acip...goal 1: empower learners to take ownership of their learning by constructing knowledge,...

ACIP

Rucker Boulevard Elementary School

Enterprise City Board of Education

Mrs. Roysalyn S Hardrick, Principal

209 Regency Drive Enterprise, AL 36330

Document Generated On November 9, 2017

TABLE OF CONTENTS

Executive Summary Introduction 2 Description of the School 3 School's Purpose 4 Notable Achievements and Areas of Improvement 5 Additional Information 7 Improvement Plan Stakeholder Involvement Introduction 9 Improvement Planning Process 10 Student Performance Diagnostic Introduction 12 Student Performance Data 13 Evaluative Criteria and Rubrics 14 Areas of Notable Achievement 15 Areas in Need of Improvement 18 Report Summary 20 2017-2018 ACIP Assurances

Introduction 22 ACIP Assurances 23 17-18 Goals Overview 25 Goals Summary 26

Goal 1: Empower learners to take ownership of their learning by constructing knowledge, self-assessing, and applyingskills in authentic and engaging real-world 21st century learning experiences as they develop a deep understanding andmastery of standards. 27Goal 2: Increase the proficiency of the English Language Learners in the English Language 35Goal 3: Rucker Boulevard Elementary School will increase parent engagement for the 2017-18 school year. 36Goal 4: Empowering Leaders 37

Activity Summary by Funding Source 40 Stakeholder Feedback Diagnostic Introduction 46 Stakeholder Feedback Data 47 Evaluative Criteria and Rubrics 48 Areas of Notable Achievement 49 Areas in Need of Improvement 51 Report Summary 53 2017-2018 Title I Schoolwide Diagnostic Introduction 55 Component 1: Comprehensive Needs Assessment (Sec.1114(b)(6)) 56 Component 2: Schoolwide Reform Strategies (Sec. 1114(7)(A)(i)(ii)(iii)(I)(II)(III)) 60

Component 3: Instruction by Qualified Staff (Sec.1112(c)(6)) 85 Component 4: Strategies to Attract Qualified Teachers (Sec. 1114(7)(A)(iii)(IV)) 86 Component 5: High Quality and Ongoing Professional Development (Sec. 1114(7)(A)(iii)(IV)) 87 Component 6: Transition Strategies (Sec.1114(7)(A)(iii)(V)) 89 Component 7: Teacher Participation in Making Assessment Decisions (Sec.1114(b)(2)) 92 Component 8: Timely and Additional Assistance to Students Having Difficulty Mastering theStandards (Sec.1114 (7)(A)) 93 Component 9: Coordination and Integration of Federal, State and Local Programs and Resources(Sec.1114(b)(V)) 96 Component 10: Evaluation (Sec.1114(b)(3)): 97 2017-2018 Coordination of Resources - Comprehensive Budget Introduction 99 FTE Teacher Units 100 Administrator Units 101 Assistant Principal 102 Counselor 103 Librarian 104 Career and Technical Education Administrator 105 Career and Technical Education Counselor 106 Technology 107 Professional Development 108 EL Teachers 109

Instructional Supplies 110 Library Enhancement 111 Title I 112 Title II 113 Title III 114 Title IV 115 Title V 116 Career and Technical Education-Perkins IV 117 Career and Technical Education-Perkins IV 118 Other 119 Local Funds 120 2017-2018 Parent and Family Engagement Introduction 122 Parent and Family Engagement 123

Executive Summary

ACIPRucker Boulevard Elementary School

SY 2017-2018 Page 1© 2017 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 bywhich the school makes decisions around curriculum, instruction, and assessment. The context also impacts the way a school stays faithfulto its vision. Many factors contribute to the overall narrative such as an identification of stakeholders, a description of stakeholderengagement, the trends and issues affecting the school, and the kinds of programs and services that a school implements to support studentlearning. The purpose of the Executive Summary (ES) is to provide a school with an opportunity to describe in narrative form the strengths andchallenges it encounters. By doing so, the public and members of the school community will have a more complete picture of how the schoolperceives itself and the process of self-reflection for continuous improvement. This summary is structured for the school to reflect on how itprovides 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. Includedemographic information about the students, staff, and community at large. What unique features and challenges are associatedwith the community/communities the school serves? Rucker Boulevard has definitely experienced several changes in the last three years. Student and Faculty Changes:Enterprise City Schools rezoned three years ago. Since then, our student population has increased from roughly 400 students to 620students. We also have had an increase 54% free and reduced to almost 74% free and reduced. Our faculty consists of a principal, assistantprincipal, guidance counselor, 2 interventionists, 30 classroom teachers, 4 special education teachers, 1 gifted education teacher, 2 physicaleducation teachers, instructional partner, nurse, librarian, full-time music teacher, 6 instructional aides, and we house a behavior unit fundedby the system. Due to a large increase in our EL population, we have a full-time EL aide and a part-time EL aide. Even with changes,building professional relationships and striving to make collaborative decisions regarding student achievement is key to Rucker BoulevardElementary School's success. Facility Changes:To increase safety and security, the entrance was being remodeled during the 2015-2016 school year to include a front barrier, key fob entry,etc. to make our school a safer place to learn and grow. The library was also remodeled to fit the design of a Learning Commons rather thana traditional silent library. The library includes flexible seating options due to the tables and most of the chairs having wheels. We arecurrently in the process of transforming our school environment to a Leader in Me school.



School's Purpose Provide the school's purpose statement and ancillary content such as mission, vision, values, and/or beliefs. Describe how theschool embodies its purpose through its program offerings and expectations for students. Our school is a learning community that seeks success for each student. We set high expectations and create a caring environment for all ofour students. Students are the focus of our educational program and are expected to demonstrate the skills, abilities and potential that weknow they possess. Rucker Boulevard prides itself on providing many choices for students. In the fall, students complete a club survey. Data from that survey isexamined to form appropriate clubs that meet the needs and interests of our students. The students are able to choose a 1st, 2nd, and 3rdchoice. SGA, BETA club, and the Rhythms choir are also available. We also have an expansive outdoor classroom and a newly remodeledinteractive library for all to enjoy. To promote socialization and friendship among all, we offer a school dance approximately twice a year. Parents and community members are valued partners at RBE and are encouraged to visit the school, consult with the staff and participate inall school activities. We encourage parents to volunteer for a variety of activities throughout the school year such as, but not limited to, bookfair, fundraisers, Friday snack, and as classroom helpers. We also have a variety of community helpers that volunteer throughout the year. During the summer of 2016, we received a grant to become a Leader in Me school. We began training at the end of July 2016 so that wecould start with implementation during this school year. The Leader in Me is Franklin Covey's whole school transformation process. It teaches21st century leadership and life skills to students and creates a culture of student empowerment based on the idea that every child can be aleader. The Leader in Me is aligned with best-in-class content and concepts practiced by global education thought leaders. It provides alogical, sequential and balanced process to help schools proactively design the culture that reflects their vision of the ideal school. Contentfrom The 7 Habits of Highly Effective People is a key component of the overall The Leader in Me process. The 7 Habits is a synthesis ofuniversal, timeless principles of personal and interpersonal effectiveness, such as responsibility, vision, integrity, teamwork, collaboration andrenewal, which are secular in nature and common to all people and cultures. Instead of seeing children through the lens of a normaldistribution curve--some kids are naturally smart and others are not--The Leader in Me paradigm sees that every child is capable, every childis a leader. This paradigm changes everything. We are excited to see the positive impact this has on all stakeholders. Since we are makingthis change within our school, we are currently developing a new mission and vision statement. Enterprise City SchoolsVision: Empower individuals to develop the dispositions and skills to be passionate, productive, lifelong learners prepared to be successful incollege, careers, and life.Mission: Create a growth mindset culture focused on the ideal state of authentic student-centered learning and preparing learners forsuccess in the global community.



Notable Achievements and Areas of Improvement Describe the school's notable achievements and areas of improvement in the last three years. Additionally, describe areas forimprovement that the school is striving to achieve in the next three years. In the last three years, our school has made many notable achievements and improvements. With the realization that we are in the 21stcentury, we determined technology needed to play a bigger role in student learning. With the use of Title I money and other resources, wehave accumulated two ipad carts full of ipads, 3rd-6th grade is 1 to 1 with Chromebooks, and we have 93 iPads for 1st and 2nd gradeteachers to utilize. We also reviewed the fact that we are not required to teach the textbook; we are required to teach the standards. Amajority of classrooms have implemented PBLs (Project Based Learning) in order to incorporate different subject matters being taughtuniformly as students discover using their own inquisition as a guide to achieve the end goal. We have changed the way that we teach andthe way children learn. Rucker Boulevard sponsors student clubs. This allows children to participate in worthwhile, academically-enriching activities. Clubs arecreated based on student and faculty interest. Some clubs that we have available: Student Lighthouse Team, BETA Club, RBE RecycleTeam, Destination Imagination, and RBE Rhythms Choir. All of our clubs allow for socialization to take place while reinforcing lifelong skills.The children are motivated and enthusiastic, and we consider the availability of clubs to be an asset to our school morale. Our outdoor classroom has been expanded. A new weather station was added complete with a barometer, thermometer, wind gauge, raingauge, and a sun dial. Students now have physical instruments in order to view, analyze, record, and utilize while learning about the weatherand atmosphere in Science. Rucker Boulevard has also recently renovated the existing library. It has truly been remodeled with vibrantcolors, new tables and chairs, matching book shelves, new flooring, and an Easy Touch for the media specialist to use in order to teach andinteract with students. Continued and enhanced parental involvement is an important aspect in the success of Rucker Boulevard Elementary School. RuckerBoulevard parents play a vital role in our school community. Parents participate in many facets of our school day. Some examples are listedbelow but are not limited to the following, parent surveys, Friday snack, book fair, fundraisers, classroom helpers, field day, fall festival, earthday, Learning Celebrations, parent breakfast, grandparents day, field trip, and Title 1 meetings. Other programs that we have implemented in the last three years: professional collaborative days that give teachers time to plan, weeklygrade level meetings, technological professional development, learning walks, mentor teacher program, Leader in Me book studies, System44 Reading Intervention program, and an RTI handbook with specific criteria to be followed. Areas of Improvement:Striving to Achieve the status of Lighthouse School within Leader in MeDuring the summer of 2016, we received a grant to become a Leader in Me school. We began training at the end of July 2016 so that wecould start with implementation during this school year. The Leader in Me is Franklin Covey's whole school transformation process. It teaches21st century leadership and life skills to students and creates a culture of student empowerment based on the idea that every child can be aleader. The Leader in Me is aligned with best-in-class content and concepts practiced by global education thought leaders. It provides alogical, sequential and balanced process to help schools proactively design the culture that reflects their vision of the ideal school. Contentfrom The 7 Habits of Highly Effective People is a key component of the overall The Leader in Me process. The 7 Habits is a synthesis ofuniversal, timeless principles of personal and interpersonal effectiveness, such as responsibility, vision, integrity, teamwork, collaboration and



renewal, which are secular in nature and common to all people and cultures. Instead of seeing children through the lens of a normaldistribution curve--some kids are naturally smart and others are not--The Leader in Me paradigm sees that every child is capable, every childis a leader. This paradigm changes everything. We are excited to see the positive impact this has on all stakeholders.



Additional Information Provide any additional information you would like to share with the public and community that were not prompted in the previoussections. RBE offers and expansive recycling program. We recycle at school and encourage parents to send in their recycling too. We have apermanent collection station that is accessible to students, parents, faculty, and staff. We encourage recycling the following items.-Ink cartridge-Paper-#2 plastic-Aluminum cans



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 offlineand 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. Includeinformation on how stakeholders were selected and informed of their roles, and how meetings were scheduled to accommodatethem. Each year, stakeholders(administration, faculty, staff, parents and community members) are actively involved in the decision-making processwhich becomes the Rucker Boulevard Elementary Continuous Improvement Plan. The team meets and reviews the ACIP from the previousyear, reviews data, determines whether last year's goals were met, sets new goals, appoints committees, and discusses allocated funds.Committees are responsible for data collection and analysis, for determining strengths and weaknesses, and developing action steps. Sign-insheets and agendas for each meeting are prepared and minutes are taken. Parents are asked to volunteer for this process. Teachers areasked to submit names of parents and other community stakeholders who might contribute to the process. These individuals are contactedand invited to be involved in the planning and development of our ACIP. They attend meetings that are scheduled at a time convenient forthe team members. Describe the representations from stakeholder groups that participated in the development of the improvement plan and theirresponsibilities in this process. The Lighthouse team meets and reviews the ACIP from the previous year, reviews data, determines whether last year's goals were met, setsnew goals, appoints action teams, and discusses allocated funds. Committees are composed of administrators, teachers, support staff,parents, and community stakeholders. These committees are responsible for data collection and analysis, for determining strengths andweaknesses, and for developing action steps to meet goals. Explain how the final improvement plan was communicated to all stakeholders, and the method and frequency in whichstakeholders receive information on its progress. The Lighthouse Team meets for final review of the plan and it will then be submitted for review by central office administrators and approvedby Mr. Faught. After being reviewed and approved by them, the plan will be submitted online. All instructional goals and strategies outlined inthe ACIP will be monitored by the Continuous Improvement Plan Instructional Leadership Team. The ACIP Instructional Leadership Teamwill meet at least quarterly to review progress monitoring results.Parents and stakeholders are encouraged to be on the Schoolwide Team to offer input and/or voice concerns.The ACIP is available online at http://ruckerboulevard.al.ece.schoolinsites.com/. A hard copy is available in the school library, office, and Mrs.Quincey's room. The ACIP, as well as other school documents, can be translated in a format and language they can understand.



Student Performance Diagnostic



Introduction The Student Performance Diagnostic provides an institution with a process to report summative student assessments. This diagnostic issignificant to the accreditation and continuous improvement process as it serves as a resource for schools to view content area assessmentresults required by the state, district, or other entities, determine the quality and reliability of the given assessments, and show the alignmentof the assessments to the school's curriculum. The performance level computed at the completion of the diagnostic is used by the externalreview team as a comprehensive report to understand fully the institution's assessment program; the diagnostic should be used in the samemanner by the institution as it engages in improvement planning.



Student Performance Data

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

Data document offline and upload below?Yes



Evaluative Criteria and Rubrics Overall Rating: 3.25

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

institution to determine students' performancesis sufficiently aligned so that valid inferencescan be reached regarding students' status withrespect to the 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 acceptably analyzed and presentedwith reasonable clarity. In comparison toinstitutions functioning in a similar educationalcontext, students' status, improvement, and/orgrowth evidence indicates that the level ofstudent learning is at or above what wouldotherwise be expected.

Level 3

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

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

Level 2



Areas of Notable Achievement Which area(s) are above the expected levels of performance? ACT ASPIRE:Math3rd Grade- 66% Benchmark Measurement and Data4th Grade- 72% Numbers and Operations in Base Ten & 63% Measurement and Data5th Grade- 67% Justification and Explanation6th Grade- 63% Ratios and Proportional Relationships & 64% Modeling Reading(Highest Domains)3rd- 45% Craft and Structure4th- 50% Key Ideas and Details & 49% Craft and Structure5th- 46% Key Ideas and Details and 46% Integration of Knowledge and Ideas6th- 53% Craft and Structure & 45% Key Ideas and Details DIBELS data shows in the Nonsense Word Fluency Whole Words Read Score that no 1st grader (0%) fall within the Well Below Benchmarkcategory. The 2nd grade DIBELS Oral Reading Fluency ACCURACY Score was higher at 71% of students At/Above Benchmark than their DIBELSOral Reading Fluency Score at 67% At/Above Benchmark. Therefore, a higher percentage of readers were accurately reading the materialthat was presented in front of them, regardless of how many words per minute they read. Describe the area(s) that show a positive trend in performance. When comparing last year's Fall DIBELS Composite scores with this year's Fall DIBELS Composite scores,the trend is as follows:Last year's 1st graders : At/AboveBenchmark- 58%, Below Benchmark-16%, Well Below Benchmark- 26%This year's 2nd graders: At/Above Benchmark- 76%, Below Benchmark-10%, Well Below Benchmark- 15% This group of students has shown positive growth in all aspects. From last year to this year, this group has improved to an 18% growth in theAt/Above Benchmark level, 6% fewer students fall in the Below Benchmark level, and 11% fewer students fall in the Well Below Benchmarklevel. The trend for this group of students is that they have significantly improved and increased the number of students that fall in theAt/Above Benchmark level starting out at the beginning of the school year.



Which area(s) indicate the overall highest performance? ASPIREGrade 3 Math- Ready 413 Mean ScoreGrade 4 Math- Ready 416 Mean ScoreGrade 6 Math- Ready 420 Mean Score According to this year's DIBELS Data, 1st grade shows 3 out of the 4 categories measured scoring between 77% - 79% in the At/AboveBenchmark level (Composite- 77%, Nonsense Word Fluency Correct Letter Sounds- 78%, Nonsense Word Fluency Whole Words ReadScore- 79%). 2nd grade shows strength in the DIBELS Oral Reading Fluency ACCURACY score and the Retell Score at both 71% at the At/AboveBenchmark level. 3rd grade's highest score lies with the DIBELS Oral Reading Fluency Score at 67% at the At/Above Benchmark. Which subgroup(s) show a trend toward increasing performance? Grade Level Progress in Math according to ASPIRE 3rd Grade- Hispanic 72% and White 64%4th Grade- White 56%5th Grade- Hispanic 40%6th Grade- White 72% and African American 50% 3rd Grade Females scored significantly higher in reading than males 50% benchmark to 30% benchmark4th Grade White children scored 60% in Key Ideas and Details and Craft and Structure and 100% of Gifted students benchmarked on KeyIdeas and Details5th Grade Hispanic students scored 70% Benchmark in Integration of Knowledge and Ideas Between which subgroups is the achievement gap closing? Hispanics and Economically Disadvantaged achievement gap is closing in Reading and Math Which of the above reported findings are consistent with findings from other data sources?



No other data sources are available with disaggregated data.



Areas in Need of Improvement Which area(s) are below the expected levels of performance? ASPIRE:3rd Grade Science4th Grade Science5th Grade Math and Reading6th Grade Reading and Science SCANTRON3rd Grade Reading and Math According to the Fall DIBELS data, 4 out of 7 areas measured show that between 14%-24% of students lie in the Well Below Benchmarkcategory. 1st and 2nd grade Composite Scores have 16% and 15% of students respectively that fall in the Well Below Benchmark area. 3rdgrade DIBELS Oral Reading Fluency ACCURACY score exhibits only 58% Benchmark and 24% fell at the Well Below Benchmark level. 3rdgrade also showed 24% at the Well Below Benchmark level in DIBELS Oral Reading Fluency Score. We have a higher percentage in theWell Below Benchmark level than what is typically desired. Describe the area(s) that show a negative trend in performance. ACT ASPIRE percentage of students proficient in reading still falls below percentage of students proficient in math. When comparing last year's Fall DIBELS Composite scores with this year's Fall DIBELS Oral Reading Fluency Score,the trend is as follows:Last year's 2nd graders : At/Above Benchmark- 67%, Below Benchmark-10%, Well Below Benchmark- 24%This year's 3rd graders: At/Above Benchmark- 67%, Below Benchmark- 9%, Well Below Benchmark- 24% This group of students shows a trend to remain the same. Although the exact scores in the same category were not available to be moreaccurately compared, the percent of students falling into each category in similar testing were found to be almost identical. Which area(s) indicate the overall lowest performance? ACT AspireMath3rd- Numbers and Operations- Fractions 45%4th- Operations and Algebraic Thinking 41%; Geometry 43%; Integrating Essential Skills 42%5th- Measurement and Data 29%, Modeling 33%, Fractions 32%; Geometry 35%



6th- The Number System 38%, Justification and Explanation 40% Reading3rd- Integration of Knowledge and Ideas 30%4th- Integration of Knowledge and Ideas 40%5th- Craft and Structure 27%6th- Integration of Knowledge and Ideas 37% The Fall 2017 DIBELS Oral Reading Fluency ACCURACY Score for 3rd grade shows only 58% reached the At/Above Benchmark level.24% of students fell in the Well Below Benchmark area in this same category. This is lower than what is desired at this level. Which subgroup(s) show a trend toward decreasing performance? Aspire Grade Level Progress Math3rd- 32% African Americans4th- 38% Hispanics5th- 14% African Americans6th- 39%Hispanics ASPIRE Reading % Benchmark3rd- Males 24% Key Ideas and Details; 20% Integration of Knowledge and Ideas4th- Hispanics 31% Craft and Structure5th- African Americans 14% Craft and Structure6th- American Indian 20% Key Ideas and Details Between which subgroups is the achievement gap becoming greater? NA Which of the above reported findings are consistent with findings from other data sources? No other data sources are available with disaggregated data.



Report Summary

Scores By Section

Sections

1 2 3 4Section Score

Evaluative Criteria and Rubrics 3.25



2017-2018 ACIP Assurances



Introduction By responding to the questions in ASSIST and attaching evidence when required, the institution has verified whether it meets or does notmeet each of the required ACIP Assurances.



ACIP Assurances

Label Assurance Response Comment Attachment1. The Instructional Leadership Team members

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

Yes

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 Non-DiscriminationStatement

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

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

Yes Non-Discrimination

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

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

Yes Parent InvolvementPolicy

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

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

Yes Compact



17-18 Goals



Overview Plan Name 17-18 Goals 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 Empower learners to take ownership of their

learning by constructing knowledge, self-assessing,and applying skills in authentic and engaging real-world 21st century learning experiences as theydevelop a deep understanding and mastery ofstandards.

Objectives: 2Strategies: 4Activities: 16

Academic $0

2 Increase the proficiency of the English LanguageLearners in the English Language


Academic $1000

3 Rucker Boulevard Elementary School will increaseparent engagement for the 2017-18 school year.


Organizational $0

4 Empowering Leaders Objectives: 1Strategies: 2Activities: 6

Organizational $0



Goal 1: Empower learners to take ownership of their learning by constructing knowledge, self-assessing, and applying skills in authentic and engaging real-world 21st century learningexperiences as they develop a deep understanding and mastery of standards.

(shared) Strategy 1: Standard Based Assessments for Data - We will use assessments aligned with college and career ready standards to test the skill and standards mastery by individualstudents, classes, and grade-levels. Category: Develop/Implement College and Career Ready Standards Research Cited: http://www.ed.gov/

Measurable Objective 1:A 15% increase of All Students will demonstrate a proficiency in the College and Career Readiness Standards in Mathematics by 05/24/2018 as measured by theSTAR for 1st-2nd and Scantron for 3rd-6th..

Activity - Data/ PST Meetings Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

All teachers will participate in RTI and Data Meetings to discuss currentindividual, class, and grade-level mastery of standards and then discussour next steps in instruction to help all students master the standards.

AcademicSupportProgram

08/17/2017 05/17/2018 $0 No FundingRequired

Admin,Interventionist, InstructionalPartner,SpecialEducationteachers, andall classroomteachers

Activity - Standards Based Checkpoints Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

All 2nd-6th grade math teachers and ELA teachers will take a standards-based checkpoint at the end of each nine weeks to assess mastery ofthose standards. Remedial lessons will be planned for students notreaching mastery of standards.



ELA and MathTeachers

Activity - Compass Learning Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible



(shared) Strategy 2: Provide High Impact Instruction - All content teachers will be provided with professional development to unpack the standards to be able to prepare lessons that helpeach students show growth towards mastering the standards using best teaching practices. Category: Develop/Implement Professional Learning and Support Research Cited: http://www.ed.gov/

The Compass Learning program will be used to target individual needsusing the learning path created for individual students after taking theSTAR assessment.



Classroomteachers willprovide timefor students towork on theirassignedlearning path.

Activity - STAR/Scantron Benchmark Assessments Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

All students in grades 1-6 will take 3 benchmark tests in both reading andmath. Tier 2 and Tier 3 students in 1st and 2nd grades will take a progressmonitoring test monthly. All data gathered will be used by teachers to guideindividual and grade-level instruction.



All teachersandinterventionists

Activity - Collaborative PD Days Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Five professional development days have been embedded into the schoolcalendar to provide collaborative professional learning opportunities to allteachers. An emphasis will be placed in encouraging literacy (reading,writing, language, speaking, and listening) across the curriculum.

ProfessionalLearning


Allinstructionalstaff

Activity - School Collaborative Planning Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Each week, grade levels will have at least one day a week set aside forgrade level collaborative planning. They will examine standards andstudent formative assessments to design lessons and activities that meetthe needs of their students.



All staff

Activity - Response to Intervention (PST) Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

All instructional staff will receive RTI training by the assistant principal.They will then meet monthly to follow-up with students in need of urgentintervention.

BehavioralSupportProgram,AcademicSupportProgram


AssistantPrincipal,GuidanceCounselor,Interventionists, ClassroomTeachers



(shared) Strategy 3: Empower teachers and students to utilize digital tools - Increase teacher knowledge of available technology and how it can be used to enhance lessons. RuckerBoulevard will use the instructional partner, technology interventionists, and media specialist to give ideas to incorporate tech to enhance lessons. TIE teachers will alsohelp with this as well as modeling within their classroom. Category: Develop/Implement Learning Supports Research Cited: http://education.cu-portland.edu/blog/tech-ed/how-to-use-technology-to-enhance-a-lesson/

Activity - Learning Walks Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Learning Walks- Each certified teacher will be able to go on learning walksin which they can go to other classrooms within our school to learn fromeach other. Reflections and feedback from these walks will be used toenhance instruction.

ProfessionalLearning,AcademicSupportProgram


Administration, ReadingSpecialist

Activity - System 44 Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

About 30 students in grades 4th-6th grades that are identified throughscreening to have a need for urgent intervention will receive explicitlessons through System 44.

AcademicSupportProgram,DirectInstruction


AllisonBaxter,Interventionist

Activity - Do The Math Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Intervention for students identified through screening to have a need forurgent intervention. Do The Math helps students develop the skills theyneed to compute with accuracy and efficiency, the number sense theyneed to reason, and the ability to apply their skills and reasoning to solveproblems.



MarileeBryant,Interventionist

Activity - Google Accounts Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Students and teachers will be able to collaborate through the use of the GSuite for Education. All students will have a Google account assigned tothem for educational use. The G Suite for Education (formerly calledGoogle Apps for Education) core services are the heart of Google'seducational offering to schools. The core services are Gmail (includingInbox by Gmail), Calendar, Chrome Sync, Classroom, Contacts, Drive,Docs, Forms, Groups, Sheets, Sites, Slides, Talk/Hangouts and Vault.

AcademicSupportProgram,Technology


All teacherswill haveaccess anduse them toenhanceinstructionand providean authenticaudience andtruecollaboration.



(shared) Strategy 4: Leader in Me - FranklinCovey delivers transformational professional development to schools through its network of consultants. Staff members learn how to makeleadership development a part of the everyday student experience, including teaching leadership principles in meaningful ways, creating a culture of share leadershipwithin the school, and helping students take more ownership for their academic learning and goal achievement. Category: Develop/Implement Student and School Culture Program Research Cited: http://www.theleaderinme.org/

Activity - Digital Citizenship Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Mrs. Howell, the media specialist, will facilitate a lesson on digitalcitizenship to encourage productive collaboration and learning in theglobal society. Teachers will continue to reinforce these norms day to day.

Technology 09/25/2017 10/06/2017 $0 No FundingRequired

Mrs. Howell,mediaspecialist-formallessonsAll staff -continuousreinforcement

Activity - Teaching Students 21st Century Leadership and Life Skills Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Through the Leader in Me Program we will develop:LeadershipResponsibilityAccountabilityProblem SolvingAdaptabilityCommunicationInitiative and Self-DirectionCreativityCross-Cultural SkillsTeamwork

ProfessionalLearning,BehavioralSupportProgram,AcademicSupportProgram


All Staff willbe trained

Activity - Best-Practices and Universal Principles Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible



(shared) Strategy 1: Standard Based Assessments for Data - We will use assessments aligned with college and career ready standards to test the skill and standards mastery by individualstudents, classes, and grade-levels. Category: Develop/Implement College and Career Ready Standards Research Cited: http://www.ed.gov/

The Leader in Me is aligned with best-in-class content and conceptspracticed by global education thought leaders. It provides a logical,sequential and balanced process to help schools proactively design theculture that reflects their vision of the ideal school.

Content from The 7 Habits of Highly Effective People is a key componentof the overall The Leader in Me process. The 7 Habits is a synthesis ofuniversal, timeless principles of personal and interpersonal effectiveness,such as responsibility, vision, integrity, teamwork, collaboration andrenewal, which are secular in nature and common to all people andcultures.The Leader in Me is also aligned to many national and state academicstandards. The process teaches students the skills needed for academicsuccess in any setting. These skills include critical thinking, goal setting,listening and speaking, self-directed learning, presentation-making and theability to work in groups.



All certifiedstaff

Activity - Leadership Days Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

We will open their doors to the community to let others see the amazingtransformation that takes place within their building for staff and studentsalike. Students showcase their leadership skills and showcase theirlearning.

ParentInvolvement,CommunityEngagement


All staff

Activity - Leadership/ Data Notebook Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

All students will have a leadership notebook in which they will be settinggoals, tracking their data, and leadership growth throughout the year.



All classroomteachers

Measurable Objective 2:A 15% increase of All Students will demonstrate a proficiency in the ELA content standards in Reading by 05/25/2018 as measured by students reaching benchmarkon the STAR/ Scantron Reading Assessment and improving from a baseline of 43%. .

Activity - Data/ PST Meetings Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible



(shared) Strategy 2: Provide High Impact Instruction - All content teachers will be provided with professional development to unpack the standards to be able to prepare lessons that helpeach students show growth towards mastering the standards using best teaching practices. Category: Develop/Implement Professional Learning and Support Research Cited: http://www.ed.gov/

All teachers will participate in RTI and Data Meetings to discuss currentindividual, class, and grade-level mastery of standards and then discussour next steps in instruction to help all students master the standards.



Admin,Interventionist, InstructionalPartner,SpecialEducationteachers, andall classroomteachers

Activity - Standards Based Checkpoints Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

All 2nd-6th grade math teachers and ELA teachers will take a standards-based checkpoint at the end of each nine weeks to assess mastery ofthose standards. Remedial lessons will be planned for students notreaching mastery of standards.



ELA and MathTeachers

Activity - Compass Learning Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

The Compass Learning program will be used to target individual needsusing the learning path created for individual students after taking theSTAR assessment.



Classroomteachers willprovide timefor students towork on theirassignedlearning path.

Activity - STAR/Scantron Benchmark Assessments Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

All students in grades 1-6 will take 3 benchmark tests in both reading andmath. Tier 2 and Tier 3 students in 1st and 2nd grades will take a progressmonitoring test monthly. All data gathered will be used by teachers to guideindividual and grade-level instruction.



All teachersandinterventionists

Activity - Collaborative PD Days Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Five professional development days have been embedded into the schoolcalendar to provide collaborative professional learning opportunities to allteachers. An emphasis will be placed in encouraging literacy (reading,writing, language, speaking, and listening) across the curriculum.






(shared) Strategy 3: Empower teachers and students to utilize digital tools - Increase teacher knowledge of available technology and how it can be used to enhance lessons. RuckerBoulevard will use the instructional partner, technology interventionists, and media specialist to give ideas to incorporate tech to enhance lessons. TIE teachers will alsohelp with this as well as modeling within their classroom. Category: Develop/Implement Learning Supports

Activity - School Collaborative Planning Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Each week, grade levels will have at least one day a week set aside forgrade level collaborative planning. They will examine standards andstudent formative assessments to design lessons and activities that meetthe needs of their students.



All staff

Activity - Response to Intervention (PST) Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

All instructional staff will receive RTI training by the assistant principal.They will then meet monthly to follow-up with students in need of urgentintervention.



AssistantPrincipal,GuidanceCounselor,Interventionists, ClassroomTeachers

Activity - Learning Walks Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Learning Walks- Each certified teacher will be able to go on learning walksin which they can go to other classrooms within our school to learn fromeach other. Reflections and feedback from these walks will be used toenhance instruction.




Activity - System 44 Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

About 30 students in grades 4th-6th grades that are identified throughscreening to have a need for urgent intervention will receive explicitlessons through System 44.



AllisonBaxter,Interventionist

Activity - Do The Math Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Intervention for students identified through screening to have a need forurgent intervention. Do The Math helps students develop the skills theyneed to compute with accuracy and efficiency, the number sense theyneed to reason, and the ability to apply their skills and reasoning to solveproblems.



MarileeBryant,Interventionist



Research Cited: http://education.cu-portland.edu/blog/tech-ed/how-to-use-technology-to-enhance-a-lesson/

(shared) Strategy 4: Leader in Me - FranklinCovey delivers transformational professional development to schools through its network of consultants. Staff members learn how to makeleadership development a part of the everyday student experience, including teaching leadership principles in meaningful ways, creating a culture of share leadershipwithin the school, and helping students take more ownership for their academic learning and goal achievement. Category: Develop/Implement Student and School Culture Program Research Cited: http://www.theleaderinme.org/

Activity - Google Accounts Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Students and teachers will be able to collaborate through the use of the GSuite for Education. All students will have a Google account assigned tothem for educational use. The G Suite for Education (formerly calledGoogle Apps for Education) core services are the heart of Google'seducational offering to schools. The core services are Gmail (includingInbox by Gmail), Calendar, Chrome Sync, Classroom, Contacts, Drive,Docs, Forms, Groups, Sheets, Sites, Slides, Talk/Hangouts and Vault.



All teacherswill haveaccess anduse them toenhanceinstructionand providean authenticaudience andtruecollaboration.

Activity - Digital Citizenship Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Mrs. Howell, the media specialist, will facilitate a lesson on digitalcitizenship to encourage productive collaboration and learning in theglobal society. Teachers will continue to reinforce these norms day to day.

Technology 09/25/2017 10/06/2017 $0 No FundingRequired

Mrs. Howell,mediaspecialist-formallessonsAll staff -continuousreinforcement

Activity - Teaching Students 21st Century Leadership and Life Skills Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible






All Staff willbe trained

Activity - Best-Practices and Universal Principles Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

The Leader in Me is aligned with best-in-class content and conceptspracticed by global education thought leaders. It provides a logical,sequential and balanced process to help schools proactively design theculture that reflects their vision of the ideal school.

Content from The 7 Habits of Highly Effective People is a key componentof the overall The Leader in Me process. The 7 Habits is a synthesis ofuniversal, timeless principles of personal and interpersonal effectiveness,such as responsibility, vision, integrity, teamwork, collaboration andrenewal, which are secular in nature and common to all people andcultures.The Leader in Me is also aligned to many national and state academicstandards. The process teaches students the skills needed for academicsuccess in any setting. These skills include critical thinking, goal setting,listening and speaking, self-directed learning, presentation-making and theability to work in groups.



All certifiedstaff

Activity - Leadership Days Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

We will open their doors to the community to let others see the amazingtransformation that takes place within their building for staff and studentsalike. Students showcase their leadership skills and showcase theirlearning.



All staff

Activity - Leadership/ Data Notebook Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

All students will have a leadership notebook in which they will be settinggoals, tracking their data, and leadership growth throughout the year.



All classroomteachers



Goal 2: Increase the proficiency of the English Language Learners in the English Language

Strategy 1: EL Instruction - - Implement a research-based systematic model of EL literacy and instruction strategies within the classroom Category: Develop/Implement Learning Supports Research Cited: http://www.wida.us/research/agenda/Standards/index.aspx

Goal 3: Rucker Boulevard Elementary School will increase parent engagement for the 2017-18school year.

Measurable Objective 1:A total of 5 English Learners students will demonstrate a proficiency in reading, writing, listening, and speaking in English Language Arts by 07/30/2018 as measuredby level of 4.8 or higher on the ACCESS test.

Activity - Utilize Wonders and Finish Line Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Utilize Wonders and Finish Line Reading Series EL Instruction Kit, Tier II,Strategic Intervention



ELparaprofessional

Activity - EL Professional Development Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Several opportunities will be provided by the Enterprise City SchoolSystem on the WIDA Standards, SDAIE, SAMUEL, and a variety of othertopics for teachers of EL students.


08/25/2017 05/18/2018 $1000 Title III Central OfficePersonnel

Activity - ECS EL Specialist Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

RBE will use the EL specialist to provide training on the specifics of ELdocumentation to include goal setting and the roles of the EL team. The ELSpecialist will also provide professional development on instructionalstrategies and accommodations for EL students. The EL Specialist willassist in planning and modeling these instructional strategies andaccommodations as needed.

ProfessionalLearning,Policy andProcess,AcademicSupportProgram,DirectInstruction


StacyWaldrop, ELSpecialist

Measurable Objective 1:



Strategy 1: Neighborhood Parent Meeting - Neighborhood Parent Meeting - Teachers and administrators will meet with hold at least one parent meeting in a neighborhood eachsemester. Flyers will be sent home with students and SchoolMessenger will be used to notify parents about the neighborhood meeting as well. Category: Other - Parent Engagement Research Cited: https://www.cdc.gov/healthyyouth/protective/pdf/parent_engagement_strategies.pdf

Goal 4: Empowering Leaders

Strategy 1: Leader In Me - The Leader in Me is FranklinCovey’s whole school transformation process. It teaches 21st century leadership and life skills to students and creates aculture of student empowerment based on the idea that every child can be a leader. The Leader in Me is aligned with best-in-class content and concepts practiced byglobal education thought leaders. It provides a logical, sequential and balanced process to help schools proactively design the culture that reflects their vision of theideal school.Content from The 7 Habits of Highly Effective People is a key component of the overall The Leader in Me process. The 7 Habits is a synthesis of universal, timelessprinciples of personal and interpersonal effectiveness, such as responsibility, vision, integrity, teamwork, collaboration and renewal, which are secular in nature andcommon to all people and cultures. Category: Develop/Implement Student and School Culture Program Research Cited: http://www.theleaderinme.org/what-is-the-leader-in-me/

collaborate to engage parents by hosting parent meetings in a neighborhood each semester by 05/24/2018 as measured by parent surveys.

Activity - School Messenger Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

School administrators will call to remind parents about any school events,meetings, orannouncements using SchoolMessenger. They will also useSchoolMessenger to notify parents about the neighborhood parentmeetings.

ParentInvolvement


Mrs. ShereeHardrick-SchoolPrincipal

Measurable Objective 1:demonstrate a behavior that leads to a 5 percent decrease of discipline referrals by 05/04/2018 as measured by the number of discipline referrals from a baseline of369 throughout the 2016-2017 school year to 351 or less throughout the 2017-2018 school year.

Activity - Leader In Me Professional Learning Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible



Strategy 2: Students as Leaders of Their Own Learning - Leaders of Their Own Learning offers a new way of thinking about assessment. Student-engaged assessment involvesstudents in understanding and investing in their own growth, changing the primary role of assessment from evaluating and ranking students to motivating them to learn.Student-engaged assessment ignites the capacity of students to take responsibility for their own learning, building the independence, critical thinking skills,perseverance, and self-reflective understanding they need to succeed in college, careers, and life. The eight key practices described in Leaders of Their Own Learning engage students in making academic progress, improve achievement, and involve families andcommunities in the life of the school. The book, which includes 27 videos, is full of powerful strategies to help students own their learning. Category: Develop/Implement Student and School Culture Program Research Cited: https://eleducation.org/resources/leaders-of-their-own-learning

FranklinCovey delivers transformational professional development toschools through its network of consultants. Staff members learn how tomake leadership development a part of the everyday student experience,including teaching leadership principles in meaningful ways, creating aculture of share leadership within the school, and helping students takemore ownership for their academic learning and goal achievement.


08/01/2017 05/18/2018 $0 Other All staff

Activity - Leader In Me Family Learning Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

So that parents are supported, Leader in Me provides parents andguardians with information about the universal, timeless principles found inThe Leader in Me process, as well as activities you can put into practice athome to teach your student to become a leader.

ParentInvolvement

08/03/2017 05/18/2018 $0 Other FamilyLearningAction Team

Activity - Leader In Me Student Learning Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Students and teachers will have access to online activities, videos, andcountless lessons so that students can learn to be leaders through directlessons and integrated approaches.

DirectInstruction

08/14/2017 05/18/2018 $0 Other All staff

Activity - Leaders of their Own Learning Book Study Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Over the past 2 years, our teachers have been integrating the ideas andstudies referenced in the Leaders of their Own Learning book written byRon Berger.




Activity - Student Leadership Roles Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Students will have opportunities to serve as leaders inside and outside theclassroom.

BehavioralSupportProgram


All staff



Activity - Leadership Binders/Data Notebooks Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

All students in grades 1-6 will set goals and track data to monitor growth. ProfessionalLearning,BehavioralSupportProgram,AcademicSupportProgram





Activity Summary by Funding Source Below is a breakdown of your activities by funding source Other

Title III

No Funding Required

Activity Name Activity Description Activity Type Begin Date End Date ResourceAssigned

StaffResponsible

Leader In Me FamilyLearning

So that parents are supported, Leader in Me providesparents and guardians with information about the universal,timeless principles found in The Leader in Me process, aswell as activities you can put into practice at home to teachyour student to become a leader.

ParentInvolvement

08/03/2017 05/18/2018 $0 FamilyLearningAction Team

Leader In Me StudentLearning

Students and teachers will have access to online activities,videos, and countless lessons so that students can learn tobe leaders through direct lessons and integratedapproaches.

DirectInstruction

08/14/2017 05/18/2018 $0 All staff

Leader In Me ProfessionalLearning

FranklinCovey delivers transformational professionaldevelopment to schools through its network of consultants.Staff members learn how to make leadership developmenta part of the everyday student experience, includingteaching leadership principles in meaningful ways, creatinga culture of share leadership within the school, and helpingstudents take more ownership for their academic learningand goal achievement.


08/01/2017 05/18/2018 $0 All staff

Total $0


StaffResponsible

EL ProfessionalDevelopment

Several opportunities will be provided by the Enterprise CitySchool System on the WIDA Standards, SDAIE, SAMUEL,and a variety of other topics for teachers of EL students.


08/25/2017 05/18/2018 $1000 Central OfficePersonnel

Total $1000


StaffResponsible

Student Leadership Roles Students will have opportunities to serve as leaders insideand outside the classroom.


08/04/2017 05/18/2018 $0 All staff



Response to Intervention(PST)

All instructional staff will receive RTI training by theassistant principal. They will then meet monthly to follow-upwith students in need of urgent intervention.


08/10/2017 05/11/2018 $0 AssistantPrincipal,GuidanceCounselor,Interventionists, ClassroomTeachers

School CollaborativePlanning

Each week, grade levels will have at least one day a weekset aside for grade level collaborative planning. They willexamine standards and student formative assessments todesign lessons and activities that meet the needs of theirstudents.


08/10/2017 05/10/2018 $0 All staff

Leadership/ Data Notebook All students will have a leadership notebook in which theywill be setting goals, tracking their data, and leadershipgrowth throughout the year.


08/14/2017 05/25/2018 $0 All classroomteachers

Utilize Wonders and FinishLine

Utilize Wonders and Finish Line Reading Series ELInstruction Kit, Tier II, Strategic Intervention


08/08/2016 05/26/2017 $0 ELparaprofessional

Leaders of their OwnLearning Book Study

Over the past 2 years, our teachers have been integratingthe ideas and studies referenced in the Leaders of theirOwn Learning book written by Ron Berger.


08/01/2016 05/18/2018 $0 Allinstructionalstaff

Google Accounts Students and teachers will be able to collaborate throughthe use of the G Suite for Education. All students will have aGoogle account assigned to them for educational use. TheG Suite for Education (formerly called Google Apps forEducation) core services are the heart of Google'seducational offering to schools. The core services are Gmail(including Inbox by Gmail), Calendar, Chrome Sync,Classroom, Contacts, Drive, Docs, Forms, Groups, Sheets,Sites, Slides, Talk/Hangouts and Vault.


08/08/2016 05/25/2018 $0 All teacherswill haveaccess anduse them toenhanceinstructionand providean authenticaudience andtruecollaboration.

Compass Learning The Compass Learning program will be used to targetindividual needs using the learning path created forindividual students after taking the STAR assessment.


10/16/2017 05/25/2018 $0 Classroomteachers willprovide timefor students towork on theirassignedlearning path.

Learning Walks Learning Walks- Each certified teacher will be able to go onlearning walks in which they can go to other classroomswithin our school to learn from each other. Reflections andfeedback from these walks will be used to enhanceinstruction.


10/27/2017 05/09/2018 $0 Administration, ReadingSpecialist



School Messenger School administrators will call to remind parents about anyschool events, meetings, orannouncements using SchoolMessenger. They will also useSchoolMessenger to notify parents about the neighborhoodparent meetings.

ParentInvolvement

08/01/2017 05/24/2018 $0 Mrs. ShereeHardrick-SchoolPrincipal

ECS EL Specialist RBE will use the EL specialist to provide training on thespecifics of EL documentation to include goal setting andthe roles of the EL team. The EL Specialist will also provideprofessional development on instructional strategies andaccommodations for EL students. The EL Specialist willassist in planning and modeling these instructionalstrategies and accommodations as needed.

ProfessionalLearning,Policy andProcess,AcademicSupportProgram,DirectInstruction

08/07/2017 05/25/2018 $0 StacyWaldrop, ELSpecialist

Do The Math Intervention for students identified through screening tohave a need for urgent intervention. Do The Math helpsstudents develop the skills they need to compute withaccuracy and efficiency, the number sense they need toreason, and the ability to apply their skills and reasoning tosolve problems.


08/28/2017 05/11/2018 $0 MarileeBryant,Interventionist

Collaborative PD Days Five professional development days have been embeddedinto the school calendar to provide collaborativeprofessional learning opportunities to all teachers. Anemphasis will be placed in encouraging literacy (reading,writing, language, speaking, and listening) across thecurriculum.



Teaching Students 21stCentury Leadership and LifeSkills



08/08/2016 05/25/2018 $0 All Staff willbe trained

STAR/Scantron BenchmarkAssessments

All students in grades 1-6 will take 3 benchmark tests inboth reading and math. Tier 2 and Tier 3 students in 1st and2nd grades will take a progress monitoring test monthly. Alldata gathered will be used by teachers to guide individualand grade-level instruction.


08/14/2017 05/18/2018 $0 All teachersandinterventionists

System 44 About 30 students in grades 4th-6th grades that areidentified through screening to have a need for urgentintervention will receive explicit lessons through System 44.


08/11/2017 05/01/2018 $0 AllisonBaxter,Interventionist



Data/ PST Meetings All teachers will participate in RTI and Data Meetings todiscuss current individual, class, and grade-level mastery ofstandards and then discuss our next steps in instruction tohelp all students master the standards.


08/17/2017 05/17/2018 $0 Admin,Interventionist, InstructionalPartner,SpecialEducationteachers, andall classroomteachers

Standards BasedCheckpoints

All 2nd-6th grade math teachers and ELA teachers will takea standards-based checkpoint at the end of each nineweeks to assess mastery of those standards. Remediallessons will be planned for students not reaching mastery ofstandards.


10/02/2017 05/11/2018 $0 ELA and MathTeachers

Best-Practices and UniversalPrinciples

The Leader in Me is aligned with best-in-class content andconcepts practiced by global education thought leaders. Itprovides a logical, sequential and balanced process to helpschools proactively design the culture that reflects theirvision of the ideal school.

Content from The 7 Habits of Highly Effective People is akey component of the overall The Leader in Me process.The 7 Habits is a synthesis of universal, timeless principlesof personal and interpersonal effectiveness, such asresponsibility, vision, integrity, teamwork, collaboration andrenewal, which are secular in nature and common to allpeople and cultures.The Leader in Me is also aligned to many national and stateacademic standards. The process teaches students theskills needed for academic success in any setting. Theseskills include critical thinking, goal setting, listening andspeaking, self-directed learning, presentation-making andthe ability to work in groups.


08/08/2016 05/25/2018 $0 All certifiedstaff

Digital Citizenship Mrs. Howell, the media specialist, will facilitate a lesson ondigital citizenship to encourage productive collaborationand learning in the global society. Teachers will continue toreinforce these norms day to day.

Technology 09/25/2017 10/06/2017 $0 Mrs. Howell,mediaspecialist-formallessonsAll staff -continuousreinforcement

Leadership Binders/DataNotebooks

All students in grades 1-6 will set goals and track data tomonitor growth.





Leadership Days We will open their doors to the community to let others seethe amazing transformation that takes place within theirbuilding for staff and students alike. Students showcasetheir leadership skills and showcase their learning.


10/26/2017 05/23/2018 $0 All staff

Total $0



Stakeholder Feedback Diagnostic



Introduction The Stakeholder Feedback Diagnostic is designed to analyze the institution's survey results in terms of areas of achievement and areas thatneed improvement. Further, the diagnostic is essential to the accreditation and continuous improvement processes in that it provides theinstitution with a comprehensive view of the aggregate scores of the surveys administered, and the actual total of respondents for eachsurvey type to derive a single score for this diagnostic. The performance level score computed at the completion of the diagnostic is used tobroaden and enhance the external review team's understanding of the stakeholder's perceptions of the institution; the diagnostic should beused in the same manner by the institution as it engages in improvement planning.



Stakeholder Feedback Data

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

Data document offline and upload below?Yes



Evaluative Criteria and Rubrics Overall Rating: 3.0

Statement or Question Response Rating1. Questionnaire Administration 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 One or more of the stakeholder questionnaires

had an average item value below 3.20 (on a 5.0scale). Results of stakeholder feedbackcollected by the institution were indifferentlyanalyzed and presented with little clarity.

Level 2



Areas of Notable Achievement Which area(s) indicate the overall highest level of satisfaction or approval? Staff Surveys(Survey Taken Spring 2017) StrengthsOur school leaders expect staff to hold students to high academic standards.Our school leaders hold all staff members accountable for student learning.Our school provides a plan for the acquisition and support of technology to support student learning.Our school provides a plan for the acquisition and support of technology to support the school's operational needs.Our school maintains facilities that supports learning.Our school leaders monitor data related to student achievement.Our school leaders monitor data related to school continuous improvement goal.Our school has a continuous improvement process based on data, goals, actions, and measures for growth. Which area(s) show a trend toward increasing stakeholder satisfaction or approval? StrengthsOur parents feel welcome at our school.Our school encourages parents to be involved in their child's education.Our parents understand their child's report cards and test scores.Our parents feel that they can reach their child's classroom teacher to discuss their child. Which of the above reported findings are consistent with findings from other stakeholder feedback sources? Student Surveys (Grades3-5)(Survey taken Spring 2017)StrengthsIn my school my teachers want me to do my best work.My teachers tell me how I should behave and do my work.My school has computers to help me learn.Principal and teachers want students to learn.In my school I am learning new things to help me.



My teachers help me learn things I will need for the future. Student Surveys (Grades1-2)(Survey taken Spring 2017)StrengthsMy teacher wants me to learn.My teacher wants me to do my best.My school has books for me to read.



Areas in Need of Improvement Which area(s) indicate the overall lowest level of satisfaction or approval? Parent Survey Summary(Survey Taken Spring of 2017) Weaknesses- Almost 30% of parents answered "no" to the following questions on the survey.Do you know how they can be involved in school planning/review committees?Do you feel that they know how additional help with reading and/or math is given to student through the Title I program?Do you know about the school's referral program to community services outside of the school?Do you know what it means to be a Title I school and what your rights are? Which area(s) show a trend toward decreasing stakeholder satisfaction or approval? Staff SurveyWeaknessesOur school provides protected instructional time.Our school provides sufficient material resources to meet student needs.Our school governing body or school board complies with all policies, procedures, law, and regulations.Our school governing body or school board maintains a distinction between its role and responsibilities and those of school leadership. What are the implications for these stakeholder perceptions? From the parent survey results, we plan to do more (newsletters, info. at parent events, phone calls, etc.) to ensure more parents areknowledgeable about the following:-school planning/review committees-how additional help with reading and/or math is given to student through the Title I program- school's referral program to community services outside of the school- what it means to be a Title I school and parent rights Which of the above reported findings are consistent with findings from other stakeholder feedback sources? Parent Survey Open Ended:



Parents would like to know more about Title I.Parents felt like conferences were a problem.Parents felt that there needs to be more opportunities to receive the information given about Title I and Parental Involvement.



Report Summary

Scores By Section

Sections

1 2 3 4Section Score

Evaluative Criteria and Rubrics 3



2017-2018 Title I Schoolwide Diagnostic



Introduction This diagnostic tool is aligned to the requirements for Title I Schoolwide School as described in section 1114, Every Student Succeeds Act(ESSA). The comprehensive needs assessment (CNA) requirement is met by completing a School Process Profile and Summary Report.The comprehensive needs assessment must be completed prior to creating a new plan or annually updating an existing school improvementplan. Use the results of the comprehensive needs assessment to develop Goals/Objectives/Strategies and Activities. Ensure that the GapStatements and Causes for Gaps included in the Goals information address all four measures of data: student achievement data, schoolprograms/process data, perceptions data (must include teachers and parents; student data is encouraged), and demographic data. TheComprehensive Needs Assessment must also take into account the needs of migratory children as defined in Title I, Part C, Section 1309(2).



Component 1: Comprehensive Needs Assessment (Sec.1114(b)(6)) How was the comprehensive needs assessment conducted? Each year, stakeholders (administration, faculty, staff, parents and community members) are actively involved in the decision-makingprocess which becomes the Rucker Boulevard Elementary School Continuous Improvement Plan. The Continuous Improvement Plan teammet to review the ACIP from last year, review test data, set goals for the upcoming year, appoint committees, and to discuss allocated funds.Committees were responsible for data collection and analysis, for determining strengths and weaknesses, and for developing action steps.Agendas and sign-in sheets from each meeting were prepared and minutes were recorded. Parents were involved in the planning anddevelopment of our ACIP and were asked to attend meetings and provide input. To address weaknesses and strengths in the 2017-2018ACIP, stakeholders analyzed the 2016-2017 data, as well as, the beginning 2017-2018 data. Assessment information was obtained fromvarious sources including DIBELS Next, Scantron Reading, Scantron, Math, Scantron Science, ACT Aspire, STAR Reading and MathAssessments, Wonders Unit tests, ACCESS tests, Math Check points and end of the year data. Data for enrollment, teacher and studentattendance, and certification were examined. InformationNOW was also utilized as a data source. Teachers were consulted as goals andaction steps were developed, submitted, and reviewed. Progress will be monitored throughout the year using various assessments. Resultsof the progress monitoring will be used by teachers, grade-levels, and faculty to make adjustments to ensure student success by the end ofthe 2017-2018 school year. What were the results of the comprehensive needs assessment? DIBELS Fall 2017 - Composite ScoresGrade At/Above Below Benchmark Well Below Benchmark1st 77% 7% 16%2nd 76% 10% 15% Fall 2017 - Phoneme Segmentation Fluency ScoreGrade At/Above Below Benchmark Well Below Benchmark1st 70% 19% 11% Fall 2017 - Nonsense Word Fluency Correct Letter SoundsGrade At/Above Below Benchmark Well Below Benchmark1st 78% 17% 6%2nd 66% 22% 12% Fall 2017 - Nonsense Word Fluency Whole Words Read ScoreGrade At/Above Below Benchmark Well Below Benchmark1st 79% 21% 0%2nd 73% 17% 10%



Fall 2017 - DIBELS Oral Reading Fluency ScoreGrade At/Above Below Benchmark Well Below Benchmark2nd 67% 17% 16%3rd 67% 9% 24% Fall 2017 - Retell ScoreGrade At/Above Below Benchmark Well Below Benchmark2nd 71% 15% 15%3rd 65% 19% 15% Fall 2017 - DIBELS Oral Reading Fluency ACCURACY ScoreGrade At/Above Below Benchmark Well Below Benchmark2nd 71% 15% 14%3rd 58% 18% 24% Scantron Reading (3rd-6th) Above Avg. High Avg. Low BelowAll 17% 28% 33& 21%3rd 11% 32% 37% 20%4th 18% 33% 26% 23%5th 18% 29% 27% 25%6th 26% 19% 44% 10% Scantron Math (3rd-6th) Above Avg. High Avg. Low BelowAll 20% 24% 28% 28%3rd 17% 14% 32% 38%4th 26% 28% 18% 27%5th 21% 18% 30% 31%6th 13% 36% 35% 16% STAR Reading (1st-2nd) At/Above On Watch Intervention Urgent1st 33% 26% 27% 3%2nd 51% 18% 17% 14% STAR Math (1st-2nd) At/Above On Watch Intervention Urgent1st 52% 21% 13% 14%2nd 50% 23% 14% 12% Fall 2017 - Composite ScoresGrade At/Above Below Benchmark Well Below Benchmark



1st 77% 7% 16%2nd 76% 10% 15% Fall 2017 - Phoneme Segmentation Fluency ScoreGrade At/Above Below Benchmark Well Below Benchmark1st 70% 19% 11% Fall 2017 - Nonsense Word Fluency Correct Letter SoundsGrade At/Above Below Benchmark Well Below Benchmark1st 78% 17% 6%2nd 66% 22% 12% Fall 2017 - Nonsense Word Fluency Whole Words Read ScoreGrade At/Above Below Benchmark Well Below Benchmark1st 79% 21% 0%2nd 73% 17% 10% Fall 2017 - DIBELS Oral Reading Fluency ScoreGrade At/Above Below Benchmark Well Below Benchmark2nd 67% 17% 16%3rd 67% 9% 24% Fall 2017 - Retell ScoreGrade At/Above Below Benchmark Well Below Benchmark2nd 71% 15% 15%3rd 65% 19% 15% Fall 2017 - DIBELS Oral Reading Fluency ACCURACY ScoreGrade At/Above Below Benchmark Well Below Benchmark2nd 71% 15% 14%3rd 58% 18% 24% What conclusions were drawn from the results? According to this year's DIBELS Data, 1st grade shows a consistent display with 3 out of the 4 categories measured scoring between 77% -79% in the At/Above Benchmark level. 2nd grade shows strength in the DIBELS Oral Reading Fluency ACCURACY score and the Retellscore at both 71% at the At/Above Benchmark level. 3rd grade's highest score lies with the DIBELS Oral Reading Fluency Score at 67% atthe At/Above Benchmark. Areas that could improve at both the 1st and 2nd grade levels would be the Composite Scores : 16% and 15% of students respectively fall inthe Well Below Benchmark area. A significant observation for 3rd grade improvements lie within the DIBELS Oral Reading FluencyACCURACY score in which 58% reached Benchmark and 24% fell at the Well Below Benchmark level. Also, 3rd grade showed 24% at the



Well Below Benchmark level in DIBELS Oral Reading Fluency Score. What information was concluded as a result of analyzing perception, student achievement, school programs/process, anddemographic data? *Over 50% of all students in grades 1st-6th are below average (50th percentile) in both reading and math*3rd Grade needs to work on reading accuracy*3rd grade math had 70% of students score below the 50PR in math according to the Scantron data from the Aug. 2017 benchmark test* We had 369 discipline referrals during the 2016-2017 school year and over 25% of those were bus referrals. How are the school goals connected to priority needs and the needs assessment? All of the goals for the 2017-18 school year are data driven from the previous school year and beginning benchmarks based on weaknessesin various areas. The ACIP process assists in the collecting and analyzing of this data. Due to a decrease in proficiency in math and reading,Rucker Boulevard will focus its goals on teachers learning the standards they are responsible to teach and teachers using best teachingpractices to engage students in the classroom to include ARI strategies and the Engage NY curriculum and professional development days.We will also be focusing on the area of discipline referrals due to an increase in referrals and us trying to build leaders at RBE. How do the goals portray a clear and detailed analysis of multiple types of data? All goals are based upon multiple sources of data such as test scores, attendance rates, discipline reports, etc. that have been analyzed andcompared to identify our areas of weakness. How do the goals address the needs of the whole school population and special recognition to children who are disadvantaged? All goals were designed with the needs of all students in mind. Disadvantaged students who scored less than proficient according to theuniversal screening developed for RTI will be targeted for the 2016-17 school year. We realize the importance of closing the achievementgap between subgroups.



Component 2: Schoolwide Reform Strategies (Sec. 1114(7)(A)(i)(ii)(iii)(I)(II)(III)) Identify the strategies in the schoolwide plan that provide opportunities for all children, including each of the subgroups ofstudents (economically disadvantaged; students from major racial and ethnic groups; children with disabilities; and EnglishLearners) as defined in section 1111(c)(2) to meet the challenging State academic standards. Goal 1:Empower learners to take ownership of their learning by constructing knowledge, self-assessing, and applying skills in authentic andengaging real-world 21st century learning experiences as they develop a deep understanding and mastery of standards. Measurable Objective 1:A 15% increase of All Students will demonstrate a proficiency in the College and Career Readiness Standards in Mathematics by05/24/2018 as measured by the STAR for 1st-2nd and Scantron for 3rd-6th.. Strategy1:Standard Based Assessments for Data - We will use assessments aligned with college and career ready standards to test the skill andstandards mastery by individual students, classes, and grade-levels.Category: Develop/Implement College and Career Ready StandardsResearch Cited: http://www.ed.gov/

Activity - Compass Learning ActivityType Begin Date End Date Funding Amount

& Source Staff Responsible

The Compass Learning program will be used totarget individual needs using the learning pathcreated for individual students after taking theSTAR assessment.


10/16/2017 05/25/2018 $0 - No FundingRequired

Classroom teachers willprovide time for studentsto work on their assignedlearning path.

Activity - Data/ PST Meetings ActivityType Begin Date End Date Funding Amount


All teachers will participate in RTI and DataMeetings to discuss current individual, class,and grade-level mastery of standards and thendiscuss our next steps in instruction to help allstudents master the standards.



Admin, Interventionist,Instructional Partner,Special Educationteachers, and allclassroom teachers

Activity - Standards Based Checkpoints ActivityType Begin Date End Date Funding Amount


All 2nd-6th grade math teachers and ELAteachers will take a standards-basedcheckpoint at the end of each nine weeks toassess mastery of those standards. Remediallessons will be planned for students notreaching mastery of standards.


10/02/2017 05/11/2018 $0 - No FundingRequired ELA and Math Teachers



Strategy2:Provide High Impact Instruction - All content teachers will be provided with professional development to unpack the standards to be able toprepare lessons that help each students show growth towards mastering the standards using best teaching practices.Category: Develop/Implement Professional Learning and SupportResearch Cited: http://www.ed.gov/

Activity - STAR/Scantron BenchmarkAssessments

ActivityType Begin Date End Date Funding Amount


All students in grades 1-6 will take 3 benchmarktests in both reading and math. Tier 2 and Tier3 students in 1st and 2nd grades will take aprogress monitoring test monthly. All datagathered will be used by teachers to guideindividual and grade-level instruction.



All teachers andinterventionists

Activity - Learning Walks ActivityType Begin Date End Date Funding Amount


Learning Walks- Each certified teacher will beable to go on learning walks in which they cango to other classrooms within our school tolearn from each other. Reflections andfeedback from these walks will be used toenhance instruction.

AcademicSupportProgramProfessionalLearning



Activity - Collaborative PD Days ActivityType Begin Date End Date Funding Amount


Five professional development days have beenembedded into the school calendar to providecollaborative professional learning opportunitiesto all teachers. An emphasis will be placed inencouraging literacy (reading, writing,language, speaking, and listening) across thecurriculum.

ProfessionalLearning 08/01/2017 04/20/2018 $0 - No Funding

Required All instructional staff

Activity - Do The Math ActivityType Begin Date End Date Funding Amount


Intervention for students identified throughscreening to have a need for urgentintervention. Do The Math helps studentsdevelop the skills they need to compute withaccuracy and efficiency, the number sense theyneed to reason, and the ability to apply theirskills and reasoning to solve problems.

DirectInstructionAcademicSupportProgram


Marilee Bryant,Interventionist

Activity - School Collaborative Planning ActivityType Begin Date End Date Funding Amount


Each week, grade levels will have at least oneday a week set aside for grade levelcollaborative planning. They will examinestandards and student formative assessmentsto design lessons and activities that meet theneeds of their students.


Required All staff



Strategy3:Empower teachers and students to utilize digital tools - Increase teacher knowledge of available technology and how it can be used toenhance lessons. Rucker Boulevard will use the instructional partner, technology interventionists, and media specialist to give ideas toincorporate tech to enhance lessons. TIE teachers will also help with this as well as modeling within their classroom.Category: Develop/Implement Learning SupportsResearch Cited: http://education.cu-portland.edu/blog/tech-ed/how-to-use-technology-to-enhance-a-lesson/

Strategy4:Leader in Me - FranklinCovey delivers transformational professional development to schools through its network of consultants. Staffmembers learn how to make leadership development a part of the everyday student experience, including teaching leadership principles inmeaningful ways, creating a culture of share leadership within the school, and helping students take more ownership for their academiclearning and goal achievement.

Activity - Response to Intervention (PST) ActivityType Begin Date End Date Funding Amount


All instructional staff will receive RTI training bythe assistant principal. They will then meetmonthly to follow-up with students in need ofurgent intervention.

AcademicSupportProgramBehavioralSupportProgram


Assistant Principal,Guidance Counselor,Interventionists,Classroom Teachers

Activity - System 44 ActivityType Begin Date End Date Funding Amount


About 30 students in grades 4th-6th grades thatare identified through screening to have a needfor urgent intervention will receive explicitlessons through System 44.



Allison Baxter,Interventionist

Activity - Digital Citizenship ActivityType Begin Date End Date Funding Amount


Mrs. Howell, the media specialist, will facilitatea lesson on digital citizenship to encourageproductive collaboration and learning in theglobal society. Teachers will continue toreinforce these norms day to day.

Technology 09/25/2017 10/06/2017 $0 - No FundingRequired

Mrs. Howell, mediaspecialist- formal lessonsAll staff - continuousreinforcement

Activity - Google Accounts ActivityType Begin Date End Date Funding Amount


Students and teachers will be able tocollaborate through the use of the G Suite forEducation. All students will have a Googleaccount assigned to them for educational use.The G Suite for Education (formerly calledGoogle Apps for Education) core services arethe heart of Google's educational offering toschools. The core services are Gmail (includingInbox by Gmail), Calendar, Chrome Sync,Classroom, Contacts, Drive, Docs, Forms,Groups, Sheets, Sites, Slides, Talk/Hangoutsand Vault.

TechnologyAcademicSupportProgram


All teachers will haveaccess and use them toenhance instruction andprovide an authenticaudience and truecollaboration.



Category: Develop/Implement Student and School Culture ProgramResearch Cited: http://www.theleaderinme.org/

Activity - Leadership/ Data Notebook ActivityType Begin Date End Date Funding Amount


All students will have a leadership notebook inwhich they will be setting goals, tracking theirdata, and leadership growth throughout theyear.

BehavioralSupportProgramAcademicSupportProgram

08/14/2017 05/25/2018 $0 - No FundingRequired All classroom teachers

Activity - Leadership Days ActivityType Begin Date End Date Funding Amount


We will open their doors to the community to letothers see the amazing transformation thattakes place within their building for staff andstudents alike. Students showcase theirleadership skills and showcase their learning.

ParentInvolvementCommunityEngagement

10/26/2017 05/23/2018 $0 - No FundingRequired All staff

Activity - Teaching Students 21st CenturyLeadership and Life Skills



Through the Leader in Me Program we willdevelop:LeadershipResponsibilityAccountabilityProblem SolvingAdaptabilityCommunicationInitiative and Self-DirectionCreativityCross-Cultural SkillsTeamwork

BehavioralSupportProgramAcademicSupportProgramProfessionalLearning

08/08/2016 05/25/2018 $0 - No FundingRequired All Staff will be trained

Activity - Best-Practices and UniversalPrinciples



The Leader in Me is aligned with best-in-classcontent and concepts practiced by globaleducation thought leaders. It provides a logical,sequential and balanced process to helpschools proactively design the culture thatreflects their vision of the ideal school.

Content from The 7 Habits of Highly EffectivePeople is a key component of the overall TheLeader in Me process. The 7 Habits is asynthesis of universal, timeless principles ofpersonal and interpersonal effectiveness, suchas responsibility, vision, integrity, teamwork,collaboration and renewal, which are secular innature and common to all people and cultures.The Leader in Me is also aligned to manynational and state academic standards. Theprocess teaches students the skills needed foracademic success in any setting. These skillsinclude critical thinking, goal setting, listeningand speaking, self-directed learning,presentation-making and the ability to work ingroups.


08/08/2016 05/25/2018 $0 - No FundingRequired All certified staff



Measurable Objective 2:A 15% increase of All Students will demonstrate a proficiency in the ELA content standards in Reading by 05/25/2018 as measured bystudents reaching benchmark on the STAR/ Scantron Reading Assessment and improving from a baseline of 43%. . Strategy1:Standard Based Assessments for Data - We will use assessments aligned with college and career ready standards to test the skill andstandards mastery by individual students, classes, and grade-levels.Category: Develop/Implement College and Career Ready StandardsResearch Cited: http://www.ed.gov/















Activity - Standards Based Checkpoints ActivityType Begin Date End Date Funding Amount


All 2nd-6th grade math teachers and ELAteachers will take a standards-basedcheckpoint at the end of each nine weeks toassess mastery of those standards. Remediallessons will be planned for students notreaching mastery of standards.


10/02/2017 05/11/2018 $0 - No FundingRequired ELA and Math Teachers





















Activity - Learning Walks ActivityType Begin Date End Date Funding Amount


Learning Walks- Each certified teacher will beable to go on learning walks in which they cango to other classrooms within our school tolearn from each other. Reflections andfeedback from these walks will be used toenhance instruction.

ProfessionalLearningAcademicSupportProgram



Activity - School Collaborative Planning ActivityType Begin Date End Date Funding Amount


Each week, grade levels will have at least oneday a week set aside for grade levelcollaborative planning. They will examinestandards and student formative assessmentsto design lessons and activities that meet theneeds of their students.


Required All staff







Activity - Collaborative PD Days ActivityType Begin Date End Date Funding Amount


Five professional development days have beenembedded into the school calendar to providecollaborative professional learning opportunitiesto all teachers. An emphasis will be placed inencouraging literacy (reading, writing,language, speaking, and listening) across thecurriculum.






Strategy4:Leader in Me - FranklinCovey delivers transformational professional development to schools through its network of consultants. Staffmembers learn how to make leadership development a part of the everyday student experience, including teaching leadership principles inmeaningful ways, creating a culture of share leadership within the school, and helping students take more ownership for their academiclearning and goal achievement.Category: Develop/Implement Student and School Culture ProgramResearch Cited: http://www.theleaderinme.org/

Activity - Digital Citizenship ActivityType Begin Date End Date Funding Amount


Mrs. Howell, the media specialist, will facilitatea lesson on digital citizenship to encourageproductive collaboration and learning in theglobal society. Teachers will continue toreinforce these norms day to day.

Technology 09/25/2017 10/06/2017 $0 - No FundingRequired

Mrs. Howell, mediaspecialist- formal lessonsAll staff - continuousreinforcement




AcademicSupportProgramTechnology





Goal 2:Increase the proficiency of the English Language Learners in the English Language












ProfessionalLearningAcademicSupportProgramBehavioralSupportProgram





CommunityEngagementParentInvolvement









Measurable Objective 1:A total of 5 English Learners students will demonstrate a proficiency in reading, writing, listening, and speaking in English Language Arts by07/30/2018 as measured by level of 4.8 or higher on the ACCESS test. Strategy1:EL Instruction - - Implement a research-based systematic model of EL literacy and instruction strategies within the classroomCategory: Develop/Implement Learning SupportsResearch Cited: http://www.wida.us/research/agenda/Standards/index.aspx

Goal 3:Rucker Boulevard Elementary School will increase parent engagement for the 2017-18 school year. Measurable Objective 1:collaborate to engage parents by hosting parent meetings in a neighborhood each semester by 05/24/2018 as measured by parent surveys. Strategy1:Neighborhood Parent Meeting - Neighborhood Parent Meeting - Teachers and administrators will meet with hold at least one parent meetingin a neighborhood each semester. Flyers will be sent home with students and SchoolMessenger will be used to notify parents about theneighborhood meeting as well.Category: Other - Parent Engagement

Activity - ECS EL Specialist ActivityType Begin Date End Date Funding Amount


RBE will use the EL specialist to providetraining on the specifics of EL documentation toinclude goal setting and the roles of the ELteam. The EL Specialist will also provideprofessional development on instructionalstrategies and accommodations for ELstudents. The EL Specialist will assist inplanning and modeling these instructionalstrategies and accommodations as needed.

Policy andProcessDirectInstructionAcademicSupportProgramProfessionalLearning


Stacy Waldrop, ELSpecialist

Activity - EL Professional Development ActivityType Begin Date End Date Funding Amount


Several opportunities will be provided by theEnterprise City School System on the WIDAStandards, SDAIE, SAMUEL, and a variety ofother topics for teachers of EL students.

ProfessionalLearning 08/25/2017 05/18/2018 $1000 - Title III Central Office Personnel

Activity - Utilize Wonders and Finish Line ActivityType Begin Date End Date Funding Amount


Utilize Wonders and Finish Line Reading SeriesEL Instruction Kit, Tier II, Strategic Intervention


08/08/2016 05/26/2017 $0 - No FundingRequired EL paraprofessional



Research Cited: https://www.cdc.gov/healthyyouth/protective/pdf/parent_engagement_strategies.pdf

Goal 4:Empowering Leaders Measurable Objective 1:demonstrate a behavior that leads to a 5 percent decrease of discipline referrals by 05/04/2018 as measured by the number of disciplinereferrals from a baseline of 369 throughout the 2016-2017 school year to 351 or less throughout the 2017-2018 school year. Strategy1:Leader In Me - The Leader in Me is FranklinCovey’s whole school transformation process. It teaches 21st century leadership and life skills tostudents and creates a culture of student empowerment based on the idea that every child can be a leader. The Leader in Me is aligned withbest-in-class content and concepts practiced by global education thought leaders. It provides a logical, sequential and balanced process tohelp schools proactively design the culture that reflects their vision of the ideal school.Content from The 7 Habits of Highly Effective People is a key component of the overall The Leader in Me process. The 7 Habits is asynthesis of universal, timeless principles of personal and interpersonal effectiveness, such as responsibility, vision, integrity, teamwork,collaboration and renewal, which are secular in nature and common to all people and cultures.Category: Develop/Implement Student and School Culture ProgramResearch Cited: http://www.theleaderinme.org/what-is-the-leader-in-me/

Activity - School Messenger ActivityType Begin Date End Date Funding Amount


School administrators will call to remind parentsabout any school events, meetings, orannouncements using SchoolMessenger. Theywill also use SchoolMessenger to notify parentsabout the neighborhood parent meetings.

ParentInvolvement 08/01/2017 05/24/2018 $0 - No Funding

RequiredMrs. Sheree Hardrick-School Principal

Activity - Leader In Me Family Learning ActivityType Begin Date End Date Funding Amount


So that parents are supported, Leader in Meprovides parents and guardians withinformation about the universal, timelessprinciples found in The Leader in Me process,as well as activities you can put into practice athome to teach your student to become a leader.

ParentInvolvement 08/03/2017 05/18/2018 $0 - Other Family Learning Action

Team

Activity - Leader In Me ProfessionalLearning



FranklinCovey delivers transformationalprofessional development to schools through itsnetwork of consultants. Staff members learnhow to make leadership development a part ofthe everyday student experience, includingteaching leadership principles in meaningfulways, creating a culture of share leadershipwithin the school, and helping students takemore ownership for their academic learning andgoal achievement.

ProfessionalLearning 08/01/2017 05/18/2018 $0 - Other All staff



Strategy2:Students as Leaders of Their Own Learning - Leaders of Their Own Learning offers a new way of thinking about assessment. Student-engaged assessment involves students in understanding and investing in their own growth, changing the primary role of assessment fromevaluating and ranking students to motivating them to learn. Student-engaged assessment ignites the capacity of students to takeresponsibility for their own learning, building the independence, critical thinking skills, perseverance, and self-reflective understanding theyneed to succeed in college, careers, and life. The eight key practices described in Leaders of Their Own Learning engage students in making academic progress, improve achievement,and involve families and communities in the life of the school. The book, which includes 27 videos, is full of powerful strategies to helpstudents own their learning.Category: Develop/Implement Student and School Culture ProgramResearch Cited: https://eleducation.org/resources/leaders-of-their-own-learning

Identify the instructional strategies and methods used that strengthen the academic program in the school, increase the amountand quality of learning time, and help provide an enriched and accelerated curriculum, which may include programs, activities, and

Activity - Leader In Me Student Learning ActivityType Begin Date End Date Funding Amount


Students and teachers will have access toonline activities, videos, and countless lessonsso that students can learn to be leaders throughdirect lessons and integrated approaches.

DirectInstruction 08/14/2017 05/18/2018 $0 - Other All staff

Activity - Leadership Binders/DataNotebooks



All students in grades 1-6 will set goals andtrack data to monitor growth.

AcademicSupportProgramProfessionalLearningBehavioralSupportProgram

08/25/2017 05/18/2018 $0 - No FundingRequired All instructional staff

Activity - Leaders of their Own LearningBook Study



Over the past 2 years, our teachers have beenintegrating the ideas and studies referenced inthe Leaders of their Own Learning book writtenby Ron Berger.



Activity - Student Leadership Roles ActivityType Begin Date End Date Funding Amount


Students will have opportunities to serve asleaders inside and outside the classroom.





courses necessary to provide a well-rounded education. Goal 1:Empower learners to take ownership of their learning by constructing knowledge, self-assessing, and applying skills in authentic andengaging real-world 21st century learning experiences as they develop a deep understanding and mastery of standards. Measurable Objective 1:A 15% increase of All Students will demonstrate a proficiency in the College and Career Readiness Standards in Mathematics by05/24/2018 as measured by the STAR for 1st-2nd and Scantron for 3rd-6th.. Strategy1:Provide High Impact Instruction - All content teachers will be provided with professional development to unpack the standards to be able toprepare lessons that help each students show growth towards mastering the standards using best teaching practices.Category: Develop/Implement Professional Learning and SupportResearch Cited: http://www.ed.gov/

Strategy2:Leader in Me - FranklinCovey delivers transformational professional development to schools through its network of consultants. Staffmembers learn how to make leadership development a part of the everyday student experience, including teaching leadership principles inmeaningful ways, creating a culture of share leadership within the school, and helping students take more ownership for their academic





















learning and goal achievement.Category: Develop/Implement Student and School Culture ProgramResearch Cited: http://www.theleaderinme.org/










ParentInvolvementCommunityEngagement










Strategy4:Standard Based Assessments for Data - We will use assessments aligned with college and career ready standards to test the skill andstandards mastery by individual students, classes, and grade-levels.Category: Develop/Implement College and Career Ready StandardsResearch Cited: http://www.ed.gov/

Goal 2:Increase the proficiency of the English Language Learners in the English Language Measurable Objective 1:A total of 5 English Learners students will demonstrate a proficiency in reading, writing, listening, and speaking in English Language Arts by07/30/2018 as measured by level of 4.8 or higher on the ACCESS test.




AcademicSupportProgramTechnology
























Strategy1:EL Instruction - - Implement a research-based systematic model of EL literacy and instruction strategies within the classroomCategory: Develop/Implement Learning SupportsResearch Cited: http://www.wida.us/research/agenda/Standards/index.aspx

Goal 3:Rucker Boulevard Elementary School will increase parent engagement for the 2017-18 school year. Measurable Objective 1:collaborate to engage parents by hosting parent meetings in a neighborhood each semester by 05/24/2018 as measured by parent surveys. Strategy1:Neighborhood Parent Meeting - Neighborhood Parent Meeting - Teachers and administrators will meet with hold at least one parent meetingin a neighborhood each semester. Flyers will be sent home with students and SchoolMessenger will be used to notify parents about theneighborhood meeting as well.Category: Other - Parent EngagementResearch Cited: https://www.cdc.gov/healthyyouth/protective/pdf/parent_engagement_strategies.pdf









DirectInstructionAcademicSupportProgramProfessionalLearningPolicy andProcess



















Team









Address the needs of all children in the school, but particularly the needs of those at risk of not meeting the challenging Stateacademic standards, through activities which may include- •counseling, school-based mental health programs, specialized instructional support services, mentoring services, and other















AcademicSupportProgramProfessionalLearningBehavioralSupportProgram









strategies to improve students' skills outside the academic subject areas •preparation for and awareness of opportunities for postsecondary education and the workforce, which may include career andtechnical education programs and broadening secondary school students' access to coursework to earn postsecondary creditwhile still in high school (such as Advanced Placement, International Baccalaureate, dual or concurrent enrollment, or earlycollege high schools •implementation of a schoolwide tiered model to prevent and address problem behavior, and early intervening services,coordinated with similar activities and services carried out under the Individuals with Disabilities Education Act (20 U.S.C. 1400 etseq.) Goal 1:Empower learners to take ownership of their learning by constructing knowledge, self-assessing, and applying skills in authentic andengaging real-world 21st century learning experiences as they develop a deep understanding and mastery of standards. Measurable Objective 1:A 15% increase of All Students will demonstrate a proficiency in the ELA content standards in Reading by 05/25/2018 as measured bystudents reaching benchmark on the STAR/ Scantron Reading Assessment and improving from a baseline of 43%. . Strategy1:Standard Based Assessments for Data - We will use assessments aligned with college and career ready standards to test the skill andstandards mastery by individual students, classes, and grade-levels.Category: Develop/Implement College and Career Ready StandardsResearch Cited: http://www.ed.gov/










Strategy3:Leader in Me - FranklinCovey delivers transformational professional development to schools through its network of consultants. Staffmembers learn how to make leadership development a part of the everyday student experience, including teaching leadership principles inmeaningful ways, creating a culture of share leadership within the school, and helping students take more ownership for their academiclearning and goal achievement.Category: Develop/Implement Student and School Culture ProgramResearch Cited: http://www.theleaderinme.org/




AcademicSupportProgramDirectInstruction






















Measurable Objective 2:A 15% increase of All Students will demonstrate a proficiency in the College and Career Readiness Standards in Mathematics by05/24/2018 as measured by the STAR for 1st-2nd and Scantron for 3rd-6th.. Strategy1:Standard Based Assessments for Data - We will use assessments aligned with college and career ready standards to test the skill andstandards mastery by individual students, classes, and grade-levels.Category: Develop/Implement College and Career Ready StandardsResearch Cited: http://www.ed.gov/











CommunityEngagementParentInvolvement











Goal 2:Rucker Boulevard Elementary School will increase parent engagement for the 2017-18 school year.

































Measurable Objective 1:collaborate to engage parents by hosting parent meetings in a neighborhood each semester by 05/24/2018 as measured by parent surveys. Strategy1:Neighborhood Parent Meeting - Neighborhood Parent Meeting - Teachers and administrators will meet with hold at least one parent meetingin a neighborhood each semester. Flyers will be sent home with students and SchoolMessenger will be used to notify parents about theneighborhood meeting as well.Category: Other - Parent EngagementResearch Cited: https://www.cdc.gov/healthyyouth/protective/pdf/parent_engagement_strategies.pdf














English Language Proficiency Goal (Should address identified weaknesses and gaps): Goal 1:Increase the proficiency of the English Language Learners in the English Language Measurable Objective 1:





Team














A total of 5 English Learners students will demonstrate a proficiency in reading, writing, listening, and speaking in English Language Arts by07/30/2018 as measured by level of 4.8 or higher on the ACCESS test. Strategy1:EL Instruction - - Implement a research-based systematic model of EL literacy and instruction strategies within the classroomCategory: Develop/Implement Learning SupportsResearch Cited: http://www.wida.us/research/agenda/Standards/index.aspx

Describe how the school provides individual student academic achievement results and interpretation of the results to parents ofEnglish Learners in a language they can understand. The Enterprise City School System provides supplemental services to EL students that include, but are not limited to, after school tutoring,summer reading programs, interpreters on hand as needed, purchasing of Scientifically Based Research EL programs to be used for pull-out,elective, or resource programs for these identified students. Programs and activities will be developed, implemented, and administeredthrough the regular classroom instructional program as well as the individual learner plan to ensure that ELs acquire academic language aspart of the core academic program. For example, the Harcourt Reading Program will be implemented for language and reading mastery forstudents including those with limited English. Translated handouts/forms/information are distributed in the language the student and parentscan understand. All EL students are given the same fair and appropriate education as all other students. All EL students will be taught bycertified teachers, and all teachers are fluent in English.




Policy andProcessProfessionalLearningDirectInstructionAcademicSupportProgram














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

Describe how staffing decision ensure that highly qualified, well trained teachers provide instruction and how their assignmentsmost effectively address identified academic needs. Only highly-qualified personnel are hired to fill positions at Rucker Boulevard Elementary School. Elementary teachers who are new to theprofession must hold at least a bachelor's degree (or higher) or must demonstrate, by passing a rigorous state test, subject knowledge andteaching skills in reading, writing, mathematics, and other areas of the basic curriculum or complete objective criteria as set by the StateDepartment of Education. The Enterprise City School System's plan for highly qualified ensures that teachers meet the requirements and thatpersonnel staffing decisions are based on highly qualified status. In compliance with P.L. 107-110,Section 1119 (i), Principals must attest tothe Qualification for Teachers and Paraprofessionals by completing an eight part checklist and tables indicating highly qualified status forteachers in core subjects as well as highly qualified status for paraprofessionals. Rucker Boulevard ensures that all paraprofessionals hiredand working in a program supported with funds under this part shall have completed at least two years of study at an institution of highereducation, obtained at least an associate's degree, and met the rigorous standard of quality. The duties of the paraprofessionals are to assistat-risk students under the direct supervision of classroom teachers.All grades are grouped in pods in which teachers are partially departmentalized (teaching 3 subjects at most).Sixth grade is completelydepartmentalized, each of the three teachers teach a different subject. Departmentalization allows teachers to become master teachers oftheir assigned subject(s) due to having more time to spend planning higher quality strategic lessons to present to students. The principal isresponsible for the assignment and/or reassignment of teachers to ensure the prioritized academic needs of all students are being met. In theend of the year conference with administration teachers are asked to express their preferences concerning grade level and subject areaplacement.

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

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

Yes

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

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

Yes



Component 4: Strategies to Attract Qualified Teachers (Sec. 1114(7)(A)(iii)(IV)) What is the school's teacher turnover rate for this school year? From the conclusion of the 2016-2017 school year to the onset of the 2017-2018 school year, the following changes to Rucker BlvdElementary staff were:6 new classroom teachers3 new paraprofessional1 new interventionist Due to the high turnover rate and the increased number of first year teachers, the mentoring program is in place for all first and second yearteachers. What is the experience level of key teaching and learning personnel? The highest level of experience is 30 years and the lowest level of experience is 0 years. 19 teachers/administrators have 10 years or morein education. 22 teachers/administrators have earned advanced degrees. If there is a high turnover rate, list initiatives the school or school district has implemented to attempt to lower the turnover rate(recruitment and retention strategies). The Alabama State Department of Education's Teach in Alabama program was utilized to attract high quality teachers. Only teachersdeemed highly qualified are interviewed for positions at Rucker Blvd Elementary. Once employed a mentoring program is in place, whichpairs a veteran teacher with a new hire. These procedures are in place to help ensure highly qualified teachers are retained.



Component 5: High Quality and Ongoing Professional Development (Sec. 1114(7)(A)(iii)(IV)) Describe how data is used from academic assessments to determine professional development. Faculty and staff have various opportunities for professional development in an effort to foster professional growth that enhances instructionfor increased student achievement. Listed below are the staff development programs:-Learning walks-Data analysis meetings-Instructional rounds-Collaborative and vertical planning-AMSTI Training-Project-Based Learning training-Google Drive training-ESL education-System 44-Team Building-Teacher Institute-SAMUEL training-Mentoring program-New teacher orientation-Leader in me training- STRIDE- DIBELS-Scantron-OGAP Identify the professional development opportunities for teachers, principals, paraprofessionals, and other school personnel toimprove instruction. There are a variety of professional development opportunities for the stakeholders mentioned above. Listed below are the developmentprograms:-Learning Celebrations-Leader in me-Volunteer program-STAR-STRIDE-Compass Learning-CLAS-TIE (Technology Innovation Experience)



Identify the teacher mentoring activities included in the schoolwide plan. For example, new or inexperienced teachers are givensupport from an assigned master teacher. -New teacher meetings to collaborate with other teachers, as well as, the instructional partner -Content workshops provided-Teacher mentor-Instructional rounds-Learning walks -Self-reflection sessions Describe how all professional development is "sustained and ongoing." The data gathered through assessments and surveys is used to note any weak areas Rucker Boulevard has professionally. Workshopscorrelate with professional development to strengthen any weaknesses. Professional development is examined each year through data. RBEhas ongoing professional development for new teachers, staff, etc. such as CPR training, AMSTI, SAMUEL training, etc. As needs arise,professional development is used to extend teacher growth through technology, Reading Wonders workshops, etc. System wide teachercollaboration days are scheduled throughout the 2017-2018 school year. PD is embedded into continuous improvement in ongoing activitiessuch as:-System-wide teacher collaborative days-Weekly grade level meetings during planning-Monthly staff meetings-Instructional rounds-Frequent learning walks



Component 6: Transition Strategies (Sec.1114(7)(A)(iii)(V)) Identify the strategies in the schoolwide plan that support and assist students in transitioning from one grade level to the next. Forexample, preschool preparation for Kindergarten and/or eighth grade transition to high school and/or high school to college/workforce. Goal 1:Rucker Boulevard Elementary School will increase parent engagement for the 2017-18 school year. Measurable Objective 1:collaborate to engage parents by hosting parent meetings in a neighborhood each semester by 05/24/2018 as measured by parent surveys. Strategy1:Neighborhood Parent Meeting - Neighborhood Parent Meeting - Teachers and administrators will meet with hold at least one parent meetingin a neighborhood each semester. Flyers will be sent home with students and SchoolMessenger will be used to notify parents about theneighborhood meeting as well.Category: Other - Parent EngagementResearch Cited: https://www.cdc.gov/healthyyouth/protective/pdf/parent_engagement_strategies.pdf

Goal 2:Empowering Leaders Measurable Objective 1:demonstrate a behavior that leads to a 5 percent decrease of discipline referrals by 05/04/2018 as measured by the number of disciplinereferrals from a baseline of 369 throughout the 2016-2017 school year to 351 or less throughout the 2017-2018 school year. Strategy1:Students as Leaders of Their Own Learning - Leaders of Their Own Learning offers a new way of thinking about assessment. Student-engaged assessment involves students in understanding and investing in their own growth, changing the primary role of assessment fromevaluating and ranking students to motivating them to learn. Student-engaged assessment ignites the capacity of students to takeresponsibility for their own learning, building the independence, critical thinking skills, perseverance, and self-reflective understanding they








need to succeed in college, careers, and life. The eight key practices described in Leaders of Their Own Learning engage students in making academic progress, improve achievement,and involve families and communities in the life of the school. The book, which includes 27 videos, is full of powerful strategies to helpstudents own their learning.Category: Develop/Implement Student and School Culture ProgramResearch Cited: https://eleducation.org/resources/leaders-of-their-own-learning

Strategy2:Leader In Me - The Leader in Me is FranklinCovey’s whole school transformation process. It teaches 21st century leadership and life skills tostudents and creates a culture of student empowerment based on the idea that every child can be a leader. The Leader in Me is aligned withbest-in-class content and concepts practiced by global education thought leaders. It provides a logical, sequential and balanced process tohelp schools proactively design the culture that reflects their vision of the ideal school.Content from The 7 Habits of Highly Effective People is a key component of the overall The Leader in Me process. The 7 Habits is asynthesis of universal, timeless principles of personal and interpersonal effectiveness, such as responsibility, vision, integrity, teamwork,collaboration and renewal, which are secular in nature and common to all people and cultures.Category: Develop/Implement Student and School Culture ProgramResearch Cited: http://www.theleaderinme.org/what-is-the-leader-in-me/
















BehavioralSupportProgramProfessionalLearningAcademicSupportProgram








Team












Component 7: Teacher Participation in Making Assessment Decisions (Sec.1114(b)(2)) What measures are in place to include teachers in decisions regarding the use of results of statewide academic assessments? The results of statewide academic assessments are analyzed to discover strengths and weakness in instruction. The faculty/staff use thisdata to create goals that will strengthen our school's academic success. Teachers are involved in creating the goals for the new ACIP. Theyalso use this data to drive their instruction--find strengths and weaknesses within their own classroom.Teachers are vital to the decisions made regarding assessments that are utilized at the school level. Professional learning teams, includinggrade-level and leadership level teams, contribute to school decisions regarding academic assessments. Data is reviewed, evaluated, andinterpreted then input is considered in regards to the decisions and actions that should be made concerning the data.Classroom teachers, ELL teachers, Special Education teachers, and Interventionists have monthly meetings to discuss success of individualstudents. If needs are not being met, then suggestions are discussed among the collaborative group and decisions are made as a group.



Component 8: Timely and Additional Assistance to Students Having Difficulty Mastering theStandards (Sec.1114 (7)(A))

What is the process to identify students who experience difficulty mastering the State's academic achievement assessmentstandards at an advanced or proficient level? Rucker Boulevard uses information obtained from various assessments to assist in diagnosing the effectiveness of instruction. Strugglingstudents are identified by the classroom teacher and the intervention teacher based on classroom observations, data gathered fromclassroom assessments, and universal assessments, such as DIBELS Next, STAR Reading and Math, and Scantron Performance Seriestesting. Students are then targeted for receiving accommodations in the identified area(s) of weakness. The Pupil Support Team (PST) monitors theprogress of at-risk students to ensure all students meet the state's academic achievement standards at an advanced or proficient level. Aplan of action is formulated through the use of several resources. Individual students who are considered to be at-risk are offered assistancethrough summer school and tier 2 interventions. Students who still display little to no growth are offered tier 3 interventions outside of thegeneral education classroom by an interventionist. How is timely, effective, additional assistance provided to students who are experiencing difficulty mastering the State's academicachievement assessment standards at an advanced or proficient level? Since data meetings are held on a regular basis, teachers are able to provide differentiated instruction in a timely and effective manner tostudents experiencing difficulty. The Reading Specialist and Interventionists collaborate with teachers on an ongoing basis to ensureintervention strategies are in place for all students experiencing difficulty mastering the state's academic achievement assessmentstandards.Through RTI, students receive Tier 2 and Tier 3 instruction as needed. Resource teachers provide assistance for students asoutlined in an IEP or 504 plan. Describe how the school provides opportunities for the most academically needy students to receive support and reinforcement ofacademic skills BEYOND THE REGULAR SCHOOL DAY. The Summer SMARTS program is offered every summer and is coordinated at the system level. It provides instruction in reading and mathfor the identified at-risk students. In addition to these programs, Rucker Boulevard Elementary School offers extended learning opportunitieson its website. Students who have internet access can visit the website and link to the online instructional programs they use during the daysuch as Compass Learning, AR Home Connect, ConnectED, Big Universe Google Apps for Education, and Spelling City. Teachers also postassignments and lesson plans on their web page for the benefit of both students and parents. Rucker Boulevard also offers a variety ofstudent clubs in which students can join based on interest. Students participate in reading their AR books and writing in journals with the assistance of peer tutors before and after school.



Describe procedures used to address challenges for each group of Migrant, English Language Learners, EconomicallyDisadvantaged, Special Education, Neglected and/or Delinquent, and Homeless Students. RBE/ ECS has policies and procedures which are aligned with federal/ state law regarding the challenges migrant, EL, economicallydisadvantaged, SPED, neglected and/or delinquent, or homeless students face that are commonly addressed through tiered instruction andaccommodations identified in the IEP, IELP, and 504 plans. RBE frequently coordinates with local county and state officials to ensure that theneeds of neglected, delinquent, and homeless students are adequately addressed. All homeless, migratory and limited-English proficient students must have equal access to the same free appropriate public education,whether funded or not, including public preschool education, provided to other children and youth. All homeless, migratory and limitedEnglish proficient students are provided with the opportunity to meet the same challenging state content and state student performancestandards to which all students are held without being stigmatized or isolated. Below is a listing of programs, services and human resourcesprovided to RBE students. Each subgroup has a LEA Plan to provide for the needs of the students. Plans are located at the school andCentral Office. Programs/Targeted Group(s)/Dates Implemented-English as a Second Language Program/Qualified English Language Learners/Continuous throughout the year-Special Education Program/Qualified Special Education Students/Continuous throughout the year-Gifted Program/Qualified Students in Grades 3-6/Continuous throughout the year-Summer S.M.A.R.T.S. Program/Any Academically At-Risk Student/Summer session-Services and Human Resources/Targeted Group(s)/Dates Implemented: Guidance Counselor/Any Student/Continuous throughout the year-Pupil Support Team (PST)/Referred At-Risk Students/Continuous throughout the year-System wide Student Services Coordinator/Truant, Migrant, Economically Disadvantaged, Neglected, Delinquent, and/or HomelessStudents/Continuous throughout the year-Classroom Teachers/Interventionist/Identified Students in Grades 1-6/Continuous throughout the year A Comprehensive needs assessment is completed annually and addresses the need of migratory children. The Enterprise City SchoolSystem assures that the educational needs of migratory children, preschool-grade 12, are met as well as year-round needs of migratory K-8children. Equal access to educational programs, Title III, and other supplemental programs provided during the school day is available.Migrant children must meet the same challenging, academic achievement standards that all children are expected to meet. Migratorystudents who are at-risk are identified and offered assistance through extended learning opportunities and counseling sessions. Professional development is provided annually to school personnel through turn-around sessions in an effort to assist with the education ofthe migrant child. Migratory parents are included as stakeholders in the education of their children and the MEP. They are specificallytargeted to participate in meaningful dialogue with the school through parent meetings, conferences, parent training sessions, and committeerepresentation. Special Populations as listed in the Carl D. Perkins Career and Technical Education Act of 2006 - Describe procedures used toaddress challenges for each group of individuals with disabilities, individuals from economically disadvantaged families (includingfoster children), individuals preparing for non-traditional fields, single parents (including single pregnant women), displacedhomemakers, and individuals with limited English proficiency.



NA



Component 9: Coordination and Integration of Federal, State and Local Programs and Resources(Sec.1114(b)(V))

List the State, Federal and local programs that are consolidated/coordinated in the schoolwide program and describe how allprograms and resources are coordinated and integrated toward the achievement of the schoolwide goals. Rucker Boulevard Elementary School's plan for federal programs has been developed and coordinated with the state and local program'splan. Reform efforts are in progress and will continue to be funded through local, state, and federal monies. This plan will remain in effect forthe duration of the school's participation. During the implementation period, programs will be monitored for effectiveness and necessarychanges in strategies and programs will be developed to meet the needs of students. A comprehensive school budget is included in thisContinuous Improvement Plan. State funding sources consist of technology, textbooks, at-risk, library enhancement, teacher allocation,transportation, and professional development. Federal funding consists of Title I, Part A, Title I, part C, Title II, Title III, Homeless, IDEABasic, IDEA B-Preschool, and Child Nutrition. Rucker Boulevard Title I, Part A and other funding sources will be used to supplementinstruction and other strategies as outlined in the Needs Assessment of the Continuous Improvement Plan. The coordination of these fundingsources will help ensure that all students meet state academic requirements. How does the school coordinate and integrate the following Federal, State and local services in a manner applicable to the gradelevel to support achievement of the schoolwide goals: violence prevention programs, nutrition programs, housing programs, HeadStart, adult education, career and technical education programs, and schools implementing comprehensive support andimprovement activities or targeted support and improvement activities under section 1111(d)? RBE coordinates the use of all federal, state, and local programs and services regarding Title I funds which are used to provide services thataid in obtaining our improvement goals. The funding provided is used for instructional materials, technology, and professional development.



Component 10: Evaluation (Sec.1114(b)(3)): How does the school evaluate the implementation of the schoolwide program? Data that is specific to the Continuous Improvement Plan is collected from a variety of sources. The data is reviewed and analyzed throughthe needs assessment to determine if the goals that have been addressed in the plan are being met. Achievement data is compared fromyear to year to determine trends related to student achievement in specific subjects and by specific subject and by specific groups ofstudents.The plan is reviewed at least quarterly by the Leadership Team to make sure the strategies listed to meet goals are being utilized.They also discuss changes that need to be made. In the fall, winter, and spring, the CIP is reviewed with all faculty members. Walkthroughsare utilized as another evaluation tool to determine if the goals set forth in the CIP are being met. How does the school evaluate the results achieved by the schoolwide program using data from the State's annual assessmentsand other indicators of academic achievement? Data from the State's annual assessments, locally made assessments, and other indicators of academic achievement are analyzed todetermine if the schoolwide program goals are effective or if the goals are in need of revision. A data comparison is conducted to determinetrends related to student achievement among groups of students and in specific subject areas. Intervention is provided for students who arenot achieving at a rate determined to be adequate. How does the school determine whether the schoolwide program has been effective in increasing the achievement of studentswho are furthest from achieving the standards? We analyze all testing data as well as the data listed by subgroups. We look at the trends in the achievement gap and monitor progress inclosing the gap. What process is followed by the school to revise the plan as necessary, based on the evaluation, to ensure continuousimprovement of students in the schoolwide program? Each committee meets continuously throughout the year (at least quarterly) to review and update the plan according to the needs of ourschool as new data is received.



2017-2018 Coordination of Resources -Comprehensive Budget



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



FTE Teacher Units

Provide the number of classroom teachers. 30

Label Question Value1. Provide the number of Teachers assigned units. 37.0

Label Question Value3. Provide the total of all salaries for the FTE Teacher Units. 1947153.0

Total 1,947,153.00



Administrator Units

Provide the number of administrators. 1

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

Label Question Value3. Provide the total of all salaries for the FTE administrator units. 95514.0

Total 95,514.00



Assistant Principal

Provide the number of Assistant Principals. 1

Label Question Value1. Provide the number of Assistant Principal assigned units. 0.5

Label Question Value3. Provide the total of all salaries for the Assistant Principal. 71973.0

Total 71,973.00



Counselor

Provide the number of Counselors. 1

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

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

Total 0.00



Librarian

Provide the number of Librarians. 1

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

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

Total 0.00



Career and Technical Education Administrator

Provide the number of Career and Technical Education Adminstrators. 0

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

Administrator assigned units.0.0

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

Education Administrator.0.0

Total 0.00



Career and Technical Education Counselor

Provide the number of Career and Technical Education Counselors. 0

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

assigned units.0.0

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

Education Counselor.0.0

Total 0.00



Technology

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

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

Label Question Value3. Provide the total of all funding for Technology. 8566.0

Total 8,566.00



Professional Development



Label Question Value3. Provide the total of all funding for Professional Development. 3141.0

Total 3,141.00



EL Teachers

Provide the number of EL Teachers. 0

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

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

Total 0.00



Instructional Supplies



Label Question Value3. Provide the total of all funding for Instructional Supplies. 17071.0

Total 17,071.00



Library Enhancement



Label Question Value3. Provide the total of all funding for Library Enhancement. 1233.0

Total 1,233.00



Title I

Provide a brief explanation and breakdown of expenses. Teacher Salary (3)- 169,413.19EL Aide .75- 25, 878.26Materials/Supplies- 17,117.75Parental Involvement 2,605.65Staff Development- 2,500.00

Label Question Value1. Improving the Academic Achievement of the Disadvantaged

Provide the total.217514.85



Title II

Provide a brief explanation and a breakdown of expenses. Subs- 1250PD Materials/Supplies- 1250

Label Question Value1. Professional Development Activities.




Title III

Provide a brief explanation and a breakdown of expenses. EL Aide (.75)

Label Question Value1. For English Learners.




Title IV

Provide a brief explanation and a breakdown of expenses. NA

Label Question Value1. 21st Century Schools.




Title V


Label Question Value1. For Rural and Low-income Schools




Career and Technical Education-Perkins IV

Provide a brief explanation and breakdown of expenses. NA

Label Question Value1. Basic Grant (Title I)

Provide total.0.0



Career and Technical Education-Perkins IV



Label Question Value1. Basic Grant (Title I)

Provide total.0.0

Label Question Value1. Tech Prep (Title II)




Other


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

GrantProvide the total.

0.0



Local Funds


Label Question Value1. Provide the total 0.0



2017-2018 Parent and Family Engagement



Introduction All Title I Schoolwide and Targeted Assistance Schools must complete the following diagnostics: the Stakeholder Feedback Diagnostic, theParent and Family Engagement Diagnostic, the Coordination of Resource/Comprehensive Budget Diagnostic, and EITHER the Title ITargeted Assistance Diagnostic OR the Title I Schoolwide Diagnostic. Parent Survey must be done annually, but it can be doneelectronically or by paper.



Parent and Family Engagement Describe how the school will convene an annual meeting to inform parents of the school's participation in Title I and explain Title Irequirements, including the 1% set-aside, and the right of parents involved. (Sec. 1116(c)(1)) At the Annual Meetings which are held during the first semester of school, parents are shown a PowerPoint presentation on our ContinuousImprovement Plan or can view a webinar placed on the school website. Below is a summary of the slideshow.-Overview of Title I Schoolwide Program-Schoolwide Plan - CIP-Parental Involvement-Parental Involvement Policy and Plan-Parental Involvement Calendar (1% set-aside)-Parent Participation: committees, conferences, volunteers-Parent Surveys/Needs Assessment-Parents Right to Know-Evaluation of PlansParents are encouraged to ask questions about the School wide Plan at the conclusion of the presentation or to talk directly to theCIP Chairperson or Principal. The parents are involved by attending the Annual Meetings and providing input about our school.RBE will reserve at least 1% of its entitlement to carry out Title I, parental involvement activities such as promoting family literacy andparenting skills through the Elementary Parent Involvement Calendar at the beginning of each year. Describe: 1) How there will be a flexible number and format of parent meetings offered, such as meetings in the morning orevening, and may provide, with funds provided under this part, transportation, child care, or home visits, as such services relate toparental involvement; 2) How parents will be involved in the planning, review and improvement of the Title I Program (Note: Statethe school's process for how all Title I parents have the opportunity for involvement in decision-making.); and 3) How fundsallocated for parent involvement are being used in the school. (Sec. 1116(c)(2)(3)) 1) RBE welcomes parents' input and support of school activities, functions and everyday operations. Parents are given opportunities tocommunicate with their child's teacher, principal, or other school staff members by scheduling formal conferences, discussing concerns viatelephone conversations, writing notes in the comment section of weekly folders, and by electronic mail. In an attempt to involve all parents,workshops and meetings are scheduled at various times during the day. Below is a listing of the parent activities and time of day they wereoffered during the 2016-2017 school year.* First & Second Grade Open House (afternoon-evening)* Third & Fourth Grade Open House (afternoon-evening)* Fifth &Sixth Grade Open House (afternoon-evening)* Grandparent's Day (lunch)* Volunteer Training (morning)* Learning Fair (night)* Parent Visitation (lunch)



* Annual Title I Annual Meeting (morning/ evening)* Annual Title I Consensus Meetings (afternoon)* Open Door Parent-Teacher Conferences (afternoon-evening)* Earth Day/Family Picnic (all day)* Spring Fling (evening)* American Education Week (lunch)* National Jr. BETA Club Induction (evening)* Awards Day (morning)* Volunteer Program (all day)* Parent Breakfast (morning)* System-wide Family Fun Day (afternoon-evening) 2) Parents are active participants in the planning, reviewing and updating of the Title I Continuous Improvement Plan. They serve asmembers of the volunteer program and/or ACIP committees, all of which provide them the opportunity to express concerns or makesuggestions concerning the ACIP.3) The funds for parental involvement were used to provide each parent with a ECS Parental Involvement Calendar. Describe how the school provides parents of participating children timely information in a uniform format and, to the extentpracticable in a language they can understand, about programs under Title I, a description and explanation of the curriculum inuse, forms of academic assessments, and achievement expectations used, and, if requested by parents, opportunities for regularmeetings to formulate suggestions and participate as appropriate in decisions related to the education of their children. (Sec.1116(c)(4)(A)(B)(C)) The following list consists of some methods of communicating with parents that are utilized at Rucker Boulevard Elementary:* Two parent conferences are scheduled during the year so that student academic/behavior progress can be monitored* School Cast phone message system is used to notify parents of upcoming events* Weekly progress folders allow the parents to see their child's work and offer feedback to the teacher* Monthly newsletters/ calendars outline activities and provide pertinent school information* Remind 101, Notify Me, Twitter* RBES's website:/ provides a comprehensive view of our school (website can translate to other languages)* RBES's Facebook page provides a pictorial overview of activities occurring at school throughout the year* From RBES's website parents can link to the Enterprise City Schools homepage where they can access parental involvement informationfor the system* Accelerated Reader Home Connect allows parents to access their child's AR scores online* Our EL paraprofessional assists in communicating with Spanish speaking parents* Parents are asked to sign the signature page of the Enterprise City Schools Elementary Handbook to indicate their agreement with thecontents. Describe how parents, the school staff, and students share responsibility for improved student academic achievement forparticipating students (How the School-Parent Compact is jointly developed with Title I parents; how it is used, reviewed, andupdated). (Sec.1116(d))



The School-Home Compact was jointly developed by a team of school and parent stakeholders to ensure everyone is working toward thecommon goal of helping students achieve proficiency on Alabama's academic content standards. The compact is updated annually by thestakeholders of the ACIP. It is discussed and explained during the Annual Meetings held during the first semester of school; it is thendistributed at the beginning of each school year for signatures to bind the agreements. A copy of the compact is kept by the homeroomteacher and then turned into the Title I Chairperson at the end of the year. Describe procedures to allow parents to submit comments of dissatisfaction with the Continuous Improvement Plan. (Sec.1116(c)(5)) Parents who wish to make and submit (to the LEA) their comments of dissatisfaction with the Parent Involvement Policy and Plan have theright to speak to the principal or the Enterprise City Schools Federal Program Director. Parents may also follow the Enterprise City Board ofEducation approved Grievance Procedure steps listed in the Enterprise City Schools Elementary Handbook. Our Title I ContinuousImprovement Plan Instructional Leadership Team will meet at the end of the year to evaluate and revise, if necessary,the School wide Program, the Parent Involvement Policy, the School-Home Compact, and the method of allocating Title I funds.At any point during the year, the parents are allowed to submit comments of dissatisfaction with the ACIP to the principal. The comments arethen reviewed by the Lighthouse Team. Describe how the school will build capacity for parental involvement including how parents will be encouraged to become equalpartners in the education of their children? (See ESSA Sec. 1116, requirements for building capacity and parental and familyengagement). To ensure effective involvement of parents and to support a partnership among the school, parents, and the community to improvestudent academic achievement, our school: Shall provide materials and training to help parents to work with their children to improve their children's achievement, such asliteracy training and using technology, as appropriate, to foster parental involvement. (Describe) 1) The leadership and staff of Rucker Boulevard Elementary School have a strong belief in the importance of parental involvement. Twoannual meetings, one at night and one during the day are held to try to accommodate the busy schedules of our parents. An ESLparaprofessional is present at these meetings to translate information for Spanish-speaking stakeholders. The format includes a PowerPointpresentation, discussion and question and answer session. At this time, parents are given an overview of the Schoolwide Program to includebut not be limited to: School-Home Compacts, Parental Involvement Needs Assessment Survey, Parental Involvement Policy, Parents' Rightto-Know Policy, Facts about NCLB, and the use of Title I Parental Involvement monies to print the Enterprise City Schools ParentalInvolvement Calendars. When the parents are dismissed to their child's classroom, the teacher discusses the grade level's curriculum andtests that their child will be taking during the year.Below is a listing of tests that are discussed:* DIBELS Next--Administered 1-2* Scantron- Administered Grades 3-6* Accelerated Reader Book Quizzes--Administered in Grades 1-6* STAR Reading & Math* Wonders Unit Tests



* ACCESS*District math assessment given quarterly2) A diverse group of parents volunteer and participate in parental involvement activities at Rucker Boulevard Elementary School. Parentrepresentatives are chosen to represent all parent stakeholders on our school's Instructional Leadership Team, and are asked to makesuggestions, review and improve our school's Title I program. At our annual meetings, parents are asked to offer input in order to better meetthe needs of all stakeholders.3) Title I allocations are used to purchase a system-wide Parental Involvement Calendar that is distributed to every student in the school.4) Two conferences are scheduled with parents each year, allowing further discussion about Alabama's content and achievement standards,as well as, academic assessments. The goal of this communication is for the parents to know how to monitor their child's progress and assistthem with their academic achievement. Describe how the school will build capacity for parental involvement including how parents will be encouraged to become equalpartners in the education of their children? (See ESSA Sec. 1116, 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 improvestudent academic achievement, our school: Shall educate teachers, office personnel, and other school staff, with the assistance of parents, in the value and utility ofcontributions of parents, and in how to reach out to, communicate with, and work with parents as equal partners, implement andcoordinate parent programs, and build ties between parents and the school. (Describe) The leaders and staff of Rucker Boulevard Elementary School believe that parental involvement is crucial to student success and thatparents are integral components in the learning community. Therefore, parents are encouraged to become involved in the process and toprovide input into the implementation of the ACIP. The ultimate goal for parents is for them to become a part of the learning community andto participate in all aspects of their child's education.- Volunteer Training was offered for parents who were willing to come and help serve at our school.- Parent Workshops are offered to parents- Parents were asked to serve on the schoolwide committee.- The Parent Learning Action Team met with the parents to gain input.- Parent surveys were also sent home. Describe how the school will build capacity for parental involvement including how parents will be encouraged to become equalpartners in the education of their children? (See ESSA Sec 1116, 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 improvestudent academic achievement, our school: Shall to the extent feasible and appropriate, coordinate and integrate parent involvement programs and activities with other federalprograms, and conduct other activities, such as parent resource centers, that encourage and support parents in more fullyparticipating in the education of their children.(Describe)



Our stakeholders will continue to communicate their belief that parents are partners in the educational process. Our parent and communityvolunteer program provides parents an opportunity to give the gift of time and talent to our school. Our Parent Volunteer Program iscontinually providing opportunities for parents to become involved in activities throughout the year. Parental Involvement Evaluations are senthome each year and parent input is used to help guide the selection of topics for parent workshops held during the school year. Two parentconferences are requested by teachers each year at which time the contents of the School-Home Compacts are discussed. The Compactreminds all stakeholders that as partners, we are committed to providing quality academic instruction in a positive learning environmentwhich results in an increase in student achievement. Describe how the school will build capacity for parental involvement including how parents will be encouraged to become equalpartners in the education of their children? (See ESSA Sec. 1116, 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 improvestudent academic achievement, our school: Shall ensure that information related to school and parent programs, meetings, and other activities is sent to the parents ofparticipating children in a format and, to the extent practicable, in a language the parents can understand. (Describe) The Leadership Team coordinates the Parent and Community Volunteer Program as well as parent workshops and/or activities that areoffered throughout the year.At a system level, our Parental Involvement Coordinator plans English as a Second Language Nights for our EL parents and otherworkshop/seminars for different stakeholder groups.Also, we provide direct support to military students who have a parent deployed through a military liaison. Describe how the school will build capacity for parental involvement including how parents will be encouraged to become equalpartners in the education of their children? (See ESSA Sec. 1116, 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 improvestudent academic achievement, our school: Shall provide such other reasonable support for parental involvement activities as parents may request. (Describe) RBES makes every effort to meet the needs of our parents. Conferences are scheduled at the parent's convenience and the option of aphone conference is offered to parents who may have difficulty meeting with teachers during the school day. Parent workshops are providedon topics that parents showed interest in on the Parental Survey. The Automatic Phone Message system, Remind 101, Twitter, Facebook,and Notify Me are used to remind parents of upcoming activities and deadlines. Describe how the school will ensure the provision for participation of parents and family members (including parents and familymembers who have limited English proficiency, parents and family members with disabilities, and parents and family members ofmigratory children), including providing information and school reports required under section 1111 in a format and, to the extentpracticable, in a language such parents understand. (See ESSA Sec. 1117(f))



The Enterprise City School System conducts meetings throughout the year for the parents of English Language Learners to provide generalinformation about the ESL program and the system's policies and procedures. The presentations, as well as other materials and forms, havebeen translated into Spanish. The ESL staff has translated the student handbook as well as most other school-related documents which areavailable for the parents to read and/or sign. We will also send a monthly calendar/ newsletter home in Spanish each month,The ESL staff assists Spanish speaking families during the registration process; translates during meetings and conferences; and facilitatescommunication between the parents and the school when parents have questions or concerns about school-related issues. The Transactprogram is available online to obtain school documents translated in more than twenty different languages. The Enterprise City School System will provide all parents with the same opportunities for involvement in their child's school. When studentsare enrolled, parents and guardians are asked about the primary language spoken in the home. If a student is found to be eligible to receiveservices, the Individualized English Learners Plan will be followed. The LEA plan for Migrant, Immigrant, Neglected and Delinquent, andChildren and Youth Experiencing Homelessness will be followed.



acip...goal 1: empower learners to take ownership of their learning by constructing knowledge,...

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