ACSIP

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School Plan

Print=20 Version

LANDMARK ELEMENTARY SCHOOL

Arkansas Comprehensive School Improvement Plan

2009-2010

Approved:

The mission of Landmark School is that all=20 students will achieve academic skills needed to enable= them=20 to be productive citizens, meeting the technological c= hanges=20 of the 21st century.

Grade Span: K-5

Title I: Title I Schoolwide

School Improvement: SI_6=20

Table of Contents

Priority 1:=20 Literacy
    Goal: To impr= ove=20 comprehension skills with an emphasis on practical and c= ontent=20 passages and open response reading questions. To improve= =20 writing content with an emphasis on style and open respo= nse.=20
Priority 2:=20 Mathematics
    Goal: To i= mprove=20 students' open response/problem solving skills in the ar= eas of=20 Data Analysis, Statistics & Probability, Measurement= and=20 Geometry/Spatial.
Priority 3: School=20 Climate
    Goal: Reduce t= he=20 disparity among students in the area of discipline with = focus=20 toward rule #1 refusal to follow school/classroom rules.= To=20 further reduce the number of excessive students absences= and=20 tardies. Create an environment of trust among administra= tion,=20 faculty, staff, students and parents. Continue to promot= e a=20 caring environment among staff members.
Priority 4= :=20 Wellness
    Goal: Promote= a=20 healthy school and community envirnoment through nutriti= on=20 education, physical activities and other school wellness= =20 related events. This will be for 2009-2012.
Prior= ity=20 5: Restructuring
    Goal:= =20 To improve literacy and math scores in order to meet AYP= and=20 emerge from School Improvement status. This will be for= =20 2009-2012.
Priority 6: 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 students' literacy skills in reading= =20 fluency, comprehension, writing style and content = skills=20 along with improvement of higher level thinking sk= ills=20 in all areas of literacy. This will be for 2009-20= 12.=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 find that our areas of need in our combined=20 population and sub-populations of economically=20 disadvantaged, African-American, and caucasian i= n=20 reading are content and practical passages and o= pen=20 response and in writing the domains of content a= nd=20 style.=20
Benchmark-3rd Grade Literacy Exam
Report= =20 Created: Aug 29, 2008
2006-# Tested & Pe= rcent=20 of Students Scoring Proficient/Advanced:
40= =20 Students: 50% of Combined Students
17 Studen= ts:=20 35.3% of African American Students
3 Student= s: 0%=20 of Hispanic Students
20 Students: 70% of Cau= casian=20 Students
30 Students: 43.3% of Econ. Disadva= ntaged=20 Students
0 Students: .% of LEP Students
= 6=20 Students: 0% of Students with Disabilities
2= 007-#=20 Tested & Percent of Students Scoring=20 Proficient/Advanced:
44 Students: 54.5% of=20 Combined Students
22 Students: 54.5% of Afri= can=20 American Students
1 Students: 0% of Hispanic= =20 Students
21 Students: 57.1% of Caucasian Stu= dents=20
32 Students: 46.9% of Econ. Disadvantaged St= udents=20
0 Students: .% of LEP Students
3 Student= s: 0%=20 of Students with Disabilities
2008-# Tested = &=20 Percent of Students Scoring Proficient/Advanced:= =20
41 Students: 43.9% of Combined Students
= 20=20 Students: 30% of African American Students
1= =20 Students: 100% of Hispanic Students
18 Stude= nts:=20 61.1% of Caucasian Students
34 Students: 35.= 3% of=20 Econ. Disadvantaged Students
1 Students: 0% = of LEP=20 Students
12 Students: 33.3% of Students with= =20 Disabilities
The lowest identified areas for= the=20 combined population were: content Open Response= =20
The lowest identified areas for African Amer= icans=20 were: content OR
The lowest identified areas= for=20 Hispanic were: content OR
The lowest identif= ied=20 areas for Caucasian were: content OR
The low= est=20 identified areas for Econ. Disadvantaged student= s=20 were: content OR
The lowest identified areas= for=20 LEP students were: content OR
The trend anal= ysis=20 data for 2006-2008 indicates the need to improve= =20 students' literacy skills in reading fluency,=20 comprehension, writing style and content skills = along=20 with improvement of higher level thinking skills= in=20 all areas of literacy. Benchmark-4th Grade Liter= acy=20 Exam
Report Created: Aug 29, 2008
2006-#= =20 Tested & Percent of Students Scoring=20 Proficient/Advanced:
35 Students: 34.3% of=20 Combined Students
17 Students: 35.3% of Afri= can=20 American Students
2 Students: 50% of Hispani= c=20 Students
15 Students: 33.3% of Caucasian Stu= dents=20
25 Students: 24% of Econ. Disadvantaged Stud= ents=20
0 Students: .% of LEP Students
6 Student= s:=20 16.7% of Students with Disabilities
2007-# T= ested=20 & Percent of Students Scoring Proficient/Adv= anced:=20
36 Students: 41.7% of Combined Students
= 16=20 Students: 37.5% of African American Students 2=20 Students: 0% of Hispanic Students
18 Student= s: 50%=20 of Caucasian Students
25 Students: 32% of Ec= on.=20 Disadvantaged Students
0 Students: .% of LEP= =20 Students
7 Students: 0% of Students with=20 Disabilities
2008-# Tested & Percent of= =20 Students Scoring Proficient/Advanced:
48 Stu= dents:=20 31.3% of Combined Students
24 Students: 25% = of=20 African American Students
3 Students: 33.3% = of=20 Hispanic Students
19 Students: 42.1% of Cauc= asian=20 Students
38 Students: 21.1% of Econ. Disadva= ntaged=20 Students
3 Students: 0% of LEP Students
= 5=20 Students: 0% of Students with Disabilities
T= he=20 lowest identified areas for the combined populat= ion=20 were: practical reading & content Open=20 Response
The lowest identified areas for Afri= can=20 Americans were: content OR
The lowest identi= fied=20 areas for Hispanic were: content OR
The lowe= st=20 identified areas for Caucasian were: content OR= =20
The lowest identified areas for Econ.=20 Disadvantaged students were: content OR
The = lowest=20 identified areas for LEP students were: content = OR=20
The trend analysis data for 2006-2008 indica= tes=20 the need to improve students' literacy skills in= =20 reading fluency, comprehension, writing style an= d=20 content skills along with improvement of higher = level=20 thinking skills in all areas of literacy.=20
Benchmark-5th Grade Literacy Exam
Report= =20 Created: Aug 29, 2008
2006-# Tested & Pe= rcent=20 of Students Scoring Proficient/Advanced:
38= =20 Students: 50% of Combined Students
18 Studen= ts:=20 27.8% of African American Students
1 Student= s:=20 100% of Hispanic Students
19 Students: 68.4%= of=20 Caucasian Students
25 Students: 40% of Econ.= =20 Disadvantaged Students
0 Students: .% of LEP= =20 Students
6 Students: 16.7% of Students with= =20 Disabilities
2007-# Tested & Percent of= =20 Students Scoring Proficient/Advanced:
33 Stu= dents:=20 36.4% of Combined Students
18 Students: 27.8= % of=20 African American Students
1 Students: 100% o= f=20 Hispanic Students
13 Students: 46.2% of Cauc= asian=20 Students
26 Students: 34.6% of Econ. Disadva= ntaged=20 Students
0 Students: .% of LEP Students
= 4=20 Students: 0% of Students with Disabilities
2= 008-#=20 Tested & Percent of Students Scoring=20 Proficient/Advanced:
34 Students: 55.9% of=20 Combined Students
14 Students: 50% of Africa= n=20 American Students
2 Students: 0% of Hispanic= =20 Students
17 Students: 64.7% of Caucasian Stu= dents=20
25 Students: 52% of Econ. Disadvantaged Stud= ents=20
1 Students: 0% of LEP Students
7 Student= s:=20 14.3% of Students with Disabilities
The lowe= st=20 identified areas for the combined population wer= e:=20 content Open response
The lowest identified = areas=20 for African Americans were: content OR
The l= owest=20 identified areas for Hispanic were: content OR <= BR>The=20 lowest identified areas for Caucasian were: cont= ent OR=20
The lowest identified areas for Econ.=20 Disadvantaged students were: content OR
The = lowest=20 identified areas for LEP students were: content = OR=20
The trend analysis data for 2006-2008 indica= tes=20 the need to improve students' literacy skills in= =20 reading fluency, comprehension, writing style an= d=20 content skills along with improvement of higher = level=20 thinking skills in all areas of literacy.=20
. Arkansas Comprehensive School Improvement = Data=20 Source for
LANDMARK ES
NORM REFERENCED T= EST --=20 Report Completed: Sep 17, 2008
Number Tested= and=20 Percent of Students Scoring At/Above 50th Percen= tile:=20

COMBINED POPULATION Grade:0
ITBS ITB= S=20 SAT10
Year 2006 2007 2008
Number Tested = 53 57=20 N/A
Reading Comprehension 49.1% 66.7% N/A%=20

COMBINED POPULATION Grade:1
ITBS ITB= S=20 SAT10
Year 2006 2007 2008
Number Tested = 49 57=20 55
Reading Comprehension 59.2% 64.9% 45.5%=20

COMBINED POPULATION Grade:2
ITBS ITB= S=20 SAT10
Year 2006 2007 2008
Number Tested = 48 45=20 52
Reading Comprehension 45.8% 51.1% 36.5%=20

COMBINED POPULATION Grade:3
ITBS ITB= S=20 SAT10
Year 2006 2007 2008
Number Tested = 46 50=20 44
Reading Comprehension 43.5% 44.0% 34.1%=20

COMBINED POPULATION Grade:4
ITBS ITB= S=20 SAT10
Year 2006 2007 2008
Number Tested = 42 42=20 53
Reading Comprehension 40.5% 50.0% 45.3%=20

COMBINED POPULATION Grade:5
ITBS ITB= S=20 SAT10
Year 2006 2007 2008
Number Tested = 51 42=20 39
Reading Comprehension 49.0% 47.6% 41.0%=20

Analysis of NRT scores for 2006-2008 rev= eals=20 weak areas in vocabulary and reading comprehensi= on.=20
FEPSI Data 2007 indicated 100% of the studen= ts=20 observed were involved in high academically focu= sed=20 class time (50% frequently and 50% extensively)= =20 Students were observed actively engaged and full= y=20 interested in the academic lessons that were bei= ng=20 presented 100% of the time. A decrease of 50% fo= rm=20 2005 Data was noted in the area of independent=20 seatwork (self-paced worksheets, and individual= =20 assignments). The teachers were therefore utiliz= ing=20 their time for differentiated instruction. Direc= t=20 Instruction was observed 100% of the time. The d= ata=20 continues to indicate a great need to further th= e=20 implementation of instructional strategies with = focus=20 toward Professional growth in cooperative group= =20 activities. In using strategies such as identify= ing=20 similarities and differences from Classroom=20 Instruction that Works by Marzano, Pickering, an= d=20 Pollock, research shows that we could see a gain= of=20 30-40% comprehension. The data indicated an incr= ease=20 of 6.5% from 2006 in student’s participati= on in=20 solving school-related problems. FEPSI Data Inve= ntory=20 yielded 17.4% increase in the area of School Cli= mate=20 that problems facing the school can be solved by= the=20 principal and faculty. Students sharing responsi= bility=20 for keeping the school environment attractive an= d=20 clean increased by 17.8%. Active Community=20 partnerships increased 29.8% since 2006. In the = area=20 of parents actively supporting school activities= has=20 increased by 12.6%. In the area of leadership,=20 Landmark shows a 5% increase in the teachersR= 17; belief=20 that the principal is an effective instructional= =20 leader. Teachers continue to feel the Principal = values=20 instructional time and limits interruptions. The= use=20 of parent volunteers throughout the school has=20 increased by 8.8%. Student discipline being=20 administered fairly and appropriately continues = to be=20 a strength.=20
FEPSI SOM Data 2009 indicated 100% of studen= ts=20 observed were involved in high academically focu= sed=20 class time (100% Frenquently), 75% students were= =20 actively engaged (75% Frequently), 50% of studen= ts=20 were involved in independent seatwork (this data= =20 remains unchanged from 2007 and 2008). Direct=20 Instruction was observed 25% of the time, a decr= ease=20 from 50% in 2007 data. Data included 25% use of = higher=20 level questioning strategies which is up from 0%= in=20 2008, and 25% stustained reading which is up fro= m 0%=20 in 2008.=20
Attendance Data: School Year 2006-2007 (93%)= ;=20 School Year 2007-2008 (94%); School Year 2008 - = 2009=20 (94.7%). FEPSI Data 2007; 33.3% of the staff ind= icated=20 that student tardies and absence from school is = a=20 major problem and interferes with learning. FEPS= I Data=20 2009; 50.0% of the staff indicated that student= =20 tardies and absence from school is a major probl= em and=20 interferes with learning.=20

Goal

To improve comprehension skills with an emphasis= on=20 practical and content passages and open response r= eading=20 questions. To improve writing content with an emph= asis=20 on style and open response.

Benchmark

At the end of 2008 school year, 48.8% of our=20 combined population was proficient or above in lit= eracy.=20 At the end of 2009 school year, 64% will score=20 proficient or above. Annually we improve by 15%.=20 Annually we will improve by 5%(SH). At the end of = the=20 2008 school year, 42.3% of our Econcomically=20 disadvantaged subpopulation were proficient or abo= ve on=20 the literacy benchmark. At the end of the 2009 sch= ool=20 year, 64% will score proficient or above. Annually= we=20 will improve by 22%. Annually we will improve by 6= %(SH).=20 At the end of the 2008 school year, 43.1% of our=20 Africian Americian population was proficient or ab= ove in=20 literacy. At the end of the 2009 school year, 64% = will=20 score proficient or above. Annually we will improv= e by=20 21%. Annually we will improve by 6%(SH). At the en= d of=20 the 2008 school year, 55.6% of our Caucasian popul= ation=20 was proficient or above in literacy. At the end of= 2009=20 school year, 64%will score proficient or above. An= nually=20 we will improve by 8%. Annually we will improve by= =20 4%(SH).

Benchmark

At the end of the 2008-09 school year, 60.6% of = our=20 combined population was proficient or above in rea= ding.=20 At the end of the 2009-10 school year, 71.2% will = score=20 proficient or above. Annually we will improve by 1= 0.24%.=20 To qualify for "Safe Harbor" we will improve by 3.= 94%.=20 At the end of the 2008-09 school year, 52.3% of ou= r=20 African-American sub-population were proficient or= above=20 in reading. At the end of the 2009-10 school year,= 71.2%=20 will score proficient or above. Annually we will i= mprove=20 by 11.58%. To qualify for "Safe Harbor" we will im= prove=20 by 4.7%. At the end of the 2008-09 school year, 56= .9% of=20 our economically disadvantaged population was prof= icient=20 or above in reading. At the end of the 2009-10 sch= ool=20 year, 71.2% will score proficient or above. Annual= ly we=20 will improve by 11.54%. To qualify for "Safe Harbo= r" we=20 will improve by 4.3%. At the end of the 2008-09 sc= hool=20 year, 72.1% of our Caucasian population was profic= ient=20 or above in reading. At the end of the 2009-10 sch= ool=20 year, 71.2% will score proficient or above. Annual= ly we=20 will improve by 8.88%. To qualify for "Safe Harbor= " we=20 will improve by 3.97%.

Intervention: Core Literacy=20 Curriculum

Scientific Based Research: 1.= =20 Guiding Readers and Writers. Fountas, Irene = C. and=20 Gay Su Pinnell. (2001) Heinemann 2. Differen= tiated=20 Instruction. Benjamin, Amy (2003) Eye on=20 Education. 3. Whatever It Takes. Dufour, R.= =20 Dufour,R,& Karhanek, G. (2004) National= =20 Educational Service. 4. Learning By Doing.=20 Dufour,R.etal. (2006) Indiana Solution Tree.= 5.=20 Research Based Methods of Reading Instructio= n.=20 Vaughn & Thompson. (2004) ASCD 6. Classr= oom=20 Instruction That Works. Marzano, Robert, eta= l.=20 (2001) Virginia: ASCD. 7. Highly Effective=20 Questioning. Hannel, Ivan. (2002) Kismet Pri= nt=20 Productions 8. What Great Teachers Do Differ= ently.=20 Whitaker, Todd. (2004) Eye On Education 9.=20 Apprenticeship in Literacy. Dorn, Linda, eta= l.=20 (1998) Stenhouse Publishers 10. Step Up to=20 Writing. Auman, Maureen. (2008) Sopris West = 11.=20 Effects of Using Instructional Technology in= =20 Elementary and Secondary Schools: What Contr= ol=20 Evaluation Studies Say. Kulik,J (2003) Arlin= gton,=20 VA. SRI International. Retrived Sept. 9 2008= from=20 http://SRI.com/policy/CSTED/reports/sandt/it= /kulik=20

Actions

Person Responsible

Timeline

Resources

Source of Funds

The Developmental Reading Assessment (DRA)= will=20 be given to students in grades K-5. The DIBE= LS=20 assessment will be given to students in grad= es=20 K-5. Students performing below grade level i= n=20 grades K-2 will be progress monitored bi-mon= thly.=20 Training will be provided to teachers by the= =20 Instructional Facilitator for Literacy.
= Action=20 Type: AIP/IRI
Action Type: Professional=20 Development
Action Type: Title I=20 Schoolwide

Teachers

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

Teachers
Title Teachers

ACTION BUDGET:

The special education staff will schedule= =20 separate programming conferences to review=20 academic and disciplinary programming as nee= ded.=20 In addition, annual review conferences with= =20 parents/guardians will be scheduled to revie= w=20 progress and placement and programming for t= he=20 following year. The special education staff = will=20 collaborate with classroom teachers.
Acti= on=20 Type: Collaboration
Action Type: Parental= =20 Engagement
Action Type: Special=20 Education

Special Education Teachers / Teachers

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

Administrative Staff
Teachers

ACTION BUDGET:

The teachers, including special education= =20 teachers, will successfully implement=20 comprehensive literacy strategies after rece= iving=20 ELF or ELLA training.
Action Type:=20 Equity
Action Type: Professional=20 Development
Action Type: Special=20 Education

Teachers / Special Ed. Teachers

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

Teachers
Title Teachers

ACTION BUDGET:

Teachers will implement cooperative learni= ng=20 strategies and facilitate guided reading gro= ups.=20 Leveled readers will be used in small group= =20 reading instruction.
Action Type:=20 Alignment
Action Type: Technology=20 Inclusion
Action Type: Title I=20 Schoolwide

Teachers

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

Performance Assessments
Teachers
Teaching Aids
Title Teachers

ACTION BUDGET:

Review and revise the ACSIP annually. Curr= ent=20 instructional programs will be evaluated to= =20 determine students' needs and alignment with= AR=20 Frameworks and State assessments. These prog= rams=20 will be assessed by utilizing data from TLI= =20 Formative Assessments , DRA, STAR Reading=20 Assessment, DIBELS (to measure fluency),=20 norm-reference testing results, Augmented=20 Benchmark results, observations, and=20 CWT's.
Action Type: Alignment
Action T= ype:=20 Program Evaluation
Action Type: Title I=20 Schoolwide

Principal / Teachers

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

Administrative Staff
Performance Assessments
Teachers
Title Teachers

ACTION BUDGET:

Step Up to Writing will be utilized as a=20 supplement to the writing curriculum by K-5= =20 teachers stressing the domains of content an= d=20 style. The TLI writing rubric will be used t= o=20 assess and direct instruction. Training/revi= ew=20 will be provided during PLCs.
Action Type= :=20 Alignment
Action Type: Collaboration
A= ction=20 Type: Professional Development
Action Typ= e:=20 Title I Schoolwide

Teachers

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

Administrative Staff
Computers
District Staff
Teachers
Title Teachers

ACTION BUDGET:

During PLC's, teachers will analyze the TL= I=20 formative assessment data to review and deve= lop=20 strategies to drive reading and writing=20 instruction.
Action Type: Alignment
Ac= tion=20 Type: Collaboration
Action Type:=20 Equity
Action Type: Professional=20 Development
Action Type: Program=20 Evaluation
Action Type: Technology=20 Inclusion
Action Type: Title I=20 Schoolwide

Teachers

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

Administrative Staff
Outside Consultants
Teachers
Title Teachers

ACTION BUDGET:

Teachers will utilize higher order thinkin= g=20 skills and questioning techniques including= =20 analyzing, synthesizing, and evaluating, to= =20 improve critical thinking and promote proble= m=20 solving using the Essential 9 from Marazano'= s.=20 Implementation will be monitored with CWT's.= =20 Professional Development will be provided du= ring=20 PLC's
Action Type: Professional=20 Development
Action Type: Title I=20 Schoolwide

Principal

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

Administrative Staff
Teachers
Title Teachers

ACTION BUDGET:

Highly Qualified Teachers and=20 paraprofessionals will be recruited, hired, = and=20 maintained to instruct the students at Landm= ark=20 Elementary.
Action Type: Title I=20 Schoolwide

Principal

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

Administrative Staff
Central Office

ACTION BUDGET:

Landmark Elementary School will encourage= =20 parent involvement by implementing all=20 requirements of ACT 397 of 2009 by supportin= g our=20 PTA, sending informational packets home,=20 maintaining a volunteer resource book, and h= aving=20 an open house for each grade level. Parent=20 conferences will be held at the end of the f= irst=20 and 3rd nine-weeks as well as when needed.=20
Action Type: Parental Engagement

Principal

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

Administrative Staff
District Staff
Teachers

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:

A Kindergarten Round-up meeting will provi= de=20 information and learning materials for paren= ts of=20 incoming kindergarten students.
Action T= ype:=20 Collaboration
Action Type: Parental=20 Engagement
Action Type: Title I=20 Schoolwide

Teachers

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

Administrative Staff
Teachers

ACTION BUDGET:

The effectiveness of the actions of this p= lan=20 will be periodically and annually reviewed b= y=20 CWTs, TLI Assessments, parent surveys, build= ing=20 audits, CRTs, and NRTs. The 2008-2009 CRT re= sults=20 showed that student achievement improved. Th= e=20 results of additional data were unavailable = to the=20 team. Therefore, this year's data will serve= as a=20 baseline for future evaluations.
Action = Type:=20 Program Evaluation
Action Type: Title I=20 Schoolwide

Principal

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

Teachers
Title Teachers

ACTION BUDGET:

Appropriate teachers will attend ELLA and = ELF=20 literacy training to gain knowledge in readi= ng and=20 writing strategies.
Action Type:=20 Alignment
Action Type: Professional=20 Development

Teachers

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

Teachers

ACTION BUDGET:

The Instructional Facilitator for Literacy= =20 will provide ongoing, individual support, an= d=20 coaching by securing resources, scheduling=20 professional development, and organizing mat= erials=20 in the bookroom.
Action Type:=20 Alignment
Action Type: Collaboration
A= ction=20 Type: Professional Development
Action Typ= e:=20 Title I Schoolwide

Title Teacher

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

Title Teachers

ACTION BUDGET:

The overuse of direct instruction and=20 independent seatwork will be monitored throu= gh=20 CWT's.
Action Type: Program=20 Evaluation
Action Type: Title I=20 Schoolwide

Principal

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

Administrative Staff

ACTION BUDGET:

Technology will be used to enhance writing= and=20 reading instruction through Odyssey, United= =20 Streaming, research projects, PowerPoint=20 presentations, and the use of document=20 cameras.
Action Type: Alignment
Action= Type:=20 Technology Inclusion
Action Type: Title I= =20 Schoolwide

Teacher

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

Computers
Teachers
Teaching Aids
Title Teachers

ACTION BUDGET:

Parent Involvement meetings will be conduc= ted=20 to share strategies focusing on reading and= =20 writing and inform parents of at home activi= ties=20 to help prepare their child for testing. Mat= erials=20 will be purchased for take home activities.= =20
Action Type: Collaboration
Action Typ= e:=20 Parental Engagement
Action Type: Title I= =20 Schoolwide

Teachers

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

Administrative Staff
Community Leaders
Title Teachers

ACTION BUDGET:

Renaissance Place will be used in every=20 2nd-5th grade classroom to promote reading a= cross=20 the curriculum.
Action Type:=20 Alignment
Action Type: Technology=20 Inclusion

Teachers

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

Computers
School Library
Teachers
Teaching Aids

ACTION BUDGET:

The Benchmark Phonics series will be used = in=20 Grades K-2 to establish a strong foundation = for=20 phonemic awareness to ensure future success = in=20 reading and writing.
Action Type:=20 Alignment
Action Type: Equity

Teachers

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

Teachers
Title Teachers

ACTION BUDGET:

The Landmark Elementary School Parent/Scho= ol=20 Compact will be reviewed and revised with in= put=20 from parents, administrators, teachers, and= =20 students. The amended compact will be signed= by=20 all parties at the first parent/teacher=20 conference.
Action Type:=20 Collaboration
Action Type: Equity
Acti= on=20 Type: Parental Engagement
Action Type: Ti= tle I=20 Schoolwide

Principal/Teacher/Parent

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

Administrative Staff
Teachers
Title Teachers

ACTION BUDGET:

Lesson Plan books, Formative Assessment da= ta,=20 Augmented Benchmark results, and Student Aca= demic=20 Improvement Plans will be checked and review= ed=20 periodically to ensure that the pacing guide= s and=20 benchmarks are being taught.
Action Type:= Title=20 I Schoolwide

Principal

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

Administrative Staff


ACTION BUDGET:	$
Total Budget:	$0

Intervention: Remediation

Actions

Person Responsible

Timeline

Resources

Source of Funds

Teachers will implement lesson plans to=20 address areas of need identified through dat= a and=20 target sub-populations based on reading and= =20 writing instructional needs.
Action Type:= =20 AIP/IRI
Action Type: Alignment
Action = Type:=20 Equity
Action Type: Title I Schoolwide

Teachers

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

Administrative Staff
Teachers
Title Teachers

ACTION BUDGET:

Students in grades 1-5 will be tested for = an=20 appropriate reading range using the STAR/DRA= 2 test=20 at the beginning and end of each year. Data = will=20 be used for instructional planning small-gro= up=20 placement and the development of AIP/IRI=20 interventions.
Action Type: AIP/IRI
Ac= tion=20 Type: Alignment
Action Type: Technology=20 Inclusion

Teachers

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

Computers
School Library
Teachers

ACTION BUDGET:

PLC's will be used to develop and implemen= t=20 strategies to address deficiencies identifie= d in=20 sub-populations.
Action Type: Professiona= l=20 Development

Teachers/Principal

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

Administrative Staff
Computers
Teachers
Title Teachers

ACTION BUDGET:

Teachers will provide specific remedial=20 instruction for small groups based on TLI da= ta.=20 Flexible grouping, tutoring, and differentia= ted=20 instruction will be utilized to remediate sk= ills.=20
Action Type: Equity
Action Type: Titl= e I=20 Schoolwide
Action Type: Title I Target=20 Assistance

Teachers

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

Administrative Staff
Teachers
Teaching Aids
Title Teachers

ACTION BUDGET:

Academic Improvement Plans (AIPs) and=20 Intensive Reading Intervention plans (IRIs) = will=20 be developed by teachers with parent/guardia= ns=20 input. AIPs and IRIs will be implemented and= =20 monitored for all students not performing at= the=20 proficient level and to assist students with= in the=20 identified subpopulations.
Action Type:= =20 AIP/IRI
Action Type: Equity
Action Typ= e:=20 Parental Engagement

Teachers

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

Administrative Staff
Teachers

ACTION BUDGET:

The effectiveness of the actions of this p= lan=20 will be periodically and annually reviewed b= y=20 CWTs, TLI Assessments, CRTs, parent surveys,= =20 building audits and NRTs. The 2008-2009 CRT= =20 results showed that student achievement impr= oved.=20 The results of additional data were unavaila= ble to=20 the team. Therefore, this year's data will s= erve=20 as a baseline for future evaluations.
Ac= tion=20 Type: Program Evaluation
Action Type: Tit= le I=20 Schoolwide

Principal

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

Administrative Staff
District Staff
Title Teachers

ACTION BUDGET:

Landmark Cardinal Club will provide target= ed=20 instruction for students in grades 3-5 with= =20 special emphasis on sub-populations identifi= ed=20 through test data.
Action Type:=20 Alignment
Action Type: Collaboration
A= ction=20 Type: Equity
Action Type: Title I Target= =20 Assistance

Teachers/Principal/Instructional=20 Facilitators

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

Administrative Staff
Teachers
Teaching Aids
Title Teachers


ACTION BUDGET:	$
Total Budget:	$0

Intervention: Supplemental=20 Programs

Scientific Based Research: 1.= =20 Differentiated Instruction. Benjamin, Amy. (= 2003)=20 Eye On Education 2. Strategies That Work. Ha= rvey=20 & Goudvis (2000) Stenhouse Publishers 3.= =20 Leaving No ChildBehind: 50 ways to Close the= =20 Achievement Gap. Downey (2003) Corwin Press = 4.=20 Developmental Reading Assessment. Beaver, Jo= etta=20 (2006) Celebration Press. 5. Step Up to Writ= ing.=20 Auman, Maureen (2008) Sopris West. 6. Buckle= Down.=20 (2007) Heights Cross Communications Company = 7.=20 Step-by-Step Approach to Team-Based Grouping= .=20 Starla Payne (2003) Payne 8. Classroom Instr= uction=20 That Works. Marzano, Robert, etal. (2001)=20 Virginia: ASCD.

Actions

Person Responsible

Timeline

Resources

Source of Funds

The Developmental Reading Assessment (DRA)= =20 will be given to K-5. DRA2 kits and suppleme= nts=20 will be purchased with Title I funds. Traini= ng=20 will be provided for teachers by Literacy=20 Instructional Facilitator. The results will = be=20 used to guide interventions needed on=20 AIP/IRIs.
Action Type: Alignment
Actio= n=20 Type: Professional Development
Action Typ= e:=20 Title I Schoolwide

Teachers

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

Outside Consultants
Performance Assessments
Teachers
Teaching Aids
Title Teachers

$1000

Title I - Materials & Supplies:	$1000.00

ACTION BUDGET:

Leveled readers and hands-on materials wil= l be=20 purchased for use in guided reading and smal= l=20 group instruction. Listening center equipmen= t and=20 materials will be purchased with Title I fun= ds for=20 use in literacy centers.
Action Type:=20 Alignment
Action Type: Professional=20 Development
Action Type: Title I=20 Schoolwide

Teachers

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

Teachers
Teaching Aids
Title Teachers

$2594

Title I - Materials & Supplies:	$2594.00

ACTION BUDGET:

Kindergarten Round-up meeting will provide= =20 information and learning materials for paren= ts of=20 incoming kindergarten students. Instructiona= l=20 materials will be purchased for parents/stud= ents=20 through Title I funds.
Action Type:=20 Collaboration
Action Type: Parental=20 Engagement
Action Type: Title I=20 Schoolwide

Teachers

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

Teachers

$500

Title I - Materials & Supplies:	$500.00

ACTION BUDGET:

The Instructional Facilitator for Literacy= =20 will provide ongoing, individual support, an= d=20 coaching by securing resources, scheduling=20 professional development, and organizing the= book=20 room's leveled readers for guiding reading g= roups.=20 Title 1 will purchase materials to support=20 literacy instruction.
Action Type:=20 Collaboration
Action Type: Professional=20 Development
Action Type: Title I=20 Schoolwide

Title Teacher

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

Computers
Outside Consultants
Teachers
Title Teachers

$2000

Title I - Materials & Supplies:	$2000.00

ACTION BUDGET:

Principal/ Teachers/ Title Teachers

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

Administrative Staff
Outside Consultants
Teachers
Title Teachers

$4000

Title I - Materials & Supplies:	$4000.00

ACTION BUDGET:

Step Up to Writing will be implemented as = a=20 supplement of the writing curriculum. Step U= p to=20 Writing kits for new teachers will be purcha= sed=20 through Title I.
Action Type: Professiona= l=20 Development
Action Type: Title I=20 Schoolwide

Teachers

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

Teachers
Teaching Aids
Title Teachers

$1200

Title I - Materials & Supplies:	$1200.00

ACTION BUDGET:

Classroom teachers will evaluate data from= TLI=20 Formative Assessment program and research cu= rrent=20 strategies during PLC's. Title I will purcha= se ink=20 cartridges for this use on Title I printers = and=20 poster size writing rubrics for=20 classrooms.
Action Type:=20 Collaboration
Action Type: Technology=20 Inclusion
Action Type: Title I=20 Schoolwide

Principal

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

Administrative Staff
District Staff
Title Teachers

$250

Title I - Materials & Supplies:	$250.00

ACTION BUDGET:

Title I will purchase additional non-ficti= on=20 titles for Renaissance Place.
Action Typ= e:=20 Technology Inclusion
Action Type: Title I= =20 Schoolwide

Title Teacher

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

Computers
School Library
Teachers

$500

Title I - Materials & Supplies:	$500.00

ACTION BUDGET:

Spiral-up (Benchmark Phonics) kits and=20 supplemental materials will be purchased by = Title=20 I, The program will be utilized in grades K-= 2 to=20 build a strong foundation for reading throug= h the=20 use of phonemic awareness.
Action Type:= =20 Alignment
Action Type: Collaboration
A= ction=20 Type: Title I Schoolwide

Teachers

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

Administrative Staff
District Staff
Outside Consultants
Teachers
Teaching Aids
Title Teachers

$4800

Title I - Materials & Supplies:	$4800.00

ACTION BUDGET:

The Instructional Facilitator for Literacy= and=20 2 classroom teachers will attend the Arkansa= s=20 Reading Association conference. All costs wi= ll be=20 covered by Title I.
Action Type:=20 Collaboration
Action Type: Professional=20 Development
Action Type: Title I=20 Schoolwide

Teachers

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

Teachers
Title Teachers

$850

Title I - Purchased Services:	$420.00
Title I - Materials & Supplies:	$130.00
Title I - Employee Salaries:	$240.00
Title I - Employee Benefits:	$60.00

ACTION BUDGET:

Principal

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

Administrative Staff
District Staff
Title Teachers


ACTION BUDGET:	$
Total Budget:	$17694

Intervention: Closing the=20 Achievement Gap

Actions

Person Responsible

Timeline

Resources

Source of Funds

Standardized test data will be analyzed by= =20 teachers during PLC's in order to develop=20 interventions to meet the identified needs o= f=20 students including sub-populations.
Actio= n=20 Type: Collaboration
Action Type:=20 Equity
Action Type: Professional=20 Development
Action Type: Title I=20 Schoolwide

Principal

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

Administrative Staff
Teachers
Title Teachers

ACTION BUDGET:

Teachers will utilize ELLA and ELF strateg= ies=20 to teach reading and writing concepts by=20 differentiating instruction to meet the need= s of=20 all subpopulations, including economically=20 disadvantaged and African-American=20 students.
Action Type: Alignment
Actio= n=20 Type: Equity

Teachers

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

Administrative Staff
Teachers
Title Teachers

ACTION BUDGET:

Classroom technology materials/equipment s= uch=20 as document Cameras and multi-media projecto= rs=20 will be utilized for the enhancement of stud= ent=20 learning across the curriculum, with special= =20 emphasis given to students identified in all= =20 subpopulations.
Action Type: Equity
Ac= tion=20 Type: Technology Inclusion

Teachers

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

Administrative Staff
Computers
Teachers
Title Teachers

ACTION BUDGET:

Landmark Cardinal Club will provide target= ed=20 instruction for students in grades 3-5 with= =20 special emphasis on sub-populations identifi= ed=20 through test data. Buckle Down Reading curri= culum=20 will be purchased through Title I funds.=20 Effectiveness of program to be monitored by = TLI=20 Formative Assessment and teacher observation= .=20 Effectiveness of the camp will also be monit= ored=20 through the new Augmented Benchmark of 2010 = test.=20
Action Type: Collaboration
Action Typ= e:=20 Equity
Action Type: Title I Schoolwide

Teachers/Principal/Instructional=20 Facilitators

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

Administrative Staff
Teachers
Title Teachers

ACTION BUDGET:

Include special education students in gene= ral=20 curriculum with special education support.=20 Students will be included in all curriculums= to=20 the maximum extent possible. Provide compens= ation=20 tools to meet the individual needs and IEP g= oals=20 (computer use, structured writing and math p= aper,=20 large print texts) are specific to meet the= =20 learning differences of identified special=20 education students; they will be available t= o all=20 students.
Action Type: Equity
Action = Type:=20 Special Education
Action Type: Technology= =20 Inclusion
Action Type: Title I=20 Schoolwide

Principal/Teachers

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

Administrative Staff
Computers
Teachers
Title Teachers

ACTION BUDGET:

The Counselors and Home School Counselor w= ill=20 reach out to parents in order to increase th= eir=20 involvement in the education of their childr= en.=20 Transportation and needed support will be pr= ovided=20 by the Home/School Counselor.
Action Typ= e:=20 Equity
Action Type: Parental Engagement

Principal

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

Administrative Staff
Teachers

ACTION BUDGET:

The effectiveness of the actions of these= =20 interventions will be periodically and annua= lly=20 reviewed by CWTs, TLI Assessments, CRTs, bui= lding=20 audits, parent surveys, and NRTs. The 2008-2= 009=20 CRT results showed that student achievement= =20 improved.
Action Type: Program=20 Evaluation
Action Type: Title I=20 Schoolwide

Principal

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

Administrative Staff
District Staff
Teachers
Title Teachers

ACTION BUDGET:

Response to Intervention training will pro= vide=20 teachers with strategies to meet the identif= ied=20 needs of students in all sub-populations.=20
Action Type: AIP/IRI
Action Type:=20 Collaboration
Action Type: Equity
Acti= on=20 Type: Professional Development
Action Typ= e:=20 Special Education
Action Type: Title I=20 Schoolwide
Action Type: Title I Target=20 Assistance

Principal

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

Administrative Staff
School Library
Teachers
Title Teachers

ACTION BUDGET:

Academic Improvement Plans will be updated= and=20 accessible to parents online through the NOR= MES=20 website. Teachers will update AIP's by recor= ding=20 data and intervention information to keep pa= rents=20 abreast of student progress.
Action Type:= =20 AIP/IRI
Action Type: Equity
Action Typ= e:=20 Parental Engagement

Teachers

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

Teachers


ACTION BUDGET:	$
Total Budget:

Priority 2:

To improve students' mathematical/ problem-solvi= ng=20 skills in the areas of Data Analysis, Statistics &= amp;=20 Probability and Measurement open response question= s.=20 This will be for 2009-2012.

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 find our areas of need in our combined popula= tion=20 and sub-populations of economically disadvantage= d,=20 African-American, and caucasian to be Open Respo= nse in=20 Geometry, Measurement, and Data Analysis and=20 Probability.=20
Benchmark-3rd Grade Mathematics Exam
Rep= ort=20 Created: Aug 29, 2008
2006-# Tested & Pe= rcent=20 of Students Scoring Proficient/Advanced:
40= =20 Students: 60% of Combined Students
17 Studen= ts:=20 47.1% of African American Students
3 Student= s:=20 66.7% of Hispanic Students
20 Students: 70% = of=20 Caucasian Students
30 Students: 53.3% of Eco= n.=20 Disadvantaged Students
0 Students: .% of LEP= =20 Students
6 Students: 33.3% of Students with= =20 Disabilities
2007-# Tested &Percent of=20 Students Scoring Proficient/Advanced:
44 Stu= dents:=20 56.8% of Combined Students
22 Students: 50% = of=20 African American Students
1 Students: 0% of= =20 Hispanic Students
21 Students: 66.7% of Cauc= asian=20 Students
32 Students: 50% of Econ. Disadvant= aged=20 Students
0 Students: .% of LEP Students
= 3=20 Students: 0% of Students with Disabilities
2= 008-#=20 Tested & Percent of Students Scoring=20 Proficient/Advanced:
41 Students: 63.4% of=20 Combined Students
20 Students: 60% of Africa= n=20 American Students
1 Students: 100% of Hispan= ic=20 Students
18 Students: 66.7% of Caucasian Stu= dents=20
34 Students: 64.7% of Econ. Disadvantaged St= udents=20
1 Students: 100% of LEP Students
12 Stud= ents:=20 75% of Students with Disabilities
The lowest= =20 identified areas for the combined population wer= e:=20 Measurement
The lowest identified areas for= =20 African Americans were: Measurement
The lowe= st=20 identified areas for Hispanic were: measurement= =20
The lowest identified areas for Caucasian we= re:=20 measurement
The lowest identified areas for = Econ.=20 Disadvantaged students were: measurement
The= =20 lowest identified areas for LEP students were:=20 Geometry
The trend analysis shows need for i= mprove=20 students' mathematical/problem-solving skills in= the=20 areas of Data Analysis, Statistics & Probabi= lity=20 and Measurement open response questions.=20
Benchmark-4th Grade Mathematics Exam
Rep= ort=20 Created: Aug 29, 2008
2006-# Tested & Pe= rcent=20 of Students Scoring Proficient/Advanced:
35= =20 Students: 37.1% of Combined Students
17 Stud= ents:=20 29.4% of African American Students
2 Student= s: 0%=20 of Hispanic Students
15 Students: 53.3% of=20 Caucasian Students
25 Students: 24% of Econ.= =20 Disadvantaged Students
0 Students: .% of LEP= =20 Students
6 Students: 33.3% of Students with= =20 Disabilities
2007-# Tested &Percent of=20 Students Scoring Proficient/Advanced:
36 Stu= dents:=20 50% of Combined Students
16 Students: 43.8% = of=20 African American Students
2 Students: 50% of= =20 Hispanic Students
18 Students: 55.6% of Cauc= asian=20 Students
25 Students: 44% of Econ. Disadvant= aged=20 Students
0 Students: .% of LEP Students
= 7=20 Students: 28.6% of Students with Disabilities=20
2008-# Tested & Percent of Students Scor= ing=20 Proficient/Advanced:
48 Students: 54.2% of=20 Combined Students
24 Students: 50% of Africa= n=20 American Students
3 Students: 33.3% of Hispa= nic=20 Students
19 Students: 68.4% of Caucasian Stu= dents=20
38 Students: 47.4% of Econ. Disadvantaged St= udents=20
3 Students: 0% of LEP Students
5 Student= s: 20%=20 of Students with Disabilities
The lowest=20 identified areas for the combined population wer= e:=20 measurement OR
The lowest identified areas f= or=20 African Americans were: measurement OR
The l= owest=20 identified areas for Hispanic were:
The lowe= st=20 identified areas for Caucasian were: measurement= OR=20
The lowest identified areas for Econ.=20 Disadvantaged students were: measurement OR
= The=20 lowest identified areas for LEP students were: <= BR>The=20 trend analysis shows need for improve students'= =20 mathematical/problem-solving skills in the areas= of=20 Data Analysis, Statistics & Probability and= =20 Measurement open response questions.=20
Benchmark-5th Grade Mathematics Exam
Rep= ort=20 Created: Aug 29, 2008
2006-# Tested & Pe= rcent=20 of Students Scoring Proficient/Advanced:
38= =20 Students: 42.1% of Combined Students
18 Stud= ents:=20 33.3% of African American Students
1 Student= s:=20 100% of Hispanic Students
19 Students: 47.4%= of=20 Caucasian Students
25 Students: 48% of Econ.= =20 Disadvantaged Students
0 Students: .% of LEP= =20 Students
6 Students: 16.7% of Students with= =20 Disabilities
2007-# Tested &Percent of=20 Students Scoring Proficient/Advanced:
33 Stu= dents:=20 45.5% of Combined Students
18 Students: 33.3= % of=20 African American Students
1 Students: 0% of= =20 Hispanic Students
13 Students: 69.2% of Cauc= asian=20 Students
26 Students: 34.6% of Econ. Disadva= ntaged=20 Students
0 Students: .% of LEP Students
= 4=20 Students: 25% of Students with Disabilities
= 2008-#=20 Tested & Percent of Students Scoring=20 Proficient/Advanced:
34 Students: 44.1% of=20 Combined Students
14 Students: 35.7% of Afri= can=20 American Students
2 Students: 0% of Hispanic= =20 Students
17 Students: 52.9% of Caucasian Stu= dents=20
25 Students: 40% of Econ. Disadvantaged Stud= ents=20
1 Students: 0% of LEP Students
7 Student= s:=20 14.3% of Students with Disabilities
The lowe= st=20 identified areas for the combined population wer= e:=20 Data analysis and Probability OR
The lowest= =20 identified areas for African Americans were: Dat= a=20 analysis and Probability OR
The lowest ident= ified=20 areas for Hispanic were:
The lowest identifi= ed=20 areas for Caucasian were: Data analysis and=20 Probability OR
The lowest identified areas f= or=20 Econ. Disadvantaged students were: Data analysis= and=20 Probability OR
The lowest identified areas f= or LEP=20 students were:
The trend analysis shows need= for=20 improve students' mathematical/problem-solving s= kills=20 in the areas of Data Analysis, Statistics &= =20 Probability and Measurement open response questi= ons.=20
Arkansas Comprehensive School Improvement Da= ta=20 Source for
LANDMARK ES
NORM REFERENCED T= EST --=20 Report Completed: Sep 17, 2008
Number Tested= and=20 Percent of Students Scoring At/Above 50th Percen= tile:=20

COMBINED POPULATION Grade:0
ITBS ITB= S=20 SAT10
Year 2006 2007 2008
Number Tested = 53 57=20 N/A
Math Problem Solving 58.5% 70.2% N/A%=20

COMBINED POPULATION Grade:1
ITBS ITB= S=20 SAT10
Year 2006 2007 2008
Number Tested = 49 57=20 55
Math Problem Solving 67.3% 64.9% 41.8%=20

COMBINED POPULATION Grade:2
ITBS ITB= S=20 SAT10
Year 2006 2007 2008
Number Tested = 48 45=20 52
Math Problem Solving 54.2% 48.9% 30.8%=20

COMBINED POPULATION Grade:3
ITBS ITB= S=20 SAT10
Year 2006 2007 2008
Number Tested = 46 50=20 44
Math Problem Solving 63.0% 54.0% 31.8%=20

COMBINED POPULATION Grade:4
ITBS ITB= S=20 SAT10
Year 2006 2007 2008
Number Tested = 42 42=20 53
Math Problem Solving 64.3% 57.1% 49.1%=20

COMBINED POPULATION Grade:5
ITBS ITB= S=20 SAT10
Year 2006 2007 2008
Number Tested = 51 42=20 39
Math Problem Solving 54.9% 64.3% 38.5%=20

ANAYLISIS FOR 2006-2008 SHOWS WEAK AREAS= IN=20 PROBLEM SOLVING, MATH CONCEPTS, AND DATA=20 INTERPRETATION.
FEPSI Data 2007 indicated 100% of the studen= ts=20 observed were involved in high academically focu= sed=20 class time (50% frequently and 50% extensively)= =20 Students were observed actively engaged and full= y=20 interested in the academic lessons that were bei= ng=20 presented 100% of the time. A decrease of 50% fo= rm=20 2005 Data was noted in the area of independent=20 seatwork (self-paced worksheets, and individual= =20 assignments). The teachers were therefore utiliz= ing=20 their time for differentiated instruction. Direc= t=20 Instruction was observed 100% of the time. The d= ata=20 continues to indicate a great need to further th= e=20 implementation of instructional strategies with = focus=20 toward Professional growth in cooperative group= =20 activities. In using strategies such as identify= ing=20 similarities and differences from Classroom=20 Instruction that Works by Marzano, Pickering, an= d=20 Pollock, research shows that we could see a gain= of=20 30-40% comprehension. The data indicated an incr= ease=20 of 6.5% from 2006 in student’s participati= on in=20 solving school-related problems. FEPSI Data Inve= ntory=20 yielded 17.4% increase in the area of School Cli= mate=20 that problems facing the school can be solved by= the=20 principal and faculty. Students sharing responsi= bility=20 for keeping the school environment attractive an= d=20 clean increased by 17.8%. Active Community=20 partnerships increased 29.8% since 2006. In the = area=20 of parents actively supporting school activities= has=20 increased by 12.6%. In the area of leadership,=20 Landmark shows a 5% increase in the teachersR= 17; belief=20 that the principal is an effective instructional= =20 leader. Teachers continue to feel the Principal = values=20 instructional time and limits interruptions. The= use=20 of parent volunteers throughout the school has=20 increased by 8.8%. Student discipline being=20 administered fairly and appropriately continues = to be=20 a strength.=20
FEPSI SOM Data 2009 indicated 100% of studen= ts=20 observed were involved in high academically focu= sed=20 class time (100% Frenquently), 75% students were= =20 actively engaged (75% Frequently), 50% of studen= ts=20 were involved in independent seatwork (this data= =20 remains unchanged from 2007 and 2008). Direct=20 Instruction was observed 25% of the time, a decr= ease=20 from 50% in 2007 data. Data included 25% use of = higher=20 level questioning strategies which is up from 0%= in=20 2008, and 25% stustained reading which is up fro= m 0%=20 in 2008.=20
Attendance Data: School Year 2006-2007 (93%)= ;=20 School Year 2007-2008 (94%); School Year 2008 - = 2009=20 (94.7%). FEPSI Data 2007; 33.3% of the staff ind= icated=20 that student tardies and absence from school is = a=20 major problem and interferes with learning. FEPS= I Data=20 2009; 50.0% of the staff indicated that student= =20 tardies and absence from school is a major probl= em and=20 interferes with learning.

Goal

To improve students' open response/problem solvi= ng=20 skills in the areas of Data Analysis, Statistics &= amp;=20 Probability, Measurement and Geometry/Spatial.

Benchmark

At the end of the 2008 school year, 60.2% of our= =20 combined population was proficient or above in mat= h. At=20 the end of the 2009 school year, 62.5% will score= =20 proficient or above. Annually, we will improve by = 6.8%.=20

At the end of the 2008-09 school year 70.8= % of=20 our combined population was proficient or above in= math.=20 At the end of the 2009-10 school year, 70.0% will = score=20 proficient or above. Annually we will improve by 7= .98%.=20 To qualify for "Safe Harbor" we will improve by 2.= 92%.=20
At the end of the 2008-09 school year, 61.5% o= f our=20 African American population was proficient or abov= e in=20 math. At the end of the 2009-10 school year, 70.0%= will=20 score proficient or above. Annually we will improv= e by=20 8.96%. To qualify for "Safe Harbor" we will improv= e by=20 3.85%.
At the end of the 2008-09 school year, = 80.3%=20 of our Caucasian population was proficient or abov= e in=20 math. At the end of the 2009-10 school year, 70.0%= will=20 score proficient or above. Annually we will improv= e by=20 5.92%. To qualify for "Safe Harbor" we will improv= e by=20 1.97%.
At the end of the 2008-09 school year, = 57.8%=20 of our Economically Disadvantaged population was=20 proficient or above in math. At the end of the 200= 9-10=20 school year, 70.0% will score proficient or above.= =20 Annually we will improve by 8.46%. To qualify for = "Safe=20 Harbor" we will improve by 4.22%.

Intervention: Core Math=20 Curriculum

Scientific Based Research: 1.= =20 Investigations in Number, Space, and Data.=20 Russell, S., Tierney, C. and etal. (1997) Da= le=20 Seymour Publications 2. Hands-On Standards. = (2006)=20 ETA Cuisinaire, Vernon Hills, IL. 3. Whateve= r It=20 Takes. DuFour, R, Eaker, R, & Karhanek,G= .=20 (2004). Indiana: National Education Service.= 4.=20 Learning By Doing . DuFour, R. etal. (2006).= =20 Indiana: Solution Tree. 5. Classroom Instruc= tion=20 That Works (2003) Marzano, Robert, etal. 6.= =20 Effects of Using Instructional Technology in= =20 Elementary and Secondary Schools: What Contr= ol=20 Evaluation Studies Say. Kulik, J (2003).=20 Arlington, VA. SRI International. Retrieved = Sept.=20 9, 2008 from=20 http://SRI.com/policy/CSTED/reports/sandt/it= /kulik=20 7. Harcourt Math Scientific Research (2007),= =20 Harcourt Publishers Pg. RS1-RS24 8. Children= ’s=20 Mathematics Cognitively Guided Instruction.= =20 Carpenter, T, Fennema, and etal. (1999) Hein= emann=20 9. Every Day Counts Research Base and Progra= m=20 Effectiveness. Gillespie & Kanter (2005)= Great=20 Source 10. Elementary and Middle School=20 Mathematics. Van DE Walle. (2007) Pearson=20 Education, Inc. 11. Mathematics Curriculum T= opic=20 Study. Keeley, P. & Rose, C. (2006) Corw= in=20 Press

Actions

Person Responsible

Timeline

Resources

Source of Funds

Teachers, including special education, wil= l=20 follow the PCSSD K-5 Alignment Standards to = plan=20 instruction. Student achievement will be eva= luated=20 through formative assessments.
Action Typ= e:=20 Alignment
Action Type: Collaboration
A= ction=20 Type: Equity
Action Type: Special=20 Education

Teachers

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

Administrative Staff
District Staff
Performance Assessments
Teachers
Title Teachers

ACTION BUDGET:

Staff Development for standards-based=20 Mathematics strategies aligned with AR frame= works=20 will be provided to teachers during PLCs. Th= ese=20 sessions will focus on Data Analysis &=20 Probability, Numbers & Operations,=20 Measurement, Algebra, and Geometry.
Acti= on=20 Type: Alignment
Action Type: Professional= =20 Development
Action Type: Title I=20 Schoolwide

Teachers

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

Administrative Staff
Central Office
District Staff
Performance Assessments
Teachers
Title Teachers

ACTION BUDGET:

Teachers will implement a standards based= =20 mathematics curriculum that highlights=20 problem-solving hands-on instruction, small = group=20 instruction, and cooperative learning. Strat= egies=20 will target at risk sub-populations. Calenda= r=20 Math, manipulatives, calculators, document=20 cameras, and other math materials will be us= ed to=20 enhance student learning. The instructional= =20 facilitator for math will coach and model th= ese=20 strategies for the teachers.
Action Type= :=20 AIP/IRI
Action Type: Alignment
Action = Type:=20 Collaboration
Action Type: Equity
Acti= on=20 Type: Professional Development
Action Typ= e:=20 Technology Inclusion
Action Type: Title I= =20 Schoolwide

Inst. Fac. Math

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

Administrative Staff
District Staff
Performance Assessments
Teachers
Teaching Aids
Title Teachers

ACTION BUDGET:

Teachers will provide prescriptive activit= ies=20 such as Odyssey which are aligned to the AR= =20 frameworks.
Action Type: AIP/IRI
Acti= on=20 Type: Alignment
Action Type: Equity
Ac= tion=20 Type: Professional Development
Action Typ= e:=20 Technology Inclusion
Action Type: Title I= =20 Schoolwide

Teachers

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

Computers
Teachers
Teaching Aids
Title Teachers

ACTION BUDGET:

Lesson Plan books, Formative Assessments,= =20 Augmented Benchmark results, and Student Aca= demic=20 Improvement Plans will be checked and review= ed=20 periodically to ensure that the pacing guide= s and=20 benchmarks are being taught.
Action Type:= =20 AIP/IRI
Action Type: Alignment
Action = Type:=20 Equity
Action Type: Program=20 Evaluation
Action Type: Title I=20 Schoolwide

Principal / Teachers

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

Administrative Staff
Performance Assessments
Teachers
Title Teachers

ACTION BUDGET:

Teachers will incorporate lessons using=20 document cameras, calculators and alternativ= e=20 strategies into the curriculum. Instructiona= l=20 Facilitator for Math will provide modeling a= nd=20 coaching with document cameras and calculato= rs.=20 Implementation will be monitored by CWTs.=20
Action Type: AIP/IRI
Action Type:=20 Equity
Action Type: Professional=20 Development
Action Type: Special=20 Education
Action Type: Technology=20 Inclusion
Action Type: Title I=20 Schoolwide

Inst. Fac. Math

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

Computers
Teachers
Teaching Aids
Title Teachers

ACTION BUDGET:

Teachers will utilize Formative Assessment= =20 data to monitor student achievement in order= to=20 make more effective instructional decisions.= =20
Action Type: AIP/IRI
Action Type:=20 Alignment
Action Type: Equity
Action T= ype:=20 Program Evaluation

Teachers

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

Administrative Staff
Performance Assessments
Teachers
Title Teachers

ACTION BUDGET:

Teachers and Principal will monitor the=20 overuse of direct instruction and independen= t seat=20 work (worksheets) and encourage the use of o= pen=20 response questioning through regular CWTs.=20
Action Type: Equity
Action Type: Spec= ial=20 Education
Action Type: Title I=20 Schoolwide

Teachers / Principal

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

Administrative Staff
Performance Assessments
Teachers
Title Teachers

ACTION BUDGET:

Highly Qualified Teachers will be recruite= d=20 and hired to instruct Landmark Elementary=20 students.
Action Type: Title I=20 Schoolwide

Principal

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

Administrative Staff
Central Office

ACTION BUDGET:

Vertical alignment meetings will be held to= =20 determine any repetitions or gaps in the mat= h=20 curriculum and ensure consistency across gra= de=20 levels.
Action Type: Alignment
Action = Type:=20 Collaboration
Action Type: Equity
Acti= on=20 Type: Program Evaluation
Action Type: Tit= le I=20 Schoolwide

Principal

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

Administrative Staff
Teachers
Title Teachers

ACTION BUDGET:

The effectiveness of the actions of this p= lan=20 will be periodically and annually reviewed b= y=20 CWTs, TLI Assessments, CRTs, and NRTs. The=20 2008-2009 CRT results showed that student=20 achievement improved. The results of additio= nal=20 data were unavailable to the team. Therefore= , this=20 year's data will serve as a baseline for fut= ure=20 evaluations.
Action Type: Alignment
A= ction=20 Type: Equity
Action Type: Professional=20 Development
Action Type: Program=20 Evaluation
Action Type: Title I=20 Schoolwide

Principal

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

Administrative Staff
Performance Assessments
Teachers
Title Teachers

ACTION BUDGET:

Training in the use of TLI open response i= tems=20 and rubrics will be provided during PLCs.=20
Action Type: AIP/IRI
Action Type:=20 Alignment
Action Type: Collaboration
A= ction=20 Type: Equity
Action Type: Professional=20 Development
Action Type: Program=20 Evaluation

Inst. Fac. Math

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

Administrative Staff
Computers
Teachers
Title Teachers

ACTION BUDGET:

Teachers who have completed CGI I will att= end=20 the next session during the summer 2010. A n= ew=20 team of K-3 teachers will begin CGI I during= the=20 Summer of 2010. Through this training, teach= ers=20 will learn how students think mathematically= and=20 incorporate this understanding into their=20 teaching.
Action Type: Professional=20 Development
Action Type: Title I=20 Schoolwide

Teachers

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

Administrative Staff
Teachers

ACTION BUDGET:

Parents, students, teachers, and=20 administrators will have the responsibility = to=20 commit and follow the standards of the=20 School/Parent Compact.
Action Type:=20 AIP/IRI
Action Type: Collaboration
Act= ion=20 Type: Equity
Action Type: Parental=20 Engagement
Action Type: Title I=20 Schoolwide

Principal/Teachers

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

Administrative Staff
Teachers
Title Teachers

ACTION BUDGET:

Classroom teachers will be Odyssey trained= to=20 facilitate the use of Odyssey Learning as a = tool=20 for math assessment and skill development.=20
Action Type: Alignment
Action Type:=20 Equity
Action Type: Professional=20 Development
Action Type: Program=20 Evaluation
Action Type: Special=20 Education
Action Type: Technology=20 Inclusion
Action Type: Title I=20 Schoolwide

Principal

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

Computers
District Staff
Teachers
Title Teachers

ACTION BUDGET:

Teachers will utilize regular PLC meetings= to=20 develop and evaluate strategies to address t= he=20 math needs of all students emphasizing the=20 sub-populations.
Action Type:=20 Alignment
Action Type: Collaboration
A= ction=20 Type: Equity
Action Type: Professional=20 Development
Action Type: Program=20 Evaluation
Action Type: Title I=20 Schoolwide

Teachers

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

Administrative Staff
Teachers
Teaching Aids
Title Teachers

ACTION BUDGET:

Each student will have access to grade lev= el=20 appropriate calculator. Instructional Facili= tator=20 for Math and teachers will provide coaching = on the=20 use of the TI 15 calculators.
Action Type= :=20 AIP/IRI
Action Type: Alignment
Action = Type:=20 Equity
Action Type: Special Education
= Action=20 Type: Title I Schoolwide

Teachers

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

Teachers
Teaching Aids
Title Teachers

ACTION BUDGET:

Teachers will participate in training for= =20 technology equipment, such as, document came= ras,=20 data projectors, and mimio equipment.
Act= ion=20 Type: Technology Inclusion

Teachers

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

Computers
District Staff
Teachers
Teaching Aids


ACTION BUDGET:	$
Total Budget:	$0

Intervention: Remediation

Scientific Based Research: 1. = A=20 Step-by-Step to Team-Based Grouping. Payne, = S.=20 (2003) Starla Payne 2. Hands-On Standards. (= 2006)=20 ETA Cuisinaire, Vernon Hills, IL. 3. Every D= ay=20 Counts Research Base and Program Effectivene= ss.=20 Gillespie & Kanter (2005) Great Source 4= .=20 Classroom Instruction That Works. Marzano, R= obert,=20 etal. (2003) ASCD 5. Children’s Mathem= atics=20 Cognitively Guided Instruction. Carpenter, T= ,=20 Fennema, and etal. (1999) Heinemann

Actions

Person Responsible

Timeline

Resources

Source of Funds

Modeling and coaching will be given to=20 teachers by the Instructional Facilitator fo= r Math=20 on problem solving strategies, written respo= nses,=20 understanding word problems, higher order=20 questioning, and the use of manipulatives.=20 Teachers will provide small group instructio= n that=20 will use these strategies to focus on AIP ar= eas of=20 need. When appropriate, multicultural concep= ts=20 will be infused. Lesson plans and CWTs will = be=20 used to provide feedback.
Action Type:=20 AIP/IRI
Action Type: Alignment
Action = Type:=20 Equity
Action Type: Professional=20 Development
Action Type: Program=20 Evaluation
Action Type: Special=20 Education
Action Type: Title I=20 Schoolwide

Inst. Fac. Math

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

Administrative Staff
Performance Assessments
Teachers
Title Teachers

ACTION BUDGET:

During PLC meetings, teachers will develop= =20 strategies that address the areas of need=20 identified through data. The effectiveness a= nd=20 implementation of these strategies will be=20 discussed and adjusted as needed.
Action= Type:=20 AIP/IRI
Action Type: Alignment
Action = Type:=20 Collaboration
Action Type: Equity
Acti= on=20 Type: Professional Development
Action Typ= e:=20 Program Evaluation
Action Type: Title I=20 Schoolwide

Teachers

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

Administrative Staff
Teachers
Title Teachers

ACTION BUDGET:

Teachers will utilize TLI which is aligned= to=20 AR frameworks in order to monitor achievemen= t. TLI=20 reports will be used to enhance teacher=20 instruction. Progress will be monitored in=20 PLC's.
Action Type: Alignment
Action T= ype:=20 Collaboration
Action Type: Equity
Acti= on=20 Type: Special Education
Action Type: Titl= e I=20 Schoolwide

Teachers

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

Administrative Staff
Performance Assessments
Teachers
Title Teachers

ACTION BUDGET:

Academic Improvement Plans (AIPs) will be= =20 developed with teacher, principal, and paren= tal=20 input for all students performing at basic o= r the=20 below basic level.
Action Type:=20 AIP/IRI
Action Type: Equity
Action Typ= e:=20 Parental Engagement
Action Type: Title I= =20 Schoolwide

Principal / Teachers

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

Administrative Staff
Teachers

ACTION BUDGET:

The effectiveness of the actions of this p= lan=20 will be periodically and annually reviewed b= y=20 CWTs, TLI Assessments, CRTs, parent surveys,= =20 building audits and NRTs. The 2008-2009 CRT= =20 results showed that student achievement impr= oved.=20 The results of additional data were unavaila= ble to=20 the team. Therefore, this year's data will s= erve=20 as a baseline for future evaluations.
Ac= tion=20 Type: Alignment
Action Type: Equity
Ac= tion=20 Type: Program Evaluation
Action Type: Tit= le I=20 Schoolwide

Principal

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

Administrative Staff
Teachers
Title 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 para-professionals.
Action Type: Program= =20 Evaluation

Principal

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

Administrative Staff

ACTION BUDGET:

Notification will be sent to parents to in= form=20 them of the level of school improvement, why= the=20 school is in improvement, and what the schoo= l is=20 doing to get out of school improvement. Lett= ers=20 were dated August 5, 2009.
Action Type:=20 Parental Engagement
Action Type: Program= =20 Evaluation

Principal

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

Administrative Staff

ACTION BUDGET:

Notification will be sent to the parents o= f=20 Choice/SES and a list of state approved prov= iders=20 will be included. Information was sent Augus= t 5,=20 2009.
Action Type: Program Evaluation
= Action=20 Type: Title I Schoolwide

Principal

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

District Staff


ACTION BUDGET:	$
Total Budget:	$0

Intervention: Supplemental=20 Programs

Scientific Based Research: 1.E= very=20 Day Counts Research Base and Program=20 Effectiveness. Gillespie & Kanter (2005)= Great=20 Source 2.Buckle Down. (2007) Buckle Down=20 Publishing 3.Mathematics Curriculum Topic St= udy.=20 Keeley, P. & Rose, C. (2006) Corwin Pres= s=20

Actions

Person Responsible

Timeline

Resources

Source of Funds

Landmark Cardinal Club will provide target= ed=20 instruction and test taking strategies for=20 students in grades 3-5 with emphasis on=20 sub-populations. Materials and supplies will= be=20 purchased by Title I funds and will include = Buckle=20 Down Math practice books and supplies for sm= all=20 groups.
Action Type: AIP/IRI
Action Ty= pe:=20 Alignment
Action Type: Collaboration
A= ction=20 Type: Equity
Action Type: Program=20 Evaluation
Action Type: Title I=20 Schoolwide

Teachers

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

Teachers
Teaching Aids
Title Teachers

$4440

Title I - Materials & Supplies:	$4440.00

ACTION BUDGET:

Teachers will communicate with parents=20 regarding student progress and behavior thro= ugh=20 the use of communication logs. To assure our= =20 economically disadvantaged population will r= eceive=20 equitable communication, Title I funds will = be=20 used to purchase the communication logs.
= Action=20 Type: Equity
Action Type: Parental=20 Engagement
Action Type: Special=20 Education
Action Type: Title I=20 Schoolwide

Teachers

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

Teachers
Teaching Aids

$1600

Title I - Materials & Supplies:	$1600.00

ACTION BUDGET:

Parent Involvement meetings will be conduc= ted=20 to inform parents of at home activities to h= elp=20 their child prepare for testing. Training wi= ll be=20 provided by the Home School Counselor to=20 facilitate Family Involvement. The Arkansas= =20 Augmented Benchmark Testing will be explaine= d to=20 help parents better understand what is expec= ted of=20 students. Materials and manipulatives for us= e at=20 home will be purchased by Title I funds. Sti= pends=20 (salaries & benefits) will be paid by Ti= tle I=20 funds to teachers who plan and facilitate. P= arent=20 surveys will determine the effectiveness of = the=20 meeting.
Action Type: Alignment
Action= Type:=20 Equity
Action Type: Parental=20 Engagement
Action Type: Program=20 Evaluation
Action Type: Title I=20 Schoolwide

Math Instructional Facilitator/Teachers

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

Administrative Staff
Teachers
Title Teachers

$500

Title I - Materials & Supplies:	$190.00
Title I - Employee Salaries:	$250.00
Title I - Employee Benefits:	$60.00

ACTION BUDGET:

Teachers of grades K-5 will be trained in = the=20 use of "Everyday Math Counts Calendar Math".= =20 Stipends (salaries & benefits) will be p= aid by=20 Title I funds for attendees.
Action Type:= =20 Alignment
Action Type: Equity
Action T= ype:=20 Professional Development
Action Type: Pro= gram=20 Evaluation
Action Type: Title I=20 Schoolwide

Teachers

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

District Staff
Teachers
Title Teachers

$1830

Title I - Employee Salaries:	$702.00
Title I - Employee Benefits:	$120.00
PD (State-223) - Employee Benefits:	$210.00
PD (State-223) - Employee Salaries:	$798.00

ACTION BUDGET:

"Everyday Counts Calendar Math" which is=20 aligned with AR frameworks will be used in K= - 5th=20 grades to improve students understanding. Ki= ts=20 will be purchased by Title I funds to use in= the=20 classroom. Supplemental materials will be=20 purchased by Title I funds to increase achie= vement=20 and continued success of the calendar math=20 program.
Action Type: Alignment
Actio= n=20 Type: Title I Schoolwide

Teachers

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

Teachers
Title Teachers

$1310

Title I - Materials & Supplies:	$1310.00

ACTION BUDGET:

Instructional Facilitator for Math will=20 provide ongoing support and coaching for tea= chers=20 by securing and organizing resources for a=20 standards based math curriculum. Title I fun= ds=20 will be used to purchase necessary manipulat= ives=20 and materials.
Action Type: Alignment
= Action=20 Type: Collaboration
Action Type: Professi= onal=20 Development
Action Type: Special=20 Education
Action Type: Title I=20 Schoolwide

Inst. Fac. Math

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

Teachers
Teaching Aids
Title Teachers

$960

Title I - Materials & Supplies:	$960.00

ACTION BUDGET:

Instructional Facilitator for Math will=20 collaborate with staff to provide students w= ith=20 manipulatives and math tools to enhance thei= r=20 understanding of measurement, geometry and s= patial=20 sense through the use of centers and group=20 activities. Title I funds will be used to pu= rchase=20 the math manipulatives, tools and=20 centers.
Action Type: Alignment
Action= Type:=20 Collaboration
Action Type: Equity
Acti= on=20 Type: Professional Development
Action Typ= e:=20 Program Evaluation
Action Type: Special=20 Education
Action Type: Title I=20 Schoolwide

Math Instructional Facilitator/Teachers

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

Teachers
Teaching Aids
Title Teachers

$3414

Title I - Materials & Supplies:	$3414.00

ACTION BUDGET:

Instructional Facilitator for Math will=20 provide teachers and students practice TLI o= pen=20 response problems. The scoring rubric will b= e=20 explained to students in grades 2-5 and prov= ided=20 to them during the practice sessions. Title = I=20 funds will be used to purchase ink cartridge= s,=20 materials and supplies for the printing of O= R=20 problems and rubrics.
Action Type:=20 Alignment
Action Type: Collaboration
A= ction=20 Type: Equity
Action Type: Professional=20 Development
Action Type: Special=20 Education
Action Type: Title I=20 Schoolwide

Inst. Fac. Math

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

Computers
Performance Assessments
Teachers
Teaching Aids
Title Teachers

$200

Title I - Materials & Supplies:	$200.00

ACTION BUDGET:

Teachers and Instructional Facilitator for= =20 Math will attend conferences, such as the Ar= kansas=20 Curriculum Conference in November, to learn = new=20 research based teaching strategies. The stra= tegies=20 will be discussed during PLCs and implemente= d in=20 classrooms with special emphasis on=20 sub-populations. Title I funds will be used = to pay=20 for conference registrations and supplies.=20
Action Type: Collaboration
Action Typ= e:=20 Professional Development
Action Type: Tit= le I=20 Schoolwide

Teachers/Inst. Fac. Math

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

Teachers
Title Teachers

$900

Title I - Purchased Services:	$705.00
Title I - Materials & Supplies:	$195.00

ACTION BUDGET:

When appropriate, multicultural concepts w= ill=20 be infused into small group instruction with= =20 targeted sub-populations. This instruction w= ill=20 focus on problem solving strategies through = the=20 use of literature, written responses,=20 understanding word problems, higher order=20 questioning, and the use of manipulatives. T= itle I=20 funds will be used to purchase Math literatu= re.=20
Action Type: Alignment
Action Type:=20 Equity
Action Type: Title I Schoolwide

Inst. Fac. Math

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

Teachers
Teaching Aids
Title Teachers

$1500

Title I - Materials & Supplies:	$1500.00

ACTION BUDGET:

Teachers will study and incorporate (resea= rch=20 based) Marzano's Essential Nine strategies i= nto=20 their lessons. These lessons will foster str= onger=20 relationships with students and thus increas= e=20 student achievement. Staff will take part in= =20 training provided during PLCs based on "Clas= sroom=20 Instruction that Works" by Marzano. Title I = funds=20 will be used to purchase books and training= =20 DVDs.
Action Type: Alignment
Action Ty= pe:=20 Collaboration
Action Type: Equity
Acti= on=20 Type: Professional Development
Action Typ= e:=20 Title I Schoolwide

Principal

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

Administrative Staff
Teachers
Teaching Aids
Title Teachers

$200

Title I - Materials & Supplies:	$200.00

ACTION BUDGET:

Teachers in grades 3-5 will be trained by = Dr.=20 Linda Griffith in the Math Intervention=20 initiative. This training will assist in the= =20 instruction of at-risk sub-populations. Titl= e I=20 funds will be used to cover the costs of=20 substitutes.
Action Type: AIP/IRI
Acti= on=20 Type: Alignment
Action Type: Equity
Ac= tion=20 Type: Professional Development
Action Typ= e:=20 Title I Schoolwide

Teachers

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

Outside Consultants
Teachers

$3360

Title I - Purchased Services:	$3360.00

ACTION BUDGET:

The effectiveness of the actions of this p= lan=20 will be periodically and annually reviewed b= y=20 CWTs, TLI Assessments, CRTs, parent surveys,= =20 building audits and NRTs. The 2008-2009 CRT= =20 results showed that student achievement impr= oved.=20 The results of additional data were unavaila= ble to=20 the team. Therefore, this year's data will s= erve=20 as a baseline for future evaluations.
Ac= tion=20 Type: ADE Scholastic Audit
Action Type:=20 AIP/IRI
Action Type: Alignment
Action = Type:=20 Equity
Action Type: Program=20 Evaluation
Action Type: Title I=20 Schoolwide

Principal

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

Administrative Staff
Teachers
Title Teachers


ACTION BUDGET:	$
Total Budget:	$20214

Intervention: Closing the=20 Achievement Gap

Scientific Based Research:=20 1.Children’s Mathematics Cognitively G= uided=20 Instruction. Carpenter, T, Fennema, and etal= .=20 (1999) Heinemann 2.Effects of Using Instruct= ional=20 Technology in Elementary and Secondary Schoo= ls:=20 What Control Evaluation Studies Say. Kulik, = J=20 (2003). Arlington, VA. SRI International.=20 Retrieved Sept. 9, 2008 from=20 http://SRI.com/policy/CSTED/reports/sandt/it= /kulik=20 3.Every Day Counts Research Base and Program= =20 Effectiveness. Gillespie & Kanter (2005)= Great=20 Source

Actions

Person Responsible

Timeline

Resources

Source of Funds

Landmark Cardinal Club will provide practi= ce=20 and test-taking strategies for all students= =20 emphasizing at-risk sub-population students = in=20 grades 3-5.
Action Type: AIP/IRI
Actio= n=20 Type: Alignment
Action Type:=20 Collaboration
Action Type: Equity
Acti= on=20 Type: Program Evaluation
Action Type: Tit= le I=20 Schoolwide

Teachers

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

Teachers
Teaching Aids
Title Teachers

ACTION BUDGET:

Teachers will provide prescriptive activit= ies=20 through Odyssey Learning to target at-risk=20 sub-populations.
Action Type:=20 Alignment
Action Type: Equity
Action T= ype:=20 Professional Development
Action Type:=20 Technology Inclusion
Action Type: Title I= =20 Schoolwide

Teachers

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

Computers
Teachers
Teaching Aids
Title Teachers

ACTION BUDGET:

Special education students will be include= d in=20 general education curriculum with support to= meet=20 IEP goals and individual needs. This support= will=20 also be available to all students.
Action= Type:=20 Alignment
Action Type: Collaboration
A= ction=20 Type: Equity
Action Type: Special=20 Education
Action Type: Technology=20 Inclusion
Action Type: Title I=20 Schoolwide

Teachers

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

Computers
Teachers
Teaching Aids
Title Teachers

ACTION BUDGET:

Schoolwide intervention time will be utili= zed=20 to target instruction to identified students= whose=20 data indicates specific content area=20 needs.
Action Type: AIP/IRI
Action Typ= e:=20 Alignment
Action Type: Collaboration
A= ction=20 Type: Equity
Action Type: Program=20 Evaluation
Action Type: Special=20 Education
Action Type: Title I=20 Schoolwide

Teachers

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

Teachers
Teaching Aids
Title Teachers

ACTION BUDGET:

Teachers will study and incorporate (resea= rch=20 based) Marzano's Essential Nine strategies i= nto=20 their lessons. These lessons will foster str= onger=20 relationships with students and thus increas= e=20 student achievement. Staff will take part in= =20 training based on "Classroom Instruction tha= t=20 Works" by Marzano. Title I funds will be use= d to=20 purchase books and training DVDs.
Action = Type:=20 Collaboration
Action Type: Equity
Acti= on=20 Type: Professional Development
Action Typ= e:=20 Title I Schoolwide

Teachers

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

Administrative Staff
Teachers
Teaching Aids
Title Teachers

ACTION BUDGET:

AIPs will be updated and accessible to par= ents=20 on-line through the NORMES website. Teachers= will=20 updated AIPs by recording data and intervent= ions=20 information to keep parents abreast of stude= nt=20 progress.
Action Type: AIP/IRI
Action= Type:=20 Equity

Teachers

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

Computers
Performance Assessments
Teachers

ACTION BUDGET:

The effectiveness of the actions of this p= lan=20 will be periodically and annually reviewed b= y=20 CWTs, TLI Assessments, CRTs, parent surveys,= =20 building audits and NRTs. The 2008-2009 CRT= =20 results showed that student achievement impr= oved.=20 The results of additional data were unavaila= ble to=20 the team. Therefore, this year's data will s= erve=20 as a baseline for future evaluations.
Ac= tion=20 Type: ADE Scholastic Audit
Action Type:=20 AIP/IRI
Action Type: Alignment
Action = Type:=20 Equity
Action Type: Program=20 Evaluation
Action Type: Title I=20 Schoolwide

Principal

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

Administrative Staff
Teachers
Title Teachers

ACTION BUDGET:

Response to Intervention training will pro= vide=20 teachers with strategies to meet the identif= ied=20 needs of students in all=20 sub-populations.
Action Type: AIP/IRI
= Action=20 Type: Collaboration

Principal

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

District Staff
Performance Assessments
Teachers
Teaching Aids


ACTION BUDGET:	$
Total Budget:

Priority 3:

To create an environment conducive to learning. = All=20 stakeholders will promote an atmosphere of trust a= nd=20 respect through team building and by sharing a com= mon=20 goal. The home/community will be encouraged to bec= ome=20 actively engaged with the daily activities of the= =20 school. This will be for 2009-2012.

Supporting Data:

Attendance Data: School Year 2006-2007 (93%)= ;=20 School Year 2007-2008 (94%); School Year 2008 - = 2009=20 (94.7%). FEPSI Data 2007; 33.3% of the staff ind= icated=20 that student tardies and absence from school is = a=20 major problem and interferes with learning. FEPS= I Data=20 2009; 50.0% of the staff indicated that student= =20 tardies and absence from school is a major probl= em and=20 interferes with learning.=20
Discipline Data 2008 Total enrollment: 59% w= hite=20 and 42% black. Total number of school suspension= s 15:=20 Black Male -4, White Male-9, BF-2, and WF-0. Tot= al=20 male suspensions: 13 Total Female suspensions: 2= Rule=20 most violated: #1-failure to follow classroom an= d=20 school rules. Office referrals total: 133 Saturd= ay=20 School Total: 17 ; BM-7, BF-3, WM-6, and WF-1=20 Discipline Data 2007 There were a total of 32 sc= hool=20 suspensions: Black males 9, white males 12, blac= k=20 females 7, and white females 4. The rules violat= ed=20 most: rule # 1-failure to follow classroom and s= chool=20 rules, rule # 2- defiant behavior, and rule #=20 10-fighting. There were a total of 147 office=20 referrals in 2006. Saturday School: 60% white ma= les,=20 40% black males, 5% white females, and 6% black= =20 females. Discipline Data 2006 As of April 2006 T= otal=20 school suspensions 43, Black Males 27, Black Fem= ales=20 5, White Males 9, White Female 1 and Hispanic 1.= =20 Saturday School total 74 students assigned Black= Males=20 39, Black Females 11, White Males 14, White Fema= les 7=20 and Hispanics 3. Rules violated #10 fighting, #1= 1=20 Defiant Behavior, and #1 Failure to Follow Schoo= l=20 Rules. FESPI DATA: According to the School Clima= te=20 Survey 91% of those responding indicated that ru= les=20 for student behavior are consistently enforced, = and=20 91% also responded that student behavior is gene= rally=20 positive in the school.=20
Discipline Data 2009 Total enrollment: 55% w= hite=20 and 45% black. Total number of school suspension= s 44:=20 Black Male - 20, White Male - 9, BF - 13, and WF= - 2.=20 Total male suspensions: 29 Total Female suspensi= ons:=20 15 Rule most violated: #2 - Disorderly Conduct. = Office=20 referrals total: 125 Saturday School Total: 15 ;= BM -=20 3, BF - 8, WM - 1, and WF - 3. Discipline Data 2= 007=20 There were a total of 32 school suspensions: Bla= ck=20 males 9, white males 12, black females 7, and wh= ite=20 females 4. The rules violated most: rule # 1-fai= lure=20 to follow classroom and school rules, rule # 2-= =20 defiant behavior, and rule # 10-fighting. There = were a=20 total of 147 office referrals in 2006. Saturday= =20 School: 60% white males, 40% black males, 5% whi= te=20 females, and 6% black females. Discipline Data 2= 006 As=20 of April 2006 Total school suspensions 43, Black= Males=20 27, Black Females 5, White Males 9, White Female= 1 and=20 Hispanic 1. Saturday School total 74 students as= signed=20 Black Males 39, Black Females 11, White Males 14= ,=20 White Females 7 and Hispanics 3. Rules violated = #10=20 fighting, #11 Defiant Behavior, and #1 Failure t= o=20 Follow School Rules. FESPI DATA: According to th= e=20 School Climate Survey 91% of those responding=20 indicated that rules for student behavior are=20 consistently enforced, and 91% also responded th= at=20 student behavior is generally positive in the sc= hool.=20
FEPSI Data 2006 School Climate Inventory yie= lded=20 results in 7 areas: Collaboration, Environment,= =20 Expectation, Instruction, Involvement, Leadershi= p and=20 order with the Dimension Mean ranging between=20 1.00-5.00 with 5.00 being the highest. The inven= tory=20 results indicated that the highest means were in= the=20 area of Environment 4.42 out of 5.00 and Leaders= hip=20 4.39 out of 5.00, which is an increase from the= =20 previous year. In the area of Collaboration 100%= of=20 the staff agreed that there is cooperation among= all=20 in achieving school goals. Collaboration lowest = area=20 of students participates in solving school-relat= ed=20 problems with a response of 36.4%. In the area o= f=20 Environment 86.4% of the staff indicated that an= =20 atmosphere of trust exists among the administrat= ion,=20 faculty, staff, students, and parents, which is = an=20 increase from the previous year of 20%. In the a= rea of=20 Expectations 100% responded that high expectatio= ns are=20 set for all students. In the area of Instruction= 100%=20 responded that a variety of teaching strategies = are=20 implemented in the classroom. In the area of=20 Involvement 95.5% responded that information abo= ut=20 school activities is communicated to parents on = a=20 consistent basis. In the area of Involvement the= =20 greatest concern was that community businesses w= ere=20 not active in the school with 73% response rate.= In=20 the area of Order 100% response rate that the sc= hool=20 is a safe place in which to work. The Lowest are= a of=20 Order with 64% indicating that student misbehavi= or in=20 the school interferes with the teaching process.= In=20 summary differentiated instructional strategies = are=20 implemented school wide to meet the needs of the= =20 students. Various assessments are integrated int= o the=20 daily curriculum to plan instruction for the stu= dents.=20
FEPSI Data 2007 Teacher questionaire indicat= ed 90%=20 of the teachers felt that rules for students beh= avior=20 are consistantly enforced and 90% indicated stud= ent=20 discipline is administered fairly and appropriat= ely.=20 In general, teachers feel that positive student= =20 behavior has declined in 2007. The teacher=20 questionnaire indicated a 30% increase in commun= ity=20 businesses activity at Landmark Elementary.=20
FEPSI Data 2009 School Climate Inventory yie= lded=20 results in 7 areas: Collaboration, Environment,= =20 Expectation, Instruction, Involvement, Leadershi= p and=20 order with the Dimension Mean ranging between=20 1.00-5.00 with 5.00 being the highest. The inven= tory=20 results indicated that the highest means were in= the=20 area of Expectations - 4.53 out of 5.00 and=20 Instruction - 4.43 out of 5.00, which is an incr= ease=20 from the previous year. In the area of Collabora= tion=20 90.9% of the staff agreed that teachers are enco= uraged=20 to communicate concerns, questions, and construc= tive=20 ideas. Collaboration lowest area of students are= =20 encouraged to help others with problems with a=20 response of 72.7%. In the area of Environment 59= .1% of=20 the staff indicated that an atmosphere of trust = exists=20 among the administration, faculty, staff, studen= ts,=20 and parents, which is an decrease from the previ= ous=20 year of 7.6%. In the area of Expectations 100%=20 responded that teachers are proud of this school= and=20 its students which is an increase from the previ= ous=20 year. In the area of Instruction 95.5% responded= that=20 a variety of teaching strategies are implemented= in=20 the classroom. In the area of Involvement 86.4%= =20 responded that information about school activiti= es is=20 communicated to parents on a consistent basis. I= n the=20 area of Involvement the greatest concern was tha= t=20 community businesses were not active in the scho= ol=20 with 36.4% response rate. In the area of Order 1= 00%=20 response rate that the school is a safe place in= which=20 to work. The Lowest area of Order with 50% indic= ating=20 that student tardiness or absensce from school=20 interferes with learning, and 54.5% indicate tha= t=20 student misbehavior in the school interferes wit= h the=20 teaching process. In summary, the staff indicate= s that=20 lack of community support, student tardiness, st= udent=20 misbehavior, and student involvement are concern= s for=20 the teaching and learning process.

Goal

Reduce the disparity among students in the area = of=20 discipline with focus toward rule #1 refusal to fo= llow=20 school/classroom rules. To further reduce the numb= er of=20 excessive students absences and tardies. Create an= =20 environment of trust among administration, faculty= ,=20 staff, students and parents. Continue to promote a= =20 caring environment among staff members.

Benchmark

Analyze discipline data using the district's and= =20 school's discipline data documentation to reduce t= he=20 number of repeat offenders during 2006-2007 school= year.=20 Review attendance and tardy data each nine weeks.= =20 Analyze and review the FEPSI School Climate Data. =

Benchmark

Analyze discipline data using the district's and= =20 school's discipline data documentation to reduce t= he=20 number of repeat offenders during 2009-2010 school= year.=20 Review attendance and tardy data each nine weeks.= =20 Analyze and review the FEPSI School Climate Data. =

Intervention: Landmark Discipl= inary=20 Management Plan

Scientific Based Research:=20 Gestwicki,C. (2004). "Home, School,and Commu= nity=20 Relations: A Guide to Working with Families.= "=20 Australia; Clifton Park,NY:Thomson/Delmar=20 Learning. Reeves, Douglas: "Six Principles o= f=20 Effective Accountability". March/April=20 2004.http:www.edletteer,org.Retrieved=20 3/30/04

Actions

Person Responsible

Timeline

Resources

Source of Funds

Design and implement a grade level managem= ent=20 system for minor disciplinary infractions to= be=20 sent home weekly and signed by parents.
A= ction=20 Type: Equity
Action Type: Parental=20 Engagement

Teachers

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

Teachers
Teaching Aids

ACTION BUDGET:

Track the number of discipline infractions= in=20 the targeted areas in order to see if the=20 Discipline Management Plan is working effect= ively=20 to address the disparity and needs of identi= fied=20 sub-populations.
Action Type: Equity
A= ction=20 Type: Program Evaluation

Principal

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

Administrative Staff
Central Office
Teachers

ACTION BUDGET:

Each nine weeks students are awarded=20 ribbons/incentives for quarterly perfect=20 attendance. End of the year certificates are= =20 awarded to students for yearly perfect atten= dance=20 and a school-wide monthly attendance.
Act= ion=20 Type: Equity

Counselor

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

Administrative Staff
Central Office
Community Leaders
Teachers

ACTION BUDGET:

Teach and reinforce character traits each= =20 month of the school year.
Action Type:=20 Equity

Counselor

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

Community Leaders
Teachers
Teaching Aids

ACTION BUDGET:

Recognize weekly "Character Kids" from eac= h=20 classroom during a weekly announcement. Inte= grate=20 "Connect" videos into morning news and class= room=20 guidance.
Action Type: Equity
Action T= ype:=20 Technology Inclusion

Counselor/Teachers

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

Administrative Staff
Central Office
Community Leaders
Computers
Teachers

ACTION BUDGET:

Require a signature from parents that=20 indicates that they have received, are famil= iar=20 with, and have reviewed the Discipline Handb= ook=20 with his/her child(ren).
Action Type:=20 Equity
Action Type: Parental Engagement

Principal/Teachers

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

Central Office

ACTION BUDGET:

Post, teach and reinforce school-wide rule= s=20 and procedures throughout the year.
Actio= n=20 Type: Equity

Principal/Teachers

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

Administrative Staff
Teachers

ACTION BUDGET:

Teachers receive training in use of=20 school-wide discipline plan and implementati= on.=20
Action Type: Professional Development

Principal

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

Administrative Staff
Teachers

ACTION BUDGET:

Revise the Discipline Management Plan (DMP= ) to=20 correlate with the data collected to consoli= date=20 the DMP & FEPSI Plan to improve school c= limate=20 through positive student discipline efforts = in=20 order to reduce disparity among=20 students.
Action Type: Equity
Action T= ype:=20 Program Evaluation

Principal

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

Administrative Staff
Central Office
District Staff

ACTION BUDGET:

Counselor will work with students in small= =20 groups to discuss managing anger and using=20 appropriate behavior/MAD (Making Anger Disap= pear)=20 Program.
Action Type: Equity

Counselor

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

Administrative Staff
Teachers

ACTION BUDGET:

Create a caring environment and promote tr= ust=20 among administration, faculty and staff by=20 planning team-building activities with all=20 groups.
Action Type: Parental=20 Engagement
Action Type: Professional=20 Development

Principal

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

Central Office
Teachers

ACTION BUDGET:

Staff will review annually the ACSIP Plan = to=20 assess the learning environment of students = to=20 address the needs of the identified=20 sub-populations.
Action Type: Program=20 Evaluation

Principal

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

Administrative Staff
Teachers

ACTION BUDGET:

Behavior Modification Plans will be develo= ped=20 to meet the academic and behavioral needs of= the=20 Special Education students and with other=20 identified students to increase student=20 achievement.
Action Type: Equity
Actio= n=20 Type: Special Education

Principal

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

Administrative Staff
Teachers

ACTION BUDGET:

Students are required to wear uniforms as = per=20 PCSSD School Board Policy.
Action Type:=20 Equity
Action Type: Parental Engagement

Principal/Teachers

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

Administrative Staff
Central Office
Teachers

ACTION BUDGET:

Third through fifth grade students who bri= ng=20 up a grade without any other grades dropping= will=20 achieve a BUG award(Brought Up Grade). These= =20 students and parents will be recognized at t= he 2nd=20 and 3rd nine weeks Honors Assemblies.
Act= ion=20 Type: AIP/IRI
Action Type: Equity
Acti= on=20 Type: Parental Engagement

Counselor

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

Administrative Staff
Teachers
Title Teachers


ACTION BUDGET:	$
Total Budget:	$0

Intervention: Parental=20 Involvement

Scientific Based Research: 1.= =20 Whatever It Takes. Dufour, R. Dufour,R,&= =20 Karhanek, G. (2004) National Educational Ser= vice.=20 2. Learning By Doing. Dufour,R.etal. (2006)= =20 Indiana Solution Tree. 3. What Works in Scho= ols:=20 Translating Research Into Action Marazano, R= .=20 (2003) Association for Supervision and=20 Professional Development. 4. The School Serv= ices=20 Sourcebook: A Guide for School-based=20 Professionals. Franklin, C. (2006) Oxford=20 University Press.

Actions

Person Responsible

Timeline

Resources

Source of Funds

A parent meeting will be held in conjuncti= on=20 with Title I to make parents aware of the to= tal=20 schoolwide program.
Action Type:=20 Collaboration
Action Type: Parental=20 Engagement

Principal

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

Administrative Staff
Teachers
Title Teachers

ACTION BUDGET:

Keep parents abreast of student academic a= nd=20 behavior progress by communicating daily thr= ough=20 the use of Student Assignment Notebooks.
= Action=20 Type: Equity
Action Type: Parental=20 Engagement

Teachers

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

Teachers
Teaching Aids

ACTION BUDGET:

According to state mandate ACT 397 of 2009= ,=20 the parental involvement plan will be evalua= ted in=20 vertical teams by teachers and the parent=20 involvement committee to determine its=20 effectiveness. The program will involve pare= nts of=20 students at all grade levels, be comprehensi= ve and=20 coordinated in nature, and recognize that=20 communication between home and school should= be=20 regular, two-way, and meaningful. The progra= m will=20 be assessed by the parent survey and volunte= er=20 hours will be reviewed.
Action Type: Pare= ntal=20 Engagement
Action Type: Program=20 Evaluation

Principal

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

Administrative Staff
Teachers

ACTION BUDGET:

Parents will attend conferences with their= =20 child's teacher. Teachers will contact paren= ts to=20 schedule conferences no less than two times = a=20 year, as mandated by ACT 603.
Action Type= :=20 AIP/IRI
Action Type: Parental Engagement<= BR>

Principal/Teachers

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

Administrative Staff
Teachers
Title Teachers

ACTION BUDGET:

Parents, students, teachers, and administa= tors=20 will have the responsibility to commit and f= ollow=20 the standards of the School/Parent=20 Compact.
Action Type: Parental=20 Engagement

Principal

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

Administrative Staff
Teachers

ACTION BUDGET:

Assist parents in providing basic needs to= =20 students such as food and clothing to increa= se=20 equity within student achievement.
Action= Type:=20 Collaboration
Action Type: Equity

Home School Counselor

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

Administrative Staff