CORLEY ELEMENTARY SCHOOL
TITLE I SCHOOLWIDE CONTINUOUS IMPROVEMENT PLAN
Original Implementation
2003-2004
Revised 2006-2007
Corley Elementary School
Title I Schoolwide Continuous Improvement
Plan
Annual Revision 2006-2007
Mike Matthews: Principal
505 Mount Vernon Road
Boaz, Alabama 35957
Phone: 256-593-3254
Fax: 256-593-7833
CORLEY ELEMENTARY SCHOOL
TITLE I SCHOOLWIDE CONTINUOUS IMPROVEMENT PLAN
Original Implementation
2003-2004
Revised 2006-2007
Table of Contents
Participation in the Planning Process Section 1
Schoolwide Planning Committee
Comprehensive Needs Assessment Section 4
Schoolwide Reform Strategies Section 5
Instruction by Highly Qualified Teachers Section 6
Professional Development Section 7
High Quality, Highly Qualified Teachers Section 8
Parental Involvement Section 9
Transition Section 10
Teachers Involvement in the Decision Making Process Section 11
Timely Assistance to Students Experiencing Difficulty Section 12
Coordination and Integration of Services and Programs Section 13
SACS/CASI Accreditation Standards -Current Status Section 14
Appendices Section 15
CORLEY ELEMENTARY SCHOOL
Participation in the Planning Process
Schoolwide Committee
Planning Process Participation
All members of the Corley Elementary School faculty and staff and several parents were involved in the compilation of the school-wide plan. The first semester of the 2006-2007 school year was used for the planning process.
The following individuals served on the Title Committee for 2006 - 2007 and were responsible for the coordinating the efforts of all stakeholders to complete the school-wide plan.
Committee:
Mike Matthews, (principal) has thirty six years of experience in education, with twenty-seven of those years as an administrator. He has served as principal for sixteen and one-half years, supervisor for six years, assistant principal for four and one-half years, and a classroom teacher eight years. He has a B. S., M. S. and an Ed. S. from Jacksonville State University.
Ruth Cochran (third grade) has twenty eight years teaching experience. She received a B.S. from the University of Alabama in Birmingham; AL. Master’s Degree work was completed in 1980 in elementary education with additional certification earned in Administration/Supervision in 2001 from the University of Alabama. She taught sixth grade social studies for nine years and sixth grade reading for three years before moving to the third grade position which she has held for the past fifteen years.
Judy Bearden (Title I Para-professional) has eight years experience as a Title I para-professional. She served as a Title I para-professional at Boaz Intermediate School before coming to Corley for the 2006-2007 school year.
Frances Miller (second grade) is in her first year as a second grade teacher, but has eleven years experience as a Title I para-professional at Boaz Elementary and here at Corley. Ms. Miller recently completed her BS degree in Elementary Education at Jacksonville State University
Jennifer Beck (second grade) taught fifth grade math in the Marshall County School System before coming to the Boaz City School System where she has taught second grade for three years. She has a Bachelor of Science in Elementary Education from Jacksonville State University and a Master’s Degree from the University of Alabama.
Kathy Fordham (second grade) has twenty three years of teaching experience. She taught Kindergarten, first grade, and second grade. She earned a B. S. from Jacksonville State University and a Master’s Degree from the University of Alabama.
Karen Greer (second grade) has twenty eight years of teaching experience in the Marshall County School System and three years of teaching experience in the Boaz City School System. She taught second grade at Union Grove Elementary School, Boaz Elementary, and Corley Elementary. She received a B. S. in elementary education from the University of Montevallo.
Mandy Milner (ELL para-professional) has recently returned to the education field after several years working in the public sector. She has experience working with the local Hispanic community, and is currently pursuing her teaching certificate.
Laurie Moody (third grade) has twenty years of teaching experience, mostly in third grade. She received her B.S. degree from Jacksonville State University. She continued her education at the University of Alabama with a Master’s Degree in Elementary Education. She serves Corley Elementary as Nutrition/Health Chairman for 2006-2007.
Angie Simpson (third grade) has six years teaching experience. She completed her bachelor’s degree from Jacksonville State University.
Billa Springfield (Media Specialist) has worked as a Children’s Librarian at the Boaz Public Library for two years. Then she was Library Media Specialist for PreK-9th grade at Asbury Jr. High for ten years. The last five years have been spent at Corley Elementary, grades 2-3, as Library Media Specialist. She has a Business Administration Degree, a Bachelor’s Degree in Secondary Education(Social Sciences-Composite Degree 7-12), and a Master’s Degree in Instructional Media K-12. She has completed some classes for an Ed. S. in Library Science.
Stacy Watts (Instructional Specialist) has twenty years in education; 16 as an elementary teacher and 4 as an Instructional Specialist. She received her B.S. in Elementary Education from Jacksonville State University in 1986. She continued her education and received her M.A. degree from the University of Alabama in 1990. She just completed her Administrative Certification at the University of Alabama.
Janice Wright (second grade) has twenty five years of teaching experience. During that time, she has taught kindergarten, second grade, and third grade. In addition, she has taught Adult Education for the Northeast Alabama Adult Education Program for eleven years. She is a graduate of Albertville High School. She received a B. S. in Early Childhood Education from Jacksonville State University in 1981. She continued her education at the University of Alabama, where she received a Master’s Degree and an Ed. S. She has completed four graduate courses in Adult Education at Auburn University.
April Massey (parent) graduated from a local High School. She is a hairdresser in Boaz. Her daughter Maleah is a third grader at Corley Elementary. She is past Vice President of the Corley Elementary PTO.
Ricky Smith (parent) has worked for the Boaz Parks and Recreation Department since graduating from Boaz High School. He and his wife Shelley have two daughters. Their oldest daughter, Allie, is a second grader at Corley. Ricky is the current President of the Corley Elementary PTO.
Brandy Pack (parent) graduated from Crossville High School. She has two children. Her oldest son Jake is a third grade student at Corley Elementary. Her daughter is a second grader. She was the PTO president at Corley last year.
Vivian Hallman (LEA director) has twenty-four years of experience in education: 15 as an Elementary teacher, 3 as a reading specialist, 1 as a principal, 2 as an educational specialist for the Alabama State Department of Education, and she currently serves as an Administrative director over Curriculum and Federal Programs for Boaz City Schools.
CORLEY ELEMENTARY SCHOOL
Comprehensive Needs Assessment
Reporting Individual Student Academic Assessment Results to Parents
Specially prepared parent interpretation reports are distributed to parents with the results of SAT 10 testing and ARMT. These reports are provided by the Psychological Corporation when results are reported to the district and school. The reports are specifically written for parents to understand, and they are simplified versions of the reports used by teachers and administration. DIBELS scores are shared with parents at the beginning of the year in teacher-made correspondence. Throughout the year, parents are kept abreast 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
Each year, Corley Elementary 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/Graduation
· Parents’ Perception, Parents’ 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 2006 - 2007 to update the comprehensive needs in an ongoing fashion in order to provide continuous, seamless improvement.
Making the Plan Available to the LEA, Parents, and the Public?
Corley 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 Corley Elementary library, and in the Boaz Public Library.
Comprehensive Needs Assessment
The process used to conduct a Comprehensive Needs Assessment for Corley Elementary School began with the gathering and sorting of data. The data was then analyzed to determine areas of need in the following nine categories:
- Student Academic Needs
- Faculty Needs
- Student/Teacher Attendance
- Transiency
- Suspensions, expulsions, etc.
- Parents’ Perception, Parents’ Needs
- Prevalence of At-risk factors
- Curriculum, instructional materials, instructional strategies, reform strategies, extended learning opportunities
- Student health issues, school safety, well-being
Student Academic Needs
Academic assessments given to Corley students include the Alabama Reading and Mathematics Test (ARMT), the Stanford Achievement Test, edition 10 (SAT 10), and Dynamic Indicators of Basic Early Literacy Skills (DIBELS).
Based on our analysis of the ARMT data, the following were determined:
Math:
- Overall percentage of students meeting or exceeding the academic content standards in math was 90%.
- The mathematics proficiency rate for all students was 94%, while the mathematics proficiency rate for special education students was 95%.
- 92% of special education students met or exceeded the standard in math as compared to 90% of regular education students; however 62% of regular education students exceeded the standard as compared to 50% of special education students.
- 92% of males and 88% of females met or exceeded the standards in math; however 65% of females exceeded the standard as compared to 58% of males.
- 94% of White students met or exceeded the standards for math as opposed to 88% of Hispanic students
- 94% of Non-limited English Proficient Students met or exceeded the standards for math as opposed to 46% of Limited English Proficient Students; however the mathematics proficiency index for Limited English Proficient Students was 78%.
- 98% of Non-poverty Students met or exceeded the standards for math as opposed to 83% of Poverty Students.
- The percentage of Poverty Students meeting or exceeding the standards for math in 2005-2006 was nearly 2% lower than the same measure in 2004-2005.
Reading:
- Overall percentage of students meeting or exceeding the academic content standards in reading was 91%.
- The reading proficiency rate for all students was 93%, while the reading proficiency rate for special education students was 77%.
- 93% of General Education Students met or exceeded the standards for reading as opposed to 58% of Special Education Students.
- Percentage of males meeting or exceeding the standards for reading was 90%, while the percentage of females was 91%.
- 94% of White students met or exceeded the standards for reading as opposed to 64% of Hispanic students.
- 95% of Non-limited English Proficient Students met or exceeded the standards for reading as opposed to 38% of Limited English Proficient Students.
- 98% of Non-poverty Students met or exceeded the standards for reading as opposed to 83% of Poverty Students.
Trends:
- The overall percentage of students meeting or exceeding the state standard for math increased by one percent in 2005-2006.
- The overall percentage of students meeting or exceeding the state standard for reading increased by 7 percent in 2005-2006.
- The percentage of Poverty Students meeting or exceeding the standards for math in 2005-2006 was nearly 7% higher than the same measure in 2004-2005.
The following needs were apparent based on the ARMT data:
- Further coordination of regular education and special education services is needed to reinforce the reading and math curriculums for special education students
- Differentiation of reading instruction based on academic needs of students (including status as English Language Learners) must be more extensive
After review of the SAT 10 data, the following were determined:
Math:
- Corley students scored at the 65th percentile in math on the Stanford Achievement Test, Edition 10.
- General Education Students scored at the 65th percentile in math, while Special Education Students scored at the 57th percentile
- Male students scored at the 66th percentile in math, while female students scored at the 62nd percentile
- White students scored at the 68th percentile in math, while Hispanic students scored at the 32nd percentile
- Non-limited English Proficient Students scored at the 69th percentile in math, while Limited English Proficient Students scored at the 17th percentile
- Non-poverty students scored at the 78th percentile in math, while Poverty students scored at the 49th percentile
Reading:
- Corley students scored at the 59th percentile in reading on the Stanford Achievement Test, Edition 10.
- General Education Students scored at the 61st percentile in reading, while Special Education Students scored at the 34th percentile.
- Male students scored at the 59th percentile in reading, while female students scored at the 60th percentile.
- White students scored at the 64th percentile in reading, while Hispanic students scored at the 29th percentile.
- Non-limited English Proficient Students scored at the 64th percentile in reading, while Limited English Proficient Students scored at the 12th percentile.
- Non-poverty students scored at the 73rd percentile in reading, while Poverty students scored at the 44th percentile.
Trends:
- The average Total Math score for All students increased from the 61st percentile in 2004-2005 to the 65th percentile in 2005-2006.
- The average Total Math score for Special Education students was up to the 57th percentile in 2005-2006 from the 30th percentile in 2004-2005 narrowing gap by 2 23 percentile points.
- The average Total Math score for Female students was up to the 62nd percentile in 2005-2006 from the 55th percentile in 2004-2005 while the score for Male students held at the 66th percentile narrowing the gap by 7 percentile points.
- The average Total Math score for Limited English Proficient students was down to the 27th percentile in 2005-2006 from the 63rd percentile in 2004-2005.
The following needs were apparent based on the SAT 10 data:
- Further coordination of regular education and special education services is needed to reinforce the reading and math curriculums for special education students
- Facilitate professional development to equip teachers with the scientifically based strategies to further narrow the gap between poverty students and non poverty students, LEP students and not LEP students, Males and Females and Hispanic students and Caucasian students
- Provide parents with information about all supplemental programs available to all students and available to low income students by scholarship
Analysis of DIBELS data produced these findings:
Second Grade:
- In the spring of last year, 88% of Non Limited English Proficient students met or exceeded the standard set for oral reading fluency, while 70% of Limited English Proficient students met or exceeded the standard.
- In the spring of last year, 89% of female students met or exceeded the standard set for oral reading fluency, while 84% of male students met or exceeded the standard
Third Grade:
- In the spring of last year, 89% of Non Limited English Proficient students met or exceeded the standard set for oral reading fluency, while 58% of Limited English Proficient students met or exceeded the standard.
- In the spring of last year, 86% of female students met or exceeded the standard set for oral reading fluency, while 85% of male students met or exceeded the standard
Trends:
- Last fall, 63% of second graders met or exceeded the standard set for Oral Reading Fluency; in the spring, the percentage was 85%. The state of Alabama recommends 80% meeting or exceeding the standard.
- Last fall, 65% of third graders met or exceeded the standard set for Oral Reading Fluency; in the spring, the percentage was 86%. The state of Alabama recommends 80% meeting or exceeding the standard.
The following needs were apparent based on the DIBELS data:
- Continued effort is needed in the area of Oral Reading Fluency in order to meet the 80% standard among all demographic groups.
- Differentiation of reading instruction based on academic needs of students (including status as English Language Learners) must be more extensive
Faculty Needs
We, at L.F. Corley, Sr. Elementary, are dedicated to providing the best educational opportunities for our students. We operate on the premise that excellence in our school is more directly related to teacher performance than anything else. Therefore, we utilize highly qualified teachers, PEPE results, student assessment results, school reports of AYP, and personnel needs surveys to insure quality job performance by concentrating on the competencies that most directly affect teaching and achievement.
With the exception of the art teacher, all teachers at Corley are highly qualified under the No Child Left Behind Act. Due to his prolonged service in Iraq last year, Mr. Morrow, an educator with 35 years experience, has requested an extension in order to complete the requirements to become highly qualified.
After years of experience utilizing PEPE, the data gave us the conclusion that teacher performance was best provided in the competency area of presentation of organized instruction. This competency area was also shown to be the area in which we needed the most improvement, especially indicator 2.3 (Developing the Lesson). Our staff development has concentrated on this competency area.
Student assessment results show a need for more professional development in the area of differentiated instruction to better meet the needs of students served by special education and English language learners.
According to the school accountability reports of adequate yearly progress (AYP), adequate progress was shown in all areas for 2005-2006.
Staff surveys show that additional classroom computers, coordinated collegial planning time, and paid professional development days for analyzing test data are needed.
Student/Teacher Attendance
Student attendance reports at Corley show that in 2004-2005 we had an average enrollment of 337 students over the 175 school days on the student calendar. The attendance rate for students in 2005-2006 was 96.12%.
Teacher attendance reports at Corley show that in 2005-2006 Corley employed 33 staff members. Over the 182 days on the employee calendar, the total number of absences for the year was 344.5 days of the 5940 possible, giving teachers a 94.20% attendance rate. Ninety-four of those absences were due to a maternity/catastrophic leave. When the days attributed to that leave are subtracted, 250.5 days remain, producing a 95.78% attendance rate.
It is our goal to achieve at least 96% attendance of faculty and staff for this year.
Transiency
Based on 337 students enrolled, taking in to account students who withdrew before the last day of school and students who entered after the first day of school, Corley had a 20.25% level of transiency among students.
In School and Out of School Suspensions
Corley Elementary School had no In School or Out of School Suspensions within this school year.
Parents’ Perceptions of School Programs and Services
Parents’ perceptions of school programs and services at Corley have proven to be positive. According to the Parents Needs Assessment Survey, 83% feel that they are well informed about happenings, activities, and programs. 87% are satisfied with the academics offered. 90% feel that their child is safe at school. 86% feel that Corley Elementary is adequately serving the educational, social, and emotional needs of the children. 86% feel that our school is teaching life skills. 8% of parents responding to the survey expressed a need when it comes to helping their children academically.
Parents were asked to rank the following areas to show the greatest need for improvement:
· Opportunities for Parental Input
· Family Friendly Atmosphere
· Facilities
· Curriculum
· Student Test Results (SAT, ARMT, DIBELS)
Facilities were ranked as the #1 priority for improvement by 44% of parents who replied. Family Friendly Atmosphere was ranked as the lowest need for improvement by 38% of parents who replied.
Prevalence of At-risk Factors
Fewer than 15% of the students at Corley Elementary School are considered to be at risk when considering the prevalence of students who have not reached benchmark scores on Oral Fluency as measured by the DIBELS Assessment.
Curriculum
The curriculum at Corley Elementary is based on the Alabama State Course of Study and consists of English Language Arts, Mathematics, Science/Health, Social Studies, Art, Music, and Physical Education.
Voyager’s Universal Literacy and Passport learning systems, along with Harcourt’s Collections series are the materials used to teach the English Language Arts curriculum. Math, Science, and Social Studies are taught using the Harcourt series. Most science and social studies skills are covered with an interdisciplinary approach using Universal Literacy reading materials in 2nd grade and Harcourt Reading Series and in third grade with the remainder covered per the Alabama Courses of Study using ancillary materials.
Some of the instructional strategies used at Corley include small group instruction, cooperative learning, guided reading, and other scientifically based in instructional strategies as recommended by the Alabama Reading Initiative.
Corley students have access to extended learning opportunities through the many programs offered by Boaz City Schools’ 21st Century Community Learning Center. Some of these include Extended Day, tutoring, summer school, and parent-child education sessions.
Health and Safety Concerns
The entire faculty and staff work together to ensure the health, safety, and general well-being of students. Three registered nurses are employed by Boaz City Schools and are available to our students. Yearly training on health issues affecting students is conducted each year. Specific health management plans are in place for students with diagnosed health concerns, such as diabetes and certain allergies.
Programs also are in place to assist faculty and staff with health and safety concerns. Training in the proper handling of body fluids and other universal precautions is mandatory for each staff member every year. All faculty and staff have been trained in the use of the portable defibrillator, which is available for use with children and adults.
Prioritized Needs:
- Facilitate professional development to equip teachers with the scientifically based strategies to further narrow the gap between poverty students and non poverty students, LEP students and not LEP students, Males and Females and Hispanic students and Caucasian students
- Provide parents with information about all supplemental programs available to all students and available to low income students by scholarship
- Differentiation of reading instruction based on academic needs of students (including status as English Language Learners) must be more extensive
- Further coordination of regular education and special education services is needed to reinforce the reading and math curriculums for special education students
CORLEY ELEMENTARY SCHOOL
Schoolwide Reform Strategies
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
In order to provide opportunities for all students to meet the state’s proficient and advanced levels of achievement, Corley Elementary is dedicated to ongoing progress monitoring of all students. We do progress monitoring using the DIBELS Oral Reading Fluency assessment. Oral reading fluency has been tightly connected to future success on high-stakes reading comprehension measures. In math, we use the Accelerated Math program to individualize the math instruction for each third grade student and to monitor their progress toward state standard proficiency. Grade-level data meetings are held regularly to analyze the data from progress monitoring. Teachers work together to choose instructional strategies to increase the success of all students.
Services Provided to Migrant, Limited-English Proficient, Homeless, Economically Disadvantaged, and Neglected/Delinquent Students
Services provided through Corley Elementary’s school-wide program to migrant, limited English proficient, homeless, economically disadvantaged, and neglected/delinquent students include direct and consistent communication with County Juvenile Officers, participation with local businesses in the community’s Christmas Coalition program, Child Nutrition Program, part time ELL teacher, part time Spanish/English interpreter for both parents and students, and two full time Title I Aides. The Voyager Universal Literacy core reading program and the Passport Intervention program are used in order to employ scientifically research based strategies to better serve all students with highly differentiated instruction in every classroom every day.
Effective Methods and Instructional Strategies that are Based on Scientifically Based Research and Strengthen the Core Academic Program
Corley Elementary implements effective methods and instructional strategies including daily small group instruction, differentiated instruction, Voyager Learning Systems’ Passport Intervention Program, Accelerated Reader and Accelerated Math programs that are based on scientifically based research and that strengthen the core academic program in the school.
Methods and Strategies Based on Scientifically Based Research that Increase the Amount and Quality of Learning Time
To increase the amount and quality of learning time, Corley Elementary utilizes scientifically based methods and school-wide instructional strategies such as enforcing an uninterrupted, continuous Language Arts block; scheduling inclusion Special The Voyager Universal Literacy core reading program and the Passport Intervention program are used in order to employ scientifically research based strategies to better serve all students with highly differentiated instruction in every classroom every day.
Education services to maximize direct instruction and minimize time away from the classroom; offering extended day tutoring and Twenty First Century learning experiences for after school hours instruction.
Effective Methods and Strategies Based on Scientifically Based Research for Meeting the Educational Needs of Historically Underserved Populations
Corley Elementary meets the educational needs of historically underserved populations through scientifically researched effective methods and instructional strategies that work with all students. The Universal Literacy core reading learning system, Math Renaissance, Reading Renaissance, and small group instruction are employed with all students for maximum benefit. As well, intervention services such as Passport intervention reading instruction, small group instruction, and the utilization of staff such as daily Math and Reading assistance with the Title I aide for students on an as-needed basis, daily assistance from a part time interpreter for both the parents and students of limited English proficiency, and through clustering of ELL students to maximize the classroom benefit of the ELL teacher.
Effective Methods and Strategies to Meet the Needs of All Students
Strategies implemented at Corley Elementary address the needs of all students in the school, but particularly the needs of low-achieving students and those at risk of not meeting the state’s student academic achievement standards who are members of the target population of any program that is included in the school-wide program include Passport, Intervention in Universal Literacy, clustering and inclusion of Special Education and ELL services in the classroom during Reading and Math instruction. In addition to inclusion services, special education students and ELL students are pulled for more intense individual instruction. Corley Elementary utilizes high school ambassadors for additional support in the form of extra help and reading partners, along with skill specific practice with the Title I Aide. Some at-risk students are paired with carefully screened mentors from the community for social interaction. Others have weekly “reading buddies” provided by the local RSVP. All students have access to the computer lab and daily access to the library.
Reform Strategies Consistent with State Initiatives
State initiatives such as the Alabama Reading Initiative (ARI) and schoolwide continuous improvement plans (SWP) with Southern Association of Colleges and Schools (SACS) standards embedded throughout the document, Alabama Continuous School Improvement Plan (SIP), State Technology plan, and Library Enhancement plans are implemented through consistent reform strategies.
Determining if Identified Needs of Students Have Been Met
Corley Elementary will utilize assessment methods such as SAT 10, DIBELS, ARMT and WIDA to determine if the identified needs of all students have been met. We will gather and analyze data from the same sources as in the initial needs assessment. The results of the analysis will be compared with the analysis of the initial assessment to determine continuing needs. Making Sense Strategies from the Lee vs. Macon decree are also employed by all teachers. All teachers are trained in the use of these strategies and the software for implementation of the strategies is available to everyone throughout the Boaz City School System on the system server.