ACIP Zora Ellis Junior High School...Overview 22 Goals Summary 23 Goal 1: All students should become...

ACIP

Zora Ellis Junior High School

Talladega City Board of Education

Mrs. Shari J Dye 414 Elm Street

Talladega, AL 35160

Document Generated On January 2, 2018

TABLE OF CONTENTS

Executive Summary

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

Improvement Plan Stakeholder Involvement

Introduction 8 Improvement Planning Process 9

Student Performance Diagnostic

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

2017-2018 ACIP Assurances

Introduction 19 ACIP Assurances 20

Goals and Plans SY2017-18

Overview 22 Goals Summary 23

Goal 1: All students should become proficient in math. 24

Goal 2: Promote a positive learning environment for students and teachers. 25

Goal 3: All students should become proficient in Reading. 26

Activity Summary by Funding Source 28

Stakeholder Feedback Diagnostic

Introduction 32 Stakeholder Feedback Data 33 Evaluative Criteria and Rubrics 34 Areas of Notable Achievement 35 Areas in Need of Improvement 37 Report Summary 39

2017-2018 Title I Schoolwide Diagnostic

Introduction 41 Component 1: Comprehensive Needs Assessment (Sec.1114(b)(6)) 42 Component 2: Schoolwide Reform Strategies (Sec. 1114(7)(A)(i)(ii)(iii)(I)(II)(III)) 44 Component 3: Instruction by Qualified Staff (Sec.1112(c)(6)) 53

Component 4: Strategies to Attract Qualified Teachers (Sec. 1114(7)(A)(iii)(IV)) 54 Component 5: High Quality and Ongoing Professional Development (Sec. 1114(7)(A)(iii)(IV)) 55 Component 6: Transition Strategies (Sec.1114(7)(A)(iii)(V)) 56 Component 7: Teacher Participation in Making Assessment Decisions (Sec.1114(b)(2)) 58 Component 8: Timely and Additional Assistance to Students Having Difficulty Mastering theStandards (Sec.1114 (7)(A)) 59 Component 9: Coordination and Integration of Federal, State and Local Programs and Resources(Sec.1114(b)(V)) 61 Component 10: Evaluation (Sec.1114(b)(3)): 62

2017-2018 Coordination of Resources - Comprehensive Budget

Introduction 64 FTE Teacher Units 65 Administrator Units 66 Assistant Principal 67 Counselor 68 Librarian 69 Career and Technical Education Administrator 70 Career and Technical Education Counselor 71 Technology 72 Professional Development 73 EL Teachers 74 Instructional Supplies 75

Library Enhancement 76 Title I 77 Title II 78 Title III 79 Title IV 80 Title V 81 Career and Technical Education-Perkins IV 82 Career and Technical Education-Perkins IV 83 Other 84 Local Funds 85

2017-2018 Parent and Family Engagement

Introduction 87 Parent and Family Engagement 88

Executive Summary

ACIPZora Ellis Junior High School

SY 2017-2018 Page 1© 2018 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

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

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

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

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

learning.

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

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

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

provides teaching and learning on a day to day basis.



Description of the School

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

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

with the community/communities the school serves? Zora Ellis Junior High School is located in Talladega's historic Silk Stocking District in the middle of the city. The school was built in 1936 as

the original Talladega High School. In 1973, a new high school was built and the old school became Talladega Middle School. Later it was

renamed Zora Ellis Jr. High School for a well-loved former educator. Zora Ellis receives students from the district's four k-6 schools and is

the only junior high school in Talladega City School District that serves seventh and eighth graders. Our students come to us from eight

public housing communities, two former mill villages, and middle class neighborhoods across the city.

Zora Ellis's student body is composed of 275 students, which is an decrease from the previous school year(284), our population consists of

186 African American students (68%); Caucasian 74 (27%); Hispanic 9 (3.37%); multirace 3 (1.19% ). The number of students receiving

free/reduced lunches is 139 (82%); paid students 31 (7%).

Students are served by seventeen certified employees. Among the certified employees, there are seven white females, six black females,

two black males, and two white males. There are eleven core academic teachers, two special education teachers, two physical education

teachers, a band director, career technology teacher, media specialist, counselor, and two administrators. Of the certified staff, five are

tenured and have been at Ellis for over ten years. Students are also supported by three instructional assistants, a part-time nurse, and a

resource officer that is shared among the other five schools.

According to the 2010 census information, Talladega's population is 15,709. Approximately 15% of the population is school aged. The

population of Talladega City is 48.4% African American, 46.5 % Caucasian, and 5% represents other ethnic groups. Some of the challenges

unique to our community are maintaining parents' involvement in their children's education, overcoming erroneous perceptions of our school,

and retaining students from middle class families in Talladega City schools.



School's Purpose

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

school embodies its purpose through its program offerings and expectations for students. The vision of Ellis Junior High, like that of the Talladega City System, is: Moving forward to meet the demands of a changing world through

academic progress for all students, technology, a safe and well-maintained learning environment, and a school culture that fosters qualities

of human greatness through a community supports its schools. We meet the needs of all our students through various programs and careful

scheduling. These programs include both special education and advance services in Social Science and Math, Response to Instruction

(RTI), active participation in the Alabama Math, Science and Technology Initiative (AMSTI), a full-time band program, and summer school

services in all four core academic areas. Our career technology classes offer Career Discoveries for seventh and eighth grade students. The

use of computer software programs such as Classworks, STAR Reading and Math allows teachers to monitor students' progress and adjust

their pathway for learning. We bring current technology to our students through various resources and classes. There are Promethean

Boards in all academic classrooms. All core classes have access to Chromebooks in the classroom, as well as access to Nooks and iPads.

Two traditional computer labs are also available for teachers and students. Teachers are offered opportunities through the district for

professional development related to technology.

Our school employs two full-time and one half-day custodians. The district employs a maintenance department for the upkeep of our

buildings and grounds. We routinely inspect the school and grounds for safety issues and maintenance concerns. We engage in safety drill

regularly as directed by Alabama Department of Education. Our day begins with a student leading a moment of silence, the pledge, and

character education and a motivating thought for the day. All staff members, as advocates for our students, take on the responsibility to

counsel and encourage students. We encourage students to look for positive, peaceful ways to deal with conflict and report negative

behaviors to adults. Our counselor and SRO meet with students regarding bullying, using technology appropriately, and personal

responsibility. Students are encouraged to get involved with extracurricular activities such as athletics, school sponsored clubs, and

community events. Students and teachers are recognized for their success through announcements, student of the week, student of the

month, honor roll, and the Tiger Pride. We continuously look for ways to stay involved in the community and in turn to have the community

support our school. We engage our parents in an active PTO and our parent help group Terrific Thursday. Community members have visited

Ellis and made presentations to our students. The community has supported our school activities such as archery, athletics, and band. We

have had students audition and participate with the Missoula Children's Theatre Company over several years during the spring and summer.

We provide opportunities for students to participate in local and state artistic presentations. Students are encouraged to for membership to

local organizations such as the Chamber Ambassadors Program. Our students have served as hosts during Talladega's April in Talladega

annual event, a time when the public is invited to tour historic homes around the community.



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. During the 2017-18 school year, Zora Ellis's students and teachers were recognized by the City Council for gains made in reading and

math that removed Ellis from the failing school list. Students had their picture made with a council member and the school was given a

plaque. Our RTI program was restructured to better serve the students with appropriate interventions for their success. There were many

challenges within our RTI program, however, we were able to move students from Tier 3 to Tier 2 during the school year. Ellis is actively

involved in the AMSTI Initiative. Our teachers have received training and have facilitated workshops in the past. Our ELA teachers have

worked with an ARI facilitator to determine students' areas of needs and initiate various research based strategies to facilitate students

toward improvements. We have seen an increase in the availability and use of technology in our classrooms. All core teachers have

Chromebooks in the classroom. Teachers also have access to laptops, iPads, and Nooks. We communicate with our stakeholders through

our school's webpage, Facebook, Twitter, and school PeachJar, TCS App and Blackboard Connection.

A part of participating in clubs is to provide service to others. Beta Club members collected items during Christmas for the local senior

citizens home and sung carols for the residents. During the Alabama/Auburn game the BETA Club sponsored a can food drive. The Honor

Society sponsored a cozy tree to collect socks, mittens, and scarfs that were donated to DHR for children in need. Students in Advance

Social Science compete annually in the Junior United Nations Assembly. They have represented several countries and have won first or

second place in various categories for two years. Career Technology club, TSA, sponsored a can food drive for the Red Door Kitchen in

Talladega. Over 800 canned food items were donated to the food pantry.

Students at Ellis have the opportunity to participate in the Upward Bound (UB) Program that is held at Talladega College during the academic

year. The program provides opportunities for participants to succeed in precollege performances and ultimately in their educational pursuits.

Upward Bound serves secondary students from low-income families and families in which neither parent holds a bachelor's degree. The goal

of UB is to generate in program participants the skills and motivation necessary to complete their secondary education and to enter and in a

post secondary educational program.

Within the next three years we are striving to change the school's culture, increase enrollment, and make strides to increase the number of

students who perform in the Ready category of the ACT Aspire. We will continue to encourage parents to be actively involved in their

children's education and bring them awareness of changes and trends in education.



Additional Information

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

sections. Talladega City's school district has four elementary schools, but only one junior high school. For the first time in their school experience

students from across the city are joined together as one student body when they arrive at Zora Ellis. These students come from different

neighborhoods with different backgrounds and experiences which is reflected in the diversity of their neighborhoods and families. For some

of our students this may be their first opportunity to get to know someone that is really different from themselves. It takes very little time

before bonds of friendship begin to form. Students begin to connect with others who share similar interest or just happen to be classmates.

Having adjacent lockers will even make a friend. The responsibilities of junior high school are challenging more so than those in elementary

school. There is the bell schedule and being on time for each class is important. There is a dress code to adhere to and materials and

assignments must be organized for seven periods. However, along with the responsibilities come new opportunities. There are school

dances, sports, clubs, and other services organizations, such as the Junior National Honor Society, Beta Club, and Ellis Ambassadors.

Students can also participate in band and choir. Ellis works with both elementary and high schools to transition students entering seventh

grade and those students entering ninth grade.The student leadership team and teachers at Ellis plan for a visit during the spring from the

district six grade students. During their visit, students tour the school, participate in AMSTI science, observe demonstrations from Career

Tech, enjoy music from the band, and hear Ellis's students speak about their experiences at Ellis. Our eighth grade students work with the

counselors to complete their four year plans for high school, make out schedules for ninth grade, and tour the high school and career tech

center. The high school counselors visit Ellis's

eighth graders to also discuss career paths, organizations, and scholarship opportunities.



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. During the Title 1 Annual parent meeting, parents are given information regarding the CIP via a power point presentation. Throughout the

presentation the rights of parents to participate in the decision making process is emphasized. Parents' input are vitally important to the

school's success. Parents and other stakeholders have access to the Continuous Improvement Plan(CIP) for Zora Ellis in the school library,

main office area, and school website. The CIP will be discussed at PTO meetings, parent teacher conferences, Open House, and parent

advisory meetings. A suggestion box placed in the entry of the school allows anyone to freely share suggestions if they cannot attend the

regularly scheduled meetings. In conjunction with PTO meetings, parents and other stakeholders are invited to Pastries for Parents once a

semester. The purpose of Pastries for Parents is information session that will parents how to interpret test scores, manuvuer STI Parent

Portal, explain and discuss successful study tips, Information of the CIP is reviewed such a goals, strategies, progress monitoring, and

grades.

Describe the representations from stakeholder groups that participated in the development of the improvement plan and their

responsibilities in this process. Shari Dye, Principal

Ebonee Seals, Guidance Counselor

Regina McKinney, Math Chairperson

Felicia Morgan, English Chairperson

Keisha Ragland, History Chairperson

Sharon Runyan, Science Chairperson

Erin Griffin, Parent

Thaddeus Griffin, Parent

Jackie Wilson, Parent

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

stakeholders receive information on its progress. During August in-service, all departments met to collaborate and determine what objectives were to be targeted in each core area with

emphasizes on reading and math. Zora Ellis's administration and leadership team met during the month of August via shared documents to

examine/reflect on data from the 2017-18 CIP. The leadership team and other staff then analyzed the data and compiled a list of all students

tested which categorized them as either ready, close, or in need of support. After the data was analyzed and disseminated, the team created

the goals for the 2017-18 school year. Once each goal was completed, it was proof-read by other team members for approval. Our parent

committee also have an opportunity to view the goals and offer suggestions. In addition, stakeholders will be able to monitor Zora Ellis' plans



online via the school's Facebook page, the school's website and fifth period student led parent conferences.



Student Performance Diagnostic



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

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

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

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

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

manner by the institution as it engages in improvement planning.



Student Performance Data

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

Data document offline and upload below?Yes



Evaluative Criteria and Rubrics

Overall Rating: 2.5

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 some of those curricular aimsregarded as high-priority instructional targets.The documentation provided in support of thisalignment is less than persuasive. Some of theassessments used are accompanied byevidence demonstrating that they satisfyaccepted technical requirements.

Level 2

Statement or Question Response Rating2. Test Administration Most of the assessments used by the institution

to determine students' performances have beenadministered with reasonable fidelity to theadministrative procedures appropriate for eachassessment. In most instances, the students towhom these assessments were administeredare essentially representative of the studentsserved by the institution. Appropriateaccommodations have been provided for mostassessments so that valid inferences can bemade about most students' status with respectto most of the institution's targeted curricularoutcomes.

Level 3

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

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

Level 3

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

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

Level 2



Areas of Notable Achievement

Which area(s) are above the expected levels of performance? Based upon the 2016-17 ACT Aspire reading results there was a 3% increase in ready and 4% increase in students that were close. Results

for seventh grade math was a 4% increase in the ready proficiency level, and eighth graders showed a 4% increase in being close on the

proficiency level. Describe the area(s) that show a positive trend in performance. Based upon 8th grade ACT Aspire reading result majority of the students can integrate knowledge of key ideas. Which area(s) indicate the overall highest performance? Results from the ACT Aspire show that 7th graders performed the best in being able to integrate knowledge and ideas. Which subgroup(s) show a trend toward increasing performance? Special needs and low income students. Between which subgroups is the achievement gap closing? All of the above. Which of the above reported findings are consistent with findings from other data sources? All of the above



Areas in Need of Improvement

Which area(s) are below the expected levels of performance? Functions

Justification and explanations Describe the area(s) that show a negative trend in performance. Key Ideas and Details ( 8th grade)

Functions

Modeling

Justification and Explanation Which area(s) indicate the overall lowest performance? Functions

Justification and explanation

Key Ideas and details Which subgroup(s) show a trend toward decreasing performance? Special needs Between which subgroups is the achievement gap becoming greater? Special needs and low income students Which of the above reported findings are consistent with findings from other data sources? All the above



Report Summary

Scores By Section

Sections

1 2 3 4

Section Score

Evaluative Criteria and Rubrics 2.5



2017-2018 ACIP Assurances



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

meet each of the required ACIP Assurances.



ACIP Assurances

Label Assurance Response Comment Attachment1. The Instructional Leadership Team members

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

Yes See Attachments LeadershipSignature PageACIP BoardApproval

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

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

Yes See Attachment DiscriminatingOfficer

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

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

Yes DiscriminatingOfficer

Label Assurance Response Comment Attachment4. The institution has a Parent and Family

Engagement policy and plan as required inESSA Section 1116, and ensures that allrequirements in Section 1116 and1112(e)(1)(A)(i)-(ii), Parents' Right-to-Know, areimplemented systematically.

Yes See Attachment ParentalInvolvement Policy

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

a Title I school, the School-Parent Compactcontains the required components (ESSASection 1116 (d) and was jointly developed withparents of participating students.

Yes See Attachment School ParentCompact



Overview

Plan Name


Plan Description



Goals Summary

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

# Goal Name Goal Details Goal Type Total Funding1 All students should become proficient in math. Objectives:1

Strategies:1Activities:5

Academic $8000

2 Promote a positive learning environment forstudents and teachers.

Objectives:1Strategies:1Activities:7

Academic $7600

3 All students should become proficient in Reading. Objectives:1Strategies:1Activities:8

Academic $4600



Goal 1: All students should become proficient in math.

Strategy 1: Develop an ILP - Teachers will gain information from the assessments that will be instrumental in forming small or whole group instruction. Category: Develop/Implement College and Career Ready Standards Research Cited: American Association of School Administrators. The School Administrator--Data Driven Districts, 2002

Measurable Objective 1:A 25% increase of All Students will demonstrate a proficiency level in Mathematics by 05/25/2018 as measured by results from the state assessment..

Activity - Small Group Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Teachers will gain information from the assessments that will beinstrumental in forming small or whole group instruction

AcademicSupportProgram

09/01/2017 05/25/2018 $0 No FundingRequired

ClassroomTeacher andRTICoordinator

Activity - Classwork Training Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Classroom teachers, resource teachers, instructional assistants,counselors, reading coaches, and administrators will meet for an initialtraining on setting up classrooms and assigning assessments. Additionaltraining will be provided throughout the school year to support teachers.and staff in the implementation of the program.

ProfessionalLearning


CurriculumCoordinator,Principals,Teachers,Computer LabAssistants

Activity - Justification and Explaination Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Math teachers will utilize organizational math acronyms to respond tojustification and explanation questions.

DirectInstruction


Math andSpecialEducation

Activity - Math Facts Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Math teachers will implement weekly drills on basic math facts. DirectInstruction


All mathteachers

Activity - STEAM Lab Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible



Goal 2: Promote a positive learning environment for students and teachers.

Strategy 1: Club Activity - The goal of this period is to create a mentoring opportunity between the teacher and the student. In the 1st nine weeks teachers will collaborate with

students to create academic goals for improvements based upon Act Aspire scores, progress report, and benchmark results. Students will track there progress by using

data notebooks. Data notebooks will include three sections: personal interest, goals, and assessment. The remainder of the year students will be allowed to sign up for

clubs that interest them and receive mentoring in that club setting. The following clubs/activities will be available: Chess Team, BETA Club, JUNA, Book Club Black

History Club, Yearbook Staff, TSA, Archery, Health Kid Club and Student Council. Category: Develop/Implement College and Career Ready Standards

STEAM Lab will be setup to create a kinetic learning environment AcademicSupportProgram

10/17/2017 05/31/2018 $8000 Title I Part A PrincipalKeishaRaglandKyrel KeithCandis PoseyTeri ShearerPhilip JenkinsDena Bishop

Measurable Objective 1:A total of 280 All Students will collaborate to create a positive learning environment. in Practical Living by 05/31/2018 as measured by completing a pre and postsurvey to assess the school culture..

Activity - Data Notebook Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Data Notebooks will be utilized to collect information on student interestsand academic results.


08/01/2017 05/25/2018 $1500 Other All teachers

Activity - Creative Writing Club Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Professors from Talladega College will teach students how to write throughcreative expression.


08/09/2017 05/25/2018 $0 Other TalladegaCollegeEducationDepartment (RebeccaMcKay andRebeccaRobinson)Zora Ellisprincipal



Goal 3: All students should become proficient in Reading.

Strategy 1: Best Practice Implementation - Teachers will utilize various instructional strategies to improve reading comprehension and vocabulary. Category: Develop/Implement College and Career Ready Standards

Activity - Book Study Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Faculty will complete a book study on A Framework for UnderstandingPoverty by Ruby K. Payne.


11/01/2017 02/28/2018 $600 Title I Part A PrincipalAll teachers

Activity - Book Study Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Faculty will participate in a book study on Teach Like A Pirate. ProfessionalLearning

03/01/2018 06/29/2018 $600 Title I Part A PrincipalAll teachers

Activity - Interventionist Consultant Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Nancy Clarke will model and teach strategies on how to effectivelyimplement small group activities.


11/01/2017 05/31/2018 $600 Title I Part A Nancy Clarke,ConsultantPrincipal

Activity - STEAM Conference Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Conference geared towards teachers and administrations, K-12 , andinclude the Engineering Design Process, and Integrating STEAM intocontent areas.


10/17/2017 05/31/2018 $1300 Title I Part A Phillip JenkinsKyrel KeithKeishaRaglandCandis PoseyTeri Shearer

Activity - Technology Conference 2018 Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Six teachers will be sent the Technology Conference. ProfessionalLearning

06/04/2018 06/29/2018 $3000 Title I Part A TeacherCohort

Measurable Objective 1:A 25% increase of All Students will demonstrate a proficiency level in Reading by 05/11/2018 as measured by state assessment.

Activity - Strategic Teaching Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible



All teachers will utilize before, during, and after instructional strategies. DirectInstruction


All teachers

Activity - Constructed Response Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

English,Science and Social Studies teachers will implement organizationalEnglish acronyms to respond to constructed response questions.

DirectInstruction


English,SocialStudies, andScience

Activity - Classworks Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

English teachers will administer the Classwork Benchmark three times inthe school year to understand what objectives the students have mastered



Englishteachers

Activity - Star Reading Test Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

An online assessment used to measure reading level, words read perminute,reading comprehension and usage of context clues.



Englishteachers andMediaSpecialists

Activity - A+ College Ready Training Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Teachers will continue to receive training related to the A+ College Readyworkshops throughout the year.



CoreTeachers

Activity - Encore/Eureka Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Field trip geared towards students understanding literary and mathematics. Field Trip 10/02/2017 05/31/2018 $2000 Title I Part A,Title I Part A

StaffMembers

Activity - Spelling Bee Competion Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Middle school students will participate in the local, district , state andnational spelling bee.


10/16/2017 05/31/2018 $600 Title I Part A ElizabethHubbardPrincipal

Activity - JUNA Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Students will participate in the JUNA competition. ExtraCurricular

08/28/2017 02/01/2018 $2000 Title I Part A ElizabethHubbard



Activity Summary by Funding Source

Below is a breakdown of your activities by funding source

Title I Part A

Activity Name Activity Description Activity Type Begin Date End Date ResourceAssigned

StaffResponsible

Book Study Faculty will complete a book study on A Framework forUnderstanding Poverty by Ruby K. Payne.


11/01/2017 02/28/2018 $600 PrincipalAll teachers

STEAM Conference Conference geared towards teachers and administrations,K-12 , and include the Engineering Design Process, andIntegrating STEAM into content areas.


10/17/2017 05/31/2018 $1300 Phillip JenkinsKyrel KeithKeishaRaglandCandis PoseyTeri Shearer

Spelling Bee Competion Middle school students will participate in the local, district ,state and national spelling bee.


10/16/2017 05/31/2018 $600 ElizabethHubbardPrincipal

Encore/Eureka Field trip geared towards students understanding literaryand mathematics.

Field Trip 10/02/2017 05/31/2018 $1000 StaffMembers

Book Study Faculty will participate in a book study on Teach Like APirate.


03/01/2018 06/29/2018 $600 PrincipalAll teachers

Encore/Eureka Field trip geared towards students understanding literaryand mathematics.

Field Trip 10/02/2017 05/31/2018 $1000 StaffMembers

JUNA Students will participate in the JUNA competition. ExtraCurricular

08/28/2017 02/01/2018 $2000 ElizabethHubbard

Technology Conference2018

Six teachers will be sent the Technology Conference. ProfessionalLearning

06/04/2018 06/29/2018 $3000 TeacherCohort

STEAM Lab STEAM Lab will be setup to create a kinetic learningenvironment


10/17/2017 05/31/2018 $8000 PrincipalKeishaRaglandKyrel KeithCandis PoseyTeri ShearerPhilip JenkinsDena Bishop

Interventionist Consultant Nancy Clarke will model and teach strategies on how toeffectively implement small group activities.


11/01/2017 05/31/2018 $600 Nancy Clarke,ConsultantPrincipal

Total $18700



Other

No Funding Required


StaffResponsible

Creative Writing Club Professors from Talladega College will teach students howto write through creative expression.


08/09/2017 05/25/2018 $0 TalladegaCollegeEducationDepartment (RebeccaMcKay andRebeccaRobinson)Zora Ellisprincipal

Data Notebook Data Notebooks will be utilized to collect information onstudent interests and academic results.


08/01/2017 05/25/2018 $1500 All teachers

Total $1500


StaffResponsible

Strategic Teaching All teachers will utilize before, during, and after instructionalstrategies.

DirectInstruction

09/01/2017 05/11/2018 $0 All teachers

Small Group Teachers will gain information from the assessments thatwill beinstrumental in forming small or whole group instruction


09/01/2017 05/25/2018 $0 ClassroomTeacher andRTICoordinator

Star Reading Test An online assessment used to measure reading level,words read per minute,reading comprehension and usageof context clues.


08/18/2017 02/28/2018 $0 Englishteachers andMediaSpecialists

A+ College Ready Training Teachers will continue to receive training related to the A+College Ready workshops throughout the year.


08/11/2017 06/29/2018 $0 CoreTeachers

Classwork Training Classroom teachers, resource teachers, instructionalassistants, counselors, reading coaches, and administratorswill meet for an initial training on setting up classrooms andassigning assessments. Additional training will be providedthroughout the school year to support teachers.and staff in the implementation of the program.


08/18/2017 05/11/2018 $0 CurriculumCoordinator,Principals,Teachers,Computer LabAssistants

Justification and Explaination Math teachers will utilize organizational math acronyms torespond to justification and explanation questions.

DirectInstruction

09/01/2017 05/11/2018 $0 Math andSpecialEducation

Math Facts Math teachers will implement weekly drills on basic mathfacts.

DirectInstruction

09/01/2017 05/11/2018 $0 All mathteachers



Constructed Response English,Science and Social Studies teachers will implementorganizational English acronyms to respond to constructedresponse questions.

DirectInstruction

09/01/2017 05/11/2018 $0 English,SocialStudies, andScience

Classworks English teachers will administer the Classwork Benchmarkthree times in the school year to understand what objectivesthe students have mastered


09/01/2017 05/11/2018 $0 Englishteachers

Total $0



Stakeholder Feedback Diagnostic



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

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

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

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

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

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



Stakeholder Feedback Data

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

Data document offline and upload below?Yes



Evaluative Criteria and Rubrics

Overall Rating: 3.0

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 All questionnaires had an average item value of

3.20 or above (on a 5.0 scale). Results ofstakeholder feedback collected by the institutionwere acceptably analyzed and presented withreasonable clarity.

Level 3



Areas of Notable Achievement

Which area(s) indicate the overall highest level of satisfaction or approval? The parents took the Climate and Control Survey by AdvanceEd. The highest scoring item was C3; which asked them to describe the

interactions they have with the staff at our school. The top four words selected were respectful, supportive, helpful, and trusting. Teachers

agree that our staff is highly qualified and the curriculum is challenging, yet we provide learning experiences that provide equity for all

students in the development of learning. Teachers believe leaders work to give students a chance to participate in things that interest them,

they work to involve stakeholders, and that they monitor data related to the continuous improvement of the school. Teachers also agree that

we have access to many information resources including computers and technology, and that the leadership is effective in the acquisition of

technology for student/teacher use. The student data that was collected from the AdvanceEd Survery showed that 80% of students felt safe

at school, 72% felt have the necessary supplies to be successful in school, 57% actively participate in class discussions and activities, 51%

complete challenging work, 50% complete meaningful homework to review what is learned class or to prepare for the next day's lesson, and

49% complete assignments that meet their personal learning needs. Which area(s) show a trend toward increasing stakeholder satisfaction or approval? There are several indicators from the parent's Climate and Culture Survey that indicate a trend toward increasing stakeholder satisfaction or

approval. The highest scoring item on this survey was C3, which was in reference to describing the interactions that parents have with the

staff members at their child's school. The words that were the most used were respectful, supportive, and helpful. The results from this

survey indicate that the overall consensus from parents are positive. According to the Teacher and Staff survey, the highest scoring item was

C4 which described the interactions between the parents and teacher's staff at their child's school. The three highest indicators were

respectful, supportive, and helpful. The highest results that were yielded from the Climate and Culture Teacher Survey were that teachers

feel that the school is on a better path to making successful progress. They also feel that staff morale is high and everyone is working

together towards the common goal of attempting to make our students more educated, well rounded individuals.

The Climate and Culture Teacher Survey suggest a high level of satisfaction. There is a belief that personalized instruction and learning are

used to address individual learner needs. There is also the belief that most teachers use multiple types of assessments to modify instruction.

Teachers feel that students receive learning support services based on their needs and that the staff is using data to help address individual

student learning needs. Staff members are participating in professional development related to the identified needs of the school. Teachers

agree that instructional time and resources support our school goals and that our school is acquiring and supporting technology to support

student learning.

The student Climate and Culture survey indicate that students believe our school provides a high quality education and that teachers work

together to improve student learning. Students are given multiple assessments to check understanding. Students feel they are being

provided with challenging learning experiences, preparing them to deal with issues they may deal with in the future. The survey also indicate

that students feel safe in school. Students are also satisfied with the variety of resources available to help them succeed such as staff,

technology and media.

Which of the above reported findings are consistent with findings from other stakeholder feedback sources?



Compared to survey results from the past there are some consistencies. Parents have indicated that the school has had a strong

commitment to the purpose of educating their children and preparing them for what is ahead. Parents know there is an open door policy at

the school. Parents believe the school has expectations which they share with both students and parents and that the school is a safe place

for their child to learn. Parents are aware of the technology available and know the students have access to a variety of instructional

resources. The school reports student's progress.

Teachers have indicated that they want to focus on success, hold themselves accountable and provide the best instruction and learning

possible for each individual child. The teachers also acknowledge our access to technology as a resource to instruct students.

Students express the belief that the teachers have high expectations that they communicate to everyone. Students acknowledge that the

school provides a quality education and that the teachers use a variety of teaching methods and resources including technology to instruct

them. Students believe that teachers are fair in their expectations, communications, grading and discipline. Students feel they have a safe

environment in which to learn.



Areas in Need of Improvement

Which area(s) indicate the overall lowest level of satisfaction or approval? Based on the Climate and Culture Parent Survey the lowest scoring item was C2 which asked which four of the following word or phrases

best describes, in general, the kinds of things your child is most often doing while at school. Out of 48 responses there were the following

results: 19%-listening to teacher; 10% thinking; 13%-completing worksheets; 10%-working alone; 10%-completing challenging work; 8%-

working with others; 8%-writing; 8%-talking tests; 2%-completing brief projects; 2%-memorizing; 2%-completing easy work; 2%-writing

papers.

The teacher's survey was also from the Climate and Culture Survey. The lowest scoring item was C1 which stated which four of the following

words or phrases best describe, in general, the expectations for students at your school? Out of 40 responses there were the following

results from the teachers:25%-students are learning;20%-students should ask a teacher; 18%-students understand;13%-students are able to

explain; 8%-students know;5%-students are busy;5% students are expected to be good at some things; 3%-students are expected to be

good at everything;3%-students should find it themselves.

The two lowest scoring items from the Middle and High school student inventory were C2, E3 and D1. There were 111 responses. From the

C2 indicator "I use the services of the counseling office" the results are as follow:11%-six or more times a year; 14%-Three to five times a

year:34%-one or two times a year; 41%-never. From the E3 indicator "I use a rubric or scoring guide to help me complete an assignment."

there were the following results out of 100 responses:20% -in all classes; 27%-in at least half of my classes; 24%-at least one of my

classes;29%-in none of my classes. Which area(s) show a trend toward decreasing stakeholder satisfaction or approval? Among parents, there did not appear to be any entire section of the survey that indicated a trend toward decreasing stakeholder satisfaction. What are the implications for these stakeholder perceptions? From the survey of parents it appears that the school could and should foster more communication, not only between the parents and school

as a whole, but between parents and teacher. Although the school communicates in a variety of ways, many of the indicators marked neutral

or disagree could be improved with more effective communication. Teachers and administration may need to work on sharing more of what is

going on in the class and at the school. Which of the above reported findings are consistent with findings from other stakeholder feedback sources? From past surveys we have found that parents many times will say they are unaware of something even if they were at the meeting or signed

the certification statement saying they had read something or understood something. We wonder if that is not part of them indicating that

they are not sure of how their student is being graded or they don't understand something about the report. This has been an issue before.

The teacher survey is consistent with the self assessment and reflects areas that we will be working on. Collaboration between teachers and

communication about student learning and success are areas that can and should be improved. Also, there is need of more peer coaching

and a more formal process to meet the needs of new teachers. Concerns about the building and making sure the students are safe are



always on the minds of a conscientious faculty.



Report Summary

Scores By Section

Sections

1 2 3 4

Section Score

Evaluative Criteria and Rubrics 3



2017-2018 Title I Schoolwide Diagnostic



Introduction This diagnostic tool is aligned to the requirements for Title I Schoolwide School as described in section 1114, Every Student Succeeds Act

(ESSA). 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 (Sec.1114(b)(6))

How was the comprehensive needs assessment conducted? The faculty met in August during in-service days to discuss, compare, and interpret data from the 2016-17 spring assessment. Teachers

individually and by core content analyzed test data. The administration and the leadership team organized the data from ACT Aspire in a

color coded chart along with the corresponding score. Green indicated students that were ready; yellow indicated students that were

close;and red for students in need of support. Our media special paired scores of the STAR Reading with the Aspire to determine if there

could be any correlation between reading level and reading performance on the Aspire. What were the results of the comprehensive needs assessment? The results of the needs assessment indicated that of the 284 students tested, 109 were INS in reading and 132 were INS in math; 77 INS

in-science. Only a small percentage were in the ready range for each category. Students need immediate intervention. What conclusions were drawn from the results? The results of the needs assessment indicated that of the 284 students tested, 109 were INS in reading and 132 were INS in math; 77 INS

inscience. Only a small percentage were in the ready range for each category. Students need immediate intervention.

What information was concluded as a result of analyzing perception, student achievement, school programs/process, and

demographic data? The goals, strategies, and activities in the ACIP will address the achievement needs of students. Having access to Classworks will provide

teachers with a prescription to manage student needs more effectively, as well as working in small groups.

Text complexity will be address in reading, math, and science. How are the school goals connected to priority needs and the needs assessment? The school goal is to have students that are on their way to be college and career ready. Teachers will provide help for students that

smallgroup or one-on-one. Also the needs of those that need an accelerated pace is also connected to goals. Programs will be in place to

targetstudents' needs. Teachers are receiving professional development on how to work with web-based programs and how to analyze the

data.



How do the goals portray a clear and detailed analysis of multiple types of data? Throughout the year reading and math goals will be monitored through benchmarks, Classworks, STAR Reading and STAR Math formative

and summative assessments.

How do the goals address the needs of the whole school population and special recognition to children who are disadvantaged? Reading and math goals address the needs of the entire student population. All students are given the opportunity to use technology as a

tool in reading and math. With the use of various types of technology and the accessibility to connect to wireless, teachers are engaging

students. The goals, strategies, and activities indicate what teachers want to do for their students. Everyone is given the opportunity to learn

from working in groups--whole or small to using nooks to doing science investigations.



Component 2: Schoolwide Reform Strategies (Sec. 1114(7)(A)(i)(ii)(iii)(I)(II)(III))

Identify the strategies in the schoolwide plan that provide opportunities for all children, including each of the subgroups of

students (economically disadvantaged; students from major racial and ethnic groups; children with disabilities; and English

Learners) as defined in section 1111(c)(2) to meet the challenging State academic standards. Goal 1:

All students should become proficient in math. Measurable Objective 1:

5% of All Students will demonstrate a proficiency level in Mathematics by 05/25/2018 as measured by results from the state assessment.. Strategy1:

Develop an ILP - Teachers will gain information from the assessments that will be instrumental in forming small or whole group instruction.

Category: Develop/Implement College and Career Ready Standards

Research Cited: American Association of School Administrators. The School Administrator--Data Driven Districts, 2002

Activity - Classwork Training ActivityType Begin Date End Date Funding Amount

& Source Staff Responsible

Classroom teachers, resource teachers,instructional assistants, counselors, readingcoaches, and administrators will meet for aninitial training on setting up classrooms andassigning assessments. Additional training willbe provided throughout the school year tosupport teachers.and staff in the implementation of the program.

ProfessionalLearning 08/18/2017 05/11/2018 $0 - No Funding

Required


Activity - Math Facts ActivityType Begin Date End Date Funding Amount


Math teachers will implement weekly drills onbasic math facts.

DirectInstruction 09/01/2017 05/11/2018 $0 - No Funding

Required All math teachers

Activity - Small Group ActivityType Begin Date End Date Funding Amount


Teachers will gain information from theassessments that will beinstrumental in forming small or whole groupinstruction


09/01/2017 05/25/2018 $0 - No FundingRequired

Classroom Teacher andRTI Coordinator



Goal 2:

All students should become proficient in Reading. Measurable Objective 1:

5% of All Students will demonstrate a proficiency level in Reading by 05/11/2018 as measured by state assessment. Strategy1:

Best Practice Implementation - Teachers will utilize various instructional strategies to improve reading comprehension and vocabulary.


Research Cited:

Activity - Justification and Explaination ActivityType Begin Date End Date Funding Amount


Math teachers will utilize organizational mathacronyms to respond to justification andexplanation questions.


RequiredMath and SpecialEducation

Activity - Constructed Response ActivityType Begin Date End Date Funding Amount


English,Science and Social Studies teacherswill implement organizational English acronymsto respond to constructed response questions.


RequiredEnglish, Social Studies,and Science

Activity - Star Reading Test ActivityType Begin Date End Date Funding Amount


An online assessment used to measure readinglevel, words read per minute,readingcomprehension and usage of context clues.



English teachers andMedia Specialists

Activity - Classworks ActivityType Begin Date End Date Funding Amount


English teachers will administer the ClassworkBenchmark three times in the school year tounderstand what objectives the students havemastered


09/01/2017 05/11/2018 $0 - No FundingRequired English teachers

Activity - A Plus College Ready ActivityType Begin Date End Date Funding Amount


Core faculty members subjects have and willattend professional development sponsored byA Plus College Ready.



Core teachers ( Math,Social Studies, Englishand Science)

Activity - Strategic Teaching ActivityType Begin Date End Date Funding Amount


All teachers will utilize before, during, and afterinstructional strategies.


Required All teachers



Goal 3:

All core teachers will improve their professional knowledge to help boost assessment. Measurable Objective 1:

10% of All Students will achieve college and career readiness in all core subjects in Writing by 05/25/2018 as measured by pacing guides,

lesson plans and student enrollment in advanced placement classes in the high school. Strategy1:

A Plus College Ready Strategies - Teachers will implement strategies learned during the A Plus College workshops to help improve student

achievement.

Category: Develop/Implement Teacher Effectiveness Plan

Research Cited: A Plus College Ready - Alabama State Department

Identify the instructional strategies and methods used that strengthen the academic program in the school, increase the amount

and quality of learning time, and help provide an enriched and accelerated curriculum, which may include programs, activities, and

courses necessary to provide a well-rounded education. Goal 1:

Promote a positive learning environment through teacher student mentoring. Measurable Objective 1:

collaborate to create a positive learning environment in practical living by September by 05/25/2018 as measured by completing a survey. Strategy1:

Club/Activity Period - The goal of this period is to create a mentoring opportunity between the teacher and the student. In the 1st nine weeks

teachers will collaborate with students to create academic goals for improvements based upon ACT Aspire scores, progress reports, and

benchmark results. Students will track there progress by using Data notebooks. Data notebooks will include three sections: personal

interests, goals, and assessment. The remainder of the year students will be allowed to sign up for clubs that interest them and receive

mentoring in that club setting. The following clubs/activities will be available: Chess Team , BETA Club, JUNA, Book Club, Black History

Club, Yearbook Staff, TSA, Archery, Health Kid Club and Student Council.

Category: Develop/Implement Turnaround Principles

Activity - Strategic Lessons ActivityType Begin Date End Date Funding Amount


Teachers will implement a variety of criticalthinking strategies to boost students' academicskills.


08/07/2017 05/25/2018 $0 - No FundingRequired All core teachers



Research Cited:

Goal 2:





achievement.



Address the needs of all children in the school, but particularly the needs of those at risk of not meeting the challenging State

academic standards, through activities which may include-

•counseling, school-based mental health programs, specialized instructional support services, mentoring services, and other

strategies to improve students' skills outside the academic subject areas

•preparation for and awareness of opportunities for postsecondary education and the workforce, which may include career and

technical education programs and broadening secondary school students' access to coursework to earn postsecondary credit

Activity - Creative Writing Club ActivityType Begin Date End Date Funding Amount


Professors from Talladega College will teachstudents how to write through creativeexpression.

CommunityEngagement 09/05/2017 05/25/2018 $0 - No Funding

Required

Talladega CollegeEducation Department andZora Ellis principal

Activity - Data Notebooks ActivityType Begin Date End Date Funding Amount


Data Notebooks will be utilized to collectinformation on student interests and academicresults.


09/01/2017 05/25/2018 $400 - Other All teachers








while still in high school (such as Advanced Placement, International Baccalaureate, dual or concurrent enrollment, or early

college high schools

•implementation of a schoolwide tiered model to prevent and address problem behavior, and early intervening services,

coordinated with similar activities and services carried out under the Individuals with Disabilities Education Act (20 U.S.C. 1400 et

seq.) Goal 1:

All students should become proficient in math. Measurable Objective 1:

5% of All Students will demonstrate a proficiency level in Mathematics by 05/25/2018 as measured by results from the state assessment.. Strategy1:

Develop an ILP - Teachers will gain information from the assessments that will be instrumental in forming small or whole group instruction.


Research Cited: American Association of School Administrators. The School Administrator--Data Driven Districts, 2002

Activity - Small Group ActivityType Begin Date End Date Funding Amount


Teachers will gain information from theassessments that will beinstrumental in forming small or whole groupinstruction



Classroom Teacher andRTI Coordinator

Activity - Justification and Explaination ActivityType Begin Date End Date Funding Amount


Math teachers will utilize organizational mathacronyms to respond to justification andexplanation questions.


RequiredMath and SpecialEducation

Activity - Classwork Training ActivityType Begin Date End Date Funding Amount


Classroom teachers, resource teachers,instructional assistants, counselors, readingcoaches, and administrators will meet for aninitial training on setting up classrooms andassigning assessments. Additional training willbe provided throughout the school year tosupport teachers.and staff in the implementation of the program.

ProfessionalLearning 08/18/2017 05/11/2018 $0 - No Funding

Required


Activity - Math Facts ActivityType Begin Date End Date Funding Amount


Math teachers will implement weekly drills onbasic math facts.


Required All math teachers



Goal 2:





Research Cited:

Goal 3:

Promote a positive learning environment through teacher student mentoring.






























Measurable Objective 1:









Research Cited:

Goal 4:





achievement.












Required




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





Research Cited:






























Describe how the school provides individual student academic achievement results and interpretation of the results to parents of

English Learners in a language they can understand. Parents of English learners are provides information through Trans-Act with the assistance of the school district's EL facilitator.








Component 3: Instruction by Qualified Staff (Sec.1112(c)(6))

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

most effectively address identified academic needs. The principal maintains contact and information on highly qualified status of teachers and potential employees. Staffing decisions begin with

a review of applicants from the Teach in Alabama website and applicants on file at the central office. Applicants that meet general qualifying

status are interviewed. In addition to qualified, well-trained and experienced applicants are also given consideration in the interview process.

An interview committee is assembled that includes teachers, counselor and administers. Committee feedback assists in determining the most

appropriate and effective applicants for vacant positions. Mentors are assigned to new teachers and those in need of assistance and

professional development opportunities are offered where needed. District level meetings and professional development is ongoing for all

teachers.

Label Assurance Response Comment Attachment1. Do all of the instructional paraprofessionals

meet the state requirements? If no, what is thenumber that has not met state requirementsand what is being done to address this?

Yes

Label Assurance Response Comment Attachment2. Do all of the teachers meet the state

requirements and licensing criteria for the gradelevels and subject areas in which the teachersprovide instruction? If no, what is the numberthat has not met state requirements andlicensing criteria, and what is being done toaddress this?

Yes



Component 4: Strategies to Attract Qualified Teachers (Sec. 1114(7)(A)(iii)(IV))

What is the school's teacher turnover rate for this school year? Four new teachers were hired for the 2017-2018 school year. There were several transfers to other districts. What is the experience level of key teaching and learning personnel? Six teachers have over twelve years of experience teaching at Zora Ellis. At Eilis two teachers have an Educational Specialist degree,

ninewith a MS, and five with a BS degree. Two teachers have dual certification in the areas of Physical Education and English; and Social

Science and English. If there is a high turnover rate, list initiatives the school or school district has implemented to attempt to lower the turnover rate

(recruitment and retention strategies). Ellis is an AMSTI school in science and math. Science teachers use the STEM Program and receive professional development. We are a

Pipeline School with A+. All core teachers receive training through A+ which allows our students to participate in advance classes at the high

school level.



Component 5: High Quality and Ongoing Professional Development (Sec. 1114(7)(A)(iii)(IV))

Describe how data is used from academic assessments to determine professional development. Classworks will be implemented from the district level the school year. One component of the program is the generating of individual learning

paths for students that can be adjusted as necessary for student success.

Identify the professional development opportunities for teachers, principals, paraprofessionals, and other school personnel to

improve instruction. Teachers at Ellis attend the technology conference during the summer in Birmingham. AMSTI representatives provide on-site training for

math and science teachers once a month. Zora Ellis Teachers will receive ClassWorks training as the program is updated. Several teachers

and staff will attend Nuts and Bolts Symposium for middle grades to gather information to assist with changing the climate and culture of the

school. Teachers attending are required to provide training for the other teachers.

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

support from an assigned master teacher. New teachers are assigned a master teacher as a mentor. They meet at least once a week to discuss concerns, questions, or procedures.

Four O'Clock Faculty is a time for new teachers meet once a week with the administration to discuss, classroom management and best

practices. Teacher are able to discuss concerns, what is/not working in there classrooms in a intimate, non-threatening environment.

Describe how all professional development is "sustained and ongoing." Professional development at the school level is sustained and ongoing based on the needs of the students and teachers. Students' needsare

determined through analysis of STAR Reading and Math, Classworks, and recommendations from parents/students surveys.

Teacherprofessional development needs are identified from the teacher self-assessment in Educate Alabama, surveys, teacher

recommendations.



Component 6: Transition Strategies (Sec.1114(7)(A)(iii)(V))

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 and/or high school to college/work

force. Goal 1:

Promote a positive learning environment through teacher student mentoring. Measurable Objective 1:









Research Cited:

Narrative:

Zora Ellis provides a school tour for prospective seventh graders. The student leadership team conducts the tour that includes a short band

performance, an AMSTI science experiment. Each organization has a display; representatives are present to answer questions. Counselors

from Talladega High School visit Zora Ellis to discuss scheduling, available classes, duel enrollment, and credits needed to graduate with

eighth grade students. Eighth graders also received a tour of the high school and the career tech facility.





Required









Component 7: Teacher Participation in Making Assessment Decisions (Sec.1114(b)(2))

What measures are in place to include teachers in decisions regarding the use of results of statewide academic assessments? Teachers are given the opportunity to share concerns and researched information on the use of statewide assessments results that are

presented to them during faculty meetings, team meetings, data meetings, or one-on-one discussions with administration.



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

Standards (Sec.1114 (7)(A))

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

standards at an advanced or proficient level? Student spring assessment results of the previous school year are reviewed at the beginning of the current school year. From the ACT

Aspire, students are identified as being ready, close, or in need of support (INOS). Associated with the identifying categories are scores

which are used to place students as red, yellow, or green. Students that fall into the red category are targeted for RTI and will follow the RTI

process. Classworks is used for all students as a benchmark. The program is administered three time during the school year. The program

provides a prescription for academic growth based on individual student needs. The individual learning path generated by the program allows

teachers to make adjustments to learning strands for students. Students are also progress monitored twice during the nine weeks with a

teacher's benchmarks from the core disciplines. These benchmarks assess if students are leaning content and making improvements.

Students that are not proficient are pulled in small groups for remediation and retested. 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? Students who are at risk of not being proficient on the state's assessment take part in the Classworks Program. This program provides a

individual learning path(ILP) for each student. Teachers can adjust the ILP to fit the specific needs of the student. Students are administered

Classworks three times during the academic year.

Describe how the school provides opportunities for the most academically needy students to receive support and reinforcement of

academic skills BEYOND THE REGULAR SCHOOL DAY. Teachers use the ILPs from Classworks as one way to address differentiated instruction. Teachers also deliver whole group and small group

instruction to students daily.

Describe procedures used to address challenges for each group of Migrant, English Language Learners, Economically

Disadvantaged, Special Education, Neglected and/or Delinquent, and Homeless Students. Peer tutoring is offered to students twice during the week. Students begin at 7:30 AM and finish at 8:00 AM. Several core content teachers

also offer tutoring after school for students twice a week. Students are encouraged to practice at home using Classworks and other web-

based programs.



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

address challenges for each group of individuals with disabilities, individuals from economically disadvantaged families (including

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

homemakers, and individuals with limited English proficiency. All students at Zora Ellis, including those groups identified above, have access to all services and programs available. Services that are in

place are the following: free/reduced meal program; ELL services; SPED services; and counseling services.

English language learners are identified upon enrollment. Each new student receives a Home Language Survey which is 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.

Migrant students automatically qualify for free breakfast and lunch. A migrant specialist is contracted and the state recruiter will visit with

families to determine their eligibility for services. Migrant students will participate in all assessments that are grade appropriate. If migrant

students are at risk academically, the same services will be provided for them as for all students.

Zora Ellis provides special education services and uses appropriate procedures in accordance with federal and state laws and regulations.

The special education coordinator and case managers examine notices of referrals and make parent contact concerning eligibility meetings.

Evaluations are conducted to determine if the student is eligible for services. An IEP team convenes to determine eligibility and develops a

plan based on the results of the evaluation, the concerns of the parent, and the academic needs of the child. Special education students are

educated with non-disable students. Self-contain special education classes occur only when the nature of severity of the disability is such

that education in the general education classroom cannot be successfully achieved. All students with disabilities have access to a variety

ofprograms and services that are available to non-disable students, including extracurricular opportunities.



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

(Sec.1114(b)(V))

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. The administration and faculty of Zora Ellis will continue to work to achieve the schoolwide goals through in-services, professional

development, various meetings ( including but not limited to data, faculty, team, PTO) to understand the importance of parent involvement.

Our Principal's Advisory Committee works with the administration and teachers in planning parent involvement activities such as Coffee with

the Admins, Open House, and Terrific Thursdays. The PTO works to provide additional funding, teacher support, and parental involvement.

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, career and technical education programs, and schools implementing comprehensive support and

improvement activities or targeted support and improvement activities under section 1111(d)? Special Education Students:

Students are provided instructional intervention from special education. Students receive additional intervention from general education

teacher. Students receive small group explicit instruction from the classroom teacher.

Students are provided with instructional accommodations and modifications that meet their individual needs.

ELL Students:

A translator is provided if necessary. Students receive additional intervention from resource teacher if needed.

Students of Poverty:

Students are provided free/reduced breakfast and lunch. Guidance counselor provides services to meet the needs of impoverished children

through the year.



Component 10: Evaluation (Sec.1114(b)(3)):

How does the school evaluate the implementation of the schoolwide program? Zora Ellis evaluates the implementation of the schoolwide program through student achievement, leadership team walk-through, RTI

meetings, data meetings, and surveys of parent, students, and teachers. 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? Ellis evaluates the results achieved by the schoolwide program using data from the ACT Aspire assessment. At the beginning of the school

year, all teachers and staff meet to collaborate, review, assess, and analyze test data from the previous school session. During this meeting,

teachers identify strengths and weaknesses in reading, math, and science (7th grade only). Core academic teams review students' individual

skills. Based on the ACT Aspire data, instruction and formative assessment results are monitored throughout the year to determine

effectiveness and adjustments are made in response to the data. Students are engaged in learning through the year with strategic learning

activities. Teachers plan continuously and use research based strategies that allow students to apply prior knowledge, problem solving skills,

and technology as learning tools. 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? Ellis determines the effectiveness of the schoolwide program by evaluating data from the ACT Aspire and Classworks. From these

assessments, student progress can be monitored and instructional strategies can be adjusted based on individual student needs throughout

the academic year.

What process is followed by the school to revise the plan as necessary, based on the evaluation, to ensure continuous

improvement of students in the schoolwide program? The administration and teachers use data meetings to analyze data and discuss student progress, adjust strategies, and introduce new

strategies, and information to ensure continuous improvement of students in the schoolwide program.



2017-2018 Coordination of Resources -

Comprehensive Budget



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



FTE Teacher Units

Provide the number of classroom teachers. 14.82

Label Question Value1. Provide the number of Teachers assigned units. 14.82

Label Question Value3. Provide the total of all salaries for the FTE Teacher Units. 76861.0

Total 76,861.00



Administrator Units

Provide the number of administrators. 1.0

Label Question Value1. Provide the number of Administrator assigned units. 1.0

Label Question Value3. Provide the total of all salaries for the FTE administrator units. 78000.0

Total 78,000.00



Assistant Principal

Provide the number of Assistant Principals. .05

Label Question Value1. Provide the number of Assistant Principal assigned units. 0.05

Label Question Value3. Provide the total of all salaries for the Assistant Principal. 74000.0

Total 74,000.00



Counselor

Provide the number of Counselors. 1.0

Label Question Value1. Provide the number of Counselor assigned units. 1.0

Label Question Value3. Provide the total of all salaries for the Counselor. 52000.0

Total 52,000.00



Librarian

Provide the number of Librarians. 1.0

Label Question Value1. Provide the number of Librarian assigned units. 1.0

Label Question Value3. Provide the total of all salaries for the Librarian. 46000.0

Total 46,000.00



Career and Technical Education Administrator

Provide the number of Career and Technical Education Adminstrators. 0.0

Label Question Value1. Provide the number of Career and Technical Education

Administrator assigned units.0.0

Label Question Value3. Provide the total of all salaries for the Career and Technical

Education Administrator.0.0

Total 0.00



Career and Technical Education Counselor

Provide the number of Career and Technical Education Counselors. 0.0

Label Question Value1. Provide the number of Career and Technical Education Counselor

assigned units.0.0

Label Question Value3. Provide the total of all salaries for the Career and Technical

Education Counselor.0.0

Total 0.00



Technology

Not applicable, please place a value of 0 in the box. 0

Label Question Value1. Not applicable, please place a value of 0 in the box. 0.0

Label Question Value3. Provide the total of all funding for Technology. 3875.0

Total 3,875.00



Professional Development



Label Question Value3. Provide the total of all funding for Professional Development. 1421.0

Total 1,421.00



EL Teachers

Provide the number of EL Teachers. 0.0

Label Question Value1. Provide the number of EL Teachers in FTEs. 0.0

Label Question Value3. Provide the total of all funding for EL Teachers. 0.0

Total 0.00



Instructional Supplies



Label Question Value3. Provide the total of all funding for Instructional Supplies. 7722.0

Total 7,722.00



Library Enhancement



Label Question Value3. Provide the total of all funding for Library Enhancement. 558.0

Total 558.00



Title I

Provide a brief explanation and breakdown of expenses. Salaries and Benefits -- 76861.00

Parent Involvement 1441.86

Professional Development -- 7043

Classroom Teaching Supplies and Technology 11600.00

Label Question Value1. Improving the Academic Achievement of the Disadvantaged

Provide the total.97586.16



Title II

Provide a brief explanation and a breakdown of expenses. class size reduction unit

Label Question Value1. Professional Development Activities.




Title III

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

Label Question Value1. For English Learners.




Title IV


Label Question Value1. 21st Century Schools.




Title V


Label Question Value1. For Rural and Low-income Schools




Career and Technical Education-Perkins IV

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

Label Question Value1. Basic Grant (Title I)

Provide total.0.0



Career and Technical Education-Perkins IV



Label Question Value1. Basic Grant (Title I)

Provide total.0.0

Label Question Value1. Tech Prep (Title II)




Other


Label Question Value1. 21st Century, Learn and Serve, Even Start, School Improvement

GrantProvide the total.

0.0



Local Funds


Label Question Value1. Provide the total 0.0



2017-2018 Parent and Family Engagement



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

Parent and Family Engagement Diagnostic, the Coordination of Resource/Comprehensive Budget Diagnostic, and EITHER the Title I

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

electronically or by paper.



Parent and Family Engagement

Describe how the school will convene an annual meeting to inform parents of the school's participation in Title I and explain Title I

requirements, including the 1% set-aside, and the right of parents involved. (Sec. 1116(c)(1)) Administration will present information to parents during the annual Title 1 Meeting via PowerPoint presentation. Parents can be involved

through PTO - Open House, Student-led parent conferences, Pastries for Parents, and parent appreciation night. The Annual Parent Meeting

is held the later part of August or September as a separate meeting during Open House. A sign-in sheet is

provided to keep record of the those in attendance. Parents are given information regarding Zora Ellis as a Title I school. A Powerpoint

presentation covers parents right to know, set-asides, definitions, ACIP, purchases, and parents' rights to be involved in the development of

the Title I Plan. The Title I Plan addresses how the school will use Title I funds throughout the school in areas to include student

assessments, assistance for struggling students, parental involvement strategies. In addition, parents who are not able to attend will have an

opportunity to receive this information at our Pastries for Parents meeting led by our guidance counselor planned for September and

February. Describe: 1) How there will be a flexible number and format of parent meetings offered, such as meetings in the morning or

evening, and may provide, with funds provided under this part, transportation, child care, or home visits, as such services relate to

parental involvement; 2) How parents will be involved in the planning, review and improvement of the Title I Program (Note: State

the school's process for how all Title I parents have the opportunity for involvement in decision-making.); and 3) How funds

allocated for parent involvement are being used in the school. (Sec. 1116(c)(2)(3)) Parent meetings will be held through PTO and Open House nights, Pastries for Parents meetings, student-led parent conferences, and

parent appreciation nights. Parents are involved in planning through their participation in the ACIP Team and through the suggestion boxes.

The funds that were allocated for parent involvement were used in purchasing the planners/handbooks and through purchases made for

parent appreciation night. Also, our Parent Involvement Committee will assist and serve on the ACIP committee as well as the budget

committee to discuss the needs of our school as well as the appropriation of Title I funds. Describe how the school provides parents of participating children timely information in a uniform format and, to the extent

practicable in a language they can understand, about programs under Title I, a description and explanation of the curriculum in

use, forms of academic assessments, and achievement expectations used, and, if requested by parents, opportunities for regular

meetings to formulate suggestions and participate as appropriate in decisions related to the education of their children. (Sec.

1116(c)(4)(A)(B)(C)) Zora Ellis provides parents with timely information through the use of handbooks, progress reports, report cards, RTI letters, technology

handouts, and online safety brochures. Also, our Parent Involvement Committee will assist and serve on the ACIP committee as well as the

budget committee to discuss the needs of our school as well as the appropriation of Title I funds.

Zora Ellis Junior High School provides parents information in various formats. Parents are provided a student handbook each year that

includes a calendar of events for the school year, policies and procedures, code of conduct, and various district/school programs. Parents

have access to INow which allows them to monitor grades, assignments, discipline, and attendance. Our Annual Title I Parent Meeting

informs parents about their right to participate and encourages them to be involved in the decision making process of the school. Pastries for



Parents and other open house events are scheduled throughout the year. Teachers also have opportunities to discuss with parents the

course syllabi, curriculum, course rigor, and class expectations. Additionally, our school sends home progress report every four weeks and

an official report cards sent home every nine weeks. The school's Facebook page, website, school newsletters, emails, phone calls, or

communication applications are used to keep parents informed of student progress as well. Parents are asked to join and attend PTO

meetings, school programs, and events held at the school and in the community. Through Blackboard Connection parents can receive school

and district updates/reminders that pertain to events, meetings, or general information. Finally, copies of the ACIP are placed in the office

and media center to be reviewed by the public at any time. Describe how parents, the school staff, and students share responsibility for improved student academic achievement for

participating students (How the School-Parent Compact is jointly developed with Title I parents; how it is used, reviewed, and

updated). (Sec.1116(d)) The School Parent Compact is reviewed annually with the parent involvement committee as well as the teacher leadership team.The School-

Parent Compact is sent home at the beginning of the school year with each student and with new students entering Ellis during the school

year. Parents are encouraged to discuss the compact with their student and explain how it is an agreement that each party will do their part

to ensure academic success of the student. The compact is often referred to in teacher/parent conferences. Also, a committee of teachers

develop and evaluate programs throughout the year to provide positive incentives for our students. These programs focus on, but are not

limited to, attendance, reading, and math (Renaissance Star Testing), and monthly progress monitoring. In addition, the student leadership

team encourages our students to voice their concerns and participate in the ownership of the school's progress. Describe procedures to allow parents to submit comments of dissatisfaction with the Continuous Improvement Plan. (Sec.

1116(c)(5)) Parents can submit their comments by speaking with administration or by the use of the suggestion boxes. In addition, parents are

encouraged to complete surveys for the CIP. Parents will also have the opportunity to answer open-ended questions at PTO

meetings and other school events to express concerns. The questions will be examined by the teacher leadership team and share concerns

with administrators and other faculty members to create plans to address parental concerns. If a specific component of the CIP is not

satisfactory to a parent, the parent will be allowed to submit the concern in writing to the leadership team. The concern would be reviewed by

the team to resolve any differences. Describe how the school will build capacity for parental involvement including how parents will be encouraged to become equal

partners in the education of their children? (See ESSA Sec. 1116, requirements for building capacity and parental and family

engagement).

To ensure effective involvement of parents and to support a partnership among the school, parents, and the community to improve

student academic achievement, our school:

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

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



Zora Ellis will build capacity for parental involvement to ensure effective involvement of parents and to support a partnership among

school,parents, and the community to improve student academic achievement, through the following activities: provide parents assistance in

understanding the state's academic content, achievement standards, and assessments (including local assessment). Academic topics will be

addressed at the appropriate school event. Materials and training will be provided by the school, with the assistance of district personnel to

help parents work with children to improve their children's academic achievement. Furthermore, digital resources will be provided to students

and parents via programs such Renaissance Learning (STAR) and ClassWorks. These resources are a scripted program to aid students in

filling the academic gaps that may exist. Faculty members will monitor student progress to assist in proficiency of objectives. Students can

become proficient in using technology through Digital Drive, the mandatory school-wide online course that teaches digital responsibility. Describe how the school will build capacity for parental involvement including how parents will be encouraged to become equal

partners in the education of their children? (See ESSA Sec. 1116, requirements for building capacity in parental involvement.)



Shall educate teachers, office personnel, and other school staff, with the assistance of parents, in the value and utility of

contributions of parents, and in how to reach out to, communicate with, and work with parents as equal partners, implement and

coordinate parent programs, and build ties between parents and the school. (Describe) The school, with the assistance of the district will provide materials and training to help parents work with their children to improve academic

achievement, such, as literacy training, and using technology, as appropriate, to foster parental involvement by: publishing a

website,establishing family resources, purchasing materials, and encouraging active PTO participation.

Specifically, events such a Pastries for Parents will be utilized by the counselor to provide parents resources and strategies that will enable

them to better assist their children. Parents will receive login information for INow to monitor grades and progress of their child.

Furthermore, hosting school events that are parent/family friendly allows parents to meet teachers and administrators to discuss academics

and behavior performance of their student. The assistant principal and student leaders will conduct it's second Stakeholder's Meeting, which

serves to inform parents of the successes of the school year and introduce any new program or activities the students will have access to

such as the Walmart and Healthy Kids grant. Zora Elils also provides parents and students access to attend school sponsored Career Fair. Describe how the school will build capacity for parental involvement including how parents will be encouraged to become equal

partners in the education of their children? (See ESSA Sec 1116, requirements for building capacity in parental involvement.)



Shall to the extent feasible and appropriate, coordinate and integrate parent involvement programs and activities with other federal

programs, and conduct other activities, such as parent resource centers, that encourage and support parents in more fully

participating in the education of their children.(Describe)

Collaborative partners training will be provided to teachers and staff with a focus on school climate and culture in the areas at-risk

students,classroom management, technology, teaming and achievement, and student motivation. Presentations will also be made during



PTO meetings throughout the school year. Training sessions and presentations will be followed up by and evaluation for feedback to the

trainer/presenter. Surveys will be conducted to determine the effectiveness strategies implemented to begin the climate and cultural change. Describe how the school will build capacity for parental involvement including how parents will be encouraged to become equal




Shall ensure that information related to school and parent programs, meetings, and other activities is sent to the parents of

participating children in a format and, to the extent practicable, in a language the parents can understand. (Describe)

The school district will, to the extent feasible and appropriate, coordinate and integrate parental involvement programs and activities with

Head Start, Reading First, Early Reading First, and Even Start, Home Instruction Programs for Preschool Youngsters, the parents as

teachers program, and public preschool programs. When appropriate, the district will establish parent resource centers that encourage and

support parents that are participating in their child's education. Support areas include a school nurse (s), licensed family counselor, hosting

awareness activities at school, and public services announcement via radio and newspaper. Describe how the school will build capacity for parental involvement including how parents will be encouraged to become equal




Shall provide such other reasonable support for parental involvement activities as parents may request. (Describe) Zora Ellis will provide full opportunities for the participation of parents with limited English proficiency, parents with disabilities, and parents of

migratory children, by providing information and school reports, as required under section 111 of the ESES, in an understandable and

uniform format and including alternative formats upon request, and to the extent practicable, in a language parents understand. We will use

the state department's online program to ensure that parents receive documents in the appropriate format. Describe how the school will ensure the provision for participation of parents and family members (including parents and family

members who have limited English proficiency, parents and family members with disabilities, and parents and family members of

migratory children), including providing information and school reports required under section 1111 in a format and, to the extent

practicable, in a language such parents understand. (See ESSA Sec. 1117(f)) To the extent practicable, the school will work to identify impediments and will provide full opportunities for the participation of parents with

limited English proficiency, have limited literacy, parents with disabilities and parents of migratory students. This includes providing

information and school reports required under section 1111 of the ESES in an understandable and uniform format and including alternative

formats upon request, and to the extent practicable, in language parents understand. This applies to parent programs, meetings and other



activities of the school.



ACIP Zora Ellis Junior High School...Overview 22 Goals Summary 23 Goal 1: All students should become...

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