Continuous Improvement Plan 2009-2010

2009 - 2010
CONTINUOUS IMPROVEMENT PLAN

Title I Targeted Assistance Plan
Note: Blank copy is available on www.alsde.edu , e-GAP, Document Library
Federal Programs Director submits plans to LEA system’s e-GAP Document Library
NAME OF SCHOOL: Trace Crossings School
STREET ADDRESS: 5454 Learning Lane CITY: Hoover STATE: Alabama ZIP CODE: 35244
CONTACT: Dr. Debra Walker Smith TELEPHONE: (205) 439-2700 E-MAIL dsmith@hoover.k12.al.us
Identified for School Improvement? No Yes Delay Status
Year 1 Year 2 *Submit to LEA for Board approval. Retain the original plan in the LEA. Submit the plan electronically to your system’s e-GAP Document Library by November 3, 2009.
Year 3 Year 4 or more Submit to LEA for Board approval. Scan PAGE ONE and PAGE TWO to indicate signatures. Submit the plan and signature pages electronically to your system’s e-GAP Document Library by November 3, 2009.
Made Made AMAOs Career and Technical Ed Are all federal resources (including Titles I, Describe how this plan will be made available to parents and other stakeholders, such as through parent meetings or
AYP? (ELL)? (CTE) Made AYP? II, III, IV, and VI) used to coordinate and on Web sites. NOTE: The Parental Involvement section of this plan must be distributed to all Title I parents.
YES YES YES NO supplement existing services and not used to Copies of the Continuous Improvement Plan are available for parents in the Media Center, Parental Resource
NO NO N/A provide services that, in the absence of federal Center, and on our school website at www.hoover.k12.al.us/tces. Parent notification of the plan’s availability will
N/A funds, would be provided by another fund be included in our monthly school newsletter, the Trace Tribune. Revisions will be reviewed at each quarterly
source? meeting of the CIP committee. In addition, as required by law, The Title One teacher will present the parent
YES NO involvement section of this plan to Title One parents. The central office will have copies available for the public.
*Board Approval: Yes No Board approval received on _____________________________, 2009.
Board Signature:
Superintendent Signature: Date:
Federal Programs Coordinator Signature: Date:
Principal Signature: Date:
CONTINUOUS IMPROVEMENT PLAN DEVELOPMENT AND IMPLEMENTATION TEAM

System: Hoover City Schools September 25, 2009
School: Trace Crossings Elementary School

This plan was developed/or revised during the following time period (e.g. April/May – September 2009_):
Provide a brief description of the planning process, including how teachers will be involved in decisions regarding the use of state academic assessments, and other data sources in order to provide information on and to
improve the achievement of individual students and the overall instructional program and how parents were involved with faculty and staff in developing, and implementing the CIP (Title I, Section 1116(b)(A)(viii):
Instructional Positions Signatures

Leadership Team Names (Identify position held, e.g., Administration, Faculty, Staff, Grade (Indicates participation in the
(The Leadership Team must include the principal, faculty Level and/or Subject Area, Parents and Community members.) development of the CIP)
[including ELL resource lead teacher if applicable], staff,
parents, community stakeholders, and/or students.)
1) Dot Riley 1) Principal
2) Debra Smith 2) Assistant Principal
3) Linda Gurosky 3) Academic Achievement Coordinator
4) Judy Anderson 4) Reading Coach
5) Stella White 5) Title I Teacher
6) Carla Marchant 6) Title I Teacher
7) Lucy Chapman 7) Counselor
8) Lydia Harris 8) Teacher
9) Aleshia Wright 9) Instructional Support Teacher
10) David Pitts 10) ELL Teacher
11) Kristy Tolbert 11) Parent
Part I - SUMMARY OF NEEDS BASED ON A COMPREHENSIVE REVIEW OF DATA


Part I - continued - DIRECTIONS – NEEDS ASSESSMENT-SUMMARY OF DATA: Indicate data sources used during planning by identifying strengths and weaknesses or program gaps. If your school did
not review a particular data source, please write N/A. School improvement goals should address program gaps (weaknesses) as they relate to student achievement or AYP categories such as graduation rate or
other academic indicators. Close attention should be given to the proficiency index. Please include all disaggregated subgroups including those with less than forty students.

Briefly describe the process your faculty used to conduct the needs assessment (analysis of all data):
An analysis of DIBELS, ARMT, Standford 10, and ADAW test data is reviewed by each grade level for each respective test. Meetings are held with teachers and the appropriate administrator to examine the information for each
student in their class and academic goals and plans are developed. Testtrax data can be examined by each teacher in grades K-5.
Highly Qualified Teachers (HQT): Describe how staffing decisions ensure that highly qualified, well-trained teachers provide instruction and how their assignments most effectively address identified academic
needs.
Existing employees are assigned to teach in positions that closely match their skill level and background experience. Applicants that are interviewed are screened to ensure that new employees are highly qualified and posses the
the knowledge and training needed for the teaching assignment..
Number and percentage of teachers Non-HQT: 100% of teachers are currently highly qualified. Number and percentage of Classes Taught by Non-HQT:
100% of teachers employed at Trace Crossings are currently highly qualified. N/A
Alabama High School Graduation Exam (AHSGE):

Strengths: Weaknesses:
N/A N/A
Alabama Reading and Mathematics Test (ARMT):

88% of third grade students during the 2008 – 2009 school year met or exceeded the content standards in the area of 68% of fourth grade students during the 2008 – 2009 school year met or exceeded the content standards in
reading. 80% of third grade students during the 2008-2009 school year met or exceeded the content standards in the area the area of math.
of math.
Alabama Science Assessment:

75% of fifth grade students during the 2008 -2009 school year met or exceeded the content standards in the area of 25% of fifth grade students did not meet the content standards in the area of science during the 2008-
science which was an increase from the previous school year’s 73%. 2009 school year.
Dynamic Indicators of Basic Early Literacy Skills (DIBELS):

80% of kindergarten was low risk on initial sound fluency (ISF), 80% of first grade was low risk on nonsense word First grade had 5% at risk on ORF at the end of 2009-2009 and that class in second had 9% at risk on ORF
fluency (NWF), and 76% of second grade was low risk on oral fluency (ORF) at the beginning of 2009-2010. at the beginning of the year 2009-2010. Second Grade had 17% at risk on ORF at the end of the 2008-
2009 school year. That is now the third grade class for 2009-2010.

Part I - Continued:
Alabama Direct Assessment of Writing (ADAW):
73 % of students met or exceeded the benchmark for holistic writing during the 2008-2009 school year. Only 52% of students met or exceeded the benchmark in the area of expository writing during the
81% of students met or exceeded the benchmark in the area of descriptive writing during the 2008-2009 school year. 2008-2009 school year.
86% of students met or exceeded the benchmark in the area of narrative writing during the 2008-2009 school year.
ACCESS for English Language Learners (ELLs):

Professional Education Personnel Evaluation (PEPE) School Profile Information:

Hoover teachers complete an annual PEPE goal profile. Progress monitoring and evaluation takes places during the Additional professional development is needed to assist teachers with effectively closing the
school year. Re-evaluation takes place at the end of the school year and a new PEPE goal profile is written for the achievement gap with regards to special populations.
next school year. The principal, assistant principal, Reading Coach, self-contained special education teacher, Cross-grade level and vertical teaming could be improved.
librarian, Counselor, speech pathologists and pre-school teachers are evaluated using PEPE. Other teachers are
evaluated using PATHE, the SDE approved alternative to PEPE for the Hoover City School District.
Teachers are trained in effective teaching strategies. Teachers are trained and effective practitioners of differentiated
instructional practices and strategies.
Teachers are proficient at providing a safe and orderly learning environment.
Individual teacher professional development exceeds the number of required hours.
Teachers are proficient at using assessment data to provide appropriate individualized instruction.
67% of certified staff are tenured which provides evidence of teacher satisfaction and stability.
Trace Crossings has 8 National Board Certified Teachers.
Additional Data Sources: (e.g., Alabama Alternate Assessment (AAA), School Technology Plan Data)

100% (7/7) of students who participated in the Alabama Alternate Assessment in reading, grades K-2, either partially met or 50% (1/1) of the students in grades K and 1 partially met standards, scoring an overall II.
met standards, scoring a II or III. There were no students on AAA who did not meet standards. 4/7 students met standards
for reading across grade levels. In grade 2, 66% (2/3) of the students met grade level standards.
Local Data (e.g., LEA, school, and grade-level assessments, surveys, program-specific assessments):
Local data including Fountas and Pinnell benchmark assessment (F & P), Marie Clay, Dibels, Rigby benchmark, running records,32% and kindergarten, 24% first, 24% second, 18% third, 16% fourth, and 18% fifth on intervention plans
classroom assessments indicate the higher the grade level the fewer strugglers we are having in our program. This would indicatefor reading. This includes assessments from F & P, Marie Clay, DIBELS, and other classroom
strength in the overall program. The longer the students are in our school, the better they are fairing. assessments.
See Part I: DIBELS for fluency low risk scores kindergarten, first, and second. 68% kindergarten is low risk overall, 76% of first is
low risk overall, 76% of second is low risk overall, 82% of third is low risk overall, 84% of fourth is low risk overall, and 82% of fifth
is low risk.
Career and Technical Education Program Improvement Plan:

N/A N/A

Part I - Continued: (CULTURE RELATED DATA):
School Demographic Information related to student discipline (e.g. total office referrals, long- and short-term suspensions, expulsions, alternative school placements, School Incidence Report (SIR) data, or student
attendance).
During the 2008-2009 school year, only 5 incidents resulted in short-term suspensions requiring a School Incidence Three of the five incidents requiring a short term suspension and School Incidence Report (SIR) occurred
Report (SIR). on the school bus. Bus discipline needs to be addressed to minimize negative student behaviors.
School Demographic Information related to drop-out information and graduation rate data.
Strengths: N/A Weaknesses: N/A
School Demographic Information related to teacher attendance, teacher turnover, or challenges associated with a high percent of new and/or inexperienced faculty.
At the conclusion of the 2008-2009 school year, 3/51 certified positions were available due to resignations and 1/23 classified
positions were available due to resignations.
School Demographic Information related to student attendance, patterns of student tardiness, early checkouts, late enrollments, high number of transfers, and/or transiency including migratory moves (if applicable).
Trace Crossings had a 95% attendance rate for the 2008-2009 school year.
School Perception Information related to parent perceptions and parent needs including information about literacy and education levels.
Curriculum nights for reading, math and enrichment opportunities were held and were well attended by parents. Materials These events were held during a week night and some parents who would have benefited from attending
were made available and teachers demonstrated strategies that parents could use with their children at home. were not able to due to other responsibilities.
Transportation is a problem for parents of low socioeconomic students.
School Perception Information related to student PRIDE data.
Strengths: N/A Weaknesses: N/A
Students in grades K-5 are not surveyed. Students in grades K-5 are not surveyed
School Process Information related to an analysis of existing curricula focused on helping English Language Learners (ELLs) work toward attaining proficiency in annual measurable academic objectives (AMAOs).
A full-time, certified English as a Second Language teacher who is fluent in Spanish and very knowledgeable about ESL The teacher is new to the school and will need some time establish a positive relationship with ELL
instruction was hired. parents.
All materials and communication are not translated into the primary language of ELL families.
School Process Information related to an analysis of existing personnel focused on helping English Language Learners (ELLs) work toward attaining proficiency in annual measurable academic objectives (AMAOs).

School Process Information uncovered by an analysis of curriculum alignment, instructional materials, instructional strategies, reform strategies, and/or extended learning opportunities.
Each instructional team has one hour of planning per week to analyze the curriculum, gather instructional materials, discuss There are few opportunities for cross grade level planning and collaboration between grade levels,
strategies and differentiate instructional practices. special education services, and enrichment.
Hoover City Schools Summer Enrichment Program provides summer school classes for struggling students each summer.

Part II - GOAL TO ADDRESS ACADEMIC NEEDS – All components to support improving academic achievement, INCLUDING SCHOOL CULTURE CONSIDERATIONS, should be related to the weaknesses identified in
the data summary. DUPLICATE PAGES AS NEEDED TO ADDRESS TOP PRIORITIZED GOALS INCLUDING SACS DISTRICT GOALS, IF APPLICABLE. Use the SMART Goals format to address areas of need.
CONTINUOUS IMPROVEMENT GOAL (SHOULD ADDRESS IDENTIFIED WEAKNESSES AND GAPS):

To improve overall academic achievement in reading by: A) increasing the percentage of students in grades 3-5 scoring at levels III and IV on the ARMT by 2%; and B) decreasing the deficit proficiency index for special education
in reading by at least 10% to meet Safe Harbor requirements.
Data Results on which goal is based:
ARMT, SAT-10, Fountas & Pinnell Benchmark Assessment, DIBELS, ELL ACCESS
TARGET GRADE LEVEL(S): TARGET CONTENT AREA(S): Circle AHSGE: ADDITIONAL ACADEMIC INDICATORS: TARGET STUDENT SUBGROUP(S): All students whose
2-3 One Reading Math Science Social Studies Language
Reading Math Science Other scores fall below the cut off based on the multi
criteria rating scale in 2nd and 3rd grade.
COURSES OF STUDY REFORM STRATEGIES BENCHMARKS INTERVENTIONS RESOURCES
WHICH COURSE OF STUDY WHAT RESEARCH-BASED STRATEGIES/ACTIONS HOW WILL PROGRESS FOR EACH ACTION HOW WILL THE SCHOOL PROVIDE WHAT RESOURCES AND SPECIFIC
STANDARDS, AHSGE WILL BE USED STEP BE MEASURED? TIMELY ASSISTANCE IF STRATEGIES DO EXPENDITURES WILL BE NEEDED FOR
STANDARDS/OBJECTIVES, TO IMPROVE STUDENT ACADEMIC PERFORMANCE? (PERFORMANCE DATA, LISTS, SURVEYS, ETC) NOT CHANGE PERFORMANCE? SUCCESSFUL IMPLEMENTATION?
ELIGIBLE CONTENT, OR WIDA* (Give specific strategies, not just programs (Ex: 6 Classroom Libraries, $.....00)
STANDARDS ARE LINKED TO or program names.)
EACH STRATEGY?
STRATEGY: Levelized Literacy Intervention (LLI) lesson assessments Administrator and classroom teacher will monitor • Purchase LLI program with ARRA IDEA Early
Implement RtI framework that offers scaffolded and explicit Fountas & Pinell (F & P) Benchmark assessments student progress and adjust services on data: Intervening Services $13,100
instruction to students in grades K - 5 District/school assessment measures/documentation • CARE Team (BBSST) referral • Training for LLI implementation (included with
sources Time for planning and collaboration between teacher purchase of program)
ACTION STEP: and math facilitator
• Identify students who are struggling in reading based on the
latest district and state assessment data and Tier data
• Utilize reading coach and/or Title I teacher to implement
Tier III
• Utilize a multi-tiered intervention model that provides
access to a variety of resources within the classroom
• Provide small group and/or individualized instruction to
students based on their needs at each Tier

STRATEGY: Levelized Literacy Intervention (LLI) lesson Administrator and Title I teacher will serve as a • Employ Title I Teacher using Title I funds
Implement intervention reading program for targeted students in assessments monitoring liaison for targeted students, adjusting $74,908.70
grades 2nd and 3rd. Fountas & Pinell (F & P) Benchmark Assessment services on data • Employ Title I Teacher using Title I ARRA funds
• CARE Team (BBSST) referral $44,196.56
ACTION STEP: • Time for planning and collaboration with • Purchase LLI materials with Title I funds
• Employ Title I reading teacher classroom teacher $ 13,100
• Employ Title I reading paraprofessional
• Pay salaries and benefits for tutors with Title I
• Purchase Levelized Literacy Intervention (LLI) program funds $6,400
• Provide small group instruction for targeted students
• Provide after school tutoring for targeted students
• Title One students are provided after school tutoring 2 days
a week.
STRATEGY: SIPPS Challenge and SIPPS Plus assessments Special education teacher will work with • Purchase SIPPS Challenge and SIPPS Plus with
Implement interventions in reading for special education students administrator and classroom teacher to monitor ARRA IDEA funding $2465
in grades K - 5 progress of special education students
Reconvene IEP team to determine if changes need to
ACTION STEP: be made to IEP
• Review AYP results to determine students who were not
proficient on the ARMT
• Review IEPs to determine if additional goals and
benchmarks need to be added to address reading needs of
students
• Purchase and implement scientifically research-based
reading programs in the resource room with students
Part II - GOAL TO ADDRESS ACADEMIC NEEDS – All components to support improving academic achievement, INCLUDING SCHOOL CULTURE CONSIDERATIONS, should be related to the weaknesses identified
in the data summary. DUPLICATE PAGES AS NEEDED TO ADDRESS TOP PRIORITIZED GOALS INCLUDING SACS DISTRICT GOALS, IF APPLICABLE. Use the SMART Goals format to address areas of need.

CONTINUOUS IMPROVEMENT GOAL (SHOULD ADDRESS IDENTIFIED WEAKNESSES AND GAPS):
To improve overall academic achievement in math by: A) increasing the percentage of students in grades 3-5 scoring at levels III and IV on the ARMT by 2%; and B) decreasing the deficit proficiency index for special education
in math by at least 10% to meet Safe Harbor requirements.
Data Results on which goal is based: ARMT, District/school academic assessment measure/documentation sources
TARGET GRADE LEVEL(S): TARGET CONTENT AREA(S): Circle AHSGE: ADDITIONAL ACADEMIC TARGET STUDENT SUBGROUP(S): Title I, Special Education, ELL,
2-3 One Reading Math Science Social Studies Language INDICATORS: and all students
Reading Math Science Other
COURSES OF STUDY REFORM STRATEGIES BENCHMARKS INTERVENTIONS RESOURCES
WHICH COURSE OF STUDY WHAT RESEARCH-BASED STRATEGIES/ACTIONS HOW WILL PROGRESS FOR EACH ACTION HOW WILL THE SCHOOL PROVIDE WHAT RESOURCES AND SPECIFIC
STANDARDS, AHSGE WILL BE USED STEP BE MEASURED? TIMELY ASSISTANCE IF STRATEGIES DO EXPENDITURES WILL BE NEEDED FOR
STANDARDS/OBJECTIVES, TO IMPROVE STUDENT ACADEMIC PERFORMANCE? (PERFORMANCE DATA, LISTS, SURVEYS, NOT CHANGE PERFORMANCE? SUCCESSFUL IMPLEMENTATION?
ELIGIBLE CONTENT, OR WIDA* (Give specific strategies, not just programs ETC) (Ex: 6 Classroom Libraries, $.....00)
STANDARDS ARE LINKED TO or program names.)
EACH STRATEGY?
STRATEGY: Do the Math assessments Administrator and classroom teacher will monitor • Purchase Do the Math intervention materials with
Implement RtI framework that offers scaffolded and explicit District/school assessment measures/documentation student progress and adjust services on data: ARRA IDEA Early Intervening Services $14,000
instruction to students in grades K - 5 sources • CARE Team (BBSST) referral • Training for Do the Math implementation
• Time for planning and collaboration between (included with purchase of program)
ACTION STEP: teacher and math facilitator
• Identify students who are struggling in math based on the
latest district and state assessment data and Tier data
• Utilize a multi-tiered intervention model that provides
access to a variety of resources within the classroom
• Provide small group and/or individualized instruction to
students based on their needs at each Tier
STRATEGY: Do the Math lesson assessments Administrator and Title I teacher will serve as a • Employ Title I Teacher using Title I funds
Implement intervention math program for targeted students in Curriculum-based assessments monitoring liaison for targeted students, adjusting $74,908.70
grades 2nd and 3rd. services on data • Employ Title I Teacher using Title I ARRA funds
• CARE Team (BBSST) referral $44,196.56
ACTION STEP: • Time for planning and collaboration with • Purchase Do the Math intervention materials with
• Employ one full-time and one part time Title I math teacher classroom teacher Title I funds $ 14,000
• Purchase Do the Math intervention program
• Provide small group instruction for targeted students

STRATEGY: Number Worlds for grades K – 5 Special education teacher will work with • Purchase Number Worlds with ARRA IDEA
Implement interventions in math for special education students in administrator and classroom teacher to monitor funding $4600
grades K - 5 progress of special education students
• Reconvene IEP team to determine if changes
ACTION STEP: need to be made to IEP
• Review AYP results to determine students who were not
proficient on the ARMT
• Review IEPs to determine if additional goals and
benchmarks need to be added to address math needs of
students
• Purchase and implement scientifically research-based math
programs in the resource room with students

Part III - GOAL TO ADDRESS ANNUAL MEASURABLE ACHIEVEMENT OBJECTIVES (AMAOs) AND ENGLISH PROFICIENCY NEEDS – Note: Refer to the ELL Data Compilation as part of the needs
assessment in forming goals. If any ELL student did not make AMAOs complete this page.
ENGLISH PROFICIENCY GOAL (SHOULD ADDRESS IDENTIFIED WEAKNESSES AND GAPS):
Trace Crossings Elementary ELLs will continue to make AMAO. Trace Crossings Elementary ELLs will improve writing scores.
Data on which goal is based:

Title III AMAOs
TARGET GRADE LEVEL(S): TARGET ELP LANGUAGE DOMAIN(S):

2-3 Circle all that apply. Reading Writing Listening Speaking Comprehension
WIDA ENGLISH LANGUAGE REFORM STRATEGIES BENCHMARKS INTERVENTIONS RESOURCES

PROFICIENCY STANDARDS
WHICH WIDA* ENGLISH WHAT RESEARCH-BASED HOW WILL PROGRESS FOR EACH ACTION STEP HOW WILL THE SCHOOL PROVIDE TIMELY WHAT RESOURCES AND SPECIFIC
LANGUAGE PROFICIENCY STRATEGIES/ACTIONS WILL BE USED BE MEASURED? ASSISTANCE IF STRATEGIES DO NOT CHANGE EXPENDITURES WILL BE NEEDED FOR
STANDARDS OR DOMAINS ARE TO IMPROVE STUDENT ACADEMIC (PERFORMANCE DATA, LISTS, SURVEYS, ETC) PERFORMANCE? SUCCESSFUL IMPLEMENTATION?
LINKED TO EACH STRATEGY? PERFORMANCE? (Ex: 6 Classroom Libraries, $.....00)
(Give specific strategies, not just programs
or program names.)
Social and STRATEGY: Annual ACCESS for ELLs assessment, , DIBELS for grade, 2 ESL committee will collaborate with classroom teacher and Hampton Browns Avenues level A(-F)
Instructional Teachers will instruct students to engage in oral interactive 3 times a year, annual ARMT, ongoing teacher evaluation in implement alternative strategies for success if students do Phonics Street
language techniques. classroom through use of authentic assessments not show improvement. Reading Basics
Vocabulary Builders
Students will be given the opportunity to meaningfully Students may qualify for Title I services. English at Your Command
apply content and share with paired partners. Trace Crossings will collaborate with Hoover High to Avenues Themed Library
involve mentoring relationships with students. Avenues Book Sets
Use visual, realia, and nonlinguistic support.
Allow time and opportunity to develop conversational

language.
ACTION STEP:
Teacher to coach grade level teachers to integrate
language objectives with content objective through
Monday Memos and other professional development
opportunities.
Teachers will be provided with a copy of WIDA standards

and suggested activities appropriate to students’ current
linguistic proficiency.

WIDA Standard2: The language of STRATEGY: Annual ACCESS for ELLs assessment, , DIBELS for grade, 2 ESL committee will collaborate with classroom teacher and Hampton Browns Avenues level A(-F)
Language Arts Students given the opportunity to make meaningful 3 times a year, annual ARMT, ongoing teacher evaluation in implement alternative strategies for success if students do Phonics Street
connections between content and print. classroom through use of authentic assessments not show improvement. Reading Basics
Vocabulary Builders
Students will have many opportunities to reflect and Students may qualify for Title I services. English at Your Command
record meaningful connections through writing. Trace Crossings will collaborate with Hoover High to Avenues Themed Library
involve mentoring relationships with students. Avenues Book Sets
Hands-on activities related to content objectives.
Trace Crossings will have a literacy night for parents to
Use visuals to scaffold language and instruction. attend and receive information about supporting literacy at
home as well as time to have interaction with school
Using pictures to demonstrate steps. teachers.
Using pre-reading strategies in content areas such as

building prior knowledge.
Modeling/teacher demonstration
Graphic Organizers to organize and display knowledge of

content.
Students will write in reflection journals.
ACTION STEP:
Teachers will be provided a copy of WIDA Standards and
related activities to standard 2.
ESL teacher will collaborate on implementing

instructional strategies to meet objectives related to
standard two.
The language of Mathematics STRATEGY: Teachers will monitor students’ progress through use of ESL committee will collaborate with classroom teacher and Hampton Browns Avenues level A(-F)
Hands-on activities related to content objectives. traditional and authentic assessment techniques. Teachers implement alternative strategies for success if students do Phonics Street
will furthermore utilize informal assessments of students not show improvement. Reading Basics
Use visuals to scaffold language and instruction. progress. For grades 3-5 ARMT scores will be use to measure Vocabulary Builders
progress in area of Mathematics. Peer tutors will be used in order to support ELLs progress English at Your Command
Using pictures to demonstrate steps. in meeting objective. Avenues Themed Library
Avenues Book Sets
Build prior knowledge. Trace Crossings will have a math night for parents to attend
and receive information about supporting math learning at
Utilize graphic organizers. home as well as time to have interaction with school
teachers.
Build vocabulary index of math terms.
ACTION STEP:
Teacher to coach grade level teachers to integrate
language objectives with content objective through
Monday Memos and other professional development
opportunities.
Teachers will be provided with a copy of WIDA standards

and suggested activities appropriate to students’ current
linguistic proficiency.

*WIDA- World-Class Instructional Design and Assessment; the consortium to which Alabama and a number of other states belong.
Part IV - STRATEGIES TO ADDRESS SCHOOL SAFETY, CLASSROOM MANAGEMENT/DISCIPLINE, AND BUILDING SUPPORTIVE LEARNING ENVIRONMENTS Strategies developed to address
improving school safety, classroom management /discipline, and building supportive learning environments should be related to the weaknesses or program gaps identified in the data summary (e.g., parental/community involvement,
teacher collaboration, student/teacher motivation). The LEA and school must develop a timeline for multiple reviews of continuous improvement efforts.
CULTURE REFORM STRATEGIES BENCHMARKS INTERVENTIONS RESOURCES
(REFER TO CULTURAL DATA IN

NEEDS ASSESSMENT)
WHAT CHALLENGES RELATED WHAT RESEARCH-BASED STRATEGIES/ACTIONS HOW WILL PROGRESS FOR EACH ACTION HOW WILL THE SCHOOL PROVIDE TIMELY WHAT RESOURCES AND SPECIFIC
TO SCHOOL, SAFETY, WILL BE USED STEP BE MEASURED? ADJUSTMENT IF STRATEGIES DO NOT CHANGE EXPENDITURES WILL BE NEEDED FOR
CLASSROOM TO IMPROVE CULTURAL BARRIERS IMPACTING (PERFORMANCE DATA, LISTS, SURVEYS, ETC) PERFORMANCE? SUCCESSFUL IMPLEMENTATION?
MANAGEMENT/DISCIPLINE, STUDENT ACADEMIC PERFORMANCE? (Ex: Teacher Incentives,Title II $.....00, Supplies
AND SUPPORTIVE LEARNING (Give specific strategies, not just programs for Mentors/Mentees, etc)
ENVIRONMENTS HAVE BEEN or program names.)
IDENTIFIED THROUGH THE
REVIEW OF SCHOOL
DEMOGRAPHIC, PERCEPTION,
AND PROCESS DATA?
During the 2008-2009 school year, the STRATEGY: Progress will be monitored by daily communication with Strategies will be implemented one action step at a time. As • Tangible incentives
number of bus infractions and Assign a staff member to work closely with the bus driver the bus driver, review of student infractions behavior indicates that additional methods are needed, a • Students will be given brags by
inappropriate bus behavior was a major new strategy will be introduced. Daily communication with administrators for good behavior
concern. ACTION STEP: the driver will determine when this is appropriate.
• Employee will assist the driver in develop seating
charts;
• Develop positive reinforcements for students with good
behavior Maintain open communication with driver
• Contact parents when needed
• Review bus tapes as needed
• Employee will ride the bus to assist with difficult routes

There were excessive unexcused tardies STRATEGY: Progress will be monitored by reviewing monthly reports. • A letter from administration will be sent to • Tangible incentives
and checkouts during the 2008-2009 Provide daily intrinsic incentives for school attendance parents of students with excessive check- • Monthly perfect attendance
school year. The actual data to support ins/check-outs/tardies announcement on school broadcast
this finding is still being computed. ACTION STEP: • Administrator will write positive comments • Students recognized in Trace Tribune
• Provide extrinsic incentives regarding attendance on 9 week report cards
• Student listings of perfect attendance in school
newsletter;
• Monthly perfect attendance announcements on school
broadcast;
• Report cards are signed by administration
Since going to an automated school STRATEGY: Progress will be monitored utilizing Schoolmessenger • A letter from the registrar will be sent to parents • Informative signs
messaging system, it has been Provide parents with information on how to maintain their contact data regarding inaccurate numbers identified as having inaccurate numbers • Trace Tribune
discovered that current contact information.
information for some students is not
being maintained. ACTION STEP:
• Put procedure in Trace Tribune
• Place signs on main entrances as reminders
• Send letters to those parents that Schoolmessenger
attempts to contact and determines that the number is
not a working number
Part V – Additional Components To Be Addressed to Satisfy Federal Requirements (Note: This Section of the Plan must be distributed to all Title I Parents):
1. Availability of Plan: Describe how the plan will be made available to the LEA, parents, and the public.
Copies of the CIP plan are available for parents in the Media Center; the front office welcoming area; and on our school website. The Title one teacher will have copies available for all parents
of Title One students as well as copies in the parent center within her classroom. The Hoover City School’s central office will have copies available for the public. Title One parents will receive
the parental involvement section of this plan.
2. Multiple Criteria: Describe the multiple criteria and weighted point value used to identify students for Title I Targeted Assistance services. (Note: Include the cut-off score for the eligibility list.)
Students identified for Title 1 services are rank ordered by using a weighted, multi-criteria data instrument which includes at risk factors and teacher opinion. Classroom teachers are given a
survey to complete for each student which includes such rating items as results of state standardized testing, years below grade level in reading, amount of assistance required in class, English
proficiency, school attendance, home factors which may negatively affect class performance, retention in school, behavioral concerns, and number of schools attended other than the student’s
present school. The results create a rank ordered, prioritized listing of students by academic need from highest to lowest. Utilizing this prioritized listing of students, the cut-off score for rank
order for 2nd grade reading at Trace Crossings is 7 or greater, 2nd grade math is 8 or greater, 3rd grade reading is 5 or greater, and 3rd grade math is 8 or greater. Criteria specific to each grade was utiliz
to determine the prioritized listing of students’ cut off score for rank order.
3. Timely Assistance: Describe how students identified as failing to meet the state’s academic standards will be selected to receive services to ensure that the most academically needy students (by determining a rank
order after applying the multiple criteria described in #2) receive services.
Students scoring at or above the rank order cut off score are considered for the Title I program.

4. Supplemental Assistance: Describe how identified students will be provided effective supplemental assistance in a timely manner.
When students are pulled from the regular classroom to work with the Title I teacher, researched based strategies and materials will be used. The classroom teachers and the Title I teacher
insure that the services provided to the students by the Title I teacher are above and beyond regular classroom instruction while following the same strategies and skills that are being used
within the classroom.
5. Exiting the Program: Describe how the school will determine if the academic needs of the participating students have been met and the procedures used to exit students from the program.
Periodic assessment will be given to Title 1 students. Those who benchmark will be monitored by the Title 1 teacher. Conferences with the classroom teacher and parent are held. At any point
the student begins to struggle again, he or she is once again targeted for the Title 1 program.
6. Regular Program Coordination: Describe how the Title I program will be coordinated with and supported by the regular education program.
The Title I planning committee consisting of the principal, assistant principal, reading coach, instructional support teachers, ELL teacher, Title I teachers, Title I coordinator, and selected
parents meet to discuss budgeting of funds for this program as well as determining if effective strategies are being used to improve student achievement. The Title I teacher will attend 2nd and
3rd grade team meetings periodically and secure lesson plans weekly to help to coordinate her curriculum with that of the regular classroom teacher.
7. Resource Coordination: Describe how Title I resources are used to coordinate and supplement existing services and not used to provide services that, in the absence of the Title I funds, would be provided from
another fund source.
Title I resources are used to supplement existing reading and math program materials. The materials and programs purchased with Title I funds are research based and are used by the Title I
teacher to help provide additional support and intensive instruction in the targeted skill area for each student.
8. Title I Personnel: Describe how Title I personnel are integrated into the regular school program including professional development and planning.
The Title I teacher is involved in the regular education program in several ways. First, the teacher is in involved with the Learning Support Team. This team is comprised of teachers outside
the classroom who assist with planning for individual students. This team meets once a week for an hour. Additionally, the Title I teacher meets with the targeted grade levels periodically for
instructional planning. The Title I teacher is also a member of a school-wide committee who reports back to the grade level teams. The title 1 teacher is on a Professional Learning team and
attends district wide professional development.
Additional: Teacher Mentoring Component Required if in School Improvement - Describe how new or inexperienced teachers are given support from an assigned master teacher and what that support looks like.

Trace Crossings employs the PRIDE system of teacher mentoring. For the first year of teaching or the first year in the Hoover system, teachers are provided a mentor and a school coordinator as a web of support. The mentor and
mentee meet on a weekly basis. These teachers also meet on a monthly basis with both the school coordinator and the system coordinator.
Part VI –School Parental Involvement Plan as required by Section 1118 of NCLB [Note: This section of the CIP (Part VI) must be distributed to Parents]:
A. Parental Involvement: Describe how the school will convene an annual meeting to inform parents of the school’s participation in Title I and explain Title I requirements, including the 1% set-aside, and the right of
parents to be involved.
Trace Crossings School will conduct two Title I parent meetings. Each school day, the Title I teacher will be available and will have the Parent Access Area open from 7:30 am until 8:00 am
and from 2:30 pm until 3:00 pm. Title I budgeted funds will be used to purchase parental informational materials and conduct parental meetings. The 1% set-aside will be used to purchase
materials for Parental Involvement, reading and math materials.
B. Parental Involvement: Describe: 1. How there will be a flexible number and format of parent meetings offered; 2) How parents will be involved in the planning, review and improvement of the Title I Program
(Note: State the school’s process for how all Title I parents have the opportunity for involvement in decision-making.); and 3) How funds allocated for parent involvement are being used in the school.
The first Parent meeting will be held September 24th at 6:00 P.M. and the second will be September 25th 8:00 A.M. Parents are involved in the approval of the budget for the 2009-2010 Title I
funds, the agreement with the parent compact and the approval of the CIP. Funds for Parent Involvement are being used to purchase Take Home/check-out materials used to assist their
children.
C. Parental Involvement: Describe how the school provides parents of participating children timely information in a uniform format and, to the extent practicable in a language they can understand, about programs
under Title I, a description and explanation of the curriculum in use, forms of academic assessments, and achievement expectations used, and, if requested by parents, opportunities for regular meetings to formulate
suggestions and participate as appropriate in decisions related to the education of their children.
Materials are sent home weekly and interpreted as needed for ELL parents. Parent teacher conferences will be held at the designated times determined by the district. Interpreters will be present where needed.
D. Parental Involvement: Describe how parents, the school staff, and students share responsibility for improved student academic achievement for participating students (How the School-Parent Compact is jointly
developed with Title I parents; how it is used, reviewed, and updated).
The current Parent Compact is shared at the Annual Meeting. Parents will have an opportunity to review and recommend changes/additions to the compact.

E. Parental Involvement: Describe procedures to allow parents to submit comments of dissatisfaction with the Continuous Improvement Plan.
Parents will be encouraged to submit comments or concerns either orally or written to any other member of the CIP committee.
F. Parental Involvement: Describe how the school will build capacity for parental involvement including how parents will be encouraged to become equal partners in the education of their children. (See NCLB Section
1118, requirements for building capacity in parental involvement.)
To ensure effective involvement of parents and to support a partnership among the school, parents, and the community to improve student academic achievement, our school:
(1) Shall provide training for parents of participating children in understanding such topics as the State's academic content standards and State student academic achievement standards, State and local
academic assessments, the requirements of Title I, and how to monitor their child’s progress and work with teachers to improve the achievement of their children. (Describe)
Trace Crossings School holds an annual curriculum night. The Title I teacher holds an annual Parent meeting at the beginning of the school year. The Title 1 coordinator has scheduled a
district wide Title 1 Parent night at the Hoover Library. General PTO meetings are held where topics such as internet safety, interpreting test scores and helping your child with
homework are presented.
(2) Shall provide materials and training to help parents to work with their children to improve their children's achievement, such as literacy training and using technology, as appropriate, to foster parental
involvement.
Trace Crossings houses materials in English and Spanish for parents to check out to learn about how they can help their child to be successful.
(3) Shall educate teachers, office personnel, and other school staff, with the assistance of parents, in the value and utility of contributions of parents, and in how to reach out to, communicate with, and work
with parents as equal partners, implement and coordinate parent programs, and build ties between parents and the school.
The Title I teacher submits information in the faculty and staff memo weekly, there is a section titled Title I Tidbits that provides tips for teachers and staff. Parent help sessions and
informational handouts are provided to parents with ways to assist in the child’s classroom.
(4) Shall to the extent feasible and appropriate, coordinate and integrate parent involvement programs and activities with other federal programs, and conduct other activities, such as parent resource
centers, that encourage and support parents in more fully participating in the education of their children.
A parental resource center is being established in the Title I room. Parents are encouraged to utilize these materials in order to foster their child’s educational needs.
In addition, in the school library, a parental library has been set up and parents have access to check-out materials during school hours.
(5) Shall ensure that information related to school and parent programs, meetings, and other activities is sent to the parents of participating children in a format and, to the extent practicable, in a language
the parents can understand.
Most informational memos such as field trip information are translated in Spanish for our Latino families. We have a school ELL teacher who assist with translations and communication
when possible.
(6) Shall provide such other reasonable support for parental involvement activities as parents may request.
Parents are offered the opportunity for a conference on two official occasions or whenever the parent has a question or concern.

G. Parental Involvement: Describe how the school will ensure the provision for participation of parents with limited English proficiency, parents with disabilities, and parents of migratory students; including
providing information and school reports in a format and, to the extent practicable, in a language that parents can understand.
A translator will be available for parent help sessions. Educational handouts will be provided to parents in Spanish when possible. In addition, parents have the opportunity to volunteer as
an interpreter for meetings and making phone calls to parents in their common native language. Parents are encouraged to volunteer to assist other students in regular education classes
needing additional support.
Part VII- PROFESSIONAL LEARNING NEEDS RELATED TO ACADEMIC CHALLENGES, Including ENGLISH LANGUAGE PROFICIENCY, SCHOOL SAFETY, DISCIPLINE, AND SUPPORTIVE
LEARNING ENVIRONMENTS (Reminder: NCLB Section 1116 requires that each year Title I schools are identified for improvement, they must reserve the equivalent of 10% of the Title I school-level allocation made available
to the school under Title I. In addition, each year LEAs identified for improvement must reserve 10% of their allocations for professional development.)
Does the plan provide opportunities for professional development activities that are high-quality, effective, and research-based? YES NO
Does the plan include opportunities for teachers, principals, paraprofessionals, other staff, and parents? YES NO
Does the plan include required district-wide training for English language acquisition? YES NO
(Note: Professional learning activities must be linked to Alabama’s Standards for Professional Development and Alabama’s Technology Professional Development Standards, www.alsde.edu, Sections, Technology
Initiatives, Publications).
DOCUMENT CONTINUOUS LEA
WHAT WEAKNESS OR NEEDS WHAT TYPES OF WHEN WILL THE WHAT ARE THE HOW WILL PARTICIPANTS BE HELD ACCOUNTABLE WHAT ARE THE MONITORING RESULTS
IDENTIFIED IN ACADEMIC, PROFESSIONAL SESSION BE EXPECTED OUTCOMES FOR SUCCESSFUL IMPLEMENTATION AND IN WHAT FUNDING SOURCES,
ELL AMAOS OR SCHOOL LEARNING WILL BE DELIVERED? OF PROFESSIONAL WAYS WILL EVIDENCE WILL BE COLLECTED TO ESTIMATED EXPENSES,
CULTURE GOALS WILL THE OFFERED? (Please list dates of future PD LEARNING? SHOW EFFECTIVE ASSIMILATION/INTEGRATION OF AND PROPOSED NAMES
PROFESSIONAL LEARNING sessions, not those that have (Following the professional STRATEGIES? OF CONSULTANTS OR
ADDRESS? already taken place.) learning, how will academic ENTITIES?
or cultural challenges be
impacted – what does it look Example: Title II, $....00
like?) Dr. Verry Goode

Bullying is targeted throughout the

district
Professional August – May ongoing Teachers will be trained to Contract behaviors, school wide time out, suspension in extreme $300.00 Title IV School Counselor
Development address needs for bullying case. Data will be collected through our CARE process
opportunities school and students will be aware
and district level of how to handle bullying
situations.
Materials and Supplies $200.00 Title IV School Counselor
for Bullying Prevention
Program

Safe and Drug-free Schools Grant Red Ribbon Week used to October Teachers will be trained to Discussion held with students in the classroom and one-on-one $500.00 Title IV School Counselor
educate children, parents, and address needs for safety when necessary. Anecdotal records and data collected through
teachers CARE process
Professional Learning Teams Math, Literacy, Technology, August – May on-going Teachers will focus their Teacher portfolio including content knowledge, teaching and $4,000.00 Public funds Staff Development Team/administration
and Collaboration (October meetings) professional development learning, rationale, and reflections. $4,151.00 Title II
plan for the year based on
the PLT
DUPLICATE PAGES AS NEEDED
List all federal, state, and local monies that the school uses to run its program:
Example:
I. State Foundation Funds:
State Foundation Funds TOTAL
Teacher Assigned Units: classroom teachers: TOTAL OF ALL SALARIES $3,849,194.14
Administrator Units:
Assistant Principal:
Counselor:
Librarian:
Instructional Supplies
Library Enhancement
Technology
Professional Development
State ELL Funds
II. Federal Funds:

Title I: Part A: Improving the Academic Achievement of the Disadvantaged TOTAL $119,236.18

Title I: (1. Schools identified for improvement must set-aside an equivalent of 10% of its Title I school-level allocation
for professional development each year it is in the improvement process. 2. Also include the school’s portion of the
95% of the LEA set-aside for parental involvement. For additional guidance, check with the Federal Programs
Coordinator in your school district.)
BRIEF EXPLANATION and BREAKDOWN OF SPENDING:
Regular Title I $119,236.18

Total
1% Set Aside, Parental Involvement $1,486.24

Salaries Total $74,908.70
Student Materials and Supplies $21,055
Local Travel Expenses $800
Professional Development $7,500
Additional Parental Involvement $1,486.24
After-school Tutoring $10,000
Transportation $2,000
ARRA FUNDS TOTAL $79,257.38

ARRA 2010
– IDEA early Intervening Services
Levelized Literacy Intervention (LLI) 13,100.00
SIPPS Challenge and SIPPS Plus 2,465.00
Do the Math 14,000.00
Number Worlds 4,600.00
Total 34,165.00
1% Set Aside, Parental Involvement $895.82

Salaries Total $44,196.56
$ 45,092.38
Title II: Professional Development Activities TOTAL $4,151

$1,000 – Guest Speakers
$1600 – Substitutes for release time
$1551 – Books to support Professional Learning Community goals
Title III: For English Language Learners TOTAL

Title IV: For Safe and Drug-free Schools TOTAL $500.00
Safe and Drug Free School Grant

-Professional Development – School Counselor $300.00
-Bullying Prevention Program – School Counselor 200.00
Title VI: For Rural and Low-income Schools TOTAL

III. Local Funds ( if applicable)

Local Funds TOTAL $32,839.11
PTO (total budget) $30, 870.00
SAM’s Grant 1,500.00
Publix 371.70
Target 97.41

Part IX – MONITORING/REVIEW DOCUMENTATION
INITIAL REVIEW /DEVELOPMENT Target Date: August REVIEW 1 Target Date: September REVIEW 2 Target Date: October
Purpose: Review assessment data to develop plan or make plan adjustments to Purpose: AMENDMENT - Incorporate recommendations from school, LEA and/or Purpose: IMPLEMENTATION - Provide documentation/evidence of
existing plan. SDE. improvement.
Date ________________________________ Date ________________________________ Date ________________________________
Principal Initials______________ Principal Initials______________ Principal Initials__________
LEA initials ______________ Other ___________________ LEA initials ______________ Other ___________________ LEA initials ______________ Other ____________
COMMENTS* COMMENTS* COMMENTS*
*Use additional pages, if needed *Use additional pages, if needed *Use additional pages, if needed
REVIEW 3 Target Date: November REVIEW 4 Target Date: January REVIEW 5 Target Date: February
Purpose: IMPLEMENTATION – Provide documentation/evidence of improvement. Purpose: IMPLEMENTATION - Provide documentation/evidence of improvement. Purpose: IMPLEMENTATION - Provide documentation/evidence of
improvement.
Date ________________________________ Date ________________________________
Date ________________________________
Principal Initials____________ Principal Initials______________
Principal Initials______________
LEA initials ______________ Other: ________________ LEA initials ______________ Other ___________________
LEA initials ______________ Other ___________________
COMMENTS* COMMENTS*
COMMENTS*
*Use additional pages, if needed *Use additional pages, if needed

*Use additional pages, if needed
REVIEW 6 Target Date: March REVIEW 7 Target Date: May Use information from Reviews to Evaluate the plan and to update the plan for the
Purpose: IMPLEMENTATION - Provide documentation/evidence of improvement. Purpose: REFLECTIONS/PROJECTIONS – Evaluate each goal, strategy, and action coming year.
for continuation, revision, or removal.
Date ________________________________
Date ________________________________
COMMENTS*
COMMENTS*
*Use additional pages, if needed *Use additional pages, if needed

Continuous Improvement Plan 2009-2010

Uploaded by

Copyright:

Available Formats

You might also like

Continuous Improvement Plan 2009-2010

Uploaded by

Document Information

Original Description:

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Continuous Improvement Plan 2009-2010

Uploaded by

Copyright:

Available Formats

2009 - 2010

CONTINUOUS IMPROVEMENT PLAN

NAME OF SCHOOL: Trace Crossings School

*Board Approval: Yes No Board approval received on _____________________________, 2009.

Superintendent Signature: Date:

Federal Programs Coordinator Signature: Date:

Principal Signature: Date:

CONTINUOUS IMPROVEMENT PLAN DEVELOPMENT AND IMPLEMENTATION TEAM

School: Trace Crossings Elementary School

Instructional Positions Signatures

Part I - SUMMARY OF NEEDS BASED ON A COMPREHENSIVE REVIEW OF DATA

System: Hoover City Schools September 25, 2009

School: Trace Crossings Elementary School

School: Trace Crossings Elementary School

System: Hoover City Schools September 25, 2009

School: Trace Crossings Elementary School

Alabama High School Graduation Exam (AHSGE):

Alabama Reading and Mathematics Test (ARMT):

Alabama Science Assessment:

Dynamic Indicators of Basic Early Literacy Skills (DIBELS):

System: Hoover City Schools September 25, 2009

School: Trace Crossings Elementary School

ACCESS for English Language Learners (ELLs):

Professional Education Personnel Evaluation (PEPE) School Profile Information:

Teachers are proficient at providing a safe and orderly learning environment.

Individual teacher professional development exceeds the number of required hours.

Trace Crossings has 8 National Board Certified Teachers.

System: Hoover City Schools September 25, 2009

School: Trace Crossings Elementary School

Career and Technical Education Program Improvement Plan:

System: Hoover City Schools September 25, 2009

School: Trace Crossings Elementary School

System: Hoover City Schools September 25, 2009

School: Trace Crossings Elementary School

System: Hoover City Schools September 25, 2009

School: Trace Crossings Elementary School

CONTINUOUS IMPROVEMENT GOAL (SHOULD ADDRESS IDENTIFIED WEAKNESSES AND GAPS):

System: Hoover City Schools September 25, 2009

School: Trace Crossings Elementary School

System: Hoover City Schools September 25, 2009

School: Trace Crossings Elementary School

COURSES OF STUDY REFORM STRATEGIES BENCHMARKS INTERVENTIONS RESOURCES

System: Hoover City Schools September 25, 2009

School: Trace Crossings Elementary School

System: Hoover City Schools September 25, 2009

School: Trace Crossings Elementary School

Data on which goal is based:

TARGET GRADE LEVEL(S): TARGET ELP LANGUAGE DOMAIN(S):

WIDA ENGLISH LANGUAGE REFORM STRATEGIES BENCHMARKS INTERVENTIONS RESOURCES

Allow time and opportunity to develop conversational

Teachers will be provided with a copy of WIDA standards

System: Hoover City Schools September 25, 2009

School: Trace Crossings Elementary School

Using pre-reading strategies in content areas such as

Graphic Organizers to organize and display knowledge of

Students will write in reflection journals.

ESL teacher will collaborate on implementing

Teachers will be provided with a copy of WIDA standards

Date Date Date

Principal Initials__ Principal Initials Principal Initials

Use additional pages, if needed Use additional pages, if needed

Use additional pages, if needed Use additional pages, if needed