Directions:  Insert a copy of your one-page School Status Report in this TEXT BOX.  You may access this report on the web at www.alsde.edu:

• Click on Accountability Reporting. 
• Choose 2007-2008. 
• Select Annual Accountability Results Report.  
• Select your system and school. 
• Press the Graphics Select Tool button located on the top of the page and select the chart beginning with the school name.  (Note:  Do not include the legend.) 
• Then, right click and select COPY. 
• Return to this document and CLICK IN THIS BOX. 
• Then, right click to PASTE the chart.  
• Adjust the size of the text box to display your test results.

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

In the fall of each year, school leaders meet with district personnel to examine test results.  The school leadership team then meets to examine school data and discuss strengths and weaknesses.  A school wide

faculty meeting is then held.  At this meeting information including PRIDE survey data, SIR report data, SAT/ARMT scores, AHSGE scores, ADAW scores, school AYP report, parent survey results,  and local

school data reports are presented. The faculty breaks into departmental groups to examine data and discuss areas of strength and weakness.

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

academic needs.

Personnel staffing decisions are made based on requirements of No Child Left behind that states that all students will be taught by highly qualified teachers. The district abides by all standards set forth by the Alabama State Department of Education. Hiring policies and procedures have been changed district wide to ensure that before any new teacher can be hired they must show proof of having the needed documentation required by the state department to meet highly qualified status. This can be in the form of a letter produced by the state teacher certification office that describes the teacher's highly qualified status and the area in which the teacher is highly

qualified. If the teacher has not received a letter from the state department, it is now the policy of the interviewing teams to require the teacher to show proof that they meet the standards of a highly qualified teacher. This

proof can be in the form of transcripts or Praxis II results and if hired the district will submit required paperwork to the state certification office in order to obtain the highly qualified letter for the teacher. All new applicants

must go through the Central Office before their application is sent to principals and the interviewing process continues. For not new teachers already employed by the system, their highly qualified status has already been

determined and each year principals are supplied information as to the areas the teacher is highly qualified to teach and principals are required to schedule all teachers accordingly. If a teacher is already employed and has

certification in more than one area and is highly qualified in only one of the areas, principals are required to arrange scheduling so that the teacher is only teaching in the field they are highly qualified to teach. A state

required Highly Qualified Teacher Plan for all teachers in the district is on file at the Central Office. HQT is the primary factor used in making course assignments. 

Number and percentage of teachers Non-HQT: 

1 teacher (2%) is not currently HQ

Number and percentage of Classes Taught by Non-HQT: 

5 core classes (2%)are taught by non-HQ teachers

Alabama High School Graduation Exam (AHSGE):

Strengths:  Over 94 % of 11^th grade general education students were proficient in the reading portion of the AHSGE.

Over 92% of 11^th grade free lunch students were proficient in the math portion of the AHSGE.

Weaknesses:  30% of the 11^th grade special education students were proficient on the math portion of

AHSGE.  40% of the 11^th grade special education students were proficient on the reading portion of the

AHSGE.  92% of 11^th grade students did not master Logic and Arguments on the reading portion of the

AHSGE.  95% of 11^th grade students did not master Graphing Linear Equations on the math portion of

the AHSGE.                                    

Alabama Reading and Mathematics Test (ARMT):

Strengths:   Over 65 % of 6^th grade free lunch students were proficient on ARMT Math, an increase of 10%.

Over 93% of 6^th grade free lunch students were proficient in ARMT reading, an increase of 22%.

Weaknesses:  71 % of 7^th grade special education students and 61 % of 8^th grade special education

 students were not proficient on ARMT reading.  85 % of 7^th grade special education students were not proficient on the ARMT math. 14% of 8^th graders were proficient in graphing linear relations by

plotting points.  47% of 8^th graders were not proficient in Comprehending textual/informational/

functional materials.

Alabama Science Assessment:

Strengths:  76% of  7^th grade students were proficient on the ASA.

Weaknesses:  31% of special education students were proficient on the ASA.

Stanford 10:

Strengths:

The percent of students in grades 6-8, scoring in stanines 1-3 on  SAT Reading Comprehension is below 22 % in

every grade.

The percent of students in grades 6-8 scoring in stanines 1-3 on SAT Math Problem Solving is below 22% in every

grade.

Weaknesses:

Percentage of 7^th graders scoring in stanines 1-3 on SAT 10 Reading Vocabulary increased from 22 to 26%.  Percentage of 8^th graders scoring in stanines 1-3 on SAT Mathematics Procedures increased from 18 to 27%.

Dynamic Indicators of Basic Early Literacy Skills (DIBELS):

Strengths:

Weaknesses: 

Part I - Continued:

Alabama Direct Assessment of Writing (ADAW):

Strengths:

67 % of 7^th grade students scored at levels 3 or 4 in writing mechanics on the ADAW. This is 10% increase from last year.

Weaknesses:

82 % of 10^th grade Special Education students scored level 1 or 2 on ADAW.

ACCESS for English Language Learners (ELLs): 

Strengths:  80% of ELLs scored at 3.8 or higher on the listening section of the ACCESS for ELLs Test.  70% scored at 3.9

or higher on the speaking section.

Weaknesses:  50% of the ELLs scored lowest in the writing section of the ACCESS for ELLs.

Professional Education Personnel Evaluation (PEPE) School Profile Information:

Strengths: Of the 28 teachers who were on cycle for PEPE evaluation during the 2007-08 school  year, 100% met the

satisfactory 2.6 standard.

Weaknesses:  The weakest area on the 2007-2008 PEPE evaluation was in the area of assessment

of student performance.

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

Strengths:

100% scored proficient according to the AAA.

Weaknesses:  8^th grade AAA student had a mastery of 1.0 in making predictions.

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

Strengths: 54% of students who tested in the Accelerated Reader program during the month of October '08

scored at least 85% on quizzes.

Weaknesses:  39% of students participating in Accelerated Reader took at least one quiz.

Career and Technical Education Program Improvement Plan:

Strengths:

The Career Technical Center offers 16 career course offering tracks. 

All teachers are BIC (Business and Industry Certified).

Weaknesses:

The Career Technical Center is currently out of classroom space and cannot offer any additional programs.

Part I - Continued:

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

Strengths:

During the 2007-2008 school year there were no expulsions

Weaknesses:

During the 2007-2008 school year, a total of 345 days of out of school suspension were assigned.

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

Strengths:

On the 07-08 AYP report, the graduation rate for East Limestone is  90% this is an  improvement of 5% over the previous

year and meets state guidelines.

Weaknesses:

9 students enrolled at the end of the 2007-08 school year did not return (and did not transfer) for

the 2008-09 school year.

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

Strengths:

No faculty members have asked for a transfer.  Average years of experience for the teaching staff is 14.56 years.

Weaknesses:

During the 07-08 school year, an average of 3.93 teachers were absent per teaching day.

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

Strengths:

 90% average daily attendance.

Weaknesses: 

For the first 47 days of school (first 9 weeks) in the fall of ‘08, there was an average of 10.1 students tardy per day to school.

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

Strengths: According to the AdvancED Parent Opinion Survey, conducted in the  Spring of '08, 90% of parents

 responding indicated they have some education above the high school level; 84% of parents responding felt that their

child's progress reports are clear and easy to understand.

Weaknesses:  According to the AdvancED From a survey of East Limestone parents taken in the spring of '08, 38% felt school facilities were not adequate. 

School Perception Information related to student PRIDE data.

Strengths:  The number of students who did NOT feel safe in the parking lot at  East Limestone High School was reduced

by 3.4% from the May 2007 survey to the May 2008 survey.

Weaknesses:  The number of student who did not feel safe in the gym at East Limestone High school has risen by 1.1% from the May 2007 survey to the May 2008 survey.

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

Strengths: At East Limestone High School, the WIDA English language proficiency standards have been integrated into

the continua of skills in grades K-12. ELL personnel work cooperatively with general education teachers in following the Alabama Course of Study and Limestone County Schools' Continuum of Skills, with a focus on language that applies to

what students are currently learning in the regular classroom in addition to teaching the WIDA standards

Weaknesses:  ELL students at East Limestone High School continue to receive failing grades in core academic subjects. Additional professional development is needed for regular education teachers on practical strategies to use with teaching ELL students.

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

Strengths: ELL teacher/student ration of 1 to 10.  Instructional assistant is bilingual. ELL teacher attends professional

development activities each school year, such as, AMTESOL conference, MEGA conference, National TESOL

Convention, and BER workshops etc.

Weaknesses:   ELL teacher is only on campus part time. Lack of parental involvement with ELL parents in the educational process throughout the school year.

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

Strengths: Curriculum is aligned with the State Course of Study in all subject areas.  Local revisions are completed as

needed. Best Practices Instructional Strategies are promoted.  AMSTI instructional strategies are encouraged.

                 Science in Motion is also used regularly.

Weaknesses:  Lack of district level benchmark assessments.

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

The number of students scoring at Level III or IV on the reading portion of the ARMT and the AHSGE will increase by 1%.

Data Results on which goal is based: Spring 2008 ARMT; Spring 2008 AHSGE

TARGET GRADE LEVEL(S): 

6-12 grade

TARGET CONTENT AREA(S): Circle One

Reading         Math        Science         Other

AHSGE:

Reading    Math    Science    Social Studies      Language

ADDITIONAL ACADEMIC INDICATORS:  Graduation rate             

TARGET STUDENT SUBGROUP(S): 

special education

COURSES OF STUDY

REFORM STRATEGIES

BENCHMARKS

INTERVENTIONS

RESOURCES

CONTINUOUS LEA REVIEW IN SUPPORT OF THE PLAN

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

what Research-based STRATEGIES/ACTIONS WILL BE USED

TO IMPROVE STUDENT ACADEMIC PERFORMANCE?

(Give specific strategies, not just programs

or program names.)

WHAT DATA WILL BE GATHERED THROUGHOUT THE YEAR TO MEASURE PROGRESS AND

HOW OFTEN WILL PROGRESS BE REVIEWED?

WHAT INCREASE (%)  IN PROFICIENCY IS ANTICIPATED AT EACH MO/QUARTER CHECKPOINT?

HOW WILL THE SCHOOL PROVIDE TIMELY ASSISTANCE TO STUDENTS NOT MASTERING PROFICIENT OR ADVANCED LEVELS AT THESE PLANNED CHECKPOINTS?

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

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

DATE                        +,  -.  N/A

Recognizing logic and arguments: AHSGE Standard 3 Objective 1

ARMT: Comprehend textual/informational/

functional materials

Alabama State Course of Study Objectives:

1.) Interpret and construct meaning by applying appropriate strategies to materials across the curriculum. Examples: interpreting author's purpose, correcting or confirming author's message, distinguishing fact from opinion.

19.) Identify ways the power of language evokes emotion; expands thinking; and influences problem solving, decision making, and action.

24.) Compose descriptive, narrative, expository and persuasive essays.

STRATEGY:

Align middle school curriculum and current taught resources to master the reading objective standards that address recognizing logic and argument.

ACTION STEPS:

• Distinguish between and evaluate facts and opinions by using graphic organizers to explore vocabulary and key phrases.
• Present expository and persuasive essays based on facts, exploring the difference between research based facts and opinions and propaganda.
• Daily instruction will engage students through talking, writing, investigating, and listening to informational, primary documents and other real word texts to recognize logic and arguments.
• Collaboration and cooperation between regular and resource teachers will be used to target special education students.

Curriculum alignment evidence will be documented in lesson plans and discussed at data meetings monthly.

Instructional pacing guides and standards based assessment data will be discussed at data meetings monthly.

Standards based teacher made tests and or assignments targeting recognizing logic and arguments.

At midyear, 100% of teachers will provide evidence of teaching aligned curriculum.

Monthly departmental meeting minutes will reflect data analysis and collaboration between regular and resource teachers.

1% increase in the percentage of students scoring 70% or higher.

1% increase in students scoring at level II or IV on the ARMT Reading and AHSGE Reading

Provide non-proficient readers with intensive small group reading instruction.

Refer students scoring below 70% to the BBSST.

Provide before and after school tutoring opportunities to non-proficient students.

Provide peer tutoring opportunities during class time for non-proficient students.

Special Education students will receive intensive small group reading instruction from the resource and/or special education teachers.

High interest, low level reading materials in core curriculum areas will be purchased by the librarians using library enhancement money.  $1000.00

Recognizing logic and arguments: AHSGE Standard 3 Objective 1

Alabama State Course of Study Objectives:

5.) Identify persuasive strategies, including propaganda, in world literature selections.

15.) Identify persuasive strategies in oral and visual presentations.

10.) Recognize fallacies of logic in written, oral, and visual presentations.

STRATEGY:

Align high school curriculum and current taught resources to master the reading objective standards that address recognizing logic and argument.

ACTION STEP:

• Evaluate faulty logic and through the use of graphic organizers propose methods to transform the faulty logic into realistic logic.
• Present ideas for an argument that have a fact basis through both oral and written presentation.
• History curriculum will reflect the use of primary documents to demonstrate logic and argument.
• Daily instruction will engage students through talking, writing, investigating, and listening to informational and other texts.
• Collaboration and cooperation between regular and resource teachers will be used to target special education students.

Curriculum alignment evidence will be documented in lesson plans and discussed at data meetings monthly.

Instructional pacing guides and standards based assessment data will be discussed at data meetings monthly.

All lesson plans reflect the use of before, during and after reading strategies in every class.

Standards based teacher made tests and or assignments targeting recognizing logic and arguments.

At midyear, 100% of teachers will provide evidence of teaching aligned curriculum.

Monthly departmental meeting minutes will reflect data analysis and collaboration between regular and resource teachers.

1% increase in the percentage of students scoring 70% or higher.

1% increase in students scoring at level II or IV on the ARMT Reading and AHSGE Reading

11^th graders diagnosed with  non mastery reading deficiencies based on passage of the reading portion of the AHSGE, will be placed in skills labs and/or tutored

Refer students scoring below 70% to the BBSST.

Provide before and after school tutoring opportunities to non-proficient students.

Provide peer tutoring opportunities during class time for non-proficient students.

Special Education students will receive intensive small group reading instruction from the resource and/or special education teachers.

High Hopes money from the state will be used for one on one tutors:  $1600.

High Hopes money from state use to purchase high interest reading materials and supplies including USA test prep for  remediation for non-mastery reading students on AHSGE.:  $1488.

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

The number of students scoring at Level III or IV on the mathematics portion of the ARMT and the AHSGE will increase by 1%.

Data Results on which goal is based:  Spring 2008 ARMT; Spring 2008 AHSGE

TARGET GRADE LEVEL(S):

6-12 grade

TARGET CONTENT AREA(S): Circle One

Reading         Math        Science         Other

AHSGE:

Reading    Math    Science    Social Studies      Language

ADDITIONAL ACADEMIC INDICATORS:

Graduation rate             

TARGET STUDENT SUBGROUP(S): 

Special Education

COURSES OF STUDY

REFORM STRATEGIES

BENCHMARKS

INTERVENTIONS

RESOURCES

CONTINUOUS LEA REVIEW IN SUPPORT OF THE PLAN

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

what Research-based STRATEGIES/ACTIONS WILL BE USED

TO IMPROVE STUDENT ACADEMIC PERFORMANCE?

(Give specific strategies, not just programs

or program names.)

WHAT DATA WILL BE GATHERED THROUGHOUT THE YEAR TO MEASURE PROGRESS AND

HOW OFTEN WILL PROGRESS BE REVIEWED?

WHAT INCREASE (%)  IN PROFICIENCY IS ANTICIPATED AT EACH MO/QUARTER CHECKPOINT?

HOW WILL THE SCHOOL PROVIDE TIMELY ASSISTANCE TO STUDENTS NOT MASTERING PROFICIENT OR ADVANCED LEVELS AT THESE PLANNED CHECKPOINTS?

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

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

DATE                        +,  -.  N/A

Graphing Linear Equation

AHSGE Standard V Objectives 1, 2, 4:  Graph or identify graphs of linear equations.  Identify graphs of common relations.  Graph lines given certain conditions.

ARMT : Graph linear relations by plotting points.

 STRATEGY: Align high school and middle school  curriculum and current taught resources to master the math objective standards that address graphing linear equations as well as the least mastered course of study standard(s)

ACTION STEPS:

Teachers and support staff will

• ensure that the teaching of concepts follow a natural progression.  Coordinate efforts among grade levels to guarantee continuity in the teaching of the concept of graphing linear equations in grades 6-12.
• identify the least mastered standards from multiple data source
• align the appropriate grade/content area materials and textbooks to identified standards
• Collaboration and cooperation between regular and resource teachers will be used to target special education students.

Curriculum alignment evidence will be documented in lesson plans and discussed at data meetings monthly.

Instructional pacing guides and standards based assessment data will be discussed at data meetings monthly.

All lesson plans reflect the application of students graphing data in every science and math class.

AHSGE-reviewed after each administration of the tests.

In grades 6-8, math and science journals will be shared and discussed at grade level /departmental meeting to assess progress.

At midyear, 100% of teachers will provide evidence of teaching aligned curriculum.

Monthly departmental meeting minutes will reflect data analysis and collaboration between regular and resource teachers.

1% increase in students scoring at level II or IV on the ARMT Math and AHSGE Math

11^th graders diagnosed with  non mastery math deficiencies based on passage of the math portion of the AHSGE, will be placed in skills labs and/or tutored

Refer students scoring below 70% to the BBSST.

Provide before and after school tutoring opportunities to non-proficient students.

Provide peer tutoring opportunities during class time for non-proficient students.

Special Education students will receive intensive small group  instruction from the resource and/or special education teachers.

High Hopes money from the state will be used for one on one tutors:  $1600.

Use of web based computer program USA Test Prep for remediation  paid for using High Hopes money from state:  $1000.00

Graphing Linear Equation

AHSGE Standard V Objectives 1, 2, 4:  Graph or identify graphs of linear equations.  Identify graphs of common relations.  Graph lines given certain conditions.

ARMT : Graph linear relations by plotting points.

Strategy  - Implement explicit, intensive instruction in every math and science class

ACTION STEPS: 

• instruction will focus on student engagement through discussion and graphing of teacher provided and student gathered data
• use graphing review weekly to reinforce skills previously taught
• small group/cooperative learning activities in every classroom to focus on non-mastered graphing skills
• students will keep a math and science journal to facilitate data collection, data analysis, and graphing as part of problem solving support

Standards based teacher made tests and or assignments targeting recognizing logic and arguments.

1% increase in the percentage of students scoring 70% or higher.

100% of 6-8 grade students will keep a math and science journal.

1% increase in students scoring at level II or IV on the ARMT Math and AHSGE Math

11^th graders diagnosed with  non mastery math deficiencies based on passage of the math portion of the AHSGE, will be placed in skills labs and/or tutored

Refer students scoring below 70% to the BBSST.

Provide before and after school tutoring opportunities to non-proficient students.

Provide peer tutoring opportunities during class time for non-proficient students.

Special Education students will receive intensive small group  instruction from the resource and/or special education teachers.

High Hopes money from the state will be used for one on one tutors:  $1600.

Use of web based computer program USA Test Prep for remediation  paid for using High Hopes money from state:  $1000.00

Graphing Linear Equation

AHSGE Standard V Objectives 1, 2, 4:  Graph or identify graphs of linear equations.  Identify graphs of common relations.  Graph lines given certain conditions.

ARMT : Graph linear relations by plotting points.

STRATEGY:  - Establish non-mastery support for at risk students

ACTION STEPS: 

• utilize assessment data from multiple sources (teacher gathered, ARMT student reports, AHSGE reports) to establish cooperative learning groups
• pre-teach skills to students experiencing difficulties
• use supplemental programs such as USA Test Prep, Plato, Odyssey, etc to target instruction and ensure mastery of prerequisite skills necessary to master current standards

Standards based teacher made tests and or assignments targeting recognizing logic and arguments.

AHSGE-reviewed after each administration of the tests.

1% increase in the percentage of students scoring 70% or higher.

100% of 6-8 grade students will keep a math and science journal.

1% increase in students scoring at level II or IV on the ARMT Math and AHSGE Math

11^th graders diagnosed with  non mastery math deficiencies based on passage of the math portion of the AHSGE, will be placed in skills labs and/or tutored

Refer students scoring below 70% to the BBSST.

Provide before and after school tutoring opportunities to non-proficient students.

Provide peer tutoring opportunities during class time for non-proficient students.

Special Education students will receive intensive small group instruction from the resource and/or special education teachers.

High Hopes money from the state will be used for one on one tutors:  $1600.

Use of web based computer program USA Test Prep for remediation  paid for using High Hopes money from state:  $1000.00

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

Data on which goal is based:

TARGET GRADE LEVEL(S):

TARGET ELP LANGUAGE DOMAIN(S):

Circle all that apply.                                                           Reading               Writing              Listening                Speaking                Comprehension

WIDA ENGLISH LANGUAGE PROFICIENCY STANDARDS

REFORM STRATEGIES

BENCHMARKS

INTERVENTIONS

RESOURCES

CONTINUOUS LEA REVIEW IN SUPPORT OF THE PLAN

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

what Research-based STRATEGIES/ACTIONS WILL BE USED

TO IMPROVE ENGLISH LANGUAGE PROFICIENCY?

(List specific strategies, not programs or program names.)

WHAT DATA WILL BE USED THROUGHOUT THE YEAR TO MEASURE PROGRESS? HOW OFTEN WILL PROGRESS BE REVIEWED?

WHAT INCREASE (%) IN PROFICIENCY IS ANTICIPATED WITH EACH REVIEW?

MO/QUARTERLY

HOW WILL THE SCHOOL PROVIDE TIMELY ASSISTANCE TO STUDENTS NOT MAKING ADEQUATE PROGRESS IN LANGUAGE ACQUISITION (APLA) AND OR ATTAINING ENGLISH LANGUAGE PROFICIENCY?

WHAT RESOURCES ARE NEEDED FOR SUCCESSFUL IMPLEMENTATION?

DATE                  +,  -.  N/A

STRATEGY:

ACTION STEP:

STRATEGY:

ACTION STEP:

STRATEGY:

ACTION STEP:

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

what ADDITIONAL OR NEW REFORM STRATEGIES/ACTIONS

WILL BE USED TO ADDRESS THESE CHALLENGES?

WHAT ADDITIONAL RESOURCES (materials, personnel) WILL BE NEEDED TO SUCCESSFULLY IMPLEMENT THESE STRATEGIES?

DOCUMENT CONTINUOUS LEA REVIEW IN  SUPPORT OF PLAN

Teacher Attendance

During the 07-08 school year, we had an average of 3.93 teachers absent per teaching day.

Each semester, teachers who have perfect attendance will receive a week of duty free lunch time.

At the end of the year, the top 10 teachers who have the fewest absences, names will be put in for a drawing in which a gift packages will be the prize.

Parent volunteers to cover lunch duty.

Sponsors from the community will be asked to donate gifts for the gift package.

Student Tardies

For the first 47 days of school in fall of 2008, there was an average of 10.1 students tardy per day.

Each 9 weeks, when a student receives their 3^rd tardy to class or school, they will be given one day of ASD or AM detention for each subsequent tardy until the end of that 9 weeks.  This will take place each 9 weeks.

Students who drive to school and are tardy to school will have driving privileges revoked for one month after the 10^th tardy to school.

Students who are NOT tardy to class will receive one homework pass per class each 9 weeks of perfect attendance and /or popcorn party and /or ball game pass.

Normal school resources will be used.

Community Sponsors will be asked to donate popcorn for the popcorn party.

Student Safety

Reduce the number of who feel unsafe in the gym at East Limestone High school.

Install in the High school gym 3 video cameras linked to our security system so that the gym can be monitored at all times. 

Close the old middle school gym and move students to PE in the high school gym. 

Old Gym is to be torn down and replaced within the next 2 years with a new gym.

School will purchase cameras and county personnel will install and link into system.

Limestone County Board of Education has committed to building a new gym at East Limestone to replace the old one that is unsafe and unusable.

Graduation Rate

9 students enrolled at the end of the 2007-08 school year did not

return (and did not transfer) for the 2008-09 school year.

Implement drop out procedures that include extensive counseling with the parent and the student about the consequences of this decision with school counselors.

Implement a two day waiting period and a meeting with the Pass Coordinator at the central office before they can officially withdraw from school.

Assemblies on the importance of obtaining a high school diploma.

Career guidance programs provided by the counselors.

Normal school resources and personnel

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

Limestone County Board of Education has established the SUCCESS (School Uniting Colleagues Create Effective Successful Students) Mentoring Program as a teacher-oriented program that is

individualized to support and guide all non-tenured teachers in compliance with ALSDE and local guidelines.  The program provides assistance and offers support to all non-tenured teachers

with the goal of increasing student achievement and reducing teacher attrition. The teacher mentors, school coordinators, and district coordinator receive ALSDE training through a series of

modules developed by ALSDE.  The district coordinator, school coordinator, mentor, and mentee work closely together to identify and meet the needs of a new teacher at the beginning of each

school year. Each first year teacher with no previous teaching experience is matched with a mentor by subject, grade level, and location proximity. Mentors and mentees meet on a daily basis up

to 2.5 hours a week and document their meetings while aligning them with Alabama High Quality Teaching Standards. Each new teacher is provided with an opportunity to observe mentor's

classroom and to be observed by the mentor 4 times during the school year. In addition, all new teachers are offered to attend various training sessions concerning classroom management,

discipline and effective instructional practices. All non-tenured teachers who are not new to teaching profession receive mentoring support from a school mentoring coordinator through regular quarterly meetings. Mentors, mentees, and school mentoring coordinators are provided with an ongoing support by SUCCESS district coordinator through meetings, training sessions, personal

contact, and informal observations. SUCCESS mentoring program could be accessed through the website of the Limestone County Schools to view links to educational websites, contact district coordinator, or view upcoming training sessions on a district level.  A supportive culture of trust, collegiality, respect, and teacher confidentiality is in place to support the SUCCESS Mentoring Program.

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

Federal, State and Local funds are coordinated through district and local school initiatives in order to provide needed resources for the instructional program.  This school is not required to set aside 10% of the Title I Budget for professional development as this school is not eligible for Title I funding. (See budget page for details)  

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

Numerous programs are in place to ease the transition of 5^th grade students transferring to East Limestone form Creekside Elementary.  In the spring, all 5^th grade students tour the middle school and meet middle school administrators

and faculty.  A question and answer period is conducted between the administrators, students, and teachers. During pre-registration the middle school counselor and band director schedule days to present information to 5^th grade

students at Creekside concerning class offerings and to answer any questions. On a day separate from this tour, special needs students have the opportunity to come with parents and or aides for a more personalized tour.  During this

time, students can interact with teachers and become more familiar with the facility.  Private tours are also offered by the counselor to any student at the parent's request.  Prior to the first day of school, a 6th grade orientation is held.

At this time the school principal meets with parents and students and they are able to tour the school and meet with the teachers.  

In the area of transition from 8^th grade to high school at East Limestone, the counselor meets with 8^th grade students in the spring.  Students complete a Career Interest Inventory to give them an idea of where their strengths are and

careers that would utilize these strengths.  A ninth grade orientation meeting is held for 8^th grade students and parents during which questions about diploma options are answered.  A 4 year plan is made as a map for them to follow

during their high school career.  Counselors meet with 8^th graders in small groups to discuss high school courses and opportunities.  Pre-registration forms and 4 year plan are sent home for parents to sign and return, so parents have

input into their child's schedule. 

New students who transfer in to East Limestone meet with the school counselor to discuss transition.  Transcripts are examined and course plans are mapped out to ensure that the student remains on track for graduation.

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

East Limestone High school follows the county policy on highly qualified teachers.  Every year district representatives attend job fairs in all areas of Alabama and neighboring states that are sponsored by colleges and universities for the purpose of attracting highly qualified teachers to Limestone County.  Prospective teachers are given information about the school system, city of Athens and neighboring communities and information about the school system.  Contact information is collected from prospective teachers in high-need areas and those teachers are encouraged to apply and consider relocation to the area.  Applications are requested district-wide when openings are available in order to choose only those teachers who are highly qualified.  The decision of hiring highly qualified staff is made at East Limestone by a committee composed of the Principal and vice principals with perhaps the department head of the subject area needed.  Our Principals at East Limestone are required to have the knowledge of each teacher's highly qualified status and the area of the teacher is high qualified to teach.  All scheduling and assignment decisions at East Limestone High school are made using this information.  New teachers are assigned mentors within the school and are monitored for three years by the administration at East Limestone and Central Office staff.  All teachers are required to participate in professional development activities organized by the administration of the East Limestone and encouraged to seek additional professional development activities. Funding for high-quality, on-going activities are provided by local, state and federal funds.

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

East Limestone High School teachers are involved in decisions regarding the use of state academic assessments.  Teacher made assessments are used to determine if students have mastered objectives taught.  These assessments are used to determine if further instruction can continue or if remedial activities are to be implemented.   Teacher input is considered when analyzing assessment results.  The following are ways that teachers collaborate in using test data to guide instruction:

•1.        Faculty meets to analyze AHSGE results and strategies are reviewed to help increase graduation exam scores.

•2.        Multi-grade level meeting help identify instructional gaps or overlaps that may occur.

•3.        Informal grade level and subject area meeting are held to discuss progress of students and steps to be taken to help students who demonstrate weaknesses in identified academic subjects.

•4.        The faculty collaboratively studies the disaggregated data and results of the state assessments.

•5.        Building Based Student Support Team members evaluate data collected on referred students to determine if there are any indicators that would warrant more in depth testing or referral to special services.

•6.        Grade level and subject area data meeting are held to adjust instructional procedures and strategies based on the progress monitoring data.

Teacher representation and teacher input is included on school budget committees, policy committees, textbook selection committees and school calendar committees.  This voice allows teachers to be involved in all areas of overall instruction and testing.

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

All students at East Limestone High School, including those identified as migrant, English language learners, homeless, economically disadvantaged, neglected/delinquent, have access to all services and programs available, including free/reduced lunch, Title I services, ELL services, Special Education Services, At Risk, Reading Recovery and counseling services.  Also, East Limestone High School 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 English language learners have equal access to the same free appropriate public education provided to other children and youths.  All homeless, migratory, and English language learners 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.

The counselor and assistant indentify ELL students upon enrollment.  Each new student receives a Home Language Survey used to determine eligibility for limited-English proficient testing.  Students qualify for testing if the survey indicates 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 (W-APT) to determine if a student is eligible to receive services through the English Language Learner (ELL) program.  Parents or guardians have the right to waive Title III Supplemental ELL services.  If the parent or guardian agrees for the student to receive services, an ELL committee convenes to determine appropriate services and placement for each individual student.  The ELL committee consists of the ELL teacher, parents or guardians of the student, the student's teacher, the school counselor, an interpreter, and/or school administrator.  A variety of services to all ELL students is provided, such as content area tutoring, pull-out ESL, pull-out for individual support, and content based ESL.  An ELL teacher and a bilingual teacher assistant provide services to all ELL students at East Limestone High School.  The ELL teacher assistant also serves as the interpreter to communicate with the parents of ELL students if the need arises.  Parents are provided the opportunity to receive all updates and important school documents in English and their native language.  The ELL committee reviews each student's progress annually.  If the student scores proficient on the WIDA Access Test and is performing at grade level (determined by grades, teacher recommendation, and results of reading standardized tests), the student becomes eligible to exit the ELL program and will be monitored for two years to ensure success.

East Limestone High School 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 Individualized Education Plan (IEP) team convenes to determine the eligibility for special education services.   The IEP team develops the IEP plan based on the results of the evaluations, the concerns of the parents, and the academic, developmental, and functional needs of the child.  To the maximum extent appropriate, special education students are educated with children who 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.  East Limestone High School ensures that children with disabilities have access to a variety of educational programs and services available to non-disabled children, including art, music, ELL, 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.

School counselors are responsible for indentifying homeless students upon enrollment and providing them with support.  The school uses Alabama State Department of Education and federal guidelines and definitions to identify homeless students.  East Limestone High School is contacted by the Department of Human Resources, Social Services, LEA Attendance Officer, or parent to initialize identification of homeless students.  The counseling office and school administrator identify possible services.  If further intervention in necessary, 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 lunch, Title I, ELL, Special Education, At-Risk, and Reading Recovery.  East Limestone High School uses supplementary community resources to provide homeless students with necessary school supplies, clothes, and other items of necessity.

Neglected/delinquent students are indentified at East Limestone High School when contacted by one of the following sources:  The Department of Human Resources, Social Services, LEA Attendance Officer, parent or student.  The school counselor and administrator indentify possible services for neglected/delinquent students.  The school counselor monitors the students' grades and absences and ensures that neglected/delinquent students have access to additional services as needed, including food delivery, school supplies, and clothing.  The LEA Attendance Officer works directly with the courts to ensure parental cooperation concerning attendance for delinquent students.  If further intervention or assistance is needed, the school contacts the district office or community agencies for possible funding or other needs.  Neglected/delinquent students are eligible for to all services and programs available to the rest of the students, including free lunch, Title I, ELL, Special Education, At-Risk, and Reading Recovery. 

Economically disadvantaged students are indentified 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 breakfast and lunch during the school day.  Such students will have equal access to all programs and services available.

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

Students at East Limestone High School who experience difficulty mastering the proficient or advanced achievement standards are provided timely, effective and additional instructional assistance.  Tutoring for student athletes at East Limestone is offered by coaches on a rotating basis on Wednesdays after school.  After school tutorial programs for students in academic need is provided by the East Limestone Junior Beta club at the middle school level.  High School students in need of academic assistance are provided tutoring/practice before or after school when requested of the classroom teachers at East.  Remediation for the AHSGE is provided at scheduled times the week before the tests either before or after school by core teachers who provide study packets and time for question and answer sessions.  Finally, time in the East Limestone computer lab is scheduled at the request of the students in need to the principal or vice principal who open and oversee  the computer lab before and after school for those students who do not have access to a computer at home. 

A. Parental Involvement:  1) Describe how the school will convene an annual meeting to inform parents of Title I requirements and offerings; 2) how there will be a flexible number and format of parent meetings offered; 3) how parents will be involved in the planning, review and improvement of the Title I Program; and 4) how funds allocated for parent involvement are being used in the school.

The CIP will be discussed during the fall PTO meeting at East Limestone High School. Parents may also get information on the CIP at the annual Parenting Day held in October.  Conferences on this day are scheduled flexibly between the hours of noon and 7pm.  Parents are included on the School Leadership Committee and feedback is welcomed throughout the school year.

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

 Progress reports are sent to parents every four and a half weeks. Report cards are sent out every 9 weeks.   East Limestone High School's website is a tool that is utilized to promote correspondence with parents and also has a link to

access the CIP. From our school website, parents can email any of their children's teachers and will get a reply as soon as the teacher is able.  Teachers maintain and turn in conversation logs to administration which shows parent

 contacts.  STI Home is utilized by parents to access their child's grades and see the homework posted by the teacher.  Parenting Day gives parents an opportunity to meet their child's teacher and discuss their academic progress.

Information regarding school policies and course offerings is posted on the Limestone County Website.  School publications are printed in both English and Spanish when possible.  Translations into other languages are provided when

needed.  Conference may be scheduled at the parent's request, with translators provided if necessary.

C. Parental Involvement:  Describe how parents, the school staff, and students share responsibility for improved student academic achievement for participating students (School-Parent Compact).

East Limestone High School has a school wide/system wide Parenting Day each year.  Parenting Day gives parents an opportunity to meet their child's teacher and discuss their academic progress.  Progress reports are sent to parents

Every four and a half weeks.  East Limestone High School's website is a tool that is utilized to promote correspondence with parents.  Teachers are required to turn in conversation logs to administration which shows parent contacts.

STI Home can be utilized by parents to access their child's grades and see the homework posted by the teacher.  Parent/teacher communication and cooperation is strongly encouraged.

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

At the beginning of each school year East Limestone High School brings in its CIP committee to review, evaluate and revise its Continuous Improvement Plan.  There are two parents on the committee who represent all the parents of the school.  During the review process, parents are notified of the review through notices sent home.  The notices make parents aware that the plan is under review, that a copy of the plan is available for review in the library and front office, and that parents have the right to give input regarding the revision of the plan.  The notice also states that after the plan is finalized and approved, if a parent finds the plan to be unsatisfactory, they have the right to submit their concerns in writing to the school, and the school will submit their concerns to the central office at the same time the CIP is submitted.  Parental comments are concerns are to be submitted to the school principal.

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

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

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

East Limestone High School offers training and information to parents through PTO meetings, parenting day, open house, 6^th grade orientation meetings and 8^th grade parent meetings.  Information is also available to parents on the school, system and state websites.

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

      involvement.  (Describe)

  East Limestone utilizes the school website to provide parents with information regarding student achievement and to foster parent involvement.  The System and State websites have practice items on the AHSGE.  USA Test Prep is an on-line program available for use at school and at home for AHSGE remediation.  The Operation Graduation webpage on the System website provides parents with information regarding study skills and parenting tips to improve school performance. Our school also has Parenting Day during the school year.  Parents are encouraged to meet each of their child's teachers discussing topics such as grades, behavior, and attendance.

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

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

   East Limestone High School works with its teachers through in-service, faculty meetings, and grade-level meetings to promote understanding of the importance of parental involvement and parent partnerships. A special emphasis was placed on the need to ensure a closer connection between our schools' indentified goals and our parental involvement activities by our CIP committee.  Therefore, this year our assistant principal will be working closely with each lead teacher to ensure that grade-level meetings include a parental involvement focus such as meeting, phone communication and email as well as progress reports/ report cards. 

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

East Limestone High School coordinates its parent involvement programs for all parents.  The school counselors serve as liaisons between parents and community and civic organizations.  The system ELL coordinator provides translators and translations as needed. 

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

Information on all school meetings, parent notices, etc., is sent to parents of ELL students in both English and their native language.  In addition, East Limestone has a teacher who assists in verbally communicating with these parents when necessary.  Verbal notification is provided as needed to parents with limited literacy skills.

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

East Limestone High School makes every effort to work with parents in meeting their requests as related to their involvement in their children's education. 

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

To the extent that is we are able, East Limestone High School provides opportunities for the participation of parents with limited English proficiency and parents with disabilities.  East Limestone presently has

students who speak a language other than English; therefore, all parent notifications are sent to parents of these children in their native language.  In addition, we have an ELL teacher who is available to assist in

verbal communications with these parents.  Every effort is made to accommodate parents with disabilities.  East Limestone High School is a handicapped-accessible building.

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

WHAT TYPES OF PROFESSIONAL LEARNING WILL BE OFFERED? 

WHEN WILL THE SESSION BE DELIVERED?

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

WHAT ARE THE EXPECTED OUTCOMES OF PROFESSIONAL LEARNING?

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

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

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

Example:  Title II, $....00

Dr. Verry Goode

DOCUMENT CONTINUOUS LEA REVIEW AND SUPPORT RESULTS

Graduation Rate

In service

School professional Day.  1/06/09

1% Increase in the school graduation rate

Sign in sheet on faculty list to show participation.

Monitoring East Limestone High School drop out rate at the end of the school year.

State Department of

Education:  $0.00

Using Differentiated Instruction to

Raise scores on the ARMT, and AHSGE.

In Service

Second Semester

 1% increase in test scores on the ARMT and AHSGE.

Sign in sheet on faculty list to show participation.

Checking ARMT and AHSGE scores at end of the school year.

TBA according to State Financial update.

I.  State Foundation Funds:

State Foundation Funds                                                                                                         TOTAL

Teacher Assigned Units:      57.7      classroom teacher:     57.74               TOTAL OF ALL SALARIES

$3.090,407.00

Administrator Units:      1

Assistant Principal:        2

Counselor:                       2.5

Librarian:                        2.5

Instructional Supplies

$26,296.00

Library Enhancement

$11,504.00

Technology

$16,435.00

Professional Development

  $2,301.00

State ELL Funds                                                                                                                          

           $0.00

II.  Federal Funds:

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

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

BRIEF EXPLANATION and BREAKDOWN OF SPENDING:

N/A

Title II: Professional Development Activities                                                                      TOTAL                         

$24,188.00

BRIEF EXPLANATION and BREAKDOWN OF SPENDING:

$6,457.00 is allocated to fund 1/13 of a SUCCESS Mentoring Coordinator Salary including stipends for local school mentors.  $17,731.00 is pooled at the district level to fund activities such as Aspiring Administrators Academy and district wide professional development initiatives as ARI, HASP, AMSTI, etc.

Title III: For English Language Learners                                                                           TOTAL                            

$0.00

BRIEF EXPLANATION and BREAKDOWN OF SPENDING:

N/A

Title IV:  For Safe and Drug-free Schools                                                                           TOTAL                                

$2,041.00

BRIEF EXPLANATION and BREAKDOWN OF SPENDING:

Title IV funds are pooled at the district level in order to provide SRO (School Resource Officers) at all schools, materials to administer the PRIDE survey and professional development for SRO and administrative staffs at the local school as needed.

Title V:  For 26 different uses; Also called "Innovative Programs"; Includes school improvement, gifted education, nurses, etc.                                                                        TOTAL                                                                                                                                                             

$3,400.00

BRIEF EXPLANATION and BREAKDOWN OF SPENDING:

The Title V funds are pooled at the district level in order to provide a teacher at the Academic Alternative Education Program (BEST Academy).  Based on the number of students that attend the program from the local school each year a portion of a salary is determined.  East Limestone High School's portion is .10%.

Title VI:  For Rural and Low-income Schools                                                                    TOTAL

$0.00

BRIEF EXPLANATION and BREAKDOWN OF SPENDING:

N/A

III. Local Funds ( if applicable)

Local Funds                                                                                                                            TOTAL

BRIEF EXPLANATION and BREAKDOWN OF SPENDING:

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

Date ________________________________

Principal Initials______________

LEA initials  ______________       Other ___________________         

COMMENTS*

*Use additional pages, if needed

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

Date ________________________________

Principal Initials______________

LEA initials  ______________       Other ___________________         

COMMENTS*

*Use additional pages, if needed

REVIEW 2                                                                           Target Date: October    

Purpose:  IMPLEMENTATION - Provide documentation/evidence of improvement.                                   

Date ________________________________

Principal Initials__________

LEA initials  ______________        Other ____________   

COMMENTS*

*Use additional pages, if needed

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

Date ________________________________

Principal Initials____________

LEA initials  ______________        Other: ________________ 

COMMENTS*

*Use additional pages, if needed

REVIEW 4                                                                            Target Date: January

Purpose:  IMPLEMENTATION - Provide documentation/evidence of improvement.                    

Date ________________________________

Principal Initials______________

LEA initials  ______________       Other ___________________         

COMMENTS*

*Use additional pages, if needed

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

Date ________________________________

Principal Initials______________

LEA initials  ______________       Other ___________________         

COMMENTS*

*Use additional pages, if needed

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

Date ________________________________

Principal Initials______________

LEA initials  ______________       Other ___________________         

COMMENTS*

*Use additional pages, if needed

REVIEW 7                                                                             Target Date: April - May

Purpose:  REFLECTIONS/PROJECTIONS - Evaluate each goal, strategy, and action for continuation, revision, or removal.                             

Date ________________________________

Principal Initials______________

LEA initials  ______________       Other ___________________         

COMMENTS*

*Use additional pages, if needed

Use information from Reviews to Evaluate the plan and to update the plan for the coming year.