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Planning Process Participation
All members of the Boaz Elementary School faculty and staff and several parents were involved in the compilation of the school-wide plan. The first semester of the 2005-2006 school year was used for the planning process.
The following individuals served on the Title Committee for 2005-2006 and were responsible for the coordinating efforts of all stakeholders to complete the school-wide plan.
Randall Morton……………………….............................................Principal
Janie Clemons……………………………………………………...Counselor
Vivian Hallman………………………………………………..Central Office
Tim Walker………………………………………Community Representative
Royce Ogle………………………………………….Business Representative
Jimmy & Toni Williams………………………………………………Parents
Amy Beck……………………………………………..First Grade Teacher
Sara Lowery…………………………………………………Paraprofessional
Jenny Copeland………………………………………..Kindergarten Teacher
Melissa Bartlett………………………………………..Kindergarten Teacher
Michele Noles……………………………………………First Grade Teacher
Sandy Sims …………………………………………...First Grade Teacher
Renae Mosley………Kindergarten Teacher/Parent Involvement Coordinator
Katie Bayne………………………………………………………Bookkeeper
Lana Rudder………………………………………..Library Media Specialist
Dianne Patterson…………………………………………Instructional Coach
Shay Mardis………………………………………………….PAC Member
Nikoma Moon………………………………………………..PAC Member
Tiffany Willoughby…………………………………………….PAC Member
Comprehensive Needs Assessment
The members of the School-wide Planning Committee and members of the School Improvement Plan Committee conducted the comprehensive needs assessment. Data sources used to complete the assessment include Dynamic Indicators of Basic Early Literacy Skills (DIBELS), Professional Education Personnel Evaluation (PEPE), SIR, and ACCESS.
Student Academic Needs
Dynamic Indicators of Basic Early Literacy Skills (DIBELS), a state-mandated assessment, is given three times a year (fall, winter, and spring) to all kindergarten and first grade students. Student academic needs are identified by DIBELS.
Analysis of 2004-2005 DIBELS data suggests the following areas of need for kindergarten and first grade:
Kindergarten Data (students “at-risk”) – Spring 2005
|
Total
|
LNF
|
PSF
|
NWF
|
|
197
|
23%
|
4%
|
4%
|
First Grade Data (students “at-risk”) – Spring 2005
|
Total
|
PSF
|
NWF
|
ORF
|
|
164
|
0%
|
1%
|
20%
|
Academic needs by student subgroup ‘race/ethnicity’ for Kindergarten are as follows:
|
Race
|
Total
|
LNF
|
PSF
|
NWF
|
|
White
|
165
|
22%
|
6%
|
11%
|
|
Black
|
3
|
0%
|
0%
|
0%
|
|
Hispanic
|
26
|
35%
|
4%
|
8%
|
|
Other
|
3
|
0%
|
0%
|
0%
|
Academic needs by student subgroup ‘race/ethnicity’ for first grade are as follows.
|
Race
|
Total
|
PSF
|
NWF
|
ORF
|
|
White
|
144
|
0%
|
1%
|
17%
|
|
Black
|
4
|
0%
|
0%
|
0%
|
|
Hispanic
|
16
|
0%
|
0%
|
56%
|
|
Other
|
0
|
-
|
-
|
-
|
Academic needs by student subgroup ‘gender’ for kindergarten are as follows:
|
Gender
|
Total
|
LNF
|
PSF
|
NWF
|
|
Male
|
112
|
27%
|
2%
|
9%
|
|
Female
|
85
|
18%
|
5%
|
4%
|
Academic needs by student subgroup ‘gender’ for first grade are as follows:
|
Gender
|
Total
|
PSF
|
NWF
|
ORF
|
|
Male
|
88
|
0%
|
1%
|
20%
|
|
Female
|
76
|
0%
|
1%
|
14%
|
Academic needs by student subgroup ‘identified as special education’ for Kindergarten are as follows.
|
Total
|
LNF
|
PSF
|
NWF
|
|
2
|
100%
|
0%
|
100%
|
Academic needs by student subgroup ‘identified as special education’ for first grade:
|
Total
|
PSF
|
NWF
|
ORF
|
|
5
|
0%
|
0%
|
80%
|
According to the DIBELS summary of effectiveness for Kindergarten, the students identified as ‘at-risk’ in Initial Sound Fluency (ISF) decreased from 75.3% to 20.8%; in Phoneme Segmentation Fluency (PSF) they decreased from 26.4% to 3.2%; in Nonsense Word Fluency (NWF) they decreased from 33% to 7%.
According to the DIBELS summary of effectiveness for first grade, the students identified as ‘at-risk’ in Phoneme Segmentation Fluency (PSF) decreased from 55.9% to 9.0%; in Oral Reading Fluency they decreased from 42.6% to 19.8%; in Nonsense Word Fluency (NWF) they decreased from 31% to 1%.
Forty-three identified ELL students were assessed for language fluency proficiency in the spring of 2005. The ACCESS test measured the student’s language proficiency in reading, speaking, listening, writing, and comprehension. There are six levels of proficiency from level 1 – level 6. An ELL student is considered to be proficient at a level 6.
In kindergarten, 27 students completed the ACCESS test. Seventeen (63%) scored at the 1 proficiency level; eight (30%) scored at the 2 proficiency level; two (7%) scored at the 3 proficiency level; and none (0%) scored at four, five, or six level of proficiency.
In first grade, 15 students completed the ACCESS test. Four (27%) scored at the 1 proficiency level; four scored at the 2 proficiency level; seven (47%) scored at the 3 proficiency level; and none (0%) scored at four, five, or six level of proficiency.
Faculty Needs
An analysis of teacher, principal, and other staff needs by grade level, subject, and student subgroup was conducted and summarized below. This analysis was based on the following:
PEPE results
Highly Qualified Teacher Checklist
Student Assessment Results
School accountability reports of adequate yearly progress (AYP)
On-going and job-embedded Professional Development
Surveys of needs
Teachers are evaluated on a three-year schedule through the use of the PEPE evaluation tool. The principal is responsible for the completion of the observation and scoring process. Based on the competencies and indicators of PEPE the faculty of Boaz Elementary School expressed a need for improvements: reading scientifically-based research materials and using assessment data to drive instruction.
As of September 2005, thirty four (34) members of Boaz Elementary School faculty are comprised of thirty three (33) highly qualified and one non-highly qualified teacher.
Student assessment results indicate a need for faculty and staff professional development in the implementation of WIDA Standards, language acquisition/ intervention strategies and the continuing compiling of SBRR Professional Development literature.
AYP
Results of Boaz Elementary School accountability reports indicate that the needs were met for AYP.
Staff Training
Universal Literacy, a SBRR program, implemented at Boaz Elementary School provided teachers extensive training for program fidelity and subsequent job-embedded professional development sessions. Walk-throughs, observations, and grade level meetings indicate a need for further training in the area of guided reading became evident.
Climate Survey
Boaz Elementary School faculty and staff were asked to respond to a School Climate Survey. Thirty one of thirty five surveys were completed and returned. A majority of teachers and staff surveyed indicate their primary need is in the area of technology.
Student Attendance
Based on the student enrollment of 369 our absentee rate was 4.8% and the tardy rate was 1.4%. This does not reflect the percentage of excused, unexcused, or check outs, which indicate a need for more thorough data. Students in kindergarten and first grade have no school related absences.
Faculty Attendance
The faculty used 260.5 sick days, an average of 7.04 per person. Two faculty members were on maternity leave and one faculty member took permanent catastrophic leave for a combined total of 123.5 of the 260.5 days.
Transiency
Based on the student enrollment of 369 there were 45 students who enrolled after the first day of school, and 41 students withdrew prior to the last day of school. These two lists had six students in common. Twenty percent of our students were not enrolled the full year.
Discipline
Boaz Elementary School experiences minimal discipline problems. One student out of 369 students had a suspension of one day. At the primary level, discipline problems are relatively minor and are dealt with according to classroom rules and consequences. Corporal punishment is used as a last resort. Eleven students out of 369 students, less than 1%, received corporal punishment. Time-outs, revoked privileges, and parental contacts are used prior to corporal punishment.
Parent Needs Surveys
Boaz Elementary School parents were asked to respond to a Parent Needs Assessment Survey. Of the 255 returned surveys, 81% of the respondents had an educational level of high school or above. 88% of the respondents felt adequate in their capacity to assist and participate as active partners in the education of their children, while 10% responded as neutral and 2% felt that they were inadequate to assist in the education of their children. Less than 1% of the surveys reflected opportunity for parental input as the area of greatest need.
Poverty /“At-Risk”
Acceptance into the free/reduced meals program provided by the Child Nutrition Program is a main indicator of the poverty level at Boaz Elementary School. Based on the enrollment of 2004-2005, 52% of the students qualified for free or reduced lunches and are considered economically disadvantaged. Currently, Boaz Elementary School has 45 English Language Learners (ELL) enrolled. Less than 1% of the English Language learners enrolled were determined to be ‘at-risk’ according to DIBELS. Boaz City has a growing ELL population. This growth has resulted in the need for additional support in the ELL student population and in additional support for their parents/family. The ELL population consists of students from Mexico, Guatemala, and Puerto Rico. Before a student can be identified as an ELL student, the Home Language survey must be completed and signed by the parent. The survey must indicate that the native language is not English. The Home Language survey is available in Spanish as well as English. If the Home Language survey indicates a language other than English, the student will be evaluated for the ELL program. The ELL teacher will notify the parents within three school days of enrollment that his/her child may qualify for ELL services and that further testing will be necessary. After receiving the signed parental permission to test forms, the student’s English Language proficiency will be evaluated using the ACCESS screener. This process should not take more than eight school days from the time of enrollment of the student. The parents will be notified of the student’s evaluation, and qualifying status for the ELL program within ten days of the evaluation process. The parents will be invited to attend the ELL Committee Placement Meeting. At this time, the ELL Committee will make a recommendation, based on the ACCESS test results and teacher input, whether a student will be placed within the ELL program.
The Building Base Student Support Team met every two weeks during the 2004-2005 school year. The team consisted of a principal, guidance counselor, reading coach, and regular classroom teachers. The BBSST Team met on a total of eleven referrals in kindergarten and first grade. Of these referrals, none were referred for testing for possible placement in special education services. Some students were referred for counseling services and peer tutoring. Other students were given classroom accommodations. Strategies and other plans were given to the teachers to implement in their classrooms to alleviate some problems.
Curriculum
Boaz Elementary School’s core reading program is Universal Literacy, a scientifically-based reading research program. All instructional materials needed for Universal Literacy are provided by the parent company, Voyager. Universal Literacy has an intervention module that is used with all striving readers. In addition another intervention module called Passport is used with targeted students. Targeted students may receive up to as many as three opportunities per day for small group instruction with a highly qualified teacher. An Instructional Coach has been added to the faculty to provide assistance to teachers in working with struggling readers and to assist in professional development of SBRR strategies.
Safety/Health
The School Safety Committee is responsible for revising the school safety plan each year. A training session is held for the faculty and staff and revised copies are distributed to each member. Parents are advised of the procedures at Orientation, Open House, Parenting Night, etc. During these sessions, parents are advised of the importance of adhering to procedures, such as signing in at the front office and receiving a visitor’s pass, updating personal information in the office, listing the names of those persons who may pick up a student, procedures for car riders, and other important policies. Each family has access to the Boaz City Schools’ handbook to refer to for specific information concerning health and safety issues. Parents are required to sign the handbook acknowledgement form and the Internet use form.
A counselor is available to meet with students and parents who have concerns about school issues. The counselor meets with classes to discuss health and safety issues. This includes but is not limited to drug awareness and Red Ribbon Week, character education, violence prevention and personal healthcare. Strategies utilized include the Mendez and Get Real About Violence curricula, large and small group guidance, individual counseling, and daily classroom emphasis on behavior and etiquette.
School-wide safety drills are held monthly to ensure correct implementation of safety procedures and to train students in the proper way to react in an emergency. These drills include fire, severe weather, and lock down. Fire and severe weather plans are posted in each classroom.
The safety and well being of all students is a primary concern and all steps are taken to achieve this goal. Faculty and staff members are assigned specific morning and afternoon duties to monitor and assist students as they arrive and depart school.
At Boaz Elementary School all students are given the same opportunity to learn. Students with disabilities have access to appropriate resources, including but not limited to a speech and language pathologist, occupational therapist, physical therapist, and a nurse. Three aides are provided for disabled students. Adaptive transportation is provided.
The school also provides several services to faculty annually, such as health screenings, bone density screening and flu shots.
Prioritized Needs
The following prioritized needs will be addressed by the schoolwide plan.
- 1. Increase ORF for Hispanic population by 2%
- 2. Increase ORF for male population by 3%
- 3. Increase LNF for kindergarten by 4%
- School-wide Reform Strategies to Meet State Content Standards on the Proficient and Advanced Levels of Student Academic Achievement
Opportunities for All Students to Meet the State’s Proficient and Advanced Levels of Student Academic Achievement
Boaz Elementary School provides many opportunities to help all students, including ELL, migrant, homeless, and at-risk, meet state proficiency and advanced levels of academic achievement on state content standards. The focus of Boaz Elementary School’s curriculum is language arts and mathematics. Teachers instruct and monitor student achievement through daily objectives and standards set by the State Department of Education. Integration of science and social studies objectives has been documented in the Universal Literacy Reading Program. Any science or social studies objectives not covered in the language arts block is covered at another time. Grade level/data meetings are held regularly to analyze the data from progress monitoring. Teachers work together on instructional strategies in order to achieve maximum student achievement.
Boaz Elementary School is an Alabama Reading Initiative (ARI) site. After ARI training and reflection of best practices and data, Universal Literacy, a scientifically-based reading research program, was selected for implementation in kindergarten and first grade. After classroom instruction is completed, and in order for all children (including economically disadvantaged and Limited English Proficiency students) to have a home library, all students may keep their reading materials and books to take home. Professional Development materials and videos are provided for continuous embedded teacher training. An uninterrupted language arts block is utilized to increase the amount and quality of learning time.
Through the 21st Century Community Learning Center, the Boaz Elementary School Extended Day Program offers many opportunities for extended learning beyond the regular school day. Assistance with homework is offered daily through Homework Hut. Computer class is offered twice a week. Camp Boaz, a summer program also offered through the 21st Century Community Learning Center, in collaboration with other federal funding provides extended learning opportunities using Universal Literacy’s Time Warp. In order for these services to be available to all students, financial assistance is available.
Boaz Elementary School faculty and staff conducted a self-study, which revealed that a significant number of kindergarten students were at-risk in the areas of initial sound fluency and letter naming fluency. It also indicated a large number of first grade students were at risk in oral reading fluency. Our first priority is to lower the number of at-risk students in these areas.
Using DIBELS data to drive instruction will be the first strategy implemented. Students with deficits in these areas will be progress monitored weekly or bi-weekly, depending upon the severity of the deficit. Those students who are on-track will be progress monitored monthly.
Kindergarten teachers, first grade teachers, and staff will meet monthly for data meetings. All student data will be reviewed, and students not making adequate progress will be discussed. In order to increase progress, intervention and enrichment strategies will be brainstormed and implemented in the classroom. Passport and the Universal Literacy intervention module will be implemented with targeted students, including but not limited to, ELL, migrant, minority, disadvantaged, and special needs to ensure adequate progress. Additionally, Time to Explore and the Advanced Reader Module, from Universal Literacy, are utilized for students who need enrichment.
The results of DIBELS assessment will be utilized to determine if identified needs of all students have been met.
In order for all first grade students to improve in oral reading fluency, the volume of reading must be increased. This can be accomplished by implementing a fluency reading station in all first grade classrooms. Professional development sessions using Fountas & Pinnell’s Guided Reading videos will be provided and book studies using scientifically-based reading research materials are planned for faculty.
Three highly qualified paraprofessionals are employed to assist teachers in various ways to ensure student achievement. One paraprofessional is specifically employed to assist with ELL students and their parents.
The results of the school climate survey indicated that a majority of teachers and staff felt that our primary need is in the area of technology. Our second priority is to place four computers with internet access in each classroom. In addition to these computers, every teacher will have a computer on their desk. Ten computers are purchased annually by the Boaz City Schools. Boaz Elementary School contracts our school website maintenance. All faculty and staff may provide information for posting on the website.
All teachers have access to a modern computer lab. Many computer programs such as, Essential Skills (phonemic awareness and sight word practice), e-Voyages (technology module from Universal Literacy), and Accelerated Reader are utilized to enhance all student achievement.
Parental surveys indicated a desire for increased parental involvement in the academic development of their child/children. Our third priority will be to increase parental involvement through book buddies, mentors, and volunteering. In collaboration with the 21st Century Community Learning Center, a variety of parental involvement activities are provided, such as adult education classes. Parents involved in these classes are educated in the areas of academics, civic responsibilities, and parenting skills.
In summary, our three priorities are lowering the number of at-risk students in oral reading fluency, placing four computers with internet access in each classroom, and increasing parental involvement in the academic needs of their child/children.
Instruction by Highly Qualified Teachers
The faculty at Boaz Elementary School consists of 34 members, of which 3 are non-tenured. All faculty members hold current Alabama teaching certificates, and 33 of the 34 are highly qualified (See Attestation Letter). Due to military service in Iraq, one teacher has requested an extension from the State Department of Education in becoming highly qualified. Fourteen members (41%) of the faculty hold Bachelor Degrees and twenty members (59%) of the faculty hold Masters Degrees.
The instructional staff of Boaz Elementary School is well qualified, trained, and assigned to implement reform strategies according to the state of Alabama standards. The faculty has taught an average of 14.4 years. Two members (2) have taught 0-5 years. Eleven members (11) have taught 6-10 years. Nine (9) members have taught 11-15 years. Three (3) members have taught 16-20 years. Five members (5) have taught 20-25 years. Four (4) members have taught 25 plus years.
|
Total years taught
|
Total
|
|
0-5
|
2
|
|
6-10
|
11
|
|
11-15
|
9
|
|
16-20
|
3
|
|
20-25
|
5
|
|
25- plus
|
4
|
High Quality and On-Going Professional Development
High-quality, effective, scientifically-research based professional development activities are planned for teachers, administrators, and paraprofessionals to give educators valuable tools to assist all Boaz Elementary School students to meet the state’s student achievement standards. Professional development activities provided are, but not limited to, site visits for Universal Literacy observations, book studies, Universal Literacy training videos, professional literature, grade level meeting, data meetings, side by side coaching and WIDA training. In addition, in-service days are provided as required by the State of Alabama. An Alabama Reading Initiative Reading Coach assists teachers through job-embedded professional development in the components of literacy instruction. (See attached professional development plan.)
Strategies to Attract Highly-Qualified Teachers
The Boaz City Board of Education maintains a website where jobs that are available in the school system are posted. When a job becomes available, all schools post the openings and qualifications in a prominent place for public access. The Board of Education sends applications to the appropriate schools to be reviewed by the principal. The principal will arrange for interviews and then present his/her choice to the Superintendent of Education. The Superintendent then gives his recommendation to the Board of Education for approval.
Boaz City School System is a small city school system that offers individual support and world class materials/supplies to students, faculty, and staff.
Strategies to increase Parental Involvement
Development of School-Wide Plan/Parental Involvement Plan
Boaz Elementary School recognizes that a child’s education is a responsibility that is shared by teachers, parents, and extended family and community members. With this understanding, school and family will work collaboratively in the best interest of the children. The parent and family involvement program will include, but not limited to, the following: support to parents, home-school communication about school programs and children’s progress, and parenting skills.
Boaz Elementary School involves parents in the development of the School-Wide Title I Plan and the Parent Involvement Plan. Parents are members of the School Wide Title I Advisory Committee and play an important role in the development of the School Wide Plan, which includes the Parent Involvement Plan.
An open forum is provided for information and decision making at PTO meetings.
Parent Needs/Evaluation Surveys are administered each spring to gather information concerning the effectiveness of the overall school-wide program and Parental Involvement Plan.
The Title I School-Wide Plan, which includes the Parent Involvement Plan, is made available to parents and the local community through the school website and public/school library.
LEA Set-Aside Reservation
The School-Wide Title I Advisory Committee, which includes the Parent Advisory Council, meets annually to discuss the effective use of the parental involvement set-aside funds. For the 2005-2006 school year, the committee chose to pool our resources by hiring a part-time Parental Involvement Specialist. This parental involvement specialist assists and coordinates family literacy and parent training activities such as, but not limited to, family support programs and resources to assist families with health, literacy, computer, nutrition, financial matters and other issues.
Last year, this funding was used to purchase a system level parental involvement website, videos/DVDs and school newsletters (English and Spanish).
These parent education opportunities are provided in collaboration with federal programs and 21st Century Community Learning Center. Parents are notified about these opportunities through advertisements in the local newspapers, website, radio, and flyers.
Annual Parent Meeting and Opportunities for Participation
Boaz Elementary School invites all parents to an annual meeting at school to explain the Schoolwide Plan. Included in this explanation are the benefits and activities, federal guidelines, and the role, rights and responsibilities of all parents in the education of their children.
Opportunities are available throughout the school year for parent participation. Parents who are substitutes are trained in the Universal Literacy program. During family orientation, parents are informed about Universal Literacy’s homework calendar and their parental responsibilities at home to ensure the academic success of their children. The Reading Coach provides an explanation of the DIBELS state mandated assessment for kindergarten through third grade.
Parents are invited to visit the school, meet the faculty, and ask information regarding the school and its procedures during Orientation. The school provides free brochures, in English and Spanish, for parents. These brochures cover such topics as, helping students with homework, coping with stress, boosting self-esteem, improving math and reading skills, discipline, nutritional health and tips on motivating students to learn.
Parents and community members are invited to read to students at Boaz Elementary School. The local Retired Senor Citizens Volunteer Program (RSVP) conducts a “Reading Buddies” program. Parent volunteers also act as “Reading Buddies”.
Boaz Elementary School hosts various events during the year that involve both student and parents. These events include, but are not limited to, Orientation, ELL Orientation, Harvest Festival, Field Day, Book Fair, and classroom parties and celebrations.
Parents are encouraged to arrange conferences with teachers at any time. Parents may take this opportunity to review their child’s academic or social progress.
Celebration of Learning is held at the end of each semester. These ceremonies will be announced in advance. All parents and family are invited to attend. This opportunity is taken to explain to parents the progress their child is making and to offer suggestions for homework help.
Parents may be asked to attend field trips as chaperones. They may also be asked to volunteer to serve as room parents.
The media specialist invites parents and RSVP members to assist in the library. This may include shelving books, assisting during flex time, or processing new resources.
Procedures to Submit
Comments of Dissatisfaction with the School Parent Involvement Plan
If parents disagree with any feature or component of the Boaz City School System Title I Plan or the Boaz Elementary School-Wide Title I Plan, which includes the Parental Involvement Plan, they may express concerns or make comments. They are notified of this right at the annual meeting, on the website, and in the school-wide plan.
At the annual Title I meeting, parents are notified that the Needs/Evaluation Survey, which is conducted in the spring, is an excellent opportunity to make comments and suggestions for program improvement. After the school has completed the data for the Comprehensive Needs Assessment, the Parent Needs/Evaluation surveys are submitted to the Central Office. The data is then compiled to determine system-wide needs.
School-Parent Compact
The school-parent compact describes how parents, school faculty and administration, and students share responsibility for improved student academic achievement. This compact, available in English and Spanish, signed by the classroom teacher and principal, will be sent home at the beginning of each year for parent and student signatures. This compact is included in the registration packet.
Building Capacity for Parental Involvement
In order to ensure effective involvement of parents and to support a partnership with Boaz Elementary School parents and the community to improve student academic achievement, Boaz Elementary School shall:
- (1) provide training for parents of school children in understanding the State’s content standards, requirements of Title I, how to monitor their child’s progress and work collaboratively with teachers to ensure academic success of their children. This will be accomplished through an annual parents’ meeting held at the beginning of each school year. At that time, parents will receive information about the state standards and assessments. Title I will be explained, services offered, and an explanation given of the parent’s right to be involved in their child’s education. Open House will follow this meeting. Parents will be given the opportunity to tour the school, meet their child’s teacher, and learn about individual class expectations and what their role will be in helping their child succeed.
- (2) provide family support programs and resources to assist families with health, nutrition, financial matters and other problems/issues. Parent classes will be offered in a multitude of topics including, but not limited to, literacy, health/nutrition, finance, and computer. These parent education opportunities are provided in collaboration with federal programs and 21st Century Community Learning Center. Parents are notified about these opportunities through advertisements in the local newspapers, website, radio, and flyers.
- (3) actively involve parents as partners in their child’s learning. Boaz Elementary School will provide training for teachers and staff in techniques to engage parents in learning.
- (4) ensure that information related to school and parent programs, meetings, and other activities is sent home in parent-friendly language that all caregivers/guardians can understand. At the present time, Boaz Elementary School has 45 ELL students. Information on all school meetings, notices, information, etc., is sent to parents of these children in Spanish. In addition, Boaz Elementary School has a bilingual paraprofessional who assists in verbal communication with these parents, as needed. This bilingual paraprofessional also translates at parent/teacher conferences and during parent programs, meetings, and other activities.
- (5) standards and the requirements of Title I, inform them of school policies and procedures, and train them in how to monitor their child’s progress and conduct an ELL parent orientation. This orientation, in their native language, will assist ELL parents in understanding the State’s content how to work collaboratively with teachers to ensure academic success. (See number 4.)
- (6) recruit parents and guardians as volunteers within the school to assist faculty and staff in the education/training of all students. This will be in addition to volunteers from area programs such as RSVP Reading Buddies, and Boaz High School Ambassadors, and students from Spanish Classes. Parents and guardians will be encouraged to assist within the classroom (stations, reading to and with children, etc.), as well as throughout the school (library, lunchroom assistance, etc.).
- In order to ensure effective involvement of parents and to support a partnership with Boaz Elementary School parents and the community to improve student academic achievement, Boaz Elementary School may:
- (1) conduct a monthly family reading night. Students, parents, and any interested parties may be invited to visit Boaz Elementary School and read with their child. Assistance will be offered for ELL.
- (2) develop a monthly school calendar. All school activities, programs, etc, will be posted on this calendar. The calendar will be offered in English and Spanish. A copy of the calendar will be sent home with Boaz Elementary School children and will be posted on the school website.
- (3) develop a school brochure to promote our school. These brochures will be distributed to all new students, to the local Chamber of Commerce, and to local realtors.
- (4) conduct a monthly family crafting night. This will be offered free of charge and will provide families with quality family time. Also this a non-threatening time at school for some parents.
- (5) conduct a monthly homework help meeting. During these meetings parents will be offered homework tips. Faculty and staff will assist parents in a “make-n-take” activity. The “make-n-take” activity will assist their child in the areas of reading and math.
- (6) develop a monthly newsletter. All school activities, programs, etc., including a message from the principal, will be in the newsletter. The newsletter will be distributed to Boaz Elementary School children and posted on the school website.
- (7) enhance our coordination with local agencies, churches, and community groups to assist in meeting the needs of families, (clothes closet, etc.).
- (8) enlarge the special needs playground by increasing the area that will be fenced.
Involvement Opportunities for Parents with Special Needs
Boaz Elementary School will provide opportunities for the participation of all parents, including those with limited English proficiency or with disabilities. All information will be provided in a language and format that parents can understand. This will include, but is not limited to, handbooks, report cards, newsletters, school communications, etc. Home visits and telephone calls will be made with the assistance of a translator.
Accessibility
Boaz Elementary School will provide a paraprofessional of English as a Second Language for students needing services. The paraprofessional will provide appropriate communication in parent-friendly language that all caregivers/ guardians can understand. Also, the paraprofessional will assist ELL parents in understanding the State’s content standards and the requirements of Title I, inform them of school policies and procedures, and train them in how to monitor their child’s progress. The paraprofessional will assist parents in working collaboratively with teachers to ensure academic success. Parents with disabilities and parents of migratory students will be provided with information in an easy to read format and assistance will be provided for understanding their child’s needs and academic progress.
Parent’s Right to Know
Notification of the qualifications of the child’s teacher, paraprofessionals, or substitute teachers will be sent home in a timely manner, in compliance with the No Child Left Behind Act. This is included in the registration packet. Additionally, parents will be notified within 20 days of the beginning of school if the teacher is not highly qualified. If a substitute is required for more than four weeks, parents will be notified of the substitute’s highly qualified status.
(See attached Parental Involvement Plan.)
Transition
Boaz Elementary faculty is aware of the necessity for planning in the transition of students from level to level. Many strategies are used to make the experience stress-free at all transitional stages for students and their parents. An orientation is held at the beginning of each year for parents and students to become familiar with school rules, meet the faculty, and to become familiar with the school environment.
Parents of pre-school students are invited to participate in kindergarten registration during the month of April. Radio stations and newspapers are contacted and given information to announce in advance of registration. Printed announcements in English and Spanish are sent home with Boaz Elementary School students. Students attending Boaz Head Start visit Boaz Elementary School in May. The students tour the school and eat lunch in the school’s cafeteria. The principal, counselor, and reading coach are available to assist with the tour. Children transitioning from preschool services to kindergarten are taken into special consideration for placement. Children spend time visiting with the next level of classes or participating in special activities such as library, lunch, music, and art. 21st Century Community Learning Center in collaboration with related federal funding provide a kindergarten transition preschool during the summer.
Transition to first grade consists of a day scheduled for students to visit classrooms and be introduced to teachers. Preparing first graders to enter second grade involves making a transition from school to school, as well as grade to grade. Students entering second grade will attend classes at Corley Elementary School. The rising first graders participate in a scheduled “move-up” day at Corley Elementary. During this visit, students visit second grade classrooms and tour the school.
Teacher Involvement in the Decision Making Process
Faculty members are involved in decisions regarding the use of state academic assessments in order to provide information on, and to improve, the achievement of individual students and the overall instructional program. This will be accomplished through monthly data meetings, grade level meetings and serving on committees in the areas of curriculum and instruction, climate, communication, staff development, and planning.
Kindergarten and first grade teachers developed a standard based report card. This was achieved through committee meetings. All kindergarten and first grade teachers participated in the decision making process.
Members of the faculty at Boaz Elementary School alternate serving on the textbook committee. Each grade level is represented in this decision making process.
Effective and Timely Additional Assistance
The Boaz Elementary School faculty and administration recognize that all students are individual learners. Students may experience difficulty during the school year with particular components of the curriculum. The faculty and administration recognize the need for intervention in a timely manner to ensure academic success.
Student achievement is monitored regularly through progress monitoring and teacher observation. Those students who do not make adequate progress on weekly and bi-weekly monitoring are provided with explicit and systematic intervention. Students who continue to have difficulties after intervention strategies have been in place are referred to BBSST or the ELL committee for additional accommodations, such as peer tutoring, mentors, and reading buddies. If a student continues to be unsuccessful after additional accommodations, the BBSST or the ELL committee (has determined it is not a language issue) will discuss referral for special education services.
Coordination and Integration of Federal, State, and Local Services and Programs
Boaz Elementary School will implement the 2005-2006 school wide plan through the coordination and integration of all federal, state, and local services and programs. The goal is the improvement of the lives and learning of the students of Boaz Elementary School and community. Such programs will be integrated in accordance with the No Child Left Behind Act of 2001, federal and state law, and the Boaz City Schools board policy. The following programs and services will be integrated into the schoolwide plan and utilized to improve the quality of services offered to Boaz Elementary School students and community.
Title I
The purpose of Title I is to help schools provide opportunities for children to be academically successful in meeting the state’s student standards. Boaz Elementary School purchased Universal Literacy with Title I money.
Title II
This program supports professional development activities to improve teaching and learning. Title II funding was instrumental in providing support as Boaz Elementary School implemented Universal Literacy Professional Development.
Title III
Title III is a federal program for students who are limited-English proficient.
Boaz City School System uses Title III money to provide an ELL resource teacher.
Title IV
Safe and Drug-Free Schools is a program designed to implement drug and violence prevention education programs and activities.
Title V
Innovative Programs include new or promising programs designed for a target population. Title V money supports ARI, Universal Literacy and Professional Development goals identified in the Consolidated Application.
Title VII
Boaz Elementary School receives no monies from Title VII (Indian Education).
Child Nutrition Program
The Child Nutrition Program provides full, free or reduced price lunches and breakfasts to those students who meet qualifying economic criteria.
21st Century/Extended Day
The 21st Century Program serves students in kindergarten through grade eight, parents of students, residents of Boaz and the surrounding communities. Services provided by the 21st Century program, include but are not limited, to an after school enrichment, adult education/parenting, and summer programs.
Boaz Elementary School’s Extended Day is provided through 21st Century. The Extended Day Program employs a certified director and instructors. The Extended Day Program is available to all students at Boaz Elementary School for a reasonable fee. Scholarships are provided as needed based on academic need to students who will benefit from these services.
State and Local Programs
Alabama Reading Initiative
Funding to provide professional development to teachers in implementing SBRR strategies is supplied through Alabama Reading Initiative (ARI). Boaz Elementary School’s reading coach is funded through this initiative. These funds are allocated from the Alabama State Department of Education through ARI.
Child Advocacy Center
The Child Advocacy Center provides individual counseling for students and classroom counseling to educate students about child abuse. Other counseling services may also be available through the Mental Health Center for Marshall County.
Safe and Drug Free Schools and Communities
Safe and Drug Free Schools and Communities provide Boaz Elementary School with the Mendez Drug Awareness Program and Get Real About Violence Program.
First Call for Help
First Call for Help is a community organization that works closely with school personnel to provide materials such as school supplies, clothing, and food to families who meet the economic criteria.
Marshall County Christmas Coalition
Marshall County Christmas Coalition provides families, who qualify, with assistance during the Christmas holidays. This may include toys, clothing, and food.
Retired Senor Citizens Volunteer Program (RSVP)
RSVP provides Boaz Elementary School with volunteers who act as “Reading Buddies.” These volunteers also help in the library and in the classrooms. State At-Risk non-profit competitive grant funding partially supports this effort.
Additional Components
How the School will use all Title I, Part A and Other Sources in the School to Implement the Previously Described Components
Refer to the Coordination and Integration of Federal, State, and Local Services and Programs section of this document.
List of State, Local, and Federal Programs Consolidate in the School-wide Program
Refer to the Coordination and Integration of Federal, State, and Local Services and Programs section of this document.
Reporting Individual Student Academic Assessment Results to Parents
DIBELS scores are shared with parents at the beginning of the school year in teacher-made correspondence. Parent reports are generated after benchmark periods. These reports are specifically written for parents to understand. Through-out the year, parents are kept informed of progress monitoring scores for DIBELS.
The method of testing for DIBELS as well as the significance of the scores for prediction on future high-stakes tests is discussed with parents in parent training meetings throughout the year.
Annual Evaluation and Implementation of Results
Annually Boaz Elementary School will evaluate the implementation of, and results achieved by, the school-wide program, using data from the following sources:
Student academic needs
Faculty needs
Student/teacher attendance
Transiency
Suspensions/expulsions, etc.
Drop-out rate/graduation
Parents’ perception, parent’s needs
Prevalence of “at-risk” factors
- Curriculum, instructional materials, instructional strategies, reform strategies,
- Extended learning opportunities
Student health issues, school safety, well-being
This data will be used in 2005-2006 to update the comprehensive needs in order to provide continuous improvement.
Making the Plan Available to the LEA, Parents, and the Public
Boaz Elementary School will make this plan available to the LEA electronically and in hard-copy form. The plan will be made available to parents and the public by electronic document on the school webpage and in hard-copy form in the Boaz Elementary School Library, and in the Boaz Public Library.
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