skip to main content
Federal Programs


Title I Parent Information

Title I Plan - Effective Date of Implementation:October 1, 2012         LEA Approval: June 12, 2012

Parent Involvement Plan -Effective Date of Implementation: October 1, 2012        LEA Approval : June 12, 2012  

Annual Evaluation of the Content and Effectiveness of the Ozark City Schools Parent Involvement Plan

EL Plan 













Ozark City Schools


  1. What is the Purpose of Title I ?

The concept of Title I was put in place in 1965 by Lyndon B. Johnson. Since that time the overall purpose of Title I has remained constant. Title I places supplemental funds in schools based upon their level of poverty in an effort to level the playing field with more affluent schools. Funding is based upon the number of students in the school that are eligible for free or reduced price lunch. In Ozark, funds are used to employ additional personnel in the schools and provide additional support to the overall instructional program. The Title I program has been reauthorized by Congress numerous times since 1965. The most recent reauthorization came in 2001 when the program was renamed “No child Left Behind”. All schools in Ozark receive Title I funding and operate what is known as school wide programs. This means that the funds received by the school can be used to benefit the entire program.


  1. Academic Goals of a Title I School

Under “No Child Left Behind” all schools in the country have to meet certain academic goals in Math andReading. InAlabama, elementary schools must also maintain and attendance rate of at least 95% and high schools must meet specific graduation rate goals. Teachers must follow the curriculum outlined by the State ofAlabama. For specific information regarding the required skills for any grade level, please contact your child’s school.


  1. Parental Involvement

The ongoing involvement of parents in each Title I program is a basic requirement of “No Child Left Behind”. Parents are encouraged, and expected to be involved in all phases of planning and evaluation of the Title I and parent involvement program. Each Title I school has on file a Continuous Improvement Plan that has been developed based upon the needs of the school. It is a requirement that parents be involved in the development of this plan. Schools are also required to plan a variety of parent training programs which allow parents to become better informed regarding the school program. Parents are expected to serve on advisory committees at the school and system level and participate in as many school sponsored events as possible.


Parents are expected to develop familiarity with the following documents:

a.       The school continuous improvement plan (available at the school)

b.      School Parent Involvement Plan (available at the school)

c.       Parent Title I Information Booklet (distributed to all parents)

d.      School/Parent Compact (signed by each parent)

e.       District Parent Involvement Plan (available at the central office)




  1. Parental Rights

As the parent of a child in a Title I school, you have specific rights under the “No Child Left Behind” law. The Parent Title I Information booklet provides information of all parental rights and information that is required to be distributed, under the law.

    1. You have the right to have your child instructed by a “highly qualified” teacher. The definition of a highly qualified teacher is contained in the law. If a situation exists where a group of students is taught by a teacher who is not “highly qualified” for a period of time that is longer than four weeks, the school system is required to notify you.
    2. You have the right to be involved in the planning process at the school.
    3. You have the right to be involved in the evaluation of the school program and the parental involvement program.
    4. If you are not satisfied with the Title I services being offered, you have the right to file a grievance. A grievance begins with a discussion with the school principal. If not satisfied, the grievance progresses to the level of the Federal Program Director, Dr. Rick McInturf. If still not satisfied, the grievance progresses to the State Department of Education, Mr. Edmond Moore, Federal Programs Director.
    5. Other rights described in the law include non discrimination, the Right to a Free Public Education, the requirement to conduct English Language outreach, the requirement to conduct outreach to homeless students, the right to attend a safe school, and the requirement to release the same directory information about student to military recruiters that is released to institutions of higher learning.


  1. Extended Services

The “No Child Left Behind” law requires Title I schools to extend the school day by offering services outside regular school hours. At Thompkins, this requirement is met by offering a summer school program to qualified students getting ready to enter kindergarten. For all other grade levels, after school tutoring programs are offered. Students that would benefit from additional help are referred for tutoring by classroom teachers.


  1. Removing Barriers to Parent Participation

Title I schools are required to do as much as possible to remove any barriers that may be preventing parents from participating in school events. Events are scheduled at various times during the day to accommodate working parents. If you are experiencing any form of barrier to participation, please see your child’s teacher or principal to work out possible solutions.


  1. School – Parent Compacts

Each Title I school has designed a compact that is unique to their school program. The compacts are required by “No Child Left Behind” and every parent is required to read and sign the compact document. The purpose of the compact is to create an agreement among teachers, parents and students that the school will teach the appropriate curriculum, parents will provide academic support in the home, and students will do their best to learn the skills, but participating in class and completing homework. The compact can be used during parent conferences to remind all parties of the important role that they play in the overall education of a child

Top of Page 




SECTION I:  Title I Plan


The purpose of the Ozark City Schools Title I Plan is to guide the local education agency in assisting low-achieving students in meeting challenging academic standards. The Ozark City Schools Title I Plan shall be developed in consultation with teachers, administrators, and other appropriate school personnel, and with parents of children in schools served under Title I, Part A. The plan will be reviewed annually and revised as necessary.


A.                Describe the 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 Ozark City Schools and schools served under this part will use and the procedures and practices for disseminating assessment results.


·         Data from the state accountability program will be analyzed annually by the administration and faculty to identify performance influences that need improvement.

·         State report cards will be sent home to parents, and made available on the Ozark City Schools website through linkage to the Alabama State Department of Education website. Home reporting of student progress will be on-going with progress reports, report cards, parent conferences, and daily and/or weekly communication with parents through school-to- home folders containing student products and homework assignments.

·         Additional high-quality academic assessments that assist in diagnosis, teaching, and learning may include benchmark assessments for all grades and will include the use  DIBELS for students in K-3.

·         Each school’s school improvement planning team staffed by school personnel, parents, administrators, and Title I staff will meet regularly to review new achievement data, monitor program implementation, and adjust program components to insure that all children meet the State’s student performance standards.

·         State performance data and data from the additional high-quality academic assessments will be used to identify students who are academically at risk. Further identification will be achieved through administering reading and/or math inventories, end-of-study assessments, use of teacher observation, and commercial assessments.


B.                 Describe any other indicators that will be used in addition to the academic indicators described in section 1111for the uses described in such section.


Attendance data and discipline referral data will be used as additional indicators to identify individual students who may be at risk for school failure. Note that this information will not be used for school improvement identification.





C.                 Describe how the local education agency will provide additional educational assistance to individual students assessed as needing help in meeting the state’s challenging student academic achievement standards.


Students identified as at-risk of not meeting the state’s challenging student academic achievement standards will be given supplemental reading and/or math instruction through research-proven methodologies. In selected classes students will receive instruction with reduced enrollments. Supplemental assistance may also be provided through tutorials, extended-day classes, and/or extended-year instruction.


D.                Describe the strategy the local education agency will use to coordinate programs under Title I, Part A 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 education agency level staff in accordance with section 1118 and 1119.


All Title I staff development activities will be planned according to each Title I school’s identified needs in its school-wide Title I plan. Under Title II provisions, the Ozark City Schools will conduct an annual needs assessment that will include the needs identified by each Title I school. Initiatives that are district-wide in nature and support the goals of ensuring highly qualified staff will be supported through Title II professional development funding. This process will enable the Ozark City Schools to provide a coordinated and cohesive program of professional development that meets the Ozark City Schools’ prioritized needs.


E.                 Describe how the local education agency will coordinate and integrate services provided under this part with other educational services at the local educational agency or individual school level.


Administrators, staff, and parents involved with early childhood development, vocational development, elementary and secondary instruction, special needs and disabilities, and other student services will be involved in developing the Ozark City Schools’ educational initiatives.  A similar group will be involved in the development and review of each school’s Title I school-wide plan. Planning teams will consider the needs and services available from outside sources.


Specifically, Thompkins Early Childhood Center will communicate academic expectations; provide transition related activities and professional development for teachers and parents at the local Head Start center and to the Right Track pre-school, a local Federal Housing Authority Agency pre-school. Title I funds will provide HeadStart to Kindergarten summer activities for those students transitioning from Head Start to Thompkins Early Childhood Center. Parent orientation meetings/conferences and student visits will be planned and scheduled for all students transitioning from one school to another within the system and from other public or private schools.


Title I set-aside resources will be used to supplement support for children with Limited English proficiency, neglected or delinquent youth, homeless or migrant children.


Children with special needs will receive supplemental assistance through Title I by the assuring the removal of reasonable obstacles that would inhibit full inclusion into Title I activities. This will be accomplished through consultation with the school personnel best able to assess the needs of Title I children with special needs.


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


If selected to participate, fourth grade students will participate in NAEP.


G.                Describe the poverty criteria that will be used to select school attendance areas under Section 1113.


Data generated by the school system’s Child Nutrition Program will be used to select school attendance areas eligible for Title I services.


H.                Describe 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.


After several years of serving only the elementary grades, the System Leadership Team in conjunction with the Federal Programs Advisory Committee has recommended that all schools receive Title I assistance beginning October 1, 2012.


I.                   Describe the nature of the programs to be conducted by such agency’s schools under section 1114 and 1115 and, where appropriate, educational services outside such schools for children living in local institutions for neglected or delinquent children in community day school programs.






The Southeast Alabama Youth Services Boys’ Attention Home is located in within the Ozark City School District. Boys housed in the home for neglected students attend the Ozark City Schools. As students of the school system the boys receive services available to all students in the school system. Extended day tutorials and home study materials are provided to the boys through Title I set aside funds.


J.                   Describe 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.


Title I schools will serve migratory or formerly migratory children through the Title I school-wide plan. Children of migrant families who exhibit limited English proficiency will be assisted through the district’s plan for English Language Learners.


K.                Describe how the local education 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.


The Ozark City Schools does not participate in or fund Head Start, Early Reading First, Even Start or the Ozark Housing Authority Right Track School. Thompkins Early Childhood Center administration/selected faculty and the Ozark City Schools Federal Programs Coordinator will collaborate with the Head Start and Right Track School Directors to provide information on curriculum and transition to kindergarten issues that ensure successful academic achievement for five year olds and their parents entering the Ozark City Schools.


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


·         Technical assistance in reviewing performance data;

·         Technical assistance in data correlation and analysis;

·         Technical assistance in school improvement planning;

·         Technical assistance in reviewing and rewriting program intervention;

·         Fiscal assistance and placement priority to promote highly qualified staff;

·         Expanded communication between school, parents, and the community;

·         Technical assistance in fund management;

·         Technical assistance in providing transportation for school choice;

·         Technical assistance in securing and planning for the delivery of supplemental services;

·         Priority assistance in staff and administration professional development;

·         Expanded administrative support; and

·         Support for other administrative or academic needs as they are identified.


M.               Describe the actions the local educational agency will take to implement public schools choice and supplemental services consistent with the requirements of Section 1119.


·         Identification as a Title I school in improvement data will be reviewed;

·         The Superintendent and Ozark City School Board will be notified;

·         The Title I school(s) will be notified and acceptable transfer sites will be identified;

·         Parents and the public will be notified of school choice;

·         Requests for transfer will be processed and staff adjustments will be made if necessary;

·         Transportation will be arranged and school choice will be implemented.


N.                Describe how the local educational agency will meet the requirements of Section 1119 regarding highly qualified teachers and paraprofessionals.


The Ozark City Schools implemented a plan in 2002, coordinating the resources of Title I, Title II and Title V to assure that all current employees met or were supported in meeting the criteria for highly qualified teachers and instructional paraprofessionals in Title I funded schools and in non-Title I funded schools within the specified time according to the Alabama Model for Highly Qualified Teachers. Qualifications of prospective employees will continue to be closely reviewed and documented to ensure that required qualifications are met.



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


Children identified as homeless by the school attendance officer in consultation with the school counselor are provided services that enable them to meet high academic achievement standards through Title I school allocations in Title I funded schools. These services include supplemental instruction if needed, extended day/summer school programs, and other support as identified on an individual basis. Homeless students attending non-Title I schools in the system are provided academic support based on counselor/principal recommendations. Funds to support homeless students’ needs in non-Title I schools will be reserved in the Title I set-aside each year.


P.                  Describe the strategy the local educational agency will use to implement effective parental involvement under Section 1118.


The Ozark City Schools will develop and implement a plan that supports effective parent involvement that recognizes parents as partners in their child’s education. The LEA provides technical support to Title I schools in developing and implementing parent involvement activities. A minimum of one percent of the Title I allocation to the LEA is reserved for parent involvement. At least ninety-five percent of the one percent is then reallocated to each Title I school based on the number of children in poverty for use in meeting each school’s assessed parent involvement needs. The LEA Title I Parent Involvement Plan is annually reviewed and revised if necessary. (See the Ozark City Schools’ Parent Involvement Plan in Section II.)



Q.                Describe 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.


Summer school programs are offered at Thompkins. Extended day tutoring is offered at Mixon and Lisenby, DA Smith Middle School, and Carroll High.


R.                 Parent’s Right to Know Implementation in accordance with Section 1111(h)(6)


The Ozark City Schools will notify parents of each student attending any school that receives Title I, Part A funds of their right to request information regarding the professional qualifications of their child’s classroom teacher. Written notification of this right will be distributed to parents at the beginning of each school year. Principals will maintain a current database of certified instructional staff professional qualifications and assist teachers in responding to parent requests for information in a timely manner.


The school principal and certified instructional staff will inform each parent on the level of achievement of the parent’s child in each statewide academic assessment through distribution of the parent reports generated through the statewide academic assessments and/or through individual parent conferences.


Each school receiving Title I, Part A funds will provide timely notice that the parent’s child has been assigned or has been taught for four or more consecutive weeks by a teacher who is not highly qualified.


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

Top of Page

SECTION II:  Parent Involvement Plan


            The Ozark City Board of Education recognizes that improving the achievement of all students is a shared responsibility among parents and teachers. To this end the Title I staff of the Ozark City Schools will work toward building and maintaining a strong parent-school partnership that provides for meaningful and regular communication involving student academic learning and other school activities.

The Ozark City Schools Parent Involvement Plan outlines the school district’s intent to provide leadership in working with all stakeholders to assure their participation in the development and implementation of strategies that seek to ensure school success for students in participating Title I schools.  Coordination, assistance, and other support as necessary will be provided to help Title I participating schools formulate school-level plans that ensure a comprehensive Title I Parent Involvement program.


  1. The Ozark City Schools will take the following actions to involve parents the joint development of its district wide parental involvement plan under section 1112 of the Elementary and Secondary Education Act:
  • Establish a district wide parent involvement advisory committee comprised of parents, teachers and administrators of participating Title I, Part A schools.
  • Provide notice to all parents of participating Title I, Part A schools of the parental involvement plan and establish procedures for parent review and comment.


  1. The Ozark City Schools will take the following action to involve parents in the process of school review and improvement under section 1116 of the ESEA:
  • Disseminate school report cards and other accountability information in a timely manner;
  • Respond to inquiries from parents on their school and their child’s progress in a timely manner;
  • Include parents on advisory committees;
  • Establish procedures for parent review and comment on school level Title I plan implementation.


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

·         Provide resources for professional development related to effective parental involvement for teachers, administrators, and selected parent representatives;

·         Schedule periodic reviews of parental involvement plan implementation and provide collaboration and technical assistance to the school-level parent involvement committee(s).

·         Assure that at least 95% of the minimum of 1% of each fiscal year’s Title I funding is allocated to Title I participating schools to support school-level parental involvement activities.

  1. The Ozark City Schools will coordinate and integrate parental involvement strategies in Title I, Part A with parental involvement strategies under the following other programs:       

·         Head Start-Collaborate with the local agency for Head Start to provide parent workshops on early literacy and parents as partners skills;

·         Offer the Head Start to Kindergarten summer program for children who are zoned to attendThompkinsEarlyChildhoodCenter and provide parent workshops in the summer program;

·         RightTrackSchool (OzarkHousingAuthorityPre-School)- Collaborate with theRightTrackSchool to provide parent workshops on early literacy and parents as partners skills.


  1. The Ozark City Schools will take the following actions to conduct, with the involvement of parents, an annual evaluation of the content and effectiveness of this parent involvement plan in improving the quality of its Title I, Part A schools. The school district will use the findings from the evaluation to design strategies for more effective parental involvement and to revise, if necessary its parent involvement plan.

·         Conduct an annual survey of parents in Title I participating schools during the last nine-week period of the school year;

·         Construct survey questions to identify barriers to greater participation of parents in parental involvement activities;

·         Survey a random sample of parents in every classroom in participating Title I schools;

·         Compile and analyze aggregate survey results (federal programs coordinator or designee);

·         Disaggregate survey results by Title I school to provide evaluation information to individual Title I school parent involvement committees.



  1. The Ozark City Schools will build the schools’ and parents’ capacity for strong, effective parental involvement that will help to ensure academic achievement through the following activities:

·         Assist schools to plan informational workshops for parents that inform them of the State’s academic content standards, achievement standards, types of student assessments, how to monitor their child’s progress, and how to collaborate with their child’s teacher in assuring that achievement standards are met.

·         Assist schools in planning for and providing materials and training that help parents work with their child to ensure achievement of grade level academic content standards;

·         Assist school faculties, administration and pupil services personnel  in understanding and valuing the role of parents a team partners in the education of all students

·         Assist schools in designing written communication that is uniform and, to the extent practicable, in a language that parents can understand.

Top of Page

Annual Evaluation of the Content and Effectiveness

of the LEA Parent Involvement Plan

(Required for LEAs with Title I Schools)


School System:      Ozark City Schools                                                  Date Completed: 6-28-12


What the law requires:

The LEA must (1) conduct with parents an annual evaluation of the content and effectiveness of the parent involvement plan in improving the academic quality of Title I schools, including identifying barriers to greater participation by parents in authorized activities; and (2) use the findings to design more effective strategies and revise the plan.


Evaluating your plan should be done with LEA and school staff as well as parents.  All Title I parents should be aware that the plan is being evaluated and understand the procedure that is in place allowing them the opportunity for input.  Input may be from serving as a member of the committee conducting the evaluation; completing a parent involvement survey; participating in parent focus groups; etc.  The input, including the results of the parent involvement survey, should be used to assist in addressing the following evaluation components.  The completed evaluation should be posted to the LEA’s e-GAP Document Library each year when the Consolidated Application is submitted to the SDE.

What were our student achievement goals this year? The ultimate academic goal for Ozark Students continued to be to meet all AYP requirements under NCLB. Tile I funded schools worked with their local leadership teams to create strategies to meet these academic and other performance goals. To track progress that students are making throughout the year, each student takes benchmark assessments at regular intervals in the areas of reading and math. School level data meetings are used to review the results and plan interventions for students who are not performing up to expectations. System level data meetings are held four times a year to review student progress and gain an awareness of the interventions that are taking place at the school level. Elementary schools use Accelerated Reader to give students added practice in reading and comprehension. Both Lisenby and Mixon have earned Model School status in Accelerated Reader for the past two years. All schools successfully met AYP requirements for the 2010-11 school year. The 2011-12 results will be available in August of 2012.




How did we work as partners with parents in meeting those goals?

Positive parental involvement is always a key factor in child development. Parent volunteers are used in a variety of ways in each of the Title I schools. Numerous parent training programs are held in each school in addition to the annual parent meeting at the beginning of each school year. STI Home has been available for the second year which allows parents to look at a teacher’s electronic grade book and track the performance of their child on a daily basis.


The annual parent survey was responded to by 716 parents which is only 24 fewer surveys than were received last year.


A total of 83% of the parents indicated that they were aware of the parent involvement opportunities at their child’s school. This is an increase of 13% from the previous year. The percentages were very consistent from school to school with Mixon being the highest at 84% and Lisenby the lowest at 81%.


Parent familiarity with academic standards and expectations continues to be very strong among Title I schools. A total of 90% of the parents indicated that they were familiar with academic standards. Thompkins parents indicated the highest level of familiarity at 94%.


Parents also indicated a very high level of familiarity with report cards and the testing program. A total of 99% of the parents indicated that they were comfortable in this area.


One area of concern over the last three years has been how schools go about informing parents of ways they can be involved in the school program. In 2008-09 only 59% of the parents indicated they felt well informed. That percentage increased to 65% in 2009-10. In 2010-11 a concentrated effort to improve parental involvement resulted in 95 % of the parents indicating they were comfortable with the numerous ways to be involved in the school program. In 2011-12 the percentage has dropped to 71%. While this is still a pretty strong number, it indicates to local schools that efforts must remain constant to keep parents informed regarding the numerous ways they can be involved in the school program.


An interesting observation is that 83% indicated awareness of parent involvement opportunities, but only 71% indicated they were aware of the various ways to become involved in school activities. This might indicate that we need to do a better job of inviting reluctant parents into our schools to become familiar with all of the ways they might contribute.




How can we improve with actively involving parents in the activities of our schools?

Each school annually reviews the parent involvement training video and the leadership teams discuss ways to improve parent involvement.


As a certified Advanced Ed. School district, we must be constantly aware of the importance of parental involvement.


An ongoing challenge is how to get more involvement in parent training opportunities. Some of our events, such as the “Chalk Talks” at Thompkins have been very successful among parents of younger children, but events dealing with curriculum and homework are usually not well attended in the upper grades. There are certain events that are routinely well attended in all schools. Events such as picnics, talent shows and student performances draw large crowds of parents into the schools. Efforts will continue to use these well attended events to share critical Title I information as a part of the program.


The Ozark Advisory Committee was expanded last year to include members from the business community. Efforts will continue to involve a broader base of individuals on this committee.




Do we have any barriers to parent involvement that need to be addressed?

Survey results indicate a few areas where barriers to parent involvement continue to exist. Several suggestions were offered as ways to increase attendance at parent events. The use of calendars was highly recommended. Each of our schools published a monthly calendar of events that lists opportunities for parent participation. A weekly reminder for events was recommended on 59% of the surveys. Other recommendations were to keep the meetings in the evenings, but childcare was not listed as an important item to consider.


In recent years there has been a definite shift toward the requests to use multiple electronic notifications for events. Listing events on websites, using text messages and automated phone calls were all listed. Ozark has used the Schoolcast system for telephone calling more in 2011-12 than previous years. Prior to 2011-12 the system was primarily used for emergency notifications.


In 2012-13 the system will begin using a new web service.  It is anticipated that the new web pages will be much easier to use and result in increased communications to parents.



How are we ensuring the distribution of our LEA and school parent involvement plans to all Title I parents?

The critical components of the LEA Title I Plan and the LEA Parent Involvement Plan are contained in the student handbook for the system. The handbook is distributed to all families and must be signed by one of the child’s parents. Therefore, we are confident that the basic components of the plan have been distributed to all parents. Required parent information is also listed on the system web site as well as in a Parent Information Booklet that is distributed to all parents.


School level Parent Involvement plans are a part of the ecip for each school and were distributed during the school year. School Compacts are discussed and completed during the Annual Meeting and the weeks that follow. Since some of these components were distributed early in the school year, there is some expectation that not all parents will remember receiving their copy.


At the system level, 87% of the parents indicated that they had received a copy of the District Parent Involvement Plan. That is an increase of 18 points from last year.


At the school level 94% of the Thompkins parents indicated they had received a copy of the school plan. The Lisenby results were 90% and Mixon was 85%. All of these were increases over the previous year.


A high percentage of parents indicated that they remembered completing the school-parent compact. The percentages were 94% at Thompkins, 90% at Lisenby, and 88% at Mixon. These percentages also reflect significant increases from the previous year.


All of these results indicate that the Title I schools are working effectively to keep parent well informed regarding Title I issues.



How can we improve on training that is offered to parents:   To help them work with their child at home?   To help them to be active partners in LEA and school decision-making?

Each Title I school incorporates a variety of parent training efforts into their parent involvement program. Thompkins maintains a parent involvement corner where they keep important information for parents to review. All schools offer several parent information nights where curriculum issues are reviewed. Reading and math nights are held where parents can come to school to learn what is taking place.


Parents seem to appreciate when schools send home a clear calendar of events for the month. This practice will be continued.


School planning teams will continue to investigate ways to include more parents in school level activities and to communicate more efficiently with parents.


The Title I operations position will continue to be available to assist parents with using the STI Home grade book program, as well as assist with other parent involvement events.


In 2012-13 the system will implement a new student tracking and data warehouse system called Performance Matters. While not directly intended to be a parental involvement program, teachers and administrators will be able to use this program to discuss student progress with parents. The performance of the students on a variety of state and local tests will be available as well has a longitudinal history of student on those same tests.


Thompkins has used some parent involvement money to better equip their cafeteria/auditorium for large parent gatherings. Since this is a K school, parents routinely turn out in large numbers. A large projector has been added in this portion of the school to accommodate large parent trainings.



How can we improve on training that we offer school staff/teachers to help them to work more effectively with parents?

Ozark City Schools continues to work with teachers and staff in more effective ways to involve parents in the overall Title I program. When considering parents to serve on advisory committees, each school tries to find those parents that are not just willing to be involved, but also represent broad cross sections of the population. These parents are then trained in the overall purpose of Title I support.


School level planning teams are being encouraged to continue working on the training aspect of parent involvement. We are interested in having a well informed parent population that also understands how best to interact with staff and students for the improvement of the overall program.




Based on these evaluation findings, what changes do we want to make to our parent involvement plan for next year?

The 2012-13 school year will see major changes in the delivery model for Ozark City Schools. The system leadership team has made the decision to expand Title I services to all schools in the city. This will have two major impacts. For the elementary schools that have historically received Title I funds, it will mean doing more with less funding support. A number of teachers will be lost at these grade levels. To minimize the impact, the secondary schools will receive a smaller PPA for the first year and the system will offset some of the lost revenue for the elementary schools by planning for the use of carry-over funds to support regular budget items for the 2012-13 school year.


At the secondary level, the schools will realize some additions in staff. The secondary schools will need to establish school level planning teams and training will need to be done in Title I procedures. Probably the biggest challenge will be to train the secondary schools in the requirement to conduct parent training events as well as plan other activities to encourage parent involvement.


To assist with the information requirement, modifications are being made to the system handbook in the Title I section and plans are in place to print copies of the parent information booklet for Title I and distribute it to every parent of a secondary child.


The secondary schools have already been alerted to the need to identify key representatives to the system Title I advisory committee. These parents will need to develop a clear understanding of Title I requirements and procedures.


When the parent survey is conducted in the spring of 2013, the goal will be for secondary responses to mirror the types of responses that we have been receiving from elementary parents for several years. One factor is that the secondary parents will be coming from schools that have been Title I, so the transition may not be so great.


Annual meetings will continue to be conducted with central office oversight. The Title I director will either conduct the meeting or will supply the required information that must be presented.


All schools will continue efforts to keep parents informed of ways that they can become involved in Title I programs. We have seen improvement in this area in the last two years, but it continues to be one of the survey areas that need additional improvement. Parents must understand that being a Title I school requires the school to conduct certain activities and offer specific training activities designed to increase parent knowledge of the overall school program.


 Top of Page


Ozark City Schools


Comprehensive Plan for Serving English Language Learners and Immigrant Students






TheOzarkCitySchoolsystem is committed to providing all students (K-12) equal opportunity to benefit from educational programs and services. Further, the Ozark City School system is committed to supporting scientifically research-based programs, practices, training, and accountability so that all students are able to become proficient in listening, speaking, reading, writing and comprehending in the English language as well as achieve in the state’s academic content and student achievement standards. Ozark City Schools’ Comprehensive Plan for Serving English Language Learners and Immigrant Students is developed according to guidelines set forth by the Alabama State Department of Education (June 2003) and in accordance with Section 3116 of Title III, NCLB 2001.




            The system’s plan for providing services to English Language Learners (ELLs) shall include:


§         a consistent method for identifying and assessing ELLs at each school,


§         a program of instruction for each ELLs to ensure timely English Language acquisition as well as success in meeting achievement proficiency standards,


§         strategies for promoting parental involvement of ELLs in the education process,


§         a consistent method for collecting data on individual student progress and program effectiveness,


§         conducting an annual review/revision of the system’s comprehensive plan.




Enrollment and Identification of Language-Minority Students




1.       A language-minority student is one whose home language is other than English.




2.      All language-minority children must be allowed to attend school, regardless of their ability to produce a birth certificate, social security number, or immigration documentation. Schools will work collaboratively with the central office and community and area agencies and to facilitate the school enrollment process.




3.      A Home Language survey must be completed for each student enrolled in Ozark City Schools. Each survey becomes a part of the student’s permanent record. The Home Language Survey may be included on the registration form or on a separate survey form. The Home Language Survey contains the following questions:


§           What is the first language the student learned to speak?


§           What language does the student most often speak?


§           What language is most often spoken in the student’s home?




An optional interview may be conducted with the student and/or parents during the enrollment process. (See Interview Form: Appendix B.) The ELL Committee may use information from the interview when considering appropriate placement for the student. The completed interview documentation also becomes a part of the student’s permanent record.




4.      When all responses on the Home Language Survey indicate English as the only language used by the student and by individuals in the home, the student is considered an English-only speaker and placed in accordance with school procedures for the general student population.




5.      Any student who’s Home Language Survey includes a language other than English on any questions must be referred to the school’s ESL instructor within three (3) school days. The register will fax a copy of the HLS as well as notify the ESL instructor via phone or email. The instructor will gather information on the student and administer the W-APT (WIDA-Access Placement Test) in order to determine the level of English language proficiency within eight (8) school days.




6.      The W-APT will be used at each school to assess language proficiency in listening, speaking, reading and writing. Test administrators must be certified byOzarkCitySchools and WIDA to administer the screener.


·         Based on the W-WAPT or Access scores, students will be categorized as non-English proficient (NEP), limited-English proficient (LEP), or fluent-English proficient (FEP).


·         For accountability purposes, ELLs will be included in the following categories:


Ø      LEP (Year 1):  Limited English proficient students who are eligible and receiving services for English language development and are in their first academic year of enrollment in U.S. schools.


Ø      LEP (Year 2 or more):  Limited English proficient students who are eligible and receiving services for English language development and not in their first academic year of enrollment in U.S. schools.


Ø      FLEP (Monitoring Year 1): Students who have met the criteria to exit the LEP program (scoring at the proficient level on the state’s English language proficiency test for two consecutive years and scoring at the proficient level on the state’s reading assessment) and who are in first year of monitoring.


Ø      FLEP (Monitoring Year 2): Students who have met the criteria to exit the LEP program (scoring at the proficient level on the state’s English language proficiency test for two consecutive years and scoring at the proficient level on the state’s reading assessment) and who are in the second year of monitoring.


Ø      FLEP (Former Limited English Proficient):  Student s who once received English language services as an LEP student, have exited the LEP program, and are no longer in monitoring status.




Program Placement for English Language Learners




1.      English Language (EL) Committee -Each school shall form an EL Committee. Duties of the ELL Committee are to:


·         Fully consider each student’s language background, W-APT scores/ACCESS scores, parent interviews, and previous school records before placement in an English language instruction educational program;


·         Ensure the establishment and implementation of systematic procedures and safeguards related to appropriateness of identification, placement, assessment, instructional and support programs, and program exit;


·         Make recommendations to the school principal and EL coordinator/instructor on professional development for staff and parents regarding student success;


·         Review students’ progress in language acquisition and academic achievement on at least a semi-annual basis.




2.      EL Committee Guidelines for Program Placement:


·         EL students should be placed in their age-appropriate grade level.


·         EL students with little or no English should be placed immediately in an English language instructional education program with an effort made to include the student in as many activities with age group peers as possible such as physical education, art, and music. (See “English Language Learner Program”, page 5)


·         Prior to placing a student in English language instruction, the school must notify the parents in writing regarding their rights, responsibilities, and opportunities for participation in the program. (See “Parent Notification and Involvement”, page 4.) Parent notifications must be communicated in a language and/or manner that the parents can understand. Parents are not required to respond affirmatively to the notification for the student to participate in the school’s English Language Program.


·         However, should the school receive a written request by parents/guardian denying services, Ozark city schools must withdraw the student from ESL services.


Note: The district will be obligated to test withdrawn students using ACCESS for ELLs each year until a composite score of 4.8 is achieved and to provide appropriate informal strategies to ensure that the student’s English language and academic needs are met until such time..


The ELL Committee will consider the following factors when placing students:


a.       The extent and continuity of previous education;


b.      The level and degree of English-language proficiency as measured by the WIDA Access for ELLs Screener;


c.       The level and degree of proficiency of the student in his/her home language if bilingual staff, interpreters, and/or assessments are available;


d.      The degree of home support for English language learning.




3.      An ELL plan for services should be written for the student based on assessed academic and language proficiency needs. The plan should be monitored, at a minimum, once each nine weeks for progress in meeting English proficiency goals as well as meeting academic content standards. (See Appendix D: Classroom Plan for English Language Learners)




Parent Notification and Involvement




According to Title III, Part C, Section 3302(a), each school shall, “not later than thirty (30) days after the beginning of the school year, inform a parent or parents of a limited-English proficient child identified for participation in, or participating in” an English language instruction educational program, about the following:




1.      The reasons for the identification of the student as LEP and the need for placement in an ELL program.


2.      The student’s level of English proficiency, how such level was assessed, and the status of the student’s academic achievement, to the extent known.


3.      The method of instruction to be used in the ELL program and how the program differs from the regular programs in the school in content, instructional goals, and use of English.


4.      How the program will meet the educational strengths and needs of the student.


5.      How the program will specifically help the student learn English and meet age-appropriate academic achievement standards for grade promotion and graduation.


6.      Specific exit requirements for the program, the expected rate of transition from the program into the regular classrooms, and the expected rate of graduation from high school, if appropriate.


7.      In the case of a child with a disability, how the program meets objectives of the student’s individualized education plan (IEP).




Information as outlined above is to be communicated to parents in a parent-teacher conference setting. Arrangements to include an interpreter should be made if necessary.




The following information pertaining to parental rights must be provided in writing (See Appendix: Parental Notification of EL Services):


1.      The right that parents have to have their child immediately removed, upon their written request, from the EL program.


2.      The options that parents have to decline to enroll their child in an EL program or to choose another program or method of instruction if another program or method is available.


3.      The assistance that will be provided for parents in selecting among various programs and methods of instruction if more than one program or method is offered by the Ozark City Schools.




If a student has not been identified for participation in an EL program prior to the beginning of the school year, the school must carry out the parent notification requirements within two (2) weeks of a student being placed in the ELL program.




English Language Program


            The goal of the Ozark City Schools’ English Language Program is that students are able to achieve the state’s academic content achievement standards as demonstrated on the state’s required student assessments and graduate from high school. To support that goal, the objectives of the ELL program are to facilitate the student’s timely acquisition of the English language skills of listening, speaking, reading, and writing as well as the social and cultural concepts students need to succeed in the regular classroom. 


Ozark City Schools will use the scientifically researched-based Content-Based ESL Instruction (Crandell, 1992) as the EL program. As recommended by the EL committee, additional support for English language learning may include tutoring or supplemental Title I services if the student is in a Title I funded school. For non-English speaking (NEP) students the EL committee may recommend a temporary emphasis of English acquisition over content subjects.




Content-Based ESL Instruction: Academic subjects are taught in the regular classroom setting using English as the medium of instruction. The WIDA English Language Proficiency Standards for ELLs, K-12 is used to develop lessons that ensure English literacy acquisition while meeting the state’s core academic content standards. Highly qualified content-area teachers use simplified language, physical activities, visual aids, and the environment to teach vocabulary for concept development in academic subjects. The program of instruction is designed for the student to ensure:


·         versatility and flexibility


·         interactive lessons with hands-on learning and cooperative learning


·         encouragement and support of the mainstream or regular curriculum


·         opportunities for students to feel successful by providing appropriate modifications and accommodations for the needs of students’ different levels of ability


·         integration of language skills, thinking skills, and content knowledge




ELLs have equal access to all programs and extra-curricular activities offered through the Ozark City Schools.




Supplemental Instructional Activities: In addition to Pull-out instruction and Content-Based EL Instruction, each school in Ozark provides access to English in A Flash (a


web-based software through Renaissance Learning). The system owns licenses that allow ten (10) students access to the program at any one time at each school. As needed, each ELL is required to interact with the program as stated in their I-LEP Plan to enhance their acquisition of the English language.






            Teachers are encouraged to maintain high expectations for student learning and should adapt lessons and assignments so that ELLs can progress. Likewise, assessments should be adapted so that students can demonstrate their knowledge and skills. A student may not be assigned a failing grade in a content area merely because he/she does not speak or understand the English language.




It may be appropriate for first year ELLs to receive alternative progress monitoring grades such as S for satisfactory, I for improving, N for needs improvement. Alternative assessment is another option and may include portfolios, projects, and the use of individualized rubrics.




Students in grades 9-12 must be given the opportunity to earn credits toward graduation.




Teacher Guidelines for Evaluating ELLs:


·         ELLs must receive accommodation of content work as stated in their I-LEPs.


·         Grading will be based on accommodated work.


·         ELLs cannot be failed on due to the lack of English language proficiency.


·         Grades placed in a student’s cumulative folder must reflect the student’s academic achievement on grade level academic content and student academic achievement standards.




For courses in which the student’s limited English proficiency does not prohibit access to instruction an achievement grade should be assigned in accordance with the grading policies established by Ozark City Schools.




ELL Student Monitoring and Evaluation




             On an annual basis, the school will evaluate and document each ELL student’s acquisition of English and their academic progress. Multiple assessment measures, including teacher judgment, will be used to evaluate core content knowledge in and skills in English comprehension, speaking, reading and writing. If an ELL student is not making progress in school, the Ozark City Schools will ensure that appropriate modifications in ELL instruction are made through the ELL committee’s periodic review process at each school.  Documentation will consist of 1.) individual student profiles and 2.) data collected in a computerized database.




1.) The following information will be maintained in individual student profiles for all students identified as an ELL:


·         Assessment data (standardized tests taken, scores, and dates)


·         Academic data (courses taken, grades, attendance, promotion/retention)


·         Entry date into the Ozark City Schools


·         Years of schooling in the home language


·         Educational history


·         Results of hearing/vision screenings


·         Physical conditions that may affect learning


·         Enrollment history and criteria used for placement in special services (ELL services, speech therapy, special education, gifted, Title I, other)




2.) A computerized database will be developed by the Ozark City Schools to monitor the progress of each ELL student.






Exit Procedures




An ELL student will be included in the Limited English Proficient (LEP) subgroup for the purpose of state accountability until the student scores:


  • ACCESS for ELLs score indicating overall proficiency (composite score of  4.8 or higher
  • Proficiency scores on state assessments


K-2 Benchmark on spring administration of DIBELS


3-8  Meet a Level III on reading portion of ARMPT


9      Defer to grade 8 scores


  • Having a passing grade without accommodation in core content classes (math, science, social studies, and English
  • Teacher observation indicating student readiness to work at grade level without accommodations 




Written notice will be sent to parents within five (5) school days that their child will be exiting the ESL program. The notice will be printed in English and when availed in parent’s primary language.




All designated ELLs whether they receive or waive services must be tested annually for English language proficiency using ACCESS for ELLs until they reach a composite score of 4.8. Parents will receive a “parent copy” of ACCESS scores to be informed about their child’s progress in meeting English language proficiency goals as measured by ACCESS for ELLs.




The progress of exited students will be monitored by ESL instructor for two (2) years in order to evaluate success in the regular school program. Progress monitoring will occur at the end of each grading period and include:


·         Review of grades and teacher observation of student performance


·         Review of formal and informal student assessment results


·         Review of student work samples


·         Interviews with the student


·         Interviews with the student’s parents or guardian.




Program Evaluation Procedures




            The Ozark City Schools will conduct an annual evaluation of the ELL Program according to the guidelines in Appendix D: English Language Learners Individual School Data. An annual report of this evaluation will be submitted to the Alabama State Department of Education as required.




            The results of the annual program evaluation will be used to review and revise the Ozark City Schools Comprehensive Plan for Serving English Language Learners and Immigrants.






Accountability for ELL Student Progress inMeetingStateStandards 




            All English Language Learners will participate in all state assessments, under standard conditions or with approved accommodations, and will be included in theOzarkCitySchool’s and the school-level accountability system as required by the state. (See Appendix E: LEP Accommodations Checklist)




Each school and the system will be held accountable for the following:


·         Annual increases in the number or percentage of students making progress in learning English


·         Annual increases in the number or percentage of students attaining English proficiency by the end of each school year


·         Adequate yearly progress, as defined by the state, for limited-English proficient students consistent with Title I, Section 1111(b)(7)


·         The percentage of limited-English proficient students who participate in the state student assessment system. (Not less than 95% of each school’s limited-English proficient students are required to take the state’s assessments, unless the number of such students is insufficient to yield statistically reliable information.)




No student shall be excluded from participation in the state’s required assessments based solely on the length of time the student has been enrolled in the school or the system, or has resided in the state or theUnited States.




ELL Staffing and Training




            A system level coordinator will coordinate the Ozark City Schools’ ELL program. The coordinator will work with school level administrators and personnel to assure limited-English proficient students are identified and served by a highly qualified staff and all reports are submitted to the State Department of Education as required. Staff development and training for all teachers in appropriate ELL instructional methodologies will be provided based on the system’s annual professional development needs assessment.


          Tutors and interpreters will be secured as needed to supplement the professional staff. The ELL Coordinator will work with community agencies to secure support for ELL students and families.


          An interpreter will be provided when communicating with non-English speaking students with disabilities and/or their parents regarding issues and procedures relating to special education. Persons providing interpreting services to the system will be advised and trained concerning confidentiality and privacy issues related to students with disabilities.






















Appendix A:  Home Language Survey




Appendix B:  Enrollment Interview




Appendix C:  Parental Notification of ELL Services




Appendix D:  Classroom Plan for English Language Learners




Appendix E:  LEP Committee Documentation-Alabama Student Assessment




Appendix F:   LEP Participation and Accommodations Checklists




Appendix G:  Overview Document: WIDA Consortium English Language Proficiency Standards for ELLs in Kindergarten through Grade 12




Appendix H:  Frameworks for Large-Scale Assessment and Classroom Instruction and Assessment (WIDA Consortium English Language Proficiency Standards for ELLs in Kindergarten through Grade 12, Feb.2004)




Appendix I:    Definition of Limited English Proficient (Title IX, Excerpt from Section 9101)




Appendix J:  Procedures for Determining English Language Learner Services


 Top of Page




































Copyright © 2019 Ozark City Schools SCHOOLinSITES Logo Grey