School Plan

HAPPY HOLLOW ELEMENTARY SCHOOL
300 SOUTH RAY,FAYETTEVILLE, AR 72701

Arkansas Comprehensive School Improvement Plan

2008-2009


Create a learning environment that encourages all children to reach their potential.

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

Table of Contents

Priority 1: Literacy
    Goal: All students will improve in reading comprehension and written expression with additional attention to Content Open Response reading passages.
Priority 2: Improve Mathematics
    Goal: All students will improve in mathematic skills and responding to constructed response questions with additional attention to Number Sense, Properties, and Operations; Geometry and Spatial Sense; Measurement; Data Analysis, Statistics, and Probability; and Patterns, Algebra, and Functions mathematic strands.
Priority 3: Wellness
    Goal: 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.
    Goal: Provide support for families looking for information on health and safety issues, parenting skills and programs available in our community.
    Goal: : Main playground will be made accessible to persons with disabilities. Weapon-free and tobacco-free signs will be installed on the main entrances and outside on the school grounds.
Priority 1: We expect all students to become proficient in Literacy achievement, specifically in the area of Open Response.
Supporting Data: 
  1. Combined Population:  
Grade 3 Benchmark Exam:  In 2008, 60 students were tested and 78.0% scored
proficient or advanced.  In 2007, 56 students were tested and 80.3% scored
proficient or advanced. In 2006, 49 students were tested and 75.5% scored
proficient or advanced. 
 The trend analysis of the open response and multiple-choice questions, in
the three types of reading passages, revealed that the lowest identified
area (s) are: content passage. The trend analysis of the open response
questions in the five writing domains revealed that the lowest identified
area (s) are: practical passage.

Economically Disadvantaged (SES):
Grade 3 Benchmark Exam: In 2008, 26 students were tested and 77.0% scored
proficient or advanced.   In 2007, 12 students were tested and 58.3%
scored proficient or advanced. In 2006, 17 students were tested and 47%
scored proficient or advanced.	 The lowest identified areas are: content
passage and practical passage.

Caucasian:
Grade 3 Benchmark Exam: In 2008, 51 students were tested and 82.0% scored
proficient or advanced. In 2007, 50 students were tested and 82% scored
proficient or advanced. In 2006,43 students were tested and 76.7% scored
proficient or advanced.   The lowest identified areas are: content passage
and practical passage.

LEP:
Grade 3 Benchmark Exam: In 2008, 10 students were tested and 60.0% scored
proficient or advanced. In 2007 and 2006, less that 10 students were
tested.  The lowest identified areas are: content passage and practical
passage.


In 2008, 2007 and 2006:
less than 10 IEP students were tested.
less than 10 African-American students were tested.
less than 10 Hispanic students were tested.


  2. Combined Population:  
Grade 4 Benchmark Exam:  In 2008, 54 students were tested and 81% scored
proficient or advanced.  In 2007, 47 students were tested and 68% scored
proficient or advanced. In 2006, 38 students were tested and 65.7% scored
proficient or advanced. 
 The trend analysis of the open response and multiple-choice questions, in
the three types of reading passages, revealed that the lowest identified
area (s) are: content passage and practical passage. The trend analysis of
the open response questions in the five writing domains revealed that the
lowest identified area (s) are: content and style.

 Students with Disabilities (IEP):
Grade 4 Benchmark Exam: In 2008, less that 10 students were tested.  In
2007, 11 students were tested and 54.5% scored proficient or advanced. In
2006, less than 10 students were tested.    The lowest identified areas
are: multiple choice-comprehension or comprehension.


Economically Disadvantaged (SES):
Grade 4 Benchmark Exam: In 2008, 15 students were tested and 67% scored
proficient or advanced.  In 2007, 12 students were tested and 50% scored
proficient or advanced. In 2006, 16 students were tested and 62.5% scored
proficient or advanced.    The lowest identified areas are: content
passage.

Caucasian:
Grade 4 Benchmark Exam: In 2008, 47 students were tested and 87% scored
proficient or advanced.  In 2007, 46 students were tested and 67.3% scored
proficient or advanced. In 2006,34 students were tested and 64.7% scored
proficient or advanced.   The lowest identified areas are: content
passage.

 In 2008, 2007 and 2006:
less than 10 LEP students were tested.
less than 10 African-American students were tested.
less than 10 Hispanic students were tested.


  3. Combined Population:  
Grade 5 Benchmark Exam:  In 2008, 58 students were tested and 73.0% scored
proficient or advanced. In 2007, 48 students were tested and 64.5% scored
proficient or advanced. In 2006, 60 students were tested and 70% scored
proficient or advanced. 
In 2008, the trend analysis of the open response and multiple-choice
questions, in the three types of reading passages, revealed that the
lowest identified area (s) are: content passage and practical passage. In
2008,the trend analysis of the open response questions in the five writing
domains revealed that the lowest identified area (s) are: content passage.
 In 2007,2006 and 2005 the trend analysis of the open response questions
in the five writing domains revealed that the lowest identified area (s)
are: content and style.

Economically Disadvantaged (SES):
Grade 5 Benchmark Exam: In 2008, 17 students were tested and 64.0% scored
proficient or advanced.  In 2007, 22 students were tested and 54.5% scored
proficient or advanced. In 2006, 27 students were tested and 62.9% scored
proficient or advanced.   The lowest identified areas are: practical
passage.

Caucasian:
Grade 5 Benchmark Exam: In 2008, 50 students were tested and 70.0% scored
proficient or advanced.  In 2007, 42 students were tested and 66.6% scored
proficient or advanced. In 2006,40 students were tested and 77.5% scored
proficient or advanced.   The lowest identified areas are: literary
passage.

In 2008, 2007 and 2006:
less than 10 LEP students were tested.
less than 10 IEP students were tested.
less than 10 African-American students were tested.
less than 10 Hispanic students were tested.


  4. NRT: Combined (Total) Population:  Reading Comprehension, Grade
K: In 2008, 60 students were tested on the MAT8 and 72% had an NPR score
of 50, or above.  In 2007, 67 students were tested on the ITBS and 58.2%
had an NPR score of 50, or above.  In 2006, 86 students were tested and
57% had an NPR score of 50, or above.  An analysis of the 2007 data
Content Sub skill and Skill Cluster Performance reveals the following
areas of concern: listening and vocabulary.

Economically Disadvantaged (SES):
Grade K NRT: In 2008, 32 students were tested on the MAT8 and 69% had an
NPR score of 50, or above.  In 2007, 34 students were tested and 38.2% had
an NPR score of above 50. In 2006, less than 10 students were tested.  An
analysis of the 2007 data Content Sub skill and Skill Cluster Performance
reveals the following areas of concern: vocabulary.  

Caucasian:
Grade K NRT: In 2008, 50 students were tested on the MAT8 and 76% had an
NPR score of 50, or above.  In 2007, 51 students were tested and 66.6% had
an NPR score of above 50. An analysis of the 2007 data Content Sub skill
and Skill Cluster Performance reveals the following areas of concern:
listening and vocabulary.

Students with Limited English Proficiency(LEP):
Grade K NRT: In 2008, less than 10 students were tested.  In 2007, 10
students were tested and 10% had an NPR score of above 50.  The lowest
identified areas for 2007  are: listening.

In 2008:
less than 10 LEP students were tested.
less than 10 IEP students were tested.
less than 10 African-American students were tested.
less than 10 Hispanic students were tested.


  5. NRT: Combined (Total) Population:  Reading Comprehension, Grade
1: In 2008,54 students were tested on the ITBS and 48.1% had an NPR score
of 50, or above.  In 2007,70 students were tested on the ITBS and 62.9%
had an NPR score of 50, or above.  In 2006,86 students were tested and 50%
had an NPR score of 50, or above.  An analysis of the 2007 data Content
Sub skill and Skill Cluster Performance reveals the following areas of
concern: vocabulary and language.

Economically Disadvantaged (SES):
Grade 1 NRT: In 2008,23 students were tested on the ITBS and 39.1% had an
NPR score of 50, or above.  In 2007, 30 students were tested and 43.3% had
an NPR score of above 50. An analysis of the 2007 data Content Sub skill
and Skill Cluster Performance reveals the following areas of concern:
listening.

Caucasian:
Grade 1 NRT: In 2008,42 students were tested on the ITBS and 48.1% had an
NPR score of 50, or above.  In 2007, 59 students were tested and 40.0% had
an NPR score of above 50. An analysis of the 2007 data Content Sub skill
and Skill Cluster Performance reveals the following areas of concern:
vocabulary.

In 2008 and 2007:
less than 10 IEP students were tested.
less than 10 LEP students were tested.
less than 10 African-American students were tested.
less than 10 Hispanic students were tested.


  6. NRT: Combined (Total) Population:  Reading Comprehension, Grade
2: In 2008,64 students were tested on the ITBS and 39.1% had an NPR score
of 50, or above.  In 2007,78 students were tested on the ITBS and 70.5%
had an NPR score of 50, or above.  In 2006,63 students were tested and
79.4% had an NPR score of 50, or above. An analysis of the 2007 data
Content Sub skill and Skill Cluster Performance reveals the following
areas of concern: language and word analysis.

Economically Disadvantaged (SES):
Grade 2 NRT: In 2008,25 students were tested on the ITBS and 20.0% had an
NPR score of 50, or above.  In 2007, 37 students were tested and 16.0% had
an NPR score of above 50. An analysis of the 2007 data Content Sub skill
and Skill Cluster Performance reveals the following areas of concern:
spelling.

Caucasian:
Grade 2 NRT: In 2008,54 students were tested on the ITBS and 44.4% had an
NPR score of 50, or above.  In 2007, 65 students were tested and 57.0% had
an NPR score of above 50. An analysis of the 2007 data Content Sub skill
and Skill Cluster Performance reveals the following areas of concern:
spelling.

Students with Limited English Proficiency(LEP):
Grade 2 NRT: In 2008, less than 10 students were tested.  In 2007, 11
students were tested and 27.3% had an NPR score of above 50.  The lowest
identified areas for 2007  are: listening.

In 2008 and 2007:
less than 10 IEP students were tested.
less than 10 African-American students were tested.
less than 10 Hispanic students were tested.


  7. NRT: Combined (Total) Population:  Reading Comprehension, Grade
3: In 2008,60 students were tested on the ITBS and 61.7% had an NPR score
of 50, or above.  In 2007,62 students were tested on the ITBS and 77.4%
had an NPR score of 50, or above.  In 2006,54 students were tested and
74.1 had an NPR score of 50, or above. An analysis of the 2007 data
Content Sub skill and Skill Cluster Performance reveals the following
areas of concern: spelling.

Economically Disadvantaged (SES):
Grade 3 NRT: In 2008,26 students were tested on the ITBS and 57.7% had an
NPR score of 50, or above.  In 2007, 12 students were tested and 41.7% had
an NPR score of above 50. An analysis of the 2007 data Content Sub skill
and Skill Cluster Performance reveals the following areas of concern:
usage and expression.

Caucasian:
Grade 3 NRT: In 2008,51 students were tested on the ITBS and 64.7% had an
NPR score of 50, or above.  In 2007, 52 students were tested and 69.3% had
an NPR score of above 50. An analysis of the 2007 data Content Sub skill
and Skill Cluster Performance reveals the following areas of concern:
capitalization.

LEP:
Grade 3 NRT: In 2008,10 students were tested on the ITBS and 40.0% had an
NPR score of 50, or above.  In 2007, less than 10 students were tested.

In 2008 and 2007:
less than 10 IEP students were tested.
less than 10 African-American students were tested.
less than 10 Hispanic students were tested.


  8. NRT: Combined (Total) Population:  Reading Comprehension, Grade
4: In 2008,54 students were tested on the ITBS and 77.8% had an NPR score
of 50, or above.  In 2007,52 students were tested on the ITBS and 80.8%
had an NPR score of 50, or above.  In 2006,40 students were tested and
72.5% had an NPR score of 50, or above.  An analysis of the 2007 data
Content Sub skill and Skill Cluster Performance reveals the following
areas of concern: spelling.

Economically Disadvantaged (SES):
Grade 4 NRT: In 2008,16 students were tested on the ITBS and 56.3% had an
NPR score of 50, or above.  In 2007, 13 students were tested and 53.9% had
an NPR score of above 50. An analysis of the 2007 data Content Sub skill
and Skill Cluster Performance reveals the following areas of concern:
usage and expression and spelling.

Caucasian:
Grade 4 NRT: In 2008,47 students were tested on the ITBS and 80.9% had an
NPR score of 50, or above.  In 2007, 48 students were tested and 76.6% had
an NPR score of above 50. An analysis of the 2007 data Content Sub skill
and Skill Cluster Performance reveals the following areas of concern:
spelling.

In 2008 and 2007:
less than 10 IEP students were tested.
less than 10 LEP students were tested.
less than 10 African-American students were tested.
less than 10 Hispanic students were tested.


  9. NRT: Combined (Total) Population:  Reading Comprehension, Grade
5: In 2008,56 students were tested on the ITBS and 69.6% had an NPR score
of 50, or above.  In 2007,53 students were tested on the ITBS and 67.9%
had an NPR score of 50, or above.  In 2006,66 students were tested and
65.2% had an NPR score of 50, or above.  An analysis of the 2007 data
Content Sub skill and Skill Cluster Performance reveals the following
areas of concern: spelling and language.

Economically Disadvantaged (SES):
Grade 5 NRT: In 2008,18 students were tested on the ITBS and 61.1% had an
NPR score of 50, or above.  In 2007, 26 students were tested and 50.0% had
an NPR score of above 50. An analysis of the 2007 data Content Sub skill
and Skill Cluster Performance reveals the following areas of concern:
vocabulary.
Grade 5 NRT: In 2006, 18 students were tested and 45.0% had an NPR score
of above 50. An analysis of the 2006 data Content Sub skill and Skill
Cluster Performance reveals the following areas of concern: language.


Caucasian:
Grade 5 NRT: In 2008,50 students were tested on the ITBS and 70.0% had an
NPR score of 50, or above.  In 2007, 45 students were tested and 62.2% had
an NPR score of above 50. An analysis of the 2007 data Content Sub skill
and Skill Cluster Performance reveals the following areas of concern:
spelling and capitalization.
Grade 5 Iowa Test of Basic Skills: In 2006, 36 students were tested and
69.0% had an NPR score of above 50. An analysis of the 2006 data Content
Sub skill and Skill Cluster Performance reveals the following areas of
concern: spelling.

In 2008, 2007 and 2006:
less than 10 IEP students were tested.
less than 10 LEP students were tested.
less than 10 African-American students were tested.
less than 10 Hispanic students were tested.


  10. Attendance/Graduation Rate: In 2008, the attendance rate was 91.13%. 
In 2007, the attendance rate was 95%. In 2006, the attendance rate was
94.8%
Goal All students will improve in reading comprehension and written expression with additional attention to Content Open Response reading passages.
Benchmark The combined population in each subpop MET the 2008 AYP target of 56.8% scoring Proficient/Advanced. It is expected that each of these populations will meet, or exceed, the 2009 AYP target of 64% scoring Proficient/Advanced, or make AYP through either the "Safe Harbor" or "Growth" models.
Intervention: To provide teachers with quality professional development that will promote and enhance learning opportunities for students; and for other purposes.
Scientific Based Research: Assessing Impact: Evaluating Staff Development” Joellen Killion ,2002, www.nsdc.org; "Assessing Impact of Professional Development on Teaching and Students", Seth Aldrich, Ph.D, 2004, www.programevaluation.org
Actions Person Responsible Timeline Resources Source of Funds
PROFESSIONAL DEVELOPMENT: The following professional development will be provided: 6 hours of technology, 2 hours of parental involvement and 2 hours of Arkansas History for teachers. Administrators are required to attend 3 hours of parental involvement, 6 hours of technology and training in data disaggregation, instructional leadership and fiscal management.
Action Type: Professional Development
Action Type: Title I Schoolwide
 Sharon Pepple, Principal Start: 07/01/2008
End: 06/30/2009
    ACTION BUDGET: $
    Teachers are provided with weekly instructional meeting time in order to plan for the implementation of best practices chosen to help improve student achievement at each student's readiness level. This planning time will be provided during the course of the day. One faculty meeting date a month will be reserved for vertical and horizontal team meetings.
    Action Type: Collaboration
    Action Type: Professional Development
    		 Sharon Pepple, Principal Start: 07/01/2008
    End: 06/30/2009
    • Teachers
    ACTION BUDGET: $
    HIGHLY QUALIFIED: The school will continue to hire and maintain "highly qualified" teachers, support staff and substitutes. All instruction will be given by "highly qualified" staff. Teachers will work closely with Title I staff to implement school wide reform strategies. Data will be used to continue to monitor progress and point-in- time remediation. Title I funds will be used to supplement professional development training in the area of literacy by hiring qualified substitutes.
    Action Type: Collaboration
    Action Type: Professional Development
    Action Type: Program Evaluation
    Action Type: Title I Schoolwide
    		 Sharon Pepple, Principal Start: 07/01/2008
    End: 06/30/2009
    • Central Office
    • Outside Consultants
    • Teachers
    • Title Teachers
    Title I - Employee Salaries: $548.00
    Title I - Employee Benefits: $192.00
    ACTION BUDGET: $740
    PROGRAM EVALUATION: "At the conclusion of the 2007-2008 school year we evaluated this Intervention/Program through: ITBS, SAT-10, CBM, DIBELS, Quarterly Math Assessments, and Benchmark scores to determine training efectiveness and determined that it was effective in support of our Curriculum, Instruction, Assessment and Professional Development. We believe the evidence shows that it is valuable in terms of supporting our efforts to increase student achievement. During the 2008-2009 school 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: Throughout the school year, professional development will be provided for teachers and staff: Technology training, Parent Invovlement training, weekly instructional meetings to implement Best Practices, monthly faculty meetings for vertical/horizontal teaming, curriculum alignment development training as needed using ITBS, SAT-10, CBM, DIBELS, Quarterly Math Assessments, and Benchmark scores to determine training efectiveness.We will use this data/information to determine whether the objective (s) of this Intervention/Program was (were) achieved and whether it has been successful in attaining the anticipated participant outcome objectives. We will report the results, in our 2009/2010 ACSIP Plan, and use those evaluation results in making decisions that impact our future instructional program."
    Action Type: Parental Engagement
    Action Type: Program Evaluation
    		 Sharon Pepple, principal Start: 07/01/2008
    End: 06/30/2009
      ACTION BUDGET: $
      The following teachers: music, art, Physical Education, speech, Special Education, ESL and media specialist will attend professional development that will enhance student learning and support Reading First, Everyday Math, Science and Social Studies curriculum in our ACSIP.
      Action Type: Professional Development
      		 Sharon Pepple, Principal Start: 07/01/2008
      End: 06/30/2009
        ACTION BUDGET: $
        COLLABORATION among teachers will occur by holding frequent meetings where we obtain feedback and ask for guidance in policy making. Our teachers meet once monthly for the purpose of engaging in data analysis. We continually seek to support an educational climate whereby all our staff feels they have a voice in how we shape the instructional program.
        Action Type: Collaboration
        Action Type: Title I Schoolwide
        		 Sharon Pepple, Principal Start: 07/01/2008
        End: 06/30/2009
          ACTION BUDGET: $
          Total Budget: $740
          Intervention: Parent Involvement Plan ACT 307 National PTA Standards 1998. Family Literacy Involvement Act.
          Scientific Based Research: Parent Involvement Plan ACT 307 National PTA Standards 1998.
          Actions Person Responsible Timeline Resources Source of Funds
          The school will have a designated area to be used as the Parent Center. Parenting books, magazines and other informative material regarding responsible parenting will be available for parents to borrow for review. Parent Center materials, which may include, but not limited to brochures, pamphlets,or computers for use on site, will be designated by each building.
          Action Type: Parental Engagement
          		 Sharon Pepple, Principal Start: 07/01/2008
          End: 06/30/2009
          • District Staff
          ACTION BUDGET: $
          Teachers and instructional aides will receive training to enhance understanding of effective parental involvement strategies.
          Action Type: Parental Engagement
          Action Type: Professional Development
          		 Amanda Krell, Parent Facilitator Start: 07/01/2008
          End: 06/30/2009
          • District Staff
          • Teachers
          ACTION BUDGET: $
          As required by Act 307, all parents will receive INFORMATIONAL PACKETS that include: *Parental Involvement Plan *School Calendar *A system encouraging the home and school connection In addition to the state-required Family Kit, federal funds will supplement with reading and math manipulatives and children's book will be purchased for each student to take home and keep, and additional informational flyers will be copied and sent home to families as the school receives them in order to share information regarding community services and events.
          Action Type: Parental Engagement
          		 Amanda Krell, Parent Facilitator Start: 07/01/2008
          End: 06/30/2009
          • District Staff
          • Teachers
          ACTION BUDGET: $
          All parents will be invited to an Open House Night to welcome parents and students to our school and to share expectations for the school year. The SCHOOLS PROCESS FOR RESOLVING PARENTAL CONCERNS will be discussed at this meeting.
          Action Type: Collaboration
          Action Type: Parental Engagement
          		 Ben Crozier, classroom teacher Start: 07/01/2008
          End: 06/30/2009
          • District Staff
          • Teachers
          ACTION BUDGET: $
          Administrators, teachers, and parents will develop a VOLUNTEER RESOURCE BOOK including: a parent interest survey, an option for parents to designate how frequently they would participate in the program, and include opportunities for parents to assist from home.
          Action Type: Collaboration
          Action Type: Parental Engagement
          		 Dana Troutt, Library Media Specialist Start: 07/01/2008
          End: 06/30/2009
          • District Staff
          • Teachers
          ACTION BUDGET: $
          A PTO WILL BE FORMED to hold Parent/Teacher meetings will be held throughout the year to discuss what students will be expected to learn, how they will be assessed and how parents can assist to make difference in his or her child's education.
          Action Type: Collaboration
          Action Type: Parental Engagement
          		 Sharon Pepple, Principal Start: 07/01/2008
          End: 06/30/2009
          • District Staff
          • Teachers
          ACTION BUDGET: $
          Administrators, teachers, and parents will develop a parental involvement plan addressing the diverse needs of the students and their children. The plan will be reviewed and updated annually.
          Action Type: Collaboration
          Action Type: Parental Engagement
          		 Amanda Krell, Parent Facilitator Start: 07/01/2008
          End: 06/30/2009
          • District Staff
          • Teachers
          ACTION BUDGET: $
          The district will designate two Parent/Teacher Conferences each school year. At the end of the school year, the school will publish a notice in the local newspaper thanking the parents as a group for attending the conferences.
          Action Type: Collaboration
          Action Type: Parental Engagement
          		 Mary Margaret Reed, Speech Pathologist Start: 07/01/2008
          End: 06/30/2009
          • District Staff
          • Teachers
          ACTION BUDGET: $
          The school will develop cards that include: the school's commitment to parental involvement, the process for resolving parental concerns, and tips for how parents can foster their child's success. School personnel will distribute the cards to the parents of all students in the building. Federal funds will supplement with manipulative activities for child.
          Action Type: Parental Engagement
          		 Tammy Scribner, classroom teacher Start: 07/01/2008
          End: 06/30/2009
          • District Staff
          • Teachers
          Title I - Materials & Supplies: $128.00
          ACTION BUDGET: $128
          The building principal will designate one certified staff member to serve as a PARENT FACILITATOR to organize meaningful training for staff and parents and to undertake efforts to ensure that parental participation is recognized as an asset to the school. The district will ensure that parental participation is recognized as an asset to the school. The district will pay the parent facilitator a stipend for assuming duties as required by ACT 307. Effectiveness will be documented by results of parental involvement survey.
          Action Type: Parental Engagement
          Action Type: Program Evaluation
          		 Sharon Pepple, Principal Start: 07/01/2008
          End: 06/30/2009
          • Teachers
          ACTION BUDGET: $
          Under Act 1220, the school will form a health advisory committee that will meet two times a year.
          Action Type: Parental Engagement
          		 Sharon Pepple, Principal Start: 07/01/2008
          End: 06/30/2009
          • Teachers
          ACTION BUDGET: $
          An alumni advisory committee will be formed to help evaluate academic progress, the amount of parental participation within the school and identification of barriers that exist that hinder greater participation by parents.
          Action Type: Parental Engagement
          		 Sharon Pepple - Principal Start: 07/01/2008
          End: 06/30/2009
          • Administrative Staff
          • Teachers
          ACTION BUDGET: $
          PARENT EXPLANATION: An annual meeting will be held to inform parents of the right of parents to be involved in planning, review, and improvement of parent programs and a description and explanation will be given of the curriculum used in the school, types of assessment and proficiency levels. In addition, parents will be involved in the annual planning of school improvement programs. Annual surveys will evaluate the parent involvement activities.
          Action Type: Parental Engagement
          Action Type: Title I Schoolwide
          		 Sharon Pepple, Principal Start: 07/01/2008
          End: 06/30/2009
          • Administrative Staff
          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: Parental Engagement
          		 Sharon Pepple, Principal Start: 07/01/2008
          End: 06/30/2009
            ACTION BUDGET: $
            PROGRAM EVALUATION: "At the conclusion of the 2007-2008 school year we evaluated this Intervention/Program through: parent survey, memos, open house, emails, school newsletters, P/T conferences,parent resource centers, school calendars, school website, and student Thursday folders and determined that it was effective in support of our Curriculum, Instruction, Assessment and Professional Development. We believe the evidence shows that it is valuable in terms of supporting our efforts to increase student achievement. During the 2008-2009 school 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: Parent involvement data will be collected by the parent facilitator through parent survey, memos, open house, emails, school newsletters, P/T conferences, parent resource centers, school calendar, school website, and student Thursday folders, through out the school year through documentation af attedance increase at PTO meetings, PTO membership, P/T conferences and website visitors. We will use this data/information to determine whether the objective (s) of this Intervention/Program was (were) achieved and whether it has been successful in attaining the anticipated participant outcome objectives. We will report the results, in our 2009/2010 ACSIP Plan, and use those evaluation results in making decisions that impact our future instructional program."
            Action Type: Parental Engagement
            Action Type: Program Evaluation
            		 Sharon Pepple, principal Start: 07/01/2008
            End: 06/30/2009
              ACTION BUDGET: $
              Total Budget: $128
              Intervention: Reading and Writing Across the Curriculum
              Scientific Based Research: Barton, M.L. and Heidema, C., Teaching Reading in Mathematics (2002); Beers, K. and Samuels, B.G. (eds.), Teaching Reading in the Content Areas; Krashen, S.(2002), The Power of Reading; McLaughlin, M. and Vogt, M.E. (eds.)(1993), Harvey, Stephanie and Goudvis, Anne, Strategies that Work (1999)
              Actions Person Responsible Timeline Resources Source of Funds
              Under guidance of highly qualified teachers, assistance from one .4 FTE highly-qualified Instructional Aides, provide opportunities for independent and group research projects that are integrated with classroom instruction and that result in demonstrations that show reading comprehension skills as well as content knowledge.
              Action Type: Technology Inclusion
              		 Dana Troutt, Library Media Specialist Start: 07/01/2008
              End: 06/30/2009
              • Central Office
              • Computers
              • District Staff
              • Performance Assessments
              • Public Library
              • School Library
              • Teachers
              Title I - Employee Salaries: $14881.00
              Title I - Employee Benefits: $3869.00
              ACTION BUDGET: $18750
              Learning teams/Grade level teams and technology staff will meet to review student work, share effective teaching and assessment strategies, and align instructional objectives to assist all students to achieve proficiency in reading in the content areas using grade level checklists.
              Action Type: Professional Development
              		 Kelly Brown, Literacy Coach Start: 07/01/2008
              End: 06/30/2009
              • Central Office
              • District Staff
              • Performance Assessments
              • Teachers
              ACTION BUDGET: $
              Teachers will use formative performance assessments and open-ended (constructed)responses with rubrics to enable students to demonstrate proficiency in responding to practical and content passages by finding the main idea, interpreting, analyzing, drawing conclusions, and providing examples and evidence.
              Action Type: Alignment
              		 Sharon Pepple, Principal Start: 07/01/2008
              End: 06/30/2009
              • District Staff
              • Performance Assessments
              • School Library
              • Teachers
              ACTION BUDGET: $
              Utilize Literacy Lab strategies to integrate instruction in reading comprehension strategies into science and social studies context through the use of supplemental novels.
              Action Type: Alignment
              		 Randy VanVranken, classroom teacher Start: 07/01/2008
              End: 06/30/2009
              • Performance Assessments
              • School Library
              • Teachers
              ACTION BUDGET: $
              Classroom teachers, special education teachers, and other support staff will collaborate to implement differentiated strategies for students with Academic Improvement Plans and/or special needs to improve reading skills.
              Action Type: Collaboration
              Action Type: Equity
              Action Type: Special Education
              		 Mary Margaret Reed, Speech Pathologist Start: 07/01/2008
              End: 06/30/2009
              • Computers
              • Performance Assessments
              • School Library
              • Teachers
              • Teaching Aids
              ACTION BUDGET: $
              Incorporate reading comprehension skills and strategies from the Arkansas Frameworks into the curriculum and align vertically from kindergarten through fifth grade using District Curriculum.
              Action Type: Technology Inclusion
              		 Angela Evans, Technology Curriculum Specialist Start: 07/01/2008
              End: 06/30/2009
              • Computers
              • District Staff
              • Performance Assessments
              • Teachers
              ACTION BUDGET: $
              All classroom teachers, Title I, ESL, Special Education, Media Specialist, and other support staff will participate in ongoing professional development in reading; (Early Success, Step Up to Writing, Accelerated Reader, Great Expectations, STAR Reading Program, Reading First program, and travel to observe at school sites). Title II funds will be used to provide training materials for staff only as is necessry to implement the specific training.
              Action Type: Professional Development
              		 Kelly Brown, Literacy Coach Start: 07/01/2008
              End: 06/30/2009
              • Central Office
              • District Staff
              • Outside Consultants
              • Performance Assessments
              • Teachers
              • Title Teachers
              Title II-A - Purchased Services: $1980.00
              Title II-A - Materials & Supplies: $500.00
              Title II-A - Employee Salaries: $2000.00
              Title II-A - Employee Benefits: $520.00
              ACTION BUDGET: $5000
              Use technology (Palm Pilots, Elmos, projectors and computer lab) to access information for content learning, develop reading skills, and publish student work.
              Action Type: Technology Inclusion
              		 Angela Evans, Technology Curriculum Specialist Start: 07/01/2008
              End: 06/30/2009
              • Computers
              • District Staff
              • Public Library
              • School Library
              • Teaching Aids
              ACTION BUDGET: $
              Provide access to a rich collection of diverse resources on curriculum topics for reading integration through the school library.
              Action Type: Collaboration
              		 Dana Troutt, Library Media Specialist Start: 07/01/2008
              End: 06/30/2009
              • Central Office
              • School Library
              • Teachers
              • Title Teachers
              ACTION BUDGET: $
              Purchase upgrades for formative programs like Accelerated Reader and STAR Literacy software, etc., and new books to supplement the Accelerated Reader program, which support reading comprehension and writing in all content areas.
              Action Type: Technology Inclusion
              		 Dana Troutt, Library Media Specialist Start: 07/01/2008
              End: 06/30/2009
              • Computers
              • School Library
              • Teachers
              ACTION BUDGET: $
              K-5 teachers will hold yearly Parent/Teacher meetings to introduce the parents of students to reading and writing curriculum.
              Action Type: Parental Engagement
              		 Ben Crozier, classroom teacher Start: 07/01/2008
              End: 06/30/2009
              • Performance Assessments
              • Teachers
              ACTION BUDGET: $
              Provide ESL parents information to inform them of curriculum expectations and procedures, and to facilitate parent/student partnership for academic success. Provide for printing costs for handouts and brochures. Parent meetings held at a minimum of one per semester.
              Action Type: Parental Engagement
              		 Ben Crozier, classroom teacher Start: 07/01/2008
              End: 06/30/2009
              • Teachers
              Title I - Materials & Supplies: $160.00
              ACTION BUDGET: $160
              Collaborate with the Fayetteville Public Library to provide tutoring services throughout the year and the Summer Reading Program to motivate students to read throughout the summer. Provide information to parents.
              Action Type: Parental Engagement
              		 Dana Troutt, Library Media Specialist Start: 07/01/2008
              End: 06/30/2009
              • Community Leaders
              • Public Library
              • School Library
              • Teachers
              ACTION BUDGET: $
              Conduct Parent/Teacher special education conferences for Head start students before enrollment in kindergarten.
              Action Type: Special Education
              		 Marcia Springston, Special Education Teacher Start: 07/01/2008
              End: 06/30/2009
              • Teachers
              ACTION BUDGET: $
              Summative:K-5 identified as at-risk based on spring SAT-10 (total reading);Formative: DIBELS and or STAR; and 3rd, 4th, and 5th grade Benchmark exam. At-risk students' progress discussed at weekly grade-level meetings. Interventions documented with strategies and support. (ie. Hawks' Retreat, Early Bird, Title I, ESL, Tutoring), DRA, DSA or STAR assessments used to monitor yearly gains.
              Action Type: AIP/IRI
              		 Sharon Pepple, Principal Start: 07/01/2008
              End: 06/30/2009
              • Teachers
              • Title Teachers
              ACTION BUDGET: $
              Utilize a 1.0 FTE Literacy Coach trained using the AR Reading First Literacy Coach model and Smart Start Literacy Lab model. Literacy protocols will be used to evaluate the effectiveness of our comprehensive literacy plan using classroom visits, modeling of instructional practices, and providing focused professional development for teachers in areas of identified need.
              Action Type: Collaboration
              Action Type: Equity
              Action Type: Professional Development
              		 Sharon Pepple, Principal Start: 07/01/2008
              End: 06/30/2009
              • Administrative Staff
              • Teachers
              Title I - Employee Salaries: $39681.00
              Title I - Employee Benefits: $10317.00
              ACTION BUDGET: $49998
              We are currently collaborating with parents to develop student AIP’s. Any student that scores below proficient on state mandated criterion referenced exams and any other student identified by classroom teachers will have an AIP.
              Action Type: AIP/IRI
              		 Tammy Scribner, classroom teacher Start: 07/01/2008
              End: 06/30/2009
              • District Staff
              ACTION BUDGET: $
              Formative Assessments: Kindergarten students, who score delayed in both written and oral communication, on the Qualls Early Learning Inventory (QELI), and first and second grade students who score “below basic”, in reading, on the SAT-10 will be considered to have a substantial reading deficiency. These children will be provided Intensive Reading Instruction utilizing the Arkansas Comprehensive Literacy Model, a scientifically based reading program. Summative Assessment: The Dynamic Indicators of Basic Early Literacy Skills (DIBELS) will be administered to all K-2 students who are shown to have a substantial reading deficiency. The DIBELS will be used as: A. The evaluation instrument to determine which areas of reading the child is deficient. B. The progress-monitoring instrument to document progress toward grade level proficiency, and C. The assessment instrument used for discontinuing services. The DIBELS evaluation will be administered within thirty days after the beginning of the school year, for applicable first and second grade students, and within 30 days after receiving the QELI report, for applicable kindergarten students. Intensive reading interventions will be comprehensive in nature and will be targeted to remediate the area of deficiency. For those affected students, school personnel will develop an Intensive Reading Improvement Plan (IRI) that will describe our intervention program. Intervention will be provided in the form of small group and one on one tutoring using scientifically based reading interventions. These intervention strategies and methods will continue until each student has reached grade level proficiency in all essential areas of reading. Student achievement in each of the essential elements shall be monitored bi-monthly until proficiency occurs. Students who are not meeting current expectations shall be provided additional interventions. Each parent, or guardian, will be notified in writing when their child has been identified with a substantial reading deficiency.
              Action Type: Equity
              		 Pam Skelton, classrom teacher Start: 07/01/2008
              End: 06/30/2009
              • Teachers
              ACTION BUDGET: $
              PROGRAM EVALUATION: "At the conclusion of the 2007-2008 school year we evaluated this Intervention/Program through: collection of written or oral responses, using a rubric, Diagnostic Reading Assesment, and DIBELS and determined that it was effective in support of our Curriculum, Instruction, Assessment and Professional Development. We believe the evidence shows that it is valuable in terms of supporting our efforts to increase student achievement. During the 2008-2009 school 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: Daily, teachers collect written or oral response to Reaing Across the Curriculum using a rubric, Diagnostic Reading Assessment, and DIBELS. We will use tabulation of rubrics and DRA scores at the beginning, middle, and end of the year to assess grade level progress.We will use this data/information to determine whether the objective (s) of this Intervention/Program was (were) achieved and whether it has been successful in attaining the anticipated participant outcome objectives. We will report the results, in our 2009/2010 ACSIP Plan, and use those evaluation results in making decisions that impact our future instructional program."
              Action Type: Program Evaluation
              		 Sharon Pepple, principal Start: 07/01/2008
              End: 06/30/2009
                ACTION BUDGET: $
                Total Budget: $73908
                Intervention: Reading First trained Literacy Coach to assist staff.
                Scientific Based Research: Report of the National Reading Panel: Teaching Children to Read, Put Reading First (2000); National Institute for Literacy, National Institute of Child Health and Human Development; The US Department of Education, Preventing Reading Difficulties in Young Children (1998); National Research Council, Beginning to Read,(1994) Marilyn J. Adams.
                Actions Person Responsible Timeline Resources Source of Funds
                District Liaison will work with building liaison to build community and parent support and involvement activities. (i.e. Developing Capable People, Watchdog Dads)
                Action Type: Parental Engagement
                		 Amanda Krell, Classroom Teacher Start: 07/01/2008
                End: 06/30/2009
                • Community Leaders
                • Public Library
                • School Library
                • Teachers
                • Teaching Aids
                ACTION BUDGET: $
                SCHOOLWIDE REFORM STRATEGIES: Compare and analyze the summative and formative scores on the literacy portion of the benchmark, SAT-10, DRA, Flint Cooter Reading Survey, and DIBELS exams to the aligned curriculum to identify areas of weakness and gaps in the curriculum during weekly grade-level block schedule.
                Action Type: Alignment
                Action Type: Program Evaluation
                Action Type: Title I Schoolwide
                		 Sharon Pepple, Principal Start: 07/01/2008
                End: 06/30/2009
                • Performance Assessments
                • Teachers
                ACTION BUDGET: $
                Use formative performance assessments and open-ended (constructed) responses with rubrics to enable students to demonstrate proficiency in responding to practical, content, and literary passages by finding the main idea, interpreting, analyzing, drawing conclusions, and providing examples and evidence.
                Action Type: Program Evaluation
                		 Susan Lane, Classroom Teacher Start: 07/01/2008
                End: 06/30/2009
                • Performance Assessments
                • Teachers
                ACTION BUDGET: $
                Classroom teachers, special education teachers, Literacy Coach, and other support staff and Great Expectations staff, Reading First, and Literacy Lab will differentiate strategies for students.
                Action Type: Collaboration
                		 Jennie Alves, Music Teacher Start: 07/01/2008
                End: 06/30/2009
                • District Staff
                • Outside Consultants
                • Performance Assessments
                ACTION BUDGET: $
                Utilize a highly qualified aide to assist students with independent and group library research projects that are integrated with classroom instruction and that result in demonstrations that show reading comprehension skills as well as content knowledge.
                Action Type: Alignment
                		 Dana Troutt, Library Media Specialist Start: 07/01/2008
                End: 06/30/2009
                • Performance Assessments
                ACTION BUDGET: $
                Use technology to access information, develop reading skills, and publish student work.
                Action Type: Technology Inclusion
                		 Dana Troutt, Library Media Specialist Start: 07/01/2008
                End: 06/30/2009
                • Computers
                • District Staff
                ACTION BUDGET: $
                Use technology to motivate students to read through Accelerated Reader and other district-approved software. This will enrich the comprehensive literacy instruction in the classrooms and provide a variety of opportunities for students to improve their skills.
                Action Type: Technology Inclusion
                		 Pam Skelton, Classroom Teacher Start: 07/01/2008
                End: 06/30/2009
                • Computers
                ACTION BUDGET: $
                Teachers map their instruction in reading and collaborate to evaluate alignment with district curriculum and state frameworks on in-service days.
                Action Type: Professional Development
                		 Kelly Brown, Literacy Coach Start: 07/01/2008
                End: 06/30/2009
                • District Staff
                • Performance Assessments
                • Teachers
                ACTION BUDGET: $
                Provide access to a rich collection of diverse resources and levelized books through the school library and Literacy Lab.
                Action Type: Equity
                		 Dana Troutt, Library Media Specialist Start: 07/01/2008
                End: 06/30/2009
                • School Library
                • Teachers
                Title I - Materials & Supplies: $3746.00
                ACTION BUDGET: $3746
                K-5 teachers will hold parent meetings to introduce parents to the reading curriculum, and to provide handouts and take home materials.
                Action Type: Parental Engagement
                		 Ben Crozier, Classroom Teacher Start: 07/01/2008
                End: 06/30/2009
                • Teachers
                ACTION BUDGET: $
                Teachers and support staff will participate in ongoing professional development including training in programs such as the Arkansas Reading First, Early Success, Step Up to Writing, Smart Start, Literacy Lab, CEC and Special Education Conferences, Library Inservices and Conferences, Literacy Coach, Year Round Education Conference, Reading Conference, ELLA, ELL, Effective Literacy, Accelerated Reader, and Reading First workshops/training, Reading First Annual Conference, National Pre-K Conference and other Pre-K Conferences, and other support staff workshops for teachers of at-risk students, Workshop registration and substitute teachers will be paid in order for staff to attend. ($75 per day)
                Action Type: Professional Development
                		 Sharon Pepple, Principal Start: 07/01/2008
                End: 06/30/2009
                • Administrative Staff
                • District Staff
                • Outside Consultants
                • Performance Assessments
                • Teachers
                • Title Teachers
                Title I - Purchased Services: $2090.00
                Title I - Employee Salaries: $2000.00
                Title I - Employee Benefits: $520.00
                ACTION BUDGET: $4610
                Conduct Parent/Teacher special education conferences for Head start students before enrollment in kindergarten.
                Action Type: Special Education
                		 Marcia Springston, Special Education Teacher Start: 07/01/2008
                End: 06/30/2009
                • Teachers
                ACTION BUDGET: $
                PROGRAM EVALUATION: "At the conclusion of the 2007-2008 school year we evaluated this Intervention/Program through: the Professional Development Assistant from the state monitors and observation protocols and determined that it was effective in support of our Curriculum, Instruction, Assessment and Professional Development. We believe the evidence shows that it is valuable in terms of supporting our efforts to increase student achievement. During the 2008-2009 school 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: Once a month the Professional Development Assistant from the state monitors the Literacy Coach's observation protocols of the classroom teachers by reviewing and comparing observed protocol to observed teaching of core instruction, test scores, and implementation of a comprehensive literature program in the classroom. We will use this data/information to determine whether the objective (s) of this Intervention/Program was (were) achieved and whether it has been successful in attaining the anticipated participant outcome objectives. We will report the results, in our 2009/2010 ACSIP Plan, and use those evaluation results in making decisions that impact our future instructional program."
                Action Type: Program Evaluation
                		 Sharon Pepple, Principal Start: 07/01/2008
                End: 06/30/2009
                  ACTION BUDGET: $
                  Total Budget: $8356
                  Intervention: Early Literacy Learning in Arkansas (ELLA) and Effective Literacy
                  Scientific Based Research: Atwell, N., In the Middle, (1998); Fountas, I. and Pinnell, G.S., Guiding Readers and Writers for Grades 3-6,(2001)
                  Actions Person Responsible Timeline Resources Source of Funds
                  Formative Assessment: Monitor use of CAPS Skills , Developmental Reading Assessment, DIBELS, standardized tests, and classroom assessments to evaluate student progress, pre, mid, and post grades.
                  Action Type: Program Evaluation
                  		 Sharon Pepple, Principal Start: 07/01/2008
                  End: 06/30/2009
                  • Teachers
                  ACTION BUDGET: $
                  During grade level meetings classroom, Resource, ESL, Literacy Coach, Music, Art and Library teachers will work together with principal and Title I instructional assistants to support ELLA and EL strategies.
                  Action Type: Collaboration
                  		 Sharon Pepple, Principal Start: 07/01/2008
                  End: 06/30/2009
                  • Central Office
                  • District Staff
                  • School Library
                  • Teachers
                  ACTION BUDGET: $
                  Implement Literacy Lab, Reading First, Arkansas Comprehensive Literacy Model, ELLA, EL balanced-literacy skills and strategies in K-5 (when appropriate). We will purchase levelized reading materials to support these programs.
                  Action Type: Professional Development
                  		 Kelly Brown, Literacy Coach Start: 07/01/2008
                  End: 06/30/2009
                  • Central Office
                  • District Staff
                  • Teachers
                  • Teaching Aids
                  • Title Teachers
                  Title I - Materials & Supplies: $895.00
                  ACTION BUDGET: $895
                  Provide materials to inform parents of Reading First, Arkansas Comprehensive Literacy Model, ELLA and EL strategies and programs used for reading and writing at parent/teacher meetings.
                  Action Type: Parental Engagement
                  		 Tammy Scribner, classroom teacher Start: 07/01/2008
                  End: 06/30/2009
                  • Administrative Staff
                  • Teachers
                  • Title Teachers
                  ACTION BUDGET: $
                  Purchase guided reading books, levelized Accelerated Reader books, and writing supplies for implementation.
                  Action Type: Alignment
                  		 Kelly Brown, Literacy Coach Start: 07/01/2008
                  End: 06/30/2009
                  • District Staff
                  ACTION BUDGET: $
                  Identify highly-qualified K-1 teachers and Title I instructional assistants to be trained in Literacy Lab, ELLA, and EL, Reading First, and Arkansas Comprehensive Literacy Model.
                  Action Type: Professional Development
                  		 Randy VanVranken, classroom teacher Start: 07/01/2008
                  End: 06/30/2009
                  • Administrative Staff
                  • Central Office
                  • District Staff
                  • Teachers
                  • Title Teachers
                  ACTION BUDGET: $
                  Purchase well-reviewed trade books for the library and professional library to support implementation of ELLA, EL, Reading First and Arkansas Comprehensive Literacy Model strategies.
                  Action Type: Professional Development
                  		 Dana Troutt, Library Media Specialist Start: 07/01/2008
                  End: 06/30/2009
                  • Central Office
                  • District Staff
                  • School Library
                  • Teachers
                  ACTION BUDGET: $
                  Utilize highly qualified .55 FTE instructional aide to provide supplemental instruction to "at risk" students . Instructional aide will be under the direction of literacy coach.
                  Action Type: Equity
                  		 Sharon Pepple, Principal Start: 07/01/2008
                  End: 06/30/2009
                  • Teachers
                  • Teaching Aids
                  • Title Teachers
                  Title I - Employee Salaries: $5152.00
                  Title I - Employee Benefits: $1339.00
                  ACTION BUDGET: $6491
                  Learning teams/ Grade level teams will meet to review student work, share effective teaching and assessment strategies, and align instructional objectives to assist all students to achieve proficiency in literacy skills.
                  Action Type: Professional Development
                  		 Tonya Lopez, classroom teacher Start: 07/01/2008
                  End: 06/30/2009
                  • Central Office
                  • Performance Assessments
                  • Teachers
                  • Teaching Aids
                  • Title Teachers
                  ACTION BUDGET: $
                  Classroom teachers, special education teachers, and other support staff will collaborate to implement differentiated strategies for students with Academic Improvement Plans and/or special needs to improve literacy skills.
                  Action Type: Special Education
                  		 Mary Margaret Reed, Speech Pathologist Start: 07/01/2008
                  End: 06/30/2009
                  • Computers
                  • District Staff
                  • School Library
                  • Teachers
                  • Teaching Aids
                  ACTION BUDGET: $
                  Use summative standardized tests and classroom formative assessments to evaluate student progress. Use SAT 10,the Primary Benchmark Exam (grade 4), and the K-5 DIBELS Assessment to evaluate student progress in literacy. Document pre, mid and post grade level.
                  Action Type: Program Evaluation
                  		 Sharon Pepple, Principal Start: 07/01/2008
                  End: 06/30/2009
                  • Central Office
                  • Performance Assessments
                  ACTION BUDGET: $
                  TRANSITION: (Pre-K) Kindergarten teachers will collaborate to incorporate research/best practices related to early childhood development so that there will be a seamless transition for students between preschool and kindergarten environments. The kindergarten curriculum includes instructional strategies, teaching methodologies, and formative assessment techniques based upon the theories of early childhood growth and development. Each kindergarten classroom will have a ½ or full-time instructional assistant to support this process. Parent meetings will be held with all parents and students at the beginning of the school year and teachers will maintain contact with the parents on a regular basis and arrange for additional conferences with parents as needed.
                  Action Type: Collaboration
                  Action Type: Title I Schoolwide
                  		 Pam Skelton, classroom teacher Start: 07/01/2008
                  End: 06/30/2009
                  • School Library
                  • Teachers
                  • Teaching Aids
                  ACTION BUDGET: $
                  MEASURES TO INCLUDE TEACHERS IN DECISIONS: Teachers are provided with weekly instructional meeting time in order to plan for the implementation of best practices that are chosen to help improve student achievement. This planning time is provided during the course of the day. One faculty meeting date a month will be reserved for vertical and horizontal team meetings. The actions described in our school’s ACSIP plan are monitored to determine how closely aligned they are with the mission of our school.
                  Action Type: Collaboration
                  Action Type: Professional Development
                  Action Type: Title I Schoolwide
                  		 SHARON PEPPLE Start: 07/01/2008
                  End: 06/30/2009
                  • Administrative Staff
                  • Teachers
                  • Title Teachers
                  ACTION BUDGET: $
                  HIGHLY QUALIFIED: Strategies will be developed in conjunction with the central office staff for attracting highly qualified teachers to the Fayetteville school district.
                  Action Type: Collaboration
                  Action Type: Title I Schoolwide
                  		 Sharon Pepple- Principal Start: 07/01/2008
                  End: 06/30/2009
                  • Administrative Staff
                  • District Staff
                  • Teachers
                  ACTION BUDGET: $
                  PROGRAM EVALUATION: "At the conclusion of the 2007-2008 school year we evaluated this Intervention/Program through: progress monitoring performance of at risk learners and determined that it was effective in support of our Curriculum, Instruction, Assessment and Professional Development. We believe the evidence shows that it is valuable in terms of supporting our efforts to increase student achievement. During the 2008-2009 school 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: Every two weeks teachers/instructional aides progress monitor student performance of at risk learners in reading, using DIBELS, and compare growth in reading comprehension and fluency rates. We will use this data/information to determine whether the objective (s) of this Intervention/Program was (were) achieved and whether it has been successful in attaining the anticipated participant outcome objectives. We will report the results, in our 2009/2010 ACSIP Plan, and use those evaluation results in making decisions that impact our future instructional program."
                  Action Type: Program Evaluation
                  		 Sharon Pepple, Principal Start: 07/01/2008
                  End: 06/30/2009
                    ACTION BUDGET: $
                    Total Budget: $7386
                    Intervention: Comprehensive Literacy Model utilizing Reading First
                    Scientific Based Research: National Diffusion Network (2000), Fountas, Pinnell, Guiding Readers and Writers (1995)
                    Actions Person Responsible Timeline Resources Source of Funds
                    Utilizing certified staff,implement one week Intersession remediation classes three times per year to assist all students to achieve proficiency in reading and writing in the content areas. These services are supplemental instructional services for students, and they are offered at four times during the school year during school breaks. Students are invited to participate in these special classes based upon targeted needs and certified staff will be hired to provide the remediation.
                    Action Type: Equity
                    		 Sharon Pepple, Principal Start: 07/01/2008
                    End: 06/30/2009
                    • Central Office
                    • District Staff
                    • Performance Assessments
                    • Teachers
                    Title I - Employee Salaries: $8139.00
                    Title I - Employee Benefits: $813.00
                    ACTION BUDGET: $8952
                    Parent/Student Evaluation survey for Intersession and CLC will provide information needed to extend learning through Intersession remediation classes.
                    Action Type: Parental Engagement
                    		 Pam Skelton, classroom teacher Start: 07/01/2008
                    End: 06/30/2009
                    • Community Leaders
                    • Teachers
                    ACTION BUDGET: $
                    Use formative performance assessments and open-ended (constructed)responses with rubrics to enable students to demonstrate proficiency in responding in writing to literary, practical and content passages by finding the main idea, interpreting, analyzing, drawing conclusions, and providing examples of evidence using Arkansas rubrics to analyze progress and Arkansas Scoring Guide.
                    Action Type: Program Evaluation
                    		 Tammy Scribner, classroom teacher Start: 07/01/2008
                    End: 06/30/2009
                    • Central Office
                    • Teachers
                    ACTION BUDGET: $
                    Classroom teachers, special education teachers, and other support staff will collaborate to implement differentiated strategies for students with Academic Improvement Plans and/or special needs to improve writing skills.
                    Action Type: Special Education
                    		 Marcia Springston, Special Education Teacher Start: 07/01/2008
                    End: 06/30/2009
                    • Computers
                    • Performance Assessments
                    • School Library
                    • Teachers
                    • Teaching Aids
                    ACTION BUDGET: $
                    Integrate instruction in writing strategies into every content area using response journals, learning logs, story tablets, and to instruct students on quick writes, district writing prompts, math constructed (open) response questions, etc.
                    Action Type: Alignment
                    		 Randy VanVranken, classroom teacher Start: 07/01/2008
                    End: 06/30/2009
                    • Performance Assessments
                    • Teachers
                    ACTION BUDGET: $
                    Teachers map their writing instruction as a separate component of their content instruction maps and check their maps for alignment with the K-12 curriculum.
                    Action Type: Program Evaluation
                    		 Pam Skelton, classroom teacher Start: 07/01/2008
                    End: 06/30/2009
                    • Performance Assessments
                    ACTION BUDGET: $
                    Participate in ongoing professional development in writing, including training in programs such as Arkansas Reading First, Literacy Lab, and Step Up to Writing.
                    Action Type: Professional Development
                    		 Tonya Lopez, classroom teacher Start: 07/01/2008
                    End: 06/30/2009
                    • Central Office
                    • District Staff
                    • Outside Consultants
                    • Performance Assessments
                    • Teachers
                    • Title Teachers
                    Title I - Employee Salaries: $6000.00
                    Title I - Employee Benefits: $800.00
                    ACTION BUDGET: $6800
                    PROGRAM EVALUATION: "At the conclusion of the 2007-2008 school year we evaluated this Intervention/Program through: DIBELS, writing prompts, DSA and DRA whole group classroom screeners and summative Benchmark scores determined that it was effective in support of our Curriculum, Instruction, Assessment and Professional Development. We believe the evidence shows that it is valuable in terms of supporting our efforts to increase student achievement. During the 2008-2009 school 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: Three times a year or as needed, the Literacy Coach/classroom teachers will use DIBELS, writing prompts, DSA and DRA whole group classroom screeners to determine data for grouping students according to their literacy needs. We will use this data/information to determine whether the objective (s) of this Intervention/Program was (were) achieved and whether it has been successful in attaining the anticipated participant outcome objectives. We will report the results, in our 2009/2010 ACSIP Plan, and use those evaluation results in making decisions that impact our future instructional program."
                    Action Type: Program Evaluation
                    		 Tammy Scribner, classroom teacher Start: 07/01/2008
                    End: 06/30/2009
                      ACTION BUDGET: $
                      Total Budget: $15752
                      Intervention: Curriculum Mapping and Alignment
                      Scientific Based Research: Heidi Hayes Jacobs, Mapping the Curriculum. Big Picture (1997), and Active Literacy Across the Curriculum (2006)
                      Actions Person Responsible Timeline Resources Source of Funds
                      Align the curriculum with the Arkansas Content Frameworks through vertical and horizontal mapping during weekly grade level meetings.
                      Action Type: Collaboration
                      		 Sharon Pepple, Principal Start: 07/01/2008
                      End: 06/30/2009
                      • Central Office
                      • Performance Assessments
                      • Teachers
                      ACTION BUDGET: $
                      Communicate expectations and student progress to parents through classroom assignment sheets, parent-teacher conferences, graded work, newsletters, and Web access to the curriculum.
                      Action Type: Parental Engagement
                      Action Type: Technology Inclusion
                      		 Ben Crozier, classroom teacher Start: 07/01/2008
                      End: 06/30/2009
                      • Central Office
                      • Performance Assessments
                      • Teachers
                      ACTION BUDGET: $
                      All students' needs will be addressed through the application of the school's curriculum.
                      Action Type: Equity
                      		 Sharon Pepple, Principal Start: 07/01/2008
                      End: 06/30/2009
                      • District Staff
                      • Teachers
                      ACTION BUDGET: $
                      POINT IN TIME REMEDIATION: There will be an annual review of data from SAT 10 and Benchmark scores to analyze areas of weakness and address sub skills, content clusters, subtest and subgroups that may need to be addressed in the curriculum mapping process. Other indicators will also be analyzed. An annual review and adjustment to the curriculum maps will be made according to gaps and/or duplications noted from the data analysis. Progress will be monitored using formative classroom running records, quarterly assessment and the Dynamic Indicators of Basic Early Literacy Skills to provide sufficient information on which to base effective assistance for children scoring below proficiency.
                      Action Type: Alignment
                      Action Type: Program Evaluation
                      Action Type: Title I Schoolwide
                      		 Sharon Pepple, Principal Start: 07/01/2008
                      End: 06/30/2009
                      • Performance Assessments
                      • Teachers
                      ACTION BUDGET: $
                      Evaluate vertical and horizontal mapping of curriculum in the classroom with district curriculum and state frameworks on a semester basis.
                      Action Type: Program Evaluation
                      		 Randy VanVranken, classroom teacher Start: 07/01/2008
                      End: 06/30/2009
                      • Teachers
                      ACTION BUDGET: $
                      PROFESSIONAL DEVELOPMENT: 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 professional development committee to evaluate the effectiveness of the professional development plan, the course offerings and the effectiveness of the knowledge gained. Annually, upon review of the test data, the professional development committee, working under the guidelines of the district professional development plan, will develop a professional development plan for the school and individual teachers based on information obtained through data analysis. All new teachers (first 3 years) and teachers in need of assistance will be assigned a mentor to assist them in reaching their professional development goals and needs. All teachers will have the opportunity to have input on the district and building level professional development plan. The district will provide all teachers and administrators will no less than 60 hours of professional development including 6 hours of technology and 2 hours of parental involvement development (3 hours of Parental Involvement for Administrators) and for those who teach Arkansas History, 2 hours of training in that subject. Teachers will have the opportunity to evaluate the benefit of the professional development activities and provide feedback on needed changes.
                      Action Type: Alignment
                      Action Type: Collaboration
                      Action Type: Professional Development
                      Action Type: Program Evaluation
                      Action Type: Title I Schoolwide
                      		 Sharon Pepple, Principal Start: 07/01/2008
                      End: 06/30/2009
                      • District Staff
                      • Outside Consultants
                      • Teachers
                      ACTION BUDGET: $
                      PROGRAM EVALUATION: "At the conclusion of the 2007-2008 school year we evaluated this Intervention/Program through: annual review of data from running records, DIBELS, SAT 10, and Benchmark scores and determined that it was effective in support of our Curriculum, Instruction, Assessment and Professional Development. We believe the evidence shows that it is valuable in terms of supporting our efforts to increase student achievement. During the 2008-2009 school 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: During weekly grade level meeting, teachers will align the district Literacy curriculum with the Arkansas Content Frameworks through vertical and horizontal mapping. Annual review of data from running records, DIBELS, SAT 10, and Benchmark scores will be used to analyze areas of weakness. We will use this data/information to determine whether the objective (s) of this Intervention/Program was (were) achieved and whether it has been successful in attaining the anticipated participant outcome objectives. We will report the results, in our 2009/2010 ACSIP Plan, and use those evaluation results in making decisions that impact our future instructional program."
                      Action Type: Program Evaluation
                      		 Sharon Pepple, Principal Start: 07/01/2008
                      End: 06/30/2009
                        ACTION BUDGET: $
                        Closing the Achievement Gap (Literacy): Regular monthly meetings of our (Literacy) ACSIP Leadership Committee will continue to be held. These meetings will focus on building capacity within our 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. Written minutes of each meeting, along with a sign-in sheet, 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 that prove ineffective can be revised, or abandoned. Our 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.
                        Action Type: Collaboration
                        		 Sharon Pepple, Principal Start: 07/01/2008
                        End: 06/30/2009
                          ACTION BUDGET: $
                          ACADEMIC IMPROVEMENT PLANS (AIP): Appropriate teachers and/or other school personnel knowledgeable about the student’s academic performance shall evaluate students identified as scoring below proficient on the State Criterion Reference (CRT) exams. The student’s parents will be contacted for the purpose of working jointly with school personnel in developing an Academic Improvement Plan. (AIP) Formative and Summative Assessment Data will be used to create a plan that includes standards-based, supplemental, remedial strategies designed to assist the student in scoring proficient on the next administration of the CRT Exam. Regular classroom teachers will be the first to implement the components of these plans. A variety of additional resources will also be used to support the student. Highly qualified staff will provide instruction. The AIP will be monitored and adjusted as the student makes progress. DESCRIPTION OF PROGRAM/PROCESS USED TO REMEDIATE STUDENTS: Early Bird, computer lab, reading specialists, Title I instructional aides, ESL, Speech, Special Education
                          Action Type: AIP/IRI
                          		 Sharon Pepple, Principal Start: 07/01/2008
                          End: 06/30/2009
                            ACTION BUDGET: $
                            Total Budget: $0
                            Priority 2: Improving mathematics achievement, specifically in the area of Open Response.
                            Supporting Data: 
                            1. Combined Population:
Grade 3 Benchmark Exam: In 2008, 40 students were tested and 78.0% scored
proficient or advanced.  In 2007, 56 students were tested and 80.3% scored
proficient or advanced. In 2006,49 students were tested and 81.6% scored
proficient or advanced. The lowest identified area (s) (based on the trend
analysis of the open response questions) in the five mathematics strands,
revealed weaknesses in Geometry. The lowest identified area (s) (based on
the trend analysis of the multiple choice questions), in the five
mathematics strands, revealed weaknesses in Measurement.

Economically Disadvantaged (SES): 
Grade 3 Benchmark Exam: In 2008,26 students were tested and 77.0% scored
proficient or advanced.  In 2007,12 students were tested and 58.3% scored
proficient or advanced. In 2006, 17 students were tested and 64.7% scored
proficient or advanced. The lowest identified areas are: Geometry.

Caucasian:
Grade 3 Benchmark Exam: In 2008, 51 students were tested and 82% scored
proficient or advanced.  In 2007, 50 students were tested and 78% scored
proficient or advanced. In 2006, 43 students were tested and 83.7% scored
proficient or advanced.  The lowest identified areas are: Geometry.

LEP:
Grade 3 Benchmark Exam: In 2008, 10 students were tested and 60% scored
proficient or advanced. In 2007 and 2006, less than 10 students were
tested. The lowest identified areas are: Geometry.

In 2008, 2007 and 2006:
less than 10 IEP students were tested.
less than 10 African-American students were tested.
less than 10 Hispanic students were tested.


                            2. Combined Population:
Grade 4 Benchmark Exam: In 2008,54 students were tested and 83.0% scored
proficient or advanced.  In 2007,47 students were tested and 87.2% scored
proficient or advanced. In 2006,38 students were tested and 60.5% scored
proficient or advanced. The lowest identified area (s) (based on the trend
analysis of the open response questions) in the five mathematics strands,
revealed weaknesses in Measurement. The lowest identified area (s) (based
on the trend analysis of the multiple choice questions), in the five
mathematics strands, revealed weaknesses in Geometry.


Economically Disadvantaged (SES): 
Grade 4 Benchmark Exam: In 2008,15 students were tested and 67.0% scored
proficient or advanced.  In 2007,12 students were tested and 83.3% scored
proficient or advanced. In 2006, 16 students were tested and 50% scored
proficient or advanced. The lowest identified areas are: Measurement.

Caucasian:
Grade 4 Benchmark Exam: In 2008,43 students were tested and 83.0% scored
proficient or advanced.  In 2007, 46 students were tested and 86.9% scored
proficient or advanced. In 2006, 34 students were tested and 64.7% scored
proficient or advanced.   The lowest identified areas are: Measurement.

Students with Disabilities (IEP):
Grade 4 Benchmark Exam: In 2008,less than 10 students were tested. In
2007,11 students were tested and 90.9% scored proficient or advanced. In
2006, less than 10 students were tested. The lowest identified areas are: 
Data Analysis and Probability.


In 2008, 2007 and 2006:
less than 10 LEP students were tested.
less than 10 African-American students were tested.
less than 10 Hispanic students were tested.

                            3. Combined Population:
Grade 5 Benchmark Exam: In 2008,58 students were tested and 73% scored
proficient or advanced.  In 2007,48 students were tested and 77% scored
proficient or advanced. In 2006,60 students were tested and 70% scored
proficient or advanced.  The lowest identified area (s) (based on the
trend analysis of the open response questions) in the five mathematics
strands, revealed weaknesses in Algebra. The lowest identified area (s)
(based on the trend analysis of the multiple choice questions), in the
five mathematics strands, revealed weaknesses in Measurement.


Economically Disadvantaged (SES): 
Grade 5 Benchmark Exam: In 2008,17 students were tested and 47.0% scored
proficient or advanced.  In 2007,22 students were tested and 68.1% scored
proficient or advanced. In 2006, 27 students were tested and 48.1% scored
proficient or advanced. The lowest identified areas are: Measurement.

Caucasian:
Grade 5 Benchmark Exam: In 2008,50 students were tested and 78.0% scored
proficient or advanced.  In 2007, 42 students were tested and 78.5% scored
proficient or advanced. In 2006, 40 students were tested and 85% scored
proficient or advanced. The lowest identified areas are: Measurement.

In 2008, 2007 and 2006:
less than 10 LEP students were tested.
less than 10 IEP students were tested.
less than 10 African-American students were tested.
less than 10 Hispanic students were tested.


                            4. NRT: Combined (Total) Population: Total Math, Grade K: In 2008,
60 students were tested on the MAT8 and 60% had an NPR score of 50, or
above. In 2007, 67 students were tested on the ITBS and 59.7% had an NPR
score of 50, or above. In 2006, 86 students were tested and 67.1% had an
NPR score of 50, or above. An Analysis of the 2007 Content Sub skill and
Skill Cluster Performance reveals the following areas of concern: Problem
Solving. 

Economically Disadvantaged (SES): 
Grade K NRT: In 2008, 32 students were tested on the MAT8 and 56% had an
NPR score of 50, or above.  In 2007,34 students were tested and 50.0% had
an NPR score of 50, or above.  The lowest identified areas are: Problem
Solving.

Caucasian:
Grade K NRT: In 2008, 50 students were tested on the MAT8 and 60% had an
NPR score of 50, or above.  In 2007, 51 students were tested and 68.8% had
an NPR score of 50, or above.	The lowest identified areas are: Problem
Solving.

Limited English Proficiency (LEP):
Grade K NRT: In 2008, less than 10 students were tested.  In 2007, 10
students were tested and 20.0% had an NPR score of 50, or above.   The
lowest identified areas are: Problem Solving.

 
In 2008: 
less than 10 LEP students were tested.
less than 10 IEP students were tested.
less than 10 African-American students were tested.
less than 10 Hispanic students were tested.


                            5. NRT: Combined (Total) Population: Total Math, Grade 1: In 2008,
54 students were tested on the ITBS and 61.1% had an NPR score of 50, or
above.	In 2007, 70 students were tested on the ITBS and 61.4% had an NPR
score of 50, or above. In 2006, 86 students were tested and 60% had an NPR
score of 50, or above.	An Analysis of the 2007 Content Sub skill and
Skill Cluster Performance reveals the following areas of concern:
Measurement.

Economically Disadvantaged (SES): 
Grade 1 NRT: In 2008, 23 students were tested on the ITBS and 47.8% had an
NPR score of 50, or above.  In 2007,30 students were tested and 60.0% had
an NPR score of 50, or above.  The lowest identified areas are: Problem
Solving.

Caucasian:
Grade 1 NRT: In 2008, 42 students were tested on the ITBS and 66.7% had an
NPR score of 50, or above.  In 2007, 59 students were tested and 37.0% had
an NPR score of 50, or above.	The lowest identified areas are: Problem
Solving.

In 2008 and 2007:
less than 10 IEP students were tested.
less than 10 LEP students were tested.
less than 10 African-American students were tested.
less than 10 Hispanic students were tested.


                            6. NRT: Combined (Total) Population: Total Math, Grade 2: In 2008,
64 students were tested on the ITBS and 70.3% had an NPR score of 50, or
above.	In 2007, 78 students were tested on the ITBS and 64.1% had an NPR
score of 50, or above. In 2006, 63 students were tested and 73% had an NPR
score of 50, or above.	An Analysis of the 2007 Content Sub skill and
Skill Cluster Performance reveals the following areas of concern:
Measurement.

Economically Disadvantaged (SES): 
Grade 2 NRT: In 2008, 25 students were tested on the ITBS and 56.0% had an
NPR score of 50, or above.  In 2007,37 students were tested and 48.6% had
an NPR score of 50, or above.  The lowest identified areas are: Problem
Solving.

Caucasian:
Grade 2 NRT: In 2008, 54 students were tested on the ITBS and 72.2% had an
NPR score of 50, or above.  In 2007, 65 students were tested and 73.9% had
an NPR score of 50, or above.	The lowest identified areas are: Problem
Solving.

Limited English Proficiency (LEP):
Grade 2 NRT: In 2008, less than 10 students were tested.  In 2007, 11
students were tested and 27.3% had an NPR score of 50, or above.   The
lowest identified areas are: Problem Solving.

In 2008 and 2007:
less than 10 IEP students were tested.
less than 10 African-American students were tested.
less than 10 Hispanic students were tested.

                            7. NRT: Combined (Total) Population: Total Math, Grade 3: In 2008,
60 students were tested on the ITBS and 81.7% had an NPR score of 50, or
above.	In 2007, 62 students were tested on the ITBS and 75.8% had an NPR
score of 50, or above. In 2006, 54 students were tested and 83.3% had an
NPR score of 50, or above.  An Analysis of the 2007 Content Sub skill and
Skill Cluster Performance reveals the following areas of concern: Math
Computation.

Economically Disadvantaged (SES): 
Grade 3 NRT: In 2008, 26 students were tested on the ITBS and 80.8% had an
NPR score of 50, or above.  In 2007,12 students were tested and 50.0% had
an NPR score of 50, or above.  The lowest identified areas are: Concepts
and Estimation.

Caucasian:
Grade 3 NRT: In 2008, 51 students were tested on the ITBS and 82.4% had an
NPR score of 50, or above.  In 2007, 52 students were tested and 72.2% had
an NPR score of 50, or above.	The lowest identified areas are:
Computation.

LEP:
Grade 3 NRT: In 2008, 10 students were tested on the ITBS and 80.0% had an
NPR score of 50, or above.  In 2007, less than 10 students were tested.


In 2008 and 2007:
less than 10 IEP students were tested.
less than 10 African-American students were tested.
less than 10 Hispanic students were tested.


                            8. NRT: Combined (Total) Population: Total Math, Grade 4: In 2008,
54 students were tested on the ITBS and 77.8% had an NPR score of 50, or
above.	In 2007, 52 students were tested on the ITBS and 84.3% had an NPR
score of 50, or above. In 2006, 29 students were tested and 72% had an NPR
score of 50, or above.	An Analysis of the 2007 Content Sub skill and
Skill Cluster Performance reveals the following areas of concern: Math
Computation.

Economically Disadvantaged (SES): 
Grade 4 NRT: In 2008, 16 students were tested on the ITBS and 56.3% had an
NPR score of 50, or above.  In 2007,13 students were tested and 84.7% had
an NPR score of 50, or above.  The lowest identified areas are:
Computation.

Caucasian:
Grade 4 NRT: In 2008, 47 students were tested on the ITBS and 78.7% had an
NPR score of 50, or above.  In 2007, 48 students were tested and 41.0% had
an NPR score of 50, or above.	The lowest identified areas are:
Computation.



In 2008 and 2007:
less than 10 IEP students were tested.
less than 10 LEP students were tested.
less than 10 African-American students were tested.
less than 10 Hispanic students were tested.


                            9. NRT: Combined (Total) Population: Total Math, Grade 5: In 2008,
56 students were tested on the ITBS and 69.6% had an NPR score of 50, or
above.	In 2007, 53 students were tested on the ITBS and 75.5% had an NPR
score of 50, or above. In 2006, 66 students were tested and 80.3% had an
NPR score of 50, or above.  An Analysis of the 2007 Content Sub skill and
Skill Cluster Performance reveals the following areas of concern: Math
Computation.

Economically Disadvantaged (SES): 
Grade 5 NRT: In 2008, 18 students were tested on the ITBS and 66.7% had an
NPR score of 50, or above.  In 2007,26 students were tested and 65.4% had
an NPR score of 50, or above.  The lowest identified areas are:
Computation.  In 2006, 18 students were tested and 59.0% had an NPR score
of 50, or above.   The lowest identified areas are: Computation.

Caucasian:
Grade 5 NRT: In 2008, 50 students were tested on the ITBS and 72.0% had an
NPR score of 50, or above.  In 2007, 45 students were tested and 77.8% had
an NPR score of 50, or above.	The lowest identified areas are:
Computation.
Grade 5 SAT 10: In 2006, 36 students were tested and 75.0% had an NPR
score of 50, or above.	 The lowest identified areas are: Computation.



In 2008, 2007 and 2006:
less than 10 IEP students were tested.
less than 10 LEP students were tested.
less than 10 African-American students were tested.
less than 10 Hispanic students were tested.

                            10. Attendance/Graduation Rate: In 2008, the attendance rate was 91.13%. 
In 2007, the attendance rate was 95%. In 2006, the attendance rate was
94.8%
                            Goal All students will improve in mathematic skills and responding to constructed response questions with additional attention to Number Sense, Properties, and Operations; Geometry and Spatial Sense; Measurement; Data Analysis, Statistics, and Probability; and Patterns, Algebra, and Functions mathematic strands.
                            Benchmark The combined population in each subpop MET the 2008 AYP target of 55% scoring proficient/advanced. It is expected that each of these populations will meet or exceed the 2009 AYP target of 62.5% scoring proficient/advanced or make the necessary gains to invoke "Safe Harbor" or "Growth."
                            Intervention: Everyday Mathematics ( McGraw-Hill); A Research-Based Curriculum (2007)
                            Scientific Based Research: The Research Foundations of the UCSMP Everyday Mathematics Curriculum, Andrew Isaacs, William Carroll and Max Bell (2005)
                            Actions Person Responsible Timeline Resources Source of Funds
                            Implement Everyday Mathematics lessons and grade-level formative assessments in kindergarten through fifth grade classrooms.
                            Action Type: Alignment
                            		 Meredith Richard, classroom teacher Start: 07/01/2008
                            End: 06/30/2009
                            • Teachers
                            ACTION BUDGET: $
                            Learning teams/Grade level groups will meet weekly to review student work, share effective teaching and assessment strategies, and research-based materials, and align instructional objectives to assist all students to achieve proficiency in mathematics.
                            Action Type: Professional Development
                            		 Sharon Pepple, Principal Start: 07/01/2008
                            End: 06/30/2009
                            • Central Office
                            • Performance Assessments
                            • Teachers
                            ACTION BUDGET: $
                            Classroom teachers, special education teachers, and other support staff will collaborate to implement differentiated strategies for students with Academic Improvement Plans and /or special needs to improve mathematics skills through mathematics tutorial software.
                            Action Type: Professional Development
                            Action Type: Technology Inclusion
                            		 Angela Evans, Technology Curriculum Specialist Start: 07/01/2008
                            End: 06/30/2009
                            • Computers
                            • District Staff
                            • Performance Assessments
                            Title I - Materials & Supplies: $3292.00
                            ACTION BUDGET: $3292
                            Summative- use of norm-referenced tests and the "release items" from the Benchmark Exam (Grades 3,4,5), formative STAR Math, and district quarterly assessments to evaluate student achievement.
                            Action Type: Program Evaluation
                            		 Krisha Crawford, classroom teacher Start: 07/01/2008
                            End: 06/30/2009
                            • Computers
                            ACTION BUDGET: $
                            Teachers will be provided math professional development training to better assist low performing students within intervention groups. Programs including Mastering Math, Math Busters and test-taking strategies.
                            Action Type: Equity
                            		 Gail Willits, Counselor Start: 07/01/2008
                            End: 06/30/2009
                            • Teachers
                            ACTION BUDGET: $
                            Collaborate with parents and other community leaders to provide enrichment classes and point in time remediation in order to extend learning beyond the required school calendar. These Intersessions will occur three times per year; one week each session. Title I funds will be used to provide bus transportation to intersession.
                            Action Type: Parental Engagement
                            		 Sharon Pepple, Principal Start: 07/01/2008
                            End: 06/30/2009
                            • Community Leaders
                            • Public Library
                            Title I - Purchased Services: $807.00
                            ACTION BUDGET: $807
                            Conduct Parent/Teacher special education conference for Head start students before enrollment in kindergarten.
                            Action Type: Collaboration
                            Action Type: Special Education
                            		 Marcia Springston, Special Education Teacher Start: 07/01/2008
                            End: 06/30/2009
                            • Teachers
                            ACTION BUDGET: $
                            Evaluate implementation of Everyday Math program in classroom instruction using various assesssment tools including quarterly formative assessments. Analysis of data will be presented and discussed reguarly.
                            Action Type: Program Evaluation
                            		 Sara Alderson, classroom teacher Start: 07/01/2008
                            End: 06/30/2009
                            • District Staff
                            • Performance Assessments
                            ACTION BUDGET: $
                            Each teacher will follow a curriculum map for their classroom mathematics instruction. Teachers will use quarterly assessments to monitor alignment
                            Action Type: Alignment
                            		 Amanda Krell, classroom teacher Start: 07/01/2008
                            End: 06/30/2009
                            • Teachers
                            ACTION BUDGET: $
                            NEEDS ASSESSMENT: Summative NRT, CRT, local achievement assessments and other relevant indicators will be analyzed by the faculty at each grade level with consideration to the combined population as well as each subpopulation in order to determine student learning needs and achievement gaps within subpopulations. NRT & CRT data will be analyzed annually. Local assessments will be analyzed quarterly.
                            Action Type: Collaboration
                            Action Type: Title I Schoolwide
                            		 SHARON PEPPLE Start: 07/01/2008
                            End: 06/30/2009
                            • Performance Assessments
                            • Teachers
                            ACTION BUDGET: $
                            PROGRAM EVALUATION: During the 2007-2008 School Year we elected to use District Quarterly Math Assessments as the evaluation tool to determine whether this Intervention/Program was effective in improving student achievement. We plan to use the same protocol for assessing the Intervention/Program and making decisions that impact the various activities, as described in the action descriptions, during the 2008-2009 School Year. In order to measure student growth and determine the EFFECTIVENESS OF THE INTERVENTION/PROGRAM we will administer District Quarterly Math Assessments. We will report the results in our 2009/2010 Plan and use the results to determine whether the objective (s) of this Intervention/Program was (were) reached and to set a standard for future expectations. The evaluation results will be used to impact the decisions we make that affect our future instructional program.
                            Action Type: Program Evaluation
                            		 Sara Alderson, classroom teacher Start: 07/01/2008
                            End: 06/30/2009
                              ACTION BUDGET: $
                              Total Budget: $4099
                              Intervention: Mathematics Open-Ended Problem-Solving Strategies
                              Scientific Based Research: Smart Step, National Council of Teachers of Mathematics, Principles and Standards for School Mathematics, and Assessment Standards for School Mathematics (2004)
                              Actions Person Responsible Timeline Resources Source of Funds
                              Teachers will implement mathematics problem-solving strategies during Intersession and in the classroom to measure student growth and development of problem solving skills, and post formative -assessment each quarter to monitor growth.
                              Action Type: Alignment
                              		 Sara Alderson, classroom teacher Start: 07/01/2008
                              End: 06/30/2009
                              • Performance Assessments
                              • Teachers
                              ACTION BUDGET: $
                              COORDINATION AND INTEGRATION OF PROGRAMS: K-5 students identified as at-risk based on spring summative assessments, and or 4th grade Benchmark Exam. At-risk student interventions and progress discussed at weekly grade-level meetings. (i.e. Hawks' Retreat,Intersession, Title I, BLT, Math Resource Library, tutor, ESL, Early Bird, Math Busters) Supplemented math materials, manipulatives, and copy cost will be purchased to support intervention programs.
                              Action Type: Equity
                              Action Type: Title I Schoolwide
                              		 Sharon Pepple, Principal Start: 07/01/2008
                              End: 06/30/2009
                              • Teachers
                              • Teaching Aids
                              • Title Teachers
                              ACTION BUDGET: $
                              Teachers will attend math workshops or conferences that address district curriculum and state standards. Then contribute samples to the library of math resources for each grade level for teachers to use.
                              Action Type: Alignment
                              Action Type: Professional Development
                              		 Marcia Springston, Special Education Teacher Start: 07/01/2008
                              End: 06/30/2009
                              • Computers
                              • Teachers
                              Title I - Materials & Supplies: $1000.00
                              ACTION BUDGET: $1000
                              Evaluate effectiveness of problem-solving strategies using formative performance assessments, open-ended math prompts, etc., on a quarterly basis. Share results with parents through grade reports, progress reports, parent/teacher conference, Thursday folders including special education students.
                              Action Type: Program Evaluation
                              Action Type: Special Education
                              		 Marcia Springston, Special Education Teacher Start: 07/01/2008
                              End: 06/30/2009
                              • Performance Assessments
                              • Teachers
                              ACTION BUDGET: $
                              PROGRAM EVALUATION: "At the conclusion of the 2007-2008 school year we evaluated this Intervention/Program through: using the Problem Solver grades 3-5 and determined that it was effective in support of our Curriculum, Instruction, Assessment and Professional Development. WE believe the evidence shows that it is valuable in terms of supporting our efforts to increase student achievement. During the 2008-2009 school 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: Weekly, teachers and students work together using the Problem Solver grades 3-5, to develop strategies to work open ended Problem-solving math questions and determine effectiveness using whole group observations, scorin and progress on Benchmark exams. We will use this data/information to determine whether the objective (s) of this Intervention/Program was (were) achieved and whether it has been successful in attaining the anticipated participant outcome objectives. We will report the results, in our 2009/2010 ACSIP Plan, and use those evaluation results in making decisions that impact our future instructional program."
                              Action Type: Program Evaluation
                              Action Type: Special Education
                              		 Marcia Springston, Special Education Teacher Start: 07/01/2008
                              End: 06/30/2009
                                ACTION BUDGET: $
                                Total Budget: $1000
                                Intervention: Computation/Procedures: Utilizing Compass Learning and small group instruction,
                                Scientific Based Research: Standards in Classroom Practice. 2001. McREL USDE OERI; TERC/Communications Math Packs www.ter.edu, TIMSS.
                                Actions Person Responsible Timeline Resources Source of Funds
                                Utilize technology staff to review available research on instructional strategies and instructional materials proven to be effective in improving math computation through district-approved software.
                                Action Type: Technology Inclusion
                                		 Linda Fritz, classroom teacher Start: 07/01/2008
                                End: 06/30/2009
                                • Central Office
                                • Computers
                                • Outside Consultants
                                • Public Library
                                • Teachers
                                ACTION BUDGET: $
                                Integrate supplemental computational strategies and materials into the daily math program through Everyday Math games, and Math Worksheet Factory.
                                Action Type: Alignment
                                		 Krisha Crawford, classroom teacher Start: 07/01/2008
                                End: 06/30/2009
                                • Computers
                                • Teachers
                                Title I - Materials & Supplies: $140.00
                                ACTION BUDGET: $140
                                Collaborate with parents and other community leaders to provide support through Watchdog Dads and parent tutoring program. Information flyers, refreshments for meetings, and tutoring notebooks of resources will be provided.
                                Action Type: Parental Engagement
                                		 Sharon Pepple, Principal Start: 07/01/2008
                                End: 06/30/2009
                                • Community Leaders
                                • Computers
                                • Public Library
                                • School Library
                                • Teachers
                                ACTION BUDGET: $
                                Evaluate student progress in grade level appropriate computation on a regular basis supplemented with Early Bird lab. Communicate progress and continuing areas of development to parents using a quarterly checklist, interim reports, and weekly take home folders and parent conferences.
                                Action Type: Program Evaluation
                                		 Sharon Pepple, Principal Start: 07/01/2008
                                End: 06/30/2009
                                • Teachers
                                ACTION BUDGET: $
                                Block schedule weekly grade level meetings to evaluate effectiveness of supplemental computation strategies in improving overall math achievement.
                                Action Type: Collaboration
                                		 Cheryl Sewell, classroom teacher; Sharon Pepple, Principal Start: 07/01/2008
                                End: 06/30/2009
                                • Teachers
                                • Teaching Aids
                                ACTION BUDGET: $
                                Certified staff, will progress monitor at risk students and provide intervention strategies. A highly qualified 1.0 FTE instructional aide will provide interventions.
                                Action Type: Program Evaluation
                                		 Sara Alderson, classroom teacher Start: 07/01/2008
                                End: 06/30/2009
                                • Performance Assessments
                                • Teachers
                                Title I - Employee Salaries: $8813.00
                                Title I - Employee Benefits: $2291.00
                                ACTION BUDGET: $11104
                                PROGRAM EVALUATION: "At the conclusion of the 2007-2008 school year we evaluated this Intervention/Program through:collection of individual student data using Compass Lab computer print-outs and determined that it was effective in support of our Curriculum, Instruction, Assessment and Professional Development. We believe the evidence shows that it is valuable in terms of supporting our efforts to increase student achievement. During the 2008-2009 school 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: Computation Procedures Compass Learning and small group instruction, monthly teacher collects individual student data using Compass Lab computer print-outs showing student progress of individually programmed math interventions. We will use this data/information to determine whether the objective (s) of this Intervention/Program was (were) achieved and whether it has been successful in attaining the anticipated participant outcome objectives. We will report the results, in our 2009/2010 ACSIP Plan, and use those evaluation results in making decisions that impact our future instructional program."
                                Action Type: Program Evaluation
                                		 Sharon Pepple, Principal Start: 07/01/2008
                                End: 06/30/2009
                                  ACTION BUDGET: $
                                  Total Budget: $11244
                                  Intervention: Curriculum Mapping and Alignment
                                  Scientific Based Research: Mapping the Big Picture: Integrating Curriculum and Assessment, K12. Heidi Hayes Jacobs. ASCD, 1997.
                                  Actions Person Responsible Timeline Resources Source of Funds
                                  There will be an annual review of data from summative ITBS and Benchmark scores to analyze areas of weakness. An annual review and adjustment to the curriculum maps will be made.
                                  Action Type: Alignment
                                  Action Type: Program Evaluation
                                  		 Sharon Pepple, Principal Start: 07/01/2008
                                  End: 06/30/2009
                                  • Performance Assessments
                                  • Teachers
                                  ACTION BUDGET: $
                                  After 2007 curriculum maps are completed, grade level teams, special areas:(special education, speech, ESL, counselor, music, P.E., art, technology), special education, and cross grade-level meetings will be held to correct gaps and duplications. District horizontal and vertical alignment will align to the Arkansas State Frameworks.
                                  Action Type: Alignment
                                  Action Type: Collaboration
                                  		 Sharon Pepple, Principal Start: 07/01/2008
                                  End: 06/30/2009
                                  • District Staff
                                  • Teachers
                                  ACTION BUDGET: $
                                  Teachers will identify and apply grade level correlations of all academic areas.
                                  Action Type: Alignment
                                  Action Type: Collaboration
                                  		 Sharon Pepple, Principal Start: 07/01/2008
                                  End: 06/30/2009
                                  • District Staff
                                  • Performance Assessments
                                  • Teachers
                                  ACTION BUDGET: $
                                  Teachers will plan and coordinate instructional objectives for specific instructional units at grade level meetings.
                                  Action Type: Alignment
                                  Action Type: Collaboration
                                  		 Sharon Pepple, Principal Start: 07/01/2008
                                  End: 06/30/2009
                                  • District Staff
                                  • Performance Assessments
                                  • Teachers
                                  ACTION BUDGET: $
                                  All students' needs will be addressed through the application of the school's curriculum.
                                  		Marcia Springston, Special Education Teacher Start: 07/01/2008
                                  End: 06/30/2009
                                  • District Staff
                                  • Teachers
                                  ACTION BUDGET: $
                                  PROGRAM EVALUATION: "At the conclusion of the 2007-2008 school year we evaluated this Intervention/Program through: annual review of data from CBM, Quarterly math test, SAT 10, and Benchmark scores and determined that it was effective in support of our Curriculum, Instruction, Assessment and Professional Development. WE believe the evidence shows that it is valuable in terms of supporting our efforts to increase student achievement. During the 2008-2009 school 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: During weekly grade level meetings, teachers will align the district math curriculum with the Arkansas Content Frameworks through vertical and horizontal mapping. Annual review of data from CBM, Quarterly math test, SAT 10, and Benchmark scores wil be used to analyze areas of weakness. We will use this data/information to determine whether the objective (s) of this Intervention/Program was (were) achieved and whether it has been successful in attaining the anticipated participant outcome objectives. We will report the results, in our 2009/2010 ACSIP Plan, and use those evaluation results in making decisions that impact our future instructional program."
                                  Action Type: Alignment
                                  Action Type: Collaboration
                                  Action Type: Program Evaluation
                                  		 Sharon Pepple, Principal Start: 07/01/2008
                                  End: 06/30/2009
                                    ACTION BUDGET: $
                                    Closing the Achievement Gap (Math): Regular monthly meetings of our (Math) ACSIP Leadership Committee will continue to be held. These meetings will focus on building capacity within our 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 Math 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. Written minutes of each meeting, along with a sign-in sheet, 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. Our 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.
                                    Action Type: Collaboration
                                    		 Sharon Pepple, Principal Start: 07/30/2008
                                    End: 06/30/2009
                                      ACTION BUDGET: $
                                      ACADEMIC IMPROVEMENT PLANS (AIP): Appropriate teachers and/or other school personnel knowledgeable about the student’s academic performance shall evaluate students identified as scoring below proficient on the State Criterion Reference (CRT) exams. The student’s parents will be contacted for the purpose of working jointly with school personnel in developing an Academic Improvement Plan. (AIP) Formative and Summative Assessment Data will be used to create a plan that includes standards-based, supplemental, remedial strategies designed to assist the student in scoring proficient on the next administration of the CRT Exam. Regular classroom teachers will be the first to implement the components of these plans. A variety of additional resources will also be used to support the student. Highly qualified staff will provide instruction. The AIP will be monitored and adjusted as the student makes progress. DESCRIPTION OF PROGRAM/PROCESS USED TO REMEDIATE STUDENTS: Math Busters, Hawks Retreat
                                      Action Type: AIP/IRI
                                      		 Sharon Pepple, Principal Start: 07/01/2008
                                      End: 06/30/2009
                                        ACTION BUDGET: $
                                        Total Budget: $0
                                        Intervention: Conduct Math Family Involvement Activites
                                        Scientific Based Research: National Standards for Parent/Teacher Involvement Programs (1997) The Research Foundations of the UCSMP Everyday Mathematics Curriculum, Andrew Isaacs, William Carroll and Max Bell (2005)
                                        Actions Person Responsible Timeline Resources Source of Funds
                                        K-5 teachers will provide Everyday Math parent information, handouts, Study Links, Home Links,Family Letter, math journals, student reference books, or supplies to help parents engage in math curriculum with their children.
                                        Action Type: Parental Engagement
                                        		 Sara Alderson, classroom teacher Start: 07/01/0006
                                        End: 06/30/0007
                                        • Performance Assessments
                                        • Teachers
                                        Title I - Materials & Supplies: $2037.00
                                        ACTION BUDGET: $2037
                                        Parents will be aware of and have access to the Everyday Math School curriculum map through the district web page. Teachers will be trained in utilizing School Center to develop classroom webpages in order to communicate with parents. Materials and supplies will be purchased in order to provide teacher trainings and to provide additional print materials for families without access to computers and the internet.
                                        Action Type: Parental Engagement
                                        Action Type: Technology Inclusion
                                        		 Sara Alderson, classroom teacher Start: 07/01/2008
                                        End: 06/30/2009
                                        • Computers
                                        • District Staff
                                        Title I - Materials & Supplies: $200.00
                                        ACTION BUDGET: $200
                                        PROGRAM EVALUATION: "At the conclusion of the 2007-2008 school year we evaluated this Intervention/Program through: math Homelinks for grades K-3 amd math Studylinks for grades 4-5 and determined that it was effective in support of our Curriculum, Instruction, Assessment and Professional Development. We believe the evidence shows that it is valuable in terms of supporting our efforts to increase student achievement. During the 2008-2009 school 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: Weekly, teachers wll send home with students math Homelinks for grades K-3 and math Studylinks for grades 4-5 to be completed by students adn parents and monitor family involvement with a return ratio of 80%. We will use this data/information to determine whether the objective (s) of this Intervention/Program was (were) achieved and whether it has been successful in attaining the anticipated participant outcome objectives. We will report the results, in our 2009/2010 ACSIP Plan, and use those evaluation results in making decisions that impact our future instructional program."
                                        Action Type: Parental Engagement
                                        Action Type: Program Evaluation
                                        		 Sara Alderson, classroom teacher Start: 07/01/2008
                                        End: 06/30/2009
                                          ACTION BUDGET: $
                                          Total Budget: $2237
                                          Priority 3: To increase student awareness and knowledge of the effects of good nutrition and physical activity.
                                          Supporting Data:
                                          1. Body Mass Index Data 2007-2008: of the 357 student population, 147 students were assessed. Of the students assessed, the following represents the percent of students at risk of overweight and overweight: Total: Males 34.6%, Total: Females 34.8% Grade K: Males 37.5%, 32.0% Females Grade 2: Males 33.3%, 27.8% Females Grade 4: Males 33.3%, 42.3% Females Body Mass Index Data 2006-2007: of the 418 student population, 329 students were assessed. Of the students assessed, the following represents the percent of students at risk of overweight and overweight: Total: Males 33.3%, Total: Females 32.9% Grade K: Males 28.6%, 40% Females Grade 1: Males 37.9%, 23.1% Females Grade 2: Males 35%, 34.4% Females Grade 3: Males 29.6%, 45.2% Females Grade 4: Males 38.9%, 20.8% Females Grade 5: Males 30.4%, 28.6% Females Body Mass Index Data 2005-2006: of the 420 student population, 342 students were assessed. Of the students assessed, the following represents the percent of students at risk of overweight and overweight: Grade 1: Males 19.6%, 21.9% Females Grade 2: Males 28.6%, 25.7% Females Grade 3: Males 35.7%, 22.7% Females Grade 4: Males 41.1%, 37.6% Females Grade 5: Males 47.6%, 39.1% Females Body Mass Index Data 2004-2005: of the 353 student population, 304 students were assessed. Of the students assessed, the following represents the percent of students at risk of overweight and overweight: Grade 1: Males 32%, 33.4 Females Grade 2: Males 44%, 27.3 Females Grade 3: Males 57.1%, n/a Females Grade 4: Males 42.3%, 26% Females Grade 5: Males 36.8%, 43.8 Females Body Mass Index Data 2003-2004: of the 332 student population, 259 students were assessed. Of the students assessed, the following represents the percent of students at risk of overweight and overweight: Total: Males 30.7%, Total: Females 25.5%
                                          2. Body Mass Index Data 2006-2007: of the 418 student population, 329 students were assessed. Of the students assessed, the following represents the percent of students at risk of overweight and overweight: Total: Males 33.3%, Total: Females 32.9% Grade K: Males 28.6%, 40% Females Grade 1: Males 37.9%, 23.1% Females Grade 2: Males 35%, 34.4% Females Grade 3: Males 29.6%, 45.2% Females Grade 4: Males 38.9%, 20.8% Females Grade 5: Males 30.4%, 28.6% Females Body Mass Index Data 2005-2006: of the 420 student population, 342 students were assessed. Of the students assessed, the following represents the percent of students at risk of overweight and overweight: Grade 1: Males 19.6%, 21.9% Females Grade 2: Males 28.6%, 25.7% Females Grade 3: Males 35.7%, 22.7% Females Grade 4: Males 41.1%, 37.6% Females Grade 5: Males 47.6%, 39.1% Females Body Mass Index Data 2004-2005: of the 353 student population, 304 students were assessed. Of the students assessed, the following represents the percent of students at risk of overweight and overweight: Grade 1: Males 32%, 33.4 Females Grade 2: Males 44%, 27.3 Females Grade 3: Males 57.1%, n/a Females Grade 4: Males 42.3%, 26% Females Grade 5: Males 36.8%, 43.8 Females Body Mass Index Data 2003-2004: of the 332 student population, 259 students were assessed. Of the students assessed, the following represents the percent of students at risk of overweight and overweight: Total: Males 30.7%, Total: Females 25.5%
                                          3. School Health Index Data 2005-2006 showed weakness in Health Education and in Physical Education and Other Physical Activity Programs. School Health Index Data 2006-2007 showed weakness in School Health and Safety Policies and Environment and Family and Community Involvement.
                                          4. pre> National Youth Risk Behavior Survey (YRBS):2005 The percentage of 9-12 grade students that did not participate in any vigorous or moderate physical activity has not significantly changed since 1999. The number of students who attended physical education classes on one or more days in an average week when they were in school has not significantly changed since 1995. The number of students who watched television on an average school day for three or more hours per day has significantly decreased (5.6%) since 1999.
                                          5. Free/Reduced Rate: In 2007 the percentage of free and reduced lunch was 40%. In 2006 the percentage of free and reduced lunch was 44%. In 2005 the percentage of free and reduced lunch was 33%.
                                          Goal 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.
                                          Benchmark The number of students being considered overweight or at risk of overweight, according to their BMI, will decrease by .5% during the 2008-2009 school year when compared with the 2007-2008 school year.
                                          Intervention: Increase awareness and knowledge of the benefits of physical activity for lifelong health and wellness.
                                          Scientific Based Research: Kids for Health (1994) (2005)
                                          Actions Person Responsible Timeline Resources Source of Funds
                                          Students will participate in physical education classes, nationally-sponsored fitness programs, and school-sponsored physical activites. Activites will include Jump Rope for Heart, Walk-a-thon, Prudential Fitness Testing, Field Day and Physical Essentials.
                                          Action Type: Wellness
                                          		 Connie West, classroom teacher Start: 07/01/2008
                                          End: 06/30/2009
                                          • Teachers
                                          ACTION BUDGET: $
                                          Students BMI assessments will be analyzed annually to determine the percentage of students decreasing in the categories of at risk or overweight. Interventions will be evaluated for their effectiveness based on this data.
                                          Action Type: Program Evaluation
                                          Action Type: Wellness
                                          		 Connie West, classroom teacher Start: 07/01/2008
                                          End: 06/30/2009
                                          • Central Office
                                          • Teachers
                                          ACTION BUDGET: $
                                          Implement and encourage participation in physical education program taught by a highly qualified teacher that supports phsyical activity.
                                          Action Type: Collaboration
                                          Action Type: Parental Engagement
                                          Action Type: Program Evaluation
                                          Action Type: Wellness
                                          		 Sharon Pepple Start: 07/01/2008
                                          End: 06/30/2009
                                          • Administrative Staff
                                          • Teachers
                                          ACTION BUDGET: $
                                          Promote reduction of time children spend engaged in sedentary activities such as watching television and playing video games by sending home informational packages from Kids For Health that include tips for parents/caregivers. Students will also participate in a school-wide musical program, A Celebration of Kids and Health and Well-being.
                                          Action Type: Collaboration
                                          Action Type: Parental Engagement
                                          Action Type: Program Evaluation
                                          Action Type: Wellness
                                          		 Sharon Pepple Start: 07/01/2008
                                          End: 06/30/2009
                                          • Administrative Staff
                                          • Teachers
                                          ACTION BUDGET: $
                                          Encourage participation in family oriented, community-based physical activity program. We will send home information from the Fayetteville Youth Center, Arkansas Athletes Outreach and Juvenile Diabetes Foundation.
                                          Action Type: Collaboration
                                          Action Type: Parental Engagement
                                          Action Type: Program Evaluation
                                          Action Type: Wellness
                                          		 Sharon Pepple Start: 07/01/2008
                                          End: 06/30/2009
                                          • Administrative Staff
                                          • Teachers
                                          ACTION BUDGET: $
                                          To assess Happy Hollow Elementary School's physical education program, parents, students, and faculty members will be invited to participate in the School Health Index survey.
                                          Action Type: Collaboration
                                          Action Type: Parental Engagement
                                          Action Type: Program Evaluation
                                          Action Type: Wellness
                                          		 Sharon Pepple Start: 07/01/2008
                                          End: 06/30/2009
                                          • Administrative Staff
                                          • Teachers
                                          ACTION BUDGET: $
                                          PROGRAM EVALUATION: "At the conclusion of the 2007-2008 school year we evaluated this Intervention/Program through the collection of data from fitness testing, BMI, School Health Index Survey and Kids For Health and determined that it was effective in support of our Curriculum, Instruction, Assessment and Professional Development. We believe the evidence shows that it is valuable in terms of supporting our efforts to increase student achievement. During the 2008-2009 school 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: Throughout the school year, the PE teacher and school nurse will increase awareness and knowledge of the benefits of physical activity and will collect health and wellness information from fitness testing, BMI, School Health Index Survey, Kids For Health, attendance in PE class, doctor's note to be ecxused from PE participation and make a comparision of fitness scores, BMI scores and the number of students participating/non-participating in PE classes for lifelong health and wellness. We will use this data/information to determine whether the objective (s) of this Intervention/Program was (were) achieved and whether it has been successful in attaining the anticipated participant outcome objectives. We will report the results, in our 2009/2010 ACSIP Plan, and use those evaluation results in making decisions that impact our future instructional program."
                                          Action Type: Collaboration
                                          Action Type: Parental Engagement
                                          Action Type: Program Evaluation
                                          Action Type: Wellness
                                          		 Sharon Pepple, Principal Start: 07/01/2008
                                          End: 06/30/2009
                                            ACTION BUDGET: $
                                            Total Budget: $0
                                            Intervention: Increase awareness and knowledge of the benefits of sound nutritional practices for lifelong health and wellness.
                                            Scientific Based Research: Kids for Health (1994) (2005)
                                            Actions Person Responsible Timeline Resources Source of Funds
                                            Kids for Health will be taught at every grade level. This program covers both health and nutrition. Health tips will be posted on a regular basis on the Happy Hollow website. Our weekly Rise and Shine celebration will be used to reinforce these tips and recognize students who exhibit healthy behavior.
                                            Action Type: Wellness
                                            		 Connie West, classroom teacher Start: 07/01/2008
                                            End: 06/30/2009
                                            • Teachers
                                            ACTION BUDGET: $
                                            Student BMI assessment will be analyzed annually to determine the percentage of students decreasing in the categories of at risk or overweight. Interventions will be evaluated for their effectiveness based on this data.
                                            Action Type: Program Evaluation
                                            Action Type: Wellness
                                            		 Connie West, classroom teacher Start: 07/01/2008
                                            End: 06/30/2009
                                            • Central Office
                                            • Teachers
                                            ACTION BUDGET: $
                                            PROGRAM EVALUATION: "At the conclusion of the 2007-2008 school year we evaluated this Intervention/Program through: comparing the BMI results, grade level assessments, observations and discussions and determined that it was effective in support of our Curriculum, Instruction, Assessment and Professional Development. We believe the evidence shows that it is valuable in terms of supporting our efforts to increase student achievement. During the 2008-2009 school 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: throughout the school year, the PE teacher, classroom teachers and school nurse will increase awareness and knowledge of the benefits of sound nutritional practices for lifelong health and wellness by teaching student learning expectations for health and wellness, then comparing the BMI results, grade level assessments, observations and discussions. We will use this data/information to determine whether the objective (s) of this Intervention/Program was (were) achieved and whether it has been successful in attaining the anticipated participant outcome objectives. We will report the results, in our 2009/2010 ACSIP Plan, and use those evaluation results in making decisions that impact our future instructional program."
                                            Action Type: Program Evaluation
                                            Action Type: Wellness
                                            		 Connie West, classroom teacher Start: 07/01/2008
                                            End: 06/30/2009
                                              ACTION BUDGET: $
                                              Total Budget: $0
                                              Goal Provide support for families looking for information on health and safety issues, parenting skills and programs available in our community.
                                              Benchmark Data will be collected on the number of parents using the Parent Center by monitoring checkout and the amount of free materials taken from the Center.
                                              Intervention: To increase parent awareness and knowledge on a variety of topics, including parenting skills, health and safety issues and the services provided by our community.
                                              Scientific Based Research: Parent Involvement Plan ACT 307- National PTA Standards 1998
                                              Actions Person Responsible Timeline Resources Source of Funds
                                              Improve Parent Center to include information on parenting skills and health and safety issues. This will include contacting local agencies, picking up materials, researching links for helpful websites, organizing a list of helpful websites, and making Parent Library ready for checkout.
                                              Action Type: Parental Engagement
                                              Action Type: Wellness
                                              		 Connie West, classroom teacher Start: 06/30/2008
                                              End: 07/01/2009
                                                ACTION BUDGET: $
                                                Improve Parent Center by providing information about services provided by the community. This will include contacting community resources, picking up free or donated materials, researching helpful websites for parents and making a printed list of those websites.
                                                Action Type: Parental Engagement
                                                Action Type: Program Evaluation
                                                Action Type: Wellness
                                                		 Connie West, classroom teacher Start: 07/01/2008
                                                End: 06/30/2009
                                                  ACTION BUDGET: $
                                                  PROGRAM EVALUATION: "At the conclusion of the 2007-2008 school year we evaluated this Intervention/Program through: book checkouts and brochures and determined that it was effective in support of our Curriculum, Instruction, Assessment and Professional Development. WE believe the evidence shows that it is valuable in terms of supporting our efforts to increase student achievement. During the 2008-2009 school 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: to increase parent awareness and knowledge of a variety of topics, including parenting skills, health and safety issues and the services provided by our community throughout the year, our Health and Wellness Committee will monitor our Parent Center and school websiteof parent utilization of literature through book checkouts, brochures, website counter, log of parent calls for information through counselor. We will use this data/information to determine whether the objective (s) of this Intervention/Program was (were) achieved and whether it has been successful in attaining the anticipated participant outcome objectives. We will report the results, in our 2009/2010 ACSIP Plan, and use those evaluation results in making decisions that impact our future instructional program."
                                                  Action Type: Program Evaluation
                                                  Action Type: Wellness
                                                  		 Connie West, classroom teacher Start: 07/01/2008
                                                  End: 06/30/2009
                                                    ACTION BUDGET: $
                                                    Total Budget: $0
                                                    Goal : Main playground will be made accessible to persons with disabilities. Weapon-free and tobacco-free signs will be installed on the main entrances and outside on the school grounds.
                                                    Benchmark The number of students using their play area of choice will increase due to greater accessibility. Student, parent and community awareness will be increased through the use of weapon-free and tobacco-free signs.
                                                    Intervention: To provide a safe environment on our school grounds for students, staff and the community.
                                                    Scientific Based Research: Americans With Disabilities Act- Section 504
                                                    Actions Person Responsible Timeline Resources Source of Funds
                                                    The school’s main playground will be made accessible to persons with disabilities. The district will be made aware of the problem and will work on a timeline and budgeting for the action.
                                                    Action Type: Wellness
                                                    		 Sharon Pepple, principal Start: 06/30/2008
                                                    End: 07/01/2009
                                                      ACTION BUDGET: $
                                                      The school will install weapon-free and tobacco-free signs on the main entrances and outside on the school grounds.
                                                      Action Type: Wellness
                                                      		 Sharon Pepple, Principal Start: 07/01/2008
                                                      End: 06/30/2009
                                                        ACTION BUDGET: $
                                                        PROGRAM EVALUATION: "At the conclusion of the 2007-2008 school year we evaluated this Intervention/Program through: observation. We believe the evidence shows that it is valuable in terms of supporting our efforts to increase student achievement. During the 2008-2009 school 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: throughout the school year, teachers , parents, school nurse and school district will provide a safe environment on our school grounds for students, staff and the community by making the playground accessible to persons with disabilities and by installing weapon-free and tobacco-free signs throughout our school campus. We will continue to work with the district to implement this plan. We will use this data/information to determine whether the objective (s) of this Intervention/Program was (were) achieved and whether it has been successful in attaining the anticipated participant outcome objectives. We will report the results, in our 2009/2010 ACSIP Plan, and use those evaluation results in making decisions that impact our future instructional program."
                                                        Action Type: Program Evaluation
                                                        Action Type: Wellness
                                                        		 Sharon Pepple, Principal Start: 07/01/2008
                                                        End: 06/30/2009
                                                          ACTION BUDGET: $
                                                          Total Budget: $0
                                                        • Planning Team

                                                          Classification Name Position Committee
                                                          Classroom Teacher Amanda Krell Chairman Parental Involvement/Math
                                                          Classroom Teacher Ben Crozier Math/Parent Involvement
                                                          Classroom Teacher Brenda Burrows Wellness/Parental Involvement
                                                          Classroom Teacher Cheryl Sewell Math
                                                          Classroom Teacher Connie West Chairman Health and Wellness/ACSIP Leadership
                                                          Classroom Teacher Dana Troutt Chairman Literacy/ACSIP Leadership
                                                          Classroom Teacher Debra Fox math
                                                          Classroom Teacher Denise Romero Health and Wellness/Parental Involvement
                                                          Classroom Teacher Gail Willits Health and Wellness/Parental Involvement
                                                          Classroom Teacher Jennie Alves Health and Wellness
                                                          Classroom Teacher Kathy Snodgrass Math
                                                          Classroom Teacher Krisha Crawford Math
                                                          Classroom Teacher Linda Fritz Sub-Chairman Math
                                                          Classroom Teacher Marcia Springston Chairman Math/ACSIP Leadership
                                                          Classroom Teacher Meredith Richard Math
                                                          Classroom Teacher Nancy Christy Health and Wellness
                                                          Classroom Teacher Pam Skelton Literacy
                                                          Classroom Teacher Randy VanVranken Literacy
                                                          Classroom Teacher Sara Alderson Math
                                                          Classroom Teacher Sarah Wyatt Literacy
                                                          Classroom Teacher Susan Henderson Health and Wellness
                                                          Classroom Teacher Susan Lane Math
                                                          Classroom Teacher Tammy Scribner Literacy
                                                          Classroom Teacher Tonya Lopez Literacy
                                                          District-Level Professional Kristen Scanlon Federal Programs Coordinator ACSIP Leadership
                                                          Non-Classroom Professional Staff Alicia Whitaker Literacy
                                                          Non-Classroom Professional Staff Angela Evans Health and Wellness
                                                          Non-Classroom Professional Staff Dorothea Justice Literacy
                                                          Non-Classroom Professional Staff Kelly Brown Sub-Chairman Literacy
                                                          Non-Classroom Professional Staff Mary Margaret Reed Literacy
                                                          Parent Laura Villines Math
                                                          Principal Sharon Pepple Chairman ACSIP Leadership/Literacy/Math/Parental Involvement