Bridgeport Elementary School - Schoolwide - Superintendent Approved
Continuous Improvement Plan - 1/9/2014
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.
b
c
d
e
f
g
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):
In May 2013, the school leadership team reviewed the 2012-2013 Continuous Improvement Plan to assess the degree to which implemented strategies have been met and determine which
strategies need to be revised or omitted. In August 2013, the leadership team and faculty members analyzed the national, state, and local indicators of academic achievement available for
use with elementary students. The Alabama Reading and Mathematics Test+ (ARMT+) is the primary indicator available for data analysis. The faculty met to determine general strengths
and weaknesses from the ARMT+ to guide instruction for the entire school year. During scheduled grade-level meetings, third and fourth grade teachers analyzed the available data,
discussed results, reformed strategies and continued to plan for instructional improvements. Scott Foresman/Pearson SuccessNet Benchmark/Unit assessments; STAR Enterprise
assessments; and Alabama Reading Initiative interventions will continue to be evaluated at grade-level meetings as they utilize the immediate results to guide instruction and select
appropriate interventions for the 2013-2014 school year.
Instructional Leadership Team Names and Positions
●
●
The Leadership Team must include the principal, faculty [including ELL resource lead teacher if applicable], staff, parents, community stakeholders,
and/or students.
Identify position held, e.g., Administration, Faculty, Staff, Grade Level and/or Subject Area, Parents and Community members)
Lauria Merritt- Principal_______________________________________
Sandra Houser - Teacher/Third Grade_____________________________
Kathy Kilgore - Reading Coach___________________________________
Paula Phillips - Teacher/Second Grade___________________________
Betty Ann Vaughn - Teacher/Fourth Grade_________________________
Sheila Kennamer - Teacher/Kindergarten__________________________
Janice Wilson - Library Media Specialist________________________
Heather Smith - Parent__________________________________________
Debbie Stewart - Support/Secretary______________________________
Angelia Kelly - Counselor_______________________________________
Don Whisenant - Parent__________________________________________
Aldonna Crabtree - Community____________________________________
Part I (cont.) NEEDS ASSESSMENT- SUMMARY OF DATA
System: Jackson County
School: Bridgeport Elementary School
Page 1 of 27
Bridgeport Elementary School - Schoolwide - Superintendent Approved
Continuous Improvement Plan - 1/9/2014
SUMMARY OF NEEDS BASED ON A COMPREHENSIVE REVIEW OF DATA
b
c
d
e
f
g
I have reviewed the Annual 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).
The leadership team and faculty members annually analyze the national, state, and local indicators of academic achievement available for use with elementary students. The Alabama
Reading and Mathematics Test+ (ARMT+); Scott Foresman/Pearson SuccessNet; and the STAR Enterprise Assessments are the primary indicators available for data analysis. The faculty
met to determine general strengths and weaknesses from the ARMT+ to guide instruction for the entire school year and provide information for each grade level. During scheduled grade-level
meetings, third and fourth grade teachers analyzed the available data, discussed results, reform strategies and continued to plan for instructional improvements. Scott Foresman/Pearson
SuccessNet Benchmark/Unit assessments, Alabama Reading Initiative interventions and the STAR Enterprise assessments will also be evaluated at grade-level meetings as they utilize the
immediate results to guide instruction and select appropriate interventions for the 2013-2014 school year.
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.
Bridgeport Elementary School attracts high quality and highly qualified teachers to this school by providing an effective comprehensive educational program that motivates and challenges
both students and staff to reach their maximum potential. Each teacher has satisfied the No Child Left Behind (NCLB) requirement to provide a faculty of 100% Highly Qualified Teachers.
Ten members of the faculty (61%) and one administrator hold advanced degrees.
Number and percentage of teachers Non-HQT:
O Teachers (0%) are not HQ.
Number and percentage of Classes Taught by Non-HQT:
0 Classes (0%)
Alabama High School Graduation Exam (AHSGE):
Strengths:
Bridgeport Elementary School serves students in grades K-4.
Weaknesses:
Bridgeport Elementary School serves students in grades K-4.
Alabama Reading and Mathematics Test (ARMT):
Strengths:
In math, 90% of the 4th grade students scored proficient which was a slight increase from the 89% score on the 2011-2012 ARMT.
In reading, 84% of the 4th grade students scored proficient which was a slight decrease from the 86% score 2011-2012 ARMT.
Weaknesses:
System: Jackson County
School: Bridgeport Elementary School
Page 2 of 27
Bridgeport Elementary School - Schoolwide - Superintendent Approved
Continuous Improvement Plan - 1/9/2014
In math, only 59% of the 3th grade students scored proficient which was a decrease from the 76% score on the 2011-2012 ARMT.
In reading, only 78% of the 3rd grade students scored proficient which was a decrease from the 87% score on the 2011-2012 ARMT.
Alabama Science Assessment:
Strengths:
Bridgeport Elementary School serves students in grades K-4
Weaknesses:
Bridgeport Elementary School serves students in grades K-4
Stanford 10:
Strengths:
Bridgeport Elementary School no longer uses the Stanford 10.
Weaknesses:
Bridgeport Elementary School no longer uses the Stanford 10.
Dynamic Indicators of Basic Early Literacy Skills (DIBELS):
Strengths:
Bridgeport Elementary School did not use the DIBELS assessment during the 2012-2013 school year.
Weaknesses:
Bridgeport Elementary School did not use the DIBELS assessment during the 2012-2013 school year.
Part I (cont.) NEEDS ASSESSMENT- SUMMARY OF DATA
Alabama Direct Assessment of Writing (ADAW):
Strengths:
Bridgeport Elementary School serves students in grades K-4.
Weaknesses:
Bridgeport Elementary School serves students in grades K-4.
ACCESS for English Language Learners (ELLs):
Strengths:
Bridgeport Elementary School only had ten students to take the Access for ELs. Two EL students were in kindergarten, three in the first grade, one in the second grade, three in the third
grade, and one in the fourth grade.
System: Jackson County
School: Bridgeport Elementary School
Page 3 of 27
Bridgeport Elementary School - Schoolwide - Superintendent Approved
Continuous Improvement Plan - 1/9/2014
The kindergarten students' composite overall score average was 1.4. The highest proficiency level was 2.1 in listening. The five students who were tested on Tier B scored an overall average
of 2.86 proficiency level. The highest proficiency level from Tier B was 3.4. The three students who were tested on Tier C scored an overall average of 5.6 proficiency level.
Weaknesses:
The lowest score for the kindergarten students was 1.0 in speaking and writing.
The Tier B students’ lowest score was 1.6 in writing.
The Tier C students' lowest score was 3.6 in writing.
EducateAL or other Professional Evaluation Profile Information:
Strengths:
Strengths from the EducateAL standards are:
2a.3: Creates a safe, orderly, and stimulating learning environment that engages and motivates learners.
4d.2: Designs learning experiences that engage learning styles and multiple intelligences.
Weaknesses:
Weaknesses according to EducateAL standards are:
1.5: Provides instructional accomodations, modifications, and adaptations to meet the needs of each individual learner.
2c.4: Analyzes and uses disaggregated standardized assessment data to inform planning for individual learners, sub-groups, and classes.
3d.1: Identifies and integrates available emerging technology into the teaching of all content areas.
Additional Data Sources: (e.g., Alabama Alternate Assessment [AAA], School Technology Plan Data)
Strengths:
Each classroom has designated computer lab time. All students have at least 30 minutes computer lab time each day. Each classroom has a minimum of six computers networked to the
Jackson County local-area network with internet access. Three iPads are available for student use in all classrooms kindergarten through third.
Bridgeport Elementary School does not have any students that qualify for the AAA.
Weaknesses:
Bridgeport Elementary School does not have a computer teacher.
Local Data (e.g., LEA, school, and grade-level assessments, surveys, program-specific assessments, other RtI data):
Strengths:
Bridgeport Elementary School subscribes to STAR Enterprise which provides each student with access to Accelerated Reader, STAR Reading or Early Literacy, STAR Math, and Math
Facts in a Flash. STAR Reading is used to assess student’s reading zones.
All students have access to Success Maker reading and math. Third and fourth grade students have access to IXL.com (math practice skills).
Each classroom teacher uses data from Scott Foresman/Pearson SuccessNet and STAR Enterprise assessments.
Weaknesses:
Classroom teachers have not had sufficient training in the use of STAR Enterprise to differentiate instruction and monitor student progress. Teachers will continue to receive training in the
use of STAR Enterprise assessments during the 2013-2014 school year.
Career and Technical Education Program Data Reports:
System: Jackson County
School: Bridgeport Elementary School
Page 4 of 27
Bridgeport Elementary School - Schoolwide - Superintendent Approved
Continuous Improvement Plan - 1/9/2014
Strengths:
Bridgeport Elementary School serves students in grades K-4.
Weaknesses:
Bridgeport Elementary School serves students in grades K-4.
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:
Of the 182 office referrals related to student discipline the most common infraction was Disorderly Conduct. There were no expulsions and only four students went to alternative school.
Weaknesses:
Of the 182 office referrals related to student discipline, 74% were boys and 70% were white. 58% of the referrals were for the Disorderly Conduct infraction.
The grade with the most infractions was third with 41% of the incidences.
School Demographic Information related to drop-out information and graduation rate data.
Strengths:
As an elementary school, the teachers are constantly aware of the need to support at-risk students to provide a sound foundation to allow students to have success in their continued
education.
Weaknesses:
Math scores on the 2013 ARMT, with Level II removed, reflect 59% for Grade 3.
Reading scores on the 2013 ARMT, with Level II removed, reflect 78% for Grade 3.
School Demographic Information related to teacher attendance, teacher turnover, or challenges associated with a high percent of new and/or inexperienced
faculty.
Strengths:
Teachers at Bridgeport Elementary School have an average of 16.72 years of teaching experience with an average of 13.63 years spent teaching at BES. They used an average of 6.62 sick
leave days and had a 92% attendence rate. However, two teachers used approximately 67 days for family medical problems. The remaining 15 teachers used an average of 5.5 sick leave
days and had a 94% attendance rate.
59% of the faculty members have advanced degrees. Teachers used an average of 1.9 days per teacher attending professional development.
Attendance and teacher turnover are not problems at this time. The only turnovers were one half-day experienced teacher transferred to Bridgeport Elementary from within the system; and
one new teacher was hired to replace a tenured teacher that was transferred to another school in the system.
Weaknesses:
Due to a decrease in enrollment, a teacher unit was lost in 2010-2011 and 2011-2012. With a slight increase in enrollment during the 2012-2013 school year we earned a half teacher unit for
the 2013-2014 school year.
System: Jackson County
School: Bridgeport Elementary School
Page 5 of 27
Bridgeport Elementary School - Schoolwide - Superintendent Approved
Continuous Improvement Plan - 1/9/2014
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:
Bridgeport Elementary's attendance report indicated a 96.19% attendance rate.
Weaknesses:
13% of the student population in the 2012-2013 school year transferred in or out after the first day of school. Of the 29 transfers, 13 enrolled after the first of school and 11 students did not
return to Bridgeport Elementary the fall of 2013-2014.
Regarding student attendance, two parents were issued warrants by the Jackson County Board of Education and 21 conferences were held with parents and the System Supervisor of
Attendance.
School Perception Information related to parent perceptions and parent needs including information about literacy and education levels.
Strengths:
As part of the action plan for school improvement and to understand parent perceptions of school programs and services, surveys were sent home with each student and various
stakeholders. Parents and stakeholders were asked to respond to each question in an attempt to better serve the children of Bridgeport Elementary School and Jackson County School
District. The findings of the survey identified three areas to target continuous improvement.
High Student Achievement.
Adequate Safe, Orderly, and Secure Schools
Positive Family, Community and Staff Relationships
Weaknesses:
The survey indicated students were not adequately prepared for emergencies.
The survey indicated parents did not feel the school communicated information pertaining to the school and student progress in a satisfactory manner.
School Perception Information related to student PRIDE data.
Strengths:
Bridgeport Elementary School serves students in grades K-4.
Weaknesses:
Bridgeport Elementary School serves students in grades K-4.
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:
Bridgeport Elementary School had ten Hispanic students enrolled during the 2012-2013 school year. Three EL students were third graders enrolled in a regular classroom and currently
working on grade level. All three of them are socially well-adapted and participate in class.
This year one kindergarten student, one first grader, four second graders, and one fourth grader have thirty minutes a day in a distance learning class with an EL aide from another elementary
school in our district. They do not require Spanish translations or an interpreter.
System: Jackson County
School: Bridgeport Elementary School
Page 6 of 27
Bridgeport Elementary School - Schoolwide - Superintendent Approved
Continuous Improvement Plan - 1/9/2014
Weaknesses:
Classroom teachers have not had sufficient training to enable them to integrate the EL curriculum with the general education curriculum.
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:
Three EL students were third graders enrolled in a regular classroom and currently working on grade level. All three of them were and are socially well adapted and participate in class. They
do not require Spanish translations or an interpreter.
Weaknesses:
BES does not have an EL aide.
School Process Information uncovered by an analysis of curriculum alignment, instructional materials, instructional strategies, reform strategies, and/or
extended learning opportunities.
Strengths:
All teachers are using Office Word tables to create Lesson plans. Each classroom has a digital projector and Promethean Board and teachers use the corresponding ActivInspire software.
Each grade level has scheduled data meetings.
Students have extended learning opportunities at the after-school program funded from a grant from the 21st Century Community Learning Center.
Weaknesses:
There is an achievement gap between 3rd grade poverty/non-poverty groups.
Teachers need additional training with Response to Instruction (Rtl) and comprehension instructional strategies.
Third and fourth grade teachers need additional time and training to integrate the system Math Pacing Guide with the 2010 Math Standards and Saxon, the newly adopted math series.
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. Math Goal
Description:
During the 2013-2014 school year, our goal is to improve math skills in all grade levels, and especially third and fourth grades, in preparation for 2014 state
mandated standardized testing.
Data Results on which goal is based:
Math scores on the 2013 ARMT, with Level II removed, reflect 59% for Grade 3, and 90% for Grade 4.
Target Grade Level(s): 3rd and 4th Grade
System: Jackson County
School: Bridgeport Elementary School
Page 7 of 27
Bridgeport Elementary School - Schoolwide - Superintendent Approved
Continuous Improvement Plan - 1/9/2014
Target Content Area(s): Math
ARMT: Math
Additional Academic Indicators:
Attendance Report
Target Student Subgroup(s):
3rd Grade Free and Reduced Lunch
Courses of Study:
Grade 3 Math 3.13 COS 2010 - Model equivalent fractions with concrete objects or pictorial representations. 3.7 COS 2010 - Fluently multiply and divide within
100, using strategies such as the relationship between multiplication and division. 3-23 COS 2010 Solve real-world and mathematical problems involving
perimeters of polygons, including finding the perimeter given the side lengths, finding an unknown side length, and exhibiting rectangles with the same perimeter
and different areas or with the same area and different perimeters.
Strategies:
1.1 Use Longitudinal Data
Description:
Teachers will use longitudinal data to address the weakest math standards in all math classes by October 2013.
Action Steps:
1.1.1 Patterns of Strengths and Weaknesses
Description:
Analyze AMRT data for three-five years to determine patterns of strengths and weaknesses.
Benchmarks:
Document strengths and weaknesses.
1.1.2 Develop Action Steps
Description:
Teachers will develop three actions steps for each identified weakness.
Benchmarks:
Evidence filed in CIP folder in teacher data box.
1.1.3 Implement Action Steps
Description:
Implement identified actions steps in individual classrooms.
Benchmarks:
Lesson Plans and Walkthroughs.
Interventions:
System: Jackson County
School: Bridgeport Elementary School
Page 8 of 27
Bridgeport Elementary School - Schoolwide - Superintendent Approved
Continuous Improvement Plan - 1/9/2014
Action steps identified and implemented in individual classrooms will be adjusted as needed.
Resources:
Websites targeting math enrichment.
1.2 Implement Intensive Instruction
Description:
Teachers will implement intensive, explicit instruction in every math class.
Action Steps:
1.2.1 Instructional Methods
Description:
Continuing in August 2013, teachers will actively engage students with a variety of instructional methods.
Benchmarks:
Lesson Plans and Walkthroughs
1.2.2 Master Standards
Description:
Grade level teams will work collaboratively to develop lesson plans around least-mastered standards by October 2013.
Benchmarks:
Lesson Plans, Sign-in sheets and notes from Grade Level Meetings, and STAR math assessment.
1.2.3 Daily Practice
Description:
Students will receive hands-on math instruction and practice on a daily basis.
Benchmarks:
Walkthroughs and Lesson Plans
1.2.4 Review Math Facts
Description:
Daily work will include review of addition, subtraction, and multiplication facts.
Benchmarks:
Lesson Plans and Walkthroughs
Interventions:
Small group instruction, peer tutoring, after-school tutoring, and adjust groups to meet needs of at-risk students.
Resources:
System: Jackson County
School: Bridgeport Elementary School
Page 9 of 27
Bridgeport Elementary School - Schoolwide - Superintendent Approved
Continuous Improvement Plan - 1/9/2014
Mini-computer lab in classroom, daily computer lab time, and individual use of iPads.
1.3 Course of Study Standards
Description:
Align the current taught curriculum and instructional resources to the least-mastered standard.
Action Steps:
1.3.1 Align the Curriculum
Description:
Teachers will utilize the item specifications and course of study standards to align the curriculum.
Benchmarks:
Lesson Plans
1.3.2 Grade Level Support
Description:
Teachers will discuss the aligned curriculum at grade level meetings.
Benchmarks:
Sign-in sheet and notes from Grade Level Meetings
Interventions:
Adjust groups to meet needs of at-risk students.
Resources:
None
2. Reading Goal
Description:
During the 2013-2014 school year, our goal is to improve reading skills in all grade levels,especially third and fourth grades, in preparation for 2014 state
mandated standardized testing.
Data Results on which goal is based:
Reading scores on the 2013 ARMT reflect 78% for Grade 3, and 84% for Grade 4.
Target Grade Level(s): 3rd and 4th Grade
Target Content Area(s): Reading
ARMT: Reading
Additional Academic Indicators:
Attendance Report
System: Jackson County
School: Bridgeport Elementary School
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Bridgeport Elementary School - Schoolwide - Superintendent Approved
Continuous Improvement Plan - 1/9/2014
Target Student Subgroup(s):
3rd Grade Free and Reduced Lunch Subgroup.
Courses of Study:
Grade 3 English Language Arts 3.3 - Use a wide range of strategies, including using context clues and predicting outcomes, to comprehend third-grade
recreational reading materials in a variety of genres. 3.4 Use a wide range of strategies and skills, including retelling information, using context clues, and making
inferences to identify main idea, to comprehend third-grade informational and functional reading materials. 3.1 – Apply advanced phonetic analysis to multiplesyllable words, including consonants, short vowels, blends, long vowels markers, and r-controlled words.
Strategies:
2.1 Use Longitudinal Data
Description:
Use longitudinal data to address weakest reading standards in all reading classes.
Action Steps:
2.1.1 Patterns of Strengths and Weaknesses
Description:
Analyze ARMT data for three years to determine patterns of strengths and weaknesses.
Benchmarks:
Documented strengths and weaknesses.
2.1.2 Develop Action Steps
Description:
For each identified weakness, teachers will develop three action steps.
Benchmarks:
Evidence filed in CIP folder in teacher data box.
2.1.3 Implement Action Steps
Description:
Implement identified action steps in individual classrooms
Benchmarks:
Lesson Plans and Walkthroughs
Interventions:
Action steps identified and implemented in individual classrooms will be adjusted as needed.
Resources:
None
2.2 Instructional Pacing Document
System: Jackson County
School: Bridgeport Elementary School
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Bridgeport Elementary School - Schoolwide - Superintendent Approved
Continuous Improvement Plan - 1/9/2014
Description:
Utilize data regarding the least-mastered standards and include them in an instructional pacing document.
Action Steps:
2.2.1 Pacing Guide
Description:
Teachers will utilize the Scott Foresman guide by spring.
Benchmarks:
Sign-in sheets and notes from the data meeting
2.2.2 Grade Level Meetings
Description:
Conduct monthly grade level meetings led by principal/reading coach/teachers to review and respond to benchmark data, instructional pacing and
curriculum alignment.
Benchmarks:
Review of data regarding least mastered standards will be evidenced by sign-in sheets and meeting notes.
2.2.3 Update Pacing Guide
Description:
All teachers will update the instructional pacing guideline.
Benchmarks:
Update pacing plan monthly.
Interventions:
Data from the Baseline test will be compared to the next Benchmark/Unit tests. Positive Behavior Strategies (PBS) for intervention strategies.
Resources:
None
2.3 Small Group Instruction
Description:
Provide individual and small group instruction for at-risk students.
Action Steps:
2.3.1 Identify Targeted Students
Description:
During data meetings and data analysis meetings, teachers will identify targeted students.
Benchmarks:
System: Jackson County
School: Bridgeport Elementary School
Page 12 of 27
Bridgeport Elementary School - Schoolwide - Superintendent Approved
Continuous Improvement Plan - 1/9/2014
List students identified as struggling readers with Pearson SuccessNet data and STAR Enterprise Assessments.
2.3.2 Small Group Instruction
Description:
Implement small group instruction using interventions/strategies for struggling readers
Benchmarks:
Observing and monitoring by reading coach/principal.
2.3.3 Intervention Tools
Description:
Maximize the use of Success Maker and Pearson SuccessNet as strategies and/or intervention tools.
Benchmarks:
Lesson Plans and Walkthroughs
Interventions:
Students not mastering proficient skills will be given Tier 2 reading intervention to re-teach the skills. Collaborative teacher will pull out students to work with
individually and in small groups. Diagnose and target the struggling readers and provide small group instruction.
Resources:
Tumblebooks. $100.00 High interest, low-level reading materials especially of interest to boys. $600.00
3. Culture Goal
Description:
During the 2013-2014 school year, our goal is to improve math skills in all grade levels, especially third and fourth grades, in preparation for 2014 state mandated
standardized testing.
Data Results on which goal is based:
Math scores from the 2013 ARMT+ revealed only 59% of the 3rd grade students met or exceeded the standards.
Target Grade Level(s): 3rd and 4th Grade
Target Content Area(s): Math
ARMT: Math
Additional Academic Indicators:
Attendance Report
Target Student Subgroup(s):
3rd Grade Poverty Level Subgroup
Courses of Study:
Grade 3 Math 3.13 COS 2010 - Model equivalent fractions with concrete objects or pictorial representations. 3.7 COS 2010 - Fluently multiply and divide within
System: Jackson County
School: Bridgeport Elementary School
Page 13 of 27
Bridgeport Elementary School - Schoolwide - Superintendent Approved
Continuous Improvement Plan - 1/9/2014
100, using strategies such as the relationship between multiplication and division. 3-23 COS 2010 Solve real-world and mathematical problems involving
perimeters of polygons, including finding the perimeter given the side lengths, finding an unknown side length, and exhibiting rectangles with the same perimeter
and different areas or with the same area and different perimeters.
Strategies:
3.1 Poverty Students and Cultural Issues
Description:
Teachers will develop an understanding of cultural issues among poverty level students.
Action Steps:
3.1.1 Book Study
Description:
All teachers will participate in a book study on poverty. Ruby Payne's Framework for Understanding Poverty. Participants will conclude by developing a
plan to implement at least one new motivational strategy in their classrooms.
Benchmarks:
Meeting notes and sign-in sheets.
3.1.2 Identify and Implement A Motivation Strategy
Description:
Teachers will identify and implement a strategy learned from the book study by January 2014. By March 2014, teachers will identify and implement at
least one new motivational strategy learned from the book study.
Benchmarks:
Lesson Plans and Walkthroughs
3.1.3 Verbal Incentives
Description:
Teachers will compliment students verbally and with incentives for compliance with organization expectations, ex. Returning weekly folders.
Benchmarks:
Observation and Walkthroughs
Interventions:
Counseling services and Parent Conferences
Resources:
Professional Development Book Study: Ruby Payne’s Framework for Understanding Poverty.
Part III - GOAL TO ADDRESS ANNUAL MEASURABLE ACHIEVEMENT OBJECTIVES (AMAOs) AND
ENGLISH PROFICIENCY NEEDS
System: Jackson County
School: Bridgeport Elementary School
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Bridgeport Elementary School - Schoolwide - Superintendent Approved
Continuous Improvement Plan - 1/9/2014
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. AMAO for ELs
Description:
EL students in grades 1-4 will improve .5 proficiency level in writing.
Data Results on which goal is based:
Scores from Access 2013 data for ELs indicated writing and listening skills need to be improved.
Target Grade Level(s): Grade2
Target ELP Language Domain(s): Writing,Listening
WIDA Standards: Language Domain: Writing: WIDA Standards: 1. Social and Instructional 2. Mathematics 3. Language Arts
Strategies:
1.1 Planning and Collaboration
Description:
School administrators facilitiate planning and collaboration time.
Action Steps:
1.1.1 Language and Content Objectives
Description:
Provide time for the classroom teacher to be coached on how to integrate language objectives with content objectives throughout the year.
Benchmarks:
English Proficiency Plan (EPP) will be in place for each EL student.
1.1.2 Integrate Language Objectives in Lesson Plans
Description:
Provide time for the classroom teacher and system EL aide to plan and develop weekly lesson plans that integrate language objectives.
Benchmarks:
The EL Progress Report will be completed each 9 weeks. Progress report should indicate an increase in writing proficiency. ACCESS testing should
show an increase in writing proficiency. Teacher observation and class work should show improvement.
Interventions:
EL committee will change/adjust EPP plans as needed. Collaborate with the system EL aide on additional strategies and support.
Resources:
$.0
System: Jackson County
School: Bridgeport Elementary School
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Bridgeport Elementary School - Schoolwide - Superintendent Approved
Continuous Improvement Plan - 1/9/2014
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. Procedures for Emergency Drills
Description:
According to the SACS survey, students do not indicate knowledge of proper procedures for emergency drills.
Strategies:
1.1 Student Knowledge of Emergency Drills.
Description:
STRATEGY 1: Provide students with necessary opportunities to ensure knowledge of proper procedures for emergency drills.
Action Steps:
1.1.1 Train Faculty and Students on Emergency Drills.
Description:
Train all faculty and students on emergency drills.
Benchmarks:
Walkthroughs by principal
1.1.2 Frequent Emergency Drills
Description:
Continue to meet the state mandated frequency of emergency drills.
Benchmarks:
Document dates of emergency drills.
1.1.3 Small Group Emergency Drills
Description:
Guidance counselor will review emergency procedures with each homeroom. The principal and bus drivers will practice emergency bus evacuation
with each grade level.
Benchmarks:
Lesson Plans and Document dates of classroom drills
Interventions:
System: Jackson County
School: Bridgeport Elementary School
Page 16 of 27
Bridgeport Elementary School - Schoolwide - Superintendent Approved
Continuous Improvement Plan - 1/9/2014
Repeat training and drills each semester.
Resources:
None
2. Crisis Management Plan
Description:
Review the Bridgeport Elementary School Crisis Management plan annually and amend as necessary.
Strategies:
2.1 Review Crisis Management Plan
Description:
Review the Bridgeport Elementary School Crisis Management plan annually and amend as necessary.
Action Steps:
2.1.1 Emergency Procedures
Description:
Train all faculty on emergency procedures.
Benchmarks:
Walkthroughs by principal.
2.1.2 Safety Issues
Description:
Train all faculty members on safety issues that pertain to the safety of each student and faculty member.
Benchmarks:
Walkthroughs by principal
Interventions:
Repeat training and drills each semester.
Resources:
None
3. Professional Development
Description:
EDUCATEAlabama concluded teachers are weak in the following indicators: 1.5 Provides instructional accomodations, modifications, and adaptations to meet
the needs of each individual learner. 2c.4 Analyzes and uses disaggregated standardized assessment data to inform planning for individual learners, sub-groups,
and classes. 3d.1 Identifies and integrates available emerging technology into the teaching of all content areas.
System: Jackson County
School: Bridgeport Elementary School
Page 17 of 27
Bridgeport Elementary School - Schoolwide - Superintendent Approved
Continuous Improvement Plan - 1/9/2014
Strategies:
3.1 Professional Learning Plan
Description:
Educate faculty members with pertinent Professional Development as targeted by EducateAL Professional Learning Plan for the 2012-2013 year.
Action Steps:
3.1.1 Analyze Data Longitudinally
Description:
Train teachers to analyze data longitudinally.
Benchmarks:
Sign-in sheets and training agenda.
3.1.2 Book Study on Poverty
Description:
Teachers will participate in Professional Development through a book study on poverty students.
Benchmarks:
Notes and sign-in sheets of book study meetings.
3.1.3 Identify and Integrate Technology
Description:
Mini-workshops on various technology programs will be provided through various training methods, including Moodle, turnaround training, WebEx, and
system-wide training.
Benchmarks:
Sign-in sheets. Walkthroughs by the principal.
Interventions:
Train faculty on STAR Enterprise assessments to closely monitor the individual learner. Train teachers to analyze data longitudinally. Train teachers on
emerging technology.
Resources:
$.0
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)
System: Jackson County
School: Bridgeport Elementary School
Page 18 of 27
Bridgeport Elementary School - Schoolwide - Superintendent Approved
Continuous Improvement Plan - 1/9/2014
Bridgeport Elementary School follows the State of Alabama guidelines for its mentoring program. Seven teachers have received training. Each new teacher is assigned a mentor to provide
ongoing support and help them adjust to the day-to-day activities.
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.
Bridgeport Elementary currently has 17 teacher units. Budget details are shown in Part VIII.
Title I Federal funds are used to supplement regular funded programs. Title I funds are used for salaries and fringes for certified personnel and instructional materials and supplies.
0.71 Certified Instructors: $37,879.00. Instructional Supplies: $13,700.00.
Total: $51,576.00.
The Leadership Team agrees to relinquish Parental Involvement Funds of $840 to be utilized County Wide. Per pupil allotment (PPA) is $307.00
Title II Federal funds are used for Professional Development and a Class Size Reduction Unit.
Professional Development County Allocation is $40,844.
Professional Development funds are used county wide.
Title III Federal funds are used for English Learners. This includes supplies, software, and hardware for language acquisition.
Title III County Allocation is $16,935.
These funds are used county wide.
Title IV Federal Funds are used for Safe and Drug Free Schools including drug education, awareness, and prevention.
Title VI Federal Funds used for Rural and Low income schools.
Career and technical education (Perkins Grant) money is dispersed to the Technical Center and on a rotating basis between the high schools. Not applicable to elementary and middle
schools.
Local funds are divided into public and non-public funds for each school
Other money as applicable to our school (21st century, School Improvement, Learn and Serve, etc.)
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.
1. Preschoolers in Bridgeport are urged to visit their local school and register for kindergarten. At this registration, parents are given a supply list and a list of skills for their child to work on
during the summer. Signs are posted around the community, notices are placed in the local newspapers, and notes are sent home by every child to publicize the registration.
2. Preschoolers are invited to attend the annual Book Fair and purchase books for home use. Flyers, newsletters, and the school marquee will be used to publicize the Family Night Book
Fair event.
3. Head Start teachers supply the kindergarten teachers with a checklist to provide feedback of former students’ strengths and weaknesses. A kindergarten teacher attends a Head Start
parent meeting prior to registration to answer any questions they may have and makes suggestions to aid in the child’s adjustment to kindergarten.
4. The Fall Festival committee plans fun activities for elementary children but also tries to have plenty of games, food, and other activities to give preschool children a positive experience at
school. This event is announced to the public by signs, parent newsletters, and newspaper articles.
5. Preparing students for the change from the elementary school to the middle school begins in the third grade. Whenever groups (such as the Huntsville Ballet) are performing at the middle
school the third and fourth grade students are invited to attend. This provides the students a positive experience as well as an introduction to the building, the staff, and the principal.
6. The transition for fourth graders from Bridgeport Elementary School to the fifth grade at Bridgeport Middle School begins during the spring of the fourth grade. The elementary school shares
a counselor with the middle school so the counselor begins the transition. They discuss the policies and procedures as well as the dress code.
7. In May, the fourth grade continues the transition process with a trip to visit the middle school, watch a performance of the eight-grade play, and attend an orientation session. Parents are
encouraged to attend and ask questions about the policies of the middle school. The principal describes the facilities and explains the first-day rules and general procedures. As the
students tour the building, they visit the 5th grade classrooms, meet the teachers, and enjoy refreshments in the cafeteria.
8. To further introduce the students to middle school life, the counselor gives the students an opportunity to rent their lockers in anticipation of this new experience. A copy of the fifth grade
Supply List is attached to the end of the year report card.
System: Jackson County
School: Bridgeport Elementary School
Page 19 of 27
Bridgeport Elementary School - Schoolwide - Superintendent Approved
Continuous Improvement Plan - 1/9/2014
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.
Bridgeport Elementary School attracts high quality and highly qualified teachers to this school by providing an effective comprehensive educational program that motivates and challenges
both students and staff to reach their maximum potential.
Teachers are assigned to instructional areas according to their strengths and areas of certification. Professional development is provided for new programs as they become available. The
majority of the faculty was trained at the Alabama Reading Academy and received planned training for HASP (Hands on Science Program) and Reading Renaissance. Several have been
trained in the use of Success Maker software. Each classroom has a Promethean Board and each teacher was trained on the ActivInspire program.
Third and fourth grade teachers, working with other teachers in the system, created an Instructional Target (pacing guide) for math.
All classrooms are equipped with a minimum of six computers networked to the Jackson County local-area network with Internet access. Each class has scheduled access to the school
computer lab. Teachers are trained to use any new software programs as soon as they become available on the school server. The latest software professional development classes include
Pearson Success Net, STI Information Now, Moodle, ActivInspire, and STAR Enterprise Assessments.
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.
Bridgeport Elementary School teachers use various assessments to plan instructional improvements.
Some of them include:
1. Grades 3- 4 ARMT: The faculty analyzes the ARMT scores from the previous year, discusses results and plans instructional improvements with the schoolwide leadership team.
2. K Progress Report: Kindergarten progress reports provide a means of assessment for both parents and teachers.
3. Daily Teacher Assessment: Teachers make assessments based on daily classroom activities. These assessments are ongoing and considered when planning the schoolwide program.
4. Grades K-4 STAR Enterprise, a web-based system is a benchmark and progress monitoring system also administered three times per year. These scores will be used in conjunction
with Scott Foresman/Pearson SuccessNet. assessments and teacher observation to guide instruction and select appropriate interventions.
5. Grades K and 1 STAR Early Literacy, Grades 2-4 STAR Reading and STAR Math, Grades 1-4 Math Facts in a Flash, Success Maker and, Scott Foresman/Pearson SuccessNet. These
assessments are used by the local school to enable teachers to evaluate student progress and inform parents of their child’s performance.
6. State and local assessments are used by teachers to analyze the available data, discuss results, reform strategies and continue to plan for instructional improvements.
7. Grade level and multi-grade level data meetings are held to discuss student progress, adjust instructional procedures and strategies, and select appropriate interventions.
8. Teacher representation and teacher input is included on the school budget committee, textbook selection committee, school calendar committee, and the schoolwide leadership team.
9. Students who are having academic difficulties or are experiencing behavior concerns may be referred to the Problem Solving Team (PST) for evaluation. Members of the PST evaluate data
collected on referred students to collectively devise a plan to help the student succeed giving the teacher immediate support when confronting specific academic, social, and/or behavioral
concerns. If the issues are not resolved the student may be referred for more in-depth testing or special services.
Special Populations:
Describe procedures used for each group of Migrant, English Learners, Economically Disadvantaged, Special Education, Neglected and/or Delinquent, and
Homeless students.
Bridgeport Elementary School presently has only 11 EL students. At this time, Bridgeport has no migrant students or homeless students.
Economically disadvantaged students are identified through the application for free and reduced lunch. Students who are eligible are provided nutritious breakfasts and lunches as mandated
by the National School Lunch Program, School Breakfast Program, and the Summer Food Service Program for free/reduced price.
During 2012-2013 the resource teacher worked with 7 special education students collaboratively with their classroom teacher.
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.
System: Jackson County
School: Bridgeport Elementary School
Page 20 of 27
Bridgeport Elementary School - Schoolwide - Superintendent Approved
Continuous Improvement Plan - 1/9/2014
Applies Only to Secondary Schools
(N/A for Elementary 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.
Provide extended summer school opportunities:
Summer program theme was "Learning & Serving in Our Community." The 21st Century Learning Center program provided academic enrichment opportunities during a summer session that
focused not only on at risk, high-poverty children but also on students labeled “latch key kids." Emphasis was put on staying in school and making a difference as a student serving in our
community and setting goals to possibly become community leaders as adults. During June 2013, two teachers worked with twenty-eight students for two weeks with eight hour sessions
each day.
Provide an after-school program:
This program supports the creation of community learning centers that provide academic enrichment opportunities during non-school hours for children, particularly students who attend highpoverty and low-performing schools. The program helps students meet state and local student standards in core academic subjects, such as reading and math; offers students a broad array
of enrichment activities that can complement their regular academic programs; and offers literacy and other educational services to the families of participating children.
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.
Parents are included on all decision-making and advisory committees and ensure adequate training for such areas as policy, curriculum, budget, and safety. Meetings of the leadership team
will be held quarterly to discuss the school improvement plan.
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.
Bridgeport Elementary School encourages parents to be full partners in the decisions that affect children and family. The school involves parents, in an organized, ongoing, and timely way in
the planning of the school improvement plan through newsletters, parent surveys, committee meetings, and handbooks. An annual meeting to inform parents of Title I requirements and
offerings will be offered at least two different times to accommodate parent schedules. The Title I Parental Involvement Annual Public Meeting will be at the Open House August 18, 2013 and
a parent training session will be available during the morning on January 16, 2014. Bridgeport Elementary School uses its parental involvement funds to work with the Jackson County Parent
Center to offer programs to strengthen the school/family partnership by providing materials and education for school staff and parents. The school encourages parents to attend the
workshops offered by the Parent Center. The Parent Center provides parent training sessions in the fall and spring to assist parents in developing parenting skills.
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.
An annual meeting to inform parents of Title I requirements and offerings will be offered at least two different times to increase parental attendance. To accommodate parent schedules,
meetings will be once during the afternoon at the Title I Parental Involvement Annual Public Meeting on August 18, 2013 Open House; and during the morning of January 16, 2014. Parents
System: Jackson County
School: Bridgeport Elementary School
Page 21 of 27
Bridgeport Elementary School - Schoolwide - Superintendent Approved
Continuous Improvement Plan - 1/9/2014
are given a copy of the parent handbook at the first of school which contains the guide to daily operations and policies of the Jackson County School System.
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).
Parents, the school staff, and students have created a shared responsibility by having parents and guardians sign a School-Parent Compact for improving academic achievement and
behavior. Responsibility for improved student academic achievement will be shared by parents, the child, and teachers. The parents and students will sign the compacts and the compacts
will be filed in the classroom for use during parent-teacher conferences.
Describe procedures to allow parents to submit comments of dissatisfaction with the Continuous Improvement Plan.
Parents are encouraged to be involved in the planning of the school improvement plan through newsletters, parent surveys, committee meetings and handbooks. Parent opinions are
encouraged at the annual meeting and in surveys to be included in the first and third report cards to attain feedback regarding strengths and weaknesses concerning the CIP and the school
in general.
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)
Bridgeport Elementary School shares the responsibility with parents and guardians improving academic achievement and behavior by signing a compact indicating their agreement to the
terms listed in the compact. Faculty members will provide and distribute information to assist parents in understanding how students can improve skills, get help when needed, foster
learning at home and give feedback to teachers. To promote better parenting, newsletters for parents are distributed monthly with valuable and age appropriate strategies. Bridgeport
Elementary will also offer an Open House each August where parents will be given the opportunity to meet their child’s teacher and learn about individual class assignments and what the
parent can do to support their child.
Parents will receive progress reports at the midpoint of each nine weeks. Report Cards at the end of the nine weeks. Parents are encouraged to view the school web page and read the
school newsletter attached with each progress report. The Jackson County School System, as well as Bridgeport Elementary School, has All Call where parents can be sent a message with
one phone call from the principal, superintendent, etc. Bridgeport Elementary School now has the INOW Parent Portal which enables parents to view grades and report cards.
(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)
Throughout the year, the parent center will send home grade-appropriate newsletters home with the student. They can also be found on the County website under Federal Programs. The
Parental Involvement Consulting teacher conducts a minimum of 2 parent training sessions to be held in the school at flexible times to be convenient for parents. These sessions will be
offered once during the afternoon at the Open House on August 18, 2013 and on the morning of January 16, 2014. Teachers regularly assign interactive homework that requires students to
discuss and interact with parents about what they learn in class.
(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)
As part of the action plan for school improvement and to understand parent perceptions of school programs and services, surveys were sent home with each student and various
stakeholders. Parents and stakeholders were asked to respond to each question in an attempt to better serve the children of Bridgeport Elementary School and Jackson County School
District. One of the areas the survey identified to target continuous improvement was positive family, community, and staff relationships. The goal for Bridgeport Elementary is to
communicate effectively with parents and members of this community to build positive relationships that strengthen support for the educational process. To meet our school objectives, we
are encouraging parents to be involved in an annual Parenting Day to view school activities and student accomplishments. Parents are encouraged to visit the school website and are
provided with a quarterly newsletter to inform them of the latest class and school activities.
System: Jackson County
School: Bridgeport Elementary School
Page 22 of 27
Bridgeport Elementary School - Schoolwide - Superintendent Approved
Continuous Improvement Plan - 1/9/2014
(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)
Bridgeport Elementary School is involved with the Summer Food Service Program to provide children with free lunches during the summer and reduced priced lunches for their parents. The
school also is involved with the local chapter of the Head Start Program that provides pre-school children with an opportunity to prepare for public school kindergarten. The school works with
the Head Start Program to help the students have a smooth transition from pre-school to public kindergarten. Part of this involvement includes the kindergarten teachers working with the
Head Start teachers with skill surveys and the school lunch program catering their breakfasts and lunches.
In the interest of better serving the students and parents of Bridgeport Elementary School, the Leadership Team relinquished Title I parental involvement funds to the Jackson County Board of
Education for the purpose of providing greater assistance to all parents on a system-wide basis.
(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)
Bridgeport Elementary School ensures that information related to school and parent programs is sent to parents of participating children in a format and, to the extent practicable, in a
language the parents can understand. At the present time, Bridgeport Elementary School has only 11 EL students and the parents will receive Spanish translations as needed. Bilingual
students, parents and community members will be recruited and used as interpreters if an EL aide is not available.
(6) Shall provide such other reasonable support for parental involvement activities as parents may request. (Describe)
To accommodate parent schedules, the Parental Involvement Consulting Teacher will conduct training sessions at flexible times to be convenient for parents. To provide a climate in which
parents are welcome in school, participation as volunteers for various grade level activities is encouraged.
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.
Bridgeport Elementary is a handicapped-accessible building. Bridgeport Elementary School presently has only 11 EL students. A system EL aide is also available to translate school reports
and information for parents with limited English proficiency. At this time, Bridgeport has no migrant students.
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?
●
i Yes
j
k
l
m
n
●
n No
j
k
l
m
Does the plan include opportunities for teachers, principals, paraprofessionals, other staff, and parents?
●
i Yes
j
k
l
m
n
●
j No
k
l
m
n
Does the plan include required district-wide training for English language acquisition? (If LEA receives Title III funds)
●
i Yes
j
k
l
m
n
●
j No
k
l
m
n
System: Jackson County
School: Bridgeport Elementary School
Page 23 of 27
Bridgeport Elementary School - Schoolwide - Superintendent Approved
Continuous Improvement Plan - 1/9/2014
(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:
Assisting Poverty Level Students
What weakness or need identified in academic (including ell amaos) or school culture goals will the professional learning address?
Due to low reading and math skills from students in the poverty level group, teachers will need professional development in assisting poverty level students.
What types of professional learning will be offered?
Teachers will receive professional development in the area of utilizing reading strategies to increase comprehension across the curriculum conducted by the
Instructional Coach at Grade Level meetings. Book Study to address poverty at faculty meetings/workday. As well as grade level meetings, the faculty will participate in
vertical grade level meetings.
When will the session be delivered?
Book Study scheduled for January 3, 2014. Comprehension training will be October - November, 2013.
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?)
Poverty (free/reduced) level students will meet or exceed state standards on standardized testing in April 2014. Teacher lesson plans will reflect use of small group
instruction. Teachers will gain an understanding of obstacles facing students in poverty situations.
How will participants be held accountable for successful implementation and in what ways will evidence be collected to show effective
assimilation/integration of strategies?
Reading and math scores of poverty (free/reduced) level students in the 3rd grade will meet or exceed state standards on standardized testing in April 2014. Lesson
plans will reflect use of reading strategies. Lesson plans are reviewed for evidence of use of cross-curricular reading strategies.
What are the funding sources, estimated expenses, and proposed names of consultants or entities? Example: Title II, $....00
Resource for book study: Ruby Payne’s Framework for Understanding Poverty.
Identify and Integrate Technology
What weakness or need identified in academic (including ell amaos) or school culture goals will the professional learning address?
EducateAL identifies this standard as a weakness: 3d.1 Identifies and integrates available emerging technology into the teaching of all content areas.
What types of professional learning will be offered?
Mini workshops on various technology programs will be provided through various training methods, including Moodle, turnaround training, WebEx, and system-wide
training.
When will the session be delivered?
Teachers attended various professional development during the summer of 2013. Some of these included Teacher Web Page Training; Technology and Training;
Planning Lessons that Reflect the ELA and Mathematics Standards for the CCRS in Grades K-2; Planning Lessons that Reflect the Math Practice Standards for the
CCRS in Grades 3-5; Math Practice Standards for the College and Career Ready Curriculum.
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?)
Teachers will effectively emerge technology into the curriculum.
System: Jackson County
School: Bridgeport Elementary School
Page 24 of 27
Bridgeport Elementary School - Schoolwide - Superintendent Approved
Continuous Improvement Plan - 1/9/2014
How will participants be held accountable for successful implementation and in what ways will evidence be collected to show effective
assimilation/integration of strategies?
Walkthroughs by principal. Lesson Plans. Teacher feedback.
What are the funding sources, estimated expenses, and proposed names of consultants or entities? Example: Title II, $....00
$.00
Part VIII - Coordination of Resources/Comprehensive Budget
I. State Foundation Funds
FTEs Earned
Units Placed
Total Salaries
FTE Teacher Units
14.29
14.29
808,789.00
Administrator Units
1
1
77,040.00
Assistant Principal
0
0
0.00
Counselor
.5
.5
24,619.00
Librarian
.5
.5
25,833.00
Career and Technical Education Administrator
0
0
0.00
Career and Technical Education Counselor
0
0
0.00
Technology
0.00
Professional Development
0.00
State ELL Funds
0.00
Instructional Supplies
13,700.00
Library Enhancement
0.00
Total of All Salaries:
$949,981.00
II. Federal Funds
Title I: Improving the Academic Achievement of the Disadvantaged
Provide a brief explanation and a breakdown of expenses.
.71 Certified Instructional unit- Salary and Fringes-$37,876.00.
Instructional materials-$830.00.
Title I funds are used to supplement regular funded programming. Title I funds are used for salaries and fringes for certified personnel and instructional materials and supplies. In the interest
of better serving the students and parents of Bridgeport Elementary School, the Leadership Team relinquished Title I parental involvement funds of $840.00 to the Jackson County Board of
Education for the purpose of providing greater assistance to all parents on a system-wide basis. Per pupil allotment(PPA) is $307.00
Total :
System: Jackson County
School: Bridgeport Elementary School
38,706.00
Page 25 of 27
Bridgeport Elementary School - Schoolwide - Superintendent Approved
Continuous Improvement Plan - 1/9/2014
Title I: ARRA Funds
Provide a brief explanation and a breakdown of expenses.
Currently there are no funds available for Bridgeport Elementary.
Total :
0.00
Total :
0.00
Total :
0.00
Total :
0.00
Total :
0.00
Total :
0.00
Total :
0.00
Title II: Professional Development Activities
Provide a brief explanation and a breakdown of expenses.
Title II funds are used for Professional Development and Class Size Reduction Units.
$40,844.00 is used for county wide professional development.
Title III: For English Language Learners
Provide a brief explanation and a breakdown of expenses.
Title III funds are used for EL students. This includes supplies, software, and hardware for language acquisition.
County allocation is $16,935.00
Title IV: For Safe and Drug-free Schools
Provide a brief explanation and a breakdown of expenses.
Title IV funds are used for drug education, awareness and prevention. Currently there are no funds available for Bridgeport Elementary.
Title VI: For Rural and Low-income Schools
Provide a brief explanation and a breakdown of expenses.
Currently there are no funds available for Bridgeport Elementary.
Career and Technical Education-Perkins IV: Basic Grant (Title I)
Provide a brief explanation and a breakdown of expenses.
Currently there are no funds available for Bridgeport Elementary.
Career and Technical Education-Perkins IV: Tech Prep (Title II)
Provide a brief explanation and a breakdown of expenses.
Currently there are no funds available for Bridgeport Elementary.
Other: 21st Century, Learn and Serve, Even Start, School Improvement Grant
System: Jackson County
School: Bridgeport Elementary School
Page 26 of 27
Bridgeport Elementary School - Schoolwide - Superintendent Approved
Continuous Improvement Plan - 1/9/2014
Provide a brief explanation and a breakdown of expenses.
Bridgeport Elementary School receives $92,500 in 21st Century Grant funds for after school teacher salaries, instructional resources, and instructional technology.
Total :
92,500.00
Total :
54,100.00
III. Local Funds (if applicable)
Local Funds
Provide a brief explanation and a breakdown of expenses.
Public funds - $52,100.00
Non-Public - $ 2.000.00
System: Jackson County
School: Bridgeport Elementary School
Page 27 of 27