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School Plan - Blytheville Public Schools

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ACSIP http://acsip.state.ar.us/cgi-bin/index.cgi?rm=report_acsip<br />

<strong>School</strong> <strong>Plan</strong><br />

Print Version<br />

BLYTHEVILLE PRIMARY SCHOOL<br />

1103 Byrum Road, <strong>Blytheville</strong>, AR 72315<br />

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Arkansas Comprehensive <strong>School</strong> Improvement <strong>Plan</strong><br />

2012-2013<br />

Our school's purpose is to educate all students to the proficient level focusing on literacy and mathematics<br />

and develop working skills in technology, while nurturing positive growth in social/emotional behaviors<br />

and attitudes. We accept the responsibility to teach all children.<br />

Grade Span: K-2 Title I: Title I <strong>School</strong>wide <strong>School</strong> Improvement: SI_6<br />

Table of Contents<br />

Priority 1: Literacy<br />

Goal: Kindergarten students will demonstrate an improvement in their ability to identify letters with automaticity,<br />

apply letter sound relationships and sucessfully segment/blend words phonetically.<br />

All first and second grade students will demonstrate an improvement in their vocabulary and listening skills which will<br />

contribute to an improvement of their reading strategies. A specific emphasis will be placed on multiple-choice literary,<br />

practical open response, and writing content and style. <strong>Blytheville</strong> Primary <strong>School</strong> is a feeder school for Central<br />

Elementary <strong>School</strong>.<br />

Priority 2: Mathematics<br />

Goal: Kindergarten students will demonstrate an improvement in their ability to use one-to-one correspondence<br />

through counting collections and will develop automaticity in number fluency.<br />

First grade will focus on Algebraic Concepts (solving number sentences, understanding numerical patterns, use<br />

operational symbols, and number sentences to model situations). Second grade will focus on Number Properties and<br />

Operations (place value, estimating numbers, comparing numbers, ordering numbers, and creating/interpreting<br />

representation of numbers.<br />

Priority 3: Special Education Non-Academic Area<br />

Goal: During the 2012-2013 , BPS will continue to monitor the number of out of school suspensions/expulsions<br />

(discipline) of special education students.<br />

Priority 4: Wellness<br />

Goal: All students at the <strong>Blytheville</strong> Primary <strong>School</strong> will receive instruction on how to make good choices to live a<br />

healthy lifestyle through exercise, proper nutrition, and good health habits.<br />

Priority 5: Positive <strong>School</strong> Climate<br />

Goal: <strong>Blytheville</strong> Primary <strong>School</strong> will actively engage parents and community leaders to form partnerships with the<br />

administrative staff, teachers, and students, resulting in fewer discipline referrals and a more positive school climate.<br />

Priority 6: English Language Learners<br />

Goal: All English Language Learner students will demonstrate an improvement in their knowledge of vocabulary<br />

words which will directly impact their comprehension skills and increase their FEP (Fully English Proficient) score in<br />

listening, speaking, reading, and writing.<br />

Priority 7: Scholastic Audit<br />

Goal: The combined population and all subpopulations at Central Elementary <strong>School</strong> will meet AMO on the<br />

benchmark exams.<br />

Priority 1:<br />

Kindergarten students will improve their literacy skills by demonstrating an improvement in reading<br />

strategies in the areas of phonemic awareness, phonics, fluency, vocabulary, and comprehension.<br />

First and second grade students will improve their literacy skills by demonstrating an improvement in<br />

reading strategies in the areas of phonemic awareness, phonics, fluency, vocabulary, and comprehension.<br />

All students at <strong>Blytheville</strong> Primary <strong>School</strong> will also show an improvement in writing skills and processes.<br />

This improvement will result in more prepared students and will ultimately result in improved test scores<br />

in the upper grades.<br />

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ACSIP http://acsip.state.ar.us/cgi-bin/index.cgi?rm=report_acsip<br />

Supporting<br />

Data:<br />

1.<br />

2.<br />

3.<br />

4.<br />

5.<br />

Central Elementary <strong>School</strong> is a Needs Improvement <strong>School</strong>, because we did not meet performance<br />

or growth Annual Measurable Objectives (AMOs) for all students and Targeted Achievement Gap<br />

Group (TAGG). Literacy 2012 performance is 68.26, 2012 AMO is 60.43 therefore Literacy if<br />

classified as Achieving. 2012 ESEA AMOs Literacy Performance<br />

68.26% of All Students<br />

68.26% of TAGG<br />

65.23% of African American Students<br />

78.95% of Caucasian Students<br />

68.26% of Econ. Disadvantaged Students<br />

19.15% of Students with Disabilities<br />

71.43% of Hispanic<br />

66.67% of ELL<br />

2012 ESEA AMO”s Literacy Growth<br />

84.51% of All Students<br />

84.51% of TAGG<br />

82.93% of African American Students<br />

87.18% of Caucasian Students<br />

84.51% of Econ. Disadvantaged Students<br />

57.14% of Students with Disabilities<br />

3rd grade Benchmark 2011<br />

Central Elementary <strong>School</strong> is in State Directed (SD)-6 because the students did not meet AYP in<br />

literacy and math. A three year plan has been submitted for the struggling learners.<br />

Percent of Students Scoring Proficient/Advanced:<br />

52% of Combined Students<br />

67% of African American Students<br />

70% of Caucasian Students<br />

52% of Econ. Disadvantaged Students<br />

10% of Students with Disabilities<br />

The weakest areas in reading for Combined Population, African American, Caucasian, Economically<br />

Disadvantaged, and Students with Disabilities were Literary and Content Passage Multiple Choice<br />

and Practical Passage Open Response. The weakest area in writing for all subpopulations is writing<br />

content and style.<br />

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

50% of Combined Students<br />

44% of African American Students<br />

76% of Caucasian Students<br />

50% of Econ. Disadvantaged Students<br />

0% of Students with Disabilities<br />

The weakest areas in reading for Combined Population, African American, Caucasian, Economically<br />

Disadvantaged, and Students with Disabilities were Practical Passage Multiple -Choice and Practical<br />

Open Response. The weakest area in writing for all subpopulations is writing content and style<br />

During the spring of 2012, all first and second graders took the Iowa Test of Basic Skills (ITBS).<br />

This is the second year for students to participate in this testing. First grade students scored: 44%<br />

on Total Reading and 38% on Total Language. According to the test results, 34.7% of all first<br />

grader scored at or above proficient in Total Reading and 35.6% in Total Language. The weakest<br />

area is Vocabulary and Grammar.<br />

Second grade students scored 29% on Total Reading and 23% in Total Language. According to the<br />

test results, 28.6% of all second graders scored at or above proficient in Total Reading and 14.9%<br />

in Total Language. The weakest area is Vocabulary and Grammar.<br />

(Kdgn)Iowa Test of Basic Skills for Spring 2011: Percentage of Students Scoring At/Above the 50th<br />

Percentile Level: READING:<br />

84.0% of Combined Population<br />

84.0% of African American Students<br />

75.0% of Hispanic Students<br />

97.4% of Caucasian Students<br />

72.0% of SI Students<br />

LANGUAGE:<br />

80.0% of Combined Population<br />

81.9% of African American Students<br />

87.5% of Hispanic Students<br />

94.9% of Caucasian Students<br />

72.0% of SI Students<br />

VOCABULARY:<br />

44.0% of Combined Population<br />

38.4% of African American Students<br />

50.0% of Hispanic Students<br />

74.4% of Caucasian Students<br />

24.0% of SI Students<br />

The item analysis summary for this assessment indicates that the combined population of students<br />

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ACSIP http://acsip.state.ar.us/cgi-bin/index.cgi?rm=report_acsip<br />

6.<br />

scored the lowest on reading words using picture cues which was at 45%. Several percentages<br />

below this cluster was the vocabulary portion of the test that had a 47% which is normally one of<br />

our lowest performing areas. However, no solid conclusive results can be obtained from the<br />

standardized test data due to the fact that we have not taken the same test for 3 years in a row.<br />

During the 2011-2012 school year, we will focus on professional development and material<br />

purchases that support the implementation of the six thematic units of Common Core.<br />

Iowa Test of Basic Skills was given to all first grade in the Spring 2011:<br />

Percentage of Students Scoring At/Above the 50th Percentile Level:<br />

READING:<br />

28.9% of Combined Population<br />

25.4% of African American Students<br />

18.8% of Hispanic Students<br />

44.2% of Caucasian Students<br />

25.0% of SI Students<br />

LANGUAGE:<br />

38.9% of Combined Population<br />

33.6% of African American Students<br />

31.3% of Hispanic Students<br />

60.5% of Caucasian Students<br />

0.0% of SI Students<br />

VOCABULARY:<br />

21.5% of Combined Population<br />

18.3% of African American Students<br />

6.3% of Hispanic Students<br />

37.2% of Caucasian Students<br />

25.0% of SI Students<br />

The item analysis summary for this assessment in 1st grade indicates that the combined<br />

population of students scored the lowest on Analysis and Generalization in Story Comprehension<br />

(24%).<br />

Iowa Test of Basic Skills was given to all second grade in the Spring 2011:<br />

Percentage of Students Scoring At/Above the 50th Percentile Level:<br />

READING:<br />

22.6% of Combined Population<br />

18.3% of African American Students<br />

0.0% of Hispanic Students<br />

36.1% of Caucasian Students<br />

12.5% of SI Students<br />

LANGUAGE:<br />

18.2% of Combined Population<br />

14.3% of African American Students<br />

0.0% of Hispanic Students<br />

32.9% of Caucasian Students<br />

12.5% of SI Students<br />

VOCABULARY:<br />

17.8% of Combined Population<br />

12.6% of African American Students<br />

0.0% of Hispanic Students<br />

34.0% of Caucasian Students<br />

0.0% of SI Students<br />

The item analysis summary for this assessment in 2nd grade indicates the combined population of<br />

students scored the lowest on Verbs in the Vocabulary section (9%). The vocabulary portion of the<br />

test contiinues to be the lowest performing area for 1st and 2nd grades.<br />

Metropolitan8 was given in the Spring of 2010 for kindergarten. The percentage of kindergarten<br />

students Scoring At/Above the National 50th PR:<br />

50% of Combined Population<br />

100% of Asian/Pacific Islander Students<br />

46% of African American Students<br />

40% of Hispanic Students<br />

68% of Caucasian Students<br />

29% of IEP Students<br />

The item analysis summary for this assessment indicated that the combined population of students<br />

scored the lowest on ending consonant sounds. This test cluster required the students to match a<br />

given word to the picture of an object that ended with the same consonant sound(s). 40% of our<br />

students scored below average.<br />

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7.<br />

8.<br />

9.<br />

During the spring of 2010, all first and second grade students took the SAT10 exam. This was the<br />

third year for students to participate in this testing. First grade students scored: 30.4% on Reading<br />

Comprehension<br />

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

From the subskills or skill clusters reported, the weakest areas in first grade were informational<br />

content and text characteristics.<br />

Second grade students scored:<br />

24.4% on Reading Comprehension According to test results:<br />

17.0% of all second graders scored at or above proficient.<br />

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

fix-up strategies and literary skills.<br />

DIBELS Assessments for kindergarten for the 2011-2012 school year:<br />

BEGINNING OF YEAR ASSESSMENTS:<br />

66% students met DIBELS LNF benchmark<br />

MIDDLE OF YEAR ASSESSEMENTS:<br />

92% students met DIBELS LNF benchmark<br />

82% students met DIBELS PSF benchmark<br />

92.5% students met DIBELS NWF benchmark<br />

END OF YEAR ASSESSMENTS:<br />

89% students met DIBELS LNF benchmark<br />

93% students met DIBELS PSF benchmark<br />

84% students met DIBELS NWF benchmark<br />

After analyzing the data, it was determined that benchmark assessments given at the end of<br />

September rather than in August as in previous years shows a more accurate assessment of a<br />

student's beginning year knowledge. Overall, scores in all subtests for the whole school year<br />

showed a slight gain from the previous year's subtest percentages. In 2011-2012, 89% of students<br />

met the LNF benchmark score compared to 84% the previous year; 93% of students met the PSF<br />

benchmark score compared to 91% the previous year. The percentage of students meeting the<br />

NWF benchmark score remained at 84% for both years.<br />

After reviewing the portfolios which include DIBELS, we have found the following:<br />

In first grade, the 2011-2012 literacy assessments indicate that students have made gains in the<br />

area of Phoneme Segmentation Fluency (81% proficient at the beginning compared to 97%<br />

proficient at the end of the year). Data indicates that the area of weakness is Oral Reading Fluency<br />

(63% proficient at the middle of the year compared to 60% proficient at the end of the year).<br />

In second grade, the 2011-2012 data indicates that the area of weakness was Oral Reading Fluency<br />

(53% proficient at the beginning of the year compared to 29% proficient at the end of the year).<br />

DIBELS Assessments for kindergarten for the 2010-2011 school year:<br />

BEGINNING OF YEAR ASSESSMENTS:<br />

74% students met DIBELS LNF benchmark<br />

MIDDLE OF YEAR ASSESSEMENTS:<br />

85% students met DIBELS LNF benchmark<br />

78% students met DIBELS PSF benchmark<br />

89% students met DIBELS NWF benchmark<br />

END OF YEAR ASSESSMENTS:<br />

84% students met DIBELS LNF benchmark<br />

91% students met DIBELS PSF benchmark<br />

84% students met DIBELS NWF benchmark<br />

After analyzing the data, it was determined that benchmark assessments given at the end of<br />

September rather than in August as in previous years shows a more accurate assessment of a<br />

student's beginning year knowledge. Overall, scores in all subtests for the whole school year<br />

showed a slight gain from the previous year's subtest percentages. In 2010-2011, 84% of students<br />

met the LNF benchmark score compared to 81% the previous year; 91% of students met the PSF<br />

benchmark score compared to 90% the previous year. The percentage of students meeting the<br />

NWF benchmark score remained at 84% for both years<br />

After reviewing the portfolios which include DIBELS, we have found the following:<br />

In first grade, the 2010-2011 literacy assessments indicate that students have made gains in the<br />

area of Phoneme Segmentation Fluency (89% proficient at the beginning compared to 95%<br />

proficient at the end of the year) and Nonsense Word Fluency (78% proficient at the beginning<br />

compared to 83% at the end of the year.) Data indicates that the area of weakness is Oral Reading<br />

Fluency (59% proficient at the middle of the year compared to 53% proficient at the end of the<br />

year).<br />

In second grade, the 2010-2011 data indicates that the area of weakness was Oral Reading Fluency<br />

(52% proficient at the beginning of the year compared to 51% proficient at the end of the year).<br />

DIBELS Assessments for kindergarten for the 2009-2010 school year:<br />

BEGINNING OF YEAR ASSESSMENTS:<br />

71% students met DIBELS LNF benchmark<br />

MIDDLE OF YEAR ASSESSEMENTS:<br />

82% students met DIBELS LNF benchmark<br />

66% students met DIBELS PSF benchmark<br />

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ACSIP http://acsip.state.ar.us/cgi-bin/index.cgi?rm=report_acsip<br />

Goal<br />

Benchmark<br />

10.<br />

11.<br />

12.<br />

80% students met DIBELS NWF benchmark<br />

END OF YEAR ASSESSMENTS:<br />

81% students met DIBELS LNF benchmark<br />

90% students met DIBELS PSF benchmark<br />

84% students met DIBELS NWF benchmark<br />

After analyzing the data, it was determined that benchmark assessments given at the end of<br />

September rather than in August as in previous years shows a more accurate assessment of a<br />

student's beginning year knowledge. Overall, scores in all subtests remained consistent with the<br />

previous year's overall percentages. Letter Naming Fluency skills remained the weakest of the three<br />

subtests.<br />

After reviewing the portfolios which include DIBELS, we have found the following:<br />

In first grade, the 2009-2010 literacy assessments indicate that students have made gains in the<br />

area of Phoneme Segmentation Fluency (94% proficient at the beginning compared to 97%<br />

proficient at the end of the year.) Data indicates that the areas of weakness are Nonsense Word<br />

Fluency (91% proficient at the beginning of the year and 85% proficient at the end of the year) and<br />

Oral Reading Fluency (68% proficient at the middle of the year compared to 58% proficient at the<br />

end of the year).<br />

In second grade, the 2009-2010 data indicates second grade students made gains in Nonsense<br />

Word Fluency (78% proficient at the beginning of the year compared to 100% at the end of the<br />

year). Data also indicates that the area of weakness was Oral Reading Fluency (61% proficient at<br />

the beginning of the year compared to 47% proficient at the end of the year).<br />

<strong>Blytheville</strong> Primary <strong>School</strong> participated in a Scholastic Audit in 2010-2011. The data is in the<br />

restructuring section.<br />

<strong>Blytheville</strong> Primary <strong>School</strong> is a feeder school for Central Elementary <strong>School</strong>. Using data from AS-IS<br />

and NORMES, the average daily attendance for Central Elementary <strong>School</strong> was 94.83% in<br />

2009-2010, and 94.83% in 2010-2011, and 95% in 2011-2012.<br />

<strong>Blytheville</strong> Primary is a Needs Improvement <strong>School</strong> as a feeder school for Central Elementary<br />

<strong>School</strong>. Our academic growth will continue to impact the efforts of the students at Central<br />

Elementary <strong>School</strong> to help maintain and exceed the standards for achievement as determined by<br />

the State Department of Education’s measurement tool.<br />

Kindergarten students will demonstrate an improvement in their ability to identify letters with<br />

automaticity, apply letter sound relationships and sucessfully segment/blend words phonetically.<br />

All first and second grade students will demonstrate an improvement in their vocabulary and listening<br />

skills which will contribute to an improvement of their reading strategies. A specific emphasis will be<br />

placed on multiple-choice literary, practical open response, and writing content and style. <strong>Blytheville</strong><br />

Primary <strong>School</strong> is a feeder school for Central Elementary <strong>School</strong>.<br />

By the end of the 2012-13 school year, students will achieve the state mandated AMO of 60.43% in<br />

literacy. Currently, 68.26% of all students are scoring proficient or above.<br />

Intervention: ACADEMIC PERFORMANCE: Implementation of literacy based on Common Core standards in all<br />

classrooms while promoting the use of Early Literacy Learning in Arkansas (ELLA) and Effective Literacy for Grades<br />

2-4 (ELF) strategies, providing technology for enhanced learning, and encouraging parental involvement in literacy<br />

activities.<br />

Scientific Based Research:<br />

Armbruster, B.B, Lehr, F., & Osborn, J.M. (2003). Put Reading First: The Research Building Blocks for Teaching<br />

Children to Read. Jessup, MD: National Institute for Literacy at ED Pubs.<br />

Bear, D.R., Invernizzi, M., Templeton, S., & Johnston, F. (2004). Words Their Way: Word Study for Phonics,<br />

Vocabulary, and Spelling Instruction. Upper Saddle River, NJ: Pearson Education, Inc.<br />

Beck, Isabel L., McKeown, M. G., & Kucan, L.(2002). Bringing Words to Life, Robust Vocabulary Instruction. New<br />

York, NY: The Guilford Press<br />

Diller, Debbie. (2007). Practice with purpose. Stenhouse Publisher<br />

Dorn, L.J., French, C., & Jones, T. (1998). Apprenticeship in Literacy: Transitions Across Reading and Writing. York,<br />

MN: Stenhouse Publishers.<br />

Dorn, L.J., & Soffos, C. (2001). Scaffolding Young Writers: A Writer’s Workshop Approach. Portland, MN: Stenhouse<br />

Publishers.<br />

Clay, M.M. (1993). An observation survey of early literacy achievement. Auckland, N.Z.:Heinemann.<br />

Clay, M.M. (2005). Literacy Lessons: Part One. Portsmouth, NH: Heinemann.<br />

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ACSIP http://acsip.state.ar.us/cgi-bin/index.cgi?rm=report_acsip<br />

Clay, M.M. (2005). Literacy Lessons: Part Two. Portsmouth, NH: Heinemann.<br />

Dorn, L.J., French, C., & Jones, T. (1998). Apprenticeship in literacy: Transitions across reading and writing. York,<br />

MN: Stenhouse Publishers.<br />

Dorn, L.J., & Soffos, C. (2001). Scaffolding young writers: A writer's workshop approach. Portland, MN: Stenhouse<br />

Publishers.<br />

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

Stenhouse Publishers.<br />

Fountas, I.C., & Pinnell, G.S. (2001). Guiding Readers and Writers Grade 3-6 Teaching Comprehension, Genre,and<br />

Content Literacy. Portsmouth, NH: Heinemann.<br />

Fountas, I.C., & Pinnell, G.S. (1999). Matching Books to Readers: Using Leveled Books in Guided Reading, K-3.<br />

Portsmouth, NH: Heinemann.<br />

Ganske, K. (2000). Word Journeys. New York, NY: The Guilford Press.<br />

Hall, S.L. (2006). I’ve DIBEL’d, Now What? Longmont, CO: Sopris West Educational Services.<br />

Harvey, Stephanie & Goudvis, Anne. (2007). Strategies that work, second ed. Stenhouse Publishers<br />

Henson, Will Psy. D. (2008). Behavior Support Strategies for Education Paraprofessionals.<br />

McCarrier, A., Pinnell, G.S., & Fountas, I.C. (2000). Interactive Writing: How Language & Literacy Come Together,<br />

K-2. Portsmouth, NH: Heinemann.<br />

National Reading Panel. (1999). Report of the National Reading Panel: Teaching Children to Read. Jessup, MD:<br />

National Institute for Literacy at ED Pubs.<br />

NIS, Inc. (2007). Building readers. The Parent Institute<br />

Noble, Marylee. (2001). Arkansas <strong>School</strong> Sees <strong>School</strong>wide Improvements in Reading Achievement Pulaski Academy,<br />

Little Rock, Arkansas (AR). Renaissance Independent Research.<br />

Parkes, B. (2000). Read it again! Revisiting shared reading. Portland, ME: Stenhouse Publishers.<br />

Preuss, Paul. (2003). Root cause analysis. Eye on education.<br />

Actions<br />

(1-2)PROFESSIONAL<br />

DEVELOPMENT/INSTRUCTION FROM<br />

HQT/MAINTAINING<br />

HQT/COLLABORATION: Utilize 1@ 1.0<br />

FTE(Anita Self)on-site literacy<br />

instructional facilitator. Teachers will<br />

receive modeling of the components as<br />

needed, and continuous support all year.<br />

Teachers will also be assisted in<br />

analyzing data, planning lessons and the<br />

use of the Common Core Units. Materials<br />

will be ordered to support literacy<br />

instruction in the classrooms based on<br />

Common Core standards, promoting the<br />

use of Early Literacy Learning in<br />

Arkansas (ELLA) and Effective Literacy<br />

for Grades 2-4 (ELF) strategies,<br />

providing technology for enhanced<br />

learning, and encouraging parental<br />

involvement in literacy activities.<br />

Action Type: Collaboration<br />

Action Type: Professional Development<br />

Action Type: Technology Inclusion<br />

Action Type: Title I <strong>School</strong>wide<br />

Person<br />

Responsible<br />

Gregg<br />

Yarbrough,<br />

Principal<br />

Timeline Resources Source of Funds<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

Computers<br />

Teachers<br />

Title I -<br />

Materials &<br />

Supplies:<br />

PD<br />

(State-223)<br />

- Materials<br />

& Supplies:<br />

NSLA<br />

(State-281)<br />

- Materials<br />

& Supplies:<br />

$7500.00<br />

$2000.00<br />

$7500.00<br />

NSLA<br />

(State-281)<br />

$11501.00<br />

- Employee<br />

Benefits:<br />

NSLA<br />

(State-281)<br />

$47919.00<br />

- Employee<br />

Salaries:<br />

ACTION<br />

BUDGET:<br />

$76420<br />

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(1-2)PROFESSIONAL DEVELOPMENT:<br />

The school district will provide<br />

opportunities for summer professional<br />

development on literacy/math and other<br />

appropriate topics such as but not<br />

limited to developing Common Core<br />

Units for math and literacy so students<br />

can achieve in literacy and math.<br />

Action Type: Collaboration<br />

Action Type: Professional Development<br />

Action Type: Title I <strong>School</strong>wide<br />

Special education resource students will<br />

receive literacy instruction in the regular<br />

education classroom with<br />

accommodations.<br />

Action Type: Equity<br />

Action Type: Special Education<br />

Action Type: Title I <strong>School</strong>wide<br />

Gregg<br />

Yarbrough,<br />

Principal<br />

Rebecca<br />

Langston, Sp.<br />

Ed. Teacher<br />

(1-2) COLLABORATION: To improve Anita Self,<br />

student outcomes in literacy, cross grade Literacy<br />

level meetings will be held to determine Instructional<br />

any gaps or redundancies in the<br />

Facilitator<br />

curriculum and vertical alignment.<br />

Action Type: Alignment<br />

Action Type: Collaboration<br />

Action Type: Title I <strong>School</strong>wide<br />

(1-2)TIMELY AND EFFECTIVE<br />

REMEDIATION/NEEDS ASSESSMENT:<br />

Utilize 8 @ 1.0 FTE highly qualified<br />

paraprofessionals to provide individual<br />

and small group instruction under the<br />

supervision of the classroom teacher to<br />

students who exhibit low academic skills<br />

to promote proficiency in math and<br />

literacy.<br />

Utilize 1 @1.0 additional FTE(Shirley<br />

Russell) highly qualified<br />

paraprofessionals under the supervision<br />

of the literacy instructional facilitators as<br />

intensive interventionists to provide<br />

focused small group instruction to<br />

students who exhibit low academic<br />

literacy skills to promote proficiency.<br />

Action Type: Collaboration<br />

Action Type: Equity<br />

Action Type: Title I <strong>School</strong>wide<br />

(1-2) Teachers will administer a series of<br />

literacy pre and post tests including<br />

DIBELS Next, STAR Early Literacy, and<br />

STAR Reading to determine strengths<br />

and weaknesses in the aligned<br />

curriculum. Professional development<br />

needs for the upcoming school year will<br />

be determined after the analysis of the<br />

post tests.<br />

Action Type: Alignment<br />

Action Type: Collaboration<br />

Action Type: Professional Development<br />

Action Type: Technology Inclusion<br />

(1-2) Use portfolios for teachers to<br />

create an assessment portfolio for each<br />

individual student. Included in the<br />

portfolios will be results of the Dynamic<br />

Indicators of Basic Early Literacy Skills<br />

(DIBELS Next) benchmark assessments,<br />

STAR Early Literacy, and STAR Reading<br />

tests that are given at appropriate<br />

Gregg<br />

Yarbrough,<br />

Principal<br />

Anita Self,<br />

Literacy<br />

Instructional<br />

Facilitator;<br />

Megan Davis,<br />

Second Grade<br />

Teacher;<br />

HalleyDavis,<br />

First Grade<br />

Teacher<br />

Anita Self,<br />

Literacy<br />

Instructional<br />

Facilitator<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

Administrative<br />

Staff<br />

District Staff<br />

Outside<br />

Consultants<br />

Teachers<br />

Teachers<br />

Teaching Aids<br />

Administrative<br />

Staff<br />

Teachers<br />

Teachers<br />

Teaching Aids<br />

Computers<br />

Performance<br />

Assessments<br />

Teachers<br />

Computers<br />

Performance<br />

Assessments<br />

Teachers<br />

ACTION BUDGET: $<br />

ACTION BUDGET: $<br />

ACTION BUDGET: $<br />

Title I -<br />

Employee<br />

Salaries:<br />

Title I -<br />

Employee<br />

Benefits:<br />

ACTION<br />

BUDGET:<br />

$147183.00<br />

$38668.00<br />

$185851<br />

ACTION BUDGET: $<br />

ACTION BUDGET: $<br />

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ACSIP http://acsip.state.ar.us/cgi-bin/index.cgi?rm=report_acsip<br />

intervals throughout the school year. The<br />

data in these portfolios will be used to<br />

monitor a student's academic progress<br />

and will be transferred to Central<br />

Elementary <strong>School</strong> at the end of the<br />

school year.<br />

Action Type: Alignment<br />

Action Type: Technology Inclusion<br />

Action Type: Title I <strong>School</strong>wide<br />

(1-2)PROFESSIONAL DEVELOPMENT will<br />

be provided to 10 @ 1 FTE classroom<br />

teachers on all components of Literacy<br />

by consultants at Crowley's Ridge<br />

Educational Co-op. 6 @ 1.0 FTE first<br />

grade classroom teachers will receive<br />

Early Literacy Learning in Arkansas<br />

(ELLA) and 4 @ 1.0 FTE second grade<br />

classroom teachers will receive Effective<br />

Literacy for Grades 2-4 (ELF) training.<br />

Action Type: Collaboration<br />

Action Type: Professional Development<br />

(1-2)NEEDS ASSESSMENT/POINT-<br />

IN-TIME REMEDIATION: The results of<br />

the ITBS, STAR Early Literacy, and STAR<br />

Reading will be used to determine the<br />

students who will receive interventions.<br />

These students will have IRI's/AIP's<br />

developed through NORMS with parental<br />

involvement. Interventions will be<br />

provided on a daily basis until mastery is<br />

achieved. Monthly and bi-monthly<br />

DIBELS assessments will be<br />

administered to those students and the<br />

data will be analyzed through Wireless<br />

Generation during the RTI meetings.<br />

(supplemental to Act 397)<br />

Action Type: AIP/IRI<br />

Action Type: Equity<br />

Action Type: Parental Engagement<br />

Action Type: Technology Inclusion<br />

(1-2) PROGRAM EVALUATION for<br />

Literacy Priority: 1. To improve student<br />

academic performance, the intervention<br />

of implementing all components of<br />

literacy in all classrooms was used. The<br />

components of the literacy block include<br />

familiar reading, shared reading,<br />

phonics/spelling, guided reading,<br />

read-aloud, academic centers, computer<br />

based programs, whole group reading<br />

and assisted writing/writing workshop.<br />

Implementation of Literacy in all<br />

classrooms including Special Education<br />

was successful school-wide for the<br />

2011-2012 school year. With the<br />

addition of 4 new teachers for the<br />

current school year, implementation of<br />

the program will be continued by<br />

planned professional development<br />

provided by the on-site literacy<br />

instructional facilitator, JBHM and other<br />

outside consultants. Professional<br />

development will be enhanced by the<br />

collaboration of trained teachers with<br />

newly hired teachers. One certified and<br />

one classified interventionist will be used<br />

to accelerate academic performance in<br />

low performing students enrolled in the<br />

Gregg<br />

Yarbrough,<br />

Principal;<br />

Danna<br />

Mattingly,<br />

First Grade<br />

Teacher<br />

Susie<br />

Marshall,<br />

Literacy<br />

Interventionist<br />

Gregg<br />

Yarbrough,<br />

Principal; Jon<br />

Fulkerson,<br />

Assistant<br />

Principal;<br />

Anita Self ,<br />

Literacy<br />

Instructional<br />

Facilitator<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

Outside<br />

Consultants<br />

Teachers<br />

Computers<br />

Performance<br />

Assessments<br />

Teachers<br />

Administrative<br />

Staff<br />

District Staff<br />

Teachers<br />

Title II-A -<br />

Purchased<br />

Services:<br />

ACTION<br />

BUDGET:<br />

$5000.00<br />

$5000<br />

ACTION BUDGET: $<br />

ACTION BUDGET: $<br />

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ACSIP http://acsip.state.ar.us/cgi-bin/index.cgi?rm=report_acsip<br />

school. They will provide intensive,<br />

focused instruction with intervention<br />

groups and collaborate with the<br />

student's teacher, the literacy<br />

instructional facilitator, and the RTI<br />

Team.<br />

2. To determine the degree of<br />

effectiveness of the implementation of<br />

all components of Literacy for the<br />

previous school year, DIBELS, CWT's,<br />

Renaissance Learning, and formal and<br />

informal observations by the literacy<br />

instructional facilitator and principals will<br />

be used. After analyzing these<br />

documents and questioning the<br />

teachers, professional development<br />

during literacy meetings and<br />

collaboration will target specific areas of<br />

need.<br />

3. Teachers have developed a deeper<br />

understanding of the methodology of<br />

literacy. During the previous school year,<br />

meetings between the principals and the<br />

literacy instructional facilitator were held<br />

to discuss the areas of concern that were<br />

seen during formal and informal<br />

observations. To clear up these<br />

confusions, the literacy instructional<br />

facilitator focused on these areas during<br />

after school literacy meetings. The<br />

literacy instructional facilitator would<br />

model for teachers any needed<br />

components of literacy. At the end of the<br />

2011-2012 school year, the data for<br />

DIBELS was analyzed and revealed that<br />

first grade students made gains in the<br />

areas of Phoneme Segmentation Fluency<br />

(89% proficient at the beginning<br />

compared to 95% proficient at the end<br />

of the year). They also made gains in<br />

Nonsense Word Fluency (78% proficient<br />

at the beginning compared to 83% at<br />

the end of the year). Data also indicates<br />

that the area of weakness was Oral<br />

Reading Fluency (59% proficient at the<br />

middle of the year compared to 53%<br />

proficient at the end of the year). Data<br />

indicates second grade students were<br />

weakest in Oral Reading Fluency (52%<br />

proficient at the beginning of the year<br />

compared to 51% proficient at the end<br />

of the year). In May 2013, data will be<br />

included for the current school year<br />

using analysis of DIBELS, ITBS,<br />

Renaissance Learning, CWT's, and<br />

formal/informal observations.<br />

Action Type: Program Evaluation<br />

(1-2) PROFESSIONAL DEVELOPMENT:<br />

Paraprofessionals will be trained as<br />

needed to use explicit language and<br />

targeted instructional strategies to use<br />

during intervention and enrichment<br />

groups with all students.<br />

Action Type: Collaboration<br />

Action Type: Equity<br />

Action Type: Professional Development<br />

Anita Self ,<br />

Literacy<br />

Instructional<br />

Facilitator<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

Teachers<br />

Teaching Aids<br />

ACTION BUDGET: $<br />

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ACSIP http://acsip.state.ar.us/cgi-bin/index.cgi?rm=report_acsip<br />

(1-2) PROFESSIONAL DEVELOPMENT:<br />

Literacy intervention teachers will attend<br />

appropriate professional development<br />

opportunities and conferences provided<br />

by highly qualified consultants as<br />

needed.<br />

Action Type: Collaboration<br />

Action Type: Professional Development<br />

Action Type: Title I <strong>School</strong>wide<br />

Susie<br />

Marshall,<br />

Literacy<br />

Interventionist<br />

(1-2) INSTRUCTION FROM HIGHLY Gregg<br />

QUALIFIED TEACHERS/ALIGNMENT: Yarbrough,<br />

Instruction will be enhanced by the Assistant<br />

purchase of appropriate materials and Principal<br />

supplies to supplement all areas of the<br />

curriculum with emphasis in literacy and<br />

math to improve student performance<br />

and to increase the quality of instruction.<br />

Action Type: Title I <strong>School</strong>wide<br />

(1-2) 1 @ 1.0 FTE (Tanya Mitchell)<br />

paraprofessional will serve as the<br />

computer lab manager to help improve<br />

literacy skills through the use of i-Ready<br />

online, and curriculum based technology<br />

for all students. The computer lab<br />

manager will assist with the<br />

administering of STAR Early Literacy,<br />

and STAR Reading assessments.<br />

Action Type: Technology Inclusion<br />

Action Type: Title I <strong>School</strong>wide<br />

(1-2) The school media specialist will<br />

maintain an electronic card catalog and<br />

continue circulation software support<br />

that allows teachers to search for library<br />

books by title, author, topic, etc. and<br />

allows for an efficient system of book<br />

check-out for all personnel and students.<br />

This will enable students to improve<br />

their reading skills by exposing them to<br />

all types of literature. A movie license<br />

will be renewed to allow school-wide<br />

viewings of a movie.<br />

Action Type: Technology Inclusion<br />

(1-2) Participate with Goff Real Estate in<br />

the Adopt-a-Classroom Project. The real<br />

estate employees will read to the<br />

classroom. The Chamber of Commerce<br />

will present an assembly to the students<br />

about the Booking It Project. Both of<br />

these will help comprehension, increase<br />

vocabulary, and listening skills.<br />

Action Type: Collaboration<br />

(1-2)PARENT/TEACHER CONFERENCES:<br />

Two parent-teacher conference days will<br />

be scheduled during the school year for<br />

teachers to meet with parents/guardians<br />

of all students. Parents will be informed<br />

about their student's academic progress<br />

on daily classwork, mastery of skills, and<br />

the following assessments: DIBELS,<br />

ITBS, and Renaissance Learning. The<br />

student portfolios will be shared during<br />

these meetings (supplemental to Act<br />

397).<br />

Action Type: Collaboration<br />

Action Type: Parental Engagement<br />

Gregg<br />

Yarbrough,<br />

Principal;<br />

Tanya<br />

Mitchell,<br />

Computer Lab<br />

Manager<br />

Karen Ellis,<br />

Librarian<br />

Gregg<br />

Yarbrough,<br />

Principal;<br />

Michelle<br />

Hepler, First<br />

Grade Teacher<br />

Gregg<br />

Yarbrough,<br />

Principal<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

Outside<br />

Consultants ACTION BUDGET: $<br />

Computers<br />

Teachers<br />

Teaching Aids<br />

Computers<br />

Performance<br />

Assessments<br />

Computers<br />

<strong>School</strong> Library<br />

Community<br />

Leaders<br />

Teachers<br />

Administrative<br />

Staff<br />

Performance<br />

Assessments<br />

Teachers<br />

Title I -<br />

Materials &<br />

Supplies:<br />

ACTION<br />

BUDGET:<br />

$17557.00<br />

$17557<br />

ACTION BUDGET: $<br />

Title I -<br />

Purchased<br />

Services:<br />

NSLA<br />

(State-281)<br />

- Purchased<br />

Services:<br />

ACTION<br />

BUDGET:<br />

$1185.00<br />

$580.00<br />

$1765<br />

ACTION BUDGET: $<br />

ACTION BUDGET: $<br />

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ACSIP http://acsip.state.ar.us/cgi-bin/index.cgi?rm=report_acsip<br />

(1-2)Parent resource materials that<br />

focus on oral reading fluency, math fact<br />

fluency, comprehension, vocabulary and<br />

listening skills will be provided for<br />

parents and will be available through the<br />

Parent Resource Center located in<br />

<strong>Blytheville</strong> Primary <strong>School</strong>'s Parent<br />

Center.<br />

Action Type: Parental Engagement<br />

Rachel<br />

Redican,<br />

Parent<br />

Facilitator<br />

(1-2) RECRUITING HIGHLY QUALIFIED Gregg<br />

TEACHERS AND<br />

Yarbrough,<br />

PARAPROFESSIONALS/POINT-IN-TIME Principal<br />

REMEDIATION: Highly qualified teachers<br />

and paraprofessionals will be recruited to<br />

provide explicit, focused instruction<br />

during the literacy block daily and to<br />

provide point-in-time remediation during<br />

literacy instruction to all students<br />

needing remediation.<br />

Action Type: Equity<br />

Action Type: Title I <strong>School</strong>wide<br />

(1-2) SCHOOLWIDE REFORM<br />

STRATEGIES will continue to be<br />

implemented to refine the vertical and<br />

horizontal alignment of literacy<br />

strategies based on current research.<br />

Action Type: Alignment<br />

(1-2) SCHOOLWIDE REFORM<br />

STRATEGIES: Continue to use<br />

Renaissance Learning web based<br />

programs to increase and promote<br />

reading in the classroom and at home.<br />

The literacy instructional facilitator and<br />

teachers will be provided with<br />

professional development by the<br />

Renaissance Learning Company for the<br />

appropriate use of the system when<br />

needed.<br />

Action Type: Collaboration<br />

Action Type: Professional Development<br />

Action Type: Technology Inclusion<br />

Action Type: Title I <strong>School</strong>wide<br />

(1-2) Use the online DIBELS Next<br />

program. This online program assists in<br />

tracking student growth and provides<br />

individual student intervention activities<br />

that improve reading ability. Professional<br />

development will be provided to teachers<br />

on the use of the i-Pads when needed.<br />

Action Type: Collaboration<br />

Action Type: Equity<br />

Action Type: Professional Development<br />

Action Type: Technology Inclusion<br />

(K-2) COLLABORATION/PROFESSIONAL<br />

DEVELOPMENT will be provided to the<br />

teachers by the on-site Literacy<br />

Instructional Facilitator during literacy<br />

team meetings that will be held<br />

bi-monthly/monthly after school hours.<br />

The teachers will be paid @ $15 per<br />

hour, and the Literacy Instructional<br />

Facilitator will be paid @ $30 per hour<br />

for preparation and presentation. During<br />

the meetings, student data will be<br />

Greg<br />

Yarbrough,<br />

Principal; Beth<br />

McGrain, First<br />

Grade<br />

Teacher;<br />

Megan Davis,<br />

Second Grade<br />

Teacher<br />

Anita Self,<br />

Literacy<br />

Instructional<br />

Facilitator<br />

Anita Self ,<br />

Literacy<br />

Instructional<br />

Facilitator<br />

Anita Self ,<br />

Literacy<br />

Instructional<br />

Facilitator<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

ACTION BUDGET: $<br />

Computers<br />

District Staff ACTION BUDGET: $<br />

Administrative<br />

Staff<br />

Teachers<br />

Administrative<br />

Staff<br />

Computers<br />

Outside<br />

Consultants<br />

Teachers<br />

Computers<br />

Performance<br />

Assessments<br />

Teachers<br />

Computers<br />

Performance<br />

Assessments<br />

Teachers<br />

ACTION BUDGET: $<br />

Title I -<br />

Purchased<br />

Services:<br />

ACTION<br />

BUDGET:<br />

Title VI<br />

State -<br />

Purchased<br />

Services:<br />

ACTION<br />

BUDGET:<br />

Title II-A -<br />

Employee<br />

Salaries:<br />

Title II-A -<br />

Employee<br />

Benefits:<br />

Title I -<br />

Employee<br />

Salaries:<br />

$5313.00<br />

$5313<br />

$7450.00<br />

$7450<br />

$1620.00<br />

$405.00<br />

$7740.00<br />

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ACSIP http://acsip.state.ar.us/cgi-bin/index.cgi?rm=report_acsip<br />

analyzed, Common Core Standards<br />

discussed, professional texts will be<br />

studied, instructional strategies will be<br />

discussed, professional growth plans will<br />

be addressed, interventions will be<br />

planned for struggling students, pacing<br />

guides discussed, and refinement of the<br />

alignment of the curriculum will be<br />

continued. Through the continued use of<br />

a data wall, teachers will be able to<br />

monitor student and class progress.<br />

Teachers received training during the<br />

summer months in ADE TESS model for<br />

evaluation which will be implemented<br />

during this school year.<br />

4 teachers from first and second grade<br />

and 5 from kindergarten will recieve<br />

TESS training.<br />

Action Type: Alignment<br />

Action Type: Collaboration<br />

Action Type: Equity<br />

Action Type: Professional Development<br />

Action Type: Technology Inclusion<br />

Action Type: Title I <strong>School</strong>wide<br />

Continue to use Redcat classroom audio<br />

systems in the regular and special<br />

education classrooms. These systems<br />

assist students having hearing and<br />

listening impairments.<br />

Action Type: Equity<br />

Action Type: Technology Inclusion<br />

(1-2) Teachers will continue to<br />

implement the strategies from previous<br />

professional development such as Eric<br />

Jensen, Dr. Alice Rose (JBHM), and<br />

Dominiek Harris when working with<br />

culturally diverse students.<br />

Action Type: Professional Development<br />

Action Type: Title I <strong>School</strong>wide<br />

(1-2) Toner cartridges for teacher<br />

printers will be purchased to allow<br />

teachers to print information to help<br />

build parent/guardian communication.<br />

By printing weekly newsletters, the<br />

parents/guardians can keep up with<br />

current skills being taught in the<br />

classroom, as well as events/activities<br />

occurring at school. Grades as well as<br />

homework practice may be printed for<br />

parents/guardians to provide extra<br />

support at home. Bulbs will be<br />

purchased for the overhead projectors to<br />

enhance instruction and help the<br />

teachers meet the needs of all learners.<br />

Teachers will use Microsoft Office to help<br />

them maximize computer capabilities for<br />

teaching.(Supplementatl to Act 397)<br />

Action Type: Parental Engagement<br />

Action Type: Technology Inclusion<br />

Anita Self,<br />

Literacy<br />

Instructional<br />

Facilitator;<br />

Cassandra<br />

Quearry, First<br />

Grade Teacher<br />

Jon Fulkerson,<br />

Assistant<br />

Principal<br />

Jon Fulkerson,<br />

Assistant<br />

Principal;<br />

Karen Ellis,<br />

Librarian<br />

(1-2)To promote PARENTAL<br />

Rachel<br />

INVOLVEMENT in literacy, new trade Redican,<br />

books will be given to students<br />

Parent<br />

periodically throughout the school year Facilitator<br />

to encourage parents to read to their<br />

children at home which will help increase<br />

their child's verbal vocabulary<br />

(supplemental to ACT 397).<br />

Action Type: Parental Engagement<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

Teachers<br />

Teaching Aids<br />

Outside<br />

Consultants<br />

Teachers<br />

Computers<br />

District Staff<br />

Teachers<br />

Teaching Aids<br />

Teachers<br />

Title I -<br />

Employee<br />

Benefits:<br />

ACTION<br />

BUDGET:<br />

$1868.00<br />

$11633<br />

ACTION BUDGET: $<br />

ACTION BUDGET: $<br />

Title VI<br />

State -<br />

Materials &<br />

Supplies:<br />

NSLA<br />

(State-281)<br />

- Materials &<br />

Supplies:<br />

ACTION<br />

BUDGET:<br />

$6720.00<br />

$3877.00<br />

$10597<br />

ACTION BUDGET: $<br />

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ACSIP http://acsip.state.ar.us/cgi-bin/index.cgi?rm=report_acsip<br />

(1-2) Professional development will be<br />

provided by the Crowley's Ridge<br />

Educational Co-op throughout the<br />

current school year. The training will<br />

include but not be limited to CWT<br />

training, Common Core, instructional<br />

facilitator training, using high-yield<br />

strategies, technology, and Bloom's<br />

Taxonomy. Accountability meetings are<br />

held with the principals attending at the<br />

Co-op.<br />

Action Type: Collaboration<br />

Action Type: Professional Development<br />

Action Type: Technology Inclusion<br />

(1-2) All first grade students will attend<br />

enrichment classes each week for 30<br />

minutes which will be taught by the<br />

Gifted and Talented teacher. Second<br />

grade students attend GT classes once a<br />

week for pull-out classes. Various topics<br />

including problem solving, creative<br />

projects, and similar topics that enrich<br />

the students learning will be taught.<br />

(1-2) Transportation will be provided for<br />

the After <strong>School</strong> Program.<br />

Employ 1 @ 1 FTE (Candie Groves)<br />

paraprofessional to work in the After<br />

<strong>School</strong> Program to provide assistance to<br />

children when needed.<br />

Action Type: Collaboration<br />

Action Type: Equity<br />

(1-2) To encourage a love for reading,<br />

rewards/celebrations will be given for<br />

students that meet the Accelerated<br />

Reader reading goal per quarter.<br />

Provide an end of the year dinner that<br />

will involve the child and at least 2<br />

parents/guardians to promote family<br />

reading throughout the school year.<br />

Action Type: Technology Inclusion<br />

Action Type: Title I <strong>School</strong>wide<br />

(1-2) TIMELY AND EFFECTIVE<br />

REMEDIATION/NEEDS ASSESSMENT:<br />

Utilize 1 @ 1.0 FTE (Susie<br />

Marshall)certified interventionist to<br />

accelerate academic performance in low<br />

performing students enrolled in the<br />

school. She will provide intensive,<br />

focused instruction with intervention<br />

groups and collaborate with the<br />

student's classroom teacher, the literacy<br />

instructional facilitator, and the RTI<br />

team. Materials will be purchased to<br />

support the students during<br />

interventions.<br />

Action Type: Collaboration<br />

Action Type: Equity<br />

(1-2) To improve student outcomes in<br />

reading, students will use i-Ready which<br />

is an online computer-adaptive<br />

diagnostic, personalized data-driven<br />

Gregg<br />

Yarbrough,<br />

Principal<br />

Shannon<br />

Perkins, GT<br />

Teacher<br />

Mindy<br />

Simpson,<br />

After <strong>School</strong><br />

Coordinator<br />

Jon Fulkerson,<br />

Assistant<br />

Principal;<br />

Megan Davis,<br />

2nd Grade<br />

Teacher;<br />

Halley Davis,<br />

First Grade<br />

Teacher<br />

Susie<br />

Marshall,<br />

Certified<br />

Literacy<br />

Interventionist<br />

Anita Self,<br />

Literacy<br />

Instructional<br />

Facilitator;<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

Administrative<br />

Staff<br />

Computers<br />

Outside<br />

Consultants<br />

Teachers<br />

District Staff<br />

Community<br />

Leaders<br />

District Staff<br />

Outside<br />

Consultants<br />

Teachers<br />

Computers<br />

<strong>School</strong> Library<br />

Teachers<br />

Performance<br />

Assessments<br />

Computers<br />

Performance<br />

Assessments<br />

Title II-A -<br />

Purchased<br />

Services:<br />

ACTION<br />

BUDGET:<br />

$2800.00<br />

$2800<br />

ACTION BUDGET: $<br />

Title I -<br />

Employee $7641.00<br />

Salaries:<br />

Title I -<br />

Employee $1910.00<br />

Benefits:<br />

NSLA<br />

(State-281)<br />

$15255.00<br />

- Purchased<br />

Services:<br />

ACTION<br />

BUDGET:<br />

Title I -<br />

Materials &<br />

Supplies:<br />

ACTION<br />

BUDGET:<br />

$24806<br />

$3500.00<br />

$3500<br />

Title I -<br />

Materials & $3000.00<br />

Supplies:<br />

NSLA<br />

(State-281)<br />

$12263.00<br />

- Employee<br />

Benefits:<br />

NSLA<br />

(State-281)<br />

$51096.00<br />

- Employee<br />

Salaries:<br />

ACTION<br />

BUDGET:<br />

$66359<br />

ACTION BUDGET: $<br />

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instruction on foundation skills, and<br />

standards-based practice.<br />

Action Type: Equity<br />

Action Type: Technology Inclusion<br />

(1-2) Purchase a subscription for an<br />

interactive media on-demand service,<br />

Learn360, to provide students the power<br />

to meet and exceed educational<br />

expectations across all curriculums.<br />

Action Type: Equity<br />

Action Type: Technology Inclusion<br />

(1-2) Response to Intervention (RTI)<br />

meetings will be held on a regular basis<br />

to create curricular improvements,<br />

design interventions, and to decide<br />

which students will benefit from<br />

additional tiered instruction.<br />

Action Type: Collaboration<br />

Action Type: Equity<br />

(1-2) INSTRUCTIONAL FOCUS AND<br />

DATA TEAM: To make recommendations<br />

for academic improvement, a team of<br />

teachers and administrators will review<br />

data (CWT's, STAR, and DIBELS) on a<br />

monthly basis. The team will set short<br />

term goals and high yield strategies to<br />

implement during the next intervention<br />

period. Stipends will be paid for<br />

off-contract hours.<br />

Action Type: Collaboration<br />

Action Type: Technology Inclusion<br />

(1-2) Substitutes contracted through<br />

SubTeach USA will be provided for<br />

teachers attending appropriate<br />

professional development during school<br />

days in order to maintain curriculum still<br />

being taught in the classroom.<br />

Action Type: Professional Development<br />

(1-2) <strong>Blytheville</strong> Primary <strong>School</strong> has<br />

contracted 72 days with school<br />

improvement specialist to provide<br />

intensive focused on-going professional<br />

development throughout the school year<br />

for first and second grades on how to<br />

analyze and effectively use data to<br />

increase academic performance in<br />

literacy and math. The JBHM consultant<br />

provides professional development in<br />

meetings.<br />

Action Type: ADE Scholastic Audit<br />

Action Type: Alignment<br />

Action Type: Collaboration<br />

Action Type: Professional Development<br />

(1-2) Data from CWT (Classroom<br />

Walkthrough), iLerts, and/or TESS will<br />

be collected by the principal and<br />

instructional facilitators throughout the<br />

year. The reports will help determine the<br />

professional development needed by the<br />

staff as well as determine the high-yield<br />

strategies being used. The reports will<br />

also help identify whether the instruction<br />

is being aligned with the Common Core<br />

Standards and to what extent Bloom's<br />

taxonomy is being used.<br />

Diane Jenkins,<br />

Math<br />

Instructional<br />

Facilitator<br />

Karen Ellis,<br />

Librarian<br />

Reyna<br />

Cunningham,<br />

Sp. Ed.<br />

Teacher<br />

Gregg<br />

Yarbrough,<br />

Principal; Beth<br />

McGrain, First<br />

Grade Teacher<br />

Gregg<br />

Yarbrough,<br />

Principal<br />

Anita Self,<br />

Literacy<br />

Facilitator<br />

Gregg<br />

Yarbrough,<br />

Assistant<br />

Principal<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

Computers<br />

<strong>School</strong> Library<br />

Teachers<br />

Teaching Aids<br />

Outside<br />

Consultants<br />

Performance<br />

Assessments<br />

Teachers<br />

Administrative<br />

Staff<br />

Computers<br />

Performance<br />

Assessments<br />

Teachers<br />

Administrative<br />

Staff<br />

Teachers<br />

Outside<br />

Consultants<br />

Performance<br />

Assessments<br />

Teachers<br />

Administrative<br />

Staff<br />

Teachers<br />

Title I -<br />

Purchased<br />

Services:<br />

ACTION<br />

BUDGET:<br />

$1340.00<br />

$1340<br />

ACTION BUDGET: $<br />

Title II-A -<br />

Employee<br />

Benefits:<br />

Title II-A -<br />

Employee<br />

Salaries:<br />

ACTION<br />

BUDGET:<br />

PD<br />

(State-223)<br />

- Purchased<br />

Services:<br />

ACTION<br />

BUDGET:<br />

Title I -<br />

Purchased<br />

Services:<br />

ACTION<br />

BUDGET:<br />

$810.00<br />

$3240.00<br />

$4050<br />

$8000.00<br />

$8000<br />

$100000.00<br />

$100000<br />

ACTION BUDGET: $<br />

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(1-2) PROFESSIONAL DEVELOPMENT: To<br />

ensure best practices professional<br />

developement will be provided to<br />

teachers, principals, and/or<br />

paraprofessionals throughout the school<br />

year for math and literacy. Common<br />

Core, classroom management, horizontal<br />

and vertical alignment, response to<br />

intervention, high yield strategies for<br />

math and literacy, and analyzing test<br />

data will be some of the areas of focus.<br />

Action Type: Alignment<br />

Action Type: Collaboration<br />

Action Type: Professional Development<br />

Action Type: Technology Inclusion<br />

(1-2) Use iPads to plan and implement<br />

effective systems for assessments and<br />

evaluations. CWT's, Renaissance<br />

Learning,DIBELS, and MclassMath data<br />

will be gathered and used in making<br />

leadership decisions to maximize<br />

learning and teaching in all curriculum<br />

areas.<br />

Action Type: Alignment<br />

Action Type: Collaboration<br />

Action Type: Technology Inclusion<br />

Anita Self,<br />

Literacy<br />

Instructional<br />

Facilitator;<br />

Diane Jenkins,<br />

Math<br />

Instructional<br />

Facilitator<br />

Jon Fulkerson,<br />

Assistant<br />

Principal<br />

(1-2)Purchase iPads and carts with Karen Ellis,<br />

charging boxes to enable students to use Media<br />

digital resources for research throughout Specialist<br />

the school year. This will allow students<br />

to meet the Common Core Standards<br />

expectations.<br />

Purchase two additional Access points to<br />

support Wi-Fi wireless communication.<br />

Action Type: Collaboration<br />

Action Type: Technology Inclusion<br />

Action Type: Title I <strong>School</strong>wide<br />

(1-2) The library media specialist will<br />

use an iPad and Nook in the technology<br />

center in the library. It is a way for the<br />

students to become familiar with<br />

technology. They will learn how to<br />

operate and use them for educational<br />

purposes.<br />

Action Type: Technology Inclusion<br />

Karen Ellis,<br />

Media<br />

Specialist<br />

(K) EARLY CHILDHOOD<br />

Gregg<br />

TRANSITION/COLLABORATION:<br />

Yarbrough,<br />

Meetings with preschool personnel, Principal, and<br />

which will include directors and teachers, Tracy<br />

will continue to be initiated. During Plunkett,<br />

these meetings, the vertical alignment of Parental<br />

the curriculum will continue to be Involvement<br />

refined. To ensure a seamless transition<br />

into kindergarten, all local preschools<br />

will be given the opportunity to schedule<br />

guided tours of <strong>Blytheville</strong> Kindergarten<br />

Center at the end of this school year.<br />

The students' parents or guardians will<br />

be invited to participate in the tour.<br />

Action Type: Alignment<br />

Action Type: Collaboration<br />

Action Type: Title I <strong>School</strong>wide<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

Administrative<br />

Staff<br />

Central Office<br />

Computers<br />

District Staff<br />

Outside<br />

Consultants<br />

Performance<br />

Assessments<br />

Teachers<br />

Teaching Aids<br />

Administrative<br />

Staff<br />

Computers<br />

Performance<br />

Assessments<br />

Teaching Aids<br />

Computers<br />

District Staff<br />

Teachers<br />

Teaching Aids<br />

Title II-A -<br />

Purchased<br />

Services:<br />

Title I -<br />

Purchased<br />

Services:<br />

PD<br />

(State-223)<br />

- Purchased<br />

Services:<br />

ACTION<br />

BUDGET:<br />

$8250.00<br />

$18550.00<br />

$1000.00<br />

$27800<br />

ACTION BUDGET: $<br />

Title I -<br />

Purchased<br />

Services:<br />

Title I -<br />

Materials &<br />

Supplies:<br />

Title I -<br />

Capital<br />

Outlay:<br />

ACTION<br />

BUDGET:<br />

$1200.00<br />

$10518.00<br />

$19800.00<br />

$31518<br />

<strong>School</strong> Library ACTION BUDGET: $<br />

Administrative<br />

Staff<br />

Community<br />

Leaders<br />

District Staff<br />

Teachers<br />

ACTION BUDGET: $<br />

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ACSIP http://acsip.state.ar.us/cgi-bin/index.cgi?rm=report_acsip<br />

EARLY CHILDHOOD TRANSITION: To<br />

ensure a seamless transition to first<br />

grade next year, the Literacy<br />

Instructional Facilitators for BKC and<br />

BPS worked together to vertically align<br />

the kindergarten and first grade<br />

curriculum maps for Common Core<br />

Standards. At the end of the current<br />

school year, all kindergarten students<br />

will tour <strong>Blytheville</strong> Primary <strong>School</strong> so<br />

that transitioning to first grade next year<br />

will be easier.<br />

Action Type: Collaboration<br />

Action Type: Title I <strong>School</strong>wide<br />

PARENTAL ENGAGEMENT: (Kdgn)To<br />

build parental capacity, Weekly Reader<br />

will be purchased for all students to<br />

encourage parents/guardians to read to<br />

their child at home daily. Additionally,<br />

since our school is classified as low SES,<br />

it will allow reading materials to be<br />

placed in student homes that do not<br />

have any books or magazines for<br />

students (supplemental to ACT 397).<br />

Action Type: Parental Engagement<br />

(K)PROFESSIONAL<br />

DEVELOPMENT/COORDINATION OF<br />

FUNDS: A workshop conducted by a<br />

consultant will focus on the different<br />

ways that the Student Response System<br />

can be used in the classroom to enhance<br />

learning, assess students, and provide<br />

remediation in targeted skills. A new<br />

Student Response System will be<br />

ordered for the new teacher hired after<br />

the start of the school year so that all<br />

teachers will have a set in their<br />

respective classrooms.<br />

Action Type: Professional Development<br />

Action Type: Technology Inclusion<br />

Action Type: Title I <strong>School</strong>wide<br />

TECHNOLOGY: Listening centers and Gregg<br />

computers for kindergarten will be used<br />

to promote the development of language<br />

skills and vocabulary as well as<br />

comprehension strategies. They will be<br />

used to provide a model of reading with<br />

fluency and expression. Additionally,<br />

students will increase their vocabulary<br />

through exposure to books during<br />

read-alouds, environmental print, and<br />

vocabulary word walls. Objects in the<br />

classroom will be labeled, high frequency<br />

words will be posted, and read-aloud<br />

vocabulary words with a copy of the<br />

cover of the book will be posted.<br />

Action Type: Technology Inclusion<br />

(K)NEEDS ASSESSMENT/RECRUITING<br />

AND MAINTAINING HIGHLY QUALIFIED<br />

PARAPROFESSIONALS: 6 @ 1.0 FTE<br />

paraprofessionals supervised by their<br />

respective classroom teachers will<br />

provide targeted explicit instruction<br />

based on needs of individual students.<br />

They will provide instruction individually<br />

and/or in small groups in the classroom.<br />

They will focus on building automaticity<br />

of the alphabetic principle, phonological<br />

Gregg<br />

Yarbrough,<br />

Principal; Marc<br />

Sherrell,<br />

Assistant<br />

Principal<br />

Anita Self,<br />

Literacy<br />

Instructional<br />

Facilitator;<br />

Tracy<br />

Plunkett,<br />

Parental<br />

Involvement;<br />

Marc Sherrell,<br />

Assistant P<br />

Anita Self and<br />

Diane Jenkins,<br />

Instructional<br />

Facilitators<br />

Yarbrough,<br />

Principal; Marc<br />

Sherrell,<br />

Assistant<br />

Principal<br />

Gregg<br />

Yarbrough,<br />

Principal; Marc<br />

Sherell,<br />

Assistant<br />

Principal<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

Administrative<br />

Staff<br />

Teachers<br />

ACTION BUDGET: $<br />

Teaching Aids ACTION BUDGET: $<br />

Performance<br />

Assessments<br />

Teachers<br />

Teaching Aids<br />

Computers<br />

Teachers<br />

Teaching Aids<br />

Administrative<br />

Staff<br />

Teaching Aids<br />

Title Teachers<br />

NSLA<br />

(State-281)<br />

- Purchased<br />

Services:<br />

ACTION<br />

BUDGET:<br />

$1750.00<br />

$1750<br />

ACTION BUDGET: $<br />

Title I -<br />

Employee<br />

Salaries:<br />

Title I -<br />

Employee<br />

Benefits:<br />

ACTION<br />

BUDGET:<br />

$87819.00<br />

$24367.00<br />

$112186<br />

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awareness, and developing vocabulary<br />

Action Type: Collaboration<br />

Action Type: Equity<br />

Action Type: Title I <strong>School</strong>wide<br />

(K)PROFESSIONAL<br />

DEVELOPMENT/COLLABORATION/<br />

COORDINATION OF FUNDS: The staff<br />

will attend workshops provided by school<br />

district personnel and professional<br />

consultants throughout the school year.<br />

The literacy facilitator, along with the<br />

former literacy facilitator and classroom<br />

teachers, developed the science<br />

curriculum and coordinated the<br />

curriculum with Common Core standards<br />

in literacy, science in June 2012. She<br />

will attend the AAEA Leadership<br />

Conference in Little Rock that has<br />

sessions for implementation of a<br />

curriculum based on Common Core<br />

Standards. We will revisit Eric Jensen’s<br />

Teaching With Poverty in Mind. This will<br />

help us to keep in mind measures that<br />

will help to reach students who are from<br />

low socio-economic levels.<br />

All new teachers are attending ELLA<br />

Training. All staff from kindergarten<br />

attended a Classroom Management for<br />

Novice Teachers workshop provided by<br />

Crowley's Ridge Educational Service<br />

Co-op staffmember, Tammy Winslow.<br />

ELLA will help the new teachers increase<br />

their depth of knowledge in using the<br />

most effective research based strategies<br />

in their classrooms. Other conferences<br />

and workshops on Common Core<br />

Standards, alignment, best practices,<br />

classroom management, and analysis of<br />

assessment data will be scheduled<br />

throughout the school year. Teachers will<br />

be paid @$15 per hour for attending<br />

professional development after school<br />

hours. Substitutes contracted through<br />

SubTeach USA will be provided for<br />

teachers to attend conferences in these<br />

areas of professional development.<br />

Action Type: Alignment<br />

Action Type: Collaboration<br />

Action Type: Professional Development<br />

Gregg<br />

Yarbrough,<br />

Principal; Marc<br />

Sherell,<br />

Assistant<br />

Principal<br />

(K)PROFESSIONAL<br />

Gregg<br />

DEVELOPMENT/COLLABORATION: The Yarbrough,<br />

BPS literacy instructional facilitator will Principal<br />

provide explicit modeling of literacy<br />

instruction as well as continuing<br />

mentoring support to all classroom<br />

teachers throughout the school year. She<br />

will oversee the assessment of all<br />

students and maintenance of data to<br />

ensure that all students that need<br />

interventions are identified. Student lists<br />

that are based on the needs of the<br />

student will be supplied to the<br />

interventionists and classroom teachers<br />

so that appropriate interventions can be<br />

planned to meet those specific needs.<br />

Materials will be purchased by the<br />

Literacy Instructional Facilitator to<br />

support the implementation of Common<br />

Core Standards in all classrooms.<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

Administrative<br />

Staff<br />

District Staff<br />

Outside<br />

Consultants<br />

Teachers<br />

Performance<br />

Assessments<br />

Teaching Aids<br />

Title Teachers<br />

Title II-A -<br />

Purchased<br />

Services:<br />

PD<br />

(State-223)<br />

- Purchased<br />

Services:<br />

ACTION<br />

BUDGET:<br />

PD<br />

(State-223)<br />

- Materials &<br />

Supplies:<br />

NSLA<br />

(State-281)<br />

- Materials &<br />

Supplies:<br />

ACTION<br />

BUDGET:<br />

$5900.00<br />

$3500.00<br />

$9400<br />

$2500.00<br />

$8250.00<br />

$10750<br />

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ACSIP http://acsip.state.ar.us/cgi-bin/index.cgi?rm=report_acsip<br />

Teachers will use iPads to help in<br />

progress monitoring especially for at risk<br />

students.<br />

Action Type: Collaboration<br />

Action Type: Equity<br />

Action Type: Professional Development<br />

(K)Teachers will create an assessment<br />

portfolio for each individual student that<br />

will include Dynamic Indicators of Basic<br />

Early Literacy Skills (DIBELS) Next<br />

Benchmark Assessments given at<br />

appropriate intervals throughout the<br />

school year. These benchmark<br />

assessments are a strong indicator of<br />

students who experience early reading<br />

success as well as those who are at risk<br />

of having reading difficulties. Copies of<br />

the report card and AIPs/IRIs will be<br />

included in the portfolios. They will be<br />

transferred to first grade at the end of<br />

the school year.<br />

Action Type: Title I <strong>School</strong>wide<br />

(K)PROFESSIONAL<br />

DEVELOPMENT/COLLABORATION/<br />

SCHOOLWIDE REFORM<br />

STRATEGIES/TEACHERS INVOLVED IN<br />

DECISION MAKING: The Literacy<br />

Instructional Facilitator will schedule<br />

team meetings that will be held after<br />

school. The meetings will focus on<br />

analyzing student data to determine if<br />

there are gaps in the instruction, plan<br />

interventions and enrichment for<br />

students. Additionally, Common Core<br />

thematic units will be discussed and the<br />

standards will be deconstructed to<br />

ensure that teachers cover all of the<br />

skills needed for the student's successful<br />

mastery of each standard. Ideas to<br />

integrate technology into the thematic<br />

units will be shared, and science lessons<br />

will be refined to align with the Common<br />

Core thematic units. Interactive<br />

Smartboard technology will be used both<br />

in the Science Lab and classrooms.<br />

Classroom Walkthrough (CWT) data will<br />

be collected and analyzed periodically<br />

throughout the school year to determine<br />

the usage of Marzano's High Yield<br />

Strategies during lessons and the level<br />

of questioning based on Bloom's<br />

taxonomy that is predominately used. A<br />

data wall will be developed and<br />

maintained to track student's progress in<br />

reading readiness skills. Data from<br />

DIBELS Next assessments, weekly<br />

literacy assessments, and STAR Early<br />

Literacy will be used for student<br />

placement on the data wall.<br />

Action Type: Alignment<br />

Action Type: Collaboration<br />

Action Type: Equity<br />

Action Type: Professional Development<br />

Anita Self and<br />

Diane Jenkins,<br />

Instructional<br />

Facilitators<br />

Anita Self,<br />

Instructional<br />

Facilitator<br />

(K) NEEDS ASSESSMENT/MAINTAINING Gregg<br />

HIGHLY QUALIFIED<br />

Yarbrough,<br />

PARAPROFESSIONALS/COLLABORATION: Principal<br />

1 @ 0.5 FTE(Reba Chism)<br />

paraprofessional interventionist will<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

Performance<br />

Assessments<br />

Title Teachers<br />

Administrative<br />

Staff<br />

Performance<br />

Assessments<br />

Teachers<br />

Performance<br />

Assessments<br />

Teachers<br />

Teaching Aids<br />

Title I -<br />

Materials &<br />

Supplies:<br />

ACTION<br />

BUDGET:<br />

Title I -<br />

Employee<br />

Salaries:<br />

Title I -<br />

Employee<br />

Benefits:<br />

ACTION<br />

BUDGET:<br />

Title I -<br />

Employee<br />

Salaries:<br />

$1000.00<br />

$1000<br />

$3000.00<br />

$750.00<br />

$3750<br />

$7840.00<br />

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ACSIP http://acsip.state.ar.us/cgi-bin/index.cgi?rm=report_acsip<br />

provide small group instruction that is<br />

intensive, focused, and explicit to<br />

students who do not meet DIBELS Next<br />

Benchmark scores. An emphasis will be<br />

placed on developing automaticity of the<br />

alphabetic principle and developing<br />

phonological awareness skills. She will<br />

collaborate with the Literacy<br />

Instructional Facilitator and classroom<br />

teachers.<br />

Action Type: Collaboration<br />

Action Type: Equity<br />

Action Type: Title I <strong>School</strong>wide<br />

(K)NEEDS ASSESSMENT/RECRUITING<br />

AND MAINTAINING HIGHLY QUALIFIED<br />

TEACHERS: 1 @ 1.0 FTE Certified<br />

Literacy Interventionist(Sharon Foulks)<br />

will provide intensive, focused<br />

instruction to the lowest academic<br />

performing students who have not met<br />

DIBELS Next benchmark scores when<br />

assessed at the beginning or middle of<br />

the school year. Students will be<br />

grouped according to their needs based<br />

on data from DIBELS, progress<br />

monitoring, and teacher observation and<br />

will focus on their deficit skills based on<br />

the phonological awareness continuum.<br />

The interventionist will collaborate with<br />

the student's classroom teacher and<br />

Literacy Instructional Facilitator.<br />

Action Type: Collaboration<br />

Action Type: Equity<br />

(K) Materials and supplies will be<br />

provided for the Instructional Facilitator<br />

to organize and maintain literacy/math<br />

assessment data on all students, provide<br />

tools for assessment, and maintain<br />

literacy/math materials for teacher<br />

check-out. These materials are used by<br />

the teachers to supplement the core<br />

curriculum.<br />

Action Type: Title I <strong>School</strong>wide<br />

Gregg<br />

Yarbrough,<br />

Principal<br />

Anita Self,<br />

Literacy<br />

Instructional<br />

Facilitator and<br />

Diane Jenkins,<br />

Math<br />

Instructional<br />

Facilitator<br />

(K)NEEDS ASSESSMENT/TIMELY AND Gregg<br />

EFFECTIVE REMEDIATION/INSTRUCTION Yarbrough,<br />

FROM HIGHLY QUALIFIED<br />

Principal<br />

TEACHERS/PARENTAL INVOLVEMENT:<br />

HQTs will provide intense targeted<br />

interventions for students exhibiting low<br />

literacy skills who have been identified<br />

as needing remediation by the state<br />

through Qualls testing, and/or DIBELS<br />

Next Benchmark Assessments. An<br />

Intensive Reading Intervention (IRI)<br />

plan or Academic Improvement <strong>Plan</strong><br />

(AIP) will be developed with parental<br />

involvement for these students who will<br />

be monitored monthly or bi-monthly<br />

based on needs assessment throughout<br />

the school year. The scores from these<br />

assessments will be plotted on<br />

trajectories contained in an intervention<br />

portfolio that all classroom teachers will<br />

receive for each student identified as<br />

needing an AIP/IRI. Any student who<br />

does not show consistent gains on the<br />

trajectories will be referred to the RTI<br />

committee for the development of an<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

Performance<br />

Assessments<br />

Teachers<br />

Teaching Aids<br />

Performance<br />

Assessments<br />

Performance<br />

Assessments<br />

Teachers<br />

Title I -<br />

Employee<br />

Benefits:<br />

ACTION<br />

BUDGET:<br />

$1725.00<br />

$9565<br />

NSLA<br />

(State-281)<br />

$11501.00<br />

- Employee<br />

Benefits:<br />

NSLA<br />

(State-281)<br />

$47919.00<br />

- Employee<br />

Salaries:<br />

ACTION<br />

BUDGET:<br />

Title I -<br />

Materials &<br />

Supplies:<br />

ACTION<br />

BUDGET:<br />

$59420<br />

$11130.00<br />

$11130<br />

ACTION BUDGET: $<br />

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ACSIP http://acsip.state.ar.us/cgi-bin/index.cgi?rm=report_acsip<br />

explicit intervention plan. (supplement<br />

to ACT 397).<br />

Action Type: AIP/IRI<br />

Action Type: Equity<br />

Action Type: Title I <strong>School</strong>wide<br />

(K)EARLY CHILDHOOD TRANSITION: To<br />

ensure a seamless transition to first<br />

grade next year, the Literacy<br />

Instructional Facilitators for BKC and<br />

BPS worked together to vertically align<br />

the kindergarten and first grade<br />

curriculum maps for Common Core<br />

Standards. At the end of the current<br />

school year, all kindergarten students<br />

will tour <strong>Blytheville</strong> Primary <strong>School</strong> so<br />

that transitioning to first grade next year<br />

will be easier.<br />

Action Type: Alignment<br />

Action Type: Title I <strong>School</strong>wide<br />

Gregg<br />

Yarbrough,<br />

Principal<br />

(K)RECRUITING AND MAINTAINING Gregg<br />

HIGHLY QUALIFIED<br />

Yarbrough,<br />

PARAPROFESSIONALS/COORDINATION Principal<br />

OF FUNDS: 1 @ 0.5 FTE (Sheila Brown)<br />

paraprofessional will manage the<br />

computer lab and coordinate student use<br />

of the computer software to enhance<br />

instruction in all areas of the curriculum<br />

and coordinate STAR Early Literacy<br />

testing. New child friendly keyboards<br />

were purchased to help students become<br />

more proficient in keyboarding. New<br />

headphones will be purchased to replace<br />

old ones.<br />

Action Type: Technology Inclusion<br />

Action Type: Title I <strong>School</strong>wide<br />

(K) COORDINATION OF FUNDS: The<br />

school media specialist will maintain an<br />

electronic card catalog and continue<br />

circulation software support that allows<br />

teachers to search for library books by<br />

title, author, topic, etc. and allows for an<br />

efficient system of book check-out for all<br />

personnel and students. A movie license<br />

will be purchased to allow schoolwide<br />

viewings. Materials and supplies will be<br />

purchased to help the librarian maintain<br />

and organize media materials in the<br />

school's library.<br />

Action Type: Technology Inclusion<br />

Action Type: Title I <strong>School</strong>wide<br />

Bobbie<br />

McLean, Media<br />

Specialist<br />

(K) PARENTAL ENGAGEMENT: To help Anita Self,<br />

build parental capacity and promote Instructional<br />

parental involvement in literacy, new Facilitator<br />

trade books will be given to students<br />

periodically throughout the school year<br />

to encourage parents to read to their<br />

children at home which will help increase<br />

their child's verbal vocabulary.<br />

Additionally, it will enable students who<br />

do not have books in the home to own<br />

some books themselves. This will help<br />

develop lifelong readers (supplemental<br />

to ACT 397).<br />

Action Type: Parental Engagement<br />

Action Type: Title I <strong>School</strong>wide<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

Teachers<br />

Teaching Aids<br />

Computers<br />

Performance<br />

Assessments<br />

<strong>School</strong> Library<br />

Teaching Aids<br />

Teaching Aids<br />

ACTION BUDGET: $<br />

Title VI<br />

State -<br />

Materials &<br />

Supplies:<br />

Title I -<br />

Employee<br />

Salaries:<br />

Title I -<br />

Employee<br />

Benefits:<br />

ACTION<br />

BUDGET:<br />

NSLA<br />

(State-281)<br />

- Purchased<br />

Services:<br />

Title I -<br />

Materials &<br />

Supplies:<br />

NSLA<br />

(State-281)<br />

- Materials &<br />

Supplies:<br />

ACTION<br />

BUDGET:<br />

Title I -<br />

Materials &<br />

Supplies:<br />

ACTION<br />

BUDGET:<br />

$450.00<br />

$8017.00<br />

$1764.00<br />

$10231<br />

$580.00<br />

$1350.00<br />

$875.00<br />

$2805<br />

$3000.00<br />

20 of 69 10/11/2012 1:45 PM<br />

$3000


ACSIP http://acsip.state.ar.us/cgi-bin/index.cgi?rm=report_acsip<br />

(K) SCHOOLWIDE REFORM<br />

Gregg<br />

STRATEGIES/TECHNOLOGY: Classroom Yarbrough,<br />

teachers will use SmartBoards,<br />

Principal<br />

Document Cameras, overhead<br />

projectors, and airliners to enhance<br />

instruction during literacy and to meet<br />

the needs of visual, kinesthetic, and<br />

auditory learners through the integration<br />

of different types of media and websites.<br />

To support instruction that is aligned<br />

with Common Core Standards, school<br />

access subscriptions for Starfall and<br />

Education City software will be<br />

maintained. BrainPop Jr. Book Flix and<br />

Smartboard interactive software which is<br />

compatable with the science books<br />

purchased from Abrams will be<br />

purchased during the current school<br />

year. The use of this technology will<br />

allow teachers to show videos that are<br />

aligned with Common Core Standards for<br />

integration of Science, Social Studies,<br />

and Art into the curriculum. Additionally,<br />

activities that reinforce skills will be used<br />

on the SmartBoard as a means of<br />

engaging all students, The use of<br />

technology will be refined throughout<br />

the school year to ensure that it is used<br />

to the maximum potential for best<br />

practices.<br />

Action Type: Alignment<br />

Action Type: Technology Inclusion<br />

Action Type: Title I <strong>School</strong>wide<br />

All kindergarten students will attend<br />

enrichment classes bi-monthly taught by<br />

the Gifted and Talented Coordinator.<br />

These classes will support the core<br />

instruction and challenge students in<br />

creative thinking.<br />

Action Type: Collaboration<br />

(K) PARENTAL ENGAGEMENT: Parental Gregg<br />

capacity is built through the printing of<br />

weekly newsletters for parents/guardians<br />

to keep abreast of current skills being<br />

taught in the classroom. Classroom<br />

teachers will list letters/sounds, high<br />

frequency words, and math skills which<br />

are being taught that week so that<br />

parents can review them at home.<br />

Teachers will create worksheets for<br />

homework for reinforcement of daily<br />

skills. Also, current events/activities will<br />

be listed on the newsletters. Toner<br />

replacement cartridges for classroom<br />

printers will be purchased for the<br />

printing of the master copy of<br />

newsletters and worksheets.<br />

Replacement bulbs for projectors will be<br />

ordered as well.<br />

Action Type: Collaboration<br />

Action Type: Technology Inclusion<br />

Counseling agencies are on campus to<br />

assist in managing behavioral problems<br />

of individual students and provide<br />

assistance in areas of need.<br />

Action Type: Collaboration<br />

Shannon<br />

Perkins, Gifted<br />

and Talented<br />

Teacher<br />

Yarbrough,<br />

Principal; Marc<br />

Sherrell,<br />

Assistant<br />

Principal<br />

Jon Fulkerson,<br />

Assistant<br />

Principal<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

Computers<br />

Teachers<br />

Teaching Aids<br />

District Staff<br />

Teaching Aids<br />

ACTION BUDGET: $<br />

ACTION BUDGET: $<br />

Computers<br />

Teachers ACTION BUDGET: $<br />

Outside<br />

Consultants<br />

Teachers<br />

ACTION BUDGET: $<br />

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ACSIP http://acsip.state.ar.us/cgi-bin/index.cgi?rm=report_acsip<br />

(K) PROGRAM EVALUATION: 1. To Gregg<br />

improve student academic performance, Yarbrough,<br />

Comprehensive Literacy was<br />

Principal<br />

implemented in all classrooms. The<br />

components include familiar reading,<br />

circle time/modeled writing, shared<br />

reading, phonological awareness/phonics<br />

/spelling, small assisted learning groups<br />

and/or guided reading, read-aloud, and<br />

assisted writing. This intervention is<br />

being fully implemented as evidenced by<br />

formal and informal observations by the<br />

Literacy Instructional Facilitator,<br />

principal, vice principal and JBHM<br />

consultant. During these observations, it<br />

was noted that teachers were using ELLA<br />

strategies in all components of the<br />

literacy block. 2. To determine the<br />

degree of effectiveness of the<br />

implementation of all components of<br />

Comprehensive Literacy, DIBELS data,<br />

CWT data, formal and informal<br />

observations, and retention data is used.<br />

At the beginning of every literacy<br />

meeting, time is allotted for questions or<br />

concerns about any part of the literacy<br />

program. This process helps to clear up<br />

any misconceptions or confusions and<br />

results in the sharing of ideas which<br />

leads to changes that improve classroom<br />

instruction. 3. At the end of the<br />

2010-2011 school year, teachers had<br />

increased their depth of knowledge as<br />

evidenced by the gains made on the<br />

DIBELS Benchmark assessments. There<br />

was a 10% increase on LNF, 13%<br />

increase on PSF, and 5% increase on<br />

NWF from initial assessments at the<br />

beginning of the school year to the end<br />

of the school year of students meeting<br />

the benchmark scores. The number of<br />

retentions dropped from 22 students for<br />

2009-2010 to 6 students for 2010-2011.<br />

Due to the success of this intervention, it<br />

will be continued for the 2011-2012<br />

school year with professional<br />

development focusing on developing<br />

instruction based on the thematic units<br />

of Common Core while integrating<br />

technology throughout the lessons.<br />

Action Type: Program Evaluation<br />

(K-2) A peer review of the current ACSIP<br />

<strong>Plan</strong>s was held on Sept. 24, 2012.<br />

Literacy/Math instructional<br />

facilitators/administrators checked each<br />

others school plans using the rubric.<br />

Corrections identified are being updated<br />

in the plans.<br />

Action Type: Collaboration<br />

Action Type: Technology Inclusion<br />

(K) PROFESSIONAL DEVELOPMENT: Will<br />

be provided to teachers, principals,<br />

and/or paraprofessionals throughout the<br />

school year for math and literacy.<br />

Common Core, classroom management,<br />

horizontal and vertical alignment,<br />

response to intervention, high yield<br />

strategies for math and literacy, and<br />

analyzing test data will be some of the<br />

Anita Self,<br />

Literacy<br />

Instructional<br />

Facilitator;<br />

Diane Jenkins,<br />

Math<br />

Instructional<br />

Facilitator;<br />

Anita Self,<br />

Instructional<br />

Facilitator<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

Administrative<br />

Staff<br />

Outside<br />

Consultants<br />

Performance<br />

Assessments<br />

Administrative<br />

Staff<br />

Computers<br />

District Staff<br />

Outside<br />

Consultants<br />

Teachers<br />

Administrative<br />

Staff<br />

Central Office<br />

Computers<br />

District Staff<br />

Performance<br />

Assessments<br />

Teachers<br />

ACTION BUDGET: $<br />

ACTION BUDGET: $<br />

Title I -<br />

Purchased<br />

Services:<br />

ACTION<br />

BUDGET:<br />

$7340.00<br />

22 of 69 10/11/2012 1:45 PM<br />

$7340


ACSIP http://acsip.state.ar.us/cgi-bin/index.cgi?rm=report_acsip<br />

areas of focus.<br />

Action Type: Collaboration<br />

Action Type: Professional Development<br />

Action Type: Technology Inclusion<br />

(K) Bulbs will be purchased for the LCD<br />

projectors to enhance instruction and<br />

help the teachers meet the needs of all<br />

learners. Kindergarten teachers will use<br />

Microsoft Office to help them maximize<br />

computer capabilities for teaching.<br />

Action Type: Technology Inclusion<br />

Action Type: Title I <strong>School</strong>wide<br />

Marc Sherrell,<br />

Assistant<br />

Principal;<br />

Bobbie<br />

McLean, Media<br />

Specialist<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

Teaching Aids<br />

Computers<br />

Teachers<br />

Title I -<br />

Materials &<br />

Supplies:<br />

ACTION<br />

BUDGET:<br />

$3287.00<br />

$3287<br />

Total Budget: $837373<br />

Intervention: Implementation of two preschool classrooms to provide early literacy readiness and math skills to<br />

students classified as low SES. Pre-Early Literacy Learning in Arkansas (Pre-ELLA) strategies will be used in order to<br />

prepare them for instruction in kindergarten.<br />

Scientific Based Research: Boyd, J., Barnett, S.W., Bodrova, E., Leong, D.J., & Gomby, D. (2006). "Promoting<br />

children's social and emotional development through preschool education". National Institute for Early Education<br />

Research. Retrieved August 23, 2007 from http://www.nieer.org<br />

Clay, M.E. (2001). Change over time in children's literacy development. Portsmouth, NH: Heinemann.<br />

Schulman, K. (2006). "Overlooked benefits of prekindergarten". National Institute for Early Education Research.<br />

Retrieved August 23, 2007 from http://www.nieer.org<br />

Actions<br />

RECRUITING AND MAINTAINING HIGHLY<br />

QUALIFIED TEACHERS/EARLY CHILDHOOD<br />

TRANSITION: 2 @ 1.0 FTE (Emily McDonald<br />

and Leslie Abbott) preschool teachers will<br />

provide explicit instruction in literacy<br />

readiness skills, math skills, and socialization<br />

skills to prepare students for a seamless<br />

transition to kindergarten the following school<br />

year. Preschool students will tour<br />

kindergarten classrooms at the end of the<br />

current school year to help make the<br />

transition from preschool to kindergarten<br />

easier. (ABC Grant)<br />

Action Type: Alignment<br />

Action Type: Title I <strong>School</strong>wide<br />

RECRUITING AND MAINTAINING OF HIGHLY<br />

QUALIFIED PARAPROFESSSIONALS: 3 @ 1.0<br />

FTE paraprofessionals will assist the preschool<br />

teachers with students in the classrooms to<br />

monitor and ensure that the students stay on<br />

task while in learning centers. They will assist<br />

students during breakfast, lunch, snack time,<br />

recess, and preparing for naps. This allows<br />

the classes to stay in compliance with the<br />

student/teacher ratio as required by ECERS.<br />

(ABC Grant)<br />

Action Type: Title I <strong>School</strong>wide<br />

PROFESSIONAL DEVELOPMENT: Appropriate<br />

training including CPR Training, Pre-ELLA,<br />

Early Childhood Education Framework, Work<br />

Sampling/Environmental Rating Scale, and<br />

COPA will be provided for the preschool<br />

teachers and paraprofessionals to maintain<br />

compliance with ECERS. (ABC Grant)<br />

Action Type: Title I <strong>School</strong>wide<br />

COLLABORATION/RECRUITING AND<br />

MAINTAINING OF HIGHLY QUALIFIED<br />

TEACHER: The experienced preschool teacher<br />

will collaborate with the newly hired preschool<br />

teacher to increase her depth of knowledge of<br />

the preschool curriculum. She will help<br />

Person<br />

Responsible<br />

Gregg<br />

Yarbrough,<br />

Principal;<br />

Marc<br />

Sherrell,<br />

Assistant<br />

Principal<br />

Gregg<br />

Yarbrough,<br />

Principal;<br />

Marc<br />

Sherrell,<br />

Assistant<br />

Principal<br />

Gregg<br />

Yarbrough,<br />

Principal<br />

Emily<br />

McDonald;<br />

Leslie<br />

Abbott,<br />

Preschool<br />

Teachers<br />

Timeline Resources Source of Funds<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

Teachers<br />

Teachers<br />

Administrative<br />

Staff<br />

District Staff<br />

Outside<br />

Consultants<br />

Teachers<br />

Teachers<br />

Special<br />

Grants: $91761.00<br />

ACTION<br />

BUDGET:<br />

$91761<br />

Special<br />

Grants: $56745.00<br />

ACTION<br />

BUDGET:<br />

Special<br />

Grants:<br />

ACTION<br />

BUDGET:<br />

$56745<br />

$8250.00<br />

$8250<br />

ACTION BUDGET: $<br />

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ACSIP http://acsip.state.ar.us/cgi-bin/index.cgi?rm=report_acsip<br />

monitor the alignment of the curriculum to<br />

the Arkansas Framework to ensure that all<br />

student learning expectations are taught.<br />

Action Type: Alignment<br />

Action Type: Collaboration<br />

Action Type: Title I <strong>School</strong>wide<br />

Funds will be utilized to purchase materials<br />

and supplies to support and strengthen the<br />

core program of the preschool classrooms.<br />

Broken items and items with missing parts<br />

will be replaced in centers each year. (ABC<br />

Grant)<br />

TECHNOLOGY/PARENTAL ENGAGEMENT:<br />

Toner cartridges and accessories will be<br />

purchased for the computers. To build<br />

parental capacity, newsletters are printed for<br />

the parents to inform them of upcoming field<br />

trips, activities, and the focus of the<br />

curriculum taught that week in the classroom.<br />

(ABC Grant)<br />

Action Type: Technology Inclusion<br />

Action Type: Title I <strong>School</strong>wide<br />

Developmental screenings that assess<br />

cognitive, motor, and language skills will be<br />

provided for all preschool students to identify<br />

deficit areas of development that need<br />

focused instruction or practice. (ABC Grant)<br />

Action Type: Equity<br />

Portfolio assessments will be kept throughout<br />

the school year for each individual student to<br />

assess growth in cognitive, motor, language,<br />

and social skills. It will contain results of their<br />

health screenings and work sampling<br />

artifacts. (ABC Grant)<br />

Nutritional snacks will be provided daily to all<br />

preschoolers to allow them to eat different<br />

types of snacks which are healthy. It will<br />

encourage them to make good nutritional<br />

choices outside the school environment. (ABC<br />

Grant)<br />

The preschool program will partner with<br />

community agencies and businesses such as<br />

the fire department, police department, post<br />

office, library, etc. to provide regularly<br />

scheduled field trips and programs for all<br />

preschool students to enhance their learning.<br />

This will help the students to develop an<br />

awareness of community helpers and their<br />

duties. (ABC Grant)<br />

Action Type: Collaboration<br />

PARENTAL INVOLVEMENT: Parents/guardians<br />

will be invited and highly encouraged to<br />

attend the preschool open house, family<br />

nights, PTO, parent/teacher conferences, etc.<br />

(supplemental to ACT 397). (ABC Grant)<br />

Action Type: Parental Engagement<br />

Action Type: Title I <strong>School</strong>wide<br />

The district director of support services will<br />

coordinate the preschool program and<br />

maintenance of the grant funds with the<br />

assistance of the building principal.<br />

Action Type: Collaboration<br />

Emily<br />

McDonald;<br />

Leslie<br />

Abbott,<br />

Preschool<br />

Teachers<br />

Jean Cole,<br />

Director of<br />

Support<br />

Services;<br />

Gregg<br />

Yarbrough,<br />

Principal<br />

Emily<br />

McDonald;<br />

Leslie<br />

Abbott,<br />

Preschool<br />

Teachers<br />

Emily<br />

McDonald;<br />

Leslie<br />

Abbott,<br />

Preschool<br />

Teachers<br />

Emily<br />

McDonald;<br />

Leslie<br />

Abbott,<br />

Preschool<br />

Teachers<br />

Emily<br />

McDonald;<br />

Leslie<br />

Abbott,<br />

Preschool<br />

Teachers<br />

Gregg<br />

Yarbrough,<br />

Principal;<br />

Marc<br />

Sherrell,<br />

Assistant<br />

Principal<br />

Jean Cole,<br />

Director of<br />

Support<br />

Services;<br />

Gregg<br />

Yarbrough,<br />

Principal<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

District Staff<br />

Teachers<br />

Teaching Aids<br />

Computers<br />

Teachers<br />

Performance<br />

Assessments<br />

Teachers<br />

Performance<br />

Assessments<br />

Teachers<br />

District Staff<br />

Community<br />

Leaders<br />

Outside<br />

Consultants<br />

Teachers<br />

Administrative<br />

Staff<br />

District Staff<br />

Teachers<br />

Special<br />

Grants: $11000.00<br />

ACTION<br />

BUDGET:<br />

Special<br />

Grants:<br />

ACTION<br />

BUDGET:<br />

Special<br />

Grants:<br />

ACTION<br />

BUDGET:<br />

Special<br />

Grants:<br />

ACTION<br />

BUDGET:<br />

$11000<br />

$1834.00<br />

$1834<br />

$800.00<br />

$800<br />

$1200.00<br />

$1200<br />

Special<br />

Grants: $10610.00<br />

ACTION<br />

BUDGET:<br />

Special<br />

Grants:<br />

ACTION<br />

BUDGET:<br />

$10610<br />

$4000.00<br />

$4000<br />

ACTION BUDGET: $<br />

ACTION BUDGET: $<br />

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ACSIP http://acsip.state.ar.us/cgi-bin/index.cgi?rm=report_acsip<br />

PROGRAM EVALUATION: 1. The preschool<br />

classrooms focus on developing socialization<br />

skills, cognitive skills, motor skills, and<br />

language skills. They use Pre-ELLA strategies<br />

for literacy readiness skills. Implementation<br />

of activities promoting the development of all<br />

of the above named skills based on the<br />

Arkansas Framework for Early Childhood has<br />

been observed by the principal and ECERS<br />

evaluators. 2. To determine the degree of<br />

effectiveness of the implementation of<br />

Pre-ELLA strategies and successful<br />

implementation of the preschool curriculum<br />

for the previous school year, ECERS<br />

evaluations, Work Sampling, and the<br />

Developmental Indicators for the Assessment<br />

of Learning (DIAL) were used. These<br />

evaluations were used to identify weak areas<br />

in instruction and to track the progression of<br />

student learning and behaviors. DIBELS Next<br />

Benchmark scores for the beginning of the<br />

school year are used to track the number of<br />

students who enter kindergarten in the low<br />

risk category. 3. During the 2010-2011 school<br />

year, ECERS did not visit to re-evalute the<br />

preschool program. The 2009-2010 ECERS<br />

Environmental Assessment revealed several<br />

areas that scored below the state<br />

recommended level of developmental<br />

appropriate activities. The lowest scoring<br />

areas included greeting of students, safety<br />

practices, nature/science activities, and use<br />

of student computers. The assessment<br />

detailed the rationale of the scoring for each<br />

activity as well as the details of the<br />

observation. Steps have been taken to correct<br />

and monitor all areas with low scores. Work<br />

Sampling was used throughout the year to<br />

chart each student's achievement of skills,<br />

and pinpoint weak areas in which the student<br />

needed more practice or instruction. The<br />

majority of the DIAL assessments indicated<br />

that the students exhibited developmental<br />

appropriate skills in social, motor, and<br />

language skills. Results from the DIBELS Next<br />

Benchmark Assessment indicated that 68% of<br />

the returning students met the benchmark<br />

score for the beginning of the year. 23% were<br />

classified as "some risk", and 9% were<br />

classified as "at risk".<br />

Action Type: Program Evaluation<br />

COLLABORATION/RECRUITING AND<br />

MAINTAINING OF HIGHLY QUALIFIED<br />

PARAPROFESSIONALS: MCEOC made a five<br />

year commitment to provide 2 @ 1.0 FTE<br />

paraprofessionals on campus to support the<br />

preschool teachers in the classroom. These<br />

paraprofessionals will perform the same<br />

duties as the school employed<br />

paraprofessionals.<br />

Action Type: Collaboration<br />

Action Type: Title I <strong>School</strong>wide<br />

Gregg<br />

Yarbrough,<br />

Principal;<br />

Marc<br />

Sherrell,<br />

Assistant<br />

Principal<br />

Gregg<br />

Yarbrough,<br />

Principal;<br />

Marc<br />

Sherrell,<br />

Assistant<br />

Principal<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

Outside<br />

Consultants<br />

Performance<br />

Assessments<br />

Community<br />

Leaders<br />

Teachers<br />

ACTION BUDGET: $<br />

ACTION BUDGET: $<br />

Total Budget: $186200<br />

Priority 2:<br />

Kindergarten students will improve their ability to problem solve, match one-to-one correspondence, and<br />

communicate their understanding of mathematics.<br />

First and second grade students at <strong>Blytheville</strong> Primary <strong>School</strong> will improve their skills in Problem Solving.<br />

This improvement will result in a more prepared student and will ultimately result in improved test scores<br />

in the upper grades.<br />

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ACSIP http://acsip.state.ar.us/cgi-bin/index.cgi?rm=report_acsip<br />

Supporting<br />

Data:<br />

1.<br />

2.<br />

3.<br />

4.<br />

In 2011-2012, Central Elementary <strong>School</strong> is a Needs Improvement <strong>School</strong>, because we did not<br />

meet performance or growth Annual Measurable Objectives (AMOs) for all students and Targeted<br />

Achievement Gap Group (TAGG). Math 2012 performance is 60.38, 2012 AMO is 71.66 a difference<br />

of 11.28 therefore Math is classified as Needs Improvement.<br />

3rd grade Benchmark 2011-Math Percent of Students scoring Proficient/Advanced: 2012 ESEA<br />

AMOs Math Performance<br />

60.38% of All Students<br />

60.38% of TAGG<br />

55.38% of African American Students<br />

78.95% of Caucasian Students<br />

60.38% of Econ. Disadvantaged Students<br />

14.63% of Students with Disabilities<br />

64.29% of Hispanic<br />

58.38% of EL<br />

2012 ESEA AMOs Math Growth<br />

46.01% of All Students<br />

46.01% of TAGG<br />

46.68% of African American Students<br />

61.54% of Caucasian Students<br />

46.01% of Econ. Disadvantaged Students<br />

28.57% of Students with Disabilities<br />

In 2010-2011,Central Elementary was in State Direct (SD-6) because our students did not meet<br />

AYP in Math and Literacy. A 3 year plan has been submitted for struggling learners.<br />

3rd grade Benchmark 2011-Math Percent of Students scoring Proficient/Advanced:<br />

72% of Combined Students<br />

68% of African American Students<br />

81% of Caucasian Students<br />

72% of Econ. Disadvantaged Students<br />

19% of Students with Disabilities<br />

The weakest area in Math for Combined Population, African American, Caucasian, Economically<br />

Disadvantaged, was Measurement; Geometry Open Response.<br />

In 2009-2010, Central Elementary is in school improvement 5 because our students did not meet<br />

AYP in Math and Literacy.<br />

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

65% of Combined Students<br />

59% of African American Students<br />

87% of Caucasian Students<br />

65 % of Econ. Disadvantaged Students<br />

11% of Students with Disabilities<br />

The weakest area in Math for Combined Population, African American, Caucasian, Economically<br />

Disadvantaged, was Measurement; Geometry open response.<br />

During the spring of 2012, all first and second grade students took the Iowa Test of Basic Skills<br />

(ITBS). This was the second year for students to participate in this testing. According to test<br />

results, 24.2% of all first graders scored at or above proficient.<br />

24.2% of combined population<br />

31.0% of African American students<br />

55.3% of Caucasian students<br />

25.0% of Hispanic students<br />

5.6% of SI students<br />

The weakest area is Algebraic Concepts (Relationships and Trends and Multiple-Step).<br />

According to test results, 18.2% of all second graders scored at or above proficient.<br />

24.2% of combined population<br />

15.9% of African American students<br />

48.8% of Caucasian students<br />

33.3% of Hispanic students<br />

16.7% of SI students<br />

The weakest area is Problem Solving.<br />

5. During the spring of 2011, all first and second grade students took the Iowa Test of Basic Skills<br />

(ITBS). This was the first year for students to participate in this testing. According to test results,<br />

33.5% of all first graders scored at or above proficient.<br />

33.5% of combined population<br />

27.2% of African American students<br />

55.9% of Caucasian students<br />

31.3% of Hispanic students<br />

12.5% of SI students<br />

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ACSIP http://acsip.state.ar.us/cgi-bin/index.cgi?rm=report_acsip<br />

6.<br />

7.<br />

8.<br />

9.<br />

10.<br />

11.<br />

12.<br />

The weakest area is Problem Solving (Relationships and Trends 35% and Multiple-Step 38%).<br />

According to test results, 18.2% of all second graders scored at or above proficient.<br />

18.2% of combined population<br />

13.6% of African American students<br />

34.8% of Caucasian students<br />

0.0% of Hispanic students<br />

12.5% of SI students<br />

The weakest area is Problem Solving (Approaches and Procedures (25%) and Multiple-Step<br />

Problems (30%).<br />

During the spring of 2010, all first and second grade students took the SAT10 exam. This was the<br />

third year for students to participate in this testing.<br />

First grade students scored:<br />

41.5% on Mathematics Problem Solving<br />

According to test results, 40.0% of all first graders scored at or above proficient.<br />

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

Second grade students scored:<br />

44% on Mathematics Problem Solving<br />

According to test results:<br />

29.0% of all second graders scored at or above proficient.<br />

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

measurement.<br />

Iowa Test of Basic Skills for Spring 2011:<br />

Percentage of students scoring Proficient/ Advanced:<br />

61.0% of combined population<br />

47.2% of African American students<br />

82.1% of Caucasian students<br />

37.5% of Hispanic students<br />

36.0% of SI students<br />

The item analysis summary indicated that Problem Solving was the weakest subtest with<br />

single-step operations being the lowest scoring item. Overall, the lowest performing item for the<br />

combined population was one to one correspondence in the Number Properties and Operations<br />

subtest.<br />

Metropolitan8 for Spring 2010 for BKC:<br />

Percentage of Kindergarten Students Scoring At/Above the National 50th PR:<br />

40% of Combined Population<br />

63% of Caucasian Students<br />

35% of African American Students<br />

33% of Hispanic Students<br />

100% of Asian/Pacific Islander Students<br />

35% of IEP Students<br />

The item analysis summary for this assessment indicated that the combined population of students<br />

scored the lowest on the cluster for reasoning. The items in this cluster required students to solve<br />

problems using logical reasoning and numerical reasoning. 57% of the students scored below<br />

average.<br />

Math Assessment Data for the 2011-2012 school year: Beginning of year data: 21% Counting (low<br />

risk) 12% Number Indentification (low risk) End of year data: 77% Counting (low risk) 61%<br />

Number Indentification (low risk) 51% Missing Number (low risk) 39% Quantity Discrimination<br />

(low risk) The data indicates that the students have increased in all three areas since last year.<br />

Math Assessment Data for the 2010-2011 school year: Beginning of year data: 89% Counting 70%<br />

Next Number Fluency End of year data: 89% Counting 76% Recognizing Numbers 86% Next<br />

Number Fluency The data indicates that the students have increased in all three areas since last<br />

year.<br />

Math Assessment Data for the 2009-2010 school year: Percentage of Students Proficient 70%<br />

Counting 70% Recognizing Numbers 69% Next Number Fluency The data indicates that the<br />

students have increased in all three areas since last year.<br />

<strong>Blytheville</strong> Kindergarten Center participated in a Scholastic Audit in the fall of 2012.<br />

<strong>Blytheville</strong> Primary <strong>School</strong> participated in a Scholastic Audit in 2010-2011. The data is in the<br />

restructuring section.<br />

<strong>Blytheville</strong> Primary <strong>School</strong> is a feeder school for Central Elementary <strong>School</strong>. Using data from AS-IS<br />

and NORMES, the average daily attendance was 94.83% in 2009-2010, and 94.83% in 2010-2011,<br />

and 95% in 2011-2012.<br />

Data from The Learning Institute, Interim Assessments in 2011-2012 showed the weakest area for<br />

1st grade is Operations and Algebraic Thinking and for 2nd grade it is Measurement. In the<br />

Operations and Algebraic Thinking strand, the weakest area is using addition and subtraction within<br />

twenty to solve word problems(33% correct). In second grade the weakest area is Measurement,<br />

which is estimating lengths using units of inches, feet, centimeters and meters (9% correct).<br />

Data from The Learning Institute, Interim Assessments in 2010-2011 showed the weakest area for<br />

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ACSIP http://acsip.state.ar.us/cgi-bin/index.cgi?rm=report_acsip<br />

Goal<br />

Benchmark<br />

1st grade is Algebra and for 2nd grade is Measurement. In the Algebra strand, the weakest area<br />

was Patterns (49%) and in the Measurement strand, the weakest area was Money (44%).<br />

According to 2008-2009 data from The Learning Institute, Interim Assessments. The weakest area<br />

for 1st grade is Measurement and 2nd grade is Geometry.<br />

In the Measurement Strand in 2009-51% and 2010-35%. Data for 2nd grade shows Math Overall<br />

percentiles were 2009-40%. In the Geometry strand in 2009-39% and 2010-30%.<br />

Kindergarten students will demonstrate an improvement in their ability to use one-to-one correspondence<br />

through counting collections and will develop automaticity in number fluency.<br />

First grade will focus on Algebraic Concepts (solving number sentences, understanding numerical<br />

patterns, use operational symbols, and number sentences to model situations). Second grade will focus on<br />

Number Properties and Operations (place value, estimating numbers, comparing numbers, ordering<br />

numbers, and creating/interpreting representation of numbers.<br />

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

Benchmark exam. Currently 69.08% of students were proficient in Math on the Benchmark exam of 2012.<br />

Intervention: ACADEMIC PERFORMANCE: Implement various instructional methods, a variety of manipulatives, and<br />

high yield strategies to improve math proficiency with/without the use of technology.<br />

Scientific Based Research:<br />

Barkley, S., (2005). Quality Teaching in a Culture of Coaching. Lanham, MD: Rowman and Littlefield Education.<br />

Baroody, A.. J. (2006). “Mastering the Basic Number Combinations.” Teaching Children Mathematics, 13, 22-31.<br />

Burns, M. (2005). “Building a Teaching Bridge from Reading to Math.” Leadership Compass, 3, 1-3.<br />

Burns, M. (2005). “Lessons by Marilyn Burns-Using Storybooks To Teach Math.” Scholastic Instructor, 27-30.<br />

Burns, N. (2007, Nov.), "Nine Ways to Catch Kids Up", Educational Leadership.<br />

Calegari, N., & Moulthrop, D. (2006). “Lead Don’t Lecture.” Edutopia, 51-53.<br />

Carpenter, Thomas P.,& Fennema, Elizabeth & Franke, Megan Loef & Levi, Linda & Empson, Susan B. (1999) "<br />

Children's Mathematics, Cognitively Guided Instruction" Porstmouth, NH: Heinman, NCTM<br />

Covington, L., & Taylor, R. (Fall/Winter 2005-2006). “Mathematics Leadership Needed to Close The Achievement<br />

Gaps: A Commentary on a Critical Issue in Mathematics Education.” National Center of Science and Math Journal,<br />

4-5.<br />

ETA Cuisinare (2006). "Hands on Standards The First Source for Introducing Math Manipulatives (Grades 1-2)." ETA,<br />

1-184.<br />

Henson, Will Psy. D. (2008). Behavior Support Strategies for Education Paraprofessionals.<br />

Herrera, T. (2005). “Marilyn Burns Talks about Todays Classrooms.” The NCTM Standards, 3, 1-4.<br />

Keeley, P., & Rose, C. M. (2006). Mathematics Curriculum Study. Thousand Oaks, CA: Corwin Press.<br />

Learning Resources (2006). "Hands on standards, photo-illustrated lessons for teaching with math manipulatives<br />

(Grades PreK- 2)." Vernon Hills,IL<br />

Marzano, R.J., Pickering, D.J., &, Pollock, J.E. (2001). Classroom Instruction That Works. Alexandria, VA: Association<br />

for Supervision and Curriculum Development.<br />

Stiff, L. V. (2005, October). "Making calculator use add up." NCTM. Retrieved August 23, 2007, from<br />

http://www.nctm.org.<br />

Van de Walle, J., & Lovin, L. H. (2006). Teaching Student Centered Mathematics Grades K-3. Boston, MA: Pearson<br />

Education.<br />

Whitin, D. J. (2006). “Problem Posing in the Elementary Classroom.” Teaching Children Mathematics, 13, 14-18.<br />

Actions<br />

(1-2) COLLABORATION: To improve<br />

student outcomes in math, cross<br />

grade level meetings will be held to<br />

determine any gaps or redundancies<br />

in the curriculum and vertical<br />

alignment.<br />

Action Type: Alignment<br />

Action Type: Collaboration<br />

Person<br />

Responsible<br />

Diane Jenkins,<br />

Math<br />

Instructional<br />

Facilitator<br />

Timeline Resources Source of Funds<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

District Staff<br />

Teachers ACTION BUDGET: $<br />

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ACSIP http://acsip.state.ar.us/cgi-bin/index.cgi?rm=report_acsip<br />

Action Type: Title I <strong>School</strong>wide<br />

(1-2) NEEDS ASSESSMENT/POINT-<br />

IN-TIME REMEDIATION: The results<br />

of the ITBS will be used to determine<br />

the students who will receive<br />

interventions. AIP's will be developed<br />

with parental involvement through<br />

the TLI website for students needing<br />

them. Interventions will be provided<br />

on a daily basis until mastery is<br />

achieved. Regular assessments will be<br />

administered to those students and<br />

the data will be analyzed during RTI<br />

meetings.(supplemental to Act 397)<br />

Action Type: AIP/IRI<br />

Action Type: Collaboration<br />

Action Type: Equity<br />

Action Type: Parental Engagement<br />

Action Type: Technology Inclusion<br />

(1-2) 1 @ 1.0 FTE (Tanya<br />

Mitchell)paraprofessional will serve as<br />

the computer lab manager to help<br />

improve mathematical skills through<br />

technology for all students. The<br />

computer lab manager will assist with<br />

the administering of STAR Math. She<br />

will also help with interventions using<br />

Math Facts in a Flash, Accelerated<br />

Math and i-Ready.<br />

Action Type: Equity<br />

Action Type: Technology Inclusion<br />

Action Type: Title I <strong>School</strong>wide<br />

(1-2)PROFESSIONAL<br />

DEVELOPMENT/INSTRUCTION FROM<br />

HQT/MAINTAINING<br />

HQT/COLLABORATION: Utilize 1 @ 1.0<br />

FTE(Diane Jenkins)on-site math<br />

instructional facilitator to provide<br />

professional development to all<br />

teachers on the math program with a<br />

focus on problem solving. The<br />

facilitator will purchase appropriate<br />

instructional materials, professional<br />

literature, assessment materials, and<br />

general supplies to support the<br />

teachers in the math program to<br />

improve math proficiency<br />

with/without the use of technology.<br />

Action Type: Collaboration<br />

Action Type: Professional<br />

Development<br />

Action Type: Technology Inclusion<br />

All teachers and principals will attend<br />

at least 60 hours of professional<br />

development including 6 hours of<br />

technology, 2 hours of Arkansas<br />

History, and 3 hours of Parental<br />

Involvement.<br />

Action Type: Collaboration<br />

Action Type: Professional<br />

Development<br />

Action Type: Technology Inclusion<br />

(1-2) NEEDS ASSESSMENT/TIMELY<br />

AND EFFECTIVE<br />

REMEDIATION/PROFESSIONAL<br />

DEVELOPMENT/ALIGNMENT<br />

/COLLABORATION: A partnership with<br />

Diane Jenkins,<br />

Math<br />

Instructional<br />

Facilitator;<br />

Tanya Mitchell,<br />

Math<br />

Interventionist<br />

Gregg<br />

Yarbrough,<br />

Principal<br />

Gregg<br />

Yarbrough,<br />

Principal<br />

Gregg<br />

Yarbrough,<br />

Principal<br />

Diane Jenkins,<br />

Math<br />

Instructional<br />

Facilitator<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

Computers<br />

Performance<br />

Assessments<br />

Teachers<br />

Teaching Aids<br />

Computers<br />

Performance<br />

Assessments<br />

Computers<br />

Teachers<br />

Computers<br />

Outside<br />

Consultants<br />

Teachers<br />

Outside<br />

Consultants<br />

ACTION BUDGET: $<br />

Title I -<br />

Employee<br />

Salaries:<br />

Title I -<br />

Employee<br />

Benefits:<br />

ACTION<br />

BUDGET:<br />

Title I -<br />

Materials &<br />

Supplies:<br />

NSLA<br />

(State-281)<br />

- Materials<br />

& Supplies:<br />

$13135.00<br />

$2890.00<br />

$16025<br />

$2000.00<br />

$7500.00<br />

NSLA<br />

(State-281)<br />

$10631.00<br />

- Employee<br />

Benefits:<br />

NSLA<br />

(State-281)<br />

$44294.00<br />

- Employee<br />

Salaries:<br />

ACTION<br />

BUDGET:<br />

$64425<br />

ACTION BUDGET: $<br />

NSLA<br />

(State-281)<br />

- Purchased<br />

Services:<br />

$7246.00<br />

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ACSIP http://acsip.state.ar.us/cgi-bin/index.cgi?rm=report_acsip<br />

The Learning Institute will provide<br />

interim assessments to evaluate the<br />

effectiveness of our math program,<br />

assist with vertical and horizontal<br />

alignment, and guide our instruction;<br />

appropriate professional development<br />

on research based strategies and<br />

using assessments to drive instruction<br />

will be provided as well as allowing<br />

teachers and the math instructional<br />

facilitator to collaborate. Materials and<br />

supplies such as bubble sheets will be<br />

purchased.<br />

Action Type: Alignment<br />

Action Type: Collaboration<br />

Action Type: Professional<br />

Development<br />

Action Type: Title I <strong>School</strong>wide<br />

(1-2) PROGRAM EVALUATION for Math Gregg<br />

Priority: 1. To improve student Yarbrough,<br />

academic performance, the<br />

Principal; Jon<br />

intervention of implementing various Fulkerson,<br />

instructional strategies and high yield Assistant<br />

strategies will be used in all<br />

Principal; Diane<br />

classrooms. Instructional methods Jenkins, Math<br />

include the use of manipulatives Instructional<br />

(when needed), CGI problems, Facilitator<br />

mental math, exploratory activities,<br />

computer based programs and small<br />

cooperative groups. Implementation<br />

of various math instructional<br />

strategies using the The Learning<br />

Institute in all classrooms including<br />

Special Education has been used<br />

school-wide for the 2011-2012 school<br />

year. With the addition of 4 new<br />

teachers for the current school year,<br />

implementation of the program will be<br />

continued by planned professional<br />

development provided by the on-site<br />

math instructional facilitator and<br />

outside consultants when needed.<br />

Professional development will be<br />

enhanced by the collaboration of<br />

trained teachers with newly hired<br />

teachers.<br />

2. To determine the degree of<br />

effectiveness of the implementation of<br />

the math program, formal and<br />

informal observations by the math<br />

instructional facilitator and principals<br />

will be used. As a result of the<br />

observations, test data, and<br />

questioning of teachers, the areas of<br />

weak instruction will be identified.<br />

Professional development that targets<br />

these specific needs will be provided<br />

during math meetings and<br />

collaborations. During the current<br />

year, data from The Learning Institute<br />

(TLI), mClassmath, iReady and<br />

Renaissance Learning will be used to<br />

determine the effectiveness of<br />

instructional strategies. 3. Teachers<br />

have developed a deeper<br />

understanding of the various<br />

instructional strategies for math as<br />

evidenced by discussions during<br />

collaboration meetings. During the<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

Administrative<br />

Staff<br />

District Staff<br />

Teachers<br />

NSLA<br />

(State-281)<br />

- Materials &<br />

Supplies:<br />

ACTION<br />

BUDGET:<br />

$750.00<br />

$7996<br />

ACTION BUDGET: $<br />

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previous school year, meetings<br />

between the principals and the math<br />

instructional facilitator were held to<br />

discuss the areas of concern that were<br />

seen during formal and informal<br />

observations. To clear up these<br />

confusions, the math instructional<br />

facilitator focused on these areas<br />

during after school math meetings<br />

and collaboration meetings. In May<br />

2013, data will be included for the<br />

current school year using analysis of<br />

The Learning Institute (TLI), ITBS,<br />

mClassmath, Renaissance Learning,<br />

and formal/informal observations.<br />

Action Type: Program Evaluation<br />

(1-2) TIMELY AND EFFECTIVE<br />

REMEDIATION/NEEDS ASSESSMENT:<br />

Utilize 8 @ 1.0 FTE highly qualified<br />

paraprofessionals to provide individual<br />

and small group instruction under the<br />

supervision of the classroom teacher<br />

to students who exhibit low academic<br />

skills to promote proficiency with or<br />

without technology.<br />

Utilize 1 @1.0 additional FTE highly<br />

qualified paraprofessionals under the<br />

supervision of the literacy and math<br />

instructional facilitators as intensive<br />

interventionists to provide focused<br />

small group instruction to students<br />

who exhibit low academic literacy and<br />

math skills to promote proficiency<br />

with or without technology.<br />

Action Type: Collaboration<br />

Action Type: Equity<br />

Action Type: Technology Inclusion<br />

Action Type: Title I <strong>School</strong>wide<br />

(1-2) PROFESSIONAL DEVELOPMENT:<br />

The staff will be trained as needed in<br />

the use of technology which includes<br />

Smart Boards, LCD projectors,<br />

document cameras, i-Pads, student<br />

response systems, airliners, and math<br />

software that will be used during<br />

instruction in their classrooms to<br />

enhance student learning.<br />

Action Type: Collaboration<br />

Action Type: Professional<br />

Development<br />

Action Type: Technology Inclusion<br />

(1-2)For the year 2012-2013,<br />

teachers will be involved with<br />

Cognitively Guided Instruction<br />

(CGI)at Crowleys Ridge Co-op. The<br />

focus of CGI is to introduce different<br />

strategies on fundamental math<br />

instruction to be used in the Common<br />

Core classroom.<br />

Year 1 CGI- 10 @1.0 FTE Year 2 CGI -<br />

2 @ 1.0 FTE Geometry- 2@ 1.0 FTE<br />

Action Type: Collaboration<br />

Action Type: Professional<br />

Development<br />

(1-2)<br />

COLLABORATION/PROFESSIONAL<br />

DEVELOPMENT: The on-site math<br />

instructional facilitator will provide all<br />

Gregg<br />

Yarbrough,<br />

Principal<br />

Diane Jenkins,<br />

Math<br />

Instructional<br />

Facilitator;<br />

Jocelyn Davey,<br />

Second Grade<br />

Teacher<br />

Diane Jenkins,<br />

Math<br />

Instructional<br />

Facilitator; Beth<br />

McGrain First<br />

Grade Teacher;<br />

Jennifer Bennett,<br />

Second Grade<br />

Teacher<br />

Diane Jenkins,<br />

Math<br />

Instructional<br />

Facilitator<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

Computers<br />

Teachers<br />

Teaching Aids<br />

Computers<br />

District Staff<br />

Teachers<br />

Outside<br />

Consultants<br />

Teachers<br />

Performance<br />

Assessments<br />

Teachers<br />

ACTION BUDGET: $<br />

ACTION BUDGET: $<br />

PD<br />

(State-223)<br />

$13150.00<br />

- Purchased<br />

Services:<br />

ACTION<br />

BUDGET:<br />

Title I -<br />

Employee<br />

Salaries:<br />

$13150<br />

$4680.00<br />

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teachers professional development<br />

with a focus on problem solving skills<br />

through after school monthly math<br />

team meetings. During the meetings,<br />

student data will be analyzed,<br />

professional texts will be studied,<br />

instructional strategies will be<br />

discussed, professional growth plans<br />

will be addressed, interventions will<br />

be planned for struggling students,<br />

pacing guides discussed, and<br />

refinement of the alignment of the<br />

curriculum will be continued. Through<br />

the continued use of a data wall,<br />

teachers will be able to monitor<br />

student and class progress. The<br />

teachers will be paid @ $15 per hour,<br />

and the Math Instructional Facilitator<br />

will be paid @ $30 per hour for<br />

preparation and presentation.<br />

Action Type: Alignment<br />

Action Type: Collaboration<br />

Action Type: Professional<br />

Development<br />

(1-2) Continue the use of the online<br />

mClass math program. This online<br />

program assists teachers in tracking<br />

student growth and provides<br />

individual student intervention<br />

activities that improve math skills.<br />

Professional development will be<br />

provided to teachers when needed on<br />

the use of the iPads.<br />

Action Type: Equity<br />

Action Type: Professional<br />

Development<br />

Action Type: Technology Inclusion<br />

(1-2) SCHOOLWIDE REFORM<br />

STRATEGIES: Implement the web<br />

based programs Accelerated Math<br />

(Second grade interventions only) and<br />

Math Facts in a Flash to supplement<br />

math instruction. STAR Math will be<br />

administered to every student and the<br />

data gathered will be used as part of<br />

the RTI process to determine focused<br />

Tier II and Tier III intervention<br />

instruction. The math instructional<br />

facilitator and teachers will be<br />

provided with professional<br />

development when appropriate.<br />

Action Type: Collaboration<br />

Action Type: Professional<br />

Development<br />

Action Type: Technology Inclusion<br />

Action Type: Title I <strong>School</strong>wide<br />

(1-2) CWT (CLASSROOM<br />

WALK-THROUGHS): To monitor<br />

instruction, data will be gathered by<br />

the Leadership Team on weekly<br />

classroom focus walks. The Leadership<br />

Team, principal, asst. principal, JBHM<br />

consultants, and instructional<br />

facilitators, will analyze data from the<br />

walks to be used to provide focused<br />

professional development during<br />

collaborative planning and faculty<br />

meetings. Weekly action reports will<br />

Diane Jenkins,<br />

Math<br />

Instructional<br />

Facilitator; Missy<br />

Bullard, First<br />

Grade Teacher<br />

Diane Jenkins,<br />

Math<br />

Instructional<br />

Facilitator<br />

Gregg<br />

Yarbrough,<br />

Principal<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

Computers<br />

Performance<br />

Assessments<br />

Teachers<br />

Computers<br />

District Staff<br />

Outside<br />

Consultants<br />

Teachers<br />

Teaching Aids<br />

Administrative<br />

Staff<br />

Computers<br />

Outside<br />

Consultants<br />

Title I -<br />

Employee<br />

Benefits:<br />

ACTION<br />

BUDGET:<br />

Title VI State<br />

- Purchased<br />

Services:<br />

ACTION<br />

BUDGET:<br />

Title I -<br />

Purchased<br />

Services:<br />

ACTION<br />

BUDGET:<br />

$1190.00<br />

$5870<br />

$2500.00<br />

$2500<br />

$2380.00<br />

$2380<br />

ACTION BUDGET: $<br />

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ACSIP http://acsip.state.ar.us/cgi-bin/index.cgi?rm=report_acsip<br />

be submitted to the building principal<br />

and the superintendent by the JBHM<br />

consultants.<br />

Action Type: Collaboration<br />

Action Type: Professional<br />

Development<br />

(1-2) TRANSITION: The transition for<br />

second grade students will be made<br />

easier by allowing the students to<br />

tour the Central Elementary <strong>School</strong> at<br />

the end of the current school year. A<br />

Step-Up Night will be held district<br />

wide to inform parents and students<br />

about the upcoming school year.<br />

Action Type: Collaboration<br />

(1-2) Renewing subscription for<br />

i-Ready web-based computer<br />

programs in math to be used in the<br />

computer lab and the classrooms. The<br />

web-based programs will be used to<br />

supplement instruction and provide<br />

interventions when needed.<br />

Professional development will be<br />

provided as needed.<br />

Action Type: Collaboration<br />

Action Type: Professional<br />

Development<br />

Action Type: Technology Inclusion<br />

Action Type: Title I <strong>School</strong>wide<br />

(1-2) TEACHERS INVOLVED IN<br />

DECISION MAKING ACTIVITIES: The<br />

Leadership Team will be responsible<br />

for overseeing the planning and<br />

implementation of the school's<br />

strategic planning process and annual<br />

plan. The leadership team will hold<br />

regular meetings. The<br />

Principal/Leadership Team will have<br />

regular faculty meetings to give<br />

teachers an opportunity to give<br />

feedback, ask questions, make<br />

suggestions, and verbalize needs and<br />

wants.<br />

Action Type: Collaboration<br />

(1-2) Professional development will<br />

be provided by the Crowley's Ridge<br />

Educational Co-op throughout the<br />

current school year. The training will<br />

include but not be limited to Common<br />

Core, instructional facilitator training,<br />

using high-yield strategies,<br />

technology, and Bloom's Taxonomy.<br />

Accountability meetings are held with<br />

the principals attending at the Co-op.<br />

Action Type: Collaboration<br />

Action Type: Professional<br />

Development<br />

Action Type: Technology Inclusion<br />

(1-2) Special education resource<br />

students will receive math instruction<br />

in the regular education classroom<br />

with accommodations.<br />

Action Type: Collaboration<br />

Action Type: Equity<br />

Action Type: Special Education<br />

Marc Sherrell,<br />

Assistant<br />

Principal; John<br />

Whitaker,<br />

Counselor<br />

Diane Jenkins,<br />

Math<br />

Instructional<br />

Facilitator<br />

Gregg<br />

Yarbrough,<br />

Principal; Jon<br />

Fulkerson,<br />

Assistant<br />

Principal; Marc<br />

Sherrell,<br />

Assistant<br />

Principal<br />

Gregg<br />

Yarbrough,<br />

Principal<br />

Regina Evans,<br />

Sp. Ed. Teacher<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

Administrative<br />

Staff<br />

Teachers<br />

Computers<br />

Outside<br />

Consultants<br />

Teachers<br />

Teachers<br />

ACTION BUDGET: $<br />

NSLA<br />

(State-281)<br />

$17900.00<br />

- Purchased<br />

Services:<br />

ACTION<br />

BUDGET:<br />

$17900<br />

ACTION BUDGET: $<br />

Computers<br />

Teachers ACTION BUDGET: $<br />

Teachers<br />

Teaching Aids<br />

ACTION BUDGET: $<br />

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ACSIP http://acsip.state.ar.us/cgi-bin/index.cgi?rm=report_acsip<br />

(1-2) INSTRUCTIONAL FOCUS AND<br />

DATA TEAM: To make<br />

recommendations for academic<br />

improvement, a team will review data<br />

(CWT's, STAR, Mclassmath, and<br />

iReady) on a regular basis. The team<br />

will set short term goals and high<br />

yield strategies to implement during<br />

the next intervention period.<br />

Action Type: Collaboration<br />

Action Type: Equity<br />

Action Type: Technology Inclusion<br />

(1-2) <strong>Blytheville</strong> Primary <strong>School</strong> has<br />

contracted 72 days with school<br />

improvement specialist to provide<br />

intensive focused on-going<br />

professional development throughout<br />

the school year for first and second<br />

grades on how to analyze and<br />

effectively use data to increase<br />

academic performance in literacy and<br />

math. The JBHM consultant provides<br />

professional development in<br />

meetings.<br />

Action Type: ADE Scholastic Audit<br />

Action Type: AIP/IRI<br />

Action Type: Alignment<br />

Action Type: Collaboration<br />

Action Type: Professional<br />

Development<br />

Action Type: Technology Inclusion<br />

(1-2)PROFESSIONAL DEVELOPMENT:<br />

The school district will provide<br />

opportunities for summer professional<br />

development on literacy/math and<br />

other appropriate topics such as but<br />

not limited to developing Common<br />

Core Units for math and literacy so<br />

students can achieve in literacy and<br />

math.<br />

Action Type: Collaboration<br />

Action Type: Professional<br />

Development<br />

Action Type: Technology Inclusion<br />

(1-2) Students will participate in<br />

science activities through visits to the<br />

science lab. Teachers will set up the<br />

lab correlating it with the literacy<br />

Common Core units using some of the<br />

ideas from the inservice presented by<br />

Dr. Julie Grady from the ASU STEM<br />

Center.<br />

Action Type: Collaboration<br />

Action Type: Professional<br />

Development<br />

Action Type: Technology Inclusion<br />

(K)TECHNOLOGY: Kindergarten<br />

students will continue to use software<br />

installed on the computers in the<br />

computer lab and classroom that<br />

contain exercises developed to<br />

promote mastery of number sense.<br />

Some of the programs on the software<br />

will contain activities which focus on<br />

one-to-one correspondence.<br />

Purchased software subscriptions for<br />

Starfall and Education City will be<br />

used to reinforce number sense skills<br />

Marc Sherrell,<br />

Assistant<br />

Principal<br />

Diane Jenkins,<br />

Math Facilitator<br />

Diane Jenkins,<br />

Math<br />

Instructional<br />

Facilitator<br />

Diane Jenkins,<br />

Math<br />

Instructional<br />

Facilitator<br />

Anita Self and<br />

Diane Jenkins,<br />

Literacy & Math<br />

Instructional<br />

Facilitators; Marc<br />

Sherrell,<br />

Assistant<br />

Principal<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

Computers<br />

Performance<br />

Assessments<br />

Computers<br />

Outside<br />

Consultants<br />

Performance<br />

Assessments<br />

Teachers<br />

Computers<br />

Performance<br />

Assessments<br />

Teachers<br />

Outside<br />

Consultants<br />

Teachers<br />

Teaching Aids<br />

ACTION BUDGET: $<br />

ACTION BUDGET: $<br />

PD<br />

(State-223)<br />

- Employee<br />

Benefits:<br />

PD<br />

(State-223)<br />

- Employee<br />

Salaries:<br />

ACTION<br />

BUDGET:<br />

$1690.00<br />

$6750.00<br />

$8440<br />

ACTION BUDGET: $<br />

Computers<br />

Teachers ACTION BUDGET: $<br />

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taught.<br />

Action Type: Technology Inclusion<br />

Action Type: Title I <strong>School</strong>wide<br />

(K) TIMELY AND EFFECTIVE<br />

REMEDIATION/PARENTAL<br />

ENGAGEMENT: A math Academic<br />

Improvement <strong>Plan</strong> (AIP) will be<br />

developed with parental involvement<br />

for students who do not achieve<br />

proficiency levels on mClass<br />

Benchmark Assessment to pinpoint<br />

exact skills which need to be<br />

mastered. Interventions will be<br />

provided in the classroom by the<br />

teacher/paraprofessional. The lowest<br />

performing students will receive<br />

interventions targeted toward their<br />

specific needs from the math<br />

interventionist with support from the<br />

Math Instructional Facilitator<br />

(supplemental to ACT 397).<br />

Action Type: AIP/IRI<br />

Action Type: Collaboration<br />

Action Type: Equity<br />

Action Type: Parental Engagement<br />

Action Type: Title I <strong>School</strong>wide<br />

(K) PROFESSIONAL<br />

DEVELOPMENT/COLLABORATION/<br />

TECHNOLOGY/TEACHERS INVOLVED<br />

IN DECISION<br />

MAKING/COORDINATION OF FUNDS:<br />

The Math Instructional Facilitator will<br />

provide ongoing, continuous<br />

mentoring and support the teachers<br />

in implementing best practices based<br />

on Common Core Standards. She will<br />

collaborate with teachers during<br />

planning times and after school.<br />

Meetings will focus on analyzing CWT<br />

data reports to determine which high<br />

yield strategies are being used as well<br />

as other areas of need indicated by<br />

the reports. Common Core Standards<br />

will be discussed to develop lesson<br />

plans and create weekly assessments.<br />

During the development of lesson<br />

plans, the professional text Hands-On<br />

Standards will be used as a resource<br />

to ensure that manipulatives are<br />

integrated. Ideas for integrating<br />

technology in the classroom will be<br />

shared. Math assessments will be<br />

analyzed and a data wall will be<br />

developed to track student growth.<br />

Action Type: Collaboration<br />

Action Type: Professional<br />

Development<br />

Action Type: Technology Inclusion<br />

Action Type: Title I <strong>School</strong>wide<br />

(K) PROFESSIONAL<br />

DEVELOPMENT/COLLABORATION: The<br />

Learning Institute personnel will<br />

provide guidance for the Math<br />

Instructional Facilitator to<br />

continuously monitor and refine the<br />

vertical and horizontal alignment of<br />

the curriculum. The collaboration with<br />

The Learning Institute ensures that all<br />

GreggYarbrough,<br />

Principal; Marc<br />

Sherrell,<br />

Assistant<br />

Principal<br />

Diane Jenkins,<br />

Math<br />

Instructional<br />

Facilitator;<br />

Diane Jenkins,<br />

Math<br />

Instructional<br />

Facilitator<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

Performance<br />

Assessments<br />

Teachers<br />

Performance<br />

Assessments<br />

Teachers<br />

Teaching Aids<br />

Administrative<br />

Staff<br />

Outside<br />

Consultants<br />

Teachers<br />

ACTION BUDGET: $<br />

ACTION BUDGET: $<br />

ACTION BUDGET: $<br />

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Common Core Standards are included<br />

on the mapping guides that teachers<br />

use for core instruction. Additionally,<br />

the Math Instructional Facilitator will<br />

continue training provided by math<br />

consultants at Crowley's Ridge<br />

Educational Service Co-op that<br />

focuses on Diane Sweeney's work of<br />

Building Capacity between teachers,<br />

instructional facilitators, and<br />

students.<br />

Action Type: Alignment<br />

Action Type: Collaboration<br />

Action Type: Title I <strong>School</strong>wide<br />

(K) INSTRUCTION FROM HIGHLY<br />

QUALIFIED<br />

TEACHERS/COORDINATION of<br />

FUNDS/TEACHERS INVOLVED IN<br />

DECISION MAKING: The curriculum<br />

will be enhanced and supported by<br />

the purchase of new instructional<br />

materials, manipulatives, and<br />

professional literature containing best<br />

practices based on current research.<br />

To accelerate academic performance<br />

in low performing students and<br />

kinesthetic learners, tactile materials<br />

for math instruction will be purchased<br />

to provide lots of hands-on activities.<br />

Action Type: Collaboration<br />

Action Type: Equity<br />

Action Type: Title I <strong>School</strong>wide<br />

(K) TEACHERS INVOLVED IN<br />

DECISION MAKING: Materials will be<br />

purchased to support and enhance<br />

the social studies and science<br />

curriculum. A science lab will be<br />

utilized to facilitate instruction and<br />

exploration of science under the<br />

direction of the classroom teacher and<br />

Math Instructional Facilitator. Tactile<br />

materials purchased for the science<br />

lab will give students a hands-on<br />

approach to exploring the different<br />

areas of science. Short videos will be<br />

used in the science lab utilizing the<br />

SmartBoard to hook the students into<br />

the lesson when appropriate.<br />

Activities in the science lab will be<br />

correlated to the thematic units of<br />

Common Core.<br />

Action Type: Collaboration<br />

Action Type: Technology Inclusion<br />

Action Type: Title I <strong>School</strong>wide<br />

(K) TECHNOLOGY: Classroom teachers<br />

will use SmartBoards, document<br />

cameras, overhead projectors, iPads<br />

and airliners to enhance instruction<br />

during math and support the core<br />

instruction that is based on Common<br />

Core Standards. The use of this<br />

technology will allow teachers to meet<br />

the needs of visual, kinesthetic, and<br />

auditory learners through the<br />

integration of different types of<br />

media, websites, and materials used<br />

in conjunction with the document<br />

camera and SmartBoards.<br />

Gregg<br />

Yarbrough,<br />

Principal<br />

Diane Jenkins,<br />

Math<br />

Instructional<br />

Facilitator<br />

Gregg<br />

Yarbrough,<br />

Principal; Marc<br />

Sherrell,<br />

Assistant<br />

Principal<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

Teachers<br />

Teaching Aids<br />

Computers<br />

Teachers<br />

Teaching Aids<br />

Computers<br />

Teaching Aids<br />

PD<br />

(State-223)<br />

- Materials &<br />

Supplies:<br />

NSLA<br />

(State-281)<br />

- Materials &<br />

Supplies:<br />

ACTION<br />

BUDGET:<br />

NSLA<br />

(State-281)<br />

- Materials &<br />

Supplies:<br />

ACTION<br />

BUDGET:<br />

$2000.00<br />

$9630.00<br />

$11630<br />

$3000.00<br />

$3000<br />

ACTION BUDGET: $<br />

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ACSIP http://acsip.state.ar.us/cgi-bin/index.cgi?rm=report_acsip<br />

Action Type: Technology Inclusion<br />

(K) NEEDS ASSESSMENT: mClass<br />

Benchmark Math Assessments will be<br />

given on iPads this school year.<br />

Students will be given this<br />

assessment at the beginning, middle,<br />

and end of the year. Teachers will<br />

analyze the data from these<br />

assessments to make adjustments in<br />

their instruction and provide<br />

interventions to students based on<br />

need.<br />

Action Type: Title I <strong>School</strong>wide<br />

(K) RECRUITING AND MAINTAINING<br />

HIGHLY QUALIFIED<br />

PARAPROFESSIONALS/NEEDS<br />

ASSESSMENT: 1 @ 1.0 FTE (Lou<br />

Riggs) paraprofessional will be<br />

utilized to provide instruction<br />

individually or in small groups to<br />

students who did not meet<br />

benchmark levels on mClass Math<br />

Assessments. Instruction will be<br />

based on the needs of the students.<br />

The Math Instructional Facilitator will<br />

collaborate with the interventionist.<br />

Action Type: Collaboration<br />

Action Type: Equity<br />

Action Type: Title I <strong>School</strong>wide<br />

(K) PROFESSIONAL DEVELOPMENT:<br />

Classroom teachers will attend<br />

workshops that focus on using best<br />

practices for math instruction;<br />

Cognitively Guided Instruction (CGI)<br />

workshops that promote problem<br />

solving through self-discovery using<br />

manipulatives; workshops that focus<br />

on integrating technology into math<br />

lessons based on Common Core<br />

Standards. Substitutes contracted<br />

through SubTeach USA will be<br />

provided for teachers when necessary.<br />

Action Type: Professional<br />

Development<br />

(K) PROGRAM EVALUATION: 1. To<br />

improve student academic<br />

performance, the implementation of<br />

various instructional strategies was<br />

used in all classrooms. Instructional<br />

methods include the use of<br />

manipulatives, exploratory activities,<br />

and peer teaching, Implementation of<br />

various math instructional strategies<br />

using manipulatives with the Harcourt<br />

Math series in all classrooms has been<br />

successful. Formal and informal<br />

observations by the Math<br />

Instructional Facilitator, principal, and<br />

JBHM consultant show that teachers<br />

are using a variety of manipulatives<br />

and integrating the software<br />

programs of Starfall and Education<br />

City into their lessons. 2. To<br />

determine the degree of effectiveness<br />

of the implementation of the math<br />

program, formal and informal<br />

observations, CWT data, math<br />

assessment data, and retention data<br />

Diane Jenkins,<br />

Math<br />

Instructional<br />

Facilitator<br />

Gregg<br />

Yarbrough,<br />

Principal<br />

Gregg<br />

Yarbrough,<br />

Principal; Marc<br />

Sherrell,<br />

Assistant<br />

Principal<br />

Gregg<br />

Yarbrough,<br />

Principal<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

Performance<br />

Assessments<br />

Teachers<br />

Performance<br />

Assessments<br />

Teachers<br />

Teaching Aids<br />

Outside<br />

Consultants<br />

Administrative<br />

Staff<br />

Performance<br />

Assessments<br />

Teachers<br />

ACTION BUDGET: $<br />

Title I -<br />

Employee<br />

Salaries:<br />

Title I -<br />

Employee<br />

Benefits:<br />

ACTION<br />

BUDGET:<br />

PD<br />

(State-223)<br />

- Purchased<br />

Services:<br />

ACTION<br />

BUDGET:<br />

$17654.00<br />

$3884.00<br />

$21538<br />

$1500.00<br />

$1500<br />

ACTION BUDGET: $<br />

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ACSIP http://acsip.state.ar.us/cgi-bin/index.cgi?rm=report_acsip<br />

are used. An identified weakness<br />

during the 2010-2011 school year<br />

was the lack of a consistency in math<br />

vocabulary across the classrooms. To<br />

strength vocabulary instruction, a set<br />

of vocabulary word flashcards was<br />

purchased from Harcourt that aligned<br />

with the basal.<br />

3. Math Assessment Data for the<br />

2011-2012 beginning of year school<br />

data for kindergarten: 21% Counting<br />

(low risk) 12% Number<br />

Indentification (low risk) End of year<br />

data: 77% Counting (low risk) 61%<br />

Number Indentification (low risk)<br />

51% Missing Number (low risk) 39%<br />

Quantity Discrimination (low risk) The<br />

data indicates that the students have<br />

increased in all three areas since last<br />

year.<br />

At the end of the 2011-2012 school<br />

year, teachers had developed a<br />

greater awareness of the need for<br />

manipulatives to provide hands-on<br />

instruction. Academic gains for all<br />

subtests. During this school year, a<br />

research-based standardized math<br />

test has been purchased with the use<br />

of iPads that assesses rigorous math<br />

instruction which aligns with Common<br />

Core Standards.<br />

4.Eight teachers and the math<br />

facilitator are enrolled in CGI training.<br />

Action Type: Program Evaluation<br />

Total Budget: $176354<br />

Priority 3:<br />

Supporting<br />

Data:<br />

Goal<br />

Benchmark<br />

To continue to monitor the triggered area of out of school suspensions (discipline) based upon the<br />

Arkansas Department of Education Monitoring/ACSIP Special Education 2010-2011 District Data.<br />

1.<br />

2.<br />

Results from the 2008-2009 focused monitoring report indicated that the district's percentage of<br />

special education students in the regular education class 80% or more of the day is 15.82%. The<br />

benchmark for LRE is 42.05% with the standard deviation of 12.29%. The trigger value of LRE is<br />

29.76% and the District has less than 29.76% of the special education students in regular class at<br />

least 80% of the school day which falls in the triggered range. At the present time, all third<br />

through eighth grade students receive science and social studies in the regular ed classroom.<br />

The 2008-2009 data shows, although <strong>Blytheville</strong> <strong>School</strong> District was triggered for LRE, the data for<br />

<strong>Blytheville</strong> Primary <strong>School</strong> reveals that 52.4% of the Special Education students receive 80% of<br />

regular ed class time. BPS is not triggered in LRE but we will continue to monitor.<br />

Based upon Arkansas Department of Education Monitoring/ACSIP Special Education 2009-2010<br />

District Data, BPS is not triggered in LRE but will continue to monitor.<br />

In 2011-2012, BPS out of school suspensions for 10 or mor days was 0% of the total student<br />

population and 0% of special education student population. During 2011-2012, the results from<br />

the monitoring data indicated 0% of special education population was suspended for 10 days or<br />

more. Therefore, BPS displine does not indicate a triggered area.<br />

According to the 2007-2008 and 2008-2009 focused monitoring data, racial disparity is no longer a<br />

triggered area. We will continue to monitor.<br />

Based upon Arkansas Department of Education Monitoring/ACSIP Special Education 2009-2010<br />

District Data, BPS is not triggered in racial disparity but will continue to monitor.<br />

During the 2012-2013 , BPS will continue to monitor the number of out of school suspensions/expulsions<br />

(discipline) of special education students.<br />

During the 2012-2013 school year, BPS will maintain the 0% of special education students<br />

suspended/expelled and/or maintain the 1.24% above the percent of suspended/expelled regular<br />

education students.<br />

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ACSIP http://acsip.state.ar.us/cgi-bin/index.cgi?rm=report_acsip<br />

Intervention: LEARNING ENVIRONMENT: Implement a comprehensive approach addressing student behavior to<br />

reduce the number of suspensions in special education.<br />

Scientific Based Research:<br />

Barkley, R.A. (1997). Defiant Children, Second Edition: A Clinician’s Manual for Assessment and Parent Training. New<br />

York, NY: The Guildford Press.<br />

Boynton, M. & Boynton, C. (2005). The Educator’s Guide to Preventing and Solving Discipline Problems. Alexandria,<br />

VA: Association and Supervision for Curriculum and Development.<br />

Ciaccio, J. (2004). Totally Positive Teaching. Alexandria, VA: Association and Supervision for Curriculum and<br />

Development.<br />

Smith, R. (2004). Conscious Classroom Management: Unlocking the Secrets of Great Teaching. Fairfax, CA:<br />

Conscious teaching <strong>Public</strong>ations.<br />

Johns, B.H. & Carr, V.G. (2007). Reduction of <strong>School</strong> Violence: Alternatives to Suspension – Fourth Edition. Horsham,<br />

PA: LRP <strong>Public</strong>ations.<br />

Actions<br />

Teachers and administrators will receive<br />

professional development in order to implement<br />

positive behavioral interventions with an<br />

emphasis on subgroups.<br />

Action Type: Special Education<br />

A systematic collection of data will measure<br />

discipline referrals made by individual teachers<br />

according to student age, grade, sex, and race.<br />

This will be monitored on a monthly basis<br />

through SWIS.<br />

Action Type: Special Education<br />

Action Type: Technology Inclusion<br />

RTI teams will conduct a Functional Behavior<br />

Assessment prior to suspension for recurring<br />

infractions.<br />

Action Type: Equity<br />

Action Type: Special Education<br />

RTI teams will use the results of Hawthorne<br />

Adaptive Behavioral Assessment to determine<br />

strategic interventions within the three domains.<br />

Action Type: Alignment<br />

Action Type: Special Education<br />

<strong>School</strong>-based mental health services will be<br />

provided to address social and behavior<br />

management skills.<br />

Action Type: Collaboration<br />

Action Type: Special Education<br />

Discipline referral data monitored on a monthly<br />

basis will be used to determine a decrease in<br />

suspension of special education students.<br />

Action Type: Special Education<br />

PROGRAM EVALUATION for Out of <strong>School</strong><br />

Suspension (discipline): 1. Positive behavioral<br />

interventions have been implemented<br />

school-wide for the 2010–2011 school year.<br />

Professional development will be continued to<br />

enhance knowledge of research based practices<br />

in behavior management. 2. Discipline referral<br />

data will be monitored regularly to determine<br />

the degree of effectiveness of behavior<br />

management strategies. 3. Mentors and<br />

Person<br />

Responsible<br />

Jean Cole, Special<br />

Education<br />

Director<br />

Gregg Yarbrough,<br />

Principal<br />

Gregg Yarbrough,<br />

Principal; John<br />

Whitaker,<br />

Counselor;<br />

Rebecca<br />

Langston, Special<br />

Ed Teacher<br />

Marc Sherrell,<br />

Principal; John<br />

Whitaker,<br />

Counselor; Reyna<br />

Cunningham,<br />

Special Ed<br />

Teacher<br />

Gregg Yarbrough,<br />

Principal<br />

Timeline Resources<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

Jon Fulkerson, Start:<br />

Assistant Principal 07/01/2012<br />

End:<br />

06/30/2013<br />

Gregg Yarbrough,<br />

Principal; Jon<br />

Fulkerson,<br />

Assistant<br />

Principal; Reyna<br />

Cunningham,<br />

Special Ed<br />

Teacher<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

Administrative<br />

Staff<br />

Teachers<br />

Central Office<br />

Computers<br />

District Staff<br />

Administrative<br />

Staff<br />

Teachers<br />

Administrative<br />

Staff<br />

Teachers<br />

Outside<br />

Consultants<br />

Teachers<br />

Administrative<br />

Staff<br />

Teachers<br />

Administrative<br />

Staff<br />

District Staff<br />

Teachers<br />

Source of<br />

Funds<br />

ACTION<br />

BUDGET: $<br />

ACTION<br />

BUDGET: $<br />

ACTION<br />

BUDGET: $<br />

ACTION<br />

BUDGET: $<br />

ACTION<br />

BUDGET: $<br />

ACTION<br />

BUDGET: $<br />

ACTION<br />

BUDGET: $<br />

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ACSIP http://acsip.state.ar.us/cgi-bin/index.cgi?rm=report_acsip<br />

principals focused on struggling teachers having<br />

difficulty in managing classrooms. Peer<br />

observations and modeling of effective<br />

classroom management strategies were<br />

implemented to clear up concerns.<br />

Action Type: Program Evaluation<br />

Total Budget: $0<br />

Priority 4:<br />

Supporting<br />

Data:<br />

Goal<br />

Benchmark<br />

All students at the <strong>Blytheville</strong> Primary <strong>School</strong> will receive instruction on how to make good choices to live<br />

a healthy lifestyle through exercise, proper nutrition, and good health habits.<br />

1.<br />

2.<br />

3.<br />

4.<br />

5.<br />

6.<br />

2011-2012 data indicated that 232 1st grade and 202 2nd grade students participated in Vision<br />

Screening. Five 1st grade students and one 2nd grade student were referred for additional<br />

screening.<br />

2011-2012 data indicated that 233 1st grade and 205 2nd grade students participated in Hearing<br />

Screening. Two 1st grade students and no 2nd grade students were referred for additional<br />

screening.<br />

Kindergarten 2011-2012 Data by grade level: 52.7% Kindergarten Males Overweight/Obese 40.7%<br />

Kindergarten Females Overweight/Obese Data by total student population: 15.6% Males Classified<br />

as Overweight 17.8% Females Classified as Overweight 26.5% Males Classified as Obese 27.9%<br />

Females Classified as Obese<br />

Preschool/Kindergarten 2010-2011 Data by grade level: 38.9% Preschool Males Overweight/Obese<br />

45.5% Preschool Females Overweight/Obese 24.1% Kindergarten Males Overweight/Obese 33.6%<br />

Kindergarten Females Overweight/Obese Data by total student population: 11.5% Males Classified<br />

as Overweight 11.3% Females Classified as Overweight 14.6% Males Classified as Obese 24.1%<br />

Females Classified as Obese<br />

During the 2010-2011 school year, <strong>Blytheville</strong> Kindergarten Center saw a decrease in the number<br />

of students classified as overweight or obese according to the Body Mass Index in all categories<br />

except one. Preschool Males showed a slight increase in 2010-2011 with 38.9% classified as<br />

overweight/obese compared to 31.6% in 2009-2010.<br />

Preschool/Kindergarten 2009-2010 Data by grade level: 31.6% Preschool Males Overweight/Obese<br />

60.0% Preschool Females Overweight/Obese 53.1% Kindergarten Males Overweight/Obese 40.4%<br />

Kindergarten Females Overweight/Obese Data by total student population: 24.8% Males Classified<br />

as Overweight 21.8% Females Classified as Overweight 20.1% Males Classified as Obese 21.8%<br />

Females Classified as Obese Kindergarten Center saw an increase in the number of students<br />

classified as overweight or obese according to the Body Mass Index in all categories except<br />

Preschool Males which decreased.<br />

BMI school results for the 2011-2012 school year showed an increase in second grade students<br />

classified as overweight or at risk of being overweight. The results indicated that 42.1% of males<br />

and 45.7% of females were overweight or at risk of being overweight.<br />

BMI school results for the 2010-2011 school year showed an increase in second grade students<br />

classified as overweight or at risk of being overweight. The results indicated that 32.3% of males<br />

and 36.3% of females were overweight or at risk of being overweight.<br />

BMI school results for the 2009-2010 school year showed an increase in second grade students<br />

classified as overweight or at risk of being overweight. The results indicated that 16.7% of males<br />

and 23.6% of females were overweight or at risk of being overweight.<br />

<strong>School</strong> Health Index results for 2007-08 indicated that increased times needed to allocated in all<br />

schools for physical activity, professional development needed to be provided for all staff and<br />

physical health and well being issues, and asthma awareness training needed to be provided.<br />

Most physical activity is through scheduled motor skills classes, the before school walking<br />

program, and other structured physical activities.<br />

In the fall of 2011, the results of the Arkansas Prevention Needs Assessment Student Survey are<br />

included in the Safe and Drug Free <strong>School</strong> Priority 3 of the <strong>Blytheville</strong> <strong>School</strong> District plan.<br />

All students at the <strong>Blytheville</strong> Primary <strong>School</strong> will receive instruction on how to make good choices to live<br />

a healthy lifestyle through exercise, proper nutrition, and good health habits.<br />

By the end of the 2012-2013 school year, there will be a 10% decrease of the number of students<br />

indicated as at-risk on the BMI results.<br />

Intervention: Promote good nutrition and a healthy lifestyle through various activities at school.<br />

Scientific Based Research:<br />

PL 108-265, June 30, 2004; ADE Nutrition/Physical Activity Standards; Ark Code: 20-7-133, 20-7-134, 20-7-135;<br />

Reverse the Trends: Create a Healthy <strong>School</strong> Nutrition Environment for Students, National Food Service Management<br />

Institute, 2004.<br />

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ACSIP http://acsip.state.ar.us/cgi-bin/index.cgi?rm=report_acsip<br />

Story, M., Kaphingst, K. M., & French, S. (2006, Spring).<br />

"The role of schools in obesity prevention." Future of Children, Vol. 16/No.1. Retrieved August 23, 2007, from<br />

http://futureofchildren.org<br />

Kumanyika, Shiriki and Grier, Sonya (2006, Spring). "Targeting interventions for ethnic minority and low-income<br />

populations." Future of Children, Vol. 16/No. 1. Retrieved August 23, 2007 from http://futureofchildren.org<br />

Krishnamoorthy, J. S., Hart, C., and Jelalian, E. (2006). "The epidemic of childhood obesity: Review of research and<br />

implications for public policy." Social Policy Report, Volume III, Number II. Retrieved August 23, 2007 from<br />

http://www.srcd.org/spr.html<br />

Person<br />

Actions<br />

Responsible<br />

(K-2) <strong>Blytheville</strong> Primary will implement the district Beverly<br />

wellness policy as follows: Implement the district Gonzales;<br />

wellness policy as follows: The health and physical Mary Tyler,<br />

well-being of our students directly affects their ability Physical<br />

to learn. Childhood obesity increases the incidence of Education<br />

adult diseases occurring in children and adolescents Teacher<br />

such as heart disease, high blood pressure and<br />

diabetes. The increased risk carries forward into their<br />

adulthood. Research indicates that a healthy diet and<br />

regular physical activity can help prevent obesity and<br />

the diseases resulting from it. It is understood that<br />

the eating habits and exercise patterns of students<br />

cannot be magically changed overnight, but at the<br />

same time, the board of directors believes it is<br />

necessary to strive to create a culture in our schools<br />

that consistently promotes good nutrition and physical<br />

activity. The problem of obesity and inactivity is a<br />

public health issue. The board is keenly aware that it<br />

has taken years for this problem to reach its present<br />

level and will similarly take years to correct. The<br />

responsibility for addressing the problem lies not only<br />

with the schools and the Department of Education, but<br />

with the community and its residents, organizations<br />

and agencies. Therefore, the district shall enlist the<br />

support of the larger community to find solutions<br />

which improve the health and physical activity of our<br />

students. Parents will also be kept informed of<br />

improving physical health of the students. The school<br />

page included in the local newspaper will include tips<br />

for healthy eating and physical activity to promote<br />

wellness in the children. Goals: In its efforts to<br />

improve the school nutrition environment, promote<br />

student health, and reduce childhood obesity, the<br />

district will adhere to the Arkansas Rules Governing<br />

Nutrition and Physical Activity Standards in Arkansas<br />

<strong>Public</strong> <strong>School</strong>s. Adhering to these Rules will include,<br />

but is not limited to district efforts to 1. Appoint a<br />

district school health coordinator and a coordinator for<br />

each building, who shall be responsible for ensuring<br />

that each school fulfills the requirements of this<br />

policy; 2. Implement a grade appropriate nutrition<br />

education program that will develop an awareness of<br />

and appreciation for nutrition and physical activity<br />

throughout the curriculum; 3. Enforce existing<br />

physical education requirements and engage students<br />

in healthy levels of vigorous physical activity; 4. Strive<br />

to improve the quality of physical education curricula<br />

and increase the training of physical education<br />

teachers with all PE teachers being licensed in<br />

physical education; 5. Follow the Arkansas Physical<br />

Education and Health Education Frameworks in grades<br />

K-12; 6. Not use food or beverages as rewards for<br />

academic, classroom or sports performances; 7.<br />

Ensure that drinking water is available without charge<br />

to all students; 8. Establish class schedules, and bus<br />

routes that don't directly or indirectly restrict meal<br />

access; 9. Provide students with ample time to eat<br />

their meals in pleasant cafeteria and dining areas; 10.<br />

Establish no more than nine (9) school wide events<br />

Timeline Resources<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

Central Office<br />

Teachers<br />

Source of<br />

Funds<br />

ACTION<br />

BUDGET: $<br />

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ACSIP http://acsip.state.ar.us/cgi-bin/index.cgi?rm=report_acsip<br />

which permit exceptions to the food and beverage<br />

limitation established by Rule. The schedule of the<br />

events shall be by school, approved by the principal,<br />

and shall be part of the annual school calendar; 11.<br />

Abide by the current allowable food and beverage<br />

portion standards; 12. Meet the more stringent of<br />

Arkansas' or the U.S. Department of Agriculture's<br />

Nutrition Standards for reimbursable meals and a la'<br />

carte foods served in the cafeteria; 13. Restrict access<br />

to vended foods, competitive foods, and foods of<br />

minimal nutritional value (FMNV) as required by law<br />

and rule; 14. Conform new and/or renewed vending<br />

contracts to the content restrictions contained in the<br />

Rules and reduce district dependence on profits from<br />

the sale of FMNV. 15. Provide professional<br />

development to all district staff on topics of nutrition<br />

and/or physical activity including CPR training for<br />

individuals in each school, training for prevention of<br />

teen suicide, sexual abuse, and child maltreatment,<br />

and diabetic awareness including the use of glucagon;<br />

16. Utilize the <strong>School</strong> Health Index available from the<br />

Center for Disease Control (CDC) to assess how well<br />

the district is doing at implementing this wellness<br />

policy and at promoting a healthy environment for its<br />

students. Advisory Committee to enhance the<br />

district's efforts to improve the health of our students,<br />

a <strong>School</strong> Nutrition and Physical Activity Advisory<br />

Committee (SNPAAC) shall be formed at each school<br />

in addition to the district committee. The district<br />

committee including a board member, a community<br />

representative, a parent, a student, representatives<br />

from each building, the director of food services, and<br />

district administrators will meet quarterly. The<br />

SNPAAC shall have the powers and responsibilities<br />

delegated to it by statute and Rule. The overarching<br />

goal of the committee shall be to promote student<br />

wellness by monitoring how well the district is doing<br />

at implementing this policy. The SNPAAC shall use<br />

modules 1, 2, 3, 4, and 8 of the CDC's <strong>School</strong> Health<br />

Index as a basis for assessing each school's progress<br />

toward meeting the requirements of this policy. The<br />

results of the annual assessment shall be included in<br />

each school's ACSIP, provided to each school's<br />

principal, and reported to the board. Adopted: April<br />

24, 2006 The updated plan with new committee<br />

members was approved by the school board on May<br />

21, 2012.<br />

Action Type: Wellness<br />

(1-2) Students will participate in guided activities<br />

during motor skills to promote fitness.<br />

Action Type: Wellness<br />

(1-2)Students will participate in 30 minutes per day<br />

(or 150 minutes per week) of physical activities.<br />

Action Type: Wellness<br />

(1-2) Continue the before school walking/exercise<br />

program to promote wellness.<br />

Action Type: Wellness<br />

(1-2) Set a school-wide limit of 9 days where food can<br />

be used for rewards or treats. The days will be set by<br />

the principal.<br />

Action Type: Wellness<br />

Mary Tyler,<br />

Physical<br />

Education<br />

Teacher<br />

Jon<br />

Fulkerson,<br />

Assistant<br />

Principal;<br />

Mary Tyler,<br />

Physical<br />

Education<br />

Teacher<br />

Jennifer<br />

Bennett ,<br />

2nd Grade<br />

Teacher<br />

Jon<br />

Fulkerson,<br />

Assistant<br />

Principal<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

Teaching Aids ACTION<br />

BUDGET: $<br />

Teachers<br />

Teachers<br />

ACTION<br />

BUDGET: $<br />

ACTION<br />

BUDGET: $<br />

ACTION<br />

BUDGET: $<br />

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ACSIP http://acsip.state.ar.us/cgi-bin/index.cgi?rm=report_acsip<br />

Each school year, all kindergarten and second grade<br />

students at <strong>Blytheville</strong> Primary will receive an annual<br />

assessment of body mass index (BMI) as required by<br />

ACT 201. Results of the BMI will be tracked each year.<br />

Action Type: Wellness<br />

(1-2) PROGRAM EVALUATION for Wellness Priority 1.<br />

The <strong>School</strong> Health Index and BMI completed in<br />

appropriate grades are used to determine areas<br />

needed for improvement. The building wellness<br />

committee members monitor implementation of the<br />

strategies for students becoming healthier and<br />

physically fit. 2. To ensure implementation of the<br />

wellness policy, regular meetings are held by the<br />

wellness committee composed of representation from<br />

each school, district administrators, community<br />

representative, and the food services director. Menus<br />

are reviewed and adjustments are made as needed. 3.<br />

Students are impacted by the implementation of the<br />

wellness policy by being provided nutritious meals at<br />

breakfast and lunch, and scheduled physical activity<br />

which in turn helps the students be more ready to<br />

learn by being physically fit.<br />

Action Type: Program Evaluation<br />

(1-2) The P.E. coach will serve on the district wellness<br />

committee which promotes health awareness.<br />

Action Type: Collaboration<br />

Action Type: Wellness<br />

(1-2) Students will learn about making healthy<br />

choices by participating in drug awareness activities<br />

during Red Ribbon Week in October and during<br />

monthly counseling classes.<br />

Action Type: Wellness<br />

Rhonda<br />

Hodges,<br />

<strong>School</strong><br />

Nurse; Marc<br />

Sherrell,<br />

Assistant<br />

Principal<br />

Gregg<br />

Yarbrough,<br />

Principal;<br />

Mary Tyler,<br />

Physical<br />

Education<br />

Teacher;<br />

Rhonda<br />

Hodges,<br />

<strong>School</strong> Nurse<br />

Mary Tyler,<br />

Physical<br />

Education<br />

Teacher<br />

John<br />

Whitaker,<br />

Counselor<br />

(1-2) Various screenings including BMI, vision, Gregg<br />

hearing, and scoliosis are done annually at the Yarbrough,<br />

appropriate grade levels. The wellness and good Principal<br />

health of students has an impact on their academic<br />

performance. Parents are notified of the findings of the<br />

screenings.<br />

Action Type: Collaboration<br />

Action Type: Parental Engagement<br />

All kindergarten students will participate in a wellness<br />

day that promotes the need for a healthy lifestyle<br />

through physical exercise.<br />

Action Type: Wellness<br />

During physical education classes, the instructor will<br />

continue to implement the walking curriculum for all<br />

kindergarten students to meet the state goal of<br />

walking a mile in 30 minutes or less.<br />

Action Type: Wellness<br />

The instruction in the physical education classes will<br />

be aligned with the curriculum contained in the<br />

Arkansas Physical Education and Health Curriculum<br />

Framework for K-2.<br />

Action Type: Alignment<br />

Action Type: Wellness<br />

Instruction in the Science Lab will encourage the<br />

students to make healthy choices by providing them<br />

with opportunities to learn about nutrition, weather<br />

and the appropriate attire for each season, brushing<br />

Gregg<br />

Yarbrough,<br />

Principal;<br />

Marc<br />

Sherrell,<br />

Assistant<br />

Principal<br />

Beverly<br />

Gonzales,<br />

Physical<br />

Education<br />

Teacher<br />

Beverly<br />

Gonzales;<br />

Mary Tyler,<br />

Physical<br />

Education<br />

Teachers<br />

Diane<br />

Jenkins,<br />

Math<br />

Instructional<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

District Staff<br />

Teachers<br />

Administrative<br />

Staff<br />

District Staff<br />

Teachers<br />

Administrative<br />

Staff<br />

District Staff<br />

Teachers<br />

Teachers<br />

Administrative<br />

Staff<br />

District Staff<br />

Teachers<br />

Teachers<br />

Performance<br />

Assessments<br />

Teachers<br />

ACTION<br />

BUDGET: $<br />

ACTION<br />

BUDGET: $<br />

ACTION<br />

BUDGET: $<br />

ACTION<br />

BUDGET: $<br />

ACTION<br />

BUDGET: $<br />

ACTION<br />

BUDGET: $<br />

ACTION<br />

BUDGET: $<br />

ACTION<br />

BUDGET: $<br />

Teachers<br />

Teaching Aids ACTION<br />

BUDGET: $<br />

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ACSIP http://acsip.state.ar.us/cgi-bin/index.cgi?rm=report_acsip<br />

teeth, etc.<br />

Action Type: Wellness<br />

Appropriate professional development to promote the<br />

wellness and safety of our students will include<br />

updated training in CPR, training for teen suicide,<br />

sexual abuse, glucagon training, and child<br />

maltreatment.<br />

Action Type: Professional Development<br />

Action Type: Wellness<br />

Facilitator;<br />

Diane<br />

Jenkins,<br />

Math<br />

Instructional<br />

Facilitator<br />

Gregg<br />

Yarbrough,<br />

Principal<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

Administrative<br />

Staff<br />

District Staff<br />

Outside<br />

Consultants<br />

Teachers<br />

ACTION<br />

BUDGET: $<br />

Total Budget: $0<br />

Priority 5:<br />

Supporting<br />

Data:<br />

Goal<br />

Benchmark<br />

All students at <strong>Blytheville</strong> Primary <strong>School</strong> will learn to make good choices daily to create a positive<br />

learning environment with support from parents and community leaders.<br />

1.<br />

2.<br />

Data from the third year of implementation 2011-2012 indicates:<br />

80.7% Students with 0 major referrals<br />

9.9% Students with 1 major referral<br />

8.43% Students with 2-5 major referrals<br />

1.77% Students with 6+ major referrals<br />

Total Major Referrals by Problem Behavior<br />

14.7% Physical Aggression<br />

30.8% Disrespectful<br />

16.1% Disruption<br />

23.2% Fighting<br />

No minor referrals The percentage of students with major referrals decreased. The areas to that<br />

will be a main focus during the 2012-2013 will be Disrespect and Fighting.<br />

Data from the second year of implementation 2010-2011 indicates:<br />

80% Students with 0 major referrals<br />

10% Students with 1 major referral<br />

10% Students with 2-5 major referrals<br />

.009% Students with 6+ major referrals<br />

Total Major Referrals by Problem Behavior<br />

3.12% Physical Aggression<br />

4.23% Disrespectful<br />

.07% Disruption<br />

.65% Bullying<br />

Total Minor Referrals by Problem Behavior<br />

4.23% Disrespect<br />

3.12% Physical Aggression<br />

.20% Disruption<br />

1.24% Inappropriate language<br />

Data from the first year of implementation 2009-2010 indicates:<br />

87.72% Students with 0 major referrals<br />

8.12% Students with 1 major referral<br />

3.56% Students with 2-5 major referrals<br />

0.59% Students with 6+ major referrals<br />

Total Major Referrals by Problem Behavior<br />

36.1% Pysical Aggression<br />

24.1% Disrespectful<br />

9.3% Disruption<br />

6.5% Bullying<br />

Total Minor Referrals by Problem Behavior<br />

46.6% Disrespect<br />

25.0% Physical Aggression<br />

12.5% Disruption<br />

6.7% Inappropriate language<br />

<strong>Blytheville</strong> Primary <strong>School</strong> will actively engage parents and community leaders to form partnerships<br />

with the administrative staff, teachers, and students, resulting in fewer discipline referrals and a more<br />

positive school climate.<br />

By the end of the 2012-2013 school year, there will be a 10% decrease in the number of student<br />

incident reports and office referrals and there will be an increase in positive parent perception of our<br />

school.<br />

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ACSIP http://acsip.state.ar.us/cgi-bin/index.cgi?rm=report_acsip<br />

Intervention: LEARNING ENVIRONMENT: Implement a safe and positive school climate for students and parents.<br />

Scientific Based Research: Desforges, Charles and Alberto Abouchaar. "The impact of parental involvement, parental<br />

support and family education on pupil achievements and adjustment: A literature review." Dept. for Education and<br />

Skills Retrieved August 19, 2009, from http://www.dfes.go.uk/research<br />

Horner, R.H., Sugai, G., Todd, A.W., & Lewis-Palmer, T.(2005). <strong>School</strong>-Wide Positive Behavior Support: An<br />

Alternative Approach to Discipline in <strong>School</strong>s. In L.Bambara & L. Kern (Eds.), Positive Behavior Support. New York:<br />

Guilford Press.<br />

Crone, D.A., Horner, R.H., & Hawken, L.S. (2001). The Behavior Education Program (BEP) Handbook: A <strong>School</strong>'s<br />

Systematic Guide to Responding to Chronic Problem Behavior. Unpublished Manuscript, University of Oregon.<br />

Ingram, K. (2002). Comparing Effectiveness of Intervention Strategies that are based on functional behavior<br />

assessment information and those that are contra-indicated by the assessment. Unpublished doctoral dissertation.<br />

Eugene: University of Oregon.<br />

Marzano, Robert J., (2003). What works in schools, translating research in action. Alexandria, VA:Association for<br />

Supervision and Curriculum Development.<br />

Myers, C.L., & Holland, K.L. (2000). Classroom Behavioral Interventions: Do teachers consider the function of the<br />

behavior? Psychology in the <strong>School</strong>s, 37(3), 271-280.<br />

Nakasato, J. (2000). Data-based decision making in Hawaii's behavior support effort. Journal of Positive Behavior<br />

Interventions, 2 (4).<br />

Scott, T.M.(2001). A school-wide example of positive behavioral support. Journal of Positive Behavioral Interventions,<br />

3, 88-94.<br />

Skiba, R.J. (2002). Special Education and school discipline: A precarious balance. Behavioral Disorders, 27 (2),<br />

81-97.<br />

Sugai, G. & Horner, R.H. (2002). The Evolution of Discipline Practices: school-wide positive behavior supports. Child<br />

& Family Behavior Therapy, 24 (1/2) p. 23-50.<br />

Actions<br />

(K-2) PARENTAL ENGAGEMENT: (D)<br />

PROCESS FOR RESOLVING PARENTAL<br />

CONCERNS: A student handbook will be<br />

provided to all students so that parents can<br />

understand the district/school process in<br />

resolving concerns. Updates are made<br />

annually with parental involvement.<br />

(supplemental to Act 397).<br />

Action Type: Parental Engagement<br />

(1-2) PARENTAL ENGAGEMENT: (B)PARENT<br />

INVOLVEMENT MEETINGS/(A) PARENT<br />

INFORMATIONAL<br />

PACKETS/(I)DEVELOPMENTALLY<br />

APPROPRIATE LEARNING ACTIVITIES/<br />

(J)PARENTAL ASSISTANCE: Promote<br />

literacy and math activities in the home by<br />

demonstrating activities dealing with oral<br />

reading fluency, comprehension,<br />

vocabulary, listening skills, problem solving,<br />

and number sense through family nights.<br />

Parents will receive brochures, pamphlets,<br />

and informational packets containing<br />

materials that will assist them in helping<br />

their child's learning at home.<br />

Parent/community leaders will be invited to<br />

read to classes during the school year.<br />

Materials and supplies will be purchased as<br />

needed for activities such as but not limited<br />

to Fellowship with Families, Family Movie<br />

Night, Snack and Yak, Science Fair, Fine<br />

Arts' Nights, Chili Supper Musical, PTO, etc.<br />

(supplemental to Act 397)<br />

Action Type: Collaboration<br />

Action Type: Parental Engagement<br />

Action Type: Title I <strong>School</strong>wide<br />

(K-2) PARENTAL ENGAGEMENT: A parent<br />

compact will be completed by the student,<br />

parent, teacher, and principal at the<br />

Person<br />

Responsible<br />

Gregg<br />

Yarbrough,<br />

Principal<br />

Rachel<br />

Redican ,<br />

Parent<br />

Facilitator;<br />

Marvin<br />

Walker, Music<br />

Teacher;<br />

Tracy<br />

Plunkett;<br />

Rachel<br />

Timeline Resources Source of Funds<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

Start:<br />

07/01/2012<br />

End:<br />

Administrative<br />

Staff<br />

Teachers<br />

Teachers<br />

ACTION BUDGET: $<br />

Title I -<br />

Materials<br />

&<br />

Supplies:<br />

ACTION<br />

BUDGET:<br />

$5550.00<br />

$5550<br />

Administrative<br />

Staff ACTION BUDGET: $<br />

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ACSIP http://acsip.state.ar.us/cgi-bin/index.cgi?rm=report_acsip<br />

beginning of the school year. The compact<br />

includes: 1.) the school’s responsibility to<br />

provide high quality curriculum and enables<br />

Title I children to meet Arkansas’s academic<br />

achievement standards; 2.) how parents<br />

will be responsible for supporting their<br />

children’s learning, such as monitoring<br />

attendance, homework completion,<br />

television watching, volunteering in their<br />

child’s classroom, participating in decisions<br />

relating to their child’s education and<br />

positive use of extracurricular time; and 3.)<br />

the importance of establishing ongoing,<br />

good communication between teachers and<br />

parents through parent-teacher conferences<br />

to discuss individual student progress<br />

discussing the child’s achievement, frequent<br />

progress reports to families on student<br />

academic progress, and reasonable access<br />

to staff and opportunities to volunteer,<br />

observe and participate in classroom<br />

activities.<br />

Action Type: Collaboration<br />

Action Type: Parental Engagement<br />

Action Type: Title I <strong>School</strong>wide<br />

(K-2) PARENTAL ENGAGEMENT (2B):<br />

Opportunities will be provided to involve<br />

parents in enhancing their child's learning<br />

and to utilize the parent centers at BPS and<br />

at the district office. Materials that focus on<br />

oral reading fluency, comprehension,<br />

vocabulary, listening skills, problem solving,<br />

and number sense will be available.<br />

(supplemental to Act 397).<br />

Action Type: Collaboration<br />

Action Type: Parental Engagement<br />

(K-2) Parents and community members are<br />

involved in the ongoing planning and<br />

reviewing of the Parental Involvement <strong>Plan</strong><br />

on an annual basis. (supplemental to Act<br />

397)<br />

Action Type: Parental Engagement<br />

(K-2)BUILDING PARENTAL CAPACITY:<br />

PROFESSIONAL DEVELOPMENT: Three hours<br />

of Parental involvement professional<br />

development will be provided.<br />

(supplemental to Act 397)<br />

Action Type: Collaboration<br />

Action Type: Professional Development<br />

Action Type: Title I <strong>School</strong>wide<br />

BUILDING PARENTAL CAPACITY: Students<br />

will be recognized at the end of each nine<br />

week grading period for academic<br />

achievement, good citizenship and perfect<br />

attendance. (supplemental to Act 397).<br />

Action Type: Parental Engagement<br />

(1-2) PARENTAL ENGAGEMENT: (G)PARENT<br />

FACILITATOR: A building parent facilitator<br />

will coordinate activities that encourage<br />

parental involvement in student academic<br />

achievement through activities such as but<br />

not limited to Fellowship with Families,<br />

Family Movie Night, Science Fair, Fine Arts'<br />

Redican,<br />

Parent<br />

Involvement<br />

Facilitators<br />

Rachel<br />

Redican,<br />

Parent<br />

Facilitator<br />

Tracy<br />

Plunkett;<br />

Rachel<br />

Redican,<br />

Parent<br />

Facilitators;<br />

Jon<br />

Fulkerson,<br />

Assistant<br />

Principal<br />

Rachel<br />

Redican,<br />

Parent<br />

Facilitator<br />

John<br />

Whitaker,<br />

Counselor<br />

Rachel<br />

Redican,<br />

Parent<br />

Facilitator<br />

06/30/2013 District Staff<br />

Teachers<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

Administrative<br />

Staff<br />

Teachers<br />

Administrative<br />

Staff<br />

District Staff<br />

Teachers<br />

ACTION BUDGET: $<br />

ACTION BUDGET: $<br />

District Staff<br />

Teachers ACTION BUDGET: $<br />

Teachers<br />

Teachers<br />

ACTION BUDGET: $<br />

ACTION BUDGET: $<br />

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ACSIP http://acsip.state.ar.us/cgi-bin/index.cgi?rm=report_acsip<br />

Nights, Chili Supper Musical, PTO, etc.<br />

(supplemental to Act 397).<br />

Action Type: Collaboration<br />

Action Type: Parental Engagement<br />

(K-2)PARENTAL ENGAGEMENT: (F)PTA/PTO:<br />

Teachers and parents will have the<br />

opportunity to form a PTA/PTO which will<br />

further enhance the education of students<br />

through various activites such as but not<br />

limited to Homework Night and Fellowship<br />

with the Family, etc. (supplemental to Act<br />

397)<br />

Action Type: Collaboration<br />

Action Type: Parental Engagement<br />

(1-2) BUILDING PARENTAL CAPACITY: Host<br />

a beginning of school year Open House and<br />

invite parents to learn about the school's<br />

annual goals. (supplemental to ACT 397).<br />

Action Type: Parental Engagement<br />

(K-2) PROGRAM EVALUATION: 1. To<br />

evaluate community and parental<br />

involvement, sign-in sheets and surveys are<br />

used for all activities which involved<br />

parents, guardians, grandparents, and<br />

community leaders. Surveys are completed<br />

after various functions throughout the<br />

school year and analyzed by the Parent<br />

Facilitator. The Parent Facilitator keeps<br />

records of positive parent contacts made by<br />

teachers monthly. All of this documentation<br />

shows that actions are being implemented<br />

to increase parent and community<br />

involvement.<br />

2. Surveys for family nights, Parent-Teacher<br />

Conferences, and a school perception survey<br />

are used to evaluate the effectiveness of the<br />

intervention. The number of monthly<br />

positive parent contacts was tabulated each<br />

month by the teachers and given to the<br />

Parent Facilitator. During PTO meetings,<br />

parents were given the opportunity to share<br />

any information or voice their opinions.<br />

3. The 2010-2011 Family Night sign-in<br />

sheets showed an increase in parental<br />

participation. Most of the activities centered<br />

on skills that would improve the child's<br />

academic performance at school. During the<br />

2011-2012 school year, parents/community<br />

leaders were invited to visit the school<br />

during special days such as Grandparent's<br />

Day, National Family Literacy Day, Dr. Seuss<br />

Day, etc. During the 2012-2013, all actions<br />

will continue to be implemented to increase<br />

parent and community involvement.<br />

Action Type: Collaboration<br />

Action Type: Parental Engagement<br />

Action Type: Program Evaluation<br />

Action Type: Title I <strong>School</strong>wide<br />

(1-2) BUILDING PARENTAL CAPACITY:<br />

Teachers will maintain regular, two-way<br />

communication with parents through the<br />

use/purchase of parent communicators,<br />

classroom newsletters, e-mail, and any<br />

other form of communication convenient to<br />

that process. Each month teachers will<br />

make positive contacts with parents. Data<br />

on these contacts will be maintained and<br />

Tracy<br />

Plunkett;<br />

Rachel<br />

Redican,<br />

Parent<br />

Facilitators<br />

Gregg<br />

Yarbrough,<br />

Principal<br />

Gregg<br />

Yarbrough,<br />

Principal;<br />

John<br />

Whitaker,<br />

Counselor<br />

Jon<br />

Fulkerson,<br />

Assistant<br />

Principal;<br />

Rachel<br />

Redican,<br />

Parent<br />

Involvement<br />

Facilitator<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

Administrative<br />

Staff<br />

Community<br />

Leaders<br />

District Staff<br />

Teachers<br />

Administrative<br />

Staff<br />

District Staff<br />

Teachers<br />

Administrative<br />

Staff<br />

Community<br />

Leaders<br />

Teachers<br />

Computers<br />

Teachers<br />

ACTION BUDGET: $<br />

ACTION BUDGET: $<br />

ACTION BUDGET: $<br />

Title I -<br />

Materials &<br />

Supplies:<br />

ACTION<br />

BUDGET:<br />

$700.00<br />

47 of 69 10/11/2012 1:45 PM<br />

$700


ACSIP http://acsip.state.ar.us/cgi-bin/index.cgi?rm=report_acsip<br />

forwarded to the district parent facilitator.<br />

The staff will recognize the importance of<br />

effective communication, value and utilize<br />

contributions of parents. Information will be<br />

sent out in practical language that parents<br />

can understand. (supplemental to Act 397)<br />

Action Type: Collaboration<br />

Action Type: Parental Engagement<br />

Action Type: Technology Inclusion<br />

Action Type: Title I <strong>School</strong>wide<br />

(1-2) Community Stakeholders will be<br />

invited to be involved in the education of<br />

students through activities such as but not<br />

limited to: reviewing and planning for<br />

ACSIP, adopt a class, class readers, career<br />

day, etc. (supplemental to Act 397)<br />

Action Type: Collaboration<br />

Action Type: Parental Engagement<br />

(K-2) PARENTAL ENGAGEMENT:(H) TWO<br />

PARENT/TEACHER CONFERENCES ARE<br />

REQUIRED: All teachers will meet with<br />

parents of each student at least once a<br />

semester through parent/teacher<br />

conferences. If a student requires an<br />

AIP/IRI, the parent and teacher will develop<br />

it at this time. Other types of conferences<br />

will be scheduled as needed. (supplemental<br />

to Act 397)<br />

Action Type: AIP/IRI<br />

Action Type: Collaboration<br />

Action Type: Parental Engagement<br />

Action Type: Technology Inclusion<br />

(1-2) A local dentist, Dr. Tommie<br />

Westbrook, will assist the school with any<br />

materials needed to enhance the education<br />

or behavior of student performance.<br />

Action Type: Collaboration<br />

Action Type: Special Education<br />

(K-2)The Back-to-<strong>School</strong> Bash will be used<br />

to engage and connect students, teachers,<br />

parents and community stakeholders in a<br />

positive manner. The Bash will offer a broad<br />

range of activities that will engage all<br />

parties and help meet student needs as well<br />

as establish a positive rapport between the<br />

school and home. Materials and supplies will<br />

be purchased to promote and enable this<br />

event's success. (Supplemental to Act 397)<br />

Action Type: Parental Engagement<br />

Action Type: Title I <strong>School</strong>wide<br />

(K-2)<strong>School</strong> Messenger notification system<br />

will be used to connect with parents via<br />

phone to provide emergency alerts and<br />

upcoming event notifications. <strong>School</strong><br />

Messenger will enhance the school's ability<br />

to communicate regularly with parents 24<br />

hours a day, in multiple languages using<br />

voice messages. (Supplemental to Act 397)<br />

Action Type: Parental Engagement<br />

Action Type: Technology Inclusion<br />

(2)TRANSITION: The transition for second<br />

grade students will be made easier by<br />

allowing the students to tour the Central<br />

Elementary <strong>School</strong> at the end of the current<br />

school year.<br />

Gregg<br />

Yarbrough,<br />

Principal;<br />

Rachel<br />

Redican,<br />

Parent<br />

Facilitator<br />

Marc Sherrell,<br />

Principal;<br />

Susanne<br />

McDowell,<br />

First Grade<br />

Teacher;<br />

Whitney<br />

Thrash, First<br />

Grade<br />

Teacher<br />

Diane<br />

Jenkins, Math<br />

Instructional<br />

Facilitator;<br />

Paige Hawks,<br />

Second<br />

Grade<br />

Teacher<br />

Marc Sherrell,<br />

Assistant<br />

Principal<br />

Jon<br />

Fulkerson,<br />

Assistant<br />

Principal<br />

Gregg<br />

Yarbrough,<br />

Principal;<br />

Rachel<br />

Redican;<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

Community<br />

Leaders<br />

Teachers<br />

Administrative<br />

Staff<br />

Performance<br />

Assessments<br />

Teachers<br />

Community<br />

Leaders<br />

Teaching Aids<br />

Administrative<br />

Staff<br />

Community<br />

Leaders<br />

District Staff<br />

Teachers<br />

Administrative<br />

Staff<br />

Computers<br />

District Staff<br />

Administrative<br />

Staff<br />

Community<br />

Leaders<br />

ACTION BUDGET: $<br />

ACTION BUDGET: $<br />

ACTION BUDGET: $<br />

Title I -<br />

Materials<br />

&<br />

Supplies:<br />

ACTION<br />

BUDGET:<br />

$4000.00<br />

$4000<br />

Title I -<br />

Purchased $1761.00<br />

Services:<br />

ACTION<br />

BUDGET:<br />

Title I -<br />

Materials &<br />

Supplies:<br />

$1761<br />

$250.00<br />

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ACSIP http://acsip.state.ar.us/cgi-bin/index.cgi?rm=report_acsip<br />

(K-2)Step-Up Night will be provided to<br />

improve parent and student transition from<br />

one grade and building to the next. Parents<br />

and students will learn about the academic<br />

expectations as well as the extra-curricular<br />

activities offered for that particular grade<br />

and building. Faculty and staff introductions<br />

will also be made, and parents and students<br />

will be given the opportunity to tour the<br />

building and speak with the faculty and<br />

staff. Parents and students will be provided<br />

with a transition kit that may include books<br />

for summer reading, math projects as well<br />

as other academic content practice<br />

opportunities for the summer.<br />

(Supplemental to Act 397)<br />

Action Type: Parental Engagement<br />

Action Type: Title I <strong>School</strong>wide<br />

(K) PARENTAL ENGAGEMENT will be<br />

encouraged with the use of positive<br />

approaches to promote a climate of high<br />

expectations through interactions with the<br />

school counselor (supplemental to ACT<br />

397).<br />

Action Type: Parental Engagement<br />

Action Type: Title I <strong>School</strong>wide<br />

(K) PARENTAL ENGAGEMENT (1b/2b/2d):<br />

Parent Involvement Meetings such as<br />

National Family Day, DEAR Day, Family<br />

Nights, etc. will be coordinated by the<br />

Parent Facilitator and implemented with the<br />

help of all staff members. During these<br />

events, parents will be encouraged to<br />

participate in activities that provide<br />

materials and training to help them work<br />

with their child at home to increase<br />

academic achievement in math and literacy<br />

(supplemental to ACT 397).<br />

Action Type: Parental Engagement<br />

Action Type: Title I <strong>School</strong>wide<br />

(K)PARENTAL ENGAGEMENT (2b/2f): A<br />

Parent Resource Center located in the<br />

kindergarten library at <strong>Blytheville</strong> Primary<br />

<strong>School</strong> will provide resource materials<br />

available for check-out. The literacy and<br />

math materials provided will allow parents<br />

to work with their child to reach proficiency<br />

on various academic skills. Parents may<br />

request additional materials and training to<br />

use those materials. A welcome area has<br />

been established for parents/guardians to<br />

visit during school hours (supplemental to<br />

ACT 397).<br />

Action Type: Parental Engagement<br />

Action Type: Title I <strong>School</strong>wide<br />

(K) PARENTAL ENGAGEMENT (1a):<br />

INFORMATIONAL PACKETS are distributed<br />

to the parents/guardians of all students<br />

during kindergarten registration each school<br />

year. Instructional materials for literacy<br />

included in the packets are an alphabet<br />

chart, a handwriting movements guide, and<br />

nursery rhyme booklets to increase the<br />

child's vocabulary. Instructional materials<br />

for math include shape blocks, a number<br />

chart, and number cards (supplemental to<br />

ACT 397).<br />

Action Type: Parental Engagement<br />

Tracy<br />

Plunkett,<br />

Parental<br />

Involvement<br />

Facilitators<br />

John<br />

Whitaker,<br />

Counselor<br />

Tracy<br />

Plunkett,<br />

Parent<br />

Involvement<br />

Facilitator<br />

Tracy<br />

Plunkett,<br />

Parent<br />

Involvement<br />

Facilitator<br />

Tracy<br />

Plunkett,<br />

Parent<br />

Involvement<br />

Facilitator<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

District Staff<br />

Teachers<br />

Teachers<br />

Administrative<br />

Staff<br />

Teachers<br />

Teaching Aids<br />

ACTION<br />

BUDGET:<br />

$250<br />

ACTION BUDGET: $<br />

Title I -<br />

Materials<br />

&<br />

Supplies:<br />

ACTION<br />

BUDGET:<br />

$1000.00<br />

$1000<br />

Teaching Aids ACTION BUDGET: $<br />

Administrative<br />

Staff<br />

Teaching Aids<br />

ACTION BUDGET: $<br />

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Action Type: Title I <strong>School</strong>wide<br />

(K)PARENTAL ENGAGEMENT (1g): One<br />

certified faculty member will serve as a<br />

PARENT FACILITATOR and ensure<br />

compliance with ACT 397. Her duties will<br />

include planning Family Nights, Dr. Seuss<br />

Day activities, Family Literacy Day,<br />

Grandparents' Day, and various activities<br />

that involve parents in their child's<br />

education.<br />

Action Type: Collaboration<br />

Action Type: Parental Engagement<br />

(K-2))PARENTAL ENGAGEMENT (1c): A<br />

VOLUNTEER RESOURCE BOOK is maintained<br />

with current data for <strong>Blytheville</strong> Primary<br />

<strong>School</strong> to mainstream the process of<br />

enlisting volunteers by matching volunteer<br />

interests with the needs of the school<br />

(supplemental to ACT 397).<br />

Action Type: Parental Engagement<br />

(K) PARENTAL ENGAGEMENT (1j/2b/2f):<br />

Instruction to parents on incorporating<br />

developmentally appropriate learning<br />

activities for literacy in the home<br />

environment are provided by the on-site<br />

Literacy Instructional Facilitator. Materials<br />

are supplied to the parent/guardian to take<br />

home to assist his/her child's academic<br />

learning. Classroom teachers are<br />

encouraged to refer parents of low<br />

performing students to the Literacy<br />

Instructional Facilitator (supplemental to<br />

ACT 397).<br />

Action Type: Collaboration<br />

Action Type: Parental Engagement<br />

(K)PARENTAL ENGAGEMENT will be<br />

encouraged through school music programs,<br />

assemblies, birthday celebrations, good<br />

citizen recognition, student of the month,<br />

etc. (supplemental to ACT 397).<br />

Action Type: Parental Engagement<br />

(K) A grant from the Northeast Arkansas<br />

Area on Aging allowed policemen, firemen,<br />

and senior citizens the opportunity to visit<br />

our school on the Friday prior to the<br />

anniversary of 9/11. They read a book about<br />

heroes to each classroom of students and<br />

discussed what it meant to be a hero. We<br />

will emphasize diversity. Then they donated<br />

the books to the school library for students<br />

to checkout.<br />

Action Type: Collaboration<br />

(K) BUILDING PARENTAL CAPACITY:<br />

Teachers will maintain regular, two-way<br />

communication with parents through the<br />

use/purchase of parent communicators,<br />

classroom newsletters, e-mail, and any<br />

other form of communication convenient to<br />

that process. Each month teachers will<br />

make positive contacts with parents. Data<br />

on these contacts will be maintained and<br />

forwarded to the district parent facilitator.<br />

The staff will recognize the importance of<br />

effective communication, value and utilize<br />

contributions of parents. Information will be<br />

sent out in practical language that parents<br />

can understand. (supplemental to Act 397)<br />

Gregg<br />

Yarbrough,<br />

Principal<br />

Tracy<br />

Plunkett,<br />

Parent<br />

Involvement<br />

Facilitator<br />

Anita Self<br />

and Diane<br />

Jenkins,<br />

Literacy &<br />

Math<br />

Instructional<br />

Facilitators<br />

Gregg<br />

Yarbrough,<br />

Principal;<br />

Marc Sherrell,<br />

Assistant<br />

Principal<br />

Tracy<br />

Plunkett,<br />

Parent<br />

Involvement<br />

Facilitator<br />

Tracy<br />

Plunkett,<br />

Parent<br />

Involvement<br />

Facilitator<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

District Staff<br />

ACTION BUDGET: $<br />

Community<br />

Leaders ACTION BUDGET: $<br />

Teachers<br />

Teaching Aids<br />

Administrative<br />

Staff<br />

Teachers<br />

Community<br />

Leaders<br />

Teaching Aids<br />

ACTION BUDGET: $<br />

ACTION BUDGET: $<br />

ACTION BUDGET: $<br />

Computers<br />

Teachers ACTION BUDGET: $<br />

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Action Type: Collaboration<br />

Action Type: Parental Engagement<br />

Action Type: Technology Inclusion<br />

Action Type: Title I <strong>School</strong>wide<br />

Total Budget: $13261<br />

Intervention: Implementation of a safe and positive school environment that is conducive to learning.<br />

Scientific Based Research: Barrett, S., Bradshaw, C., & Lewis-Palmer, T. (2008). Maryland state-wide PBIS initiative.<br />

Journal of Positive Behavior Interventions, 10, 1005-114.<br />

Blonigen, B., Harbaugh, W., Singell, L., Horner, R.H., Irvin, L., & Smolkowski, K. (2008). Application of economic<br />

analysis to school-wide positive behavior support programs. Journal of Positive Behavior Interventions.<br />

Chapman, D., & Hofweber, C., (2000). Effective behavior support in British Columbia. Journal of Positive Behavior<br />

Interventions, 2(4), 235-237.<br />

Colvin, G., & Fernandez, E., (2000). Sustaining Effective Behavior Support Systems in an Elementary <strong>School</strong>. Journal<br />

of Positive Behavior Interventions 2(4), 251-253.<br />

Marzano, Robert J., (2003). What works in schools, translating research into action. Alexandria, VA:Association for<br />

Supervision and Classroom Development.<br />

Smith, Rick, (2004). Conscious classroom management, Unlocking the secrets of great teaching. Fairfax,<br />

CA:Conscious Teaching <strong>Public</strong>ations<br />

Actions<br />

(K-2) The PBIS team will meet regularly<br />

to analyze the data. The data will<br />

determine which students need targeted<br />

behavior intervention.<br />

ASU will provide training for the PBIS<br />

team when needed.<br />

Action Type: Collaboration<br />

Action Type: Technology Inclusion<br />

Action Type: Title I <strong>School</strong>wide<br />

(1-2) <strong>School</strong>wide behavior expectations<br />

called "cool tools" are based on<br />

observation of student behaviors inside<br />

and outside of the classroom.<br />

Expectations for positive behaviors are<br />

taught and reinforced daily through<br />

positive reinforcements.<br />

Action Type: Collaboration<br />

Action Type: Title I <strong>School</strong>wide<br />

Person<br />

Responsible<br />

Michelle<br />

Hepler, PBIS<br />

Coach; Gregg<br />

Yarbrough,<br />

Principal;<br />

Lavonda<br />

Newsome,<br />

PBIS Coach<br />

Michelle<br />

Hepler, PBIS<br />

Coach; Gregg<br />

Yarbrough,<br />

Principal<br />

(K-2)PROGRAM EVALUATION: 1. The PBIS Gregg<br />

program is continuing to be implemented. Yarbrough,<br />

Cool tools which detail the expected Principal<br />

model behaviors are taught weekly.<br />

Teachers and support staff give "chick<br />

tickets" to students who exhibit model<br />

behavior throughout the school day. A<br />

store is opened bi-monthly for students to<br />

purchase items with their "chick tickets".<br />

The SWIS Data System is used to track<br />

discipline referrals by problem behavior.<br />

As observed by the principal and staff,<br />

student behavior has improved each year<br />

with the implementation of PBIS.<br />

2. . The SWIS data system is used to<br />

pinpoint discipline problems which need<br />

to be addressed or re-taught: students<br />

with frequent or reoccurring discipline<br />

problems; number of referrals by<br />

individual teachers.<br />

3. This is the fourth year for the PBIS<br />

program. Data will be collected and<br />

analyzed at the end of the school term to<br />

determine the impact of the program on<br />

student behavior. The data for the<br />

previous three years indicates that most<br />

of the problems are disrespect,<br />

Timeline Resources Source of Funds<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

Outside<br />

Consultants<br />

Teachers<br />

Teachers<br />

Administrative<br />

Staff<br />

Community<br />

Leaders<br />

Computers<br />

Teachers<br />

Title I -<br />

Purchased<br />

Services:<br />

ACTION<br />

BUDGET:<br />

$550.00<br />

$550<br />

ACTION BUDGET: $<br />

ACTION BUDGET: $<br />

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ACSIP http://acsip.state.ar.us/cgi-bin/index.cgi?rm=report_acsip<br />

disruptions, and fighting. Cool tools which<br />

address those behaviors will be taught<br />

several times during the 2012-2013<br />

school year<br />

Action Type: Collaboration<br />

Action Type: Parental Engagement<br />

Action Type: Professional Development<br />

Action Type: Program Evaluation<br />

Action Type: Technology Inclusion<br />

(K-2) Host the <strong>Blytheville</strong> Leadership<br />

Group during the group's educational tour<br />

and promote community involvement<br />

within the school.<br />

Action Type: Collaboration<br />

(K-2)A SWIS Data Collection system will<br />

be provided to track discipline by referral,<br />

teacher, location, behavior, and time<br />

which will enable us to provide specific<br />

feedback so students can improve in<br />

math and literacy.<br />

Action Type: Collaboration<br />

Action Type: Technology Inclusion<br />

Action Type: Title I <strong>School</strong>wide<br />

(K-2) A Behavior Matrix will be placed in<br />

the hallways and cafeteria as a reminder<br />

of the expected behaviors for PBIS.<br />

Action Type: Collaboration<br />

Action Type: Technology Inclusion<br />

Action Type: Title I <strong>School</strong>wide<br />

(K-2) Students will participate in various<br />

activities during monthly counseling<br />

classes and events such as Red Ribbon<br />

Week to promote a safe and drug free<br />

school.<br />

Action Type: Wellness<br />

(K-2) SCHOOLWIDE REFORM STRATEGY:<br />

Continue to implement Positive<br />

Behaviorial Intervention and Support<br />

(PBIS) to provide intervention and<br />

support to troubled students. The Social<br />

Skills Rating System will be used to<br />

obtain a more complete picture of<br />

students' social behaviors. The<br />

information will be used to help plan<br />

appropriate behavior interventions.<br />

Materials will be purchased to promote<br />

positive behavior school wide that will<br />

influence achievement in math and<br />

literacy.<br />

Action Type: Collaboration<br />

Action Type: Equity<br />

Action Type: Title I <strong>School</strong>wide<br />

(K) Materials and supplies will be<br />

purchased to recognize the student's<br />

positive behavioral choices during the<br />

entire school year to create a positive<br />

climate throughout the school building.<br />

Action Type: Title I <strong>School</strong>wide<br />

Jon Fulkerson,<br />

Assistant<br />

Principal<br />

John Whitaker,<br />

Counselor;<br />

Lavonda<br />

Newsome,<br />

PBIS Coach<br />

Michelle<br />

Hepler;<br />

Lavonda<br />

Newsome,<br />

PBIS Coaches<br />

John Whitaker,<br />

Counselor,<br />

Marc Sherrell;<br />

Assistant<br />

Principal<br />

Michelle<br />

Hepler;<br />

Lavonda<br />

Newsome,<br />

PBIS Coaches<br />

Gregg<br />

Yarbrough,<br />

Principal; Marc<br />

Sherrell,<br />

Assistant<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

Administrative<br />

Staff<br />

Community<br />

Leaders<br />

Teachers<br />

Administrative<br />

Staff<br />

Computers<br />

Teachers<br />

Administrative<br />

Staff<br />

Computers<br />

Teachers<br />

Teaching Aids<br />

Administrative<br />

Staff<br />

Teachers<br />

Administrative<br />

Staff<br />

Teachers<br />

Teaching Aids<br />

Administrative<br />

Staff<br />

Teaching Aids<br />

ACTION BUDGET: $<br />

Title I -<br />

Purchased<br />

Services:<br />

ACTION<br />

BUDGET:<br />

$600.00<br />

$600<br />

ACTION BUDGET: $<br />

ACTION BUDGET: $<br />

Title I -<br />

Materials<br />

&<br />

Supplies:<br />

ACTION<br />

BUDGET:<br />

Title I -<br />

Materials<br />

&<br />

Supplies:<br />

ACTION<br />

BUDGET:<br />

$9500.00<br />

$9500<br />

$1250.00<br />

$1250<br />

Total Budget: $11900<br />

Priority 6:<br />

To increase student achievement in the four tested areas of listening, speaking, reading, and writing as<br />

assessed by the English Language Development Assessment (ELDA) for English Language Learners (ELL).<br />

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ACSIP http://acsip.state.ar.us/cgi-bin/index.cgi?rm=report_acsip<br />

Supporting<br />

Data:<br />

Goal<br />

Benchmark<br />

1.<br />

2.<br />

3.<br />

ELDA for Spring 2012 5 kindergarten students were tested Data results (5 = Fully English<br />

Proficient; 1 = Pre-Functional) Less than 1% Level 5, 80% in Level 4, 20% in Level 2.<br />

The ELDA data revealed the greatest level of proficiency was in Listening followed by Speaking,<br />

Writing, and Reading, with Reading Comprehension being the lowest area, more strategies need to<br />

be used to help students derive meaning from what is read.<br />

The Spring ELDA 2012 data indicates that in grade one, four students scored level 4, one at level 3,<br />

and two at level 2. In grade 2, two scored at level 5, 5 at level 4, and 4 at level 3. The ELDA date<br />

revealed the greatest level of proficiency was in listening followed by speaking, writing, and then<br />

reading.<br />

ELDA for Spring 2011 5 kindergarten students tested Data results (5 = Fully English Proficient; 1 =<br />

Pre-Functional) 0% Level 5 in Listening 80% Level 4 in Listening 40% Level 5 in Speaking 0% Level<br />

4 in Speaking 0% Level 5 or 4 in Reading 0% Level 5 or 4 in Writing 0% Level 5 or 4 in<br />

Comprehension After analyzing the data for the last 3 years, it was noted that the Spring 2011<br />

scores were the lowest for ELDA testing in 3 years. Fewer students were tested which had some<br />

impact on the scores. In the Spring 2010, 47% of students in listening, 20% of students in<br />

reading, 33% of students in writing, and 20% of students in comprehension were fully English<br />

proficient compared to 0% on all of these subtests in Spring 2011. Speaking was the only subtest<br />

which showed students being fully English proficient in Spring 2011. A teacher who is trained in<br />

ELL instruction has been added to the staff.<br />

In 2011, there were a total of 11 first grade English Language Learners. 91% scored proficient in<br />

listening, speaking, reading, comprehension, and 82% were proficient in writing. In second grade,<br />

there were a total 7 English Language Learners. 86% scored proficient in listening, 43% in<br />

speaking, 57% in reading, 29% in writing, and 57% in comprehension.<br />

ELDA for Spring 2010 15 kindergarten students tested. Data results: 47% Fully English Proficient in<br />

Listening 53% Fully English Proficient in Speaking 20% Fully English Proficient in Reading 33%<br />

Fully English Proficient in Writing 20% Fully English Proficient in Comprehension<br />

In 2010, there were a total of 7 first grade English Language Learners. 43% scored proficient in<br />

listening, reading, and comprehension and 14% in speaking, and 0% in writing. In second grade,<br />

there were a total of 7 English Language Learners. 86% scored proficient in listening, 100% in<br />

speaking, 43% in reading, 71% in writing, and 43% in comprehension.<br />

All English Language Learner students will demonstrate an improvement in their knowledge of vocabulary<br />

words which will directly impact their comprehension skills and increase their FEP (Fully English Proficient)<br />

score in listening, speaking, reading, and writing.<br />

<strong>Blytheville</strong> Primary <strong>School</strong> (BPS) will increase the number of English Language Learners scoring Fully<br />

English Proficient (FEP) by 10%.<br />

Intervention: ACADEMIC PERFORMANCE: Use research based strategies and accommodations along with professional<br />

development for both regular education and special education teachers to place and maintain English Language<br />

Learners in the regular class.<br />

Scientific Based Research:<br />

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

The comprehension approach to foreign language teaching (pp. 187-222). Rowley, MA: Newbury House Publishers.<br />

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

problem solving and meaningful practice. In H. Winitz (Ed.). The comprehension approach to foreign language<br />

teaching (pp.141-153). Rowley, MA: Newbury House Publishers<br />

Hill, Jane D., Ann Flynn, Kathleen M. (2006). Classroom Instruction That Works with English Language Learners.<br />

Alexandria, Virginia: Association for Supervision and Curriculum Development.<br />

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

Lee, J.F. & VanPatten. (1995). Making Communicative Teaching Happen. New York: McGraw Hill.<br />

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

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

Tomlinson, Carol Ann. (2001). How to Differentiate Instruction in a Mixed Ability Classroom (Second Edition).<br />

Alexandria, Virginia: Association for Supervision and Curriculum Development.<br />

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

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

Actions<br />

(1-2) Materials will be used for teachers,<br />

tutors and counselors working with ELL<br />

students to promote proficiency in literacy<br />

and math.<br />

Action Type: Collaboration<br />

Person<br />

Responsible<br />

Marc Sherrell,<br />

Principal;<br />

Missy Bullard,<br />

First Grade<br />

Teacher;<br />

Timeline Resources Source of Funds<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

Outside<br />

Consultants<br />

Teachers<br />

ELL<br />

(State-276)<br />

- Materials<br />

& Supplies:<br />

$213.00<br />

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Action Type: Equity Heather Ward,<br />

Second Grade<br />

Teacher<br />

(K-2)Explicit vocabulary instruction will<br />

continue to be used during shared reading<br />

and the read-aloud to develop the oral<br />

language skills of English Language<br />

Learners. Other activities such as sorting<br />

centers, use of listening centers to hear<br />

books on tape, and use of manipulatives<br />

during literacy instruction will increase the<br />

vocabulary of students.<br />

Action Type: Equity<br />

(1-2) PROGRAM EVALUATION: 1. All<br />

students classified as English Language<br />

Learners will be assessed in the areas of<br />

listening, speaking, reading, and writing<br />

which will also measure their level of<br />

comprehension. They will be given the<br />

English Language Development Assessment<br />

(ELDA).<br />

2. The data from the ELDA will be used to<br />

determine if the strategies incorporated into<br />

the daily instruction is successful in<br />

increasing the vocabulary and oral language<br />

development of the students classifed as<br />

English Language Learners.<br />

3. The decrease in percentages from<br />

previous years on the listening, speaking,<br />

reading, and writing tests of ELDA indicates<br />

that groups of students have been exposed<br />

to the English language more than others.<br />

Each year's instruction has to be aligned to<br />

the student's specific needs.<br />

Action Type: Program Evaluation<br />

(1-2) The school district has hired a social<br />

worker to act as a liason between the<br />

translator, the schools, and the ELL<br />

students and parents.<br />

Action Type: Collaboration<br />

(1-2) The <strong>Blytheville</strong> <strong>School</strong> District<br />

oversees and coordinates the ELDA (English<br />

Language Development Assessment) as<br />

part of ACTAAP which measures yearly<br />

growth of all ELL students.<br />

(1-2) Reading comprehension instruction<br />

will continue to be used during the literacy<br />

block with an emphasis on comprehension<br />

strategies to help students derive meaning<br />

from what is read.<br />

Rosetta Stone software will continue to be<br />

utilized in the kindergarten computer lab<br />

and on student computers in each<br />

classroom for all English Language Learner<br />

students to help students transition from<br />

their native language to English.<br />

Action Type: Equity<br />

Action Type: Technology Inclusion<br />

Marc Sherrell,<br />

Assistant<br />

Principal<br />

John<br />

Whitaker,<br />

Counselor<br />

Marc Sherrell,<br />

Assistant<br />

Principal<br />

Marc Sherrell,<br />

Assistant<br />

Principal<br />

Gregg<br />

Yarbrough,<br />

Principal; Jon<br />

Fulkerson,<br />

Assistant<br />

Principal;<br />

Anita Self,<br />

Literacy<br />

Instructional<br />

Facilitator<br />

Gregg<br />

Yarbrough,<br />

Principal; Marc<br />

Sherrell,<br />

Assistant<br />

Principal<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

Teachers<br />

Teaching<br />

Aids<br />

Performance<br />

Assessments<br />

Teachers<br />

Teachers<br />

Performance<br />

Assessments<br />

Teachers<br />

Teachers<br />

Computers<br />

ACTION<br />

BUDGET:<br />

$213<br />

ACTION BUDGET: $<br />

ACTION BUDGET: $<br />

ACTION BUDGET: $<br />

ACTION BUDGET: $<br />

ACTION BUDGET: $<br />

ACTION BUDGET: $<br />

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Kindergarten classrooms with English<br />

Language Learner students will continue to<br />

use Smart Talk Card Readers with various<br />

sets of vocabulary cards for oral language<br />

development.<br />

Action Type: Equity<br />

Action Type: Technology Inclusion<br />

K-2 classrooms will use purchased pictures<br />

of objects with the name of the object to<br />

help increase the vocabulary and<br />

comprehension of all students.<br />

Action Type: Equity<br />

The <strong>Blytheville</strong> <strong>School</strong> District has hired an<br />

English as a Second Language Coordinator<br />

to oversee the ELL program.<br />

Action Type: Collaboration<br />

Anita Self,<br />

Instructional<br />

Facilitator<br />

Anita Self,<br />

Instructional<br />

Facilitator<br />

Jean Cole,<br />

Director of<br />

Support<br />

Services;<br />

Gregg<br />

Yarbrough,<br />

Principal<br />

(K) Materials will be purchased for teachers, Gregg<br />

tutors, and paraprofessionals working with<br />

ELL students to promote academic<br />

proficiency by increasing the child's<br />

vocabulary and comprehension of words and<br />

terminology.<br />

Action Type: Equity<br />

Action Type: Technology Inclusion<br />

(K) PROGRAM EVALUATION: 1. The<br />

intervention for all students classified as<br />

English Language Learners is being<br />

implemented as evidenced by the<br />

observations of the Instructional<br />

Facilitators, principal, and JBHM consultant.<br />

Explicit vocabulary instruction is used<br />

throughout the literacy block in shared<br />

reading, read-aloud, and guided reading.<br />

Listening centers, computer programs, and<br />

Smart Talk Card Readers are used to<br />

develop vocabulary. Labels with pictures are<br />

used in classrooms. 2. Students classified<br />

as English Language Learners are assessed<br />

in the areas of listening, speaking, reading,<br />

and writing which will also measure their<br />

level of comprehension. They are given the<br />

English Language Development Assessment<br />

(ELDA). 3. Activities which focus on<br />

vocabulary building skills will be purchased<br />

to increase these scores this year. A<br />

certified teacher who has been trained in<br />

teaching ELL students has been added to<br />

the kindergarten staff and will be used as<br />

resource to help develop explicit instruction<br />

for ELL students. THE ELDA data revealed<br />

the greatest level of proficiency was in<br />

Listening followed by Speaking, Writing,<br />

and Reading. With Reading Comprehension<br />

being the lowest area, more strategies need<br />

to be used to help students derive meaning<br />

from what is read.<br />

Action Type: Program Evaluation<br />

Yarbrough,<br />

Principal; Marc<br />

Sherrell,<br />

Assistant<br />

Principal<br />

Gregg<br />

Yarbrough,<br />

Principal; Marc<br />

Sherrell,<br />

Assistant<br />

Prinicipal<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

Teaching<br />

Aids ACTION BUDGET: $<br />

Teachers<br />

Teaching<br />

Aids<br />

ACTION BUDGET: $<br />

District Staff<br />

Teachers ACTION BUDGET: $<br />

Computers<br />

Teachers<br />

Teaching<br />

Aids<br />

ACTION BUDGET: $<br />

ACTION BUDGET: $<br />

Total Budget: $213<br />

Priority 7:<br />

BPS will implement restructuring actions consistent with state law that improve academic achievement.<br />

JBHM has been contracted as the school improvement specialist and will provide embedded professional<br />

development in best practice, high yield strategies, and interpreting and analyzing test data. <strong>Blytheville</strong><br />

Primary <strong>School</strong> is a feeder school to Central Elementary. A new principal and assistant principal were<br />

appointed to CES for the 2011-2012 school year.<br />

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Supporting<br />

Data:<br />

Goal<br />

Benchmark<br />

1.<br />

2.<br />

3.<br />

4.<br />

A new principal and assistant principals were appointed to BPS for the 2012-2013 school year.<br />

<strong>Blytheville</strong> Kindergarten has combined with <strong>Blytheville</strong> Primary which allows for only one LEA<br />

number.<br />

2011-2012: <strong>Blytheville</strong> Primary <strong>School</strong> was in <strong>School</strong> Improvement Year 6 (SD-6) as a feeder<br />

school to Central Elementary <strong>School</strong> and was in the restructuring stage.<br />

In 2009 Central Elementary <strong>School</strong> contracted with JBHM to work along side with administration<br />

and teachers to reinforce the use of best teaching practices in the classroom with an emphasis on<br />

struggling learners and school improvement. Co-taught classes, in which the special education<br />

teacher joined the regular education teacher in the classroom to assist in providing extra instruction<br />

for students was implemented. Inclusion of special education students in the existing after school<br />

tutoring program was executed. A Central Elementary <strong>School</strong> leadership team was formed that<br />

includes stake-holders. <strong>Blytheville</strong> Primary <strong>School</strong> implemented Accelerated Reader for all students<br />

to assist with comprehension. The Read Naturally program was implemented to assist struggling<br />

readers with fluency and comprehension. A <strong>Blytheville</strong> Primary <strong>School</strong> leadership team was formed<br />

that consisted of stake-holders and school staff.<br />

In 2010-2011, BPS contracted to work with JBHM to reinforce the use of best teaching practices in<br />

the classrooms. BPS also added a struggling learning consultant to identify and provide remediation<br />

strategies as well as a teacher mentor consultant. JBHM consultants as well as administrators used<br />

focus walk data to plan appropriate professional development.<br />

In 2011-2012 . BPS continued to work with JBHM to reinforce best teaching practices in the<br />

classroom. Once again, the obstacle of teacher turn over had to be addressed with the hiring of two<br />

new second grade teachers and six new first grade teachers. Six are first year teachers. A new<br />

assistant principal was hired. An Instructional Focus and Data Team was developed to enhance<br />

student performance by analyzing data in math and literacy on a regular basis.<br />

In 2012-2013 <strong>Blytheville</strong> Primary <strong>School</strong> will consist of preK through second grade. The<br />

Kindergarten Center has combined with the <strong>Blytheville</strong> Primary <strong>School</strong> to become one school. A new<br />

principal and two assistant principals have been hired. BPS will continue to work with JBHM to<br />

reinforce best teaching practices in the classroom. An instructional focus and data team will<br />

continue to analyze data in math and literacy on a regular basis to enhance student performance. A<br />

team of first and second grade teachers are developing a curriculum using the Common Core<br />

Standards. This is a work in progress while using the curriculum during the school year.<br />

In 2009-2010, 19.0% of special education students were proficient in literacy. The three year<br />

average indicates that 9.6% of special education students were proficient in literacy on the<br />

Benchmark. The data shows that special education students between the year 2009-2010 showed a<br />

decline of 9% in literacy. In 2010-2011 the data shows an improvement of 10% in literacy.<br />

However this percentage of students is not high enough to meet AYP. The weakest area in literacy<br />

over the three year period is practical passages-open response and literary and content passagemultiple<br />

choice in 3rd grade. Since there were no content subskills or skill clusters reported, the<br />

weakest area in first and second grade could not be determined.<br />

SCHOLASTIC AUDIT: According to the 2011 Scholastic Audit Report; the percentage of indicators in<br />

each standard for the following performance levels was reported: 4-Exemplary level of development<br />

and implementation 3-Fully functional and operational level of development and implementation<br />

2-Limited development or partial implementation 1-Little or no development of implementation<br />

Standard 1- Curriculum: 71% performance level 1, 29% performance level 2 Standard 2-<br />

Classroom Evaluation/Assessment: 74% performance level 1, 13% performance level 2, 13%<br />

performance level 3 Standard 3- Instruction: 25% performance level 1, 62% performance level 2,<br />

13% performance level 3 Standard 4- <strong>School</strong> Culture: 27% performance level 1, 64% performance<br />

level 2, 9% performance level 3 Standard 5- Student,Family, and Community Support: 100%<br />

performance level 2 Standard 6- Professional Growth, Development, and Evaluation: 17%<br />

performance level 1, 75% performance level 2, 8% performance level 3 Standard 7: Leadership:<br />

55% performance level 1, 45% performance level 2 Standard 8: <strong>School</strong> Organization and Physical<br />

Resources: 30% performance level 1, 70% performance level 2 Standard 9: Comprehensive and<br />

Collective <strong>Plan</strong>ning: 56% performance level 1, 44% performance level 2<br />

The combined population and all subpopulations at Central Elementary <strong>School</strong> will meet AMO on the<br />

benchmark exams.<br />

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

(BPS is the feeder school for CES.)<br />

Intervention: The restructuring option for <strong>Blytheville</strong> Primary is to contract with JBHM consulting group for<br />

2012-2013 for 72 days. The consultant will be used as the school improvement specialist to provide embedded<br />

professional development for teachers, best practices teaching strategies, analyzing data, and increase student<br />

performance. Implementation of restructuring actions will focus on academic performance, learning environment,<br />

and efficiency.<br />

Scientific Based Research:<br />

Brown-Chidsey, Rachel, Louise Bronaugh, and Kelly McGraw (2009) RTI in the Classroom Guidelines and Recipes for<br />

Success. The Guilford Press.<br />

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Chapman, C. King, R. (2003) Differentiated instructional strategies for reading in the content areas.<br />

Gregory, Gallel and Carolyn Chapman. (2002) Differentiated instructional strategies - one size doesn't fit all.<br />

Tomlinson, Carol A. (2001) How to differentiate instruction in mixed ability classrooms. 2nd edition.<br />

Zemelman, S. Daniels, H., Hyde. A. (1988) Best practice - new standard for teaching and learning in america's<br />

schools. 2nd edition<br />

Person<br />

Actions<br />

Responsible<br />

ACADEMIC PERFORMANCE (1): Teachers will work Gregg<br />

collaboratively to develop performance tasks and Yarbrough,<br />

assessments to measure progress toward standards. Principal<br />

Collaborative planning time will focus on using and<br />

developing rubrics as well as analyzing student<br />

work. After analysis, teachers will maintain<br />

documentation of student work that meets<br />

standards. The Instructional Focus and Data Team<br />

will utilize the data to improve instruction through<br />

resources and instructional programs. The content<br />

and sequence of a fully aligned curriculum will<br />

promote mastery of learning as well as eliminate<br />

gaps and overlaps. SCHOLASTIC AUDIT- STANDARD<br />

2: ACADEMIC PERFORMANCE pg. 13 of 83<br />

Action Type: ADE Scholastic Audit<br />

Action Type: Collaboration<br />

Action Type: Professional Development<br />

ACADEMIC PERFORMANCE (2): The math and<br />

literacy instructional facilitators will analyze the<br />

item-by-item components of the ITBS, DIBELS<br />

benchmark assessments, and TLI test results to<br />

determine the needs in student academic<br />

performance. The Instructional Focus and Data<br />

Team will determine our school improvement plan<br />

through the following secondary indicators: student<br />

absenteeism, excessive tardy rates, discipline<br />

problems from SWIS data, and teacher<br />

absenteeism. After reviewing last year's data, we<br />

found the weakest literacy area in first and second<br />

grades was vocabulary and grammar. The math<br />

data revealed the weakest area in first is algebraic<br />

thinking and second grade was number properties<br />

and operations.<br />

Action Type: Alignment<br />

Action Type: Collaboration<br />

Gregg<br />

Yarbrough,<br />

Principal<br />

ACADEMIC PERFORMANCE (3): After analyzing last Gregg<br />

year's data, we found the weakest literacy areas in Yarbrough,<br />

first and second grades was vocabulary and<br />

Principal<br />

language(subject/verb agreement). The math data<br />

revealed the weakest area in first grade was<br />

algebraic concepts and second grade's weakest area<br />

is Number Properties and Operations. The special<br />

education and black subpopulations scored the<br />

lowest in literacy and math skills on the ITBS. The<br />

following secondary indicators will be monitored for<br />

growth: student absenteeism, excessive tardy rates,<br />

discipline problems from SWIS data, and teacher<br />

absenteeism. SWIS data will be reviewed regularly<br />

to monitor discipline issues. A data wall will be used<br />

to track student growth and progress in math and<br />

literacy using Renaissance Learning. The district has<br />

established an incentive program to encourage<br />

regular daily teacher attendance. SCHOLASTIC<br />

AUDIT-STANDARD 4: LEARNING ENVIRONMENT pg.<br />

28 of 83<br />

Action Type: Technology Inclusion<br />

Timeline Resources<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

Outside<br />

Consultants<br />

Teachers<br />

Teachers<br />

Computers<br />

Performance<br />

Assessments<br />

Teachers<br />

Source of<br />

Funds<br />

ACTION<br />

BUDGET: $<br />

ACTION<br />

BUDGET: $<br />

ACTION<br />

BUDGET: $<br />

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ACADEMIC PERFORMANCE (4): The implementation<br />

of targeted research-based practices will meet the<br />

specific needs of the special education and black<br />

subpopulations. Special education students will<br />

receive literacy and math instruction in the regular<br />

classroom as well as the special education<br />

classroom. Utilization of Marzano’s Nine High-Yield<br />

Strategies during the instructional block for literacy<br />

and math will help to increase subpopulation scores.<br />

Using the backward design, a literacy Common Core<br />

curriculum for first and second grade teachers is<br />

being developed. All teachers will use the explicit<br />

teaching model that includes the explanation,<br />

modeling, guided practice,independent practice,<br />

intervention, and enrichments to teach the lessons.<br />

Teacher lesson plans will reflect the use of best<br />

practices and strategies. We will continue to<br />

implement interventions through the RTI process to<br />

ensure the subpoplulation of black students have<br />

access to high quality instruction, are supported,<br />

and served early and effectively. The RTI team will<br />

document the progress on the student's RTI folder.<br />

The team will answer the four guiding questions in<br />

determining the intervention: Problem<br />

Identification--What is the Problem? Problem<br />

Analysis--Why is it occurring? Intervention<br />

Design—What are we going to do about it?<br />

Response to Intervention—Is it working? The<br />

following interventions will be used: Reading<br />

Interventionists, Zoom-In, Read Naturally, Thinking<br />

about Reading and Math, Barton Reading and<br />

Spelling System, STAR Reading, STAR Early<br />

Literacy, Accelerated Reader, i-Ready, Math<br />

Interventionists, Math Facts in a Flash, Accelerated<br />

Math, and STAR Math by Renaissance Learning.<br />

SCHOLASTIC AUDIT- STANDARD 2: ACADEMIC<br />

PERFORMANCE pg. 14 of 83<br />

SCHOLASTIC AUDIT- STANDARD 7:EFFICIENCY pg.<br />

47 of 83<br />

Action Type: AIP/IRI<br />

Action Type: Technology Inclusion<br />

ACADEMIC PERFORMANCE(5): Standards-based<br />

assessments will be used frequently to assess<br />

student learning. DIBELS Benchmark Assessments<br />

and Progress Monitoring Assessments aligned with<br />

the Common Core Standards track student growth.<br />

Student skill levels determine how often these<br />

assessments are used. TLI math assessments that<br />

target specific skills from the Common Core<br />

Standards will assess student mastery and teach<br />

students test-taking strategies. In 2012-2013, a<br />

progress monitoring assessment from Wireless<br />

Generation mClassmath will be used to assess<br />

student mastery. Teachers also use informal<br />

assessments daily to assess student mastery. Data<br />

gathered from assessments are used to drive the<br />

instruction.<br />

Action Type: Technology Inclusion<br />

ACADEMIC PERFORMANCE (6): Additional time on<br />

task provided by the classroom teacher, classified<br />

interventionists, certified interventionists offer<br />

reinforcement of skills to promote mastery in<br />

literacy and math when needed. The classroom<br />

teacher,classified interventionist, and certified<br />

interventionist will reinforce skills in small assisted<br />

group instruction to low academic performing<br />

students in each classroom. The students that<br />

master the skills in whole group instruction receive<br />

Regina Evans,<br />

Sp. Ed.<br />

Teacher;<br />

Reyna<br />

Cunningham,<br />

Sp. Ed.<br />

Teacherl<br />

Gregg<br />

Yarbrough,<br />

Principal<br />

Jon Fulkerson,<br />

Assistant<br />

Principal;<br />

Halley Gillen,<br />

First Grade<br />

Teacher;<br />

Wesley Ann<br />

Freemyer,<br />

Second Grade<br />

Teacher<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

Computers<br />

Outside<br />

Consultants<br />

Teachers<br />

Computers<br />

Performance<br />

Assessments<br />

Teachers<br />

Computers<br />

Performance<br />

Assessments<br />

Teachers<br />

Teaching Aids<br />

ACTION<br />

BUDGET: $<br />

ACTION<br />

BUDGET: $<br />

ACTION<br />

BUDGET: $<br />

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enrichment through academic learning centers,<br />

computer based programs, and/or teacher directed<br />

enrichment groups.<br />

Action Type: Equity<br />

Action Type: Technology Inclusion<br />

LEARNING ENVIRONMENT (2): Through Normes and<br />

The Learning Institute, AIP's and IRI's will be<br />

developed in a timely manner.<br />

Action Type: AIP/IRI<br />

Action Type: Parental Engagement<br />

Action Type: Technology Inclusion<br />

Jon Fulkerson,<br />

Assistant<br />

Principal<br />

LEARNING ENVIRONMENT (3): <strong>School</strong> district Gregg<br />

personnel and contracted consultants provide Yarbrough,<br />

intensive focused on-going professional<br />

Principal<br />

development throughout the school year on how to<br />

analyze and effectively use data. The JBHM<br />

consultant provides professional development as<br />

needed. The instructional facilitators will be trained<br />

by the Crowley's Ridge Co-op when appropriate. The<br />

information will be shared with classroom teachers.<br />

Action Type: Collaboration<br />

Action Type: Professional Development<br />

Action Type: Technology Inclusion<br />

LEARNING ENVIRIONMENT (4): All teachers will<br />

have individual professional growth plans based<br />

upon student data and classroom observations. The<br />

plans are reviewed by the principal and assistant<br />

principal as needed to ensure student achievement<br />

needs are being met. During the year 2012-2013,<br />

the Primary <strong>School</strong> will be in phase I of TESS<br />

(Teacher Excellence and Support System), a<br />

statewide evaluation system.<br />

SCHOLASTIC AUDIT- STANDARD 6: LEARNING<br />

ENVIRONMENT pg. 41 of 83<br />

Action Type: Collaboration<br />

Action Type: Professional Development<br />

LEARNING ENVIRONMENT(5): The literacy and<br />

math instructional facilitators will receive training at<br />

the Crowley's Ridge Co-op as needed.<br />

Action Type: Collaboration<br />

Action Type: Professional Development<br />

EFFICIENCY(1): The principals and instructional<br />

facilitators will complete classroom walkthroughs<br />

each week. The data will be analyzed to determine<br />

areas of weakness with a focus on Marzano's High<br />

Yield Strategies and shared with teachers in a<br />

timely manner. The principals and JBHM consultant<br />

will conduct focus walks and analyze the data to<br />

monitor classroom instruction. SCHOLASTIC AUDIT-<br />

STANDARD 2: ACADEMIC PERFORMANCE pg. 13 of<br />

83<br />

Action Type: ADE Scholastic Audit<br />

Action Type: Collaboration<br />

Action Type: Technology Inclusion<br />

Gregg<br />

Yarbrough,<br />

Principal<br />

Gregg<br />

Yarbrough,<br />

Principal<br />

Gregg<br />

Yarbrough,<br />

Principal<br />

EFFICIENCY(2): BPS Instructional Focus and Data Gregg<br />

Team meetings are held regularly to discuss the Yarbrough,<br />

progress of the school improvement plan and to Principal<br />

review data. During these meetings and staff<br />

meetings, teacher input is requested in order to<br />

allow everyone a positive role in raising the<br />

standards of teaching and student achievement.<br />

Reports of progress are given to the superintendent<br />

at district leadership meetings and through reports<br />

compiled by the JBHM consultant. The<br />

superintendent reports the progress to the school<br />

board.<br />

SCHOLASTIC AUDIT- STANDARD 9: EFFICIENCY pg.<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

Computers<br />

Performance<br />

Assessments<br />

Teachers<br />

Administrative<br />

Staff<br />

Computers<br />

Outside<br />

Consultants<br />

Performance<br />

Assessments<br />

Teachers<br />

Administrative<br />

Staff<br />

Teachers<br />

Outside<br />

Consultants<br />

Teachers<br />

Administrative<br />

Staff<br />

Computers<br />

Teachers<br />

Administrative<br />

Staff<br />

District Staff<br />

Teachers<br />

ACTION<br />

BUDGET: $<br />

ACTION<br />

BUDGET: $<br />

ACTION<br />

BUDGET: $<br />

ACTION<br />

BUDGET: $<br />

ACTION<br />

BUDGET: $<br />

ACTION<br />

BUDGET: $<br />

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62 of 83<br />

Action Type: Collaboration<br />

EFFICIENCY (5): BPS (1-2) participated in a<br />

Scholastic Audit in the Spring of 2011 (Feb.<br />

27-March 4). BPS (Kdgn) participated in a<br />

Scholastic Audit in the fall of 2012. BKC, BPS, CES<br />

plans are for three years.<br />

Action Type: ADE Scholastic Audit<br />

Action Type: Parental Engagement<br />

EFFICIENCY (3): Teachers, parents, and community<br />

members are a part of the ACSIP planning process<br />

and meet throughout the year to hear updates on<br />

the actions. The <strong>Blytheville</strong> District Leadership Team<br />

held a Peer Review of ACSIP on September 24,<br />

2012.<br />

Action Type: Parental Engagement<br />

Action Type: Technology Inclusion<br />

Gregg<br />

Yarbrough,<br />

Principal<br />

Gregg<br />

Yarbrough,<br />

Principal<br />

EFFICIENCY (4): Policies, procedures and practices Gregg<br />

are reviewed prior to and throughout the school year Yarbrough,<br />

to determine which could present barriers to all Principal<br />

students' achievement. Barriers are identified<br />

through actions such as the review of the Student<br />

Handbook and referring to "Teaching with Poverty in<br />

Mind" and on-going parental involvement<br />

professional development.<br />

Action Type: Collaboration<br />

Action Type: Equity<br />

Action Type: Professional Development<br />

PROGRAM EVALUATION: (1) To ensure that the Gregg<br />

restructuring actions are implemented, the JBHM Yarbrough,<br />

consultant and the principals will complete focus Principal<br />

walks to monitor the integration of instructional<br />

strategies into the lessons. The principals will<br />

complete classroom observations and provide<br />

feedback to teachers. Data from assessments and<br />

observations will be tracked by teachers, principals,<br />

JBHM consultants and instructional facilitators. The<br />

building administrators and instructional facilitators<br />

will also do regular CWT's. Data will be reviewed<br />

and appropriate professional development provided<br />

as needed.<br />

(2) Instructional Focus and Data Team meetings will<br />

be held to review the data collected. Classroom<br />

focus walks will be conducted and the data<br />

monitored to track the implementation of the best<br />

practices using instructional strategies. Data walls<br />

will be reviewed with appropriate interventions<br />

discussed. Regular RTI (Response to Intervention)<br />

meetings will be held to analyze data and to insure<br />

student success in the classroom.<br />

(3) The data was reviewed and updated regularly<br />

throughout the school year. Agendas and minutes<br />

were maintained from the leadership and<br />

collaboration meetings. At the end of the year, all of<br />

the data was reviewed and appropriate actions and<br />

revisions were planned.<br />

Action Type: Collaboration<br />

Action Type: Technology Inclusion<br />

LEARNING ENVIRONMENT: <strong>Blytheville</strong> Primary<br />

<strong>School</strong> has contracted with school improvement<br />

specialist to provide intensive focused on-going<br />

professional development throughout the school<br />

year on how to analyze and effectively use data to<br />

increase academic performance in literacy and<br />

math. The JBHM consultant provides professional<br />

development as needed.<br />

Action Type: ADE Scholastic Audit<br />

Gregg<br />

Yarbrough,<br />

Principal<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

Administrative<br />

Staff<br />

Community<br />

Leaders<br />

District Staff<br />

Teachers<br />

Administrative<br />

Staff<br />

Computers<br />

Teachers<br />

Administrative<br />

Staff<br />

Outside<br />

Consultants<br />

Teachers<br />

Computers<br />

Teachers<br />

Computers<br />

Outside<br />

Consultants<br />

Performance<br />

Assessments<br />

Teachers<br />

ACTION<br />

BUDGET: $<br />

ACTION<br />

BUDGET: $<br />

ACTION<br />

BUDGET: $<br />

ACTION<br />

BUDGET: $<br />

ACTION<br />

BUDGET: $<br />

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ACSIP http://acsip.state.ar.us/cgi-bin/index.cgi?rm=report_acsip<br />

Action Type: Alignment<br />

Action Type: Collaboration<br />

Action Type: Equity<br />

Action Type: Professional Development<br />

Action Type: Program Evaluation<br />

Action Type: Special Education<br />

Action Type: Technology Inclusion<br />

EFFICIENCY: A clear vision and mission statement<br />

needs to be collaboratively developed and<br />

understood by all stakeholders, leadership, and staff<br />

which should be the driving force for all decision<br />

making. SCHOLASTIC AUDIT- STANDARD 9:<br />

EFFICIENCY pg. 64 of 83<br />

Action Type: ADE Scholastic Audit<br />

Action Type: Alignment<br />

Action Type: Collaboration<br />

Action Type: Equity<br />

Action Type: Parental Engagement<br />

EFFICIENCY: All staff working through teams, will<br />

review the current ACSIP plan to expand their<br />

understanding of how it is a living document which<br />

contributes to continuous improvement.<br />

SCHOLASTIC AUDIT- STANDARD 9: EFFICIENCY pg.<br />

64 of 83<br />

Action Type: ADE Scholastic Audit<br />

Action Type: Collaboration<br />

Gregg<br />

Yarbrough,<br />

Principal<br />

Anita Self,<br />

Literacy<br />

Instructional<br />

Facilitator;<br />

Diane Jenkins,<br />

Math<br />

Instructional<br />

Facilitator<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

Community<br />

Leaders<br />

Teachers<br />

Administrative<br />

Staff<br />

Teachers<br />

ACTION<br />

BUDGET: $<br />

ACTION<br />

BUDGET: $<br />

Total Budget: $0<br />

Intervention: <strong>Blytheville</strong> Primary <strong>School</strong> first and second grade will implement a 45 - 60 day action plan to help<br />

improve academic performance that will result in helping the school make AMO.<br />

Scientific Based Research: Jenson, E. (2009). Teaching with poverty in mind.<br />

Marzano, R. (2009). Setting the record straight.<br />

Preuss, P. (2003). <strong>School</strong>s leaders guide to root cause analysis: using data to dissolve problems. Teachscape.<br />

(2009/2010).<br />

Classroom walkthrough: A process for outcomes-based instructional improvement (Version 3.0) San Francisco,<br />

California: Teachscape Publishing/Arkansas Department of Education.<br />

Actions<br />

Teachers will implement Marzano's High Yield<br />

Strategies through the use of the literacy<br />

Common Core curriculum. The curriculum was<br />

developed with the High Yield Strategies at the<br />

forefront.<br />

Action Type: ADE Scholastic Audit<br />

Action Type: Collaboration<br />

A certified reading interventionist has been hired<br />

at BPS to help identify and remediate struggling<br />

learners in the first grade. The interventionist will<br />

pull small groups of students for interventions<br />

and help direct the teachers in activities to help<br />

the learners. Baseline data will be gathered and<br />

the growth will be reviewed regularly to direct<br />

the interventions.<br />

Action Type: ADE Scholastic Audit<br />

Action Type: AIP/IRI<br />

Action Type: Collaboration<br />

Action Type: Equity<br />

To accelerate learning and meet all students’<br />

needs, RTI (Response to Intervention) meetings<br />

will be held individually with each 1st and 2nd<br />

grade teacher to guide decisions needed for<br />

changes in instruction or individual student goals<br />

for low performing students.<br />

Action Type: ADE Scholastic Audit<br />

Person<br />

Responsible<br />

Gregg<br />

Yarbrough,<br />

Principal<br />

Susie Marshall,<br />

Reading<br />

Interventionist<br />

John Whitaker,<br />

Counselor, Marc<br />

Sherrell;<br />

Assistant<br />

Principal<br />

Timeline Resources<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

Performance<br />

Assessments<br />

Teachers<br />

Performance<br />

Assessments<br />

Teachers<br />

Administrative<br />

Staff<br />

Computers<br />

District Staff<br />

Outside<br />

Consultants<br />

Source of<br />

Funds<br />

ACTION<br />

BUDGET: $<br />

ACTION<br />

BUDGET: $<br />

ACTION<br />

BUDGET: $<br />

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ACSIP http://acsip.state.ar.us/cgi-bin/index.cgi?rm=report_acsip<br />

Action Type: AIP/IRI<br />

Action Type: Collaboration<br />

Action Type: Equity<br />

Action Type: Technology Inclusion<br />

To help students focus, a daily bellringer and/or<br />

“Wake Up Brain” activity will be completed at the<br />

start of each class period.<br />

Action Type: ADE Scholastic Audit<br />

Action Type: Collaboration<br />

An experienced paraprofessional will be used at<br />

BPS to help identify and remediate struggling<br />

learners in math. The interventionist will pull<br />

small groups of students for interventions and<br />

help direct the teachers in activities to help the<br />

learners. Baseline data will be gathered and the<br />

growth will be reviewed regularly.<br />

Action Type: ADE Scholastic Audit<br />

Action Type: Equity<br />

Action Type: Technology Inclusion<br />

EVALLUATION: BPS will meet in professional<br />

learning communities. CWT/Ilert data will help in<br />

measuring the effectiveness of the High Yield<br />

Strategies. To monitor student growth, data will<br />

be collected and monitored to direct the<br />

interventions in literacy and math. RTI meetings<br />

will be held to discuss test data, current<br />

interventions, progress monitoring, behavior<br />

issues, and/or classroom data. A plan of action<br />

for students not making sufficient gains will be<br />

created. ITBS scores given at the end of the year<br />

should increase by doing "Wake Up Brain"<br />

activities, and a daily bell ringer. These are state<br />

released test items.<br />

Action Type: Collaboration<br />

Action Type: Equity<br />

Action Type: Technology Inclusion<br />

Anita Self,<br />

Literacy<br />

Instructional<br />

Facilitator<br />

Diane Jenkins,<br />

Math<br />

Instructional<br />

Facilitator<br />

Gregg<br />

Yarbrough,<br />

Principal<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

Performance<br />

Assessments<br />

Teachers<br />

Performance<br />

Assessments<br />

Teachers<br />

Computers<br />

Performance<br />

Assessments<br />

Computers<br />

Performance<br />

Assessments<br />

Teachers<br />

Teaching Aids<br />

ACTION<br />

BUDGET: $<br />

ACTION<br />

BUDGET: $<br />

ACTION<br />

BUDGET: $<br />

Total Budget: $0<br />

Intervention: Enhance the quality and effectiveness of the school improvement plan by contracting the services of a<br />

consultant with JBHM to provide embedded professional development and academic improvement strategies to help<br />

the school meet AMO. The State Specialty Team will continue to provide additional support while communicating<br />

with the consultant to ensure a comprehensive intervention.<br />

Scientific Based Research: Clay, Marie M. (2001). Change over time in children's literacy development. Portsmouth,<br />

NH: Heineman.<br />

Daniels, Harvey, Bizar, Marilyn (2005). Teaching the best practice way, methods that matter, K-12, Portland, ME:<br />

Stenhouse Publishers.<br />

Knight, Jim (2007). Instructional Coaching, A partnership approach to improving instruction. Thousand Oaks, CA:<br />

Corwin Press.<br />

Marzano, Robert J., Pickering, Debra J., Pollock, Jane E. (2001). Classroom instruction that works, research-based<br />

strategies for increasing student achievement, Alexandria, VA: ASCD.<br />

Marzano, Robert J. (2003). What works in school, translating research into action, Alexandria, VA: ASCD.<br />

Vaughn, Sharon, Linan-Thompson, Sylvia (2004). Research-based methods of reading instruction, grades K-3,<br />

Alexandria, VA: ASCD.<br />

York-Barr, Jennifer, Sommers, William A., Chere, Gail S. (2001). Reflective Practice to Improve <strong>School</strong>s, an action<br />

guide for educators, Thousand Oaks, CA: Corwin Press.<br />

Actions<br />

(K) ACADEMIC PERFORMANCE (1): To<br />

ensure that each student experiences a<br />

rigorous curriculum aligned to the Common<br />

Core Standards, The Learning Institute (TLI)<br />

assisted our academic facilitators in<br />

developing curriculum maps to guide math<br />

and literacy instruction. The JBHM<br />

Consultant is examining our vertical and<br />

horizontal alignment of the curriculum to<br />

ensure that instruction is on grade level and<br />

Person<br />

Responsible<br />

Gregg<br />

Yarbrough,<br />

Principal<br />

Timeline Resources Source of Funds<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

Administrative<br />

Staff<br />

Computers<br />

Outside<br />

Consultants<br />

Teachers<br />

ACTION BUDGET: $<br />

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that there are no gaps in the instruction.<br />

Formative and summative assessments are<br />

aligned to the curriculum.<br />

Action Type: Alignment<br />

Action Type: Collaboration<br />

Action Type: Technology Inclusion<br />

(K) ACADEMIC PERFORMANCE (2): Data<br />

from DIBELS Next Benchmark Assessments,<br />

DIBELS Progress Monitoring Assessments,<br />

Qualls Early Learning Inventory, Math<br />

mClass Benchmark Assessments , and Math<br />

Progress Monitoring Assessments is<br />

analyzed throughout the school year.<br />

Renaissance STAR Early Literacy diagnostic<br />

assessments will be used in the computer<br />

lab at different intervals throughout the<br />

school year to pinpoint areas of student<br />

weaknesses in phonological awareness. The<br />

Leadership Team analyzes the data during<br />

monthly meetings and discusses possible<br />

students who need to be tracked using a<br />

RTI with input from the classroom teacher.<br />

Classroom teachers collaborate weekly to<br />

discuss their student data and ways to<br />

improve student academic performance by<br />

using research based strategies. The<br />

Instructional Facilitator meet with the<br />

interventionists regularly to discuss lessons<br />

based on the student’s needs and level of<br />

academic performance. Analysis by the<br />

school staff and JBHM consultant of<br />

secondary indicators such as a high rate of<br />

student absenteeism, excessive tardy rates,<br />

high mobility, discipline problems from<br />

SWIS data, etc, result in actions designed to<br />

curtail these problems. During the current<br />

year, these actions include professional<br />

development (review of principles of<br />

Teaching With Poverty in Mind, Respecting<br />

Cultural Differences by D. Harris), PBIS, and<br />

notes addressing the problem to the<br />

parents/guardians of the students.<br />

Action Type: Professional Development<br />

(K) ACADEMIC PERFORMANCE (3): Analysis<br />

of the data revealed that the SI Student<br />

subpopulation scored lowest in literacy skills<br />

on the IOWA standardized assessment. The<br />

item-by-item analysis revealed that the<br />

whole student population performed the<br />

lowest on reading words using picture cues.<br />

One of the lowest subtests was the<br />

Vocabulary which has always been a weak<br />

area for our students due to low SES. Slight<br />

gains in vocabulary are being made each<br />

school year but it still remains a focal point<br />

of instruction throughout the day. To<br />

monitor for growth, each classroom teacher<br />

uses DIBELS Next Progress Monitoring<br />

portfolios that contain trajectories to track<br />

student gains bi-monthly or monthly<br />

depending on the student’s scores. The<br />

Literacy Instructional Facilitator will assist<br />

classroom teachers in the creation of<br />

assessments for the current school year that<br />

assesses specific skills that data analysis<br />

has revealed to be the lowest. The SI<br />

student subpopulation scored lowest in<br />

math skills on the IOWA. The lowest subtest<br />

was determined to be Problem Solving with<br />

Gregg<br />

Yarbrough,<br />

Principal;<br />

Marc<br />

Sherrell,<br />

Assistant<br />

Principal<br />

Gregg<br />

Yarbrough,<br />

Principal;<br />

Marc<br />

Sherrell,<br />

Assistant<br />

Principal<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

Administrative<br />

Staff<br />

District Staff<br />

Outside<br />

Consultants<br />

Performance<br />

Assessments<br />

Teachers<br />

ACTION BUDGET: $<br />

Performance<br />

Assessments ACTION BUDGET: $<br />

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ACSIP http://acsip.state.ar.us/cgi-bin/index.cgi?rm=report_acsip<br />

single-step operations being the lowest<br />

scoring item under that category for the<br />

item-by-item analysis. However, the lowest<br />

scoring item on the whole assessment was<br />

one-to-one correspondence in the Number<br />

Properties & Operations subtest. This item<br />

was also low across the nation as shown by<br />

the national percentile listed. The Math<br />

Benchmark assessments revealed that all<br />

students scored lowest in next number<br />

fluency. The Math Instructional Facilitator<br />

will assist classroom teachers in the creation<br />

of classroom assessments to monitor<br />

student growth. The tracking of each<br />

student’s attendance and discipline data will<br />

determine if it is a contributing factor to a<br />

student’s lack of academic growth. An<br />

assessment wall used during Leadership<br />

Meetings and teacher collaboration will track<br />

the classroom and student growth in<br />

reading readiness skills and math skills.<br />

Action Type: Alignment<br />

Action Type: Collaboration<br />

(K) ACADEMIC PERFORMANCE (4): The<br />

implementation of targeted research-based<br />

practices will meet the specific needs of the<br />

subpopulations. Utilization of Marzano’s Nine<br />

High-Yield Strategies during the instruction<br />

block for literacy and math will increase<br />

subpopulation scores. All teachers will use<br />

the explicit teaching model that includes the<br />

explanation, modeling, guided practice, and<br />

independent practice. Teacher lesson plans<br />

will reflect the use of best practices and<br />

strategies to teach the lesson.<br />

(K) ACADEMIC PERFORMANCE (5):<br />

Assessment of student learning will be<br />

frequent with standards-based assessments.<br />

DIBELS Next Benchmark Assessments and<br />

Progress Monitoring Assessments aligned<br />

with the state standards track student<br />

growth. Student skill levels determine how<br />

often these assessments are used. Teachercreated<br />

literacy assessments that target<br />

specific skills aligned with Common Core<br />

Standards will be used to assess student<br />

mastery and teach students test-taking<br />

strategies. Beginning this year, mClass<br />

math screening assessments and progress<br />

monitoring assessments will be used to<br />

assess foundational math skills.<br />

Action Type: Alignment<br />

(K) ACADEMIC PERFORMANCE (6):<br />

Additional time on task provided by the<br />

classroom teacher, paraprofessional<br />

interventionists, and certified interventionist<br />

offers reinforcement of skills to promote<br />

mastery. The classroom teacher reinforces<br />

skills taught in whole group instruction<br />

during small assisted group instruction to<br />

the lowest academic performing students in<br />

each classroom. The students that master<br />

the skills in whole group instruction receive<br />

enrichment during small assisted group<br />

instruction. The paraprofessional also<br />

provides interventions for the same skills to<br />

the lowest performing students. Those<br />

students classified as “At Risk” after taking<br />

Gregg<br />

Yarbrough,<br />

Principal;<br />

Marc<br />

Sherrell,<br />

Assistant<br />

Principal<br />

Gregg<br />

Yarborugh,<br />

Principal;<br />

Marc<br />

Sherrell,<br />

Assistant<br />

Principal<br />

Gregg<br />

Yarbrough,<br />

Principal;<br />

Marc<br />

Sherrell,<br />

Assistant<br />

Principal<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

Teachers<br />

Teachers<br />

Teachers<br />

Teaching Aids<br />

ACTION BUDGET: $<br />

ACTION BUDGET: $<br />

ACTION BUDGET: $<br />

64 of 69 10/11/2012 1:45 PM


ACSIP http://acsip.state.ar.us/cgi-bin/index.cgi?rm=report_acsip<br />

the DIBELS Benchmark Assessments receive<br />

small group instruction with a<br />

interventionist outside the regular classroom<br />

in addition to the interventions provided in<br />

the regular classroom. Students that do not<br />

meet the benchmark on the math<br />

assessment receive interventions from a<br />

math paraprofessional interventionist.<br />

Action Type: Collaboration<br />

Action Type: Equity<br />

(K) LEARNING ENVIRONMENT (2): Due to<br />

the usage of DIBELS Progress Monitoring<br />

Assessments, an IRI is used for all students<br />

needing an academic improvement plan in<br />

literacy since it is aligned with our<br />

curriculum and assessments. All IRIs and<br />

math AIPs are posted on-line on the<br />

NORMES website.<br />

Action Type: AIP/IRI<br />

Action Type: Collaboration<br />

(K) LEARNING ENVIRONMENT (3): <strong>School</strong><br />

district personnel and contracted<br />

consultants provide intensive focused<br />

on-going professional development<br />

throughout the school year. A consultant will<br />

provide a whole day's PD on using Student<br />

Response Systems with the SmartBoard to<br />

instruct, assess, remediate. Instructional<br />

facilitators for literacy and math provide<br />

professional development throughout the<br />

school year based on the needs of the<br />

teachers. The JBHM consultant provides<br />

professional development in afterschool<br />

meetings in areas of need.<br />

Action Type: Professional Development<br />

(K)LEARNING ENVIRONMENT (4): Teachers<br />

will develop professional development plans<br />

based on needs identified by themselves,<br />

principal evaluations, and JBHM consultant<br />

evaluations.<br />

Action Type: Professional Development<br />

(K) LEARNING ENVIRONMENT (5): The<br />

Instructional Facilitator will begin facilitator<br />

training presented by Crowley's Ridge<br />

Cooperative Specialists. They have enrolled<br />

for year three training to continue the<br />

process of implementing a quality<br />

instructional model based on building<br />

capacity in the whole school. The focus will<br />

be on student data.<br />

Action Type: Professional Development<br />

(K) EFFICIENCY (1): The principal and<br />

Instructional Facilitator, will complete at<br />

least 4 Classroom Walkthroughs (CWT)<br />

daily. CWT data will be analyzed to<br />

determine areas of weakness. The principal<br />

and JBHM consultant will analyze focus walk<br />

data to determine areas of weakness that<br />

need to be addressed.<br />

Action Type: Collaboration<br />

(K) EFFICIENCY (2): BKC Leadership<br />

Meetings are held at least once a month to<br />

discuss the progress of the school<br />

improvement plan. During these meetings<br />

and staff meetings, teacher input is<br />

requested in order to allow everyone a<br />

Gregg<br />

Yarborugh,<br />

Principal;<br />

Marc<br />

Sherrell,<br />

Assistant<br />

Principal<br />

Gregg<br />

Yarborugh,<br />

Principal;<br />

Marc<br />

Sherrell,<br />

Assistant<br />

Principal<br />

Gregg<br />

Yarbrough,<br />

Principal;<br />

Marc<br />

Sherrell,<br />

Assistant<br />

Principal<br />

Gregg<br />

Yarbrough,<br />

Principal;<br />

Marc<br />

Sherrell,<br />

Assistant<br />

Principal<br />

Gregg<br />

Yarbrough,<br />

Principal;<br />

Marc<br />

Sherrell,<br />

Assistant<br />

Principal<br />

Gregg<br />

Yarbrough,<br />

Principal;<br />

Marc<br />

Sherrell,<br />

Assistant<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

Performance<br />

Assessments ACTION BUDGET: $<br />

District Staff<br />

Outside<br />

Consultants<br />

Teachers<br />

Administrative<br />

Staff<br />

District Staff<br />

Outside<br />

Consultants<br />

ACTION BUDGET: $<br />

ACTION BUDGET: $<br />

Outside<br />

Consultants ACTION BUDGET: $<br />

Administrative<br />

Staff<br />

Outside<br />

Consultants<br />

Administrative<br />

Staff<br />

District Staff<br />

Outside<br />

Consultants<br />

ACTION BUDGET: $<br />

ACTION BUDGET: $<br />

65 of 69 10/11/2012 1:45 PM


ACSIP http://acsip.state.ar.us/cgi-bin/index.cgi?rm=report_acsip<br />

positive role in raising the standards of<br />

teaching and student achievement. Reports<br />

of progress are given at District Leadership<br />

Meetings and through reports compiled by<br />

the JBHM consultant.<br />

Action Type: Collaboration<br />

Action Type: Professional Development<br />

(K) EFFICIENCY (3): Parents were notified<br />

at Open House that kindergarten has<br />

received the classification of being out of<br />

Whole <strong>School</strong> Intensive Improvement Year<br />

6. Additionally, letters were mailed to all<br />

parents in their native language explaining<br />

this fact.<br />

(K) EFFICIENCY (4): All policies, procedures<br />

and practices were reviewed to determine<br />

which could present barriers to all students'<br />

achievement. To lower discipline problems,<br />

PBIS was continued this school year.<br />

Students with excessive tardies receive<br />

notes for parents reiterating the time that<br />

school begins in the morning.<br />

Action Type: Parental Engagement<br />

(K) A consultant was contracted through<br />

JBHM for 36 school days to provide support<br />

in refining the curriculum to ensure that all<br />

instruction is based on best practices and is<br />

rigorous.<br />

Action Type: Collaboration<br />

Action Type: Professional Development<br />

Action Type: Title I <strong>School</strong>wide<br />

(K)PROGRAM EVALUATION: 1. To ensure<br />

that the restructuring actions are<br />

implemented, the JBHM consultant and/or<br />

principal will complete focus walks, iLERT<br />

reports, and CWTs to monitor the<br />

integration of instructional strategies into<br />

the lessons. Data will be analyzed by the<br />

JBHM consultant, principal, instructional<br />

facilitators, and teachers to determine<br />

trends and areas of weaknesses/strengths.<br />

Professional development based on school<br />

needs will be scheduled. 2. Leadership<br />

meetings, literacy meetings, math<br />

meetings, and staff meetings are held to<br />

review the data collected. During<br />

collaboration, best practices are discussed<br />

and appropriate interventions planned. 3.<br />

Instructional decisions were based on<br />

findings from the data as evidenced by the<br />

reduction in the number of retainees for the<br />

2010-2011 school year. Six students were<br />

retained for the 2010-2011 school year<br />

compared to 22 students retained at the<br />

end of the 2009-2010 school year. 1 @ 1.0<br />

FTE certified literacy interventionist was<br />

added for the 2010-2011 school year to<br />

increase academic gains in literacy.<br />

Action Type: Program Evaluation<br />

Gregg<br />

Yarbrough,<br />

Principal;<br />

Marc<br />

Sherrell,<br />

Assistant<br />

Principal<br />

Gregg<br />

Yarbrough,<br />

Principal;<br />

Marc<br />

Sherrell,<br />

Assistant<br />

Principal<br />

Gregg<br />

Yarbrough,<br />

Principal;<br />

Marc<br />

Sherrell,<br />

Assistant<br />

Principal<br />

Gregg<br />

Yarbrough,<br />

Principal;<br />

Marc<br />

Sherrell,<br />

Assistant<br />

Principal<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

Teachers<br />

Administrative<br />

Staff<br />

District Staff<br />

Administrative<br />

Staff<br />

Teachers<br />

Administrative<br />

Staff<br />

Performance<br />

Assessments<br />

Teachers<br />

Administrative<br />

Staff<br />

District Staff<br />

Outside<br />

Consultants<br />

Performance<br />

Assessments<br />

ACTION BUDGET: $<br />

ACTION BUDGET: $<br />

Title I -<br />

Purchased $50000.00<br />

Services:<br />

ACTION<br />

BUDGET:<br />

$50000<br />

ACTION BUDGET: $<br />

Total Budget: $50000<br />

Intervention: Kindergarten will implement a 45-60 day action plan to help improve academic performance that will<br />

result in helping the school meet AMO.<br />

Scientific Based Research:<br />

Actions<br />

Person<br />

Responsible<br />

Timeline Resources<br />

Source of<br />

Funds<br />

66 of 69 10/11/2012 1:45 PM


ACSIP http://acsip.state.ar.us/cgi-bin/index.cgi?rm=report_acsip<br />

(K) A full time (1.0) certified teacher<br />

interventionist and a part time (0.5) highly<br />

qualified paraprofessional interventionist will<br />

attend literacy meetings to analyze student data<br />

and collaborate with the classroom teachers.<br />

Students identified with “gaps” in their learning<br />

will receive interventions specifically planned to<br />

address those skill deficits during small group<br />

instruction. Gaps will be identified through<br />

screeners and diagnostic instruments to be used,<br />

such as DIBELS Next, 95 Percent Group’s<br />

Phonological Awareness Screener for Intervention<br />

(PASI) and Phonics Screener for Intervention<br />

(PSI), and Star Early Literacy. Instruction will be<br />

aligned with the phonological continuum that is<br />

based on current scientific research of best<br />

practices.<br />

Action Type: Collaboration<br />

Action Type: Title I <strong>School</strong>wide<br />

(K) Monthly RTI meetings will be scheduled to<br />

review the assessment portfolios of students<br />

identified by teachers that are not making<br />

adequate gains. The assessment portfolios will<br />

include DIBELS Next Progress Monitoring<br />

Assessments with a trajectory plotting the scores,<br />

Star Early Literacy, 95 Percent Group<br />

screeners/assessments, and math assessments.<br />

Teachers will also bring documentation of RTI<br />

small group lesson plans and notes from the day<br />

the lesson was used to discuss developing,<br />

revising, or discontinuing an action plan<br />

specifically targeted to that student’s needs.<br />

Action Type: Collaboration<br />

Action Type: Equity<br />

(K) Small group math interventions with a highly<br />

qualified paraprofessional will be implemented.<br />

Groups will be set using mClass math testing. The<br />

interventionist will serve the lowest group.<br />

Action Type: Collaboration<br />

(K)Afternoon collaboration to develop uniform<br />

tests for all classroom teachers will be<br />

implemented.<br />

Action Type: Collaboration<br />

(K) PROGRAM EVALUATION: Students will be<br />

assessed bi-monthly using DIBELS Next Progress<br />

Monitoring Assessments and 95 Percent Group<br />

diagnostic assessments. Star Early Literacy will be<br />

administered in September and then quarterly.<br />

Data from weekly classroom assessments will also<br />

be used to determine mastery of skills. To<br />

determine effectiveness of the RTI meetings, all<br />

data on a student with an action plan will be<br />

analyzed thoroughly. All classroom data,<br />

computer lab data (Star Early Literacy), and<br />

interventionist data will be included in the<br />

analysis to determine the student’s progress or<br />

the need for further modifications. To monitor<br />

math interventions, mClass math tests progress<br />

monitoring will be used bi-monthly and weekly<br />

class assessments will be used.<br />

Action Type: Program Evaluation<br />

Gregg<br />

Yarbrough,<br />

Principal<br />

Anita Self and<br />

Diane Jenkins,<br />

Literacy & Math<br />

Instructional<br />

Facilitators<br />

Lou Riggs, Math<br />

Interventionist<br />

Anita Self and<br />

Diane Jenkins,<br />

Literacy & Math<br />

Instructional<br />

Facilitators<br />

Gregg<br />

Yarbrough,<br />

Principal; Marc<br />

Sherrell,<br />

Assistant<br />

Principal<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

Start:<br />

07/01/2012<br />

End:<br />

06/30/2013<br />

Administrative<br />

Staff<br />

Performance<br />

Assessments<br />

Teachers<br />

Administrative<br />

Staff<br />

Outside<br />

Consultants<br />

Performance<br />

Assessments<br />

Teachers<br />

Performance<br />

Assessments<br />

Teachers<br />

Performance<br />

Assessments<br />

Teachers<br />

Administrative<br />

Staff<br />

Performance<br />

Assessments<br />

Teachers<br />

ACTION<br />

BUDGET: $<br />

ACTION<br />

BUDGET: $<br />

ACTION<br />

BUDGET: $<br />

ACTION<br />

BUDGET: $<br />

ACTION<br />

BUDGET: $<br />

Total Budget: $0<br />

<strong>Plan</strong>ning Team<br />

Classification Name Position Committee<br />

67 of 69 10/11/2012 1:45 PM


ACSIP http://acsip.state.ar.us/cgi-bin/index.cgi?rm=report_acsip<br />

Amy Parker Paraprofessional (K) Math<br />

DeShone Carter Paraprofessional 1st Math<br />

Donna Hilton Paraprofessional 2nd grade Literacy<br />

Emma Sparks Paraprofessional (K) Literacy<br />

Evelyn Davis Sped Paraprofessional literacy<br />

Evelyn Wheeler Paraprofessional 2nd Literacy<br />

Gloria Brown Paraprofessional 1st Literacy<br />

Gloria Reed Sped Paraprofessional Math<br />

Jeanie Wagoner Paraprofessional 1st Math<br />

Katie Davenport Paraprofessional (K) Literacy<br />

Kirsten Benson Paraprofessional 2nd Math<br />

Lou Riggs Math Interventionist (K) Math<br />

Michelle Johnson Paraprofessional (K) Literacy<br />

Reba Chism Paraprofessional (K) Literacy<br />

Rhonda Lee Paraprofessional 2nd Literacy<br />

Ruth Mathis Paraprofessional (K) Math<br />

Sheila Brown Computer Lab/ Paraprofessional (K) Math<br />

Shirley Russell Literacy Interventionist - 2nd Literacy<br />

Stevie Patton Paraprofessional 2nd Literacy<br />

Tamara Walker Paraprofessional (K) Math<br />

Tanya Mitchell Computer Lab/Math Interventionist Math<br />

Valerie Brown Paraprofessional (K) Math<br />

Business Representative Teryn Spears<br />

Parental Involvement Coordinator/Technology<br />

Integration Specialist<br />

District Steering Committee<br />

Classroom Teacher Amber Devers 2nd grade teacher Math<br />

Classroom Teacher Amber Spillman Kindergarten Teacher Math<br />

Classroom Teacher Amy Helton Kindergarten Teacher Math<br />

Classroom Teacher Audrey Thomas Kindergarten Teacher Math<br />

Classroom Teacher Beth McGrain 1st grade teacher Math<br />

Classroom Teacher<br />

Cassandra<br />

Quearry<br />

1st grade teacher Literacy<br />

Classroom Teacher Danna Mattingly 1st grade teacher Literacy<br />

Classroom Teacher Denise Higgins 1st grade teacher Math<br />

Classroom Teacher Eileen Garris Kindergarten Teacher Math<br />

Classroom Teacher Elaine Dean Kindergarten Teacher Literacy<br />

Classroom Teacher Emily McDonald Preschool Teacher Literacy<br />

Classroom Teacher Emily Sotelo Kindergarten Teacher Literacy<br />

Classroom Teacher Halley Davis 1st grade teacher Literacy<br />

Classroom Teacher Heather Ward 2nd grade teacher Math<br />

Classroom Teacher Jennifer Bennett 2nd grade teacher Math<br />

Classroom Teacher Jocelyn Davey 2nd grade teacher Literacy<br />

Classroom Teacher Johnetta Orr Kindergarten Teacher Literacy<br />

Classroom Teacher Kate Williams 1st grade teacher Literacy<br />

Classroom Teacher Kia Pay 2nd grade teacher Math<br />

Classroom Teacher Kim Richardson 1st grade teacher Math<br />

Classroom Teacher<br />

Lavonda<br />

Newsome<br />

Kindergarten Teacher Math<br />

Classroom Teacher Leslie Abbott Preschool Teacher Math<br />

Classroom Teacher Megan Davis 2nd grade teacher Literacy<br />

Classroom Teacher Michelle Hepler 1st grade teacher Literacy<br />

Classroom Teacher Missy Bullard 1st grade teacher Literacy<br />

Classroom Teacher Mollie Edwards 2nd grade teacher Literacy<br />

Classroom Teacher Omia Clay (K-2) Special Education Teacher Math<br />

Classroom Teacher Paige Hawks 2nd grade teacher Math<br />

Classroom Teacher Regina Evans Resource Classroom Teacher Literacy<br />

Classroom Teacher Sarah Lyne Kindergarten Teacher Math<br />

68 of 69 10/11/2012 1:45 PM


ACSIP http://acsip.state.ar.us/cgi-bin/index.cgi?rm=report_acsip<br />

Classroom Teacher<br />

Suzanne<br />

McDowell<br />

1st grade teacher Math<br />

Classroom Teacher Tanya Razer Kindergarten Teacher Literacy<br />

Classroom Teacher Tracy Plunkett Kindergarten Teacher Literacy<br />

Classroom Teacher Wesley Thomas 2nd grade teacher Literacy<br />

Classroom Teacher Whitney Rolland 2nd grade teacher Math<br />

Classroom Teacher Whitney Thrash 1st grade teacher Math<br />

Community Representative Elaine Goff Community Representative<br />

District-Level Professional David Cooke <strong>Public</strong> Relations Director District Steering Committee<br />

District-Level Professional Jean Cole Title I Coordinator/ Director of Special Education District Steering Committee<br />

District-Level Professional Richard Atwill Superintendent District Steering Committee<br />

District-Level Professional Sally Cooke Curriculum Director District Steering Committee<br />

District-Level Professional Sandy Hughey Assistant Superintendent District Steering Committee<br />

Non-Classroom Professional<br />

Staff<br />

Non-Classroom Professional<br />

Staff<br />

Non-Classroom Professional<br />

Staff<br />

Non-Classroom Professional<br />

Staff<br />

Non-Classroom Professional<br />

Staff<br />

Non-Classroom Professional<br />

Staff<br />

Non-Classroom Professional<br />

Staff<br />

Non-Classroom Professional<br />

Staff<br />

Non-Classroom Professional<br />

Staff<br />

Non-Classroom Professional<br />

Staff<br />

Non-Classroom Professional<br />

Staff<br />

Anita Self Literacy Coach<br />

Beverly<br />

Gonzales<br />

Diane Jenkins Math Coach<br />

Physical Education Teacher Math<br />

John Whitaker Counselor Literacy<br />

Karen Ellis Librarian Literacy<br />

Marvin Walker Music Teacher literacy<br />

Mary Tyler Physical Education Teacher Literacy<br />

Rachel Redican Art Teacher Math<br />

Shannon Perkins Challenge (GT) Math<br />

Sharon Foulks Certified Reading Interventionist Literacy<br />

Susie Marshall Literacy Interventionist- 1st grade Literacy<br />

Parent Lori Adkisson Parent Math<br />

Parent Sally Simons Parent Literacy<br />

Parent Tabatha Lorta Parent<br />

Principal Gregg Yarbrough Principal Literacy<br />

Principal John Fulkerson Assistant Principal Literacy<br />

Principal Marc Sherrill Assistant Principal Math<br />

Building Steering Committee/<br />

Literacy<br />

Building Steering Committee/<br />

Math<br />

69 of 69 10/11/2012 1:45 PM

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