Welti Elementary School

NAME OF SCHOOL: Welti Elementary

STREET ADDRESS: 8545 County Road 747

CITY: Cullman

STATE:   Alabama

ZIP CODE: 35055

CONTACT: Brandon Payne

TELEPHONE: 256-734-4956

E-MAIL bpayne@ccboe.org

Identified for School Improvement?  No     Yes      Delay   Status

Year 1     or    Year 2                  *Submit to LEA for Board approval.  Retain the original plan in the LEA.  Submit the plan electronically to your system’s e-GAP Document Library by November 3, 2009.  

Year 3     or    Year 4 or more    Submit to LEA for Board approval.  Scan  PAGE ONE and  PAGE TWO to indicate signatures.  Submit the plan and signature pages electronically to your system’s e-GAP Document                       

                                                                Library by November 3, 2009.

Made AYP?

YES        NO    

Made AMAOs (ELL)?      

YES   

NO        

N/A        

Career Tech Made AYP?

YES 

NO       

N/A        

Are all federal resources (including Titles I, II, III, IV, V, and VI) used to coordinate and supplement existing services and not used to provide services that, in the absence of federal funds, would be provided by another fund source?           

YES    NO                                        

Describe how this plan will be made available to parents and other stakeholders, such as through parent meetings or on Web sites.

NOTE:  The Parental Involvement section of this plan must be distributed to all parents.

The Continuous Improvement Plan (CIP) for Welti Elementary School will be available to parents and other stakeholders in the school library, the guidance office, and the administration office.  The CIP will also be available on the school website www.ccboe.org/schools/we  as well as formally presented at the first PTO meeting of the year with revisions being reviewed at two additional meetings. In addition, as required by law, Welti Elementary School distributes the parental involvement section of this plan to all Title I parents.

*Board Approval:  Yes       No                          Board approval received on _____________________________, 2009.

  Board  Signature:

Superintendent Signature:

 Date:                                                                                                                                                          

Federal Programs Coordinator Signature:

 Date:                                                                                                                                                                    

Principal Signature:

 Date:

This plan was developed/or revised during the following time period (May – September 2009):

Provide a brief description of the planning process, including how teachers will be involved in decisions regarding the use of state academic assessments, and other data sources in order to provide information on and to improve the achievement of individual students and the overall instructional program and how parents were involved with faculty and staff in developing, and implementing the CIP (Title I, Section 1116(b)(A)(viii):

In July 2009, the school leadership team (including parent members) will review the 2008-2009 CIP to assess the degree to which implemented strategies have been met.  This information will be shared with all staff and interested parents.  The staff and parents will provide input on the following:  which elements have been successfully mastered and need not be included in the next year’s plan; the elements that have been mastered but still require continued monitoring during the 2009-2010 school year; the elements that have not been mastered and must be included in the 2009-2010 CIP.  In August 2009, the school leadership team and school staff, along with parent leaders will convene to disaggregate standardized assessment data, Pride survey data, School Incident Report data, PEPE data, and other local data.  Results will be shared with school faculty, staff, and parents.  Faculty, staff, and parents will be asked for their input.  The school leadership team will meet to suggest strategies, professional development, and budget requirements for the CIP plan.  When the draft is completed, faculty and staff will review it and suggest modifications if needed.  The CIP for the 2009-2010 school year will then be published and shared with the district roundtable.  Requested modifications will be examined and decisions made by school leadership team and faculty/staff.  The finalized CIP will be sent to the district school board for approval and signatures.

Instructional

 Leadership Team Names

(The Leadership Team must include the principal, faculty [including ELL resource lead teacher if applicable], staff, parents, community stakeholders, and/or students.)

Positions

(Identify position held, e.g., Administration, Faculty, Staff, Grade Level and/or Subject Area, Parents and Community members.)

Signatures

(Indicates participation in the

development of the CIP)

Brandon Payne

Jenny Gay

Tiffany Gambrill

Stacie Olinger

Brittney Thompson

Brandy Allen

Heather Curtis

Todd Brown

Kelly Duke

Principal

Counselor

Teacher

Teacher

ELL Teacher

Parent

Parent

Parent

Community Business Member

Briefly describe the process your faculty used to conduct the needs assessment (analysis of all data).

Faculty members and parent leaders were divided into committees to develop each section. Data analysis and a summary were completed for each part.

Highly Qualified Teachers (HQT):  Describe how staffing decisions ensure that highly qualified, well-trained teachers provide instruction and how their assignments most effectively address identified

academic needs.

A prerequisite for staffing consideration at Welti Elementary is that applicants must be HQ in the posted field. Additionally all teacher assignments are based on HQ status.

Number and percentage of teachers Non-HQT:  0, 0%

Number and percentage of Classes Taught by Non-HQT: 

Alabama High School Graduation Exam (AHSGE):

Strengths: N/A    

Weaknesses:

Alabama Reading and Mathematics Test (ARMT):

Strengths:

100% of third grade students (24 students) scored proficient in Reading.

100% of fourth grade students (21 students) scored proficient in Reading. This was a 28% increase from 2008.

100% of fifth grade students (12 students) scored proficient in Reading and Math. This was a 20% increase in Reading

and a 40% increase in Math.

Weaknesses:

21% (3 students) of sixth grade students scored at Level II in Reading. This is a 16% increase from 2008.

Alabama Science Assessment:

Strengths:

91% of the fifth grade students scored proficient on the Science Assessment. The highest score of 86% was in the area of

of Physical Science: Identify evidence of chemical changes through color, gas formation, solid formation, and

temperature change.

Weaknesses:

9% of students scored at Level II.

Stanford 10

Strengths:

In grades 4th and 5th, 80% or (26 students) scored above average in Total Reading. 

Weaknesses:

In grades 3rd and 6th, 55% or (21 students) scored in the 55th percentile range in Total Reading.

Dynamic Indicators of Basic Early Literacy Skills (DIBELS):

Strengths:

The Spring 2009 data indicates that 100% (37) of kindergarten students, 88% (27) first grade students, and

81% (29) of second grade students scored low risk in reading.

Weaknesses:

There was no increase in the percentage of students moving from at-risk in second grade.

Part I - Continued:

Alabama Direct Assessment of Writing (ADAW):

Strengths:

92% (11 students) scored proficient on the ADAW holistic score.

Weaknesses:

Grammar and Usage was the lowest analytic score with 83% scoring at Level II.

ACCESS for English Language Learners (ELLs): 

Strengths:

100% (1 student) in the fourth grade scored proficient in all four language domains.

100% (2 students) in kindergarten scored proficient in three out of four language domains.

Weaknesses:

100% (1 student) in the third grade was not proficient in 3 out of 4 language domains. 

Professional Education Personnel Evaluation (PEPE) School Profile Information:

Strengths:

The evaluation summary report for the 2008-2009 school year indicate the following strengths: 2.5 demonstrates

knowledge of subject matter and pedagogy and 7.1 improves professional knowledge of skill.

Weaknesses:

The evaluation summary report for the 2008-2009 school year indicates the following weaknesses: 5.2 communicates high expectations and 3.4 uses assessment results.

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

Strengths:

100%(3 students) in grades 3-6 were proficient in Math on the AAA.

100% of Welti classrooms are equipped with LCD projectors, wireless smart boards, and document cameras.

Weaknesses:

66% (2 students) were not proficient in Reading on the AAA.

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

Strengths:

Welti Elementary staff  rated, Equity, a 3.7 out of 4 on the NSDC Standards Assessment Inventory survey.

Weaknesses:

Welti Elementary staff  rated, Evaluation, a 3.2 out of 4 on the NSDC Standards Assessment Inventory survey.

Career and Technical Education Program Improvement Plan:

Strengths: N/A

Weaknesses:

Part I – Continued    (CULTURE RELATED DATA):

School Demographic Information related to student discipline (e.g. total office referrals, long- and short-term suspensions, expulsions, alternative school placements, School Incidence Report (SIR) data, or student attendance).

Strengths:

11% (19 students) had office discipline referrals.

Weaknesses:

94% percent (or 31 incidents) involved corporal punishment. 

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

Strengths: N/A

Weaknesses: N/A

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

Strengths:

Teacher absences due to personal leave were less than 1%.

Weaknesses:

Teacher absence due to sickness was 8%.

School Demographic Information related to student attendance, patterns of student tardiness, early checkouts, late enrollments, high number of transfers, and/or transiency including migratory moves  (if applicable).

Strengths:

Welti students attended 96% of all school days.

Weaknesses:

10 % of Welti students withdrew during the school year.

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

Strengths:

Welti Elementary communicates information about literacy and education levels by weekly newsletters, progress reports,

DIBELS reports, parent conference, and report cards.

Weaknesses:

Limited  parent conferences with the parents of struggling students.

School Perception Information related to student PRIDE data.

Strengths:

92% (13 students) in the sixth grade perceive alcohol, tobacco and marijuana as harmful or very harmful.

Weaknesses:

46% (six students) responded that they never or seldom feel safe on the school bus. 

School Process Information related to an analysis of existing curricula  focused on helping English Language Learners (ELLs) work toward attaining proficiency in annual measurable academic objectives    (AMAOs).

Strengths:

Each ELL student as a LEP that is implemented by the classroom teachers.

Weaknesses:

Welti has a limited quantity of material for ELL students that are on their level. 

School Process Information related to an analysis of existing personnel focused on helping English Language Learners (ELLs) work toward attaining proficiency in annual measurable academic objectives    (AMAOs).

Strengths:

Welti has an ELL teacher once a week for two hours as well as a translator who visits for one hour.

Weaknesses:

There is a  minimal amount of time spent with direct instruction from an ELL teacher.

School Process Information uncovered by an analysis of curriculum alignment, instructional materials, instructional strategies, reform strategies, and/or extended learning opportunities.

Welti utilizes pacing guides for instruction, individualized instructional strategies, and after school instruction.

Weaknesses:

Welti has a lack of vertical alignment and reform strategies.

CONTINUOUS IMPROVEMENT GOAL (SHOULD ADDRESS IDENTIFIED WEAKNESSES AND GAPS):

We will improve PTO enrollment by 10%.

Data Results on which goal is based:

During the 2008-09 school year only 6% of parents joined PTO.

TARGET GRADE LEVEL(S):

K-6

TARGET CONTENT AREA(S): Circle One

Reading         Math        Science         Other

AHSGE:

Reading    Math    Science    Social Studies      Language

ADDITIONAL ACADEMIC INDICATORS:             

TARGET STUDENT SUBGROUP(S):

All students in grades K-6.

COURSES OF STUDY

REFORM STRATEGIES

BENCHMARKS

INTERVENTIONS

RESOURCES

WHICH COURSE OF STUDY STANDARDS, AHSGE STANDARDS/OBJECTIVES, ELIGIBLE CONTENT, OR WIDA* STANDARDS ARE LINKED TO EACH STRATEGY?

what Research-based STRATEGIES/ACTIONS WILL BE USED

TO IMPROVE STUDENT ACADEMIC PERFORMANCE?

(Give specific strategies, not just programs

or program names.)

HOW WILL PROGRESS FOR EACH ACTION STEP BE MEASURED?

(PERFORMANCE DATA, LISTS, SURVEYS, ETC)

HOW WILL THE SCHOOL PROVIDE TIMELY ASSISTANCE IF STRATEGIES DO NOT CHANGE PERFORMANCE?

WHAT RESOURCES AND SPECIFIC EXPENDITURES WILL BE NEEDED FOR SUCCESSFUL IMPLEMENTATION?

(Ex: 6 Classroom Libraries, $.....00)

Course of study does not apply.

 STRATEGY:

All teachers will be aware of the importance of PTO membership and the benefits it provides in parental involvement.

ACTION STEP:

PTO membership forms will be provided at Open House for all classrooms

PTO officers and the leadership team will coordinate parent/family enrichment events 4 times per semester.

 PTO quarterly meetings with officers.  

Teachers will turn in PTO membership forms and money to the office in order to calculate membership percentage. 

Parent attendance will be calculated by percentage for the enrichment activities.

Feedback from PTO officers and representatives as it pertains to parental involvement will by collected from survey.

Classrooms with 100% membership will be rewarded with a popsicle party. 

Classrooms that have 35% attendance during enrichment activities will receive additional support money from PTO.

Funding for the popsicles $50 

PTO funds for incentive, $2000.00.

CONTINUOUS IMPROVEMENT GOAL (SHOULD ADDRESS IDENTIFIED WEAKNESSES AND GAPS):

Will improve math instruction for intensive students by increasing math benchmark scores by 10% in grades K-2 during the 2009-2010 school year.

Data Results on which goal is based:

Based on benchmark assessments, intensive students will receive small group instruction in areas of weakness 

TARGET GRADE LEVEL(S):

K-2

TARGET CONTENT AREA(S): Circle One

Reading         Math        Science         Other

AHSGE:

Reading    Math    Science    Social Studies      Language

ADDITIONAL ACADEMIC INDICATORS:             

TARGET STUDENT SUBGROUP(S):

K-2 intensive math students

COURSES OF STUDY

REFORM STRATEGIES

BENCHMARKS

INTERVENTIONS

RESOURCES

WHICH COURSE OF STUDY STANDARDS, AHSGE STANDARDS/OBJECTIVES, ELIGIBLE CONTENT, OR WIDA* STANDARDS ARE LINKED TO EACH STRATEGY?

what Research-based STRATEGIES/ACTIONS WILL BE USED

TO IMPROVE STUDENT ACADEMIC PERFORMANCE?

(Give specific strategies, not just programs

or program names.)

HOW WILL PROGRESS FOR EACH ACTION STEP BE MEASURED?

(PERFORMANCE DATA, LISTS, SURVEYS, ETC)

HOW WILL THE SCHOOL PROVIDE TIMELY ASSISTANCE IF STRATEGIES DO NOT CHANGE PERFORMANCE?

WHAT RESOURCES AND SPECIFIC EXPENDITURES WILL BE NEEDED FOR SUCCESSFUL IMPLEMENTATION?

(Ex: 6 Classroom Libraries, $.....00)

All COS math K-2 standards will be taught on an individual needs basis during small group in accordance with pacing guides

 STRATEGY:

The teacher will research each student's past records and assessment performances in order to determine the child's weakness.

ACTION STEP:

Students will be grouped by weaknesses.

Teacher will model and use explicit instruction to master skills. 

Hands-on activities will be used to reinforce non-mastered skills.

Student performance on weekly assessments.

Teacher observations

Evidence will be documented in lesson plans and/or math profile cards.

Increase the amount of time for small group

Peer tutoring

No additional resource needed.

ENGLISH PROFICIENCY GOAL (SHOULD ADDRESS IDENTIFIED WEAKNESSES AND GAPS):

All students in grades 3-5 will raise their score on the WIDA ACCESS test by at least 5% during the 2009-2010 school year.

Data on which goal is based:

100% (1 student) in the third grade was not proficient in 3 out of 4 language domains. 

TARGET GRADE LEVEL(S):

3-5

TARGET ELP LANGUAGE DOMAIN(S):

Circle all that apply.                                                           Reading               Writing              Listening                Speaking                Comprehension

WIDA ENGLISH LANGUAGE PROFICIENCY STANDARDS

REFORM STRATEGIES

BENCHMARKS

INTERVENTIONS

RESOURCES

WHICH WIDA* ENGLISH LANGUAGE PROFICIENCY  STANDARDS OR DOMAINS ARE LINKED TO EACH STRATEGY?

what Research-based STRATEGIES/ACTIONS WILL BE USED

TO IMPROVE STUDENT ACADEMIC PERFORMANCE?

(Give specific strategies, not just programs

or program names.)

HOW WILL PROGRESS FOR EACH ACTION STEP BE MEASURED?

(PERFORMANCE DATA, LISTS, SURVEYS, ETC)

HOW WILL THE SCHOOL PROVIDE TIMELY ASSISTANCE IF STRATEGIES DO NOT CHANGE PERFORMANCE?

WHAT RESOURCES AND SPECIFIC EXPENDITURES WILL BE NEEDED FOR SUCCESSFUL IMPLEMENTATION?

(Ex: 6 Classroom Libraries, $.....00)

• Language Domain:

Reading

        WIDA Standard:

         Language Arts

•  Language Domain:

Writing

         WIDA Standard:

         Language Arts 

STRATEGY:

Use WIDA Model Performance Indicators (Can Dos) to develop a Language Education Plan (LEP) that includes goals and accommodations for ELLs

ACTION STEP:

School provides time for ELL and classroom teachers to collaborate and develop LEPs. 

STRATEGY:

Implement research-based strategies in the classroom to help ELLs succeed in the mainstream classroom.

ACTION STEP: Classroom teachers will follow guidelines and implement accommodations/strategies found in students’ LEPs.

·    DIBELS

·    ARMT

·    WIDA

ACCESS for ELLs 

Interventions: 

• Students will receive more one-on-one instruction from ELL teacher and/or aids/other teachers
•  Use of picture cards to improve classroom communication
•  Students will receive necessary remedial instruction from previous grade levels to build foundation.

 Resources:

• Time for ELL teacher to meet with classroom teachers

• Opportunities for classroom teachers to meet and learn research-based strategies

• ELL Teacher
• ELL Instructional Support Material(Scott Foresman)
• Common Planning- ELL Teacher/Classroom Teacher 

CULTURE

(REFER TO CULTURAL DATA IN NEEDS ASSESSMENT)

REFORM STRATEGIES

BENCHMARKS

INTERVENTIONS

RESOURCES

WHAT CHALLENGES RELATED TO SCHOOL, SAFETY, CLASSROOM MANAGEMENT/DISCIPLINE, AND SUPPORTIVE LEARNING ENVIRONMENTS HAVE BEEN IDENTIFIED THROUGH THE REVIEW OF SCHOOL DEMOGRAPHIC, PERCEPTION, AND PROCESS DATA?

what Research-based STRATEGIES/ACTIONS WILL BE USED

TO IMPROVE CULTURAL BARRIERS IMPACTING STUDENT ACADEMIC PERFORMANCE?

(Give specific strategies, not just programs

or program names.)

HOW WILL PROGRESS FOR EACH ACTION STEP BE MEASURED?

(PERFORMANCE DATA, LISTS, SURVEYS, ETC)

HOW WILL THE SCHOOL PROVIDE TIMELY ADJUSTMENT IF STRATEGIES DO NOT CHANGE PERFORMANCE?

WHAT RESOURCES AND SPECIFIC EXPENDITURES WILL BE NEEDED FOR SUCCESSFUL IMPLEMENTATION?

(Ex: Teacher Incentives,Title II $.....00, Supplies for Mentors/Mentees, etc)

Parent and staff survey results indicated a safety concern regarding the easy access to outdoor classrooms without following proper procedures as mandated by the school system.

STRATEGY:

Teachers will monitor access to classroom during times of arrival and departure and lock classroom doors during instructional time.

ACTION STEP:

Teachers will ensure student safety by monitoring access through proximity during transition times.

ACTION STEP:

Teachers with outside doors will maintain a locked door during instructional time.

ACTION STEP:

Administration will communicate through a parent letter the importance of student safety and procedures concerning outside classrooms.

Attendance of awareness meeting to present strategy and action steps to all faculty and staff.

Observation by administration and teachers.

Compliance checks by administration.

Discussion during regular faculty meetings to reinforce the strategy and action steps.

Administrative reminders via email and/or teacher conference.

No additional resources will be needed.

1.  Teacher Mentoring:  Describe teacher mentoring activities.  For example, are new or inexperienced teachers given support from an assigned master teacher and what does that support look like?  (Section 1116)

All first year teachers are assigned a master teacher as a mentor for the duration of their first year.  The support provided to the novice teacher is in the form of planning, assistance in meeting deadlines, parental communication training, and evaluation of assessment for students and teacher (PEPE) with reflection on how to utilize these for improvement.  

2.  Budget:  Describe the coordination of all federal, state, and local programs.  (Note:  NCLB Section 1116 requires that each year Title I schools identified for improvement must reserve the equivalent of 10% of the school-level allocation made available to the school under Section 1113 specifically for professional development opportunities for teachers.  Budgets should reflect this set-aside.) See the sample budget on a later page.

Welti Elementary uses the state funded Foundation Program, the federal funded Title I program, and local monies to coordinate classroom personnel and instructional resources. The Foundation program provides teacher units and instructional support units based upon student membership. The Title I program provides allocation based upon our schoolwide status and enrollment that assists in providing teacher units and instructional resources. The determination of our schoolwide Title I monies usage is made based upon our CIP. Local monies from our district and school assist with both personnel and operations.

3.  Transition:  Describe strategies to assist students in transitioning from previous school to the current school and/or from the current school to the next school, including, for example, how preschool children might be prepared for entry into kindergarten or how eighth grade students are prepared for high school.

Kindergarten pre-registration is offered in the Spring at which time students are screened for vision, hearing, speech, and ability level.  Parents may also meet with the school administrator and/or teachers to discuss any special needs.

Head Start and Pre-K students along with their parents have a scheduled school tour each spring. 

Welti Elementary School Counselor coordinates transition activities for all sixth grade students transferring to middle school in the spring of the year.

Each school year begins with an open house where students and parents may meet teachers and visit classrooms.

When a student enrolls at Welti Elementary they are given a tour by the principal and introduced to the teacher.  

4.  Highly Qualified Teachers:  Describe the qualifications of teachers in the school with regard to their being highly qualified and what strategies the school, with the support of the LEA, uses to attract and retain highly qualified teachers.

Each job opening at Welti Elementary is posted according to state law with one of the minimum requirements being highly qualified status as determined by NCLB.  Each new employee is assigned a mentor and evaluated using the EDUCATE Alabama model for three years.  Additionally, all teachers are required to participate in professional development activities organized by the school and district. 

5.  Assessments and Teacher Involvement: Describe how teachers in the school meet to collaborate regarding the use of academic assessments to provide information on and improve the achievement of individual students and the overall instructional program.

Welti Elementary teachers make decisions that guide instruction as follows:

• The faculty reviews the disaggregated data and results of the state assessments in order to establish instructional implications.

• Data meetings are held periodically throughout the year to assess progress monitoring and adjust instructional procedures toward achieving proficiency.
• Grade level meetings, both horizontal and vertical, help identify any instructional gaps or needs that students may have in grades K-6.

 Teacher representation and input is included on five teams that involve all areas of the overall school operation.

6.  Special Populations:  Describe procedures used for each group of Migrant, English Language Learners, Economically Disadvantaged, Special Education, Neglected and/or Delinquent, and Homeless students.

All students have equal access to the same free appropriate public education including those identified as migrant, limited-English proficient, homeless, economically disadvantaged, and neglected/delinquent.  These students have access to all services and programs available. 

7.  Extended Learning Opportunities:  Describe how the school provides opportunities for the most academically needy students to receive support and reinforcement of academic skills beyond the regular school day.

Welti Elementary provides the opportunity for after school through the 21st Century Program.

 Classroom and intervention teachers use Voyager Passport for intervention strategies imbedded in the curriculum.

 Children experiencing difficulty are provided with additional small group instruction.

 All students are provided the opportunity to use Study Island which is web-based support program for reading and matehmatics available both at school and home.

 All students are provided the opportunity to use AutoSkill which is a web-based support program for reading and mathematics available at school.

 Parental involvement is encouraged for all struggling students through school conferences, telephone conferences and teacher letters.

A. Parental Involvement:  Describe how the school will convene an annual meeting to inform parents of the school’s participation in Title I and explain Title I requirements, including the 1% set-aside, and the right of parents to be involved.

• Welti Elementary will have a joint meeting with our first PTO to discuss the offerings and requirements of Title I, then we will have 3 additional meetings during the first semester; one before school, one after school, and one during the evening hours.
• The Parent Teacher Organization has 3 formal meetings per year. Welti Elementary School encourages parent participation. Measures are in place to offer parent meetings on a flexible schedule to accommodate all parents. The PTO will have one of the yearly meetings before school hours, one meeting directly after the school day, and one evening meeting.
• Welti Elementary believes in involving parents in all aspects of the Title I programs. We have three parent representatives on our CIP committee. These parents were active participants in the development of this plan and have been involved in meetings regarding the CIP. All parents are given the opportunity to review the plan and provide input. Parents were given surveys at the end of the school year seeking their input on activities, training, and materials that the school should offer to parents this year. The parental involvement plan is reviewed and evaluated each year.
• Welti Elementary School uses its parental involvement funds to pay for student planners that are given to students at the beginning of the year. These planners provide important information to parents regarding policies, procedures, and test information. The planners are used as a communication tool between parents and teachers. 

B. Parental Involvement:  Describe:  1.  How there will be a flexible number and format of parent meetings offered;  2) How parents will be involved in the planning, review and improvement of the Title I Program (Note: State the school’s process for how all Title I parents have the opportunity for involvement in decision-making.); and 3) How funds allocated for parent involvement are being used in the school.

1.Parent meetings will be offered before, after and during school hours. Formally, we will have a parent/teacher day on October 19, 2009 with additional meeting times available by request. Parent meetings will also be held in conjunction with PTO meetings where the progress of our CIP goals will be discussed and parental input solicited. 2. Parents are involved on the leadership team as well as in the PTO as representatives to their peers and assist in the formulating of goals and review of the CIP. 3. Welti Elementary will receive $626.93 in parental involvement funds that will be used to purchase school folders that provide a means of daily communication between parents and teachers.

C. Parental Involvement:  Describe how the school provides parents of participating children timely information in a uniform format and, to the extent practicable in a language they can understand, about programs under Title I, a description and explanation of the curriculum in use, forms of academic assessments, and achievement expectations used, and, if requested by parents, opportunities for regular meetings to formulate suggestions and participate as appropriate in decisions related to the education of their children.

At the first parent meeting of the school year information will be presented about Title I programs, the curriculum, and forms of academic assessment used. Parents will be informed of the classes that are offered to all students. Parents will be encouraged to communicate with parents frequently through parent teacher conferences. Each parent will receive a handbook which provided detailed information on school policies. An interpreter is provided at the meeting to communicate with Spanish-speaking parents. Parents will have the opportunity to visit their child’s classroom and to talk with the teacher about classroom specific expectations.

D. Parental Involvement:  Describe how parents, the school staff, and students share responsibility for improved student academic achievement for participating students (How the School-Parent Compact is jointly developed with Title I parents; how it is used, reviewed, and updated).

Welti Elementary School will give a copy of the new compact during open house each year. The compact will be explained and parents will be asked to sign signifying their commitment to working in partnership with the school and their child in ensuring their child’s success. The compacts will be maintained in the permanent records for all students.  

E. Parental Involvement:  Describe procedures to allow parents to submit comments of dissatisfaction with the Continuous Improvement Plan.

To ensure effective involvement of parents and to support a partnership among the school, parents, and the community to improve student academic achievement, our school:

At the conclusion of the school year, Welti Elementary School meets with its CIP committee to review, evaluate, and revise its Continuous Improvement Plan. There are three parents on the committee who represent all the parents of the school. All parents are informed of the review process and are given the opportunity to see a copy and give input. If a parent finds the plan to be unsatisfactory, they have the right to submit their concerns in writing to the school.

F. Parental Involvement:  Describe how the school will build capacity for parental involvement including how parents will be encouraged to become equal partners in the education of their children.  (See NCLB Section 1118, requirements for building capacity in parental involvement.)

To ensure effective involvement of parents and to support a partnership among the school, parents, and the community to improve student academic achievement, our school:

(1)    Shall provide training for parents of participating children in understanding such topics as the State's academic content standards and State student academic achievement standards, State and local academic assessments, the requirements of Title I, and how to monitor their child’s progress and work with teachers to improve the achievement of their children.  (Describe)

Welti Elementary School will accomplish much of this through its initial parent meeting. At this time, parents will receive an overview of the state academic content standards, academic achievement standards, and        assessments.          Information pertaining to services offered, Title I, and parent involvement will also be provided. Welti also provides an Open House wherein parents will be given the opportunity to meet their child’s teacher and what their role will be in insuring the success of their child.  

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

      involvement.  (Describe)

Welti will continue to work with its teachers through in-services, faculty meetings, and grade-level meetings in understanding the importance of parental involvement in the school. The principal will set the expectation that teachers work closely with parents in planning parent involvement activities and materials to meet our schools identified goals.  

   (3)Shall educate teachers, office personnel, and other school staff, with the assistance of parents, in the value and utility of contributions of parents, and in how to reach out to, communicate with, and work

        with parents as equal partners, implement and coordinate parent programs, and build ties between parents and the school.    (Describe)

Welti will continue to work with its teachers through in-services, faculty meetings, and grade-level meetings in understanding the importance of parental involvement in the school. The principal will set the

expectation that teachers work closely with parents in planning parent involvement activities and materials to meet our schools identified goals.

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

Welti Elementary coordinates its parental involvement through the local Pie Program. This program allows any parent to identify talents or abilities they may have to volunteer in meeting student’s needs. Additionally, parents may volunteer through the Pie Program as to their availability to assist with school functions. 

 (5)  Shall ensure that information related to school and parent programs, meetings, and other activities is sent to the parents of participating children in a format and, to the extent practicable, in a language  

        the parents can understand.  (Describe)

Information on all school meetings, parent notices, etc., is sent to parents of our ELL students in Spanish. Welti also utilizes an interpreter who is bilingual to assist in verbally communicating with these parents

as needed.

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

 Welti makes every effort to work with parents in meeting their request as related to their involvement in their children’s education. Parent surveys are taken into consideration and any suggested change is evaluated.

G. Parental Involvement:  Describe how the school will ensure the provision for participation of parents with limited English proficiency, parents with disabilities, and parents of migratory students; including providing information and school reports in a format and, to the extent practicable, in a language that parents can understand.

Welti Elementary School provides opportunities for parents with limited English proficiency and parents with disabilities. All parent notification for our ELL students are sent to the parent in Spanish. In addition, we have an interpreter available to assist in verbal communication with these parents. At this time, Welti has no migrant students. Every effort is made to accommodate parents with disabilities and Welti is a handicap accessible buildings.

WHAT WEAKNESS OR NEED IDENTIFIED IN ACADEMIC, INCLUDING ELL AMAOs OR SCHOOL CULTURE GOALS WILL THE PROFESSIONAL LEARNING ADDRESS?

WHAT TYPES OF PROFESSIONAL LEARNING WILL BE OFFERED? 

WHEN WILL THE SESSION BE DELIVERED?

(Please list dates of future PD sessions, not those that have already taken place.)

WHAT ARE THE EXPECTED OUTCOMES OF PROFESSIONAL LEARNING?

(Following the professional learning, how will academic or cultural challenges be impacted – what does it look like?)

HOW WILL PARTICIPANTS BE HELD ACCOUNTABLE FOR SUCCESSFUL IMPLEMENTATION AND IN WHAT WAYS WILL EVIDENCE BE COLLECTED TO SHOW EFFECTIVE ASSIMILATION/INTEGRATION OF STRATEGIES?

WHAT ARE THE FUNDING SOURCES, ESTIMATED EXPENSES, AND PROPOSED NAMES OF CONSULTANTS OR ENTITIES?

Example:  Title II, $....00

Dr. Verry Goode

DOCUMENT CONTINUOUS LEA REVIEW AND SUPPORT RESULTS

-In reading, 21 % (3 students) of sixth grade scored at Level II.

-In science, 9% of students scored at Level II.

-Data Meetings

-Classroom visits

- Grade/Cross grade level meetings

 -Data Meetings-approximately every nine weeks

-Classroom visits-Monthly

-Grade/Cross Grade level meetings- approximately every nine weeks

-The DATA meetings will provide data that will focus on raising student’s achievement. 

-Classroom visits will focus on the methods used for improvement. 

-Grade/Cross grade level meetings will focus on sharing and discussing strategies and ideas for improvement. 

-Participants will look at test results and evaluate the data to determine student achievement.  

-Participants will follow the checklist for classroom visits and hold informational meetings. 

-Participants will implement ideas and strategies shared from grade/cross grade level meetings. 

-Teachers will self evaluate ideas and strategies that were used to measure success

I.  State Foundation Funds:

State Foundation Funds                                                                                                         TOTAL

Teacher Assigned Units:             11.21      classroom teachers:    11                            TOTAL OF ALL SALARIES

Administrator Units:      1

Assistant Principal:       

Counselor:                 0.5    

Librarian:                      0.5 

Instructional Supplies

$0.00

Library Enhancement

$0.00

Technology

$0.00

Professional Development

$0.00

State ELL Funds                                                                                                                         

II.  Federal Funds:

Title I: Part A: Improving the Academic Achievement of the Disadvantaged                TOTAL

$38,500.00

Title I: (1. Schools identified for improvement must set-aside an equivalent of 10% of its Title I school-level allocation for professional development each year it is in the improvement process.  2. Also include the school’s portion of the 95% of the LEA set-aside for parental involvement. For additional guidance, check with the Federal Programs Coordinator in your school district.)

BRIEF EXPLANATION and BREAKDOWN OF SPENDING:

This money will be used to employ a 0.5 teacher per day. This teacher will be in a regular classroom setting.

ARRA FUNDS                                                                                                                        TOTAL

BRIEF EXPLANATION and BREAKDOWN OF SPENDING:

Title II: Professional Development Activities                                                                      TOTAL                         

BRIEF EXPLANATION and BREAKDOWN OF SPENDING:

Title III: For English Language Learners                                                                           TOTAL                            

BRIEF EXPLANATION and BREAKDOWN OF SPENDING:

Title IV:  For Safe and Drug-free Schools                                                                           TOTAL                                

BRIEF EXPLANATION and BREAKDOWN OF SPENDING:

Title VI:  For Rural and Low-income Schools                                                                    TOTAL

BRIEF EXPLANATION and BREAKDOWN OF SPENDING:

III. Local Funds ( if applicable)

Local Funds                                                                                                                            TOTAL

$5000.00

BRIEF EXPLANATION and BREAKDOWN OF SPENDING:

This money will be used to assist in the purchasing of classroom supplies, copiers, copy paper, and other teacher resources.

INITIAL REVIEW /DEVELOPMENT                                     Target Date:  August Purpose:  Review assessment data to develop plan or make plan adjustments to existing plan.                            

Date ________________________________

Principal Initials______________

LEA initials  ______________       Other ___________________         

COMMENTS*

*Use additional pages, if needed

REVIEW 1                                                                           Target Date: September        Purpose:  AMENDMENT - Incorporate recommendations from school, LEA and/or SDE.                             

Date ________________________________

Principal Initials______________

LEA initials  ______________       Other ___________________         

COMMENTS*

*Use additional pages, if needed

REVIEW 2                                                                           Target Date: October    

Purpose:  IMPLEMENTATION - Provide documentation/evidence of improvement.                                   

Date ________________________________

Principal Initials__________

LEA initials  ______________        Other ____________   

COMMENTS*

*Use additional pages, if needed

REVIEW 3                                                                                   Target Date: November                Purpose:  IMPLEMENTATION – Provide documentation/evidence of improvement.                    

Date ________________________________

Principal Initials____________

LEA initials  ______________        Other: ________________ 

COMMENTS*

*Use additional pages, if needed

REVIEW 4                                                                            Target Date: January

Purpose:  IMPLEMENTATION - Provide documentation/evidence of improvement.                    

Date ________________________________

Principal Initials______________

LEA initials  ______________       Other ___________________         

COMMENTS*

*Use additional pages, if needed

REVIEW 5                                                                                Target Date: February            Purpose:  IMPLEMENTATION - Provide documentation/evidence of improvement.                    

Date ________________________________

Principal Initials______________

LEA initials  ______________       Other ___________________         

COMMENTS*

*Use additional pages, if needed

REVIEW 6                                                                                      Target Date: March                 Purpose:  IMPLEMENTATION - Provide documentation/evidence of improvement.                    

Date ________________________________

Principal Initials______________

LEA initials  ______________       Other ___________________         

COMMENTS*

*Use addition