Vision: The vision of the Ashdown School District is to unite
parents, community, and staff in creating an environment of
excellence and pride where students will choose to be
successful.
Mission: Committed
Dedicated school
Family
Responding
According to
Needs and
Knowing
Success by
Providing
Research based
Instruction and
Demonstrating
Excellence
| Grade Span: 2-3 |
Title I: Title I Schoolwide |
School Improvement: SI_2 |
Table of Contents
Priority 1: Literacy
Goal: By March 31, 2010, there will be a 25% increase
in the number of students proficient in our combined and African
American populations in multiple choice practical passages and
open response using content passages. We also will raise writing
scores, particularly in the areas of open response questions and
by emphasizing content and style in written response, as
measured/evidenced by the comparison of the level of proficiency
on 3rd target assessment for 2009-2010.
Priority 2: Mathematics
Goal: By March 31, 2010, there will be a 10% increase
in the number of students proficient in our combined and African
American populations in multiple choice and performance in the
areas of number and operations and geometry as measured/evidenced
by the 3rd target assessment for 2009-2010.
Priority 3: Special Education
Goal: To remain non-identified as being
disproportionate
Priority 4: Wellness and Health
Goal: Enforce standards regarding physical activity as
mandated by the state.
| Priority 1: |
To meet or exceed AYP standards developed by Arkansas
Department of Education. |
| Supporting Data: |
-
Benchmark-3RD GRADE LITERACY EXAM. Report Created: September
1, 2009
2007-# Tested & Percent of Students Scoring Proficient/Advanced:
120 Students:44.2% of Combined Population.
The lowest identified areas for the Combined Population were: Open
Response in the content area and Content Passages in Multiple Choice.
36 Students:30.6% of African American.
The lowest identified areas for African American were: Open Response in
the Content area and Content Passages in Multiple Choice.
3 Students: N/A% of Hispanics.
80 Students:51.3% of Caucasian.
The lowest identified areas for Caucasian were: Open Response in the
Content Area and Content Passages in Multiple Choice.
67 Students:31.3% of Economically Disadvantaged.
The lowest identified areas for Economically Disadvantaged students were:
Open Response in the Content area and Content Passages in Multiple Choice.
. Students: N/A% of LEP.
10 Students:0% of Students with Disabilities.
2008-# Tested & Percent of Students Scoring Proficient/Advanced:
101 Students:58.4% of Combined Population.
The lowest identified areas for the Combined Population were: Open
Response in the Content Area and Content Passages in Multiple Choice.
37 Students:43.2% of African American.
The lowest identified area for African Americans was: Open Response in
the Content Area.
2 Students:100% of Hispanics.
62 Students:66.1% of Caucasian Students.
The lowest identified areas for the Caucasian Population was: Open
Response in the Content Area.
63 Students:49.2% of Economically Disadvantaged.
The lowest identified area for Economically Disadvantaged population was:
Open Response in the Content Area.
0 Students: N/A% of LEP.
12 Students:16.7% of Students with Disabilities.
2009-# Tested & Percent of Students Scoring Proficient/Advanced:
115 students: 56% of Combined Population
The lowest identified areas for the Combined Population were: Open
Response and Multiple Choice both in the Content Area.
33 Students:36% of African American.
The lowest identified areas for African Americans were: Open Response and
Multiple Choice both in the Content Area.
78 Students:66% of Caucasian Students.
The lowest identified areas for the Caucasian Population were: Open
Response and Multiple Choice both in the Content Area.
69 Students:46% of Economically Disadvantaged.
The lowest identified area for Economically Disadvantaged population were:
Open Response and Multiple Choice both in the Content Area.
TREND DATA:
On an average of 3 years (2007-2009), the lowest identified areas for
combined and all subgroups were Open Response in the Content Area and
Content Passages in Multiple Choice.
-
DIBELS and DEVELOPMENTAL READING ASSESSMENT data for CD Franks
Elementary School 07-08 School Year.
2ND GRADE
52% of the combined population was proficient on the Oral Reading Fluency
Assessment
76% of the combined population was proficient on the Developmental Reading
Assessment.
3RD GRADE
49% of the combined population was proficient on the Oral Reading Fluency
Assessment.
54% of the combined population was proficient on the Developmental Reading
Assessment.
DIBELS and DEVELOPMENTAL READING ASSESSMENT data for CD Franks Elementary
School 08-09 School Year.
2nd Grade
52% of the combined population was proficient on the Oral Reading Fluency
Assessment
62% of the combined population was proficient on the Developmental Reading
Assessment.
3rd Grade
50% of the combined population was proficient on the Oral Reading Fluency
Assessment.
61% of the combined population was proficient on the Developmental Reading
Assessment.
-
NORM REFERENCED TEST-IOWA TEST OF BASIC SKILLS AND SAT 10.
Number Tested and Percent of Students Scoring At/Above 50th Percentile.
2ND GRADE
SPRING 2007
113 students:
43.4% of the Combined population were proficient for Reading Comprehension
SPRING 2008
108 students:
39.8% of the Combined population were proficient for Reading
Comprehension.
SPRING 2009
90 students:
71% of the Combined population were proficient for Reading Comprehension.
3RD GRADE
SPRING 2007
123 Students:
55.3% of the Combined population were proficient for Reading
Comprehension.
-
AVERAGE DAILY ATTENDANCE
Second and Third grade average daily attendance:
2007 - 94.6%
2008 - 94.5%
2009 - 93.7
|
| Goal |
By March 31, 2010, there will be a 25% increase in the
number of students proficient in our combined and African
American populations in multiple choice practical passages and
open response using content passages. We also will raise
writing scores, particularly in the areas of open response
questions and by emphasizing content and style in written
response, as measured/evidenced by the comparison of the level
of proficiency on 3rd target assessment for 2009-2010. |
| Benchmark |
In 2008-09, AYP was not met for combined population and
subgroups. In 2009-10, we expect 72% of all student
populations to be proficient or advanced by the end of the
school year. |
| Intervention: PHONICS AND WORD STUDY (K-2
and Remedial)-Phonics will include spelling strategies
which address class needs based on the DSA assessment
taken from WORD JOURNEYS by Kathy Ganske. This is the same
program used in Arkansas Reading First and is aligned with
the ELA Frameworks and scientifically based reading
research. The core phonics program will be comprised of
the accumulation of lessons from Arkansas Reading
Excellence Project. Teachers will present explicit and
systematic phonics instruction through daily lessons with
an emphasis on features of the letter naming or within
word stages based on the research provided by Kathy
Ganske. Students will reproduce words quickly using the
letter cards to promote fluency. |
| Scientific Based Research: (National
Reading Panel Report (2000)' {Reading First (2001). WORD
JOURNEYS, by Kathy Ganske, published by The Guilford Press
NY in 2000. "Classroom Instruction that Works.", Marzano,
Robert J., 2001 |
| Actions |
Person Responsible |
Timeline |
Resources |
Source of Funds |
Implementation Plan- Instruction will begin with an
activity to continue refining students' phonemic awareness
abilities and will continue with a focused lesson on a
spelling strategy based on the results of the
Developmental Spelling Assessment. These lessons will be
carried out using letter cards and picture/sound sorts.
Students will be given the opportunity weekly to Sort and
Classify which is identified by Marzano as an effective
instructional strategy. Resources will include, but not
limited to, pocket charts, magnetic dry erase boards,
student dry erase boards, dry erase markers, and letter
cards or magnetic letters. Students needing intervention
work on phonetic skills will be provided additional
targeted instruction during the small group reading or
writing instruction. This component is implemented in such
a way to ensure instructional equity for all students.
During the year interactive white boards and the
accompanying laptop computer will be placed in every
classroom.
Action Type: Equity
|
Shannon Welch, Second Grade Teacher |
Start: 07/01/2009
End: 06/30/2010 |
- Administrative Staff
- Teachers
|
| Title I - Materials & Supplies: |
$2500.00 |
|
| ACTION BUDGET: |
$2500 |
|
Professional Development-On-going, site-based
professional development will continue to ensure all
teachers have an understanding of a systematic and an
explicit approach to high-quality phonics instruction for
all students. Training will be provided for the new
teachers on the use of the Palm Pilot in assessing
students on DIBELS. All teachers will continue to receive
training on the analysis of the data collected by the
DIBELS assessments on Mclass home. The contract with
Mclasshome will be maintained for this year with Title one
funds. A Literacy Facilitator (1.0 FTE) will be also be
funded with Title I funds. Salary and benefits will be
paid. Teachers will participate in Reading First Sight
Based Observation Training (SBOT) where the phonics/word
study component will be observed using the Reading First
protocol as a rubric to be utilized during the follow-up
discussion. Early Literacy Learning in Arkansas (ELLA) and
Effective Literacy For 2-3 (ELF) will be available for all
beginning teachers or new teachers to the district. Weekly
team meetings will be held to allow continued discussion
around the instructional sequence and student needs.
Training with interactive whiteboards will be given as
needed.
Action Type: Alignment
Action Type: Collaboration
Action Type: Professional Development
|
Shannon Welch, Second Grade Teacher |
Start: 07/01/2009
End: 06/30/2010 |
- Administrative Staff
- District Staff
- Outside Consultants
- Teachers
|
| Title I - Purchased Services: |
$4000.00 |
| Title I - Employee Salaries: |
$55000.00 |
| Title I - Employee Benefits: |
$11909.86 |
|
| ACTION BUDGET: |
$70909.86 |
|
Evaluation Plan-Based on data from DIBELS, NRT and
Benchmark, gains were made during the 2008-09 school year
to indicate continued use of the plan during the 2009-10
school year. The DSA will be given at the end of the year
along with the DIBELS to reassess the effectiveness of the
program. The Nonsense Word Fluency (NWF) DIBELS assessment
will be utilized for those students still below
proficiency. Weekly spelling and dictation test will be
given to monitor all students' learning. Teachers will
continue to monitor students' progress of spelling
strategies as the students transfer their understanding of
these strategies into their writing.
Action Type: Equity
Action Type: Program Evaluation
|
Robin Daniels, Educational Facilitator |
Start: 06/30/2009
End: 07/01/2010 |
|
|
| Total Budget: |
$73409.86 |
| Intervention: FLUENCY. C.D. Franks
Elementary School uses the Comprehensive Literacy Approach
for fluency instruction. Grades 2 and 3 will provide
explicit instruction in fluency as a part of the core
reading program. Quick Reads are used daily to provide the
opportunity for students to practice oral reading and
repeated reading of the same material. Mini-lessons are
provided to instruct students on fluency strategies, such
as phrasing, tone, using punctuation, and pace. |
| Scientific Based Research: National
Reading Panel Report (2000); THE FLUENT READER (2003);
Assessing Reading Fluency. Choate, Connie, WORD JOURNEYS.
|
| Actions |
Person Responsible |
Timeline |
Resources |
Source of Funds |
Implementation Plan. The Instructional facilitator
will be available to model instruction and address any
concerns teachers have about implementation of fluency
plan. Students identified as not meeting the Benchmark for
success will receive additional fluency instruction in
small groups in the classroom. Additional practice may be
given as homework. Students still identified as not
meeting the Benchmark will receive additional fluency
instruction in small groups. Any student with an AIP will
be remediated for fluency. If the student is still in
danger of failure, his/her case will be taken before the
RTI Team for further consideration and action. Some third
grade students who are accelerated will be in the Targets
(gifted and talented) program and will get additional
enrichment there. Resources Such as additional books,
markers, etc. will be purchased to support children's
reading success.
Action Type: Collaboration
Action Type: Special Education
|
Robin Daniels, Instructional Facilitator |
Start: 07/01/2009
End: 06/30/2010 |
- Administrative Staff
- Computers
- Performance Assessments
- Teachers
- Teaching Aids
- Title Teachers
|
|
Evaluation Plan: Based on data, gains were made during
the 2008-2009 school year, so the plan will be continued
for this year. The DIBELS Oral Reading Fluency (ORF) task
will be administered to all second and third grade
students three times a year to identify those students who
are on track for reading success as well as those who may
be at risk for reading difficulties. This test is a
fluency screener and can be given in a short length of
time. Benchmarks are assigned. Progress will be monitored
using DIBELS ORF task until the student reaches expected
levels of performance. Teachers will look at the results
at weekly team meetings and assess the results of the
testing.
Action Type: Equity
Action Type: Program Evaluation
|
Robin Daniels, Instructional Facilitator |
Start: 07/01/2009
End: 06/30/2010 |
- Central Office
- Teachers
- Title Teachers
|
|
PROFESSIONAL DEVELOPMENT: The Literacy Facilitator
will provide on-going site based professional development
weekly to ensure full implementation of Reading First.
Site based observations will be made available as needed.
In addition, new teachers will participate in
Comprehensive Literacy training such as ELLA/Elf, Reading
First and other pertinent conferences that become
available to learn about fluency instruction. Professional
development resources will be provided as needed.
Action Type: Professional Development
|
Robin Daniels, Instructional Facilitator |
Start: 07/01/2009
End: 06/30/2010 |
- Administrative Staff
- Outside Consultants
- Teachers
|
|
| Total Budget: |
$0 |
| Intervention: VOCABULARY. C. D. Franks
Elementary School uses the Comprehensive Literacy Approach
to Vocabulary Instruction. Literacy teachers in grades 2
and 3 will provide vocabulary instruction daily. Using the
Reading First protocol, each teacher will utilize the
explicit procedures agreed upon by the grade level at the
Literacy Team Meetings every week. The read aloud and
guided reading components provide the opportunity for
teachers to highlight vocabulary. |
| Scientific Based Research: Miller, Debbie,
READING WITH MEANING. Stenhouse Publishers, Portland,
Maine. 2002. Beck, Isabel L., Margaret G. McKeown and
Linda Kucan, BRINGING WORDS TO LIFE:Robust Vocabulary
Instruction. The Guilford Press: New York. 2001. BUILDING
ACADEMIC VOCABULARY by Marzana. Within Word Study
Notebook, Arkansas Reading Excellence Project |
| Actions |
Person Responsible |
Timeline |
Resources |
Source of Funds |
IMPLEMENTATION PLAN. During guided reading teachers
question and monitor students comprehension as it pertains
to vocabulary. Direct teaching of vocabulary words from
the guided reading is provided as needed. During writing
children are encouraged to use previously taught
vocabulary words which were placed on the word wall after
the direct instructional lesson. Students use these words
as they revise to make better word choices. Students
identified as not meeting the expectations for success
will receive additional vocabulary instruction through
small groups. Weekly literacy team meetings will provide
an opportunity for teachers to problem solve and work on
additional activites. Depending on the recommendations of
the literacy staff and the guidelines of reading recovery,
some students will receive interventions with a certified
teacher and/or a paraprofessional. The instructional
facilitator will monitor the level of implementation in
classrooms according to the observation protocol.
Action Type: Alignment
Action Type: Collaboration
|
Robin Daniels, Instructional Facilitator |
Start: 07/01/2009
End: 06/30/2010 |
- Administrative Staff
- Teachers
- Title Teachers
|
|
PROFESSIONAL DEVELOPMENT. As with all other components
of the Reading First Protocol, on-going site-based
professional development will continue to occur to ensure
full implementation of the Reading First Protocol. New
teachers will also participate in Comprehensive Literacy
training such as ELLA and ELF. Teachers will participate
in other in-service opportunities as they arise. Resources
will be purchased for teachers.
Action Type: Professional Development
|
Betty Warren, Third Grade Teacher |
Start: 07/01/2009
End: 06/30/2010 |
- Administrative Staff
- Teachers
|
| PD (State-223) - Materials & Supplies: |
$1500.00 |
| PD (State-223) - Purchased Services: |
$4500.00 |
|
| ACTION BUDGET: |
$6000 |
|
EVALUATION PLAN -Based on data, gains were made during
the 2008-2009 school year, so the plan will be continued
for this year. The DIBELS Word Use Fluency (WUF)
assessment will be administered three times a year to all
students in grades 2 and 3. This assessment will be given
to identify those students who may be at risk for reading
difficulties. Anecdotal records will be kept during guided
reading about comprehension, especially as it pertains to
vocabulary. Vocabulary test will be given bi-weekly from
words used during read aloud. Progress will be monitored
using the DIBELS WUF task at the beginning and the end of
the year. If students do not reach expected levels of
performance at the beginning of year, literacy team will
meet to decide on interventions. If students do not reach
expected levels of performance, the RTI Team will meet to
decide further interventions. In addition, state mandated
NRT tests and the Benchmark will be administered to those
grade levels mandated by state law. Teachers will look at
the results at a weekly grade level team meeting and
analyze the results of the testing. In addition to
mandated test results, C D Franks will give the target
(chunk) test to all third grade students. These tests
results will be used to diagnose weak areas of student
understanding and content knowledge.
Action Type: Equity
Action Type: Program Evaluation
|
Robin Daniels, Instructional Facilitator |
Start: 07/01/2009
End: 06/30/2010 |
- Administrative Staff
- District Staff
- Performance Assessments
- Teachers
- Title Teachers
|
|
| Total Budget: |
$6000 |
| Intervention: COMPREHENSION STRATEGY
INSTRUCTION-CD Franks will continue to implement the
Reading First protocol during the 2009-10 school year.
Each teacher will model comprehension strategies during
the read aloud block. Whole group instruction and
small group instruction will be utilized as noted in the
Reading First instructional protocol. |
| Scientific Based Research: (NATIONAL
READING PANEL REPORT. (2000). Miller, Debbie, READING WITH
MEANING; TEACHING COMPREHENSION IN THE PRIMARY GRADES.
Stenhouse Publishers: Portland, Maine. 2002. Beck, Isabel
L., Margaret G. McKeown, Linda Kucan, BRINGING WORDS TO
LIFE; ROBUST VOCABULARY INSTRUCTION. The Guilford Press.
New York, 2001. |
| Actions |
Person Responsible |
Timeline |
Resources |
Source of Funds |
EVALUATION PLAN-Based on the results from the
Augmented Benchmark, we will continue the instructional
plan for comprehension strategies. As an on-going process
throughout the year, the plan will be monitored and
adjusted weekly in grade level team meetings with the
Instructional Facilitator. DRA's, AR, Target tests (for
third grade only) and/or other appropriate assessments
will be evaluated, disaggregated and instructional plans
made from the results. Other diagnostic assessments will
be administered for students to help identify those at
risk of reading failure. For example, running records will
be used to monitor reading progress for all students.
Anecdotal records will also be kept during guided reading.
All data will be used to guide interventions for
struggling students without causing the loss of additional
instruction time. Each year when state mandated test
scores come in and are disaggregated, adjustments will be
made to those places which are proven weak by the state
testing standards.
Action Type: Alignment
|
Brenda Hill, Second Grade Teacher |
Start: 07/01/2009
End: 06/30/2010 |
- Administrative Staff
- District Staff
- Outside Consultants
- Teachers
|
|
PROFESSIONAL DEVELOPMENT-Teachers in second and third
grade will participate in professional development such as
ELLA, ELF and Reading First to learn about comprehension
instruction. Literacy Teachers will observe in other
literacy classrooms in order to sharpen their skills. In
addition, the literacy facilitator will lead weekly grade
level team meetings allowing time to monitor the progress
of all students in reading comprehension and adjust the
program according to the needs of the students. If more
professional development is required, then teachers will
attend other workshops.
Action Type: Collaboration
Action Type: Professional Development
|
Brenda Hill, Second Grade Teacher |
Start: 07/01/2009
End: 06/30/2010 |
- Outside Consultants
- Teachers
|
|
IMPLEMENTATION PLAN-C. D. Franks Elementary will
continue implementing the Reading First protocol during
the 2009-10 school year. Teachers will use the following
strategies: graphic and semantic organizers, answering
questions, generating questions, recognizing story
structure and genre, making use of prior knowledge and
using mental imagery. All students will receive
instruction in comprehension and will be monitored for
understanding. Students who do not meet the expectations
of their grade level curriculum will receive additional
instruction in small groups. A half-time certified reading
interventionist (.5 FTE) will be funded with Title I
funds. Salary and benefits will be paid. A licensed
teacher and paraprofessional will be paid with Title 1
funds to conduct night library so that students will have
another opportunity for reading. Students who are at risk
of not comprehending what they read will be the subject of
at least part of the regular grade level meetings with the
Instructional Facilitator. An AIP or IRI (Intensive
Reading Interventions) plan will be developed for those
not proficient on the NRT and Benchmark tests.
Interventions could include more targeted lessons and
practice in small groups with a highly qualified
paraprofessional or a certified interventionist. Art Smart
is another program available that benefits students'
comprehension abilities. The contract will be renewed for
this year. Using this outstanding program, students will
attend a play at the Perot Theatre and Artists in
Residence will visit the school to further supplement
efforts to increase student learning. Students who are
proficient or above in comprehension will be given
opportunities to use computers to help with projects which
will include advanced instruction in comprehension,
enrichment activities from Orchard, as well as Targets for
third grade accelerated students who qualify for the
gifted and talented program. The Instructional Facilitator
and the building Principal will monitor the level of
implementation in classrooms according to the observation
protocol and Classroom Walk-Thru. The Instructional
Facilitator will confer with the teacher to discuss how
the teacher is implementing reading components, how these
components are working and how they are failing and how
the teacher can rework the instructional time to make it
more fruitful.
Action Type: Collaboration
Action Type: Technology Inclusion
Action Type: Title I Schoolwide
|
Brenda Hill, Second Grade Teacher |
Start: 07/01/2009
End: 06/30/2010 |
|
| Title I - Materials & Supplies: |
$6684.00 |
| Title I - Employee Salaries: |
$24500.00 |
| Title I - Employee Benefits: |
$6342.00 |
|
| ACTION BUDGET: |
$37526 |
|
| Total Budget: |
$37526 |
| Intervention: WRITING INSTRUCTION-C. D.
Franks Elementary uses the Comprehensive Literacy Approach
to writing instruction along with The Writing Academy
curriculum. Writing instruction will include teacher
explanation, modeling of all writing skills, guided
practice and independent practice. |
| Scientific Based Research: Dorn, Linda J.
and Carla Soffos. SCAFFOLDING YOUNG WRITERS. Portland,
Maine: Stenhouse.(2001). Dorn, Linda, Cathy French, S.
Graham, MAKING THE WRITING PROCESS WORK; Strategies for
Composition and Self-Regulation. Cambridge, MA: Brookline
Books, 1999. Whitney, Randi. THE WRITING ACADEMY. JLK
Publishing, 2005. Auman, Maureen. STEP UP TO WRITING.
Boston, MA: Sopris West, 2008. |
| Actions |
Person Responsible |
Timeline |
Resources |
Source of Funds |
EVALUATION PLAN-Based on 08-09 data, gains were made,
but additional programs have been put in place to
encourage even higher levels of proficiency in students'
writing. At the beginning and end of the school year, the
second and third grade teachers will do a pre and
post-writing prompt to evaluate the growth in each child's
writing abilities and in the curriculum itself. In
addition, second and third grade teachers will give a
writing prompt at the end of each nine weeks to assess the
different types of writing. Final assessment will be state
mandated Benchmark for third grade. During collaboration
of the literacy team, scores will be disaggregated and
programs adjusted for strengths and weaknesses. Target
testing will be conducted throughout the year in third
grade as a progress monitoring tool.
Action Type: Alignment
Action Type: Collaboration
|
Betty Warren, Third Grade Teacher |
Start: 07/01/2009
End: 06/30/2010 |
|
|
Implementation Plan-All students will participate in
writing instruction. This year 2nd grade will implement
parts of the Writing Academy Curriculum, along with the
Reading First mini-lessons as additional resources. Third
grade will continue to implement the same programs.
Students will conference individually with the teacher
every week to help develop their writing skills. Anecdotal
records will be kept to monitor progress over time.
Students identified as not meeting expectations for
success will receive additional writing instruction in
small groups. The writing curriculum ensures equity among
disparate instructional levels.
Action Type: Equity
|
Betty Warren, Third Grade Teacher |
Start: 07/01/2009
End: 06/30/2010 |
- Administrative Staff
- Teachers
|
|
Professional Development Plan-New teachers will
participate in Comprehensive Literacy training such as
ELLA and ELF. Reading First Workshops will be attended.
Site-based observations will be done to see modeling of
instruction by Reading First teachers. There will be
weekly meetings with the instructional facilitator for
grades two and three. The instructional facilitator will
be funded by Title I funds. Salary and benefits will be
paid. Other professional development, such as the Reading
Conference, and other workshops which present themselves
during the year and are useful for further training in
writing instruction.
Action Type: Collaboration
Action Type: Professional Development
|
Betty Warren, Third Grade Teacher |
Start: 07/01/2009
End: 06/30/2010 |
- Administrative Staff
- Teachers
- Title Teachers
|
|
| Total Budget: |
$0 |
| Intervention: REMEDIATION PLAN-Student
Academic Improvement Plan (AIP) Students on on grade level
will be remediated through small group teaching,
Accelerated Reading Program, cooperative learning, and
other modifications recommended by the RTI team. |
| Scientific Based Research: (ACT 999 of
1999). Wood, D. J. Bruner, and G. Ross. 1976. The Role of
Tutoring in Problem Solving. JOURNAL OF CHILD PSYCHOLOGY
AND PSYCHIATRY. 17, 2:89-100. Barr, Robert D. and Parrett,
William H. , Saving our Students, Saving Our Schools,
Pearson Professional development, 2003. Whatever It Takes,
Dufour R., 2004, |
| Actions |
Person Responsible |
Timeline |
Resources |
Source of Funds |
Implementation Plan. All students will receive the
help of an interventionist in writing, and others
recommended by the literacy team and RTI team will receive
additional help by one certified interventionist and/or
one paraprofessional. All students will be monitored and
instructional strategies will be adjusted to accommodate
their learning needs.
Action Type: AIP/IRI
Action Type: Alignment
Action Type: Equity
|
Mavis Patillo, Intervention Specialist; Robin Daniels,
Instructional Facilitator |
Start: 07/01/2009
End: 06/30/2010 |
|
|
Plan Evaluation- Every nine weeks a Target test will
be given and the results considered at grade level team
meetings and RTI meetings. Those students who are at risk
for reading difficulties will be given additional
diagnostic assessments. Their progress will be monitored
using the DIBELS, DRA, and DSA assessment. The NRT and
Benchmark Tests will be administered and disaggregated at
the end of each year to determine progress of students and
to determine what new strategies to use to try to reach
reading success.
Action Type: AIP/IRI
Action Type: Alignment
Action Type: Collaboration
Action Type: Program Evaluation
|
Mavis Patillo, Interventionist; Robin Daniels,
Instructional Facilitator, Teresa Wake, Principal |
Start: 06/30/2009
End: 07/01/2010 |
- Computers
- Teachers
- Title Teachers
|
|
Professional Development-The Instructional Facilitator
will hold weekly grade level meetings where AIP and IRI
students will be discussed and new strategies learned. The
instructional facilitator will then discuss these students
with the RTI team. In addition, the Instructional
Facilitator will go into the classroom to model the
strategy for the classroom teacher. Teachers will attend
workshops which present themselves during the year to
learn strategies. DIBELS assessment, target testing,
classroom observation, and administrative walk-throughs
will be used to monitor AIPs, as well as IRIs. The
Instructional Facilitator will have grade level, as well
as curriculum level meetings on a weekly basis to help
with monitoring student progress and teacher use of
existing IRI and AIP for students.
Action Type: Professional Development
|
Mavis Patillo, Intervention Specialist and Robin
Daniels, Instructional Facilitator |
Start: 07/01/2009
End: 06/30/2010 |
|
|
| Total Budget: |
$0 |
| Intervention: TITLE I SCHOOL WIDE PROGRAMS |
| Scientific Based Research: Title I Parent
Involvement (retrieved from the web 9/18/07)at http://www.titleI.com/background |
| Actions |
Person Responsible |
Timeline |
Resources |
Source of Funds |
EVALUATION PLAN-Data will be analyzed from state
mandated tests such as the Benchmark and NRT tests.
Attendance and grade level achievement will be assessed in
order to determine academic achievement for students in
levels such as the combined population, African American,
Caucasian, economically disadvantaged, students with
disabilities, and Hispanic students. Specific strategies
will be developed to increase academic achievement among
these sub-populations. Scientific based strategies,
curriculum aligned with frameworks, instruction and
strategies will be designed to help eliminate the
achievement gap for under-performing students. The
Response to Intervention (RTI)Team will continue to
provide timely additional assistance for students who are
not showing adequate yearly progress. Point in time
remediation will be used to assist students that are not
progressing academically. Progress monitoring by the
teacher will keep others informed as to the child's
academic progression. When state mandated test results are
received each year, teachers will look at the results at
school wide as well as weekly grade level team meetings
and assess the results of instruction. If academic
improvement is shown, programs will be continued. If areas
of the curriculum seem weak academic plans will be revised
in an effort to make every child proficient. In addition
to mandated test results, C.D. Franks will target (chunk)
test all 3rd grade students 5 times each year. These test
results will be used as a progress monitoring tool to
diagnose weak areas of student understanding and content
knowledge.
Action Type: Collaboration
Action Type: Title I Schoolwide
|
Teresa Wake, Principal |
Start: 07/01/2009
End: 06/30/2010 |
- Administrative Staff
- District Staff
- Teachers
|
|
Implementation Plan-At the beginning of the school
year, Parent Orientation meetings were conducted. Three
opportunities were provided to allow for maximum
participation. Parents were informed of the Title One
status of the school and the federal funds received. Title
One money is used to coordinate and integrate services to
improve instruction and increase student achievement. They
were also informed of school wide policies and procedures
and allowed an opportunity to ask questions. A Parent
Compact is signed by the Parent at the beginning of the
school year or when students are enrolled during the year.
As always, instruction will be given by highly qualified
teachers according to state mandates. Teachers who are not
highly qualified will be required to complete all steps to
become highly qualified. Mentoring is provided for each
new teacher to the district by assigning a highly
effective teacher to work with the new teacher.
Paraprofessionals will also be required to become
qualified in the appropriate subject area. Specific
scientific research based programs such as Reading First
will be used to instruct children in literacy. Teachers
will be included in the selection of academic assessments,
analysis of data, and in the development of overall
instructional programs to improve academic achievement.
Strategies will be developed in collaboration with
Margaret Daniels Primary school in order to facilitate
student's emotional and academic transition from early
childhood programs to elementary school programs. Having
group activities for both schools such as Spring Fling and
Body Walk will help the students become socially aware of
other children in both schools. In addition, classes such
as PE, Art, Music, and computer lab are held by the same
teachers in both buildings which will help students become
aware of teaching strategies offered in both buildings.
Activites will be encouraged to increase parental
involvement. Groups such as PTO, Watch Dogs, and school
volunteers will be used to increase awareness of
instructional programs within the school. In addition,
information packets, learning compacts, Meet the Teacher
Night, volunteer resource books, parental information
packets, and a parent center has been established to help
foster parent involvement. Funds will be provided to
purchase supplies and equipment for parent involvement
activites. In addition to these activities, teachers will
be recruited for vacancies, and highly qualified teachers
already in the district will be retrained by the use of
mentors, effective teacher-driven professional
development, and with the development of Professional
Learning Communities that let teachers collaborate not
only within grade levels, but with teachers who teach
similar subjects throughout the district.
Action Type: Collaboration
Action Type: Title I Schoolwide
|
Teresa Wake, Principal |
Start: 07/01/2009
End: 06/30/2010 |
|
|
Professional Development-All professional development
will be data-driven and based upon specific interventions
such as Reading First, Reading Recovery, and the
incorporation of technology into the curriculum.
Action Type: Professional Development
|
Teresa Wake, Principal |
Start: 07/01/2009
End: 06/30/2010 |
|
|
| Total Budget: |
$0 |
| Intervention: A Strong School Leadership
Team will be utilized to facilitate the school improvement
efforts. |
| Scientific Based Research: "Whatever It
Takes," Professional Learning Communities, Dufour, Rick,
Dufour, Rebecca, Eaker, Robert, Karhanek, Gayle. 2004
"Results Now", Schmoker, Mike. 2006 |
| Actions |
Person Responsible |
Timeline |
Resources |
Source of Funds |
Implementation- We will utilize the leadership team to
promote a community of learners focused on student
achievement. Members will include but are not limited to:
the Principal, Instructional Facilitators for both math
and literacy, the Parent Involvement Coordinator,
Counselor, Special Education Teacher, and a Second and
Third Grade Teacher with teaching specializations in Math
and Literacy. Meetings will be held on a monthly basis
with minutes taken and posted and shared with school
personnel. All teachers will be given an opportunity to
choose to participate in order to ensure equity in
building a leadership community. The Committee will
consider curriculum needs based on data, teacher grade
level concerns, professional development, will review and
ensure our compliance to state accreditation policies,
will plan for mandated state tests, and will participate
in other decisions that require a consensus of school
personnel. The Leadership Team will meet teacher concerns
by becoming responsible for "Leadership Partners" in a
mentoring type relationship with grade level and support
staff. Every effort will be made to build a collaborative
team that works interdependently to achieve a common goal
for which each team member is mutually accountable.
Action Type: Alignment
Action Type: Collaboration
Action Type: Equity
Action Type: Title I Schoolwide
|
Teresa Wake, Principal |
Start: 07/01/2009
End: 06/30/2010 |
- Administrative Staff
- District Staff
- Teachers
|
|
Plan Evaluation- At the end of the year, the school
personnel will be given a survey to evaluate the
effectiveness of the C.D. Franks leadership team.
Action Type: Collaboration
Action Type: Program Evaluation
Action Type: Title I Schoolwide
|
Teresa Wake, Principal |
Start: 07/01/2009
End: 06/30/2010 |
- Administrative Staff
- District Staff
- Teachers
|
|
Professional Development: In-service will be conducted
at our campus by members of the leadership team. Select
members of the leadership team will attend specific
in-services away from school to gather knowledge and bring
it back to our campus during our professional development
days. The Team will read, discuss and use information from
DuFours Professional Learning Communities books. In
November, a small group will attend DuFour's Building
Common Assessment conference in Baton Rouge, Louisiana,
November 16-17, 2009. The information attained in this
conference will be used to enrich our knowledge on
assessments and to help us align our formative assessments
in such a way as to provide more substantial data in order
to move instruction to a more individualized approach.
Action Type: Professional Development
|
Teresa Wake, Principal and Robin Daniels, |
Start: 07/01/2009
End: 06/30/2010 |
|
| Title I - Purchased Services: |
$4500.00 |
|
| ACTION BUDGET: |
$4500 |
|
| Total Budget: |
$4500 |
| Intervention: Continue to have an
additional teacher at 3rd grade to lower class size |
| Scientific Based Research: "Class Size",
Educational Leadership, December 2006 |
| Actions |
Person Responsible |
Timeline |
Resources |
Source of Funds |
An additional teacher will be funded at 3rd grade in
order to maintain low class size. Salary and benefits will
be paid from Title IIA funds.
Action Type: Collaboration
Action Type: Equity
|
Teresa Wake |
Start: 07/01/2009
End: 06/30/2010 |
|
| Title II-A - Employee Salaries: |
$32000.00 |
| Title II-A - Employee Benefits: |
$6928.00 |
|
| ACTION BUDGET: |
$38928 |
|
| Total Budget: |
$38928 |
|
| Priority 2: |
To meet or exceed AYP standards developed by the Arkansas
Department of Education. |
| Supporting Data: |
-
ACSIP CRT Data Source for C. D. FRANKS ELEMENTARY SCHOOL
Benchmark-3rd Grade Mathematics Exam
Report Created: September 1, 2009
2007-# Tested & Percent of Students Scoring Proficient/Advanced:
120 Students: 68.3% of Combined
The lowest identified areas for the combined population were: Geometry
Open Response
36 Students: 52.7% of African American
The lowest identified areas for African Americans were: Geometry Open
Response
3 Students: 66.6% of Hispanic
80 Students: 75.0% of Caucasian
The lowest identified areas for Caucasian were:Geometry Open Response
67 Students: 59.7% of Econ. Disadvantaged
The lowest identified areas for Economically Disadvantaged students were:
Geometry Open Response
. Students: N/A% of LEP
10 Students: 40.0% with Disabilities
The lowest identified areas for LEP students were: N/A
2008:-# Tested & Percent of Students Scoring Proficient/Advanced:
101 Students:82.2% of combined Students
The lowest identified areas for the combined population were Geometry Open
Response and Measurement Open Response.
37 Students:64.9% of African American
The lowest identified areas for African Americans were: Geometry in Open
Response and Measurement in Multiple Choice.
2 Students:100% of Hispanics
62 Students:91.9% of Caucasian
The lowest identified area for Caucasians was: Geometry Open Response.
63 Students:76.2% of Econ. Disadvantaged
The lowest identified areas for Econ. Disadvantaged were: Geometry Open
Response and Measurement in Multiple Choice.
0 Students:.% of LEP
12 Students:41.7% of Students with Disabilities.
The lowest identified areas for students with Disabilities were: N/A
2009:-# Tested & Percent of Students Scoring Proficient/Advanced:
115 Students: 78% of Combined Students
The lowest identified areas for the combined population were Measurement
and Data Analysis in Multiple Choice and Geometry and Measurement in Open
Response.
33 Students:60% of African American
The lowest identified areas for African Americans were Measurement and
Data Analysis in Multiple Choice and Geometry and Measurement in Open
Response.
78 Students:85% of Caucasian
The lowest identified areas for African Americans were Measurement and
Data Analysis in Multiple Choice and Geometry and Measurement in Open
Response.
69 Students:70% of Econ. Disadvantaged
The lowest identified areas for African Americans were Measurement and
Data Analysis in Multiple Choice and Geometry and Measurement in Open
Response.
TREND DATA:
On an average of 3 years (2007-2009), the lowest identified areas for
combined and all subgroups were Geometry and Measurement in Open Response.
-
Arkansas Comprehensive School Improvement Data Source for C D
FRANKS Elementary School
NORM REFERENCED TEST
Number Tested and Percent of Students Scoring At/Above 50th Percentile
2nd Grade
In Spring 2007
113 Students:
39.3% of the Combined population were proficient for Math Problem Solving
In Spring 2008
108 Students:
48.1% of the Combined population were proficient for Math Problem Solving.
In Spring 2009
91 Students:
63% of the Combined population were proficient for Math Problem Solving.
3rd Grade
In Spring 2007
123 Students:
61.0% of the Combined population were proficient for Math Problem Solving.
-
Average Daily Attendance.
Second and Third grade average daily attendance:
2007 - 94.6%
2008 - 94.5%
2009 - 93.7
-
|
| Goal |
By March 31, 2010, there will be a 10% increase in the
number of students proficient in our combined and African
American populations in multiple choice and performance in the
areas of number and operations and geometry as
measured/evidenced by the 3rd target assessment for 2009-2010. |
| Benchmark |
In 2008-09 the combined population and all subgroups met
AYP. For the 2009-10 school year, we expect to show a growth
increase of 10% by the third target assessment for 2009-2010.
|
| Intervention: GROWING WITH MATHEMATICS,
published by McGraw Hill/Wright Group is our current
mathematics adoption. It is an activity based, integrated
and problem-solving approach to learning mathematics. It
is designed to provide significant, carefully sequenced
mathematics to all students. |
| Scientific Based Research: Growing with
Mathematics is a standards based curriculum. Volume 38,
#1, Jan 2007, "Journal for reasearch and Mathematics
Education". Expanding the Notions of impact of K-12
Standards-based Mathematics and Reform Calculus Programs.
Smith, John. T, and Star, Jon. |
| Actions |
Person Responsible |
Timeline |
Resources |
Source of Funds |
Implementation Plan-After careful disaggregation of
the augmented Benchmark assessment results which continue
to show a high number of students at the proficient or
advanced level, it was determined that Growing with
Mathematics will continue to be the program used for math
instruction. Each teacher will began their math class with
math meeting which includes review of general skills,
calendar activities and number sense activities as
outlined in the mathematics curriculum. Next, students
will be actively involved in problem solving with teachers
utilizing Cognitively Guided Instruction strategies. These
activities will lead to the whole-group lessons which
stress thinking and reasoning skills from Growing with
Mathematics from the current topic book incorporating the
discussion books, vocabulary, differentiated instructional
activities developed for varying learning styles,
manipulatives, workbook pages providing practice of newly
taught skills and exercises for the maintaining of
previously taught skills. Each math lesson is ended with
an assessment to check for learning. Interactive boards
and accompanying laptop computers have been placed in each
classroom for use with instruction.
Action Type: Equity
Action Type: Program Evaluation
Action Type: Technology Inclusion
|
Derenda Henry, Third Grade Mathematics Teacher |
Start: 07/01/2009
End: 06/30/2010 |
- Administrative Staff
- Teachers
|
|
Professional Development- Disaggregation of the
Augmented Benchmark assessment results indicated that the
Math Instructional Facilitator should continue to model,
demonstrate and encourage teachers as they fully implement
Growing with Mathematics. The Math Instructional
Facilitator will emphasize any weak areas as evidenced by
the disaggregation of data to ensure equity of
instruction. The teachers will attend math team meetings
one to two times weekly to collaborate on curriculum,
disaggregate data, discuss differentiated instruction
strategies and Cognitively Guided Instructional
strategies. The Augmented Benchmark data also demonstrated
the need for continued involvement of the math teachers
and the instructional facilitator in Cognitively Guided
Instruction training levels 1, 2 or 3 depending on where
they are in the 3-year program. CGI training is held
during the summer with follow-ups provided periodically
during the school year. Cognitively Guided Instruction
builds strategies used to teach students to problem
solving and reasoning skills. CGI is provided through the
Dequeen-Mena Coop at Gilham. The Math Instructional
Facilitator and the teachers will attend other relevant
mathematics workshops as they become available during the
school year. Training for use of the interactive boards
and laptop computers will be provided as needed.
Action Type: Collaboration
Action Type: Equity
Action Type: Professional Development
|
Marsha Mueller, Second Grade Mathematics Teacher |
Start: 07/01/2009
End: 06/30/2010 |
- Administrative Staff
- Outside Consultants
- Teachers
|
|
Plan Evaluation-After careful disaggregation of the
augmented Benchmark assessment results which continue to
show a high number of students at the proficient or
advanced level, it was determined that the assessment
within Growing with Mathematics will continue to be
utilized including assessing the lesson, check-ups,
performance tasks and multiple choice assessments. Target
testing, nine weeks assessment and open-response checks
will also be used. The teachers will receive the results
of these formative assessments and analyze them for
strengths and weaknesses in student performance,
instruction and curriculum.
Action Type: Collaboration
Action Type: Program Evaluation
|
Marsha Mueller, Second Grade Teacher |
Start: 07/01/2009
End: 06/30/2010 |
|
|
| Total Budget: |
$0 |
| Intervention: Remediation Plan for
Students Not Scoring Proficient will include the use of
the Academic Improvement Plan (AIP) system and will follow
the Response to Intervention (RtI) model. |
| Scientific Based Research: Academic
Improvement Plan. (ACT 999, 1999)Stein, Mary Kay, Margaret
Schwan Smith, Marjorie A. Henningsen, Edward A. Silver.
IMPLEMENTING STANDARDS-BASED MATHEMATICS INSTRUCTION: A
Casebook for Professional Development. Teachers College
Press: 2000. O'Shea, Mark. FROM STANDARDS TO SUCCESS. ASCD:
2005. |
| Actions |
Person Responsible |
Timeline |
Resources |
Source of Funds |
Implementation Program-Math students will be
identified as not on grade level through standardized
tests, formative assessments and Growing with Mathematics
end of topic assessments. Academic Improvement Plans will
be created by the Math Instructional Facilitator and
classroom teacher for each student not on grade level. The
AIP is a way to document remediation for specific
students. The Response to Intervention model will be used
to monitor the use of interventions within the classroom
and in pull-out remediation programs. Interventions will
be research based strategies, designed or determined by a
problem-solving team that start with assessed weaknesses
and systematically encourage progress. Students needing
remediation in mathematics will have access to small group
intervention time with the classroom teacher focusing on
specific AIP weaknesses and current instructional
weaknesses which according to the RtI model, are
considered Tier 1 interventions. Tier 1 interventions are
accessible to everyone with a need. Students who do not
respond in a timely manner to this type of intervention
will be referred to the RtI team for review. The RtI team
will review work samples, academic history, formative
assessments and the students AIP. If the student is found
to not be making adequate progress, they will additionally
have access to Tier 2 interventions which are carried out
by a highly qualified interventionist outside of the
classroom setting for 3 to 4 times weekly for 30 minutes
each time to work on the noted weaknesses. During this
process, the student will continually be monitored for
progress in his/her identified areas of weakness. After a
period of 8-10 weeks, each Tier 2 students current data
will be reviewed and decisions made to maintain current
interventions or move them to Tier 3 interventions which
include 5 days of intervention for at least 30 to 45
minutes in addition to classroom instruction. After a 6-8
period, if progress is not noted by the RtI team, the
student will be referred to the Special Education
department for possible evaluation.
Action Type: AIP/IRI
Action Type: Special Education
Action Type: Technology Inclusion
|
Joni Pennington, Second Grade Mathematics Teacher |
Start: 06/30/2009
End: 07/01/2010 |
|
|
Evaluation Plan-Standardized test scores will detect
students who are not succeeding in math. Teachers will
also use Growing with Mathematics assessments, Target
testing, observation as prescribed by Growing with
Mathematics and formative Benchmark assessments. An AIP
will be developed for students not succeeding in math. AIP
students progress will be monitored by observation,
diagnostic assessments for specific skills listed on the
AIP document and formative assessments. The AIP will be
complete when the student demonstrates mastery of the
documented skills. The math program will be considered
successful when every child is proficient in mathematics.
Action Type: Alignment
Action Type: Equity
Action Type: Program Evaluation
|
Jennifer Robinson, Second Grade Mathematics Teacher |
Start: 06/30/2009
End: 07/01/2010 |
|
|
Professional Development-During the 2009-10 school
year, teachers will continue to meet with the Math
Instructional Facilitator to work on analyzing the data
used for writing AIPs and the implementation of the
interventions as stated on the AIP. During teaming time,
previously researched interventions will be introduced and
discussed for possible use in the classroom. Teachers will
use their cognitively guided instruction training for
remediation as well as general classroom instruction.
Action Type: Professional Development
|
Joni Pennington, Second Grade Teacher |
Start: 07/01/2009
End: 06/30/2010 |
|
|
| Total Budget: |
$0 |
| Intervention: CHARACTER EDUCATION, DRUG
AND VIOLENCE PREVENTION- The school counselor will provide
services and resources to staff and parents regarding
character development and prevention of drug abuse and
violence. |
| Scientific Based Research: Character
Education Partnership's Eleven Principles of Effective
Character Education by Tom Lickona, PhD. Eric Shops, PhD,
and Catherine Lewis, PhD. 2007 Assessing Substance Abuse
Prevention Programs for Schools, Jennifer L. Schroeder and
Gail E. Johnson, Intervention in School and Clinic v44 n4
p234-240 The Role of Elementary School Counselors in
Reducing Bullying by Sheri Bauman, Elementary School
Journal v108 n5 p362-365(2008) |
| Actions |
Person Responsible |
Timeline |
Resources |
Source of Funds |
Professional Development-In effort to remain up to
date on best practices, the counselor will attend the
School Counselors Association Conference, character and
career education conferences, and conferences on play
therapy.
Action Type: Professional Development
|
Mary Wells, Counselor |
Start: 06/09/2009
End: 07/04/2010 |
|
|
Plan Evaluation- Evaluation will take the form of
parent, teacher, and student surveys. Specific information
regarding office referrals will also be used to evaluate
the program's effectiveness.
Action Type: Program Evaluation
|
Mary Wells, Counselor |
Start: 06/30/2009
End: 07/04/2010 |
|
|
Implementation: The school counselor will visit
classrooms twice a month to teach lessons about social and
academic success. Character traits will serve as the
anchor for these lessons. Conflict resolution skills will
be taught in conjunction with ways to stop bullying.
Students will hear a series of presentations from the
Character Network. These presentations are aimed at
raising student awareness of bullying and ways they can
choose to be a hero, not a bully. Material from the HRSA
program "Stop Bullying Now" will also be utilized
throughout the year. Drug Abuse Prevention will be
addressed by all teachers during Red Ribbon Week in
October and periodically through the year by the counselor
as well.
|
Mary Wells, Counselor |
Start: 06/09/2009
End: 07/04/2009 |
|
|
| Total Budget: |
$0 |
| Intervention: PARENT AND COMMUNITY
INVOLVEMENT-The school parent coordinator will organize
the parental involvement plan, do research about what
parents need and want from the school and provide
information to the families. |
| Scientific Based Research: [Cotten, K. and
Wikelund, K.R. (2003). Parent Involvement in Education.
Retrieved from the Web 2/24/03. http://www.nwrel.org/scpd/sirs/3/cu6.html]
[Epstein, Joyce, et.al.(2002) School, Family, and
Community Partnerships. Thousand Oaks, CA: Corwin Press,
Inc.] [Dufour, R., Eaker, R.,Professional Learning
Communities, 1998. Alexandria, VA:ASCD.] [Langan, Paul.
Bullying in Schools. 2003. West Berlin, NJ: Townsend. |
| Actions |
Person Responsible |
Timeline |
Resources |
Source of Funds |
Implementation Plan: The school parent coordinator is
also the Library Media Specialist and a certified teacher.
The school parent coordinator will communicate with
families about school programs, involve families as
volunteers and audiences, involve families as participants
in school decisions, i.e. Community Leadership Team and/or
Parental training to provide opportunities for all
families to be involved in their children's academic
learning activities at home. Four Parent/Teacher
Conferences will be held each year. Community resources
will include but not be limited to: Southwest Mental
Health, Junior Achievement, guest speakers in rooms,
police, Rotary and/or Kiwanis activities. The school
parent coordinator will collaborate with PTO when the
situation arises. The C.D. Franks Parent Center is located
in the lobby of the school. Parent tips, a C.D. Franks
Elementary Parent Volunteer Resource Notebook, information
packets, periodicals, Library Bookshelf for parental
checkout, and assorted brochures are available. In
addition, video tapes and DVD's about parenting are
located in the media center for use and checkout by
parents. At the end of the second semester, the Parent
Coordinator holds a reception to honor all those who have
volunteered in the school during the school year. This
year we will begin to hold Family Night Library. One of
these nights per month will be a Parent night featuring a
content area to help facilitate parents knowledge of
instructional strategies. The District Handbook provides a
process for resolving parental concerns. A district wide
Community Enrichment Center is located on First Street as
a service center for at-risk families. The Community
Enrichment Center houses the Parents as Teachers Program
and other services for At-risk children, i.e. Homeless
Coordinator and HIPPY. The Homeless Coordinator conducts
staff awareness, trains attendance clerks to look for
signs of homelessness annually, and makes a special effort
to address the needs of homeless children. The Homeless
Coordinator works with school counselors and other school
personnel as well as other agencies to care for the needs
of the homeless. These strategies insure equity among the
parent/guardian population.
Action Type: Collaboration
Action Type: Equity
Action Type: Parental Engagement
Action Type: Technology Inclusion
|
Phyllis Veazey, Parent Coordinator |
Start: 07/01/2009
End: 06/30/2010 |
- Community Leaders
- Outside Consultants
- School Library
- Teachers
|
|
Professional Development-The school parent coordinator
will attend workshops that will enhance her knowledge and
increase her effectiveness. The school parent coordinator
will attend in-service opportunities during the school
year.
Action Type: Professional Development
|
Phyllis Veazey, Parent Coordinator |
Start: 06/30/2009
End: 07/01/2010 |
|
|
Plan Evaluation-At the end of the year, the parent
coordinator will evaluate the parent program using the
following criteria: Increase in number of parents asking
for information. Increased interest in volunteering and
interest in helping school make decisions. Maintain or
increase the number of programs which involve the
community interacting with the school.
Action Type: Collaboration
Action Type: Parental Engagement
Action Type: Program Evaluation
|
Phyllis Veazey, Parent Coordinator |
Start: 06/30/2009
End: 07/01/2010 |
|
|
| Total Budget: |
$0 |
| Intervention: C.D. FRANKS ELEMENTARY
SCHOOL WILL IMPLEMENT PROCEDURES TO SHOW THAT STUDENT WORK
IS HIGHLY VALUED AND PUBLICLY CELEBRATED. |
| Scientific Based Research: What Works In
Character Education- A research-driven guide for educators
by Marvin Berkowitz, PhD. Character Education Partnership
2006. CEP's Eleven Principles of Effective Character
Education by Tom Lickona, PhD., Eric Schaps, PhD., and
Catherine Lewis, PhD. Character Education Partnership 2007 |
| Actions |
Person Responsible |
Timeline |
Resources |
Source of Funds |
Implementation Plan: Beginning in September of 2009,
and continuing throughout the school year, teachers and
staff at C.D. Franks will participate in public
celebrations of student work on a monthly basis. The first
way in which work will be publicly celebrated is by
highlighting a different class each month on the bulletin
boards near the front entry of the building. Student work
will be displayed throughout the month. All pull out
teachers will also participate in these displays. The
second way student work will be publicly celebrated is by
having the counselor visit each classroom and take
pictures of students as they are engaged with classroom
assignments. These photos will be displayed on the digital
frame in the waiting area outside of the principal's
office. The third way student work will be publicly
celebrated is by the counselor and homeroom teachers
assisting students in developing writing samples to share
during lunch assemblies. During these assemblies students
who have demonstrated positive academic practices will
also be acknowledged. These practices will include, but
not be limited to, correcting returned work, completing
assignments, helping other students with work,
demonstration of mastery of grade level skill, and showing
improvement on periodic assessment scores. The counselor
will send home monthly newsletters in order to allow
parents to plan time to participate in the assemblies if
they desire to do so.
|
Mary Wells, Counselor |
Start: 06/09/2009
End: 07/04/2010 |
|
|
Professional Development: The counselor will attend
the Arkansas School Counselor Convention.
|
Mary Wells, Counselor |
Start: 06/09/2009
End: 07/04/2010 |
|
|
Plan Evaluation: The plan will be evaluated through
the use of parent, teacher, and student surveys.
|
Mary Wells, Counselor |
Start: 06/09/2009
End: 07/04/2010 |
|
|
| Total Budget: |
$0 |
|
| Priority 3: |
The Arkansas Department of Education - Special Education -
has not identified the Ashdown School District as being
disproportionate in the number of African American students
with disabilities in comparison to the district's total
population of African American students. Our goal is to
maintain proportionality. |
| Supporting Data: |
- The Special Education focus monitoring Data from the
2006-07 school year indicates that the difference between
the representation of African-American in the districts
overall school population ( 42.15%) and the representation
of African American students in special education (31.25 )
meets the benchmark indicating that the district is
proportionally similar in composition. This reduction has
occurred due to the implementation of sound procedures and
practices including the implementation of research-based
interventions within the classrooms.
- The Special Education Focused Monitoring/ACSIP data from
2007-08 school year indicates that the difference between
the representation of African-American in the district's
overall school population (31.73%)and the representation of
African-American students in Special Education (39.60%)
meets the benchmark indicating that the district is
proportionally similar in composition. This is the second
year the district has met the benchmark. This reduction has
occurred due to the implementation of sound procedures and
practices including the implementation of research-based
interventions within the classroom and the RTI
strategies/interventions provided by certified and
classified interventionists. The use of VI-B funds will
continue to be used by the district to meet the needs of all
students, with and without disabilities.
- The Special Education Focused Monitoring/ACSIP data from
2008-09 school year indicates that the difference between
the representation of African-American in the district's
overall school population (30.56%)and the representation of
African-American students in Special Education (35.03%)
meets the benchmark indicating that the district is
proportionally similar in composition. This is the second
year the district has met the benchmark. This reduction has
been maintained due to the implementation of sound
procedures and practices including the implementation of
research-based interventions within the classroom and the
RTI strategies/interventions provided by certified and
classified interventionists. The use of VI-B funds will
continue to be used by the district to meet the needs of all
students, with and without disabilities.
- Domain 7 of the School Self assessment also indicates
that 100% of the schools within the district have
intervention or at-risk teams in addition to pre-referral
procedures.
|
| Goal |
To remain non-identified as being disproportionate |
| Benchmark |
To continue to be within one standard deviation of the
state benchmark |
| Intervention: Technology
Inclusions-Orchard, a software program, has been purchased
to be used during computer lab and class time. This year
the assessment piece will be purchased. |
| Scientific Based Research: Orchard for
Arkansas. (2003). Saint Louis, MO: Siboney Learning Group.
www.orchardsoftware.co. |
| Actions |
Person Responsible |
Timeline |
Resources |
Source of Funds |
IMPLEMENTATION PLAN-The Orchard program will continue
to be utilized during the 2009-2010 school year. This
year, the assessment piece will be purchased to assure
that students are working on their individual levels.
Students will be given an initial assessment and
assignments will be made according to their individual
needs. When students are finished with a lesson pertaining
to a skill, a post-test will be taken.
Action Type: Program Evaluation
Action Type: Special Education
Action Type: Technology Inclusion
Action Type: Title I Schoolwide
|
Jan Ueckert, Special Education Director |
Start: 07/01/2009
End: 06/30/2010 |
- Computers
- District Staff
- Title Teachers
|
|
PROFESSIONAL DEVELOPMENT-Professional development will
be provided to all teachers so that they can maximize
their use of the program to differentiate their students'
instruction.
Action Type: Professional Development
Action Type: Technology Inclusion
|
Teresa Wake, Principal |
Start: 07/01/2009
End: 06/30/2010 |
|
|
EVALUATION PLAN-The effectiveness of the program will
be determined based on the number of entries, progress
reports, report cards, Benchmark and NRT scores. The
summative evaluation will include administrative reports
to ensure that students and teachers are using the
program. This information is computer generated and is
implemented in such a way as to insure instructional
equity for all students. The teachers will review the
leveled assessments from the pre and post test data to
determine if the program is effective in meeting
individual student needs and to make plans for the future.
Action Type: Equity
Action Type: Program Evaluation
Action Type: Special Education
Action Type: Technology Inclusion
|
Ashton Parson, Third Grade Teacher |
Start: 07/01/2009
End: 06/30/2010 |
|
|
| Total Budget: |
$0 |
| Intervention: Provide academic support to
address the needs of the at-risk students in grades 2-3
who have been identified as at-risk based on
norm-referenced tests, criterion-referenced tests, and
district literacy and math assessments. |
| Scientific Based Research: When Kids Can't
Read - What Teachers Can Do, K. Beers, Heineman, 2003;
Classrooms That Work: They Can All Read and Write, R.
Allington, P. Cunningham, Longman, 1999 |
| Actions |
Person Responsible |
Timeline |
Resources |
Source of Funds |
IMPLEMENTATION PLAN-An Interventionist will be
provided, using VI-B Special Education funds to assist in
the regular 2nd and 3rd grade classrooms. The
Interventionist will provide supplemental instruction to
targeted students. Students will be identified as not on
grade level through a variety of assessments and an AIP
will be written for each child. The AIP will recommend
remediation for the student ranging from small group
reteaching to pull-out by an Interventionist. The
supplemental instruction will include interventions
aligned with current reading and math curriculum which may
include Reading First task cards, SRA Reading programs,
Leveled Language Interventions, the Barton Method, Orchard
software and Growing with Mathematics differentiated
instruction components. Additional materials such as
workbooks will be provided as necessary. Parents will be
notified in writing when a student falls behind. Teachers
and parents will collaborate to find appropriate
interventions. Teachers will refer students to the RtI
team after all resources have been exhausted and the team
will implement further intervention. If these
interventions fail, a referral to special education may be
recommended.
Action Type: Collaboration
Action Type: Special Education
Action Type: Technology Inclusion
|
Mavis Patillo, Math Instructional Facilitator and
Robin Daniels, Literacy Instructional Facilitator |
Start: 07/01/2009
End: 06/30/2010 |
|
| Special Ed. IDEA: |
$23100.00 |
|
| ACTION BUDGET: |
$23100 |
|
PROFESSIONAL DEVELOPMENT-Training for writing the AIP,
differentiating instruction in the math and literacy
classroom and implementation of specific interventions
will be carried out during weekly team meetings in math
and literacy.
Action Type: Alignment
Action Type: Professional Development
|
Robin Daniels, Literacy Facilitator, Mavis Patillo,
Math Facilitator |
Start: 07/01/2009
End: 06/30/2010 |
|
|
EVALUATION PLAN-Student needs will be determined by
beginning of the year benchmarks in literacy and math and
the Targets pre-test. AIP's and IRI's will be used the
summarize the weaknesses of the students. Progress
monitoring will be carried out regularly to check for
growth. Data will be collected on the identified students
receiving interventions using the end of the year
benchmarks in literacy and math, along with NRT's and
other standardized assessments in a written report to be
reviewed by building level teams. This data will be used
to make decisions regarding the effectiveness of the
Interventionist.
Action Type: Equity
Action Type: Program Evaluation
|
Robin Daniels, Literacy Facilitator and Mavis Patillo,
Math Facilitator |
Start: 07/01/2009
End: 06/30/2010 |
- Administrative Staff
- Teachers
|
|
| Total Budget: |
$23100 |
| Intervention: To utilize Response to
Intervention in 2nd and 3rd grades. |
| Scientific Based Research: Preferral,
Teacher Assistance Teams and Child Study Teams, Addendum
#1, January 1997-May 2002, Special Education Resource
Center, Middletown, CT, 06457 |
| Actions |
Person Responsible |
Timeline |
Resources |
Source of Funds |
Implementation Plan: There is currently a Response to
Intervention team in place at C.D. Franks. The team
collaborates at least once monthly with additional
meetings as needed. A procedures manual is available and
minutes are kept from each meeting. The team is made up of
Interventionists, Literacy and Math Curriculum
Facilitators, Principal, Regular Classroom Teachers and
the School Counselor. The team meets to analyze student
data, monitors the progress of all students and looks
specifically at students who are not making progress. This
insures instructional equity for all students. The goal of
the committee is to make pro-active decisions on how to
efficiently and effectively meet the individual student's
needs. A list of interventions has been developed with the
assistance of the Curriculum Facilitators that meet the
specific skills needs of students. The interventions can
be utilized within the regular classroom setting, the
computer lab and/or pull-out tutorials with
interventionists.
Action Type: Collaboration
Action Type: Equity
Action Type: Special Education
Action Type: Title I Schoolwide
|
Mavis Patillo, Math Interventionist Coordinator |
Start: 07/01/2009
End: 06/30/2010 |
|
|
Professional development: Professional Development
explaining the procedures and the purpose of the team is
done at the beginning of the year. The Response to
Intervention Team will attend relevant professional
development as available during the school year. The
Interventionist will attend any relevant professional
development opportunities which may present themselves
during the school year.
Action Type: Professional Development
|
Mavis Patillo, Math Interventionist Coordinator |
Start: 07/01/2009
End: 06/30/2010 |
|
|
Evaluation Plan: The Response to Intervention Team
will meet at least one time monthly to discuss at-risk
students. Interventions will be developed according to the
individual needs of the students using AIP's and other
assessments. Progress will be monitored through on-going
math and literacy assessments that are aligned to the
frameworks. Students' performance on the Augmented
Benchmark will also be used to determine the effectiveness
of the team. Materials will be purchased to assist with
tracking the progress of these students. An end of year
report showing the number of students referred will be
compiled. This report will also include the number of
students referred to special education at the building
level. A follow-up plan will be developed for students
that were not referred for special education that may
still be at-risk.
Action Type: AIP/IRI
Action Type: Program Evaluation
Action Type: Special Education
|
Mavis Patillo, Math Interventionist Coordinator |
Start: 07/01/2009
End: 06/30/2010 |
|
|
| Total Budget: |
$0 |
|
| Priority 4: |
CD Franks Elementary school is committed to improving the
overall health of our students. We will involve teachers,
parents, students, and the community to develop an ongoing
process that will encourage physical activity, provide more
nutritious foods, and encourage students to develop life-long
healthy habits. |
| Supporting Data: |
- BMI index for 2008 - 2009 2nd grade students showed the
following: 53.3% of 2nd grade males healthy, 16.4%
overweight,31.1% obese. 44.2% of 2nd grade females healthy,
25.6% overweight, and 30.2% obese.
|
| Goal |
Enforce standards regarding physical activity as mandated
by the state. |
| Benchmark |
To improve student BMI index and to improve knowledge
about overall health and safety on each campus. |
| Intervention: Act 1220 of 2003 requires
schools to screen some students for obesity using the BMI.
(Body Mass Index) C. D. Franks will report these results
to the state and parents to inform them if there is a
health risk based on BMI. The ACHI (Arkansas Center for
Health Improvement) then generates a report to the
district. |
| Scientific Based Research: During the
06-07 school year, the report showed that 41.2% of 2nd
graders were at risk for overweight or were overweight.
3rd Grade was shown to be at 33.3% at risk for overweight
or were overweight. Results for the 07-08 school year are
not yet available. |
| Actions |
Person Responsible |
Timeline |
Resources |
Source of Funds |
Implementation: C.D. Franks Elementary will provide at
least 150 minutes of physical activity per week for all
students. At least 60 minutes of this time will be
scheduled physical education time. Each student has P.E.
one time a week for a total of sixty minutes. The
remaining minutes will be used from recess time both in
the morning recess (from 7:30-7:50) and during lunch
recess(20 minutes per day. The physical education
instructor will emphasize healthy life styles and
nutrition during physical activity time. In collaboration
with our local University of Arkansas Extension Office,
the 4-H Assistant will come to classes and teach a health
related curriculum based on Arkansas frameworks. Also in
collaboration with the University of Arkansas C.D. Franks
will host a Body Walk and the related week long curriculum
later in the year so that children will have a better
understanding of how their bodies work. Teachers and staff
with continue to meet state requirements by not providing
food or snacks as a reward for student achievement. CD
Franks Elementary will designate 9 days for functions such
as Behavior Bashes, parties, or celebrations where snacks,
drinks, etc. can be provided for the students. These dates
will be determined early in the school year and set forth
on the calendar. Efforts will be made to provide healthy
snacks and drinks during these events. C D Franks
Elementary currently has a Physical Education instructor
who is not fully qualified. The teacher is working toward
completion of requirements allowing her to become fully
qualified. She is on track to meet these requirements
within the time allowed by the state.
Action Type: Collaboration
Action Type: Title I Schoolwide
Action Type: Wellness
|
Teresa Wake, Principal |
Start: 07/01/2009
End: 06/30/2010 |
- Administrative Staff
- District Staff
- Teachers
|
|
Professional Development- Members of C.D. Franks staff
will be sent to wellness in-service during the summer to
further develop goals and strategies to improve overall
school wellness. The cafeteria manager will attend
in-services about nutrition.
Action Type: Professional Development
Action Type: Title I Schoolwide
Action Type: Wellness
|
Amy Silva (nurse) and Stacy Adams (cafeteria manager) |
Start: 07/01/2009
End: 06/30/2010 |
- Administrative Staff
- Central Office
- District Staff
- Teachers
|
|
Evaluation of Wellness Program- Assessment of student
physical improvement will be a part of the PE Curriculum.
The PE teacher will check for endurance and stamina at
intervals. The health and physical education curriculum
will be aligned with state frameworks. Whether the
students have increased stamina and the BMI index will be
used to evaluate whether the programs instituted are being
successful.
Action Type: Program Evaluation
Action Type: Wellness
|
Gerina Ritter, Physical Education Teacher |
Start: 07/01/2009
End: 06/30/2010 |
|
|
| Total Budget: |
$0 |
|
Planning Team
| Classification |
Name |
Position |
Committee |
| Classroom Teacher |
Amy Madden |
Art |
Math Committee |
| Classroom Teacher |
Betty Warren |
Third Grade Literacy Teacher |
Literacy Committee |
| Classroom Teacher |
Brenda Hill |
Second Grade Literacy Teacher |
Steering/Literacy Committee |
| Classroom Teacher |
Brenda Williams |
Third Grade Math Teacher |
Math committee |
| Classroom Teacher |
Derenda Henry |
Third Grade Math Teacher |
Math Committee |
| Classroom Teacher |
Donna Gabbard |
Music Teacher |
Literacy |
| Classroom Teacher |
Frances Hamburg |
Third Grade Math Teacher |
Steering/Math Committee |
| Classroom Teacher |
Gerina Ritter |
Physical Education Teacher |
Math Committee |
| Classroom Teacher |
Jennifer Hopkins |
Speech Pathologist |
Literacy Committee |
| Classroom Teacher |
Jennifer Robinson |
Second Grade Math Teacher |
Math |
| Classroom Teacher |
Joni Pennington |
Second Grade Math Teacher |
Math Committee |
| Classroom Teacher |
Julie Backus |
Third Grade Literacy Teacher |
Literacy Committee |
| Classroom Teacher |
Loretta Price |
Reading Recovery Teacher |
Literacy/Title I Advisory Committee |
| Classroom Teacher |
Marsha Mueller |
2nd Grade Math Teacher |
Math |
| Classroom Teacher |
Pam Wells |
Second Grade Literacy Teacher |
Literacy Committee |
| Classroom Teacher |
Phyllis Veazey |
Librarian |
Steering/Literacy Committee |
| Classroom Teacher |
Robin Daniels |
Literacy Facilitator |
Steering Committee/Title 1 Advisory
Committee |
| Classroom Teacher |
Shannon Welch |
Second Grade Literacy Teacher |
Steering/Literacy Committee |
| Classroom Teacher |
Tyna Armstrong |
Resource Room-Literacy |
Literacy Committee |
| District-Level Professional |
Carolyn Henderson |
Community Relations |
Title I Advisory Committee |
| District-Level Professional |
Jan Ueckert |
Special Education Director |
Federal Programs |
| District-Level Professional |
Jo Walker |
K-12 Math Coordinator |
Math |
| District-Level Professional |
Judy Dowdy |
Curriculum Coordinator |
Federal Programs/Title I Advisory
Committee, Steering Committee |
| District-Level Professional |
Mavis Patillo |
Interventionist/Math Facilitator |
Steering/math |
| Non-Classroom Professional Staff |
Amy Silva |
Nurse |
Steering/Math Committee |
| Non-Classroom Professional Staff |
Audrey Jones |
Secretary |
Literacy Committee |
| Non-Classroom Professional Staff |
Barbara Montgomery |
Custodian |
Math Committee |
| Non-Classroom Professional Staff |
Diana Blankenship |
Paraprofessinal |
Interventionist |
| Non-Classroom Professional Staff |
Doris Burris |
Custodian |
Math Committee |
| Non-Classroom Professional Staff |
Ernestine Nelson |
Paraprofessional |
Literacy |
| Non-Classroom Professional Staff |
Jackie Richard |
Custodian |
Math Committee |
| Non-Classroom Professional Staff |
Mary Wells |
Counselor |
Sterring committee Chairperson/Title 1
Advisory committee |
| Non-Classroom Professional Staff |
Randy White |
Therapist |
Title I Advisory Committee |
| Non-Classroom Professional Staff |
Sharlotte Wright |
Attendance Clerk |
Math Committee |
| Non-Classroom Professional Staff |
Sheri Gross |
Classroom Manager |
Math Committee |
| Non-Classroom Professional Staff |
Timolin Gaines |
Impact Lab Technician |
Math Committee |
| Parent |
Ronda Pounds |
Member |
Title I Advisory Committee |
| Parent |
Whitney Gordon |
Member |
Literacy Committee |
| Principal |
Teresa Wake |
Principal |
Steering/Title I Advisory Committee |
|