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ACIP

Saks Elementary School

Calhoun County Board of Education

Mrs. Crystal Turner Sparks, Principal

31 Watson Street Anniston, AL 36206

Document Generated On October 1, 2013

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 7

Improvement Plan Stakeholder Involvement

Introduction 9 Improvement Planning Process 10

Stakeholder Feedback Diagnostic

Introduction 14 Stakeholder Feedback Data 15 Evaluative Criteria and Rubrics 16 Areas of Notable Achievement 17 Areas in Need of Improvement 18 Report Summary 19

Student Performance Diagnostic

Introduction 21 Student Performance Data 22 Evaluative Criteria and Rubrics 23 Areas of Notable Achievement 24 Areas in Need of Improvement 26 Report Summary 28

ACIP Assurances

Introduction 30 ACIP Assurances 31


Overview 33 Goals Summary 34

Goal 1: By the end of the 2013-2014 school year, Saks Elementary School will increase the number of students scoring

proficient in the area of reading. 35

Goal 2: By the end of the 2013-2014 school year, students at Saks Elementary School will increase the number of

students socring proficient in math.. 35

Activity Summary by Funding Source 37 Progress Notes 38

Title I Schoolwide Diagnostic

Introduction 40 Component 1: Comprehensive Needs Assessment 41 Component 2: Schoolwide Reform Strategies 47

Component 3: Instruction by Highly Qualified Staff 57 Component 4: Strategies to Attract Highly Qualified Teachers 58 Component 5: High Quality and Ongoing Professional Development 60 Component 6: Strategies to Increase Parental Involvement 66 Component 7: Transition Strategies 70 Component 8: Teacher Participation in Making Assessment Decisions 72 Component 9: Timely and Additional Assistance to Students Having Difficulty Mastering theStandards 73 Component 10: Coordination and Integration of Federal, State and Local Programs and Resources 76 Evaluation: 77

Coordination of Resources/Comprehensive Budget

Introduction 80 State Foundation Funds: 81 Federal Funds: Title I Part A 83 Federal Funds:School Improvement Grant – SIG 84 Federal Funds:Title II: Professional Development Activities 85 Federal Funds:Title III: For English Language Learners 86 Federal Funds:Other federal funds 87 Federal Funds:Title VI: For Rural and Low-income Schools 88 III. Local Funds ( if applicable) 89

Executive Summary

ACIPSaks Elementary School

SY 2013-2014 Page 1© 2013 AdvancED www.advanc-ed.org

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. <br><br> 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? Saks Elementary School is located in Anniston, Alabama in Calhoun County. We serve 537 students in grades kindergarten through fourth.

Out of the 537 students, 409 receive a free lunch and 36 receive a reduced rate lunch. Overall, 82% of our students receive a free or

reduced priced lunch. Our demographic breakdown is as follows: Hispanic - 40, Indian - 2, Asian - 8, Black - 174, White - 292, and Multi-

Race - 21.

Currently, we house 2 self-contained autism units and one self-contained behavioral unit.

We have the 2nd largest EL population out of all the Calhoun County Schools. Seven students fall under the McKinney-Vento Act, and we

have a large number of students that live in single-parent homes.



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. We are a community of leaders. We recognize, honor, and celebrate the leaders within us! We . . . Love Learning/Excel in all we do/Achieve

goals together/Do What is right.

We lead by modeling the 7 habits of happy kids. When a student is in trouble they must reflect on their behavior by voicing the habit they

should have followed to correct their inappropriate behavior.



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. Improve comprehension of functional/textual reading material, improve retelling of information and making inferences

Improve in the areas of addition, subtraction, multiplication, and division

ACEF $4000 for books for library

RC&D $3000 for books

Calhoun County Beautification Board 3rd Grade Amaryllis Project - 1st place winner Spring 2011 & 2012 ($300 each year)

Teach Fair winners at both regional and state levels - Spring 2010, 2011, & 2012 (do you need specifics?)

2 National Board Candidates - awaiting scores results December 31, 2013

McWane Center Celebrate Science Exhibit Design Competition 2013 - McWaniac Award - Brookes/Grier - $500 for science/classroom

resources

GEMS-U (Girls Engaged in Math & Science University) - 2011 & 2013

2Yrs ago received $300.00 Jump Rope for Heart Grant. It was used to buy a jump rope kit and a new CD player. Last year received

$300.00 Jump Rope for Heart Grant. It is to be used this year to attend the fall ASAHPERD fall conference.

Grants for 2012-2013 school year:

-Donor's Choose Project (September-October 2012) - approximately $500 (funded from Kia Motors, Sonic Limeades for Learning, and

donations) - iPad cases and screen protectors

-Classroom Adventures (Dec. 2012) - $350.00 - Magic Tree House book sets for classroom library

-ACEF Discretionary Grant (Dec. 2012) - $1,995.00 - 5 iPads for ESL classroom

-ACEF Discretionary Grant (March 2013) - $1,991.46 - an additional iPad and accessories (headphones, splitters, styluses)

Grants for 2013-2014 school year:

-Target Literacy Grant (September 2013) - $2,000 - will be used for a classroom library makeover for the ESL program (new books, furniture

to create reading center, etc.)



Additional Information

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

sections. We have iPads and iPad minis in all classrooms for tudents to use on a daily basis. We have a class set of iPads and a class set of iPad

minis in the media center for student use. All kindergarten students have access to the Waterford Early Learning program, and they use it

daily.

BYOD initiative started last year and we are continuing this year with a focus on project-based learning.

We recently increased communication resources through social media by creating a twitter blog on our website.



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

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. 1) All parents received a letter over the summer inviting them to attend an orientation meeting prior to the beginning of school. A meeting

was held during the week of August 13-16, 2012. The school principal talked to parents about school programs, policies, and procedures. In

grade level sessions, the parent communication folder system was introduced and explained. 2) Meetings focusing on the Title I School-wide

Program will be held for parents by September 15th, by Becky Cox, Parent Involvement Specialist. Parents and community members will

learn what Title I funds are used for at Saks Elementary and how a school-wide program works. The parent involvement specialist holds two

meetings during the first two months of the school explaining Title I and how the children of the school qualify for Title I services. These

meetings are held at different times to accommodate as may parents as possible. Programs presented by students at various grade levels

encourage parent and family attendance. Memos of scheduled PTO meetings regarding school and/or classroom policies, procedures,

activities, and plans are sent home with all students to encourage parent participation. Parents are encouraged to schedule conferences with

their child's teacher(s) as needed. The conferences are held at a date and time convenient to meeting the needs of the parents at our

school. The Parent Involvement Specialist offers a number of parent workshops on varying topics of interest. Parent surveys are used to

obtain topics of interest. Workshops are held at varying times to accommodate as many parents as possible. Schoolcast is utilized to get

important messages and meeting reminders out to parents. INOW has a parent portal that can be accessed by parents so they can see their

child's grades, attendance, and discipline.

3) Parent representatives work with a committee of school faculty and staff to develop Saks Elementary School's Title I Compact each year.

Two parent representatives are members of our school wide planning team. Parents are invited to meet with Calhoun County's parent

involvement specialist each year.

4) Currently, our funds are being used to purchase student planners that have a customized handbook for parents in the front of the planner.

Funds are also being used to purchase informational items on bullying, homework, etc. that are being used by our counselor when she pulls

classes. Parent-School Connection newsletters are sent home monthly.

Our Parent Involvement Coordinator meets at the beginning of each school year to offer opportunities for parents to become active in the

school community. Each quarter, Calhoun County's Parent Involvement Specialist offers make-and-take workshops for parents to create

resources to use at home with their students. We also have a local Parent Volunteer coordinator who is part of our Parent Teacher

Organization. She currently works with approximately 30 parent volunteers who are actively involved on a daily basis at our school.

Administrators model parent communication through monthly newsletters from the principal notifying the families of upcoming events and

important dates. Following this example, teachers send weekly newsletters to parents to keep them abreast of all important activities going

on at school. Teachers update websites regularly to include vital classroom information for parents as well as websites to help parents with

instructional strategies. Over the summer, all new teachers received training in how to maintain and update their classroom websites.

Teachers have been trained by ELL staff to communicate with parents of ELL students and involve them in school activities. Saks

Elementary holds an annual Hispanic Heritage Fiesta to allow the ELL community to collaborate with the non-ELL community. Describe the representations from stakeholder groups that participated in the development of the improvement plan and their

responsibilities in this process.



The Continuous Improvement Team collects and analyzes data in order to accurately assess school-wide needs. Immediately after test data

becomes available, this committee begins meeting as we attempt to analyze assessment data, evaluate the total school program, consider

plans that will target areas of greatest need, and make recommendations to the faculty as a whole. This leadership team is comprised of

parents, teachers from each grade level, the library media specialist, the counselor, the reading interventionist, special education staff, the

principal, and the assistant principal. This information is then used to appropriately allocate money and other resources as we attempt to

facilitate the implementation of school-wide reform measures. This committee, along with chairmen from various other committees is

responsible for: 1.) collecting, analyzing, and resporting assessment data from ARMT+, DIBELS, the Alabama Science Assessment, the

Alabama Alternate Assessment, and Access for ELL's. 2.) Compilation, dissemination, and implementation of the Continuous Improvement

Plan. 3.) Allocating funds for activities, programs, and materials based on the results of the school-wide needs assessment. 4.)

Disseminating information to staff regarding professional development opportunities such as workshops and in-service. Explain how the final improvement plan was communicated to all stakeholders, and the method and frequency in which

stakeholders receive information on its progress. Resources and personnel are available from the Calhoun County Board of Education Federal Programs Office to assist with translation

services. The staff at Saks Elementary School will contact the Federal Programs for guidance and assistance with translation needs. ELL

personnel at Saks Elementary School are available as needed. The use of TransAct has been extremely helpful in translating forms for

parents.

Accommodations for parents with disabilities will be made. Reserved handicapped parking is close to the front entrance of the school.

Wheelchair accessible elevator and water fountains are installed and working. The location of parent conferences can be set to

accommodate the needs of disabled individuals.

Programs presented by students at various grade levels encourage parent and family attendance. Memos of scheduled PTO meetings

regarding school and/or classroom policies, procedures, activities, and plans are sent home with all students to encourage parent

participation. Parents are encouraged to schedule conferences with their child's teacher(s) as needed. The conferences are held at a date

and time convenient to meeting the needs of the parents at our school. The Parent Involvement Specialist offers a number of parent

workshops on varying topics of interest. Parent surveys are used to obtain topics of interest. Workshops are held at varying times to

accommodate as many parents as possible.

At the start of the 2012-2013 school year, Becky Cox, the Parent Involvement Specialist for Calhoun County, will meet with the Saks

Elementary faculty at a staff meeting, as well as parent volunteers, to discuss strategies in Parent Involvement. Saks Elementary

communicates regularly with parents in the following ways:

* newsletters from school via email (unless notified otherwise)

* PTO meetings

* Midterm grade reports

*Parent Conferences

* Standardized test score home reports

* AR/STAR reports

* School website www.calhoun.k12.al.us/se

*Individual Teacher websites

*INOW parent portal

*SchoolCast

*Make-and-Take Title I workshops



* Student planners

Written notices and memos can be translated into the parent's primary language with ELL and Central Office staff performing the translations.

All teachers who have ELL students in their classrooms will be trained on Trans Act.

Trans Act provides teachers with forms for parents in the language the parent understands. Saks Elementary School works with the ELL staff

in providing information to parents in the language they understand.

At the start of the 2013-2014 school year, Becky Cox, the Parent Involvement Specialist for Calhoun County, will meet with the Saks

Elementary faculty at a staff meeting, as well as parent volunteers, to discuss strategies in Parent Involvement. Saks Elementary

communicates regularly with parents in the following ways:

* newsletters from school via email (unless notified otherwise)

* PTO meetings

* Midterm grade reports

*Parent Conferences

* Standardized test score home reports

* AR/STAR reports

* School website www.calhoun.k12.al.us/se

*Individual Teacher websites

*INOW parent portal

*SchoolCast

*Make-and-Take Title I workshops

* Student planners

Written notices and memos can be translated into the parent's primary language with ELL and Central Office staff performing the translations.

All teachers who have ELL students in their classrooms will be trained on Trans Act.

Trans Act provides teachers with forms for parents in the language the parent understands. Saks Elementary School works with the ELL staff

in providing information to parents in the language they understand.



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

Assurance Response Comment AttachmentDid you complete the Stakeholder FeedbackData document offline and upload below?

No



Evaluative Criteria and Rubrics

Overall Rating: 3.5

Statement or Question Response Rating1. Questionnaire Administration Most 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 withreasonable fidelity to the administrativeprocedures appropriate for each assessment. Inmost instances, the stakeholders to whomthese questionnaires were administered mostlyrepresented the populations served by theinstitution. Appropriate accommodations wereprovided for most participants.

Level 3

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? INDICATOR 4.3: The school maintains facilities, services, and equipment to provide a safe, clean, and healthy environment for all students

and staff.

INDICATOR 4.1: Qualified professional and support staff are sufficient in number to fulfill their roles and responsibilities necessary to support

the school's purpose, direction, and the educational program.

INDICATOR 4.4: Students and school personnel use a range of media and information resources to support the school's educational

programs.

Which area(s) show a trend toward increasing stakeholder satisfaction or approval? The areas of having a genuine and caring staff that wish to promote the use of technology on a daily basis to prepare our students for the

career or college path show an increasing trend. Which of the above reported findings are consistent with findings from other stakeholder feedback sources? INDICATOR 4.1: Qualified professional and support staff are sufficient in number to fulfill their roles and responsibilities necessary to support

the school's purpose, direction, and the educational program.

INDICATOR 4.4: Students and school personnel use a range of media and information resources to support the school's educational

programs.



Areas in Need of Improvement

Which area(s) indicate the overall lowest level of satisfaction or approval? INDICATOR 3.12: The school provides and coordinates learning support services to meet the unique learning needs of students.

INDICATOR 4.2: Instructional time, material resources, and fiscal resources are sufficient to support the purpose and direction of the school.

INDICATOR 4.6: The school provides support services to meet the physical, social, and emotional needs of the student population being

served.

Which area(s) show a trend toward decreasing stakeholder satisfaction or approval? INDICATOR 3.12: The school provides and coordinates learning support services to meet the unique learning needs of students.



served.

What are the implications for these stakeholder perceptions? More training will be offered to the staff on differentiated instruction. Teachers who are strong in this field will model this type of instruction

for their colleagues. Which of the above reported findings are consistent with findings from other stakeholder feedback sources? INDICATOR 3.12: The school provides and coordinates learning support services to meet the unique learning needs of students.



served.



Report Summary

Scores By Section

Sections

1 2 3 4

Section Score

Evaluative Criteria and Rubrics 3.5



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

Assurance Response Comment AttachmentDid you complete the Student PerformanceData document offline and upload below?

No



Evaluative Criteria and Rubrics

Overall Rating: 3.25

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 well analyzed and clearlypresented. In comparison to institutionsfunctioning in a similar educational context,students’ status, improvement, and/or growthevidence indicates that the level of studentlearning is substantially greater than whatwould otherwise be expected.

Level 4

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? Overall, the area of English Language Arts in 1st and 2nd grades is where the students are performing above the expected levels.

In 1st grade, the following standards are greater than expected: Standard 9: With prompting and support, read prose and poetry of

appropriate complexity for grade 1, Standard 21: Demonstrate understanding of spoken words, syllables, and sounds (phonemes), and

Standard 22: Know and apply grade level phonics and word analyses skills in decoding words.

In 2nd grade, the following standards are greater than expected: Standard 1: Ask and answer such questions as who, what, where, when,

and why and how to demonstrate understanding of key detais in a text. Standard 1.a: Infer the main idea and supporting details in narrative

texts. Standard 2: Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or

moral. Describe the area(s) that show a positive trend in performance. In 1st grade, the following standards are greater than expected: Standard 9: With prompting and support, read prose and poetry of






moral. Which area(s) indicate the overall highest performance? First and second grade students showed the overall highest performance in the area of English Language Arts.

In 1st grade, the following standards are greater than expected: Standard 9: With prompting and support, read prose and poetry of






moral.



Which subgroup(s) show a trend toward increasing performance? Our Hispanics show the most potential for increasing their performance on the assessments. Between which subgroups is the achievement gap closing? Overall, the achievement gap is closing between the boys and girls subgroup. Which of the above reported findings are consistent with findings from other data sources? When looking at all data, ARMT, STI Assessments, etc., all findings were consistent.



Areas in Need of Improvement

Which area(s) are below the expected levels of performance? Math is below the expected levels of performance in all grades 1st through 4th.

English Language Arts is below the expected levels of performance in 3rd and 4th grades.

Describe the area(s) that show a negative trend in performance. Grade 1 Math - Standard 10.c-Understand the two digits of a two-digit number represent amounts of tens and ones. Understand the

following as special cases: The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens

(and 0 ones).

Grade 2 Math - Standard 25-Partition a rectangle into rows and columns of same-size squares, and count to find the total number of them.

Grade 3 Math - Standard 4-Determine the unknown whole number in a multiplication of division equation relating three whole numbers.

Grade 4 Math - Standard 18-Compare two decimals to hundredths by reasoning about their size. Recognize that comparisons are valid only

when the two decimals fefer to the same whole. Record the results of comparisons with the symbols <, >, or =, and justify the conclusions,

e.g., by using a visual model. Which area(s) indicate the overall lowest performance? The overall lowest performance is in the area of math. Which subgroup(s) show a trend toward decreasing performance? Special education students in grades 3 and 4. Between which subgroups is the achievement gap becoming greater? Students receiving free/reduced lunch and students who pay for their lunch



Which of the above reported findings are consistent with findings from other data sources? All findings are consistent.



Report Summary

Scores By Section

Sections

1 2 3 4

Section Score

Evaluative Criteria and Rubrics 3.25



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

Assurance Response Comment AttachmentThe Instructional Leadership Team membersthat 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.

Yes Sign-in sheet

Assurance Response Comment AttachmentThe institution complies with all federal lawsand 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 Observationsummary

Assurance Response Comment AttachmentThe institution has designated an employee tocoordinate 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 Crystal Sparks, PrincipalSaks Elementary School31 Watson St.Anniston, Al 36206256-741-6801

Assurance Response Comment AttachmentThe institution has a Parent Involvement policyand 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 SES Parent Policy

Assurance Response Comment AttachmentThe institution has a School-Parent Compact. Ifa 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 School/ParentCompact



Overview

Plan Name


Plan Description

School-wide plan



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 By the end of the 2013-2014 school year, Saks

Elementary School will increase the number ofstudents scoring proficient in the area of reading.

Objectives:1Strategies:1Activities:3

Academic $20000

2 By the end of the 2013-2014 school year, studentsat Saks Elementary School will increase thenumber of students socring proficient in math..

Objectives:1Strategies:2Activities:3

Academic $21500



Goal 1: By the end of the 2013-2014 school year, Saks Elementary School will increase the

number of students scoring proficient in the area of reading.This plan includes progress notes which are at the very end of this document

Strategy 1: Differentiated instruction - When teaching reading, teachers will use idfferentiated instruction in whole group and small group. when teaching whole group, teachers will

make sure they are following all student's accommodations whether they are IEP accommodations or PST accommodations. They will accomplish this through the use

of leveled readers in centers, small group and leveled reader fluency cards. Research Cited: Andrew Miller (2012), Six Strategies for Differentiated Instruction for Project Based Learning, Edutopia

Goal 2: By the end of the 2013-2014 school year, students at Saks Elementary School will

increase the number of students socring proficient in math..

Measurable Objective 1:70% of Third and Fourth grade students will demonstrate a proficiency in their ability to read and comprehend information. in Reading by 05/15/2014 as measured bySTI Achievement EOY assessment.

Activity - Turnaround Training on PBL Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Train one teacher in 3rd grade and one teacher in 4th grade on how toincrease student engagement utilizing project based learning wrappedaround standards based instruction, Training provided by Eric Lee withTechnology in Motion

AcademicSupportProgram

09/03/2013 05/12/2014 $0 DistrictFunding

All K-4teachers willbe trained byJill Brookesand BrookeMcFry

Activity - Waterford Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Computer based reading program for students in kindergarten AcademicSupportProgram

09/02/2013 05/22/2014 $15000 Title I Part A Kindergartenteachers,CrystalSparks, KarriFindley

Activity - STAR Reading and Math Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

STAR reports will be ran bi-weekly for all PST students. Students notmaking progress will be referrred back to PST for new strategies.


08/19/2013 05/22/2014 $5000 Title I Part A All teachersK-4



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

Strategy 1: Research based computer program - Students will use ixl/.com daily to enhance their math performance. Teachers will monitor student progress thhrough reports

generated by ixl. Research Cited: McTighe, Jay & Ferrara, Steven. (1998). Assessing Learning in the Classroom. National Education Association. Washington, DC.

Strategy 2: STI Assessment - Teachers will administer formative and summative assessments created by STI Achievement Services. Research Cited: Stiggins, R., Arter, J., Chappuis, J., & Chappuis, S. (2006). Classroom assessment for student learning: Doing it right—using it well. Portland, OR:

Educational Testing Service.

Measurable Objective 1:70% of Kindergarten, First, Second, Third and Fourth grade students will demonstrate a proficiency in all areas of math. in Mathematics by 05/15/2014 as measuredby STI Achievement EOY assessment.

Activity - IXL Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Reading and Math program Technology 10/01/2013 05/15/2014 $3000 Title I Part A K-4 teachers,collaborativeteachers,administration

Activity - SME/Waterford Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Teachers will pull reports so they can monitor student's progress. Customcourses will be assigned as needed.

Technology 09/23/2013 05/15/2014 $17000 Title I Part A K-4 teachers,collaborativeteachers,administration, parapros

Activity - Data Meetings Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Teachers will hold data meetings with administration to determinestrenghts and weaknesses of students by analyzing the STI assessments.


09/20/2013 05/16/2014 $1500 Title I Part A K-4 teachers,administration, collaborativeteachers,Central Officestaff



Activity Summary by Funding Source

Below is a breakdown of your activities by funding source

District Funding

Title I Part A

Activity Name Activity Description Activity Type Begin Date End Date ResourceAssigned

StaffResponsible

Turnaround Training on PBL Train one teacher in 3rd grade and one teacher in 4th gradeon how to increase student engagement utilizing projectbased learning wrapped around standards basedinstruction, Training provided by Eric Lee with Technologyin Motion


09/03/2013 05/12/2014 $0 All K-4teachers willbe trained byJill Brookesand BrookeMcFry

Total $0

Activity Name Activity Description Activity Type Begin Date End Date ResourceAssigned

StaffResponsible

STAR Reading and Math STAR reports will be ran bi-weekly for all PST students.Students not making progress will be referrred back to PSTfor new strategies.


08/19/2013 05/22/2014 $5000 All teachersK-4

Data Meetings Teachers will hold data meetings with administration todetermine strenghts and weaknesses of students byanalyzing the STI assessments.


09/20/2013 05/16/2014 $1500 K-4 teachers,administration, collaborativeteachers,Central Officestaff

Waterford Computer based reading program for students inkindergarten


09/02/2013 05/22/2014 $15000 Kindergartenteachers,CrystalSparks, KarriFindley

SME/Waterford Teachers will pull reports so they can monitor student'sprogress. Custom courses will be assigned as needed.

Technology 09/23/2013 05/15/2014 $17000 K-4 teachers,collaborativeteachers,administration, parapros

IXL Reading and Math program Technology 10/01/2013 05/15/2014 $3000 K-4 teachers,collaborativeteachers,administration

Total $41500



Progress Notes

Type Name Status Comments Created On Created By



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

How was the comprehensive needs assessment conducted? In May 2013, the School-wide Planning Team (SWPT), including parent members reviewed the 2012-2013 plan to assess the degree to

which implemented strategies have been met. Input was given on the following: which elements have been successfully mastered and need

not be included in this year's plan; the elements that have been mastered but still require monitoring during the 12-13 year; the elements that

have not been mastered and must be included in this plan. In May 2013, staff members completed a SpeakUp survey regarding school

climate and culture. In August, 2013, the various CIP teams convened to disaggregate standardized assessment data. All subgroups were

disaggregated, and results were shared with faculty members. The staff members completed surveys to indicate professional development

interests and voted on budget items. When the draft plan was completed, it was shared with all members of faculty for input on modifications

if needed. Requested modifications were examined and decisions were made by the faculty. The finalized plan was sent to the district

school board for approval and signatures.

The faculty looked at accountability reports and test results from the Alabama State Department of Education as well as our on-site

disaggregating of data. Specifically, we used STI benchmark assessment results, ARMT results, Longitudinal data from 2005-2012, WIDA

assessments, AAA assessments, and STAR data to determine our needs assessment.

The faculty looked at accountability reports and test results from the Alabama State Department of Education as well as our on-site

disaggregating of data. Specifically, ARMT results, Longitudinal data from 2005-2012, WIDA assessments, AAA assessments, end-of-the-

year math benchmarks, and Accelerated Reader to determine our needs. What were the results of the comprehensive needs assessment? ARMT strengths Reading: 3rd grade - reading vocabulary, 4th grade - demonstrating work recognition skills

ARMT strenghts Math: 3rd grade - measure length in metric units, determine elapse time to the day with calendars and to the hour with a

clock, and recognize data as categorical or numerical, 4th grade - add and subtract fractions with common denominators, find locations on a

map or grid using ordered pairs

93% of 3rd graders scored proficient in reading and 94% scored proficient in math on the ARMT.

89% of 4th graders scored proficient in reading and 83% scored proficient in math on the ARMT.

ARMT weaknesses Reading/Math: 3rd grade - using strategies to comprehend functional/textual reading material, solving addition and

subtraction problems, 4th grade - identify devices in literary/recreational materials and identify details in textual/informational materials,

recognize equivalent of fractions and decimals, rename improper fractions as mixed numbers and vice versa

STI data: 3rd grade students in reading scored 76% on applying advanced phonetic analysis to multiple syllable words, 71% on using

strateges to retell information, make inferences and comprehend textual/informational material, 4th grade students in reading scored 73% on

word recognition skills and scored 57% on reading vocabulary knowledge and recognition of synonyms and antonyms, 4th grade students in

math scored 92% on addition and subtraction of fractions, but scored 45% on renaming improper fractions as mixed numbers and vice versa.



Speak Up Survey Results for students in grades 3 and 4 showed 44% have phones with internet access and 42% said they use computers at

school on a daily basis. Sixty-one percent said they would use mobile devices to check their grades and 60% said they would use it to look

up information on the internet.

Speak Up Survey Results for parents showed 86% of the responders were mothers. Only 14% were dads. Thirty-four percent said they

were advanced technology users, 69% said they feel technology is extremely important, 84% has internet access at home, 75% would like to

go to online textbooks, and 62% are for the use of mobile devices by students.

The professional development survey taken by staff showed 52% needing training in classroom management, 38% in behavior mamagement

(FBA/BIP), and 32% in grant writing.

The needs assessment taken by faculty showed 60% feels that the school system is meeting expectations for our special education students,

75% shows meeting or exceeding in the area of capital improvment, 91% shows meeting or exceeding in the area of professional

development.

Educate Alabama PLP's showed technology as an area of focus for this year. Indicator 3d.1 showed up many times. Teachers want to focus

on working with colleagues to evaluate, adapt, design and integrade technological resources into instructional activities. 3d.2 focuses on

colleagues developing a learning environment that increases learners' technological skills.

Weaknesses from last year that will be addressed include: designing instructional activities based on state content standards, using

formative assessments to provide specific and timely feedback, and communicating in ways that demonstrate sensitivity to diversity and that

acknowledge and respond to various cultural, ethnic, and social modes of communication and participation.

Strengths from last year showed that the staff excels in engaging learners in developing and monitoring goals for their own learning and

behavior and collaborating with stakeholders on student achievements.

What conclusions were drawn from the results? Overall, the students at Saks Elementary, need more direct reading instruction in literary elements and devices. They need to spend more

time immersed in functional, reacreational, and informational texts. Geometry and algebra should be promoted in math instruction. Students

need a better understanding of decimals, percents, and fractions. What information was concluded as a result of analyzing perception, student achievement, school programs/process, and

demographic data? A Speak Up Survey was given to parents during the 2012-2013 school year. Fifty moms and 8 dads responded to the survey. The results

showed that 20 parents saw themselves as an advanced tech nuser and 38 saw themselves as an average tech user. Eighty-three percent

use smartphones and 84% have internet acess. Seventy-five percent believe online textbooks would benefit their children. Fifty-five percent



said they would provide mobile devices for their children to use at school, and 76% said they were concerned about cyber bullying.

Speak Up survey results for administrators showed 100% of the responders were supplied a computer by their home school. This is 10%

above national average (17 out of 17 responded to this item). 41% of the administrators who responded said the most challenging impact for

them is adequate funding and staff morale/motivation.

Speak Up Survey 2012 for grades K-2 showed 78% use computers to practice math. This is 19% above the national average.

Speak Up Survey 2012 for grades 3-5 showed 52% used technology to help create a PowerPoint. This was 17% above the national

average.

Common formative assessments are given on a regular basis, and timely feedback is given to students. Teachers use the information

gathered from the assessments to plan intervention strategies. STI Achievement services will be used to for benchmark assessments.

Assessment data will be entered by STI personnel and meeting will be held with each grade level to dig deeper into the data and determine

the focus skills for all grade levels.

According to the professional development survey at Saks Elementary, 0% of the faculty members thought we needed training in the areas

of sexual and racial harassment.

According to the professional development survey at Saks Elementary, only 3.22% of the faculty felt we needed training in the code of

conduct and emergency planning.

According to the 2012 Needs Assessment Survey results, 335 out of 582 (58%) felt like the Calhoun County School System was meeting the

faculty/staff needs in the area of At-Risk. 75 out of 582 (13%) felt like we exceeded expectations in this area.

According to the 2012 Needs Assessment Survey results, 235 out of 582 (40%) felt like the Calhoun County School System met expectations

in the area of curriculum. 233 out of 582 (40%) felt like we exceeded expectations in this area.

According to the Teacher Impact Survey for the Calhoun County Board of Education, 43.71% of the faculty used computer technology to

collect data and monitor their students' progress on a daily basis.

According to the Teacher Impact Survey for the Calhoun County Board of Education, 83.89% of the faculty communicated with other faculty

and staff using communication tools such as email, web pages, and blogs on a daily basis.

Components of MSL instruction include the following: Multisensory, Process-Oriented, Systematic, Sequential & Cumulative, Meaning-

Based, and Explicit, Direct Instruction.

Part I - NEEDS ASSESSMENT - SUMMARY OF DATA

ACCESS for ELLs

Strengths:

Kinder - listening

1st - listening, reading

2nd - listening, reading



3rd - listening, reading

4th - listening, speaking

Weaknesses:

Kinder - reading

1st - speaking, writing

2nd - writing

3rd - speaking

4th - writing

EXISTING CURRICULA ANALYSIS

Strengths:

Tier III intervention is used based on reading, and an ELL component is available through the Harcourt series. The ESL teacher also

provided professional development for and collaborated with content area and classroom teacher to integrate WIDA English Language

Development (ELD) standards with existing curricula. Sixteen of 20 English learners demonstrated progress on the WIDA ACCESS.

Weaknesses:

While professional development specifically targeting ELs was provided for teachers, new classroom teachers may have not had enough

experience to fully integrate regular education standards with WIDA ELD standards.

EXISTING PERSONNEL ANALYSIS

Strengths:

The ESL teacher is certified in English as a Second Language and is very knowledgeable about ESL instruction, best practices, and

assessment. The ESL teacher also collaborates with classroom teachers and provides professional development opportunities to train them

on best practices for ELs.

Weaknesses:

Our ESL teacher is itinerant and serves more than one school, occasionally preventing additional time for collaboration with the regular

classroom teachers.

How are the school goals connected to priority needs and the needs assessment? Our schoolwide goal is to become a Lighthouse School. We completed a book study last year on the book, The Leader in Me. We have

provided all classrooms with The 7 Habits of Happy Kids. The 7 habits are promoted on a daily basis. Our goal is to decrease office

referrals by promoting these habits and instill good study habits in all students to help improve overall test scores.



How do the goals portray a clear and detailed analysis of multiple types of data? Goals are set using a variety of data analysis and reports. All programs used at Saks Elementary are research-based. The programs we

use to draw our data from include the following: Waterford, SME, STAR Math, Star Reading. Harcourt and Math in Focus assessments are

given weekly and feedback is provided to students. STI Achievement Services have developed formative and summative assessments that

are given throughout the year and data meetings are held to determine the strengths and weaknesses of the students. A problem solving

team meets monthly to address the needs of students who are struggling. How do the goals address the needs of the whole school population and special recognition to children who are disadvantaged? Saks Elementary teachers are involved in the decisions regarding the use of state academic assessments. Teachers will administer

assessments to determine if students have mastered objectives taught. These assessments are used to determine if further instruction can

continue of if remedial activities need to be implemented. Teacher input is considered at different levels of assessment results. The

following ways that teachers make decisions that guide instruction:

-The faculty collaboratively studies the disaggregated data and results of the state assessments.

-Problem-Solving Team (PST) members evaluate data collected on referred students to determine if there are any indicators that require

more in depth testing or referral for special services after research-based strategies have been given by the team to the regular education

teacher and implemented for 8 weeks.

-Grade level and subject area data meetings are held to adjust instructional procedures and strategies based on the progress monitoring

data.

- PST meets weekly to evaluate targeted student's data which includes: SME report, STAR reading and math, gradebook, AR, reading and

math tests, STI formative assessments

-Teacher created common math assessments for grades 1-4 will be used.

Teacher representation and teacher input is included on school budget committees, policy committees, textbook selection committees, and

school calendar committees. This voice allows teachers to be involved in all areas of overall instruction and testing.



It addresses the five essentials of reading phonemic awareness, phonics, vocabulary, fluency, and comprehension. This is a phonics based

program. Daily Direct Instruction will move sequentially beginning with Alphabet Skills, Decoding, Fluency, Phonemic Awareness, Spelling,

and Comprehension Skills.

The students will build alphabet skills through recognition, sequencing, alphabetizing, and accenting.

The students will learn how to look at letters and translate them into speech sounds which includes 44 sounds, 26 letters, and 98 letter or

letter clusters.

The students will build fluency through repeated accurate practice of sounds, words, and instant words, timed readings for rate, and repeated

readings for smoothness.

The students will increase their sensitivity to how we make the sounds and develop ability to separate, blend and manipulate sounds in

words.

The students will learn how to spell linking the 44 sounds in English with the letter or letters that represent those sounds and receive direct

instruction in: spelling generalizations and spelling rules.

The students will build word knowledge by previewing, predicting, identifying important information, and developing self-correcting strategies.



Component 2: Schoolwide Reform Strategies

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

By the end of the 2013-2014 school year, Saks Elementary School will increase the number of students scoring proficient in the area of

reading. Measurable Objective 1:

70% of All Students will demonstrate a proficiency in their ability to read and comprehend information. in Reading by 05/15/2014 as

measured by STI Achievement EOY assessment. Strategy1:

Differentiated instruction - When teaching reading, teachers will use idfferentiated instruction in whole group and small group. when teaching

whole group, teachers will make sure they are following all student's accommodations whether they are IEP accommodations or PST

accommodations. They will accomplish this through the use of leveled readers in centers, small group and leveled reader fluency cards.

Research Cited: Andrew Miller (2012), Six Strategies for Differentiated Instruction for Project Based Learning, Edutopia

Goal 2:

By the end of the 2013-2014 school year, students at Saks Elementary School will increase the number of students socring proficient in

math..

Activity - Turnaround Training on PBL ActivityType Begin Date End Date Funding Amount &

Source Staff Responsible

Train one teacher in 3rd grade and one teacherin 4th grade on how to increase studentengagement utilizing project based learningwrapped around standards based instruction,Training provided by Eric Lee with Technologyin Motion


09/03/2013 05/12/2014 $0 - District Funding

All K-4 teachers willbe trained by JillBrookes andBrooke McFry

Activity - STAR Reading and Math ActivityType Begin Date End Date Funding Amount &


STAR reports will be ran bi-weekly for all PSTstudents. Students not making progress will bereferrred back to PST for new strategies.


08/19/2013 05/22/2014 $5000 - Title I Part A All teachers K-4

Activity - Waterford ActivityType Begin Date End Date Funding Amount &


Computer based reading program for studentsin kindergarten


09/02/2013 05/22/2014 $15000 - Title I Part A

Kindergartenteachers, CrystalSparks, KarriFindley



Measurable Objective 1:

70% of All Students will demonstrate a proficiency in all areas of math. in Mathematics by 05/15/2014 as measured by STI Achievement

EOY assessment. Strategy1:

STI Assessment - Teachers will administer formative and summative assessments created by STI Achievement Services.

Research Cited: Stiggins, R., Arter, J., Chappuis, J., & Chappuis, S. (2006). Classroom assessment for student learning: Doing it

right—using it well. Portland, OR: Educational Testing Service.

Strategy2:

Research based computer program - Students will use ixl/.com daily to enhance their math performance. Teachers will monitor student

progress thhrough reports generated by ixl.

Research Cited: McTighe, Jay & Ferrara, Steven. (1998). Assessing Learning in the Classroom. National Education Association.

Washington, DC.

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


Activity - Data Meetings ActivityType Begin Date End Date Funding Amount &


Teachers will hold data meetings withadministration to determine strenghts andweaknesses of students by analyzing the STIassessments.


09/20/2013 05/16/2014 $1500 - Title I Part A

K-4 teachers,administration,collaborativeteachers, CentralOffice staff

Activity - SME/Waterford ActivityType Begin Date End Date Funding Amount &


Teachers will pull reports so they can monitorstudent's progress. Custom courses will beassigned as needed.

Technology 09/23/2013 05/15/2014 $17000 - Title I Part A

K-4 teachers,collaborativeteachers,administration,parapros

Activity - IXL ActivityType Begin Date End Date Funding Amount &


Reading and Math program Technology 10/01/2013 05/15/2014 $3000 - Title I Part A

K-4 teachers,collaborativeteachers,administration










Goal 2:


math.. Measurable Objective 1:













09/02/2013 05/22/2014 $15000 - Title I Part A












Washington, DC.

Strategy2:




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




measured by STI Achievement EOY assessment.














09/20/2013 05/16/2014 $1500 - Title I Part A




Strategy1:





Goal 2:








Washington, DC.





09/02/2013 05/22/2014 $15000 - Title I Part A















Strategy2:




Identify the strategies in the schoolwide plan that provide an enriched and accelerated curriculum for select students and support

progress for all students? Goal 1:






















09/20/2013 05/16/2014 $1500 - Title I Part A




Goal 2:








Washington, DC.











09/02/2013 05/22/2014 $15000 - Title I Part A














Strategy2:




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

support? Goal 1:

















09/20/2013 05/16/2014 $1500 - Title I Part A






09/02/2013 05/22/2014 $15000 - Title I Part A




Goal 2:








Washington, DC.

Strategy2:






























09/20/2013 05/16/2014 $1500 - Title I Part A




Component 3: Instruction by Highly Qualified Staff

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

most effectively address identified academic needs. The No Child Left Behind Act of 2001 requires "highly-qualified" teachers for every classroom. The federal definition of "highly qualified"

means having an academic major, or other major approved by the US Department of Education in the subject being taught. Each teacher

and administrator meets Alabama State Department of Education requirements for the certification, is fully certified and is teaching in the

area of certification. Each faculty member meets the Southern Association of Colleges and Schools certification guidelines.Once needs and

strengths of the school program, curriculum, students, staff and resources are assessed, teaching assignments are made (or changed as

necessary) to meet the prioritized needs of students. Staff assignments consider each staff member's areas of strength as well as

certification and experience.

Assurance Response Comment AttachmentDo 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?

Yes

Assurance Response Comment AttachmentDo 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?

Yes



Component 4: Strategies to Attract Highly Qualified Teachers

What is the school's teacher turnover rate for this school year? We lost one unit in 4th grade due to district cuts. Two collaborative teachers and one kindergarten teacher relocated and we gained an extra

unit for kindergarten. What is the experience level of key teaching and learning personnel? All teachers are highly qualified.

Saks Elementary has established a formal teacher mentoring program. The overarching goal for our program is to improve teaching

practice. The program is designed to provide ongoing support for new or struggling teachers. Each new teacher is assigned a master

teacher who is matched, to the extent practicable, by subject, grade, and proximity. The mentor and the new teacher are required to meet

weekly. Meetings are documented on a contact log, which reflects the date, length of the meeting, and the focus. Additionally, we have built

in time for classroom observations, both for the mentor to observe the new teacher and for the new teacher to observe the mentor. What are specific initiatives the school has implemented to attract and retain high quality teachers regardless of the turnover rate? All faculty members at Saks Elementary School have received training in best practices reading strategies either through Alabama Reading

Initiative on site training or through university level training. Additionally, our local school reading interventionist engages all teachers in

ongoing embedded professional development.

Over the past few summers, most of SES faculty members have received training in both years one and two of the Alabama Math Science

and Technology Initiative (AMSTI). Teachers received instruction on best practices for math and science and are currently implementing

those strategies in the classroom. AMSTI consultants have continued to provide professional development opportunities for our faculty with

workshops, data analysis, and through sponsoring a local school Professional Learning Team. All math teachers at Saks Elementary have

received OGAP training over the past year.

What are specific initiatives the district has implemented to attract and retain highly qualified teachers regardless of the turnover

rate? Opportunities for employment are posted on the Calhoun County website and on Teach in Alabama. Applicants are required to complete an

application on Teach in Alabama and are then asked to submit letters of interest to the local school. At the district level, an employment

committee reviews information from interested applicants and submits a list of names for interview to the local school. Transcripts and

applications for these potential employees are screened at that level to insure that teachers recommended for hire meet the NCLB highly

qualified teacher requirements. School leadership teams consisting of the principal, assistant principal, and various other faculty members

interview the selected applicants and submit a name to the district office. If approved at the district level, staff assignments are made based



on the prioritized needs of the students, needs of the school's program, each individual's strengths and weaknesses, certification, and

experience.

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 a high turnover rate at Saks Elementary School.



Component 5: High Quality and Ongoing Professional Development

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

based? Goal 1:









Goal 2:






09/02/2013 05/22/2014 $15000 - Title I Part A





















Washington, DC.

Strategy2:




Identify the professional development opportunities for teachers, principals, paraprofessionals, other staff, and parents that are

included in the schoolwide plan?














09/20/2013 05/16/2014 $1500 - Title I Part A




Goal 1:









Goal 2:




EOY assessment.










09/02/2013 05/22/2014 $15000 - Title I Part A










Strategy1:




Strategy2:




Washington, DC.

Identify the teacher mentoring activities included in the schoolwide plan. For example, new or inexperienced teachers are given

support from an assigned master teacher. Goal 1:








09/20/2013 05/16/2014 $1500 - Title I Part A


















Goal 2:








Washington, DC.
















09/02/2013 05/22/2014 $15000 - Title I Part A




Strategy2:




Describe how this professional development is “sustained and ongoing.” Our district provides built-in professional development days within the school year. Teachers are given the opportunity to flex days during the

summer. These days are used for on-going professional development that is provided by AMSTI, JSU, and Calhoun County employees.














09/20/2013 05/16/2014 $1500 - Title I Part A




Component 6: Strategies to Increase Parental Involvement

How were parents involved in the design of the schoolwide plan? 1) All parents received a letter over the summer inviting them to attend an orientation meeting prior to the beginning of school. A meeting

was held during the 4th week of August . The school principal talked to parents about school programs, policies, and procedures. In grade

level sessions, the parent communication folder system was introduced and explained. 2) Meetings focusing on the Title I School-wide

Program will be held for parents by September 15th, by Becky Cox, Parent Involvement Specialist. Parents and community members will

learn what Title I funds are used for at Saks Elementary and how a school-wide program works. The parent involvement specialist holds two

meetings during the first two months of the school explaining Title I and how the children of the school qualify for Title I services. These

meetings are held at different times to accommodate as may parents as possible. Programs presented by students at various grade levels

encourage parent and family attendance. Memos of scheduled PTO meetings regarding school and/or classroom policies, procedures,

activities, and plans are sent home with all students to encourage parent participation. Parents are encouraged to schedule conferences with

their child's teacher(s) as needed. The conferences are held at a date and time convenient to meeting the needs of the parents at our

school. The Parent Involvement Specialist offers a number of parent workshops on varying topics of interest. Parent surveys are used to

obtain topics of interest. Workshops are held at varying times to accommodate as many parents as possible. Schoolcast is utilized to get

important messages and meeting reminders out to parents. INOW has a parent portal that can be accessed by parents so they can see their

child's grades, attendance, and discipline.

3) Parent representatives work with a committee of school faculty and staff to develop Saks Elementary School's Title I Compact each year.

Two parent representatives are members of our school wide planning team. Parents are invited to meet with Calhoun County's parent

involvement specialist each year.

4) Currently, our funds are being used to purchase student planners that have a customized handbook for parents in the front of the planner.

Funds are also being used to purchase informational items on bullying, homework, etc. that are being used by our counselor when she pulls

classes. Parent-School Connection newsletters are sent home monthly.

How were parents involved in the implementation of the schoolwide plan? Parent meetings are held at different dates and times throughout the school year to accommodate working and non-working parents.

Parents are involved on the School-wide Planning Team that develops the CIP. A parent workshop is held by Becky Cox, our parent

involvement specialist, to explain the Student-Parent Compact and get input from them. Parents are involved in revising the compact each

school year. Parents, students, and principals are asked to sign the revised compact at the start of each school year. This compact is

signed at each parent conference and notes are included about the outcome of the conference. How were parents involved in the evaluation of the schoolwide plan? Parents attend the monthly meetings and make suggestions. They may express comments in evaluating the School Parent Involvement

Policy and Plan by bringing their thougths, concerns, and ideas before the Continous Improvement Plan committee, or if they choose, they

may elect to serve on this committee and provide assistance in resolving their disagreement or promoting their ideas. Parents who are

dissatisfied with the policy and plan and who are unable to resolve their dissatisfaction may write of call the Federal Programs Office of the



Calhoun County School System to express their concerns. Does the school have a Title I Parent Involvement policy that addresses how the school carries out the required activities of ESEA

Section 1118 (c) through (f)? We 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.

-publications such as the State Department School Report Card,

-newsletters,

-weekly and/or monthly calendars,

-Open House/orientation held before school starts,

-parent meetings at school - PTO and informational meetings,

-conferences with teachers, counselor, administration.

-Hispanic Heritage Fiesta for families of ELL students

-school website www.calhoun.k12.al.us/se

-PTO Dances

-Grandparents Day

-Earth Day

-Book Fair

-Silver and Gold T-shirt assembly for perfect attendance & Honor Roll

Saks Elementary School provides assistance to parents of children in how to monitor progress through daily and/or weekly communication

folders, calendars, memos, and newsletters. Periodic progress reports and/or report cards and achievement test results with easy to read

explanations of results can be discussed during conferences which may be scheduled at a mutually agreeable time.

Saks Elementary School helps parents work with their children by:

- centrally located parent resource library which lends books, magazines, tapes, games;

- meetings to foster parental involvement in their child's education;

How is the school carrying out the activities outlined in ESEA Section 1118 (e ) 1-5, 14 and (f )? Students, parents, and teachers from all grade levels participated in a literacy activity to promote reading for enjoyment. Through PTO,

conferences with teachers, and other communication methods, parents may suggest their own ideas for parent involvement activities at Saks

Elementary. Meetings with school personnel can be arranged upon request to address the concerns and ideas that parents may have for

improving parental involvement.

To maximize parental involvement and participation:

- visits may be arranged upon request; the staff of the Federal Programs Office has resources available to assist with this.

- conferences with teachers, counselor, and the administration may be scheduled before, during or after school hours.



- activities which invite and encourage parent participation are scheduled at various times of the day and various days of the week.

The Calhoun County School System has a Parent Advisory Council that meets each spring. Each school in the district provides two parents

for participation on this council. From this Parent Advisory Council, four parents are appointed to serve on the Federal Programs Advisory

Council

Local libraries lend books and sponsor programs to promote and support independent reading, life-long literacy for people of all ages and

interests.

-Saks Elementary participates in NEA's Read Across America program and other business-sponsored reading programs such as Six Flags

600 Minutes of Reading

-During Read Across America, readers from the community including Board of Education members and personnel, State House

representative, college students, student teachers, and retired teachers read to the students. In addition, daily activities were planned by a

committee, and all students participated in the program.

How will the parent involvement component of the schoolwide plan be evaluated? Parents are part of the team that make up the committee that meets at the beginning of each school year to review/revise the compact. This

compact is signed by parent/student/principal at the beginning of each school year. Teachers use this compact at parent conferences to

document the meetings and outcome of the conference. Becky Cox, our parent involvement specialist, holds a meeting at the beginning of

the school year to explain to the parents the importance of this compact and gets feedback from them. How will the results of the evaluation be used to improve the schoolwide program? Parents of Title 1 participating students (all Saks Elementary students) may make and submit any comments of dissatisfaction with the

School Parent Involvement Policy and plan to the LEA by using one of the stamped addressed envelopes in the school office or by calling the

federal programs office at the Calhoun County Board of Education: (256) 741-7434. Any disagreement that cannot be resolved will be noted

on the policy and plan. How was the school-parent compact developed? Parents are part of the team that make up the committee that meets at the beginning of each school year to review/revise the compact. This

compact is signed by parent/student/principal at the beginning of each school year. Teachers use this compact at parent conferences to

document the meetings and outcome of the conference. Becky Cox, our parent involvement specialist, holds a meeting at the beginning of

the school year to explain to the parents the importance of this compact and gets feedback from them. How is the parent compact used at elementary-level parent teacher conferences? Teachers document on the compacts when they make any phone calls to the parents. Compacts are included in all parent conferences.

Certain sections may be reviewed during the conference and may be changed depending on the needs of the student. A summary of the

conference is documented on the compact and all participants sign the compact.



How is the parent compact shared with middle school or high school parents (depending on the grade span of the school)? Saks Elementary School is K-4. How does the school provide individual student academic assessment results in a language the parents can understand? Resources and personnel are available from the Calhoun County Board of Education Federal Programs Office to assist with translation

services. The staff at Saks Elementary School will contact the Federal Programs for guidance and assistance with translation needs. ELL

personnel at Saks Elementary School are available as needed.

Accommodations for parents with disabilities will be made. Reserved handicapped parking is close to the front entrance of the school.

Wheelchair accessible elevator and water fountains are installed and working. The location of parent conferences can be set to

accommodate the needs of disabled individuals

Every effort is made to accommodate parents with disabilities. Saks Elementary is a handicapped-accessible building.



Component 7: Transition Strategies

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. Goal 1:









Goal 2:

















09/02/2013 05/22/2014 $15000 - Title I Part A










Strategy2:




Washington, DC.





09/20/2013 05/16/2014 $1500 - Title I Part A













Component 8: Teacher Participation in Making Assessment Decisions

How do teachers provide their input into the decisions regarding the use of school-based academic assessments? A school-wide survey is given out at the end and beginning of each school year. Administration reviews the surveys to get teacher input.

Teacher input is also given at weekly grade-level meetings and monthly data meetings. How are teachers involved in student achievement data analysis for the purpose of improving the academic achievement of all

students? STAR reports are pulled and viewed by teachers in the monthly data meetings. STI Achievement Assessments are viewed by looking at the

following reports: Item Analysis by Standard, Classroom Performance Reports, Teachers were trained on using the ALEX website so they

can better understand the scope of each standard.



Component 9: Timely and Additional Assistance to Students Having Difficulty Mastering the

Standards

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

standards at an advanced or proficient level? All students at Saks Elementary School, including those identified as migrant, limited-English proficient, homeless, economically

disadvantaged, and neglected/delinquent, have access to all services and programs available, including free/reduced lunch, Title I services,

Special Education services, Harcourt Reading intervention, and counseling services. Also, Saks Elementary uses various community

resources to provide students with necessary school supplies, food, clothing and shelter.

All homeless, migratory, and limited-English proficient students must have equal access to the same free appropriate public education,

including public preschool education provided to other children and youth. All homeless, migratory, and limited-English proficient students

are provided with the opportunity to meet the same challenging state content and state student performance standards to which all students

are held without being stigmatized or isolated.

The counselor or secretary identifies limited-English proficient students upon enrollment. Each new student receives a Home Language

Survey used to determine eligibility for limited-English proficient testing. Students qualify for testing if the survey indicates that a language

other than English is used by the student or in the student's home. All eligible students are tested with the WIDA Access Placement Test to

see if they are eligible to receive services through the ELL program. Parents or guardians have the right to waive the Title III Supplemental

ELL Services. If the parents or guardians agree for the student to receive services, an ELL committee convenes to determine the

appropriate services for the student to receive. A variety of services to all ELL students is provided such as content area tutoring, pull-out

ELL, pull-out for individual support, collaborative teaching between regular education and ELL teacher, and content-based ELL. An itinerant

ELL teacher provides services to all ELL students at Saks Elementary School. The ELL committee reviews each student's progress

annually. The ELL teacher also serves as interpreter to communicate with the parents of ELL students if the need arises. Parents are

provided the opportunity to receive all updates and important school documents in English and Spanish. Saks Elementary has access to

Transact for the conversion of documents from English to Spanish, as well as other languages provided by the Transact system. The office

has a copy of all documents that are on this website and teachers can request copies.

When the student obtains an English proficiency level of 4.8 or greater on the WIDA Access test, the student becomes eligible to exit the ELL

program and will be monitored for 2 years to ensure academic success.

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? All students at Saks Elementary School, including those identified as migrant, limited-English proficient, homeless, economically

disadvantaged, and neglected/delinquent, have access to all services and programs available, including free/reduced lunch, Title I services,

Special Education services, Harcourt Reading intervention, and counseling services. Also, Saks Elementary uses various community

resources to provide students with necessary school supplies, food, clothing and shelter.



All homeless, migratory, and limited-English proficient students must have equal access to the same free appropriate public education,

including public preschool education provided to other children and youth. All homeless, migratory, and limited-English proficient students

are provided with the opportunity to meet the same challenging state content and state student performance standards to which all students

are held without being stigmatized or isolated.

The counselor or secretary identifies limited-English proficient students upon enrollment. Each new student receives a Home Language

Survey used to determine eligibility for limited-English proficient testing. Students qualify for testing if the survey indicates that a language

other than English is used by the student or in the student's home. All eligible students are tested with the WIDA Access Placement Test to

see if they are eligible to receive services through the ELL program. Parents or guardians have the right to waive the Title III Supplemental

ELL Services. If the parents or guardians agree for the student to receive services, an ELL committee convenes to determine the

appropriate services for the student to receive. A variety of services to all ELL students is provided such as content area tutoring, pull-out

ELL, pull-out for individual support, collaborative teaching between regular education and ELL teacher, and content-based ELL. An itinerant

ELL teacher provides services to all ELL students at Saks Elementary School. The ELL committee reviews each student's progress

annually. The ELL teacher also serves as interpreter to communicate with the parents of ELL students if the need arises. Parents are

provided the opportunity to receive all updates and important school documents in English and Spanish. Saks Elementary has access to

Transact for the conversion of documents from English to Spanish, as well as other languages provided by the Transact system. The office

has a copy of all documents that are on this website and teachers can request copies.

When the student obtains an English proficiency level of 4.8 or greater on the WIDA Access test, the student becomes eligible to exit the ELL

program and will be monitored for 2 years to ensure academic success. How are students' individual needs being addressed through differentiated instruction in the classroom? Research-based computer programs such as SME and IXL are being used to monitor and track student progress. Individual courses can be

set up on both programs so that the work is tailored for a particular student. Tier II and Tier III instruction is delivered by the reading

interventionist, collaborative staff, scool counselor, or highly qualified teacher.



It addresses the five essentials of reading phonemic awareness, phonics, vocabulary, fluency, and comprehension. This is a phonics based

program. Daily Direct Instruction will move sequentially beginning with Alphabet Skills, Decoding, Fluency, Phonemic Awareness, Spelling,

and Comprehension Skills.

The students will build alphabet skills through recognition, sequencing, alphabetizing, and accenting.

The students will learn how to look at letters and translate them into speech sounds which includes 44 sounds, 26 letters, and 98 letter or

letter clusters.

The students will build fluency through repeated accurate practice of sounds, words, and instant words, timed readings for rate, and repeated

readings for smoothness.

The students will increase their sensitivity to how we make the sounds and develop ability to separate, blend and manipulate sounds in

words.

The students will learn how to spell linking the 44 sounds in English with the letter or letters that represent those sounds and receive direct



instruction in: spelling generalizations and spelling rules.

The students will build word knowledge by previewing, predicting, identifying important information, and developing self-correcting strategies.

I will implement visual, auditory, and kinesthetic discoveries in all new learning.

I will implement strategies including visual graphics, rules, and codes for phonics patterns.

I will measure the implementation with weekly progress monitoring probes as part of MSLE (Multisensory Structured Language Education).



Component 10: Coordination and Integration of Federal, State and Local Programs and Resources

In what ways are the programs are coordinated and integrated toward the achievement of the schoolwide goals? Data is analyzed monthly through the use of SME and STAR reports. Formative and summative assessments are given to students

throughout the school year. Teachers monitor the student's progress by looking at the reports and determining the student's greatest area(s)

of need. The schoolwide goals may change as the data changes. 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. Multi-Sensory Language Experience, AMSTI, Project-based Learning, BYOD initiative, Autistic Units, Self-contained behavioral unit,

Enrichment program (gifted)

These programs work together to achieve our schoolwide goals. Problem solving teams meet monthly to address the strengths and

weaknesses of students and give strategies to the teachers to help the students become more successful. 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. Our counselor prepares activities for Red Ribbon Week that the student's participate in. She also does monthly meetings with classes to

discuss bullying prevention.

Homeless students are resourced using the McKinney Vento Program which identifies students that are homeless and at-risk. The Parent

Involvement Specialist provides theses tduents in need with resources.

Items are avialable for check out through our media center that deals with child nutirition and explains offer vs. serve.



Evaluation:

How does the school evaluate at least annually the implementation of the schoolwide program? Each year, the school leadership team reviews the previous year's Continuous Improvement Plan to assess the degree to which

implemented strategies have been realized. In an effort to determine areas of challenge that need to be included in the current year plan, the

school leadership team, school staff, and interested parents begin analyzing information from a variety of data sources including

standardized assessment, Pride Survey data, School Incident Report, EDAL, and other LEA and local school records. The information

collected from this disaggregated data is then used for decision making, goal setting, and the appropriate allocation of funding and other

resources as we attempt to facilitate the implementation of school-wide reform measures. 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 Continuous Improvement Team collects and analyzes data in order to accurately assess school-wide needs. Immediately after State

assessment data becomes available, this committee begins meeting as we attempt to analyze assessment data, evaluate the total school

program, consider plans that will target areas of greatest need, and make recommendations to the faculty as a whole. This leadership team

is comprised of parents, teachers from each grade level, the library media specialist, the counselor, the reading interventionist, the school

improvement specialist, special education staff, the principal, and the assistant principal. This information is then used to appropriately

allocate money and other resources as we attempt to facilitate the implementation of school-wide reform measures. This committee, along

with chairmen from various other committees, is responsible for: 1.) collecting, analyzing, and reporting assessment data from ARMT+, ACT

ASPIRE, STI Reading and Math, STAR Reading and Math, the Alabama Science Assessment, the Alabama Alternate Assessment, and

Access for ELL's. 2.) Compilation, dissemination, and implementation of the Continuous Improvement Plan. 3.) Allocating funds for activities,

programs, and materials based on the results of the school-wide needs assessment. 4.) Disseminating information to staff regarding

professional development opportunities such as workshops and in-service. 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?

Through weekly progress monitoring, monthly PST data meetings, and daily interventions, we evaluate student progress to find out if the

students are achieving academic growth. If no academic growth is observable, data is then used to determine the best course of action, and

the student's plan is changed to ensure academic growth is occuring.

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? Each year, the school leadership team reviews the previous year's Continuous Improvement Plan to assess the degree to which



implemented strategies have been realized. This information is shared with all interested stakeholders both at the annual Faculty Planning

Retreat and through meetings with each of the school committees ~ Curriculum and Assessment, Professional Issues, Technology, Parent

and Community Focus, and Budget. Elements which have been successfully mastered are celebrated, while those that have not been

mastered are selected for inclusion in the next year's plan. In an effort to ascertain areas of challenge that need to be included in the current

year plan, the school leadership team, school staff, and interested parents begin analyzing information from a variety of data sources

including standardized assessment, Pride Survey data, School Incident Report, EDAL, and other LEA and local school records. The

information gleaned from this disaggregated data is then used for decision making, goal setting, and the appropriate allocation of funding and

other resources as we attempt to facilitate the implementation of school-wide reform measures.



Coordination of Resources/Comprehensive

Budget



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



State Foundation Funds:

Label Question ValueState Foundation Funds: Provide the total funds allocated for. 3768877.0

Label Question Value1. Provide the number of teacher assigned units. 31.9

Label Question Value2. Provide the number of classroom teachers. 34.4

Label Question Value3. Provide the total of all salaries for the teacher assigned units and

classroom teachers.2067964.0

Label Question Value4. Provide the number of Administrator units. 1.0

Label Question Value5. Provide the total funds allocated for Administrator salaries. 72332.0

Label Question Value6. Provide the number of Assistant Principal(s). 1.0

Label Question Value7. Provide the total funds allocated for Assistant Principal salaries. 0.0

Label Question Value8. Provide the number of Counselor(s). 0.5

Label Question Value9. Provide the total funds allocated for Counselor salaries. 54336.0



Label Question Value10. Provide the number of Librarian(s). 1.0

Label Question Value11. Provide the total funds allocated for Librarian salaries. 52236.0

Label Question Value12. Provide total funds allocated for Instructional Supplies. 1.0

Label Question Value13. Provide total funds allocated on Library Enhancement(s). 0.0

Label Question Value14. Provide total funds allocated on Technology. 0.0

Label Question Value15. Provide total funds allocated on Professional Development. 0.0

Label Question Value16. Provide total funds allocated on State ELL Funds. 0.0



Federal Funds: Title I Part A

Provide a brief explanation and breakdown of spending. Title I Facilitator/Asst. Principal $60455.00

Account DescriptionSite LicenseSTAR Reading, STAR Math,Waterford, ixl program

Account Code12-5-1100-399-0150-4110-0-1200-0000$18,007.00

Account DescriptionIn-state travelCLAS conference

Account Code12-5-2215-382-0150-4110-0-8220-0000$2,500.00

Account DescriptionRegistrationCLAS conference

Account Code12-5-2215-623-0150-4110-0-8220-0000$350.00

Account DescriptionSubstitutes

Account Code12-5-2215-180-0150-4110-0-8220-0000$2,000.00

Account DescriptionStaff Development - Staff InstructionalHow to Teach Like a Pirate (Kindle version)

Account Code12-5-2215-412-0150-4110-0-8220-0000$400.00

Account DescriptionInstruction, OtherCricket machine

Account Code12-5-2215-419-0150-4110-0-8220-0000$7,000.00

Extended DayLibrary open during summer for parents and students

12-5-9130-192-0150-4110-0-4600-0000$3,000.00

Classroom SuppliesRtI materials, student journals,etc.

12-5-1100-411-0150-4110-0-1200-0000$1,758.60

Label Question Value Title I: Part A: Improving theAcademic Achievement of theDisadvantaged

Provide the total funds allocated. 95470.6



Federal Funds:School Improvement Grant – SIG

Provide a brief explanation and breakdown of spending. n/a

Label Question ValueARRA FUNDS: Provide the total funds allocated. 0.0



Federal Funds:Title II: Professional Development Activities

Provide a brief explanition and breakdown of spending. CLAS membership for administrators and substitutes

Label Question ValueTitle II: Provide the total funds allocated. 2000.0



Federal Funds:Title III: For English Language Learners


Label Question ValueTitle III: Provide the total funds allocated. 0.0



Federal Funds:Other federal funds

Provide a brief explanation and breakdown of expenses. n/a

Label Question ValueTitle IV: Provide the total funds allocated. 0.0



Federal Funds:Title VI: For Rural and Low-income Schools


Label Question ValueTitle VI: Provide the total funds allocated. 0.0



III. Local Funds ( if applicable)

Provide a brief explanation and breakdown of spending. Local funds will be used to purchase consumable items for the entire school.

Label Question ValueLocal Funds: Provide the total funds allocated. 219863.0



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