School Plan - Blytheville Public Schools

More documents

Recommendations

Info

ACSIP http://acsip.state.ar.us/cgi-bin/index.cgi?rm=report_acsip teeth, etc. Action Type: Wellness 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. Action Type: Professional Development Action Type: Wellness Facilitator; Diane Jenkins, Math Instructional Facilitator Gregg Yarbrough, Principal Start: 07/01/2012 End: 06/30/2013 Administrative Staff District Staff Outside Consultants Teachers ACTION BUDGET: $ Total Budget: $0 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 Total Major Referrals by Problem Behavior 3.12% Physical Aggression 4.23% Disrespectful .07% Disruption .65% Bullying Total Minor Referrals by Problem Behavior 4.23% Disrespect 3.12% Physical Aggression .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 Total Major Referrals by Problem Behavior 36.1% Pysical Aggression 24.1% Disrespectful 9.3% Disruption 6.5% Bullying Total Minor Referrals by Problem Behavior 46.6% Disrespect 25.0% Physical Aggression 12.5% Disruption 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
ACSIP http://acsip.state.ar.us/cgi-bin/index.cgi?rm=report_acsip 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). Action Type: Parental Engagement (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. (supplemental to Act 397) Action Type: Collaboration Action Type: Parental Engagement Action Type: Title I Schoolwide (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 Timeline Resources Source of Funds Start: 07/01/2012 End: 06/30/2013 Start: 07/01/2012 End: 06/30/2013 Start: 07/01/2012 End: Administrative Staff Teachers Teachers ACTION BUDGET: $ Title I - Materials & Supplies: ACTION BUDGET: $5550.00 $5550 Administrative Staff ACTION BUDGET: $ 45 of 69 10/11/2012 1:45 PM
Page 1 and 2: ACSIP http://acsip.state.ar.us/cgi-
Page 43: ACSIP http://acsip.state.ar.us/cgi-
Page 69: ACSIP http://acsip.state.ar.us/cgi-

School Plan - Blytheville Public Schools

Create successful ePaper yourself

Delete template?

Save as template?