acsip greenbrier eastside elementary 2012-2013 · greenbrier eastside elementary 4 school drive,...

School Plan

GREENBRIER EASTSIDE ELEMENTARY

4 School Drive, Greenbrier, AR 72058

Arkansas Comprehensive School Improvement Plan

2012-2013

School Motto: Whatever It Takes

In cooperation with home and community, our mission at Eastside Elementary School is to provide positive, lifelong experiences to ALL

students, enabling them to reach their full potential, because we believe children are the future.

Grade Span: K-5 Title I: Title I Schoolwide School Improvement: MS

Table of Contents

Priority 1: Improve literacy skillsGoal: Third through fifth grade students will meet the required Performance AMO of 90.46% on the 2012-2013 Augmented Benchmark Exam. TAGG will

meet the required Performance AMO of 84.47%. Third through fifth grade students will meet the required Growth AMO of 88.86% on the 2012-2013

Augmented Benchmark Exam. TAGG will meet the required Growth AMO of 86.11%.

The focus of instruction for third grade will include open response items in literary, content, and practical reading passages, content and style writing

domains, and writing multiple choice for all subpopulations.

The focus of instruction for fourth grade will include open response items in practical reading passages and content and style writing domains.

The focus of instruction for fifth grade will include open response items in literary and content reading passages and sentence formation and mechanics

writing domains and multiple choice.

Priority 2: Improve math skillsGoal: Third through fifth grade students will meet the required Performance AMO of 90.46% on the 2012-2013 Augmented Benchmark Exam. TAGG will

meet the required Performance AMO of 84.47%. Third through fifth grade students will meet the required Growth AMO of 78.20% on the 2012-2013

Augmented Benchmark Exam. TAGG will meet the required Growth AMO of 75.43%.

The focus of instruction for third grade will include open response items in number sense, measurement, and data analysis and multiple choice items in data analysis for Student With Disabilities.

The focus of instruction for fourth grade will include open response items in number sense, algebra, geometry, measurement, and data analysis for ALL students, multiple choice items in measurement, and open response in algebra for Students With Disabilities.

The focus of instruction for fifth grade students will include open response items in geometry for ALL students, and open response and multiple choice items

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10/22/2012http://acsip.state.ar.us/cgi-bin/index.cgi?rm=report_acsip&print=1

in number sense, algebra, geometry, measurement, and data analysis for Students With Disabilities, and open response items in number sense and geometry for Economically Disadvantaged students.

Priority 3: Improve wellness awarenessGoal: Eastside Elementary will provide support for students in making healthy lifestyle choices by implementing systems to aid in decreasing the

average BMI on routine annual student screening and increasing collaboration between all segments of the school community in support of positive lifestyle

choices.

Priority 1: All students will improve literacy skills across the curriculum.

Supporting

Data: 1. AUGMENTED BENCHMARK: 3rd GRADE LITERACY EXAM

Combined population scores for 2012 Augmented Benchmark Exam for 3rd grade indicated that 86% of the students performed proficient or advanced.Based on needs assessment that reflect an in-depth trend analysis of 3rd grade Augmented Benchmark Scores across all subpops,

the areas of reading and Literary and Practical Open Response continue to be weak based on a three-year trend analysis. The areas of writing, content, style, and multiple choice continue to be weak based on a three-year trend analysis.

AUGMENTED BENCHMARK: 4th GRADE LITERACY EXAMCombined population scores for 2012 Augmented Benchmark Exam for 4th grade indicated that 94% of the students performed

proficient or advanced.Based on needs assessment that reflect an in-depth trend analysis of 4th grade Augmented Benchmark Scores across all subpops, the areas of reading comprehension, vocabulary and Open Response continue to be weak based on a three-year trend analysis. The

areas of writing, content, style, and multiple choice continue to be weak based on a three-year trend analysis.

AUGMENTED BENCHMARK: 5th GRADE LITERACY EXAM

Combined population scores for 2012 Augmented Benchmark Exam for 5th grade indicated that 86% of the students performed proficient or advanced.

Based on needs assessment that reflect an in-depth trend analysis of 5th grade Augmented Benchmark Scores across all subpops, the areas of reading comprehension in content area reading,and Open Response continue to be weak based on a three-year trend analysis. The areas of writing, content, style, and multiple choice continue to be weak based on a three-year trend analysis.

Root Cause: All students and TAGG met AMO for growth and performance except Student With Disabilities subpop. Intensive professional development and co-teaching will be provided and researched-based intervention called Levelized Literacy Intervention

will be implemented in all Students With Disabilities classes. It has been determined that the root cause of weak areas across grades 3-5 include insufficient professional development utilizing Co-Teaching Strategies, Marzano's High Yield Strategies, and resources fortechnology integration to increase student engagement. Job embedded professional development will provide opportunities for better

instruction using high yield strategies.

2. NORM REFERENCED TEST:2012 FIRST GRADE ITBS EXAM Based on a needs assessment that reflects an in-depth analysis of normed referenced First grade ITBS test scores in the areas of reading comprehension, spelling, and vocabulary continue to be weak areas.

NORM REFERENCED TEST:2012 SECOND GRADE ITBS EXAM Based on a needs assessment that reflects an in-depth analysis of normed referenced Second grade ITBS test scores in the areas of story comprehension, spelling, and vocabulary continue to be weak

areas.

NORM REFERENCED TEST:2012 THIRD GRADE ITBS EXAM Based on a needs assessment that reflects an in-depth analysis of

normed referenced Third grade ITBS test scores in the areas of reading, comprehension, spelling, and vocabulary continue to be

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weak areas.

NORM REFERENCED TEST:2012 FOURTH GRADE ITBS EXAM Based on a needs assessment that reflects an in-depth analysis of normed referenced Fourth grade ITBS test scores in the areas of reading, comprehension, spelling, and vocabulary continue to be

weak areas.

NORM REFERENCED TEST:2012 FIFTH GRADE ITBS EXAM Based on a needs assessment that reflects an in-depth analysis of normed

referenced Fifth grade ITBS test scores in the areas of reading, comprehension, spelling, and vocabulary continue to be weak areas.

ROOT CAUSE: All students met AMO for growth and performance except Student With Disabilities subpop. Intensive professional

development and co-teaching will be provided and a new researched-based intervention called Levelized Literacy Intervention will be implemented in all Students With Disabilities classes. It has been determined that the root cause of weak areas across grades 3-5 include insufficient professional development utilizing Co-Teaching Strategies, Marzano's High Yield Strategies, and resources for

technology integration to increase student engagement.Job embedded professional development will provide opportunities for better instruction using high yield strategies.

3. ATTENDANCE: The attendance goal was met.

Goal

Third through fifth grade students will meet the required Performance AMO of 90.46% on the 2012-2013 Augmented Benchmark Exam.

TAGG will meet the required Performance AMO of 84.47%. Third through fifth grade students will meet the required Growth AMO of 88.86% on the 2012-2013 Augmented Benchmark Exam. TAGG will meet the required Growth AMO of 86.11%.

The focus of instruction for third grade will include open response items in literary, content, and practical reading passages, content and style writing domains, and writing multiple choice for all subpopulations.

The focus of instruction for fourth grade will include open response items in practical reading passages and content and style writing domains.

The focus of instruction for fifth grade will include open response items in literary and content reading passages and sentence formation and mechanics writing domains and multiple choice.

Benchmark

During the 2012-13 school year, Eastside Elementary School will meet or exceed the Annual Measurable Outcomes (AMO) for Performance, 90.46% for All Students and 84.47% for Targeted Achievement Gap Group (TAGG), as well as for Growth, 88.86% for All Students and

86.11% for our TAGG Population. Eastside Elementary will also meet or exceed the AMOs for all TAGG subgroups. For the 2011-12 school year, Eastside Elementary met the AMOs for Performance and Growth in the All Students Population, for Performance in all subgroups, but did not meet the AMOs for Growth in the Students With Disabilities.

Intervention: Comprehensive Literacy

Scientific Based Research: Scientific Based Research: Literacy Connely, G. (2007). Leading learning communities: standards for what principals know

and be able to do. Alexandria, VA: NAESP. DuFour, R. & Eaker, R. (1998). Professional communities at work: Best practices for enhancing student achievement. Bloomington, IN: Solution Tree. DuFour, R., Eaker, R., Karhanek, G., & DuFour, R. (2004). Whatever it takes: How professional learning communities respond when kids don’t learn. Bloomington, IN: Solution Tree. Fullan, M. (2008). The six secrets of change: What the best leaders do to

help in their organizations survive and thrive. Hoboken, NJ: Jossey-Bass. Good, R.H. & Kaminski, R.A. (2002). Dynamic indicators of basic early literacy skills. Retrieved 9/19/2011, from http://dibels.uoregon.edu. Marzano, R.J. (2003). What works in schools: Translating research into action. Alexandria, VA: ASCD. Marzano, R.J., Pickering, D.J., & Pollack, J.E. (2004). Classroom instruction that works: Research based strategies to increase student

achievement. Upper Saddle River, NJ: Prentice Hall. National Institute of Health. (2000). Report of the National Reading Panel: Teaching children to read, an evidence based assessment of the scientific research literature on reading and its implication for reading instruction. Bethesda, MD: National Institute of Health. Strickland, D.S. & Alvermann, D.S. (2004). Bridging the literacy achievement gap grades 4-12. New York, NY: Teacher’s College

Press. Tate, M. (2003). Worksheets don’t grow dendrites: 20 instructional strategies that engage the brain. Thousand Oaks, CA: Corwin Press.

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Northwest Evaluation Association. (2006, November). Achievement gaps: An examination of differences in student achievement and growth. Lake Oswego, OR: Northwest Evaluation Association. Additional research is available upon request.

ActionsPerson Responsible

Timeline Resources Source of Funds

A HQT (1 FTE) instructional paraprofessional will collaborate with

teachers to correlate technology infused activities with classroom activities. Diagnostic reports generated will identify weak areas of

instruction. The instructional paraprofessional will remediate students who are below grade level utilizing targeted intervention strategies. Action Type: Technology Inclusion

Pam Cardin,

Linda Lewis

Start:

07/01/2012End:

06/30/2013

• Computers

• Teachers

Title I -

Employee Salaries:

$30826.73

Title I -Employee Benefits:

$8845.15

ACTION BUDGET:

$39671.88

Kindergarten through fifth grade students who score below proficient on

the norm-referenced QUALLS, ITBS, and or augmented criterion-referenced benchmark test, and or classroom performance, will have an IRI (Intensive Reading Improvement) plan or an AIP (Academic

Improvement Plan) developed with parental input to address areas of weakness.

Action Type: AIP/IRI

Sonya Alvey,

Angie Betancourt

Start:

07/01/2012End: 06/30/2013

• Administrative

Staff• Teachers

ACTION BUDGET: $

A diagnostic assessment will be administered by HQT certified teachers for educational support of incoming kindergarten students. Data from the

assessment will be analyzed to determine weak areas and target populations in need of remediation strategies and individual interventions.

Action Type: Collaboration

Elementary Principals

Start: 07/01/2012

End: 06/30/2013

• TeachersTitle I -Employee

Salaries:

$2000.00

Title I -Employee

Benefits:

$500.00

ACTION BUDGET:

$2500

Materials and supplies will be purchased to promote student proficiency in reading/math to support Common Core State Standards (CCSS) initiative including realistic fiction and non-fiction texts as well as math

manipulatives for k-5 grade levels.Action Type: Collaboration

Action Type: Equity

Sonya Alvey Start: 07/01/2012End:

06/30/2013

• Administrative Staff

• Teachers

Title I -Materials & Supplies:

$48944.18

ACTION BUDGET:

$48944.18

School leadership teams, comprised of teacher leaders, will assist in

making decisions to continually improve student achievement. Common planning times will be provided by building principal in order for the

leadership teams to meet and discuss current strategies and interventions. Cross curricular teams will meet periodically for job-embedded professional development to ensure alignment with Common

Core. Vertical Team meetings will meet periodically to align curriculum to avoid gaps and over-laps in curriculum. Weekly Student Intervention

Sonya Alvey,

Angie Betancourt

Start:

07/01/2012End:

06/30/2013

• Administrative

Staff• Teachers

ACTION BUDGET: $

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Teams (SIT) will meet to progress monitor student achievement.Action Type: Alignment

Teachers are required to make individual professional development plans focusing on common core implementation and utilizing technology based

on student data and classroom observations.Action Type: Professional Development

Sonya Alvey, Angie

Betancourt

Start: 07/01/2012

End: 06/30/2013

• Administrative Staff ACTION BUDGET: $

General and Special Education teachers will receive professional

development in the areas of ELLA, ELF, Literacy Lab, Co-Teaching Model, Response to Intervention (RTI), high-yield strategies, and technology inclusion in the classroom on an ongoing basis to ensure instructional

strategies learned are being applied in the classroom. EscWorks transcripts will document professional development and building level administration will verify professional development entries.

Action Type: Professional Development

Sonya Alvey,

Angie Betancourt

Start:

07/01/2012End: 06/30/2013

• Administrative

Staff ACTION BUDGET: $

Classroom Walk-Through (CWT) reports, using hand-held technology, provided administration/teachers data to ensure that teachers are

effectively using high yield strategies in their instruction with a focus on student engagement and technology inclusion. PROGRAM EVALUATION:

During the 2010-2011 academic year, 388 CWT entries were logged. The data revealed weaknesses in cooperative learning, using advanced organizers, and generating and testing hypotheses. The areas of

instructional practices and use of higher-level questioning data revealed a slight increase in the use of these practices, but will continue to be the focus for 2012-2013 weekly team meetings.

Action Type: Program Evaluation

Sonya Alvey, Angie

Betancourt

Start: 07/01/2012

End: 06/30/2013


Third through fifth grade teachers will administer common interim assessments formatted to the Benchmark Examination to assess literacy

skills and provide experience responding to open-response questions. D2SC (Data Driven Software Corporation) reports from these

assessments were used to evaluate and guide instruction.

Sonya Alvey, Angie

Betancourt

Start: 07/01/2012

End: 06/30/2013


• Teachers

ACTION BUDGET: $

Teachers will monitor student progress in reading, math, and writing by utilizing an electronic assessment wall. All students who have not met

benchmark on the universal screener (DIBELS) or are below grade level in K-5th grades will be monitored. Students who have been identified as at risk through the Student Intervention Team (SIT) will also be

recorded on the electronic assessment wall. Teachers will meet with administrators to discuss progress and monitor RTI (Response to Intervention) of students below grade level. Teachers and

interventionists will administer DIBELS to all students K-5th three times per year in order to track progress of student performance in combined

and sub-populations to track student growth.Action Type: EquityAction Type: Special Education

Sonya Alvey, Angie

Betancourt

Start: 07/01/2012

End: 06/30/2013


• Performance Assessments

• Teachers

ACTION BUDGET: $

The district will provide an ABC (Arkansas Better Chance For Success) Preschool program at Eastside for at-risk, poverty students to ensure a seamless home-to-school transition between the two environments.

These classes will be taught by highly qualified certified teachers and

Sonya Alvey, Christie Harper

Start: 07/01/2012End:

06/30/2013


• Teachers

ACTION BUDGET: $

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paraprofessionals.Action Type: Equity

(.5 FTE) HQT academic advisor will assist in remediating at-risk students and help ensure student achievement and emotional support.

Action Type: Equity

Patty Ingram Start: 07/01/2012

End: 06/30/2013

• TeachersNSLA (State-281) -Employee

Benefits:

$3280.46

NSLA (State

-281) -Employee Salaries:

$10319.16

ACTION BUDGET:

$13599.62

ESL support will be provided to students by utilizing one-on-one

instruction, specific remediation strategies, and Rosetta Stone software. Action Type: Equity

Sonya Alvey,

Angie Betancourt

Start:

07/01/2012End: 06/30/2013

ACTION BUDGET: $

Levelized Learning Intervention (LLI) will be utilized for use in Response to Intervention (RTI.) Interventionists (block teachers) will use the

materials with AIP and IRI students to promote student proficiency in early literacy skills (phonics/word work, writing, and reading comprehension.)

Action Type: AIP/IRIAction Type: Equity

Sonya Alvey Start: 07/01/2012

End: 06/30/2013

• Teachers• Teaching Aids ACTION BUDGET: $

AR Reading program will utilized as a diagnostic tool to track students'

reading comprehension as well as motivate students to read at an appropriate Lexile level.Action Type: Equity

Media

Specialist

Start:

07/01/2012End: 06/30/2013

• School Library

• Teachers ACTION BUDGET: $

The NOW Channel, an interactive software program utilizing SMART technologies will be integrated into instruction. The NOW Channel

enables teachers to embed technology in their lessons via Smart Board.Action Type: Technology Inclusion


End: 06/30/2013

• Computers• Teachers ACTION BUDGET: $

Welfare Homeless support materials will be purchased for students in

need of services as per the McKinney-Vento Act. The student intervention team and counselor will continue to support and monitor students throughout the year.

Action Type: Equity

Angie

Betancourt

Start:

07/01/2012End: 06/30/2013

• Community

Leaders• Teachers

Title I -

Materials & Supplies:

$1000.00

ACTION

BUDGET:$1000

Teams will use targeted research-based practices that will address specific needs of sub-populations that are reflected in lesson plans

monitored by CWTs (Classroom Walk Through), observations, and Learning Walks. Marzano's nine strategies of identifying similarities and differences, summarizing and note taking, reinforcing effort/recognition,

homework/practice, nonlinguistic representations, cooperative learning,


End: 06/30/2013

ACTION BUDGET: $

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setting objectives/feedback, generating hypotheses, and cues/questions/advance organizers and technology inclusion will be

monitored within the general and co-teaching classrooms to ensure effective instructional practices are occurring.

A needs assessment was established by analyzing student performance trend data. Based on trend data the academic focus will be reading comprehension, conventions of writing in literary, practical, and content

passage types as well as content, style, and multiple choice in writing. Action Type: Program Evaluation

Sonya Alvey, Principal

Start: 07/01/2012End:

06/30/2013

• TeachersACTION BUDGET: $

A new leadership Assessment tool, aka ADE Principal Evaluation Tool, will

be piloted for the 2011-2012 school year. The new assessment tool will focus on Principals as the Instructional Leader in their building. CWT, Learning Walks, and Team Meeting agendas will be used as

documentation.Action Type: Collaboration

Scott

Spainhour, Lisa Todd, Sonya Alvey

Start:

07/01/2012End: 06/30/2013

• Administrative

Staff• District Staff

ACTION BUDGET: $

Third through fifth grade teachers will administer pre and post

computerized common interim assessments formatted to the Benchmark Examination to assess literacy/math skills and provide experience

responding to Multiple choice questions using (NWEA) Northwest Evaluation Association (MAP-Measures of Academic Progress) software. Data from the pre and post tests will provide overall growth to document

student performance. Reports from these assessments will be used to evaluate and guide instruction. This data will be used AS PROGRAM EVALUATION to evaluate the effectiveness of the literacy program. The

first will be utilized to collect baseline data results.Action Type: Alignment

Action Type: Program Evaluation

Sonya Alvey,

Angie Betancourt

Start:

07/01/2012End:

06/30/2013

• Administrative


The District will provide a Classroom Size Reduction Teacher (FTE 1) as outlined in School-Wide plan to lower student:teacher ratio for optimal

instructional purposes. The CSR Teacher will be hired above State Standard requirements. The CSR will be placed at Eastside Elementary. There are 257 fourth grade students with 11 teachers which is a

student:teacher ratio meeting standards. Daniel Hope is the 12th teacher. Action Type: Equity


End: 06/30/2013

• TeachersTitle I -Employee

Salaries:

$39015.00

Title I -Employee

Benefits:

$10684.56

ACTION BUDGET:

$49699.56

District-Wide before and after school tutorial opportunities will be provided for 3rd-5th grade at-risk students focusing on literacy and math skills hosted by Eastside Elementary.

Action Type: Equity


06/30/2013

• TeachersTitle I -Employee Salaries:

$2000.00

Title I -Employee

Benefits:

$500.00

ACTION BUDGET:

$2500

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Capital outlay 28 laptops @ $ 1,100 and a cart @ $2,100 and multi-media in cafeteria projector: $3214.21, electronic screen: $1,269.45,

multi-media cart: $1,513.58, installation: $1,516.83 and ipad cart @ $2,820.95

Action Type: Technology Inclusion


End: 06/30/2013

• ComputersTitle I -Capital

Outlay:

$44055.82

ACTION BUDGET:

$44055.82

Total Budget: $201971.06

Intervention: Parental Engagement.

Scientific Based Research: "A Framework for Understanding Poverty." Payne, R. (1998). Act 603 of 2003. Allington, Richard, Patricia Cunningham. "Schools that Work". Second Edition. Pearson Education. Boston 2002. "Whatever It Takes: How Professional Learning Communities Respond When Kids Don't Learn," DuFour, R. (2004).


Timeline Resources Source of Funds

A School-Parent Compact was developed jointly with parents to provide

information regarding their child's school. A signed and returned School-Parent Compact form serves as evidence. (Actions 2:A-F)Action Type: Parental Engagement

Courtney

Williams, Sonya Alvey,Angie

Betancourt

Start:

07/01/2012End: 06/30/2013

• Administrative

Staff• Teachers

ACTION BUDGET: $

An annual meeting will be held to inform parents of their right to be involved in the planning, review, and improvement of parental programs.

Action Type: Parental Engagement

Lisa Todd Start: 07/01/2012

End: 06/30/2013

• District StaffACTION BUDGET: $

2.D: Parental Involvement Policy will be evaluated to assess coordination and integration of parent involvement programs and activities. Materials and supplies will be available to assist parental activities.


Courtney Williams, Sonya

Alvey,Angie Betancourt

Start: 07/01/2012End:

06/30/2013


Title I -Materials &

Supplies:

$1500.00

ACTION BUDGET:

$1500

1.J: Parents will be given the opportunity to receive daily e-mail announcements giving them information concerning school events and opportunities to become involved in the education of their children.


Courtney Williams, Sonya Alvey,

Angie Betancourt

Start: 07/01/2012End:

06/30/2013


2.C: School pride and importance of effective communication, value and utility

of contributions of parents will be encouraged through awareness and participation in Greenbrier Schools' alumni association activities, i.e., booster

club, spirit day activities, and community leader visits. Information is shared through daily newsletters. Action Type: Parental Engagement

Courtney

Williams, Sonya Alvey,

Angie Betancourt

Start:

07/01/2012End:

06/30/2013

• Community

Leaders• Teachers

ACTION BUDGET: $

1.G: Courtney Williams, a certified faculty member, will serve as a parent facilitator and help organize training to ensure compliance with the Parent Involvement Act 307 of 2007 and ACT 397 of 2009. All components have been


Start: 07/01/2012 • Community

Leaders ACTION BUDGET: $

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implemented, (Actions 1.A-J)Action Type: Parental Engagement


End: 06/30/2013

• Teachers

2.B: A Parent Center consisting of student and parent reading materials, take-home games, and magazines with information on parent-tips to improve

academic achievement and student learning styles will be maintained in the lobby area.Action Type: Parental Engagement

Sonya Alvey, Angie

Betancourt, Courtney Williams

Start: 07/01/2012

End: 06/30/2013

• Teachers• Teaching Aids ACTION BUDGET: $

1.H: Parent/teacher conferences will be held in the fall and spring to discuss students' progress and address concerns of parents/teachers.Action Type: Parental Engagement


06/30/2013


• Teachers

ACTION BUDGET: $

1.A: The school will prepare informational packets appropriate for the age and grade of each child to encourage communication with parents. These packets will outline the parental involvement plan, recommended roles of

parent/teacher/student/school; ways for parent to become involved in the school, activities planned for parental involvement, and a communication outline to promote exchange of information between parents/teacher/

principal.Action Type: Parental Engagement


Angie Betancourt

Start: 07/01/2012End:

06/30/2013

• District Staff• Teachers• Teaching Aids

ACTION BUDGET: $

1.C: A volunteer resource book will be available to staff members as a means of coordinating community and parent resources with school activities. These volunteers will provide additional human resources and stakeholder

ownership.Action Type: Parental Engagement



Start: 07/01/2012End:

06/30/2013

• Community Leaders

• Teachers

ACTION BUDGET: $

1.B: Through "Parent Involvement Meetings," opportunities will be provided

for parents to become active participants in the education of their children and to discuss the intent of the school-wide program. Parents will be given a report on the state of the school and what they may expect in their children's

education. They will also be provided a description and explanation of the curriculum used, types of assessments, and proficiency levels. To promote

active participation among parents and community the following events will be hosted: A community literacy night will be hosted at Panther Stadium, support Project-Fill-A-Bookcase, family movie night, grandparents’ day, Christmas

open house, mother/son game night, father/daughter dance, math/science night, conferences, parent orientation, can carnival day, recycling, etc. Action Type: Parental Engagement

Courtney

Williams, Sonya Alvey,Angie

Betancourt

Start:

07/01/2012End: 06/30/2013

• Teachers

• Teaching Aids ACTION BUDGET: $

1.I: Parents and teachers will incorporate activities beyond the regular classroom setting that will allow children opportunities to apply learned literacy skills in real-world situations. These activities will be designed to

engage parents in their children's education and to promote responsible parenting i.e., Dr. Seuss Day, kindergarten community workers week,

freedom week, drug free activities.Action Type: Parental Engagement



Start: 07/01/2012End:

06/30/2013


• Teachers

ACTION BUDGET: $

1.D: A process for resolving parental concerns is outlined in the school

handbook.Action Type: Parental Engagement

Courtney

Williams, Sonya Alvey,

Start:

07/01/2012 • Administrative


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Angie Betancourt

End: 06/30/2013

2.A Staff members will provide assistance to parents in understanding content how to monitor a child's progress; standards, academic assessments.

Evaluation data will include, but is not limited, to the following: sign-in sheets from Parent Nights, Parent-Teacher conferences, volunteer logs, and distribution lists of parent e-mail recipients. During the 2010-2011 academic

year 60% of parents participated in scheduled activities. Action Type: Parental EngagementAction Type: Program Evaluation

Sonya Alvey and Courtney

Williams

Start: 07/01/2012

End: 06/30/2013


• Teachers

ACTION BUDGET: $

2.F: Staff will provide other reasonable support for parental involvement activities as parents may request. (PTO meetings, PTO board consisting of teachers and parents, and parent nights, etc.)


Courtney Williams, Sonya Alvey

Start: 07/01/2012End:

06/30/2013


1.F: PTO will hold monthly meetings to provide opportunities for parents and staff to discuss and plan school activities for the 2012-2013 school year.


Courtney Williams,

Sonya Alvey

Start: 07/01/2012

End: 06/30/2013

• District StaffACTION BUDGET: $

2.E: Ensure that information related to school and parent programs is sent to parents, including disabled students, in a practical, understandable format, i.e.: EdLine, weekly newsletters, communication folders, and district and

school websites. Action Type: Parental Engagement


Angie Betancourt

Start: 07/01/2012End:

06/30/2013


Building leadership will review policies and procedures that may present

barriers to all students' achievement.Action Type: Parental Engagement

Sonya Alvey,

Angie Betancourt

Start:

07/01/2012End: 06/30/2013

• Administrative


Eastside Elementary's Parent Involvement Plan will be posted on Eastside's school website. The Parent Involvement Plan will be evaluated annually and

revised as needed. Action Type: CollaborationAction Type: Parental Engagement

Sonya Alvey, Angie

Betancourt

Start: 07/01/2012

End: 06/30/2013


Eastside Elementary will conduct a stand alone Title I Meeting will be conducted annually in order to inform parents about their rights and benefits.Action Type: Collaboration

Action Type: Parental EngagementAction Type: Title I Schoolwide

Sonya Alvey, Angie Betancourt

Start: 07/01/2012End:

06/30/2013


Eastside Elementary will provide the parents of students. including disabled

parents, receiving Title I services information about (a) Parents Right to Know (b) Annual Report Card (c) Individual Student Assessment Reports (d)

Progress Review (e) Written State Complaint Procedures (f) Parental Communications (g) Disabled Parents access to school information. This information will help to ensure meaningful parental participation within the

program.Action Type: Parental EngagementAction Type: Title I Schoolwide

Sonya Alvey,

Angie Betancourt

Start:

07/01/2012End:

06/30/2013

• Administrative


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Hippy Parental involvement suppliesAction Type: Parental Engagement

Carrie McEntire

Start: 07/01/2012

End: 06/30/2013

• TeachersTitle I -Materials

& Supplies:

$2848.56

ACTION

BUDGET:$2848.56

Total Budget: $4348.56

Priority 2: All students will improve math skills across the curriculum.

Supporting Data:

1. AUGMENTED CRT BENCHMARK EXAM: ACSIP CRT DATA SOURCE FOR GREENBRIER EASTSIDE ELEMENTARY Third grade combined population scores indicate 85% were proficient or advanced in math.

Needs assessment shows an in-depth analysis of criterion referenced test scores reflecting all sub-populations; ie, free and reduced and special education students, in the area of geometry, measurement, and numbers and operations in multiple choice and open response continue to be areas of weakness.

Fourth grade combined population scores indicate 91% were proficient or advanced in math. Needs assessment shows an in-depth analysis of criterion referenced test scores reflecting all sub-populations; ie, free and reduced

and special education students, in the areas of Measurement and Data Analysis and Probability on multiple choice questions and Numbers and Operations and Geometry in open response continue to be weak areas.

Fifth grade combined population scores indicate 86% were proficient or advanced in math.Needs assessment shows an in-depth analysis of criterion referenced test scores reflecting all sub-populations; ie, free and reduced

and special education students, in the areas of Data Analysis and Probability, numbers and operations, and algebra multiple choice questions and Geometry and Measurement open response continue to be weak areas.

Root Cause: Weak areas in third through fifth grades include limited use of high yield strategies and technology inclusion. Overall, the racial diversity is less than 1% and the use of co-teaching has contributed to increased student achievement. Job embedded professional development has provided opportunities for better instruction using high yield strategies.

2. AUGMENTED NRT BENCHMARK EXAM:

Based on needs assessment, which reflects an in-depth analysis of norm referenced ITBS scores across all sub-populations, it is revealed that ....................measurement, numbers and operations, problem solving, and patterns and relationships are areas of weakness and focus for Metropolitan 8 and SAT 10 preparation.

Root Cause: Weak areas in kindergarten through fifth grades include limited use of high yield strategies and technology inclusion. Overall, the racial diversity is less than 1% and the use of co-teaching has contributed to increased student achievement. Job

embedded professional development has provided opportunities for better instruction using high yield strategies.

3. ATTENDANCE: The attendance goal was met.

4.

Goal Third through fifth grade students will meet the required Performance AMO of 90.46% on the 2012-2013 Augmented Benchmark Exam.

TAGG will meet the required Performance AMO of 84.47%. Third through fifth grade students will meet the required Growth AMO of 78.20% on the 2012-2013 Augmented Benchmark Exam. TAGG will meet the required Growth AMO of 75.43%.

The focus of instruction for third grade will include open response items in number sense, measurement, and data analysis and multiple

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choice items in data analysis for Student With Disabilities.

The focus of instruction for fourth grade will include open response items in number sense, algebra, geometry, measurement, and data analysis for ALL students, multiple choice items in measurement, and open response in algebra for Students With Disabilities.

The focus of instruction for fifth grade students will include open response items in geometry for ALL students, and open response and multiple choice items in number sense, algebra, geometry, measurement, and data analysis for Students With Disabilities, and open

response items in number sense and geometry for Economically Disadvantaged students.

Benchmark

During the 2012-13 school year, Eastside Elementary School will meet or exceed the Annual Measurable Outcomes (AMO) for Performance in

Math, 90.46% for All Students and 84.47% for Targeted Achievement Gap Group (TAGG), as well as for Growth, 78.20% for All Students and 75.43% for TAGG. Eastside Elementary will also meet or exceed the AMOs for all TAGG subgroups. For the 2011-12 school year, Eastside Elementary did not meet the AMOs for Performance for ALL Students population, TAGG,in the white subgroup, or in the

economically disadvantaged subgroup and Students With Disabilities. Eastside Elementary did not meet Growth for ALL Students population, TAGG,in the white subgroup, or in the economically disadvantaged subgroup and Students With Disabilities.

Intervention: Implement standards-based math curriculum.

Scientific Based Research: Scientific –Based Research – Math Carpenter, T.P., Franke, M.L., & Levi, L. (2003). Thinking mathematically: Integrating arithmetic and algebra in elementary school. Portsmouth, NH: Heinemann. Dacey, L.S. & Eston, R. (1999). Growing mathematical ideas in Kindergarten,

Sausalito, CA: Math Solutions. Jacobs, H.H. (1997). Mapping the big picture: Integrating curriculum and assessment, K-12. Alexandria, VA: ASCD.Kilpatrick, J., Swafford, J., & Findell, B. (2007). Adding it up: Helping children learn mathematics. Washington, DC: National Academies Press. Mirra, A. J. (2003). Administrator’s guide: How to support and improve mathematics in your school. Silver Springs, MD: National Council of Teachers of

Mathematics (NCTM). Myren, C. (1995). Posing Open-ended questions in the primary classroom. Greensboro, NC: Teaching Resource Center. National Educational Technology Standards for Students. (2007). National educational standards for students: Connecting curriculum and technology. Washington, DC: International Society for Technology in Education (ISTE). Reeves, D.B. (1998). Making standards work: how to implement standards-

based assessments in the classroom, school, and district. Englewood, CO: Advanced Learning Press. Reeves, D. B. (2004). Accountability in Action: A blueprint for learning organizations. Englewood, CO: Advanced Learning Press. Rose-Piver, V. (1995). Math & Writing: Making the connection.

Greensboro, NC: Teaching Resource Center. Schoenfeld, A. (1999). Balanced assessment for the mathematics assessment for the mathematics curriculum: elementary grades assessment, package 2. Lebanon, IN: Dale Seymour Publications. Sutton, J. & Krueger, A. (2002). What we know about mathematics teaching and learning. Honolulu, HI: Mid-continent Research for Education and Learning (MCREL). Van de Walle, J.A., & Lovin, L.H. (2005).

Teaching student-centered mathematics, Grades K-3. Boston, MA: Allyn & Bacon. Van de Walle, J.A., & Lovin, L.H. (2005). Teaching student-centered mathematics, Grades 5-8. Boston, MA: Allyn & Bacon.

ActionsPerson

ResponsibleTimeline Resources

Source of

Funds

Kindergarten through fifth grade students who scored below proficient in math on the norm-referenced ITBS, QUALLS and criterion-referenced augmented

Benchmark will have an AIP developed to address areas of weakness. The AIP will be jointly developed with parents and teachers.Action Type: AIP/IRI

Sonya Alvey, Angie

Betancourt

Start: 07/01/2012

End: 06/30/2013


• Performance Assessments

• Teachers

ACTION BUDGET:

$

Eastside Elementary School is in compliance with federal schoolwide guidelines. All ten components have been implemented. (See below)

Action Type: Title I Schoolwide

Sonya Alvey, Angie

Betancourt

Start: 07/01/2012

End: 06/30/2013


• Teachers

ACTION BUDGET:

$

A needs assessment was established by analyzing student performance trend data. Based on trend data the academic focus will be geometry, data


$

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analysis/probability, measurement, and algebraic functions. Action Type: Title I Schoolwide

End: 06/30/2013


• Teachers

ACTION BUDGET:

2. Schoolwide reform strategies- *Scientifically-based strategies (ie. Early Literacy Learning in Arkansas, Effective Literacy, Rick Dufour's "Professional Learning

Communities", Ruby Payne's "Teaching Children of Poverty", Literacy Lab, Growing with Mathematics, etc.) *Curriculum and instruction are aligned with the Arkansas

Student Learning Expectations. *Provisions for increasing the amount and quality of learning time (large instructional blocks, activity teachers help with remediation, volunteers, after school tutoring, common interventions times and X-periods at all

grade levels, etc.) *Strategies to eliminate the achievement gap (ie. Arkansas Better Chance For Success Preschool (ABC), Home Instruction Program for Preschool Youngsters (HIPPY).



End: 06/30/2013


• Teachers

ACTION BUDGET:

$

3. 100% of teachers and paraprofessionals are Highly Qualified.Action Type: Title I Schoolwide


End: 06/30/2013


• Teachers

ACTION BUDGET:

$

4. Professional development decisions are made based on the

instructional/academic needs of the students and teachers, teacher needs based on summative evaluations, and state mandated requirements.Action Type: Title I Schoolwide

Sonya Alvey Start:

07/01/2012End: 06/30/2013

• Administrative

Staff• Outside

Consultants

• Teachers

ACTION

BUDGET:$

7. Transition: The elementary school setting includes ABC Pre-school in the master schedule during activity blocks; HIPPY program for parents of preschoolers; HIPPY

and Head Start students visit elementary schools in April; semi-departmentalization of fourth grade to help with transition into fifth grade; fifth grade full departmentalization and tour of middle school in May; special education

inclusion classrooms in all grades; Student Intervention Team, etc. Action Type: Title I Schoolwide


End: 06/30/2013


• Teachers

ACTION BUDGET:

$

8. Measures to include teachers in decisions (ie. data disaggregation day, common planning time, weekly grade level team meetings, gifted and talented and special education teacher recommendations, Student Intervention Team, etc.)



06/30/2013


• Teachers

ACTION BUDGET:

$

10. Coordination and integration of programs-Eastside Elementary uses federal, state, and local funds to coordinate and integrate services to improve instruction and increase student achievement. (ABC preschool)


Becky Goodman, Christie Harper

Start: 07/01/2012End:

06/30/2013


• Teachers

ACTION BUDGET:

$

6. Parent Involvement (i.e. PTO, Literacy Night, Title 1 parent night, Math/Science Night, orientation, PTO monthly newsletters, daily announcements via e-mail, parent/teacher conferences, and other requirements described in the professional


06/30/2013


• Teachers

ACTION BUDGET:

$

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learning communities' intervention.)Action Type: Title I Schoolwide

• Teaching Aids

9. Point-in-time remediation i.e. QELI for kindergarten, block buddy teacher interventions, interim D2SC (Data Driven Software Corporation ), assessments for

3rd-5th grades will administered. Common assessments will be given to K-2 students.Action Type: Title I Schoolwide


End: 06/30/2013


• Performance

Assessments• Teachers

ACTION BUDGET:

$

Teachers will monitor progress in reading, writing, and math by utilizing an electronic assessment wall. All students who are below grade level in math in grades K-5 will be monitored. Students who have been identified as at-risk

through the Student Intervention Team (SIT) will also be recorded on the electronic assessment wall. Teachers will meet with curriculum and instruction leaders and administrators to discuss progress and monitor RTI (Response to

Intervention) of students below grade level. Action Type: AIP/IRI

Sonya Alvey,Angie Betancourt

Start: 07/01/2012End:

06/30/2013

• Administrative Staff ACTION

BUDGET:$

Implement a curriculum that is rigorous, intentional, and horizontally and vertically

aligned to state and local standards. Highly Qualified Teachers continue to work in team meetings toward content alignment through common unit planning and use

of pacing guides, common assignments, interim assessments, and rubrics. Quality standards-based work is displayed in classrooms. Bloom's taxonomy guides lessons for rigorous language.

Action Type: Alignment

Sonya Alvey,

Angie Betancourt

Start:

07/01/2012End:

06/30/2013

• TeachersACTION

BUDGET:$

School leadership teams foster collaboration: Student Intervention Team, weekly grade level team meetings, and response to intervention meetings through SIT.

Action Type: Collaboration

Sonya Alvey, Angie

Betancourt

Start: 07/01/2012

End: 06/30/2013

• TeachersACTION BUDGET:

$

Professional development, including identifying student social-emotional indicators,

will be provided to classified and certified staff relating to identifying suspected homeless students and providing necessary services (as per the McKinney-Vento

Act). The Student Intervention Team and counselors will continue to support and monitor students throughout the year.Action Type: Professional Development

Kortney

McMahan, Sonya Alvey,

Angie Betancourt

Start:

07/01/2012End:

06/30/2013

• District StaffACTION

BUDGET:$

General and Special Education teachers will continue to receive on-going professional development in the co-teaching model, Response to Intervention (RTI), high-yield strategies, and technology inclusion in the classroom to ensure

instructional strategies learned are being applied in the classroom. Action Type: Professional Development


Start: 07/01/2012End:

06/30/2013


BUDGET:$

Content subpopulations are continually monitored for growth using the electronic

assessment wall to track grade level and classroom achievement.Action Type: AIP/IRI

Sonya Alvey,

Angie Betancourt

Start:

07/01/2012End:

06/30/2013

• Administrative

Staff• Teachers

ACTION

BUDGET:$

Third through fifth grade teachers will administer common interim assessments formatted to the Benchmark Examination to assess math skills and provide experience responding to open-response questions. D2SC (Data Driven Software

Sonya Alvey,Angie Betancourt

Start: 07/01/2012 • Administrative

Staff $

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Corporation) reports from these assessments were used to evaluate and guide instruction.

End: 06/30/2013

• Teachers ACTION BUDGET:

Teachers are required to make individual professional development plans focusing on common core implementation and utilizing technology based on student data and classroom observations.



Start: 07/01/2012End:

06/30/2013


• Teachers

ACTION BUDGET:

$

Classroom Walk-Through (CWT) reports, using hand-held technology, provided administration/teachers data to ensure that teachers are effectively using high

yield strategies in their instruction with a focus on student engagement and technology inclusion. PROGRAM EVALUATION: During the 2011-2012 academic year, >>>>>> 388 CWT entries were logged. The data revealed weaknesses in

cooperative learning, using advanced organizers, and generating and testing hypotheses. The areas of instructional practices and use of higher-level questioning data revealed a slight increase in the use of these practices, but will

continue to be the focus for 2012-2013 weekly team meetings.Action Type: Program Evaluation

Sonya Alvey, Angie

Betancourt

Start: 07/01/2012

End: 06/30/2013


BUDGET:$

Total Budget: $0

Priority 3: All students will have an increased awareness of the nutritional and physical guidelines needed for a healthy lifestyle.

Supporting

Data: 1. Body Mass Index (BMI) Data: Act 201 of 2007 modified BMI screening requirements to include only K, 2, and 4 students in the

elementary. In the 2011-2012 school year 314 students were assessed. Results showed that 71.2% of the males were healthy or underweight, while 28.8% were at risk for overweight or obese. Results for the females showed that 70.9% were healthy or underweight while 29.1% were at risk for overweight or obese. In the 2010-2011 school year 274 students were assessed. Results

showed that 66.4% of the males were healthy or underweight, while 33.6% were at risk for overweight or obese. Results for the females showed that 65% were healthy or underweight while 35% were at risk for overweight or obese. In the 2009-2010 school year 267 students were assessed. Results showed that 72.5% of the males were healthy or underweight, while 27.5% were at risk for

overweight or obese. Results for the females showed that 77.5% were healthy or underweight while 22.5% were at risk for overweight or obese. In the 2008-2009 school year 265 students were assessed. Results showed that 72.1% of the males were healthy or underweight, while 27.9% were at risk for overweight or overweight. Results for the females showed that 65.1% were healthy or

underweight while 34.9% were at risk for overweight or overweight. In 2007-2008, the total enrollment for the school was 582 students. Of the 495 students screened, the results for the 268 males showed that 71.6% were healthy or underweight and 28.4%

were at risk for overweight. The results for the 227 females showed that 67.8% were healthy or underweight and 32.2% were at risk for overweight. The results for the 183 females showed that 72.7% were healthy or underweight, 15.8% were at risk, 11.5% were overweight.

2. The overall 2012 District School Health Index (SHI) is 74.16%. The School Profile indicates the School Health and Safety Policies and Environment (Module 1) score was 94% for Eastside which is in the high range. The Health Education (Module 2) score was 100% which is also in the high range. The Physical Education and Other Physical Activity Programs (Module 3) score for K-5 was 90% which

fell 7%. The Nutrition Services (Module 4) score was 92% which gained 3% and is in the high range. The Health Services (Module 5) was 71%, which fell and is in the medium range. The Counseling, Psychological, and Social Services (Module 6) was 93% and is in the high range. The Health Promotion for Staff (Module 7) was 12% which remained the same in the low range. The Family and

Community Involvement (Module 8) score was 56% which was in the high range which fell 44% to the medium range. The overall 2011 District School Health Index (SHI) is 74%. The school Profile indicates the School Health and Safety Policies and Environment

(Module 1) score was 82% for Eastside which is in the high range. The Health Education (Module 2) score was 95% which is also in the high range. The Physical Education and Other Physical Activity Programs (Module 3) score for K-12 was 97% which is in the high range. The Nutrition Services (Module 4) score was 89% which fell in the high range. The Health Services (Module 5) was 69%,

medium range. The Counseling, Psychological, and Social Services (Module 6) was 100%. The Health Promotion for Staff (Module 7) was 12% which fell in the low range. The Family and Community Involvement (Module 8) score was 100% which was in the high

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range. The 2010 School Health Profile indicates the School Health and Safety Policies and Environment (Module 1) score was 92% for our district which is in the medium to high range. The Health Education (Module 2) score was 90% which is also in the medium to high

range. The Physical Education and Other Physical Activity Programs (Module 3) score for K-12 was 87% which is in the medium to high range. The Nutrition Services (Module 4) score was 81% which fell in the high range. The Health Services (Module 5) was 90%. The

Counseling, Psychological, and Social Services (Module 6) was 100%. The Health Promotion for Staff (Module 7) was 52%. The Family and Community Involvement (Module 8) score was 56% which was in the medium to high range. The 2009 School Health Profile indicates the School Health and Safety Policies and Environment (Module 1) score was 86% for our district which is in the medium to

high range. The Health Education (Module 2) score was 100% which is also in the medium to high range. The Physical Education and Other Physical Activity Programs (Module 3) score for K-12 was 97% which is in the medium to high range. The Nutrition Services (Module 4) score was 83% which fell in the high range. The Health Services (Module 5) was 62%. The Counseling, Psychological, and

Social Services (Module 6) was 100%. The Health Promotion for Staff (Module 7) was 14%. The Family and Community Involvement (Module 8) score was 39% which was in the medium to high range.

3. The 2011-2012 Cycle 2 report showed the Poverty Index for Eastside Elementary is 48%. The 2010-2011 Cycle 2 report showed the

Poverty Index for Eastside Elementary is 44.5%. The 2009-2010 Cycle 2 report showed the Poverty Index for Eastside Elementary is 47%. The 2008-2009 Cycle 2 report showed that Poverty Index for Eastside Elementary is 49%. The 2007-2008 Cycle 2 report showed

that 44% of the students at Eastside Elementary received free or reduced price lunches as compared to 36% of the students in the district.

Goal

Eastside Elementary will provide support for students in making healthy lifestyle choices by implementing systems to aid in decreasing the

average BMI on routine annual student screening and increasing collaboration between all segments of the school community in support of positive lifestyle choices.

BenchmarkBy SY2012-2013 there will be a decrease of the average of the Body Mass Index for students by 1/2% as evaluated by the annual Body Mass

Index Screening.

Intervention: Greenbrier Public Schools will provide administrative support for wellness.

Scientific Based Research: Journal of the American Dietetic Association, 103(7): 887-93. 2003. NAL call number: 389.8 Am34 Position of the American

Dietetic Association: Child and adolescent food and nutrition programs. J. Stang, C.T. Bayerl; Food and Nutrition Information Center's (FNIC) web site. Clinical Pediatrics, 40(2): 63-70. 2001. NAL call number: RJ1-C55, Behavioral and cognitive status in school-aged children with a history of failure to thrive during early childhood. R.A. Dykman, et al.; Child Nutrition Unit web site http://cnn.k12.ar.us.


Timeline ResourcesSource of Funds

The Greenbrier School District has developed district wellness policies in collaboration with the district Nutrition and Physical Activity Committee. Policies have been approved by the district school board. Policies include the five federal

requirements: Goals for nutrition education, physical activity and other school-based activities, Nutrition guidelines, Guidelines for reimbursable school meals, a plan for measuring implementation of the local wellness policy, and community

involvement. The policy statement has been submitted to ADE, Child Nutrition Unit.Action Type: Wellness

Stephen Wood, Deanna Glover, Peggy Williams

Start: 07/01/2012End:

06/30/2013


• Central Office


• District Staff

• Outside Consultants

ACTION BUDGET:

$

EVALUATION RESULTS: According to results of the School Health Index (SHI)

modules 1,3,4,7, and 8 reflect gains; module 6 remained the same, and modules 2 and 5 reflect a loss. The overall District (SHI) is 74%. The Greenbrier School

District will ensure each school provides a pleasant environment and monitors schedules and other factors which may interfere with students' access to health information, resources, and a healthy environment. The School Health Index (SHI)

Modules will be used to evaluate district and school effectiveness.

Steve Wood,

Sonya Alvey, Angie

Betancourt

Start:

07/01/2012End:

06/30/2013

• Administrative

Staff• Central Office


• Teachers

ACTION

BUDGET:$

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Action Type: Program EvaluationAction Type: Wellness

The Greenbrier School District will: 1. provide support to schools to ensure successful implementation of the Wellness Policies; 2. provide resources and

professional development to district and school staff to improve the overall school nutrition environment; and 3. will promote the health and physical activity curriculum and student health.


Steve Wood, Deanna Glover

Start: 07/01/2012

End: 06/30/2013


• Central Office

• Teachers

ACTION BUDGET:

$

The Greenbrier School District will support schools in the alignment and implementation of the current Arkansas Nutrition and Physical Education and

Physical Activity Standards and Arkansas Curriculum Frameworks as evidenced in daily lesson plans. Resources, professional development opportunities and training will be provided to increase knowledge and advance skills for successful

implementation. Action Type: Alignment

Steve Wood, Lisa Todd

Start: 07/01/2012

End: 06/30/2013


• Central Office• Community

Leaders

• District Staff• Outside

Consultants

• Teachers

ACTION BUDGET:

$

Total Budget: $0

Intervention: Eastside Elementary will implement practices to provide opportunities for students to practice healthy behaviors at school and encourage them to make healthy food and physical activity choices resulting in increased academic performance.

Scientific Based Research: Guidelines for School Health Programs to Promote Lifelong Healthy Eating (June 14, 1996/Vol. 45/No. RR-9); Guidelines for

School Health Programs to promote Lifelong Physical Activity (March 7, 1997/vol. 46/No. RR-6).


Timeline ResourcesSource of Funds

Eastside Elementary will provide marketing education that encourages students to make healthy food and physical activity choices. (ie. Hooked on Fishing, Not on Drugs, partnership with American Heart Association (Jump Rope for Heart), Lil

Dribblers, etc.) Action Type: Wellness

Melba Kansaki, Sonya Alvey,Angie

Betancourt

Start: 07/01/2012End:

06/30/2013


• District Staff

ACTION BUDGET:

$

All physical activities follow the Arkansas Curriculum Frameworks as evidenced in

lesson plans, to support healthy lifestyle choices and critical thinking skills for elementary students.

Action Type: Wellness

Melba Kansaki,


Start:

07/01/2012End:

06/30/2013

• TeachersACTION

BUDGET:$

Eastside Elementary will promote reduction of time children spend engaged in sedentary activities such as watching television and playing video games.


Sonya Alvey and Angie Betancourt

Start: 07/01/2012

End: 06/30/2013


• Teachers

ACTION BUDGET:

$

Eastside Elementary will involve parents in physical activity and nutrition education through homework, national school lunch program menus, and parent-

teacher organization meeting presentations and professional development activities. Professional development will focus on physical activity and nutrition education, and health risk indicators that compromise students ability to perform

academically, etc. (ie. monthly Panther Pyramid newsletter, exercises Monday

Steve Wood, Lisa Todd, Melba

Kansaki

Start: 07/01/2012

End: 06/30/2013

• District StaffACTION BUDGET:

$

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morning each week via closed-circuit TV)Action Type: Wellness

Eastside Elementary will encourage the development and participation in family oriented, community-based physical activity programs.



Start: 07/01/2012

End: 06/30/2013


• Teachers

ACTION BUDGET:

$

The Greenbrier School District will support the schools in making physical activity and healthy foods available and encourage students to make healthy behavior

choices outside the school. (ie. district snack list, school meals follow USDA guidelines for Recipes for Schools, 150 minutes of physical activity per week, etc.) Action Type: Wellness

Deanna Glover, Lisa Todd

Start: 07/01/2012

End: 06/30/2013


• District Staff• Teachers

ACTION BUDGET:

$

The Greenbrier School District will support school staff exhibiting qualities of

positive role models for healthy eating and physical activity.Action Type: Wellness

Steve Wood,

Deanna Glover, Peggy Williams

Start:

07/01/2012End: 06/30/2013

• Community

Leaders• District Staff

ACTION

BUDGET:$

Eastside Elementary will incorporate a "wellness night" into one of the parent

involvement evenings. Exhibits and booths will include CPR/First Aid, Jr. Jazzercise, Greenbrier Soccer and Baseball Leagues, Lil Dribblers. Parents will be invited to participate in Organized Physical Activity (Eastside's live morning

broadcast), "'SPEED' Walking Club" mornings, and Track and Field week.Action Type: Wellness

Sonya Alvey,

Angie Betancourt , Melba Kansaki

Start:

07/01/2012End: 06/30/2013

• Community

Leaders• Teachers

ACTION

BUDGET:$

EVALUATION RESULTS: According to results of the School Health Index modules 2,3,4, and 8 reflect gains; module 6 remained the same, and modules 1, 5, and 7 reflect a loss. The Nutrition and Physical Activity Committee as part of the ACSIP

committee will frequently monitor goals and will evaluate the effectiveness of interventions by reviewing data results, and other assessments related to Wellness school Health Index Modules, Wellness Policy Checklist and Schoolwide

Body Mass Inventory.Action Type: Program EvaluationAction Type: Wellness

Sonya Alvey, Melba Kansaki

Start: 07/01/2012End:

06/30/2013


• District Staff

ACTION BUDGET:

$

Total Budget: $0

• Planning Team

Classification Name Position Committee

Classroom Teacher Amy Boles 2nd Grade Math

Classroom Teacher Amy Pryor 5th Grade Math

Classroom Teacher Andrea McWilliams Fourth Grade Literacy

Classroom Teacher Andrea Sutterfield Fourth Grade Math

Classroom Teacher Ashley Beatty 1st grade teacher Literacy

Classroom Teacher Ashley Lybarger 1st Grade Math

Classroom Teacher Becky Goodman Pre-K Math

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Classroom Teacher Becky Roberts Kindergarten Math

Classroom Teacher Beverly McNulty 5th Grade Math

Classroom Teacher Christie Harper Pre-K Literacy

Classroom Teacher Daniel Hope 4th Grade Math

Classroom Teacher Donna Koone 2nd Grade Math

Classroom Teacher Jacqueline Dewey 1st Grade Math

Classroom Teacher Jamie Dublin 1st Grade Literacy

Classroom Teacher Julie Wallace 3rd Grade Literacy

Classroom Teacher Karen Davis 5th grade Literacy

Classroom Teacher Kellie Cardin 5th grade Wellness

Classroom Teacher Kristen Barnett 1st Grade Literacy

Classroom Teacher Lacie Thomas 2nd Grade Math

Classroom Teacher Leigh Barnett Kindergarten Parental Involvement

Classroom Teacher Michele Merritt 3rd Grade Math

Classroom Teacher Miranda Mahan Kindergarten Parental Involvement

Classroom Teacher Myrna Sherwood 3rd Grade Wellness

Classroom Teacher Patricia Wilcox 2nd Grade Literacy

Classroom Teacher Polly Parker Kindergarten Wellness

Classroom Teacher Sara Graham Kindergarten Wellness

Classroom Teacher Sara Havens Media Specialist Wellness

Classroom Teacher Savannah Hurley Special Education Self-Contained Literacy

Classroom Teacher Tom Kitts 4th grade Literacy

Classroom Teacher Vicki Trammell 3rd Grade Math

Community Representative Emily Williams Student Literacy

Community Representative Emily Williams Student Math

Community Representative Shawn Johnston Banker Community Involvement

District-Level Professional Lisa Todd Assistant Superintendent Steering Committee

District-Level Professional Steve Wood Wellness Chair Wellness

Non-Classroom Professional Staff Bailey Reed Paraprofessional Parental Involvement

Non-Classroom Professional Staff Becky Atkinson Paraprofessional Math

Non-Classroom Professional Staff Becky Kirkpatrick Cafeteria Manager Wellness

Non-Classroom Professional Staff Charla Rippeto Paraprofessional Pre-K Literacy

Non-Classroom Professional Staff Cherie Hall Paraprofessional Literacy

Non-Classroom Professional Staff Christie Chapman Custodian Parental Involvement

Non-Classroom Professional Staff Courtney Williams Special Ed. Resource/Inclusion Parental Involvement

Non-Classroom Professional Staff Crystal Gordon Art Literacy

Non-Classroom Professional Staff Deanna Glover Food Service Director Wellness

Non-Classroom Professional Staff Diane Luce Custodian Wellness

Non-Classroom Professional Staff Elisha Snowden Speech Pathologist Literacy

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Non-Classroom Professional Staff Jeryca Einhorn Resource Math

Non-Classroom Professional Staff Kortney McMahan Counselor Parental Involvement

Non-Classroom Professional Staff Mary Thornton Paraprofessional Parental Involvement

Non-Classroom Professional Staff Melba Kansaki P.E. Wellness

Non-Classroom Professional Staff Pam Cardin Computer Lab Manager Literacy

Non-Classroom Professional Staff Peggy Williams Nurse Wellness

Non-Classroom Professional Staff Sarah Jerry Gifted & Talented Math

Non-Classroom Professional Staff Sharon Thessing Administrative Asst. Parental Involvement

Non-Classroom Professional Staff Sherri Turner Paraprofessional Math

Parent Christy Corker Parent Parental Involvement

Principal Angie Betancourt Instructional Supervisor ACSIP Co-Chair

Principal Sonya Alvey Principal ACSIP Co-Chair

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