ACIP R. E. Thompson Intermediate Schoolimages.pcmac.org/SiSFiles/Schools/AL/TuscumbiaCity... ·...

R. E. Thompson Intermediate School

Tuscumbia City Board of Education

Mr. Robert Bissell, Principal

829 Frankfort Road Tuscumbia, AL 35674

Document Generated On February 9, 2015

TABLE OF CONTENTS

Executive Summary

Introduction 2 Description of the School 3 School's Purpose 4 Notable Achievements and Areas of Improvement 5 Additional Information 6

Improvement Plan Stakeholder Involvement

Introduction 8 Improvement Planning Process 9

Stakeholder Feedback Diagnostic

Introduction 12 Stakeholder Feedback Data 13 Evaluative Criteria and Rubrics 14 Areas of Notable Achievement 15 Areas in Need of Improvement 16 Report Summary 17

Student Performance Diagnostic

Introduction 19 Student Performance Data 20 Evaluative Criteria and Rubrics 21 Areas of Notable Achievement 22 Areas in Need of Improvement 23 Report Summary 24

ACIP Assurances

Introduction 26 ACIP Assurances 27

RET Goals and Plans 2014-2015

Overview 30 Goals Summary 31

Goal 1: R.E. Thompson Teachers/Faculty members and leaders will be prepared to help students graduate as college

and career ready students. 32

Goal 2: Everyone at R.E. Thompson will have tools to access a comprehensive, viable infrastructure when and where

they need it. 32

Goal 3: All learners at R. E. Thompson will have the opportunity to be engaged and empowered through technology 33

Goal 4: Each grade level at R. E. Thompson Intermediate school will increase their standardized math scores from our

previous year. 34

Goal 5: Each grade level at R. E. Thompson Intermediate school will increase their standardized Reading scores from

our previous year. 34

Activity Summary by Funding Source 36 Progress Notes 37

Strategies to Increase Parental Involvement

Introduction 39 Strategies to Increase Parental Involvement 40

Title I Schoolwide Diagnostic

Introduction 45 Component 1: Comprehensive Needs Assessment 46 Component 2: Schoolwide Reform Strategies 48 Component 3: Instruction by Highly Qualified Staff 54 Component 4: Strategies to Attract Highly Qualified Teachers 55 Component 5: High Quality and Ongoing Professional Development 56 Component 6: Transition Strategies 58 Component 7: Teacher Participation in Making Assessment Decisions 59 Component 8: Timely and Additional Assistance to Students Having Difficulty Mastering theStandards 60 Component 9: Coordination and Integration of Federal, State and Local Programs and Resources62 Component 10: Evaluation 63

Coordination of Resources-Comprehensive Budget

Introduction 65 I. State Foundation Funds: FTEs Earned 66 I. State Foundation Funds: Units Placed 67 I. State Foundation Funds:Total Salaries 68

II. Federal Funds 70 III. Local Funds (if applicable) 73

Executive Summary

ACIPR. E. Thompson Intermediate School

Introduction Every school has its own story to tell. The context in which teaching and learning takes place influences the processes and procedures by

which the school makes decisions around curriculum, instruction, and assessment. The context also impacts the way a school stays faithful

to its vision. Many factors contribute to the overall narrative such as an identification of stakeholders, a description of stakeholder

engagement, the trends and issues affecting the school, and the kinds of programs and services that a school implements to support student

learning.

The purpose of the Executive Summary (ES) is to provide a school with an opportunity to describe in narrative form the strengths and

challenges it encounters. By doing so, the public and members of the school community will have a more complete picture of how the school

perceives itself and the process of self-reflection for continuous improvement. This summary is structured for the school to reflect on how it

provides teaching and learning on a day to day basis.

Description of the School

Describe the school's size, community/communities, location, and changes it has experienced in the last three years. Include

demographic information about the students, staff, and community at large. What unique features and challenges are associated

with the community/communities the school serves? R. E. Thompson is an intermediate elementary school consisting of 340 students in grades 3-5. We have 15 teaching units with 5 units per

grade level. This school is fed from a singular primary school and feeds a singular middle school. We serve the city of Tuscumbia and have

about 15% of our students from outside our school district. Tuscumbia is a very close knit city of roughly 8,400 people and is surrounded by

other municipalities that is referred to as "The Shoals". Traditions and school spirit are strong in Tuscumbia and families care a great deal

about the success of the school system.

School's Purpose

Provide the school's purpose statement and ancillary content such as mission, vision, values, and/or beliefs. Describe how the

school embodies its purpose through its program offerings and expectations for students. The mission of R. E. Thompson Intermediate School is "To provide the tools necessary to develop responsible, productive, life-long learners

who will emerge as capable leaders of the 21st century." We accomplish this by providing an innovative, competent, caring staff that teaches

a challenging curriculum in a safe and clean environment. Our school vision is "We envision R. E. Thompson as a premier learning center

promoting leaders for the 21st century." Our school motto: "Learning is an Adventure" sets high expectations for all students and supports

our vision and mission. The mission and vision of R. E. Thompson Intermediate School together produce our six school beliefs.

Our staff believes: 1. All students can achieve and succeed. 2. Instruction must enhance the mental, emotional, creative, physical, and moral

attributes of a child. 3. High standards of performance are expected of all students and staff. 4. Productive citizenship requires that students

have moral values and respect for the rights of others. 5. The cooperative efforts of teachers, parents, and the community encourage

students to achieve success. 6. A positive, safe environment promotes student learning.

Notable Achievements and Areas of Improvement

Describe the school's notable achievements and areas of improvement in the last three years. Additionally, describe areas for

improvement that the school is striving to achieve in the next three years. Over the past few years R. E. Thompson has been making modest gains in multiple academic areas. The school has experienced academic

gains, cultural improvements, and structural enhancements all while maintaining a consistent faculty and staff. The faculty worked as a team

to identify ways to streamline faculty and student technology usage in the school. Committees were created to ensure our technology was

being utilized effectively. Students were given opportunities to use this technology in their learning and teachers relied on classroom

technology to create interesting, effective lessons.

Over the last four years there has been a considerable decrease in office referrals and discipline issues at RET. Much of the credit goes to

hard-working teachers developing interesting lessons that keep the children engaged and eager to learn. A dedicated guidance councilor

has also implemented effective behavior programs that teach tolerance, respect, and teamwork to the students.

We continue to work to increase our scores in all grade levels for math. New books were adopted and the CCRS standards were put in

place long enough ago to allow the teachers to fully grasp the ideas and become more effective. We expect to see achievement levels

increase as we go forward.

Additional Information

Provide any additional information you would like to share with the public and community that were not prompted in the previous

sections. R. E. Thompson is proud of the fact that there was no turnover between the 2013-14 school year and this year. The consistency of an

experienced staff that works very well together is a huge part of continued success in our school.

Improvement Plan Stakeholder Involvement

Introduction The responses should be brief, descriptive, and appropriate for the specific section. It is recommended that the responses are written offline

and then transferred into the sections below.

Improvement Planning Process

Describe the process used to engage a variety of stakeholders in the development of the institution's improvement plan. Include

information on how stakeholders were selected and informed of their roles, and how meetings were scheduled to accommodate

them. R. E. Thompson holds an annual Title I school wide meeting in September of each year. Parents and community members are notified of the

meeting through newsletters sent home, calendar of events, announcements, Schoolcast messages, and radio broadcasts. Involved parents

and community members are targeted to be committee members because of their interest in the school's success and their availability. The

same meeting is held three different times that day, 7:30AM, 9:00AM, and 6:00PM, at three different locations to accommodate the various

schedules of our stakeholders. The Title I program is explained including the parent involvement component and set asides. This is also an

opportunity for our stakeholders to ask questions and state concerns. Describe the representations from stakeholder groups that participated in the development of the improvement plan and their

responsibilities in this process. R. E. Thompson has parent representation on the CIP committee. These parents are active participants in the review and revision of the CIP

and many attend the annual advisory meeting. The CIP is reviewed, evaluated, and revised each year. During the review process all

parents have the opportunity to comment on the plan. Once the plan is revised and and approved, a parent may find the plan, or parts of the

plan unsatisfactory. In that case, they have the right to submit their concerns, in writing, to the school. Our federal Programs director will

them review the concerns; a grievance procedure is also in place if a parent has issue with anything involving their child. Parent and

stakeholder surveys are given out each April seeking input on activities, training, and materials that the school should offer to parents. These

surveys yield results that are then incorporated into the CIP.

Principal - Robert Bissell

Counselor - Laura Norton

Reading Coach - Leigh Anne West

3rd grade teacher - Mary Anne Whitlock

5th grade teacher - Kimber Peebles

Paraprofessional - Debra Brown

Paraprofessional - Mechele Bradford

Special education teacher

Parent - Mary Cecila Youngblood

Parent - Amy Johnson

Explain how the final improvement plan was communicated to all stakeholders, and the method and frequency in which

stakeholders receive information on its progress. During the annual school wide Title I meeting, information is presented about Title I, the curriculum, and yearly assessments. Additionally,

other parent meetings are scheduled and Open House and Parent Nights are used to integrate the parents into the world of their child at

RET. The RET Parent Involvement Plan, LEA Parent Involvement Plan, and Title I plan are available for review at all parent meetings.

Copies of the plan are also available in the school library and office.

Stakeholder Feedback Diagnostic

Introduction The Stakeholder Feedback Diagnostic is designed to analyze the institution's survey results in terms of areas of achievement and areas that

need improvement. Further, the diagnostic is essential to the accreditation and continuous improvement processes in that it provides the

institution with a comprehensive view of the aggregate scores of the surveys administered, and the actual total of respondents for each

survey type to derive a single score for this diagnostic. The performance level score computed at the completion of the diagnostic is used to

broaden and enhance the external review team's understanding of the stakeholder's perceptions of the institution; the diagnostic should be

used in the same manner by the institution as it engages in improvement planning.

Stakeholder Feedback Data

Label Assurance Response Comment Attachment1. Did you complete the Stakeholder Feedback

Data document offline and upload below?Yes RET Student

SurveyRET Parent SurveyRET Staff Survey

Evaluative Criteria and Rubrics

Overall Rating: 4.0

Statement or Question Response Rating1. Questionnaire Administration All required AdvancED questionnaires were

used by the institution to receive stakeholderfeedback. The minimum response rate for eachpopulation was met (parent questionnaire:equal to or greater than 20%, studentquestionnaire(s): equal to or greater than 40%,staff questionnaire: equal to or greater than60%). Questionnaires were administered withcomplete fidelity to the appropriateadministrative procedures. In every instance,the stakeholders to whom these questionnaireswere administered fully represented thepopulations served by the institution.Appropriate accommodations were provided asnecessary for all participants.

Level 4

Statement or Question Response Rating2. Stakeholder Feedback Results and Analysis Two or more of the stakeholder questionnaires

had average item values of 4.30 or higher (on a5.0 scale). All questionnaires had an averageitem value of 3.20 or above (on a 5.0 scale).Results of stakeholder feedback collected bythe institution were well analyzed and clearlypresented.

Level 4

Areas of Notable Achievement

Which area(s) indicate the overall highest level of satisfaction or approval? The parents responded with the highest percentage of positive responses ( 93%) for Purpose and Direction. The staff responded with the

highest percentage of positive responses ( 100%) for Governance and Leadership.

The students responded with the highest percentage of positive responses ( 90%) for Purpose and Direction. The highest level of approval

or satisfaction from our stakeholders are in the areas of school safety and academic rigor received by the students. In both cases, a score of

4.5 out of 5 was achieved. Parents and students alike believe that the school is a safe environment and that the students are challenged at

the appropriate level academically. Which area(s) show a trend toward increasing stakeholder satisfaction or approval? Stakeholders seem to have an increase in satisfaction over our ability to communicate our goals and activities. This is due to our constant

striving to find new ways to open lines of communication with our parents and community. Technological tools have made this process a

little easier. The staff has increased satisfaction in the field of Governance and Leadership because of the approachable, open-door policy of

the Central Office administration. Which of the above reported findings are consistent with findings from other stakeholder feedback sources? Our school-system wide Advisory committee also believes that our system is a safe, nurturing environment where the students are

challenged at an appropriate level. Quarterly meetings have shown this to be the case.

Areas in Need of Improvement

Which area(s) indicate the overall lowest level of satisfaction or approval? The parents responded with the highest percentage of negative responses (8.7%) on the topic of teachers keeping them informed about

grades. The staff responded with the highest percentage of negative responses (14%) on the topic of adult advocates supporting student

educational experience.

The students responded with the highest percentage of negative responses (23%) on the topic of student feedback about the school.

Our overall levels of satisfaction were quite high. The rating system used went to a high score of five; the lowest we rated in any area was

4.16. This was in the area of financial resources and their uses. The reason we scored as low as we did was because 17.39% of the

respondents were either neutral or felt the question was not applicable to their level of knowledge about the school. An area of concern for

us would be the feeling that our teachers do not give adequate individual instruction. Roughly three percent of of the participants responded

that they do not agree that we give enough individual instruction. Which area(s) show a trend toward decreasing stakeholder satisfaction or approval? R. E. Thompson does not see any trends that are decreasing in stakeholder satisfaction at this time. We will take a close look at all survey

results and focus our attention on any area that scored poorly in respect to all areas. An example of this would be to make sure teachers

meet with teachers a grade level higher to ensure the students are prepared for the next year. This was an area that recorded a higher

number of negative responses. What are the implications for these stakeholder perceptions? When stakeholders feel they are uninformed about school, or that they are not getting adequate communication, the perception could be that

we are not very transparent in our operations or that the school does not feel the stakeholders have an important role to play in the education

of the students. These perceptions must be addressed and remedied as thoroughly as possible. Stakeholder hold a vital role in the

education of the students of Tuscumbia and every effort must be taken to aid in the ease of communication. Which of the above reported findings are consistent with findings from other stakeholder feedback sources? Other feedback sources have also reported better communication was needed to keep stakeholders aware of school operations. These

concerns are constantly being addressed. Parent input has been solicited regarding upcoming changes to our school website.

Report Summary

Scores By Section

Sections

1 2 3 4

Section Score

Evaluative Criteria and Rubrics 4

Student Performance Diagnostic

Introduction The Student Performance Diagnostic provides an institution with a process to report summative student assessments. This diagnostic is

significant to the accreditation and continuous improvement process as it serves as a resource for schools to view content area assessment

results required by the state, district, or other entities, determine the quality and reliability of the given assessments, and show the alignment

of the assessments to the school's curriculum. The performance level computed at the completion of the diagnostic is used by the external

review team as a comprehensive report to understand fully the institution's assessment program; the diagnostic should be used in the same

manner by the institution as it engages in improvement planning.

Student Performance Data

Label Assurance Response Comment Attachment1. Did you complete the Student Performance

Data document offline and upload below?Yes Data collected as of October 13,

2014 was not complete becausesome of our 3rd gradeinformation was inaccurateattached is the information wehave as of October 13, 2014..

Performance Data13-14RET - 03 - MathAspire 2013-2014RET - 04 - MathAspire 2013-2014RET - 05 - MathAspire 2013-2014RET - 03 - ReadingAspire 2013-2014RET - 04 - ReadingAspire 2013-2014RET - 05 - ReadingAspire 2013-2014

Evaluative Criteria and Rubrics

Overall Rating: 3.0

Statement or Question Response Rating1. Assessment Quality The array of assessment devices used by the

institution to determine students' performancesis sufficiently aligned so that valid inferencescan be reached regarding students' status withrespect to the majority of those curricular aimsregarded as high-priority instructional targets.The documentation provided in support of thisalignment is relatively persuasive. Most of theassessments used are accompanied byevidence demonstrating that they satisfyaccepted technical requirements.

Level 3

Statement or Question Response Rating2. Test Administration All the assessments used by the institution to

determine students' performances, whetherexternally acquired or internally developed,have been administered with complete fidelityto the administrative procedures appropriate foreach assessment. In every instance, thestudents to whom these assessments wereadministered are accurately representative ofthe students served by the institution.Appropriate accommodations have beenprovided for all assessments so that validinferences can be made about all students'status with respect to all of the institution'stargeted curricular outcomes.

Level 4

Statement or Question Response Rating3. Quality of Learning Evidence of student learning promoted by the

institution is acceptably analyzed and presentedwith reasonable clarity. In comparison toinstitutions functioning in a similar educationalcontext, students' status, improvement, and/orgrowth evidence indicates that the level ofstudent learning is at or above what wouldotherwise be expected.

Level 3

Statement or Question Response Rating4. Equity of Learning Evidence of student learning indicates

achievement gaps exist among subpopulationsof students, and these achievement gapsdemonstrate a modest decline.

Level 2

Areas of Notable Achievement

Which area(s) are above the expected levels of performance? Our results were right at or slightly below the national average in each category. The ACT/Aspire was administered for the first time in 2013-

14 and showed results consistent with data from previous tests. Describe the area(s) that show a positive trend in performance. One positive trend shown in our data is that fewer students were in the support range in mathematics. Which area(s) indicate the overall highest performance? The 3rd grade math scores showed the highest level of performance. Which subgroup(s) show a trend toward increasing performance? We were encouraged by our 4th grade math scores because they had a tendency to be the weakest over the past few years; they were on

par with the other grade levels. Between which subgroups is the achievement gap closing? Most gaps are not closing significantly, however the data separated by gender seems to have the closest achievement levels. Which of the above reported findings are consistent with findings from other data sources? The finding remain consistent with the results from previous years even though the state has mandated several different tests and formats

over the past few years.

Areas in Need of Improvement

Which area(s) are below the expected levels of performance? 5th grade reading and 4th grade math are the furthest away from ACT benchmark results and therefore are below our level of performance. Describe the area(s) that show a negative trend in performance. It is hard to say we have negative trends in performance because our testing tool has changed this past year. Comparing data from year to

year is difficult. Certain aspects of reading, such as comprehension, were at a lower level than tests in the past. Which area(s) indicate the overall lowest performance? 4th grade math and 5th grade reading. Which subgroup(s) show a trend toward decreasing performance? Again, it is hard to compare with past data, but our black and special education students are lower performing. Between which subgroups is the achievement gap becoming greater? Our achievement gaps increasing or decreasing are difficult to determine based on the inconsistency of the testing format. Which of the above reported findings are consistent with findings from other data sources? Special education students and black students continue to score lower than white regular education students regardless of the testing year or

format.

Report Summary

Scores By Section

Sections

1 2 3 4

Section Score

Evaluative Criteria and Rubrics 3

ACIP Assurances

Introduction By responding to the questions in ASSIST and attaching evidence when required, the institution has verified whether it meets or does not

meet each of the required ACIP Assurances.

ACIP Assurances

Label Assurance Response Comment Attachment1. The Instructional Leadership Team members

that should be present include the principal,guidance counselor, district schoolimprovement specialist (or other designee),appropriate content-area teachers, parentrepresentatives, and student representatives(as appropriate). Depending on the data,additional members may include specialpopulation representatives (TechnologyCoordinator, Special Education, ELL, etc.),district federal programs coordinator, districtchief school financial officer, communitystakeholders, or any other member asappropriate. Documentation will be maintainedon site.

Label Assurance Response Comment Attachment2. The institution complies with all federal laws

and regulations prohibiting discrimination andwith all requirements and regulations of theU.S. Department of Education. It is the policy ofthis institution that no person on the basis ofrace, color, religion, national origin or ancestry,age, gender, height, weight, marital status ordisability shall be subjected to discrimination inany program, service or activity for which theinstitution is responsible, or for which it receivesfinancial assistance from the U.S. Departmentof Education.

Yes The Tuscumbia City Schoolsystem does not discriminate onthe basis of race, color, nationalorigin, sex, disability, or age in itsprograms and activities andprovides equal access to the BoyScouts and other designatedyouth groups. The followingperson has been designated tohandle inquiries regarding thenon-discrimination policies:

Mrs. Vickey Moon, FederalPrograms Coordinator, Title VI &Title IXMrs. Marsh Ricks, SpecialServices & 504 Coordinator303 North Commons Street East,Tuscumbia, AL 35674 (256)389-2900

Signatures

Label Assurance Response Comment Attachment3. The institution has designated an employee to

coordinate efforts to comply with and carry outnon-discrimination responsibilities. If yes, listthe name, position, address and telephonenumber of the employee in the comment field.

Yes The following person has beendesignated to handle inquiriesregarding the non-discriminationpolicies:

Mrs. Vickey Moon, FederalPrograms Coordinator, Title VI &Title IXMrs. Marsh Ricks, SpecialServices & 504 Coordinator303 North Commons Street East,Tuscumbia, AL 35674 (256)389-2900

Signatures

Label Assurance Response Comment Attachment4. The institution has a Parent Involvement policy

and plan as required in NCLB Section 1118,and ensures that all requirements in Section1118 and 1111(h)(6), Parents' Right-to-Know,are implemented systematically.

Yes Parent InvolvementPlan 14-15

Label Assurance Response Comment Attachment5. The institution has a School-Parent Compact. If

a Title I school, the School-Parent Compactcontains the required components (NCLBSection 1118(d)(1-2)(A,B,C)) and was jointlydeveloped with parents of participatingstudents.

Yes Compact

Overview

Plan Name

Plan Description

Goals Summary

The following is a summary of the goals encompassed in this plan. The details for each goal are available in the next section.

# Goal Name Goal Details Goal Type Total Funding1 R.E. Thompson Teachers/Faculty members and

leaders will be prepared to help students graduateas college and career ready students.

Objectives:1Strategies:1Activities:1

Academic $0

2 Everyone at R.E. Thompson will have tools toaccess a comprehensive, viable infrastructurewhen and where they need it.

Organizational $1575

3 All learners at R. E. Thompson will have theopportunity to be engaged and empowered throughtechnology

Academic $0

4 Each grade level at R. E. Thompson Intermediateschool will increase their standardized math scoresfrom our previous year.

Academic $0

5 Each grade level at R. E. Thompson Intermediateschool will increase their standardized Readingscores from our previous year.

Academic $500

Goal 1: R.E. Thompson Teachers/Faculty members and leaders will be prepared to help students

graduate as college and career ready students.This plan includes progress notes which are at the very end of this document

Strategy 1: Smart Notebook training - Steps:

1. Teachers will be trained in using the Smart Notebook software to create lessons that align with Common Core and Alabama Courses of Study.

2. Teachers will implement these new skills though the implementation of Smartboard lessons in their classrooms.

3, These lessons will show students that teachers are learning new ways to implement technology in their classrooms.

Resources:

Classroom computers, Smart Notebook software, and Smartboards.

Monitoring:

1. STI/PD and principal sign in sheets for the training classes.

2. Lesson plans. Research Cited: ISTE.NETS-T 5

Goal 2: Everyone at R.E. Thompson will have tools to access a comprehensive, viable

infrastructure when and where they need it.This plan includes progress notes which are at the very end of this document

Measurable Objective 1:100% of All Students will demonstrate a behavior that shows teachers are continuously learning. in Practical Living by 05/16/2014 as measured by Principal reports,Educate Alabama, Transform 2020 surveys, and implementation of lesson plans..

Activity - Smart Notebook Lesson training Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Teachers will learn to use the Smart Notebook software to create a lessonin math or reading that aligns to the Common Core and AlabamaStandards

ProfessionalLearning

12/02/2013 05/31/2017 $0 No FundingRequired

Computer labteacher,principal,teachers andstaff.

Measurable Objective 1:

Strategy 1: Gigabit switches - Steps:

1. R.E.T. will work with the technology coordinator to inventory current infacstructure to determine the necessary purchases to bring R.E.T. to full gigabit switch usage

throughout the school.

2. R.E.T. will work to put in place the new gigabit switches as they become available.

Resources/Matetrials:

Gigabit swithces

Monitoring:

Technology coordinator Research Cited: N/A

Goal 3: All learners at R. E. Thompson will have the opportunity to be engaged and empowered

through technologyThis plan includes progress notes which are at the very end of this document

Strategy 1: Select and use applications effectively and productively - Description

Steps: 1. Students will learn about Microsoft Word during their weekly computer classes. 2. At the end of the school year students will be given a quiz to see if they

understand the various uses of Microsoft Word. Materials/Resources: Computers Teacher created quiz Monitoring: Lesson plans and student quiz results.

Research Cited: ISTE.NETS-S 6

collaborate to provide internal wide area network (WAN) connections from the district to our school and among classroom within the school of at least 1Gbps. by05/22/2015 as measured by Transform 2020 inventory, AREN traffic graphs, bandwidth traffic data, interviews with necessary staff, district capital report, andTransform 2020 survey results..

Activity - Purchase gigabit switches Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Purchase gigabit switches to replace all 10/100 switches. Technology 12/02/2013 05/31/2017 $1575 DistrictFunding

Technologycoordinator

Measurable Objective 1:100% of Third grade students will demonstrate a behavior All learners at R. E. Thompson will have the opportunity to be engaged and empowered throughtechnology in Practical Living by 05/23/2014 as measured by Classroom/student observations and implementation of courses of study - lesson plans.

Goal 4: Each grade level at R. E. Thompson Intermediate school will increase their standardized

math scores from our previous year.This plan includes progress notes which are at the very end of this document

Strategy 1: AMSTI math - Our teachers completed the AMSTI training and are using the program with the assistance of the AMSTI instructors. New techniques are being taught to

increase math proficiency in all grades. Research Cited: AMSTI instruction is a widely studied program designed to increase hands-on learning for greater student retention of the material.

Goal 5: Each grade level at R. E. Thompson Intermediate school will increase their standardized

Reading scores from our previous year.This plan includes progress notes which are at the very end of this document

Activity - ISTE.NETS-S 6 Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Students will learn the various uses Microsoft Word and how they can useWord in their daily lives

Technology 12/02/2013 05/31/2017 $0 No FundingRequired

Computer labinstructor andclassroomteachers.

Measurable Objective 1:A 10% increase of All Students will demonstrate a proficiency of the standards assessed in Mathematics by 04/24/2015 as measured by ACT/Aspire standardizedtests.

Activity - AMSTI Math training Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

AMSTI instructors help in designing lessons nad model effective instructionfor our math teachers. These lessons are designed to increase learning inthe students that participate.

AcademicSupportProgram

08/07/2014 05/21/2015 $0 No FundingRequired

All teachersthat took partin lastsummer'sAMSTItraining inmathematics.

Measurable Objective 1:A 10% increase of All Students will demonstrate a proficiency in the state standards in Reading by 04/24/2015 as measured by ACT/Aspire standardized tests.

Strategy 1: Reading program - Fourth and fifth grade teachers have adopted a new Reading program to supplement their Reading instruction. Storyworks is a program they have

used to enhance the abilities of their students to allow them to increase their achievement levels on the state standards. Research Cited: Storyworks is a research based program designed to instill an interest in reading and therefore, possibly improve reading scores.

Activity - Training on Storyworks Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Teachers meet weekly and discuss their program. They talk about what isand isn't working in their class and from that determine best practices.

09/15/2014 05/21/2015 $500 Booster Fund All fourth andfifth gradeteachers

Activity Summary by Funding Source

Below is a breakdown of your activities by funding source

No Funding Required

District Funding

Booster Fund

Activity Name Activity Description Activity Type Begin Date End Date ResourceAssigned

StaffResponsible

Smart Notebook Lessontraining

Teachers will learn to use the Smart Notebook software tocreate a lesson in math or reading that aligns to theCommon Core and Alabama Standards

ProfessionalLearning

12/02/2013 05/31/2017 $0 Computer labteacher,principal,teachers andstaff.

AMSTI Math training AMSTI instructors help in designing lessons nad modeleffective instruction for our math teachers. These lessonsare designed to increase learning in the students thatparticipate.

08/07/2014 05/21/2015 $0 All teachersthat took partin lastsummer'sAMSTItraining inmathematics.

ISTE.NETS-S 6 Students will learn the various uses Microsoft Word andhow they can use Word in their daily lives

Technology 12/02/2013 05/31/2017 $0 Computer labinstructor andclassroomteachers.

Total $0

StaffResponsible

Purchase gigabit switches Purchase gigabit switches to replace all 10/100 switches. Technology 12/02/2013 05/31/2017 $1575 Technologycoordinator

Total $1575

StaffResponsible

Training on Storyworks Teachers meet weekly and discuss their program. Theytalk about what is and isn't working in their class and fromthat determine best practices.

09/15/2014 05/21/2015 $500 All fourth andfifth gradeteachers

Total $500

Progress Notes

Type Name Status Comments Created On Created By

Introduction All Title I Schoolwide and Targeted Assistance Schools must complete the following diagnostics: the Stakeholder Feedback Diagnostic, the

Parent Involvement Diagnostic, the Coordination of Resource/Comprehensive Budget Diagnostic, and EITHER the Title I Targeted

Assistance Diagnostic OR the Title I Schoolwide Diagnostic. Parent Survey must be done annually, but it can be done electronically or by

paper.

1. 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 involved. The school will hold 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 involved. This meeting is held in September of each year. The meeting is held at each Title I school

and at various times to help ensure multiple opportunities for parents to attend. The meeting agenda includes an overview of the Title I

program, information about the budge, 1% set-aside, rights of parents involved and the Title I school-parent compact. Also, parent leaders at

each school are introduced and input for parent meeting topics is solicited. 2. 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) The annual Title I parent survey is distributed in the spring of each year. This survey feedback guides meeting days and times. Topics of

interest are included on the survey to help guide parent meetings for the coming school year.

2) Parents are given the opportunity to help with planning, review and improvement of the Title I Program. The school solicits feedback on

program evaluation forms, annual Title I survey and through our parent meetings. The Title I Advisory Committed reviews the surveys each

year and use the results for planning for the upcoming school year.

3) Funds are allocated based on the needs as indicated in our Title I Advisory Committee meeting held in the spring of each year. Funds are

allocated for parent meetings and for materials and supplies for parent meetings. 3. 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. Information about programs under Title I is provided to all parents i a timely manner and in a uniform format and, to the extent practicable in a

language they can understand. The school utilizes newsletters, notes, SchoolCast calls, website, iNOW parent portal, social media (Twitter,

Facebook, Remind 101) as tools to communicate with parents. Should a parent speak a language other than English, TransACT and

SchoolCast is used to communicate the information to parents. 4. 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).

The school staff, parents and students share responsibility for improved student academic achievement for participating students. The

School-Parent Compact is reviewed annually and revised as required. This process is discussed at the Title I Advisory Committee meeting

in the spring. The compact is distributed to all students following the annual Title I meeting held in September. Efforts are made and

documented to collect a signed compact from each student. 5. Describe procedures to allow parents to submit comments of dissatisfaction with the Continuous Improvement Plan. Parents who are dissatisfied with the Continuous Improvement Plan can express their concerns to:

Vickey Moon, Federal Programs Coordinator

303 N. Commons St. E.

Tuscumbia, AL 35674

256-389-2900 ext. 203

This information is included in the Continuous Improvement Plan and communicated to stakeholders at the annual Title I meeting. 6a. 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:

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)

Building capacity for parental involvement continues to be a challenge at each of our Title I schools. Much time and effort is given to

soliciting input from our parents on topics of interest, planning multiple opportunities for involvement and encouraging all parents to

participate and especially hard-to-reach parents.

Parent meetings include a wide range of topics including information about curriculum, assessment, state and local standards, requirements

of Title I and how to work effectively with their child on homework and study skills. Also included are topics of interest including children and

technology, social media, drugs and bullying. 6b. Describe how the school will build capacity for parental involvement including how parents will be encouraged to become

involvement.)

Shall provide materials and training to help parents to work with their children to improve their children's achievement, such as

literacy training and using technology, as appropriate, to foster parental involvement. (Describe)

The school will continue to try to build capacity for parental involvement including how parents will be encouraged to become equal partners

in the education of their children. R.E. Thompson Intermediate School has the responsibility of embracing parents of students in grades 3-5.

Much effort is place on parental involvement in the early grades and must be continuously analyzed to ensure efforts are made to reach as

many parents as possible. The school hosts a Welcome to 3rd Grade Tour and encourage parents to participate. Many events are held

throughout the year which focus on parental involvement in student achievement. Some of these activities include Aspire Test information

for parents new to Alabama Assessments, Donuts for dads and muffins for mom events which focus on reading to your child and Book

Character parades which encourages parent participation.

Parents are encouraged to visit their child's classroom and share time and talents with the class. Some parents share their love of music, art

and storytelling. Parents are also encouraged to participate in meetings in which the College and Career Ready Standards are discussed to

help enable a better understanding of Alabama standards. There are multiple opportunities for parents to work with their child on technology

and to better understand the dangers of social media. 6c. Describe how the school will build capacity for parental involvement including how parents will be encouraged to become

involvement.)

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) It is important to make parents feel welcome and an important part of the educational process. R.E. Thompson Intermediate School creates

a welcoming environment for all who enter. The entire school staff is trained and made aware of parental involvement in the school.

Attention is given to communicating with parents, working with parents as equal partners an providing opportunities to reach out to parents.

The Title I parent involvement plan is followed and programs are coordinated to help build ties between parents and the school. 6d. Describe how the school will build capacity for parental involvement including how parents will be encouraged to become

involvement.)

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) Parent involvement programs are integral to the overall success of a school. Efforts are made to include parents as often as possible when

planning for school events and activities. Parents are asked and encouraged to visit the school and particularly participate in school activities

which promote student achievement. Each year, the school hosts events which encourage parents to participate in reading activities with

their child.

A parent resource rack is located in the hallway by the principal's office. This resource rack has materials which promote positive parenting

and address parent concerns. Efforts are made to ensure updated resources are made available to parents.

The counselor sends out a home-school connection newsletter several times a year which includes parenting tips particular to children in

grades 3-5. 6e. Describe how the school will build capacity for parental involvement including how parents will be encouraged to become

involvement.)

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 is sent home by the student, communicated on the web site, delivered through the SchoolCast system and posted on social

media to alert parents of events and activities at the school. This information can be delivered as needed in a language parents can

understand. 6f. 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.)

Shall provide such other reasonable support for parental involvement activities as parents may request. (Describe) The Title I parent survey gives parents an opportunity to request other parental involvement activities. Also, throughout the year, the

principal solicits input from parents regarding parent meeting topics and activities which will support student academic achievement. 7. 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. Provisions are made for parents with limited English proficiency, parents with disabilities and parents of migratory students to ensure that

barriers do not exist which would preclude them from participating in school activities.

Title I Schoolwide Diagnostic

Introduction This diagnostic tool is aligned to requirements for Title I Schoolwide schools. As described in sections 1111(b)(1), 1114 (b)(1)(A)] and

1309(2) of the Elementary and Secondary Education Act (ESEA), the comprehensive needs assessment (CNA) requirement is met by

completing a School Process Profile and Summary Report. The comprehensive needs assessment must be completed prior to creating a

new plan or annually updating an existing school improvement plan. Use the results of the comprehensive needs assessment to develop

Goals/Objectives/Strategies and Activities. Ensure that the Gap Statements and Causes for Gaps included in the Goals information address

all four measures of data: student achievement data, school programs/process data, perceptions data (must include teachers and parents;

student data is encouraged), and demographic data. The Comprehensive Needs Assessment must also take into account the needs of

migratory children as defined in Title I, Part C, Section 1309(2).

Component 1: Comprehensive Needs Assessment

1. How was the comprehensive needs assessment conducted? The comprehensive needs assessment was conducted through a parent survey. The survey was distributed to each student in grades 3-5.

The returned surveys were tallied by the federal programs director and results shared with the leadership team. 2. What were the results of the comprehensive needs assessment? Parents feel welcome in the school and are familiar with the goals and offerings of the school as well as the support services provided.

The parents have received the Title I documents and know what it means to be a Title I school. Parents are involved in the Title I activities. 3. What conclusions were drawn from the results? We have done a good job of educating our parents about Title I and the services provided. Our parents feel welcome in the school and are

involved in school activities. As always, creating new ways to involve parents is a challenge. 4. What information was concluded as a result of analyzing perception, student achievement, school programs/process, and

demographic data? Our parents and stakeholders feel welcome in the school and feel comfortable contacting teachers and other staff members. All of the

parents responding stated they understand student test scores and report cards. Parents understand what it means to be a Title I school and

know the process as well as the opportunities provided through Title I services. The demographics of the responses matched the

demographics of the school. 5. How are the school goals connected to priority needs and the needs assessment? The school goals for R.E. Thompson Intermediate School are connected to priority needs based on the Aspire assessment results. The

focus this year will be on increasing scores in reading and math. Other goals include increasing student attendance. 6. How do the goals portray a clear and detailed analysis of multiple types of data? Assessments were used to analyze student achievement. This year, the state adopted the ACT series for student assessment. It is difficult

to compare the assessment because of the change in administration. We continue to focus on the subject subgroups to determine

deficiencies.

7. How do the goals address the needs of the whole school population and special recognition to children who are disadvantaged?

The goals address the needs of the whole school population and give special recognition to children who are disadvantaged. The state

assessments are analyzed and areas of improvement noted. This analysis results in determining the specific goals for the school year.

Close attention is given to disadvantaged children since this is typically the areas where achievement gaps exist.

Component 2: Schoolwide Reform Strategies

Goal to address annual Measurable Achievement Objectives (AMAOs) and English Language Proficience 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.

1. Identify the strategies in the schoolwide plan that focus on helping all students reach the State's standards. Goal 1:

R.E. Thompson Teachers/Faculty members and leaders will be prepared to help students graduate as college and career ready students. Measurable Objective 1:

100% of All Students will demonstrate a behavior that shows teachers are continuously learning. in Practical Living by 05/16/2014 as

measured by Principal reports, Educate Alabama, Transform 2020 surveys, and implementation of lesson plans.. Strategy1:

Smart Notebook training - Steps:

1. Teachers will be trained in using the Smart Notebook software to create lessons that align with Common Core and Alabama Courses of

Study.

Resources:

Monitoring:

2. Lesson plans.

Research Cited: ISTE.NETS-T 5

2. Identify the strategies in the schoolwide plan that increase the quality and quantity of instruction. Goal 1:

Activity - Smart NotebookLesson training

ActivityType Tier Phase Begin Date End Date Funding Amount

& Source Staff Responsible

Teachers will learn to use theSmart Notebook software tocreate a lesson in math orreading that aligns to theCommon Core and AlabamaStandards

ProfessionalLearning 12/02/2013 05/31/2017 $0 - No Funding

Required

Computer labteacher, principal,teachers and staff.

All learners at R. E. Thompson will have the opportunity to be engaged and empowered through technology Measurable Objective 1:

100% of All Students will demonstrate a behavior All learners at R. E. Thompson will have the opportunity to be engaged and empowered

through technology in Practical Living by 05/23/2014 as measured by Classroom/student observations and implementation of courses of

study - lesson plans. Strategy1:

Select and use applications effectively and productively - Description

Steps: 1. Students will learn about Microsoft Word during their weekly computer classes. 2. At the end of the school year students will be

given a quiz to see if they understand the various uses of Microsoft Word. Materials/Resources: Computers Teacher created quiz Monitoring:

Lesson plans and student quiz results.

3. Identify the research-based reform strategies in the schoolwide plan that align with the findings of the needs assessment. Goal 1:

Study.

Resources:

Activity - ISTE.NETS-S 6 ActivityType Tier Phase Begin Date End Date Funding Amount

Students will learn the varioususes Microsoft Word and howthey can use Word in their dailylives

Technology 12/02/2013 05/31/2017 $0 - No FundingRequired

Monitoring:

2. Lesson plans.

4. Identify the research-based reform strategies in the schoolwide plan that align with the findings of the needs assessment. Goal 1:

Study.

Resources:

Monitoring:

2. Lesson plans.

Required

5. Identify the strategies in the schoolwide plan that provide a level of interventions for students who need the most instructional

support. Goal 1:

6. English Language Proficiency Goal (Should address identified weaknesses and gaps): Goal 1:

Required

7. Identify the strategies in the schoowide plan that provide an enriched and accelerated curriculum for select students and

support progress for all students. Goal 1:

Component 3: Instruction by Highly Qualified Staff

3. Describe how staffing decision ensure that highly qualified, well trained teachers provide instruction and how their assignments

most effectively address identified academic needs. Teachers hired in the Tuscumbia City School System are highly qualified prior to employment.

Label Assurance Response Comment Attachment1. Do all of the instructional paraprofessionalsmeet the NCLB requirements for highlyqualified? If no, what is the number that is nothighly qualified and what is being done toaddress this?

Label Assurance Response Comment Attachment2. Do all of the teachers meet the NCLBrequirements for highly qualified? If no, what isthe number that is not highly qualified and whatis being done to address this?

Component 4: Strategies to Attract Highly Qualified Teachers

1. What is the school's teacher turnover rate for this school year? There was no teacher turnover for the 2014-2015 school year. 2. What is the experience level of key teaching and learning personnel? The average experience level of key teaching and learning personnel is 11 years. 54% of the instructional staff have an advanced degree. 3. What are specific initiatives the school has implemented to attract and retain high quality teachers regardless of the turnover

rate? The school utilizes the Job Fair at the University of North Alabama to attract highly qualified teachers. Since our pay is based solely on the

State Salary Matrix, many first-time teachers choose Tuscumbia for its family-friendly atmosphere. 4. What are specific initiatives the district has implemented to attract and retain highly qualified teachers regardless of the turnover

rate? Tuscumbia City School System utilizes the University of North Alabama Job Fair to attract highly qualified teachers. The school system

seeks to attract and retain minority teachers. 5. If there is a high turnover rate, what initiatives has the school implemented to attempt to lower the turnover rate of highly

qualified teachers? There is not an unexplained high turnover rate at R.E. Thompson Intermediate School.

Component 5: High Quality and Ongoing Professional Development

1. Identify the professional development activities included in the schoolwide plan that are high quality, effective, and research-

based? Professional Development activities included in the schoolwide plan that are high-quality, effective and research-based are:

Technology training: iPads, Chrome Books, Google Drive, Google Docs, Utilizing formative assessments via the iPad and Smart Board use

in the classroom.

College and Career Ready Standards: Our focus this year is on Language Arts, Math and Social Science. We work with other schools in the

district to better understand the state standards and to ensure our curriculum is reflective of the standards. 2. Identify the professional development opportunities for teachers, principals, paraprofessionals, other staff, and parents that are

included in the schoolwide plan? Professional Development opportunities for teachers, principals, paraprofessionals, other staff and parents include:

Awareness of Drug Use in Americal

Perils of Social Media

Special Education Training

Understanding the State-Mandated Assessments 3. Identify the teacher mentoring activities included in the schoolwide plan. For example, new or inexperienced teachers are given

support from an assigned master teacher. New or inexperienced teachers are assigned a mentor (master teacher) to help with the day-to-day issues all teachers face including:

effective classroom management

parent conferences

student discipline

New teachers attend an orientation at the beginning of the year which reviews system policies and procedures related to technology,

discipline and lesson planning. 4. Describe how this professional development is "sustained and ongoing." This professional development is sustained and ongoing for the duration of the school year through the use of the UNA Inservice Center

training staff. Each session is evaluated so that improvements can be made to the training. State and local needs assessments determine

the focus of professional development each year.

Component 6: Transition Strategies

1. Identify the strategies in the schoolwide plan that support and assist students in transitioning from one grade level to the next.

For example, preschool preparation for Kindergarten and/or eighth grade transition to high school. Transition activities at R.E. Thompson Intermediate School include a Tour Day for students entering the 3rd grade and a Parent-Student

Orientation for students who will be entering the 6th grade. Both events include tours and a presentation by the principal and address topics

of interest such as daily routine, class changes, lockers, dress code and extra curricular activities.

Component 7: Teacher Participation in Making Assessment Decisions

1. What measures are in place to include teachers in decisions regarding the use of results of statewide academic assessments? Teachers are included in the decisions regarding the use of statewide academic assessment results so that teaching strategies can be

implemented to ensure student academic success. Measures in place include: data analysis by grade, subject and subgroup. Once data is

analyzed, instructional changes may be needed to better meet the needs of all of our students.

Component 8: Timely and Additional Assistance to Students Having Difficulty Mastering the

Standards

1. What is the process to identify students who experience difficulty mastering the State's academic achievement assessment

standards at an advanced or proficient level? Students who have difficulty mastering the State's academic achievement assessment standards at an advance or proficient level indicate

that changes must be made. Once assessment data is received and analyzed, changes can be determined. These changes may include

teaching strategies, more frequent assessments and monitoring of student progress through Problem-Solving Teams. 2. How is timely, effective, additional assistance provided to students who are experiencing difficulty mastering the State's

academic achievement assessment standards at an advanced or proficient level? Problem-Solving Teams are in place at R.E. Thompson Intermediate School to quickly address the specific learning needs of students who

have difficulty mastering the State's academic achievement assessment standards at an advance or proficient level. These teams meet

monthly to discuss students who are at risk based on state tests but also students who may be failing or having difficulty getting along with

others in the school setting. 3. How are students' individual needs being addressed through differentiated instruction in the classroom? Teachers at R.E. Thompson Intermediate School are proficient at providing differentiated instruction in the classroom setting. Through the

use of small groups, individual instruction, technology and projects, the learning needs of the students are addressed. 4. 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. Tutoring is offered by specific subject areas before and after school on an as-need basis. R. E. Thompson Intermediate School students can

utilize Compass Learning via the internet at their home 24/7. Summer Enrichment Programs are offered for at risk students when Title I

funds are available. 5. Describe procedures used to address challenges for EACH group of Migrant, English Language Learners, Economically

Disadvantaged, Special Education, Neglected and/or Delinquent, and Homeless Students. The student population at R.E. Thompson Intermediate school certainly provides a wide array of backgrounds particularly including

economically disadvantage and special education students. The school strives to ensure that there are no barriers to education for any

student.

6. Special Populations as listed in the Carl D. Perkins Career and Technical Education Act of 2006 - Describe procedures used to

address challenges for EACH group of individuals with disabilities, individuals from economically disadvantaged families

(including foster children), individuals preparing for non-traditional fields, single parents (including single pregnant women),

displaced homemakers, and individuals with limited English proficiency. N/A

Component 9: Coordination and Integration of Federal, State and Local Programs and Resources

1. In what ways are the programs coordinated and integrated toward the achievement of the schoolwide goals? Programs are coordinated and integrated toward the achievement of the schoolwide goals. This is done by collaborating with other schools

in the system to offer music and art to students at RET. General education and special education resource teachers work together to provide

opportunities for students with special needs to remain in the general education classroom as their least restrictive environment. 2. List the State, Federal and local programs that are consolidated/coordinated in the schoolwide program and describe how all

programs and resources are coordinated and integrated toward the achievement of the schoolwide goals. Title I, Title II-A, state and local funds are utilized for instructional purposes at R.E. Thompson Intermediate School. Funding provides for:

Title I: Paraprofessionals, Materials, Supplies, Parent Meetings, Professional Development and Technology

Title II-A: Class-size Reduction Teacher, Professional Development

Local: Library Enhancement, Textbooks, Technology

The Tuscumbia Education Foundation provides classroom grants for teachers. Grants include technology, professional development,

materials and supplies. 3. How does the school coordinate and integrate the following Federal, State and local services in a manner applicable to the grade

level to support achievement of the schoolwide goals: violence prevention programs, nutrition programs, housing programs, Head

Start, adult education, vocational and technical education, and job training. The school/system coordinates with other federal, state and local services to help support the achievement of schoolwide goals. The school

works with the housing authority to make sure students have adequate housing. The school collaborates with the Colbert County District

Judge/Juvenile Program to help students who have behavioral and truancy issues. Head Start serves families in Tuscumbia and promotes

parenting activities to help children be prepared for school. Northwest Shoals Community College promotes programs such as Adult

Education, Job Training and vocational and technical education. NWSCC communicates these offerings in materials that are sent home to

families through the schools.

Component 10: Evaluation

1. How does the school evaluate the implementation of the schoolwide program? The schoolwide program is evaluated yearly. Included in the evaluation is a parent survey/needs assessment, state assessment data,

school attendance and discipline reports and allocation of resources. The schoolwide program goals are assessed and updated for the

upcoming school year. Some goals are met while progress has been made toward other goals. Faculty, staff and stakeholders look at the

continuous improvement plan to ensure that the needs of the students are addressed. 2. How does the school evaluate the results achieved by the schoolwide program using data from the State's annual assessments

and other indicators of academic achievement? The school analyzes the assessment data and uses that information to make decisions about curriculum, teaching strategies, materials and

supplies, technology integration and student support support services. 3. How does the school determine whether the schoolwide program has been effective in increasing the achievement of students

who are furthest from achieving the standards? The state assessment data is a key indicator of the effectiveness of the schoolwide program. Also, school attendance and discipline reports

indicate that behavioral and attendance goals are effective in increasing the achievement of students who are at risk. 4. What process is followed by the school to revise the plan as necessary, based on the evaluation, to ensure continuous

improvement of students in the schoolwide program? The plan is revised as necessary - often at times reflect the most recent data. The plan is formally evaluated at the end of the school year to

determine its effectiveness.

Coordination of Resources-Comprehensive

Budget

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

I. State Foundation Funds: FTEs Earned

Label Question Value1. Provide the number of Teacher assigned units. 18.19

Label Question Value2. Provide the number of Administrator assigned units. 1.0

Label Question Value3. Provide the number of Assistant Principal assigned units. 0.0

Label Question Value4. Provide the number of Counselor assigned units. 0.5

Label Question Value5. Provide the number of Librarian assigned units. 1.0

Label Question Value6. Provide the number of Career and Technical Education

Administrator assigned units.0.0

Label Question Value7. Provide the number of Career and Technical Education Counselor

assigned units.0.0

I. State Foundation Funds: Units Placed

Label Question Value1. Provide the number of classroom teachers. 18.19

Label Question Value2. Provide the number of Administrators. 1.0

Label Question Value3. Provide the number of Assistant Principals. 0.0

Label Question Value4. Provide the number of Counselors. 0.5

Label Question Value5. Provide the number of Librarians. 1.0

Label Question Value6. Provide the number of Career and Technical Education

Administrators.0.0

Label Question Value7. Provide the number of Career and Technical Education Counselors. 0.0

I. State Foundation Funds:Total Salaries

Once all questions within Section I. State Foundation Funds: Total Salaries have been completed, a total for all salaries will appear in the

PDF only.

Label Question Value1. Provide the total of all salaries for the FTE Teacher Units. 842873.75

Label Question Value2. Provide the total of all salaries for the Administrator Units. 75470.0

Label Question Value3. Provide the total of all salaries for the Assistant Principal. 0.0

Label Question Value4. Provide the total of all salaries for the Counselor. 29167.5

Label Question Value5. Provide the total of all salaries for the Librarian. 51371.0

Label Question Value6. Provide the total of all salaries for the Career and Technical

Education Administrator.0.0

Label Question Value7. Provide the total of all salaries for the Career and Technical

Education Counselor.0.0

Label Question Value8. Provide the total of all salaries for Technology. 25097.04

Label Question Value9. Provide the total of all salaries for Professional Development. 0.0

Label Question Value10. Provide the total of all salaries for State ELL Funds. 0.0

Label Question Value11. Provide the total of all salaries for Instructional Supplies. 6413.9

Label Question Value12. Provide the total of all salaries for Library Enhancement. 0.0

Total 1,030,393.19

II. Federal Funds

Title I: Improving the Academic Achievement of the Disadvantaged

Provide a brief explanation and breakdown of expenses. Title I funds are used at R. E. Thompson to provide 2 paraprofessionals to provide support for struggling students. In addition, funds are

used to provide devices and technology assistance as well as supplies and textbooks to support these students. Funds also provide

professional development opportunities to train teachers to better serve these students.

Title I: ARRA Funds

Provide a brief explanation and a breakdown of expenses. R. E. Thompson Intermediate School does not receive ARRA funds.

Title II: Professional Development Activities

Provide a brief explanation and a breakdown of expenses. Professional development funds are used to provide training and turn-around training for College and Career Ready Standards as well as

activities to prepare the teachers to better serve their students. Activities include technology training and formative assessment workshops.

Title III: For English Language Learners

Provide a brief explanation and a breakdown of expenses. R. E. Thompson Intermediate School does not receive Title III funds.

Label Question Value2. Title I: Improving the Academic Achievement of the Disadvantaged

Provide the total78775.96

Label Question Value4. Title I: ARRA Funds

Provide the total.0.0

Label Question Value6. Title II: Professional Development Activities

Title IV: For Safe and Frug-free Schools

Provide a brief explanation and a breakdown of expenses. R. E. Thompson Intermediate School does not receive Title IV funds.

Title VI: For Rural and Low-income Schools

Provide a brief explanation and a breakdown of expenses. R. E. Thompson Intermediate School does not receive Title VI funds.

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

Provide a brief explanation and a breakdown of expenses. R. E. Thompson Intermediate School does not receive Perkins IV funds.

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

Provide a brief explanation and a breakdown of expenses. R. E. Thompson Intermediate School does not receive Perkins IV Tech Prep funds.

Label Question Value8. Title III: For English Language Learners

Label Question Value10. Title IV: For Safe and Frug-free Schools

Label Question Value12. Title VI: For Rural and Low-income Schools

Label Question Value14. Career and Technical Education-Perkins IV: Basic Grant (Title I)

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

Provide a brief explanation and a breakdown of expenses. R. E. Thompson Intermediate School does not receive funds from these sources.

Label Question Value16. Career and Technical Education-Perkins IV: Tech Prep (Title II)

Label Question Value18. Other: 21st Century, Learn and Serve, Even Start, School

Improvement GrantProvide the total.

III. Local Funds (if applicable)

Local Funds

Provide a brief explanation and a breakdown of expenses. Local funds are used to provide library enhancement, supplement textbook funds, and provide salary and benefits for local

teacher/administrator units.

Label Question Value2. Local Funds

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