ACSIP

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School Plan

Print=20 Version

Chenal Elem

Arkansas Comprehensive School Improvement Plan

2009-2010

Approved:

As a professional learning community, Chenal= =20 Elementary will seek to provide an engaging and releva= nt=20 curriculum that encourages student expression and=20 environmental awareness. We will develop life-long lea= rners=20 who function successfully in a global society.

Grade Span: K-5 Title I: Not Applicable School Improvement: A=20

Table of Contents
Priority 1:=20 Literacy
    Goal: To impr= ove=20 reading skills across the curriculum with an emphasis on= =20 comprehension, fluency, practical reading passages and o= pen=20 response; to improve writing skills across the curriculu= m with=20 an emphasis in the writing domains of style and=20 content
Priority 2:=20 Mathematics
    Goal: To i= mprove=20 mathematical problem solving and written explanation abo= ut=20 matematical thinking with emphasis on measurement and da= ta=20 analysis and probability
Priority 3: School=20 Climate
    Goal: To devel= op a=20 school climate conducive to increased parental involveme= nt,=20 communicate the school's mission and goals, foster=20 collaboration between members of the school community, a= nd=20 decrease the amount of instructional time lost to discip= line=20 matters.
Priority 4:=20 Wellness
    Goal: Chenal= =20 Elementary will promate wellness by creating an environm= ent=20 that supports physical fitness and maintaining a healthy= =20 lifestyle.
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 improve student student performance in litera= cy=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= =20 areas, we found that Chenal Elementry's areas of= need=20 in our combined populationto be in practical pas= sages,=20 particularly in open response questions. In writ= ing,=20 our greatest needs are in the domains of content= and=20 style. This conclusion was obtained by studying = the=20 CRT, NRT, and district intermittent assessments.= =20
Based on a comprehensive needs assessment th= at=20 reflects an in-depth trend analysis of multpe so= urces=20 across multiple grade levels and content areas, = we=20 found that in our Caucasian population, our area= s of=20 need in reading are in practical passages and Op= en=20 response; our areas of need in writing to be con= tent=20 and style. This conclusion was obtained by study= ing=20 the CRT, NRT, and district intermittent assessme= nts.=20
Based on a comprehensive needs assessment th= at=20 reflects an in-depth trend analysis of multpe so= urces=20 across multiple grade levels and content areas, = we=20 found that in our African American population, o= ur=20 areas of need in reading are in practical passag= es;=20 our areas of need in writing to be content and s= tyle.=20 This conclusion was obtained by studying the CRT= , NRT,=20 and district intermittent assessments.

Goal To improve reading skills across the curriculum = with=20 an emphasis on comprehension, fluency, practical r= eading=20 passages and open response; to improve writing ski= lls=20 across the curriculum with an emphasis in the writ= ing=20 domains of style and content

Benchmark At the end of the 2009 school year, 79% of our=20 combined population was proficient or above in rea= ding.=20 At the end of the 2009-10 school year, Arkansas=20 Department of Education requires 71% will score=20 proficient or above. Annually, Chenal Elementary w= ill=20 improve by 4.0%.

Benchmark At the end of the 2009 school year, 87% of our=20 Caucasian population was proficient or above in re= ading.=20 At the end of the 2009-10 school year, Arkansas=20 Department of Education requires 71.2% of our cauc= asian=20 population will score proficient or above. Annuall= y,=20 Chenal Elementary will improve by 2.0%.

Benchmark At the end of the 2009 school year, 70% of our=20 African American population was proficient or abov= e in=20 reading. At the end of the 2009-10 school year, Ar= kansas=20 Department of Education requires 71.2% of our Afri= can=20 American population will score proficient or above= .=20 Annually, Chenal Elementary will improve by 6.0%.<= /TD>

=

Intervention: Core Curriculum:= =20 Comprehensive Standards-Based Literacy

Scientific Based Research:=20 Scientific Based Research: (1) DuFour, R,. D= ufour,=20 R, Eaker, R & Karhanek, G. (2004). Whate= ver It=20 Takes. " Indiana: SolutionTree. (2)Vaughn &a= mp;=20 Thompson. (2004)"Research Based Methods of R= eading=20 Instruction." Virginia: ASCD. (3) Marzano, R= obert,=20 etal. (2001) "Classroom Instruction That Wor= ks"=20 Massachusetts: McRel. (4) Invernizzi, Marcia= ,=20 etas(2004) Word Sorts for Within Within Word= =20 Pattern Speller, Upper Saddle River, NJ: Pea= rson=20 Education, Inc. (5) Stiggins, R. (2005)Asses= sment=20 FOR Learning: Building a culture of confiden= t=20 Learners. (6) R. DuFour, R. Eaker, & R=20 DuFour(eds.), On common ground: The power of= =20 professional learning communities. Bloomingt= on,=20 IN: Solution Tree. (7) Borman, G. and Dowlin= g, M.=20 (2004) Testing the Reading Achievement. Madi= son,=20 WI: University of Wisconsin-Madison, Departm= ent of=20 Educational Leadership and Policy Analysis.= =20 Available online: (8) National Association o= f=20 Elementary School Principals. Leading After-= School=20 Learning Commmunities: What Principals Shoul= d Know=20 and Be Able To Do. " Alexandria VA: 2006.=20 (9)Polman, J.,(Spring 2004) "Youth Programs = in the=20 Community Context." Afterschool Matters No. = 3. New=20 York, NY (10) Schlechty, Phillip C. (2002)Wo= rking=20 On the Work," San Francisco, CA: Jossey-Bass= =20 Education Series. (11) Marzano, Robert J.,=20 Pickering Debra J. (2005), Building Academic= =20 Vocabulary Virginia: ASCD(12) Nathional Read= ing=20 Panel. (2000) Report of the National Reading= Panel=20 Teaching Children to Read. Maryland: The Nat= ional=20 Institute for Literacy.

Actions Person Responsible Timeline Resources Source of Funds

The PCSSD Curriculum Standards will be use= d to=20 plan quarterly instruction. Teachers will ut= ilize=20 formative assessments to evaluate the litera= cy=20 achievement of all students. Results will be= =20 analyzed during PLC meetings to determine st= udent=20 deficiencies and update IRI's and AIP's.=20
Action Type: AIP/IRI
Action Type:=20 Alignment
Action Type: Collaboration
<= /TD> Principal Start: 07/01/2009
End: 06/30/2010

Performance Assessments

Teachers

ACTION BUDGET: $

A Curriculum Specialist will be used to=20 collaborate with classroom teachers on=20 research-based instructional strategies and= =20 techniques to provide up-to-date professiona= l=20 development to all teachers in the building= =20 including Special Education teachers and Alp= ha=20 teachers.
Action Type: Collaboration
= Action=20 Type: Professional Development
Action Typ= e:=20 Special Education
Curriculum specialist Start: 07/01/2009
End: 06/30/2010

Administrative Staff

District Staff

ACTION BUDGET: $

All teachers, including special education= =20 teachers, will attend summer training and=20 follow-up sessions in Early Literacy Learnin= g in=20 Arkansas (ELLA) and/or Effective Literacy.=20
Action Type: Collaboration
Action Typ= e:=20 Professional Development
Action Type: Spe= cial=20 Education
Curriculum specialist Start: 07/01/2009
End: 06/30/2010

Administrative Staff

Outside Consultants

ACTION BUDGET: $

Academic Improvement Plans (grades K-5) an= d=20 Intensive Reading Interventions (grades K-2)= will=20 be developed and utilized to promote and imp= rove=20 students achievement in literacy for those=20 students below grade level proficiency. Plan= s will=20 be developed jointly between parents and tea= chers=20 at conferences.
Action Type: AIP/IRI
= Action=20 Type: Collaboration
Action Type: Parental= =20 Engagement
Principal Start: 07/01/2009
End: 06/30/2010

Administrative Staff

Teachers

ACTION BUDGET: $

Odyssey will be used with all K-5 students= to=20 enhance achievement in literacy.
Action = Type:=20 AIP/IRI
Action Type: Alignment
Action = Type:=20 Special Education
Action Type: Technology= =20 Inclusion
Principal Start: 07/01/2009
End: 06/30/2010

Computers

Teachers

Teaching Aids

ACTION BUDGET: $

Chenal's current instructional programs an= d=20 interventions will be evaluated in vertical = teams=20 to determine their effectiveness on student= =20 achievement. These programs will be assessed= using=20 data from PCSSD Formative Assessments, DRA, = DIBELS=20 STAR, SAT 10 results, and Benchmark results.= =20
Action Type: Collaboration
Action Typ= e:=20 Program Evaluation
Principal Start: 07/01/2009
End: 06/30/2010

School Library

Teachers

ACTION BUDGET: $

Use technology (Microsoft Word,=20 PowerPoint,Excel, Odyssey, etc.) to enhance = the=20 implementation of Comprehensive Literacy and= =20 foster independent student inquiry, research= .=20
Action Type: Technology Inclusion
Media Specialist Start: 07/01/2009
End: 06/30/2010

Computers

School Library

Teachers

ACTION BUDGET: $

Teachers will provide teaching strategies t= hat=20 will enhance student's ability to improve=20 comprehension, and engage in real-life appli= cation=20 that will demonstrate critical thinking skil= ls=20 through research, reading, writing, speaking= ,=20 listening and problem solving
Action Type= :=20 Collaboration
Action Type: Technology=20 Inclusion
Principal Start: 07/01/2009
End: 06/30/2010

Computers

School Library

Teachers

Teaching Aids

ACTION BUDGET: $

Plan Evaluation; Teachers, including speci= al=20 education teachers, will monitor students pr= ogress=20 using DIBELS,DRA,formative assessments and t= eacher=20 made assessments to monitor growth in litera= cy=20 during PLC meetings and documentation will b= e=20 kept.
Action Type: Program=20 Evaluation
Action Type: Special=20 Education
Curriculum Specialist Start: 07/01/2009
End: 06/30/2010

Teachers

ACTION BUDGET: $

Teachers (including special education=20 teachers) will use a variety of materials al= igned=20 with Arkansas frameworks to teach reading an= d=20 writing such as leveled readers, trade=20 books,children's literature, Accelerated=20 Reader/Renaissance Place software, big books= ,=20 writers' notebooks and other appropriate mat= erials=20 that enhance literacy centered classrooms an= d=20 address content and style in writing and=20 open-response questions.
Action Type:=20 Alignment
Action Type: Equity
Action T= ype:=20 Technology Inclusion
Curriculum Specialist Start: 07/01/2009
End: 06/30/2010

Administrative Staff

Teachers

ACTION BUDGET: $

Professional learning Communities (PLC) wi= ll=20 be utilized to develop and implement strateg= ies to=20 address student deficiencies. Horizontal and= =20 vertical planning will occur during PLC=20 meetings
Action Type: Alignment
Action= Type:=20 Collaboration
Action Type: Professional=20 Development
Principal Start: 07/01/2009
End: 06/30/2010

Administrative Staff

Teachers

ACTION BUDGET: $

Teachers will implement Comprehensive Lite= racy=20 reading instructional approaches learned in = ELLA=20 and/or Effective Literacy training such as=20 writer's workshop, reader's workshop, read a= loud,=20 shared reading, guided reading, and literatu= re=20 circles.
Action Type: Alignment
Actio= n=20 Type: Equity
Classroom Teacher Start: 07/01/2009
End: 06/30/2010

Administrative Staff

District Staff

ACTION BUDGET: $

Differentiated instruction; All teachers w= ill=20 employ a variety of instructional settings s= uch as=20 cooperative grouping, literacy centers, one = to=20 one, small group and whole group instruction= .=20
Action Type: Equity
Classroom Teacher Start: 07/01/2009
End: 06/30/2010

Administrative Staff

ACTION BUDGET: $

Highly Qualified Teachers will incorporate= =20 literacy skills and strategies, aligned to=20 Arkansas frameworks, using activities in pho= nemic=20 awareness, phonics, fluency,vocabulary, and= =20 reading comprehension.
Action Type:=20 Alignment
Teachers Start: 07/01/2009
End: 06/30/2010

Teachers

Teaching Aids

ACTION BUDGET: $

All K-5th grade students will be tested fo= r an=20 appropriate reading range using the STAR rea= ding=20 Assessment.
Action Type: AIP/IRI
Actio= n=20 Type: Special Education
Action Type: Tech= nology=20 Inclusion
Media Specialist Start: 07/01/2009
End: 06/30/2010

ACTION BUDGET: $

Teachers will be trained in Edline/GradeQu= ick=20 to be used as a parent communication tool be= tween=20 school and home.
Action Type: Parental=20 Engagement
Action Type: Professional=20 Development
Action Type: Technology=20 Inclusion
Principal Start: 07/01/2009
End: 06/30/2010

ACTION BUDGET: $

Teachers will utilize high yield strategie= s to=20 improve instructional practices and student= =20 achievement.
Action Type: Alignment
Teachers Start: 07/01/2009
End: 06/30/2010

Teachers

ACTION BUDGET: $

Chenal will implement the following parent= al=20 involvement engagements required by ACT 307 = of=20 2007 (amended ACT 603 of 2003) which include= =20 informational packets, parental involvement= =20 meetings, school's process for resolving par= ental=20 concerns in handbook, seminars to inform the= =20 parents of high school students about how to= be=20 involved in decisions, 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 Curriculum= =20 Specialist.
Action Type: Parental=20 Engagement
Principal Start: 07/01/2009
End: 06/30/2010

Administrative Staff

ACTION BUDGET: $

The district administration has recruited = and=20 maintained Highly Qualified Teachers, includ= ing=20 P.E. teachers, to instruct students of the=20 district.
Action Type: Alignment
Central Office Start: 07/01/2009
End: 06/30/2010

Central Office

ACTION BUDGET: $

All teachers, including special education= =20 teachers, will participate in 60 required ho= urs of=20 professional development and two hours of Ar= kansas=20 History for instructors of history. An indiv= idual=20 may be entitled to up to twelve 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 laws & rules governing professi= onal=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 hours 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

Administrative Staff

District Staff

Teachers

ACTION BUDGET: $

Open-ended response questions and assignme= nts=20 will be implemented in all classrooms.=20 Professional development and curriculum alig= nment=20 will be provided in Professional Learning=20 Communities.
Action Type: Alignment
Ac= tion=20 Type: Collaboration
Action Type: Professi= onal=20 Development
Principal Start: 07/01/2009
End: 06/30/2010

Administrative Staff

District Staff

ACTION BUDGET: $

Evaluation: Implement the following tools = that=20 will ensure student achievement; classroom w= alk=20 throughs, formative assessment data, augment= ed=20 Benchmark exam data, SAT 10 data, and teache= r=20 observation. Student achievement will be mon= itored=20 and evaluated during PLC meetings,=20 horizontal/vertical team meetings, and will = be=20 documented on PLC meeting forms and CWT's. T= he=20 impact on student achievement will be evalua= ted=20 using data from formative assessments, augme= nted=20 benchmark exam, and SAT 10 exam. Staff will = review=20 and revise ACSIP plan bi-annually to determi= ne if=20 desired instructional strategies are clearly= =20 defined and being met. The 2008-2009 data sh= owed=20 that 79% of our combined student population = was=20 proficient or above.
Action Type:=20 AIP/IRI
Action Type: Alignment
Action = Type:=20 Equity
Action Type: Program=20 Evaluation
Action Type: Special=20 Education
Principal Start: 07/01/2009
End: 06/30/2010

Administrative Staff

Teachers

ACTION BUDGET: $

Students will receive instruction from Hig= hly=20 Qualified teachers. The district will contin= ue to=20 recruit and maintain those Highly Qualified= =20 employees. Also, a transition meeting for pr= e-K=20 parents will be scheduled to ease the transi= tion=20 from pre-K to kindergarten. Academic informa= tion=20 will be given to the parents to support futu= re=20 learning. Parents and students will tour=20 kindergarten classrooms and talk to kinderga= rten=20 teachers about expectations.
Action Type:= =20 Collaboration
Action Type: Parental=20 Engagement
Principal Start: 07/01/2009
End: 06/30/2010

Administrative Staff

Teachers

ACTION BUDGET: $

A Theme Specialist will work collaborative= ly=20 with school staff to develop a plan for=20 integrating Chenal's themes of Creative Expr= ession=20 and Environment with state standards into th= e core=20 literacy curriculum and assist staff, includ= ing=20 special education professionals in effective= ly=20 implementing that plan.
Action Type:=20 Alignment
Action Type: Collaboration
A= ction=20 Type: Equity
Action Type: Professional=20 Development
Action Type: Special=20 Education
Principal Start: 07/07/2009
End: 06/30/2010

Administrative Staff

Central Office

District Staff

Teachers

ACTION BUDGET: $

Instructional materials and supplies will = be=20 purchased to support the comprehensive liter= acy=20 program. The most current school data will b= e=20 considered as selections are made.
Principal Start: 07/01/2009
End: 06/30/2010

ACTION BUDGET: $

Response to Intervention(RTI) plans will b= e=20 developed for students who are not progressi= ng in=20 their Academic Improvement Plans. Research-b= ased=20 interventions will be documented and monitor= ed for=20 effectiveness.
Action Type: AIP/IRI
Ac= tion=20 Type: Collaboration
Action Type: Special= =20 Education
Principal Start: 07/01/2009
End: 06/30/2010

Teachers

ACTION BUDGET: $

Total Budget: $0

Intervention: Researched-Based= =20 Remediation Strategies

Scientific Based Research: (1)= =20 Vaughn, Sharon and Linan-Thompson, Sylvia (2= 004)=20 Research-Based Methods of Reading Instructio= n:=20 Grades K - 3 (2) Fountas, Irene C, and Pinne= ll,=20 Gay Su (2001), Guiding Readers and Writers:= =20 Teaching Comprehension, Genre, and Content=20 Literacy, Portsmouth, NH: Heinemann. (3)Dorn= ,=20 Linda J. and Soffos, Carla. (2005) Teaching = for=20 Deep Comprehension: A Reading Workshop Appro= ach,=20 Portland, MA. (4) Harvey, Stephanie and Goud= vis,=20 Anne. (2000) Strategies That Work: Teaching= =20 Comprehension to Enhance Understanding, Onta= rio:=20 Markham. (5) Rasinski, Timothy V. (2003) The= =20 Fluent Reader: Oral Reading Strategies for=20 Building Word Recognition, Fluency, and=20 Comprehension, New York, NY. (6) Eaton, Vern= a=20 (2006) Scientific Based Research: Differenti= ated=20 Instruction. (7)Tomlinson, Carol (2003)=20 Characteristics of a Differentiated Classroo= m.=20 Alexandria, VA: ASCD (8)Tomlinson, Carol. (2= 006)=20 Integrating Scientifically Based Research.=20 (9)Compass Learning, Inc. (2002), Compass Le= arning=20 Scientifically Based Research. (10) Marzano,= =20 Robert J., Pickering Debra J. (2005), Buildi= ng=20 Academic Vocabulary, Virginia: ASCD
Actions Person Responsible Timeline Resources Source of Funds

Academic Improvement Plan (grades 3-5) and= =20 Intensive Reading Interventions (grades K-2)= will=20 be developed and utilized to promote and imp= rove=20 student achievement in literacy for those st= udents=20 below grade level proficiency. Plans will be= =20 developed jointly between parents and teache= rs at=20 conferences.
Action Type: AIP/IRI
Act= ion=20 Type: Collaboration
Action Type: Parental= =20 Engagement
Action Type: Technology=20 Inclusion
Principal Start: 07/01/2009
End: 06/30/2010

Administrative Staff

Computers

Teachers

ACTION BUDGET: $

All teachers, including special education= =20 teachers will employ a variety of instructio= nal=20 settings such as cooperative grouping, liter= acy=20 centers, one to one, small group and whole g= roup=20 instruction. Curriculum Specialist will prov= ide=20 coaching and team-teaching.
Action Type:= =20 AIP/IRI
Action Type: Alignment
Action = Type:=20 Collaboration
Action Type: Equity
Acti= on=20 Type: Professional Development
Principal Start: 07/01/2009
End: 06/30/2010

Teachers

ACTION BUDGET: $

All K-5th grade students will be tested fo= r an=20 appropriate reading range using the STAR Rea= ding=20 Assessment.
Action Type: Equity
Action= Type:=20 Technology Inclusion
Media Specialist and Teacher Start: 07/01/2009
End: 06/30/2010

Computers

School Library

Teachers

ACTION BUDGET: $

Evaluation: Implement the following tools = that=20 will ensure student achievement: classroom w= alk=20 throughs, formative assessment data, Augment= ed=20 Benchmark Exam data, SAT 10 data, and teache= r=20 observation. Student achievement will be mon= itored=20 and evaluated during PLC meetings,=20 horizontal/vertical team meetings, and will = be=20 documented on PLC meeting forms and CWTs. Th= e=20 impact on student achievement will be evalua= ted=20 using data from formative assessments, augme= nted=20 benchmark exam, and SAT 10 exam. Staff will = review=20 and revise ACSIP plan bi-annually to determi= ne if=20 desired instructional strategies are clearly= =20 defined and being met.
Action Type:=20 AIP/IRI
Action Type: Alignment
Action = Type:=20 Equity
Action Type: Program=20 Evaluation
Action Type: Special=20 Education
Principal Start: 07/01/2009
End: 06/30/2010

Administrative Staff

Teachers

ACTION BUDGET: $

Evaluation: Implement the following tools = that=20 will ensure student achievement: classroom w= alk=20 throughs, formative assessment data, Augment= ed=20 Benchmark Exam data, SAT 10 data, and teache= r=20 observation. Student achievement will be mon= itored=20 and evaluated during PLC meetings,=20 horizontal/vertical team meetings, and will = be=20 documented on PLC meeting forms and CWTs. Th= e=20 impact on student achievement will be evalua= ted=20 using data from formative assessments, augme= nted=20 benchmark exam, and SAT 10 exam. Staff will = review=20 and revise ACSIP plan bi-annually to determi= ne if=20 desired instructional strategies are clearly= =20 defined and being met. The 2008-2009 data sh= owed=20 that 79% of our combined student population = was=20 proficient or above.
Action Type:=20 AIP/IRI
Action Type: Alignment
Action = Type:=20 Program Evaluation
Action Type: Special=20 Education
Principal Start: 07/01/2009
End: 06/30/2010

Administrative Staff

Teachers

ACTION BUDGET: $

Academic Improvement Plans (grades 3-5) an= d=20 Intensive Reading Interventions (grades K-2)= will=20 be developed and utilized to promote and imp= rove=20 student achievement in literacy for those st= udents=20 below grade level proficiency. Plans will be= =20 developed jointly between parents and teache= rs at=20 conferences.
Action Type: AIP/IRI
Act= ion=20 Type: Collaboration
Action Type: Parental= =20 Engagement
Action Type: Technology=20 Inclusion
Principal Start: 07/01/2009
End: 06/30/2010

Administrative Staff

Computers

Teachers

ACTION BUDGET: $

An after school camp will be offered for=20 students scoring below proficient or teacher= =20 identified will be invited to attend.
Ac= tion=20 Type: Equity
Principal Start: 07/01/2009
End: 06/30/2010

Administrative Staff

Computers

Teachers

ACTION BUDGET: $

Total Budget: $0

Intervention: Research Based=20 Supplemental Programs

Scientific Based Research:=20 (1)Fountas, Irene C. and Pinnell, Gay Su (20= 01)=20 "Guiding Readers and Writers: Teaching=20 Comprehension, Genre, and Content Literacy",= =20 Portsmouth, NH: Heineman. (2) Dorn, Linda J.= and=20 Soffos, Carla. (2005) "Teaching for Deep=20 Comprehension: A Reading Workshop Approach",= =20 Portland, MA. (3) Harvey, Stephanie and Goud= vis,=20 Anne. (2000), "Strategies at Work: Teaching= =20 Comprehension to Enhance Understanding", Ont= ario:=20 Markham. (4) Rasinski, Timothy V. (2003) "Th= e=20 Fluent Reader: Oral Reading Strategies for=20 Building Word Recognition, Fluency, and=20 Comprehension", New York, NY. (5) Compass=20 Learning, Inc. (2002)"ScientificBased Reasea= rch:=20 Florida Center for Reading Research: Odyssey= =20 Reading (k-2). (6) Marzano, Robert J. and=20 Pickering, Debra. (2005) Building Academic=20 Vocabulary. Alexandria, VA: ASCD (7) Nationa= l=20 Reading Panel. (2000) Report of the National= =20 Reading Panel Teaching Children to Read. Mar= yland:=20 The National Institute for Literacy (8) Foor= man,=20 Barbara and Toresen, Joseph (2001) Critical= =20 Elements of the Classroom and Small Group=20 Instruction Promote Reading Success in All=20 Children. University of Texas-Houston Health= =20 Science Center and Florida State University.=

Actions Person Responsible Timeline Resources Source of Funds

Accelerated reader / Renaissance Place wil= l be=20 utilized in every classroom. The Media Speci= alist=20 will collaborate with teachers to encourage = all=20 students to read in order to increase=20 comprehension. There will be a recognition p= rogram=20 for students who have reached their=20 goals.
Action Type: Alignment
Action T= ype:=20 Equity
Action Type: Technology Inclusion<= BR> Media Specialist Start: 07/01/2009
End: 06/30/2010

Computers

District Staff

School Library

Teachers

ACTION BUDGET: $

Odyssey will be used with all k-5 students= to=20 enhance acheivement in student literacy. Ody= ssey=20 reports will be used to monitor student prog= ress.=20 The Odyssey Program is aligned with Arkansas= =20 Frameworks.
Action Type: Equity
Action= Type:=20 Program Evaluation
Action Type: Technolog= y=20 Inclusion
Teachers Start: 07/01/2009
End: 06/30/2010

Computers

District Staff

School Library

Teachers

ACTION BUDGET: $

Professional development will be provide f= or=20 kindergarten through fifth grade teachers in= =20 Professional Learning Communities on Reader'= s and=20 Writer's Workshop, Guided Reading, Higher Or= der=20 Questioning, Using High Yield Strategies, an= d=20 Academic Vocabulary, using rubrics, construc= ted=20 response items, differentiated instruction, = and=20 assessment for learning.
Action Type:=20 Collaboration
Action Type: Professional=20 Development
Action Type: Program=20 Evaluation
Principal Start: 07/01/2009
End: 06/30/2010

Central Office

District Staff

Outside Consultants

Teachers

ACTION BUDGET: $

Teachers (including special education teac= her=20 and music) will use a variety of materials t= o=20 teach reading and writing such as leveled re= aders,=20 trade books, children's literature, software= , big=20 books, writers' notebooks, reading and writi= ng=20 lessons, Reading A - Z website to print leve= led=20 books and comprehension activities and other= =20 appropriate materials that enhance literacy= =20 centered classrooms and address content and = style=20 in writing and open-response questions. All= =20 classroom, special education and speciality= =20 teachers will use a variety of materials to = teach=20 reading and writing such as leveled readers,= trade=20 books, childrens' literature, software, big = books,=20 writers'notebooks, reading and writing lesso= ns,=20 downloaded leveled books and comprehension=20 activities from the Reading A-Z website and = other=20 appropriate materials that enhance=20 literacy-centered classrooms and address con= tent=20 and style in writing and reading open respon= se=20 questions. Visual presenters and LCD project= ors=20 will be utilized to enhance instructional de= livery=20 and differentiate instruction.
Action Ty= pe:=20 Equity
Action Type: Special Education
= Action=20 Type: Technology Inclusion
Curriculum Specialist Start: 07/01/2009
End: 06/30/2010

Teachers

ACTION BUDGET: $

Professional learning time (PLC) will be=20 utilized to develop and implement strategies= to=20 address student deficiencies and evaluate th= e=20 effectiveness of instructional practices. Da= ta=20 from formative and summative assessments wil= l be=20 analyzed. Horizonal and vertical planning wi= ll=20 occur.
Action Type: Alignment
Action T= ype:=20 Collaboration
Action Type: Equity
Acti= on=20 Type: Professional Development
Action Typ= e:=20 Program Evaluation
Principal Start: 07/01/2009
End: 06/30/2010

Teachers

ACTION BUDGET: $

Purchase one license to "Reading A-Z" to b= e=20 utilized by the Curriculum Specialist to pro= vide=20 individual reading materials to student, tea= chers,=20 and parents. Reading A-Z pays close attentio= n to=20 the National Reading Panel's recommendations= and=20 other research findings when developing its= =20 reading resources. Activity funds will be=20 utilized.
Action Type: Equity
Action T= ype:=20 Parental Engagement
Curriculum Specialist Start: 07/01/2009
End: 06/30/2010

ACTION BUDGET: $

Evaluation: Implement the following tools = that=20 will ensure student achievement: classroom w= alk=20 throughs, formative assessment data, augment= ed=20 Benchmark exam data, SAT 10 data, and teache= r=20 observation. Student achievement will be mon= itored=20 and evaluated during PLC meetings,=20 horizontal/vertical team meetings, and will = be=20 documented on PLC meeting forms and CWTs. Th= e=20 impact on student achievement will be evalua= ted=20 using data from formative assessments, augme= nted=20 benchmark exam, and SAT 10 exam. Staff will = review=20 and revise ACSIP plan bi-annually to determi= ne if=20 desired instructional strategies are clearly= =20 defined and being met. The 2008-2009 data sh= owed=20 that 79% of our combined student population = was=20 proficient or above.
Action Type:=20 Alignment
Action Type: Equity
Action T= ype:=20 Program Evaluation
Action Type: Special=20 Education
Principal Start: 07/01/2009
End: 06/30/2010

Administrative Staff

Teachers

ACTION BUDGET: $

Professional Development will be provided = for=20 kindergarten through fifth grade teachers 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 Alignment
Action Type: Collaboration
A= ction=20 Type: Professional Development
Principal Start: 07/01/2009
End: 06/30/2010

District Staff

Teachers

ACTION BUDGET: $

An after school camp will be offered for=20 students scoring below proficient or teacher= =20 identified will be invited to attend.
Ac= tion=20 Type: Equity
Principal Start: 07/01/2009
End: 06/30/2010

ACTION BUDGET: $

Teachers and/or Administrators will attend= =20 conferences for professional growth opportun= ities=20 and information to be shared in PLC's.
A= ction=20 Type: Collaboration
Action Type: Professi= onal=20 Development
Principal Start: 07/01/2009
End: 06/30/2010

Administrative Staff

Teachers

ACTION BUDGET: $

Books and materials will be purchased for= =20 professional development for increased stude= nt=20 achievement and decrease dispartity among al= l=20 students
Action Type: Collaboration
Ac= tion=20 Type: Equity
Action Type: Professional=20 Development
Curriculum Specialist Start: 07/01/2009
End: 06/30/2010

Teachers
$1000

PD (State-223) - Materials &=20 Supplies: $1000.00

ACTION BUDGET:

Provide after-school tutoria sessions for= =20 subpopulations scoring nonproficient. Studen= ts=20 progress will be monitored through classroom= =20 grades, tutorials, and Benchmark scores. Tea= chers=20 will be paid tutorial rates plus benefits. N= SLA=20 funds will be utilized.
Action Type:=20 Collaboration
Action Type: Equity
Acti= on=20 Type: Program Evaluation
Action Type: Spe= cial=20 Education
Principal Start: 07/01/2009
End: 06/30/2010
$12000

NSLA (State-281) - Employee Benefits:<= /TD> $2000.00

NSLA (State-281) - Employee Salaries:<= /TD> $10000.00

ACTION BUDGET:

Material will be purchased to improve stud= ent=20 achievement. NSLA funds will be utilized.=20
Action Type: Collaboration
Action Typ= e:=20 Equity
Action Type: Professional=20 Development
Principal Start: 07/01/2009
End: 06/30/2010

Teachers
$3000

NSLA (State-281) - Materials &=20 Supplies: $3000.00

ACTION BUDGET:

Administrators,Teachers, &/or Speciali= st=20 will attend conferences to learn new concept= s,=20 strategies, and techniques in order to incre= ase=20 student achievement. NSLA funds will be util= ized.=20
Action Type: Professional Development Principal Start: 07/01/2009
End: 06/30/2010

Administrative Staff

Teachers
$1650

NSLA (State-281) - Purchased Services:= $1650.00

ACTION BUDGET:

Total Budget: $17650

Intervention: Research-Based=20 strategies to reduce disparity and provide=20 equitable opportunities

Scientific Based Research:=20 (1)Fountas, Irene C. and Pinnell, Gay Su (20= 01)=20 "Guiding Readers and Writers: Teaching=20 Comprehension, Genre, and Content Literacy",= =20 Portsmouth, NH: Heineman. (2) Dorn, Linda J.= and=20 Soffos, Carla. (2005) "Teaching for Deep=20 Comprehension: A Reading Workshop Approach",= =20 Portland, MA. (3) Harvey, Stephanie and Goud= vis,=20 Anne. (2000), "Strategies at Work: Teaching= =20 Comprehension to Enhance Understanding", Ont= ario:=20 Markham. (4) Rasinski, Timothy V. (2003) "Th= e=20 Fluent Reader: Oral Reading Strategies for=20 Building Word Recognition, Fluency, and=20 Comprehension", New York, NY. (5) Eaton, Ver= na=20 (2006) Scientific Based Research: Differenti= ated=20 Instruction. (6)Tomlinson, carol (2003)=20 Characteristics of a Differentiated Classroo= m.=20 Alexandria, VA: ASCD. (7) Tomlinson, Carol (= 2006)=20 Integrating Differentiated Instruction.=20 Alexandria, VA: ASCD (8) Compass Learning, I= nc.=20 (2002), Compass Learning Scientifically Base= d=20 Research. (9) Marzano, Robert J. and Pickeri= ng,=20 Debra. (2005) Building Academic Vocabulary.= =20 Alexandria, VA: ASCD

Actions Person Responsible Timeline Resources Source of Funds

Differentiate instruction: All teachers wi= ll=20 employ a variety of instructional settings s= uch as=20 cooperative grouping, literacy centers, one = to=20 one, small group and whole group=20 instruction
Action Type: AIP/IRI
Actio= n=20 Type: Equity
Action Type: Special=20 Education
Teachers Start: 07/01/2009
End: 06/30/2010

Teachers

ACTION BUDGET: $

Using the NORMES database, teachers, inclu= ding=20 special education teachers, will utilize gro= up and=20 individual rosters to analyze student streng= ths=20 and weaknesses and pinpoint deficit skills.= =20 Achievement gaps will be identified and=20 instructional activities will be used to ena= ble=20 students to apply and transfer=20 knowledge.
Action Type: AIP/IRI
Action= Type:=20 Alignment
Action Type: Equity
Principal Start: 07/01/2009
End: 06/30/2010

ACTION BUDGET: $

Individual conferences will be held with=20 parents of students scoring basic or below b= asic=20 on the benchmark to discuss assessment=20 information, AIPs, and concerns.
Action T= ype:=20 AIP/IRI
Action Type: Collaboration
Act= ion=20 Type: Equity
Action Type: Parental=20 Engagement
Principal Start: 07/01/2009
End: 06/30/2010

Administrative Staff

Teachers

ACTION BUDGET: $

All teachers, including special education= =20 teachers, will utilize cooperative grouping,= =20 literacy centers, one-to-one, small group an= d=20 whole group instruction. Curriculum Speciali= st=20 will provide coaching and team teach with=20 teachers.
Action Type: Collaboration
A= ction=20 Type: Professional Development
Principal Start: 07/01/2009
End: 06/30/2010

Teachers

ACTION BUDGET: $

Plan Evaluation: Implement the following t= ools=20 that will ensure student achievement; classr= oom=20 walk throughs, formative assessment data,=20 augmented Benchmark exam data, SAT10 data an= d=20 teacher observation. Student achievement wil= l be=20 monitored and evaluated during PLC meetings,= =20 horizontal/vertical team meetings, and will = be=20 documented on PLC meeting forms and CWT's. T= he=20 impact on student achievement will be evalua= ted=20 using data from formative assessments, augme= nted=20 benchmark exam, and SAT10 exam. Staff will r= eview=20 and revise ACSIP plan bi-annually to determi= ne if=20 desired instructional stategies are clearly= =20 defined and being met. The 2008-2009 data sh= owed=20 that 70% of our African American student=20 population was proficient or above.
Acti= on=20 Type: Alignment
Action Type: Equity
Ac= tion=20 Type: Program Evaluation
Action Type: Spe= cial=20 Education
Principal Start: 07/30/2009
End: 06/30/2010

Administrative Staff

Teachers

ACTION BUDGET: $

An after school camp will be offered for=20 students scoring below proficient or teacher= =20 identified will be invited to attend.
Ac= tion=20 Type: Equity
Assistant Principal Start: 07/01/2009
End: 06/30/2010

Teachers
$0

ACTION BUDGET: $

Total Budget:
=

Priority 2: To improve student performance in mathematics

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= =20 areas, we found that Chenal Elementry's areas of= need=20 in our combined population to be Measurement and= Data=20 Analysis and Probability questions. Multiple cho= ice=20 questions were higher than open response questio= ns.=20 This conclusion was obtained by studying the CRT= , NRT,=20 and district 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= =20 areas, we found that Chenal Elementry's areas of= need=20 in our Caucasian population to be Measurement an= d Data=20 Analysis and Probability. strands. Multiple choi= ce=20 questions were higher than open response questio= ns.=20 This conclusion was obtained by studying the CRT= , NRT,=20 and district 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= =20 areas, we found that Chenal Elementry's areas of= need=20 in our African American population to be Measure= ment=20 and Data Analysis and Probability. strands. Mult= iple=20 choice questions were higher than open response= =20 questions. This conclusion was obtained by study= ing=20 the CRT, NRT, and district intermittent assessme= nts=20

Goal To improve mathematical problem solving and writ= ten=20 explanation about matematical thinking with emphas= is on=20 measurement and data analysis and probability

Benchmark At the end of the 2008-2009 school year, 76% of = our=20 combined population was proficient or above in mat= h. At=20 the end of the 2009-10 school year, Arkansas Depar= tment=20 of Education requires that 70% will score proficie= nt or=20 above. Annually, Chenal Elementary will improve by= =20 4.0%.

Benchmark At the end of the 2008-2009 school year, 89% of = our=20 Caucasian population was proficient or above in ma= th. At=20 the end of the 2009-10 school year, Arkansas Depar= tment=20 of Education requires 70% will score proficient or= =20 above. Annually, Chenal Elementary will improve by= =20 2.0%.

Benchmark At the end of the 2008-2009 school year, 61% of = our=20 African American population was proficient or abov= e in=20 math. At the end of the 2009-10 school year, Arkan= sas=20 Department of Education requires 70% will score=20 proficient or above. Annually, Chenal Elementary w= ill=20 improve by 9.0%.

Intervention: Core Curriculum:= =20 Standards Based Math

Scientific Based Research:=20 Scientific Based Research: (1) Siegler, Robe= rt, S.=20 (2003) A Research Companiion to Principles a= nd=20 Standards for School Mathematics, "Implicati= ons of=20 Cognitive Science Research for Mathematics=20 Education", NCTM. (2) Carpenter, T.P., Levi,= L.,=20 Franke, M.L., and Rennema, E. (1999). Childr= en's=20 Mathematics: Cognitive Guided Instruction. T= he=20 National Council of Teachers of Mathematics.= =20 Portsmouth, NH: Henimann (3) Walle Van de, J= ohn A.=20 (2004) Elementary and Middle School Mathemat= ics:=20 Teaching Developmentally. New York: Pearson = (4)=20 Benjamin, Amy (2003) Differentiated Instruct= ion: A=20 Guide for Elementary School Teachers (5)=20 Kilpatrick, Jerry, Martin, Gary W., (2003) A= =20 Research Companion to Principles and Standar= ds for=20 School Mathematics,NCTM, 2003. (6) Marzano, = Robert=20 J., Pickering, Debra J., (2005) Buildling=20 Academica Vocabulary; Alexandria, VA: ASCD

Actions Person Responsible Timeline Resources Source of Funds

Differentiate Instruction: All teachers wi= ll=20 utilize cooperative grouping, math centers, = one to=20 one, small group and whole group=20 instruction
Action Type: AIP/IRI
Actio= n=20 Type: Equity
Classroom Teacher Start: 07/01/2009
End: 06/30/2010

Administrative Staff

District Staff

ACTION BUDGET: $

A curriculum specialist will be used to=20 collaborate with classroom teachers on=20 research-based instructional strategies and= =20 techniques to provide up-to-date professiona= l=20 development to all teachers in thein the bui= lding=20 including Special Education teachers and Alp= ha=20 teachers.
Action Type: Professional=20 Development
Principal Start: 07/01/2009
End: 06/30/2010

Administrative Staff

District Staff

ACTION BUDGET: $

Teachers (including special education=20 teachers) will use a variety of materials to= teach=20 mathematical thinking and all math strands,= =20 emphasizing measurement and geometry.
Ac= tion=20 Type: Equity
Curriculum Specialist Start: 07/01/2009
End: 06/30/2010

ACTION BUDGET: $

Develop AIPs; Academic Improvement Plans=20 (grades K-5)will be developed and utilized t= o=20 promote and improve student acheivement in=20 mathematics for those students below grade l= evel=20 proficiency as determined by SAT 10, augment= ed=20 Benchmark, teacher made assessments, and tea= cher=20 observation. Plans will be developed jointly= =20 between parents and teachers at=20 conferences.
Action Type: AIP/IRI
Acti= on=20 Type: Equity
Action Type: Parental=20 Engagement
Classroom Teachers Start: 07/01/2009
End: 06/30/2010

Administrative Staff

Central Office

Teachers

ACTION BUDGET: $

The PCSSD Math pacing guides, aligned with= =20 Arkansas frameworks, will be used to plan=20 instruction. Teachers will utilize PLC's to= =20 evaluate formative assessments, student=20 achievement, to discuss mathematical curricu= lum=20 issues and for horizontal and vertical=20 planning.
Action Type: Collaboration
A= ction=20 Type: Professional Development
Teachers Start: 07/01/2009
End: 06/30/2010

Administrative Staff

District Staff

Performance Assessments
<= /TD>

ACTION BUDGET: $

Teachers will utilize standards based=20 instruction to teach the curriculum. The Har= court=20 math series will be used as a resource to im= prove=20 student achievement.
Action Type:=20 Alignment
Teachers Start: 07/01/2009
End: 06/30/2010

Teachers

ACTION BUDGET: $

All teachers will utilize teaching strateg= ies=20 that will enhance student's abilities to use= =20 skills to apply problem solving, questioning= ,=20 reasoning, and decision making using a varie= ty of=20 methods and hands-on activities to emphasize= basic=20 math facts, project based learning, and the= =20 strands of Geometry, Measurement and Data An= alysis=20 and Probability. Multicultural concepts will= be=20 infused into these strategies.
Action Typ= e:=20 Equity
Principal Start: 07/01/2009
End: 06/30/2010

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, Buil= ding=20 Academic Vocabulary, and assessments for=20 learning.
Action Type: Collaboration
A= ction=20 Type: Professional Development
Principal Start: 07/01/2009
End: 06/30/2010

Administrative Staff

Central Office

District Staff

Outside Consultants

Teachers

ACTION BUDGET: $

Teachers will utilize high yield strategie= s to=20 improve instructional prcactices and student= =20 achievement.
Action Type: Equity
Principal Start: 07/01/2009
End: 06/30/2010

Teachers

ACTION BUDGET: $

Implement the following tools that will en= sure=20 student achievement; classroom walk throughs= ,=20 formative assessment data, augmented Benchma= rk=20 exam data, SAT 10 data, and teacher observat= ion.=20 Student acheivement will be monitored and=20 evaluated during PLC meetings, horizontal/ve= rtical=20 team meetings, and will be documented on PLC= =20 meeting forms and CWT's. The impact on stude= nt=20 achievement will be evaluated using data fro= m=20 formative assessments, augmented benchmark e= xam,=20 and SAT 10 exam. Staff will review and revis= e=20 ACSIP plan bi-annually to determine if desir= ed=20 instructional strategies are clearly defined= and=20 being met. The actions of this intervention = will=20 be evaluated annually through the results of= TLI=20 assessments, Criterion-referenced and Norm=20 Referenced Test results. The 2008-2009 data = showed=20 that 76% of our combined student population = was=20 proficient or above.
Action Type:=20 AIP/IRI
Action Type: Alignment
Action = Type:=20 Collaboration
Action Type: Equity
Acti= on=20 Type: Program Evaluation
Principal Start: 07/01/2009
End: 06/30/2010

Administrative Staff

Teachers

ACTION BUDGET: $

Odyssey, Harcourt math resources, and othe= r=20 materials such as TI-15calculators will be=20 utilized to build math concepts and provide= =20 hands-on math experiences with technology.=20
Action Type: Technology Inclusion
Curriculum Specialist and Teachers Start: 07/01/2009
End: 06/30/2010

Administrative Staff

Central Office

Computers

Teachers

ACTION BUDGET: $

All teachers, including special education= =20 teachers, will implement Every Day Counts Ca= lendar=20 Math to support, reinforce, and enhance the= =20 Harcourt Math Program. A consultant will be = paid=20 to train teachers.
Action Type:=20 Alignment
Classroom Teachers Start: 07/01/2009
End: 06/30/2010

District Staff

Teachers
$350

PD (State-223) - Purchased Services: $350.00

ACTION BUDGET:

Chenal will implement the following parent= al=20 involvement engagements required by ACT 307 = of=20 2007 (amended ACT 603 of 2003)which include= =20 informational packets, parental involvement= =20 meetings, school's process for resolving par= ental=20 concerns in handbook, seminars to inform the= =20 parents of high school students about how to= be=20 involved in decisions, enable formulation of= PTA,=20 parent facilitator, and two parent teacher=20 conferences after the first and third nine=20 weeks.
Action Type: Parental Engagement Principal Start: 07/01/2009
End: 06/30/2010

Administrative Staff

ACTION BUDGET: $

Chenal Elementary's leadership team will m= eet=20 regularly to discuss issues concerning the s= chool=20 including plans for improvement, academic=20 achievement, and equity. The leadership team= will=20 consist of the principal, assistant principa= l,=20 specialists, classroom teachers, and=20 parents.
Action Type: Collaboration
Ac= tion=20 Type: Parental Engagement
Principal Start: 07/01/2009
End: 06/30/2010

Administrative Staff

ACTION BUDGET: $

A Theme Specialist will work collaborative= ly=20 with school staff to develop a plan for=20 integrating Chenal's themes of Creative Expr= ession=20 and Environment with state standards into th= e core=20 mathematics curriculum and assist staff, inc= luding=20 special education professionals in effective= ly=20 implementing that plan.
Action Type:=20 Collaboration
Action Type: Professional=20 Development
Action Type: Special=20 Education
Principal Start: 07/01/2009
End: 06/30/2010

Teachers

ACTION BUDGET: $

Action 24: Instructional materials and=20 supplies will be purchased to support the=20 standards based mathematics program. The mos= t=20 current school data will be considered as=20 selections are made.
Principal Start: 07/01/2009
End: 06/30/2010

ACTION BUDGET: $

Teams of teachers including special educat= ion=20 teachers will be traineed in Cognitive Guide= d=20 Instruction(CGI strategies.
Action Type:= =20 Professional Development
Curriculum Specialist Start: 07/01/2009
End: 06/30/2010

Outside Consultants

Teachers

ACTION BUDGET: $

Total Budget: $350

Intervention: Research Based=20 Remediation Strategies

Scientific Based Research:=20 Scientific Based Research: (1) National=20 Associatino of Elementary School Principals.= =20 "Leading After-School Learning Communities: = What=20 Prinicpals Should Know and Be Able To Do."=20 Alexandria VA: 2006. (2) Polman, J., et al.= =20 (Spring 2004) "Youth Programs in the Communi= ty=20 Context." Afterschool Matters No. 3. New Yor= k, NY=20 (3) Battista, M. T. "Understanding Students'= =20 Thinking: Learning and Teaching Measurement"= ,=20 Reston, VA: 2003. Cramer, K. (2002) "Using=20 Manipulative Models to Build Number Sense" R= eston,=20 VA (4) Marzano, RobertJ. (2001) "Classroom=20 Instruction That Works: Research-Based Strat= egies=20 for Increasing Student Achievement." Alexand= ria,=20 VA (5) Marzano, Robert J., Pickering Drbra J= .=20 (2005) Building Academic Vocabulary, Alexand= ria,=20 VA: ASCD

Actions Person Responsible Timeline Resources Source of Funds

The curriculum specialist will model, coac= h,=20 and train teachers, including special educat= ion=20 teachers, how to design remediation activiti= es for=20 identified students.
Action Type:=20 Collaboration
Action Type: Professional=20 Development
Action Type: Special=20 Education
Principal Start: 07/01/2009
End: 06/30/2010

Teachers

ACTION BUDGET: $

Evaluation: Implement the following tools = that=20 will ensure student achievement; Classroom W= alk=20 Throughs, formative assessment data, augment= ed=20 Benchmark exam data, SAT 10 data, and teache= r=20 observations. Student achievement will be=20 monitored and evaluated during PLC meetings,= =20 horizontal/vertical team meetings, and will = be=20 documented on PLC meeting forms and CWT's. T= he=20 impact on student will be evaluated using da= ta=20 from formative assessments, augmented benchm= ark=20 exam, and SAT 10 exam. Staff will review and= =20 revise ACSIp plan bi-annually to determine i= f=20 desired instructional strategies are clearly= =20 defined and being met. The 2008-2009 data sh= owed=20 that 79% of our combined student population = was=20 proficient or above.
Action Type:=20 AIP/IRI
Action Type: Alignment
Action = Type:=20 Collaboration
Action Type: Equity
Acti= on=20 Type: Program Evaluation
Classroom Teachers Start: 07/01/2009
End: 06/30/2010

Administrative Staff

Teachers

ACTION BUDGET: $

Develop AIPs: Academic Improvement Plans=20 (grades K-5) will be developed and utilized = to=20 promote and improve student achievement in=20 mathematics for those students below grade l= evel=20 proficiency as determined by SAT10, augmente= d=20 Benchmark Exam, teacher made assessments, Qu= alls,=20 and teacher observation. Plans will be devel= oped=20 jointly between parents and teachers at=20 conferences.
Action Type: AIP/IRI
Acti= on=20 Type: Equity
Action Type: Parental=20 Engagement
Classroom Teachers Start: 07/01/2009
End: 06/30/2010

Administrative Staff

Teachers

ACTION BUDGET: $

AIPS will be monitored through TLI focus=20 assessments, teacher made assessments, Odyss= ey,=20 and Calendar Math assessments.
Action Typ= e:=20 AIP/IRI
Action Type: Equity
Classroom Teachers Start: 07/01/2009
End: 06/30/2010

Administrative Staff

Computers

Teachers

ACTION BUDGET: $

All teachers will use a variety of strateg= ies=20 including small group instruction, manipulat= ives,=20 one to one instruction, math centers, and=20 prescriptive Odyssey to improve achievement = of=20 those students working at the below basic an= d=20 basic levels. Students with AIP's will be gi= ven=20 additional time on Odyssey. Odyssey is align= ed=20 with Arkansas frameworks.
Action Type:=20 AIP/IRI
Action Type: Alignment
Action = Type:=20 Equity
Classroom Teachers Start: 07/01/2009
End: 06/30/2010

Administrative Staff

Teachers

ACTION BUDGET: $

Total Budget: $0

Intervention: Research Based=20 Supplemental Programs

Scientific Based Research:=20 Scientific Based Research: (1) Siegler, Robe= rt, S.=20 (2003) A Research Companion to Principles an= =20 dStandards for School Mathematics, "Implicat= iosn=20 of Cognitive Science Research for Mathematic= s=20 Education" NCTM (2) Carpenter, T.P., Levi, L= .,=20 Frank, M.L., and Rennema, E. (1999) Children= 's=20 Mathematics: Cognitive Guided Instruction.=20 Portsmouth, NH: Heinemann (3) Van DeWalle, J= ohn A.=20 (2007) "Elementary and Middle School Mathema= tics:=20 Teaching Developmentally", Boston, MA. (4) B= urns,=20 Marilyn(2004) "Teaching with Math and Litera= ture",=20 New York, NY (5) Marzano, Robert J., Pickeri= ng,=20 Debra J. (2005) Building Academic Vocabulary= ,=20 Alexandria, VA: ASCD

Actions Person Responsible Timeline Resources Source of Funds

Every Day Counts Calendar Math Kits (for=20 additional classrooms) and replacement kits = (one=20 per grade level) will be purchased to assist= =20 teachers with daily math routines. Activity = funds=20 will be utilized to purchase kits and provid= ed=20 substitutes for training. Every Day Counts=20 Calendar Math is aligned with Arkansas=20 frameworks.
Action Type: Alignment
Act= ion=20 Type: Professional Development
Curriculum Specialist Start: 07/01/2009
End: 06/30/2010

Teachers

Teaching Aids

ACTION BUDGET: $

Teachers, including special education=20 teachers, will use children's literature as = a=20 complement to the math core program to enhan= ce=20 mathematical thinking and higher academic=20 achievement. Children's literature relating = to=20 mathematics and aligned with Arkansas framew= orks=20 will be purchased with activity funds.
Ac= tion=20 Type: Alignment
Action Type: Equity
Teachers Start: 07/01/2009
End: 06/30/2010

School Library

Teachers

ACTION BUDGET: $

Odyssey, Harcout Math Center, and other=20 materials such as TI-15 and TI-10 calculator= s will=20 be utilzied to build math concepts and provi= de=20 hands-on math experiences with technology.=20 Additional TI-15 and TI-10 calculators will = be=20 purchased with activity funds.
Action Typ= e:=20 Equity
Action Type: Technology Inclusion<= BR> Curriculum Specialist and Classroom=20 Teachers Start: 07/01/2009
End: 06/30/2010

Administrative Staff

Central Office

Computers

District Staff

Teachers

ACTION BUDGET: $

Professional Development will be provided = in=20 Professional Learning Communities on mathema= tical=20 curriculum issues, using rubrics, constructe= d=20 response items, high yield strategies,=20 differentiated instruction, and assessment f= or=20 learning. Horizontal and vertical planning w= ill=20 occur. Activity funds will be used to provid= e=20 substitues.
Action Type: Alignment
Act= ion=20 Type: Professional Development
Principal Start: 07/01/2009
End: 06/30/2010

Administrative Staff

Teachers

ACTION BUDGET: $

Family Nights will be offered throughout t= he=20 year to communicate what students will be=20 learning, how they will be assessed, what pa= rents=20 should expect for their child's education an= d how=20 parents can assist. Family Nights will be pl= anned=20 in PLC meetings. Information will be provide= d on=20 the augmented Benchmark and SAT 10 exams. Ac= tivity=20 funds will be utilized to purchase=20 materials.
Action Type: Collaboration
= Action=20 Type: Equity
Action Type: Parental=20 Engagement
Action Type: Special=20 Education
Curriculum Specialist and Classroom Teache= r Start: 07/01/2009
End: 06/30/2010

Administrative Staff

Teachers

ACTION BUDGET: $

Evaluation: Implement the following tools = that=20 will ensure student achievement; classroom=20 walkthroughs, formative assessment data, aug= mented=20 Benchmark exam data, SAT 10 data, and teache= r=20 observation. Student achievement will be mon= itored=20 and evaluated during PLC meetings,=20 horizontal/vertical team meetings, and will = be=20 documented on PLC meeting forms and CWT's. T= he=20 impact on student achievement will be evalua= ted=20 using data from formative assessments, augme= nted=20 benchmark exam, and SAT 10 exam. Staff will = review=20 and revise ACSIP plan bi-annually to determi= ne if=20 desired instructional strategies are clearly= =20 defined and met. The 2008-2009 data showed t= hat=20 79% of our combined student population was=20 proficient or above.
Action Type:=20 AIP/IRI
Action Type: Alignment
Action = Type:=20 Collaboration
Action Type: Equity
Acti= on=20 Type: Parental Engagement
Principal Start: 07/01/2009
End: 06/30/2010

Administrative Staff

Teachers

ACTION BUDGET: $

Building Academic Vocabulary will be=20 implemented in all classrooms, including spe= cial=20 education and alpha teachers. Professional=20 development and vocabulary alignment will be= =20 provided in Professional Learning Communitie= s.=20 Activity funds will be utilized to purchase= =20 binders for implementation.
Action Type:= =20 Alignment
Action Type: Collaboration
A= ction=20 Type: Professional Development
Principal and Curriculum Specialist Start: 06/30/2009
End: 07/01/2010

Administrative Staff

Teachers

ACTION BUDGET: $

Total Budget: $0

Intervention: Research-Based=20 Strategies to Reduce Disparity and Provide=20 Equitable Opportunities

Scientific Based Research:=20 Scientific Based Research: (1) Siegler, Robe= rt, S.=20 (2003) A Research Companion to Principles an= d=20 Standards for School Mathematics, "Implicati= ons of=20 Cognitive Science Research for Mathematics=20 Education", NCTM. (2)Carpenter, T.P., L. Lev= i,=20 M.L. Franke, and E. Rennema (1999) Children'= s=20 Mathematics: Cognitive Guided Instructino.=20 Portsmouth, NH: Heinemann. (3) Slocumb, Paul= D.=20 Ed.D (2004) "Hear Our Cry: Boys in Crisis", = (4)=20 Marzano, Robert (2001)"Classroom Instruction= That=20 works: Research-Based Strategies for Increas= ing=20 Student Achievement." Alexandria, VA: ASCD. = (5)=20 Payne, Ruby K. (2001) "A Framework for=20 Understanding Poverty." Highlands, TX (6) Ma= rzano,=20 Robert J., Pickering Debra J. (2005) Buildin= g=20 Academic Vocabulary, Alexandria, VA: ASCD

Actions Person Responsible Timeline Resources Source of Funds

All teachers, including special education= =20 teachers, will utilize cooperative grouping,= math=20 centers, one to one, small group and whole g= roup=20 instruction. Curriculum Specialist will prov= ide=20 coaching and team teach with teachers.
Ac= tion=20 Type: Equity
Action Type: Professional=20 Development
Action Type: Special=20 Education
Teachers Start: 07/01/2009
End: 06/30/2010

Teachers

ACTION BUDGET: $

Individual conferences will be held with=20 parents and caregivers of students scoring b= asic=20 or below basic on the benchmark to discuss=20 assessment information, AIP's, and=20 concerns.
Action Type: AIP/IRI
Action = Type:=20 Collaboration
Action Type: Equity
Acti= on=20 Type: Parental Engagement
Principal Start: 07/01/2009
End: 06/30/2010

Administrative Staff

Teachers

ACTION BUDGET: $

Using the NORMES database, teachers, inclu= ding=20 special education teachers, will utilize gro= up and=20 individual rosters to analyze student streng= ths=20 and weaknesses and pinpoint deficit skills.= =20 Achievement gaps will be identified and=20 instructional activities will be used to ena= ble=20 students to apply and transfer=20 knowledge.
Action Type: Equity
Action = Type:=20 Special Education
Principal Start: 07/01/2009
End: 06/30/2010

Computers

Teachers

ACTION BUDGET: $

Differentiate Instruction: All teachers wi= ll=20 employ a variety of instructional settings s= uch as=20 cooperative grouping, math centers, one to o= ne,=20 small group and whole group instruction.
= Action=20 Type: Equity
Action Type: Special=20 Education
Teachers Start: 07/01/2009
End: 06/30/2010

Teachers

ACTION BUDGET: $

Evaluation: Implement the following tools = that=20 will ensure student achievement; classroom w= alk=20 throughs, formative assessment data, augment= ed=20 Benchmark exam data, SAT10 data, and teacher= =20 observation. Student achievment will be moni= tored=20 and evaluated during PLC meetings,=20 horizontal/vertical team meetings, and will = be=20 documented on PLC meeting fomrs and CWT's. T= he=20 impact on student achievement will be evalua= ted=20 using data from formative assessments, augme= nted=20 benchmark exams, and SAT 10 exam. Staff will= =20 review and revise ACSIP plan bi-annually to= =20 determine if desired instructional strategie= s are=20 clearly defined and being met. The actions o= f this=20 intervention will be evaluated annually thro= ugh=20 the results of TLI assessments,=20 Criterion-referenced and Norm Referenced Tes= t=20 results. The 2008-2009 data showed that 61% = of our=20 African American student population was prof= icient=20 or above.
Action Type: AIP/IRI
Action= Type:=20 Alignment
Action Type: Collaboration
A= ction=20 Type: Equity
Action Type: Program=20 Evaluation
Principal Start: 07/01/2009
End: 06/30/2010

Administrative Staff

Teachers
$0

ACTION BUDGET: $

Total Budget:

Priority 3: To develop a school climate conducive to learnin= g.=20

Supporting Data:

Trend analysis for the 2008-2009 school year= show=20 most disciplinary office referrals resulted from= a=20 failure to follow school/classroom rules, defian= t=20 behavior, and bus incidents. There were 46 disci= pline=20 referrals resulting in 8 suspensions from school= and=20 10 suspensions from buses.=20
The Formative Evaluation Process for School= =20 Improvement(FEPSI) data from 2008-2009 school ye= ar=20 indicated that 100% of the staff strongly agreed= that=20 the school environment and parental and communit= y=20 involvement were the school's strengths in the=20 category of School Climate. The lowest levels of= =20 agreement among the staff were: student misbehav= ior=20 and the interference of pull out programs.=20
Students at Chenal Elementary had an average= daily=20 attendance rate of 91.3% during the 2008-2009 sc= hool=20 year.

Goal To develop a school climate conducive to increas= ed=20 parental involvement, communicate the school's mis= sion=20 and goals, foster collaboration between members of= the=20 school community, and decrease the amount of=20 instructional time lost to discipline matters.

Benchmark Students will demonstarate acceptable behavior t= o=20 and from school, and while at school to a degree t= hat=20 office discipline referrals will decrease by 5% of= the=20 school population annually

Intervention: Parent=20 Involvement

Scientific Based Research:=20 Scientific Based Research: (1) Olson, G.W., = and=20 Fuller, M.L. (2003). Home-School Relations:= =20 Working Successfully with Parents and Famili= es.=20 Boston: Allyn and Bacon. (2) Mariconda, B. (= 2003).=20 Easy and Effective Ways to Communicate with= =20 Parents. New York: Scholastic Professional=20 Books.

Actions Person Responsible Timeline Resources Source of Funds

Teachers and administrators will receive=20 Parental Engagement Training (ACT 603) for 2= hours=20 and 3 hours respectively during the 2009-201= 0=20 school year.
Action Type: Professional=20 Development
Principal Start: 07/01/2009
End: 06/30/2010

Administrative Staff

District Staff

ACTION BUDGET: $

Hold a Parent Involvement Meeting to=20 communicate school mission, goals, classroom= =20 expectations, grading procedures, discipline= =20 procedures, and develop a school-parent=20 compact.
Action Type: Equity
Action Ty= pe:=20 Parental Engagement
Principal Start: 07/01/2009
End: 06/30/2010

Administrative Staff

School Library

Teachers

Title Teachers

ACTION BUDGET: $

Post Chenal's parent involvement initiativ= e=20 belief and mission statement in strategic ar= eas in=20 the building.
Action Type: Equity
Acti= on=20 Type: Parental Engagement
Principal Start: 07/01/2009
End: 06/30/2010

Administrative Staff

School Library

ACTION BUDGET: $

Plan evaluation: The School Climate ACSIP = Plan=20 will be evaluated annually using the FEPSI R= eport,=20 Benchmark analysis, and student performance= =20 analysis. The 2008-2009 FEPSI report show=20 Involvement and Environment with the highest= areas=20 of agreement among the school staff and Orde= r and=20 Expectations as the lowest.
Action Type:= =20 Program Evaluation
Principal Start: 07/01/2009
End: 06/30/2010

Administrative Staff

Teachers

ACTION BUDGET: $

Maintain an online monthly calendar to=20 comunicate events and activities through=20 technology.
Action Type: Parental=20 Engagement
Action Type: Technology=20 Inclusion
Principal Start: 07/01/2009
End: 07/30/2010

Administrative Staff

ACTION BUDGET: $

Teachers will communicate grades and creat= e=20 and maintain individual grade level pages us= ing=20 Edline/GradeQuick.
Action Type: Parental= =20 Engagement
Action Type: Technology=20 Inclusion
Principal Start: 07/01/2009
End: 06/30/2010

Administrative Staff

Computers

Teachers

ACTION BUDGET: $

Inform parents and students: students and= =20 parents will be provided a copy of the distr= ict=20 and school handbooks. Parents will sign and = return=20 a form noting that they have reviewed the=20 expectations for all students.
Action Typ= e:=20 Equity
Action Type: Parental Engagement Principal Start: 07/01/2009
End: 06/30/2010

Administrative Staff

District Staff

Teachers

ACTION BUDGET: $

Utilize a parent facilitator to promote=20 collaboration between home and school.
Ac= tion=20 Type: Collaboration
Action Type: Parental= =20 Engagement
Assistant Principal Start: 07/01/2009
End: 06/30/2010

Administrative Staff

Community Leaders

Teachers

ACTION BUDGET: $

Prepare informational packets (calendar of= =20 activities, Edline/GradeQuick, Parent/Teache= r=20 conference dates.)
Action Type: Parental= =20 Engagement
Principal Start: 07/01/2009
End: 06/30/2010

Administrative Staff

Teachers

ACTION BUDGET: $

Maintain a volunteer resource book for par= ent=20 and community volunteers.
Action Type: Pa= rental=20 Engagement
Assistant Principal Start: 07/01/2009
End: 06/30/2010

Administrative Staff

Community Leaders

Teachers

ACTION BUDGET: $

Chenal will hold two parent/teacher=20 conferences to communicate student=20 progress.
Action Type: Parental=20 Engagement
Action Type: Special=20 Education
Assistant Principal Start: 07/01/2009
End: 06/30/2010

Administrative Staff

Teachers

ACTION BUDGET: $

Evaluation: Administrators and teachers wi= ll=20 evaluate parental involvement using sign-in = sheets=20 from school-wide events and volunteer resour= ce=20 book, parental meetings, parent conferences,= =20 family nights, PTA meetings, Spring Fling, f= ield=20 day, and talent show. For the 2008-2009 scho= ol=20 year, parent conference documentation shows = 95%=20 parent participation.
Action Type:=20 Collaboration
Action Type: Equity
Acti= on=20 Type: Parental Engagement
Action Type: Pr= ogram=20 Evaluation
Action Type: Special=20 Education
Assistant Principal Start: 07/01/2009
End: 06/30/2010

Administrative Staff

Teachers

ACTION BUDGET: $

Notification will be sent to parents to in= form=20 them of their rights to know the highly qual= ified=20 teaching status of teachers and=20 paraprofessionals.
Action Type: Parental= =20 Engagement
Principal Start: 07/01/2009
End: 06/30/2010

Administrative Staff

ACTION BUDGET: $

Communication folders, agenda books, and a= =20 parent folder containing school procedures a= nd=20 events will be used to encourage communicati= on=20 between home and school.
Action Type:=20 Collaboration
Action Type: Equity
Acti= on=20 Type: Parental Engagement
Principal Start: 07/01/2009
End: 06/30/2010

Teachers

ACTION BUDGET: $

The parent center will provide a variety o= f=20 parental and educational materials.
Actio= n=20 Type: Parental Engagement
Principal Start: 07/01/2009
End: 06/30/2010

ACTION BUDGET: $

Kindergarten Orientation and Back to Schoo= l=20 Night Meetings will be held for parents to l= earn=20 about expectations and to interact with=20 teachers/staff.
Action Type: Parental=20 Engagement
Principal Start: 07/01/2009
End: 06/30/2010

Teachers

ACTION BUDGET: $

Total Budget: $0

Intervention: Discipline Manag= ement=20 Plan

Scientific Based Research:=20 Scientific Based Research: (1) Charles, C.M.= =20 (2001) Essential Elements of Effective Disci= pline.=20 Boston: Allyn & Bacon. (2) Canter, L., a= nd=20 Canter, M. (2002) Assertive Discipline: Posi= tive=20 Bahavior Management for Today's Classroom. (= 3rd=20 ed.) Santa Monica, CA: Lee Carter &=20 Associates. (3) Marzano, R.J., Marzano, J.S.= ,=20 & Pickering, D.J. (2003). Classroom mana= gement=20 that works: Research-based strategies for ev= ery=20 teachetr. Alexandria, VA: ASCD

Actions Person Responsible Timeline Resources Source of Funds

Chenal faculty will work in vertical and=20 horizontal teams to implement the PCSSD disc= ipline=20 management plan.
Action Type:=20 Alignment
Action Type: Collaboration
A= ction=20 Type: Equity
Principal Start: 07/01/2009
End: 06/30/2010

Administrative Staff

Teachers

ACTION BUDGET: $

Teachers will routinely communicate with=20 parents about their child's behavior.
Act= ion=20 Type: Alignment
Action Type:=20 Collaboration
Action Type: Equity
Teachers Start: 07/01/2009
End: 06/30/2010

Administrative Staff

Teachers

ACTION BUDGET: $

Rules and consequences will be established= ,=20 explained, modeled, posted at the beginning = of the=20 school year, and expected to be followed=20 throughout the school year.
Action Type:= =20 Equity
Principal Start: 07/01/2009
End: 06/30/2010

Administrative Staff

Teachers

ACTION BUDGET: $

The Chenal store will be utilized for stud= ents=20 with good behavior.
Action Type: Equity Principal Start: 07/01/2009
End: 06/30/2010

ACTION BUDGET: $

K-5 classroom teachers and special educati= on=20 teachers will create and implement the schoo= l-wide=20 discipline plan to monitor Rule 1 infraction= s.=20 Assignment notebooks and daily parent=20 communication documents will be=20 utilized.
Action Type: Collaboration
A= ction=20 Type: Equity
Action Type: Parental=20 Engagement
Action Type: Special=20 Education
Principal Start: 07/01/2009
End: 06/30/2010

Administrative Staff

Teachers

ACTION BUDGET: $

Parents will sign the PCSSD statement of=20 responsibility stating that they have review= ed and=20 discussed with their child the PCSSD Discipl= ine=20 Handbook and the Chenal Handbook.
Action = Type:=20 Parental Engagement
Principal Start: 07/01/2009
End: 06/30/2010

Administrative Staff

Teachers

ACTION BUDGET: $

Professional Learning Communities will be= =20 formed at each grade level. The PLC will use= =20 achievement data, discipline data, and=20 professional readings to plan, discuss, and= =20 develop ways to improve student achievement= =20 through school climate.
Action Type:=20 Collaboration
Action Type: Equity
Acti= on=20 Type: Professional Development
Principal Start: 07/01/2009
End: 06/30/2010

Administrative Staff

District Staff

Teachers

ACTION BUDGET: $

Teachers will conduct individual conferenc= es=20 with parents and caregivers of students conc= erning=20 study skills and behavior.
Action Type:=20 Equity
Action Type: Parental Engagement Principal Start: 07/01/2009
End: 06/30/2010

Administrative Staff

Teachers

ACTION BUDGET: $

The Counselor will work with student group= s to=20 help decrease discipline disparity. Student= =20 progress will be monitored through the numbe= r of=20 discipline referrals.
Action Type:=20 Equity
Counselor Start: 07/01/2009
End: 06/30/2010

Teachers

ACTION BUDGET: $

Plan Evaluation: Discipline data such as=20 documentation logs, office discipline referr= als,=20 bus referrals, and suspensions will be analy= zed=20 and used to develop, revise, and evaluate th= e=20 alignment of the school-wide discipline plan= with=20 the Pulaski County DMP. The 2008-2009 discip= line=20 data shows a decrease in office referral dur= ing=20 the second quarter reports.
Action Type:= =20 Program Evaluation
Assistant Principal Start: 07/01/2009
End: 06/30/2010

Administrative Staff

Teachers

ACTION BUDGET: $

Total Budget: $0

Intervention: Character=20 Education

Scientific Based Research:=20 Scientific Based Research: (1) Bridge, Dr. C= onnie,=20 Nugent, Glenda (1999) Smart Start at Work.=20 Arkansas Department of Education. (2) Csk Ne= twork=20 (Connecting with Kids) pgs. 4 - 10. (3) Payn= e,=20 Ruby K. (1998). A Framework for Understandin= g=20 Poverty. Highlands, TX: AHA! Process, Inc. (= 3)=20 Roffman, J., Rhodes, J.,Grossman, J (2002). = 'An=20 Overview of School Based Mentoring'=20 http://www.naesp.org Retrieved 3/31/04. (4)R= eeves,=20 Douglas: 'Six Principles of Effective=20 Accountability' March/April 2004.=20 http:www.edleter.org, Retrieved 3/30/04.

Actions Person Responsible Timeline Resources Source of Funds

Provide incentives and continue the weekly= =20 selection of a student for Character Kid bas= ed on=20 demonstration of character traits.
Action= Type:=20 Equity
Counselor Start: 07/01/2009
End: 06/30/2010

Teachers

ACTION BUDGET: $

The school counselor and classroom teacher= =20 will infuse character education into the cla= ssroom=20 instruction.
Action Type:=20 Collaboration
Action Type: Equity
Principal Start: 07/01/2009
End: 06/30/2010

Administrative Staff

ACTION BUDGET: $

Plan Evaluation: The Character Education P= lan=20 will be evaluated annually by reviewing stud= ent=20 performance, discipline data, lesson plans, = and=20 feedback from the staff. The 2008-2009 disci= pline=20 data shows a decrease in office referral dur= ing=20 the second quarter reports.
Action Type:= =20 Program Evaluation
Principal Start: 07/01/2009
End: 06/30/2010

Administrative Staff

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 and perfect attendance.= =20
Action Type: Alignment
Action Type:=20 Equity
Counselor Start: 07/01/2009
End: 06/30/2010

Teachers

ACTION BUDGET: $

Student Representatives from grades 3-5 wi= ll=20 serve on the Green Team which promotes the s= chool=20 theme and student service.
Action Type:= =20 Collaboration
Theme Specialist Start: 07/01/2009
End: 06/30/2010

Teachers
$0

ACTION BUDGET: $

Total Budget:

Priority 4: Develop and implement a schoolwide wellness prog= ram.=20

Supporting Data:

In 2008-2009, BMI results for Chenal Element= ary=20 indicated that 28.9% of the male student populat= ion=20 was at risk of being overweight and 32.5% of the= =20 female student population was at risk of being=20 overweight or were overweight.

Goal Chenal Elementary will promate wellness by creat= ing=20 an environment that supports physical fitness and= =20 maintaining a healthy lifestyle.

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 Scientific Based Research: (1) Satcher, Davi= d=20 (September, 2005, vol.63.1) Educational=20 Leadership. "Healthy and Ready to Learn." Re= search=20 shows that nutrition and physical activity a= ffect=20 student acheivement. (2) Cooper, Pat (Septem= ber=20 2005, vol 63.1) Educational Leadership. " A= =20 Coordinated School Health Plan." Research=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 serv= ices,=20 healthy school environment, health promotion= for=20 staff and family community environment in or= der to=20 improve student acheivement.

Actions Person Responsible Timeline Resources Source of Funds

K-5 students will participate in the annua= l=20 "Field Day". Students will take part in phys= ical=20 fitness activities that promote fitness and= =20 sportsmanship. Parents will work with school= staff=20 on planning and implementing Field Day.
A= ction=20 Type: Collaboration
Action Type: Parental= =20 Engagement
Action Type: Wellness
Principal Start: 07/01/2009
End: 06/30/2010

Teachers

ACTION BUDGET: $

Student activity levels will be monitored= =20 using the Presidential Fitness Program. The = BMI=20 2008-2009 BMI results showed that 14.7% of a= ll the=20 students measured were in the overweight cat= egory=20 and 15.7 measured were identified as obese.= =20
Action Type: Program Evaluation
Actio= n=20 Type: Wellness
Physical Education Teacher / Coach Start: 07/01/2009
End: 06/30/2010

Teachers

ACTION BUDGET: $

Students will meet or exceed 150 minutes o= f=20 physical activity as mandated in Act 1220.=20 Activity time will be monitored through less= on=20 plans.
Action Type: Equity
Action Type= :=20 Wellness
Teachers Start: 07/01/2009
End: 06/30/2010

Teachers

ACTION BUDGET: $

Inform parents and teachers about communit= y=20 based health and safety programs.
Action = Type:=20 Parental Engagement
Action Type:=20 Wellness
Teachers Start: 07/01/2009
End: 06/30/2010

Community Leaders

Teachers

ACTION BUDGET: $

Invite guest speakers to speak on topics t= hat=20 promote health, safety, and wellness.
Act= ion=20 Type: Wellness
Principal Start: 07/01/2009
End: 06/30/2010

Community Leaders

ACTION BUDGET: $

Use Red Ribbon Week to promote drug free=20 lifestyles, making safe choices, and communi= ty=20 resources/people that are available to help= =20 families cope with drug abuse.
Action Typ= e:=20 Equity
Action Type: Parental=20 Engagement
Action Type: Wellness
Counselor Start: 07/01/2009
End: 06/30/2010

Teachers

ACTION BUDGET: $

The Physical Education teacher and the Nur= se=20 will analyze BMI results and plan additional= =20 programs and events to promote healthy lifes= tyles.=20
Action Type: Collaboration
Nurse Start: 07/01/2009
End: 06/30/2010

Teachers
$0

ACTION BUDGET: $

Total Budget:

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 - reading and= =20 writing 1st - none 2nd - listening, speaking, re= ading,=20 and writing 3rd - listening, reading, and writin= g 4th=20 - none 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

Teachers
$0

ACTION BUDGET: $

Total Budget:

Planning Team

Classification Name Position Committee

Classroom Teacher Amelia Walters Alpha Teacher Math

Classroom Teacher Amy Braswell Theme Specialist Math

Classroom Teacher Anthea Horn Fourth Grade Teacher Literacy

Classroom Teacher Carla Smith Fourth Grade Teacher Literacy

Classroom Teacher Cathy Sebrowski Fifth Grade Teacher School Climate

Classroom Teacher Charlotte Pounders First Grade Teacher Wellness

Classroom Teacher Damon Harris P.E. Teacher Wellness

Classroom Teacher Gina Buth Second Grade Teacher Math

Classroom Teacher Jan Adcock Music Teacher Literacy

Classroom Teacher Jan Allen 1st Grade Teacher Math

Classroom Teacher Jeff Whitlow Fourth Grade Teacher Wellness

Classroom Teacher Jennifer LaGory Kindergarten Literacy

Classroom Teacher Julie Hathcote Kindergarten Wellness

Classroom Teacher Kinsey Perry Art Teacher Math

Classroom Teacher LaToya Morgan 3rd Grade Teacher School Climate

Classroom Teacher Lisa Mitchell Fourth Grade Teacher School Climate

Classroom Teacher Mariah Kohler Third Grade Teacher Wellness

Classroom Teacher Maureen Kreitzer Literacy Kindergarten

Classroom Teacher Michele Carter Third Grade Teacher School Climate

Classroom Teacher Michele Trifari First Grade Teacher School Climate

Classroom Teacher Rachel Young Fourth Grade Teacher Math

Classroom Teacher Sarah Bowen Kindergarten School Climate

Classroom Teacher Sarah Gammon Third Grade Teacher Literacy

Classroom Teacher Sarah Selby Second Grade Teacher School Climate

Classroom Teacher Shannon Pumphrey Second Grade Teacher Wellness

Classroom Teacher Stephan Marshall 5th Grade Teacher Math

Classroom Teacher Stephanie Racop First Grade Teacher Literacy

Classroom Teacher Tammy Helmick Counselor School Climate

Classroom Teacher Terri Winkler Kindergarten Math

Community Representative Shana Chaplin School Board Member School Climate

Non-Classroom Professional Staff= Adrianne Johnson Registrar School Climate

Non-Classroom Professional Staff= Becky Rather Nurse Wellness

Non-Classroom Professional Staff= Becky Tolson Curriculum Specialist Math/Literacy

Non-Classroom Professional Staff= Beth Outar Media Specialist Literacy

Non-Classroom Professional Staff= Bobbie Ransom Nurse Wellness

Non-Classroom Professional Staff= Carol Swanigan Cafeteria Manager Wellness

Non-Classroom Professional Staff= Debbie Gooding Extended Day Director School Climate

Non-Classroom Professional Staff= Gene Morris Custodian School Climate

Non-Classroom Professional Staff= Jackie Turner Custodian School Climate

Non-Classroom Professional Staff= Janee Miller Registrar School Climate

Non-Classroom Professional Staff= Jill Holman Resource Teacher Math

Non-Classroom Professional Staff= Johnny Ashford Maintenance Custodian School Climate

Non-Classroom Professional Staff= Kathy Peters Gifted and Talented Facilitator<= /TD> Math

Non-Classroom Professional Staff= Lindy Watts Counselor Counselor

Non-Classroom Professional Staff= Lisa Best Bookkeeper School Climate, Data

Non-Classroom Professional Staff= Stephanie Grant Speech Therapist Wellness

Parent Larry Lusk Parent School Climate

Parent Tricia Sproles Parent Wellness

Principal Felecia Hamilton Principal Literacy, Math, Wellness, School= =20 Climate

Principal Rhonda McElhaney Asst. Principal Literacy, Math, Wellness, School= =20 Climate

=20

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