NAME OF SCHOOL:  Rucker Blvd. Elementary

STREET ADDRESS:  209 Regency Dr.

CITY:  Enterprise

STATE:   Alabama

ZIP CODE:36330

CONTACT:  Jackie DuBose or Susan Rhodes

TELEPHONE:  (334)347-3535

E-MAIL  jdubose@enterpriseschools.net

srhodes@enterpriseschoolschools.net

Identified for School Improvement?  No  X   Yes      Delay   Status

Year 1     or    Year 2                    *Submit to LEA for Board approval.  Retain the original plan in the LEA.  Submit the plan electronically to your system's e-GAP Document Library by November 3, 2009.  

Year 3     or    Year 4 or more     Submit to LEA for Board approval.  Scan  PAGE ONE and  PAGE TWO to indicate signatures.  Submit the plan and signature pages electronically to your system's e-GAP Document                       

                                                                 Library by November 3, 2009.

Made AYP?

YES   X     NO    

Made AMAOs (ELL)?     

YES  X 

NO        

N/A        

Career Tech Made AYP?

YES 

NO       

N/A   X     

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  X  NO                                         

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

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

The Rucker Boulevard's CIP is created using data and input from parents and stakeholders.  The plan is discussed at the Annual Schoolwide Meetings, PTO meetings and other parent meetings.  Questions, comments, and participation are encouraged from everyone.  Ms. Oveta Pearce, Federal Programs Director, presented Rucker Boulevard's CIP and parental involvement plan at the first Annual Schoolwide Meeting (Open House) on August 10^th and 11^th.  The Parental Involvement section of this plan is distributed to all parents in a school calendar.  Pamphlets were handed out to stakeholders at the Schoolwide Meetings.  A Schoolwide Compact is sent home at the beginning of the year describing how all involved will work together in partnership to help Rucker Boulevard's students excel in all areas of school life.  The Compact is signed by the student, parent, teacher, and principal.  These are kept on file in each teacher's classroom on every student.  Rucker Boulevard's CIP is on our website at www.ruckerboulevard.al.ece.schoolinsites.com.

*Board Approval:  Yes       No                          Board approval received on _____________________________, 2009.

  Board  Signature:

Superintendent Signature:

 Date:                                                                                                                                                          

Federal Programs Coordinator Signature:

 Date:                                                                                                                                                                   

Principal Signature:

 Date:

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

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):The assessment system currently used at Rucker Boulevard to analyze changes in student performance is three-fold.  We use state-wide assessments, school-wide assessments, and teacher-initiated assessments.  The state assessments include SAT-10, ARMT, ACCESS (ELL), the 5^th Grade Writing Assessment and the Alabama Science Assessment.  The schoolwide assessment system and data sources incorporate placement tests and data boxes containing reading folders and student assessments, progress monitoring, DIBELS, BBSST, school-improvement plans, monthly data meetings, Text Trax, Kids College, oral assessments, and theme/weekly/chapter tests.  The teacher-initiated assessment system includes cold reads, DIBELS progress monitoring, chapter/theme/weekly tests, running records, oral assessments, performance assessment folders, and rubric.  State-wide assessments listed are used for placement along with school-wide and teacher-initiated assessments to monitor and evaluate student progress and guide instruction.  All test scores can be found in the CIP notebook of the Rucker Boulevard Elementary Schoolwide Plan.  The CIP is developed by a committee of parents and other stakeholders.  Sections of the plan are divided according to the topic.  Stakeholders work on their area of expertise and gather data on the subject.  When the groups have completed their section, the committee reviews and finalizes the plan.   Parents and stakeholders are asked continuously for input and/or concerns.  Parents are invited to read the CIP and serve on the committee.   The CIP can be found on our website at www.ruckerboulevard.al.ece.schoolinsites.com.

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.)

Jackie DuBose

Susan Rhodes

Judy Taylor

Christina Ramsey

Peyton Franco

Amanda Parker

Angela Thompson

Megan Kaminski

Debbie Walters

Laura Wildzunas

Tina Deason

Joyce Howell

Ruby Moore

Signatures

(Indicates participation in the

development of the CIP)

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

The Schoolwide Committee used state mandated tests, SAT, and ARMT to pinpoint our strengths and weaknesses for each grade level.  Disaggregated data was reviewed by all faculty members.  Our DIBELS scores were analyzed by the principal, reading coach, guidance counselor, and grade level teachers.  All testing data is released to parents.

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.

The principal has hired highly-qualified personnel to fill as many grade levels as possible.   Efforts are made to keep student numbers per class as low as possible.  Because many classes "walk to read" and

group for math, there is much collaboration and team teaching to ensure academic success at any level.  Fourth, fifth, and sixth graders swap classes for math; third through sixth grade exchange classes for reading

instruction.

Number and percentage of teachers Non-HQT: 

All teachers are Highly Qualified.

Number and percentage of Classes Taught by Non-HQT: 

All teachers are Highly Qualified.

Alabama High School Graduation Exam (AHSGE):

Strengths:

   N/A                        

Weaknesses:

Alabama Reading and Mathematics Test (ARMT):

Strengths:

Grade 3-4- demonstrate reading vocabulary knowledge

Grade 5- Vocabulary knowledge

Grade 6- Apply strategies to comprehend literary/recreational materials

Grade 5- Numbers and Operations

Grade 6- Geometry; Numbers and Operations

Weaknesses:

Grade 3- use strategies to comprehend literary/recreational materials

Grade 4 - none

Grade 5- none

Grade 6-Apply strategies to comprehend textual,/informational, and functional material

Grade 4- elapsed time

Grade 5- Convert units of measurement

Grade 6- Open ended: solve problems involving decimals, percents, fractions, and proportions; Measurement: determine distance between points on a scale

Alabama Science Assessment:

Strengths:  86% of 5^th graders scored IV's and III's with 14% scoring II's.  No one scored a I.

76% scored proficient on CS 11:  comparing distances from sun to planets

75% scored proficient on CS6: compare effects of gravitational force on Earth, moon, and within space

75% scored proficient on CS1: identify evidence of chemical changes through color, gas, and solid formation,

and temperature changes

Weaknesses:  47% scored proficient on SC5: contrast ways in which light rays are bent

49% scored proficient on CS3: use everyday indicators to identify common acids and bases

Stanford 10

Strengths:

Grade 1- Word Study Skills

Grade 2- Word Study Skills

Grade 3- word study skills, vocabulary, and comprehension

Grade 4- comprehension and vocabulary

Grade 5- comprehension and vocabulary

Grade 6- comprehension and vocabulary

Math:

Grade 1- Procedures

Grade 2- procedures

Grade 3-  problem solving and procedures

Grade 4- procedures and problem solving

Grade 5- procedures and problem solving

Grade 6- procedures and problem solving

Weaknesses:

Grade 1- Sentence Reading

Grade 2- Reading Comprehension

Grade 3- Word Study Skills: structural analysis

Grade 4- none

Grade 5- none

Grade 6- Reading Vocabulary: thinking skills; Reading Comprehension: thinking skills

Grade 1- Problem solving

Grade 2- Problem solving

Grade 3-Problem solving: reasoning and problem solving, Procedures: computation with decimals

Grade 4- none

Grade 5- none

Grade 6- none

Dynamic Indicators of Basic Early Literacy Skills (DIBELS):

Strengths:

The most significant growth in ORF was shown in the 4^th grade with a 9 point increase over last year's score.

 The 5^thgrade had an increase of 5 points from last year.  With the expectations of at least 80% at benchmark,

1^st, 3^rd, 4^th, and 5^th are the grades making the goal.

Weaknesses:

Percentages are somewhat lower in ORF in grades 1^st, 2^nd, 3^rd, and 6^th.   Compared to the 2007- 08 test scores,  1^st grade had a 6 point deficit, 2^nd grade had a 9 point deficit, and 6^th grade had a 13 point deficit.

Part I - Continued:

Alabama Direct Assessment of Writing (ADAW):

Strengths:

Narrative writing was a strength with a score of 68 followed by Expository writing with a score of 65.  68% of

5^th graders met standards in Narrative writing. 

Weaknesses:

Descriptive writing was the lowest score with 53% of the students scoring at Level II.

84% of 5^th graders partially met standards in grammar and usage.  The total score was 62 which was lower than 77 in 2008 and 63 in 2007.

ACCESS for English Language Learners (ELLs): 

Strengths:  Using ACCESS scores, ELL students were more proficient in the speaking and listening domains from

K-6^th grades.  The objectives for AMO's A and C were met.

Weaknesses:  Our ACCESS scores show that the ELL students scored in the range EP Level 3

Developing in the writing domain.  As a school system, the objectives for AMO's were not met.

Professional Education Personnel Evaluation (PEPE) School Profile Information:

Strengths:  The PEPE evaluation is thorough in its written form as opposed to a checklist.  It is also thorough in

its assessment of student performance, classroom management, and the learning climate.

Weaknesses:  none

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

Strengths:  AAA follows grade level course of standards using extended standards for reading and math.

It allows the student to participate in the general education curriculum and allows for student success through

the use of the extended standards.  Rucker Boulevard's Technology Plan serves a variety of purposes by teachers

and administrators.  This survey evaluates the uses and needs of technology in our school.  The strength of this plan

is that it lays out for us exactly where we need to go from here.  The plan identifies our weaknesses in the

integration of technology in the classroom.  It identifies areas where more professional development is needed.

Also, the plan tells us what types and how much equipment we might need to acquire in the future.

Weaknesses:  AAA is time consuming collecting and documenting the data during the

assessment window in the spring. 

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

Strengths:  Every grade level utilizes Harcourt's weekly tests creating uniformity for assessing reading.

After teachers give the Harcourt Theme/Benchmark tests, an item analysis is completed to indicate weak academic

areas that need to be retaught. 

Parents receive a thorough questionnaire rating school quality which gives us vital information of our parents'

opinions about Rucker Boulevard.  Teachers were surveyed to find out which topics would be of most support to them.

Weaknesses:  Special Education and low performing students struggle to make passing grades using Harcourt's weekly tests. 

Career and Technical Education Program Improvement Plan:

Strengths:  N/A

Weaknesses:

Part I - Continued     (CULTURE RELATED DATA):

School Demographic Information related to student discipline (e.g. total office referrals, long- and short-term suspensions, expulsions, alternative school placements, School Incidence Report (SIR) data, or student attendance).

Strengths:  Because teachers follow their own individual discipline plans (sometimes across the grade level) and

because of strong administrative support from the office, Rucker Boulevard's discipline problems are minimal.

The majority of office referrals were from kindergarten (2008-09).

Office Referrals: 349

Suspensions: 34

Expulsions: 0

Alternate School Placements: 0

SIR: 0

Weaknesses:  Bullying is a concern that we continuously try to improve.  The guidance counselor utilizes a system-wide program, Too Good For Violence, by the Mendez Foundation.  It is a scripted program for grades first through sixth focusing on violence (bullying).

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

Strengths: N/A

Weaknesses:

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

Strengths:

Teacher attendance is strong. Training is provided for all new teachers. Mentoring is also provided for

all first year teachers. We have many experienced teachers who are willing and able to assist new or inexperienced

teachers. 

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:

Overall, Rucker Boulevard's attendance, including tardies and early checkouts, is good. Because the

families of the students who are habitually tardy with no excuses are referred to court, our tardies are low.

Absences: 2, 710

Tardies: 2, 032

Early Checkouts: 483

Late Enrollments: 73

Withdrawals: 96

Weaknesses:

We have a high number of transient students due to the close proximity to Fort Rucker

Army Base and low socio-economic status of students' families.

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

Strengths:

Parent surveys are sent home in May.  Parents are given the opportunity to rate the school and teacher

performance. The survey includes questions of specific interest to the parent such as:

• Assessments
• Behavior/Rules
• Communication
• Academic Subjects
• Parental Involvement (home/school)
• Child's Self-Image

According to the survey, some strengths are that parents feel welcomed at Rucker Boulevard, parental involvement is encouraged and parents have knowledge of academic goals. Our survey does not ask about parent educational levels.  However, according to our free and reduced lunch numbers over half our school population receives a free or reduced

       lunch.  This would attest to our parents' low socio-economic levels. Rucker Boulevard provides students in need of

school supplies, such as bookbags, paper, scissors, etc. The Enterprise City School System has a "Children Without"

fund that will provide needy families with clothes, food, and other necessities.

Weaknesses: Low parental support is a concern of the faculty and staff. A weakness from the parent survey is that parents are not informed about school planning and review committees.

School Perception Information related to student PRIDE data.

Strengths:  Students' understanding of the risk of tobacco: 93%

Risk of Alcohol: 93%      Risk of Marijuana: 93%      

6^th grade students reported that the use of tobacco was 1.9% yearly and the use of marijuana was 0%. 

Weaknesses: The student's use of alcohol was reported at 1.9% monthly and 5.6% yearly.

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: Rucker Boulevard's ELL program has three research based programs to utilize with students:

• Harcourt
• Rosetta Stone
• High Point

Through Harcourt, our ELL students go through three tiers of learning.  The first two tiers teach the core reading

 lesson.  Tier III focuses on skill gaps the students are missing.

Rucker Boulevard has an ELL committee that meets once every nine weeks to work on modifications for ELL

students.  A Spanish-speaking ELL teacher works with our ELL students/ parents for two hours every afternoon.

Weaknesses:  Classroom teachers need more professional development to implement ELL strategies.

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 ELL committee, which includes the ELL teachers will work out modifications. 

Weaknesses: None

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

Strengths: : Rucker Boulevard Elementary School ensures that curriculum, instructional strategies, and assessment are aligned by implementing

lessons developed from the Alabama State Standards. 

Teachers align classroom curriculum and activities with the state standards and use a checklist to ensure that all standards are covered.

 Grade level training at the beginning of the school year ensures that all teachers are aware of the current standards.  Alignment of objectives throughout 

the school system and within the school is guaranteed by training, workshops, and observations by the principal, reading coach, and elementary

supervisor.  In addition, researched-based programs have been adopted such as Alabama Reading Initiative (ARI), and Harcourt Storytown Reading

Program to assist teachers in implementing activities and programs that align with state standards.

      Our school offers instructional strategies and assessments that challenge students at all levels of learning. Teachers and administrators set up long

term and daily objectives that create a challenging curriculum for all students.  Rucker Boulevard meets the needs of individual students by creating a

learning environment that is conducive to their needs. Students are placed in reading and math classes based on data (SAT, ARMT, DIBELS, and other

 resources) so that we can address individual needs and weaknesses. In addition to regularly implementing strategies, students at-risk are referred to our

Building Based Student Support Team (BBSST) so that alternative instructional strategies can be implemented.  We also offer after-school

tutoring to help reinforce areas of weakness.  Students with special needs have an Individual Education Plan (I.E.P.) that addresses their specific

weaknesses. We use inclusion for our special needs students in order to keep them in their least restrictive environment. In addition, Enterprise School

System offers a gifted program Adventures Beyond the Classroom (ABC), to challenge gifted students.

      Rucker Boulevard's curriculum is diversified and the teachers are committed to offer the best teaching methods and styles to accommodate all

learners.  Rucker Boulevard participates in the Alabama Reading Initiative, a research-based approach.  The reading approach offers a curriculum which

is diversified and challenging. 

       After reviewing SAT-10 and ARMT test results, Rucker Boulevard set the reading goal for this year to focus on increased comprehension skills and improving vocabulary skills.  Utilizing our ARI strategies and level grouping should reinforce these skills. Consistent emphasis across the curriculum

will provide students with a strong base for the following year.

        Our school has a protected ninety minute reading time and a thirty minute intervention reading time.  Weekly grade level meetings are held to

exchange information and strategies.  Monthly data meetings are held with the principal, reading coach, and grade level teachers to further provide

information of data, instructional strategies and effective practices and activities.

         We incorporate Kids College and Compass Learning, computer-based programs that address reading and math skills in a fun, interactive way. 

Students may also play these games at home.

          The math goal for Rucker Boulevard is to increase problem solving skills and procedures. Steps are being taken inside the classroom to increase

these skills. Rucker Boulevard has a 75 minute block allotted for math. Teachers are incorporating open-ended questions and grids to the weekly math

 tests to increase problem solving skills. Computer programs such as Kids College and Compass Learning are utilized to engage students in this area. All

 of these factors contribute to student achievement.

Weaknesses:  Comprehension skills and improving vocabulary skills are the two areas that we continue to work on this year.  Utilizing our ARI strategies and our research-based reading program (Harcourt)

should reinforce these skills.

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

Math- to increase or maintain the percent of students meeting or exceeding baseline proficiency on the mathematics portion of the ARMT and SAT-10.

Reading- to increase or maintain percentage of students meeting or exceeding baseline proficiency on the reading portion of the ARMT and SAT-10.

Data Results on which goal is based:

TARGET GRADE LEVEL(S):

TARGET CONTENT AREA(S): Circle One

Reading     x Math      Science         Other

AHSGE:

Reading    Math    Science    Social Studies      Language

ADDITIONAL ACADEMIC INDICATORS:             

TARGET STUDENT SUBGROUP(S):

COURSES OF STUDY

REFORM STRATEGIES

BENCHMARKS

INTERVENTIONS

RESOURCES

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

what Research-based STRATEGIES/ACTIONS WILL BE USED

TO IMPROVE STUDENT ACADEMIC PERFORMANCE?

(Give specific strategies, not just programs

or program names.)

HOW WILL PROGRESS FOR EACH ACTION STEP BE MEASURED?

(PERFORMANCE DATA, LISTS, SURVEYS, ETC)

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

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

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

 STRATEGY:

S1. 

Identify the least mastered course of study standards.

ACTION STEP:

STRATEGY:

S1 - AS1.  All math teachers (1-6) will identify/list at-risk students based on ARMT data in August.

ACTION STEP:

AS1 - B1.  List of at-risk student in August

AS1 - B1.  At-risk students will be referred for after school tutoring.

At-risk students may be referred to the BBSST team for further review.

STRATEGY:

S1 - AS2.  Math teachers will incorporate an additional 15 minutes of intensive math instruction for identified students.

ACTION STEP:

AS2 - B1.  100% of at-risk students are making individual progress towards mastery of weak skills

S1-AS3.  All math teachers will encourage active participation by all students daily.

AS3-B1.  Consistent uses of programs and strategies will be observed through walk- throughs.

S1 - AS4.  All math teachers will use a weekly assessment to determine mastery/non-mastery and re-teaching needs.

AS4- B1. Assessment results are discussed at monthly data meetings to plan instruction and re-teaching.

Re-teaching using peer tutors, different

Research-based strategies and different resources are indicated in lesson plans.

After school tutoring is available for non-mastery of skills.

TARGET GRADE LEVEL(S):

TARGET CONTENT AREA(S): Circle One

X Reading      Math       Science         Other

AHSGE:

Reading    Math    Science    Social Studies      Language

ADDITIONAL ACADEMIC INDICATORS:             

TARGET STUDENT SUBGROUP(S):

COURSES OF STUDY

REFORM STRATEGIES

BENCHMARKS

INTERVENTIONS

RESOURCES

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

what Research-based STRATEGIES/ACTIONS WILL BE USED

TO IMPROVE STUDENT ACADEMIC PERFORMANCE?

(Give specific strategies, not just programs

or program names.)

HOW WILL PROGRESS FOR EACH ACTION STEP BE MEASURED?

(PERFORMANCE DATA, LISTS, SURVEYS, ETC)

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

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

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

Strategy/Action Step

Benchmark

S1.  Target textual/informational and functional reading passages in all classes.

S1 - AS1. All regular classroom teachers will establish classroom libraries with resources sorted by genre (to include textual and functional) by the end of October.

AS1 - B1.  100% of regular classroom teachers will establish classroom libraries.

S1 - AS2.  All regular classroom teachers will utilize the libraries during small group and center time weekly.

AS2 -B1. 100% of regular classroom teachers will use the libraries.

S1 - AS3. All regular classroom teachers will use research-based reading strategies on textual or functional materials in Science and Social Studies weekly.

AS3 - B1. 100% of regular classroom teachers will incorporate reading strategies in Science and Social Studies.

S1 - AS4.  All math teachers will utilize investigations and hands-on activities bi-monthly to monthly.

AS4 - B1. 100% of math teachers will use investigations and hands-on activities.

TARGET GRADE LEVEL(S):

TARGET CONTENT AREA(S): Circle One

Reading      Math     Science     X Writing

AHSGE:

Reading    Math    Science    Social Studies      Language

ADDITIONAL ACADEMIC INDICATORS:             

TARGET STUDENT SUBGROUP(S):

COURSES OF STUDY

REFORM STRATEGIES

BENCHMARKS

INTERVENTIONS

RESOURCES

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

what Research-based STRATEGIES/ACTIONS WILL BE USED

TO IMPROVE STUDENT ACADEMIC PERFORMANCE?

(Give specific strategies, not just programs

or program names.)

HOW WILL PROGRESS FOR EACH ACTION STEP BE MEASURED?

(PERFORMANCE DATA, LISTS, SURVEYS, ETC)

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

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

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

S1. 

Implement intensive writing in English classes.

S1 - AS1. All regular classroom teachers will implement intensive writing on the 6^th day of Harcourt Reading Plan. 

AS1 - B1. 100% of regular classroom teachers will implement intensive writing.

S1 - AS2. All classroom teachers will attend an in-house writing workshop in August.

AS2 -B1. 100% of classroom teachers will attend workshop.

S1 - AS3.  All classroom teachers will use Harcourt Reading-Writing Connections across the curriculum at least 3 times monthly.

AS3 - B1. 100% of classroom teachers will use Reading-Writing Connections.

ENGLISH PROFICIENCY GOAL (SHOULD ADDRESS IDENTIFIED WEAKNESSES AND GAPS):  30% or more ELL students in grades 1-6 will perform at English proficiency level 2 or higher in the language

domains for writing and reading to increase composite scores so ACCESS/WIDA targets are met.

Data on which goal is based:   The ACCESS is used as data for ELL students.  Analysis of existing personnel and significant gaps/weaknesses in the ELL Data Compilation Form will also be used.  I-ELP committee reviewed the ELL Data Compilation analysis and selected priority concerns which will be addressed through goals and strategies in this current LIP.

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

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

what Research-based STRATEGIES/ACTIONS WILL BE USED

TO IMPROVE STUDENT ACADEMIC PERFORMANCE?

(Give specific strategies, not just programs

or program names.)

HOW WILL PROGRESS FOR EACH ACTION STEP BE MEASURED?

(PERFORMANCE DATA, LISTS, SURVEYS, ETC)

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

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

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

The WIDA standards and language domains pertain to the information in the next column.

Language Domain:  Reading WIDA Standards

1.Language Arts

2.Social Studies

Language Domain: Writing WIDA Standards

1.Language Arts

2.Science

STRATEGY:  Using WIDA Model Performance Indictors (CAN DO's) as guidance for developing language objectives that focus on, but are not limited to, the language domains of reading and writing.

ACTION STEP:  ELL teachers and general education teachers will collaborate to develop lesson plans that integrate language objectives.

• 1. Recorded teacher observations
• 2. Standards-based portfolio assessments

(using WIDA ELP standards)

The ELL teacher pulls each student every day for 30

minutes.

The ELL teacher tutors students after school for 30 minutes every day.

1. Professionls Development in ELL Literacy and WIDA standards for elementary grades.

2.Teacher and student materials

All language domains are to be addressed to attain AMO's B's.

STRATEGY:  Implement a research-based literacy program that includes ELL literacy options within the classroom. 

ACTION STEP:  Professional development for new reading program on implementing ELL portion in the classroom.

1.  DIBELS

2.  I-English Language Plan (I-ELP)

By making these benchmarks, ELL's should progress one proficiency level, and ELL's will move cohorts, making APLA.

The school provides an extended day/after school tutoring program.

Resources

1.Harcourt

2.Rosetta Stone

3.Transportation for summer school

STRATEGY:  Implement ELL parent workshops.

ACTION STEP:  Parents will attend scheduled workshops to learn strategies to assist their child.

• 1. Progress will be measured every grading period.
• 2. DIBELS progress
• 3. SAT/ARMT

Reading teachers provide an additional 30 minutes of reading intervention every day.

• 1. Title I
• 2. Title III

TARGET GRADE LEVEL(S):

TARGET CONTENT AREA(S): Circle One

Reading    Math     Science       X Culture

AHSGE:

Reading    Math    Science    Social Studies      Language

ADDITIONAL ACADEMIC INDICATORS:             

TARGET STUDENT SUBGROUP(S):

COURSES OF STUDY

REFORM STRATEGIES

BENCHMARKS

INTERVENTIONS

RESOURCES

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

what Research-based STRATEGIES/ACTIONS WILL BE USED

TO IMPROVE STUDENT ACADEMIC PERFORMANCE?

(Give specific strategies, not just programs

or program names.)

HOW WILL PROGRESS FOR EACH ACTION STEP BE MEASURED?

(PERFORMANCE DATA, LISTS, SURVEYS, ETC)

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

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

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

S1 Improve parent involvement

S1 - AS1. 

All parents will receive information from the school concerning parent involvement opportunities weekly and monthly.

S1-AS1.  100% parents receive information

S1 - AS2. All regular classroom teachers will hold Open House and Parent Workshops on reading, writing, and math skills beginning in August.

S1-AS2.  100% teachers will conduct workshops.

S1 - AS3.  All parents will receive weekly progress reports and graded assignments.

S1-AS3.  100% of teachers will send home weekly folders.

S1 - AS4.  All teachers will hold a minimum of 2 parent conferences a year.

S1-AS4.   100% of teachers will hold a minimum of 2 conferences a year.

S1 -  AS5. All parents are encouraged to participate to become involved through volunteering, PTO, special events, and various school committees (i.e. CIP).

S1 - AS5.  100% of parents are invited.

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)

The Teacher Mentoring Program is administered by Zel Thomas, the Enterprise City School System's Elementary Supervisor.  One highly qualified teacher at Rucker Boulevard is mentoring one first year teacher. Our goal is

 to give support to first year teachers. The mentor and the mentee are required to meet weekly. Meetings are documented on a contact log which reflects the date, length of meeting, and the focus. If needed, time for classroom

observations are arranged.  Mentors and first year teachers are trained for the mentor program.  Training for mentors includes strategies for how to work with first year teacher.  New teacher orientation, classroom management and

discipline, and effective instructional practices are addressed by the elementary supervisor at the beginning of the school year.  A mentoring file is kept in the office of the teacher.

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.

See Next Page

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.

• Students that transfer to and from Rucker Boulevard within our system have reading folders and cumulative folders. Reading folders include DIBELS scores, and Weekly/Benchmark tests.

       Cumulative  folders include SAT, ARMT, OLSAT, and attendance records.

• Students who transferred out of our system have cumulative folders which include attendance information, state testing data, current grades, and any other pertinent information on the particular child (i.e. special

       education information).  The school system that the student transfers to sends a request for the cumulative folder. 

• When a new student enrolls at our school, he/she is given a tour of the school and is introduced to his/her new teacher.
• Open House is conducted at the beginning of the year for all grade levels. Prior to the first day of school in August, first through third grades hold their Open House, then fourth through sixth grades follow the next night.

       Parents receive valuable information from their child's teacher for the current school year.

• Sixth grade classes visit Coppinville Junior High in the spring. They are given a tour of the school and a packet of information to take home to their parents.

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.

Our school system sends out a team that is assigned to visit universities and colleges to recruit those professionals who demonstrate excellence in education.  Our assistant superintendent is in charge of recruiting and attends job fairs to meet with those individuals.  Available positions are advertised via the Internet for two weeks prior to filling a position.  Those of interest are then referred to our principal who conducts interviews. In selecting newly hired staff, our principal looks for the following criteria: those who hold a bachelor's degree or higher, pass a rigorous state test, and complete objective criteria set by the Alabama State Department of Education.  Our system ensures that teachers meet the requirements and those personnel staffing decisions are based on highly qualified status.  This includes attending a college or university for coursework to obtain highly qualified status, taking the state assessment for highly qualified status, and obtaining highly qualified status through objective criteria. Our faculty is 100% highly qualified according to No Child Left Behind guidelines. Rucker Boulevard ensures that all paraprofessionals hired after the date of enactment of the No Child Left Behind Act of 2001 and working in a program supported with funds under this part shall have completed at least 2 years of study at an institution of higher education, obtained at least an associate's degree, and meet the rigorous standard of quality.  The duties of the paraprofessionals are to assist students under the direct supervision of classroom teachers.

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.

Rucker Boulevard staff members are provided opportunities to actively participate in the decision-making process concerning our student population.  Student performance is evaluated through the state assessment program: Stanford Achievement Test (SAT 10), Alabama Reading and Math Test (ARMT), Alabama Direct Assessment of Writing for Grade 5, Assessing, and Comprehension and Communication in English State to State for English Language Learners (ACCESS test).  The faculty meets and discusses the results of the state assessments. The principal meets with each grade level in order to collaboratively study the data and make decisions concerning struggling students.  The Building Based Student Support Team (BBSST) members examine data collected on referred students to decide if it warrants further testing or referral for special services. Data meetings are held monthly to review DIBELS's progress monitoring scores and other assessments. Weekly grade level meetings are also held to review and discuss students' progress. Decisions are made to adjust instructional procedures and strategies if needed based on all assessments available.  An ELL Committee meets to examine the needs of the struggling ELL student. Teachers serve on the budget committee, BBSST, ELL, and the Schoolwide Title I committee.

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

All homeless, migratory, and limited English proficient students must have equal access to the same free, public education provided to other children. Rucker Boulevard ensures equality of learning opportunities for all students including each group identified as migrant English learners and homeless students. Surveys are given out at the beginning of the year to identify these groups. Migrant and homeless are helped by many programs: Enterprise City "Children Without" which provided clothing as needed, free school supplies donated by local civic groups, and free breakfast/lunch. The needs of Migrant students are addressed through the Schoolwide Plan and extended learning opportunities, such as, extended day and summer school.  When an ELL student enrolls at Rucker Boulevard, he/she receives a Home Language Survey used to determine eligibility for limited English- proficiency testing. These students will be given an assessment to determine eligibility to receive services through the ELL program. If parents agree for the student to receive services, an ELL committee convenes to determine appropriate services and placement and for implementing the I-ELP for each individual student. All ELL students are provided services in the form of pullout for individual or small group support and/or tutoring.  The ELL teacher serves as an interpreter to communicate with parents of ELL students as needed. Parents who do not speak English are given school information in English and Spanish.  The ELL committee reviews each student's progress annually. If the student scores proficient on the ACCESS and scores a Level III on state assessments, then the student is eligible to exit the ELL program and will be monitored for two years. Special education students participate in the

general education curriculum/classroom to the fullest extent possible and are monitored for academic performance and behavior by special education case managers. Parents are contacted, as needed, throughout the school year and are sent special education progress reports with report cards each nine weeks.  I.E.P. meetings are held once a year or more often, if needed, to update educational programming.

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.

A. Parental Involvement:  Describe how the school will convene an annual meeting to inform parents of the school's participation in Title I and explain Title I requirements, including the 1% set-aside, and the right of parents to be involved.

The Annual Schoolwide Meeting (Open House) is held on two nights in August prior to the beginning of school. At this time, Home/School Compacts are given to parents who are present at the meeting.  Other Home/School Compacts are distributed upon enrollment or the child's first day of school.  This year, Ms. Oveta Pearce, Federal Programs Director, conducted the Annual Schoolwide Meeting to inform parents of Rucker Boulevard's Parental Involvement Policy and Plan, Parent's Right to Know, and other vital topics.  Another Annual Schoolwide Meeting will be held in February to inform and update parents of the CIP.  We will continue

to ask for volunteers and input.

B. Parental Involvement:  Describe:  1.  How there will be a flexible number and format of parent meetings offered;  2) How parents will be involved in the planning, review and improvement of the Title I Program (Note: State the school's process for how all Title I parents have the opportunity for involvement in decision-making.); and 3) How funds allocated for parent involvement are being used in the school.

1. Parent conferences are held at varying times to accommodate the schedules and needs of the parents.  Parents are kept informed through newsletters and a Parental Involvement Calendar.  Parent meetings are offered in a variety of times and dates. P.T.O. meetings are held throughout the year. A reading workshop is held in September to inform parents of reading and math strategies and methods.  Grandparents' sessions are also offered.

2. Parents are offered access to Rucker Boulevard's Schoolwide Plan at the school or through our website.  Parents sign a compact at the beginning of the year which encourages 100% involvement. They also complete a Parental Involvement Needs Assessment Survey at the end of the year, allowing parental input in Rucker Boulevard's Schoolwide Title I program. We have parent and community representatives who participate in our Continuous Improvement Plan.  Parents are asked to serve on the Schoolwide Committee at the Annual Schoolwide Meeting.

3. Rucker Boulevard Elementary uses its parental involvement funds for printing the Parental Involvement Calendars, Reading Connection newsletters and the Needs Assessment Surveys.

C. Parental Involvement:  Describe how the school provides parents of participating children timely information in a uniform format and, to the extent practicable in a language they can understand, about programs under Title I, a description and explanation of the curriculum in use, forms of academic assessments, and achievement expectations used, and, if requested by parents, opportunities for regular meetings to formulate suggestions and participate as appropriate in decisions related to the education of their children.

Rucker Boulevard Elementary provides parents with timely information about the Schoolwide Title I program in a language that is clear and understandable in a myriad of ways. At the beginning of the school year, parents are informed about the Schoolwide Title I program, the curriculum, the assessments used, the achievement expectations of the students, and the opportunities for parent-teacher conferences.  These conferences keep the parents aware of student progress and allow them to participate in educational decisions relating to their child. An information-handbook packet, grade level standards and objectives, and information about the reading, math, science, social studies, language, physical education, music, and art curriculum is also issued to each parent at the beginning of the year or when a student transfers from another school.  Within the first month of school, parents receive the scores from the SAT, ARMT, DIBELS, and the Alabama Writing Assessment for the fifth grade.  Parents are continually informed throughout the year with weekly folders containing a weekly progress report and graded papers, phone calls, newsletters, and e-mails.  Rucker Boulevard Elementary has two ELL teachers who communicate with parents of ELL students. In addition, many documents are provided in Spanish.  TransAct is used for NCLB parent notifications.

D. Parental Involvement:  Describe how parents, the school staff, and students share responsibility for improved student academic achievement for participating students (How the School-Parent Compact is jointly developed with Title I parents; how it is used, reviewed, and updated).

Rucker Boulevard's Home/School Compact was developed by teachers, parents and students.  The compact includes concepts and beliefs exclusive to Rucker Boulevard, including the Wildcat mascot.  The compact was presented to parents at the August Annual Schoolwide Meeting.  The Compact is sent to all parents.  Parents are asked to sign the compact signifying their commitment to working in partnership ensuring school success.  Teachers explain the compact to the student and obtain the students' signatures.  The principal and the teacher also sign the compact, showing their continued commitment to the success of the students.  The Schoolwide Title 1 Compact is housed in each individual homeroom class.

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

Parents are allowed to submit comments of dissatisfaction with the Continuous Improvement Plan after hearing of our program at the August Annual Schoolwide Meeting.   At this meeting, parents are encouraged to ask questions, read our plan, and submit comments verbally or in writing.  Parents may conference with the principal or the Federal Program Director, if requested..

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

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

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

At our Annual Schoolwide Meeting in August, parents are presented the Schoolwide Title 1 Plan (CIP).  The CIP is again proffered in February.  Parents are asked to voluntarily serve on the Schoolwide Committee and encouraged to take part.  At any time, stakeholders may look at our plan on the school website, www.ruckerboulevard.al.ece.schoolinsites.com.  If any stakeholder has a question or comment, they may address the principal or the system's federal programs director.  At our August Annual Schoolwide Meeting, parents are given an overview of the state standards and achievement standards. During our annual Parent Reading Workshop information is given on the Stanford Achievement Test (SAT) Alabama Math and Reading Test (ARMT), DIBELS, and ways to help their child at home.  At this time, parents can participate in planning strategies to help their child(ren). Parent conferences and weekly folders with progress reports allow for parents to monitor progress and work with teachers to improve the achievement of their child. Report cards are sent home at the end of each nine week reporting period.  Test results for state-mandated tests are sent home, allowing parents to further monitor progress

•(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)

Parents are given materials and training to help their child at our annual Reading Workshop.  We teach reading strategies to our parents and provide copies of passages and strategies for parents to use with their children. Additional materials and training are also offered during parent conferences.

•(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)

Rucker Boulevard parents play a vital role in our school community. We include parents in many activities because we know one way for children to be successful is for their parents to play a part in their education.  This is discussed at nearly every faculty meeting and grade-level meeting.  Our administration also strongly encourages parent volunteers.  Parents participate in many facets of our school day, from reading with children to joining us for school assemblies. In November, American Education Week is celebrated. Parents are invited to visit the classrooms to observe teaching and to eat lunch with their child(ren).  Kaleidoscope Day is a unique festival at Rucker Boulevard in which parents and community members share talents and career information with our children. Parents are asked to serve on the Schoolwide Committee, PTO, and other committees to help with school events such as field day and the fall festival.   The PTO has taken an active role in helping parents, staff, and students connect.  They are coming up with new ideas for communication such as the Teacher of the Month which spotlights a teacher at Rucker Boulevard Elementary. The PTO announces the teacher's name over the intercom once a month. Information is given about the teacher and things about her (him) are displayed on a bulletin board.  The teacher also gets a featured parking place. 

• (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)

Rucker Boulevard coordinates its parent involvement program for all parents. We have two English Language Learner teachers (only one is bilingual) who is able to communicate and conduct many activities with our Spanish-speaking parents. Parents are involved in developing the Schoolwide Plan. Rucker Boulevard sends parents informational bulletins with tips, suggestions, and ways to be involved in their child's education. The Home School Reading Connection Newsletter is distributed to parents monthly, and the Parental Involvement calendar is sent home to all parents at the beginning the school year.

             Parental involvement is coordinated with other federal programs for all parents in the Enterprise School System.  A Parental Advisory Committee consisting of parents from each school provide input and are involved in the decision making process for educating students. Parents are also participants in the Federal Programs Advisory Committee, English Language Learner (ELL) Committee, and the Alabama Student Assistance Program (ASAP) Committee. Enterprise City School System's Parental Involvement Plan is aligned with the goals of the Continuous Improvement Plan.

            Additionally, a Parent Involvement Specialist is employed to coordinate home and school activities as well as plan parenting meetings, home-to-school activities, transition meetings, and parent training meetings. The Parental Involvement Specialist, Destiny Hudson, offers workshops to Migrant, ELL, and other special groups to provide support on how to help their child(ren).  Workshops may be school or city specific.  Destiny Hudson also serves as the Migrant Recruiter and liaison for the school system.

              Parents may visit our website through the Enterprise City Schools website at www.enterpriseschools.net and click on Rucker Boulevard.  Information about teachers, students, classrooms, and upcoming activities are posted.

            All parents at Rucker Boulevard are encouraged to participate in their child's education. We strongly support our parents in this endeavor.

•(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)

Information related to school and parent programs, meetings, and activities is sent to parents of ELL students in Spanish. We also have an English Language Learner teacher who is bilingual. She can assist in communicating with parents as needed.  The TransAct Program is available for school access.

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

Rucker Boulevard supports parental involvement. Parent Involvement Needs Assessment surveys are completed in May each year in order for us to address the requests of parents. We have improved the information of the school's website as related to the parents' comments. Eighty-eight percent of our parents reported that parental activities were useful and enjoyed by the family. Rucker Boulevard will continue to involve parents through

the Schoolwide Committee, workshops, P.T.O. meetings, festivals, and parent conferences.

G. Parental Involvement:  Describe how the school will ensure the provision for participation of parents with limited English proficiency, parents with disabilities, and parents of migratory students; including providing information and school reports in a format and, to the extent practicable, in a language that parents can understand.

Rucker Boulevard Elementary School provides opportunities for participation of parents with limited English proficiency and parents with disabilities.  Parents of limited English proficiency are notified of school

activities and system-wide events in a language they can understand.  Also, we have two English Language Learner (ELL) teachers who assist in communications with these parents, whether it is during a conference,

on the phone, or in e-mail form.  Home visits are implemented as needs arise.  Rucker Boulevard addresses the needs of parents with disabilities.  There are no migratory students at our school at this time.  Every effort

is made to accommodate parents with special needs.

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

WHAT TYPES OF PROFESSIONAL LEARNING WILL BE OFFERED? 

WHEN WILL THE SESSION BE DELIVERED?

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

WHAT ARE THE EXPECTED OUTCOMES OF PROFESSIONAL LEARNING?

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

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

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

Example:  Title II, $....00

Dr. Verry Goode

DOCUMENT CONTINUOUS LEA REVIEW AND SUPPORT RESULTS

Reading comprehension is an academic need at Rucker Boulevard.

Harcourt Meetings with Daphne Cook, District ARI Reading Coach

Monthly Data Meetings with Judy Taylor, Rucker Boulevard's Reading Coach

Monthly     

We expect the reading comprehension scores in ARMT and SAT to increase from last year's scores.  After our second year of utilizing the Harcourt Reading Program, our students will be able to use comprehension strategies across the curriculum.

Our progress in reading comprehension will be determined through the analysis of our ARMT and SAT data.  The theme and benchmark scores will determine success or if skills need to be retaught. Walk-throughs are carried out by the principal and reading coach to ensure our teaching to fidelity of the Harcout Reading Program.  The principal also conducts observations of these teaching practices. 

Problem solving skills and math procedures are an academic weakness in the area of math.

Our SAT and ARMT scores should reflect an increase over last year's scores.  Open-ended questions and grids will be added to weekly practice and tests.

Every fifth day of math instruction, teachers will focus on additional Course of Study Standards and ARMT objectives.  Lesson plans will serve as documentation.  The principal also conducts observations of these practices.  Grade level teachers will analyze weekly test scores to determine progress.

re

Writing across the curriculum is a goal for Rucker Boulevard. 

After the (NFA) writing workshop, fifth grade teachers presented and

in-house writing workshop for teachers in grades first through sixth.

Cheryl Johns, Testing Coordinator for Enterprise

City Schools, presented the writing process to teachers in grades first through sixth.

We expect an increase on the fifth grade writing and Writing Assessment, especially in the descriptive writing mode. 

On day six of our reading schedule, all students will be given additional writing opportunities. 

Improved parental involvement is a need at Rucker Boulevard. 

At faculty meetings, teacher will discuss ways to include parents.

PTO meetings and periodic faculty meetings

We expect more parents to volunteer for school functions, attend meetings, and conferences.

Sign in sheets will be available for all meetings.

Conference forms will be signed.

I.  State Foundation Funds:

State Foundation Funds                                                                                                         TOTAL

Teacher Assigned Units:  25.98       classroom teachers:   25.98           TOTAL OF ALL SALARIES

1,214,636.62

Administrator Units:   1.00                                                     1.00

      90,039.00

Assistant Principal:  0                                                                  0

Counselor:   0.50                                                                       0.50                                                    

      28,906.50

Librarian:     1.00                                                                     1.00                                         

      53,876.00

Instructional Supplies

Library Enhancement

Technology

Professional Development

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:

Parental Involvement- 1,777.24

Includes system-wide school calendars and Reading Connection News

ARRA FUNDS                                                                                                                        TOTAL

BRIEF EXPLANATION and BREAKDOWN OF SPENDING:

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 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:

Materials and Supplies                                      36 units

Instructional                                                       36 units

Library

Music

Total

10,800.00

  10,800.00

    2,000.00

    1,000.00

  24,600.00

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

Date ________________________________

Principal Initials______________

LEA initials  ______________       Other ___________________         

COMMENTS*

*Use additional pages, if needed

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

Date ________________________________

Principal Initials______________

LEA initials  ______________       Other ___________________         

COMMENTS*

*Use additional pages, if needed

REVIEW 2                                                                           Target Date: October    

Purpose:  IMPLEMENTATION - Provide documentation/evidence of improvement.                                                

Date ________________________________

Principal Initials__________

LEA initials  ______________        Other ____________   

COMMENTS*

*Use additional pages, if needed

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

Date ________________________________

Principal Initials____________

LEA initials  ______________        Other: ________________ 

COMMENTS*

*Use additional pages, if needed

REVIEW 4                                                                            Target Date: January

Purpose:  IMPLEMENTATION - Provide documentation/evidence of improvement.                    

Date ________________________________

Principal Initials______________

LEA initials  ______________       Other ___________________         

COMMENTS*

*Use additional pages, if needed

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

Date ________________________________

Principal Initials______________

LEA initials  ______________       Other ___________________         

COMMENTS*

*Use additional pages, if needed

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

Date ________________________________

Principal Initials______________

LEA initials  ______________       Other ___________________         

COMMENTS*

*Use additional pages, if needed

REVIEW 7                                                                             Target Date: April - May

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

Date ________________________________

Principal Initials______________

LEA initials  ______________       Other ___________________         

COMMENTS*

*Use additional pages, if needed

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