Central Elementary School - Blytheville Public Schools

ACSIP http://acsip.state.ar.us/cgi-bin/index.cgi?rm=report_acsip&print=1 

School Plan 

CENTRAL ELEMENTARY SCHOOL 

1124 W. MOULTRIE BLYTHEVILLE, AR 72315 

Arkansas Comprehensive School Improvement Plan 

2012-2013 

District: The mission of the faculty and staff of Central Elementary School is to educate all learners to 

high levels of academic performance while fostering positive, social and emotional growth to develop 

leaders for tomorrow. 

School Mission: We will support all children in being life-long learners through home, school, and 

community. We will ensure our students are Courageous, Empowered, and Successful in life as well as our 

school environment. 

School Vision: Strive to Learn, Plan to Succeed, Prepare to Lead! 

Grade Span: 3-4 Title I: Title I Schoolwide School Improvement: SI_6 

Table of Contents 

Priority 1: Literacy 

Goal: CES students will continue to make improvement in reading and writing skills with a specific emphasis on 

Reading Literary and Practical Multiple-Choice, Reading Practical passage open response, and writing content and style. 

Priority 2: Math 

Goal: All students will demonstrate improvement in Measurement and Algebra multiple choice and open response 

based on our three year trend data, with continued emphasis on Number and Operations. 

Priority 3: Special Education Non-Academic 

Goal: Students identified as special education students will be placed in regular education classrooms to the 

greatest extent possible to provide the least restrictive environment. 

Goal: Central will continue to monitor the number of out-ofschool suspension/expulsions (discipline) of special 

education students. In 2011-2012, Central’s out of school suspension for 10 days were 09.87% of the total student 

population and 7.32% of Special Education student population. During 2011-2012, the results from the monitoring data 

indicated -2.57% of special education students were suspended for 10 days or more. Therefore, Central’s discipline 

percent does indicate a trigger. 

Priority 4: Wellness 

Goal: To improve the school nutrition environment, promote student health, and reduce childhood obesity. 

Priority 5: Parental Involvement 

Goal: Increase parental involvement and to motivate students to excel in academics and instill positive values to 

improve the school climate. 

Priority 6: English Language Learners (ELL) 

Goal: The goal for 2012-2013 will be to increase the number of ELL students scoring proficient on the ELDA exam. 

Priority 7: Restructuring / Scholastic Audit/ Needs Improvement 

Goal: All students and subgroups at Central Elementary School will meet AMO on the benchmark exams. 

Priority 1: 

Supporting 

Data: 

All students at Central Elementary School will improve their literacy skills by demonstrating an 

improvement in reading strategies in the areas of phonemic awareness, phonics, fluency, vocabulary, and 

comprehension. There will also be an improvement in writing skills and processes. This improvement will 

result in a more prepared fifth grade student and will ultimately result in improved test scores in the 

upper grades. All TAGG students that met AMO will continue to be monitored quarterly with STAR Reading 

to ensure that they maintain current status. Those TAGG students that did not meet AMO will be placed in 

small intervention groups with specific intervention groups based on individual weaknesses with the 

Literacy Interventionist. These students will be progress monitored bi-weekly to ensure that they are 

making needed progress. 

1. 

Central Elementary School is a Needs Improvement School, because we did not meet performance 

or growth Annual Measurable Objectives (AMOs) for All Students and Targeted Achievement Gap 

Group (TAGG). Literacy 2012 performance is 68.26, 2012 AMO is 60.43 therefore Literacy if 

classified as Achieving. Math 2012 performance is 60.38, 2012 AMO is 71.66 a difference of 11.28 

therefore Math is classified as Needs Improvement. 

2012 ESEA AMOs Literacy Performance 

68.26% of All Students 

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2. 

3. 

4. 

5. 

6. 

68.26% of TAGG 

65.23% of African American Students 

78.95% of Caucasian Students 

68.26% of Econ. Disadvantaged Students 

19.15% of Students with Disabilities 

71.43% of Hispanic 

66.67% of EL 

2012 ESEA AMO”s Literacy Growth 







Central Elementary School is in Whole School Improvement Year 5, because our students did not 

meet AYP in literacy and math. A three year plan has been submited for our struggling learners. 

3rd grade Benchmark 2011 Literacy Percent of Students Scoring Proficient/Advanced: 

52% of Combined Students 

67% of African American Students 

70% of Caucasian Students 

52% of Econ. Disadvantaged Students 

10% of Students with Disabilities 

The weakest area in reading for Combined Population, African American, Caucasian, Economically 

Disadvantaged, and Students with Disabilities were Litrary and Content Passage Multiple -Choice 

and Practical Passage Open Response. The weakest area in writing for all subpopulations is writing 

content and style. 

Central Elementary School is in Whole School Improvement Year 5, because our students did not 

meet AYP in literacy and math. A three year plan has been submited for our struggling learners. 

3rd grade Benchmark 2010 Literacy Percent of Students Scoring Proficient/Advanced: 







Disadvantaged, and Students with Disabilities were Practical Passage Multiple -Choice and Practical 

Open Response. The weakest area in writing for all subpopulations is writing content and style. 

4th grade Benchmark 2011 Literacy Percent of Students Scoring Proficient/Advanced: 







Disadvantaged,and Students with Disabilities were Content and Practical Passage Multiple Choice 

Items, Content and Practical open response. The weakest area in writing for all subpopulations was 

writing content and style. 

4th grade Benchmark 2010 Literacy Percent of Students Scoring Proficient/Advanced: 







Disadvantaged,and Students with Disabilities were Literary Passage Multiple –Choice Items , 

Literary and Practical open response. The weakest area in writing for all subpopulations was writing 


Arkansas Comprehensive School Improvement Data Source for 


NORM REFERENCED TEST -- Report Completed: September 18, 2012 

Number Tested and Percent of Students Scoring At/Above 50th Percentile: 

COMBINED POPULATION Grade:3 

SAT10 IITBS ITBS 

Year 2010 2011 2012 

Number Tested 270 260 211 

% At/Above 50th NPR In: 

Reading Comprehension 30% 32% 21.8% 

AFRICAN AMERICAN POPULATION Grade:3 

SAT10 ITBS ITBS 

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Year 2010 2011 2012 

Number Test 209 260 165 


Reading Comprehension 24% 26% 17.0%% 

HISPANIC POPULATION Grade:3 


Year 2010 2011 2012 



Reading Comprehension 19% 47% 0% 

CAUCASIAN POPULATION Grade:3 


Year 2010 2011 2012 




ECONOMICALLY DISADVANTAGED Grade:3 


Year 2010 2011 2012 




LIMITED ENGLISH PROFICIENT Grade:3 


Year 2010 2011 2012 




STUDENTS WITH DISABILITIES Grade:3 


Year 2010 2011 2012 










Year 2010 2011 2012 

Number Test: 251 233 235 





Year 2010 2011 2012 

Number Tested189 176 178 





Year2010 2011 2012 






Year 2010 2011 2012 






Year2010 2011 2012 





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7. 

8. 


Year 2010 2011 2012 






Year2010 2011 2012 



Reading Comprehension: 21% 8% 4.5% 

During the spring of 2011, all first and second graders took the Iowa Test of Basic Skills (ITBS). 

This is the first year for students to participate in this testing. First grade students scored: 31% on 

Total Reading and 44% on Total Language. According to the test results, 28.9% of all first graders 

scored at or above proficient in Reading and 38.9% in Total Language. The weakest area is 

Vocabulary. Second grade students scored: 29% on Total Reading and 25% in Total Language. 

According to the test results, 22.6% of all second graders scored at or above proficient in Reading 

and 18.2% in Total Language. The weakest area is Vocabulary. During the spring of 2010, all first 

and second grade students took the SAT10 exam. This was the third year for students to participate 

in this testing. First grade students scored: 30.4 percentile on Reading Comprehension 

According to test results, 28.0% of all first graders scored at or above proficient. 

From the subskills or skill clusters reported, the weakest areas in first grade were informational 

content and text characteristics. 

Second grade students scored: 

24.4 percentile on Reading Comprehension According to test results: 

17.0% of all second graders scored at or above proficient. 

From the content subskills or skill clusters reported, the weakest area in second grade were using 

fix-up strategies and literary skills. The weakest area in reading for Combined Population, African 

American, Caucasian, Economically Disadvantaged,and Students with Disabilities was Content 

Passage open response. The weakest area in writing for all subpopulations was writing multiple 

choice. During the spring of 2009, all first and second grade students took the SAT10 exam. This 

was the second year for students to participate in this testing. First grade students scored: 29th 

percentile on Reading Comprehension 


Since there were no content sub-skills or skill clusters reported, the weakest area in first grade 

could not be determined. 


19th percentile on Reading Comprehension According to test results: 


Since there were no content sub-skills or skill clusters reported, the weakest area in second grade 

could not be determined. 2008, 2009 and 2010 SAT 10 was was given to 1st-2nd. 

Because BIS is in Whole School Intensive Improvement Year 5, a three year plan has been 

submitted for the 2011-2012 school year. We have chosen a JBHM consultant to help with our 

school climate and to help improve academic achievement. Our Students with Disabilities, African 

Americans, Econ. Disadvantaged Students, and the Combined Population did not meet their AYP of 

77.05 % in literacy which placed us in Whole School Intensive Improvement Year 5. Literacy- 

Percent of Students Scoring Proficient/Advanced: 

43% Combined Population 

37% African Americans 

59% Caucasians 

8% Students with Disabilities 

43% Econ. Disadvantaged 

In Reading, the weakest areas for Combined Population, African Americans, Caucasians, and Econ. 

Disadvantaged were Literary Passages Multiple Choice, Content Passages Multiple Choice and Open 

Response. Students in all areas made growth in Practical Open Response and African Americans 

showed growth also in Content Passages Multiple Choice and Open Response. Students with 

Disabilities were weak in Literary Passage Multiple Choice and Open Response. Students with 

Disabilities showed growth in Practical Passage Multiple Choice and Open Response. In Writing, the 

weakest areas for Combined Population, African Americans, Caucasians, Econ. Disadvantaged and 

Students with Disabilities were Content and Style. All subpopulations have shown growth. The 

three year trend data indicates growth for all subpopulations and combined population in Content 

Passage Open Response and Practical Passage Open Response. All subpopulations show moderate 

growth in multiple choice content passages and practical passages. Content and Style are the 

weakest areas in writing for all subpopulation groups. The three year trend data from Interim 

Assessments indicate an increase in reading skills, writing overall, mechanics, writing skills but a 

decrease in usage. However, 5th graders are still performing below the 50 percentile rank. The 

2011-2012 data from NWEA fall to spring testing indicates students are performing below grade 

level with a small measure of gain during the school year. Because students begin the year 

performing below grade level, mastering the necessary skills to accelerate is difficult. Ongoing 

training and collaboration from outside consultant and leadership team will continue to enhance our 

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Goal 

Benchmark 

Benchmark 

9. 

10. 

11. 

literacy program to meet our intended targeted subpopulations below AYP and to change teacher 

behavior in order to improve student achievement. We will be implementing I-Ready Reading and a 

new reading series-Journeys (Houghton-Mifflin). The addition of a reading interventionist has been 

added along with reading fluency, and Read Naturally computer based program. We will continue 

monitoring student progress through Star Reading and Accelerated Reader. Lesson plans, 

assessments and student progress will be monitored through electronic means by the new building 

principal. Paraprofessionals will continue to assist small group interventions using Zoom-In. 5th 

grade Benchmark 2010 Literacy-Percent of Students Scoring Proficient/Advanced: 52 % Combined 

Population 46 % African Americans 71 % Caucasians 16 % Students with Disabilities 52 % Econ. 

Disadvantaged In Reading, the weakest areas for Combined Population, African Americans, 

Caucasians, and Econ. Disadvantaged were Content Passages Multiple Choice and Open Response. 

Caucasians’ weakest area was Practical Open Response. Students with Disabilities were weak in 

Practical Passage Multiple Choice and Practical and Content Passage Open Response. In Writing, the 

weakest areas for Combined Population, African Americans, Caucasians, Econ. Disadvantaged and 

Students with Disabilities were Content and Style. 

5th grade Benchmark 2009 Literacy-Percent of Students Scoring Proficient/Advanced: 26% 

Combined Population 18% African Americans 67% Caucasians 0% Students with Disabilities 26% 

Econ. Disadvantaged In Reading, the weakest areas for Combined Populations, African Americans, 

Caucasians, Econ. Disadvantaged and Students with Disabilities were Practical Passage Multiple 

Choice and Practical Passage Open Response. In Reading, the weakest areas for Hispanics were 

Content Multiple Choice and Practical Open Response. In Writing, the weakest areas for Combined 

Populations, African Americans, Caucasians, Econ. Disadvantaged, Hispanics, and Students with 

Disabilities were Content and Style. The three year trend data in content reading indicates multiple 

choice is the weakest area for Combined Population, African Americans, Caucasians and Students 

with Disabilities. In Open Ended , the two weakest areas are content and practical for Combined, 

African Americans, Caucasians, and Econ, Disadvantaged. Content and Style are the weakest areas 

in writing for all subpopulation groups. 

Three year trend data for Cummulative Literacy Interim Assessment Summary. 3rd Grade 

2012 - 56% 

2011 - 59% 

2010 - 53% 

4th Grade 

2012 - 57% 

2011 - 59% 

2010 - 64% 

CES participated in a Scholastic Audit in the spring of 2011 and data is refelected in the 

Restructuring/Scholastic Audit/SD 6 plan. 

Average daily attendance at Central Elementary was 94.68% in 2011-2012. 

CES students will continue to make improvement in reading and writing skills with a specific emphasis on 

Reading Literary and Practical Multiple-Choice, Reading Practical passage open response, and writing 


By the end of the 2012-2013 school year 60.43% of students will score proficient or advanced on the 

Benchmark exam. Currently 68.26% of students were proficient in literacy on the Benchmark exam of 

2012. 

According to the previous year's results, a 10% decrease in the number of students who scored below 

proficient did not occur in any of the subpopulation groups. The chart below shows our findings for the 

percentage of students scoring below proficient for each subpopulation for three years. 









66.67% of EL 

2012 ESEA AMO's Literacy Growth 







3rd Grade Benchmark 2011-Literacy Percent of Students Scoring below Proficient: 





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3rd Grade Benchmark 2010-Literacy Percent of Students Scoring below Proficient: 

















66.67% of EL 

2012 ESEA AMO”s Literacy Growth 



Benchmark 82.93% of African American Students 




4th Grade Benchmark 2011-Literacy Percent of Students Scoring below Proficient: 






4th Grade Benchmark 2010-Literacy Percent of Students Scoring below Proficient: 






Benchmark 

Intervention: Implementation of the Comprehensive Literacy Model will continue in all classrooms to improve 

reading skills. Literacy instruction will be presented in 90 minute blocks. Forty-five minutes of the 90 minute block 

will be dedicated to differentiated instruction. An interventionist and paraprofessionals will be used to help 

accelerate student achievement. Teacher will collect data to help measure student achievement. We will place 

specific emphasis on Reading Literary and Practical Multiple-Choice, Literary and Practical open response, and writing 


Scientific Based Research: Accelerated Reader @ www.renlearn.com/star reading; Teaching children to read (2000). 

Renaissance Learning, Inc.. Preuss, P., 1942(2003) School leader’s guide to root cause analysis: using data dissolve 

problems. Larchmont, NY: . Marzano, R. J., & Pickering, D. J., (2011) the highly engaged classroom. Bloomington, 

IN. Diller, D. (2005) practice with purpose: literacy work stations for grades 3-6.Markhan, Ontario: Pembroke 

Publishers Limited. Tomlinson, C. A. (2001) How to differentiate instruction in mixed-ability classroom (Second 

edition). Alexandria, VA: Association for Supervision and Curriculum Development; Harvey, S., & Goudvis, A. 

(2007). Smith, R. (2004). Conscious classroom management: Unlocking the secrets of great teaching. Fairfax, 

California: Conscious Teaching Publication; Monroe, L. (1997). Armbruster, B.B, Lehr, F., & Osborn, J.M. (2003). Put 

reading first: The research building blocks for teaching children to read. Jessup, MD: National Institute for Literacy at 

ED Pubs. Bear, D.R., Invernizzi, M., Templeton, S., & Johnston, F. (2004). Words their way: Word study for phonics, 

vocabulary, and spelling instruction. Upper Saddle River, NJ: Pearson Education, Inc. Dorn, L.J., French, C., & Jones, 

T. (1998). Apprenticeship in literacy: Transitions across reading and writing. York, MN: Stenhouse Publishers. Dorn, 

L.J., & Soffos, C. (2001). Scaffolding young writers: A writer’s workshop approach. Portland, ME: Stenhouse 

Publishers. Dorn, L.J., & Soffos, C. (2001). Shaping literate minds: Developing self-regulated learners. Portland, MN: 

Stenhouse Publishers. Fountas, I.C., & Pinnell, G.S. (2001). Guiding readers and writers: Teaching comprehension, 

genre, and content literacy. Portsmouth, NH: Heinemann. Harvey, S., & Goudvis,A. (2007). Strategies that work 

(Second Edition). Portland, MN: Stenhouse Publishers. Fountas, I.C., & Pinnell, G.S. (1999). Matching books to 

readers: Using leveled books in guided reading, K-3. Portsmouth, NH: Heinemann. Ganske, K. (2000). Word 

journeys. New York, NY: The Guilford Press. Rasinski, T. (2003) The fluent reader. New York,NY: Scholastic 

Professional Books. National Reading Panel. (1999). Report of the national reading panel: Teaching Children to read. 

Jessup, MD: National Institute for Literacy at ED Pubs. Barkley, S.G. (2005). Quality teaching in a culture of 

coaching. Lanham, MD: Performance Learning Systems, Inc. Danielson, C. (1996, 2007) enhancing professional 

practice, a framework for teaching 2nd .Alexandria VA: ASCD. Flanigan, K. & Hayes, L. & Templeton, S. & Bear, D. & 

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Invernizzi , M. & J.ohnston, F.(2011). Words their Way with struggling readers. Boston, MA: Pearson Education. 

Carter, L. (2007) total instructional alignment. Bloomington, IN: Solution Tree. Cunningham, P. M., & Allington, R. L. 

(2007). Classroms That Work: They Can All Read and Write. Boston: Allyn and Bacon. Hall, S. (. (2006). I’ve 

Dibel'd, Now What? . Longmont: Sopris West Educational Services. 

Actions 

INSTRUCTION FROM HQT/ALIGNMENT 

/COLLABORATION: All 3rd and 4th grade 

classrooms will implement 

comprehensive literacy. 

Action Type: Collaboration 

Action Type: Title I Schoolwide 

PROFESSIONAL 

DEVELOPMENT/INSTRUCTION FROM HQT 

TEACHERS AND 

PARAPROFESSIONALS/RECRUITING AND 

MAINTAINING HQT TEACHERS AND 

PARAPROFESSIONALS/COLLABORATION: 

One literacy instructional faciliatator will 

be utilized to provide job embedded 

professional development and an 

ongoing support system and mentoring 

for all teachers.( 1 @1.0 FTE( (Linda 

Williams) 


Action Type: Professional Development 


CORDINATION OF STATE/FEDERAL 

FUNDS: Literacy library materials and 

assessments will be provided for 3rd and 

4th grade Comprehensive Literacy 

classroom teachers to provide choice and 

access to books, to promote reading 

practice, and to enhance the teaching of 

core literacy components across the 

curriculum to improve achievement. 

Action Type: Alignment 



PROFESSIONAL DEVELOPMENT: Teachers 

will receive professional development by 

reviewing the instructional methods in 

teaching students with Poverty in Mind 

which will include strategies for meeting 

the educational needs of historically 

underserved populations. (supplemental 

to Act 397) 


Action Type: Parental Engagement 


RECRUITING AND MAINTAINTING HQT 

TEACHERS AND 

PARAPROFESSIONAL/TIMELY and 

EFFECTIVE REMEDIATION: With teacher 

supervision, 8 @ 1.0 FTE 

paraprofessionals will assist and provide 

timely and effective remediation for 3rd 

and 4th grade students who are not 

working on grade level. 

Action Type: Equity 


HQT PRAPROFESSIONAL, 1 @ 1.0 FTE 

(Felicia Redditt) will enhance positive 

school behavior through an in-school 

suspension program where character 

education skills and remediation in Math 

Person 

Responsible 

Linda 

Williams: 

Instructional 

FAcilitator 

Chanda 

Walker, 

Principal 

Linda 

Williams: 

Instructional 

Facilitator 

Chanda 

Walker: 

Principal 

Chanda 

Walker, 

Principal 

Chanda 

Walker, 

Principal 

Timeline Resources Source of Funds 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Administrative 

Staff 

District Staff 

Teachers 

Teaching Aids 


Staff 


Teachers 

Teaching Aids 

School Library 

Teachers 

Teaching Aids 

Outside 

Consultants 

Teaching Aids 


Staff 



Staff 

Teachers 

Teaching Aids 

ACTION BUDGET: $ 

NSLA 

(State-281) 

$12343.00 

- Employee 

Benefits: 

NSLA 

(State-281) 

$51429.00 

- Employee 

Salaries: 

ACTION 

BUDGET: 

$63772 

Title I - 

Materials & $4500.00 

Supplies: 

NSLA 

(State-281) 

$13000.00 

- Materials 

& Supplies: 

ACTION 

BUDGET: 

$17500 


Title I - 

Employee 

Salaries: 

Title I - 

Employee 

Benefits: 

ACTION 

BUDGET: 

Title I - 

Employee 

Salaries: 

$135362.00 

$33841.00 

$169203 

$13165.00 

7 of 50 10/11/2012 1:44 PM


and Literacy to decrease the number of 

out-of-school suspensions. 




PROFESSIONAL DEVELOPMENT: All 

teachers, instructional facilitator, and the 

counselor will continue to grow 

professionally by participating in 

workshops and conferences at the local, 

state, and/or national level in order to 

meet personal growth plans, remain 

informed of research-based strategies, 

and improve classroom instruction 

through curriculum development, 

teaching strategies, instructional 

technology, leadership skills, research, 

assessments, and classroom 

management. Substitutes will be 

provided through Sub-Teach USA. 

Professional materials will be provided 

for teachers to use during collaboration 

times and workshops. 




PARENTAL INVOLVEMENT/TIMELY and 

EFFECTIVE REMEDIATION: With parental 

involvement, Academic Improvement 

Plans (AIP) based on test data will be 

utilized to provide individualized 

instruction for students who did not 

meet their growth increments or 

proficiency on the state exam. 

Action Type: AIP/IRI 




Schedule a time for grandparents to 

come to school to read to the children. 

The local Senior Citizen Center will 

perform the duties of grandparents by 

adopting each classroom. Materials and 

supplies for reading to and mentoring 

students throughout the school year will 

be provided. (supplemental to Act 397). 


TIMELY and EFFECTIVE REMEDIATION: 

Academic Excellence Afterschool 

Program has been established for 

tutoring with a focus on small group 

academic needs and social enrichment. 

(supplemental to Act 397). 




All literacy classrooms will utilize Interim 

Assessments, Renaissance Learning, 

Benchmark Scores, and DIBELS 

assessments to evaluate the 

Chanda 

Walker, 

Principal, 

Linda 

Williams: 

Instructional 

Facilitator 

Korillene 

Flanigan, 

Counselor, 

Linda 

Williams and 

Mary Seals, 

Instructional 

Facilitators 

Chanda 

Walker, 

Principal 

Mindy 

Simpson, 

Afterschool 

Coordinator 

Linda 

Williams, 

Instructional 

Facilitator 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 


Staff 


Outside 

Consultants 

Teachers 

Teaching Aids 

Teachers 

Title I - 

Employee 

Benefits: 

ACTION 

BUDGET: 

Title II-A - 

Purchased 

Services: 

PD 

(State-223) 

- Purchased 

Services: 

PD 

(State-223) 

- Materials 

& Supplies: 

ACTION 

BUDGET: 

$3291.00 

$16456 

$17000.00 

$6500.00 

$3000.00 

$26500 



Teachers ACTION BUDGET: $ 


Staff 


Teachers 

Teaching Aids 


Staff 


Title I - 

Employee $7641.00 

Salaries: 

Title I - 

Employee $1910.00 

Benefits: 

NSLA 

(State-281) 

$15255.00 

- Purchased 

Services: 

ACTION 

BUDGET: 

$24806 


8 of 50 10/11/2012 1:44 PM


effectiveness of the literacy program, 

assist with vertical and horizontal 

alignment, and guide our instruction. 

Appropriate professional development on 

research-based strategies and using 

assessments to drive instruction will be 

provided. 




Action Type: Program Evaluation 

Teachers will work after school hours led 

by instructional facilitator and JBHM 

Consultant in order to develop Common 

Core Units in literacy and writing. 




Action Type: Special Education 

PROFESSIONAL DEVELOPMENT/TIMELY 

AND EFFECTIVE REMEDIATION: 

Instructional facilitator will attend The 

Learning Institute for professional 

development activities and in turn train 

all teachers in the use of the interim 

assessments. Students will be tested 

using interim assessments. Appropriate 

interventions will be followed. Materials 

will be purchased to support the 

assessments. 





Classroom books will be provided for two 

literacy teachers participating in Smart 

Step Literacy Lab training to provide 

choice and access to books, to promote 

reading practice, and to enhance the 

teaching of the core literacy components 

across the curriculum to improve 

achievement. 



Materials will be purchased for the 

improvement of instruction and student 

performance. 



INSTRUCTION FROM HQT: Three 

teachers, @ 1.0 FTE, will be trained in 

the effective implementation of ELF with 

Crowley's Ridge Co-op. These hours of 

professional development will be above 

the required 60 hours. Teachers will use 

ELF components in the regular classroom 

curriculum. 

Linda 

Williams, 

Instructional 

Facilitator 

Linda 

Williams, 

Instructional 

Facilitator: 

Chanda 

Walker: 

Principal 

Linda 

Williams, 

Instructional 

Facilitator 

Chanda 

Walker, 

Principal 

Chanda 

Walker, 

Principal and 

Linda 

Williams, 

Instructional 

Facilitator 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Outside 

Consultants 

Teachers 


Performance 

Assessments 

Teachers 

Teaching Aids 

Outside 

Consultants 

Teachers 


Teaching Aids 

Teaching Aids 

Teachers 

Teaching Aids 

PD 

(State-223) 

- Purchased 

Services: 

PD 

(State-223) 

- Employee 

Benefits: 

PD 

(State-223) 

- Employee 

Salaries: 

ACTION 

BUDGET: 

$6000.00 

$780.00 

$3300.00 

$10080 


Title I - 

Materials & 

Supplies: 

ACTION 

BUDGET: 

Title I - 

Materials & 

Supplies: 

ACTION 

BUDGET: 

Title I - 

Purchased 

Services: 

ACTION 

BUDGET: 

$1200.00 

$1200 

$9440.00 

$9440 

$1125.00 

9 of 50 10/11/2012 1:44 PM 

$1125





All literacy classrooms will utilize pre and 

post testing such as DIBELS, DSA, 

Augmented Benchmark Scores, Interim 

Assessments, Grade Level Checklist and 

Writing Assessment to guide instruction 

and ensure that the interventions and 

actions in literacy show improvement. 


PROFESSIONAL DEVELOPMENT: 

According to state law all teachers and 

principals will attend at least 60 hours of 

professional development including, 

Arkansas History (2 hrs.),Technology (6 

hrs.),and Parental Involvement (3 

hrs.),administrators (3 hrs.). 



Action Type: Technology Inclusion 

PROGRAM EVALUATION (1): 

Implementation of the components of 

Comprehensive Literacy focusing on 

using assessments to drive instruction 

has been successful school-wide for the 

2011-2012 school year. The components 

consist of familiar reading, word study, 

vocabulary, read aloud/mini lesson, 

guided reading, and writer’s workshop. 

An emphasis on reading 25 books or 

more per year for fourth grade and 30 

books or more for third grade, and 

formative and summative assessments 

to drive instruction has been 

implemented in all classrooms including 

special education. With the addition of 

five new teachers for the current school 

year, the implementation of the program 

will be continued by planned professional 

development provided by the on-site 

instructional facilitator, certified 

interventionist and outside consultants. 

Professional development will focus on 

the weakest areas based on data results. 

Professional development will be 

enhanced by the collaboration of trained 

teachers with newly hired teachers 

analyzing data from on-going 

assessments that will drive instruction. 

After school literacy team meetings will 

focus on analyzing data, developing 

grade level assessments and evaluating 

assessments. Crowley's Ridge Co-op will 

provide professional development in 

Marzano’s High Yield Strategies. 




PROGRAM EVALUATION (2): To 

determine the degree of effectiveness of 

the implementation of comprehensive 

literacy using data to drive instruction 

across the curriculum the Essential 

Practices Survey from JBHM will be used 

by the principals and consultants. The 

instructional facilitator will continue to 

lead collaborative meetings weekly to 

Linda 

Williams, 

Instructional 

Facilitator 

Chanda 

Walker, 

Principal, 

Sandy Davis, 

Parent 

Involvement 

Facilitator 

Chanda 

Walker, 

Principal; 

Linda 

Williams and 

Instructional 

Facilitator 

Linda 

Williams, 

Instructional 

Facilitator 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Teachers 


Outside 

Consultants 

Teachers 


Staff 

Outside 

Consultants 

Teachers 

Title Teachers 


Staff 

Teachers 





10 of 50 10/11/2012 1:44 PM


target specific areas of weaknesses 

based on DIBELS (3 times a year), 

progress monitoring (bi-weekly), 

Development Spelling Assessment (2 

times a year), STAR Reading (bi-weekly) 

for basic and below basic students), and 

I-Ready and interim assessments from 

The Learning Institute. In addition, 

formative and summative data from 

classrooms will provide pre- and 

post-data on student achievement. 

Interventions shall include but not be 

limited to the following: Read Naturally, 

Zoom-In and a certified interventionist. 



PROGRAM EVALUATION (3): Based on 

state assessment results, the district 

brought in two JBHM consultants to 

focus on essential instructional practices. 

These concerns were pinpointed and 

addressed during collaborative and after 

school team meetings. Based on 

observations from last year by the 

instructional facilitator, principal and 

vice-principal, teachers have developed a 

deeper understanding of Comprehensive 

Literacy, including the importance of 

using assessments to guide instruction. 

Data was analyzed and indicated the 

following growth patterns: Third grade 

Oral Reading Fluency indicated gains 

from 34% proficient at the beginning of 

the year to 37% at the end of the year. 

Fourth grade Oral Reading Fluency 

indicated a decrease from 43% proficient 

at the beginning to 37% at the end of 

the year. Data from Benchmark showed 

the lowest deficits in Literary and 

Practical Passage Multiple Choice and 

Practical Open Response and in writing 

content and style. Based on data, actions 

will be written and implemented during 

the 2012-13 school year. NWEA data 

indicated a need for improvement in the 

strategy Determining What’s Important. 

The consultants along with the principal, 

vice-principal, and instructional 

facilitator will monitor progress. Essential 

Practice Surveys will be used to 

determine the effectiveness of the 

program. Data will be gathered for the 

current school year using analysis from 

benchmark, STAR Reading, , DIBELS, 

DSA, Read Naturally and I-Ready, 

formative and summative assessments. 



Fourth-grade students will attend the 

Horse Tales Literacy Project to promote 

the joy of reading, add to the children's 

collection of books, and to develop 

lifelong readers. Novels for the students 

to read and use during this project will 

be purchased (supplemental to Act 397). 



Chanda 

Walker, 

Principal; 

Linda 

Williams 

Instructional 

Facilitator 

Linda 

Williams, 

Instructional 

Facilitator 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 


Staff 

Teachers 

Outside 

Consultants 

Teachers 

Teaching Aids 



Title I - 

Materials & 

Supplies: 

ACTION 

BUDGET: 

$2700.00 

11 of 50 10/11/2012 1:44 PM 

$2700


Two 4th grade teachers will attend 

Literacy Lab in Searcy and continue best 

practices in Literacy to enhance student 

learning. Subtitutes will be provided 

through Sub-Teach USA. 




Principals and instructional facilitators 

form a leadership team to coordinate 

federal/state funds for each school. 



The building leadership team including 

instructional facilitators will review 

vertical and horizontal alignment 

throughout the year and work with the 

staff in appropriate alignments in the 

curriculum areas. 


EARLY CHILDHOOD TRANSITION:Second 

grade students from BPS will visit CES 

before entering third grade and fourth 

grade students will visit BIS before 

entering the 5th grade to learn about the 

school and its programs. Second through 

fifth grade teachers will collaborate to 

address students' needs to transition 

between grades. Vertical alignment and 

collaboration with the teachers from all 

schools will ease the transition. 




To address a deficit in Literary and 

Practical Multiple Choice and Literary and 

Passage Open Response, teachers will 

participate in collaborative workshops 

with an emphasis on writing open 

response questions and multiple choice 

question, developing rubrics, and 

test-taking strategies. Teachers will also 

use Literacy Library and school library 

resources, Weekly Reader, Studies 

Weekly, and Scholastic News to reinforce 

the deficit areas. 



Non-fiction Reading and Writing 

Workshop Kits and The Comprehension 

Tool Kits will be used to address 

comprehension strategies and content 

reading with an emphasis on open 

response. 



MENTORING: All teachers will be 

mentored by the instructional facilitator 

and principals to enhance their 

instructional skills. Classroom 

Linda 

Williams, 

Instructional 

Facilitator 

Chanda 

Walker, 

Principal 

Linda 

Williams, 

Instructional 

Facilitator 

Chanda 

Walker, 

Principal 

Linda 

Williams, 

Instructional 

Facilitator 

Linda 

Williams, 

Instructional 

Facilitator 

Chanda 

Walker, 

Principal 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 


Staff 


Outside 

Consultants 

Teachers 


Staff 


Teachers 


Staff 

Teachers 

Outside 

Consultants 

Teachers 

Outside 

Consultants 

Teachers 

Teaching Aids 


Staff 

Teachers 

Title I - 

Purchased 

Services: 

ACTION 

BUDGET: 

PD 

(State-223) 

- Employee 

Salaries: 

PD 

(State-223) 

- Employee 

Benefits: 

ACTION 

BUDGET: 

$2800.00 

$2800 

$1350.00 

$340.00 

$1690 






12 of 50 10/11/2012 1:44 PM


observations, peer observations, and 

professional development will be 

provided. Teachers will be worked with 

on an individual basis as needed based 

on the individual growth plans. 



Materials and supplies that support the 

implementation of instructional 

stragegies will be purchased. 



Students in third grade will visit the 

Children's Museum in Memphis to 

explore history, science, and other 

artifacts. The students will do a writing 

assignment related to the visit. The field 

trip will promote literacy and writing. 


TIMELY and EFFECTIVE REMEDIATION: A 

partnership with The Learning Institute 

will provide interim assessments to 

evaluate the effectiveness of our literacy, 

math and science programs, assist with 

vertical and horizontal alignment, and 

guide instruction. Professional 

development will be provided using 

research-based strategies and data 

assessments to drive instruction. Bubble 

sheets will be purchased. 





Teachers will maintain the student AIP 

forms. Teachers will use the AIPs to 

identify students below proficient 

through CRT and NRT data. On-going 

professional development training on 

differentiation of instruction will be 

incorporated into the collaborative 

planning and team meetings. Parents 

must conference with teachers and sign 

the plan in order to move students 

toward proficiency. 


Fran McDonald and Beckie Naylor will 

provide professional development on 

interventions related to RTI process 

focusing on paraprofessionals. 


Dawn Bessee, Tammy Winslow and the 

Cooperative Specialists and the STEM 

Center Specialists will provide five days 

of instructional Facilitators Year 3 

Training with follow-up visits. 



Professional development will be 

provided by the Crowley's Ridge 

Educational Co-op throughout the 

current school year. 


Linda 

Williams, 

Instructional 

Facilitator 

Linda 

Williams, 

Instructional 

Facilitator 

Linda 

Williams: 

Instructional 

F acilitator 

Linda 

Williams, 

Instructional 

Facilitator and 

Korillene 

Flanigan, 

Couselor 

Takida 

Jackson, 

Vice-Principal 

Linda 

Williams and 

Mary Seals, 

Instructional 

Facilitators 

Chanda 

Walker, 

Principal, 

Takida 

Jackson, 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Teachers 

Teaching Aids 

Outside 

Consultants 

Teachers 

Teaching Aids 


Outside 

Consultants 

Performance 

Assessments 

Teachers 


Staff 

Teachers 


Staff 

Outside 

Consultants 

Teachers 


Staff 

Outside 

Consultants 

Teachers 

Outside 

Consultants 

Teachers 

Title I - 

Materials & 

Supplies: 

ACTION 

BUDGET: 

Title I - 

Purchased 

Services: 

ACTION 

BUDGET: 

$4000.00 

$4000 

$1150.00 

$1150 

NSLA 

(State-281) 

$15324.00 

- Purchased 

Services: 

NSLA 

(State-281) 

- Materials 

& Supplies: 

ACTION 

BUDGET: 

$750.00 

$16074 




Title II-A - 

Purchased 

Services: 

$2800.00 

13 of 50 10/11/2012 1:44 PM


Action Type: Professional Development Vice-Principal, 

Linda 

Williams and 

Mary Seals, 

Instructional 

Facilitators 

Through a production by the Fable 

Factory; students will indentify elements 

of a fable. 


Chanda 

Walker, 

Principal 

Students in 4th grade will visit the Pink Linda 

Palace Museum to explore history, Williams, 

science, and other artifacts. The students Instructional 

will complete an activity by answering Facilitator 

various questions concerning the 

artifacts and will do a writing assignment 

related to the visit. The field trip will 

promote literacy and writing. 

INSTRUCTION FROM HQT; A certified 

reading interventionist has been 

employed at Central Elementary to help 

identify and remediate struggling 

learners. (1 @ 1.0 FTE) Shenia Culp 



Three teachers will be trained in the new 

evaluation system. 


INSTRUCTION FROM HQT: One teacher, 

@ 1.0 FTE, (Christine Orr) has been 

employed to deliver a rigorous 

curriculum and innovative strategies in 

an Alternative Learning Environment for 

students identified as struggling learners 

due to the lack of progress as results of 

interfering behaviors. These students 

would receive extensive interventions 

provided in a nontraditional setting with 

emphasis on intrinsic behavior 

management, structure and academic 

success. In order to exit from the ALE 

Program, the student must demonstrate 

the ability to practice self control, and 

self –motivated responsibilities; 

demonstrate regular daily attendance; 

make significant progress in academic 

areas determined by grades, conferences 

, and reports from Mental Health and 

School Counselors, Behavior 

Interventionist, and ALE teacher. Upon 

exiting the program the paraprofessional 

will accompany the student to all 

Chanda 

Walker, 

Principal 

Chanda 

Walker, 

Principal 

Christine Orr, 

ALE Teacher 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Teachers 

Outside 

Consultants 

Teachers 

Teaching Aids 


Performance 

Assessments 

Teachers 

Teaching Aids 


Staff 


Teachers 


Staff 

Central Office 

Teachers 

Teaching Aids 

ACTION 

BUDGET: 

Title I - 

Purchased 

Services: 

ACTION 

BUDGET: 

Title I - 

Purchased 

Services: 

ACTION 

BUDGET: 

NSLA 

(State-281) 

- Employee 

Benefits: 

$2800 

$495.00 

$495 

$1500.00 

$1500 

$9588.00 

NSLA 

(State-281) 

$39949.00 

- Employee 

Salaries: 

ACTION 

BUDGET: 

Title II-A - 

Employee 

Salaries: 

Title II-A - 

Employee 

Benefits: 

ACTION 

BUDGET: 

$49537 

$540.00 

$135.00 

$675 


14 of 50 10/11/2012 1:44 PM


classes, at first, and then gradually this 

process will decrease as behavior is 

maintained. 



Total Budget: $423503 

Intervention: Technology will be used to enhance learning in reading and math. 

Scientific Based Research: Accelerated Reader @ www.renlearn.com/star reading; Teaching children to read (2000). 

Renaissance Learning, Inc. Trelease, J. (2006). The read-aloud handbook. USA: Penguin Publishing tapscott, d. 

(2009). Grown Up Digital. New York: MCGraw Hill. 

Actions 

HQT PARAPROFESSIONAL: Two 

computer lab managers will assist in 

improving students' reading and math 

skills by working in the computer labs. 


Teachers will continue to receive training 

in effective use of technology such as, 

Renaissance Learning, Gradebook,I- 

Ready,iPads/iPods, responders, and TLI 

to monitor student progress and to 

improve instruction in the classroom. 



Technical support for electronic 

gradebook will continue to be utilized to 

monitor student progress and 

attendance. 


COORDINATION OF FEDEERAL/STATE 

FUND: A laptop will be purchased for 

use with Neo2 mobile labs to implement 

Renaissance Learning to support 

Accelerated Reading/Math, STAR 

Reader/Math, Math Facts in a Flash, 

English in a Flash, and to publish 

student pieces to help monitor student 

progress in reading, math and writing. 



Person 

Responsible 

Debra Stout, 

Yvonne 

Marshall : 

Computer 

Technicians 

Chanda 

Walker, 

Principal 

Chanda 

Walker, 

Principal, Kris 

Williams, 

Technology 

Director 

Debra Stout, 

and Avonne 

Marshall, 

Computer 

Technician, and 

Roberts Young, 

Teacher 

PROGRAM EVALUATION (1): Technology Chanda 

software will be used to assess students Walker, 

for placement in appropriate reading Principal 

levels for differentiated instruction in 

small group learning sessions, 

independent reading levels to improve 

comprehension, determine weaknesses 

in math basic skills, and problem solving 

strategies. Students will receive 

individualized instruction through the 

use of computer lab reading and math 

software twice a week for 45 minutes. 

STAR Reader will be used to determine 

independent reading levels quarterly 

and web-based Accelerated Reader will 

be used to track reading and 

comprehension. Pre- middlepost-assessments 

from I-Ready along 

with frequent assessments from The 

Learning Institute will be used to 

pinpoint weaknesses in both reading and 

math and monitor student progress. 

Purchase of other technology will allow 


Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Computers 


Teachers 


Computers 


Computers 

Teachers 

Teaching 

Aids 


Teachers 

Title 

Teachers 

Title I - 

Materials & 

Supplies: 

ACTION 

BUDGET: 

$822.00 

$822 


15 of 50 10/11/2012 1:44 PM


teachers to more effectively model 

strategies, present anchor text and 

provide whole group access to Internet 

sites. Teachers are required to receive a 

minimum of 6 hours of technology 

training each year. 





determine the effectiveness of Central’s 

technology system, frequent monitoring 

by computer lab technicians and 

classroom teachers will be done. 

Student reports will be available to 

determine frequency of individual 

testing and accuracy in both reading and 

math. Scheduled testing results through 

TLI will be reviewed and data used to 

adjust learning goals when needed. 




PROGRAM EVALUATION (3): Student 

reports from TLI, STAR, and AR will 

continue to provide evidence of growth 

and drive instruction. New technology 

equipment will be purchased to enable 

teachers to gather data and incorporate 

strategies more effectively. The 

purchase of new equipment and 

technology training has provided 

positive attitudes toward the use of 

technology in the classrooms. 



Classroom supplies, including some 

technology based materials and 

supplies, will be purchased for science 

and social studies classrooms to 

enhance literacy and math instruction. 



Linda Williams 

and Mary 

Seals, 

Instructional 

Facilitators 

Chanda 

Walker, 

Principal 

Jackie Smith, 

Science 

Chairperson, 

and Carlecia 

Gentry, Social 

Studies 

Chairperson 

Data from STAR and Benchmark has Shenia Culp, 

been gathered by the interventionist, Interventionist 

instructional facilitator and the teachers 

to identify struggling learners in 3rd and 

4th grade literacy. Students identified as 

not meeting proficiency based on STAR 

will be divided into three distinct 

groups. Deficit areas have been 

identified using STAR. The 

interventionist will service the top basic 

students for four to six weeks using 

Read Naturally. Students mastering 

deficit area will be rotated out and 

others moved in. 



COORDINATION OF FEDERAL/STATE JoAnn Carroll, 

FUND: The school media specialist will Media 

maintain an electronic card catalog that Specialist 

allows for an efficient system of book 

check-out for all personnel and students. 

The media Specialist will also continue 

circulation software support and virtual 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Computers 

Teachers 

Title 

Teachers 

Computers 

Teachers 

Title 

Teachers 

Teachers 

Teaching 

Aids 

Computers 

Performance 

Assessments 

Teaching 

Aids 

Computers 

School 

Library 

Teachers 

Teaching 

Aids 



NSLA 

(State-281) - 

$4500.00 

Materials & 

Supplies: 

ACTION 

BUDGET: 

$4500 

NSLA 

(State-281) - 

$8600.00 

Materials & 

Supplies: 

ACTION 

BUDGET: 

Title I - 

Purchased 

Services: 

ACTION 

BUDGET: 

$8600 

$5170.00 

16 of 50 10/11/2012 1:44 PM 

$5170


field trip licenses that allows teachers 

and students to search for library books 

by title, author, topic, etc. This will 

enable students to improve their reading 

skills by exposing them to all types of 

literature and enhance student 

engagement through real world 

experiences. 


Student Response Systems will be used 

in progress montoring,assessments,and 

student engagement. 



A lap top for projector will be purchased 

for use in the school 

cafeteria/auditorium for school wide 

events, classroom projections, and 

professional development. 



Toner will be purchased to print 

instructional materials and data to be 

used in improving student performance. 

Four Acer Mobile Learning Labs will be 

used to expand the curriculum by 

integrating audio and video content to 

engage all learners. 


Two iPad carts,two Macbooks,and 

procective cases for I-Pads have been 

purchased. 



Apple I-POD Mobile Learning Labs will be 

used to expand the curriculumm by 

integrating audio and video content to 

engage all learners.HDMI Projectors and 

Apple TVs will be purchased for the 

I-Pad Labs that allows for images on the 

I-Pad to be projected on to the 

smartboard to enhance student learning. 

Replacement bulbs will be purchased. 


School Messenger notification system 

will be used to connect with parents via 

phone to provide emergency alerts and 

upcoming event notifications. School 

Messenger will enhance the school's 

ability to communicate regularly with 

parents 24 hours a day, in multiple 

languages using voice messages. 

(Supplemental to Act 379) 



Kris Williams, 

Technology 

Director 

JoAnn Carroll, 

Media 

Specialist 

Chanda 

Walker, P 

rincipal 

Debra Stout 

and Avonne 

Marshall, Lab 

Tech 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Chanda Walker Start: 

07/01/2012 

End: 

06/30/2013 

Chanda Walker Start: 

07/01/2012 

End: 

06/30/2013 

Chanda 

Walker, 

Principal and 

Kris Williams, 

Technology 

Director 

Start: 

07/01/2012 

End: 

06/30/2013 

Teachers 

Teaching 

Aids 

Computers 

Teachers 

Teaching 

Aids 

Computers 

Teachers 

Teaching 

Aids 

Teachers 

Teaching 

Aids 

Computers 



Title VI State 

- Materials & 

Supplies: 

ACTION 

BUDGET: 


- Materials & 

Supplies: 

ACTION 

BUDGET: 

$822.00 

$822 

$620.00 

$620 


Title I - 

Materials & $3070.00 

Supplies: 

NSLA 

(State-281) - 

$8689.00 

Capital 

Outlay: 

ACTION 

BUDGET: 


- Materials & 

Supplies: 

Title I - 

Materials & 

Supplies: 

ACTION 

BUDGET: 

Title I - 

Purchased 

Services: 

ACTION 

BUDGET: 

$11759 

$4379.00 

$1740.00 

$6119 

$1120.00 

17 of 50 10/11/2012 1:44 PM 

$1120



Computer software will be purchased for 

the computer labs that will allow lab 

managers to randomly rotate through 

student screens to ensure that they 

remain on-task while in the labs. 



Computer software for the computer 

labs will be used to diagnose, monitor 

and maintain student progress 

throughout the school year. 





Debra Stout 

and Avonne 

Marshall, Lab 

Managers 

Debra Stout 

and Avonne 

Marshall, 

Computer Lab 

Manager 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Computers 

Computers 

Outside 

Consultants 

Performance 

Assessments 

Teaching 

Aids 

Title I - 

Purchased 

Services: 

ACTION 

BUDGET: 

NSLA 

(State-281) 

- Purchased 

Services: 

ACTION 

BUDGET: 

$685.00 

$685 

$17900.00 

$17900 


Priority 2: To improve math skills. 

Supporting 

Data: 

1. 

2. 

3. 

4. 

Central Elementary School is a Needs Improvement School, because we did not meet performance 

or growth Annual Measurable Objectives (AMOs) for All Students and Targeted Achievement Gap 

Group (TAGG). Literacy 2012 performance is 68.26, 2012 AMO is 60.43 therefore Literacy if 

classified as Achieving. Math 2012 performance is 60.38, 2012 AMO is 71.66 a difference of 11.28 

therefore Math is classified as Needs Improvement. All TAGG students that met AMO will continue 

to be monitored quarterly with STAR Math to ensure that they maintain current status. Those TAGG 

students that did not meet AMO will be placed in small intervention groups with specific 

intervention groups based on individual weaknesses. These students will be progress monitored 

bi-weekly to ensure that they are making needed progress. 3rd grade Benchmark 2011-Math 

Percent of Students scoring Proficient/Advanced: 

2012 ESEA AMOs Math Performance 








58.38% of EL 

2012 ESEA AMOs Math Growth 







Benchmark 2011-Math Percent of Students scoring Proficient/Advanced: 






The weakest area in Math for Combined Population, African American, Caucasian, Economically 

Disadvantaged, was Measurement; Geometry Open Response. 

3rd grade Benchmark 2010-Math Percent of Students scoring Proficient/Advanced: 




65 % of Econ. Disadvantaged Students 


The weakest area in Math for Combined Population, African American, Caucasian, Economically 

Disadvantaged, was Measurement; Geometry open response. 

4th grade Benchmark 2011-Math Percent of Students Scoring Proficient/Advanced: 






18 of 50 10/11/2012 1:44 PM


5. 

6. 

The weakest area in Math for Combined Population,African American,Caucasian, Economically 

Disadvantaged, and Students with Disabilities was Measurement and Data Analysis and Probability 

in multiple-choice and Number and Operation and Measurement Open Response. 

4th grade Benchmark 2010-Math Percent of Students Scoring Proficient/Advanced: 






The weakest area in Math for Combined Population,African American,Caucasian, Economically 

Disadvantaged, and Students with Disabilities was Data Analysis and Probability in Multiple-choice 

and Open Response. 






SAT10ITBS ITBS 

Year 2010 2011 2012 



Math Problem Solving 32% 32% 25.1% 



Year 2010 2011 2012 





SAT10ITBS ITBS 

Year 2010 2011 2012 



Math Problem Solving 51% 55% 0% 



Year 2010 2011 2012 






Year 2010 2011 2012 






Year 2010 2011 2012 






Year 2010 2011 2012 






NORM REFERENCED TEST -- Report Completed: September1 8, 2012 




Year 2010 2011 2012 




19 of 50 10/11/2012 1:44 PM


7. 

8. 



Year 2010 2011 2012 






Year 2010 2011 2012 






Year 2010 2011 2012 






Year 2010 2011 2012 






Year 2010 2011 2012 






Year 2010 2011 2012 




During the spring of 2011, all first and second grade students took the Iowa Test of Basic Skills 

(ITBS). This was the first year for students to participate in this testing. First grade students scored 

38% in Total Mathematics. According to test results, 33.5% of all first graders scored at or above 

proficient. The weakest area is Problem Solving (Relationships and Trends 35% and Multiple-Step 

38%). Second grade students scored 25% in Total Mathematics. According to test results, 18.2% of 

all second graders scored at or above proficient. The weakest area is Problem Solving (Approaches 

and Procedures 25% and Multiple-Step Problems 30%). During the spring of 2010, all first and 

second grade students took the SAT10 exam. This was the third year for students to participate in 

this testing. 

First grade students scored: 

41.5 percentile on Mathematics Problem Solving 


From the subskills or skill clusters reported, the weakest area in first grade was measurement. 


44th percentile on Mathematics Problem Solving 

According to test results: 


From the subskills or skill clusters reported, the weakest areas in second grade were geometry and 

measurement. During the spring of 2009, all first and second grade students took the SAT10 exam. 

This was the second year for students to participate in this testing. 

First grade students scored: 



Since there were no content subskills or skill clusters reported, the weakest area in first grade could 

not be determined. 



According to test results: 


Since there were no content subskills or skill clusters reported, the weakest area in second grade 

could not be determined. 

On the 2011 5th grade Benchmark for Math, the percentages of students scoring 

Proficient/Advanced are as follows: 

58% of Combined Population 

20 of 50 10/11/2012 1:44 PM


Goal 

Benchmark 

Benchmark 

9. 

10. 

11. 

52% of African Americans 

71% of Caucasians 


58% of Economically Disadvantaged 

The weakest strands in the multiple choice portions of the 2011 test were Algebra and Number & 

Operations for the Combined Populations, Caucasians, African Americans, Economically 

Disadvantaged. Students with Disabilities; weakest multiple choice portions were Number & 

Operations and Data Analysis and Probability. The Combined Population weakest strands in the 

open response portions were Measurement and Data Analysis & Probability. Caucasians weakest 

strands in the open response portions were Measurement and Geometry. The African Americans 

weakest strands in the open response portions were Measurement, Data Analysis & Probability, and 

Number & Operations. The Economically Disadvantaged were weak in Measurement and Data 

Analysis & Probability open responses. Students with Disabilities were weak in Measurement, Data 

Analysis & Probability, and Number and Operations open responses. 

On the 2010 5th grade Benchmark for Math, the percentages of students scoring 

Proficient/Advanced are as follows: 55% of Combined Population 53% of African Americans 63% of 

Caucasians 12% of Students with Disabilities 55% of Econ. Disadvantaged The weakest strands in 

the multiple choice portions of the 2010 test were Measurement and Number and Operations for the 

Combined Population, African Americans, Caucasians, the Econ. Disadvantaged, and Students with 

Disabilities. The Combined Population, African Americans, and Econ. Disadvantaged were weak in 

Number and Operation and Geometry open response. Caucasians were weakest in Geometry and 

Data Analysis and Probabilty open response. Students with Disabilities were weakest in Data 

Analysis and Probability and Number and Operations open response. According to 3 year trend data 

from the Benchmark, the weakest areas for 5th grade are consistently Number and Operations, 

Measurement, and Data Analysis and Probability. Our school district is consistently low in Number 

and Operations, and this has been a focused strand for all of the grades in our district. On the 2009 

5th grade Benchmark for Math, the percentages of students scoring Proficient/Advanced are as 

follows: 47% of Combined Population 41% of African Americans 80% of Caucasians 15% of 

Students with Disabilities 47% of Econ. Disadvantaged The weakest strands in the multiple choice 

portions of the 2009 test were Measurement and Number and Operations for the Combined 

Population, Caucasians, the Econ. Disadvantaged, and Students with Disabilities. African Americans 

were weakest in Measurement, Number and Operations, and Algebra multiple choice. The Combined 

Population,Caucasians, African Americans, Econ. Disadvantaged , and Students with Disabilities 

were weak in Data Analysis and Probability and Measurement open response. Data from the Interim 

Assessments over a three year period indicates that Number and Operations, Algebra, Data Analysis 

and Probability, and Measurement are our weak areas. According to 3 year trend data from the 

Benchmark, the weakest areas for 5th grade are consistently Number and Operations, 

Measurement, and Data Analysis and Probability. Our school district is consistently low in Number 

and Operations, and this has been a focused strand for all of the grades. On the 2008 5th grade 

Benchmark for Math-Percent of Students Scoring Proficient/Advanced: 213 Students: 41.8% of 

Combined Students 172 Students: 37.2% of African American Students 38 Students: 60.5% of 

Caucasian Students 213 Students: 41.8% of Econ. Disadvantaged Students 23 Students: 47.8% of 

Students with Disabilities The weakest Multiple Choice area for Combined Population, African 

Americans, Caucasians, and Econ. Disadvantaged was Number and Operations. For Students with 

Disabilities the weakest Multiple Choice area was Measurement. The weakest Open Response area 

for Combined Population, African Americans, Caucasians, and Econ. Disadvantaged was Data 

Analysis and Probability. For Students with Disabilities the weakest areas in Open Response were 

Data Analysis and Probability and Measurement. 

Three year trend data for Cummulative Math Interim Assessment Summary. 3rd Grade 

2012 - 63% 

2011 - 69% 

2010 - 58% 

4th Grade 

2012 - 52% 

2011 - 53% 

2010 - 55% 

CES participated in a Scholastic Audit in the spring of 2011 and data is reflected in the 

Restructing/Scholastic Audit/SD 6 Plan. 

Average daily attendance for Central Elementary was 95% in 2011-12. 

All students will demonstrate improvement in Measurement and Algebra multiple choice and open 

response based on our three year trend data, with continued emphasis on Number and Operations. 

By the end of the 2012-2013 school year 71.66% of students will score proficient or advanced on the 

Benchmark exam. Currently 69.08% of students were proficient in Math on the Benchmark exam of 2012. 


proficient did not occur in all of the subpopulation groups. The chart below shows our findings for the 




21 of 50 10/11/2012 1:44 PM


Benchmark 






3rd Grade Benchmark 2011-Math Percent of Students Scoring below Proficient: 






3rd Grade Benchmark 2010-Math Percent of Students Scoring below Proficient: 
















4th Grade Benchmark 2011-Math Percent of Students Scoring below Proficient: 

















Intervention: Improve math performance through a math instructional facilitator providing job-embedded 

professional development, using interim assessments, and continually aligning the curriculum. 

Scientific Based Research: Tomlinson, C. A. (2001) How to differentiate instruction in mixed-ability classroom 

(Second edition). Alexandria, VA: Association for Supervision and Curriculum Development; Harvey, S., & Goudvis, 

A. (2007). Smith, R. (2004). Conscious classroom management: Unlocking the secrets of great teaching. Fairfax, 

California: Conscious Teaching Publication; Monroe, L. (1997). National Council of Teachers of Mathematics, (2000). 

Principles and standards for school mathematics. Reston, VA: National Council of Teachers of Mathematics Series, 

(2007). Navigating through number and operations in grades 3 -5. Reston, VA. Marzano, R., Pickering, D. J. (2011). 

The highly engaged classroom. Bloomington, IN. Sousa, David A. (2010). Brain-compatible activities for 

mathematics, Grades 4-5. Corwin Press Carpenter, Thomas P. (1999). Children’s mathematics : cognitively guided 

instruction. Reston, VA: Preuss, Paul G. (2003). School leader’s guide to root cause analysis : using data to dissolve 

problems. Larchmont, NY Sprick, R., Knight, J., Reinke, W., Skyles, T.M., & Barnes, L. (2010). Coaching classroom 

management : strategies & tools for administrators & coaches (Second edition). Pacific Northwest Publishing 

Eugene, OR. Danielson, Charlotte. (1996, 2007). Enhancing professional practice : a framework for teaching (Second 

edition). Alexandria, VA. Marzano, R., Pickering D.J., & Pollock, J.E. (2001). Classroom instruction that works: 

Research-based strategies for increasing student achievement. Alexandria, VA: Association for Supervision and 

Curriculum Development. Van de Walle, J.A., & Lovin, L. H.(2006). Teaching student-centered mathematics: Volume 

Two, Grades 3-5. Dale Seymour Publications. Barkley, S.G. (2005). Quality teaching in a culture of coaching. 

Lanham, MD: Performance Learning Systems, Inc. Chapin, S., O'Connor, C., &Anderson, N. C. (2009). Classroom 

discussions using math talk to help students learn (Second edition). Grades K-6 Sausalito, CA: Math Solutions. 

Actions 

Person 

Responsible 


22 of 50 10/11/2012 1:44 PM


The results of the Augmented 

Benchmark and Interim Assessments 

will be used to target areas of 

weakness,monitor student progress and 

guide instruction. 





PARENTAL INVOLVEMENT/TIMELY AND 

EFFECTIVE REMEDIATION: Based on 

test data, Math Academic Improvement 

Plans (AIP) will be maintained by 

teachers and utilized to provide 

individualized instruction for students 

who did not meet their growth 

increments or proficiency on CRT/NRT 

exams (Supplemental to Act 397). 





PROFESSIONAL 

DEVELOPMENT/INSTRUCTION FROM HQT 

TEACHERS AND 

PARAPROFESSIONALS/RECRUITING AND 

MAINTAINING HQT TEACHERS AND 

PARAPROFESSIONALS/COLLABORATION: 

A math instructional facilitator, 1 @ 1.0 

FTE,(Mary Seals) will provide 

job-embedded professional development 

and mentoring to all teachers on an 

ongoing basis. 




PROFESSIONAL 

DEVELOPMENT/COORDINATION OF 

FUNDS (FED/STATE): All teachers and 

the math instructional facilitator will 

continue to grow professionally by 

participating in workshops and 

conferences at the local, state, and/or 

national level in order to meet personal 

growth plans, remain informed of 

research-based strategies and improve 

classroom instruction through curriculum 

development, teaching strategies, 

instructional technology, leadership 

skills, research, assessments, and 

classroom management. Substitutes will 

be provided through Sub-Teach USA 

when teachers are attending professional 

development during the school day . 

Professional materials will be provided 

for teachers to use during collaboration 

times and workshops. 





COORDINATION OF FEDERAL/STATE 

FUND: The instructional facilitator will 

purchase appropriate materials and 

supplies for math instruction that will be 

used to increase rigor and improve 

instruction in classrooms. 


Chanda 

Walker, 

Principal, 

Mary Seals, 

Instructional 

Facilitator, 

Korillene 

Flanigan, 

Counselor 

Korillene 

Flanigan, 

Counselor; 


and Mary 

Seals, 

Instructional 

Facilitators 

Mary Seals, 

Instructional 

Facilitator 

Mary Seals, 

Instructional 

Facilitator 

Mary Seals, 

Instructional 

Facilitator 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Performance 

Assessments 

Teachers 

Teachers 

Teaching Aids 

Outside 

Consultants 

Teachers 

Teaching Aids 

Teachers 


Teaching Aids 



NSLA 

(State-281) 

$11598.00 

- Employee 

Benefits: 

NSLA 

(State-281) 

$48323.00 

- Employee 

Salaries: 

ACTION 

BUDGET: 

Title II-A - 

Purchased 

Services: 

PD 

(State-223) 

- Purchased 

Services: 

PD 

(State-223) 

- Materials & 

Supplies: 

ACTION 

BUDGET: 

Title I - 

Materials & 

Supplies: 

$59921 

$7500.00 

$8870.00 

$2500.00 

$18870 

$3500.00 

23 of 50 10/11/2012 1:44 PM


Action Type: Professional Development NSLA 

(State-281) 

$13500.00 

- Materials 

& Supplies: 

The math curriculum will continue to be 

aligned with frameworks/standards and 

pacing guide from The Learning Institute 

to guide instruction. 




PARENTAL INVOLVEMENT: Schedule a 

math night for parents and students 

with emphasis on problem-solving and 

test-taking strategies. 



PROGRAM EVALUATION (1): During the 

2012-2013 school year an increase in 

the use of hands-on instruction and 

collaborative grouping will be 

implemented in mathematics. 

Implementation of math instructional 

methods using the Harcourt Math Series 

in all classrooms including Special 

Education has been successful for the 

2010-2011 school year. On-going 

professional development has been 

provided by JBHM consultants hired by 

the school district. ILert focus 

walk-throughs and observations done by 

principals, consultants and instructional 

facilitators focus on explicit instruction 

and using assessments to drive 

instruction. Instructional time in all 

math classrooms is a 90 minute block. 

Implementation of the program will be 

continued by planned professional 

development on target areas and 

differentiated instruction provided by 

on-site math instructional facilitator and 

JBHM consultants. Math instructional 

facilitator and teachers meet in math 

collaboration meeting once a week and 

individually. 





the implementation of the math 

program, CWTs using the I-Touch, 

formal and informal observations, and 

conferences will be conducted 

throughout the year by the math 

instructional facilitator, principal, 

assistant principal, and JBHM 

consultants. Professional development 

will also be provided through scheduled 

collaborative planning meetings 

targeting effective teaching strategies, 

differentiation of instruction, and specific 

areas of need based on on-going 

formative and summative assessments, 

Mary Seals 

and Regina 

Merriweather 

and Olivia 

Blankenship, 

Math 

Committee 

Members 

Chanda 

Walker, 

Principal 

Mary Seals, 

Instructional 

Facilitator 

Mary Seals, 

Instructional 

Facilitator 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Outside 

Consultants 

Performance 

Assessments 

Teachers 


Staff 

Teachers 

Teaching Aids 


Staff 

Outside 

Consultants 

Teachers 


Staff 

Outside 

Consultants 

Teachers 

ACTION 

BUDGET: 

$17000 





24 of 50 10/11/2012 1:44 PM


results of STAR Math, I-Ready, common 

grade-level assessments and Interim 

Assessments. Agendas and minutes of 

collaboration meetings will be collected 

for documentation and data will be 

analyzed for the Data Wall. 





PROGRAM EVALUATION (3): Data 

gathered from CWTs, formal and 

informal classroom observations, shows 

that the level of engagement, hands-on 

experiences and rigor are areas of 

weaknesses. These areas of concern are 

addressed during collaboration 

meetings. Results provide focused 

actions that are being implemented. 

Teachers are continuing to post 

objectives in student friendly terms, 

higher level questioning is being 

implemented, data from formal and 

informal assessments is being used to 

drive instruction and remediate. Data 

from the school year will be analyzed 

and included in next year’s plan. 



Principals and instructional facilitators 

form a leadership team to coordinate 

federal/state funds for each school. 



The building leadership team including 

the instructional facilitators will continue 

to align the curriculum both vertically 

and horizontally providing appropriate 

training for the teachers in maintaining 

the alignment throughout the year. 




NEEDS ASSESSMENT: To address a 

deficit in Measurement and Number and 

Operations Multiple-choice and Open 

Response, teachers will participate in 

collaborative workshops with an 

emphasis on vertical and horizontal 

alignment, analysis of open response 

questions, development and use of 

rubrics, and test-taking strategies. 




MENTORING: All teachers will be 

mentored by the instructional facilitator, 

principal, and assistant principal to 

enhance their instructional skills. 

Classroom observations, peer 

observations, and professional 

development will be provided. Teachers 

Mary Seals, 

Instructional 

Facilitator 

Chanda 

Walker, 

Principal; 

Takida 

Jackson, 

Vice-Principal; 

Mary Seals, 


Instructional 

Facilitators 

Mary Seals, 

Linda 

Williams, 

Instructional 

Facilitators 

Mary Seals, 

Instructional 

Facilitator 

Chanda 

Walker, 

Principal; 

Mary Seals, 

Instructional 

Facilitator 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 


Staff 

Teachers 


Staff 





Staff ACTION BUDGET: $ 

Teachers 


Staff 

Teachers 



25 of 50 10/11/2012 1:44 PM


will be assisted on an individual basis as 

per their individual growth plans. 



Continue to use web-based Accelerated 

Math/Reading, Math Facts in a Flash, 

Star Math/Reading and materials and 

supplies to supplement math and 

literacy instruction. 



PROFESSIONAL DEVELOPMENT: All 

teachers, lab managers and instructional 

facilitators will be trained in 

Reading/Math from Renaissance 

Learning and I-Ready computer-based 

instructional programs. 





RECRUITING AND MAINTAINING HIGHLY 

QUALIFIED TEACHERS AND 

PARAPROFESSIONALS: To maintain 

highly qualified teachers and 

paraprofessionals, opportunities will be 

provided for on and off-site professional 

development and training by 

instructional facilitators and outside 

consultants. 

On-going professional development will 

be provided by JBHM consultants 

employed by the school district. 



The instructional facilitator and grade 

level representatives will develop and 

implement State Standards in the 

curriculum. Recommendations from the 

team will be used to align curriculum 

maps and pacing guides for the school 

year. 



TIMELY AND EFFECTIVE 

REMEDIATION/INSTRUCTION FROM HQT 

TEACHERS AND 

PARAPROFESSIONALS/ALIGNMENT 

During the 2012-2013 school year, 

re-alignment of the 

semi-departmentalization with emphasis 

on small group 

interventions/remediation will be 

implemented in grade four. 

Action Type: ADE Scholastic Audit 




The license for the media center 

automation system will be renewed to 

allow the use of the resources within the 

media center. 

Mary Seals, 

Instructional 

Facilitator 

Mary Seals 

and Linda 

Wiliams, 

Instructional 

Facilitators. 


and Mary 

Seals, 

Instructional 

Facilitators; 

JBHM 

Consultants 

Chanda 

Walker 

Mary Seals, 

Instructional 

Facilitator 

Chanda 

Walker, 

Principal 

Chanda 

Walker, 

Principal 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 


Staff 

Outside 

Consultants 

Computers 


Performance 

Assessments 

Teachers 

Teaching Aids 


Staff 

Outside 

Consultants 

Teachers 




Outside 

Consultants 

Teachers 


Staff 

Teachers 

Title I - 

Purchased 

Services: 

ACTION 

BUDGET: 

$6438.00 

$6438 



Title I - 

Purchased 

Services: 

ACTION 

BUDGET: 

$100000.00 

$100000 



NSLA 

(State-281) - 

Purchased 

Services: 

$580.00 

26 of 50 10/11/2012 1:44 PM


Based on the assumption that the key to 

improved learning for students is 

continuous, job-embedded learning for 

educators, teachers will establish 

Professional Learning Communities (PLC) 

working collaboratively in ongoing 

processes of collective inquiry and action 

research to achieve better results for the 

students they serve. 



Chanda 

Walker, 

Principal 

Start: 

07/01/2012 

End: 

06/30/2013 


Staff 

Teachers 

ACTION 

BUDGET: 

$580 



Priority 3: 

Supporting 

Data: 

Goal 

Benchmark 

To continue to monitor the triggered area of out of school suspension (discipline) based upon Arkansas 

Department of Education Monitoring/ACSP Special Education 2012 - 2013 District Data. 

1. 

2. 

3. 

The benchmark for LRE is 41.67% with the standard deviation of 16.54%. The trigger value of LRE 

is 25.23% and the District has less than 25.13% of the special education students in regular class 

at least 80% of the school day which falls in the triggered range. At the present time, all third 

through eighth grade students receive science and social studies in the regular ed classroom. The 

results from the 2007-2008 monitoring report indicated that the district's percentage of special ed 

in the regular ed class 80% or more of the day was 12.78%. The 2008 - 2009 data indicated that 

8.8% of special ed students attended 80% or more in the regular ed class each day. This indicated 

a triggered area. 

In 2005, 75% of the total fourth grade level population was African-American, 89% of the special 

education population was African-American, which is a difference of 14%. The 2007 - 2008 data 

indicated that there were no racial disparities. The 2008 - 2009 data indicated that there were no 

disparities. 

According to the 2007 - 2008 report, the district's rate of suspension was 4.9% with special ed 

being 9.4%. The difference of 4.5% indicated a triggered area. In 2008 - 2009, results indicated 

an overall percentage of 1% of 3rd graders and 4th graders . The rate of the whole school indicated 

this is not a triggered area for Central Elementary School. 

Students identified as special education students will be placed in regular education classrooms to the 

greatest extent possible to provide the least restrictive environment. 

During the 2011 - 2012 school year, Central Elementary will increase the number of special education 

students in regular education classes to be higher than 29.76%. The 3 year average value for Arkansas 

LRE is 42.05%, with the standard deviation of 12.29%. 

Intervention: Increase the number of Special Education students receiving 80% or more of their daily instruction in 

regular education classes. 

Scientific Based Research: Cole, R.W. (1995), Educating Everybody’s Children: Diverse Teaching Strategies For 

Diverse Learners. ASCD. Beers, K. (2003), Can’t Read What Teachers Can Do. Portsmouth, NH: Heinemann. Heacox, 

D. (2002). Differentiating Instruction in the Regular Classroom – How to Reach and Teach All Learners, Grades 3-12. 

Minneapolis, MN: Free Spirit Publishing. Power of two: making a difference through co-teaching; Dr. Marilyn Friend; 

Child Development Media, Inc. 

Actions 

Appropriate professional development will be 

provided for teachers working with target 

students for early interventions. 




Materials and supplies will be provided for the 

classrooms with target students to enhance 

literacy and math. 



Person 

Responsible 

Korillene 

Flanigan, 

Counselor 

Kristy Clark, 

Special 

Education 

Teacher 

Timeline Resources 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 


Staff 


Outside 

Consultants 

Teachers 


Staff 



Source of 

Funds 

ACTION 

BUDGET: $ 

ACTION 

BUDGET: $ 

27 of 50 10/11/2012 1:44 PM


Provide 4 special education paraprofessionals (4@ 

1.0 FTE) to assist with self-contained students 

who are mainstreamed into the general education 

setting. 



Response to Intervention program (RTI) will be 

used to provide interventions to our regular 

education students. If the RTI results in a referral 

to special education, the data gathered during the 

process will be used to place students into their 

least restrictive environment in order to ensure 

success in the regular education classrooms. 



A list of accommodations and modifications will 

be provided to regular education teachers who 

serve special education students. 


Highly qualified special education 

paraprofessionals are provided to monitor and 

assist special education students in the regular 

classroom. 


All special education students not involved in the 

inclusion process will have access to exploratory 

classes and after school tutoring which are 

available for all students. 



Professional development will be provided for 

both regular and special education teachers using 

research based instructional strategies that 

address differentiation of instruction. 


Formative assessment data will be used for 

appropriate placement of students in special 

education classes. The IEP sub-group will have 

weekly progress monitoring completed. The 

district will continue to track and increase the 

number of special education students who are 

receiving instruction in the regular education 

classroom at least 80% of the school day. 


The district will conduct staff development 

training on co-teaching and full inclusion 

programs during the school year. 



The school will incorporate more full inclusion 

classes in order to remove the LRE trigger. 


PROGRAM EVALUATION(1): Use research based 

strategies and accommodations along with 

professional development for both regular and 

special education teachers. Mainstream resource 

students to the maximum extent appropriate for 

Chanda Walker, 

Principal 

Korillene 

Flanigan, 

Counselor and 

Kristy Clark, Due 

Process 


Debbie Hicks, 

Kristy Clark, and 

Terri Akue, 

Special 

Education 

Teachers 


Principal 


Principal and 

Takida Jackson, 



Principal 


Debbie Hicks, 

Kristy Clarke 

and Terri Askue, 

Special 

Education 

Teachers 


Principal 


Process 


Principal 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 


Staff 


Teachers 


Staff 


Outside 

Consultants 

Teachers 


Staff 


Teachers 


Staff 


Teachers 


Staff 


Teachers 


Staff 


Teachers 


Staff 


Teachers 


Staff 


Outside 

Consultants 

Teachers 


Staff 

Teachers 


Staff 


Teachers 

ACTION 

BUDGET: $ 

ACTION 

BUDGET: $ 

ACTION 

BUDGET: $ 

ACTION 

BUDGET: $ 

ACTION 

BUDGET: $ 

ACTION 

BUDGET: $ 

ACTION 

BUDGET: $ 

ACTION 

BUDGET: $ 

ACTION 

BUDGET: $ 

ACTION 

BUDGET: $ 

28 of 50 10/11/2012 1:44 PM


the school day in regular education classes, with 

appropriate modifications as addressed by the IEP 

committee. PROGRAM EVALUATION (2): Special 

Education teachers will attend collaborative 

planning sessions with regular education teachers 

to help develop comprehensive lesson plans with 

appropriate interventions and to assure that 

teachers understand how to implement 

accommodations and modifications for Special 

Education students. PROGRAM EVALUATION (3): 

To determine the degree of effectiveness of 

placing special education students in regular 

education classes, data will be maintained and 

monitored by the special education director and 

building principal assuring students are receiving 

appropriate instruction in the least restrictive 

environment. 



All students will have access to iReady, 

Accelerated Reading, and Accelerated Math 

computer programs, which correlates with state 

frameworks/state standards in the literacy and 

math classrooms. 



Systematic collection of data, using JBHM focus 

walks and the Ilert, will monitor and measure the 

number of students receiving at least 80% of 

their instruction in regular education classes. 

Professional development using the program "The 

Power of 2" will support teachers using the 

co-teaching model and to train teachers and 

paraprofessionals to begin implementation of 

inclusion. 



On-going professional development through 

weekly collaborative meetings with regular 

education and special education teachers will 

support co-teaching efforts. Special emphasis will 

be on small group acceleration and progress 

monitoring. 



Debra Stout, 

Avonne Marshall, 

Lab Technicians, 

and Christine 

Orr, Debbie 

Hicks, Kristy 

Clark, and Terri 

Askue, Sp Ed 

Tea 


Process; JBHM 

Consultants 


and Mary Seals, 

Instructional 

Facilitators 

The JBHM struggling learner consultant will be Chanda Walker, 

assisting with the needs of our struggling learners Principal 

and providing ongoing professional development 

and strategies for positive classroom 

management. 




Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 


Staff 

Teachers 


Staff 


Outside 

Consultants 

Teachers 


Staff 


Teachers 


Staff 


Teachers 

ACTION 

BUDGET: $ 

ACTION 

BUDGET: $ 

ACTION 

BUDGET: $ 

ACTION 

BUDGET: $ 


Goal 

Benchmark 

Central will continue to monitor the number of out-ofschool suspension/expulsions (discipline) of special 

education students. In 2011-2012, Central’s out of school suspension for 10 days were 09.87% of the 

total student population and 7.32% of Special Education student population. During 2011-2012, the 

results from the monitoring data indicated -2.57% of special education students were suspended for 10 

days or more. Therefore, Central’s discipline percent does indicate a trigger. 

During the 2012 -2013 school year, Central will continue to reduce the number of special education 

students suspended/expelled to no more than 1.24% above the percent of suspended/expelled regular 

education students. 

29 of 50 10/11/2012 1:44 PM


Intervention: Implement a comprehensive approach addressing student behavior to reduce the number of 

suspensions in special education. 

Scientific Based Research: Ciaccio, J. (2004). Totally positive teaching: A five-stage approach to energizing students 

and teachers. ASCD. Boynton, M. & Boynton, C. (2005). The educator’s guide to preventing and solving discipline 

problems. ASCD. Johns, B. H. & Carr, V. G. (2007). Alternatives to suspension. Palm Beach Gardens, FL: LRP 

Publications Barkley, R. A. (1997). Defiant children. New York, NY: The Guilford Prdss. Smith, R. (2004). Conscious 

classroom management: Unlocking the secrets of great teaching. Thousand Oaks, CA: Corwin Press Barton Reading 

and Spelling Program, Susan Barton, www.BartonReading.com 

Actions 

Training will be provided to implement a 

systematic collection of data that will measure 

discipline referrals made by individual teachers 

according to student age, grade, sex, and race. 

APSCN data entry training will be continued for 

appropriate personnel. A grid will be used to 

record data and it will be monitored on a 

monthly basis. 


RTI/IEP teams will conduct a Functional 

Behavior Assessment prior to suspension for 

recurring infractions. 


Appropriate professional development will be 

provided concerning assessment instruments 

and research based practices. Professional 

literature will be accessible to teachers at a 

central location. 



In-school suspension will be provided as an 

alternative to immediate out of-school 

suspension. 

Social Skills Behavior Management Classrooms 

will be utilized in order to provide intensive 

support for at-risk students. The trained 

educators will train the staff in interventions 

prior to referrals. 


Arkansas Counseling Associates, Mid-South 

Health Service, Inc., and Life Strategies, 

school-based mental health services, will 

provide social and behavior management skills. 



PROGRAM EVALUATION (1): Continue to use 

research based practices in behavior 

management to decrease the number of at-risk 

students from being suspended. (2): To 


reductions in out-of-school suspensions, an 

in-school suspension classroom will be 

available. Students exhibiting positive character 

traits will be recognized on a weekly basis. 

Short term placement of students most at-risk 

will be placed in a Social Skills Behavior 

Management Classroom. Community leaders 

will team with classroom teachers to promote 

positive behavior, and daily support of a 

school-based mental health services will 

address behavior and social management skills. 

(3): Data collected from the current year will be 

Person 

Responsible 



Korillene flanigan, 

Counselor, Olivia 

Blankenship, 

Teacher 

Korillene Flanigan, 

Counselor and 

JoAnn Carroll, 

Media Specialist 


Principal 


Process 


Principal 


Principal 


Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 


Staff 


Teachers 


Staff 


Teachers 


Staff 

Teachers 


Staff 

Teachers 

Outside 

Consultants 


Staff 


Teachers 

Source of 

Funds 

ACTION 

BUDGET: $ 

ACTION 

BUDGET: $ 

ACTION 

BUDGET: $ 

ACTION 

BUDGET: $ 

ACTION 

BUDGET: $ 

ACTION 

BUDGET: $ 

ACTION 

BUDGET: $ 

30 of 50 10/11/2012 1:44 PM


monitored and compared to previous data to 

ensure a 10% decrease in the number of out-ofschool 

suspensions. 



Frequent monitoring of discipline referrals will 

be used to determine a decrease in suspension 

of special education students as well as a 

decrease in minority suspensions. 


To determine if a special education student is 

exhibiting behaviors related to their disability, 

the principal and special education staff will 

review the process of conducting a 

manifestation determination review as outlined 

in IDEA. 


The Barton Reading and Spelling System will be 

used in the Tier 3 Academic Intervention for 

students in the highest risk category. A 

screener will be administered to the students 

who are in the high risk category and have been 

through Tier 1 and Tier 2 of the RTI program. 

The school will implement one on one sessions 

for students to receive Barton tutoring at least 3 

times a week for 30 minutes per session. 

Paraprofessionals have been trained in the 

program to facilitate the tutoring sessions. 




Principal 


Principal, Takida 

Jackson, Vice- 

Principal; Kristy 

Clark, Due Process 

Christine Orr, ALE 

Teacher, Tobia 

Robinson, 

Paraprofessional 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 


Staff 


Outside 

Consultants 

Teachers 


Staff 

Teachers 


Staff 


Teachers 

ACTION 

BUDGET: $ 

ACTION 

BUDGET: $ 

ACTION 

BUDGET: $ 


Priority 4: To improve the physical health and well-being of our students. 

Supporting 

Data: 

1. 

2. 

3. 

4. 

2010-2011 data indicated that 222 3rd grade and 98 4th grade students participated in Vision 

Screening. Eleven 3rd grade and 17 4th grade students were referred for additional screening. 

2010-2011 data indicated that 223 3rd grade and 99 4th grade students participated in Hearing 

Screening. Two 3rd grade students and one 4th grade student were referred for additional 

screening. 

BMI results for the 4th grade males for 2011-2012 school year indicated that of the 122 tested 

59.8% were healthy or underweight, 9.8% were overweight and 30.3% were obese. The 

2010-2011 school year indicated that 51.9% of males were healthy or underweight, 48.1% were 

overweight or obese. Of the 115 female tested 53.9% were healthy or underweight, 17.4% over 

weight and 28.7% obese. The results for the 4th grade females for 2010-2011 school years 

indicated that of the 108 females 41.7% were healthy or underweight, 58.3% were overweight or 

obese. 

School Health Index results for 2009 - 2010 indicated that increased times needed to be allocated 

in all schools for physical activity, professional development needed to be provided on physical 

health and well-being issues,and asthma awareness training needed to be provided. Students in 

the 4th grade are required to have BMI assessments and 131 of the students in that grade were 

assessed in 2010-2011. Students in the 4th grade are required to have BMI assessments and 221 

of the students in that grade were assessed in 2009 - 2010. 

Physical activity survey results indicated that most activity was through scheduled P.E. classes 

and recess time. 

Goal To improve the school nutrition environment, promote student health, and reduce childhood obesity. 

Benchmark 

By the end of the 2012-13 school year, there will be a 10% decrease of the number of students indicated 

as at-risk on the 4th grade BMI results. 

Intervention: Promote good nutrition and a healthy lifestyle through physical activity and school meals. 

Scientific Based Research: Arkansas Department of Education (2004). Reverse the trends: Create a healthy school 

nutrition environment for students. Oxford, MS: National Food Service Management Institute. Arkansas Department 

of Education (2004). Nutrition/physical activity standards: Arkansas Code: 20-7-133, 20-7-134, 20-7-135. Little 

Rock, AR: ADE Director’s Memo. Journal of the American Medical Association. Luepker RV, et al (1996). JAMA, 275 

(10), 768-76. Archives of Pediatric & Adolescent Medicine. Nader PR, et al (1999). Arch Pediatric Adolescent 

31 of 50 10/11/2012 1:44 PM


Medicine 153(7), 695-704. 

Actions 

Implement the district wellness policy as follows: The 

health and physical well-being of our students directly 

affects their ability to learn. Childhood obesity 

increases the incidence of adult diseases occurring in 

children and adolescents such as heart disease, high 

blood pressure and diabetes. The increased risk carries 

forward into their adulthood. Research indicates that a 

healthy diet and regular physical activity can help 

prevent obesity and the diseases resulting from it. It 

is understood that the eating habits and exercise 

patterns of students cannot be magically changed 

overnight, but at the same time, the board of directors 

believes it is necessary to strive to create a culture in 

our schools that consistently promotes good nutrition 

and physical activity. The problem of obesity and 

inactivity is a public health issue. The board is keenly 

aware that it has taken years for this problem to reach 

its present level and will similarly take years to 

correct. The responsibility for addressing the problem 

lies not only with the schools and the Department of 

Education, but with the community and its residents, 

organizations and agencies. Therefore, the district 

shall enlist the support of the larger community to find 

solutions which improve the health and physical 

activity of our students. Parents will also be kept 

informed of improving physical health of the students. 

The school page included in the local newspaper will 

include tips for healthy eating and physical activity to 

promote wellness in the children. Goals: In its efforts 

to improve the school nutrition environment, promote 

student health, and reduce childhood obesity, the 

district will adhere to the Arkansas Rules Governing 

Nutrition and Physical Activity Standards in Arkansas 

Public Schools. Adhering to these Rules will include, 

but is not limited to district efforts to 1. Appoint a 

district school health coordinator and a coordinator for 

each building, who shall be responsible for ensuring 

that each school fulfills the requirements of this 

policy; 2. Implement a grade appropriate nutrition 

education program that will develop an awareness of 

and appreciation for nutrition and physical activity 

throughout the curriculum; 3. Enforce existing 

physical education requirements and engage students 

in healthy levels of vigorous physical activity; 4. Strive 

to improve the quality of physical education curricula 

and increase the training of physical education 

teachers with all PE teachers being licensed in physical 

education; 5. Follow the Arkansas Physical Education 

and Health Education Frameworks in grades K-12; 6. 

Not use food or beverages as rewards for academic, 

classroom or sports performances; 7. Ensure that 

drinking water is available without charge to all 

students; 8. Establish class schedules, and bus routes 

that don't directly or indirectly restrict meal access; 9. 

Provide students with ample time to eat their meals in 

pleasant cafeteria and dining areas; 10. Establish no 

more than nine (9) school wide events which permit 

exceptions to the food and beverage limitation 

established by Rule. The schedule of the events shall 

be by school, approved by the principal, and shall be 

part of the annual school calendar; 11. Abide by the 

current allowable food and beverage portion 

standards; 12. Meet the more stringent of Arkansas' or 

the U.S. Department of Agriculture's Nutrition 

Standards for reimbursable meals and a la' carte foods 

served in the cafeteria; 13. Restrict access to vended 

Person 

Responsible 

Chanda 

Walker, 

Principal 


Start: 

07/01/2012 

End: 

06/30/2013 

Teachers 

Source of 

Funds 

ACTION 

BUDGET: $ 

32 of 50 10/11/2012 1:44 PM


foods, competitive foods, and foods of minimal 

nutritional value (FMNV) as required by law and rule; 

14. Conform new and/or renewed vending contracts to 

the content restrictions contained in the Rules and 

reduce district dependence on profits from the sale of 

FMNV. 15. Provide professional development to all 

district staff on topics of nutrition and/or physical 

activity including CPR training for individuals in each 

school, training for prevention of teen suicide, sexual 

abuse, and child maltreatment, and diabetic 

awareness including the use of glucagon; 16. Utilize 

the School Health Index available from the Center for 

Disease Control (CDC) to assess how well the district 

is doing at implementing this wellness policy and at 

promoting a healthy environment for its students. 

Advisory Committee To enhance the district's efforts to 

improve the health of our students, a School Nutrition 

and Physical Activity Advisory Committee (SNPAAC) 

shall be formed at each school in addition to the 

district committee. The district committee including a 

board member, a community representative, a parent, 

a student, representatives from each building, the 

director of food services, and district administrators 

will meet quarterly. The SNPAAC shall have the powers 

and responsibilities delegated to it by statute and 

Rule. The overarching goal of the committee shall be 

to promote student wellness by monitoring how well 

the district is doing at implementing this policy. The 

SNPAAC shall use modules 1, 2, 3, 4, and 8 of the 

CDC's School Health Index as a basis for assessing 

each school's progress toward meeting the 

requirements of this policy. The results of the annual 

assessment shall be included in each school's ACSIP, 

provided to each school's principal, and reported to 

the board. Adopted: April 24, 2006 The updated plan 

with new committee members was approved by the 

school board on May 21, 2012. 

Action Type: Wellness 

Principal will set no more than 9 days in each school 

year for exceptions to the food and beverage 

limitations. 


Appropriate amounts of time for physical education 

and physical activity will be provided by the school. 


Health fairs will be planned in conjunction with family 

nights to improve parental involvement in promoting 

good health and nutrition. 


The School Health Index and BMI will be completed 

annually. Results will be used to determine areas 

needed for improvement and effectiveness of activities 

planned. 



Chanda 

Walker, 

Principal 

Chanda 

Walker, 

Principal, 

and Paula 

Pitts, 

Physical 

Educational 

Teacher 

Paula Pitts, 

Physical 

Education 

Teacher, 

and 

Jeanette 

Nolden, 

Nurse 

Paula Pitts, 

Physical 

Education 

Teacher, 

and 

Jeanette 

Nolden, 

Nurse 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 


Staff 


Staff 

Teachers 

Teachers 

Teachers 

ACTION 

BUDGET: $ 

ACTION 

BUDGET: $ 

ACTION 

BUDGET: $ 

ACTION 

BUDGET: $ 

33 of 50 10/11/2012 1:44 PM


Promote the need for healthy life styles by utilizing 

playground equipment. 


PROGRAM EVALUATION (2): To ensure implementation 

of the district wellness policy, and a decrease in 

student obesity, students are engaged in 160 minutes 

of organized and free physical play per week. Monthly 

meetings are held by the wellness committee 

composed of representation from each school, district 

administrators, a community representative, and the 

food services director. Menus are reviewed and 

adjustments are made when needed to meet the 

recommended requirements for balanced nutrition as 

governed by the district food service coordinator. 



PROGRAM EVALUATION (1): Physical Activity lessons 

will be geared toward promoting good nutrition and a 

healthy lifestyle. To encourage physical activity during 

free play, new playground equipment including 

climbing wall has been erected. Physical activity 

supplies are provided for the students during free 

play. Students are provided nutritious meals at 

breakfast and lunch, healthy snacks when appropriate, 

and 60 minutes per week of physical activity is 

scheduled to help students to be more ready to learn 

by being physically fit. 



PROGRAM EVALUATION (3): Data from Assessment of 

Childhood and Adolescent Obesity will be collected and 

analyzed to determine the effectiveness of the 

wellness program. Data from the fall and spring 

President's Council on Physical Fitness is collected and 

compared to determine if changes in the policy are 

necessary. Menus will be reviewed and adjustments 

made as needed. 



Appropriate professional development in good 

nutrition and physical health including updated 

training in CPR will be provided. Training for teen 

suicide, sexual abuse, glucagon training, and child 

maltreatment will all be provided for the staff. 


Various screenings including BMI, vision, hearing, and 

scoliosis are done annually at the appropriate grade 

levels. The wellness and good health of students has 

an impact on their academic performance. Parents are 

notified of the findings of the screenings. 



Paula Pitts, 

Physical 

Education 

Teacher 

Takida 

Jackson, 

Vice- 

Principal; 

Jeanette 

Nolden, 

Nurse; and 

Paula Pitts, 

Physical 

Education 

Teacher 

Takida 

Jackson, 

Vice- 

Principal; 

Amanda 

Atwill, 

Nurse; and 

Paula Pitts, 

Physical 

Education 

Teacher, 

Dorothy 

Ward, Food 

S 

Takida 

Jackson, 

Vice 

Principal, 

Paula Pitts, 

Physical 

Education 

Teacher 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Takida Start: 

Jackson, 07/01/2012 

Vice End: 

Principal; 06/30/2013 

Jeanette 

Nolden, 


Nurse; Paula 

Pitts, 

Physical 

Education 

Teacher 

Chanda 

Walker, 

Principal, 

Jeanette 

Nolden, 


Nurse 

Start: 

07/01/2012 

End: 

06/30/2013 


Staff 

Teachers 


Staff 

Teachers 


Staff 

Community 

Leaders 


Staff 

Teachers 


Staff 

Teachers 

ACTION 

BUDGET: $ 

ACTION 

BUDGET: $ 

ACTION 

BUDGET: $ 

ACTION 

BUDGET: $ 

ACTION 

BUDGET: $ 

ACTION 

BUDGET: $ 


Priority 5: To promote increased parental involvement. 

Supporting 

Data: 

34 of 50 10/11/2012 1:44 PM


Goal 

Benchmark 

Increase parental involvement and to motivate students to excel in academics and instill positive 

values to improve the school climate. 

Provide activities that will increase parental involvement and community support by 10% in 

attendance of school functions and activities for the 2012 - 2013 school year. 

Intervention: Will actively engage parents and incorporate services of the community by forming partnerships with 

teachers and students, resulting in fewer discipline referrals and a more positive school climate. 

Scientific Based Research: Armburster, B.B., Lehr, F., & Osborn, J. (2001). Put reading first: The research building 

blocks for teaching children to read. Jessup, MD: National Institute for Literacy at ED Pubs. Bickart, T.S., & Dodge, 

D.T. (2000). Reading right from the start. Washington, DC: Teaching Publisher Strategies, Inc. U.S. Department of 

Education, Office of Secretary (2002). Homework tips for parents. Jessup, MD: National Institute for Literacy at ED 

Pubs. U.S. Department of Education, Office of Secretary (2002). Teaching our youngest. Jessup, MD: National 

Institute for Literacy at ED Pubs. U.S. Department of Education, Office of the Secretary (2002). What to know and 

where to go: Parents guide to no child left behind. Jessup, MD: National Institute for Literacy at ED Pubs. 

Actions Person Responsible Timeline Resources Source of Funds 

PARENT INVOLVEMENT MEETING: 

Materials and supplies will be 

purchased for parental involvement 

meetings for parents and teachers to 

collaborate through various activites, 

such as quarterly assemblies, 

newsletters, grandparents' day, 

open house, student of the month 

and/or weekly stars, family night 

and to discuss the augmented 

benchmark to promote student 

achievment in math and literacy. 





BUILDING PARENTAL CAPACITY 

(A)/TWO PARENT-TEACHER 

CONFERENCES: All teachers will 

meet with parents/guardians of each 

student at least once a semester 

through parent/teacher conferences. 

If a student requires an AIP/IRI, the 

teacher and parent will develop it at 

this time. Additional conferences will 

be scheduled as needed 





(B)/VOLUNTEER RESOURCE BOOK: 

Based on volunteer forms, a 

volunteer resource book will be 

compiled for each classroom teacher 

to make available community 

resources to supplement curriculum. 



Newsletters will be published on a 

monthly basis to inform parents of 

special events and to engage 

students in academic challenges in 

reading and math, and to reinforce 

positive behavior. Materials will be 

purchased for the production of the 

newsletters.(supplemental to Act 

397). 



(B)/VOLUNTEER RESOURCE BOOK: 

Opportunities will be provided for 

parents to use the building media 

Sandy Davis, 

Parental 

Involvement 

Facilitator, Korillene 

Flanigan, Counselor 


Principal 

Tash Jackson, 

Secretary 


Counselor, and 



Sandy Davis, Parent 

Involvement 

Facilitatior 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Teachers 


Teaching Aids 

Teachers 



Teachers 

Title I - 

Materials 

& 

Supplies: 

ACTION 

BUDGET: 

$4260.00 

$4260 





35 of 50 10/11/2012 1:44 PM


center and the district parent center 

to incorporate developmentally 

appropriate learning activities in the 

home setting to enhance student 

learning. Materials that focus on 

basic math skills, oral reading 

fluency, vocabulary and listening 

skills will be available (supplemental 

to Act 397). 


BUILDING PARENTAL CAPACITY (C): 

Open House will be conducted and 

materials and supplies will be 

purchased to inform parents of 

present programs and goals on 

August 28, 2012(supplemental to 

Act 397). 


Parent facilitator will organize a book 

club for parents and students and 

purchase materials and supplies for 

book sharing and read alouds 

(supplemental to 397. 



(C)/PROFESSIONAL DEVELOPMENT: 

Through professional development 

teachers, principals, and other staff 

members will be trained in the 

importance of effective 

communication with parents and to 

value their contributions. 



Action Type: Professional 

Development 

Students Of the Month Stars will 

receive academic supplies and 

materials to promote academic 

achievement (supplemental to Act 

397). 


Establish a partnership with various 

community leaders to provide 

mentoring and school supplies for 

students. 


Teachers will receive training in 

classroom management and student 

behavior. 



Development 

Local fire officials will provide fire 

and safety awareness for the 

students. 


The guidance counselor will provide 

instructional and classroom 

materials to promote a safe and 

drug free environment. 




Principal 


Involvement 

Facilitator 




Counselor 


Vice-Principal, 


Counselor 


Principal, JBHM 

Consultants 


Counselor, 


Counselor 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 


Staff 

Community 

Leaders 


Teachers 





Staff 

Teachers 


Teachers 



Community 

Leaders ACTION BUDGET: $ 


Outside 

Consultants 

Community 

Leaders 

Teachers 





36 of 50 10/11/2012 1:44 PM


PARENT COMPACT: 

Central Elementary School has a 

written school-parent compact 

outlining the following items: (a) 

Provide assistance to parents in 

understanding content and how to 

monitor a child's progress; 

standards, academic assessments, 

and (b) Provide materials and 

training to help parents work with 

their children to improve academic 

achievement; (c) Educate teachers, 

principals, and other staff in the 

importance of effective 

communication, value and utility of 

contributions of parents; (d) 

Coordinate and integrate parent 

involvement programs and 

activities; (e) Ensure that 

information related to school and 

parent programs is sent to parents 

to the extent practical in a language 

parents (including disabled parents) 

can understand; (f) Provide other 

reasonable support for parental 

involvement activities as parents 

may request. 

The compacts are explained upon 

registration and signed by all 

parties(supplemental to act 397). 




HQT PARENT FACILITATOR/PARENT 

INVOLVEMENT MEETINGS: A parent 

facilitator will coordinate activities 

that encourage parental involvement 

in student academic achievement 

through activities such as Family 

Math/Literacy Nights and 

Grandparents' Day. 



BUILDING PARENTAL CAPACITY(F): 

PTO: Central Elementary School will 

continue to utilize a PTO to enable 

the parents and teachers the 

opportunity to promote a positive 

school environment (supplemental 

to Act 397). 




Principal 


Involvement 

Facilitator 



BUILDING PARENTAL CAPACITY (E) Chanda Walker, 

PROCESS FOR RESOLVING 

Principal 

PARENTAL CONCERNS: A school 

handbook will be given to all parents 

at registration which will include but 

not limited to all school/district 

policies on discipline and the process 

for resolving parental concerns. 

Updates are made annually to the 

handbook (supplemental to Act 

397). 



Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 


Staff 


Teachers 


Staff 

Community 

Leaders 

Teachers 


Staff 

Community 

Leaders 


Teachers 


Staff 


Teachers 





37 of 50 10/11/2012 1:44 PM


INFORMATIONAL PACKETS 

(a)Informational packets will be 

provided to parents at Central 

Elementary with items related to the 

school and its programs. 



Since there is only one school for 

each grade from K-6, transportation 

for school choice is not an option. 

Discuss the Augmented Benchmark 

Assessment with parents on family 

night. Materials will be purchased to 

prepare information for the parents 

concerning the assessments. 





Principal 


Principal 


Counselor 

PROGRAM EVALUATION (1): To Chanda Walker, 

increase parental involvement in Principal, Korillene 

school functions and activities, Flanigan, Counselor, 

scheduled PTO meetings, Parent- 

Teacher Conferences, Family Literacy 

and Math Nights, Grandparent's Day, 

Honor and Musical Assemblies, 

special Luncheons, other functions 

and activities will be announced 

through weekly and/or monthly 

newsletters and the local media 

inviting parents to come out. 





monitor the effectiveness of parental 

and community involvement, event 

sign-in sheets and duplicates of 

visitor sign-in passes will be kept on 

file. 




PROGRAM EVALUATION (3): Data 

will be collected and analyzed at the 

end of the school year to determine 

the impact of parental involvement 

on student achievement. 





(B)/PARENT INVOLVEMENT 

MEETINGS/PARENTAL 

INFORMATIONAL 

PACKETS/APPROPRAITE LEARNING 

ACTIVITIES AND PARENT 

ASSISTANCE: Promote literacy and 

math activities in the home by 

demonstrating activities dealing with 

oral reading fluency, vocabulary and 

listening skills and basic math skills 

through family nights. Parents will 

receive brochures, pamphlets, and 

information that will assist them in 

helping their student at home. 

Packets are given to parents of every 


Principal, Korillene 

Flanigan,Counselor, 

Sandy Davis, 

Parental 

Involvement 

Facilitator 


Counselor, Sandy 

Davis, Parental 

Involvement 

Facilitator 


Principal, Sandy 

Davis, Parent 

Involvement 

Facilitator 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 


Staff 

Teachers 



Staff ACTION BUDGET: $ 

Performance 

Assessments 

Teachers 

Community 

Leaders 

Teachers 

Community 

Leaders 

Teachers 

Community 

Leaders 

Performance 

Assessments 

Teachers 


Staff 

Teachers 

Teaching Aids 






38 of 50 10/11/2012 1:44 PM


student. Parent/community leaders 

will be invited to read to classes 

during the school year. Materials and 

supplies will be purchased as 

needed for days such as National 

Family Literacy Day. (supplemental 

to Act 397) 



BUILDING PARENTAL CAPACITY (E): 

Teachers will maintain regular 

two-way communication with 

parents through the use of parent 

communicators, classroom 

newletters,and other form of 

communication convenient to that 

process. (i.e. email or phone calls). 

Information will be sent out in 

practical language that parents can 

understand (supplemental to Act 

397). 



Schoolwide behavior expectations 

called "cool tools" are developed 

from the data collected on discipline 

problems. Expectations for positive 

behaviors are taught once a week 

and reinforced daily through positive 

reinforcements. 

Ongoing professional development 

on positive school climate will be 

provided by the CES PBIS team 

emphasizing the building of 

fundamental skills of good classroom 

management. Materials and supplies 

will be purchased to encourage and 

maintain school wide positive 

behavior so students can continue to 

progress academically and increase 

the amount and quality of 

instructional time in the classroom. 

Lab Manager will be trained in 

entering SWISS Data collected to 

monitor the progress of PBIS. 



SCHOOLWIDE REFORM STRATEGY: 

Implement Positive Behavioral 

Intervention and Support (PBIS) to 

provide interventions and support 

for students who struggle with 

positive behavior. 




Development 

I) BUILDING PARENTAL CAPACITY: 

CES will compose ways to assist 

parents in understanding content; 

provide instruction to parents on 

how to incorporate developmentally 

appropriate learning activities in the 

home environment, how to monitor 

a child's progress, standards, and 

academic assessments through 

various scheduled meetings such as; 



Sandy Davis, 

Parental 

Involvement 

Facilitator 

Start: 

07/01/2012 

End: 

06/30/2013 

Maria Neal, Teacher Start: 

07/01/2012 

End: 

06/30/2013 

Sandy Davis, 

Parental 

Involvement 

Facilitator 




Facilitator 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 


Staff 

Teachers 


Staff 

Teaching Aids 


Staff 

Teachers 


Title I - 

Materials & 

Supplies: 

ACTION 

BUDGET: 

$750.00 

$750 


Title I - 

Purchased 

Services: 

Title I - 

Materials 

& 

Supplies: 

ACTION 

BUDGET: 

$550.00 

$3500.00 

$4050 



39 of 50 10/11/2012 1:44 PM


Parent Teacher Conferences, Family 

Math/Literacy Night, Open House, 

Grandparent’s Day and 

Monthly/Weekly New Letters and 

Informational packets will be made 

available to parents (supplemental 

to act 397). 



The Back-to-School Bash will be 

used to engage and connect 

students, teachers, parents and 

community stakeholders in a 

positive manner. The Bash will offer 

a broad range of activities that will 

engage all parties and help meet 

student needs as well as establish a 

positive rapport between the school 

and home. Materials and supplies 

will be purchased to promote and 

enable this event's success. 

(Supplemental to Act 397) 



A Behavior Interventionist has been 

employed to support behavior 

management and coping skills to 

reduce the number of student office 

referrals. 




Kuder Galaxy software will be used 

to offer comprehensive and 

user-friendly solutions to help career 

planner of all ages identify their 

interests, explore their options and 

plan for career success. 




Involvement 

Facilitator 

Mitch Fryer, 

Behavior 

Interventionist 


Counselor 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 


Staff 

Community 

Leaders 


Teachers 

Teaching Aids 

Computers 

Teaching Aids 

Title I - 

Materials 

& 

Supplies: 

ACTION 

BUDGET: 

$2000.00 

$2000 




Priority 6: 

Supporting 

Data: 

Goal 

Benchmark 

To improve tested areas of listening, speaking, reading, and writing as assessed by the English 

Language Development Assessment (ELDA) for English Language Learners(ELL). 

1. 

2. 

3. 

4. 

In 2011, third grade had a total of 5 English Language Learners. 0% scored proficient in listening, 

0% scored proficient in speaking, 0% scored proficient in reading, and 0% scored proficient in 

writing. Fourth grade had 4 English Language Learners. 50% scored proficient in listening, 50% 

scored proficient in speaking, 0% scored proficient in reading, and 0% scored proficient in 

writing. 

In 2010, third grade had a total of 4 English Language Learners. 50% scored proficient in 

listening, 0% scored proficient in speaking, 25% were proficient in reading, and 0% scored 

proficient in writing. Fourth grade had 5 English Language Learners. 40% scored proficient in 

listening, 20% scored proficient in speaking, 60% scored proficient in reading, and 0% scored 

proficient in writing. 

In 2009, third grade had a total of 4 English Language Learners. 0% scored proficient in listening, 

0% scored proficient in speaking, 0% scored proficient in reading, and 0% scored proficient in 

writing. Fourth grade had 5 English Language Learners. 80% scored proficient in listening, 60% 

scored proficient in speaking, 40% scored proficient in reading, and 20% scored proficient in 

writing. 

The trend data indicates that our ELL students are weak in listening, speaking, reading and 

writing skills. 

The goal for 2012-2013 will be to increase the number of ELL students scoring proficient on the ELDA 

exam. 

By the end of the 2012-2013 school year, ELL students will increase their Fully English Proficient (FEP) 

score by 10%. 

40 of 50 10/11/2012 1:44 PM


Intervention: ACADEMIC PERFORMANCE: Use research based strategies and accommodations along with 

professional development to support ELL students in listening, speaking,reading, and writing in regular education 

classrooms. 

Scientific Based Research: Hill, J. (2006). Classroom instruction that work with English language learners. 

Associationfor Supervision and Curriculum Development. 

Kotter, E. J. (2007). English Langusage Learners in Your Classroom: Strategies That Work. SAGE Publication. 

Michael D. Coyne, E. J. (2010). Effective Teaching Strategies That Accommodate Diverse Learners. Prentice Hall. 

Asher, J.A. (1981). Comprehension Training: The evidence from laboratory and classroom studies. In H. Winitz 

(Ed.), The comprehension approach to foreign language teaching (pp. 187-222). Rowley, MA: Newbury House 

Publishers. 

Asher, J.A. (1981). The extinction of second language learning in American Schools: An intervention model. In H. 

Winitz (Ed.), The comprehension approach to foreign language teaching (pp. 49-68). Rowley, MA: Newbury House 

Publishing. 

Diller, K.C. (1981) Neurolinguistic clues to the essentials of a good language teaching methodology: comprehension, 

problem solving and meaningful practice. In H. Winitz (Ed.), The comprehension approach to foreign language 

teaching (pp. 141-153). Rowley, MA: Newbury House Publishers 

Krashen, S.D. (1997). Foreign language education: The easy way. Culver City, CA: Language Education Associates. 

Nord, J.R. (1981) Three steps leading to listening fluency: A beginning. In H. Winitz (Ed.), The comprehension 

approach to foreign language teaching (pp. 69-100). Rowley, MA: Newbury House Publishers. 

Postovsky, V. (1981) the priority of aural comprehension in the language acquisition process. In H. Winitz (ed.), The 

comprehension approach to foreign language teaching (pp. 170-187). Rowley, MA: Newbury House Publishers. 

Winitz, H. (1981). A reconsideration of comprehension and production in language training. In H. Winitz (Ed.), The 

comprehension approach to foreign language teaching (pp. 101-140). Rowley, MA: Newbury House Publishers. 

Actions 

Materials will be purchased for teachers, 

tutors and counselor working with ELL 

students to promote reading, speaking, 

listening, writing and math at a proficient 

level of English. 


Through the use of Northeast Arkansas 

Migrant Education Cooperative we will 

utilize LEP/ESL Materials (English/Spanish 

Language tapes, common phrases 

translation booklets, bilingual flashcards), 

and Rosetta Stone Language Library (a 

computer-based English/Spanish program) 

to improve communication skills between 

ELL students, parents and teachers. 



Continue to use Card Master (a magnetic 

card reader), tape and CD players with 

headsets, basic vocabulary photo cards 

and English/Spanish resource kit (picture 

dictionaries, workbooks, bilingual learning 

workbooks, bilinugal stories and readers 

aduio CD's, and flashcards). 


Use district tutor/interpretor, Julie Pounce, 

to help communicate with parents during 

Parent Teacher Conferences, and assist 

students with their educational needs. 



PROGRAM EVALUATION FOR ELL:(1) The 

disrict has formed a LPAC (Language 

Placement Assessment Committee) which 

will monitor growth of ELL students to 

determine their progress and/or removal 

from the program. Planned professional 

development will be provided to instruct 

Person 

Responsible 

Chanda 

Walker, 

Principal, 

Donna 

Bowers, 

Counselor 

Korillene 

Flanigan, 

Counselor, 

Julie Pounce, 

English 

Learner 

Korillene 

Flanigan, 

Counselor; 

Julie Pounce, 

English 

Learner 

Korillene 

Flanigan, 

Counselor, 

Julie Pounce, 

English 

Learner 

Chanda 

Walker, 

Principal; 

Takida 

Jackson, 



Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Outside 

Consultants 

Teachers 

Teaching Aids 

Teachers 

Teaching Aids 

Teachers 

Teaching Aids 

ELL 

(State-276) 

- Materials 

& Supplies: 

ACTION 

BUDGET: 

$500.00 

$500 






Staff 

Teachers 


41 of 50 10/11/2012 1:44 PM


the teachers on best practices and 

methods to assist their ELL students. 

Progress Reports will be monitored 

periodically for needed adjustments in the 

ELL students learning track. Students will 

be monitored in their classes by the tutor 

and assistance will be provided for the ELL 

student. PROGRAM EVALUATION (2) To 

determine the degree of effectiveness the 

results from the English Language 

Development Assessment which is part of 

ACTAAP will be viewed by the LPAC 

Committee (Language PLacement 

Assessment Committee) to determine the 

growth of the ELL student within this year. 

A decision will be made to determine a 

new learning track or if the ELL student 

has mastered to level 5, Fully Proficient. 

(3)In 2009, the assessment revealed 

grades 3 and 4 were level 5. The ELDA 

data revealed the greatest level of 

proficiency was in listening followed by 

speaking, writing, and then reading. With 

reading being the lowest area, more 

strategies need to be used to help 

students derive meaning from what is 

read. The areas of Writing and Speaking 

showed only slight gains. Additional time 

in the computer lab with Rosetta Stone is 

planned to aid in these deficient areas for 

the tested group. Time with the tutor in 

appropriate schools has also been planned 

for the coming year. Growth will be 

monitored by tracking ELL students 

progress on Rosetta Stone and the 

progress from ongoning assessments given 

in the literacy classrooms. 







Priority 7: 

Supporting 

Data: 

RESTRUCTURING/Scholastic Audit/Needs Improvement: The restructuring option for CES was to appoint a 

new principal and vice-principal for 2010-2011. Continue to use JBHM consultants as the school 

improvement,struggling learners, and student engagement specialists to provide embedded professional 

development for teachers, best practice teaching strategies, interpret and use the findings of data, and 

increase student performance. Implementation of restructuring actions will focus on academic 

performance, learning environment, and efficiency. 

1. 

2. 

CES is a Needs Improvement School along with its feeder school Blytheville Primary School 

because the scores in literacy and math were below AMO and TAGG Group. The schools have 

worked diligently over the last 3 years to help all TAGG Group become proficient on benchmark 

tests. 

For the 2011-2012 school year CES added a Literacy interventionist to identify and provide 

remediation strategies for students performing below proficient on the benchmark exam. Read 

Naturally was purchased to assist in the assessment of deficit areas and provide systematic 

remediation of identified students. Students performing proficient or above will be engaged in 

enrichment activities through classroom teachers and the Gifted and Talented Program. All teachers 

will receive professional development in Marzano’s High Yield Strategies from Crowley’s Ridge 

Educational Coop. JBHM consultants, as well as administrators, will use focus walk data to plan 

appropriate professional development, address instructional practices, and improve the learning 

environment. The consultants will continue to support the use of the curriculum throughout the 

year and will provide instructional strategies to address the difficulties students have with open 

response. CES will focus this year on school climate to change administrators and teachers behavior 

to improve student performance. According to the 2011 Scholastic Audit Report; the percentage of 

indicators in each standard for the following performance level was reported: 4- Exemplary level of 

development and implementation 

42 of 50 10/11/2012 1:44 PM


3. 

4. 

3-Fully functional and operational level of development and implementation 

2-Limited development or partial implementation 

1- Little or no development and implementation 

Standard 1-Curriculum: 71% performance level 1; 29 % performance level 2, performance level 3 

NE, performance level 4 NE 

Standard 2- Classroom Evaluation/Assessment: 75% performance level 1; 25% performance level 

2, performance level 3 NE, performance level 4 NE 

Standard 3- Instruction: 75% performance level 1; 25% performance level 2, performance level 3 


Standard 4- School Culture: 45% performance level 1; 55% performance level 2, performance level 

3 NE, performance level 4 NE 

Standard 5- Student, Family and community Support: performance level 1 NE, 80% performance 

level 2; 20% performance level 3, performance level 4 NE 

Standard 6- Professional Growth, Development, and Evaluation: 67% performance level 1; 33% 

performance level 2, performance level 3 NE, performance level 4 NE 

Standard 7- Leadership: 18% performance level 1; 82% performance level 2, performance level 3 


Standard 8- School Organization and Fiscal Resources: 20% performance level 1; 70% performance 

level 2; 10% performance level 3, performance level 4 NE 

Standard 9-Comprehensive and Effective Planning: 13% performance level 1; 87% performance 

level 2, performance level 3 NE, performance level 4 NE 

The Summary of Next Steps revealed a sense of urgency in providing specific written meaningful 

feedback; ensuring all classrooms provide highly-engaging learning experiences for all students; 

adopting an effective program for school-wide behavior; reviewing Central Elementary School‘s 

Mission Statement; and focusing on increasing student engagement in learning. 

During the 2010-2011 school year Central Elementary continued to work with JBHM Educational 

Consultants. The consultants continued to work alongside the administration and teachers to 

reinforce the use of best teaching practices in the classroom. The school year also brought new 

challenges and changes. A new principal and vice-principal were employed at CES. Changes in the 

master scheduling did not allow enough time to adequately address all the components of content 

areas. Due to numerous inconsistencies in discipline and procedures, CES experienced a difficult 

year in just maintaining a positive learning environment. These struggles interfered with both 

teacher and student performance. 

For the 2009 school year Central Elementary School contracted with JBHM to work alongside with 

administration and teachers to reinforce the use of best teaching practices in the classroom with an 

emphasis on struggling learners and school improvement. Co-taught classes, in which the special 

education teacher joins the regular education teacher in the classroom to assist in providing extra 

instruction for students was implemented. Inclusion of special education students in the existing 

after school tutoring program will be executed. A school leadership team will be formed at Central 

Elementary School that includes stakeholders. Blytheville Primary School will begin implementing 

Accelerated Reader for all students to assist with comprehension. The Read Naturally program will 

be implemented to assist struggling readers with fluency and comprehension. An after school 

tutoring program will be piloted with an emphasis on student achievement in literacy. A Blytheville 

Primary School leadership team will be formed that consist of stakeholders and school staff. 

Blytheville Kindergarten Center will continue with collaboration with interventionist independently 

from the teachers. A leadership team will be established at the school including stakeholders. The 

three elementary schools will focus on changing teacher behavior to improve student performance. 

Goal All students and subgroups at Central Elementary School will meet AMO on the benchmark exams. 

Benchmark Students at CES will meet the required AMO of 60.43% in literacy and 71.66% in math in 2012 - 2013. 

Intervention: The restructuring option for CES was to appoint a new principal and vice-principal for 2010-2011 and 

to use JBHM as the school improvement specialist to provide embedded professional development for teachers and 

best practices teaching strategies, interpret and use the finding of data, and increase student performance. 

Implementation of restructuring actions will focus on academic performance, learning environment, and efficiency. 

Scientific Based Research: Marzano, Robert J. (2003) What Works in Schools – Translating Research into Action. 

ASCD Marzano, Robert J. (2003) What Works in Schools – Translating Research into Action. ASCD Zemelman, S. 

Daniels, H., Hyde. A. (1988) Best Practice—New Standard for Teaching and Learning in America’s Schools 2nd 

Edition. Gregory, Gaylel, Chapman, Carolyn. (2002) Differentiated Instructional Strategies—One Size Doesn’t Fit All 

Chapman, C., King, R. (2003) Differentiated Instructional Strategies for Reading in the Content Areas. Chapman, C., 

King, R. (2003) Differentiated Instructional Strategies for Writing in the Content Areas. Tomlinson, Carol A. (2001) 

How to Differentiate Instruction in Mixed-Ability Classrooms. 2nd Edition No Child Left Behind" and Reading 

Fluency— A Natural Fit! Read Naturally. www.readnaturally.com Bear, D.R., Invernizzi, M., Templeton, S., & 

Johnston, F. (2004). Words Their Way: Word Study for Phonics, Vocabulary, and Spelling Instruction. Upper Saddle 

River, NJ: Pearson Education, Inc. Beck, Isabel L., McKeown, M. G., & Kucan, L.(2002). Bringing Words to Life, 

Robust Vocabulary Instruction. New York, NY: The Guilford Press Dorn, L.J., French, C., & Jones, T. (1998). 

Apprenticeship in Literacy: Transitions Across Reading and Writing. York, MN: Stenhouse Publishers. Dorn, L.J., & 

Soffos, C. (2001). Scaffolding Young Writers: A Writer’s Workshop Approach. Portland, MN: Stenhouse Publishers. 

Dorn, L.J., & Soffos, C. (2001). Shaping Literate Minds: Developing Self-Regulated Learners. Portland, MN: 

43 of 50 10/11/2012 1:44 PM


Stenhouse Publishers. Fountas, I.C., & Pinnell, G.S. (2001). Guiding Readers and Writers Grade 3-6 Teaching 

Comprehension, Genre,and Content Literacy. Portsmouth, NH: Heinemann. Fountas, I.C., & Pinnell, G.S. (1996). 

Guided Reading Good First Teaching for All Children. Portsmouth, NH: Heinemann. Fountas, I.C., & Pinnell, G.S. 

(1999). Matching Books to Readers: Using Leveled Books in Guided Reading, K-3. Portsmouth, NH: Heinemann. 

Ganske, K. (2000). Word Journeys. New York, NY: The Guilford Press. Hall, S.L. (2006). I’ve DIBEL’d, Now What? 

Longmont, CO: Sopris West Educational Services. National Reading Panel. (1999). Report of the National Reading 

Panel: Teaching Children to Read. Jessup, MD: National Institute for Literacy at ED Pubs. Clay, M.M. (2002). An 

Observation Survey of Early Literacy Achievement. Portsmouth, NH: Heinemann. Armburster, B.B., Lehr, F., & 

Osborn, J. (2001). Put Reading First-The Research Building Blocks for Teaching Children to Read. Jessup, MD: 

National Institute for Literacy at ED Pubs. 

Actions 

LEARNING ENVIRONMENT (2): AIPs are posted on 

TLI and Normes. Students and parents receive a 

signed copy after recommendations for meeting 

the needs of the students have been explained. 


LEARNING ENVIRIONMENT (4): All teachers have 

professional growth plans based on strategies to 

improve student performance. The plans are 

reviewed by the principal and assistance is 

provided as needed. 



EFFICIENCY (2): CES will provide leadership 

training and facilitate the leadership team process 

for all faculty by establishing a calendar of 

leadership meetings and facilitating a process for 

all faculty, staff, and parents to contribute ideas, 

questions, and concerns for consideration. Weekly 

leadership meetings will be held on the district 

level. Data will be presented on student 

performance and the information will be shared at 

regular board meetings during academic reports. 



EFFICIENCY (3): Teachers, parents, and 

community members are a part of the ACSIP 

planning process and meet throughout the year to 

hear updates on the actions. Central Elementary 

School held an ACSIP meeting with teachers, 

parents, and community members. The Blytheville 

District Leadership Team held a Technical 

Assistance meeting on September 12, 2012 and a 

Peer Review of ACSIP on September 24, 2012. 

ACSIP Teams met with committee members on 

September 7, 2011 to discuss current year plan. 

CES met September 27, to review the submitted 

copy of plan. 


LEARNING ENVIRONMENT (5): Two regular 

education teachers and two special education 

teachers have formed two teams of co-teaching in 

math and literacy. 




ACADEMIC PERFORMANCE (2): CES and TLI will 

continue to implement an ongoing, systematic and 

coherent assessment system. All teachers will be 

required to show evidence of analyzing student 

work to inform instruction. Evidence will consist of 

teacher meetings, student work, agendas/sign in 

sheets, and a variety of collaboratively planned 

assessments. The leadership team will utilize the 

data to purchase needed resources, and improve 

instructional programs. 

Person 

Responsible 


Chanda Start: 

Walker, 07/01/2012 

Principal; End: 

Takida Jackson, 06/30/2013 


Chanda Start: 

Walker, 07/01/2012 




Chanda 

Walker, 

Principal; 

Takida Jakson, 


Chanda 

Walker, 

Principal 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Chanda Start: 

Jackson, 07/01/2012 




Chanda 

Walker, 

Principal; 

Takida 

Jackson; 


Start: 

07/01/2012 

End: 

06/30/2013 


Staff 


Staff 

Community 

Leaders 

Teachers 


Staff 

Community 

Leaders 


Teachers 


Staff 

Teachers 

Teaching Aids 


Staff 

Teachers 


Staff 

Community 

Leaders 

Teachers 

Source of 

Funds 

ACTION 

BUDGET: $ 

ACTION 

BUDGET: $ 

ACTION 

BUDGET: $ 

ACTION 

BUDGET: $ 

ACTION 

BUDGET: $ 

ACTION 

BUDGET: $ 

44 of 50 10/11/2012 1:44 PM




ACADEMIC PERFORMANCE (5): Module 

assessments are completed through TLI. NWEA is 

given in the fall and spring. Teachers use informal 

assessments daily to drive the instruction. 



LEARNING ENVIRONMENT (6): Instructional 

facilitators will continue training through the 

Crowley's Ridge Co-op. This year’s focus will be 

centered on Diane Sweeney’s "Student Centered 

Coaching" 


EFFICIENCY (4): PBIS has been implemented to 

promote positive behavior in students and build 

positive self esteem. 


EFFICIENCY (4): ISS has been revised to re-direct 

student misbehavior and dicipline problems to 

reduce the number of days of out of school 

suspension. 




ACADEMIC PERFORMANCE (6): Teachers and Paras 

will provide one on one and small group instruction 

for students not scoring proficient. Through the 

co-teaching model, students are provided more 

intense interventions in the classroom with two 

HQT teachers and two HTQ paras in the room. 


ACADEMIC PERFORMANCE (3): Assessment Walls 

are used to track student growth and progress in 

math and literacy. SWIS data is reviewed regularly 

to monitor discipline issues that might effect 

academic performance. 


Chanda Start: 

Walker; 07/01/2012 





and Mary 

Seals, 

Instructional 

Facilitators 

Start: 

07/01/2012 

End: 

06/30/2013 

Chanda Start: 

Walker, 07/01/2012 




Chanda Start: 

Walker, 07/01/2012 




Chanda 

Walker; 

Principal; 

Takida 

Jackson; 


Chanda 

Walker, 

Principal; 



Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

EFFICIENCY (1): The principal and JBHM 

Chanda Start: 

consultants will analyze focus walk data and design Walker, 07/01/2012 

intervention strategies to address classroom Principal; End: 

instruction. Five CWTs and five ILeRTS will be Takida Jackson, 06/30/2013 

completed by administrators and instructional 

facilitators per week per person. 



EFFICIENCY (5): CES participated in a Scholastic 

Audit in the spring of 2011 and Next Steps as 

suggested by the Scholastic Audit Team have been 

addressed and will be implemented during the 

2011-2012 school year. 



EFFICIENCY (5): To increase parental involvement, 

parents are invited to serve on various committees 

of the school and attend ACSIP and leadership 

meetings when possible. 



PROGRAM EVALUATION: (1) To ensure that the 

restructuring actions are implemented, the JBHM 

consultant and the principal will complete focus 

walks to monitor the integration of instructional 

strategies into the lessons, the principal will 

complete classroom observations and provide 

Chanda 

Walker, 

Principal; 

Takida Walker, 


Chanda 

Walker, 

Principal; 

Donna Bowers, 

Counselor 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Chanda Start: 

Walker, 07/01/2012 





Staff 

Teachers 


Staff 

Outside 

Consultants 

Teachers 


Staff 

Teachers 


Staff 

Teachers 



Staff 

Outside 

Consultants 

Teachers 


Staff 

Teachers 


Staff 

Teachers 


Staff 

Teachers 


Staff 


Teachers 


Staff 

Outside 

Consultants 

Teachers 

ACTION 

BUDGET: $ 

ACTION 

BUDGET: $ 

ACTION 

BUDGET: $ 

ACTION 

BUDGET: $ 

ACTION 

BUDGET: $ 

ACTION 

BUDGET: $ 

ACTION 

BUDGET: $ 

ACTION 

BUDGET: $ 

ACTION 

BUDGET: $ 

ACTION 

BUDGET: $ 

45 of 50 10/11/2012 1:44 PM


feedback to teachers, and data from assessments 

and observations will be tracked by teachers, 

principal, JBHM consultants and instructional 

facilitators. The building administrators and 

instructional facilitators will also do a minimum of 

10 CWT/ILeRTs per person per week. Data will be 

reviewed and appropriate professional 

development provided as needed. (2) Weekly 

leadership meetings will be held to review the data 

collected. Classroom focus walks will be conducted 

and the data monitored to track the 

implementation of co-teaching and best practices 

using instructional strategies. Data walls will be 

reviewed with appropriate interventions discussed. 

Building leadership members will attend the 

district leadership meetings to discuss data 

findings. (3) The data will be reviewed and 

updated regularly throughout the school year. 

Agendas and minutes will be maintained from the 

leadership and collaboration meetings. At the end 

of the year, all of the data will be reviewed and 

appropriate actions and revisions will be planned. 


ACADEMIC PERFORMANCE (4): Continue to 

implement RTI to ensure that all students have 

access to high quality instruction, and that 

struggling learners are identified, supported, and 

served early and effectively. RTI teams will be 

developed based on student needs and the team 

will document the progress on the student's AIP. 

The team will answer the four guiding questions in 

determining the intervention: Problem 

Identification--What is the Problem? Problem 

Analysis--Why is it occurring? Intervention 

Design—What are we going to do about it? 

Response to Intervention—Is it working? 



LEARNING ENVIRONMENT (3): Professional 

development was held in the fall to review test 

data and to discuss ways to close the achievement 

gap with the subgroups not making AMO. 




ACADEMIC PERFORMANCE (1): Teachers will work 

collaboratively to develop performance tasks and 

assessments to measure progress toward 

standards. Collaborative planning time will focus 

on using and developing rubrics as well as 

analyzing student work. After analysis, teachers 

will maintain documentation of student work that 

meets standards. The leadership team will utilize 

the data to purchase resources and improve 

instructional programs. Total Instructional 

Alignment documents will ground instruction and 

provide a basis for the teachers to work 

collaboratively. The content and sequence of a fully 

aligned curriculum will promote mastery of 

learning as well as eliminate gaps and overlaps. 



EFFICIENCY (5): Central's ACSIP is a three year 

plan. 

Chanda Start: 

Walker, 07/01/2012 




Chanda Start: 

Walker, 07/01/2012 




Chanda 

Walker, 

Principal 

Chanda 

Walker, 

Principals 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 


Staff 

Teachers 


Staff 

Teachers 


Staff 

Outside 

Consultants 

Teachers 

ACTION 

BUDGET: $ 

ACTION 

BUDGET: $ 

ACTION 

BUDGET: $ 

ACTION 

BUDGET: $ 

46 of 50 10/11/2012 1:44 PM


ACADEMIC PERFORMANCE: Through the use of 

teacher goal sheets, feedback will be provided 

within seventy-two hours of obersavation. Monthly 

feedback from CWT's on weak areas will be used to 

improve instruction and guide professional 

development. Scholastic Audit- Standard 3: 

Academic Performance page 20 of 79. 


LEARNING ENVIRONMENT: To improve student 

achievement and behavioral expectations, 

professional development will be provided for all 

teachers on the effective use of Marzano's High 

Yield Strategies, the use of Bloom's Taxonomy, and 

book studies. Scholastic Aduit-Standard 6: 

Learning Environment page 39 of 79. 





LEARNING ENVIRONMENT: PBIS will be used as a 

universal tool to manage behavior implemented by 

using assertive discipline in each classroom. 

Documentation of the assertive discipline plan 

monitors the intergrity with which PBIS is 

implemented. Scholastic Audit- Standard 4: 

Learning Environment page 28 of 79. 



EFFICIENCY: Through PTO and Parent/Teacher 

Conferences, CES parents, staff, and the 

community will review and provide feedback of the 

school's Mission Statement. Scholastic Audit- 

Standard 9: Efficiency page 60 of 79. 



LEARNING ENVIRONEMENT: During weekly 

collaboration and afterschool team meetings on 

going professional development will be provided on 

High Yield Strategies, Learning Styles and 

Differentiated Instruction. Scholastic Aduit- 

Standard 6: Learning Environment page 39 of 79. 




LEARNING ENVIRONMENT: 2011 school year begin 

with the semi-departmentalization of fourth grade 

with each teacher being responsible for teaching 

two to three content areas. Scholastic Aduit- 

Standard 4: Learning Environment page 28 of 79. 


Chanda 

Walker, 

Principal 

Mary Seals and 

Linda Williams, 

Instructional 

Facilitators 



Olivia 

Blankenship 

and Angela 

Menne, 

Teachers 


Vice Principal 

Mary Seals and 

Linda Williams, 

Instructional 

Facilitators 

Chanda 

Walker, 

Principal 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 


Staff 

Teachers 


Staff 

Teachers 

Teaching Aids 


Staff 

Teachers 


Staff 


Community 

Leaders 


Teachers 

Teachers 


Staff 

Teachers 

ACTION 

BUDGET: $ 

ACTION 

BUDGET: $ 

ACTION 

BUDGET: $ 

ACTION 

BUDGET: $ 

ACTION 

BUDGET: $ 

ACTION 

BUDGET: $ 


Intervention: 45-60 Day Plan 

Scientific Based Research: 

Actions 

Professional development will be provided in three 

week intervals for all teachers on the effective use 

of Robert Marzano’s High Yield Strategies, starting 

with similarities and differences. 



Person 

Responsible 

Chanda 

Walker, 

Principal 


Start: 

07/01/2012 

End: 

06/30/2013 


Staff 

Teachers 

Source of 

Funds 

ACTION 

BUDGET: $ 

47 of 50 10/11/2012 1:44 PM


A certified reading interventionist has been 

employed at Central Elementary to help identify 

and remediate struggling learners. 


Data from NWEA and Benchmark was gathered by 

the interventionist, instructional facilitator and the 

teachers to identify struggling learners in 3rd and 

4th grade literacy. Students identified as not 

meeting proficiency based on NWEA was divided 

into three distinct groups. Deficit areas have been 

identified using NWEA DesCartes. The 

interventionist will service the top basic students 

for four to six weeks using Read Naturally. 

Students mastering deficit area will be rotated out 

and others moved in. Paraprofessionals will work 

with the second highest group of students using 

Zoom In and teachers will use Focus, resources 

from Curriculum Associates. 


Data from NWEA was gathered by the instructional 

facilitator and the teachers to identify struggling 

learners in 3rd and 4th grade math. Students 

identified as not meeting proficiency based on 

NWEA was divided into two distinct groups. Deficit 

areas were identified using NWEA DesCartes. The 

paraprofessionals serviced the top basic students 

for four to six weeks using Arkansas Buckle Down. 

Students that mastered deficit areas were rotated 

out and others moved in. Teachers will use 

Renaissance Math Facts in a Flash. 


Based on data from NWEA, STAR Reading/Math and 

DIBELS, students identified as Tier I that did not 

progressing at the expected rate of the general 

education classroom was referred for Tier II. Those 

students in Tier II received additional intensified 

instruction in literacy and math prescribed by the 

intervention team and was implemented by 

paraprofessionals and other support staff. 



Chanda 

Walker, 

Principal 

Linda 

Williams, 

Literacy 

Instructional 

Facilitator 

Mary Seals, 

Math 

Instructional 

Facilitator 

Kroillene 

Flanigan, 

Counselor 

EVALUATION: Data from Ilerts and CWTs will Chanda 

determine amount of growth in implementation of Walker, 

effective teaching stragegies. STAR Reading and Principal 

STAR Math will be used as formative assessments 

to determine student growth and review of data will 

assist in determinging next steps. 


Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 


Staff 

Teachers 


Staff 

Computers 

Performance 

Assessments 

Teachers 


Staff 

Computers 

Teachers 


Staff 

Teachers 


Staff 

Outside 

Consultants 

Teachers 

ACTION 

BUDGET: $ 

ACTION 

BUDGET: $ 

ACTION 

BUDGET: $ 

ACTION 

BUDGET: $ 

ACTION 

BUDGET: $ 


Planning Team 

Classification Name Position Committee 

Aquanetta Featherson Paraprofessional Math 

Avonne Marshall Computer Lab/Math Math 

Debra Stout Computer Lab/Literacy Literacy 

Loretta McKissic Paraprofessional Math 

TaKida Jackson Vice-Principal Building/District Steering Committee (I&V) 

Tasha Jackson Secretary Literacy/Math 

Toria Gibson Clerk Literacy/Math 

Virginia Richardson 

(Title I) 

Paraprofessional, ISS Math 

Classroom Teacher Ashley Whitley 4th Grade Teacher Literacy 

Classroom Teacher Carlecia Gentry Teacher Literacy 

48 of 50 10/11/2012 1:44 PM


Classroom Teacher Courtney Flood 3rd Grade Teacher Literacy 

Classroom Teacher Diann Jones 3rd Grade Teacher Literacy 

Classroom Teacher Felicia Ashabranner 3rd Grade Teacher Math 

Classroom Teacher Jacqueline Smith 3rd Grade Teacher Math 

Classroom Teacher Kristy Clark Special Education Math 

Classroom Teacher Libby Thompson 4th Grade Teacher Math 

Classroom Teacher Maria Neal 4th Grade Teacher Literacy 

Classroom Teacher Olivia Blankenship 4th Grade Teacher Math 

Classroom Teacher Pamela Bradley 3rd Grade Teacher Literacy 

Classroom Teacher Regina Merriweather 3rd Grade Teacher Math 

Classroom Teacher Roberta Young 4th Grade Teacher Math 

Classroom Teacher Robin Thomas 3rd Grade Teacher Literacy 

Classroom Teacher Sandra Davis 4th Grade Teacher Math 

Classroom Teacher Shannon Perkins Gifted and Talented Literacy 

Classroom Teacher Sonja Haney 3rd Grade Teacher Literacy 

Classroom Teacher Tacie Fulling 3rd Grade Teacher Math 

Classroom Teacher Tynga Coleman 3rd Grade Teacher Math 

Classroom Teacher Veretta Jones 4th Grade Teacher Literacy 

District-Level Professional David Cooke Director of Public Relations District Steering Committee (IV-A) 

District-Level Professional Jean Cole 

Director of Special Education/ Title I 

Director 

District/Building Steering Committee (VI-B) 

District-Level Professional Jeanette Nolden School Nurse Literacy/Math 

District-Level Professional Kris Williams District Technology Director District Steering Committee 

District-Level Professional Richard Atwill Superintendent District Steering Committee 

District-Level Professional Sandy Hughey 

Non-Classroom Professional 

Staff 


Staff 


Staff 


Staff 


Staff 


Staff 


Staff 


Staff 


Staff 


Staff 


Staff 


Staff 


Staff 


Staff 


Staff 


Staff 


Staff 

Director of Curriculum (II-A, II-D, V, 

VI) 

Angela Menne Art Teacher Literacy 

Ashley Clay Paraprofessional Literacy 

Camille Bragg Paraprofessional Math 

Cathy Brown Paraprofessional Literacy 

Chaudhury Panda Paraprofessional Literacy 

Christine Orr Special Education Literacy 

Deanna Echols Paraprofessional Literacy 

Debra Hicks Special Education Math 

Debra Patterson Special Education Literacy 

Diane Wimbley Paraprofessional (Title I) Literacy 

Dorothy Young Paraprofessional Literacy 

Felicia Redditt, ISS Paraprofessional Math 

District Steering Committee (I and V) 

Joann Carroll Librarian/Media Specialist Building Steering Committee (I&V) 

Julie Ponce English Learner Literacy 

Korillene Flanigan Counselor Literacy 

Linda Williams Literacy Coach/ASCIP Chairperson 

Marilyn McNear Music Teacher Math 

Literacy Chairperson (I&V)Building/District 

Steering 

49 of 50 10/11/2012 1:44 PM



Staff 


Staff 


Staff 


Staff 


Staff 


Staff 


Staff 


Staff 

Mary Seals Math Coach/ACSIP Chairperson 

Mitch Fryer Behavior Interventionist Math 

Paula Pitts Motor Skills Teacher Math 

Shenia Culp Literacy Interventionist Literacy 

Tavyn Smith Paraprofessional Math 

Terri Askue 3rd Grade Special Education Literacy 

Tobia Robinson (Title 

VI-B) 

Paraprofessional Math 

Tracey Edwards Paraprofessional Literacy 

Math Chairperson/Building /District 

Streering 

Parent Chaudhury Panda Parent 

Federal Programs Advisory Committee 

(I&V) 

Principal Chanda Walker Principal Building Steering Committee 

50 of 50 10/11/2012 1:44 PM

Central Elementary School - Blytheville Public Schools

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