Acip 2016-2017

ACIP
Alexandria Elementary School

Calhoun County Board of Education
Mr. Derek Cobb

2525 Alexandria Wellington Rd
Alexandria, AL 36250-6307
Document Generated On February 17, 2017

TABLE OF CONTENTS
Executive Summary
Introduction 2
Description of the School 3
School's Purpose 4
Notable Achievements and Areas of Improvement 5
Additional Information 6
Improvement Plan Stakeholder Involvement
Introduction 8
Improvement Planning Process 9
Student Performance Diagnostic
Introduction 12
Student Performance Data 13
Evaluative Criteria and Rubrics 14
Areas of Notable Achievement 15
Areas in Need of Improvement 17
Report Summary 18
ACIP Assurances
Introduction 20
ACIP Assurances 21
ACIP Goals 2016-2017
Overview 24
Goals Summary 25
Goal 1: At Alexandria Elementary School, we will engage learners by decreasing discipline referrals using a Positive
Behavior Intervention Support system. 26
Goal 2: Engage learners through high quality aligned college and career ready standards, instruction, and assessments
for reading. 27
Goal 3: Engage learners through high quality aligned college and career ready standards, instruction, and assessments
for math. 28
Goal 4: Alexandria Elementary School will maintain average daily attendance of 95% or above. 31
Activity Summary by Funding Source 33
Stakeholder Feedback Diagnostic
Introduction 38
Stakeholder Feedback Data 39
Areas of Notable Achievement 41
Areas in Need of Improvement 42
Report Summary 43
Title I Schoolwide Diagnostic
Introduction 45
Component 1: Comprehensive Needs Assessment 46

Component 2: Schoolwide Reform Strategies 49
Component 3: Instruction by Qualified Staff 79
Component 4: Strategies to Attract Qualified Teachers 80
Component 5: High Quality and Ongoing Professional Development 81
Component 6: Transition Strategies 83
Component 7: Teacher Participation in Making Assessment Decisions 85
Component 8: Timely and Additional Assistance to Students Having Difficulty Mastering the
Standards 86
Component 9: Coordination and Integration of Federal, State and Local Programs and Resources 88
Component 10: Evaluation 90
Coordination of Resources - Comprehensive Budget
Introduction 93
I. State Foundation Funds: 94
Title I 95
Title II 96
Title III 97
Title IV 98
Title VI 99
Career and Technical Education-Perkins IV 100
Other 101
Local Funds 102

Strategies to Increase Parental Involvement
Introduction 104
Strategies to Increase Parental Involvement 105

ACIP
Executive Summary
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2017 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
ACIP
Introduction
Every school has its own story to tell. The context in which teaching and learning takes place influences the processes and procedures by
which the school makes decisions around curriculum, instruction, and assessment. The context also impacts the way a school stays faithful
to its vision. Many factors contribute to the overall narrative such as an identification of stakeholders, a description of stakeholder
engagement, the trends and issues affecting the school, and the kinds of programs and services that a school implements to support student
learning.
The purpose of the Executive Summary (ES) is to provide a school with an opportunity to describe in narrative form the strengths and
challenges it encounters. By doing so, the public and members of the school community will have a more complete picture of how the school
perceives itself and the process of self-reflection for continuous improvement. This summary is structured for the school to reflect on how it
provides teaching and learning on a day to day basis.
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ACIP
Description of the School
Describe the school's size, community/communities, location, and changes it has experienced in the last three years. Include
demographic information about the students, staff, and community at large. What unique features and challenges are associated
with the community/communities the school serves?
Alexandria Elementary School is a public school located in Northeast Alabama. It serves students in preschool through fifth grade as part of
the Calhoun County School System. The students that attend Alexandria Elementary School are residents of a rural community with a
population of almost 4,000 people. The Alexandria community has a mix of service industry, manufacturing, retail businesses, and farming.
Most residents commute to work outside the community.
School facilities include 49 classrooms/ resource rooms, media center (including laminating room, office, work room, bookbinding room),
reading intervention room, data room, three computer labs,cafeteria, nurse's office, counselors' suite offices, Principal's office, one assistant
principal's office, one Title I Facilitator's office, bookkeeper's office, receptionist office, teacher workroom, parent resource room, conference
room, janitorial supply rooms, several storage rooms, gym, two playgrounds and walking track.
The total enrollment of AES is currently 794, including preschool. The racial ethnic groups currently represented in the student population are
655 Caucasian students, 93 African American students, four American Indian/ Alaskan Native Students, eight Asian students, two Native
Hawaiian or Pacific Islander, 18 Hispanic students. The percentage of students in each group have
remained relatively unchanged during the last three years. According to the demographic data, 46.86% of the student population are female
and 53.13% are males.
The AES faculty and staff consists of one principal, one assistant principal, one Title I Facilitator, 39 general education teachers, four
resource teachers, one self-contained resource teacher, 2 reading interventionists, speech therapist, two physical education teachers, music
teacher, media specialist, media specialist assistant, two counselors, ten paraprofessionals, one nurse, bookkeeper, two secretaries and one
school resource officer. The average student/teacher average ratio in K- 2nd grade is one teacher for every 17 students. The average
student/ teacher ratio in 3rd grade is one teacher for every 21 students. Fourth and fifth grade teachers have an average of 23 students per
teacher.
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ACIP
School's Purpose
Provide the school's purpose statement and ancillary content such as mission, vision, values, and/or beliefs. Describe how the
school embodies its purpose through its program offerings and expectations for students.
Mission Statement:
Alexandria Elementary School's mission is to instill knowledge, create a love of learning, promote self-discipline, and provide a wholesome,
safe environment through a comprehensive educational program designed to meet the needs of all of our students by enlisting the
cooperative efforts of the home and community. We educate not only for tomorrow's responsible, productive citizen, but also for today's child
through a warm, nurturing environment.
This year's theme is Be A Champion...Teaching and Learning Like A Champion
Alexandria Elementary School Pledge:

On my honor, I will try
to always do my best at school
and obey the Alexandria Elementary School rules.
I will be respectful, be responsible, be safe,
and cooperative, because I can make a difference.
Alexandria Elementary embodies its mission and beliefs through high expectations and support of students. Scientifically, research-based
explicit instruction is the foundation of learning for all students. differentiation of instruction to meet the diverse talents and needs of students
is accomplished through whole group, small group instruction, individual instruction, project-based learning, "Bring Your Own Device"
initiatives, Talented and Gifted programs, English Language Learner program, and collaborative instruction with resource teachers.
Academic support is provided through special education paraprofessionals, reading intervention instruction and Alexandria High School peer
tutors. AES has implemented a modified credit recovery model for students in fourth and fifth grade for remediation of standards not
mastered. Additional academic support is provided through partnership with Jacksonville State University's College of Education through the
pre-service teacher programs such as pre-service practicum, pre-service internship and collaborative internship programs. Other programs
include the daily in-house Broadcast Team, Scholar's Bowl, Technology Team, and Robotics. Alexandria Elementary recognizes the inherent
importance and value of parental involvement as one of the primary stakeholders involved in a student's academic success. Communication
with parents is facilitated through school-wide use of daily planners, weekly classroom newsletters, telephone calls, email and texting
between the teacher/school and the parent. Other communication efforts include the Schoolcast telephone and texting notification system
and availability of online grade monitoring through INOW access. A resource room equipped with tutoring materials and computers with
internet access is available for use by parents, teachers, staff, and other stakeholders.
Parental support is reciprocated through an active Parent Teacher Organization (PTO) whose service includes fundraising and volunteering
for numerous tasks. PTO officers serve on School Improvement Committees, which is referred to as the ACIP. Parents are encouraged to
eat breakfast and lunch with their child, accompany their children on field trips, attend regular conferences with the teachers, attend PTO and
school-wide events, and visit the AES campus. Non-academic support services for students and families are provided through the English
Language Learner (ELL) program, counseling services, homeless liaison, a system-wide social worker, and the use of school facilities for the
community youth sports programs (football, basketball, wrestling, track, baseball, softball, cheerleading and dance line.)
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ACIP
Notable Achievements and Areas of Improvement
Describe the school's notable achievements and areas of improvement in the last three years. Additionally, describe areas for
improvement that the school is striving to achieve in the next three years.
A highly qualified staff is one of Alexandria Elementary School's notable achievements. While all faculty members are highly qualified, 62%
hold a Master's degree, and one staff member has obtained an Educational Specialist Degree. Among them are a Calhoun County Schools
Employee of the Year, Jeremy Wallace, Elementary Teacher Hall of Fame recipient, Peh Yen Poh, and Teacher of the Year, Kellie Young. In
the past four years, the AES faculty has fully implemented formative assessments and data analysis to guide instruction in reading and math.
Technology achievements include the procurement of chromebooks and the establishment of an additional computer lab. AES has a
remaining balance of $1500 from the Lowe's Grant for the use of the outdoor classroom. Students plant, water and observe plants. Students
also are able to learn about the importance of gardening and producing food. We have community stakeholders who volunteer in our school
system, allowing our school to receive money from local businesses.
Targeted areas of academic improvement for the next three years include increasing student achievement in reading and math in third grade
and increasing student engagement through implementation of Project Based Learning (PBL) and the use of technology with the "Bring Your
Own Device Initiative." AES is continuing to partner with the Cerebral Palsy Center to provide a student assistant for the Ice Cream Fridays
Program.
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ACIP
Additional Information
Provide any additional information you would like to share with the public and community that were not prompted in the previous
sections.
Additional events in support of the AES mission for the 2016-2017 school year include the following:
Parent Orientation
Monthly PTO meetings
PTO Open House
Parent Volunteer training
Fall Festival
Harvest Dance
Title I Parent Meetings
Title I Parent Make and Takes
Family Book Fair
AES Beauty Pageant
AES Health Fair and Blood Drive
Red Cross presentations on hygiene (K-2), personal safety (3-5), and emergency preparedness (3-5)
Jump Rope for Heart
Red Ribbon Week activities and pep rally
Alexandria Fire Department presentation on fire safety K-5
Birmingham Children's Theater performances
Farm Day coordinated by Alexandria High School Agriculture Program and Future Farmers of America Chapter
Field Day
Kindergarten field trips to the Zoo and Pumpkin Patch, and Milk & Cookies with Santa
First grade field trips to the Pumpkin Patch
Second grade field trips to McWane Center and Lake Winnie and Alexandria Community Center
Third grade field trips to the Tennessee Aquarium, Flat Stanley Musical, Nutcracker Ballet, Anniston Museum of Natural History
Fourth grade field trips to Janney Furnace and Calhoun County Extension Service Earth Day
Fifth grade field trip to the American Village
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ACIP
Improvement Plan Stakeholder Involvement
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ACIP
Introduction
The responses should be brief, descriptive, and appropriate for the specific section. It is recommended that the responses are written offline
and then transferred into the sections below.
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ACIP
Improvement Planning Process
Improvement Planning Process
Describe the process used to engage a variety of stakeholders in the development of the institution's improvement plan. Include
information on how stakeholders were selected and informed of their roles, and how meetings were scheduled to accommodate
them.
Alexandria Elementary School (AES) stakeholders consist of faculty, staff, students, parents, and community members. Parent Teacher
Organization (PTO) officers and community members are representative of commerce, service, and farming industries and are invited to
serve on the school leadership committee (ACIP). Invitations are extended in August of each school year and the calendar for the regular
monthly meetings are disseminated to parents and stakeholders as well. Roles and responsibilities of stakeholders are discussed at the first
leadership committee meeting. Meetings are scheduled for a weekday afternoon at a mutually agreed upon time and date. In the spring of
2016, the Alexandria Elementary School Leadership Committee met to review strategies, techniques, and programs that would enhance our
goals and facilitate a positive academic environment to promote student achievement. Priorities include: review of the student achievement
data, review of surveys, identify factors that have been successfully mastered and do not need to be included in next year's plan, which
elements have been mastered but still require monitoring during the 2016-2017 school year, and identify and plan for the elements that have
not been mastered and must be included in the 2016-2017 ACIP. In August of 2016, the school leadership team began the process of
analyzing standardized assessment data, survey data, School Incident Report data, Educate Alabama data, the Technology Plan, staff,
parent and student surveys, and other pertinent local data. Results were shared with school faculty, staff, and parents with the opportunity for
input from these stakeholders. The test analysis data and testing protocols were then given to each individual teacher for further analysis
according to content standards in order to target and identify student strengths and weaknesses. This data was subsequently used to
develop intervention plans for struggling students and plans to expand reading and math power for advanced students. Plans are also
developed for all other areas of instruction as well. Teachers met with the Principal. Assistant Principal, and Title I Facilitator to review the
plans prior to implementation. Based upon these plans, the leadership committee determined goals for instructional strategies, professional
development, and budget requirements for the 2016-2017 ACIP. The draft plan will be placed in the school's public network drive for all
faculty and staff to analyze, review and provide input. The plan will then be finalized by the leadership committee and sent to the Calhoun
County Board of Education (CCBOE) for approval and signatures.
Describe the representations from stakeholder groups that participated in the development of the improvement plan and their
responsibilities in this process.
In addition to the initial stages of the ACIP, AES faculty, staff, parents, students, and community members participated in the development of
the ACIP through responses to on-line stakeholder specific surveys. The availability of the surveys and use of the school computers in the
parent resource room for stakeholders access was publicized at the PTO Open House and through classroom newsletters, in-house school
announcements, AES Facebook page, and the school website.
Explain how the final improvement plan was communicated to all stakeholders, and the method and frequency in which
stakeholders receive information on its progress.
The final ACIP plan is accessible to AES faculty and staff on the school's public network drive. It is made available to parents and community
stakeholders on the Alexandria Elementary School website, a hard copy in the school lobby, and a school-wide newsletter is sent home with
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ACIP
all of the students. The ACIP newsletter that is sent home describes the AES school-wide goals on one side and the parent involvement plan
on the other side. A copy of this newsletter will be uploaded to this plan.
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ACIP
Student Performance Diagnostic
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ACIP
Introduction
The Student Performance Diagnostic provides an institution with a process to report summative student assessments. This diagnostic is
significant to the accreditation and continuous improvement process as it serves as a resource for schools to view content area assessment
results required by the state, district, or other entities, determine the quality and reliability of the given assessments, and show the alignment
of the assessments to the school's curriculum. The performance level computed at the completion of the diagnostic is used by the external
review team as a comprehensive report to understand fully the institution's assessment program; the diagnostic should be used in the same
manner by the institution as it engages in improvement planning.
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ACIP
Student Performance Data
Label Assurance Response Comment Attachment

1. Did you complete the Student Performance No The Student Performance Data
Data document offline and upload below? document was completed online
to ensure data is current.
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ACIP
Evaluative Criteria and Rubrics
Overall Rating: 4.0
Statement or Question Response Rating

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

2. Test Administration All the assessments used by the institution to Level 4
determine students' performances, whether
externally acquired or internally developed,
have been administered with complete fidelity
to the administrative procedures appropriate for
each assessment. In every instance, the
students to whom these assessments were
administered are accurately representative of
the students served by the institution.
Appropriate accommodations have been
provided for all assessments so that valid
inferences can be made about all students'
status with respect to all of the institution's
targeted curricular outcomes.

3. Quality of Learning Evidence of student learning promoted by the Level 4
institution is well analyzed and clearly
presented. In comparison to institutions
functioning in a similar educational context,
students' status, improvement, and/or growth
evidence indicates that the level of student
learning is substantially greater than what
would otherwise be expected.

4. Equity of Learning Evidence of student learning indicates no Level 4
significant achievement gaps among
subpopulations of students, or the achievement
gaps have substantially declined.
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ACIP
Areas of Notable Achievement
Which area(s) are above the expected levels of performance?
The areas that were above the expected levels of performance were in reading and math. Fourth grade students had the highest proficiency
in the are of reading with 46.9%. Third grade students had the highest proficiency in the area of math with 60.29%.
Describe the area(s) that show a positive trend in performance.
This is the third year that AES has administered the ACT Aspire Assessment. The areas that show a positive trend in performance include
both Math and Reading. In the area of math, the trend indicated that AES students made gains in all grade levels tested. The most notable
gain was for fourth grade math with a gain of 21.04% of the number of students that were proficient in this area. In the area of reading the
trend in the data indicated that AES students made gains in grade 4. Fourth grade demonstrated a gain of 7.64% of the number of students
that were proficient in this area.
Which area(s) indicate the overall highest performance?
In third grade, 60.29% of the students met the benchmark for math.
Which subgroup(s) show a trend toward increasing performance?
Zero percent of third grade African American students met the reading benchmark for proficiency during the 2014-2015 school year. As
fourth graders during the 2015-2016 school year, this increased to 15% proficiency. This is a gain of 15%.
Between which subgroups is the achievement gap closing?
Disaggregated data from school years 2013-2014 through 2015-2016 indicate a cumulative decrease in achievement gaps in the following
grades and areas:
Third Grade : 5% decrease in reading gap between male and female students
3% decrease in math gap between black/African American and white students
Fourth Grade: 13% decrease in reading gap between male and female students
Fifth Grade : 18% decrease in reading gap between male and female students
2% decrease in reading gap between black/African American and white students
8% decrease in math gap between male and female students
1% decrease in math gap between black/African American and white students
AES is currently establishing a data base for comparison of academic performance between poverty and non-poverty students. ACT Aspire
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ACIP
data for school year 2015-16 baseline data follows.
Third Grade : In reading, 36% of non-poverty students met benchmark; 33% of poverty students met benchmark
Gap of 3% in reading proficiency
In math, 67% of non-poverty students met benchmark; 56% of poverty students met benchmark
Gap of 11% in math proficiency
Fourth Grade: In reading, 65% of non-poverty students met benchmark; 65% of poverty students met benchmark
There is no gap in reading proficiency
Gap of 18% in math proficiency
Fifth Grade : In reading, 61% of non-poverty students met benchmark; 26% of poverty students met benchmark
Gap of 35% in reading proficiency
21% more poverty students met proficiency benchmark than non-poverty students
In science, 62% of non-poverty students met benchmark; 24% of poverty students met benchmark
Gap of 38% in science proficiency
Which of the above reported findings are consistent with findings from other data sources?
Proficiency data by grade level for reading and math is supported by STAR Reading, STAR Math, and STRIDE Academy data.The ACT
Aspire is the only source for disaggregated subgroup data.
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ACIP
Areas in Need of Improvement
Which area(s) are below the expected levels of performance?
With proficiency percentages of 35%, 47%, and 38%, reading is below expected levels of performance in grades three through five,
respectively. In grade five, math is below expected levels of performance. Thirty-six percent of fifth grade students were proficient. Fifth
grade is the only grade to assess science. With 38% proficiency, science is below expected levels of performance.
Describe the area(s) that show a negative trend in performance.
Fifth grade reading proficiency declined 4% from 2015 to 2016, but has a cumulative increase of 14% over three years. Third grade reading
proficiency has a cumulative increase of less than one percent over three years.
Which area(s) indicate the overall lowest performance?
Third and fifth grade reading are the lowest areas of performance at 34% and 38% proficiency, respectively. Fourth grade African American
students scored the lowest on ACT Aspire in reading. Fifteen percent of these students met the proficiency benchmark.
Black/African American students scored the lowest on ACT Aspire in the area of math. Both groups scored 25% proficiency in reading.
Which subgroup(s) show a trend toward decreasing performance?
Over the past three years, ACT Aspire data indicate an 11% cumulative decrease in reading performance for third grade African American
students and a 5% cumulative decrease for fourth grade African American students. There is a 7% cumulative decrease in reading
performance for fourth grade female students. There is an 8% decrease in math performance for fifth grade female students.
Between which subgroups is the achievement gap becoming greater?
ACT Aspire data indicates an increasing achievement gap between African American and white students in the area of reading. For the
three year period, the achievement gap has increased 9% in third grade and 38% in fourth grade. The gap decreased 2% in fifth grade.
Which of the above reported findings are consistent with findings from other data sources?
ACT Aspire is the only source available reporting disaggregated subgroup data.
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ACIP
Report Summary
Scores By Section
Section Score
1 2 3 4
Sections
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ACIP
ACIP Assurances
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ACIP
Introduction
By responding to the questions in ASSIST and attaching evidence when required, the institution has verified whether it meets or does not
meet each of the required ACIP Assurances.
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ACIP
ACIP Assurances

1. The Instructional Leadership Team members Yes The 2016-2017 ACIP Leadership Team
that should be present include the principal, Instructional Leadership Team Signature Page
guidance counselor, district school signature page has been
improvement specialist (or other designee), uploaded to this section.
appropriate content-area teachers, parent
representatives, and student representatives
(as appropriate). Depending on the data,
additional members may include special
population representatives (Technology
Coordinator, Special Education, ELL, etc.),
district federal programs coordinator, district
chief school financial officer, community
stakeholders, or any other member as
appropriate. Documentation will be maintained
on site.

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

3. The institution has designated an employee to Yes Ed Roe - Title IX Compliance EEOC
coordinate efforts to comply with and carry out Officer, Deputy Superintendent
non-discrimination responsibilities. If yes, list 4400 McClellan Blvd Anniston,
the name, position, address and telephone AL 36206 256-741-7411
number of the employee in the comment field. Dr. Charlene Hill - IDEA
Compliance Officer, Special
Education Director 4400
McClellan Blvd Anniston, AL
36206 256-741-7427

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

5. The institution has a School-Parent Compact. If Yes Parent Compact attached Parent Compact
a Title I school, the School-Parent Compact 16-17
contains the required components (NCLB
Section 1118(d)(1-2)(A,B,C)) and was jointly
developed with parents of participating
students.
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ACIP
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ACIP
Overview
Plan Name
Plan Description
ACIP 2016-2017
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ACIP
Goals Summary
The following is a summary of the goals encompassed in this plan. The details for each goal are available in the next section.
# Goal Name Goal Details Goal Type Total Funding

1 At Alexandria Elementary School, we will engage Objectives:1 Organizational $0
learners by decreasing discipline referrals using a Strategies:1
Positive Behavior Intervention Support system. Activities:2
2 Engage learners through high quality aligned Objectives:1 Academic $19857
college and career ready standards, instruction, Strategies:1
and assessments for reading. Activities:4
3 Engage learners through high quality aligned Objectives:1 Academic $16089
college and career ready standards, instruction, Strategies:3
and assessments for math. Activities:5
4 Alexandria Elementary School will maintain Objectives:1 Organizational $2773
average daily attendance of 95% or above. Strategies:2
Activities:3
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ACIP
Goal 1: At Alexandria Elementary School, we will engage learners by decreasing discipline

referrals using a Positive Behavior Intervention Support system.
Measurable Objective 1:
collaborate to decrease office referrals by 5% from a baseline of 379 referrals to a maximum number of 360 referrals by 05/26/2017 as measured by INow.
Strategy 1:
CHAMPS Revisited - All personnel that work with students will be provided a refresher training to continue to implement CHAMPS strategies and approaches in the
school environment. Through the use of this Positive Behavior Intervention, classroom teachers can structure their classrooms to prompt responsible student behavior.
They will teach students to behave responsibly in every school situation. Faculty and staff will focus more time, attention, and energy on acknowledging responsible
behavior in a brief, calm and consistent manner.
Training will be face to face with all school personnel by a CHAMPS trained representatives from CCBOE. Safe and Civil Schools has many examples of district-based
studies where CHAMPS has been implemented with remarkable results. Improvements include reductions in classroom disruptions, office referrals, and in-school and
out-of-school suspensions, along with corresponding increases in teachers' perceptions of efficacy and student motivation and behavior.
Category: Develop/Implement Learning Supports

Research Cited: "CHAMPS is an evidence-based approach to classroom behavior management in that it is not a
curriculum or program but instead a collection of recommendations that are based on more than 30 years of research in the fields of education and psychology.
Activity - Staff Development Activity Type Begin Date End Date Resource Source Of Staff
Assigned Funding Responsible
Professional development through a refresher course of the CHAMPS Professional 08/09/2016 05/26/2017 $0 No Funding Principal,
Proactive and Positive Approach to Classroom Management. Learning, Required Assistant
Behavioral Principal, Title
Support I Facilitator-
Program Caryn
Waugh,
Teachers and
School
Personnel
Activity - Student Recognition and Awards Activity Type Begin Date End Date Resource Source Of Staff
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ACIP
Exemplary student behavior is recognized and rewarded through weekly Behavioral 08/09/2016 05/26/2017 $0 No Funding Assistant
PAWS awards; weekly awarding of school trophies for classroom, lunch Support Required principals,
table, and restroom cleanliness; monthly bus behavior; and Student of the Program secretary, K-5
Month awards. Rewards are procured through donations or non-public regular and
school funds. special
education
teachers and
aides,
custodial staff
Goal 2: Engage learners through high quality aligned college and career ready standards,
instruction, and assessments for reading.
A 2% increase of All Students will demonstrate a proficiency of Pre-K, Kindergarten, First, Second, Third, Fourth and Fifth grade by meeting or exceeding grade level
benchmark scores in general and special education populations in Reading by 05/26/2017 as measured by ACT Aspire results .
Strategy 1:
Explicit Instruction - Use of McGraw Hill Wonders reading series for explicit instruction and guided practice of close reading strategies, comparative writing, and
acquisition of vocabulary through use of context clues and word study skills in grades K-5.
Research Cited: According to Dole, Duggy, Roehler, Pearson (1987) a view of comprehension based on recent models of the reading process is presented next as a
basis for reconceptualizing the comprehension curriculum as a set of five effective comprehensive strategies, one of which was explicit instruction.
Activity - Increase Student Practice Activity Type Begin Date End Date Resource Source Of Staff
Purchase and use of McGraw Hill Wonders reading series workbooks for Academic 08/09/2016 05/26/2017 $10000 Title I Principal,
students in order to increase practice of reading skills in support of reading Support Schoolwide Assistant
College and Career Ready standards and objectives. AR and STAR will Program Principal, Title
be purchased for increased levels of reading comprehension practice and I Facilitator-
assessment. STRIDE Academy's adaptive engine will be used for Caryn
additional classroom practice of reading skills at individual instructional Waugh, All
levels. Reports from these programs will be utilized for data evaluation of Faculty and
the school-wide goals and the Problem Solving Team. The ACT Interim Staff
Online Assessment will also be purchased for grades 3-5 to increase test-
taking practice and to monitor progress toward school improvement goals.
Activity - Intervention Instruction Activity Type Begin Date End Date Resource Source Of Staff
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ACIP
Purchase of Sound Sensible for instruction in grades K-2. Continued use Academic 08/09/2016 05/26/2017 $5257 Title I Part D Principal,
of McGraw Hill Wonderworks Reading Intervention Program and STRIDE Support Assistant
Academy in classroom Tier 2 instruction. Use of McGraw Hill Program Principal, Title
Wonderworks, Rite Flight, Read 180, SPIRE, Orton Gillingham multi- I Facilitator-
sensory strategies with Recipe for Reading, and Multi-sensory Language in Caryn
Tier 3 instruction. Waugh,
Reading
Coach,
Reading
Interventionist
, ELL
Teachers,
General and
Special
Education
teachers
Activity - Skills Instruction Activity Type Begin Date End Date Resource Source Of Staff
The Champion Achievement block will be implemented daily for 45 minutes Academic 08/09/2016 05/26/2017 $0 No Funding Instructional
in third through fifth grade. Based on Stride Academy reports of student Support Required Coach, 3-5
performance, grade level ability groups will focus on standards based Program general and
instruction targeting non-proficient reading skills. Student performance will special
be assessed weekly and grouping adjusted accordingly. Students will be education
recognized on hall bulletin boards for meeting proficiency or improving teachers,
performance by 20% on targeted skills. Celebrations for meeting this special
benchmark include Stride game playing parties, popcorn parties, and extra education
recess. Rewards are funded through donations or non-public school funds. aides
Activity - Quality Staff Training Activity Type Begin Date End Date Resource Source Of Staff
The instructional leaders and teachers at AES will attend professional Professional 08/09/2016 05/26/2017 $4600 Title I Part A Title I
development conferences and workshops in order to increase a deeper Learning Facilitator
understanding of Common Core and Readiness Standards to increase Caryn
academic rigor, instructional capacity, and focus on academic support, and Waugh,
best practices focused on educational improvements. Administrator
s and
Teachers
Goal 3: Engage learners through high quality aligned college and career ready standards,
instruction, and assessments for math.
A 2% increase of All Students will demonstrate a proficiency by meeting or exceeding grade level benchmark scores in general and special education populations in
Mathematics by 05/26/2017 as measured by ACT Aspire results..
SY 2016-2017 Page 28
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Strategy 1:
Math Intervention - V-Math Instructional Kits for grades 3-5. Continued use of STAR Math towards increasing student performance in math and identifying areas of
concerns.

Research Cited: Rosenshine (1983), in a review of research on teacher effectiveness, concluded that highly interactive, briskly paced, clearly presented instruction was
related to high rates of student success.
Activity - IXL Math Activity Type Begin Date End Date Resource Source Of Staff
Purchase and use of IXL Math online resources to provided individualized Technology, 08/09/2016 05/26/2017 $5743 Title I Principal,
math intervention instruction. Academic Schoolwide Assistant
Support Principal, Title
Program I Facilitator-
Caryn
Waugh, K-5
general
education
teachers,
special
education
teachers
Activity - Intervention Instruction and Assessment Activity Type Begin Date End Date Resource Source Of Staff
Use of V-Math Instructional Kits, STAR Math and STRIDE to increase Academic 08/09/2016 05/26/2017 $0 No Funding Principal,
student performance in math and identify areas of concern and focus. Support Required Assistant
Program Principal, Title
I Facilitator-
Caryn
Waugh, K-5
general
education
teachers,
special
education
teachers, ELL
teacher,
paraprofessio
nals
Strategy 2:
Student Engagement - The strategy of student engagement will be implemented through the use of quality instruction and technological devices and programs.
SY 2016-2017 Page 29
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Research Cited: According to Wardlow(2014) Gallup's 2013 State of America's Schools reported that 55% of US K-12 students are "engaged" in the learning process,
while 28% are "not engaged" and 17% are "actively disengaged" and to help with that technology may be one of the keys to increasing the number of engaged students
in America's classrooms.
Activity - Student Engagement through Technology Activity Type Begin Date End Date Resource Source Of Staff
Purchase of technology devices, licenses, and other useful technology for Academic 08/09/2016 05/26/2017 $5746 Title I Principal,
student engagement in math, as well as all other areas of instruction. Support Schoolwide Assistant
Program Principal, Title
I Facilitator-
Caryn
Waugh, all
Faculty and
Staff
Strategy 3:
Explicit Instruction - Use of STRIDE Academy to supplement standards based skills instruction.
Research Cited: Research verifies that explicit instruction of math concepts and procedures lead to improvement in math achievement (Baker, Scott, Russell Gersten,
and Dae-Sik Lee. "A Synthesis of Empirical Research on Teaching Mathematics to Low-Achieving Students." The Elementary School Journal 103.1, 2002).
Activity - Skills Instruction Activity Type Begin Date End Date Resource Source Of Staff
The Champion Achievement block will be implemented daily for 45 minutes Academic 08/09/2016 05/26/2017 $0 No Funding Instructional
in third through fifth grade. Based on Stride Academy reports of student Support Required Coach, 3-5
performance, grade level ability groups will focus on standards based Program general and
instruction targeting non-proficient reading skills. Student performance will special
be assessed weekly and grouping adjusted accordingly. Students will be education
recognized on hall bulletin boards for meeting proficiency or improving teachers,
performance by 20% on targeted skills. Celebrations for meeting this special
benchmark include Stride game playing parties, popcorn parties, and extra education
recess. Rewards are funded through donations or non-public school funds. aides
STRIDE Academy's adaptive engine will be used for additional classroom
practice of reading skills at individual instructional levels.
Activity - Quality Staff Training Activity Type Begin Date End Date Resource Source Of Staff
The instructional leaders and teachers at AES will attend professional Professional 08/09/2016 05/26/2017 $4600 Title II Part A Title I
development conferences and workshops in order to increase a deeper Learning Facilitator
understanding of Common Core and Readiness Standards to increase Caryn
academic rigor, instructional capacity, and focus on academic support, and Waugh,
best practices focused on educational improvements. Administrator
s, and
Teachers
SY 2016-2017 Page 30
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Goal 4: Alexandria Elementary School will maintain average daily attendance of 95% or above.
collaborate to decrease total unexcused absences from 1122 in the previous year by 05/26/2017 as measured by iNow attendance report.
Strategy 1:
Increase Parental Awareness - Increasing parental awareness is a strategy that will be implemented in a manner that is focused on helping parents and guardians learn
how to be more involved in the school planning and review processes, as well as involve parents and guardians in committees that focus on enhancing student
learning, educational experiences at school, and attendance. Parents and guardians will be included and invited to school functions and events in the hopes of further
developing positive relationships and enhancing parental involvement for all students at AES. Great efforts concerning communication between parents and AES staff
will continue. AES will continue to promote a positive learning environment for students that promotes strong parental involvement. AES wants to help parents and
guardians understand the correlation between attendance and student achievement.
Category: Develop/Implement Student and School Culture Program
Research Cited: Research supporting strong parental involvement includes Hope for Urban Education: A Study of Nine High Performing, High Poverty Urban
Elementary Schools (Mayer, D.P., Mullens, J.E., & Moore, M.T., 2000), which states that increased student success is highly correlated with high levels of parental
involvement and high levels of parental communication. Numerous studies confirm a significant correlation between absenteeism and academic achievement and the
critical importance of intervening early in students' school career. Further, a high percentage of unexcused absences puts students at academic risk (Gottfried, M. A.
"Excused Versus Unexcused: How Student Absences in Elementary School Affect Academic Achievement." Educational Evaluation and Policy Analysis, 2009)
Activity - Parent Involvement Activity Type Begin Date End Date Resource Source Of Staff
AES Administration and Faculty will solicit and encourage parent Parent 08/09/2016 05/26/2017 $0 No Funding Principal,
involvement and commitment to increasing attendance. Involvement Required Assistant
Principal, Title
I Facilitator-
Caryn
Waugh, All
Teachers and
Staff
Activity - Parental Communication Activity Type Begin Date End Date Resource Source Of Staff
SY 2016-2017 Page 31
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We will purchase and utilize student planners in order to communicate with Parent 08/09/2016 05/26/2017 $2773 Title I Principal,
parents and guardians concerning student behavior, student achivement Involvement Schoolwide Assistant
and its direct correlation to student success. Principal, Title
I Facilitator-
Caryn
Waugh, All
Teachers and
Staff
Strategy 2:
Increase Student Involvement - Increased student involvement in improving daily attendance will be facilitated by creating a bulletin board to display monthly
attendance for each grade level. Celebration of the grade level with the greatest attendance each month will include recognition on the school-wide broadcast and a
popsicle party. AES will participate in a system-wide attendance drive day that will reward every student in attendance with a slush drink. Awards are acquired through
donations or use of non-public school funds.
Research Cited: Numerous studies confirm a significant correlation between absenteeism and academic achievement and the critical importance of intervening early in
students' school career. Further, a high percentage of unexcused absences puts students at academic risk (Gottfried, M. A. "Excused Versus Unexcused: How Student
Absences in Elementary School Affect Academic Achievement." Educational Evaluation and Policy Analysis, 2009)
Activity - Attendance Recognition and Rewards Activity Type Begin Date End Date Resource Source Of Staff
Increased student involvement in improving daily attendance will be Other - 08/09/2016 05/26/2017 $0 No Funding Principal,
facilitated by creating a bulletin board to display monthly attendance for Attendance Required Assistant
each grade level. Celebration of the grade level with the greatest Support Principals,
attendance each month will include recognition on the school-wide Program Title I
broadcast and a popsicle party. AES will participate in a system-wide Facilitator
attendance drive day that will reward every student in attendance with a Caryn
slush drink. Awards are acquired through donations or use of non-public Waugh,
school funds. Secretary
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Activity Summary by Funding Source
Below is a breakdown of your activities by funding source
Title I Part D
Activity Name Activity Description Activity Type Begin Date End Date Resource Staff
Assigned Responsible
Intervention Instruction Purchase of Sound Sensible for instruction in grades K-2. Academic 08/09/2016 05/26/2017 $5257 Principal,
Continued use of McGraw Hill Wonderworks Reading Support Assistant
Intervention Program and STRIDE Academy in classroom Program Principal, Title
Tier 2 instruction. Use of McGraw Hill Wonderworks, Rite I Facilitator-
Flight, Read 180, SPIRE, Orton Gillingham multi-sensory Caryn
strategies with Recipe for Reading, and Multi-sensory Waugh,
Language in Tier 3 instruction. Reading
Coach,
Reading
Interventionist
, ELL
Teachers,
General and
Special
Education
teachers
Total $5257
Title I Part A
Quality Staff Training The instructional leaders and teachers at AES will attend Professional 08/09/2016 05/26/2017 $4600 Title I
professional development conferences and workshops in Learning Facilitator
order to increase a deeper understanding of Common Core Caryn
and Readiness Standards to increase academic rigor, Waugh,
instructional capacity, and focus on academic support, and Administrator
best practices focused on educational improvements. s and
Teachers
Total $4600
Title I Schoolwide
SY 2016-2017 Page 33
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Student Engagement through Purchase of technology devices, licenses, and other useful Academic 08/09/2016 05/26/2017 $5746 Principal,
Technology technology for student engagement in math, as well as all Support Assistant
other areas of instruction. Program Principal, Title
I Facilitator-
Caryn
Waugh, all
Faculty and
Staff
IXL Math Purchase and use of IXL Math online resources to provided Technology, 08/09/2016 05/26/2017 $5743 Principal,
individualized math intervention instruction. Academic Assistant
Support Principal, Title
Program I Facilitator-
Caryn
Waugh, K-5
general
education
teachers,
special
education
teachers
Increase Student Practice Purchase and use of McGraw Hill Wonders reading series Academic 08/09/2016 05/26/2017 $10000 Principal,
workbooks for students in order to increase practice of Support Assistant
reading skills in support of reading College and Career Program Principal, Title
Ready standards and objectives. AR and STAR will be I Facilitator-
purchased for increased levels of reading comprehension Caryn
practice and assessment. STRIDE Academy's adaptive Waugh, All
engine will be used for additional classroom practice of Faculty and
reading skills at individual instructional levels. Reports from Staff
these programs will be utilized for data evaluation of the
school-wide goals and the Problem Solving Team. The ACT
Interim Online Assessment will also be purchased for
grades 3-5 to increase test-taking practice and to monitor
progress toward school improvement goals.
Parental Communication We will purchase and utilize student planners in order to Parent 08/09/2016 05/26/2017 $2773 Principal,
communicate with parents and guardians concerning Involvement Assistant
student behavior, student achivement and its direct Principal, Title
correlation to student success. I Facilitator-
Caryn
Waugh, All
Teachers and
Staff
Total $24262
No Funding Required
SY 2016-2017 Page 34
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Attendance Recognition and Increased student involvement in improving daily Other - 08/09/2016 05/26/2017 $0 Principal,
Rewards attendance will be facilitated by creating a bulletin board to Attendance Assistant
display monthly attendance for each grade level. Support Principals,
Celebration of the grade level with the greatest attendance Program Title I
each month will include recognition on the school-wide Facilitator
broadcast and a popsicle party. AES will participate in a Caryn
system-wide attendance drive day that will reward every Waugh,
student in attendance with a slush drink. Awards are Secretary
acquired through donations or use of non-public school
funds.
Skills Instruction The Champion Achievement block will be implemented Academic 08/09/2016 05/26/2017 $0 Instructional
daily for 45 minutes in third through fifth grade. Based on Support Coach, 3-5
Stride Academy reports of student performance, grade level Program general and
ability groups will focus on standards based instruction special
targeting non-proficient reading skills. Student performance education
will be assessed weekly and grouping adjusted accordingly. teachers,
Students will be recognized on hall bulletin boards for special
meeting proficiency or improving performance by 20% on education
targeted skills. Celebrations for meeting this benchmark aides
include Stride game playing parties, popcorn parties, and
extra recess. Rewards are funded through donations or
non-public school funds.
Staff Development Professional development through a refresher course of the Professional 08/09/2016 05/26/2017 $0 Principal,
CHAMPS Proactive and Positive Approach to Classroom Learning, Assistant
Management. Behavioral Principal, Title
Support I Facilitator-
Program Caryn
Waugh,
Teachers and
School
Personnel
Parent Involvement AES Administration and Faculty will solicit and encourage Parent 08/09/2016 05/26/2017 $0 Principal,
parent involvement and commitment to increasing Involvement Assistant
attendance. Principal, Title
I Facilitator-
Caryn
Waugh, All
Teachers and
Staff
Student Recognition and Exemplary student behavior is recognized and rewarded Behavioral 08/09/2016 05/26/2017 $0 Assistant
Awards through weekly PAWS awards; weekly awarding of school Support principals,
trophies for classroom, lunch table, and restroom Program secretary, K-5
cleanliness; monthly bus behavior; and Student of the regular and
Month awards. Rewards are procured through donations or special
non-public school funds. education
teachers and
aides,
custodial staff
SY 2016-2017 Page 35
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Intervention Instruction and Use of V-Math Instructional Kits, STAR Math and STRIDE Academic 08/09/2016 05/26/2017 $0 Principal,
Assessment to increase student performance in math and identify areas Support Assistant
of concern and focus. Program Principal, Title
I Facilitator-
Caryn
Waugh, K-5
general
education
teachers,
special
education
teachers, ELL
teacher,
paraprofessio
nals
Skills Instruction The Champion Achievement block will be implemented Academic 08/09/2016 05/26/2017 $0 Instructional
daily for 45 minutes in third through fifth grade. Based on Support Coach, 3-5
Stride Academy reports of student performance, grade level Program general and
ability groups will focus on standards based instruction special
targeting non-proficient reading skills. Student performance education
will be assessed weekly and grouping adjusted accordingly. teachers,
Students will be recognized on hall bulletin boards for special
meeting proficiency or improving performance by 20% on education
targeted skills. Celebrations for meeting this benchmark aides
include Stride game playing parties, popcorn parties, and
extra recess. Rewards are funded through donations or
non-public school funds. STRIDE Academy's adaptive
engine will be used for additional classroom practice of
reading skills at individual instructional levels.
Total $0
Title II Part A
Quality Staff Training The instructional leaders and teachers at AES will attend Professional 08/09/2016 05/26/2017 $4600 Title I
professional development conferences and workshops in Learning Facilitator
order to increase a deeper understanding of Common Core Caryn
and Readiness Standards to increase academic rigor, Waugh,
instructional capacity, and focus on academic support, and Administrator
best practices focused on educational improvements. s, and
Teachers
Total $4600
SY 2016-2017 Page 36
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Stakeholder Feedback Diagnostic
SY 2016-2017 Page 37
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Introduction
The Stakeholder Feedback Diagnostic is designed to analyze the institution's survey results in terms of areas of achievement and areas that
need improvement. Further, the diagnostic is essential to the accreditation and continuous improvement processes in that it provides the
institution with a comprehensive view of the aggregate scores of the surveys administered, and the actual total of respondents for each
survey type to derive a single score for this diagnostic. The performance level score computed at the completion of the diagnostic is used to
broaden and enhance the external review team's understanding of the stakeholder's perceptions of the institution; the diagnostic should be
used in the same manner by the institution as it engages in improvement planning.
SY 2016-2017 Page 38
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Stakeholder Feedback Data

1. Did you complete the Stakeholder Feedback No All Stakeholder surveys were
Data document offline and upload below? completed online.
SY 2016-2017 Page 39
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Evaluative Criteria and Rubrics
Overall Rating: 3.0

1. Questionnaire Administration All required AdvancED questionnaires were Level 4
used by the institution to receive stakeholder
feedback. The minimum response rate for each
population was met (parent questionnaire:
equal to or greater than 20%, student
questionnaire(s): equal to or greater than 40%,
staff questionnaire: equal to or greater than
60%). Questionnaires were administered with
complete fidelity to the appropriate
administrative procedures. In every instance,
the stakeholders to whom these questionnaires
were administered fully represented the
populations served by the institution.
Appropriate accommodations were provided as
necessary for all participants.

2. Stakeholder Feedback Results and Analysis One or more of the stakeholder questionnaires Level 2
had an average item value below 3.20 (on a 5.0
scale). Results of stakeholder feedback
collected by the institution were indifferently
analyzed and presented with little clarity.
SY 2016-2017 Page 40
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Areas of Notable Achievement
Which area(s) indicate the overall highest level of satisfaction or approval?
The area that is indicative of high levels of satisfaction from parents is that 91% feel that our school provides a safe learning environment.
99% of students in grades 3-5 indicated that their teachers want them to do their best. 100% of students in grades K-2 are satisfied that their
teacher wants them to learn and do their best. 98% of our faculty believe that our school has a continuous improvement process based on
data, goals, actions, and measures for growth.
Which area(s) show a trend toward increasing stakeholder satisfaction or approval?
The area showing a trend toward increasing stakeholder satisfaction is our school's ability to ensure the effective use of financial resources.
Current data shows a 6% increase in stakeholder satisfaction from previous years.
Which of the above reported findings are consistent with findings from other stakeholder feedback sources?
All previous Federal surveys reflect these same trends.
SY 2016-2017 Page 41
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Areas in Need of Improvement
Which area(s) indicate the overall lowest level of satisfaction or approval?
The lowest score on the Parent survey indicated that 11% of parents surveyed felt their child was not prepared for success for the next
school year. In grades K-2 6% of students felt their families do not like to come to school. In grades 3-5 20% of students indicated that
principals and teachers did not ask them what they thought about school.
Which area(s) show a trend toward decreasing stakeholder satisfaction or approval?
The area of stakeholder satisfaction showing a decreasing trend is in the area of "my child sees a relationship between what is being taught
and his/her everyday life." 2013-2014 data indicated there were 9% of parents that disagreed to this statement. Current data indicates a 3%
increase to 12% of parents disagreeing with this statement.
What are the implications for these stakeholder perceptions?
The overall stakeholder perceptions are satisfactory in all areas. However, in response to all of the lowest level indicators, teachers and
administrators have implemented activities and social media resources in the classroom to create open lines of communication between
teachers, administrators, and families. Resources such as Remind 101, classroom Facebook pages, school Twitter accounts and a school
public relations representative are all being utilized to bridge the gap between school and home. Parents are also provided with copies of
calendars and newsletters to help them stay current with classroom and school happenings.
Which of the above reported findings are consistent with findings from other stakeholder feedback sources?
All previous Federal surveys reflect these same trends.
SY 2016-2017 Page 42
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Report Summary
Scores By Section
Section Score
1 2 3 4
Sections
SY 2016-2017 Page 43
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Title I Schoolwide Diagnostic
SY 2016-2017 Page 44
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Introduction
This diagnostic tool is aligned to requirements for Title I Schoolwide schools. As described in sections 1111(b)(1), 1114 (b)(1)(A)] and
1309(2) of the Elementary and Secondary Education Act (ESEA), the comprehensive needs assessment (CNA) requirement is met by
completing a School Process Profile and Summary Report. The comprehensive needs assessment must be completed prior to creating a
new plan or annually updating an existing school improvement plan. Use the results of the comprehensive needs assessment to develop
Goals/Objectives/Strategies and Activities. Ensure that the Gap Statements and Causes for Gaps included in the Goals information address
all four measures of data: student achievement data, school programs/process data, perceptions data (must include teachers and parents;
student data is encouraged), and demographic data. The Comprehensive Needs Assessment must also take into account the needs of
migratory children as defined in Title I, Part C, Section 1309(2).
SY 2016-2017 Page 45
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Component 1: Comprehensive Needs Assessment
1. How was the comprehensive needs assessment conducted?
In September, 2016, AES administrative team along with faculty and staff members began the process of analyzing disaggregated
standardized assessment data, survey data, School Incident Report Data, Educate Alabama, Technology Plans, and other pertinent local
data. The school leadership team members analyzed the disaggregated data, including subgroups. Results were shared with the school
faculty in data meetings.
Teacher observation and criterion referenced testing were utilized in order to target students who are struggling or advanced. This data was
subsequently used to develop plans of intervention for struggling students and plans to expand reading and math progress for advanced
students. Teachers met by grade levels and with the principal to review the plans prior to implementation. Other pertinent data that is
included in Part One was gathered by the team and analyzed to determine strengths and weaknesses. All plans for the 2016-2017 school
year are based upon the results of this needs assessment.
2. What were the results of the comprehensive needs assessment?
ACT Aspire 2015-2016

The results of the comprehensive ACT Aspire assessment were as follows: Grade three had 60% of its students meet benchmark
proficiency in Math and 35% in Reading. Grade four had 56% of its students meet benchmark proficiency in Math and 47% in Reading.
Grade five had 36% of its students meet benchmark proficiency in Math and 38% in Reading. These results show a strength in 4th grade
Math and Reading and a weakness in 3rd grade Reading due to a drop of 1%, as well as 5th grade math decreasing 5%.
Discipline
For the 2015-2016 school year, AES had a total of 379 referrals for discipline. Out of the 379 referrals, 19 were for rude behavior, 76 for
rebelliousness, and 50 for scuffles and non-specific intermediate violations. The highest percentage of referrals came from rebelliousness at
20%. Bus referrals decreased 1.5% from 161 in 2014-2015 to 104 in 2015-2016. The bus discipline action plan continued to give bus riders
positive rewards for good behavior if there are no discipline referrals. The students were motivated to act appropriately on the bus, so that
their bus could win the prize of the month. A bulletin board recognized winning buses. In addition, the bus drivers were trained in
implementing CHAMPS on their buses.
Educator Effectiveness
Calhoun County Schools is developing data collection and reporting procedures for the new Educator Effectiveness program. The 2016-
2017 school year will establish baseline data for future analysis and evaluation of instructional strengths and weaknesses.
3. What conclusions were drawn from the results?
SY 2016-2017 Page 46
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Data from the needs assessment allowed our staff to identify and develop goals and strategies for academic performance, discipline, and
professional development. Please see the Goals and Plans portion of the plan for additional information.
4. What information was concluded as a result of analyzing perception, student achievement, school programs/process, and
demographic data?
While all of these factors play an important role in academic and behavioral needs, the areas of improvement rest purely upon improving
through intervention, identification and professional development. Increasing the reading block and targeting intervention students have
improved student achievement. Student achievement is based on understanding of concepts; therefore, all children must have equal
opportunity. Intervention programs allow for all students to benefit. A major feature of this approach is the implementation of academic
interventions. This year, emphasis has been placed on explicit, standards based intervention delivered through grade wide ability groups as
determined by systematic criterion referenced testing in grades three through five. Plans are to expand this "Champion Advancement" block
to kindergarten through second grades next year.
5. How are the school goals connected to priority needs and the needs assessment?
The school goals concerning math, reading, discipline, and professional development needed for the implementation of the strategies
associated with each specific need are based upon greatest student need as detailed in the needs assessment summary. These goals are
connected to the priority needs and the needs assessment through the identification and analysis of school-wide data.
6. How do the goals portray a clear and detailed analysis of multiple types of data?
The goals and activities reflect the student, teacher, parent and community data which all focus on the school needs as identified through
intense review, dialogue and evaluation. Multiple types of date include:
ACT Aspire
SIR Report
Stakeholder Surveys
Staff Surveys
Student Surveys
Educator Effectiveness
STAR Reading and Math Assessments
DIBELS Assessment
PNOA Assessment
STRIDE Academy Reports
7. How do the goals address the needs of the whole school population and special recognition to children who are disadvantaged?
All AES students, including those identified as migrant, limited-English proficient, homeless, economically disadvantaged,
SY 2016-2017 Page 47
ACIP
neglected/delinquent, or disabled, have access to all services and programs available. These include free/reduced lunch, Title I services,
ELL services, Special Education services, At Risk services, and counseling services. Whenever a child is identified by the ELL Home
Language survey, the guidance counselor contacts the ELL teacher for an assessment. All eligible students are tested with the WIDA
Access Placement Test (WS-APT) to determine eligibility. Parents or guardians have the right to waive ELL services. The parents are
provided an opportunity to receive all updates and important school documents in their native language. The ELL committee reviews each
student's progress annually and eligibility is reassessed. The student is monitored for two years to ensure success. The registrar and
principal identify migrant workers upon enrollment. The principal contacts the central office to determine student eligibility for the migrant
program. Migrant students automatically qualify for free breakfast and lunch. At this time, AES does not have any migrant students.
However, if a student is identified, we would notify the LEA for guidelines to meet the needs for the sub population. AES provides special
education services and uses appropriate procedures in accordance with federal and Alabama state laws and regulations. Students with
disabilities are referred to the Problem Solving Team for referral to special education services after intervention attempts have been made.
An IEP is developed by the staff and parents to meet student needs. Qualifying students are eligible to receive special education services for
cognitive, emotional, and physical disabilities, including visually impaired, hearing impaired, and other health impaired services. We have 8
special education teachers, as well as 10 full time aides who assist in the classrooms. The school administrator works in conjunction with the
district level homeless liaison, Becky Cox, to identify homeless students upon enrollment and providing them with support. The school uses
the district guidelines to identify homeless students through the McKinney Vento Program and have access to all services. The school
counselor monitors students' grades and absences and ensures that neglected/delinquent students have access to additional services if
needed. The ELA attendance officer works directly with the courts to ensure parental cooperation concerning attendance for delinquent
students. Economically disadvantaged students are identified through the application for free and reduced lunches. Student with low family
income will be identified as economically disadvantaged students and will be eligible to receive free or reduced lunches. 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. Additionally, the counselor works with community based groups to provide school supplies and food items through the
Back Pack Club for these students.
SY 2016-2017 Page 48
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Component 2: Schoolwide Reform Strategies
1. Identify the strategies in the schoolwide plan that focus on helping all students reach the State's standards.
Goal 1:
At Alexandria Elementary School, we will engage learners by decreasing discipline referrals using a Positive Behavior Intervention Support
system.
collaborate to decrease office referrals by 5% from a baseline of 379 referrals to a maximum number of 360 referrals by 05/26/2017 as
measured by INow.
Strategy1:
CHAMPS Revisited - All personnel that work with students will be provided a refresher training to continue to implement CHAMPS strategies
and approaches in the school environment. Through the use of this Positive Behavior Intervention, classroom teachers can structure their
classrooms to prompt responsible student behavior. They will teach students to behave responsibly in every school situation. Faculty and
staff will focus more time, attention, and energy on acknowledging responsible behavior in a brief, calm and consistent manner.
Training will be face to face with all school personnel by a CHAMPS trained representatives from CCBOE. Safe and Civil Schools has many
examples of district-based studies where CHAMPS has been implemented with remarkable results. Improvements include reductions in
classroom disruptions, office referrals, and in-school and out-of-school suspensions, along with corresponding increases in teachers'
perceptions of efficacy and student motivation and behavior.

curriculum or program but instead a collection of recommendations that are based on more than 30 years of research in the fields of
education and psychology.
Activity Funding Amount

Activity - Staff Development Begin Date End Date Staff Responsible
Type & Source
Behavioral Principal, Assistant
Professional development through a refresher Support $0 - No Funding Principal, Title I Facilitator-
course of the CHAMPS Proactive and Positive Program 08/09/2016 05/26/2017 Required Caryn Waugh, Teachers
Approach to Classroom Management. Professional and School Personnel
Learning
SY 2016-2017 Page 49
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Activity - Student Recognition and Awards Begin Date End Date Staff Responsible
Type & Source
Exemplary student behavior is recognized and
rewarded through weekly PAWS awards; Assistant principals,
weekly awarding of school trophies for Behavioral $0 - No Funding secretary, K-5 regular and
classroom, lunch table, and restroom Support 08/09/2016 05/26/2017 Required special education teachers
cleanliness; monthly bus behavior; and Student Program and aides, custodial staff
of the Month awards. Rewards are procured
through donations or non-public school funds.
Goal 2:
Engage learners through high quality aligned college and career ready standards, instruction, and assessments for reading.
A 2% increase of All Students will demonstrate a proficiency of Pre-K, Kindergarten, First, Second, Third, Fourth and Fifth grade by meeting
or exceeding grade level benchmark scores in general and special education populations in Reading by 05/26/2017 as measured by ACT
Aspire results .
Strategy1:
Explicit Instruction - Use of McGraw Hill Wonders reading series for explicit instruction and guided practice of close reading strategies,
comparative writing, and acquisition of vocabulary through use of context clues and word study skills in grades K-5.
Research Cited: According to Dole, Duggy, Roehler, Pearson (1987) a view of comprehension based on recent models of the reading
process is presented next as a basis for reconceptualizing the comprehension curriculum as a set of five effective comprehensive strategies,
one of which was explicit instruction.

Activity - Increase Student Practice Begin Date End Date Staff Responsible
Type & Source
Purchase and use of McGraw Hill Wonders
reading series workbooks for students in order
to increase practice of reading skills in support
of reading College and Career Ready standards
and objectives. AR and STAR will be
purchased for increased levels of reading
comprehension practice and assessment. Principal, Assistant
STRIDE Academy's adaptive engine will be Academic $10000 - Title I Principal, Title I Facilitator-
used for additional classroom practice of Support 08/09/2016 05/26/2017 Schoolwide Caryn Waugh, All Faculty
reading skills at individual instructional levels. Program and Staff
Reports from these programs will be utilized for
data evaluation of the school-wide goals and
the Problem Solving Team. The ACT Interim
Online Assessment will also be purchased for
grades 3-5 to increase test-taking practice and
to monitor progress toward school improvement
goals.
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Activity - Intervention Instruction Begin Date End Date Staff Responsible
Type & Source
Purchase of Sound Sensible for instruction in Principal, Assistant
grades K-2. Continued use of McGraw Hill Principal, Title I Facilitator-
Wonderworks Reading Intervention Program Caryn Waugh, Reading
and STRIDE Academy in classroom Tier 2 Academic $5257 - Title I Part Coach, Reading
instruction. Use of McGraw Hill Wonderworks, Support 08/09/2016 05/26/2017 D Interventionist, ELL
Rite Flight, Read 180, SPIRE, Orton Gillingham Program Teachers, General and
multi-sensory strategies with Recipe for Special Education
Reading, and Multi-sensory Language in Tier 3 teachers
instruction.

Activity - Skills Instruction Begin Date End Date Staff Responsible
Type & Source
The Champion Achievement block will be
implemented daily for 45 minutes in third
through fifth grade. Based on Stride Academy
reports of student performance, grade level
ability groups will focus on standards based
instruction targeting non-proficient reading Instructional Coach, 3-5
skills. Student performance will be assessed Academic $0 - No Funding general and special
weekly and grouping adjusted accordingly. Support 08/09/2016 05/26/2017 Required education teachers,
Students will be recognized on hall bulletin Program special education aides
boards for meeting proficiency or improving
performance by 20% on targeted skills.
Celebrations for meeting this benchmark
include Stride game playing parties, popcorn
parties, and extra recess. Rewards are funded
Goal 3:
Engage learners through high quality aligned college and career ready standards, instruction, and assessments for math.
A 2% increase of All Students will demonstrate a proficiency by meeting or exceeding grade level benchmark scores in general and special
education populations in Mathematics by 05/26/2017 as measured by ACT Aspire results..
Strategy1:
Student Engagement - The strategy of student engagement will be implemented through the use of quality instruction and technological
devices and programs.
Research Cited: According to Wardlow(2014) Gallup's 2013 State of America's Schools reported that 55% of US K-12 students are
"engaged" in the learning process, while 28% are "not engaged" and 17% are "actively disengaged" and to help with that technology may be
one of the keys to increasing the number of engaged students in America's classrooms.
Activity - Student Engagement through Activity Funding Amount

Begin Date End Date Staff Responsible
Technology Type & Source
Principal, Assistant
Purchase of technology devices, licenses, and Academic $5746 - Title I Principal, Title I Facilitator-
other useful technology for student engagement Support 08/09/2016 05/26/2017 Schoolwide Caryn Waugh, all Faculty
in math, as well as all other areas of instruction. Program and Staff
Strategy2:
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Math Intervention - V-Math Instructional Kits for grades 3-5. Continued use of STAR Math towards increasing student performance in math
and identifying areas of concerns.

Research Cited: Rosenshine (1983), in a review of research on teacher effectiveness, concluded that highly interactive, briskly paced, clearly
presented instruction was related to high rates of student success.

Activity - IXL Math Begin Date End Date Staff Responsible
Type & Source
Academic
Purchase and use of IXL Math online resources Principal, Title I Facilitator-
Support $5743 - Title I
to provided individualized math intervention 08/09/2016 05/26/2017 Caryn Waugh, K-5 general
Program Schoolwide
instruction. education teachers,
Technology special education teachers
Activity - Intervention Instruction and Activity Funding Amount

Assessment Type & Source
Principal, Title I Facilitator-
Use of V-Math Instructional Kits, STAR Math Academic Caryn Waugh, K-5 general
and STRIDE to increase student performance $0 - No Funding
Support 08/09/2016 05/26/2017 education teachers,
in math and identify areas of concern and Required
Program special education
focus. teachers, ELL teacher,
paraprofessionals
Strategy3:
Research Cited: Research verifies that explicit instruction of math concepts and procedures lead to improvement in math achievement
(Baker, Scott, Russell Gersten, and Dae-Sik Lee. "A Synthesis of Empirical Research on Teaching Mathematics to Low-Achieving Students."
The Elementary School Journal 103.1, 2002).

Type & Source
instruction targeting non-proficient reading
skills. Student performance will be assessed
weekly and grouping adjusted accordingly. Instructional Coach, 3-5
Academic
Students will be recognized on hall bulletin $0 - No Funding general and special
Support 08/09/2016 05/26/2017
boards for meeting proficiency or improving Required education teachers,
Program
performance by 20% on targeted skills. special education aides
STRIDE Academy's adaptive engine will be
used for additional classroom practice of
Goal 4:
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Alexandria Elementary School will maintain average daily attendance of 95% or above.
Strategy1:
Increase Parental Awareness - Increasing parental awareness is a strategy that will be implemented in a manner that is focused on helping
parents and guardians learn how to be more involved in the school planning and review processes, as well as involve parents and guardians
in committees that focus on enhancing student learning, educational experiences at school, and attendance. Parents and guardians will be
included and invited to school functions and events in the hopes of further developing positive relationships and enhancing parental
involvement for all students at AES. Great efforts concerning communication between parents and AES staff will continue. AES will continue
to promote a positive learning environment for students that promotes strong parental involvement. AES wants to help parents and guardians
understand the correlation between attendance and student achievement.
Research Cited: Research supporting strong parental involvement includes Hope for Urban Education: A Study of Nine High Performing,
High Poverty Urban Elementary Schools (Mayer, D.P., Mullens, J.E., & Moore, M.T., 2000), which states that increased student success is
highly correlated with high levels of parental involvement and high levels of parental communication. Numerous studies confirm a significant
correlation between absenteeism and academic achievement and the critical importance of intervening early in students' school career.
Further, a high percentage of unexcused absences puts students at academic risk (Gottfried, M. A. "Excused Versus Unexcused: How
Student Absences in Elementary School Affect Academic Achievement." Educational Evaluation and Policy Analysis, 2009)

Activity - Parent Involvement Begin Date End Date Staff Responsible
Type & Source
AES Administration and Faculty will solicit and Parent $0 - No Funding Principal, Title I Facilitator-
encourage parent involvement and Involvement 08/09/2016 05/26/2017 Required Caryn Waugh, All
commitment to increasing attendance. Teachers and Staff

Activity - Parental Communication Begin Date End Date Staff Responsible
Type & Source
We will purchase and utilize student planners in Principal, Assistant
order to communicate with parents and Parent $2773 - Title I Principal, Title I Facilitator-
guardians concerning student behavior, 08/09/2016 05/26/2017
student achivement and its direct correlation to Involvement Schoolwide Caryn Waugh, All
Teachers and Staff
student success.
Strategy2:
Increase Student Involvement - Increased student involvement in improving daily attendance will be facilitated by creating a bulletin board to
display monthly attendance for each grade level. Celebration of the grade level with the greatest attendance each month will include
recognition on the school-wide broadcast and a popsicle party. AES will participate in a system-wide attendance drive day that will reward
every student in attendance with a slush drink. Awards are acquired through donations or use of non-public school funds.
Research Cited: Numerous studies confirm a significant correlation between absenteeism and academic achievement and the critical
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importance of intervening early in students' school career. Further, a high percentage of unexcused absences puts students at academic risk
(Gottfried, M. A. "Excused Versus Unexcused: How Student Absences in Elementary School Affect Academic Achievement." Educational
Evaluation and Policy Analysis, 2009)
Activity - Attendance Recognition and Activity Funding Amount

Rewards Type & Source
Increased student involvement in improving
daily attendance will be facilitated by creating a
bulletin board to display monthly attendance for
each grade level. Celebration of the grade level Other -
with the greatest attendance each month will Principal, Assistant
Attendance $0 - No Funding
include recognition on the school-wide 08/09/2016 05/26/2017 Principals, Title I Facilitator
Support Required
broadcast and a popsicle party. AES will Caryn Waugh, Secretary
Program
participate in a system-wide attendance drive
day that will reward every student in attendance
with a slush drink. Awards are acquired through
2. Identify the strategies in the schoolwide plan that increase the quality and quantity of instruction.
Goal 1:
system.
measured by INow.
Strategy1:

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Type & Source
Professional Principal, Assistant
Professional development through a refresher Learning $0 - No Funding Principal, Title I Facilitator-
course of the CHAMPS Proactive and Positive Behavioral 08/09/2016 05/26/2017 Required Caryn Waugh, Teachers
Approach to Classroom Management. Support and School Personnel
Program

Type & Source
Goal 2:
Aspire results .
Strategy1:
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Type & Source
goals.

Type & Source

Type & Source
and STRIDE Academy in classroom Tier 2 Academic $5257 - Title I Part Coach, Reading
instruction. Use of McGraw Hill Wonderworks, Support 08/09/2016 05/26/2017 D Interventionist, ELL
instruction.
Goal 3:
Strategy1:
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Strategy2:


Type & Source
Technology
Academic $5743 - Title I
Support Schoolwide
Program special education teachers

focus. teachers, ELL teacher,
paraprofessionals
Strategy3:
Research Cited: Research verifies that explicit instruction of math concepts and procedures lead to improvement in math achievement
(Baker, Scott, Russell Gersten, and Dae-Sik Lee. "A Synthesis of Empirical Research on Teaching Mathematics to Low-Achieving Students."
The Elementary School Journal 103.1, 2002).
SY 2016-2017 Page 57
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Type & Source
Academic
Support 08/09/2016 05/26/2017
Program
Goal 4:
Strategy1:

Type & Source
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Type & Source
Teachers and Staff
student success.
Strategy2:

Support Required
Program
3. Identify the research-based reform strategies in the schoolwide plan that align with the findings of the needs assessment.
Goal 1:
system.
measured by INow.
SY 2016-2017 Page 59
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Strategy1:


Type & Source
Behavioral Principal, Assistant
Professional development through a refresher Support $0 - No Funding Principal, Title I Facilitator-
course of the CHAMPS Proactive and Positive Program 08/09/2016 05/26/2017 Required Caryn Waugh, Teachers
Approach to Classroom Management. Professional and School Personnel
Learning

Type & Source
Goal 2:
Aspire results .
Strategy1:
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Type & Source
goals.

Type & Source
and STRIDE Academy in classroom Tier 2 Academic $0 - No Funding Coach, Reading
instruction. Use of McGraw Hill Wonderworks, Support 08/09/2016 05/26/2017 Required Interventionist, EL
instruction.

Type & Source
Goal 3:
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Strategy1:
Research Cited: Research based

Type & Source
Academic
Support 08/09/2016 05/26/2017
Program
Strategy2:

Strategy3:

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Type & Source
Technology
Academic $5743 - Title I
Support Schoolwide
Program special education teachers

focus. teachers,
paraprofessionals
Goal 4:
Strategy1:
SY 2016-2017 Page 63
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Type & Source

Type & Source
Teachers and Staff
student success.
Strategy2:

Support Required
Program
4. Identify the research-based reform strategies in the schoolwide plan that align with the findings of the needs assessment.
Goal 1:
system.
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measured by INow.
Strategy1:


Type & Source
Professional Principal, Assistant
Professional development through a refresher Learning $0 - No Funding Principal, Title I Facilitator-
course of the CHAMPS Proactive and Positive Behavioral 08/09/2016 05/26/2017 Required Caryn Waugh, Teachers
Approach to Classroom Management. Support and School Personnel
Program

Type & Source
Goal 2:
Aspire results .
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Strategy1:

Type & Source
instruction.

Type & Source
goals.

Type & Source
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Goal 3:
Strategy1:

Strategy2:


focus. teachers,
paraprofessionals
SY 2016-2017 Page 67
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Type & Source
Academic
Program Schoolwide
Strategy3:

Type & Source
Academic
Support 08/09/2016 05/26/2017
Program
Goal 4:
Strategy1:
SY 2016-2017 Page 68
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Type & Source

Type & Source
Teachers and Staff
student success.
Strategy2:

Support Required
Program
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5. Identify the strategies in the schoolwide plan that provide a level of interventions for students who need the most instructional
support.
Goal 1:
Aspire results .
Strategy1:

Type & Source
instruction.

Type & Source
SY 2016-2017 Page 70
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Type & Source
goals.
Goal 2:
Strategy1:


Type & Source
Academic
Program Schoolwide

focus. teachers,
paraprofessionals
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Strategy2:

Strategy3:

Type & Source
Academic
Support 08/09/2016 05/26/2017
Program
6. English Language Proficiency Goal (Should address identified weaknesses and gaps):
Goal 1:
SY 2016-2017 Page 72
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Aspire results .
Strategy1:

Type & Source

Type & Source
instruction.
SY 2016-2017 Page 73
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Type & Source
goals.
Goal 2:
Strategy1:

Type & Source
Academic
Support 08/09/2016 05/26/2017
Program
Strategy2:
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Strategy3:


focus. teachers,
paraprofessionals

Type & Source
Academic
Program Schoolwide
7. Identify the strategies in the schoowide plan that provide an enriched and accelerated curriculum for select students and
support progress for all students.
Goal 1:
SY 2016-2017 Page 75
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Aspire results .
Strategy1:

Type & Source

Type & Source
instruction.
SY 2016-2017 Page 76
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Type & Source
goals.
Goal 2:
Strategy1:

Strategy2:
SY 2016-2017 Page 77
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Type & Source
Academic
Support 08/09/2016 05/26/2017
Program
Strategy3:


focus. teachers,
paraprofessionals

Type & Source
Academic
Program Schoolwide
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Component 3: Instruction by Qualified Staff

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

2. Do all of the teachers meet the state Yes
requirements? If no, what is the number that
has not met state requirements and what is
being done to address this?
3. Describe how staffing decision ensure that qualified, well trained teachers provide instruction and how their assignments most
effectively address identified academic needs.
Efforts are made at the Calhoun County Board of Education central office level to recruit effective, highly qualified teachers to schools in the
system. Representatives of the system attend various career fairs throughout the northern half of the state. Job vacancies are posted to the
system web site and updated daily. The system welcomes student interns from the local state university to complete pre-service teaching
requirements in our school, providing the system with a pool of prospective employees. Transcripts and applications are screened to insure
that teachers recommended for hire meet the NCLB highly qualified teacher requirements.
The Calhoun County Board of Education personnel department administrative assistants screen all applicants to determine if they are
currently certified in Alabama and are eligible for highly qualified status. If new applicants do not meet criteria for highly qualified status, they
cannot be considered for employment in Calhoun County Board of Education schools.
At the current time, all faculty hold highly qualified status. Alexandria Elementary School is staffed with 57 certified and 19 non-certified
personnel and one school nurse. All certified staff are assigned to their field of certification or expertise by the school administrator.
Additionally, all faculty and instructional staff participate in school-wide planning committees based upon each member's interests or
strengths. It is felt that whenever personnel have ownership in decisions being made in the organization, a sense of belonging and
accomplishment is fostered among the stakeholders.
Each year high quality professional development is planned to improve instructional strategies and knowledge of current best practices in
education after an analysis of data from testing and surveys is conducted. Over the past five years, the instructional personnel at AES
participated in an average of 38 hours of professional development per year, 14 hours more than institutional requirements. Funding for high
quality, ongoing activities is provided by local, state and federal funds. Alexandria Elementary is an AMSTI school. Science teachers are
currently participating in AMSTI training for the realignment of new science standards. Ninety-seven percent of teachers are also OGAP
trained in math strategies.
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Component 4: Strategies to Attract Qualified Teachers
1. What is the school's teacher turnover rate for this school year?
There was a 6% (3/54) turnover rate of certified personnel for AES. AES lost two teacher units due to decreased enrollment and one teacher
resigned to relocate to another school.
2. What is the experience level of key teaching and learning personnel?
While all faculty members are highly qualified, 37% hold a bachelor's degree, 63% hold a master's degree.
3. If there is a high turnover rate, what initiatives has the school implemented to attempt to lower the turnover rate?
The AES faculty turnover rate is low at 6%. The loss of two of three faculty members was due lack of funds based on decreased enrollment.
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Component 5: High Quality and Ongoing Professional Development
1. Identify the professional development activities included in the schoolwide plan that are high quality, effective, and research-
based?
AES faculty members will continue to incorporate BYOD with additional training from i21 zone. The teachers will collaborate to develop
lessons to incorporate PBL and the use of devices into the classroom to engage learners. The faculty will continue to incorporate the positive
behavior intervention system CHAMPS to focus on reducing disciplne referrals and misbehaviors in the classroom and common school
areas. The faculty will have a follow-up training session to refresh our staff on the framework of CHAMPS. All faculty and staff will undergo
dyslexia awareness training to better prepare them for meeting the needs of students who may identify as dyslexic.
2. Identify the professional development opportunities for teachers, principals, paraprofessionals, other staff, and parents that are
included in the schoolwide plan?
AES teachers participated in the following professional development sessions, as planned for in the Continuous Improvement Plan.
CHAMPS Positive Behavior Intervention plan
District wide Math, Science and Reading Professional Learning Teams
AMSTI Science and OGAP Math training
Summer Institutes focusing on teacher instructional needs
Diversity training
Effects, Implications, and Strategies for Instruction of Poverty Students
CLAS Summer Conference for administrators
Ron Clark Academy site visits
Site Visits to other in district and out of district schools
Administrator Data PLC's
Dyslexia awareness training
3. Identify the teacher mentoring activities included in the schoolwide plan. For example, new or inexperienced teachers are given
support from an assigned master teacher.
New teachers participate in a mentoring program at the district level. The new teacher mentoring program is directed by and overseen by
central office staff. New teachers participate in book studies of The Classroom Management Book and The First Days of School by Harry
Wong. Participating teachers meet three times per year. They are monitored by onsite visits once a month. Additional resources given to
new teachers include the book The Essential 55 by Ron Clark.
4. Describe how this professional development is "sustained and ongoing."
Professional development days are built into the school calendar. Teachers participate in collaborative discussions each week at grade level
meetings. The teachers grow as professionals by having the opportunity to participate in job-embedded professional development.
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Teachers also visit other classrooms to observe best practices and follow up with reflections for the Educator Effectiveness program.
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Component 6: Transition Strategies
1. Identify the strategies in the schoolwide plan that support and assist students in transitioning from one grade level to the next.
For example, preschool preparation for Kindergarten and/or eighth grade transition to high school.
A positive transition concerning school is critical to children's success. At AES we focus on individual students which results in positive
growth in students.
Transition from Preschool:

Preregistration takes place in April before the next school year. This allows for opportunities for parents to talk with kindergarten teachers,
ask questions, review requirements, and discuss expectations before the child enters kindergarten. Notices of pre-registration are distributed
to area childcare centers, preschool programs, newspapers, churches, and local businesses. publications of academic and developmental
expectations are provided to parents at pre-registration. Postcards and welcoming letters are sent to students prior to the beginning of
school. Kindergarten screening during pre-registration allows teachers to identify student strengths and weaknesses and to plan instruction
accordingly.
Kindergarten Transition:
Kindergarten teachers invite students and parents to "Meet and Greet Day" one week prior to the beginning of school. Evening orientation is
provided for parents of kindergarten students. Children with developmental delays are identified through the "Child Find" program in the
Special Education Department. Preschool children who are identified and need speech services receive services from the speech therapist
at AES.
New Transfers to AES:

Initial parent-teacher conferences are arranged soon after the student enters AES. New students are assigned a "Buddy" to assist with
acclimating to routines and procedures. If possible, the teacher contacts the student's previous teacher to discuss academic progress or any
issues necessary. Student performance is immediately assessed through STAR Reading and Math assessments. Office staff notify
teachers immediately upon receipt of student records for timely review. New students entering AES who are identified with academic deficits
in reading or math are immediately placed in Tier II intervention and/or presented at the next Problem Solving Team (PST) meeting for
consideration for Tier III placement.
Transfers Within District:

Calhoun County School system had developed a curriculum pacing guide that is aligned with the Alabama Course of Study and ACT Aspire
to prevent gaps in instruction due to transferring from one district school to another.
Grade Level Promotion:

In July, students are notified of their teacher for the next year. Data analysis of student assessments allows teachers to familiarize
themselves with students' strengths and weaknesses. This allows the teachers to plan instruction and intervention.
Transition to Middle School:

The AES Problem Solving Team identifies special needs of students and includes Student Improvement Plans when transferring records.
Fifth grade students visit Alexandria High School in May to become familiar with their new school.
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Component 7: Teacher Participation in Making Assessment Decisions
1. What measures are in place to include teachers in decisions regarding the use of results of statewide academic assessments?
Teachers are involved in reviewing data resulting from statewide academic assessments at the beginning of each school year. Analysis of
grade level data determines CIP goals. Teachers further analyze grade level standards based criterion referenced data generated from
Stride Academy reports to guide intervention instruction in support of the CIP academic goals.
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Component 8: Timely and Additional Assistance to Students Having Difficulty Mastering the
Standards
1. What is the process to identify students who experience difficulty mastering the State's academic achievement assessment
standards at an advanced or proficient level?
Teachers are involved in student achievement data analysis for the purpose of improving the academic achievement of all students through
informal and formal assessment measures. ACT Aspire data is analyzed at the beginning of the school year to make initial determinations
concerning student placement and instruction. DIBELS, STAR Reading, and STAR Math assessments are administered every nine weeks.
The ACT Aspire Interim Assessment is given once each semester. Data generated from these progress monitoring assessments, along with
classroom criterion referenced assessments and teacher observation, allow teachers to continuously identify struggling students.
2. How is timely, effective, additional assistance provided to students who are experiencing difficulty mastering the State's
academic achievement assessment standards at an advanced or proficient level?
Data from regularly administered DIBELS, STAR, and ACT Aspire interim assessments as well as formative assessments within classrooms
allow teachers to adjust student placement as needed in daily small group and Tier 2 instruction. In grades three through five, intervention
instruction through implementation of Stride Academy in the morning Champion Advancement block assesses and regroups students weekly
based on proficiency of the standards based skill. Students with Individual Educational Plans and 504 Plans received additional support from
instructional coaches and collaborative teachers. Tier 3 reading intervention is provided by special education collaborative teachers and the
reading interventionist. Grade level Problem Solving Teams meet monthly to implement and monitor Individual Student Plans for students
struggling with academic progress and behavior preventing academic progress.
3. How are students' individual needs being addressed through differentiated instruction in the classroom?
Individual student needs are addressed through small group instruction, student choice in assignments, differentiated activities, PBL
initiatives, use of technology and BYOD (Bring Your Own Device), daily intervention, ability grouped instruction during Champion
Advancement block, and accommodations provided by Individual Education Plans.
4. Describe how the school provides opportunities for the most academically needy students to receive support and reinforcement
of academic skills BEYOND THE REGULAR SCHOOL DAY.
AES offers after-school tutoring opportunities for students that need additional support beyond the school day. This service is offered three
days a week.
5. Describe procedures used to address challenges for EACH group of Migrant, English Language Learners, Economically
Disadvantaged, Special Education, Neglected and/or Delinquent, and Homeless Students.
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Numerous procedures are in place to address challenges of students in these categories. AES does not have any migrant students at this
time; however, district plans and procedures are in place to address the needs of migrant students. English Language Learner students
receive instruction, academic support and assistance through the ELL teacher. Regular communication with parents through
announcements, newsletters, etc., is facilitated with language translation programs. Economically disadvantaged and neglected students are
eligible for free or reduced priced meals. School counselors monitor students' grades and absences and ensure that neglected/delinquent
students have access to additional services if needed. Collaborative assistance from community organizations provide school supplies,
clothing, food, and help with Christmas gifts. AES holds an annual food drive to contribute to local food banks and utilizes the school cast
notification system to inform parents of local food distribution sites and dates. Administrators and teachers meet regularly with special
education teachers to enhance collaborative instruction and ensure IEPs are adhered to and modified based on student needs. Homeless
students receive support and assistance through AES counselors and district liaison Becky Cox, in accordance with the McKinney-Vento Act.
6. Special Populations as listed in the Carl D. Perkins Career and Technical Education Act of 2006 - Describe procedures used to
address challenges for EACH group of individuals with disabilities, individuals from economically disadvantaged families
(including foster children), individuals preparing for non-traditional fields, single parents (including single pregnant women),
displaced homemakers, and individuals with limited English proficiency.
Non-applicable for elementary schools
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Component 9: Coordination and Integration of Federal, State and Local Programs and Resources
1. In what ways are the programs coordinated and integrated toward the achievement of the schoolwide goals?
All sources of money and resources including grants, donations, contributions, gifts from the PTO and partners in education are integrated
and coordinated into the financial management and instructional planning of Alexandria Elementary School.
The School-Wide program is funded through federal funds provided by the Elementary and Secondary Education Act. AES qualifies as a
School-Wide program. Funding for Title I, II, and IV are utilized and become available to supplement and strengthen the entire school
program. Utilization of all these funds are directly linked to and utilized in support of Continuous Improvement Plan goals for student
achievement. State funds are utilized in employment of highly qualified staff and for instructional materials in support of CIP student
achievement goals. Local funds from the district board of education are utilized to defray costs for educational field trips. Local donated
resources are used to assist students and to maintain an educationally engaging school environment. Coordination of specific programs are
outlined in response to Component 9, Question 2.
2. List the State, Federal and local programs that are consolidated/coordinated in the schoolwide program and describe how all
programs and resources are coordinated and integrated toward the achievement of the schoolwide goals.
All sources of money and resources including grants, donations, contributions, gifts from the PTO and partners in education are integrated
and coordinated into the financial management and instructional planning of Alexandria Elementary School.
The School-Wide program is funded through federal funds provided by the Elementary and Secondary Education Act. AES qualifies as a
School-Wide program. Funding for Title I, II, and IV are utilized and become available to supplement and strengthen the entire school
program.
State of Alabama School Foundation Program:

The State of Alabama funds the BASIC programming in terms of teacher units based on student enrollment. For the 2016-2017 school year,
the state is funding 53.44 units (plus benefits), ELL, and textbook monies.
Title I - Part A (Federal):

This money is used to supplement regular funded programming. For the 2016-2017 school year, Title I monies are being used to fund
professional development, IXL Math Intervention, computers/laptops, software, programs/materials/services for student and parent use, and
other materials and instructional supplies. This budget total of $124,805.52 is spent in addition to state and local monies.
Title II - Part A (Federal):

This money will be used for professional development activities. The Title II budget for 2016-2017 us $2700.00.
Local and Private Donations:

AES is supported through donations of service and monies from various organizations and agencies. These services and funds are
coordinated with the identified needs of the school through the School Leadership Committee. Some of these organizations are:
Alexandria Parent Teacher Organization
Alexandria Civitan Club
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Partners in Education
Vulcan-Alexandria Programs for Youth
The Retired Senior Voluteers
Calhoun County Extension Office
3. How does the school coordinate and integrate the following Federal, State and local services in a manner applicable to the grade
level to support achievement of the schoolwide goals: violence prevention programs, nutrition programs, housing programs, Head
Start, adult education, vocational and technical education, and job training.
Alexandria Elementary School participates in the Federal Child Nutrition Program, serving breakfast and lunch daily. Other specified
programs are not applicable to AES.
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Component 10: Evaluation
1. How does the school evaluate the implementation of the schoolwide program?
All AES faculty participate in Continuous Improvement Plan committees. Committees meet at the beginning of the school year to review the
plan and modify goals based on current data. The Leadership Committee meets monthly to monitor progress in the implementation of the
school-wide program. Teachers and administrators participate in walk through observations to confirm implementation of goal related
strategies and activities. ACT Aspire Interim, STAR Reading, STAR Math, and DIBELS benchmark assessments are administered and data
analyzed to monitor progress toward goals.
2. How does the school evaluate the results achieved by the schoolwide program using data from the State's annual assessments
and other indicators of academic achievement?
AES uses formative and summative assessments that correlate with the state standards and assessments to ensure all students' needs are
met and taught in a differentiated and meaningful manner. Goals and objectives are based on data from the ACT Aspire and other
benchmark assessments outlined in previous responses.
3. How does the school determine whether the schoolwide program has been effective in increasing the achievement of students
who are furthest from achieving the standards?
Continual progress monitoring, guiding instruction based on student needs and continuing to provide intervention and RTI methodology to all
students promotes school growth and development. ACT Aspire Interim, STAR Reading, STAR Math, PNOA, Stride Academy, formative
and summative criterion based assessments guide instruction to better meet the needs of students that are furthest from achieving the
standards.
4. What process is followed by the school to revise the plan as necessary, based on the evaluation, to ensure continuous
improvement of students in the schoolwide program?
The processes followed by the school to revise the plan to ensure continuous improvement of students in the school wide program include
the following:
Continual analysis of beginning, middle, and end of year benchmark assessments (ACT Aspire Interim, STAR, DIBELS)
Monthly Problem Solving Team meetings as part of the RTI process
Data meetings conducted every nine weeks following issuance of report cards and completion of benchmark assessments
Analysis and feedback concerning professional development
Use of Stride Academy in standards based intervention block
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ACIP
5. Are there any goals you are keeping from the previous year? If so, describe the progress in meeting these goals.
AES is continuing academic goals based on College and Career Readiness standards and ACT Aspire data to increase student academic
proficiency. Fourth grade reading proficiency increased. Third and fifth grade reading proficiency decreased. Math proficiency increased in
grades three through five. AES will also continue the behavior goal, having achieved the 2% decrease in discipline referrals. Strategies and
activities have been evaluated and adjusted to support achievement of these goals to a higher degree of success.
6. What goals did you change from your previous year's CIP? Why did you delete or change these goals?
The goal to increase stakeholder perception has been deleted from the 2016-2017 plan. While stakeholder survey data indicates isolated
areas of relative concern, there is a trend of consistently high stakeholder satisfaction. A new goal to increase student attendance has been
added to the plan.
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ACIP
Coordination of Resources - Comprehensive

Budget
SY 2016-2017 Page 92
ACIP
Introduction
List all federal, state, and local monies that the school uses to run its program.
SY 2016-2017 Page 93
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I. State Foundation Funds:
FTE's Earned Units Placed Total Salaries

FTE Teacher Units 48.94 51.81 2,529,108.00
Administrator Units 1.00 1.00 82,160.00
Assistant Principal 1.00 1.00 63,893.00
Counselor 1.50 1.50 85,497.00
Librarian 1.00 1.00 55,412.00
Career and Technical Education Administrator 0.00 0.00 0.00
Career and Technical Education Counselor 0.00 0.00 0.00
Technology 0.00 0 9,050.00
Professional Development 0.00 0 3,409.00
State ELL Funds 0.00 0 0.00
Instructional Supplies 0.00 0 21,667.00
Library Enhancement 0.00 0 1,136.00
Totals 2,851,332.00
SY 2016-2017 Page 94
ACIP
Title I
Label Question Value

1. Improving the Academic Achievement of the Disadvantaged 124805.52
Provide the total.
Provide a brief explanation and breakdown of expenses.
Total allocation for AES Title 1: $122,032.35

Facilitators Salary and Benefits: $86,086.00
Instructional materials, supplies, testing: $26,746.35
Professional Development: $9,200.00
Parental Involvement: $2,773.17

1. ARRA Funds 0.0
Provide the total.
Provide a brief explanation and a breakdown of expenses.
We do not receive ARRA funds
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Title II

1. Professional Development Activites 2700.0
Provide the total.
Title II funds will be used to provide teachers and administrators with on-going professional development. These funds will be used for
conferences, workshops, professional organizations and other on-going professional development opportunities. These funds will also be
used to pay for substitutes for teachers when attending professional development during the school day.
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Title III

1. For English Language Learners 0.0
Provide the total.
not applicable
SY 2016-2017 Page 97
ACIP
Title IV

1. Safe and Drug-Free Schools 0.0
Provide the total.
not applicable
SY 2016-2017 Page 98
ACIP
Title VI

1. For Rural and Low-income Schools 0.0
Provide the total.
not applicable
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Career and Technical Education-Perkins IV

1. Basic Grant (Title I) 0.0
Provide total.
not applicable

1. Tech Prep (Title II) 0.0
Provide the total.
not applicable
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Other

1. 21st Century, Learn and Serve, Even Start, School Improvement 0.0
Grant
Provide the total.
not applicable
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Local Funds

1. Provide the total 153450.44
Provide a brief explanation and breakdown of expenses
The general fund money is used to purchase instructional supplies, materials, and other school resources. In addition, these funds are
generated through fall festival, school programs, fundraisers, field day, yearbook sales, general vending, student concessions, AES beauty
pageant, football for youth.
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Introduction
All Title I Schoolwide and Targeted Assistance Schools must complete the following diagnostics: the Stakeholder Feedback Diagnostic, the
Parent Involvement Diagnostic, the Coordination of Resource/Comprehensive Budget Diagnostic, and EITHER the Title I Targeted
Assistance Diagnostic OR the Title I Schoolwide Diagnostic. Parent Survey must be done annually, but it can be done electronically or by
paper.
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1. Describe how the school will convene an annual meeting to inform parents of the school's participation in Title I and explain Title
I requirements, including the 1% set-aside, and the right of parents involved.
AES holds an annual PTO meeting where information regarding student services is presented. In addition to an initial daytime Title I meeting
where a PowerPoint about Title I services is presented, a nighttime session is conducted as well. Mrs. Cox, the Parent Involvement Specialist
for Calhoun County Schools, presents the program. Information pamphlets regarding Title I schools are made available to parents.
2. Describe: 1) How there will be a flexible number and format of parent meetings offered; 2) How parents will be involved in the
planning, review and improvement of the Title I Program (Note: State the school's process for how all Title I parents have the
opportunity for involvement in decision-making.); and 3) How funds allocated for parent involvement are being used in the school.
AES strives to accommodate the needs of parents by scheduling meetings at various times and provides different types of meetings to
appeal to the interest of different parents throughout the school year. Grade levels offer various programs and opportunities for parents to be
involved in the education of their child. These include parent education notes in weekly grade level newsletters, evening educational
meetings, concerning the purpose of assessment, and interaction with school technology and curriculum workshops. Parent surveys are
used to determine topics of interest and parental preference for meeting times and formats. Funds for parent involvement are used for
student planners and to provide resources for parents in our Parent Resource Room.
3. 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.
Parents are informed of programs under Title I, curriculum, assessments and expectations regularly throughout the school year. The
Parent/Teacher/Student Compact is distributed and explained to all parents at the beginning of the year, either at grade level Orientations or
individually. A commitment to partnership and used to reinforce this concept at our school, the compact states each stakeholder's
responsibilities. The compacts are signed and kept by the classroom teacher for use during conferences. Each year a school agenda
provides parents with pertinent information and dates regarding upcoming events that focus on academic achievements, celebrations various
programs, and serves as a daily communication tool between parents and teachers, Teachers send home weekly newsletters containing
parent education notes, weekly classroom events, assignments, and educational expectations. All written forms of communication are
available in the student's home language through the use of TransAct or Systran translation programs. Services of the English Language
Learner teacher are also utilized in this endeavor. AES webpage, Facebook page, and Twitter page are updated to give parents access to
current events and access to the parental involvement section of the ACIP.
Parents are informed of their child's academic progress through home access of iNow, to check their child's grades and attendance on-line,
or either a progress report or report card every four and a half weeks throughout the school year and monthly rate of improvement reports for
Response to Intervention students. Parent education in regard to understanding student assessment data is provided during parent
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orientation, newsletters, and personal contact through notes, e-mail, phone and conferences. Parents are encouraged to contact their child's
teacher or an administrator for a conference at any time via telephone, planner note, or e-mail.
Parents are provided opportunity to formulate suggestions and participate as appropriate in decisions related to the education of their child
through close collaboration with classroom teachers and, for those to which it applies, through the special education referral process and
Individual Education Plan meetings. Parent representatives serve on the CIP team and provide input into policy and the plan. The results of
parent surveys are utilized to provide revisions to policy, plans, and the CIP. At the district wide Parent Involvement Council meeting, parents
are allowed to make and submit (to the SDE) comments if they disagree with any aspect or component of the LEA's Consolidated Application
for NCLB funds. Parents also serve on a Parent Advisory Committee at the district level and are given annual evaluations of the content and
effectiveness of the Title I parental involvement program. The School District will revise its Parental Involvement Policy on the basis of this
annual review.
4. Describe how parents, the school staff, and students share responsibility for improved student academic achievement for
participating students (How the School-Parent Compact is jointly developed with Title I parents; how it is used, reviewed, and
updated).
AES revised the Parent/Teacher/Student Compact in May 2011 as part of its annual review of programs through a coordinated effort of the
school staff members, our parents, administrators, and LEA. All parents are given a copy of the new compact at the beginning of the school
year, and it is explained to the parents. The compacts are discussed at faculty meetings with the teachers. These compacts are a
commitment to partnership and used to reinforce this concept at our school. The compact states each person's responsibilities. Each person
signs the compact and the classroom teacher keeps a copy in her room to utilize during conferences. Revisions and updates to the compact
are made as needed.
5. Describe procedures to allow parents to submit comments of dissatisfaction with the Continuous Improvement Plan.
In September of each year, AES CIP committee convenes to review, evaluate, and begin revisions of its CIP. There are parent
representatives on this team who provide input into the policy and plan. This spring parent surveys were sent home to provide further input
into the programs of our school. The results from surveys are utilized to provide revisions to policy and plans. The CIP annual
reviews/revisions are conducted through September of each academic year. Parents will be informed the plan is under review and the final
plans will be posted on the website and are available in our library, counseling offices, and administrative offices. At the district wide Parent
Involvement Council meeting, parents are allowed to make and submit (to the SDE) comments if they disagree with any aspect or component
of the LEA's Consolidation Application for the NCLB funds. Parents are given surveys, which allow for input regarding parental involvement.
These surveys are reviewed and suggestions are made to the Continuous Improvement Team where parents are also members. Parents
also serve on a Parent Advisory Committee at the district level and are given annual evaluations of the content and effectiveness of the Title
1 Parental Involvement Program. The school district will revise its Parental Involvement Policy on the basis of this annual review. Parents
may make and submit any comments of dissatisfaction with the School Improvements Policy and Plan to the LEA by calling the Federal
Programs office at the Calhoun County Board of Education: (256)741-7434. Any disagreement that cannot be resolved will be noted on the
policy and plan. Parents are included as members of our Continuous Improvement Planning Team as well as various other committees. We
have a Parent and Community Involvement Committee that meets annually to read, review, and revise the Parent, Teacher, and School
Compact. We also use home surveys as a means to assess our strengths and weaknesses. Whenever areas of weakness are identified,
sub-committees of the CIP will develop plans for improvement as part of our school-wide plan.
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6a. 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:
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)
Parents are informed of topics such as state content standards, state achievement standards, assessments, and how to monitor their child's
progress through parent orientation meetings, grade level newsletters, administrator newsletters, and parent-teacher conferences.
Additionally, parents are invited to contact their child's teacher by telephone, note, or e-mail at any time that they have questions or concerns.
Parents are informed of Title I rights and requirements through PTO and Title I meetings and the Parent-Teacher-Student Compact. Parents
are informed of their child's academic progress through weekly updates in newsletters, notes in planners, mid-term progress reports, nine-
week grading period report cards, and parent-teacher conferences. An instructional letter on how to access their child's grades on the iNOW
home portal is sent home in August and January. A computer is available in the Parent Resource Room for those without internet access at
home. Parents are also encouraged to use computers to complete surveys and registration procedures in the computer lab classrooms
during orientations and open house.
6b. Describe how the school will build capacity for parental involvement including how parents will be encouraged to become
involvement.)
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)
Materials and a computer for parents to use when working with their child are available at the AES Parent Resource Room and the Calhoun
County Schools Resource Center, located at the central office. Literacy training opportunities are provided by AES, the Calhoun County
School's Parent Involvement Specialist, and CCS Math Specialists through newsletters, and parent make and take sessions.
6c. Describe how the school will build capacity for parental involvement including how parents will be encouraged to become
involvement.)
Shall educate teachers, office personnel, and other school staff, with the assistance of parents, in the value and utility of
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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)
AES's Title I Facilitator, assisted by Becky Cox, CCS Parent Involvement Specialist, provides support of faculty, staff and parents in
communication, education, and coordination of programs in support of the school-home partnership.
6d. Describe how the school will build capacity for parental involvement including how parents will be encouraged to become
involvement.)
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)
AES provides a Parent Resource Room with a computer, equipment and materials for use by parents in support of their child's education. It
is available for daily use. Parent programs and activities in support of this mission include: parent volunteer training, Make and Take
workshops, parent tips in newsletters, monthly PTO activities/fundraisers, chaperone opportunities within the grade level for field trips, Open
House/Parent Nights, grade level programs and plays, reading nights/book fairs, Fall Festival, and guest reader.
6e. Describe how the school will build capacity for parental involvement including how parents will be encouraged to become
involvement.)
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)
All parent notifications are sent to parents in their native language. Services are provided by a full time ELL teacher. Teachers utilize
TransAct or Systran translation programs, allowing information to be sent home in sixteen different languages. AES has an active website,
Facebook page and Twitter page. Administrators and teachers actively use the School Cast telephone system and Remind 101 texting
system to keep parents apprised of important information and events. Curriculum goals are reviewed during orientation days for school, with
information given for access to the course of study on the ALSDE website.
6f. 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.)
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Shall provide such other reasonable support for parental involvement activities as parents may request. (Describe)
Annual parent surveys are conducted to solicit parent requests and suggestions for activities and improvement to the educational program at
AES. Information provided by these surveys helps in the planning of what, when and where programs for students and parents will be
offered. Parent survey results in the past five years have resulted in implementation of music instruction by a certified music teacher, annual
AES Beauty Pageant, and parent notifications by text message.
7. 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.
At this time, AES has no migrant students. All parent notifications are sent to parents in their native language. Services are provided by a full
time ELL teacher. Teachers utilize TransAct or Systran translation programs, allowing information to be sent home in sixteen different
languages. AES has an active website, Facebook page and Twitter page. Administrators and teachers actively use the School Cast
telephone system and School 101 auto texting system to keep parents apprised of important information and events. Curriculum goals are
reviewed during orientation days for school, with information given for access to the course of study on the ALSDE website. The entire AES
facility is at ground level, with not stairs, and entirely handicap accessible. Communication with hearing and visually impaired parents is
facilitated by services of a contracted individual.
SY 2016-2017 Page 109


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ACIP

Alexandria Elementary School

Mr. Derek Cobb

Document Generated On February 17, 2017

Description of the School 3

Notable Achievements and Areas of Improvement 5

Improvement Plan Stakeholder Involvement

Improvement Planning Process 9

Student Performance Diagnostic

Student Performance Data 13

Evaluative Criteria and Rubrics 14

Areas of Notable Achievement 15

Areas in Need of Improvement 17

ACIP Goals 2016-2017

Activity Summary by Funding Source 33

Stakeholder Feedback Diagnostic

Stakeholder Feedback Data 39

Evaluative Criteria and Rubrics 40

Areas of Notable Achievement 41

Areas in Need of Improvement 42

Title I Schoolwide Diagnostic

Component 1: Comprehensive Needs Assessment 46

Component 3: Instruction by Qualified Staff 79

Component 4: Strategies to Attract Qualified Teachers 80

Component 5: High Quality and Ongoing Professional Development 81

Component 6: Transition Strategies 83

Component 7: Teacher Participation in Making Assessment Decisions 85

Component 10: Evaluation 90

Coordination of Resources - Comprehensive Budget

I. State Foundation Funds: 94

Career and Technical Education-Perkins IV 100

Local Funds 102

Strategies to Increase Parental Involvement 105

Description of the School

This year's theme is Be A Champion...Teaching and Learning Like A Champion

Alexandria Elementary School Pledge:

Notable Achievements and Areas of Improvement

Improvement Plan Stakeholder Involvement

Improvement Planning Process

Improvement Planning Process

Student Performance Diagnostic

Student Performance Data

Label Assurance Response Comment Attachment

Evaluative Criteria and Rubrics

Overall Rating: 4.0

Statement or Question Response Rating

Statement or Question Response Rating

Statement or Question Response Rating

Statement or Question Response Rating

Areas of Notable Achievement

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

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

Which area(s) indicate the overall highest performance?

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

Between which subgroups is the achievement gap closing?

data for school year 2015-16 baseline data follows.

Areas in Need of Improvement

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

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

Which area(s) indicate the overall lowest performance?

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

Between which subgroups is the achievement gap becoming greater?

Evaluative Criteria and Rubrics 4