School Plan - Blytheville Public Schools
School Plan - Blytheville Public Schools
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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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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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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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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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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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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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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(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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(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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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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(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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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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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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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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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 />
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$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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(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 />
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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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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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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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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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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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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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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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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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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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(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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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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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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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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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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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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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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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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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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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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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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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 />
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$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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(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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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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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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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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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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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 />
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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 />
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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 />
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(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 />
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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 />
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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