ACSIP

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School Plan

Print=20 Version

BAKER INTERDISTRICT ELEM. SCH.

Arkansas Comprehensive School Improvement Plan

2009-2010

Approved:

At Baker Interdistrict Elementary School, we= =20 believe that today's educational foundation builds=20 tomorrow's successes. Our foundation rests on the core= =20 beliefs that: (1) All children can learn; (2) Everyone= has=20 value; (3) Parents, students, staff and the community = work=20 together to build a positive learning environment; (4)= Our=20 actions impact ourselves and others; and (5) Effective= =20 instructional strategies are the catalyst for=20 learning.

Grade Span: K-5

Title I: Not Applicable

School Improvement: MS=20

Table of Contents

Priority 1:=20 Mathematics
    Goal: To i= mprove=20 student achievement on the Benchmark Exam in the areas o= f=20 Measurement and Geometry with emphasis on open-response= =20 questions.
Priority 2:=20 Literacy
    Goal: To impr= ove=20 student achievement on the Benchmark Exam in the areas o= f=20 content passages in reading and content and style in=20 writing.
Priority 3: School=20 Climate
    Goal: To maint= ain a=20 positive school climate that promotes student participat= ion in=20 school planning, wise decision making, and continued=20 utilization of the economics-based Behavior Management P= lan=20 for all students at Baker Interdistrict Elementary=20 School.
Priority 4:=20 Wellness
    Goal: Improve= =20 wellness.
Priority 5: English Language=20 Learners
    Goal: Two per= cent=20 of students who are included in the ESL subpopulation wi= ll be=20 dismissed from the ESL program annually due to achieving= =20 district exit criteria.

Priority 1:

To increase student achievement in mathematics.= =20

Supporting Data:

Based on a comprehensive needs assessment th= at=20 reflects an in-depth trend analysis of multiple = data=20 sources across multiple grade levels and content= areas=20 we found that our areas of need in our combined= =20 population to be Geometry and Measurement as the= =20 lowest strands. Multiple choice questions were h= igher=20 than open response questions. This conclusion ha= s been=20 obtained by studying the CRT,NRT, intermittent=20 assessments.
Based on a comprehensive needs assessment th= at=20 reflects an in-depth trend analysis of multiple = data=20 sources across multiple grade levels and content= areas=20 we found that our areas of need in our caucasian= =20 population to be Geometry and Measurement as the= =20 lowest strands. Multiple choice questions were h= igher=20 than open response questions. This conclusion ha= s been=20 obtained by studying the CRT,NRT, intermittent=20 assessments.
Based on a comprehensive needs assessment th= at=20 reflects an in-depth trend analysis of multiple = data=20 sources across multiple grade levels and content= areas=20 we found that our areas of need in our=20 African-American population to be Geometry and=20 Measurement as the lowest strands. Multiple choi= ce=20 questions were higher than open response questio= ns.=20 This conclusion has been obtained by studying th= e=20 CRT,NRT, intermittent assessments.
Students at Baker Interdistrict Elementary S= chool=20 had an average daily attendance rate of 96.8% fo= r the=20 2008-2009 school year, 98% during the 2007-2008 = school=20 year, and 97.8% during the 2006-2007 school year= .

Goal

To improve student achievement on the Benchmark = Exam=20 in the areas of Measurement and Geometry with emph= asis=20 on open-response questions.

Benchmark

At the end of the 2009 school year, 89.8% of our= =20 combined population was proficient or above in mat= h. At=20 the end of the 2010 school year, 70% of the combin= ed=20 population will score proficient or above. Annuall= y we=20 will improve by 5.1%.

Benchmark

At the end of the 2009 school year, 91.3% of our= =20 Caucasian population was proficient or above in ma= th. At=20 the end of the 2010 school year, 70% of the caucas= ian=20 population will score proficient or above. Annuall= y we=20 will improve by 1.74%.

Benchmark

At the end of the 2009 school year, 81.6% of our= =20 African-American population was proficient or abov= e in=20 math. At the end of the 2010 school year, 70% of t= he=20 African-American population will score proficient = or=20 above. Annually we will improve by 3.68%.

Intervention: Standards Based = Core=20 Mathematics

Scientific Based Research:=20 Differentiating Math Instruction: Strategies= That=20 Work. Thousand Oaks CA Corwin Press. Stein, = Mary=20 Kay; Boaler, Jo; Silver, Edward A. (2003),=20 Standards-Based School Mathematics Curricula= : What=20 Are They? What Do Students Learn? Mahwah, NJ= :=20 Lawrence Erlbaum Associates. Hall, T., Stran= gman,=20 N., & Meyer, A. (2003).

Actions

Person Responsible

Timeline

Resources

Source of Funds

Math manipulatives will be used to address= the=20 varied learning styles of our students. Part= icular=20 attention will be paid to identifying=20 manipulatives that will enhance student=20 achievement by targeting our weakest areas, = the=20 strands of Measurement and Geometry.
Act= ion=20 Type: Equity

Principal

Start: 07/01/2009
End: 06/30/2010

District Staff
Teaching Aids

$2000

NSLA (State-281) - Materials &=20 Supplies:	$2000.00

ACTION BUDGET:

Teachers will include open-ended response= =20 questions in their math instruction and=20 assignments weekly which are aligned with di= strict=20 curriculum guides and the Arkansas Curriculu= m=20 Frameworks.
Action Type: Alignment
Ac= tion=20 Type: Equity
Action Type: Special=20 Education

Classroom Teacher

Start: 07/01/2009
End: 06/30/2010

Computers
Teaching Aids

ACTION BUDGET:

New teachers will be trained using Compass= =20 Learning Odyssey, which will be utilized in = K - 5=20 classrooms to enhance student achievement in= =20 mathematics.
Action Type: Equity
Acti= on=20 Type: Professional Development
Action Typ= e:=20 Special Education
Action Type: Technology= =20 Inclusion

Classroom Teacher

Start: 07/01/2009
End: 06/30/2010

Administrative Staff
Computers
District Staff

ACTION BUDGET:

Students will be assessed throughout the y= ear=20 using Compass Learning Odyssey and The Learn= ing=20 Institute which are aligned with district=20 curriculum guide and the Arkansas Frameworks= ..=20
Action Type: Alignment
Action Type:=20 Technology Inclusion

Classroom Teacher

Start: 07/01/2009
End: 06/30/2010

Administrative Staff
Computers

ACTION BUDGET:

The actions of this intervention will be=20 evaluated periodically and annually by the s= chool=20 leadership team through the results of CWT's= ,=20 intermittent assessments, CRTs and NRTs. CRT= =20 results showed that 89.8% of our students we= re=20 proficient in mathematics. Our evaluation sh= owed=20 that most of our curriculum was aligned as=20 represented by our test scores. Our test sco= res=20 show that our students benefited from our=20 plan.
Action Type: Collaboration
Actio= n=20 Type: Program Evaluation

Principal

Start: 07/01/2009
End: 06/30/2010

Administrative Staff
Performance Assessments
Teachers

ACTION BUDGET:

Professional Development will be provided = in=20 Professional Learning Communities on using=20 rubrics, constructed response items, high yi= eld=20 strategies, differentiated instruction and=20 assessment for learning.
Action Type:=20 Collaboration
Action Type: Equity
Acti= on=20 Type: Professional Development

Principal

Start: 07/01/2009
End: 06/30/2010

District Staff
Teaching Aids

ACTION BUDGET:

Teachers will utilize professional learnin= g=20 communities to conduct horizontal and vertic= al=20 alignment. The PCSSD Curriculum Mastery Maps= will=20 be used to drive instruction in the classroo= m.=20 Learning will be evaluated through a variety= of=20 assessments.
Action Type: Alignment
A= ction=20 Type: Collaboration
Action Type: Professi= onal=20 Development

Classroom Teacher

Start: 07/01/2009
End: 06/30/2010

District Staff
Performance Assessments
Teachers

ACTION BUDGET:

Baker Elementary will utilize the school-w= ide=20 economic system to build connections between= math=20 procedures and real-life situations in an ef= fort=20 to increase math achievement.
Action Typ= e:=20 Collaboration
Action Type: Equity

Economics Specialist

Start: 07/01/2009
End: 06/30/2010

Administrative Staff
Teachers

ACTION BUDGET:

Test scores for all strands and population= s=20 will be analyzed annually to determine stren= gths=20 and weaknesses. Teachers will work in profes= sional=20 learning communities to ensure the developme= nt and=20 implementation of an action plan to address= =20 weaknesses found when analyzing.
Action = Type:=20 Collaboration
Action Type: Program=20 Evaluation
Action Type: Special=20 Education

Principal

Start: 07/01/2009
End: 06/30/2010

District Staff
Teachers

ACTION BUDGET:

All certified staff will participate in=20 monthly faculty meetings which focus on=20 instructional issues and/or needs. Teachers = will=20 discuss effective instructional practices an= d will=20 discuss progress in instructional focus area= s.=20
Action Type: Professional Development

Principal

Start: 07/01/2009
End: 06/30/2010

District Staff
Teachers
Teaching Aids

ACTION BUDGET:

All teachers, including special education= =20 teachers, will participate in 60 required ho= urs of=20 professional development that includes six (= 6)=20 hours of technology, two (2) hours of parent= =20 involvement and two (2) hours of Arkansas Hi= story=20 for instructors of history. An individual ma= y be=20 entitled to up to twelve (12) hours of=20 professional development credit approval by = the=20 district/school which may be applied toward = the 60=20 hours professional development requirement f= or=20 that time period at the beginning of each sc= hool=20 year which is used to plan and prepare curri= culum=20 or develop other instructional activities pu= rsuant=20 to Act 1185 of 2005. We will create a profes= sional=20 development plan annually in compliance with= =20 Arkansas law & rules governing professio= nal=20 development which shall be a part of the ACS= IP.=20 Our school's professional development plan=20 complies with Arkansas law & rules by=20 including the 3 hour college course as appli= cable=20 to equal 15 hours (up to 30). For each=20 administrator, the 60 hour professional=20 development requirement shall include traini= ng in=20 data disaggregation, instructional leadershi= p,=20 three hours of parental involvement and fisc= al=20 management.
Action Type: Professional=20 Development

Principal

Start: 07/01/2009
End: 06/30/2010

ACTION BUDGET:

Teachers and students will use an Elmo=20 document camera, along with a laptop compute= r, and=20 data projector for various interactive learn= ing=20 opportunities as well as the inclusion of=20 technology.
Action Type: Technology=20 Inclusion

Principal

Start: 07/01/2009
End: 06/30/2010

Administrative Staff
Computers
District Staff

ACTION BUDGET:

Title IIA funds will be used to hire a=20 curriculum specialist will be hired to provi= de=20 coaching and mentoring to teachers in best=20 practices in literacy and mathematics.
Ac= tion=20 Type: Professional Development

Principal

Start: 07/01/2009
End: 06/30/2010

Central Office
Outside Consultants

ACTION BUDGET:

In 2009-2010 each school leadership team w= ith=20 consultation from the RTI Coordinators, will= =20 determine steps toward implementation of RTI= .=20 Specific elements to be examined will be: 1)= =20 knowledge/understanding of building staff in= RTI,=20 2) examination of student data as a method i= n=20 identifying which learning areas need specif= ic=20 attention and with targeting groups of strug= gling=20 learners, 3) assessing needs of PLCs such as= =20 professional development on research based=20 interventions within core instruction along = with=20 small group interventions, 4) the school's=20 problem-solving team which meets to assist t= hose=20 students who are not progressing even with=20 repeated, ongoing research-based interventio= ns and=20 5) communication of RTI to both the parents = and=20 surrounding community.
Action Type:=20 Collaboration
Action Type: Professional=20 Development

Principal

Start: 07/01/2009
End: 06/30/2010

ACTION BUDGET:

Items that address our low areas of Geomet= ry=20 and Measurement with an emphasis on open-res= pone=20 items, will be purchased to train teachers, = in=20 professional learning communities.
Action= Type:=20 Professional Development

Principal

Start: 07/01/2009
End: 06/30/2010

$661.5

PD (State-223) - Materials &=20 Supplies:	$661.50

ACTION BUDGET:

Total Budget:

$2661.5

Intervention: Research based=20 remediation

Scientific Based Research: Nat= ional=20 Association of Elementary School Principals.= =20 "Leading After-School Learning Communities: = What=20 Principals Should Know and Be Able To Do."=20 Alexandria, VA: 2006. Polmon, J. et al. "You= th=20 Programs in the Community Context." Aftersch= ool=20 Matters No. 3. New York, NY: Spring 2004,=20 "Understanding Students' Thinking: Learning = and=20 Teaching Measurement", Reston, VA: 2003. Bat= tista,=20 M.T., "Using Manipulative Models to Build Nu= mber=20 Sense" Reston, VA: 2002. Cramer, K., "Classr= oom=20 Instruction That Works: Research-Based Strat= egies=20 for Increasing Student Achievement." Alexand= ria,=20 VA: 2001. Marzano, Robert J.

Actions

Person Responsible

Timeline

Resources

Source of Funds

Teachers will use Compass Learning Odyssey= in=20 K - 5 classrooms to enhance student achievem= ent in=20 mathematics.
Action Type: Equity
Actio= n=20 Type: Special Education
Action Type: Tech= nology=20 Inclusion

Classroom Teacher

Start: 07/01/2009
End: 06/30/2010

Administrative Staff
Computers
District Staff

ACTION BUDGET:

In professional learning communities, teac= hers=20 will conduct an item-by-item analysis of=20 state-mandated test data to target areas of= =20 weakness that can be addressed in their clas= sroom=20 instruction.
Action Type: Collaboration

Principal

Start: 07/01/2009
End: 06/30/2010

District Staff
Teachers

ACTION BUDGET:

Academic Improvement Plans that include=20 supplemental and remedial instructional stra= tegies=20 and learning opportunities will be developed= and=20 utilized to promote and improve student=20 achievement in mathematics for those K - 5=20 students below grade-level proficiency. Plan= s will=20 be developed jointly by parents and teachers= =20 during conferences.
Action Type:=20 AIP/IRI
Action Type: Parental Engagement<= BR>

Classroom Teacher

Start: 07/01/2009
End: 06/30/2010

Administrative Staff
District Staff
Teachers

ACTION BUDGET:

Special education teacher will meet with=20 classroom teachers to prepare math lessons a= nd/or=20 make appropriate modifications for students = in=20 special education.
Action Type:=20 Collaboration
Action Type: Equity
Acti= on=20 Type: Special Education

Special Education Teacher

Start: 07/01/2009
End: 06/30/2010

District Staff
Teachers
Teaching Aids

ACTION BUDGET:

Teachers will use effective instructional= =20 strategies to teach a variety of approaches = for=20 working and solving problems so that every c= hild=20 can experience success. These strategies wil= l be=20 evidenced in the teacher's lesson plans.
= Action=20 Type: Collaboration
Action Type: Equity

Classroom Teacher

Start: 07/01/2009
End: 06/30/2010

Administrative Staff
District Staff
Teachers
Teaching Aids

ACTION BUDGET:

Teachers will utilize small group instruct= ion=20 to increase student achievement. Instruction= will=20 focus on the strands of Geometry and=20 Measurement.
Action Type: Equity

Classroom Teacher

Start: 07/01/2009
End: 06/30/2010

District Staff
Teachers
Teaching Aids

ACTION BUDGET:

Benchmark Camp will be provided for studen= ts=20 during the day in testing grades to aid in=20 preparation for the mathematics portion of t= he=20 Benchmark Exam. Students scoring below profi= cient,=20 or identified by their teachers as having a = need,=20 will be invited to attend.
Action Type:=20 Equity

Counselor

Start: 07/01/2009
End: 06/30/2010

Administrative Staff
Teachers
Teaching Aids

ACTION BUDGET:

Students will be given a learning styles=20 inventory. Teachers will design instruction = that=20 will optimize the student's opportunity to l= earn=20 by presenting information in ways that stude= nts=20 are most likely to learn.
Action Type:=20 Equity

Counselor

Start: 07/01/2009
End: 06/30/2010

Administrative Staff
District Staff
Teachers

ACTION BUDGET:

The actions of this intervention will be=20 evaluated periodically and annually by the s= chool=20 leadership team through the results of CWT's= ,=20 intermittent assessments, CRTs and NRTs. CRT= =20 results showed that 89.8% of our students we= re=20 proficient on tests. Our evaluation showed t= hat=20 most of our curriculum was aligned as repres= ented=20 by our test scores. Our test scores show tha= t our=20 students benefited from our plan.
Action = Type:=20 Program Evaluation

Principal

Start: 07/01/2009
End: 06/30/2010

Administrative Staff
District Staff
Teachers


ACTION BUDGET:	$
Total Budget:	$0

Intervention: Research based=20 strategies to reduce disparity

Scientific Based Research: Sie= gler,=20 Robert, S. NCTM, A Research Companion to=20 Principals and Standards for School Mathemat= ics,=20 "Implications of Cognitive Science Research = for=20 Mathematics Education", 2003. Carpenter, T.P= .,=20 L.Levi, M.L. Franke, and E. Rennema. The Nat= ional=20 Council of Teachers of Mathematics. Slocumb,= Paul=20 D. Ed.D., "Hear Our Cry: Boys in Crisis", 20= 04.=20 "Classroom Instruction That Works: Research-= Based=20 Strategies for Increasing Student Achievemen= t."=20 Alexandria, VA: 2001. Marzano, Robert J. "A= =20 Framework for Understanding Poverty." Highla= nds,=20 TX. 2001, Payne, Ruby K.

Actions

Person Responsible

Timeline

Resources

Source of Funds

Classroom Teacher

Start: 07/01/2009
End: 06/30/2010

Administrative Staff
District Staff
Teachers
Teaching Aids

ACTION BUDGET:

Students will be given a learning styles=20 inventory to identify individual learning st= yles.=20
Action Type: Equity

Counselor

Start: 07/01/2009
End: 06/30/2010

Administrative Staff
District Staff
Teachers

ACTION BUDGET:

Teachers will use differentiated instructi= on=20 to optimize student learning by presenting=20 information in ways that students are most l= ikely=20 to learn.
Action Type: Equity

Classroom Teacher

Start: 07/01/2009
End: 06/30/2010

Administrative Staff
Teachers
Teaching Aids

ACTION BUDGET:

The actions of this intervention will be=20 evaluated periodically and annually by the s= chool=20 leadership team through the results of CWT's= ,=20 intermittent assessments, CRTs and NRTs. CRT= =20 results showed that 89.8% of our students we= re=20 proficient on tests. Our evaluation showed t= hat=20 most of our curriculum was aligned as repres= ented=20 by our test scores. Our test scores show tha= t our=20 students benefited from our plan.
Action = Type:=20 Program Evaluation

Principal

Start: 07/01/2009
End: 06/30/2010

Administrative Staff
District Staff
Teachers


ACTION BUDGET:	$
Total Budget:

Priority 2:

To increase student performance in literacy

Supporting Data:

Based on a comprehensive needs assessment th= at=20 reflects an in-depth trend analysis of multiple = data=20 sources across multiple grade levels and content= areas=20 we found that our areas of need in our combined= =20 population to be Content Passages in reading and= Style=20 in writing as the lowest strands. Multiple choic= e=20 questions were higher than open response questio= ns.=20 This conclusion has been obtained by studying th= e=20 CRT,NRT, intermittent assessments.=20
Based on a comprehensive needs assessment th= at=20 reflects an in-depth trend analysis of multiple = data=20 sources across multiple grade levels and content= areas=20 we found that our areas of need in our Caucasian= =20 population to be Content Passages in reading and= Style=20 in writing as the lowest strands. Multiple choic= e=20 questions were higher than open response questio= ns.=20 This conclusion has been obtained by studying th= e=20 CRT,NRT, intermittent assessments.=20
Based on a comprehensive needs assessment th= at=20 reflects an in-depth trend analysis of multiple = data=20 sources across multiple grade levels and content= areas=20 we found that our areas of need in our=20 African-American population to be Content Passag= es in=20 reading and Style in writing as the lowest stran= ds.=20 Multiple choice questions were higher than open= =20 response questions. This conclusion has been obt= ained=20 by studying the CRT,NRT, intermittent assessment= s.=20
Students at Baker Interdistrict Elementary S= chool=20 had an average daily attendance rate of 96.8% fo= r the=20 2008-2009 school year, 98% during the 2007-2008 = school=20 year, and 97.8% during the 2006-2007 school year= .

Goal

To improve student achievement on the Benchmark = Exam=20 in the areas of content passages in reading and co= ntent=20 and style in writing.

Benchmark

At the end of the 2009 school year, 83.2% of our= =20 combined population was proficient or above in rea= ding.=20 At the end of the 2010 school year, 71.2% of the=20 combined population will score proficient or above= .=20 Annually we will increase by 3.36%.

Benchmark

At the end of the 2009 school year, 83.7% of our= =20 Caucasian population was proficient or above in re= ading.=20 At the end of the 2010 school year, 71.2% of the=20 combined population will score proficient or above= .=20 Annually we will increase by 3.26%.

Benchmark

At the end of the 2009 school year, 81.6% of our= =20 African-American population was proficient or abov= e in=20 reading. At the end of the 2010 school year, 71.2%= of=20 the combined population will score proficient or a= bove.=20 Annually we will increase by 3.68%.

Intervention: Standards Based = Core=20 Literacy

Scientific Based Research: "9= =20 Components of Effective, Research-Supported= =20 Reading Instruction" by The Learning First=20 Alliance, 2004, available at=20 www.learningfirst.org; "What's Hot, What's N= ot for=20 2005" by International Reading Association,= =20 Reading Today, vol. 22, no. 3, December=20 2004/January 2005, available at www.reading.= org.=20 Benjamin, A. (2003). Differentiated Instruct= ion.=20 New York, NY: Eye on Eduction. Morrow, Lesle= y,=20 & Gambrell, Linda B. (2003). Best Practi= ces in=20 Literacy Instruction. New York, NY Guilford = Press.=20 National Reading Study Validates Reading=20 Renaissance and Accelerated Reader, Madison,= WI,=20 Renaissance Learning Inc.

Actions

Person Responsible

Timeline

Resources

Source of Funds

Classroom teachers that are not yet traine= d in=20 ELLA, Effective Literacy, or Reading First w= ill=20 receive training in order to facilitate a=20 scientifically-based, literacy-centered clas= sroom.=20
Action Type: Professional Development

Principal

Start: 07/01/2009
End: 06/30/2010

District Staff
Outside Consultants
Teaching Aids

ACTION BUDGET:

Teachers will utilize Professional learnin= g=20 communities to conduct horizontal and vertic= al=20 alignment. The PCSSD Curriculum Mastery Maps= will=20 be used to drive instruction in the classroo= m.=20 Learning will be evaluated through a variety= of=20 assessments.
Action Type: Alignment
A= ction=20 Type: Collaboration
Action Type: Professi= onal=20 Development

Classroom Teachers

Start: 07/01/2009
End: 06/30/2010

Administrative Staff
Teachers
Teaching Aids

ACTION BUDGET:

New teachers will be trained using Compass= =20 Learning Odyssey, which will be utilized in = K-5=20 classrooms to enhance student achievement in= =20 literacy.
Action Type: Equity
Action = Type:=20 Parental Engagement
Action Type: Technolo= gy=20 Inclusion

Classroom Teacher

Start: 07/01/2009
End: 06/30/2010

Administrative Staff
Computers
District Staff

ACTION BUDGET:

Teachers will maintain student portfolios = that=20 may include running records, observation sur= vey=20 results, DRA levels, DIBELS results, writing= =20 samples, and other assessments. These portfo= lios=20 will be reviewed each nine weeks and at pare= nt=20 conferences for progress.
Action Type:=20 Parental Engagement

Classroom Teacher

Start: 07/01/2009
End: 06/30/2010

Administrative Staff
District Staff
Performance Assessments
Teachers

ACTION BUDGET:

Staff will review and revise ACSIP plan=20 biannually to determine if desired instructi= onal=20 strategies are clearly defined and being met= .=20
Action Type: Program Evaluation

Principal

Start: 07/01/2009
End: 06/30/2010

Performance Assessments
Teachers

ACTION BUDGET:

Certified staff will participate in monthl= y=20 faculty meetings which focus on instructiona= l=20 issues and/or needs. Teachers will discuss=20 effective instructional practices and will d= iscuss=20 progress in instructional focus areas.
A= ction=20 Type: Collaboration
Action Type: Professi= onal=20 Development

Principal

Start: 07/01/2009
End: 06/30/2010

District Staff
Teachers
Teaching Aids

ACTION BUDGET:

Teachers will include a literacy open-resp= onse=20 item in their language arts instruction and= =20 assignments weekly which are aligned with th= e=20 district curriculum guides and the Arkansas= =20 Frameworks.
Action Type: Alignment

Classroom Teacher

Start: 07/01/2009
End: 06/30/2010

Performance Assessments
Teachers
Teaching Aids

ACTION BUDGET:

Test scores will be analyzed annually to=20 determine strengths and weaknesses. Teachers= will=20 work in Professional Learning Community to e= nsure=20 the development and implementation of an act= ion=20 plan to address weaknesses in the area of=20 literacy.
Action Type: Collaboration
= Action=20 Type: Program Evaluation
Action Type: Spe= cial=20 Education

Principal

Start: 07/01/2009
End: 06/30/2010

District Staff
Teachers

ACTION BUDGET:

Students in grades K-5 will be tested=20 throughout the year on STAR Literacy to dete= rmine=20 individual student reading level.
Action = Type:=20 Equity

Classroom Teachers

Start: 07/01/2009
End: 06/30/2010

Administrative Staff
Computers
School Library
Teachers

ACTION BUDGET:

Teachers will be trained in the use of=20 Renaissance Place which will be used in K-5= =20 classrooms to enhance student achievement in= =20 literacy.
Action Type: Professional=20 Development
Action Type: Technology=20 Inclusion

Media Specialist

Start: 07/01/2009
End: 06/30/2010

Administrative Staff
Computers
Teachers

ACTION BUDGET:

Staff will review and revise ACSIP Plan=20 biannually to determine if desired instructi= onal=20 strategies are clearly defined and being=20 met.
Action Type: Collaboration
Action= Type:=20 Program Evaluation

Principal

Start: 07/01/2009
End: 06/30/2010

Administrative Staff
Performance Assessments
Teachers

ACTION BUDGET:

The actions of this intervention will be=20 evaluated periodically and annually by the s= chool=20 leadership team through the results of CWT's= ,=20 intermittent assessments, CRTs and NRTs. CRT= =20 results showed that 81.6% of our students we= re=20 proficient in mathematics. Our evaluation sh= owed=20 that most of our curriculum was aligned as=20 represented by our test scores. Our test sco= res=20 show that our students benefited from our=20 plan.
Action Type: Program Evaluation
=

Principal

Start: 07/01/2009
End: 06/30/2010

Administrative Staff
District Staff
Teachers

ACTION BUDGET:

Principal

Start: 07/01/2009
End: 06/30/2010

Administrative Staff
Computers
District Staff

ACTION BUDGET:

Items that address our low areas of conten= t=20 passages in reading and content and style in= =20 writing, will be purchased to train teachers= in=20 professional learning communities.
Action= Type:=20 Professional Development

Principal

Start: 07/01/2009
End: 06/30/2010

$661.5

PD (State-223) - Materials &=20 Supplies:	$661.50

ACTION BUDGET:

Total Budget:

$661.5

Intervention: Research based=20 remediation

Scientific Based Research: Vau= ghn,=20 Sharon and Linan-Thompson, Sylvia (2004)=20 Researched-Based Methods of Reading Instruct= ion:=20 Grades K-3., "Guiding Readers and Writers:=20 Teaching Comprehension, Genre, and Content=20 Literacy", Portsmouth, NH. 2001, Fountas, Ir= ene C.=20 and Pinnell, Gay Su., "Teaching for Deep=20 Comprehension: A Reading Workshop Approach",= =20 Portland, MA. 2005, Dorn, Linda J. and Soffo= s,=20 Carla., "Strategies at Work: Teaching=20 Comprehension to Enhance Understanding" Mark= ham,=20 Ontario, 2000, Harvey, Stephanie and Goudvis= ,=20 Anne., "The Fluent Reader: Oral Reading Stra= tegies=20 for Building Word Recognition, Fluency, and= =20 Comprehension", New York, NY, 2003, Rasinki,= =20 Timothy V., Scientific Based Research: Eaton= ,=20 Verna (2006) Differentiated Instruction.=20 Tomlinson, Carol (2003) Characteristics of a= =20 Differentiated Classroom. Alexandria, VA : A= SCD=20 Tomlinson, Carol (2006) Integrating Differen= tiated=20 Instruction. Alexandria, VA: ASCD Compass=20 Learning, Inc. (2002), Compass Learning=20 Scientifically Based Research.

Actions

Person Responsible

Timeline

Resources

Source of Funds

Literacy materials including classroom nov= els=20 will be used to supplement instruction and w= ill=20 target those students at-risk or below profi= ciency=20 in specific skill areas.
Action Type:=20 AIP/IRI
Action Type: Alignment
Action = Type:=20 Equity

Principal

Start: 07/01/2009
End: 06/30/2010

District Staff
Teachers
Teaching Aids

$3034

NSLA (State-281) - Materials &=20 Supplies:	$3034.00

ACTION BUDGET:

Special education teacher will meet with=20 classroom teachers to plan literacy or make= =20 appropriate modifications for students in sp= ecial=20 education.
Action Type: Collaboration
= Action=20 Type: Equity
Action Type: Special=20 Education

Special Education Teacher

Start: 07/01/2009
End: 06/30/2010

Administrative Staff
District Staff
Teachers
Teaching Aids

ACTION BUDGET:

Compass Learning Odyssey will be utilized = in=20 K-5 classrooms to enhance student achievemen= t in=20 literacy.
Action Type: Equity
Action T= ype:=20 Technology Inclusion

Classroom Teacher

Start: 07/01/2009
End: 06/30/2010

Computers
District Staff
Teachers

ACTION BUDGET:

Academic Improvement Plans (grades 3 - 5) = and=20 Intensive Reading Interventions (grades K - = 2)=20 that include supplemental and remedial=20 instructional strategies and learning=20 opportunities will be developed and utilized= to=20 promote and improve student achievement in=20 literacy for those students below grade-leve= l=20 proficiency. Plans will be developed jointly= =20 between parents and teachers at conferences.= =20
Action Type: AIP/IRI
Action Type:=20 Collaboration
Action Type: Parental=20 Engagement

Classroom Teacher

Start: 07/01/2009
End: 06/30/2010

Administrative Staff
Teachers

ACTION BUDGET:

In professional learning communities, teac= hers=20 will conduct an item-by-item analysis of sta= te=20 mandated test data to target areas of weakne= ss=20 that can be addressed in their classroom=20 instruction.
Action Type: Collaboration

Principal

Start: 07/01/2009
End: 06/30/2010

Performance Assessments
Teachers

ACTION BUDGET:

Students will be given a learning styles=20 inventory. Teachers will design instruction = that=20 will optimize the students opportunity to le= arn by=20 presenting information in ways that students= are=20 most likely to learn.
Action Type:=20 Equity

Counselor

Start: 07/01/2009
End: 06/30/2010

Administrative Staff
District Staff
Teachers

ACTION BUDGET:

Test scores will be analyzed annually to=20 determine strengths and weaknesses. Teachers= will=20 work in Professional Learning Communities to= =20 ensure the development and implementation of= an=20 action plan to address weaknesses in the are= a of=20 literacy.
Action Type: Collaboration
= Action=20 Type: Program Evaluation
Action Type: Spe= cial=20 Education

Principal

Start: 07/01/2009
End: 06/30/2010

District Staff
Teachers

ACTION BUDGET:

Benchmark Camp will be provided for studen= ts=20 during the day in testing grades to aid in=20 preparation for the literacy portion of the= =20 Benchmark Exam. Students scoring below profi= cient,=20 or identified by their teachers as having a = need,=20 will be invited to attend.
Action Type:=20 Equity

Counselor

Start: 07/01/2009
End: 06/30/2010

Administrative Staff
Computers
Teachers
Teaching Aids

ACTION BUDGET:

Classroom Teachers

Start: 07/01/2009
End: 06/30/2010

ACTION BUDGET:

The actions of this intervention will be=20 evaluated periodically and annually by the s= chool=20 leadership team through the results of CWT's= ,=20 intermittent assessments, CRTs and NRTs. CRT= =20 results showed that 81.6% of our students we= re=20 proficient in mathematics. Our evaluation sh= owed=20 that most of our curriculum was aligned as=20 represented by our test scores. Our test sco= res=20 show that our students benefited from our=20 plan.
Action Type: Program Evaluation
=

Principal

Start: 07/01/2009
End: 06/30/2010

Administrative Staff
District Staff
Teachers

ACTION BUDGET:

Teachers will use DRA, DIBELS, formative=20 assessments, and teacher made assessments to= =20 monitor growth in literacy. The data will be= =20 discussed during PLC meetings.
Action Ty= pe:=20 Collaboration
Action Type: Professional=20 Development

Principal

Start: 07/01/2009
End: 06/30/2010

$1800

NSLA (State-281) - Materials &=20 Supplies:	$1800.00

ACTION BUDGET:

Total Budget:

$4834

Intervention: Research based=20 strategies to reduce disparity

Scientific Based Research:=20 Scientific Based Research: "Guiding Readers = and=20 Writers: Teaching Comprehension, Genre, and= =20 Content Literacy", Portsmouth, NH 2001. Foun= tas,=20 Irene C. and Pinnell, Gay Su., "Teaching for= Deep=20 Comprehension: A Reading Workshop Approach",= =20 Portland, MA. 2005, Dorn, Linda J. and Soffo= s,=20 Carla., "Strategies At Work: Teaching=20 ComprehensionTo Enhance Understanding" Markh= am,=20 Ontario, 2000, Harvey, Stephanie and Goudvis= ,=20 Anne., "The Fluent Reader: Oral Reading Stra= tegies=20 for Building Word Recognition, Fluency, and= =20 Comprehension", New York, NY 2003, Rasinki,= =20 Timothy V., Scientific Based Research: Eaton= ,=20 Verna (2006)Differentiated Instruction. Toml= inson,=20 Carol (2003)Characteristics of a Differentia= ted=20 Classroom. Alexandria, VA: ASCD Tomlinson, C= arol.=20 (2006) Integrating Differentiated Instructio= n.=20 Alexandria, VA: ASCD Compass Learning, Inc.= =20 (2002), Compass Learning Scientifically Base= d=20 Research.

Actions

Person Responsible

Timeline

Resources

Source of Funds

Principal

Start: 07/01/2009
End: 06/30/2010

District Staff
Teachers
Teaching Aids

ACTION BUDGET:

Students will be given a learning styles=20 inventory to identify individual learning st= yles.=20
Action Type: Equity

Counselor

Start: 07/01/2009
End: 06/30/2010

Administrative Staff
District Staff
Teachers

ACTION BUDGET:

Teachers will use differentiated instructi= on=20 to optimize student learning by presenting=20 information in ways that students are most l= ikely=20 to learn.
Action Type: Equity

Classroom Teacher

Start: 07/01/2009
End: 06/30/2010

Administrative Staff
District Staff
Teachers

ACTION BUDGET:

The actions of this intervention will be=20 evaluated periodically and annually by the s= chool=20 leadership team through the results of CWT's= ,=20 intermittent assessments, CRTs and NRTs. CRT= =20 results showed that 81.6% of our students we= re=20 proficient in mathematics. Our evaluation sh= owed=20 that most of our curriculum was aligned as=20 represented by our test scores. Our test sco= res=20 show that our students benefited from our=20 plan.
Action Type: Program Evaluation
=

Principal

Start: 07/01/2009
End: 06/30/2010

Administrative Staff
District Staff
Teachers

$1566

ACTION BUDGET:

Teachers will utilize a data projector to= =20 provide various opportunities for interactiv= e=20 learning as well as the inclusion of technol= ogy.=20

Action Type: Technology Inclusion

Principal

Start: 07/01/2009
End: 06/30/2010

$1566

NSLA (State-281) - Materials &=20 Supplies:	$1566.00

ACTION BUDGET:

Total Budget:

Priority 3:

To improve school climate.

Supporting Data:

Trend analysis for 2006-2009 show most=20 disciplinary office referrals resulted from a fa= ilure=20 to follow school/classroom rules and defiant=20 behavior.
In the 2008-2009 school year, there= were=20 24 discipline referrals resulting in 13 suspensi= ons (1=20 WF, 1 BM, 2BF) and 6 assignments to Saturday Sch= ool (3=20 WM, 1 BM, 2 BF). In the 2007-2008 school year, t= here=20 were 29 discipline referrals resulting in 15=20 suspensions (6 WM, 9 BM) and 11 assignments to=20 Saturday School (9 WM, 2 BM). In the 2006 - 2007= =20 school year, there were 14 discipline referrals= =20 resulting in 4 suspensions (1 BF, 3 WM) and 5=20 assignments to Saturday School (2 WM, 3 BM, ).
The Formative Evaluation Process for School= =20 Improvement (FEPSI), School Climate Inventory da= ta=20 from 2008 - 2009 school year indicated that 72.4= % of=20 the staff agree that students participate in sol= ving=20 school related problems. 86.2% agree the buildin= g is=20 neat, bright, clean, and comfortable. 82.8% agre= e=20 students share the responsibility for keeping th= e=20 school environment attractive and=20 clean.

According to the School-Wide Progr= am=20 Teacher Questionnaire (SWPTQ), in 2008-2009, 80%= of=20 teachers agree that teachers are given sufficien= t=20 planning time to implement our program.
Students at Baker Interdistrict Elementary S= chool=20 had an average daily attendance rate of 96.8% fo= r the=20 2008-2009 school year, 98% during the 2007-2008 = school=20 year, and 97.8% during the 2006-2007 school year= .=20

Goal

To maintain a positive school climate that promo= tes=20 student participation in school planning, wise dec= ision=20 making, and continued utilization of the economics= -based=20 Behavior Management Plan for all students at Baker= =20 Interdistrict Elementary School.

Benchmark

To decrease the number of office referrals by 5%= of=20 the school population annually.

Intervention: Character=20 Education

Scientific Based Research:=20 "Implementing a School Uniform Policy: A Cas= e=20 Study of Three Districts," by Scott Joftus, = Ed.D.=20 and Suzy Lesser, M.S., April, 2004; "Charact= er=20 Education - New Emphasis on an Old Idea" by = Carol=20 A. Bruce, Student News Today, Spring, 2004. =

Actions

Person Responsible

Timeline

Resources

Source of Funds

Students and parents will be provided a co= py=20 of district, school, bus, and classroom=20 expectations at the beginning of the school = year.=20 Parents will be asked to sign and return a f= orm=20 documenting that they have received and revi= ewed=20 the expectations for all students.
Actio= n=20 Type: Parental Engagement

Principal

Start: 07/01/2009
End: 06/30/2010

District Staff
Teachers

ACTION BUDGET:

The special education teacher will provide= =20 modifications or individual behavior plans f= or=20 students in special education when a need ar= ises.=20 IEP conferences will be conducted as needed.= =20
Action Type: Collaboration
Action Typ= e:=20 Parental Engagement
Action Type: Special= =20 Education

Special Education Teacher

Start: 07/01/2009
End: 06/30/2010

Administrative Staff
Teachers
Teaching Aids

ACTION BUDGET:

Students from each classroom exhibiting go= od=20 character will be recognized as a "Character= Kid."=20 Students will be recognized on the Baker Bro= adcast=20 and on the bulletin board in the hallway.=20
Action Type: Equity

Counselor

Start: 07/01/2009
End: 06/30/2010

Teachers

ACTION BUDGET:

Students and teachers will work together t= o=20 develop classroom expectations for student=20 behavior. Students will remain involved in=20 classroom decision-making throughout the yea= r=20 while maintaining high expectations for thei= r=20 learning environment.
Action Type:=20 Equity

Classroom Teacher

Start: 07/01/2009
End: 06/30/2010

Administrative Staff
Teachers

ACTION BUDGET:

Students will wear uniforms.
Action Ty= pe:=20 Equity
Action Type: Parental Engagement

Principal

Start: 07/01/2009
End: 06/30/2010

Community Leaders
Teachers

ACTION BUDGET:

Students and all staff will wear name badg= es=20 so that a sense of community and familiarity= =20 exists among teachers and students.
Acti= on=20 Type: Collaboration
Action Type: Equity

Principal

Start: 07/01/2009
End: 06/30/2010

Computers
Teachers

ACTION BUDGET:

In an effort to combine our economics them= e=20 with our behavior management plan, students = in=20 kindergarten through third grade will utiliz= e=20 "Baker Bucks" and students in fourth and fif= th=20 grade will utilize the "checkbook" system.=20 Appropriate behavior earns rewards. Students= will=20 learn to keep track of their earnings.
A= ction=20 Type: Alignment
Action Type: Equity
Ac= tion=20 Type: Parental Engagement

Economics Specialist

Start: 07/01/2009
End: 06/30/2010

Administrative Staff
Teachers

ACTION BUDGET:

Staff will review and revise ACSIP Plan=20 biannually to determine if desired instructi= onal=20 strategies are clearly defined and being met= .=20
Action Type: Program Evaluation

Principal

Start: 07/01/2009
End: 06/30/2010

Performance Assessments
Teachers

ACTION BUDGET:

The "Baker Store" will be utilized for=20 students to purchase items with the "Baker B= ucks"=20 they earned for having appropriate behavior.= =20
Action Type: Equity

Economics Specialist

Start: 07/01/2009
End: 06/30/2010

Administrative Staff
Teachers

ACTION BUDGET:

A compact will be used between school staf= f,=20 students, and parents to clarify responsibil= ities=20 and expectations of all parties in the educa= tion=20 process of each student at school.
Actio= n=20 Type: Alignment
Action Type: Parental=20 Engagement

Principal

Start: 07/01/2009
End: 06/30/2010

District Staff
Teachers

ACTION BUDGET:

Student representatives from grades 3, 4, = and=20 5 will serve on the Principal's Council, whi= ch=20 will meet to discuss issues at school and pl= an for=20 school, school spirit and other activities.= =20
Action Type: Collaboration

Principal

Start: 07/01/2009
End: 06/30/2010

Teachers

ACTION BUDGET:

Students will be recognized in each classr= oom=20 at the end of quarters one, two, and three f= or=20 academic achievement, citizenship and perfec= t=20 attendance.
Action Type: Alignment
Ac= tion=20 Type: Equity

Principal

Start: 07/01/2009
End: 06/30/2010

Computers
Teachers

ACTION BUDGET:

The staff will evaluate the effectiveness = of=20 the behavior management plan, including the= =20 economics aspect, at the end of the school y= ear=20 and will recommend changes or modifications = to the=20 program for next year, as needed.
Action= Type:=20 Program Evaluation

Principal

Start: 07/01/2009
End: 06/30/2010

Community Leaders
Teachers

ACTION BUDGET:

Teachers new to Baker Elementary will be=20 assigned a Teacher Mentor. These teachers wi= ll=20 utilize professional learning community time= to=20 work together and support each other so that= =20 teachers have all available support during t= heir=20 first year at Baker or in the teaching profe= ssion.=20
Action Type: Collaboration

Principal

Start: 07/01/2009
End: 06/30/2010

District Staff
Teachers

ACTION BUDGET:

Parent facilitator will acquire materials = that=20 encourage responsible parenting. Materials w= ill be=20 found in the Media Center and are available = for=20 parents to borrow.
Action Type: Parental= =20 Engagement

Assistant Principal

Start: 07/01/2009
End: 06/30/2010

Central Office
Computers

ACTION BUDGET:

A parent center will be located in the Med= ia=20 Center and will have a variety of parental a= nd=20 educational materials available for parents.= =20
Action Type: Parental Engagement

Assistant Principal

Start: 07/01/2009
End: 06/30/2010

ACTION BUDGET:

A current student will serve on the local= =20 school improvement committee.
Action Typ= e:=20 Parental Engagement

Principal

Start: 07/01/2009
End: 06/30/2010

Administrative Staff
Computers

ACTION BUDGET:

To encourage communication between home an= d=20 school, information is provided through Edli= ne,=20 student handbooks, folders, and agenda books= =20 containing school expectations and procedure= s,=20 newsletters, school calendar with upcoming e= vents,=20 school address, and phone number. Student pl= anners=20 will be used with students in grades two thr= ough=20 five and are expected to be checked by paren= ts and=20 teachers daily to foster this home-school=20 communication.
Action Type: Equity
Act= ion=20 Type: Parental Engagement

Classroom Teacher

Start: 07/01/2009
End: 06/30/2010

Administrative Staff
Computers
Teachers

ACTION BUDGET:

Parents of Kindergarteners for 2010 - 2011= =20 will be invited to an informational meeting= =20 designed to allow them to learn about the=20 expectations for kindergarteners, provide th= em=20 with curriculum expectations, and provide th= em the=20 opportunity to interact with the teachers/st= aff at=20 Baker.
Action Type: Parental Engagement

Principal

Start: 07/01/2009
End: 06/30/2010

Teachers
Teaching Aids

ACTION BUDGET:

A public meeting (Parents Make a Differenc= e=20 Night) will be held to inform parents of=20 curriculum (standards and assessments), prog= rams,=20 test results, and funding. Parents will be=20 provided with tips on how they can facilitat= e=20 their child's learning at home.
Action Ty= pe:=20 Parental Engagement

Classroom Teacher

Start: 07/01/2009
End: 06/30/2010

Administrative Staff
District Staff

ACTION BUDGET:

Baker Elementary will implement the follow= ing=20 parental involvement engagements required by= ACT=20 207 of 2007 (amended ACT 603 of 2003)which i= nclude=20 informational packets, parental involvement= =20 meetings, school's process for resolving par= ental=20 concerns in handbook,enable formulation of=20 PTA/PTO, parent facilitator, and two parent= =20 teacher conferences after the first and thir= d nine=20 weeks. Our parent facilitator is Pamela=20 McCurry.
Action Type: Collaboration
Ac= tion=20 Type: Parental Engagement

Assistant Principal

Start: 07/01/2009
End: 06/30/2010

Administrative Staff
Teachers

ACTION BUDGET:

The effectiveness of our parental involvem= ent=20 program will be evaluated by the results of= =20 surveys distributed at Parent meetings.
A= ction=20 Type: Parental Engagement
Action Type: Pr= ogram=20 Evaluation

Assistant Principal

Start: 07/01/2009
End: 06/30/2010

Administrative Staff

ACTION BUDGET:

Professional development will be provided = to=20 staff on local school and district Disciplin= e=20 Management Plan.
Action Type: Professiona= l=20 Development

Principal

Start: 07/01/2009
End: 06/30/2010

District Staff

ACTION BUDGET:

Notification will be sent to parents to in= form=20 them of their rights to know the highly qual= ified=20 status of teachers and=20 para-professionals.
Action Type: Parental= =20 Engagement

Principal

Start: 07/01/2009
End: 06/30/2009

Administrative Staff

ACTION BUDGET:

Staff will review and revise DMP and schoo= l=20 climate criteria to determine if goals/actio= ns are=20 being met.
Action Type: Collaboration
= Action=20 Type: Program Evaluation

Principal

Start: 07/01/2009
End: 06/30/2010


ACTION BUDGET:	$
Total Budget:

Priority 4:

Improve wellness

Supporting Data:

In 2008-2009, the BMI results for indicated = that=20 40.2% of the male student population was at risk= of=20 being overweight or were overweight and 16.3% of= the=20 female student population was at risk of being=20 overweight or were overweight.

In 2007-20= 08,=20 the BMI results for Baker Elementary indicated t= hat=20 26.2% of the male student population was at risk= of=20 being overweight or were overweight and 24.2% of= the=20 female student population was at risk of being=20 overweight or were overweight.

In 2006-2= 007,=20 the BMI indicated that 30.3% of the male student= =20 population was at risk of being overweight or we= re=20 overweight and 24.3% of the female student popul= ation=20 was at risk of being overweight or were=20 overweight.
Act 317 of 2007 provides for 60 minutes of=20 physical education weekly, and 90 minutes of phy= sical=20 activity weekly for kindergarten through fifth g= rade.=20
As related by the Arkansas Governor's Initia= tive=20 Healthy Arkansas, 55.3% of Arkansans failed to m= eet=20 recommendations for moderate or vigorous activit= y.=20 (http://www.arkansas.gov/ha/physical)

Goal

Improve wellness.

Benchmark

Healthier BMI results will be evident by June 30= ,=20 2010. There will be a 5% difference in the 2008-20= 09 BMI=20 results indicating healthier lifestyles are being= =20 practiced.

Intervention: School Wellness= =20 Plan

Scientific Based Research:=20 Educational Leadership. "Healthy and Ready t= o=20 Learn." David Satcher (September 2005, Vol. = 63.1).=20 Research shows that nutrition and physical=20 activity affect student achievement. Educati= onal=20 Leadership. "A Coordinated School Health Pla= n."=20 Pat Cooper (September 2005, Vol. 63.1). Rese= arch=20 indicates wellness programs must meet the ne= eds of=20 the whole child including health education,= =20 physical education, health services, nutriti= on=20 services, counseling and psychological servi= ces,=20 healthy school environment, health promotion= for=20 staff and family, community environment in o= rder=20 to improve student achievement.

Actions

Person Responsible

Timeline

Resources

Source of Funds

Students in grades K-5 receive age appropr= iate=20 and cultural sensitive instruction in health= =20 education that helps them develop the knowle= dge,=20 attitudes, and behaviors to adopt, maintain,= and=20 enjoy a healthy lifestyle. Students are enco= uraged=20 to participate in Red Ribbon Week activities= that=20 promote drug-free healthy lifestyles.
Act= ion=20 Type: Equity

Classroom Teacher

Start: 07/01/2009
End: 06/30/2010

Teachers

ACTION BUDGET:

All students are provided quality daily=20 physical education that fosters the developm= ent of=20 knowledge, attitudes, skills, behaviors, and= =20 confidence needed to be physically active fo= r=20 life.
Action Type: Equity

Classroom Teacher

Start: 07/01/2009
End: 06/30/2010

ACTION BUDGET:

The school will encourage parents and=20 guardians to support their children's=20 participation in physical education, to be=20 physically active role models, and to includ= e=20 physical activity in family events, i.e. Gir= l/Boy=20 Scouts, organized team sports, and Field=20 Day.
Action Type: Parental Engagement
=

Principal

Start: 07/01/2009
End: 06/30/2010

ACTION BUDGET:

The school will provide in-service=20 opportunities to enable teachers and other s= chool=20 staff to promote enjoyable, lifelong physica= l=20 activity among students.
Action Type:=20 Professional Development

Principal

Start: 07/01/2009
End: 06/30/2010

ACTION BUDGET:

Baker Elementary makes drinking fountains= =20 available at all times so that students can = get=20 water at meals and throughout the day. Stude= nts=20 may bring water bottles for their individual= use=20 whenever needed.
Action Type: Equity
<= /TD>

Principal

Start: 07/01/2009
End: 06/30/2010

ACTION BUDGET:

Baker Elementary students will be provided= =20 age-appropriate programs that promote health= ,=20 safety, and wellness.

Classroom Teacher

Start: 07/01/2009
End: 06/30/2010

ACTION BUDGET:

Student activity levels will be monitored= =20 using the Presidential Fitness Program.
A= ction=20 Type: Program Evaluation
Action Type:=20 Wellness

Physical Education Teacher

Start: 07/01/2009
End: 06/30/2010

Teachers


ACTION BUDGET:	$
Total Budget:

<= /TR>

Priority 5:

Students who are English Language Learners will = be=20 provided with educational opportunities to succeed= and=20 to achieve proficiency on their state mandated tes= ts.=20

Supporting Data:

Weaknesses shown: kindergarten - listening,= =20 speaking, reading, and writing 1st - speaking,=20 reading, and writing 2nd - none 3rd - listening,= =20 reading, and writing 4th - listening, speaking,= =20 reading, and writing 5th - none

Goal

Two percent of students who are included in the = ESL=20 subpopulation will be dismissed from the ESL progr= am=20 annually due to achieving district exit criteria.<= /TD>

Benchmark

The school will ensure implementation of the ELL= =20 program by the staff by monitoring the instruction= and=20 program implementation that is supported by Distri= ct=20 funding and professional development activities.

Intervention: ESL Instructiona= l=20 Facilitators will deliver instruction to stu= dents=20 in the ESL subpopulation using high yield re= search=20 based strategies.

Scientific Based Research: Man= aging=20 ESL Programs in Rural and Small Urban School= s,=20 Barney Berube, Teachers of English to speake= rs of=20 other languages (TESOL) (2000). Education in= the=20 Post- Lakeview Era: What is Arkansas doing t= o=20 close the achievement gap. Jay Barth, and Ke= ith=20 Nitta. Whatever It Takes, DuFour, Richard= ,=20 National Education Service, 2004 Classroom=20 Instruction that Works with English language= =20 Learners, Hill, Jane D. and Flynn, Kathleen,= =20 Association for Curriculum and Development, = 2006=20 Detracking for Excellence and Equity, Burris= ,=20 Carol and Garrity, Delia, Association for=20 Curriculum and Development, 2008

Actions

Person Responsible

Timeline

Resources

Source of Funds

Home Language Surveys given to students up= on=20 enrollment in the district identify prospect= ive=20 ELL students. A screening/placement test is = then=20 given to these students for language assessm= ent.=20 Students who have been identified as languag= e=20 learners will be served by ESL endorsed teac= hers=20 to develop their language skills.
Action= Type:=20 Equity

ELL Coordinator

Start: 07/01/2009
End: 06/30/2010

Administrative Staff
Teachers

ACTION BUDGET:

Students will be taught English language=20 skills aligned to Arkansas frameworks throug= h a=20 variety of accommodations, techniques and EL= L=20 classes, such as sheltered classes, language= =20 acquisition classes, modified content, and a= ccess=20 to word-to-word dictionaries.
Action Typ= e:=20 Alignment
Action Type: Collaboration
A= ction=20 Type: Equity

ELL Coordinator

Start: 07/01/2009
End: 06/30/2010

Administrative Staff
Teachers

ACTION BUDGET:

Instructional Facilitators will be provide= d=20 with professional development to enhance the= ir=20 teaching skills when working with English La= nguage=20 Learners.
Action Type: Collaboration
= Action=20 Type: Equity
Action Type: Professional=20 Development

ELL Coordinator

Start: 07/01/2009
End: 06/30/2010

Administrative Staff
Teachers

ACTION BUDGET:

EVALUATION: ELDA and Benchmark/EOC testing= =20 will provide data to determine the direction= of=20 the PCSSD ESL program for 2010-11.
Actio= n=20 Type: Collaboration
Action Type:=20 Equity
Action Type: Program Evaluation

ELL Coordinator

Start: 07/01/2009
End: 06/30/2010

Administrative Staff
Teachers

ACTION BUDGET:

Provide the ESL/ LEP students with highly= =20 qualified teachers, highly qualified tutors,= =20 substitutes, and materials to help them achi= eve=20 and become proficient. A parent conference w= ill be=20 held to provide information about their stud= ents.=20 Professional development will be included fo= r the=20 Instructional Facilitators to help improve s= tudent=20 achievement. The school: will annually asses= s the=20 English proficiency of all children with lim= ited=20 English proficiency participating in program= s=20 funded by these funds; has based its propose= d plan=20 on scientifically based research on teaching= =20 limited English proficient children; will en= sure=20 that the programs will enable children to sp= eak,=20 read, listen, write and comprehend the Engli= sh=20 language and meet State academic content and= =20 student academic standards; and is not in=20 violation of any State law, consistent with= =20 sections 3126/3127.
Action Type:=20 Alignment
Action Type: Equity
Action T= ype:=20 Parental Engagement
Action Type: Professi= onal=20 Development

ELL Coordinator

Start: 07/01/2009
End: 06/30/2010

Administrative Staff
District Staff
Teachers


ACTION BUDGET:	$
Total Budget:

Planning Team

Classification Name Position Committee

Classroom Teacher Amy Bryant Kindergarten Teacher Literacy

Classroom Teacher Barbara Kirkpatrick Kindergarten Teacher School Climate

Classroom Teacher Brooke Bale Second Grade Teacher Wellness

Classroom Teacher Casey Wheeler First Grade Wellness

Classroom Teacher Cathie Huey Fifth Grade Teacher School Climate

Classroom Teacher Darlene Kirkpatrick Fourth Grade Teacher Math

Classroom Teacher Debbie Shearer Kindergarten Teacher Literacy

Classroom Teacher Donna Anderson Third Grade Teacher School Climate

Classroom Teacher Jamie Fields First Grade Teacher Literacy

Classroom Teacher Jessica Collier Fifth Grade Teacher Wellness

Classroom Teacher Judith Melikian Fourth Grade Teacher Wellness

Classroom Teacher Kayla Sullivan First Grade Teacher Math

Classroom Teacher Lucille Traylor Third Grade Teacher Literacy

Classroom Teacher Mildred Baker Fourth Grade Teacher Literacy

Classroom Teacher Nakesha Cunningham Kindergarten Teacher Math

Classroom Teacher Natalie Donham Second Grade Teacher Math

Classroom Teacher Patsy Hill First Grade Teacher School Climate

Classroom Teacher Paula Prock Third Grade Teacher Math

Classroom Teacher Peggy Dodge Third Grade Teacher Literacy

Classroom Teacher Stephanie Johnston Kindergarten Teacher Wellness

Classroom Teacher Susan Easter Fifth Grade Teacher Math

Classroom Teacher Susan Rainer First Grade Teacher Literacy

Classroom Teacher Tracy Maple Second Grade Teacher Math

Non-Classroom Professional Staff= Amy Roehrenbeck Art Teacher Wellness

Non-Classroom Professional Staff= Chantele Williams Curriculum Specialist Math, Literacy

Non-Classroom Professional Staff= Erin Martinez Music Teacher Math

Non-Classroom Professional Staff= Julie Stewart Special Education Teacher Math

Non-Classroom Professional Staff= Justin Robken Assistant Principal Mathematics, Literacy, School Cl= imate,=20 Wellness

Non-Classroom Professional Staff= Lisa Byrum Economics Specialist School Climate

Non-Classroom Professional Staff= Lynn Reynolds Gifted and Talented Facilitator<= /TD> School Climate

Non-Classroom Professional Staff= Mary Woodruff Media Specialist Literacy

Non-Classroom Professional Staff= Merle Faulkenberry Physical Education Teacher Wellness

Non-Classroom Professional Staff= Patty Griffin Counselor School Climate

Parent Robin Vanover Parent School Climate

Principal Kyron Jones Principal Mathematics, Literacy, School Cl= imate,=20 Wellness

=20

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