Vision: The vision of Margaret Daniel Primary is to unite
parents, community, and staff in creating an environment of
excellence and pride where students will be successful.
Mission: Margaret Daniel Primary will be a school with an
unrelenting focus on learning. We will encourage students to
think for themselves and to reach and extend grade level
expectation. Students will show what they have learned through
assessments and observations. Our school will provide
interventions for students not meeting these expectations.
Staff, parents, and community will work together to ensure all
students succeed.
| Grade Span: K-1 |
Title I: Title I Schoolwide |
School Improvement: SI_2 |
Table of Contents
Priority 1: Literacy
Goal: Trend data over the past three years indicates a
slight increase in NWF and ORF yet ORF still below the benchmark
set for students in First grade at Spring assessment. By Jan. 29,
2010, there will be a 15% increase in NWF and ORF in the combined
population as measured by mid-year DIBELS.
Priority 2: Mathematics
Goal: Math data over the past three years indicates
that students in kindergarten, combined population, have shown a
deficit in representing quantity of 10 and First Grade students,
combined population, continue to show a deficit in using coins to
represent 2 digit amounts and identifying attributes of 2D shapes
as shown by the topic assessments and end of year assessments. By
the end of 3rd nine weeks, there will be a 15% increase in
"representing a quantity to 10" in the kindergarten combined
population as measured by the end of topic checklist. By the end
of 3rd nine weeks, there will be a 15% increase in "recognizing
coins" in the kindergarten combined population as measured by the
end of topic checklist. By the end of 3rd nine weeks there will be
a 15% increase in "using coins to represent 2 digit amounts and
identifying attributes of 2D shapes" in the first grade combined
population as measured by the 3rd nine weeks assessments.
Priority 3: Special Education
Goal: To remain non-identified as being
disproportionate within our district.
Priority 4: Wellness
Goal: Trend data indicats that there is a smaller
precentage of students who are at risk or over weight. Goal is to
continue to provide activites to create a healthy school
environment that conveys consistent health, nutrition, and
physical activity messages to students and community.
| Priority 1: |
To improve Literacy Skills. |
| Supporting Data: |
- 50
ACSIP CRT Data Source for C. D. FRANKS
2007-# Tested & Percent of Students Scoring Proficient/Advanced:
120 Students: 44.1% of Combined Students
36 Students: 30.5% of African American Students
3 Students: 0% of Hispanic Students
80 Students: 51.2% of Caucasian Students
67 Students: 31.3% of Econ. Disadvantaged Students
. Students: N/A% of LEP Students
10 Students: 0% of Students with Disabilities
2008 - # Tested and percent of Students Scoring Proficient /Advanced:
101 Students: 58.4% of Combined Students
37 Students: 43.2% of African American Students
. Students: N/A of Hispanic Students
62 Students: 66.1% of Caucasian Students
63 Students: 49.2% of Econ. Disadvantaged Students
. Students N/A of Students with Disabilities.
The lowest identified areas for the combined population were: Practical
Passage in multiple choice and Content Passage in Open Response
questions. Content and style were the lowest areas in Literacy Passage
and Writing
The lowest identified areas for African Americans were: Literary Passage
in Multiple Choice and Content Passage in Literacy and Content and Style
in Writing
The lowest identified areas for Caucasian were: Content Passage in Open
Response and Practical Passage in Multiple Choice. Content and Style were
the lowest areas in Writing.
The lowest identified areas for Econ. Disadvantaged students were:
Content Passage in Open Response and Literary Passage and Practical
Passage in Multiple Choice. Content and Style were the lowest areas in
writing.
The lowest identified areas for LEP students were:
Literary &
Content in Open Response questions.
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 areas 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. 2009:-# Tested & Percent of Students
Scoring Proficient/Advanced:
-
Metropolitan Achievement Test -Eighth Edition
In 2009, 67% of the 108 Kindergarten students tested on the MAT-8 Scored
at the 50th NPR in Letter Sounds and Print. Of the 108 tested, 44% scored
Advanced, 22% scored Proficient, 17% scoed Basic and 17% scored Below
Basic.
52% of African Americans scored at or above the 50th NPR (25 tested)
72% of Caucasians scored at or above the 50th NPR (81 tested)
55% of Economically Disadvantaged scored at or above the 50th NPR (48
tested)
50% of Students with Disabilities scored at or above the 50th NPR (12
tested)
This was the first year year for this assessment. The previous year
(2008) the test (SAT-10) was compromised.
-
In 2007, 61.4 of the combined 1st grade students scored at or above
60th NPR in Reading on the Iowa Test of Basic Skills;
• 36.1 of African American students scored at or above 60th NPR in
Reading
• 72.4% of Caucasian students scored at or above 60th NPR in Reading
• 42.4% of the Economically Disadvantaged students scored at or
above 60th NPR in Reading
• 26.7% of the Students with Disabilities scored at or above 60th
NPR in Reading
The lowest identified areas for the combined population were V/C
Combinations, Affixes, and Vocabulary.
The lowest identified area for African Americans was Vocabulary.
The lowest identified area for Caucasians was Vocabulary.
The lowest identified area for the Socio-Economic Deprived was Vocabulary.
The lowest identified area for Students with Disabilities was Vocabulary
Norm Reference Test Changed to SAT-10, Spring 2008
In 2008, 48% of Combined 1st Grade students scored at or above 50th NPR in
Reading Comprehension on the SAT-10
. 45.8% of African American students scored at or above 50th NPR in
Reading Comprehension
. 49.3% of Caucasian students scored at or above 50th NPR in
Reading Comprehension
. 38.5% of Economically Disadvantaged students scored at or above
50th NPR in Reading Comprehension
. 50% of Students with Disabilities scored at or above the 50th NPR
in Reading Comprehension
(The following information is not available at this time)
The lowest identified areas for the combined population were
The lowest identified area for African Americans was
The lowest identified area for Caucasians was
The lowest identified area for the Economically Disadvantaged was
The lowest identified area for Students with Disabilities was
According to the Scale Score Cuts for SAT-10
43% of the 98 tested scored Advanced
37% of the 98 tested scored Proficient
17% of the 98 tested scored Basic
3% of the 98 tested scored Below Basic
In 2009, 34.4% of Combined 1st Grade students scored at or above the 50th
NPR in Reading on the SAT-10.
29% of African American students scored at or above the 50th NPR in
Reading Comprehension
37% of Caucasian students scored at or above the 50th NPR in Reading
Comprehension
29% of Economically Disadvantaged students scored at or above the 50th NPR
in Reading Comprehension
24% of Students with Disabilities scored at or above the 50th NPR in
Reading Comprehension.
According to the Scale Score Cuts for SAT-10, Spring 2009:
24.2% of the 120 Scored Advanced
37.5% of the 120 Scored Proficient
29.2% of the 120 Scored Basic
9% of the 120 Scored Below Basic
-
In the Fall/2006, all incoming Kindergarten students were administered
the Quall’s Early Learning Inventory. Zero percent were not developed in
General Knowledge, 0% were not developed in Oral Communication, 2% were
not developed in Written Language, and 0% were not developed in Math
Concepts. Fifty-two percent were developing in General Knowledge, 63%
were developing in Oral Communication, 8% were developing in Written
Language, and 9% were developing in Math Concepts.
In the Fall/2007 all incoming Kindergarten students were administered the
Quall's Early Learning Inventory. Four percent were not developed in
General Knowledge, 2% were not developed in Oral Communication, 2% were
not developed in Written Language, and 2% were not developed in Math
Concepts. Fifty-four percent were developing in General Knowledge, 59%
were developing in Oral Communication, 43% were developing in Written
Language, and 45% were developing in Math Concepts.
In the Fall/2008 all incoming Kindergarten students were administered the
Quall's Early Learning Inventory. One percent were not developed in
General Knowledge, 2% were not developed in Oral Communication,1% was not
developed in Written Language and 1% was not developed in Math Concepts.
Fifty-three percent were developing in General Knowledge, 54% were
developing in Oral Communication, 51% were developing in Written Language,
and 51% were developing in Math Concepts.
-
In August 2006, Kindergarten students were administered the Dynamic
Indicators of Basic Early Literacy Skills assessment. The Letter Naming
Fluency (LNF) section indicated that 64% of the Kindergarten students were
Proficient at the beginning of the school year. In May, 2007, these same
Kindergarten students were given the Nonsense Word Fluency (NWF) section
and 86.4% of the Kindergarten students were Proficient.
In August of 2007, Kindergarten Students were administered the Dynamic
Indicators of Basic Early Literacy Skills assessment. The Letter Naming
Fluency (LNF) assessment indicated that 58.7% of the Kindergarten students
were proficient at the beginning of the school year. In May, 2008, these
same Kindergarten students were given the Nonsense Word Fluency (NWF)
assessment and 78% of the Kindergarten students were Proficient.
In August of 2008, Kindergarten Students were administered the Dynamic
Indicators of Basic Early Literacy Skills assessment. The Letter Naming
Fluency (LNF) section indicated that 56% of the Kindergarten students were
proficient at the beginning of the school year. In May, 2009, these same
Kindergarten students were given the Nonsense Word Fluency (NWF)
assessment and 80% of the Kindergarten students were Proficient.
In August, 2006, First Grade students were administered the Dynamic
Indicators of Basic Learning Skills assessment. The Nonsense Word Fluency
(NWF) section indicated that 67% of the First Grade students were
Proficient at the beginning of the school year. In May, 2007, these same
First Grade students were given the Oral Reading Fluency (ORF) assessment
and 58.8% were Proficient.
In August, 2007, First Grade students were administered the Dynamic
Indicators of Basic Early Literacy Skills, otherwise know as DIBELS. The
Nonsense Word Fluency (NWF) assessment indicated that 79.2% of the First
Grade Students were Proficient at the beginning of the school year. In
May, 2008, these same First Grade students were given the Oral Reading
Fluency (ORF) assessment and 74.75% were proficient.
In August of 2008, First Grade Students were administered the Dynamic
Indicators of Basic Early Literacy Skills assessment. The Nonsense Word
Fluency (NWF) assessment indicated that section indicated that 75.5% of
the First Grade Students were Proficient at the beginning of the school
year. In May, 2009, these same First Grade students were given the Oral
Reading Fluency (ORF) assessment and 66.9% were proficient.
-
DRA Data
The Developmental Assessment of Reading is given each year at the end of
first grade.
In May 2005, 70% of First Grade students were proficient according to the
DRA assessment.
In May 2006, 81% of First Grade students were proficient according to the
DRA assessment.
In May 2007, 82% of the First Grade Students were proficient according to
the DRA assessment.
In May 2008, 91% of the First Grade Students were proficient according to
the DRA assessment.
In May, 2009, 80% of the First Grade Students were proficient according to
the DRA assessment.
|
| Goal |
Trend data over the past three years indicates a slight
increase in NWF and ORF yet ORF still below the benchmark set
for students in First grade at Spring assessment. By Jan. 29,
2010, there will be a 15% increase in NWF and ORF in the
combined population as measured by mid-year DIBELS. |
| Benchmark |
To meet or exceed AYP standards developed by the Arkansas
Department of Education or decrease the percentage of those
below proficient by 10%. |
| Intervention: Language Development/Oral
Language - to provide a variety of educational
opportunities for oral language development |
| Scientific Based Research: Shelly, B.
(2007). When conversations go well. Retrieved September
14, 2007 Web site:http://www.readingrecovery.org/pdf/conferences/NCO7/Handout
Shelly Oral Language Development.html Evans, J. (2004).
Oral Language: Developmental continuum. STEPS Professional
Development & Consulting. Allen, L. (2004). Oral Language:
Resource Book. STEPS Professional Development &
Consulting. Adams, M.J., Foorman, B.R., Lundberg, I.,
Beeler, T., (2003). Phonemic awareness in young children.
Baltimore, MD:Paul H. Brookes Publishing Co. |
| Actions |
Person Responsible |
Timeline |
Resources |
Source of Funds |
Implementation Plan -All kindergarten students will
build language through interactive play and explicit
language instruction during and after read-alouds and
through small group settings in which teachers focus on
each particular child's language deficit. All kindergarten
students with low language scores will have academic
improvement plans to address their deficits. Teachers will
meet with the principal each quarter to have Compelling
Conversations concerning the progress of each student and
discuss interventions being used. The music teacher leads
kindergarten students with language deficits through
various exercises for language processing. She uses
manipulatives, environmental conversation, and other
unconventional methods to teach language skills to
identified students. Art Smart is provided through the
Texarkana Regional Arts and Humanities Council (TRAHC).
This program provides visual and performing artists for
our students and emphasizes language development as their
goal. A grade level performance will be held to enable
students to utilize their language abilities. Performing
artists also are occasional guests during Family Night
Library on Monday nights. Parents who attend these special
library times with their children gain ways to improve
language development in their children. Teachers in
kindergarten and first grade will read approximately 1-2
books aloud each day to their class to increase language.
Audio Sound Speakers will be purchased and installed in
the classrooms that do not have them. This sound system
has been recommended to improve hearing, and language
development & acquisition for student. We have found that
students perform significantly better on auditory tests
and instructions when these are in use. Books are often
shared with students during lunch time with the use of the
audio-sound speakers. In-coming kindergarten students will
be given the SRA Language Placement Test to determine
their language abilities before they enter school. The
Early Bird Summer Program is for kindergarten students
that are enrolled prior to school starting in the fall,
indicate a low area in language, and/or have not attended
a pre-k program. The 2 week orientation will help the
pre-k students become familiar with the school setting and
provide them with activities that are rich in vocabulary.
Action Type: Collaboration
Action Type: Equity
Action Type: Parental Engagement
|
Cathie Aubrey, Kindergarten Teacher |
Start: 07/01/2009
End: 06/30/2010 |
- Outside Consultants
- School Library
- Teachers
- Teaching Aids
- Title Teachers
|
|
Professional Development - Art Smart offers
professional development for all teachers on some evenings
and weekends to train them in language development methods
which incorporate the arts. Visiting artists from TRAHC
demonstrate for the staff how to integrate the arts and
models for the teachers in each grade level during
music/art classes. Professional journals and specific
literature for language development, language acquisition,
and comprehensive literacy will be purchased and be made
available in the library for teachers to use as needed.
Group book studies are required to encourage professional
reading by the staff. Our school-based speech/language
pathologist will periodically hold professional
development sessions to instruct all staff in the use of
relevant and innovative language techniques. Teachers will
also attend the Arkansas Reading Association Conference to
discover new and pertinent information regarding language
development and instruction.
Action Type: Collaboration
Action Type: Equity
Action Type: Professional Development
|
Cristi Neeson, Kindergarten Teacher |
Start: 07/01/2009
End: 06/30/2010 |
|
|
Plan evaluation - The administrator along with the
leadership team will monitor instruction to make sure that
language development activities and enrichment lessons are
being taught throughout the classrooms through classroom
walk-throughs. Teachers will assess using WUF and through
observations.
Action Type: Equity
Action Type: Program Evaluation
|
Shonda Wrinkle, Kindergarten Teacher |
Start: 07/01/2009
End: 06/30/2010 |
|
|
| Total Budget: |
$0 |
| Intervention: Motivating Students to Read
- students will be motivated to read through various
high-interest opportunities |
| Scientific Based Research: Bramwell, W. &
Doyle, B. (2008). The Power of Repeated Reading in
Small-Group Instruction. New York: Scholastic. Oczkus,L.
(2009). Interactive Think-Aloud Lessons: 25 Surefire Ways
to Engage Students and Improve Comprehension. New York:
Scholastic. |
| Actions |
Person Responsible |
Timeline |
Resources |
Source of Funds |
The librarian provides classes daily to enhance the
total reading program and is a resource person for
teachers, students, parents, and community. The librarian
continually works to increase the number of selections in
the library in accordance with state frameworks and
district curriculum needs. The librarian conducts book
fairs twice a year to give parents an opportunity to
purchase books at low prices for their homes. The
librarian also allows all students to compete for a
position on the Battle of the Books team sponsored by the
DMEC.
Action Type: Collaboration
Action Type: Equity
Action Type: Parental Engagement
Action Type: Special Education
Action Type: Technology Inclusion
|
Diane Burnett, Library/Media Specialist |
Start: 07/01/2009
End: 06/30/2010 |
- Administrative Staff
- Community Leaders
- Computers
- Outside Consultants
- School Library
- Teachers
- Teaching Aids
- Title Teachers
|
|
The local paper will be purchased for use in
classrooms for reading corners and instruction. Weekly
Readers will be provided for all kindergarten and first
grade students. Children's periodicals will be purchased
for classroom use to teach reading and to provide a wide
range of fictional and non-fictional material for the
students. Students will have access to these in their
classroom libraries in order to provide supplemental
reading material on their appropriate reading level. A
"Book Machine" will hold books for which children will be
given tokens to use to select a book to take home. This
will be available at Family Night Library and at various
times throughout the year. This machine will be used as an
incentive for children to read more books and a way to
increase their own home libraries with good children's
literature. Students will earn tokens as members of the
Panther Reading Club.
Action Type: Equity
Action Type: Special Education
|
Diane Burnett, Library/Media Specialist |
Start: 07/01/2009
End: 06/30/2010 |
- School Library
- Teachers
- Teaching Aids
- Title Teachers
|
| Title I - Materials & Supplies: |
$2500.00 |
|
| ACTION BUDGET: |
$2500 |
|
Plan evaluation - We will see an increase in the
number of students who score at or above proficient in
reading on the NRT. Participation in the Panther Reading
Club will increase as the school year progresses.
Action Type: Equity
Action Type: Program Evaluation
|
Diane Burnett, Library/Media Specialist |
Start: 07/01/2009
End: 06/30/2010 |
|
|
Professional Development - During teaming time,
teachers and librarian will share motivational techniques
such as Book Match and Reading Renaissance.
Action Type: Collaboration
Action Type: Professional Development
|
Diane Burnett, Library/Media Specialist |
Start: 07/01/2009
End: 06/30/2010 |
- Computers
- District Staff
- School Library
- Teachers
- Teaching Aids
|
|
| Total Budget: |
$2500 |
| Intervention: Alternative Learning
Environment |
| Scientific Based Research: Aron, L.Y.(2006).
An overview of alternative education. The Urban Institute:
Washington, D.C. National Alternative Education
Association.(2009). Exemplary Practices in Alternative
Education: Indicators of Quality Programming, NAEA. Kern,
Lee, George P. White and Frnak M. Gresham. (March/April
2007). Educating Students with Behavioral Challenges.
Principal, Vol. 86, no. 4,. pp. 56-59. |
| Actions |
Person Responsible |
Timeline |
Resources |
Source of Funds |
Instructional Plan - An Alternative Learning
Environment (ALE) will be provided for students that are
disruptive in the regular classroom to the degree that
they are interfering with the learning of others. This
alternative setting will be recommended after all other
interventions have been tried and/or the student is
endangering the lives of other students/teachers. The ALE
will provide academic expectations as well as behavioral
expectations in order for the student to return to the
regular classroom. The ALE professional will work closely
with the classroom teacher in teaching appropriate skills
by using the teacher's lesson plans, district curriculum,
and other resources. Parents of students in ALE are
required to attend parenting classes offered through the
parent facilitator and/or ALE administrator.
Action Type: Alignment
Action Type: Collaboration
Action Type: Parental Engagement
|
Sherri Gross, ALE Paraprofessional |
Start: 07/01/2009
End: 06/30/2010 |
- Administrative Staff
- Teachers
- Teaching Aids
|
|
Professional Development - The ALE professional will
receive training in helping students to become successful
in the regular classroom and in conducting a successful
alternative learning environment for disruptive students.
A behavior specialist provides support training to all
staff on positive interventions for students with
behavioral problems.
Action Type: Professional Development
|
Sherri Gross, ALE Paraprofessional |
Start: 07/01/2009
End: 06/30/2010 |
|
|
Plan evaluation - The success of the program will be
measured by the ability of the student to be successful in
the regular classroom once he/she returns. The
administrator will monitor the effectiveness of the
program through academic and behavioral data.
Action Type: Equity
Action Type: Program Evaluation
|
Rosalie Tabler, Kindergarten Teacher |
Start: 07/01/2009
End: 06/30/2010 |
|
|
| Total Budget: |
$0 |
| Intervention: Phonemic Awareness (K-1) -
Our school will utilize the Benchmark Phonics Program for
phonological and phonemic awareness instruction. |
| Scientific Based Research: Phonetic
Connections Start-Up and Build-Up Phonics Kit. (2006).
Summary of the University of Oregon Review. National
Literacy Research. |
| Actions |
Person Responsible |
Timeline |
Resources |
Source of Funds |
Implementation Plan - All kindergarten and first grade
students will receive explicit and systematic phonemic
awareness instruction with emphasis on blending and
segmenting phonemes daily. This instruction will include
explanation and modeling of all phonemic awareness skills,
followed by guided practice and independent practice.
Earobics software will be utilized for those needing more
help with this skill.
Action Type: Equity
|
Susan Surber, First Grade Teacher |
Start: 07/01/2009
End: 06/30/2010 |
- Computers
- Teachers
- Teaching Aids
- Title Teachers
|
|
Professional Development - A literacy coach (1.0 FTE)
will work with all teachers in implementing the components
of a comprehensive literacy model. Salary and benefits
will be paid from Title I funds. Teachers will participate
in Phonetic Connections training. Ongoing, site-based
professional development will continue through help from
the literacy coach to ensure all teachers have an
understanding to enable them to provide high-quality
phonemic awareness instruction for all students. This will
include opportunities for teachers to observe their
colleagues teaching lessons on phonemic awareness and
reflecting on this experience in literacy team meetings.
The teachers will participate in study groups to learn the
continuum of phonological awareness and phonemic
awareness. The literacy coach will provide training on
DIBELS (formative assessments) administration to determine
proficiency, and she will provide follow-up training for
those teachers needing extra help with implementation.
Action Type: Collaboration
Action Type: Equity
Action Type: Professional Development
|
Marshun Starks, Instructional Facilitator |
Start: 07/01/2009
End: 06/30/2010 |
- Administrative Staff
- Teachers
- Title Teachers
|
| Title I - Employee Salaries: |
$59500.00 |
| Title I - Employee Benefits: |
$15493.54 |
|
| ACTION BUDGET: |
$74993.54 |
|
Plan evaluation -The instructional leader will monitor
the level of implementation in classrooms according to the
observation protocol and/or classroom walk-through. The
instructional leader will confer with the teacher to
discuss the level of implementation. The DIBELS Phoneme
Segmentation Fluency (PSF) assessment will be administered
to all kindergarten students at mid-year and
end-of-the-year and to all first 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. Students identified at being at
risk will receive additional phonemic awareness
instruction in small groups. Progress-monitoring will be
used bi-monthly through DIBELS until student reaches
benchmark. DIBELS assessments will be supported through
mclass software that has a yearly subscription fee paid
for by Title 1 monies. The curriculum map is in place to
identify benchmarks at each semester of kindergarten and
first grade. Data sheets will be turned in each nine weeks
for administrator and literacy coach to monitor
implementation.
Action Type: Alignment
Action Type: Collaboration
Action Type: Equity
Action Type: Program Evaluation
|
Marshun Starks, Instructional Facilitator |
Start: 07/01/2006
End: 06/30/2010 |
- Administrative Staff
- Teachers
|
| Title I - Purchased Services: |
$3500.00 |
|
| ACTION BUDGET: |
$3500 |
|
Parental Involvement - Parents will be informed of
what students will be learning in phonics from our
Literacy Coach. She will also tell how students will be
assessed through our formative assessments (DIBELS) and
what they can expect their child to be able to do with the
skills learned. Student progress in this area is discussed
during P/T conferences and the literacy coach will be
available to suggest activities for parents to use to
improve phonemic awareness in their children.
Action Type: Parental Engagement
|
Marshun Starks, Instructional Facilitator |
Start: 07/01/2009
End: 06/30/2010 |
- School Library
- Teachers
- Teaching Aids
|
|
| Total Budget: |
$78493.54 |
| Intervention: Phonics (K-2) - Our school
will utilize the Benchmark Phonics program for phonics
instruction |
| Scientific Based Research: Hall, Susan L.
(2006). I've Dibeled, Now What?. Longmont, CO: Sopris
Educational Services. Fox, Barbara J. (2005). Phonics for
the Teacher of Reading. New Jersey: Pearson Education,
Inc. |
| Actions |
Person Responsible |
Timeline |
Resources |
Source of Funds |
Implementation Plan - Kindergarten teachers will
provide daily, systematic and explicit instruction of the
alphabet. All K-1 teachers will provide systematic and
explicit phonics instruction with emphasis on the features
of the letter naming stage. The instructional lesson will
be 30 minutes daily, and all phonics skills will be
reinforced throughout the reading block. All students will
participate in guided practice, independent practice, and
support through literacy corners. Earobics software and
Success Maker software are used to engage students in
different levels of phonics instruction. Students not
meeting the benchmarks for phonics instruction according
to the Dibels assessments will be provided small group
instruction and/or one-to-one instruction.
Action Type: Alignment
Action Type: Equity
Action Type: Technology Inclusion
|
Marshun Starks, Instructional Facilitator |
Start: 07/01/2009
End: 06/30/2010 |
- Administrative Staff
- Teachers
- Title Teachers
|
|
Professional Development - Teachers will participate
in training for Phonetic Connections. Ongoing, site-based
professional development by the literacy coach will
continue to ensure all teachers have an understanding to
enable them to provide high-quality phonics instruction
for all students. This will include opportunities to
observe systematic and explicit phonics instruction,
opportunities to engage in reflective activities with
other teachers, and grade level study groups/literacy team
meetings. The teachers will participate in study groups to
learn the continuum of the letter naming stage. The
literacy coach will assist those classroom teachers that
are having difficulty with full implementation.
Action Type: Equity
Action Type: Professional Development
|
Marshun Starks, Instructional Facilitator |
Start: 07/01/2009
End: 06/30/2010 |
- Administrative Staff
- Teachers
- Title Teachers
|
|
Plan evaluation - Grade Level Curriculum maps are in
place to identify benchmarks each nine weeks of K-1. The
instructional leader will monitor the level of
implementation in classrooms according to the observation
protocol and/or classroom walk-through. The instructional
leader will confer with the teacher to discuss the level
of implementation. The DIBELS Letter Naming Fluency (LNF)
assessment will be administered to all kindergarten
students three times a year. The DIBELS Nonsense Word
Fluency (NWF) assessment will be administered to
kindergarten students at mid-year and end-of-year, and to
first 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.
Progress monitoring will be used until the student reaches
the benchmark. Diagnostic assessments will be administered
to students at-risk of reading failure. The Developmental
Spelling Analysis (DSA) will be used to identify specific
instructional needs. The DIBELS Oral Reading Fluency (ORF)
assessment will be administered to first grade students at
semester and at the end-of-year to identify those students
who are on track for reading success as well as those who
may be at-risk for reading difficulties. Additional
diagnostic assessments will be administered to those
students shown to be at-risk of reading failure.
Progress-monitoring will be used until the student reaches
expected levels of performance.
Action Type: Program Evaluation
|
Denise Schwartz, Reading Recovery Teacher |
Start: 07/01/2009
End: 06/30/2010 |
- Administrative Staff
- Teachers
|
|
Parent Involvement - Parents can receive information
on phonics instruction during P/T conferences, PALS lunch
meetings, or Parent Nights from any teacher, Reading
Recovery teacher, or literacy coach. Parents are
encouraged to communicate any questions they have through
communication pads in their child's take-home folder.
Action Type: Parental Engagement
|
Glenda Smedley, Reading Recovery Teacher |
Start: 07/01/2009
End: 06/30/2010 |
|
|
| Total Budget: |
$0 |
| Intervention: Fluency (1-8) Margaret
Daniel Primary School uses the Comprehensive Literacy
Approach for fluency instruction. |
| Scientific Based Research: Rasinski, T.
(2006, April). Reading fluency instruction: Moving beyond
accuracy, automaticity, and prosody. The Reading Teacher,
59(7), 704-706, doi:10.1598/RT.59.7.10 Rasinski, T.,
Rupley, W.H., & Nichols, W. (2008, November). Two
Essential Ingredients: Phonics and Fluency Getting to Know
Each Other. The Reading Teacher, 62(3), 257-260.
doi:10.1598/RT,62.3.7 |
| Actions |
Person Responsible |
Timeline |
Resources |
Source of Funds |
Implementation Plan - First grade teachers will
provide all students with explicit instruction in fluency
as part of the core reading program. This includes teacher
explanation and modeling of fluency skills, followed by
guided practice and independent practice through fluency
phrases, paired reading, and echo reading. Additional
practice is integrated through literacy centers in which
fluency task cards are used with specific CD's that
correspond to the specific level a child is working on.
The fluency corner will be used for students to practice
the fluency phrases. Students identified as not meeting
proficiency standards in fluency will receive additional
fluency instruction in small groups. The literacy coach
will be funded with federal funds.
Action Type: Collaboration
Action Type: Equity
|
Marshun Starks, Instructional Facilitator |
Start: 07/01/2009
End: 06/30/2010 |
|
|
Professional Development - Teachers will participate
in Comprehensive Literacy training from the literacy coach
to learn about fluency instruction. Teachers will also
participate in study groups to read, study, and learn
about fluency instruction. The literacy coach will be
available to model instruction and address any concerns
teachers may have regarding implementation.
Action Type: Collaboration
Action Type: Equity
Action Type: Professional Development
|
Marshun Starks, Instructional Facilitator |
Start: 07/01/2009
End: 06/30/2010 |
- Administrative Staff
- Outside Consultants
- Teachers
- Title Teachers
|
|
Plan Evaluation - Students' performance in both
formative and end of the year assessments will indicate
the success of our fluency plan. Fluency will be evaluated
by using Success Maker, DIBELS Oral Reading Fluency, DRA,
and accuracy checks. The administrator will monitor
schedules and instruction in the classrooms to make sure
that fluency practice is being done in corners, in small
group instruction and while students are using Success
Maker. Data sheets will be examined for appropriate
assessments being given at specified times. The Curriculum
Gradebook identifies benchmarks each semester of first
grade as noted in Assessing Reading Fluency. The
instructional leader will monitor the level of
implementation in classrooms according to the observation
protocol and/or classrooms walk-through and confer with
the teacher to discuss the level of implementation.
|
Marshun Starks, Instructional Facilitator |
Start: 07/01/2009
End: 06/30/2010 |
|
|
Parental Involvement - Parents will be informed during
P/T conference of student progress and ways in which they
can assist with fluency activities for work at home .
Action Type: Parental Engagement
|
Donna Green, First Grade teacher |
Start: 07/01/2009
End: 06/30/2010 |
|
|
| Total Budget: |
$0 |
| Intervention: Vocabulary Instruction
(K-12) Our school uses the Comprehensive Literacy approach
for vocabulary instruction. |
| Scientific Based Research: Marzano, Robert
J. & Pickering, Debra. (2005). Building Academic
Vocabulary. Virginia: Association for Supervision and
Curriculum Development. |
| Actions |
Person Responsible |
Timeline |
Resources |
Source of Funds |
Implementation Plan - Each K-1 teacher will utilize an
explicit teaching procedure for vocabulary instruction in
literacy and core curriculum classes. Additional practice
may be integrated in literacy centers and/or homework.
Action Type: Equity
|
Marshun Starks, Instructional Facilitator |
Start: 07/01/2009
End: 06/30/2010 |
- School Library
- Teachers
- Teaching Aids
|
|
Professional Development - Teachers will participate
in Comprehensive Literacy training such as ELLA and
Reading First to learn about vocabulary instruction.
Teachers will also continue to participate in study groups
to further develop vocabulary instruction.
Action Type: Equity
Action Type: Professional Development
|
Debby Ward, First Grade Teacher |
Start: 07/01/2009
End: 06/30/2010 |
- Administrative Staff
- District Staff
- Outside Consultants
- Teachers
- Title Teachers
|
| Title I - Purchased Services: |
$4500.00 |
|
| ACTION BUDGET: |
$4500 |
|
Plan Evaluation - Vocabulary improvement will be
evident in students' writing and oral communication.
Vocabulary improvement will be seen as children progress
through the writing stages as evidenced by the established
benchmarks. Teachers will be monitored by the
administrator to make sure that the academic vocabulary is
being taught through read-alouds in the classrooms as
observed through classroom walk-throughs and lesson plans.
The curriculum map identifies benchmarks at each 9 weeks
for K-1. The instructional leader will monitor the level
of implementation in classrooms according to the
observation protocol and/or classroom walk-through and
will confer with the teacher to discuss the level of
implementation. The DIBELS Word Use Fluency (WUF)
assessment will be administered three times a year to all
students in K-1 to identify those students who are on
track for reading success as well as those who may be
at-risk for reading difficulties. Progress will be
monitored using the DIBELS WUF assessment until the K-1
student reaches expected levels of performance.
Kindergarten students will show improved SRA language
scores. First grade students who are at-risk in reading
and utilizing Reading Recovery services will show improved
DRA scores and improved text levels. There will be little
or no loss in reading level for those students that
participate in the summer maintenance program as evidenced
from the end of the year reading level in kindergarten and
first grade and the beginning reading levels in 1st and
2nd grades.
Action Type: Collaboration
Action Type: Program Evaluation
|
Misty Russell, Kindergarten Teacher |
Start: 07/01/2009
End: 06/30/2010 |
- Administrative Staff
- Teachers
|
|
Parental Involvement - Parents will be informed of
student progress in vocabulary development at P/T
conferences and suggested activities will be available to
assist parents in helping their child at home. Suggestions
to help build vocabulary will be included in the school
newspaper which is distributed via email and paper copies
to parents so that parents receive continuous ways in
which they can help students build vocabulary at home.
Action Type: Collaboration
Action Type: Parental Engagement
|
Brenda Tate, First Grade Teacher |
Start: 07/01/2009
End: 06/30/2010 |
- Administrative Staff
- Teachers
- Title Teachers
|
|
| Total Budget: |
$4500 |
| Intervention: Comprehension Strategy
Instruction (K-12) Our school uses the Comprehensive
Literacy Approach for comprehension instruction. |
| Scientific Based Research: Liang, Lauren
Aimonette; Dole, Janice A. (2006). Help With Teaching
Reading Comprehension: Comprehension Instructional
Frameworks. The Reading Teacher. 59(8). Applegate, Mary
Dekonty, Kathleen Benson Quinn, and Anthony J. Applegate
(2006). Profiles in Comprehension. The Reading Teacher
60(1). |
| Actions |
Person Responsible |
Timeline |
Resources |
Source of Funds |
Implementation Plan - Each K-1 teacher will utilize
the explicit teaching procedure for comprehension
instruction in literacy and core curriculum classes. Whole
group and small group instruction will be utilized as
noted in the Reading First instructional protocol. All
students will be taught through explanation, modeling, and
guided and independent practice. Additional practice is
integrated in literacy centers or as homework. Students
not making appropriate gains in comprehension according to
the DRA and accuracy checks will be provided additional
help using ELLA and Reading Recovery strategies. Small
group instruction will be provided for those not at
proficiency level. Students that are meeting the benchmark
proficiencies can accelerate with high interest materials
available through their classroom libraries and school
library where they can access over 4000 books and
materials from a variety of genres. Success Maker software
is used by accelerated students to advance beyond their
current level in literacy. Reading Renaissance provides
students the opportunity to read books and take quizzes
that will challenge their comprehension skills and provide
practice for the NRT.
Action Type: Alignment
Action Type: Collaboration
Action Type: Equity
Action Type: Technology Inclusion
|
Marshun Starks, Instructional Facilitator |
Start: 07/01/2009
End: 06/30/2010 |
- Administrative Staff
- School Library
- Teachers
- Teaching Aids
- Title Teachers
|
|
Professional Development - The instructional
facilitator will be assigned to teachers to provide
modeling and assistance in implementation. Along with the
instructional facilitator, teachers can also confer with
literacy specialists at our co-op and utilize the Literacy
Matrix website. Teachers will participate in Comprehensive
Literacy training such as ELLA to learn about
comprehension instruction. New teachers to our district
are provided mentors who work intently to provide support
and classroom strategies to help new staff be successful.
Support to teachers needing instructional help are
provided via literacy coach, math interventionist and area
co-op specialists. Teachers also participate in study
groups to stay current with the latest comprehension
teaching strategies. Teachers will attend the National
Reading First Conference to extend their knowledge of
comprehension.
Action Type: Equity
Action Type: Professional Development
|
Marshun Starks, Instructional Facilitator |
Start: 07/01/2009
End: 06/30/2010 |
- Administrative Staff
- Central Office
- District Staff
- Teachers
- Title Teachers
|
|
Plan Evaluation - The curriculum map is in place to
identify benchmarks at each 9 weeks for K-1. Students will
show improved scores on the NRT in total reading and
scores will improve according to the 3rd grade Benchmark
Exam. The administrator will review test data to see if
there is a discrepancy and make sure that the strategies
for comprehension are being taught in the guided reading
groups. The instructional leader will monitor the level of
implementation in classrooms according to the observation
protocol and classroom walk-through. The instructional
leader will confer with the teacher to discuss the level
of implementation. Our school will utilize the
Developmental Reading Assessment (DRA) as a placement tool
for levelizing reading instruction to meet the needs of
the students in K-1. Additional diagnostic assessments
will be administered to those students shown to be at-risk
of reading failure. The Benchmark Comprehension Strategy
Assessment will be the outcome assessment for reading
comprehension in grades K-1, with a pre- and post-test
given.
Action Type: Program Evaluation
|
Brenda Tate, First Grade Teacher |
Start: 07/01/2009
End: 06/30/2010 |
|
|
Parental Involvement - Parents can be informed about
comprehension instruction through Family Night Library,
P/T conferences, MDP newsletter and communication with
their child's teacher or Reading Recovery teacher.
Action Type: Parental Engagement
|
Leigh Ann Tropp, First Grade Teacher |
Start: 07/01/2009
End: 06/30/2010 |
- District Staff
- School Library
- Teachers
- Title Teachers
|
|
| Total Budget: |
$0 |
| Intervention: Writing Instruction (K-12)
Our school uses the Comprehensive Literacy Approach to
writing instruction. |
| Scientific Based Research: Duke, Nell K.,
Victoria Purcell-Gages, Leigh A. Hall, and Cathy Tower,
(2007) Authentic Literacy Activities for Developing
Comprehension and Writing. The Reading Teacher 60(4), pp.
344-355. Akhavan, Nancy, (2009) Teaching Writing in a
Title I School. New York: Heineman. MacArthur, Charles A.,
S. Fitzgerald, Jill. (2007) Best Practices in Writing
Instruction. Gilford Press |
| Actions |
Person Responsible |
Timeline |
Resources |
Source of Funds |
Implementation Plan -Writing instruction is aligned
with the ELA Framework Standards 4-7. The curriculum is in
place to identify benchmarks at each 9 weeks of K-1. Each
teacher in grades K-1 will utilize the explicit teaching
procedure for writing instruction in literacy and core
curriculum lessons. As teachers become familiar with the
Writing Academy's scope and sequence, these strategies
will be integrated into their writing lessons. All
students will participate as the teacher uses methods of
explanation, modeling, guided and independent practice.
Additional practice may be integrated in literacy centers
or as homework.
Action Type: Alignment
Action Type: Collaboration
Action Type: Equity
Action Type: Parental Engagement
Action Type: Program Evaluation
|
Rosalie Tabler, Kindergarten Teacher & Susan Surber,
First Grade Teacher |
Start: 07/01/2009
End: 06/30/2010 |
- Administrative Staff
- Teachers
- Title Teachers
|
|
Professional Development - Teachers will participate
in Comprehensive Literacy training such as ELLA to learn
about effective writing instruction. Staff members will
attend the National Council of Teachers of English
conference. Teachers will attend the Writing Academy to
study how to implement a writing curriculum in our school.
Teachers will also participate in study groups to fully
utilize current texts concerning writing instruction.
Action Type: Professional Development
|
Susan Surber, First Grade Teacher |
Start: 07/01/2009
End: 06/30/2010 |
- Administrative Staff
- Outside Consultants
- Teachers
- Title Teachers
|
|
Plan Evaluation - Students in first grade will be able
to share 10 pieces of written work that shows growth in
their writing ability at the Author's Tea in May.
Kindergarten students will show improved writing skills in
their journals. The school administrator will make sure
writing instruction is taking place daily in classrooms
through observing lesson plans and matching student
learning expectations to writing samples. Students
identified as not meeting the writing standards will
receive additional writing instruction in small groups.
Progress will be monitored through classroom observations
and assessments until the expectation is met. The
instructional leader will monitor the level of
implementation in classrooms according to the observation
protocol and/or classroom walk-through. The instructional
leader will confer with the teacher to discuss the level
of implementation. Assessment plan progress in Grades K-1
will be monitored each nine-weeks with pacing assessments.
Action Type: Program Evaluation
|
Debby Ward, First Grade Teacher |
Start: 07/01/2009
End: 06/30/2010 |
- Administrative Staff
- Performance Assessments
- Teachers
|
|
Parental Involvement - Parents will be informed of the
progress of their student's writing abilities during P/T
conferences and ideas for writing activities can be found
in the school newsletter. An Author's Tea is scheduled in
the spring for students to share their published pieces
with parents.
Action Type: Parental Engagement
|
Cathie Aubrey, Kindergarten Teacher |
Start: 07/01/2009
End: 06/30/2010 |
- Administrative Staff
- Teachers
|
|
| Total Budget: |
$0 |
| Intervention: Remediation Plan - The 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: The Art and
Science of Teaching. Marzano, Robert. The Association for
Supervision and Curriculum Development, 2007. |
| Actions |
Person Responsible |
Timeline |
Resources |
Source of Funds |
Implementation Plan - Students will be identified as
not on grade level through standardized tests and
formative assessments. Academic Improvement plans will be
created by the instructional facilitator and classroom
teacher for each student not on grade level. The AIP is a
way to document remediation for specific students. The RTI
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 starts with
assessed weaknesses and systematically encourages
progress. Students needing remediation will have access to
small group intervention time with the classroom teacher
focusing on specific AIP weaknesses, which according to
the RTI model would require Tier 1 interventions. Tier 1
interventions are accessible to every student 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 student's 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 3-4
times per week for 30 minutes to work on noted weaknesses.
This system will allow the student to be continually
monitored for progress in his/her identified area of
weakness. After a period of 8-10 weeks, each Tier 2
student's 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 30-45 minutes in addition to classroom instruction.
After a 6-8 week 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: Alignment
Action Type: Collaboration
Action Type: Equity
|
Mavis Patillo, Interventionist |
Start: 07/01/2009
End: 06/30/2010 |
- Administrative Staff
- Performance Assessments
- Teachers
- Teaching Aids
|
|
Plan Evaluation - Formative assessments will detect
students who are not succeeding in literacy or math.
Teachers will use GWM assessments, observations, DIBELS
and other tests to identify students who are being
unsuccessful in a specific academic area. An AIP will be
developed and their progress will be monitored by
observation, diagnostic assessments, school work, and
formative assessments. The AIP will be complete when the
student demonstrates proficiency in the documented skills.
Action Type: Collaboration
Action Type: Program Evaluation
|
Cristy Neeson, Kindergarten Teacher |
Start: 07/01/2009
End: 06/30/2010 |
- Administrative Staff
- District Staff
- Performance Assessments
- Teachers
- Title Teachers
|
|
Professional Development - Teachers will meet with the
instructional facilitators regularly during their teaming
times to work on analyzing the data used for writing AIP's
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.
Action Type: Professional Development
|
Marshun Starks, Instructional Facilitator |
Start: 07/01/2009
End: 06/30/2010 |
|
|
Summer Reading Connection - This idea consists of a
teacher going to various attendance areas in the school
district to provide books on their instructional level to
students that are homeless or needy in these
neighborhoods. This will allow these students to maintain
their reading habits over the summer months. The teacher
will work with the parents to plan a day/time/location for
these deliveries. If needed, the teacher will provide
reading instruction for those who need the extra help.
Each time the student participates, a card will be punched
for the child and if the child reads at least 5 books,
their card will be entered for prizes at the end of the
summer program. Books will be delivered to the various
communities weekly for 8 weeks during the summer. Reading
rewards will be sought from donors and our PTO.
Action Type: Collaboration
Action Type: Equity
Action Type: Parental Engagement
|
Donna Green, First Grade teacher |
Start: 07/01/2009
End: 06/30/2010 |
- Community Leaders
- Teachers
- Teaching Aids
|
|
| Total Budget: |
$0 |
| Intervention: Technology is integrated
into the Comprehensive Balanced Literacy Classroom for
enrichment and interventions in both kindergarten and
first grade. |
| Scientific Based Research: Jackson, Lorrie
(2006). Tech-Wisely in K-2 Classrooms. Retrieved August
28, 2009, from Education World Website: http://www.educationworld.com/a_tech/tech/tech195.shtml
Pitler, H., Hubbell, El, kuhn, Mll, & Malensoxki, K.
(2007). Using Technology with Classroom Instruction that
Works. Denver, CO: Mid-continent Research for Education
and Learning. |
| Actions |
Person Responsible |
Timeline |
Resources |
Source of Funds |
Implementation Plan - Success Maker is a challenging
curriculum intervention for literacy based upon the
Arkansas frameworks. This comprehensive program is an
individualized tutorial used during the school day in
literacy centers, during Family Night Library, and in the
computer lab for students needing additional help or
enrichment in literacy. It is available in all classrooms,
and all students work at their individual assessed ability
and progress through the program at their own pace.
Accelerated Reader / Renaissance Learning, Inc. (AR) is
used as a supplemental reading program. All teachers have
the capability of using it in their classrooms. The school
library provides open library time throughout the school
day to enable all students to read, check out books, take
AR quizzes and conduct research. Family Night Library
allows parents and students to come to the school library
one evening each week to check out books, read together,
and take AR quizzes on the computers. These library
sessions are sponsored by literacy grants, homeless
grants, corporations, small businesses, civic
organizations, individual parents, grandparents and our
PTO. New computers and necessary accessories are purchased
as needed to upgrade the program. The Summer Library
Program keeps the school library open during the summer
for students to check out books and take AR tests.
Instructional software will be provided during literacy
centers in all classrooms and the library which will
include assorted academic computer games, Reading
Renaissance, Earobics, Success Maker, and numerous
educational websites. All software packages will be used
to provide remediation and extensions for what is being
taught in the classrooms. Additional software will be
added based on individual students' needs. Interactive
learning will be provided through Smart Boards installed
in each classroom.
Action Type: Alignment
Action Type: Collaboration
Action Type: Equity
Action Type: Parental Engagement
Action Type: Technology Inclusion
|
Diane Burnett, Library/Media Specialist |
Start: 07/01/2009
End: 06/30/2010 |
- Computers
- District Staff
- School Library
- Teachers
|
|
Professional Development - Selected teachers and the
librarian receive periodical in-service sessions through
the Success Maker company on the use of this software.
Teachers investigate all new literacy software and
educational websites to plan their use in their
classrooms. The librarian receives updates regularly on
improvements within the AR and Success Maker software.
Teachers have access to the AETN professional development
portal in which to access various on-line professional
development that is individualized. A professional
consultant will provide training for our staff on
technology as well as our library/media specialist who is
a state TIA trainer.
Action Type: Professional Development
Action Type: Technology Inclusion
|
Diane Burnett, Library/Media Specialist |
Start: 07/01/2009
End: 06/30/2010 |
- Outside Consultants
- Teachers
|
|
Plan evaluation - The integration of technology in the
curriculum should improve NRT test scores in literacy and
math. Students should have higher reading text levels and
be more motivated to read. The administrator will observe
technology use in the classrooms for integration through
classroom walk-throughs, lesson plans and student
work/publications. Teachers are able to run various
reports through Success Maker to retrieve data with
regards to student achievement in literacy. The AR program
can be readily evaluated using STAR testing. Success Maker
and the AR program are also evaluated through teacher
observations, improved reading levels, and improved
standardized test scores
Action Type: Program Evaluation
|
Diane Burnett, Library/Media Specialist |
Start: 07/01/2009
End: 06/30/2010 |
|
|
| Total Budget: |
$0 |
| Intervention: Curriculum Alignment - Our
school uses the Total Instructional Alignment (TIA)
process to guide instruction. |
| Scientific Based Research: Tomlinson, C.A.
& McTighe, J. (2006). Integrating Differentiated
Instruction and Understanding by Design: connecting
content and kids. Alexander, VA: Association for
Supervision and Curriculum Development. |
| Actions |
Person Responsible |
Timeline |
Resources |
Source of Funds |
Implementation Plan - Curriculum is reviewed
throughout the year as new strategies and materials are
used to meet student learning expectations. Teachers
across grade levels meet to adjust curriculum as needed in
order for students to meet benchmarks. Curriculum maps
will be compared to the Arkansas State Frameworks to
develop individual scoped and sequenced curriculum for
instruction and assessments. The curriculum will be
compared annually with standardized test scores and
frameworks to adjust scope and sequence as needed. A
representative team of teachers from each grade level and
discipline will work during the summer to analyze, refine,
and make changes to district curriculum.
Action Type: Alignment
Action Type: Collaboration
|
Debby Ward, First Grade Teacher |
Start: 07/01/2009
End: 06/30/2010 |
|
|
Professional Development - The staff will be trained
by the district curriculum leaders on Lisa Carter's Total
Instructional Alignment. Curriculum maps will be further
developed to include Bloom's Taxonomy as well as Essential
Questions. Grade level and cross-grade level work will
take place each nine-weeks to revise and update curriculum
maps.
Action Type: Alignment
Action Type: Professional Development
|
Misty Russell, Kindergarten Teacher & Amy Smith, First
Grade Teacher |
Start: 07/01/2009
End: 06/30/2010 |
|
|
Plan Evaluation - The administrator and leadership
team will conduct classroom walk-throughs throughout the
year to make sure the district curriculum is being
followed. Monitoring of revisions and additions will be
observed through lesson plans and adaptations in
instruction by the administrator.
|
Shonda Wrinkle, Kindergarten Teacher |
Start: 07/01/2009
End: 06/30/2010 |
|
|
| Total Budget: |
$0 |
| Intervention: Preschool Transitions - Our
school assists pre-school teachers in transitioning the
students to kindergarten. |
| Scientific Based Research: Dogaru, PhD. C,
et al. (2009). A Critical Incident Study of the Transition
Experience for Young Children with Disabilities: Recounts
by Parents and Professionals. Retrieved Sept. 1, 2009,
from National Early Childhood Transition Center website:
http://www.hdi.uky.edu/Libraries/NECTC_Papers_and_Reports/Technical_Report_6.sflb.ashx
Arkansas Department of Human Services (2009). Getting
Ready for Kindergarten. A Calendar of Family Activities
http://www.arkansas.gov/childcare/services/printedmats/kindergartencalc.html |
| Actions |
Person Responsible |
Timeline |
Resources |
Source of Funds |
Kindergarten teachers will provide training for area
pre-schools concerning kindergarten expectations by
presenting literacy and language strategies to the the
pre-school instructors throughout the school year. A
partnership agreement is signed annually with Head Start.
The school principal becomes acquainted with the parents
of children in Head Start and other community day care
centers by attending parenting meetings annually that are
sponsored by those facilities. The annual end of the year
pre-school program is attended by the school principal and
an invitation to enroll in our school is extended to all
the pre-school children. Pre-school teachers will be
invited to attend professional development at our school
that will help better prepare their students for the
transition into kindergarten. Such training may be
language development, vocabulary development, and behavior
intervention training.
Action Type: Alignment
Action Type: Collaboration
Action Type: Equity
Action Type: Professional Development
|
Cristi Neeson, Kindergarten Teacher |
Start: 07/01/2009
End: 06/30/2010 |
|
|
During the community wide pre-school graduation, the
principal will extend an invitation to all the pre-school
students to come to our school to visit. At pre-school
graduation, a development checklist is given to the
parents for each to review at home with their child before
registering for kindergarten. This checklist gives parents
information on whether their child is ready for
kindergarten and answers questions parents may have about
expectations for their child in kindergarten. During the
time that parents come and register their children for
kindergarten, pre-school students will be invited to tour
our school to familiarize themselves with the school
setting and to allow them to experience part of the school
day. A book or some literacy item will be given to them to
take home. Students, upon registering for kindergarten,
will be given a screening either in their pre-school
setting or at our school prior to attending in the fall.
Those students that show deficits in oral language will be
invited to attend an Early Bird Camp prior to school
beginning in the fall. The Early Bird Camp will be 2-3
weeks. The camp will provide enriched language
experiences.
Action Type: Alignment
Action Type: Collaboration
Action Type: Equity
|
Stephanie Haarmeyer, Kindergarten Teacher |
Start: 07/01/2009
End: 06/30/2010 |
- Administrative Staff
- School Library
- Teachers
|
|
Plan Evaluation - The administrator will work with the
kindergarten staff to make sure the transition pieces are
in place and that all strategies for making the transition
from pre-school to kindergarten are done.
|
Cathie Aubrey, Kindergarten Teacher |
Start: 07/01/2009
End: 06/30/2010 |
|
|
| Total Budget: |
$0 |
| Intervention: Leadership - Our school will
utilize a leadership team to promote a community of
learners focused on improving student achievement. |
| Scientific Based Research: Marzano, Robert
J., Timothy Waters and Brian A. McNulty(2005). School
Leadership that Works: From Research to Results. Colorado:
MCREL. Dufour, R, Rebecca Dufour, and Robert Eaker(2008).
Revisiting Professional Learning Communities at Work: New
Insights for Improving Schools. Indianapolis: Solution
Tree. |
| Actions |
Person Responsible |
Timeline |
Resources |
Source of Funds |
The leadership team will guide the staff in
recognizing and modeling the 9 scientifically
research-based strategies through training provided for
the staff throughout the year and classroom walk-throughs.
Action Type: Professional Development
|
Amy Smith, First Grade Teacher |
Start: 07/01/2009
End: 07/01/2010 |
|
|
Plan Evaluation - Evidence of leadership being spread
beyond the building administrator will be evidenced by
members of the leadership team and other staff members
taking leadership roles throughout the year such as
modeling, training other staff and sharing their expertise
with our staff, district and through professional
organizations.
|
Debby Ward, First Grade Teacher |
Start: 07/01/2009
End: 06/30/2010 |
|
|
Implementation Plan - Leadership's Strategic Plan for
Improving Student Achievement includes using the DAR
(Diagnostic Assessment of Reading) to assess students that
are not making progress after six weeks of interventions.
This assessment will provide an in-depth look at the
specific skills that are difficult for the student by
looking at the five components of literacy. The leadership
team's plan also includes forming an assessment team to
administer the benchmark assessments at the beginning,
middle and end of the year. This will provide a check and
balance. Scheduling vertical teaming time will be arranged
in order to have that seamless transition between grades.
This will be made possible through joint professional
development days and release time for staff. Training
teachers to use their formative data to drive instruction
will be ongoing throughout the year through PLC's and
individual planning times. The school's leadership team
will meet bi-monthly to study data, and monitor the use of
high yield strategies being used in the classrooms and
help develop the tools learned by studying books focused
on building school learning communities. The leadership
team, presently made up of seven members, will seek other
potential leaders in the school to direct small PLC's for
book studies and rotate to the leadership team. Book
studies will continue to advance student achievement. The
team will attend a follow-up PLC summit to further the
team's PLC school initiative. The school's leadership team
will lead the staff to meet the requirements for a
district-funded Reading First school. The principal will
attend the National Elementary School Principal's
Conference in order to address her professional learning
goals. $
Action Type: Collaboration
Action Type: Equity
Action Type: Professional Development
|
Chris Flynt, Special Education Teacher |
Start: 07/01/2009
End: 06/30/2010 |
- Administrative Staff
- District Staff
- Teachers
|
|
| Total Budget: |
$0 |
| Intervention: Reading Recovery - Our
school will use this program to accelerate at-risk
students to a proficient level of reading. |
| Scientific Based Research: Harrison,L.,
Grehan,A., Ross, S., Dexter, E., & Inan, F. (2008).
Leveled Literacy Intervention: Year 1 Evaluation. Paper
presented at Annual Meeting of The American Educational
Reearch Association, New York. Schmidt, M.C., Askew, B.J.,
Fountas, I.C., Lyons, C.A. & Pinnell, G.S. (2005).
Changing Futures: The Influence of Reading Recovery in the
United States. Worthington, OH: Reading Recovery Council
of North America. |
| Actions |
Person Responsible |
Timeline |
Resources |
Source of Funds |
Implementation Plan- Reading Recovery is offered to
first grade students that are not proficient in reading.
Students that are not proficient are assessed at the end
of kindergarten and/or the beginning of first grade. Those
at some risk are given one-on-one Reading Recovery
instruction to accelerate their reading abilities. Small
literacy groups are also provided for those at most risk.
Reading Recovery teachers provide small group instruction
during the second semester or sooner for students in
kindergarten that are at-risk in language and literacy
using the SRA language program and the Leveled Literacy
Intervention System. A .5 FTE Reading Recovery teacher
helping at-risk students will be funded with federal
funds.
Action Type: Collaboration
Action Type: Equity
|
Dianne Martin, Reading Recovery Teacher |
Start: 07/01/2009
End: 06/30/2010 |
- Teaching Aids
- Title Teachers
|
| Title I - Materials & Supplies: |
$9000.00 |
| Title I - Employee Salaries: |
$22500.00 |
| Title I - Employee Benefits: |
$5872.00 |
|
| ACTION BUDGET: |
$37372 |
|
Plan evaluation - In order to evaluate success and
exit the program, students are assessed by using a variety
of tests including the Observation Summary and testing
materials provided through Reading Recovery and the
Leveled Literacy Intervention System. Classroom
observations are also conducted by Reading Recovery staff
to insure that students are transferring learned
strategies into the classroom setting.
Action Type: Program Evaluation
|
Glenda Smedley, Reading Recovery Teacher |
Start: 07/01/2009
End: 06/30/2010 |
|
|
Professional Development - Teachers will be trained in
Reading Recovery strategies along with the Five Components
of an Effective Reading Program by the instructional
facilitator, and/or outside consultants as needed. In
order to retain a certified status, each teacher is also
required to attend one yearly conference and monthly
professional development sessions with a trained Reading
Recovery teacher leader.
Action Type: Collaboration
Action Type: Professional Development
|
Denise Schwartz, Reading Recovery Teacher |
Start: 07/01/2009
End: 06/30/2010 |
- District Staff
- Outside Consultants
|
|
Parent Involvement - Reading Recovery teachers have
developed a program called PALS (Parents Accelerating
Literacy Successfully). Through this program, parents are
periodically invited to attend a luncheon to meet with
Reading Recovery staff and administration. During this
time, the Reading Recovery program is explained to the
parents and suggestions are given for ways to help their
children at home. Time is also provided for a question and
answer session.
Action Type: Collaboration
Action Type: Parental Engagement
|
Dianne Martin, Reading Recovery Teacher |
Start: 07/01/2009
End: 06/30/2010 |
- Administrative Staff
- Title Teachers
|
|
| Total Budget: |
$37372 |
| Intervention: Add an additional teacher at
first grade in order to lower class size |
| Scientific Based Research: "Class Size",
Educational Leadership, December 2006 |
| Actions |
Person Responsible |
Timeline |
Resources |
Source of Funds |
An additional classroom teacher (1.0 FTE) will be
funded at the first grade through Title IIA funds in order
to lower class size. Salary and benefits will be paid.
Action Type: Collaboration
Action Type: Professional Development
|
Kay York |
Start: 07/01/2009
End: 06/30/2010 |
|
| Title II-A - Employee Salaries: |
$35500.00 |
| Title II-A - Employee Benefits: |
$7686.00 |
|
| ACTION BUDGET: |
$43186 |
|
| Total Budget: |
$43186 |
|
| Priority 2: |
To improve skills in Mathematics |
| Supporting Data: |
- 2007-# Tested & Percent of Students Scoring
Proficient/Advanced:
120 Students: 68.3% of Combined Students
36 Students: 52.7% of African American Students
3 Students: 66.6% of Hispanic Students
80 Students: 75.0% of Caucasian Students
67 Students: 59.7% of Econ. Disadvantaged Students
. Students: N/A% of LEP Students
10 Students: 40.0% of Students with Disabilities
The lowest identified areas for the combined population
were:
Geometry & Measurement and Open Response. The lowest
identified areas for African Americans were:
Geometry & Measurement and Open Response. The lowest
identified areas for Hispanic were:
Geometry & Measurement and Open Response The lowest
identified areas for Caucasian were:
Geometry & Measurement and Open Response. The lowest
identified areas for Econ. Disadvantaged students were:
Geometry & Measurement and Open Response. The lowest
identified areas for LEP students were:
Geometry & Measurement and Open Response. 2008 - # Tested &
Percent of Students Scoring Proficient/Advanced: 101
Students: 82.2% of Combined Students 37 Students: 64.9 of
African American Students 62 Students: 91.9% of Caucasian
Students 63 Students: 76.2% of Econ. Disadvantaged Students
The lowest identified areas for combined population were:
The lowest identified areas for African Americans were: The
lowest identified areas for Caucasians were: The lowest
identified areas for Econ. Disadvanted students were: 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.
- In 2008, the NRT was changed to the SAT-10. The test in
Kindergarten was compromised and thus there are no scores.
In 2009, the NRT for Kindergarten was changed to the
Metropolitan Achievement Test - 8th Edition. 43% of Combined
populationsscored at or above the 50th NPR. (109 tested) 28%
of African American scored at or above the 50th NPR (25
tested) 49% of Caucasions scored at or above the 50th NPR
(81 tested) 31% of Low Socio-Economic scored at or above the
50th NPR 31% of Students with Disabilities scored at or
above the 50th NPR According the Scale Score Cut Scores for
MAT-8: 28% scored Advanced in Math 23% scored Proficient in
Math 33% scored Basic in Math 16% scored Below Basic in Math
- The NRT was changed the the SAT-10 in 2008 In 2008 50%
of combined 1st grade students scored at or above the 50th
NPR on the SAT -10(93 tested) 37.5% of African American
scored at or above the 50th NPR in Math (24 tested) 73% of
Caucasians scored at or above the 50th NPR in Math (73
tested) 40.4% of Economically Disadvantaged scored at or
above the 50th NPR in Math (52 tested) 50% of Students with
Disabilities scored at or above the 50th NPR in Math (4
tested) According to the Scale Score Cuts for SAT 10: 29.5
of the 98 tested scored Advanced in Math 35.7 of the 98
tested scored Proficient in Math 28.6 of the 98 tested
scored Basic in Math 6 of the 98 tested scored Below Basic
in Math In 2009 first grade scored at the 40th percentile in
Math. 36% of the Combined Population scored at or above the
50th NPR (120 tested) 21% of African American scored at or
above the 50th NPR (39 tested) 45% of Caucasions scored at
or above the 50th NPR (77 tested) 30% of Low Socio Economic
scored at or above the 50th NPR (83 tested) 40% of Students
with Disabilities scored at or above the 50th NPR (20
tested)
- The attendance rate is the average percentage of
students actually attending school on any given day during
the school year. According to our records, in 2005-2006
92.7% in 2006-2007, the attendance rate was 93.2%. In
2007-2008, the attendance rate was 93.49%. In 2008-2009, the
attendance rate was 93.5%
|
| Goal |
Math data over the past three years indicates that
students in kindergarten, combined population, have shown a
deficit in representing quantity of 10 and First Grade
students, combined population, continue to show a deficit in
using coins to represent 2 digit amounts and identifying
attributes of 2D shapes as shown by the topic assessments and
end of year assessments. By the end of 3rd nine weeks, there
will be a 15% increase in "representing a quantity to 10" in
the kindergarten combined population as measured by the end of
topic checklist. By the end of 3rd nine weeks, there will be a
15% increase in "recognizing coins" in the kindergarten
combined population as measured by the end of topic checklist.
By the end of 3rd nine weeks there will be a 15% increase in
"using coins to represent 2 digit amounts and identifying
attributes of 2D shapes" in the first grade combined
population as measured by the 3rd nine weeks assessments. |
| Benchmark |
To meet or exceed AYP standards developed by the Arkansas
Department of Education or to decrease the number of students
below proficient by 10% |
| Intervention: Growing With Mathematics -
This current mathematics adoption is an activity-based,
integrated and problem-solving approach to learning
mathematics. It is designed to provide significant,
carefully sequenced math instruction to all students. |
| Scientific Based Research: Growing With
Mathematics is a standards based curriculum. Journal for
Research and Mathematics Education. Volume 38, #1, Jan.
2007. 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 - Each teacher will begin their
math class with a math meeting to review general skills,
calendar activities and number sense activities as
outlined in the mathematics curriculum. Students will next
be actively involved in problem-solving with teachers
utilizing Cognitively Guided Instruction (CGI) strategies.
These activities will lead to a whole-group lesson from
Growing With Mathematics (GWM) which stresses deep
thinking and reasoning skills from the current topic book.
This topic book incorporates discussion books, vocabulary,
differentiated instructional activities, manipulatives,
learning styles, and a workbook to provide practice for
the newly taught skills and exercises for maintaining
previously taught skills. Children will work daily in math
centers using diverse teaching materials to reinforce
skills taught during math lessons. Success Maker and other
computer software are provided on computers for students
to use during their center times. Interactive smart boards
and laptop computers will be placed in each classroom for
use with instruction.
Action Type: Equity
Action Type: Technology Inclusion
|
Misty Russell, Kindergarten Teacher & Amy Smith, First
Grade Teacher |
Start: 07/01/2009
End: 06/30/2010 |
- Computers
- Teachers
- Teaching Aids
|
|
Professional Development - NRT data indicated that the
instructional math facilitator should continue to model,
demonstrate, and encourage teachers as they continue to
fully implement GWM. The 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 two times per
month to collaborate on curriculum, formative assessment
data, differentiated instruction strategies and CGI
instruction training, based on their personal level of
training. The CGI training is during the summer with
follow-ups provided periodically through the DMEC during
the school year. The instructional facilitator and the
teachers will attend other relevant math workshops as they
become available during the school year. Training for use
of the new smart boards and laptop computers will be
provided as needed.
Action Type: Collaboration
Action Type: Equity
Action Type: Professional Development
|
Mavis Patillo, Interventionist |
Start: 07/01/2009
End: 06/30/2010 |
- Computers
- District Staff
- Outside Consultants
- Teachers
- Teaching Aids
|
| PD (State-223) - Materials & Supplies: |
$1500.00 |
| PD (State-223) - Purchased Services: |
$4500.00 |
|
| ACTION BUDGET: |
$6000 |
|
Plan Evaluation - Each GWM lesson ends with a
formative assessment to check for learning. The
assessments with the GWM program will be utilized
including observations, teacher-made tests, topic
assessments, and oral assessments. Nine weeks assessments
will also be used to check for mastery of skills. Teachers
will analyze these formative assessments for strengths and
weaknesses in student performance, instruction, and
curriculum.
Action Type: Equity
Action Type: Program Evaluation
|
Leigh Ann Tropp, First Grade Teacher |
Start: 07/01/2009
End: 06/30/2010 |
- Performance Assessments
- Teachers
- Teaching Aids
|
|
Parental Involvement - Workbook pages entitled Home
Links are sent home for parents and students to work
together. During each topic, a parent letter is sent home
that includes an explanation of the topic, the current
math focus skill area, and activities are provided which
will reinforce the skills being taught at school.
Parent/teacher conferences provide the venue to discuss
the strengths and weaknesses of a student's achievement in
math concepts.
Action Type: Parental Engagement
|
Donna Green, First Grade Teacher |
Start: 07/01/2009
End: 06/30/2010 |
|
|
| Total Budget: |
$6000 |
| Intervention: Technology Integration into
Math Curriculum - Our school will utilize technology
during math instruction. |
| Scientific Based Research: Brabec,
K.Fisher.K, Pitler, H (2004). Building better instruction:
How technology supports nine research-proven instructional
strategies. Learning & Leading with Technology 31(5), 6-11 |
| Actions |
Person Responsible |
Timeline |
Resources |
Source of Funds |
Implementation Plan - Success Maker is a computer
software system that is used as an individualized tutorial
for students needing remediation or enrichment in math,
with all of its components based upon the Arkansas
frameworks. It is available in every classroom for use
throughout the school year in math centers, Family Night
Library (FNL), and during Math & Science Camp. All
students are able to work at their individual assessed
ability and progress through the software at their own
pace. Accelerated students can become peer tutors on the
use of technology during math centers. Additional
mathematics software and associated websites are utilized
in math centers based on individual student needs. Smart
boards will be installed to help keep students actively
engaged in the learning and will be used for instruction
and in student learning corners. All software packages are
used to reinforce what is being taught in the classrooms.
Software support and software is purchased to support the
Success Maker program. Four new computers will be
purchased in order to update so that these programs will
be most effective.
Action Type: Alignment
Action Type: Equity
Action Type: Technology Inclusion
|
Timolin Gaines, Computer Lab Manager |
Start: 07/01/2009
End: 06/30/2010 |
- Computers
- School Library
- Teachers
|
|
Professional Development - Teacher training for
Success Maker is provided through the software company and
also by our library/media specialist on the use of this
software. Teachers learn to run various reports to
retrieve data to check for student achievement in
mathematics. All new computer software is examined by the
teachers and they are trained in its use. Software support
and upgrades are purchased annually for Success Maker.
Teachers also research websites pertaining to math
instruction.
Action Type: Professional Development
Action Type: Technology Inclusion
|
Diane Burnett, Library/Media Specialist |
Start: 07/01/2009
End: 06/30/2010 |
|
|
Plan evaluation - We will strive for improved
mathematics scores on the standardized test and improved
computer abilities for students. The administrator will
conduct classroom walk-throughs and ask students how they
are using various modes of technology in developing math
skills. Teachers that need extra help with technology will
be provided training.
Action Type: Program Evaluation
Action Type: Technology Inclusion
|
Diane Burnett, Library/Media Specialist |
Start: 07/01/2009
End: 06/30/2010 |
- Computers
- School Library
- Teachers
|
|
Parental Involvement - Parents can obtain educational
websites pertaining to Mathematics during P/T conferences,
through our school newsletter, email distribution list,
parent center, and/or during FNL.
Action Type: Parental Engagement
|
Diane Burnett, Library/Media Specialist |
Start: 07/01/2009
End: 06/30/2010 |
- Administrative Staff
- Teachers
|
|
| Total Budget: |
$0 |
| Intervention: Parent Involvement - The
school staff, parents and students will share the
responsibility for improved student academic achievement
through a partnership between home and school. |
| Scientific Based Research: Senechal, M.
(2006). The Effect of Family Literacy Interventions On
Children's Acquisition of Reading. Retrieved September 1,
2009, from the National Institute for Literacy website:
http://www.nifl.gov/publications/pdf/lit_interventions.pdf |
| Actions |
Person Responsible |
Timeline |
Resources |
Source of Funds |
Parenting - The MDP Parent Center is located in the
front lobby of the school in conjunction with the school
library. Parent tips, school newsletters, and student
handbooks are available at this center. Parents can
check-out parenting books covering a wide range of topics
at this site. A parent involvement facilitator is on the
campus to discuss parenting concerns and to assist parents
in their role in the education of their children. The
parent educator at the Community Enrichment Center will
conduct workshops in their facility for parents and
community members on technology, academic enhancement of
students, drug education, parenting skills, marriage
enrichment, homeless programs, and parents-as-teachers
programs. Families in transition are given equal
opportunities to participate and are referred to a
Homeless liaison for specific family assistance. Our
school receives funds through a homeless grant which is
used for Family Night Library to help families in
transition with educational support services, and the MDP
Reading Connections summer reading program that provides
books to assist parents of these students as well.
Action Type: Collaboration
Action Type: Equity
Action Type: Parental Engagement
Action Type: Technology Inclusion
|
Yvonne Bond, Parent Facilitator |
Start: 07/01/2009
End: 06/30/2010 |
- Administrative Staff
- Computers
- District Staff
- School Library
|
|
Communicating - The principal conducts personal small
group orientation sessions to acquaint new students and
parents with the school facility, teachers, and
kindergarten stucture. The parents are encouraged to
attend this orientation present child will be learning,
how they will be assessed, what parents can expect for
their child's education, and how parents can assist and
make a difference. Parents communicate with the teacher
through daily behavior calendars concerning student work,
assignments, and classroom behavior. These communication
folders provide spaces for the teacher to write daily
information to parents as needed. Parents can communicate
back to the teacher through brightly colored notepads that
are placed in the folder pocket. Meet the Teacher Night is
held during fall registration and information packets and
the school handbook are distributed at this time. These
items answer questions parents may have and communicates
the process for resolving their concerns. Parent/Teacher
conferences are held three times throughout the school
year so parents can discuss their child's academic
achievement and to insure adequate academic progress.
Academic Improvement Plans are discussed and signed during
this time. All parents are encouraged to attend and home
visits are made for those parents who continue to fail to
attend. School and teacher informational brochures are
available to parents at any time during the year. An
annual public meeting is held to report on each campus'
programs and test scores to inform parents and all
interested community persons of the improvement and needs
of the school district. The PTO sends out flyers to keep
teachers and parents informed about school improvements
and general needs of all students and teachers. A School
Messenger Desktop Calling System is available to enhance
communication between school and home. The license is
maintained through the use of Title I funds. This
automated system will be used to inform parents of school
schedules and other information pertaining to students or
activities. Each classroom teacher as well as support
staff may post homework to this automated communication
system throughout the year to inform parents on their
child's educational needs and classroom deadlines.
Upgrades and support is purchased each year in order to
run this program effectively. An Ashdown School District
website is available so parents can learn more about the
activities within the district. School Notes is a link on
this website for individual staff members to communicate
specific information related to their subject.
Action Type: Collaboration
Action Type: Equity
Action Type: Parental Engagement
Action Type: Technology Inclusion
|
Yvonne Bond, Parent Facilitator |
Start: 07/01/2009
End: 06/30/2010 |
- Administrative Staff
- Central Office
- Community Leaders
- Computers
- District Staff
- Teachers
- Title Teachers
|
|
Volunteering - A volunteer resource book is compiled
by our parent involvement facilitator and is available for
all staff to use throughout the year so that our
volunteers can be utilized more effectively. Watchdogs and
Gatekeepers are volunteer parents or community people who
provide good role models and monitor the safety of all
students. A Dogs for Dads event will be conducted to
kick-off the Watchdog Program, and a thought-provoking
video will be shown to the dads to inform them of the
program and its importance. Good Morning Volunteers from
the community are each matched with individual students
that need help with homework. They assist students each
morning with reading, review, and math lessons and provide
necessary educational support. To improve health
education, a Field Day will be held every other year to
inform children of the necessity of exercise for their
general well-being. Students work toward this event all
year by learning about proper diet and the importance of
physical activity. Parents are asked to volunteer for
specific activity stations to conduct the Field Day.
Safety Day is held every other year to teach children the
rudiments of safety in all aspects of their environment.
Parents and community volunteers are asked to preside at
stations relevant to their occupations to teach children
how to be safe. Field Day and Safety Day are held
alternately. The Body Walk will be utilized every other
year for instruction in bodily functions, personal
hygiene, and good nutrition. This educational resource is
sponsored by the U of A, Division of Agriculture, and
Cooperative Extension Service. Parents and older students
volunteer to work on this project. The PTO conducts
fundraisers throughout the year to provide extra resources
to update and enhance the playgrounds and purchase special
classroom supplies. Parents are encouraged to volunteer
during these fundraising events. Parents that want to help
with instructional materials for the classroom may check
the monthly volunteer board that is in the teacher
workroom area. Teachers post notes with needs on the
calendar in order that volunteers may quickly know the
classrooms that are needing assistance without
interrupting instruction. Groovy Grannies is a group of
energetic grandmothers of students who work diligently to
make our campus a beautifully decorated facility, inside
and out. They conduct their own meetings and make plans
for landscaping, decorating, and various needs. Their
self-made website is linked to our school's website in
order to recruit other interested grandmothers and aunts.
Action Type: Collaboration
Action Type: Equity
Action Type: Parental Engagement
|
Yvonne Bond, Parent Facilitator |
Start: 07/01/2009
End: 06/30/2010 |
- Administrative Staff
- Community Leaders
- District Staff
- Outside Consultants
- Teachers
- Teaching Aids
- Title Teachers
|
|
Learning At Home - Little books are sent home each day
with each child to be read at home each evening. These
books are taught during small classroom reading groups and
sent home to reinforce learning. Spelling strategies are
sent home to parents to enable them to assist their child
with spelling. If a child is involved in Reading Recovery,
parents are encouraged to come to school to observe a RR
lesson "behind the glass," so they can better understand
how to assist their child in reading. Parents are invited
to attend PALS (Parents Accelerating Literacy
Successfully) luncheon meetings throughout the 20 weeks
their child is in Reading Recovery. Meetings are held
periodically so parents can share their concerns, and ask
questions about Reading Recovery. The RR teachers can
demonstrate parts of the RR lesson to educate parents, so
they can better support their child at home. A healthy
lunch will be provided for these parents as an incentive
to come and learn more about how to help their child. The
speech/language pathologist provides language activity
calendars for all parents to use at home to encourage
language development with their children. Every teacher
sends the calendars home monthly and short daily language
activities are listed for every day of the month.
Action Type: Alignment
Action Type: Collaboration
Action Type: Equity
Action Type: Parental Engagement
|
Glenda Smedley, Reading Recovery Teacher |
Start: 07/01/2009
End: 06/30/2010 |
- District Staff
- School Library
- Teachers
- Teaching Aids
- Title Teachers
|
|
Decision Making - Parents are included on various
committees discussing the student handbook, safety issues,
fundraising, the Margaret Daniel Primary School
Educational Foundation, the school's wellness committee,
extracurricular activities, and Title I programs.
Perceptual surveys are conducted throughout the year to
gather information from parents and community on ways in
which we can improve our school and meet the needs of our
customers.
Action Type: Collaboration
Action Type: Parental Engagement
|
Yvonne Bond, Parent Facilitator |
Start: 07/01/2009
End: 06/30/2010 |
- Administrative Staff
- Community Leaders
- District Staff
- Teachers
- Title Teachers
|
|
Collaborating - Family Night Library enhances parent
and community involvement. Parents and students come to
the school library one evening each week to check out
books, read together, and take AR quizzes on the
computers. These events are sponsored by literacy grants,
homeless grants, corporations, small businesses, civic
organizations, concerned individuals, and PTO. New
computers will be purchased to upgrade the program as
needed.
Action Type: Collaboration
Action Type: Equity
Action Type: Parental Engagement
Action Type: Technology Inclusion
|
Diane Burnett, Library/Media Specialist |
Start: 07/01/2009
End: 06/30/2010 |
- Community Leaders
- Computers
- School Library
|
|
Professional Development - The parent facilitator will
receive training in ways to encourage parents to become
more involved in the education of their children by
attending conferences and seminars throughout the school
year. Teachers will receive two hours of parent
involvement training each year by the parent facilitator
during in-service days.
Action Type: Parental Engagement
Action Type: Professional Development
|
Yvonne Bond, Parent Facilitator |
Start: 07/01/2009
End: 06/30/2010 |
|
|
Plan Evaluation - These programs will be evaluated
using perceptual surveys throughout the year. The
administrator and district level curriculum director will
work together to make sure that the professional
development matches the needs of our school based upon
student data.
Action Type: Parental Engagement
Action Type: Program Evaluation
|
Yvonne Bond, Parent Facilitator |
Start: 07/01/2009
End: 06/30/2010 |
|
|
| Total Budget: |
$0 |
| Intervention: Character Education - Our
school will teach Character Education as a natural way of
interacting with others in all settings. |
| Scientific Based Research: Berkowitz,
PhD., M.W. & Bier, PhD., M.C. (2006) What Works in
Character Education. Retrieved August 31, 2009, from the
Center for Character & Citizenship website: http://www.characterandcitizenship.org/research/whatworks.htm |
| Actions |
Person Responsible |
Timeline |
Resources |
Source of Funds |
Instructional Plan - The school counselor will counsel
individuals and small groups to help meet identified
needs, and is available to consult with parents regarding
any concerns they may have regarding their children. The
counselor will teach the guidance curriculum in all
classrooms and will assist teachers with guidance related
curricula. Bibliotherapy is conducted by the counselor
when needed, through the use of quality children's
literature in helping students deal with death, drug
abuse, violence, bullying, separation, divorce, etc. The
counselor teaches guiding principles, conflict resolution
skills, and instructs students against using violence
through classroom guidance classes each week. All students
are held accountable for their behavior and good character
traits are recognized by being chosen as a Star Student.
Small prizes are given as rewards for displaying good
character toward others and having good behavior in the
school. The Star Students are recognized by eating lunch
on the decorated stage on Friday. A Community Hero is
invited to have lunch with them and talk with them about
their career in our community. An Ashdown Volunteer
Fireman will teach important safety rules to the students
during safety day. Children are motivated to "Say No to
Drugs." A Red Ribbon Parade with mini-floats will be held
to climax drug education studies. These floats are
prepared at home with parents and children participating
together. Members of the community are invited to
participate in the parade. Participation ribbons are
purchased and given to all students that participate in
some way. A school video will be developed using our own
students to show proper playground etiquette. The High
School EAST Lab students will create the video to be used
by the counselor during "Recess School". Children who
continue to misbehave on the playground will view the
video during "Recess School" with the counselor and
discuss safe ways to play with others, improve their
social skills, and develop good character traits. Manners
on Monday will occur during lunch time to teach students
the importance of displaying good manners in their daily
life.
Action Type: Alignment
Action Type: Collaboration
Action Type: Equity
Action Type: Parental Engagement
|
Yvonne Bond, School Counselor |
Start: 07/01/2009
End: 06/30/2010 |
- Community Leaders
- Outside Consultants
- Public Library
- School Library
- Teachers
- Teaching Aids
|
|
Professional Development - The counselor conducts
in-service with the faculty as needed in relation to
school climate concerns, crisis plans, and good assessment
practices. The counselor receives training through
workshops, conferences, seminars, and co-op counselor
meetings. To keep abreast of the most current counseling
methods, she will attend the American School Counselors
Conference in June, 2010. Professional journals will be
purchased to learn the most current counseling methods for
primary children.
Action Type: Collaboration
Action Type: Professional Development
|
Yvonne Bond, School Counselor |
Start: 07/01/2009
End: 06/30/2010 |
- Central Office
- Outside Consultants
|
|
Plan Evaluation - The plan is evaluated by a smaller
number of office referrals for poor behavior. The
administrator will make observations while doing walk-throughs
and will look at data in making sure that the programs in
place are addressing the character needs of our school and
community.
Action Type: Program Evaluation
|
Yvonne Bond, School Counselor |
Start: 07/01/2009
End: 06/30/2010 |
- Administrative Staff
- Teachers
|
|
| Total Budget: |
$0 |
| Intervention: Developing a Culture for
Learning (K-1). Our school will respect and discover the
values, cultures, safety practices, and organizational
structures within a school that cause it to function and
react in particular ways. |
| Scientific Based Research: [Center for
Improving School Culture (2002). Creating Better Places to
Learn. ASCD National Conference, Orlando, FL 2005. The
Language of Learning: A Guide to Education Terms.
Alexandria, VA, p. 89. Retrieved from the Web, 7/23/05.
http://www.ascd.org/portal/site/ascd/menuitem.255a4a2dd64a76fddeb3ffdb62108a0c]
Wagner, Dr., Christopher. The School Leader's Tool for
Assessing and Improving School Culture,Principal
Leadership. December 2006. pp 41-44. Wagner, Dr.,
Christopher. Leadership for an Improved School Culture:
How to assess and improve the culture of your school.
Kentucky School Leader. Fall/Winter 2005. pp. 10 - 16.
|
| Actions |
Person Responsible |
Timeline |
Resources |
Source of Funds |
School Climate - The school counselor will coordinate
with school and community personnel to bring together
resources for students. Snack backpacks are issued through
the Arkansas Rice Depot to children who have been referred
by their teachers as having problems in school due to
hunger at home. The referrals are based on the observed
nutritional needs of students. The pictures of Star
Students are displayed to recognize them for exhibiting
good character traits throughout the school. These are
seen by our community, parents and students throughout the
year. In order to teach students how to appreciate the
arts, art techniques, design, and appreciation is taught
each week to all students. Art is displayed throughout the
school and mini-art shows are conducted during each
parent/teacher conference. A kindergarten graduation music
program is held at the end of each school year to honor
the children and their accomplishments. A first grade
music program is held during the year to spotlight the
students and enhance their public performance abilities.
Parents are invited to attend any musical performance by
their children and are asked to make props and costumes
for these activities. Children create small posters for
exhibition at the Little River County Fair. The posters
are judged by community leaders and prizes are awarded.
First grade students submit weather pictures to KTLA to be
spotlighted during the nightly weather broadcast. Student
writing and artwork is always displayed in classrooms and
around the school to encourage writing and motivate
students to improve their writing skills. Annual
perceptual surveys will be given to teachers to discern
areas where our school environment needs improvement.
Action Type: Collaboration
|
Yvonne Bond, School Counselor |
Start: 07/01/2006
End: 06/30/2010 |
- Outside Consultants
- Teachers
|
|
Plan evaluation - There will be fewer referrals to the
school counselor and increased positive feedback noted on
perceptual surveys from parents and staff. The building
level administrator watches and observes daily to make
sure strategies are being used in the school to develop a
learning culture. Perceptual survey data is used by the
principal to address the concerns.
Action Type: Program Evaluation
|
Yvonne Bond, School Counselor |
Start: 07/01/2009
End: 06/30/2010 |
|
|
| Total Budget: |
$0 |
| Intervention: Intervention Plan - for
students scoring below proficient on selected Mathematics
assessments or who are on an Academic Improvement Plan
|
| Scientific Based Research: [Bliss, Paula.
(2005). Math Remediation and Learning Strategies.
Retrieved from the Web, 8/24/05. http://www.paulabliss.com/math.htm]
Teaching Math and Science - Improving Instruction through
Local Systemic Change Initiatives by Weiss, Iris R. and
Joan D. Pasley. Phi Delta Kappan, 88(9), May, 2007.
pp.669-675. |
| Actions |
Person Responsible |
Timeline |
Resources |
Source of Funds |
Implementation Plan - A full time para-professional
will be hired to provide academic support through Brain
Arcade, a math lab, with a focus on math and some
involvement with literacy. Students will attend every 7th
day during their activity rotation and this will provide
interventions for skills not mastered in the classroom.
Enrichment opportunities will also be provided during this
lab for students who have mastered the required student
learning expectations. Students who need remedial help
with math work through the math program in Successmaker at
their own pace. This computer program coordinates new
lessons with review and repetition as needed. Math &
Science Camp will be provided for students that are on
grade level, yet need more educational opportunities,
based upon funds availability. This camp would be
available for 2 weeks during the summer to provide
enrichment through field trips, guest speakers,
technology, and other non-traditional teaching materials.
A pre-test and post-test is given within the Successmaker
tutorial to show increased improvement with math skills.
Action Type: Collaboration
Action Type: Equity
Action Type: Technology Inclusion
|
Tami Cross, Paraprofessional |
Start: 07/01/2007
End: 06/30/2010 |
- Computers
- School Library
- Teachers
- Teaching Aids
|
|
Professional Development - Our district math
coordinator/interventionist meets with teachers to teach
new mathematics strategies during math team meetings. Our
school will purchase memberships in math organizations
that publish pertinent mathematics journals to increase
our knowledge base concerning mathematics instruction, and
some faculty members may attend conferences to learn the
most current teaching methods.
Action Type: Professional Development
|
Amy Smith, First Grade Teacher |
Start: 07/01/2007
End: 06/30/2010 |
- District Staff
- Outside Consultants
- Teachers
|
|
AIP's (Academic Improvement Plans) are developed for
students that are not performing at a proficient level.
The plans are developed based upon a summative test or
inventory (QELI or NRT) and math end of the year
assessments and formative assessments which include DIBELS
(Dynamic Indicator of Basic Early Literacy Skills), topic
math assessments, and other ongoing progress monitoring.
Interventions are immediately put into place when an area
shows a child is not meeting benchmarks throughout the
year. The AIP's are developed with parents, teachers and
child at the beginning of each year and used as a
continual plan of action throughout the year with updates
made throughout the year. The AIP's are monitored by the
literacy coach, principal, curriculum director and parents
until students reach proficiency. This year the AIP's are
accessible to teachers and administrators through our
secure file server to eliminate updating paper copies
throughout the year. Intensive Reading Interventions (IRI)
are for students that are below basic in literacy and are
addressed with parents at the beginning of each year.
These students receive Tier 3 interventions which are
noted on the plan. IRI's are monitored by the state
department, principal, district curriculum director, and
involve the parent, teachers and child in developing and
implementing the interventions.
Action Type: AIP/IRI
Action Type: Collaboration
Action Type: Parental Engagement
|
Kay York, Principal |
Start: 01/07/2009
End: 07/01/2010 |
- Administrative Staff
- District Staff
- Teachers
|
|
Plan evaluation - Improved mathematics scores on the
NRT and fewer students needing AIP's. The administrator
will monitor A.I.P.'s to make sure these are being
implemented fully with students receiving the specified
interventions.
Action Type: Program Evaluation
|
Kay York, Principal |
Start: 07/01/2009
End: 06/30/2008 |
|
|
| Total Budget: |
$0 |
| Intervention: Total Instructional
Alignment - Our school uses the TIA process to help guide
instruction. |
| Scientific Based Research: Carter, Lisa;
Total Instructional Alignment, 2007 Alignment in SEDL's
Working Systemically Model - 2004 Progress Report to
Schools and Districts, 11/04. Retrieved from the web
9/16/07 - http://www.sedl.org/rel/resources/ws-report-summary04.pdf
|
| Actions |
Person Responsible |
Timeline |
Resources |
Source of Funds |
Curriculum maps will be compared to the Arkansas state
frameworks to develop individual scoped and sequenced
curriculum for instruction and assessments. The curriculum
will be annually compared with standardized test scores
and frameworks to adjust scope and sequence as needed. A
representative team of teachers from each grade level and
discipline will work during the summer to analyze, refine,
and make changes to district curriculum. The curriculum is
reviewed throughout the year as new strategies and
materials are used to meet student learning expectations.
Adjustments to the curriculum maps are adjusted as needed
through bi-monthly curriculum afternoons in which a
teacher from each grade level updates maps. Teachers
across grade levels meet to adjust curriculum as needed
for students to meet benchmarks.
Action Type: Alignment
Action Type: Collaboration
Action Type: Special Education
Action Type: Technology Inclusion
|
Susan Surber, First Grade Teacher |
Start: 07/01/2007
End: 06/30/2010 |
- Administrative Staff
- Central Office
- Computers
- District Staff
- Teachers
- Title Teachers
|
|
Professional Development - Each grade level will
continue to add essential questions and state the level of
Bloom's Taxonomy according to the student learning
expectations Grade levels and cross-grade levels will meet
throughout the year to make adjustments and changes as
needed.
Action Type: Alignment
Action Type: Professional Development
|
Rosalie Tabler, Kindergarten Teacher & Susan Surber,
First Grade Teacher |
Start: 07/01/2009
End: 06/30/2010 |
|
|
Plan Evaluation - The administrator and leadership
team will conduct walk-throughs throughout the year to
monitor curriculum implementation and use. The
administrator will address concerns and implementation of
curriculum with each teacher during Compelling
Conversations and individually at other times as needed.
Action Type: Alignment
|
Marshun Starks, Instructional Facilitator |
Start: 07/01/2009
End: 06/30/2010 |
|
|
| Total Budget: |
$0 |
| Intervention: Title 1 Schoolwide Program
Requirements |
| Scientific Based Research: Title 1
Parental Involvement. (Retrieved from the web 9/18/07)
http://www.title1.com/background.htm |
| Actions |
Person Responsible |
Timeline |
Resources |
Source of Funds |
Implementation Plan - The Title 1 Schoolwide program
bases its focus on the needs assessment of our students
from our formative and summative assessments.
Scientifically based research drives our interventions and
are used by paraprofessionals and teachers. Teachers help
select and design formative assessments and analyze the
data to improve instruction and learning. Point-in-time
remediation is provided in a timely manner to help those
students that are not proficient. Schedules have been
developed to increase the amount of quality learning time.
Teachers, during teaming meetings, find ways in which they
can narrow the achievement gap between our
sub-populations. Title 1 money is used to coordinate and
integrate services to improve instuction and increase
student achievement. Mentoring is provided for each new
teacher to the district by assigning a highly effective
teacher to work with the new teacher. These mentors have
been trained in the Pathwise Mentoring Program prior to
mentoring new teachers. Mentoring for all teachers is
provided by the literacy coach and math interventionist as
well as other master teachers during teaming times and
Professional Learning Communities (PLC). Opportunities for
new teachers to observe in model classrooms and observe
good classroom management techniques is arranged as often
as needed for new teachers with their mentors providing
support through conversations about best practices.
Planning and conferencing time is built into the teacher
schedule to provide this opportunity to reflect on
classroom visits and best practices.
Action Type: Collaboration
Action Type: Title I Schoolwide
|
Rosalie Tabler, Kindergarten Teacher & Susan Surber,
First Grade Teacher |
Start: 07/01/2009
End: 06/30/2010 |
|
|
Highly Qualified Teachers - All teachers are certified
in the fields in which they teach except the art teacher
who is working toward certification. All teachers are
highly qualified.
|
Kay York, Principal |
Start: 07/01/2009
End: 06/30/2010 |
|
|
Transitioning students - Students transitioning from
early childhood programs are provided a transitioning
conference to explain our school services and to address
any concerns or questions from parents. The Early Bird
Program is a transitioning activity designed for children
that have not attended a pre-school or early childhood
program.
Action Type: Collaboration
|
Chris Flynt, Special Education Teacher |
Start: 07/01/2009
End: 06/30/2010 |
- Administrative Staff
- School Library
- Teachers
- Teaching Aids
|
|
Plan Evaluation - Student gains in all sub-populations
are reviewed to check for gains with specific notice of
the targeted sub-populations (low socio-economic, African
Americans, and special ed.). The administrator will look
at the assessment wall along with student data from data
sheets/student work to make sure the sub-populations are
being served appropriately and gains are being made.
|
Amy Smith, First Grade Teacher |
Start: 07/01/2009
End: 07/30/2010 |
|
|
Parental Involvement - The annual Title 1 School-wide
meeting is conducted to explain the programs and acquaint
the community with the needs of the students in their
school. Parental involvement is encouraged throughout the
year. A Parent Compact is signed by the parent at the
beginning of the school year or when students are enrolled
during the year.
Action Type: Parental Engagement
Action Type: Title I Schoolwide
|
Lonnie Dollarhide, Kindergarten Teacher |
Start: 07/01/2009
End: 06/30/2010 |
- Administrative Staff
- Teachers
|
|
Professional Development - Professional development
for our school is based upon student and teacher needs as
evidenced through student performance.
Action Type: Professional Development
|
Brenda Tate, First Grade Teacher |
Start: 07/01/2009
End: 06/30/2010 |
|
|
| Total Budget: |
$0 |
|
| Priority 3: |
The Arkansas Department of Education - Special Education -
has not identified the Ashdown School District as having a
disproportionate amount of African American students with
disabilities in comparison to the district's total African
American population. |
| Supporting Data: |
- The Special Education Focus Monitoring Data from the
2006-2007 school year indicates that the difference between
the representation of African-American students in the
district's 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 data from the 2007-2008
school year indicates that the difference between the
representation of African Americans in the district's
overall school population (31.73%) and the representation of
African American students in Special Education (39.06%)
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 data from the 2008-2009 school
year indicates that the difference between the
representation of African Americans 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
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.
- Domain 7 of the School Self-Assessment indicates that
100% of the schools in the district have pre-referral
procedures in place that were developed by the state.
- Domain 7 of the School Self-Assessment also indicates
that 100% of the schools within the district have an
intervention (RTI) or at-risk team.
|
| Goal |
To remain non-identified as being disproportionate within
our district. |
| Benchmark |
To decrease proportionality within the district to within
one standard deviation of the state benchmark |
| Intervention: The Ashdown School District
provided enrichment for identified kindergarten students
during the summer. |
| Scientific Based Research: http://www.gse.harvard.edu/~hfrp/content/projects/fine/resources/research/kreider.pdf.Kreider,
Holly 2002, Harvard Family Research Project. Getting
Parents Ready for Kindergarten: The Role of Early
Childhood Education] |
| Actions |
Person Responsible |
Timeline |
Resources |
Source of Funds |
Implementation Plan - All students who would enter
kindergarten in the fall of 2008 were given a
pre-kindergarten screening. Students who were identified
as at-risk were given an opportunity to participate in a
transitional program that would better prepare them for
kindergarten. The program is called the Early Bird Program
and is a two-week, 1/2 day program. The focus of
instruction is language development and readiness skills.
Students were assessed at the end of the two week period
using the Kindergarten Readiness Checklist (KRC) and the
Peabody Picture Vocabulary Test (PPVT). The effectiveness
of the program will be measured through overall
performance, test scores, and performance on standardized
assessments. Our goal is to serve 25 students with 5
teachers, including a Reading Recovery teacher, and a
paraprofessional for a two week period. Transportation and
lunch will be provided by the district. Students will be
given a pre- and post-test and tracked for two years to
determine the effectiveness of the program.
Action Type: Collaboration
Action Type: Special Education
|
Kay York, Principal |
Start: 07/01/2009
End: 07/31/2010 |
|
|
Assessment Plan - The Quall's Early Learning Inventory
(QELI) and a math pre-test from the math curriculum is
administered at the beginning of the year to determine
instructional levels. Formative evaluation will include
using the topic assessments, which are assessed on a daily
basis using a checklist of identified framework skills of
the math curriculum. Unit assessments are given
periodically to students that have not demonstrated
proficiency on the daily assessments. In literacy,
students are assessed at the beginning, middle and end of
the year using the DIBELS which are measured against
benchmarks. At-risk students are monitored for progress
using the DIBELS. Classroom based assessments, using the
frameworks checklist which our district has aligned
horizontally and vertically, with a weekly map are also
used. A comprehensive math assessment from the math
curriculum, which is aligned to the frameworks, is also
given at the end of the year. Formative evaluations will
also include a NRT in the spring, and these assessments
will also be used to select students for the Early Bird
Program.
Action Type: Alignment
Action Type: Collaboration
Action Type: Program Evaluation
|
Kay York, Principal |
Start: 07/01/2009
End: 06/30/2010 |
- Administrative Staff
- District Staff
- Teachers
- Title Teachers
|
|
Plan Evaluation - Building level teams to include the
literacy and math coaches, the special education teacher,
counselor, principal and designated teachers will meet to
identify students at-risk, develop specific interventions
for the identified needs of the students, then meet
periodically to determine the effectiveness of the
intervention. At the end of the year, the team will
compile a written report of the effectiveness of the
interventions and if other services are needed. These may
include extended year, retention, 21st Century after
school program, etc..
Action Type: Collaboration
Action Type: Program Evaluation
Action Type: Special Education
|
Mavis Patillo, Interventionist |
Start: 07/01/2009
End: 06/30/2010 |
- District Staff
- Teachers
- Title Teachers
|
|
| Total Budget: |
$0 |
| Intervention: Speech Pathologist - SLP
will suggest enrichment activities in the classrooms. |
| Scientific Based Research: Ritter,
Michaela J. (June 2009) The Speech-Language Pathologist
and Reading: Opportunities to Extend Services for the
Children We Serve. Perspectives on School-Based Issues,
10(38-44). doi:10.1044/sbi10.2.38 Copyright 2009 by
American Speech-Language-Hearing Association |
| Actions |
Person Responsible |
Timeline |
Resources |
Source of Funds |
Implementation Plan - The speech pathologist is
located on this campus four days a week. During
professional development days, she is given time to talk
to teachers regarding language enrichment activities
related to small group instruction. These suggestions can
be incorporated into literacy, math and corner activities.
The speech pathologist is also available as a consultant
whenever there is a need to talk individually with
teachers. Data shows that over 50% of the referrals made
at this level are for articulation and fluency needs and
are not strictly for language, although this may be a
concern as well. The SLP will go into a kindergarten
classroom 1 hour each day. She will become a part of the
"corner" classroom rotation. When the children are in the
"language corner", they will participate in activities
that will target a variety of language skills (e.g. "wh"
questions, superlatives, descriptives, vocabulary,
pronouns, etc.). Each group will participate in the same
activity; however, the language skill level will vary
depending on the skill level of the group. The SLP will
keep a record of what child attended the language group on
each particular day and will list the language skills
addressed during that group.
Action Type: Collaboration
Action Type: Professional Development
Action Type: Program Evaluation
Action Type: Special Education
|
Katy Lingle, Speech Pathologist |
Start: 07/01/2009
End: 06/30/2010 |
- Administrative Staff
- Teachers
|
|
Assessment Plan - Evaluation will include performance
on the standardized assessments in language, and the
students meeting their speech therapy goals.
Action Type: Program Evaluation
|
Katy Lingle, Speech Pathologist |
Start: 07/01/2009
End: 06/30/2010 |
|
|
Plan Evaluation - This action will be evaluated by the
number of students referred for language development in
data supplied by the speech pathologist and special
education office. Information will be provided in a
written report. The administrator will monitor therapy and
make sure that this is carried out according to the IEP.
Action Type: Program Evaluation
Action Type: Special Education
|
Katy Lingle, Speech Pathologist |
Start: 07/01/2009
End: 06/30/2010 |
|
|
| Total Budget: |
$0 |
| Intervention: To utilize the school-based
mental health program |
| Scientific Based Research: [School-based
Mental Health Issues: The Brown Child and Adolescent
University Behavior, September 2004] |
| Actions |
Person Responsible |
Timeline |
Resources |
Source of Funds |
Implementation Plan - Southwest Arkansas Counseling &
Mental Health (SWACMH) is available to assist students
with emotional or behavioral problems. These problems
usually interfere with classroom performance. There is one
full-time and one part-time therapist available. Treatment
plans are developed for the students in need.
Action Type: Collaboration
Action Type: Special Education
|
Kay York, Principal |
Start: 07/01/2009
End: 06/30/2010 |
- Outside Consultants
- Teachers
|
|
Plan Evaluation - The effectiveness of this
intervention will be measured by Southwest Mental Health
through the treatment plans and continued care of the
students. An end of the year discipline report is compiled
by school staff looking at all students. This report will
compare students receiving counseling through Southwest
Mental Health to the general population. The school
administrator will follow the referrals to SWACMH and make
sure services are followed through as needed for each
student referred.
Action Type: Collaboration
Action Type: Program Evaluation
|
Kay York, Principal |
Start: 07/01/2009
End: 06/30/2010 |
- Administrative Staff
- District Staff
|
|
Assessment Plan - Southwest Arkansas Mental Health
will develop treatment plans for the identified students,
and counseling will be provided as prescribed by the
attending psychiatrist and then monitored by the physician
and therapist. On-going monitoring will be determined by
looking at office referrals, grades and input from
students, parents and teachers.
Action Type: Collaboration
Action Type: Program Evaluation
|
Kay York, Principal |
Start: 07/01/2009
End: 06/30/2010 |
- Administrative Staff
- District Staff
|
|
| Total Budget: |
$0 |
| Intervention: Provide academic support
through a Math Lab to address the needs of the at-risk
students in K-1st who have been identified as at-risk
based on norm-referenced tests, and district math and
literacy 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 - A full-time paraprofessional
will be hired to provide academic support through a math
lab (Brain Arcade) with focus on math and some involvement
with literacy. Students will attend every 7th day during
their activity rotation and this will provide
interventions for skills not mastered in the classroom.
Enrichment opportunities will also be provided during this
lab for students who have mastered the required student
learning expectations.
Action Type: Special Education
|
Tami Cross, Paraprofessional |
Start: 09/01/2009
End: 06/30/2010 |
|
| Special Ed. IDEA: |
$19300.00 |
|
| ACTION BUDGET: |
$19300 |
|
Assessment Plan - Students will be determined by
beginning of the year benchmarks in literacy and
pre-testing in math. AIP’s and IRI's will identify the
weaknesses of the students. Continued progress will
include monitoring the interventions supplied by the math
lab teacher during the extra time provided for the purpose
of working with the identified students.
Action Type: Equity
Action Type: Program Evaluation
Action Type: Technology Inclusion
|
Kay York, Principal |
Start: 07/01/2009
End: 06/30/2010 |
- Outside Consultants
- Teachers
|
|
Plan Evaluation - Data will be collected from the
identified students who are receiving extra intervention
time using end-of-the-year literacy and math assessments,
the NRT, and any other standardized assessments. Based on
these assessments, a written report will be reviewed by
building level teams. This data will be used to make
decisions regarding the effectiveness of the increased
math time. The administrator will be monitoring the
interventionist as she works with students to make sure
the interventions are appropriate.
Action Type: Collaboration
Action Type: Program Evaluation
|
Kay York, Principal |
Start: 01/15/2009
End: 06/30/2010 |
|
|
| Total Budget: |
$19300 |
|
| Priority 4: |
To improve the health and academic performance of students
|
| Supporting Data: |
- For the 2006-2007 school year, BMI was assessed for 198
students. In Kindergarten, 52 males were measured and 58%
were measured and 56% were in the Healthy/underweight
category, 28% were at Risk of Overweight. In Kindergarten,
36 females were Overweight. In First Grade 47 females were
measured and 51% were in the Healthy/Underweight category,
19% were at Risk of Overweight Overweight, and 30% were
Overweight. Overall BMI classification results for Margaret
Daniel Primary show approximately 40.3% of all children
measured were a the Risk of Overweight category.
Approximately 43.2% of all children measured were identified
as Overweight. For the 2007-2008 school year, BMI was
assessed for 110 students in Kindergarten. Act 201 of 2007
required only students in K,2,4,6,& 10 to be assessed for
BMI. In Kindergarten 55 males were measured and 58.2% were
in the Healthy/Underweight category, 27.3% were At Risk of
Overweight, and 14.5% were Overweight. In Kindergarten, 55
females were measured and 60% were in the
Healthy/Underweight category, 14.5% were At Risk of
Overweight, and 25.5% were Overweight. Overall BMI
classification results for Margaret Daniel Primary show
approximately 20.9% of all children measured were in the At
Risk for Overweight category, and approximately 20.0% of all
children measured were identified as Overweight. For the
2008-2009 school year, BMI was assessed for 158 students. In
Kindergarten,50 males were measured and 52% were in the
Healthy/Underweight category, 28% were at Risk of
Overweight, and 20% were Overweight. In Kindergarten, 42
females were measured and 61.9% were in the
Healthy/Underweight category, 16.7% were at Risk of
Overweight, and 21.4% were Overweight. In First Grade, 37
males were measured and 48.6% were in the
Healthy/Underweight category, 32.4% were at Risk of
Overweight, and 18.9% were Overweight. In First Grade 29
females were measured and 51.7% were in the
Healthy/Underweight category, 20.7% were at Risk of
Overweight, and 27.6% were Overweight. Overall BMI
classification results for Margaret Daniel Primary show
approximately 48.2% of all children measured were in the
Risk of Overweight category. Approximately 43.4% of all
children measured were identified as Overweight.
- August 2006 data - Of the 19 students in First Grade
identified as being "at risk or overweight", 3 bring their
lunches everyday, 3 bring their lunch half of the time, and
the 13 remaining students eat in the school cafeteria every
day. At this time the Kindergarten student's BMI had not
been measured. August 2007 data – Of the 41 students in
First Grade identified as being “at risk or overweight”, 7
bring their lunches everyday, 6 bring their lunches half the
time, and 28 remaining students eat in the school cafeteria
everyday. At this time the Kindergarten BMI’s had not been
measured.
- According to the 2004-2005 School Health Index (reviewed
and updated 2/06), we will enforce standards regarding
physical education, teach CPR to all cafeteria staff,
educate parents concerning healthy snacks, ensure playground
safety through regular maintenance, and update crisis
preparation by obtaining trauma boxes. According to the
2007-2008 School Health Index, Margaret Daniel Primary
scored High for School Health & Safety Policies &
Environment and High for Physical Education & Physical
Activity Programs. This school scored Medium in Health
Education, Nutrition Services, and Family & Community
Involvement.
|
| Goal |
Trend data indicates that there is a smaller percentage of
students who are at risk or over weight. Goal is to continue
to provide activites to create a healthy school environment
that conveys consistent health, nutrition, and physical
activity messages to students and community. |
| Benchmark |
Improved BMI results will be evident by June 30, 2008.
There will be a 10% difference in the 2007-2008 BMI results
indicating healthier lifestyles are being practiced. |
| Intervention: Physical Education & Health
and Nutrition Education to promote lifelong healthy habits |
| Scientific Based Research: [Child Health
News (July, 2004). Importance of physical education in
schools to combat childhood obesity. Retrieved from the
Web, 8/24/05. http://www.news-medical.net/print_article.asp?id=3636]
|
| Actions |
Person Responsible |
Timeline |
Resources |
Source of Funds |
School Health Policies & Environment - Two trauma
boxes and a defibrillator are available in case a crisis
develops on campus during school hours. Our school
cafeteria has wall decor with a train motif to promote
healthy nutrition habits and to create an eating
environment that encourages consumption of healthy foods.
Action Type: Collaboration
Action Type: Equity
Action Type: Wellness
|
Gerina Ritter, Physical Education Teacher |
Start: 07/01/2009
End: 06/30/2010 |
- Administrative Staff
- Central Office
- Community Leaders
- Outside Consultants
- Teachers
|
|
Health Education - Good healthy habits and disease
prevention are discussed by the school nurse through
dental hygiene lessons and hand-washing procedures. The
importance of a tobacco-free and drug-free lifestyle is
communicated through drug education lessons by the
counselor. Anti-smoking literature is sent home with
students to increase education regarding the ill-effects
of smoking. Team Nutrition Activity books are given to all
students, so parents can discuss good food choices at
home. These books are acquired from the US Dept. of
Agriculture. Each teacher is encouraged to teach healthy
habits during their school day. A local dentist and
optometrist are invited to attend parent teacher
conferences to meet parents and offer services through
AR-Kids and other insurance in order to meet these health
needs of students.
Action Type: Alignment
Action Type: Collaboration
Action Type: Equity
Action Type: Parental Engagement
Action Type: Wellness
|
Amy Silva, School Nurse & Debbie Turner, School Nurse |
Start: 07/01/2009
End: 06/30/2010 |
- District Staff
- School Library
- Teachers
- Teaching Aids
|
|
Physical Education and other Physical Activity
Programs - An Arkansas Fitness Challenge was conducted for
the faculty as a motivation to increase physical activity
and improve cardiac health. This contest was developed by
the Arkansas Department of Health as a worksite wellness
initiative. Students engage in healthy levels of vigorous
physical activity during daily recess and P.E. classes.
Students are able to demonstrate age-appropriate movements
and motor skill performances. Students are taught good
sportsmanship by respecting the diversity of others,
developing positive personal and social behaviors, and
exhibiting these during physical activities. Students are
taught physical activities to improve and maintain a
desired level of fitness. Tumbling mats are utilized for
various floor exercises, and low-range basketball goals
are installed for primary children to use during P.E.
Existing P.E. requirements are monitored by classroom
walk-throughs and examination of lesson plans. All
activities are aligned with the Arkansas frameworks.
Teachers are encouraged to include physical activity
throughout the overall curriculum. Professional
development is provided to include physical activity
issues.
Action Type: Alignment
Action Type: Collaboration
Action Type: Equity
Action Type: Professional Development
Action Type: Wellness
|
Gerina Ritter, Physical Education Teacher |
Start: 07/01/2009
End: 06/30/2010 |
- Outside Consultants
- Performance Assessments
- Teachers
- Teaching Aids
|
|
Nutrition Services - Food vending machines are not
allowed in the cafeteria, and one soft drink machine is
available for staff, but is located in a storage closet
and not available for student access. Teachers are
encouraged to limit giving candy as a reward and use
healthy snacks instead. School cafeteria personnel do not
sell or give extra servings of desserts, French fries
and/or ice cream. Proper nutrition lessons are taught as
time allows and integrated into the curriculum whenever
possible. The Cooperative Extension Agency provides books
and puppets, as well as information for teachers, and is a
local resource to help with education in these
health-related areas.
Action Type: Collaboration
Action Type: Equity
Action Type: Parental Engagement
Action Type: Professional Development
Action Type: Wellness
|
Kay York, Principal |
Start: 07/01/2009
End: 06/30/2010 |
- District Staff
- Outside Consultants
- Teachers
- Teaching Aids
|
|
Family and Community Involvement - A Field Day is
conducted every other year in May to promote healthy,
competitive physical activity, increase self-esteem, and
highlight healthy snack consumption and hydration. A
Safety Day is held every other year in May to educate
children about safe outdoor activities and harmful
practices around school and home. Many volunteers and
community helpers are involved in these endeavors to
encourage healthy and safe habits during the summer
vacation. Most sports activities sponsored by the
community register their participants through the school.
Some extracurricular sports activities use school
facilities for their events.
Action Type: Collaboration
Action Type: Equity
Action Type: Parental Engagement
Action Type: Wellness
|
Becky Wilson, Secretary |
Start: 07/01/2009
End: 06/30/2010 |
- Administrative Staff
- Community Leaders
- Teachers
- Title Teachers
|
|
School Health Index (SHI) - A SHI committee was formed
to conduct a self-assessment and develop a planning guide
to identify the strengths and weaknesses of the school's
health promotion policies and programs, develop an action
plan for improving student health, and involve teachers,
parents, students and various members of the community to
improve the overall health of our students.
Action Type: Collaboration
Action Type: Equity
Action Type: Parental Engagement
Action Type: Wellness
|
Amy Silva, School Nurse |
Start: 07/01/2006
End: 06/30/2010 |
- Administrative Staff
- Central Office
- Community Leaders
- District Staff
- Teachers
- Title Teachers
|
|
Plan evaluation - Parents and students will
participate in a Perceptual Wellness Survey at the end of
the year to demonstrate their knowledge of these health
and wellness activities. The administrator will delegate
staff members to be in charge of orchestrating the actions
and looking at the data to make adjustments when needed.
Action Type: Parental Engagement
Action Type: Program Evaluation
|
Linda Deaton, Attendance Clerk |
Start: 07/01/0009
End: 06/30/0010 |
|
|
| Total Budget: |
$0 |
|
Planning Team
| Classification |
Name |
Position |
Committee |
| Classroom Teacher |
Amy Smith |
First Grade Teacher |
Mathematics |
| Classroom Teacher |
Brenda Tate |
First Grade Teacher |
Wellness |
| Classroom Teacher |
Cathie Aubrey |
Literacy Chairperson |
Steering Committee |
| Classroom Teacher |
Christine Flynt |
Special Education Teacher |
Steering Committee |
| Classroom Teacher |
Cristi Neeson |
Kindergarten Teacher |
Mathematics |
| Classroom Teacher |
Debby Ward |
First Grade Teacher |
Literacy |
| Classroom Teacher |
Donna Green |
First Grade Teacher |
Mathematics |
| Classroom Teacher |
Leigh AnnTropp |
First Grade Teacher |
Literacy |
| Classroom Teacher |
Lonnie Dollarhide |
Kindergarten Teacher |
Mathematics |
| Classroom Teacher |
Misty Russell |
Kindergarten Teacher |
Mathematics |
| Classroom Teacher |
Rosalie Tabler |
Kindergarten Teacher |
Mathematics |
| Classroom Teacher |
Shonda Wrinkle |
Kindergarten Teacher |
Literacy |
| Classroom Teacher |
Stephanie Haarmeyer |
Kindergarten Teacher |
Wellness |
| Classroom Teacher |
Susan Surber |
Mathematics Chairperson |
Steering Committee |
| Community Representative |
David Deaton |
Member |
Wellness |
| District-Level Professional |
Debbie Turner |
School Nurse |
Wellness |
| District-Level Professional |
Jan Ueckert |
Special Education Director |
Steering Committee |
| District-Level Professional |
Judy Dowdy |
Curriculum Coordinator |
Steering Committee |
| District-Level Professional |
Stacy Adams |
Food Service Director |
Wellness |
| Non-Classroom Professional Staff |
Amy Madden |
Art Teacher |
Mathematics |
| Non-Classroom Professional Staff |
Amy Silva |
School Nurse |
Wellness |
| Non-Classroom Professional Staff |
Becky Wilson |
Secretary |
Literacy |
| Non-Classroom Professional Staff |
Denise Schwartz |
Reading Recovery Teacher |
Mathematics |
| Non-Classroom Professional Staff |
Diane Burnett |
Library/Media Center |
Steering Committee |
| Non-Classroom Professional Staff |
Dianne Martin |
Reading Recovery Teacher |
Literacy |
| Non-Classroom Professional Staff |
Donna Gabbard |
Music Teacher |
Literacy |
| Non-Classroom Professional Staff |
Emma Lewis |
Paraprofessional |
Literacy |
| Non-Classroom Professional Staff |
Essie Gulley |
Custodian |
Mathematics |
| Non-Classroom Professional Staff |
Glenda Smedley |
Reading Recovery Teacher |
Literacy |
| Non-Classroom Professional Staff |
Gloria Potts |
Sp. Ed. Paraprofessional |
Literacy |
| Non-Classroom Professional Staff |
Katy Lingle |
Speech/Language Pathologist |
Literacy |
| Non-Classroom Professional Staff |
Linda Deaton |
Attendance Clerk |
Wellness |
| Non-Classroom Professional Staff |
Marshun Starks |
Literacy Coach |
Literacy |
| Non-Classroom Professional Staff |
Mary Davis |
Custodian |
Mathematics |
| Non-Classroom Professional Staff |
Mavis Patillo |
Interventionist |
Steering Committee |
| Non-Classroom Professional Staff |
Olevia Britt |
Custodian |
Mathematics |
| Non-Classroom Professional Staff |
Sherri Gross |
ALE Paraprofessional |
Literacy |
| Non-Classroom Professional Staff |
Sherry Lovewell |
Literacy Paraprofessional |
Literacy |
| Non-Classroom Professional Staff |
Sherry Noble |
Sp. Ed. Paraprofessional |
Wellness |
| Non-Classroom Professional Staff |
Tami Cross |
Math Lab Manager |
Mathematics |
| Non-Classroom Professional Staff |
Timolin Gaines |
Computer Lab Manager |
Wellness |
| Non-Classroom Professional Staff |
Yvonne Bond |
Counselor |
Steering Committee |
| Parent |
Delilah Sanders |
Member |
Mathematics |
| Parent |
Joel Henley |
Member |
Steering Committee |
| Parent |
Kristi Newton |
Member |
Literacy |
| Parent |
Rosa Coffey |
Member |
Wellness |
| Principal |
Kay York |
Principal |
Steering Committee |
|