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School Plan

Print Version

ELZA R. TUCKER ELEM. SCHOOL 121 SCHOOL AVENUE,LOWELL, AR 72745

Arkansas Comprehensive School Improvement Plan

2012-2013

According to 2012 Arkansas ESEA Accountability Report, Tucker Elementary, is labeled as a needs improvement school. Tucker is achieving in percent tested. Tucker is achieving in performance for literacy and not achieving growth in literacy. Tucker did not meet the expected performance or growth in math. It is the mission of Elza R. Tucker School to provide an environment that actively involves parents in promoting excellence in literacy, math, science, social studies, fine arts, health and wellness. Early interventions will be provided to at-risk students to reduce the number of special education referrals. ELL children will receive instruction using a comprehensive K-5 alternative language program when needed.

Grade Span: K-5 Title I: Title I Schoolwide School Improvement: MS

Table of Contents

Priority 1: Literacy Goal: All students will improve in performance on multiple choice items in practical reading passages. All students will improve in performance on open response items literary (third grade), content (fourth grade), and practice (fifth grade). All students will improve in performance in Writing in the content and style domains. Priority 2: Mathematics Goal: All students will improve in the development of mathematical thinking and responding in writing to a problem. Specifically performance on multiple choice items in measurement. Specifically performance on open response items: number and operations (third grade), geometry (fourth and fifth grades). Priority 3: Health, Wellness and Parental Involvement Goal: Elza R. Tucker School will provide support for students in making healthy lifestyle choices by implementing systems to aid in decreasing the average BMI on routine annual student screening and increasing collaboration between parents and all segments of the school community in support of positive lifestyle choices. Elza R. Tucker will provide opportunities that promote and lead to strong partnerships and positive relationships between home and school. Priority 4: Special Education Goal: Prevent the disproportionate representation (over-identification) of Caucasian students in special education. Maintain the percentage of Caucasian students in special education programs in a proportionate relation to percentage of Caucasian students in the district. Priority 5: Title III/ELL Goal: All ELL students will improve in listening, speaking, reading, and writing to achieve full English proficiency as measured by the ELDA (English Language Development Assessment) and to reach proficiency or advanced on the augmented Benchmark exam in core academic content areas.

Priority 1: Improve content and practical reading passages. Improve content and style in writing.

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9/27/2012http://acsip.state.ar.us/cgi-bin/index.cgi?rm=report_acsip

Supporting Data:

COMPREHENSIVE NEEDS ASSESSMENT: Tucker formed grade level teams and analyzed the Literacy test scores from the 3rd, 4th, and 5th grade Augmented Benchmark, K - 5 NRT Exams, as well as interim assessments (TLI, STAR, DSA, DRA), ELDA for (Title III/ELL), and digital curriculum (Waterford and Successmaker. We examined the results for both the combined population and EACH subpopulation. We aggregated and disaggregated this data for the purpose of determining student learning and behavioral needs. We looked at the trends in order to better shape instruction and align it with the common core state standards. We examined our routines, customs, norms and expectations in order to dig deeper for the root cause why our students are not achieving to their full potential. We are modifying our curriculum, instruction, assessment and Professional Development practices to better meet the needs of all our populations. Our data analysis led us to conclude that the following areas reflect our greatest need in all sub populations: Open Response/Multiple Choice content and practical passage types, as well as, Written Expression content and style writing domains. In addition, we have formed a school ACSIP leadership team that is responsible for reviewing progress, monitoring data and making adjustments in student interventions on a weekly basis. This team oversees the implementation of our ACSIP Plan and analyzes formative, real time classroom performance data. We will use available funds to implement appropriate interventons and programs that will best address the needs of our students.

1.

ATTENDANCE DATA: In 2011-2012, 2010-2011, and 2010-2009 the average attendance rate for Tucker was 96%.

2.

POVERTY DATA: Free and Reduced Price Meal Eligibility School year 2011-2012: 46% (from October 1, 2011 data) Free and Reduced Price Meal Eligibility School year 2010-2011: 44% (from October 1, 2010 data) Free and Reduced Price Meal Eligibility School Year 2009-2010: 46% (from October 1, 2009 data)

3.

4.

Goal

All students will improve in performance on multiple choice items in practical reading passages. All students will improve in performance on open response items literary (third grade), content (fourth grade), and practice (fifth grade). All students will improve in performance in Writing in the content and style domains.

BenchmarkDuring the 2012-2013 school year, the Tucker Elementary School will meet or exceed the Annual Measurable Outcomes (AMO) for Performance (2013 AMO 88.61% for All Students and 81.35% for Targeted Achievement Gap Group).

Intervention: Tucker Elementary will provide powerful daily, large-group and small group literacy instruction that focuses on vocabulary acquisition, phonemic awareness, phonics, increased fluency through high oral rereading of texts, reading new texts, comprehension, writing, and high frequency words.Common Core State Standards and district pacing guides will be the guide for instruction.

Scientific Based Research: Making the Most of Small Groups, Debbie Diller, (2007). Literacy Work Stations, Debbie Diller, (2003. Practice with Purpose, Debbie Diller, (2005). The Daily Five, Gail Boushey and Jan Moser (2006). Word Journeys, Kathy Gangske (2000). Word Matters, Irene Fountas and Guy Su Pinnel (1998). Apprenticeship in Literacy Linda Dorn, Cathy French, and Tammy Jones (1998). Guided Readers and Writers by Irene Fountas and Guy Su Pinnell (2001). Strategies that Work Second Edition by Ann Goudvis and Stephanie Harvey (2007). Reading with Meaning, Debbie Miller (2002).

ActionsPerson Responsible

Timeline Resources Source of Funds

FORMATIVE ASSESSMENT: The Learning Institute will provide and score quarterly informative assessments for grades 1-5 that will be reviewed to determine if any changes in instruction are needed. Action Type: AIP/IRI Action Type: Alignment Action Type: Collaboration Action Type: Technology Inclusion

Christine Staggs, Second Grade

Start: 07/01/2012 End: 06/30/2013

Administrative Staff

•

District Staff •Performance Assessments

•

Teachers •

ACTION BUDGET: $

2012-2013 Using Title I (80%)and district (20%) funds, the district will hire a 1.0 FTE Academic Facilitator to provide high quality on-going professional development for classroom teachers and all school instructional staff in the area of

LeaEllen Jones, Academic Facilitator

Start: 07/01/2012 End: 06/30/2013


•

Teachers •

Title I - Employee Salaries:

$48183.00

Title I - Employee Benefits:

$13491.00

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literacy. Action Type: Alignment Action Type: Collaboration Action Type: Professional Development

ACTION BUDGET:

$61674

School administrators will conduct classroom walks to monitor that core quality instruction is being taught. Data and feedback will be shared and analyzed with the staff to determine adjustments that need to be made within classroom instruction. Action Type: Alignment Action Type: Professional Development

Dr. Cindy Viala, Principal

Start: 07/01/2012 End: 06/30/2013


•

Computers •Teachers •

ACTION BUDGET: $

REQUIRED ACTION: PROFESSIONAL DEVELOPMENT: K-5 classroom teachers will implement Common Core Standards using district pacing guides and other resources provided by the district. The Academic Facilitator will use the coaching cycle to help teachers in the planning of lessons using the GANAG (Goal, Access Prior Knowledge, New Knowledge, Application, Generalizations of Goal)lesson plan format. Professonal development activties are aligned and directly related to Arkansas' academic content and performance standards and student assessment. Action Type: Alignment

LeaEllen Jones

Start: 07/01/2012 End: 06/30/2013


•

Computers •District Staff •Teachers •

ACTION BUDGET: $

PROGRAM EVALUATION At the conclusion of the 2011-2012 school year, Tucker evaluated this intervention/program through: Classroom Walk-Through Data. EVALUATION RESULTS: The data revealed 62% of the instruction was delivered in whole group instruction and 38% of the instruction was delivered in groupings other than whole group. During the 2012-2013 school year, we plan to use the Classroom Walk Through data to analyze the grouping formats. We will report the results, in our 2013-2014 ACSIP Plan, and use those evaluation results in making decisions that impact our future instructional program. Action Type: Collaboration Action Type: Program Evaluation


Start: 07/01/2012 End: 06/30/2013


•

Central Office •District Staff •

ACTION BUDGET: $

2012-2013 Using Title I (80%) and IDEA (20%) funds, the district will hire a .5 FTE Reading Recovery teacher. The Reading Recovery teacher will serve 3 low performing small groups of students in the first grade and 1 low performing group of students in second grade for approximately 16-20 weeks.Rogers Public Schools obtained a waiver

Doris Cawood, Reading Recovery Teacher

Start: 07/01/2012 End: 06/30/2013


•Title I - Employee Salaries:

$25803.00


$7225.00

Special Ed. IDEA:

$8257.00

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from UALR to allow for the lowest four identified students to have an alternate service plan and not be served as a Reading Recovery student. We were granted the waiver due to lack of full implementation of Reading Recovery. The alternate service plan is for the identified students to be served daily in a small group setting by the Literacy Facilitator. Action Type: Equity Action Type: Special Education

ACTION BUDGET:

$41285

Teachers use scaffolding of grade level texts based upon strategy and skills for small group instruction in literacy using LLI kits and books from the bookroom. Lessons are aligned with the Common Core State Standards. Lesson delivery by be given using co-teaching, inclusion and SIOP strategies. Action Type: Equity

Lea Ellen Jones, Academic Facilitator

Start: 07/01/2012 End: 06/30/2013

Teachers •Teaching Aids • ACTION BUDGET: $

REQUIRED ACTION: TECHNOLOGY INCLUSION: WATERFORD & SUCCESSMAKER: Waterford and Successmaker computerized program will be used for all students to supplement math and literacy instruction and address strengths and weaknesses for students as identified through assessment K-5. Action Type: Technology Inclusion

Traci Hensley, Assistant Principal

Start: 07/01/2012 End: 06/30/2013

Computers •ACTION BUDGET: $

REQUIRED ACTION: FEEDER PATTERNS: Rogers Publc Schools will ensure that building administrators have the opportunity to meet within feeder patterns by designating two of the monthly principal meeting agendas solely to feeder pattern discussions and collaboration times. In addition, after each of the city wide PTA meetings there will be set meetings for principals to meet within feeder pattersn. On collaborative Monday meetings for the special education department teachers will have the opportunity to meet within feeder pattersn with designated time to discuss programming for special education studentsl Action Type: Alignment Action Type: Collaboration Action Type: Equity

Cindy Viala, Principal

Start: 07/01/2012 End: 06/30/2013


•

District Staff •

ACTION BUDGET: $

MENTORING: 1. The Academic Facilitator will work with specific classrooms needing assistance in developing small groups in reading and writing. This will include how to schedule as well as how to plan for these small groups. 2. New teachers to the profession and new to the Tucker family will be given a mentor to assist in state, district, and

Cindy Viala Start: 07/01/2012 End: 06/30/2013


•ACTION BUDGET: $

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building initiates. 3. The building administrators will involve new teachers to the building in a workshop before school begins each year. Action Type: Collaboration Action Type: Equity Action Type: Professional Development

REQUIRED ACTION: AIP AND IRI: Each student not performing at grade level will be identified by the Qualls Early Learning Inventory and/or the CRT or NRT results. An Intensive Reading Improvement Plan (IRI)or Academic Improvement Plan (AIP) will be developed by teachers and parents, aligned and implemented based on scientifically-based reading research. Each IRI or AIP will be individualized based on the student’s deficiencies. Highly qualified teachers will provide instruction that will periodically be revised based on the individual student’s needs. AIPSs and IRIs are developed and discussed with parents and parents are asked to sing the AIP or IRI. Action Type: AIP/IRI Action Type: Alignment Action Type: Collaboration


Start: 07/01/2012 End: 06/30/2013


•

Teachers •

ACTION BUDGET: $

Teachers will identify students having difficulty with literacy skills by observation and classroom based assessments. The teacher will make a referral to the Response to Intervention Committee to begin the process of collecting data on the student. Interventions will be developed and shared with the teacher and parents. Progress monitoring of the intervention will be conducted and reviewed to ensure that the intervention is helping with student achievement and success in the curriculum. Action Type: AIP/IRI Action Type: Collaboration Action Type: Equity Action Type: Technology Inclusion

Shari Ogburn, Counselor

Start: 07/01/2012 End: 06/30/2013


•


ACTION BUDGET: $

2012-2013 Using Title I (100%) funds, 2.0 FTE assistants will be hired to serve as computer lab managers while the certified teacher works with an intervention/enrichment group for 30 minutes daily. Action Type: Collaboration Action Type: Technology Inclusion


Start: 07/01/2012 End: 06/30/2013


•

School Library •Title Teachers •


$13404.00


$47868.00

ACTION BUDGET: $61272

Data Notebooks are built each year which include NRT, CRT, TLI and other classroom formative assessments that guide instruction


Start: 07/01/2012 End: 06/30/2013


•

Central Office •

ACTION BUDGET: $

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and/or make changes in the areas of interventions. Along with assessment data, students who are in response to intervention will be kept with their progress monitoring information.

Computers •District Staff •Performance Assessments

•

2012-2013 Using Federal Funds supplemental LLI kits will be purchased to support students and teachers in small group reading instruction. Action Type: AIP/IRI Action Type: Collaboration Action Type: Equity Action Type: Special Education

Laura Werner, SPED

Start: 07/01/2012 End: 06/30/2013


•


Title I - Materials & Supplies:

$9720.00

ACTION BUDGET:

$9720

REQUIRED ACTION: SCHOOL LEADERSHIP TEAM: Closing the achievement gap: Regular grade level meetings will continue to be held. These meetings will focus on building capacity within the school. Each meeting agenda will include the following core principles: A. The selection and continuous evaluation, of research-based, scientifically validated, interventions designed to improve our ability to improve student performance on the literacy portion of all assessments. B. The ongoing monitoring of student progress in order to influence classroom instruction. C. The utilization of formative and summative assessment data to make decisions that impact: curriculum, instruction, assessment and professional development. D. Coordination of resources in order to better meet the needs of all students in all sub populations. Written minutes of each meeting, along with record of attendance, will be kept and made available upon request. The intent is that each intervention, and action, is carefully monitored through the collection of formative and summative data so that those strategies, which prove ineffective, can be revised, or abandoned. The program evaluation results will be included in the 2012-2013 plan. The ACSIP plan will be revised each spring and fall in order to keep it timely and valid in our efforts to improve teaching and learning.


Start: 07/01/2012 End: 06/30/2013


•

Performance Assessments

•

Teachers •

ACTION BUDGET: $

REQUIRED ACTION: Teachers are recommended for positions in the Rogers Public School District by building administrator and/or director. This procedure ensures that poor and minority students are not taught at higher rates than other students by inexperienced, unqualified and out-of-field teachers. Action Type: HQT-Section 2141

Cindy Viala, principal

Start: 07/01/2012 End: 06/30/2013

ACTION BUDGET: $

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REQUIRED ACTION: If all core acadamic subject(s) teachers have not met the HQT requirements for two consectutive years, then the teacher, administrator along with the Human Resource Director will develop individual action plans. Action Type: HQT-Section 2141


Start: 07/01/2012 End: 06/30/2013

ACTION BUDGET: $

REQUIRED ACTION: Professional develoment activities are aligned and directly related to the Common Core standards and student assessment. Action Type: HQT-Section 2141 Action Type: Professional Development


Start: 07/01/2012 End: 06/30/2013

ACTION BUDGET: $

REQUIRED ACTION: All teachers will have the opportunity to participate in the school and district professional development plan. Teachers will use an instrument developed by the district PD committee to evaluate the effectiveness of the PD plan, the course offerings and the effectiveness of the knowledge gained. Annually, upon review of the test data, the PD committee will develop a PD plan for the school and the individual teacher. All teachers will have the opportunity to have input regarding the district and buildng level PD plan. The district will provide all teachers and administrators with no less than 60 hours of PD to include: 6 hours of technology and 2 hours of parental involvement (3 hours of Parental Involvement for Administrators) 2 hours of PD for those who teach Arkansas History and training in Data Disaggregation, Instructional Leadership and Fiscal Management for Administrators. Teachers will have the opportunity to evaluate the benefit of the PD activities and provide feedback on needed changes. Action Type: Professional Development


Start: 07/01/2012 End: 06/30/2013


•

District Staff •Teachers •

ACTION BUDGET: $

REQUIRED ACTION: EARLY CHILDHOOD TRANSITION ACTIVITES: Pre-kindergarten is set up to prepare 4 year old children of low income families for the academic setting of kindergarten. Action Type: Collaboration

Cathy Davis, PreK director

Start: 07/01/2012 End: 06/30/2013


•


ACTION BUDGET: $

REQUIRED ACTION: EARLY CHILDHOOD TRANSISITON: PreK administration provides parents assistance with TRANSITION ACTIVITIES to facilitate enrollment including participation in pre-screening. Action Type: Collaboration

Cathy Davis, PreK director

Start: 07/01/2012 End: 06/30/2013


•


ACTION BUDGET: $

Total Budget: $173951

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Intervention: Using SCHOOLWIDE REFORM STRATEGIES that address especially the needs of economically disadvantaged, English Learners, and SPED students to insure closing of the achievement gap.

Scientific Based Research: Improving Your Daily Practice, Timothy B. Berkey (2009). Reviewing the evidence on how teacher professional development affects students achievement.IES National Center for Education Evaluation and Regional Assistance (2007, October). Beyond islands of excellance: What districts can do to improve instruction and achievement in all schools, Learning First Alliance (2003). Addressing diversity in schools; Culturally responsive pedagogy, National Center for Culturally Responsive Educational Systems (2006). Culture Abilities Resilience Effort (C.A.R.E.): Strategies for closing the achievement gaps, National Education Association. (2005). Similar English learner students, different results: Why do some schools do better? A follow-up analysis based upon a large-scale survey of California elementary schools serving high proportions of low-income and EL students, T. Williams, M. Perry, I. Oregon, N. Brazil, K. Hakuta, E. Kirst Haertel, & J. Levin, (2007).


Timeline ResourcesSource of Funds

REQUIRED ACTION FOR SCHOOLWIDE PROGRAMS: Planning for transition from a Target Assisted Program to a School Wide program took place under the guidance of the Federal Programs Coordinator. The existing improvement plan was used to satisfy the Title I guidelines. The school improvement plan and its committee requirement ensure that TEACHERS ARE INCLUDED IN THE OVERALL PLANNING for schools. District committees are formed using a wide representation of teachers throughout the grades and buildings. Speciality teachers have representation on the committees as well. Action Type: Alignment Action Type: Collaboration Action Type: Equity Action Type: Parental Engagement Action Type: Professional Development Action Type: Program Evaluation Action Type: Special Education Action Type: Title I Schoolwide


Start: 07/01/2012 End: 06/30/2013


•

Teachers •Title Teachers •

ACTION BUDGET:

$

REQUIRED ACTION FOR SCHOOLWIDE PROGRAMS: NEEDS ASSESSMENT are completed yearly. A comprehensive evaluation and review of all national, state and local assessments are studied at the building level. Assessments results are disaggregated and instrucional decision are made based on the evaluation of the data. Action Type: Collaboration Action Type: Equity Action Type: Parental Engagement Action Type: Professional Development Action Type: Program Evaluation Action Type: Title I Schoolwide


Start: 07/01/2012 End: 06/30/2013


•

Central Office •Teachers •

ACTION BUDGET:

$

REQUIRED ACTION FOR SCHOOLWIDE PROGRAMS: No Child Left Behind ensures that all TEACHERS and PARAPROFESSIONALS meet the definition of HIGHLY QUALIFIED. All Title I instructional assistants work under the direction of a highly qualified teacher and within close and frequent proximity to that teacher. Action Type: Equity Action Type: Title I Schoolwide


Start: 07/01/2012 End: 06/30/2013


•

Central Office •

ACTION BUDGET:

$

REQUIRED ACTION FOR SCHOOLWIDE PROGRAMS: EARLY CHILDHOOD TRANSITION ACTIVITES: Pre-kindergarten is set up to prepare 4 year old children of low income

Cathy Davis, PreK Director

Start: 07/01/2012 End: 06/30/2013


•

Teachers •

ACTION BUDGET:

$

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families for the academic setting of kindergarten. PreK administration provides parents assistance with TRANSITION ACTIVITIES to facilitate enrollment including participation in pre-screening. Action Type: Alignment Action Type: Collaboration Action Type: Equity Action Type: Parental Engagement Action Type: Special Education Action Type: Title I Schoolwide

Title Teachers •

REQUIRED ACTION FOR SCHOOLWIDE PROGRAMS: POINT IN TIME REMEDIATION is a vital part of best practices for students and teachers in the Rogers Public Schoools. Tucker offers various settings for remediation depending on the grade and intenstity of the remediation efforts. Tucker offers small group instruction, assistance from non-certified staff, computer lab settings and indiviudal instruction, before and after school tutoring and various other types of remediation. Action Type: AIP/IRI Action Type: Alignment Action Type: Equity Action Type: Title I Schoolwide


Start: 07/01/2012 End: 06/30/2013

Computers •Performance Assessments

•

Teachers •Teaching Aids •Title Teachers •

ACTION BUDGET:

$

REQUIRED ACTION SCHOOLWIDE PROGRAMS: Tucker has a budget that supports strategies to increase PARENT INVOLVEMENT for students. Annual meetings are held at each school with the opportunity for an update of school achievement, new programs, and opportunities for parental input. Tucker will send home with each student a copy of the Title I School Compact and signed copies are kept on file in the school office. Action Type: Equity Action Type: Parental Engagement Action Type: Title I Schoolwide

Laurie Villarreal

Start: 07/01/2012 End: 06/30/2013


•

Central Office •Community Leaders

•


ACTION BUDGET:

$

REQUIRED ACTION FOR SCHOOLWIDE PROGRAMS: COORDINATE AND INTEGRATE STATE AND FEDERAL PROGRAMS: Tucker coordinates and integrates our programs by using various funding sources to support a seamless curriculum in our school. Whenever possible we combine federal and state resources in order to provide supplemental services for our students. NLSA and Title I Funds are used to hire Instructional Facilitators who help provide coordinate our Literacy and Math Curriculum as well as provide mentoring activities. Action Type: Alignment Action Type: Collaboration Action Type: Equity Action Type: Professional Development Action Type: Technology Inclusion Action Type: Title I Schoolwide


Start: 07/01/2012 End: 06/30/2013


•

Central Office •District Staff •Teachers •Title Teachers •

ACTION BUDGET:

$

PROGRAM EVALUATION At the conclusion of the 2011-2012 school year, Tucker elected to evaluate this intervention/program through Classroom Walk-Through data. PROGRAM EVALUATION RESULTS: The data revealed 62% of the instruction was delieved in whole group instruction and 38% of the instruction


Start: 07/01/2012 End: 06/30/2013


•ACTION BUDGET:

$

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was delivered in groupings other than whole group. During the 2012-2013 school year, we plan to use the Classroom Walk Through data to analyze the grouping formats. We will report the results, in our 2013-2014 ACSIP Plan, and use those evaluation results in making decisions that impact our future instructional program. More teacher directed instruction than student directed instruction. During the 2012-2013 school year we plan to use Classroom Walk Through data in evaluating, and adjusting, the programs, processes, and activities that make up the action descriptions within this intervention/program. We will report the results, in our 2013-2014 ACSIP Plan, and use those evaluation results in making decisions that impact our future instructional program. Action Type: Program Evaluation

REQUIRED ACTION FOR SCHOOWIDE PROGRAMS: SCHOOL WIDE REFORM STRATEGIES permit Tucker to use funds from Title I, Part A and other federal education program funds and resources to updrade the entire educational program of the school This allows for a focus to raise academic achievement for all students. Action Type: Title I Schoolwide


Start: 07/01/2012 End: 06/30/2013

ACTION BUDGET:

$

REQUIRED ACTION FOR SCHOOLWIDE PROGRAMS: All teachers and instructional assistants are offered the same high quality PROFESSIONAL DEVELOPMENT as other teachers within the district. Action Type: Collaboration Action Type: Professional Development Action Type: Title I Schoolwide


Start: 07/01/2012 End: 06/30/2013

ACTION BUDGET:

$

REQUIRED ACTION FOR SCHOOLWIDE PROGRAMS: Title I assistants meet together monthly for professional development that is tailored to their particular needs. Rogers Public Schools Director for Human Resources does recruiting for all positions that are posted with the school district. RECURITING is done at job fairs held throughout the state and country. Highly qualified teachers are placed in all position. Action Type: Title I Schoolwide


Start: 07/01/2012 End: 06/30/2013


•

District Staff •

ACTION BUDGET: $

Total Budget: $0

Priority 2: Improve Mathematics Skills in the area of open response questions in numbers & operations, data analysis & probability and geometry and multiple choice questions in measurement and algebra.

Supporting Data:

COMPREHENSIVE NEEDS ASSESSMENT: Tucker formed grade level teams and analyzed the Literacy test scores from the 3rd, 4th, and 5th grade Augmented Benchmark, K - 5 NRT Exams, as well as interim assessments (TLI, STAR, DSA, DRA), ELDA for (Title III/ELL), and digital curriculum (Waterford and Successmaker. We examined the results for both the combined population and EACH subpopulation. We aggregated and disaggregated this data for the purpose of determining student learning and behavioral needs. We looked at the trends in order to better shape instruction and align it with the common core state standards. We examined our routines, customs, norms and expectations in order to dig deeper for the root cause why our students are not achieving to their full potential. We are modifying our curriculum, instruction, assessment and Professional Development practices to better meet the needs of all our populations. Our data analysis led us to conclude that the following areas reflect our greatest need in all sub populations: Measurement and Geometry. In addition, we have formed a school ACSIP leadership team that is responsible

1.

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for reviewing progress, monitoring data and making adjustments in student interventions on a weekly basis. This team oversees the implementation of our ACSIP Plan and analyzes formative, real time classroom performance data. We will use available funds to implement appropriate interventons and programs that will best address the needs of our students. ATTENDANCE DATA: In 2012, 2011, 2010, and 2009 the attendance rate was 96%. 2.POVERTY DATA: Free and Reduced Price Meal Eligibility School year 2011-2012: 46% (from October 1, 2011 data) Free and Reduced Price Meal Eligibility School year 2010-2011: 44% (from October 1, 2010 data) Free and Reduced Price Meal Eligibility School Year 2009-2010: 46% (from October 1, 2009 data)

3.

4.5.

Goal

All students will improve in the development of mathematical thinking and responding in writing to a problem. Specifically performance on multiple choice items in measurement. Specifically performance on open response items: number and operations (third grade), geometry (fourth and fifth grades).

Benchmark

During the 2012-2013 school year, Tucker will meet or exceed the Annual Measurable Outcomes (AMO) for Performance (2013 AMO 94.39% for All Students and 91.03 for Targeted Achievement Gap Group) and for Growth (2013 AMO 79.38% for All Students and 73.66% for Targeted Achievement Gap Group). Tucker will also meet or exceed the AMO's for all ESEA subpopulations. For the year 2011-2012 Tucker did not meet the AMO's for All Students or the Targeted Achievement Gap Group.

Intervention: Provide PROFESSIONAL DEVELOPMENT that focuses on: the development of students' mathematical thinking, instruction that influences that development, teachers knowledge and beliefs that influence their instructional practices, and the way that teacher's knowledge, beliefs and practices are influenced by their understanding of students' mathematical thinking.

Scientific Based Research: Children's Mathematics: Cognitively Guided Instruction by Carpenter, Fennema, Franke, Levi and Empson (1999). Extending Children's Mathematics: Fractions and Decimals by Empson and Levi (2011). Classroom Discussions: K-6 Using Math Talk to help students learn by Chapain, O'Connor and Anderson (2009). Good Questions for Math Teaching K-6 and 5-8 by Sullivan and Lilburn (1997). Mastering the Basic Math Facts in Addition/Subtraction and Multiplication/Division by O'Connell and SanGiovanni (2011). Number Talks: Helping Children Build Mental Math and Computation Strategies by Parrish (2010), Developing Essential Understanding Series: Number and Numeration, Addition and Subtraction, Algebraic Thinking, Multiplication and Division, Rational Numbers, and Mathematical Reasoning by NCTM (2011). Cognition-Based Assessment and Teaching series: Place Value, Addition and Subtraction, Fractions, and Multiplication and Division by Battista (2012).



SUMMATIVE ASSESSMENT: Grade level CRT & NRT scores will be compared on an individual basis. Individual student AIPs will address deficiencies in the area of critical/creative thinking and problem solving. Action Type: AIP/IRI Action Type: Alignment Action Type: Collaboration

Pam Keith, Fifth Grade

Start: 07/01/2012 End: 06/30/2013

Teachers •ACTION BUDGET: $

PROGRAM EVALUATION At the conclusion of the 2011-2012 school year Tucker evaluated this intervention/program through evaluating data from the TLI (The Learning Institute). EVALUATION RESULTS In third, fourth and fifth grades, Tucker was predicted to only have 76% of the students proficient in math. Tucker did not meet the expected performance or meet growth in all students and the targeted achievement gap group on the Benchmark. During the 2012-2013 school year, we plan to use the STAR math assessments in

Pam Keith, Facilitator

Start: 07/01/2012 End: 06/30/2013


•

Teachers •

ACTION BUDGET: $

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evaluating, and adjusting, the programs, processes, and activities that make up the action descriptions within this intervention/program We will use this data/informtion to determine whether the objectives of this Intervention/Program were achieved and whether it has been successful in attaining the anticipated participant outcome objectives. We will report the resuls, in our 2013-2014 ACSIP Plan, and use those evaluation results in making decisions that impact our future instructional program. Action Type: Alignment

REQUIRED ACTION: Teachers are recommended for positions in the Rogers Public School District by building administrator and/or director. This procedure ensures that poor and minority students are not taught at higher rates than other students by inexperienced, unqualified and out –of – field teachers. Action Type: HQT-Section 2141


Start: 07/01/2012 End: 06/30/2013


•ACTION BUDGET: $

REQUIRED ACTION: If all core academic subject(s) teachers have not met the HQT requirements for two consecutive years, then the teacher, administrator along with the Human Resource Director will develop individual action plans. Action Type: HQT-Section 2141


Start: 07/01/2012 End: 06/30/2013


•ACTION BUDGET: $

In 2012-2013, using federal funds, subs will be provided to allow teachers to attend Cognitive Guided Instruction Extending Mathematical Thinking. Registration fees will also be paid. Action Type: Alignment Action Type: Collaboration Action Type: Equity Action Type: Professional Development Action Type: Technology Inclusion

Pam Keith, Math Facilitator

Start: 07/01/2012 End: 06/30/2013


•

Computers •District Staff •Teachers •Teaching Aids •

Title I - Purchased Services:

$1404.00


$1600.00


$400.00

ACTION BUDGET:

$3404

2012-2013, Using FEDERAL FUNDS, provide subs for teachers to attend training on the use of Smart Boards and how it can increase student engagement and student achievement. Action Type: Alignment Action Type: Collaboration Action Type: Technology Inclusion


Start: 07/01/2012 End: 05/31/2013



$120.00


$480.00

ACTION BUDGET: $600

Teachers and Administrators will attend leadership training with Dr. Pollock. Using the GANAG lesson planning model, this team of staff will begin the process of sharing what they learn on how to plan


Start: 07/01/2012 End: 05/31/2013


•

Computers •Outside Consultants

•

ACTION BUDGET: $

of 37ACSIP


effective lessons that engage students and to ensure student growth. Action Type: AIP/IRI Action Type: Alignment Action Type: Collaboration Action Type: Equity Action Type: Professional Development Action Type: Program Evaluation Action Type: Special Education


•

Teachers •

2012-2013, USING FEDERAL FUNDS subs will be provided for classroom teachers to work with the Math Facilitator to plan lessons from the Common Core State Standards and the district pacing guides. Agendas, sign in sheets and minutes of the planning sessions will be kept. Action Type: Alignment Action Type: Collaboration Action Type: Professional Development Action Type: Technology Inclusion

Pam Keith, Math Facilitator

Start: 07/01/2012 End: 06/30/2013


•


•

Teachers •Teaching Aids •


$4160.00


$1040.00

ACTION BUDGET:

$5200

Implement Common Core Curriculum which includes HANDS-ON learning, PROBLEM SOLVING strategies, and SMALL GROUP INSTRUCTION. Lessons will be delivered using Cognitive Guided Instruction and Children's Mathimatical Thinking strategies. Smartboard lessons will be developed to enhance student engagement. Action Type: Alignment Action Type: Collaboration Action Type: Equity Action Type: Professional Development


Start: 07/01/2012 End: 06/30/2013


•


ACTION BUDGET: $

2012-2013 Using Title I (80%)and district (20%) funds, the district will hire a 1.0 FTE Academic Facilitator to provide high quality on-going professional development for classroom teachers and all school instructional staff in the area of math. Action Type: Collaboration Action Type: Professional Development


Start: 07/01/2012 End: 06/30/2013


•PD (State-223) - Employee Salaries:

$13416.00

PD (State-223) - Employee Benefits:

$3756.00


$15025.00


$53662.00

ACTION BUDGET:

$85859

2012-2013 using Federal Funds, 5 mini computers will be purchased to enhance student engagement with technology.

Audrey King

Start: 07/01/2012 End: 06/30/2013


$2500.00

of 37ACSIP


ACTION BUDGET:

$2500


Intervention: Provide INTERVENTION/REMEDIATION/ACCELERATION sessions for students using researched based instructional strategies in math.

Scientific Based Research: Children's Mathematics - Cognitively Guided Instruction, T. Carpenter, E. Fennema, M. Loef Franke, L. Levi, and S. Empson (1999). About Teaching Mathematics, Marilyn Burns (2007). Accountability in Action, A Blueprint for Learning Organizations, D.B. Reeves (1999). Making Standards Work, How to Implement Standards-Based Assessments in the Classroom, School, and District, D. B. Reeves(1998).



PROGRAM EVALUATION At the conclusion of the 2011-2012 school year Tucker evaluated this intervention/program through evaluating data from the TLI (The Learning Institute). EVALUATION RESULTS In third, fourth and fifth grades, Tucker was predicted to only have 76% of the students proficient in math. Tucker did not meet the expected performance or meet growth in all students and the targeted achievement gap group on the Benchmark. During the 2012-2013 school year, we plan to use the STAR math assessments in evaluating, and adjusting, the programs, processes, and activities that make up the action descriptions within this intervention/program We will use this data/informtion to determine whether the objectives of this Intervention/Program were achieved and whether it has been successful in attaining the anticipated participant outcome objectives. We will report the resuls, in our 2013-2014 ACSIP Plan, and use those evaluation results in making decisions that impact our future instructional program Action Type: AIP/IRI Action Type: Collaboration Action Type: Equity


Start: 07/01/2012 End: 06/30/2013


•

Teachers •

ACTION BUDGET: $

DATA MEETINGS with district administration to review all NRT, CRT, and formative assessments that have occured throughout the year. The fall meeting is to identify the groups of students who scored below proficiency level and at or above proficiency level. A detailed summary of the content and skill areas where these students will receive remediation is disussed along with time lines and who will be responsible for progress monitoring are given. The spring meeting will address the proficiency predictions from TLI and STAR data. Interventions are examined and explanations are given to insure that all students will be


Start: 07/01/2012 End: 06/30/2013


•

Central Office •Computers •District Staff •Performance Assessments

•


ACTION BUDGET: $

of 37ACSIP


proficient at spring testing time. Action Type: AIP/IRI Action Type: Alignment Action Type: Collaboration Action Type: Equity Action Type: Special Education Action Type: Technology Inclusion

Monthly data team meetings faciliated by Ashley Daniel will be attended by the building principal and other building staff. Topics included in these team meetings target one intervention and how to utilize the data to determine APPROPRIATE INSTRUCTION and remediation for the students. Action Type: AIP/IRI Action Type: Alignment Action Type: Collaboration Action Type: Equity Action Type: Professional Development Action Type: Special Education Action Type: Technology Inclusion

Ashley Daniel, Data Director

Start: 07/01/2012 End: 06/30/2013


•

Central Office •Computers •District Staff •Outside Consultants

•


•

Teachers •

ACTION BUDGET: $

REQUIRED ACTION: Individual academic improvement plans will be developed in conjunction with PARENTS, assessment data and targeted remediation to ensure that all students achieve. Action Type: AIP/IRI

Traci Hensley, Assistant principal

Start: 07/01/2012 End: 06/30/2013


•


•

Teachers •Teaching Aids •Title Teachers •

ACTION BUDGET: $

In 2012-2013 using federal funds, provide subs for building data meetings with teachers, facilitators and building administrators to discuss student achievement, the kinds of interventions needed to increase student achievement and goals for each student. Action Type: AIP/IRI Action Type: Alignment Action Type: Collaboration Action Type: Equity Action Type: Special Education


Start: 08/15/2012 End: 05/31/2013


•

Teachers •


$1520.00


$380.00

ACTION BUDGET:

$1900

Teachers (1-5) will analyze INDIVIDUALLY, AS A TEAM AND VERTICALLY the TLI district wide math assessments each quarter. Action Type: Collaboration


Start: 07/01/2012 End: 06/30/2013


•


•

Teachers •

ACTION BUDGET: $

2012-2013, federal funds will provide after school math tutoring as funds will allow. Three teachers will be hired at board approved $25 hr. for three hours per week plus 30 minutes planning. Student Selection will be based on teacher recomendation and performance on TLI assessments and STAR math. Supplies and snacks will be provided during this time. Action Type: AIP/IRI Action Type: Alignment


Start: 07/01/2012 End: 06/30/2013


•

Computers •Teachers •Teaching Aids •


$1685.00


$6740.00


$2250.00

of 37ACSIP


Action Type: Collaboration Action Type: Equity

ACTION BUDGET:

$10675


Priority 3: Improve Health, Wellness, and Parental Involvement

Supporting Data:

Body Mass Index (BMI) Data School Year 2011-2012; 138 students were assessed. Of the students assessed, the following represents the percent of students "at risk of overweight and "overweight": Males: 39.1% and Females 29.2%. Body Mass Index (BMI) Data School Year 2010-2011; 127 students were assessed. Of the students assessed, the following represents the percent of students "at risk of overweath and "overweight": Males: 38.6% and Females 35.1%. Body Mass Index (BMI) Data School Year 2009-2010: 211 students were assessed. Of the students assessed, the following represents the percent of students "at risk of overweight" and "overweight": Males 36.3% and Females 34.7%.

1.

School Health Index results for Elza Tucker 2011-2012 indicates that Family and Community Involvement is an area of conern. School Health Index results for Elza Tucker 2010-2011 indicates that Family and Community Involvement is an area of conern. School Health Index results for Elza Tucker 2009-2010 indicates that Health Services and Health Promotion for the Staff are the areas of concern.

2.

Free and Reducted Price Meal Eligibility School year 2011-2012: 46% Free and Reduced Price Meal Eligibility School year 2010-2011: 44% Free and Reduced Price Meal Eligibility School Year 2009-2010: 46%

3.

COMPREHENSIVE NEEDS ASSESSMENT: Tucker formed grade level teams and analyzed the School Health Index Evaluation and the Assessment of Childhood and Adolescent Obesity Report.We examined our routines, customs, norms and expectations in order to dig deeper for the root cause why our students are not achieving to their full potential. Our data analysis led us to conclude that the following areas reflect our greatest need: decreasing the percent of students in the "at risk", "over weight" categories, and increasing health and wellness with faculty and the community. We are modifying our curriculum, instruction, practices to better meet the needs of all our populations. In addition, we have formed a school ACSIP leadership team that is responsible for reviewing progress, monitoring data and making adjustments in student interventions. We will use available funds to implement appropriate interventons and programs that will best address the needs of our students.

4.

Goal

Elza R. Tucker School will provide support for students in making healthy lifestyle choices by implementing systems to aid in decreasing the average BMI on routine annual student screening and increasing collaboration between parents and all segments of the school community in support of positive lifestyle choices. Elza R. Tucker will provide opportunities that promote and lead to strong partnerships and positive relationships between home and school.

Benchmark

Tucker Elementary DID NOT MEET the expected decrease of 5% in the average Body Mass Index (BMI) for males but did meet the expected decrease of 5% in female subpopulations for the School Year 2011-2012. Males had a BMI of 29.7% in 2009, 32.5% in 2010 and 38.6% in 2011, and 39.1%. Females had a BMI of 26.6% in 2009, 28.7% in 2010 and 35.1% in 2011 and 29.2%. It is expected that Tucker's overall BMI will remain the same or decrease during 2011-2012.

BenchmarkIn 2012-2013, Tucker will have an increase in the number of volunteer hours logged. In 2011-2012, Tucker meet the expected goal of increasing the number of volunteer hours logged by 5%. In 2010-2011, 1,430.15 hours were logged. In 2011-2012 2,066.75 hours were logged.

Intervention: Implement practices to provide opportunities for students to practice healthy behaviors at school and encourage them to make healthy food and physical activity choices resulting in increased academic performance.

Scientific Based Research: Journal of the American Dietetic Association, 103(7): 887-93 (2003). NAL Call Number: 389.8 Am34 Position of the American Dietetic Association: Child and adolescent food and nutrition programs. J. Stang and C.T. Bayer. Food and Nutrition Information Center's (FNIC) web site at http://www.nal.usda.gov/fnic/pubs_and_db.html. Clinical Pediatrics, 40(2): 63-70. 2001. NAL Call Number: RJ1-C55, Behavioral and cognitive status in school-aged children with a history of failure to thrive during early childhood. R.A. Dykman, et al.



The Rogers School District has developed a District wellness policy in collaboration with the District’s Nutrition and Physical Activity Committee. The policy has been approved


Start: 07/01/2012 End: 06/30/2013


• ACTION BUDGET:

$

of 37ACSIP


by the Rogers Public School’s Board and ensures adherence to the five (5) federal requirements: Goals for nutrition education, physical activity and other school-based activities; Nutrition guidelines; Guidelines for reimbursable school meals; Plan for measuring implementation of the local wellness policy; and Community involvement. The policy statement has been submitted to ADE, Child Nutrition Unit, per the required submission deadline of May 15, 2006. Action Type: Collaboration Action Type: Wellness

District Staff •

The Rogers School District will implement Health Education Frameworks for grades K-12, including grade specific nutrition education. Action Type: Alignment Action Type: Wellness

Jennifer Osburn, Physical Education Instructor

Start: 07/01/2012 End: 06/30/2013

District Staff •Teachers • ACTION

BUDGET:$

The Rogers School District has established healthy nutritional environments and will ensure all students have access to school meals without schedule or other barriers directly or indirectly restricting meal access. The school environment will provide for healthy choices for staff and students adhering to the rules and regulations of Act 1220 of 2003. The Rogers Public Schools will support all schools in making physical activity and healthy foods widely available in all areas of the school campus and encourage students to make healthy behavior choices outside the school. Action Type: Collaboration Action Type: Wellness

Sheila Staten, Cafeteria Manager

Start: 07/01/2012 End: 06/30/2013

District Staff •ACTION BUDGET: $

The Rogers School District has established strategies to achieve at least 150 minutes a week of physical activity in all grades, K-12. For grades K-6, each school provides opportunities for each student to obtain this requirement including physical education classes. Action Type: Collaboration Action Type: Equity Action Type: Parental Engagement Action Type: Wellness


Start: 07/01/2012 End: 06/30/2013

Community Leaders

•


ACTION BUDGET: $

Tucker Elementary encourages the development of and participation in family oriented community based physical activity programs. Action Type: Collaboration Action Type: Equity Action Type: Wellness


Start: 07/01/2012 End: 06/30/2013

Community Leaders

•


ACTION BUDGET:

$

Rogers Public Schools has an established Local Nutrition and Physical Activity Advisory Committee (represented by school, community, student, parent, administration, School Board member) that will meet as needed to ensure wellness policies and practices are being followed and updated based on the review of annual data including the School Health Index. Action Type: Collaboration


Start: 07/01/2012 End: 06/30/2013

Community Leaders

•

District Staff •

ACTION BUDGET:

$

of 37ACSIP


Action Type: Parental Engagement Action Type: Wellness

The Rogers School District will ensure parents are informed and involved in the district wellness practices including BMI protocol, accepted foods allowed in the school setting, physical activity opportunities and suggested resources available encouraging healthy, active living. Action Type: Collaboration Action Type: Parental Engagement Action Type: Wellness

Jannette Coberley, Nurse

Start: 07/01/2012 End: 06/30/2013


•

Community Leaders

•

Teachers •

ACTION BUDGET:

$

The Rogers School District will provide professional development for the health and physical education staff who will in turn present to building level staff annually on the health and well-being of the students and current practices to address these issues. Action Type: Alignment Action Type: Professional Development Action Type: Wellness


Start: 07/01/2012 End: 06/30/2013

District Staff •Outside Consultants

•

Teachers •

ACTION BUDGET:

$

The Rogers School District will administer the Body Mass Index (BMI) screenings. In K,2,4,6,8,and 10 the screenings will take place in physical education classes. For K,2,4,6,8,and 10 students, the results will be part of a physical education fitness profile for the purpose of establishing goals and strategies for overall health improvement. An annual report will be sent home and will include parent/student information about the screening and health risks involved when screenings indicate too low or too high results. Action Type: Alignment Action Type: Wellness

Jannette Coberley, Nurse

Start: 07/01/2012 End: 06/30/2013

District Staff •Teachers • ACTION

BUDGET:$

The Rogers School District will ensure the School Health Index survey is conducted annually at the school level and results used to establish action plans. Action Type: Wellness


Start: 07/01/2012 End: 06/30/2013


•

Teachers •

ACTION BUDGET:

$

REQUIRED ACTION: Homeless children are those who lack a fixed, regular and adequate night time residence. Rogers Public Schools has designated a local homeless liaison whose responsibilities include ensuring that the school staff, secretaries, counselors, etc., understand the scope of the McKinney-Vento Act. Title I, Part A monies are set aside to serve students identified as homeless. All homeless monies are accounted for in the District ACSIP plan. Action Type: Equity Action Type: Wellness

Linda Haley Start: 07/01/2012 End: 06/30/2013

District Staff •ACTION BUDGET:

$

Inform staff of healthy lifestyle opportunities to include Fit with 5, Race for a Cure, Kirksey Health Club, Caloriecounter.com and other informational website, etc. Action Type: Collaboration Action Type: Wellness


Start: 07/01/2012 End: 06/30/2013


•

Central Office •Computers •

ACTION BUDGET:

$

of 37ACSIP


PROGRAM EVALUATION: At the conclusion of the 2011-2012 school year Tucker elected to use the Body Mass Index to evaluate this intervention PROGRAM EVALUATION RESULTS: Evidence shows that we need to do more to reduce the number of students who are in the "at risk" and "over weight" category.During the 2012-2013 school year, we plan to use the School Health Index. We will report the results, in our 2013-2014 ACSIP Plan, and use those evaluation results in making decisions that impact our future instructional program. Action Type: Program Evaluation

Jennifer Osburn, PE Teacher

Start: 07/01/2012 End: 06/30/2013

ACTION BUDGET:

$

Tucker will offer the program "Girls On The Run", a program of character development and healthy lifestyles. Action Type: Collaboration Action Type: Parental Engagement Action Type: Wellness

Jennifer Osbourn, PE Teacher

Start: 07/01/2012 End: 06/30/2013

Teachers •ACTION BUDGET:

$

REQUIRED ACTION: Services are available for all identified students regardless of the Title I status of their school. Rogers Public Schools offers a comparable level of support for all homeless students. Action Type: Equity


Start: 07/01/2012 End: 06/30/2013

ACTION BUDGET:

$

Tucker Elementary will host a Family Health Night to encourage physical activity and health lifestyle choices. Action Type: Collaboration Action Type: Parental Engagement

Jennifer Osbourn, PE Teacher

Start: 07/01/2012 End: 06/30/2013


•

Teachers •

ACTION BUDGET:

$

Provide an inservice on HealthTeacher.com to provide training to the staff. Action Type: Alignment Action Type: Collaboration Action Type: Equity

Jennifer Osbourn

Start: 07/01/2012 End: 06/30/2013


•

Teachers •

ACTION BUDGET: $

Tucker Elementary will offer a run/walk club five days a week. Action Type: Collaboration Action Type: Equity Action Type: Parental Engagement Action Type: Wellness

Jennifer Osburn, PE Teacher

Start: 07/01/2012 End: 06/30/2013

Teachers •ACTION BUDGET:

$

BUILDING CAPACITY FOR PARENTAL INVOLVEMENT - To ensure effective involvement of parents and to support a partnership between the school, parents and community, for the purpose of improving student academic achievement. Action Type: Parental Engagement

Crystal Harry, Kindergarten

Start: 07/01/2012 End: 06/30/2013


•

Teachers •

ACTION BUDGET:

$

Total Budget: $0

Intervention: BUILDING CAPACITY FOR PARENTAL INVOLVEMENT - To ensure effective involvement of parents and to support a partnership between the school, parents and community, for the purpose of improving student academic achievement.

Scientific Based Research: Principals in the Public, NAESP (2000). Parent Leadership Development Institute, AR STATE/PIRC/Center for Effective Parenting (2010). P.A.D.R.E.S - Parents ADvancing Readiness for Educational Success, Dr. Rosie Garcia-Belina (June 2009).



REQUIRED ACTION: BUILDING CAPACITY: The school shall insure

Minerva Cosio

Start: 07/01/2012 Computers •

ACTION BUDGET: $

of 37ACSIP


that information related to school and parents programs, meetings, and other activities is sent to the parents of participating children in a FORMAT and, to the extent practicable, in a LANGUAGE THE PARENTS CAN UNDERSTAND. Action Type: Collaboration Action Type: Parental Engagement

End: 06/30/2013

District Staff •

REQUIRED ACTION: PARENT INVOLVEMENT: Training will be provided for administrators and teachers to improve their understanding of effective parent involvement strategies and the importance of setting expectations and creating a climate conducive to parental participation. This must be at least three hours long for administrators and two hours of professional development for teachers. Action Type: Equity Action Type: Parental Engagement Action Type: Professional Development


Start: 07/01/2012 End: 06/30/2013


•


•

Teachers •

ACTION BUDGET: $

Tucker PTO will host a "Boo Hoo & Wha Hoo" breakfast for kindergarten parents the first day of school.

Briwana Hugh

Start: 07/01/2012 End: 06/30/2013

ACTION BUDGET: $

REQUIRED ACTION: Tucker will develop a parent involvement plan cooperatively between administrators, teachers, and parents to address the diverse needs of the students and their parents in order to promote educational success for all students. Review of the plan will occur every June to evaluate effectiveness of the plan and to make necessary changes. Action Type: Alignment Action Type: Collaboration Action Type: Equity Action Type: Parental Engagement


Start: 07/01/2012 End: 06/30/2013

ACTION BUDGET: $

REQUIRED ACTION: PARENTAL INVOLVEMENT: A variety of strategies are used to involve our parents in their child's education. Opportunities are provided for parents to attend parent engagement nights, parent teacher conferences, and "Meet the Teacher Night" , and Open House/Parent's Make a Difference Night. Action Type: Collaboration Action Type: Parental Engagement

Aticha Jamison. Kindergarten

Start: 07/01/2012 End: 06/30/2013


•


ACTION BUDGET: $

PROGRAM EVALUATION: During the 2011-2012 school year, Tucker evaluated this intervention through the Volunteer Resource Log. PROGRAM EVALUATION RESULTS: At the conclusion of the 2011-2012 school year, Tucker examined the Volunteer Resource Log. The data

Isaac Jamison

Start: 07/01/2012 End: 06/30/2013

ACTION BUDGET: $

of 37ACSIP


revealed an increase in hours. For the school year 2012-2013 school year Tucker will evaluate this intervention by using the Volunteer Resource Log. The Parent Advisory Committee will review this data and make improvement recommendation for the next year. We will report the results in our 2013-2014 ACSIP plan and use those evaluation results in making decisions about our parental engagement plan. Action Type: Parental Engagement Action Type: Program Evaluation

REQUIRED ACTION: BUILDING CAPACITY:Tucker will educate teachers, pupil services personnel, principals, and other staff with the assistance of parents, in the value of utility of contributions of parents an in how to reach out to, communicate with, and work with parents as equal partners, implement and coordinate parent programs, and build ties between parents and the school. Action Type: Collaboration Action Type: Parental Engagement Action Type: Professional Development


Start: 07/01/2012 End: 06/30/2013


•

Community Leaders

•


•

Teachers •

ACTION BUDGET: $

ADDITIONS TO PARENT INVOLVEMENT FOR 2011-2012: THE SCHOOL’S PARENT INVOLVEMENT PLAN MUST BE POSTED ON THE SCHOOL’S WEBSITE. THE SCHOOL’S PARENT INVOLVEMENT PLAN MUST BE EVALUATED ANNUALLY AND REVISED AS NEEDED. ANNUAL TITLE I MEETINGS MUST BE CONDUCTED AS A STAND ALONE MEETING AND NOT IN CONJUNCTION WITH ANY OTHER MEETING OR ACTIVITY. THE SCHOOL MUST PROVIDE TO PARENTS OF STUDENTS RECEIVING TITLE I SERVICES INFORMATION ABOUT THE FOLLOWING COMPONENTS: PARENT’S RIGHT TO KNOW, ANNUAL REPORT CARD, INDIVIDUAL STUDENT ASSESSMENT REPORT, PROGRESS REVIEW, WRITTEN STATE COMPLAINT PROCEDURES, PARENTAL COMMUNICATION, DISABLED PARENTS TO ENSURE MEANINGFUL PARTICIPATION IN TITLE I, PART PROGRAMS. Action Type: Collaboration Action Type: Equity Action Type: Parental Engagement


Start: 07/01/2012 End: 06/30/2013

ACTION BUDGET: $

REQUIRED ACTION: PARENT COMPACT: There will be an Annual review and update of our Title I School/Parent Compact. The Compact will be distributed to each parent with the student handbook. The parents are required to sign off


Start: 07/01/2012 End: 06/30/2013

ACTION BUDGET: $

of 37ACSIP


confirming their receipt of the Handbook and Compact. There will be a meeting in the fall when parents and school personnel will work together to evaluate our Parental Involvement Policy and make any necessary revisions. The Policy and Compact will reflect a partnership between school and home. Action Type: Collaboration Action Type: Parental Engagement

REQUIRED ACTION: PARENT INVOLVEMENT: In order to take advantage of community resources our school will ENABLE THE FORMATION OF A PARENT TEACHER ORGANIZATION, that will foster parental and community involvement within the school. Action Type: Parental Engagement


Start: 07/01/2012 End: 06/30/2013


•

Teachers •

ACTION BUDGET: $

Rogers Public Schools will develop an Alternative Learning Environment classroom for elementary students. This program is designed to remove the disruptive student from regular school programs in order to provide those students with a sound educational course of study and counseling designed to modify disruptive behavior and return the students to the regular school curriculum within a prescribed length of time. The program and criteria is being developed jointly between Rogers Public Schools and the Ozark Guidance Center. Action Type: Collaboration Action Type: Equity


Start: 07/01/2012 End: 06/30/2013


•

Teachers •

ACTION BUDGET: $

In 2012-2013,PARENTAL INVOLVEMENT: Exploring cultural differences to improve students' and parents' understanding and appreciation for others through fine art and activities. Families will be invited to a Multicultural Night where they can view art, participate in multicultural dances and games. Federal funds will be used to purchase supplies and materials for this event. Action Type: Collaboration Action Type: Equity Action Type: Parental Engagement Action Type: Wellness

Heather Dehnhardt

Start: 07/01/2012 End: 06/30/2013


•

Community Leaders

•

Teachers •

ACTION BUDGET: $

In 2012-2013,PARENTAL INVOLVEMENT: Tucker will participate in the Parents Advancing Readiness for Educational Success (P.A.D.R.E.S.) program. The mission of the program is to prepare and teach parents to develop and use highter order thinking skills in themselves and in their children to ensure academic and life success.

Minerva Cosio

Start: 07/01/2012 End: 06/30/2013

Community Leaders

•

District Staff •Teaching Aids •

ACTION BUDGET: $

of 37ACSIP


Using Parent Involvement funding, Tucker will provide snacks and provide child are for the monthly meeting. (360.00) Action Type: Collaboration Action Type: Parental Engagement

REQUIRED ACTION: PARENT INVOLVEMENT: Recognizing that parents are full partneres with the schools in the education of children, the Rogers School Board encourages parent/guardian involvement in the schools and, in particular, in the education of their own children. Action Type: Collaboration Action Type: Parental Engagement

Issac Jamison, Parent

Start: 07/01/2012 End: 06/30/2013


•ACTION BUDGET: $

REQUIRED ACTION: PARENT COMPACT: The school shall provide assistance to parents of children served by the school in understanding such topics as the State's academic content standards and State academic achievement standards, State and local adacemic assessments, the requirement of this part, and how to monitor a child's progress and work with educators to improve the achievement of their children by providing quarterly expectations, reports at PTO meetings and Parent/Teacher conferences. Action Type: Equity Action Type: Parental Engagement


Start: 07/01/2012 End: 06/30/2013


•ACTION BUDGET: $

REQUIRED ACTION: BUILDING CAPACITY The school shall to the extent feasible and appropriate, coordinate and integrate parent involvement programs and activities with Head Start, Reading First, Early Reading First, Even Start, The Home Instruction Programs for Preschool Youngsters, The Parents as Teachers Program, and public preschool and other programs, and conduct other activities, such as parent resource centers, that encourage and support parents in more fully participating in the education of their children. Action Type: Collaboration Action Type: Equity Action Type: Parental Engagement

Linda Russell, HIPPY

Start: 07/01/2012 End: 06/30/2013


•

Community Leaders

•

Computers •Teaching Aids •

ACTION BUDGET: $

REQUIRED ACTION: PARENT COMPACTS: The school shall provide such other reasonable support for parental involvement activities as parents may request. Action Type: Collaboration Action Type: Parental Engagement


Start: 07/01/2012 End: 06/30/2013


•ACTION BUDGET: $

In 2012-2013 using federal funds, subs will be provided to assess new kindergarten students in the spring and to give parents information regarding what a student needs to

Tara Glover, Kindergarten

Start: 07/01/2012 End: 06/30/2013


•


ACTION BUDGET: $

of 37ACSIP


know when entering kindergarten. Action Type: Parental Engagement

Donuts with Dads will be conducted in the fall semester and Muffins with Mom will be conducted in the spring to encourage families to eat breakfast together. Action Type: Parental Engagement

Briwana Hugh

Start: 07/01/2012 End: 06/30/2012

ACTION BUDGET: $

REQUIRED ACTION: We will continue to ENGAGE OUR PARENTS in activities and programs designed to assist them in HELPING WITH THEIR CHILDREN'S LEARNING. Action Type: Collaboration Action Type: Equity Action Type: Parental Engagement

Staci Papageorge, 3rd Grade

Start: 07/01/2012 End: 06/30/2013


•

Community Leaders

•

Computers •School Library •Teachers •Teaching Aids •

ACTION BUDGET: $

REQUIRED ACTION: PARENT INVOLVEMENT: A variety of strategies are used to involve our parents in their child's education. Opportunities are provided for parents to attend parent engagement nights, parent teacher conferences, and "meet the teacher night". Our school works with our PTO and Parent Center to create a welcoming environment for parental involvement. Parents also serve on our ACSIP committee and help share our parental involvement plan. We have a PARENT RESOURCE CENTER that is welcoming and offers a variety of materials for our parents to check out and use at home. "On a regular basis we utilize parent input to review policies, and procedures and practices that might present barriers to student achievement." A VOLUNTEER RESOURCE BOOK is kept in the office that contains a log of each parent and how many hours they volunteer. Action Type: Collaboration Action Type: Equity Action Type: Parental Engagement

Nicole Harr, 2nd Grade

Start: 07/01/2012 End: 06/30/2013


•

Computers •Teaching Aids •

ACTION BUDGET: $

REQUIRED ACTION: PARENT INVOLVEMENT: The Principal shall designate one certified staff member who is willing to serve as a PARENT FACILITATOR in order to help organize meaningful training for staff and parents; promote and encourage a welcoming atmosphere to foster parental involvement in the school and to undertake efforts to ensure that parental participaton is recognized as an assest to the school. Action Type: Collaboration Action Type: Equity Action Type: Parental Engagement


Start: 07/01/2012 End: 06/30/2013


•

Community Leaders

•

ACTION BUDGET: $

of 37ACSIP


PARENTAL INVOLVEMENT: A variety of strategies are used to involve our parents in their child's education. Opportunities are provided for parents to attend parent engagement nights, parent teacher conferences, and "meet the teacher night". Our school works with our PTO and Parent Center to create a welcoming environment for parental involvement. Parents also serve on our ACSIP committee and help share our parental involvement plan. We have a PARENT RESOURCE CENTER that is welcoming and offers a variety of materials for our parents to check out and use at home. "On a regular basis we utilize parent input to review policies, and procedures and practices that might present barriers to student achievement." Action Type: Collaboration Action Type: Equity Action Type: Parental Engagement

Kayce Mardis, First Grade

Start: 07/01/2012 End: 06/30/2013


•


ACTION BUDGET: $

REQUIRED ACTION: In order to encourage communication with parents Tucker will prepare an INFORMATIONAL BROCHURE to be distributed annually to the parents of children in the school. This brochure will describe: The school's parental involvement program; The recommended role of the parent, student, teacher and school; Ways for parents to beocme involved in the school and their child's education; A survey for the parent regarding their interests concerning volunteering at the school; A schedule of activities planned throughout the school year to encourage parental involvement; and Procedures to allow the parents and teachers to communicate in a regular, two-way, and meaningful manner with the child's teacher and principal. Action Type: Collaboration Action Type: Equity Action Type: Parental Engagement


Start: 07/01/2012 End: 06/30/2013


•

Computers •

ACTION BUDGET: $

To help our parents in assisting their children our school shall: Schedule regular PARENTAL INVOLVEMENT MEETINGS at which parents are given a report on the state of the school and an overview of: A. What students will be learning. B. How students are assessed. C. What parents should expect for their child's education and D. How a parent can assist and make a difference in their child's education. Action Type: Collaboration Action Type: Parental Engagement


Start: 07/01/2012 End: 06/30/2013


•ACTION BUDGET: $

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We will continue to schedule TWO PARENT TEACHER CONFERENCES per school year. These conferences will be widely advertised and scheduled in such a manner that as many parents as possible may visit our campus and interact with their student's faculty. Action Type: Parental Engagement

Minerva Cosio, Secretary

Start: 07/01/2012 End: 06/30/2013

Computers •ACTION BUDGET: $

RQUIRED ACTION: In order to welcome parents our school shall use the volunteer surveys to compile a VOLUNTEER RESOURCE BOOK listing the interests and availability of volunteers so that school staff may determine how frequently a volunteer would like to participate; including options for those who are available to help at home and help match school needs with volunteer interests. Action Type: Parental Engagement

Joy Francoeur, Parent

Start: 07/01/2012 End: 06/30/2013


•

Computers •

ACTION BUDGET: $

REQUIRED ACTION: We will PROVIDE INSTRUCTION TO PARENTS on how to incorporate developmentally appropriate learning activities in the home environment by hosting family nights and newsletters from faculty. Action Type: Collaboration Action Type: Equity Action Type: Parental Engagement

Kayce Mardis, First Grade

Start: 07/01/2012 End: 06/30/2013


•

Teachers •

ACTION BUDGET: $

REQUIRED ACTION: PARENT INVOLVEMENT: In order to encourage parents to participate as a full partner in the decisions that affect their child and family, our school will include in our school's student handbook the SCHOOL'S PROCESS FOR RESOLVING PARENTAL CONCERNS, including how to define a problem, who to approach first and how to develop solutions. Action Type: Equity Action Type: Parental Engagement


Start: 07/01/2012 End: 06/30/2013


•ACTION BUDGET: $

REQUIRED ACTION: To help our parents in assisting their children our school shall: Schedule regular PARENTAL INVOLVEMENT MEETINGS at which parents are given a report on the state of the school and an overview of: A. What students will be learning. B. How students are assessed. C. What parents should expect for their child's education and D. How a parent can assist and make a difference in their child's education. Action Type: Collaboration Action Type: Parental Engagement


Start: 07/01/2012 End: 06/30/2013


•

Teachers •

ACTION BUDGET: $

REQUIRED ACTION: In order to encourage communication with parents will prepare an INFORMATIONAL BROCHURE to be


Start: 07/01/2012 Administrative

Staff •

ACTION BUDGET: $

of 37ACSIP


distributred annually to the parents of children in the school. This brochure will describe: The school's parental involvement program; The recommended role of the parent, student, teacher and school; Ways for parents to beocme involved in the school and their child's education; A survey for the parent regarding their interests concerning volunteering at the school; A schedule of activities planned throughout the school year to encourage parental involvement; and Procedures to allow the parents and teachers to communicate in a regular, two-way, and meaningful manner with the child's teacher and principal. Action Type: Parental Engagement

End: 06/30/2013

Computers •

2012-2013 Using federal funds kindergarten packets will be provided for parents to use with their students to help over the summer with kindergarten readiness skills.

Tara Glover Start: 07/01/2012 End: 06/30/2013


$1440.00

ACTION BUDGET:

$1440

REQUIRED ACTION: PARENT INVOLVEMENT: Classroom teachers will address with parents reading and writing instructional practices and how to support those from home. ex. - weekly newsletters, and a minimum of 2 parent/teacher conferences per year. Action Type: Collaboration Action Type: Parental Engagement

Staci Papageorge, 3rd grade teacher

Start: 07/01/2012 End: 06/30/2013


•

Teachers •

ACTION BUDGET: $

REQUIRED ACTION: PARENT INVOLVEMENT: Each school district shall provide TRAINING AT LEAST ANNUALLY for volunteers who assist in an instructional program for parents: Rogers Public School's Director of Human Resources is responsible for training the Parent Volunteer Coordinators at each school. Action Type: Parental Engagement


Start: 07/01/2012 End: 06/30/2013


•ACTION BUDGET: $

REQUIRED ACTION: PARENT COMPACT: Provide materials and training to help parents work with their children to improve academic achievement. Action Type: Parental Engagement


Start: 07/01/2012 End: 06/30/2013


•

Teachers •

ACTION BUDGET: $

REQUIRED ACTION: PARENT COMPACT: Educate teachers, principals, and other staff in the importance of effective communication, value and utility of contributions of parents. Action Type: Parental Engagement


Start: 07/01/2012 End: 06/30/2013

Teachers •Title Teachers • ACTION BUDGET: $

REQUIRED ACTIONS: PARENT COMPACT: Coordinate and integrate



Staff •

ACTION BUDGET: $

of 37ACSIP


parent involvement programs and activities. Action Type: Parental Engagement

End: 06/30/2013

Teachers •

REQUIRED ACTION: PARENT COMPACT: Ensure that information related to school and parent programs is sent to parents to the extent practical in a language parents (including disable parents) can understand. Action Type: Parental Engagement


Start: 07/01/2012 End: 06/30/2013


•

Teachers •

ACTION BUDGET: $

2012-2013 Using Title I Parent Involvement set aside funds ($3,365.03) supplies and materials will be purchased to support two way communication with parents. A variety of parent meetings will be held throughout the school year. Subs will be provided so that kindegarten teachers can be released to work with parents on kindergarten readiness during registration.

Cindy Viala Start: 00/00/0000 End: 06/30/2013

ACTION BUDGET: $

Total Budget: $1440

Priority 4: Prevent the disproportionate representation (over-identification) of white students in special education.

Supporting Data:

ADE Focused Monitoring Special Education Data: In In 2011-2012 the percentage of white students in special education was 59.85% compared to the percentage of white students in the district, which was 51.79%. In In 2010-2011 the percentage of white students in special education was 61.33% compared to the percentage of white sutdents in the district, which was 52.45%. In 2009-2010 the percentage of white students in special education was 62.29% compared to the percentage of white student in the district, which was 53.44%.

1.

District Enrollment by Race: In October 2011 the district enrollment was 14,145. 7,327/51.79% White, 215/1.51% Black, 5,906/41.75% Hispanic, 300/2.10% Asian, 157/1.10% Native American/Alaskan, 70/1.20% Hawaiian/Pacific Islander, and 170/1.20% Two or more.In October 2010 the district enrollment was 14,003. 7,345/52/45% White, 191/1.36% Black, 5,800/41.41% Hispanic, 293/2.09% Asian, 168/1.19% Native American/Alaskan, 61/.43% Hawaiian/Pacific Islander, and 145/1.03% Tow or more. In October 2009 the district enrollment was 13,774. 7,361/53.44% White, 202/1.4% Black, 5,488/39.8% Hispanic, 284/2% Asian, 156/1.1% Native American/Alaskan, 50/.3% Hawaiian/Pacific Islander, and 233/1.6% Two or more.

2.

Elementary: Special Education Referral Data: During the 2011-2012 school year 202 referrals were completed at the elementary (K-5) level with 173 students determined to meet eligibility guidelines under IDEA.During the 2010-2011 school year 163 referrals were completed at the elementary (K-5) leel with 130 students determined to meet eligibility guidelines under IDEA. During the 2009-2010 school year 181 referrals were completed at the elementary (K-5) level with 168 students determined to meet eligibility guidelines under IDEA.

3.

COMPREHENSIVE NEEDS ASSESSMENT: Tucker formed grade level teams and analyzed the Literacy test scores from the 3rd, 4th, and 5th grade Augmented Benchmark, K - 5 NRT Exams, as well as interim assessments (TLI, STAR, DSA, DRA), ELDA for (Title III/ELL), and digital curriculum (Waterford and Successmaker. We examined the results for both the combined population and EACH subpopulation. We aggregated and disaggregated this data for the purpose of determining student learning and behavioral needs. We looked at the trends in order to better shape instruction and align it with the common core state standards. We examined our routines, customs, norms and expectations in order to dig deeper for the root cause why our students are not achieving to their full potential. We are modifying our curriculum, instruction, assessment and Professional Development practices to better meet the needs of all our populations. Our data analysis led us to conclude that the following areas reflect our greatest need in all sub populations: Open Response/Multiple Choice content and practical passage types, as well as, Written Expression content and style writing domains. In addition, we have formed a school ACSIP leadership team that is responsible for reviewing progress, monitoring data and making adjustments in student

4.

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interventions on a weekly basis. This team oversees the implementation of our ACSIP Plan and analyzes formative, real time classroom performance data.

GoalPrevent the disproportionate representation (over-identification) of Caucasian students in special education. Maintain the percentage of Caucasian students in special education programs in a proportionate relation to percentage of Caucasian students in the district.

BenchmarkRogers Public Schools will maintain the relative proportion of Caucasian students receiving special education services to within two standard deviations of the state average throughout the 2012-2013 school year.

Intervention: Rogers Public Schools will monitor and maintain the number of Caucasian students referred to special education by using early intervention strategies and school-based intervention teams and Early Literacy Groups.

Scientific Based Research: Reading Recovery/Early Literacy Groups; Clay, Marie M., An Observation Survey of Early Literacy Achievement Second Edition (2004). Response to Intervention: Policy Consideration and Implementation; National Association of State Directors of Special Education, Inc. 2005.



Professional Development for school-based intervention teams on the Response To Intervention (RTI) process and early intervention strategies will be provided. Action Type: Collaboration Action Type: Professional Development Action Type: Special Education

Ana Morgan, School Psycologist

Start: 07/01/2012 End: 06/30/2013


•

Teachers •

ACTION BUDGET:

$

Data on special education referrals and early intervention services will be tracked and analyzed to determine the effectiveness of the plan by comparing the referral rate prior to the plan to the new referral rate. Action Type: AIP/IRI Action Type: Collaboration Action Type: Equity Action Type: Special Education

Sherry Stewart, Special Education Director

Start: 07/01/2012 End: 06/30/2013


•

Teachers •

ACTION BUDGET:

$

PROGRAM EVALUATION RESULTS: At the conclusion of the 2010-2011school year we reviewed the RTI and Referral Data for Tucker. There were 70 referrals in grades K-5 with 6 students meeting eligibility criteria as outlined in the IDEA guidelines. The placement rate was 9%. There were 6 referrals with 4 placements among Caucasian students, 1 placement among Hispanic students, 0 placements among Black students, 0 placements among American Indian/Alaskan Native, and 1 placements among Asian students. PROGRAM EVALUATION: During the 2012-2013school year, we plan to use the following protocol in evaluating and adjusting the programs, processes, and activities that make up the action descriptions within this intervention/program: Progress monitoring will be collected to monitor the results of interventions recommended by the Response to Intervention Team. RTI Team records will be analyzed to determine the ratio of team referrals to special education referrals and the ethnicity of the students involved. We will use this data/information to determine whether the objectives of this intervention were achieved and whether it has been successful in attaining the anticipated participant outcome objectives. We will report the results in our 2012-2013 ACSIP Plan and use those evaluation results in making decisions that


Start: 07/01/2012 End: 06/30/2013


•


ACTION BUDGET:

$

of 37ACSIP


impact our future instructional program. Action Type: Collaboration Action Type: Program Evaluation Action Type: Special Education

At Tucker Elementary, parent involvement includes notification of referral into the response to interention process and continued follow-up through parent-teacher conferences. Action Type: AIP/IRI Action Type: Collaboration Action Type: Equity Action Type: Parental Engagement Action Type: Special Education


Start: 07/01/2012 End: 06/30/2013


•


•

Teachers •

ACTION BUDGET: $

Using Title I (80%) and IDEA (20%) funds, the district will hire a .5 FTE Reading Recovery teacher. The Reading Recovery teacher will serve 3 low performing small groups of students in the first grade and 1 low performing group of students in second grade for approximately 16-20 weeks.Rogers Public Schools obtained a waiver from UALR to allow for the lowest four identified students to have an alternate service plan and not be served as a Reading Recovery student. We were granted the waiver due to lack of full implementation of Reading Recovery. The alternate service plan is for the identified students to be served daily in a small group setting by the Literacy Facilitator. $39126.00 Action Type: AIP/IRI Action Type: Alignment Action Type: Equity Action Type: Special Education

Doris Cawood, Reading Recovery Trained Teacher

Start: 07/01/2012 End: 06/30/2013

ACTION BUDGET:

$

Reading Recovery trained teacher will submit Student Selection Information and Progress Reports to the building level RTI team for students being monitored for RTI services. Reading Recovery trained teacher submits data on students partcipating in literacy groups to the National Data Evaluation Center for review and evaluation. Action Type: AIP/IRI Action Type: Alignment Action Type: Special Education


Start: 07/01/2012 End: 06/30/2013

ACTION BUDGET:

$

The Reading Recovery trained teacher will receive professional development through UALR and the Northwest Arkansas Educational Cooperative. The Reading Recovery trained teacher will provide high quality on-going professional development for classroom teahers and all school instructional staff in the area of literacy. Action Type: Collaboration Action Type: Professional Development Action Type: Special Education


Start: 07/01/2012 End: 06/30/2013

ACTION BUDGET:

$

Kindergarten and first grade literacy checklists, aligned with Common Core State Standards will be used by K-1 classroom teachers. Action Type: Alignment Action Type: Equity Action Type: Special Education

LeaEllen Jones, Academic Facilitator

Start: 07/01/2012 End: 06/30/2013

Computers •Teachers • ACTION

BUDGET:$

REQUIRED ACTION: Special education teams will annually train administrators, regular

Sally Hunt, SPED


Staff •

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educators, and special educators in the area of pre-referral procedures, special education regulations, academic and behavioral intervention , and the delivery of services. Action Type: Collaboration Action Type: Professional Development Action Type: Special Education

End: 06/30/2013

District Staff • ACTION BUDGET:

$

Total Budget: $0

Priority 5: Improve achievement of all ELL students especially in the area of literacy.

Supporting Data:

In 2011-2012, 33 Kindergarten ELL students were tested and 24% scored FEP in listenening, 27% scored FEP in speaking, 9% scored FEP in reading, 9% scored FEP in writing. In 2010-2011, Kindergarten students were not given the ELDA. In 2009-2010, 30 Kindergarten ELL students were tested and 20% scored FEP in speaking, 23% scored FEP in listening, 13% scored FEP in reading, 10% scored FEP on writing, 13% scored FEP in comprehension and 10% scored FEP on the total battery. In 2008-2009, 24 Kindergarten ELL students were tested and 17% scored FEP in speaking, 13% scored FEP in listening, 4% scored FEP in reading, 0% scored FEP on writing, 4% scored FEP in comprehension and 0% scored FEP on the total battery.

1.

In 2011-2012 28 lst Grade ELL were tested and 36% scored FEP in speaking, 21% scored FEP in listening, 14% scored FEP in reading, 7% scored FEP on writing, 14% scored FEP in comprehension and 4% scored FEP on the total battery. In 2010-2011 34 lst Grade ELL were tested and 26% scored FEP in speaking, 35% scored FEP in listening, 15% scored FEP in reading, 9% scored FEP on writing, 15% scored FEP in comprehension and 6% scored FEP on the total battery. In 2009-2010, 26 lst Grade ELL were tested and 15% scored FEP in speaking, 12% scored FEP in listening, 0% scored FEP in reading, 0% scored FEP on writing, 0% scored FEP in comprehension and 0% scored FEP on the total battery.

2.

In 2011-2012, 32 2nd Grade ELL were tested and 47% scored FEP in speaking, 31% scored FEP in listening, 31% scored FEP in reading, 22% scored FEP on writing, 28% scored FEP in comprehension and 22% scored FEP on the total battery. In 2010-2011, 22 2nd Grade ELL were tested and 27% scored FEP in speaking, 23% scored FEP in listening, 9% scored FEP in reading, 9% scored FEP on writing, 9% scored FEP in comprehension and 9% scored FEP on the total battery. In 2009-2010, 35 2nd Grade ELL were tested and 11% scoredf FEP in speaking, 11% scored FEP in listening, 6% scored FEP in reading, 3% scored FEP on writing, 6% scored FEP in comprehension and 3% scored FEP on the total battery. In 2008-2009, 27 2nd Grade ELL were tested and 56% scoredf FEP in speaking, 48% scored FEP in listening, 22% scored FEP in reading, 26% scored FEP on writing, 22% scored FEP in comprehension and 19% scored FEP on the total battery.

3.

In 2011-2012, 21 3rd Grade ELL students were tested and 5% scored FEP in speaking, 19% scored FEP in listening, 29% scored FEP in reading, 0% scored FEP on writing, 29% scored FEP in comprehension and 0% scored FEP on the total battery. In 2010-2011, 33 3rd Grade ELL students were tested and 24% scored FEP in speaking, 36% scored FEP in listening, 3% scored FEP in reading, 0% scored FEP on writing, 3% scored FEP in comprehension and 0% scored FEP on the total battery. In 2009-2010, 24 3rd Grade ELL students were tested and 21% scored FEP in speaking, 29% scored FEP in listening, 13% scored FEP in reading, 4% scored FEP on writing, 13% scored FEP in comprehension and 0% scored FEP on the total battery. In 2008-2009, 16 3rd Grade ELL students were tested and 50% scored FEP in speaking, 50% scored FEP in listening, 17% scored FEP in reading, 6% scored FEP on writing, 19% scored FEP in comprehension and 6% scored FEP on the total battery.

4.

In 2011-2012, 35 4th Grade ELL were tested and 49% scored FEP in speaking, 54% scored FEP in listening, 51% scored FEP in reading, 6% scored FEP on writing, 51% scored FEP in comprehension and 0% scored FEP on the total battery. In 2010-2011, 29 4th Grade ELL were tested and 41% scored FEP in speaking, 72% scored FEP in listening, 55% scored FEP in reading, 21% scored FEP on writing, 55% scored FEP in comprehension and 21% scored FEP on the total battery. In 2009-2010, 19 4th Grade ELL were tested and 42% scored FEP in speaking, 42% scored FEP in listening, 32% scored FEP in reading, 11% scored FEP on writing, 32% scored FEP in comprehension and 11% scored FEP on the total battery. In 2008-2009, 19 4th Grade ELL were tested and 63% scored FEP in speaking, 47% scored FEP in listening, 21% scored FEP in reading, 5% scored FEP on writing, 21% scored FEP in comprehension and 0% scored FEP on the total battery.

5.

In 2011-2012, 28 5th Grade ELL were tested and 64% scored FEP in speaking, 64% scored FEP in listening, 61% scored FEP in reading, 46% scored FEP on writing, 54% scored FEP in comprehension and 32% scored FEP on the total battery In 2010-2011, 20 5th Grade ELL were tested and 45% scored FEP in speaking, 50% scored FEP in listening, 45% scored FEP in reading, 20% scored FEP on writing, 45% scored FEP in comprehension and 10% scored

6.

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FEP on the total battery. In 2009-2010, 19 5th Grade ELL were tested and 53% scored FEP in speaking, 89% scored FEP in listening, 63% scored FEP in reading, 32% scored FEP on writing, 63% scored FEP in comprehension and 32% scored FEP on the total battery. In 2008-2009, 23 5th Grade ELL were tested and 70% scored FEP in speaking, 70% scored FEP in listening, 46% scored FEP in reading, 4% scored FEP on writing, 48% scored FEP in comprehension and 0% scored FEP on the total battery. In 2011-2012, 6 ELL students out of 170 or 3.5% to total ELL students were reclassified to FEP. In 2010-2011, 5 ELL students out of 152 or 3.3% to total ELL students were reclassified to FEP. In 2009-2010, 3 ELL students out of 152 or 2.0% to total ELL students were reclassified to FEP.

7.

In 2011-12 Tucker school's English Learners contributed to the district's Annual Measureable Achievement Objectives (AMAOs) by 51.2% making progress on the ELDA(AMAO#1) and by 11.4% scoring a copositive of 5 on the ELDA (AMAO#2).

8.

According to the 2012-2013 Arkansas School ESEA Accountabilty Report, English learners met their Annual Measurable Outcomes (AMO) for literacy performance and growth, but did not meet their AMO for either performance or growth in math.

9.

COMPREHENSIVE NEEDS ASSESSMENT: Tucker School conducted a three year data trend analysis of literacy and mathematics achievement using the results from quarterly formative assessment, DRA, STAR reading and math, ITBS, and 3rd - 5th grade Benchmark Exams as well as results from the ELDA. Results for the English learners subpopulation were examined to identify specific areas of weakness in learning strands. Our data anlysis identified the following focus areas for improvement for English Learners: Writing in the area of content and Style and Reading Practice and Content passages. In math, the area of measurement and geometry and being able to respond to problem solving in written responses. We examined our instrutionl strategies, classroom structure/groupoing and are modifying our curriculum, instruction, and professional development practices for our English Learners. ESOL teachers meet monthly with ESOL specialists to review and discuss curriculum, data and instructional practices. Building staff meet monthly to review and discuss data and instructional practices relevant to English Learners. We will use available funds to implement actions that are within the allowable guidelines of Title III and ELL state funds that will best address the needs of our English Learners.

10.

GoalAll ELL students will improve in listening, speaking, reading, and writing to achieve full English proficiency as measured by the ELDA (English Language Development Assessment) and to reach proficiency or advanced on the augmented Benchmark exam in core academic content areas.

Benchmark

During the 2012-2013 school year, in literacy, Tucker School will meet or exceed the Annual Measurable Outcomes (AMO) for Performance (2013 AMO 74.53%) and for Growth (93.24%) for English learners. In mathematics, Tucker School will meet or exceed the Annual Measurable Outcomes (AMO) for Performance (2013 AMO 89.58%) and for Growth (73.68%) for English learners.

Benchmark

ELL students' performance will contribute to the District meeting the three Annual Measurable Achievement Objectives (AMAO's) as established by the Arkansas Department of Education. For 2012-2013, at least 30% of ELL will make progress on the ELDA (AMAO #1), at least 4.5% of ELL will score a composite of 5 on the ELDA (AMAO #2), and the English Learner subpopulation will make AMO in Literacy and Math (AMAO #3).

Intervention: Tucker will provide a comprehensive alternative language program based on scientifcally based research on teaching ELL children. The ESOL program is desinged to enable ELL children to speak, read, write, and comprehend the English language and meet challenging State academic content and student academic achievement standards.

Scientific Based Research: Gersten, R., Baker, S.K., Shanahan, T., Linan-Thomapson, S., Collins, P., & Scarcella, R. (2007). Effective Literacy and English Language Instruction for English Learners in the Elementary Grades: A Practice Guide (NCEE 2007-4011). Washington. D.C.: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. Retrieved from http://ies.ed.gov/ncee/wwc/publication/practice guides; Attributes of Effective Programs and Classrooms Serving English Language Learners. Tampa, FL: Regiona XIV Comprehensive Center; Short, D.J. & Fitzsimmons, S. (212). Making content comprehensible for English learners: The SIOP Model, 4th Edition. Boston, MA: Pearson Education, Inc.; Dutro, S. & Moran, C. (2003) Rethinking English Language Instruction: An Architectural Approach. Chapter 10 in G. Garcia (ed.) English Leaners: Reaching the Highest Level of English Literacy. Newark, DE: International REading association. Goldenberg, C. (2008). Teaching English language Learners, What the Research Does - and Does Not Say. Washington, D.C: American Educator (Summer 2008); Lily Wong Fillmore & Catherine Snow (2000). What teachers need to know about language. (Contract No. ED-99-CO-0008). U.S. Department of Education's Office of Educational Research and Improvement, Center for Applied Linguistics; Dutro, S. and Helman, H. (2009) Explicit Language Instruction: A Key to Constructing Meaning, Chapter 3 of Literacy Development with English Learners Research-Based Instruction in Grades K-6. New York, NY: Guilford Publications, Inc.; Scarcella, R. (2003) Academic English:

of 37ACSIP


A Conceptual Framework. Irvine, CA: University of California, Linguistic Minority Research Institute. Pimentel, S. Castro, M., Cook, G., Stack, L, et.al (2012, June). Framework for English Language Proficienty/Development Standards Corresponding to the Common Core State Standards and the Next Generation Science Standards. Councile of chief State School Officers.; Echevarria, Jana; Vogt, Mary Ellen. (2007). 99 Ideasa and Activites for Teaching English Learners with the SIOP Model, Pearson.



Tucker will provide certified ESOL personnel (1 FTE from ELL) who have been specifically trained to provide services to immigrant children and youth and to provide ELL-skilled instructional services for grades K-5. Action Type: Alignment Action Type: Collaboration Action Type: Equity


Start: 07/01/2012 End: 06/30/2013

Central Office

•


ELL (State-276) - Employee Benefits:

$12914.00

ELL (State-276) - Employee Salaries:

$51654.00

ACTION BUDGET:

$64568

Tucker will provide paraprofessionals (1 FTE from ELL) who are highly qualified and who work under the direct supervision of highly qualified teachers. Action Type: Collaboration Action Type: Equity


Start: 07/01/2012 End: 06/30/2013

Central Office

•

District Staff •

ELL (State-276) - Employee Benefits:

$6189.00

ELL (State-276) - Employee Salaries:

$24754.00

ACTION BUDGET:

$30943

Opportunities will be provided for certified staff to attend the JBU ESOL Endorsement Program or the ESL Graduate Academy outside of regularly contracted time. Both are designed to improve the instruction and assessment of ELL students; designed to enhance the ability of teachers to understand and use curricula, assessment measures, and instruction strategies for ELL students based on scientifically based research; of sufficient intensity and duration to have a positive and lasting impact on teachers' performance in the classroom. Action Type: Equity Action Type: Professional Development


Start: 07/01/2012 End: 06/30/2013

Central Office

•


•

ACTION BUDGET: $

Professional development will be offered to certified staff to substantially increase the subject matter knowledge, teaching knowledge, and teaching skills of classroom teachers, principals, administrators, and other school personnel. The Sheltered Instruction Observation Protocol (SIOP) is a scientifically validated model of

Tanya Patterson, ESOL Specialist

Start: 07/01/2012 End: 06/30/2013

Central Office

•

Computers •District Staff •Outside Consultants

•

Teachers •

ACTION BUDGET: $

of 37ACSIP


instruction designed to make grade level academic contenct understandable for Engich learners while at the same time developing their language. The protocol and lesson planning ensure that teachers are consistently implementing practices known to be effective for English learners. The SIOP Model is a comprehensive instructional framework for effective instruction. Outside consultants will be hired to provide SIOP classroom teachers and to provide an evaluation of the SIOP implementation. Action Type: Collaboration Action Type: Equity Action Type: Professional Development Action Type: Technology Inclusion

PROGRAM EVALUATION: At the conclusion of the 2011-2012 school year, Tucker evaluated this intervention using the Language proficiency test scores . We will use this data/informtion to determine whether the objectives of this Intervention/Program were achieved and whether it has been successful in attaining the anticipated participant outcome objectives.PROGRAM EVALUATION RESULTS: The results revealed in First Grade (28 students) 1 or 4% had a composite score of 5; Grade 2 (32 students)7 or 22%% had a composite of 5; Grade 3 (21 students) 0% or 0% had a composiite of 5;Grade 4 (35 students) 0% or 0% had a composite of 5. Grade 5 (28 students) 9 or 32% had a composite of 5. During the 2012-2013 school year, we plan to use STAR reading and Language! assessements to analyze growth with ELL students . We will report the results, in our 2013-2014 ACSIP Plan, and use those evaluation results in making decisions that impact our future instructional program. Action Type: Equity Action Type: Program Evaluation


Start: 07/01/2012 End: 06/30/2013

District Staff •ACTION BUDGET: $

Language!, a comprehensive literacy curriculum, will be implemented with ELL1-3 students in a 45 minute English Language Development session daily. This is an intensive mastery-based language arts intervention that targets the needs of non-readers, struggling readers, and English learners. It accelerates them to grade-level proficiency by utilizing a sequential, cumulative, skills-based instructional format that addresses all learning styles. ESOL teachers will be rovided implementation training,

H.L. Smith Start: 01/12/2007 End: 06/30/2013


•

Teachers •Teaching Aids

•

ACTION BUDGET: $

of 37ACSIP


materials, online assessment tools, and support from the ESOL specialist. Action Type: AIP/IRI Action Type: Alignment Action Type: Collaboration Action Type: Equity Action Type: HQT-Section 2141 Action Type: Technology Inclusion


Intervention: PARENTAL INVOLVEMENT: The district will implement an effective means of outreach to parents of ELL students to involve parents in assisting their children to learn English, achieve at high levels in core academic subjects, and meet the same challenging State academic standards as all other children are expected to meet.

Scientific Based Research: Gaitan, C.D. (2004).Involving Latino familes in schools: Raising student achievement through home-school partnerships. Thousand Oaks, CA: Corwin Press. Trumbull, E. et al. (2001). Bridging cultures between home and school: A guide for teachers. Mahwah, NJ: Lawrence Eribaum Associates, Inc.



Using Title III set aside funds ($897), the District will provide interpreters for Parent/Teacher Conferences, registrations, and meetings to assist parents in helping their children improve their academic achievement and becoming active participants in the education of their children. Interpreters will be either regular district personnel (46.8) paid on a time-sheet beyond regularly contracted time and/or non-district personnel (31.2) contracted only for interpreting services as documented by time-sheets. Non-district personnel must be paid as independent contractors and benefits will not be paid. Action Type: Equity Action Type: Parental Engagement


Start: 07/01/2012 End: 06/30/2013


•


•

ACTION BUDGET: $

Using Title III funds, provide access to a Family ESOL Program which provides literacy services to improve the English lanugage skills of ELL students and to assist parents in helping their children improve their academic achievment and become active particiapants in the education of their children. Currently being offered at nine locations throughout Rogers to all families in Rogers. Action Type: Collaboration Action Type: Equity Action Type: Parental Engagement

H.L. Smith, ESOL Teacher

Start: 07/01/2012 End: 06/30/2013


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District Staff •

ACTION BUDGET:

$

AmeriCorps provides billingual interpreter/liasion in order to build trust between parents and school staff, to help bridge language barriers between parents and school staff, and to encourage parents to participate in family literacy and parenting classes that strengthen their ability to help children be successful in the school environment. AmeriCorps members accomplish these goals by making phone calls for teachers, interpreting during parent/teacher conferences, translating notes to or from home, as well as a variety of other duties that increase and improve communication between home and school. Tucker will utilize an Amercorp Volunteer 5


Start: 07/01/2012 End: 06/30/2013


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District Staff •

ACTION BUDGET:

$

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days a week. Action Type: Collaboration Action Type: Equity Action Type: Parental Engagement

PROGRAM EVALUATION: At the conclusion of the school year 2011-2012,there were 20 participants in the PADRES Program. EVALUATION RESULTS: The data revealed that 15 of the 20 individuals started the program and finished the program. During the school year 2012-2013, Tucker will use sign-in sheets from P.A.D.R.E.S. trainings, to show an increase in Hispanic parental involvement. During the school year 2013-2014 Tucker will report the results and use that data to plan and revise our program to involve Hispanic families. Action Type: Equity Action Type: Parental Engagement Action Type: Program Evaluation


Start: 07/01/2012 End: 06/30/2013

ACTION BUDGET: $

Teachers and staff have access to a district translating service through the ESOL office. Action Type: Collaboration Action Type: Equity Action Type: Parental Engagement Action Type: Technology Inclusion

Minerva Cosio

Start: 07/01/2012 End: 06/30/2013


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ACTION BUDGET: $

Tucker Elementary will continue P.A.D.R.E.S. , Parents Advancing Readiness for Educational Success. This family engagement program for Spanish speaking parents will provide families with knowledge, tools and skills to help their children succeed in school and life, encourage parents and their children to be active members of the school and community with high expectations for themselves, establish work groups among parents and train identified parents to become trainers of other parents. Action Type: Collaboration Action Type: Equity Action Type: Parental Engagement

Minera Cosio, Clerical Aide

Start: 07/01/2012 End: 06/30/2013


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ACTION BUDGET:

$

Tucker will partner with North West Arkansas Community College to provide English classes for parents of English learners. These classes will be held weekly for 2 hours. Action Type: Equity Action Type: Parental Engagement

Minerva Cosio, Parent

Start: 07/01/2012 End: 06/30/2013


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Community Leaders

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Teaching Aids •

ACTION BUDGET:

$

Total Budget: $0

Planning Team•

Classification Name Position Committee

Business Representative Linda Russell HIPPY Director SPED

Classroom Teacher Amy Elmore First Grade Teacher ESOL

Classroom Teacher April Teague Fifth Grade Teacher ESOL

Classroom Teacher Aticha Jamison Kindergarten ESOL

Classroom Teacher Audrey King Kindergarten ESOL

Classroom Teacher Becky Walters Hearing Impaired Teacher SPED

Classroom Teacher Beth Nordin Kindergarten Literacy

Classroom Teacher Brad Schoeller Fourth grade teacher Math

Classroom Teacher Candace Pierce Fifth grade teacher Math

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Classroom Teacher Carla Nelson Third grade teacher ESOL

Classroom Teacher Casey Wolfe Kindergarten teacher Health & Wellness

Classroom Teacher Christine Pinkley First grade teacher Literacy

Classroom Teacher Christine Staggs Second Grade Teacher Literacy

Classroom Teacher Crystal Harry Kindergarten Teacher Health & Wellness

Classroom Teacher Diane Lester Fourth grade teacher SPED

Classroom Teacher Fredricka Dilmore Third grade teacher Health & Wellness

Classroom Teacher Heather Dehnhardt Music/Choir Health & Wellness

Classroom Teacher HL Smith ESOL ESOL

Classroom Teacher Jennifer Osburn P.E. Teacher Health & Wellness

Classroom Teacher Joy Thomas GT Math

Classroom Teacher Kayce Mardis First Grade Teacher Health & Wellness

Classroom Teacher Kim Meyer 3rd grade teacher Math

Classroom Teacher Kim Smith KindergartenTeacher Math

Classroom Teacher Kristie Anderson First Grade Teacher Math

Classroom Teacher Laura Werner Resource SPED

Classroom Teacher Lindsay Hall 3rd Grade Teacher Literacy

Classroom Teacher Michelle Hare 4th grade teacher Literacy

Classroom Teacher Nicole Harr 2nd Grade Teacher Literacy

Classroom Teacher Olivia Slone Art Health & Wellness

Classroom Teacher Pam Keith Math Facilitator Leadership Team

Classroom Teacher Shelli Barr Second grade teacher ESOL

Classroom Teacher Staci Papageorge Third Grade Teacher Health & Wellness

Classroom Teacher Stacy Dustman Fifth Math

Classroom Teacher Steve Berens Fifth Grade Teacher Literacy

Classroom Teacher Tara Glover Kindergarten teacher SPED

Classroom Teacher Tracey Powell First Grade Teacher SPED

Classroom Teacher Tresa Sullins Second Teacher Math

Community Representative Isaac Jamison Parent Math

Community Representative Rod Badely Partner ESOL

District-Level Professional Anja Morgan School Physchologist SPED

District-Level Professional Cathy Davis Director of PreK SPED

District-Level Professional Lea Ellen Jones Academic Facilitator Leadership Team

District-Level Professional Monica Avery Federal Programs Coordinator Peer Review

District-Level Professional Virginia Abernathy Assistant Superintendent Peer Review

Non-Classroom Professional Staff Anne Godby Speech SPED

Non-Classroom Professional Staff Bettye Yale Instructional aide Literacy

Non-Classroom Professional Staff Doris Cawood Reading Recovery Literacy

Non-Classroom Professional Staff Janette Coberley Nurse Health & Wellness

Non-Classroom Professional Staff Laurie Villarreal Secretary Health & Wellness

Non-Classroom Professional Staff Minerva Cosio Parent ESOL

Non-Classroom Professional Staff Shari Ogburn Counselor Health & Wellness

Non-Classroom Professional Staff Sheila Day Library Media Specialist Literacy

Non-Classroom Professional Staff Sheila Staten Food Service Manager Health & Wellness

Parent Joy Francoeur Parent Litearcy

Parent Larry DeDear Parent Health & Wellness

Principal Dr. Cindy Viala Principal ACSIP Chair

Principal Traci Hensley Assistant Principal ACSIP Chair

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Work On Your ACSIP FAQ View ACSIP School · PDF file · 2014-06-27Supporting Data:...

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Transcript of Work On Your ACSIP FAQ View ACSIP School · PDF file · 2014-06-27Supporting Data:...