School Plan - Blytheville Public Schools

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School Plan 

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BLYTHEVILLE PRIMARY SCHOOL 

1103 Byrum Road, Blytheville, AR 72315 

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Arkansas Comprehensive School Improvement Plan 

2012-2013 

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

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

and attitudes. We accept the responsibility to teach all children. 

Grade Span: K-2 Title I: Title I Schoolwide School Improvement: SI_6 

Table of Contents 

Priority 1: Literacy 

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

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

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

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

practical open response, and writing content and style. Blytheville Primary School is a feeder school for Central 

Elementary School. 

Priority 2: Mathematics 

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

through counting collections and will develop automaticity in number fluency. 

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

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

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

representation of numbers. 

Priority 3: Special Education Non-Academic Area 

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

(discipline) of special education students. 

Priority 4: Wellness 

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

healthy lifestyle through exercise, proper nutrition, and good health habits. 

Priority 5: Positive School Climate 

Goal: Blytheville Primary School will actively engage parents and community leaders to form partnerships with the 

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

Priority 6: English Language Learners 

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

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

listening, speaking, reading, and writing. 

Priority 7: Scholastic Audit 

Goal: The combined population and all subpopulations at Central Elementary School will meet AMO on the 

benchmark exams. 

Priority 1: 

Kindergarten students will improve their literacy skills by demonstrating an improvement in reading 

strategies in the areas of phonemic awareness, phonics, fluency, vocabulary, and comprehension. 

First and second grade students will improve their literacy skills by demonstrating an improvement in 

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

All students at Blytheville Primary School will also show an improvement in writing skills and processes. 

This improvement will result in more prepared students and will ultimately result in improved test scores 

in the upper grades. 

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Supporting 

Data: 

1. 

2. 

3. 

4. 

5. 

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

or growth Annual Measurable Objectives (AMOs) for all students and Targeted Achievement Gap 

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

classified as Achieving. 2012 ESEA AMOs Literacy Performance 

68.26% of All Students 

68.26% of TAGG 

65.23% of African American Students 

78.95% of Caucasian Students 

68.26% of Econ. Disadvantaged Students 

19.15% of Students with Disabilities 

71.43% of Hispanic 

66.67% of ELL 

2012 ESEA AMO”s Literacy Growth 







3rd grade Benchmark 2011 

Central Elementary School is in State Directed (SD)-6 because the students did not meet AYP in 

literacy and math. A three year plan has been submitted for the struggling learners. 

Percent of Students Scoring Proficient/Advanced: 

52% of Combined Students 

67% of African American Students 

70% of Caucasian Students 

52% of Econ. Disadvantaged Students 

10% of Students with Disabilities 

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

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

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

content and style. 

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






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

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

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

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

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

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

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

area is Vocabulary and Grammar. 

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

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

in Total Language. The weakest area is Vocabulary and Grammar. 

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

Percentile Level: READING: 

84.0% of Combined Population 


75.0% of Hispanic Students 


72.0% of SI Students 

LANGUAGE: 






VOCABULARY: 






The item analysis summary for this assessment indicates that the combined population of students 

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6. 

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

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

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

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

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

purchases that support the implementation of the six thematic units of Common Core. 

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

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

READING: 






LANGUAGE: 






VOCABULARY: 






The item analysis summary for this assessment in 1st grade indicates that the combined 

population of students scored the lowest on Analysis and Generalization in Story Comprehension 

(24%). 

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

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

READING: 






LANGUAGE: 






VOCABULARY: 






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

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

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

Metropolitan8 was given in the Spring of 2010 for kindergarten. The percentage of kindergarten 

students Scoring At/Above the National 50th PR: 

50% of Combined Population 

100% of Asian/Pacific Islander Students 


40% of Hispanic Students 


29% of IEP Students 

The item analysis summary for this assessment indicated that the combined population of students 

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

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

students scored below average. 

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7. 

8. 

9. 

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

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

Comprehension 

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

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

content and text characteristics. 

Second grade students scored: 

24.4% on Reading Comprehension According to test results: 

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

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

fix-up strategies and literary skills. 

DIBELS Assessments for kindergarten for the 2011-2012 school year: 

BEGINNING OF YEAR ASSESSMENTS: 

66% students met DIBELS LNF benchmark 

MIDDLE OF YEAR ASSESSEMENTS: 


82% students met DIBELS PSF benchmark 

92.5% students met DIBELS NWF benchmark 

END OF YEAR ASSESSMENTS: 



84% students met DIBELS NWF benchmark 

After analyzing the data, it was determined that benchmark assessments given at the end of 

September rather than in August as in previous years shows a more accurate assessment of a 

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

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

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

benchmark score compared to 91% the previous year. The percentage of students meeting the 

NWF benchmark score remained at 84% for both years. 

After reviewing the portfolios which include DIBELS, we have found the following: 

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

area of Phoneme Segmentation Fluency (81% proficient at the beginning compared to 97% 

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

(63% proficient at the middle of the year compared to 60% proficient at the end of the year). 

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

(53% proficient at the beginning of the year compared to 29% proficient at the end of the year). 














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

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

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

benchmark score compared to 90% the previous year. The percentage of students meeting the 

NWF benchmark score remained at 84% for both years 




proficient at the end of the year) and Nonsense Word Fluency (78% proficient at the beginning 

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

Fluency (59% proficient at the middle of the year compared to 53% proficient at the end of the 

year). 

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

(52% proficient at the beginning of the year compared to 51% proficient at the end of the year). 







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Goal 

Benchmark 

10. 

11. 

12. 








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

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

subtests. 




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

Fluency (91% proficient at the beginning of the year and 85% proficient at the end of the year) and 

Oral Reading Fluency (68% proficient at the middle of the year compared to 58% proficient at the 

end of the year). 

In second grade, the 2009-2010 data indicates second grade students made gains in Nonsense 

Word Fluency (78% proficient at the beginning of the year compared to 100% at the end of the 

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

the beginning of the year compared to 47% proficient at the end of the year). 

Blytheville Primary School participated in a Scholastic Audit in 2010-2011. The data is in the 

restructuring section. 

Blytheville Primary School is a feeder school for Central Elementary School. Using data from AS-IS 

and NORMES, the average daily attendance for Central Elementary School was 94.83% in 

2009-2010, and 94.83% in 2010-2011, and 95% in 2011-2012. 

Blytheville Primary is a Needs Improvement School as a feeder school for Central Elementary 

School. Our academic growth will continue to impact the efforts of the students at Central 

Elementary School to help maintain and exceed the standards for achievement as determined by 

the State Department of Education’s measurement tool. 

Kindergarten students will demonstrate an improvement in their ability to identify letters with 

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

All first and second grade students will demonstrate an improvement in their vocabulary and listening 

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

placed on multiple-choice literary, practical open response, and writing content and style. Blytheville 

Primary School is a feeder school for Central Elementary School. 

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

literacy. Currently, 68.26% of all students are scoring proficient or above. 

Intervention: ACADEMIC PERFORMANCE: Implementation of literacy based on Common Core standards in all 

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

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

activities. 

Scientific Based Research: 

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

Children to Read. Jessup, MD: National Institute for Literacy at ED Pubs. 

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

Vocabulary, and Spelling Instruction. Upper Saddle River, NJ: Pearson Education, Inc. 

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

York, NY: The Guilford Press 

Diller, Debbie. (2007). Practice with purpose. Stenhouse Publisher 

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

MN: Stenhouse Publishers. 

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

Publishers. 

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

Clay, M.M. (2005). Literacy Lessons: Part One. Portsmouth, NH: Heinemann. 

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Clay, M.M. (2005). Literacy Lessons: Part Two. Portsmouth, NH: Heinemann. 

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

MN: Stenhouse Publishers. 

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

Publishers. 

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

Stenhouse Publishers. 

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

Content Literacy. Portsmouth, NH: Heinemann. 

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

Portsmouth, NH: Heinemann. 

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

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

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

Henson, Will Psy. D. (2008). Behavior Support Strategies for Education Paraprofessionals. 

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

K-2. Portsmouth, NH: Heinemann. 

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

National Institute for Literacy at ED Pubs. 

NIS, Inc. (2007). Building readers. The Parent Institute 

Noble, Marylee. (2001). Arkansas School Sees Schoolwide Improvements in Reading Achievement Pulaski Academy, 

Little Rock, Arkansas (AR). Renaissance Independent Research. 

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

Preuss, Paul. (2003). Root cause analysis. Eye on education. 

Actions 

(1-2)PROFESSIONAL 

DEVELOPMENT/INSTRUCTION FROM 

HQT/MAINTAINING 

HQT/COLLABORATION: Utilize 1@ 1.0 

FTE(Anita Self)on-site literacy 

instructional facilitator. Teachers will 

receive modeling of the components as 

needed, and continuous support all year. 

Teachers will also be assisted in 

analyzing data, planning lessons and the 

use of the Common Core Units. Materials 

will be ordered to support literacy 

instruction in the classrooms based on 

Common Core standards, promoting the 

use of Early Literacy Learning in 

Arkansas (ELLA) and Effective Literacy 

for Grades 2-4 (ELF) strategies, 

providing technology for enhanced 

learning, and encouraging parental 

involvement in literacy activities. 

Action Type: Collaboration 

Action Type: Professional Development 

Action Type: Technology Inclusion 

Action Type: Title I Schoolwide 

Person 

Responsible 

Gregg 

Yarbrough, 

Principal 

Timeline Resources Source of Funds 

Start: 

07/01/2012 

End: 

06/30/2013 

Computers 

Teachers 

Title I - 

Materials & 

Supplies: 

PD 

(State-223) 

- Materials 

& Supplies: 

NSLA 

(State-281) 

- Materials 

& Supplies: 

$7500.00 

$2000.00 

$7500.00 

NSLA 

(State-281) 

$11501.00 

- Employee 

Benefits: 

NSLA 

(State-281) 

$47919.00 

- Employee 

Salaries: 

ACTION 

BUDGET: 

$76420 

6 of 69 10/11/2012 1:45 PM


(1-2)PROFESSIONAL DEVELOPMENT: 

The school district will provide 

opportunities for summer professional 

development on literacy/math and other 

appropriate topics such as but not 

limited to developing Common Core 

Units for math and literacy so students 

can achieve in literacy and math. 




Special education resource students will 

receive literacy instruction in the regular 

education classroom with 

accommodations. 

Action Type: Equity 

Action Type: Special Education 


Gregg 

Yarbrough, 

Principal 

Rebecca 

Langston, Sp. 

Ed. Teacher 

(1-2) COLLABORATION: To improve Anita Self, 

student outcomes in literacy, cross grade Literacy 

level meetings will be held to determine Instructional 

any gaps or redundancies in the 

Facilitator 

curriculum and vertical alignment. 

Action Type: Alignment 



(1-2)TIMELY AND EFFECTIVE 

REMEDIATION/NEEDS ASSESSMENT: 

Utilize 8 @ 1.0 FTE highly qualified 

paraprofessionals to provide individual 

and small group instruction under the 

supervision of the classroom teacher to 

students who exhibit low academic skills 

to promote proficiency in math and 

literacy. 

Utilize 1 @1.0 additional FTE(Shirley 

Russell) highly qualified 

paraprofessionals under the supervision 

of the literacy instructional facilitators as 

intensive interventionists to provide 

focused small group instruction to 

students who exhibit low academic 

literacy skills to promote proficiency. 




(1-2) Teachers will administer a series of 

literacy pre and post tests including 

DIBELS Next, STAR Early Literacy, and 

STAR Reading to determine strengths 

and weaknesses in the aligned 

curriculum. Professional development 

needs for the upcoming school year will 

be determined after the analysis of the 

post tests. 





(1-2) Use portfolios for teachers to 

create an assessment portfolio for each 

individual student. Included in the 

portfolios will be results of the Dynamic 

Indicators of Basic Early Literacy Skills 

(DIBELS Next) benchmark assessments, 

STAR Early Literacy, and STAR Reading 

tests that are given at appropriate 

Gregg 

Yarbrough, 

Principal 

Anita Self, 

Literacy 

Instructional 

Facilitator; 

Megan Davis, 

Second Grade 

Teacher; 

HalleyDavis, 

First Grade 

Teacher 

Anita Self, 

Literacy 

Instructional 

Facilitator 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Administrative 

Staff 

District Staff 

Outside 

Consultants 

Teachers 

Teachers 

Teaching Aids 


Staff 

Teachers 

Teachers 

Teaching Aids 

Computers 

Performance 

Assessments 

Teachers 

Computers 

Performance 

Assessments 

Teachers 

ACTION BUDGET: $ 



Title I - 

Employee 

Salaries: 

Title I - 

Employee 

Benefits: 

ACTION 

BUDGET: 

$147183.00 

$38668.00 

$185851 



7 of 69 10/11/2012 1:45 PM


intervals throughout the school year. The 

data in these portfolios will be used to 

monitor a student's academic progress 

and will be transferred to Central 

Elementary School at the end of the 

school year. 




(1-2)PROFESSIONAL DEVELOPMENT will 

be provided to 10 @ 1 FTE classroom 

teachers on all components of Literacy 

by consultants at Crowley's Ridge 

Educational Co-op. 6 @ 1.0 FTE first 

grade classroom teachers will receive 

Early Literacy Learning in Arkansas 

(ELLA) and 4 @ 1.0 FTE second grade 

classroom teachers will receive Effective 

Literacy for Grades 2-4 (ELF) training. 



(1-2)NEEDS ASSESSMENT/POINT- 

IN-TIME REMEDIATION: The results of 

the ITBS, STAR Early Literacy, and STAR 

Reading will be used to determine the 

students who will receive interventions. 

These students will have IRI's/AIP's 

developed through NORMS with parental 

involvement. Interventions will be 

provided on a daily basis until mastery is 

achieved. Monthly and bi-monthly 

DIBELS assessments will be 

administered to those students and the 

data will be analyzed through Wireless 

Generation during the RTI meetings. 

(supplemental to Act 397) 

Action Type: AIP/IRI 


Action Type: Parental Engagement 


(1-2) PROGRAM EVALUATION for 

Literacy Priority: 1. To improve student 

academic performance, the intervention 

of implementing all components of 

literacy in all classrooms was used. The 

components of the literacy block include 

familiar reading, shared reading, 

phonics/spelling, guided reading, 

read-aloud, academic centers, computer 

based programs, whole group reading 

and assisted writing/writing workshop. 

Implementation of Literacy in all 

classrooms including Special Education 

was successful school-wide for the 

2011-2012 school year. With the 

addition of 4 new teachers for the 

current school year, implementation of 

the program will be continued by 

planned professional development 

provided by the on-site literacy 

instructional facilitator, JBHM and other 

outside consultants. Professional 

development will be enhanced by the 

collaboration of trained teachers with 

newly hired teachers. One certified and 

one classified interventionist will be used 

to accelerate academic performance in 

low performing students enrolled in the 

Gregg 

Yarbrough, 

Principal; 

Danna 

Mattingly, 

First Grade 

Teacher 

Susie 

Marshall, 

Literacy 

Interventionist 

Gregg 

Yarbrough, 

Principal; Jon 

Fulkerson, 

Assistant 

Principal; 

Anita Self , 

Literacy 

Instructional 

Facilitator 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Outside 

Consultants 

Teachers 

Computers 

Performance 

Assessments 

Teachers 


Staff 


Teachers 

Title II-A - 

Purchased 

Services: 

ACTION 

BUDGET: 

$5000.00 

$5000 



8 of 69 10/11/2012 1:45 PM


school. They will provide intensive, 

focused instruction with intervention 

groups and collaborate with the 

student's teacher, the literacy 

instructional facilitator, and the RTI 

Team. 

2. To determine the degree of 

effectiveness of the implementation of 

all components of Literacy for the 

previous school year, DIBELS, CWT's, 

Renaissance Learning, and formal and 

informal observations by the literacy 

instructional facilitator and principals will 

be used. After analyzing these 

documents and questioning the 

teachers, professional development 

during literacy meetings and 

collaboration will target specific areas of 

need. 

3. Teachers have developed a deeper 

understanding of the methodology of 

literacy. During the previous school year, 

meetings between the principals and the 

literacy instructional facilitator were held 

to discuss the areas of concern that were 

seen during formal and informal 

observations. To clear up these 

confusions, the literacy instructional 

facilitator focused on these areas during 

after school literacy meetings. The 

literacy instructional facilitator would 

model for teachers any needed 

components of literacy. At the end of the 

2011-2012 school year, the data for 

DIBELS was analyzed and revealed that 

first grade students made gains in the 

areas of Phoneme Segmentation Fluency 

(89% proficient at the beginning 

compared to 95% proficient at the end 

of the year). They also made gains in 

Nonsense Word Fluency (78% proficient 

at the beginning compared to 83% at 

the end of the year). Data also indicates 

that the area of weakness was Oral 

Reading Fluency (59% proficient at the 

middle of the year compared to 53% 

proficient at the end of the year). Data 

indicates second grade students were 

weakest in Oral Reading Fluency (52% 

proficient at the beginning of the year 

compared to 51% proficient at the end 

of the year). In May 2013, data will be 

included for the current school year 

using analysis of DIBELS, ITBS, 

Renaissance Learning, CWT's, and 

formal/informal observations. 

Action Type: Program Evaluation 

(1-2) PROFESSIONAL DEVELOPMENT: 

Paraprofessionals will be trained as 

needed to use explicit language and 

targeted instructional strategies to use 

during intervention and enrichment 

groups with all students. 




Anita Self , 

Literacy 

Instructional 

Facilitator 

Start: 

07/01/2012 

End: 

06/30/2013 

Teachers 

Teaching Aids 


9 of 69 10/11/2012 1:45 PM



Literacy intervention teachers will attend 

appropriate professional development 

opportunities and conferences provided 

by highly qualified consultants as 

needed. 




Susie 

Marshall, 

Literacy 


(1-2) INSTRUCTION FROM HIGHLY Gregg 

QUALIFIED TEACHERS/ALIGNMENT: Yarbrough, 

Instruction will be enhanced by the Assistant 

purchase of appropriate materials and Principal 

supplies to supplement all areas of the 

curriculum with emphasis in literacy and 

math to improve student performance 

and to increase the quality of instruction. 


(1-2) 1 @ 1.0 FTE (Tanya Mitchell) 

paraprofessional will serve as the 

computer lab manager to help improve 

literacy skills through the use of i-Ready 

online, and curriculum based technology 

for all students. The computer lab 

manager will assist with the 

administering of STAR Early Literacy, 

and STAR Reading assessments. 



(1-2) The school media specialist will 

maintain an electronic card catalog and 

continue circulation software support 

that allows teachers to search for library 

books by title, author, topic, etc. and 

allows for an efficient system of book 

check-out for all personnel and students. 

This will enable students to improve 

their reading skills by exposing them to 

all types of literature. A movie license 

will be renewed to allow school-wide 

viewings of a movie. 


(1-2) Participate with Goff Real Estate in 

the Adopt-a-Classroom Project. The real 

estate employees will read to the 

classroom. The Chamber of Commerce 

will present an assembly to the students 

about the Booking It Project. Both of 

these will help comprehension, increase 

vocabulary, and listening skills. 


(1-2)PARENT/TEACHER CONFERENCES: 

Two parent-teacher conference days will 

be scheduled during the school year for 

teachers to meet with parents/guardians 

of all students. Parents will be informed 

about their student's academic progress 

on daily classwork, mastery of skills, and 

the following assessments: DIBELS, 

ITBS, and Renaissance Learning. The 

student portfolios will be shared during 

these meetings (supplemental to Act 

397). 



Gregg 

Yarbrough, 

Principal; 

Tanya 

Mitchell, 

Computer Lab 

Manager 

Karen Ellis, 

Librarian 

Gregg 

Yarbrough, 

Principal; 

Michelle 

Hepler, First 

Grade Teacher 

Gregg 

Yarbrough, 

Principal 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Outside 

Consultants ACTION BUDGET: $ 

Computers 

Teachers 

Teaching Aids 

Computers 

Performance 

Assessments 

Computers 

School Library 

Community 

Leaders 

Teachers 


Staff 

Performance 

Assessments 

Teachers 

Title I - 

Materials & 

Supplies: 

ACTION 

BUDGET: 

$17557.00 

$17557 


Title I - 

Purchased 

Services: 

NSLA 

(State-281) 

- Purchased 

Services: 

ACTION 

BUDGET: 

$1185.00 

$580.00 

$1765 



10 of 69 10/11/2012 1:45 PM


(1-2)Parent resource materials that 

focus on oral reading fluency, math fact 

fluency, comprehension, vocabulary and 

listening skills will be provided for 

parents and will be available through the 

Parent Resource Center located in 

Blytheville Primary School's Parent 

Center. 


Rachel 

Redican, 

Parent 

Facilitator 

(1-2) RECRUITING HIGHLY QUALIFIED Gregg 

TEACHERS AND 

Yarbrough, 

PARAPROFESSIONALS/POINT-IN-TIME Principal 

REMEDIATION: Highly qualified teachers 

and paraprofessionals will be recruited to 

provide explicit, focused instruction 

during the literacy block daily and to 

provide point-in-time remediation during 

literacy instruction to all students 

needing remediation. 



(1-2) SCHOOLWIDE REFORM 

STRATEGIES will continue to be 

implemented to refine the vertical and 

horizontal alignment of literacy 

strategies based on current research. 



STRATEGIES: Continue to use 

Renaissance Learning web based 

programs to increase and promote 

reading in the classroom and at home. 

The literacy instructional facilitator and 

teachers will be provided with 

professional development by the 

Renaissance Learning Company for the 

appropriate use of the system when 

needed. 





(1-2) Use the online DIBELS Next 

program. This online program assists in 

tracking student growth and provides 

individual student intervention activities 

that improve reading ability. Professional 

development will be provided to teachers 

on the use of the i-Pads when needed. 





(K-2) COLLABORATION/PROFESSIONAL 

DEVELOPMENT will be provided to the 

teachers by the on-site Literacy 

Instructional Facilitator during literacy 

team meetings that will be held 

bi-monthly/monthly after school hours. 

The teachers will be paid @ $15 per 

hour, and the Literacy Instructional 

Facilitator will be paid @ $30 per hour 

for preparation and presentation. During 

the meetings, student data will be 

Greg 

Yarbrough, 

Principal; Beth 

McGrain, First 

Grade 

Teacher; 

Megan Davis, 

Second Grade 

Teacher 

Anita Self, 

Literacy 

Instructional 

Facilitator 

Anita Self , 

Literacy 

Instructional 

Facilitator 

Anita Self , 

Literacy 

Instructional 

Facilitator 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 


Computers 

District Staff ACTION BUDGET: $ 


Staff 

Teachers 


Staff 

Computers 

Outside 

Consultants 

Teachers 

Computers 

Performance 

Assessments 

Teachers 

Computers 

Performance 

Assessments 

Teachers 


Title I - 

Purchased 

Services: 

ACTION 

BUDGET: 

Title VI 

State - 

Purchased 

Services: 

ACTION 

BUDGET: 

Title II-A - 

Employee 

Salaries: 

Title II-A - 

Employee 

Benefits: 

Title I - 

Employee 

Salaries: 

$5313.00 

$5313 

$7450.00 

$7450 

$1620.00 

$405.00 

$7740.00 

11 of 69 10/11/2012 1:45 PM


analyzed, Common Core Standards 

discussed, professional texts will be 

studied, instructional strategies will be 

discussed, professional growth plans will 

be addressed, interventions will be 

planned for struggling students, pacing 

guides discussed, and refinement of the 

alignment of the curriculum will be 

continued. Through the continued use of 

a data wall, teachers will be able to 

monitor student and class progress. 

Teachers received training during the 

summer months in ADE TESS model for 

evaluation which will be implemented 

during this school year. 

4 teachers from first and second grade 

and 5 from kindergarten will recieve 

TESS training. 







Continue to use Redcat classroom audio 

systems in the regular and special 

education classrooms. These systems 

assist students having hearing and 

listening impairments. 



(1-2) Teachers will continue to 

implement the strategies from previous 

professional development such as Eric 

Jensen, Dr. Alice Rose (JBHM), and 

Dominiek Harris when working with 

culturally diverse students. 



(1-2) Toner cartridges for teacher 

printers will be purchased to allow 

teachers to print information to help 

build parent/guardian communication. 

By printing weekly newsletters, the 

parents/guardians can keep up with 

current skills being taught in the 

classroom, as well as events/activities 

occurring at school. Grades as well as 

homework practice may be printed for 

parents/guardians to provide extra 

support at home. Bulbs will be 

purchased for the overhead projectors to 

enhance instruction and help the 

teachers meet the needs of all learners. 

Teachers will use Microsoft Office to help 

them maximize computer capabilities for 

teaching.(Supplementatl to Act 397) 



Anita Self, 

Literacy 

Instructional 

Facilitator; 

Cassandra 

Quearry, First 

Grade Teacher 

Jon Fulkerson, 

Assistant 

Principal 


Assistant 

Principal; 

Karen Ellis, 

Librarian 

(1-2)To promote PARENTAL 

Rachel 

INVOLVEMENT in literacy, new trade Redican, 

books will be given to students 

Parent 

periodically throughout the school year Facilitator 

to encourage parents to read to their 

children at home which will help increase 

their child's verbal vocabulary 

(supplemental to ACT 397). 


Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Teachers 

Teaching Aids 

Outside 

Consultants 

Teachers 

Computers 


Teachers 

Teaching Aids 

Teachers 

Title I - 

Employee 

Benefits: 

ACTION 

BUDGET: 

$1868.00 

$11633 



Title VI 

State - 

Materials & 

Supplies: 

NSLA 

(State-281) 

- Materials & 

Supplies: 

ACTION 

BUDGET: 

$6720.00 

$3877.00 

$10597 


12 of 69 10/11/2012 1:45 PM


(1-2) Professional development will be 

provided by the Crowley's Ridge 

Educational Co-op throughout the 

current school year. The training will 

include but not be limited to CWT 

training, Common Core, instructional 

facilitator training, using high-yield 

strategies, technology, and Bloom's 

Taxonomy. Accountability meetings are 

held with the principals attending at the 

Co-op. 




(1-2) All first grade students will attend 

enrichment classes each week for 30 

minutes which will be taught by the 

Gifted and Talented teacher. Second 

grade students attend GT classes once a 

week for pull-out classes. Various topics 

including problem solving, creative 

projects, and similar topics that enrich 

the students learning will be taught. 

(1-2) Transportation will be provided for 

the After School Program. 

Employ 1 @ 1 FTE (Candie Groves) 

paraprofessional to work in the After 

School Program to provide assistance to 

children when needed. 



(1-2) To encourage a love for reading, 

rewards/celebrations will be given for 

students that meet the Accelerated 

Reader reading goal per quarter. 

Provide an end of the year dinner that 

will involve the child and at least 2 

parents/guardians to promote family 

reading throughout the school year. 



(1-2) TIMELY AND EFFECTIVE 


Utilize 1 @ 1.0 FTE (Susie 

Marshall)certified interventionist to 

accelerate academic performance in low 

performing students enrolled in the 

school. She will provide intensive, 

focused instruction with intervention 

groups and collaborate with the 

student's classroom teacher, the literacy 

instructional facilitator, and the RTI 

team. Materials will be purchased to 

support the students during 

interventions. 



(1-2) To improve student outcomes in 

reading, students will use i-Ready which 

is an online computer-adaptive 

diagnostic, personalized data-driven 

Gregg 

Yarbrough, 

Principal 

Shannon 

Perkins, GT 

Teacher 

Mindy 

Simpson, 

After School 

Coordinator 


Assistant 

Principal; 

Megan Davis, 

2nd Grade 

Teacher; 

Halley Davis, 

First Grade 

Teacher 

Susie 

Marshall, 

Certified 

Literacy 


Anita Self, 

Literacy 

Instructional 

Facilitator; 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 


Staff 

Computers 

Outside 

Consultants 

Teachers 


Community 

Leaders 


Outside 

Consultants 

Teachers 

Computers 


Teachers 

Performance 

Assessments 

Computers 

Performance 

Assessments 

Title II-A - 

Purchased 

Services: 

ACTION 

BUDGET: 

$2800.00 

$2800 


Title I - 

Employee $7641.00 

Salaries: 

Title I - 

Employee $1910.00 

Benefits: 

NSLA 

(State-281) 

$15255.00 

- Purchased 

Services: 

ACTION 

BUDGET: 

Title I - 

Materials & 

Supplies: 

ACTION 

BUDGET: 

$24806 

$3500.00 

$3500 

Title I - 

Materials & $3000.00 

Supplies: 

NSLA 

(State-281) 

$12263.00 

- Employee 

Benefits: 

NSLA 

(State-281) 

$51096.00 

- Employee 

Salaries: 

ACTION 

BUDGET: 

$66359 


13 of 69 10/11/2012 1:45 PM


instruction on foundation skills, and 

standards-based practice. 



(1-2) Purchase a subscription for an 

interactive media on-demand service, 

Learn360, to provide students the power 

to meet and exceed educational 

expectations across all curriculums. 



(1-2) Response to Intervention (RTI) 

meetings will be held on a regular basis 

to create curricular improvements, 

design interventions, and to decide 

which students will benefit from 

additional tiered instruction. 



(1-2) INSTRUCTIONAL FOCUS AND 

DATA TEAM: To make recommendations 

for academic improvement, a team of 

teachers and administrators will review 

data (CWT's, STAR, and DIBELS) on a 

monthly basis. The team will set short 

term goals and high yield strategies to 

implement during the next intervention 

period. Stipends will be paid for 

off-contract hours. 



(1-2) Substitutes contracted through 

SubTeach USA will be provided for 

teachers attending appropriate 

professional development during school 

days in order to maintain curriculum still 

being taught in the classroom. 


(1-2) Blytheville Primary School has 

contracted 72 days with school 

improvement specialist to provide 

intensive focused on-going professional 

development throughout the school year 

for first and second grades on how to 

analyze and effectively use data to 

increase academic performance in 

literacy and math. The JBHM consultant 

provides professional development in 

meetings. 

Action Type: ADE Scholastic Audit 




(1-2) Data from CWT (Classroom 

Walkthrough), iLerts, and/or TESS will 

be collected by the principal and 

instructional facilitators throughout the 

year. The reports will help determine the 

professional development needed by the 

staff as well as determine the high-yield 

strategies being used. The reports will 

also help identify whether the instruction 

is being aligned with the Common Core 

Standards and to what extent Bloom's 

taxonomy is being used. 

Diane Jenkins, 

Math 

Instructional 

Facilitator 

Karen Ellis, 

Librarian 

Reyna 

Cunningham, 

Sp. Ed. 

Teacher 

Gregg 

Yarbrough, 

Principal; Beth 

McGrain, First 

Grade Teacher 

Gregg 

Yarbrough, 

Principal 

Anita Self, 

Literacy 

Facilitator 

Gregg 

Yarbrough, 

Assistant 

Principal 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Computers 


Teachers 

Teaching Aids 

Outside 

Consultants 

Performance 

Assessments 

Teachers 


Staff 

Computers 

Performance 

Assessments 

Teachers 


Staff 

Teachers 

Outside 

Consultants 

Performance 

Assessments 

Teachers 


Staff 

Teachers 

Title I - 

Purchased 

Services: 

ACTION 

BUDGET: 

$1340.00 

$1340 


Title II-A - 

Employee 

Benefits: 

Title II-A - 

Employee 

Salaries: 

ACTION 

BUDGET: 

PD 

(State-223) 

- Purchased 

Services: 

ACTION 

BUDGET: 

Title I - 

Purchased 

Services: 

ACTION 

BUDGET: 

$810.00 

$3240.00 

$4050 

$8000.00 

$8000 

$100000.00 

$100000 


14 of 69 10/11/2012 1:45 PM


(1-2) PROFESSIONAL DEVELOPMENT: To 

ensure best practices professional 

developement will be provided to 

teachers, principals, and/or 

paraprofessionals throughout the school 

year for math and literacy. Common 

Core, classroom management, horizontal 

and vertical alignment, response to 

intervention, high yield strategies for 

math and literacy, and analyzing test 

data will be some of the areas of focus. 





(1-2) Use iPads to plan and implement 

effective systems for assessments and 

evaluations. CWT's, Renaissance 

Learning,DIBELS, and MclassMath data 

will be gathered and used in making 

leadership decisions to maximize 

learning and teaching in all curriculum 

areas. 




Anita Self, 

Literacy 

Instructional 

Facilitator; 


Math 

Instructional 

Facilitator 


Assistant 

Principal 

(1-2)Purchase iPads and carts with Karen Ellis, 

charging boxes to enable students to use Media 

digital resources for research throughout Specialist 

the school year. This will allow students 

to meet the Common Core Standards 

expectations. 

Purchase two additional Access points to 

support Wi-Fi wireless communication. 




(1-2) The library media specialist will 

use an iPad and Nook in the technology 

center in the library. It is a way for the 

students to become familiar with 

technology. They will learn how to 

operate and use them for educational 

purposes. 


Karen Ellis, 

Media 

Specialist 

(K) EARLY CHILDHOOD 

Gregg 

TRANSITION/COLLABORATION: 

Yarbrough, 

Meetings with preschool personnel, Principal, and 

which will include directors and teachers, Tracy 

will continue to be initiated. During Plunkett, 

these meetings, the vertical alignment of Parental 

the curriculum will continue to be Involvement 

refined. To ensure a seamless transition 

into kindergarten, all local preschools 

will be given the opportunity to schedule 

guided tours of Blytheville Kindergarten 

Center at the end of this school year. 

The students' parents or guardians will 

be invited to participate in the tour. 




Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 


Staff 

Central Office 

Computers 


Outside 

Consultants 

Performance 

Assessments 

Teachers 

Teaching Aids 


Staff 

Computers 

Performance 

Assessments 

Teaching Aids 

Computers 


Teachers 

Teaching Aids 

Title II-A - 

Purchased 

Services: 

Title I - 

Purchased 

Services: 

PD 

(State-223) 

- Purchased 

Services: 

ACTION 

BUDGET: 

$8250.00 

$18550.00 

$1000.00 

$27800 


Title I - 

Purchased 

Services: 

Title I - 

Materials & 

Supplies: 

Title I - 

Capital 

Outlay: 

ACTION 

BUDGET: 

$1200.00 

$10518.00 

$19800.00 

$31518 

School Library ACTION BUDGET: $ 


Staff 

Community 

Leaders 


Teachers 


15 of 69 10/11/2012 1:45 PM


EARLY CHILDHOOD TRANSITION: To 

ensure a seamless transition to first 

grade next year, the Literacy 

Instructional Facilitators for BKC and 

BPS worked together to vertically align 

the kindergarten and first grade 

curriculum maps for Common Core 

Standards. At the end of the current 

school year, all kindergarten students 

will tour Blytheville Primary School so 

that transitioning to first grade next year 

will be easier. 



PARENTAL ENGAGEMENT: (Kdgn)To 

build parental capacity, Weekly Reader 

will be purchased for all students to 

encourage parents/guardians to read to 

their child at home daily. Additionally, 

since our school is classified as low SES, 

it will allow reading materials to be 

placed in student homes that do not 

have any books or magazines for 

students (supplemental to ACT 397). 


(K)PROFESSIONAL 

DEVELOPMENT/COORDINATION OF 

FUNDS: A workshop conducted by a 

consultant will focus on the different 

ways that the Student Response System 

can be used in the classroom to enhance 

learning, assess students, and provide 

remediation in targeted skills. A new 

Student Response System will be 

ordered for the new teacher hired after 

the start of the school year so that all 

teachers will have a set in their 

respective classrooms. 




TECHNOLOGY: Listening centers and Gregg 

computers for kindergarten will be used 

to promote the development of language 

skills and vocabulary as well as 

comprehension strategies. They will be 

used to provide a model of reading with 

fluency and expression. Additionally, 

students will increase their vocabulary 

through exposure to books during 

read-alouds, environmental print, and 

vocabulary word walls. Objects in the 

classroom will be labeled, high frequency 

words will be posted, and read-aloud 

vocabulary words with a copy of the 

cover of the book will be posted. 


(K)NEEDS ASSESSMENT/RECRUITING 

AND MAINTAINING HIGHLY QUALIFIED 

PARAPROFESSIONALS: 6 @ 1.0 FTE 

paraprofessionals supervised by their 

respective classroom teachers will 

provide targeted explicit instruction 

based on needs of individual students. 

They will provide instruction individually 

and/or in small groups in the classroom. 

They will focus on building automaticity 

of the alphabetic principle, phonological 

Gregg 

Yarbrough, 

Principal; Marc 

Sherrell, 

Assistant 

Principal 

Anita Self, 

Literacy 

Instructional 

Facilitator; 

Tracy 

Plunkett, 

Parental 

Involvement; 

Marc Sherrell, 

Assistant P 

Anita Self and 


Instructional 

Facilitators 

Yarbrough, 


Sherrell, 

Assistant 

Principal 

Gregg 

Yarbrough, 


Sherell, 

Assistant 

Principal 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 


Staff 

Teachers 


Teaching Aids ACTION BUDGET: $ 

Performance 

Assessments 

Teachers 

Teaching Aids 

Computers 

Teachers 

Teaching Aids 


Staff 

Teaching Aids 

Title Teachers 

NSLA 

(State-281) 

- Purchased 

Services: 

ACTION 

BUDGET: 

$1750.00 

$1750 


Title I - 

Employee 

Salaries: 

Title I - 

Employee 

Benefits: 

ACTION 

BUDGET: 

$87819.00 

$24367.00 

$112186 

16 of 69 10/11/2012 1:45 PM


awareness, and developing vocabulary 





DEVELOPMENT/COLLABORATION/ 

COORDINATION OF FUNDS: The staff 

will attend workshops provided by school 

district personnel and professional 

consultants throughout the school year. 

The literacy facilitator, along with the 

former literacy facilitator and classroom 

teachers, developed the science 

curriculum and coordinated the 

curriculum with Common Core standards 

in literacy, science in June 2012. She 

will attend the AAEA Leadership 

Conference in Little Rock that has 

sessions for implementation of a 

curriculum based on Common Core 

Standards. We will revisit Eric Jensen’s 

Teaching With Poverty in Mind. This will 

help us to keep in mind measures that 

will help to reach students who are from 

low socio-economic levels. 

All new teachers are attending ELLA 

Training. All staff from kindergarten 

attended a Classroom Management for 

Novice Teachers workshop provided by 

Crowley's Ridge Educational Service 

Co-op staffmember, Tammy Winslow. 

ELLA will help the new teachers increase 

their depth of knowledge in using the 

most effective research based strategies 

in their classrooms. Other conferences 

and workshops on Common Core 

Standards, alignment, best practices, 

classroom management, and analysis of 

assessment data will be scheduled 

throughout the school year. Teachers will 

be paid @$15 per hour for attending 

professional development after school 

hours. Substitutes contracted through 

SubTeach USA will be provided for 

teachers to attend conferences in these 

areas of professional development. 




Gregg 

Yarbrough, 


Sherell, 

Assistant 

Principal 


Gregg 

DEVELOPMENT/COLLABORATION: The Yarbrough, 

BPS literacy instructional facilitator will Principal 

provide explicit modeling of literacy 

instruction as well as continuing 

mentoring support to all classroom 

teachers throughout the school year. She 

will oversee the assessment of all 

students and maintenance of data to 

ensure that all students that need 

interventions are identified. Student lists 

that are based on the needs of the 

student will be supplied to the 

interventionists and classroom teachers 

so that appropriate interventions can be 

planned to meet those specific needs. 

Materials will be purchased by the 

Literacy Instructional Facilitator to 

support the implementation of Common 

Core Standards in all classrooms. 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 


Staff 


Outside 

Consultants 

Teachers 

Performance 

Assessments 

Teaching Aids 


Title II-A - 

Purchased 

Services: 

PD 

(State-223) 

- Purchased 

Services: 

ACTION 

BUDGET: 

PD 

(State-223) 

- Materials & 

Supplies: 

NSLA 

(State-281) 

- Materials & 

Supplies: 

ACTION 

BUDGET: 

$5900.00 

$3500.00 

$9400 

$2500.00 

$8250.00 

$10750 

17 of 69 10/11/2012 1:45 PM


Teachers will use iPads to help in 

progress monitoring especially for at risk 

students. 




(K)Teachers will create an assessment 

portfolio for each individual student that 

will include Dynamic Indicators of Basic 

Early Literacy Skills (DIBELS) Next 

Benchmark Assessments given at 

appropriate intervals throughout the 

school year. These benchmark 

assessments are a strong indicator of 

students who experience early reading 

success as well as those who are at risk 

of having reading difficulties. Copies of 

the report card and AIPs/IRIs will be 

included in the portfolios. They will be 

transferred to first grade at the end of 

the school year. 




SCHOOLWIDE REFORM 

STRATEGIES/TEACHERS INVOLVED IN 

DECISION MAKING: The Literacy 

Instructional Facilitator will schedule 

team meetings that will be held after 

school. The meetings will focus on 

analyzing student data to determine if 

there are gaps in the instruction, plan 

interventions and enrichment for 

students. Additionally, Common Core 

thematic units will be discussed and the 

standards will be deconstructed to 

ensure that teachers cover all of the 

skills needed for the student's successful 

mastery of each standard. Ideas to 

integrate technology into the thematic 

units will be shared, and science lessons 

will be refined to align with the Common 

Core thematic units. Interactive 

Smartboard technology will be used both 

in the Science Lab and classrooms. 

Classroom Walkthrough (CWT) data will 

be collected and analyzed periodically 

throughout the school year to determine 

the usage of Marzano's High Yield 

Strategies during lessons and the level 

of questioning based on Bloom's 

taxonomy that is predominately used. A 

data wall will be developed and 

maintained to track student's progress in 

reading readiness skills. Data from 

DIBELS Next assessments, weekly 

literacy assessments, and STAR Early 

Literacy will be used for student 

placement on the data wall. 







Instructional 

Facilitators 

Anita Self, 

Instructional 

Facilitator 

(K) NEEDS ASSESSMENT/MAINTAINING Gregg 

HIGHLY QUALIFIED 

Yarbrough, 

PARAPROFESSIONALS/COLLABORATION: Principal 

1 @ 0.5 FTE(Reba Chism) 

paraprofessional interventionist will 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Performance 

Assessments 



Staff 

Performance 

Assessments 

Teachers 

Performance 

Assessments 

Teachers 

Teaching Aids 

Title I - 

Materials & 

Supplies: 

ACTION 

BUDGET: 

Title I - 

Employee 

Salaries: 

Title I - 

Employee 

Benefits: 

ACTION 

BUDGET: 

Title I - 

Employee 

Salaries: 

$1000.00 

$1000 

$3000.00 

$750.00 

$3750 

$7840.00 

18 of 69 10/11/2012 1:45 PM


provide small group instruction that is 

intensive, focused, and explicit to 

students who do not meet DIBELS Next 

Benchmark scores. An emphasis will be 

placed on developing automaticity of the 

alphabetic principle and developing 

phonological awareness skills. She will 

collaborate with the Literacy 

Instructional Facilitator and classroom 

teachers. 




(K)NEEDS ASSESSMENT/RECRUITING 

AND MAINTAINING HIGHLY QUALIFIED 

TEACHERS: 1 @ 1.0 FTE Certified 

Literacy Interventionist(Sharon Foulks) 

will provide intensive, focused 

instruction to the lowest academic 

performing students who have not met 

DIBELS Next benchmark scores when 

assessed at the beginning or middle of 

the school year. Students will be 

grouped according to their needs based 

on data from DIBELS, progress 

monitoring, and teacher observation and 

will focus on their deficit skills based on 

the phonological awareness continuum. 

The interventionist will collaborate with 

the student's classroom teacher and 

Literacy Instructional Facilitator. 



(K) Materials and supplies will be 

provided for the Instructional Facilitator 

to organize and maintain literacy/math 

assessment data on all students, provide 

tools for assessment, and maintain 

literacy/math materials for teacher 

check-out. These materials are used by 

the teachers to supplement the core 

curriculum. 


Gregg 

Yarbrough, 

Principal 

Anita Self, 

Literacy 

Instructional 

Facilitator and 


Math 

Instructional 

Facilitator 

(K)NEEDS ASSESSMENT/TIMELY AND Gregg 

EFFECTIVE REMEDIATION/INSTRUCTION Yarbrough, 

FROM HIGHLY QUALIFIED 

Principal 

TEACHERS/PARENTAL INVOLVEMENT: 

HQTs will provide intense targeted 

interventions for students exhibiting low 

literacy skills who have been identified 

as needing remediation by the state 

through Qualls testing, and/or DIBELS 

Next Benchmark Assessments. An 

Intensive Reading Intervention (IRI) 

plan or Academic Improvement Plan 

(AIP) will be developed with parental 

involvement for these students who will 

be monitored monthly or bi-monthly 

based on needs assessment throughout 

the school year. The scores from these 

assessments will be plotted on 

trajectories contained in an intervention 

portfolio that all classroom teachers will 

receive for each student identified as 

needing an AIP/IRI. Any student who 

does not show consistent gains on the 

trajectories will be referred to the RTI 

committee for the development of an 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Performance 

Assessments 

Teachers 

Teaching Aids 

Performance 

Assessments 

Performance 

Assessments 

Teachers 

Title I - 

Employee 

Benefits: 

ACTION 

BUDGET: 

$1725.00 

$9565 

NSLA 

(State-281) 

$11501.00 

- Employee 

Benefits: 

NSLA 

(State-281) 

$47919.00 

- Employee 

Salaries: 

ACTION 

BUDGET: 

Title I - 

Materials & 

Supplies: 

ACTION 

BUDGET: 

$59420 

$11130.00 

$11130 


19 of 69 10/11/2012 1:45 PM


explicit intervention plan. (supplement 

to ACT 397). 




(K)EARLY CHILDHOOD TRANSITION: To 

ensure a seamless transition to first 

grade next year, the Literacy 

Instructional Facilitators for BKC and 

BPS worked together to vertically align 

the kindergarten and first grade 

curriculum maps for Common Core 

Standards. At the end of the current 

school year, all kindergarten students 

will tour Blytheville Primary School so 

that transitioning to first grade next year 

will be easier. 



Gregg 

Yarbrough, 

Principal 

(K)RECRUITING AND MAINTAINING Gregg 


Yarbrough, 

PARAPROFESSIONALS/COORDINATION Principal 

OF FUNDS: 1 @ 0.5 FTE (Sheila Brown) 

paraprofessional will manage the 

computer lab and coordinate student use 

of the computer software to enhance 

instruction in all areas of the curriculum 

and coordinate STAR Early Literacy 

testing. New child friendly keyboards 

were purchased to help students become 

more proficient in keyboarding. New 

headphones will be purchased to replace 

old ones. 



(K) COORDINATION OF FUNDS: The 

school media specialist will maintain an 

electronic card catalog and continue 

circulation software support that allows 

teachers to search for library books by 

title, author, topic, etc. and allows for an 

efficient system of book check-out for all 

personnel and students. A movie license 

will be purchased to allow schoolwide 

viewings. Materials and supplies will be 

purchased to help the librarian maintain 

and organize media materials in the 

school's library. 



Bobbie 

McLean, Media 

Specialist 

(K) PARENTAL ENGAGEMENT: To help Anita Self, 

build parental capacity and promote Instructional 

parental involvement in literacy, new Facilitator 

trade books will be given to students 

periodically throughout the school year 

to encourage parents to read to their 

children at home which will help increase 

their child's verbal vocabulary. 

Additionally, it will enable students who 

do not have books in the home to own 

some books themselves. This will help 

develop lifelong readers (supplemental 

to ACT 397). 



Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Teachers 

Teaching Aids 

Computers 

Performance 

Assessments 


Teaching Aids 

Teaching Aids 


Title VI 

State - 

Materials & 

Supplies: 

Title I - 

Employee 

Salaries: 

Title I - 

Employee 

Benefits: 

ACTION 

BUDGET: 

NSLA 

(State-281) 

- Purchased 

Services: 

Title I - 

Materials & 

Supplies: 

NSLA 

(State-281) 

- Materials & 

Supplies: 

ACTION 

BUDGET: 

Title I - 

Materials & 

Supplies: 

ACTION 

BUDGET: 

$450.00 

$8017.00 

$1764.00 

$10231 

$580.00 

$1350.00 

$875.00 

$2805 

$3000.00 

20 of 69 10/11/2012 1:45 PM 

$3000


(K) SCHOOLWIDE REFORM 

Gregg 

STRATEGIES/TECHNOLOGY: Classroom Yarbrough, 

teachers will use SmartBoards, 

Principal 

Document Cameras, overhead 

projectors, and airliners to enhance 

instruction during literacy and to meet 

the needs of visual, kinesthetic, and 

auditory learners through the integration 

of different types of media and websites. 

To support instruction that is aligned 

with Common Core Standards, school 

access subscriptions for Starfall and 

Education City software will be 

maintained. BrainPop Jr. Book Flix and 

Smartboard interactive software which is 

compatable with the science books 

purchased from Abrams will be 

purchased during the current school 

year. The use of this technology will 

allow teachers to show videos that are 

aligned with Common Core Standards for 

integration of Science, Social Studies, 

and Art into the curriculum. Additionally, 

activities that reinforce skills will be used 

on the SmartBoard as a means of 

engaging all students, The use of 

technology will be refined throughout 

the school year to ensure that it is used 

to the maximum potential for best 

practices. 




All kindergarten students will attend 

enrichment classes bi-monthly taught by 

the Gifted and Talented Coordinator. 

These classes will support the core 

instruction and challenge students in 

creative thinking. 


(K) PARENTAL ENGAGEMENT: Parental Gregg 

capacity is built through the printing of 

weekly newsletters for parents/guardians 

to keep abreast of current skills being 

taught in the classroom. Classroom 

teachers will list letters/sounds, high 

frequency words, and math skills which 

are being taught that week so that 

parents can review them at home. 

Teachers will create worksheets for 

homework for reinforcement of daily 

skills. Also, current events/activities will 

be listed on the newsletters. Toner 

replacement cartridges for classroom 

printers will be purchased for the 

printing of the master copy of 

newsletters and worksheets. 

Replacement bulbs for projectors will be 

ordered as well. 



Counseling agencies are on campus to 

assist in managing behavioral problems 

of individual students and provide 

assistance in areas of need. 


Shannon 

Perkins, Gifted 

and Talented 

Teacher 

Yarbrough, 


Sherrell, 

Assistant 

Principal 


Assistant 

Principal 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Computers 

Teachers 

Teaching Aids 


Teaching Aids 



Computers 

Teachers ACTION BUDGET: $ 

Outside 

Consultants 

Teachers 


21 of 69 10/11/2012 1:45 PM


(K) PROGRAM EVALUATION: 1. To Gregg 

improve student academic performance, Yarbrough, 

Comprehensive Literacy was 

Principal 

implemented in all classrooms. The 

components include familiar reading, 

circle time/modeled writing, shared 

reading, phonological awareness/phonics 

/spelling, small assisted learning groups 

and/or guided reading, read-aloud, and 

assisted writing. This intervention is 

being fully implemented as evidenced by 

formal and informal observations by the 

Literacy Instructional Facilitator, 

principal, vice principal and JBHM 

consultant. During these observations, it 

was noted that teachers were using ELLA 

strategies in all components of the 

literacy block. 2. To determine the 

degree of effectiveness of the 

implementation of all components of 

Comprehensive Literacy, DIBELS data, 

CWT data, formal and informal 

observations, and retention data is used. 

At the beginning of every literacy 

meeting, time is allotted for questions or 

concerns about any part of the literacy 

program. This process helps to clear up 

any misconceptions or confusions and 

results in the sharing of ideas which 

leads to changes that improve classroom 

instruction. 3. At the end of the 

2010-2011 school year, teachers had 

increased their depth of knowledge as 

evidenced by the gains made on the 

DIBELS Benchmark assessments. There 

was a 10% increase on LNF, 13% 

increase on PSF, and 5% increase on 

NWF from initial assessments at the 

beginning of the school year to the end 

of the school year of students meeting 

the benchmark scores. The number of 

retentions dropped from 22 students for 

2009-2010 to 6 students for 2010-2011. 

Due to the success of this intervention, it 

will be continued for the 2011-2012 

school year with professional 

development focusing on developing 

instruction based on the thematic units 

of Common Core while integrating 

technology throughout the lessons. 


(K-2) A peer review of the current ACSIP 

Plans was held on Sept. 24, 2012. 

Literacy/Math instructional 

facilitators/administrators checked each 

others school plans using the rubric. 

Corrections identified are being updated 

in the plans. 



(K) PROFESSIONAL DEVELOPMENT: Will 

be provided to teachers, principals, 

and/or paraprofessionals throughout the 

school year for math and literacy. 

Common Core, classroom management, 

horizontal and vertical alignment, 

response to intervention, high yield 

strategies for math and literacy, and 

analyzing test data will be some of the 

Anita Self, 

Literacy 

Instructional 

Facilitator; 


Math 

Instructional 

Facilitator; 

Anita Self, 

Instructional 

Facilitator 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 


Staff 

Outside 

Consultants 

Performance 

Assessments 


Staff 

Computers 


Outside 

Consultants 

Teachers 


Staff 


Computers 


Performance 

Assessments 

Teachers 



Title I - 

Purchased 

Services: 

ACTION 

BUDGET: 

$7340.00 

22 of 69 10/11/2012 1:45 PM 

$7340


areas of focus. 




(K) Bulbs will be purchased for the LCD 

projectors to enhance instruction and 

help the teachers meet the needs of all 

learners. Kindergarten teachers will use 

Microsoft Office to help them maximize 

computer capabilities for teaching. 




Assistant 

Principal; 

Bobbie 

McLean, Media 

Specialist 

Start: 

07/01/2012 

End: 

06/30/2013 

Teaching Aids 

Computers 

Teachers 

Title I - 

Materials & 

Supplies: 

ACTION 

BUDGET: 

$3287.00 

$3287 

Total Budget: $837373 

Intervention: Implementation of two preschool classrooms to provide early literacy readiness and math skills to 

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

prepare them for instruction in kindergarten. 

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

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

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

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

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

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

Actions 

RECRUITING AND MAINTAINING HIGHLY 

QUALIFIED TEACHERS/EARLY CHILDHOOD 

TRANSITION: 2 @ 1.0 FTE (Emily McDonald 

and Leslie Abbott) preschool teachers will 

provide explicit instruction in literacy 

readiness skills, math skills, and socialization 

skills to prepare students for a seamless 

transition to kindergarten the following school 

year. Preschool students will tour 

kindergarten classrooms at the end of the 

current school year to help make the 

transition from preschool to kindergarten 

easier. (ABC Grant) 



RECRUITING AND MAINTAINING OF HIGHLY 

QUALIFIED PARAPROFESSSIONALS: 3 @ 1.0 

FTE paraprofessionals will assist the preschool 

teachers with students in the classrooms to 

monitor and ensure that the students stay on 

task while in learning centers. They will assist 

students during breakfast, lunch, snack time, 

recess, and preparing for naps. This allows 

the classes to stay in compliance with the 

student/teacher ratio as required by ECERS. 

(ABC Grant) 


PROFESSIONAL DEVELOPMENT: Appropriate 

training including CPR Training, Pre-ELLA, 

Early Childhood Education Framework, Work 

Sampling/Environmental Rating Scale, and 

COPA will be provided for the preschool 

teachers and paraprofessionals to maintain 

compliance with ECERS. (ABC Grant) 


COLLABORATION/RECRUITING AND 

MAINTAINING OF HIGHLY QUALIFIED 

TEACHER: The experienced preschool teacher 

will collaborate with the newly hired preschool 

teacher to increase her depth of knowledge of 

the preschool curriculum. She will help 

Person 

Responsible 

Gregg 

Yarbrough, 

Principal; 

Marc 

Sherrell, 

Assistant 

Principal 

Gregg 

Yarbrough, 

Principal; 

Marc 

Sherrell, 

Assistant 

Principal 

Gregg 

Yarbrough, 

Principal 

Emily 

McDonald; 

Leslie 

Abbott, 

Preschool 

Teachers 


Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Teachers 

Teachers 


Staff 


Outside 

Consultants 

Teachers 

Teachers 

Special 

Grants: $91761.00 

ACTION 

BUDGET: 

$91761 

Special 

Grants: $56745.00 

ACTION 

BUDGET: 

Special 

Grants: 

ACTION 

BUDGET: 

$56745 

$8250.00 

$8250 


23 of 69 10/11/2012 1:45 PM


monitor the alignment of the curriculum to 

the Arkansas Framework to ensure that all 

student learning expectations are taught. 




Funds will be utilized to purchase materials 

and supplies to support and strengthen the 

core program of the preschool classrooms. 

Broken items and items with missing parts 

will be replaced in centers each year. (ABC 

Grant) 

TECHNOLOGY/PARENTAL ENGAGEMENT: 

Toner cartridges and accessories will be 

purchased for the computers. To build 

parental capacity, newsletters are printed for 

the parents to inform them of upcoming field 

trips, activities, and the focus of the 

curriculum taught that week in the classroom. 

(ABC Grant) 



Developmental screenings that assess 

cognitive, motor, and language skills will be 

provided for all preschool students to identify 

deficit areas of development that need 

focused instruction or practice. (ABC Grant) 


Portfolio assessments will be kept throughout 

the school year for each individual student to 

assess growth in cognitive, motor, language, 

and social skills. It will contain results of their 

health screenings and work sampling 

artifacts. (ABC Grant) 

Nutritional snacks will be provided daily to all 

preschoolers to allow them to eat different 

types of snacks which are healthy. It will 

encourage them to make good nutritional 

choices outside the school environment. (ABC 

Grant) 

The preschool program will partner with 

community agencies and businesses such as 

the fire department, police department, post 

office, library, etc. to provide regularly 

scheduled field trips and programs for all 

preschool students to enhance their learning. 

This will help the students to develop an 

awareness of community helpers and their 

duties. (ABC Grant) 


PARENTAL INVOLVEMENT: Parents/guardians 

will be invited and highly encouraged to 

attend the preschool open house, family 

nights, PTO, parent/teacher conferences, etc. 

(supplemental to ACT 397). (ABC Grant) 



The district director of support services will 

coordinate the preschool program and 

maintenance of the grant funds with the 

assistance of the building principal. 


Emily 

McDonald; 

Leslie 

Abbott, 

Preschool 

Teachers 

Jean Cole, 

Director of 

Support 

Services; 

Gregg 

Yarbrough, 

Principal 

Emily 

McDonald; 

Leslie 

Abbott, 

Preschool 

Teachers 

Emily 

McDonald; 

Leslie 

Abbott, 

Preschool 

Teachers 

Emily 

McDonald; 

Leslie 

Abbott, 

Preschool 

Teachers 

Emily 

McDonald; 

Leslie 

Abbott, 

Preschool 

Teachers 

Gregg 

Yarbrough, 

Principal; 

Marc 

Sherrell, 

Assistant 

Principal 

Jean Cole, 

Director of 

Support 

Services; 

Gregg 

Yarbrough, 

Principal 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 


Teachers 

Teaching Aids 

Computers 

Teachers 

Performance 

Assessments 

Teachers 

Performance 

Assessments 

Teachers 


Community 

Leaders 

Outside 

Consultants 

Teachers 


Staff 


Teachers 

Special 

Grants: $11000.00 

ACTION 

BUDGET: 

Special 

Grants: 

ACTION 

BUDGET: 

Special 

Grants: 

ACTION 

BUDGET: 

Special 

Grants: 

ACTION 

BUDGET: 

$11000 

$1834.00 

$1834 

$800.00 

$800 

$1200.00 

$1200 

Special 

Grants: $10610.00 

ACTION 

BUDGET: 

Special 

Grants: 

ACTION 

BUDGET: 

$10610 

$4000.00 

$4000 



24 of 69 10/11/2012 1:45 PM


PROGRAM EVALUATION: 1. The preschool 

classrooms focus on developing socialization 

skills, cognitive skills, motor skills, and 

language skills. They use Pre-ELLA strategies 

for literacy readiness skills. Implementation 

of activities promoting the development of all 

of the above named skills based on the 

Arkansas Framework for Early Childhood has 

been observed by the principal and ECERS 

evaluators. 2. To determine the degree of 


Pre-ELLA strategies and successful 

implementation of the preschool curriculum 

for the previous school year, ECERS 

evaluations, Work Sampling, and the 

Developmental Indicators for the Assessment 

of Learning (DIAL) were used. These 

evaluations were used to identify weak areas 

in instruction and to track the progression of 

student learning and behaviors. DIBELS Next 

Benchmark scores for the beginning of the 

school year are used to track the number of 

students who enter kindergarten in the low 

risk category. 3. During the 2010-2011 school 

year, ECERS did not visit to re-evalute the 

preschool program. The 2009-2010 ECERS 

Environmental Assessment revealed several 

areas that scored below the state 

recommended level of developmental 

appropriate activities. The lowest scoring 

areas included greeting of students, safety 

practices, nature/science activities, and use 

of student computers. The assessment 

detailed the rationale of the scoring for each 

activity as well as the details of the 

observation. Steps have been taken to correct 

and monitor all areas with low scores. Work 

Sampling was used throughout the year to 

chart each student's achievement of skills, 

and pinpoint weak areas in which the student 

needed more practice or instruction. The 

majority of the DIAL assessments indicated 

that the students exhibited developmental 

appropriate skills in social, motor, and 

language skills. Results from the DIBELS Next 

Benchmark Assessment indicated that 68% of 

the returning students met the benchmark 

score for the beginning of the year. 23% were 

classified as "some risk", and 9% were 

classified as "at risk". 


COLLABORATION/RECRUITING AND 

MAINTAINING OF HIGHLY QUALIFIED 

PARAPROFESSIONALS: MCEOC made a five 

year commitment to provide 2 @ 1.0 FTE 

paraprofessionals on campus to support the 

preschool teachers in the classroom. These 

paraprofessionals will perform the same 

duties as the school employed 

paraprofessionals. 



Gregg 

Yarbrough, 

Principal; 

Marc 

Sherrell, 

Assistant 

Principal 

Gregg 

Yarbrough, 

Principal; 

Marc 

Sherrell, 

Assistant 

Principal 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Outside 

Consultants 

Performance 

Assessments 

Community 

Leaders 

Teachers 




Priority 2: 

Kindergarten students will improve their ability to problem solve, match one-to-one correspondence, and 

communicate their understanding of mathematics. 

First and second grade students at Blytheville Primary School will improve their skills in Problem Solving. 

This improvement will result in a more prepared student and will ultimately result in improved test scores 

in the upper grades. 

25 of 69 10/11/2012 1:45 PM


Supporting 

Data: 

1. 

2. 

3. 

4. 

In 2011-2012, Central Elementary School is a Needs Improvement School, because we did not 

meet performance or growth Annual Measurable Objectives (AMOs) for all students and Targeted 

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

of 11.28 therefore Math is classified as Needs Improvement. 

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

AMOs Math Performance 







64.29% of Hispanic 

58.38% of EL 

2012 ESEA AMOs Math Growth 







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

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

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






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

Disadvantaged, was Measurement; Geometry Open Response. 

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

AYP in Math and Literacy. 

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




65 % of Econ. Disadvantaged Students 


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

Disadvantaged, was Measurement; Geometry open response. 

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

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

results, 24.2% of all first graders scored at or above proficient. 

24.2% of combined population 

31.0% of African American students 

55.3% of Caucasian students 

25.0% of Hispanic students 

5.6% of SI students 

The weakest area is Algebraic Concepts (Relationships and Trends and Multiple-Step). 

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






The weakest area is Problem Solving. 

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

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

33.5% of all first graders scored at or above proficient. 






26 of 69 10/11/2012 1:45 PM


6. 

7. 

8. 

9. 

10. 

11. 

12. 

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

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






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

Problems (30%). 

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

third year for students to participate in this testing. 

First grade students scored: 

41.5% on Mathematics Problem Solving 

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

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

Second grade students scored: 

44% on Mathematics Problem Solving 

According to test results: 

29.0% of all second graders scored at or above proficient. 

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

measurement. 

Iowa Test of Basic Skills for Spring 2011: 

Percentage of students scoring Proficient/ Advanced: 






The item analysis summary indicated that Problem Solving was the weakest subtest with 

single-step operations being the lowest scoring item. Overall, the lowest performing item for the 

combined population was one to one correspondence in the Number Properties and Operations 

subtest. 

Metropolitan8 for Spring 2010 for BKC: 

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

40% of Combined Population 



33% of Hispanic Students 

100% of Asian/Pacific Islander Students 

35% of IEP Students 

The item analysis summary for this assessment indicated that the combined population of students 

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

problems using logical reasoning and numerical reasoning. 57% of the students scored below 

average. 

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

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

Number Indentification (low risk) 51% Missing Number (low risk) 39% Quantity Discrimination 

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

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

Next Number Fluency End of year data: 89% Counting 76% Recognizing Numbers 86% Next 

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

year. 

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

Counting 70% Recognizing Numbers 69% Next Number Fluency The data indicates that the 

students have increased in all three areas since last year. 

Blytheville Kindergarten Center participated in a Scholastic Audit in the fall of 2012. 

Blytheville Primary School participated in a Scholastic Audit in 2010-2011. The data is in the 

restructuring section. 

Blytheville Primary School is a feeder school for Central Elementary School. Using data from AS-IS 

and NORMES, the average daily attendance was 94.83% in 2009-2010, and 94.83% in 2010-2011, 

and 95% in 2011-2012. 

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

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

Operations and Algebraic Thinking strand, the weakest area is using addition and subtraction within 

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

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

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

27 of 69 10/11/2012 1:45 PM


Goal 

Benchmark 

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

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

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

for 1st grade is Measurement and 2nd grade is Geometry. 

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

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

Kindergarten students will demonstrate an improvement in their ability to use one-to-one correspondence 

through counting collections and will develop automaticity in number fluency. 

First grade will focus on Algebraic Concepts (solving number sentences, understanding numerical 

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

Number Properties and Operations (place value, estimating numbers, comparing numbers, ordering 

numbers, and creating/interpreting representation of numbers. 

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

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

Intervention: ACADEMIC PERFORMANCE: Implement various instructional methods, a variety of manipulatives, and 

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


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

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

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

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

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

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

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

Children's Mathematics, Cognitively Guided Instruction" Porstmouth, NH: Heinman, NCTM 

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

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

4-5. 

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

1-184. 

Henson, Will Psy. D. (2008). Behavior Support Strategies for Education Paraprofessionals. 

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

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

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

(Grades PreK- 2)." Vernon Hills,IL 

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

for Supervision and Curriculum Development. 

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

http://www.nctm.org. 

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

Education. 

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

Actions 

(1-2) COLLABORATION: To improve 

student outcomes in math, cross 

grade level meetings will be held to 

determine any gaps or redundancies 

in the curriculum and vertical 

alignment. 



Person 

Responsible 


Math 

Instructional 

Facilitator 


Start: 

07/01/2012 

End: 

06/30/2013 



28 of 69 10/11/2012 1:45 PM



(1-2) NEEDS ASSESSMENT/POINT- 

IN-TIME REMEDIATION: The results 

of the ITBS will be used to determine 

the students who will receive 

interventions. AIP's will be developed 

with parental involvement through 

the TLI website for students needing 

them. Interventions will be provided 

on a daily basis until mastery is 

achieved. Regular assessments will be 

administered to those students and 

the data will be analyzed during RTI 

meetings.(supplemental to Act 397) 






(1-2) 1 @ 1.0 FTE (Tanya 

Mitchell)paraprofessional will serve as 

the computer lab manager to help 

improve mathematical skills through 

technology for all students. The 

computer lab manager will assist with 

the administering of STAR Math. She 

will also help with interventions using 

Math Facts in a Flash, Accelerated 

Math and i-Ready. 




(1-2)PROFESSIONAL 

DEVELOPMENT/INSTRUCTION FROM 

HQT/MAINTAINING 

HQT/COLLABORATION: Utilize 1 @ 1.0 

FTE(Diane Jenkins)on-site math 

instructional facilitator to provide 

professional development to all 

teachers on the math program with a 

focus on problem solving. The 

facilitator will purchase appropriate 

instructional materials, professional 

literature, assessment materials, and 

general supplies to support the 

teachers in the math program to 

improve math proficiency 

with/without the use of technology. 


Action Type: Professional 

Development 


All teachers and principals will attend 

at least 60 hours of professional 

development including 6 hours of 

technology, 2 hours of Arkansas 

History, and 3 hours of Parental 

Involvement. 



Development 


(1-2) NEEDS ASSESSMENT/TIMELY 

AND EFFECTIVE 

REMEDIATION/PROFESSIONAL 

DEVELOPMENT/ALIGNMENT 

/COLLABORATION: A partnership with 


Math 

Instructional 

Facilitator; 

Tanya Mitchell, 

Math 


Gregg 

Yarbrough, 

Principal 

Gregg 

Yarbrough, 

Principal 

Gregg 

Yarbrough, 

Principal 


Math 

Instructional 

Facilitator 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Computers 

Performance 

Assessments 

Teachers 

Teaching Aids 

Computers 

Performance 

Assessments 

Computers 

Teachers 

Computers 

Outside 

Consultants 

Teachers 

Outside 

Consultants 


Title I - 

Employee 

Salaries: 

Title I - 

Employee 

Benefits: 

ACTION 

BUDGET: 

Title I - 

Materials & 

Supplies: 

NSLA 

(State-281) 

- Materials 

& Supplies: 

$13135.00 

$2890.00 

$16025 

$2000.00 

$7500.00 

NSLA 

(State-281) 

$10631.00 

- Employee 

Benefits: 

NSLA 

(State-281) 

$44294.00 

- Employee 

Salaries: 

ACTION 

BUDGET: 

$64425 


NSLA 

(State-281) 

- Purchased 

Services: 

$7246.00 

29 of 69 10/11/2012 1:45 PM


The Learning Institute will provide 

interim assessments to evaluate the 

effectiveness of our math program, 

assist with vertical and horizontal 

alignment, and guide our instruction; 

appropriate professional development 

on research based strategies and 

using assessments to drive instruction 

will be provided as well as allowing 

teachers and the math instructional 

facilitator to collaborate. Materials and 

supplies such as bubble sheets will be 

purchased. 




Development 


(1-2) PROGRAM EVALUATION for Math Gregg 

Priority: 1. To improve student Yarbrough, 

academic performance, the 


intervention of implementing various Fulkerson, 

instructional strategies and high yield Assistant 

strategies will be used in all 

Principal; Diane 

classrooms. Instructional methods Jenkins, Math 

include the use of manipulatives Instructional 

(when needed), CGI problems, Facilitator 

mental math, exploratory activities, 

computer based programs and small 

cooperative groups. Implementation 

of various math instructional 

strategies using the The Learning 

Institute in all classrooms including 

Special Education has been used 

school-wide for the 2011-2012 school 

year. With the addition of 4 new 

teachers for the current school year, 

implementation of the program will be 

continued by planned professional 

development provided by the on-site 

math instructional facilitator and 

outside consultants when needed. 

Professional development will be 

enhanced by the collaboration of 

trained teachers with newly hired 

teachers. 

2. To determine the degree of 


the math program, formal and 

informal observations by the math 

instructional facilitator and principals 

will be used. As a result of the 

observations, test data, and 

questioning of teachers, the areas of 

weak instruction will be identified. 

Professional development that targets 

these specific needs will be provided 

during math meetings and 

collaborations. During the current 

year, data from The Learning Institute 

(TLI), mClassmath, iReady and 

Renaissance Learning will be used to 

determine the effectiveness of 

instructional strategies. 3. Teachers 

have developed a deeper 

understanding of the various 

instructional strategies for math as 

evidenced by discussions during 

collaboration meetings. During the 

Start: 

07/01/2012 

End: 

06/30/2013 


Staff 


Teachers 

NSLA 

(State-281) 

- Materials & 

Supplies: 

ACTION 

BUDGET: 

$750.00 

$7996 


30 of 69 10/11/2012 1:45 PM


previous school year, meetings 

between the principals and the math 

instructional facilitator were held to 

discuss the areas of concern that were 

seen during formal and informal 

observations. To clear up these 

confusions, the math instructional 

facilitator focused on these areas 

during after school math meetings 

and collaboration meetings. In May 

2013, data will be included for the 

current school year using analysis of 

The Learning Institute (TLI), ITBS, 

mClassmath, Renaissance Learning, 

and formal/informal observations. 


(1-2) TIMELY AND EFFECTIVE 


Utilize 8 @ 1.0 FTE highly qualified 

paraprofessionals to provide individual 

and small group instruction under the 

supervision of the classroom teacher 

to students who exhibit low academic 

skills to promote proficiency with or 

without technology. 

Utilize 1 @1.0 additional FTE highly 

qualified paraprofessionals under the 

supervision of the literacy and math 

instructional facilitators as intensive 

interventionists to provide focused 

small group instruction to students 

who exhibit low academic literacy and 

math skills to promote proficiency 

with or without technology. 






The staff will be trained as needed in 

the use of technology which includes 

Smart Boards, LCD projectors, 

document cameras, i-Pads, student 

response systems, airliners, and math 

software that will be used during 

instruction in their classrooms to 

enhance student learning. 



Development 


(1-2)For the year 2012-2013, 

teachers will be involved with 

Cognitively Guided Instruction 

(CGI)at Crowleys Ridge Co-op. The 

focus of CGI is to introduce different 

strategies on fundamental math 

instruction to be used in the Common 

Core classroom. 

Year 1 CGI- 10 @1.0 FTE Year 2 CGI - 

2 @ 1.0 FTE Geometry- 2@ 1.0 FTE 



Development 

(1-2) 

COLLABORATION/PROFESSIONAL 

DEVELOPMENT: The on-site math 

instructional facilitator will provide all 

Gregg 

Yarbrough, 

Principal 


Math 

Instructional 

Facilitator; 

Jocelyn Davey, 

Second Grade 

Teacher 


Math 

Instructional 

Facilitator; Beth 

McGrain First 

Grade Teacher; 

Jennifer Bennett, 

Second Grade 

Teacher 


Math 

Instructional 

Facilitator 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Computers 

Teachers 

Teaching Aids 

Computers 


Teachers 

Outside 

Consultants 

Teachers 

Performance 

Assessments 

Teachers 



PD 

(State-223) 

$13150.00 

- Purchased 

Services: 

ACTION 

BUDGET: 

Title I - 

Employee 

Salaries: 

$13150 

$4680.00 

31 of 69 10/11/2012 1:45 PM


teachers professional development 

with a focus on problem solving skills 

through after school monthly math 

team meetings. During the meetings, 

student data will be analyzed, 

professional texts will be studied, 

instructional strategies will be 

discussed, professional growth plans 

will be addressed, interventions will 

be planned for struggling students, 

pacing guides discussed, and 

refinement of the alignment of the 

curriculum will be continued. Through 

the continued use of a data wall, 

teachers will be able to monitor 

student and class progress. The 

teachers will be paid @ $15 per hour, 

and the Math Instructional Facilitator 

will be paid @ $30 per hour for 

preparation and presentation. 




Development 

(1-2) Continue the use of the online 

mClass math program. This online 

program assists teachers in tracking 

student growth and provides 

individual student intervention 

activities that improve math skills. 


provided to teachers when needed on 

the use of the iPads. 



Development 



STRATEGIES: Implement the web 

based programs Accelerated Math 

(Second grade interventions only) and 

Math Facts in a Flash to supplement 

math instruction. STAR Math will be 

administered to every student and the 

data gathered will be used as part of 

the RTI process to determine focused 

Tier II and Tier III intervention 

instruction. The math instructional 

facilitator and teachers will be 

provided with professional 

development when appropriate. 



Development 



(1-2) CWT (CLASSROOM 

WALK-THROUGHS): To monitor 

instruction, data will be gathered by 

the Leadership Team on weekly 

classroom focus walks. The Leadership 

Team, principal, asst. principal, JBHM 

consultants, and instructional 

facilitators, will analyze data from the 

walks to be used to provide focused 

professional development during 

collaborative planning and faculty 

meetings. Weekly action reports will 


Math 

Instructional 

Facilitator; Missy 

Bullard, First 

Grade Teacher 


Math 

Instructional 

Facilitator 

Gregg 

Yarbrough, 

Principal 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Computers 

Performance 

Assessments 

Teachers 

Computers 


Outside 

Consultants 

Teachers 

Teaching Aids 


Staff 

Computers 

Outside 

Consultants 

Title I - 

Employee 

Benefits: 

ACTION 

BUDGET: 

Title VI State 

- Purchased 

Services: 

ACTION 

BUDGET: 

Title I - 

Purchased 

Services: 

ACTION 

BUDGET: 

$1190.00 

$5870 

$2500.00 

$2500 

$2380.00 

$2380 


32 of 69 10/11/2012 1:45 PM


be submitted to the building principal 

and the superintendent by the JBHM 

consultants. 



Development 

(1-2) TRANSITION: The transition for 

second grade students will be made 

easier by allowing the students to 

tour the Central Elementary School at 

the end of the current school year. A 

Step-Up Night will be held district 

wide to inform parents and students 

about the upcoming school year. 


(1-2) Renewing subscription for 

i-Ready web-based computer 

programs in math to be used in the 

computer lab and the classrooms. The 

web-based programs will be used to 

supplement instruction and provide 

interventions when needed. 


provided as needed. 



Development 



(1-2) TEACHERS INVOLVED IN 

DECISION MAKING ACTIVITIES: The 

Leadership Team will be responsible 

for overseeing the planning and 

implementation of the school's 

strategic planning process and annual 

plan. The leadership team will hold 

regular meetings. The 

Principal/Leadership Team will have 

regular faculty meetings to give 

teachers an opportunity to give 

feedback, ask questions, make 

suggestions, and verbalize needs and 

wants. 


(1-2) Professional development will 

be provided by the Crowley's Ridge 

Educational Co-op throughout the 

current school year. The training will 

include but not be limited to Common 

Core, instructional facilitator training, 

using high-yield strategies, 

technology, and Bloom's Taxonomy. 

Accountability meetings are held with 

the principals attending at the Co-op. 



Development 


(1-2) Special education resource 

students will receive math instruction 

in the regular education classroom 

with accommodations. 





Assistant 

Principal; John 

Whitaker, 

Counselor 


Math 

Instructional 

Facilitator 

Gregg 

Yarbrough, 


Fulkerson, 

Assistant 


Sherrell, 

Assistant 

Principal 

Gregg 

Yarbrough, 

Principal 

Regina Evans, 

Sp. Ed. Teacher 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 


Staff 

Teachers 

Computers 

Outside 

Consultants 

Teachers 

Teachers 


NSLA 

(State-281) 

$17900.00 

- Purchased 

Services: 

ACTION 

BUDGET: 

$17900 


Computers 


Teachers 

Teaching Aids 


33 of 69 10/11/2012 1:45 PM


(1-2) INSTRUCTIONAL FOCUS AND 

DATA TEAM: To make 

recommendations for academic 

improvement, a team will review data 

(CWT's, STAR, Mclassmath, and 

iReady) on a regular basis. The team 

will set short term goals and high 

yield strategies to implement during 

the next intervention period. 




(1-2) Blytheville Primary School has 

contracted 72 days with school 

improvement specialist to provide 

intensive focused on-going 

professional development throughout 

the school year for first and second 

grades on how to analyze and 

effectively use data to increase 

academic performance in literacy and 

math. The JBHM consultant provides 

professional development in 

meetings. 






Development 


(1-2)PROFESSIONAL DEVELOPMENT: 

The school district will provide 

opportunities for summer professional 

development on literacy/math and 

other appropriate topics such as but 

not limited to developing Common 

Core Units for math and literacy so 

students can achieve in literacy and 

math. 



Development 


(1-2) Students will participate in 

science activities through visits to the 

science lab. Teachers will set up the 

lab correlating it with the literacy 

Common Core units using some of the 

ideas from the inservice presented by 

Dr. Julie Grady from the ASU STEM 

Center. 



Development 


(K)TECHNOLOGY: Kindergarten 

students will continue to use software 

installed on the computers in the 

computer lab and classroom that 

contain exercises developed to 

promote mastery of number sense. 

Some of the programs on the software 

will contain activities which focus on 

one-to-one correspondence. 

Purchased software subscriptions for 

Starfall and Education City will be 

used to reinforce number sense skills 


Assistant 

Principal 


Math Facilitator 


Math 

Instructional 

Facilitator 


Math 

Instructional 

Facilitator 



Literacy & Math 

Instructional 

Facilitators; Marc 

Sherrell, 

Assistant 

Principal 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Computers 

Performance 

Assessments 

Computers 

Outside 

Consultants 

Performance 

Assessments 

Teachers 

Computers 

Performance 

Assessments 

Teachers 

Outside 

Consultants 

Teachers 

Teaching Aids 



PD 

(State-223) 

- Employee 

Benefits: 

PD 

(State-223) 

- Employee 

Salaries: 

ACTION 

BUDGET: 

$1690.00 

$6750.00 

$8440 


Computers 


34 of 69 10/11/2012 1:45 PM


taught. 



(K) TIMELY AND EFFECTIVE 

REMEDIATION/PARENTAL 

ENGAGEMENT: A math Academic 

Improvement Plan (AIP) will be 

developed with parental involvement 

for students who do not achieve 

proficiency levels on mClass 

Benchmark Assessment to pinpoint 

exact skills which need to be 

mastered. Interventions will be 

provided in the classroom by the 

teacher/paraprofessional. The lowest 

performing students will receive 

interventions targeted toward their 

specific needs from the math 

interventionist with support from the 

Math Instructional Facilitator 







(K) PROFESSIONAL 


TECHNOLOGY/TEACHERS INVOLVED 

IN DECISION 

MAKING/COORDINATION OF FUNDS: 

The Math Instructional Facilitator will 

provide ongoing, continuous 

mentoring and support the teachers 

in implementing best practices based 

on Common Core Standards. She will 

collaborate with teachers during 

planning times and after school. 

Meetings will focus on analyzing CWT 

data reports to determine which high 

yield strategies are being used as well 

as other areas of need indicated by 

the reports. Common Core Standards 

will be discussed to develop lesson 

plans and create weekly assessments. 

During the development of lesson 

plans, the professional text Hands-On 

Standards will be used as a resource 

to ensure that manipulatives are 

integrated. Ideas for integrating 

technology in the classroom will be 

shared. Math assessments will be 

analyzed and a data wall will be 

developed to track student growth. 



Development 



(K) PROFESSIONAL 

DEVELOPMENT/COLLABORATION: The 

Learning Institute personnel will 

provide guidance for the Math 

Instructional Facilitator to 

continuously monitor and refine the 

vertical and horizontal alignment of 

the curriculum. The collaboration with 

The Learning Institute ensures that all 

GreggYarbrough, 


Sherrell, 

Assistant 

Principal 


Math 

Instructional 

Facilitator; 


Math 

Instructional 

Facilitator 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Performance 

Assessments 

Teachers 

Performance 

Assessments 

Teachers 

Teaching Aids 


Staff 

Outside 

Consultants 

Teachers 




35 of 69 10/11/2012 1:45 PM


Common Core Standards are included 

on the mapping guides that teachers 

use for core instruction. Additionally, 

the Math Instructional Facilitator will 

continue training provided by math 

consultants at Crowley's Ridge 

Educational Service Co-op that 

focuses on Diane Sweeney's work of 

Building Capacity between teachers, 

instructional facilitators, and 

students. 




(K) INSTRUCTION FROM HIGHLY 

QUALIFIED 

TEACHERS/COORDINATION of 

FUNDS/TEACHERS INVOLVED IN 

DECISION MAKING: The curriculum 

will be enhanced and supported by 

the purchase of new instructional 

materials, manipulatives, and 

professional literature containing best 

practices based on current research. 

To accelerate academic performance 

in low performing students and 

kinesthetic learners, tactile materials 

for math instruction will be purchased 

to provide lots of hands-on activities. 




(K) TEACHERS INVOLVED IN 

DECISION MAKING: Materials will be 

purchased to support and enhance 

the social studies and science 

curriculum. A science lab will be 

utilized to facilitate instruction and 

exploration of science under the 

direction of the classroom teacher and 

Math Instructional Facilitator. Tactile 

materials purchased for the science 

lab will give students a hands-on 

approach to exploring the different 

areas of science. Short videos will be 

used in the science lab utilizing the 

SmartBoard to hook the students into 

the lesson when appropriate. 

Activities in the science lab will be 

correlated to the thematic units of 

Common Core. 




(K) TECHNOLOGY: Classroom teachers 

will use SmartBoards, document 

cameras, overhead projectors, iPads 

and airliners to enhance instruction 

during math and support the core 

instruction that is based on Common 

Core Standards. The use of this 

technology will allow teachers to meet 

the needs of visual, kinesthetic, and 

auditory learners through the 

integration of different types of 

media, websites, and materials used 

in conjunction with the document 

camera and SmartBoards. 

Gregg 

Yarbrough, 

Principal 


Math 

Instructional 

Facilitator 

Gregg 

Yarbrough, 


Sherrell, 

Assistant 

Principal 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Teachers 

Teaching Aids 

Computers 

Teachers 

Teaching Aids 

Computers 

Teaching Aids 

PD 

(State-223) 

- Materials & 

Supplies: 

NSLA 

(State-281) 

- Materials & 

Supplies: 

ACTION 

BUDGET: 

NSLA 

(State-281) 

- Materials & 

Supplies: 

ACTION 

BUDGET: 

$2000.00 

$9630.00 

$11630 

$3000.00 

$3000 


36 of 69 10/11/2012 1:45 PM



(K) NEEDS ASSESSMENT: mClass 

Benchmark Math Assessments will be 

given on iPads this school year. 

Students will be given this 

assessment at the beginning, middle, 

and end of the year. Teachers will 

analyze the data from these 

assessments to make adjustments in 

their instruction and provide 

interventions to students based on 

need. 


(K) RECRUITING AND MAINTAINING 


PARAPROFESSIONALS/NEEDS 

ASSESSMENT: 1 @ 1.0 FTE (Lou 

Riggs) paraprofessional will be 

utilized to provide instruction 

individually or in small groups to 

students who did not meet 

benchmark levels on mClass Math 

Assessments. Instruction will be 

based on the needs of the students. 

The Math Instructional Facilitator will 

collaborate with the interventionist. 




(K) PROFESSIONAL DEVELOPMENT: 

Classroom teachers will attend 

workshops that focus on using best 

practices for math instruction; 

Cognitively Guided Instruction (CGI) 

workshops that promote problem 

solving through self-discovery using 

manipulatives; workshops that focus 

on integrating technology into math 

lessons based on Common Core 

Standards. Substitutes contracted 

through SubTeach USA will be 

provided for teachers when necessary. 


Development 

(K) PROGRAM EVALUATION: 1. To 

improve student academic 

performance, the implementation of 

various instructional strategies was 

used in all classrooms. Instructional 

methods include the use of 

manipulatives, exploratory activities, 

and peer teaching, Implementation of 

various math instructional strategies 

using manipulatives with the Harcourt 

Math series in all classrooms has been 

successful. Formal and informal 

observations by the Math 

Instructional Facilitator, principal, and 

JBHM consultant show that teachers 

are using a variety of manipulatives 

and integrating the software 

programs of Starfall and Education 

City into their lessons. 2. To 

determine the degree of effectiveness 

of the implementation of the math 

program, formal and informal 

observations, CWT data, math 

assessment data, and retention data 


Math 

Instructional 

Facilitator 

Gregg 

Yarbrough, 

Principal 

Gregg 

Yarbrough, 


Sherrell, 

Assistant 

Principal 

Gregg 

Yarbrough, 

Principal 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Performance 

Assessments 

Teachers 

Performance 

Assessments 

Teachers 

Teaching Aids 

Outside 

Consultants 


Staff 

Performance 

Assessments 

Teachers 


Title I - 

Employee 

Salaries: 

Title I - 

Employee 

Benefits: 

ACTION 

BUDGET: 

PD 

(State-223) 

- Purchased 

Services: 

ACTION 

BUDGET: 

$17654.00 

$3884.00 

$21538 

$1500.00 

$1500 


37 of 69 10/11/2012 1:45 PM


are used. An identified weakness 

during the 2010-2011 school year 

was the lack of a consistency in math 

vocabulary across the classrooms. To 

strength vocabulary instruction, a set 

of vocabulary word flashcards was 

purchased from Harcourt that aligned 

with the basal. 

3. Math Assessment Data for the 

2011-2012 beginning of year school 

data for kindergarten: 21% Counting 

(low risk) 12% Number 

Indentification (low risk) End of year 

data: 77% Counting (low risk) 61% 

Number Indentification (low risk) 

51% Missing Number (low risk) 39% 

Quantity Discrimination (low risk) The 

data indicates that the students have 

increased in all three areas since last 

year. 

At the end of the 2011-2012 school 

year, teachers had developed a 

greater awareness of the need for 

manipulatives to provide hands-on 

instruction. Academic gains for all 

subtests. During this school year, a 

research-based standardized math 

test has been purchased with the use 

of iPads that assesses rigorous math 

instruction which aligns with Common 

Core Standards. 

4.Eight teachers and the math 

facilitator are enrolled in CGI training. 



Priority 3: 

Supporting 

Data: 

Goal 

Benchmark 

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

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

1. 

2. 

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

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

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

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

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

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

The 2008-2009 data shows, although Blytheville School District was triggered for LRE, the data for 

Blytheville Primary School reveals that 52.4% of the Special Education students receive 80% of 

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

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

District Data, BPS is not triggered in LRE but will continue to monitor. 

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

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

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

more. Therefore, BPS displine does not indicate a triggered area. 

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

triggered area. We will continue to monitor. 

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

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

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

(discipline) of special education students. 

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

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

education students. 

38 of 69 10/11/2012 1:45 PM


Intervention: LEARNING ENVIRONMENT: Implement a comprehensive approach addressing student behavior to 

reduce the number of suspensions in special education. 


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

York, NY: The Guildford Press. 

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

VA: Association and Supervision for Curriculum and Development. 

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

Development. 

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

Conscious teaching Publications. 

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

PA: LRP Publications. 

Actions 

Teachers and administrators will receive 

professional development in order to implement 

positive behavioral interventions with an 

emphasis on subgroups. 


A systematic collection of data will measure 

discipline referrals made by individual teachers 

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

This will be monitored on a monthly basis 

through SWIS. 



RTI teams will conduct a Functional Behavior 

Assessment prior to suspension for recurring 

infractions. 



RTI teams will use the results of Hawthorne 

Adaptive Behavioral Assessment to determine 

strategic interventions within the three domains. 



School-based mental health services will be 

provided to address social and behavior 

management skills. 



Discipline referral data monitored on a monthly 

basis will be used to determine a decrease in 

suspension of special education students. 


PROGRAM EVALUATION for Out of School 

Suspension (discipline): 1. Positive behavioral 

interventions have been implemented 

school-wide for the 2010–2011 school year. 

Professional development will be continued to 

enhance knowledge of research based practices 

in behavior management. 2. Discipline referral 

data will be monitored regularly to determine 

the degree of effectiveness of behavior 

management strategies. 3. Mentors and 

Person 

Responsible 

Jean Cole, Special 

Education 

Director 

Gregg Yarbrough, 

Principal 



Whitaker, 

Counselor; 

Rebecca 

Langston, Special 

Ed Teacher 



Whitaker, 

Counselor; Reyna 

Cunningham, 

Special Ed 

Teacher 


Principal 

Timeline Resources 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Jon Fulkerson, Start: 

Assistant Principal 07/01/2012 

End: 

06/30/2013 



Fulkerson, 

Assistant 

Principal; Reyna 

Cunningham, 

Special Ed 

Teacher 

Start: 

07/01/2012 

End: 

06/30/2013 


Staff 

Teachers 


Computers 



Staff 

Teachers 


Staff 

Teachers 

Outside 

Consultants 

Teachers 


Staff 

Teachers 


Staff 


Teachers 

Source of 

Funds 

ACTION 

BUDGET: $ 

ACTION 

BUDGET: $ 

ACTION 

BUDGET: $ 

ACTION 

BUDGET: $ 

ACTION 

BUDGET: $ 

ACTION 

BUDGET: $ 

ACTION 

BUDGET: $ 

39 of 69 10/11/2012 1:45 PM


principals focused on struggling teachers having 

difficulty in managing classrooms. Peer 

observations and modeling of effective 

classroom management strategies were 

implemented to clear up concerns. 



Priority 4: 

Supporting 

Data: 

Goal 

Benchmark 

All students at the Blytheville Primary School will receive instruction on how to make good choices to live 

a healthy lifestyle through exercise, proper nutrition, and good health habits. 

1. 

2. 

3. 

4. 

5. 

6. 

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

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

screening. 

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

Screening. Two 1st grade students and no 2nd grade students were referred for additional 

screening. 

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

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

as Overweight 17.8% Females Classified as Overweight 26.5% Males Classified as Obese 27.9% 

Females Classified as Obese 

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

45.5% Preschool Females Overweight/Obese 24.1% Kindergarten Males Overweight/Obese 33.6% 



Females Classified as Obese 

During the 2010-2011 school year, Blytheville Kindergarten Center saw a decrease in the number 

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

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

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

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

60.0% Preschool Females Overweight/Obese 53.1% Kindergarten Males Overweight/Obese 40.4% 



Females Classified as Obese Kindergarten Center saw an increase in the number of students 

classified as overweight or obese according to the Body Mass Index in all categories except 

Preschool Males which decreased. 

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

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

and 45.7% of females were overweight or at risk of being overweight. 







School Health Index results for 2007-08 indicated that increased times needed to allocated in all 

schools for physical activity, professional development needed to be provided for all staff and 

physical health and well being issues, and asthma awareness training needed to be provided. 

Most physical activity is through scheduled motor skills classes, the before school walking 

program, and other structured physical activities. 

In the fall of 2011, the results of the Arkansas Prevention Needs Assessment Student Survey are 

included in the Safe and Drug Free School Priority 3 of the Blytheville School District plan. 

All students at the Blytheville Primary School will receive instruction on how to make good choices to live 

a healthy lifestyle through exercise, proper nutrition, and good health habits. 

By the end of the 2012-2013 school year, there will be a 10% decrease of the number of students 

indicated as at-risk on the BMI results. 

Intervention: Promote good nutrition and a healthy lifestyle through various activities at school. 


PL 108-265, June 30, 2004; ADE Nutrition/Physical Activity Standards; Ark Code: 20-7-133, 20-7-134, 20-7-135; 

Reverse the Trends: Create a Healthy School Nutrition Environment for Students, National Food Service Management 

Institute, 2004. 

40 of 69 10/11/2012 1:45 PM


Story, M., Kaphingst, K. M., & French, S. (2006, Spring). 

"The role of schools in obesity prevention." Future of Children, Vol. 16/No.1. Retrieved August 23, 2007, from 

http://futureofchildren.org 

Kumanyika, Shiriki and Grier, Sonya (2006, Spring). "Targeting interventions for ethnic minority and low-income 

populations." Future of Children, Vol. 16/No. 1. Retrieved August 23, 2007 from http://futureofchildren.org 

Krishnamoorthy, J. S., Hart, C., and Jelalian, E. (2006). "The epidemic of childhood obesity: Review of research and 

implications for public policy." Social Policy Report, Volume III, Number II. Retrieved August 23, 2007 from 

http://www.srcd.org/spr.html 

Person 

Actions 

Responsible 

(K-2) Blytheville Primary will implement the district Beverly 

wellness policy as follows: Implement the district Gonzales; 

wellness policy as follows: The health and physical Mary Tyler, 

well-being of our students directly affects their ability Physical 

to learn. Childhood obesity increases the incidence of Education 

adult diseases occurring in children and adolescents Teacher 

such as heart disease, high blood pressure and 

diabetes. The increased risk carries forward into their 

adulthood. Research indicates that a healthy diet and 

regular physical activity can help prevent obesity and 

the diseases resulting from it. It is understood that 

the eating habits and exercise patterns of students 

cannot be magically changed overnight, but at the 

same time, the board of directors believes it is 

necessary to strive to create a culture in our schools 

that consistently promotes good nutrition and physical 

activity. The problem of obesity and inactivity is a 

public health issue. The board is keenly aware that it 

has taken years for this problem to reach its present 

level and will similarly take years to correct. The 

responsibility for addressing the problem lies not only 

with the schools and the Department of Education, but 

with the community and its residents, organizations 

and agencies. Therefore, the district shall enlist the 

support of the larger community to find solutions 

which improve the health and physical activity of our 

students. Parents will also be kept informed of 

improving physical health of the students. The school 

page included in the local newspaper will include tips 

for healthy eating and physical activity to promote 

wellness in the children. Goals: In its efforts to 

improve the school nutrition environment, promote 

student health, and reduce childhood obesity, the 

district will adhere to the Arkansas Rules Governing 

Nutrition and Physical Activity Standards in Arkansas 

Public Schools. Adhering to these Rules will include, 

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

district school health coordinator and a coordinator for 

each building, who shall be responsible for ensuring 

that each school fulfills the requirements of this 

policy; 2. Implement a grade appropriate nutrition 

education program that will develop an awareness of 

and appreciation for nutrition and physical activity 

throughout the curriculum; 3. Enforce existing 

physical education requirements and engage students 

in healthy levels of vigorous physical activity; 4. Strive 

to improve the quality of physical education curricula 

and increase the training of physical education 

teachers with all PE teachers being licensed in 

physical education; 5. Follow the Arkansas Physical 

Education and Health Education Frameworks in grades 

K-12; 6. Not use food or beverages as rewards for 

academic, classroom or sports performances; 7. 

Ensure that drinking water is available without charge 

to all students; 8. Establish class schedules, and bus 

routes that don't directly or indirectly restrict meal 

access; 9. Provide students with ample time to eat 

their meals in pleasant cafeteria and dining areas; 10. 

Establish no more than nine (9) school wide events 


Start: 

07/01/2012 

End: 

06/30/2013 


Teachers 

Source of 

Funds 

ACTION 

BUDGET: $ 

41 of 69 10/11/2012 1:45 PM


which permit exceptions to the food and beverage 

limitation established by Rule. The schedule of the 

events shall be by school, approved by the principal, 

and shall be part of the annual school calendar; 11. 

Abide by the current allowable food and beverage 

portion standards; 12. Meet the more stringent of 

Arkansas' or the U.S. Department of Agriculture's 

Nutrition Standards for reimbursable meals and a la' 

carte foods served in the cafeteria; 13. Restrict access 

to vended foods, competitive foods, and foods of 

minimal nutritional value (FMNV) as required by law 

and rule; 14. Conform new and/or renewed vending 

contracts to the content restrictions contained in the 

Rules and reduce district dependence on profits from 

the sale of FMNV. 15. Provide professional 

development to all district staff on topics of nutrition 

and/or physical activity including CPR training for 

individuals in each school, training for prevention of 

teen suicide, sexual abuse, and child maltreatment, 

and diabetic awareness including the use of glucagon; 

16. Utilize the School Health Index available from the 

Center for Disease Control (CDC) to assess how well 

the district is doing at implementing this wellness 

policy and at promoting a healthy environment for its 

students. Advisory Committee to enhance the 

district's efforts to improve the health of our students, 

a School Nutrition and Physical Activity Advisory 

Committee (SNPAAC) shall be formed at each school 

in addition to the district committee. The district 

committee including a board member, a community 

representative, a parent, a student, representatives 

from each building, the director of food services, and 

district administrators will meet quarterly. The 

SNPAAC shall have the powers and responsibilities 

delegated to it by statute and Rule. The overarching 

goal of the committee shall be to promote student 

wellness by monitoring how well the district is doing 

at implementing this policy. The SNPAAC shall use 

modules 1, 2, 3, 4, and 8 of the CDC's School Health 

Index as a basis for assessing each school's progress 

toward meeting the requirements of this policy. The 

results of the annual assessment shall be included in 

each school's ACSIP, provided to each school's 

principal, and reported to the board. Adopted: April 

24, 2006 The updated plan with new committee 

members was approved by the school board on May 

21, 2012. 

Action Type: Wellness 

(1-2) Students will participate in guided activities 

during motor skills to promote fitness. 


(1-2)Students will participate in 30 minutes per day 

(or 150 minutes per week) of physical activities. 


(1-2) Continue the before school walking/exercise 

program to promote wellness. 


(1-2) Set a school-wide limit of 9 days where food can 

be used for rewards or treats. The days will be set by 

the principal. 


Mary Tyler, 

Physical 

Education 

Teacher 

Jon 

Fulkerson, 

Assistant 

Principal; 

Mary Tyler, 

Physical 

Education 

Teacher 

Jennifer 

Bennett , 

2nd Grade 

Teacher 

Jon 

Fulkerson, 

Assistant 

Principal 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Teaching Aids ACTION 

BUDGET: $ 

Teachers 

Teachers 

ACTION 

BUDGET: $ 

ACTION 

BUDGET: $ 

ACTION 

BUDGET: $ 

42 of 69 10/11/2012 1:45 PM


Each school year, all kindergarten and second grade 

students at Blytheville Primary will receive an annual 

assessment of body mass index (BMI) as required by 

ACT 201. Results of the BMI will be tracked each year. 


(1-2) PROGRAM EVALUATION for Wellness Priority 1. 

The School Health Index and BMI completed in 

appropriate grades are used to determine areas 

needed for improvement. The building wellness 

committee members monitor implementation of the 

strategies for students becoming healthier and 

physically fit. 2. To ensure implementation of the 

wellness policy, regular meetings are held by the 

wellness committee composed of representation from 

each school, district administrators, community 

representative, and the food services director. Menus 

are reviewed and adjustments are made as needed. 3. 

Students are impacted by the implementation of the 

wellness policy by being provided nutritious meals at 

breakfast and lunch, and scheduled physical activity 

which in turn helps the students be more ready to 

learn by being physically fit. 


(1-2) The P.E. coach will serve on the district wellness 

committee which promotes health awareness. 



(1-2) Students will learn about making healthy 

choices by participating in drug awareness activities 

during Red Ribbon Week in October and during 

monthly counseling classes. 


Rhonda 

Hodges, 

School 

Nurse; Marc 

Sherrell, 

Assistant 

Principal 

Gregg 

Yarbrough, 

Principal; 

Mary Tyler, 

Physical 

Education 

Teacher; 

Rhonda 

Hodges, 

School Nurse 

Mary Tyler, 

Physical 

Education 

Teacher 

John 

Whitaker, 

Counselor 

(1-2) Various screenings including BMI, vision, Gregg 

hearing, and scoliosis are done annually at the Yarbrough, 

appropriate grade levels. The wellness and good Principal 

health of students has an impact on their academic 

performance. Parents are notified of the findings of the 

screenings. 



All kindergarten students will participate in a wellness 

day that promotes the need for a healthy lifestyle 

through physical exercise. 


During physical education classes, the instructor will 

continue to implement the walking curriculum for all 

kindergarten students to meet the state goal of 

walking a mile in 30 minutes or less. 


The instruction in the physical education classes will 

be aligned with the curriculum contained in the 

Arkansas Physical Education and Health Curriculum 

Framework for K-2. 



Instruction in the Science Lab will encourage the 

students to make healthy choices by providing them 

with opportunities to learn about nutrition, weather 

and the appropriate attire for each season, brushing 

Gregg 

Yarbrough, 

Principal; 

Marc 

Sherrell, 

Assistant 

Principal 

Beverly 

Gonzales, 

Physical 

Education 

Teacher 

Beverly 

Gonzales; 

Mary Tyler, 

Physical 

Education 

Teachers 

Diane 

Jenkins, 

Math 

Instructional 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 


Teachers 


Staff 


Teachers 


Staff 


Teachers 

Teachers 


Staff 


Teachers 

Teachers 

Performance 

Assessments 

Teachers 

ACTION 

BUDGET: $ 

ACTION 

BUDGET: $ 

ACTION 

BUDGET: $ 

ACTION 

BUDGET: $ 

ACTION 

BUDGET: $ 

ACTION 

BUDGET: $ 

ACTION 

BUDGET: $ 

ACTION 

BUDGET: $ 

Teachers 

Teaching Aids ACTION 

BUDGET: $ 

43 of 69 10/11/2012 1:45 PM


teeth, etc. 


Appropriate professional development to promote the 

wellness and safety of our students will include 

updated training in CPR, training for teen suicide, 

sexual abuse, glucagon training, and child 

maltreatment. 



Facilitator; 

Diane 

Jenkins, 

Math 

Instructional 

Facilitator 

Gregg 

Yarbrough, 

Principal 

Start: 

07/01/2012 

End: 

06/30/2013 


Staff 


Outside 

Consultants 

Teachers 

ACTION 

BUDGET: $ 


Priority 5: 

Supporting 

Data: 

Goal 

Benchmark 

All students at Blytheville Primary School will learn to make good choices daily to create a positive 

learning environment with support from parents and community leaders. 

1. 

2. 

Data from the third year of implementation 2011-2012 indicates: 

80.7% Students with 0 major referrals 

9.9% Students with 1 major referral 

8.43% Students with 2-5 major referrals 

1.77% Students with 6+ major referrals 

Total Major Referrals by Problem Behavior 

14.7% Physical Aggression 

30.8% Disrespectful 

16.1% Disruption 

23.2% Fighting 

No minor referrals The percentage of students with major referrals decreased. The areas to that 

will be a main focus during the 2012-2013 will be Disrespect and Fighting. 

Data from the second year of implementation 2010-2011 indicates: 

80% Students with 0 major referrals 

10% Students with 1 major referral 

10% Students with 2-5 major referrals 

.009% Students with 6+ major referrals 




.07% Disruption 

.65% Bullying 

Total Minor Referrals by Problem Behavior 

4.23% Disrespect 


.20% Disruption 

1.24% Inappropriate language 

Data from the first year of implementation 2009-2010 indicates: 

87.72% Students with 0 major referrals 

8.12% Students with 1 major referral 

3.56% Students with 2-5 major referrals 

0.59% Students with 6+ major referrals 


36.1% Pysical Aggression 



6.5% Bullying 

Total Minor Referrals by Problem Behavior 

46.6% Disrespect 



6.7% Inappropriate language 

Blytheville Primary School will actively engage parents and community leaders to form partnerships 

with the administrative staff, teachers, and students, resulting in fewer discipline referrals and a more 

positive school climate. 

By the end of the 2012-2013 school year, there will be a 10% decrease in the number of student 

incident reports and office referrals and there will be an increase in positive parent perception of our 

school. 

44 of 69 10/11/2012 1:45 PM


Intervention: LEARNING ENVIRONMENT: Implement a safe and positive school climate for students and parents. 

Scientific Based Research: Desforges, Charles and Alberto Abouchaar. "The impact of parental involvement, parental 

support and family education on pupil achievements and adjustment: A literature review." Dept. for Education and 

Skills Retrieved August 19, 2009, from http://www.dfes.go.uk/research 

Horner, R.H., Sugai, G., Todd, A.W., & Lewis-Palmer, T.(2005). School-Wide Positive Behavior Support: An 

Alternative Approach to Discipline in Schools. In L.Bambara & L. Kern (Eds.), Positive Behavior Support. New York: 

Guilford Press. 

Crone, D.A., Horner, R.H., & Hawken, L.S. (2001). The Behavior Education Program (BEP) Handbook: A School's 

Systematic Guide to Responding to Chronic Problem Behavior. Unpublished Manuscript, University of Oregon. 

Ingram, K. (2002). Comparing Effectiveness of Intervention Strategies that are based on functional behavior 

assessment information and those that are contra-indicated by the assessment. Unpublished doctoral dissertation. 

Eugene: University of Oregon. 

Marzano, Robert J., (2003). What works in schools, translating research in action. Alexandria, VA:Association for 

Supervision and Curriculum Development. 

Myers, C.L., & Holland, K.L. (2000). Classroom Behavioral Interventions: Do teachers consider the function of the 

behavior? Psychology in the Schools, 37(3), 271-280. 

Nakasato, J. (2000). Data-based decision making in Hawaii's behavior support effort. Journal of Positive Behavior 

Interventions, 2 (4). 

Scott, T.M.(2001). A school-wide example of positive behavioral support. Journal of Positive Behavioral Interventions, 

3, 88-94. 

Skiba, R.J. (2002). Special Education and school discipline: A precarious balance. Behavioral Disorders, 27 (2), 

81-97. 

Sugai, G. & Horner, R.H. (2002). The Evolution of Discipline Practices: school-wide positive behavior supports. Child 

& Family Behavior Therapy, 24 (1/2) p. 23-50. 

Actions 

(K-2) PARENTAL ENGAGEMENT: (D) 

PROCESS FOR RESOLVING PARENTAL 

CONCERNS: A student handbook will be 

provided to all students so that parents can 

understand the district/school process in 

resolving concerns. Updates are made 

annually with parental involvement. 

(supplemental to Act 397). 


(1-2) PARENTAL ENGAGEMENT: (B)PARENT 

INVOLVEMENT MEETINGS/(A) PARENT 

INFORMATIONAL 

PACKETS/(I)DEVELOPMENTALLY 

APPROPRIATE LEARNING ACTIVITIES/ 

(J)PARENTAL ASSISTANCE: Promote 

literacy and math activities in the home by 

demonstrating activities dealing with oral 

reading fluency, comprehension, 

vocabulary, listening skills, problem solving, 

and number sense through family nights. 

Parents will receive brochures, pamphlets, 

and informational packets containing 

materials that will assist them in helping 

their child's learning at home. 

Parent/community leaders will be invited to 

read to classes during the school year. 

Materials and supplies will be purchased as 

needed for activities such as but not limited 

to Fellowship with Families, Family Movie 

Night, Snack and Yak, Science Fair, Fine 

Arts' Nights, Chili Supper Musical, PTO, etc. 





(K-2) PARENTAL ENGAGEMENT: A parent 

compact will be completed by the student, 

parent, teacher, and principal at the 

Person 

Responsible 

Gregg 

Yarbrough, 

Principal 

Rachel 

Redican , 

Parent 

Facilitator; 

Marvin 

Walker, Music 

Teacher; 

Tracy 

Plunkett; 

Rachel 


Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 


Staff 

Teachers 

Teachers 


Title I - 

Materials 

& 

Supplies: 

ACTION 

BUDGET: 

$5550.00 

$5550 


Staff ACTION BUDGET: $ 

45 of 69 10/11/2012 1:45 PM


beginning of the school year. The compact 

includes: 1.) the school’s responsibility to 

provide high quality curriculum and enables 

Title I children to meet Arkansas’s academic 

achievement standards; 2.) how parents 

will be responsible for supporting their 

children’s learning, such as monitoring 

attendance, homework completion, 

television watching, volunteering in their 

child’s classroom, participating in decisions 

relating to their child’s education and 

positive use of extracurricular time; and 3.) 

the importance of establishing ongoing, 

good communication between teachers and 

parents through parent-teacher conferences 

to discuss individual student progress 

discussing the child’s achievement, frequent 

progress reports to families on student 

academic progress, and reasonable access 

to staff and opportunities to volunteer, 

observe and participate in classroom 

activities. 




(K-2) PARENTAL ENGAGEMENT (2B): 

Opportunities will be provided to involve 

parents in enhancing their child's learning 

and to utilize the parent centers at BPS and 

at the district office. Materials that focus on 

oral reading fluency, comprehension, 

vocabulary, listening skills, problem solving, 

and number sense will be available. 




(K-2) Parents and community members are 

involved in the ongoing planning and 

reviewing of the Parental Involvement Plan 

on an annual basis. (supplemental to Act 

397) 


(K-2)BUILDING PARENTAL CAPACITY: 

PROFESSIONAL DEVELOPMENT: Three hours 

of Parental involvement professional 

development will be provided. 





BUILDING PARENTAL CAPACITY: Students 

will be recognized at the end of each nine 

week grading period for academic 

achievement, good citizenship and perfect 

attendance. (supplemental to Act 397). 


(1-2) PARENTAL ENGAGEMENT: (G)PARENT 

FACILITATOR: A building parent facilitator 

will coordinate activities that encourage 

parental involvement in student academic 

achievement through activities such as but 

not limited to Fellowship with Families, 

Family Movie Night, Science Fair, Fine Arts' 

Redican, 

Parent 

Involvement 

Facilitators 

Rachel 

Redican, 

Parent 

Facilitator 

Tracy 

Plunkett; 

Rachel 

Redican, 

Parent 

Facilitators; 

Jon 

Fulkerson, 

Assistant 

Principal 

Rachel 

Redican, 

Parent 

Facilitator 

John 

Whitaker, 

Counselor 

Rachel 

Redican, 

Parent 

Facilitator 

06/30/2013 District Staff 

Teachers 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 


Staff 

Teachers 


Staff 


Teachers 





Teachers 

Teachers 



46 of 69 10/11/2012 1:45 PM


Nights, Chili Supper Musical, PTO, etc. 




(K-2)PARENTAL ENGAGEMENT: (F)PTA/PTO: 

Teachers and parents will have the 

opportunity to form a PTA/PTO which will 

further enhance the education of students 

through various activites such as but not 

limited to Homework Night and Fellowship 

with the Family, etc. (supplemental to Act 

397) 



(1-2) BUILDING PARENTAL CAPACITY: Host 

a beginning of school year Open House and 

invite parents to learn about the school's 

annual goals. (supplemental to ACT 397). 


(K-2) PROGRAM EVALUATION: 1. To 

evaluate community and parental 

involvement, sign-in sheets and surveys are 

used for all activities which involved 

parents, guardians, grandparents, and 

community leaders. Surveys are completed 

after various functions throughout the 

school year and analyzed by the Parent 

Facilitator. The Parent Facilitator keeps 

records of positive parent contacts made by 

teachers monthly. All of this documentation 

shows that actions are being implemented 

to increase parent and community 

involvement. 

2. Surveys for family nights, Parent-Teacher 

Conferences, and a school perception survey 

are used to evaluate the effectiveness of the 

intervention. The number of monthly 

positive parent contacts was tabulated each 

month by the teachers and given to the 

Parent Facilitator. During PTO meetings, 

parents were given the opportunity to share 

any information or voice their opinions. 

3. The 2010-2011 Family Night sign-in 

sheets showed an increase in parental 

participation. Most of the activities centered 

on skills that would improve the child's 

academic performance at school. During the 

2011-2012 school year, parents/community 

leaders were invited to visit the school 

during special days such as Grandparent's 

Day, National Family Literacy Day, Dr. Seuss 

Day, etc. During the 2012-2013, all actions 

will continue to be implemented to increase 

parent and community involvement. 





(1-2) BUILDING PARENTAL CAPACITY: 

Teachers will maintain regular, two-way 

communication with parents through the 

use/purchase of parent communicators, 

classroom newsletters, e-mail, and any 

other form of communication convenient to 

that process. Each month teachers will 

make positive contacts with parents. Data 

on these contacts will be maintained and 

Tracy 

Plunkett; 

Rachel 

Redican, 

Parent 

Facilitators 

Gregg 

Yarbrough, 

Principal 

Gregg 

Yarbrough, 

Principal; 

John 

Whitaker, 

Counselor 

Jon 

Fulkerson, 

Assistant 

Principal; 

Rachel 

Redican, 

Parent 

Involvement 

Facilitator 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 


Staff 

Community 

Leaders 


Teachers 


Staff 


Teachers 


Staff 

Community 

Leaders 

Teachers 

Computers 

Teachers 




Title I - 

Materials & 

Supplies: 

ACTION 

BUDGET: 

$700.00 

47 of 69 10/11/2012 1:45 PM 

$700


forwarded to the district parent facilitator. 

The staff will recognize the importance of 

effective communication, value and utilize 

contributions of parents. Information will be 

sent out in practical language that parents 

can understand. (supplemental to Act 397) 





(1-2) Community Stakeholders will be 

invited to be involved in the education of 

students through activities such as but not 

limited to: reviewing and planning for 

ACSIP, adopt a class, class readers, career 

day, etc. (supplemental to Act 397) 



(K-2) PARENTAL ENGAGEMENT:(H) TWO 

PARENT/TEACHER CONFERENCES ARE 

REQUIRED: All teachers will meet with 

parents of each student at least once a 

semester through parent/teacher 

conferences. If a student requires an 

AIP/IRI, the parent and teacher will develop 

it at this time. Other types of conferences 

will be scheduled as needed. (supplemental 

to Act 397) 





(1-2) A local dentist, Dr. Tommie 

Westbrook, will assist the school with any 

materials needed to enhance the education 

or behavior of student performance. 



(K-2)The Back-to-School Bash will be used 

to engage and connect students, teachers, 

parents and community stakeholders in a 

positive manner. The Bash will offer a broad 

range of activities that will engage all 

parties and help meet student needs as well 

as establish a positive rapport between the 

school and home. Materials and supplies will 

be purchased to promote and enable this 

event's success. (Supplemental to Act 397) 



(K-2)School Messenger notification system 

will be used to connect with parents via 

phone to provide emergency alerts and 

upcoming event notifications. School 

Messenger will enhance the school's ability 

to communicate regularly with parents 24 

hours a day, in multiple languages using 

voice messages. (Supplemental to Act 397) 



(2)TRANSITION: The transition for second 

grade students will be made easier by 

allowing the students to tour the Central 

Elementary School at the end of the current 

school year. 

Gregg 

Yarbrough, 

Principal; 

Rachel 

Redican, 

Parent 

Facilitator 


Principal; 

Susanne 

McDowell, 

First Grade 

Teacher; 

Whitney 

Thrash, First 

Grade 

Teacher 

Diane 

Jenkins, Math 

Instructional 

Facilitator; 

Paige Hawks, 

Second 

Grade 

Teacher 


Assistant 

Principal 

Jon 

Fulkerson, 

Assistant 

Principal 

Gregg 

Yarbrough, 

Principal; 

Rachel 

Redican; 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Community 

Leaders 

Teachers 


Staff 

Performance 

Assessments 

Teachers 

Community 

Leaders 

Teaching Aids 


Staff 

Community 

Leaders 


Teachers 


Staff 

Computers 



Staff 

Community 

Leaders 




Title I - 

Materials 

& 

Supplies: 

ACTION 

BUDGET: 

$4000.00 

$4000 

Title I - 

Purchased $1761.00 

Services: 

ACTION 

BUDGET: 

Title I - 

Materials & 

Supplies: 

$1761 

$250.00 

48 of 69 10/11/2012 1:45 PM


(K-2)Step-Up Night will be provided to 

improve parent and student transition from 

one grade and building to the next. Parents 

and students will learn about the academic 

expectations as well as the extra-curricular 

activities offered for that particular grade 

and building. Faculty and staff introductions 

will also be made, and parents and students 

will be given the opportunity to tour the 

building and speak with the faculty and 

staff. Parents and students will be provided 

with a transition kit that may include books 

for summer reading, math projects as well 

as other academic content practice 

opportunities for the summer. 

(Supplemental to Act 397) 



(K) PARENTAL ENGAGEMENT will be 

encouraged with the use of positive 

approaches to promote a climate of high 

expectations through interactions with the 

school counselor (supplemental to ACT 

397). 



(K) PARENTAL ENGAGEMENT (1b/2b/2d): 

Parent Involvement Meetings such as 

National Family Day, DEAR Day, Family 

Nights, etc. will be coordinated by the 

Parent Facilitator and implemented with the 

help of all staff members. During these 

events, parents will be encouraged to 

participate in activities that provide 

materials and training to help them work 

with their child at home to increase 

academic achievement in math and literacy 




(K)PARENTAL ENGAGEMENT (2b/2f): A 

Parent Resource Center located in the 

kindergarten library at Blytheville Primary 

School will provide resource materials 

available for check-out. The literacy and 

math materials provided will allow parents 

to work with their child to reach proficiency 

on various academic skills. Parents may 

request additional materials and training to 

use those materials. A welcome area has 

been established for parents/guardians to 

visit during school hours (supplemental to 

ACT 397). 



(K) PARENTAL ENGAGEMENT (1a): 

INFORMATIONAL PACKETS are distributed 

to the parents/guardians of all students 

during kindergarten registration each school 

year. Instructional materials for literacy 

included in the packets are an alphabet 

chart, a handwriting movements guide, and 

nursery rhyme booklets to increase the 

child's vocabulary. Instructional materials 

for math include shape blocks, a number 

chart, and number cards (supplemental to 

ACT 397). 


Tracy 

Plunkett, 

Parental 

Involvement 

Facilitators 

John 

Whitaker, 

Counselor 

Tracy 

Plunkett, 

Parent 

Involvement 

Facilitator 

Tracy 

Plunkett, 

Parent 

Involvement 

Facilitator 

Tracy 

Plunkett, 

Parent 

Involvement 

Facilitator 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 


Teachers 

Teachers 


Staff 

Teachers 

Teaching Aids 

ACTION 

BUDGET: 

$250 


Title I - 

Materials 

& 

Supplies: 

ACTION 

BUDGET: 

$1000.00 

$1000 

Teaching Aids ACTION BUDGET: $ 


Staff 

Teaching Aids 


49 of 69 10/11/2012 1:45 PM



(K)PARENTAL ENGAGEMENT (1g): One 

certified faculty member will serve as a 

PARENT FACILITATOR and ensure 

compliance with ACT 397. Her duties will 

include planning Family Nights, Dr. Seuss 

Day activities, Family Literacy Day, 

Grandparents' Day, and various activities 

that involve parents in their child's 

education. 



(K-2))PARENTAL ENGAGEMENT (1c): A 

VOLUNTEER RESOURCE BOOK is maintained 

with current data for Blytheville Primary 

School to mainstream the process of 

enlisting volunteers by matching volunteer 

interests with the needs of the school 



(K) PARENTAL ENGAGEMENT (1j/2b/2f): 

Instruction to parents on incorporating 

developmentally appropriate learning 

activities for literacy in the home 

environment are provided by the on-site 

Literacy Instructional Facilitator. Materials 

are supplied to the parent/guardian to take 

home to assist his/her child's academic 

learning. Classroom teachers are 

encouraged to refer parents of low 

performing students to the Literacy 

Instructional Facilitator (supplemental to 

ACT 397). 



(K)PARENTAL ENGAGEMENT will be 

encouraged through school music programs, 

assemblies, birthday celebrations, good 

citizen recognition, student of the month, 

etc. (supplemental to ACT 397). 


(K) A grant from the Northeast Arkansas 

Area on Aging allowed policemen, firemen, 

and senior citizens the opportunity to visit 

our school on the Friday prior to the 

anniversary of 9/11. They read a book about 

heroes to each classroom of students and 

discussed what it meant to be a hero. We 

will emphasize diversity. Then they donated 

the books to the school library for students 

to checkout. 


(K) BUILDING PARENTAL CAPACITY: 

Teachers will maintain regular, two-way 

communication with parents through the 

use/purchase of parent communicators, 

classroom newsletters, e-mail, and any 

other form of communication convenient to 

that process. Each month teachers will 

make positive contacts with parents. Data 

on these contacts will be maintained and 

forwarded to the district parent facilitator. 

The staff will recognize the importance of 

effective communication, value and utilize 

contributions of parents. Information will be 

sent out in practical language that parents 

can understand. (supplemental to Act 397) 

Gregg 

Yarbrough, 

Principal 

Tracy 

Plunkett, 

Parent 

Involvement 

Facilitator 

Anita Self 

and Diane 

Jenkins, 

Literacy & 

Math 

Instructional 

Facilitators 

Gregg 

Yarbrough, 

Principal; 


Assistant 

Principal 

Tracy 

Plunkett, 

Parent 

Involvement 

Facilitator 

Tracy 

Plunkett, 

Parent 

Involvement 

Facilitator 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 



Community 

Leaders ACTION BUDGET: $ 

Teachers 

Teaching Aids 


Staff 

Teachers 

Community 

Leaders 

Teaching Aids 




Computers 


50 of 69 10/11/2012 1:45 PM







Intervention: Implementation of a safe and positive school environment that is conducive to learning. 

Scientific Based Research: Barrett, S., Bradshaw, C., & Lewis-Palmer, T. (2008). Maryland state-wide PBIS initiative. 

Journal of Positive Behavior Interventions, 10, 1005-114. 

Blonigen, B., Harbaugh, W., Singell, L., Horner, R.H., Irvin, L., & Smolkowski, K. (2008). Application of economic 

analysis to school-wide positive behavior support programs. Journal of Positive Behavior Interventions. 

Chapman, D., & Hofweber, C., (2000). Effective behavior support in British Columbia. Journal of Positive Behavior 

Interventions, 2(4), 235-237. 

Colvin, G., & Fernandez, E., (2000). Sustaining Effective Behavior Support Systems in an Elementary School. Journal 

of Positive Behavior Interventions 2(4), 251-253. 

Marzano, Robert J., (2003). What works in schools, translating research into action. Alexandria, VA:Association for 

Supervision and Classroom Development. 

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

CA:Conscious Teaching Publications 

Actions 

(K-2) The PBIS team will meet regularly 

to analyze the data. The data will 

determine which students need targeted 

behavior intervention. 

ASU will provide training for the PBIS 

team when needed. 




(1-2) Schoolwide behavior expectations 

called "cool tools" are based on 

observation of student behaviors inside 

and outside of the classroom. 

Expectations for positive behaviors are 

taught and reinforced daily through 

positive reinforcements. 



Person 

Responsible 

Michelle 

Hepler, PBIS 

Coach; Gregg 

Yarbrough, 

Principal; 

Lavonda 

Newsome, 

PBIS Coach 

Michelle 

Hepler, PBIS 

Coach; Gregg 

Yarbrough, 

Principal 

(K-2)PROGRAM EVALUATION: 1. The PBIS Gregg 

program is continuing to be implemented. Yarbrough, 

Cool tools which detail the expected Principal 

model behaviors are taught weekly. 

Teachers and support staff give "chick 

tickets" to students who exhibit model 

behavior throughout the school day. A 

store is opened bi-monthly for students to 

purchase items with their "chick tickets". 

The SWIS Data System is used to track 

discipline referrals by problem behavior. 

As observed by the principal and staff, 

student behavior has improved each year 

with the implementation of PBIS. 

2. . The SWIS data system is used to 

pinpoint discipline problems which need 

to be addressed or re-taught: students 

with frequent or reoccurring discipline 

problems; number of referrals by 

individual teachers. 

3. This is the fourth year for the PBIS 

program. Data will be collected and 

analyzed at the end of the school term to 

determine the impact of the program on 

student behavior. The data for the 

previous three years indicates that most 

of the problems are disrespect, 


Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Outside 

Consultants 

Teachers 

Teachers 


Staff 

Community 

Leaders 

Computers 

Teachers 

Title I - 

Purchased 

Services: 

ACTION 

BUDGET: 

$550.00 

$550 



51 of 69 10/11/2012 1:45 PM


disruptions, and fighting. Cool tools which 

address those behaviors will be taught 

several times during the 2012-2013 

school year 






(K-2) Host the Blytheville Leadership 

Group during the group's educational tour 

and promote community involvement 

within the school. 


(K-2)A SWIS Data Collection system will 

be provided to track discipline by referral, 

teacher, location, behavior, and time 

which will enable us to provide specific 

feedback so students can improve in 

math and literacy. 




(K-2) A Behavior Matrix will be placed in 

the hallways and cafeteria as a reminder 

of the expected behaviors for PBIS. 




(K-2) Students will participate in various 

activities during monthly counseling 

classes and events such as Red Ribbon 

Week to promote a safe and drug free 

school. 


(K-2) SCHOOLWIDE REFORM STRATEGY: 

Continue to implement Positive 

Behaviorial Intervention and Support 

(PBIS) to provide intervention and 

support to troubled students. The Social 

Skills Rating System will be used to 

obtain a more complete picture of 

students' social behaviors. The 

information will be used to help plan 

appropriate behavior interventions. 

Materials will be purchased to promote 

positive behavior school wide that will 

influence achievement in math and 

literacy. 




(K) Materials and supplies will be 

purchased to recognize the student's 

positive behavioral choices during the 

entire school year to create a positive 

climate throughout the school building. 



Assistant 

Principal 

John Whitaker, 

Counselor; 

Lavonda 

Newsome, 

PBIS Coach 

Michelle 

Hepler; 

Lavonda 

Newsome, 

PBIS Coaches 


Counselor, 

Marc Sherrell; 

Assistant 

Principal 

Michelle 

Hepler; 

Lavonda 

Newsome, 

PBIS Coaches 

Gregg 

Yarbrough, 


Sherrell, 

Assistant 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 


Staff 

Community 

Leaders 

Teachers 


Staff 

Computers 

Teachers 


Staff 

Computers 

Teachers 

Teaching Aids 


Staff 

Teachers 


Staff 

Teachers 

Teaching Aids 


Staff 

Teaching Aids 


Title I - 

Purchased 

Services: 

ACTION 

BUDGET: 

$600.00 

$600 



Title I - 

Materials 

& 

Supplies: 

ACTION 

BUDGET: 

Title I - 

Materials 

& 

Supplies: 

ACTION 

BUDGET: 

$9500.00 

$9500 

$1250.00 

$1250 


Priority 6: 

To increase student achievement in the four tested areas of listening, speaking, reading, and writing as 

assessed by the English Language Development Assessment (ELDA) for English Language Learners (ELL). 

52 of 69 10/11/2012 1:45 PM


Supporting 

Data: 

Goal 

Benchmark 

1. 

2. 

3. 

ELDA for Spring 2012 5 kindergarten students were tested Data results (5 = Fully English 

Proficient; 1 = Pre-Functional) Less than 1% Level 5, 80% in Level 4, 20% in Level 2. 

The ELDA data revealed the greatest level of proficiency was in Listening followed by Speaking, 

Writing, and Reading, with Reading Comprehension being the lowest area, more strategies need to 

be used to help students derive meaning from what is read. 

The Spring ELDA 2012 data indicates that in grade one, four students scored level 4, one at level 3, 

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 

revealed the greatest level of proficiency was in listening followed by speaking, writing, and then 

reading. 

ELDA for Spring 2011 5 kindergarten students tested Data results (5 = Fully English Proficient; 1 = 

Pre-Functional) 0% Level 5 in Listening 80% Level 4 in Listening 40% Level 5 in Speaking 0% Level 

4 in Speaking 0% Level 5 or 4 in Reading 0% Level 5 or 4 in Writing 0% Level 5 or 4 in 

Comprehension After analyzing the data for the last 3 years, it was noted that the Spring 2011 

scores were the lowest for ELDA testing in 3 years. Fewer students were tested which had some 

impact on the scores. In the Spring 2010, 47% of students in listening, 20% of students in 

reading, 33% of students in writing, and 20% of students in comprehension were fully English 

proficient compared to 0% on all of these subtests in Spring 2011. Speaking was the only subtest 

which showed students being fully English proficient in Spring 2011. A teacher who is trained in 

ELL instruction has been added to the staff. 

In 2011, there were a total of 11 first grade English Language Learners. 91% scored proficient in 

listening, speaking, reading, comprehension, and 82% were proficient in writing. In second grade, 

there were a total 7 English Language Learners. 86% scored proficient in listening, 43% in 

speaking, 57% in reading, 29% in writing, and 57% in comprehension. 

ELDA for Spring 2010 15 kindergarten students tested. Data results: 47% Fully English Proficient in 

Listening 53% Fully English Proficient in Speaking 20% Fully English Proficient in Reading 33% 

Fully English Proficient in Writing 20% Fully English Proficient in Comprehension 

In 2010, there were a total of 7 first grade English Language Learners. 43% scored proficient in 

listening, reading, and comprehension and 14% in speaking, and 0% in writing. In second grade, 

there were a total of 7 English Language Learners. 86% scored proficient in listening, 100% in 

speaking, 43% in reading, 71% in writing, and 43% in comprehension. 

All English Language Learner students will demonstrate an improvement in their knowledge of vocabulary 

words which will directly impact their comprehension skills and increase their FEP (Fully English Proficient) 

score in listening, speaking, reading, and writing. 

Blytheville Primary School (BPS) will increase the number of English Language Learners scoring Fully 

English Proficient (FEP) by 10%. 

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

development for both regular education and special education teachers to place and maintain English Language 

Learners in the regular class. 


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

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

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

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

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

Hill, Jane D., Ann Flynn, Kathleen M. (2006). Classroom Instruction That Works with English Language Learners. 

Alexandria, Virginia: Association for Supervision and Curriculum Development. 

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

Lee, J.F. & VanPatten. (1995). Making Communicative Teaching Happen. New York: McGraw Hill. 

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

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

Tomlinson, Carol Ann. (2001). How to Differentiate Instruction in a Mixed Ability Classroom (Second Edition). 

Alexandria, Virginia: Association for Supervision and Curriculum Development. 

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

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

Actions 

(1-2) Materials will be used for teachers, 

tutors and counselors working with ELL 

students to promote proficiency in literacy 

and math. 


Person 

Responsible 


Principal; 

Missy Bullard, 

First Grade 

Teacher; 


Start: 

07/01/2012 

End: 

06/30/2013 

Outside 

Consultants 

Teachers 

ELL 

(State-276) 

- Materials 

& Supplies: 

$213.00 

53 of 69 10/11/2012 1:45 PM


Action Type: Equity Heather Ward, 

Second Grade 

Teacher 

(K-2)Explicit vocabulary instruction will 

continue to be used during shared reading 

and the read-aloud to develop the oral 

language skills of English Language 

Learners. Other activities such as sorting 

centers, use of listening centers to hear 

books on tape, and use of manipulatives 

during literacy instruction will increase the 

vocabulary of students. 


(1-2) PROGRAM EVALUATION: 1. All 

students classified as English Language 

Learners will be assessed in the areas of 

listening, speaking, reading, and writing 

which will also measure their level of 

comprehension. They will be given the 

English Language Development Assessment 

(ELDA). 

2. The data from the ELDA will be used to 

determine if the strategies incorporated into 

the daily instruction is successful in 

increasing the vocabulary and oral language 

development of the students classifed as 

English Language Learners. 

3. The decrease in percentages from 

previous years on the listening, speaking, 

reading, and writing tests of ELDA indicates 

that groups of students have been exposed 

to the English language more than others. 

Each year's instruction has to be aligned to 

the student's specific needs. 


(1-2) The school district has hired a social 

worker to act as a liason between the 

translator, the schools, and the ELL 

students and parents. 


(1-2) The Blytheville School District 

oversees and coordinates the ELDA (English 

Language Development Assessment) as 

part of ACTAAP which measures yearly 

growth of all ELL students. 

(1-2) Reading comprehension instruction 

will continue to be used during the literacy 

block with an emphasis on comprehension 

strategies to help students derive meaning 

from what is read. 

Rosetta Stone software will continue to be 

utilized in the kindergarten computer lab 

and on student computers in each 

classroom for all English Language Learner 

students to help students transition from 

their native language to English. 




Assistant 

Principal 

John 

Whitaker, 

Counselor 


Assistant 

Principal 


Assistant 

Principal 

Gregg 

Yarbrough, 


Fulkerson, 

Assistant 

Principal; 

Anita Self, 

Literacy 

Instructional 

Facilitator 

Gregg 

Yarbrough, 


Sherrell, 

Assistant 

Principal 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Teachers 

Teaching 

Aids 

Performance 

Assessments 

Teachers 

Teachers 

Performance 

Assessments 

Teachers 

Teachers 

Computers 

ACTION 

BUDGET: 

$213 







54 of 69 10/11/2012 1:45 PM


Kindergarten classrooms with English 

Language Learner students will continue to 

use Smart Talk Card Readers with various 

sets of vocabulary cards for oral language 

development. 



K-2 classrooms will use purchased pictures 

of objects with the name of the object to 

help increase the vocabulary and 

comprehension of all students. 


The Blytheville School District has hired an 

English as a Second Language Coordinator 

to oversee the ELL program. 


Anita Self, 

Instructional 

Facilitator 

Anita Self, 

Instructional 

Facilitator 

Jean Cole, 

Director of 

Support 

Services; 

Gregg 

Yarbrough, 

Principal 

(K) Materials will be purchased for teachers, Gregg 

tutors, and paraprofessionals working with 

ELL students to promote academic 

proficiency by increasing the child's 

vocabulary and comprehension of words and 

terminology. 



(K) PROGRAM EVALUATION: 1. The 

intervention for all students classified as 

English Language Learners is being 

implemented as evidenced by the 

observations of the Instructional 

Facilitators, principal, and JBHM consultant. 

Explicit vocabulary instruction is used 

throughout the literacy block in shared 

reading, read-aloud, and guided reading. 

Listening centers, computer programs, and 

Smart Talk Card Readers are used to 

develop vocabulary. Labels with pictures are 

used in classrooms. 2. Students classified 

as English Language Learners are assessed 

in the areas of listening, speaking, reading, 

and writing which will also measure their 

level of comprehension. They are given the 

English Language Development Assessment 

(ELDA). 3. Activities which focus on 

vocabulary building skills will be purchased 

to increase these scores this year. A 

certified teacher who has been trained in 

teaching ELL students has been added to 

the kindergarten staff and will be used as 

resource to help develop explicit instruction 

for ELL students. THE ELDA data revealed 

the greatest level of proficiency was in 

Listening followed by Speaking, Writing, 

and Reading. With Reading Comprehension 

being the lowest area, more strategies need 

to be used to help students derive meaning 

from what is read. 


Yarbrough, 


Sherrell, 

Assistant 

Principal 

Gregg 

Yarbrough, 


Sherrell, 

Assistant 

Prinicipal 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Teaching 

Aids ACTION BUDGET: $ 

Teachers 

Teaching 

Aids 




Computers 

Teachers 

Teaching 

Aids 




Priority 7: 

BPS will implement restructuring actions consistent with state law that improve academic achievement. 

JBHM has been contracted as the school improvement specialist and will provide embedded professional 

development in best practice, high yield strategies, and interpreting and analyzing test data. Blytheville 

Primary School is a feeder school to Central Elementary. A new principal and assistant principal were 

appointed to CES for the 2011-2012 school year. 

55 of 69 10/11/2012 1:45 PM


Supporting 

Data: 

Goal 

Benchmark 

1. 

2. 

3. 

4. 

A new principal and assistant principals were appointed to BPS for the 2012-2013 school year. 

Blytheville Kindergarten has combined with Blytheville Primary which allows for only one LEA 

number. 

2011-2012: Blytheville Primary School was in School Improvement Year 6 (SD-6) as a feeder 

school to Central Elementary School and was in the restructuring stage. 

In 2009 Central Elementary School contracted with JBHM to work along side with administration 

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

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

teacher joined the regular education teacher in the classroom to assist in providing extra instruction 

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

tutoring program was executed. A Central Elementary School leadership team was formed that 

includes stake-holders. Blytheville Primary School implemented Accelerated Reader for all students 

to assist with comprehension. The Read Naturally program was implemented to assist struggling 

readers with fluency and comprehension. A Blytheville Primary School leadership team was formed 

that consisted of stake-holders and school staff. 

In 2010-2011, BPS contracted to work with JBHM to reinforce the use of best teaching practices in 

the classrooms. BPS also added a struggling learning consultant to identify and provide remediation 

strategies as well as a teacher mentor consultant. JBHM consultants as well as administrators used 

focus walk data to plan appropriate professional development. 

In 2011-2012 . BPS continued to work with JBHM to reinforce best teaching practices in the 

classroom. Once again, the obstacle of teacher turn over had to be addressed with the hiring of two 

new second grade teachers and six new first grade teachers. Six are first year teachers. A new 

assistant principal was hired. An Instructional Focus and Data Team was developed to enhance 

student performance by analyzing data in math and literacy on a regular basis. 

In 2012-2013 Blytheville Primary School will consist of preK through second grade. The 

Kindergarten Center has combined with the Blytheville Primary School to become one school. A new 

principal and two assistant principals have been hired. BPS will continue to work with JBHM to 

reinforce best teaching practices in the classroom. An instructional focus and data team will 

continue to analyze data in math and literacy on a regular basis to enhance student performance. A 

team of first and second grade teachers are developing a curriculum using the Common Core 

Standards. This is a work in progress while using the curriculum during the school year. 

In 2009-2010, 19.0% of special education students were proficient in literacy. The three year 

average indicates that 9.6% of special education students were proficient in literacy on the 

Benchmark. The data shows that special education students between the year 2009-2010 showed a 

decline of 9% in literacy. In 2010-2011 the data shows an improvement of 10% in literacy. 

However this percentage of students is not high enough to meet AYP. The weakest area in literacy 

over the three year period is practical passages-open response and literary and content passagemultiple 

choice in 3rd grade. Since there were no content subskills or skill clusters reported, the 

weakest area in first and second grade could not be determined. 

SCHOLASTIC AUDIT: According to the 2011 Scholastic Audit Report; the percentage of indicators in 

each standard for the following performance levels was reported: 4-Exemplary level of development 

and implementation 3-Fully functional and operational level of development and implementation 

2-Limited development or partial implementation 1-Little or no development of implementation 

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

Classroom Evaluation/Assessment: 74% performance level 1, 13% performance level 2, 13% 

performance level 3 Standard 3- Instruction: 25% performance level 1, 62% performance level 2, 

13% performance level 3 Standard 4- School Culture: 27% performance level 1, 64% performance 

level 2, 9% performance level 3 Standard 5- Student,Family, and Community Support: 100% 

performance level 2 Standard 6- Professional Growth, Development, and Evaluation: 17% 

performance level 1, 75% performance level 2, 8% performance level 3 Standard 7: Leadership: 

55% performance level 1, 45% performance level 2 Standard 8: School Organization and Physical 

Resources: 30% performance level 1, 70% performance level 2 Standard 9: Comprehensive and 

Collective Planning: 56% performance level 1, 44% performance level 2 

The combined population and all subpopulations at Central Elementary School will meet AMO on the 

benchmark exams. 

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

(BPS is the feeder school for CES.) 

Intervention: The restructuring option for Blytheville Primary is to contract with JBHM consulting group for 

2012-2013 for 72 days. The consultant will be used as the school improvement specialist to provide embedded 

professional development for teachers, best practices teaching strategies, analyzing data, and increase student 

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

and efficiency. 


Brown-Chidsey, Rachel, Louise Bronaugh, and Kelly McGraw (2009) RTI in the Classroom Guidelines and Recipes for 

Success. The Guilford Press. 

56 of 69 10/11/2012 1:45 PM


Chapman, C. King, R. (2003) Differentiated instructional strategies for reading in the content areas. 

Gregory, Gallel and Carolyn Chapman. (2002) Differentiated instructional strategies - one size doesn't fit all. 

Tomlinson, Carol A. (2001) How to differentiate instruction in mixed ability classrooms. 2nd edition. 

Zemelman, S. Daniels, H., Hyde. A. (1988) Best practice - new standard for teaching and learning in america's 

schools. 2nd edition 

Person 

Actions 

Responsible 

ACADEMIC PERFORMANCE (1): Teachers will work Gregg 

collaboratively to develop performance tasks and Yarbrough, 

assessments to measure progress toward standards. Principal 

Collaborative planning time will focus on using and 

developing rubrics as well as analyzing student 

work. After analysis, teachers will maintain 

documentation of student work that meets 

standards. The Instructional Focus and Data Team 

will utilize the data to improve instruction through 

resources and instructional programs. The content 

and sequence of a fully aligned curriculum will 

promote mastery of learning as well as eliminate 

gaps and overlaps. SCHOLASTIC AUDIT- STANDARD 

2: ACADEMIC PERFORMANCE pg. 13 of 83 




ACADEMIC PERFORMANCE (2): The math and 

literacy instructional facilitators will analyze the 

item-by-item components of the ITBS, DIBELS 

benchmark assessments, and TLI test results to 

determine the needs in student academic 

performance. The Instructional Focus and Data 

Team will determine our school improvement plan 

through the following secondary indicators: student 

absenteeism, excessive tardy rates, discipline 

problems from SWIS data, and teacher 

absenteeism. After reviewing last year's data, we 

found the weakest literacy area in first and second 

grades was vocabulary and grammar. The math 

data revealed the weakest area in first is algebraic 

thinking and second grade was number properties 

and operations. 



Gregg 

Yarbrough, 

Principal 

ACADEMIC PERFORMANCE (3): After analyzing last Gregg 

year's data, we found the weakest literacy areas in Yarbrough, 

first and second grades was vocabulary and 

Principal 

language(subject/verb agreement). The math data 

revealed the weakest area in first grade was 

algebraic concepts and second grade's weakest area 

is Number Properties and Operations. The special 

education and black subpopulations scored the 

lowest in literacy and math skills on the ITBS. The 

following secondary indicators will be monitored for 

growth: student absenteeism, excessive tardy rates, 

discipline problems from SWIS data, and teacher 

absenteeism. SWIS data will be reviewed regularly 

to monitor discipline issues. A data wall will be used 

to track student growth and progress in math and 

literacy using Renaissance Learning. The district has 

established an incentive program to encourage 

regular daily teacher attendance. SCHOLASTIC 

AUDIT-STANDARD 4: LEARNING ENVIRONMENT pg. 

28 of 83 



Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Outside 

Consultants 

Teachers 

Teachers 

Computers 

Performance 

Assessments 

Teachers 

Source of 

Funds 

ACTION 

BUDGET: $ 

ACTION 

BUDGET: $ 

ACTION 

BUDGET: $ 

57 of 69 10/11/2012 1:45 PM


ACADEMIC PERFORMANCE (4): The implementation 

of targeted research-based practices will meet the 

specific needs of the special education and black 

subpopulations. Special education students will 

receive literacy and math instruction in the regular 

classroom as well as the special education 

classroom. Utilization of Marzano’s Nine High-Yield 

Strategies during the instructional block for literacy 

and math will help to increase subpopulation scores. 

Using the backward design, a literacy Common Core 

curriculum for first and second grade teachers is 

being developed. All teachers will use the explicit 

teaching model that includes the explanation, 

modeling, guided practice,independent practice, 

intervention, and enrichments to teach the lessons. 

Teacher lesson plans will reflect the use of best 

practices and strategies. We will continue to 

implement interventions through the RTI process to 

ensure the subpoplulation of black students have 

access to high quality instruction, are supported, 

and served early and effectively. The RTI team will 

document the progress on the student's RTI folder. 

The team will answer the four guiding questions in 

determining the intervention: Problem 

Identification--What is the Problem? Problem 

Analysis--Why is it occurring? Intervention 

Design—What are we going to do about it? 

Response to Intervention—Is it working? The 

following interventions will be used: Reading 

Interventionists, Zoom-In, Read Naturally, Thinking 

about Reading and Math, Barton Reading and 

Spelling System, STAR Reading, STAR Early 

Literacy, Accelerated Reader, i-Ready, Math 

Interventionists, Math Facts in a Flash, Accelerated 

Math, and STAR Math by Renaissance Learning. 

SCHOLASTIC AUDIT- STANDARD 2: ACADEMIC 

PERFORMANCE pg. 14 of 83 

SCHOLASTIC AUDIT- STANDARD 7:EFFICIENCY pg. 

47 of 83 



ACADEMIC PERFORMANCE(5): Standards-based 

assessments will be used frequently to assess 

student learning. DIBELS Benchmark Assessments 

and Progress Monitoring Assessments aligned with 

the Common Core Standards track student growth. 

Student skill levels determine how often these 

assessments are used. TLI math assessments that 

target specific skills from the Common Core 

Standards will assess student mastery and teach 

students test-taking strategies. In 2012-2013, a 

progress monitoring assessment from Wireless 

Generation mClassmath will be used to assess 

student mastery. Teachers also use informal 

assessments daily to assess student mastery. Data 

gathered from assessments are used to drive the 

instruction. 


ACADEMIC PERFORMANCE (6): Additional time on 

task provided by the classroom teacher, classified 

interventionists, certified interventionists offer 

reinforcement of skills to promote mastery in 

literacy and math when needed. The classroom 

teacher,classified interventionist, and certified 

interventionist will reinforce skills in small assisted 

group instruction to low academic performing 

students in each classroom. The students that 

master the skills in whole group instruction receive 

Regina Evans, 

Sp. Ed. 

Teacher; 

Reyna 

Cunningham, 

Sp. Ed. 

Teacherl 

Gregg 

Yarbrough, 

Principal 


Assistant 

Principal; 

Halley Gillen, 

First Grade 

Teacher; 

Wesley Ann 

Freemyer, 

Second Grade 

Teacher 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Computers 

Outside 

Consultants 

Teachers 

Computers 

Performance 

Assessments 

Teachers 

Computers 

Performance 

Assessments 

Teachers 

Teaching Aids 

ACTION 

BUDGET: $ 

ACTION 

BUDGET: $ 

ACTION 

BUDGET: $ 

58 of 69 10/11/2012 1:45 PM


enrichment through academic learning centers, 

computer based programs, and/or teacher directed 

enrichment groups. 



LEARNING ENVIRONMENT (2): Through Normes and 

The Learning Institute, AIP's and IRI's will be 

developed in a timely manner. 





Assistant 

Principal 

LEARNING ENVIRONMENT (3): School district Gregg 

personnel and contracted consultants provide Yarbrough, 

intensive focused on-going professional 

Principal 

development throughout the school year on how to 

analyze and effectively use data. The JBHM 

consultant provides professional development as 

needed. The instructional facilitators will be trained 

by the Crowley's Ridge Co-op when appropriate. The 

information will be shared with classroom teachers. 




LEARNING ENVIRIONMENT (4): All teachers will 

have individual professional growth plans based 

upon student data and classroom observations. The 

plans are reviewed by the principal and assistant 

principal as needed to ensure student achievement 

needs are being met. During the year 2012-2013, 

the Primary School will be in phase I of TESS 

(Teacher Excellence and Support System), a 

statewide evaluation system. 

SCHOLASTIC AUDIT- STANDARD 6: LEARNING 

ENVIRONMENT pg. 41 of 83 



LEARNING ENVIRONMENT(5): The literacy and 

math instructional facilitators will receive training at 

the Crowley's Ridge Co-op as needed. 



EFFICIENCY(1): The principals and instructional 

facilitators will complete classroom walkthroughs 

each week. The data will be analyzed to determine 

areas of weakness with a focus on Marzano's High 

Yield Strategies and shared with teachers in a 

timely manner. The principals and JBHM consultant 

will conduct focus walks and analyze the data to 

monitor classroom instruction. SCHOLASTIC AUDIT- 

STANDARD 2: ACADEMIC PERFORMANCE pg. 13 of 

83 




Gregg 

Yarbrough, 

Principal 

Gregg 

Yarbrough, 

Principal 

Gregg 

Yarbrough, 

Principal 

EFFICIENCY(2): BPS Instructional Focus and Data Gregg 

Team meetings are held regularly to discuss the Yarbrough, 

progress of the school improvement plan and to Principal 

review data. During these meetings and staff 

meetings, teacher input is requested in order to 

allow everyone a positive role in raising the 

standards of teaching and student achievement. 

Reports of progress are given to the superintendent 

at district leadership meetings and through reports 

compiled by the JBHM consultant. The 

superintendent reports the progress to the school 

board. 

SCHOLASTIC AUDIT- STANDARD 9: EFFICIENCY pg. 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Computers 

Performance 

Assessments 

Teachers 


Staff 

Computers 

Outside 

Consultants 

Performance 

Assessments 

Teachers 


Staff 

Teachers 

Outside 

Consultants 

Teachers 


Staff 

Computers 

Teachers 


Staff 


Teachers 

ACTION 

BUDGET: $ 

ACTION 

BUDGET: $ 

ACTION 

BUDGET: $ 

ACTION 

BUDGET: $ 

ACTION 

BUDGET: $ 

ACTION 

BUDGET: $ 

59 of 69 10/11/2012 1:45 PM


62 of 83 


EFFICIENCY (5): BPS (1-2) participated in a 

Scholastic Audit in the Spring of 2011 (Feb. 

27-March 4). BPS (Kdgn) participated in a 

Scholastic Audit in the fall of 2012. BKC, BPS, CES 

plans are for three years. 



EFFICIENCY (3): Teachers, parents, and community 

members are a part of the ACSIP planning process 

and meet throughout the year to hear updates on 

the actions. The Blytheville District Leadership Team 

held a Peer Review of ACSIP on September 24, 

2012. 



Gregg 

Yarbrough, 

Principal 

Gregg 

Yarbrough, 

Principal 

EFFICIENCY (4): Policies, procedures and practices Gregg 

are reviewed prior to and throughout the school year Yarbrough, 

to determine which could present barriers to all Principal 

students' achievement. Barriers are identified 

through actions such as the review of the Student 

Handbook and referring to "Teaching with Poverty in 

Mind" and on-going parental involvement 

professional development. 




PROGRAM EVALUATION: (1) To ensure that the Gregg 

restructuring actions are implemented, the JBHM Yarbrough, 

consultant and the principals will complete focus Principal 

walks to monitor the integration of instructional 

strategies into the lessons. The principals will 

complete classroom observations and provide 

feedback to teachers. Data from assessments and 

observations will be tracked by teachers, principals, 

JBHM consultants and instructional facilitators. The 

building administrators and instructional facilitators 

will also do regular CWT's. Data will be reviewed 

and appropriate professional development provided 

as needed. 

(2) Instructional Focus and Data Team meetings will 

be held to review the data collected. Classroom 

focus walks will be conducted and the data 

monitored to track the implementation of the best 

practices using instructional strategies. Data walls 

will be reviewed with appropriate interventions 

discussed. Regular RTI (Response to Intervention) 

meetings will be held to analyze data and to insure 

student success in the classroom. 

(3) The data was reviewed and updated regularly 

throughout the school year. Agendas and minutes 

were maintained from the leadership and 

collaboration meetings. At the end of the year, all of 

the data was reviewed and appropriate actions and 

revisions were planned. 



LEARNING ENVIRONMENT: Blytheville Primary 

School has contracted with school improvement 

specialist to provide intensive focused on-going 

professional development throughout the school 

year on how to analyze and effectively use data to 

increase academic performance in literacy and 

math. The JBHM consultant provides professional 

development as needed. 


Gregg 

Yarbrough, 

Principal 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 


Staff 

Community 

Leaders 


Teachers 


Staff 

Computers 

Teachers 


Staff 

Outside 

Consultants 

Teachers 

Computers 

Teachers 

Computers 

Outside 

Consultants 

Performance 

Assessments 

Teachers 

ACTION 

BUDGET: $ 

ACTION 

BUDGET: $ 

ACTION 

BUDGET: $ 

ACTION 

BUDGET: $ 

ACTION 

BUDGET: $ 

60 of 69 10/11/2012 1:45 PM









EFFICIENCY: A clear vision and mission statement 

needs to be collaboratively developed and 

understood by all stakeholders, leadership, and staff 

which should be the driving force for all decision 

making. SCHOLASTIC AUDIT- STANDARD 9: 

EFFICIENCY pg. 64 of 83 






EFFICIENCY: All staff working through teams, will 

review the current ACSIP plan to expand their 

understanding of how it is a living document which 

contributes to continuous improvement. 

SCHOLASTIC AUDIT- STANDARD 9: EFFICIENCY pg. 

64 of 83 



Gregg 

Yarbrough, 

Principal 

Anita Self, 

Literacy 

Instructional 

Facilitator; 


Math 

Instructional 

Facilitator 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Community 

Leaders 

Teachers 


Staff 

Teachers 

ACTION 

BUDGET: $ 

ACTION 

BUDGET: $ 


Intervention: Blytheville Primary School first and second grade will implement a 45 - 60 day action plan to help 

improve academic performance that will result in helping the school make AMO. 

Scientific Based Research: Jenson, E. (2009). Teaching with poverty in mind. 

Marzano, R. (2009). Setting the record straight. 

Preuss, P. (2003). Schools leaders guide to root cause analysis: using data to dissolve problems. Teachscape. 

(2009/2010). 

Classroom walkthrough: A process for outcomes-based instructional improvement (Version 3.0) San Francisco, 

California: Teachscape Publishing/Arkansas Department of Education. 

Actions 

Teachers will implement Marzano's High Yield 

Strategies through the use of the literacy 

Common Core curriculum. The curriculum was 

developed with the High Yield Strategies at the 

forefront. 



A certified reading interventionist has been hired 

at BPS to help identify and remediate struggling 

learners in the first grade. The interventionist will 

pull small groups of students for interventions 

and help direct the teachers in activities to help 

the learners. Baseline data will be gathered and 

the growth will be reviewed regularly to direct 

the interventions. 





To accelerate learning and meet all students’ 

needs, RTI (Response to Intervention) meetings 

will be held individually with each 1st and 2nd 

grade teacher to guide decisions needed for 

changes in instruction or individual student goals 

for low performing students. 


Person 

Responsible 

Gregg 

Yarbrough, 

Principal 

Susie Marshall, 

Reading 



Counselor, Marc 

Sherrell; 

Assistant 

Principal 


Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Performance 

Assessments 

Teachers 

Performance 

Assessments 

Teachers 


Staff 

Computers 


Outside 

Consultants 

Source of 

Funds 

ACTION 

BUDGET: $ 

ACTION 

BUDGET: $ 

ACTION 

BUDGET: $ 

61 of 69 10/11/2012 1:45 PM






To help students focus, a daily bellringer and/or 

“Wake Up Brain” activity will be completed at the 

start of each class period. 



An experienced paraprofessional will be used at 

BPS to help identify and remediate struggling 

learners in math. The interventionist will pull 

small groups of students for interventions and 

help direct the teachers in activities to help the 

learners. Baseline data will be gathered and the 

growth will be reviewed regularly. 




EVALLUATION: BPS will meet in professional 

learning communities. CWT/Ilert data will help in 

measuring the effectiveness of the High Yield 

Strategies. To monitor student growth, data will 

be collected and monitored to direct the 

interventions in literacy and math. RTI meetings 

will be held to discuss test data, current 

interventions, progress monitoring, behavior 

issues, and/or classroom data. A plan of action 

for students not making sufficient gains will be 

created. ITBS scores given at the end of the year 

should increase by doing "Wake Up Brain" 

activities, and a daily bell ringer. These are state 

released test items. 




Anita Self, 

Literacy 

Instructional 

Facilitator 


Math 

Instructional 

Facilitator 

Gregg 

Yarbrough, 

Principal 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Performance 

Assessments 

Teachers 

Performance 

Assessments 

Teachers 

Computers 

Performance 

Assessments 

Computers 

Performance 

Assessments 

Teachers 

Teaching Aids 

ACTION 

BUDGET: $ 

ACTION 

BUDGET: $ 

ACTION 

BUDGET: $ 


Intervention: Enhance the quality and effectiveness of the school improvement plan by contracting the services of a 

consultant with JBHM to provide embedded professional development and academic improvement strategies to help 

the school meet AMO. The State Specialty Team will continue to provide additional support while communicating 

with the consultant to ensure a comprehensive intervention. 

Scientific Based Research: Clay, Marie M. (2001). Change over time in children's literacy development. Portsmouth, 

NH: Heineman. 

Daniels, Harvey, Bizar, Marilyn (2005). Teaching the best practice way, methods that matter, K-12, Portland, ME: 

Stenhouse Publishers. 

Knight, Jim (2007). Instructional Coaching, A partnership approach to improving instruction. Thousand Oaks, CA: 

Corwin Press. 

Marzano, Robert J., Pickering, Debra J., Pollock, Jane E. (2001). Classroom instruction that works, research-based 

strategies for increasing student achievement, Alexandria, VA: ASCD. 

Marzano, Robert J. (2003). What works in school, translating research into action, Alexandria, VA: ASCD. 

Vaughn, Sharon, Linan-Thompson, Sylvia (2004). Research-based methods of reading instruction, grades K-3, 

Alexandria, VA: ASCD. 

York-Barr, Jennifer, Sommers, William A., Chere, Gail S. (2001). Reflective Practice to Improve Schools, an action 

guide for educators, Thousand Oaks, CA: Corwin Press. 

Actions 

(K) ACADEMIC PERFORMANCE (1): To 

ensure that each student experiences a 

rigorous curriculum aligned to the Common 

Core Standards, The Learning Institute (TLI) 

assisted our academic facilitators in 

developing curriculum maps to guide math 

and literacy instruction. The JBHM 

Consultant is examining our vertical and 

horizontal alignment of the curriculum to 

ensure that instruction is on grade level and 

Person 

Responsible 

Gregg 

Yarbrough, 

Principal 


Start: 

07/01/2012 

End: 

06/30/2013 


Staff 

Computers 

Outside 

Consultants 

Teachers 


62 of 69 10/11/2012 1:45 PM


that there are no gaps in the instruction. 

Formative and summative assessments are 

aligned to the curriculum. 




(K) ACADEMIC PERFORMANCE (2): Data 

from DIBELS Next Benchmark Assessments, 

DIBELS Progress Monitoring Assessments, 

Qualls Early Learning Inventory, Math 

mClass Benchmark Assessments , and Math 

Progress Monitoring Assessments is 

analyzed throughout the school year. 

Renaissance STAR Early Literacy diagnostic 

assessments will be used in the computer 

lab at different intervals throughout the 

school year to pinpoint areas of student 

weaknesses in phonological awareness. The 

Leadership Team analyzes the data during 

monthly meetings and discusses possible 

students who need to be tracked using a 

RTI with input from the classroom teacher. 

Classroom teachers collaborate weekly to 

discuss their student data and ways to 

improve student academic performance by 

using research based strategies. The 

Instructional Facilitator meet with the 

interventionists regularly to discuss lessons 

based on the student’s needs and level of 

academic performance. Analysis by the 

school staff and JBHM consultant of 

secondary indicators such as a high rate of 

student absenteeism, excessive tardy rates, 

high mobility, discipline problems from 

SWIS data, etc, result in actions designed to 

curtail these problems. During the current 

year, these actions include professional 

development (review of principles of 

Teaching With Poverty in Mind, Respecting 

Cultural Differences by D. Harris), PBIS, and 

notes addressing the problem to the 

parents/guardians of the students. 


(K) ACADEMIC PERFORMANCE (3): Analysis 

of the data revealed that the SI Student 

subpopulation scored lowest in literacy skills 

on the IOWA standardized assessment. The 

item-by-item analysis revealed that the 

whole student population performed the 

lowest on reading words using picture cues. 

One of the lowest subtests was the 

Vocabulary which has always been a weak 

area for our students due to low SES. Slight 

gains in vocabulary are being made each 

school year but it still remains a focal point 

of instruction throughout the day. To 

monitor for growth, each classroom teacher 

uses DIBELS Next Progress Monitoring 

portfolios that contain trajectories to track 

student gains bi-monthly or monthly 

depending on the student’s scores. The 

Literacy Instructional Facilitator will assist 

classroom teachers in the creation of 

assessments for the current school year that 

assesses specific skills that data analysis 

has revealed to be the lowest. The SI 

student subpopulation scored lowest in 

math skills on the IOWA. The lowest subtest 

was determined to be Problem Solving with 

Gregg 

Yarbrough, 

Principal; 

Marc 

Sherrell, 

Assistant 

Principal 

Gregg 

Yarbrough, 

Principal; 

Marc 

Sherrell, 

Assistant 

Principal 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 


Staff 


Outside 

Consultants 

Performance 

Assessments 

Teachers 


Performance 

Assessments ACTION BUDGET: $ 

63 of 69 10/11/2012 1:45 PM


single-step operations being the lowest 

scoring item under that category for the 

item-by-item analysis. However, the lowest 

scoring item on the whole assessment was 

one-to-one correspondence in the Number 

Properties & Operations subtest. This item 

was also low across the nation as shown by 

the national percentile listed. The Math 

Benchmark assessments revealed that all 

students scored lowest in next number 

fluency. The Math Instructional Facilitator 

will assist classroom teachers in the creation 

of classroom assessments to monitor 

student growth. The tracking of each 

student’s attendance and discipline data will 

determine if it is a contributing factor to a 

student’s lack of academic growth. An 

assessment wall used during Leadership 

Meetings and teacher collaboration will track 

the classroom and student growth in 

reading readiness skills and math skills. 



(K) ACADEMIC PERFORMANCE (4): The 

implementation of targeted research-based 

practices will meet the specific needs of the 

subpopulations. Utilization of Marzano’s Nine 

High-Yield Strategies during the instruction 

block for literacy and math will increase 

subpopulation scores. All teachers will use 

the explicit teaching model that includes the 

explanation, modeling, guided practice, and 

independent practice. Teacher lesson plans 

will reflect the use of best practices and 

strategies to teach the lesson. 

(K) ACADEMIC PERFORMANCE (5): 

Assessment of student learning will be 

frequent with standards-based assessments. 

DIBELS Next Benchmark Assessments and 

Progress Monitoring Assessments aligned 

with the state standards track student 

growth. Student skill levels determine how 

often these assessments are used. Teachercreated 

literacy assessments that target 

specific skills aligned with Common Core 

Standards will be used to assess student 

mastery and teach students test-taking 

strategies. Beginning this year, mClass 

math screening assessments and progress 

monitoring assessments will be used to 

assess foundational math skills. 


(K) ACADEMIC PERFORMANCE (6): 

Additional time on task provided by the 

classroom teacher, paraprofessional 

interventionists, and certified interventionist 

offers reinforcement of skills to promote 

mastery. The classroom teacher reinforces 

skills taught in whole group instruction 

during small assisted group instruction to 

the lowest academic performing students in 

each classroom. The students that master 

the skills in whole group instruction receive 

enrichment during small assisted group 

instruction. The paraprofessional also 

provides interventions for the same skills to 

the lowest performing students. Those 

students classified as “At Risk” after taking 

Gregg 

Yarbrough, 

Principal; 

Marc 

Sherrell, 

Assistant 

Principal 

Gregg 

Yarborugh, 

Principal; 

Marc 

Sherrell, 

Assistant 

Principal 

Gregg 

Yarbrough, 

Principal; 

Marc 

Sherrell, 

Assistant 

Principal 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Teachers 

Teachers 

Teachers 

Teaching Aids 




64 of 69 10/11/2012 1:45 PM


the DIBELS Benchmark Assessments receive 

small group instruction with a 

interventionist outside the regular classroom 

in addition to the interventions provided in 

the regular classroom. Students that do not 

meet the benchmark on the math 

assessment receive interventions from a 

math paraprofessional interventionist. 



(K) LEARNING ENVIRONMENT (2): Due to 

the usage of DIBELS Progress Monitoring 

Assessments, an IRI is used for all students 

needing an academic improvement plan in 

literacy since it is aligned with our 

curriculum and assessments. All IRIs and 

math AIPs are posted on-line on the 

NORMES website. 



(K) LEARNING ENVIRONMENT (3): School 

district personnel and contracted 

consultants provide intensive focused 

on-going professional development 

throughout the school year. A consultant will 

provide a whole day's PD on using Student 

Response Systems with the SmartBoard to 

instruct, assess, remediate. Instructional 

facilitators for literacy and math provide 

professional development throughout the 

school year based on the needs of the 

teachers. The JBHM consultant provides 

professional development in afterschool 

meetings in areas of need. 


(K)LEARNING ENVIRONMENT (4): Teachers 

will develop professional development plans 

based on needs identified by themselves, 

principal evaluations, and JBHM consultant 

evaluations. 


(K) LEARNING ENVIRONMENT (5): The 

Instructional Facilitator will begin facilitator 

training presented by Crowley's Ridge 

Cooperative Specialists. They have enrolled 

for year three training to continue the 

process of implementing a quality 

instructional model based on building 

capacity in the whole school. The focus will 

be on student data. 


(K) EFFICIENCY (1): The principal and 

Instructional Facilitator, will complete at 

least 4 Classroom Walkthroughs (CWT) 

daily. CWT data will be analyzed to 

determine areas of weakness. The principal 

and JBHM consultant will analyze focus walk 

data to determine areas of weakness that 

need to be addressed. 


(K) EFFICIENCY (2): BKC Leadership 

Meetings are held at least once a month to 

discuss the progress of the school 

improvement plan. During these meetings 

and staff meetings, teacher input is 

requested in order to allow everyone a 

Gregg 

Yarborugh, 

Principal; 

Marc 

Sherrell, 

Assistant 

Principal 

Gregg 

Yarborugh, 

Principal; 

Marc 

Sherrell, 

Assistant 

Principal 

Gregg 

Yarbrough, 

Principal; 

Marc 

Sherrell, 

Assistant 

Principal 

Gregg 

Yarbrough, 

Principal; 

Marc 

Sherrell, 

Assistant 

Principal 

Gregg 

Yarbrough, 

Principal; 

Marc 

Sherrell, 

Assistant 

Principal 

Gregg 

Yarbrough, 

Principal; 

Marc 

Sherrell, 

Assistant 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Performance 

Assessments ACTION BUDGET: $ 


Outside 

Consultants 

Teachers 


Staff 


Outside 

Consultants 



Outside 

Consultants ACTION BUDGET: $ 


Staff 

Outside 

Consultants 


Staff 


Outside 

Consultants 



65 of 69 10/11/2012 1:45 PM


positive role in raising the standards of 

teaching and student achievement. Reports 

of progress are given at District Leadership 

Meetings and through reports compiled by 

the JBHM consultant. 



(K) EFFICIENCY (3): Parents were notified 

at Open House that kindergarten has 

received the classification of being out of 

Whole School Intensive Improvement Year 

6. Additionally, letters were mailed to all 

parents in their native language explaining 

this fact. 

(K) EFFICIENCY (4): All policies, procedures 

and practices were reviewed to determine 

which could present barriers to all students' 

achievement. To lower discipline problems, 

PBIS was continued this school year. 

Students with excessive tardies receive 

notes for parents reiterating the time that 

school begins in the morning. 


(K) A consultant was contracted through 

JBHM for 36 school days to provide support 

in refining the curriculum to ensure that all 

instruction is based on best practices and is 

rigorous. 




(K)PROGRAM EVALUATION: 1. To ensure 

that the restructuring actions are 

implemented, the JBHM consultant and/or 

principal will complete focus walks, iLERT 

reports, and CWTs to monitor the 

integration of instructional strategies into 

the lessons. Data will be analyzed by the 

JBHM consultant, principal, instructional 

facilitators, and teachers to determine 

trends and areas of weaknesses/strengths. 

Professional development based on school 

needs will be scheduled. 2. Leadership 

meetings, literacy meetings, math 

meetings, and staff meetings are held to 

review the data collected. During 

collaboration, best practices are discussed 

and appropriate interventions planned. 3. 

Instructional decisions were based on 

findings from the data as evidenced by the 

reduction in the number of retainees for the 

2010-2011 school year. Six students were 

retained for the 2010-2011 school year 

compared to 22 students retained at the 

end of the 2009-2010 school year. 1 @ 1.0 

FTE certified literacy interventionist was 

added for the 2010-2011 school year to 

increase academic gains in literacy. 


Gregg 

Yarbrough, 

Principal; 

Marc 

Sherrell, 

Assistant 

Principal 

Gregg 

Yarbrough, 

Principal; 

Marc 

Sherrell, 

Assistant 

Principal 

Gregg 

Yarbrough, 

Principal; 

Marc 

Sherrell, 

Assistant 

Principal 

Gregg 

Yarbrough, 

Principal; 

Marc 

Sherrell, 

Assistant 

Principal 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Teachers 


Staff 



Staff 

Teachers 


Staff 

Performance 

Assessments 

Teachers 


Staff 


Outside 

Consultants 

Performance 

Assessments 



Title I - 

Purchased $50000.00 

Services: 

ACTION 

BUDGET: 

$50000 



Intervention: Kindergarten will implement a 45-60 day action plan to help improve academic performance that will 

result in helping the school meet AMO. 


Actions 

Person 

Responsible 


Source of 

Funds 

66 of 69 10/11/2012 1:45 PM


(K) A full time (1.0) certified teacher 

interventionist and a part time (0.5) highly 

qualified paraprofessional interventionist will 

attend literacy meetings to analyze student data 

and collaborate with the classroom teachers. 

Students identified with “gaps” in their learning 

will receive interventions specifically planned to 

address those skill deficits during small group 

instruction. Gaps will be identified through 

screeners and diagnostic instruments to be used, 

such as DIBELS Next, 95 Percent Group’s 

Phonological Awareness Screener for Intervention 

(PASI) and Phonics Screener for Intervention 

(PSI), and Star Early Literacy. Instruction will be 

aligned with the phonological continuum that is 

based on current scientific research of best 

practices. 



(K) Monthly RTI meetings will be scheduled to 

review the assessment portfolios of students 

identified by teachers that are not making 

adequate gains. The assessment portfolios will 

include DIBELS Next Progress Monitoring 

Assessments with a trajectory plotting the scores, 

Star Early Literacy, 95 Percent Group 

screeners/assessments, and math assessments. 

Teachers will also bring documentation of RTI 

small group lesson plans and notes from the day 

the lesson was used to discuss developing, 

revising, or discontinuing an action plan 

specifically targeted to that student’s needs. 



(K) Small group math interventions with a highly 

qualified paraprofessional will be implemented. 

Groups will be set using mClass math testing. The 

interventionist will serve the lowest group. 


(K)Afternoon collaboration to develop uniform 

tests for all classroom teachers will be 

implemented. 


(K) PROGRAM EVALUATION: Students will be 

assessed bi-monthly using DIBELS Next Progress 

Monitoring Assessments and 95 Percent Group 

diagnostic assessments. Star Early Literacy will be 

administered in September and then quarterly. 

Data from weekly classroom assessments will also 

be used to determine mastery of skills. To 

determine effectiveness of the RTI meetings, all 

data on a student with an action plan will be 

analyzed thoroughly. All classroom data, 

computer lab data (Star Early Literacy), and 

interventionist data will be included in the 

analysis to determine the student’s progress or 

the need for further modifications. To monitor 

math interventions, mClass math tests progress 

monitoring will be used bi-monthly and weekly 

class assessments will be used. 


Gregg 

Yarbrough, 

Principal 




Instructional 

Facilitators 

Lou Riggs, Math 





Instructional 

Facilitators 

Gregg 

Yarbrough, 


Sherrell, 

Assistant 

Principal 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 

Start: 

07/01/2012 

End: 

06/30/2013 


Staff 

Performance 

Assessments 

Teachers 


Staff 

Outside 

Consultants 

Performance 

Assessments 

Teachers 

Performance 

Assessments 

Teachers 

Performance 

Assessments 

Teachers 


Staff 

Performance 

Assessments 

Teachers 

ACTION 

BUDGET: $ 

ACTION 

BUDGET: $ 

ACTION 

BUDGET: $ 

ACTION 

BUDGET: $ 

ACTION 

BUDGET: $ 


Planning Team 

Classification Name Position Committee 

67 of 69 10/11/2012 1:45 PM


Amy Parker Paraprofessional (K) Math 

DeShone Carter Paraprofessional 1st Math 

Donna Hilton Paraprofessional 2nd grade Literacy 

Emma Sparks Paraprofessional (K) Literacy 

Evelyn Davis Sped Paraprofessional literacy 

Evelyn Wheeler Paraprofessional 2nd Literacy 

Gloria Brown Paraprofessional 1st Literacy 

Gloria Reed Sped Paraprofessional Math 

Jeanie Wagoner Paraprofessional 1st Math 

Katie Davenport Paraprofessional (K) Literacy 

Kirsten Benson Paraprofessional 2nd Math 

Lou Riggs Math Interventionist (K) Math 

Michelle Johnson Paraprofessional (K) Literacy 

Reba Chism Paraprofessional (K) Literacy 

Rhonda Lee Paraprofessional 2nd Literacy 

Ruth Mathis Paraprofessional (K) Math 

Sheila Brown Computer Lab/ Paraprofessional (K) Math 

Shirley Russell Literacy Interventionist - 2nd Literacy 

Stevie Patton Paraprofessional 2nd Literacy 

Tamara Walker Paraprofessional (K) Math 

Tanya Mitchell Computer Lab/Math Interventionist Math 

Valerie Brown Paraprofessional (K) Math 

Business Representative Teryn Spears 

Parental Involvement Coordinator/Technology 

Integration Specialist 

District Steering Committee 

Classroom Teacher Amber Devers 2nd grade teacher Math 

Classroom Teacher Amber Spillman Kindergarten Teacher Math 

Classroom Teacher Amy Helton Kindergarten Teacher Math 

Classroom Teacher Audrey Thomas Kindergarten Teacher Math 

Classroom Teacher Beth McGrain 1st grade teacher Math 

Classroom Teacher 

Cassandra 

Quearry 

1st grade teacher Literacy 

Classroom Teacher Danna Mattingly 1st grade teacher Literacy 

Classroom Teacher Denise Higgins 1st grade teacher Math 

Classroom Teacher Eileen Garris Kindergarten Teacher Math 

Classroom Teacher Elaine Dean Kindergarten Teacher Literacy 

Classroom Teacher Emily McDonald Preschool Teacher Literacy 

Classroom Teacher Emily Sotelo Kindergarten Teacher Literacy 

Classroom Teacher Halley Davis 1st grade teacher Literacy 

Classroom Teacher Heather Ward 2nd grade teacher Math 

Classroom Teacher Jennifer Bennett 2nd grade teacher Math 

Classroom Teacher Jocelyn Davey 2nd grade teacher Literacy 

Classroom Teacher Johnetta Orr Kindergarten Teacher Literacy 

Classroom Teacher Kate Williams 1st grade teacher Literacy 

Classroom Teacher Kia Pay 2nd grade teacher Math 

Classroom Teacher Kim Richardson 1st grade teacher Math 


Lavonda 

Newsome 

Kindergarten Teacher Math 

Classroom Teacher Leslie Abbott Preschool Teacher Math 

Classroom Teacher Megan Davis 2nd grade teacher Literacy 

Classroom Teacher Michelle Hepler 1st grade teacher Literacy 

Classroom Teacher Missy Bullard 1st grade teacher Literacy 

Classroom Teacher Mollie Edwards 2nd grade teacher Literacy 

Classroom Teacher Omia Clay (K-2) Special Education Teacher Math 

Classroom Teacher Paige Hawks 2nd grade teacher Math 

Classroom Teacher Regina Evans Resource Classroom Teacher Literacy 

Classroom Teacher Sarah Lyne Kindergarten Teacher Math 

68 of 69 10/11/2012 1:45 PM



Suzanne 

McDowell 

1st grade teacher Math 

Classroom Teacher Tanya Razer Kindergarten Teacher Literacy 

Classroom Teacher Tracy Plunkett Kindergarten Teacher Literacy 

Classroom Teacher Wesley Thomas 2nd grade teacher Literacy 

Classroom Teacher Whitney Rolland 2nd grade teacher Math 

Classroom Teacher Whitney Thrash 1st grade teacher Math 

Community Representative Elaine Goff Community Representative 

District-Level Professional David Cooke Public Relations Director District Steering Committee 

District-Level Professional Jean Cole Title I Coordinator/ Director of Special Education District Steering Committee 

District-Level Professional Richard Atwill Superintendent District Steering Committee 

District-Level Professional Sally Cooke Curriculum Director District Steering Committee 

District-Level Professional Sandy Hughey Assistant Superintendent District Steering Committee 

Non-Classroom Professional 

Staff 


Staff 


Staff 


Staff 


Staff 


Staff 


Staff 


Staff 


Staff 


Staff 


Staff 

Anita Self Literacy Coach 

Beverly 

Gonzales 

Diane Jenkins Math Coach 

Physical Education Teacher Math 

John Whitaker Counselor Literacy 

Karen Ellis Librarian Literacy 

Marvin Walker Music Teacher literacy 

Mary Tyler Physical Education Teacher Literacy 

Rachel Redican Art Teacher Math 

Shannon Perkins Challenge (GT) Math 

Sharon Foulks Certified Reading Interventionist Literacy 

Susie Marshall Literacy Interventionist- 1st grade Literacy 

Parent Lori Adkisson Parent Math 

Parent Sally Simons Parent Literacy 

Parent Tabatha Lorta Parent 

Principal Gregg Yarbrough Principal Literacy 

Principal John Fulkerson Assistant Principal Literacy 

Principal Marc Sherrill Assistant Principal Math 

Building Steering Committee/ 

Literacy 

Building Steering Committee/ 

Math 

69 of 69 10/11/2012 1:45 PM

School Plan - Blytheville Public Schools

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