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HARRIS ELEMENTARY SCHOOL Arkansas Comprehensive School Improvement Plan 2014-2015

THE MISSION OF HARRIS ELEMENTARY SCHOOL IS TO EMPOWER SCHOLARS THROUGH TECHNOLOGY AND RESEARCH-BASED STRATEGIES TO BECOME HIGHLY ENGAGED AND GLOBALLY PREPARED WHILE WORKING COLLABORATIVELY WITHIN A CONNECTED COMMUNITY TO ATTAIN ACADEMIC SUCCESS. WE ENVISION A MINIMUM OF 80% OF OUR STUDENTS MEETING PROFICIENCY ON ALL ASSESSMENTS. Harris Elementary School envisions producing lifelong learners and successful citizens by creating an academic foundation in a stimulating environment that help students achieve their highest potential. Shared Core Beliefs We believe that with challenge, students can dream, explore, and reach their highest potential. We believe that with positive support, resources, expectations, and feedback, everyone can learn and achieve. We believe that diversity should be respected. We believe that all faculty and staff will develop the skill set to provide engaging lessons to ensure student achievement. We believe that teachers and students who feel safe and valued can achieve great things. We believe that all stakeholders will add value to the learning environment through collaboration to help HES students achieve, succeed, and exceed all of their goals. Needs Assessment (Schoolwide Component): The ACSIP Team reviewed, analyzed, and made conclusions from the following data and state and federal statutes related to ACSIP Development. 1. ACTAAPP Three Year Trend Data 2. Staff Professional Development needs as determined by TESS, Teacher Surveys, and Professional Growth Plans. 3. Attendance of staff and students three year trend data. 4. Student discipline and surveys 5. Indistar assessment of Teacher and Leader Behaviors 6. Review of the 10 components of schoolwide Title Data Analyses Requirements. 7. Analysis of student demographic data This data is on file at the school. Analysis and conclusions were processed in relationship to vision accomplishment. The conclusions were: 1. No gains have been made in math proficiency. AMO has not been attained. 2. Two consecutive years of meeting literacy AMO-however year two was not as high as year one. This was primarily due to fluctuations in the cohorts as they move from year to year. 3. 50% of the classroom teachers are in their first and second year of teaching. There has been a 70 percent turnover in staff during the three year trend. 4. Student attendance has plateaued at approximately 93%. Teacher attendance needs to be tracked and a baseline established. 5. Student referrals were reduced by over 15% during school year 2013-14. However, staff perception reports suggest that "no perceived" improvement in student behavior was attained. 6. Review of Indistar progress identifies the school Leadership Team completed process training through ALA and ADE SIS. While the leadership team is in place, the instructional team, parent community engagement team, and the student support team need to be formalized and work plans developed. 7. Leadership knowledge and systems to know and track compliance with state and federal mandates has not been established. This resulted in time and energy taken from the focus on instruction. 8. 99% of students are African-American, thus all priorities, interventions, and actions will address the needs of this component group. Grade Span: P-5

Title I: Title I Schoolwide

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School Improvement: SI_3

ACSIP Table of Contents Priority 1: Compliance     Goal: To manage the school so that compliance with state and federal expectations is integrated into the daily actions of staff and the systems created by them. Goal 2: 100% of students will participate in breakfast and lunch program to ensure adequate nutrition to support learning. Priority 2: Maintenance     Goal: To maintain each student that is proficient and advanced students in mathematics and literacy. Priority 7: School Improvement (Priority Improvement Plan)     Goal: To increase the number of students proficient or advanced in all measures of academic progress to 80%. Goal 2: Teams will be utilized to facilitate communication, planning, curriculum alignment, and data analyses with instructional responses. Priority 1:

Compliance with State and Federal mandates inclusive of a priority of wellness 1. State and federal statutes require the school staff to perform specific actions related to various school processes. These processes may or may not contribute directly to the improvement of student outcomes. However, failure to know and implement the statute driven processes result in monitoring findings which ultimately consumes administrative time and redirect attention away from school improvement. In the school year 13-14, considerable amounts of time and energy were focused on last minute efforts in meeting compliance requirements, distracting significantly from our school improvement efforts.

Supporting Data:

Goal

To manage the school so that compliance with state and federal expectations is integrated into the daily actions of staff and the systems created by them. Goal 2: 100% of students will participate in breakfast and lunch program to ensure adequate nutrition to support learning.

Benchmark All federal and state process requirements will be identified in a compliance time line calendar created. Benchmark

Systems for data collection to document compliance will be created. Benchmark 3: 100% of students participating in breakfast and lunch program.

Intervention: Leadership Team will review state reporting and program offerings and develop ongoing awareness with staff of the requirements. Scientific Based Research: Sam Redding, Handbook on Restructuring and Substantial School Improvement Marzano, R. (2003). What works in schools: Translating research into action. Alexandria, VA: Association for Supervision and Curriculum Development. Reinventing Education. (n.d.). Change toolkit. Retrieved Fall 2006 from http://www.reinventingeducation.org/RE3Web/ Actions

Person Timeline Responsible

Resources

Source of Funds

Leadership Team will review APSCN requirements and identify processes related to reporting guidelines and calendar due dates. Action Type: Alignment Action Type: Collaboration

Leadership Team

Start: 07/01/2014 End: 06/30/2015

Leadership Team will review and identify State Categorical Monitoring guide. and identify processes related to State monitoring guidelines. Action Type: Alignment Action Type: Collaboration

Leadership Team

Start: 07/01/2014 End: 06/30/2015

Administrative ACTION Staff $ BUDGET: Teachers

Leadership Team will review Professional Development requirements Leadership and identify processes related to professional development. Team Action Type: Collaboration Action Type: Professional Development

Start: 07/01/2014 End: 06/30/2015

Administrative ACTION Staff $ BUDGET: Teachers

Team will review parent involvement requirements and create a parent involvement engagement calendar. Action Type: Parental Engagement

Start: 07/01/2014 End: 06/30/2015

Leadership Team

Administrative ACTION Staff $ BUDGET: District Staff Teachers

Administrative ACTION Staff $ BUDGET: Community Leaders Teachers

Total Budget:

$0

Intervention: Leadership Team will review federal reporting and program offerings and develop ongoing awareness with staff of the requirements Scientific Based Research: Marzano, R. (2003). What works in schools: Translating research into action. Alexandria, VA: Association for Supervision and Curriculum Development. Reinventing Education. (n.d.). Change toolkit. Retrieved Fall 2006 from http://www.reinventingeducation.org/RE3Web/ Actions Leadership Team will review APSCN requirements and identify processes related to federal reporting guidelines Action Type: Alignment

Person Timeline Responsible Leadership Team

Start: 07/01/2014 End:

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Resources

Source of Funds

Administrative ACTION Staff $ BUDGET:

ACSIP 06/30/2015

Teachers

Leadership Team will review and identify processes related to Federal monitoring guidelines. Action Type: Alignment Action Type: Collaboration

Leadership Team

Start: 07/01/2014 End: 06/30/2015

Administrative ACTION Staff $ BUDGET: Teachers

Leadership team will review related federal guidelines and related commissioner's memos. Action Type: Alignment Action Type: Equity

Leadership Team

Start: 07/01/2014 End: 06/30/2015

Administrative ACTION Staff $ BUDGET: Teachers

Total Budget:

$0

Intervention: Student health and wellness Scientific Based Research: Federation of American Societies for Experimental Biology (FASEB). "School nutrition, wellness program improves eating habits, lowers BMI." ScienceDaily. ScienceDaily, 27 April 2014. . Resources

Source of Funds

Actions

Person Responsible

Timeline

School will offer breakfast and lunch in compliance with NSLA. Action Type: Collaboration

District Personnel, Principal

Start: 07/01/2014 End: 06/30/2015

Administrative ACTION Staff $ BUDGET: Teachers

All students will participate in 90 minutes of Physical Education per week. Action Type: Alignment Action Type: Wellness

PE/Health Specialist, Administrator, Staff

Start: 07/01/2014 End: 06/30/2015

Administrative ACTION Staff $ BUDGET: Teachers

BMI data will be collected on all students, and discussed Principal, P.E. Specialist Start: with parents, students, and P.E. Teacher 07/01/2014 Action Type: Parental Engagement End: Action Type: Wellness 06/30/2015

Administrative ACTION Staff $ BUDGET: Teachers

Total Budget: Priority 2:

Supporting Data:

$0

To maintain current levels of proficient and advanced students 1. Three year trend data in third grade shows an average of 63% advanced and proficient in literacy. Three year trend data in fourth grade shows an average of 58% advanced and proficient in literacy. Three year trend data in fifth grade shows an average of 57% advanced and proficient in literacy. Three year trend data in third grade shows an average of 65% advanced and proficient in mathematics. Three year trend data in fourth grade shows an average of 45% advanced and proficient in mathematics. Three year trend data in fifth grade shows an average of 29% advanced and proficient in mathematics. 2. Trend data for attendance shows an average attendance rate of 94%. 3. Harris will maintain a minimum of 5% decrease in disciplinary referrals (161 students didn't receive any referrals)based on current enrollment.

Goal

To maintain each student that is proficient and advanced students in mathematics and literacy.

Benchmark

All students that are currently proficient and advanced will continue to be so based on mathematics and literacy state assessments.

Benchmark

80% of students will score proficient/advanced on all assessments in math and literacy by maintaining current proficient students and accelerating non-proficient students.

Intervention: To maintain current levels of proficient and advanced students. Scientific Based Research: Carole Perlman, Handbook on Restructuring and Substantial School Improvement Marzano, R. (2003). What works in schools: Translating research into action. Alexandria, VA: Association for Supervision and Curriculum Development. Reinventing Education. (n.d.). Change toolkit. Retrieved Fall 2006 from http://www.reinventingeducation.org/RE3Web/ Actions Instructional Facilitators will continue to provide Instructional Teams with support of embedded P.D. and unit and lesson plan guidance. Any materials and supplies needed for professional development and bookroom organization will be purchased to sustain and replenish materials such as chart paper, post its, highlighters, binders, colored paper, etc. (6505-2213) Action Type: Alignment Action Type: Collaboration Action Type: Professional Development

Person Responsible Instructional Facilitators, Teachers

Timeline

Resources

Start: 07/01/2014 End: 06/30/2015

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Source of Funds

Administrative ACTION BUDGET: Staff Title Teachers

$

ACSIP Action Type: Title I Schoolwide Interventionists will be hired to work directly with teachers and students including African American students during the school day. They will work 25 hours a week at $16 per hour during the months of October 2014 thru April 2015. Action Type: Title I Schoolwide

Principal, Instructional Facilitators

Start: 07/01/2014 End: 06/30/2015

Supplemental materials and supplies for standardsPrincipal, based mathematics and comprehensive literacy. Instructional Materials that support reading and writing workshop Facilitators such as: READING WORKSHOP Familiar Reading: Fry sight words and phrases 3rd-5th Quick Reads Word Study: K-2 Phonetic Connections, Words Their Way, Word Journeys K- Word Family pocket charts 3-5 Words Their Way, Word Journeys Book talk: Classroom library Read aloud/Vocab-whole group: books in totes Bringing Words to Life Map books A to Z Reading Guided Reading: DRA leveled book sets K-Sight Word Readers A to Z Reading Literature discussion: Book sets in book room Library Independent reading: Library books Renaissance Learning Star Reading (AR) Classroom library Literacy stations/ centers: Some pre-made centers have been purchased K-5 Audio books WRITING WORKSHOP Explicit language Instruction: Grammar workbooks Write Aloud/Modelwhole group: Step Up to Writing Materials that support standards-based mathematics such as: Go Math Versatiles File folder games Calendar math Investigations Renaissance Learning Star Math Moby Max Manipulatives Odyssey 3-5 Buckledown I excelonline based lessons Engage New York Engaging lessons Brain pop Vocabulary Training for using Manipulatives Training for investigations Replace missing items Number lines to 120 Reader theater math lessons Readers for math (6501-1591-66100, 6505-1591-63220) Action Type: Title I Schoolwide

Start: 07/01/2014 End: 06/30/2015

Supplemental supplies, materials, and equipment will Principal, be purchased to maintain technology such as bulbs, Instructional keyboards, headsets, and Ipad stands with accessories Team to continue to integrate learning via technology. (6501-1591-66100)(6505-1591-66100 - $1387.36) (4 projectors @ approx. $1079 each (CAPITAL OUTLAY)6505-2230-67340 - $4318.30 and 2 projectors @ approx $950 each - $1903.14) Action Type: Technology Inclusion

Start: 07/01/2014 End: 06/30/2015

Administrative ACTION BUDGET: Staff Title Teachers

Title I Administrative 1003(a) $522.39 Staff Purchased Teachers Services: Title Teachers Title I Materials $13350.00 & Supplies: ACTION $13872.39 BUDGET:

Title I Administrative 1003(a) $4318.30 Staff Capital Teachers Outlay: Title Teachers Title I Materials & $2000.00 Supplies: Title I 1003(a) $3290.50 Materials & Supplies: ACTION BUDGET:

Certified staff members will participate in conferences, Principal seminars, and ongoing professional development in order to maintain effective classroom practices such as School Improvement Network- Edivation conference,National School Elementary Principal conference, and AAEA. (2223-63310, 6505-221365850, 6501-2213-65830, 6505-2213-66100) Action Type: Professional Development Action Type: Title I Schoolwide

$

Start: 07/01/2014 End: 06/30/2015

$9608.8

Title I Administrative 1003(a) Staff Purchased Title Teachers Services:

$7000.00

Title I 1003(a) Materials & Supplies:

$2287.12

Title I Purchased $16234.50 Services: PD (State223) Purchased Services:

http://acsip.state.ar.us/cgi-bin/index.cgi?rm=report_acsip_district&username=6003102[10/13/2014 10:11:10 AM]

$696.00

ACSIP ACTION $26217.62 BUDGET: Provide the ESL/LEP students with HQT teachers and ELL materials in order to become proficient. The school will Coordinator assess the proficiency of students participating in this program that allows English to be spoken, read, listened, written and comprehended while meeting State and student academic standards and is not in violation of any State law consistent with sections 3126/3127. Action Type: Alignment Action Type: Collaboration Action Type: Equity

Start: 07/01/2014 End: 06/30/2015

Students, including African Americans, will be taught English language skills through a variety of accommodations, techniques and ELL classes, such as sheltered classes, language acquisition classes, modified content, and access to word-to-word dictionaries. Action Type: Alignment Action Type: Collaboration Action Type: Equity

Ell teacher, Coordinator, Instructional Team

Start: 07/01/2014 End: 06/30/2015

Teachers will instruct by implementing the Principal, multicultural objectives and utilizing TESA strategies Instructional during math lessons and provide a diverse perspective, Team including the African American perspective, to students in grades K-5 on how cultural and background experiences relates to students in the classroom.

Start: 07/01/2014 End: 06/30/2015

We will maintain compliance with state rules governing Instructional parent involvement (family nights, Title I meeting, Facilitators Nickey Folders/Agenda books, etc.) by preparing instructional packets, scheduling no fewer than 2 parent conferences, creating parent centers, and continue the parent community advisement committee. 2170-66100 Action Type: Parental Engagement Action Type: Technology Inclusion

Start: 07/01/2014 End: 06/30/2015

The nurse will provide assistance with nutritional meal Nurse plan and preparation and will survey parents regarding barriers that will prevent them from participating actively with their children education. Action Type: Parental Engagement

Start: 07/01/2014 End: 06/30/2015

Administrative ACTION BUDGET: Staff

ALE state categorical funds will be used to support the Pulaski County Special School District Learning ALE program which is an alternative program that provides for individual learning styles of at-risk youth. Funds will be used for materials and supplies to support the ALE classrooms.

Start: 07/01/2014 End: 06/30/2015

ALE (StateAdministrative 275) $500.00 Staff Materials & Teachers Supplies:

Dr. Laura Bednar, Deputy Superintendent of Learning Services

District Staff Teachers

Teachers

ACTION BUDGET:

$

ACTION BUDGET:

$

Administrative ACTION BUDGET: Staff Outside Consultants Teachers

Title I Administrative Materials & $2765.50 Staff Supplies: Teachers Title Teachers ACTION $2765.5 BUDGET:

ACTION BUDGET:

Total Budget: Priority 7:

Supporting Data:

Goal

$

$

$500 $52964.31

School Improvement (Priority Improvement Plan) 1. Three year trend data indicates that 37% in third grade were not proficient/advanced in literacy. Three year trend data indicates that 42% in fourth grade were not proficient/advanced in literacy. Three year trend data indicates that 43% in fifth grade were not proficient/advanced in literacy. Three year trend data indicates that 35% in third grade were not proficient/advanced in mathematics. Three year trend data indicates that 55% in fourth grade were not proficient/advanced in mathematics. Three year trend data indicates that 71% in fifth grade were not proficient/advanced in mathematics. To increase the number of students proficient or advanced in all measures of academic progress to 80%. Goal 2: Teams will be utilized to facilitate communication, planning, curriculum alignment, and data analyses with instructional responses.

Benchmark Parent Engagement-To provide parents with support so that 80% of parents are engaged. Benchmark School Safety and Discipline-To provide behavioral support so that 80 percent of students comply with Leadership Capacity Development (Improve Leader Practices)--To increase the utilization of pre-post assessments. IMO GOAL: Principal will maintain the staff focus on improving instruction and enhanced learning. IMO 1st Quarter: Weekly evaluation of the principal calendar will average to identify 40 percent of his time is spent working with teams,

http://acsip.state.ar.us/cgi-bin/index.cgi?rm=report_acsip_district&username=6003102[10/13/2014 10:11:10 AM]

ACSIP observing and feedback for teachers, or engaged in small group instructional planning, aggregation of data, or PD sessions. IMO 2nd Quarter: Weekly evaluation of the principal calendar will average to identify 50 percent of his time is spent working with teams, observing and feedback for teachers, or engaged in small group instructional planning, aggregation of data, or PD sessions. IMO 3rd Quarter: Weekly evaluation of the principal calendar will average to Benchmark identify 50 percent of his time is spent working with teams, observing and feedback for teachers, or engaged in small group instructional planning, aggregation of data, or PD sessions. Calendar will identify an additional 10 percent of his time is with student focus groups or supporting teachers not meeting the 70 percent student mastery level. IMO 4th Quarter: Weekly evaluation of the principal calendar will average to identify 50 percent of his time is spent working with teams, observing and feedback for teachers, or engaged in small group instructional planning, aggregation of data, or PD sessions. Calendar will identify an additional 10 percent of his time is with student focus groups or supporting teachers not meeting the 70 percent student mastery level. Benchmark

Student Achievement-To increase learning so that 80% of the students can demonstrate proficiency in math and literacy by unit assessments and ultimately on state assessment.

Improve Teacher Practices IMO GOAL: Teacher practices will expand to include instructional teaming and the use of student instructional data analyses for lesson development. IMO: 1st Quarter: 100 percent of the Units in Math and Literacy will have End of Unit Exams aligned to the pacing guide. IMO: 2nd Quarter: 100 percent of the Units in Math and Literacy will have End of Unit Exams aligned to the pacing guide and 70 percent of the students will score proficient on the exam or teachers will use student data to modify the lessons and reteach. TLI data will be used to confirm the Unit Exams. IMO: 3rd Quarter: Units in Math and Literacy will have End of Unit Exams aligned to the pacing guide and Benchmark 75 percent of the students will score proficient on the exam or teachers will use the student data to modify the lessons and immediately reteach students not proficient. Students proficient will receive extension lessons. TLI data will be used to confirm the Unit Exams. IMO: 4th Quarter: Units in Math and Literacy will have End of Unit Exams aligned to the pacing guide and 80 percent of the students will score proficient on the exam or teachers will use the student data to modify the lessons, groupings, and immediately reteach students not proficient. Students proficient will receive extension lessons. A team structure will be officially incorporated into the school improvement strategies. IMO 1st quarter: 100 percent of the following will be fully implemented as evaluated by Indistar Indicator evaluation process: 1. All teams ( School Leadership, Positive Behavior Intervention Team, Instructional Team, and Parent/Community Engagement) operate with work plans for the year and specific work products to produce. 2. All teams prepare agendas for their meetings. 3. All teams maintain official minutes of their meetings. 4. The principal maintains a file of the agendas, work products, and Benchmark minutes of all teams. 5. A Leadership Team consisting of the principal, teachers who lead the Instructional Teams, and other key professional staff meets regularly (twice a month or more for an hour each meeting). IMO 2nd quarter: By survey, 75 percent of the team participants will report that the teams are effectively functioning and the time is used productively with a focus on improving student Learning. IMO 3rd quarter: By survey, 85 percent of the team participants will report that the teams are effectively functioning and the time is used productively with a focus on improving student Learning. Intervention: Principal will establish and maintain focus on learning. Scientific Based Research: Sam Redding, The Mega System. Deciding. Learning. Connecting. A Handbook for Continuous Improvement Within a Community of the School. Source: Academic Development Institute, Effective Teaming Marzano, R. (2003). What works in schools: Translating research into action. Alexandria, VA: Association for Supervision and Curriculum Development. Johnson, J.F., and Asera, R. (Eds.). (1999). Hope for urban education: a study of nine high-performing, highpoverty, urban elementary schools. Washington, DC: Policy Studies Associates and The University of Texas at Austin, The Charles A. Dana Center. Actions

Person Responsible

Timeline

Resources

Source of Funds

Increase the feedback loop by TESS Principal observations/feedback, focus walks, and informal walkthroughs and chats. Action Type: Alignment

Start: 07/01/2014 End: 06/30/2015

Administrative ACTION BUDGET: Staff

$

Chair Leadership Team and review student progress data, and lesson plan quality Action Type: Alignment

Principal, Leadership Team

Start: 07/01/2014 End: 06/30/2015

Administrative ACTION BUDGET: Staff

$

Student conference with principal Action Type: Collaboration

Principal

Start: 07/01/2014 End: 06/30/2015

Administrative ACTION BUDGET: Staff

$

Establish and support Instructional Teams, Parent Community, Leadership Team, PBIS Team, and other ad hoc teams as necessary.

Principal

Support the use of data for all decision-making Action Type: Alignment

Principal, Instructional Team

Start: 07/01/2014 End: 06/30/2015

Start: 07/01/2014 End: 06/30/2015

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Administrative ACTION BUDGET: Staff District Staff Teachers Title Teachers Administrative ACTION BUDGET: Staff District Staff Teachers Title Teachers

$

$

ACSIP Coordinate Professional Development focused on improving instruction Action Type: Collaboration Action Type: Professional Development

Principal, Instructional Team

Start: 07/01/2014 End: 06/30/2015

During the 14-15 school year the Arkansas Leadership Academy School Support Team will continue to assist Harris Elementary School to plan for improved student achievement and school improvement. Action Type: Collaboration Action Type: Professional Development

Dr. Darnell Bell, Principal; Dr. Janice Warren, Director of Elementary Education

Start: 07/01/2014 End: 06/30/2015

Edivation (PD 360) will be utilized as an on-demand Principal, professional learning resource that creates a highly Instructional personalized learning experience for all staff, helping Team them improve their practice and, in turn, raise student achievement. (6505-2213-63590)Renewal of the STAR Math subscription to help raise student achievement as well as provided teachers with data to improve instruction. (6505-1591-63590) Action Type: Professional Development Action Type: Technology Inclusion Action Type: Title I Schoolwide

Administrative ACTION BUDGET: Staff Title Teachers Administrative Staff Outside Consultants Teachers

NSLA (State281) $86350.00 Purchased Services: ACTION BUDGET:

Start: 07/01/2014 End: 06/30/2015

$86350

Title I Administrative 1003(a) Staff Purchased Teachers Services: Title Teachers ACTION BUDGET:

Total Budget:

$

$5215.00

$5215

$91565

Intervention: Leadership Team will meet at least twice monthly to review data, coordinate resources to support teachers and student needs. Scientific Based Research: Marzano, R. (2003). What works in schools: Translating research into action. Alexandria, VA: Association for Supervision and Curriculum Development. Picucci, A.C., Brownson, A., Kahlert, R., and Sobel, A. (2002a). Driven to succeed: high-performing, high-poverty, turnaround middle schools. Volume I: cross-case analysis of high-performing, highpoverty, turnaround middle schools. Zargarpour, N. (2005). A collective inquiry response to high-stakes accountability. Unpublished doctoral dissertation. Claremont Graduate University, Claremont. Person Responsible

Actions

Timeline

Resources

Source of Funds

Review principal's summary reports of classroom observations and takes them into account in planning professional development. Action Type: Professional Development

Principal, Leadership Team

Start: 07/01/2014 End: 06/30/2015

Administrative ACTION Staff $ BUDGET: Teachers

Serves as a conduit of communication to the faculty and staff Action Type: Alignment

Principal, Leadership Team

Start: 07/01/2014 End: 06/30/2015

Administrative ACTION Staff $ BUDGET: Teachers

Monitors school-level student learning data focusing on AfricanAmerican males. Action Type: Alignment

Principal, Leadership Team

Start: 07/01/2014 End: 06/30/2015

Administrative ACTION Staff $ BUDGET: Teachers

Total Budget:

$0

Intervention: Instructional Teams will meet weekly to develop common units and common assessments (Pre/post assessments) to analyze pre/post unit assessments and to plan actions related to student progress data. Scientific Based Research: Marzano, R. (2003). What works in schools: Translating research into action. Alexandria, VA: Association for Supervision and Curriculum Development. Lachat, M.A., and Smith, S. (2005). Practices that support data use in urban high schools. Journal of Education for Students Placed at Risk, 10(3): 333–339. Zargarpour, N. (2005). A collective inquiry response to high-stakes accountability. Unpublished doctoral dissertation. Claremont Graduate University, Claremont. Actions

Person Responsible

Timeline

Develop standards-aligned units of instruction for each subject and grade level Action Type: Alignment

Principal, Start: Instructional Team 07/01/2014 End: 06/30/2015

Use student learning data to plan instruction Action Type: Alignment

Principal, Start: Instructional Team 07/01/2014 End: 06/30/2015

Resources

http://acsip.state.ar.us/cgi-bin/index.cgi?rm=report_acsip_district&username=6003102[10/13/2014 10:11:10 AM]

Teachers Title Teachers

Teachers

Source of Funds

ACTION BUDGET:

$

ACTION BUDGET:

$

ACSIP Use student learning data to assess strengths and weaknesses of the curriculum and instructional strategies Action Type: Alignment

Principal, Start: Instructional Team 07/01/2014 End: 06/30/2014

Use student learning data to identify students in need of instructional support or enhancement focusing on African American students. Action Type: Alignment

Principal, Start: Instructional Team 07/01/2014 End: 06/30/2015

Review the results of unit pre-/post-test to make decisions about the curriculum and instructional plans and to "red flag" students in need of intervention (both students in need of tutoring or extra help and students needing enhanced learning opportunities because of their early mastery of objectives. Action Type: Alignment Action Type: Equity

Principal, Start: Instructional Team 07/01/2014 End: 06/30/2015

Teachers Title Teachers

ACTION BUDGET:

$

ACTION BUDGET:

$

Administrative ACTION BUDGET: Staff Title Teachers

$

Teachers

Hourly pay for participation in supplemental PD and Principal,Teachers, Start: or enhanced/improved lesson planning and data Staff 07/01/2014 analysis. (6505-2213-61610) End: Action Type: Title I Schoolwide 06/30/2015

Title I Administrative 1003(a) $17793.66 Staff Employee Teachers Salaries: Title Teachers Title I 1003(a) $4447.47 Employee Benefits: ACTION $22241.13 BUDGET:

Total Budget:

$22241.13

Intervention: Create PBIS Team to support improved Teacher/Student interactions and to especially reduce referrals of AfricanAmerican Students Scientific Based Research: Marzano, R. (2003). What works in school: Translating research into action. Alexandria, VA: Association for Supervision and Curriculum Development. Hassel, E. A., Hassel, B. C., Arkin, M. D., Kowal, J. M., & Steiner, L. M. (2006). School restructuring under No Child Left Behind: What works when? A guide for education leaders. Washington, DC: Learning Point Associates. Retrieved Fall 2006 from http://www.centerforcsri.org/files/RestructuringGuide.pdf Actions

Person Timeline Responsible

Resources

Source of Funds

From the Heart Consultants will provide seminars to train teachers in strategies in classroom management focusing on African-American students. Action Type: Collaboration Action Type: Equity

Principal, PBIS team

Start: 07/01/2014 End: 06/30/2015

Meet and establish schedule for meetings Action Type: Alignment

Principal, PBIS team

Start: 07/01/2014 End: 06/30/2015

Administrative ACTION BUDGET: Staff Teachers

$

Coordinate resources to support teachers and students needing Tier 2 and Tier 3 interventions. Action Type: Alignment Action Type: Collaboration

Principal, PBIS team

Start: 07/01/2014 End: 06/30/2015

Administrative ACTION BUDGET: Staff Teachers

$

Review the PCSSD Student Discipline and Conduct Handbook with all students (K-5). Action Type: Collaboration Action Type: Equity

Principal, PBIS team

Start: 07/01/2014 End: 06/30/2015

Administrative ACTION BUDGET: Staff Teachers

$

Collect data and complete the RTI screening/referral Principal, process for all students that repeatedly receive disciplinary PBIS team action. Develop discipline plan where applicable. Action Type: Collaboration

Start: 07/01/2014 End: 06/30/2015

Administrative ACTION BUDGET: Staff Teachers

$

Complete a school climate survey in (FEPSI) using the results to determine the effectiveness of a school-wide planning and instruction, assessing the school climate and student achievement. Review and evaluate the school's

Start: 07/01/2014 End: 06/30/2015

Administrative ACTION BUDGET: Staff Teachers

$

Principal, PBIS team

http://acsip.state.ar.us/cgi-bin/index.cgi?rm=report_acsip_district&username=6003102[10/13/2014 10:11:10 AM]

Administrative ACTION BUDGET: Staff Outside Consultants Teachers

$

ACSIP discipline summary by analyzing behavior documents, parental involvement and teacher data to determine the program/planning effectiveness. Action Type: Alignment Focus on how to proactively build relationships with our young African-American boys who are our high number of suspensions by using strategies from From the Heart Program. Action Type: Alignment Action Type: Professional Development

Principal, Start: PBIS Team, 07/01/2014 End: 06/30/2015

To reduce frequent infractions of fighting and defiant behaviors that occur more during lunch and physical activity, staff and administration will be more visible with increased number of adults on duty during these times. Action Type: Title I Schoolwide

Principal, PBIS team

Start: 07/01/2014 End: 06/30/2015

Help increase literacy and math achievement by providing comprehensive educational services that will transform our school into high effective learning community. From the Heart will deliver training directly to teachers and students regarding strategies to address needs of the targeted group African-American males. (6501-159163900) Action Type: Professional Development

Principal, PBIS team

Start: 07/01/2014 End: 06/30/2015

Administrative ACTION BUDGET: Staff Outside Consultants Teachers Administrative ACTION BUDGET: Staff Teachers

$

$

Title I Administrative Purchased $24500.00 Staff Services: Outside Consultants ACTION Teachers $24500 BUDGET:

Total Budget:

$24500

Intervention: Technology will be integrated as an instructional tool in grades K to 5. Scientific Based Research: Increased Engagement and Reduced Behavior Referral (Bebell & Kay, 2010; Bebell & O'Dwyer, 2010; Suhr, 2010; Muir, Knezek, & Christensen, 2004). More Student-Centered Strategies (Bebell & Kay, 2010; Lowther, Strahl, Inan, & Bates, 2007) -Element II-A-2: Student Engagement Actions

Person Responsible

All students especially African-Americans, are engaged and on task. Action Type: Technology Inclusion

Principal, Instructional Team

Start: 07/01/2014 End: 06/30/2015

Apple 1:1 Initiative will be implemented in the school (Grades K-5) I-Pads will be part of a 1:1 iPad initiative for the school. The iPads will allow the creation of a more student-centered classroom and the interaction of students and teachers to provide differentiation of instruction using the iPads. The iPads will allow for immediate teacher-to-student and student-to-teacher communication and feedback. The use of the iPads will help facilitate increased student collaboration by using wikis, blogs, Web 2.0 tools, and Blackboard. Students will have immediate access to resources and become self-guided learners. Project-based learning will provide students the opportunity to demonstrate their knowledge about a topic. I-Pads and I-pad carts will be purchased with NSLA funds to continue the process of creating technology schools to supplement the classroom learning environment. This equipment will aid teachers in the building level ACSIP program evaluation of using Harris Elementary School with NSLA 290 iPad Air with cases will be purchased with NSLA funds. Action Type: Equity Action Type: Technology Inclusion

Deputy Superintendents of Learning Services; Chief Technology Officer; Federal Programs Director

Start: 07/01/2014 End: 06/30/2015

Educate students and parents about internet use Action Type: Parental Engagement Action Type: Technology Inclusion

Principal, Instructional Team

Start: 07/01/2014 End: 06/30/2015

Utilize the knowledge of the technology trainers to offer specialized professional development.

Principal, Instructional

Start: 07/01/2014

Timeline

Resources

Source of Funds

Administrative ACTION BUDGET: Staff Teachers Teaching Aids Title Teachers Teachers Teaching Aids

NSLA (State281) $154572.90 Materials & Supplies: ACTION BUDGET:

http://acsip.state.ar.us/cgi-bin/index.cgi?rm=report_acsip_district&username=6003102[10/13/2014 10:11:10 AM]

$154572.9

Administrative ACTION BUDGET: Staff Teachers Title Teachers Administrative

$

$

ACSIP Action Type: Professional Development Action Type: Technology Inclusion Action Type: Title I Schoolwide

Team, District Staff

End: 06/30/2015

Teachers will create units aligned with standards and pre-/post-tests Action Type: Alignment Action Type: Technology Inclusion

Principal, Instructional Team

Start: 07/01/2014 End: 06/30/2015

Staff District Staff Title Teachers

ACTION BUDGET:

$

Administrative ACTION BUDGET: Staff Teachers Title Teachers

Total Budget:

$

$154572.9

Intervention: Extended School Day via 21st Century at St. Luke Baptist Church Scientific Based Research: Citation: Patall, E. A., Cooper, H., and Allen, A. B. (2010). Extending the School Day or School Year. Review of Educational Research, 80(3):401-436. http//rer.aera.net Actions After-School Program begins October 6, 2014 thru April 30, 2015 from 3:00-6:00 pm with a two week summer program at St.Luke Baptist Church to help decrease the achievement gap of African American students. Days of the program will be Monday thru Thursday weekly. Action Type: Collaboration

Person Timeline Responsible Principal

Source of Funds

Resources

Start: 07/01/2014 End: 06/30/2015

Administrative ACTION Staff $ BUDGET: Community Leaders

Total Budget:

$0

Intervention: Units of instruction include standards based objectives and criteria for mastery. Scientific Based Research: Chubb, J. E. (Ed.). (2005). Within our reach: How America can educate every child. New York: Rowman & Littlefield. Glatthorn, A. (1995). Developing a quality curriculum. Alexandria, VA: Association for Supervision and Curriculum Development. Just for Kids. (n.d.). Best practices of high-performing school systems. Retrieved Fall 2006 from http://www.just4kids.org/bestpractice/evidence_finder.cfm?sub=tools Redding, S. (2006) The Mega System: Deciding. Learning. Connecting. A handbook for continuous improvement within a community of the school. Lincoln, IL: Academic Development Institute. Rosenholtz, S.J. (1991). Teacher’s workplace: The social organization of schools. New York: Teachers College Press. Actions

Person Responsible

Timeline

Resources

Source of Funds

Units of instruction include pre-/post-tests to assess student mastery of Instructional standards-based objectives. Team Action Type: Alignment

Start: 07/01/2014 End: 06/30/2015

Teachers ACTION Title $ Teachers BUDGET:

Unit pre-tests and post-tests are administered to all students in the grade level and subject covered by the unit of instruction. Action Type: Alignment

Instructional Team

Start: 07/01/2014 End: 06/30/2015

Teachers ACTION Title $ Teachers BUDGET:

Unit pre-test and post-test results are reviewed by the Instructional Team. Action Type: Alignment

Instructional Team

Start: 07/01/2014 End: 06/30/2015

Teachers ACTION Title $ Teachers BUDGET:

Teachers individualize instruction based on pre-test results to provide support for some students including African American students and enhanced learning opportunities for others. Action Type: Alignment

Instructional Team, Teachers

Start: 07/01/2014 End: 06/30/2015

Teachers ACTION Title $ Teachers BUDGET:

Teachers re-teach based on post-test results. Action Type: Alignment

Instructional Team, Teachers

Start: 07/01/2014 End: 06/30/2015

Teachers ACTION Title $ Teachers BUDGET:

Total Budget:

$0

Intervention: Principal’s time will be focused on improving instruction Scientific Based Research: Lambert, L. (2003). Leadership capacity for lasting school improvement. Alexandria, VA: Association for Supervision and Curriculum Development. Marzano, R. (2003). What works in schools: Translating research into action. Alexandria, VA: Association for Supervision and Curriculum Development. Murphy, J. (2007). Restructuring through learningfocused leadership. In H. Walberg (Ed.), Handbook on restructuring and substantial school improvement (pp. 71–84). Lincoln, IL: Center on Innovation and Improvement. Actions

Person Timeline Responsible

http://acsip.state.ar.us/cgi-bin/index.cgi?rm=report_acsip_district&username=6003102[10/13/2014 10:11:10 AM]

Resources

Source of Funds

ACSIP The principal makes sure everyone understands the school’s mission, Principal clear goals (short term andlong term), and their roles in meeting the goals. Verified by external provider and SIS. Action Type: Collaboration

Start: 07/01/2014 End: 06/30/2015

Administrative ACTION Staff $ BUDGET:

The principal develops the leadership capacity of others in the school Principal by mentoring, sharing leadership roles, and targeted PD. Action Type: Collaboration

Start: 07/01/2014 End: 06/30/2015

Administrative ACTION Staff $ Central Office BUDGET:

The principal communicates the likelihood of success based on the plan and hard work. Staff meetings reflect progress and short term accomplishment celebrations. Action Type: Collaboration

Principal

Start: 07/01/2014 End: 06/30/2015

Administrative ACTION Staff $ BUDGET:

The principal models and communicates the expectation of improved Principal student learning through commitment, discipline, and careful implementation of sound practices. Verified by Indistar Indicator tracking. Action Type: Collaboration

Start: 07/01/2014 End: 06/30/2015

The principal participates actively with the school’s teams. Verified by staff survey and calendar. Action Type: Collaboration

Principal

Start: 07/01/2014 End: 06/30/2015

The principal keeps a focus on instructional improvement and student learning outcomes. Action Type: Collaboration

Principal

Start: 07/01/2014 End: 06/30/2015

Administrative ACTION Staff $ BUDGET:

The principal spends at least 50% of his/her time working directly with teachers to improve instruction, including classroom observations. Action Type: Alignment Action Type: Collaboration

Principal

Start: 07/01/2014 End: 06/30/2015

Administrative ACTION Staff $ BUDGET:

The principal monitors curriculum and classroom instruction regularly. Action Type: Alignment Action Type: Collaboration

Principal

Start: 07/01/2014 End: 06/30/2015

Administrative ACTION Staff $ BUDGET:

The principal personally engages parents and the community in the improvement process. Action Type: Collaboration Action Type: Parental Engagement

Principal

Start: 07/01/2014 End: 06/30/2015

The principal offers frequent opportunities for staff and parents to voice constructive critique of the school’s progress and suggestions for improvement. Action Type: Collaboration Action Type: Parental Engagement

Principal

Start: 07/01/2014 End: 06/30/2015

Total Budget:

Administrative ACTION Staff $ BUDGET: Outside Consultants Administrative ACTION Staff $ BUDGET: Teachers Title Teachers

Administrative ACTION Staff $ BUDGET: Community Leaders Administrative ACTION Staff $ BUDGET: $0

Planning Team Classification

Name

Business Representative

Karen White

Supervisor

Position Climate

Committee

Classroom Teacher

Allison Sanders

Third Grade Teacher

Literacy

Classroom Teacher

Brittni Brown

Second Grade Teacher

Literacy

Classroom Teacher

Dawn Joseph

Media Specialist

Literacy

Classroom Teacher

Diana Charles

Alpha

Math

Classroom Teacher

Gayle White

2nd grade teacher

Wellness, Science, Health, & PE

Classroom Teacher

Gloria Loring

Multi-age Teacher

Literacy

Classroom Teacher

Haley Anderson

Fourth Grade Teacher

Math

Classroom Teacher

Jordan Sims

3rd Grade Teacher

Literacy

Classroom Teacher

Judy Fluker

Special Education

Math

Classroom Teacher

Katie Osborne

4th Grade Teacher

Literacy

Classroom Teacher

Kristin McClure

Kindergarten

School Climate

http://acsip.state.ar.us/cgi-bin/index.cgi?rm=report_acsip_district&username=6003102[10/13/2014 10:11:10 AM]

ACSIP Classroom Teacher

Margo Johnson

First Grade Teacher

School Climate

Classroom Teacher

Michele Pickett

Title 1 Math Facilitator

Math

Classroom Teacher

Nikki Stolzer

Title I Literacy Facilitator Literacy

Classroom Teacher

Rose Holloway

ESL Teacher

Classroom Teacher

Sarah Herekamp First Grade Teacher

School Climate

Classroom Teacher

Shawna Stoddard Kindergarten Teacher

Wellness, Science, Health & P.E.

Classroom Teacher

Susan Haynes

Fifth Grade

Math

Classroom Teacher

Tonya Holton

5th Grade teacher

Wellness, Science, Health & P.E.

Classroom Teacher

Whitney Abdullah P.E. Specialist

English Language Learners

Wellness, Science, Health & P.E.

Non-Classroom Professional Staff Kerri Rowell

Nurse

Wellness, Science, Health & P.E.

Non-Classroom Professional Staff Larry Scaife

Dean of Students

School Climate

Non-Classroom Professional Staff LeAnn Myers

Counselor

School Climate

Parent

Micki Gallegos

Parent Committee

Climate

Parent

Phillip Rozzelle

Parent

School Climate

Principal

Darnell Bell

Principal

ACSIP

http://acsip.state.ar.us/cgi-bin/index.cgi?rm=report_acsip_district&username=6003102[10/13/2014 10:11:10 AM]

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