school plan acsip... · web view9 0 33.3 6th grade 2009 sat 10 test percent of students scoring at...

School Plan

School Plan

Top of Form

DERMOTT SCHOOL DISTRICT525 East Speedway, Dermott, Arkansas 71638

Arkansas Comprehensive School Improvement Plan

2009-2010

The Dermott Public School District is committed to educating all children to standards of excellence in a safe environment that will empower them to be successful in higher education in the workplace.

Our vision is to produce students that are open-minded, well-educated, productive, responsible citizens.

Grade Span:

Title I: Not Applicable

School Improvement:

Table of Contents

Priority 1: Administrative SupportGoal: To provide the best utilization of state and federal funding to improve student achievement.Priority 2: Safe and Drug Free / Alternative Learning EnvironmentGoal: Dermott School District will provide a safe and drug-free environment which will increase student achievement, safety, and personal character.Priority 3: Special EducationGoal: To decrease the number of special education students being suspended or expelled.Priority 4: WellnessGoal: The Dermott School District will provide support for students in making Healthy Lifestyles Choices by implementing systems to aid in maintaining or decreasing the average BMI on routine annual student screenings and increasing collaboration between all segments of the school community in support of positive lifestyle choices.Priority 5: District Improvement/LiteracyGoal: To improve academic achievement in literacy and meet AYP for all students in grades K-12 in low socioeconomic and African American subgroups.Priority 6: Scholastic Audit PriorityGoal: STANDARD 1 - Academic Performance - Curriculum

The Dermott School District will continue to develop and implement a curriculum that is rigorous, intentional, and aligned to state and local standards.Goal: STANDARD - 2 - Academic Performance - Classroom Evaluation/Assessment The Dermott School District will support the use of multiple evaluations and assessment strategies in all buildings to continuously monitor and modify instruction to meet student needs and support proficient student work. Goal: STANDARD 3 - Academic Performance - Instruction

The Dermott School District will ensure that the school's instructional program actively engages all students by using effective, varied, and research-based practices to improve student academic performance. Goal: STANDARD 4 - Learning Environment - School Culture The Dermott School District will function as an effective learning community and support a climate conducive to performance excellence. Goal: STANDARD 5 - Learning Environment - Student, Family and Community Support The Dermott School District will work with families and community groups to remove barriers to learning in an effort to meet the intellectual, social, career, and developmental needs of students.Goal: STANDARD 6 - Learning Environment - Professional Growth, Development, and Evaluation

The Dermott School District will provide on-going research-based, result driven professional development opportunities for staff and implement performance evaluation procedures in order to improve teaching and learning.Goal: STANDARD 7 - Efficiency - Leadership - LEADERSHIP

District instructional decisions will focus on support for teaching and learning, organizational direction, high performance expectations, and creating a learning culture and developing leadership capacity. Goal: STANDARD 8 - Efficiency - School Organization and Fiscal Resources

The District will be organized to maximize use of all available resources to support high student and staff performance. Goal: STANDARD 9 - Efficiency - Comprehensive and Effective Planning

The District will develop, implement and evaluate an ACSIP that communicates a clear purpose, direction, and action plan focused on teaching and learning. Priority 7: English Language LearnersGoal: Provide quality instruction in English Language Acquistion to English Language Learners.

Priority 1:

To provide administative support and increase student achievement through federal funding.

Supporting Data:

1. District Literacy Benchmark Three Year Trend Data ACTAAP 3rd Grade The trend data for the lowest identified skill area for the combined population was: Reading/Content/Open Response (24%), Writing/MC (56%), Writing/Style (52%)

ACTAAP 4th Grade The trend data for the lowest identified skill area for the combined population was: Reading/Content/Open Response (38%), Writing/MC (58%), Writing/Content (63%), Writing/Style (63%)

ACTAAP 5th Grade The trend data for the lowest identified skill area for the combined population was: Reading/Content/Open Response (42%), Writing/Style (63%)

ACTAAP 6th Grade The trend data for the lowest identified skill area for the combined population was: Reading/Content/Open Response (38%), Writing/MC (57%), Writing/Style (58%)

ACTAAP 7th Grade The trend data for the lowest identified skill area for the combined population was: Reading/Content/Open Response (36%), Writing/MC (48%), Writing/Content (57%), Writing/Style (57%)

ACTAAP 8th Grade The trend data for the lowest identified skill area for the combined population was: Reading/Content/Open Response (47%), Reading/Practical/Open Response (47%), Writing/MC (47%), Writing/Content (64%), Writing/Style (64%)

ACTAAP EOC Literacy The trend data for the lowest identified skill area for the combined population was: Reading/Content /Open Response (46%), Writing /MC (49%), Writing Essay/Content (68%), Writing/Style (68%)

2. District Literacy MAT/SAT Trend Data MAT8 Kindergarten The lowest identified skill area for the combined population was: Phonemic Awareness/Ending Sounds (53%)MAT8 Kindergarten The identified cluster area with the greatest need for the combined population was: Sounds & Print/Word Reading (34%)

SAT10 1st Grade The identified cluster skill area with the greatest need for the combined population was: Reading/Functional (39%).

SAT10 2nd Grade The identified cluster area with the greatest need for the combined population was: Reading/Critical Analysis and Strategies (39%).

SAT10 3rd Grade The trend data for the mean percentile rank average was: Literacy/Reading (33%)

SAT10 4th Grade The trend data for the mean percentile rank average was: Literacy/Reading (45%)





SAT10 9th Grade The identified cluster skill area with the greatest need for the combined population was: Geometry & Measurement (47%)The trend data for the mean percentile rank average was: Literacy/Reading (27%)

3. District Mathematics Benchmark Three Year Trend Data ACTAAP 3rd Grade:The trend data for the lowest identified skill area for the combined population was Geometry/Open Response (13%), Measurement/Open Response (19%), Data and Probability/Open Response (19%).

ACTAAP 4th Grade:The trend data for the lowest identified skill area for the combined population was Geometry/Open Response (31%), Number Operations/MC (35%) .

ACTAAP 5th Grade:The trend data for the lowest identified skill area for the combined population was Data, Analysis and Probability/Open Response (22%).

ACTAAP 6th Grade:The trend data for the lowest identified skill area for the combined population was Number Operations/Open Response (34%).

ACTAAP 7th Grade:The trend data for the lowest identified skill area for the combined population was Number Operations/Open Response (10%), Algebra/Open Response (13%), Measurement/Open Response (14%), Geometry/Open Response (15%), Data, Analysis and Probability/Open Response (20%).

ACTAAP 8th Grade:The trend data for the lowest identified skill area for the combined population was Measurement/Open Response (7%), Number Operations/Open Response (12%), Geometry/Open Response (14%), Data, Analysis and Probability/Open Response (16%).

ACTAAP EOC Algebra:The trend data for the lowest identified skill area for the combined population was Language of Algebra/Open Response (10%), Non-Linear Functions/Open Response (12%), Data Interpretation and Probability/Open Response (12%).

ACTAAP EOC Geometry:The trend data for the lowest identified skill area for the combined population was Relationships between 2 & 3 Dimensions/ Open Response (13%), Triangles/Open Response (14%).

4. District Mathematics MAT/SAT Trend Data MAT8 Kindergarten:The lowest identified skill area for the combined population was Data Statistics and Probability/Data & Probability (29%).

MAT8 Kindergarten :The identified cluster area with the greatest need for the combined population was Data and Probability (64%).

SAT10 1st Grade:The identified cluster area with the greatest need for the combined population was Estimation (50%).

SAT10 2nd Grade:The identified cluster area with the greatest need for the combined population was Estimation (28%). SAT10 3rd Grade:The trend data for the mean percentile rank average was Math/Problem Solving (35%).

SAT10 4th Grade:The trend data for the mean percentile rank average was Math/Problem Solving (49%).






5. Arkansas Comprehensive School Improvement Data Source for DERMOTT ES

Dermott Elementary

Kindergarten 2007 Literacy Iowa Test of Basic Skills

Percent of Students Scoring At or Above 50th Percentile

Vocabulary

Word Analysis

Listening

Language Total

Reading Profile Total

COMBINED POPULATION

15.8

42.1

7.9

7.9

18.4

AFRICAN AMERICAN POPULATION

12.1

42.4

3.0

3.0

18.2

HISPANIC POPULATION

NA

NA

NA

NA

NA

CAUCASIAN POPULATION

50.0

50.0

50.0

50.0

25.0

ECONOMICALLY DISADVANTAGED

16.2

43.2

8.1

8.1

18.9

LIMITED ENGLISH PROFICIENT

NA

NA

NA

NA

NA

STUDENTS WITH DISABILITIES

0

25.0

0

25.0

NA

Kindergarten 2007 Mathematics Iowa Test of Basic Skills


Math Total Without Comp

Math Total With Comp.

COMBINED POPULATION

18.4

18.4


15.2

15.2

HISPANIC POPULATION

NA

NA


50

50


18.9

18.9


NA

NA


0

0

K Grade 2008 MAT 8 of Basic Skills


Reading Comprehension

Problem Solving

COMBINED POPULATION

45

31


42

31

HISPANIC POPULATION

0

0


100

50<


45

31


0

0


0

0

K Grade 2009 MAT 8 of Basic Skills



Problem Solving

COMBINED POPULATION

45

31


42

31

HISPANIC POPULATION

0

0


100

50<


45

31


0

0


0

0

1st Grade 2007 Literacy Iowa Test of Basic Skills


Vocabulary


Reading Total

Word Analysis

Listening

Spelling

Language Total


COMBINED POPULATION

15.2

54.5

33.3

39.4

33.3

63.6

27.3

33.3


15.4

53.8

34.6

38.5

34.6

65.4

26.9

34.6

HISPANIC POPULATION

100

100

100

100

100

100

100

100


0

40.0

0

20.0

0

40.0

0

0


15.2

54.5

33.3

39.4

33.3

63.6

27.3

33.3


0

100

100

100

100

100

100

100


0

25.0

25.0

25.0

25.0

50.0

0

25.0

1st Grade 2007 Mathematics Iowa Test of Basic Skills


Math Concepts

Problems & Data Inter.

Math Total Without Comp.

COMBINED POPULATION

42.4

45.5

42.4


42.3

42.3

42.3

HISPANIC POPULATION

100

100

100


20

40

20


42.4

45.5

42.4


100

100

100


0

0

0

1st Grade 2008 SAT 10 Test


Number Tested


Problem Solving

COMBINED POPULATION

37

27.0

18.9


35

28.6

20

HISPANIC POPULATION

0

NA

NA


2

0

0


37

27

18.9


0

NA

NA


2

0

0

1st Grade 2009 SAT 10 Test


Number Tested


Problem Solving

COMBINED POPULATION

41

32

20


39

33

21

HISPANIC POPULATION

1

0

0


1

0

0


41

32

20


1

0

0


2

0

0

2nd Grade 2007 Literacy Iowa Test of Basic Skills


Vocabulary


Reading Total

Word Analysis

Listening

Spelling

Language Total


COMBINED POPULATION

44.2

46.5

46.5

39.5

27.9

76.7

44.2

46.5


41.7

44.4

44.4

38.9

25.0

80.6

41.7

44.4

HISPANIC POPULATION

0

0

0

0

0

0

0

0


66.7

66.7

66.7

50.0

50.0

66.7

66.7

66.7


44.2

46.5

46.5

39.5

27.9

76.7

44.2

46.5


NA

NA

NA

NA

NA

NA

NA

NA


0

0

0

0

0

0

0

0

2nd Grade 2007 Mathematics Iowa Test of Basic Skills


Math Concepts

Problems & Data Inter.

Math Total Without Comp.

COMBINED POPULATION

34.9

34.9

39.5


36.1

36.1

41.7

HISPANIC POPULATION

0

0

0


33.3

33.3

33.3


34

34.9

39.5


NA

NA

NA


0

0

0

2nd Grade 2008 SAT 10 Test


Number Tested


Problem Solving

COMBINED POPULATION

33

27.3

45.5


26

23.1

50.0

HISPANIC POPULATION

2

100

100


5

20

0


33

27.3

45.5


1

100

100


3

0

0

2nd Grade 2009 SAT 10 Test


Number Tested


Problem Solving

COMBINED POPULATION

36

0

0.08


33

0

0.09

HISPANIC POPULATION

0

NA

NA


3

0

0


36

0

0.08


0

NA

NA


5

0

0

3rd Grade 2007 Literacy Iowa Test of Basic Skills


Vocabulary


Reading Total

Word Analysis

Listening

Spelling

Capitalization

Punctuation

Usage & Expression

Language Total


COMBINED POPULATION

36.7

20.0

30.0

33.3

10.0

63.3

33.3

30.0

36.7

40.0

26.7


34.5

20.7

27.6

31.0

10.3

62.1

31.0

31.0

34.5

37.9

24.1

HISPANIC POPULATION

NA

NA

NA

NA

NA

NA

NA

NA

NA

NA

NA


100

0

100

100

0

100

100

0

100

100

100


34.5

20.7

27.6

31.0

10.3

62.1

31.0

31.0

34.5

37.9

17.9


NA

NA

NA

NA

NA

NA

NA

NA

NA

NA

NA


0

0

0

0

0

25

0

0

0

0

0

3rd2007 Mathematics Iowa Test of Basic Skills


Math Concepts

Problems & Data Inter


Math Computation


COMBINED POPULATION

36.7

20

26.7

23.3

20


27.9

20.7

27.6

24.1

20.7

HISPANIC POPULATION

NA

NA

NA

NA

NA


0

0

0

0

0


37.9

20.7

27.6

24.1

20.7


NA

NA

NA

NA

NA


0

0

0

0

0

3rd Grade 2008 SAT 10 Test


Number Tested


Problem Solving

COMBINED POPULATION

41

19.5

20


36

16.7

20

HISPANIC POPULATION

1

0

0


4

50

25


41

19.5

20


1

0

0


4

0

0

3rd Grade 2009 SAT 10 Test


Number Tested


Problem Solving

COMBINED POPULATION

31

26

39


24

29

46

HISPANIC POPULATION

2

50

50


5

0

0


31

26

39


1

0

0


2

0

0

4th Grade 2007 Literacy Iowa Test of Basic Skills


Vocabulary


Reading Total

Spelling

Capitalization

Punctuation

Usage & Expression

Language Total

COMBINED POPULATION

28.9

42.1

36.8

65.8

52.6

44.7

42.1

55.3


27.3

35.4

33.3

66.7

54.5

42.4

36.4

54.5

HISPANIC POPULATION

0

0

0

0

0

0

0

0


50.0

100.0

75.0

75.0

50.0

75.0

100.0

75.0


29.7

43.2

37.8

64.9

51.4

45.9

43.2

54.1


0

0

0

0

0

0

0

0


33.3

33.3

33.3

0

0

33.3

33.3

33.3

4th 2007 Mathematics Iowa Test of Basic Skills


Math Concepts



Math Computation


COMBINED POPULATION

65.8

47.4

47.4

47.4

52.6


66.7

45.5

45.5

48.5

51.5

HISPANIC POPULATION

0

0

0

0

0


75

75

75

50

75


64.9

45.9

45.9

48.6

51.4


0

0

0

0

0


66.7

33.3

33.3

33.3

33.3

4th Grade 2008 SAT 10 Test


Number Tested


Problem Solving

COMBINED POPULATION

29

48.3

48.3


28

50

50

HISPANIC POPULATION

1

0

0


0

NA

NA


29

48.3

48.3


0

NA

NA


3

33.3

0



Number Tested


Problem Solving

COMBINED POPULATION

39

21

31


33

21

30

HISPANIC POPULATION

1

100

100


5

20

20


39

23

31


1

100

100


3

0

0



Vocabulary


Reading Total

Spelling

Capitalization

Punctuation

Usage & Expression

Language Total

COMBINED POPULATION

17.1

17.1

22.9

54.3

37.1

45.7

22.9

40.0


13.3

16.7

16.7

53.3

40.0

43.3

20.0

40.0

HISPANIC POPULATION

NA

NA

NA

NA

NA

NA

NA

NA


40.0

20.0

60.0

60.0

20.0

60.0

40.0

40.0


17.1

17.1

22.9

54.3

37.1

45.7

22.9

40.0


NA

NA

NA

NA

NA

NA

NA

NA


0

0

0

14.3

14.3

14.3

0

14.3

5th 2007 Mathematics Iowa Test of Basic Skills


Math Concepts



Math Computation


COMBINED POPULATION

40

40

37.1

45.7

37.1


36.7

40

36.7

46.7

36.7

HISPANIC POPULATION

NA

NA

NA

NA

NA


60

40

40

40

40


40

40

37.1

45.7

37.1


NA

NA

NA

NA

NA


0

0

0

0

0



Number Tested


Problem Solving

COMBINED POPULATION

37

37.8

51.4


33

33.3

51.5

HISPANIC POPULATION

1

0

0


3

100

100


37

37.8

51.4


1

0

0


6

33.3

33.3



Number Tested


Problem Solving

Science

COMBINED POPULATION

31

52

39

32


30

52

40

33

HISPANIC POPULATION

0

NA

NA

NA


1

0

0

0


31

52

39

32


0

NA

NA

NA


4

0

0

0



Vocabulary


Reading Total

Spelling

Capitalization

Punctuation

Usage & Expression

Language Total

COMBINED POPULATION

10.8

24.3

16.2

51.4

32.4

29.7

8.1

29.7


10.0

26.7

16.7

63.3

36.7

36.7

10.0

36.7

HISPANIC POPULATION

0

0

0

0

0

0

0

0


16.7

16.7

16.7

0

16.7

0

0

0


10.8

24.3

16.2

51.4

32.4

29.7

8.1

29.7


0

0

0

0

0

0

0

0


0

0

0

20

20

0

0

0

6th2007 Mathematics Iowa Test of Basic Skills


Math Concepts



Math Computation


COMBINED POPULATION

27

24.3

24.3

18.9

21.6


30

26.7

26.7

23.3

23.3

HISPANIC POPULATION

0

0

0

0

0


16.7

16.7

16.7

0

16.7


27

24.3

24.3

18.9

21.6


0

0

0

0

0


0

0

0

0

0



Number Tested


Problem Solving

COMBINED POPULATION

34

8.8

35.3


30

10

30

HISPANIC POPULATION

0

NA

NA


4

0

75


34

8.8

35.3


0

NA

NA


9

0

33.3



Number Tested


Problem Solving

COMBINED POPULATION

35

31

63


30

27

60

HISPANIC POPULATION

2

0

50


3

100

100


35

31

63


1

0

0


3

0

0

<



Vocabulary


Reading Total

Spelling

Capitalization

Punctuation

Usage & Expression

Language Total

COMBINED POPULATION

NA

NA

NA

NA

NA

NA

NA

NA


NA

NA

NA

NA

NA

NA

NA

NA

HISPANIC POPULATION

NA

NA

NA

NA

NA

NA

NA

NA


NA

NA

NA

NA

NA

NA

NA

NA


NA

NA

NA

NA

NA

NA

NA

NA


NA

NA

NA

NA

NA

NA

NA

NA


NA

NA

NA

NA

NA

NA

NA

NA

7th Grade 2007 Mathematics Iowa Test of Basic Skills


Math Concepts



Math Computation


COMBINED POPULATION

NA

NA

NA

NA

NA


NA

NA

NA

NA

NA

HISPANIC POPULATION

NA

NA

NA

NA

NA


NA

NA

NA

NA

NA


NA

NA

NA

NA

NA


NA

NA

NA

NA

NA


NA

NA

NA

NA

NA



Number Tested


Problem Solving

COMBINED POPULATION

32

34.4

37.5


26

38.5

42.3

HISPANIC POPULATION

1

0

0


5

20

20


32

34.4

37.5


1

0

0


4

0

0



Number Tested


Problem Solving

Science

COMBINED POPULATION

34

24

29

26


29

24

28

24

HISPANIC POPULATION

0

NA

NA

NA


5

20

40

60


34

24

29

26


0

NA

NA

NA


7

0

0

0



Vocabulary


Reading Total

Spelling

Capitalization

Punctuation

Usage & Expression

Language Total

COMBINED POPULATION

NA

NA

NA

NA

NA

NA

NA

NA


NA

NA

NA

NA

NA

NA

NA

NA

HISPANIC POPULATION

NA

NA

NA

NA

NA

NA

NA

NA


NA

NA

NA

NA

NA

NA

NA

NA


NA

NA

NA

NA

NA

NA

NA

NA


NA

NA

NA

NA

NA

NA

NA

NA


NA

NA

NA

NA

NA

NA

NA

NA



Math Concepts



Math Computation


COMBINED POPULATION

NA

NA

NA

NA

NA


NA

NA

NA

NA

NA

HISPANIC POPULATION

NA

NA

NA

NA

NA


NA

NA

NA

NA

NA


NA

NA

NA

NA

NA


NA

NA

NA

NA

NA


NA

NA

NA

NA

NA



Number Tested


Problem Solving

COMBINED POPULATION

37

21.6

21.6


36

19.4

22.2

HISPANIC POPULATION

0

NA

NA


1

100

0


36

19.4

22.2


0

NA

NA


3

0

0



Number Tested


Problem Solving

COMBINED POPULATION

27

22

44


24

25

42

HISPANIC POPULATION

1

0

100


2

0

50


27

22

44


1

NA

100


2

0

0



Vocabulary


Reading Total

Spelling

Language Total

COMBINED POPULATION

5.6

16.7

11.1

41.7

11.1

25.0AFRICAN AMERICAN POPULATION

3.0

15.2

9.1

42.4

9.1

HISPANIC POPULATION

NA

NA

NA

NA

NA


33.3

33.3

33.3

33.3

33.3


5.6

16.7

11.1

41.7

11.1


NA

NA

NA

NA

NA


0

0

0

0

0




Math Computation


COMBINED POPULATION

25.0

33.3

22.2


24.2

30.3

18.2

HISPANIC POPULATION

NA

NA

NA


33.3

66.7

66.7


25.0

33.3

22.2


NA

NA

NA


0

100

33.3



Number Test


Problem Solving

COMBINED POPULATION

44

15.9

40.9


41

12.2

39.0

HISPANIC POPULATION

0

NA

NA


3

66.7

66.7


44

15.9

40.9


0

NA

NA


7

0

0



Number Test


Problem Solving

COMBINED POPULATION

35

17

43


33

15

45

HISPANIC POPULATION

0

NA

NA


2

50

0


35

17

43


0

NA

NA


1

0

0

In 2006-07, the attendance rate of the Dermott School District was 93.8%.

In 2007-08, the attendance rate of the Dermott School District was 96.28%.

In 2008-09, the attendance rate of the Dermott School District was 95%.

In 2005-06, the graduation rate of the school was 71.4%.



Bottom of Form

Goal

To provide the best utilization of state and federal funding to improve student achievement.

Benchmark

The composite score will increase for students scoring proficient or above on state mandated tests to meet the state's AYP rate.

Intervention: To provide administrative, instructional and clerical support to improve student achievement

Scientific Based Research: Roza, M. (2005). Strengthening Title I to help high-poverty schools: How Title I funds fit into district allocation patterns. Seattle, Washington: Center on Reinventing Public Education. (ERIC Document Reproduction Service No. ED485895)

Actions

Person Responsible

Timeline

Resources

Source of Funds

TI-6501(2324).50 FTE (Salary-33290.90/Benefits-8322.73).50 FTE District. Federal Programs Coordinator will continue to provide instructional support to enhance student achievement. Coordinator will assist district with the responsibility of District Test Coordinator and assist in coordinating and managing categorial funds. Action Type: Alignment

Alton Newton, Superintendent

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

Administrative Staff

Title I - Employee Benefits:

$8322.73

Title I - Employee Salaries:

$33290.90

ACTION BUDGET:

$41613.63

TI-6501(2210).50 FTE (Salary 12531.00/Benefits-4472.00).50 FTE District(Salary 12531.31/Benfits 4472.00). Instructional Clerk will continue to assist in office of federal programs in providing supplemental services.Clerk will assist in district responsibilities as entering student information, etc. Detailed Expenditure Reports and Check Registers will be provided by the district bookkeeping department,on a monthly basis, to the Federal Programs office clerk.

ACSIP/Budgets will be provided to the district office upon approval, amendments, and adjustments. Action Type: AlignmentAction Type: CollaborationAction Type: Equity


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


Central Office

District Staff


$12531.00


$4472.00

ACTION BUDGET:

$17003

Title 1 (2324)MS-$1700.00 Provide office supplies,materials and equipment (including technology-purchase a CanonCopier iR2200 (TI-CO/2230 $3000.00) for federal programs to generate reports, etc.Purchase 1YR. subscription to Web-based Database Resource for Title I Administrative Communication.Training and Support included PS/221063900 $629.00Action Type: Equity


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


Central Office

Title I - Purchased Services:

$629.00

Title I - Materials & Supplies:

$1700.00

Title I - Capital Outlay:

$3000.00

ACTION BUDGET:

$5329

Use district facilities and resources to support programs. Pay In-direct CostAction Type: Collaboration


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

Central Office

ACTION BUDGET:

$

The district will provide opportunities for the Coordinator/Instructional Clerk to attend conferences, workshops, training, etc. Title I will pay registration fees, travel, meals, and lodging. Action Type: Professional Development

Federal Programs

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

Outside Consultants


$200.00

ACTION BUDGET:

$200

T1-6501(2230) 1.0 FTE (Salary-55420.30/Benefits 13855.00 Curriculum Coordinator will continue to provide assistance to core teachers in the curriculum development, mapping, alignment and instructional strategies to improve student achivement.

Materials and supplies necessary to meet these needs(to include curriculum binders, folders, chart, markers, highlightrs, etc. will be provided. (T1 M/S 500.00)

Coordiantor will continue to attend professional development that will enhance the knowledge of curriculum mapping/pacing into the delivery of instruction and return to assist classroom teachers with this training. TI-PS-500.00 Action Type: AlignmentAction Type: Equity


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

Central Office


$500.00


$500.00


$55420.30


$13855.00

ACTION BUDGET:

$70275.3

TI (PS) Purchase the upgrade to Microsoft Word to 2007 to be used in classrooms,labs across the curriculum. TI-PS 20800.00

Action Type: Equity


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

Central Office

Computers


$20800.00

ACTION BUDGET:

$20800

PROFESSIONAL DEVELOPMENTPD For the 2009-2010 school year we will ensure 60 hours of Professional Development related to the focused areas of Literacy (open response) and Math (open response)( District Checklist #6) as outlined in the Rules Governing Professional Development.Improvement of student achievement shall be the prerequisite goal of all professional development.

DI-Y1-H1 5C,H1 2B, H1 2C-The sixty (60) hours of Professional Development shall include: 2 hours of Arkansas History, 6 hours of Technology and no less than two (2) hours of Parental Involvement for teachers and no less than three (3) for administrators: Parental Involvement PD will educate teachers, principals, and other staff in the importance of effective communication, value and utility of contributions of parents. PD will include training for administrators in data disaggregation, instructional leadership, and fiscal management.

Pay stipends, registration fees, purchase materials and supplies to support the professional development.

Evaluate the effectiveness of the PD in terms of improved student achievement.

State PD State funds will support professional development choices made by teachers in order to become Highly Qualified or enhance their professionalism in areas of interest across the curriculum areas. PD (25107.34)(Certified Employees) Action Type: Professional DevelopmentAction Type: Program Evaluation


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

District Staff

Outside Consultants

Performance Assessments

Teachers

Teaching Aids

PD (State-223) - Purchased Services:

$25107.34

ACTION BUDGET:

$25107.34

TI-(3351)MS-1500.00 Provide services for homeless, neglected and delinquent.Action Type: Equity

Pam Stephenson, Federal Programs Coordinator

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

District Staff


$1500.00

ACTION BUDGET:

$1500

NSLA (2210) Benefits $22000.00/Salaries $1.00 The District will utilize NSLA funds to pay matching benefits for incentive/retention pay paid by the state of Arkansas to school districts of high poverty and low enrollment to recruit and retain highly qualified/certified personnel to our low-socioeconomic area.District will obtain ADE approval per Commissioner's Memo Number : FIN-09-025Action Type: Equity


Start: 08/10/2009End: 05/31/2010

Central Office

NSLA (State-281) - Employee Benefits:

$22000.00

NSLA (State-281) - Employee Salaries:

$1.00

ACTION BUDGET:

$22001

T1 6501-(1593)PS-20% of Allotment 541352.00=(108270.40)Provide supplemental services as required by NCLB to a target group of students not performing proficient or advanced level on the Benchmark.

Written notices of the AYP status will be sent to parents and they will be made aware of the information available concerning SES: availability of services, identity of approved providers and a brief description of services, qualifications, and demonstrated effectiveness of each such provider will be delivered during a Vendor Fair with providers being invited to attend and present.DI-Y1-B2)Action Type: AlignmentAction Type: Special Education

Terry Murry and Bobby Brown, Principals

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


District Staff



$108270.40

ACTION BUDGET:

$108270.4

The District Curriculum representative and Math Instructional Facilitator will provide job-embedded professional development training to the entire staff in the use of the computerized mapping program.

Teachers will be paid stipends for curriculum professional development trainings conducted by specialized outside consultants(Dr. Pat Weaver)[NSLA will support Stipends: K-6 teachers (13) and 7-12 teachers at $150.00 per day for a two(2) week session.Salaries $59160.69/Benefits $13455.34 br>

Follow-up job-embedded professional development(4 days per month Aug-May) will continue throughout the school year NSLA PS 18751.88 CORRECTIVE ACTION C7Action Type: AlignmentAction Type: Professional DevelopmentAction Type: Special EducationAction Type: Technology InclusionAction Type: Title I Schoolwide

Pam Stephenson, Federal Program Coordinator , Arneice Gardner, Technology Coordinator, and Carole Harper, Math Instructi

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

NSLA (State-281) - Purchased Services:

$18751.88


$13455.34


$59160.69

ACTION BUDGET:

$91367.91

NSLA Salaries 44794.5/Benefits11198.87 In 2009-10 Employ one Full-time LITERACY FACILITATOR for grades 4-12. Selection of the coach: Master's degree, Reading Specialist perferred, Exemplary Classroom teacher, Collaboration experience, presentation experience, learner.

The Literacy facilitator will provide on-going professional development/mentoring, data analysis, assistance to teachers, leadership in all content areas for Literacy/Writing Strategies, Classroom Walk-Through assistance to the Administration to collaborate findings for the betterment of the Students/District, provide relevant resources to determine student learning needs specific to grade levels and/or content areas to reduce the achievement gaps... The Literacy facilitator attends on-going professional development outside of the district to maintain current best practices and returns and offers the instruction to the staff in all content areas including Special Education, Gifted and Talented, and Workforce Education.

Materials and Supplies will be budgeted for the Professional Development opportunities and other needs. Action Type: AlignmentAction Type: EquityAction Type: Professional DevelopmentAction Type: Special EducationAction Type: Title I Schoolwide

Alton Newton, Superintendent/Pam Stephenson,Federal Programs

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



$11198.87


$44795.50

ACTION BUDGET:

$55994.37

Title II-A. To address the equity and special needs in the classroom the LEA SpEd Supervisor will conduct a collaborative job-embedded professional development follow-up. This will be for each teacher based on his/her professional needs. Action Type: AlignmentAction Type: CollaborationAction Type: EquityAction Type: Professional DevelopmentAction Type: Special EducationAction Type: Title I Schoolwide

Alicia Brown, SpEd LEA Supervisor

Start: 12/01/2009End: 05/31/2010

District Staff

Outside Consultants

Teachers

ACTION BUDGET:

$

Title II-A II-A Salaries$50000.00/Benefits 11375.00) (PS $32756.00/MS 3030.00) Funds will be budgeted to cover the expense of registration fee, meals, travel, lodging, necessary materials and supplies for professional development and to pay substitutes to allow teachers to attend professional development that will enhance the quality of instruction. Action Type: AlignmentAction Type: Professional Development

Pam Stephenson, Federal Programs

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


Teachers

Title II-A - Purchased Services:

$32756.00

Title II-A - Materials & Supplies:

$3030.00

Title II-A - Employee Salaries:

$50000.00

Title II-A - Employee Benefits:

$11375.00

ACTION BUDGET:

$97161

NSLA. NSLA funds will be used for professional development for cross-curricular activities. (NSLA - PS - $5000.00)Action Type: CollaborationAction Type: Professional Development

Terry Swilley, Terry Murry, Bobby Brown, Principals

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


Teachers


$5000.00

ACTION BUDGET:

$5000

NSLA will support any professional development activities provided by math/literacy instructional facilitator for all content teachers. Action Type: CollaborationAction Type: Professional Development

Terry Swilley, Terry Murry, Bobby Brown, Principals

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


Teachers

ACTION BUDGET:

$

NSLA MS (TI MS $24144.10)will supplement(1900 other instructional programs-1900,1910,1960)all instructional program by purchasing materials, supplies and equipment(including technology-computers, printers, InterWrite system) to assist in the delivery of instruction to low socio-economic poverished and African-American sub-populations. Action Type: Title I Schoolwide


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

District Staff


$24144.10

ACTION BUDGET:

$24144.1

NSLA PS 2500.00 will support the Math Instructional Facilitator in mentoring to classroom teachers. Utilize a Math Instructional Facilitator to assist in instructional strategies and mentor teachers in best practices in mathematics.

The Math Instructional Facilitator will continue to attend training necessary to obtain new strategies and techniques to incorporate into math classrooms.

Materials and supplies will be purchased that will promote modeling strategies and enhance instructional delivery in mathematics.

CORRECTIVE ACTION C7Action Type: EquityAction Type: Professional DevelopmentAction Type: Title I Schoolwide


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


District Staff


$2500.00

ACTION BUDGET:

$2500

T-VI (1591)MS 19398.00 Purchase materials, supplies and equipment (including technology) to supplement instructional programs. Equipment may include computers, printers, supplies to maintain same, etc. Materials may include Total Instructional Alignment by Lisa Carter(ISBN 978-1-934009-01-7)3@$12.00=$36.00 and Literacy Strategies Step-By-Step 3rd Edition Gail E. Tompkins (ISBN 978-0135158166( 3@$24.99=$74.97 Materials to be housed in Professional Resource Center in the Media Center at each building level.

Action Type: EquityAction Type: Special EducationAction Type: Technology InclusionAction Type: Title I Schoolwide


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

Teaching Aids

Title VI State - Materials & Supplies:

$19398.00

ACTION BUDGET:

$19398

Title I 6501-2213-000-000-63900 ($4000.00) will support participation in math, science, literacy and reading recovery consortium trainings. Trainings will be throughout the year.Action Type: AlignmentAction Type: CollaborationAction Type: Professional Development

Federal Programs Coordiantor

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

District Staff

Outside Consultants


$4000.00

ACTION BUDGET:

$4000

NSLA 22811590 Employ an EAST Lab Facilitator to provide an educational innovative initiative foucing on student-driven service projects using the latest in technology.(.50% of scheduled day is facilitating in the EAST LAB. Salary 16197.50/Benefits 4039.38.) District-The remaining .50% of the scheduled day is instructing required courses in business. NSLA-MS(to include technology/computers that will enhance literacy/math skills through the lab setting.) 24000.00 NSLA-PS 2000.00 Facilitator will attend necessary training and professional development to enhance area. Materials and supplies will be purchased to maintain the implementation and hardware will be replaced.Action Type: Technology Inclusion

Alton Newton, Superintendent, Terry Murry, Principal

Start: 08/06/2009End: 05/28/2010


District Staff


$4039.38


$16197.50

ACTION BUDGET:

$20236.88

PROGRAM EVALUATIONEvaluate the effectiveness of the federal and state categorical funding programs by analyzing student achievement data.

Literacy Test Data 3rd grade 42% of the combined population scored proficient or above increasing 10%. 4th grade 54% of the combined population scored proficient or above increasing 7%. 5th grade 51% of the combined population scored proficient or above decreasing 1%. 6th grade 49% of the combined population scored proficient or above increasing 20%. 7th grade 29% of the combined population scored proficient or above increasing 13%. 8th grade 40% of the combined population scored proficient or above increasing 5%. Grade 11 Literacy 14% of the combined population scored proficient or above decreasing 2%.

Math Test Data 3rd grade 58% of the combined population scored proficient or above increasing 17%. 4th grade 64% of the combined population scored proficient or above increasing 19%. 5th grade 42% of the combined population scored proficient or above decreasing 15%. 6th grade 66% of the combined population scored proficient or above increasing 25%. 7th grade 41% of the combined population scored proficient or above increasing 7%. 8th grade 44% of the combined population scored proficient or above increasing 25%. Algebra I 41% of the combined population scored proficient or above decreasing 7%.

By analyzing test data we can conclude that federal and state categorical funding is having a positive impact on student achievement.

(Rules 5.07 and 5.08)Action Type: Program Evaluation


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


District Staff

ACTION BUDGET:

$

Dermott School District will ensure that peer reviews are conducted in the District Schools and the building ACSIPs are approved prior to submitting to ADE. The committees will utilize the ADE approved rubric for review. The Dermott Schools will conduct a peer review of the District ACSIP annually. (District Checklist #9)Action Type: Collaboration


Start: 08/19/2009End: 05/27/2010


Central Office

District Staff

Teachers

ACTION BUDGET:

$

Private School Consultation: Dermott School District is aware of Section 1120(b) of the NCLB Act and Title I regulations requiring that a district provide eligible private school chldren services that are equitable to those provided to students within schools in the Dermott School District. At the present time, no private schools exist within the boundaries of our District. The District has not been contacted by other school districts with notification that we have private school children residing within our District attending schools within their districts. The "Affirmation of Consultation with Private School Officials" shall be kept on file with documentation that no eligible private schools are located within the LEA's boundarires.Action Type: CollaborationAction Type: Equity

Pam Stephenosn, Federal Programs Coordinator

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


District Staff

ACTION BUDGET:

$

Total Budget:

$631901.93

Intervention: Provide a quality parental and community involvement program.

Scientific Based Research: Jesse, Dan (2004). McREL: Increasing parental involvement: a key to sudent achievement.

Payne, Ruby (1996). A Framework for Understanding Povery.

Actions

Person Responsible

Timeline

Resources

Source of Funds

Title I (1%)of the annual allotment $541352.00 to be spent on Parent Involvement(2170)is $5413.52. 95% of the 1% = $5142.84 budgeted within the school buildings located in the Parental Involvement Intervention exceeding ACT 307. The remaining $270.68 will be spent to provide parents with materials(construction paper, markers, scissors, glue, etc. that will be used to complete various activities for parent involvement activities during designated times of the year.(DI-Y1-H1-5B)Action Type: CollaborationAction Type: Parental Engagement

Pam Stephenson, Federal Programs Coordinator

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


District Staff


$270.68

ACTION BUDGET:

$270.68

TI-(2210)PS (2982.00)Maintain Grade-Quick software to enhance parent-teacher interaction. Renew support and service. New teachers will receive professional development on the implementation of the software and remaining faculty and staff will be re-trained on software up-dates. (Parental Engagement I)Action Type: EquityAction Type: Parental EngagementAction Type: Professional DevelopmentAction Type: Special EducationAction Type: Technology Inclusion

Pam Stephenson, Federal Programs Coordinator; Arneice Gardner and Casey Jones, Technology Coordinators

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


Computers

Teachers


$2982.00

ACTION BUDGET:

$2982

H1 5D, H1 5F The District will support the ParentCenter in its efforst to coordiante and integrate parent involvement programs and activities and other activities as parents may requestAction Type: CollaborationAction Type: Parental Engagement


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


Central Office

ACTION BUDGET:

$

DI-Y1, H1 2A) Parent Engagement The district supports the buildings and the Parent Center in the training of parent volunteers who assist in an instructional program.Action Type: CollaborationAction Type: EquityAction Type: Parental Engagement


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


Central Office

District Staff

Teachers

ACTION BUDGET:

$

Provide joint collaboration with parents, community stakeholders, teachers, etc;(ensuring that parents and community members are actively engaged in contributing to the development of the ACSIP. (Parental Engagement H1.1)Action Type: CollaborationAction Type: Parental Engagement


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


Community Leaders

Teachers

ACTION BUDGET:

$

Provide support for schools to develop policies/programs to improve student achievement.(Parental Engagement H1.2) Action Type: Parental Engagement


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


ACTION BUDGET:

$

Provide parental Involvement strategies for public and private preschool programs.(Parental Engagement H1.3)


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


ACTION BUDGET:

$

PROGRAM EVALUATIONConduct an annual assessment by way of survey of the effectiveness of Parental Involvement Programs and the efficient use of academic and non-academic activities.

PARENT SURVEY RESULTS2008/2009 Elementary School Survey Results Feel Welcome 66% Strongly Agree, 21% Agree, 13% Neutral Safe Environment 54% Strongly Agree, 29% Agree, 13% Neutral, 4% Dont Know Learning Meets Parent Expectation 66% Strongly Agree, 21 Agree, 4% Neutral, 8% Disagree Adequate Communication 66% Stongly Agree, 25% Agree, 8% Neutral Clear, Useful Handbook 63% Strongly Agree, 33% Agree, 4% Neutral Childs Understanding of Learning Expectation 42% Strongly Agree, 38% Agree, 16% Neutral, 4% Disagree Regularly Informed of Childs Progress 63% Strongly Agree, 33% Agree, 4% Neutral Regularly informed of Childs Inadequate Performance 50% Strongly Agree, 38% Agree, 8% Neutral, 4% Dont Know Overall Performance of School 46% Excellent, 25% Good, 21% Satisfactory, 4% Fair, 4% Unsure Parental Attendance of School Activities 25% Always, 25% Regularly, 38% Some, 4% Rarely, 8% Not at All 2008/2009 High School Survey Results Parent involvement is important for a good schoolo Strongly Disagree 6.9%o Disagree 0%o Agree 13.8%o Strongly Agree 79.3% Most parents know how to help their children with homeworko Strongly Disagree 13.8o Disagree 62.1%o Agree 20.7%o Strongly Agree 3.4% Every family has strengths that can be tapped to increase student success in schoolo Strongly Disagree 6.9%o Disagree 6.9%o Agree 55.2%o Strongly Agree 31% Parents of children at this school want to be involved more than they areo Strongly Disagree 10.3%o Disagree 34.5%o Agree 41.4%o Strongly Agree 13.8% Parent involvement can help teachers be more effective with more studentso Strongly Disagree 3.6%o Disagree 3.6%o Agree 25%o Strongly Agree 67.9% Parent involvement is important for student success in schoolo Strongly Disagree 0%o Disagree 3.7%o Agree 22.2%o Strongly Agree 74.1% All parents could learn ways to help their children with homework if shown howo Strongly Disagree 3.4%o Disagree 10.3%o Agree 31%o Strongly Agree 55.2% The school views parents as important partnerso Strongly Disagree 6.9%o Disagree 0%o Agree 44.8%o Strongly Agree 48.3%

(Rule 5.08)(Parental Engagement H1.4) Action Type: Parental EngagementAction Type: Program Evaluation


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


ACTION BUDGET:

$

Include the 6 components to build parental capacity.A. Provide assistance to parents in understanding content, standards, and academic assessments as well as how to monitor a child's progres.B. Provide materials and training to help parents work with their children to improve academic achievement.C. Educate teachers, principals, and other staff in the importance of effective communication, value, and utility of contributions of parents.D. Coordinate and integrate parent involvement programs and activities.E. Ensure that the information related to school and parent programs is sent to parents to the extent practical in a language parents can understand.F. Provide other reasonable support for parental involvement activities as parents may request.(Parental Engagement H1.5) Action Type: Parental Engagement


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


ACTION BUDGET:

$

Provide annual training for volunteers who assist in an instructional program for parents.(Parental Engagement H2.A)Action Type: Parental Engagement


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


ACTION BUDGET:

$

PROFESSIONAL DEVELOPMENTProvide 2 hours of professional development opportunities for teachers.(Parental Engagement H2.B)Action Type: Parental EngagementAction Type: Professional Development


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


Teachers

ACTION BUDGET:

$

PROFESSIONAL DEVELOPMENTProvide 3 hours of professional development opportunities for administrators.(Parental Engagement H2.C)Action Type: Parental EngagementAction Type: Professional Development


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


ACTION BUDGET:

$

Total Budget:

$3252.68

Priority 2:

Student Intervention programs will be implemented in an alternative educational environment.

Supporting Data:

1. Discipline: Suspension/Expulsion Rate of Sp.Ed 2002-03-12.36%;2003-04-4.88%; 2004-05 14.86%, District2004-05 6.58%, 2005-06 Pending 4.05%/5.23%




2. Disproportionality: Black Students in Special Ed., 2002-2003 - 85.3%;2003-04-87.80%, 2004-05 - 86.49%. District 2004-05 - 88.53%, 2005-06 - 82.19%. District 2005-06 - 86.13%

3. Least Restricted Environment: SpEd students in Regular Class at least 80%of day, 2002-2003 -19.10%;2003-2004-23.1% 2004-05 55.41%, 2005-06 30.14%

In 2005-06, the attendance rate of the high school was 97.4%.



4. The Annual School Report Card for 2006 for Dermott Elementary School reported the following: Expulsions 0%, Weapons Incidents 0%, Staff Assaults 0%, and Student Assaults 0.8%.The Annual School Report Card for 2006 for Dermott High School reported the following: Expulsions 0%, Weapons Incidents 0%, Staff Assaults 0.5%, and Student Assaults 4.8%.

The Annual School Report Card for 2007 for Dermott Elementary School reported the following: Expulsions 0%, Weapons Incidents 0%, Staff Assaults 0%, and Student Assaults 5.7%.The Annual School Report Card for 2007 for Dermott High School reported the following: Expulsions 0%, Weapons Incidents 0%, Staff Assaults 0%, and Student Assaults 0%.

The Annual School Report Card for 2008 for Dermott Elementary School reported the following: Expulsions 0%, Weapons Incidents 0%, Staff Assaults 0%, and Student Assaults 0.4%.The Annual School Report Card for 2008 for Dermott High School reported the following: Expulsions 0.7%, Weapons Incidents 0.7%, Staff Assaults 0.4%, and Student Assaults 0%.

Goal

Dermott School District will provide a safe and drug-free environment which will increase student achievement, safety, and personal character.

Benchmark

Students served in ALE will reach and maintain adequate yearly progress. The use of ALE and safe/drug-free curriculum will help decrease percentage of suspensions, expulsions, and drop out rate and increse AYP.

Intervention: The District will establish an Alternative Learning Environment for eligible students.

Scientific Based Research: Noonan, J. (2004). School climate and the safe school: Seven contributing factors. Safety in the schools. Educational horizons, 83, 61-65. (ERIC Journal Reproduction Service No. EJ685010) Ferrell-Smith, F. (2003). School violence: Tackling the schoolyard bully. Combining policymaking with prevention. Denver, CO: National Conference of State Legislatures. (ERIC Document Reproduction Service No. ED482009)

Actions

Person Responsible

Timeline

Resources

Source of Funds

PROFESSIONAL DEVELOPMENTThe ALE staff will meet the same professional development requirements as other certified staff and instructional assistants. Pay registration fees, travel, lodging and meals to attend trainings to enhance the knowledge and education of the program. Action Type: Professional Development

Arneice Gardner,Staff Development Director

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

Outside Consultants

ACTION BUDGET:

$

Personnel files are kept secure at Central Office and monitored for license requirements. Schedules for all personnel involved with ALE students will be posted and kept on file Action Type: Professional Development


Start: 08/10/2009End: 06/02/2010


ACTION BUDGET:

$

ALE will compensate 4 certified teachers for one (1)prep period of an eight period day to instruct in the ALE program. (.14 FTE/ALE /.86 FTE/District.) ALE 275 Salaries 18498.55 Benefits 4624.64(1950)Action Type: AlignmentAction Type: Special Education

Allen Young

Start: 08/19/2009End: 06/02/2010

District Staff

ALE (State-275) - Employee Benefits:

$4624.64

ALE (State-275) - Employee Salaries:

$18498.55

ACTION BUDGET:

$23123.19

All students in the ALE will have access to other services: nurse, counselor, mental health providers, and other support serices provided to other students Action Type: EquityAction Type: Special Education


Start: 08/19/2009End: 06/02/2010


District Staff

Outside Consultants

ACTION BUDGET:

$

ALE 1281 (1590)1.0 FTE Salary 33035.46/Benefits 8258.87 MS-500.00.00 An ALE director will provide assistance to ALE students. The ALE director will support the delivery of instruction by assisting core content teachers in mathematics, science, social studies, and language arts that is aligned with regular classroom instruction and the Arkansas Curriculum Frameworks. Computer programs will supplement teacher instruction. Materials and supplies will be purchased to support the ALE classroom. The ALE director will attend necessary professional development to maintain best practices and up to date strategies to utilize in the implementation of the ALE program. Action Type: EquityAction Type: Special Education

Alton Newton, Superintendent,Terry Murry, Bobby Brown, HS Principals,Allen Young, Director

Start: 08/10/2009End: 06/02/2010


ALE (State-275) - Materials & Supplies:

$500.00

ALE (State-275) - Employee Benefits:

$8258.87

ALE (State-275) - Employee Salaries:

$33035.46

ACTION BUDGET:

$41794.33

PROGRAM EVALUATIONProgram effectiveness will continue to be monitored by the number of students receiving diplomas and/or recovering credit toward graduation.Exit criteria will be developed and will determine student elgibility to return to the regular classroom setting.

11 Students were enrolled in ALE for the 2008/2009 School Year. Of those 11, 9 graduated and 2 recovered credit towards graduation. Therefore, we can conclude that the ALE program is making a positive impact on the achievement of students enrolled in ALE.

(Rules 5.07 and 5.08)Action Type: AlignmentAction Type: EquityAction Type: Program EvaluationAction Type: Special EducationAction Type: Title I Schoolwide

Terry Murry, Bobby Brown, Principals

Start: 08/19/2010End: 05/30/2010


District Staff

ACTION BUDGET:

$

To provide substanially similar settings and opportunities, student achievement will be monitored through: CWTs, Lesson plans, Target Tests, sample assessments, Writing rubrics, and/or observations. Action Type: Alignment

Principals

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


ACTION BUDGET:

$

Total Budget:

$64917.52

Intervention: Student placement and curriculum in ALE will be determined by an Alternative Education Placement Team.

Scientific Based Research: Noonan, J. (2004). School climate and the safe school: Seven contributing factors. Safety in the schools. Educational horizons, 83, 61-65. (ERIC Journal Reproduction Service No. EJ685010) Ferrell-Smith, F. (2003). School violence: Tackling the schoolyard bully. Combining policymaking with prevention. Denver, CO: National Conference of State Legislatures. (ERIC Document Reproduction Service No. ED482009)

Actions

Person Responsible

Timeline

Resources

Source of Funds

Student placement will be determined by the ALE Placement Team. This team will include the school's counselor, ALE director, or principal, parent or legal guardian, and classroom teacher Action Type: AIP/IRIAction Type: Special Education

Lottie Bunn, Counselor

Start: 08/19/2009End: 06/02/2010


District Staff

ACTION BUDGET:

$

Qualifying students exhibit two (2) or more of the characteristics in 4.02.8.1 and 4.02.8.2 Action Type: Equity


Start: 08/19/2009End: 06/02/2010

District Staff


ACTION BUDGET:

$

Maintain documentation of the presence of the characteristics listed in 4.02.8.1 and 4.02.8.2 Action Type: AIP/IRI

Terry Murry, Principal, Bobby Brown, Principal

Start: 08/19/2009End: 06/02/2010


ACTION BUDGET:

$

Characteristics for placement will be documented by the state regulations 4.02.8,4.02.8.1,4.02.8.2 Action Type: Equity


Start: 08/19/2009End: 06/02/2010


ACTION BUDGET:

$

An agreement with the parent or guardian, teacher, ALE Director, and the student will be developed to outline the responsibilities of the school, parent, student to provide assurances that the plan for the student is successfulAction Type: CollaborationAction Type: Parental Engagement

Allen Young, Director

Start: 08/19/2009End: 06/02/2010


District Staff

ACTION BUDGET:

$

Documentation of all placement conferences will be kept on file. Copies of contracts will be kept on file. Standardized tests scores will be used to develop student AIP Action Type: AIP/IRI


Start: 08/19/2009End: 06/02/2010


ACTION BUDGET:

$

ALE will provide academic support that enables students to continue to make progress toward educational goals in math and literacy Action Type: AIP/IRIAction Type: AlignmentAction Type: Equity


Start: 08/19/2009End: 06/02/2010

District Staff

ACTION BUDGET:

$

PROGRAM EVALUATIONThe ALE Committee will meet annually to evaluate the program using Benchmark data, SAT-10, and End-of-Course data, as well as other appropriate data.

Tracking of the ALE test scores began in th 08/09 School Year.

Math67% Scored Below Basic22% Scored Basic11% Scored Proficient

Science67% Scored Below Basic33% Scored Basic

Literacy100% Scored Basic

(Rule 5.08)Action Type: Program Evaluation

ALE Committee, Terry Murry, Principal, Bobby Brown, Principal

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


ACTION BUDGET:

$

Exit criteria on which to base a student's return to the regular ed classroom will be developed


Start: 08/19/2009End: 06/02/2010



Teachers

ACTION BUDGET:

$

A curriculum in math, science, social studies, language arts aligned with the regular classroom instruction or with the standards for the tests of GED will be developed Action Type: Collaboration


Start: 08/19/2009End: 06/02/2010


ACTION BUDGET:

$

PROFESSIONAL DEVELOPMENTThe ALE team will receive job embedded professional development in the areas of math, science, and literacy to ensure that the instruction is aligned with the regular classroom or the GED.Action Type: Professional Development

Patti Smith and Carol Harper, Instructional Facilitators

Start: 08/21/2009End: 05/30/2010


ACTION BUDGET:

$

Total Budget:

$0

Intervention: Establish a school-based mental health service that inlcudes psychological evaluation

Scientific Based Research: Monk CS, Telzer EH, Mogg K, Bradley BP, Mai X, Louro HM, Chen G, McClure-Tone EB, Ernst M, Pine DS. Amygdala and ventrolateral prefrontal cortex activation to masked angry faces in children and adolescents with generalized anxiety disorder. Archives of General Psychiatry. 2008 May;65(5):568-576.

Actions

Person Responsible

Timeline

Resources

Source of Funds

Provide school-based mental health services for all children, identified as special ed., as well as regular ed. Action Type: EquityAction Type: Special Education

Day Springs, Terry Murry;Terry Swilley;Bobby Brown, Principals; Lottie Bunn; Amanda Bittle, Counselors

Start: 08/19/2009End: 06/02/2010

Outside Consultants

ACTION BUDGET:

$

Establish a child-study team at each building level Action Type: CollaborationAction Type: EquityAction Type: Special Education

Principals K-12, Counselors

Start: 08/19/2009End: 06/02/2010


District Staff

Outside Consultants

Teachers

ACTION BUDGET:

$

Establish a classroom to improve current Alternative Learning Environment to include mental health interventionAction Type: CollaborationAction Type: EquityAction Type: Special Education

Alton Newton, Superintendent, Terry Murry; Terry Swilley; Bobby Brown, Principals

Start: 08/19/2009End: 06/02/2010


District Staff

Outside Consultants

Teachers

ACTION BUDGET:

$

A licensed Psychological Examiner that is associated with school-based mental health will assist in the Mental Health evaluation process. Action Type: CollaborationAction Type: Special Education

Principals, Counselors

Start: 08/19/2009End: 06/02/2010

Outside Consultants

ACTION BUDGET:

$

Administer a new psychological evaluation tool-Reynolds Intelligence Assessment Scale. School-based mental health services will be monitored through Special Ed records and LEA Supervisor. Action Type: EquityAction Type: Program EvaluationAction Type: Special Education

Alicia Brown, Special Education LEA Supervisor, Principals, Counselors

Start: 08/19/2009End: 06/02/2010

Outside Consultants


ACTION BUDGET:

$

PROGRAM EVALUATIONThe overall success of this program will be assessed by performance assessments made by individual students. We will use results of Target Testing, A+ Software, and DIBELS to see academic achievement in students as a result of our implentation of the SBMH services.

Literacy Target Test Data3rd Grade2008/2009 Pre (38.86), Post (51.07), Difference (+12.21)

4th Grade2008/2009 Pre (41.90), Post (55.21), Difference (+13.31)





Grade 11 Literacy2008/2009 Pre (24.4), Post (26), Difference (+1.6) Math Target Test Data3rd Grade2008/2009 Pre (40.17), Post (44.83), Difference (+4.66)





8th Grade2008/2009 Pre (30), Post (40), Difference (+10)

Algebra I2008/2009 Pre (30.58), Post (37.58), Difference (+3.5)

Geometry2008/2009 Pre (28.51), Post (32), Difference (+3.49)

(Rules 5.08 and 5.07) Action Type: CollaborationAction Type: EquityAction Type: Program EvaluationAction Type: Special Education

Terry Murry, Bobby Brown, Terry Swilley, Principals

Start: 08/19/2009End: 05/31/2010


Teachers

ACTION BUDGET:

$

PROFESSIONAL DEVELOPMENTMental Health Professionals will meet with new staff members to inform them of the services they provide. They will also meet regularly with classroom teachers to provide instruction on intervention strategies when their clients are having difficulties.Action Type: CollaborationAction Type: Professional Development

Principals

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

Outside Consultants

Teachers

ACTION BUDGET:

$

Total Budget:

$0

Intervention: Enhance students' learning by creating a safe and drug-free environment and nurturing school climate.

Scientific Based Research: U.S. Department of Education, Office of Safe and Drug-Free Schools (USED/OSDFS). 2005. Character education: Our shared responsibility. Washington, D.C.: USED/OSDFS. See http://www.ed.gov/admins/lead/character/brochure.pdf.

Actions

Person Responsible

Timeline

Resources

Source of Funds

Collaborate with community entities to support drug education by posting in businesses the "Word of the Month." Investigate the opportunities to broadcast safe and drug-free vocabulary, definitions and use in context with the local radio station and/or local newspaper.Action Type: CollaborationAction Type: Parental Engagement

Amanda Bittle & Lottie Bunn, Counselors

Start: 08/19/2009End: 05/31/2010


Community Leaders

District Staff

Teachers

ACTION BUDGET:

$

Implement a drug-free curriculum (K-12 Project Wisdom) which provides age appropriate and developmentally based announcements that address consequences of evidence and illegal drug use, violence, and anti-bullying to promote a sense of responsibility and to teach students the skills to recognize social and peer pressure so that they may resist drug use. Materials will include supplementary classroom activities as well as morale boosters for staff.Action Type: AlignmentAction Type: CollaborationAction Type: Parental EngagementAction Type: Professional DevelopmentAction Type: Special EducationAction Type: Title I Schoolwide

Amanda Bittle & Lottie Bunn, Counselors

Start: 08/19/2009End: 05/31/2010


District Staff

Teaching Aids

ACTION BUDGET:

$

PROGRAM EVALUATIONThe overall success will be assessed by a reduction in the number of disciplinary referrals related to bullying and drug-use. APSCN reports will be evaluated each nine weeks by administrators and determine areas of concern.

Elementary Discipline Referrals2006/2007 95 Referrals2007/2008 - 78 Referrals2008/2009 - 56 Referrals (Rule 5.08)

High School Discipline Referrals2006/2007 1223 Referrals2007/2008 1172 Referrals2008/2009 412 Referrals(Rule 5.08)

Action Type: Program Evaluation

Terry Swilley, Terry Murry, Bobby Brown, Amanda Bittle, Lottie Bunn

Start: 08/19/2009End: 05/31/2010


District Staff

ACTION BUDGET:

$

The elementary counselor will meet monthly with classes to teacher character education. Students will learn what it means to have good character and good manners. Posters will be posted to promote positive character and good manners.Action Type: CollaborationAction Type: Equity

Amanda Bittle, Counselor

Start: 08/19/2009End: 05/31/2010


Teachers

ACTION BUDGET:

$

The counselors and classroom teachers will teach anti-bullying strategies to all students in all grades. Anti-bullying signs will be placed in all classrooms, restrooms, halls, offices, and other areas where students are present. The counselor will incorporate anti-bullying issues into monthly counseling sessions as well as individual student sessions when needed. Teachers will refer students with bullying issues to the counselor for in depth counseling when necessary. Action Type: CollaborationAction Type: Equity

Amanda Bittle & Lottie Bunn, Counselor

Start: 08/19/2009End: 07/31/2010


Outside Consultants

ACTION BUDGET:

$

PROFESSIONAL DEVELOPMENTAbove and beyond all APSCN training provided by SEARK Cooperative, Professional development will be provided to all building administrators and secretaries in Data Accuracy. This will provide more accurate data reports and analysis on an on-going basis. (This will focus on administrators, teachers, students absenteeism, discipline, grades, understanding of interpreting and analyzing with technology state and local test data.) Investigate the use of a new discipline procedure and form aligned to APSCN which will provide a historical look at student discipline. Action Type: AlignmentAction Type: Professional DevelopmentAction Type: Technology Inclusion

Alton Newton, Superintendent, Terry Swilley, Terry Murry, Bobby Brown

Start: 01/08/2010End: 05/31/2010


District Staff

Teachers

ACTION BUDGET:

$

NSLA(1.0 FTE-Salary-17000.00/Benefits-4250.00)Employ an LPN to provide support by providing resources, as well as professional development, to the staff and students to improve overall student health.Action Type: EquityAction Type: Title I Schoolwide


Start: 08/06/2009End: 06/30/2010

District Staff


$4250.00


$17000.00

ACTION BUDGET:

$21250

TIV-(6781/2113)PS $6005.00 An outside consultant will mentor students at risk. Referra

school plan acsip... · web view9 0 33.3 6th grade 2009 sat 10 test percent of students scoring at...

Documents