Title I Schoolwide Diagnostic Barbour County Primary...

Title I Schoolwide Diagnostic

Barbour County Primary School

Barbour County Board of Education

PO Box 429

81 Victoria Street Louisville, AL 36048-429

Document Generated On February 4, 2014

TABLE OF CONTENTS

Introduction 1 Component 1: Comprehensive Needs Assessment 2 Component 2: Schoolwide Reform Strategies 8 Component 3: Instruction by Highly Qualified Staff 28 Component 4: Strategies to Attract Highly Qualified Teachers 29 Component 5: High Quality and Ongoing Professional Development 31 Component 6: Strategies to Increase Parental Involvement 37 Component 7: Transition Strategies 45 Component 8: Teacher Participation in Making Assessment Decisions 47 Component 9: Timely and Additional Assistance to Students Having Difficulty Mastering theStandards 48 Component 10: Coordination and Integration of Federal, State and Local Programs and Resources 49 Evaluation: 50

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

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

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

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

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

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

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

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

Title I Schoolwide DiagnosticBarbour County Primary School

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

Component 1: Comprehensive Needs Assessment

How was the comprehensive needs assessment conducted? Faculty on Leadership Team derived needs based on multiple reference tools, including, but not limited to: Highly Qualified, DIBELS,

observations from administration, EducateAalabama, Star Assessment, and various other items of interest. After reviewing these areas, the

weaknesses identified below were ascertained. It was conducted by using data from INow, as well as surveys, Renlean, teacher attendance

from the school secretary reports, ACCESS What were the results of the comprehensive needs assessment? Strengths and weaknesses were identified as it relates to student assessment data (to include EL assessment and data). We identified highly

qualified and non- highly qualified teachers. Identified strengths and weaknesses with the Educate Alabama system. Identified strengths and

weaknesses using student discipline, student attendance, teacher attendance and teacher turn over rate. Analyzed parent perceptions and

parent needs. Analysis of curriculum alinement and instructional materials *(textbooks), instructional strategies, and/or extended learning

opportunities. What conclusions were drawn from the results? LEP students scored 2.22 reading below the desired proficiency index.

Dynamic Indicators of Basic Early Literacy Skills (DIBELS):

Strengths:

During Spring testing Kindergarten scored 81% on Phoneme Segmentation. This was an Increase from 79% the previous year. First grade

scored 94% on PSF and NWF. This was an increase of 4% for PSF and 11% for NWF from the previous year. Second grade Increased

Intensive Students went from 23% to 18% increase of 5%. ORF 68% last year and 70% this year. BCIS: The percentage of Third grade

benchmarking on ORF increased

18% and the percentage of intensive students decreased 15% from the beginning to the end of the year.

Weaknesses:

Spring testing for first grade in Phoneme Segmentation dropped from 94% to 91%. Second grade Strategic At-Risk students went from 18%

last year to 23% this year. Kindergarten went down in Nonsense Words from 84% to 72% this year with low risk.

ACCESS for English Language Learners (ELs):

Strengths:



The percent of students making APLA (Adequate Progress in Language Acquisition) rose from 80.0% in 2011to 81.25% in 2012. The goal for

2012 was 46%. BCPS was 35% above this goal.

Weaknesses:

The percent of EL students scoring at the 4.8 or above proficiency level decreased from 8.3% in 2011 to 4.2% in 2012. The 2012 goal was

14%. BCPS was 9.8% below the goal.

Educate AL or other Professional Evaluation Profile Information:

Strengths:

Standards 1 Content Knowledge and Standard 2 Teaching and Learning

Weaknesses:

Standard 4 Diversity

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

Strengths:

BCPS had no students evaluated with AAA. All classrooms have internet access and are equipped with MOBI , Document Cameras, Mobile

Interactive Whiteboards and projectors.

Weaknesses:

Teacher survey reveals additional training on the MOBI system, multimedia and presentations.

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

Strengths:

Kid's College (now STRIDE Academy) online GAP Assessment--May 2013

1st and 2nd grades scored a passing performance in Fractions

Weaknesses:

Kid's College (now STRIDE Academy) online GAP Assessment--May 2013

K grade scored a struggling performance in Fractions

K, 1st and 2nd grades scored a passing performance in Number Concepts and Relations and Geometry

Strengths:

Accelerated Reader School-wide Summary Report Strengths In a comparison of the 2011-12 grade level point to the 2012-13 grade level

points:

Pre-Kindergarten - 39.6

Kindergarten - 209.4

First Grade - 1643.4

Second Grade - 455.1

All Grades - 2358.4

Weaknesses:

Second grade points were lower than first grade.



(CULTURE RELATED DATA):

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

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

Strengths:

BCPS had no long term suspensions for the 2012-2013 school year.

Weaknesses:

The administration received more than 200 office referrals for the school year. Excessive time away from class resulted in inconsistent

learning in grades K-2.

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

Strengths:

No students were retained for the 2009-2010 school year.

Student attendance rate was 96%.

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

inexperienced faculty.

Strengths:

Eighty-nine percent of certified teachers were retained.

Weaknesses:

One teacher was absent more than 20 days for 2012-2013 school year.

School Demographic Information related to student attendance, patterns of student tardiness, early checkouts, late enrollments, high number

of transfers, and/or transiency including migratory moves.

Strengths:

The overall Average Daily Attendance rate remained constant between 94-95%

Weaknesses:

There were 8 late entries and 7 withdrawals throughout the year

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

Strengths:

Parent Surveys

In a Parent Involvement Survey sent home in May, 2013 parents ranked the following as strengths in our school:



100% of parents feel welcome in our school

99% of parents understand their child's report cards and test scores

97% of parents feel the school encouraged them to be involved

87% of parents feel the School-Parent Compact reminds them about things they can do to help their child in school

PTO was established during the 2012-2013 school year.

Weaknesses:

Parent Surveys

In a Parent Involvement Survey sent home in May, 2013 the following weaknesses were noted:

43% of parents did not recall receiving the District's Parental Involvement Plan

21% of parents did not know about volunteer work at the school

School Perception Information related to student PRIDE data.

Strengths:

School Process Information related to an analysis of existing curricula focused on helping English Learners (ELs) work toward attaining

proficiency in annual measurable academic objectives (AMAOs).

Strengths:

STORYTOWN, has EL component embedded in program. Each grade level also has EL intervention kit. Core English Language program is

Specially Designed Academic Instruction in English (SDAIE).

Weaknesses:

BCPS does not have a writing program in place.

Reading Intervention needs to be a focus for struggling ELs.

School Process Information related to an analysis of existing personnel focused on helping English Learners (ELs) work toward attaining

proficiency in annual measurable academic objectives (AMAOs).

Strengths:

System has a part-time EL Coordinator. All teachers have participated in Sheltered Content Instruction book study. All teachers have been

trained on WIDA standards.

Weaknesses:

No ESL teacher is employed in the Barbour County School System.

Teachers need training on the 2013 Amplified ELD Standards.

School Process Information uncovered by an analysis of curriculum alignment, instructional materials, instructional strategies, reform

strategies, and/or extended learning opportunities.

Strengths:

Through our newly developed website, students and parents can access InformationNow, Kids College, and Renaissance Learning.

Weaknesses:

Parent workshops need to be provided on the instructional programs available for use on Barbour County Primary School's website

The grant sponsored After-School program, 21st Century, which concentrates on the Arts and Academics provided serves for K-2 students.

Data demonstrates inconsistent attendance in the After-School Program and a lack of transportation for students of need.



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

demographic data? End of year scores on DIBELS Kindergarten Phoneme Segmentation showed an increase from the previous year. First grade scores

increased on Phoneme Segmentation Fluency and Nonsence Word Fluency from the previous year and second grade increased in Oral

Reading Fluency. First grade showed a decrease in Phoneme Segmentation while second grade number of strategic at-rick students

increased. Second grade also showed lower total AR points than first grade. Kindergarten went down in Nonsence Words. Reading is the

primary focus of BCPS this year. Kid's College (now STRIDE Academy) GAP assessment indicated first and second grade mastered

Fractions while Kindergarten showed a struggling performance. BCPS student attendance rate has improved as well as teacher attendance

with the exception of 1 teacher. How are the school goals connected to priority needs and the needs assessment? BCPS needs to focus on reading and math skills this year with reading being our priority focus. We are also focusing on College and Career

Readiness Standards. How do the goals portray a clear and detailed analysis of multiple types of data? Barbour County Primary uses data to include DIBELS, STAR reading and math assessments, StoryTown, and Team Math assessments to

collect date in order to review student progress during grade level data meetings. How do the goals address the needs of the whole school population and special recognition to children who are disadvantaged? We are a Title I school all students participate in a provision 2 for free and reduced lunch, thus all goals are directed to all our students.

All students at Barbour County Primary School, including those identified as migrant, limited-English proficient, homeless, economically

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

EL services, Special Education services, and counseling services. Barbour County Primary School uses various community resources to

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

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

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

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

are held without being stigmatized or isolated.

The counselor and office staff identify limited-English proficient students upon enrollment. Each new student receives a Home Language

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

other than English is used by the student or at the student's home. All eligible students are tested with the WIDA Access Placement Test (W-

APT) to determine if a student is eligible to receive services through the English Learner (EL) program. Parents or guardians have the right



to waive Title III Supplemental EL services. If the parents or guardians agree for the student to receive services, an English Learner (EL)

committee convenes to determine appropriate services and placement for each individual student. The EL committee consists of the EL

coordinator, parents or guardians of the student, the student's teacher, the school counselor, a parent liaison, and/or school administrator. A

variety of services to all EL students is provided, such as content area tutoring, pull-out ESL, pull-out for individual support, and content-

based ESL. Parents are provided the opportunity to receive all updates and important school documents in English and the appropriate

language. The EL committee reviews each student's progress annually. If the student scores proficient on the WIDA Access test and is

performing on grade level (determined by grades, teacher recommendations, and results of reading standardized tests), the student

becomes eligible to exit the EL program and will be monitored for two years to ensure success.



Component 2: Schoolwide Reform Strategies

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

Engage and Empower the Learner Through Technology Measurable Objective 1:

90% of All Students will demonstrate a proficiency to use digital tools individually or collaboratively, in and out of the classsroom to gather

organize, evaluate, share and present information in Mathematics by 05/23/2014 as measured by classroom observations of student

participation and indicated in lesson plans. Strategy1:

Student Technology Tool Engagement - Barbour County Primary School has SmartBoard capability in all classrooms and techers will actively

encourage students to academically engage with the interactive technology tools. Teacher will develop classroom prodecures and guidelines

for student engagement with interactive technology tools. Other interactive tools for students are: document cameras, LCD projectors, Mobi

pads and clickers. Classroom observations focused on student interaction with technology will be documented, along with notations within

the teacher's lesson plans

Research Cited: Alabama Technology Course of Study

Goal 2:

Barbour County Primary second grade students will show continual improvement in Oral Reading Fluency from the beginning-of-year

benchmark assessment of 44 wpm to the end-of-year benchmark assessment of 90 wpm. Measurable Objective 1:

90% of All Students will demonstrate a proficiency by reading 90 wpm on Spring 2014 Oral Reading Fluency portion of DIBELS in Reading

by 05/23/2014 as measured by a 7% increase in oral reading fluency from the beginning-of-the-year benchmark assessment to the end-of-

the-year benchmark 2014. Strategy1:

Activity - Technology tool engagement ActivityType Begin Date End Date Funding Amount &

Source Staff Responsible

Barbour County Primary School will use digitaltools to solve matmematic problems in all gradelevels. This activity is important for ourstudents, especially those of high proverty, toafford them equitable opportunity to interactwith technology and prepare them for real wordapplicaton

Technology 08/19/2013 05/23/2014 $13732 - Title I Part A

All classroomteachers andprincipal of BarbourCounty PrimarySchool



Comprehension in sentence reading and informational text - BCPS teachers in grades 1-2 will provide rigorous learning experiences that

strengthen students' comprehension in sentence reading and informational texts.

Research Cited: DIBELS

Strategy2:

Increase recognized vowel sound relationships - Teachers in grades K-2 will provide rigorous learning experiences that strengthen students'

ability to recognize vowel sound relationships.


Activity - Workstations which provide reviewof weekly skills

ActivityType Begin Date End Date Funding Amount &


Our 1st and 2nd grade teachers will provideweekly rotation to workstations that provideextension activities of previously taught skills inreading comprehension.

AcademicSupportProgram

08/19/2013 05/23/2014 $0 - No Funding Required BCPS teachers

Activity - standards based assessments ActivityType Begin Date End Date Funding Amount &


BCPS 1st and 2nd grade teachers will developand administer standard based assessmentsfocused on reading comprehension.


08/19/2013 05/23/2014 $0 - No Funding Required BCPS 1st and 2ndgrade teahers

Activity - whole group and small groupinstruction



Our 1st and 2nd grade teachers will provideboth whole and small group instruction thatfocuses directly on the comprehension ofsimple sentences as well as informational texts.


08/19/2013 05/23/2014 $0 - No Funding Required BCPS 1st and 2ndclassroom teachers

Activity - Weekly workstations in phoneticanalysis



BCPS teachers will provide a weekly rotation toworkstations that provide extension activities ofpreviously taught skills in phonetic analysis


08/19/2013 05/23/2014 $0 - No Funding Required

BCPS classroomteachers andReadingCoach/InstructionalCoach

Activity - Whole and small group instruction ActivityType Begin Date End Date Funding Amount &


Teachers will provide both whole and smallgroup instruction that focuses directly onphonetic analysis.



BCPS classroomteachers andReading/Instructional Coach



Goal 3:

All BCPS students will meet monthly benchmarks in AMSTI and math Measurable Objective 1:

90% of All Students will demonstrate a proficiency of 80% or above on the monthly AMSTI/TEAM Math Benchmark tests in Mathematics by

05/23/2014 as measured by monthly AMSTI/TEAM math test. Strategy1:

investigations - BCPS students will increase math proficiency through investigations

Research Cited: AMSTI/TEAM math test

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

Engage and Empower the Learner Through Technology

Activity - Standards based assessmentsfocused on phonetic analysis



BCPS teachers in grades 1-2 will devleop andadminister standards based assessmentsfocused on phonetic analysis (vowel sounds)




Activity - math strategies ActivityType Begin Date End Date Funding Amount &


BCPS K-2 students will express, categorize andcompare strategies through investigations.


08/19/2013 05/23/2014 $0 - No Funding Required BCPS K-2classroom teachers

Activity - multiple representations ActivityType Begin Date End Date Funding Amount &


Our K-2 students will use multiplerepresentations to explain their thoughtprocesses. The representations will include, butare not limited to, oral, written, and the use ofdiagrams and pictures.


08/19/2013 05/23/2014 $0 - No Funding Required BCPS K-2 teachers

Activity - manipulatives ActivityType Begin Date End Date Funding Amount &


BCPS K-2 grade students will usemanipulatives to develop or reinforcemathmatical concepts.





Measurable Objective 1:










Goal 2:

Barbour County Primary Scohol prepare and support teachers and leaders to graduate College-and-Care-Ready Students Measurable Objective 1:

demonstrate a proficiency in exhibiting knowledge, skills, and work processes that are representative of an innovative professonal in global

and digital society by 05/23/2014 as measured by classroom observations and EDUCATEAlabama reports. Strategy1:

Professional Development - Teachers at Barbour County Primary School were provided will technology taining, and will be provided with

ongoing professional learning opportunities designed to enrich teacher technology skills and thereby allowing our teachers to integrate

technology into their classrooms. This will equip students with 21st Century based technology skills and enable students to actively

participate in the learning experience, this continous training will better prepare our teachers to assist our students with the necessary skills

for upper grade levels technology skills and ultimately college and/or the workforce

Research Cited: Alabama Plan 2020








Goal 3:









Activity - SmartBoard Training ActivityType Begin Date End Date Funding Amount &


Barbour County Primary School will providecontinuous training on the use of SmartBoardsfor insturctional personnel in order to increasetechnology intergration in the classroom

ProfessionalLearning 08/15/2013 05/23/2014 $1000 - Title I Part A

TechnologyCoordinator,Director ofInstructionalServices andFederal Programs,OutsideConsultants,SchoolAdministrators,Teachers

Activity - Document Cameras Training ActivityType Begin Date End Date Funding Amount &


Barbour County Primary School will provideongoining training on the use of DoucmentCameras to instructional personnel in order toincrease technology intergration in theclassroom


TechnologyCoordinator,Director ofInstructionalServices andFederal Programs,OutsideConsultant, SchoolAdministrators,Counselors, andTeachers










Strategy2:




Goal 4:

EL Students will become proficient in the English Language Measurable Objective 1:

A 10% increase of All Students will demonstrate a proficiency demonstrate proficient writing in English in Writing by 05/23/2014 as

measured by 2014 ACCESS for ELLs results.

































Strategy1:

SDAIE/SIOP - Teachers will receive training on and implement strategies of the SDAIE/SIOP models

Research Cited: WIDA Consortium

Goal 5:






Activity - Professoinal Development andTraining



Teachers will recieve training on theimplementation of SDAIE/SIOP models andstrategies. These strategies will help improveinstruction for EL students

ProfessionalLearning 08/15/2013 01/31/2014 $0 - No Funding Required

EL Coordinator,schooladministrators,teachers

Activity - Implementation of SDAIE/SIOPStrategies



Teachers will implement SDAIE/ISOPstrategies in writing at least once a week withinthe reading program


08/19/2013 05/23/2014 $0 - No Funding RequiredBCPS teachers,schooladministrators













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






















Goal 2:




































Strategy2:




Strategy3:

professional development - BCPS will provide job-embedded ARI (Alabama Reading Initiative) coaching within reading classrooms.

Research Cited: Student mastery of COS objectives and increased scored on DIBELS

Goal 3:



measured by 2014 ACCESS for ELLs results. Strategy1:



















Activity - ARI coaching ActivityType Begin Date End Date Funding Amount &


Reading/instructional coach will providecoaching in each reading classroom. This datawill be discussed during grade level meetings

ProfessionalLearning 08/19/2013 05/23/2014 $0 - No Funding Required reading/instructiona

l coach




Goal 4:




professional development - to provide professional development in ARI (Alabama Reading Initiative) and AMSTI (Alabama Mathematics,

Sciency, Technology Initiative) to provide strategies for teachers to use in the regular classroom to enhance learning experiences.

Research Cited: DIEBLS, End of Month mathematics tests, STAR reading and STAR math

Goal 5:

BCPS teachers will use assessment data in mathematics.







Activity - SAMUEL ActivityType Begin Date End Date Funding Amount &


In order to increase the precentage of studentsmaking AMAO's BCPS will send one teacherper year for training on strategies to help ELs inthe regular classroom (SAMUEL). This teacherwill conduct turn-around training for our staff.

ProfessionalLearning 08/19/2013 05/23/2014 $3735 - State Funds EL Coordinator,

selected staff







Activity - AMSTI ActivityType Begin Date End Date Funding Amount &


BCPS will provide AMSTI (AlabamaMathematics, Science, Technology Initiative)coaching in math and science classes.


l coach




demonstrate a proficiency by evaluating instruction with assessment by 05/23/2014 as measured by TEAM Math 9 week test, chapter test,

STAR Enterprise Assessments. Strategy1:

assessments - BCPS teachers will evaluate instruction with asessment

Research Cited: TEAM Math 9 week tests, chapter tests, and STAR Enterprise Assessment ( STAR Math)

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

progress for all students? Goal 1:









Activity - pre-teach and reteach ActivityType Begin Date End Date Funding Amount &


BCPS teachers will pre-teach and reteach skillsto students who were shown to beexpreiencing difficulties based on current data.




Activity - utilize assessment data ActivityType Begin Date End Date Funding Amount &


BCPS teachers will utilize assessment data toinclude, but not limited to, TEAM Math 9 weektests, chapter tests, STAR EnterpriseAssessment (STAR Math) to extablish flexiblegroups Tier I-III.


08/19/2013 05/23/2014 $0 - No Funding Required BCPS clasroomteachers



Strategy2:




Goal 2:

EL Students will become proficient in the English Language













































Goal 3:










selected staff















Strategy2:




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

support? Goal 1:

























l coach







Goal 2:




















Strategy2:




Strategy3:








l coach





























Goal 3:






Goal 4:

All BCPS students will meet monthly benchmarks in AMSTI and math
















selected staff





















Strategy2:



Goal 5:

BCPS teachers will use assessment data in mathematics. Measurable Objective 1:





l coach


















demonstrate a proficiency by evaluating instruction with assessment by 05/23/2014 as measured by TEAM Math 9 week test, chapter test,

STAR Enterprise Assessments. Strategy1:

assessments - BCPS teachers will evaluate instruction with asessment

Research Cited: TEAM Math 9 week tests, chapter tests, and STAR Enterprise Assessment ( STAR Math)

Activity - pre-teach and reteach ActivityType Begin Date End Date Funding Amount &


BCPS teachers will pre-teach and reteach skillsto students who were shown to beexpreiencing difficulties based on current data.




Activity - utilize assessment data ActivityType Begin Date End Date Funding Amount &


BCPS teachers will utilize assessment data toinclude, but not limited to, TEAM Math 9 weektests, chapter tests, STAR EnterpriseAssessment (STAR Math) to extablish flexiblegroups Tier I-III.


08/19/2013 05/23/2014 $0 - No Funding Required BCPS clasroomteachers



Component 3: Instruction by Highly Qualified Staff

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

most effectively address identified academic needs. All teachers at Barbour County Primary School are highly qualified BCPS follows established recruitment procedures of the Barbour County

School System. The procedures are followed to ensure that experienced, qualified and in-field teachers in all subject areas are employed.

Notification letters of anticipated openings are sent to each principal from the Central Office for posting. These notifications are also posted at

the Central Office and on the Internet. Once a position is open, the principal contacts the superintendent to review applications. The decision

to interview is based on many variables, such as completeness of application and area of need. Applicants are interviewed by the principal

and the school Leadership Team. Once interviews are completed, new teachers are recommended to the superintendent and placed

according to certification, experience, specialized training, preference, etc. Strategies that have been and are currently being used to attract

high quality, highly qualified teachers include:

College recruitment

Advertising - newspaper, web site, SDE internet

Mentoring program for novice/new teachers

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

meet the NCLB requirements for highlyqualified? If no, what is the number that is nothighly qualified and what is being done toaddress this?

Yes The highly qualified status of theparaprofessionals at BCPSaccording to NCLB guidelineshas been determined by theAlabama State Department ofEducation for the 2013-2014school year. All paraprofessionalare highly qualified as well as allcertified staff. Letters ofattestation of highly qualifiedparaprofessionals are availablefor review upon request.

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

requirements for highly qualified? If no, what isthe number that is not highly qualified and whatis being done to address this?

Yes The highly qualified status of theteachers at BCPS according toNCLB guidelines has beendetermined by the Alabama StateDepartment of Education for the2013-2014 school year. Allteachers are highly qualified aswell as all certified staff. Letters ofattestation of highly qualifiedteachers are available for reviewupon request.



Component 4: Strategies to Attract Highly Qualified Teachers

What is the school's teacher turnover rate for this school year? BCPS has 21 staff members. We had one teacher to retire and 3 teachers transferred to our school from other schools within our system. What is the experience level of key teaching and learning personnel? BCPS employes 21 teaching and learning personnel. Of the 21 teaching and learning personnel we have 6 with a Bachelors Degree, 12 with

a Masters Degree, 2 with EDS, and 1 with a Doctrine. One of our teachers has also earned National Board Certification. Barbour County

Primary teaching and learning staff has a total of 380+ years of teaching experience. What are specific initiatives the school has implemented to attract and retain high quality teachers regardless of the turnover rate? All teachers at Barbour County Primary School are highly qualified BCPS follows established recruitment procedures of the Barbour County

School System. The procedures are followed to ensure that experienced, qualified and in-field teachers in all subject areas are employed.

Notification letters of anticipated openings are sent to each principal from the Central Office for posting. These notifications are also posted at

the Central Office and on the Internet. Once a position is open, the principal contacts the superintendent to review applications. The decision

to interview is based on many variables, such as completeness of application and area of need. Applicants are interviewed by the principal

and the school Leadership Team. Once interviews are completed, new teachers are recommended to the superintendent and placed

according to certification, experience, specialized training, preference, etc. Strategies that have been and are currently being used to attract

high quality, highly qualified teachers include:

College recruitment

Advertising - newspaper, web site, SDE internet

Mentoring program for novice/new teachers

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

rate? Strategies that have been and currently being used to attract high quality, highly qualified teachers including:

- Advertising-newspaper, web site

- Mentoring program for novice/new teachers

- 13 month pay check for new employees

A new teacher orientation seminar is held annually before the opening of school to familiarize them with system-wide procedures and

policies. Professional development opportunities will be available to strengthen skills, content, classroom management, and strategies

utilized in the classroom.



If there is a high turnover rate, what initiatives has the school implemented to attempt to lower the turnover rate of highly qualified

teachers? We did not have a high turnover rate at BCPS.



Component 5: High Quality and Ongoing Professional Development

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

based? Goal 1:

Engage and Empower the Learner Through Technology Measurable Objective 1:










Goal 2:

















Goal 3:
























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

included in the schoolwide plan? Goal 1:










Goal 2:




















Goal 3:










l coach











selected staff



Goal 4:







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

support from an assigned master teacher. Goal 1:














l coach



Describe how this professional development is “sustained and ongoing.” Professional development is sustained through documentation on walkthroughs which indicate that strategies are being implemented and

these strategies are shown in lesson plans, turn-around trainings are conducted as needed

Activity - teacher mentoring ActivityType Begin Date End Date Funding Amount &


Experienced teachers mentor new teachers inthe use of technology, classroom proceduresand management, and any other areas in whichnew teachers need assistance.


BCPS teachers,reading/instructional coach, schooladministration



Component 6: Strategies to Increase Parental Involvement

How were parents involved in the design of the schoolwide plan? Three parents are on the leadership team which meet to discuss data, objectives, goals and strategies that are included in the schoolwide

plan. The faculty and staff at BCPS seek to provide parents and other caregivers with a variety of opportunities for both participation and

training in varied formats and at varied times. Parents of four year olds will have multiple opportunities/requirements to develop parenting

and teaching skills through the OSR grant.

At the Grandparents Breakfast, the Munching with Mothers luncheon, Math Night, Technology Night, and the Dining with Dads luncheon the

following subjects will be addressed; reading, math, language, science, social studies, physical education,, and technology. The parenting

center provides an accessible area to support parents with training, resources, and other services.

The Title I Parent Advisory Committee meets annually to decide how to spend the parent portion of the Title I Budget. Generally, this money

is spent for parenting workshops, parenting newsletters, and events and Activities to support parenting.

How were parents involved in the implementation of the schoolwide plan? To ensure effective involvement of parents and to support a partnership among the school, parents, and the community to improve student

academic achievement, our school:

(1)Shall provide training for parents of participating children in understanding such topics as the State's academic content standards and

State student academic achievement standards, State and local academic assessments, the requirements of Title I, and how to monitor their

child's progress and work with teachers to improve the achievement of their children. (Describe)

-Open House (Title I School wide information, academic standards, how to monitor child's progress-homework folders, parent teacher

conferences, opportunities to visit and/or volunteer in the classrooms)

-Barbour County Handbook, School-Parent Compact (both with Spanish versions)

-Pre K grant requirements

-Annual Title I Meeting

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

training and using technology, as appropriate, to foster parental

involvement. (Describe)

-Pre K grant required meetings for parent education (Meetings are open for K parents who desire to attend.)

-Open House "Meet the Teacher"

-Daily communication via homework folders, telephone calls, Wednesday Folders, and written notes

-Parent Involvement informational newsletters sent home monthly

-Parental Technology Workshop

-Kindergarten Make and Take



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

parents, and in how to reach out to, communicate with, and work with parents as equal partners, implement and coordinate parent programs,

and build ties between parents and the school. (Describe)

-Parents are the child's first teacher as well as partners with BCPS (BCPS Vision, Mission, Beliefs)

-School-Parent compacts

-Open invitation to parents to visit classrooms/volunteer

-Pre K required grant meetings for parent education

-Open House

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

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

education of their children. (Describe)

-Parent Resource Center outside the Counselor's Office with pamphlets, books, newsletters, etc. available free to parents

Educational opportunities through Grade Level Nights, Kindergarten Make and Take,Pre K grant requirements, Red Ribbon

Week activities

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

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

-Barbour County Handbook in Spanish, forms in Spanish, School-Parent Compact in Spanish

-Parent liaison available as needed

-Individualized English Language Plan (IELP) and Individualized Education Plan (IEP)

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

Flyers, as available, for parents about educational opportunities at Wallace College, Sparks Campus, Eufaula (GED classes and ESL

classes).

How were parents involved in the evaluation of the schoolwide plan? surveys were given in Spring 2013. The results are tallied below.

Barbour County Primary School

Parent Survey

Dear Parent or Guardian: We are in the process of conducting an evaluation of our parental involvement program, and we would like to

know what you think. Please take a few minutes to complete this survey. The responses will be used to improve next year's parental

involvement program. If you have questions about the survey or need assistance completing the Parent Survey, please contact Dr. Patrick

Fenderson at 266-5643.



Please return the survey to BCPS no later than May 21, 2013

1. Do you feel welcome in your child's school? 76 Yes 0 No

2.Does your school encourage you to be involved in your child's education? 74 Yes 2 No

3.Do you know your school's academic goals and how you can be involved? 59 Yes 14 No

4.Did you participate in any of the following activities offered this year?

15 Annual Meeting of Title I Parents 5 Parent Advisory Committees (Title III /EL, Pre-K, 21stCCLC)

6 Title I Program Planning/Evaluation 3 CIP Committee

8 Development of Parent Involvement Plan 10 Family Reading/Math Nights

7 Development of School-Parent Compact 23 Observing/Volunteering in the Classroom

5 Explanation AYP, School Improvement 44 Parent-teacher Conferences

List any additional activities that you would like to see offered:

5.Do you know about volunteer work you can do at school? 59 Yes 16 No

6.Do you know how you can be involved in school planning/review committees? 42 Yes 34 No

7.Do you know what it means to be a Title I School and what your rights are? 51 Yes 24 No

8.Do you know how additional help with reading and/or mathematics is given

to students through the Title I program? 56 Yes 34 No

9.Do you know what your child should know and be able to do in reading and/or

mathematics for the grade he/she is in? (Academic Content Standards) 53 Yes 34 No

10.Do you understand your child's report cards and test scores? 69 Yes 1 No

11.Does the Title I School-Parent Compact help to remind you about things you

can do to help your child do better in school? 62 Yes 9 No

12.Title I, of the No Child Left Behind Act of 2001 asks that priority be given to extra help beyond the regular school day. If free instruction is

provided, would you want your child to attend Title I services after school, before school, weekend school, or summer school?

Comments: 4 Summer School

13.What is the best way for the school to share information about your child and school activities? Check the best way:



58 Telephone Call 12 e-Mail 1 Audio/Video tapes 3 Home Visit 43 Written Notices

6 Other (Specify):

14.Can you reach your child's classroom teacher(s) to discuss your child? 68 Yes 4 No

15.Do you feel that teachers in the school are interested and cooperative when

you discuss your child's academic progress and/or other concerns? 69 Yes 2 No

16.Check any of the following items that would help you attend Title I Activities:

24 Evening Meetings, Suggested Time: 6 Transportation Provided

8 Child Care Provided 33 Calendar of Events Sent Home Regularly

44 Reminders Sent Home One Week Before Event 0 Different Location than the School

4 Other, Specify: Suggested Location:

17.Did you receive a copy of the following four documents this year:

The District's Parental Involvement Plan 39 Yes 2 No 30 Don't Recall

Your School's Parental Involvement Plan 45 Yes 2 No 25 Don't Recall

The School-Parent Compact 44 Yes 3 No 25 Don't Recall

Parent's Right to Know Notification for Highly Qualified Teachers 37 Yes 3 No 31 Don't Recall

18.Do you know about the school's extra services (for example, counseling,

and speech therapy)? 45 Yes 25 No

19.Do you know about the school's referral program to community services

outside of the school? (Such services may be adult literacy programs,

social services, health services, GED, adult career development, etc.) 36 Yes 35 No

20.Do you have comments/concerns about the Title I Program or the Parental Involvement Program in your school?

21.Would you be interested in attending a full-day Parent Conference with: Guest Speakers, Information from Local Agencies, Children's

Book Publishers, Children Performances, University Recruits, Military Recruits, High School Registration, Parenting Skills, and/or Assistance

in Parent-Child Academics?

20 Most Definitely 37 Maybe 13 Not Really

If you selected Most Definitely, which topic(s) interest you the most: ___________________________________



___________________________________________________________________________________________

The following data requested is for statistical purposes only:

Grade(s) of children:

22 Pre-K 16 K 16 1 24 2 ____ 3 ____ 4 ____ 5

____ 6 ____ 7 ____ 8 ____ 9 ____ 10 ____ 11 ____ 12

Race/Ethnicity (Select all applicable):

1 American Indian or Alaska Native ____ Asian 21 African American

____ Native Hawaiian or Pacific Islander 14 Hispanic or Latino 3 White

Does the school have a Title I Parent Involvement policy that addresses how the school carries out the required activities of ESEA

Section 1118 (c) through (f)? Yes BCPS has a Title I Parent Involvement Policy. This policy is copied and sent home to each family with the first progress report of the

year. How is the school carrying out the activities outlined in ESEA Section 1118 (e ) 1-5, 14 and (f )? (e) To ensure effective involvement of parents and to support a partnership among the school, parents, and the community to improve

student academic achievement, our school:

(1)Shall provide training for parents of participating children in understanding such topics as the State's academic content standards and

State student academic achievement standards, State and local academic assessments, the requirements of Title I, and how to monitor their

child's progress and work with teachers to improve the achievement of their children. (Describe)

-Open House (Title I School wide information, academic standards, how to monitor child's progress-homework folders, parent teacher

conferences, opportunities to visit and/or volunteer in the classrooms)

-Barbour County Handbook, School-Parent Compact (both with Spanish versions)

-Pre K grant requirements

-Annual Title I Meeting

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

training and using technology, as appropriate, to foster parental

involvement. (Describe)



-Pre K grant required meetings for parent education (Meetings are open for K parents who desire to attend.)

-Open House "Meet the Teacher"

-Daily communication via homework folders, telephone calls, Wednesday Folders, and written notes

-Parent Involvement informational newsletters sent home monthly

-Parental Technology Workshop

-Kindergarten Make and Take

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

parents, and in how to reach out to, communicate with, and work with parents as equal partners, implement and coordinate parent programs,

and build ties between parents and the school. (Describe)

-Parents are the child's first teacher as well as partners with BCPS (BCPS Vision, Mission, Beliefs)

-School-Parent compacts

-Open invitation to parents to visit classrooms/volunteer

-Pre K required grant meetings for parent education

-Open House

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

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

education of their children. (Describe)

-Parent Resource Center outside the Counselor's Office with pamphlets, books, newsletters, etc. available free to parents

Educational opportunities through Grade Level Nights, Kindergarten Make and Take,Pre K grant requirements, Red Ribbon

Week activities

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

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

-Barbour County Handbook in Spanish, forms in Spanish, School-Parent Compact in Spanish

-Parent liaison available as needed

-Individualized English Language Plan (IELP) and Individualized Education Plan (IEP)

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

Flyers, as available, for parents about educational opportunities at Wallace College, Sparks Campus, Eufaula (GED classes and ESL

classes).

(f)G. Parental Involvement: Describe how the school will ensure the provision for participation of parents with limited English proficiency,

parents with disabilities,

and parents of migratory students; including providing information and school reports in a format and, to the extent practicable, in a

language that parents can

understand.

The faculty and staff at BCPS seek to provide parents and other caregivers with a variety of opportunities for both participation and training in

varied formats and at varied

times. Parents may visit the classrooms daily. To visit during reading, which is Protected Time, parents should arrive before reading class



begins at 8:00 AM and remain in

the classroom until protected time is over, approximately 10:30 AM. Teachers schedule conferences before and after school, and during

their thirty minute planning period.

EL Parent Liaison will be available to translate for parents of EL students at meetings as needed. Services are also provided through the

Barbour County School System as

needed for occupational therapy, physical therapy, and speech therapy

How will the parent involvement component of the schoolwide plan be evaluated? Parent involvement will be evaluated based on sign-in sheets for various school functions which parents attend. The parent involvement

component will be reviewed by the Leadership Team and will be revised as needed based on requirements, recommendations, and solicited

input. How will the results of the evaluation be used to improve the schoolwide program? BCPS uses data collected from parent surveys to help drive various components of the schoolwide program. Any results from evaluations will

be taken into consideration for the following year. Federal requirements will also be taken into consideration. All results will be reviewed by

the leadership team and changes will be made as deemed necessary. How was the school-parent compact developed? The School Parent Compact was developed through a coordinated effort by school staff and our schools' Parent Advisory Committee. All

parents and teachers were given acopy of the proposed compact. It was explained to the parents and teachers, and they were asked to

submit changes or revisions. No changes or revisions were received. Then parents were asked to sign the compacts signifying their

commitment to working in partnership with the school and their child in ensuring that the child is successful in school. Students, teachers,

and the principal also signed the compacts. The compacts are housed with each homeroom teacher. Parent contacts/conferences will be

documented and kept with the signed compacts. When parent surveys are sent in the Spring, School-Parent Compacts will also be sent

home for revision suggestions. Therefore, the compact was be fully revised for 2013-2014.

How is the parent compact used at elementary-level parent teacher conferences? Once the parent compact has been signed the classroom teacher keeps them in the classroom. Teachers document parent contacts and

conferences on the forms. The responsibilities listed on the form can be review and expounded upon during these conferences. How is the parent compact shared with middle school or high school parents (depending on the grade span of the school)?



BCPS student population is Pre-K through second grade only therefore our compact is not shared with middle school or high school

students. How does the school provide individual student academic assessment results in a language the parents can understand? EL Parent Liaison will be available to translate for parents of EL students at meetings as needed. Parents are able to indicate, on the home

language survey, the language in which they would like to receive written communication.



Component 7: Transition Strategies

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

example, preschool preparation for Kindergarten and/or eighth grade transition to high school. Goal 1:

BCPS will insure that all students transition smoothly from one grade level to the next. Measurable Objective 1:

collaborate to provide both emotional and academic support for transitioning from early childhood to elementary and elemenatry to

intermediate school by 08/30/2013 as measured by Pre-K regeristration, open house and open house attendance. Strategy1:

Student transition - Barbour County Primary School will provide students with both emotional and academic support in order to transition

smoothly from early childhood to elementary and elementary to intermediate school.

Research Cited: State guidelines provided to school counselors

Activity - open house ActivityType Begin Date End Date Funding Amount &


An open house for all grades is held prior to thebeginning of the new school year at which timestudents and parents may meet teachers, visitclassrooms and tour the building. This meetingwas held on August 14, 2013.

Other 08/14/2013 08/14/2013 $0 - No Funding Required BCPS teachers andadministrators

Activity - Pre-K pre-registration ActivityType Begin Date End Date Funding Amount &


Pre-K pre-registration interviews are held in thespring at which time students and parents meetwith the teacher to discuss class curriculum andmaterials list. At the close of the school year,the Pre-K students visit with the kindergartenclasses to prepare for their kindergarten year.

Other 05/05/2014 05/09/2014 $1000 - OtherBCPS OSR Pre-Kteacher, OSR Pre-K aid, nurse

Activity - second grade transition ActivityType Begin Date End Date Funding Amount &


Second grade students are provided anopportunity to meet with the counselor fromBarbour County Intermediate School to discussconcerns about procedures, dress codes, andschool rules.

Other 05/19/2014 05/23/2014 $0 - No Funding Requiredprincipal, secondgrade teachers,school counselor



Narrative:

Our second grade students visit Barbour County Intermediate School in May. Our second grade teachers accompany the students on this

visit where BCIS administrators conduct a program focused on items and behaviors needed for success in third grade. They are also given a

tour of the school.

Activity - special education transition ActivityType Begin Date End Date Funding Amount &


•Students receiving Special Education servicesand their parents will meet with the SpecialEducation teachers from Barbour CountyIntermediate School where their needs arediscussed and a plan written. They also meetwith their teachers and receive a tour of theirschool.

Other 05/19/2014 05/23/2014 $0 - No Funding Required special educationteachers



Component 8: Teacher Participation in Making Assessment Decisions

How do teachers provide their input into the decisions regarding the use of school-based academic assessments? BCPS will hold weekly grade level meetings during which results of various assessments are discussed. These assessments inculde:

DIBELS and DIBELS progress monitoring, StoryTown Theme test, StoryTown weekly test, STAR reading and math, Team Math

assessments, and teacher made test. How are teachers involved in student achievement data analysis for the purpose of improving the academic achievement of all

students? All grade level teachers meet every two weeks for at least one hour to discuss assessments and data, student intervention, and academic

strategies that are pertinent to their grade level goals. During the four weeks of the month teachers meet with the Reading Coach, Principal,

and with their grade level to collaborate regarding the use of academic assessments that will continuously improve the overall instructional

program. Barbour County Primary School teachers are included in the discussions involving all assessment data. Teachers administer pre-

test to determine instructional needs. Grade level meetings provide opportunities for teacher input of assessment results. The following are

opportunities that teachers have to provide input that guides instruction. The faculty collaboratively studies the disaggregated data and

results of the state results. Response to Intervention Team members evaluate data collected on referred students to determine if there are

any indicators that would warrant more in depth testing or referral for special services. Grade level and subject area data meetings are held

to adjust instructional procedures and strategies based on all testing data and to help students who demonstrate weaknesses in identified

academic subjects.



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

Standards

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

standards at an advanced or proficient level? STAR Reading and Math data is used to identify students who experience difficulty mastering standards at an advanced or proficient level.

DIBELS is also used to identify students scoring in intensive and strategic ranges. Retell is used to measure comprehension levels. 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 experience difficulty mastering the proficient or advanced achievement standards will be provided timely, effective and

additional instructional assistance. This will be accomplished by:

DIBELS, Baseline, Benchmark, and Post tests and any other pertinent information which would help the teacher to determine student

strengths and weaknesses.

Classroom teachers' use of the core reading program that is embedded with intervention strategies that are aligned with the Alabama

Reading Initiative intervention guidelines.

Providing daily small group instruction and intervention for students experiencing difficulty.

Morning tutors to assist in the classrooms during reading times.

Utilization of the Reading Coach to provide additional assistance and intervention for the teachers.

Progress monitoring students in a timely manner based upon DIBELS benchmark assessments and STAR Enterprises Assessment

Conducting monthly data meetings to discuss strategies and procedures that would encourage student success and to review student

progress and make changes in instruction as needed.

Encouraging parental involvement in student education through workshops, school conferences, telephone conversations and notes How are students' individual needs being addressed through differentiated instruction in the classroom? StoryTown includes intervention strategies for below grade level, on grade level and above grade level intervention lessons. There is also an

EL component in StoryTown. We have 30 minutes for each of these levels built into our reading instruction. We also have 30 minutes for

math intervention built into our daily schedule. Students can work on STRIDE Academy to reinforce skills learned during instruction.



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

In what ways are the programs are coordinated and integrated toward the achievement of the schoolwide goals? The review of our needs assessments and our federal progrmas help determine how programs are coordinated and integrated to achieve our

schoolwide goals. Currently our federal funds are spent on teacher and aid salaries, research based assessment programs, parental

involvement activities, communication, and professional development.

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. BCPS earns 15.89 state allocated teacher units. In addition to this we have a full time principal, a half-time media specialist, and a half-time

counselor. The state units are placed based on earned units. Title I funding is used to supplement salaries, materials/supplies, and other

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

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

Start, adult education, vocational and technical education, and job training. Our counselor conducts lessons on bullying bimonthly in order to promote violence prevention in our school. Our school also promotes Durg-

Free Week, Fire Safety, and Internet Safety. Our school is a Title I school so all our students receive free and reduced breakfast and lunch

through Provision 2



Evaluation:

How does the school evaluate at least annually the implementation of the schoolwide program? All instructional goals and strategies outlined in the CIP will be monitored by the Continuous Improvement Plan Instructional Leadership

Team. This team is comprised of the director of federal programs, school principal, administrative assistant, school-wide chairperson, faculty

chairpersons of each section, parents and community members. The CIP Instructional Leadership Team will meet quarterly to review

progress monitoring results. An overview of these meetings will be made available to stakeholders through varying mediums such as BCPS's

monthly newsletters, electronic mail, school and/or website postings. 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? In May 2013, stakeholders (administration, faculty, staff, parents and community members) were actively involved in the decision-making

process that ultimately evolved into Barbour County Primary School's (BCPS) Continuous Improvement Plan. Using INow generated reports,

and other data sources, stakeholders were able to disaggregate state academic assessment data and analyze it as well as BCPS's strengths

and weaknesses concerning school climate and culture, school safety, parental involvement, professional development, and the coordination

of resources in a comprehensive budget

To address BCPS's weaknesses cited in the 2013-2014 CIP, stakeholders analyzed the 2012-2013 end-of-the-year data and developed

reform strategies using DIBELS, Accelerated Reader, Kid's College Gap Test, STAR Reading and Math, AMSTI/TEAM Math Monthly Test,

and Storytown Benchmark and Theme tests to measure student progress throughout the year. Results of this progress monitoring will be

used by teachers individually, on grade-level, and as a faculty to make adjustments to reform strategies to ensure student success by the

end of the school year.

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? BCPS looks at the data from DIBELS and STAR reading and math to identify students who scored below grade level in the fall and monitor

their progress on the winter and spring administration of these test. Specific areas of deficiency are identified during grade level meetings.

Teachers include instruction of these skills in their lesson plans and students are tested on these skills on chapter and theme tests through

out the year. Skills not mastered are re-taught and re-tested. 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? As assessments are completed and the data is reviewed our leadership team meets to review our schoolwide plan. Once the plan has been

reviewed the team recommends any needed revisions. Our plan is then revised to insure our students continue to improve in all areas.



Title I Schoolwide Diagnostic Barbour County Primary...

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