The mission of Joe T. Robinson Elementary School is to provide a safe, positive learning environment in which all students are actively engaged in learning. In order to promote lifelong learning, Joe T. Robinson Elementary School will provide students with academic, social, technological and wellness skills to enhance educational excellence.
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Grade Span: K-5
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Title I: Title I Schoolwide
| School Improvement: MS
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Table of Contents
Priority 1: Literacy
Goal: To improve reading comprehension in the areas of initial understanding, purpose, recall, interpreting data, and inference/analysis with a focus on open-response items for content and practical passages.
To improve content and style domains in writing and test taking strategies for writing multiple choice.
Goal Statement: All teachers will utilize multiple strategies for teaching reading comprehension skills with a focus on open-response. Open-responses will be introduced, modeled, modified, and worked independently on a weekly basis. All teachers will utilize a scaffold method of instruction for teaching writing concepts to strengthen content and style domains in writing and test taking strategies for writing multiple choice.
Priority 2: Mathematics
Goal: To improve mathematical achievement in computation, problem solving and high order thinking skills with a focus on number and operation, measurement, and data analysis and probability. To improve students responses to open response items in all five strands.
Goal Statement: All teachers use a specific problem solving stratagies for open response items that will be administered at least three times per week.
Priority 3: School Climate
Goal: To ensure that all students and staff are treated equitably and with parity in order to provide a safe environment for learning and working.
Priority 4: Wellness
Goal: To improve students' BMI using cardiovascular, muscular strength/endurance, and flexibility activity as well as healthy life style education.
Priority 5: English Language Learners
Goal: Two percent of students who are included in the ESL subpopulation will be dismissed from the ESL program annually due to achieving district exit criteria.
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Priority 1:
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To Improve Literacy Skills
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Supporting Data:
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- Based on a comprehensive needs assessment for 2011-2012 that reflects
a three year in-depth trend analysis of Classroom Observations, Interim
Assessments, CRT, and NRT scores across multiple grade levels and content
areas, we found that our areas of need in our combined, caucasian,
African-American, and economically disadvantaged populations are
open-response for content and practical passages and multiple choice
writing. This conclusion has been obtained by disaggregating 2010-2011 CRT
data and trend data from 2008-2011.
- Average daily attendance in 2008-2009-- 94.65% Average daily
attendance in 2009-2010---94.4%
Average daily attendance in 2010-2011---95.7%
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| Goal | To improve reading comprehension in the areas of initial understanding, purpose, recall, interpreting data, and inference/analysis with a focus on open-response items for content and practical passages.
To improve content and style domains in writing and test taking strategies for writing multiple choice.
Goal Statement: All teachers will utilize multiple strategies for teaching reading comprehension skills with a focus on open-response. Open-responses will be introduced, modeled, modified, and worked independently on a weekly basis. All teachers will utilize a scaffold method of instruction for teaching writing concepts to strengthen content and style domains in writing and test taking strategies for writing multiple choice.
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| Benchmark | At the end of the 2010-2011 school year, 80.4% of our combined population was proficient or above in literacy. At the end of the 2011-2012 school year,85.6% will score proficient or above. Annually, we will improve by 5.2%. |
| Benchmark | At the end of the 2010-2011 school year, 86.2% of our Caucasian population was proficient or above in literacy. At the end of the 2011-2012 school year, 90.8% will score proficient or above. Annually, we will improve by 4.6%.
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| Benchmark | At the end of the 2010-2011 school year, 73.6% of our Economically Disadvantaged population was proficient or above in literacy. At the end of the 2011-2012 school year, 85.6% will score proficient or above. Annually, we will improve by 12%. |
| Benchmark | At the end of the 2010-2011 school year, 70.7% of our African American population was proficient or above in literacy. At the end of the 2011-2012 school year, 85.6% will score proficient or above. Annually, we will improve by 14.9%.
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| Intervention: Implement a Standards Based Literacy Core Curriculum K-5 according to the Arkansas Frameworks. |
| Scientific Based Research: DuFour, R., DuFour, R.,& Karhanek, G. (2004). "Whatever It Takes." Indiana: National Educational Service.; DuFour, R. etal. (2006) "Learning By Doing." Education, Inc.; Johnston, Francine, Donald Bear and Marcia Invernizzi (2004). "Walk Throughs are on the Move"; Word Sorts for Within Word Pattern Spellers". Upper Saddle River, NJ: Pearson Education, Inc.; Johnston, Francine, Donald Bear and Marcia Invernizzi (2004). "Word Sorts for Letter Name-Alphabetic Spellers." Upper Saddle River, NJ: Pearson Education, Inc.; Washington, DC: American Federation of Teachers.Graham, S., MacArthur, C., Fitzgerald, J., (2007) Best practices in writing instruction.; The Guilford Press: New York, London. Benchmark Education (2006) "National Literacy Research Summary". |
| Actions |
Person Responsible |
Timeline |
Resources |
Source of Funds |
(1)Teachers will utilize writing strategies learned in Effective Literacy, ELLA and Step Up to Writing programs with students at all levels including ESL and Special Education, to enable them to become prolific writers.
Action Type: Equity
Action Type: Title I Schoolwide
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Teachers |
Start: 07/01/2011
End: 06/30/2012 |
- Administrative Staff
- Teachers
- Teaching Aids
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(2)Train and update teachers, including Special Education teachers, to work with all students in grades K - 5 using technology (Odyssey software, Microsoft Word, Power Point, Excel, Smartboard, etc.) to enhance a Comprehensive Literacy program and encourage student inquiry and research.
Action Type: Professional Development
Action Type: Technology Inclusion
Action Type: Title I Schoolwide
|
Principal |
Start: 07/01/2011
End: 06/30/2012 |
- Computers
- District Staff
- Teachers
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(3)Weekly content specific open-response instruction and assessments using Blooms Taxonomy will be used at grades K-5, including ESL, and Special Education, to increase problem solving strategies.
Action Type: Equity
Action Type: Special Education
Action Type: Title I Schoolwide
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Teachers |
Start: 07/01/2011
End: 06/30/2012 |
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(4)Teachers will incorporate the use of technology using the computer lab, the mobile computer lab and SmartBoard as instructional tools to differentiate instruction and enhance achievement through the use of technology.
Action Type: Equity
Action Type: Technology Inclusion
Action Type: Title I Schoolwide
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Teachers |
Start: 07/01/2011
End: 06/30/2012 |
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(6)Classroom Walk Through data will be reviewed by Professional Learning Communities to evaluate overall literacy instruction, assess gaps in instructional practices, provide direction for improvement, and plan for professional development based on CWT data.
Action Type: Collaboration
Action Type: Professional Development
Action Type: Title I Schoolwide
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Principal |
Start: 07/01/2011
End: 06/30/2012 |
- Administrative Staff
- Teachers
- Title Teachers
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(7)PCSSD Board Policy states that grades will be posted on Edline. Teachers will utilize an computerized grading system as a parent communication tool between home and school. Odyssey and/or interactive websites will be shared with parents in the school-wide electronic parent newsletter or weekly Edline posts. PCSSD will provide professional development for all teachers, including special education
Action Type: Parental Engagement
Action Type: Technology Inclusion
Action Type: Title I Schoolwide
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Principal |
Start: 07/01/2011
End: 06/30/2012 |
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(8)TESA and Pathwise strategies will be used in the classroom for student learning. Teachers will be refreshed with updates as needed.
Action Type: Professional Development
Action Type: Title I Schoolwide
|
Principal |
Start: 07/01/2011
End: 06/30/2012 |
- Administrative Staff
- District Staff
- Teachers
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(9)K-2 Teachers (including special education teachers) will use a variety of materials aligned with Common Core to teach reading and writing, such as leveled readers, trade books, children's literature, Writer's Notebooks, literacy stations and other appropriate materials as resources to enhance a literacy centered classroom. 3-5 Teachers will use Arkansas Frameworks.
Action Type: Alignment
Action Type: Title I Schoolwide
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Principal |
Start: 07/01/2011
End: 06/30/2012 |
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(10)Odyssey is a computer program which will be used by students in grades K-5 to individualize Language Arts activities on the students' instructional level and is aligned with Common Core and Arkansas standards.
Action Type: Alignment
Action Type: Technology Inclusion
Action Type: Title I Schoolwide
|
Teachers |
Start: 07/01/2011
End: 06/30/2012 |
- Computers
- District Staff
- Teachers
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(11)Teachers will create standards based lessons that are aligned with Common Core and Arkansas Frameworks. Current student work will be displayed and assessed using a rubric as an assessment tool.
Action Type: Alignment
Action Type: Title I Schoolwide
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Teachers |
Start: 07/01/2011
End: 06/30/2012 |
- Performance Assessments
- Teachers
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(12)Students will receive instruction from Highly Qualified teachers. The district will continue to recruit and maintain those Highly Qualified employees.
Action Type: Title I Schoolwide
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Principal |
Start: 07/01/2011
End: 06/30/2012 |
- Administrative Staff
- Central Office
- District Staff
- Teachers
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(13)All teachers, including special education teachers, will participate in 60 required hours of professional development that includes six (6) hours of technology, two (2) hours of parent involvement and two (2) hours of Arkansas History for instructors of history. An individual may be entitled to up to twelve (12) hours of professional development credit approval by the district/school which may be applied toward the 60 hours professional development requirement for that time period at the beginning of each school year which is used to plan and prepare curriculum or develop other instructional activities pursuant to Act 1185 of 2005. We will create a professional development plan annually in compliance with Arkansas law & rules governing professional development which shall be a part of the ACSIP. Our school's professional development plan complies with Arkansas law & rules by including the 3 hour college course as applicable to equal 15 hours (up to 30). For each administrator, the 60 hour professional development requirement shall include training in data disaggregation, instructional leadership, three hours of parental involvement and fiscal management.
Action Type: Professional Development
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Principal and Teachers |
Start: 07/01/2011
End: 06/30/2012 |
- Administrative Staff
- District Staff
- Teachers
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(14)Benchmark Phonics skills bags will be used in grades K-2 to provide a systematic process to improve student achievement through skill specific flexible small groups, fast and accurate assessments, and research based best practices. Skills addressed are aligned to Common Core.
Action Type: Alignment
Action Type: Title I Schoolwide
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Teachers |
Start: 07/01/2011
End: 06/30/2012 |
- Outside Consultants
- Teachers
- Teaching Aids
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(15)Renaissance Place is a progress monitoring computer program that will be used by students in grades 1-5. All 1st-5th students will be tested for an appropriate reading range using STAR. This assessment will be administered at the beginning and end of the school year. Students will take quizzes on books read during paired reading, literature based discussions, guided reading or independent reading. Initial AR goals will be determined by STAR. Teachers will set individual student goals and monitor students' progress through individual reports. Updates will be purchased by PCSSD. A committee will work to establish locally funded incentives for meeting personal goals.
Action Type: Technology Inclusion
Action Type: Title I Schoolwide
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Teachers |
Start: 07/01/2011
End: 06/30/2012 |
- Computers
- District Staff
- School Library
- Teachers
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(16)Professional Development will be provided during Professional Learning Communities (PLCs) on using rubrics, constructing open-response items, high yield stratgies, differentiated instruction AIP and IRI development, Quiz Builder,developmental spelling, and linking Bloom's Taxonomy to high order and critical thinking strategies. Time will be provided to increase special education involvement in PLCs with teachers in order to study, plan, collaborate, and share literacy strategies.
Action Type: Collaboration
Action Type: Special Education
Action Type: Title I Schoolwide
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Literacy Instructional Facilitator and Special Education Coordinator |
Start: 07/01/2011
End: 06/30/2012 |
- Administrative Staff
- Computers
- District Staff
- Outside Consultants
- Performance Assessments
- Teachers
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(17)A transition meeting for pre-k parents will be scheduled to ease the transition from pre-k to kindergarten. Academic information will be given to the parents to support future learning. Parents and students will tour kindergarten classrooms and talk to kindergarten teachers about kindergarten expectations.
Action Type: Parental Engagement
Action Type: Title I Schoolwide
|
Principal |
Start: 07/01/2011
End: 06/30/2012 |
- Administrative Staff
- Teachers
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(18)Teachers (including special education) will engage in Professional Learning Communities on a weekly basis to learn and discuss strategies in order to create a culturally and linguistically sensitive learning environment.
Action Type: Collaboration
Action Type: Equity
Action Type: Special Education
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Principal |
Start: 07/01/2011
End: 06/30/2012 |
- Administrative Staff
- Teachers
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(19)Parents will have the responsibility to commit to and follow standards of the Parent/School Compact where they ensure regular school attendance, provide necessary school supplies, communicate with the child's teacher, volunteer when possible, and participate in activities relating to the education of the student. Compacts will be signed and kept on file.
Action Type: Collaboration
Action Type: Parental Engagement
Action Type: Title I Schoolwide
|
Principal |
Start: 07/01/2011
End: 06/30/2012 |
- Administrative Staff
- Teachers
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(20)Robinson Elementary will implement the following parental involvement engagements required by ACT 397 of 2009 (amended ACT 603 of 2003) which include: informational packets, parental involvement meetings, Volunteer resource book, school's process for resolving parental concerns in handbook, enable formulation of PTO, parent facilitator, and two parent teacher conferences after the first and third nine weeks. Our parent facilitator is Meredith Mangum.
Action Type: Parental Engagement
Action Type: Title I Schoolwide
|
Principal |
Start: 07/01/2011
End: 06/30/2012 |
- Administrative Staff
- Teachers
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(21)The effectiveness of the actions of this intervention will be evaluated periodically and annually by Benchmark Assessments. 2010-2011 school year data showed that 80.4% of our combined population in grades 3rd-5th scored proficient or above in literacy. This is a 5.2% increase compared to last year's data.
Action Type: Program Evaluation
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Principal |
Start: 07/01/2011
End: 06/30/2012 |
- Administrative Staff
- District Staff
- Performance Assessments
- Teachers
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(22)DRA 2 kits will be used in grades K-5 to determine students' reading fluency and reading comprehension levels. All K-3 students and only 4th-5th students scoring basic or below basic on CRT will be assessed in the fall and spring of each school year.
Action Type: AIP/IRI
Action Type: Equity
Action Type: Title I Schoolwide
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Teachers |
Start: 07/01/2011
End: 06/30/2012 |
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(23)3rd-5th grade teachers will utilize strategies learned in Effective Literacy by implementing Word Journeys as a word study program. This program will incorporate differentiated instruction for spelling.
Action Type: Alignment
Action Type: Collaboration
Action Type: Title I Schoolwide
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Teachers |
Start: 07/01/2011
End: 06/30/2012 |
- Administrative Staff
- Outside Consultants
- Teachers
- Teaching Aids
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(24)Professional Learning Communities (PLCs) will be utilized to develop and implement strategies to address student deficiencies and evaluate the effectiveness of instructional practices. Data from formative and summative assessments will be analyzed. Professional development will be provided in vertical teams on curriculum alignment.
Action Type: Alignment
Action Type: Collaboration
Action Type: Title I Schoolwide
|
Principal |
Start: 07/01/2011
End: 06/30/2012 |
- Administrative Staff
- Computers
- Teachers
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(25)Time will be set aside for students to be engaged in literacy learning activities and projects incorporating high yield strategies and differientiated instruction. One day a month will be targeted for implementation of high yield strategies. Actions may include, but are not limited to, projects, technology, themes, content simulations, decision making, constructing models, experiments, reader's theater, etc.
Action Type: Collaboration
Action Type: Equity
Action Type: Title I Schoolwide
|
Teachers |
Start: 07/01/2011
End: 06/30/2012 |
- Administrative Staff
- Community Leaders
- Computers
- Performance Assessments
- Teachers
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(26)Write Source handbooks will be used with students in grades 1st-5th. These handbooks will provide a systematic process to improve the content and style of student writing by using student models and specific writing sequences.
Action Type: Alignment
Action Type: Title I Schoolwide
|
Literacy Instructional Facilitator |
Start: 07/01/2011
End: 06/30/2012 |
- Administrative Staff
- Teachers
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Smart Board Smart Response (clicker)system will be used in the classroom to increase student motivation, reinforce teaching, monitor comprehension, and accommodate diverse learning styles. Teachers will receive professional development on how to use clickers in the classroom. Title I funds will be used to purchase a set of Smart Response Clickers.
Action Type: Professional Development
Action Type: Technology Inclusion
Action Type: Title I Schoolwide
|
Teachers |
Start: 07/01/2011
End: 06/30/2012 |
- Administrative Staff
- Central Office
- Computers
- District Staff
- Teachers
|
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| Total Budget: | $0 |
| Intervention: Supplemental Intervention programs will differentiate instruction to increase acheivement in literacy K-5. |
| Scientific Based Research: "Differentiated Instruction", Verna Eaton (2006); "Five Principals Value Walk-Through" Kang and Weisz (2003); Saltrick S., Honey, M., & Pasnik, S. (2004). "Television Goes to School: The Impact of Video on Student Learning in Formal Education". Center for Children and Technology. Benchmark Education (2006) "National Literacy Research Summary". Hall, S. (2006). I've dibel'd now what?. Sopris West: New York.
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| Actions |
Person Responsible |
Timeline |
Resources |
Source of Funds |
(27)The school will use Title I funds to purchase research based books and materials to provide teachers with high yield strategy resources in order to improve vocabulary. Planning for vocabulary development will take place in PLCs.
Action Type: Equity
Action Type: Professional Development
Action Type: Title I Schoolwide
|
Literacy Instructional Facilitator |
Start: 07/01/2011
End: 06/30/2012 |
- Administrative Staff
- Teachers
|
| Title I - Materials & Supplies: | $250.00 |
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| ACTION BUDGET: | $250 |
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(28)Guided reading leveled sets, chapter book sets, or books to support Common Core will be used with students in grades K-5. Leveled sets will be used to provide a systematic process to improve student achievement through point-in-time remediation and/or flexible small groups. Chapter books will be used in both small and whole group literature discussions. Common Core trade books will be used to teach specific reading skills. Title I funds will be used to purchase books and supplemental materials.
Action Type: Equity
Action Type: Title I Schoolwide
|
Teachers |
Start: 07/01/2011
End: 06/30/2012 |
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| Title I - Materials & Supplies: | $1300.00 |
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| ACTION BUDGET: | $1300 |
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(29)Family literacy involvement activities, above and beyond what is required by ACT 397, will be held to teach parents strategies that they could use to help their children at home. Grade level "Student Showcase Nights" will highlight student work, projects, and performances. Books and other supplies will be purchased for parents to utilize with students at home. Refreshments will be served and stipends will be paid using Title I funds.
Action Type: Parental Engagement
Action Type: Title I Schoolwide
|
Literacy Instructional Facilitator |
Start: 07/01/2011
End: 06/30/2012 |
- Administrative Staff
- Outside Consultants
- Teachers
|
| Title I - Materials & Supplies: | $500.00 |
| Title I - Employee Salaries: | $500.00 |
| Title I - Employee Benefits: | $125.00 |
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| ACTION BUDGET: | $1125 |
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(30)Students will be given opportunities to write across the curriculum daily. Teachers will continually engage the students in the writing process by teaching students how to develop ideas, organize their writing, apply stylistic devices, and correct mechanical errors. Title I funds will be used to purchase writer's notebooks, and supplies for Writer's Workshop.
Action Type: Equity
Action Type: Title I Schoolwide
|
Literacy Facilitator |
Start: 07/01/2011
End: 06/30/2012 |
|
| Title I - Materials & Supplies: | $400.00 |
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| ACTION BUDGET: | $400 |
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(31)Televisions, DVD's, digital projectors, Smartboards and document cameras will be utilized to incorporate digital media and streaming video in the classroom in order to reinforce, enhance comprehension, accommodate diverse learning styles and increase student motivation. Title I funds will be used to purchase additional technology equipment and materials and provide upkeep, etc. for digital projectors and document cameras purchased through Title funds.
Action Type: Equity
Action Type: Technology Inclusion
Action Type: Title I Schoolwide
|
Teachers |
Start: 07/01/2011
End: 06/30/2012 |
- Administrative Staff
- Central Office
- Computers
- Teachers
|
| Title I - Materials & Supplies: | $150.00 |
|
| ACTION BUDGET: | $150 |
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(32)A transition meeting for pre-k parents will be scheduled to ease the transition from pre-k to kindergarten. A packet of abbreviated standards will be given to the parents to support future learning. Parents and students will tour kindergarten classrooms and talk to kindergarten teachers about kindergarten expectations. Title I funds will be used to pay for a half day substitute teacher.
Action Type: Parental Engagement
Action Type: Title I Schoolwide
|
Principal |
Start: 07/01/2011
End: 06/30/2012 |
- Administrative Staff
- Teachers
|
| Title I - Employee Salaries: | $30.00 |
| Title I - Employee Benefits: | $4.00 |
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| ACTION BUDGET: | $34 |
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(33)Renaissance Place is a progress monitoring computer program that will be used by students in grades 1-5. Students will take quizzes on books read during paired reading, literature based discussions, guided reading or independent reading. Teachers will monitor students' progress through individual reports and students' AR shields. Updates will be purchased by PCSSD. Title I funds will be used to purchase materials to make AR Shields (cardstock and a die cut shield).
Action Type: Alignment
Action Type: Technology Inclusion
Action Type: Title I Schoolwide
|
Literacy Instructional Facilitator |
Start: 07/01/2011
End: 06/30/2012 |
- Computers
- District Staff
- Performance Assessments
- Teachers
|
| Title I - Materials & Supplies: | $100.00 |
|
| ACTION BUDGET: | $100 |
|
(34)The effectiveness of the actions of this intervention will be evaluated periodically and annually by CRTs. 2010-2011 CRT results show that 68% Third Grade, 96% Fourth Grade and 83% Fifth Grade students were proficient or above on the Benchmark exam and benefited from our plan. This is an increase from 2009-2010 data where 86% Fourth Grade students and 74% Fifth Grade students were proficient or above in literacy.
Action Type: Program Evaluation
Action Type: Title I Schoolwide
|
Principal |
Start: 07/01/2011
End: 06/30/2012 |
- Administrative Staff
- District Staff
- Performance Assessments
- Teachers
|
|
(35)Teachers (including special education and Alpha) will employ a variety of instructional strategies, such as cooperative grouping, literacy stations, manipulatives, one-to-one instruction, etc. that support a literacy centered classroom. Title I funds will be used to purchase trade books and other materials to supplement the literacy curriculum (Common Core) using strategies learned in ELLA, Effective Literacy, Modern Red Schoolhouse, and Word Journeys.
Action Type: Special Education
Action Type: Title I Schoolwide
|
Literacy Instructional Facilitator |
Start: 07/01/2011
End: 06/30/2012 |
|
| Title I - Materials & Supplies: | $100.00 |
|
| ACTION BUDGET: | $100 |
|
(36)Title I funds will be used to provide professional development opportunities by paying registration and allowable expenses for teachers and the Literacy Instructional Facilitator to attend approved literacy conferences, such as those provided by ARA and IRA and approved cooperatives.
Action Type: Professional Development
Action Type: Title I Schoolwide
|
Literacy Instructional Facilitator |
Start: 07/01/2011
End: 06/30/2012 |
- Administrative Staff
- District Staff
- Outside Consultants
- Teachers
|
| Title I - Purchased Services: | $500.75 |
|
| ACTION BUDGET: | $500.75 |
|
(37)The Leadership Team will meet monthly to analyze school needs. This includes planning professional development for the school, making decisions regarding curriculum, instruction, and assessments. Team members will also receive professional development and revisit the ACSIP. Title I funds and/or state professional development funds will be used to pay stipends and benefits.
Action Type: Collaboration
Action Type: Professional Development
Action Type: Title I Schoolwide
|
Principal |
Start: 07/01/2011
End: 06/30/2012 |
- Administrative Staff
- District Staff
- Teachers
|
| Title I - Employee Salaries: | $225.00 |
| Title I - Employee Benefits: | $28.25 |
| PD (State-223) - Employee Benefits: | $250.00 |
| PD (State-223) - Employee Salaries: | $775.00 |
|
| ACTION BUDGET: | $1278.25 |
|
(38)A mentoring program will begin at RES in which community leaders will focus on meeting students' academic needs in literacy. Materials will be purchased for the mentor training and mentoring curriculum materials.
Action Type: Title I Schoolwide
|
Principal |
Start: 07/01/2011
End: 06/30/2012 |
|
| Title I - Materials & Supplies: | $100.00 |
|
| ACTION BUDGET: | $100 |
|
(39) Teachers will continually engage students in the writing process by using student models and differentiated instruction to teach mechanics, usage, and grammar skills needed to apply the writing process effectively across a range of writing forms. Title I funds will be used to purchase 1st-5th grade Write Source Teacher's guide and student books.
Action Type: Equity
Action Type: Title I Schoolwide
|
Teachers |
Start: 07/01/2011
End: 06/30/2011 |
- Administrative Staff
- Outside Consultants
- Teachers
|
| Title I - Materials & Supplies: | $4500.00 |
|
| ACTION BUDGET: | $4500 |
|
(40) The school will utilize a 1.0 FTE Literacy Instructional Facilitator to mentor and provide on-going staff development to train highly qualified classroom teachers. The specialist will work closely with classroom teachers to model strategies and techniques, observe instruction, participate in Professional Learning Communities, and conduct after school meetings and workshops. The facilitator will also be responsible for all assessment data analysis and budget requirements as well as providing the teachers with resources they need for particular lessons.
Action Type: Professional Development
Action Type: Title I Schoolwide
|
Principal |
Start: 07/01/2011
End: 06/30/2012 |
- Administrative Staff
- Teachers
- Teaching Aids
|
|
Quick Reads will be utilized in 2nd and 3rd grades. Quick Reads will provide curriculum-embedded non-fiction texts in science and social studies. Students of all reading abilities, including Special Education, will read more quickly and retain what they have read through the use of interesting content and connections that promote comprehension.
Action Type: Equity
Action Type: Special Education
Action Type: Title I Schoolwide
|
Teachers |
Start: 07/01/2011
End: 06/30/2012 |
- Administrative Staff
- Performance Assessments
- Teachers
|
| Title I - Materials & Supplies: | $1450.00 |
|
| ACTION BUDGET: | $1450 |
|
| Total Budget: | $11288 |
| Intervention: At-risk students K-5 will receive remediation according to the literacy needs identified on Academic Improvement Plans. |
| Scientific Based Research: Mahwah, NJ: Lawrence Erlbaum. American Federation of Teachers, editors. 2004. Preventing Early Reading Failure. Washington, DC: American Federation of Teachers. Ross, S., Nunnery, J., Goldfeder, E., (2004). "A Randomized Experiment on the Effects of Accelerated Reader/Reading Renaissance in an Urban School District: Final Evaluation Report, Center for Research in Educational Policy. Saltrick, S., Honey, M., Pasnik, S. (2004), "Television Goes to School: The Impact of Video on Student Learning in Formal Education, Center for Children and Technology. Rodgers, E.M. (2004). Scaffolding literacy instruction, Strategies for K-4 classrooms. Portsmouth:Heinemann., Clark, K.F., & Graves, M.F. (2005. Scaffolding students' comprehension of text. The Reading Teacher 58(6), 570-580. Hall, S. (2006) I've dibel'd now what?. Sopris West: New York. Garner, B. (2007) Getting to got it! Helping struggling students learn how to learn. ASCD: Virginia. NASDSE, Response to Intervention: Blueprints for Implementation (District and School Building Levels), (2008). |
| Actions |
Person Responsible |
Timeline |
Resources |
Source of Funds |
(41)Use Renaissance Place as a monitoring tool to determine strong and weak areas of reading comprehension of all students, especially at-risk students/students with a literacy AIP or IRI. This enables teachers to set goals to help improve student achievement in the area of reading comprehension, inference, recalling, etc. by providing point in time reading conferences. Students will also work with the Media Clerk to select appropriate books.
Action Type: Equity
Action Type: Technology Inclusion
Action Type: Title I Schoolwide
|
Teachers |
Start: 07/01/2011
End: 06/30/2012 |
- Administrative Staff
- Computers
- School Library
- Teachers
|
|
(42)Kindergarten teachers will conduct Qualls Early Learning Inventories to determine students' early reading readiness and communication skills.
K-5 teachers will assess students using DIBELS. This evaluative data will provide information on the appropriate instructional level for individual students. Results will be used in developing students' IRI/AIP. These evaluations will also be used to determine differentiated learning levels within subgroups.
Action Type: AIP/IRI
|
Kindergarten Teachers |
Start: 07/01/2011
End: 06/30/2012 |
- Administrative Staff
- District Staff
- Teachers
- Teaching Aids
|
|
(43)At the beginning of each school year, classroom teachers K-5, with parental help, will develop and follow an Academic Improvement Plan and/or Intensive Reading Intervention (IRI) for all students who have been identified by data as below proficient on CRT and/or DIBELS in literacy. This may include small flexible groups, peer tutoring, double blocking and one on one instruction. AIPs and IRIs will be monitored through TLI Formative Assessments, classroom assessments, Odyssey reports, DRA2 assessments, DIBELS Progress Monitoring and teacher observation.
Action Type: AIP/IRI
Action Type: Parental Engagement
Action Type: Title I Schoolwide
|
Principal |
Start: 07/01/2011
End: 06/30/2012 |
- Administrative Staff
- Central Office
- Computers
- District Staff
- Teachers
|
|
(44)Volunteer parents and community leaders will be recruited to tutor individual/small groups of identified students to develop reading fluency and literacy problem solving skills.
Action Type: Collaboration
Action Type: Equity
Action Type: Parental Engagement
|
Principal |
Start: 07/01/2011
End: 06/30/2012 |
- Administrative Staff
- Community Leaders
- Teachers
- Teaching Aids
|
|
(45)The effectiveness of the actions of this intervention will be evaluated periodically and annually by CWTs and CRTs. 2010-2011 CRT data showed that 73.6% of our economically disadvantage students (54% Third Grade, 93% Fourth Grade, and 83% Fifth Grade)were proficient or above on Benchmark tests. This is a 2.6% increase from the previous year.
Action Type: Program Evaluation
|
Principal |
Start: 07/01/2011
End: 06/30/2012 |
- Administrative Staff
- District Staff
- Performance Assessments
- Teachers
|
|
(46) The leadership team in consultation from the RtI Coordinators, determined steps toward implementation of RtI. Robinson Elementary will continue to build the infrastructure and support the implementation of Response to Intervention by 1) encouraging teaming to discuss the needs of all students to promote academic growth and reduction of behavioral concerns, 2) continuing to examine data to identify skills and determine student needs and then selecting and implementing interventions to match the identified areas, 3) providing professional development and modeling of universal screening, interventions and differentiated instruction in leadership team meetings, professional learning communities (PLCs), faculty meetings and/or within the classroom, 4) working with the problem-solving team (RtI Committee) to assist students with targeted intensive needs and 5) sharing resources with both parents and the surrounding community about Response to Intervention and how it meets the needs of all students. Special Education involvment will be increased in the RTI Process.
Action Type: Collaboration
Action Type: Professional Development
Action Type: Special Education
|
Response to Intervention Coordinator and Special Education Coordinator |
Start: 07/01/2011
End: 06/30/2012 |
- Administrative Staff
- Central Office
- District Staff
- Teachers
|
|
| Total Budget: | $0 |
| Intervention: Specific strategies and programs will address the disparity gap/equity concerns among ethnic groups in literacy K-5. |
| Scientific Based Research: (2007). Getting to got it! Helping struggling students learn how to learn. ASCD: Virginia. Hall, S., (2006). I've dibel'd now what? Sopris West: Longmont., DuFour, R., DuFour, R., & Karhanek, G. (2004). Whatever it takes. National Education Service:Indiana.George Batsche, Districts Embrace RtI Plan Development (Fall 2009), Burns, M.K., & Senesac, B.V. Comparison of dual discrepancy criteria to assess response to intervention (2005), O’Connor, R.E., Harty, K.R., & Fulmer, D. Tiers of intervention in kindergarten through third grade (2005), O’Connor, R.E., Fulmer, D., Harty, K.R., & Bell, K.M. Layers of reading intervention in kindergarten through third grade: changes in teaching and student outcomes (2005), Jimerson, S.R., Burns, M.K. & VanDerHeyden, A.M. The handbook of response to intervention: The Science and Practice of assessment and intervention (2007), Hosp, J.L., & Madyun, N. Addressing disproportionality with response to intervention (2007), Brown-Chidsey, R., & Steege, M.W. Response to Intervention: Principles and strategies for effective practice (2005), Christ, T.J., Burns, M.K., & Ysseldyke, J.E. Conceptual confusion within response to intervention vernacular: clarifying meaningful differences (2005), Fairbanks, S., Sugai, G., Guardino, D., & Lathrop, M. Response to intervention: Examining classroom behavior support in second grade (2007), Batsche, G., Elliott, J., Graden, J., Kovaleski, J., Prasse, D., Reschly, D., Shrag, J., & Tilly, D. Response to Intervention: Policy considerations and Implementation (2005), NASDSE, Response to Intervention: Blueprints for Implementation (District and School Building Levels), (2008). |
| Actions |
Person Responsible |
Timeline |
Resources |
Source of Funds |
(47)Use the results of the Augmented Benchmark exam, The Learning Institute Formative Assessments, and Classroom Walk Throughs to review and revise the ACSIP Plan biannually to determine if desired instructional strategies are clearly defined and being met.
Action Type: Collaboration
Action Type: Equity
Action Type: Title I Schoolwide
|
Principal |
Start: 07/01/2011
End: 06/30/2012 |
- Administrative Staff
- Computers
- Teachers
|
|
(48)K-5 teachers will evaluate and analyze the Literacy Section of the Augmented Benchmark Exam and complete an item analysis to determine strengths and weaknesses. This information will be shared with the entire staff to collaborate on ways to improve student achievement at all grade levels, especially for at-risk students.
Action Type: Collaboration
Action Type: Equity
Action Type: Title I Schoolwide
|
Literacy Instructional Facilitator & Teachers |
Start: 07/01/2011
End: 06/30/2012 |
- Administrative Staff
- District Staff
- Teachers
|
|
(49)Teachers will analyze data from their students' Augmented Benchmark Exams and/or Stanford 10 test results to determine areas of strengths and weaknesses. High yield strategies will be used to target weak areas and enhance strengths.
Action Type: Alignment
Action Type: Equity
Action Type: Title I Schoolwide
|
Literacy Instructional Facilitator & Teachers |
Start: 07/01/2011
End: 06/30/2012 |
- Administrative Staff
- Teachers
|
|
(50)The Literacy Instructional Facilitator will help drive curriculum through weekly PLC meetings, by modeling best teaching practices, and having reflective discussions with teachers. She will facilitate teachers in developing specific lesson plans directly related to high yield strategies based on achievement gap needs learned through professional development.
Action Type: Collaboration
Action Type: Title I Schoolwide
|
Literacy Instructional Facilitator |
Start: 07/01/2011
End: 06/30/2012 |
- Administrative Staff
- Teachers
|
|
(51)Teachers, including special education, will use TLI database to analyze group and individual student strengths/weaknesses and to pinpoint deficit skills. Achievement gaps will be identified and instructional activities will be developed to enable students to apply and transfer knowledge. Teacher lesson plans and instructional practices will reflect alignment with State Standards and Common Core. Lessons will provide targeted interventions for students who are below proficient focusing on the achievement gap (academically disadvantaged) so that the achievement gap will be decreased and sustained.
Action Type: Alignment
Action Type: Equity
Action Type: Title I Schoolwide
|
Principal and Teachers |
Start: 07/01/2011
End: 06/30/2012 |
|
|
(52)Teachers will meet the needs of individual students through small group instuction and cooperative team learning, especially those at-risk and special education students.
Action Type: Equity
Action Type: Special Education
Action Type: Title I Schoolwide
|
Teachers |
Start: 07/01/2011
End: 06/30/2012 |
|
|
(53)The school will maintain a Parent Library for parents to check out books, tapes, and/or CD's to read, listen, or watch with their children.
Action Type: Parental Engagement
Action Type: Technology Inclusion
Action Type: Title I Schoolwide
|
Principal |
Start: 07/01/2011
End: 06/30/2012 |
- Administrative Staff
- Outside Consultants
- Teachers
|
|
(54)Family literacy involvement activities, above and beyond what is required by ACT 397, will be held to teach parents strategies that they could use to help their children at home. Grade level
"Student Showcase Nights" will highlight student work, projects, and performances. Books and other supplies will be utilized with parents and students.
Action Type: Parental Engagement
Action Type: Title I Schoolwide
|
Literacy & Math Facilitators |
Start: 07/01/2011
End: 06/30/2012 |
- Administrative Staff
- Outside Consultants
- Teachers
|
|
(55)Students in grades K-5,including Alpha, ESL, special education and low socioeconomic students, will engage in research in the media center and computer lab to enable them to write research papers and complete projects. They will use library references including internet sources.
Action Type: Special Education
Action Type: Technology Inclusion
Action Type: Title I Schoolwide
|
Teachers |
Start: 07/01/2011
End: 06/30/2012 |
- Computers
- District Staff
- Public Library
- School Library
- Teachers
|
|
(56)Teachers will utilize a balanced approach to teaching reading in order to reduce the disparity between subgroups including socioeconomic groups and Special Education. The balanced approach will include phonics instruction, word attack skills, reading for comprehension and writing. Students will read independently, participate in read alouds and have opportunities to write daily. Professional development will be given as needed.
Action Type: Equity
Action Type: Special Education
Action Type: Title I Schoolwide
|
Teachers |
Start: 07/01/2011
End: 06/30/2012 |
- Administrative Staff
- Teachers
- Teaching Aids
|
|
(57)During horizontal/vertical planning times and PLCs, teachers will meet to share literacy strategies and purchase supplemental books and materials to help meet standards and address disparity gap/equity groups including special education.
Action Type: Equity
Action Type: Special Education
Action Type: Title I Schoolwide
|
Literacy Instructional Facilitator |
Start: 07/01/2011
End: 06/30/2002 |
- Administrative Staff
- Teachers
|
|
(58)"Parent Involvement Meetings" will be held to outline the school's Title I plan and let parents know how they can help children with literacy skills at home.
Action Type: Equity
Action Type: Parental Engagement
Action Type: Title I Schoolwide
|
Principal |
Start: 07/01/2011
End: 06/30/2012 |
- Administrative Staff
- Teachers
|
|
(59)Teachers will utilize digital projectors, Smartboards, DVD players, DVDs, books on cassette, and televisions to teach new strategies and skills. These instructional tools will be used to target high risk, special education and ESL students.
Action Type: Equity
Action Type: Technology Inclusion
Action Type: Title I Schoolwide
|
Teachers |
Start: 07/01/2011
End: 06/30/2012 |
- Administrative Staff
- Computers
- Outside Consultants
- Teachers
|
|
(60)Classroom teachers will conduct formative assessments on first through fifth grade students. This evaluative data will provide information on the appropriate instructional level for individual students. These evaluations will be conducted periodically to determine differentiated learning levels within subgroups, as well as to direct and diversify instruction. Results will be shared with parents.
Action Type: Collaboration
Action Type: Parental Engagement
Action Type: Title I Schoolwide
|
Teachers |
Start: 07/01/2011
End: 06/30/2012 |
- Performance Assessments
- Teachers
|
|
(61)The effectiveness of the actions of this intervention will be evaluated periodically and annually by CWTs, TLI Assessments, CRTs, and NRTs. For the 2010-2011 school year, our African-American population met growth.
Action Type: Program Evaluation
|
Principal |
Start: 07/01/2011
End: 06/30/2012 |
- Administrative Staff
- District Staff
- Performance Assessments
- Teachers
|
|
(62)Teachers (including special education) will provide data driven instruction that enables scaffolding, which links previously mastered skills with the skills to be mastered at their current grade level.
Action Type: Equity
Action Type: Special Education
Action Type: Title I Schoolwide
|
Principal & Teachers |
Start: 07/01/2011
End: 06/30/2012 |
- Performance Assessments
- Teachers
- Teaching Aids
|
|
(63)The school counselor will meet with identified students who are below proficiency on state standardized tests on a regular basis. The counselor will discuss with the students how they are meeting their academic goals they set at the beginning of the year in cooperation with their parents and the math and literacy instructional facilitators.
Action Type: Collaboration
Action Type: Equity
|
School Counselor |
Start: 07/01/2011
End: 06/30/2012 |
|
|
(64)At-Risk African American males will participate in the "Men of Influence" mentoring program. Each identified at risk male will be paired with a mentor from Arkansas Baptist College or Philander Smith College during the school day to receive weekly tutoring and encouragement using the Buckle Down Program. Student progress will be monitored through classroom grades and teacher observations.
Action Type: Collaboration
Action Type: Equity
|
Principal |
Start: 07/01/2011
End: 06/30/2012 |
- Community Leaders
- Teachers
|
|
(65)Classroom teachers in grades 2-5 will send home student nomination letters to parents for the GT/Alpha program.
Action Type: Collaboration
Action Type: Parental Engagement
|
Alpha Facilitator |
Start: 01/16/2012
End: 01/27/2012 |
|
|
| Total Budget: | $0 |
|
|
Priority 2:
|
To Improve Math Skills
|
|
Supporting Data:
|
- Based on a comprehensive needs assessment for 2011-2012 that reflects
a 3 year in-depth trend analysis from multiple data sources across
multiple grade levels and content areas we found that our areas of need in
our combined, African-American,caucasian & economically disadvantaged
populations to be numbers and operations, geometry, measurement, and
stratagies for solving all open response items. This conclusion has been
obtained by analyzing 2010-2011 CRT and NRT data, intermittent
assessments, and trend data from 2008-2011.
- Average daily attendance in 2008-2009--94.65%,
Average daily attendance in 2009-2010--94.4%, Average daily attendance in
2010-2011--95.7%
-
|
| Goal | To improve mathematical achievement in computation, problem solving and high order thinking skills with a focus on number and operation, measurement, and data analysis and probability. To improve students responses to open response items in all five strands.
Goal Statement: All teachers use a specific problem solving stratagies for open response items that will be administered at least three times per week. |
| Benchmark | At the end of the 2010-2011 school year, 83.2% of our combined population was proficient or above in mathematics. At the end of the 2011-2012 school year, 88.8% will score proficient or above. Annually, we will improve by 5.6%.
|
| Benchmark | At the end of the 2010-2011 school year 87.9% of our caucasian population was proficient or above in math. At the end of the 2011-2012 school year, 91% will score proficient or above. Annually we will improve by 4%.
|
| Benchmark | At the end of the 2010-2011 school year 77.8% of our economically disadvantaged population was proficient or above in math. At the end of the 2011-2012 school year, 85.2% will score proficient or above. Annually we will improve by 7.4%.
|
| Benchmark | At the end of the 2010-2011 school year, 75.6% of our African-American population was proficient or above in math. At the end of the 2011-2012 school year, 85% will score proficient or above. Annually, we will improve by 9.4% |
| Intervention: Implement a Standards Based Mathematics Core Curriculum K-5 according to the Arkansas Frameworks. |
| Scientific Based Research: "Classroom Instruction that works, Research-Based Strategies for Increasing Student Achievment", Robert Marzono, Debra Pickering, Jane Pollock, (2001);"Teaching Reading in Social Studies, Science, and Math"; Laura Robb (2003);"Childrens Mathematics, Cognitively Guided Instruction"; Thomas Carpenter, Elizabeth Fennema, Megan Franke, Linda Levi, Susan Empson; (1999);"Learning By Doing." Indiana: Solution Tree. On Common Ground. Virginia: Solution Tree. "Teaching Children Mathematics". Washington: National Council of Teachers of Mathematics (NCTM). Kang-Weisz; Five Principals Value Walk Through, George Batsche, Districts Embrace RtI Plan Development (Fall 2009),Jimerson, S.R., Burns, M.K. & VanDerHeyden, A.M. The handbook of response to intervention: The Science and Practice of assessment and intervention (2007), Hosp, J.L., & Madyun, N. Addressing disproportionality with response to intervention (2007), Fairbanks, S., Sugai, G., Guardino, D., & Lathrop, M. Response to intervention: Examining classroom behavior support in second grade (2007),NASDSE, Response to Intervention: Blueprints for Implementation (District and School Building Levels), (2008).
|
| Actions |
Person Responsible |
Timeline |
Resources |
Source of Funds |
(1)Teachers, including Special Education teachers, will use a variety of materials to teach mathematical thinking in all math strands, emphasizing data analysis, meaurement and probability. Instruction will be aligned to incorporate writing into mathematics as differentiated instruction.
Action Type: Equity
Action Type: Special Education
Action Type: Title I Target Assistance
|
Math Facilitator |
Start: 07/01/2011
End: 06/30/2012 |
|
|
(2)Open-response prompts in the form of "Gold Math" using Blooms Taxonomy will be used at grades K-5, including ESL and Special Education, to increase problem solving strategies. Students will learn through school-wide implementation.
Action Type: Equity
Action Type: Special Education
Action Type: Title I Schoolwide
|
Math Facilitator |
Start: 07/01/2011
End: 06/30/2012 |
|
|
(3) Professional development will be provided in Professional Learning Communities (PLCs) on using rubrics, constructed response items, high yield strategies, differentiated instruction, academic vocabulary, developing AIPs, TLI Quiz Builder and assessments of learning. Horizontal and vertical planning will occur during PLCs.
Action Type: Professional Development
Action Type: Technology Inclusion
Action Type: Title I Schoolwide
|
Principal |
Start: 07/01/2011
End: 06/30/2012 |
- Administrative Staff
- Computers
- District Staff
- Teachers
|
|
(4)The PCSSD Math curriculum document, aligned with Common Core and Arkansas frameworks, will be used for standards based math instruction. The Harcourt math series will be utilized as a resource to improve student achievement. Professional development will be provided during Professional Learning Communities on evaluating formative assessments, student achievement, and planning remediation. PLC time for K-5 teachers will be also be used to study, plan, collaborate, and share math strategies during horizontal and vertical planning.
Action Type: Alignment
Action Type: Professional Development
Action Type: Title I Schoolwide
|
Math Facilitator |
Start: 07/01/2011
End: 06/30/2012 |
|
|
(5)Teachers will incorporate the use of technology using the computer lab, the mobile computer lab and SmartBoard as instructional tools to differentiate instruction and enhance achievement.Teachers will be trained and updated, including special education teachers, to work with all students in grades K-5 using technology (Odyssey software, Microsoft Word, Power point, Excel, Smartboard, etc.) to enchance the math program.
Action Type: Equity
Action Type: Technology Inclusion
Action Type: Title I Schoolwide
|
Teachers |
Start: 07/01/2011
End: 06/30/2012 |
- Administrative Staff
- Computers
- Teachers
|
|
(6)Odyssey is a computer program which will be used by students in grades K-5 to individualize math activities on the students' instructional level and is aligned with Common Core and Arkansas standards.
Action Type: Alignment
Action Type: Technology Inclusion
Action Type: Title I Schoolwide
|
Teachers |
Start: 07/01/2011
End: 06/30/2012 |
- Computers
- District Staff
- Teachers
|
|
(7)Classroom Walk Through data will be reviewed by the Professional Learning Communities to assess gaps in instructional practices and plan Professional Development based on CWT.
Action Type: Collaboration
Action Type: Professional Development
Action Type: Title I Schoolwide
|
Principal |
Start: 07/01/2011
End: 06/30/2012 |
- Administrative Staff
- Teachers
- Title Teachers
|
|
(8)TESA and Pathwise strategies will be used in the classroom for student learning. Teachers will be refreshed with updates as needed.
Action Type: Collaboration
Action Type: Equity
Action Type: Professional Development
|
Teachers |
Start: 07/01/2011
End: 06/30/2012 |
- Administrative Staff
- District Staff
- Teachers
|
|
(9)Teachers will create standards based lessons that are aligned with Common Core and Arkansas Frameworks. Student work will be displayed and assessed using a rubric as an assessment tool.
Action Type: Alignment
Action Type: Title I Schoolwide
|
Teachers |
Start: 07/01/2011
End: 06/30/2012 |
- Performance Assessments
- Teachers
|
|
(10)One day a month will be targeted for implementation of high yield strategies. Actions may include, but are not limited to, projects, technology and multiage collaboration.
Action Type: Collaboration
Action Type: Title I Schoolwide
|
Teachers |
Start: 07/01/2011
End: 06/30/2012 |
|
|
(11)All teachers, including special education teachers, will participate in 60 required hours of professional development that includes six (6) hours of technology, two (2) hours of parent involvement and two (2) hours of Arkansas History for instructors of history. An individual may be entitled to up to twelve (12) hours of professional development credit approval by the district/school which may be applied toward the 60 hours professional development requirement for that time period at the beginning of each school year which is used to plan and prepare curriculum or develop other instructional activities pursuant to Act 1185 of 2005. We will create a professional development plan annually in compliance with Arkansas law & rules governing professional development which shall be a part of the ACSIP. Our school's professional development plan complies with Arkansas law & rules by including the 3 hour college course as applicable to equal 15 hours (up to 30). For each administrator, the 60 hour professional development requirement shall include training in data disaggregation, instructional leadership, three hours of parental involvement and fiscal management.
Action Type: Professional Development
|
Principal and Teachers |
Start: 07/01/2011
End: 08/10/2012 |
- Administrative Staff
- Central Office
- Teachers
|
|
(12)Students will receive instruction from Highly Qualified teachers. The district will continue to recruit and maintain those Highly Qualified employees.
Action Type: Title I Schoolwide
|
Principal |
Start: 07/01/2011
End: 08/10/2011 |
- Administrative Staff
- Central Office
- District Staff
- Teachers
|
|
(13)Materials such as TI-15 and TI-10 calculators will be utilized to build math concepts and provide hands-on math experiences with technology.
Action Type: Collaboration
Action Type: Technology Inclusion
Action Type: Title I Schoolwide
|
Math Facilitator and Teachers |
Start: 07/01/2011
End: 06/30/2012 |
- Administrative Staff
- Teachers
|
|
(14)A transition meeting for pre-k parents will be scheduled to ease the transition from pre-k to kindergarten. Academic information will be given to the parents to support future learning. Parents and students will tour kindergarten classrooms and talk to kindergarten teachers about kindergarten expectations.
Action Type: Parental Engagement
Action Type: Title I Schoolwide
|
Principal |
Start: 07/01/2011
End: 06/30/2012 |
- Administrative Staff
- Teachers
|
|
(15)Teachers (including special education) will engage in Professional Learning Communities to learn and discuss strategies in order to create a culturally and linguistically sensitive learning environment.
Action Type: Collaboration
Action Type: Equity
Action Type: Special Education
|
Principal |
Start: 07/01/2011
End: 06/30/2012 |
- Administrative Staff
- Teachers
|
|
(16)Parents will have the responsibility to commit to and follow standards of the Parent/School Compact where they ensure regular school attendance, provide necessary school supplies, communicate with the child's teacher, volunteer when possible, and participate in activities relating to the education of the student. Compacts will be signed and kept on file.
Action Type: Collaboration
Action Type: Parental Engagement
Action Type: Title I Schoolwide
|
Principal |
Start: 07/01/2011
End: 06/30/2012 |
- Administrative Staff
- Teachers
|
|
(17)Robinson Elementry will implement the following parental involvement engagements required by ACT 397 of 2009 (amended ACT 603 of 2003) which include informational packets, parental involvement meetings school's process for resolving parental concerns in handbook, enable formulation of PTA/PTO, parent facilitator, and two parent teacher conferences after the first and third nine weeks. Our parent facilitator is Meredith Mangum.
Action Type: Parental Engagement
Action Type: Title I Schoolwide
|
Principal |
Start: 07/01/2011
End: 06/30/2012 |
- Administrative Staff
- Teachers
|
|
(18)The effectiveness of the actions of this intervention will be evaluated periodically and annually by CRTs. For the 2010-2011 school year, data showed that 83.2% of our combined population scored proficient or above on the Benchmark. This is a 4% increase from the previous year.
Action Type: Program Evaluation
|
Principal |
Start: 07/01/2011
End: 06/30/2012 |
- Administrative Staff
- District Staff
- Performance Assessments
- Teachers
|
|
(19)Smart Board Smart Response (clicker)system will be used in the classroom to increase student motivation, reinforce teaching, monitor comprehension, and accommodate diverse learning styles. Teachers will receive professional development on how to use clickers in the classroom. Title I funds will be used to purchase a set of Smart Response Clickers.
Action Type: Professional Development
Action Type: Technology Inclusion
Action Type: Title I Schoolwide
|
Teachers |
Start: 07/01/2011
End: 06/30/2012 |
- Administrative Staff
- Computers
- District Staff
- Teachers
|
|
(20)Professional Development will be provided in Professional Learning Communities (PLCs) on mathematical curriculum issues, using rubrics, constructed response items, high yield strategies, differentiated instruction, and assessment for learning. Horizontal planning will occur. Professional development will be provided on curriculum alignment, measurement, data analysis and probability.
Action Type: Alignment
Action Type: Collaboration
Action Type: Special Education
|
Principal |
Start: 07/01/2011
End: 06/30/2012 |
- Administrative Staff
- Computers
- District Staff
- Teachers
|
|
(27)The Calendar Math Program will be utilized in first through fifth grades. This program specifically targets the lower areas in mathematic, such as measurement, but also incorporates all other strands within one program. Calendar Math Kits will be purchased for the program.
Action Type: Alignment
Action Type: Professional Development
Action Type: Title I Schoolwide
|
Math Facilitator |
Start: 07/01/2011
End: 06/30/2011 |
- Administrative Staff
- Teachers
- Teaching Aids
|
|
| Total Budget: | $0 |
| Intervention: Supplemental Intervention programs will differentiate instruction to increase acheivement in mathematics K-5. |
| Scientific Based Research: "Classroom Instruction that works, Research-Based Strategies for Increasing Student Achievment", Robert Marzono, Debra Pickering, Jane Pollock, (2001);"Teaching Reading in Social Studies, Science, and Math"; Laura Robb (2003);"Childrens Mathematics, Cognitively Guided Instruction"; Thomas Carpenter, Elizabeth Fennema, Megan Franke, Linda Levi, Susan Empson; (1999); Odyssey Computer program, Odyssey Learning,Inc.
Kulik, J. (2003)"Every day counts Calendar Math" includes the five mathematical process standards-communication, reasoning and proff, connections,problem solving and representation-are ways in which children can acquire and use content knowleged in math(NCTMa, 2000)
|
| Actions |
Person Responsible |
Timeline |
Resources |
Source of Funds |
(21)Teachers will meet to share mathematic strategies and purchase supplemental materials to help meet standards and address the disparity gap in Special Education, socioeconomic, and ethnic groups. In order to address the varied learning styles of our students, Title I funds will be used to purchase math resources/supplemental materials, read aloud books and manipulatives.
Action Type: Collaboration
Action Type: Equity
Action Type: Title I Schoolwide
|
Math Facilitator |
Start: 07/01/2011
End: 06/30/2012 |
|
| Title I - Materials & Supplies: | $1200.00 |
|
| ACTION BUDGET: | $1200 |
|
(22)Family math involvement activities, above and beyond what is required by ACT 397, will be held to teach parents strategies that they could use to help their children at home. Math manipulatives and other supplies will be purchased for parents to utilize with students at home. Stipends will be paid to teachers using Title I funds. Refreshments will be served.
Action Type: Parental Engagement
Action Type: Title I Schoolwide
|
Math Facilitator |
Start: 07/01/2011
End: 06/30/2012 |
- Administrative Staff
- Outside Consultants
- Teachers
|
| Title I - Materials & Supplies: | $600.00 |
| Title I - Employee Salaries: | $500.00 |
| Title I - Employee Benefits: | $125.00 |
|
| ACTION BUDGET: | $1225 |
|
(23)The school will use Title I funds to purchase research based books to provide teachers with high yield strategy resources in order to improve math instruction.
Action Type: Equity
Action Type: Professional Development
Action Type: Title I Schoolwide
|
Math Facilitator |
Start: 07/01/2011
End: 06/30/2012 |
|
| Title I - Materials & Supplies: | $100.00 |
|
| ACTION BUDGET: | $100 |
|
(24)Time will be set aside for students to be engaged in math learning activities and projects incorporating high yield strategies, and differentiated instruction. Actions may include, but are not limited to, projects, technology, themes, math simulations, decision making, constructing models, experiments, etc. Materials will be purchased using Title I funds.
Action Type: Collaboration
Action Type: Equity
Action Type: Title I Schoolwide
|
Teachers |
Start: 07/01/2011
End: 06/30/2012 |
- Administrative Staff
- Computers
- Teachers
|
| Title I - Materials & Supplies: | $100.00 |
|
| ACTION BUDGET: | $100 |
|
(25)Televisions, DVD's, digital projectors, Smartboards and document cameras will be utilized to incorporate digital media and streaming video in the classroom in order to reinforce, enhance comprehension, accommodate diverse learning styles and increase student motivation. Title I funds will be used to purchase additional technology equipment and materials and provide upkeep, etc. for digital projectors and document cameras purchased through Title funds.
Action Type: Collaboration
Action Type: Equity
Action Type: Professional Development
|
Principal |
Start: 07/01/2011
End: 06/30/2012 |
- Administrative Staff
- Teachers
|
| Title I - Materials & Supplies: | $850.00 |
|
| ACTION BUDGET: | $850 |
|
(26)Title 1 Funds will be used to purchase math journals and trade books for students in Kindergarten through fifth grade to ensure writing occurs in the mathematics classroom.
Action Type: Equity
Action Type: Professional Development
Action Type: Title I Schoolwide
|
Math Facilitator |
Start: 07/01/2011
End: 08/10/2012 |
- Central Office
- Computers
- District Staff
- Teachers
|
| Title I - Materials & Supplies: | $100.00 |
|
| ACTION BUDGET: | $100 |
|
(28)A transition meeting for pre-k parents will be scheduled to ease the transition from pre-k to kindergarten. A packet of abbreviated standards will be given to the parents to support future learning. Parents and students will tour kindergarten classrooms and talk to kindergarten teachers about kindergarten expectations. Title I funds will be used to pay for a half day substitute teacher, purchase materials and refreshments.
Action Type: Parental Engagement
Action Type: Title I Schoolwide
|
Principal |
Start: 07/01/2011
End: 06/30/2012 |
- Administrative Staff
- Teachers
|
| Title I - Employee Salaries: | $28.00 |
| Title I - Employee Benefits: | $6.00 |
|
| ACTION BUDGET: | $34 |
|
(29)The effectiveness of the actions of this intervention will be evaluated periodically and annually by CWTs, TLI Assessments, CRTs, and NRTs. The 2010-2011 data results showed according to Benchmark Test results 83.2% of the combined population, 75.6% of the African America population, 100% of the Hispanic population, 87.9% of the caucasian population and 77.8% of the Economically Disadvantaged population benefitted from our plan.
Action Type: Program Evaluation
|
Principal |
Start: 07/01/2011
End: 06/30/2012 |
- Administrative Staff
- District Staff
- Performance Assessments
- Title Teachers
|
|
(30)The Leadership Team will meet monthly to analyze school needs. This includes planning professional development for the school, making decisions regarding curriculum, instruction, and assessments. Team members will also receive professional development and revisit the ACSIP. Title I funds and/or state professional development funds will be used to pay stipends and benefits.
Action Type: Collaboration
Action Type: Professional Development
Action Type: Title I Schoolwide
|
Principal |
Start: 07/01/2011
End: 06/30/2012 |
|
| Title I - Employee Salaries: | $225.00 |
| Title I - Employee Benefits: | $28.00 |
|
| ACTION BUDGET: | $253 |
|
(31) A mentoring program will begin at RES which focuses on meeting students' academic needs in mathematics. Materials will be purchased for the mentor training and mentoring curriculum materials.
Action Type: AIP/IRI
|
Principal |
Start: 07/01/2011
End: 06/30/2012 |
|
| Title I - Materials & Supplies: | $100.00 |
|
| ACTION BUDGET: | $100 |
|
(32) Teachers will provide students with cross curricular hands on learning that links math and science using science kits. Professional development will be provided during PLCs. Nancy Larson Science kits will be purchased for grades 2-3 using Title I funds.
Action Type: Alignment
Action Type: Equity
Action Type: Title I Schoolwide
|
Math Facilitator |
Start: 07/01/2011
End: 06/30/2012 |
|
| Title I - Materials & Supplies: | $4825.00 |
|
| ACTION BUDGET: | $4825 |
|
The school will utilize a 1.0 FTE Math Specialist to mentor and provide on-going staff development to classroom teachers. The facilitator will work closely with classroom teachers to model strategies and techniques, observe instruction, participate in Professional Learning communities, and conduct after school meetings and workshops. The specialist will also be responsible for all assessment data analysis and budget requirements as well as providing the teachers with resources they need for particular lessons.
Action Type: Professional Development
Action Type: Title I Schoolwide
|
Principal |
Start: 07/01/2011
End: 06/30/2012 |
- Administrative Staff
- Teachers
- Teaching Aids
|
|
| Total Budget: | $8787 |
| Intervention: At-risk students K-5 will receive remediation according to the mathematic needs identified on Academic Improvement Plans. |
| Scientific Based Research: "Classroom Instruction that works, Research-Based Strategies for Increasing Student Achievment", Robert Marzono, Debra Pickering, Jane Pollock, (2001);"Teaching Reading in Social Studies, Science, and Math"; Laura Robb (2003);"Childrens Mathematics, Cognitively Guided Instruction"; Thomas Carpenter, Elizabeth Fennema, Megan Franke, Linda Levi, Susan Empson; (1999); Reflective Practice to Improve Schools; Jennifer York-Barr, William A. Sommers, Gail S. Ghere and Jo Montie
Annual Growth for all Students,Catch -up Growth For those who are behind; Lynn Fielding, Nancy Kerr and Paul Rosier; NASDSE, Response to Intervention: Blueprints for Implementation (District and School Building Levels), (2008). |
| Actions |
Person Responsible |
Timeline |
Resources |
Source of Funds |
(33)At the beginning of each school year, classroom teachers K-5, with parental help, will develop and follow an Academic Improvement Plan (AIP)for all students who have been identified by data as below proficient on state mandated testing in math. This may include small flexible groups, peer tutoring, double blocking and one on one instruction. The plan will be evaluated and updated periodically by the classroom teacher to adjust for appropriate instruction.
Action Type: AIP/IRI
Action Type: Parental Engagement
Action Type: Title I Schoolwide
|
Teachers |
Start: 07/01/2011
End: 06/30/2012 |
- Administrative Staff
- Teachers
|
|
(34)Kindergarten teachers will conduct Qualls Early Learning Inventories to determine students' early math skills. Results will be used to develop the AIP. This evaluation will be used to determine differnet learnig levels within subgroups.
Action Type: AIP/IRI
|
Principal |
Start: 07/01/2011
End: 06/30/2012 |
|
|
(35)Volunteer parents and community members will be recruited to tutor individual/small groups of identified students to develop mathematical fluency in problem solving skills.
Action Type: AIP/IRI
Action Type: Equity
Action Type: Parental Engagement
|
Principal |
Start: 07/01/2011
End: 06/30/2012 |
- Administrative Staff
- Community Leaders
- Teachers
- Teaching Aids
|
|
(36)The effectiveness of the actions of this intervention will be evaluated periodically and annually by CWTs and CRTs. The 2010-2011 Benchmark data showed that 77.8% of our economically disadvantaged students were proficient or above on tests. This is a 3.6% increase from the previous year.
Action Type: AIP/IRI
Action Type: Collaboration
Action Type: Program Evaluation
|
Principal |
Start: 07/01/2011
End: 06/30/2012 |
|
|
(37)In 2010-2011, Robinson Elementary will, in consultation from the RtI Coordinators, continue to build the infrastructure and support the implementation of Response to Intervention by 1) encouraging teaming to discuss the needs of all students to promote academic growth and reduction of behavioral concerns, 2) continuing to examine data to identify skills and determine student needs and then selecting and implementing interventions to match the identified areas, 3) providing professional development and modeling of universal screening, interventions and differentiated instruction in leadership team meetings, professional learning communities (PLCs), faculty meetings and/or within the classroom, 4) working with the problem-solving team (RtI Committee) to assist students with targeted intensive needs and 5) sharing resources with both parents and the surrounding community about Response to Intervention and how it meets the needs of all students.
Action Type: Collaboration
Action Type: Professional Development
|
Response to Intervention Coordinator |
Start: 07/01/2011
End: 06/30/2012 |
- Administrative Staff
- Central Office
- District Staff
- Teachers
|
|
| Total Budget: | $0 |
| Intervention: Specific strategies and programs will address the disparity gap/equity concerns among ethnic groups in mathematics K-5. |
| Scientific Based Research: "Classroom Instruction that works, Research-Based Strategies for Increasing Student Achievment", Robert Marzono, Debra Pickering, Jane Pollock, (2001);""Teaching Reading in Social Studies, Science, and Math"; Laura Robb (2003);"Childrens Mathematics, Cognitively Guided Instruction"; Thomas Carpenter, Elizabeth Fennema, Megan Franke, Linda Levi, Susan Empson; (1999) |
| Actions |
Person Responsible |
Timeline |
Resources |
Source of Funds |
(38)Use the results of the Augmented Benchmark exam, The Learning Institute, Stanford 10, and Classroom Walk Throughs to review and revise the ACSIP Plan biannually to determine if desired instructional strategies are clearly defined and being met.
Action Type: Equity
Action Type: Title I Schoolwide
|
Math Facilitator |
Start: 07/01/2011
End: 06/30/2012 |
- Administrative Staff
- Computers
- Teachers
|
|
(39) K-5 teachers will evaluate and analyze the Mathematics Section of the Augmented Benchmark Exam and/or Stanford 10 and complete an item analysis to determine strengths and weaknesses. This information will be shared with the entire staff to collaborate on ways to improve student achievement at all grade levels, especially for at-risk students.
Action Type: Alignment
Action Type: Collaboration
Action Type: Title I Schoolwide
|
Math Facilitator |
Start: 07/01/2011
End: 06/30/2012 |
- Administrative Staff
- District Staff
- Teachers
|
|
(40)Teachers will meet the needs of individual students through small group instuction and cooperative team learning, especially those at-risk and special education students.
Action Type: Equity
Action Type: Special Education
|
Teachers |
Start: 07/01/2011
End: 06/30/2012 |
|
|
(41)The math facilitator will help drive curriculum through PLC meetings, model teaching and reflective discussions with teachers. She will facilitate teachers in developing specific lesson plans directly related to high yield strategies based on achievement gap needs. Strategies are learned through professional development.
Action Type: Collaboration
Action Type: Equity
Action Type: Title I Schoolwide
|
Math Facilitator |
Start: 07/01/2011
End: 06/30/2012 |
- Administrative Staff
- Teachers
|
|
(42)Teachers (including special education and alpha) will engage in Professional Learning Communities to learn and discuss high yield teaching strategies which will enhance student learning when put into practice. Strategies will be monitored by classroom walk throughs.
Action Type: Collaboration
Action Type: Equity
Action Type: Special Education
|
Principal |
Start: 07/01/2011
End: 06/30/2012 |
- Administrative Staff
- Teachers
|
|
(43)Using The Learning Institute (TLI) database, teachers, including special education will utilize group and individual data to analyze student strengths/weaknesses and to pinpoint deficit skills. Achievement gaps will be identified and instructional activities will be developed to enable students to apply and transfer knowledge. Teacher lesson plans and instructional practices will reflect alignment with State Standards. Lessons will provide targeted interventions for students who are below proficient focusing on the achievement gap (academically disadvantaged) so that the achievement gap will be decreased and sustained.
Action Type: Alignment
Action Type: Equity
Action Type: Title I Schoolwide
|
Teachers |
Start: 07/01/2011
End: 06/30/2012 |
|
|
(44)Teen Reading Mentors, WatchDOGS, and JAG programs will be implemented for at-risk students. High school volunteers will tutor students one-on-one.
Action Type: Collaboration
Action Type: Equity
|
Principal |
Start: 07/01/2011
End: 06/30/2012 |
- Administrative Staff
- Community Leaders
- Teachers
|
|
(45)The school will maintain a Parent Library for parents to check out math books, games, and/or CD's to read, play, listen to, or watch with their children.
Action Type: Parental Engagement
Action Type: Technology Inclusion
Action Type: Title I Schoolwide
|
Principal |
Start: 07/01/2011
End: 06/30/2012 |
- Administrative Staff
- Outside Consultants
- Teachers
|
|
(46)Classroom teachers will conduct formative assessments on first through fifth grade students. This evaluative data will provide information on the appropriate instructional level for individual students. These evaluations will be conducted periodically to determine differentiated learning levels within subgroups, as well as to direct and diversify instruction. Results will be shared with parents.
Action Type: Collaboration
Action Type: Parental Engagement
Action Type: Title I Schoolwide
|
Principal |
Start: 07/01/2011
End: 06/30/2012 |
- Performance Assessments
- Teachers
|
|
(47)Teachers will utilize digital projectors, DVD players, DVDs, document cameras and televisions to teach new strategies and skills. This instructional tool will be used to target high risk, special education and ESL students.
Action Type: Equity
Action Type: Technology Inclusion
Action Type: Title I Schoolwide
|
Principal |
Start: 07/01/2011
End: 06/30/2012 |
- Administrative Staff
- Computers
- Outside Consultants
- Teachers
|
|
(48)Teachers (including special education) will provide data driven instruction that enables scaffolding, which links previously mastered skills with the skills to be mastered at their current grade level.
Action Type: Equity
Action Type: Special Education
Action Type: Title I Schoolwide
|
Principal |
Start: 07/01/2011
End: 06/30/2012 |
- Performance Assessments
- Teachers
- Teaching Aids
|
|
(49)Family math involvement activities, above and beyond what is required by ACT 397, will be held to teach parents strategies that they could use to help their children at home. Math manipulatives and other supplies will be purchased to utilize with parents and students.
Action Type: Parental Engagement
Action Type: Title I Schoolwide
|
Literacy / Math Facilitators |
Start: 07/01/2011
End: 06/30/2012 |
- Administrative Staff
- Outside Consultants
- Teachers
|
|
(50)Students in grades K-5,including TAG, ESL, special education and low socioeconomic students, will engage in research in the media center and computer lab to enable them complete projects. They will use library references including internet sources.
Action Type: Technology Inclusion
Action Type: Title I Schoolwide
|
Teachers |
Start: 07/01/2011
End: 06/30/2012 |
|
|
(51)Teachers will meet in PLC's to share mathematic strategies and purchase supplemental materials to help meet standards and address the disparity gap: Special Education, socioeconomic, and ethnic groups.
Action Type: Alignment
Action Type: Collaboration
Action Type: Title I Schoolwide
|
Math Facilitator |
Start: 07/01/2011
End: 06/30/2012 |
- Administrative Staff
- Teachers
|
|
(52)Parent Involvement Meetings" will be held to outline the school's Title I plan and let parents know how they can help children with literacy skills at home.
Action Type: Equity
Action Type: Parental Engagement
Action Type: Title I Schoolwide
|
Principal |
Start: 07/01/2011
End: 06/30/2012 |
- Administrative Staff
- Teachers
|
|
(53)The effectiveness of the actions of this intervention will be evaluated periodically and annually by CWTs, TLI Assessments, CRTs, and NRTs. The 2010-2011 Benchmark Data results showed that 87.9% of the Caucasian population, 77.8% of the Economically Disadvantaged and 75.6% of the African American populations met growth.
Action Type: Program Evaluation
|
Principal |
Start: 07/01/2011
End: 06/30/2012 |
- Administrative Staff
- District Staff
- Teachers
|
|
(54)The school counselor will meet with identified students who are below proficiency on state standardized tests on a regular basis. The counselor will discuss with the students how they are meeting their academic goals they set at the beginning of the year in cooperation with their parents and the math and literacy instructional facilitators.
Action Type: Collaboration
|
School Counselor |
Start: 07/01/2011
End: 06/30/2012 |
|
|
(55)At-Risk African American males will participate in the "Men of Influence" mentoring program. Each identified at risk male will be paired with a mentor from Arkansas Baptist College or Philander Smith College during the school day to receive weekly tutoring and encouragement using the Buckle Down Program. Student progress will be monitored through classroom grades and teacher observations.
Action Type: Collaboration
Action Type: Equity
|
Principal |
Start: 07/01/2011
End: 06/30/2012 |
|
|
(56)Classroom teachers in grades 2-5 will send home student nomination letters to parents for the GT/Alpha program.
|
Alpha Facilitator |
Start: 01/16/2012
End: 01/27/2012 |
|
|
| Total Budget: | $0 |
|
|
Priority 3:
|
School Climate
|
|
Supporting Data:
|
- 2008-2009 discipline referrals for classroom incidents numbered: 11;
2009-2010 discipline referrals for classroom incidents numbered 10;
2010-2011 discipline referrals for classroom incidents numbered 5
-
- Average daily attendance in 2008-2009-- 94.65%
Average daily attendance in 2009-2010---94.4%
Average daily attendance in 2010-2011--- 94.6%
|
| Goal | To ensure that all students and staff are treated equitably and with parity in order to provide a safe environment for learning and working. |
| Benchmark | The number of office referrals of the student population will be reduced during the 2011-2012 school year. The number of bus referrals of the student population will be reduced during the 2011-2012 school year. Average daily attendance will be increased by incentives and parent contact. |
| Intervention: Reduce the number of office and bus referrals in the 2011-2012 school year to produce a higher level of learning for all students. |
| Scientific Based Research: Mariconda, B. (2003) Easy and Effective Ways to communicate with Parents. New York: Scholastic Professional Books; Olsen, G. W., and Fuller, M. L. (2003). Home-School Relations: Working Successfully with Parents and Families. Boston: Allyn and Bacon; What Great Teachers Do Differently. Fourteen Things That Matter. Eye on Education 2004. Teaching with Love & Logic, Love & Logic Press, Inc. (1995). |
| Actions |
Person Responsible |
Timeline |
Resources |
Source of Funds |
(1)Parents will receive a copy of the Robinson Elementary School Handbook. They will sign the signature page from each handbook and return them to school.
Action Type: Parental Engagement
Action Type: Title I Schoolwide
|
Principal |
Start: 07/01/2010
End: 06/30/2011 |
|
|
(2)Provide male mentors for African American and low socio economic male populations who are having problems with appropriate social skills. Mentors will discuss and model appropriate social skills.
Action Type: Equity
Action Type: Parental Engagement
Action Type: Title I Schoolwide
|
Counselor/Principal |
Start: 07/01/2011
End: 06/30/2012 |
|
|
(3)Celebrate Red Ribbon Week with activities and speakers. Obtain a commitment from students to remain drug free.
Action Type: Alignment
Action Type: Collaboration
Action Type: Title I Schoolwide
|
Counselor |
Start: 07/01/2010
End: 06/30/2011 |
- Outside Consultants
- Teachers
|
|
(4)Each nine weeks students are rewarded for academic achievement, attendance and citizenship. This will be done in an assembly for students and their parents are encouraged to attend. Parents will be given information during each of these assemblies that will give them ideas on helping them to work with their children to improve achievement.
Action Type: Equity
Action Type: Parental Engagement
|
Counselor |
Start: 07/01/2011
End: 06/30/2012 |
|
|
(5)Teachers will collaborate to review/rewrite and implement the school-wide Discipline Management Plan annually.
Action Type: Collaboration
Action Type: Equity
Action Type: Title I Schoolwide
|
Teachers |
Start: 07/01/2010
End: 06/30/2011 |
- Administrative Staff
- Teachers
|
|
(6)A Good Behavior Celebration will be planned by teachers to be held at the end of each nine weeks as an incentive for those students who have not received an office referral.
Action Type: Collaboration
Action Type: Equity
Action Type: Title I Schoolwide
|
Principal |
Start: 07/01/2010
End: 06/30/2011 |
- Administrative Staff
- Teachers
|
|
(7)Teachers will provide daily praise and weekly rewards for students displaying good behavior in the classroom by following the school-wide Discipline Management Plan.
Action Type: Equity
|
Teachers |
Start: 07/01/2011
End: 06/30/2012 |
|
|
(8)Teachers will write behavioral plans in collaboration with parents for students who continue to have difficulty following school Discipline Management Plan.
Action Type: Collaboration
Action Type: Parental Engagement
|
Teachers |
Start: 07/01/2010
End: 06/30/2011 |
- Administrative Staff
- Teachers
|
|
(9)School climate and equity committees will evaluate suspensions and discipline referrals using the eschool program in the following areas: fighting, not following classroom rules, bullying.
Action Type: Equity
Action Type: Title I Schoolwide
|
Teachers |
Start: 07/01/2011
End: 06/30/2012 |
- Administrative Staff
- Teachers
|
|
(10)Communication with parents will occur on a regular basis using teacher notes and phone calls, principal letters and phone calls,a monthly newsletter and Edline updates.
Action Type: Parental Engagement
|
Teachers |
Start: 07/01/2010
End: 06/30/2011 |
- Administrative Staff
- Teachers
|
|
(11)Parent materials dealing with effective discipline will be included in the Parent Center.
Action Type: Parental Engagement
|
Tammy Helmick |
Start: 07/01/2011
End: 06/30/2012 |
- Community Leaders
- Teachers
|
|
(12)K-5 teachers will attend Discipline Manangement Plan Staff Development at the beginning of the school year. Teachers will create and implement the school-wide discipline plan to monitor Rule 1 infractions. Assignment notebooks and daily parent communication documents will be utilized.
Action Type: Collaboration
Action Type: Equity
Action Type: Parental Engagement
Action Type: Professional Development
Action Type: Special Education
|
Principal and Teachers |
Start: 07/01/2011
End: 06/30/2012 |
- Administrative Staff
- Central Office
- Teachers
|
|
(13)The effectiveness of the actions of this intervention will be evaluated according to goal and FEPSI benchmark data.
Action Type: Program Evaluation
|
Principal |
Start: 07/01/2011
End: 06/30/2012 |
- Administrative Staff
- Teachers
|
|
| Total Budget: | $0 |
| Intervention: Implement a School Climate plan that will improve student behavior. |
| Scientific Based Research: "Tools for Teaching" Jones, Fredric H. (2000); What Great Teachers Do Differently. Fourteen Things That Matter. Eye on Education 2004. |
| Actions |
Person Responsible |
Timeline |
Resources |
Source of Funds |
(14)Recognize a "Character Kid" from each classroom on Monday. Announce this student over the intercom. "Character Kid" photographs will be displayed on bulletin board.
Action Type: Equity
Action Type: Title I Schoolwide
|
Counselor |
Start: 07/01/2010
End: 06/30/2011 |
|
|
(15)The effectiveness of the actions of this intervention will be evaluated according to goal and FEPSI benchmark data.
Action Type: Program Evaluation
|
Principal |
Start: 07/01/2011
End: 06/30/2012 |
|
|
(16)The School Climate commitee will monitor a written Discipline Management Plan for targeted students which will be evaluated quarterly.
Action Type: Equity
|
Teachers |
Start: 07/01/2011
End: 06/30/2012 |
- Administrative Staff
- Teachers
|
|
(17)Encourage school attendance by providing incentives such as a free dress pass quarterly.
Action Type: Equity
Action Type: Title I Schoolwide
|
Principal |
Start: 07/01/2010
End: 06/30/2011 |
- Administrative Staff
- Teachers
|
|
(18)Teachers (including special education) will engage in Professional Learning Communities to learn and discuss strategies in order to create a culturally and linguistically sensitive learning environment.
Action Type: Collaboration
Action Type: Equity
Action Type: Professional Development
Action Type: Special Education
|
Principal |
Start: 07/01/2011
End: 06/30/2012 |
- Administrative Staff
- Teachers
|
|
(19)Have student elections to establish a Student Council which will give students opportunities to have input into school issues.
Action Type: Collaboration
Action Type: Equity
|
Counselor |
Start: 07/01/2011
End: 06/30/2012 |
|
|
| Total Budget: | $0 |
| Intervention: Utilize a variety of Parental Involvement Programs as well as the Parent Center to encourage parents to become more involved with their student's academic achievement. |
| Scientific Based Research: Scientific Based Research: Maricanda, B. (2003). Easy and Effective Ways to Communicate with Parents. New York: Scholastic Professional Books. Olsen, G.W. and Fuller, M.L. (2003). Home-School Relations; Working Successfully with Parents and Families. Bostob; Allyn and Bacon. Gestwicke, c. (2004). Home, School, and Community Relations: A Guide to Working with Families. Australia; Clifton Park, NY: Thompson/Delmar Learning. Berger, E.H. (2004). Parents as partners in Education: Families and Schools Working Together. |
| Actions |
Person Responsible |
Timeline |
Resources |
Source of Funds |
(20)Parents will have the responsibility to commit to and follow standards of the Parent/School Compact where they ensure regular school attendance, provide necessary school supplies, communicate with the child's teacher, volunteer when possible, and participate in activities relating to the education of the student. Compacts will be signed and kept on file.
Action Type: Collaboration
Action Type: Parental Engagement
Action Type: Title I Schoolwide
|
Principal |
Start: 07/01/2010
End: 06/30/2011 |
- Administrative Staff
- Teachers
|
|
(21)Training sessions to teach parents to access Grade Quick/Ed Line will be held. Volunteers will be elicited to help with training.
Action Type: Equity
Action Type: Parental Engagement
Action Type: Professional Development
Action Type: Title I Schoolwide
|
Specialists |
Start: 07/01/2011
End: 06/30/2012 |
- Administrative Staff
- Computers
- District Staff
- Teachers
|
|
(22)Include "Parent Tips" in the electronic monthly newsletter. The newsletter will highlight student achievements and school activities.
Action Type: Collaboration
Action Type: Parental Engagement
Action Type: Title I Schoolwide
|
Principal |
Start: 07/01/2010
End: 06/30/2011 |
- Administrative Staff
- Community Leaders
- Teachers
|
|
(23)Odyssey/Interactive websites will be shared with parents in an electronic schoolwide monthly parent newsletter.
Action Type: Alignment
Action Type: Collaboration
Action Type: Parental Engagement
Action Type: Technology Inclusion
Action Type: Title I Schoolwide
|
Principal |
Start: 07/01/2010
End: 06/30/2011 |
- Administrative Staff
- Teachers
|
|
(24)"Parent Involvement Meetings" will be held to let parents know how they can help children with math literacy skills at home.
Action Type: Parental Engagement
Action Type: Title I Schoolwide
|
Principal |
Start: 07/01/2010
End: 06/30/2011 |
- Administrative Staff
- Teachers
|
|
(25)Student Math and/or Literacy AIPs will be jointly developed and reviewed with parents for the purpose of improving student achievement and building the home-school connection. This will be done at the first nine-week conference. Parents will be given a copy of the signed document.
Action Type: AIP/IRI
Action Type: Parental Engagement
Action Type: Title I Schoolwide
|
Principal |
Start: 07/01/2011
End: 06/30/2012 |
- Administrative Staff
- Teachers
|
|
(26)A transition meeting for pre-K parents will be scheduled to ease the transition from pre-K to kindergarten. Academic information will be given to the parents to support future learning. Parents and students will tour kindergarten classrooms and talk to kindergarten teachers about expectations.
Action Type: Parental Engagement
Action Type: Title I Schoolwide
|
Principal |
Start: 07/01/2010
End: 06/30/2011 |
- Administrative Staff
- Teachers
|
|
(27)Robinson Elementary will implement the following parental involvement engagements required by ACT 397 of 2009 (amended ACT 603 of 2003) which include informational packets, parental involvement meetings school's process for resolving parental concerns in handbook, enable formulation of PTA, PTO, parent facilitator, and two parent teacher conferences after the first and third nine weeks. Our parent facilitator is
Tammy Helmick.
Action Type: Parental Engagement
Action Type: Title I Schoolwide
|
Principal |
Start: 07/01/2010
End: 06/30/2011 |
- Administrative Staff
- Teachers
|
|
(28)Parents will be given results after each TLI assessment detailing SLE's in order to keep them informed of their child's progress.
Action Type: Collaboration
Action Type: Parental Engagement
Action Type: Title I Schoolwide
|
Teachers |
Start: 07/01/2011
End: 06/30/2012 |
- Administrative Staff
- Computers
- Teachers
|
|
(29)Teachers will invite parents for special learning days at school. A volunteer resource book will be kept at the school so that parents can log volunteer hours.
Action Type: Parental Engagement
Action Type: Title I Schoolwide
|
Teachers |
Start: 07/01/2010
End: 06/30/2011 |
- Administrative Staff
- Teachers
|
|
(30)Teachers will be diligent about making weekly posts to Edline.
Action Type: Collaboration
Action Type: Parental Engagement
Action Type: Title I Schoolwide
|
Teachers |
Start: 07/01/2010
End: 06/30/2011 |
- Administrative Staff
- Computers
- District Staff
- Teachers
|
|
(31)Robinson Elementary will hold two parent/teacher conferences to communicate student progress. At this time, information concerning Smart Core will be discussed with parents. A copy of the Parent, Teacher, Student, School Compact will be given during parent conference times. Parent signatures will be obtained.
Action Type: Parental Engagement
Action Type: Title I Schoolwide
|
Classroom Teacher |
Start: 07/01/2010
End: 06/30/2011 |
- Administrative Staff
- Computers
- Teachers
|
|
(32)Robinson Elementary will include Business Partners in learning projects and other school activities.
Action Type: Collaboration
Action Type: Title I Schoolwide
|
Principal |
Start: 07/01/2011
End: 06/30/2012 |
- Administrative Staff
- Community Leaders
- Teachers
|
|
(33)The effectiveness of the actions of this intervention will be evaluated periodically and annually according to the goal and FEPSI benchmark data. Sign-in sheets at meetings, conferences, etc. and recorded parent volunteer hours will be used as a way to document attendance. The data collected this year will serve as baseline data for purposes of future evaluations.
Action Type: Program Evaluation
|
Principal |
Start: 07/01/2011
End: 06/30/2012 |
- Administrative Staff
- Teachers
|
|
(34)Parents will receive a Family Kit detailing parent involvement opportunities.
This kit will be printed yearly using Title I funds.
Action Type: Parental Engagement
|
Principal |
Start: 07/01/2010
End: 06/30/2011 |
|
|
Hold a Parent Involvement/Back to School Night in conjunction with the PTO to communicate school mission, goals, classroom expectations, grading procedures, and discipline procedures.
Action Type: Equity
Action Type: Parental Engagement
|
Principal |
Start: 07/01/2010
End: 06/30/2011 |
- Administrative Staff
- School Library
- Teachers
|
|
| Total Budget: | $0 |
|
|
Priority 4:
|
School wellness activities will be presented to create a healthy school
environment that supports consistent health, nutrition, and physical activity
messages to students, staff, parents, and community members. These activities
will be integrated into math, literacy, parent involvement and safe and drug
free school activities.
|
|
Supporting Data:
|
- In 2008-2009, BMI results for PCSSD K-5 students indicated that 33.8%
of students K-5 were overweight or at risk for overweight. In 2009-2010,
18.1% of RES students were overweight while 16.6% of RES students were
obese. In 2010-2011, 20.8% of RES students were overweight while 18.9% of
RES students were obese.
- Federal Law: Child Nutrition Reauthorization Act of 2004, Public Law:
108-265 School Health Index. Modules 1-8: School Health and Safety
Policies and Environment(71%), Health Education (91%), Physical Education
and Other Physical Activity Programs (77%), Nutrition Services (83%),
Health Services (52%-school nurse one day a week), Counseling,
Psychological, and Social Services (83%), Health promotion for Staff
(75%), Family and Community Involvement (67%)
- 2008-2009 = 43% of the student population qualified for free & reduced
meal prices. 2009-2010= 68% of the RES student population qualified for
free & reduced meal prices. 2010-2011 = 72% of RES student population
qualified for free & reduced meal prices. This illustrates the rise in
poverty within our school population.
|
| Goal | To improve students' BMI using cardiovascular, muscular strength/endurance, and flexibility activity as well as healthy life style education. |
| Benchmark | Students will show healthier BMI results.
There will be a 5% difference in the 2011-2012 BMI results indicating healthier lifestyles are being practiced. |
| Benchmark | The Wellness Committee will evaluate activities, curricular concepts and progress toward improving Joe T. Robinson students' Body Mass Index numbers and overall health and fitness addressed in the School Health Index. |
| Intervention: Information promoting a healthy lifestyle will be discussed and distributed as a part of classroom assignments and parent meetings.
|
| Scientific Based Research: Scientific Based Research: Guidelines for School Health Programs to "Promote Lifelong Healthy Eating" http://www.cdc.gov/mmwr/preview//mmwrhtm1/00042446.htm, 2005.
The School Health Policies and Programs Study (SHPPS) http://www.cdc.gov.nccdphp/dash/shpps
National Center for Chronic Disease Prevention and Health Promotion - Nutrition and Physical Activity (DNPA) (2006).(http://www.cdc.gov/nccdphp/dnpa/index.htm |
| Actions |
Person Responsible |
Timeline |
Resources |
Source of Funds |
(1)Guidelines for School Health Programs will be distributed to parents and community members.
Action Type: Parental Engagement
Action Type: Title I Schoolwide
|
Counselor/PE Teacher |
Start: 07/01/2010
End: 06/30/2011 |
- Administrative Staff
- Community Leaders
- Teachers
- Teaching Aids
|
|
(2)Health curriculum will be taught K-5 according to the state guidelines.
Action Type: Alignment
Action Type: Equity
|
Teachers/PE Teacher |
Start: 07/01/2011
End: 06/30/2012 |
- Administrative Staff
- Central Office
- Teachers
|
|
(3)Community speakers in health related positions will be invited to present information during classroom instruction and at parent meetings.
Action Type: Collaboration
Action Type: Parental Engagement
Action Type: Title I Schoolwide
|
Principal/Nurse |
Start: 07/01/2011
End: 06/30/2012 |
- Administrative Staff
- Community Leaders
- Teachers
|
|
(4)Students will be tested annually using the BMI Index unless parents request otherwise.
Action Type: Program Evaluation
|
Principal/Nurse/PE Teacher |
Start: 07/01/2010
End: 06/30/2011 |
- Administrative Staff
- District Staff
|
|
K-5 students will participate in an annual "Field Day". Students will take part in physical fitness activities that promote fitness and sportsmanship Parents will work with school staff to plan and implement Field Day.
Action Type: Collaboration
Action Type: Parental Engagement
Action Type: Title I Schoolwide
Action Type: Wellness
|
PE Teacher |
Start: 07/01/2011
End: 06/30/2012 |
- Administrative Staff
- Teachers
|
|
Action 6: RES parents/families will be provided with a monthly paper newsletter that highlights healthy habits and provides education regarding food choices and services available to parents.
Action Type: Parental Engagement
|
Nurse |
Start: 07/01/2011
End: 06/30/2012 |
|
|
| Total Budget: | $0 |
| Intervention: Physical Education/Activity will be an integral part of the daily schedule for every student K-5th grade. |
| Scientific Based Research: Action for Healthy Kids, http://www.actionforhealthykids.org/AFHK/team_center/team_public_view.php?team=AR&Submit=Go
Arkansas Governor's Council on Fitness, http://www.arkansasfitness.com
TAKE 10!, http://www.take10.net/whatistake10.asp>page=new |
| Actions |
Person Responsible |
Timeline |
Resources |
Source of Funds |
(5)The PE teacher will provide 60 minutes of physical education instruction for students each week. Teachers will provide additional minutes to equal 150 minutes of physical activity per week.
Action Type: Equity
Action Type: Program Evaluation
Action Type: Wellness
|
Teachers |
Start: 07/01/2011
End: 06/30/2012 |
- Administrative Staff
- Teachers
|
|
(6)Guest speakers from the community will present information in classrooms to help develop lifelong exercise habits for students.
Action Type: Collaboration
Action Type: Parental Engagement
|
Teachers |
Start: 07/01/2010
End: 06/30/2011 |
- Administrative Staff
- Community Leaders
- Teachers
|
|
(7)Students will participate in Red Ribbon Week activites by running races with others in their class.
Action Type: Collaboration
|
Counselor |
Start: 07/01/2010
End: 06/30/2011 |
- Administrative Staff
- District Staff
- Teachers
|
|
(8)Health needs of individual students will be addressed by the Wellness Committee, Counselor and school nurse.
Action Type: Collaboration
Action Type: Equity
Action Type: Parental Engagement
|
Principal |
Start: 07/01/2011
End: 06/30/2012 |
- Administrative Staff
- Community Leaders
- Teachers
|
|
(9)The Physical Education teacher will work with classroom teachers to ensure alignment of classroom and physical education curriculum.
Action Type: Alignment
Action Type: Collaboration
Action Type: Wellness
|
Teachers |
Start: 07/01/2011
End: 06/30/2012 |
- Administrative Staff
- Teachers
- Teaching Aids
|
|
| Total Budget: | $0 |
|
|
Priority 5:
|
Students who are English Language Learners will be provided with educational
opportunities to succeed and to achieve proficiency on their state mandated
tests.
Provide practice daily using ESL research based strategies with grade level
appropriate materials to improve language skills of ESL students.
|
|
Supporting Data:
|
- Weaknesses shown:
kinderegarten - listening, speaking, reading, and writng
1st - none
2nd - listening, speaking, reading, and writing
3rd - listening, reading, and writing
4th - listening and reading
5th - none
|
| Goal | Two percent of students who are included in the ESL subpopulation will be dismissed from the ESL program annually due to achieving district exit criteria. |
| Benchmark | The school will ensure implementation of the ELL program by the staff by monitoring the instruction and program implementation that is supported by District funding and professional development activities. |
| Intervention: ESL Instructional Facilitators will deliver instruction to students in the ESL subpopulation using high yield research based strategies. |
| Scientific Based Research: Managing ESL Programs in Rural and Small Urban Schools, Barney Berube, Teachers of English to speakers of other languages (TESOL) (2000). Education in the Post- Lakeview Era: What is Arkansas doing to close the achievement gap. Jay Barth, and Keith Nitta. Whatever It Takes, DuFour, Richard, National Education Service, 2004 Classroom Instruction that Works with English language Learners, Hill, Jane D. and Flynn, Kathleen, Association for Curriculum and Development, 2006 Detracking for Excellence and Equity, Burris, Carol and Garrity, Delia, Association for Curriculum and Development, 2008, Collier, Virginia P. (1995). Promoting Academic Success for ESL Students (Understanding Second Language Acquisition for School) Hill, Jane D. and Flynn, Kathleen. (2006) Classroom Instruction that Works for English Language Learners. Alexandria: ASCD. |
| Actions |
Person Responsible |
Timeline |
Resources |
Source of Funds |
(1)Home Language Surveys given to students upon enrollment in the district identify prospective ELL students. A screening/placement test is then given to these students for language assessment. Students who have been identified as language learners will be served by ESL endorsed teachers to develop their language skills.
Action Type: Equity
|
ELL Coordinator |
Start: 07/01/2010
End: 06/30/2011 |
- Administrative Staff
- Teachers
|
|
(2)Students will be taught English language skills aligned to Arkansas frameworks 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 Coordinator |
Start: 07/01/2010
End: 06/30/2011 |
- Administrative Staff
- Teachers
|
|
(3)Instructional Facilitators will be provided with professional development to enhance their teaching skills when working with English Language Learners.
Action Type: Collaboration
Action Type: Equity
Action Type: Professional Development
|
ELL Coordinator |
Start: 07/01/2010
End: 06/30/2011 |
- Administrative Staff
- Teachers
|
|
(4)ELDA and Benchmark/EOC testing will provide data to determine the direction of the PCSSD ESL program for 2010-11.
Action Type: Collaboration
Action Type: Equity
Action Type: Program Evaluation
|
ELL Coordinator |
Start: 07/01/2010
End: 06/30/2011 |
- Administrative Staff
- Teachers
|
|
(5)Provide the ESL/ LEP students with highly qualified teachers, highly qualified tutors, substitutes, and materials to help them achieve and become proficient. A parent conference will be held to provide information about their students. Professional development will be included for the Instructional Facilitators to help improve student achievement. The school: will annually assess the English proficiency of all children with limited English proficiency participating in programs funded by these funds; has based its proposed plan on scientifically based research on teaching limited English proficient children; will ensure that the programs will enable children to speak, read, listen, write and comprehend the English language and meet State academic content and student academic standards; and is not in violation of any State law, consistent with sections 3126/3127.
Action Type: Alignment
Action Type: Equity
Action Type: Parental Engagement
Action Type: Professional Development
|
ELL Coordinator |
Start: 07/01/2010
End: 06/30/2011 |
- Administrative Staff
- District Staff
- Title Teachers
|
|
(6)Students who qualify for the ESL Classroom will be provided academic interventions by a certified ESL teacher.
Action Type: Alignment
Action Type: Collaboration
Action Type: Equity
|
ELL Teacher |
Start: 07/01/2011
End: 06/30/2012 |
|
|
(7)Provide curriculum, supplies, and other teaching aids for the ESL student identified for this program.
Action Type: Alignment
Action Type: Collaboration
Action Type: Equity
|
ELL Teacher |
Start: 07/01/2011
End: 06/30/2012 |
|
|
(8)Parents and teachers will fill out an annual survey about the ESL program. The information will be used to make improvements to the ESL program. 2009-2010 ELDA data will be used to establish baseline data and show improvement.
Action Type: Equity
Action Type: Parental Engagement
Action Type: Program Evaluation
|
ELL Teacher |
Start: 07/01/2011
End: 06/30/2012 |
|
|
(9)Provide annual professional development for all teachers and paraprofessionals on ESL laws and strategies.
Action Type: Alignment
Action Type: Collaboration
Action Type: Equity
Action Type: Professional Development
|
ELL Teacher |
Start: 07/01/2011
End: 06/30/2012 |
|
|
T(10)he ESL classroom will use research based curriculum and strategies that utilize listening, speaking, reading and writing skills.
Action Type: AIP/IRI
Action Type: Alignment
Action Type: Collaboration
Action Type: Equity
|
ELL Teacher |
Start: 07/01/2011
End: 06/30/2012 |
|
|
(11)A Home Language Survey will be used to identify potential ESL students. Students who are identified are then given the LAS Assessment to determine their English language level. The LPAC decides on the most effective placement for each student. Students are placed in either pullout, sheltered, or mainstream. To exit the program, students must score all 5s on the ELDS, proficient or advanced in literacy and math on the ACTAAP, and maintain a "C" or higher in all content areas.
Action Type: Equity
Action Type: Parental Engagement
|
ELL Teacher |
Start: 07/01/2011
End: 06/30/2012 |
|
|
(12)The ESL teacher is a resource for classroom teacher who have student in this program.
Action Type: Collaboration
Action Type: Equity
|
ELL teacher |
Start: 07/01/2010
End: 06/30/2011 |
|
|
| Total Budget: | $0 |
|
Planning Team
| Classification |
Name |
Position |
Committee |
| Classroom Teacher |
Brandy Blaty |
Member |
Wellness |
| Classroom Teacher |
Bridget Hudson |
Member |
Literacy |
| Classroom Teacher |
Deb Gill |
Member |
Math |
| Classroom Teacher |
Demetrius Parker |
Member |
Literacy |
| Classroom Teacher |
DJ Marrs |
Member |
Wellness |
| Classroom Teacher |
Julie Mabry |
Member |
Literacy |
| Classroom Teacher |
Kelley Atwood |
Member |
Math |
| Classroom Teacher |
Mary Haley |
member |
Math |
| Classroom Teacher |
Melissa Johnson |
Member |
Math |
| Classroom Teacher |
Pam Lane |
Member |
Literacy |
| Non-Classroom Professional Staff |
Erica Cooper |
Math Facilitator |
Steering |
| Non-Classroom Professional Staff |
Glenda Molock |
Member |
Wellness |
| Non-Classroom Professional Staff |
Jo Hanna Worden |
Member |
School Climate |
| Non-Classroom Professional Staff |
Kathy Hinson |
Member |
School Climate |
| Non-Classroom Professional Staff |
Talasia Smith |
Chairperson |
Steering |
| Non-Classroom Professional Staff |
Tammy Helmick |
Counselor |
School Climate |
| Principal |
Kim Truslow |
Member |
Steering |
|
