed a loss over a

two year period.

N/A

Hazel Green Elementary School - Schoolwide - Superintendent Approved Continuous Improvement Plan - 10/22/2012

System: Madison County School: Hazel Green Elementary School Page 3 of 26

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:

Weaknesses:

Career and Technical Education Program Data Reports:

Strengths:

N/A

All students scored over a 4.0 in Listening.

75% of students tested scored over 5.0 in Reading.

More students scored less than a 3.0 in Writing.

Educate Alabama indicated that teachers demonstrated a deep knowledge of the subject matter to design rigorous units and lessons. Teachers felt confident in planning and delivering

lessons that access student knowledge through questioning. Strength in the area of oral and written communications was also demonstrated.

Educate Alabama indicated that teachers would like to grow in the area of integrating emerging technology into the teaching of all content areas. In addition to technology, teachers indicated

an interest in learning more about enabling all learners to meet state content standards through differentiated planning for individual differences.

Out of the 2 third grade students and 3 fourth grade students, 100% scored Levels III or IV in Reading and Math.

One of the fourth grade students was a Level IV in reading for the 2011 AAA and decreased to a Level III in 2012.

Grades 2,3,4, and 5 were administered the Discovery Education Assessment (ThinkLink) during the 2011-2012 school year. Out of the 89 third grade students who took the ThinkLink test,

only 15 students were below average when comparing Test 1 results to Test 2. Out of the 102 fourth grade students who took the ThinkLink test, only 12 students were below average when

comparing Test 1 results to Test 2. Out of the 120 fifth grade students who took the ThinkLink test, only 20 students were below average when comparing Test 1 results to Test 2.

Out of the 120 fifth grade students who took Test 1 and 2 from ThinkLink 2011-2012, 20 students' scores decreased from advanced to proficient or proficient to non-proficient or stayed nonproficient

with that score decreasing.

The school counselor leads the faculty and staff in exposing career opportunities and choices to students as appropriate. The counselors teach a large group Career Awareness unit. In May

2012, a Career Fair was held for 3rd-5th grade students. Parents and community members were invited to present to the students about their job.

Hazel Green Elementary School - Schoolwide - Superintendent Approved Continuous Improvement Plan - 10/22/2012

System: Madison County School: Hazel Green Elementary School Page 4 of 26

Weaknesses:

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

School Demographic Information related to student discipline (e.g. total office referrals, long- and short-term suspensions, expulsions, alternative school

placements, School Incidence Report (SIR) data, or student attendance).

Strengths:

Weaknesses:

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:

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:

The school has limited books on careers for students to read.

At Hazel Green Elementary, 11 students had out-of-school suspensions during the

2011-2012 school year and 32 students had out-of-school suspensions during the 2010-2011 school year. The number of in-school suspensions decreased from 169 during the 2010-2011

school year to 45 during the 2011-2012 school year. No students were expelled and no students were sent to the alternative school.

The number of office referrals processed increased from 201 during the 2010-2011 school year to 206 processed during the 2011-2012 school year.

Hazel Green Elementary is an elementary feeder school for Meridianville Middle School , which feeds into Hazel Green High School. The black subgroup scored 94% which is above the

required 90% goal for AYP.

The graduation rate for all students is 78% which is below the required 90% goal of AYP. Other subgroup scores follow: American Indian – 82%, White – 75%, Free/Reduced Meals – 64%.

There were 59 teachers at Hazel Green Elementary for the 2011-2012 school year. We also had six other certified employees: three administrators,two counselors, and one librarian. One

teacher transferred to a position at the Teacher Resource Center. One teacher resigned and one teacher retired. Our teacher turnover rate is very low.

we had one new teacher who was not rehired. We lost one Kindergarten unit reducing the teachers to 7.

The number of students enrolled decreased from 1016 during the 2010-2011 school year to 952 during the 2011-2012 school year. During the 2011-2012 school year, we met AYP with a 95%

attendance rate. The number of tardies during the 2010-2011 school year was 453 (We could not retrieve our data last year and computer services supplied us with what they could get. We

questioned this number last year.) and that number increased to 3506 during the 2011-2012 school year. The number of checkouts during the 2010-2011 school year was 681 and that

number increased to 4259 during the 2011-2012 school year. We had 138 enroll late during the 2010-2011 school year and that number decreased to 105 during the 2011-2012 school year.

The number of transfers or withdrawn students was 92 during the 2010-2011 school year and that number increased to 99 during the 2011-2012 school year. We did not have any transient or

migratory students.

Hazel Green Elementary School - Schoolwide - Superintendent Approved Continuous Improvement Plan - 10/22/2012

System: Madison County School: Hazel Green Elementary School Page 5 of 26

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:

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.

The number of transfers or withdrawn students was 92 during the 2010- 2011 school year and that number increased to 99 during the 2011-2012 school year.

Out of the 366 parents that completed the surveys, 99% said they feel welcome in and school and felt our school encourages them to be involved in their child’s education.

When looking at the parental responses from 2011 compared to 2012, we have a negative difference in areas.

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Students designated as English Language Learners (ELL) have all services available to them that are offered to all other students. Parents complete surveys to assist in identifying these

students. Surveys are forwarded to the ELL personnel at the Madison County Teacher Resource Center for specific identification. These students will receive a personal education plan

coordinated by the ELL teacher and classroom teachers. Four students at Hazel Green Elementary School identified as ELL received service from the ELL teachers and took the ACCESS

assessment in 2012. One of our students in grade 1 made progress of 1.9 points on the 2012 ACCESS test, meeting AMAO requirements. All of our ELL students’ ACCESS overall

proficiency levels increased on their 2012 scores when compared to the 2011 scores.

The ELL teacher is itinerant and serves several schools.

One of our students in grade 3 scored a proficiency level of 5.9 in writing during the 2011 test and a 5.8 in 2012.

Classroom teachers use research based strategies for instruction. Therefore, the students are provided with interventions towards attaining proficiency in annual measurable academic

objectives. The ELL students ACCESS test scores are shared with the classroom teachers at the beginning of the year. This data is used to give the teacher more information on each child

so that instruction can be differentiated and areas of academic need can be identified early in the school year.

Our ELL students would be better served if we had an ELL teacher that could rotate through their academic classes or be permanently stationed at our school to administer services as

needed.

Hazel Green Elementary School - Schoolwide - Superintendent Approved Continuous Improvement Plan - 10/22/2012

System: Madison County School: Hazel Green Elementary School Page 6 of 26

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. Improve Reading Performance

Description:

To improve student performance in reading achievement by 2% as measured by the ARMT+. Proficiency in third grade will improve from 88% in 2012 to 90% in

2013 on the reading portion of the ARMT assessment. Proficiency in fourth grade will improve from 91% to 93% as measured by the reading portion of the

ARMT+.

Data Results on which goal is based:

ARMT+, STAR Enterprise, DIBELS

Target Grade Level(s): K-5

Target Content Area(s): Reading

ARMT: Reading

Additional Academic Indicators:

Attendance, Parent Support

Target Student Subgroup(s):

ELL, Special Education, Free and Reduced Lunch, Homeless

Courses of Study:

3rd Grade: ACOS Reading 4th Grade: ACOS Reading 5th Grade: ACOS Reading

Strategies:

1.1 HIgh Impact Instructional Strategies

The curriculum alignment, instructional materials, instructional strategies and extended learning opportunities all focus on our academic schoolwide goals in one way or another. Our teachers

use research-based instructional strategies to assist children in learning the skills needed for their grade level requirements.

The Comprehensive Needs Assessment identified the needs at Hazel Green Elementary as: 1) increase ARMT student performance in reading, b) increase ARMT student performance in

math, c) increase ASA 5th grade student performance in science, and d) increase DIBELS test scores in all areas as well as all grades K-5. Emphasis will continue to be placed on reading

and math instruction to assist students at every grade level. Individual grade levels have some weaknesses that will be focused on during the 2012-2013 school year. At Hazel Green

Elementary in 2012, 81% of our third grade students scored Levels III and IV on the math portion of the ARMT+ and 88% scored Level III and IV in 2011. In 2012, 88% of our third grade

students scored Levels III and IV on the reading portion of the ARMT+ and 95% scored Levels III and IV in 2011. In fifth grade, 88% of the students scored Levels III and IV on ASA and 85%

scored Levels III and IV in 2012. When comparing our DIBELS benchmark scores of our second grade students to our 2011 first grade students there was a 5% decrease. Therefore, those

students showed a loss over a two year period. When comparing our DIBELS benchmark scores of our third grade students to our 2011 second grade students there was a 12% decrease.

Therefore, those students showed a loss over a two year period.

Hazel Green Elementary School - Schoolwide - Superintendent Approved Continuous Improvement Plan - 10/22/2012

System: Madison County School: Hazel Green Elementary School Page 7 of 26

Description:

Our teachers will use research based strategies which have a percentile gain from 23-45% based on findings from Marzano, 2011. The strategies include:

identifying similarities and differences, summarizing, note taking, reinforcing effort, providing recognition, homework, practice, nonlinguistic representations,

cooperative learning,and providing feedback. These strategies will be used on a regular basis, in the classroom, through various academic lessons.

Action Steps:

1.1.1 Scott Foresman

Description:

Teachers will implement the Scott Foresman reading program adding in common core state standards. Teachers will work on target skills, reading

strategies, vocabulary, and fluency every week. The program also includes a language arts trait of the week, a writing activity, and science or social

studies connections each week. The program is designed to meet the needs of students with small group differentiated instruction for all students.

Benchmarks:

Teachers will be given DIBELS progress monitoring booklets from our instructional coach. Teachers will progress monitor all students not meeting

benchmark every two weeks. All students who met the benchmark will be progress monitored every nine weeks. The progress monitoring booklets

consist of passages for students to read orally in grades 1-5. In kindergarten and first grade early reading skills such as initial sounds, letter naming,

phonemic segmentation and nonsense words are also monitored.

1.1.2 Technology In Instruction

Description:

Teachers will use technological tools for instruction to enhance student engagement. Various technological tools will be used daily throughout the

school year by all classroom teachers will all students from grades Prek - 5th grades.We will subscribe to Discovery Education and Discovery

Education Streaming. Discovery Education supplies our ThinkLink assessments at a cost of around $5,000.00 a year. Discover Education Streaming

makes videos available to teachers. These videos help the students to visualize the subject matter, offering 'being there' experiences for children while

in the classroom. DE Streaming integrates seamlessly into any curriculum and is tied directly to state and national standards. The cost for Discovery

Education Streaming is $1695.00 a year. Fifth, fourth, and third grade teachers will use the Active Expressions for quick responses/formative

assessments during instruction. STAR Enterprise will be used to monitor student progress all year. Successmaker will be used to monitor progress of

our special needs students. Third, fourth, and fifth grade teachers will use ThinkLink probes to practice for the ARMT+. Teachers will use Promethean

Boards, Elmos, and Qumo Pads to engage students in instruction. Each teacher has an iPad that can also be used to engage students in lesson and

to teach lessons. We have ThinkLink probes for teachers to use to prepare students for the ARMT+.

Benchmarks:

In grades 3,4, and 5, progress will be monitored using the Active Expressions response devices. These devices will be used by most 3rd, 4th, and 5th

grade teachers once every two weeks. The response to these devices gives teachers the feedback as to whether or not concepts and standards have

been mastered. All teachers will use observation on a daily basis to monitor progress of our students in all grades. Teachers will take notice of how

many students are responding and participating in class. This number will show teachers whether reteaching is necessary or new skills are ready to be

introduced. All subjects have end of the chapter tests or unit tests. The student scores on these assessments is another means teachers will use all

year to determine the effect of using technology for instruction. Formative assessments will be used daily to determine whether the student learned the

outcome. We will have all students in K-5 STAR test at least 3 times this year. We are implementing Grade Level Collaborative Meetings from

September – April for the purpose of teachers meeting to discuss student learning and effective teaching. This time will be used to develop lesson

plans and allow collaboration for all grade levels including our special education teachers.

1.1.3 Quick Think

Description:

Hazel Green Elementary School - Schoolwide - Superintendent Approved Continuous Improvement Plan - 10/22/2012

System: Madison County School: Hazel Green Elementary School Page 8 of 26

Grades K-5 will have the 5 minute Bellringers that are based on the Common Core State Standards. Our students will start their day answering the

questions or solving problems. Teachers will go over the answers and use the student responses to adjust instruction.

Benchmarks:

The Quick Thinks will come with a teacher’s edition. Teachers can use daily responses over a month’s time to notice any concerns whether in the area

of reteaching or enrichment. Quick Think responses will be discussed in our monthly data meetings. Quick Thinks allow teachers to assess students

daily in a short period of time at the beginning of each school day.

1.1.4 Tutoring

Description:

Description: We will have four Title I Instructional Assistants providing tutoring daily beginning October 1, 2012. We will use the STAR Enterprise

reading results to determine who is no proficient and what standards are they lacking mastery.

Benchmarks:

Title I Instructional Assistants will have WEEKLY meetings with Instructional Coach to share assessment scores of progress monitoring. The principal

will meet with this team monthly to view student progress.

1.1.5 Lesson Plans by Universal Design

Description:

Teachers will write lesson plans using the following sections: daily outcome, activities/procedures, formative/summative assessments, interventions,

character education, and technology.

Benchmarks:

Teachers will begin a lesson with the outcome in mind first. They will give daily formative assessments and this information will be used to determine

interventions for future lessons. Teachers will use data to respond to instruction.

Interventions:

We will have monthly data meetings where we discuss and collaborate concerning student performance and researched based instructional strategies used

as interventions. Our purpose is to note whether or not students are improving, why, and to look at what should be done next. Teachers will show small groups

for differentiated instruction in their lesson plans and during instruction. Teachers will respond to instruction by adjusting their next day’s instruction based on

today’s student learning. Indian Education provides a tutor for students who qualify for services.

Resources:

We will need $5,000.00 to cover the substitutes for Grade Level Collaboration. Teacher computers need updating which will cover $35,000.00 at least to

begin the process. We will need about $7,000.00 to continue subscriptions to Brain Pop, Discovery Education, Enchanted Learning, Discover Education

Streaming, Successmaker, STAR Enterprise, Scholastic News. We will need to purchase the cord to connect the iPad to the teachers’ desktop computer

which will cost around $10,000.00.

1.2 Educating Parents in Reading

Description:

Our instructional coach will provide a daytime reading workshop once during the 2012-2013 school year. Parents will be invited to come into the instructional

coach'sclassroom for the purpose of learning how to help their child improve reading skills in grades K-5. This reading workshop will assist our school in

increasing parent involvement related to reading.

Action Steps:

Hazel Green Elementary School - Schoolwide - Superintendent Approved Continuous Improvement Plan - 10/22/2012

System: Madison County School: Hazel Green Elementary School Page 9 of 26

1.2.1 Reading Workshop

Description:

Our reading coach will teach parents how to assist their children with reading at home using WordSort samples and Super Speed 100 copies.

Benchmarks:

Parents will be asked to sign in so that we will have a record of who attended. The reading coach will provide parent participation in the reading

workshop information to our data meeting groups as we discuss the progress of children. If student academic improvement is seen in reading based

on Scott Foresman unit test scores or DIBELS progress monitoring, we will know the information taught at the reading workshop was beneficial. If

parents share how the information from the workshop will assist them at home, we will know the reading workshop was a success. If children share with

their teachers that their parents attended the reading workshop and is helping them at home, we will know the workshop was a success.

1.2.2 Family Reading Night

Description:

The Academic Team will provide guest readers to read orally and ask questions about various books.

Benchmarks:

Teachers in grades K-5 will record the Scott Foresman reading unit test scores noting a progressive pattern of achievement. Teachers in grades K-5

will also compare DIBELS test scores from August 2012 to winter 2012, and then to spring 2013 scores. Teachers will note any progressive patterns in

achievement. Once any patterns from Scott Foresman assessments or DIBELS assessments are recognized, teachers will adjust their lesson plans to

differentiate instruction accordingly. STAR Enterprise reading assessments will be given in the fall and winter of 2012 as well as the spring of 2013.

These scores will be used to determine mastery of reading skills. Teachers will adjust their instruction and lesson plans based on test results throughout

the school year.

Interventions:

Parent invitations will allow an opportunity of choice for best dates and times to schedule a reading workshop. The instructional coach will use parent

responses and determine the date and time that will lead to a high turnout. The school will try and provide teaching during those requested times. Once the

date and time are set, a flyer will go out to all parents, school messenger will be used, and we will use our marquee to announce the parent reading workshop

information hoping for a big turnout.

Resources:

We will purchase file folders for $20.00 and paper for the flyers which will cost $30.00. Parents will also be given Word Sort samples and Super Speed 100

copies.

2. Improve math achievement

Description:

To improve student performance in math achievement by 2% as measured by the ARMT. Proficiency in third grade will improve from 81% in 2012 to 84% in 2012

on the math portion of the ARMT assessment. Proficiency in fourth grade will improve from 87% to 89% as measured by the math portion of the ARMT

assessment. Proficiency in fifth grade will improve from 93% in 2011 to 95% in 2012 on the math portion of the ARMT assessment.

Data Results on which goal is based:

ARMT+, STAR Enterprise,GO Math Assessments

Target Grade Level(s): K-5

Hazel Green Elementary School - Schoolwide - Superintendent Approved Continuous Improvement Plan - 10/22/2012

System: Madison County School: Hazel Green Elementary School Page 10 of 26

Target Content Area(s): Math

ARMT: Math

Additional Academic Indicators:

ARMT+: Math

Target Student Subgroup(s):

Special Education, Homeless, ELL, Free and Reduced Lunch

Courses of Study:

Common Core State Standards for Mathematics

Strategies:

2.1 Whole Group Instructional Activities

Description:

Our teachers will use research based strategies which have a percentile gain from 23-45% based on findings from Marzano, 2011. The strategies include:

identifying similarities and differences, summarizing, note taking, reinforcing effort, providing recognition, homework, practice, nonlinguistic representations,

cooperative learning, and providing feedback. These strategies will be used on a regular basis, in the classroom, during math lessons.Teachers will keep

individual data sheets for all students. We will record whether each student has mastered a Common Core State Standard, is improving, is the same, or is

declining. When we data meet, we will discuss what should be done next to keep MAKING PROGRESS ONE STUDENT AT A TIME which is our School-

Wide Goal.

Action Steps:

2.1.1 Vocabulary In Context of Print

Description:

Teachers in K-5 grades will review math vocabulary to help students understand concepts as the lessons are taught.

Benchmarks:

Teachers will use the GO Math assessments and the STAR Enterprise progress monitoring assessment scores to determine if the students have

mastered the Common Core State Standards. Assessment scores from both programs will be discussed in our monthly data meetings determining

next steps in instruction.

2.1.2 Math Drills

Description:

Teachers will take a few minutes of class to drill students on basic facts. Those basic math facts will be needed to complete and solve math problems

throughout the school year.

Benchmarks:

Go Math curriculum has assessments at the end of each chapter. Teachers will use student scores from these chapters to determine if action steps are

working to bring about an increase in the mastery of math concepts appropriate for each grade level.

2.1.3 Technology in Instruction

Description:

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Teachers will use technological tools for instruction to enhance student engagement. Various technological tools will be used daily throughout the

school year by all classroom teachers will all students from grades Prek - 5th grades.We will subscribe to Discovery Education and Discovery

Education Streaming. Discovery Education supplies our ThinkLink assessments at a cost of around $5,000.00 a year. Discover Education Streaming

makes videos available to teachers. These videos help the students to visualize the subject matter, offering 'being there' experiences for children while

in the classroom. DE Streaming integrates seamlessly into any curriculum and is tied directly to state and national standards. The cost for Discovery

Education Streaming is $1695.00 a year. Fifth, fourth, and third grade teachers will use the Active Expressions for quick responses/formative

assessments during instruction. STAR Enterprise will be used to monitor student progress all year. Successmaker will be used to monitor progress of

our special needs students. Third, fourth, and fifth grade teachers will use ThinkLink probes to practice for the ARMT+. Teachers will use Promethean

Boards, Elmos, and Qumo Pads to engage students in instruction. Each teacher has an iPad that can also be used to engage students in lesson and

to teach lessons. We have ThinkLink probes for teachers to use to prepare students for the ARMT+.

Benchmarks:

In grades 3,4, and 5, progress will be monitored using the Active Expressions response devices. These devices will be used by most 3rd, 4th, and 5th

grade teachers once every two weeks. The response to these devices gives teachers the feedback as to whether or not concepts and standards have

beenmastered. All teachers will use observation on a daily basis to monitor progress of our students in all grades. Teachers will take notice of how

many students are responding and participating in class. This number will show teachers whether reteaching is necessary or new skills are ready to be

introduced. All subjects have end of the chapter tests or unit tests. The student scores on these assessments is another means teachers will use all

year to determine the effect of using technology for instruction. Formative assessments will be used daily to determine whether the student learned the

outcome. We will have all students in K-5 STAR test at least 3 times this year. We are implementing Grade Level Collaborative Meetings from

September – April for the purpose of teachers meeting to discuss student learning and effective teaching. This time will be used to develop lesson

plans and allow collaboration for all grade levels including our special education teachers. The GO Math curriculum comes with a prerequisite,

beginning of the year assessment, mid year assessment, and end of the year assessment. We will give these assessments and discuss student results

to adjust instruction as we respond to instruction.

2.1.4 Quick Think

Description:

Grades K-5 will have the 5 minute Bellringers that are based on the Common Core State Standards. Our students will start their day with these

problems to solve. Teachers will go over the answers and use the student responses to adjust instruction.

Benchmarks:

The Quick Thinks will come with a teacher’s edition. Teachers can use daily responses over a month’s time to notice any concerns whether in the area

of reteaching or enrichment. Quick Think responses will be discussed in our monthly data meetings. Quick Thinks allow teachers to assess students

daily in a short period of time at the beginning of each school day.

2.1.5 Tutoring

Description:

We will have four Title I Instructional Assistants providing tutoring daily beginning October 1, 2012. We will use the STAR Enterprise math results to

determine who is not proficient and what standards are they lacking mastery.

Benchmarks:

Title I Instructional Assistants will have WEEKLY meetings with the Instructional Coach to share assessment scores of progress monitoring. The

principal will meet with this team monthly to view student progress.

Interventions:

We will have monthly data meetings where we discuss and collaborate concerning student performance and researched based instructional strategies used

as interventions. Our purpose is to note whether or not students are improving, why, and to look at what should be done next. Teachers will show small groups

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for differentiated instruction in their lesson plans and during instruction. Teachers will respond to instruction by adjusting their next day’s instruction based on

today’s student learning. Indian Education provides a tutor for students who qualify for services. Teachers will have small groups in math depending on

formative assessment and summative assessment scores. Since this is the first year of Common Core State Standards, teachers will create lessons to fill

gaps of learning since standards have been moved from and to different grade levels.

Resources:

We will purchase math manipulatives for 3rd - 5th grade students that can be used during whole group instruction. That will cost $1,000. We will order

classroom supplies for PreK-5 teachers costing $1,000.00. We will need paper to print out our Accelerated Math results for students and parents at a cost of

$3,000. We will need ink for teacher printers to print out the accelerated math results which will cost $3,000. We will make sure all teachers have the

materials and manipulatives needed to teach with GO Math. Supplies may cost around $3,000. We will make sure our special education collaborative

teachers have all Go Math materials for reteaching and co-teaching which could cost around $5,000.00

2.2 Small Group Instructional Activities

Description:

Our teachers will use research based strategies which have a percentile gain from 23-45% based on findings from Marzano, 2011. The strategies include:

identifying similarities and differences, summarizing, note taking, reinforcing effort, providing recognition, homework, practice, nonlinguistic representations,

cooperative learning, setting objectives and providing feedback. These strategies will be used on a regular basis, in the classroom, during math small

groups. Teachers lesson plans will reflect the math small groups.

Action Steps:

2.2.1 Meeting Academic Needs

Description:

We will be teaching the Common Core State Standards using Go Math in grades K-5. Teachers will be instructing students with a daily outcome in

mind. The students will have formative or summative assessments to determine mastery of the daily outcome. Students who do not master the daily

outcome will be grouped accordingly the following day for reteaching or enrichment activities. All of the above will be reflected in the teachers’ lesson

plans. The 3rd,4th, and 5th grade teachers will have Active Expressions to use in the classroom as an immediate response of comprehension.

Benchmarks:

Teachers will use formative assessments daily. Teachers will give summative assessments at the end of chapters or units. The Active Expression

scores can be used to determine needed enrichment or reteaching. The needs of students according to Common Core State Standards will be

monitored through STAR Enterprise, GO Math assessments, and monthly data meetings. We will keep individual data sheets on all students showing

master, needs, no change in progress each month.

Interventions:

We will have monthly data meetings to discuss and collaborate concerning student performance and instructional strategies that worked. Our purpose is to

note whether or not students are improving, why, and to look at what should be done next. A community church offered using Hazel Green Elementary for Kids

Hope providing mentors and tutors for our at risk students. Response to Intervention will provide opportunities for students to learn with teachers using

various interventions. Title I Instructional Assistants will provide tutoring.

Resources:

Teachers will need classroom supplies which will cost $3,000. One of our fourth grade teachers will be piloting Everyday Counts from the GO MATH

program. This costs $260.00.

3. Improve Science Achievement

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Description:

To improve 5th grade student performance in Science by 2% as measured by the ASA. Proficiency will improve from 88% in 2011 to 90% in 2012.

Data Results on which goal is based:

5th grade Science Assessment

Target Grade Level(s): 5th

Target Content Area(s): Science

ARMT: Science

Additional Academic Indicators:

Attendance

Target Student Subgroup(s):

Special Education Homeless ELL Free and Reduced Lunch

Courses of Study:

5th Grade: ACOS Science 1-11

Strategies:

3.1 Implementing Science Experiments

Description:

Our teachers will use research based strategies which have a percentile gain from 23-45% based on findings from Marzano, 2011. The strategies include:

identifying similarities and differences, summarizing, note taking, reinforcing effort, providing recognition, homework, practice, nonlinguistic representations,

cooperative learning, providing feedback, and generating and testing hypotheses. These strategies will be used daily, in the classroom, during science

lessons.

Action Steps:

3.1.1 Science Experiments

Description:

Our teachers will use research based strategies which have a percentile gain from 23-45% based on findings from Marzano, 2011. The strategies

include: identifying similarities and differences, summarizing, note taking, reinforcing effort, providing recognition, homework, practice, nonlinguistic

representations, cooperative learning, providing feedback, and generating and testing hypotheses. These strategies will be used daily during science

lessons in the classroom.

Benchmarks:

Teachers will use a rubric to determine if students mastered the skills to be learned with the science experiments. Teachers in grades 3-5 will also

observe students during experiment time to notice whether or not they are following directions. Our fifth grade students will participate in a science fair.

Interventions:

Class time will be provided for students to ask questions daily. Library time will be provided for research on experiment topics in grades 3-5. Teachers will

use the results from formative and summative assessments to determine adjustments in instruction.

Resources:

It will cost $600.00 to purchase trifolds for every student in 5th grade. It will cost $1,000.00 to purchase K-5 science supplies for classroom experiments.

Each student who participates in the science fair will receive a ribbon. This will cost $300.00.

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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. Adequate Progress in Language Acquisition (APLA)

Description:

By the end of the 2012-2013 school year, Hazel Green Elementary School will have 48% of EL students making APLA school-wide.

Data Results on which goal is based:

ACCESS for ELL ELP Test/disaggregated scores of ELs. Meeting APLA=.5 Overall gain

Target Grade Level(s): 1-5

Target ELP Language Domain(s): Writing

WIDA Standards: Language of Language Arts (LoLA)

Strategies:

1.1 Writing Process

Description:

Classroom teachers will instruct students on how to use the Writing Process.

Action Steps:

1.1.1 Reading Street Writing Process

Description:

Classroom teachers will use Reading Street activities to teach, pre-writing, writing the first draft, revising, proofreading, and publishing throughout the

year.

Benchmarks:

Teachers will use the students' progress reports and writing scores to determine if the action steps are affecting student progress in a positive way.

Interventions:

Students will receive additional practice time, small group instruction, peer helpers, and the EL teacher will provide intervention.

Resources:

We will purchase general classroom supplies which will cost $200.00.

2. English Language Proficiency (ELP)

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Description:

(AMAO B) Within five years students will achieve an Overall ACCESS score of 4.8, thereby attaining ELP, and exiting the EL program.

Data Results on which goal is based:

ACCESS for ELLs ELP Test scores of ELs whose Overall score was at least 4.8.

Target Grade Level(s): K-5

Target ELP Language Domain(s): Writing

WIDA Standards: Language of Language Arts (LoLA)

Strategies:

2.1 Writing Process

Description:

Classroom teachers will provide direct instruction of the writing process for all EL students.

Action Steps:

2.1.1 Writing Skills

Description:

Classroom teachers will model and provide guided practice for EL students about the writing process.

Benchmarks:

Teachers will use progress report scores which will be completed every three weeks. These results will show how EL students are performing in the

area of writing.

Interventions:

Students not performing adequately on writing assignments will work in small groups, have additional practice, peer help, and instruction by EL teacher if

needed.

Resources:

No resources of cost are needed at this time.

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. Safety Updating Annually

Description:

Updates will be required as personnel and procedures change and as review of past events warrant. Procedures are in place for check in and check outs of

students. In the even of an emergency at school, we have a MERTS team ready to respond. Revisions to the safety plan will be noted and distributed to the faculty

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every year or as needed during the school year.

Strategies:

1.1 Updated School Wide Safety Plan

Description:

Our school will enforce rules and procedures for overall safety. The nurse will implement procedures in the clinic to keep children healthy and safe. Teachers

will communicate classroom rules for order and safety in the classroom and for outdoor play time. The front office will implement procedures for parent check

in, check out, and release of records.

Action Steps:

1.1.1 Trainings

Description:

The staff will receive training on any safety updates in faculty meetings yearly and as needed once the school year begins. The principal will meet with

the office concerning improvements that need to be made in the area of keeping the students safe. The MERTS team will be re-certified for CPR and

the AED machine every year. We will provide all staff members with a copy of a phone tree in case we have an emergency outside of school hours.

Benchmarks:

An observation, by administrators, of how well the staff is following safety procedures will be used for progressing. In the event of an emergency, the

actions of MERTS team members is another way to measure our progress in keeping a safe environment for our children.

Interventions:

Administrators will observe the classroom rules and procedures for effectiveness related to safety. The office procedures will be revised throughout the year

as needed to keep children safe and protect student records. Administrators will meet weekly and discuss the overall safety of our school. The Safety Team

will meet monthly and discuss the overall safety of our school.

Resources:

We will not need to purchase resources.

2. Reducing Tardies

Description:

The faculty, staff and parents will work to reduce the number of tardies by 2% of last year’s record data.

Strategies:

2.1 All Students In Class On Time

Description:

Conferences with parents. Praise students who are on time.

Action Steps:

2.1.1 Documentation and Incentives

Description:

Publish instructional start times. Provide written reminders to parents when tardy. Teachers will provide incentives to students when on time such as 5

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minutes of computer. We will close car-rider gate at a certain time and parents will be required to come inside and check-in their child. Conferences

with parents will also be used for repeaters.

Benchmarks:

We will keep record of tardy letters sent out and conduct tardy conferences.

2.1.2 Student Handbook

Description:

The handbook will state school expectations for tardies and perfect attendance. We will place all End of the Year awards in the Student Handbook

hoping this will encourage parents to have their children at school daily on time.

Benchmarks:

Administrators will check with registrars records in INOW. We will follow the plan written in our Handbook on pg. 10. We will monthly check on tardies

and attendance, keeping record of our numbers. Tardies and Attendance will be discussed and viewed by administrators monthly.

Interventions:

Administrators will meet to discuss what changes need to be made and follow through until completion(improvement).

Resources:

INOW 9-Week Attendance Awards $300.00 Monthly Attendance Stickers $300.00

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.

Every new teacher at Hazel Green Elementary will receive a mentor. Mentors will be trained by the principal over the summer. The principal will have a New Teachers Orientation before the

first day of school. New Teachers and their mentors will have a Checklist created by the principal to complete. This checklist allows the new teacher and their mentor to come together and

discuss many items for the upcoming school year.

Federal funds are used to support various programs at Hazel Green Elementary School. Title I, Part A funds are used to enhance the instructional program which includes technology.

Monies are used to support reading, math, writing, and parent involvement. Title III provides money to be utilized with Title I and local money to educate the English Language Learners. Local

school funds are also used to support individual classrooms, and the library. Indian Education funds will be used during the 2012-2013 school year for tutoring purposes. Those funds will be

for all students who qualify for Indian Education and did not score proficient in reading and math on the ARMT+ 2012.

Pre-kindergarten Program at HGE serves 3 and 4 year olds (special needs and typical peers). Students are individually tested by our certified teachers. Parents have an opportunity to meet

the classroom teacher prior to the first day of school. Once school begins, the Pre-K students phase in during that first week. All students in our regular education Pre-K classes are in

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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:

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

school for half a day. Language and communication are also emphasized in the pre-k program. Pre-k teachers work closely with kindergarten teachers when preparing students for

kindergarten and to ensure a smooth transition. The kindergarten phase-in program is in place at HGE. Students in class each day are divided into three groups, and each group comes for

one day for the first three days of school. This provides the opportunity to review routines and procedures with smaller teacher-pupil ratios. Fifth grade students take a tour of Meridianville

Middle School and attend an orientation at MMS. Students attend presentations by counselors and administrators. An open house is also scheduled for parents and students. Various

opportunities are also given to 5th graders to assist with choosing electives. Fifth grade students tour the 6th grade hall and all classrooms they will attend in the fall of the next school year.

Our school is located near local colleges. Several of the students from those colleges are in programs where they come into our classrooms for student teaching, practicums, or just to

observe. Our personnel office goes out to college Recruitment Days and this gives opportunities to attract highly qualified teachers. One hundred percent of all certified staff is highly

qualified. Documentation of highly qualified status is kept on file at MCBOE Personnel Office.

We meet before school begins. At this data meeting, we look at ARMT+ reading and math test scores from the spring. The 3rd,4th, and 5th grade teachers complete a worksheet

concerning what the student test scores mean to them and how they can use it the upcoming school year. Once school begins we will have two types of meetings for academic assessment

reflection: a) Data meetings are monthly and b) Grade Level Collaboration Meetings will be monthly from September – April. The Data Meetings will be a time that all K-5th grade teachers

will come together and share the progress of our students with mastering math Common Core State Standards and Language Arts standards. The teachers will bring individual student data

sheets and complete information during the meeting. During this time, conversations and discussions will focus on what we can do to MAKE PROGRESS ONE STUDENT AT A TIME, our

school-wide goal. During the Grade Level Collaboration meetings, the teachers will have an opportunity to make future academic plans for students based on previous assessments. They

will give each other ideas of activities and strategies that work for students. This will also give them time to work on future classroom instruction using previous assessment data.

All students at HGE including those identified as ELL, migrant, homeless, etc. have access to all services and programs available, including free/reduced lunch, ELL services, Special Ed,

and tutorials. The enrollment of special populations are not denied or delayed due to any barriers. A Home Language Survey is completed on all new students when they register. All eligible

students are tested with the WIDA Access Placement Test (W-APT) to determine if a student is eligible to receive services through the English Language Learner (ELL) program. Parents or

guardians have the right to waive Supplemental ELL services. An English Language Learner (ELL) committee convenes to determine appropriate services and placement for each individual

ELL student. An ELL teacher provides services to all ELL students at Hazel Green Elementary. Parents are provided the opportunity to receive all updates and important school documents

in English and Spanish or other languages if needed. The ELL committee reviews each student’s progress annually. If the student scores proficient on the WIDA Access Placement Test

they are monitored closely for two additional years. After two years of successful grades and test scores, the student is released from the ELL program. Migrant students are screened at

the time of enrollment. Parents or guardians of each student receive a Migrant Survey, which determines if a home visit by a recruiter is needed. The recruiter determines the eligibility of

migrant students. Migrant students automatically qualify for free breakfast and lunch. For special education services parents are notified if a child will be tested. The team develops an

Individualized Education Plan (IEP) based on the results of evaluations, the concerns of parents, and the academic development and functional needs of the child. The school uses the

services of the Department of Human Resources, Social Services, LEA Attendance Officer, and parents to assist in the identification of homeless students. Neglected/delinquent students

are identified when contacted by one of the following sources: the Department of Human Resources, Social Services, LEA Attendance Officer, or parent. The school counselor monitors

students’ grades and absences and ensures that neglected/delinquent and homeless students have access to additional services as needed, including school supplies, and clothing. The

LEA Attendance Officer works directly with the courts to ensure parental cooperation concerning attendance for delinquent 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. We provide school supplies for any needy families in our school.

This topic does not apply to elementary schools.

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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.

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.

Our school has started a partnership with a local church in a program called Kids Hope. This programs allows our school to choose needy students who will benefit from having a mentor for

help with academics as well as support. We will use our Homeless funds and At-Risk Funds to hire certified teachers to tutor needy children after school hours or during school hours.

Tutors will collaborate with classroom teachers to determine what the needy students are lacking in reading skills, writing skills, and math skills. All student progress will be monitored by

administrators. The information received from the tutors will be used in the monthly data collaborations with teachers.

All tutoring will take place during the 2012-2013 school year from October - May with at least a once a week, one hour tutoring session. Our school also offers Dollywood as an early

intervention for children. Siblings of our students who have not begun school yet can receive free books through a program called Dollywood. We will also provide a night of fun called Family

Reading Night. The Academic Team will provide guest readers to read orally and ask questions about various books. All of our families will be invited to attend. We invite people from the

community, including high school students to come out and serve as guest readers. This night gives parents a chance to be involved and help their child become more excited about reading.

Indian Education provides tutors for the students who qualify for Indian Education services and were not proficient on the ARMT+ in reading or math. Title I Instructional Assistants provide

small group instruction for students who were not proficient on the ARMT+ in reading and math as well as students who are not mastering Common Core State Standards.

Hazel Green Elementary School will convene an annual meeting within the first semester of school at a convenient time, to which parents are invited and encouraged to attend. The purpose

of the meeting will be to inform parents of the school-wide participation in Title I, Title I requirements, the 1% set aside, and their right to be involved. Parents will be notified of the meeting

through school newsletter, flyers, teacher newsletters, school website, and the school marquee. Minutes of the meeting will be provided upon request to parents who are unable to attend the

meeting. If non-English speaking parents are identified in the Hazel Green school zone, an interpreter can be contracted to assist in communications. Transact software is also available to

assist with translations. At this meeting, parents will be told the 2012-2013 Title I Allocation for Madison County is $22,395.38 and the Parent Involvement Allocation for Hazel Green

Elementary is $4,542.17. The principal will explain to all of our parents they have the right to be involved in how this money is spent. Parents’ rights to be involved in the development of the

LEA Title I Plan as Title I parents will be explained. Parents will be told they have the right to be involved in the development of our school’s Parental Involvement Plan. The parent-student

compact is explained at this meeting. Parents are told the compact is a commitment from the school, the parent, and the student to share in the responsibility for improved academic

achievement. Parents are told they have a right to be involved in the development of the School-Parent Compact. Parents are told they have the right, by law, to request the qualifications of

their child’s teachers. The principal will explain our school’s process for notifying parents if their child’s teacher is highly qualified. The school sends a letter to parents if their child is being

taught by a teacher who is not highly qualified. At the annual meeting, the principal explains parents can be involved with the revisions of our Title I plan by sending the principal an email,

meeting with the principal, or sending messages through our PTA Board or Advisory Committee members. All parent members are introduced at this meeting. Parents are also given the

opportunity to ask questions as the principal stays around at the closing of the meeting.

1)PTA meetings will be in October, December, March, and May of the 2012-2013 school year. All parents will be invited to come out. Teachers will have parent conferences throughout the

school year as needed. The Advisory Committee will meet at least three times during the 2012-2013 school year and that group consists of parent representatives and a Board member.

2) Parents will be afforded the opportunity to be involved in all aspects of the Title I program. Parent representatives will serve on the PTA Board and the Advisory Committee. Parents are

invited to come out to the Annual Title I meeting. Parents will be told in the monthly newsletters from the school that they can email the principal or send a note to the principal concerning

any issues or ways we can improve.

3)Our Parent Involvement allocation of $4,542.17 will be sent on the following: a) Dollywood will provide reading books for siblings of our students who are not school-age, b) White binders

will be purchased for our K-5 grade students; these binders will be a consistent means of communication between parents and teachers, c) Student Planners will be purchased for 3rd, 4th,

and 5th grade students as a consistent means of communication between parents and teachers, d) Take Home reading materials will be given to parents at the Reading Workshop, e) Copy

paper and ink for teacher printers will be purchased to send parents newsletters weekly from teachers and monthly from the office,f) We will purchase student handbook copies for every

student and parent, g) We will pay for our parent-student compact to be copied for every family, h) We will pay for the mailing and postage of post cards for student classroom placements

during the summer, i)We will purchase colored paper to use as a cover on the white binders for student schedules, j)We will purchase pocket tabs to organize the white binders, and k)We

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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.

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

will purchase pencil pouches so that parents can send important notes to teacher. The notes will fit in the pencil pouches in the white binders.

Hazel Green Elementary School shall provide parents information and materials in an easy to understand format. Information will be presented about the Title I program, the school academic

curriculum, and state assessments. Information will be provided to parents by way of: school newsletters, calendar of events, emails, telephone calls, brochures, parent handbook, and our

school website. Any written information can be written in the parents' preferred language. Assessment data will be reviewed and disseminated in the following ways: school-parent PTA

meetings, individual parent-teacher conferences, send home results by students, small group meetings, and grade-level meetings. Our school will provide a qualified person to teach parents

how to read and interpret test scores. The school shall conduct regularly scheduled parent meetings in informal and informative group sessions with time allotted for parent interaction and a

question/answer period. During parent conferences, teachers will give a description and explanation of the curriculum in use as they share the student’s progress. We will have an Open

House before school allowing parents to meet and greet with their child's teacher. We will also have THREE Orientation Nights. This is a time for teachers to share special information about

their classroom, expectations, and any beginning of the year test results, and answer questions. Our Family Reading Night gives parents a chance to work with the school to show an

appreciation for reading. The school will have a Grandparents Day breakfast. There will be some grades inviting grandparents to the classroom for special educational activities. Our fifth grade

students will have a Movie Theatre Night allowing parents to come out and enjoy an educational performance.

Hazel Green School’s staff shall distribute a school-parent compact that outlines how parents, the entire school staff, and the students will share the responsibility for improved student

achievement, as well as the means by which the school and parents will build and develop a partnership to help children achieve the state’s high standards. Our school will send two copies

home. One copy the parent keeps and one the parent returns signed by themselves, the student, and the principal. If the teachers do not receive a parent-student compact from any students

in their classroom a second effort is made and documented. If the teachers still notice all parent-student compacts are NOT turned in, a third effort will be made to retrieve signed compacts.

All three efforts will be documented. Parents will have an annual opportunity to provide suggestions for improving the compacts during our Advisory Committee meeting. The principal makes a

notation of any ideas or revisions and a parent takes minutes. The principal views the parent ideas, discusses them with the other two assistant principals, as well as the CIP committee.

After all discussion time, the principal updates the parent-student compact with parent input included. The school is committed to reach high standards for student achievement and to give

every child a quality education. The school staff will strive to improve student achievement through identifying needs, setting short term attainable goals, and providing immediate feedback

with appropriate interventions or extensions to achieve the standards. Student progress will be monitored and shared with parents through parent conferences, progress reports, email and

phone calls. Parents will be encouraged to become vital partners in their children’s education.

The continuous improvement plan will be available to all parents in our library and at the front desk. Any comments or dissatisfaction can be sent by note, mail, email, or stated in person to

the principal. Parents can send comments or dissatisfaction by the community or parent representative on the CIP committee. Parents can send comments or dissatisfaction by any parent

or Board member on the Advisory Committee. All comments will be viewed by the CIP committee and revisions will be made accordingly.

Parents will be invited to participate in a Reading Workshop to learn how to help their child with reading at home. Parents will leave this workshop with file folders full of Word Sorts, Super

Speed 100, and other materials that will help them understand reading content standards. Teachers will train parents during parent conferences. Teachers will show parents the meaning of

assessment scores and demonstrate how the child’s progress should be monitored at home. The principal will have a parent training session first semester and second semester to show

parents how to interpret their child’s success on assessments. The principal will review the content standards for all grade levels and incorporate how to monitor progress at home.

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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.

Parents will be invited to participate in a Reading Workshop to learn how to help their child with reading at home. Parents will leave this workshop with file folders full of Word Sorts, Super

Speed 100, and other materials that will help them understand reading content standards. Parents will be invited to come out on Family Reading Night. This will be a night to really encourage

students to read. Parents will be given ideas of how to become more involved with their child's academic achievement at the two training facilitated by the principal during first and second

semester.

The principal will consistently speak on building the ties between parents and the school in faculty meetings for the staff. Office personnel will meet with the principal on an as needed basis

to communicate the importance of developing our parent-school relationships and coming up with the best means of reaching out as well as communicating. When parents come in and

make comments on how we can improve in our school, the office personnel delivers those messages to the principal. The principal takes all ideas into consideration and determines if a

change should be implemented. Our school implements the importance of building the ties between parents and the school by having an active PTA, CIP (with a parent representative), and

Advisory Committee (all parent representative except the Board member and principal).

The parent involvement program is for all parents. Hazel Green presently has a Preschool Special Education program in place. The Special Education and Title I programs will coordinate

activities and programs to encourage parental involvement. Hazel Green has a minimal number of students identified as ELL at this time. If non-English speaking parents are identified in the

Hazel Green school zone, an interpreter can be contracted to assist in communications.

At present time we have a minimal number of ELL students with non-English speaking families. Personnel (interpreters) are available to assist ELL students and parents as well as transact if

needed. Parents will be invited to participate in a Reading Workshop to learn how to help their child with reading at home. Parents will leave this workshop with file folders full of Word Sorts,

Super Speed 100, and other materials that will help them understand reading content standards. Parents will be invited to come out on Family Reading Night. This will be a night to really

encourage students to read. Parents will be given ideas of how to become more involved with their child's academic achievement at the two training facilitated by the principal during first and

second semester.The Principal will review Common Core Content standards for all grade levels and incorporate how to monitor progress at home.

The school shall offer other reasonable support as parents request through written communication, surveys, and face-to-face contacts. Hazel Green Elementary makes every effort to work

with parents responding to their needs. We will have a Grandparents Day breakfast celebration and some grade levels will be inviting grandparents to the classroom for an activity. All parents

will be invited to participate in the Book Fair. Parents can come out and purchase books for the family. Our PTA will have a spring event for the entire family to come out and enjoy. Each

grade level will have an event first AND second semester inviting all parents to come out and join the classroom activity out watch children perform.

Hazel Green Elementary School, to the extent possible, shall provide opportunities for the full participation of parents with limited English proficiency and/or with disabilities. If necessary,

school information and student profiles will be provided in a language and format easily understood by parents. An interpreter can be contracted if needed. Every effort is made to

accommodate parents with disabilities. The following statement is on all Title I paperwork:

"If you require this document in another language, please contact the school principal."

"Si usted requiere este documento en otro idioma, favor de contactar al director de la escuela."

This statement goes on all mass publications for upcoming school years:

The Madison County School District does not discriminate in admission, treatment, or access to programs or activities on the basis of race, religious preference, disability, age, gender,

national origin, citizenship, non-English speaking ability, or homeless status. The Title IX and ADA Compliance Officer’s Contact Information: Mrs. Anna S. Watts, Coordinator of Pupil

Services; 1275 F Jordan Road, Building B; Huntsville, AL 35811; Telephone: 256.852.2557 extension 1715; Facsimile: 256.851.2127; Email address: awatts@madison.k12.al.us.

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Part VII- PROFESSIONAL LEARNING NEEDS RELATED TO ACADEMIC CHALLENGES

Does the plan provide opportunities for professional development activities that are high-quality, effective, and research-based?

l Yes

l No

Does the plan include opportunities for teachers, principals, paraprofessionals, other staff, and parents?

l Yes

l No

Does the plan include required district-wide training for English language acquisition? (If LEA receives Title III funds)

l Yes

l 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:

Student Performance

What weakness or need identified in academic (including ell amaos) or school culture goals will the professional learning address?

We want to improve our reading and math performance in grades K-5 and our science performance in grade 5.

What types of professional learning will be offered?

We are interested in attending the following trainings: 1) NCTM Regional Conference(K-5) 2) Promethean Board Training (PreK-5) 3) North Alabama Technology

Conference(K-5) 4) National Technology Conference 5) Differentiated Instruction (PreK-5) 6) Mega Conference (PreK-5) 7) GO Math (K-5) 8) iPad Training, 9) Qomo

Pad Training (PreK-5), 10) Active Expression Training (3-5), We are interested in attending any research-based reading, math, science, or technology trainings that

occur during the 2012-2013 school year. We are also interested in trainings related to our Common Core State Standards as well as ARMT+ Preparation. The training

dates have not been set at this time.

When will the session be delivered?

The tentative session month and year for each professional learning is listed below: 1) November 2012 2) August 2012 and January 2013, 3) July 2013, 4) June 2013,

5) July 2013 6) July 2013, 7) November 2012 8) August 2013, 9) August 2012 and January 2013, 10) August 2012 and January 2013, . We also expect to attend

ARMT+ and Common Core State Standards in the winter of 2012, spring of 2013, and summer of 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?)

We expect the outcomes of professional learning to give teachers the support needed to show an improvement in reading instruction and student reading performances

Home visits may be conducted in an effort to establish a rapport with the family determining how best to respond to the unique needs of the family. If a migrant student is identified, every

effort is made to assist the family with transitioning. Home visits may be conducted in an effort to establish a rapport with the family including involving counseling services if needed. The

school will determine how best to respond to the needs of our migratory families. If non-English speaking parents are identified in the Hazel Green school zone, an interpreter can be

contracted to assist with communication. Transact software is also available to assist with translations. Identified ELL students will be served by an itinerant teacher. Efforts are taken to

make all written communication easy to read and understand.

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in grades K-5. We expect to see teachers meeting the Professional Learning goals as administrators enter the classrooms to observe. We expect to see teachers

implementing new learning on a regular basis throughout the school year. We expect the teachers who go to the trainings to come back and become Teacher Leaders

on the information learned.

How will participants be held accountable for successful implementation and in what ways will evidence be collected to show effective

assimilation/integration of strategies?

Teachers will present or share information and lessons gained at workshops. Administrators will observe to ensure the implementation of improved strategies.

Administrators will participate in presentations of materials from workshops. Teachers’ lesson plans will reflect some of the information learned in classrooms. Lesson

plans are viewed by administrators weekly. Conversations between administrators and teachers will cover how the teachers used new learning in their classrooms

throughout the year.

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

We intend to use the allotted Title I instructional staff support amount of $18,426.40 to send faculty members to trainings, bring consultants to our school, and pay

stipends for teachers who are willing to work outside school hours for collaboration work sessions.

Part VIII - Coordination of Resources/Comprehensive Budget

I. State Foundation Funds

II. Federal Funds

Title I: Improving the Academic Achievement of the Disadvantaged

Provide a brief explanation and a breakdown of expenses.

FTEs Earned Units Placed Total Salaries

FTE Teacher Units 53.22 53.82 3,849,131.19

Administrator Units 1.0 1.0 106,533.80

Assistant Principal .5 .5 38,507.35

Counselor 1.5 2.0 149,107.85

Librarian 1.5 1.5 67,289.44

Career and Technical Education Administrator 0 0 0.00

Career and Technical Education Counselor 0 0 0.00

Technology 0.00

Professional Development 0.00

State ELL Funds 0.00

Instructional Supplies 17,316.00

Library Enhancement 0.00

Total of All Salaries: $4,227,885.63

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Title I: ARRA Funds

Provide a brief explanation and a breakdown of expenses.

Title II: Professional Development Activities

Provide a brief explanation and a breakdown of expenses.

Title III: For English Language Learners

Provide 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.

The areas funded are:

Salaries and Fringes-$116,851.08

Materials and Supplies-$13,385.80

Software-$12,000.00

Computer and Equipment-$32,000.00

Pre-K-$221,831.22

Parent Involvement-$5,059.85

Staff Development-$18,426.40

Professional Ed Serives-$3,000.00

Total : 422,554.35

NA

Total : 0

Salaries and Fringes

Total : 65,910.02

NA

Total : 0

NA

Total : 0

NA

Total : 0

NA

Total : 0

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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 Funds

Provide a brief explanation and a breakdown of expenses.

NA

Total : 0

Alabama Reading Initiative: $77,181.83

Salaries and Fringes

Total : 77,181.83

Local Funds are:

Salaries and Fringes - $492,237.68

Travel and Training- $1,300.00

Office Supplies - $500.00

Building Services - $214,500.00

Transfers - $36,579.00

Total : 745,116.68

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