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Title One Plan




Elmore County Public Schools










Federal Programs Department

Claire J. Moore

The Elmore County Public School System's mission is to provide relevant, engaging, positive learning environments where students are empowered to realize their self-worth through continuous academic, social, and emotional growth.

Elmore County Public School System strives to prepare students to be responsible and productive citizens in an ever-changing world.

Development of Plan

A Federal Programs Advisory committee was formed in Elmore County for the purpose of revising the consolidated application and participating in reviewing and revising policies and plans such as the Local Education Agency (LEA) Title I Plan to include the No Child Left Behind Act of 2001 regulations.  The committee met at intervals over a period of months reviewing pertinent information about the Title I Program and its direct relation to the other instructional programs in the Elmore County Public School System to help students meet high state achievement and content standards.

The Advisory Committee is made up of representatives from all constituency groups including administrators, teachers, parents and community.   The selected members are responsible for any decision-making (program or financial) regarding the Title I Plan and distributing any information needed to their constituency groups.   Input from parents and community members is actively sought in order to ensure that student needs are identified and that all available community resources are being utilized.   Committee representatives were selected because of their dedication and interest in the success of our students and school.

When Limited English Proficient parents are involved, an interpreter is available if needed and written communication may be translated into the needed native language when feasible.   An important component of the planning process is identifying the needs of a diverse student body and making reasonable accommodations in order to serve the needs of homeless students, minority students, economically disadvantaged, special needs students, neglected, and delinquent students to meet state proficient and. advanced levels of student academic achievement on state content standards.

The LEA Title I Plan will be reviewed and revised, as appropriate, on an annual basis by the system-wide Federal Programs Advisory Council.

Elmore County Public Schools LEA Title I Plan is available for review at each Title I school site, the central office, and the Elmore County Schools webpage.  If a parent disagrees with any aspect or component of the Elmore County LEA Title I Plan, that parent can contact the Federal Programs Coordinator at the Central Office.   These written concerns will then be forwarded to the State Department of Education (SDE) Federal Programs Director.


(A)  High Quality Student Academic Achievement State Student Academic Assessments

Elmore County participates in all state assessments- ACT EXPLORE (Grade 8), ACT PLAN, ACCESS for ELs, Alternate ACCESS for ELs, AAA, ACT Plus Writing, ACT Aspire, Alabama Science Assessment, End of Year Courses in Algebra I and English 10, and the Alabama High School Graduation Exam (AHSGE) for 12th graders.  Additionally, Dynamic Indicators of Basic Early Literacy (DIBELS), is an optional diagnostic assessment that may be used in grades K-2 to make instructional decisions. The ACT assessments are designed to provide indicators to school personnel on how "college and career-ready" students are for joining the work force with needed skills and/or attending institutes of higher education without having to participate in remedial classes and to enjoy success at this level.    The district also administers the National Assessment of Educational Progress (NAEP) to students in fourth and eighth grades in reading and/or math when selected by the State Department of Education.   Student progress is reported to parents describing basic, proficient and advanced levels of achievement.  Information from state assessments will be used to provide information to parents and students; assist in diagnosing teaching, and utilizing appropriate learning strategies; evaluate program effectiveness; determine and provide professional development; and revise program components if necessary. 


Assessment results will be disaggregated by subgroup populations for the State, county, and each school and grade.   The results will be used by classroom teachers and principals to identify instructional areas for improvement by grade, class, and individual student.   The results of ACT Aspire will be shared with parents through the student report, at Parent Teacher Organization meetings at the beginning of each year, and through the school's school-wide program.


The Elmore County Public Schools will use the following state assessments this year:


ACT Aspire-Grades 3-8

ACT Aspire is a newly designed summative assessment system for grades 3-10 (eventually).  This assessment is linked to college readiness, correlates with our courses of study and the common core standards.  ACT Aspire assesses content in English, Mathematics, Reading, and eventually Science.  ACT Aspire assesses students through open-ended questions, application of information, multiple choice, and has technology enhanced questions.  This assessment will be administered in grades 3-8 this year.  The assessment will show growth of students in grades 3-8 and will correlate closely with the high school assessments when completely implemented.   The SDE and ACT will set scores to reflect three components-formative data to inform instruction; benchmark data to monitor progress; and summative data to evaluate cumulative growth.


Alabama Science Assessment-Grades 5 and 7

ACT Aspire does not currently have a science assessment developed.  Fifth and seventh graders will be assessed in science content using the science portion of ARMT+. 


ACT Explore -Grade 8

This assessment is a predictor of success on ACT-the entrance exam for college.  It can determine deficiencies for remediation purposes in core content areas.


ACT Plan-Grade 10

This assessment is aligned with ACT Explore and indicates any content growth.  It also is a predictor of college success without the need for remediation classes upon entrance to post-secondary institutions.


ACT Plus Writing-Grade 11

ACT Plus Writing scores may be used for post-secondary admission.

All of the ACT assessments are indicators of growth or lack of growth in the area of college and career preparedness.

End-of-Course Tests-Grade 12

These assessments are to provide a comprehensive uniform assessment after completing core content subjects.    In future years the scores may be used as part of final grades in the content areas.  



Access for EL students is administered to any student identified as limited English proficient.  The assessment measures language acquisition proficiency.  When a student scores 4.8 on the composite score they are considered language proficient and are no longer required to participate in this assessment.  An Alternate ACCESS can be administered to EL students with severe cognitive disabilities and who also participate in AAA for special needs students.

Students with special educational needs participate in the State assessment program as directed by their IEP.   Students either participate in state assessments with accommodations, without accommodations, or by completing the Alabama Alternate Assessment.   Psychometrists conduct any other assessments needed for eligibility purposes.

Diagnosis, Teaching, and Learning

It is our belief that we in Elmore County have the desire for and encourage higher expectations of both teachers and students.   Reform efforts already in progress will be expanded to increase expertise to effect the needed changes that will allow us to utilize cross-program coordination, program integration, and student improvement in achieving high academic standards.   Specific reform strategies are located in each local school-wide continuous improvement plan (CIP), which includes Accelerated Reader, Elmore County Pacing Guides, Alabama Reading Initiative, Reading Renaissance, Math 180/Fasst Math, and the basal reading program, Scott Foresman.

The Building Leadership Team (BLT) at each school will meet to review data and determine needs at the individual schools.  The school committees have access with the system's coordinators/directors (i.e. Federal Programs, Technology, Personnel, Exceptional Children, CSFO, and Curriculum) and the coordinators/directors will work closely with the schools to ensure cross program coordination and to address system-wide needs of ALL students (migratory, immigrant, limited-English proficient, students with disabilities, homeless, neglected/delinquent, and economically disadvantaged) to meet state proficient and advanced levels of student academic achievement on state content standards.   Although most needs, goals, and activities are planned for both teachers and students at the local schools, others are addressed system-wide.   

Elmore County Public Schools, through our own commitments and with the help of the Federal Program Advisory Committee, ensures that measures will be taken to provide equitable participation for all students, personnel and programs operating under, or provided for, in this consolidated plan.   Furthermore, all students will have an opportunity to achieve high academic standards.

Results of state assessments (EXPLORE, PLAN, ACT Aspire, Alabama Science, and End of Course) will be distributed and discussed at faculty meetings.   Teachers will be responsible for placing results in student cumulative folders, notifying parents that results have been received, and conferencing with parents.   Results are released by the central office to the local media for community awareness.  Assessment results will be examined by each grade level, subject area, and sub-group.   Grade distribution will be examined and addressed by the principal during each nine weeks.   Each faculty member will be given copies of the State Courses of Study or have access to the State Courses of Study, pacing guides, and Item Specifications for each state assessment.   Teachers will be responsible for teaching all objectives from the above-mentioned documents.  Teachers will also incorporate WIDA Standards and College and Career Ready Standards into the instruction in their classroom. Distribution and analysis of system and student data of meeting adequate growth as defined in the state plan will include, but not be limited to:


Parents-State assessment results (ACT Aspire, Alabama Science assessment, End-of-Course assessments, ACCESS --if applicable, PLAN, EXPLORE) will be distributed through conferences, parent meetings such as Open House, and workshops for interpreting test results.  Letters will be sent home to parents notifying them of adequate growth when required by the SDE.

Administrators and Teachers-Will attend local and state workshops in preparation of interpreting test results, current information on courses-of-study and CCRS standards, and become familiar with textbooks considered for state and local adoption,    Administrators and teachers will also use the School Problem Solving Team and Class Profiles data to determine areas of challenge and growth.

Public-The public will be informed through the School System Assessment Report to the Board, press releases, and report cards will soon be used by the SDE to inform the public.


The primary purpose of the LEA Advisory Committee is to review and revise the components of the LEA plan to meet: 1) the No Child Left Behind Act of 2001 regulations; and 2) the State student academic achievement standards.  An advisory committee is also formed at each school for the purpose of monitoring and revising the Title 1 Electronic Continuous Improvement Plan (eCIP).   This committee is made up of representatives from all grade levels, special education, the principal, parent and community representatives, and a student, if applicable.   The selected members are responsible for any decision-making regarding the ECIP and for distributing any information needed to their constituency groups including faculty, staff, and parents.


Identification of At-Risk Students

Services are provided to and for ALL students with an increased emphasis on helping the at-risk students (migratory, immigrant, limited-English proficient, students with disabilities, homeless, neglected/delinquent, and economically disadvantaged) achieve local and state goals of high achievement.  Measures to be used toward achieving these goals and making revisions when appropriate is addressed by the LEA. Advisory Committee.  Although each school-wide plan/ECIP was written to meet the ten components of the No Child Left Behind Act of 2001, each varies in composition and strategies to meet the individual needs of each school and the students. Global Scholar provides the Universal Screener information and is administered three times a year (September, January-February, and May) to assist in identify students who may be at risk for reading failure or who are having difficulty reading, or who have not mastered specific content standards. CLASSWORKS is also used to provide additional assistance in tiered instruction.  Students identified have a variety of options available to aid them in mastering state content standards.        

  (B)  Description of Other Indicators

In addition to the Universal Screener in Global Scholar, Accelerated Reader and CLASSWORKS assessments are sometimes used in the elementary and middle grades giving students the chance to read at their recreational level and thus practice reading. Nine week and end of semester tests are administered in the secondary schools to measure student success and knowledge of content taught.   Students in after-school tutorial programs, students experiencing limited parental involvement, students who have numerous discipline referrals, students who have a disability, PST plan, a Section 504 plan, an I-ELP plan, or have excessive absences or tardies are reviewed by school personnel each nine week period to identify and assist low-achieving students to meet challenging achievement standards.

  (C)    Additional Educational Assistance

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

Students identified with academic difficulty and/or score in Levels I or II on the ARMT+ are provided with intervention classes.   This usually takes place during the school day, but may be during after school programs designed to meet these students' needs.

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

Identified students who have academic difficulty (D's and F's) on report cards and/or progress reports should be referred to the Problem Solving Team to determine additional academic support for the student. Parents must be notified if their child is brought before the PST.  Parent conferences and notification for identified students will be held to discuss identified strategies to use at home and to provide support at school when possible.

Students that are identified as experiencing severe problems may be referred to the
Multi-needs Committee which is comprised of many county agencies such as Mental Health, Health Department, Youth Services, Department of Human Resources, and Alabama School for the Deaf and Blind.

The reading program for students in grades K-6 is Scott Foresman.  Built into the program are alternative lessons for struggling readers and EL students.   Students in grades K-3 that are reading below grade level will have the opportunity for additional intensive instruction by the classroom teacher, the reading coach, and/or a resource teacher.   CLASSWORKS is a curriculum software program that puts students in learning paths based on the program's assessment data.  The lesson paths afford students additional instruction on specific standards.  Teachers may also assign student's specific lessons in CLASSWORKS meeting that student's unique needs.   Students are also given the opportunity to participate in after school tutorials in the areas of reading and mathematics.  Summer school is offered in some of our schools in Elmore County.

Identified students have Problem Solving Team (RtI) Plans, Section 504 plans, IEPs and I-ELP plans for implementation and monitoring when needed.   Each faculty member will be given copies of or have access to the State Courses of Study, Common Core Standards, WIDA Standards,   local curriculum guides, ARMT+ objectives and Item Specifications. Teachers will be responsible for teaching all objectives from the above-mentioned documents.

  (D) Coordination of Programs with Title II

The professional development program in the Elmore County Public School System is designed to provide diverse opportunities in which employees' professional development is perpetuated and student achievement is enhanced.   The Certified Personnel Professional Learning Plan has also been designed to correlate with the EDUCATE Alabama Evaluation Program of Alabama.   Activities provided are directed toward identified needs relevant to improving the quality of instruction, to improving the general well-being of the student population, and meeting federal program requirements. Ongoing and sustained professional development is provided by resources including the regional in-service center; state and national consultants; and area universities.

The LEA Curriculum Coordinators  are responsible for system wide in- service. Teachers also receive professional leave to attend workshops or training in their respective fields in accordance with the Elmore County Public School System Professional Development Guidelines. Implementing both the system and local school professional learning plans include:
1. State funding allocation per teacher unit, when available
2. Federal funding per specified programs
3. East Alabama Regional In-Service Center (EARIC)

Members of the faculty at each school serve on the school's ECIP committee or Building Leadership Team (BLT).  One section of the ECIP details the professional development plan for the school.  Teachers paid with federal dollars must be a member of this section of the ECIP.  This committee determines the professional development needs of the school based on state assessment data, teacher's individual professional learning plans, and other relevant data. The Professional Development Committee is responsible for planning professional development activities and for evaluating the effectiveness of the school PD plan. Every two years EARIC conducts a survey of activities offered through EARIC to evaluate if the needs of the Region are being met.

Each faculty member at their respective school maintains a Professional Learning Plan (PLP) through EDUCATEAlabama which includes individualized plans for professional improvement in his/her instructional area. The PLP is scored and included in the teacher evaluation when appropriate.   Each faculty member also has a professional development folder on file with the principal that contains documentation of all professional development activities during the school year. Professional development opportunities to address schoolwide project goals and strategies will be provided for all teachers and paraprofessionals.   Elmore County Public Schools will be in compliance with Sections 1118 and 1119 of NCLB.

  (E)  Coordination and Integration of Services

A coordinated effort to consolidate federal programs will attempt to align the various programs under the No Child Left Behind Act of 2001 and supplement the state's education improvement efforts.   Also, by consolidating and combining these federal programs, we expect to achieve improved services to students, as well as provide a larger sum for staff development when possible.   Program goals include:

1.     Provide technical assistance to each local school, in revising their school wide-plan/ECIP annually focusing on the needs of all students as well as including the coordination of all local, state, and federal resources.

2.       Provide support, based on local school needs, to promote education improvement to increase the performance level of all students.

3.       Increase the effectiveness of resource utilization at the state and local level through alignment and coordination of state and federal programs.

Preschool Programs and Transition

To assist students and parents in the transition process from preschool to kindergarten, they will be invited to an orientation in the spring.   A written list of suggestions, proficiency levels of academic standards and curriculum, and the registration process will be distributed.   Students and parents will be provided a tour of the school to acclimate them to the facilities. All students from area pre-schools and Head Start Programs will be invited to visit the school for an on-site orientation during the school year.

In the fall, orientations are held by administrators to inform all students and parents of school rules, expectations, consequences, policies, and proficiency levels of academic standards and curriculum.


Services for students with limited English proficiency, disabilities, migratory, neglected or delinquent youth, Indian, homeless, and immigrant are coordinated and integrated to increase program effectiveness, eliminate duplication, and reduce fragmentation of the instructional program. Admission procedures are in place that remove barriers to enrollment. Students that comprise the subgroups will have access to the curriculum and programs at all the schools as would all students.

  (F)  Assurance of Participation In NAEP

Elmore County Public Schools will participate, if selected, in the State National Assessment of Education Progress in 4th and 8th grade reading and mathematics carried out under Section 4119(b)(2) of the National Education Statistics Act of 1994.

(G)  Description of Poverty Criteria

Poverty Criteria eligible attendance areas will be the number of students eligible for free and reduced price meals under the National School Lunch Act.   Schools will be determined eligible based on the highest percentage of need and with at least 35% (targeted assistance) and 40% (school-wide) from low-income families.   Schools will be rank ordered by greatest poverty to lowest poverty.

(H)  Identification of Eligible Targeted Assistance Students

Presently, there are no targeted assistance schools in the Elmore County Public School System. If there are schools identified as targeted assistance the following procedures will be implemented:

Teachers in consultation with parents, administrators, and appropriate central office staff will identify eligible children most in need of services in targeted assistance schools under Section 1115.   Students will be identified for Title I service based on a comprehensive review of numerous data sources (all state assessments, curriculum assessments, teacher assessments, observations, teacher recommendations, parent recommendations, administrator recommendations, attendance, tardies, discipline referrals, intervention plans (504, IEP, RtI, I-ELP), and report cards/progress reports.   Students will be rank ordered according to review of indicators from highly at-risk to low incidence of at-risk.   Services will be provided according to rank status.  A cut-off score will be determined at the school.  Each school will determine the exit criteria by which students would no longer be eligible for services

(I)  Description of Services for Targeted Assistance Schools

Elmore County Public Schools would assure that targeted-assistance schools provide various programs to their identified students.   Counseling services and general pupil services are required.   Teachers are currently assigned a mentor at the school and some teachers receive an additional mentor from the central office.   Identified classroom teachers would mentor teachers on a regular basis through classroom observations and reflective conferences.   High schools would include college and career awareness opportunities as well as career/technical programs.   Extended day programs (before and after school) would be provided as well as summer enrichment, tutorial programs and possible a summer Pre-K program.   Enrichment programs would be provided in second grade.   Software programs would be provided for integration into the curriculum and community education programs. Student and staff recognition programs are currently implemented as well as partnerships with various community programs, institutions and businesses. Elmore County Public Schools will be in compliance with Sections 1114 and 1115 of NCLB.



School-wide Program

A school-wide program is a comprehensive reform strategy designed to upgrade the entire educational program in a Title I school; its primary goal is to ensure that all students, particularly those who are low-achieving, demonstrate proficient and advanced levels of achievement on State academic achievement standards. This schoolwide reform should result in an ongoing, comprehensive plan for school improvement that is owned by the entire school community and tailored to its unique needs. (NCLB Act, 2001)


Nine schools in Elmore County are Title I and operate school-wide programs. All middle schools are Title I schools while only five of six elementary schools are Title I school-wide.  As such, students benefit from the federal dollars allocated to the school.  The federal dollars are used only to supplement the regular funded program based on the percentage of free and reduced students.  A needs assessment is completed each year at each school to identify the specific needs of the school.  Based on the needs assessment a committee, selected by the principal, is responsible for developing a Continuous Improvement Plan in ASSIST for the school.  The plan describes goals, strategies, and action steps, what resources are needed to accomplish goals, strategies, and action steps, and benchmarks that will be used to indicate success of the goals, strategies, and action steps.  The CIP committee/Building Leadership team (BLT) decides what additional resources are needed and how Title I funds will be used to supplement the instructional program.


Private Schools: Private schools in the area are contacted via letter prior to the first budget planning meeting.  The letter details the requirements for private school participation in the Elmore County Public

Schools. Administrators of the private schools are asked to indicate their participation or non-participation in Title I and other eligible Federal Funds.   Should private schools elect to participate in any of the eligible Federal Programs, they will be asked to provide the names, addresses, and public school attendance zones of students in need of services. Through timely and meaningful consultation, Elmore County Public Schools will work with the private schools to identify eligible students and develop, implement, assess, and review equitable programming.

Elmore County Public Schools will be responsible for contracts and will retain administrative control over federal funds allocated for services provided to private school students including materials and equipment.   Those schools that elect not to participate will be contacted annually to ensure they are offered the opportunity to participate in Federal Program services. Private schools will be provided timely and meaningful consultation by the Elmore County Public School System. Should the private school feel they were not granted this opportunity, they may contact the Coordinator of Federal Programs for Elmore County Public Schools at (334) 514-2810.   If the dispute cannot be resolved at the local level, the private school may file a complaint with the Alabama State Department of Education at (334) 242-8199.

Neglected and Delinquent Facilities: Currently there is one Delinquent facility located in Elmore County. Students in the facility attend the school in which the facility is zoned and receive all Title I services provided by the school-wide program.   An admission policy for Neglected and/or Delinquent Children is in place removing barriers to enrollment for the students. The facility is not eligible to receive Neglected and/or Delinquent funds or services.

(J) Migratory Students

Presently there are no students identified as migrant in the Elmore County Public School System.  If the district enrolls migrant students the following procedures would be followed;

Elmore County Public Schools would ensure that migratory students and formerly migratory students, who are eligible to receive services under this part, will be selected to receive such services on the same basis as other children who are selected to receive services. In school-wide programs, all students are assessed to determine a baseline of academic knowledge.   Students receive intervention services if they are identified, or are below grade level as reviewed at the end of every nine weeks.   Intervention plans would be written for migrant students, based on individual needs, by either the classroom teacher or grade level/pod/department chair.  The plans would be implemented for a minimum of 4 weeks before review.

(K)  Head Start/Early Reading First

At the present time no Elmore County students participate in any LEA federally funded pre-k program or Head Start Program.  However, local Head Start and private preschools are invited to attend parent workshops and transition activities.  Elmore County Public Schools provide speech language services to Head Start students.  

(L)  Assisting Schools In School Improvement

Elmore County Public Schools will assist low-achieving schools identified as in need of improvement by assisting school staff in the development of a continuous improvement plan eCIP.   Additional funds will be allocated to the school for professional development as required.  The central office will notify parents of school choice and supplemental services options when applicable.  Central office personnel will monitor the implementation of the eCIP in each school.   Additional support will be provided to increase parental involvement in the school process.   Every effort will be made to provide incentives for voluntary transfers, develop recruitment programs and other strategies to attract highly qualified teachers so that low-income students and minority students will be taught at higher rates than other students by highly qualified, experienced teachers.   Elmore County Public Schools will be in compliance with Section 1116 of NCLB.

(M)  Public School Choice and Supplemental Services - This is waived for current year.

Fourteen days before the first day of school and after notification is received from the State Department of Education, The Elmore County Public School System will notify parents through the system's website and by letter if the school they attend is identified for school improvement by the State Department of Education.   The school system will provide all students enrolled in the identified school with the option to transfer to another public school in the school district that is in closest proximity subject to health and safety code requirements (regarding facility capacity).   Concise and detailed information on the performance and overall quality of the receiving school and an opportunity to visit the potential school of choice will be available.  Transferring students will be allowed to enroll in class and other activities on the same basis as other students in the school. Priority will be given to the lowest- achieving students from low-income families.

If a student exercises the option to transfer to another public school as stated in the previous paragraph, Elmore County Public Schools will provide or pay with federal funds the student's transportation to the new school.   However, Elmore County Public Schools' obligation to provide transportation for the student ends at the end of the year if the school from which the student transferred is no longer identified by the school district for school improvement, corrective action, or restructuring.   Parents must complete a transfer application to the Superintendent by the deadline stated in the School Choice letter.

Supplemental Services   - This is waived for current year.
If a school should be identified the second year for school improvement, Elmore County  Public Schools will arrange at the beginning of the school year, or as soon as notification is received from the State Department of Education, for supplemental education services (SES) for eligible students enrolled in the school.   Parents will be notified on the systems web page, by newspaper and by letter of the availability of supplemental education services for the student.  Supplemental education services are extra academic assistance such as tutoring, remediation, and academic intervention for low-income students who have failed to make adequate yearly progress, as defined by the SDE, for three or more consecutive years.   Instruction will take place outside the regular school day, such as before or after school or on weekends.  A list of providers approved by the State Department of Education (SDE), their availability, and a brief description of their services, qualifications, and demonstrated effectiveness will be available to parents in the Superintendent's office.  Elmore County Public Schools, the parents, and the parent-selected provider will develop and identify specific academic achievement goals for the student, measures of student progress, and a timetable for improving achievement.   The purpose of these services is to ensure that these students increase their academic achievement, particularly in reading, language arts, and mathematics.

If parents elect for their child to receive supplemental education services, they must complete an application and submit to the Federal Programs department by the deadline detailed in the SES letter.

(N)  Requirements for Highly Qualified Teachers (Section 1119)

Elmore County Public Schools will meet the requirements for highly qualified teachers and paraprofessionals by setting aside an allocation to reimburse teachers and paraprofessionals who take and pass an assessment (ex. PRAXIS) to become highly qualified. Elmore County Public Schools will not hire new teachers or paraprofessionals at Title I schools who are not already highly qualified if at all possible.

(O)  Homeless Children Section 1113(3)(A)

Presently, there are less than twenty-five identified homeless students attending the Elmore County Public Schools. Below are procedures to be followed for students identified as homeless:

The Elmore County Public School System will provide services to homeless students. Transportation will be provided to school according to school of origin.   The school will work with the family to support the academic achievement progress of the student through the school counselor, parental involvement liaison, peer buddy, school nurse and student support team.   The school will make sure the parents have assistance in completing a free/reduced lunch form application.   Title I funds may be used to purchase school supplies or pay fees for students.   Homeless students may enroll without proof of residency.   Community agencies will be contacted to assist the family with physical needs and the school's Adopt-A-School partners will be contacted to assist with job placement opportunities.   County agencies will assist the family unit in achieving permanent shelter arrangements.

(P)  Effective Parental Involvement Section 1118

Elmore County Public Schools will maintain and implement a Parental Involvement Policy Plan.  Each school may employ a parent facilitator who will work under the supervision of the school principal to plan inservice sessions, coordinate volunteer programs, and involve parents on various school and system-wide committees.   Elmore County Public Schools provides parents with STI/Home and a webpage for easy access to information and their child's academic progress.  

Each continuous improvement plan (eCIP) contains a component describing strategies to increase active participation of parents in their child's education.  The principal for each school and the school Advisory Committee/Building Leadership Team (BLT) ensure that activities planned in the ECIP are implemented.  Elmore County Public Schools provides a "set-aside" from the Title I allocation for parental involvement.  Each school's Advisory Committee decides how this money is spent.   The descriptive procedures in the Elmore County Board of Education Policy allows all parents to make and submit to the State Department of Education comments if they disagree with any aspect or component of the Local Education Association consolidated application.   Procedures are also in place that allows parents to submit to the Elmore County Board of Education comments of dissatisfaction with the School Parent Involvement Policy and Plan.

(Q)  Parents-Right-to-Know


Elmore County Public Schools will inform parents of their Right-to-Know provision by publishing this information in the Elmore County School Code of Conduct.  This code is approved each year by the Board and therefore is Board policy.  At the beginning of each school year, principals are given information and forms regarding Parents-Right-to-Know.  This information may also be available to parents in each school's parent resource area.  The following is in the Code of Conduct:



Parent's Right to Know

Part A:  Under the provisions of the No Child Left Behind legislation {Title I Section 1111 (h)(6)}, at the beginning of each school year, The Tallapoosa County Board of Education will notify the parents of each student attending any school in the system that the parent/guardian may request information regarding the professional qualifications of the student's classroom teachers.  The notice will include, at a minimum, the following:

  • Whether the teacher has met State certification for the grade levels and subject areas in which the teacher provides instruction.
  • Whether the teacher is teaching under emergency or other provisional status through which certification has been waived.
  • The baccalaureate degree major of the teacher and any other graduate certification or degree held by the teacher, and the field of discipline of the certification or degree.
  • If the child receives service by paraprofessionals and, if so, their qualification.


If a parent would like information about the credentials of their child's teacher/s, they must submit the Parent's Right to Know Request for Information Form to the school principal.  The principal will forward the Request Form to the Personnel Director within 10 school days of the reception of the written request.  The Personnel Director will complete the Request Form and send it to the principal, who will send it to the parent/guardian.  The school principal will file copies of the completed request for information forms.  


Part B:  Under the provision of the No Child Left Behind legislation {Title I Section 1111 (h)(6)}, the school must provide timely notice to parents/guardians that their child has been assigned to or is being taught for four or more consecutive weeks by a teacher who is not certified in the grade level or content area assigned for instruction and is not deemed highly qualified as required by NCLB.  When this situation occurs, the principal will send out a letter to the parents of the children in the non-certified teacher's classroom notifying parents of this situation.

(R) Extended Learning Opportunities

Elmore County Public Schools will support before/after school, summer school, and school year extension programs by providing technical support and facilities.   Monies for personnel will be allocated from federal funds allocated to each school or through grants. Presently Elmore County has four 21st Century Community Learning Centers-Eclectic Middle School, Millbrook Middle School, Holtville Middle School, and Wetumpka Middle School.

Statement of Support

The Elmore County LEA Title I Plan supports the development, implementation, monitoring and revision of each local school's Title I Continuous Improvement Plan (ECIP) and program.





Jeffery E. Langham, Superintendent