acip george w. floyd elementary...

ACIP

George W. Floyd Elementary School

Gadsden City Board of Education

Ms. Nicole Chester 601 Black Creek Rd

Gadsden, AL 35904-1655

Document Generated On October 29, 2014

TABLE OF CONTENTS

Executive Summary

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

Improvement Plan Stakeholder Involvement

Introduction 8 Improvement Planning Process 9

Stakeholder Feedback Diagnostic

Introduction 11 Stakeholder Feedback Data 12 Evaluative Criteria and Rubrics 13 Areas of Notable Achievement 14 Areas in Need of Improvement 15 Report Summary 17

Student Performance Diagnostic

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

ACIP Assurances

Introduction 26 ACIP Assurances 27

2014 - 2015 CIP

Overview 30 Goals Summary 31

Goal 1: To graduate college and career ready students in reading 32

Goal 2: To graduate college and career ready students in mathematics 33

Goal 3: Prepare students to fluently write across the curriculum. 35

Activity Summary by Funding Source 36

Strategies to Increase Parental Involvement

Introduction 40 Strategies to Increase Parental Involvement 41

Title I Schoolwide Diagnostic

Introduction 46 Component 1: Comprehensive Needs Assessment 47 Component 2: Schoolwide Reform Strategies 49 Component 3: Instruction by Highly Qualified Staff 69 Component 4: Strategies to Attract Highly Qualified Teachers 70 Component 5: High Quality and Ongoing Professional Development 71 Component 6: Transition Strategies 72 Component 7: Teacher Participation in Making Assessment Decisions 73 Component 8: Timely and Additional Assistance to Students Having Difficulty Mastering theStandards 74 Component 9: Coordination and Integration of Federal, State and Local Programs and Resources76 Component 10: Evaluation 77

Coordination of Resources-Comprehensive Budget

Introduction 79 I. State Foundation Funds: FTEs Earned 80 I. State Foundation Funds: Units Placed 81 I. State Foundation Funds:Total Salaries 82 II. Federal Funds 84 III. Local Funds (if applicable) 88

Executive Summary

ACIPGeorge W. Floyd Elementary School

SY 2014-2015 Page 1© 2014 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? George W. Floyd Elementary School is a K-5 public school in the Gadsden City School System located on the west side of Gadsden, just off

Meighan Blvd. The school is less than one mile from Emma Sansom Middle School and is located between the Gadsden Fire Station #4 and

the Etowah County Rescue Squad building. The main building was erected in 1976. The gymnasium, which includes a classroom, was

added in 2000.

In the community surrounding the school, there are several churches and businesses. In the past few years, enrollment has decreased

because of the lack of employment opportunities in our area.

The 32-member staff includes a population of 58% White, 36% Blacks and 6% other. There are 92% females and 8% males that make-up

the faculty of G.W. Floyd. Of the 337 students, 94% qualify for free or reduced lunch. The ethnicities that make up the school are as follows:

55% Black, 28% White, 12% Hispanic and 5% other. There are eighteen homerooms for grades Kindergarten through Fifth, two resource

classrooms, a computer lab, a library/media area, art room, music room, and two special education resource rooms. We have a full-time

counselor, library media specialist and nurse. We are participants in the EDGE after-school program which is sponsored through a 21st

Century grant. We also offer after-school tutoring for at-risk students two days per week. On Wednesdays, we offer a program called

Wednesday Humpday Homework Help, which allows any student to stay after school in order to receive help with their homework.

Floyd is an Alabama Reading Initiative (ARI) school, with a full-time reading coach to train, assist and coach alongside teachers to meet the

needs of our at-risk students in reading. All classroom and special education teachers have completed training in Alabama Math Science and

Technology Initiative (AMSTI). The staff participates in faculty meetings, grade level meetings, which are held formally and informally, and

PST meetings for the purpose of discussing student data, weaknesses and celebrations. The Professional Learning Team meets to discuss

ideas that will be implemented to enrich student learning through school projects that target school weaknesses.

.



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 Gadsden City School System has one Mission and one belief for our schools.

The mission of G.W. Floyd Elementary School is to prepare and inspire all students to become college and career ready through learning,

serving and excelling.



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. The staff of Floyd Elementary understands that the needs of the whole child must be met emotionally, physically, academically and

developmentally. All classroom teachers are AMSTI and ARI trained. Floyd has been a recipient of the Stride Academy Grant for the last

seven years. . All classrooms are equipped with projectors and document readers, and teachers are trained throughout the year to present

lessons to enhance student engagement and for student learning. Students in 3rd, 4th and 5th grade use iPads to practice, remediate and

enrich skills. A One-to-One Initiative using iPads funded by Gadsden Board of Education began in fourth grade during the 2011-2012 school

year, which allowed each student to use an iPad. In November of 2012, fifth grade teachers and students began to use iPads purchased

from Title I funds. In 2014, third grade students and teachers use iPads minis for small group instruction to work on improving or enriching

skills.

For the next three years, the areas of improvement will be to continue the technology training for teachers and the principal to further the

enhancement of teaching and learning strategies for all students and to increase the rigor and text complexity across the curriculum.



Additional Information

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

sections. The faculty of Floyd Elementary School works hard to provide a climate that is conducive to learning by providing a quality education for all

students in a nurturing and safe environment. The security of the school building is a priority. SRO officers are on campus daily to assist in

securing the premises. An intercom system and cameras have been installed to help aid in the protection of the students and staff. Although

adequate yearly progress is not longer recognized by the State Department of Educationt, for the previous six years our school made AYP.



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. In October 2014, the school leadership team convened to review the 2013 - 2014 data from the ACT Aspire test, School Incident Report,

and other local data to assess the degree to which implemented strategies from 2009-2010 were met. This information was shared with all

staff, parents and stakeholders. The staff was asked to review strategies and the effectiveness of said strategies and to revise and add to

those strategies as needed for the academic year 2014 - 2015. These new strategies were compiled to form the 2014 - 2015 ACIP. The

school leadership team suggested strategies, professional development and budget requirements for the CIP. After the draft is completed,

faculty, staff and central office personnel will review it and make further suggestions or modifications if needed. The ACIP will then be

shared with the district school board for approval and signatures. Describe the representations from stakeholder groups that participated in the development of the improvement plan and their

responsibilities in this process. Representative stakeholders included principal, teachers, support staff, parents and central office staff. Input and discussion questions were

requested once data was reviewed. All stakeholders were given an opportunity to participate in the discussion. Explain how the final improvement plan was communicated to all stakeholders, and the method and frequency in which

stakeholders receive information on its progress. Once plan is approved, it will be shared during various parent meetings, a hard copy will be available to review in the office and library.

Teachers will receive a hard copy. It will also be on the school and district website.



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?No Only for accreditation use



Evaluative Criteria and Rubrics

Overall Rating: 4.0

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

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

Level 4

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

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

Level 4



Areas of Notable Achievement

Which area(s) indicate the overall highest level of satisfaction or approval? The areas that indicate the overall lowest level of satisfaction or approval as indicated by the parent, student and staff surveys allow insight

for areas of improvement. The staff member average scores for having staff members provide peer coaching to teachers and a formal

process is in pace to support new staff members in their professional practice are 3.5 and 3.54 respectfully. The ARI Reading Coach was

primarily used in grades K-3 for coaching in Reading until this school year. AMSTI personnel provided coaching for requesting teachers in

the area of Math last year. This training included covering and implementation of the new College and Career Ready Standards. New

teachers are matched with a colleague that has been trained through the Gadsden City Schools' Mentoring Program. The students want the

principal and teachers to ask family members to come to school activities and ask students what they think of school. The scores were 2.48

and 2.49 respectfully. Communications are sent home informing parents of the various activities. The school makes every effort to inform

parents of the various activities by posting on website and marquee. Communications are often sent home via newsletter, flyers and notes.

The calling system, Schoolcast, has been used to notify parents. Important dates are also printed on the report cards.

For the statement, our school's governing body does not interfere with the operation or leadership of our school, the parents scored an

average of 3.97. We recognize the central office staff is under the direction of the state board of education and mandates and procedures are

often because of decisions made at the National level. The superintendent, Dr. Miller, allows principals to lead their schools, as long as it is

within the policies and procedures of the Gadsden City School System. The parents scored an average of 4.03 when asked if their child was

prepared for success in the next school year. The teachers follow the CCRS for their grade level. Each teacher provides Tier 1 and Tier 2

instruction using research based programs. An additional 30 minute intervention for students who need Tier 3 is provided by resources

teachers. It is the goal of the faculty to prepare students for the next grade and beyond. Which area(s) show a trend toward increasing stakeholder satisfaction or approval? Parent survey response reflects that "the governing body does not interfere with the operation or leadership of our school" as an area to work

on.

Students stakeholder survey shows a decrease in "my principal and teachers ask me what I think about school" as an area for improvement.

In the area of teaching and assessing for learning, the decrease in trend at Floyd Elementary School is in the area staff members provide

peer coaching for teachers. Which of the above reported findings are consistent with findings from other stakeholder feedback sources? Surveys were found within all of the stakeholder survey reports. Surveys were taken in the spring and fall of 2012 to the staff, students, and

parents. Surveys were cross-referenced for data collection. Student information was collected from AYP data as well as survey results. Staff

feedback information was collected from our continuous Improvement Plan, survey results, and mission statement.



Areas in Need of Improvement

Which area(s) indicate the overall lowest level of satisfaction or approval? The areas that indicate the overall lowest level of satisfaction or approval as indicated by the parent, student and staff surveys allow insight

for areas of improvement. The staff member average scores for having staff members provide peer coaching to teachers and a formal

process is in pace to support new staff members in their professional practice are 3.5 and 3.54 respectfully. The ARI Reading Coach was

primarily used in grades K-3 for coaching in Reading until this school year. AMSTI personnel provided coaching for requesting teachers in

the area of Math last year. This training included covering and implementation of the new College and Career Ready Standards. New

teachers are matched with a colleague that has been trained through the Gadsden City Schools' Mentoring Program. The students want the

principal and teachers to ask family members to come to school activities and ask students what they think of school. The scores were 2.48

and 2.49 respectfully. Communications are sent home informing parents of the various activities. The school makes every effort to inform

parents of the various activities by posting on website and marquee. Communications are often sent home via newsletter, flyers and notes.

The calling system, Schoolcast, has been used to notify parents. Important dates are also printed on the report cards.

For the statement, our school's governing body does not interfere with the operation or leadership of our school, the parents scored an

average of 3.97. We recognize the central office staff is under the direction of the state board of education and mandates and procedures are

often because of decisions made at the National level. The superintendent, Dr. Miller, allows principals to lead their schools, as long as it is

within the policies and procedures of the Gadsden City School System. The parents scored an average of 4.03 when asked if their child was

prepared for success in the next school year. The teachers follow the CCRS for their grade level. Each teacher provides Tier 1 and Tier 2

instruction using research based programs. An additional 30 minute intervention for students who need Tier 3 is provided by resources

teachers. It is the goal of the faculty to prepare students for the next grade and beyond. Which area(s) show a trend toward decreasing stakeholder satisfaction or approval? Parent survey response reflects that "the governing body does not interfere with the operation or leadership of our school" as an area to work

on.

Students stakeholder survey shows a decrease in "my principal and teachers ask me what I think about school" as an area for improvement.

In the area of teaching and assessing for learning, the decrease in trend at Floyd Elementary School is in the area staff members provide

peer coaching for teachers. What are the implications for these stakeholder perceptions? The principal and teachers at Floyd School will improve teacher satisfaction by providing mentoring for all teachers. Teachers will have

shared times during faculty meeting, grade level meetings, and one-on-one mentoring/coaching meetings throughout the school year. Which of the above reported findings are consistent with findings from other stakeholder feedback sources? Surveys were found within all of the stakeholder survey reports. Surveys were taken in the spring and fall of 2012 to the staff, students, and



parents. Surveys were cross-referenced for data collection. Student information was collected from AYP data as well as survey results. Staff

feedback information was collected from our continuous Improvement Plan, survey results, and mission statement.



Report Summary

Scores By Section

Sections

1 2 3 4

Section Score

Evaluative Criteria and Rubrics 4



Student Performance Diagnostic



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

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

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

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

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

manner by the institution as it engages in improvement planning.



Student Performance Data

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

Data document offline and upload below?No For accreditation only 2014 ACT Aspire

Data



Evaluative Criteria and Rubrics

Overall Rating: 3.75

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

institution to determine students' performancesis sufficiently aligned so that valid inferencescan be reached regarding students' status withrespect to the entire set of curricular aimsregarded as high-priority, “must accomplish,”instructional targets. The documentationprovided in support of this alignment ispersuasive. All of the assessments used areaccompanied by evidence demonstrating thatthey satisfy accepted technical requirementssuch as validity, reliability, absence of bias, andinstructional sensitivity.

Level 4

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

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

Level 4

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

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

Level 4

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

achievement gaps exist among subpopulationsof students, and these achievement gaps havenoticeably declined.

Level 3



Areas of Notable Achievement

Which area(s) are above the expected levels of performance? According to the data from ACT Aspire taken in 2014, 41% of students in grade 3, 36% of students in grade 4, 43% of students in grade 5

scored as ready in math according to the subject proficiency. The math scores of half the female population in grade 3 and 5 exceeded

national readiness. The math scores of the male population in 4th grade exceeded the scores of their peers nationally. Describe the area(s) that show a positive trend in performance. This was the first year to take ACT Aspire, therefore, there are no trends available. Which area(s) indicate the overall highest performance? Math is the overall highest performance area. According to the data from ACT Aspire taken in 2014, 41% of students in grade 3, 36% of

students in grade 4, 43% of students in grade 5 scored as ready in math according to the subject proficiency. The math scores of half the

female population in grade 3 and 5 exceeded national readiness. The math scores of the male population in 4th grade exceeded the scores

of their peers nationally. Which subgroup(s) show a trend toward increasing performance? This is the first administration of the ACT Aspire, so no trend is available. Between which subgroups is the achievement gap closing? This is the first administration of the ACT Aspire. Which of the above reported findings are consistent with findings from other data sources? N/A



Areas in Need of Improvement

Which area(s) are below the expected levels of performance? According to the subject proficiency by grade level report, reading is the area in which there is a need for improvement. In grades 3, 4, and 5

scores were below the expected levels of perfomance. Describe the area(s) that show a negative trend in performance. This is the first year of ACT Asprie, there are no negative trends at this time. Which area(s) indicate the overall lowest performance? The results of the ACT Aspire indicates reading as the overall lowest performance area. In grade 3, 57% of students are in need of support,

33% of the students in 4th and 39% of the students in 5th are in need of support. Which subgroup(s) show a trend toward decreasing performance? No trend available due to the first year of taking the ACT Aspire. Between which subgroups is the achievement gap becoming greater? N/A Which of the above reported findings are consistent with findings from other data sources? N/A



Report Summary

Scores By Section

Sections

1 2 3 4

Section Score

Evaluative Criteria and Rubrics 3.75



ACIP Assurances



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

meet each of the required ACIP Assurances.



ACIP Assurances

Label Assurance Response Comment Attachment1. The Instructional Leadership Team members

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

Yes Nicole Chester, PrincipalOdessa Evans, CounselorKim Sanford. Second GradeTeacherAmy Smith, Third Grade TeacherValerie Hipp, Fourth GradeTeacherAnnalisa Brewster, Fifth GradeTeacherSharon Maudsley, Literacy CoachMeshonda Burwell, Title IIntervention TeacherRhonda Perry, Curriculum andInstruction SpecialistsNancy Blackwood, Title IcoordinatorSharon Maness, ElementaryEducation Coordinator

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

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

Yes The school follows the policiesand procedures of the GadsdenBoard of Education.

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.

No The human resource officer forthe school system, Dr. DavidAsbury, is the coordinator.

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

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

Yes Parent Plan



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

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

Yes Parent Compact



2014 - 2015 CIP



Overview

Plan Name

2014 - 2015 CIP

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 To graduate college and career ready students in

readingObjectives:1Strategies:4Activities:4

Academic $1200

2 To graduate college and career ready students inmathematics

Objectives:1Strategies:3Activities:3

Academic $3000

3 Prepare students to fluently write across thecurriculum.

Objectives:1Strategies:1Activities:1

Academic $1000



Goal 1: To graduate college and career ready students in reading

Strategy 1: Improving reading instruction/knowledge of CCRS - Implement the explicit comprehension of strategies including graphic organizers and untilizing ARI strategies turn

and talk and partner talk. Literacy based learning centers will be utilized to increase student engagement. Ample practice through repeated readings of various texts,

teaching reading acroos the curriculum, providing a minimum of 30 minutes of intensive intervention for struggling and intensive students will be implemented. My

Sidewalks, NAEP, and Lexia will be used for instruction for tier 3 students. Strategic intervention students will untilize listening centers. Participate in training of the

CCRS for implementation into the classroom. Research Cited: DIBELS NEXT progress monitoring, evidence of classroom graphic organizers, progress monitoring, nine weeks test, fresh reads, core program

assessments, STAR reading, and Success Maker. Data will be reviewed at grade level meetings, data meetings, and prinicpal/reading coach meetings.

Strategy 2: Target Informational/Textual Skills - Students will be exposed to the textual/informational and functional texts through the use of Leveled Readers from the core

Reading, Science and Social Students content while using iPods(K-2), Nexus 7's (K-2), and iPads (3rd,4th,5th grade). Teachers will implement explicit comprehension

strategies, including graphic organizers and real life expository texts to increase student interest in informational and textual texts. Research Cited: DIBELS NEXT, Success Maker, STAR Reading, Scott Foresman Reading Program and strategies derived from ARI and AMSTI.

Strategy 3: Monitor and incrementally assess reading objective - Results from core program assessments will be analyzed to provide ongoing information about each student and

Measurable Objective 1:8% of All Students will demonstrate a proficiency in understanding expository text in Reading by 04/30/2015 as measured by ACT Aspire.

Activity - Implementation of CCRS Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Attend meetings to learn implementation process of CCRS. Teacher willrequire one substitute. Turn around training will be during commonplanning time.

ProfessionalLearning

09/25/2014 05/01/2015 $200 Title II Part A Readingcoach,principal,classroomteacher.

Activity - Tech Tuesdays/Thursdays Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Various teachers will participate in Tech Tuesdays/Thursdays in which theywill learn about websites and/or apps to use in order to support students'comprehension of informational and functional texts. Training will also beprovided by the system-wide technology resource person during teachers'planning times, when requested.

Technology 09/09/2014 05/14/2015 $0 No FundingRequired

Various staffmembersincludingteachers andsupportpersonnel.



the correct group placement of that student. Principal, reading coach, and teachers will conduct monthly data meetings to review ongoing progress monitoring tools. Research Cited: STAR reading, SuccesMaker, Fresh Reads, core program assessments.

Strategy 4: Provide after-school tutoring - Identified students will receive help in reading with after-school tutoring. This will be skill-specific sessions for students. Humpday

Homework Help will be offered on Wednesdays. This activity allows students to come on a voluntary basis to receive help with their homework. Student data collected

from ACT Aspire and techer data will be used to determine who receive services. Research Cited: Scott Foresman, ARI strategies, STAR, and DIBELS Next

Goal 2: To graduate college and career ready students in mathematics

Activity - Data Meeting Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Student progress will be measured from data gathered from assessmentsand progress monitoring from the core reading program, STAR, SuccessMaker and DIBELS Next. This data will be reviewed at grade levelmeetings, data meetings and principal/coaches meeting.

Other 09/22/2014 05/15/2015 $1000 Title I Part A Classroomteachers,counselor,instructionalcoach,principal,specialeducationteachers,interventionists, and aides.

Activity - After-School Tutoring Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

The at-risk team will meet to discuss the progress of at-risk students thatcontinue to struggle with unmastered objectives. Once students areidentified, they will be offered after-school tutoring by certified personnel onTuesdays and Thursdays. Peer tutoring will be used during HomeworkHumpday Help by using small group settings. One-on-one instruction willbe utilized when possible.

Tutoring 01/12/2015 05/07/2015 $0 Title I Part A Certifiedpersonnelwhich willincludeteachers andTitle IInterventionAides. Two ofthe Title Iinterventionists will have adelayedschedule toallow for after-schooltutoring.



Strategy 1: Implement CCRS - Attend meetings to learn implementation process of CCRS. Teacher will require one substitute. Turn around training will be during common planning

time.

Research Cited: GO Math and AMSTI (Alabama Math Science Technology Initiative)

Strategy 2: Hands on math instruction and practice - Students will use manipulatives from GO Math and AMSTI , ipods(K-3) iPads(3rd,4th,5th) routinely to reinforce skills taught.

AMSTI math strategies and the mathematical practice standards will be used to teach the course of study. Students will keep a math journal to facilitate writing and non-

linguistic representations as part of promblem-solving support. Trade books will be utilized to enhance students undestanding of math instruction. STAR Math,

Accelerated Math, Success Maker, and Math Facts in a Flash will be utilized in classrooms to practice and assess skills taught. Research Cited: GO Math, AMSTI, STAR Math, Success Maker, Math Facts in a Flash, Accelerated Math

Strategy 3: Provide after-school tutoring - Identified students will receive help in math with after-school tutoring. This will be skill-specific sessions for students. Humpday

Homework Help will be offered on Wednesdays. This activity allows students to come on a voluntary basis ro receive help with their homework.Student data collected

from ACT Aspire and techer data will be used to determine who receive services. Research Cited: GO Math, AMSTI, STAR Math, Success Maker

Measurable Objective 1:6% of Third, Fourth and Fifth grade students will demonstrate a proficiency in solving multi-step mathematical problems in Mathematics by 04/30/2015 as measuredby ACT Aspire.

Activity - Implementation of CCRS Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Turn around training from the meeting of CCRS for math. ProfessionalLearning

09/25/2014 05/01/2015 $3000 Title II Part A Principal,system wideCCRS team,faculty andstaff.

Activity - Hands on mathematics Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Teachers will facilitate learning while students are working in small-groupswith hands-on manipulatives. Teachers will also model and chart steps todemonstrate how to solve problems.Students will use manipulatives toexplore their own ways ways of problem-solving. Students will utilize theirmath journals to show their work and illustrate their discoveries.

AcademicSupportProgram

08/18/2014 05/15/2015 $0 No FundingRequired

Classroomandinterventiontecachers.



Goal 3: Prepare students to fluently write across the curriculum.

Strategy 1: To align writing across the curriculum - Teachers in grades K-5 will implement a writing program which will support them as they work with students in the various

stages of their writing development. Mini-lessons will be taught daily to target specific skills and strategies that support the focus of developing students' writing in the

areas of informational, narrative, and persuasive texts. Research Cited: Benchmark Education Company and Teresa Martin, District Presenter

Activity - After-School Tutoring Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

The at-risk team will meet to discuss the progress of at-risk students thatcontinue to struggle with unmastered objectives. Once students areidentified, they will be offered after-school tutoring by certified personnel onTuesdays and Thrusdays. Peer tutoring will be used during HomeworkHumpday Help by using small group settings. One-on-one instruction willbe untilized when possible.

Tutoring 01/12/2015 05/07/2015 $0 Title I Part A Certifiedpersonnelwhich willincludeteachers andTitle 1InterventionAides. Two ofthe Title 1interventionists will have adelayedschedule toallow for after-schooltutoring.

Measurable Objective 1:A total of 1 All Students will demonstrate a proficiency of writing across the curriculum in Writing by 04/30/2015 as measured by the writing program's assessment(Benchmark Writer's Workshop).

Activity - Writing Workshop Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Teachers will participate in a school-wide training on a writing programwhich will model best writing practices across the curriculum for students ingrades K-5.


09/16/2014 05/15/2015 $1000 Title I Part A TeresaMartin-Trainer, allhomeroomteachers, andliteracycoach.



Activity Summary by Funding Source

Below is a breakdown of your activities by funding source

No Funding Required

Title I Part A

Activity Name Activity Description Activity Type Begin Date End Date ResourceAssigned

StaffResponsible

Hands on mathematics Teachers will facilitate learning while students are workingin small-groups with hands-on manipulatives. Teachers willalso model and chart steps to demonstrate how to solveproblems.Students will use manipulatives to explore theirown ways ways of problem-solving. Students will utilizetheir math journals to show their work and illustrate theirdiscoveries.


08/18/2014 05/15/2015 $0 Classroomandinterventiontecachers.

Tech Tuesdays/Thursdays Various teachers will participate in TechTuesdays/Thursdays in which they will learn about websitesand/or apps to use in order to support students'comprehension of informational and functional texts.Training will also be provided by the system-widetechnology resource person during teachers' planningtimes, when requested.

Technology 09/09/2014 05/14/2015 $0 Various staffmembersincludingteachers andsupportpersonnel.

Total $0


StaffResponsible

After-School Tutoring The at-risk team will meet to discuss the progress of at-riskstudents that continue to struggle with unmasteredobjectives. Once students are identified, they will be offeredafter-school tutoring by certified personnel on Tuesdays andThursdays. Peer tutoring will be used during HomeworkHumpday Help by using small group settings. One-on-oneinstruction will be utilized when possible.

Tutoring 01/12/2015 05/07/2015 $0 Certifiedpersonnelwhich willincludeteachers andTitle IInterventionAides. Two ofthe Title Iinterventionists will have adelayedschedule toallow for after-schooltutoring.



Title II Part A

After-School Tutoring The at-risk team will meet to discuss the progress of at-riskstudents that continue to struggle with unmasteredobjectives. Once students are identified, they will be offeredafter-school tutoring by certified personnel on Tuesdays andThrusdays. Peer tutoring will be used during HomeworkHumpday Help by using small group settings. One-on-oneinstruction will be untilized when possible.

Tutoring 01/12/2015 05/07/2015 $0 Certifiedpersonnelwhich willincludeteachers andTitle 1InterventionAides. Two ofthe Title 1interventionists will have adelayedschedule toallow for after-schooltutoring.

Data Meeting Student progress will be measured from data gathered fromassessments and progress monitoring from the corereading program, STAR, Success Maker and DIBELS Next.This data will be reviewed at grade level meetings, datameetings and principal/coaches meeting.

Other 09/22/2014 05/15/2015 $1000 Classroomteachers,counselor,instructionalcoach,principal,specialeducationteachers,interventionists, and aides.

Writing Workshop Teachers will participate in a school-wide training on awriting program which will model best writing practicesacross the curriculum for students in grades K-5.


09/16/2014 05/15/2015 $1000 TeresaMartin-Trainer, allhomeroomteachers, andliteracycoach.

Total $2000


StaffResponsible

Implementation of CCRS Attend meetings to learn implementation process of CCRS.Teacher will require one substitute. Turn around training willbe during common planning time.


09/25/2014 05/01/2015 $200 Readingcoach,principal,classroomteacher.



Implementation of CCRS Turn around training from the meeting of CCRS for math. ProfessionalLearning

09/25/2014 05/01/2015 $3000 Principal,system wideCCRS team,faculty andstaff.

Total $3200



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

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

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

paper.




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

I requirements, including the 1% set-aside, and the right of parents involved. Parents will be informed of the Title I requirements and offerings at a fall annual Title I meeting. Parent input is requested during this meeting.

2. Describe: 1) How there will be a flexible number and format of parent meetings offered; 2) How parents will be involved in the

planning, review and improvement of the Title I Program (Note: State the school's process for how all Title I parents have the

opportunity for involvement in decision-making.); and 3) How funds allocated for parent involvement are being used in the school. An annual Title I meeting was held on August 19, 2014, during the school day to inform parents and ask for input on Title I information and

the Continuous Improvement Plan. Additional meetings will be held to further inform parents and ask for more input throughout the school

year. These meetings will be held during the day and evening to allow all parents the opportunity to attend a meeting at a time that is

convenient for them. 3. Describe how the school provides parents of participating children timely information in a uniform format and, to the extent

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

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

meetings to formulate suggestions and participate as appropriate in decisions

related to the education of their children. Additional information is made available to parents as needed via: (1) Media, (2) Newsletters, (3) Parent Center, (4) Hall Displays, (5)

Marquee, (6) Verbal and Written Communications (7) School Website. In the event that a parent requires information in his/her native

language, the system-wide ELL coordinator can provide written materials in the native language and/or translations of said materials.

4. Describe how parents, the school staff, and students share responsibility for improved student academic achievement for

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

updated). The Gadsden City Schools Elementary Handbook and Code of Conduct are sent home at the beginning of the school year and given to all

new students. Teachers send home weekly papers and conduct reports. Progress reports are sent home in the middle of each nine weeks

grading period in an effort to allow each parent to help the child in any problem areas. An outdoor marquee is utilized to inform parents of

upcoming events. A copy of the CIP, the parent involvement policy and the NCLB Parent's Rights is kept in the library for parents to view at

any time. Parent-Teacher compacts are utilized during parent/teacher conferences. Honor Roll, A Conduct, and perfect attendance lists are

published in the local newspaper.



5. Describe procedures to allow parents to submit comments of dissatisfaction with the Continuous Improvement Plan. If a specific component of the CIP Plan is not satisfactory to a parent, the parent will submit their comments in writing to the LEA Parent

Advisory Council. The council will review and submit in writing, their findings to the CIP committee in order to resolve any differences. If

there are further resolutions, the Title I Coordinator will meet with the committee. 6a. Describe how the school will build capacity for parental involvement including how parents will be encouraged to become

equal partners in the education of their children? (See NCLB Section 1118, requirements for building capacity in parental

involvement.)

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

student academic achievement, our school:

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

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

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

G.W. Floyd Elementary School has a parental involvement plan in place. The goal of the faculty and staff is to involve the parents in the

decision-making process of the school. Fostering a cooperative spirit between the school and home will improve the education program of

our school. G.W. Floyd Elementary School will provide training to parents to assist them in understanding the NCLB Act, state content,

performance standards, state and local assessments, Title I requirements, and how academic progress is monitored. This training will be

provided through an annual Open House, PTO meetings, handouts, parent conferences, newsletters, and the Parent Resource Center. The

student's progress will be reported through weekly graded papers, regular progress reports, report cards, conferences, notes, and telephone

calls. When appropriate, home visits will be utilized to report student progress.

6b. Describe how the school will build capacity for parental involvement including how parents will be encouraged to become


involvement.)



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

literacy training and using technology, as appropriate, to foster parental involvement. (Describe) The Parent Teacher Resource Center and Even Start materials will be available for parents. The Parent Resource Center will set up a

display in the fall and in the spring for parents to review which show examples of materials available for checkout . Parents will receive a

yearly Student Handbook, in which to review school board policies and procedures. The Home Language Survey, Parent School

Participation Survey, Textbook accountability form, Free and Reduced Lunch form, a calendar of important dates and events, Parent-

Teacher Compact and school rules will be communicated to each parent. The parents must complete and return the forms to the school.



System-wide materials are made available to parents upon request. Parent training sessions are scheduled throughout the year on such

topics as reading, math and writing success, and preparing for ACT Aspire.

6c. Describe how the school will build capacity for parental involvement including how parents will be encouraged to become


involvement.)



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

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

coordinate parent programs, and build ties between parents and the school. (Describe) G.W. Floyd Elementary will continue to work with its teachers through in-services, faculty meetings, and grade level, as well as across-grade

level meetings in understanding the importance of parental involvement and that parents are our partners in their children's education. G.W.

Floyd Elementary has a Title I Parent Liaison to coordinate the parent involvement program, communications, events, etc. The LEA employs

an ELL teacher who is available to translate and work with ELL parents when necessary. An eight week district wide Parental Involvement

program called Parenting Partners has been implemented. This meeting is held on Tuesdays and includes teachers, Title I staff, parents,

counselor and principal as members. 6d. Describe how the school will build capacity for parental involvement including how parents will be encouraged to become


involvement.)



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

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

participating in the education of their children.(Describe) G.W. Floyd Elementary coordinates its parent involvement program for all parents. The Title I parent liaison includes personnel and materials

from the system wide Parent Resource Center at family events, parent training and materials are sent home as needed. The system's ELL

support through an ELL parent liaison/translator is vital to the participation of our Hispanic parents. The Pre-K program is funded through

Head Start and is included in many of our school events. 6e. Describe how the school will build capacity for parental involvement including how parents will be encouraged to become


involvement.)



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



participating children in a format and, to the extent practicable, in a language the parents can understand. (Describe) Information is available to parents as needed via: PTO meetings, media, newsletters, the school's website, Parent Center, marquee, and

verbal and written communications. In the event that a parent requires information in his/her native language, the system-wide ELL

coordinator can provide written materials in the native language and/or translations of said materials. 6f. Describe how the school will build capacity for parental involvement including how parents will be encouraged to become equal

partners in the education of their children? (See NCLB Section 1118, requirements for building capacity in parental involvement.)



Shall provide such other reasonable support for parental involvement activities as parents may request. (Describe) G.W. Floyd Elementary makes every effort to work with parents in meeting their requests as related to their involvement in their children's

education. For example, meetings are held at different times during the day and of the week to allow parents to be as involved as possible. 7. Describe how the school will ensure the provision for participation of parents with limited English proficiency, parents with

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

practicable, in a language that parents can understand. Information is available to parents as needed via: media, newsletters, Parent Center, marquee, the school's website, and verbal and written

communications. In the event that a parent requires information in his/her native language, the system-wide ELL coordinator can provide

written materials in the native language and/or translations of said materials.



Title I Schoolwide Diagnostic



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

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

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

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

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

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

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

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



Component 1: Comprehensive Needs Assessment

1. How was the comprehensive needs assessment conducted? Data from ACT Aspire, STAR Reading and Math, DIBELS, and SuccessMaker was analyzed to determine the needs of the students.

Teachers completed self assessments to determine their PLP in EducateAlabama. 2. What were the results of the comprehensive needs assessment? The teachers need more training on the CCRS in Reading and Math; to develop better writing skills across all grade levels; incorporate more

technology usage during lessons; and provide afterschool tutoring. A great majority of the teachers noted they'd like to learn and understand

about Diversity. 3. What conclusions were drawn from the results? The teachers will receive more training on the CCRS in Reading and Math; Benchmark Writers program will be implemented; more

technology will be used during lessons; and afterschool tutoring will be provided for qualified students. A great majority of the teachers will

participate in the Book Study, A Framework for Understanding Poverty. 4. What information was concluded as a result of analyzing perception, student achievement, school programs/process, and

demographic data? The teachers need more training on the CCRS in Reading and Math; to develop better writing skills across all grade levels; incorporate more

technology usage during lessons; and provide afterschool tutoring. A great majority of the teachers noted they'd like to learn and understand

about Diversity. 5. How are the school goals connected to priority needs and the needs assessment? The needs assessment was used to create the school goals. 6. How do the goals portray a clear and detailed analysis of multiple types of data? The goals were designed using the various types of data. 7. How do the goals address the needs of the whole school population and special recognition to children who are disadvantaged?



The goals address the needs of the whole population and disadvantaged by allowing time in the school schedule to include time for TIer II

and TIer III intervention. Afterschool tutoring will also be available to student that qualify and with parent permission.



Component 2: Schoolwide Reform Strategies

Goal to address annual Measurable Achievement Objectives (AMAOs) and English Language Proficience Needs – Note: Refer to the ELL

Data Compilation Form as part of the needs assessment in forming goals. If any ELL student did not make AMAOs, complete this page.

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

To graduate college and career ready students in reading Measurable Objective 1:

8% of All Students will demonstrate a proficiency in understanding expository text in Reading by 04/30/2015 as measured by ACT Aspire. Strategy1:

Monitor and incrementally assess reading objective - Results from core program assessments will be analyzed to provide ongoing

information about each student and the correct group placement of that student. Principal, reading coach, and teachers will conduct monthly

data meetings to review ongoing progress monitoring tools.

Research Cited: STAR reading, SuccesMaker, Fresh Reads, core program assessments.

Strategy2:

Target Informational/Textual Skills - Students will be exposed to the textual/informational and functional texts through the use of Leveled

Readers from the core Reading, Science and Social Students content while using iPods(K-2), Nexus 7's (K-2), and iPads (3rd,4th,5th

grade). Teachers will implement explicit comprehension strategies, including graphic organizers and real life expository texts to increase

student interest in informational and textual texts.

Research Cited: DIBELS NEXT, Success Maker, STAR Reading, Scott Foresman Reading Program and strategies derived from ARI and

AMSTI.

Activity - Data Meeting ActivityType Tier Phase Begin Date End Date Funding Amount

& Source Staff Responsible

Student progress will bemeasured from data gatheredfrom assessments and progressmonitoring from the core readingprogram, STAR, Success Makerand DIBELS Next. This data willbe reviewed at grade levelmeetings, data meetings andprincipal/coaches meeting.

Other 09/22/2014 05/15/2015 $1000 - Title I PartA

Classroomteachers,counselor,instructional coach,principal, specialeducation teachers,interventionists,and aides.



Strategy3:

Improving reading instruction/knowledge of CCRS - Implement the explicit comprehension of strategies including graphic organizers and

untilizing ARI strategies turn and talk and partner talk. Literacy based learning centers will be utilized to increase student engagement. Ample

practice through repeated readings of various texts, teaching reading acroos the curriculum, providing a minimum of 30 minutes of intensive

intervention for struggling and intensive students will be implemented. My Sidewalks, NAEP, and Lexia will be used for instruction for tier 3

students. Strategic intervention students will untilize listening centers. Participate in training of the CCRS for implementation into the

classroom.

Research Cited: DIBELS NEXT progress monitoring, evidence of classroom graphic organizers, progress monitoring, nine weeks test, fresh

reads, core program assessments, STAR reading, and Success Maker. Data will be reviewed at grade level meetings, data meetings, and

prinicpal/reading coach meetings.

Strategy4:

Provide after-school tutoring - Identified students will receive help in reading with after-school tutoring. This will be skill-specific sessions for

students. Humpday Homework Help will be offered on Wednesdays. This activity allows students to come on a voluntary basis to receive

help with their homework. Student data collected from ACT Aspire and techer data will be used to determine who receive services.

Research Cited: Scott Foresman, ARI strategies, STAR, and DIBELS Next

Activity - TechTuesdays/Thursdays

ActivityType Tier Phase Begin Date End Date Funding Amount


Various teachers will participatein Tech Tuesdays/Thursdays inwhich they will learn aboutwebsites and/or apps to use inorder to support students'comprehension of informationaland functional texts. Training willalso be provided by the system-wide technology resource personduring teachers' planning times,when requested.

Technology 09/09/2014 05/14/2015 $0 - No FundingRequired

Various staffmembers includingteachers andsupport personnel.

Activity - Implementation ofCCRS



Attend meetings to learnimplementation process ofCCRS. Teacher will require onesubstitute. Turn around trainingwill be during common planningtime.

ProfessionalLearning 09/25/2014 05/01/2015 $200 - Title II Part

A

Reading coach,principal, classroomteacher.

Activity - After-School Tutoring ActivityType Tier Phase Begin Date End Date Funding Amount


The at-risk team will meet todiscuss the progress of at-riskstudents that continue to strugglewith unmastered objectives. Oncestudents are identified, they willbe offered after-school tutoring bycertified personnel on Tuesdaysand Thursdays. Peer tutoring willbe used during HomeworkHumpday Help by using smallgroup settings. One-on-oneinstruction will be utilized whenpossible.

Tutoring 01/12/2015 05/07/2015 $0 - Title I Part A

Certified personnelwhich will includeteachers and Title IIntervention Aides.Two of the Title Iinterventionists willhave a delayedschedule to allowfor after-schooltutoring.



Goal 2:

To graduate college and career ready students in mathematics Measurable Objective 1:

6% of All Students will demonstrate a proficiency in solving multi-step mathematical problems in Mathematics by 04/30/2015 as measured

by ACT Aspire. Strategy1:

Implement CCRS - Attend meetings to learn implementation process of CCRS. Teacher will require one substitute. Turn around training will

be during common planning time.


Strategy2:

Provide after-school tutoring - Identified students will receive help in math with after-school tutoring. This will be skill-specific sessions for

students. Humpday Homework Help will be offered on Wednesdays. This activity allows students to come on a voluntary basis ro receive

help with their homework.Student data collected from ACT Aspire and techer data will be used to determine who receive services.

Research Cited: GO Math, AMSTI, STAR Math, Success Maker

Strategy3:

Hands on math instruction and practice - Students will use manipulatives from GO Math and AMSTI , ipods(K-3) iPads(3rd,4th,5th) routinely

to reinforce skills taught. AMSTI math strategies and the mathematical practice standards will be used to teach the course of study. Students

will keep a math journal to facilitate writing and non-linguistic representations as part of promblem-solving support. Trade books will be

utilized to enhance students undestanding of math instruction. STAR Math, Accelerated Math, Success Maker, and Math Facts in a Flash will




Turn around training from themeeting of CCRS for math.


A

Principal, systemwide CCRS team,faculty and staff.



The at-risk team will meet todiscuss the progress of at-riskstudents that continue to strugglewith unmastered objectives. Oncestudents are identified, they willbe offered after-school tutoring bycertified personnel on Tuesdaysand Thrusdays. Peer tutoring willbe used during HomeworkHumpday Help by using smallgroup settings. One-on-oneinstruction will be untilized whenpossible.


Certified personnelwhich will includeteachers and Title 1Intervention Aides.Two of the Title 1interventionists willhave a delayedschedule to allowfor after-schooltutoring.



be utilized in classrooms to practice and assess skills taught.

Research Cited: GO Math, AMSTI, STAR Math, Success Maker, Math Facts in a Flash, Accelerated Math

Goal 3:

Prepare students to fluently write across the curriculum. Measurable Objective 1:

A total of 1 All Students will demonstrate a proficiency of writing across the curriculum in Writing by 04/30/2015 as measured by the writing

program's assessment (Benchmark Writer's Workshop). Strategy1:

To align writing across the curriculum - Teachers in grades K-5 will implement a writing program which will support them as they work with

students in the various stages of their writing development. Mini-lessons will be taught daily to target specific skills and strategies that support

the focus of developing students' writing in the areas of informational, narrative, and persuasive texts.

Research Cited: Benchmark Education Company and Teresa Martin, District Presenter

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

To graduate college and career ready students in reading

Activity - Hands onmathematics



Teachers will facilitate learningwhile students are working insmall-groups with hands-onmanipulatives. Teachers will alsomodel and chart steps todemonstrate how to solveproblems.Students will usemanipulatives to explore theirown ways ways of problem-solving. Students will utilize theirmath journals to show their workand illustrate their discoveries.


08/18/2014 05/15/2015 $0 - No FundingRequired

Classroom andinterventiontecachers.

Activity - Writing Workshop ActivityType Tier Phase Begin Date End Date Funding Amount


Teachers will participate in aschool-wide training on a writingprogram which will model bestwriting practices across thecurriculum for students in gradesK-5.

ProfessionalLearning 09/16/2014 05/15/2015 $1000 - Title I Part

A

Teresa Martin-Trainer, allhomeroomteachers, andliteracy coach.



Measurable Objective 1:






Strategy2:






classroom.




Strategy3:






AMSTI.











A




Strategy4:





Goal 2:




















Strategy2:





Strategy3:







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






A
















Goal 1:








AMSTI.

Strategy2:






classroom.















A




Goal 2:










Strategy2:




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













A




Goal 1:







Strategy2:






AMSTI.

Strategy3:



















classroom.




Strategy4:





Goal 2:

Prepare students to fluently write across the curriculum. Measurable Objective 1:

A total of 1 All Students will demonstrate a proficiency of writing across the curriculum in Writing by 04/30/2015 as measured by the writing

program's assessment (Benchmark Writer's Workshop). Strategy1:

To align writing across the curriculum - Teachers in grades K-5 will implement a writing program which will support them as they work with

students in the various stages of their writing development. Mini-lessons will be taught daily to target specific skills and strategies that support






A









the focus of developing students' writing in the areas of informational, narrative, and persuasive texts.

Research Cited: Benchmark Education Company and Teresa Martin, District Presenter

Goal 3:










Strategy2:





Activity - Writing Workshop ActivityType Tier Phase Begin Date End Date Funding Amount


Teachers will participate in aschool-wide training on a writingprogram which will model bestwriting practices across thecurriculum for students in gradesK-5.

ProfessionalLearning 09/16/2014 05/15/2015 $1000 - Title I Part

A

Teresa Martin-Trainer, allhomeroomteachers, andliteracy coach.










Strategy3:




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

support. Goal 1:

















A




Goal 2:










Strategy2:



















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







Strategy2:

















Strategy3:






classroom.




Strategy4:






AMSTI.











A




Goal 2:










Strategy2:



















Strategy3:





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

support progress for all students. Goal 1:








AMSTI.






A









Strategy2:






classroom.




Strategy3:
















A









Strategy4:












Component 3: Instruction by Highly Qualified Staff

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

most effectively address identified academic needs. The district has a director for recruiting HQT. All teachers are HQ at Floyd Elementary.

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

Yes

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

Yes



Component 4: Strategies to Attract Highly Qualified Teachers

1. What is the school's teacher turnover rate for this school year? Three teachers retired and all three were replaced. 2. What is the experience level of key teaching and learning personnel? There are two teachers that have been teaching for two years or less. The remaining teachers have at least seven years of experience. 3. What are specific initiatives the school has implemented to attract and retain high quality teachers regardless of the turnover

rate? The school system recruits teachers. 4. What are specific initiatives the district has implemented to attract and retain highly qualified teachers regardless of the turnover

rate? There is a mentoring program that new teachers must go through with a veteran teacher. 5. If there is a high turnover rate, what initiatives has the school implemented to attempt to lower the turnover rate of highly

qualified teachers? There is not a high turn over for teachers.



Component 5: High Quality and Ongoing Professional Development

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

based? All teachers K-5 participated in the Benchmark Writers Workshop. The CCRS implementation team attend regional meetings which then they

come back and present to the faculty as a turn-around training. 2. Identify the professional development opportunities for teachers, principals, paraprofessionals, other staff, and parents that are

included in the schoolwide plan? Our system has implemented an opportunity for parents and teachers to work together in a program called Parenting Partners. This program

teaches parents to be a better parent. They meet every Tuesday for eight weeks for an hour and a half. Teachers participate in a system

wide inservice at the beginning of every semester. Our system provides Tech Tuesdays where our technology specialist provides ongoing

technology training. Floyd Elementary will be participating in a book study on povetry and diversity. 3. Identify the teacher mentoring activities included in the schoolwide plan. For example, new or inexperienced teachers are given

support from an assigned master teacher. Gadsden City Schools has implemented a teacher mentoring program for several years. After attending professional development training,

veteran teachers are placed with new and/or struggling teachers. The goal of this program is to provide ongoing support. The mentor and

new teacher meet as needed so that the mentor can provide support. 4. Describe how this professional development is "sustained and ongoing." Mentors and their mentees meet periodically throughout the year. Mentors are also required to keep documentation of their meetings and

submit this to Central Office.



Component 6: Transition Strategies

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

For example, preschool preparation for Kindergarten and/or eighth grade transition to high school. Gadsden City Literacy Program to Kindergarten: GCLP serves children from birth to seven years of age and their families. Administrators,

teachers, Department of Human Resources and other agencies refer them to the program. Principals of the local schools provide an

opportunity for parents to visit the school located in their district prior to enrollment in kindergarten. The Title I Parent Center provides

checkout materials for students and their parents. Parenting and adult classes are ongoing, providing continued education and programs

that will equip parents to support their child's learning and enhance their parenting skills. Teachers and paraprofessionals plan and schedule

home visits weekly. The Adult Basic Education program provides a teacher and a paraprofessional for GED preparation. Special Education

MEDC meetings are held at GCLP to evaluate at-risk students before they enter their respective schools. The Early Childhood Coordinator

for GCLP meets with principals of the elementary schools to ensure smooth transition for the child. Community agencies provide educational

opportunities for parents and their children. The Home-School Assistant from the Homeless Project works with the families who reside in

local shelters and attend GCLP and tutors after school in the shelters. ELL services are provided to students and parents with limited English

proficiency.

Head Start/Gadsden Partnership to Kindergarten: Head Start staff meets with GCLP to provide a smooth transition between preschool

programs and the kindergarten program in the public schools. Special Education (MEDC) meetings are held at Head Start to discuss and

implement necessary assessments and services for at-risk students ensuring readiness for public schools.

Elementary to Middle: The fifth grade teachers and students from G. W. Floyd Elementary School will visit General Forrest Middle School for

a formal orientation to assist with a smooth transition from elementary to middle school. The fifth grade teachers and guidance counselor

from G. W. Floyd Elementary School will meet with their colleagues from General Forrest Middle School to provide information which might

be useful to assist students continue to be successful at the middle school level.



Component 7: Teacher Participation in Making Assessment Decisions

1. What measures are in place to include teachers in decisions regarding the use of results of statewide academic assessments? Academic progress will be assessed using multiple methods. Teachers in all grades will be using a combination of STAR tests, DIBELS, ACT

Aspire and informal assessments to pinpoint weaknesses. Standardized test scores will be utilized to identify academic strengths and

weaknesses. Informal assessments will employ teacher observation, teacher-made tests, end-of-the-chapter and/or unit textbook tests.

Teachers will also compare student performance prior to, and after, specific instruction, and/or a period of time. Grade level meetings will be

held to discuss and outline the curriculum for the current and/or following year. Each grade level will hold weekly meetings to discuss plans

and other short term goals during a common planning time. The teachers will also meet in across grade level meetings with adjacent grade

levels to discuss student achievements and academics. Meetings will be held with the reading coach to go over reading assessments and

monthly records to determine goals for grades K-3.



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

Standards

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

standards at an advanced or proficient level? Data collected from ACT Aspire, SuccessMaker, STAR Reading and STAR Math is used to identify students who have not met grade-level

proficiency. 2. How is timely, effective, additional assistance provided to students who are experiencing difficulty mastering the State's

academic achievement assessment standards at an advanced or proficient level? Once students have been identified, they will be placed into groups pertaining to the skills or standards that have not been met.

Interventionists will work with these students on closing the gap. 3. How are students' individual needs being addressed through differentiated instruction in the classroom? Teachers use a variety of instructional methods to meet the needs of individual students. Small groups are formed based on the standards

that have not been mastered. Flexible groupings are based upon student needs. 4. Describe how the school provides opportunities for the most academically needy students to receive support and reinforcement

of academic skills BEYOND THE REGULAR SCHOOL DAY. Students that need extra help in reading or math will be offered tutoring after school. This will be skill specific sessions for students. Students

will be rotated as needed based upon skills targeted. Humpday Homework Help will be offered on Wednesdays for student peer teaching. 5. Describe procedures used to address challenges for EACH group of Migrant, English Language Learners, Economically

Disadvantaged, Special Education, Neglected and/or Delinquent, and Homeless Students. All Migrant, English Learners, Economically Disadvantaged, Special Education, Neglected and/or Delinquent and Homeless students must

have equal access to the same free appropriate public education, including public preschool education provided to other children and youth.

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

students are held without being stigmatized or isolated. All students have access to all services and programs available, including

free/reduced lunch, Title I services, EL services, Special Education services and counseling services. Schools works in cooperation with the

Etowah County DHR, Family Success Center, and various local churches and other community resources to provide students with necessary

school supplies, food, clothing and shelter.

All LEP students are identified upon enrollment through a Home Language Survey. They are tested using the (W-APT) to determine eligibility



for EL services. If the parents or guardians agree to services, then the student is provided support by an EL teacher. Parents receive all

updates and important school documents in a language they can understand. The academic progress of each student is assessed every 4

weeks by the EL teacher. Students are tested annually on the ACCESS test to gain data of Language development. El students who score

4.8 on ACCESS exit the program and are monitored tor 2 years to ensure success.

Migrant students are identified upon enrollment through an Agricultural Survey which assesses whether the student qualifies for migrant

services.

Homeless students are identified upon enrollment by the parent identifying themselves as residing in a shelter or living with another family on

a Survey. These students are referred to the

school counselor and Homeless Liaison. These students are guaranteed access to the same services and programs as other students and

all supplies and personal needs will be meet so

there will not be any barriers for the student.

Special Education services are provided by the district and appropriate procedures in accordance with federal and state laws and

regulations. The schools utilize a Response to Intervention team to identify students who are at-risk both academically and behaviorally. The

RTI team considers each student carefully to determine need for referral for special ed testing. Once a student is referred for testing, parents

notified for permission to test. An IEP team convenes to determine eligibility for services and develop the IEP. The goal of the Special Ed.

Program is to educate the student in the least restrictive environment possible. 6. Special Populations as listed in the Carl D. Perkins Career and Technical Education Act of 2006 - Describe procedures used to

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

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

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



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

1. In what ways are the programs coordinated and integrated toward the achievement of the schoolwide goals? Stride Academy is used to enhance student learning before, during and after school. Reserach-based reading and math programs, AMSTI

and ARI strategies are used to increase student achievement. 2. List the State, Federal and local programs that are consolidated/coordinated in the schoolwide program and describe how all

programs and resources are coordinated and integrated toward the achievement of the schoolwide goals. STAR, SuccessMaker, and DIBELS Next are used to monitor progress and drive instruction. 3. How does the school coordinate and integrate the following Federal, State and local services in a manner applicable to the grade

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

Start, adult education, vocational and technical education, and job training. Our school participates in a system-wide "Anti-Bullying" rally each October in an effort to help prevent violence. The school's counselor

provides training on preventing violence. Our school has a safety plan in place, lockdown drills are conducted and we have a resource officer

for any assistance that may be needed. The lunchroom staff is trained in providing nutritious foods for our students.



Component 10: Evaluation

1. How does the school evaluate the implementation of the schoolwide program? The members of the school's CIP team meet to evaluate the effectiveness of the strategies and activities implemented from the schoolwide

plan. Student data is collected from progress monitoring reports and assessments to determine the effectiveness of the plan. 2. How does the school evaluate the results achieved by the schoolwide program using data from the State's annual assessments

and other indicators of academic achievement? This is a baseline year for the ACT Aspire, no trend has been established. 3. How does the school determine whether the schoolwide program has been effective in increasing the achievement of students

who are furthest from achieving the standards? The members of the school's CIP team meet to evaluate the effectiveness of the strategies and activities implemented from the schoolwide

plan in regard to students who have low-performing data. Student data is collected from progress monitoring reports and assessments to

determine the effectiveness of the plan. 4. What process is followed by the school to revise the plan as necessary, based on the evaluation, to ensure continuous

improvement of students in the schoolwide program? The members of the school's CIP team meet periodically to evaluate the effectiveness of the strategies and activities implemented from the

schoolwide plan. Based on the student data that is collected from progress monitoring reports and assessments, the team determines what

revisions, if necessary, are needed in order to ensure continuous improvement of our students.



Coordination of Resources-Comprehensive

Budget



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



I. State Foundation Funds: FTEs Earned

Label Question Value1. Provide the number of Teacher assigned units. 22.16

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

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

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

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

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

Administrator assigned units.0.0

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

assigned units.0.0



I. State Foundation Funds: Units Placed

Label Question Value1. Provide the number of classroom teachers. 22.36

Label Question Value2. Provide the number of Administrators. 1.0

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

Label Question Value4. Provide the number of Counselors. 1.0

Label Question Value5. Provide the number of Librarians. 1.0

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

Administrators.0.0

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



I. State Foundation Funds:Total Salaries

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

PDF only.

Label Question Value1. Provide the total of all salaries for the FTE Teacher Units. 1088223.0

Label Question Value2. Provide the total of all salaries for the Administrator Units. 73287.0

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

Label Question Value4. Provide the total of all salaries for the Counselor. 53792.0

Label Question Value5. Provide the total of all salaries for the Librarian. 48675.0

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

Education Administrator.0.0

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

Education Counselor.0.0

Label Question Value8. Provide the total of all salaries for Technology. 0.0

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

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



Label Question Value11. Provide the total of all salaries for Instructional Supplies. 0.0

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

Total 1,263,977.00



II. Federal Funds

Title I: Improving the Academic Achievement of the Disadvantaged

Provide a brief explanation and breakdown of expenses. The district receives $2,321,123.00.The district Set Aside includes: Administrative, Indirect Cost, Nonpublic Professional Development,

Regular Professional Development, Limited English Proficiency, Total Parent Involvement (1% minimum), Homeless, Focus and Priority

Schools, and Other (nurses, system-wide intervention teacher, media/inventory, tech support etc.): Total Set Aside: $1,125,783.00. The

remaining $1,195,340 is allocated to the (8) Title I Schools based on Free/Reduced.

Floyd Elementary School FY15 Allocation:

Total Allocation: $195388.00.00

Parent Involvement: $3303.00 (Required)

Total to Budget: $192080.00

Title I Certified Intervention Teacher (Meshonda Burwell): $58,776.00

Title I Intervention Certified Aide (Lucretia Whisenant): $31,302.00

Title I Intervention Aide (Kendra Reynolds): $29,551

Title I Intervention Aide (Aretha Smith): $29,551.00

Computer Technicians: $11,313.00

Private School (6):$3,360.00

Parent Involvement: $9,115..00

Rental: $8,256.00

Remaining Balance of $14,159.00 to be used for: Instructional supplies and professional development.

Title I: ARRA Funds

Provide a brief explanation and a breakdown of expenses. N/A

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

Provide the total2321123.0

Label Question Value4. Title I: ARRA Funds

Provide the total.0.0



Title II: Professional Development Activities

Provide a brief explanation and a breakdown of expenses. The district receives $398,631.00. Administrative allowance for Indirect Cost: $3,829.00. Professional Development Training and

Mentoring:$59,510.14. Non-Public Professional Development:$15,457.86. Class-Size Reduction: Three Class-Size reduction teachers will

lower the pupil teacher ratio at Floyd, Adams, and Striplin Elementary Schools: $173,415.00. District Staff for Professional Development:

$146,419.00.

Title III: For English Language Learners

Provide a brief explanation and a breakdown of expenses. The district provides an EL Coordinator who oversees the entire EL Program including the core, Title I supplemental, and the Title III

supplemental programs. (1) Certified EL teacher (.30 FTE's), (1) Paraprofessional (.05 FTE's) rotating among schools to ensure

supplemental services for teachers and students. Required Professional Development for school staff, district EL staff will be provided

through SDE SAMUEL training as well as local training.

Title IV: For Safe and Frug-free Schools


Title VI: For Rural and Low-income Schools


Label Question Value6. Title II: Professional Development Activities


Label Question Value8. Title III: For English Language Learners


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




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


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


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

Provide a brief explanation and a breakdown of expenses. The Gadsden City Board of Education recommends this grant proposal to obtain a Community Learning and Life Skills Center (CL&LSC)

which will serve 80 students in K-5th grades at Floyd Elementary. The CLC will operate an after school program 5 days a week, 180 days

per year, 36 weeks a year, during the school year from 3:00- 5:30 pm. The afterschool program will operate 2.5 hours each day; 12.5 hours

each week. It will also offer a 5 week summer program. Certified teachers will begin at 8:00 a.m. and will work until 5:30 p.m. The summer

program will exist on a rotation basis with teachers, to insure that teachers do not work over 40 hours each week. The Summer Program will

operate 9.5 hours each day; 47.5 hours each week for 25 days.

Needs to be addressed:

1.) Academic tutoring and enrichment activities in reading, math and science that are aligned with CCRS. 2.) Motivational activities to show

students how to make productive use of their leisure time. 3.) A secure place and time for homework completion with assistance. 4.)

Enrichment activities that promote recreation, nutrition, cultural arts, and the environment. 5.) Service learning projects to demonstrate the

benefits these provide to the students as well as the community and other people. 6.) Support for families, parenting, enrichment, high school

equivalency and post high school training and education. 7.) Training for our teachers and parents.

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


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


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




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

Improvement GrantProvide the total.

100000.0



III. Local Funds (if applicable)

Local Funds

Provide a brief explanation and a breakdown of expenses. Acquired from fundraising. Funds will be used to purchase cleaning supplies, rewards for students, playground mulch and items for the

running of the school.

Label Question Value2. Local Funds




acip george w. floyd elementary...

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