Buhl Elementary School

Assurances

The Instructional Leadership Team members that must be present include the principal, guidance counselor, district school improvement specialist (or other designee),

appropriate content-area teachers, parent representatives, and student representatives (as appropriate). Depending on the data, additional members may include special

population representatives (Technology Coordinator, Special Education, ELL, etc.), district federal programs coordinator, district chief school financial officer, community

stakeholders, or any other member as appropriate. Documentation will be maintained on site.

Upon submission of the Continuous Improvement Plan, the LEA assures that the plan has been properly reviewed and approved by the local Board of Education.

Documentation will be maintained on site.

Indicates LEA Principal Approval based on Assurances listed above.

Part I NEEDS ASSESSMENT- SUMMARY OF DATA
Provide a brief description of the planning process, including how teachers will be involved in decisions regarding the use of state academic assessments,
and other data sources in order to provide information on and to improve the achievement of individual students and the overall instructional program and
how parents were involved with faculty and staff in developing, and implementing the CIP (Title I, Section 1116(b)(A)(viii):
Instructional Leadership Team Names and Positions

lThe Leadership Team must include the principal, faculty [including ELL resource lead teacher if applicable], staff, parents, community stakeholders,

and/or students.

lIdentify position held, e.g., Administration, Faculty, Staff, Grade Level and/or Subject Area, Parents and Community members)

Part I (cont.) NEEDS ASSESSMENT- SUMMARY OF DATA

SUMMARY OF NEEDS BASED ON A COMPREHENSIVE REVIEW OF DATA

I have reviewed theAnnual Accountability Results Report

Part I (cont.) NEEDS ASSESSMENT- SUMMARY OF DATA
Briefly describe the process your faculty used to conduct the needs assessment (analysis of all data).
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In the spring of 2011 grade level teachers met to review the 2010-11 Continuous Improvement Plan to assess the degree to which implementation strategies have been met. The CIP team

then compiled the information to assess our program. In the spring of 2011, the CIP team analyzed test data and the goals of the plan to assess the elements which have been successful

and those still requiring continued monitoring for the 2011-2012 school year. In the fall of 2011, August and September, the entire school faculty met to disaggregate standardized

assessment data and other local data. The team also analyzed data from a parent survey sent home in the spring of 2011. The school leadership team met to suggest strategies,

professional development, and budget requirements for the CIP and Title I plans. When the draft was completed the entire faculty reviewed it and suggested modifications if needed. The

finalized CIP was sent to the district office for approval.

Linda LaFoy - Administrator; Charlene Harbin - Counselor; Heather Beasley -Kindergarten Teacher; Shannon Thomas - Fifth Grade; Aprile Fields - Librarian; Patricia White - Second Grade

Teacher; Danielle Livingston - Fourth Grade Teacher; Kim Booth - Parent; Charlotte Alvarez - ELL Specialist; Stephanie Smith - Parent

gfedcb

In the spring of 2011 grade level teachers met to review the 2010-11 Continuous Improvement Plan assessing the degree to which implementation strategies have been met. The CIP team

Buhl Elementary School - Schoolwide - Revision Started Continuous Improvement Plan - 2/1/2012

System: Tuscaloosa County School: Buhl Elementary School Page 1 of 20

Highly Qualified Teachers (HQT): Describe how staffing decisions ensure that highly qualified, well-trained teachers provide instruction and how their
assignments most effectively address identified academic needs.
Number and percentage of teachers Non-HQT:
Number and percentage of Classes Taught by Non-HQT:
Alabama High School Graduation Exam (AHSGE):
Strengths:
Weaknesses:
Alabama Reading and Mathematics Test (ARMT):
Strengths:
Weaknesses:
Alabama Science Assessment:
Strengths:

then compiled the information to assess our program. In the fall of 2011 the CIP team analyzed test data and the goals of the plan to assess the elements which have been successful and

those still requiring continued monitoring for the 2011-12 school year. IN the fall of 2011, August and September, the entire school faculty met to disaggregate standardized assessment data

and other local data. The team also analyzed data from a parent survey sent home in the spring of 2011. The school leadership team met to suggest strategies, professional development,and

budget requirements for the CIP and Title I plans. When the draft was completed the entire faculty reviewed it and suggested modifications if needed. The finalized CIP was sent to the district

office for approval.

All returning teachers were HQ and only HQ teachers were hired for new positions. Department meetings, staff development committee meetings, Educate Alabama levels, and end of the

year surveys are used to most effectively identify teaching assignments so that academic needs will be addressed appropriately.

N/A

Increase in total proficiency index rate in ARMT Reading of special education students from

-12.92 in spring 2010 to -4.13 in spring of 2011.

Increase in total proficiency index rate in ARMT Math of special education students from

-32.42 in spring 2010 to -2.92 in spring 2011.

In spring 2011 grades 4 and 5 scored above 2012 AMO in ARMT Math.

In spring 2011 vocabulary was one of the highest mean percent correct on ARMT Reading in all grades: 3rd 80%; 4th 83%; 5th 83%.

In spring 2011 Number and Operations was the highest Mean Percent Correct on ARMT Math in grades 3 and 4: 3rd 83%; 4th 63%.

In spring 2011 75% (10 of 15) special education students scored proficient in ARMT Reading.

In spring 2011 25% of 4th grade special education students scored proficient in ARMT Math.

In spring 2011 using strategies to comprehend functional and textual/informational materials had a low Mean Percent Correct in all grades: 3rd -65%; 4th - 58%; 64% on ARMT Reading.

In spring 2011 only 80% of 4th grade scored proficient on ARMT Math.

Increase in Mean Percent Correct in Physical Science, Life Science and Earth and Space Science from spring 2010 to spring 2011.

Increase in Mean Percent Correct on standard 1 of identify evidence of chemical changes from 73% in spring 2010 to 78% in spring 2011.

Increase in Mean Percent Correct on standard 11 of compare distances from the sun to planets in solar system from 64% in spring 2010 to 77% in spring 2011.

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System: Tuscaloosa County School: Buhl Elementary School Page 2 of 20

Weaknesses:
Stanford 10:
Strengths:
Weaknesses:
Dynamic Indicators of Basic Early Literacy Skills (DIBELS):
Strengths:
Weaknesses:
Part I (cont.) NEEDS ASSESSMENT- SUMMARY OF DATA
Alabama Direct Assessment of Writing (ADAW):
Strengths:
Weaknesses:
ACCESS for English Language Learners (ELLs):
Strengths:
Weaknesses:
EducateAL or other Professional Evaluation Profile Information:
Strengths:

Decrease in Mean Percent Correct on standard 7 identify common parts of plant and animal cells from 64% in spring 2010 to 51% in spring 2011.

In spring 2011 all grade levels tested scored in 5th and 6th stanine on SAT10 in all subtests in reading and math.

In spring 2011 Math Procedures was the highest percentile in all grade levels. All grade levels scored Average or Above Average in Math Procedures: 3rd 92%; 4th 94%; 5th 92%.

In spring 2011 vocabulary was the weakest area on SAT10 Reading in all grade levels: 3rd 45%;4th 66%; 5th 53%.

In spring 2011 problem solving was the weakest area on SAT10 Math in all grade levels: 3rd 51%; 4th 56%; 5th 47%.

In 2010-11 school year the Mean Score on DIBELS in 2nd grade Oral Reading Fluency increase from 50.3 in the fall to 99.8 in the spring.

In spring 2011 Kindergarten reached 100% benchmark.

In 2010-11 school year the percent of students in Low Risk decreased from Winter Assessment to Spring Assessment in 4th and 5th grades: 4th Winter 69% to Spring 68%; 5th Winter 79%

to Spring 77%.

In 2010-11 school year the percent of students in Low Risk decreased from Fall Assessment to Spring Assessment in 3rd grade: Fall 71% to Spring 68%.

N/A

60% of students grades 4 and 5 scored 4.8 or higher in overall score on ACCESS in spring of 2011.

11% of students grades K-5 scored proficient in the area of writing on ACCESS in spring of 2011.

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System: Tuscaloosa County School: Buhl Elementary School Page 3 of 20

Weaknesses:
Additional Data Sources: (e.g., Alabama Alternate Assessment [AAA], School Technology Plan Data)
Strengths:
Weaknesses:
Local Data (e.g., LEA, school, and grade-level assessments, surveys, program-specific assessments, other RtI data):
Strengths:
Weaknesses:
Career and Technical Education Program Data Reports:
Strengths:
Weaknesses:
Part I (cont.) NEEDS ASSESSMENT- SUMMARY OF DATA
School Demographic Information related to student discipline (e.g. total office referrals, long- and short-term suspensions, expulsions, alternative school
placements, School Incidence Report (SIR) data, or student attendance).
Strengths:
Weaknesses:

2c.1 Uses formative assessments to provide specific and timely feedback and to adjust instruction.

5.2 Engages in ongoing professional learning to move practice forward.

3d.1 - Identifies and integrates available emerging technology into teaching of all content areas.

In 2011-12 students scored a Mean Point of 30.0 with a Mean Complexity of 4.0 in Continue Pattern of 3 Shapes Using Terms First, Next, Last in Math on AAA.

In 2011-12 students scored a Mean Point of 27.0 with a Mean Complexity of 3.0 in Blend Letter Sounds Into One-syllable Words in Reading on AAA. On AAA 100% of students scored Level

III in Reading and 100% of students scored Level IV in Math.

In 2011-12 students lowest score on AAA was in Reading. With a Mean Complexity of 2.0 students scored 24.0 Mean Point in Identifying common sounds, fluency, vocabulary and retell. In

Math students scored a Mean Point of 24.0 with a Mean Complexity of 2.0 in Count 1's to 100.

On Benchmark 4 STI Math Assessment 100% of Kindergarten and Third grade classrooms scored above the target score of 80%. Grade Level averages were kindergarten 98% and third

grade 89%. On End of Year Harcourt Reading Assessment 83% of first grade students scored above 80%.

On Benchmark 4 STI Math Assessment only 58% of classrooms scored above the target score of 80%. In fourth grade 0% of classrooms scored above the 80% target scores. On Harcourt

End of Year Assessment only 33% of classrooms scored 80% or higher.

N/A

Decrease in total number of after school detentions from 67 in 2009-2010 to 61 in 2010-11. A constant decrease in after school detentions for the last four school years:07-08 87; 08-09 73;

09-10 67; 10-11 61.

Increase in number of office referrals from 107 in 2009-10 to 134 in 2010-11. Increase in out of school suspension from 6 in 2009-10 to 13 in 2010-11.

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System: Tuscaloosa County School: Buhl Elementary School Page 4 of 20

School Demographic Information related to drop-out information and graduation rate data.
Strengths:
Weaknesses:
School Demographic Information related to teacher attendance, teacher turnover, or challenges associated with a high percent of new and/or inexperienced
faculty.
Strengths:
Weaknesses:
School Demographic Information related to student attendance, patterns of student tardiness, early checkouts, late enrollments, high number of transfers,
and/or transiency including migratory moves (if applicable).
Strengths:
Weaknesses:
School Perception Information related to parent perceptions and parent needs including information about literacy and education levels.
Strengths:
Weaknesses:
School Perception Information related to student PRIDE data.
Strengths:

N/A

100% Highly Qualified Teachers

9 of 11 classroom teachers have over four years of teaching experiences

100% of returning teachers are teaching same grade level as 2010-11 school year.

Three of twelve (25%) classroom teachers not returning in 2011-12 school year.

Three of twelve (25%) classroom teachers out from family medical leave in 2010-11 school year.

Decrease in number of tardies and checkouts from 2009-10 to 2010-11: tardies 2009-10 664 to 2010-11 600; checkouts 2009-10 1294 to 2010-11 1224.

Increase in average daily attendance from 2009-2010 of 94.6% to 2010-11 95.32%.

Eight students accumulated over six tardies first semester in 2010-11. Six students accumulated over six tardies second semester in 2010-11.

In spring 2011 160 of 203 parents participated in a parent survey. 100% of parents who participated in spring 2011 survey feel welcome in our school; 99% of these parents feel our school

encourages them to be involved in their child's education. Also, 93% of parent know what Academic Content Standards their child should know and be able to do in the present grade

level.97% of parents feel the classroom teachers are accessible to discuss their child's progress and concerns.

Parents indicated in Spring Parent Survey: 11% participated in Breakfast With the Principal; 77% participated in Parent/Teacher Conference; 73% know how to volunteer at school; 63% have

knowledge of our Title I Parental Involvement Plan.

N/A

Buhl Elementary School - Schoolwide - Revision Started Continuous Improvement Plan - 2/1/2012

System: Tuscaloosa County School: Buhl Elementary School Page 5 of 20

Weaknesses:
School Process Information related to an analysis of existing curricula focused on helping English Language Learners (ELLs) work toward attaining
proficiency in annual measurable academic objectives (AMAOs).
Strengths:
Weaknesses:
School Process Information related to an analysis of existing personnel focused on helping English Language Learners (ELLs) work toward attaining
proficiency in annual measurable academic objectives (AMAOs).
Strengths:
Weaknesses:
School Process Information uncovered by an analysis of curriculum alignment, instructional materials, instructional strategies, reform strategies, and/or
extended learning opportunities.
Strengths:
Weaknesses:
Part II - GOAL TO ADDRESS ACADEMIC NEEDS
Part II - GOAL TO ADDRESS ACADEMIC NEEDS – All components to support improving academic achievement, INCLUDING SCHOOL CULTURE
CONSIDERATIONS, should be related to the weaknesses identified in the data summary. Use the SMART Goals format to address areas of need.
CONTINUOUS IMPROVEMENT GOALS (SHOULD ADDRESS IDENTIFIED WEAKNESSES AND GAPS):
1. ARMT SPE Reading

Description:

To increase the number of Special Education Students scoring proficient in ARMT Reading by 3% in spring of 2012.

Data Results on which goal is based:

N/A

The existing curriculum provides full opportunities for participation of students with limited English proficiency. This includes providing information in an understandable and uniform format, and

including alternative formats upon request, and to the extent practicable, in a language students understand. The adopted scientifically-research based reading and math series contains an

ESL component.

It can be time consuming to locate supplemental materials for ELLs. Teachers need more PD specifically focused on strategies for working with ELLs.

A certified ESL Specialist is available for assistance in helping teachers accommodate for their ELLs, so they can have full access to the curriculum. Title III tutors are available to assist

ELLs in attaining language proficiency. Tutors meet with ELLs on a weekly basis to provide additional academic support in content area classes through pull out or push in services.

Our ESL Specialists are limited due to the increased number of ELLs and schools in the system.

N/A

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System: Tuscaloosa County School: Buhl Elementary School Page 6 of 20

In spring of 2011 75% of SPE students scored proficient in ARMT Reading.

Target Grade Level(s): Grades 3rd, 4th and 5th.

Target Content Area(s): Reading

ARMT: Reading

Additional Academic Indicators:

N/A

Target Student Subgroup(s):

Special Education 3rd, 4th and 5th grade

Courses of Study:

3-4;4-5;5-4 Use wide range of strategies and skills to comprehend informational and functional reading material 3-1 Apply advanced phonetic analysis to multiplesyllable

words. 3-3; 4-2; 5-2 Use a wide range of strategies to comprehend recreational reading materials. 3-1;4-1;5-1 Demonstrate reading vocabulary

knowledge.

Strategies:
1.1 Reading Support for Special Education Students

Description:

Identify specific goals and create an Collaboration Action Plan for each special education student who was not proficient in ARMT Reading.

Action Steps:
1.1.1 Collaboration Action Plan

Description:

Students will receive whole group and small group instruction from Harcourt Reading Program with the regular education teacher. The Special

Education teacher, Special Education Para-professional and/or the Intervention Substitute will provide Tier III instruction. The student will receive 15

minutes reinforcement on the skill taught in weekly lesson or Tier III Harcourt. Then spend 15-20 minutes on the ARMT goal/IEP goal identified using

Coach materials.

Benchmarks:

Individual students will be assessed weekly using STAR Early Literacy; STAR and/or Harcourt weekly assessments. These scores will be documented

on the Collaboration Action Plan. Collaboration dates and comments help to ensure communication and accountability

Interventions:

Individual students will be assessed weekly using STAR Early Literacy; STAR and Harcourt weekly assessments. These scores will be documented on the

Collaboration Action Plan. Collaboration dates and comments help to ensure communication and accountability.

Resources:

Coach Materials - 6 classrooms $1,300 - Legislative Monies

2. ARMT SPE Math

Description:

Buhl Elementary School - Schoolwide - Revision Started Continuous Improvement Plan - 2/1/2012

System: Tuscaloosa County School: Buhl Elementary School Page 7 of 20

To increase the number of 5th grade special education students scoring proficient in ARMT Math by 3% in spring of 2012.

Data Results on which goal is based:

In spring of 2011 25% of 4th grade special education students scored proficient in ARMT Math.

Target Grade Level(s): 5th grade

Target Content Area(s): Math

ARMT: Math

Additional Academic Indicators:

N/A

Target Student Subgroup(s):

4th grade SPE students

Courses of Study:

4-1 Demonstrate concepts of number sense 4-6/7 Solve problems including word problems 4 -12 Find locations on map 4-8 Recognize fractions 4-17 Represent

numerical data

Strategies:
2.1 Math Support for Special Education Students

Description:

To provide opportunity and support for special education students based on math proficiency needs.

Action Steps:
2.1.1 Collaboration Action Plan

Description:

Students will receive whole group and small group instruction from Harcourt Go Math Program with the regular education teacher. The Special

Education teacher, Special Education Para-professional and/or the Intervention Substitute will provide Tier III instruction. The student will receive 15

minutes reinforcement on the skill taught in weekly lesson. Then spend 15-20 minutes on the ARMT goal/IEP goal identified using Coach materials.

Students will also participate in Harcourt interactive computer programs and on-line intervention program Soar Math two to three times per week.

Benchmarks:

Individual students will be assessed weekly using STAR Math and Harcourt Go Math assessments. These scores will be documented on the

Collaboration Action Plan. Collaboration dates and comments help to ensure communication and accountability

Interventions:

Individual students will be assessed weekly using STAR Math; Harcourt Go Math assessments. These scores will be documented on the Collaboration

Action Plan. Collaboration dates and comments help to ensure communication and accountability.

Resources:

Harcourt Go Math $18.95/student 6 classrooms $2,274 - State Textbook funds

3. ARMT Math

Buhl Elementary School - Schoolwide - Revision Started Continuous Improvement Plan - 2/1/2012

System: Tuscaloosa County School: Buhl Elementary School Page 8 of 20

Description:

To increase levels of proficiency in ARMT Math Grade 4 by 4% by Spring 2012.

Data Results on which goal is based:

ARMT Math Spring 2011 - 4th grade 80% proficiency; 3rd grade Algebra 82% Mean Correct; 4th grade Data Analysis and Probability 46% Mean Correct; 5th

grade Measurement 48% Mean Correct

Target Grade Level(s): 3rd, 4th and 5th

Target Content Area(s): Math

ARMT: Math

Additional Academic Indicators:

N/A

Target Student Subgroup(s):

4th and 5th grade at risk students

Courses of Study:

Kindergarten: 1 Number Sense; 2 Addition 3 Fractions; First 3 Computational fluency 4 Fractions; Second 2 Apple Operations 3 Fractions; Third Computational

Fluency 3 Multiplication 5 Fractions 12 Data Analysis Algebra; Fourth Number and Operations Measurement Data Analysis; Fifth Number and Operations

Measurement

Strategies:
3.1 ARMT Math Support for All Students

Description:

Strategies will be provided to at risk students in 3rd, 4th and 5th grade including a new math program, tier III provided by the Math Intervention teacher, Tier II

intervention provided by classroom teacher, math remediation by intervention substitute, individualized practice during station time and computer.

Action Steps:
3.1.1 ARMT Math

Description:

Identify at-risk students based on ARMT and common assessments by August 2011. Administrator and teachers will create a master schedule to

ensure at-risk students receive 30 minutes whole group and 30 minutes small group instruction daily based on individual needs. Teachers will provide

tiered practice and differentiated instruction through standards based math stations. Teachers and administrator will conduct math data meetings to

monitor at-risk students. Teachers will follow Harcourt Go-Math pacing guide. Administer Harcourt common assessments each nine weeks. Teachers

will progress monitor math facts weekly using Buhl Math Fact Scope and Sequence. Students will participate in Soar into Success, an on-line

intervention program and STAR Math. The math intervention teacher will support at-risk students with Tier III math intervention based on needs and

preteach skills. Students will also receive additional support from intervention substitutes.

Benchmarks:

Soar into Success, STAR Math, Math Fact Fluency assessments and Harcourt Assessments

Interventions:

Students will be monitored weekly through Harcourt Math Assessments, Weekly Fact Fluency Assessments, STAR Math, and on-line intervention included in

Soar into Success.

Buhl Elementary School - Schoolwide - Revision Started Continuous Improvement Plan - 2/1/2012

System: Tuscaloosa County School: Buhl Elementary School Page 9 of 20

Resources:

Harcourt Math $18.95 per student

4. ARMT Reading All Students

Description:

To increase percentage of students scoring proficiency (Levels III and IV) on ARMT Reading by 4% in 3rd and 4th grade by Spring 2012.

Data Results on which goal is based:

ARMT Reading Spring 2011 - 3rd grade 84% proficient; 4th grade 94% proficient; 5th grade 92% proficient

Target Grade Level(s): 3rd and 4th grade

Target Content Area(s): Reading

ARMT: Reading

Additional Academic Indicators:

N/A

Target Student Subgroup(s):

3rd and 4th At risk students

Courses of Study:

Kindergarten 7 Recognize basic features of informative text; 1st grade 1-7 Use basic features of informational text to distinguish fact from fiction; 2nd-7 Explain

how authors use text features to identify key and supporting details in informational text; 3rd-4, 4th-5, 5th -4 Use wide range of strategies and skills to comprehend

informational and functional reading materials.

Strategies:
4.1 ARMT Reading Support For All Students

Description:

Target textual/functional reading passages and teaching comprehension strategies in all classes

Action Steps:
4.1.1 Comprehension of Textual Reading

Description:

Administrator, Reading Coach, Counselor and classroom teachers will identify At-risk students through ARMT, SAT10, DIBELS and Harcourt

assessments. Classroom teachers will apply reading comprehension strategies throughout all content standards. Classroom teachers will teach

comprehension strategies using graphic organizers.Teachers will incorporate various forms of text and graphic organizers in stations for independent

practice. Administrator and classroom teachers will conduct monthly reading data meetings to monitor at risk students. Teachers will incorporate

authentic materials during small group and stations. Teacher will use Coach materials to teach students strategies in answering open-ended questions.

Benchmarks:

Progress will be monitored with lesson plans, walkthroughs, data meetings, Harcourt weekly assessments, DIBELS progress monitoring, weekly AR

reports and nine week STAR report.

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System: Tuscaloosa County School: Buhl Elementary School Page 10 of 20

Interventions:

Strategies will be monitored on weekly Harcourt reading test, DIBELS progress monitoring, weekly AR goals and the STAR test will be administered each

nine weeks.

Resources:

$0.00

Part III - GOAL TO ADDRESS ANNUAL MEASURABLE ACHIEVEMENT OBJECTIVES (AMAOs) AND
ENGLISH PROFICIENCY NEEDS
Part III - GOAL TO ADDRESS ANNUAL MEASURABLE ACHIEVEMENT OBJECTIVES (AMAOs) AND ENGLISH LANGUAGE PROFICIENCY NEEDS – Note:
Refer to the ELL Data Compilation Form as part of the needs assessment in forming goals. If any ELL student did not make AMAOs, complete this page.
ENGLISH LANGUAGE PROFICIENCY GOAL (SHOULD ADDRESS IDENTIFIED WEAKNESSES AND GAPS):
1. N Count Less Than 10

Description:

N/A

Data Results on which goal is based:

N/A

Target Grade Level(s): N/A

Target ELP Language Domain(s): Reading

WIDA Standards: N/A

Strategies:
1.1 N Count Less Than 10

Description:

N/A

Action Steps:
1.1.1 N Count Less Than 10

Description:

N/A

Benchmarks:

N/A

1.1.2 N/A

Description:

N/A

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Benchmarks:

N/A

Interventions:

N/A

Resources:

0.00

Part IV - STRATEGIES TO ADDRESS SCHOOL SAFETY, CLASSROOM MANAGEMENT/DISCIPLINE, RtI
FRAMEWORK AND BUILDING SUPPORTIVE LEARNING ENVIRONMENTS
Part IV - STRATEGIES TO ADDRESS SCHOOL SAFETY, CLASSROOM MANAGEMENT/DISCIPLINE, AND BUILDING SUPPORTIVE LEARNING
ENVIRONMENTS Strategies developed to address improving school safety, classroom management /discipline, and building supportive learning
environments should be related to the weaknesses or program gaps identified in the data summary (e.g., parental/community involvement, teacher
collaboration, student/teacher motivation). The LEA and school must develop a timeline for multiple reviews of continuous improvement efforts.
1. This school has N count of less than 10.

Description:

This school has N count of less than 10.

Strategies:
1.1 N/A

Description:

N/A

Action Steps:
1.1.1 N/A

Description:

N/A

Benchmarks:

N/A

Interventions:

N/A

Resources:

N/A

Buhl Elementary School - Schoolwide - Revision Started Continuous Improvement Plan - 2/1/2012

System: Tuscaloosa County School: Buhl Elementary School Page 12 of 20

Part V - Additional Components To Be Addressed to Satisfy Federal Requirements
Teacher Mentoring:
Describe teacher mentoring activities. For example, are new or inexperienced teachers given support from an assigned master teacher and what does that
support look like? (Section 1116)
Budget:
Describe the coordination of all federal, state, and local programs, including career and technical education. (Note: NCLB Section 1116 requires that each
year Title I schools identified for improvement must reserve the equivalent of 10% of the school-level allocation made available to the school under Section
1113 specifically for professional development opportunities for teachers. Budgets should reflect this set-aside.) See the sample budget on a later page.
Transition:
Describe strategies to assist students in transitioning from previous school to the current school and/or from the current school to the next school,
including, for example, how preschool children might be prepared for entry into kindergarten or how eighth grade students are prepared for high school.
Highly Qualified Teachers:
Describe the qualifications of teachers in the school with regard to their being highly qualified and what strategies the school, with the support of the LEA,
uses to attract and retain highly qualified teachers.
Assessments and Teacher Involvement:
Describe how teachers in the school meet to collaborate regarding the use of academic assessments to provide information on and improve the
achievement of individual students and the overall instructional program.

Buhl Elementary has established an informal teacher mentoring program supported by the principal, reading coach, counselor and grade level teachers. We strive for ongoing support for new

or struggling teachers. We provide grade level planning time daily, grade level planning meetings weekly with reading coach and principal, informal conferencing time with peers and the

counselor. We also have assigned each new teacher a mentor to assist in all ways needed. Additionally, time is provided for classroom observations for the new teachers to observe lessons

and classroom techniques. The reading coach and principal also provide several training sessions throughout the year including new teacher orientation and appropriate strategies. Any first

year teacher is also paired with a mentor teacher within the school.

Money in all available budgets supports strong professional development for teachers, instructional materials needed to support learning, and parental involvement. Title I funds supplement

our existing program with purchasing math manipulatives, purchasing computers for classrooms. Professional development monies are allocated for book studies, consultants, workshops

and conferences. Title I monies support parental involvement by allocating money to support parental involvement nights, communication from school to home, Breakfast With the Principal

program, and materials for our Parent Resource room. Also, Title I money is allocated for 1.5 teacher units to assist in intervention and reduce student/teacher ratio in classrooms.

Buhl Elementary School's school wide plan to improve teaching and learning includes plans for assisting preschool children in the transition form home to the local elementary school

program. Preschool children are invited to visit the kindergarten classrooms during preschool registration each spring. Their parents are given information concerning activities to be completed

prior to coming to elementary school to ease the transition process. Students are encourage to participate in The Jump Start Program in the summer before entering kindergarten. A

kindergarten orientation program is scheduled for the week prior to the opening of school for students and parents to meet the teachers, bring school supplies, visit the school, and sit on the

school bus. A school handbook is also given to parents at the orientation to explain school and system policies as well as procedures. Once school begins, the guidance counselor plan

orientation activities for kindergarten students, including a scavenger hunt throughout the school.

The school wide plan also includes plans for assisting fifth grade students in the transition from elementary school to the middle school program. Representatives from Sipsey Valley Middle

School come to the elementary school each year to introduce students to various electives available for the upcoming year. The chorus and band perform at Buhl to promote these programs.

The principal and counselor at SVMS also visit our school each year to assist students in selecting classes for the upcoming year. Our fifth grade students along with those for Westwood

and Myrtlewood Elementary visit SVMS each year for an orientation program.

An open house for all grade levels is held prior to the beginning of the new school year at which time students and parents meet the teachers and visit classrooms. When a student transfers

to Buhl Elementary, he/she and the parents are given a tour of the school by the school counselor, principal or other staff members.

Buhl Elementary School's school wide plan to improve teaching and learning complies with Federal No Child Left Behind (NCLB) legislation by including instruction by Highly Qualified

teachers. At the beginning of 2011-12 school year, 100% of the faculty met the Highly Qualified definition. Also, all para-professionals meet the definition of Highly Qualified status. Letters of

documentation are kept on file in the principal's office. Letters explaining NCLB parent rights will continue to be sent home at the beginning of the school year. Parents can request specific

information about their child's teacher or para-professional including certification, college major and advanced degrees earned. Buhl Elementary School's school wide plan to improve teaching

and learning includes strategies to attract high-quality teachers. During the interview process, applicants will be asked to provide documentation of Highly Qualified status.

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Special Populations:
Describe procedures used for each group of Migrant, English Learners, Economically Disadvantaged, Special Education, Neglected and/or Delinquent, and
Homeless students.
Special Populations (as listed in the Carl D. Perkins Career and Technical Education Act 2006, Section 3):
Describe procedures used 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.
Applies Only to Secondary Schools
Extended Learning Opportunities:
Describe how the school provides opportunities for the most academically needy students to receive support and reinforcement of academic skills beyond
the regular school day.
Part VI – School Parental Involvement Plan as required by Section 1118 of NCLB
Parental Involvement:
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 to be involved.
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.

Teachers are provided daily grade level planning time. Weekly grade level/data meetings are scheduled to analyze assessment in reading, math and writing. Quarterly half-day professional

development days are scheduled into the school calendar allowing time to analyze data, assess activities or study appropriate professional programs and materials. Time is allotted through

the weekly schedules providing time for group book studies. Informal meetings are scheduled when needed for individual conferencing with the reading coach, other peers or the principal.

ELLS are considered a "protected group" by the SDE and do not have to adhere to regular admission requirements to be enrolled. Home language surveys are filled out by all students to

determine who needs to be screened for ESL services. Once possible ELLs are identified, their names are submitted to the Central Office for evaluation by a certified ESL Specialist. Once a

student qualifies for ESL services, the school follows the system's ESL plan. Buhl Elementary follows procedures of the McKinney-Vento Act for identified homeless students. Numerous

accommodations are provided to help the special populations at Buhl including: free school supplies, Extended Day scholarships, Parent Involvement Nights, Health screening for parents,

extended meals and Christmas gifts are provided by Adopt-a-School partners, local families, local churches and faculty.

N/A

Annually, an LEA Advisory committee made up of faculty representatives and parents selected by the respective schools meet to review and update the Tuscaloosa County School System's

parent involvement plan. The plan is then made available to parents through distribution at each local school's annual fall meeting as an attachment with the local school parent involvement

plan. It is also placed on the school system website (www.tcss.net), available through the principal's office at each school, or upon request from the central office.

As part of Buhl Elementary's meeting held each spring with parents to review and update the School-Parent Compact and Parental Involvement Plan, the allocation of parent involvement

funds are discussed. Funds are budgeted and expended based upon the goals and priorities set through that meeting.

Buhl Elementary will use its allocation of parent involvement funds for:

Homework folders, assignment books, magnetic school calendars, books on tape/DVD, Math facts on tape/DVD, parental involvement nights, breakfast with the principal meetings,

attendance incentives, and positive contact materials.

By the end of September, Buhl Elementary will hold its annual meeting inviting all parents to attend. Parents are notified of the meeting through (1) notices sent home by students, (2) school

intercom announcements, (3) school's marquee, (4) through our school website, and (5) the School Messenger automatic call system. To assist in providing the opportunity for all parents to

attend, the meeting is offered at two separate times - once during the school day and once in the evening. In addition, this year Breakfast with the Principal will be provided twice each

semester to encourage parental involvement in decision making. Topics to be discussed at these meetings are: Title I participation, it's services, and parents' rights; an explanation of the

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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.
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).
Describe procedures to allow parents to submit comments of dissatisfaction with the Continuous Improvement Plan.
Describe how the school will build capacity for parental involvement including how parents will be encouraged to become equal partners in the education
of their children? (See NCLB Section 1118, requirements for building capacity in parental involvement.)
To ensure effective involvement of parents and to support a partnership among the school, parents, and the community to improve student academic
achievement, our school:
(1) Shall provide training for parents of participating children in understanding such topics as the State's academic content standards and State student
academic achievement standards, State and local academic assessments, the requirements of Title I, and how to monitor their child’s progress and work
with teachers to improve the achievement of their children. (Describe)
(2) Shall provide materials and training to help parents to work with their children to improve their children's achievement, such as literacy training and
using technology, as appropriate, to foster parental involvement. (Describe)
(3) Shall educate teachers, office personnel, and other school staff, with the assistance of parents, in the value and utility of contributions of parents, and in
how to reach out to, communicate with, and work with parents as equal partners, implement and coordinate parent programs, and build ties between
parents and the school. (Describe)

school's curriculum; the assessments used in our school to measure student's progress; and resources available for parents.

In addition to the monthly PTO informative meetings, quarterly Breakfast With the Principal Meetings and semester Dinner With the Principal meetings will be held to discuss curriculum

issues. Time will be provided in each meeting for questions and concerns. Classroom teachers also send home monthly calendars, weekly assignment sheets, progress reports, and post

classroom information on our website. The CNP manager sends home monthly lunch menus that include important dates of school events. This information is also posted on the school's

website. Teachers and administration have an open door policy to all parents. The school marquee and the School Messenger automatic calling system are also used to inform parents of

upcoming events.

All parents will be given a copy of the School-Parent Compact at the beginning of the school year. They will be asked to sign the compact signifying their commitment to working in

partnership with the school and their child to ensure the success of their child. The teachers will sign the compact and house them in the classroom for use during parent-teacher or student

conferences.

In April of each year, Buhl Elementary evaluates and revises its school wide plan. There are two parents on the committee who represent all the parents of the school. During the review

process all parents are notified of the review through announcements and calendars sent home. The notices make parents aware that the plan is under review, that a copy of the plan is

located at the school and is available for review.

Buhl Elementary School will accomplish much of this through its annual meeting held at the beginning of the school year and the bi-semester Breakfast with the Principal meetings. At these

meetings parents will receive an overview of the state academic content standards and assessments. In addition, an explanation will be given regarding Title I, what services will be offered,

and how parents have the right to be involved in their children's education. Buhl also offers an Open House before the first day of school where parents will be given opportunity to meet their

child's teacher and learn about individual class assessments and what their role will be in helping their child to succeed.

Buhl Elementary School works diligently to ensure that all parents are provided materials to improve their children's achievement. Materials are provided in the resource room for parent use

and training. Much of this material is shared with parents at teacher/parent conference time. Throughout the year, parental involvement nights will be held on topics that address ways for

parents to help their child succeed in school. Specific topics will include technology and your child, health and fitness, reading with your child and ways to help your child succeed in state

testing.

Buhl will continue to work with its teachers through in-service, faculty meetings, and grade level meetings in understanding the importance of parental involvement and that parents are our

partners. Teachers also send a weekly to parents bragging on a child and make at least one positive telephone contact weekly to increase positive relationships with parents.

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(4) Shall to the extent feasible and appropriate, coordinate and integrate parent involvement programs and activities with other federal programs, and
conduct other activities, such as parent resource centers, that encourage and support parents in more fully participating in the education of their children.
(Describe)
(5) Shall ensure that information related to school and parent programs, meetings, and other activities is sent to the parents of participating children in a
format and, to the extent practicable, in a language the parents can understand. (Describe)
(6) Shall provide such other reasonable support for parental involvement activities as parents may request. (Describe)
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.
Part VII- PROFESSIONAL LEARNING NEEDS RELATED TO ACADEMIC CHALLENGES

Does the plan provide opportunities for professional development activities that are high-quality, effective, and research-based?

lYes

lNo

Does the plan include opportunities for teachers, principals, paraprofessionals, other staff, and parents?

lYes

lNo

Does the plan include required district-wide training for English language acquisition? (If LEA receives Title III funds)

lYes

lNo

(Note: Professional learning activities must be linked to Alabama’s Standards for Professional Development and Alabama’s Technology Professional Development

Standards,www.alsde.edu, Sections, Technology Initiatives, Publications).

Learning Activities:
Leader In Me

Buhl coordinates its parental involvement program for all parents. The counselor, school nurse, special education teacher and all resource teachers provide parents with additional resources

in the community to aid in the development of their children.

Report cards are currently available in both English and Spanish. Teachers may also submit progress reports to the ESL office for a translation into the parent's native language (if the

program has a translator of the native language on staff). Parent Student Information Guides are available in both English and Spanish. Translators in multiple languages are available through

the ESL Program Office for parent teacher conferences, Open House, PTO and other needs that may arise.

Buhl makes every effort to meet the requests of parents regarding involvement in school activities, curricula and support.

Report cards are currently available in both English and Spanish. Teachers may also submit progress reports to the ESL office for a translation into the parent's native language (if the

program has a translator of the native language on staff). Parent Student Information Guides are available in both English and Spanish. Translators in multiple languages are available through

the ESL Program Office for parent teacher conferences, Open House, PTO and other needs that may arise. Also our school web site can be accessed in Spanish and other languages. The

school is handicapped accessible.

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What weakness or need identified in academic (including ell amaos) or school culture goals will the professional learning address?

2b.4 Creates learning activities that optimize each individual's growth and achievement within a supportive environment. 2c.4 Analyzes and uses disaggregated

standardized assessment data to inform planning for individual learners, sub-groups, and classes.

What types of professional learning will be offered?

Book study of the book Leader In Me presented by School Leadership members will be offered monthly beginning in September. The faculty will participate in visitation

of site already in cooperating Leader In Me strategies at University Place Elementary in Tuscaloosa, Alabama. Training of the Seven Habits of Effective Leaders will be

presented by the University of Alabama In-service center. Steven Covey will lead the faculty in training during the summer of 2012.

When will the session be delivered?

Book study will be delivered monthly beginning in September. Site visits will be in spring 2012. Seven Habits training will be in spring. Convey training will be in summer

2012.

What are the expected outcomes of professional learning?
(Following the professional learning, how will academic or cultural challenges be impacted – what does it look like?)

To form a relationship between teachers, student and parents. To develop leadership qualities in teachers and students.

How will participants be held accountable for successful implementation and in what ways will evidence be collected to show effective
assimilation/integration of strategies?

Participation in meetings, site visitations,lesson plans, walkthroughs, PD evaluations

What are the funding sources, estimated expenses, and proposed names of consultants or entities? Example: Title II, $....00

Leader In Me Books $22.00/25 faculty Title I Professional Development Substitutes - $840 Title I Professional Development Covey Training - $2,400 Title I Professional

Development

PD 360
What weakness or need identified in academic (including ell amaos) or school culture goals will the professional learning address?

3d.1 - Identifies and integrates available emerging technology into teaching of all content areas. 2b.4 Creates learning activities that optimize each individual's growth

and achievement within a supportive environment. 2c.4 Analyzes and uses disaggregated standardized assessment data to inform planning for individual learners, subgroups,

and classes.

What types of professional learning will be offered?

This on-line interactive professional development program will be utilized as a whole faculty tool to develop team growth in areas such as developing leadership and

incorporating differentiation. PD 360 will also be utilized on an individual teacher need to provide professional development for individual growth in areas of need.

When will the session be delivered?

In-service days, professional development days during schools, faculty meetings, grade level meetings, data meetings

What are the expected outcomes of professional learning?
(Following the professional learning, how will academic or cultural challenges be impacted – what does it look like?)

To increase the use of differentiation in instruction and independent work. To form a relationship between teachers, student and parents. To develope leadership

qualities in teachers and students.

How will participants be held accountable for successful implementation and in what ways will evidence be collected to show effective
assimilation/integration of strategies?

Interaction built in within the PD 360 program, walkthroughs, lesson plans, observations

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What are the funding sources, estimated expenses, and proposed names of consultants or entities? Example: Title II, $....00

$6,000 Title I Carryover $8,40 - Professional Development Title I

Harcourt Math Professional Development
What weakness or need identified in academic (including ell amaos) or school culture goals will the professional learning address?

Increase in total proficiency index rate of special education students from -32.42 in spring 2010 to -2.92 on ARMT math in spring 2011. In spring 2011 grades 4 and 5

scored above 2012 AMO in ARMT Math. In spring 2011 Number and Operations was the highest Mean Percent Correct on ARMT Math in grades 3 and 4: 3rd 83%; 4th

63%.

What types of professional learning will be offered?

On-site training by Harcourt Math and teachers from other school within our system who participated in Harcourt Math last year.

When will the session be delivered?

August and September 2011

What are the expected outcomes of professional learning?
(Following the professional learning, how will academic or cultural challenges be impacted – what does it look like?)

More differentiation in math should occur after this professional training. Better understanding of the process of teaching this program and more grade level planning will

occur. Also, students will become more proficient in determine the strategies used in math.

How will participants be held accountable for successful implementation and in what ways will evidence be collected to show effective
assimilation/integration of strategies?

Lesson plans, data meetings, data analysis, walkthroughs and observations

What are the funding sources, estimated expenses, and proposed names of consultants or entities? Example: Title II, $....00

Title I Professional Development $840

Part VIII - Coordination of Resources/Comprehensive Budget
I. State Foundation Funds
FTEs Earned Units Placed Total Salaries

FTE Teacher Units11.95 11.95 505,189

Administrator Units1.00 1.00 73,029

Assistant Principal0 0 0

Counselor1.00 1.00 52,737

Librarian1.00 1.00 48,728

Career and Technical Education Administrator0 0 0

Career and Technical Education Counselor0 0 0

Technology0

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II. Federal Funds
Title I: Improving the Academic Achievement of the Disadvantaged
Provide a brief explanation and a breakdown of expenses.
Title I: ARRA Funds
Provide a brief explanation and a breakdown of expenses.
Title II: Professional Development Activities
Provide a brief explanation and a breakdown of expenses.
Title III: For English Language Learners
Provide a brief explanation and a breakdown of expenses.
Title IV: For Safe and Drug-free Schools
Provide a brief explanation and a breakdown of expenses.

Professional Development0

State ELL Funds0

Instructional Supplies1,880

Library Enhancement0

Total of All Salaries:$681,563.00

Professional Development - $6,315

Parental Involvement - $3,046

1.5 teacher - $82,539

Professional Development Substitutes - $23,718

Art Contract - $4,712

Classroom Instructional Supplies - $6,468

Computers - $1,123

Total :0

N/A

Total :0

N/A

Total :0

N/A

Total :0

N/A

Total :0

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Title VI: For Rural and Low-income Schools
Provide a brief explanation and a breakdown of expenses.
Career and Technical Education-Perkins IV: Basic Grant (Title I)
Provide a brief explanation and a breakdown of expenses.
Career and Technical Education-Perkins IV: Tech Prep (Title II)
Provide a brief explanation and a breakdown of expenses.
Other: 21st Century, Learn and Serve, Even Start, School Improvement Grant
Provide a brief explanation and a breakdown of expenses.
III. Local Funds (if applicable)
Local Funds
Provide a brief explanation and a breakdown of expenses.

N/A

Total :0

N/A

Total :0

N/A

Total :0

N/A

Total :0

Public $18,682

Nonpublic $38,495

Total :57,177

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