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School Plan History Log

Hickman County (410) Public District - FY 2018 - East Hickman Intermediate School (410-0016) Public School - School Plan - Rev 0

Date User Status (S) / Comment (C) S / C

9/18/2017Katrina Davis Status changed to 'LEA School Plan Reviewer Approved'. S

4:05:46 PM

9/1/2017 BeckyStatus changed to 'School Plan Reviewer Approved'. S

2:28:30 PM Malugin

8/29/2017Debbie Gross Status changed to 'Draft Completed'. S

8:23:47 AM

8/7/2017Debbie Gross Status changed to 'Draft Started'. S11:32:03 AM

12/28/2016 ePlanStatus changed to 'Not Started'. S1:22:48 PM Administrator

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School Planning Team


Please identify all planning team members, including team member titles. The school plan must be developed in consultation with teachers, principals, other school leaders, paraprofessionals in the school, administrators (including administrators of Title programs), students (if a secondary school), other appropriate school personnel, and with parents of students.

Becky Malugin, Principal

Nicholas Simmons, Assistant Principal

Katrina Davis, Federal Program Director

Mario Frazier, Community Member, SRO

Fran Dile, Community Member and Parent

Kristen Allen, Community Member and Parent

Willie Allen, Community Member and Parent

Christy Quillen, Parent

Kim Stiles, Parent

Sarah Booker, Fourth Grade ELA Teacher

Nicki Cole, 5th Grade ELA Teacher

Judi Culver, Special Education Teacher

Debbie Gross, Math RTI Interventionist

Melinda Morton, Library Teacher

Rachel Smith, Third Grade Math Teacher

Describe how the school actively and consistently involves all stakeholders identified in the development of the school plan and how the plan is regularly monitored and revised based on students' needs.

Parent Surveys; including parent members on our school leadership team; soliciting parent volunteers in school; programs and activities; and parent meetings are methods of involving parents and community members in our school plan.

At EHIS, parents are serving on the school's leadership team to build a home-school-community partnership. Parent surveys were sent home at the beginning of the year to assess parent needs so that EHIS can further improve our services to our students and better serve our community.

The school leadership team meets monthly to discuss the needs of the students. Parent and community members attend these meetings. Students’ needs, along with their academic accomplishments and deficits, are discussed. The team initiates plans to meet students’ needs, continue academic accomplishments, and develop ideas to improve their academic deficits.

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School Plan - Elementary and Middle Grades Academic Data


CHECK HERE IF NOT APPLICABLE (HIGH SCHOOLS)

Elementary/Middle School Subjects

3-8 Reading/Language Arts - Data Tables

3-8 Reading/Language Arts – % 2013-14 Improvement 2014-15 Improvement 2015-16Proficient / AdvancedAll Students 42.1 47.2

- Asian *- Black or African American 54.6

- Hispanic or Latino *- Native American / Alaskan Native *

- Native Hawaiian / Pacific Islander

- White 41.9 47.5

Economically Disadvantaged 37.3 43.5Students with Disabilities 31.6 14.4

English Learners

After analyzing data for all students, provide a summary of the progress and challenges, and identify underlying causes for each. Cite specific examples and address racial/ethnic subgroups where relevant. (Include all local data analyzed as part of the comprehensive needs assessment.)

We do not have data from state testing at this time. The research-based data analyzed is from AIMS Web and iReady.

AIMS Web

When analyzed, the fluency of our third graders increased each benchmark period. However, each benchmark showed our students at the target line. The fluency of our fourth graders showed our students were below the target line during each benchmark. There was only a minor increase between the Fall and Winter benchmark testing with a decrease between the Winter and Spring. Our fifth graders’ fluency was also below the

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target line during the Fall and Winter benchmark. However, the gap between our students’ fluency and the target line decreased each benchmark period finalizing with students being at the target line during the Spring benchmark. All grades showed a decreased number of students falling below the 25% between the Fall and Spring benchmark tests. It was also noted that a majority of the students below the 25% were either special education students or students in Tier 2 or 3.

Fall Benchmark

3rd grade: 8% Well Below Average; 23% Below Average; 61% Average; 5% Above Average; 3% Well Above Average

4th grade: 13% Well Below Average; 28% Below Average; 48% Average; 10% Above Average; 1% Well Above Average


Spring Benchmark




When analyzed, the comprehension of third graders was below the target line in the Fall. Their comprehension continued to increase each test, taking them above the target line in the Winter and Spring. Fourth graders remained above the target line during each benchmark period and significantly increased their comprehension each test. Fifth graders began the year slightly above the target line during the Fall, at the line during the Winter, and significantly above the target line during the Spring. There was a major decline in students in third and fourth grades who fell below the 25% in comprehension. There was a slight decline in fifth grade students who fell below the 25% in comprehension. It was also noted that a majority of the students below the 25% were either special education students or students in Tier 2 or 3.

Fall Benchmark



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Spring Benchmark




AIMS Web in our current settings does not accommodate disaggregating data by subgroups.

iReady

iReady data showed an average scale score increase of +13 for third grade students between October and March. The number of students within Profile 1 and 2 decreased between October and March. The two domains third grade students struggled with the most were High-Frequency Words and Phonics. Third grade RTI students had an average scale score increase of +14 between October and March. RTI students showed a lack of High-Frequency Words in October but showed a lack of Comprehension in Informational Text in March. Third grade special education students showed an average scale score increase of +10 between October and March. The domain needing focus for special education students was High-Frequency Words.

Data showed an average scale score increase of +19 for fourth grade students between October and March. This matched the target growth for one year. The number of students within Profile 1 and 2 decreased between October and March. The two domains fourth grade students struggled with the most were High-Frequency Words and Phonics. The average scale score increase for fourth grade RTI students was +16 between October and March. In October the domains scored close with Phonics slightly behind. In March the domains were still close but Phonics pushed ahead of the rest. The average scale score increase for fourth grade special education was +29 which was 10 points above the target growth for one year. Four special education students moved from Profile 1 to either Profile 3 or 4. In October the domain needing focus was High-Frequency Words. In March it was still a focus domain but was closer to the rest of the domains.

Data showed an average scale score increase of +13 for fifth grade students between October and March. The number of students within Profile 1

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and 2 decreased between October and March. The two domains fifth grade students struggled with the most were High-Frequency Words and Phonics. Fifth grade RTI students had an average scale score increase of +8. Phonics was a focus domain for this sub-group. Fifth grade special education students had an average scale score increase of +12 between October and March. High-Frequency Words and Phonics was a domain area of focus.

October Grouping Profile

3rd grade: 27% Profile 1; 9% Profile 2; 15% Profile 3; 23% Profile 4; 26% Profile 5

4th grade: 48% Profile 1; 3% Profile 2; 19% Profile 3; 11% Profile 4; 19% Profile 5


March Grouping Profile




The increase in achievement across grade levels is attributed to the focus the entire school gave in the area of Reading/Language Arts. Collaborative planning, added professional development, and PLCs increased the rigor of teaching in the area of ELA. The RTI system that is in place may also attribute to the overall gains since all students were serviced three days a week for thirty minutes each day.

However, it is noted that our Tier 2 and Tier 3 students did not make as many gains as our special education students. The cause of this could be that our special education students were established and had received focused aid for the entire year. Our Tier 2 and 3 students fluctuated during the year due to transient students and the mobility concept of the Tier process.

Discuss the progress and challenges of students who are economically disadvantaged, students with disabilities, and English learners. Cite specific examples and include local data analyzed as part of the comprehensive needs assessment.

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AIMS Web does not accommodate disaggregating data by subgroups. Therefore, we do not have relevant data to sufficiently analyze these subgroups. iReady allowed us to group students throughout the year, so RTI and special education groups were created so reports could be analyzed. The iReady data for these two subgroups were analyzed above.

There continue to be challenges with students who are economically disadvantaged, have disabilities, or are English Learners. However, the progress for growth is evident in both teacher-created materials and through benchmark testing. Students with disabilities were also given the PASS or PWRS test for reading skill assessment at the same benchmarking periods as AIMS Web. RTI is documenting improvement in student progress through the researched-based instruction provided. Professional development is being offered to RTI teachers, special education teachers, and general education teachers to improve skill-based instruction and use of progress monitoring results to drive changes in interventions. Support through intervention is also given to ELL students. Students with disabilities who qualify will receive interventions through Tier 2, 3 or in the special education classroom. Challenges within these subgroups continue to be with the students who are 2 or more grade levels below that of their peers. Teachers are finding that scheduling sufficient time to get Tier I instruction, hold small-group tiered skill-based instruction, and provide study labs to work on standards-based reviews can be challenging. Scheduling to ensure that students get all they need to maximize learning is also quite challenging.

3-8 Mathematics - Data Tables

3-8 Mathematics – % Proficient / 2013-14 Improvement 2014-15 Improvement 2015-16

AdvancedAll Students 60.1 0.3 60.4- Asian *

- Black or African American 63.7- Hispanic or Latino *

- Native American / Alaskan Native *- Native Hawaiian / Pacific Islander

- White 60.1 0.7 60.8Economically Disadvantaged 55.6 -0.4 55.2

Students with Disabilities 40 27.7English Learners

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We do not have data from state testing at this time. The research-based data analyzed is from AIMS Web and iReady.

AIMS Web

When analyzed, the computation of our third graders increased each benchmark period. They increased the distance above the target line with each benchmark period. The computation of our fourth graders showed our students were above the target line during each benchmark. There was significant increase during each benchmark period. Our fifth graders’ computation was also above the target line during all benchmarks. The gap between our students’ computation and the target line increased each benchmark period finalizing with students being well above the target line during the Spring benchmark. All grades showed a decreased number of students falling below the 25% between the Fall and Spring benchmark tests. Third grade’s decrease was not as significant as that of our fourth and fifth grades. It was also noted that a majority of the students below the 25% were either special education students or students in Tier 2 or 3.

Fall Benchmark




Spring Benchmark




When analyzed, the third graders’ application of math was above the target line during the Spring. Their application of math continued to increase

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each test, taking them above the target line in the Winter and Spring. Fourth graders were below the target line during the Fall benchmark period but increased above the line on their application each test. Fifth graders began the year slightly below the target line during the Fall, above the line during the Winter, and below the target line during the Spring. There was a major decline in students in fourth and fifth grade who fell below the 25% in application. There was a slight decline in third grade students who fell below the 25% in application. It was also noted that a majority of the students below the 25% were either special education students or students in Tier 2 or 3.

Fall Benchmark




Spring Benchmark




AIMS Web in our current settings does not accommodate disaggregating data by subgroups.

iReady

iReady data showed an average scale score increase of +15 for third grade students between October and March. The number of students within Profile 1 and 2 decreased between October and March. All math domains scored closely. In October, students needed to work on Geometry, but in March, the lowest was Numbers and Operations. Third grade RTI students had an average scale score increase of +11 between October and March. RTI students showed a lack in Measurement and Data in both October and March, although all domains were close. Third grade special education students showed an average scale score increase of +24 between October and March. The domain needing focus for special education students was Numbers and Operations in October and Measurement and Data in March.

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Data showed an average scale score increase of +18 for fourth grade students between October and March. The number of students within Profile 1 and 2 decreased between October and March. The domain fourth grade students struggled with the most was Geometry. The average scale score increase for fourth grade RTI students was +13 between October and March. In October, the domains scored close with Geometry slightly behind. In March, the domains were still close, but Measurement and Data was slightly behind. The average scale score increase for fourth grade special education was +16. Five special education students moved from Profile 1 or 2 to Profile 4. In October the domain needing focus was Measurement and Data. In March it was Geometry.

Data showed an average scale score increase of +10 for fifth grade students between October and March. The number of students within Profile 1 and 2 decreased between October and March. The domains were close in both October and March. Geometry was the lowest in October, while Algebra was slightly lower than Geometry in March. Fifth grade RTI students had an average scale score increase of +8. Geometry was a focus domain for this sub-group. Fifth grade special education students had an average scale score increase of +14 between October and March. Measurement and Data was a domain area of focus.

October Grouping Profile




March Grouping Profile




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Collaborative planning, added professional development, and PLCs increased the rigor of teaching in the area of math. The RTI system that is in place may also attribute to the overall gains since all students were serviced two days a week for thirty minutes each day.

However, it is noted that our Tier 2 and Tier 3 students did not make as many gains as our special education students. The cause of this could be that our special education students were established and had received focused aid for the entire year. Our Tier 2 and 3 students fluctuated during the year due to transient students and the mobility concept of the Tier process.


AIMS Web does not accommodate disaggregating data by subgroups. Therefore, we do not have relevant data to sufficiently analyze these subgroups. iReady allowed us to group students throughout the year, so RTI and special education groups were created so reports could be analyzed. The iReady data for these two subgroups were analyzed above.

Some students with disabilities receive interventions through Tier 2 and Tier 3. Communication is provided every 5 weeks to parents regarding the progress students have made in their identified area of deficit. Support through intervention is also given to ELL students. Students are being challenged with the removal of calculators, and this can be overcome through time, practice and interventions. Providing Professional Development to general education, RTI, and Special Education teachers on skill-based interventions and using progress monitoring to modify interventions will be a significant benefit.

3-8 Science - Data Tables

3-8 Science – % Proficient / 2013-14 Improvement 2014-15 Improvement 2015-16

AdvancedAll Students 68.6 63.9

- Asian *- Black or African American 63.7

- Hispanic or Latino *- Native American / Alaskan Native *

- Native Hawaiian / Pacific Islander- White 68.8 64.6

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Economically Disadvantaged 66.5 60.2

Students with Disabilities 42.5 30.5English Learners


No data was available for Science in 2016-2017. However, the Science standards involve the ability to read and analyze information provided in research, charts, and graphs, and those abilities correlate directly with a student's overall ability to read and comprehend. As students improve their reading abilities, their achievement levels in other subjects will also be affected in a positive way.

Discuss the progress and challenges of students who are economically disadvantaged, students with disabilities, and English learners. Cite specific examples and include local data analyzed as part of the comprehensive needs assessment.No data was available for Science in 2016-2017.

Other K-8 Data – (K-2 Assessments, benchmark data, etc.) – Analyze any additional data and provide a summary of progress and challenges, identifying underlying reasons for each. Cite specific examples where possible. Other data points may be inserted as needed.No other data is available for the 2016-2017 school year.

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School Plan - High School Academic Data


CHECK HERE IF NOT APPLICABLE (ELEMENTARY AND MIDDLE SCHOOLS)

High School Subjects

English I - Data Tables

English I – % Proficient / 2013-14 Improvement 2014-15 Improvement 2015-16AdvancedAll Students- Asian

- Black or African American

- Hispanic or Latino

- Native American / Alaskan Native


- White

EconomicallyDisadvantagedStudents with Disabilities

English Learners



English II - Data Tables

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English II – % Proficient / 2013-14 Improvement 2014-15 Improvement 2015-16AdvancedAll Students

- Asian





- White


English Learners



English III - Data Tables

English III – % Proficient / 2013-14 Improvement 2014-15 Improvement 2015-16

AdvancedAll Students

- Asian- Black or African American


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- White


English Learners



Algebra I - Data Tables

Algebra I – % Proficient / 2013-14 Improvement 2014-15 Improvement 2015-16

AdvancedAll Students- Asian

- Black or African American- Hispanic or Latino



- White

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English Learners



Algebra II - Data Tables

Algebra II – % Proficient / 2013-14 Improvement 2014-15 Improvement 2015-16AdvancedAll Students

- Asian- Black or African American




- White


English Learners

After analyzing data for all students, provide a summary of the progress and challenges, and identify underlying causes for each. Cite specific

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examples and address racial/ethnic subgroups where relevant. (Include all local data analyzed as part of the comprehensive needs assessment.)


Biology I - Data Tables

Biology I – % Proficient / 2013-14 Improvement 2014-15 Improvement 2015-16AdvancedAll Students

- Asian





- White


English Learners



Other HS Data – Analyze any additional data and provide a summary of progress and challenges, identifying underlying reasons for each. Cite specific examples where possible. You may insert other data points as needed.

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School Plan - College/Career Readiness


N/A

ACT - Data Tables

ACT Scores 2013-14 2014-15 2015-16Composite

English

Math

Reading

Science

Graduation Rate - Data Tables

Graduation Rate 2013-14 Improvement 2014-15 Improvement 2015-16All Students

- Asian





- White

Economically Disadvantaged Students with DisabilitiesEnglish Learners

Analyze the school's ACT data, summarize the progress and challenges, and describe how the school will address those challenges and increase the ACT scores of students (including ACT re-take, ACT preparation courses, etc.). Address how the school is considering variation across subjects, and across different subgroups (i.e. BHN, ELL, SWD, ED).

Review the school's graduation data and summarize progress and challenges students are facing, especially if graduation rates are below 90 percent. Consider graduation rates overall, and among different subgroups (i.e. BHN, ELL, SWD, ED). Include information regarding early identification of students at risk of not graduating and the supports provided to those students.

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School Plan - School Climate and Culture


Student Enrollment - (represents student enrollment on October 1)

2013-14 2014-15 2015-16# % # % # %

All Students 399 423 401- Asian 1 0.3 1 0.2 1 0.2

- Black or African American 9 2.3 12 2.8 14 3.5- Hispanic or Latino 4 1 6 1.4 7 1.7

- Native American / Alaskan Native 2 0.5 2 0.5 2 0.5

22Page


- White 383 96 402 95 377 94

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Economically Disadvantaged 264 66.2 322 76.5 162 40.4

Students with Disabilities 81 20.3 87 20.6 79 19.7English Learners 0.5 4 0.9 4 1

Student Attendance

Student Attendance - Elementary and Middle Grades

2013-14 2014-15 2015-16

% % %

9/18/2017

All Students 95.5 95.1 95.5

- Asian 96.3 95.4 95.2

PM5:23:15

- Black or African American 95.9 94.1 95.5

- Hispanic or Latino 94.3 93.5 95.6

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- Native Hawaiian / Pacific Islander 100 98.8 98.8

- White 95.5 95.1 95.5Economically Disadvantaged 95.1 94.9 94.7

Students with Disabilities 94.9 94.2 95.2English Learners 97.3 98 97.7

Student Attendance - High School

2013-14 2014-15 2015-16

% % %All Students

- Asian





- White

Economically DisadvantagedStudents with Disabilities

English Learners

Chronic Absenteeism - Data Tables

Students W

ho Were Chronically Absent (by subgroup)

2013-14 2014-15 2015-16

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10% or More 20% or More 10% or More 20% or More 10% or More 20% or More

# % # % # % # % # % # %

All Students 46 10.8 5 1.2 51 15.3 4 1.6 39 9.2 3 0.7- Asians

- Black or AfricanAmerican


- Native American /Alaskan Native- Native Hawaiian / PacificIslander

- White

Students Who Were Chronically Absent (by grade level)

2013-14 2014-15 2015-16

10% or More 20% or More 10% or More 20% or More 10% or More 20% or More

# % # % # % # % # % # %All Students 46 10.8 5 1.2 51 15.3 4 1.6 39 9.2 3 0.7

KindergartenGrade 1

Grade 2Grade 3 15 12 2 1.6 19 12.4 2 1.3 8 5.8 0 0

Grade 4 18 12.2 1 0.7 19 14.1 1 0.7 14 9.5 1 0.7Grade 5 13 8.6 2 1.3 13 8.6 1 0.7 17 12.2 2 1.4

Grade 6

Grade 7

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Grade 8

Grade 9

Grade 10

Grade 11

Grade 12

Student Discipline - Suspensions (by subgroup) - Percentages are calculated using all students enrolled at any point during the school year as the denominator and will differ from the report card percentages.

2013-14 2014-15 2015-16# % # % # %

All Students (students suspended; not incidents)

- Asian





- White

Economically Disadvantaged

Students with Disabilities

English Learners

Student Discipline - Suspensions (by grade level) - Percentages are calculated using all students enrolled at any point during the school year as the denominator and will differ from the report card percentages.

2013-14 2014-15 2015-16

# % # % # %

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All StudentsKindergarten

Grade 1Grade 2

Grade 3 1 0.9Grade 4

Grade 5 1 0.7 1 0.7Grade 6

Grade 7Grade 8

Grade 9Grade 10

Grade 11Grade 12

Student Discipline - Expulsions (by subgroup) - Percentages are calculated using all students enrolled at any point during the school year as the denominator and will differ from the report card percentages.

2013-14 2014-15 2015-16# % # % # %

All Students (students expelled; not incidents)

- Asian





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- White

Economically Disadvantaged

Students with Disabilities

English Learners

Student Discipline - Expulsions (by grade level) - Percentages are calculated using all students enrolled at any point during the school year as the denominator and will differ from the report card percentages.

2013-14 2014-15 2015-16# % # % # %

All StudentsKindergarten

Grade 1Grade 2

Grade 3 0 0Grade 4

Grade 5 0 0 0 0Grade 6

Grade 7Grade 8

Grade 9Grade 10

Grade 11Grade 12

Review student attendance and chronic absenteeism data. Discuss progresses and challenges with student attendance, especially if chronic absenteeism rates exceed 10% (overall or by school, grade level or subgroup), and identify specific steps to be taken to ensure that students

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have opportunities to learn.

The attendance rate for the academic year 2016-2017 was 95.32%. EHIS credits their successful attendance rate to our attendance reward program: each nine weeks, students are rewarded by announcement, certificates, and prizes, followed by an end-of-the-year award ceremony honoring students with exceptional attendance.

Parents are notified daily through Skyward if their child is tardy or absent. If attendance issues for students present themselves, parents are contacted via a face-to-face meeting or phone call from the principal as well as a letter from the school attendance administrator. Further action steps include meeting with the district At-Risk-Coordinator, truancy council, and the county Juvenile judge.

The court system has assisted by sending the Juvenile Judge to speak to our parents and students during student orientation events about the importance of school attendance and the implications involved when students are absent.

Review student discipline data. Discuss progress and challenges with student discipline. If suspension and/or expulsion rates exceed state average by 25% (i.e. out-of-school suspension rates above 7.75% or expulsion rates above .25%), describe the steps to be taken to reduce lost instructional time and/or disparate impact. - Note: 2015-16 statewide suspension rate was 6.2% and the statewide expulsion rate was .2%.

East Hickman Intermediate School has minimal discipline issues. Our rate of out-of-school suspension is less than 1%. We had no expulsions last year. The percentage rate is similar to previous years. Our plan is to continue to promote the school-wide behavior expectations and to reward students for positive behavior.

Describe the school's progress and challenges in providing safe, supportive and healthy environments and the steps to be taken to ensure that all students are provided with such a learning environment.

East Hickman Intermediate School promotes a safe, supportive, and healthy environment in many ways. Classroom teachers review school rules extensively at the beginning of each year and periodically review them throughout the year. Our school rules promote respect and safety. Classroom teachers practice and review drills such as fire, tornado, earthquake, and lockdown with students. Classroom teachers also greet students at the door each morning. Non-homeroom teachers aid students during the beginning of the year with finding their classrooms and other locations in the building. Non-homeroom teachers also greet students as they are going to class or into breakfast. Teachers supervise students during arrival and dismissal times as they wait and go to cars and busses.

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EHIS has also implemented a Check In/Check Out program that supports students with poor organizational skills and parent involvement. Teachers select one or two students who need extra support. The students then meet with a non-homeroom teacher each morning and afternoon so that teacher can check to see if they have what they need to go home or for school depending on the time of day. Homework help is also provided during those times.

EHIS works with the East Hickman Community Center to provide Friday Friends packages which contain food for the weekend. This service is provided for students who are in need of food supplies during the weekend. Teachers submit names of students who they believe are in need. They may provide as many names as necessary throughout the year.

The Healthy Schools Team and our Physical Education department provide many opportunities for students to learn healthy and safe habits. Some of the activities include GoNoodle, Pillowcase Project, Jump Rope for Heart, and the exercise program. A morning and afternoon exercise program is also provided during the school year.

Our guidance counselor meets with homeroom classes weekly. Her curriculum includes character counts, antibullying, and brain safety. She also provides one-on-one and group counseling to students in need. Our guidance counselor oversees our Career Day and Red Ribbon Week activities.

Physical safety is protected with double-locked doors; teachers trained in CPR, CPI, and epi pens; and a school nurse. Students with medical issues are issued individualized health plans, and all teachers who interact with the student receive a copy. The School Resource Officer also provides safety for the campus and personnel.

Behavior plans and behavior reward systems are developed as needed for the individual student. Aids such as chairbands, fidgets, and movement chairs are available for behaviorally-challenged students so as to improve the learning environment for all students.

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School Plan - Human Capital


STAFF Characteristics - Data Tables - (Please enter data in the fields provided.)

STAFF Characteristics 2013-14 2014-15 2015-16# % # % # %

Principal – Years in positionTeaching Staff (Certified) –

Number of Teachers1 to 3 years4 to 10 years

11 to 20 years21 + years

How are new teachers supported in the school? What strategies are currently in place to generate growth among new hires?

EHIS retains teachers by having a welcoming and helpful school climate. New teachers and low experienced teachers are mentored. They are also accepted into a cooperative professional learning community. Common planning and data analysis times help provide a low risk learning environment for new teachers. The principal and assistant principal, who are trained and recertified yearly in the TEAM evaluation model, conduct teacher evaluations. These evaluations help teachers celebrate accomplishments, identify weaknesses, and give guidance for improvement. Following evaluations, meetings are held to monitor progress toward being effective teachers.

What retention practices, incentives, or growth opportunities are in place, specifically for teachers who have demonstrated strong performance over time?The work climate at East Hickman Intermediate School is one of family. Teachers feel welcomed and genuinely cared for. Teachers are placed in learning communities to help and encourage each other. Teachers are encouraged to grow professionally by having professional development paid for by the county or school. Teachers are encouraged to take on leadership roles within the school. Monetary incentives are given yearly for teachers at a level 4 or 5.

What procedures are in place to ensure that low income and minority students are not being taught at a higher rate than other students by ineffective, inexperienced, or out-of-field teachers. Include steps to be taken in order to address these disparities and ensure equitable

access to highly-effective teachers.

The teachers at EHIS are highly qualified according to the Tennessee Department of Education. Sixty-eight percent of our classroom teachers have four or more years experience. Seventy-four percent of our staff has four or more years experience. Thirty-eight percent of our classroom teachers have eleven or more years experience. Fifty-one percent of our staff has eleven or more years experience.

Teachers are recruited at the county level, and recruitment includes principal interviews. The principal takes interview questions, Praxis scores, and previous experience into consideration. Common planning and data analysis times help provide a low-risk learning environment for teachers. The principal and assistant principal, who are trained and recertified yearly in the TEAM evaluation model, conduct teacher evaluations. These evaluations help teachers celebrate accomplishments, identify weaknesses, and give guidance for improvement. Following evaluations, meetings are held to monitor progress toward being effective teachers.

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School Plan - Additional Areas


School Data - Data Tables - (Please enter data in the fields provided.)

School Report as 2013-14 2014-15 2015-16Length of school year – Instructional days (#)

Length of school day – Instructional minutes (#)

Additional Areas

RTI2

Describe the school's progress in implementing RTI2 across all grades. Identify areas of strength and weakness, identify root causes and discuss actions needed.

At EHIS, student data is evaluated every five weeks by the RTI team. The RTI team consists of Title I teachers, school system RTI coordinator, RTI Interventionist, 3-5 general education teachers, special education teachers, parents, and administrators. The data gathered along with teacher observations determine student placement within the various tiers. Intervention groups are established based on individual student deficits as reported through AIMS Web, benchmark tests, and PWRS testing (Phonics and Word Reading Survey), and PASS test (Phonological Awareness Skills Screener). Students with like deficits are placed within the same intervention small group. Revised RTI2 services begin the following school day after RTI meetings are held.

Tier 3 math and reading interventions are provided by the RTI or Title I interventionist to students who score in the bottom 10th percentile on benchmark testing. Tier 3 students receive an additional 90 minutes per week. Tier 2 students are in the bottom 25th percentile on his/her benchmark testing from AIMSWEB. Tier 2 students receive an additional 90 minutes per week for ELA and 60 minutes per week for math within small groups.

Tier 2 and Tier 3 students receive intense interventions in math and reading to address deficit areas. Instruction is provided by highly-trained intervention teachers. This intervention is in addition to the core curriculum providing during classroom instruction.

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Tier 1 students are also addressed during this process. When Tier 2 and Tier 3 students are receiving their services, Tier 1 students are meeting in larger groups to address grade-level deficits, focus on standards, and enrich the core curriculum through novels, classroom writing, math concepts, and math fluency. EHIS has a well-organized RTI2 process.

EHIS needs to improve its current RTI block schedule and execution of interventions for Math RTI. The school has purchased the GoMath textbook series which has a built-in intervention program. This will aid in reaching our students’ deficit areas.

Technology Access and Use

Discuss the level of access that students have to technology as part of the instructional program and how well staff integrate technology into the instructional program. Identify areas of strength and weakness, identify root causes and discuss actions needed.

EHIS is very fortunate with the amount of technology available to students. In addition to five desktop computers per classroom, each grade level has four laptop carts, each containing over 20 Chromebooks. The school has an additional laptop cart for checkout. There is a school discussion to expand our technology to one-on-one, one computer per student. The use of computers in all classrooms allows students to have exposure to technology in a variety of settings. Since so many teachers use the laptops, our students are exposed to a variety of programs and uses. Every classroom in the building contains a smart television as well as a MOBI. Within the building, there are mini iPads, smartboards, clickers, and ladybug projectors.

Teachers have access to several different software and Internet based programs to use within the classroom. Many teachers use websites related to the adopted textbooks. Supplemental programs such as MobiMax, My On, GoNoodle, and GoMath are implemented to enhance instruction. Teachers use technology to introduce, reinforce, and review content. Students have access to many items as well. MobiMax, My On, GoNoodle, and GoMath are all accessed by students as well. Students are accessing GoMath each week to focus on deficit areas. Due to a grant, this year our special education, Tier 2, and Tier 3 students have access to Reflex Math as well. The above mentioned programs may be accessed by students at home as well. Students also use computers to research different topics. The variety of different programs and uses give our students a wide range of experiences.

The use of technology is actively promoted by administration and teachers within the building. To help implement hardware and programs, professional development is provided to teachers at the Summit and when new programs are purchased. Our goal at EHIS is to purchase additional technology to provide one-to-one ratio of computers to students. One of the major challenges faced at East Hickman Intermediate is being able to financially keep up to date with the technology and software.

Professional Development

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Describe the prior year professional development activities and how effectively these activities addressed teacher needs and student learning.

During the summer, teachers complete multiple hours of professional development regarding safety through a web-based system. All teachers of EHIS attend the county Summit which is held at the high school at the beginning of the year. The two-day professional development training allows presenters to share their expertise and experiences with our teachers and administrators. Many of our presenters are our own teachers who have attended trainings and redeliver the information gained. Our hope is to provide professional development based on the individual needs of our schools and teachers. Therefore, we offer a wide variety of topics. Some teachers are assigned to specific training based on needs identified by administrators while other sessions are available to teachers based on his or her interest. Training is typically offered in the areas of reading, math, abused children, technology, dyslexia, special education, English language learners, student mental health needs, safety, etc.

On a yearly basis, data from the previous year's assessment is discussed as part of our school-level professional development. We are made aware of the goals we met, goals we did not meet, and goals for the new year. Other PD days are held at the school level. The EHIS faculty receives training on deconstructing state standards and teaching practices. We are trained to analyze data, and we evaluate data on a regular basis. The data tells teachers which standards they need to focus on during whole-group instruction.

Throughout the year, PD is provided within the building. Some of the trainings included state assessments, AIMSWeb, technology, small-group instruction, and close reads.

EHIS teachers attended off campus training throughout the year. These are suggestions from staff to principals and administrators. Other professional developments attended are recommendations from principals and administrators to teachers to further enhance teaching strategies.

Discuss the focus of professional development for teachers, paraprofessionals, and other school leaders that will build capacity and positively impact student academic achievement.

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Professional development is determined through a variety of methods. Teacher interest, professional development surveys, teacher evaluations, and TN Compass refinement areas are all ways to determine focused professional development. By using these methods, professional development is differentiated. Opportunities to attend professional development during the year is paid for by the school system which broadens professional development opportunities to more teachers. It will improve teachers and their practices, which in turn, will improve students’ learning.

Based on administrator observations, differentiation within classrooms seems to be a weakness during classroom instruction.

While planning has improved by implementing peer planning and PLC's, certain areas can still be improved upon. Based upon data from observation and feedback, specific areas of lesson planning that warrant additional professional development include critical thinking skills, assessment, and lesson pacing and structure, specifically in regards to small-group instruction. This conclusion is supported by evidence found within TN Compass refinement areas.

Parent and Family Engagement

Describe the parent and family engagement activities that have occurred in the prior year and how the activities have impacted student achievement.

Last year, EHIS began the year involving parents during third-grade orientation. This event gave the school an opportunity to share state curriculum and testing standards. Third-grade teachers addressed curriculum as well as expectations. EHIS Open House gave this same opportunity to all grades we service on a smaller class scale. These two events impact achievement because it allows parents and teachers a common academic base. Parent surveys are sent home annually seeking parents’ opinions about what is most important to them in regards to small group and class size. Survey results allow the school to address parent concerns about academics while involving parents.

Quarterly parent newsletters are sent home sharing important information about the school as well as study tips or fun activities to practice skills at home. Progress reports are sent home mid-quarter, and report cards are sent home every nine weeks. This impacts student achievement because it shows validation of student’s work or validation of teacher’s concern. The online grade book has promoted more regular and immediate communication between parents and teachers concerning student achievement. Additionally, IEP progress reports are sent to parents at the end of each quarter. These reports give parents insight into their student’s progress toward his/her academic or prevocational IEP goals. Progress toward these goals leads to mastery of grade-level curriculum standards. Parent/teacher conferences promote achievement by discussing concerns, celebrating successes, showing what is being done in the classroom, and sharing ideas for at-home skill reinforcement. Family Reading Night is a bi-annual event that promotes reading in a fun, family-oriented atmosphere. These events impact achievement by instilling the love of reading. Math game rooms were added during our Family Reading Night this year. Students and parents enjoyed playing math games and were sent with materials so they could play at home. EHIS’s after-school program, EPIC, provides students with academic enhancement. When

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projects are complete, parents are invited to come explore the learning that took place.

Describe the strategies used to implement effective parent and family engagement activities that are meaningful and aligned with student academic achievement. If applicable, address activities specifically designed to engage the parents and families of English learners.

EHIS has created a welcoming environment for parents and community members. Some, but not all, have focused on activities that will impact student achievement.

EHIS has two Family Nights. The Fall event not only focuses on ELA and math but other academic and specialized curriculum. This event showcases student work in the enrichment classes. This event also allows parents to see the technology used at school as well as the technology families can access at home to aid in student achievement. Teachers at each grade level present fun real-life ideas families can do at home to promote academic growth. Simultaneously, the Book Fair is open to help promote reading at home.

Parents have been added to school improvement plan committees for the past several years. These committees have not met often in the past resulting in parents being unaware of the school improvement process. Last year, a leadership team was established which includes parents, allowing them to be actively involved in the planning process. This leadership team is involved in making decisions about events to promote parent involvement and student achievement and makes decisions concerning purchases for classroom instruction. The leadership team has led the school in the school improvement plan discussion and compiles ideas the staff and parents have shared to improve the school.

The school could strengthen parent involvement in academic activities during the school day.

School Plan - Needs Assessment Summary


Summarize your accomplishments and what is working for students. To what do you attribute these accomplishments?EHIS has been effective in student academic growth in both ELA and math. These accomplishments are due to many factors. The schedule that has been implemented protects teaching time and allows for all students to receive 90 minutes of instruction for both ELA and math each day. There is also a protected 30 minutes of RTI time each day. Students receive intervention based on individual skill deficits. Three days are devoted to ELA while two days are devoted to math. All students, including Tier I, receive instruction during RTI time. This allows for struggling students to fill gaps and Tier I students to reinforce skills or be challenged. The schedule gives common planning time to teachers who have the same content area. This allows content area teachers to discuss data, teaching strategies, pacing, differentiation, and lesson planning. Push-ins provided by interventionists and enrichment teachers support general education teachers in meeting struggling students’ needs. Enrichment teachers provide support of curriculum through lessons that reinforce state standards in ELA and math.

List, in priority order, the top 3-5 areas of need as identified through the needs assessment. These should be the areas that can be addressed in the coming year. Prioritizing needs will identify the most critical areas where your will begin with the creation of goals and strategies.

Priority Need Content/Topic Focus - (such as RLA, math climate, Grade Level Focus - (single grade or range of Primary Student Focus - (such as all students orACT, etc.) grades) subgroup(s))

1 Math 3-5 All Students

2 ELA 3-5 All Students

3 Teacher Recruitment, Retention and Leaders 3-5 All Students

Assurance

* The strategies developed and implemented within and through this plan will specifically address the priority needs identified.Page 37 of 89

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School Plan Prioritized Goals and Strategies


Plan Items ( )

1) District-Level: Increased Achievement: Mathematics - School-Level: MathematicsDescription:

District-Level: 1. For 2017-2018 school year, the district will achieve a level 3 TVAAS score or higher in numeracy. 2. For 2017-2018 school year, the district will maintain or improve the percentile rank in terms of the number of students scoring on-track (proficient) and mastered (advanced) relative to other districts in the state in Math. 3. For 2017-2018 school year, the district will maintain or improve the percentile rank in terms of the number of students scoring on-track (proficient) and mastered (advanced) in the four gap subgroups.School-Level: In 2017-18, EHIS will meet or exceed the percentage of students at each performance level in comparison to the state.

Performance Measure:

District-Level: The percentage of students on-track and mastered in the aggregate and for each subgroup, as measured by TCAP.School-Level: The percentage of students who are at or above the state's percentage for a Level 3 and Level 4. The percentage of students who are below the state's percentage for Level 1 and Level 2.

1.1) District-Level: Professional Development - School-Level: Professional DevelopmentDescription:

District-Level: Provide ongoing, high-quality professional development for administrators, teachers and other instructional staff to impact gaps in student achievement.School-Level: Provide ongoing, high-quality professional development for administrators, teachers and other instructional staff to impact gaps in student achievement.

1.1.1) Scientifically based and ongoing professional developmentDescription:

Teachers will attend professional development throughout the year. The trainings will provide educators support on successful math strategies to impact student achievement gaps. Trainings will provide classroom strategies and teaching techniques that impact student achievement. Teachers will return from trainings and train colleagues, which include teachers with students with disabilities.

Benchmark Indicator:

Attendance will be used to keep track of professional development.

Person Responsible:

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Becky Malugin

Estimated Completion Date:

6/29/2018

FundingApplication Grant Notes Amount

Consolidated Title I-A $0.00

Component Item Name

School-wide Opportunities for All Students

PlanStrengthening Academics

Quality Learning

Well-rounded Education

At-Risk Students

1.1.2) TDOE training for new standardsDescription:

Teachers will attend trainings on the math standards including but not limited to deconstruction and assessment.


Attendance records

Person Responsible:

Becky Malugin


5/25/2018

ComponentItem Name

School-wide Opportunities for All StudentsPlan

Strengthening Academics

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Quality Learning


At-Risk Students

1.1.3) Personalized professional development for specific Math needsDescription:

Needs assessment, TEAM evaluations, and teacher/administrator meetings will be used to determine specific Math professional development.


Classroom data, lesson plans, TN Compass reports, teacher surveys, teacher/administrator meetings

Person Responsible:

Becky Malugin


6/29/2018

Component Item Name



Quality Learning


At-Risk Students

1.1.4) PLC MeetingsDescription:

Teachers will meet weekly along with special education teachers to collaborate on curriculum, teaching strategies, lesson planning, follow up on deconstruction of standards, analyze and discuss data.


Agendas, notes, sign in sheets

Person Responsible:

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Nicholas Simmons


5/25/2018

Component Item Name



Quality Learning


At-Risk Students

1.2) District-Level: Track Student Performance - School-Level: Track Student PerformanceDescription:

District-Level: Collect and analyze data to identify patterns, pose hypotheses, design action steps, define evaluation criteria, conduct action research projects, drive decisions about practice and commit to results regularly throughout the year. Use student data to measure the effectiveness of instruction and intervention practices, then use this data to adjust instruction to improve student achievement.School-Level: Collect and analyze data to identify patterns, pose hypotheses, design action steps, define evaluation criteria, conduct action research projects, drive decisions about practice and commit to results regularly throughout the year. Use student data to measure the effectiveness of instruction and intervention practices, then use this data to adjust instruction to improve student achievement.

1.2.1) Intervention and enrichmentDescription:

Analyze data and assign an intervention block of time that addresses students' identified deficit skills. Skill specific, grouping based on standards, intervention for students' needs.


AIMS Web data, common formative assessment data, schedules, RTI meetings

Person Responsible:

Nicholas Simmons


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5/4/2018

Component Item Name



Quality Learning


At-Risk Students

1.2.2) Common teacher made assessments and benchmarksDescription:

As a grade level/content area team, create common teacher made assessments and benchmarks to monitor and adjust instruction.


Data meeting notes, data notebooks, benchmark data, common assessments

Person Responsible:

Nicholas Simmons


3/30/2018

Component Item Name



Quality Learning


At-Risk Students

1.2.3) Common technologyDescription:

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Provide common technology for the use of gathering data and providing differentiated lessons for students' deficit areas.


Data gathered from each technology provided (examples: AIMS Web, GoMath, MobyMax)

Person Responsible:

Nicholas Simmons


4/20/2018

Component Item Name



Quality Learning


At-Risk Students

1.2.4) Data AnalysisDescription:

Opportunities are given for data analysis and implementation. Data is analyzed by administration, interventionists, and teachers.Time is allotted for discussion of data and planning for implementation of data driven lessons and intervention.


Agenda, sign in sheets, data from various sources

Person Responsible:

Nicholas Simmons


4/20/2018

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Component Item Name



Quality Learning


At-Risk Students

1.3) District-Level: Promote parent, family, and community involvement - School-Level: Promote parent and community involvementDescription:

District-Level: Promote and involve parents, family, and community member in the planning, implementing, and evaluating of district improvement activities. Provide workshops, material and other training opportunities using a variety of delivery systems to support parents in helping their children improve mathematics.School-Level: Promote and involve parents and community members in the planning, implementing, and evaluating of school improvement activities. Provide workshops, material, and other training opportunities using a variety of delivery systems to support parents in helping their children improve mathematics. Provide communication with parents to promote academic growth and achievement.

1.3.1) Parent and community involvement in committeesDescription:

Invite and involve parents and community members in committees within the school. Committees will include school improvement committees, Healthy Schools, IEP meetings, etc.Benchmark Indicator:

Meeting sign in sheets and minutes

Person Responsible:

Becky Malugin

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4/13/2018

Component Item Name




At-Risk Students

1.3.2) Parent/community member meetings/workshopsDescription:

Develop, communicate, and consistently review expectations and ideas with parents and members of the community to help improve student achievement. Help families establish supportive home environments by providing information and ideas of how to help students with homework and other curriculum related material.


Sign in sheets from workshops/meetings. Teacher and student attendance. Improved student achievement.

Person Responsible:

Becky Malugin


3/30/2018

Component Item Name



Quality Learning


At-Risk Students

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1.4) District-Level: Instructional and Educational Supplies and Materials - School-Level: Instructional and Educational Supplies and Materials

Description:

District-Level: Purchase supplemental instructional and educational materials that support the research based curriculum of the district.School-Level: Purchase supplemental instructional and educational materials that support the research based curriculum of the school.

1.4.1) Purchase of supplemental instructional materials to enhance the curriculum to meet the rigor of the state standards.Description:

Supplemental materials will be purchased to aid in math instruction. Items such as but not limited to MobyMax, manipulatives, TouchMath.


Items purchased will aid in increasing test scores.

Person Responsible:

Becky Malugin


5/31/2018



Component Item Name



Quality Learning


At-Risk Students

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1.5) District-Level: Effective teachers - School-Level: Effective teachersDescription:

District-Level: Support all teachers through job embedded professional development activities, mentoring programs, induction programs, etc.School-Level: Support all teachers through job embedded professional development activities, mentoring programs, etc.

1.5.1) Professional DevelopmentDescription:

Provide scientifically based and ongoing professional development at the school level and off site determined to meet the needs of all staff. Provide opportunities for PLCs.


Attendance sheets and certificates.

Person Responsible:

Becky Malugin


6/29/2018

Component Item Name



Quality Learning


At-Risk Students

1.5.2) Mentor TeachersDescription:

First year teachers, teachers new to district, and low level teachers will be assigned a mentor teacher as a support system to make the transition from theory to practice smoother. Successful teaching depends on shared developmental experiences and collegian nurturing under the guidance of experienced professionals. Mentor teachers will provide this guidance during planning time and after school hours. Mentor teachers will also do informal observations with feedback.

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Meeting notes and effectiveness levels.

Person Responsible:

Becky Malugin


4/27/2018

Component Item Name



Quality Learning


At-Risk Students

1.6) District-Level: Technology and infrastructure - School-Level: TechnologyDescription:

District-Level: Use technology to impact the quality, content and structure of teaching and learning focused on results.School-Level: Purchase and use technology to impact the quality, content and structure of teaching and learning focused on closing gaps and building achievement.

1.6.1) Purchase of technology related materials.Description:

Purchase hardware such as Chromebooks, carts, etc. Purchase software such as MobyMax, AR, etc.


Technology will be in working order and utilized by the staff.

Person Responsible:

Becky Malugin


5/25/2018

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Component Item Name



Quality Learning


At-Risk Students

2) District-Level: Increased Academic Achievement: Reading/Language Arts - School-Level: Reading/Language Arts Description:

District-Level: 1. For 2017-2018 school year, the district will achieve a level 3 TVAAS score or higher in literacy. 2. For 2017-2018 school year, the district will maintain or improve the percentile rank in terms of the number of students scoring on-track (proficient) and mastered (advanced) relative to other districts in the state in ELA/Other. 3. For 2017-2018 school year, the district will maintain or improve the percentile rank in terms of the number of students scoring on-track (proficient) and mastered (advanced) in the four gap subgroups.School-Level: In 2017-18, EHIS will meet or exceed the percentage of students at each performance level in comparison to the state.


District-Level: The percentage of students on-track and mastered in the aggregate and for each subgroup, as measured by TCAP.School-Level: The percentage of students who are at or above the state's percentage for a Level 3 and Level 4. The percentage of students who are below the state's percentage for Level 1 and Level 2.

2.1) District-Level: Professional Development - School-Level: Professional DevelopmentDescription:

District-Level: Provide ongoing, high quality professional development at the school site for administrators, teachers and other instructional staff to understand the needs and improve results for: racial and ethnic groups; limited English proficient students; students with disabilities; economically disadvantaged students.School-Level: Provide ongoing, high-quality professional development for administrators, teachers and other instructional staff to impact gaps in student achievement.

2.1.1) Scientifically based and ongoing professional developmentDescription:

Teachers wil attend professional development throughout the year. The trainings will provide educators support on successful

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reading strategies to impact student achievement gaps. Trainings will provide classroom strategies and teaching techniques that impact student achievement. Teachers will return from trainings and train colleagues, which include teachers with students with disabilities.


Attendace will be used to keep track of professional development.

Person Responsible:

Becky Malugin


6/29/2018



Component Item Name



Quality Learning

At-Risk Students

2.1.2) TDOE training for standardsDescription:

Teachers will attend trainings on the reading standards including but not limited to deconstruction and assessment.


Attendance records

Person Responsible:

Becky Malugin


1/26/2018

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Component Item Name



Quality Learning


At-Risk Students

2.1.3) Personalized professional development for specific Reading needsDescription:

Needs assessment, TEAM evaluations, and teacher/administrator meetings will be used to determine specific Reading professional development.


Classroom data, lesson plans, TN Compass reports, teacher surveys, teacher/administrator meetings

Person Responsible:

Becky Malugin


6/29/2018

Component Item Name



Quality Learning

At-Risk Students

2.1.4) PLC MeetingsDescription:

Teachers will meet weekly along with special education teachers to collaborate on curriculum, teaching strategies, lesson planning, follow up on deconstruction of standards, analyze and discuss data.

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Agendas, notes, sign in sheets

Person Responsible:

Becky Malugin


5/25/2018



Component Item Name



Quality Learning


At-Risk Students

2.2) District-Level: Track Student Performance - School-Level: Track Student PerformanceDescription:

District-Level: Collect and analyze data to identify patterns, pose hypotheses, design action steps, define evaluation criteria, conduct action research projects, drive decisions about practice and commit to results regularly throughout the year. Use student data to measure the effectiveness of instruction and intervention practices, then use this data to adjust instruction to improve student achievement.

School-Level: Collect and analyze data to identify patterns, pose hypotheses, design action steps, define evaluation criteria, conduct actin

research projects, drive decisions about practice and commit to results regularly throughout the year. Use student data to measure the effectiveness of instruction and intervention practices, then use this data to adjust instruction to improve student achievement.

2.2.1) Intervention and Enrichment

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Description:

Analyze data and assign an intervention block of time that addresses students' identified deficit skill. Skill specific grouping based on standards, intervention for students' needs.


AIMS Web data, common formative assessment data, schedules, RTI meetings

Person Responsible:

Becky Malugin


5/18/2018

Component Item Name



Quality Learning


At-Risk Students

2.2.2) Common teacher made assessments and benchmarksDescription:

As a grade level/content area team, create common teacher made assessments and benchmarks to monitor and adjust instruction.


Data meetings notes, data notebooks, benchmark data

Person Responsible:

Becky Malugin


3/16/2018

Component Item Name


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Quality Learning


At-Risk Students

2.2.3) Common technologyDescription:

Provide common technology for the use of gathering data and providing differentiated lessons for students' deficit areas.


Data gathered from each technology provided (examples: AIMS Web, GoMath, MobyMax)

Person Responsible:

Becky Malugin


4/20/2018

Component Item Name



Quality Learning


At-Risk Students

2.2.4) Data AnalysisDescription:

Opportunities are given for data analysis and implementation. Data is analyzed by administration, interventionists, and teachers.Time is alloted for discussion of data and planning for implementation of data driven lessons and intervention.


Agenda, sign in sheets, data from various sources

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Person Responsible:

Becky Malugin


4/20/2018



Component Item Name



Quality Learning


At-Risk Students

2.3) District-Level: Promote parent, family and community involvement - School-Level: Provide parental and community involvementDescription:

District-Level: Promote and involve parents, family, and community member in the planning, implementing, and evaluating of district improvement activities. Provide workshops, material and other training opportunities using a variety of delivery systems to support parents in helping their children improve in reading.School-Level: Promote and involve parents and community members in the planning, implementing, and evaluation of school improvement activities. Provide workshops, materials, and other training opportunities using a variety of delivery systems to support parents in helping their children improve RLA. Provide ongoing communication with parents to promote

academic growth and achievement.

2.3.1) Parent and community involvement in committeesDescription:

Invite and involve parents and community members in committees within the school. The committees will include school

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improvement committees.


Meeting sign in sheets and minutes

Person Responsible:

Becky Malugin


4/27/2018

Component Item Name




At-Risk Students

2.3.2) Parent/community member meetings/workshopsDescription:

Develop, communicate, and consistently review expectations and ideas with parents and members of the community to help improve student achievement. Help families establish supportive home environments by providing information and ideas of how to help students with homework and other curriculum related material.


Sign in sheets from workshops/meetings. Teacher and student attendance. Improved student achievement.

Person Responsible:

Becky Malugin


3/30/2018

Funding

Application Grant Notes Amount


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Component Item Name



Quality Learning


At-Risk Students


Description:

District-Level: Purchase supplemental instructional and educational materials that support the research based curriculum of the district.School-Level: Purchase supplemental instructional and educational materials that support the research based curriculum of the school

2.4.1) Purchase of supplemental instructional materials.Description:

Purchase supplemental instructional materials to enhance the curriculum to meet the rigor of the state standards.


Items purchased will aid in increasing test scores

Person Responsible:

Becky Malugin


5/31/2018

Funding

Application Grant Notes Amount


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Component Item Name



Quality Learning


At-Risk Students

2.5) District-Level: Effective teachers - School-Level: Effective teachersDescription:

District-Level: Support all teachers through job embedded professional development activities, mentoring programs, induction programs, etc.School-Level: Support all teachers through job embedded professional development activities, mentoring programs, etc.

2.5.1) Professional DevelopmentDescription:

Provide scientifically based and ongoing professional development at the school level and off site determined to meet the needs of all staff. Provide opportunities for PLCs.


Attendance sheets and certificates.

Person Responsible:

Becky Malugin


6/29/2018

Component Item Name



Quality Learning

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At-Risk Students

2.5.2) Mentor TeachersDescription:

First year teachers, teachers new to district, and low level teachers will be assigned a mentor teacher as a support system to make the transition from theory to practice smoother. Successful teaching depends on shared developmental experiences and collegian nurturing under the guidance of experienced professionals. Mentor teachers will provide this guidance during planning time and after school hours. Mentor teachers will also do informal observations with feedback.


Meeting notes and effectiveness levels

Person Responsible:

Becky Malugin


4/27/2018

Component Item Name



Quality Learning


At-Risk Students

2.6) District-Level: Technology and infrastructure - School-Level: TechnologyDescription:

District-Level: Use technology to impact the quality, content and structure of teaching and learning focused on results.School-Level: Purchase and use technology to impact the quality, content and structure of teaching and learning focused on closing gaps and building achievement.

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2.6.1) Purchase of technology related materials.Description:

Purchase hardware such as more Chromebooks, carts, etc. Purchase software such as MobyMax, AR, etc.


Technology will be in working order and utilized by the staff.

Person Responsible:

Becky Malugin


5/25/2018

Component Item Name



Quality Learning


At-Risk Students

3) District-Level: College and Career Ready StudentsDescription:

District-Level: For 2017-2018 school year, the district with improve the graduation rate by .5%.


District-Level: 1. The percentage of students who graduate from high school each year with a regular diploma or an approved alternate diploma in the aggregate or in each subgroup, as determined. 2. The percentage of students scoring at least a 21 on the overall composite of the ACT. 3. The average composite ACT scores of all students.

3.1) District-Level: Parent, family, and community engagementDescription:

District-Level: Promote effective parent, family and community engagement in the planning, implementing, and evaluating of district improvement activities and overall student and district goals.

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3.2) District-Level: Extended learning opportunitiesDescription:

District-Level: Incorporate appropriate activities before/after school, during the summer, and during an extension of the school year to improve student academic achievement.

4) District-Level: ACTDescription:

District-Level: For 2017-2018 school year, the district will increase the percentage of students scoring at or above 21 on the ACT by 5%, and increase the average ACT Composite score by .5 to 19.6.


District-Level: The average composite ACT scores of all students.

4.1) District-Level: Professional DevelopmentDescription:

District-Level: Provide ongoing, high-quality professional development at the school site for administrators, teachers and other instructional staff to impact gaps in student achievement.

4.2) District-Level: System of AccountabilityDescription:

District-Level: Design effective measures to monitor the success of programs toward goals.

4.3) District-Level: Celebrating SuccessDescription:

District-Level: Communicate and celebrate student participation rates, successes, and growth rates across all stakeholder groups.

4.4) District-Level: Postsecondary opportunitiesDescription:

District-Level: Develop and expand opportunities for all students to access early postsecondary coursework while still enrolled in high

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school and make informed decisions regarding postsecondary and career options.

5) District-Level: Kindergarten Readiness (required)Description:

District-Level: For 2017-2018, students entering kindergarten will have the cognitive, language and literacy, social and emotional and physical skills necessary to effectively transition to kindergarten and meet early literacy milestones.


District-Level: (1) The percentage of students identified as kindergarten ready as defined and measured by a kindergarten screener. (2) The percentage of students meeting grade-level standards on the grade 2 assessment. (3) The percentage of students scoring on-track and mastered on the TCAP in reading and math in grade 3.

5.1) District-Level: Personalized learningDescription:

District-Level: Develop instructional programs that are designed to meet individual student needs and provide a learning pace and instructional approaches that are optimized to meet the needs of each learner.

5.2) District-Level: Effective transitionsDescription:

District-Level: Provide programs and initiatives designed to prepare students and teachers for the smooth and positive transition between specific grade levels and educational placements.

6) District-Level: Teacher Recruitment, Retention and Building Capacity - School-Level: Teacher Recruitment, Retention and Building Capacity

Description:

District-Level: For the 2017-2018 school year, Hickman County Schools will use various strategies to recruit, retain, and build capacity with certified teachers of the school district.School-Level: For the 2017-2018 school year, East Hickman Intermediate School will use various strategies to recruit, retain, and build capacity with certified teachers.


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District-Level: Increase in Teacher LeadersSchool-Level: Increase in Teacher Leaders

6.1) District-Level: Effective teachers and leaders - School-Level: Effective teachers and leadersDescription:

District-Level: Support all teachers through job embedded professional development activities, mentoring programs, induction programs, teacher and leader effectiveness, etc.School-Level: Support all teachers through job embedded professional development activities, mentoring programs, induction programs, teacher and leader effectiveness, etc.

6.1.1) Teacher recruitmentDescription:

Invite aspiring teachers for observations and student teaching opportunities. Encourage aspiring teachers to take interim positions.


Sign in sheets and collegiate paperwork.

Person Responsible:

Becky Malugin


3/30/2018

Component Item Name

School-widePlan Strengthening Academics

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6.1.2) Teacher RetentionDescription:

Create a positive work environment with a sense of community. Promote collaboration among staff. Have a supportive administration in place.


The number of teachers remaining at the school will increase from previous years.

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Person Responsible:

Becky Malugin


5/18/2018

Component Item Name



Quality Learning


At-Risk Students

6.1.3) Teacher LeadersDescription:

Teachers will be encouraged to take on a variety of leadership roles within the school and district. Teachers will be mentored and trained to fill these positions in a variety of ways. Opportunities for leadership include but are not limited to grade chair, leadership roles within committees (Leadership, PBIS, Activities, Healthy Schools, Safety), Leadership committee, professional development (choosing to go and share with coworkers within the school or county), mentoring, and volunteer to complete tasks (set up field trips, collecting money, yearbook).


Meeting minutes and attendance sheets

Person Responsible:

Becky Malugin


6/29/2018

Component Item Name



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Quality Learning


At-Risk Students

6.1.4) New Teacher SupportDescription:

A mentor from the school will be assigned to new teachers. Fellow teachers within grade level and subject will invite teachers into the Professional Learning Communities. Administration will observe periodically and offer feedback to new teachers. Training for new hires is given at the beginning and middle of the year.


Observations, sign in sheets

Person Responsible:

Becky Malugin


5/25/2018

Component Item Name



Quality Learning


At-Risk Students

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School-wide Plan


Optional Items [Expand All] [Collapse All] ComponentMet

1) Opportunities for All StudentsDescribe how strategies will provide opportunities for all children, including each of the subgroups (ED, major racial & ethnic groups, SWDs and ELs) to meet challenging state academic standards.

ExplanationEHIS has high expectations for all of our students. These expectations are fostered in the general classroom by the general education teachers. Our special education population is fully included. They are aided in reaching the high expectations by the general education teachers as well as special education teachers and assistants who do push-ins and team teaching. Instructional support and accommodations are also provided for students who need further assistance. Low-achieving students are further aided through our RTI program. This program for ELA and math is provided through small-group pull-out classes as well as push-in support. Our ELL population is given additional support by Mrs. Miley, the county's ELL teacher. Teachers work with her to help the ELL population meet the challenging curriculum. For students who lack organizational skills or parent involvement, a check-in/check-out program is available. This program places students with a teacher in a small-group setting during arrival and dismissal time. During those times, the teacher helps the student get organized, work on homework, and becomes an advocate for the student. Each student attends a variety of enrichment classes each week. Classes include physical education, library, guidance, and art/music. These classes expose students to a variety of learning experiences. The teachers in the enrichment classes also incorporate general education standards into their classes.

1) District-Level: Increased Achievement: Mathematics - School-Level: Mathematics

1.1) District-Level: Professional Development - School-Level: Professional Development

1.1.1) Scientifically based and ongoing professional development

1.1.2) TDOE training for new standards

1.1.3) Personalized professional development for specific Math needs

1.1.4) PLC Meetings

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1.2) District-Level: Track Student Performance - School-Level: Track Student Performance

1.2.1) Intervention and enrichment

1.2.2) Common teacher made assessments and benchmarks

1.2.3) Common technology

1.2.4) Data Analysis

1.3) District-Level: Promote parent, family, and community involvement - School-Level: Promote parent and community involvement

1.3.1) Parent and community involvement in committees

1.3.2) Parent/community member meetings/workshops


1.4.1) Purchase of supplemental instructional materials to enhance the curriculum to meet the rigor of the state standards.

1.5) District-Level: Effective teachers - School-Level: Effective teachers

1.5.1) Professional Development

1.5.2) Mentor Teachers

1.6) District-Level: Technology and infrastructure - School-Level: Technology

1.6.1) Purchase of technology related materials.

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2) District-Level: Increased Academic Achievement: Reading/Language Arts - School-Level: Reading/Language Arts



2.1.2) TDOE training for standards

2.1.3) Personalized professional development for specific Reading needs

2.1.4) PLC Meetings






2.3) District-Level: Promote parent, family and community involvement - School-Level: Provide parental and community involvement




2.4.1) Purchase of supplemental instructional materials.

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6.1) District-Level: Effective teachers and leaders - School-Level: Effective teachers and leaders

6.1.2) Teacher Retention

6.1.3) Teacher Leaders

6.1.4) New Teacher Support

2) Strengthening AcademicsDescribe how the school will use methods and instructional practices that strengthen the academic program in the school.

ExplanationThrough ongoing professional development, teachers are gathering a vast array of ideas through interaction with highly-qualified colleagues and state coaching staff. Implementing these practices in the classroom strengthen the academic program in the school. These opportunities are available in core subjects such as math and ELA as well as in support programs such as literature. Staff then share their new knowledge with the their school colleagues during PLCs and inservice days. Lesson plans are compiled by the collaboration of teachers within a grade level and subject area. Lesson plans use best practices and provide a variety of instructional methods. Students complete projects and various activities to enrich their learning. Teachers use data from state tests, benchmarks, and in-class formative and summative assessments to direct their whole-class teaching as well as small-group differentiated instruction. Administrators review plans and observe classroom practices to ensure strong academic programs. New teachers and weaker teachers are mentored by level 5 teachers as well as administration. They also have support through PLCs and collaborative

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planning. This process is used to strengthen new and weaker teachers so our overall academics are strengthened. The RTI program at EHIS uses only research-based and validated strategies to instruct our students. RTI is also data-driven and groups students based on their deficits for more effective instruction.






1.1.4) PLC Meetings









1.4) District-Level: Instructional and Educational Supplies and Materials - School-Level: Instructional and

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Educational Supplies and Materials












2.1.4) PLC Meetings




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6.1.1) Teacher recruitment

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3) Quality LearningDescribe how the school will increase the amount and quality of learning time.

ExplanationEHIS has a basic schedule for each grade level created by the administration. This schedule blocks 90 minutes for each of the following: ELA, Math, and Science/Social Studies. There is a protected time of 30 minutes a day for RTI. Enrichment classes and recess times are also scheduled so as not to interfere with core instructional time. The schedules maximize teaching time and give a purpose to every minute of the school day. Classroom interruptions are also kept to a minimum. Announcements occur before instruction begins. Messages are taken during instruction time, and teachers are informed of them during planning or dismissal time. Teachers work hard to minimize transition times during instruction times. Students are engaged through movement, activities, and a variety of learning opportunities. Teachers also work to increase learning time by handling most discipline within the classroom. Planning time is used to discuss discipline with parents. Teachers monitor absenteeism and make phone calls home after two missed days both to inquire about the student's well-being as well as to stress the importance of attendance. Teachers also make the office aware of chronic or worrisome absences. Music, Art, and Library teachers will be pushing in during Science/Social Studies times to increase academic support. Our after-school EPIC program extends learning time for students through enriched activities and homework help.






1.1.4) PLC Meetings

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2.1.4) PLC Meetings












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4) Well-rounded EducationDescribe how the school will provide an enriched and accelerated curriculum to ensure that students have access to a well-rounded education.

ExplanationOur lesson plans support a variety of learning styles. In our lesson plans, we have enrichment activities to help students achieve at higher levels. GoMath!, our math series, has built-in enrichment activities that can be utilized. Technology is added in a variety of ways to enhance instruction. Technology is used heavily at EHIS. Teachers use it to supplement lessons. Students use it for enrichment and reinforcement. Students are exposed to a variety of technology in a variety of classroom settings. Students are exposed to a variety of enrichment programs such as art/music, guidance, library, and physical education. These classes allow students to explore non-academic interests and good socialization. The teachers within these classes incorporate general education academics into their curriculum to help make connections and reinforce concepts. The guidance counselor arranges a career day so students can understand how school relates to real life and their future. EHIS also has an after-school program, EPIC, that provides an enriched curriculum with hands-on activities. EHIS's Healthy Schools team provides opportunities to educate students on healthy living. The "Trying Tree" and "Spotlight" are both ways to promote healthy eating and provide an opportunity for student involvement. GoNoodle and the "PillowCase Project" provide movement and promote safety.

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1.1.4) PLC Meetings











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2.1.4) PLC Meetings








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5) At-Risk StudentsDescribe how the school will address the needs of all children in the school, particularly the needs of those at risk of not meeting the challenging state academic standards.

Explanation

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The school conducts three benchmark tests a year to provide data and identify students who are not meeting the challenging state academic standards. These students are included in the RTI program using intervention data to guide placement. Tier 2 and Tier 3 students receive specific and additional support in small groups. Tier 1 is instructed with either additional teaching on difficult standards or are presented with enrichment curriculum. Within the general classroom small groups are used by teachers to meet the intervention needs of each student. Parent-teacher conferences are also used to communicate and gain support for student achievement. The conferences allow teachers an opportunity to instruct parents on ways to support their children academically. The check in/check out program gives support to students who do not have strong support at home. This program places students in small groups with a teacher who helps with organization, homework, and academic support. EHIS utilizes a positive behavior system through the program Live School. Students are able to gain and lose points. The points can then be cashed in for different rewards or activities. This program has been effective at EHIS. The Live School program allows for immediate communication with parents. Parents have enjoyed this regular feedback. Many community churches help our students by providing school supplies and winter coats for at-risk students. The local community center also provides a service called "Friday Friends." This service provides some food for identified students for the weekend.






1.1.4) PLC Meetings






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2.1.4) PLC Meetings





















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School-wide Budget


Is the school consolidating funds in the school-wide pool from various sources in support of the Title I school-wide plan?No

153,976.00 If no, enter the Title I school allocation (must equal the amount identified in the district Consolidated Funding Application) and upload the Title I school budget in the Related Documents section of this school's plan.

If yes, identify the funding sources contributing to the Title I School-wide pool. Upload a copy of the Title I School-wide Pool section of the district's Consolidated Funding Application in the Related Documents section of this school's plan. - (To obtain a copy of the School-wide Pool section, have a district Consolidated application user click the word "Print" across from the School-wide Pool section located on the Sections page in the Consolidated Funding Application and save the document as a PDF.)

Title I, Part A

Title II

Title III

Title V, RLIS

Title V, SRSA

Carl Perkins

IDEA

State/Local

Other - (Specify)

School Plan Related Documents


Optional Documents

Type Document Template Document/Link

(School Plan) Additional Supporting Documents N/A

(School Plan CFA) School-wide Budget for SW Schools [Upload up to 1 document(s)] N/A

EIS

Budget 2017

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School Plan Checklist


Checklist Description (Collapse All Expand All)

1. School Plan - Planning Team Katrina 9/13/2017OK

Davis 1:30:16 PM

1. School planning team represents the school's stakeholders including teachers, principals, administrators (including administrators of Title programs), and other appropriate school personnel, and parents of students. Stakeholders are identified with full name and title.

2. School provided a description of how all required stakeholders are engaged in the planning process in both the plan development and its continuous review and update.

2. Needs Assessment - Academic Data Guiding Questions (Elementary and Middle Katrina 9/18/2017OK

Grades) Davis 3:53:33 PM

1. Reading/Language Arts data has been analyzed and the school has: - (i) summarized progress and challenges in this content area, (ii) identified root causes of progress and challenges, (iii) addressed all racial/ethnic subgroups that have data, and (iv) addressed all subgroups that have data (SWD, EL, ED, BHN).

2. Mathematics data has been analyzed and the school has: - (i) summarized progress and challenges in this content area, (ii) identified root causes of progress and challenges, (iii) addressed all racial/ethnic subgroups that have data, and (iv) addressed all subgroups that have data (SWD, EL, ED, BHN).

3. Science data has been analyzed and the school has: - (i) summarized progress and challenges in this content area, (ii) identified root causes of progress and challenges, (iii) addressed all racial/ethnic subgroups that have data, and (iv) addressed all subgroups that have data (SWD, EL, ED, BHN).

4. Other K-8 academic data has been analyzed and the school has: - (i) summarized progress and challenges in this content area and (ii) identified root causes of progress and challenges.

3. Needs Assessment - Academic Data Guiding Questions (High School) Katrina 9/18/2017Not Applicable

Davis 3:53:33 PM

1. English data has been analyzed and the LEA has: - (i) summarized progress and challenges in this content area, (ii) identified root causes of progress and challenges, (iii) addressed all racial/ethnic subgroups that have data, and (iv) addressed all subgroups that have data (SWD, EL, ED,

BHN).

2. Algebra data has been analyzed and the LEA has: - (i) summarized progress and challenges in this content area, (ii) identified root

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causes of progress and challenges, (iii) addressed all racial/ethnic subgroups that have data, and (iv) addressed all subgroups that have data (SWD, EL, ED, BHN).

3. Biology data has been analyzed and the LEA has: - (i) summarized progress and challenges in this content area, (ii) identified root causes of progress and challenges, (iii) addressed all racial/ethnic subgroups that have data, and (iv) addressed all subgroups that have data (SWD, EL, ED, BHN).

4. Other high school academic data has been analyzed and the school has: - (i) summarized progress and challenges in this content area and (ii) identified root causes of progress and challenges.

4. Needs Assessment - College/Career Readiness Data Guiding Questions KatrinaNot Applicable

Davis

1. The school has provided a summary of the progress and challenges experienced related to the district's ACT scores. The response: - (i) aligned with the ACT data provided and (ii) addressed the change in data across years.

2. School analyzed Graduation Rate data and provided a summary of progress and challenges, identifying underlying reasons for each.

5. Needs Assessment - School Climate & Culture Guiding Questions KatrinaOK

Davis

1. The school has provided a summary of its progress and challenges with student attendance and chronic absenteeism and includes specific steps to be taken if chronic absenteeism rates exceed 10% overall, by school, grade level or subgroup.

2. The school has provided a summary of its progress and challenges with student discipline and has provided information regarding steps to be taken to reduce lost instructional time and/or disparate impact if out of school suspension and expulsion rates exceed the state average.

3. The school has summarized the progress and challenges faced in providing safe, supportive, and healthy learning environments for students and has identified steps to be taken to address challenges.

6. Needs Assessment - Human Capital Data KatrinaOK

Davis

1. The school entered three years of data in the Staff Characteristics data table.

2. The school has described how new teachers are provided support and growth opportunities.

3. The school has described the effective teachers are provided incentives and opportunities for growth in order to increase retention rates.

4. The school has described the procedures that are in place to identify the distribution of ineffective, inexperienced, and out-of-field teachers to low income

and minority students.

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5. The school has described the steps that will be taken to address disparities in the distribution of ineffective, inexperienced, and out-of-field teachers among low income and minority students, once identified.

7. Needs Assessment - Additional Areas Guiding Questions KatrinaOK

Davis

1. The school has provided a summary of the progress it has made in implementing RTI2 across ALL grades and has identified the strengths and weaknesses evidenced along with actions needed.

2. The school has described the level of access to technology that all students have and the level of integration of technology into the instructional program. The description identifies areas of strength and weakness as well as root causes and actions needed.

3. The school has provided a summary of the professional development activities conducted in the prior year and how effectiveness was measured.

4. The school has identified the focus for professional development for the upcoming school year and how the professional development activities will build the capacity of school-level leaders (teachers, principals, and other school leaders) in order to positively impact student achievement.

5. The school has provided a summary of the parent and family engagement activities implemented in the prior year and how the effectiveness of those activities was measured concerning student academic achievement.

6. The school has provided a description of the planned parent and family engagement activities to be provided in the coming school year and effectively described how these activities are meaningful and aligned with student academic achievement. - (i) If the school has English learners, the response must also include information regarding the specific parent and family engagement activities focused on parents and families of English learners.

8. Needs Assessment - Summary KatrinaOK

Davis

1. The school has provided a prioritized list of 3-5 needs to be addressed in the upcoming school year.

2. The priority needs identified are aligned to the summary of data and the analysis provided within the needs assessment.

3. The school has provided the content/topic focus, grade level focus and primary student focus for each priority need.

9. Prioritized Goals and Strategies - Goals KatrinaOK

Davis

1. School goals are aligned with the LEA goals. (i.e. when school extended the LEA goal, the school’s goal title is aligned with the LEA goal title)

2. School goals descriptions are based on the school’s needs within that goal. (i.e. the school AMOs were included and did not just duplicate the LEA AMOs)

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4:00:29 PM

9/18/20174:00:29 PM

9/18/20174:05:40 PM

3. Goals are aligned with prioritized list of needs.

4. Identified goals are specific, measurable, ambitious, relevant, and time-bound.10. Prioritized Goals and Strategies - Strategies

1. Each strategy describes the specific change in practice necessary to meet the related goal.2. Each strategy is aligned to the goal it is intended to meet.

3. Each strategy is research-based.

11. Prioritized Goals and Strategies - Action Steps

OK

OK

Katrina 9/18/2017Davis 4:05:40 PM

Katrina 9/18/2017Davis 4:05:40 PM

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1. The action step descriptions are clearly stated and specific.

2. In conjunction with the strategy, the action steps answer the five W's: Who, What, Where, When and Why.

3. The benchmark is described.

4. The person responsible is populated and is the appropriate individual for this action step.5. The estimated date of completion is realistic and aligns with other activities to allow district to reach goals. (NOTE: all Action Steps do not all have an end of school year date.)

6. The action steps are appropriate and aligned to the goals and strategies.

12. Component Relationships - Title I Schools Only Katrina 9/18/2017OK

Davis 4:03:02 PM

1. Component relationships are made for appropriate action steps.

2. All components have both a component relationship and a narrative response describing how the plan component requirement has been met.

3. The school has entered the school Title I allocation and uploaded the Title I school-level budget to Related Documents.4. SW Pool Schools: The school, if consolidating funds, has identified the funds included in the school-wide pool and uploaded the school-wide pool section of the CFA to Related Documents.

5. TA Schools: The school has agreed to the TA Assurances.