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Improvement Planning - LEA Consolidated Plan
Winston County, Consolidated - Fiscal Year 2019 (Rev 0)
 
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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.

 

LEA report cards are sent home and are published in the local newspaper. All available data including the results of Scantron, universal screening, progress monitoring, semester tests, class tests, and class work are analyzed to identify strengths and weaknesses in the instructional program. 

Central office staff assists principals, counselors, and teachers in data analysis by providing charts, graphs, and longitudinal data in a form that is easy to read and communicate to parents. That data is also the basis for the schools’ Continuous Improvement Plans and professional development offerings. The schools’ RtI plans address how students will be helped in areas of weakness.

Individual student reports are discussed with parents at the first parent/teacher conference and are sent home with students. Communication with parents concerning students’ academic progress is an ongoing process. Assessment results, report cards, and parent conferences are used to inform parents of the students’ progress. A system-wide call-out system is available for principals to use to contact parents concerning other parental involvement opportunities like open house, parent training sessions, and PTO meetings.


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.
Students identified as at risk of not meeting the state’s challenging student academic achievement standards will be given supplemental reading and math instruction through research proven methodologies.  The Student Support Team will make specific recommendations to meet individual student’s needs.  Computer labs equipped with research-based programs are available for student use.  Classroom teachers, as well as resource personnel, provide explicit instruction in a small group setting. Parents of all children are encouraged to play an active role in their child’s education.  The goal of the school system is to provide accelerated enrichment and intervention for the at risk student population.

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.
Winston County has a credit recovery plan in place for students in grades 9-12. Summer school is offered. Winston County also has a virtual school program available for students’ grades 3-12. All standards and policies meet with state guidelines for credit recovery.

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.

The District Improvement Team, Advisory Council and each school’s Continuous Improvement Planning committee are responsible for reviewing comprehensive needs assessment data and determining the success of the projects funded through Federal funds. Based on evaluation data, committees must determine whether to continue, revise, or begin new projects to best meet the needs of the targeted population.  The planning process encompasses a thorough analysis of all data, determining priority needs and goals, strategies to achieve goals and methods to evaluate success of funded projects.  This process provides a framework for ensuring annual revisions and success of the projects.  The process will be monitored by the school improvement specialist and the District Improvement Team a minimum of five times per year.  CIPs will be revised as needed during the school year.


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
All teachers are highly qualified by the State of Alabama at this time. All parents are provided with a Parents Right to Know letter at the beginning of school.

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
All schools are Title I Comprehensive Support, the Federal Programs director works with local schools to implement federal program budget, guidance, and CIP plans.

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).)
Winston County Schools chooses option 2 at least 35%, option 2.

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
We have no local institutions for neglected or delinquent children. We will provide services through virtual school or homebound should the need arise.

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.).

All Title I schools are school-wide schools.  All homeless children are provided the same opportunities as other students. Students are provided necessary assistance such as guidance and counseling through the school counselor, and health and nutrition services through the Child Nutrition Program.


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


All Title I students will be provided applicable services under McKinney-Vento.






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.
 We have a referral process is which any of the above stakeholders can participate.  After a child is identified an evaluation takes place to determine if services are needed.

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.
All students are required to complete a four year plan for high school in the eighth grade. This four year plan will enable students to know the classes needed to reach a career goal. We only have one middle school and it is adjacent to the high school. Guidance counselors work with our students on our transition plans.

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.
The career coach, post-secondary partners, counselors, teachers, and administrators work to ensure that all students make a successful transition to a career, military, or post-secondary education after the completion of their high school degree.

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)
We monitor the Civil Rights Report, SIR, and other data for administrators discipline practices. We encourage administrators to counsel with students, ensure students with ELL and disabilities are provided the appropriate services.

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.
Skill attainment, also known as credentialing, is important aspect of the Winston County School System. The career technical director will work to ensure credential opportunities for students participating in career technical courses in grades 7-12. Carl Perkins funds are used for career technical 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.
Winston County has a local coop coordinator. We has a board policy addressing live work and work based learning.

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.
We do not plan to use Title I funds on gifted and talented students.  Special Education funds are used and gifted and talented.

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.
Libraries are currently funded by state funds.

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).
Each Title I school will host an Annual Title I Parent Meeting.  A committee will be formed which will have representation from consisting of two parents, two teacher, and the principal.  These meetings will be planned using a flexible schedule (day and evening) and held bi-annual to discuss plans and evaluation of progress for the year.  

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 District Parent involvement committee meets biannually to discuss, review, and assess, not only the District Parent Involvement plan but, each schools ACIP, Parent/Teacher/Student Compact, and the ACIP.  The members of the district committee are also members of the local school parent committee.  These members are the liaison for the district back to the schools and from the schools back to the district.   This has been instrumental in recommendations to improve the safety and academic success of our schools.  This committee will meet to discuss the needs, assess the progress of programs and plan for the future of the students of Winston County as a district.

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.
      Each Title I school will begin each school year by participating in an Open House—Schools will be open one night during the week before school begins to allow parents to come with their child to meet with teachers and staff (bus drivers, lunchroom ladies, maids, and janitors), visit classrooms, and tour the school.  Parent/Teacher conference days will be scheduled throughout the school year.  Student presentation activities (science fair, art fair, PTO programs) will held in the fall and spring.  Parents will also participate in the annual Parent Involvement Survey/Evaluation of the current year program. Parent/Teacher conferences will be held on an as needed concerning each individual child.

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)
Ensure a translator or documentation is available in native language
(ii) the needs of parents and family members to assist with the learning of their children, including engaging with school personnel and teachers
Participate in School activities
In home visit ( if appropriate)
Create a school liaison 
translator
 
(iii) strategies to support successful school and family interactions
Participate in School activities
In home visit ( if appropriate)
Create a school liaison 
translator
 

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.
The plan will be evaluated based on result of parent surveys.

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.
Parents will be involved on the Title I advisory board and be updated on the parent engagement policy and revisions.

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.
Parents will be advised in changes in local academic assessments. This year we will use Scantron. ACT Aspire will not be used. Dibels will used as our universal screener. A dyslexia program will be provided. 

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.
Parent resources are available on our website.

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.
The Title I plan and benefits of parents will be discussed in a principals meeting. The principals will disseminate the material to the faculty and staff.

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.
Preschool education services are part of the total special education program offered by Winston County Schools.  Preschool programs are offered on 4 school campuses to children ages 3-5.  Pre-school is also offered at Bevill Day Care, Camp McDowell and other private facilities in the county .Certified early childhood teachers teach these programs.  The programs help children to develop socially, emotionally, physically, and academically.  In addition, the school system employs a Speech Language Pathologist to provide language and speech instruction to preschool students. 

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.
The School website has a translator. We can also you Trans Act for documents.

L. Describe how it will ensure provide such other reasonable support for parental involvement activities under this section as parents may request.
The LEA will use parent surveys.

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 LEA will provide training if requested.

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.
The LEA will provide training if requested.

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.
The LEA will provide accommodations if requested. 

P. Describe how the LEA may train parents to enhance the involvement of other parents.
The LEA will provide training if requested.

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.
Each teacher will be available during planning time to meet with parents. Administrators will also make teachers available on parent/conference nights and nights where Title I school related events take place.

R. Describe how the LEA may adopt and implement model approaches to improving parental involvement.
The LEA, working with local schools, will work to develop a comprehensive model to parental involvement. Parent communication tools include: an all call system, school websites, open house, parent/teacher conference day and face to face communication.

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 LEA will have two members on the district wide advisory council for each Title I school. The council will meet bi-annually.

T. Describe how the LEA may develop appropriate roles for community-based organizations and businesses in parent involvement activities.
The LEA will work local businesses and communities organizations to develop partnerships to assist Title I 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.
We will use the school website, which has a translator, and use Transact for documents. We can also use a translator for parent/teacher conferences or a translator line. 

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
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 Parental Involvement Advisory Board.  The school district will distribute this policy to all parents of participating Title I, Part A children on or before August 31, 2018.
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))

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Supported By: Alabama Dept. of Education/Information Systems Services