As a Title I Parent, You Have the Right To

As a Title I Parent, you have the right to…

• Be involved in the development and revision of the CIP.
• Be involved in the development of the Parental Involvement Plan (part VI of the CIP).
• Be involved in the revision of the School-Parent Compact (sent home the first day of school).
• Be notified if your child is being taught by a non-highly qualified teacher.

• ELHS CIP Summary—Plain English Version •

Part I—We have to analyze strengths and weaknesses within our school.

(Here you will find the highlights—some strengths and weaknesses are the same each year.)

Graduation Exam

Strengths

• 93% of 11th graders passed the Biology exam.
• Each year more students pass science/Biology than any other portion of the AHSGE.

Weakness

• We had a -4.5 proficiency index for all students in Reading and a -55.64 proficiency index for Special Education students in Reading. The proficiency index should be zero or higher.
• 69% of 11th graders passed the Social Studies exam. While that is an improvement over the previous year, it continues to be the least-passed exam.

SIR

Strengths

• Profanity/vulgarity referrals dropped. (15% in 09-10 to 5% in 10-11)

Weaknesses

• Truancy increased. (5% in 09-10 to 17% in 10-11)

PRIDE Survey

Strengths

• Students continue to report feeling safest in the classroom.
• Students who reported using tobacco at school dropped from 7% to 3% from 2010 to 2011.

Weaknesses

• Students who reported using marijuana at school increased from 3% in 2010 to 5% in 2011.
• Students continue to feel the least safe in the parking lot.

Part II—Goals about how we will address the academic weaknesses.

Goal 1—To have 95% of the 11th graders pass the Reading portion of the grad exam. (73% of them passed as 10th graders.)

In order to accomplish this goal we will…

1. Have modified schedule occasionally that builds reading time into the day.
2. Have teachers practice specific reading skills with their students during the modified schedule.
3. Use a new program Reading Renaissance to identify specific reading weaknesses in each student.
4. Re-teach those weak skills.
5. Use USATestPrep (grad exam review website) for students to review and practice.

We will know if this stuff works when we interview students, when teachers observe their reading habits, when students take quizzes, and by the number of students who pass the exam in March 2012.

(Title I money pays for USATestPrep.)

Goal 2—To have 91% of the juniors pass Math on the grad exam. (Only 72% of them passed as 10th graders.)

In order to accomplish this goal we will…

1. Have students practice problem solving strategies in math.
2. Have math teachers include more relevant math situations in their classes.
3. Provide opportunities outside of school for seeing math in the real world (field trips, E-Day, egg drop contests, etc.)
4. Provide small group remediation and peer tutoring.
5. Allow students to work, practice, and review on USATestPrep.

We will know if this stuff works when we collect teachers’ lesson plans and tests, provide documentation of field trips, and by the number of students who pass the exam in March 2012.

(Title 1 money pays for USATestPrep.)

Goal 3—To have more special education juniors pass Math on the grad exam so that our proficiency index is -20. (The proficiency index last year for special education was -45.09. Ultimately, the gov’t says it should be zero.)

In order to accomplish this goal we will…

1. Encourage better participation in math classes.
2. Have math teachers assign peer coaches for special education students.
3. Have math teachers divide the class into groups of 5 students or less.
4. Provide pull-out tutoring if possible.
5. Allow time to practice and review on USATestPrep.

We will know if this stuff works when we monitor teacher lesson plans, student tests, daily work, and progress reports, when they take quizzes on USATestPrep, when teachers observe students, and by the number of students who pass the exam in March 2012.

(Title 1 money pays for USATestPrep.)

Goal 4—To have more special education juniors pass Reading on the grad exam so that our proficiency index is -25. (The proficiency index last year for special education was -55.64. Ultimately, the gov’t says it should be zero.)

In order to accomplish this goal we will…

1. Be more mindful to emphasize vocabulary by using word walls, synonyms, antonyms, and context clues.
2. Point out to students the words which may be new for them.
3. Use repetition as often as possible.
4. Use Reading Renaissance to figure out students’ specific reading weaknesses.
5. Use small group remediation to help with those weaknesses.

We will know if this stuff works when teachers monitor classroom work and tests, when principals walk-through and observe, and by the number of students who pass the exam in March 2012.

Goal 5—To have 75% of juniors pass Social Studies on the grad exam. (Only 52% of them passed it in the 10th grade.)

In order to accomplish this goal we will…

1. Have social studies teachers include primary documents bi-weekly in class.
2. Have students point out and define any words that they do not know.
3. Have students use charts, diagrams, etc. to help explain the cause and effect of events in history.
4. Allow students opportunities to practice and review using USATestPrep.

We will know if this stuff works when we monitor teacher lesson plans, when students take classroom tests, and by the number of students who pass the exam in March 2012.

(Title 1 money pays for USATestPrep.)

Part III—Goals to help ELL students.

Goal—ELL students will improve on their most recent ACCESS scores.

In order to accomplish this we will…

1. Team teach.
2. Collaborate.
3. Integrate language objectives.

Part IV—Strategies to improve culture (SIR and PRIDE Survey weaknesses).

• Because each year students report feeling the least safe in the parking lot, teachers will take turns monitoring the parking lot before and after school when traffic is heaviest.

Part V—Additional services we provide.

• Novice teachers have a mentor.
• We have freshmen orientation to try to help students transition from middle to high school
• We take the seniors on college field trips and have college reps come to help with the transition to college.
• Also to help with the transition to college, we offer dual enrollment classes.
• All teachers are highly qualified.
• Teachers collaborate to help students.
• We try to give extra help and resources to students who are migrant and homeless.

Part VI—Parental Involvement

• We hold an annual parent meeting to make sure they know their rights as parents in a Title I school.
• Progress reports/report cards go home every 3 weeks and parents can check grades via INow Parent Portal.
• To communicate expectations…
• Teachers send home a syllabus.
• We send a Code of Conduct.
• Promotion Standards explains what they need to graduate.
• School-Parent Compacts.
• Parents serve on the CIP Leadership Team and all parents have the right to view the CIP at any time and offer input to me or Mrs. Hall.
• Use SchoolCast to keep parents informed.
• To the extent possible, all communication is in the home language.

Part VII—Professional Learning Needs

This is the section where we list any professional development that we need to help us accomplish the goals, especially if we want to spend Title I money on it. At this point, we have not identified any workshops that go along with our goals. This section will be updated later.

Part VIII—Budget

Shows what our school spends state and federal money on. There’s a breakdown of Title I spending in this section.

• Title I ($71,185)
• Instructional Subs ($1,000)
• Classroom Supplies ($7,898)
• Non-Capitalized Audio/Video ($4,000)
• Non-Capitalized Computers ($13,000)
• Instructional Improvement Testing Supplies ($8,500)
• Staff Development Subs ($1,000)
• Staff Development Travel In-State ($2,672)
• Parental Involvement Supplies ($1,158)

For more details, please see the complete Continuous Improvement Plan in the Library.