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Improvement Planning - LEA Consolidated Plan
Talladega County, Consolidated - Fiscal Year 2019 (Rev 2)
 
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LEA Consolidated Plan

 
Sec. 1112. [20 U.S.C. 6312]
A local educational agency may receive a subgrant under this part for any fiscal year only if such agency has on file with the State educational agency a plan, approved by the State educational agency, that:
• is developed with timely and meaningful consultation with teachers, principals, other school leaders, paraprofessionals, specialized instructional support personnel, charter school leaders (in a local educational agency that has charter schools), administrators (including administrators of programs described in other parts of this title), other appropriate school personnel, and with parents of children in schools served under this part.
• as appropriate, is coordinated with other programs under this Act, the Individuals with Disabilities Education Act (20 U.S.C. 1400 et seq.), the Rehabilitation Act of 1973 (20 U.S.C. 701 et seq.), the Carl D. Perkins Career and Technical Education Act of 2006 (20 U.S.C. 2301 et seq.), the Workforce Innovation and Opportunity Act (29 U.S.C. 3101 et seq.), the Head Start Act (42 U.S.C. 9831 et seq.), the McKinney-Vento Homeless Assistance Act (42 U.S.C. 11301 et seq.), the Adult Education and Family Literacy Act (29 U.S.C. 3271 et seq.), and other Acts as appropriate
• has an effective plan date.
• documents the process employed in the development, approval, and annual revision of the plan through communication materials, agendas, minutes/notes of meetings and sign-in sheets.
• has procedures and practices in place for disseminating individual student assessment results to teachers and parents.

The purpose of the LEA Consolidated Plan is to ensure that all children receive a high-quality education, and to close the achievement gap between children meeting the challenging State academic standards and those children who are not meeting such standards.Each local educational agency plan shall:

 
1. Sec. 1112(b)(1)(A)
Describe how the local educational agency will monitor students’ progress in meeting the challenging State academic standards by developing and implementing a well-rounded program of instruction to meet the academic needs of all students.
Talladega County Schools implements Alabama's College and Career Standards in grades K-12. The LEA acknowledges the need to monitor students and assess the outcomes of student learning. Assessment data is used to identify, place, remediate and advance students in the instructional program and to identify students at risk of failing. Assessment data is used to determine success in meeting academic standards and the effectiveness of the academic program. 

The following assessments are utilized in Talladega County Schools for this purpose: 
Accelerated Reader
ACCESS for ELs
ACT with Writing
ACT WorkKeys
Alabama Alternate Assessment
PreACT 
PSAT
Renaissance Math
Renaissance Reading
Scantron Performance Series
Teacher-made assessments
 

2. Sec. 1112(b)(1)(B)
Describe how the local educational agency will monitor students’ progress in meeting the challenging State academic standards by identifying students who may be at risk for academic failure.

The Talladega County Schools assess all students in the required grades on all state-mandated tests and participate in all state pilots as requested by SDE.   In addition, elementary and middle schools use a variety of assessments to determine reading progress.  Some of the assessments include STAR 360, Accelerated Reader, Fluency Checks, and Dyslexia Screening Assessments.    STAR Reading is used to assess students in grades K-12, a minimum of five times per year. The STAR program is correlated with Accelerated Reader (AR) in an effort to improve reading skills.  Students are assigned books based on their reading level determined by the STAR program.  Students read their books and take tests on the books.  Students must score 80 percent or higher on the tests to receive points for their books. 

Similar to the STAR program, the AR program is designed to improve the students’ reading level.  Reading comprehension, vocabulary, and other reading skills are encompassed in the AR program.  Elementary and middle schools in Talladega County use the results from the Scantron Performance Series assessment to identify students in need of remedial help in math and reading.

Students that have participated in the reading programs at the elementary and middle school have had an opportunity to improve their skills. Students struggling at the high school level are placed in remedial programs at the high school.  These students are tested in the English courses on a continuous basis throughout the year.  Students failing to make steady progress are placed in a remedial program that encompasses reading comprehension, vocabulary and other reading strategies. Parents are involved in receiving vital information regarding their child’s progress in school.  Parents are notified formally throughout the school year.  Parents receive a mid-term report for each nine weeks.  This report contains the child’s grades, reading level, conduct information and any comments teachers need to make at that time.  Teachers are encouraged to provide comments to identify specific areas of strengths and weaknesses.  Student report cards are distributed every nine weeks with reading levels provided.  The report card provides parents notice of the grades their child has earned for the nine weeks.  Students receiving interventions through the RTI process are formatively assessed biweekly and those results are provided to the parents to keep them abreast of their child’s progress.

Conferences are held at the request of the teachers and/or parents.  Parents are encouraged to visit the school to inquire about their child’s grades or report.  Conferences may be encouraged at report time and teachers will be asked to make comments regarding the student’s performance. 

Talladega County teachers are provided data on student achievement.  The data comes from the SDE standardized testing results, STAR 360 testing results, and the various programs in each school.  Disaggregated assessment data is analyzed at the school level through grade-level data meetings.

Teachers receive data regarding student performance on SDE tests from administrators.  Central office personnel visit schools to review data with administrators and teachers and to discuss means for improvement.

Talladega County Schools will use several other indicators in identifying students that need help and are considered at-risk, including discipline problems, free or reduced lunch status, English language learner status, and home environment.  When using these factors, school officials will use the proper investigation procedures and monitoring to fully proceed in helping those students.  Listed below is a description of each factor and how it relates to helping identify those students.

  • Discipline problems - School officials will review records and data for individual students that repeatedly have discipline problems.  The degree and the type of discipline problems will play a role in identifying those students.  Students that commit repeatedly violent types of discipline behaviors will be identified as needing help.  This type of student typically shows a lack of academic interest.  It will be in the best interest of the school to provide these students help to correct these problems. 
  • Free/reduced lunch status - Although not a true indicator of a student’s inability to achieve at a high level, students receiving free or reduced lunch have been found to score lower on standardized tests.  These students will be identified by a case-by-case method to make certain that individual students are not placed in a group erroneously.
Home environment - The home environment will be used as appropriate as a factor to identify students in need of help. School officials will communicate with other agencies that may be able to provide these students the needed help.  Any indication of child abuse, neglect, or substance abuse will be reported by the proper school officials to the proper government agency

3. Sec. 1112(b)(1)(C)
Describe how the local educational agency will monitor students’ progress in meeting the challenging State academic standards by providing additional educational assistance to individual students the local educational agency or school determines need help in meeting the challenging State academic standards.
Talladega County Schools will provide additional educational assistance to students identified using these categories.  The additional assistance will focus on the various and specific needs of each student.  Academic deficiencies will be the emphasis for students that need help improving their level of performance.  No student will be denied Title I Services based upon their participation in the Special Education program. Title I and Title II funds are utilized to reduce class size, therefore, allowing teachers more individual time with students. 

Students will receive counseling in the area of improving behavior.  Discipline will be monitored on a weekly and monthly basis.  Students assigned to Alternative school will receive services designed to help students remain on track with classmates academically.  Counseling may come from outside sources.
School system will provide students with a nourishing meal for breakfast and lunch.  Students not performing well in class will receive extra help through tutoring and remedial help when appropriate.  Teachers will review data from test results to develop strategies to help these students improve on standardized tests. School system may provide tutoring services by a person that can work independently with identified students.  If practical, tutor will be fluent in the language of the student.
The school system will provide assistance to students that may live in an environment detrimental to their learning.  The district will also help the student and parent communicate with proper government agencies when intervention is needed to address needs that fall under the agencies’ responsibilities.

The school system will notify SDE when possible migrant students enroll as well as provide assistance to students in acquiring services and materials as needed.  The LEA will also communicate with proper government agencies when intervention is needed to address needs that fall under the agencies’ responsibilities and provide appropriate interventions and support, including Title I services.
School system will provide appropriate services based upon their exceptionalities and IEPs.  The district will also continue to provide interventions and support, including Title I services as indicated by ongoing assessments.
 

4. Sec. 1112(b)(1)(D)
Describe how the local educational agency will monitor students’ progress in meeting the challenging State academic standards by identifying and implementing instructional and other strategies intended to strengthen academic programs and improve school conditions for student learning.

Local school ASSIST Continuous Improvement Plan (ACIP) teams annually review and revise components of the ACIP to ensure the goals, strategies, and action steps for student achievement are being implemented school-wide.  Formative and summative test data are reviewed in these meetings.  The ACIP Teams are responsible for the creation, evaluation, and distribution of the ACIP to faculty members, parents, and the community.  Each school’s team consists of local school administrators, grade level and special education teachers, counselors, career technical educators, parents, and community representatives.

The LEA Federal Advisory Council annually reviews and revises the System Needs Assessment posted in eGAP.  The council also reviews each federal plan and budget to ensure all students’ needs (academic and personal) are being appropriately addressed.  The LEA Federal Advisory Council consists of the Federal Programs Director, the ESL Coordinator, the LEA Homeless Liaison, the LEA Foster Care Liaison, the Special Education Coordinator, other coordinators for the district, school principals, teachers, federally-funded paraprofessionals, parents, and community representatives. 

The Talladega County School System ensures services are provided to all students with increased emphasis on helping at-risk students (limited English proficient, students with disabilities, homeless, in foster care, and economically disadvantaged) achieve state and local achievement goals.  Criteria for selecting students for intervention are determined at the local school using assessments to screen, diagnose, and determine strategies for teaching and learning both in the classroom and in intervention planning.  Students scoring non-proficient on STAR 360 and other formative assessments, and state mandated assessment subtests are identified as at-risk and targeted for intervention.


5. Sec. 1112(b)(2)
Describe how the local educational agency will identify and address, as required under State plans as described in section 1111(g)(1)(B), any disparities that result in low-income students and minority students being taught at higher rates than other students by ineffective, inexperienced, or out-of-field teachers

In order to address any disparities in teacher effectiveness, a strong focus is given to recruitment and retention of qualified teachers.   System personnel recruit qualified applicants in person and through the SearchSoft system supported by ALSDE.  Experienced, in-field, certified mentors are assigned to novice teachers to consistently meet and plan lessons.  Teachers who do not hold certification must meet ALSDE requirements to obtain alternate certification.  Title II funds support an ongoing, rigorous, professional development plan that will provide rigorous training for all teachers in curriculum development and instructional strategies.  Teachers are evaluated with Educator Effectiveness, a professional growth model designed to meet Quality Teaching Standards. 

In addition, services are provided as needed for Limited English Proficient (LEP) students who have been identified through the Home Language Survey and the WIDA – ACCESS placement test.  Plans are created that are specific to the students’ needs and are implemented within the general education program.  Admission policies are in place for LEP students as well as for other subgroups. Students of other subgroups (i.e., disabilities, migratory, immigrant, neglected, delinquent youth, homeless, and foster care) are also served with integrated programs that are coordinated with general education.  Eligibility is determined using the same criteria applied to all other students. 

With training provided to novice and experienced teachers along with specialty services provided to various subgroups of students, low-income and minority students will not be taught at higher rates than other students by ineffective, inexperienced, or out-of-field teachers.


6. Sec. 1112(b)(3)
Describe how the local educational agency will carry out its responsibilities under paragraphs (1) and (2) of section 1111(d), School Support and Improvement Activities for schools identified as (1) Comprehensive Support and/ or (2)Targeted Support Schools

The Talladega County School System will make every effort to assist schools that do not make Adequate Yearly Progress (AYP) as determined by the Alabama State Department of Education (ALSDE).  Schools falling under this category, labeled as Comprehensive or Targeted Support status, will require immediate and consistent assistance to make the necessary gains for school improvement.  Students attending these schools will be individually identified by administrators and teachers as needing extra help to meet standards.  Improving the academic achievement of the identified students will help the school reach the necessary level of achievement.  Assistance to the identified schools will require a process designed to improve the instructional level and performance of both teachers and students.

The first step in the process is analyzing each phase of the school’s results from state-mandated tests.  District level administrators will assist principals and teachers in analyzing data from the appropriate tests to ascertain which areas are strengths and weaknesses.  The various subgroups in the school will also be identified as having met standards or not meeting standards.  Once the data has been analyzed, the entire faculty of the school will be informed of the findings.

Principals will establish a school improvement team to address the strengths and weaknesses of the school.  The team will complete a Continuous Improvement Plan (CIP) designed to address the needs of the school with input from the faculty as a whole.  The template provided by the ALSDE will be used in order to address all required components.  The CIP will consist of objectives, methods, responsible persons, and timelines for completion.  The CIP will be approved at both the district and state level according to requirements of the ALSDE.

After the CIP has been approved, the school personnel will begin to implement the strategies and methods described.  District level administrators and school level improvement teams will be responsible for monitoring the progress of the plan to make certain implementation is taking place.  Meetings will be held throughout the year as required by the ALSDE to discuss the progress of the CIP implementation and revise as necessary.  Data meetings will also be held to discuss the progress of the identified students. 

The district staff assists schools in analyzing student data to identify student needs, in developing their CIPs, and in implementing their CIPs.  Meetings are held with the schools’ leadership teams periodically to evaluate their plans and to help them assess their educational needs and plan for next steps.  Walkthroughs are conducted on a regular basis to reinforce and recognize the success of the school’s CIP.  The monitoring walkthroughs also help to ensure that teachers are using effective best practices for teaching all students.  On-going coaching and support is provided to classroom teachers and schools by demonstration lessons, brainstorming best strategies for that school to utilize, providing resource materials to teachers, and conducting workshops.

Providing necessary personnel, consultants, equipment, and other needed items will be the responsibility of Talladega County Schools.  Allocated federal funds will be used to provide these services to the school in need of improvement.  Personnel will be provided to address the areas where improvement is needed.  Personnel decisions will be decided upon by principals, teachers, and district level administrators.   These decisions will be based on the need of the schools and the funds available to the school district.


7. Sec. 1112(b)(4)
Describe the poverty criteria that will be used to select school attendance areas under section 1113.
Section 1113 states an LEA may only use Title I funds in an eligible school attendance area (ESEA section 1113(a)(1)), which is a school attendance area in which the percentage of children from low-income families is:
• At least as high as the percentage of children from low-income families served by the LEA as a whole;
• At least as high as the percentage of children from low-income families in the grade span in which the school is located; or
• At least 35 percent. (ESEA section 1113(a)(2).) Except as provided below, if Title I funds are insufficient to serve all eligible school attendance areas, an LEA must:
• Annually rank, without regard to grade spans, eligible school attendance areas in which the percentage of children from low-income families exceeds 75 percent (the “75 percent poverty threshold”) from highest to lowest according to poverty percentage; and
• Serve the eligible school attendance areas in rank order. (ESEA section 1113(a)(3).)
For determining the number of children from low-income families in a secondary school, an LEA may estimate that number by applying the average percentage of students from low-income families in the elementary school attendance areas that feed into the secondary school to the number of students enrolled in the secondary school.
• Before an LEA may use feeder patterns to determine the poverty percentage of secondary schools:
- The LEA must notify its secondary schools to inform them of the option.
- A majority of its secondary schools must approve the use of feeder patterns. (ESEA sections 1113(a)(5)(B) and (C).)
An LEA may lower the poverty threshold to 50 percent for high schools served by the LEA.
(ESEA section 1113(a)(3)(B).)

Poverty Criteria eligible attendance areas will be the number of students eligible for free and reduced price meals under the National School Lunch Act.  Schools will be determined eligible based on the highest percentage of need and with at least 35% (targeted assistance) and 40% (schoolwide) from low-income families.  Schools will be rank ordered from poorest to richest.


8. Sec. 1112(b)(5)
Describe the nature of the programs to be conducted by such agency’s schools under sections school-wide (Sec. 1114) and Targeted Assistance (Sec. 1115) and, where appropriate, educational services outside such schools for children living in local institutions for neglected or delinquent children, and for neglected and delinquent children in community day school programs

Talladega County Schools will conduct a Schoolwide program that will ensure that the students in this district receive standards based instruction from Highly Qualified teachers in all schools. District funds will be set aside for focus/priority schools, professional development, homeless, homebound and other district initiatives related to student instructions. As a school wide program funds will be used to support assessment and professional development. Assessments will be used to determine levels and instructional needs for each student; while Professional Development will be offered to teachers to strengthen areas where students need assistance and offer teachers the opportunity for continued growth. As a school wide program, our goal will be to bring all students to grade level in reading. School funds will be used to provide support in reading and mathematics based on the district mission. Funds will be used to provide instructional staff, reading and mathematics programs on line and training in College and Career Ready Standards for all staff. There are currently no centers for Neglected or Delinquent children in the Talladega County Schools District.  There are currently no Targeted Assistance Schools in the Talladega County Schools District.  


9. Sec. 1112(b)(6)
Describe the services the local educational agency will provide homeless children and youths, including services provided with funds reserved under section 1113(c)(3)(A), to support the enrollment, attendance, and success of homeless children and youths, in coordination with the services the local educational agency is providing under the McKinney-Vento Homeless Assistance Act (42 U.S.C. 11301 et seq.).

Talladega County Schools will follow all guidelines pursuant to the McKinney-Vento Homeless Assistance Act regarding homeless children.  (See the Talladega County Schools Plan for Homeless Children and Youth).  The school system will provide homeless students an opportunity to meet same challenging state and state student performance standards to which all students are held without being stigmatized or isolated.  The enrollment of homeless students will not be denied or delayed due to any of the following barriers:

  • Lack of birth certificate
  • Lack of school records or transcripts
  • Lack of immunization or health records
  • Lack of proof of residency
  • Lack of transportation
  • Guardianship or custody requirements

Available funds will be used to help homeless students that may have fallen behind in their academics.  The funds may be used for tutoring, supplies, or counseling.  School officials will contact the necessary government agencies when appropriate to help students find food, shelter, and medical attention.


10. Sec. 1112(b)(8)
Describe, if applicable, how the local educational agency will support, coordinate, and integrate services provided under this part with early childhood education programs at the local educational agency or individual school level, including plans for the transition of participants in such programs to local elementary school programs

The Talladega County School System has a partnership with Head Start, inclusion preschool classrooms, and PreK classrooms funded by federal, state and local funds.  To assist students and parents in the transition process from preschool to kindergarten, students will be invited to attend Kindergarten Academy, during the summer preceding the kindergarten year.  A written list of suggestions, academic standards and curriculum, and the registration process will be distributed.  Students and parents from area preschools and Head Start will be invited to the school for an on-site orientation and tour during the school year prior to the kindergarten year.  An orientation is held at the beginning of the kindergarten year to inform students and parents of school rules, expectations, consequences, policies, and proficiency levels of academic standards and curriculum.  Additionally, all elementary grade students enrolled in Talladega County Schools have the opportunity to meet the teacher and become acclimated to new classrooms at the beginning of each school year.


11. Sec. 1112(b)(9)
Describe how teachers and school leaders, in consultation with parents, administrators, paraprofessionals, and specialized instructional support personnel, in schools operating a targeted assistance school program under section 1115, will identify the eligible children most in need of services under this part.

Presently, there are no Targeted Assistance Schools within the Talladega County School district. 


12. Sec. 1112(b)(10)(A)
Describe how the local educational agency will implement strategies to facilitate effective transitions for students from middle grades to high school and from high school to postsecondary education through coordination with institutions of higher education, employers, and other local partners.

Fourth, fifth, and sixth (depending on grade structure of school) grade students participate in a middle school orientation day, coordinated by the elementary and middle school counselors. The goal of the orientation day is to acquaint the elementary students will middle school procedures, the fourth, fifth, and sixth-grade curriculum, and courses, and the middle school or high school building. In addition, the parents of our eighth-grade students in our three middle schools are invited to a meeting at the feeder high school to review diploma options, explain freshman course options, discuss athletic opportunities, explain KUDER, and answer questions. The high school counselors, career coaches, career tech counselor, and career tech teachers work collaboratively with students to assist them with selecting post-secondary institutions and jobs in the workforce. Each eighth-grade student completes the KUDER assessment and the data from this assessment is used to guide their four-year plan. As students navigate their high school career, their four-year plan is tweaked as needed. An annual College & Career Fair is hosted by one of our high schools and all juniors and seniors attend. In addition, high school counselors arrange college visits for students.


13. Sec. 1112(b)(10)(B)
Describe how the local educational agency will implement strategies to facilitate effective transitions for students from middle grades to high school and from high school to postsecondary education through increased student access to early college high school or dual or concurrent enrollment opportunities, or career counseling to identify student interests and skills.

Counselors and teachers work individually with eighth grade students to develop their Four Year Plan which is annually modified as reviewed throughout high school years.  Beyond individual school counselors and grade level advisors, system-wide career coaches meet and plan with like-interest groups of students or individuals throughout the high school years to help students align their skills and interests with coursework and career goals.  An annual College and Career Fair is provided for all juniors and seniors providing business, industry, military, specialty schools as well as traditional college and university representatives for students to have direct contact with for transition planning and advising.  All students are provided opportunities for technical and academic dual enrollment beginning in their tenth grade year at area community colleges as well as four-year universities as well as Advanced Placement courses to facilitate college and career readiness.


14. Sec. 1112(b)(11)
Describe how the local educational agency will support efforts to reduce the overuse of discipline practices that remove students from the classroom, which may include identifying and supporting schools with high rates of discipline, disaggregated by each of the subgroups of student, as defined in section 1111(c)(2) (economically disadvantaged; students from major racial and ethnic groups; children with disabilities; and English learners)

At-Risk Funds and Local Funds are used in the Talladega County Schools to provide in-school suspension (OSCAR). Local school administrators use OSCAR as an alternative to out-of-school suspensions when applicable. In addition, several of our schools offer Saturday School as an alternative to OSCAR or out-of-school suspensions. Classroom teachers collaborate with the OSCAR Instructor to ensure that students are afforded an opportunity to complete their classwork. Discipline data is reviewed throughout the school year to help plan professional development and provide the best opportunity for all students to be successful.


15. Sec. 1112(b)(12)(A)
Describe, if determined appropriate by the local educational agency, how such agency will support programs that coordinate and integrate academic and career and technical education content through coordinated instructional strategies that may incorporate experiential learning opportunities and promote skills attainment important to in-demand occupations or industries in the State.

All students begin developing their Four Year Plans in the eighth grade and those plans are updated throughout their high school years as needed.  School counselors, career technical education teachers, career coaches and administrators work collaboratively with students to help them explore post-secondary education and careers that align with their Kuder career assessments. Students attend the annual College and Career Fair, enjoy a variety of guest speakers in their schools, have the opportunity to attend field trips that include manufacturing industries, technical schools, college visits, and can participate in community service activities through their CTSO’s.  These opportunities strengthen relationships and broaden students’ knowledge of their community and careers. Industry recognized credentials are offered to students, where one is available, and grants are written to cover the cost for each student to test. These credentials align with workforce development needs of Talladega County and those of neighboring regions and enable our students to go straight to work perfecting their skill or to support the cost to attend post-secondary education.


16. Sec. 1112(b)(12)(B)
If determined appropriate by the local educational agency, describe how such agency will support programs that coordinate and integrate work-based learning opportunities that provide students in-depth interaction with industry professionals and, if appropriate, academic credit.

Career Technical Education teachers maintain active advisory committees and meet a minimum of two times each academic year. Advisory committee members are invited into the classroom to speak and share industry knowledge. These business and industry representatives assist in keeping classroom instruction relevant and up-to-date through their active involvement and input. Industry, parent, and student surveys are updated every three years to actively solicit recommendations and identify needed changes in classroom instruction to better prepare students for College and Career. All 8th-grade students have the opportunity to attend the World of Works expo to learn about the 16 Career Clusters and participate in hands-on activities. Technical Dual Enrollment is available at partnering junior colleges, transportation is provided, and WFD scholarships have been awarded to all students who have met requirements and applied to cover tuition, books, and supplies.  Academic credit for completion of Dual Tech coursework is recognized as a Career Readiness Indicator.

Cooperative Education (Co-Op) is offered at all 7 high schools to seniors.  Juniors may also Co-Op if space is available or there is a hardship. The Co-Op teacher monitors students monthly to ensure they are working, to collect pay stubs, and to answer any questions the students may have.  Students enrolled in Co-Op may leave campus early to report to work. They can obtain credit for documented paid or unpaid work experiences.


17. Sec. 1112(b)(13)(A)
Describe any other information on how the local educational agency proposes to use funds to meet the purposes of this part, and that the local educational agency determines appropriate to provide, which may include how the local educational agency will assist schools in identifying and serving gifted and talented students.

Four state earned units are used to employ gifted teachers.  The gifted program serves gifted and talented students and is offered in grades 3-6 as a pull-out program.  Consultative services may be offered in grades K-2.  Teachers, counselors, parents or guardians, peers, self, or any other individual(s) with knowledge of the student's abilities may refer a student for the gifted program.  Also, second-grade students will be observed as potential gifted referrals using a gifted screening process.  


18. Sec. 1112(b)(13)(B)
Describe any other information on how the local educational agency proposes to use funds to meet the purposes of this part, and that the local educational agency determines appropriate to provide, which may include how the local educational agency will assist schools in developing effective school library programs to provide students an opportunity to develop digital literacy skills and improve academic achievement.

A state earned unit is used to employ a library media specialist at each school.  Media specialists assist students in developing literacy skills and in strengthening their retention of content knowledge.  Media specialists assist students in selecting literature, conducting research, and using technical devices to acquire knowledge.  Students have the opportunity to visit the media center on a weekly basis.  In addition, classroom teachers schedule time in the media center for students to conduct research needed for classroom projects, and to visit makerspace areas to make and create.


19. Sec. 1112(b)(7)
Describe the strategy the local educational agency will use to implement effective parent and family engagement under section 1116. (This question will be answered in the written policy below).

Parent and Family Engagement Written Policy (Sec. 1116 (2))

 
Sec. 1116(a)(2)(A))
A. Describe how the Local Education will involve parents and family members in jointly developing the local educational agency plan under section 1112, and the development of support and improvement plans under paragraphs (1) and (2) of section 1111(d).

Parent representatives from all schools are invited to participate on the Federal Programs Advisory Council each year.  One of the tasks for this council is to review of the district’s Title I Parental Involvement Plan and to make recommendations and address concerns regarding the plan.

Parents are also included in the planning process at the local schools when developing each school-wide Continuous Improvement Plan.

All schools receiving Title I funds conduct a survey each year to determine the needs of parents.  Survey results are utilized to evaluate both the district and school-level parental involvement plan.


Sec. 1116(a)(2)(B))
B. Describe how the Local Education Agency will provide the coordination, technical assistance, and other support necessary to assist and build the capacity of all participating schools within the local educational agency in planning and implementing effective parent and family involvement activities to improve student academic achievement and school performance, which may include meaningful consultation with employers, business leaders, and philanthropic organizations, or individuals with expertise in effectively engaging parents and family members in education.

The Talladega County Schools will provide the following necessary coordination, technical assistance, and other support to assist Title I, Part A schools in planning and implementing effective parental involvement activities to improve student academic achievement and school performance: 

Talladega County Schools will reserve one percent of its Title I allocation for parental involvement.  Ninety percent of these funds are allocated to the Title I schools. Ten percent is retained at the LEA level for activities to increase parent engagement.

Parental involvement is required in the development of the school’s Title I budget, including how the parental involvement portion is spent.

The Title I Resource Teachers/Technology Integration Specialists who also serve as the local schools’ Parent Involvement Coordinators, are provided with technical assistance related to the parental involvement requirements, strategies to increase parental involvement, and monitoring of parental involvement activities.

The Title I Resource Teachers/Technology Integration Specialists will then train and provide technical assistance to the local school staff/teachers.


Sec. 1116(a)(2)(C))
C. Describe how the Local Education Agency will coordinate and integrate parent and family engagement strategies under this part with parent and family engagement strategies, to the extent feasible and appropriate, with other relevant Federal, State, and local laws and programs.

The Talladega County Schools will, to the extent feasible and appropriate, coordinate and integrate parental involvement programs and activities with Head Start, Reading First, Early Reading First, Even Start, Home Instruction Programs for Preschool Youngsters, the Parents as Teachers Program, and public preschool and other programs, and conduct other activities, such as parent resource centers, that encourage and support parents in more fully participating in the education of their children, by:

  • Inviting representatives from the other programs to the Public Meeting and the Advisory Meeting.
  • Input will be encouraged regarding the involvement of parents.
  • Transition activities will be held for the children and parents from the other programs.  

Sec. 1116(a)(2)(D))
D. Describe how the Local Education Agency will conduct, with the meaningful involvement of parents and family members, an annual evaluation of the content and effectiveness of the parent and family engagement policy in improving the academic quality of all schools served under this part, including identifying:
(i) barriers to greater participation by parents in activities authorized by this section (with particular attention to parents who are economically disadvantaged, are disabled, have limited English proficiency, have limited literacy, or are of any racial or ethnic minority background)

The Talladega County Schools will take the following actions to conduct, with the involvement of parents, an annual evaluation of the content and effectiveness of this parental involvement policy/plan in improving the quality of its Title I, Part A schools.  The evaluation will include identifying barriers to greater participation by parents in parental involvement activities (with particular attention to parents who are economically disadvantaged, are disabled, have limited English proficiency, have limited literacy, or are of any racial or ethnic minority background).  The school district will use the findings of the evaluation about its parental involvement policy/plan and activities to design strategies for more effective parental involvement and to revise, if necessary (and with the involvement of parents) its parental involvement policies.

The Federal Programs Coordinator will annually conduct an evaluation of the parental involvement program by the following actions:

  • Part of the discussion at the Advisory Council meeting will involve the evaluation of the Parental Involvement Plan, including identifying barriers to greater participation.
  • Summaries of the individual schools’ parent surveys will be collected and the results utilized in revising the plan as appropriate.
  • Strategies will be developed/revised to address the concerns/barriers that are identified during the evaluation process.
(ii) the needs of parents and family members to assist with the learning of their children, including engaging with school personnel and teachers

The Talladega County Schools will, with the assistance of its Title I, Part A schools, provide assistance to parents of children served by the school district or school, as appropriate, in understanding topics such as the following, by undertaking the actions described in this paragraph --

  • the State’s academic content standards,
  • the State’s student academic achievement standards,
  • the State and local academic assessments including alternate assessments,
  • the requirements of Part A,
  • how to monitor their child’s progress, and
  • how to work with educators:

These topics will also be addressed at local school public meetings.

Parental workshops will be held at the local schools to help parents monitor their own children’s progress and work with educators.

Parents will be provided with results from all state-required assessments - How to interpret these results will be explained during parent meetings and individual conferences.

Parents will be sent mid-term progress reports and nine-week report cards.

Parents will be sent login information for Chalkable INOW.

(iii) strategies to support successful school and family interactions

The Talladega County Schools will, with the assistance of its schools and parents, educate its teachers, pupil services personnel, principals and other staff, in how to reach out to, communicate with, and work with parents as equal partners, in the value and utility of contributions of parents, and in how to implement and coordinate parent programs and build ties between parents and schools, by: 

Talladega County Schools will provide technical assistance to Title I Resource Teachers/Technology Integration Specialists regarding reaching out to parents, providing training for parents, and working with them as equal partners.

As the Parental Involvement Coordinators for the local schools, the Title I Resource Teachers/Technology Integration Specialists will assist principals, teachers, support personnel in these endeavors.

Special events will be held at each school for the purpose of reaching out to parents to gain increased participation.

Each Title I school in Talladega County will hold at least one community outreach activity each year.  


Sec. 1116(a)(2)(E))
E. Describe how the Local Education Agency will use the findings of such evaluation described in the section above (Sec. 1116(2)(D)) to design evidence-based strategies for more effective parental involvement, and to revise, if necessary the parent and family engagement policies described in this section.

Parent representatives from all schools are invited to participate on the Federal Programs Advisory Council each year.  One of the tasks for this council is to review of the district’s Title I Parental Involvement Plan and to make recommendations and address concerns regarding the plan.

Parents are also included in the planning process at the local schools when developing each school-wide Continuous Improvement Plan.

All schools receiving Title I funds conduct a survey each year to determine the needs of parents.  Survey results are utilized to evaluate both the district and school-level parental involvement plan.


Sec. 1116(a)(2)(F))
F. Describe how the Local Education Agency will involve parents in the activities of the schools served under this part, which may include establishing a parent advisory board comprised of a sufficient number and representative group of parents or family members served by the local educational agency to adequately represent the needs of the population served by such agency for the purposes of developing, revising, and reviewing the parent and family engagement policy.

Each Spring, the Federal Programs Coordinator conducts a meeting to review and revise the Annual Evaluation for Parental Involvement. Parent representatives from each school participate in the meeting. During the meeting, the Federal Programs Coordinator also reviews and revises the Parent and Family Engagement Policy and encourages parents to provide input. A hard copy of each document is disseminated to all participants. Parents can also elect to reread the documents at their convenience and submit revisions or additions to the Federal Programs Coordinator at a later time.


In order to build capacity for Parent and Family Engagement, the Local Education Agency will ensure effective involvement of parents and will support a partnership among the schools involved, the parents, and the community to improve student academic achievement, the LEA shall:
G. Describe how it will provide assistance to parents of children served by the school or local educational agency, as appropriate, in understanding such topics as the challenging State academic standards, State and local academic assessments, the requirements of this part, and how to monitor a child’s progress and work with educators to improve the achievement of their children.

Talladega County Schools will reserve one percent of its Title I allocation for parental involvement.  These funds are allocated to the Title I schools.

Parental involvement is required in the development of the school’s Title I budget, including how the parental involvement portion is spent.

The Title I Resource Teachers/Technology Integration Specialists who also serve as the local schools’ Parent Involvement Coordinators, are provided with technical assistance related to the parental involvement requirements, strategies to increase parental involvement, and monitoring of parental involvement activities.

The Title I Resource Teachers/Technology Integration Specialists will then train and provide technical assistance to the local school staffs/teachers.

The Talladega County Schools will, with the assistance of its Title I, Part A schools, provide assistance to parents of children served by the school district or school, as appropriate, in understanding topics such as the following, by undertaking the actions described in this paragraph --

  • the State’s academic content standards,
  • the State’s student academic achievement standards,
  • the State and local academic assessments including alternate assessments,
  • the requirements of Part A,
  • how to monitor their child’s progress, and
  • how to work with educators:

H. Describe how it will provide materials and training to help parents to work with their children to improve their children’s achievement, such as literacy training and using technology (including education about the harms of copyright piracy), as appropriate, to foster parental involvement.

Local schools will provide parental involvement activities designed to assist parents in working with their children in such areas as literacy, technology, and academic achievement.

Talladega County Schools will provide technical assistance to the schools through the Title I Resource Teachers/Technology Integration Specialists.

Training materials will be provided for use with teachers regarding working with parents on helping children at home.

Flexible scheduling will be used in order to hold sessions at times most convenient for parents.

Parents will be encouraged to attend activities in the classrooms in order to provide an awareness about content and instructional strategies that are used by teachers.


I. Describe how it will educate teachers, specialized instructional support personnel, principals, and other school leaders, and other staff, with the assistance of parents, in the value and utility of contributions of parents, and in how to reach out to, communicate with, and work with parents as equal partners, implement and coordinate parent programs, and build ties between parents and the school.

Talladega County Schools will provide technical assistance to Title I Resource Teachers/Technology Integration Specialists regarding reaching out to parents, providing training for parents, and working with them as equal partners.

As the Parental Involvement Coordinators for the local schools, the Title I Resource Teachers/Technology Integration Specialists will assist principals, teachers, support personnel in these endeavors.

Special events will be held at each school for the purpose of reaching out to parents to gain increased participation.

Each Title I school in Talladega County will hold at least one community outreach activity each year.

J. Describe how it will to the extent feasible and appropriate, coordinate and integrate parent involvement programs and activities with other Federal, State, and local programs, including public preschool programs, and conduct other activities, such as parent resource centers, that encourage and support parents in more fully participating in the education of their children.
The Talladega County Schools will, to the extent feasible and appropriate, coordinate and integrate parental involvement programs and activities with Head Start, Reading First, Early Reading First, Even Start, Home Instruction Programs for Preschool Youngsters, the Parents as Teachers Program, and public preschool and other programs, and conduct other activities, such as parent resource centers, that encourage and support parents in more fully participating in the education of their children, by:
Inviting representatives from the other programs to the Public Meeting and the Advisory Meeting.
Input will be encouraged regarding the involvement of parents.
Transition activities will be held for the children and parents from the other programs.  

K. Describe how it will ensure that information related to school and parent programs, meetings, and other activities is sent to the parents of participating children in a format and, to the extent practicable, in a language the parents can understand.
Talladega County Schools will make every effort to send important information to parents in a format that is easy to understand and, to the extent practicable, in language the parents can understand. TransACT will be utilized along with translators as available. 
Communications will be conducted through the use of phone calls (SchoolCast), text messages, emails, newsletters, social media and the district / school websites.
 

L. Describe how it will ensure provide such other reasonable support for parental involvement activities under this section as parents may request.
Parents who request additional support will be provided support by the local school and the central office when applicable. Parents are encouraged to contact the school with any questions that may arise throughout the year. 

M. Describe how the LEA may involve parents in the development of training for teachers, principals, and other educators to improve the effectiveness of such training.
The Federal Programs Coordinator schedules an annual meeting of the Federal Programs Advisory Council  to involve parents in the joint development and revision of the LEA Consolidated Plan. Elementary and secondary administrators, representatives from each school, teachers, parents, the ESL Coordinator, the Special Education Coordinator, the Deputy Superintendent and the Student Services Coordinator attend the meeting. The Federal Programs Coordinator requests their collaborative input for each item stated in the plan. Also, parents are included in the development and revision of the system’s Strategic Plan, the LEA Consolidated Plan and local school Continuous Improvement Plans (aCIP). 
Through the development of these plans, parents will be involved in the selection of strategic, targeted professional development for teachers, paraprofessionals, and school administrators. Surveys and assessment data will be utilized to determine areas of greatest need of professional development. Professional development goals will be developed utilizing this data. 
 

N. Describe how the LEA may provide necessary literacy training from funds received under this part if the local educational agency has exhausted all other reasonably available sources of funding for such training.
If local funds are available, literacy training materials may be purchased from this funding source. Once those funds are exhausted, then any additional materials disseminated during literacy trainings for parents will be purchased with Title I funds. 
Trainings may occur at multiple times throughout the year either as standalone events or in conjunction with other events at the local school (i.e. open house, parent night, etc.). 

O. Describe how the LEA may pay reasonable and necessary expenses associated with local parental involvement activities, including transportation and child care costs, to enable parents to participate in school-related meetings and training sessions.
Presently, the LEA does not transport parents and pay for child care expenses. However, meetings will be offered at various times to provide parents choices to attend meetings convenient to their schedules. All materials disseminated in the meetings will be purchased with Title I and local funds. Should a need occur, onsite child care may be considered by the LEA. 

P. Describe how the LEA may train parents to enhance the involvement of other parents.
Parents will be trained on the importance of parent engagement and encouraged to assist in recruiting other parents to participate in events at the schools. Parent volunteers will be trained and utilized at events such as academic events, athletic events, field days and field trips. 

Q. Describe how the LEA may arrange school meetings at a variety of times, or conduct in-home conferences between teachers or other educators, who work directly with participating children, with parents who are unable to attend such conferences at school, in order to maximize parental involvement and participation.
Parent meetings will be offered at various times to provide parents choices to attend meetings convenient to their schedules. Most meetings will be conducted at multiple times during the course of the day in order to ensure that working parents will have an opportunity to participate. 

R. Describe how the LEA may adopt and implement model approaches to improving parental involvement.
The Federal Programs Director will attend federal conferences to continue to attain model approaches for improving parent involvement. Additionally, methods for improving parent involvement will be discussed in the Annual LEA Federal Programs Advisory Council meeting, aCIP meetings, PTO meetings, and other parent meetings conducted at the local school. Also, parents can provide suggested approaches through surveys and participation in parent activities at the local school. 

S. Describe how the LEA may establish a districtwide parent advisory council to provide advice on all matters related to parental involvement in programs supported under this section.
The Federal Programs Coordinator schedules an annual meeting (Advisory Council) to involve parents in the joint development, evaluation and revision of the LEA Plan. Also, parents are included in the development and revision of the system’s Strategic Plan, and local school aCIPs. Parents also participate in PTA/PTO meetings at the local schools. 

T. Describe how the LEA may develop appropriate roles for community-based organizations and businesses in parent involvement activities.
Talladega County Schools includes parents on the Career Technical Education Advisory Council along with business and community leaders that also serve on the council. Local businesses are also represented on the board of directors for the Talladega County Education Foundation. This organization provides scholarships for students and instructional grants for teachers and schools. 

Sec. 1116(f)
U. Describe how the Local Education Agency will use the findings of such evaluation described in the section above (Sec. 1116(2)(D)) to design evidence-based strategies for more effective parental involvement, and to revise, if necessary the parent and family engagement policies described in this section.
Evaluation findings (i.e., survey results and annual evaluation) will be analyzed and used to design a more effective parental involvement program. These findings will be reviewed and discussed in the annual LEA Advisory Council meeting. If needed, the parent and family engagement policies will be revised to increase parental involvement and ensure compliance with current requirements. Strategies will be developed/revised to address the concerns/barriers that are identified during the evaluation process.

This LEA Parent and Family Engagement Policy has been developed jointly with, and agreed on with, parents of children participating in Title I, Part A programs as evidenced by
The school district will distribute this policy to all parents of participating Title I, Part A children on or before
PLAN APPROVED BY (Person or Entity)
DATE OF APPROVAL
PARENTS RIGHT-TO-KNOW REQUIRED INFORMATION 
(1) INFORMATION FOR PARENTS
(A) IN GENERAL.—At the beginning of each school year, a local educational agency that receives funds under this part shall notify the parents of each student attending any school receiving funds under this part that the parents may request, and the agency will provide the parents on request (and in a timely manner), information regarding the professional qualifications of the student’s classroom teachers, including at a minimum, the following:
(i) Whether the student’s teacher—
(I) has met State qualification and licensing criteria for the grade levels and subject areas in which the teacher provides instruction
(II) is teaching under emergency or other provisional status through which State qualification nor licensing criteria have been waived; and
(III) is teaching in the field of discipline of the certification of the teacher.
(ii) Whether the child is provided services by paraprofessionals and, if so, their qualifications.
(B) ADDITIONAL INFORMATION.—In addition to the information that parents may request under subparagraph(A), a school that receives funds under this part shall provide to each individual parent of a child who is a student in such school, with respect to such student—
(i) information on the level of achievement and academic growth of the student, if applicable and available, on each of the State academic assessments required under this part; and
(ii) timely notice that the student has been assigned, or has been taught for 4 or more consecutive weeks by, a teacher who does not meet applicable State certification or licensure requirements at the grade level and subject area in which the teacher has been assigned

Assurances

LEA CONSOLIDATED PLAN ASSURANCES 
Each local educational agency plan shall provide assurances that the local educational agency will—
(1) ensure that migratory children and formerly migratory children who are eligible to receive services under this part are selected to receive such services on the same basis as other children who are selected to receive services under this part
(2) provide services to eligible children attending private elementary schools and secondary schools in accordance with section 1117, and timely and meaningful consultation with private school officials regarding such services
(3) participate, if selected, in the National Assessment of Educational Progress in reading and mathematics in grades 4 and 8 carried out under section 303(b)(3) of the National Assessment of Educational Progress Authorization Act (20 U.S.C.9622(b)(3))
(4) coordinate and integrate services provided under this part with other educational services at the local educational agency or individual school level, such as services for English learners, children with disabilities, migratory children, American Indian, Alaska Native, and Native Hawaiian children, and homeless children and youths, in order to increase program effectiveness, eliminate duplication, and reduce fragmentation of the instructional program
(5) collaborate with the State or local child welfare agency to
(A) designate a point of contact if the corresponding child welfare agency notifies the local educational agency, in writing, that the agency has designated an employee to serve as a point of contact for the local educational agency
(B) by not later than 1 year after the date of enactment of the Every Student Succeeds Act, develop and implement clear written procedures governing how transportation to maintain children in foster care in their school of origin when in their best interest will be provided, arranged, and funded for the duration of the time in foster care, which procedures shall
(i) ensure that children in foster care needing transportation to the school of origin will promptly receive transportation in a cost-effective manner and in accordance with section 475(4)(A) of the Social Security Act (42 U.S.C. 675(4)(A))
(ii) ensure that, if there are additional costs incurred in providing transportation to maintain children in foster care in their schools of origin, the local educational agency will provide transportation to the school of origin if—
(I) the local child welfare agency agrees to reimburse the local educational agency for the cost of such transportation;
(II) the local educational agency agrees to pay for the cost of such transportation; or
(III) the local educational agency and the local child welfare agency agree to share the cost of such transportation
(6) ensure that all teachers and paraprofessionals working in a program supported with funds under this part meet applicable State certification and licensure requirements, including any requirements for certification obtained through alternative routes to certification
(7) in the case of a local educational agency that chooses to use funds under this part to provide early childhood education services to low-income children below the age of compulsory school attendance, ensure that such services comply with the performance standards established under section 641A(a) of the Head Start Act (42 U.S.C. 9836a(a))

SYSTEM PLAN ITEMS RELATED BY FISCAL RESOURCE
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There are currently no Goal or Action Step items associated with this Grant.