Eden Elementary School
Pell City Schools
Mrs. Laurie Funderburg, Principal
412 Wolf Creek Road, North
Pell City
,
AL 35125
Executive Summary
Introduction
2
Description of the School
3
School's Purpose
4
Notable Achievements and Areas of Improvement
5
Additional Information
6
Improvement Plan Stakeholder Involvement
Introduction
8
Improvement Planning Process
9
Student Performance Diagnostic
Introduction
11
Student Performance Data
12
Evaluative Criteria and Rubrics
13
Areas of Notable Achievement
14
Areas in Need of Improvement
15
Report Summary
16
ACIP Assurances
19
2017-2018 Goals and Plans
Overview
21
Goals Summary
22
Goal 1: Fourth grade students at Eden Elementary will become proficient readers.
23
Goal 2: Third and Fourth grade students at Eden Elementary School will become proficient writers.
24
Goal 3: All students at Eden Elementary will maintain a regular attendance with a limited number of tardies and
checkouts.
24
Goal 4: English Learners (EL) will become proficient in listening and speaking
25
Goal 5: Eden students will gain understanding and application of character traits covered throughout the year.
27
Goal 6: Improve DIBELS outcomes by implementing the Reading Horizons phonics program.
28
Activity Summary by Funding Source
30
Stakeholder Feedback Diagnostic
Introduction
34
Stakeholder Feedback Data
35
Evaluative Criteria and Rubrics
36
Areas of Notable Achievement
37
Areas in Need of Improvement
38
Report Summary
39
Title I Schoolwide Diagnostic
Introduction
41
Component 3: Instruction by Qualified Staff (Sec.1112(c)(6))
44
Component 4: Strategies to Attract Qualified Teachers (Sec. 1114(7)(A)(iii)(IV))
45
Component 5: High Quality and Ongoing Professional Development (Sec. 1114(7)(A)(iii)(IV))
46
Component 6: Transition Strategies (Sec.1114(7)(A)(iii)(V))
47
Component 7: Teacher Participation in Making Assessment Decisions (Sec.1114(b)(2))
48
Component 8: Timely and Additional Assistance to Students Having Difficulty Mastering the
Standards (Sec.1114 (7)(A))
49
Component 9: Coordination and Integration of Federal, State and Local Programs and Resources
(Sec.1114(b)(V))
50
Component 10: Evaluation (Sec.1114(b)(3)):
51
Coordination of Resources - Comprehensive Budget
Introduction
53
FTE Teacher Units
54
Administrator Units
55
Assistant Principal
56
Counselor
57
Librarian
58
Career and Technical Education Administrator
59
Career and Technical Education Counselor
60
Technology
61
Instructional Supplies
64
Library Enhancement
65
Title I
66
Title II
67
Title III
68
Title IV
69
Title V
70
Career and Technical Education-Perkins IV
71
Career and Technical Education-Perkins IV
72
Other
73
Local Funds
74
Parent and Family Engagement
Introduction
76
Introduction
Every school has its own story to tell. The context in which teaching and learning takes place influences the processes and procedures by
which the school makes decisions around curriculum, instruction, and assessment. The context also impacts the way a school stays faithful
to its vision. Many factors contribute to the overall narrative such as an identification of stakeholders, a description of stakeholder
engagement, the trends and issues affecting the school, and the kinds of programs and services that a school implements to support student
learning.
The purpose of the Executive Summary (ES) is to provide a school with an opportunity to describe in narrative form the strengths and
challenges it encounters. By doing so, the public and members of the school community will have a more complete picture of how the school
perceives itself and the process of self-reflection for continuous improvement. This summary is structured for the school to reflect on how it
provides teaching and learning on a day to day basis.
SY 2017-2018 Page 2
Description of the School
Describe the school's size, community/communities, location, and changes it has experienced in the last three years. Include demographic information about the students, staff, and community at large. What unique features and challenges are associated with the community/communities the school serves?
The presence of a school in the Eden community has been a reality for over ninety years. Originally a wooden structure, Eden School was
constructed in the 1920's at a location very close to the present campus. However, in order to meet change in educational needs of the
growing area, a portion of the existing Eden Elementary was erected in early 1949. At that time, the building served students in grades one
through six and was part of the St. Clair County School System. Over the past five decades, Eden's campus has been used for a variety of
educational assignments including an alternative school and a kindergarten campus. From the fall of 1998 until the spring of 2000, Eden was
a satellite campus to a sister school in our system (Iola Roberts and was called Iola Roberts West).
.
Following major renovations and multiple additions, Eden Elementary was re-established in the fall of 2000 as a separate kindergarten to fifth
grade elementary school within the Pell City System. The 2008-2009 school year realized a change in grade structure resulting in having
kindergarten to fourth graders. For the 2017-2018 school year, we are award a First Class Preschool grant and have been able to add 16
preschoolers to our campus. The present E-shaped structure includes twenty three classrooms, an office, media center, gym, cafeteria, and
two computer labs. Other rooms within the school provide for counseling, teacher resources, special education, Title I, music, speech, art,
occupational therapy, and physical education. Additional facilities in the building include student and teacher restrooms, custodial quarters,
storage areas, and a teacher workroom/lounge.
As an elementary school, Eden has 381 students consisting of 196 males and 185 females. The ethnic breakdown is 330 Caucasian, 40
African-American, 9 Hispanic, 2 American Indian, and 0 Asian students. Eden's population currently has approximately 68% of our students
School's Purpose
Provide the school's purpose statement and ancillary content such as mission, vision, values, and/or beliefs. Describe how the school embodies its purpose through its program offerings and expectations for students.
Eden Elementary, as part of the Pell City Board of Education will work as partners with the staff and community to provide each student with
a strong program of study as well as a comfortable learning and working environment while supporting academic rigor and the development
of character.
Eden provides high-quality curriculum and instruction in a supportive and effective learning environment that enables the participating
children to meet the state's student academic achievement standards through teacher professional development, teacher collaboration, data
meetings, and set blocks of time for reading and math using research-based programs along with the state standards.
A "Meet the Teacher" day is held before the school year begins to help create a connection between parents and teachers as well as
students and teachers. We want parents to feel comfortable any time they enter our school.
Parent conferences are held throughout the year. These meetings are scheduled so that parents are aware of progress, or lack of,
interventions, or concerns. The Parent/Student/Teacher Compacts are used in any discussion in meetings.
We utilize the Core Essential Values character education program to teach students good character traits.
Grade level meetings are held within the first few weeks of school to inform parents of classroom expectations, discuss Title 1, grade level
curriculum, answer any questions, and address any concerns.
Assessments are used by teachers to determine the needs of students. If the teacher feels that the child is struggling, she/he will discuss that
child in PST (problem solving team) meetings/data meetings to determine interventions or any other further actions.
SY 2017-2018 Page 4
Notable Achievements and Areas of Improvement
Describe the school's notable achievements and areas of improvement in the last three years. Additionally, describe areas for improvement that the school is striving to achieve in the next three years.
Strengths:
On the 2017 ACT Aspire test, our students in third and fourth grades scored above the 50th percentile in reading, math, and writing. In third
grade, we scored 56% above the national average in reading, 58% above the national average in math, and 66% in writing. In fourth grade,
we scored 54% above the national average in math, 73% in writing, and 63% in reading. In writing, third grade progressed from 5% in 2014
to 12% proficient in 2015, and to 18% in 2016 and 24% in 2017.
Fourth grade students had seen a decline in total readiness scores in math. 2014 = 53%, 2015 = 51%, and 2016 = 50%, and 2017 showed
an increase to 61% exceeding or ready with only 1% in need of support.
Our teachers are evaluated based on the EducateAL standards of evaluation. Educator Effectiveness provides several surveys and
reflections for teachers to self evaluate various areas of their profession. Educate Alabama's self-evaluations are completed online.
Individual goals are formulated using the PLP process for each teacher. Based on Educate Alabama data, the teachers at our school are
proficient in Standard 1 (Content Knowledge), Standard 2 (Teaching and Learning), and Standard 4 (Diversity).
All of our teachers have prior teaching experience.
The Pell City School System works with the Early Warning Court System in our county to drastically reduce the number of attendance
problems. Students and parents are held accountable by a court of law to attend school regularly or face disciplinary or legal action if they do
not. Tardies (unexcused check-ins and check-outs) are part of our created kindergarten- 6th grade procedures to aid in the reduction of
truancy problems.
Weaknesses:
According to Educate Alabama data, teachers at our school feel they need more training and assistance in the area of identifying and
integrating available emerging technologies in teaching of all content areas. Staff wanted to work on designing instructional activities based
on state content standards with the use common core standards.
Continued implementation of our Foundations and Frameworks reading program in third and fourth grade is still an area of focus, continued
training, and collaboration will be necessary throughout the year. We are excited to implement a new phonics program for kindergarten
Additional Information
Provide any additional information you would like to share with the public and community that were not prompted in the previous sections.
The faculty at Eden, are highly qualified and dedicated to the well being of students. They strive to meet the guidelines set by the state of
Alabama and the federal ESSA (Every Student Succeeds Act), thus fulfilling our mission of developing life-long learners. Academics are the
forefront of everyday planning, however, several extracurricular opportunities are offered to students.
A fabulous fine arts program includes a yearlong program, choir, and art enrichment which work together beautifully to produce high quality
performances and displays such as the spring performance, art shows, Veteran's Day program, Family Night, and PTO performances. Eden
offers a Nature Club which meets monthly to learn about plants and animals in nature and to care for the Outdoor Classroom and grounds.
The Outdoor Classroom consists of a butterfly area, planting area, a pond, a swinging bridge, a heart trail (healthy trail), and a chicken coop
all located within a fenced in block of land behind the school. Computer lovers are also challenged with a Technology club, that meets to
learn about coding, computer hardware, and to help create/assist with photos or digital recording for Eden's yearbook. Eden also offers a
Marathon Kids club to help promote healthy living. These students run weekly and have the opportunity to participate in the Mercedes
Marathon. Book lovers have the opportunity to meet monthly and discuss a book of the month. Students decide the books that they will read.
Library assistants are used to help organize books in the media center. Safety patrol assists the staff in keeping order in the halls and helps
students with morning responsibilities and afternoon dismissal. Eden has established a Science Club for fourth graders that will meet
quarterly.
Eden Elementary has many community service opportunities such as collecting items for local nursing homes, canned food drives, assisting
families in need through our Giving Tree (house fire, death, etc.), donating items to the Veteran's Home, and had a fund drive to give gift
cards for Christmas. Eden participates in many fund raising events to raise money for many local and national charities. Most of these events
are headed by our Jr. Beta Club, which was established in 2014.
SY 2017-2018 Page 6
Introduction
The responses should be brief, descriptive, and appropriate for the specific section. It is recommended that the responses are written offline
and then transferred into the sections below.
SY 2017-2018 Page 8
Improvement Planning Process
Improvement Planning Process
Describe the process used to engage a variety of stakeholders in the development of the institution's improvement plan. Include information on how stakeholders were selected and informed of their roles, and how meetings were scheduled to accommodate them.
Eden selects classroom teachers, other faculty members, community members, and parents to participate in the development of the CIP.
Our team was informed of their roles and have worked together, individually and collaboratively, in order to accommodate everyone's
schedule and times.
Describe the representations from stakeholder groups that participated in the development of the improvement plan and their responsibilities in this process.
Stakeholders include the following:
Laurie Funderburg, Principal
Chrestie Thach, Title I Teacher
Sunni Wyatt, 3rd grade Teacher
Tonya Kennedy, Counselor
Shirley Skeivelas, Special Education Teacher
Amy Thornton, 3rd grade teacher/technology coordinator
Sharron Howard, 2nd grade teacher
Kelly Clark, parent
Brooke Mulvehill, parent
Candice Calhoun, parent
Leigh Ann Jones, community representative
Each representative participates in CIP meetings in order to review data, revise the Continuous Improvement Plan Document, and provide
feedback in each area of the plan.
Explain how the final improvement plan was communicated to all stakeholders, and the method and frequency in which stakeholders receive information on its progress.
The latest version of the Continuous Improvement Plan is explained and discussed in our annual Title I meeting, as well as our faculty
meeting, in September. We explained parts of the plan and received feedback from those in attendance. The latest revision of the plan is
Student Performance Diagnostic
SY 2017-2018 Page 10
Introduction
The Student Performance Diagnostic provides an institution with a process to report summative student assessments. This diagnostic is
significant to the accreditation and continuous improvement process as it serves as a resource for schools to view content area assessment
results required by the state, district, or other entities, determine the quality and reliability of the given assessments, and show the alignment
of the assessments to the school's curriculum. The performance level computed at the completion of the diagnostic is used by the external
review team as a comprehensive report to understand fully the institution's assessment program; the diagnostic should be used in the same
Student Performance Data
Label Assurance Response Comment Attachment
1. Did you complete the Student Performance Data document offline and upload below?
Yes Student
Performance Data
SY 2017-2018 Page 12
Evaluative Criteria and Rubrics
Overall Rating: 3.0
Statement or Question Response Rating
1. Assessment Quality The array of assessment devices used by the institution to determine students' performances is sufficiently aligned so that valid inferences can be reached regarding students' status with respect to the majority of those curricular aims regarded as high-priority instructional targets. The documentation provided in support of this alignment is relatively persuasive. Most of the assessments used are accompanied by evidence demonstrating that they satisfy accepted technical requirements.
Level 3
Statement or Question Response Rating
2. Test Administration Most of the assessments used by the institution to determine students' performances have been administered with reasonable fidelity to the administrative procedures appropriate for each assessment. In most instances, the students to whom these assessments were administered are essentially representative of the students served by the institution. Appropriate
accommodations have been provided for most assessments so that valid inferences can be made about most students' status with respect to most of the institution's targeted curricular outcomes.
Level 3
Statement or Question Response Rating
3. Quality of Learning Evidence of student learning promoted by the institution is acceptably analyzed and presented with reasonable clarity. In comparison to institutions functioning in a similar educational context, students' status, improvement, and/or growth evidence indicates that the level of student learning is at or above what would otherwise be expected.
Level 3
Statement or Question Response Rating
4. Equity of Learning Evidence of student learning indicates
achievement gaps exist among subpopulations of students, and these achievement gaps have noticeably declined.
Areas of Notable Achievement
Which area(s) are above the expected levels of performance?
We are above the national average in third and fourth grade in reading, math, and writing. In third grade, reading was 56% above the national
average. Math was 58% above the national average, and writing was 66% above the national average. In fourth grade, math was 54% rank
above the national average. Writing was 73% rank above national average, and reading was 63% rank above the national average.
Describe the area(s) that show a positive trend in performance.
Third grade students have shown an increase in both math and writing areas on the ASPIRE assessment. Writing in 2014 was 5% percent
"ready", 2015 was 12%, 2016 was 18%, and 2017 was 24%. Math in 2014 was 58% "ready", 2015 was 58%, and 2016 was 76% and 2017
they were 66%.
Which area(s) indicate the overall highest performance?
The overall highest area of performance is in math in third grade with 66%.
Which subgroup(s) show a trend toward increasing performance?
The only subgroup we have to compare data in race/ethnicity is our white population. Our third grade girls scored 62% ready in math and
have made and increase to 82% ready.
Between which subgroups is the achievement gap closing?
We look forward to closing the gap in math for our female students. In 2015, our males were 63% ready and our females were 42% ready. In
2014, the percentages were comparable. 2016 math scores for our third grade girls were 82% ready while our boys were 70% ready. 2017
has our boys only 51% and our girls 63% ready.
Which of the above reported findings are consistent with findings from other data sources?
All of our data that is available support our findings.
SY 2017-2018 Page 14
Areas in Need of Improvement
Which area(s) are below the expected levels of performance?
Even though our students scored at 50% or above the national average in reading, math, and writing, we have fallen below our expectations
in fourth grade reading. In 2017, ASPIRE results show writing as our lowest area with 24% and 33% ready in 3rd and 4th grades.
Describe the area(s) that show a negative trend in performance.
Our 2016 results show that in third grade math of 64 students that took the test, 76% were ready and those same students in 2017 as fourth
graders were only 61% ready in math.
Which area(s) indicate the overall lowest performance?
The lowest level of performance is in the third grade reading.
Which subgroup(s) show a trend toward decreasing performance?
Fourth grade male reading scores show a decrease in ready percentage. They were at 48% in 2015 and 33% in 2016 and 36% in 2017.
Between which subgroups is the achievement gap becoming greater?
Our writing score gap between the females and males in third grade in increasing. In 2015 the girls were 15% ready and the boys were 9%.
In 2016 the girls were 26% ready and the boys stayed 9%. In 2017, girls were 19% ready and the boys were 14% ready.
Which of the above reported findings are consistent with findings from other data sources?
Report Summary
Scores By Section
Sections
1 2 3 4
Section Score
Evaluative Criteria and Rubrics 3
SY 2017-2018 Page 16
Introduction
By responding to the questions in ASSIST and attaching evidence when required, the institution has verified whether it meets or does not
meet each of the required ACIP Assurances.
SY 2017-2018 Page 18
ACIP Assurances
Label Assurance Response Comment Attachment
1. The Instructional Leadership Team members that should be present include the principal, guidance counselor, district school
improvement specialist (or other designee), appropriate content-area teachers, parent representatives, and student representatives (as appropriate). Depending on the data, additional members may include special population representatives (Technology Coordinator, Special Education, EL, etc.), district federal programs coordinator, district chief school financial officer, community stakeholders, or any other member as
appropriate. Documentation will be maintained on site.
Yes Annual title meeting for planning was held on Tuesday, September 26th at 4:00 pm in the library. Title 1 is discussed at grade level meetings as well during the first two to three weeks of school.
Label Assurance Response Comment Attachment
2. The institution complies with all federal laws and regulations prohibiting discrimination and with all requirements and regulations of the U.S. Department of Education. It is the policy of this institution that no person on the basis of race, color, religion, national origin or ancestry, age, gender, height, weight, marital status or disability shall be subjected to discrimination in any program, service or activity for which the institution is responsible, or for which it receives financial assistance from the U.S. Department of Education.
Yes See attached signature non-discriminate statement
Label Assurance Response Comment Attachment
3. The institution has designated an employee to coordinate efforts to comply with and carry out non-discrimination responsibilities. If yes, list the name, position, address and telephone number of the employee in the comment field.
Yes Employee signature
Label Assurance Response Comment Attachment
4. The institution has a Parent and Family Engagement policy and plan as required in ESSA Section 1116, and ensures that all requirements in Section 1116 and
1112(e)(1)(A)(i)-(ii), Parents' Right-to-Know, are implemented systematically.
Yes Parenting Plan
Parenting Policy
Label Assurance Response Comment Attachment
5. The institution has a School-Parent Compact. If a Title I school, the School-Parent Compact contains the required components (ESSA Section 1116 (d) and was jointly developed with parents of participating students.
Yes This document is looked at annually for additions and or changes.
2017-2018 Goals and Plans
SY 2017-2018 Page 20
Overview
Plan Name
2017-2018 Goals and Plans
Plan Description
Goals Summary
The following is a summary of the goals encompassed in this plan. The details for each goal are available in the next section.
#
Goal Name
Goal Details
Goal Type
Total Funding
1
Fourth grade students at Eden Elementary will
become proficient readers.
Objectives:1
Strategies:2
Activities:4
Academic
$9995
2
Third and Fourth grade students at Eden
Elementary School will become proficient writers.
Objectives:1
Strategies:1
Activities:1
Academic
$0
3
All students at Eden Elementary will maintain a
regular attendance with a limited number of tardies
and checkouts.
Objectives:1
Strategies:1
Activities:2
Academic
$800
4
English Learners (EL) will become proficient in
listening and speaking
Objectives:1
Strategies:2
Activities:5
Academic
$0
5
Eden students will gain understanding and
application of character traits covered throughout
the year.
Objectives:1
Strategies:1
Activities:3
Academic
$0
6
Improve DIBELS outcomes by implementing the
Reading Horizons phonics program.
Objectives:1
Strategies:1
Activities:3
Organizational
$27000
SY 2017-2018 Page 22
Goal 1: Fourth grade students at Eden Elementary will become proficient readers.
Strategy 1:
Foundations and Frameworks - Foundations and Frameworks will prepare students through novel studies with common core strategies that will correlate with the
ASPIRE expectation.
Category: Develop/Implement College and Career Ready Standards
Research Cited: Laying the Foundation Lessons, Foundations and Frameworks
Strategy 2:
Data led instruction and planning - Data meetings throughout the year will allow analyzing student data from various sources such as Global Scholar, STAR reading,
Stride, DIBELS, class grades and observations.
Category: Develop/Implement Professional Learning and Support
Measurable Objective 1:
A 2% increase of Fourth grade students will demonstrate a proficiency improvement on the ASPIRE test. in Reading by 05/01/2017 as measured by ASPIRE testing.
Activity - explicit instruction
Activity Type
Begin Date
End Date
Resource
Assigned
Source Of
Funding
Staff
Responsible
Explicit instruction is given 3 hours each week using Foundations and
Frameworks in each of our fourth grade classrooms.
Tutoring
08/08/2016
05/01/2017
$9995
Title I
Schoolwide
reading
teacher,
classroom
teachers, Title
I, and contract
staff
Activity - Small Group Remediation
Activity Type
Begin Date
End Date
Resource
Assigned
Source Of
Funding
Staff
Responsible
Students will have the opportunity to work with the classroom teacher and
or interventionist daily in a small group. In this group, students will have
the opportunity to work on skills missed, clear up misunderstandings, be
asked high level questions, and be informally assessed for understanding.
Tutoring
08/08/2016
05/25/2017
$0
Title I
Schoolwide
Classroom
Teacher
Interventionist
Activity - Whole group Instruction
Activity Type
Begin Date
End Date
Resource
Assigned
Source Of
Funding
Staff
Responsible
Teachers will use novels to model and instruct the skill students are
working on. Students will hear read alouds and or read independently to
effectively practice the targeted skill daily.
Direct
Instruction
Goal 2: Third and Fourth grade students at Eden Elementary School will become proficient
writers.
Strategy 1:
Explicit Whole Group Instruction - Students will be taught to use visual tools to organize their thoughts about writing assignments.
Category:
Research Cited: Foundations and Frameworks Instructional Method
Goal 3: All students at Eden Elementary will maintain a regular attendance with a limited number
of tardies and checkouts.
Activity - Quarterly data meetings
Activity Type
Begin Date
End Date
Resource
Assigned
Source Of
Funding
Staff
Responsible
At quarterly data meetings, we will discuss current data and collaboratively
plan to address curriculum adjustments for remedial and enhancement
needs.
Academic
Support
Program
08/08/2016
05/25/2017
$0
No Funding
Required
Principal,
reading
teacher, Title
staff,
counselor,
and
classroom
teachers
Measurable Objective 1:
A 10% increase of Third and Fourth grade students will demonstrate a proficiency by organizing and writing clear, concise sentences in a paragraph in Writing by
04/22/2016 as measured by being "ready" on the ASPIRE assessment.
Activity - Visual Tools
Activity Type
Begin Date
End Date
Resource
Assigned
Source Of
Funding
Staff
Responsible
Students will use a visual tool to organize their thoughts of main idea and
supporting details prior to formal writing.
Direct
Instruction
08/06/2015
05/26/2016
$0
No Funding
Required
Classroom
Teachers
Instructional
Support
Specialist
Interventionist
Measurable Objective 1:
SY 2017-2018 Page 24
Strategy 1:
perfect attendance awards - Parents are made aware of the importance of attendance and students are rewarded if they have perfect attendance.
Category:
Research Cited: National Center for Education Statistics
Goal 4: English Learners (EL) will become proficient in listening and speaking
Strategy 1:
Speaking and Listening Instruction - EL students will receive additional instruction in speaking and listening on a weekly basis.
Category: Develop/Implement Learning Supports
Research Cited: WIDA research
A 10% increase of Kindergarten, First, Second, Third and Fourth grade Black or African-American, Asian, Bottom 30%, White, Economically Disadvantaged, Gifted
and Talented, Hispanic or Latino, Students with Disabilities, English Learners, Two or More Races, American Indian or Alaska Native and Native Hawaiian or Other
Pacific Islander students will demonstrate a behavior that shows excellent attendance with a limited number of checkouts and tardies in Practical Living by
05/26/2016 as measured by iNOW attendance reports.
Activity - Parent Information
Activity Type
Begin Date
End Date
Resource
Assigned
Source Of
Funding
Staff
Responsible
Through our grade level parent meetings, PTO meetings, Open House,
newsletters, Black Board messages, our parents will hear the importance
of their child's attendance. We will also discuss the consequences for poor
attendance.
Parent
Involvement
08/17/2015
05/26/2016
$800
Title I
Schoolwide
Principal
Title 1 teacher
Classroom
teachers
Activity - Early Warning Attendance Letters
Activity Type
Begin Date
End Date
Resource
Assigned
Source Of
Funding
Staff
Responsible
Parents will be given warning letters for attendance, tardies, and checkouts
when they are getting close to meeting their limit. They will be referred to
the Early Warning Court System when they have exceeded the amount of
absences, tardies, and checkouts that are allowed by the school system.
The Early Warning Court System will offer them support and instruction
regarding school attendance.
Policy and
Process
08/06/2015
05/26/2016
$0
No Funding
Required
Principal
Title 1
Teacher
Secretary
School
Measurable Objective 1:
100% of Kindergarten, First, Second, Third and Fourth grade Black or African-American, Asian, Bottom 30%, White, Economically Disadvantaged, Gifted and
Talented, Hispanic or Latino, Students with Disabilities, English Learners, Two or More Races, American Indian or Alaska Native and Native Hawaiian or Other Pacific
Islander students will demonstrate a proficiency in speaking and listening in English Language Arts by 05/25/2017 as measured by ACCESS test.
Activity - Teacher Training for EL Instruction
Activity Type
Begin Date
End Date
Resource
Assigned
Source Of
Funding
Staff
Strategy 2:
EL Schoolwide Team - Eden will develop an EL team of teachers (one per grade level) to be trained to implement WIDA standards. We currently have one EL student
in kindergarten however, we would like to plan for her future instruction at Eden. This team has participated in the first SAMUEL training this year on Science and
Family Connections. Our building team consists of our EL student's kindergarten teacher and a first grade teacher. The plan involves adding a second grade teacher
to the team during the second semester of the school year to attend training. Our EL team is collaborating with a sister school to meet monthly throughout the school
year.
Category: Develop/Implement Professional Learning and Support
The English Learner (EL) teacher for the school system will be attending a
training called Samuel 1, 2, & 3 on how to best meet the needs for our
English Learners throughout the system.
Professional
Learning
08/08/2016
05/25/2017
$0
Title I Part A
PCSS English
Language
(EL) Teacher
Activity - One on One Instruction
Activity Type
Begin Date
End Date
Resource
Assigned
Source Of
Funding
Staff
Responsible
Students will be pulled on a weekly basis to work one on one with the
system's EL teacher on the skill of speaking and listening
Tutoring
08/08/2016
05/25/2017
$0
Title I Part A
PCSS EL
Teacher
Activity - Teacher Consult on instruction
Activity Type
Begin Date
End Date
Resource
Assigned
Source Of
Funding
Staff
Responsible
Classroom teacher will work with the PCSS English Learner Teacher to
develop and implement specific teaching strategies that can be used in the
classroom to help EL students.
Professional
Learning
08/08/2016
05/25/2017
$0
Title I Part A
PCSS EL
Teacher
Classroom
Teachers
EL
Coordinator
Activity - SAMUEL training
Activity Type
Begin Date
End Date
Resource
Assigned
Source Of
Funding
Staff
Responsible
EL team will attend SAMUEL trainings offered throughout the school year
Professional
Learning
08/08/2016
05/25/2017
$0
No Funding
Required
Teachers, EL
Coordinator,
Principal,
System EL
Coordinator,
PCSS EL
Teacher
Activity - School to school collaboration
Activity Type
Begin Date
End Date
Resource
Assigned
Source Of
Funding
Staff
Responsible
SY 2017-2018 Page 26
Goal 5: Eden students will gain understanding and application of character traits covered
throughout the year.
Strategy 1:
Core Essential Values - Core Essential Values will be implemented through morning announcements in which the words will be defined, explained, and practical
applications given. An animal and color are also connected to the value in order to ensure better student understanding. Posters are presented in the hallway as
reminders of the traits discussed. Teachers are encouraged to elaborate on these traits in the classroom and look for student demonstrations of the traits. Recognition
notices are written for students displaying any of these traits throughout each month. At the end of each month, teachers recognize a student in their classroom who
has displayed this trait and their picture is sent to the newspaper.
Category: Develop/Implement College and Career Ready Standards
Research Cited: N/A
Monthly discussion/collaboration with sister school to share ideas and
strategies for team implementation of WIDA standards.
Professional
Learning
08/08/2016
05/25/2017
$0
No Funding
Required
EL team
members
from Eden
and EL team
members at
sister school
and EL school
coordinators
Measurable Objective 1:
100% of Second, Third and Fourth grade students will demonstrate a behavior of understanding and application of character traits covered through Core Essentials in
Practical Living by 05/25/2017 as measured by a 10% increase from the baseline data of 43% given in September 2016 to 53% to be given in May 2017.
Activity - Recognition notices
Activity Type
Begin Date
End Date
Resource
Assigned
Source Of
Funding
Staff
Responsible
Students "caught" displaying these character traits will be recognized with
a written recognition notice. These notices are duplicates where one copy
is sent home to parents and the other copy goes in our recognition bucket
and 10 names are drawn weekly for donated prizes.
Behavioral
Support
Program
09/08/2016
05/25/2017
$0
No Funding
Required
Teachers,
office staff,
and
community
donors
Activity - Certificate Recognition
Activity Type
Begin Date
End Date
Resource
Assigned
Source Of
Funding
Staff
Responsible
Teachers will recognize one student from their class who understands and
demonstrats the character trait of the month. These students will receive a
certificate and have a group picture sent to the local newspaper
Behavioral
Support
Program
Goal 6: Improve DIBELS outcomes by implementing the Reading Horizons phonics program.
Strategy 1:
Teacher training and implementation - We will meet this strategy by participating in a summer professional development on the research, theory, and implementation of
the program. We will also have regular opportunities for professional development on the program throughout the year delivered by our Horizons representative,
instructional support specialist, and online sessions.
Category: Develop/Implement Professional Learning and Support
Research Cited: http://www.readinghorizons.com/documents/research/reading%20horizons%20research%20base%20-%20white%20paper.pdf
Activity - Step Up / Community
Activity Type
Begin Date
End Date
Resource
Assigned
Source Of
Funding
Staff
Responsible
Eden Westside partners with Eden Elementary through a "step Up"
program that involves Character Development. They implement these
character traits through lessons and songs on Friday mornings (optional to
students).
Behavioral
Support
Program
08/08/2016
05/25/2017
$0
No Funding
Required
Eden
Westside
staff, Mrs
Skeivelas
(school
sponsor)
Measurable Objective 1:
increase student growth as a first grade group on Nonsense word fluency (whole word read) with a baseline core data of 45% and as a second grade group on Oral
Reading Fluency (words per minute) with a baseline core data of 65% by 05/25/2018 as measured by a 3% increase of the core score calculated by DIBELS
assessment in grades one and two on the DIBELS assessment..
Activity - Summer professional development
Activity Type
Begin Date
End Date
Resource
Assigned
Source Of
Funding
Staff
Responsible
Teachers attend full day sessions to learn theory, research, and
implementation practices. Additional professional development
opportunities will be available throughout the year to refine practice.
Professional
Learning
06/06/2017
05/25/2018
$5000
Other
Reading
Horizons
training staff
Shantell
Barrett
Dr.Kim
Williams
Jennifer
Dawson
Activity - Implementation of Reading Horizons phonics program
Activity Type
Begin Date
End Date
Resource
Assigned
Source Of
Funding
Staff
Responsible
SY 2017-2018 Page 28
Teachers will implement the program to fidelity through out the school year. Direct
Instruction
08/08/2017
05/11/2018
$22000
State Funds
Eden
Elementary
teachers and
staff
Activity - Student remediation using Reading Horizons phonics program
Activity Type
Begin Date
End Date
Resource
Assigned
Source Of
Funding
Staff
Responsible
Select students (based on DIBELS progress monitoring data) will
participate in additional small group instruction in the area of phonics using
Reading Horizons
Tutoring,
Direct
Instruction
09/05/2017
04/27/2018
$0
No Funding
Required
Activity Summary by Funding Source
Below is a breakdown of your activities by funding source
Title I Part A
Title I Schoolwide
Activity Name
Activity Description
Activity Type
Begin Date
End Date
Resource
Assigned
Staff
Responsible
One on One Instruction
Students will be pulled on a weekly basis to work one on
one with the system's EL teacher on the skill of speaking
and listening
Tutoring
08/08/2016
05/25/2017
$0
PCSS EL
Teacher
Teacher Training for EL
Instruction
The English Learner (EL) teacher for the school system will
be attending a training called Samuel 1, 2, & 3 on how to
best meet the needs for our English Learners throughout
the system.
Professional
Learning
08/08/2016
05/25/2017
$0
PCSS English
Language
(EL) Teacher
Teacher Consult on
instruction
Classroom teacher will work with the PCSS English Learner
Teacher to develop and implement specific teaching
strategies that can be used in the classroom to help EL
students.
Professional
Learning
08/08/2016
05/25/2017
$0
PCSS EL
Teacher
Classroom
Teachers
EL
Coordinator
Total
$0
Activity Name
Activity Description
Activity Type
Begin Date
End Date
Resource
Assigned
Staff
Responsible
explicit instruction
Explicit instruction is given 3 hours each week using
Foundations and Frameworks in each of our fourth grade
classrooms.
Tutoring
08/08/2016
05/01/2017
$9995
reading
teacher,
classroom
teachers, Title
I, and contract
staff
Small Group Remediation
Students will have the opportunity to work with the
classroom teacher and or interventionist daily in a small
group. In this group, students will have the opportunity to
work on skills missed, clear up misunderstandings, be
asked high level questions, and be informally assessed for
understanding.
Tutoring
08/08/2016
05/25/2017
$0
Classroom
Teacher
Interventionist
Parent Information
Through our grade level parent meetings, PTO meetings,
Open House, newsletters, Black Board messages, our
parents will hear the importance of their child's attendance.
We will also discuss the consequences for poor attendance.
Parent
Involvement
08/17/2015
05/26/2016
$800
Principal
Title 1 teacher
Classroom
teachers
Total
$10795
SY 2017-2018 Page 30
No Funding Required
Activity Name
Activity Description
Activity Type
Begin Date
End Date
Resource
Assigned
Staff
Responsible
Student remediation using
Reading Horizons phonics
program
Select students (based on DIBELS progress monitoring
data) will participate in additional small group instruction in
the area of phonics using Reading Horizons
Tutoring,
Direct
Instruction
09/05/2017
04/27/2018
$0
Eden
Elementary
teachers and
support staff
Step Up / Community
Eden Westside partners with Eden Elementary through a
"step Up" program that involves Character Development.
They implement these character traits through lessons and
songs on Friday mornings (optional to students).
Behavioral
Support
Program
08/08/2016
05/25/2017
$0
Eden
Westside
staff, Mrs
Skeivelas
(school
sponsor)
Certificate Recognition
Teachers will recognize one student from their class who
understands and demonstrats the character trait of the
month. These students will receive a certificate and have a
group picture sent to the local newspaper
Behavioral
Support
Program
08/08/2016
05/25/2017
$0
Classroom
teachers, Title
Teacher,
Counselor,
and Principal
Recognition notices
Students "caught" displaying these character traits will be
recognized with a written recognition notice. These notices
are duplicates where one copy is sent home to parents and
the other copy goes in our recognition bucket and 10 names
are drawn weekly for donated prizes.
Behavioral
Support
Program
09/08/2016
05/25/2017
$0
Teachers,
office staff,
and
community
donors
Whole group Instruction
Teachers will use novels to model and instruct the skill
students are working on. Students will hear read alouds and
or read independently to effectively practice the targeted
skill daily.
Direct
Instruction
08/08/2016
05/25/2017
$0
Classroom
Teacher
Instructional
Support
Specialist
School to school
collaboration
Monthly discussion/collaboration with sister school to share
ideas and strategies for team implementation of WIDA
standards.
Professional
Learning
08/08/2016
05/25/2017
$0
EL team
members
from Eden
and EL team
members at
sister school
and EL school
coordinators
Early Warning Attendance
Letters
Parents will be given warning letters for attendance, tardies,
and checkouts when they are getting close to meeting their
limit. They will be referred to the Early Warning Court
System when they have exceeded the amount of absences,
tardies, and checkouts that are allowed by the school
system. The Early Warning Court System will offer them
support and instruction regarding school attendance.
Policy and
Process
Other
State Funds
Visual Tools
Students will use a visual tool to organize their thoughts of
main idea and supporting details prior to formal writing.
Direct
Instruction
08/06/2015
05/26/2016
$0
Classroom
Teachers
Instructional
Support
Specialist
Interventionist
Quarterly data meetings
At quarterly data meetings, we will discuss current data and
collaboratively plan to address curriculum adjustments for
remedial and enhancement needs.
Academic
Support
Program
08/08/2016
05/25/2017
$0
Principal,
reading
teacher, Title
staff,
counselor,
and
classroom
teachers
SAMUEL training
EL team will attend SAMUEL trainings offered throughout
the school year
Professional
Learning
08/08/2016
05/25/2017
$0
Teachers, EL
Coordinator,
Principal,
System EL
Coordinator,
PCSS EL
Teacher
Total
$0
Activity Name
Activity Description
Activity Type
Begin Date
End Date
Resource
Assigned
Staff
Responsible
Summer professional
development
Teachers attend full day sessions to learn theory, research,
and implementation practices. Additional professional
development opportunities will be available throughout the
year to refine practice.
Professional
Learning
06/06/2017
05/25/2018
$5000
Reading
Horizons
training staff
Shantell
Barrett
Dr.Kim
Williams
Jennifer
Dawson
Total
$5000
Activity Name
Activity Description
Activity Type
Begin Date
End Date
Resource
Assigned
Staff
Responsible
Implementation of Reading
Horizons phonics program
Teachers will implement the program to fidelity through out
the school year.
Direct
Instruction
08/08/2017
05/11/2018
$22000
Eden
Elementary
teachers and
staff
Total
$22000
SY 2017-2018 Page 32
Introduction
The Stakeholder Feedback Diagnostic is designed to analyze the institution's survey results in terms of areas of achievement and areas that
need improvement. Further, the diagnostic is essential to the accreditation and continuous improvement processes in that it provides the
institution with a comprehensive view of the aggregate scores of the surveys administered, and the actual total of respondents for each
survey type to derive a single score for this diagnostic. The performance level score computed at the completion of the diagnostic is used to
broaden and enhance the external review team's understanding of the stakeholder's perceptions of the institution; the diagnostic should be
used in the same manner by the institution as it engages in improvement planning.
SY 2017-2018 Page 34
Stakeholder Feedback Data
Label Assurance Response Comment Attachment
1. Did you complete the Stakeholder Feedback Data document offline and upload below?
Yes Stakeholder
Evaluative Criteria and Rubrics
Statement or Question Response Rating
1. Questionnaire Administration All required AdvancED questionnaires were used by the institution to receive stakeholder feedback. The minimum response rate for each population was met (parent questionnaire: equal to or greater than 20%, student
questionnaire(s): equal to or greater than 40%, staff questionnaire: equal to or greater than 60%). Questionnaires were administered with complete fidelity to the appropriate
administrative procedures. In every instance, the stakeholders to whom these questionnaires were administered fully represented the populations served by the institution.
Appropriate accommodations were provided as necessary for all participants.
Level 4
Statement or Question Response Rating
2. Stakeholder Feedback Results and Analysis Two or more of the stakeholder questionnaires had average item values of 4.30 or higher (on a 5.0 scale). All questionnaires had an average item value of 3.20 or above (on a 5.0 scale). Results of stakeholder feedback collected by the institution were well analyzed and clearly presented.
Level 4
SY 2017-2018 Page 36
Areas of Notable Achievement
Which area(s) indicate the overall highest level of satisfaction or approval?
Teacher surveys were mostly 100$ positive in having a clear understanding of Title 1's goals and objectives,
Which area(s) show a trend toward increasing stakeholder satisfaction or approval?
Areas in Need of Improvement
Which area(s) indicate the overall lowest level of satisfaction or approval?
Which area(s) show a trend toward decreasing stakeholder satisfaction or approval?
What are the implications for these stakeholder perceptions?
Which of the above reported findings are consistent with findings from other stakeholder feedback sources?
SY 2017-2018 Page 38
Report Summary
Scores By Section
Sections
1 2 3 4
Section Score
Title I Schoolwide Diagnostic
SY 2017-2018 Page 40
Introduction
This diagnostic tool is aligned to the requirements for Title I Schoolwide School as described in section 1114, Every Student Succeeds Act
(ESSA). The comprehensive needs assessment (CNA) requirement is met by completing a School Process Profile and Summary Report.
The comprehensive needs assessment must be completed prior to creating a new plan or annually updating an existing school improvement
plan. Use the results of the comprehensive needs assessment to develop Goals/Objectives/Strategies and Activities. Ensure that the Gap
Statements and Causes for Gaps included in the Goals information address all four measures of data: student achievement data, school
programs/process data, perceptions data (must include teachers and parents; student data is encouraged), and demographic data. The
Component 1: Comprehensive Needs Assessment (Sec.1114(b)(6))
How was the comprehensive needs assessment conducted?
What were the results of the comprehensive needs assessment?
What conclusions were drawn from the results?
What information was concluded as a result of analyzing perception, student achievement, school programs/process, and demographic data?
How are the school goals connected to priority needs and the needs assessment?
How do the goals portray a clear and detailed analysis of multiple types of data?
How do the goals address the needs of the whole school population and special recognition to children who are disadvantaged?
SY 2017-2018 Page 42
Component 2: Schoolwide Reform Strategies (Sec. 1114(7)(A)(i)(ii)(iii)(I)(II)(III))
Component 3: Instruction by Qualified Staff (Sec.1112(c)(6))
Describe how staffing decision ensure that highly qualified, well trained teachers provide instruction and how their assignments most effectively address identified academic needs.
Label Assurance Response Comment Attachment
1. Do all of the instructional paraprofessionals meet the state requirements? If no, what is the number that has not met state requirements and what is being done to address this?
Label Assurance Response Comment Attachment
2. Do all of the teachers meet the state
requirements and licensing criteria for the grade levels and subject areas in which the teachers provide instruction? If no, what is the number that has not met state requirements and licensing criteria, and what is being done to address this?
SY 2017-2018 Page 44
Component 4: Strategies to Attract Qualified Teachers (Sec. 1114(7)(A)(iii)(IV))
What is the school's teacher turnover rate for this school year?
What is the experience level of key teaching and learning personnel?
Component 5: High Quality and Ongoing Professional Development (Sec. 1114(7)(A)(iii)(IV))
Describe how data is used from academic assessments to determine professional development.
Identify the professional development opportunities for teachers, principals, paraprofessionals, and other school personnel to improve instruction.
Identify the teacher mentoring activities included in the schoolwide plan. For example, new or inexperienced teachers are given support from an assigned master teacher.
Describe how all professional development is "sustained and ongoing."
SY 2017-2018 Page 46
Component 7: Teacher Participation in Making Assessment Decisions (Sec.1114(b)(2))
What measures are in place to include teachers in decisions regarding the use of results of statewide academic assessments?
SY 2017-2018 Page 48
Component 8: Timely and Additional Assistance to Students Having Difficulty Mastering the
Standards (Sec.1114 (7)(A))
What is the process to identify students who experience difficulty mastering the State's academic achievement assessment standards at an advanced or proficient level?
How is timely, effective, additional assistance provided to students who are experiencing difficulty mastering the State's academic achievement assessment standards at an advanced or proficient level?
Describe how the school provides opportunities for the most academically needy students to receive support and reinforcement of academic skills BEYOND THE REGULAR SCHOOL DAY.
Describe procedures used to address challenges for each group of Migrant, English Language Learners, Economically Disadvantaged, Special Education, Neglected and/or Delinquent, and Homeless Students.
Component 9: Coordination and Integration of Federal, State and Local Programs and Resources
(Sec.1114(b)(V))
List the State, Federal and local programs that are consolidated/coordinated in the schoolwide program and describe how all programs and resources are coordinated and integrated toward the achievement of the schoolwide goals.
How does the school coordinate and integrate the following Federal, State and local services in a manner applicable to the grade level to support achievement of the schoolwide goals: violence prevention programs, nutrition programs, housing programs, Head Start, adult education, career and technical education programs, and schools implementing comprehensive support and
improvement activities or targeted support and improvement activities under section 1111(d)?
SY 2017-2018 Page 50
Component 10: Evaluation (Sec.1114(b)(3)):
How does the school evaluate the implementation of the schoolwide program?
How does the school evaluate the results achieved by the schoolwide program using data from the State's annual assessments and other indicators of academic achievement?
How does the school determine whether the schoolwide program has been effective in increasing the achievement of students who are furthest from achieving the standards?
Coordination of Resources - Comprehensive
Budget
SY 2017-2018 Page 52
Introduction
FTE Teacher Units
Provide the number of classroom teachers.
23.64
Label Question Value
1. Provide the number of Teachers assigned units. 23.91
Label Question Value
3. Provide the total of all salaries for the FTE Teacher Units. 1160938.0
Total
1,160,938.00
SY 2017-2018 Page 54
Administrator Units
Provide the number of administrators.
1
Label Question Value
1. Provide the number of Administrator assigned units. 1.0
Label Question Value
3. Provide the total of all salaries for the FTE administrator units. 78073.0
Assistant Principal
Provide the number of Assistant Principals.
0
Label Question Value
1. Provide the number of Assistant Principal assigned units. 0.0
Label Question Value
3. Provide the total of all salaries for the Assistant Principal. 0.0
Total
0.00
SY 2017-2018 Page 56
Counselor
Provide the number of Counselors.
1
Label Question Value
1. Provide the number of Counselor assigned units. 0.5
Label Question Value
3. Provide the total of all salaries for the Counselor. 54118.0
Librarian
Provide the number of Librarians.
1
Label Question Value
1. Provide the number of Librarian assigned units. 1.0
Label Question Value
3. Provide the total of all salaries for the Librarian. 53426.0
Total
53,426.00
SY 2017-2018 Page 58
Career and Technical Education Administrator
Provide the number of Career and Technical Education Adminstrators.
0
Label Question Value
1. Provide the number of Career and Technical Education Administrator assigned units.
0.0
Label Question Value
3. Provide the total of all salaries for the Career and Technical Education Administrator.
0.0
Career and Technical Education Counselor
Provide the number of Career and Technical Education Counselors.
0
Label Question Value
1. Provide the number of Career and Technical Education Counselor assigned units.
0.0
Label Question Value
3. Provide the total of all salaries for the Career and Technical Education Counselor.
0.0
Total
0.00
SY 2017-2018 Page 60
