ACSIP

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School Plan

Print=20 Version

MAUMELLE MIDDLE SCHOOL

Arkansas Comprehensive School Improvement Plan

2009-2010

Approved:

The Mission of Maumelle Middle School is to= =20 increase achievement by providing a safe diverse envir= onment=20 that will actively engage students, teachers, parents,= and=20 community members in the learning process thus produci= ng=20 learners with the academic and technological skills to= =20 become successful and responsible individuals.

Grade Span: 6-8 Title I: Not Applicable School Improvement: SI_3=20

Table of Contents
Priority 1:=20 Literacy
    Goal: To impr= ove=20 literacy skills on both open ended response items and mu= ltiple=20 choice items in the areas of practical reading and non-f= iction=20 content area reading.
Priority 2:=20 Mathematics
    Goal: To i= mprove=20 students ability to respond to open ended response items= in=20 all math strands; especially data analysis and probabili= ty,=20 and number and operations.
Priority 3: School= =20 Climate
    Goal: To decre= ase=20 the disparity of discipline referrals of black and non-b= lack=20 students by raising expectations of students faculty thr= ough=20 more positive interactions between the entire Maumelle M= iddle=20 School Community.
Priority 4: Student Health &= amp;=20 Wellness
    Goal: Student= s at=20 Maumelle Middle School will improve their physical healt= h and=20 ability to make healthy decisions.
Priority 5:= =20 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 literacy skills on both open ended=20 response items and multiple choice items in the ar= eas of=20 practical reading and non-fiction content area rea= ding.=20 To improve writing skills in the domains of conten= t and=20 style.

Supporting Data:

Based on a comprehensive needs assessment th= at=20 reflects an in-depth trend analysis of multiple = data=20 sources across multiple grade levels and content= =20 areas, we found that our areas of need in our co= mbined=20 populations to be Content passage for multiple c= hoice,=20 Content passages for open response, and Content = &=20 Style in writing domain. This conclusion has bee= n=20 obtained by studying the CRT, NRT, TLI, etc. The= =20 identified sub-populations,African-American, Eco= n.=20 Disadvantaged, and Students with Disabilities, a= reas=20 of needs are a reflection of the combined popula= tions=20 needs.=20
According to the Arkansas School Performance= =20 Report attendace for 2006-2007 was 95%, 98% for= =20 2007-2008, and 95% for 2008-2009.

Goal To improve literacy skills on both open ended=20 response items and multiple choice items in the ar= eas of=20 practical reading and non-fiction content area=20 reading.

Benchmark At the end of the 2008-2009 school year 61.0% 6t= h=20 graders, 50.0% 7th graders and 69.0% 8th graders s= cored=20 proficient or above in literacy in the area of the= =20 combined population . At the end of the 2009-2010 = school=20 year, all grades will score above 70.0%, improving= =20 annually by 10%. (safe harbor).

Benchmark At the end of the 2008-09 school year, 49.2% of = the=20 African-American population was proficient or abov= e in=20 reading. At the end of the 2009-10 school year, 59= % of=20 this population will be proficient or above, growi= ng=20 annually by 9.8% (safe harbour).

Benchmark At the end of the 2008-09 school year, 45.1% of = the=20 Ecom. Disadvanted population was proficient or abo= ve in=20 reading. At the end of the 2009-10 school year, 56= .3%%=20 of this population will be proficient or above, gr= owing=20 annually by 11.2% (safe harbour).

Benchmark At the end of the 2008-09 school year, 13.7% of = the=20 Students w/ Disibilities population was proficient= or=20 above in reading. At the end of the 2009-10 school= year,=20 31% of this population will be proficient or above= ,=20 growing annually by 17.3% (safe harbour).

Intervention: Comprehensive=20 Standards-Based Core Curriculum

Scientific Based Research:=20 Scientific Based Research: Balanced Literach= -=20 References: 1. Gutherie, JohnT. & Gambre= ll,=20 Linda & Morrow, Lesley. (2007) "Best Pra= ctices=20 in Literacy Instruction, Third Edition". 2.= =20 DuFour, Retal. (2006) "Learning By Doing."=20 Indiana: Solution Tree. 3. Barone, Daiane. (= 2006)=20 "Narrowing the Literacy Gap: What Works in H= igh=20 Poverty Schools." The Guilford Press. 4. Wil= liams,=20 Bruce. (2007) "Higher Order Thinking Skills:= =20 Challenging All Students to Achieve". 5. Mar= zano,=20 Pickering, & Pollock. (2001) "Classroom= =20 Instruction That Works." ACSD. 6. Tomlinson= =20 (1999). "The Differentiated Classroom: Respo= nding=20 to the Needs of All Learners." ASCD. 7. Davi= dson=20 & Decker (2006). "Blooms and Beynd: High= -level=20 Questions and Activities for the Creative=20 Classroom." Pieces of Learning. 8.George Bat= sche,=20 Districts Embrace RtI Plan Development (Fall= =20 2009), Burns, M.K., & Senesac, B.V. Comp= arison=20 of dual discrepancy criteria to assess respo= nse to=20 intervention (2005), O’Connor, R.E., H= arty, K.R.,=20 & Fulmer, D. Tiers of intervention in=20 kindergarten through third grade (2005), O&#= 8217;Connor,=20 R.E., Fulmer, D., Harty, K.R., & Bell, K= .M.=20 Layers of reading intervention in kindergart= en=20 through third grade: changes in teaching and= =20 student outcomes (2005), Jimerson, S.R., Bur= ns,=20 M.K. & VanDerHeyden, A.M. The handbook o= f=20 response to intervention: The Science and Pr= actice=20 of assessment and intervention (2007), Hosp,= J.L.,=20 & Madyun, N. Addressing disproportionali= ty=20 with response to intervention (2007),=20 Brown-Chidsey, R., & Steege, M.W. Respon= se to=20 Intervention: Principles and strategies for= =20 effective practice (2005), Christ, T.J., Bur= ns,=20 M.K., & Ysseldyke, J.E. Conceptual confu= sion=20 within response to intervention vernacular:= =20 clarifying meaningful differences (2005),=20 Fairbanks, S., Sugai, G., Guardino, D., &= ;=20 Lathrop, M. Response to intervention: Examin= ing=20 classroom behavior support in second grade (= 2007),=20 Batsche, G., Elliott, J., Graden, J., Kovale= ski,=20 J., Prasse, D., Reschly, D., Shrag, J., &= ;=20 Tilly, D. Response to Intervention: Policy=20 considerations and Implementation (2005), NA= SDSE,=20 Response to Intervention: Blueprints for=20 Implementation (District and School Building= =20 Levels), (2008). 9. The Chewy Cafe,=20 http://www.chewycafe.com (2009); The Cafe=20 Foundation, Inc. (2009), http://www.ccfound.= org/ ;=20 Blue & You Foundation: For a Healthier=20 Arkansas (2009),=20 http://www.blueandyoufoundationarkansas.org<= /TD>

Actions Person Responsible Timeline Resources Source of Funds

Teachers and Parents will follow the Arkan= sas=20 Curriculum Frameworks in determining weaknes= ses of=20 students to develop Student Academic Improve= ment=20 Plans in order to continually monitor studen= ts’=20 progress in all areas and to provide small g= roup=20 instruction to address individual needs.=20 (2009-2011)
Action Type: AIP/IRI
Actio= n=20 Type: Collaboration
Action Type: Parental= =20 Engagement
Teachers Start: 08/26/2009
End: 06/30/2010

Teachers

ACTION BUDGET: $

All students will be participate in the=20 Renassaisance Place Program using Accelerate= d=20 Reader in order to improve reading skills.=20 Students will be encouraged to take a minimu= m of 6=20 book quizzes each 9 weeks. This program prov= ides=20 for 40 minutes of sustained reading 4 days a= week=20 with a home-school connection component and= =20 reading log. All teachers will share the=20 responsibility. All teachers will be trained= in=20 using the Renassaisance Place Progrsam to su= pport=20 improvements in reading.(2009-2011)
Acti= on=20 Type: Collaboration
Action Type: Parental= =20 Engagement
Action Type: Professional=20 Development
Action Type: Special=20 Education
Action Type: Technology=20 Inclusion
All teachers and staff Start: 07/01/2009
End: 06/30/2010

Administrative Staff

Computers

District Staff

Public Library

School Library

Teachers

ACTION BUDGET: $

The actions of this intervention will be=20 evaluated periodically and annually by the s= chool=20 leadership team through the results of CWTs,= =20 intermittent assessments (TLI), CRTs, and NR= Ts.=20 The 08-09 CWT data results showed our highes= t=20 instructional practices were Hands-on, Lectu= re,=20 Providing Directions, Providing Practice, an= d Q=20 & A (36%, 31%, 40%, 31%, and 41%=20 respectively.); our highest level strategies= were=20 Reinforcement, Homework, Setting Objectives,= and=20 Questioning (41%, 45%, 32%, and 39%=20 respectiely)
Action Type: Program=20 Evaluation
Administration Start: 07/01/2009
End: 06/30/2010

Administrative Staff

Teachers

ACTION BUDGET: $

Teachers will participate in a weelky=20 professional learning community imbedded int= o the=20 teacher work day. All teachers will be train= ed in=20 using the Renassaisance Place Progrsam to su= pport=20 improvements in reading. (2009-2011)
Acti= on=20 Type: Collaboration
Action Type: Professi= onal=20 Development
Administration, Instructional Facilitators= ,=20 and Teachers Start: 08/18/2009
End: 06/30/2010

Administrative Staff

Central Office

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. (2009-2011)
Action Type:=20 Professional Development
Principal Start: 07/01/2009
End: 06/30/2010

Administrative Staff

District Staff

Teachers

ACTION BUDGET: $

As a team, teachers will be trained to=20 incorporate technology into the curriculum s= o=20 students can work on computers to complete C= ompass=20 Odyssey lessons that are alligned to the ark= ansas=20 frameworks in all content areas to reinforce= =20 specific skills and concepts according to th= e=20 Student Academic Improvement Plans.=20 (2009-2011)
Action Type: Alignment
Act= ion=20 Type: Collaboration
Action Type: Technolo= gy=20 Inclusion
Teachers Start: 07/01/2009
End: 06/30/2010

Computers

Performance Assessments

Teachers

ACTION BUDGET: $

Teachers, including Special Education, wil= l be=20 trained through PLCs, staff development, and= /or=20 Professional Growth Plans, in Marzano's high= -yield=20 strategies, differentiated instruction model= s, and=20 high-level questioning with Bloom's taxonomy= in an=20 effort to reaise achievement levels for all= =20 students, especially those students with spe= cial=20 needs. Training will encorporate the Arkansa= sIdeas=20 portal through AETN and the ADE.=20 (2009-2011)
Action Type:=20 Collaboration
Action Type: Professional=20 Development
Action Type: Special=20 Education
Action Type: Technology=20 Inclusion
All staff members Start: 07/01/2009
End: 06/30/2010

Administrative Staff

Computers

Teachers

Teaching Aids

ACTION BUDGET: $

Response to Intervention (RTI), as a means= to=20 improve student achievement by targeting key= =20 components opf instruction and/or behavior, = will=20 be implemented. Teachers will be trained by = the=20 RTI district-level coordinators to determine= =20 levels of implementation. (2009-2011)
Act= ion=20 Type: Collaboration
Action Type: Professi= onal=20 Development
RTI Coordinators, Administration, RTI Staf= f=20 Members Start: 07/01/2009
End: 06/30/2010

Administrative Staff

District Staff

Teachers

ACTION BUDGET: $

All classes, especially core content areas= and=20 inclusion classes, will use open-ended respo= nse=20 questions on every assessment. Teachers will= be=20 trained in TAG writing and the development o= f=20 rubrics to prepare students for the open-end= ed=20 writing prompts. (2009-2011)
Action Type:= =20 Collaboration
Action Type: Professional=20 Development
Action Type: Special=20 Education
All Teachers Start: 07/01/2009
End: 06/30/2010

Administrative Staff

Performance Assessments

Teachers

ACTION BUDGET: $

Health and Family Works Connection Student= s=20 will be taught about increasing physical act= ivity=20 and promoting healthy dietary habits by=20 implementing "Chewy Cafe" curriculum. The=20 Curriculum will be infused in class to promo= te=20 Community involvement, Parental involvement,= =20 personal wellbeing and designed to enhance=20 everyday math and literacy skills through=20 interdisciplinary units involving math and w= riting=20 in high-interest, non-traditional lessons.=20 (2009-2011)
Action Type: Collaboration Teachers Start: 07/01/2009
End: 06/30/2011

Teachers

ACTION BUDGET: $

Curriculum, instruction, and assessments a= re=20 aligned with the AR Frameworks through PCSSD= =20 curriculum guides, mastery maps, and monitor= ed=20 with TLI (formative assessments).=20 2009-2011)
Action Type: Alignment
District Administration and Content=20 Coordinators Start: 07/01/2009
End: 06/30/2010

District Staff

ACTION BUDGET: $

Parents will be notified in writing of the= =20 school's level of schhol improvement (SI_3) = with a=20 letter distributed to each student with istr= uctins=20 about school choice.
Action Type: Parenta= l=20 Engagement
District and School Administration Start: 07/01/2009
End: 06/30/2010

Administrative Staff

Central Office

ACTION BUDGET: $

Teachers, including special education teac= hers=20 will receive professional development to imp= rove=20 their instructional and organizational strat= egies=20 used to improve student achievement. Teacher= s will=20 be paid stipends to attend after school=20 professional development sessions. The princ= ipal=20 and teachers will develop a schedule for col= league=20 visits. State professional development funds= will=20 be used to pay for substitutes if training m= ust be=20 provided during instructional time.
Actio= n=20 Type: Collaboration
Action Type: Professi= onal=20 Development
Action Type: Special=20 Education
Principal Start: 07/01/2009
End: 06/30/2010

Administrative Staff

Teachers
$1920

PD (State-223) - Purchased Services: $1920.00

ACTION BUDGET:

Total Budget: $1920

Intervention: Disparity Reduct= ion in=20 low achieving students(closing achievement g= ap),=20 especially African-American students and Stu= dents=20 with Special Needs.

Scientific Based Research: 1.= =20 Diller, Debbie. (2007) "Making the Most of S= mall=20 Groups: Differientiation for All". Steinhous= e=20 Publishers. 2. Deshler, D. D., Schumaker, J.= B,=20 & Woodruff, S.K. (2004). Improving liter= acy=20 skills of at-risk adolescents: 3A schoolwide= =20 response. In D.S. Strickland & D.E. Alve= rmann=20 (Eds.), Bridging the literacy achievement ga= p=20 grades 4-12. New York: Teachers College Pres= s. 4.=20 Marzano. R. (2003). What works in schools.=20 Alexander, VA: Association for Supervision a= nd=20 Curriculum. 5.George Batsche, Districts Embr= ace=20 RtI Plan Development (Fall 2009), Burns, M.K= .,=20 & Senesac, B.V. Comparison of dual discr= epancy=20 criteria to assess response to intervention= =20 (2005), O’Connor, R.E., Harty, K.R., &= amp; Fulmer,=20 D. Tiers of intervention in kindergarten thr= ough=20 third grade (2005), O’Connor, R.E., Fu= lmer, D.,=20 Harty, K.R., & Bell, K.M. Layers of read= ing=20 intervention in kindergarten through third g= rade:=20 changes in teaching and student outcomes (20= 05),=20 Jimerson, S.R., Burns, M.K. & VanDerHeyd= en,=20 A.M. The handbook of response to interventio= n: The=20 Science and Practice of assessment and=20 intervention (2007), Hosp, J.L., & Madyu= n, N.=20 Addressing disproportionality with response = to=20 intervention (2007), Brown-Chidsey, R., &= ;=20 Steege, M.W. Response to Intervention: Princ= iples=20 and strategies for effective practice (2005)= ,=20 Christ, T.J., Burns, M.K., & Ysseldyke, = J.E.=20 Conceptual confusion within response to=20 intervention vernacular: clarifying meaningf= ul=20 differences (2005), Fairbanks, S., Sugai, G.= ,=20 Guardino, D., & Lathrop, M. Response to= =20 intervention: Examining classroom behavior s= upport=20 in second grade (2007), Batsche, G., Elliott= , J.,=20 Graden, J., Kovaleski, J., Prasse, D., Resch= ly,=20 D., Shrag, J., & Tilly, D. Response to=20 Intervention: Policy considerations and=20 Implementation (2005), NASDSE, Response to=20 Intervention: Blueprints for Implementation= =20 (District and School Building Levels), (2008= ). 6.=20 Baker, E.T., Wang, M.C., and Walberg, H.J. "= The=20 Effects of Inclusion on Learning." Education= al=20 Leadership (1994-1995): 33-35.; Gordon, Stac= ey.=20 “Making Sense of the Inclusion Debate = Under IDEA.”=20 2006 B.Y.U. Educ. & L.J. 189 (2006). 7.= =20 Marzano, Pickering, & Pollock. (2001)=20 "Classroom Instruction That Works." ACSD. 8.= =20 Tomlinson (1999). "The Differentiated Classr= oom:=20 Responding to the Needs of All Learners." AS= CD. 9.=20 Davidson & Decker (2006). "Blooms and Be= ynd:=20 High-level Questions and Activities for the= =20 Creative Classroom." Pieces of Learning.

Actions Person Responsible Timeline Resources Source of Funds

Students who score below proficient on the= =20 benchmark will be provided remediation in an= =20 intervention period during the school day.=20 (2009-2011)
Action Type: AIP/IRI
Acti= on=20 Type: Equity
Action Type: Parental=20 Engagement
Counselors Start: 07/01/2009
End: 06/30/2010

Teachers

ACTION BUDGET: $

Special education teachers will collaborat= e=20 and co-teach with regular classroom teachers= in an=20 inclusion setting in order to better prepare= =20 students formative and sumative assesments.= =20 (2009-2011)
Action Type:=20 Collaboration
Action Type: Special=20 Education
Teachers Start: 07/01/2009
End: 06/30/2010

ACTION BUDGET: $

As a team, teachers will be trained to=20 incorporate technology into the curriculum s= o=20 students can work on computers to complete C= ompass=20 Odyssey lessons that are aligned to the arka= nsas=20 frameworks in all content areas to reinforce= =20 specific skills and concepts according to th= e=20 Student Academic Improvement Plans.=20 (2009-2011)
Action Type:=20 Collaboration
Action Type: Professional=20 Development
Action Type: Special=20 Education
Action Type: Technology=20 Inclusion
Teachers Start: 07/01/2009
End: 06/30/2010

ACTION BUDGET: $

AIPs will be developed by teachers, counse= lors=20 and parents for all students who score basic= or=20 below on state tests to meet the specific ne= eds of=20 the individual student. (2009-2011)
Acti= on=20 Type: AIP/IRI
Action Type:=20 Collaboration
Action Type: Parental=20 Engagement
Teacher Start: 07/01/2009
End: 06/30/2010

Administrative Staff

District Staff

Teachers

ACTION BUDGET: $

Core teachers and Special Education teache= rs=20 will be trained in strategies within the Co-= taught=20 classroom to better reach students with spec= ial=20 needs and improve learning for all strugglin= g=20 students. Training will include District=20 coordinators and speialists designing our ne= eds=20 around specific deficiencies.=20 (2009-2011)
Action Type:=20 Collaboration
Action Type: Professional=20 Development
Action Type: Special=20 Education
Core Teachers and Special Ed. Teaches Start: 07/01/2009
End: 06/30/2010

District Staff

Teachers

ACTION BUDGET: $

Response to Intervention (RTI), as a means= to=20 improve student achievement by targeting key= =20 components opf instruction and/or behavior, = will=20 be implemented. Teachers will be trained by = the=20 RTI district-level coordinators to determine= =20 levels of implementation. (2009-2011)
Act= ion=20 Type: Collaboration
Action Type: Professi= onal=20 Development
District RTI Coord. & Teachers Start: 07/01/2009
End: 06/30/2010

District Staff

Teachers

ACTION BUDGET: $

The actions of this intervention will be=20 evaluated periodically and annually by the s= chool=20 leadership team through the results of CWTs,= =20 intermittent assessments (TLI), CRTs, and NR= Ts.=20 The 08-09 CWT data results showed our highes= t=20 instructional practices were Hands-on, Lectu= re,=20 Providing Directions, Providing Practice, an= d Q=20 & A (36%, 31%, 40%, 31%, and 41%=20 respectively.); our highest level strategies= were=20 Reinforcement, Homework, Setting Objectives,= and=20 Questioning (41%, 45%, 32%, and 39% respecti= ely).=20 only 13% of the Special Needs subpopulation = was=20 proficient or above and 2008-09 TLI summarie= s=20 predicted less than 20% in the 2009 Proficie= ncy=20 Forecast.
Action Type: Program=20 Evaluation
Administration & Leadership Team Start: 07/01/2009
End: 06/30/2011

Administrative Staff

Teachers

ACTION BUDGET: $

Total Budget: $0

Intervention: Focused=20 Remediation

Scientific Based Research: 1.= =20 Bramwell, Wendie & Doyle, Grooke. (2008)= =20 "Power of Repeated Reading in Small-Group=20 Instruction". Scholastic. 2. Deshler, D. D.,= =20 Schumaker, J.B, & Woodruff, S.K. (2004).= =20 Improving literacy skills of at-risk adolesc= ents:=20 3. A schoolwide response. In D.S. Strickland= &=20 D.E. Alvermann (Eds.), Bridging the literacy= =20 achievement gap grades 4-12. New York: Teach= ers=20 College Press. 4. Marzano. R. (2003). What w= orks=20 in schools. Alexander, VA: Association for=20 Supervision and Curriculum 5. Marzano, Picke= ring,=20 & Pollock. (2001) "Classroom Instruction= That=20 Works." ACSD. 6. Tomlinson (1999). "The=20 Differentiated Classroom: Responding to the = Needs=20 of All Learners." ASCD. 7. Davidson & De= cker=20 (2006). "Blooms and Beynd: High-level Questi= ons=20 and Activities for the Creative Classroom." = Pieces=20 of Learning.

Actions Person Responsible Timeline Resources Source of Funds

Using Student Academic Improvement Plans a= nd=20 The Learning Institute quarterly assessments= .=20 Teachers will continually monitor students=20 progress in All areas and will provide small= group=20 instruction to address Targeted areas.=20 (2009-2011)
Action Type: AIP/IRI
Actio= n=20 Type: Collaboration
Action Type: Program= =20 Evaluation
Instructional Facilitator Start: 07/01/2009
End: 06/30/2010

Administrative Staff

Teachers

ACTION BUDGET: $

Students who score Basic or Below Basic on= the=20 benchmark will be provded remediation during= the=20 school day. (2009-2011)
Action Type:=20 AIP/IRI
Action Type: Parental Engagement<= BR> Instructional Facilitator & All=20 Teachers Start: 08/19/2009
End: 06/01/2010

Teachers

ACTION BUDGET: $

The actions of this intervention will be=20 evaluated periodically and annually by the s= chool=20 leadership team through the results of CWTs,= =20 intermittent assessments (TLI), CRTs, and NR= Ts.=20 The 08-09 CWT data results showed our highes= t=20 instructional practices were Hands-on, Lectu= re,=20 Providing Directions, Providing Practice, an= d Q=20 & A (36%, 31%, 40%, 31%, and 41%=20 respectively.); our highest level strategies= were=20 Reinforcement, Homework, Setting Objectives,= and=20 Questioning (41%, 45%, 32%, and 39% respecti= ely).=20 2008-09 TLI Proficiency Forecasts showed tha= t less=20 than 65% of students would be proficient or = above,=20 being a good predictor of the actual=20 outcome
Action Type: Program Evaluation Administration & Leadership Team Start: 07/01/2009
End: 06/30/2011

Administrative Staff

Teachers

ACTION BUDGET: $

Total Budget: $0

Intervention: Inclusion of=20 Supplemental Programs and Activities
Scientific Based Research: 1.= =20 Schumm, Jeanne. (2006) "Reading Assessment a= nd=20 Instruction for All Learners". The Guilford = Press.=20 2. Deshler, D. D., Schumaker, J.B, & Woo= druff,=20 S.K. (2004). Improving literacy skills of at= -risk=20 adolescents: A schoolwide response. 3. In D.= S.=20 Strickland & D.E. Alvermann (Eds.), Brid= ging=20 the literacy achievement gap grades 4-12. Ne= w=20 York: Teachers College Press. 4. Marzano. R.= =20 (2003). What works in schools. Alexander, VA= :=20 Association for Supervision and Curriculum 5= . The=20 Chewy Cafe, http://www.chewycafe.com (2009);= The=20 Cafe Foundation, Inc. (2009),=20 http://www.ccfound.org/ ; Blue & You=20 Foundation: For a Healthier Arkansas (2009),= =20 http://www.blueandyoufoundationarkansas.org/=

Actions Person Responsible Timeline Resources Source of Funds

Before a student enters the 6th grade all= =20 students will be provided an opportunity to = attend=20 transitional camp. During this transition pr= ogram=20 in the summer, literacy skills are reinforce= d in a=20 small group setting to meet their individual= =20 needs. Students will also be introduced to t= he=20 middle school concept and environment.=20 Transportation is provided. (2009-2011)
A= ction=20 Type: AIP/IRI
Action Type: Equity
Acti= on=20 Type: Parental Engagement
Action Type:=20 Technology Inclusion
Administration & District Staff Start: 07/01/2009
End: 06/30/2010

Administrative Staff

Computers

District Staff

Teachers

ACTION BUDGET: $

Special effort will be made to encourage=20 parents to attend Parent Teacher Student=20 Association Math & Family Literacy Night= as=20 well as other quarterly PTSA meeting.=20 Advertisement will be made by mail-out to al= l=20 groups in print-friendly, language specific = media=20 according to 2009 Home Language Survey. This= =20 activity is over and beyond act 307.=20 (2009-2011)
Action Type: Equity
Action= Type:=20 Parental Engagement
Principal, Instructional Facilitators Start: 07/01/2009
End: 06/30/2010

Administrative Staff

Community Leaders

Teachers
$1500

NSLA (State-281) - Materials &=20 Supplies: $1500.00

ACTION BUDGET:

The Renassaisance Place Program will be=20 purchased and implemented to improve student= s'=20 reading comprehension. Media Specialist will= =20 purchase books to meet the needs of students= =20 needs. This will supplement the Accelorated = Reader=20 program for the student body.=20 (2009-2011)
Action Type: Parental=20 Engagement
Action Type: Technology=20 Inclusion
Principals and Media Specialist Start: 07/01/2009
End: 06/30/2010

Administrative Staff

Public Library

School Library
$3000

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

ACTION BUDGET:

An Instructional Facilitator will work wit= h=20 students and teachers who are involved with= =20 intervention Literacy classes. The Instructi= onal=20 Facilitator (IF) will use strategies develop= ed=20 with Jim McKnight, of ADE (Impleenting the=20 Coaching Model). The Literacy IF will be uti= lized=20 to provide mentoring and/or coaching for tea= chers,=20 including special education teachers, to=20 successfully implement literacy strategies=20 throughout the curriculum. Teachers will be= =20 coached to implement more cooperative learni= ng=20 strategies, project-based learning, and high= er=20 level questioning and feedback. These strate= gies=20 will target at-risk students. Multi-cultural= =20 concepts will be infused into the model less= ons to=20 aid the learning of our subpopulations.=20 (2009-2011)
Action Type:=20 Collaboration
Action Type: Professional=20 Development
Action Type: Special=20 Education
Instructional Facilitator Start: 07/01/2009
End: 06/30/2010

District Staff

Teachers
$500

NSLA (State-281) - Materials &=20 Supplies: $500.00

ACTION BUDGET:

Health and Family Works Connection Student= s=20 will be taught about increasing physical act= ivity=20 and promoting healthy dietary habits by=20 implementing "Chewy Cafe" curriculum. The=20 Curriculum will be infused in class to promo= te=20 Community involvement, Parental involvement,= =20 personal wellbeing and designed to enhance=20 everyday math and literacy skills through=20 interdisciplinary units involving math and w= riting=20 in high-interest, non-traditional lessons.=20 (2009-2011)
Action Type:=20 Collaboration
Action Type: Wellness
Family Works teachers Start: 08/19/2009
End: 06/01/2010

Community Leaders

Teachers
$2000

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

ACTION BUDGET:

Teachers will provide a print-rich reading= =20 environment for their students to supplement= the=20 lack of materials at home. Supplemental read= ing=20 materials, such as magazines and newspapers = will=20 be purchased. Each teacher will be given $15= 0 per=20 classroom to purchase materials for their st= udents=20 to encourage reading and support the Renaiss= ance=20 Place Program. (2009-2011)
Action Type:=20 Equity
Teachers Start: 07/01/2009
End: 06/30/2010

School Library

Teachers

Teaching Aids
$7550

NSLA (State-281) - Materials &=20 Supplies: $7550.00

ACTION BUDGET:

Teachers will participate in a weelky=20 professional learning community imbedded int= o the=20 teacher work day. These PLCs will utilize be= st=20 practices learned through research and study= =20 within content areas to stay abreast of curr= ent=20 trends and practice. Professional materials = will=20 be purchased to support learning within the = staff=20 to facilitate student improvement.=20 (2009-2011)
Action Type:=20 Collaboration
Action Type: Professional=20 Development
Action Type: Special=20 Education
Principal & Teachers Start: 07/01/2009
End: 06/30/2010

Administrative Staff

Teachers

Teaching Aids
$1000

NSLA (State-281) - Materials &=20 Supplies: $1000.00

ACTION BUDGET:

The actions of this intervention will be=20 evaluated periodically and annually by the s= chool=20 leadership team through the results of CWTs,= =20 intermittent assessments (TLI), CRTs, and NR= Ts.=20 The 08-09 CWT data results showed our highes= t=20 instructional practices were Hands-on, Lectu= re,=20 Providing Directions, Providing Practice, an= d Q=20 & A (36%, 31%, 40%, 31%, and 41%=20 respectively.); our highest level strategies= were=20 Reinforcement, Homework, Setting Objectives,= and=20 Questioning (41%, 45%, 32%, and 39% respecti= ely).=20 The 08-09 data results showed that less than= 60%=20 (whole school) were proficient or above in=20 literacy, less than 45% of the Affrican-Amer= ican=20 subpopulation was proficient or above, and l= ess=20 than 15 % of Students with Special Needs wer= e=20 proficient or above.
Action Type: Program= =20 Evaluation
Administration & Leadership Team Start: 07/01/2009
End: 06/30/2010

Administrative Staff

Teachers
$15550

ACTION BUDGET: $

Total Budget:

Priority 2: To increase the mathematical skills and proficie= ncy=20 of Maumelle Middle School students to meet or exce= ed the=20 AYP goal.

Supporting Data:

Based on a comprehensive needs assessment th= at=20 reflects an in-depth trend analysis of multiple = data=20 sources across multiple grade levels and content= =20 areas, we found that our areas of need in our co= mbined=20 populations to be NO & DAP for multiple choi= ce and=20 Measurement for open response. This conclusion h= as=20 been obtained by studying the CRT, NRT, TLI, etc= . The=20 identified sub-populations, Students with=20 Disabilities, areas of needs are a reflection of= the=20 combined populations needs.=20
Based on a comprehensive needs assessment th= at=20 reflects an in-depth trend analysis of EOC Algeb= ra=20 data across multiple grade levels, we found that= our=20 areas of need in our combined populations to be= =20 Non-Linear Functions & Language of Alg. for= =20 multiple choice and DIP & NLF for open respo= nse.=20 This conclusion has been obtained by studying th= e CRT,=20 TLI, etc. All sub-populations areas of needs are= a=20 reflection of the combined populations needs.=20
Based on a comprehensive needs assessment th= at=20 reflects an in-depth trend analysis of EOC Geome= try=20 data, we found that our areas of need in our com= bined=20 populations to be Triangles for multiple choice = and=20 Coordinate Geom. & Transformations for open= =20 response. This conclusion has been obtained by=20 studying the CRT, TLI, etc. All sub-populations = areas=20 of needs are a reflection of the combined popula= tions=20 needs.=20
According to the Arkansas School Performance= =20 Report attendace for 2006-2007 was 95%, 98% for= =20 2007-2008, and 95% for 2008-2009 .

Goal To improve students ability to respond to open e= nded=20 response items in all math strands; especially dat= a=20 analysis and probability, and number and operation= s.=20

Benchmark At the end of the 2008-2009 school year, 71.9% o= f=20 6th graders, 54.9% of 7th graders, 61.7% of 8th gr= aders=20 scored proficient or advanced in mathematics in th= e are=20 of combined population. At the end of the 2009-201= 0=20 school year, all grades will score 73.0% proficien= t or=20 above, improving annually by 9.3%. (safe harbor).<= /TD>

Benchmark At the end of the 2008-09 school year, 13.2% of = the=20 Students w/ Disibilities population was proficient= or=20 above in mathematics. At the end of the 2009-10 sc= hool=20 year, 31% of this population will be proficient or= =20 above, growing annually by 17.4% (safe harbour).

Intervention: Comprehensive=20 Standards-Based Core Curriculum

Scientific Based Research: 1.= =20 Williams, Bruce. (2007) "Higher Order Thinki= ng=20 Skills: Challenging All Students to Achieve"= . 2.=20 Erickson, Dianne. (2003). A Problem-Based Ap= proach=20 to Mathematics Instruction. On-Math Electron= ic=20 Journal; Spring 2003; Volume 1, Number 3;=20 Published by National Council for Teachers o= f=20 Mathematics. 3. National Council of Teachers= of=20 Mathematics. "Curriculum Focal Points for=20 Prekindergarten through Grade 8 Mathematics:= A=20 Quest for Coherence". Reston, VA: NCTM. 4.=20 Marzano, Pickering, & Pollock. (2001)=20 "Classroom Instruction Taht Works." ACSD. 5.= =20 Tomlinson (1999). "The Differentiated Classr= oom:=20 Responding to the Needs of All Learners." AS= CD. 6.=20 Davidson & Decker (2006). "Blooms and Be= ynd:=20 High-level Questions and Activities for the= =20 Creative Classroom." Pieces of Learning. 7. = George=20 Batsche, Districts Embrace RtI Plan Developm= ent=20 (Fall 2009), Burns, M.K., & Senesac, B.V= . Comparison of dual discrepancy criteria to a= ssess=20 response to intervention (2005), O’Con= nor, R.E.,=20 Harty, K.R., & Fulmer, D. Tiers of=20 intervention in kindergarten through third g= rade=20 (2005), O’Connor, R.E., Fulmer, D., Ha= rty, K.R.,=20 & Bell, K.M. Layers of reading intervent= ion in=20 kindergarten through third grade: changes in= =20 teaching and student outcomes (2005), Jimers= on,=20 S.R., Burns, M.K. & VanDerHeyden, A.M. T= he=20 handbook of response to intervention: The Sc= ience=20 and Practice of assessment and intervention= =20 (2007), Hosp, J.L., & Madyun, N. Address= ing=20 disproportionality with response to interven= tion=20 (2007), Brown-Chidsey, R., & Steege, M.W= .=20 Response to Intervention: Principles and=20 strategies for effective practice (2005), Ch= rist,=20 T.J., Burns, M.K., & Ysseldyke, J.E.=20 Conceptual confusion within response to=20 intervention vernacular: clarifying meaningf= ul=20 differences (2005), Fairbanks, S., Sugai, G.= ,=20 Guardino, D., & Lathrop, M. Response to= =20 intervention: Examining classroom behavior s= upport=20 in second grade (2007), Batsche, G., Elliott= , J.,=20 Graden, J., Kovaleski, J., Prasse, D., Resch= ly,=20 D., Shrag, J., & Tilly, D. Response to=20 Intervention: Policy considerations and=20 Implementation (2005), NASDSE, Response to=20 Intervention: Blueprints for Implementation= =20 (District and School Building Levels), (2008= ). 7.=20 Marzano, Pickering, & Pollock. (2001)=20 "Classroom Instruction That Works." ACSD. 8.= =20 Tomlinson (1999). "The Differentiated Classr= oom:=20 Responding to the Needs of All Learners." AS= CD. 9.=20 Davidson & Decker (2006). "Blooms and Be= ynd:=20 High-level Questions and Activities for the= =20 Creative Classroom." Pieces of Learning.

Actions Person Responsible Timeline Resources Source of Funds

The actions of this intervention will be=20 evaluated periodically and annually by the s= chool=20 leadership team through the results of CWTs,= =20 intermittent assessments (TLI), CRTs, and NR= Ts.=20 The 08-09 CWT data results showed our highes= t=20 instructional practices were Hands-on, Lectu= re,=20 Providing Directions, Providing Practice, an= d Q=20 & A (36%, 31%, 40%, 31%, and 41%=20 respectively.); our highest level strategies= were=20 Reinforcement, Homework, Setting Objectives,= and=20 Questioning (41%, 45%, 32%, and 39%=20 respectiely)
Action Type: Program=20 Evaluation
Administration & Leadership Team Start: 07/01/2009
End: 06/30/2010

Administrative Staff

Teachers

ACTION BUDGET: $

As a team, teachers will be trained to=20 incorporate technology into the curriculum s= o=20 students can work on computers to complete C= ompass=20 Odyssey lessons that are aligned to the arka= nsas=20 frameworks for all content areas in order to= =20 reinforce specific skills and concepts accor= ding=20 to the Student Academic Improvement Plans.=20 (2009-2011)
Action Type: Alignment
Act= ion=20 Type: Collaboration
Action Type: Professi= onal=20 Development
Action Type: Special=20 Education
Action Type: Technology=20 Inclusion
Teachers Start: 07/01/2009
End: 06/30/2010

Administrative Staff

Computers

Teachers

ACTION BUDGET: $

To support the continued implementation of= a=20 supplemental program, JBHM materials, includ= ing=20 supplemental supplies, will be purchased to= =20 support the mathematics curriculum.=20 (2009-2011)
Action Type: Alignment
Principal, Instructional Facilitator, &= ;=20 Math Teachers Start: 07/01/2009
End: 06/30/2010

Administrative Staff

Teachers

Teaching Aids

ACTION BUDGET: $

Teachers, including Special Education, wil= l be=20 trained through PLCs, staff development, and= /or=20 Professional Growth Plans, in Marzano's high= -yield=20 strategies, differentiated instruction model= s, and=20 high-level questioning with Bloom's taxonomy= in an=20 effort to reaise achievement levels for all= =20 students, especially those students with spe= cial=20 needs. Training will encorporate the Arkansa= sIdeas=20 portal through AETN and the ADE.=20 (2009-2011)
Action Type:=20 Collaboration
Action Type: Professional=20 Development
Action Type: Special=20 Education
Action Type: Technology=20 Inclusion
All Staff Members Start: 07/01/2009
End: 06/30/2010

Administrative Staff

Computers

Teachers

Teaching Aids

ACTION BUDGET: $

Response to Intervention (RTI), as a means= to=20 improve student achievement by targeting key= =20 components opf instruction and/or behavior, = will=20 be implemented. Teachers will be trained by = the=20 RTI district-level coordinators to determine= =20 levels of implementation. (2009-2011)
Act= ion=20 Type: Collaboration
Action Type: Professi= onal=20 Development
RTI Coordinators, Administration, RTI Staf= f=20 Members Start: 07/01/2009
End: 06/30/2010

Administrative Staff

District Staff

Teachers

ACTION BUDGET: $

Curriculum, instruction, and assessments a= re=20 aligned with the AR Frameworks through PCSSD= =20 curriculum guides, mastery maps, and monitor= ed=20 with TLI (formative assessments).=20 2009-2011)
Action Type: Alignment
District Administration & Content=20 Coord. Start: 07/01/2009
End: 06/30/2010

District Staff

ACTION BUDGET: $

Parents will be notified in writing of the= =20 school's level of schhol improvement (SI_3) = with a=20 letter distributed to each student with istr= uctins=20 about school choice.
Action Type: Parenta= l=20 Engagement
District and Schhol Administration Start: 07/01/2009
End: 06/30/2010

Administrative Staff

Central Office

ACTION BUDGET: $

Total Budget: $0

Intervention: Disparity Reduct= ion in=20 low achieving students and Students with Spe= cial=20 Needs (IEP Status).

Scientific Based Research: 1.= =20 Bender, William N. (2005) "Differentiating M= ath=20 Instruction". Cowin Press. 2. Strutchens, M.= ,=20 Johnson, M., and Tate, W. (ed.). 2001. Chang= ing=20 the Faces of Mathematics: Perspectives on Af= rican=20 Americans. Published by NCTM. 3. Marzano, R.= =20 (2003). What works in schools. Alexander, VA= :=20 Association for Supervision and Curriculum. = 4. Van=20 De Walle, J.A. 92007) "Elementary and Middle= =20 School Mathematics: Teaching Developmentally= , 6th=20 Edition". Boston Allyn and Bacon. 5. Baker, = E.T.,=20 Wang, M.C., and Walberg, H.J. "The Effects o= f=20 Inclusion on Learning." Educational Leadersh= ip=20 (1994-1995): 33-35.; Gordon, Stacey. “= Making Sense=20 of the Inclusion Debate Under IDEA.” 2= 006 B.Y.U.=20 Educ. & L.J. 189 (2006). 6. Gordon, Stac= ey.=20 “Making Sense of the Inclusion Debate = Under IDEA.”=20 2006 B.Y.U. Educ. & L.J. 189 (2006).; Ba= ker,=20 E.T., Wang, M.C., and Walberg, H.J. "The Eff= ects=20 of Inclusion on Learning." Educational Leade= rship=20 (1994-1995): 33-35. 7. Marzano, Pickering, &= amp;=20 Pollock. (2001) "Classroom Instruction That= =20 Works." ACSD. 6. Tomlinson (1999). "The=20 Differentiated Classroom: Responding to the = Needs=20 of All Learners." ASCD. 8. Davidson & De= cker=20 (2006). "Blooms and Beynd: High-level Questi= ons=20 and Activities for the Creative Classroom." = Pieces=20 of Learning.

Actions Person Responsible Timeline Resources Source of Funds

Teachers will participate in a weelky=20 professional learning community imbedded int= o the=20 teacher work day. These PLCs will utilize be= st=20 practices learned through research and study= =20 within content areas to stay abreast of curr= ent=20 trends and practice. Professional materials = will=20 be purchased to support learning within the = staff=20 to facilitate student improvement.=20 (2009-2011)
Action Type:=20 Collaboration
Action Type: Professional=20 Development
Action Type: Special=20 Education
Teachers Start: 07/01/2009
End: 06/30/2010

Administrative Staff

Teachers

ACTION BUDGET: $

Using Academic Improvement Plans and The=20 Learning Institute quarterly assessments,=20 teachers, will continually monitor students'= =20 progress in targeted areas and will provide = small=20 group instruction to address areas of concer= n.=20 (2009-2011)
Action Type: AIP/IRI
Acti= on=20 Type: Collaboration
Teachers Start: 07/01/2009
End: 06/30/2010

Computers

Performance Assessments
<= /TD>

ACTION BUDGET: $

As a team, teachers will be trained to=20 incorporate technology into the curriculum s= o=20 students can work on computers to complete C= ompass=20 Odyssey lessons that are aligned to the arka= nsas=20 frameworks for all content areas in order to= =20 reinforce specific skills and concepts accor= ding=20 to the Student Academic Improvement Plans.=20 (2009-2011)
Action Type: Professional=20 Development
Action Type: Technology=20 Inclusion
Teachers Start: 07/01/2009
End: 06/30/2010

Administrative Staff

Computers

District Staff

Teachers

ACTION BUDGET: $

Students who score below proficient on the= =20 benchmark will be provded remediation during= the=20 school day. (2009-2011)
Instructional Facilitator & Teachers Start: 07/01/2009
End: 06/30/2010

Administrative Staff

Teachers

ACTION BUDGET: $

Special education teachers will collaborat= e=20 and co-teach with regular classroom teachers= in an=20 inclusion setting in order to better prepare= =20 students for formative and summative assessm= ents.=20 (2009-2011)
Action Type: Special=20 Education
Classroom Teachers Start: 07/01/2009
End: 06/30/2010

Administrative Staff

Teachers

ACTION BUDGET: $

Academic Improvement Plans will be develop= ed=20 by teachers, counselors and parents for all= =20 students who score basic or below basic on s= tate=20 tests to meet the specific needs of the indi= vidual=20 student. (2009-2011)
Action Type:=20 AIP/IRI
Action Type: Collaboration
Act= ion=20 Type: Parental Engagement
All Staff Members Start: 08/19/2009
End: 06/01/2010

ACTION BUDGET: $

All Mathematic Classrooms will be provided= =20 with proper technology to aid students who c= annot=20 afford hands on manipulatives and=20 calculators.(2009-2011)
Action Type:=20 Equity
Action Type: Technology Inclusion<= BR> Principal, Instructional Facilitators, &am= p;=20 Math Teachers Start: 08/19/2009
End: 06/01/2010

ACTION BUDGET: $

The actions of this intervention will be=20 evaluated periodically and annually by the s= chool=20 leadership team through the results of CWTs,= =20 intermittent assessments (TLI), CRTs, and NR= Ts.=20 The 08-09 CWT data results showed our highes= t=20 instructional practices were Hands-on, Lectu= re,=20 Providing Directions, Providing Practice, an= d Q=20 & A (36%, 31%, 40%, 31%, and 41%=20 respectively.); our highest level strategies= were=20 Reinforcement, Homework, Setting Objectives,= and=20 Questioning (41%, 45%, 32%, and 39% respecti= ely).=20 2009 TLI Proficiency Forcast for Students wi= th=20 Special Needs indicated less than 15% of the= =20 students would reach proficiency or above, t= hus=20 making an accurate prediction.
Action Typ= e:=20 Program Evaluation
Administration & Leadership Team Start: 07/01/2009
End: 06/30/2010

Administrative Staff

Teachers

ACTION BUDGET: $

Total Budget: $0

Intervention: Focused=20 Remediation

Scientific Based Research:=20 1.Scientific Based Research: Marzano, Robert= J.=20 What Works in Schools: Translating Research = into=20 Action. Alexandria, VA: ASCD, 2003. 2. Zemel= man,=20 Steven, Daniels, Harvey and Hyde, Arthur. Be= st=20 Practice. Third Edition. Portsmouth, New=20 Hampshire: Heinemann, 2005. 3. Jiban C.L. (2= 007)=20 "Assessment for Effective Intervention" 4.=20 Marzano, Pickering, & Pollock. (2001)=20 "Classroom Instruction That Works." ACSD. 5.= =20 Tomlinson (1999). "The Differentiated Classr= oom:=20 Responding to the Needs of All Learners." AS= CD. 6.=20 Davidson & Decker (2006). "Blooms and Be= ynd:=20 High-level Questions and Activities for the= =20 Creative Classroom." Pieces of Learning.

Actions Person Responsible Timeline Resources Source of Funds

As a team, teachers will be trained to=20 incorporate technology into the curriculum s= o=20 students can work on computers to complete C= ompass=20 Odyssey lessons that are aligned to the arka= nsas=20 frameworks for all content areas to reinforc= e=20 specific skills and concepts according to th= e=20 Student Academic Improvement Plans.=20 (2009-2011)
Action Type:=20 Collaboration
Action Type: Professional=20 Development
Action Type: Technology=20 Inclusion
Teachers Start: 07/01/2009
End: 06/30/2010

Administrative Staff

Computers

Teachers

ACTION BUDGET: $

Academic Improvement Plans will be develop= ed=20 for all students who score basic or below ba= sic on=20 state tests by teachers as well as collabora= tion=20 of the student’s counselor and parent = to meet the=20 specific needs of the student. Using Student= =20 Academic Improvement Plans teachers will=20 continually monitor students progress in low= areas=20 and will provide small group instruction to= =20 address targeted areas.(2009-2011)
Action= Type:=20 AIP/IRI
Action Type: Parental Engagement<= BR> Teacher Start: 07/01/2009
End: 06/30/2010

Administrative Staff

Community Leaders

District Staff

Teachers

ACTION BUDGET: $

Students who score below proficient on the= =20 benchmark will be provded remediation during= the=20 school day. (2009-2011)
Action Type:=20 AIP/IRI
Counselors, Intervention Coach Start: 07/01/2009
End: 06/30/2010

Administrative Staff

District Staff

Teachers

ACTION BUDGET: $

The actions of this intervention will be=20 evaluated periodically and annually by the s= chool=20 leadership team through the results of CWTs,= =20 intermittent assessments (TLI), CRTs, and NR= Ts.=20 The 08-09 CWT data results showed our highes= t=20 instructional practices were Hands-on, Lectu= re,=20 Providing Directions, Providing Practice, an= d Q=20 & A (36%, 31%, 40%, 31%, and 41%=20 respectively.); our highest level strategies= were=20 Reinforcement, Homework, Setting Objectives,= and=20 Questioning (41%, 45%, 32%, and 39% respecti= ely).=20 2009 Benchmark Exams showed less than 15% of= the=20 Students with Special Needs subpopulation we= re=20 proficient or above in mathematics. No inrea= se was=20 made for this subgroup in 2009.
Action Ty= pe:=20 Program Evaluation
Administration & Leadership Team Start: 07/01/2009
End: 06/30/2010

Administrative Staff

Teachers

ACTION BUDGET: $

Total Budget: $0

Intervention: Inclusion of=20 Supplemental Programs and Activities
Scientific Based Research: 1.= =20 Whatever It Takes. Indiana National Educatio= nal=20 Service. DuFour, R. etal (2006) 2. Scientifi= c=20 Based Research: Marzano, Robert J. What Work= s in=20 Schools: Translating Research into Action.=20 Alexandria, VA: ASCD, 2003. 3. Zemelman, Ste= ven,=20 Daniels, Harvey and Hyde, Arthur. Best Pract= ice.=20 Third Edition. Portsmouth, New Hampshire:=20 Heinemann, 2005. 4. Leading the Way. Math=20 Solutions Publications. Every Day Counts Cal= endar=20 Math. Great Source Education Group; Ardee, B= eth,=20 Gillespie, G. Janet and Kanter, F. Pasty.=20 (2005).

Actions Person Responsible Timeline Resources Source of Funds

Before a student enters the 6th grade all= =20 students will be provided an opportunity to = attend=20 transition camp. During this summer program,= Math=20 skills are reinforced in a small group setti= ng to=20 meet individual needs. Students will also be= =20 introduced to the middle school concept.=20 Transportation is provided. (2009-2011)
<= /TD> Elizabeth Pruss, District staff Start: 07/01/2009
End: 06/30/2010

Administrative Staff

Central Office

Teachers

ACTION BUDGET: $

Teachers will participate in a weelky=20 professional learning community imbedded int= o the=20 teacher work day. These PLCs will utilize be= st=20 practices learned through research and study= =20 within content areas to stay abreast of curr= ent=20 trends and practice. Professional materials = will=20 be purchased to support learning within the = staff=20 to facilitate student improvement.=20 (2009-2011)
Action Type:=20 Collaboration
Action Type: Equity
Acti= on=20 Type: Professional Development
Action Typ= e:=20 Special Education
Principal & Teachers Start: 07/01/2009
End: 06/30/2010

Administrative Staff

Performance Assessments

Teachers

Teaching Aids
$1000

NSLA (State-281) - Materials &=20 Supplies: $1000.00

ACTION BUDGET:

All Mathematic Classrooms will be provided= =20 with proper technology and necessary trainin= g,=20 including Algebras'cool, LCD projectors, ELM= O's,=20 calculators, batteries, and lab station tabl= es to=20 aid students in developing mathematic skills= .=20 (2009-2011)
Action Type: Alignment
Act= ion=20 Type: Professional Development
Action Typ= e:=20 Special Education
Action Type: Technology= =20 Inclusion
Principal, Instructional Facilitator, &= ;=20 Math Teachers Start: 07/01/2009
End: 06/30/2010

Administrative Staff

Computers

District Staff

Performance Assessments

Teachers

Teaching Aids
$21500

NSLA (State-281) - Materials &=20 Supplies: $21500.00

ACTION BUDGET:

To support the continued implementation of= a=20 supplemental program, JBHM materials, includ= ing=20 supplemental supplies, will be purchased to= =20 support the mathematics curriculum.=20 (2009-2011)
Action Type: Alignment
Principal, Instructional Facilitator, &= ;=20 Math Teachers Start: 07/01/2009
End: 06/30/2010

Administrative Staff

Teachers

Teaching Aids
$1500

NSLA (State-281) - Materials &=20 Supplies: $1500.00

ACTION BUDGET:

An Instructional Facilitator will work wit= h=20 students and teachers who are involved with= =20 intervention Literacy classes. The Instructi= onal=20 Facilitator (IF) will use strategies develop= ed=20 with Jim McKnight, of ADE (Impleenting the=20 Coaching Model). The Math IF will be utilize= d to=20 provide mentoring and/or coaching for teache= rs,=20 including special education teachers, to=20 successfully implement math strategies throu= ghout=20 the curriculum. Teachers will be coached to= =20 implement more cooperative learning strategi= es,=20 project-based learning, and higher level=20 questioning and feedback. These strategies w= ill=20 target at-risk students. Multi-cultural conc= epts=20 will be infused into the model lessons to ai= d the=20 learning of our subpopulations.=20 (2009-2011)
Action Type:=20 Collaboration
Action Type: Professional=20 Development
Action Type: Special=20 Education
Instructional Facilitator Start: 07/01/2009
End: 06/30/2010

District Staff

Outside Consultants

Teachers
$500

NSLA (State-281) - Materials &=20 Supplies: $500.00

ACTION BUDGET:

The actions of this intervention will be=20 evaluated periodically and annually by the s= chool=20 leadership team through the results of CWTs,= =20 intermittent assessments (TLI), CRTs, and NR= Ts.=20 The 08-09 CWT data results showed our highes= t=20 instructional practices were Hands-on, Lectu= re,=20 Providing Directions, Providing Practice, an= d Q=20 & A (36%, 31%, 40%, 31%, and 41%=20 respectively.); our highest level strategies= were=20 Reinforcement, Homework, Setting Objectives,= and=20 Questioning (41%, 45%, 32%, and 39% respecti= ely).=20 2009 Benchmark scoors for mathematics showed= an=20 overall growth of 12% from 2008 scores. A=20 relavtive dip, 10%, occurred in the 7th grad= e.=20 Special Needs student showed no change from= =20 previous years.
Action Type: Program=20 Evaluation
Administration & Leadership Team Start: 07/01/2009
End: 06/30/2010

Administrative Staff

Teachers
$24500

ACTION BUDGET: $

Total Budget:

Priority 3: The priority of Maumelle Middle School is to red= uce=20 the number of discipline referrals by 5% from the= =20 2009-2010 school year as well as to reduce the dis= parity=20 of discipline referrals between the Caucasian and= =20 African-American students. Maumelle Middle will in= crease=20 school attendance rate.

Supporting Data:

On the 2008-2009 Formative Evaluation Proces= s for=20 School Improvement (FEPSI) Report, 47.2% of teac= hers=20 reported that student misbehavior interfered wit= h the=20 teaching process. In addition, 55.6% of teachers= =20 believed that student tardiness or absence is a = major=20 problem. Only 61.1% of teachers believed that st= udents=20 participate in solving school-related problems.= =20
Using the SASI discipline codes, in the 2008= -2009=20 school year, there were 223 referrals for Rule 1= =20 violations. Rule 1 violations are those of a nat= ure of=20 breaking classroom and school procedural rules. = Of=20 those Rule 1 violations, 35% were from=20 African-American boys, 30% were from African-Ame= rican=20 girls, 16% were from Caucasian boys, and 13% wer= e from=20 Caucasian girls. In 2008-2009 school year, there= were=20 376 days of In-School Suspension administered as= =20 punishment. Of those In-School Suspension days, = 33%=20 were administered to African-American boys, 35% = were=20 administered to African-American girls, 20% were= =20 administered to Caucasian boys, and 12% were=20 administered to Caucasian girls. In addition, th= ere=20 were 157 days of Suspension out of school admini= stered=20 for the 2008-2009 school year. Of those out of s= chool=20 suspensions, 40% were administered to African-Am= erican=20 boys, 38% were administered to African-American = girls,=20 10% were administered to Caucasian boys, and 12%= were=20 administered to Caucasian girls. Using the SASI = Using=20 the SASI discipline codes, in the 2007-2008 scho= ol=20 year, there were 336 referrals for Rule 1 violat= ions.=20 Rule 1 violations are those of a nature of break= ing=20 classroom and school procedural rules. Of those = Rule 1=20 violations, 39% were from African-American boys,= 33%=20 were from African-American girls, 16% were from= =20 Caucasian boys, and 12% were from Caucasian girl= s. In=20 2007-2008 school year, there were 364 days of=20 In-School Suspension administered as punishment.= Of=20 those In-School Suspension days, 33% were admini= stered=20 to African-American boys, 35% were administered = to=20 African-American girls, 20% were administered to= =20 Caucasian boys, and 12% were administered to Cau= casian=20 girls. In addition, there were 105 days of Suspe= nsion=20 out of school administered for the 2007-2008 sch= ool=20 year. Of those out of school suspensions, 42% we= re=20 administered to African-American boys, 41% were= =20 administered to African-American girls, 10% were= =20 administered to Caucasian boys, and 7% were=20 administered to Caucasian girls.=20
On the 2008-2009 Equity Monitoring visit, th= e team=20 members identified deficiencies in the area of=20 providing equal opportunities for African-Americ= an=20 students to participate in advanced courses. Dur= ing=20 the same visit, the team members noted that some= =20 classrooms did not reflect the student body in=20 pictures and other classroom displays.=20
The overall student attendance rate for 2008= -2009=20 was 95%. The overall student attendance rate for= the=20 2006-2007 is 93.8%. The overall student attendan= ce for=20 the 2007-2008 school year was 98%.

Goal To decrease the disparity of discipline referral= s of=20 black and non-black students by raising expectatio= ns of=20 students faculty through more positive interaction= s=20 between the entire Maumelle Middle School=20 Community.

Benchmark To reduce the number of discipline referrals by = 5%=20 by the end of the 2009-2010 school year.

Intervention: Discipline Manag= ement=20 System

Scientific Based Research: 1.R= osen,=20 Louis. (2005). School Discipline: Best Pract= ices=20 for School Administrators. Sage Publications= :=20 Thousand Oaks, CA. 2. Annual Discipline Repo= rt=20 Summary 2008-09, Division of Equity and Pupi= l=20 Services, PCSSD (2009). 3. George, Robert G.= ;=20 Antes, Richard L. "Thirty Teaching Strategie= s Used=20 by Teachers of At-Risk Students." (1992). 4.= Snow,=20 David. "Noteworthy Perspectives: Classroom=20 Strategies for Helping At-Risk Students." (2= 003).=20

Actions Person Responsible Timeline Resources Source of Funds

School staff will explore new and innovati= ve=20 classroom management techniques that will in= clude=20 high risk students.
Action Type: Professi= onal=20 Development
Administrators Start: 08/19/2009
End: 06/10/2010

ACTION BUDGET: $

Teachers expectations for all students to= =20 achieve will be implemented through the use = of=20 TESA.
Action Type: Collaboration
Acti= on=20 Type: Equity
Teachers Start: 08/19/2009
End: 06/10/2010

Teachers

ACTION BUDGET: $

Implement DMP to increase classroom time o= n=20 task and reduce Rule 1 Level 1 classroom=20 disruptions or infractions.
Action Type:= =20 Collaboration
Action Type: Equity
Cathy Leon, Assistant Principal Start: 07/01/2009
End: 06/30/2010

Administrative Staff

Teachers

ACTION BUDGET: $

Equity and school climate committee will=20 review discipline data and give=20 input/recommendations regarding the data. 20= 08-09=20 FEPSI Inventories identified 47% of the teac= hers=20 believe student behavior interfers with=20 instruction. This is consistent with 2007-08= data.=20
Action Type: Equity
Action Type: Pare= ntal=20 Engagement
Action Type: Program=20 Evaluation
Administratin & School Climate Comm. Start: 07/01/2009
End: 06/30/2010

Administrative Staff

Community Leaders

Teachers

ACTION BUDGET: $

Parents and students will be given a PCSSD= =20 Student Handbook for Conduct and Discipline.= =20 Parents will be notified in an Informational= =20 Packet as well as at all Parental Involvemen= t=20 Meetings that they may contact the school wi= th=20 questions abaout the policies/procedures. Di= sputed=20 to the rules/policies may be taken to the te= acher=20 and/or local school administration for revie= w.=20 Should a parent wish to appeal any decision = of the=20 local school administration, an appeal may b= e made=20 to the Office of Equity and Pupil=20 Services
Action Type: Parental=20 Engagement
Administration Start: 07/01/2009
End: 06/30/2010

Administrative Staff

ACTION BUDGET: $

Total Budget: $0

Intervention: School Problem=20 Solutions

Scientific Based Research: Ber= ger,=20 E.H. (2004). Parents as Partners in Educatio= n:=20 Families and Schools Working Together. Upper= =20 Saddle River, NJ: Merrill.

Actions Person Responsible Timeline Resources Source of Funds

Teachers and students will be involved=20 annually in updating the school crisis plan,= and=20 practicing the evacuation of the school.=20
Action Type: Program Evaluation
Administrators Start: 07/01/2009
End: 06/30/2010

ACTION BUDGET: $

Commuunication with parents will be a prio= rity=20 through edline, PTSA and Stinger grams to re= duce=20 discipline and promote a positive=20 atmospher.
Action Type: Parental=20 Engagement
Teachers Start: 07/01/2009
End: 06/30/2010

Teachers

ACTION BUDGET: $

The school will provide various opportunit= ies=20 for the parents to be involved, including bu= t not=20 limited to: 1) PTSA School-wide Academic &am= p;=20 Athletic Pep Rally 2) Monthly PTSA Meetings = 3)=20 Athletic Events 4) Talent Show 5) Honor̵= 7;s=20 Assemblies 6) Fine Arts Night 7) Volunteerin= g in=20 Office
Action Type: Parental Engagement<= BR> Administrators Start: 07/01/2009
End: 06/30/2010

ACTION BUDGET: $

Each year teachers will have the opportuni= ty=20 to complete questionnaires detailing their=20 feelings about the school and the school wid= e=20 plan. This along with test and discipline da= ta=20 will be used to evaluate each program in whi= ch the=20 school is involved. This evaluation will ena= ble=20 the school to raise academic achievement amo= ng all=20 students in both curricular areas and discip= line.=20 This plan will be updated based on the respo= nse=20 from the data.
Action Type: Program=20 Evaluation
Administrators Start: 07/01/2009
End: 06/30/2010

ACTION BUDGET: $

Student Council will be formed from a cros= s=20 section of the school population including s= pecial=20 education students to address school problem= s and=20 concerns.
Action Type: Collaboration
<= /TD> Counselors Start: 07/01/2009
End: 06/30/2010

ACTION BUDGET: $

Teachers and Administration will implement= a=20 school wide character word of the month. Stu= dents=20 and teachers will be recognized daily for th= e=20 specified word to increase school moral.
= Action=20 Type: Collaboration
Action Type: Parental= =20 Engagement
Counselors Start: 08/19/2009
End: 06/01/2010

Teachers

ACTION BUDGET: $

Parent Involvement Meetings will be schedu= led=20 once per semester to invite parents to meet = with=20 staff, familiarize themselves with the facil= ities,=20 and receive information about student succes= s.=20 Parents will be encouraged to participate in= =20 question/answer opportunities and surveys to= =20 develop a two-way communication with the hom= e.=20 Notification will be made using information= =20 gathered with the 2009 Home Language Survey = to=20 ensure parent involvement.
Action Type:=20 Parental Engagement
Administration and Teachers Start: 07/01/2009
End: 06/30/2010

Administrative Staff

Teachers

ACTION BUDGET: $

Betsy Pruss will serve as the Parent=20 Facilitator.
Action Type: Parental=20 Engagement
Betsy Pruss Start: 07/01/2009
End: 06/30/2010

Teachers

ACTION BUDGET: $

Parents and students will be given a PCSSD= =20 Student Handbook for Conduct and Discipline.= =20 Parents will be notified in an Informational= =20 Packet as well as at all Parental Involvemen= t=20 Meetings that they may contact the school wi= th=20 questions abaout the policies/procedures. Di= sputed=20 to the rules/policies may be taken to the te= acher=20 and/or local school administration for revie= w.=20 Should a parent wish to appeal any decision = of the=20 local school administration, an appeal may b= e made=20 to the Office of Equity and Pupil=20 Services.
Action Type: Parental=20 Engagement
Administration Start: 07/01/2009
End: 06/30/2010

Administrative Staff

ACTION BUDGET: $

An Informational Packet will be available = to=20 all parents, providing information about res= ources=20 and involvement opportunities with PTSA and = MMS=20 Boosters, band & athletics. Teacher list= s,=20 with email, will be provided to identify way= s to=20 communicate with teachers. Resources will be= =20 provided to educate parents on developmental= ly=20 appropriate activities designed to assist th= eir=20 student's success in school while at home.=20
Action Type: Parental Engagement
Administration & Parent Facilitator Start: 07/01/2009
End: 06/30/2010

Administrative Staff

Teachers

ACTION BUDGET: $

Volunteer Resource Book will be available = for=20 parents to educate parents on ways to volunt= eer.=20 PALs hours will be calculated each year to h= onor=20 parent volunteers.,
Action Type: Parental= =20 Engagement
Parent Facilitator Start: 07/01/2009
End: 06/30/2010

Teachers

ACTION BUDGET: $

Two (2) Parent-Teacher Conference Nights w= ill=20 be scheduled, once per semester, following t= he 1st=20 & 3rd nine-weeks. (October 20 & 22, = March=20 16 & 18)
Action Type: Parental=20 Engagement
District Administration Start: 07/01/2009
End: 06/30/2010

Central Office

ACTION BUDGET: $

The Counselor of Assessment will notify=20 parents of the need to develop Academic=20 Improvement Plans for non-proficient student= s in=20 Literacy and Math in an effort to engage par= ents=20 in the improvement process.
Action Type:= =20 Parental Engagement
Counselor of Assessment & Instructiona= l=20 Facilitators Start: 07/01/2009
End: 06/30/2010

Teachers

ACTION BUDGET: $

Parents will be notified in writing of the= =20 school's level of schhol improvement (SI_3) = with a=20 letter distributed to each student with istr= uctins=20 about school choice.
Action Type: Parenta= l=20 Engagement
District and School Administration Start: 07/01/2009
End: 06/30/2010

Administrative Staff

Central Office

ACTION BUDGET: $

Total Budget: $0

Intervention: Program=20 Evaluation

Scientific Based Research:

Actions Person Responsible Timeline Resources Source of Funds

Evaluate plan and strategies; Staff will=20 review and revise ACSIP Plan biannually to=20 determine if desired instructional strategie= s are=20 clearly defined and being met.
Action Ty= pe:=20 Collaboration
Action Type: Program=20 Evaluation
Teachers Start: 08/19/2009
End: 06/01/2010

Teachers
$0

ACTION BUDGET: $

Total Budget:

Priority 4: Maumelle Middle School students will become heal= thy=20 students who participate in physical exercise and = make=20 healthy decisions.

Supporting Data:

In 2008-2009, on the School Health Index=20 Evaluation (SHI), as required by Act 1220, Maume= lle=20 Middle School scored 65% on Modules 1-3 which me= asure=20 the school health, safety policies, health educa= tion,=20 and physical activity programs.=20
BMI results for Maumelle Middle School indic= ated=20 that over 22% of male students were overweight a= nd=20 that over 21% of female students were overweight= . The=20 overall BMI data for the state of Arkansas is 20= .6%.=20 Maumelle Middle School continues to avarage abov= e the=20 state for BMI overweight percentage.=20
Arkansas Governor's Initiative Health Arkans= as=20 reports that 55.3% of Arkansans failed to meet=20 recommendatons for moderate or vigorous physical= =20 activity.

Goal Students at Maumelle Middle School will improve= =20 their physical health and ability to make healthy= =20 decisions.

Benchmark Healthier BMI student results will be evident by= May=20 2009. There will be a 2% decrease of the total stu= dent=20 body population having a BMI measurement classifie= d as=20 overweight as compared to the 2008-2009=20 percentage.

Intervention: Maumelle Middle = School=20 will encourage strategies and activities tha= t=20 promote a non-sedentary lifestyle.

Scientific Based Research: Res= earch=20 based interventions in physical activity wil= l=20 include ideas from "Promote Lifelong Physica= l=20 Activity"=20 (http://www.cdc.gov/mmwr/preview/mmwrhtml/00= 046823.htm.=20 Retrieved June 12, 2006.

Actions Person Responsible Timeline Resources Source of Funds

All students will be involved in an averag= e of=20 60 minutes of physical education classes per= week,=20 or the equivilant per year.
Action Type:= =20 Collaboration
Action Type: Parental=20 Engagement
Administrator, Teachers, Parents Start: 07/01/2009
End: 06/30/2010

Administrative Staff

ACTION BUDGET: $

Students will be taught about increasing=20 physical activity and promoting healthy diet= ary=20 habits by implamenting "Chewy Cafe"=20 curriculum.
Action Type:=20 Collaboration
Action Type: Professional=20 Development
Action Type: Technology=20 Inclusion
Administrators, Teachers Start: 07/01/2009
End: 06/30/2010

Administrative Staff

Computers

Outside Consultants

Teachers

ACTION BUDGET: $

Students will participate in the annual Tu= rkey=20 Trot, an annual festival which promotes comm= unity=20 involvement and physical activity. Students= =20 participate in a race/walk during the school= day=20 in which they compete for the most laps.=20
Action Type: Collaboration
Action Typ= e:=20 Parental Engagement
Administrators, Teachers Start: 07/01/2009
End: 06/30/2010

ACTION BUDGET: $

The school wellness plan will be evaluated= at=20 the end of each school year to measure perce= ntage=20 participation in each activity as well as th= e=20 decrease in BMI measurement.
Action Type:= =20 Collaboration
Action Type: Program=20 Evaluation
Administrator, Nurse Start: 07/01/2009
End: 06/30/2010

ACTION BUDGET: $

Students will be evaluated using the=20 Presidential Fitness Test as a pre-test and= =20 post-test in physical education classes.
= Action=20 Type: Program Evaluation
Action Type:=20 Wellness
Physical Education Teachers Start: 07/01/2009
End: 06/30/2010

Administrative Staff

Teachers

ACTION BUDGET: $

Total Budget: $0

Intervention: Program=20 Evaluation

Scientific Based Research:

Actions Person Responsible Timeline Resources Source of Funds

Evaluate plan and strategies; Staff will=20 review and revise ACSIP Plan biannually to=20 determine if desired instructional strategie= s are=20 clearly defined and being met.
Action Ty= pe:=20 Collaboration
Action Type: Program=20 Evaluation
Bobby Cole, Principal Start: 08/19/2009
End: 06/01/2010

Teachers

ACTION BUDGET: $

The effectiveness of the actions of this=20 intervention will be evaluated periodically = and=20 annually by CWTs, TLI Assessments, CRTs, and= NRTs.=20 The data collected this year will serve as=20 baseline data for purposes of future=20 evaluations.
Action Type:=20 Collaboration
Action Type: Program=20 Evaluation
Bobby Cole, Principal Start: 08/19/2009
End: 06/01/2010

Teachers
$0

ACTION BUDGET: $

Total Budget:

Priority 5: Students who are English Language Learners will = be=20 provided with educational opportunities to succeed= and=20 to achieve proficiency on their state mandated tes= ts.=20

Supporting Data:

Weaknesses shown: 6th - speaking 7th - speak= ing=20 8th - listening, reading, and writing
=

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

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

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

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

Home Language Surveys given to students up= on=20 enrollment in the district identify prospect= ive=20 ELL students. A screening/placement test is = then=20 given to these students for language assessm= ent.=20 Students who have been identified as languag= e=20 learners will be served by ESL endorsed teac= hers=20 to develop their language skills.
Action= Type:=20 Equity
ELL Coordinator Start: 07/01/2009
End: 06/30/2010

Administrative Staff

Teachers

ACTION BUDGET: $

Students will be taught English language=20 skills aligned to Arkansas frameworks throug= h a=20 variety of accommodations, techniques and EL= L=20 classes, such as sheltered classes, language= =20 acquisition classes, modified content, and a= ccess=20 to word-to-word dictionaries.
Action Typ= e:=20 Alignment
Action Type: Collaboration
A= ction=20 Type: Equity
ELL Coordinator Start: 07/01/2009
End: 06/30/2010

Administrative Staff

Teachers

ACTION BUDGET: $

Instructional Facilitators will be provide= d=20 with professional development to enhance the= ir=20 teaching skills when working with English La= nguage=20 Learners.
Action Type: Collaboration
A= ction=20 Type: Equity
Action Type: Professional=20 Development
ELL Coordinator Start: 07/01/2009
End: 06/30/2010

Administrative Staff

Teachers

ACTION BUDGET: $

EVALUATION: ELDA and Benchmark/EOC testing= =20 will provide data to determine the direction= of=20 the PCSSD ESL program for 2010-11.
Actio= n=20 Type: Collaboration
Action Type:=20 Equity
Action Type: Program Evaluation ELL Coordinator Start: 07/01/2009
End: 06/30/2010

Administrative Staff

Teachers

ACTION BUDGET: $

Provide the ESL/ LEP students with highly= =20 qualified teachers, highly qualified tutors,= =20 substitutes, and materials to help them achi= eve=20 and become proficient. A parent conference w= ill be=20 held to provide information about their stud= ents.=20 Professional development will be included fo= r the=20 Instructional Facilitators to help improve s= tudent=20 achievement. The school: will annually asses= s the=20 English proficiency of all children with lim= ited=20 English proficiency participating in program= s=20 funded by these funds; has based its propose= d plan=20 on scientifically based research on teaching= =20 limited English proficient children; will en= sure=20 that the programs will enable children to sp= eak,=20 read, listen, write and comprehend the Engli= sh=20 language and meet State academic content and= =20 student academic standards; and is not in=20 violation of any State law, consistent with= =20 sections 3126/3127.
Action Type:=20 Alignment
Action Type: Equity
Action T= ype:=20 Parental Engagement
Action Type: Professi= onal=20 Development
ELL Coordinator Start: 07/01/2009
End: 06/30/2010

Administrative Staff

Teachers
$0

ACTION BUDGET: $

Total Budget:

Planning Team
=

Classification Name Position Committee

Classroom Teacher Adam Cherepski Member Literacy

Classroom Teacher Alice Robertson Member Math

Classroom Teacher Allison Ingram Teacher Math

Classroom Teacher Amy Darcangelo Member Math

Classroom Teacher Amy Simpson Teacher School Climate

Classroom Teacher Ann Crain Member Wellness

Classroom Teacher Betsy Pruss Instructional Facilitator All committees

Classroom Teacher Bill Dennis Member Literacy

Classroom Teacher Bill Dollarhide Member Math

Classroom Teacher Brandy Harvey Teacher Math

Classroom Teacher Carl Mouton Member Wellness

Classroom Teacher Carol Oliver Member Wellness

Classroom Teacher Casey Moseley Teacher Literacy

Classroom Teacher Christopher Hinson Teacher Math

Classroom Teacher Christy DeKay Member Math

Classroom Teacher Christy Reeves Member Wellness

Classroom Teacher Craig Tyson Member Math

Classroom Teacher Ellen Oliver Member wellness

Classroom Teacher Gus King Teacher Math

Classroom Teacher Jamie Darius Teacher Wellness

Classroom Teacher Janice Francis Member Math

Classroom Teacher Janie Naylor Member Literacy

Classroom Teacher Jennifer Calloway Member Literacy

Classroom Teacher Jennifer Hopper Member Literacy

Classroom Teacher Judy Whitehead Member Literacy

Classroom Teacher Kami Anderson Member Math

Classroom Teacher Katie Johnston Teacher Literacy

Classroom Teacher Kirk Horton Member School Climate

Classroom Teacher Kristen Herring Member Wellness

Classroom Teacher Larry Griffo Teacher Wellness

Classroom Teacher Laura Mewborn Member Math

Classroom Teacher Lauren Buckner Teacher Wellness

Classroom Teacher Lisa George Member Math

Classroom Teacher Margaret Taylor Member Literacy

Classroom Teacher Marilyn Hunt Member Wellness

Classroom Teacher Mary Jo Tenison-Willis Teacher School Climate

Classroom Teacher Michael Horton Member Wellness

Classroom Teacher Muzical Waite teacher Literacy

Classroom Teacher Pat Moser Member Literacy

Classroom Teacher Philip Sherlin Member Math

Classroom Teacher Rachel Blackwell Member Math

Classroom Teacher Ronda May Member School Climate

Classroom Teacher Sandra Cole Member Literacy

Classroom Teacher Sandy Stevens Member Math

Classroom Teacher Susan Iocolana Member Math

Classroom Teacher Ted Whittington Member Literacy

Classroom Teacher Tracy Ethridge Teacher School Climate

Classroom Teacher Victoria Jackson Member Math

Community Representative Judy Keller Communittee Leader Steering

Non-Classroom Professional Staff= Alice Jenkins Member Literacy

Non-Classroom Professional Staff= Charlotte Case Member Steering

Non-Classroom Professional Staff= Kelly DeVun Member School Climate

Non-Classroom Professional Staff= Lourdes Goodnight Instructional Facilitator All Committies

Parent Alyson Almond PTSA pres. steering

Parent Billy Parker parent Steering

Parent Cathy Staton PTSA Treasure Steering

Parent Franchelle Dennis parent Steering

Principal Cathy Leon Assistant Principal All Commitees

Principal John Pearce Principal All Committees

=20

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