Julian Newman CIP 2016-2017

ACIP

Julian Newman Elementary School Athens City Board of Education

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

Document Generated On July 25, 2017

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

20

ACIP Assurances

Introduction

22

ACIP Assurances

23

Goals and Plans 2016-17 Overview

26

Goals Summary

27

Goal 1: Assure exceptional learning for every student through diligent content planning, focused instruction, community building and onging assessment.

28

Goal 2: Improve stakeholder involvement and satisfaction

31

Goal 3: Students at Julian Newman Elementary will become leaders to improve student performance and promote healthy development.

Activity Summary by Funding Source

32

34

Stakeholder Feedback Diagnostic Introduction

38

Stakeholder Feedback Data

39

Evaluative Criteria and Rubrics

40

Areas of Notable Achievement

41

Areas in Need of Improvement

42

Report Summary

43

Title I Schoolwide Diagnostic Introduction

45

Component 1: Comprehensive Needs Assessment

46

Component 2: Schoolwide Reform Strategies

49

Component 3: Instruction by Qualified Staff

81

Component 4: Strategies to Attract Qualified Teachers

82

Component 5: High Quality and Ongoing Professional Development

83

Component 6: Transition Strategies

84

Component 7: Teacher Participation in Making Assessment Decisions

85

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

86

Component 9: Coordination and Integration of Federal, State and Local Programs and Resources 89 Component 10: Evaluation

90

Coordination of Resources - Comprehensive Budget Introduction

93

I. State Foundation Funds:

94

Title I

95

Title II

96

Title III

97

Title IV

98

Title VI

99

Career and Technical Education-Perkins IV

100

Other

101

Local Funds

102

ACIP Julian Newman Elementary School

Executive Summary

SY 2016-2017 Š 2017 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 2016-2017 Š 2017 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. JNES serves 352 students in kindergarten through fourth grade with a principal, an assistant principal, 33 full-time certified teachers, and 13 support staff. Our school is fortunate to offer music and art to students once a week.

The student population consists of 3 Asian, 87 African American, 3 Native Hawaiian or Pacific Islander, 2 American Indian/Alaskan Native, 179 Caucasian/White students, and 78 Hispanic. Julian Newman has experienced a 23% increase in low socioeconomic students receiving meal assistance (free/reduced) over the past several years. Currently, the school supports 46 students from the Full Tummy Project, which supplies non-perishable food items for students needing food assistance over the weekend. Census data from 2012 shows the population was 23,469 (87% urban, 13% rural) and Athens city was 18,967. Since 2000 the population has increased by 23.7%. In 2010, 17.5% of Athens residents lived in poverty and racial/ethnic groups consisted of white (70.8%), African American (17.4 %), and (8.8%) were Hispanic.

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 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.

SY 2016-2017 Š 2017 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. Our Mission is to provide an environment "Where everyone is treasured, Diversity is respected, Character is encouraged, Learning is loved, Success is celebrated, and Leaders shine". Slogan: Julian Newman Elementary, Where Leaders Shine Motto/Purpose: We are a community of learners. We are here to learn, grow, and become respectful, responsible, and resourceful leaders.

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 and fine arts experiences. 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. Students in the upper grades have various responsibilities around the school such as flag hlepers, P.E. helpers, media center helpers, school greeters and serve guests during events such as Grandparent's Day and Leadership Day. 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 highly qualified 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 and offer ideas and activities 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 system implemented Professional Learning Communities to strengthen content area practices through collaboration.

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 SY 2016-2017 Š 2017 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Page 4

ACIP Julian Newman Elementary School

additional resource. JNES has implemented a Peer Helper program to foster positive relationships between students. The Peer Helper program reaches out to students who struggle either academically or behaviorally and would benefit from a positive and influential peer on a daily basis. The students meet with their peer helper during the school day as their schedules allow. Our goal is to expand this program in the future. In addition, every student has at least one adult advocate. School clubs are another important part of achieving our school's mission.

Currently we have several leadership clubs available for students in third and fourth grades that meet once a month for 45 minutes and create various projects throughout the year. For example, the Garden Club is responsible for taking care of the garden and planning tasks that involve the entire school. The Shutterbug Club takes pictures of school events and composes slideshows, which are viewed on the televisions in the cafeteria. During leadership club meetings, students in kindergarten through second grade create cards and participate in civic activities. JNES embraces its purpose by holding high expectations for students and encourages excellence through programs such as History Hounds, Spelling Bee, Yearbook staff, artwork displays, poetry competitions, Jump Rope for Heart, St. Jude's Marathon, and school choir. Additionally, JNES offers community involvement activities such as the canned food drive, hospital placemats, collecting baby supplies for Athens Limestone Hospital, collecting goods for local Boys and Girls Club, sponsoring a mammogram to support breast cancer awareness, and making cards for Veterans, and a collection of supplies for United Way to donate to the Learn to Read Council. Students who achieve academic goals through various programs throughout the school year are awarded a certificate and medal. The Recommended Reading Program assembly at the end of the year recognizes and rewards students who achieve reading goals. An additional program is the fourth grade graduation where all fourth grade students are honored for their accomplishments. 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 Family Fun Game Night, Fun Run, Field Day, Annual Blood Drive, Grandparents Day, and Read Across America/Literacy Night. These activities are in addition to our Leadership Day and grade level performances or plays. 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." Each student is a member of a Connect Group.

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 1920. The Connect Groups meet one a month to discuss the following: friendship, personal strengths, staying healthy, bully prevention, handling stress, self-control, feelings, 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 2016-2017 Š 2017 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. Some are as follows: Ninety-five students received reading medals for completing the requirements for the Julian Newman Recommended Reading Project in grades 1-4. We had 125 students receive the History Hounds Award, 15 Newbery Award or Honor Books in 3rd or 4th grade, and 15 students received the Newbery Award. Three 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 focus on lessons from the McGraw-Hill Wonders reading program that target Common Core reading skills and will create lessons incorporating 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 1-4 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 multisensory lessons and practices 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 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. Third and fourth grade students participate in leadership clubs, focusing on student interest. The clubs curricula are based on Sean Covey's Seven Habits of Highly Effective People. Students practice the habits through activities planned through each club. The students meet in their clubs once per month. 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, Class Dojo, and Smile box. 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. 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 second year that every student in the Athens City school district will have access to a digital device every day in school.

SY 2016-2017 Š 2017 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.

N/A

SY 2016-2017 Š 2017 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Page 7

ACIP Julian Newman Elementary School

Improvement Plan Stakeholder Involvement

SY 2016-2017 Š 2017 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 2016-2017 Š 2017 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 13, 2016 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. 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 ssessments to determine instructional goals. Once these goals are developed, the team compiles stategies and activities that will be implemented in order to acheive the written goals.

The team consisted of the following: Sharla Birdsong- Principal Katrena Allen- Assistant Principal Ellie Lovvorn-Title I teacher Synthia Howell- Kindergarten Teacher Jackie Richardson- First Grade Teacher Denise Pettey- Second Grade Teacher Nicole Collins- Third Grade Teacher DeOnna Goodloe- Fourth Grade Teacher Monica Daws- Instructional Coach Carla Daws- Media Specialist Robin Holland-Counselor Tiffany Seibert- Parent Beth Patton- Federal Programs Coordinator

SY 2016-2017 Š 2017 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Page 10

ACIP Julian Newman Elementary School

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

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 relayed to parents.

SY 2016-2017 Š 2017 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Page 11

ACIP Julian Newman Elementary School

Student Performance Diagnostic

SY 2016-2017 Š 2017 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 2016-2017 Š 2017 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 Data is uploaded below.

SY 2016-2017 Š 2017 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Attachment Student Data Document

Page 14

ACIP Julian Newman Elementary School

Evaluative Criteria and Rubrics

Overall Rating: 3.25

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 Most of the assessments used by the institution Level 3 to determine students' performances have been administered with reasonable fidelity to the administrative procedures appropriate for each assessment. In most instances, the students to whom these assessments were administered are essentially representative of the students served by the institution. Appropriate accommodations have been provided for most assessments so that valid inferences can be made about most students' status with respect to most 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 Level 3 achievement gaps exist among subpopulations of students, and these achievement gaps have noticeably declined.

SY 2016-2017 Š 2017 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?

On the Global Scholar Performance Series Math Assessment in K-4 scores from fall 2015-spring 2016 show 57% of students met their annual target goal with 57% showing a proficiency on grade level bands in math. Highest performance areas: K-1 scored the highest in Data analysis and Probability, 2nd grade Algebra, 3rd Measurement and 4th grade scored the highest in Geometry. Significant gains are noted in second grade Math from the past two years. In 2015-2016 the students receiving meal assistance in 2nd, 3rd, and 4th grade increased 2% from beginning to end of the year in Reading.

On the Global Scholar Performance Series Reading 55% of 2-4th graders met their annual target goal from August 2015 to May 2016.

Highest performance area: 2nd and 4th Fiction text and 3rd grade scores highest in nonfiction.

According to the DIBELS test 1st grade had the largest percentage of students score benchmark on NWF-WRC (words read correctly). They increased by 17% from the beginning of the year to the end. Second grade students also increased their Oral reading Accuracy by 17%.

According to the ACCESS test, 71% of English Language Learners met the APLA goal. All of the ELL students in first grade that took the ACCESS test made adequate progress in Language Acquisition.

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

For the past two years Global Scholar Performance Series results show a positive trend within the subjects of Reading in second grade. In 2014-2015 there was significant growth in Reading. Second grade and fourth grade both increased in the amount of students that were proficient in reading. In DIBELS, Kindergarten and first grade scores have increased for two years in LNF and NWF- words read correct.

The proficiency percentages have increased also for Kindergarten and 1st grade in DIBELS.

Which area(s) indicate the overall highest performance?

Kindergarten students taking the DIBELS assessment for the 2015-2016 year increased in Letter naming Fluency( LNF) by 15% end of the year. The 2015-2016 Performance Series Reading and Math data indicates that 2nd grade had the highest levels of proficiency. The proficiency levels were 64% in reading and 70% in math. The largest growth from the beginning of the year to the end of the year was the 2nd grade students on meal assistance. They grew to 60% proficient in Math at the end of 2016.

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

The past two years have shown end of the year growth in Reading by the end of May 2016. Math results in 2015-16 show a 3% increase in 2nd through of 4th grade students on Meal assistance. In 2014-15, 2nd -4th grade students on Meal assistance increased 7% in Reading from the beginning to the end of the school year.

SY 2016-2017 Š 2017 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Page 16

ACIP Julian Newman Elementary School

Between which subgroups is the achievement gap closing?

Significant gains have been noted math by students receiving meal assistance in 2nd grade. Overall, there is an increase of student's scoring proficient in math over the past two years.

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

Currently the only data sources available are Performance Series, ACT Aspire, and DIBELS. Julian Newman is currently giving Reading and Math Common Assessments each nine weeks based on CCRS, along with our district. These will provide another source of data that can be correlated and analyzed and will guide teacher instruction.

SY 2016-2017 Š 2017 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?

On the Global Scholar Performance Series Reading Assessment from 2015-2016, 37% of students in second grade were performing low or below average. In third grade, 48% of all students were performing low or below average. In fourth grade, 46% of all students were performing low or below average. On the Global Scholar Performance Series Math Assessment from 2015-2016, 31% of all second grade students were performing low or below average. In third grade, 43% of students were performing low or below average. In fourth grade, 51% of students were performing low or below average at the end of the 2015-2016. The DIBELS assessment showed 41% of kindergarten students did not benchmark in Letter Naming Fluency (LNF).

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

In 2015-16, JNES analyzed proficiency bands from the Performance Series Math assessments and found that showed only 40% of 2nd-4th grade students receiving meal assistance were proficient.

Which area(s) indicate the overall lowest performance?

Julian Newman Elementary School shows an overall low performance in LNF according to 2015-2016 Beginning of the Year DIBELS data for kindergarten. According to 2015-2016 Performance Series data, the lowest performance was indicated in fourth grade math. The scores from fall to spring dropped 8% in 4th grade math and 10% in 3rd grade math

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

In 2015-2016, JNES analyzed proficiency bands from Performance Series Reading and Math assessments. Due to JNES consistently increasing levels of poverty and results from these assessments, an area of focus was indicated in our students receiving meal assistance. In Math, grades 2-4, there was only a 3% increase in this subgroup during the 2015-2016 school years. In Reading, grades 2-4, there was only a 2% gain in students proficient from this subgroup at the end of the school year.

Between which subgroups is the achievement gap becoming greater?

According to the meal assistance scores, the data shows that Math scores have dropped in 3rd and 4th grades for the past two years.

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

SY 2016-2017 Š 2017 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Page 18

ACIP Julian Newman Elementary School

Currently the only data sources available are Performance Series, DIBELS and ACT Aspire.

SY 2016-2017 Š 2017 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Page 19

ACIP Julian Newman Elementary School

Report Summary

Scores By Section Section Score 1

2

Evaluative Criteria and Rubrics

3

4

3.25

Sections

SY 2016-2017 Š 2017 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Page 20

ACIP Julian Newman Elementary School

ACIP Assurances

SY 2016-2017 Š 2017 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Page 21

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 2016-2017 Š 2017 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Page 22

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, ELL, 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

Comment Attachment Sharla Birdsong- Principal Signatures Katrina Allen- Assistant Principal Ellie Lovvorn- Title I Carla Daws- Media specialist Monica Daws- Instructional partner Robin Holland- Counselor Synthia Howell- Kindergarten teacher Jackie Richardson-1st grade teacher Denise Pettey-2nd grade teacher Nicole Collins-3rd grade teacher DeOnna Goodloe-4th grade teacher Tiffany Siebert- parent Beth Patton- Federal Programs Coordinator

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 if the Athens City School Board of Education to not discriminate on the basis on 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.

Response Yes

Comment Athens City Schools ATTN: Beth Patton 455 US HWY 31 North Athens, AL 35611 256-233-6600

Label 4.

Assurance The institution has a Parent Involvement policy and plan as required in NCLB Section 1118, and ensures that all requirements in Section 1118 and 1111(h)(6), Parents' Right-to-Know, are implemented systematically.

Response Yes

Comment Attachment Parent Title Informational meeting Title I meeting is scheduled for September 13, agenda 2016 at 7:45am or 2:45 pm.

There will be a Power Point shared to inform parents of the 1% set aside for parental involvement, Parent's Right to Know, the CIP, School-Parent Compact, HQ teachers, LEA Parental Involvement plan and what it means to be a Title I school.

SY 2016-2017 Š 2017 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Attachment

Page 23

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 (NCLB Section 1118(d)(1-2)(A,B,C)) and was jointly developed with parents of participating students.

Comment attached and in teacher's classrooms

SY 2016-2017 Š 2017 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Attachment parent- teacher compact

Page 24

ACIP Julian Newman Elementary School

Goals and Plans 2016-17

SY 2016-2017 Š 2017 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Page 25

ACIP Julian Newman Elementary School

Overview Plan Name Goals and Plans 2016-17 Plan Description

SY 2016-2017 Š 2017 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Page 26

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 3

Goal Name Assure exceptional learning for every student through diligent content planning, focused instruction, community building and onging assessment.

Improve stakeholder involvement and satisfaction Students at Julian Newman Elementary will become leaders to improve student performance and promote healthy development.

Goal Details Objectives:4 Strategies:4 Activities:13

Goal Type Academic

Total Funding $5296

Objectives:1 Strategies:1 Activities:4 Objectives:1 Strategies:1 Activities:1

Organizational

$1613

Organizational

$0

SY 2016-2017 Š 2017 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Page 27

ACIP Julian Newman Elementary School

Goal 1: Assure exceptional learning for every student through diligent content planning, focused instruction, community building and onging assessment.

Measurable Objective 1: A 2% increase of Second, Third and Fourth grade students will demonstrate a proficiency in grade level performance bands in Reading by 05/19/2017 as measured

by Performance Series Reading Assessment.

Strategy 1: Reading Skills - Students will increase reading skills through small group and large group lessons.

Category: Develop/Implement College and Career Ready Standards Research Cited: "McGraw Hill Education" School Education N.p.n.d. Web. 12 Sept. 2013 https;//www.mheonline.com Shanahan, T., Fisher, D., & Frey, N. (2012) The Challenge of Challenging Text. Educational Leadership. 69 (6), 58-62 Activity - Whole Group Lessons

Activity Type

Begin Date

End Date

Classroom teachers will use Common Core Reading Interactive Notebooks Direct and anchor charts to target instructional strategies and skills. Technology Instruction (Apple TV student Ipads, etc) will be used to engage students when using the SAMRA model. Through Being a Writer, teachers will use children's literature to introduce skills that directly relate to CCRS in ELA.

08/10/2016

05/19/2017

Activity - Small Group

Activity Type

Begin Date

End Date

Students will participate in small group lessons using multi sensory activities during Tier 1, Tier 2 and/or Tier 3 reading. Resource materials will include, but are not limited to, Wonders, SPIRE and other OrtonGillingham materials.

Direct Instruction

08/10/2016

05/19/2017

Activity - Renaissance Learning

Activity Type

Begin Date

End Date

Students in grades 1-4 will read and take AR tests on fiction and nonfiction books from the Renaissance Learning technology library (AR tests).

Academic Support Program

08/10/2016

05/19/2017

SY 2016-2017 Š 2017 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Resource Assigned $0

Source Of Funding Title I Schoolwide

Staff Responsible Classroom teachers, Title I teacher, Special Education Teachers

Resource Assigned $2490

Source Of Funding Title I Schoolwide

Staff Responsible Classroom teachers, Title I teacher, Special Ed teachers, ELL teacher

Resource Assigned $2403

Source Of Funding Title I Schoolwide

Staff Responsible Classroom teachers, Instructional Partner , Librarian, Tier 3 instructors

Page 28

ACIP Julian Newman Elementary School

Activity - Instructional Partnership

Activity Type

Begin Date

End Date

The instructional partner will serve as a partner to teachers to improve instructional practice and technology integration, thus increasing student achievement.

Academic Support Program

08/10/2016

05/19/2017

Resource Assigned $0

Source Of Funding No Funding Required

Staff Responsible Instructional Partner

Measurable Objective 2: A 5% increase of Kindergarten and First grade students will demonstrate a proficiency on grade level benchmarks in Reading by 05/19/2017 as measured by DIBELS assessment.

Strategy 1: Improving Foundational Skills - Students will increase accuracy in reading foundational skills through whole group and small group instruction.

Category: Develop/Implement College and Career Ready Standards 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: Clark-Edmands, S. (2012). S.P.I.R.E. ® Teacher’s Guide: Level 3. Cambridge, MA: EPS Literacy and Intervention.

Activity - Small Group

Activity Type

Begin Date

End Date

Students will participate in explicit small group lessons using multi sensory Direct strategies during Tier II and/or Tier III reading to teach the foundational Instruction skills. Resource materials will include, but are not limited to, Wonders, SPIRE, and other Orton-Gillingham materials.

08/10/2016

05/19/2017

Activity - Whole group

Activity Type

Begin Date

End Date

Classroom teachers will focus on Being a Writer lessons, and incorporate Phonics Progression that targets Common Core (CCRS) reading skills.

Classroom teachers will use Ipads and Apple TVs during instruction.

Direct Instruction

08/10/2016

05/19/2017

Activity - Instructional Partnership

Activity Type

Begin Date

End Date

The instructional partner will serve as a partner to teachers to improve instructional practice and technology integration, thus increasing student achievement.

Academic Support Program

08/10/2016

05/19/2017

Resource Assigned $0

Source Of Funding Title I Schoolwide

Staff Responsible Classroom teachers, Title I teacher, EL teacher, Special Ed teacher, Instructional partner

Resource Assigned $0

Source Of Funding Title I Schoolwide

Staff Responsible Classroom teachers

Resource Assigned $0

Source Of Funding No Funding Required

Staff Responsible Instructional partner

Measurable Objective 3:

SY 2016-2017 © 2017 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Page 29

ACIP Julian Newman Elementary School

A 2% increase of Second, Third and Fourth grade students will demonstrate a proficiency on grade level performance bands in Mathematics by 05/19/2017 as measured by Performance Series Math Assessment .

Strategy 1: Increase Standard Score - Students will increase their standard score through the implementation of Common Core (CCRS) lessons, Performance Series resources,Math Talks lessons, GoMath, and AMSTI Investigation resources in small and whole group lessons.

Category: Other - Increase Test scores 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 Activity - Small group lessons

Activity Type

Begin Date

End Date

The teacher will create small group lessons appropriate to the students specific strengths and weaknesses. Lessons will be developed based on CCRS for small group instruction. Teachers will design small group instruction to challenge students and narrow the learning gap.

Direct Instruction

08/10/2016

05/19/2017

Activity - STEM activities

Activity Type

Begin Date

End Date

Teachers will collaborate and plan STEM lessons each nine weeks. The lessons will include standards in the Alabama CCRS in mathematics and various ways to engage the students through diverse instruction. Project based learning will be incorporated each 9 weeks.

Direct Instruction

08/10/2016

05/19/2017

Activity - Instructional Partnership

Activity Type

Begin Date

End Date

The instructional partner will serve as a partner to teachers to improve instructional practice and technology integration, thus increasing student achievement.

Academic Support Program

08/10/2016

05/19/2017

Resource Assigned $0

Source Of Funding No Funding Required

Staff Responsible Classroom teachers, Title I teacher, Special Ed teachers

Resource Assigned $0

Source Of Funding No Funding Required

Staff Responsible Classroom teachers

Resource Assigned $0

Source Of Funding No Funding Required

Staff Responsible Classroom teachers, Instructional Partner

Measurable Objective 4: 70% of English Learners students will demonstrate a proficiency of at least a .5% gain from 201-2017 to meet the state goal in English Language Arts by 05/26/2017 as measured by the Access test.

Strategy 1: Differentiated Instruction - The EL teacher will address the individual and diverse needs of English-language learners in both academic skills and English-language acquisition Category: Develop/Implement Learning Supports Research Cited: Peregoy, Suzanne F., Owen Boyle. Reading, Writing, and Learning in ESL: A Resource Book for K-12 Teachers. Boston: Pearson/Allyn and Bacon, 2005 Print

SY 2016-2017 Š 2017 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Page 30

ACIP Julian Newman Elementary School

Activity - Guided Interaction

Activity Type

Begin Date

End Date

During smalls groups the EL teacher will provide the students with multiple Direct opportunities for peer-to-peer interactions as they learn vocabulary words Instruction and develop their use of academic language in speaking/listening, reading and writing. EL students will be guided to have primary language interactions and discussions to clarify concepts and activate background knowledge. The purpose is to increase speaking, listening, reading comprehension and writing skills.

08/12/2016

05/19/2017

Activity - Language and Vocabulary Development

Begin Date

End Date

During small groups EL teacher will: introduce new concepts with essential Direct academic vocabulary using familiar resources, prompts, visuals or themes Instruction to connect learning to students' knowledge and experiences. EL students will connect cognates, synonyms, or concepts to this essential vocabulary.

The 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.

08/12/2016

05/19/2017

Activity - Reading Comprehension

Begin Date

End Date

08/12/2016

05/19/2017

Activity Type

Activity Type

During smalls groups EL teacher will use reading comprehension Direct strategies that can be as effective in one's second language as they are in Instruction one's first language and guide EL students to monitor their comprehension by activating background knowledge in their first and second language and related with culture prior to reading. The teacher will guide EL students to use questioning, clarifying, predicting, and evaluating during their reading.

Resource Assigned $403

Source Of Funding Title I Schoolwide

Staff Responsible EL teacher

Resource Assigned $0

Source Of Funding No Funding Required

Staff Responsible EL teacher

Resource Assigned $0

Source Of Funding No Funding Required

Staff Responsible EL teacher

Goal 2: Improve stakeholder involvement and satisfaction Measurable Objective 1: collaborate to increase Parental Involvement at Julian Newman Elementary by 05/19/2017 as measured by parents attending Title I meetings and Family Reading Night.

Strategy 1: Increase Parent Involvement - Parents will be invited to attend activities at JNES such as Title I parent meetings held twice a year, Family Fun Math Night, and literacy activities.

Category: Implement Community Based Support and Intervention System Research Cited: Herman, Joan L., and Jeannie P. Yeh. Some Effects of Parent Involvement on Schools. Los Angeles, CA: Center for the Study of Evaluation, Graduate School of Education, UCLA, 1980. Print.; "Parent Involvement." Research Center:. N.p., n.d. Web. 12 Sept. 2013 SY 2016-2017 Š 2017 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Page 31

ACIP Julian Newman Elementary School

Activity - Family Pizza Night and Bedtime Stories

Activity Type

Begin Date

End Date

Families are invited to school to eat pizza and go to classrooms to hear a bedtime story. Students are encouraged to wear pajamas. Each student will get a free book to take home.

Parent Involvement

09/01/2016

05/19/2017

Activity - Building Readers

Activity Type

Begin Date

End Date

Building Readers subscription provided materials and handouts to parents Parent monthly.

Involvement

08/10/2016

05/19/2017

Activity - Student Materials at home

Activity Type

Begin Date

End Date

Students can check out materials from the Title I teacher and take home for academic support- books on tape, books, letter magnets, batteries, cd players and flash cards. A visiting author will visit JNES and parents are invited to attend.

Academic Support Program, Parent Involvement

08/10/2016

05/19/2017

Activity - Summer packets

Activity Type

Begin Date

End Date

Students summer packets are made for students to do at home between Kindergarten and First grade. The purpose of the packets are to encourage students and parents to read through the summer months and foster the importance of school.

Academic Support Program, Parent Involvement

04/28/2017

08/01/2017

Resource Assigned $0

Source Of Funding Title I Schoolwide

Staff Responsible JNES faculty

Resource Assigned $360

Source Of Funding Title I Schoolwide

Staff Responsible Title I teacher

Resource Assigned $903

Source Of Funding Title I Schoolwide

Staff Responsible Title I teacher, JNES teachers

Resource Assigned $350

Source Of Funding Title I Schoolwide

Staff Responsible TitleI teacher

Goal 3: Students at Julian Newman Elementary will become leaders to improve student performance and promote healthy development.

Measurable Objective 1: collaborate to provide multiple opportunities for students to be involved in leadership and civic opportunities by 05/19/2017 as measured by attendance and project participation.

Strategy 1: Building Leaders - Students will take part in Leader In Me activities within the classroom focusing on the 7 Habits of Happy Kids. Each classroom has Leadership roles for students to practice being a leader, students work together in clubs and participate in Connect Groups.

Category: Develop/Implement Student and School Culture Program Research Cited: Franklin Covey website

SY 2016-2017 Š 2017 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Page 32

ACIP Julian Newman Elementary School

Activity - Connect Groups

Activity Type

“Making connections one student at a time.” Each student is a member of a Behavioral Connect Group. The students are grouped by grade level and placed with Support a teacher in the next grade level or a resource teacher. Each group size is Program from 19-20. The Connect Groups meet one a month to discuss the following: friendship, personal strengths, staying healthy, bully prevention, handling stress, self-control, feelings, 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 2016-2017 © 2017 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Begin Date

End Date

09/01/2016

05/19/2017

Resource Assigned $0

Source Of Funding No Funding Required

Staff Responsible Administrator s, Counselor, teachers and students

Page 33

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

Connect Groups

“Making connections one student at a time.” Each student is a member of a Connect Group. 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 one a month to discuss the following: friendship, personal strengths, staying healthy, bully prevention, handling stress, self-control, feelings, 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.

The teacher will create small group lessons appropriate to the students specific strengths and weaknesses. Lessons will be developed based on CCRS for small group instruction. Teachers will design small group instruction to challenge students and narrow the learning gap.

Teachers will collaborate and plan STEM lessons each nine weeks. The lessons will include standards in the Alabama CCRS in mathematics and various ways to engage the students through diverse instruction. Project based learning will be incorporated each 9 weeks.

The instructional partner will serve as a partner to teachers to improve instructional practice and technology integration, thus increasing student achievement.

During small groups 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 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.

The instructional partner will serve as a partner to teachers to improve instructional practice and technology integration, thus increasing student achievement.

Behavioral Support Program

09/01/2016

Direct Instruction

Small group lessons

STEM activities

Instructional Partnership Language and Vocabulary Development

Instructional Partnership

SY 2016-2017 © 2017 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

05/19/2017

Resource Assigned $0

Staff Responsible Administrator s, Counselor, teachers and students

08/10/2016

05/19/2017

$0

Direct Instruction

08/10/2016

05/19/2017

$0

Classroom teachers, Title I teacher, Special Ed teachers Classroom teachers

Academic Support Program Direct Instruction

08/10/2016

05/19/2017

$0

Instructional Partner

08/12/2016

05/19/2017

$0

EL teacher

Academic Support Program

08/10/2016

05/19/2017

$0

Instructional partner Page 34

ACIP Julian Newman Elementary School

Reading Comprehension

Instructional Partnership

During smalls groups EL teacher will use reading comprehension strategies that can be as effective in one's second language as they are in one's first language and guide EL students to monitor their comprehension by activating background knowledge in their first and second language and related with culture prior to reading. The teacher will guide EL students to use questioning, clarifying, predicting, and evaluating during their reading.

The instructional partner will serve as a partner to teachers to improve instructional practice and technology integration, thus increasing student achievement.

Direct Instruction

08/12/2016

05/19/2017

$0

EL teacher

Academic Support Program

08/10/2016

05/19/2017

$0

Classroom teachers, Instructional Partner

Total

$0

Staff Responsible Classroom teachers

Title I Schoolwide Activity Name

Activity Description

Activity Type

Begin Date

End Date

Whole group

Classroom teachers will focus on Being a Writer lessons, and incorporate Phonics Progression that targets Common Core (CCRS) reading skills. Classroom teachers will use Ipads and Apple TVs during instruction.

Families are invited to school to eat pizza and go to classrooms to hear a bedtime story. Students are encouraged to wear pajamas. Each student will get a free book to take home.

Classroom teachers will use Common Core Reading Interactive Notebooks and anchor charts to target instructional strategies and skills. Technology (Apple TV student Ipads, etc) will be used to engage students when using the SAMRA model. Through Being a Writer, teachers will use children's literature to introduce skills that directly relate to CCRS in ELA. During smalls groups the EL teacher will provide the students with multiple opportunities for peer-to-peer interactions as they learn vocabulary words and develop their use of academic language in speaking/listening, reading and writing. EL students will be guided to have primary language interactions and discussions to clarify concepts and activate background knowledge. The purpose is to increase speaking, listening, reading comprehension and writing skills.

Building Readers subscription provided materials and handouts to parents monthly.

Direct Instruction

08/10/2016

05/19/2017

Resource Assigned $0

Parent Involvement

09/01/2016

05/19/2017

$0

JNES faculty

Direct Instruction

08/10/2016

05/19/2017

$0

Classroom teachers, Title I teacher, Special Education Teachers

Direct Instruction

08/12/2016

05/19/2017

$403

EL teacher

Parent Involvement

08/10/2016

05/19/2017

$360

Title I teacher

Family Pizza Night and Bedtime Stories Whole Group Lessons

Guided Interaction

Building Readers

SY 2016-2017 Š 2017 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Page 35

ACIP Julian Newman Elementary School

Student Materials at home

Small Group

Summer packets

Small Group

Renaissance Learning

Students can check out materials from the Title I teacher and take home for academic support- books on tape, books, letter magnets, batteries, cd players and flash cards.

A visiting author will visit JNES and parents are invited to attend.

Students will participate in explicit small group lessons using multi sensory strategies during Tier II and/or Tier III reading to teach the foundational skills. Resource materials will include, but are not limited to, Wonders, SPIRE, and other Orton-Gillingham materials.

Academic Support Program, Parent Involvement Direct Instruction

08/10/2016

05/19/2017

$903

Title I teacher, JNES teachers

08/10/2016

05/19/2017

$0

Students summer packets are made for students to do at home between Kindergarten and First grade. The purpose of the packets are to encourage students and parents to read through the summer months and foster the importance of school.

Students will participate in small group lessons using multi sensory activities during Tier 1, Tier 2 and/or Tier 3 reading. Resource materials will include, but are not limited to, Wonders, SPIRE and other Orton-Gillingham materials.

Academic Support Program, Parent Involvement Direct Instruction

04/28/2017

08/01/2017

$350

Classroom teachers, Title I teacher, EL teacher, Special Ed teacher, Instructional partner TitleI teacher

08/10/2016

05/19/2017

$2490

08/10/2016

05/19/2017

$2403

Total

$6909

Students in grades 1-4 will read and take AR tests on Academic fiction and nonfiction books from the Renaissance Learning Support technology library (AR tests).

Program

SY 2016-2017 Š 2017 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Classroom teachers, Title I teacher, Special Ed teachers, ELL teacher Classroom teachers, Instructional Partner , Librarian, Tier 3 instructors

Page 36

ACIP Julian Newman Elementary School

Stakeholder Feedback Diagnostic

SY 2016-2017 Š 2017 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Page 37

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 2016-2017 Š 2017 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Page 38

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 Attachment The attachment shows data from Stakeholder the spring Title I parent survey.

Feedback Diagnostic

SY 2016-2017 Š 2017 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Page 39

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 2016-2017 Š 2017 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Page 40

ACIP Julian Newman Elementary School

Areas of Notable Achievement

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

The data collected from the Title I end of the year parent surveys at Julian Newman Elementary indicated an above average to average score in each area. The question with the highest percent was "Does your school encourage you to be involved in your child's education?"

100% of the parents answered yes.

With electronic newsletters sent home, we know that 94% of parents have Internet available at home.

100% of the parents stated that they understood their child's test scores and report cards.

The data shows 100% of parents surveyed answered yes to the question "Do you know what your child should know and be able to do in reading and/or mathematics for the grade he/she is in?"

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

For the past four years, results from the annual Title I Parent Questionnaires indicated that 100% of parents feel welcome at Julian Newman Elementary School. 99% of parents also agreed for the past 4 years that JNES has encouraged parents to be involved in their child's education. 94% of parents now have Internet available at home.

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

When comparing the Title 1 Parent Questionnaires that were administered Spring 2015 to the AdvancEd Parent surveys administered fall of 2016, there indicated a high percentage and correlation of individuals knowing how or given opportunities to become involved in the school.

SY 2016-2017 Š 2017 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Page 41

ACIP Julian Newman Elementary School

Areas in Need of Improvement

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

The lowest scoring section showed only 66% of parents knew that additional Math and Reading services are offered through the Title I program.

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

There is not a trend showing a decreasing trend in the stakeholder satisfaction. The survey for 2014-15 was presented in a new format, and some of the wording of the questions changed previous years. The 2015 and 2016 surveys both show that below 80% of parents know that extra help is offered through the Title 1 program.

What are the implications for these stakeholder perceptions?

66% of parents do not know that additional math and/or reading help is offered by Title 1 services.This result implies that there is a need to increase communication to parents and make them more aware of the Title 1 program. The attendance for the Title 1 informational meetings is low each year.

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

When comparing the Title 1 Parent Questionnaires that were administered Spring 2015 to the AdvancEd Parent surveys administered Spring 2016, there indicated a high percentage and correlation of individuals knowing how or given opportunities to become involved in the school..

The May 2106 Parent survey shows the majority of parents attended a parent conference and knew that the Parent Involvement Plan was on the school website.

SY 2016-2017 Š 2017 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Page 42

ACIP Julian Newman Elementary School

Report Summary

Scores By Section Section Score 1

2

Evaluative Criteria and Rubrics

3

4

3.5

Sections

SY 2016-2017 Š 2017 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Page 43

ACIP Julian Newman Elementary School

Title I Schoolwide Diagnostic

SY 2016-2017 Š 2017 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Page 44

ACIP Julian Newman Elementary School

Introduction This diagnostic tool is aligned to requirements for Title I Schoolwide schools. As described in sections 1111(b)(1), 1114 (b)(1)(A)] and 1309(2) of the Elementary and Secondary Education Act (ESEA), the comprehensive needs assessment (CNA) requirement is met by completing a School Process Profile and Summary Report. The comprehensive needs assessment must be completed prior to creating a new plan or annually updating an existing school improvement plan. Use the results of the comprehensive needs assessment to develop Goals/Objectives/Strategies and Activities. Ensure that the Gap Statements and Causes for Gaps included in the Goals information address all four measures of data: student achievement data, school programs/process data, perceptions data (must include teachers and parents; student data is encouraged), and demographic data. The Comprehensive Needs Assessment must also take into account the needs of migratory children as defined in Title I, Part C, Section 1309(2).

SY 2016-2017 Š 2017 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Page 45

ACIP Julian Newman Elementary School

Component 1: Comprehensive Needs Assessment

1. How was the comprehensive needs assessment conducted?

Julian Newman Elementary School began looking at data in early fall of 2016. Global Scholar Performance Series Math and Reading test, along with DIBELS and assessments were scheduled to be administered to selected grade levels in September. Once completed, data was collected and analyzed along with the ACCESS test 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 collaborates 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.

2. What were the results of the comprehensive needs assessment?

The needs assessment determined strengths and weaknesses at Julian Newman Elementary School. On the Global Scholar Performance Series Math Assessment in K-4 scores from fall 2015-spring 2016 show 57% of students met their annual target goal with 57% showing a proficiency on grade level bands in math. Highest performance areas: K-1 scored the highest in Data analysis and Probability, 2nd grade Algebra, 3rd Measurement and 4th grade scored the highest in Geometry. Significant gains are noted in second grade Math from the past two years. In 2015-2016 the students receiving meal assistance in 2nd, 3rd, and 4th grade increased 2% from beginning to end of the year in Reading.

On the Global Scholar Performance Series Reading 55% of 2-4th graders met their annual target goal from August 2015 to May 2016.

Highest performance area: 2nd and 4th Fiction text and 3rd grade scores highest in nonfiction According to the DIBELS test 1st grade had the largest percentage of students score benchmark on NWF-WRC (words read correctly). They increased by 17% from the beginning of the year to the end. Second grade students also increased their Oral reading Accuracy by 17%.

3. What conclusions were drawn from the results?

The Global Scholar Performance Series assessment for second through fourth 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 2016-2017 Š 2017 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Page 46

ACIP Julian Newman Elementary School

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

Notable Finding for ALL STUDENTS in Math: -K-4 Math scores from fall 2015-spring 2016 show 57% of students met their annual target goal with 57% showing a proficiency on grade level bands in math. Highest performance areas: K-1 scored the highest in Data analysis and Probability, 2nd grade Algebra, 3rd Measurement and 4th grade scored the highest in Geometry. Lowest Performance areas were Kindergarten Algebra, 1st, 2nd, and 3rd grades scored the lowest in Numbers and Operations & 4th grade's lowest area was Algebra.

Notable Findings for ALL STUDENTS in Reading: 57% of 2-4th graders met their annual target goal from August 2015 to May 2016. Highest performance area: 2nd and 4th Fiction text and 3rd grade scores highest in nonfiction. Lowest performance area: 2nd Vocabulary, 3rd Long Passages, and 4th's lowest areas were Long Passage and Nonfiction. There was a 5% increase in Kindergarten and 1st grade students combined on DIBELS in 2016.

Subgroup findings: The largest area for growth was the 2nd grade economically challenged math students. They increased 23% in the 2015-16 school year.

Notable Findings for students receiving Meal Assistance: - A gain of 5% of Second grade students receiving meal assistance scored proficient Reading from the 2015-2016 year. The 2nd-4th grade Math students in poverty increased by 2% at the end of 2016. There was a 5% increase in Kindergarten and 1st grade students Notable Findings for Male African American students : 22% of 2nd grade male African American students met their Reading goal during the 2015-2016 school year. 0% of 3rd grade male African American students met their goal in Reading. 50% of the 4th grade male African American students met their goal in Reading. The scores for male African Americans who scored Proficient in Math were 44% of the 2nd graders, 42% of 3rd grade, and 50% of the 4th graders by the end of May 2016.

Notable Findings for EL students: All 2nd-4th grade EL students made significant gains in Reading. Fourth grade English Learner (EL) students increased the scaled score 160 points in 2015-2016. 2nd grade EL students increased 314 points, 3rd grade 25 points and 4th grade increases the scaled score by 160 points in May 2016. 31% of the EL students scored Proficient in Reading.

EL students in grade 4 scored lowest in the area of Vocabulary and highest in Fiction. 3rd grade EL students' scores were lowest in Fiction and highest in Nonfiction. 2nd grade EL student's scored highest in Fiction and lowest in Vocabulary.

Julian Newman Elementary School administers the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) assessment to students in kindergarten through second 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-2 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.

Highest Areas of Performance: - For the past two years, kindergarten students have scored at least 84% or higher on Nonsense WordsWords read correctly by May. At the end of the 2015-2016 school year 92% of first grade students were at or above benchmark in Nonsense Word Fluency (NWF).

Second graders in 2015-16 showed that 73% of the students were at or above benchmark in accuracy on the Oral Reading Fluency assessment. Overall on DIBELS, K-1st grades increased their scores by 5% during the school year.

Lowest Areas of Performance: At the end of the 2015-2016, 41% of kindergarten students did not benchmark in Letter Naming Fluency (LNF). According to the DIBELS assessment, Letter Naming Fluency (LNF) in Kindergarten has decreased over the past three years. In first grade, 36% did not benchmark in Oral Reading Fluency.

According to the ACCESS test, EL students at JNES are grouped as follows: SY 2016-2017 Š 2017 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Page 47

ACIP Julian Newman Elementary School

LEP1 - 6, LEP2 - 33, FLEP1- 10 , FLEP2- 6 Total students is 48. 10 students have exited.

5. 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.

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

Julian Newman 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.

The Kindergarten and first grade goals are determined by DIBELS data and second through fourth grade goals are determined by Global Scholar Performance Series Reading and Math assessments.

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

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 2016-2017 Š 2017 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Page 48

ACIP Julian Newman Elementary School

Component 2: Schoolwide Reform Strategies

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

Goal 1: Assure exceptional learning for every student through diligent content planning, focused instruction, community building and ongling assessment.

Measurable Objective 1: 2% of Second, Third and Fourth grade students will demonstrate a proficiency in grade level performance bands in Reading by 05/19/2017 as measured by Performance Series Reading Assessment.

Strategy1: Reading Skills - Students will increase reading skills through small group and large group lessons.

Category: Develop/Implement College and Career Ready Standards Research Cited: "McGraw Hill Education" School Education N.p.n.d. Web. 12 Sept. 2013 https;//www.mheonline.com Shanahan, T., Fisher, D., & Frey, N. (2012) The Challenge of Challenging Text. Educational Leadership. 69 (6), 58-62

Activity - Being a Writer lessons

Activity Type

Teacher will use children's literature to introduce skill. Make sketches, lists, and give ample time to brainstorm and write a rough draft. Think, Pair, and Share ideas and drafts.

Use Doodle Buddy app for sketches.Being a Writer:Students participate in writing activities using a prompt, students help generate a word Direct Instruction bank, grammar lessons using whiteboard participate in shared writing, use anchor charts, have speaking and listening opportunities by using the author's chair, participate in Turn and Talk, listen to quality literature and use a model to write stories

Activity - Whole Group Lessons

Activity Type

Classroom teachers will use Common Core Reading Interactive Notebooks and anchor charts. Lessons from the McGraw-Hill Wonders Direct program reading series will target the CCRS for Instruction reading. Classroom teachers will engage students with lessons on their Apple TV and students using Ipads.

Begin Date End Date

Funding Amount & Source

Staff Responsible

08/10/2016

$0 - Title I Schoolwide

Classroom teachers, Instructional Partner

Begin Date End Date

Funding Amount & Source

Staff Responsible

08/10/2016

$748 - Title I Schoolwide

Classroom teachers, Title I teacher, Special Education Teachers

05/19/2017

05/19/2017

SY 2016-2017 Š 2017 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Page 49

ACIP Julian Newman Elementary School

Activity - Small Group

Activity Type

Students will participate in small group lessons during Tier 1, Tier 2 and/or Tier 3 reading The teacher will generate lessons from ARI strategies, McGraw Hill Wonders, Direct Wonderworks, Orton-Gillingham strategies and Instruction SPIRE. The administrator will monitor Tier instruction through observations and RTI walkthroughs.

Activity Type Students will have silent reading time, take AR Academic tests on fiction and nonfiction on Ipads, and for Support those completing RRL, fill in reports.

Program Activity - Renaissance Learning

Activity - Instructional Partnership

Activity Type

The instructional partner will support teachers in Academic planning, modeling, and reflecting on lessons Support and practices that best meet the needs of the Program students.

Begin Date End Date

Funding Amount & Source

Staff Responsible

08/10/2016

$0 - Title I Schoolwide

Classroom teachers, Title I teacher, Special Ed teachers, ELL teacher

Begin Date End Date

Funding Amount & Source

Staff Responsible

08/10/2016

$1099 - Title I Schoolwide

Classroom teachers, Instructional Partner , Librarian, Tier 3 instructors

Begin Date End Date

Funding Amount & Source

Staff Responsible

08/10/2016

$0 - No Funding Required

Instructional Partner

05/19/2017

05/19/2017

05/19/2017

Measurable Objective 2: A 5% increase of Kindergarten and First grade students will demonstrate a proficiency on grade level benchmarks in Reading by 05/19/2017 as measured by DIBELS assessment.

Strategy1: Improving Foundational Skills - Students will increase accuracy in reading foundational skills through whole group and small group instruction.

Category: Develop/Implement College and Career Ready Standards 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 2016-2017 Š 2017 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Page 50

ACIP Julian Newman Elementary School

Activity - Small Group

Activity Type

Students will participate in explicit small group lessons during Tier II and/or Tier III reading.

Lessons may be generated from McGraw Hill Wonders and Wonderworks, ARI strategies, Orton-Gillingham strategies and SPIRE. An administrator will monitor tier instruction through walk throughs. Some lessons may include: word building, word games, reading leveled Direct readers, reading phonics books, phonemic Instruction awareness activities, recall sight words-play concentration and use sight words in a sentence, alphabetize words, identify word families, teach and practice letter sounds, matching lowercase and uppercase letters, blending sounds, retelling a story by using picture cards. Multi-sensory strategies will be used to teach foundational skills.

Activity - Whole group

Activity Type

Classroom teachers will focus on lessons from the McGraw-Hill Wonders Reading program, and Kindergarten will incorporate Harcourt Direct Phonics Progression that target Common Core Instruction (CCRS) reading skills. Classroom teachers will use Ipads and Apple TVs during instruction.

Activity - Instructional Partnership

Activity Type

The instructional partner will support teachers in Academic planning, modeling, and reflecting on lessons Support and practices that best meet the needs of the Program students.

Begin Date End Date

Funding Amount & Source

Staff Responsible

08/10/2016

$0 - Title I Schoolwide

Classroom teachers, Title I teacher, EL teacher, Special Ed teacher, Instructional partner

Begin Date End Date

Funding Amount & Source

Staff Responsible

08/10/2016

$135550 - Title I Schoolwide

Classroom teachers

Begin Date End Date

Funding Amount & Source

Staff Responsible

08/10/2016

$0 - No Funding Required

Instructional partner

05/19/2017

05/19/2017

05/19/2017

Measurable Objective 3: 65% of English Learners students will demonstrate a proficiency of at least a .5% gain from 2015-2016 to meet the state goal in English Language Arts by 05/20/2016 as measured by the Access test.

Strategy1: Differentiated Instruction - The EL teacher will address the individual and diverse needs of English-language learners in both academic skills and English-language acquisition Category: Research Cited: Peregoy, Suzanne F., Owen Boyle. Reading, Writing, and Learning in ESL: A Resource Book for K-12 Teachers. Boston: Pearson/Allyn and Bacon, 2005 Print

SY 2016-2017 Š 2017 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Page 51

ACIP Julian Newman Elementary School

Activity - Reading Comprehension

Activity Type

During smalls groups EL teacher will use reading comprehension strategies that can be as effective in one's second language as they are in one's first language and guide EL students to monitor their comprehension by activating background knowledge in their first and second language and related with culture prior to reading. The teacher will guide EL Direct students to questioning, clarifying, predicting, Instruction and evaluating during their reading and guide EL students to writing activities that will provide opportunities to practice spelling, think, create, and use the vocabulary words in daily conversations. Activities used are: modeling, think-alouds, pictures and discussions will be present during guided reading, graphic organizers, sentence strips.

Begin Date End Date

Funding Amount & Source

Staff Responsible

08/11/2015

$0 - No Funding Required

EL teacher

05/20/2016

Activity - Language and Vocabulary Development During small groups 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. -support EL students to distinguish word meanings and their uses for 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 back social and school vocabulary, phrases, and sentence structure.

Activities: word analysis, cognates, dictionary, google search, google translate, vocabulary journals, writing sentences, ABC books

Activity Type

Begin Date End Date

Funding Amount & Source

Staff Responsible

Direct Instruction

08/11/2015

$0 - No Funding Required

EL teacher

Activity - Guided Interaction

Activity Type

Begin Date End Date

Funding Amount & Source

Staff Responsible

08/11/2015

$0 - No Funding Required

EL teacher

During smalls groups EL teacher will provide EL students with multiple opportunities for peer-topeer interactions as they learn vocabulary words and develop their use of academic language in speaking/listening, reading and writing. EL students will be guided to have primary language interactions and discussions Direct Instruction to clarify concepts and activate background knowledge. The purpose is to increase speaking, listening, reading comprehension and writing skills. Activities: Think-alouds, Thinkpair-shared, discussions, pictures, cognates, translations.

05/20/2016

05/20/2016

Measurable Objective 4: A 2% increase of Second, Third and Fourth grade Economically Disadvantaged students will demonstrate a proficiency on grade level performance bands in Mathematics by 05/19/2017 as measured by Performance Series Math Assessment .

Strategy1: Increase Standard Score - Students will increase their standard score through the implementation of Common Core (CCRS) lessons, SY 2016-2017 Š 2017 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Page 52

ACIP Julian Newman Elementary School

Performance Series resources,Math Talks lessons, GoMath, and AMSTI Investigation resources in small and whole group lessons.

Category: Other - Increase Test scores 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

Activity - Instructional Partnership

Activity Type

The Instructional Coach will support classroom Academic teachers in planning, modeling, and reflecting Support on lessons and practices that best meet the Program needs of the students.

Activity - Family Math Night

Activity Type

Begin Date End Date

Funding Amount & Source

Staff Responsible

08/10/2016

$0 - No Funding Required

Classroom teachers, Instructional Partner

Funding Amount & Source

Staff Responsible

$0 - No Funding Required

Title I teacher, Classroom Teachers, Instructional Coach and Resource Teachers

Funding Amount & Source

Staff Responsible

$0 - No Funding Required

Math PLT teachers

Begin Date End Date

Title I Family Math Night will be held in October for students and parents. Families will attend Parent classrooms and use hands on materials to 10/01/2016 explore how math is taught in the classrooms. Involvement Tips for parents to use at home will be shared.

Activity - Professional Learning Team

Activity Type

05/19/2017

11/01/2016

Begin Date End Date

Teachers on the Math PLT will attend a professional development each nine weeks.

The training will consist of information related to the Alabama CCRS in mathematics and various Professional 08/10/2016 ways to meet the needs of the students through Learning diverse instruction. This training will allow teachers to report their findings to their colleagues.

05/19/2017

Activity - Small group lessons

Activity Type

Begin Date End Date

Funding Amount & Source

Staff Responsible

The teacher will create small group lessons appropriate to the students specific strengths and weaknesses. Lessons will be developed based on CCRS for small group instruction.

Teachers will design small group instruction to challenge students and narrow the learning gap.

Direct Instruction

08/10/2016

$0 - No Funding Required

Classroom teachers, Title I teacher, Special Ed teachers

05/19/2017

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

Goal 1: Assure exceptional learning for every student through diligent content planning, focused instruction, community building and ongling assessment.

Measurable Objective 1: SY 2016-2017 Š 2017 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Page 53

ACIP Julian Newman Elementary School

65% of English Learners students will demonstrate a proficiency of at least a .5% gain from 2015-2016 to meet the state goal in English Language Arts by 05/20/2016 as measured by the Access test.

Strategy1: Differentiated Instruction - The EL teacher will address the individual and diverse needs of English-language learners in both academic skills and English-language acquisition Category: Research Cited: Peregoy, Suzanne F., Owen Boyle. Reading, Writing, and Learning in ESL: A Resource Book for K-12 Teachers. Boston: Pearson/Allyn and Bacon, 2005 Print

Activity - Guided Interaction

Activity Type

During smalls groups EL teacher will provide EL students with multiple opportunities for peer-topeer interactions as they learn vocabulary words and develop their use of academic language in speaking/listening, reading and writing. EL students will be guided to have primary language interactions and discussions Direct Instruction to clarify concepts and activate background knowledge. The purpose is to increase speaking, listening, reading comprehension and writing skills. Activities: Think-alouds, Thinkpair-shared, discussions, pictures, cognates, translations.

Activity - Language and Vocabulary Development During small groups 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. -support EL students to distinguish word meanings and their uses for 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 back social and school vocabulary, phrases, and sentence structure.

Activities: word analysis, cognates, dictionary, google search, google translate, vocabulary journals, writing sentences, ABC books

Begin Date End Date

Funding Amount & Source

Staff Responsible

08/11/2015

$0 - No Funding Required

EL teacher

05/20/2016

Activity Type

Begin Date End Date

Funding Amount & Source

Staff Responsible

Direct Instruction

08/11/2015

$0 - No Funding Required

EL teacher

05/20/2016

SY 2016-2017 Š 2017 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Page 54

ACIP Julian Newman Elementary School

Activity - Reading Comprehension

Activity Type

During smalls groups EL teacher will use reading comprehension strategies that can be as effective in one's second language as they are in one's first language and guide EL students to monitor their comprehension by activating background knowledge in their first and second language and related with culture prior to reading. The teacher will guide EL Direct students to questioning, clarifying, predicting, Instruction and evaluating during their reading and guide EL students to writing activities that will provide opportunities to practice spelling, think, create, and use the vocabulary words in daily conversations. Activities used are: modeling, think-alouds, pictures and discussions will be present during guided reading, graphic organizers, sentence strips.

Begin Date End Date

Funding Amount & Source

Staff Responsible

08/11/2015

$0 - No Funding Required

EL teacher

05/20/2016

Measurable Objective 2: A 5% increase of Kindergarten and First grade students will demonstrate a proficiency on grade level benchmarks in Reading by 05/19/2017 as measured by DIBELS assessment.

Strategy1: Improving Foundational Skills - Students will increase accuracy in reading foundational skills through whole group and small group instruction.

Category: Develop/Implement College and Career Ready Standards 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 - Small Group

Activity Type

Students will participate in explicit small group lessons during Tier II and/or Tier III reading.

Lessons may be generated from McGraw Hill Wonders and Wonderworks, ARI strategies, Orton-Gillingham strategies and SPIRE. An administrator will monitor tier instruction through walk throughs. Some lessons may include: word building, word games, reading leveled Direct readers, reading phonics books, phonemic Instruction awareness activities, recall sight words-play concentration and use sight words in a sentence, alphabetize words, identify word families, teach and practice letter sounds, matching lowercase and uppercase letters, blending sounds, retelling a story by using picture cards. Multi-sensory strategies will be used to teach foundational skills.

Begin Date End Date

Funding Amount & Source

Staff Responsible

08/10/2016

$0 - Title I Schoolwide

Classroom teachers, Title I teacher, EL teacher, Special Ed teacher, Instructional partner

05/19/2017

SY 2016-2017 Š 2017 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Page 55

ACIP Julian Newman Elementary School

Activity - Whole group

Activity Type

Classroom teachers will focus on lessons from the McGraw-Hill Wonders Reading program, and Kindergarten will incorporate Harcourt Direct Phonics Progression that target Common Core Instruction (CCRS) reading skills. Classroom teachers will use Ipads and Apple TVs during instruction.

Activity - Instructional Partnership

Activity Type

The instructional partner will support teachers in Academic planning, modeling, and reflecting on lessons Support and practices that best meet the needs of the Program students.

Begin Date End Date

Funding Amount & Source

Staff Responsible

08/10/2016

$135550 - Title I Schoolwide

Classroom teachers

Begin Date End Date

Funding Amount & Source

Staff Responsible

08/10/2016

$0 - No Funding Required

Instructional partner

05/19/2017

05/19/2017

Measurable Objective 3: A 2% increase of Second, Third and Fourth grade Economically Disadvantaged students will demonstrate a proficiency on grade level performance bands in Mathematics by 05/19/2017 as measured by Performance Series Math Assessment .

Strategy1: Increase Standard Score - Students will increase their standard score through the implementation of Common Core (CCRS) lessons, Performance Series resources,Math Talks lessons, GoMath, and AMSTI Investigation resources in small and whole group lessons.

Category: Other - Increase Test scores 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

Activity - Professional Learning Team

Activity Type

Funding Amount & Source

Staff Responsible

$0 - No Funding Required

Math PLT teachers

Begin Date End Date

Funding Amount & Source

Staff Responsible

08/10/2016

$0 - No Funding Required

Classroom teachers, Instructional Partner

Begin Date End Date

Teachers on the Math PLT will attend a professional development each nine weeks.

The training will consist of information related to the Alabama CCRS in mathematics and various Professional 08/10/2016 ways to meet the needs of the students through Learning diverse instruction. This training will allow teachers to report their findings to their colleagues.

Activity - Instructional Partnership

Activity Type

The Instructional Coach will support classroom Academic teachers in planning, modeling, and reflecting Support on lessons and practices that best meet the Program needs of the students.

05/19/2017

05/19/2017

SY 2016-2017 Š 2017 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Page 56

ACIP Julian Newman Elementary School

Activity - Small group lessons

Activity Type

Begin Date End Date

Funding Amount & Source

Staff Responsible

The teacher will create small group lessons appropriate to the students specific strengths and weaknesses. Lessons will be developed based on CCRS for small group instruction.

Teachers will design small group instruction to challenge students and narrow the learning gap.

Direct Instruction

08/10/2016

$0 - No Funding Required

Classroom teachers, Title I teacher, Special Ed teachers

Activity - Family Math Night

Activity Type

Begin Date End Date

Funding Amount & Source

Staff Responsible

$0 - No Funding Required

Title I teacher, Classroom Teachers, Instructional Coach and Resource Teachers

Title I Family Math Night will be held in October for students and parents. Families will attend Parent classrooms and use hands on materials to 10/01/2016 explore how math is taught in the classrooms. Involvement Tips for parents to use at home will be shared.

05/19/2017

11/01/2016

Measurable Objective 4: 2% of Second, Third and Fourth grade students will demonstrate a proficiency in grade level performance bands in Reading by 05/19/2017 as measured by Performance Series Reading Assessment.

Strategy1: Reading Skills - Students will increase reading skills through small group and large group lessons.

Category: Develop/Implement College and Career Ready Standards Research Cited: "McGraw Hill Education" School Education N.p.n.d. Web. 12 Sept. 2013 https;//www.mheonline.com Shanahan, T., Fisher, D., & Frey, N. (2012) The Challenge of Challenging Text. Educational Leadership. 69 (6), 58-62

Activity - Being a Writer lessons

Activity Type

Teacher will use children's literature to introduce skill. Make sketches, lists, and give ample time to brainstorm and write a rough draft. Think, Pair, and Share ideas and drafts.

Use Doodle Buddy app for sketches.Being a Writer:Students participate in writing activities using a prompt, students help generate a word Direct Instruction bank, grammar lessons using whiteboard participate in shared writing, use anchor charts, have speaking and listening opportunities by using the author's chair, participate in Turn and Talk, listen to quality literature and use a model to write stories

Activity - Whole Group Lessons

Activity Type

Classroom teachers will use Common Core Reading Interactive Notebooks and anchor charts. Lessons from the McGraw-Hill Wonders Direct program reading series will target the CCRS for Instruction reading. Classroom teachers will engage students with lessons on their Apple TV and students using Ipads.

Begin Date End Date

Funding Amount & Source

Staff Responsible

08/10/2016

$0 - Title I Schoolwide

Classroom teachers, Instructional Partner

Begin Date End Date

Funding Amount & Source

Staff Responsible

08/10/2016

$748 - Title I Schoolwide

Classroom teachers, Title I teacher, Special Education Teachers

05/19/2017

05/19/2017

SY 2016-2017 Š 2017 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Page 57

ACIP Julian Newman Elementary School

Activity - Instructional Partnership

Activity Type

The instructional partner will support teachers in Academic planning, modeling, and reflecting on lessons Support and practices that best meet the needs of the Program students.

Activity - Small Group

Activity Type

Students will participate in small group lessons during Tier 1, Tier 2 and/or Tier 3 reading The teacher will generate lessons from ARI strategies, McGraw Hill Wonders, Direct Wonderworks, Orton-Gillingham strategies and Instruction SPIRE. The administrator will monitor Tier instruction through observations and RTI walkthroughs.

Activity Type Students will have silent reading time, take AR Academic tests on fiction and nonfiction on Ipads, and for Support those completing RRL, fill in reports.

Program Activity - Renaissance Learning

Begin Date End Date

Funding Amount & Source

Staff Responsible

08/10/2016

$0 - No Funding Required

Instructional Partner

Begin Date End Date

Funding Amount & Source

Staff Responsible

08/10/2016

$0 - Title I Schoolwide

Classroom teachers, Title I teacher, Special Ed teachers, ELL teacher

Begin Date End Date

Funding Amount & Source

Staff Responsible

08/10/2016

$1099 - Title I Schoolwide

Classroom teachers, Instructional Partner , Librarian, Tier 3 instructors

05/19/2017

05/19/2017

05/19/2017

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

Goal 1: Assure exceptional learning for every student through diligent content planning, focused instruction, community building and ongling assessment.

Measurable Objective 1: A 5% increase of Kindergarten and First grade students will demonstrate a proficiency on grade level benchmarks in Reading by 05/19/2017 as measured by DIBELS assessment.

Strategy1: Improving Foundational Skills - Students will increase accuracy in reading foundational skills through whole group and small group instruction.

Category: Develop/Implement College and Career Ready Standards 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 2016-2017 Š 2017 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Page 58

ACIP Julian Newman Elementary School

Activity - Whole group

Activity Type

Classroom teachers will focus on lessons from the McGraw-Hill Wonders Reading program, and Kindergarten will incorporate Harcourt Direct Phonics Progression that target Common Core Instruction (CCRS) reading skills. Classroom teachers will use Ipads and Apple TVs during instruction.

Activity - Small Group

Activity Type

Students will participate in explicit small group lessons during Tier II and/or Tier III reading.

Lessons may be generated from McGraw Hill Wonders and Wonderworks, ARI strategies, Orton-Gillingham strategies and SPIRE. An administrator will monitor tier instruction through walk throughs. Some lessons may include: word building, word games, reading leveled Direct readers, reading phonics books, phonemic Instruction awareness activities, recall sight words-play concentration and use sight words in a sentence, alphabetize words, identify word families, teach and practice letter sounds, matching lowercase and uppercase letters, blending sounds, retelling a story by using picture cards. Multi-sensory strategies will be used to teach foundational skills.

Activity - Instructional Partnership

Activity Type

The instructional partner will support teachers in Academic planning, modeling, and reflecting on lessons Support and practices that best meet the needs of the Program students.

Begin Date End Date

Funding Amount & Source

Staff Responsible

08/10/2016

$135550 - Title I Schoolwide

Classroom teachers

Begin Date End Date

Funding Amount & Source

Staff Responsible

08/10/2016

$0 - Title I Schoolwide

Classroom teachers, Title I teacher, EL teacher, Special Ed teacher, Instructional partner

Begin Date End Date

Funding Amount & Source

Staff Responsible

08/10/2016

$0 - No Funding Required

Instructional partner

05/19/2017

05/19/2017

05/19/2017

Measurable Objective 2: A 2% increase of Second, Third and Fourth grade Economically Disadvantaged students will demonstrate a proficiency on grade level performance bands in Mathematics by 05/19/2017 as measured by Performance Series Math Assessment .

Strategy1: Increase Standard Score - Students will increase their standard score through the implementation of Common Core (CCRS) lessons, Performance Series resources,Math Talks lessons, GoMath, and AMSTI Investigation resources in small and whole group lessons.

Category: Other - Increase Test scores 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

SY 2016-2017 Š 2017 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Page 59

ACIP Julian Newman Elementary School

Activity - Small group lessons

Activity Type

Begin Date End Date

Funding Amount & Source

Staff Responsible

The teacher will create small group lessons appropriate to the students specific strengths and weaknesses. Lessons will be developed based on CCRS for small group instruction.

Teachers will design small group instruction to challenge students and narrow the learning gap.

Direct Instruction

08/10/2016

$0 - No Funding Required

Classroom teachers, Title I teacher, Special Ed teachers

Activity - Family Math Night

Activity Type

Begin Date End Date

Funding Amount & Source

Staff Responsible

$0 - No Funding Required

Title I teacher, Classroom Teachers, Instructional Coach and Resource Teachers

Begin Date End Date

Funding Amount & Source

Staff Responsible

08/10/2016

$0 - No Funding Required

Classroom teachers, Instructional Partner

Funding Amount & Source

Staff Responsible

$0 - No Funding Required

Math PLT teachers

Title I Family Math Night will be held in October for students and parents. Families will attend Parent classrooms and use hands on materials to 10/01/2016 explore how math is taught in the classrooms. Involvement Tips for parents to use at home will be shared.

Activity - Instructional Partnership

Activity Type

The Instructional Coach will support classroom Academic teachers in planning, modeling, and reflecting Support on lessons and practices that best meet the Program needs of the students.

Activity - Professional Learning Team

Activity Type

05/19/2017

11/01/2016

05/19/2017

Begin Date End Date

Teachers on the Math PLT will attend a professional development each nine weeks.

The training will consist of information related to the Alabama CCRS in mathematics and various Professional 08/10/2016 ways to meet the needs of the students through Learning diverse instruction. This training will allow teachers to report their findings to their colleagues.

05/19/2017

Measurable Objective 3: 65% of English Learners students will demonstrate a proficiency of at least a .5% gain from 2015-2016 to meet the state goal in English Language Arts by 05/20/2016 as measured by the Access test.

Strategy1: Differentiated Instruction - The EL teacher will address the individual and diverse needs of English-language learners in both academic skills and English-language acquisition Category: Research Cited: Peregoy, Suzanne F., Owen Boyle. Reading, Writing, and Learning in ESL: A Resource Book for K-12 Teachers. Boston: Pearson/Allyn and Bacon, 2005 Print

SY 2016-2017 Š 2017 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Page 60

ACIP Julian Newman Elementary School Activity - Language and Vocabulary Development During small groups 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. -support EL students to distinguish word meanings and their uses for 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 back social and school vocabulary, phrases, and sentence structure.

Activities: word analysis, cognates, dictionary, google search, google translate, vocabulary journals, writing sentences, ABC books

Activity Type

Begin Date End Date

Funding Amount & Source

Staff Responsible

Direct Instruction

08/11/2015

$0 - No Funding Required

EL teacher

Activity - Reading Comprehension

Activity Type

Begin Date End Date

Funding Amount & Source

Staff Responsible

08/11/2015

$0 - No Funding Required

EL teacher

Begin Date End Date

Funding Amount & Source

Staff Responsible

08/11/2015

$0 - No Funding Required

EL teacher

During smalls groups EL teacher will use reading comprehension strategies that can be as effective in one's second language as they are in one's first language and guide EL students to monitor their comprehension by activating background knowledge in their first and second language and related with culture prior to reading. The teacher will guide EL Direct students to questioning, clarifying, predicting, Instruction and evaluating during their reading and guide EL students to writing activities that will provide opportunities to practice spelling, think, create, and use the vocabulary words in daily conversations. Activities used are: modeling, think-alouds, pictures and discussions will be present during guided reading, graphic organizers, sentence strips.

Activity - Guided Interaction

Activity Type

During smalls groups EL teacher will provide EL students with multiple opportunities for peer-topeer interactions as they learn vocabulary words and develop their use of academic language in speaking/listening, reading and writing. EL students will be guided to have primary language interactions and discussions Direct Instruction to clarify concepts and activate background knowledge. The purpose is to increase speaking, listening, reading comprehension and writing skills. Activities: Think-alouds, Thinkpair-shared, discussions, pictures, cognates, translations.

05/20/2016

05/20/2016

05/20/2016

Measurable Objective 4: 2% of Second, Third and Fourth grade students will demonstrate a proficiency in grade level performance bands in Reading by 05/19/2017 as measured by Performance Series Reading Assessment.

Strategy1: Reading Skills - Students will increase reading skills through small group and large group lessons.

SY 2016-2017 Š 2017 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Page 61

ACIP Julian Newman Elementary School

Category: Develop/Implement College and Career Ready Standards Research Cited: "McGraw Hill Education" School Education N.p.n.d. Web. 12 Sept. 2013 https;//www.mheonline.com Shanahan, T., Fisher, D., & Frey, N. (2012) The Challenge of Challenging Text. Educational Leadership. 69 (6), 58-62

Activity - Instructional Partnership

Activity Type

The instructional partner will support teachers in Academic planning, modeling, and reflecting on lessons Support and practices that best meet the needs of the Program students.

Activity - Being a Writer lessons

Activity Type

Teacher will use children's literature to introduce skill. Make sketches, lists, and give ample time to brainstorm and write a rough draft. Think, Pair, and Share ideas and drafts.

Use Doodle Buddy app for sketches.Being a Writer:Students participate in writing activities using a prompt, students help generate a word Direct Instruction bank, grammar lessons using whiteboard participate in shared writing, use anchor charts, have speaking and listening opportunities by using the author's chair, participate in Turn and Talk, listen to quality literature and use a model to write stories

Activity - Small Group

Activity Type

Students will participate in small group lessons during Tier 1, Tier 2 and/or Tier 3 reading The teacher will generate lessons from ARI strategies, McGraw Hill Wonders, Direct Wonderworks, Orton-Gillingham strategies and Instruction SPIRE. The administrator will monitor Tier instruction through observations and RTI walkthroughs.

Activity - Whole Group Lessons

Activity Type

Classroom teachers will use Common Core Reading Interactive Notebooks and anchor charts. Lessons from the McGraw-Hill Wonders Direct program reading series will target the CCRS for Instruction reading. Classroom teachers will engage students with lessons on their Apple TV and students using Ipads.

Activity Type Students will have silent reading time, take AR Academic tests on fiction and nonfiction on Ipads, and for Support those completing RRL, fill in reports.

Program Activity - Renaissance Learning

Begin Date End Date

Funding Amount & Source

Staff Responsible

08/10/2016

$0 - No Funding Required

Instructional Partner

Begin Date End Date

Funding Amount & Source

Staff Responsible

08/10/2016

$0 - Title I Schoolwide

Classroom teachers, Instructional Partner

Begin Date End Date

Funding Amount & Source

Staff Responsible

08/10/2016

$0 - Title I Schoolwide

Classroom teachers, Title I teacher, Special Ed teachers, ELL teacher

Begin Date End Date

Funding Amount & Source

Staff Responsible

08/10/2016

$748 - Title I Schoolwide

Classroom teachers, Title I teacher, Special Education Teachers

Begin Date End Date

Funding Amount & Source

Staff Responsible

08/10/2016

$1099 - Title I Schoolwide

Classroom teachers, Instructional Partner , Librarian, Tier 3 instructors

05/19/2017

05/19/2017

05/19/2017

05/19/2017

05/19/2017

SY 2016-2017 Š 2017 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Page 62

ACIP Julian Newman Elementary School

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

Goal 1: Assure exceptional learning for every student through diligent content planning, focused instruction, community building and ongling assessment.

Measurable Objective 1: 2% of Second, Third and Fourth grade students will demonstrate a proficiency in grade level performance bands in Reading by 05/19/2017 as measured by Performance Series Reading Assessment.

Strategy1: Reading Skills - Students will increase reading skills through small group and large group lessons.

Category: Develop/Implement College and Career Ready Standards Research Cited: "McGraw Hill Education" School Education N.p.n.d. Web. 12 Sept. 2013 https;//www.mheonline.com Shanahan, T., Fisher, D., & Frey, N. (2012) The Challenge of Challenging Text. Educational Leadership. 69 (6), 58-62

Activity Type Students will have silent reading time, take AR Academic tests on fiction and nonfiction on Ipads, and for Support those completing RRL, fill in reports.

Program Activity - Renaissance Learning

Activity - Whole Group Lessons

Activity Type

Classroom teachers will use Common Core Reading Interactive Notebooks and anchor charts. Lessons from the McGraw-Hill Wonders Direct program reading series will target the CCRS for Instruction reading. Classroom teachers will engage students with lessons on their Apple TV and students using Ipads.

Activity - Being a Writer lessons

Activity Type

Teacher will use children's literature to introduce skill. Make sketches, lists, and give ample time to brainstorm and write a rough draft. Think, Pair, and Share ideas and drafts.

Use Doodle Buddy app for sketches.Being a Writer:Students participate in writing activities using a prompt, students help generate a word Direct Instruction bank, grammar lessons using whiteboard participate in shared writing, use anchor charts, have speaking and listening opportunities by using the author's chair, participate in Turn and Talk, listen to quality literature and use a model to write stories

Begin Date End Date

Funding Amount & Source

Staff Responsible

08/10/2016

$1099 - Title I Schoolwide

Classroom teachers, Instructional Partner , Librarian, Tier 3 instructors

Begin Date End Date

Funding Amount & Source

Staff Responsible

08/10/2016

$748 - Title I Schoolwide

Classroom teachers, Title I teacher, Special Education Teachers

Begin Date End Date

Funding Amount & Source

Staff Responsible

08/10/2016

$0 - Title I Schoolwide

Classroom teachers, Instructional Partner

05/19/2017

05/19/2017

05/19/2017

SY 2016-2017 Š 2017 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Page 63

ACIP Julian Newman Elementary School

Activity - Small Group

Activity Type

Students will participate in small group lessons during Tier 1, Tier 2 and/or Tier 3 reading The teacher will generate lessons from ARI strategies, McGraw Hill Wonders, Direct Wonderworks, Orton-Gillingham strategies and Instruction SPIRE. The administrator will monitor Tier instruction through observations and RTI walkthroughs.

Activity - Instructional Partnership

Activity Type

The instructional partner will support teachers in Academic planning, modeling, and reflecting on lessons Support and practices that best meet the needs of the Program students.

Begin Date End Date

Funding Amount & Source

Staff Responsible

08/10/2016

$0 - Title I Schoolwide

Classroom teachers, Title I teacher, Special Ed teachers, ELL teacher

Begin Date End Date

Funding Amount & Source

Staff Responsible

08/10/2016

$0 - No Funding Required

Instructional Partner

05/19/2017

05/19/2017

Measurable Objective 2: A 2% increase of Second, Third and Fourth grade Economically Disadvantaged students will demonstrate a proficiency on grade level performance bands in Mathematics by 05/19/2017 as measured by Performance Series Math Assessment .

Strategy1: Increase Standard Score - Students will increase their standard score through the implementation of Common Core (CCRS) lessons, Performance Series resources,Math Talks lessons, GoMath, and AMSTI Investigation resources in small and whole group lessons.

Category: Other - Increase Test scores 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

Activity - Instructional Partnership

Activity Type

The Instructional Coach will support classroom Academic teachers in planning, modeling, and reflecting Support on lessons and practices that best meet the Program needs of the students.

Activity - Family Math Night

Activity Type

Begin Date End Date

Funding Amount & Source

Staff Responsible

08/10/2016

$0 - No Funding Required

Classroom teachers, Instructional Partner

Funding Amount & Source

Staff Responsible

$0 - No Funding Required

Title I teacher, Classroom Teachers, Instructional Coach and Resource Teachers

05/19/2017

Begin Date End Date

Title I Family Math Night will be held in October for students and parents. Families will attend Parent classrooms and use hands on materials to 10/01/2016 explore how math is taught in the classrooms. Involvement Tips for parents to use at home will be shared.

11/01/2016

SY 2016-2017 Š 2017 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Page 64

ACIP Julian Newman Elementary School

Activity - Small group lessons

Activity Type

Begin Date End Date

Funding Amount & Source

Staff Responsible

The teacher will create small group lessons appropriate to the students specific strengths and weaknesses. Lessons will be developed based on CCRS for small group instruction.

Teachers will design small group instruction to challenge students and narrow the learning gap.

Direct Instruction

08/10/2016

$0 - No Funding Required

Classroom teachers, Title I teacher, Special Ed teachers

Activity - Professional Learning Team

Activity Type

Begin Date End Date

Funding Amount & Source

Staff Responsible

$0 - No Funding Required

Math PLT teachers

Teachers on the Math PLT will attend a professional development each nine weeks.

The training will consist of information related to the Alabama CCRS in mathematics and various Professional 08/10/2016 ways to meet the needs of the students through Learning diverse instruction. This training will allow teachers to report their findings to their colleagues.

05/19/2017

05/19/2017

Measurable Objective 3: A 5% increase of Kindergarten and First grade students will demonstrate a proficiency on grade level benchmarks in Reading by 05/19/2017 as measured by DIBELS assessment.

Strategy1: Improving Foundational Skills - Students will increase accuracy in reading foundational skills through whole group and small group instruction.

Category: Develop/Implement College and Career Ready Standards 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 - Instructional Partnership

Activity Type

The instructional partner will support teachers in Academic planning, modeling, and reflecting on lessons Support and practices that best meet the needs of the Program students.

Begin Date End Date

Funding Amount & Source

Staff Responsible

08/10/2016

$0 - No Funding Required

Instructional partner

05/19/2017

SY 2016-2017 Š 2017 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Page 65

ACIP Julian Newman Elementary School

Activity - Small Group

Activity Type

Students will participate in explicit small group lessons during Tier II and/or Tier III reading.

Lessons may be generated from McGraw Hill Wonders and Wonderworks, ARI strategies, Orton-Gillingham strategies and SPIRE. An administrator will monitor tier instruction through walk throughs. Some lessons may include: word building, word games, reading leveled Direct readers, reading phonics books, phonemic Instruction awareness activities, recall sight words-play concentration and use sight words in a sentence, alphabetize words, identify word families, teach and practice letter sounds, matching lowercase and uppercase letters, blending sounds, retelling a story by using picture cards. Multi-sensory strategies will be used to teach foundational skills.

Activity - Whole group

Activity Type

Classroom teachers will focus on lessons from the McGraw-Hill Wonders Reading program, and Kindergarten will incorporate Harcourt Direct Phonics Progression that target Common Core Instruction (CCRS) reading skills. Classroom teachers will use Ipads and Apple TVs during instruction.

Begin Date End Date

Funding Amount & Source

Staff Responsible

08/10/2016

$0 - Title I Schoolwide

Classroom teachers, Title I teacher, EL teacher, Special Ed teacher, Instructional partner

Begin Date End Date

Funding Amount & Source

Staff Responsible

08/10/2016

$135550 - Title I Schoolwide

Classroom teachers

05/19/2017

05/19/2017

Measurable Objective 4: 65% of English Learners students will demonstrate a proficiency of at least a .5% gain from 2015-2016 to meet the state goal in English Language Arts by 05/20/2016 as measured by the Access test.

Strategy1: Differentiated Instruction - The EL teacher will address the individual and diverse needs of English-language learners in both academic skills and English-language acquisition Category: Research Cited: Peregoy, Suzanne F., Owen Boyle. Reading, Writing, and Learning in ESL: A Resource Book for K-12 Teachers. Boston: Pearson/Allyn and Bacon, 2005 Print

Activity - Reading Comprehension

Activity Type

During smalls groups EL teacher will use reading comprehension strategies that can be as effective in one's second language as they are in one's first language and guide EL students to monitor their comprehension by activating background knowledge in their first and second language and related with culture prior to reading. The teacher will guide EL Direct students to questioning, clarifying, predicting, Instruction and evaluating during their reading and guide EL students to writing activities that will provide opportunities to practice spelling, think, create, and use the vocabulary words in daily conversations. Activities used are: modeling, think-alouds, pictures and discussions will be present during guided reading, graphic organizers, sentence strips.

Begin Date End Date

Funding Amount & Source

Staff Responsible

08/11/2015

$0 - No Funding Required

EL teacher

05/20/2016

SY 2016-2017 Š 2017 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Page 66

ACIP Julian Newman Elementary School

Activity - Language and Vocabulary Development During small groups 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. -support EL students to distinguish word meanings and their uses for 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 back social and school vocabulary, phrases, and sentence structure.

Activities: word analysis, cognates, dictionary, google search, google translate, vocabulary journals, writing sentences, ABC books

Activity Type

Begin Date End Date

Funding Amount & Source

Staff Responsible

Direct Instruction

08/11/2015

$0 - No Funding Required

EL teacher

Activity - Guided Interaction

Activity Type

Begin Date End Date

Funding Amount & Source

Staff Responsible

08/11/2015

$0 - No Funding Required

EL teacher

During smalls groups EL teacher will provide EL students with multiple opportunities for peer-topeer interactions as they learn vocabulary words and develop their use of academic language in speaking/listening, reading and writing. EL students will be guided to have primary language interactions and discussions Direct Instruction to clarify concepts and activate background knowledge. The purpose is to increase speaking, listening, reading comprehension and writing skills. Activities: Think-alouds, Thinkpair-shared, discussions, pictures, cognates, translations.

05/20/2016

05/20/2016

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

Goal 1: Assure exceptional learning for every student through diligent content planning, focused instruction, community building and ongling assessment.

Measurable Objective 1: A 2% increase of Second, Third and Fourth grade Economically Disadvantaged students will demonstrate a proficiency on grade level performance bands in Mathematics by 05/19/2017 as measured by Performance Series Math Assessment .

Strategy1: Increase Standard Score - Students will increase their standard score through the implementation of Common Core (CCRS) lessons, Performance Series resources,Math Talks lessons, GoMath, and AMSTI Investigation resources in small and whole group lessons.

SY 2016-2017 Š 2017 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Page 67

ACIP Julian Newman Elementary School

Category: Other - Increase Test scores 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

Activity - Small group lessons

Activity Type

Begin Date End Date

Funding Amount & Source

Staff Responsible

The teacher will create small group lessons appropriate to the students specific strengths and weaknesses. Lessons will be developed based on CCRS for small group instruction.

Teachers will design small group instruction to challenge students and narrow the learning gap.

Direct Instruction

08/10/2016

$0 - No Funding Required

Classroom teachers, Title I teacher, Special Ed teachers

Activity - Instructional Partnership

Activity Type

Begin Date End Date

Funding Amount & Source

Staff Responsible

08/10/2016

$0 - No Funding Required

Classroom teachers, Instructional Partner

Funding Amount & Source

Staff Responsible

$0 - No Funding Required

Math PLT teachers

Funding Amount & Source

Staff Responsible

$0 - No Funding Required

Title I teacher, Classroom Teachers, Instructional Coach and Resource Teachers

The Instructional Coach will support classroom Academic teachers in planning, modeling, and reflecting Support on lessons and practices that best meet the Program needs of the students.

Activity - Professional Learning Team

Activity Type

Activity Type

05/19/2017

Begin Date End Date

Teachers on the Math PLT will attend a professional development each nine weeks.

The training will consist of information related to the Alabama CCRS in mathematics and various Professional 08/10/2016 ways to meet the needs of the students through Learning diverse instruction. This training will allow teachers to report their findings to their colleagues.

Activity - Family Math Night

05/19/2017

05/19/2017

Begin Date End Date

Title I Family Math Night will be held in October for students and parents. Families will attend Parent classrooms and use hands on materials to 10/01/2016 explore how math is taught in the classrooms. Involvement Tips for parents to use at home will be shared.

11/01/2016

Measurable Objective 2: 2% of Second, Third and Fourth grade students will demonstrate a proficiency in grade level performance bands in Reading by 05/19/2017 as measured by Performance Series Reading Assessment.

Strategy1: Reading Skills - Students will increase reading skills through small group and large group lessons.

Category: Develop/Implement College and Career Ready Standards Research Cited: "McGraw Hill Education" School Education N.p.n.d. Web. 12 Sept. 2013 https;//www.mheonline.com Shanahan, T., Fisher, D., & Frey, N. (2012) The Challenge of Challenging Text. Educational Leadership. 69 (6), 58-62

SY 2016-2017 Š 2017 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Page 68

ACIP Julian Newman Elementary School

Activity - Instructional Partnership

Activity Type

The instructional partner will support teachers in Academic planning, modeling, and reflecting on lessons Support and practices that best meet the needs of the Program students.

Activity - Whole Group Lessons

Activity Type

Classroom teachers will use Common Core Reading Interactive Notebooks and anchor charts. Lessons from the McGraw-Hill Wonders Direct program reading series will target the CCRS for Instruction reading. Classroom teachers will engage students with lessons on their Apple TV and students using Ipads.

Activity - Being a Writer lessons

Activity Type

Teacher will use children's literature to introduce skill. Make sketches, lists, and give ample time to brainstorm and write a rough draft. Think, Pair, and Share ideas and drafts.

Use Doodle Buddy app for sketches.Being a Writer:Students participate in writing activities using a prompt, students help generate a word Direct Instruction bank, grammar lessons using whiteboard participate in shared writing, use anchor charts, have speaking and listening opportunities by using the author's chair, participate in Turn and Talk, listen to quality literature and use a model to write stories

Activity - Small Group

Activity Type

Students will participate in small group lessons during Tier 1, Tier 2 and/or Tier 3 reading The teacher will generate lessons from ARI strategies, McGraw Hill Wonders, Direct Wonderworks, Orton-Gillingham strategies and Instruction SPIRE. The administrator will monitor Tier instruction through observations and RTI walkthroughs.

Activity Type Students will have silent reading time, take AR Academic tests on fiction and nonfiction on Ipads, and for Support those completing RRL, fill in reports.

Program Activity - Renaissance Learning

Begin Date End Date

Funding Amount & Source

Staff Responsible

08/10/2016

$0 - No Funding Required

Instructional Partner

Begin Date End Date

Funding Amount & Source

Staff Responsible

08/10/2016

$748 - Title I Schoolwide

Classroom teachers, Title I teacher, Special Education Teachers

Begin Date End Date

Funding Amount & Source

Staff Responsible

08/10/2016

$0 - Title I Schoolwide

Classroom teachers, Instructional Partner

Begin Date End Date

Funding Amount & Source

Staff Responsible

08/10/2016

$0 - Title I Schoolwide

Classroom teachers, Title I teacher, Special Ed teachers, ELL teacher

Begin Date End Date

Funding Amount & Source

Staff Responsible

08/10/2016

$1099 - Title I Schoolwide

Classroom teachers, Instructional Partner , Librarian, Tier 3 instructors

05/19/2017

05/19/2017

05/19/2017

05/19/2017

05/19/2017

Measurable Objective 3: 65% of English Learners students will demonstrate a proficiency of at least a .5% gain from 2015-2016 to meet the state goal in English Language Arts by 05/20/2016 as measured by the Access test.

Strategy1: SY 2016-2017 Š 2017 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Page 69

ACIP Julian Newman Elementary School

Differentiated Instruction - The EL teacher will address the individual and diverse needs of English-language learners in both academic skills and English-language acquisition Category: Research Cited: Peregoy, Suzanne F., Owen Boyle. Reading, Writing, and Learning in ESL: A Resource Book for K-12 Teachers. Boston: Pearson/Allyn and Bacon, 2005 Print

Activity - Reading Comprehension

Activity Type

During smalls groups EL teacher will use reading comprehension strategies that can be as effective in one's second language as they are in one's first language and guide EL students to monitor their comprehension by activating background knowledge in their first and second language and related with culture prior to reading. The teacher will guide EL Direct students to questioning, clarifying, predicting, Instruction and evaluating during their reading and guide EL students to writing activities that will provide opportunities to practice spelling, think, create, and use the vocabulary words in daily conversations. Activities used are: modeling, think-alouds, pictures and discussions will be present during guided reading, graphic organizers, sentence strips.

Activity - Guided Interaction

Activity Type

During smalls groups EL teacher will provide EL students with multiple opportunities for peer-topeer interactions as they learn vocabulary words and develop their use of academic language in speaking/listening, reading and writing. EL students will be guided to have primary language interactions and discussions Direct Instruction to clarify concepts and activate background knowledge. The purpose is to increase speaking, listening, reading comprehension and writing skills. Activities: Think-alouds, Thinkpair-shared, discussions, pictures, cognates, translations.

Activity - Language and Vocabulary Development During small groups 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. -support EL students to distinguish word meanings and their uses for 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 back social and school vocabulary, phrases, and sentence structure.

Activities: word analysis, cognates, dictionary, google search, google translate, vocabulary journals, writing sentences, ABC books

Begin Date End Date

Funding Amount & Source

Staff Responsible

08/11/2015

$0 - No Funding Required

EL teacher

Begin Date End Date

Funding Amount & Source

Staff Responsible

08/11/2015

$0 - No Funding Required

EL teacher

05/20/2016

05/20/2016

Activity Type

Begin Date End Date

Funding Amount & Source

Staff Responsible

Direct Instruction

08/11/2015

$0 - No Funding Required

EL teacher

05/20/2016

SY 2016-2017 Š 2017 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Page 70

ACIP Julian Newman Elementary School

Measurable Objective 4: A 5% increase of Kindergarten and First grade students will demonstrate a proficiency on grade level benchmarks in Reading by 05/19/2017 as measured by DIBELS assessment.

Strategy1: Improving Foundational Skills - Students will increase accuracy in reading foundational skills through whole group and small group instruction.

Category: Develop/Implement College and Career Ready Standards 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 - Small Group

Activity Type

Students will participate in explicit small group lessons during Tier II and/or Tier III reading.

Lessons may be generated from McGraw Hill Wonders and Wonderworks, ARI strategies, Orton-Gillingham strategies and SPIRE. An administrator will monitor tier instruction through walk throughs. Some lessons may include: word building, word games, reading leveled Direct readers, reading phonics books, phonemic Instruction awareness activities, recall sight words-play concentration and use sight words in a sentence, alphabetize words, identify word families, teach and practice letter sounds, matching lowercase and uppercase letters, blending sounds, retelling a story by using picture cards. Multi-sensory strategies will be used to teach foundational skills.

Activity - Instructional Partnership

Activity Type

The instructional partner will support teachers in Academic planning, modeling, and reflecting on lessons Support and practices that best meet the needs of the Program students.

Activity - Whole group

Activity Type

Classroom teachers will focus on lessons from the McGraw-Hill Wonders Reading program, and Kindergarten will incorporate Harcourt Direct Phonics Progression that target Common Core Instruction (CCRS) reading skills. Classroom teachers will use Ipads and Apple TVs during instruction.

Begin Date End Date

Funding Amount & Source

Staff Responsible

08/10/2016

$0 - Title I Schoolwide

Classroom teachers, Title I teacher, EL teacher, Special Ed teacher, Instructional partner

Begin Date End Date

Funding Amount & Source

Staff Responsible

08/10/2016

$0 - No Funding Required

Instructional partner

Begin Date End Date

Funding Amount & Source

Staff Responsible

08/10/2016

$135550 - Title I Schoolwide

Classroom teachers

05/19/2017

05/19/2017

05/19/2017

SY 2016-2017 Š 2017 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Page 71

ACIP Julian Newman Elementary School

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

Goal 1: Assure exceptional learning for every student through diligent content planning, focused instruction, community building and ongling assessment.

Measurable Objective 1: 65% of English Learners students will demonstrate a proficiency of at least a .5% gain from 2015-2016 to meet the state goal in English Language Arts by 05/20/2016 as measured by the Access test.

Strategy1: Differentiated Instruction - The EL teacher will address the individual and diverse needs of English-language learners in both academic skills and English-language acquisition Category: Research Cited: Peregoy, Suzanne F., Owen Boyle. Reading, Writing, and Learning in ESL: A Resource Book for K-12 Teachers. Boston: Pearson/Allyn and Bacon, 2005 Print

Activity - Language and Vocabulary Development During small groups 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. -support EL students to distinguish word meanings and their uses for 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 back social and school vocabulary, phrases, and sentence structure.

Activities: word analysis, cognates, dictionary, google search, google translate, vocabulary journals, writing sentences, ABC books

Activity Type

Begin Date End Date

Funding Amount & Source

Staff Responsible

Direct Instruction

08/11/2015

$0 - No Funding Required

EL teacher

Activity - Guided Interaction

Activity Type

Begin Date End Date

Funding Amount & Source

Staff Responsible

08/11/2015

$0 - No Funding Required

EL teacher

During smalls groups EL teacher will provide EL students with multiple opportunities for peer-topeer interactions as they learn vocabulary words and develop their use of academic language in speaking/listening, reading and writing. EL students will be guided to have primary language interactions and discussions Direct Instruction to clarify concepts and activate background knowledge. The purpose is to increase speaking, listening, reading comprehension and writing skills. Activities: Think-alouds, Thinkpair-shared, discussions, pictures, cognates, translations.

05/20/2016

05/20/2016

SY 2016-2017 Š 2017 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Page 72

ACIP Julian Newman Elementary School

Activity - Reading Comprehension

Activity Type

During smalls groups EL teacher will use reading comprehension strategies that can be as effective in one's second language as they are in one's first language and guide EL students to monitor their comprehension by activating background knowledge in their first and second language and related with culture prior to reading. The teacher will guide EL Direct students to questioning, clarifying, predicting, Instruction and evaluating during their reading and guide EL students to writing activities that will provide opportunities to practice spelling, think, create, and use the vocabulary words in daily conversations. Activities used are: modeling, think-alouds, pictures and discussions will be present during guided reading, graphic organizers, sentence strips.

Begin Date End Date

Funding Amount & Source

Staff Responsible

08/11/2015

$0 - No Funding Required

EL teacher

05/20/2016

Measurable Objective 2: 2% of Second, Third and Fourth grade students will demonstrate a proficiency in grade level performance bands in Reading by 05/19/2017 as measured by Performance Series Reading Assessment.

Strategy1: Reading Skills - Students will increase reading skills through small group and large group lessons.

Category: Develop/Implement College and Career Ready Standards Research Cited: "McGraw Hill Education" School Education N.p.n.d. Web. 12 Sept. 2013 https;//www.mheonline.com Shanahan, T., Fisher, D., & Frey, N. (2012) The Challenge of Challenging Text. Educational Leadership. 69 (6), 58-62

Activity - Whole Group Lessons

Activity Type

Classroom teachers will use Common Core Reading Interactive Notebooks and anchor charts. Lessons from the McGraw-Hill Wonders Direct program reading series will target the CCRS for Instruction reading. Classroom teachers will engage students with lessons on their Apple TV and students using Ipads.

Activity - Instructional Partnership

Activity Type

The instructional partner will support teachers in Academic planning, modeling, and reflecting on lessons Support and practices that best meet the needs of the Program students.

Begin Date End Date

Funding Amount & Source

Staff Responsible

08/10/2016

$748 - Title I Schoolwide

Classroom teachers, Title I teacher, Special Education Teachers

Begin Date End Date

Funding Amount & Source

Staff Responsible

08/10/2016

$0 - No Funding Required

Instructional Partner

05/19/2017

05/19/2017

SY 2016-2017 Š 2017 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Page 73

ACIP Julian Newman Elementary School

Activity - Being a Writer lessons

Activity Type

Teacher will use children's literature to introduce skill. Make sketches, lists, and give ample time to brainstorm and write a rough draft. Think, Pair, and Share ideas and drafts.

Use Doodle Buddy app for sketches.Being a Writer:Students participate in writing activities using a prompt, students help generate a word Direct Instruction bank, grammar lessons using whiteboard participate in shared writing, use anchor charts, have speaking and listening opportunities by using the author's chair, participate in Turn and Talk, listen to quality literature and use a model to write stories

Activity - Small Group

Activity Type

Students will participate in small group lessons during Tier 1, Tier 2 and/or Tier 3 reading The teacher will generate lessons from ARI strategies, McGraw Hill Wonders, Direct Wonderworks, Orton-Gillingham strategies and Instruction SPIRE. The administrator will monitor Tier instruction through observations and RTI walkthroughs.

Activity Type Students will have silent reading time, take AR Academic tests on fiction and nonfiction on Ipads, and for Support those completing RRL, fill in reports.

Program Activity - Renaissance Learning

Begin Date End Date

Funding Amount & Source

Staff Responsible

08/10/2016

$0 - Title I Schoolwide

Classroom teachers, Instructional Partner

Begin Date End Date

Funding Amount & Source

Staff Responsible

08/10/2016

$0 - Title I Schoolwide

Classroom teachers, Title I teacher, Special Ed teachers, ELL teacher

Begin Date End Date

Funding Amount & Source

Staff Responsible

08/10/2016

$1099 - Title I Schoolwide

Classroom teachers, Instructional Partner , Librarian, Tier 3 instructors

05/19/2017

05/19/2017

05/19/2017

Measurable Objective 3: A 2% increase of Second, Third and Fourth grade Economically Disadvantaged students will demonstrate a proficiency on grade level performance bands in Mathematics by 05/19/2017 as measured by Performance Series Math Assessment .

Strategy1: Increase Standard Score - Students will increase their standard score through the implementation of Common Core (CCRS) lessons, Performance Series resources,Math Talks lessons, GoMath, and AMSTI Investigation resources in small and whole group lessons.

Category: Other - Increase Test scores 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

Activity - Professional Learning Team

Activity Type

Begin Date End Date

Teachers on the Math PLT will attend a professional development each nine weeks.

The training will consist of information related to the Alabama CCRS in mathematics and various Professional 08/10/2016 ways to meet the needs of the students through Learning diverse instruction. This training will allow teachers to report their findings to their colleagues.

05/19/2017

Funding Amount & Source

Staff Responsible

$0 - No Funding Required

Math PLT teachers

SY 2016-2017 Š 2017 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Page 74

ACIP Julian Newman Elementary School

Activity - Small group lessons

Activity Type

Begin Date End Date

Funding Amount & Source

Staff Responsible

The teacher will create small group lessons appropriate to the students specific strengths and weaknesses. Lessons will be developed based on CCRS for small group instruction.

Teachers will design small group instruction to challenge students and narrow the learning gap.

Direct Instruction

08/10/2016

$0 - No Funding Required

Classroom teachers, Title I teacher, Special Ed teachers

Activity - Family Math Night

Activity Type

Begin Date End Date

Funding Amount & Source

Staff Responsible

$0 - No Funding Required

Title I teacher, Classroom Teachers, Instructional Coach and Resource Teachers

Begin Date End Date

Funding Amount & Source

Staff Responsible

08/10/2016

$0 - No Funding Required

Classroom teachers, Instructional Partner

Title I Family Math Night will be held in October for students and parents. Families will attend Parent classrooms and use hands on materials to 10/01/2016 explore how math is taught in the classrooms. Involvement Tips for parents to use at home will be shared.

Activity - Instructional Partnership

Activity Type

The Instructional Coach will support classroom Academic teachers in planning, modeling, and reflecting Support on lessons and practices that best meet the Program needs of the students.

05/19/2017

11/01/2016

05/19/2017

Measurable Objective 4: A 5% increase of Kindergarten and First grade students will demonstrate a proficiency on grade level benchmarks in Reading by 05/19/2017 as measured by DIBELS assessment.

Strategy1: Improving Foundational Skills - Students will increase accuracy in reading foundational skills through whole group and small group instruction.

Category: Develop/Implement College and Career Ready Standards 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 - Whole group

Activity Type

Classroom teachers will focus on lessons from the McGraw-Hill Wonders Reading program, and Kindergarten will incorporate Harcourt Direct Phonics Progression that target Common Core Instruction (CCRS) reading skills. Classroom teachers will use Ipads and Apple TVs during instruction.

Begin Date End Date

Funding Amount & Source

Staff Responsible

08/10/2016

$135550 - Title I Schoolwide

Classroom teachers

05/19/2017

SY 2016-2017 Š 2017 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Page 75

ACIP Julian Newman Elementary School

Activity - Instructional Partnership

Activity Type

The instructional partner will support teachers in Academic planning, modeling, and reflecting on lessons Support and practices that best meet the needs of the Program students.

Activity - Small Group

Activity Type

Students will participate in explicit small group lessons during Tier II and/or Tier III reading.

Lessons may be generated from McGraw Hill Wonders and Wonderworks, ARI strategies, Orton-Gillingham strategies and SPIRE. An administrator will monitor tier instruction through walk throughs. Some lessons may include: word building, word games, reading leveled Direct readers, reading phonics books, phonemic Instruction awareness activities, recall sight words-play concentration and use sight words in a sentence, alphabetize words, identify word families, teach and practice letter sounds, matching lowercase and uppercase letters, blending sounds, retelling a story by using picture cards. Multi-sensory strategies will be used to teach foundational skills.

Begin Date End Date

Funding Amount & Source

Staff Responsible

08/10/2016

$0 - No Funding Required

Instructional partner

Begin Date End Date

Funding Amount & Source

Staff Responsible

08/10/2016

$0 - Title I Schoolwide

Classroom teachers, Title I teacher, EL teacher, Special Ed teacher, Instructional partner

05/19/2017

05/19/2017

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

Goal 1: Assure exceptional learning for every student through diligent content planning, focused instruction, community building and ongling assessment.

Measurable Objective 1: 2% of Second, Third and Fourth grade students will demonstrate a proficiency in grade level performance bands in Reading by 05/19/2017 as measured by Performance Series Reading Assessment.

Strategy1: Reading Skills - Students will increase reading skills through small group and large group lessons.

Category: Develop/Implement College and Career Ready Standards Research Cited: "McGraw Hill Education" School Education N.p.n.d. Web. 12 Sept. 2013 https;//www.mheonline.com Shanahan, T., Fisher, D., & Frey, N. (2012) The Challenge of Challenging Text. Educational Leadership. 69 (6), 58-62

SY 2016-2017 Š 2017 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Page 76

ACIP Julian Newman Elementary School

Activity - Small Group

Activity Type

Students will participate in small group lessons during Tier 1, Tier 2 and/or Tier 3 reading The teacher will generate lessons from ARI strategies, McGraw Hill Wonders, Direct Wonderworks, Orton-Gillingham strategies and Instruction SPIRE. The administrator will monitor Tier instruction through observations and RTI walkthroughs.

Activity - Being a Writer lessons

Activity Type

Teacher will use children's literature to introduce skill. Make sketches, lists, and give ample time to brainstorm and write a rough draft. Think, Pair, and Share ideas and drafts.

Use Doodle Buddy app for sketches.Being a Writer:Students participate in writing activities using a prompt, students help generate a word Direct Instruction bank, grammar lessons using whiteboard participate in shared writing, use anchor charts, have speaking and listening opportunities by using the author's chair, participate in Turn and Talk, listen to quality literature and use a model to write stories

Activity Type Students will have silent reading time, take AR Academic tests on fiction and nonfiction on Ipads, and for Support those completing RRL, fill in reports.

Program Activity - Renaissance Learning

Activity - Whole Group Lessons

Activity Type

Classroom teachers will use Common Core Reading Interactive Notebooks and anchor charts. Lessons from the McGraw-Hill Wonders Direct program reading series will target the CCRS for Instruction reading. Classroom teachers will engage students with lessons on their Apple TV and students using Ipads.

Activity - Instructional Partnership

Activity Type

The instructional partner will support teachers in Academic planning, modeling, and reflecting on lessons Support and practices that best meet the needs of the Program students.

Begin Date End Date

Funding Amount & Source

Staff Responsible

08/10/2016

$0 - Title I Schoolwide

Classroom teachers, Title I teacher, Special Ed teachers, ELL teacher

Begin Date End Date

Funding Amount & Source

Staff Responsible

08/10/2016

$0 - Title I Schoolwide

Classroom teachers, Instructional Partner

Begin Date End Date

Funding Amount & Source

Staff Responsible

08/10/2016

$1099 - Title I Schoolwide

Classroom teachers, Instructional Partner , Librarian, Tier 3 instructors

Begin Date End Date

Funding Amount & Source

Staff Responsible

08/10/2016

$748 - Title I Schoolwide

Classroom teachers, Title I teacher, Special Education Teachers

Begin Date End Date

Funding Amount & Source

Staff Responsible

08/10/2016

$0 - No Funding Required

Instructional Partner

05/19/2017

05/19/2017

05/19/2017

05/19/2017

05/19/2017

Measurable Objective 2: A 2% increase of Second, Third and Fourth grade Economically Disadvantaged students will demonstrate a proficiency on grade level performance bands in Mathematics by 05/19/2017 as measured by Performance Series Math Assessment .

Strategy1: SY 2016-2017 Š 2017 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Page 77

ACIP Julian Newman Elementary School

Increase Standard Score - Students will increase their standard score through the implementation of Common Core (CCRS) lessons, Performance Series resources,Math Talks lessons, GoMath, and AMSTI Investigation resources in small and whole group lessons.

Category: Other - Increase Test scores 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

Activity - Instructional Partnership

Activity Type

The Instructional Coach will support classroom Academic teachers in planning, modeling, and reflecting Support on lessons and practices that best meet the Program needs of the students.

Activity - Family Math Night

Activity Type

Begin Date End Date

Funding Amount & Source

Staff Responsible

08/10/2016

$0 - No Funding Required

Classroom teachers, Instructional Partner

Funding Amount & Source

Staff Responsible

$0 - No Funding Required

Title I teacher, Classroom Teachers, Instructional Coach and Resource Teachers

Funding Amount & Source

Staff Responsible

$0 - No Funding Required

Math PLT teachers

Begin Date End Date

Title I Family Math Night will be held in October for students and parents. Families will attend Parent classrooms and use hands on materials to 10/01/2016 explore how math is taught in the classrooms. Involvement Tips for parents to use at home will be shared.

Activity - Professional Learning Team

Activity Type

05/19/2017

11/01/2016

Begin Date End Date

Teachers on the Math PLT will attend a professional development each nine weeks.

The training will consist of information related to the Alabama CCRS in mathematics and various Professional 08/10/2016 ways to meet the needs of the students through Learning diverse instruction. This training will allow teachers to report their findings to their colleagues.

05/19/2017

Activity - Small group lessons

Activity Type

Begin Date End Date

Funding Amount & Source

Staff Responsible

The teacher will create small group lessons appropriate to the students specific strengths and weaknesses. Lessons will be developed based on CCRS for small group instruction.

Teachers will design small group instruction to challenge students and narrow the learning gap.

Direct Instruction

08/10/2016

$0 - No Funding Required

Classroom teachers, Title I teacher, Special Ed teachers

05/19/2017

Measurable Objective 3: A 5% increase of Kindergarten and First grade students will demonstrate a proficiency on grade level benchmarks in Reading by 05/19/2017 as measured by DIBELS assessment.

Strategy1: Improving Foundational Skills - Students will increase accuracy in reading foundational skills through whole group and small group instruction.

Category: Develop/Implement College and Career Ready Standards SY 2016-2017 Š 2017 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Page 78

ACIP Julian Newman Elementary School

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 - Instructional Partnership

Activity Type

The instructional partner will support teachers in Academic planning, modeling, and reflecting on lessons Support and practices that best meet the needs of the Program students.

Activity - Whole group

Activity Type

Classroom teachers will focus on lessons from the McGraw-Hill Wonders Reading program, and Kindergarten will incorporate Harcourt Direct Phonics Progression that target Common Core Instruction (CCRS) reading skills. Classroom teachers will use Ipads and Apple TVs during instruction.

Activity - Small Group

Activity Type

Students will participate in explicit small group lessons during Tier II and/or Tier III reading.

Lessons may be generated from McGraw Hill Wonders and Wonderworks, ARI strategies, Orton-Gillingham strategies and SPIRE. An administrator will monitor tier instruction through walk throughs. Some lessons may include: word building, word games, reading leveled Direct readers, reading phonics books, phonemic Instruction awareness activities, recall sight words-play concentration and use sight words in a sentence, alphabetize words, identify word families, teach and practice letter sounds, matching lowercase and uppercase letters, blending sounds, retelling a story by using picture cards. Multi-sensory strategies will be used to teach foundational skills.

Begin Date End Date

Funding Amount & Source

Staff Responsible

08/10/2016

$0 - No Funding Required

Instructional partner

Begin Date End Date

Funding Amount & Source

Staff Responsible

08/10/2016

$135550 - Title I Schoolwide

Classroom teachers

Begin Date End Date

Funding Amount & Source

Staff Responsible

08/10/2016

$0 - Title I Schoolwide

Classroom teachers, Title I teacher, EL teacher, Special Ed teacher, Instructional partner

05/19/2017

05/19/2017

05/19/2017

Measurable Objective 4: 65% of English Learners students will demonstrate a proficiency of at least a .5% gain from 2015-2016 to meet the state goal in English Language Arts by 05/20/2016 as measured by the Access test.

Strategy1: Differentiated Instruction - The EL teacher will address the individual and diverse needs of English-language learners in both academic skills and English-language acquisition Category: Research Cited: Peregoy, Suzanne F., Owen Boyle. Reading, Writing, and Learning in ESL: A Resource Book for K-12 Teachers. Boston: Pearson/Allyn and Bacon, 2005 Print SY 2016-2017 Š 2017 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Page 79

ACIP Julian Newman Elementary School

Activity - Reading Comprehension

Activity Type

During smalls groups EL teacher will use reading comprehension strategies that can be as effective in one's second language as they are in one's first language and guide EL students to monitor their comprehension by activating background knowledge in their first and second language and related with culture prior to reading. The teacher will guide EL Direct students to questioning, clarifying, predicting, Instruction and evaluating during their reading and guide EL students to writing activities that will provide opportunities to practice spelling, think, create, and use the vocabulary words in daily conversations. Activities used are: modeling, think-alouds, pictures and discussions will be present during guided reading, graphic organizers, sentence strips.

Begin Date End Date

Funding Amount & Source

Staff Responsible

08/11/2015

$0 - No Funding Required

EL teacher

05/20/2016

Activity - Language and Vocabulary Development During small groups 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. -support EL students to distinguish word meanings and their uses for 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 back social and school vocabulary, phrases, and sentence structure.

Activities: word analysis, cognates, dictionary, google search, google translate, vocabulary journals, writing sentences, ABC books

Activity Type

Begin Date End Date

Funding Amount & Source

Staff Responsible

Direct Instruction

08/11/2015

$0 - No Funding Required

EL teacher

Activity - Guided Interaction

Activity Type

Begin Date End Date

Funding Amount & Source

Staff Responsible

08/11/2015

$0 - No Funding Required

EL teacher

During smalls groups EL teacher will provide EL students with multiple opportunities for peer-topeer interactions as they learn vocabulary words and develop their use of academic language in speaking/listening, reading and writing. EL students will be guided to have primary language interactions and discussions Direct Instruction to clarify concepts and activate background knowledge. The purpose is to increase speaking, listening, reading comprehension and writing skills. Activities: Think-alouds, Thinkpair-shared, discussions, pictures, cognates, translations.

05/20/2016

05/20/2016

SY 2016-2017 Š 2017 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Page 80

ACIP Julian Newman Elementary School

Component 3: Instruction by Qualified Staff

Label

Assurance 1. 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

Comment

Attachment

Label

Assurance 2. Do all of the teachers 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

Comment

Attachment

3. Describe how staffing decision ensure that 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 2016-2017 Š 2017 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Page 81

ACIP Julian Newman Elementary School

Component 4: Strategies to Attract Qualified Teachers

1. What is the school's teacher turnover rate for this school year?

???The teacher turnover rate is low and some teachers changed their positions. This past year 2 teachers transferred to another Athens City School, 2 teachers resigned, 1 teacher changed grade levels, and 1 teacher retired. Three support staff persons retired.

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

Julian Newman Elementary currently has 16 certified teachers with Masters degrees, 4 with and EdS, 13 with Bachelors degree, and 2 teachers who are Nationally Board Certified. 42% of the teachers have taught less than 5 years, 27% of the teachers have 10-20 years of experience, and 24% of the certified staff have more than 20 years of experience.

3. If there is a high turnover rate, what initiatives has the school implemented to attempt to lower the turnover rate?

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 2016-2017 Š 2017 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Page 82

ACIP Julian Newman Elementary School

Component 5: High Quality and Ongoing Professional Development

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

At Julian Newman Elementary School, Professional Learning Communities (PLC) have been established for each grade level. Teachers attend specific training or professional development each nine weeks for these grade levels and will collaborate and 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. 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.

The new teachers to Julian Newman will meet with the Instructional Partner once a month to discuss strategies and best practices.

2. Identify the professional development opportunities for teachers, principals, paraprofessionals, other staff, and parents that are included in the schoolwide plan?

At Julian Newman Elementary School, the staff has 4 days of PD to complete in the summer. 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 2016 with team building and training in the Dyslexia code changes. Other professional development is offered during the school year. Multi-sensory make and take teaching strategies, Breakfast in the Classroom training and Special Education Referral reminders were presented at teacher in-service in August 2016.

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

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.

4. Describe how this professional development is "sustained and ongoing."

Each month the Instruction 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 2016-2017 Š 2017 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Page 83

ACIP Julian Newman Elementary School

Component 6: Transition Strategies

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

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

Julian Newman Elementary School realizes the need for student support during periods of transition from Early Childhood to Elementary programs and from the current school to the next school. JNES does the following: Pre Registration for upcoming Kindergartners.

Kindergarten Camp is a 2 week, half day class for children who have not attended preschool, when funding is available. Open House is offered before school starts to give students and parents an opportunity to meet teachers and undergo a brief description of standards and expectations of the school year. A school supply list of needed supplies for the upcoming grade are sent home in the last report card of the year. The transition to the Intermediate School allows fourth grade students visit Athens Intermediate School in the spring to get an overview of the year to come.

SY 2016-2017 Š 2017 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Page 84

ACIP Julian Newman Elementary School

Component 7: Teacher Participation in Making Assessment Decisions

1. What measures are in place to include teachers in decisions regarding the use of results of statewide academic assessments?

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.

SY 2016-2017 Š 2017 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Page 85

ACIP Julian Newman Elementary School

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

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

Julian Newman Elementary teachers administer several benchmark assessments throughout the school year. Reading and Math Common Assessments are given each nine weeks, along with Global Scholar Performance Series in Reading and Math, and DIBELS assessment three times a year to determine various learning gaps. 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.

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

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. Every nine weeks students take reading and math common assessments. 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 month, 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.

3. How are students' individual needs being addressed through differentiated instruction in the classroom?

Using the results from all data administered to the students, small group instruction is planned. During Tier I instruction, students are taught through whole and small group instruction. Additionally, Tier II instruction allows teachers to give students a second dose of grade level instruction based on the individual students' needs.

4. Describe how the school provides opportunities for the most academically needy students to receive support and reinforcement of academic skills BEYOND THE REGULAR SCHOOL DAY.

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. During the 2015-16 school year students that needed more academic support were offered free tutoring after SY 2016-2017 Š 2017 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Page 86

ACIP Julian Newman Elementary School

school hours by high school students that were mentored by a retired teacher.

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

All 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 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 have 40+ 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 SY 2016-2017 Š 2017 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Page 87

ACIP Julian Newman Elementary School

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

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

N/A

SY 2016-2017 Š 2017 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Page 88

ACIP Julian Newman Elementary School

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

1. In what ways are the programs coordinated and integrated toward the achievement of the schoolwide goals?

Federal money is only used on research-based materials and strategies. All monies spent must be tied to a school wide goal.

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

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

3. How does the school coordinate and integrate the following Federal, State and local services in a manner applicable to the grade level to support achievement of the schoolwide goals: violence prevention programs, nutrition programs, housing programs, Head Start, adult education, vocational and technical education, and job training.

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-4 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- 4th grade.

SY 2016-2017 Š 2017 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Page 89

ACIP Julian Newman Elementary School

Component 10: Evaluation

1. 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.

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

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, ACT Aspire, 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.

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

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 is needed.

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

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.

5. Are there any goals you are keeping from the previous year? If so, describe the progress in meeting these goals.

The academic goals have not changed, but the strategies and activities have changed. The overall academic goal is that All Learners will be SY 2016-2017 Page 90 Š 2017 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

ACIP Julian Newman Elementary School

engaged through highly aligned CCRS, instruction, and assessments for all content areas. To meet this goal the objectives will change in numbers and the teaching strategies may change to meet the objectives.

The parent Involvement is similar as is the school climate goal.

6. What goals did you change from your previous year's CIP? Why did you delete or change these goals?

The academic goals changed with current data determining the percent of our goals.

SY 2016-2017 Š 2017 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Page 91

ACIP Julian Newman Elementary School

Coordination of Resources - Comprehensive Budget

SY 2016-2017 Š 2017 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Page 92

ACIP Julian Newman Elementary School

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

SY 2016-2017 Š 2017 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Page 93

ACIP Julian Newman Elementary School

I. State Foundation Funds:

FTE's Earned

Units Placed

Total Salaries

FTE Teacher Units

18.00

21.80

1,170,169.00

Administrator Units

1.00

1

85,618.00

Assistant Principal

0.00

.50

60,672.00

Counselor

0.50

1

60,672.00

Librarian

1.00

1

67,307.81

Career and Technical Education Administrator

0.00

0.0

0.00

Career and Technical Education Counselor

0.00

0.0

0.00

Technology

0.00

0

4,951.51

Professional Development

0.00

0

1,865.22

State ELL Funds

1.00

0

0.00

Instructional Supplies

0.00

0

10,962.00

Library Enhancement

0.00

0

612.65

Totals

SY 2016-2017 Š 2017 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

1,462,830.19

Page 94

ACIP Julian Newman Elementary School

Title I

Label 1.

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

Value 158708.55

Provide a brief explanation and breakdown of expenses.

Total Julian Newman Elementary Title I budget

Label 1.

Question ARRA Funds Provide the total.

Value 0.0

Provide a brief explanation and a breakdown of expenses.

N/A

SY 2016-2017 Š 2017 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Page 95

ACIP Julian Newman Elementary School

Title II

Label 1.

Question Professional Development Activites Provide the total.

Value 0.0

Provide a brief explanation and a breakdown of expenses.

N/A

SY 2016-2017 Š 2017 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Page 96

ACIP Julian Newman Elementary School

Title III

Label 1.

Question For English Language Learners Provide the total.

Value 0.0

Provide a brief explanation and a breakdown of expenses.

N/A

SY 2016-2017 Š 2017 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Page 97

ACIP Julian Newman Elementary School

Title IV

Label 1.

Question Safe and Drug-Free Schools Provide the total.

Value 0.0

Provide a brief explanation and a breakdown of expenses.

N/A

SY 2016-2017 Š 2017 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Page 98

ACIP Julian Newman Elementary School

Title VI

Label 1.

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

Value 0.0

Provide a brief explanation and a breakdown of expenses.

N/A

SY 2016-2017 Š 2017 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Page 99

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.

N/A

Label 1.

Question Tech Prep (Title II) Provide the total.

Value 0.0

Provide a brief explanation and breakdown of expenses.

N/A

SY 2016-2017 Š 2017 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Page 100

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.

N/A

SY 2016-2017 Š 2017 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Page 101

ACIP Julian Newman Elementary School

Local Funds

Label 1.

Question Provide the total

Value 17600.0

Provide a brief explanation and breakdown of expenses

The Local Funds are provided by the PTF at Julian Newman. The Fun Run is a large fund raiser held in October. The funds are broken down to help throughout the school, such as the copier, paper, teacher spending, building improvements, etc.

SY 2016-2017 Š 2017 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Page 102