School Plan

VANDERGRIFF ELEMENTARY SCHOOL
2975 EAST TOWNSHIP,FAYETTEVILLE, AR 72703

Arkansas Comprehensive School Improvement Plan

2009-2010


The Vandergriff family will provide a safe, nurturing environment, focusing on a strong and progressive curriculum that challenges students to achieve their best.

"Where all children can learn, invent, and dream."

Grade Span: K-5 Title I: Not Applicable School Improvement: MS

Table of Contents

Priority 1: Literacy
    Goal: All students will improve in reading comprehension and answering open response questions especially with respect to reading vocabulary.
    Goal: All students will improve in written expression especially with respect to content and style.
Priority 2: Mathematics
    Goal: All students will improve in mathematic skills and responding to constructed response questions with additional attention to Geometry and Measurement.
Priority 3: Wellness Priority
    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.
Priority 4: Title III/ELL
    Goal: All students will improve in reading familiar text and learn strategies to comprehend and build their vocabulary bank.
Priority 1: Improving Literacy
Supporting Data: 
  1. 2009 Grade 3 Benchmark Exam (Literacy)

112 students were tested and 91% of the Combined Population Students
scored proficient or advanced.
11 students were tested and 45% of the Economically Disadvantaged (SES)
students scored proficient or advanced;
There were fewer than 10 Limited English Proficient (LEP) students tested
in our school;
There were fewer than 10 Students with Disabilities (IEP)tested in our
school;
There were fewer than 10 African American students tested in our school;
There were fewer than 10 Hispanic Students tested in our school;
98 students were tested and 89% of the Caucasian Students scored
proficient or advanced.

The lowest identified area for the Combined Population Students in the
five writing domains is style.The lowest identified areas in the analysis
of the three types of literacy passages in multiple choice is practical
and open response is content.

The lowest identified areas for the SES population students in the five
writing domains is content and style.  The lowest identified areas in the
analysis of the three types of literacy passages in multiple choice is
content and open response is content.

The lowest identified areas for the Students with Disabilities (IEP) in
the five writing domains are content and style. The lowest identified
areas in the analysis of the three types of literacy passages in multiple
choice is practical and open response is content.


The lowest identified areas for the Caucasian Students in the five writing
domains are Content and Style. The lowest identified areas in the analysis
of the three types of literacy passages in multiple choice is practical
and open response question is content.


2009 Grade 4 Benchmark Exam (Literacy)

123 students were tested and 91% of the Combined Population Students
scored proficient or advanced;
13 Economically Disadvantaged (SES) students were tested and 54% scored
proficient or advanced;
There were fewer than 10 Limited English Proficient (LEP) students tested
in our school;
13 students were tested and 61% of the
Students with Disabilities (IEP)scored proficient or advanced;
There were fewer than 10 African American students tested in our school;
There were fewer than 10 Hispanic Students tested in our school;
108 students were tested and 93% of the Caucasian Students scored
proficient or advanced.

The lowest identified areas for the Combined Population Students in the
five writing domains are content and style. The lowest identified areas in
the analysis of the three types of literacy passages in multiple choice is
practical and open response is literary.

The lowest identified areas for the Economically Disadvantaged (SES)
Students in the five writing domains are content and style. The lowest
identified areas in the analysis of the three types of literacy passages
in multiple choice is practical and open response is content.

The lowest identified areas for the Students with Disabilities (IEP) in
the five writing domains are content and style. The lowest identified
areas in the analysis of the three types of literacy passages in multiple
choice is practical and open response is literary.

The lowest identified areas for the Caucasian Students in the five writing
domains are Content and Style. The lowest identified areas in the analysis
of the three types of literacy passages in multiple choice is practical
and open response questions= is content.

2009 Grade 5 Benchmark Exam (Literacy)

110 students were tested and 90% of the Combined Population Students
scored proficient or advanced.
There were fewer than 10 Economically Disadvantaged (SES) students tested
in our school;
There were fewer than 10 Limited English Proficient (LEP) students tested
in our school;
10 Students with Disabilities (IEP) were tested and 70% scored proficient
or advanced.
There were fewer than 10 African American students tested in our school;
There were fewer than 10 Hispanic Students tested in our school;
99 students were tested and 90% of the Caucasian Students scored
proficient or advanced.

The lowest identified areas for the Combined Population Students in the
five writing domains are content and style. The lowest identified areas in
the analysis of the three types of literacy passages in multiple choice is
practical and open response is practical.

The lowest identified area for the Economically Disadvantaged (SES)
students in the five writing domains is content.  The lowest identified
areas in the analysis of the three types of literacy passages in multiple
choice is content and open response is literary and content.

The lowest identified areas for the Caucasian Students in the five writing
domains are Content and Style. The lowest identified areas in the analysis
of the three types of literacy passages in multiple choice is content and
open response questions is content.


  2. 2008 Grade 3 Benchmark Exam (Literacy)

119 students were tested and 88% of the Combined Population Students
scored proficient or advanced.
10 students were tested and 50% of the Economically Disadvantaged (SES)
students scored proficient or advanced;
There were fewer than 10 Limited English Proficient (LEP) students tested
in our school;
13 students were tested and 46% of the
Students with Disabilities (IEP)scored proficient or advanced;
There were fewer than 10 African American students tested in our school;
There were fewer than 10 Hispanic Students tested in our school;
109 students were tested and 89% of the Caucasian Students scored
proficient or advanced.

The lowest identified areas for the Combined Population Students in the
five writing domains are content and style.The lowest identified areas in
the analysis of the three types of literacy passages in multiple choice is
practical and open response is content.

The lowest identified areas for the SES population students in the five
writing domains is content and style.  The lowest identified areas in the
analysis of the three types of literacy passages in multiple choice is
content and open response is content.

The lowest identified areas for the Students with Disabilities (IEP) in
the five writing domains are content and style. The lowest identified
areas in the analysis of the three types of literacy passages in multiple
choice is practical and open response is content.


The lowest identified areas for the Caucasian Students in the five writing
domains are Content and Style. The lowest identified areas in the analysis
of the three types of literacy passages in multiple choice is practical
and open response question is content.


2008 Grade 4 Benchmark Exam (Literacy)

107 students were tested and 93% of the Combined Population Students
scored proficient or advanced;
There were fewer than 10 Economically Disadvantaged (SES) students tested
in our school;
There were fewer than 10 Limited English Proficient (LEP) students tested
in our school;
13 students were tested and 84% of the
Students with Disabilities (IEP)scored proficient or advanced;
There were fewer than 10 African American students tested in our school;
There were fewer than 10 Hispanic Students tested in our school;
96 students were tested and 94% of the Caucasian Students scored
proficient or advanced.

The lowest identified areas for the Combined Population Students in the
five writing domains are content and style. The lowest identified areas in
the analysis of the three types of literacy passages in multiple choice is
practical and open response is content.

The lowest identified areas for the Economically Disadvantaged (SES)
Students in the five writing domains are content and style. The lowest
identified areas in the analysis of the three types of literacy passages
in multiple choice is practical and open response is content.

The lowest identified areas for the Students with Disabilities (IEP) in
the five writing domains are content and style. The lowest identified
areas in the analysis of the three types of literacy passages in multiple
choice is practical and open response is content.

The lowest identified areas for the Caucasian Students in the five writing
domains are Content and Style. The lowest identified areas in the analysis
of the three types of literacy passages in multiple choice is practical
and open response questions= is content.

2008 Grade 5 Benchmark Exam (Literacy)

128 students were tested and 92% of the Combined Population Students
scored proficient or advanced.
15 students were tested and 67% of the	Economically Disadvantaged (SES)
students scored proficient or advanced;
There were fewer than 10 Limited English Proficient (LEP) students tested
in our school;
There were fewer than 10 Students with Disabilities (IEP)tested in our
school;
There were fewer than 10 African American students tested in our school;
There were fewer than 10 Hispanic Students tested in our school;
110 students were tested and 91% of the Caucasian Students scored
proficient or advanced.

The lowest identified areas for the Combined Population Students in the
five writing domains are content and style. The lowest identified areas in
the analysis of the three types of literacy passages in multiple choice is
practical and open response is content and literary.

The lowest identified area for the Economically Disadvantaged (SES)
students in the five writing domains is content.  The lowest identified
areas in the analysis of the three types of literacy passages in multiple
choice is content and open response is literary and content.

The lowest identified areas for the Caucasian Students in the five writing
domains are Content and Style. The lowest identified areas in the analysis
of the three types of literacy passages in multiple choice is content and
open response questions is content.


  3. 2007 Grade 3 Benchmark Exam (Literacy)

110 students were tested and 83% of the Combined Population Students
scored proficient or advanced.
There were fewer than 10 Economically Disadvantaged (SES) students tested
in our school;
There were fewer than 10 Limited English Proficient (LEP) students tested
in our school;
19 students were tested and 79% of the
Students with Disabilities (IEP)scored proficient or advanced;
There were fewer than 10 African American students tested in our school;
There were fewer than 10 Hispanic Students tested in our school;
97 students were tested and 84% of the Caucasian Students scored
proficient or advanced.

The lowest identified areas for the Combined Population Students in the
five writing domains are content and style.The lowest identified areas in
the analysis of the three types of literacy passages in multiple choice is
content and open response is content.


The lowest identified areas for the Students with Disabilities (IEP) in
the five writing domains are content and style.The lowest identified areas
in the analysis of the three types of literacy passages in multiple choice
is content and practical and open response is content.



The lowest identified areas for the Caucasian Students in the five writing
domains are Content and Style. The lowest identified areas in the analysis
of the three types of literacy passages in multiple choice is content and
open response questions is content.


2007 Grade 4 Benchmark Exam (Literacy)

122 students were tested and 85% of the Combined Population Students
scored proficient or advanced;
16 students were tested and 56% of the	Economically Disadvantaged (SES)
students scored proficient or advanced;
There were fewer than 10 Limited English Proficient (LEP) students tested
in our school;
13 students were tested and 61% of the
Students with Disabilities (IEP)scored proficient or advanced;
There were fewer than 10 African American students tested in our school;
There were fewer than 10 Hispanic Students tested in our school;
104 students were tested and 85% of the Caucasian Students scored
proficient or advanced.

The lowest identified areas for the Combined Population Students in the
five writing domains are content.The lowest identified areas in the
analysis of the three types of literacy passages in multiple choice is
content and open response is practical.

The lowest identified areas for the Economically Disadvantaged (SES)
Students in the five writing domains are content and style. The lowest
identified areas in the analysis of the three types of literacy passages
in multiple choice is literary and content and open response is literary
and content.

The lowest identified areas for the Students with Disabilities (IEP) in
the five writing domains are content and style.The lowest identified areas
in the analysis of the three types of literacy passages in multiple choice
is content and open response is content.

The lowest identified areas for the Caucasian Students in the five writing
domains are Content. The lowest identified areas in the analysis of the
three types of literacy passages in multiple choice is content and open
response questions is practical.

2007 Grade 5 Benchmark Exam (Literacy)

97 students were tested and 89% of the Combined Population Students scored
proficient or advanced.
There were fewer than 10 Economically Disadvantaged (SES) students tested
in our school;
There were fewer than 10 Limited English Proficient (LEP) students tested
in our school;
12 students were tested and 42% of the
Students with Disabilities (IEP)scored proficient or advanced;
There were fewer than 10 African American students tested in our school;
There were fewer than 10 Hispanic Students tested in our school;
96 students were tested and 89% of the Caucasian Students scored
proficient or advanced.

The lowest identified areas for the Combined Population Students in the
five writing domains are content.The lowest identified areas in the
analysis of the three types of literacy passages in multiple choice is
content and open response is practical.

The lowest identified areas for the Students with Disabilities (IEP) in
the five writing domains are content and style.The lowest identified areas
in the analysis of the three types of literacy passages in multiple choice
is literary and content and open response is content.


The lowest identified areas for the Caucasian Students in the five writing
domains are Content. The lowest identified areas in the analysis of the
three types of literacy passages in multiple choice is content and open
response questions is practical.


  4. MAT K 2009 Literacy data: 

Combined Population: 86 students were tested and 
87% had an NPR score of 50 or above.

MAT K 2008 Literacy data: 

Combined Population: 116 students were tested and 
86% had an NPR score of 50 or above.

There were fewer than 10 Economically Disadvantaged (SES) students tested
in our school.

There were fewer than 10 Limited English Proficient (LEP) students tested
in our school.

There were fewer than 10 Students with Disabilities (IEP) tested in our
school.

There were fewer than 10 African-American students tested in our school.

There were fewer than 10 Hispanic students tested in our school.

Caucasian students: 111 students were tested and 85% had an NPR score of
50 or above.



     Grade K-Iowa Test of Basic Skills (ITBS) 2007:

Combined Population:  98 Students were tested and 87% had an NPR score of
50, or above in Vocabulary, 81% in Word Analysis, and 87% in Listening. 
The analysis of the reading subtests revealed weaknesses in Word Analysis.


13 students were tested and 84.6% of the Economically Disadvantaged (SES)
students had an NPR score of 50, or above. The analysis of the reading
subtests revealed weaknesses in Listening.


There were fewer than 10 Limited English Proficient (LEP) students tested
in our school.
There were fewer than 10 Students with Disabilities (IEP) tested in our
school.
There were fewer than 10 African-American students tested in our school.
There were fewer than 10 Hispanic students tested in our school.
 
91 students were tested and 90 % of the Caucasian students scored an NPR
of 50, or above.
The analysis of the reading subtests revealed weaknesses in Word Analysis.

  5. Grade 1- SAT-10 2009: Combined (Total) Population: Reading
Comprehension: 119 students were tested and 74% had an NPR score of 50, or
above.	

Grade 1- SAT-10 2008: Combined (Total) Population: Reading Comprehension:
In 2008, 108 students were tested and 63% had an NPR score of 50, or
above.	

Economically Disadvantaged (SES) Students: In 2008, 18 students were
tested and 50% had an NPR score of 50, or above.

There were fewer than 10 Limited English Proficient (LEP) students tested
in our school.

Students with Disabilities (IEP): In 2008, 12 students were tested and 50%
had an NPR score of 50, or above.

There were fewer than 10 African-American students tested in our school.

There were fewer than 10 Hispanic students tested in our school.

Caucasian Population: In 2008, 102 students were tested and 64% had an NPR
score of 50, or above.


     Grade 1-Iowa Test of Basic Skills (ITBS) 2007:

Combined Population:  100 Students were tested and 90% had an NPR score of
50, or above in Reading Comprehension.	The analysis of the reading
subtests revealed weaknesses in Vocabulary and Word Analysis.

There were fewer than 10 Economically Disadvantaged (SES) students tested
in our school.

There were fewer than 10 Limited English Proficient (LEP) students tested
in our school.
There were fewer than 10 Students with Disabilities (IEP) tested in our
school.
There were fewer than 10 African-American students tested in our school.
There were fewer than 10 Hispanic students tested in our school.
 
88 students were tested and 84.1 % of the Caucasian students scored an NPR
of 50, or above.
The analysis of the reading subtests revealed weaknesses in Vocabulary.


  6. Grade 2- SAT 10 2009: Combined (Total) Population: Reading
Comprehension: 110 students were tested and 65% had an NPR score of 50, or
above.	

Grade 2- SAT 10 2008: Combined (Total) Population: Reading Comprehension:
In 2008, 108 students were tested and 76% had an NPR score of 50, or
above.	

Economically Disadvantaged (SES)Students: In 2008, 12 students were tested
and 33% had an NPR score of 50, or above.

Students with Disabilities (IEP): In 2008, 10 students were tested and 40%
had an NPR score of 50, or above.

Limited English Proficient (LEP) Students: In 2008, 10 students were
tested and 80% had an NPR score of 50, or above.

There were fewer than 10 African-American students tested in our school.

There were fewer than 10 Hispanic students tested in our school.

Caucasian Population: In 2008, 94 students were tested and 75% had an NPR
score of 50, or above.


     Grade 2-Iowa Test of Basic Skills (ITBS) 2007:

Combined Population:  112 Students were tested and 86% had an NPR score of
50, or above in Reading Comprehension.	The analysis of the reading
subtests revealed weaknesses in Spelling and Word Analysis.

There were fewer than 10 Economically Disadvantaged (SES) students tested
in our school.

There were fewer than 10 Limited English Proficient (LEP) students tested
in our school.

13 students were tested and 77% of the Students with Disabilities (IEP)
had an NPR score of 50, or above. The analysis of the reading subtests
revealed weaknesses in Comprehension and Word Analysis.

There were fewer than 10 African-American students tested in our school.
There were fewer than 10 Hispanic students tested in our school.
 
104 students were tested and 86.6 % of the Caucasian students scored an
NPR of 50, or above.
The analysis of the reading subtests revealed weaknesses in Comprehension
and Word Analysis.


  7. Grade 3- SAT 10 2008: Combined (Total) Population: Reading
Comprehension: In 2008, 120 students were tested and 73% had an NPR score
of 50, or above.

Economically Disadvantaged (SES) Students: In 2008, 10 students were
tested and 60% had an NPR score of 50, or above.

There were fewer than 10 Limited English Proficient (LEP) students tested
in our school.

Students with Disabilities (IEP): In 2008, 15 students were tested and 40%
had an NPR score of 50, or above.

There were fewer than 10 African-American students tested in our school.

There were fewer than 10 Hispanic students tested in our school.

Caucasian Population: In 2008, 109 students were tested and 74% had an NPR
score of 50, or above.



     Grade 3-Iowa Test of Basic Skills (ITBS) 2007:

Combined Population:  111 Students were tested and 81% had an NPR score of
50, or above in Reading Comprehension.	The analysis of the reading
subtests revealed weaknesses in Vocabulary.

There were fewer than 10 Economically Disadvantaged (SES) students tested
in our school.

There were fewer than 10 Limited English Proficient (LEP) students tested
in our school.

19 Students were tested and 73.7% of the Students with Disabilities (IEP)
had an NPR score of 50, or above. The analysis of the reading subtests
revealed weaknesses in Comprehension.


There were fewer than 10 African-American students tested in our school.
There were fewer than 10 Hispanic students tested in our school.


  8. Grade 4- SAT 10 2008: Combined (Total) Population: Reading
Comprehension: In 2008, 107 students were tested and 93% had an NPR score
of 50, or above.

There were fewer than 10 Economically Disadvantaged (SES) students tested
in our school.

There were fewer than 10 Limited English Proficient (LEP) students tested
in our school.

Students with Disabilities (IEP): In 2008, 13 students were tested and 85%
had an NPR score of 50, or above.

There were fewer than 10 African-American students tested in our school.

There were fewer than 10 Hispanic students tested in our school.

Caucasian Population: In 2008, 96 students were tested and 93% had an NPR
score of 50, or above.


     Grade 4-Iowa Test of Basic Skills (ITBS) 2007:

Combined Population:  122 Students were tested and 82% had an NPR score of
50, or above in Reading Comprehension.	The analysis of the reading
subtests revealed weaknesses in Vocabulary and Spelling.

16 students were tested and 62.5% of the Economically Disadvantaged (SES)
students had an NPR score of 50, or above. The analysis of the reading
subtests revealed weaknesses in Vocabulary and Spelling.


There were fewer than 10 Limited English Proficient (LEP) students tested
in our school.
13 students were tested and 69.3% of the  Students with Disabilities (IEP)
had an NPR score of 50, or above. The analysis of the reading subtests
revealed weaknesses in Comprehension and Spelling.


There were fewer than 10 African-American students tested in our school.
There were fewer than 10 Hispanic students tested in our school.
 
104 students were tested and 87.5 % of the Caucasian students scored an
NPR of 50, or above in Reading Comprehension. The analysis of the reading
subtests revealed weaknesses in Comprehension and Spelling.


  9. Grade 5- SAT 10 2008: Combined (Total) Population: Reading
Comprehension: In 2008, 129 students were tested and 88% had an NPR score
of 50, or above.

Economically Disadvantaged (SES) Students: In 2008, 15 students were
tested and 73% had an NPR score of 50, or above.

There were fewer than 10 Limited English Proficient (LEP) students tested
in our school.

There were fewer than 10 Students with Disabilities (IEP) tested in our
school.

There were fewer than 10 African-American students tested in our school.

There were fewer than 10 Hispanic students tested in our school.

Caucasian Population: In 2008, 110 students were tested and 86% had an NPR
score of 50, or above.


     Grade 5-Iowa Test of Basic Skills (ITBS) 2007:

Combined Population:  97 Students were tested and 80% had an NPR score of
50, or above in Reading Comprehension.	The analysis of the reading
subtests revealed weaknesses in Spelling.

There were fewer than 10 Economically Disadvantaged (SES) students tested
in our school.

There were fewer than 10 Limited English Proficient (LEP) students tested
in our school.
12 students were tested and 41.6% of the Students with Disabilities (IEP)
had an NPR score of 50, or above. The analysis of the reading subtests
revealed weaknesses in Spelling and Comprehension.

There were fewer than 10 African-American students tested in our school.
There were fewer than 10 Hispanic students tested in our school.
 
96 students were tested and 81.3 % of the Caucasian students scored an NPR
of 50, or above in Reading Comprehension. The analysis of the reading
subtests revealed weaknesses in Comprehension.


  10. 9) Attendance Rate: In 2009, the attendance rate for the building was
96.4%.	In 2008, the attendance rate for the building was 96%.	In 2007,
the attendance rate for the building was 96.9%.  

  11. COMPREHENSIVE NEEDS ASSESSMENT: ACSIP leadership teams met and
analyzed the test scores from the 2009 administration of the Augmented
Benchmark exam.  We examined the results from both the combined population
and EACH subpopulation.  We conducted data analysis to determine our main
areas of weakness. 
     Throughout the year, instructional teams will meet to analyze
formative and summative assessments, as well as data regarding attendance
and discipline.  Teams will meet specifically to disaggregate data to best
plan for student learning. Analysis of formative assessments developed by
our own teachers will allow us to better identify specific needs of
students.  BASED ON OUR SUMMATIVE DATA, THE GREATEST NEEDS ARE IN CONTENT
AND STYLE IN WRITING, AND OPEN RESPONSE WRITING TO PRACTICAL
(FUNCTIONAL)READING PASSAGES.  We will select interventions for team time
and coordinate our various state and federal funding sources to address
these areas.  
Grade level teams, along with specialty staff, meet weekly to review data
from formative and summative assessments.  Data is also analyzed in
all-faculty meetings and used to make decisions regarding instructional
priorities and professional development.  We will select interventions and
coordinated our various state and federal funding sources to address these
areas.
Goal All students will improve in reading comprehension and answering open response questions especially with respect to reading vocabulary.
Benchmark The Combined Population and each subgroup MET the 2009 AYP target of 64% scoring Proficient/Advanced. The status of the school for 2009 is met status or achieving. It is expected that each of these populations will meet, or exceed, the 2010 AYP target of scoring Proficient/Advanced, or make AYP through either the "Safe Harbor" or "Growth" models.
Intervention: An act 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; "Revisiting Professional Learning Communities at Work- New Insights for Improving Schools", Richard DuFour, Rebecca DuFour, Robert Eaker, 2008.
Actions Person Responsible Timeline Resources Source of Funds
The following professional development will be provided: All teachers will have the opportunity to participate in the school and district professional development plan. Teachers will use a formative evaluation 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 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. (National Staff Development Council Standards, 2001)
Action Type: Alignment
Action Type: Collaboration
Action Type: Professional Development
Action Type: Program Evaluation
 Bert Stark, Principal Start: 07/01/2009
End: 06/30/2010
  • Computers
  • District Staff
  • Outside Consultants
  • Teachers
ACTION BUDGET: $
A diverse group of eight staff members from all areas of our school will attend the Professional Learning Communities at Work Institute in Las Vegas, NV in September 2009. The intended outcome of this in-depth, research-based training in all aspects of the PLC model and processes is to equip building-level leaders with the knowledge and tools they need in order to prepare them as facilitators of instructional change initiatives in literacy. Major concepts of this training are core practices of data-driven instruction, teaming for instructional strength, and achievement for all students. We hope that all of our teachers will be trained per funds available.
Action Type: Collaboration
Action Type: Professional Development
 Bert Stark, principal Start: 07/01/2009
End: 06/30/2010
  • Administrative Staff
  • Computers
  • Outside Consultants
  • Teachers
Title II-A - Purchased Services: $6900.00
ACTION BUDGET: $6900
SCHOOL LEADERSHIP TEAM: Closing the Achievement Gap for Literacy: The ACSIP Leadership committee will continue to meet to focus on core principles to help improve teaching and learning. The use of data, curriculum instruction,and professional development will help better meet the needs of all students.
Action Type: Collaboration
Action Type: Program Evaluation
 Bert Stark, principal Start: 07/01/2009
End: 06/30/2010
  • Administrative Staff
  • Teachers
ACTION BUDGET: $
PROGRAM EVALUATION: At the conclusion of the 2008-2009 school year we evaluated this PD Intervention through continual dialogue within grade level and data meetings and determined that it was effective in support of our Curriculum, Instruction, Assessment, and Professional Development. The following EVALUATION RESULTS demonstrate that this Intervention is valid in support of the teaching and learning that are part of this program: An average of 91% of our 3rd-5th grade students scored proficient or advanced on the Benchmark. During the 2009-2010 school year, we plan to use teacher surveys and weekly monitoring during grade level PLC meetings to evaluate and adjust programs, processes, and activities needed to achieve the action descriptions within this intervention. We will continue to use formative and summative assessments to gain information regarding specific student needs. We will report the results in our 2010/2011 ACSIP Plan and use those results to impact our future instructional program.
Action Type: Alignment
Action Type: Collaboration
Action Type: Equity
Action Type: Professional Development
Action Type: Program Evaluation
 Andrea Sego, assistant principal Start: 07/01/2009
End: 06/30/2010
  • Administrative Staff
  • Performance Assessments
  • Teachers
ACTION BUDGET: $
Total Budget: $6900
Intervention: Continue to enhance parent involvement in our school.
Scientific Based Research: National Center for Family & Community Connections with Schools, Southwest Educational Development Laboratory, "A New Wave of Evidence. The Impact of School, Family, and Community Connections on Student Achievement", Henderson, A., & Mapp, K. 2002
Actions Person Responsible Timeline Resources Source of Funds
Administrators and teachers will receive training to enhance understanding of effective parent involvement strategies and the importance of setting expectations and creating a climate conducive to parental participation.
Action Type: Parental Engagement
Action Type: Professional Development
 Marci Tate, Parent Facilitator Start: 07/01/2009
End: 06/30/2010
  • District Staff
ACTION BUDGET: $
All parents will receive "Informational Packets" that include: *Parent Involvement Plan *School Calendar *A system encouraging the home and school connection.
Action Type: Parental Engagement
 Marci Tate, Parent Facilitator Start: 07/01/2009
End: 06/30/2010
  • District Staff
ACTION BUDGET: $
Parent Involvement Meetings (Parent Curriculum Nights) will be held at the beginning of the year to welcome parents and students to our school, go over grade level curriculum, share student expectations, and provide ways parents can assist in their child's education. The school's process for resolving parental concerns will be discussed at this meeting.
Action Type: Collaboration
Action Type: Parental Engagement
 Marci Tate, Parent Facilitator Start: 07/01/2009
End: 06/30/2010
  • District Staff
ACTION BUDGET: $
Through our PTA a volunteer resource book will include: parent interest survey, an option for parents to designate how frequently they would participate in the program, as well as a list of opportunities for parents to assist at school and from home.
Action Type: Collaboration
Action Type: Parental Engagement
 Marci Tate, Parent Facilitator Start: 07/01/2009
End: 06/30/2010
  • District Staff
ACTION BUDGET: $
Administrators, teachers, and parents will develop a parental involvement plan addressing the diverse needs of the students and their parents to increase the school's ability to provide for the educational success of their children. A formative evaluation of the plan will be reviewed and updated annually.
Action Type: Collaboration
Action Type: Parental Engagement
 Marci Tate, Parent Facilitator Start: 07/01/2009
End: 06/30/2010
  • District Staff
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
 Marci Tate, Parent Facilitator Start: 07/01/2009
End: 06/30/2010
  • District Staff
ACTION BUDGET: $
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 pay the parent facilitator a stipend for assuming duties as required by ACT 307 of 2007.
Action Type: Parental Engagement
 Bert Stark, Principal Start: 07/01/2009
End: 06/30/2010
  • Administrative Staff
  • District Staff
ACTION BUDGET: $
The school library will have a designated area to be used as the Parent library. Parenting books, magazines and other informative material regarding responsible parenting will be available for parents to borrow for review in each building. Parent Center materials, which may include, but not limited to brochures, pamphlets, computers for use on site, or laptops to be checked out will be designated by each building.
Action Type: Parental Engagement
 Marci Tate, Parent Facilitator Start: 07/01/2009
End: 06/30/2010
  • District Staff
ACTION BUDGET: $
The school will provide parent resources on our school website with links on information about the parent center and library, as well as important meetings.
Action Type: Parental Engagement
 Marci Tate, media specialist Start: 07/01/2009
End: 06/30/2010
    ACTION BUDGET: $
    Our school has a very active, award winning Parent Teacher Association that fosters parental and community involvement in over 30 committees.
    Action Type: Parental Engagement
    		 Dr. Bert Stark, principal Start: 07/01/2009
    End: 06/30/2010
    • Administrative Staff
    • Community Leaders
    ACTION BUDGET: $
    PROGRAM EVALUATION: At the conclusion of the 2008-2009 school year we evaluated this Intervention through parent interest surveys, parent curriculum nights, PTA board members, parent/teacher conferences and teacher input and determined it to be valuable in terms of supporting our efforts to increase student achievement. The following EVALUATION RESULTS demonstrate that this Intervention is valid in support of the teaching and learning that are part of this program: 100% of our parents attended parent/teacher conferences in support of their child's education. During the 2009-2010 school year, we plan to follow the same protocol in evaluating and adjusting the programs, processes, and activities that make up the action descriptions within this intervention. We will report the results in our 2010/2011 ACSIP Plan and use those results to impact our future instructional program.
    Action Type: Alignment
    Action Type: Collaboration
    Action Type: Equity
    Action Type: Professional Development
    Action Type: Program Evaluation
    		 Bert Stark, principal Start: 07/01/2009
    End: 06/30/2010
    • Administrative Staff
    • Performance Assessments
    • Teachers
    ACTION BUDGET: $
    Provide instruction to parents on how to incorporate developmentally appropriate learning activities at home through curriculum nights, parent/teacher conferences, and regular weekly newsletters. For example, parents are given a password for Everyday Math computer games to be practiced on at home.
    Action Type: Collaboration
    Action Type: Parental Engagement
    Action Type: Technology Inclusion
    		 Marci Tate, Parent Involvement Coordinator Start: 07/01/2009
    End: 06/30/2010
    • Administrative Staff
    • Computers
    • Teachers
    ACTION BUDGET: $
    Engage in activities to help parents assist in his or her child's learning through parent volunteers helping with guided reading groups, homework, frequent communication through newsletters, email, and assignment notebooks, and parent/teacher conferences.
    Action Type: Collaboration
    Action Type: Parental Engagement
    		 Marci Tate, Parent Involvement Coordinator Start: 07/01/2009
    End: 06/30/2010
    • Administrative Staff
    • Teachers
    ACTION BUDGET: $
    Total Budget: $0
    Intervention: Continue to implement Early Literacy Learning in Arkansas (ELLA)
    Scientific Based Research: Allington, R., Classrooms that Work: They Can All Read and Write 1999, Longman.
    Actions Person Responsible Timeline Resources Source of Funds
    Purchase library materials to support implementation of ELLA strategies.
    Action Type: Alignment
    		 MeMe Hagers, music teacher Start: 07/01/2009
    End: 06/30/2010
    • Central Office
    • District Staff
    • School Library
    • Teachers
    ACTION BUDGET: $
    Use pre and post Observation Survey, Developmental Reading Assessment, formative assessments on Dibels, and the summative assessment of Qualls to evaluate student progress and guide instruction.
    Action Type: Program Evaluation
    		 April Miller, first grade teacher Start: 07/01/2009
    End: 06/30/2010
    • Teachers
    ACTION BUDGET: $
    Implement ELLA balanced-literacy skills and strategies in kindergarten and first grade.
    Action Type: Alignment
    Action Type: Collaboration
    		 Brandy Vann, kindergarten teacher Start: 07/01/2009
    End: 06/30/2010
    • Administrative Staff
    • Central Office
    • District Staff
    • Teachers
    • Teaching Aids
    ACTION BUDGET: $
    Instruct students in their instructional reading level through guided reading groups.
    Action Type: Equity
    		 Sherri Wheeler, second grade teacher Start: 07/01/2009
    End: 06/30/2010
    • Teachers
    • Teaching Aids
    ACTION BUDGET: $
    Purchase guided reading books and other supplies for implementation within classrooms.
    Action Type: Alignment
    Action Type: Collaboration
    		 Lori Sherman, second grade teacher Start: 07/01/2009
    End: 06/30/2010
    • Administrative Staff
    • District Staff
    ACTION BUDGET: $
    Grade level teachers 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 through "TEAM TIME".
    Action Type: Collaboration
    Action Type: Equity
    Action Type: Professional Development
    		 Andrea Sego, assistant principal Start: 07/01/2009
    End: 06/30/2010
    • Central Office
    • Performance Assessments
    • Teachers
    ACTION BUDGET: $
    Study NRT/CRT data and various formative classroom assessments to evaluate student progress in literacy.
    Action Type: Program Evaluation
    		 Lora Horne, first grade teacher Start: 07/01/2009
    End: 06/30/2010
    • Central Office
    • Performance Assessments
    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: AIP/IRI
    Action Type: Collaboration
    Action Type: Technology Inclusion
    		 Bert Stark, principal Start: 07/01/2009
    End: 06/30/2010
    • Computers
    • District Staff
    • School Library
    • Teachers
    • Teaching Aids
    ACTION BUDGET: $
    Use technology that supports ELLA strategies and to publish student work annually.
    Action Type: Technology Inclusion
    		 Amy Wood, resource teacher Start: 07/01/2009
    End: 06/30/2010
    • Computers
    • School Library
    • Teachers
    ACTION BUDGET: $
    Classroom, ESL, Library, special education teachers, paraprofessional teachers, and administrators work to support ELLA strategies.
    Action Type: Collaboration
    		 Bert Stark, principal Start: 07/01/2009
    End: 06/30/2010
    • Administrative Staff
    • Central Office
    • District Staff
    • School Library
    • Teachers
    ACTION BUDGET: $
    Inform parents of ELLA strategies for reading and writing through "parent curriculum nights".
    Action Type: Parental Engagement
    		 Lora Horne, first grade teacher Start: 07/01/2009
    End: 06/30/2010
    • Administrative Staff
    • Teachers
    ACTION BUDGET: $
    We are currently collaborating with parents to develop student AIPs. 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
    		 Bert Stark, principal Start: 07/01/2009
    End: 06/30/2010
    • District Staff
    ACTION BUDGET: $
    K-1 teachers will participate in Phonetic Connections training. Ongoing, site-based professional development will continue to ensure all teachers have an understanding to enable them to provide high-quality phonemic awareness instruction for all students. This will include opportunities to observe systematic and explicit phonemic awareness instructions, opportunities to engage in reflective activities with other teachers and grade level study groups.
    Action Type: Alignment
    Action Type: Collaboration
    Action Type: Professional Development
    Action Type: Program Evaluation
    		 Andrea Sego, Assistant Principal Start: 07/01/2009
    End: 06/30/2010
    • District Staff
    • Outside Consultants
    • Teachers
    ACTION BUDGET: $
    Kindergarten and first grade students will utilize the Phonic Connections Phonemic Awareness Program for phonological and phonemic awareness instruction.
    Action Type: Program Evaluation
    		 April Miller, first grade teacher Start: 07/01/2009
    End: 06/30/2010
    • Teachers
    ACTION BUDGET: $
    Teachers will partipate in Comprehensive Literacy training such as ELLA.
    Action Type: Professional Development
    		 Bert Stark, principal Start: 07/01/2009
    End: 06/30/2010
    • District Staff
    • Teachers
    ACTION BUDGET: $
    PROGRAM EVALUATION: At the conclusion of the 2008-2009 school year we evaluated this Intervention through pre/post testing, CRT, NRT summative assessments, local formative assessments and determined that it was effective in support of our Curriculum, Instruction, Assessment, and Professional Development. The following EVALUATION RESULTS demonstrate that this Intervention is valid in support of the teaching and learning that are part of this program, yet causes us to look more closely at this intervention in order to increase student achievement at higher levels: An average of 70% of the 1st and 2nd grade students had an NPR of 50, or above. During the 2009-2010 school year, we plan to follow the same protocol, but include Dibels scores in evaluating and adjusting the programs, processes, and activities that make up the action descriptions within this intervention. We will report these results in our 2010-2011 ACSIP plan, and will use those evaluation results in making decisions that impact our future instructional program.
    Action Type: Alignment
    Action Type: Collaboration
    Action Type: Equity
    Action Type: Professional Development
    Action Type: Program Evaluation
    		 Bert Stark, principal Start: 07/01/2009
    End: 06/30/2010
    • Administrative Staff
    • Performance Assessments
    • Teachers
    ACTION BUDGET: $
    Total Budget: $0
    Intervention: Continue to implement Effective Literacy
    Scientific Based Research: Calkins, L., The Art of Teaching Reading 2001, Addison-Wesley Educational Publishers Inc.; Daniels, H., Literature Circles: Voice and Choice in the Student-Centered Classroom 1994, Stenhouse Publishers.
    Actions Person Responsible Timeline Resources Source of Funds
    Purchase library materials to support implementation of Effective Literacy strategies.
    Action Type: Alignment
    		 MeMe Hagers, music teacher Start: 07/01/2009
    End: 06/30/2010
    • District Staff
    • School Library
    • Teachers
    ACTION BUDGET: $
    Purchase guided reading books and other supplies for implementation.
    Action Type: Alignment
    		 Robin Yoakum, fifth grade teacher Start: 07/01/2009
    End: 06/30/2010
    • Administrative Staff
    • District Staff
    • School Library
    ACTION BUDGET: $
    Study summative SAT 10, Benchmark Exam data, and various formative classroom assessments to evaluate student progress in literacy.
    Action Type: Program Evaluation
    		 Darla Livermore, fourth grade teacher Start: 01/05/2009
    End: 06/30/2007
    • Central Office
    • Performance Assessments
    ACTION BUDGET: $
    Instruct students at their instructional reading level through guided reading groups and/or literacy groups.
    Action Type: Equity
    		 Amy Wood, special education teacher Start: 07/01/2009
    End: 06/30/2010
    • District Staff
    • Performance Assessments
    • School Library
    • Teachers
    ACTION BUDGET: $
    Integrate the implementation of literacy strategies with the library media program and the teaching of information skills.
    Action Type: Alignment
    Action Type: Collaboration
    Action Type: Equity
    		 Julie Ramsey, ESL teacher Start: 07/01/2009
    End: 06/30/2010
    • Administrative Staff
    • Central Office
    • Performance Assessments
    • Public Library
    • School Library
    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: Collaboration
    Action Type: Equity
    Action Type: Professional Development
    Action Type: Special Education
    Action Type: Technology Inclusion
    		 Bert Stark, principal Start: 07/01/2009
    End: 06/30/2010
    • Computers
    • District Staff
    • Performance Assessments
    • School Library
    • Teachers
    • Teaching Aids
    ACTION BUDGET: $
    Use technology to support Effective Literacy strategies and to publish student work annually.
    Action Type: Technology Inclusion
    		 Amy Wood, resource teacher Start: 07/01/2009
    End: 06/30/2010
    • Computers
    • District Staff
    • School Library
    ACTION BUDGET: $
    Implement Effective Literacy balanced-literacy skills and strategies in 2nd- 5th grade.
    Action Type: Alignment
    		 Karen Wikholm, third grade teacher Start: 07/01/2009
    End: 06/30/2010
    • District Staff
    • Teachers
    • Teaching Aids
    ACTION BUDGET: $
    Classroom, ESL, Special Education, Library, and administrators work to support Effective Literacy strategies.
    Action Type: Collaboration
    		 Andrea Sego, assistant principal Start: 07/01/2009
    End: 06/30/2010
    • Administrative Staff
    • Central Office
    • School Library
    • Teachers
    ACTION BUDGET: $
    Inform parents of Effective Literacy strategies for reading and writing during "parent curriculum nights".
    Action Type: Parental Engagement
    		 Robin Yoakum, fifth grade teacher Start: 07/01/2009
    End: 06/30/2010
    • Administrative Staff
    • Teachers
    ACTION BUDGET: $
    Teachers will participate in comprehensive literacy training to learn about word study/spelling using the text, Word Journeys.
    Action Type: Professional Development
    		 Kathy Butler, third grade teacher Start: 07/01/2009
    End: 06/30/2010
    • District Staff
    • Outside Consultants
    • Teachers
    ACTION BUDGET: $
    Teachers will utilize a comprehensive literacy approach to word study/spelling in grades 2-4 as students progress through the within-word stage, syllable juncture stage and derivational constancy stage as noted in Word Journeys.
    Action Type: Program Evaluation
    		 Karen Wikholm, third grade teacher Start: 07/01/2009
    End: 06/30/2010
    • District Staff
    • Teachers
    ACTION BUDGET: $
    Teachers will participate in Comprehensive Literacy training such as Effective Literacy.
    Action Type: Professional Development
    		 Bert Stark, principal Start: 07/01/2009
    End: 06/30/2010
    • District Staff
    • Teachers
    ACTION BUDGET: $
    PROGRAM EVALUATION: At the conclusion of the 2008-2009 school year we evaluated this Intervention through pre/post testing, CRT, NRT summative assessments, local formative assessments and determined that it was effective in support of our Curriculum, Instruction, Assessment, and Professional Development. The following EVALUATION RESULTS demonstrate that this Intervention is valid in support of the teaching and learning that are part of this program: An average of 91% of our 3rd-5th grade students scored proficient or advanced on the Benchmark. During the 2009-2010 school year, we plan to follow the same protocol in evaluating and adjusting the programs, processes, and activities that make up the action descriptions within this intervention. We will continue to use formative and summative assessments to gain information regarding specific student needs. We will report the results in our 2010/2011 ACSIP Plan and use those results to impact our future instructional program.
    Action Type: Alignment
    Action Type: Collaboration
    Action Type: Equity
    Action Type: Professional Development
    Action Type: Program Evaluation
    		 Bert Stark, principal Start: 07/01/2009
    End: 06/30/2010
    • Administrative Staff
    • Performance Assessments
    • Teachers
    ACTION BUDGET: $
    Total Budget: $0
    Intervention: Continue to use a variety of reading strategies across the curriculum
    Scientific Based Research: Allington, R., Classrooms that Work: They Can All Read and Write 1999, Longman.; Dorn, L., French, C. and Jones, T., Apprenticeship in Literacy: Transitions Across Reading and Writing 1998, Stenhouse Publishers.
    Actions Person Responsible Timeline Resources Source of Funds
    Provide access to a rich collection of diverse resources through the school library.
    Action Type: Equity
    		 Marci Tate, media specialist Start: 07/01/2009
    End: 06/30/2010
    • Central Office
    • District Staff
    • School Library
    • Teachers
    ACTION BUDGET: $
    Grade level teachers and special education teachers 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.
    Action Type: Alignment
    Action Type: Collaboration
    Action Type: Equity
    Action Type: Special Education
    		 Andrea Sego, assistant principal Start: 07/01/2009
    End: 06/30/2010
    • Administrative Staff
    • Central Office
    • District Staff
    • Performance Assessments
    • Teachers
    • Teaching Aids
    ACTION BUDGET: $
    Classroom teachers, special education teachers, and other support staff will collaborate to implement differentiated strategies using technology such as Success Maker for students with Academic Improvement Plans and/or special needs to improve reading skills.
    Action Type: AIP/IRI
    Action Type: Collaboration
    Action Type: Equity
    Action Type: Special Education
    Action Type: Technology Inclusion
    		 Bert Stark, principal Start: 07/01/2009
    End: 06/30/2010
    • Administrative Staff
    • Computers
    • Performance Assessments
    • School Library
    • Teaching Aids
    ACTION BUDGET: $
    Use formative classroom assessments and open-ended responses to enable students to demonstrate proficiency in practical and content passages by: * finding the main idea * interpreting * analyzing * inferencing * predicting * comprehensive strategies * drawing conclusions * providing examples and evidence
    Action Type: Program Evaluation
    		 Sherri Wheeler, second grade teacher Start: 07/01/2009
    End: 06/30/2010
    • Administrative Staff
    • Central Office
    • District Staff
    • Performance Assessments
    • School Library
    • Teachers
    ACTION BUDGET: $
    Share information from workshops and conventions during faculty meetings and in-service days, quarterly.
    Action Type: Collaboration
    Action Type: Professional Development
    		 Brandy Vann, kindergarten teacher Start: 07/01/2009
    End: 06/30/2010
    • Administrative Staff
    • District Staff
    • Outside Consultants
    • Performance Assessments
    • Teachers
    ACTION BUDGET: $
    Incorporate reading comprehension skills and strategies from the Arkansas Frameworks into the curriculum of every content area and align vertically from kindergarten through fifth grade.
    Action Type: Alignment
    Action Type: Collaboration
    Action Type: Technology Inclusion
    		 Julie Ramsey, ESL teacher Start: 07/01/2009
    End: 06/30/2010
    • Administrative Staff
    • District Staff
    • Performance Assessments
    • Teachers
    ACTION BUDGET: $
    Highly qualified teachers will collaborate with parents to develop student AIPs. Students who scored below proficient on state mandated criterion and norm referenced exams and any other students identified by classroom teachers will have an AIP.
    Action Type: AIP/IRI
    Action Type: Collaboration
    		 Bert Stark, principal Start: 07/01/2009
    End: 06/30/2010
    • Administrative Staff
    • Teachers
    ACTION BUDGET: $
    Use technology to access information for content learning, to develop reading skills, to encourage students to read, and to publish student work.
    Action Type: Technology Inclusion
    		 Darla Livermore, fourth grade teacher Start: 07/01/2009
    End: 06/30/2010
    • Central Office
    • Public Library
    • School Library
    • Teachers
    ACTION BUDGET: $
    Communicate reading expectations and student progress in reading 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
    		 Bert Stark, principal Start: 07/01/2009
    End: 06/30/2010
    • Central Office
    • Performance Assessments
    • Teachers
    ACTION BUDGET: $
    Utilize parents in tutoring students.
    Action Type: Parental Engagement
    		 Karen Wikholm, third grade teacher Start: 07/01/2009
    End: 06/30/2010
    • Teachers
    ACTION BUDGET: $
    Map classroom instruction in reading to evaluate alignment with district curriculum and Arkansas Content Frameworks.
    Action Type: Alignment
    Action Type: Professional Development
    		 April Miller, first grade teacher Start: 07/01/2009
    End: 06/30/2010
    • Central Office
    • District Staff
    • Performance Assessments
    • Teachers
    ACTION BUDGET: $
    The QELI will be administered to all kindergarten students and first graders who are new to FPS in the fall. The SAT 10 will be administered to all kindergarten and first graders in the spring to identify those students who are on track for reading success as well as those who may be at risk for reading difficulties. Additional formative diagnostic assessments will be administered to those students shown to be at risk of reading failure. Progress will be monitored using classroom running records and the Dynamic Indicators of Basic Early Literacy Skills (DIBELS). DIBELS will be administered to all K-5 students in order to depict those who have a substantial reading deficiency. The formative DIBELS assessment will be used as: A. An 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.
    Action Type: AIP/IRI
    Action Type: Alignment
    Action Type: Program Evaluation
    		 Kathy Butler, third grade teacher Start: 07/01/2009
    End: 06/30/2010
    • Administrative Staff
    • Central Office
    • Teachers
    ACTION BUDGET: $
    Students identified with reading difficulty will receive additional phonemic awareness instruction and intensive reading interventions in small groups. Teachers will develop an Intensive Reading Improvement Plan (IRI) that describes the intervention program. Intensive reading interventions will be comprehensive in nature and will be targeted to remediate the area of deficiency. Parents or guardians will be notified in writing when their child has been identified with a substantial reading deficiency. Progress will be monitored bi-weekly until expectation is met and maintained.
    Action Type: AIP/IRI
    Action Type: Parental Engagement
    		 Lora Horne, first grade teacher Start: 07/01/2009
    End: 06/30/2010
    • Administrative Staff
    • Performance Assessments
    • Teachers
    ACTION BUDGET: $
    Provide "TEAM TIME" and an Early Bird Tutoring Program for those students who are not meeting proficiency in literacy through DIBELS, Benchmark, SAT 10, and common formative assessments.
    Action Type: AIP/IRI
    Action Type: Professional Development
    		 Andrea Sego, assistant principal Start: 07/01/2009
    End: 06/30/2010
    • Administrative Staff
    • District Staff
    • Performance Assessments
    • Teachers
    ACTION BUDGET: $
    PROGRAM EVALUATION: At the conclusion of the 2008-2009 school year we evaluated this Intervention through pre/post testing, CRT, NRT summative assessments, local formative assessments and determined that it was effective in support of our Curriculum, Instruction, Assessment, and Professional Development. The following EVALUATION RESULTS demonstrate that this Intervention is valid in support of the teaching and learning that are part of this program: An average of 91% of our 3rd-5th grade students scored proficient or advanced on the Benchmark. During the 2009-2010 school year, we plan to follow the same protocol in evaluating and adjusting the programs, processes, and activities that make up the action descriptions within this intervention. We will continue to use formative and summative assessments to gain information regarding specific student needs. We will report the results in our 2010/2011 ACSIP Plan and use those results to impact our future instructional program.
    Action Type: Alignment
    Action Type: Collaboration
    Action Type: Equity
    Action Type: Professional Development
    Action Type: Program Evaluation
    		 Bert Stark, principal Start: 07/01/2009
    End: 06/30/2010
    • Administrative Staff
    • Performance Assessments
    • Teachers
    ACTION BUDGET: $
    Instructional teams will use research based strategies in intervention groups with ELL students to maximize and increase proficiency in literacy. There were fewer than 10 Limited English Proficient students tested in each grade.
    Action Type: AIP/IRI
    Action Type: Collaboration
    		 Julie Ramsey, ESL teacher Start: 07/01/2009
    End: 06/30/2010
    • Teachers
    ACTION BUDGET: $
    COMPREHENSIVE NEEDS ASSESSMENT: ACSIP leadership teams met and analyzed the test scores from the 2009 administration of the Augmented Benchmark exam. We examined the results from both the combined population and EACH subpopulation. We conducted data analysis to determine our main areas of weakness. We've studied the last three years to determine the literacy needs in our building. Throughout the year, instructional teams will meet to analyze formative and summative assessments, as well as data regarding attendance and discipline. Teams will meet specifically to disaggregate data to best plan for student learning. Analysis of formative assessments developed by our own teachers will allow us to better identify specific needs of students. BASED ON OUR SUMMATIVE DATA, THE GREATEST NEEDS ARE IN CONTENT AND STYLE IN WRITING, AND OPEN RESPONSE WRITING TO PRACTICAL (FUNCTIONAL)READING PASSAGES. We will select interventions for team time and coordinate our various state and federal funding sources to address these areas. Grade level teams, along with specialty staff, meet weekly to review data from formative and summative assessments. Data is also analyzed in all-faculty meetings and used to make decisions regarding instructional priorities and professional development. We will select interventions and coordinated our various state and federal funding sources to address these areas.
    Action Type: Collaboration
    Action Type: Program Evaluation
    		 Bert Stark, principal Start: 07/01/2009
    End: 06/30/2010
    • Administrative Staff
    • District Staff
    • Performance Assessments
    • Teachers
    ACTION BUDGET: $
    Teachers will receive training on curriculum mapping including horizontal and vertical alignment. They will review targeted assessment data and other formative assessments.
    Action Type: Professional Development
    		 Teresa Cornett Start: 07/01/2009
    End: 06/30/2010
      ACTION BUDGET: $
      Total Budget: $0
      Intervention: Comprehensive Literacy approach for comprehension and fluency instruction for students (Literacy Lab).
      Scientific Based Research: National Reading Panel Report (2000), The Fluent Reader (2003), Strategies That Work (2000).
      Actions Person Responsible Timeline Resources Source of Funds
      Teachers will participate in Comprehensive Literacy training to learn about fluency instruction (Literacy Lab). Teachers will receive training throughout the year and participate in study groups to read, study, and learn to utilize the text, The Fluent Reader.
      Action Type: Professional Development
      		 Robin Yoakum, fifth grade teacher Start: 07/01/2009
      End: 06/30/2010
      • District Staff
      • Outside Consultants
      ACTION BUDGET: $
      Students will receive explicit instruction in fluency as a part of the core reading program. The teacher will monitor the level of implementation in classrooms according to the observation protocol.
      Action Type: Collaboration
      Action Type: Program Evaluation
      		 Lori Sherman, second grade teacher Start: 07/01/2009
      End: 06/30/2010
      • Administrative Staff
      • District Staff
      • Teachers
      ACTION BUDGET: $
      Formative reading assessments will be administered to identify students who are on track for reading success as well as those who may be at risk for reading difficulties. Additional diagnostic assessments will be administered to those students shown to be at risk of reading failure. Progress will be monitored until the student reaches expected levels of performance within AIPs.
      Action Type: AIP/IRI
      Action Type: Collaboration
      Action Type: Program Evaluation
      		 Kathy Butler, third grade teacher Start: 07/01/2009
      End: 06/30/2010
      • Administrative Staff
      • Performance Assessments
      • Teachers
      ACTION BUDGET: $
      Provide "TEAM TIME" and intervention time by using Encore teachers as a structure for classroom teachers to further differentiate instruction for those students who are not meeting proficiency in literacy through Dibels, Benchmark, or SAT 10 assessments, with emphasis on comprehension and fluency.
      Action Type: AIP/IRI
      Action Type: Professional Development
      		 Andrea Sego, assistant principal Start: 07/01/2009
      End: 06/30/2010
      • Administrative Staff
      • District Staff
      • Performance Assessments
      • Teachers
      ACTION BUDGET: $
      PROGRAM EVALUATION: At the conclusion of the 2008-2009 school year we evaluated this Intervention through pre/post testing, CRT, NRT summative assessments, local formative assessments and determined that it was effective in support of our Curriculum, Instruction, Assessment, and Professional Development. The following EVALUATION RESULTS demonstrate that this Intervention is valid in support of the teaching and learning that are part of this program: 90% of the 5th grade students scored proficient or advanced on the Benchmark. During the 2009-2010 school year, we plan to follow the same protocol in evaluating and adjusting the programs, processes, and activities that make up the action descriptions within this intervention. We will continue to use formative and summative assessments to gain information regarding specific student needs. We will report the results in our 2010/2011 ACSIP Plan and use those results to impact our future instructional program.
      Action Type: Alignment
      Action Type: Collaboration
      Action Type: Equity
      Action Type: Professional Development
      Action Type: Program Evaluation
      		 Bert Stark, principal Start: 07/01/2009
      End: 06/30/2010
      • Administrative Staff
      • Performance Assessments
      • Teachers
      ACTION BUDGET: $
      Total Budget: $0
      Goal All students will improve in written expression especially with respect to content and style.
      Benchmark
      Intervention: Integrating Step-Up to Writing Strategies
      Scientific Based Research: Auman, M., Step Up to Writing 1999, Sopris West.; Calkins, L., The Art of Teaching Writing 1986, Heinemann.; McTighe, J., and Wiggins, G., Understanding by Design 1999, ASCD.
      Actions Person Responsible Timeline Resources Source of Funds
      Provide access to a rich collection of diverse, current resources on curriculum topics through the school library.
      Action Type: Alignment
      Action Type: Equity
      		 Marci Tate, media specialist Start: 07/01/2009
      End: 06/30/2010
      • Administrative Staff
      • Central Office
      • District Staff
      • Outside Consultants
      • Performance Assessments
      • Teachers
      ACTION BUDGET: $
      Purchase and maintain technological equipment to support instruction, following district purchase procedure.
      Action Type: Technology Inclusion
      		 Bert Stark, principal Start: 07/01/2009
      End: 06/30/2010
      • Administrative Staff
      • Central Office
      • Computers
      • District Staff
      • School Library
      ACTION BUDGET: $
      Review student work, share effective teaching and assessment strategies to assist all students to achieve proficiency in writing.
      Action Type: Alignment
      Action Type: Collaboration
      Action Type: Equity
      Action Type: Program Evaluation
      		 Kelli Stull, fourth grade teacher Start: 07/01/2009
      End: 06/30/2010
      • Administrative Staff
      • Central Office
      • District Staff
      • Performance Assessments
      ACTION BUDGET: $
      Integrate literacy strategies with content areas to enable students to find, access, evaluate, use and write about information in any subject area.
      Action Type: Technology Inclusion
      		 Marci Tate, media specialist Start: 07/01/2009
      End: 06/30/2010
      • Computers
      • School Library
      • Teachers
      ACTION BUDGET: $
      Share information from workshops and conventions during faculty meetings and on in-service days.
      Action Type: Collaboration
      Action Type: Professional Development
      		 Christye Hudson, second grade teacher Start: 07/01/2009
      End: 06/30/2010
      • Outside Consultants
      • Teachers
      ACTION BUDGET: $
      Provide opportunities for library research projects that are integrated with classroom instruction.
      Action Type: Collaboration
      		 Marci Tate, media specialist Start: 07/01/2009
      End: 06/30/2010
      • Central Office
      • School Library
      ACTION BUDGET: $
      Identify writing instruction as a separate component of content instruction and check curriculum maps for alignment with district and state K-5 curriculum.
      Action Type: Alignment
      Action Type: Program Evaluation
      		 Mary E. Gibbs, special education Start: 07/01/2009
      End: 06/30/2010
      • Administrative Staff
      • Performance Assessments
      • School Library
      • Teachers
      ACTION BUDGET: $
      Utilize parents in Publishing Center to help publish student work.
      Action Type: Parental Engagement
      		 Mitzi Delap, GT teacher Start: 07/01/2009
      End: 06/30/2010
        ACTION BUDGET: $
        Implement research-based writing strategies according to the district curriculum and the identified needs of students.
        Action Type: Equity
        		 Teri Eklund, first grade teacher Start: 07/01/2009
        End: 06/30/2010
        • Administrative Staff
        • District Staff
        • Performance Assessments
        • Teachers
        ACTION BUDGET: $
        Require students to demonstrate their learning by writing across the curriculum while using the Arkansas Scoring Guide.
        Action Type: Collaboration
        Action Type: Program Evaluation
        		 Susan Wizer, fourth grade teacher Start: 07/01/2009
        End: 06/30/2010
        • Administrative Staff
        • Central Office
        • Computers
        • District Staff
        • Performance Assessments
        ACTION BUDGET: $
        Classroom teachers, special education teachers and other support staff will collaborate to implement differentiated strategies for all students, as well as those with Academic Improvement Plans and/or special needs to improve writing skills through differentiated instruction and "TEAM TIME".
        Action Type: AIP/IRI
        Action Type: Equity
        		 Teresa Cornett, third grade teacher Start: 07/01/2009
        End: 06/30/2010
        • Administrative Staff
        • District Staff
        • Outside Consultants
        • Performance Assessments
        ACTION BUDGET: $
        Communicate writing expectations and student progress in writing to parents through classroom assignment sheets, parent-teacher conferences, graded work, newsletters, Web access to the curriculum and parent curriculum nights.
        Action Type: Parental Engagement
        Action Type: Technology Inclusion
        		 Mary Ann Frankenberger, kindergarten teacher Start: 07/01/2009
        End: 06/30/2010
        • Administrative Staff
        • Central Office
        • District Staff
        • Performance Assessments
        • Teachers
        ACTION BUDGET: $
        Incorporate writing skills and strategies from the Arkansas Frameworks into the curriculum of every content area and align vertically from kindergarten through fifth grade.
        Action Type: Alignment
        Action Type: Collaboration
        		 Sandy Jordan, fifth grade teacher Start: 07/01/2009
        End: 06/30/2010
        • Administrative Staff
        • District Staff
        • Performance Assessments
        • Teachers
        ACTION BUDGET: $
        Use technology to access information, practice writing skills, motivate students to write and publish student work semi-annually.
        Action Type: Collaboration
        Action Type: Technology Inclusion
        		 Jessica Thornton, third grade teacher Start: 07/01/2009
        End: 06/30/2010
        • Computers
        • District Staff
        • Public Library
        • School Library
        • Teaching Aids
        ACTION BUDGET: $
        Use formative classroom assessments and district writing prompts with rubrics quarterly to enable students to assess and revise their own work and demonstrate proficiency in writing.
        Action Type: Equity
        Action Type: Program Evaluation
        		 Kelli Stull, fourth grade teacher Start: 07/01/2009
        End: 06/30/2010
        • Administrative Staff
        • District Staff
        • Performance Assessments
        • Teachers
        ACTION BUDGET: $
        PROGRAM EVALUATION: At the conclusion of the 2008-2009 school year we evaluated this Intervention through pre/post testing, CRT, NRT summative assessments, local formative assessments and determined that it was effective in support of our Curriculum, Instruction, Assessment, and Professional Development. The following EVALUATION RESULTS demonstrate that this Intervention is valid in support of the teaching and learning that are part of this program: An average of 91% of our 3rd-5th grade students scored proficient or advanced on the Benchmark. During the 2009-2010 school year, we plan to follow the same protocol in evaluating and adjusting the programs, processes, and activities that make up the action descriptions within this intervention. We will continue to use formative and summative assessments to gain information regarding specific student needs. We will report the results in our 2010/2011 ACSIP Plan and use those results to impact our future instructional program.
        Action Type: Alignment
        Action Type: Collaboration
        Action Type: Equity
        Action Type: Professional Development
        Action Type: Program Evaluation
        		 Bert Stark, principal Start: 07/01/2009
        End: 06/30/2010
        • Administrative Staff
        • Performance Assessments
        • Teachers
        ACTION BUDGET: $
        Total Budget: $0
        Intervention: Continue to be trained in Professional Development Design
        Scientific Based Research: Loucks-Horsley, S., Designing Professional Development for Teachers of Science and Mathematics 2001, National Institute for Science Education.
        Actions Person Responsible Timeline Resources Source of Funds
        Develop faculty wide consensus on areas of focus for building-level professional development and provide diverse professional development opportunities to offer teachers a balanced approach to enhanced knowledge and skills.
        Action Type: Collaboration
        Action Type: Equity
        Action Type: Professional Development
        		 Teresa Cornett, third grade teacher Start: 07/01/2009
        End: 06/30/2010
        • Administrative Staff
        • Central Office
        • Outside Consultants
        • Teachers
        ACTION BUDGET: $
        Coordinate building-level professional development with district professional development steering committee (PDSC) and build connections among schools.
        Action Type: Collaboration
        Action Type: Professional Development
        		 Susan Wizer, fourth grade teacher Start: 07/01/2009
        End: 06/30/2010
        • Administrative Staff
        • Central Office
        • District Staff
        • Teachers
        ACTION BUDGET: $
        Use technology to plan and deliver professional development.
        Action Type: Professional Development
        Action Type: Technology Inclusion
        		 Sherry Wallis, technology specialist Start: 07/01/2009
        End: 06/30/2010
        • Administrative Staff
        • Central Office
        • District Staff
        ACTION BUDGET: $
        Use community resources and outside consultants to provide additional expertise in meeting the professional development needs of teachers.
        Action Type: Collaboration
        Action Type: Professional Development
        		 Bert Stark, principal Start: 07/01/2009
        End: 06/30/2010
        • Administrative Staff
        • Central Office
        • Community Leaders
        • District Staff
        • Outside Consultants
        ACTION BUDGET: $
        Conduct a summative evaluation of the implementation of the professional development plan based on teacher and student needs.
        Action Type: Professional Development
        Action Type: Program Evaluation
        		 Sandy Jordan, fifth grade teacher Start: 07/01/2009
        End: 06/30/2010
        • Administrative Staff
        • Central Office
        • District Staff
        • Teachers
        ACTION BUDGET: $
        Use student Academic Improvement Plans and identified special needs of students to assess professional development needs of teachers.
        Action Type: AIP/IRI
        Action Type: Professional Development
        Action Type: Special Education
        		 Mary Ann Frankenberger, kindergarten teacher Start: 07/01/2009
        End: 06/30/2010
        • Administrative Staff
        • Teachers
        ACTION BUDGET: $
        Conduct an individualized needs assessment with teachers to enable them to identify their own needs in relation to student achievement.
        Action Type: Professional Development
        		 Bert Stark, principal Start: 07/01/2009
        End: 06/30/2010
        • Performance Assessments
        • Teachers
        ACTION BUDGET: $
        Participate in ongoing professional development in writing, including training in using the Arkansas Scoring Guide, and programs such as Step Up to Writing and the Northwest Arkansas Writing Project and by attending education conventions related to writing.
        Action Type: Professional Development
        		 Jessica Thornton, third grade teacher Start: 07/01/2009
        End: 06/30/2010
        • Administrative Staff
        • District Staff
        • Outside Consultants
        • Teachers
        ACTION BUDGET: $
        Participate in ongoing professional development in ELLA, Effective Literacy, and Literacy Lab programs.
        Action Type: Professional Development
        		 Christye Hudson, second grade teacher Start: 07/01/2009
        End: 06/30/2010
        • Administrative Staff
        • Teachers
        ACTION BUDGET: $
        Classroom teachers, special education teachers, paraprofessional teachers, and administrators will participate in training for "Autism Spectrum Disorders".
        Action Type: Collaboration
        Action Type: Professional Development
        Action Type: Special Education
        		 Bert Stark, principal Start: 07/01/2009
        End: 06/30/2010
        • Administrative Staff
        • District Staff
        • Outside Consultants
        • Teachers
        ACTION BUDGET: $
        The SST committee will meet regularly to discuss the needs of our students. This committee will continue to receive training as they learn to work through the process of RtI (Response to Intervention).
        Action Type: AIP/IRI
        Action Type: Collaboration
        Action Type: Professional Development
        		 Andrea Sego, assistant principal Start: 07/01/2009
        End: 06/30/2010
        • Administrative Staff
        • District Staff
        • Outside Consultants
        • Teachers
        ACTION BUDGET: $
        PROGRAM EVALUATION: At the conclusion of the 2008-2009 school year we evaluated this PD Intervention through continual dialogue within grade level and data meetings and determined that it was effective in support of our Curriculum, Instruction, Assessment, and Professional Development. The following EVALUATION RESULTS demonstrate that this Intervention is valid in support of the teaching and learning that are part of this program: An average of 91% of our 3rd-5th grade students scored proficient or advanced on the Benchmark. During the 2009-2010 school year, we plan to use teacher surveys and weekly monitoring during grade level PLC meetings to evaluate and adjust programs, processes, and activities needed to achieve the action descriptions within this intervention. We will continue to use formative and summative assessments to gain information regarding specific student needs. We will report the results in our 2010/2011 ACSIP Plan and use those results to impact our future instructional program.
        Action Type: Alignment
        Action Type: Collaboration
        Action Type: Equity
        Action Type: Professional Development
        Action Type: Program Evaluation
        		 Bert Stark, principal Start: 07/01/2009
        End: 06/30/2010
        • Administrative Staff
        • Performance Assessments
        • Teachers
        ACTION BUDGET: $
        Teachers will continue to be trained in the PLC model and processes by attending future trainings at The Professional Learning Communities at Work Institute.
        Action Type: Collaboration
        Action Type: Professional Development
        		 Bert Stark, principal Start: 07/01/2009
        End: 06/30/2010
        • Administrative Staff
        • Outside Consultants
        • Teachers
        ACTION BUDGET: $
        Teachers will plan and coordinate specific instructional units, as well as identify "power standards" in their core subjects that are aligned with the Arkansas Frameworks to meet all students' needs.
        		Teresa Cornett Start: 07/01/2009
        End: 06/30/2010
          ACTION BUDGET: $
          Total Budget: $0
          Priority 2: Improving Mathematics
          Supporting Data: 
          1. 2009 Grade 3 Benchmark Exam (Math)

112 students were tested and 94% of the Combined Population Students
scored proficient or advanced.
11 students were tested and 81% of the Economically Disadvantaged (SES)
students scored proficient or advanced;
There were fewer than 10 Limited English Proficient (LEP) students tested
in our school;
There were fewer than 10 Students with Disabilities (IEP)tested in our
school;
There were fewer than 10 African American students tested in our school;
There were fewer than 10 Hispanic Students tested in our school;
98 students were tested and 93% of the Caucasian students scored
proficient or advanced.

The lowest identified areas in multiple choice in the five math strands
for the Combined Population Students are Measurement and Data Analysis &
Probability.  The lowest identified areas in open response are Geometry
and Numbers & Operations. 

The lowest identified areas in multiple choice in the five math strands
for the Economically Disadvantaged (SES) students are Measurement and
Geometry. The lowest identified areas in open response are Measurement and
Geometry.

The lowest identified areas in multiple choice in the five math strands
for the Students with Disabilities (IEP)are Data and Probability and
Measurement.  The lowest identified areas in open response are Geometry
and Numbers & Operations.

The lowest identified areas in multiple choice in the five math strands
for the Caucasian Population Students are Geometry and Measurement. The
lowest identified areas in open response are Geometry and Measurement.

2009 Grade 4 Benchmark Exam (Math)

123 students were tested and 95% of the Combined Population Students
scored proficient or advanced;
11 Economically Disadvantaged (SES) students were tested and 69% scored
proficient or advanced;
There were fewer than 10 Limited English Proficient (LEP) students tested
in our school;
13 students were tested and 77% of the
Students with Disabilities (IEP)scored proficient or advanced;
There were fewer than 10 African American students tested in our school;
There were fewer than 10 Hispanic Students tested in our school; 108
students were tested and 97% of the Caucasian Students scored proficient
or advanced.

The lowest identified area in multiple choice in the five math strands for
the Combined Population Students is Geometry & Data Analysis &
Probability.  The lowest identified areas in open response are Measurement
and Numbers & Operations. 

The lowest identified area in multiple choice in the five math strands for
the Economically Disadvantaged (SES) Students is Geometry & Data Analysis
& Probability.	The lowest identified areas in open response are Geometry
and Measurement.

The lowest identified area in multiple choice in the five math strands for
the Students with Disabilities (IEP)is Geometry and Data Analysis &
Probability.  The lowest identified areas in open response is Measurement.




The lowest identified area in multiple choice in the five math strands for
the Caucasian Population Students is Geometry and Data Analyis &
Probability.  The lowest identified areas are Measurement and Numbers &
Operations. 

2009 Grade 5 Benchmark Exam (Math)

110 students were tested and 94% of the Combined Population Students
scored proficient or advanced.
There were fewer than 10 Economically Disadvantaged (SES) students tested
in our school;
There were fewer than 10 Limited English Proficient (LEP) students tested
in our school;
10 Students with Disabilities (IEP)were tested and 90% scored proficient
or advanced;
There were fewer than 10 African American students tested in our school;
There were fewer than 10 Hispanic Students tested in our school;
92 students were tested and 93% of the Caucasian Students scored
proficient or advanced.

The lowest identified area in multiple choice in the five math strands for
the Combined Population Students is Measurement.  The lowest identified
areas in open response are Data Analyis & Probability and Measurement. 

The lowest identified areas in multiple choice in the five math strands
for the Students with Disabilities (IEP) is Measurement.  The lowest
identified areas in open response are Data and Probability and
Measurement. 

The lowest identified area in multiple choice in the five math strands for
the Caucasian Population Students is Measurement. The lowest identified
areas in open response are Data Analysis & Probability and Measurement.


          2. 2008 Grade 3 Benchmark Exam (Math)

119 students were tested and 94% of the Combined Population Students
scored proficient or advanced.
10 students were tested and 70% of the Economically Disadvantaged (SES)
students scored proficient or advanced;
There were fewer than 10 Limited English Proficient (LEP) students tested
in our school;
13 students were tested and 69% of the
Students with Disabilities (IEP)scored proficient or advanced;
There were fewer than 10 African American students tested in our school;
There were fewer than 10 Hispanic Students tested in our school;
109 students were tested and 96% of the Caucasian Students scored
proficient or advanced.

The lowest identified areas in multiple choice in the five math strands
for the Combined Population Students are Geometry and Measurement.  The
lowest identified areas in open response are Geometry and Measurement. 

The lowest identified areas in multiple choice in the five math strands
for the Economically Disadvantaged (SES) students are Measurement and
Geometry. The lowest identified areas in open response are Measurement and
Geometry.

The lowest identified areas in multiple choice in the five math strands
for the Students with Disabilities (IEP)are Data and Probability and
Measurement.  The lowest identified areas in open response are Measurement
and Geometry.

The lowest identified areas in multiple choice in the five math strands
for the Caucasian Population Students are Geometry and Measurement. The
lowest identified areas in open response are Geometry and Measurement.

2008 Grade 4 Benchmark Exam (Math)

107 students were tested and 95% of the Combined Population Students
scored proficient or advanced;
There were fewer than 10 Economically Disadvantaged (SES) students tested
in our school;
There were fewer than 10 Limited English Proficient (LEP) students tested
in our school;
13 students were tested and 84% of the
Students with Disabilities (IEP)scored proficient or advanced;
There were fewer than 10 African American students tested in our school;
There were fewer than 10 Hispanic Students tested in our school;
96 students were tested and 96% of the Caucasian Students scored
proficient or advanced.

The lowest identified area in multiple choice in the five math strands for
the Combined Population Students is Geometry.  The lowest identified areas
in open response are Measurement and Data and Probability. 

The lowest identified area in multiple choice in the five math strands for
the Students with Disabilities (IEP)is Geometry.  The lowest identified
areas in open response are Geometry and Measurement.

The lowest identified area in multiple choice in the five math strands for
the Caucasian Population Students is Geometry.	The lowest identified
areas are Measurement and Data and Probability. 

2008 Grade 5 Benchmark Exam (Math)

128 students were tested and 92% of the Combined Population Students
scored proficient or advanced.
15 Economically Disadvantaged (SES) students tested and 73% scored
proficient or advanced;
There were fewer than 10 Limited English Proficient (LEP) students tested
in our school;
There were fewer than 10 Students with Disabilities (IEP)tested in our
school;
There were fewer than 10 African American students tested in our school;
There were fewer than 10 Hispanic Students tested in our school;
110 students were tested and 90% of the Caucasian Students scored
proficient or advanced.

The lowest identified area in multiple choice in the five math strands for
the Combined Population Students is Measurement.  The lowest identified
areas in open response are Geometry and Numbers and Operations. 

The lowest identified areas in multiple choice in the five math strands
for the Economically Disadvantaged (SES) students is Numbers and
Operations.  The lowest identified areas in open response are Numbers and
Operations and Data and Probability. 

The lowest identified area in multiple choice in the five math strands for
the Caucasian Population Students is Measurement. The lowest identified
areas in open response are Numbers and Operations and Geometry.


          3. z
            2007 Grade 3 Mathematics Benchmark Exam:

110 students were tested and 95% of the Combined Population Students
scored proficient or advanced.
There were fewer than 10 Economically Disadvantaged (SES) students tested
in our school;
There were fewer than 10 Limited English Proficient (LEP) students tested
in our school;
19 students were tested and 85% of the
Students with Disabilities (IEP)scored proficient or advanced;
There were fewer than 10 African American students tested in our school;
There were fewer than 10 Hispanic Students tested in our school;
97 students were tested and 96% of the Caucasian Students scored
proficient or advanced.

The lowest identified areas for the Combined Population Students in the
five math strands are Measurement and Data Analysis and Probability. 

The lowest identified areas for the Students with Disabilities (IEP)in the
five math strands are Measurement and Data Analysis and Probability. 


The lowest identified areas for the Caucasian Population Students in the
five math strands are Measurement and Data Analysis and Probability. 



2007 Grade 4 Mathematics Benchmark Exam:

122 students were tested and 90% of the Combined Population Students
scored proficient or advanced;
16 students were tested and 69% of the	Economically Disadvantaged (SES)
students scored proficient or advanced;
There were fewer than 10 Limited English Proficient (LEP) students tested
in our school;
13 students were tested and 77% of the
Students with Disabilities (IEP)scored proficient or advanced;
There were fewer than 10 African American students tested in our school;
There were fewer than 10 Hispanic Students tested in our school;
104 students were tested and 91% of the Caucasian Students scored
proficient or advanced.

The lowest identified areas for the Combined Population Students in the
five math strands are Measurement and Data Analysis and Probability. 


The lowest identified areas for the Economically Disadvantaged (SES)
students in the five math strands are Geometry and Measurement.

The lowest identified areas for the Students with Disabilities (IEP)in the
five math strands are Measurement and Data Analysis and Probability. 


The lowest identified areas for the Caucasian Population Students in the
five math strands are Measurement and Data Analysis and Probability. 



2007 Grade 5 Mathematics Benchmark Exam 

97 students were tested and 85% of the Combined Population Students scored
proficient or advanced.
There were fewer than 10 Economically Disadvantaged (SES) students tested
in our school;
There were fewer than 10 Limited English Proficient (LEP) students tested
in our school;
12 students were tested and 59% of the
Students with Disabilities (IEP)scored proficient or advanced;
There were fewer than 10 African American students tested in our school;
There were fewer than 10 Hispanic Students tested in our school;
96 students were tested and 82% of the Caucasian Students scored
proficient or advanced.


The lowest identified areas for the Combined Population Students in the
five math strands are Geometry and Data Analysis and Probability. 

The lowest identified areas for the Students with Disabilities (IEP)in the
five math strands in open response are Number and Operations, Algegra,
Geometry, and Data Analysis and Probability. 



The lowest identified areas for the Caucasian Population Students in the
five math strands are Geometry and Data Analysis and Probability. 


          4. MAT K 2009 Math data:

Combined Population: 86 students were tested and 85% had an NPR score of
50 or above.

MAT K 2008 Math data:

Combined Population: 116 students were tested and 83% had an NPR score of
50 or above.

There were fewer than 10 Economically Disadvantaged (SES) students tested
in our school.

There were fewer than 10 Limited English Proficient (LEP)students tested
in our school.

There were fewer than 10 Students with Disabilities (IEP) tested in our
school.

There were fewer than 10 African-American students tested in our school.

There were fewer than 10 Hispanic students tested in our school.

Caucasian students: 111 students were tested and 83% had an NPR score of
50 or above.

Grade K- IOWA Test of Basic Skills (ITBS) 2007:

Combined Population: 98 students were tested and 82% had an NPR score of
50, or above in Total Math.  The analysis of the math subtests revealed
weaknesses in Problem Solving.

13 students were tested and 69.3% of the Economically Disadvantaged (SES)
students had an NPR score of 50, or above. The analysis of the math
subtests revealed weaknesses in Problem Solving.

There were fewer than 10 Limited English Proficient (LEP)students tested
in our school.

There were fewer than 10 Students with Disabilities (IEP) tested in our
school.

There were fewer than 10 African-American students tested in our school.

There were fewer than 10 Hispanic students tested in our school.

91 students were tested and 82.4% of the Caucasian students scored an NPR
of 50, or above.

The analysis of the math subtests revealed weaknesses in Problem Solving.


          5. Grade 1- SAT-10 2009: Combined (Total) Population: Total Math: 119
students were tested and 82% had an NPR score of 50, or above.	


Grade 1- SAT-10 2008: Combined (Total) Population: Total Math: In 2008,
108 students were tested and 72% had an NPR score of 50, or above.  

Economically Disadvantaged (SES) Students: In 2008, 18 students were
tested and 56% had an NPR score of 50, or above.

There were fewer than 10 Limited English Proficient (LEP) students tested
in our school.

Students with Disabilities (IEP): In 2008, 12 students were tested and 50%
had an NPR score of 50, or above.

There were fewer than 10 African-American students tested in our school.

There were fewer than 10 Hispanic students tested in our school.

Caucasian Population: In 2008, 102 students were tested and 73% had an NPR
score of 50, or above.



             Grade 1-Iowa Test of Basic Skills (ITBS) 2007:

Combined Population:  100 Students were tested and 89% had an NPR score of
50, or above in Total Math.  The analysis of the math subtests revealed
weaknesses in Problem Solving.

There were fewer than 10 Economically Disadvantaged (SES) students tested
in our school.

There were fewer than 10 Limited English Proficient (LEP) students tested
in our school.
There were fewer than 10 Students with Disabilities (IEP) tested in our
school.
There were fewer than 10 African-American students tested in our school.
There were fewer than 10 Hispanic students tested in our school.
 
88 students were tested and 92% of the Caucasian students scored an NPR of
50, or above.
The analysis of the math subtests revealed weaknesses in Problem Solving.


          6. Grade 2- SAT 10 2009: Combined (Total) Population: Total Math: 110
students were tested and 83% had an NPR score of 50, or above.


Grade 2- SAT 10 2008: Combined (Total) Population: Total Math: In 2008,
108 students were tested and 87% had an NPR score of 50, or above.

Economically Disadvantaged (SES) Students: In 2008, 12 students were
tested and 58% had an NPR score of 50, or above.


Students with Disabilities (IEP): In 2008, 10 students were tested and 40%
had an NPR score of 50, or above.

Limited English Proficient (LEP): In 2008, 10 students were tested and
100% had an NPR score of 50, or above.

There were fewer than 10 African-American students tested in our school.

There were fewer than 10 Hispanic students tested in our school.

Caucasian Population: In 2008, 94 students were tested and 86% had an NPR
score of 50, or above.



             Grade 2-Iowa Test of Basic Skills (ITBS) 2007:

Combined Population:  112 Students were tested and 91% had an NPR scored
of 50, or above in Total Math.	The analysis of the math subtests revealed
weaknesses in Math Problems.

There were fewer than 10 Economically Disadvantaged (SES) students tested
in our school.

There were fewer than 10 Limited English Proficient (LEP) students tested
in our school.

13 Students were tested and 69.2% of the Students with Disabilities (IEP)
had an NPR score of 50, or above. The analysis of the math subtests
revealed weaknesses in Problem Solving.


There were fewer than 10 African-American students tested in our school.
There were fewer than 10 Hispanic students tested in our school.
 
104 students were tested and 92.3% of the Caucasian students scored an NPR
of 50, or above.
The analysis of the math subtests revealed weaknesses in Problem Solving.


          7. Grade 3- SAT 10 2008: Combined (Total) Population: Total Math: In
2008, 120 students were tested and 84% had an NPR score of 50, or above.

Economically Disadvantaged (SES) Students: In 2008, 10 students were
tested and 60% had an NPR score of 50, or above.

There were fewer than 10 Limited English Proficient (LEP) students tested
in our school.

Students with Disabilities (IEP): In 2008, 15 students were tested and 40%
had an NPR score of 50, or above.

There were fewer than 10 African-American students tested in our school.

There were fewer than 10 Hispanic students tested in our school.

Caucasian Population: In 2008, 109 students were tested and 86% had an NPR
score of 50, or above.



             Grade 3-Iowa Test of Basic Skills (ITBS) 2007:

Combined Population:  111 Students were tested and 83% had an NPR score of
50, or above in Total Math.  The analysis of the math subtests revealed
weakness in Math Computation.

There were fewer than 10 Economically Disadvantaged (SES) students tested
in our school.

There were fewer than 10 Limited English Proficient (LEP) students tested
in our school.
19 Students were tested and 84.2% of the Students with Disabilities (IEP)
had an NPR score of 50, or above. The analysis of the math subtests
revealed weakness in Problem Solving & Data Interpretation.

There were fewer than 10 African-American students tested in our school.
There were fewer than 10 Hispanic students tested in our school.
 
99 students were tested and 86.9 % of the Caucasian students scored an NPR
of 50, or above in Total Math. The analysis of the math subtests revealed
weakness in Math Computation.


          8. Grade 4- SAT 10 2008: Combined (Total) Population: Total Math: In
2008, 107 students were tested and 91% had an NPR score of 50, or above.

There were fewer than 10 Economically Disadvantaged (SES) Students tested
in our school.

There were fewer than 10 Limited English Proficient (LEP) students tested
in our school.

Students with Disabilities (IEP): In 2008, 13 students were tested and 69%
had an NPR score of 50, or above.

There were fewer than 10 African-American students tested in our school.

There were fewer than 10 Hispanic students tested in our school.

Caucasian Population: In 2008, 96 students were tested and 92% had an NPR
score of 50, or above.


pre> Grade 4-Iowa Test of Basic Skills (ITBS) 2007:

Combined Population:  122 Students were tested and 89% had an NPR score of
50, or above in Total Math.  The analysis of the math subtests revealed
weaknesses in Problem Solving & Data Interpretation.

16 students were tested and 81.3% of the Economically Disadvantaged (SES)
students had an NPR score of 50, or above. The analysis of the math
subtests revealed weaknesses in Concepts and Estimation.

There were fewer than 10 Limited English Proficient (LEP) students tested
in our school.
13 students were tested and 100% of the  Students with Disabilities (IEP)
had an NPR score of 50, or above. The analysis of the math subtests
revealed weaknesses in Computation.

There were fewer than 10 African-American students tested in our school.
There were fewer than 10 Hispanic students tested in our school.
 
104 students were tested and 96.2 % of the Caucasian students scored an
NPR of 50, or above in Total Math. The analysis of the math subtests
revealed weaknesses in Problem Solving & Data Interpretation.


          9. Grade 5- SAT 10 2008: Combined (Total) Population: Total Math: In
2008, 129 students were tested and 88% had an NPR score of 50, or above.

Economically Disadvantaged (SES) Students: In 2008, 15 students were
tested and 60% had an NPR score of 50, or above.

There were fewer than 10 Limited English Proficient (LEP) students tested
in our school.

There were fewer than 10 Students with Disabilities (IEP) tested in our
school.

There were fewer than 10 African-American students tested in our school.

There were fewer than 10 Hispanic students tested in our school.

Caucasian Population: In 2008, 110 students were tested and 86% had an NPR
score of 50, or above.


             Grade 5-Iowa Test of Basic Skills (ITBS) 2007:

Combined Population:  97 Students were tested and 87% had an NPR score of
50, or above in Total Math.  The analysis of the math subtests revealed
weaknesses in Problem Solving & Data Interpretation.

There were fewer than 10 Economically Disadvantaged (SES) students tested
in our school.

There were fewer than 10 Limited English Proficient (LEP) students tested
in our school.
12 students were tested and 50% of the Students with Disabilities (IEP)
had an NPR score of 50, or above. The analysis of the math subtests
revealed weaknesses in Computation.

There were fewer than 10 African-American students tested in our school.
There were fewer than 10 Hispanic students tested in our school.
 
96 students were tested and 85.4 % of the Caucasian students scored an NPR
of 50, or above in Total Math. The analysis of the math subtests revealed
weaknesses in Computation.


          10. 8) Attendance Rate: In 2009, the attendance rate for the building was
96.4%. In 2008, the attendance rate for the building was 96%.  In 2007,
the attendance rate for the building was 96.9%.  

          11. COMPREHENSIVE NEEDS ASSESSMENT: ACSIP leadership teams met and
analyzed the test scores from the 2009 administration of the Augmented
Benchmark exam.  We examined the results from both the combined population
and EACH subpopulation.  We conducted data analysis to determine our main
areas of weakness. 
     Throughout the year, instructional teams will meet to analyze
formative and summative assessments, as well as data regarding attendance
and discipline.  Teams will meet specifically to disaggregate data to best
plan for student learning. Analysis of formative assessments developed by
our own teachers will allow us to better identify specific needs of
students.  BASED ON OUR SUMMATIVE DATA, THE GREATEST NEEDS ARE IN
MEASUREMENT OPEN RESPONSE PROBLEMS AND DATA AND PROBABILITY MULTIPLE
CHOICE AND OPEN RESPONSE PROBLEM SOLVING. We will select interventions for
team time and coordinate our various state and federal funding sources to
address these areas.  
Grade level teams, along with specialty staff, meet weekly to review data
from formative and summative assessments.  Data is also analyzed in
all-faculty meetings and used to make decisions regarding instructional
priorities and professional development.  We will select interventions and
coordinated our various state and federal funding sources to address these
areas.
          Goal All students will improve in mathematic skills and responding to constructed response questions with additional attention to Geometry and Measurement.
          Benchmark The Combined Population and each subgroup MET the 2009 AYP target of 62.5% scoring Proficient or Advanced. The status of the school for 2009 is met status or achieving. It is expected that each of these populations will meet, or exceed, the 2010 AYP target scoring Proficient/Advanced, or make AYP through either the "Safe Harbor" or "Growth" models.
          Intervention: Implement Everyday Mathematics
          Scientific Based Research: Everyday Mathematics (McGraw-Hill): Bell, M., William, C., and Isaacs, A., The Research Foundation of the University of Chicago Math Project's Everyday Mathematics Curriculum 1998.
          Actions Person Responsible Timeline Resources Source of Funds
          Evaluate implementation of Everyday Math program in classroom instruction using SAT 10, formative class assessments and/or performance assessments in kindergarten through fifth grade. Teachers will collaborate to incorporate research/best practices to support the implementation of this standards-based mathematics program.
          Action Type: Program Evaluation
          		 Jennifer Page, fourth grade teacher Start: 07/01/2009
          End: 06/30/2010
          • Administrative Staff
          • Central Office
          • Computers
          • District Staff
          • Performance Assessments
          ACTION BUDGET: $
          Use SAT 10, the Primary Benchmark Exam data, targeted assessments, and various formative classroom assessments to evaluate student progress in math achievement and record on academic improvement plans. Teachers will review data for individual students in order to align lessons which meet the needs of all learners.
          Action Type: AIP/IRI
          Action Type: Equity
          Action Type: Program Evaluation
          		 Charlene Daugherty, second grade teacher Start: 07/01/2009
          End: 06/30/2010
          • Central Office
          • Computers
          ACTION BUDGET: $
          Utilize parents in tutoring program called "Helping Hands". Teachers will identify needs of students who are at risk for not meeting benchmark standards. Teachers contact parent volunteers who act as helping hands to assist with remediation and reinforcement of standards-based lessons.
          Action Type: Parental Engagement
          		 Leanne Deweese, kindergarten teacher Start: 07/01/2009
          End: 06/30/2010
          • 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. Individualized lessons will be assigned based on student need and students will work at their own pace through the curriculum.
          Action Type: AIP/IRI
          Action Type: Equity
          		 Bonita Walters, first grade teacher Start: 07/01/2009
          End: 06/30/2010
          • Computers
          • District Staff
          • Performance Assessments
          • Teachers
          • Teaching Aids
          ACTION BUDGET: $
          All students will be evaluated within each unit, using formative and summative assessments, such as, Mastery Math Facts (MMF), CBM, and targeted assessments to drive instruction and determine learning gains for all students.
          Action Type: AIP/IRI
          Action Type: Program Evaluation
          		 Blakely Stokenbury, fifth grade teacher Start: 07/01/2009
          End: 06/30/2010
          • Administrative Staff
          • Computers
          • Teachers
          ACTION BUDGET: $
          Teachers will participate in ongoing professional development in Everyday Mathematics.
          Action Type: Professional Development
          		 Barbara Kristoffersen, art teacher Start: 07/01/2009
          End: 06/30/2010
          • Administrative Staff
          • District Staff
          • Outside Consultants
          • Teachers
          ACTION BUDGET: $
          "TEAM TIME" will be implemented to provide interventions for those students who are not meeting proficiency in math, while providing enrichment for those who are.
          Action Type: Collaboration
          Action Type: Equity
          Action Type: Program Evaluation
          		 Andrea Sego, assistant principal Start: 07/01/2009
          End: 06/30/2010
          • Administrative Staff
          • Performance Assessments
          • Teachers
          ACTION BUDGET: $
          PROGRAM EVALUATION:At the conclusion of the 2008-2009 school year we evaluated this Intervention through pre/post testing, CRT, NRT summative assessments, local formative assessments and determined that it was effective in support of our Curriculum, Instruction, Assessment, and Professional Development. The following EVALUATION RESULTS demonstrate that this Intervention is valid in support of the teaching and learning that are part of this program: An average of 94% of our 3rd-5th grade students scored proficient or advanced on the Benchmark. During the 2009-2010 school year, we plan to follow the same protocol and include CBM scores and quarterly assessments for first and second grades in evaluating and adjusting the programs, processes, and activities that make up the action descriptions within this intervention. We will continue to use formative and summative assessments to gain information regarding specific student needs. We will report the results in our 2010/2011 ACSIP Plan and use those results to impact our future instructional program.
          Action Type: Alignment
          Action Type: Collaboration
          Action Type: Equity
          Action Type: Professional Development
          Action Type: Program Evaluation
          		 Bert Stark, principal Start: 07/01/2009
          End: 06/30/2010
          • Administrative Staff
          • Performance Assessments
          • Teachers
          ACTION BUDGET: $
          Provide teachers with Everyday Math On-line Math Games to be used for differentiated instruction.
          Action Type: Technology Inclusion
          		 Tracey Gifford, third grade teacher Start: 07/01/2009
          End: 06/30/2010
          • Performance Assessments
          • Teachers
          ACTION BUDGET: $
          COMPREHENSIVE NEEDS ASSESSMENT: ACSIP leadership teams met and analyzed the test scores from the 2009 administration of the Augmented Benchmark exam. We examined the results from both the combined population and EACH subpopulation. We conducted data analysis to determine our main areas of weakness. We've studied the last three years to determine the math needs in our building. Throughout the year, instructional teams will meet to analyze formative and summative assessments, as well as data regarding attendance and discipline. Teams will meet specifically to disaggregate data to best plan for student learning. Analysis of formative assessments developed by our own teachers will allow us to better identify specific needs of students. BASED ON OUR SUMMATIVE DATA, THE GREATEST NEEDS ARE IN MULTIPLE CHOICE WITH MEASUREMENT AND DATA ANALYSIS & PROBABILITY AND IN OPEN RESPONSE WITH MEASUREMENT AND NUMBERS & OPERATIONS. We will select interventions for team time and coordinate our various state and federal funding sources to address these areas. Grade level teams, along with specialty staff, meet weekly to review data from formative and summative assessments. Data is also analyzed in all-faculty meetings and used to make decisions regarding instructional priorities and professional development. We will select interventions and coordinate our various state and federal funding sources to address these areas.
          Action Type: Collaboration
          Action Type: Program Evaluation
          		 Bert Stark, principal Start: 07/01/2009
          End: 06/30/2010
          • Administrative Staff
          • District Staff
          • Performance Assessments
          • Teachers
          ACTION BUDGET: $
          Total Budget: $0
          Intervention: Implement Problem-Solving Strategies
          Scientific Based Research: Standards in Classroom Practice Research Synthesis 2001, McREL.
          Actions Person Responsible Timeline Resources Source of Funds
          Implement and evaluate effectiveness of problem-solving strategies using formative performance assessment, open-ended math prompts. Teachers will align district curriculum with standards-based supplemental resources to incorporate a variety of problem solving methods, as well as enrich the overall curriculum.
          Action Type: Alignment
          Action Type: Collaboration
          Action Type: Program Evaluation
          		 Thelma Thomason, kindergarten teacher Start: 07/01/2009
          End: 06/30/2010
          • Performance Assessments
          • Teachers
          ACTION BUDGET: $
          Writing math prompts will be implemented in individual classrooms.
          Action Type: Program Evaluation
          		 Andrea Sego, assistant principal Start: 07/01/2009
          End: 06/30/2010
          • Performance Assessments
          ACTION BUDGET: $
          In our standards-based math curriculum, teachers will use problem solving techniques based on prompts and using rubric scoring congruent with the summative CRT and NRT Exams.
          Action Type: Alignment
          Action Type: Program Evaluation
          		 Bert Stark, principal Start: 07/01/2009
          End: 06/30/2010
          • Administrative Staff
          • Performance Assessments
          • Teachers
          ACTION BUDGET: $
          Provide "TEAM TIME" and a support structure using Encore teachers to gain more intervention time for those students who are not meeting proficiency in math through Benchmark,SAT 10 and CBM assessments.
          Action Type: AIP/IRI
          		 Andrea Sego, assistant principal Start: 07/01/2009
          End: 06/30/2010
          • Administrative Staff
          • Performance Assessments
          • Teachers
          ACTION BUDGET: $
          PROGRAM EVALUATION: At the conclusion of the 2008-2009 school year we evaluated this Intervention through pre/post testing, CRT, NRT summative assessments, local formative assessments and determined that it was effective in support of our Curriculum, Instruction, Assessment, and Professional Development. The following EVALUATION RESULTS demonstrate that this Intervention is valid in support of the teaching and learning that are part of this program: An average of 94% of our 3rd-5th grade students scored proficient or advanced on the Benchmark. During the 2009-2010 school year, we plan to follow the same protocol and include CBM scores and quarterly assessments for first and second grades in evaluating and adjusting the programs, processes, and activities that make up the action descriptions within this intervention. We will continue to use formative and summative assessments to gain information regarding specific student needs. We will report the results in our 2010/2011 ACSIP Plan and use those results to impact our future instructional program.
          Action Type: Alignment
          Action Type: Collaboration
          Action Type: Equity
          Action Type: Professional Development
          Action Type: Program Evaluation
          		 Bert Stark, principal Start: 07/01/2009
          End: 06/30/2010
          • Administrative Staff
          • Performance Assessments
          • Teachers
          ACTION BUDGET: $
          Total Budget: $0
          Intervention: Use of computation and procedural fluency strategies
          Scientific Based Research: Standards in Classroom Practice Research Synthesis 2001, McREL.
          Actions Person Responsible Timeline Resources Source of Funds
          Evaluate effectiveness of Mastery Math Facts program in improving overall mathematics achievement by using CBM benchmarks, SAT 10, formative class assessments, and/or performance assessments.
          Action Type: AIP/IRI
          Action Type: Program Evaluation
          Action Type: Special Education
          		 Bert Stark, principal Start: 07/01/2009
          End: 06/30/2010
          • Administrative Staff
          • Central Office
          • Teachers
          ACTION BUDGET: $
          Communicate progress and continuing areas of development for Everyday Math through orientation and instructional meetings through "parent curriculum nights".
          Action Type: Parental Engagement
          		 Bonita Walters, first grade teacher Start: 07/01/2009
          End: 06/30/2010
          • Administrative Staff
          • Central Office
          ACTION BUDGET: $
          Use grade level meetings to integrate and align supplemental computational strategies and materials into the daily math program.
          Action Type: Alignment
          Action Type: Special Education
          		 Blakely Stokenbury, fifth grade teacher Start: 07/01/2009
          End: 06/30/2010
          • Computers
          ACTION BUDGET: $
          Use pre and post testing to evaluate student progress in grade-level appropriate computation and use informal formative assessments and CBM to be given periodically throughout the year.
          Action Type: AIP/IRI
          Action Type: Alignment
          Action Type: Program Evaluation
          		 Deonna Tucker, CBI teacher Start: 07/01/2009
          End: 06/30/2010
          • Teachers
          ACTION BUDGET: $
          Use Mastery Math Facts strategies and math materials for daily computation practice.
          Action Type: Alignment
          		 Tracey Gifford, third grade teacher Start: 07/01/2009
          End: 06/30/2010
          • Teaching Aids
          ACTION BUDGET: $
          PROGRAM EVALUATION: At the conclusion of the 2008-2009 school year we evaluated this Intervention through pre/post testing, CRT, NRT summative assessments, local formative assessments and determined that it was effective in support of our Curriculum, Instruction, Assessment, and Professional Development. The following EVALUATION RESULTS demonstrate that this Intervention is valid in support of the teaching and learning that are part of this program: An average of 94% of our 3rd-5th grade students scored proficient or advanced on the Benchmark. During the 2009-2010 school year, we plan to follow the same protocol and include CBM scores and quarterly assessments for first and second grades in evaluating and adjusting the programs, processes, and activities that make up the action descriptions within this intervention. We will continue to use formative and summative assessments to gain information regarding specific student needs. We will report the results in our 2010/2011 ACSIP Plan and use those results to impact our future instructional program.
          Action Type: Alignment
          Action Type: Collaboration
          Action Type: Equity
          Action Type: Professional Development
          Action Type: Program Evaluation
          		 Bert Stark, principal Start: 07/01/2009
          End: 06/30/2010
          • Administrative Staff
          • Performance Assessments
          • Teachers
          ACTION BUDGET: $
          Total Budget: $0
          Intervention: Continue to be trained in Professional Development Design
          Scientific Based Research: Loucks-Horsley, S., Designing Professional Development for Teachers of Science and Mathematics 2001, National Institute for Science Education.
          Actions Person Responsible Timeline Resources Source of Funds
          Coordinate building-level professional development with district professional development steering committee (PDSC) and build connections among schools.
          Action Type: Collaboration
          Action Type: Professional Development
          		 Charlene Daugherty, second grade teacher Start: 07/01/2009
          End: 06/30/2010
          • Administrative Staff
          • Central Office
          • District Staff
          • Teachers
          ACTION BUDGET: $
          Use technology to plan and deliver professional development.
          Action Type: Professional Development
          Action Type: Technology Inclusion
          		 Leanne Deweese, kindergarten teacher Start: 07/01/2009
          End: 06/30/2010
          • Administrative Staff
          • Central Office
          • District Staff
          ACTION BUDGET: $
          Use student Academic Improvement Plans and identified special needs of students using formative and summative assessments to assess professional development needs of teachers.
          Action Type: AIP/IRI
          Action Type: Professional Development
          Action Type: Special Education
          		 Bert Stark, Principal Start: 07/01/2009
          End: 06/30/2010
          • Administrative Staff
          • Teachers
          ACTION BUDGET: $
          A diverse group of eight staff members from all areas of our school will attend the Professional Learning Communities at Work Institute in Las Vegas, NV in September 2009. The intended outcome of this in-depth, research-based training in all aspects of the PLC model and processes is to equip building-level leaders with the knowledge and tools they need in order to prepare them as facilitators of instructional change initiatives in mathematics. Major concepts of this training are core practices of data-driven instruction, teaming for instructional strength, and achievement for all students. We hope that all of our teachers will be trained per funds available.
          Action Type: Alignment
          Action Type: Collaboration
          Action Type: Equity
          Action Type: Professional Development
          Action Type: Program Evaluation
          		 Bert Stark, principal Start: 07/01/2009
          End: 06/30/2010
          • Administrative Staff
          • Computers
          • Outside Consultants
          • Teachers
          Title II-A - Purchased Services: $6900.00
          ACTION BUDGET: $6900
          SCHOOL LEADERSHIP TEAM: Closing the Achievement Gap for Math: The ACSIP Leadership committee will continue to meet to focus on core principles to help improve teaching and learning. The use of data, curriculum instruction,and professional development will help better meet the needs of all students.
          Action Type: Collaboration
          Action Type: Program Evaluation
          		 Bert Stark, principal Start: 07/01/2009
          End: 06/30/2010
          • Administrative Staff
          • Teachers
          ACTION BUDGET: $
          PROGRAM EVALUATION: At the conclusion of the 2008-2009 school year we evaluated this PD Intervention through continual dialogue within grade level and data meetings and determined that it was effective in support of our Curriculum, Instruction, Assessment, and Professional Development. The following EVALUATION RESULTS demonstrate that this Intervention is valid in support of the teaching and learning that are part of this program: An average of 94% of our 3rd-5th grade students scored proficient or advanced on the Benchmark. During the 2009-2010 school year, we plan to use teacher surveys and weekly monitoring during grade level PLC meetings to evaluate and adjust programs, processes, and activities needed to achieve the action descriptions within this intervention. We will continue to use formative and summative assessments to gain information regarding specific student needs. We will report the results in our 2010/2011 ACSIP Plan and use those results to impact our future instructional program.
          Action Type: Alignment
          Action Type: Collaboration
          Action Type: Equity
          Action Type: Professional Development
          Action Type: Program Evaluation
          		 Bert Stark, principal Start: 07/01/2009
          End: 06/30/2010
          • Administrative Staff
          • Performance Assessments
          • Teachers
          ACTION BUDGET: $
          Total Budget: $6900
          Priority 3: To increase student awareness and knowledge of the effects of good nutrition and physical activity.
          Supporting Data:
          1. Body Mass Index Data 07-08: of the 299 student population assessed (K,2nd,4th) (137 males, 162 females), the following represents the percent of students overweight and at risk of being overweight: Grade K: Males 24.5%, 10.9% Females Grade 2: Males 23.4%, 17.0% Females Grade 4: Males 36.6%, 18.5% Females
          2. Body Mass Index Data 08-09: of the 285 student population assessed (K,2nd,4th) (151 males, 134 females), the following represents the percent of students overweight and at risk of being overweight: Grade K: Males 39 tested, 35 Females tested (N/A) Grade 2: Males 24.1%, 25% Females Grade 4: Males 29.6%, 11.9% Females
          3. The 2007-2008 School Health Index (SHI) results stated Vandergriff scoring medium-high in Module 6 (Counseling, Psychological, and Social Services) and Module 8 (Family and Community Involvement). The 2006-2007 School Health Index (SHI) results stated Vandergriff scoring low in Module 7 (Health promotion for staff) and medium-high in Module 8 (Family and Community Involvement) and Module 4 (Nutrition Services). 
          4.  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 2008 the percentage of free and reduced lunch was
11%.In 2007 the percentage of free and reduced lunch was 10%.  


          6. COMPREHENSIVE NEEDS ASSESSMENT: ACSIP leadership teams met and
analyzed the data from BMI testing and various physical fitness tests
given in our P.E. program.  
     Throughout the year, instructional teams will meet to analyze
formative and summative assessments, as well as data regarding attendance
and discipline.  Teams will meet specifically to disaggregate data to best
plan for student learning. Analysis of formative assessments developed by
our own teachers will allow us to better identify specific needs of
students.  BASED ON OUR SUMMATIVE DATA,   We will select interventions for
team time and coordinate our various state and federal funding sources to
address these areas.  
Grade level teams, along with specialty staff, meet weekly to review data
from formative and summative assessments.  Data is also analyzed in
all-faculty meetings and used to make decisions regarding instructional
priorities and professional development.  We will select interventions and
coordinated our various state and federal funding sources to address these
areas.
          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 1/2% during the 2009-2010 school year. The tested population MET the 2009 target. It is expected that this population will meet, or exceed the 2010 target.
          Intervention: Increase awareness and knowledge of the benefits of physical activity for lifelong health and wellness.
          Scientific Based Research: Kids for Health, 1995
          Actions Person Responsible Timeline Resources Source of Funds
          Students receive 195 minutes per week engaged in physical activity through our physical education program as well as recess.
          Action Type: Wellness
          		 Ginger Campbell, Physical Education Teacher Start: 07/01/2009
          End: 06/30/2010
          • Teachers
          ACTION BUDGET: $
          Formative BMI assessments will be analyzed annually to determine the percentage of students decreasing in the categories of overweight or at risk of being overweight. Interventions will be evaluated for their effectiveness based on this data.
          Action Type: Program Evaluation
          Action Type: Wellness
          		 Bert Stark, principal Start: 07/01/2009
          End: 06/30/2010
          • Teachers
          ACTION BUDGET: $
          Provide CPR and conflict resolution training for special education teachers, as well as, school nutrition/physical activity and crisis committees.
          Action Type: Professional Development
          Action Type: Wellness
          		 Bert Stark, principal Start: 07/01/2009
          End: 06/30/2010
          • Administrative Staff
          • 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
          		 Rebecca Wilbern, fourth grade teacher Start: 07/01/2009
          End: 06/30/2010
          • 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 that include tips for parents/caregivers.
          Action Type: Collaboration
          Action Type: Parental Engagement
          Action Type: Program Evaluation
          Action Type: Wellness
          		 Sheri Payton, second grade teacher Start: 07/01/2009
          End: 06/30/2010
          • Administrative Staff
          • Teachers
          ACTION BUDGET: $
          Encourage participation in family oriented, community-based physical activity program.
          Action Type: Collaboration
          Action Type: Parental Engagement
          Action Type: Program Evaluation
          Action Type: Wellness
          		 Jill Goodwin, speech pathologist Start: 07/01/2009
          End: 06/30/2010
          • Teachers
          ACTION BUDGET: $
          To assess Vandergriff Elementary School's physical education program, parents, students, or faculty members will be invited to participate in a survey.
          Action Type: Collaboration
          Action Type: Parental Engagement
          Action Type: Program Evaluation
          Action Type: Wellness
          		 Bert Stark Start: 07/01/2009
          End: 06/30/2010
          • Administrative Staff
          • Teachers
          ACTION BUDGET: $
          Create and promote participation in a variety of activities that develop a full range of life skills for all grade levels.
          Action Type: Collaboration
          Action Type: Wellness
          		 Kim Renner, counselor Start: 07/01/2009
          End: 06/30/2010
          • Administrative Staff
          • Teachers
          ACTION BUDGET: $
          PROGRAM EVALUATION: At the conclusion of the 2008-2009 school year we evaluated this Intervention through BMI, and physical fitness testing and determined that it was effective in support of our Curriculum, Instruction, Assessment, and Professional Development. The following EVALUATION RESULTS demonstrate that this Intervention is valid in support of the teaching and learning that are part of this program: Out of the 285 students assessed (K, 2nd, 4th)there were more males overweight and at risk of being overweight. During the 2009-2010 school year, we plan to follow the same protocol in evaluating and adjusting the programs, processes, and activities that make up the action descriptions within this intervention. We will use this data/information to determine whether the objectives of this Intervention were achieved and whether it has been successful in attaining the anticipated participant outcome objectives. We will report these results in our 2010/2011 ACSIP plan, and will use those evaluation results in making decisions that impact our future instructional program.
          Action Type: Collaboration
          Action Type: Equity
          Action Type: Program Evaluation
          		 Ginger Campbell, Physical Education Teacher Start: 07/01/2009
          End: 06/30/2010
          • Administrative Staff
          • Performance Assessments
          • Teachers
          ACTION BUDGET: $
          COMPREHENSIVE NEEDS ASSESSMENT: The Health and Wellness Committee meets annually to discuss the BMI results and the health plan for the school. We examined the results by grade level and gender. We've studied the last three years to determine the health needs in our building. Teams will meet specifically to disaggregate data to best plan for student learning. Analysis of formative assessments developed by our own teachers will allow us to better identify specific needs of students. BASED ON OUR SUMMATIVE DATA, THE GREATEST NEEDS ARE IN OVERWEIGHT MALES IN 2ND AND 4TH GRADES. We will select interventions and coordinated our various state and federal funding sources to address these areas.
          Action Type: Collaboration
          Action Type: Program Evaluation
          		 Bert Stark, principal Start: 07/01/2009
          End: 06/30/2010
          • Administrative Staff
          • District Staff
          • Performance Assessments
          • Teachers
          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, 1995
          Actions Person Responsible Timeline Resources Source of Funds
          Kids for Health, a comprehensive health education program, provides the education and motivation for students to make a lifetime of healthy choices. Formative and summative assessments will be given to students. Students kindergarten through fifth grade learn about nutrition, personal hygiene, safety, and smoking, just to name a few.
          Action Type: Wellness
          		 Sara Hart, fifth grade teacher Start: 07/01/2009
          End: 06/30/2010
          • Teachers
          ACTION BUDGET: $
          Formative BMI assessments will be analyzed annually to determine the percentage of students decreasing in the categories of overweight and those at risk of being overweight. Interventions will be evaluated for their effectiveness based on this data.
          Action Type: Program Evaluation
          Action Type: Wellness
          		 Bert Stark, principal Start: 07/01/2009
          End: 06/30/2010
          • Administrative Staff
          • Teachers
          ACTION BUDGET: $
          Educate parents on different parenting strategies through training when needed and obtaining a current Parent Center.
          Action Type: Collaboration
          Action Type: Parental Engagement
          Action Type: Wellness
          		 Karyn Koschel, first grade teacher Start: 07/01/2009
          End: 06/30/2010
            ACTION BUDGET: $
            PROGRAM EVALUATION: At the conclusion of the 2008-2009 school year we evaluated this Intervention through BMI, and physical fitness testing and determined that it was effective in support of our Curriculum, Instruction, Assessment, and Professional Development. The following EVALUATION RESULTS demonstrate that this Intervention is valid in support of the teaching and learning that are part of this program: Out of the 285 students assessed (K, 2nd, 4th)there were more males overweight and at risk of being overweight. During the 2009-2010 school year, we plan to follow the same protocol in evaluating and adjusting the programs, processes, and activities that make up the action descriptions within this intervention. We will use this data/information to determine whether the objectives of this Intervention were achieved and whether it has been successful in attaining the anticipated participant outcome objectives. We will report these results in our 2010/2011 ACSIP plan, and will use those evaluation results in making decisions that impact our future instructional program.
            Action Type: Collaboration
            Action Type: Equity
            Action Type: Program Evaluation
            		 Ginger Campbell, Physical Education Teacher Start: 07/01/2009
            End: 06/30/2010
            • Administrative Staff
            • Performance Assessments
            • Teachers
            ACTION BUDGET: $
            Total Budget: $0
            Priority 4: Improving ELL students
            Supporting Data:
            1. In 2009, there were fewer than 10 Limited English Proficient (LEP) students tested in each grade level in our school.
            2. In 2008, there were fewer than 10 Limited English Proficient (LEP) students tested in each grade level in our school.
            3. In 2007, there were fewer than 10 Limited English Proficient (LEP) students tested in each grade level in our school.
            Goal All students will improve in reading familiar text and learn strategies to comprehend and build their vocabulary bank.
            Benchmark The 2008-2009 AYP status did not apply to our Limited English Population due to having fewer that 10 in the subpop. It is expected that each of these populations will meet, or exceed, the 2010 AYP target.
            Intervention: Provide ELL students with core essential skills necessary for reading fluency, comprehension and language acquisition.
            Scientific Based Research: "Assessing Impact: Evaluating Staff Development", Joellen Killion, 2002, www.nsdc.org; "Revisiting Professional Learning Communities at Work- New Insights for Improving Schools", Richard DuFour, Rebecca DuFour, Robert Eaker, 2008.
            Actions Person Responsible Timeline Resources Source of Funds
            Teacher-designed formative assessments will be used to identify students who have not gained mastery of skills. A variety of interventions will be used that will appeal to a variety of learning styles and impact language acquisition, including total physical response, computer-based instruction, integration of music, and use of graphic organizers.
            Action Type: Collaboration
            Action Type: Professional Development
            Action Type: Technology Inclusion
            		 Teresa Cornett Start: 07/01/2009
            End: 06/30/2010
            • Computers
            • Teachers
            ACTION BUDGET: $
            COMPREHENSIVE NEEDS ASSESSMENT: Our analysis of formative data from quarterly target tests, teacher-designed core essential skills tests, DRA and DIBELS fluency testing have shown us the defecits of our ELL learners. It is our goal for all students at Vandergriff to achieve at high levels, so it is imperative that our instructional teams meet weekly to analyze and prepare for targeted, specific instruction that will best impact these learners. Our greatest need observed in these learners is reading fluency and responding in writing on open response questions.
            		Julie Ramsey Start: 07/01/2009
            End: 06/30/2009
              ACTION BUDGET: $
              The LPAC committee (classroom teacher, ELL teacher, parent, counselor, and administrator) will meet periodically throughout the school year to discuss language assessment scores and determine how to meet their individual educational needs.
              Action Type: Collaboration
              Action Type: Parental Engagement
              		 Julie Ramsey, ESL teacher Start: 07/01/2009
              End: 06/30/2010
              • Administrative Staff
              • Teachers
              ACTION BUDGET: $
              Professional Development will be provided across the district to help increase the necessary knowledge, skills, and teaching strategies to meet the needs of ELL students.
              Action Type: Collaboration
              Action Type: Professional Development
              		 Julie Ramsey, ESL teacher Start: 07/01/2009
              End: 06/30/2010
              • Administrative Staff
              • Central Office
              • District Staff
              • Teachers
              ACTION BUDGET: $
              Program Evaluation: This is a new intervention. During the 2009-2010 school year, we will evaluate this intervention through the analysis of language proficiency test scores and Benchmark scores. We will expect to see the students that are served from the ELL program to achieve a 5% growth on the state exams.
              Action Type: Alignment
              Action Type: Program Evaluation
              		 Julie Ramsey, ESL teacher Start: 07/01/2009
              End: 06/30/2010
              • Administrative Staff
              • Performance Assessments
              • Teachers
              ACTION BUDGET: $
              Total Budget: $0
            • Planning Team

              Classification Name Position Committee
              Classroom Teacher April Miller Kindergarten Literacy
              Classroom Teacher Blakely Stokenbury Fifth Grade Math
              Classroom Teacher Bonita Walters First Grade Math
              Classroom Teacher Brandy Vann Kindergarten Literacy
              Classroom Teacher Charlene Daugherty Second Grade Math
              Classroom Teacher Christye Hudson Second Grade Writing
              Classroom Teacher Darla Livermore Fourth Grade Literacy
              Classroom Teacher Jennifer Page Fourth Grade Math
              Classroom Teacher Jessica Thornton Third Grade Writing
              Classroom Teacher Karen Wikholm Third Grade Literacy
              Classroom Teacher Karyn Francis First Grade Wellness
              Classroom Teacher Kathy Butler Third Grade Literacy
              Classroom Teacher Kelli Stull Fourth Grade Writing
              Classroom Teacher Leanne Deweese Kindergarten Math
              Classroom Teacher Lora Horne First Grade Literacy
              Classroom Teacher Lori Sherman Second Grade Literacy
              Classroom Teacher Lori Sherman Second Grade ACSIP Leadership, Literacy Chair
              Classroom Teacher Marci Tate Parent Engagement Coordinator Parent Engagement
              Classroom Teacher Mary Ann Frankenberger Kindergarten Writing
              Classroom Teacher Rebecca Wilbern Fourth Grade Wellness
              Classroom Teacher Robin Yoakum Fifth Grade Literacy
              Classroom Teacher Sandy Jordan Fifth Grade Writing
              Classroom Teacher Sara Hart Fifth Grade Wellness
              Classroom Teacher Sara Hart Fifth Grade ACSIP Leadership, Wellness Chair
              Classroom Teacher Sarah Lindsay Fifth Grade Math
              Classroom Teacher Sheri Payton Second Grade Wellness
              Classroom Teacher Sherri Wheeler Second Grade Literacy
              Classroom Teacher Susan Wizer Fourth Grade Writing
              Classroom Teacher Teresa Cornett Third Grade Writing
              Classroom Teacher Teresa Cornett Writing ACSIP Co-chair
              Classroom Teacher Teri Eklund First Grade ACSIP Leadership, Writing Chair
              Classroom Teacher Teri Eklund First Grade Writing
              Classroom Teacher Thelma Thomason Kindergarten Math
              Classroom Teacher Tracey Gifford Third Grade, Math Chair ACSIP Leadership, Math Chair
              Classroom Teacher Tracey Gifford Third Grade Math
              Community Representative Harry Vandergriff Community Representative ACSIP Leadership
              District-Level Professional Christie Jay Federal Programs Coordinator ACSIP Leadership
              Non-Classroom Professional Staff Amy Wood Special Education Literacy
              Non-Classroom Professional Staff Andrea Sego Assistant Principal Parent Engagement
              Non-Classroom Professional Staff Barbara Kristofferson Art Math
              Non-Classroom Professional Staff Deonna Tucker CBI Math
              Non-Classroom Professional Staff Ginger Campbell Physical Education Wellness
              Non-Classroom Professional Staff Jill Goodwin Speech Pathologist Wellness
              Non-Classroom Professional Staff Julie Ramsey ESL Literacy
              Non-Classroom Professional Staff Kelly Thomas Special Education Writing
              Non-Classroom Professional Staff Kim Renner Counselor Wellness
              Non-Classroom Professional Staff Kim Renner Counselor Parent Engagement
              Non-Classroom Professional Staff Marci Tate Media Specialist Writing
              Non-Classroom Professional Staff MeMe Hagers Music Teacher Reading
              Non-Classroom Professional Staff Mitzi Delap GT Writing
              Non-Classroom Professional Staff Noelle Benton School Psy. Specialist Math
              Non-Classroom Professional Staff Sherry Wallis Technology Specialist Writing
              Parent Kathryn Renfro Parent Math
              Parent Wendy Moss Parent Literacy
              Principal Andrea Sego Assistant Principal ACSIP Chair
              Principal Bert Stark Principal Parent Engagement