2018-2019 Continuous Improvement Plan for Julian Newman Elementary

ACIP

Julian Newman Elementary School Athens City Board of Education

Mrs. Sharla Birdsong 517 Julian Newman Drive Athens, AL 35611

Document Generated On March 1, 2019

TABLE OF CONTENTS

Executive Summary Introduction

2

Description of the School

3

School's Purpose

4

Notable Achievements and Areas of Improvement

6

Additional Information

7

Improvement Plan Stakeholder Involvement Introduction Improvement Planning Process

9 10

Student Performance Diagnostic Introduction

13

Student Performance Data

14

Evaluative Criteria and Rubrics

15

Areas of Notable Achievement

16

Areas in Need of Improvement

18

Report Summary

19

ACIP Assurances

Introduction

21

ACIP Assurances

22

Goals and Plans 2018-19 Overview

25

Goals Summary

26

Goal 1: Increase parental involvement and engagement

27

Goal 2: Increase overall instructional improvement through engaged learners.

27

Activity Summary by Funding Source

31

Stakeholder Feedback Diagnostic Introduction

34

Stakeholder Feedback Data

35

Evaluative Criteria and Rubrics

36

Areas of Notable Achievement

37

Areas in Need of Improvement

38

Report Summary

39

Title I Schoolwide Diagnostic Introduction

41

Component 1: Comprehensive Needs Assessment (Sec.1114(b)(6))

42

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

45

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

55

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

56

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

57

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

58

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

60

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

61

Component 9: Coordination and Integration of Federal, State and Local Programs and Resources (Sec.1114(b)(V)) 64 Component 10: Evaluation (Sec.1114(b)(3)):

65

Coordination of Resources - Comprehensive Budget Introduction

67

FTE Teacher Units

68

Administrator Units

69

Assistant Principal

70

Counselor

71

Librarian

72

Career and Technical Education Administrator

73

Career and Technical Education Counselor

74

Technology

75

Professional Development

76

EL Teachers

77

Instructional Supplies

78

Library Enhancement

79

Title I

80

Title II

81

Title III

82

Title IV

83

Title V

84

Career and Technical Education-Perkins IV

85

Career and Technical Education-Perkins IV

86

Other

87

Local Funds

88

Parent and Family Engagement Introduction

90

Parent and Family Engagement

91

ACIP Julian Newman Elementary School

Executive Summary

SY 2018-2019 Š 2019 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Page 1

ACIP Julian Newman Elementary School

Introduction Every school has its own story to tell. The context in which teaching and learning takes place influences the processes and procedures by which the school makes decisions around curriculum, instruction, and assessment. The context also impacts the way a school stays faithful to its vision. Many factors contribute to the overall narrative such as an identification of stakeholders, a description of stakeholder engagement, the trends and issues affecting the school, and the kinds of programs and services that a school implements to support student learning.

The purpose of the Executive Summary (ES) is to provide a school with an opportunity to describe in narrative form the strengths and challenges it encounters. By doing so, the public and members of the school community will have a more complete picture of how the school perceives itself and the process of self-reflection for continuous improvement. This summary is structured for the school to reflect on how it provides teaching and learning on a day to day basis.

SY 2018-2019 Š 2019 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Page 2

ACIP Julian Newman Elementary School

Description of the School

Describe the school's size, community/communities, location, and changes it has experienced in the last three years. Include demographic information about the students, staff, and community at large. What unique features and challenges are associated with the community/communities the school serves?

Julian Newman Elementary School (JNES) is a public elementary school located in Athens, Alabama approximately 30 minutes from Huntsville and NASA's Space and Rocket Center. Census data from 2012 shows the population was 23,469 (87% urban, 13% rural) and Athens city was 18,967. The City of Athens has grown by nearly 16% since 2010. Based on data from the American Community Survey, in 2017 there were 9,990 households in the city, with an average size of 2.56 people per household. JNES serves 287 students in kindergarten through third grade with a principal, an assistant principal, 29 full-time certified teachers, and 11 support staff. Our school is fortunate to offer music and art to students once a week, and physical education every day. The student make up is 1 American Indian/Alaskan Native, 6 Asian, 52 Black/African American, 5 Native Hawaiian or Other Pacific Islander, 155 White. 68 of these 287 students are Hispanic. Julian Newman has 140 students that receive free lunch and 5 students receive reduced paid lunch. Currently, the school supports 26 students from the Full Tummy Project, which supplies non-perishable food items for students needing food assistance over the weekend.

JNES is a student centered decision-making school that offers varied learning opportunities for all students. The faculty and staff work together to create a safe and thought-provoking environment and are committed to providing opportunities for each one of our students to excel through an innovative curriculum. The faculty and staff during the 2018-2019 school year will be transitioning into HEART Academy at Julian Newman Elementary School. The Academy will be Kindergarten through Third Grade teaching the AL standards through a medical and health lens. The teachers will be developing units of study and focusing on two Project Based Learning units throughout the year. The faculty believes in cultivating a strong relationship between home, school and community as it relates to the learning process. JNES is an aging facility in need of cosmetic, structural and technological updating which are challenges our school faces. The building celebrated its 50th birthday in 2014. Despite the changes and challenges, our faculty feels that JNES is one of the best elementary school in Alabama. The school is located in a community that values education, and both the school and community are committed to ensuring that all students have the resources to develop each student's emotional, physical and academic needs. The Athens City Schools vision is One Athens, A community connected by education. Our mission is to be a progressive, high-quality school system that connects students and their families to a caring, traditional community.

SY 2018-2019 Š 2019 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Page 3

ACIP Julian Newman Elementary School

School's Purpose

Provide the school's purpose statement and ancillary content such as mission, vision, values, and/or beliefs. Describe how the school embodies its purpose through its program offerings and expectations for students.

The school's vision is for each student to excel academically, socially and emotionally while demonstrating care and concern for others to be successful in life-long learning. At Heart Academy at JNES our mission is to provide an environment "Helping Everyone Achieve Results Together". Julian Newman Elementary School's belief statements: We believe all students can learn. We believe it is important for students to attend school every day and in a safe, secure and supportive environment. We believe technology is a progressive learning tool for students to reach their greatest potential and provides equity for student outcomes. We believe every student deserves a rigorous, relevant and engaging learning experience including extracurricular,fine arts, and health and medical exposure. We believe students are valued individuals and our system will respect and empower them to reach their greatest learning potential. We believe every student is inherently unique and diversity enhances learning. We believe it is important for every student to develop a sense of personal and community responsibility and for the system to promote community service opportunities. We believe honesty and communication are vital for healthy relationships. We believe passionate teachers have the greatest impact on learning. We believe that all school staff should be connected with students and families. We believe leadership at every level matters. We believe our system is tradition-rich and future-focused in preparing our students for a global society. JNES fosters a culture consistent with the school's mission statement, beliefs, and purpose and believes that student learning is the top priority for the school. The school's actions and decisions are consistently aligned toward the improvement and achievement goals set by teachers, staff, and stakeholders. The staff is committed to educating the whole child. Teachers, administrators, parents, and the community share the responsibility for advancing the school's mission through multiple opportunities. JNES has high expectations for our students. To promote a sense of community, our school begins the day by having students recite the school motto and lead the Pledge of Allegiance. During these announcements, student birthdays and other accomplishments are recognized over the intercom. Student lead Weekly News is filmed by the media specialist and shared with the students and parents. Teachers reward students with a Golden Ticket when that child has exhibited outstanding leadership, responsibility, and effort in the classroom. The child gets to ring a bell and sign the Golden TIcket board in the office. The school maintains a constant awareness for safety. Students and teachers must feel safe in order for there to be an atmosphere that is conducive to learning. There are emergency drills (tornado drills, fire drills, and intruder drills) each month with the students and staff to ensure that all are familiar with the procedures and which actions to take in case of an emergency. Tornado and fire drill exit plans are posted in every classroom. JNES has a plan in place that is reviewed annually in order to ensure all adults know their roles in an emergency. Teachers and staff hold students accountable for student learning. The school's purpose is clearly focused on student success. We have a certified staff and protect instructional time. JNES offers programs for all learners that include Gifted, EL, SPED and Title I classes that are used for acceleration and remediation. In addition to these programs, teachers work with small groups during Tier I and Tier II reading and math intervention. During this time, teachers are able to address specific needs to improve student learning. To achieve our high standards, data from Performance Series, DIBELS, formative and summative assessments, and RTI are used to differentiate instruction and monitor progress. The teachers collaborate weekly to focus on effective instruction, develop units of study and Project Based Learning to increase student learning. Data meetings are held periodically to discuss instructional strategies and opportunities for acceleration. The Instructional Leadership Team (ILT) meets and focuses on continuous school improvement. Each year the faculty and staff collect and analyze data to determine if the previous year's goals were met and adjust and create new goals as part of the school improvement process. This year our school with be trained in Emergenetics to identify our strengths and weaknesses.

Classrooms have access to the Internet and teachers integrate technology into the curriculum. Each classroom has a Promethean Board, Apple TV, a classroom set of Ipads and a desktop computer. Additionally, a class set of ipads are located in the media center as an additional resource. Every student has at least one adult advocate through Connect Groups that meet twice a month for 25 minutes each.

JNES embraces its purpose by holding high expectations for students and encourages excellence through programs such as History SY 2018-2019 Page 4 Š 2019 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

ACIP Julian Newman Elementary School

Hounds, Spelling Bee, artwork displays, poetry competitions, violin for third graders, and Jump Rope for Heart. Additionally, JNES offers community involvement activities such as the canned food drive, blood drives, fundraising for hurricane victims, making cards for Veterans, and other various service projects. Students who achieve academic goals through various programs throughout the school year are awarded a certificate or medal. The Recommended Reading Program is called I Heart Reading and students are recognized for achieve reading goals.. Parents are actively involved and supportive at JNES through the Parent Teacher Friends (PTF) organization. The PTF supports teachers and students through volunteering at school events, assisting teachers in the classroom, and purchasing items for school.Parents also volunteer to help teachers by making copies, assisting with picture day, organizing book fair, decorating for school plays, and many other tasks that benefit our students and staff. Parents are invited to participate in a variety of activities, which include Student Showcase, Fun Run, Field Day, Annual Blood Drive, Grandparents Day, and Read Across America/Literacy Night and Student Showcase. A partnership between school, home, and community is utilized to meet the needs of all students at JNES. There is a new program at Julian Newman with the goal of "Making connections one student at a time." Every student has at least one adult advocate through Connect Groups that meet twice a month for 25 minutes. The students are grouped by grade level and placed with a teacher in the next grade level or a resource teacher. Each group size is from 19- 20. The Connect Groups meet to discuss the following: friendship, personal strengths, staying healthy, bully prevention, handling stress, self-control, feelings, and sportsmanship, staying safe, and asking for help. By making these connections with students outside of the classroom setting, it allows teachers to focus on students outside of their academic needs.

SY 2018-2019 Š 2019 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Page 5

ACIP Julian Newman Elementary School

Notable Achievements and Areas of Improvement

Describe the school's notable achievements and areas of improvement in the last three years. Additionally, describe areas for improvement that the school is striving to achieve in the next three years.

Within the last year, Julian Newman Elementary School (JNES) has experienced several achievements. 125 students received reading medals for completing the requirements for the Julian Newman Recommended Reading Project, History Hounds Award, and Newbery Award or Honor Books in 3rd or 4th grade. Ten teacher grants were awarded from the Athens City Schools Foundation. JNES future plans include increasing student scaled scores on the Global Scholar Performance Series assessment in the areas of math and reading. In efforts to increase students' reading skills, classroom teachers will teach lessons that target AL Course of Study and incorporate the CCRS. Students will participate in explicit small group lessons during Tier I, Tier II, and/or Tier III reading. Small group multisensory lessons will be designed to challenge students so that they will perform at a higher level. Administrators will monitor Tier instruction through observation of classrooms using RTI walk-throughs. Educator Effectiveness promotes and supports the effective preparation, development, and improvement of Alabama's teachers and instructional leaders to insure that through effective professional practice, all students' graduate college and/or career ready. Students in grades 1-3 will continue to read and take quizzes on both fiction and nonfiction books from the Renaissance Learning technology library which teachers will monitor scores for improvement. Plans include the Instructional Partner partnering with teachers in a coaching cycle to help plan and implement lessons based on the CCRS. The IP will support teachers in planning, modeling, and reflecting on success criteria and learning targets that best meet the needs of the students. In efforts to increase math scaled scores, teachers will create explicit small group lessons based on specific strengths and weaknesses. Teachers will attend professional development as a Professional Learning Team (PLT), which consist of information related to the CCRS in mathematics and Reading discussing various ways to meet the needs of the students through diverse instruction. To support JNES' purpose in creating leaders, the school staff will collaborate to provide additional opportunities for students to be involved in leadership and civic duties. A continued goal at JNES is to increase parental involvement by providing multiple opportunities for parents to be a part of the school's activities. Parents are encouraged to attend Title I, Math, and Literacy night activities through call-outs, emails, and newsletters. Julian Teachers and students are connecting with parents using technology and apps such as SeeSaw and S'more newsletters. Newman Elementary was built in 1964 therefore; efforts to improve our facility are ongoing. The faculty, staff, and volunteers work collaboratively and make cosmetic changes that are pleasing to the eye. Improvements have included a more inviting office area, library, conference room, and cafeteria. Becoming HEART Academy allowed fresh paint in the hallways and and new bulletin boards outside each classroom. The Power UP Program strengthens the communication, collaboration, and creative ability for all students in all classes. The use of instructional technology adds value to instruction and deepens student learning. Students using technology become active participants in the classroom instead of passive listeners because they are recording, accessing, manipulating, and presenting information. This is the fifth year that every student in the Athens City school district will have access to a digital device every day in school.

SY 2018-2019 Š 2019 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Page 6

ACIP Julian Newman Elementary School

Additional Information

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

NA

SY 2018-2019 Š 2019 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Page 7

ACIP Julian Newman Elementary School

Improvement Plan Stakeholder Involvement

SY 2018-2019 Š 2019 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Page 8

ACIP Julian Newman Elementary School

Introduction The responses should be brief, descriptive, and appropriate for the specific section. It is recommended that the responses are written offline and then transferred into the sections below.

SY 2018-2019 Š 2019 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Page 9

ACIP Julian Newman Elementary School

Improvement Planning Process Improvement Planning Process

Describe the process used to engage a variety of stakeholders in the development of the institution's improvement plan. Include information on how stakeholders were selected and informed of their roles, and how meetings were scheduled to accommodate them.

The process used to engage stakeholders in the development of the Julian Newman Elementary School (JNES) Continuous Improvement Plan began in early fall. On September 20, 2018 a meeting was held, at two separate times, inviting stakeholders to attend and learn information about our school and specifically what it means to be a Title I school. Stakeholders were given the opportunity at this meeting to be involved in the Parental Involvement planning for the school. The Power Point used in the meeting was shared on the JNES website and audio with it was sent to parents via email. Stakeholders were selected to serve on JNES Instructional Leadership Team (ILT)/Continuous Improvement Plan (CIP) Team which assist in setting goals and planning the Title 1 budget for the school year. The ILT met to focus on instructional goals and submit strategies and activities that align with the selected goals. Once the CIP is approved, a faculty meeting is held to share the document. Feedback and suggestions are encouraged and revisions are made as needed. At the close of each school year, stakeholders are given a survey to complete. Feedback from these surveys has been extremely beneficial because it provides suggestions and feedback to improve the Parental Involvement Component.

Describe the representations from stakeholder groups that participated in the development of the improvement plan and their responsibilities in this process.

The Instructional Leadership Team has representation from each grade level, administrators, and parents. This committee uses data from state and local assessments to determine instructional goals. Once these goals are developed, the team compiles strategies and activities that will be implemented in order to achieve the written goals. The team consisted of the following: Sharla Birdsong- Principal Katrena Allen- Assistant Principal Ellie Lovvorn-Title I teacher Laura Leigh Terry- Kindergarten Teacher Holly Hargrove- First Grade Teacher Amy Smothers- Second Grade Teacher Tyler Nay- Third Grade Teacher Monica Daws- Instructional Coach Carla Daws- Media Specialist Amanda Jones- Parent Beth Patton- Federal Programs Coordinator

Explain how the final improvement plan was communicated to all stakeholders, and the method and frequency in which stakeholders receive information on its progress.

SY 2018-2019 Š 2019 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Page 10

ACIP Julian Newman Elementary School

The approved Continuous Improvement Plan is communicated to stakeholders through the local school website. A printed copy is made available in the Title I room and school office. School newsletters are sent home with students and information relating to the JNES Continuous Improvement Plan is included when pertinent. Weekly newsletters are electronically send to parents with highlights and a news video. Progress reports, data notebooks, and report cards are sent home by students and parent-teacher conferences are held to inform parents of their child's instructional progress. Each time state and/or local assessments are given, student data is also shared with parents.

SY 2018-2019 Š 2019 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Page 11

ACIP Julian Newman Elementary School

Student Performance Diagnostic

SY 2018-2019 Š 2019 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Page 12

ACIP Julian Newman Elementary School

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

SY 2018-2019 Š 2019 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Page 13

ACIP Julian Newman Elementary School

Student Performance Data

Label 1.

Assurance Did you complete the Student Performance Data document offline and upload below?

Response Yes

Comment

SY 2018-2019 Š 2019 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Attachment Student Perf Document

Page 14

ACIP Julian Newman Elementary School

Evaluative Criteria and Rubrics

Overall Rating: 3.75

1.

Statement or Question Assessment Quality

Response Rating The array of assessment devices used by the Level 4 institution to determine students' performances is sufficiently aligned so that valid inferences can be reached regarding students' status with respect to the entire set of curricular aims regarded as high-priority, “must accomplish,� instructional targets. The documentation provided in support of this alignment is persuasive. All of the assessments used are accompanied by evidence demonstrating that they satisfy accepted technical requirements such as validity, reliability, absence of bias, and instructional sensitivity.

2.

Statement or Question Test Administration

Response Rating All the assessments used by the institution to Level 4 determine students' performances, whether externally acquired or internally developed, have been administered with complete fidelity to the administrative procedures appropriate for each assessment. In every instance, the students to whom these assessments were administered are accurately representative of the students served by the institution.

Appropriate accommodations have been provided for all assessments so that valid inferences can be made about all students' status with respect to all of the institution's targeted curricular outcomes.

3.

Statement or Question Quality of Learning

Response Rating Evidence of student learning promoted by the Level 3 institution is acceptably analyzed and presented with reasonable clarity. In comparison to institutions functioning in a similar educational context, students' status, improvement, and/or growth evidence indicates that the level of student learning is at or above what would otherwise be expected.

4.

Statement or Question Equity of Learning

Response Rating Evidence of student learning indicates no Level 4 significant achievement gaps among subpopulations of students, or the achievement gaps have substantially declined.

SY 2018-2019 Š 2019 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Page 15

ACIP Julian Newman Elementary School

Areas of Notable Achievement

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

According to DIBELS, Kindergarten and 1st grade students ended the 2017-18 year with 59% proficiency. 1st grade and Kindergarten combined finished the year with 65% proficient. According to the Performance Series Scantron assessment, 2nd grade students ended the year with 66% proficiency in Math.3rd grade students showed 61% proficiency in Math, which increased from 48% at the beginning of the year.

Describe the area(s) that show a positive trend in performance.

A positive trend is evident in Kindergarten LNF proficient percentages as they have increased at an 20% average for the past two years from beginning to end of the year.The past two years 2nd grade Math Proficiency levels have increased from the beginning to the end of the year on Performance Series

Which area(s) indicate the overall highest performance?

. Highest performance area was third grade math scores on Performance Series. The students increased proficiency by 3%. According to the DIBELS test, overall, Kindergarten increased proficiency from the beginning of the year to the end for the third year. This has been a trend for the past three years. Second grade ORF accuracy increased in proficiency the past two years. Second grade math also increased the past two years.

Which subgroup(s) show a trend toward increasing performance?

81% of students in second grade on meal assistance met their annual Reading target goal. The previous year only had 54% reach their goal.

Overall, 57% of the students on meal assistance scored proficient in reading.

Between which subgroups is the achievement gap closing?

The meal assistance and whole school proficiency percentages are growing closer together.

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

There are no other findings to compare SY 2018-2019 Š 2019 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Page 16

ACIP Julian Newman Elementary School

SY 2018-2019 Š 2019 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Page 17

ACIP Julian Newman Elementary School

Areas in Need of Improvement

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

2017-18 Performance series scores show that only 51% of third graders scored proficient in reading at the end of the year. They were 58% proficient in the middle of the year.

2017-18 Dibels scores show that second graders dropped 7% in reading proficiency in WRC. First grade students dropped 6% from the beginning of the year in WRC.

Describe the area(s) that show a negative trend in performance.

The percent of students on meal assistance in third grade Math proficiency has dropped over the past two years.

Which area(s) indicate the overall lowest performance?

The lowest performance in 2017-18 year was fourth grade math proficiency percentages. Only 31% met their annual goal.

2017-18 third grade students dropped 7% in reading from the beginning to the end of the year.

Which subgroup(s) show a trend toward decreasing performance?

The past three years, third grade students have dropped in Reading on the Performance Series from the beginning to the end of the year.

Between which subgroups is the achievement gap becoming greater?

There is no evidence of a greater gap between subgroups.

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

Currently the only data sources are Performance Series and DIBELS.

SY 2018-2019 Š 2019 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Page 18

ACIP Julian Newman Elementary School

Report Summary

Scores By Section Section Score 1

2

Evaluative Criteria and Rubrics

3

4

3.75

Sections

SY 2018-2019 Š 2019 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Page 19

ACIP Julian Newman Elementary School

ACIP Assurances

SY 2018-2019 Š 2019 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Page 20

ACIP Julian Newman Elementary School

Introduction By responding to the questions in ASSIST and attaching evidence when required, the institution has verified whether it meets or does not meet each of the required ACIP Assurances.

SY 2018-2019 Š 2019 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Page 21

ACIP Julian Newman Elementary School

ACIP Assurances

Label 1.

Assurance The Instructional Leadership Team members that should be present include the principal, guidance counselor, district school improvement specialist (or other designee), appropriate content-area teachers, parent representatives, and student representatives (as appropriate). Depending on the data, additional members may include special population representatives (Technology Coordinator, Special Education, EL, etc.), district federal programs coordinator, district chief school financial officer, community stakeholders, or any other member as appropriate. Documentation will be maintained on site.

Response Yes

Label 2.

Assurance Response The institution complies with all federal laws Yes and regulations prohibiting discrimination and with all requirements and regulations of the U.S. Department of Education. It is the policy of this institution that no person on the basis of race, color, religion, national origin or ancestry, age, gender, height, weight, marital status or disability shall be subjected to discrimination in any program, service or activity for which the institution is responsible, or for which it receives financial assistance from the U.S. Department of Education.

Comment Attachment It is policy of the Athens City Board of Education to not discriminate on the basis of sex, color, handicap, religion, or age in its educational programs, activities, or employment policies as required by Federal Regulations.

Label 3.

Assurance The institution has designated an employee to coordinate efforts to comply with and carry out non-discrimination responsibilities. If yes, list the name, position, address and telephone number of the employee in the comment field.

Comment Attachment Athens City Schools, ATTN: Beth Patton, 455 US Highway 31 North, Athens, AL 35611, (256) 233-6600

Label 4.

Assurance Response The institution has a Parent and Family Yes Engagement policy and plan as required in ESSA Section 1116, and ensures that all requirements in Section 1116 and 1112(e)(1)(A)(i)-(ii), Parents' Right-to-Know, are implemented systematically.

Response Yes

Comment Sharla Birdsong- Principal Katrina Allen- Assistant Principal Carla Daws- media specialist Monica Daws- Instructional Partner Ellie Lovvorn-Title I Tyler Nay- teacher Amy Smothers- teacher Holly Hargrove-teacher Laura Leigh Terry- teacher Dr. Jessica Lynn- Special Education Director Beth Patton- Federal Programs Coordinator Amanda Jones- Parent

Attachment

Comment Attachment Parents Title I informational Title I Meeting meeting was scheduled for agenda September 20, 2018 at 7:45 a.m. and at 3:00p.m. There was a Power Point shown to inform parents of the 1% set aside for Parental Involvement, Parent's Right to Know, CIP, SchoolParent Compact, HQ teachers, LEA Parental Involvement Plan, and what it means to be a Title I school. (Agenda attached)

SY 2018-2019 Š 2019 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Page 22

ACIP Julian Newman Elementary School Label 5.

Assurance Response The institution has a School-Parent Compact. If Yes a Title I school, the School-Parent Compact contains the required components (ESSA Section 1116 (d) and was jointly developed with parents of participating students.

Comment attached

SY 2018-2019 Š 2019 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Attachment 2018-19 compacts

Page 23

ACIP Julian Newman Elementary School

Goals and Plans 2018-19

SY 2018-2019 Š 2019 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Page 24

ACIP Julian Newman Elementary School

Overview Plan Name Goals and Plans 2018-19 Plan Description Student and Parental Involvement

SY 2018-2019 Š 2019 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Page 25

ACIP Julian Newman Elementary School

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. # 1 2

Goal Name Increase parental involvement and engagement

Goal Details Objectives:1 Strategies:1 Activities:1 Increase overall instructional improvement through Objectives:4 engaged learners.

Strategies:5 Activities:8

SY 2018-2019 Š 2019 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Goal Type Organizational

Total Funding $1563

Academic

$145317

Page 26

ACIP Julian Newman Elementary School

Goal 1: Increase parental involvement and engagement Measurable Objective 1: demonstrate a behavior to increase parental involvement and engagement through a variety of opportunities by 06/07/2019 as measured by sign in sheets, virtual views through technology devices, and/or end of the year surveys.

Strategy 1: Provide Awareness - Parents will receive information regarding events and activities through technology, newsletters, and social media.

Category: Develop/Implement Research Based Best Practices for Continuous Improvement Activity - Student Showcase

Activity Type

Begin Date

End Date

Students will demonstrate to parents evidence of standards mastered through projects, presentations, conferences, etc. Each semester we will host a student showcase that involves parent communication.

Parent Involvement

08/30/2018

06/07/2019

Resource Assigned $1563

Source Of Funding Title I Part A

Staff Responsible Certified personnel

Goal 2: Increase overall instructional improvement through engaged learners.

Measurable Objective 1: A 4% increase of Kindergarten and First grade students will demonstrate a proficiency in Kindergarten LNF and 1st grade on Nonsense words/WRC in Reading by 06/07/2019 as measured by DIBELS. Strategy 1: Improve foundational skills - Teachers will improve foundational skills through tiered instruction.

Category: Develop/Implement Research Based Best Practices for Continuous Improvement Research Cited: Research Cited: "McGraw Hill Education" School Education. N.p.,n.d. Web. 12 Sept. 2013. Shanahan, T., Fisher, D., & Frey, N. (2012) The Challenge of Challenging Text. Educational Leadership. 69 (6), 58-62Fien,H.,Park,Y.Baker,S., K.,Smith,J.L.M.,Stoolmiller,M.,&Kame'enui,E.J.(2010).An examination of the relation of nonsense word fluency initial status and gains to reading outcomes for beginning readers. School Psychology Review,39,631I653: Activity - Tiered Instruction

Activity Type

SY 2018-2019 Š 2019 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Begin Date

End Date

Resource Assigned

Source Of Funding

Staff Responsible

Page 27

ACIP Julian Newman Elementary School

Students will demonstrate a mastery of grade level standards through phonics units of study.

Direct Instruction

08/30/2018

06/07/2019

$72004

Title I Part A, Classroom Title I Part A teacher, EL Teacher, Title I teacher, Special Education teacher, Instructional Partner

Activity - Goal Setting

Activity Type

Begin Date

End Date

08/30/2018

06/07/2019

Resource Assigned $0

Source Of Funding No Funding Required

Students will take ownership of their own learning by setting and achieving Direct goals.

Instruction

Staff Responsible Classroom teacher

Measurable Objective 2: A 2% increase of Second and Third grade students will demonstrate a proficiency combined in ORF accuracy in Reading by 06/07/2019 as measured by DIBELS. Strategy 1: Reading practice - Students will increase accuracy in reading through tierd instruction.

Category: Develop/Implement Research Based Best Practices for Continuous Improvement Research Cited: http://mtss.ncdpi.wikispaces.net/file/view/tiered-instruction-and-intervention-rti-model+(1).pdf, Special Education Leadership and Quality Teacher Initiative, BUENO Center-School of Education, University of Colorado, Boulder. sed on Nicol, D.J. & Macfarlane-Dick, D. (2006) Formative assessment and self-regulated learning: a model and seven principles of good feedback practice. Studies in Higher Education.

31(2), 199-218. (http://dx.doi.org/10.1080/03075070600572090) Activity - Tiered Instruction

Activity Type

Begin Date

End Date

Students will demonstrate mastery of grade level standards through units of study.

Direct Instruction

08/30/2018

06/07/2019

Activity - Goal Setting

Activity Type

Begin Date

End Date

Students will take ownership of their own learning by setting and achieving Direct goals.

Instruction

08/30/2018

06/07/2019

Activity - Increase Volume of reading

Begin Date

End Date

Activity Type

SY 2018-2019 Š 2019 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Resource Assigned $0

Source Of Funding Title I Part A

Staff Responsible Classroom teacher, Title I teacher, Special Education, EL teacher

Resource Assigned $0

Source Of Funding No Funding Required

Staff Responsible Classroom teachers

Resource Assigned

Source Of Funding

Staff Responsible

Page 28

ACIP Julian Newman Elementary School

Students will utilize the Renaissance Technology Library (AR tests) for reading and comprehension practice.

Academic Support Program

08/30/2018

06/01/2019

$1309

Title I Part A, Librarian, Title I Part A classroom teachers

Measurable Objective 3: A 2% increase of Second and Third grade students will demonstrate a proficiency through combined percentages in Mathematics by 06/07/2019 as measured by Performance Series.

Strategy 1: Tiered Instruction - Students will increase fluency through tiered instruction.

Category: Develop/Implement Research Based Best Practices for Continuous Improvement Research Cited: Research Cited: National Governors Association Center/Chief State School Officers (2010). Common Core State Standards for Mathematics.

Retrieved from http://www.corestandards.org/the-standards/mathematics, Shanahan, T., Fisher, D., & Frey, N. (2012) The Challenge of Challenging Text. Educational Leadership. 69 (6), 58-62 Activity - Math Fluency

Activity Type

Begin Date

End Date

Students will demonstrate mastery of grade level standards through units of study.

Direct Instruction

08/30/2018

06/07/2019

Resource Assigned $0

Source Of Funding Title I Part A

Staff Responsible Classroom teachers, Title Teacher, EL teacher, Special Ed teacher, Instructional Partner

Strategy 2: Assessment of learning - Students will have knowledge and understanding how learning targets are assessed in order to improve their own learning.

Category: Develop/Implement Research Based Best Practices for Continuous Improvement Research Cited: Nicol, D.J. & Macfarlane-Dick, D. (2006) Formative assessment and self-regulated learning: a model and seven principles of good feedback practice. Studies in Higher Education.

31(2), 199-218. (http://dx.doi.org/10.1080/03075070600572090) Activity - Formative Assessment

Activity Type

Begin Date

End Date

Students will have access to various formative assessments aligned to student learning targets and success criteria.

Direct Instruction

08/30/2018

06/07/2019

Resource Assigned $0

Source Of Funding Title I Part A

Staff Responsible Classroom teachers, Title I ...............

Measurable Objective 4: 55% of English Learners students will increase student growth towards English Language Proficiency in English Language Arts by 06/07/2019 as measured by ACCESS. SY 2018-2019 Š 2019 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Page 29

ACIP Julian Newman Elementary School

Strategy 1: EL Tiered Instruction - EL teacher will address the individual and diverse needs of English-language learners in both academic and English-language acquisition.

Category: Develop/Implement Learning Supports Research Cited: Peregoy, Suzanne F., Owen Boyle. Reading, Writing, and ESL:A Resource Book for K-12 Teachers. Boston: Pearson/Ally and Bacon, 2005 Print Activity - Small Group

Activity Type

Durning small tiered groups the EL teacher will: introduce new concepts Direct with essential academic vocabulary using familiar resources, prompts, Instruction visuals or themes to connect learning to students' knowledge and experiences. EL students will connect cognates, synonyms, or concepts to this essential vocabulary . The EL teacher will support EL students to distinguish word meanings and subject-specific task and language skills by teaching essential grade level concepts and build students' background knowledge as needed. Engage beginning level EL students in using social and school vocabulary phrases and sentence structure.

SY 2018-2019 Š 2019 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Begin Date

End Date

09/04/2018

06/07/2019

Resource Assigned $72004

Source Of Staff Funding Responsible Title I Part A, EL teacher Title I Part A

Page 30

ACIP Julian Newman Elementary School

Activity Summary by Funding Source Below is a breakdown of your activities by funding source No Funding Required Activity Name

Activity Description

Activity Type

Begin Date

End Date

Goal Setting

Students will take ownership of their own learning by setting and achieving goals.

Students will take ownership of their own learning by setting and achieving goals.

Direct Instruction Direct Instruction

08/30/2018

06/07/2019

Resource Assigned $0

08/30/2018

06/07/2019

$0

Total

$0

Goal Setting

Staff Responsible Classroom teachers Classroom teacher

Title I Part A Activity Name

Activity Description

Activity Type

Begin Date

End Date

Increase Volume of reading

Students will utilize the Renaissance Technology Library (AR tests) for reading and comprehension practice.

08/30/2018

06/01/2019

Small Group

Academic Support Program Direct Instruction

Resource Assigned $0

Durning small tiered groups the EL teacher will: introduce new concepts with essential academic vocabulary using familiar resources, prompts, visuals or themes to connect learning to students' knowledge and experiences. EL students will connect cognates, synonyms, or concepts to this essential vocabulary . The EL teacher will support EL students to distinguish word meanings and subject-specific task and language skills by teaching essential grade level concepts and build students' background knowledge as needed. Engage beginning level EL students in using social and school vocabulary phrases and sentence structure.

Students will demonstrate a mastery of grade level Direct standards through phonics units of study.

Instruction

09/04/2018

06/07/2019

$71522

08/30/2018

06/07/2019

$482

Tiered Instruction

SY 2018-2019 Š 2019 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Staff Responsible Librarian, classroom teachers EL teacher

Classroom teacher, EL Teacher, Title I teacher, Special Education teacher, Instructional Partner

Page 31

ACIP Julian Newman Elementary School

Math Fluency

Students will demonstrate mastery of grade level standards Direct through units of study.

Instruction

08/30/2018

06/07/2019

$0

Increase Volume of reading

Students will utilize the Renaissance Technology Library (AR tests) for reading and comprehension practice.

08/30/2018

06/01/2019

$1309

Small Group

Durning small tiered groups the EL teacher will: introduce new concepts with essential academic vocabulary using familiar resources, prompts, visuals or themes to connect learning to students' knowledge and experiences. EL students will connect cognates, synonyms, or concepts to this essential vocabulary . The EL teacher will support EL students to distinguish word meanings and subject-specific task and language skills by teaching essential grade level concepts and build students' background knowledge as needed. Engage beginning level EL students in using social and school vocabulary phrases and sentence structure.

Students will demonstrate to parents evidence of standards mastered through projects, presentations, conferences, etc.

Each semester we will host a student showcase that involves parent communication.

Students will have access to various formative assessments aligned to student learning targets and success criteria.

Academic Support Program Direct Instruction

09/04/2018

06/07/2019

$482

Parent Involvement

08/30/2018

06/07/2019

$1563

Certified personnel

Direct Instruction

08/30/2018

06/07/2019

$0

Classroom teachers, Title I ...............

Classroom teacher, EL Teacher, Title I teacher, Special Education teacher, Instructional Partner Classroom teacher, Title I teacher, Special Education, EL teacher

Student Showcase

Formative Assessment Tiered Instruction

Students will demonstrate a mastery of grade level standards through phonics units of study.

Direct Instruction

08/30/2018

06/07/2019

$71522

Tiered Instruction

Students will demonstrate mastery of grade level standards Direct through units of study.

Instruction

08/30/2018

06/07/2019

$0

Total

$146880

SY 2018-2019 Š 2019 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Classroom teachers, Title Teacher, EL teacher, Special Ed teacher, Instructional Partner Librarian, classroom teachers EL teacher

Page 32

ACIP Julian Newman Elementary School

Stakeholder Feedback Diagnostic

SY 2018-2019 Š 2019 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Page 33

ACIP Julian Newman Elementary School

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

SY 2018-2019 Š 2019 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Page 34

ACIP Julian Newman Elementary School

Stakeholder Feedback Data

Label 1.

Assurance Did you complete the Stakeholder Feedback Data document offline and upload below?

Response Yes

Comment

SY 2018-2019 Š 2019 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Attachment Survey and results

Page 35

ACIP Julian Newman Elementary School

Evaluative Criteria and Rubrics

Overall Rating: 3.5

1.

Statement or Question Questionnaire Administration

Response Rating Most required AdvancED questionnaires were Level 3 used by the institution to receive stakeholder feedback. The minimum response rate for each population was met (parent questionnaire: equal to or greater than 20%, student questionnaire(s): equal to or greater than 40%, staff questionnaire: equal to or greater than 60%). Questionnaires were administered with reasonable fidelity to the administrative procedures appropriate for each assessment. In most instances, the stakeholders to whom these questionnaires were administered mostly represented the populations served by the institution. Appropriate accommodations were provided for most participants.

2.

Statement or Question Stakeholder Feedback Results and Analysis

Response Rating Two or more of the stakeholder questionnaires Level 4 had average item values of 4.30 or higher (on a 5.0 scale). All questionnaires had an average item value of 3.20 or above (on a 5.0 scale).

Results of stakeholder feedback collected by the institution were well analyzed and clearly presented.

SY 2018-2019 Š 2019 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Page 36

ACIP Julian Newman Elementary School

Areas of Notable Achievement

Which area(s) indicate the overall highest level of satisfaction or approval?

97% of the parents know what their child should know in reading and/or math for the grade that they are in and they understand their child's report cards and test scores.

Which area(s) show a trend toward increasing stakeholder satisfaction or approval?

The past two years the surveys show that parents are feeling encouraged to be involved in their child's education.

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

There are no other feedback sources.

SY 2018-2019 Š 2019 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Page 37

ACIP Julian Newman Elementary School

Areas in Need of Improvement

Which area(s) indicate the overall lowest level of satisfaction or approval?

17.1% of the parents know the schools goals and how they can be involved.

Which area(s) show a trend toward decreasing stakeholder satisfaction or approval?

There is not a trend to be noted.

What are the implications for these stakeholder perceptions?

The large number of parents that prefer night time meetings infer that most parents work.

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

There are no other findings.

SY 2018-2019 Š 2019 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Page 38

ACIP Julian Newman Elementary School

Report Summary

Scores By Section Section Score 1

2

Evaluative Criteria and Rubrics

3

4

3.5

Sections

SY 2018-2019 Š 2019 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Page 39

ACIP Julian Newman Elementary School

Title I Schoolwide Diagnostic

SY 2018-2019 Š 2019 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Page 40

ACIP Julian Newman Elementary School

Introduction This diagnostic tool is aligned to the requirements for Title I Schoolwide School as described in section 1114, Every Student Succeeds Act (ESSA). The comprehensive needs assessment (CNA) requirement is met by completing a School Process Profile and Summary Report.

The comprehensive needs assessment must be completed prior to creating a new plan or annually updating an existing school improvement plan. Use the results of the comprehensive needs assessment to develop Goals/Objectives/Strategies and Activities. Ensure that the Gap Statements and Causes for Gaps included in the Goals information address all four measures of data: student achievement data, school programs/process data, perceptions data (must include teachers and parents; student data is encouraged), and demographic data. The Comprehensive Needs Assessment must also take into account the needs of migratory children as defined in Title I, Part C, Section 1309(2).

SY 2018-2019 Š 2019 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Page 41

ACIP Julian Newman Elementary School

Component 1: Comprehensive Needs Assessment (Sec.1114(b)(6))

How was the comprehensive needs assessment conducted?

Julian Newman Elementary School began looking at data in early fall of 2018. Global Scholar Performance Series Math and Reading test, along with DIBELS were scheduled to be administered to selected grade levels in September. Once completed, data was collected and analyzed and results were made available to teachers. A faculty meeting was held with a general overview of school wide strengths and weaknesses. Individual grade level specific data meetings were also held where class information was taken and individual student needs were discussed. In addition, other information evaluated includes discipline and attendance records. The Instructional Leadership Team (ILT) met to develop targeted areas for school improvement and collaborated for activities and strategies that align with the goals. Teachers will continue to review test data and other pertinent information at data meetings and grade level meetings in order to guide instruction and achievement of individual students. Students that are struggling are referred to the Student Support Team (SST) for suggestions. Students that scored below the 25% on benchmark tests were considered for more screenings to determine if a multisensory reading group would benefit that child. If the SST decides that the student would benefit, then they are put on SST to track their progress. Parents are invited to attend an annual Title 1 Parent Meeting to discuss information and budget. Parents are also involved on Field Day at the end of the year and have the opportunity to review/revise our Continuous Improvement Plan (CIP), Parental Involvement Plan (PIP), and the School-Parent Compact.

What were the results of the comprehensive needs assessment?

According to DIBELS, Kindergarten and 1st grade students ended the 2017-18 year with 72% proficiency. 1st grade and Kindergarten combined finished the year with 65% proficient. According to the Performance Series Scantron assessment, 2nd grade students ended the year with 66% proficiency in Math. 3rd grade students showed 61% proficiency in Math, which increased from 48% at the beginning of the year.

81% of students in second grade on meal assistance met their annual Reading target goal. The previous year only had 54% reach their goal.

Overall, 57% of the students on meal assistance scored proficient in reading.

2017-18 Performance series scores show that only 51% of third graders scored proficient in reading at the end of the year. They were 58% proficient in the middle of the year. 2017-18 Dibels scores show that second graders dropped 7% in reading proficiency in WRC. First grade students dropped 6% from the beginning of the year in WRC.

What conclusions were drawn from the results?

The Global Scholar Performance Series assessment for second through third grade student concluded a need of support with a need for smaller group instruction in both math and reading. Explicit instruction will focus on College and Career Ready Standard (CCRS) activities through Tier II and/or Tier III instruction. Students in kindergarten and first grade will also use explicit small group instruction with a focus on multi-sensory instruction in reading and phonics practice. Whole group and small group lesson planning will be crucial for the struggling areas of concern.

SY 2018-2019 Š 2019 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Page 42

ACIP Julian Newman Elementary School

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

The Global Scholar Performance Series assessment for second and third grade students concluded a need of support with a need for smaller group instruction in both math and reading. Explicit instruction will focus on College and Career Ready Standard (CCRS) activities through Tier II and/or Tier III instruction. Students in kindergarten and first grade will also use explicit small group instruction with a focus on multi-sensory instruction in reading and phonics practice. Whole group and small group lesson planning will be crucial for the struggling areas of concern. Teachers will unpack the standards and determine priority standards for units of study. Priority standards are noted, success criteria, and Project Based Units are planned.

Julian Newman Elementary School administers the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) assessment to students in kindergarten through third grade. The brief one minute fluency tests measures acquisition of early literacy and reading skills using one or more subtest. DIBELS designed for identifying children experiencing difficulty in acquisition of basic early literacy skills in order to provide support and prevent the occurrence of later reading difficulties. Athens City Schools require all students K-3 to be assessed three times a year; fall, winter, and spring. Julian Newman Elementary School analyzed grade level benchmark data from the past two years.

How are the school goals connected to priority needs and the needs assessment?

School goals are set to address the data concluded in the needs assessment. The areas needing focus will be taught in the classroom using Tier I, Tier II, and/or Tier III instruction for students. The students who scored the lowest and are in the most need are priority students.

These students require the intense Tier III instruction. Global Scholar Performance Series and DIBELS data highlight each student and their overall weakness that need to be addressed. Students that score below 25% in Reading are screened to determine if the students need Tier III multi-sensory instruction.

RTITRAILS will be tracking student goals and teacher strategies for students on SST.

How do the goals portray a clear and detailed analysis of multiple types of data?

At Julian Newman there are several key indicators in the data to determine the goals for this school year. The goals are specific to grade levels and their needs according to the data.

The Kindergarten and first grade goals are determined by DIBELS data and second and grade goals are determined by Global Scholar Performance Series Reading and Math assessments as well as DIBELS. The school will utilize data from Global Scholar Performance Series in Reading and Math for automatic referral to the Student Support Team (SST), to progress monitor students in the RTI process, for creating goals for the Continuous Improvement Plan. There are several key indicators in this data to determine the goals for this school year. The goals are specific to grade levels and their needs according to the data.

How do the goals address the needs of the whole school population and special recognition to children who are disadvantaged?

SY 2018-2019 Š 2019 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Page 43

ACIP Julian Newman Elementary School

All students at Julian Newman Elementary School, including those identified as migrant, limited-English proficient, homeless, economically disadvantage, and neglected/delinquent, have access to all services and programs available, including free/reduced lunch, Title I services, EL services, Special Education services, and counseling services. JNES used the Department of Human Resources, the Department of Mental Health, and various community resources to provide students with necessary counseling, school supplies, food, clothing and shelter.

SY 2018-2019 Š 2019 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Page 44

ACIP Julian Newman Elementary School

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

Identify the strategies in the schoolwide plan that provide opportunities for all children, including each of the subgroups of students (economically disadvantaged; students from major racial and ethnic groups; children with disabilities; and English Learners) as defined in section 1111(c)(2) to meet the challenging State academic standards.

Goal 1: Increase overall instructional improvement through engaged learners.

Measurable Objective 1: 55% of English Learners students will increase student growth towards English Language Proficiency in English Language Arts by 06/07/2019 as measured by ACCESS.

Strategy1: EL Tiered Instruction - EL teacher will address the individual and diverse needs of English-language learners in both academic and Englishlanguage acquisition.

Category: Develop/Implement Learning Supports Research Cited: Peregoy, Suzanne F., Owen Boyle. Reading, Writing, and ESL:A Resource Book for K-12 Teachers. Boston: Pearson/Ally and Bacon, 2005 Print

Activity - Small Group

Activity Type

Durning small tiered groups the EL teacher will: introduce new concepts with essential academic vocabulary using familiar resources, prompts, visuals or themes to connect learning to students' knowledge and experiences. EL students will connect cognates, synonyms, or concepts to this essential vocabulary . The EL Direct teacher will support EL students to distinguish Instruction word meanings and subject-specific task and language skills by teaching essential grade level concepts and build students' background knowledge as needed. Engage beginning level EL students in using social and school vocabulary phrases and sentence structure.

Begin Date End Date

Funding Amount & Source

09/04/2018

$482 - Title I Part A $71522 - Title I Part EL teacher A

06/07/2019

Staff Responsible

Measurable Objective 2: A 4% increase of Kindergarten and First grade students will demonstrate a proficiency in Kindergarten LNF and 1st grade on Nonsense words/WRC in Reading by 06/07/2019 as measured by DIBELS.

Strategy1: Improve foundational skills - Teachers will improve foundational skills through tiered instruction.

Category: Develop/Implement Research Based Best Practices for Continuous Improvement SY 2018-2019 Š 2019 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Page 45

ACIP Julian Newman Elementary School

Research Cited: Research Cited: "McGraw Hill Education" School Education. N.p.,n.d. Web. 12 Sept. 2013. Shanahan, T., Fisher, D., & Frey, N. (2012) The Challenge of Challenging Text. Educational Leadership. 69 (6), 58-62Fien,H.,Park,Y.Baker,S., K.,Smith,J.L.M.,Stoolmiller,M.,&Kame'enui,E.J.(2010).An examination of the relation of nonsense word fluency initial status and gains to reading outcomes for beginning readers. School Psychology Review,39,631I653:

Begin Date End Date

Students will take ownership of their own learning by setting and achieving goals.

Activity Type Direct Instruction

Activity - Tiered Instruction

Activity Type

Students will demonstrate a mastery of grade level standards through phonics units of study.

Direct Instruction

Activity - Goal Setting

Funding Amount & Source $0 - No Funding Required

Staff Responsible

Begin Date End Date

Funding Amount & Source

Staff Responsible

08/30/2018

$71522 - Title I Part A $482 - Title I Part A

Classroom teacher, EL Teacher, Title I teacher, Special Education teacher, Instructional Partner

08/30/2018

06/07/2019

06/07/2019

Classroom teacher

Measurable Objective 3: A 2% increase of Second and Third grade students will demonstrate a proficiency through combined percentages in Mathematics by 06/07/2019 as measured by Performance Series.

Strategy1: Assessment of learning - Students will have knowledge and understanding how learning targets are assessed in order to improve their own learning.

Category: Develop/Implement Research Based Best Practices for Continuous Improvement Research Cited: Nicol, D.J. & Macfarlane-Dick, D. (2006) Formative assessment and self-regulated learning: a model and seven principles of good feedback practice. Studies in Higher Education.

31(2), 199-218. (http://dx.doi.org/10.1080/03075070600572090)

Activity - Formative Assessment

Activity Type

Students will have access to various formative Direct assessments aligned to student learning targets Instruction and success criteria.

Begin Date End Date

Funding Amount & Source

Staff Responsible

08/30/2018

$0 - Title I Part A

Classroom teachers, Title I ...............

06/07/2019

Strategy2: Tiered Instruction - Students will increase fluency through tiered instruction.

Category: Develop/Implement Research Based Best Practices for Continuous Improvement Research Cited: Research Cited: National Governors Association Center/Chief State School Officers (2010). Common Core State Standards for Mathematics. Retrieved from http://www.corestandards.org/the-standards/mathematics, Shanahan, T., Fisher, D., & Frey, N. (2012) The Challenge of Challenging Text.

Educational Leadership. 69 (6), 58-62

SY 2018-2019 Š 2019 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Page 46

ACIP Julian Newman Elementary School

Activity - Math Fluency

Activity Type

Begin Date End Date

Funding Amount & Source

Staff Responsible

Students will demonstrate mastery of grade level standards through units of study.

Direct Instruction

08/30/2018

$0 - Title I Part A

Classroom teachers, Title Teacher, EL teacher, Special Ed teacher, Instructional Partner

06/07/2019

Measurable Objective 4: A 2% increase of Second and Third grade students will demonstrate a proficiency combined in ORF accuracy in Reading by 06/07/2019 as measured by DIBELS.

Strategy1: Reading practice - Students will increase accuracy in reading through tierd instruction.

Category: Develop/Implement Research Based Best Practices for Continuous Improvement Research Cited: http://mtss.ncdpi.wikispaces.net/file/view/tiered-instruction-and-intervention-rti-model+(1).pdf, Special Education Leadership and Quality Teacher Initiative, BUENO Center-School of Education, University of Colorado, Boulder. sed on Nicol, D.J. & Macfarlane-Dick, D. (2006) Formative assessment and self-regulated learning: a model and seven principles of good feedback practice. Studies in Higher Education.

31(2), 199-218. (http://dx.doi.org/10.1080/03075070600572090)

Activity - Tiered Instruction

Activity Type

Begin Date End Date

Funding Amount & Source

Staff Responsible

Students will demonstrate mastery of grade level standards through units of study.

Direct Instruction

08/30/2018

$0 - Title I Part A

Classroom teacher, Title I teacher, Special Education, EL teacher

Activity - Goal Setting

Activity Type Direct Instruction

Begin Date End Date

Activity Type Academic Support Program

Begin Date End Date

Students will take ownership of their own learning by setting and achieving goals.

Activity - Increase Volume of reading Students will utilize the Renaissance Technology Library (AR tests) for reading and comprehension practice.

08/30/2018

08/30/2018

06/07/2019

06/07/2019

06/01/2019

Funding Amount & Source $0 - No Funding Required

Staff Responsible

Funding Amount & Source $0 - Title I Part A $1309 - Title I Part A

Staff Responsible

Classroom teachers

Librarian, classroom teachers

Identify the instructional strategies and methods used that strengthen the academic program in the school, increase the amount and quality of learning time, and help provide an enriched and accelerated curriculum, which may include programs, activities, and courses necessary to provide a well-rounded education.

Goal 1: Increase overall instructional improvement through engaged learners.

SY 2018-2019 Š 2019 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Page 47

ACIP Julian Newman Elementary School

Measurable Objective 1: A 2% increase of Second and Third grade students will demonstrate a proficiency combined in ORF accuracy in Reading by 06/07/2019 as measured by DIBELS.

Strategy1: Reading practice - Students will increase accuracy in reading through tierd instruction.

Category: Develop/Implement Research Based Best Practices for Continuous Improvement Research Cited: http://mtss.ncdpi.wikispaces.net/file/view/tiered-instruction-and-intervention-rti-model+(1).pdf, Special Education Leadership and Quality Teacher Initiative, BUENO Center-School of Education, University of Colorado, Boulder. sed on Nicol, D.J. & Macfarlane-Dick, D. (2006) Formative assessment and self-regulated learning: a model and seven principles of good feedback practice. Studies in Higher Education.

31(2), 199-218. (http://dx.doi.org/10.1080/03075070600572090)

Activity Type Direct Instruction

Begin Date End Date

Begin Date End Date

Students will utilize the Renaissance Technology Library (AR tests) for reading and comprehension practice.

Activity Type Academic Support Program

Activity - Tiered Instruction

Activity Type

Students will demonstrate mastery of grade level standards through units of study.

Direct Instruction

Activity - Goal Setting Students will take ownership of their own learning by setting and achieving goals.

Activity - Increase Volume of reading

Funding Amount & Source $0 - No Funding Required

Staff Responsible

Funding Amount & Source $1309 - Title I Part A $0 - Title I Part A

Staff Responsible

Begin Date End Date

Funding Amount & Source

Staff Responsible

08/30/2018

$0 - Title I Part A

Classroom teacher, Title I teacher, Special Education, EL teacher

08/30/2018

08/30/2018

06/07/2019

06/01/2019

06/07/2019

Classroom teachers

Librarian, classroom teachers

Measurable Objective 2: A 2% increase of Second and Third grade students will demonstrate a proficiency through combined percentages in Mathematics by 06/07/2019 as measured by Performance Series.

Strategy1: Assessment of learning - Students will have knowledge and understanding how learning targets are assessed in order to improve their own learning.

Category: Develop/Implement Research Based Best Practices for Continuous Improvement Research Cited: Nicol, D.J. & Macfarlane-Dick, D. (2006) Formative assessment and self-regulated learning: a model and seven principles of good feedback practice. Studies in Higher Education.

SY 2018-2019 Š 2019 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Page 48

ACIP Julian Newman Elementary School

31(2), 199-218. (http://dx.doi.org/10.1080/03075070600572090)

Activity - Formative Assessment

Activity Type

Students will have access to various formative Direct assessments aligned to student learning targets Instruction and success criteria.

Begin Date End Date

Funding Amount & Source

Staff Responsible

08/30/2018

$0 - Title I Part A

Classroom teachers, Title I ...............

06/07/2019

Strategy2: Tiered Instruction - Students will increase fluency through tiered instruction.

Category: Develop/Implement Research Based Best Practices for Continuous Improvement Research Cited: Research Cited: National Governors Association Center/Chief State School Officers (2010). Common Core State Standards for Mathematics. Retrieved from http://www.corestandards.org/the-standards/mathematics, Shanahan, T., Fisher, D., & Frey, N. (2012) The Challenge of Challenging Text.

Educational Leadership. 69 (6), 58-62

Activity - Math Fluency

Activity Type

Begin Date End Date

Funding Amount & Source

Staff Responsible

Students will demonstrate mastery of grade level standards through units of study.

Direct Instruction

08/30/2018

$0 - Title I Part A

Classroom teachers, Title Teacher, EL teacher, Special Ed teacher, Instructional Partner

06/07/2019

Measurable Objective 3: 55% of English Learners students will increase student growth towards English Language Proficiency in English Language Arts by 06/07/2019 as measured by ACCESS.

Strategy1: EL Tiered Instruction - EL teacher will address the individual and diverse needs of English-language learners in both academic and Englishlanguage acquisition.

Category: Develop/Implement Learning Supports Research Cited: Peregoy, Suzanne F., Owen Boyle. Reading, Writing, and ESL:A Resource Book for K-12 Teachers. Boston: Pearson/Ally and Bacon, 2005 Print

Activity - Small Group

Activity Type

Durning small tiered groups the EL teacher will: introduce new concepts with essential academic vocabulary using familiar resources, prompts, visuals or themes to connect learning to students' knowledge and experiences. EL students will connect cognates, synonyms, or concepts to this essential vocabulary . The EL Direct teacher will support EL students to distinguish Instruction word meanings and subject-specific task and language skills by teaching essential grade level concepts and build students' background knowledge as needed. Engage beginning level EL students in using social and school vocabulary phrases and sentence structure.

Begin Date End Date

Funding Amount & Source

09/04/2018

$71522 - Title I Part A EL teacher $482 - Title I Part A

06/07/2019

SY 2018-2019 Š 2019 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Staff Responsible

Page 49

ACIP Julian Newman Elementary School

Measurable Objective 4: A 4% increase of Kindergarten and First grade students will demonstrate a proficiency in Kindergarten LNF and 1st grade on Nonsense words/WRC in Reading by 06/07/2019 as measured by DIBELS.

Strategy1: Improve foundational skills - Teachers will improve foundational skills through tiered instruction.

Category: Develop/Implement Research Based Best Practices for Continuous Improvement Research Cited: Research Cited: "McGraw Hill Education" School Education. N.p.,n.d. Web. 12 Sept. 2013. Shanahan, T., Fisher, D., & Frey, N. (2012) The Challenge of Challenging Text. Educational Leadership. 69 (6), 58-62Fien,H.,Park,Y.Baker,S., K.,Smith,J.L.M.,Stoolmiller,M.,&Kame'enui,E.J.(2010).An examination of the relation of nonsense word fluency initial status and gains to reading outcomes for beginning readers. School Psychology Review,39,631I653:

Activity - Tiered Instruction

Activity Type

Begin Date End Date

Funding Amount & Source

Staff Responsible

Students will demonstrate a mastery of grade level standards through phonics units of study.

Direct Instruction

08/30/2018

$71522 - Title I Part A $482 - Title I Part A

Classroom teacher, EL Teacher, Title I teacher, Special Education teacher, Instructional Partner

Activity - Goal Setting

Activity Type Direct Instruction

Begin Date End Date

Funding Amount & Source $0 - No Funding Required

Staff Responsible

Students will take ownership of their own learning by setting and achieving goals.

08/30/2018

06/07/2019

06/07/2019

Classroom teacher

Address the needs of all children in the school, but particularly the needs of those at risk of not meeting the challenging State academic standards, through activities which may include-

•counseling, school-based mental health programs, specialized instructional support services, mentoring services, and other strategies to improve students' skills outside the academic subject areas

•preparation for and awareness of opportunities for postsecondary education and the workforce, which may include career and technical education programs and broadening secondary school students' access to coursework to earn postsecondary credit while still in high school (such as Advanced Placement, International Baccalaureate, dual or concurrent enrollment, or early college high schools

•implementation of a schoolwide tiered model to prevent and address problem behavior, and early intervening services, coordinated with similar activities and services carried out under the Individuals with Disabilities Education Act (20 U.S.C. 1400 et seq.)

Goal 1: SY 2018-2019 © 2019 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Page 50

ACIP Julian Newman Elementary School

Increase overall instructional improvement through engaged learners.

Measurable Objective 1: 55% of English Learners students will increase student growth towards English Language Proficiency in English Language Arts by 06/07/2019 as measured by ACCESS.

Strategy1: EL Tiered Instruction - EL teacher will address the individual and diverse needs of English-language learners in both academic and Englishlanguage acquisition.

Category: Develop/Implement Learning Supports Research Cited: Peregoy, Suzanne F., Owen Boyle. Reading, Writing, and ESL:A Resource Book for K-12 Teachers. Boston: Pearson/Ally and Bacon, 2005 Print

Activity - Small Group

Activity Type

Durning small tiered groups the EL teacher will: introduce new concepts with essential academic vocabulary using familiar resources, prompts, visuals or themes to connect learning to students' knowledge and experiences. EL students will connect cognates, synonyms, or concepts to this essential vocabulary . The EL Direct teacher will support EL students to distinguish Instruction word meanings and subject-specific task and language skills by teaching essential grade level concepts and build students' background knowledge as needed. Engage beginning level EL students in using social and school vocabulary phrases and sentence structure.

Begin Date End Date

Funding Amount & Source

09/04/2018

$71522 - Title I Part A EL teacher $482 - Title I Part A

06/07/2019

Staff Responsible

Measurable Objective 2: A 4% increase of Kindergarten and First grade students will demonstrate a proficiency in Kindergarten LNF and 1st grade on Nonsense words/WRC in Reading by 06/07/2019 as measured by DIBELS.

Strategy1: Improve foundational skills - Teachers will improve foundational skills through tiered instruction.

Category: Develop/Implement Research Based Best Practices for Continuous Improvement Research Cited: Research Cited: "McGraw Hill Education" School Education. N.p.,n.d. Web. 12 Sept. 2013. Shanahan, T., Fisher, D., & Frey, N. (2012) The Challenge of Challenging Text. Educational Leadership. 69 (6), 58-62Fien,H.,Park,Y.Baker,S., K.,Smith,J.L.M.,Stoolmiller,M.,&Kame'enui,E.J.(2010).An examination of the relation of nonsense word fluency initial status and gains to reading outcomes for beginning readers. School Psychology Review,39,631I653:

SY 2018-2019 Š 2019 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Page 51

ACIP Julian Newman Elementary School

Begin Date End Date

Students will take ownership of their own learning by setting and achieving goals.

Activity Type Direct Instruction

Activity - Tiered Instruction

Activity Type

Students will demonstrate a mastery of grade level standards through phonics units of study.

Direct Instruction

Activity - Goal Setting

Funding Amount & Source $0 - No Funding Required

Staff Responsible

Begin Date End Date

Funding Amount & Source

Staff Responsible

08/30/2018

$482 - Title I Part A $71522 - Title I Part A

Classroom teacher, EL Teacher, Title I teacher, Special Education teacher, Instructional Partner

08/30/2018

06/07/2019

06/07/2019

Classroom teacher

Measurable Objective 3: A 2% increase of Second and Third grade students will demonstrate a proficiency through combined percentages in Mathematics by 06/07/2019 as measured by Performance Series.

Strategy1: Assessment of learning - Students will have knowledge and understanding how learning targets are assessed in order to improve their own learning.

Category: Develop/Implement Research Based Best Practices for Continuous Improvement Research Cited: Nicol, D.J. & Macfarlane-Dick, D. (2006) Formative assessment and self-regulated learning: a model and seven principles of good feedback practice. Studies in Higher Education.

31(2), 199-218. (http://dx.doi.org/10.1080/03075070600572090)

Activity - Formative Assessment

Activity Type

Students will have access to various formative Direct assessments aligned to student learning targets Instruction and success criteria.

Begin Date End Date

Funding Amount & Source

Staff Responsible

08/30/2018

$0 - Title I Part A

Classroom teachers, Title I ...............

06/07/2019

Strategy2: Tiered Instruction - Students will increase fluency through tiered instruction.

Category: Develop/Implement Research Based Best Practices for Continuous Improvement Research Cited: Research Cited: National Governors Association Center/Chief State School Officers (2010). Common Core State Standards for Mathematics. Retrieved from http://www.corestandards.org/the-standards/mathematics, Shanahan, T., Fisher, D., & Frey, N. (2012) The Challenge of Challenging Text.

Educational Leadership. 69 (6), 58-62

Activity - Math Fluency

Activity Type

Begin Date End Date

Funding Amount & Source

Staff Responsible

Students will demonstrate mastery of grade level standards through units of study.

Direct Instruction

08/30/2018

$0 - Title I Part A

Classroom teachers, Title Teacher, EL teacher, Special Ed teacher, Instructional Partner

06/07/2019

Measurable Objective 4: SY 2018-2019 Š 2019 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Page 52

ACIP Julian Newman Elementary School

A 2% increase of Second and Third grade students will demonstrate a proficiency combined in ORF accuracy in Reading by 06/07/2019 as measured by DIBELS.

Strategy1: Reading practice - Students will increase accuracy in reading through tierd instruction.

Category: Develop/Implement Research Based Best Practices for Continuous Improvement Research Cited: http://mtss.ncdpi.wikispaces.net/file/view/tiered-instruction-and-intervention-rti-model+(1).pdf, Special Education Leadership and Quality Teacher Initiative, BUENO Center-School of Education, University of Colorado, Boulder. sed on Nicol, D.J. & Macfarlane-Dick, D. (2006) Formative assessment and self-regulated learning: a model and seven principles of good feedback practice. Studies in Higher Education.

31(2), 199-218. (http://dx.doi.org/10.1080/03075070600572090)

Activity - Tiered Instruction

Activity Type

Begin Date End Date

Funding Amount & Source

Staff Responsible

Students will demonstrate mastery of grade level standards through units of study.

Direct Instruction

08/30/2018

$0 - Title I Part A

Classroom teacher, Title I teacher, Special Education, EL teacher

Activity - Increase Volume of reading

Activity Type Academic Support Program

Begin Date End Date

Activity Type Direct Instruction

Begin Date End Date

Students will utilize the Renaissance Technology Library (AR tests) for reading and comprehension practice.

Activity - Goal Setting Students will take ownership of their own learning by setting and achieving goals.

08/30/2018

08/30/2018

06/07/2019

06/01/2019

06/07/2019

Funding Amount & Source $1309 - Title I Part A $0 - Title I Part A

Staff Responsible

Funding Amount & Source $0 - No Funding Required

Staff Responsible

Librarian, classroom teachers

Classroom teachers

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

Goal 1: Increase overall instructional improvement through engaged learners.

Measurable Objective 1: 55% of English Learners students will increase student growth towards English Language Proficiency in English Language Arts by 06/07/2019 as measured by ACCESS.

Strategy1: SY 2018-2019 Š 2019 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Page 53

ACIP Julian Newman Elementary School

EL Tiered Instruction - EL teacher will address the individual and diverse needs of English-language learners in both academic and Englishlanguage acquisition.

Category: Develop/Implement Learning Supports Research Cited: Peregoy, Suzanne F., Owen Boyle. Reading, Writing, and ESL:A Resource Book for K-12 Teachers. Boston: Pearson/Ally and Bacon, 2005 Print

Activity - Small Group

Activity Type

Durning small tiered groups the EL teacher will: introduce new concepts with essential academic vocabulary using familiar resources, prompts, visuals or themes to connect learning to students' knowledge and experiences. EL students will connect cognates, synonyms, or concepts to this essential vocabulary . The EL Direct teacher will support EL students to distinguish Instruction word meanings and subject-specific task and language skills by teaching essential grade level concepts and build students' background knowledge as needed. Engage beginning level EL students in using social and school vocabulary phrases and sentence structure.

Begin Date End Date

Funding Amount & Source

09/04/2018

$482 - Title I Part A $71522 - Title I Part EL teacher A

06/07/2019

Staff Responsible

Describe how the school provides individual student academic achievement results and interpretation of the results to parents of English Learners in a language they can understand.

The JNES EL teacher meets with the parents individually, with each family. She reviews the scores and explains the level of each language domain. She assists teachers with parent/teacher meetings, translating for parents, and goes over all EL student's plans. The EL teacher is fluent in English and Spanish. She also attends any SST or Special Education meetings that pertain to her EL students.

SY 2018-2019 Š 2019 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Page 54

ACIP Julian Newman Elementary School

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

Label 1.

Assurance Do all of the instructional paraprofessionals meet the state requirements? If no, what is the number that has not met state requirements and what is being done to address this?

Response Yes

Label 2.

Assurance Response Do all of the teachers meet the state Yes requirements and licensing criteria for the grade levels and subject areas in which the teachers provide instruction? If no, what is the number that has not met state requirements and licensing criteria, and what is being done to address this?

Comment Attachment Only highly qualified candidates are considered for positions at Julian Newman Elementary School. The teacher assignments are based on the needs of the students by grade level. Teachers are evaluated through the formative evaluation system, Educate Alabama. The walk through by administrators are completed and feedback is given to ensure academic needs are being met.

Comment

Attachment

Describe how staffing decision ensure that highly qualified, well trained teachers provide instruction and how their assignments most effectively address identified academic needs.

Only highly qualified candidates are considered for positions at Julian Newman Elementary School. The teacher assignments are based on the needs of the students by grade level. Teachers are evaluated through the formative evaluation system, Educate Alabama. The walk through by administrators are completed and feedback is given to ensure academic needs are being met.

SY 2018-2019 Š 2019 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Page 55

ACIP Julian Newman Elementary School

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?

The teacher turnover rate was as follows: 1 teacher transferred to another school in the system. Four teachers of one grade level were moved to a new school, 4th grade. One teacher will be Maternity leave for 8 weeks.

What is the experience level of key teaching and learning personnel?

Julian Newman Elementary currently has 34% of their teachers with a Bachelors degree, and 57% with a Masters degree, 2 teachers who are Nationally Board Certified. 38% of the teachers have taught 1-10 years, 38% have taught 11-20 years, and 24% have taught more than 21 years.

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 decision of hiring highly qualified staff is made by the local school. Principals are required to have the knowledge of each teacher's highly qualified status and the area the teacher is highly qualified to teach. All scheduling and assignment decisions must be made using this information. At Julian Newman Elementary, only highly qualified teachers are considered where there is an opening. All teachers are required to participate in professional development activities organized by the administration of the local school and are encouraged to seek additional professional development activities. Funding for high-quality, on going activities is provided by local, state and federal funds.

SY 2018-2019 Š 2019 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Page 56

ACIP Julian Newman Elementary School

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.

At Julian Newman Elementary School, all classroom teachers attended Project Based Learning training to create units of study. Teachers attend specific training or professional development each nine weeks for grade level unit planning and collaborate/share information with others in a "turn-around" training during grade level meetings. New and veteran teachers collaborate to develop lessons in reading and math during weekly grade level meetings. Teachers have Tuesday and Thursday 90 planning blocks to collaborate.

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

All Athens City Schools teachers, including Julian Newman Elementary School, offers 4 days of PD to complete before school started. The Central Office offers a variety of training for staff to choose from. The Julian Newman faculty and staff completed a retreat in the summer of 2018 with team building called The Energy Bus. Throughout the school year there are Professional Development days incorporated into each 9 weeks. Teachers are unpacking the standards and developing Units of study though identifying priority and supporting standards.

Identify the teacher mentoring activities included in the schoolwide plan. For example, new or inexperienced teachers are given support from an assigned master teacher.

New and veteran teachers collaborate to develop lessons in reading and math during weekly grade level meetings. The Instructional Partner will work with teachers in the Coaching Cycle. This cycle supports teachers in planning, modeling, and reflecting on lessons and practices that best meets the needs of the students.

Describe how all professional development is "sustained and ongoing."

Each month the Instructional Partner leads the staff in a Professional Development activity. The school district offers on-going professional development opportunities throughout the summer and ongoing throughout the year.

SY 2018-2019 Š 2019 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Page 57

ACIP Julian Newman Elementary School

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

Identify the strategies in the schoolwide plan that support and assist students in transitioning from one grade level to the next. For example, preschool preparation for Kindergarten and/or eighth grade transition to high school and/or high school to college/work force.

Goal 1: Increase overall instructional improvement through engaged learners.

Measurable Objective 1: A 2% increase of Second and Third grade students will demonstrate a proficiency combined in ORF accuracy in Reading by 06/07/2019 as measured by DIBELS.

Strategy1: Reading practice - Students will increase accuracy in reading through tierd instruction.

Category: Develop/Implement Research Based Best Practices for Continuous Improvement Research Cited: http://mtss.ncdpi.wikispaces.net/file/view/tiered-instruction-and-intervention-rti-model+(1).pdf, Special Education Leadership and Quality Teacher Initiative, BUENO Center-School of Education, University of Colorado, Boulder. sed on Nicol, D.J. & Macfarlane-Dick, D. (2006) Formative assessment and self-regulated learning: a model and seven principles of good feedback practice. Studies in Higher Education.

31(2), 199-218. (http://dx.doi.org/10.1080/03075070600572090)

Activity - Tiered Instruction

Activity Type

Begin Date End Date

Funding Amount & Source

Staff Responsible

Students will demonstrate mastery of grade level standards through units of study.

Direct Instruction

08/30/2018

$0 - Title I Part A

Classroom teacher, Title I teacher, Special Education, EL teacher

Activity - Increase Volume of reading

Activity Type Academic Support Program

Begin Date End Date

Funding Amount & Source

Staff Responsible

08/30/2018

$0 - Title I Part A

Librarian, classroom teachers

Activity Type Direct Instruction

Begin Date End Date

Funding Amount & Source $0 - No Funding Required

Staff Responsible

Students will utilize the Renaissance Technology Library (AR tests) for reading and comprehension practice.

Activity - Goal Setting Students will take ownership of their own learning by setting and achieving goals.

08/30/2018

06/07/2019

06/01/2019

06/07/2019

SY 2018-2019 Š 2019 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Classroom teachers

Page 58

ACIP Julian Newman Elementary School

Measurable Objective 2: A 2% increase of Second and Third grade students will demonstrate a proficiency through combined percentages in Mathematics by 06/07/2019 as measured by Performance Series.

Strategy1: Tiered Instruction - Students will increase fluency through tiered instruction.

Category: Develop/Implement Research Based Best Practices for Continuous Improvement Research Cited: Research Cited: National Governors Association Center/Chief State School Officers (2010). Common Core State Standards for Mathematics. Retrieved from http://www.corestandards.org/the-standards/mathematics, Shanahan, T., Fisher, D., & Frey, N. (2012) The Challenge of Challenging Text.

Educational Leadership. 69 (6), 58-62

Activity - Math Fluency

Activity Type

Begin Date End Date

Funding Amount & Source

Staff Responsible

Students will demonstrate mastery of grade level standards through units of study.

Direct Instruction

08/30/2018

$0 - Title I Part A

Classroom teachers, Title Teacher, EL teacher, Special Ed teacher, Instructional Partner

06/07/2019

Strategy2: Assessment of learning - Students will have knowledge and understanding how learning targets are assessed in order to improve their own learning.

Category: Develop/Implement Research Based Best Practices for Continuous Improvement Research Cited: Nicol, D.J. & Macfarlane-Dick, D. (2006) Formative assessment and self-regulated learning: a model and seven principles of good feedback practice. Studies in Higher Education.

31(2), 199-218. (http://dx.doi.org/10.1080/03075070600572090)

Activity - Formative Assessment

Activity Type

Students will have access to various formative Direct assessments aligned to student learning targets Instruction and success criteria.

Begin Date End Date

Funding Amount & Source

Staff Responsible

08/30/2018

$0 - Title I Part A

Classroom teachers, Title I ...............

06/07/2019

SY 2018-2019 Š 2019 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Page 59

ACIP Julian Newman Elementary School

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?

Julian Newman Elementary school teachers provide decision making input about assessments and data in a variety of ways. One way is through grade level teacher representation at the district meetings. During these meetings they collaborate and make decisions about academic pacing and assessments that support the curriculum. Another way teachers provide input is through monthly data meetings. The focus of this meeting is to discuss assessments, effectiveness, and the data gained. Central Office will conduct Instructional Rounds to bring discussions of instruction directly into the process of school improvement.

SY 2018-2019 Š 2019 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Page 60

ACIP Julian Newman Elementary School

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

What is the process to identify students who experience difficulty mastering the State's academic achievement assessment standards at an advanced or proficient level?

Julian Newman Elementary teachers administer several benchmark assessments throughout the school year. Global Scholar Performance Series in Reading and Math, and DIBELS assessment are given three times a year to determine various learning gaps and to guide instruction. Various formative and summative assessments based on CCRS standards are also used to identify individual student's weak areas. If the need arises, the student is referred to the Student Support Team (SST) and a plan is created to assist in the success of the student. Parents are aware of instructional and behavioral concerns through conferences, letters, and/or phone calls.

How is timely, effective, additional assistance provided to students who are experiencing difficulty mastering the State's academic achievement assessment standards at an advanced or proficient level?

Students are frequently monitored for academic success through formative and summative assessments. Formative assessments include exit tickets as well as a variety of other teacher made verbal and written assessments. Summative assessments include weekly, chapter, and unit test in both reading and math. Teachers frequently monitor student performance data to determine those students who need additional support mastering the standards. Teachers provide Tier I and Tier II instruction in their classrooms. If additional support is needed, teachers then refer those students to the SST. The students referred to the SST that need extra support are given Tier III instruction by the Title I or El teacher. Every 6-9 weeks, the SST meets to determine the level of support needed and discuss goals for the students. The Title I resource teacher serve these students in small groups. Students that are needing multi-sensory instruction are grouped by levels and taught by the Title I teacher.

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.

Julian Newman Elementary School and local community agencies assist in providing opportunities for students to receive support beyond the school day. During the summer, JNES students opens the local school library for summer reading and gives access for students to complete Accelerated Reading test. Community agencies such as the Boys and Girls Club and The Haven assist in providing students instructional support and reinforcement. Volunteers come to the school and assist students with extra practice.

Describe procedures used to address challenges for each group of Migrant, English Language Learners, Economically Disadvantaged, Special Education, Neglected and/or Delinquent, and Homeless Students.

All students at Julian Newman Elementary, including those identified as Migrant, English Language Learners, Economically Disadvantaged, Special Education, Neglected and/or Delinquent, and Homeless, have access to all services and programs available, including free/reduced SY 2018-2019 Š 2019 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Page 61

ACIP Julian Newman Elementary School

lunch, Title I services, ELL services, Special Education services, At Risk, and counseling services. Also, JNES uses the Department of Human Resources, the Department of Mental Health and various community resources to provide students with necessary school supplies, food, clothing and shelter. All homeless, migratory and limited-English proficient students must have equal access to the same free appropriate public education provided to other children and youth. All homeless, migratory and ELL students are provided with the opportunity to meet the same challenging state content and state student performance standards to which all students are held without being stigmatized or isolated. Parents/guardians of each students receive and Agricultural Survey. The ALSDE Migrant Recruiter reviews to determine potential migrant families. Migrant students automatically qualify for free breakfast and lunch. Migrant students have access to all services and programs available to the rest of the students. Each new student receives a Home Language Survey used to determine eligibility for limited-English proficient testing. Students qualify for testing if the survey indicted that a language other than English is used by the student or at the student's home. All eligible students are tested with the WIDA ACCESS Placement Test to determine placement of a student is eligible to receive services through EL program. Parents/guardians have the right to waive EL services. If the parent/guardians agree for the students to receive services, the EL committee convenes to determine appropriate services and placement for each individual students. The EL committee consist of the EL teacher, parent/guardian of the students, the student's teacher, the counselor, an interpreter and/or school administrator. A variety of services to all EL students is provided, such as content area tutoring, pull-out EL, pull-out for individual support and content-based EL. Parents are provided the opportunity to receive all updated and important school documents in English and Spanish. The EL committee reviews each student's progress annually. If the student scores proficient on the WIDA access test and is performing on grade level, the student becomes eligible to exit the EL program and will be monitored for two years to ensure success.

Economically disadvantaged students are identified through the application for free and reduced lunch. Students with low family income will be identified as economically disadvantaged students and will be eligible to receive free or reduced lunch during the school day. Such students will have equal access to all programs and services available. JNES provides special education services and uses appropriate procedures in accordance with federal and Alabama State laws and regulations. The Referral Coordinator tracks referrals and notices to parents concerning eligibility meetings. The evaluation is conducted to determine if the student is eligible for special education services. An Individual Education Plan (IEP) team develops the Individual Education Plan based on the results of the evaluations, the concerns of the parent, the academic, developmental, and functional needs of the child. To the maximum extent appropriate special education students are educated with students that are not disabled. Special education classes will occur only when the nature of severity of the disability is such that education in the general education classroom, including the use of supplementary aids and services, cannot be successfully achieved.

JNES ensures that children with disability have access to a variety of educational programs and services available to non-disabled children, including art, music, EL and physical education, In addition, special education students are provided with an equal opportunity to participate in all extracurricular activities available to non-disabled students. Neglected students may qualify of the Full Tummy project. Community agencies provide bags of food for these children for the weekend. The school counselor is responsible for handing out the bags. We currently s. We currently have 26+ students who receive food from the Full Tummy Project. The school counselor also takes request from parents and teachers for Christmas gifts for students. Many community groups and individuals sponsor some of our students by providing gifts. One example is "Shop With a Cop" where students are selected based on need to shop with an Athens Police Officer. We currently have no students identified as Neglected/Delinquent. Students that exceed more than seven unexcused absences during a semester may be subject to Attendance School.

This will be direct instructional time for teachers to work with students on assignments for mastery of standards, Being late to school or checking out of school are excused or unexcused for the same reason as absences. Habitual tardiness greatly affect a child's progress in school. Three tardies (check-in or check-out) equals on absence for the purpose of attendance school. The Homeless Liaison is responsible for identifying homeless students upon enrollment and providing them with support, The school uses Alabama State Department of Education and federal regulations and definitions to identify homeless students. JNES is contacted by the Department of the Human Resources, Social Services, LEA Attendance Officer, or parents to initialize identification of homeless students. The counseling office and school administrator identify possible services. If further intervention is needed, the local school will contact the district office for possible funding or other needs. Homeless students have access to all services and programs available to the rest of the students, including free breakfast and lunch, Title I, EL, and At-Risk. JNES uses Title I and supplementary community resources to provide homeless students with SY 2018-2019 Š 2019 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Page 62

ACIP Julian Newman Elementary School

necessary school supplies, clothes, and other items of necessity.

Special Populations as listed in the Carl D. Perkins Career and Technical Education Act of 2006 - Describe procedures used to address challenges for each group of individuals with disabilities, individuals from economically disadvantaged families (including foster children), individuals preparing for non-traditional fields, single parents (including single pregnant women), displaced homemakers, and individuals with limited English proficiency.

N/A

SY 2018-2019 Š 2019 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Page 63

ACIP Julian Newman Elementary School

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

List the State, Federal and local programs that are consolidated/coordinated in the schoolwide program and describe how all programs and resources are coordinated and integrated toward the achievement of the schoolwide goals.

The budget section details how all the programs and resources are coordinated.

How does the school coordinate and integrate the following Federal, State and local services in a manner applicable to the grade level to support achievement of the schoolwide goals: violence prevention programs, nutrition programs, housing programs, Head Start, adult education, career and technical education programs, and schools implementing comprehensive support and improvement activities or targeted support and improvement activities under section 1111(d)?

The Title I teacher instructs Tier III small group instruction to struggling students that have been accepted by the SST. The EL teacher provided language action in several small groups of students in grades K-3 and monitors the progress of students who have exited the program. The Special Education teachers provide Tier III instruction to those who have qualified in grade K- 3rd grade.

SY 2018-2019 Š 2019 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Page 64

ACIP Julian Newman Elementary School

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

How does the school evaluate the implementation of the schoolwide program?

While collaborating and considering the school wide goals, Julian Newman Elementary teachers use data and surveys in order to access how the school wide program implementation is working along with the parent survey, teachers are given a survey in order to collaboratively address and strengths and weaknesses in the school wide program. This consideration takes place during faculty, data, and grade level meetings of the teachers. The first team meeting was held on October 10 to share data with all teachers and make goals for the school year.

How does the school evaluate the results achieved by the schoolwide program using data from the State's annual assessments and other indicators of academic achievement?

Julian Newman Elementary teachers realize collaboration will help students succeed. With this notion, teachers at Julian Newman Elementary collaboratively evaluate results using the data from assessments. These assessments include DIBELS, ACCESS, Common Assessments, and Global Scholar Performance Series data. Teachers at JNES use this data to determine strengths and weaknesses which are then used to develop the goals in the CIP. Strategies and activities are added to the goal for success.

How does the school determine whether the schoolwide program has been effective in increasing the achievement of students who are furthest from achieving the standards?

Julian Newman Elementary determines whether or not the program has been effective when the assessments are given at the middle and end of the school year, Monthly data, ILT, and SST meetings monitor students that receive intervention and look for gains or mastery of achievement. The goals are evaluated at the end of the school year to determine whether the school has attained the goals or if further instruction/change of instruction.

What process is followed by the school to revise the plan as necessary, based on the evaluation, to ensure continuous improvement of students in the schoolwide program?

As assessments are given, Julian Newman Elementary school analyzes the data received from the assessments. Once the data is analyzed among teachers; the principal, teachers, resources teachers, and instructional partner evaluate the school wide goals. As goals are met, Julian Newman Elementary School adjusts and aligns new goals according to new or additional data received. Likewise, as teachers and administrator at Julian Newman see the goals and/or strategies not being met, evaluation and consideration will take place in order to reach the school wide goals.

SY 2018-2019 Š 2019 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Page 65

ACIP Julian Newman Elementary School

Coordination of Resources - Comprehensive Budget

SY 2018-2019 Š 2019 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Page 66

ACIP Julian Newman Elementary School

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

SY 2018-2019 Š 2019 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Page 67

ACIP Julian Newman Elementary School

FTE Teacher Units

Label 1.

Question Provide the number of Teachers assigned units.

Value 21.2

Provide the number of classroom teachers.

16.0

Label 3.

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

Value 1155212.5

Total

1,155,212.50

SY 2018-2019 Š 2019 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Page 68

ACIP Julian Newman Elementary School

Administrator Units

Label 1.

Question Provide the number of Administrator assigned units.

Value 1.0

Provide the number of administrators.

1

Label 3.

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

Value 87920.0

Total

87,920.00

SY 2018-2019 Š 2019 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Page 69

ACIP Julian Newman Elementary School

Assistant Principal

Label 1.

Question Provide the number of Assistant Principal assigned units.

Value 0.5

Provide the number of Assistant Principals.

.5

Label 3.

Question Provide the total of all salaries for the Assistant Principal.

Value 37838.39

Total

37,838.39

SY 2018-2019 Š 2019 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Page 70

ACIP Julian Newman Elementary School

Counselor

Label 1.

Question Provide the number of Counselor assigned units.

Value 1.0

Provide the number of Counselors.

1

Label 3.

Question Provide the total of all salaries for the Counselor.

Value 62243.0

Total

62,243.00

SY 2018-2019 Š 2019 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Page 71

ACIP Julian Newman Elementary School

Librarian

Label 1.

Question Provide the number of Librarian assigned units.

Value 1.0

Provide the number of Librarians.

1

Label 3.

Question Provide the total of all salaries for the Librarian.

Value 70210.4

Total

70,210.40

SY 2018-2019 Š 2019 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Page 72

ACIP Julian Newman Elementary School

Career and Technical Education Administrator

Label 1.

Question Provide the number of Career and Technical Education Administrator assigned units.

Value 0.0

Provide the number of Career and Technical Education Adminstrators.

0

Label 3.

Question Provide the total of all salaries for the Career and Technical Education Administrator.

Value 0.0

Total

0.00

SY 2018-2019 Š 2019 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Page 73

ACIP Julian Newman Elementary School

Career and Technical Education Counselor

Label 1.

Question Provide the number of Career and Technical Education Counselor assigned units.

Value 0.0

Provide the number of Career and Technical Education Counselors.

0

Label 3.

Question Provide the total of all salaries for the Career and Technical Education Counselor.

Value 0.0

Total

0.00

SY 2018-2019 Š 2019 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Page 74

ACIP Julian Newman Elementary School

Technology

Label 1.

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

Value 0.0

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

0

Label 3.

Question Provide the total of all funding for Technology.

Value 6585.0

Total

6,585.00

SY 2018-2019 Š 2019 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Page 75

ACIP Julian Newman Elementary School

Professional Development

Label 1.

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

Value 0.0

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

0

Label 3.

Question Provide the total of all funding for Professional Development.

Value 1975.5

Total

1,975.50

SY 2018-2019 Š 2019 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Page 76

ACIP Julian Newman Elementary School

EL Teachers

Label 1.

Question Provide the number of EL Teachers in FTEs.

Value 1.0

Provide the number of EL Teachers.

1

Label 3.

Question Provide the total of all funding for EL Teachers.

Value 70514.2

Total

70,514.20

SY 2018-2019 Š 2019 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Page 77

ACIP Julian Newman Elementary School

Instructional Supplies

Label 1.

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

Value 0.0

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

0

Label 3.

Question Provide the total of all funding for Instructional Supplies.

Value 11766.64

Total

11,766.64

SY 2018-2019 Š 2019 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Page 78

ACIP Julian Newman Elementary School

Library Enhancement

Label 1.

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

Value 0.0

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

0

Label 3.

Question Provide the total of all funding for Library Enhancement.

Value 2110.27

Total

2,110.27

SY 2018-2019 Š 2019 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Page 79

ACIP Julian Newman Elementary School

Title I

Label 1.

Question Improving the Academic Achievement of the Disadvantaged Provide the total.

Value 145318.24

Provide a brief explanation and breakdown of expenses.

Salaries 143,044.00 Instructional Cards 964.80

Parent Involvement 1,563.32

SY 2018-2019 Š 2019 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Page 80

ACIP Julian Newman Elementary School

Title II

Label 1.

Question Professional Development Activities.

Provide the total.

Value 0.0

Provide a brief explanation and a breakdown of expenses.

NA

SY 2018-2019 Š 2019 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Page 81

ACIP Julian Newman Elementary School

Title III

Label 1.

Question For English Learners.

Provide the total.

Value 0.0

Provide a brief explanation and a breakdown of expenses.

NA

SY 2018-2019 Š 2019 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Page 82

ACIP Julian Newman Elementary School

Title IV

Label 1.

Question 21st Century Schools.

Provide the total.

Value 0.0

Provide a brief explanation and a breakdown of expenses.

NA

SY 2018-2019 Š 2019 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Page 83

ACIP Julian Newman Elementary School

Title V

Label 1.

Question For Rural and Low-income Schools Provide the total.

Value 0.0

Provide a brief explanation and a breakdown of expenses.

NA

SY 2018-2019 Š 2019 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Page 84

ACIP Julian Newman Elementary School

Career and Technical Education-Perkins IV

Label 1.

Question Basic Grant (Title I) Provide total.

Value 0.0

Provide a brief explanation and breakdown of expenses.

NA

SY 2018-2019 Š 2019 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Page 85

ACIP Julian Newman Elementary School

Career and Technical Education-Perkins IV

Label 1.

Question Basic Grant (Title I) Provide total.

Value 0.0

Provide a brief explanation and breakdown of expenses.

NA

Label 1.

Question Tech Prep (Title II) Provide the total.

Value 0.0

Provide a brief explanation and breakdown of expenses.

NA

SY 2018-2019 Š 2019 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Page 86

ACIP Julian Newman Elementary School

Other

Label 1.

Question 21st Century, Learn and Serve, Even Start, School Improvement Grant Provide the total.

Value 0.0

Provide a brief explanation and a breakdown of expenses.

NA

SY 2018-2019 Š 2019 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Page 87

ACIP Julian Newman Elementary School

Local Funds

Label 1.

Question Provide the total

Value 25151.48

Provide a brief explanation and breakdown of expenses.

HEART Academy at Julian Newman PTF Financial Statement As of September 11, 2018

Balance as of April 16, 2018$25,151.48

Receipts: Transfer of Prior Year's Unused Allocations$939.26 Dues$1,480.00

Total Receipts$2,419.26

Expenditures Xerox Capital (Copier Lease)$6300.00 Ink for network printer

$ 400.00

Laminator Film

$ 650.00

First Aid Supplies

$ 300.00

Special Visitor Lunch

$ 150.00

Teacher Appreciation

$ 500.00

Supplement to Art/Music/Gifted Teacher Allocations

$5,660.00

Principal Discretionary Teacher of the Year

$1,050.00

$ 500.00 $ 250.00

New Equipment

$1300.00

Total Expenditures$17310.00

SY 2018-2019 Š 2019 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Page 88

ACIP Julian Newman Elementary School

Parent and Family Engagement

SY 2018-2019 Š 2019 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Page 89

ACIP Julian Newman Elementary School

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

SY 2018-2019 Š 2019 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Page 90

ACIP Julian Newman Elementary School

Parent and Family Engagement

Describe how the school will convene an annual meeting to inform parents of the school's participation in Title I and explain Title I requirements, including the 1% set-aside, and the right of parents involved. (Sec. 1116(c)(1))

What does it mean to be a Title 1 school?

What is the 1% Set-Aside for parental involvement?

What is the LEA Title 1 Plan?

What is the LEA Parental Involvement Plan?

What is a CIP? What is the School-Parent Compact?

How do I request the qualifications of my child's teacher?

How will I be notified if my child is taught by a teacher who is not HQ? How is the Annual Evaluation of the Parental Involvement Plan conducted?

Describe: 1) How there will be a flexible number and format of parent meetings offered, such as meetings in the morning or evening, and may provide, with funds provided under this part, transportation, child care, or home visits, as such services relate to parental involvement; 2) How parents will be involved in the planning, review and improvement of the Title I Program (Note: State the school's process for how all Title I parents have the opportunity for involvement in decision-making.); and 3) How funds allocated for parent involvement are being used in the school. (Sec. 1116(c)(2)(3))

JNES offers two available times for the Title 1 parent meeting as well as a meeting at the end of the school year. One parent serves on the Title I committee and is involved in the planning, reviewing, and improvement goals and budget. As clearly stated in the parent meeting, parental involvement and input is encouraged and any feedback from surveys is used to re-evaluate the current process and plan. Currently the parental involvement funds are being used to fund resources that are readily available for student/parent check out throughout the school year.

Describe how the school provides parents of participating children timely information in a uniform format and, to the extent practicable in a language they can understand, about programs under Title I, a description and explanation of the curriculum in use, forms of academic assessments, and achievement expectations used, and, if requested by parents, opportunities for regular meetings to formulate suggestions and participate as appropriate in decisions related to the education of their children. (Sec. 1116(c)(4)(A)(B)(C))

At the annual meeting of parents at the beginning of the 2017-2018 school year, Julian Newman Elementary School will hold a general meeting where information will be presented about the Title 1 programs, the curriculum, and the forms of academic assessment used.

Parents will learn about the following subjects taught: reading, math, language, science, social students, physical education, art, music, and technology. They will also learn about how to schedule parent-teacher conferences and how they can participate in decisions related to the education of their students whose parents speak Spanish. An interpreter is provided at the meeting to communicate with these parents. In addition, documents will be provided, to the extent practicable, in Spanish. Upon conclusion of the general meeting, parents will be invited to visit their child's classrooms and meet their teachers. At this time, teachers will provide additional information on the subjects they teach and SY 2018-2019 Page 91 Š 2019 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

ACIP Julian Newman Elementary School

how students are individually assessed.

Describe how parents, the school staff, and students share responsibility for improved student academic achievement for participating students (How the School-Parent Compact is jointly developed with Title I parents; how it is used, reviewed, and updated). (Sec.1116(d))

Julian Newman Elementary School revised its school-parent compact inn May 2018 at the request of the CIP committee and was developed through a coordination effort by school staff members and the Parent Advisory Committee. Currently, all parents are given a copy of the compact at the beginning of the year. It is explained to parents and they are asked to sign them which is their commitment to working in a partnership with the school and his/her classroom for the use during parent-teacher and/or students-teacher conferences. The School Parent Compact will be reviewed and revised at the annual End of the Year Parent Meeting. Parents will be given the opportunity to voice comments or concerns regarding the compact.

Describe procedures to allow parents to submit comments of dissatisfaction with the Continuous Improvement Plan. (Sec. 1116(c)(5))

Julian Newman Elementary School will conduct an annual evaluation of the content and effectiveness of the parental involvement plan and improving the quality of the continuous improvement plan. The District Advisory Committee reviews, evaluates, and revises the Parental Involvement Plan annually. There are parents on the committee who represent all of the parents in the district. During the review process, all parents are notified of the review through notices sent home or email. The notices make parents aware that the plan is under review. A copy of the plan is available in the library and parents have the right to give input regarding revising the plan. The notices also state that after the plan is finalized and approved, if a parents finds the plan to be unsatisfactory, they have the right to submit their concerns to the central office. The central office will then submit their concerns to the State Department of Education at the same time that the Parent Involvement Plan is being submitted.

Describe how the school will build capacity for parental involvement including how parents will be encouraged to become equal partners in the education of their children? (See ESSA Sec. 1116, requirements for building capacity and parental and family engagement).

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

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

Julian Newman Elementary School coordinates parental involvement among programs and all funding sources in the school. Every effort is made to ensue that this coordination of resources provides the best opportunities for all members of the parent community to fully participate in the education of children. JNES has a parent resource room, learning games, flash cards, TAG Readers etc. that parents and students may check out anytime between the hours of 8:00 a.m. and 3:00p.m. All materials will be funded by Title 1 resources. JNES will also coordinate parental involvement opportunities where parents may participate in the education of the children.

SY 2018-2019 Š 2019 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Page 92

ACIP Julian Newman Elementary School

Describe how the school will build capacity for parental involvement including how parents will be encouraged to become equal partners in the education of their children? (See ESSA Sec. 1116, requirements for building capacity in parental involvement.)

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

Shall 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)

Julian Newman Elementary School will provide a Resource Room within the school. The room will be available from 8:00a.m.-3:00p.m. on school days for parents to check out materials. These materials will include topics such as reading with your child, creating a home learning environment, and working as a partner with your child's teacher. Technology devices, CD players, tape players, and books on tape will also be provided for home use. Building Readers newsletter will be sent home monthly in the Smores newsletter shared by the Principal. School News is a newscast the 3rd graders present with information for students and parents. It is sent out to all parents via the newsletter. Twitter and Facebook are continually informing parents of events and information.

Describe how the school will build capacity for parental involvement including how parents will be encouraged to become equal partners in the education of their children? (See ESSA Sec 1116, requirements for building capacity in parental involvement.)

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

Shall to the extent feasible and appropriate, coordinate and integrate parent involvement programs and activities with other federal programs, and conduct other activities, such as parent resource centers, that encourage and support parents in more fully participating in the education of their children.(Describe)

Julian Newman Elementary School will continue to work with its teachers through professional development, faculty meetings, and grade level meetings in understanding the importance of parental involvement. All parents are welcome in our school and the guidance counselor is available to meet the needs of their children. Each student is assigned an advocate at the school to be in contact with parents if needed.

Describe how the school will build capacity for parental involvement including how parents will be encouraged to become equal partners in the education of their children? (See ESSA Sec. 1116, requirements for building capacity in parental involvement.)

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

Shall 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) SY 2018-2019 Š 2019 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Page 93

ACIP Julian Newman Elementary School

Julian Newman Elementary School coordinates parental involvement among programs and all funding sources in the school. Every effort is made to ensue that this coordination of resources provides the best opportunities for all members of the parent community to fully participate in the education of children. JNES has a parent resource room, also the Title I room where parents and students may check out books and materials anytime between the hours of 8:00 a.m. and 3:00p.m. All materials will be funded by Title 1 resources. JNES will also coordinate parental involvement opportunities such as student showcase night.

Describe how the school will build capacity for parental involvement including how parents will be encouraged to become equal partners in the education of their children? (See ESSA Sec. 1116, requirements for building capacity in parental involvement.)

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

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

Information about school meetings and parent notices are sent to these students in Spanish, through written notices, and phone calls. JNES has a teacher and EL teacher who assist in verbal and written communication, to the extent practical, with these parents as needed.

Describe how the school will ensure the provision for participation of parents and family members (including parents and family members who have limited English proficiency, parents and family members with disabilities, and parents and family members of migratory children), including providing information and school reports required under section 1111 in a format and, to the extent practicable, in a language such parents understand. (See ESSA Sec. 1117(f))

Julian Newman Elementary School will make every effort to meet parents' request concerning involvement in children's education. A parent survey will be sent out annually that will allow parents to express concerns and suggestions as to how we may improve our parental involvement activities. JNES will review all components and will implement changes when feasible. Parents are invited to participate in PE one week during October, come to the Fun Run, and Student Showcase.

SY 2018-2019 Š 2019 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Page 94