School Plan
GREENBRIER EASTSIDE ELEMENTARY
4 School Drive, Greenbrier, AR 72058
Arkansas Comprehensive School Improvement Plan
2012-2013
School Motto: Whatever It Takes
In cooperation with home and community, our mission at Eastside Elementary School is to provide positive, lifelong experiences to ALL
students, enabling them to reach their full potential, because we believe children are the future.
Grade Span: K-5 Title I: Title I Schoolwide School Improvement: MS
Table of Contents
Priority 1: Improve literacy skillsGoal: Third through fifth grade students will meet the required Performance AMO of 90.46% on the 2012-2013 Augmented Benchmark Exam. TAGG will
meet the required Performance AMO of 84.47%. Third through fifth grade students will meet the required Growth AMO of 88.86% on the 2012-2013
Augmented Benchmark Exam. TAGG will meet the required Growth AMO of 86.11%.
The focus of instruction for third grade will include open response items in literary, content, and practical reading passages, content and style writing
domains, and writing multiple choice for all subpopulations.
The focus of instruction for fourth grade will include open response items in practical reading passages and content and style writing domains.
The focus of instruction for fifth grade will include open response items in literary and content reading passages and sentence formation and mechanics
writing domains and multiple choice.
Priority 2: Improve math skillsGoal: Third through fifth grade students will meet the required Performance AMO of 90.46% on the 2012-2013 Augmented Benchmark Exam. TAGG will
meet the required Performance AMO of 84.47%. Third through fifth grade students will meet the required Growth AMO of 78.20% on the 2012-2013
Augmented Benchmark Exam. TAGG will meet the required Growth AMO of 75.43%.
The focus of instruction for third grade will include open response items in number sense, measurement, and data analysis and multiple choice items in data analysis for Student With Disabilities.
The focus of instruction for fourth grade will include open response items in number sense, algebra, geometry, measurement, and data analysis for ALL students, multiple choice items in measurement, and open response in algebra for Students With Disabilities.
The focus of instruction for fifth grade students will include open response items in geometry for ALL students, and open response and multiple choice items
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in number sense, algebra, geometry, measurement, and data analysis for Students With Disabilities, and open response items in number sense and geometry for Economically Disadvantaged students.
Priority 3: Improve wellness awarenessGoal: Eastside Elementary 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 all segments of the school community in support of positive lifestyle
choices.
Priority 1: All students will improve literacy skills across the curriculum.
Supporting
Data: 1. AUGMENTED BENCHMARK: 3rd GRADE LITERACY EXAM
Combined population scores for 2012 Augmented Benchmark Exam for 3rd grade indicated that 86% of the students performed proficient or advanced.Based on needs assessment that reflect an in-depth trend analysis of 3rd grade Augmented Benchmark Scores across all subpops,
the areas of reading and Literary and Practical Open Response continue to be weak based on a three-year trend analysis. The areas of writing, content, style, and multiple choice continue to be weak based on a three-year trend analysis.
AUGMENTED BENCHMARK: 4th GRADE LITERACY EXAMCombined population scores for 2012 Augmented Benchmark Exam for 4th grade indicated that 94% of the students performed
proficient or advanced.Based on needs assessment that reflect an in-depth trend analysis of 4th grade Augmented Benchmark Scores across all subpops, the areas of reading comprehension, vocabulary and Open Response continue to be weak based on a three-year trend analysis. The
areas of writing, content, style, and multiple choice continue to be weak based on a three-year trend analysis.
AUGMENTED BENCHMARK: 5th GRADE LITERACY EXAM
Combined population scores for 2012 Augmented Benchmark Exam for 5th grade indicated that 86% of the students performed proficient or advanced.
Based on needs assessment that reflect an in-depth trend analysis of 5th grade Augmented Benchmark Scores across all subpops, the areas of reading comprehension in content area reading,and Open Response continue to be weak based on a three-year trend analysis. The areas of writing, content, style, and multiple choice continue to be weak based on a three-year trend analysis.
Root Cause: All students and TAGG met AMO for growth and performance except Student With Disabilities subpop. Intensive professional development and co-teaching will be provided and researched-based intervention called Levelized Literacy Intervention
will be implemented in all Students With Disabilities classes. It has been determined that the root cause of weak areas across grades 3-5 include insufficient professional development utilizing Co-Teaching Strategies, Marzano's High Yield Strategies, and resources fortechnology integration to increase student engagement. Job embedded professional development will provide opportunities for better
instruction using high yield strategies.
2. NORM REFERENCED TEST:2012 FIRST GRADE ITBS EXAM Based on a needs assessment that reflects an in-depth analysis of normed referenced First grade ITBS test scores in the areas of reading comprehension, spelling, and vocabulary continue to be weak areas.
NORM REFERENCED TEST:2012 SECOND GRADE ITBS EXAM Based on a needs assessment that reflects an in-depth analysis of normed referenced Second grade ITBS test scores in the areas of story comprehension, spelling, and vocabulary continue to be weak
areas.
NORM REFERENCED TEST:2012 THIRD GRADE ITBS EXAM Based on a needs assessment that reflects an in-depth analysis of
normed referenced Third grade ITBS test scores in the areas of reading, comprehension, spelling, and vocabulary continue to be
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weak areas.
NORM REFERENCED TEST:2012 FOURTH GRADE ITBS EXAM Based on a needs assessment that reflects an in-depth analysis of normed referenced Fourth grade ITBS test scores in the areas of reading, comprehension, spelling, and vocabulary continue to be
weak areas.
NORM REFERENCED TEST:2012 FIFTH GRADE ITBS EXAM Based on a needs assessment that reflects an in-depth analysis of normed
referenced Fifth grade ITBS test scores in the areas of reading, comprehension, spelling, and vocabulary continue to be weak areas.
ROOT CAUSE: All students met AMO for growth and performance except Student With Disabilities subpop. Intensive professional
development and co-teaching will be provided and a new researched-based intervention called Levelized Literacy Intervention will be implemented in all Students With Disabilities classes. It has been determined that the root cause of weak areas across grades 3-5 include insufficient professional development utilizing Co-Teaching Strategies, Marzano's High Yield Strategies, and resources for
technology integration to increase student engagement.Job embedded professional development will provide opportunities for better instruction using high yield strategies.
3. ATTENDANCE: The attendance goal was met.
Goal
Third through fifth grade students will meet the required Performance AMO of 90.46% on the 2012-2013 Augmented Benchmark Exam.
TAGG will meet the required Performance AMO of 84.47%. Third through fifth grade students will meet the required Growth AMO of 88.86% on the 2012-2013 Augmented Benchmark Exam. TAGG will meet the required Growth AMO of 86.11%.
The focus of instruction for third grade will include open response items in literary, content, and practical reading passages, content and style writing domains, and writing multiple choice for all subpopulations.
The focus of instruction for fourth grade will include open response items in practical reading passages and content and style writing domains.
The focus of instruction for fifth grade will include open response items in literary and content reading passages and sentence formation and mechanics writing domains and multiple choice.
Benchmark
During the 2012-13 school year, Eastside Elementary School will meet or exceed the Annual Measurable Outcomes (AMO) for Performance, 90.46% for All Students and 84.47% for Targeted Achievement Gap Group (TAGG), as well as for Growth, 88.86% for All Students and
86.11% for our TAGG Population. Eastside Elementary will also meet or exceed the AMOs for all TAGG subgroups. For the 2011-12 school year, Eastside Elementary met the AMOs for Performance and Growth in the All Students Population, for Performance in all subgroups, but did not meet the AMOs for Growth in the Students With Disabilities.
Intervention: Comprehensive Literacy
Scientific Based Research: Scientific Based Research: Literacy Connely, G. (2007). Leading learning communities: standards for what principals know
and be able to do. Alexandria, VA: NAESP. DuFour, R. & Eaker, R. (1998). Professional communities at work: Best practices for enhancing student achievement. Bloomington, IN: Solution Tree. DuFour, R., Eaker, R., Karhanek, G., & DuFour, R. (2004). Whatever it takes: How professional learning communities respond when kids don’t learn. Bloomington, IN: Solution Tree. Fullan, M. (2008). The six secrets of change: What the best leaders do to
help in their organizations survive and thrive. Hoboken, NJ: Jossey-Bass. Good, R.H. & Kaminski, R.A. (2002). Dynamic indicators of basic early literacy skills. Retrieved 9/19/2011, from http://dibels.uoregon.edu. Marzano, R.J. (2003). What works in schools: Translating research into action. Alexandria, VA: ASCD. Marzano, R.J., Pickering, D.J., & Pollack, J.E. (2004). Classroom instruction that works: Research based strategies to increase student
achievement. Upper Saddle River, NJ: Prentice Hall. National Institute of Health. (2000). Report of the National Reading Panel: Teaching children to read, an evidence based assessment of the scientific research literature on reading and its implication for reading instruction. Bethesda, MD: National Institute of Health. Strickland, D.S. & Alvermann, D.S. (2004). Bridging the literacy achievement gap grades 4-12. New York, NY: Teacher’s College
Press. Tate, M. (2003). Worksheets don’t grow dendrites: 20 instructional strategies that engage the brain. Thousand Oaks, CA: Corwin Press.
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Northwest Evaluation Association. (2006, November). Achievement gaps: An examination of differences in student achievement and growth. Lake Oswego, OR: Northwest Evaluation Association. Additional research is available upon request.
ActionsPerson Responsible
Timeline Resources Source of Funds
A HQT (1 FTE) instructional paraprofessional will collaborate with
teachers to correlate technology infused activities with classroom activities. Diagnostic reports generated will identify weak areas of
instruction. The instructional paraprofessional will remediate students who are below grade level utilizing targeted intervention strategies. Action Type: Technology Inclusion
Pam Cardin,
Linda Lewis
Start:
07/01/2012End:
06/30/2013
• Computers
• Teachers
Title I -
Employee Salaries:
$30826.73
Title I -Employee Benefits:
$8845.15
ACTION BUDGET:
$39671.88
Kindergarten through fifth grade students who score below proficient on
the norm-referenced QUALLS, ITBS, and or augmented criterion-referenced benchmark test, and or classroom performance, will have an IRI (Intensive Reading Improvement) plan or an AIP (Academic
Improvement Plan) developed with parental input to address areas of weakness.
Action Type: AIP/IRI
Sonya Alvey,
Angie Betancourt
Start:
07/01/2012End: 06/30/2013
• Administrative
Staff• Teachers
ACTION BUDGET: $
A diagnostic assessment will be administered by HQT certified teachers for educational support of incoming kindergarten students. Data from the
assessment will be analyzed to determine weak areas and target populations in need of remediation strategies and individual interventions.
Action Type: Collaboration
Elementary Principals
Start: 07/01/2012
End: 06/30/2013
• TeachersTitle I -Employee
Salaries:
$2000.00
Title I -Employee
Benefits:
$500.00
ACTION BUDGET:
$2500
Materials and supplies will be purchased to promote student proficiency in reading/math to support Common Core State Standards (CCSS) initiative including realistic fiction and non-fiction texts as well as math
manipulatives for k-5 grade levels.Action Type: Collaboration
Action Type: Equity
Sonya Alvey Start: 07/01/2012End:
06/30/2013
• Administrative Staff
• Teachers
Title I -Materials & Supplies:
$48944.18
ACTION BUDGET:
$48944.18
School leadership teams, comprised of teacher leaders, will assist in
making decisions to continually improve student achievement. Common planning times will be provided by building principal in order for the
leadership teams to meet and discuss current strategies and interventions. Cross curricular teams will meet periodically for job-embedded professional development to ensure alignment with Common
Core. Vertical Team meetings will meet periodically to align curriculum to avoid gaps and over-laps in curriculum. Weekly Student Intervention
Sonya Alvey,
Angie Betancourt
Start:
07/01/2012End:
06/30/2013
• Administrative
Staff• Teachers
ACTION BUDGET: $
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Teams (SIT) will meet to progress monitor student achievement.Action Type: Alignment
Teachers are required to make individual professional development plans focusing on common core implementation and utilizing technology based
on student data and classroom observations.Action Type: Professional Development
Sonya Alvey, Angie
Betancourt
Start: 07/01/2012
End: 06/30/2013
• Administrative Staff ACTION BUDGET: $
General and Special Education teachers will receive professional
development in the areas of ELLA, ELF, Literacy Lab, Co-Teaching Model, Response to Intervention (RTI), high-yield strategies, and technology inclusion in the classroom on an ongoing basis to ensure instructional
strategies learned are being applied in the classroom. EscWorks transcripts will document professional development and building level administration will verify professional development entries.
Action Type: Professional Development
Sonya Alvey,
Angie Betancourt
Start:
07/01/2012End: 06/30/2013
• Administrative
Staff ACTION BUDGET: $
Classroom Walk-Through (CWT) reports, using hand-held technology, provided administration/teachers data to ensure that teachers are
effectively using high yield strategies in their instruction with a focus on student engagement and technology inclusion. PROGRAM EVALUATION:
During the 2010-2011 academic year, 388 CWT entries were logged. The data revealed weaknesses in cooperative learning, using advanced organizers, and generating and testing hypotheses. The areas of
instructional practices and use of higher-level questioning data revealed a slight increase in the use of these practices, but will continue to be the focus for 2012-2013 weekly team meetings.
Action Type: Program Evaluation
Sonya Alvey, Angie
Betancourt
Start: 07/01/2012
End: 06/30/2013
• Administrative Staff ACTION BUDGET: $
Third through fifth grade teachers will administer common interim assessments formatted to the Benchmark Examination to assess literacy
skills and provide experience responding to open-response questions. D2SC (Data Driven Software Corporation) reports from these
assessments were used to evaluate and guide instruction.
Sonya Alvey, Angie
Betancourt
Start: 07/01/2012
End: 06/30/2013
• Administrative Staff
• Teachers
ACTION BUDGET: $
Teachers will monitor student progress in reading, math, and writing by utilizing an electronic assessment wall. All students who have not met
benchmark on the universal screener (DIBELS) or are below grade level in K-5th grades will be monitored. Students who have been identified as at risk through the Student Intervention Team (SIT) will also be
recorded on the electronic assessment wall. Teachers will meet with administrators to discuss progress and monitor RTI (Response to Intervention) of students below grade level. Teachers and
interventionists will administer DIBELS to all students K-5th three times per year in order to track progress of student performance in combined
and sub-populations to track student growth.Action Type: EquityAction Type: Special Education
Sonya Alvey, Angie
Betancourt
Start: 07/01/2012
End: 06/30/2013
• Administrative Staff
• Performance Assessments
• Teachers
ACTION BUDGET: $
The district will provide an ABC (Arkansas Better Chance For Success) Preschool program at Eastside for at-risk, poverty students to ensure a seamless home-to-school transition between the two environments.
These classes will be taught by highly qualified certified teachers and
Sonya Alvey, Christie Harper
Start: 07/01/2012End:
06/30/2013
• Administrative Staff
• Teachers
ACTION BUDGET: $
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paraprofessionals.Action Type: Equity
(.5 FTE) HQT academic advisor will assist in remediating at-risk students and help ensure student achievement and emotional support.
Action Type: Equity
Patty Ingram Start: 07/01/2012
End: 06/30/2013
• TeachersNSLA (State-281) -Employee
Benefits:
$3280.46
NSLA (State
-281) -Employee Salaries:
$10319.16
ACTION BUDGET:
$13599.62
ESL support will be provided to students by utilizing one-on-one
instruction, specific remediation strategies, and Rosetta Stone software. Action Type: Equity
Sonya Alvey,
Angie Betancourt
Start:
07/01/2012End: 06/30/2013
ACTION BUDGET: $
Levelized Learning Intervention (LLI) will be utilized for use in Response to Intervention (RTI.) Interventionists (block teachers) will use the
materials with AIP and IRI students to promote student proficiency in early literacy skills (phonics/word work, writing, and reading comprehension.)
Action Type: AIP/IRIAction Type: Equity
Sonya Alvey Start: 07/01/2012
End: 06/30/2013
• Teachers• Teaching Aids ACTION BUDGET: $
AR Reading program will utilized as a diagnostic tool to track students'
reading comprehension as well as motivate students to read at an appropriate Lexile level.Action Type: Equity
Media
Specialist
Start:
07/01/2012End: 06/30/2013
• School Library
• Teachers ACTION BUDGET: $
The NOW Channel, an interactive software program utilizing SMART technologies will be integrated into instruction. The NOW Channel
enables teachers to embed technology in their lessons via Smart Board.Action Type: Technology Inclusion
Sonya Alvey Start: 07/01/2012
End: 06/30/2013
• Computers• Teachers ACTION BUDGET: $
Welfare Homeless support materials will be purchased for students in
need of services as per the McKinney-Vento Act. The student intervention team and counselor will continue to support and monitor students throughout the year.
Action Type: Equity
Angie
Betancourt
Start:
07/01/2012End: 06/30/2013
• Community
Leaders• Teachers
Title I -
Materials & Supplies:
$1000.00
ACTION
BUDGET:$1000
Teams will use targeted research-based practices that will address specific needs of sub-populations that are reflected in lesson plans
monitored by CWTs (Classroom Walk Through), observations, and Learning Walks. Marzano's nine strategies of identifying similarities and differences, summarizing and note taking, reinforcing effort/recognition,
homework/practice, nonlinguistic representations, cooperative learning,
Sonya Alvey Start: 07/01/2012
End: 06/30/2013
ACTION BUDGET: $
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setting objectives/feedback, generating hypotheses, and cues/questions/advance organizers and technology inclusion will be
monitored within the general and co-teaching classrooms to ensure effective instructional practices are occurring.
A needs assessment was established by analyzing student performance trend data. Based on trend data the academic focus will be reading comprehension, conventions of writing in literary, practical, and content
passage types as well as content, style, and multiple choice in writing. Action Type: Program Evaluation
Sonya Alvey, Principal
Start: 07/01/2012End:
06/30/2013
• TeachersACTION BUDGET: $
A new leadership Assessment tool, aka ADE Principal Evaluation Tool, will
be piloted for the 2011-2012 school year. The new assessment tool will focus on Principals as the Instructional Leader in their building. CWT, Learning Walks, and Team Meeting agendas will be used as
documentation.Action Type: Collaboration
Scott
Spainhour, Lisa Todd, Sonya Alvey
Start:
07/01/2012End: 06/30/2013
• Administrative
Staff• District Staff
ACTION BUDGET: $
Third through fifth grade teachers will administer pre and post
computerized common interim assessments formatted to the Benchmark Examination to assess literacy/math skills and provide experience
responding to Multiple choice questions using (NWEA) Northwest Evaluation Association (MAP-Measures of Academic Progress) software. Data from the pre and post tests will provide overall growth to document
student performance. Reports from these assessments will be used to evaluate and guide instruction. This data will be used AS PROGRAM EVALUATION to evaluate the effectiveness of the literacy program. The
first will be utilized to collect baseline data results.Action Type: Alignment
Action Type: Program Evaluation
Sonya Alvey,
Angie Betancourt
Start:
07/01/2012End:
06/30/2013
• Administrative
Staff ACTION BUDGET: $
The District will provide a Classroom Size Reduction Teacher (FTE 1) as outlined in School-Wide plan to lower student:teacher ratio for optimal
instructional purposes. The CSR Teacher will be hired above State Standard requirements. The CSR will be placed at Eastside Elementary. There are 257 fourth grade students with 11 teachers which is a
student:teacher ratio meeting standards. Daniel Hope is the 12th teacher. Action Type: Equity
Sonya Alvey Start: 07/01/2012
End: 06/30/2013
• TeachersTitle I -Employee
Salaries:
$39015.00
Title I -Employee
Benefits:
$10684.56
ACTION BUDGET:
$49699.56
District-Wide before and after school tutorial opportunities will be provided for 3rd-5th grade at-risk students focusing on literacy and math skills hosted by Eastside Elementary.
Action Type: Equity
Sonya Alvey Start: 07/01/2012End:
06/30/2013
• TeachersTitle I -Employee Salaries:
$2000.00
Title I -Employee
Benefits:
$500.00
ACTION BUDGET:
$2500
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Capital outlay 28 laptops @ $ 1,100 and a cart @ $2,100 and multi-media in cafeteria projector: $3214.21, electronic screen: $1,269.45,
multi-media cart: $1,513.58, installation: $1,516.83 and ipad cart @ $2,820.95
Action Type: Technology Inclusion
Sonya Alvey Start: 07/01/2012
End: 06/30/2013
• ComputersTitle I -Capital
Outlay:
$44055.82
ACTION BUDGET:
$44055.82
Total Budget: $201971.06
Intervention: Parental Engagement.
Scientific Based Research: "A Framework for Understanding Poverty." Payne, R. (1998). Act 603 of 2003. Allington, Richard, Patricia Cunningham. "Schools that Work". Second Edition. Pearson Education. Boston 2002. "Whatever It Takes: How Professional Learning Communities Respond When Kids Don't Learn," DuFour, R. (2004).
ActionsPerson Responsible
Timeline Resources Source of Funds
A School-Parent Compact was developed jointly with parents to provide
information regarding their child's school. A signed and returned School-Parent Compact form serves as evidence. (Actions 2:A-F)Action Type: Parental Engagement
Courtney
Williams, Sonya Alvey,Angie
Betancourt
Start:
07/01/2012End: 06/30/2013
• Administrative
Staff• Teachers
ACTION BUDGET: $
An annual meeting will be held to inform parents of their right to be involved in the planning, review, and improvement of parental programs.
Action Type: Parental Engagement
Lisa Todd Start: 07/01/2012
End: 06/30/2013
• District StaffACTION BUDGET: $
2.D: Parental Involvement Policy will be evaluated to assess coordination and integration of parent involvement programs and activities. Materials and supplies will be available to assist parental activities.
Action Type: Parental Engagement
Courtney Williams, Sonya
Alvey,Angie Betancourt
Start: 07/01/2012End:
06/30/2013
• Administrative Staff
Title I -Materials &
Supplies:
$1500.00
ACTION BUDGET:
$1500
1.J: Parents will be given the opportunity to receive daily e-mail announcements giving them information concerning school events and opportunities to become involved in the education of their children.
Action Type: Parental Engagement
Courtney Williams, Sonya Alvey,
Angie Betancourt
Start: 07/01/2012End:
06/30/2013
• Administrative Staff ACTION BUDGET: $
2.C: School pride and importance of effective communication, value and utility
of contributions of parents will be encouraged through awareness and participation in Greenbrier Schools' alumni association activities, i.e., booster
club, spirit day activities, and community leader visits. Information is shared through daily newsletters. Action Type: Parental Engagement
Courtney
Williams, Sonya Alvey,
Angie Betancourt
Start:
07/01/2012End:
06/30/2013
• Community
Leaders• Teachers
ACTION BUDGET: $
1.G: Courtney Williams, a certified faculty member, will serve as a parent facilitator and help organize training to ensure compliance with the Parent Involvement Act 307 of 2007 and ACT 397 of 2009. All components have been
Courtney Williams, Sonya
Start: 07/01/2012 • Community
Leaders ACTION BUDGET: $
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implemented, (Actions 1.A-J)Action Type: Parental Engagement
Alvey,Angie Betancourt
End: 06/30/2013
• Teachers
2.B: A Parent Center consisting of student and parent reading materials, take-home games, and magazines with information on parent-tips to improve
academic achievement and student learning styles will be maintained in the lobby area.Action Type: Parental Engagement
Sonya Alvey, Angie
Betancourt, Courtney Williams
Start: 07/01/2012
End: 06/30/2013
• Teachers• Teaching Aids ACTION BUDGET: $
1.H: Parent/teacher conferences will be held in the fall and spring to discuss students' progress and address concerns of parents/teachers.Action Type: Parental Engagement
Sonya Alvey Start: 07/01/2012End:
06/30/2013
• Administrative Staff
• Teachers
ACTION BUDGET: $
1.A: The school will prepare informational packets appropriate for the age and grade of each child to encourage communication with parents. These packets will outline the parental involvement plan, recommended roles of
parent/teacher/student/school; ways for parent to become involved in the school, activities planned for parental involvement, and a communication outline to promote exchange of information between parents/teacher/
principal.Action Type: Parental Engagement
Courtney Williams, Sonya Alvey,
Angie Betancourt
Start: 07/01/2012End:
06/30/2013
• District Staff• Teachers• Teaching Aids
ACTION BUDGET: $
1.C: A volunteer resource book will be available to staff members as a means of coordinating community and parent resources with school activities. These volunteers will provide additional human resources and stakeholder
ownership.Action Type: Parental Engagement
Courtney Williams, Sonya
Alvey,Angie Betancourt
Start: 07/01/2012End:
06/30/2013
• Community Leaders
• Teachers
ACTION BUDGET: $
1.B: Through "Parent Involvement Meetings," opportunities will be provided
for parents to become active participants in the education of their children and to discuss the intent of the school-wide program. Parents will be given a report on the state of the school and what they may expect in their children's
education. They will also be provided a description and explanation of the curriculum used, types of assessments, and proficiency levels. To promote
active participation among parents and community the following events will be hosted: A community literacy night will be hosted at Panther Stadium, support Project-Fill-A-Bookcase, family movie night, grandparents’ day, Christmas
open house, mother/son game night, father/daughter dance, math/science night, conferences, parent orientation, can carnival day, recycling, etc. Action Type: Parental Engagement
Courtney
Williams, Sonya Alvey,Angie
Betancourt
Start:
07/01/2012End: 06/30/2013
• Teachers
• Teaching Aids ACTION BUDGET: $
1.I: Parents and teachers will incorporate activities beyond the regular classroom setting that will allow children opportunities to apply learned literacy skills in real-world situations. These activities will be designed to
engage parents in their children's education and to promote responsible parenting i.e., Dr. Seuss Day, kindergarten community workers week,
freedom week, drug free activities.Action Type: Parental Engagement
Courtney Williams, Sonya
Alvey,Angie Betancourt
Start: 07/01/2012End:
06/30/2013
• Community Leaders
• Teachers
ACTION BUDGET: $
1.D: A process for resolving parental concerns is outlined in the school
handbook.Action Type: Parental Engagement
Courtney
Williams, Sonya Alvey,
Start:
07/01/2012 • Administrative
Staff ACTION BUDGET: $
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Angie Betancourt
End: 06/30/2013
2.A Staff members will provide assistance to parents in understanding content how to monitor a child's progress; standards, academic assessments.
Evaluation data will include, but is not limited, to the following: sign-in sheets from Parent Nights, Parent-Teacher conferences, volunteer logs, and distribution lists of parent e-mail recipients. During the 2010-2011 academic
year 60% of parents participated in scheduled activities. Action Type: Parental EngagementAction Type: Program Evaluation
Sonya Alvey and Courtney
Williams
Start: 07/01/2012
End: 06/30/2013
• Administrative Staff
• Teachers
ACTION BUDGET: $
2.F: Staff will provide other reasonable support for parental involvement activities as parents may request. (PTO meetings, PTO board consisting of teachers and parents, and parent nights, etc.)
Action Type: Parental Engagement
Courtney Williams, Sonya Alvey
Start: 07/01/2012End:
06/30/2013
• Administrative Staff ACTION BUDGET: $
1.F: PTO will hold monthly meetings to provide opportunities for parents and staff to discuss and plan school activities for the 2012-2013 school year.
Action Type: Parental Engagement
Courtney Williams,
Sonya Alvey
Start: 07/01/2012
End: 06/30/2013
• District StaffACTION BUDGET: $
2.E: Ensure that information related to school and parent programs is sent to parents, including disabled students, in a practical, understandable format, i.e.: EdLine, weekly newsletters, communication folders, and district and
school websites. Action Type: Parental Engagement
Courtney Williams, Sonya Alvey,
Angie Betancourt
Start: 07/01/2012End:
06/30/2013
• Administrative Staff ACTION BUDGET: $
Building leadership will review policies and procedures that may present
barriers to all students' achievement.Action Type: Parental Engagement
Sonya Alvey,
Angie Betancourt
Start:
07/01/2012End: 06/30/2013
• Administrative
Staff ACTION BUDGET: $
Eastside Elementary's Parent Involvement Plan will be posted on Eastside's school website. The Parent Involvement Plan will be evaluated annually and
revised as needed. Action Type: CollaborationAction Type: Parental Engagement
Sonya Alvey, Angie
Betancourt
Start: 07/01/2012
End: 06/30/2013
• Administrative Staff ACTION BUDGET: $
Eastside Elementary will conduct a stand alone Title I Meeting will be conducted annually in order to inform parents about their rights and benefits.Action Type: Collaboration
Action Type: Parental EngagementAction Type: Title I Schoolwide
Sonya Alvey, Angie Betancourt
Start: 07/01/2012End:
06/30/2013
• Administrative Staff ACTION BUDGET: $
Eastside Elementary will provide the parents of students. including disabled
parents, receiving Title I services information about (a) Parents Right to Know (b) Annual Report Card (c) Individual Student Assessment Reports (d)
Progress Review (e) Written State Complaint Procedures (f) Parental Communications (g) Disabled Parents access to school information. This information will help to ensure meaningful parental participation within the
program.Action Type: Parental EngagementAction Type: Title I Schoolwide
Sonya Alvey,
Angie Betancourt
Start:
07/01/2012End:
06/30/2013
• Administrative
Staff ACTION BUDGET: $
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Hippy Parental involvement suppliesAction Type: Parental Engagement
Carrie McEntire
Start: 07/01/2012
End: 06/30/2013
• TeachersTitle I -Materials
& Supplies:
$2848.56
ACTION
BUDGET:$2848.56
Total Budget: $4348.56
Priority 2: All students will improve math skills across the curriculum.
Supporting Data:
1. AUGMENTED CRT BENCHMARK EXAM: ACSIP CRT DATA SOURCE FOR GREENBRIER EASTSIDE ELEMENTARY Third grade combined population scores indicate 85% were proficient or advanced in math.
Needs assessment shows an in-depth analysis of criterion referenced test scores reflecting all sub-populations; ie, free and reduced and special education students, in the area of geometry, measurement, and numbers and operations in multiple choice and open response continue to be areas of weakness.
Fourth grade combined population scores indicate 91% were proficient or advanced in math. Needs assessment shows an in-depth analysis of criterion referenced test scores reflecting all sub-populations; ie, free and reduced
and special education students, in the areas of Measurement and Data Analysis and Probability on multiple choice questions and Numbers and Operations and Geometry in open response continue to be weak areas.
Fifth grade combined population scores indicate 86% were proficient or advanced in math.Needs assessment shows an in-depth analysis of criterion referenced test scores reflecting all sub-populations; ie, free and reduced
and special education students, in the areas of Data Analysis and Probability, numbers and operations, and algebra multiple choice questions and Geometry and Measurement open response continue to be weak areas.
Root Cause: Weak areas in third through fifth grades include limited use of high yield strategies and technology inclusion. Overall, the racial diversity is less than 1% and the use of co-teaching has contributed to increased student achievement. Job embedded professional development has provided opportunities for better instruction using high yield strategies.
2. AUGMENTED NRT BENCHMARK EXAM:
Based on needs assessment, which reflects an in-depth analysis of norm referenced ITBS scores across all sub-populations, it is revealed that ....................measurement, numbers and operations, problem solving, and patterns and relationships are areas of weakness and focus for Metropolitan 8 and SAT 10 preparation.
Root Cause: Weak areas in kindergarten through fifth grades include limited use of high yield strategies and technology inclusion. Overall, the racial diversity is less than 1% and the use of co-teaching has contributed to increased student achievement. Job
embedded professional development has provided opportunities for better instruction using high yield strategies.
3. ATTENDANCE: The attendance goal was met.
4.
Goal Third through fifth grade students will meet the required Performance AMO of 90.46% on the 2012-2013 Augmented Benchmark Exam.
TAGG will meet the required Performance AMO of 84.47%. Third through fifth grade students will meet the required Growth AMO of 78.20% on the 2012-2013 Augmented Benchmark Exam. TAGG will meet the required Growth AMO of 75.43%.
The focus of instruction for third grade will include open response items in number sense, measurement, and data analysis and multiple
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choice items in data analysis for Student With Disabilities.
The focus of instruction for fourth grade will include open response items in number sense, algebra, geometry, measurement, and data analysis for ALL students, multiple choice items in measurement, and open response in algebra for Students With Disabilities.
The focus of instruction for fifth grade students will include open response items in geometry for ALL students, and open response and multiple choice items in number sense, algebra, geometry, measurement, and data analysis for Students With Disabilities, and open
response items in number sense and geometry for Economically Disadvantaged students.
Benchmark
During the 2012-13 school year, Eastside Elementary School will meet or exceed the Annual Measurable Outcomes (AMO) for Performance in
Math, 90.46% for All Students and 84.47% for Targeted Achievement Gap Group (TAGG), as well as for Growth, 78.20% for All Students and 75.43% for TAGG. Eastside Elementary will also meet or exceed the AMOs for all TAGG subgroups. For the 2011-12 school year, Eastside Elementary did not meet the AMOs for Performance for ALL Students population, TAGG,in the white subgroup, or in the
economically disadvantaged subgroup and Students With Disabilities. Eastside Elementary did not meet Growth for ALL Students population, TAGG,in the white subgroup, or in the economically disadvantaged subgroup and Students With Disabilities.
Intervention: Implement standards-based math curriculum.
Scientific Based Research: Scientific –Based Research – Math Carpenter, T.P., Franke, M.L., & Levi, L. (2003). Thinking mathematically: Integrating arithmetic and algebra in elementary school. Portsmouth, NH: Heinemann. Dacey, L.S. & Eston, R. (1999). Growing mathematical ideas in Kindergarten,
Sausalito, CA: Math Solutions. Jacobs, H.H. (1997). Mapping the big picture: Integrating curriculum and assessment, K-12. Alexandria, VA: ASCD.Kilpatrick, J., Swafford, J., & Findell, B. (2007). Adding it up: Helping children learn mathematics. Washington, DC: National Academies Press. Mirra, A. J. (2003). Administrator’s guide: How to support and improve mathematics in your school. Silver Springs, MD: National Council of Teachers of
Mathematics (NCTM). Myren, C. (1995). Posing Open-ended questions in the primary classroom. Greensboro, NC: Teaching Resource Center. National Educational Technology Standards for Students. (2007). National educational standards for students: Connecting curriculum and technology. Washington, DC: International Society for Technology in Education (ISTE). Reeves, D.B. (1998). Making standards work: how to implement standards-
based assessments in the classroom, school, and district. Englewood, CO: Advanced Learning Press. Reeves, D. B. (2004). Accountability in Action: A blueprint for learning organizations. Englewood, CO: Advanced Learning Press. Rose-Piver, V. (1995). Math & Writing: Making the connection.
Greensboro, NC: Teaching Resource Center. Schoenfeld, A. (1999). Balanced assessment for the mathematics assessment for the mathematics curriculum: elementary grades assessment, package 2. Lebanon, IN: Dale Seymour Publications. Sutton, J. & Krueger, A. (2002). What we know about mathematics teaching and learning. Honolulu, HI: Mid-continent Research for Education and Learning (MCREL). Van de Walle, J.A., & Lovin, L.H. (2005).
Teaching student-centered mathematics, Grades K-3. Boston, MA: Allyn & Bacon. Van de Walle, J.A., & Lovin, L.H. (2005). Teaching student-centered mathematics, Grades 5-8. Boston, MA: Allyn & Bacon.
ActionsPerson
ResponsibleTimeline Resources
Source of
Funds
Kindergarten through fifth grade students who scored below proficient in math on the norm-referenced ITBS, QUALLS and criterion-referenced augmented
Benchmark will have an AIP developed to address areas of weakness. The AIP will be jointly developed with parents and teachers.Action Type: AIP/IRI
Sonya Alvey, Angie
Betancourt
Start: 07/01/2012
End: 06/30/2013
• Administrative Staff
• Performance Assessments
• Teachers
ACTION BUDGET:
$
Eastside Elementary School is in compliance with federal schoolwide guidelines. All ten components have been implemented. (See below)
Action Type: Title I Schoolwide
Sonya Alvey, Angie
Betancourt
Start: 07/01/2012
End: 06/30/2013
• Administrative Staff
• Teachers
ACTION BUDGET:
$
A needs assessment was established by analyzing student performance trend data. Based on trend data the academic focus will be geometry, data
Sonya Alvey Start: 07/01/2012
$
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analysis/probability, measurement, and algebraic functions. Action Type: Title I Schoolwide
End: 06/30/2013
• Administrative Staff
• Teachers
ACTION BUDGET:
2. Schoolwide reform strategies- *Scientifically-based strategies (ie. Early Literacy Learning in Arkansas, Effective Literacy, Rick Dufour's "Professional Learning
Communities", Ruby Payne's "Teaching Children of Poverty", Literacy Lab, Growing with Mathematics, etc.) *Curriculum and instruction are aligned with the Arkansas
Student Learning Expectations. *Provisions for increasing the amount and quality of learning time (large instructional blocks, activity teachers help with remediation, volunteers, after school tutoring, common interventions times and X-periods at all
grade levels, etc.) *Strategies to eliminate the achievement gap (ie. Arkansas Better Chance For Success Preschool (ABC), Home Instruction Program for Preschool Youngsters (HIPPY).
Action Type: Title I Schoolwide
Sonya Alvey Start: 07/01/2012
End: 06/30/2013
• Administrative Staff
• Teachers
ACTION BUDGET:
$
3. 100% of teachers and paraprofessionals are Highly Qualified.Action Type: Title I Schoolwide
Sonya Alvey Start: 07/01/2012
End: 06/30/2013
• Administrative Staff
• Teachers
ACTION BUDGET:
$
4. Professional development decisions are made based on the
instructional/academic needs of the students and teachers, teacher needs based on summative evaluations, and state mandated requirements.Action Type: Title I Schoolwide
Sonya Alvey Start:
07/01/2012End: 06/30/2013
• Administrative
Staff• Outside
Consultants
• Teachers
ACTION
BUDGET:$
7. Transition: The elementary school setting includes ABC Pre-school in the master schedule during activity blocks; HIPPY program for parents of preschoolers; HIPPY
and Head Start students visit elementary schools in April; semi-departmentalization of fourth grade to help with transition into fifth grade; fifth grade full departmentalization and tour of middle school in May; special education
inclusion classrooms in all grades; Student Intervention Team, etc. Action Type: Title I Schoolwide
Sonya Alvey Start: 07/01/2012
End: 06/30/2013
• Administrative Staff
• Teachers
ACTION BUDGET:
$
8. Measures to include teachers in decisions (ie. data disaggregation day, common planning time, weekly grade level team meetings, gifted and talented and special education teacher recommendations, Student Intervention Team, etc.)
Action Type: Title I Schoolwide
Sonya Alvey Start: 07/01/2012End:
06/30/2013
• Administrative Staff
• Teachers
ACTION BUDGET:
$
10. Coordination and integration of programs-Eastside Elementary uses federal, state, and local funds to coordinate and integrate services to improve instruction and increase student achievement. (ABC preschool)
Action Type: Title I Schoolwide
Becky Goodman, Christie Harper
Start: 07/01/2012End:
06/30/2013
• Administrative Staff
• Teachers
ACTION BUDGET:
$
6. Parent Involvement (i.e. PTO, Literacy Night, Title 1 parent night, Math/Science Night, orientation, PTO monthly newsletters, daily announcements via e-mail, parent/teacher conferences, and other requirements described in the professional
Sonya Alvey Start: 07/01/2012End:
06/30/2013
• Administrative Staff
• Teachers
ACTION BUDGET:
$
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learning communities' intervention.)Action Type: Title I Schoolwide
• Teaching Aids
9. Point-in-time remediation i.e. QELI for kindergarten, block buddy teacher interventions, interim D2SC (Data Driven Software Corporation ), assessments for
3rd-5th grades will administered. Common assessments will be given to K-2 students.Action Type: Title I Schoolwide
Sonya Alvey Start: 07/01/2012
End: 06/30/2013
• Administrative Staff
• Performance
Assessments• Teachers
ACTION BUDGET:
$
Teachers will monitor progress in reading, writing, and math by utilizing an electronic assessment wall. All students who are below grade level in math in grades K-5 will be monitored. Students who have been identified as at-risk
through the Student Intervention Team (SIT) will also be recorded on the electronic assessment wall. Teachers will meet with curriculum and instruction leaders and administrators to discuss progress and monitor RTI (Response to
Intervention) of students below grade level. Action Type: AIP/IRI
Sonya Alvey,Angie Betancourt
Start: 07/01/2012End:
06/30/2013
• Administrative Staff ACTION
BUDGET:$
Implement a curriculum that is rigorous, intentional, and horizontally and vertically
aligned to state and local standards. Highly Qualified Teachers continue to work in team meetings toward content alignment through common unit planning and use
of pacing guides, common assignments, interim assessments, and rubrics. Quality standards-based work is displayed in classrooms. Bloom's taxonomy guides lessons for rigorous language.
Action Type: Alignment
Sonya Alvey,
Angie Betancourt
Start:
07/01/2012End:
06/30/2013
• TeachersACTION
BUDGET:$
School leadership teams foster collaboration: Student Intervention Team, weekly grade level team meetings, and response to intervention meetings through SIT.
Action Type: Collaboration
Sonya Alvey, Angie
Betancourt
Start: 07/01/2012
End: 06/30/2013
• TeachersACTION BUDGET:
$
Professional development, including identifying student social-emotional indicators,
will be provided to classified and certified staff relating to identifying suspected homeless students and providing necessary services (as per the McKinney-Vento
Act). The Student Intervention Team and counselors will continue to support and monitor students throughout the year.Action Type: Professional Development
Kortney
McMahan, Sonya Alvey,
Angie Betancourt
Start:
07/01/2012End:
06/30/2013
• District StaffACTION
BUDGET:$
General and Special Education teachers will continue to receive on-going professional development in the co-teaching model, Response to Intervention (RTI), high-yield strategies, and technology inclusion in the classroom to ensure
instructional strategies learned are being applied in the classroom. Action Type: Professional Development
Sonya Alvey, Angie Betancourt
Start: 07/01/2012End:
06/30/2013
• Administrative Staff ACTION
BUDGET:$
Content subpopulations are continually monitored for growth using the electronic
assessment wall to track grade level and classroom achievement.Action Type: AIP/IRI
Sonya Alvey,
Angie Betancourt
Start:
07/01/2012End:
06/30/2013
• Administrative
Staff• Teachers
ACTION
BUDGET:$
Third through fifth grade teachers will administer common interim assessments formatted to the Benchmark Examination to assess math skills and provide experience responding to open-response questions. D2SC (Data Driven Software
Sonya Alvey,Angie Betancourt
Start: 07/01/2012 • Administrative
Staff $
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Corporation) reports from these assessments were used to evaluate and guide instruction.
End: 06/30/2013
• Teachers ACTION BUDGET:
Teachers are required to make individual professional development plans focusing on common core implementation and utilizing technology based on student data and classroom observations.
Action Type: Professional Development
Sonya Alvey, Angie Betancourt
Start: 07/01/2012End:
06/30/2013
• Administrative Staff
• Teachers
ACTION BUDGET:
$
Classroom Walk-Through (CWT) reports, using hand-held technology, provided administration/teachers data to ensure that teachers are effectively using high
yield strategies in their instruction with a focus on student engagement and technology inclusion. PROGRAM EVALUATION: During the 2011-2012 academic year, >>>>>> 388 CWT entries were logged. The data revealed weaknesses in
cooperative learning, using advanced organizers, and generating and testing hypotheses. The areas of instructional practices and use of higher-level questioning data revealed a slight increase in the use of these practices, but will
continue to be the focus for 2012-2013 weekly team meetings.Action Type: Program Evaluation
Sonya Alvey, Angie
Betancourt
Start: 07/01/2012
End: 06/30/2013
• Administrative Staff ACTION
BUDGET:$
Total Budget: $0
Priority 3: All students will have an increased awareness of the nutritional and physical guidelines needed for a healthy lifestyle.
Supporting
Data: 1. Body Mass Index (BMI) Data: Act 201 of 2007 modified BMI screening requirements to include only K, 2, and 4 students in the
elementary. In the 2011-2012 school year 314 students were assessed. Results showed that 71.2% of the males were healthy or underweight, while 28.8% were at risk for overweight or obese. Results for the females showed that 70.9% were healthy or underweight while 29.1% were at risk for overweight or obese. In the 2010-2011 school year 274 students were assessed. Results
showed that 66.4% of the males were healthy or underweight, while 33.6% were at risk for overweight or obese. Results for the females showed that 65% were healthy or underweight while 35% were at risk for overweight or obese. In the 2009-2010 school year 267 students were assessed. Results showed that 72.5% of the males were healthy or underweight, while 27.5% were at risk for
overweight or obese. Results for the females showed that 77.5% were healthy or underweight while 22.5% were at risk for overweight or obese. In the 2008-2009 school year 265 students were assessed. Results showed that 72.1% of the males were healthy or underweight, while 27.9% were at risk for overweight or overweight. Results for the females showed that 65.1% were healthy or
underweight while 34.9% were at risk for overweight or overweight. In 2007-2008, the total enrollment for the school was 582 students. Of the 495 students screened, the results for the 268 males showed that 71.6% were healthy or underweight and 28.4%
were at risk for overweight. The results for the 227 females showed that 67.8% were healthy or underweight and 32.2% were at risk for overweight. The results for the 183 females showed that 72.7% were healthy or underweight, 15.8% were at risk, 11.5% were overweight.
2. The overall 2012 District School Health Index (SHI) is 74.16%. The School Profile indicates the School Health and Safety Policies and Environment (Module 1) score was 94% for Eastside which is in the high range. The Health Education (Module 2) score was 100% which is also in the high range. The Physical Education and Other Physical Activity Programs (Module 3) score for K-5 was 90% which
fell 7%. The Nutrition Services (Module 4) score was 92% which gained 3% and is in the high range. The Health Services (Module 5) was 71%, which fell and is in the medium range. The Counseling, Psychological, and Social Services (Module 6) was 93% and is in the high range. The Health Promotion for Staff (Module 7) was 12% which remained the same in the low range. The Family and
Community Involvement (Module 8) score was 56% which was in the high range which fell 44% to the medium range. The overall 2011 District School Health Index (SHI) is 74%. The school Profile indicates the School Health and Safety Policies and Environment
(Module 1) score was 82% for Eastside which is in the high range. The Health Education (Module 2) score was 95% which is also in the high range. The Physical Education and Other Physical Activity Programs (Module 3) score for K-12 was 97% which is in the high range. The Nutrition Services (Module 4) score was 89% which fell in the high range. The Health Services (Module 5) was 69%,
medium range. The Counseling, Psychological, and Social Services (Module 6) was 100%. The Health Promotion for Staff (Module 7) was 12% which fell in the low range. The Family and Community Involvement (Module 8) score was 100% which was in the high
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range. The 2010 School Health Profile indicates the School Health and Safety Policies and Environment (Module 1) score was 92% for our district which is in the medium to high range. The Health Education (Module 2) score was 90% which is also in the medium to high
range. The Physical Education and Other Physical Activity Programs (Module 3) score for K-12 was 87% which is in the medium to high range. The Nutrition Services (Module 4) score was 81% which fell in the high range. The Health Services (Module 5) was 90%. The
Counseling, Psychological, and Social Services (Module 6) was 100%. The Health Promotion for Staff (Module 7) was 52%. The Family and Community Involvement (Module 8) score was 56% which was in the medium to high range. The 2009 School Health Profile indicates the School Health and Safety Policies and Environment (Module 1) score was 86% for our district which is in the medium to
high range. The Health Education (Module 2) score was 100% which is also in the medium to high range. The Physical Education and Other Physical Activity Programs (Module 3) score for K-12 was 97% which is in the medium to high range. The Nutrition Services (Module 4) score was 83% which fell in the high range. The Health Services (Module 5) was 62%. The Counseling, Psychological, and
Social Services (Module 6) was 100%. The Health Promotion for Staff (Module 7) was 14%. The Family and Community Involvement (Module 8) score was 39% which was in the medium to high range.
3. The 2011-2012 Cycle 2 report showed the Poverty Index for Eastside Elementary is 48%. The 2010-2011 Cycle 2 report showed the
Poverty Index for Eastside Elementary is 44.5%. The 2009-2010 Cycle 2 report showed the Poverty Index for Eastside Elementary is 47%. The 2008-2009 Cycle 2 report showed that Poverty Index for Eastside Elementary is 49%. The 2007-2008 Cycle 2 report showed
that 44% of the students at Eastside Elementary received free or reduced price lunches as compared to 36% of the students in the district.
Goal
Eastside Elementary 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 all segments of the school community in support of positive lifestyle choices.
BenchmarkBy SY2012-2013 there will be a decrease of the average of the Body Mass Index for students by 1/2% as evaluated by the annual Body Mass
Index Screening.
Intervention: Greenbrier Public Schools will provide administrative support for wellness.
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, C.T. Bayerl; Food and Nutrition Information Center's (FNIC) web site. 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.; Child Nutrition Unit web site http://cnn.k12.ar.us.
ActionsPerson Responsible
Timeline ResourcesSource of Funds
The Greenbrier School District has developed district wellness policies in collaboration with the district Nutrition and Physical Activity Committee. Policies have been approved by the district school board. Policies include the five federal
requirements: Goals for nutrition education, physical activity and other school-based activities, Nutrition guidelines, Guidelines for reimbursable school meals, a plan for measuring implementation of the local wellness policy, and community
involvement. The policy statement has been submitted to ADE, Child Nutrition Unit.Action Type: Wellness
Stephen Wood, Deanna Glover, Peggy Williams
Start: 07/01/2012End:
06/30/2013
• Administrative Staff
• Central Office
• Community Leaders
• District Staff
• Outside Consultants
ACTION BUDGET:
$
EVALUATION RESULTS: According to results of the School Health Index (SHI)
modules 1,3,4,7, and 8 reflect gains; module 6 remained the same, and modules 2 and 5 reflect a loss. The overall District (SHI) is 74%. The Greenbrier School
District will ensure each school provides a pleasant environment and monitors schedules and other factors which may interfere with students' access to health information, resources, and a healthy environment. The School Health Index (SHI)
Modules will be used to evaluate district and school effectiveness.
Steve Wood,
Sonya Alvey, Angie
Betancourt
Start:
07/01/2012End:
06/30/2013
• Administrative
Staff• Central Office
• Community Leaders
• Teachers
ACTION
BUDGET:$
Page 16 of 20ACSIP
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Action Type: Program EvaluationAction Type: Wellness
The Greenbrier School District will: 1. provide support to schools to ensure successful implementation of the Wellness Policies; 2. provide resources and
professional development to district and school staff to improve the overall school nutrition environment; and 3. will promote the health and physical activity curriculum and student health.
Action Type: Professional Development
Steve Wood, Deanna Glover
Start: 07/01/2012
End: 06/30/2013
• Administrative Staff
• Central Office
• Teachers
ACTION BUDGET:
$
The Greenbrier School District will support schools in the alignment and implementation of the current Arkansas Nutrition and Physical Education and
Physical Activity Standards and Arkansas Curriculum Frameworks as evidenced in daily lesson plans. Resources, professional development opportunities and training will be provided to increase knowledge and advance skills for successful
implementation. Action Type: Alignment
Steve Wood, Lisa Todd
Start: 07/01/2012
End: 06/30/2013
• Administrative Staff
• Central Office• Community
Leaders
• District Staff• Outside
Consultants
• Teachers
ACTION BUDGET:
$
Total Budget: $0
Intervention: Eastside Elementary will 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: Guidelines for School Health Programs to Promote Lifelong Healthy Eating (June 14, 1996/Vol. 45/No. RR-9); Guidelines for
School Health Programs to promote Lifelong Physical Activity (March 7, 1997/vol. 46/No. RR-6).
ActionsPerson Responsible
Timeline ResourcesSource of Funds
Eastside Elementary will provide marketing education that encourages students to make healthy food and physical activity choices. (ie. Hooked on Fishing, Not on Drugs, partnership with American Heart Association (Jump Rope for Heart), Lil
Dribblers, etc.) Action Type: Wellness
Melba Kansaki, Sonya Alvey,Angie
Betancourt
Start: 07/01/2012End:
06/30/2013
• Community Leaders
• District Staff
ACTION BUDGET:
$
All physical activities follow the Arkansas Curriculum Frameworks as evidenced in
lesson plans, to support healthy lifestyle choices and critical thinking skills for elementary students.
Action Type: Wellness
Melba Kansaki,
Sonya Alvey, Angie Betancourt
Start:
07/01/2012End:
06/30/2013
• TeachersACTION
BUDGET:$
Eastside Elementary will promote reduction of time children spend engaged in sedentary activities such as watching television and playing video games.
Action Type: Wellness
Sonya Alvey and Angie Betancourt
Start: 07/01/2012
End: 06/30/2013
• Administrative Staff
• Teachers
ACTION BUDGET:
$
Eastside Elementary will involve parents in physical activity and nutrition education through homework, national school lunch program menus, and parent-
teacher organization meeting presentations and professional development activities. Professional development will focus on physical activity and nutrition education, and health risk indicators that compromise students ability to perform
academically, etc. (ie. monthly Panther Pyramid newsletter, exercises Monday
Steve Wood, Lisa Todd, Melba
Kansaki
Start: 07/01/2012
End: 06/30/2013
• District StaffACTION BUDGET:
$
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morning each week via closed-circuit TV)Action Type: Wellness
Eastside Elementary will encourage the development and participation in family oriented, community-based physical activity programs.
Action Type: Wellness
Sonya Alvey, Angie Betancourt
Start: 07/01/2012
End: 06/30/2013
• Administrative Staff
• Teachers
ACTION BUDGET:
$
The Greenbrier School District will support the schools in making physical activity and healthy foods available and encourage students to make healthy behavior
choices outside the school. (ie. district snack list, school meals follow USDA guidelines for Recipes for Schools, 150 minutes of physical activity per week, etc.) Action Type: Wellness
Deanna Glover, Lisa Todd
Start: 07/01/2012
End: 06/30/2013
• Administrative Staff
• District Staff• Teachers
ACTION BUDGET:
$
The Greenbrier School District will support school staff exhibiting qualities of
positive role models for healthy eating and physical activity.Action Type: Wellness
Steve Wood,
Deanna Glover, Peggy Williams
Start:
07/01/2012End: 06/30/2013
• Community
Leaders• District Staff
ACTION
BUDGET:$
Eastside Elementary will incorporate a "wellness night" into one of the parent
involvement evenings. Exhibits and booths will include CPR/First Aid, Jr. Jazzercise, Greenbrier Soccer and Baseball Leagues, Lil Dribblers. Parents will be invited to participate in Organized Physical Activity (Eastside's live morning
broadcast), "'SPEED' Walking Club" mornings, and Track and Field week.Action Type: Wellness
Sonya Alvey,
Angie Betancourt , Melba Kansaki
Start:
07/01/2012End: 06/30/2013
• Community
Leaders• Teachers
ACTION
BUDGET:$
EVALUATION RESULTS: According to results of the School Health Index modules 2,3,4, and 8 reflect gains; module 6 remained the same, and modules 1, 5, and 7 reflect a loss. The Nutrition and Physical Activity Committee as part of the ACSIP
committee will frequently monitor goals and will evaluate the effectiveness of interventions by reviewing data results, and other assessments related to Wellness school Health Index Modules, Wellness Policy Checklist and Schoolwide
Body Mass Inventory.Action Type: Program EvaluationAction Type: Wellness
Sonya Alvey, Melba Kansaki
Start: 07/01/2012End:
06/30/2013
• Administrative Staff
• District Staff
ACTION BUDGET:
$
Total Budget: $0
• Planning Team
Classification Name Position Committee
Classroom Teacher Amy Boles 2nd Grade Math
Classroom Teacher Amy Pryor 5th Grade Math
Classroom Teacher Andrea McWilliams Fourth Grade Literacy
Classroom Teacher Andrea Sutterfield Fourth Grade Math
Classroom Teacher Ashley Beatty 1st grade teacher Literacy
Classroom Teacher Ashley Lybarger 1st Grade Math
Classroom Teacher Becky Goodman Pre-K Math
Page 18 of 20ACSIP
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Classroom Teacher Becky Roberts Kindergarten Math
Classroom Teacher Beverly McNulty 5th Grade Math
Classroom Teacher Christie Harper Pre-K Literacy
Classroom Teacher Daniel Hope 4th Grade Math
Classroom Teacher Donna Koone 2nd Grade Math
Classroom Teacher Jacqueline Dewey 1st Grade Math
Classroom Teacher Jamie Dublin 1st Grade Literacy
Classroom Teacher Julie Wallace 3rd Grade Literacy
Classroom Teacher Karen Davis 5th grade Literacy
Classroom Teacher Kellie Cardin 5th grade Wellness
Classroom Teacher Kristen Barnett 1st Grade Literacy
Classroom Teacher Lacie Thomas 2nd Grade Math
Classroom Teacher Leigh Barnett Kindergarten Parental Involvement
Classroom Teacher Michele Merritt 3rd Grade Math
Classroom Teacher Miranda Mahan Kindergarten Parental Involvement
Classroom Teacher Myrna Sherwood 3rd Grade Wellness
Classroom Teacher Patricia Wilcox 2nd Grade Literacy
Classroom Teacher Polly Parker Kindergarten Wellness
Classroom Teacher Sara Graham Kindergarten Wellness
Classroom Teacher Sara Havens Media Specialist Wellness
Classroom Teacher Savannah Hurley Special Education Self-Contained Literacy
Classroom Teacher Tom Kitts 4th grade Literacy
Classroom Teacher Vicki Trammell 3rd Grade Math
Community Representative Emily Williams Student Literacy
Community Representative Emily Williams Student Math
Community Representative Shawn Johnston Banker Community Involvement
District-Level Professional Lisa Todd Assistant Superintendent Steering Committee
District-Level Professional Steve Wood Wellness Chair Wellness
Non-Classroom Professional Staff Bailey Reed Paraprofessional Parental Involvement
Non-Classroom Professional Staff Becky Atkinson Paraprofessional Math
Non-Classroom Professional Staff Becky Kirkpatrick Cafeteria Manager Wellness
Non-Classroom Professional Staff Charla Rippeto Paraprofessional Pre-K Literacy
Non-Classroom Professional Staff Cherie Hall Paraprofessional Literacy
Non-Classroom Professional Staff Christie Chapman Custodian Parental Involvement
Non-Classroom Professional Staff Courtney Williams Special Ed. Resource/Inclusion Parental Involvement
Non-Classroom Professional Staff Crystal Gordon Art Literacy
Non-Classroom Professional Staff Deanna Glover Food Service Director Wellness
Non-Classroom Professional Staff Diane Luce Custodian Wellness
Non-Classroom Professional Staff Elisha Snowden Speech Pathologist Literacy
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Non-Classroom Professional Staff Jeryca Einhorn Resource Math
Non-Classroom Professional Staff Kortney McMahan Counselor Parental Involvement
Non-Classroom Professional Staff Mary Thornton Paraprofessional Parental Involvement
Non-Classroom Professional Staff Melba Kansaki P.E. Wellness
Non-Classroom Professional Staff Pam Cardin Computer Lab Manager Literacy
Non-Classroom Professional Staff Peggy Williams Nurse Wellness
Non-Classroom Professional Staff Sarah Jerry Gifted & Talented Math
Non-Classroom Professional Staff Sharon Thessing Administrative Asst. Parental Involvement
Non-Classroom Professional Staff Sherri Turner Paraprofessional Math
Parent Christy Corker Parent Parental Involvement
Principal Angie Betancourt Instructional Supervisor ACSIP Co-Chair
Principal Sonya Alvey Principal ACSIP Co-Chair
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