Title 1 LEA Plan 2016-17

 

 

Morgan County Schools

 

Federal Programs Department

 

LEA Title I Plan

2016-2017

 

 

Image result for title i clipart

 

 

 

Bill Hopkins - Superintendent

Jackie Kinney - Director of Federal Programs

 

 

Title I, Part A

Morgan County Schools

 

Local Educational Agency Plan

2016-2017

 

 

Each plan must have:

An effective date and an indication of LEA approval by an authorized individual or entity.

 

The Morgan County Board of Education approved this Title I, Part A Plan for Morgan County Schools.  A copy of the approval is attached to the plan.

 

Documentation of the process employed in the development, approval, and revision of the plan.

 

Planning Process

The Morgan County Schools Federal Programs Advisory Council reviews the existing Plan each spring and makes recommendations for revision which include the new Every Child Succeeds Act. The Advisory Council is made up of representatives from all constituency groups including administrators, teachers, parents and community. The members are responsible for any decision-making (program or financial) regarding the Title I Plan and for distributing any information needed to their constituency groups. The Plan is modified by school administrative staff members, parent advisory members, school representatives, and other central office staff members. Input from parents and community members is actively sought in order to ensure that student needs are identified and that all available community resources are being utilized. The council considers any direct relations that Title I has to other instructional programs in the Morgan County School system to help students meet high state achievement and content standards.

When Limited English Proficient parents are involved, an interpreter is available, if needed, and written communication may be translated into the needed native language when needed. An important component of the planning process is identifying the needs of a diverse student body and making reasonable accommodations in order to serve the needs of homeless students, minority students, economically disadvantaged, homeless students, special needs students, neglected, and delinquent students, and ELL students to meet state proficient and advanced levels of student academic achievement on state content standards. Morgan County Schools share a commitment of service to all students regardless of economic, cultural, and/or language backgrounds.  Every school is committed to strengthening the academic skills for all students and to a successful acquisition of skills needed in both school and life.

The LEA Title I Plan is reviewed and monitored throughout the school year. The Federal Program Coordinator is responsible for maintaining documentation of data sources. Implementation of the plan is reviewed periodically at LEA Advisory Council meetings. The advisory council will be responsible for reviewing data included in the plan to determine an increase in academic achievement and other indicators of success. Goals and progress are communicated to the faculty, parents, students, and stakeholders through PTO meetings, Title I parent meetings, parent workshops, school newsletters, faculty meetings, and school and system web sites so that there is a shared commitment for a quality education for all students in Morgan County.

 

Copies of and access to the LEA Title I Plan will be located in the Federal Programs Coordinator's office, the system's website, Title I schools' websites, principal's offices, Title I interventionists' classrooms, and the media center in each school.  Notification will be placed in the student handbook and school website that this plan will be available for review. If a parent disagrees with any aspect or component of the Morgan County Title I Plan, that parent can contact the federal programs coordinator for the district at the Central Office. These written concerns will then be forwarded to the State Department of Education (SDE) Federal Programs Coordinator.

 

Documentation of written SDE or consultant approval of plan.

 

This current plan will be approved by the local board and was approved by the SDE during the last on-site compliance review process.  Changes have been made to reflect current operating policies, decisions, policies, system amendments, and/or legal reviews. 

 

n Communication documents, agenda, minutes/notes of meetings and sign-in sheets.

 

A copy of communication documents, meeting notices, agendas, minutes/notes and sign-in sheets of each Federal Programs Advisory Council Meeting will be kept on file in the Federal Programs Office.

 

n Procedures and practices in place for disseminating individual student assessment results to teachers and parents.

 

Procedures and practices for disseminating individual student assessment results on state assessments or additional local academic assessments may be one or all of the following depending on the local schools process for notifying parents:

 

1.      Parent Teacher Conferences

2.      Faculty meetings and/or data meetings

3.      Workshops for Interpreting test results both for teachers and parents

4.      Grade level meetings for school wide planning (teachers)

5.      Sent to Parents by mail and offering to explain results if an appointment is made

6.      Everything is given or sent to a parent in a language that they can understand.

7.      Translators are available to translate results or to talk to parents in a language they can understand

8.      Faculty meetings

9.      School messenger calls about information going home

10. Private meetings during open house or other school activities

 

n Each plan should reflect current SDE and LEA policies; e.g., H.Q, Accountability, ACCESS, ACT series, etc.

 

The LEA plan reflects the current SDE and LEA policies regarding Highly Qualified, Accountability, ACCESS, Parents' Right-to-Know, Migrant, Homeless, Indian, IDEA, Neglected and Delinquent, and all other administrative guidelines and policies. All current procedures are reflected in this document.

 

In General - To help low-achieving children meet challenging achievement academic standards, each local educational agency plan shall include:

 

(A)  A description of high-quality student academic assessments, if any, that are in addition to the academic assessments described in the State plan under section 1111(b) (3), that the local educational agency and schools served under this part will use-

 

n To determine the success of children served under this part in meeting the State student academic achievement standards:

 

MAP Testing is used in Morgan County Schools to inform teachers, students, and parents of a student's academic achievement and progress.  It is given three times each year and data is monitored and analyzed for progress.  Reading, Math, and English Language Arts, and are assessed at grades kindergarten to twelfth grade.

 

DIBELS (Dynamic Indicators of Basic Literacy Skills) is given to students in grades K-2 three times each year.

Other assessments given system-wide are:

v ACT PLAN:  Grade 10

v ACT-ASPIRE:  Grades 3-8

v ACT Plus Writing:  Grade 11

v ACT WorkKeys

v ACCESS for English Language Learners: Grades K-12

v ACCESS Alternate

v WIDA Model Screener (English Language Learners)

v AAA (Alabama Alternative Assessment):  Grades 3-8 and 11

v ASA (Alabama Science Assessment):  Grades 5 & 7

 

n To provide information to teachers, parents, and students on the progress being made toward meeting the State student academic achievement standards described in Section 1111(b)(1)(D)(ii)*:

 

Test results for all schools are released from the Testing Coordinator at the Central Office to school administrators. Each teacher is then provided copies of all test results which includes school, classroom teacher, and individual reports.  Parents and students receive individual scores and are invited to meet with counselors and teachers to discuss progress or to answer any questions. All students are encouraged to set individual progress goals, and teachers target crucial areas of need. Morgan County uses many avenues to communicate with parents, and those are listed in this document on page 2.

 

n To assist in diagnosis, teaching, and learning in the classroom in ways that best enables low-achieving children served under this part to meet State student achievement academic standards and do well in the local curriculum:

 

Morgan County Schools strives to do everything within their power to help all students be successful, especially at-risk and low-achieving students.  There are many SBR programs in place to help with reaching and sustaining our goals to strengthen children and enable them to be successful.  Some ways we strive to teach and diagnose students are:

 

Star Reading and Math Assessments --  These tests are brief  assessments designed as a first step in identifying children who may be at high risk for delayed development or academic failure and in need of further diagnosis of their need for special services or additional reading or math instruction.

 

ACCESS - All students classified as English Language Learners participate in the statewide assessments, regardless of language ability, if they have been in the USA more than one academic year.  They must also participate in an annual test to measure acquisition of English - ACCESS.

 

Formative Assessments, Wonders program, progress monitoring, and teacher observations - These assessments measure whether students have mastered grade appropriate standards.

 

Read 180/System 44/Classworks- This program is used in our special education department for all students receiving special education services.

 

Other assessments such as benchmark tests, MAP assessments, and DIBELS are obtained for data to assess and diagnose the needs of students and to help improve teaching and learning that will enable children to meet the state's student performance standards.

 

n To determine what revisions are needed to projects under this part so that such children meet the State student academic achievement standards:

 

The achievement levels: below grade level (basic), at grade level (proficient) or above grade level (advanced) determine if a child needs additional help. A child scoring at the basic level is given additional help using appropriate materials to get them to grade level.  If a child is scoring proficient or advanced on these assessments in SW schools, then they are encouraged to continue advancing using appropriate materials. Regular assessments and progress monitoring are continued and indicate the progress of each child.

 

n To identify effectively students who may be at risk for reading failure or who are having difficulty reading, through the use of screening, diagnostic, and classroom-based instructional reading assessments, as defined under Section 1208**:

 

Morgan County Schools focuses on Tier I instruction to ensure 80% of students meet or exceed grade level standards.  Other SBR programs are in place to provide resources for teachers to meet the needs of Tier 2 and Tier 3 students.  The screening and assessment tools in place at this time are:

 

DIBELS (Dynamic Indicators of Basic Literacy Skills) - This assessment is given in grades K - 2 to assess students at the onset of school, at the mid-year mark, and toward the end of the school year.  This tool along with on-going progress monitoring provides documentation and data for focusing on student weaknesses.

 

Star Reading and Math Assessments --  These tests are brief  procedures designed as a first step in identifying children who may be at high risk for delayed development or academic failure and in need of further diagnosis of their need for special services or additional reading or math instruction.

 

Formative Assessments, progress monitoring, and teacher observations - These assessments measure whether students have mastered grade appropriate standards. Instruction is then provided for students still showing difficulties in reading.  Other interventions through RtI (Response to Instruction) are then provided at the Tier 3 level.

 

MAP- Assessments used three times each year that are based on district pacing guides for ELA and Math.  This assessment sets up a consistency in the system to check areas of concern for each student.  Data meetings and professional development are included with this assessment.

 

 

(B)   At the local educational agency's discretion, a description of any other indicators that will be used in addition to the academic indicators described in Section 1111 for the uses described in such section.

 

The following additional indicators will be used by Morgan County Schools: 

1.    State Superintendent's Report Card (annual dropout rate, average daily attendance)

2.     Individual School Report Card

3.      Annual Retention Rate

4.      At-Risk Students/RtI

5.      Student Attendance

6.      Student Suspensions

7.      Student Drop-Out Rate

8.      Transience

9.      Graduation Rate

10.  Graduation Tracking System

11.  Annual Student Incidence Reports (SIRS)

12.  Chalkable reports

 

(C)  A description of how the local educational agency will provide additional educational assistance to individual students assessed as needing help in meeting the State's challenging student academic achievement standards.

Specific measures to improve the educational program have been implemented by the school system.  To meet the needs of certain students more appropriately, an alternative school is available to students with behavior problems and other areas of at-risk.  There is also a CARE (Credit Alternatives and Recovery Education) program in place that enables students behind credits to attend and meet the required graduation credits on a computer-based program. In addition, the school system is involved in the following improvement strategies:  utilizing increased use of technology, utilizing the Alabama Math Science and Technology Initiative, reading-writing connection, implementing Additive, Multiplicative, and O-Gap math strategies, implementing CSI (Comprehension Strategies Instruction), and after school tutoring and summer programs for Title and EL students.  Professional development for teachers in the implementation of the above mentioned strategies, WIDA standards, writing, and Educate Alabama components are on-going in the system.

The LEA and schools use information obtained from the ACCESS, DIBELS, ACT, STI Performance Series, ASA, PLAN, EXPLORE, and additional assessments to assist in diagnosing and teaching. A plan of action will be formulated for each student failing to meet proficient or advanced levels of academic achievement. Results of all assessments are analyzed annually for comparability.

Students identified with academic difficulty on standardized tests and are not proficient on college and career ready standards are provided with strategies for intervention.  In addition, students who struggle, are in Tier 3 status, and are not proficient in the common core standards are provided the availability of after school and summer tutoring.  The regular classroom teacher will be provided professional development opportunities to learn intervention strategies to use in the regular classroom.  An EL teacher will also see the EL students for supplemental services as well as paraprofessionals at schools with high EL enrollments.   

In grades K-2, students are assessed using the DIBELS as well as informal instruments to identify reading levels and areas of weakness. This instrument provides data in the six critical areas of reading that can be interferences to successful reading. Teachers will use this data to drive instructional strategies and to identify students for further intervention.

Identified students experiencing academic difficulty (D's and F's) on report cards and/or progress reports may be referred to the RtI (Response to Instruction) Team. Parent conferences and notification for identified students will be held to discuss identified strategies to use at home and to provide support at school. Title I resource teachers serve as interventionists to provide supplemental educational instruction either in classrooms or as a pull-out for individualized help in reading and/or math.

The following are being implemented into Morgan County Schools this year:

  • All students are taught by certified teachers as defined by the Alabama State Department of Education.
  • All students will be offered instruction in learning environments that are safe, drug-free, and conducive to learning.
  • Only scientifically-based instructional programs/strategies will be implemented in all Title I School-wide programs.
  • Instructional coaches have been placed at all schools this school year.
  • McGraw-Hill Reading Wonders will be used in grades K-5 as the basal reading program.
  • McGraw-Hill Intervention and Best Practices/Strategies will be used with struggling readers along with other supplemental resources.
  • A 90 minute reading block and a 90 minute math block will provide devotion to reading and math instruction. This will respond to the state courses of study and college and career readiness standards.
  • Classroom technology tools will be used to provide teacher instruction and for student use.
  • Recruitment activities by administrators will take place to assure highly-qualified staff members are recruited and maintained.
  • Ongoing professional development activities for teachers and principals will be offered on a regular basis to meet the needs according to the teacher surveys, continuous improvement plans, and Lead and Educate Alabama.
  • Numerous opportunities will be provided for parents/guardians to actively participate in the education of their child with regard to their role as their child's first and most important teacher. All schools will provide parent, family, and community engagement opportunities.

When needed, after-school and summer programs will be offered for tutorial assistance. School counselors and other personnel will provide additional outreach for students with behavioral and/or instructional needs.

 

 

(D)   A description of the strategy the local educational agency will use to coordinate programs under this part with programs under Title II to provide professional development for teachers and principals and, if appropriate, pupil services personnel, administrators, parents and other staff including local educational agency level staff in accordance with sections 1118 and 1119.

 

 

There will be a close coordination and integration with Title II Professional Development funds as it relates to on-going school and system improvement based on meeting state Accountability standards requirements for all children.   Both Title I and Title II funds will be used to meet the needs identified in the e-Gap electronic application system Needs Assessment Plan.  These needs come from EDUCATEAlabama, LEADAlabama, surveys, and district/school goals. All professional development activities will be high-quality, sustained activities that meet the National Staff Development Council's Standards for Staff Development as adopted by the State Board of Education.  General funds, Title I, and Title II funds are used to facilitate the training of the staff.  It is the current policy of Morgan County Schools to only hire highly-qualified/certified teachers in schools.

The professional development program in Morgan County School System is designed to provide diverse opportunities in which employees' professional development is perpetuated and student achievement is enhanced. The Certified Personnel Professional Development Plan has also been designed to correlate with EDUCATEAlabama. Activities provided are directed toward identified needs relevant to improving the quality of instruction, to improving the general well-being of the student population, and meeting federal program requirements. Ongoing and sustained professional development is provided by resources including the regional in-service center; state and national consultants; and area universities. OGAP math strategies have been and are continuing to me implemented into instruction to enhance the math program already in place. It is designed for instructional responses targeted to students' developing understandings. Ongoing workshops and trainings are being provided for math teachers in grades K-12. The SREB's HSTW Conference is also being funded from Tier II for middle and high schools. Schools will send representatives from each school to gain knowledge to bring back for implementation in their local schools. 

The LEA School Improvement Specialist is responsible for system wide continuous improvement plans.  This plan coordinates with services provided in this part.

A system plan is on file at the Alabama State Department of Education. Local school plans are on file in the central office, on the system-wide website, and on school websites.  Funding for implementing both the system and local school professional development plans include:

 

1.  State funding allocation per teacher unit, when available

2.  Federal funding per specified programs and guidelines

3.  North Alabama Regional In-service Center

 

The faculty at each school is surveyed with a comprehensive professional development needs assessment which includes evaluations after each activity, annual summative evaluation, and review of individual professional development plans as well as test scores. The LEA Improvement Specialist, Federal Programs Director, Special Education Director, Elementary Director of Programs, Secondary Director of Programs, Technology Director, Vocational Director and the LEA School Improvement Team are responsible for evaluating and planning school and system in-service.

 

Each faculty member at their respective school maintains a Professional Learning Plan (PLP) through the EDUCATEAlabama website, which includes individualized plans for professional improvement in his/her instructional area. The PLP is an on-going plan that includes dialogue, observations, and evidence which is added by both the teacher and the assigned administrator.

 

 

 

 

 

 

 

(E)  A description of how the local educational agency will coordinate and integrate services provided under this part with other educational services at the local educational agency or individual school level, such as:

 

n Head Start and other preschool programs, including plans for the transition of participants in such programs to local elementary school programs; and

n Services for children with limited English proficiency, children with disabilities, neglected or delinquent youth, Indian children served under part A of Title VII, homeless children, and immigrant children in order to increase program effectiveness, eliminate duplication, and reduce fragmentation of the instructional program.

 

The Morgan County Board of Education will implement The Every Child Succeeds Act through coordination with other programs such as The Individuals with Disabilities Act, the Carl D. Perkins Career and Technical Education Act, the McKinney-

Vento Homeless Assistance Act, and other acts as appropriate.  This plan provides for coordination and implementation of all acts and laws working together. Services for students falling under these categories will be served through individual programs and Title I.  All activities will be coordinated through the central office directors who lead each of the above mentioned programs.

 

Coordination with THE INDIVIDUALS WITH DISABILITIES EDUCATION ACT will be achieved through the following:

 

1.      Including Title I teachers, where appropriate, in IEP meetings

2.      Title I Supervisor will work closely with Special Education staff to provide the best education plan possible for all Special Education students in the Title I programs

3.      Special Education teachers will be included in professional development activities funded with Title I funds in school-wide project schools, Title II funds in all schools, and LEP funds where appropriate

4.      Special Education teachers shall have equal access to Highly Qualified funds on the same terms as all other teachers

5.      Special Education staff may be included on all Advisory Council meetings.

6.      Special Education teachers may be included in scientifically based researched parental involvement programs at school-wide project schools

7.      The EL teacher will be included on IEP meetings and other activities where appropriate.

8.      Special education students may be included in all student activities such as author visits at school-wide sites

9.      At school-wide sites, all special education teachers may be included on committees such as the one who decides about purchase of researched based materials.

 

THE CARL D. PERKINS VOCATIONAL AND TECHNICAL EDUCATION ACT will be coordinated in the following manner:

 

1.      All teachers in this program will have access to all professional development activities and highly qualified funds where appropriate, based on same terms as all teachers

2.      Vocational staff will assist in transition of students from school-wide K-8 schools to high schools                          

3.      Vocational child care class facilities will be used to serve EL pre-school students in a summer program

 

Homeless - Morgan County School System receives additional funds through The McKinney-Vento Homeless Assistance Act. Guidelines of this act will be adhered to in the system's homeless policy, and students who are identified as homeless will receive assistance as listed through McKinney-Vento policy.  Educational needs and health needs will be determined and will be served with Title I At-Risk funding first and then the McKinney-Vento funding.  The Child Nutrition Department is notified in order for students to receive free breakfast and free lunch status. Appropriate community agencies, churches, and other organizations will be contacted to provide social and health services. These students are prioritized for service through the system's Title I and Homeless programs and are offered direct support of funds and services.  Every effort is made to ensure that there are no obstacles that would negate the students' opportunities for success.

 

The LEA will make sure that all services are coordinated and integrated in order to increase program effectiveness, eliminate duplication, and reduce fragmentation of the instructional program.   Children with developmental delays are identified through the "child find" program in the Special Education Department.  

 

Preschools offer services to eligible students through a federal preschool grant as well as IDEA funding.  Speech services are provided to preschool children at Head Start Centers and on an individual basis. Summer boot camps are provided for students transitioning from Head Start and other preschool programs into the kindergarten programs at each school campus.  IDEA preschools also provide transitional programs for students and parents as they transition into the kindergarten classrooms. Preschool children who are identified as needing speech services receive them. 

 

Immigrant/English Learners - Each LEP student's instructional plan and progress are evaluated twice a year by the School EL/LEP committee.  The students' regular classroom teacher(s), the EL/ LEP teacher or any member of the School EL/LEP committee may refer an EL/LEP student to any program that helps at-risk children (Title I, Special Education, etc.) as well as to enrichment programs (TAG, etc).  These recommendations should follow the process and/or procedures set up at each particular school. After an EL/LEP student is referred, the EL teacher works with the Program Coordinators to facilitate testing and placement.  The Title I Director and Title I teachers will work closely with Special Education staff to provide the best educational plan for these students who are special education students and enrolled in supplemental program such as Title I or EL/LEP.  The EL/LEP staff coordinates with the regular classroom teacher to assure the success of these students.

 

English Learners are identified upon enrollment through the completion of a Home Language Survey.  It is required as a part of the registration process for every student.  Once completed, the surveys are filed in the student's cumulative folder.  When it is determined that a student is non or limited English proficient, the individual needs of these students are identified through family and student interviews and the completion of assessments (MODEL WIDA Assessment).  Individualized plans for assistance are written for the students, and every effort is then made to increase the English proficiency in the areas of reading, writing, speaking, and listening to ensure maximized opportunities for the students to meet and/or exceed high state and national standards.

 

 Neglected and Delinquent students that are not enrolled in a school where Title I programs are available may receive supplemental services funded by special set-aside funds.  Homeless students are also served in the regular school setting and at-risk mentoring funded with set-asides for special needs not met in the regular program.  Every effort is then made to increase the English proficiency in the areas of reading, writing, speaking, and listening to ensure maximized opportunities for the students to meet and/or exceed high state and national standards.

 

Migrant - An agriculture employment survey is completed on all new students when they enroll into our system.  The information is forwarded to the SDE personnel to identify any students who qualify for the migrant program. Every effort is then made to increase the English proficiency in the areas of reading, writing, speaking, and listening to ensure maximized opportunities for the students to meet and/or exceed high state and national standards.

 

Indian students - Morgan County Schools does not have any Indian children at this time, but we would follow the Indian Education Program guidelines once students have been identified. Every effort is then made to increase the English proficiency in the areas of reading, writing, speaking, and listening to ensure maximized opportunities for the students to meet and/or exceed high state and national standards.

 

 

(F)  An assurance that the local educational agency will participate, if selected, in the State National Assessment of Educational Progress in 4th and 8th grade reading and mathematics carried out under Section 411(b)(2) of the National Education Statistics Act of 1994.

 

The Morgan County School System assures that the system, if selected, will participate in the State National Assessment of Educational Progress in 4th and 8th grade reading and mathematics.

 

 

(G)     A description of the poverty criteria that will be used to select school attendance areas under Section 1113.

 

Poverty criteria - The Morgan County School System Title I Program selects school attendance areas based on the Child Nutrition Report (Free/Reduced) lunch count at each school according to the 20-days after Labor Day attendance data. The schools with 50% free and reduced lunch counts are served under the Title I program.

 

(H)    A description of how teachers, in consultation with parents, administrators, and pupil services, personnel, in targeted assistance schools under Section 1115, will identify the eligible children most in need of services under this part.

 

Morgan County Schools has ten elementary and middle schools identified as Title I School-wide Programs; therefore, there are no targeted assistance programs in the system.

 

(I)  A general description of the nature of the programs to be conducted by such agency's schools under Sections 1114 and 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;

 

Morgan County Schools does not have any students living in local institutions for neglected or delinquent children at this time.  There are no institutions operating at this time; however, there are programs and plans in place in case the need arises for these children. 

 

Morgan County Schools will remove all obstacles that would hinder students from enrollment procedures and from receiving instruction from highly qualified teachers. District

Title funds will be set aside for professional development, homeless, and other district initiatives related to a student's academic success. Assessments will provide information on the instructional needs for each student, and instruction will be delivered in a non-threatening environment and focus on their specific needs. Professional Development will be offered to teachers to strengthen areas where students need assistance and offer teachers the opportunity for continued growth. Support in reading and math will be provided, extended day tutoring in reading and/or math will be provided, and pull out sessions by Title I intervention teachers and/or EL teachers (if qualify for EL services) based on the needs of each student.

 

Any program used as the basis for the Title I program will be chosen according to guidelines

from the Every Student Succeeds Act.  The primary program will address reading as the top

priority for the Title I program and must include documentation that it is supported by

scientifically based research.* See local school-wide plans for in-depth information concerning

programs or activities currently in place. (*See section C of this document.)

 

Morgan County Schools provides a CARE program which is an alternative program for

students with behavior risks.  The focus on social-emotional factors is a large part of the

program and correlates with academic performance. We work with the local DHR, Drug

Court, and Children's Policy Council to ensure our system is doing all we can for these at-risk

students.  Schools and local faith-based agencies and churches sponsor food, clothes, toy drives,

etc. to help meet the needs of our students.

 

(J) A description of how the local educational agency will 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.

 

Morgan County Schools does not have any students identified as migrant at this time; however, any migratory students or formerly migratory children would be eligible to receive services on the same basis as other children

 

Students would be served based on needs and eligibility for specific program services.  EL students who qualify for EL services would receive both regular program and the English Learner services, depending on their individualized plan as set by the school's EL committee.  Migrant students would participate in all assessments grade appropriate, and if they are at-risk academically, the same services would be provided for them as for all students.  Every effort would be made to eliminate all barriers to school enrollment and success in all areas for these students.

 

(K)  If appropriate, a description of how the local educational agency will use funds under this part to support preschool programs for children, particularly children participating in Early Reading First, or in a Head Start or Even Start program, which services may be provided directly by the local educational agency or through a subcontract with the local Head Start agency designated by the Secretary of Health and Human Services under Section 641 of the Head Start Act, or an agency operating an Even Start program, an Early Reading First program, or another comparable public early childhood development program.

 

Morgan County Schools does not have any daily pre-school programs paid for with these funds.  At Even Start guidelines requires, parents are given instruction on how to help their pre-school child be ready for kindergarten. Local and Head Start preschools are invited to visit before school ends each year to help with the transition process into Kindergarten.

 

 

(L)  A description of the actions the local educational agency will take to assist its low-achievement schools identified under Section 1116 as in need of improvement.

 

At this time, we have no schools in school improvement.  If we did, the Title I Director would be working closely with the School Improvement Coordinator, building administrators, and school staff to determine possible causes of the problem(s), goals and activities to address the problem(s), and professional development or materials/supplies needed to rectify the problem. Various activities would be done with the staff to help them discover needs of the school and strategies for addressing problem areas. School improvement plans would be generated to address specific areas, funds budgeted, needed personnel hired, materials and supplies ordered, professional development scheduled, plan implemented, and constant reviewing and revising the plan as needed.

 

(M)  A description of the actions the local educational agency will take to implement public school choice and supplemental services, consistent with the requirements of Section 1116.

 

Although Morgan County Schools were not in system/school improvement, under the Alabama waiver, we would no longer have to offer school choice and supplemental services. However, when schools are in an at-risk state, the district has a plan of action to set goals, strategies, and action steps that will enable schools to succeed and move forward in meeting their goals and to improve education for all students enrolled in the schools needing improvement.

 

(N)  A description of how the local educational agency will meet the requirements of Section 1119.  

 

It is the policy of the Morgan County School System that all teachers and paraprofessionals are highly qualified/certified before being hired in the system. At this time, all teachers in Title schools are Highly Qualified/certified, and we review the annual LEAPS report as required by the Alabama Department of Education.  Paraprofessionals assist students under the direct supervision of classroom teachers and participate in professional development when applicable to their assignments.

 

(O)  A description of the services the local educational agency will provide homeless children, including services provided with funds reserved under Section 1113(c)(3)(A).

 

Although there are many obstacles faced by children who are identified as homeless such as poor attendance, low self-esteem, stress, embarrassment, etc., Morgan County Schools work hard to eliminate all barriers that might occur in the lives of homeless children.  School counselors and registrars have been trained to identify students and interview parents of children who meet the criteria for homeless assistance. The designated homeless liaison at the Morgan County Board of Education distributes homeless materials for administrators, teachers, students and parents.  The homeless liaison also provides assistance as needed in helping students obtain school records, health records, birth certificates, school supplies, and other social services.  The liaison serves as an advocate for homeless students.  Requests for additional resources for homeless students are made in writing to the homeless liaison.   The homeless Liaison arranges for an after school tutor if needed.  The liaison collaborates with the counselor and the teacher to provide the appropriate resources in a timely and efficient manner.   A procedure manual is provided for all schools and an updated list is kept in a data base in the federal programs office. Funding is set aside in the set-asides of Title I Part A, plus Morgan County has received funding from the McKinney-Vento Homeless for several years which has been a tremendous help in meeting the needs of these children. The guidelines for homeless students are followed, and every effort is made to remove any barriers that might negate the educational success or hinder enrollment for these students.

 

(P)  A description of the strategy the local educational agency will use to implement effective parental, family, and community engagement under Section 1118.

 

Morgan County Schools recognize the importance of parental, family, and community engagement.  Successful schools and successful students are the result of a committed partnership between the home and school.  In recognition of the need for strong parental engagement, Morgan County Schools will support the following:                            

 

o   Involving parents when forming school policy, programs and goals

o   Giving parents ideas and strategies for helping their child at home

o   Involving parents in determining if policy and programs meet student's needs

o   Increasing the awareness and coordination of community programs and resources

o   Providing assistance at the school and central office

o   Providing communication and activities for all parents

o   Providing transportation and translators when needed

o   Planning school activities where parents can volunteer to help

o   Planning family activities at Title schools

o   Conducting an Annual meeting with parent representatives from local schools to evaluate the Title Program. (This may be combined with the Federal Programs Advisory Council Meeting)

o   Considering suggestions for the next year's program 

o   Involving parents in developing, implementing and evaluating policies and programs at the LEA and Local level   

 

These are all included in the parental engagement policy adopted by the Morgan County of Board of Education as well as local school parent engagement plans.  Annual evaluations of the Parent Involvement Program is completed each spring and those results are collected and analyzed to help develop the plans for the upcoming school year.  Morgan County Schools work hard to develop relationships with parents through many outreaches, open houses, and a variety of ways to boost parent participation at all schools.

 

(Q)  A description of the process/procedures the LEA uses to ensure the implementation of the Parents Right-to-Know provisions under Section 1111(h)(6), Section 1112(g), and Section 3302.

 

The Morgan County Schools Parent Involvement Policy provides annual notice to parents as required in order to implement the Parents Right-to-Know provisions.  This year, all parents in Title I schools were given all of their child(ren)'s teachers' names and credentials.  Parents were also informed of how to obtain this information on the State Department of Alabama's website under Teacher Certification.  Parents are also required to sign a handbook page and return to the school indicating they have received the information.

 

All information will be provided to parents in an understandable and uniform format and, to the extent practicable, provided in a language that the parents can understand.

 

(R) Where appropriate, a description of how the local educational agency will use funds under this part to support after school (including before school and summer school) and school-year extension programs.

 

The Morgan County Title I program supports after school programs refining math and reading skills and English Language Proficiency skills for at-risk students. These programs may be before school or after school.  Summer school programs are provided by school-wide Title I programs and EL programs. 

 

Summer pre-school programs may be provided in order to prepare students for kindergarten and to provide transition for students coming from Head Start and Pre-School programs. It is the goal of Morgan County Schools to serve all students in an educational setting which is safe and responsive to their needs. It is also the goal to present challenging academic standards for all students and then provide every opportunity for their success. It is our desire that the Title I program supplements and enhances all instructional efforts by providing the most appropriate instruction by highly-qualified teachers and staff in the safest and most secure settings.

 

This plan will be reviewed often and revised on an annual basis through the Federal Programs' Advisory Council.