school plan - s3.amazonaws.com · in 2012‐2013, 74% of the caucasian student population in grades...

9/23/2015 ACSIP

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School Plan

CAMDEN FAIRVIEW MIDDLE SCHOOL647 Dooley Womack DRIVE,CAMDEN, AR 71701

Arkansas Comprehensive School Improvement Plan

20142015

Camden Fairview Middle School will strive to meet the diverse needs of our students so that theymay become productive members of society.

Grade Span: 68 Title I: Not Applicable School Improvement: SI_6

Table of Contents

Priority 1: Literacy Goal: To improve Reading Mutiple Choice Practical and Open Response Literary/Content. To improve WritingOpen Response Content and Style. Priority 2: Math Goal: To improve Multiple Choice and Open Response percentages on the following sections of the BenchmarkExam: Numbers & Operations, Algebra, Geometry, Measurements and Data Analysis & Probability. Priority 4: Wellness Goal: To improve the physical well being of all students through healthy nutrition and physical activity.Priority 5: Targeted Improvement Plan Goal: The goal for Camden Fairview Middle School is to make AMO in the 20142015 school year in Math andLiteracy in both the All Students and Targeted Achievement Gap Groups. Priority 6: Scholastic Audit Goal: The Camden Fairview Middle School will address the deficiencies identified by the Scholastic Audit topromote the learning needs of all students.

Priority 1: Literacy

1. The status of the middle school for literacy is needs improvement. In 2013‐2014, 58.57% of the All Students group and 51.52% of the TargetedAchievement Gap group (TAGG) in grades 6‐8 scored proficient/advanced. In 2012‐2013, 63% of the All Students group and 57% of the Targeted AchievementGap group (TAGG) in grades 6‐8 scored proficient/advanced. In 2012, 54% of students in grade 6, 70% of students in grade 7, and 73% ofstudents in grade 8 were proficient or advanced.

Three year trend analysis: 62.01% of the All Students group and 56.3% of theTargeted Achievement Gap group met performance.

The lowest identified areas of weakness based on the 3 year trend analysis areReading MC Content/OR Content and Writing Content/Style.

2. In 2013‐2014, 51.28% of the African American population in grades 6‐8 scoredproficient/advanced.In 2012‐2013, 56% of the African American population in grades 6‐8 scoredproficient/advanced. The lowest identified areas of weakness based on the 3 year trend analysis areReading MC Content/OR Content and Writing Content/Style.

3. In 2013‐2014, 71.05% of the Caucasian student population in grades 6‐8scored proficient/advanced.In 2012‐2013, 74% of the Caucasian student population in grades 6‐8 scoredproficient/advanced.The lowest identified areas of weakness based on the 3 yeartrend analysis are Reading MC Content/OR Content and Writing Content/Style.

4. In 2013‐2014, 51.68% of the Economically Disadvantaged population in grades 6‐8scored proficient/advanced.In 2012‐2013, 58% of the Economically Disadvantaged population in grades 6‐8scored proficient/advanced. In 2011‐2012, 66% of the Economically Disadvantaged population in grades 6‐8

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SupportingData:

scored proficient/advanced. The lowest identified areas of weakness based onthe 3 year trend analysis are Reading MC Content/OR Content and WritingContent/Style.

5. In 2013‐2014, 18.97% of the Students with Disabilities population in grades 6‐8scored proficient/advanced.In 2012‐2013, 14% of the Students with Disabilities population in grades 6‐8scored proficient/advanced.In 2011‐2012, 11% of the Students with Disabilities population in grades 6‐8scored proficient/advanced. The lowest identified area of weakness based on the 3 year Trend analysis areReading Practical/OR Practical and Writing Content and Style.

6. Overall Combined Population for the ITBS on the Language section of the 6thgrade was 37%.

Overall Combined Population for the ITBS on theLanguage section of the 7th grade was 44%.

Overall Combined Population for the ITBS on the Language section of the 8thgrade was 37%.

Overall Combined Population for the ITBS on the Reading section of the 6thgrade test was 34%.

Overall Combined Population for the ITBS on the Reading section of the 7thgrade was 41%.

Overall Combined Population for the ITBS on the Reading Section of the 8thgrade was 43%.

7. The average daily attendance for the 2013‐14 school year was 94.20%2012‐2013 was 94.68%2011‐2012 was 94.68%

8. Enrollment: 548Poverty Rate: 74.27%

9. The strengths at the Middle School include a welcoming and family atmosphere,and teachers want to improve scores and advance students performance andachievements.The weaknesses include discipline and teacher and student access to technology.

Major areas that need to be improved in order to make annual measurableobjectives include more rigor in literacy and access to technology.The most pressing needs include more access to technology.Professional development needs include training using technology in theclassroom.Scientifically based research strategies that work best in include higher levelquestioning and hands on activities.Parents are involved most by email and telephone.Teachers felt that they do not have sufficient time to collaborate with otherteachers. Teachers remediate and differentiate for struggling students with one on oneinstruction, re‐teaching, and after school tutoring.Teachers felt that students would transition better to the high school if moretime was spent in vertical team meetings

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Goal To improve Reading Mutiple Choice Practical and Open Response Literary/Content. To improveWriting Open Response Content and Style.

Benchmark By the end of the 201415 school year, 72.45% of the All Students Group and 68.30% of theTargeted Achievement Group will be proficient.

Intervention: Implementation of Balanced Literacy Strategies.

Scientific Based Research: Smart Step Literacy Lab and Step Up to Writing; ADE, Harding University MidLevelLiteracy Professor Ken Stamatis, SCSC Literacy Specialist, Step Up to Writing: Atwell, Nancy (1998) In theMiddle; Fountas & Pinnell (2001) Guided Readers and Writers Grades 36; Education Trust (1998) GoodTeaching Matters: How Well Qualified Teachers Can Close the Gap, Thinking K16, Building AcademicVocabulary: Marzano & Pickering (2005).National Research Council (2002) Minority Students in Special andGifted Education. Committee on Minority Representation in Special Education., M. Suzanne Donovan andChristopher Cross, editors. Division of Behavioral and Social Sciences and Education. Washington D.C.; NationalAcademy Press. "Panel Outlines Strategy for Raising Minority Achievement", Devra Viadero, Education Week,October 6, 2004, vol. 24, number 6, page 10. "Reducing the Disproportionate Representation of MinorityStudents in Special Education", Jane Burnette, ERIC/OSEP Digest #E566, March 1998.

Actions PersonResponsible Timeline Resources Source of Funds

Teachers including specialeducation and ALE teachers willimplement AdvancedPlacement/Differentiation strategiesin their classrooms that are alignedwith frameworks. English, Science,Math and Social Studies teacherswill attend training in APStrategies/DifferentiationInstruction in Hot Springs and theUniversity of Arkansas at LittleRock. Additional materials will bepurchased for staff membersattending. Strategies will bedocumented in lesson plans andchecked by principal and literacyfacilitator. Action Type: AlignmentAction Type: ProfessionalDevelopmentAction Type: Program EvaluationAction Type: Special Education

GTCoordinator,Phyllis Burger& APCoordinatorLeslie Mayo

Start:07/01/2014End:06/30/2015

District StaffOutsideConsultants

ACTION BUDGET: $

All teachers, including specialeducation and ALE teachers, andcommunity members havereviewed and researchedstrategies and have decided tocontinue to implement the followingto improve Reading MC Practiceand OR Literary/Content andWriting Content/Style: Smart Step/Next Step Strategies, AdvancedPlacement/Differentiation, RubyPayne, Quality Teaching in aCulture of Coaching, BuildingAcademic Vocabulary, Tools forTeaching Content Literacy, SREB:Literacy Across the Curriculum, TheArt and Science of Teaching, andThe Learning Institute Consortium.Action Type: AlignmentAction Type: EquityAction Type: ProfessionalDevelopmentAction Type: Technology Inclusion

Andre Toney,Principal

Start:07/01/2014End:06/30/2015

AdministrativeStaffDistrict StaffPerformanceAssessments

ACTION BUDGET: $

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The staff will continue to participatein the following professionaldevelopment to improve discipline,instruction, and motivation, areasnoted in professional developmentsurveys completed by the staff:"Diversity in Education," to learnhow differences among thesubpopulations impact theeducational process in theirclassroom and to learn strategiesfor how to work with the differentcultures so that all students areactively engaged. All teacherscompleted their "unwrapping thestandards" of their curriculumframework by identifying concepts,skills, and big ideas andunderstanding of what they need toteach and the depth to which theyneed to teach the content ensuringstudents will have been exposed tothe level of understanding neededfor proficiency on BenchmarkExams. Teachers will continue tohave vertical and horizontaldiscussions with colleagues as theycontinue to improve the alignmentand implementation of thecurriculum. Literacy, math, science,and social studies teachers willcontinue to implement Janet Allen:Literacy Strategies forEnglish/Language Arts/Reading orLiteracy Strategies for ContentTeachers to improve readinginstruction across the curriculum.Teachers will meet throughout theyear during their planning periodwith samecourse colleagues andgradelevel colleagues to developlesson plans and commonassessments. Administrators,academic coaches, and otherteachers will attend state, regionaland national conferences, whichsupport the curriculum and addressthe needs of the subpopulations.Camden Fairview Middle School hasdeveloped a threeyear plan basedon this data. Action Type: AlignmentAction Type: EquityAction Type: ProfessionalDevelopmentAction Type: Special EducationAction Type: Technology Inclusion


Start:07/01/2014End:06/30/2015

AdministrativeStaffDistrict StaffTeachers

ACTION BUDGET: $

The effectiveness of theimplementation of curriculumalignment will be determined byassessments. Formative: CWT(Classroom Walkthrough)conducted by principal, assistantprincipal, literacy/math specialists,literacy/math coaches; writingfolders; lesson plans, pacingguides; common assessments;Landmark assessments.Summative: Semester exams;Benchmark exams, IOWA Test of

AndreToney,Principal

Start:07/01/2014End:06/30/2015

AdministrativeStaffDistrict Staff

ACTION BUDGET: $

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Basic Skills. The collection of dataindicates the intervention in theareas of understanding thestrategies and completing lessonplans has worked andimprovements are needed in thefollowing areas: implementing anddocumenting the strategies by allteachers (2)developingassessments that test SLE's (3)developing common assessments(4)increasing the number of teammeetings (5)using Landmarks todifferentiateinterventions/instruction. The 20132014 data indicates that allteachers implemented openresponse questions once a weekand an essay once a quarter. Theresults of 20132014 data indicatesthat all teachers need to continueto develop openresponsequestions and writing essays.Writing essays will includenarrative, comparison, andargumentative writing. Lessonplans indicate that the teachersused common lesson plans andcommon assessments. The 20132014 data indicates that allteachers implemented openresponse questions once a weekand an essay once a quarter.Teachers are improving in thedevelopment of open responsequestions and essay topics.Questions and topics are kept inthe lesson plan notebooks.Examples of student work arecollected monthly. Action Type: CollaborationAction Type: ProfessionalDevelopmentAction Type: Program Evaluation

Professional development and TitleIIA funds (above 60 requiredhours) will be used to payregistration fees, travel, lodging,and meals for faculty and staffattending conferences including butnot limited to ASCD, AAEA, ADE,TLI Math workshops and anylocal,regional, or nationalconferences, ongoing professionaldevelopment, ongoingprofessional development withDistrict Math Specialist, Counselors'Conference and out of stateeducational training that supportthe curriculum and address theneeds of the subpopulations.Professional development and TitleIIA funds will be used to purchasematerials and supplies, includingprinting of workshop materials, thatsupport teachers’ training.Substitutes will be provided soteachers can review/revise/plan forLiteracy, Math, and ScienceCurriculum and so teachers can

Andre ToneyPrincipal

Start:07/01/2014End:06/30/2015

AdministrativeStaffCentral OfficeDistrict Staff

Title IIA PurchasedServices:

$6000.00

Title IIA Materials &Supplies:

$1500.00

PD (State223) PurchasedServices:

$3500.00

PD (State223) Materials &Supplies:

$3000.00

ACTIONBUDGET: $14000

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visit other classrooms to observelessons as teachers transition toCommon Core (13 teachers/9days). Action Type: EquityAction Type: ProfessionalDevelopment

The ACSIP plan will be developedand reviewed by peers and revisedannually. In August 2014, theprincipal developed a PD Survey inSurvey Monkey. During a "Meetingat the Top"(meeting with the staff),the faculty received the results ofthe Survey Monkey and wereasked to review the ACSIP andmake suggestions for revising theplan. In August 2014, the principal,literacy/math coaches, and DistrictSpecial Programs Coordinator metto review and make updates to201415 plans. The building planwas submitted to the district leveland a peer review was held inSeptember. In September 2014,CFSD Special ProgramsCoordinator, K12 LiteracySpecialist,K12 Math Specialist,ACSIP chairs and buildingprincipals met to review the planfor the 1415 school year. Thisprocess included the extension ofthe ACSIP, the threeyear plan.Minor adjustments were made, andthe plan was submitted to thedistrict level for final approval.Action Type: CollaborationAction Type: ProfessionalDevelopmentAction Type: Program Evaluation


Start:07/01/2014End:06/30/2015

AdministrativeStaffCentral OfficeDistrict StaffOutsideConsultantsTeachers

ACTION BUDGET: $

An RTI (Response to Intervention)team was established to monitorspecial education placement inorder to avoid overly identifyingspecial education students. During20142015, the LEA supervisor willassist with the implementation ofthe plan.Action Type: CollaborationAction Type: Parental EngagementAction Type: ProfessionalDevelopment

Pam Turner,SpecialEducationSupervisor

Start:07/01/2014End:06/30/2015

AdministrativeStaffComputersTeachersTeaching Aids

ACTION BUDGET: $

CFMS will incorporate Apex, andRenaissance to improve readingand math skills, to remediate nonproficient students, to improvetesttaking skills, and to offerenrichment experiences. Lessonswill be differentiated based onstudent weaknesses. Students willhave access to computers in thetwo computer labs to work on skilldeficiencies and enrichment. Thislab is part of a three year plan andwill assist in closing theachievement gap between the AllStudents Group and TargetedAchievement Gap Group. APEX $5300 & Renaissance $5300.(2230)

LaCreaciaPorchia, MathCoach

Start:07/01/2014End:06/30/2015

AdministrativeStaffComputersPerformanceAssessmentsTeachersTeaching Aids

NSLA(State281)PurchasedServices:

$10600.00


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Action Type: Special EducationAction Type: Technology Inclusion

The Principal as leader ofinstruction will build leadershipcapacity among the staff bycreating a leadership teamcomposed of the Literacy and MathAcademic Coaches, classroomteachers, and the counselors. TheLeadership team will assist theprincipal in planning qualityprofessional development usingresearch based best practices thatis job embedded and ensures allstudents are assessed in multipleways in Math, Literacy, Algebra andScience. Action Type: CollaborationAction Type: ProfessionalDevelopment


Start:07/01/2014End:06/30/2015

AdministrativeStaffCentral OfficeDistrict StaffOutsideConsultantsTeachers

ACTION BUDGET: $

NSLA funds will be used to employa literacy teacher to work withstudents in grades 7 & 8 whosereading skills adversely affect theiracademic performance across thecurriculum and on Benchmark.Reading teachers will be employedto teach reading strategies to sixthgrade students to use across thecurriculum to improve theirperformance in class and on theBenchmark. The literacy teacherswill work collaboratively with otherstaff members. NSLA funds will beused to provide the salaries andbenefits for the teachers. Thecollection of the data using the FlintKuder assessment for 20132014of the 57 students in 7th gradereading class 7% made 2 yearsprogress and 63% made 1 yearprogress and of the 28 students in8th grade 10% made 2 yearsprogress and 65% made 1 yearprogress. (Kaitlin Lilienthal .4375FTE) (Mercedes King .50 FTE)(LaQueisha Messer .625 FTE)(GretaDavis .4375 FTE) Materials &supplies will be purchased tosupplement the literacy program inorder to provide more researchbased activities and increasestudent involvement.Action Type: AlignmentAction Type: CollaborationAction Type: Program Evaluation


Start:07/01/2014End:06/30/2015

AdministrativeStaffTeachers

NSLA(State281) PurchasedServices:

$1000.00

NSLA(State281) Materials&Supplies:

$2837.75

NSLA(State281) EmployeeBenefits:

$19017.00

NSLA(State281) EmployeeSalaries:

$78103.00

ACTIONBUDGET: $100957.75

NSLA funds will be used to providea Literacy Facilitator (GladysEaster) (FTE 1.0) for grades 68 toassist with teacher/studentdevelopment and instructionalalignment to improve all teachers'and students' performance toreduce the disparity of thesubpopulations. Funds will also bebudgeted for conferences/trainingfor the literacy coach. Pathwise andadditional procedures such asassigning buddy teachers to


Start:07/01/2014End:06/30/2015

PerformanceAssessmentsTeachersTeaching Aids


$13356.62


$53326.10


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mentor novice and veteranteachers new to CFMS will providesupport as they become a part ofthe teaching and learning culture ofCFMS. Supplemental literacymaterials and supplies will bepurchased. Action Type: AlignmentAction Type: ProfessionalDevelopment

A data room for literacy will belocated in Room 306 to track gradelevel, classroom and studentgrowth. Every Wednesday, theprincipal and literacy/math coacheswill review the Assessment Wall aspart of the weekly team meetingsduring planning periods to improvestudent achievement by assessingindividual student needs. Thisaction is a part of our 3 year plan.Action Type: AlignmentAction Type: CollaborationAction Type: ProfessionalDevelopment


Start:07/01/2014End:06/30/2015

AdministrativeStaffPerformanceAssessmentsTeachers

ACTION BUDGET: $

Teachers will examine studentwork, and through richconversations, design appropriateinterventions and strategies forstudent improvement based on APTraining and LTF/NMSI Trainingdirected by the AAIMS iniatitives.Registration/trainings and salariesand benefits for trainings occurringduring off contract time and abovethe required hours will be paid forfrom Title IIA funds.Action Type: CollaborationAction Type: ProfessionalDevelopment

Andre Toney,Principal;JuanitaMitchell,AssistantPrincipal

Start:07/01/2014End:06/30/2015

AdministrativeStaffComputersOutsideConsultantsPerformanceAssessmentsTeachersTeaching Aids


$3500.00

Title IIA EmployeeSalaries:

$4000.00

Title IIA EmployeeBenefits:

$1434.00

ACTIONBUDGET: $8934

NSLA funds will be used to supportthe K12 Literacy Specialist, JoyceFlowers, (FTE .15)who will provideleadership, coordination andprofessional development to the K8 Literacy Coaches. Provide local,regional, state and nationalprofessional developmentopportunities related to theirresponsibilities including theLearning Institute of Arkansas forthe K12 Math, Literacy andScience Specialists. The speciatistswill provide support and assistanceto teachers and academic coacheswith instructional alignment, dataanalysis, professional developmentand addressing needsassessments/closing achievementgap for each building to improvestudent and teacher performanceas measured by local and stateassessments and classroom walkthroughs. Action Type: CollaborationAction Type: ProfessionalDevelopment


Start:07/01/2014End:06/30/2015



$2346.38


$9367.90


Total Budget: $212888.75

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Intervention: Implementation of curriculum alignment for literacy.

Scientific Based Research: Smart Step Literacy; ADE, Harding University MidLevel Literacy Professor KenStamatis, SCSC Literacy Specialist, Step Up to Writing: Atwell, Nancy (1998) In the Middle; Fountas & Pinnell(2001) Guided Readers and Writers Grades 36; Education Trust (1998) Good Teaching Matters: How WellQualified Teachers Can Close the Gap, Thinking K16; "Unwrapping" the Standards A simple process to makestandards managable: Larry Ainsworth (2003).


English/Language Arts, Reading,Science, and Special Education teacherswill spend time aligning the curriculumusing curriculum frameworks anddeveloping pacing guides. Teachers willdo the following: create interdisciplinarystudies/projects; align crosscurricularlesson plans; have weekly teammeetings to continue their vertical andhorizontal alignment; implement thereading/writing strategies; developLesson plans with emphasis on ReadingOpen Response Literary, Content, andPractical; model all writing skills,followed by guided practice andindependent practice. Action Type: AlignmentAction Type: Professional DevelopmentAction Type: Special Education

GladysEaster,LiteracyFacilitator

Start:07/01/2014End:06/30/2015

District StaffTeachersTeaching Aids

ACTION BUDGET: $

The effectiveness of the program will bedetermined by assessments. Formative:CWT (Classroom Walkthrough)conducted by principals, curriculumsupervisors, academic coaches andliteracy/math specialist; Lesson plans,pacing guides; Common assessments;Landmark assessments. Summative:Semester exams and BenchmarkExams. The collection of the dataindicates that the intervention isworking in the areas of having lessonplans and pacing guides andimprovements are needed in lessonplans that reflect strategies, teammeetings that develop better horizontaland vertical alignment, andassessments that are based oncurriculum frameworks, with emphasison same subject assessments. The20132014 data indicates that allteachers implemented openresponsequestions every two weeks and anessay once a quarter. Although CFMSdidn't make AYP in 20132014, thestrategy seems to be working asindicated by improved scaled scores onthe Augmented Benchmark. Teachersmust continue to study student workand provide interventions to improvestudent achievement. Based on the201314 data teachers will implementtwo Exit slips and one open responsequestion each week, and one newstrategy each month. Action Type: AlignmentAction Type: CollaborationAction Type: Program Evaluation


Start:07/01/2014End:06/30/2015

AdministrativeStaffCentral Office

NSLA(State281) Materials& Supplies:

$2500.00

ACTIONBUDGET: $2500

CFMS will continue to participate in theLearning Institute Interim Testing

AndreToney.

Start:07/01/2014 Administrative

Staff

NSLA(State

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Program as we transition to CommonCore. Students in grades 68 will takemath and literacy landmarkassessments based on the districtpacing guides that are aligned to theArkansas Math and LiteracyFrameworks. Students in grades 68 willtake science landmark assessments.The results of the assessments willassist the teachers in preparing thestudents to be successful in meetingproficiency on the state assessments.NSLA funds will be used to supportparticipation in the learning instituteincluding purchasing materials &supplies and AIP services. This is a partof the 3 year plan.Action Type: AlignmentAction Type: Equity

Principal End:06/30/2015

ComputersOutsideConsultantsPerformanceAssessmentsTeachersTeaching Aids

281) PurchasedServices:

$12984.00


$400.00


Professional Development funds will beused to provide professionaldevelopment, materials, and supplies toall teachers, academic coaches andspecialist in K12 for instructionalalignment in literacy, math, science,social studies, noncore courses, andtechnical courses. The training willprovide opportunities for the teachersto identify instructional strengths andweaknesses to improve studentachievement and narrow theachievement gap. Professionaldevelopment will be evaluated at theend of each session. Surveys andresults from needs assessments will beused to plan professional developmentactivities. Action Type: AlignmentAction Type: CollaborationAction Type: Professional Development

LeslieMayo,SpecialProgramsCoordinator

Start:07/01/2014End:06/30/2015


PD (State223) Materials &Supplies:

$2100.00


$6000.00

ACTIONBUDGET: $8100

Total Budget: $23984

Intervention: Implementation of required Academic Improvement Plan.

Scientific Based Research: DuFour, Richard. Whatever It Takes, National Education Service, 2004. EducationalLeadership, May 2004, vol. 61, number 8. Schools as Learning Communities.


Teachers including special education andALE teachers will be trained in theutilization of Apex software and Internetbased resources, which can be used toenhance AIP’s, to remediate nonproficient students, to improve testtakingskills, and to offer enrichmentexperiences. Students will have access tocomputers in the two computer labs towork on skill deficiencies and enrichment. Action Type: AIP/IRIAction Type: Professional DevelopmentAction Type: Technology Inclusion

JuanitaMitchell,AssistantPrincipal

Start:07/01/2014End:06/30/2015

AdministrativeStaffComputersPerformanceAssessmentsSchool LibraryTeachers

ACTIONBUDGET: $

Literacy Facilitator and principals willreview AIP folders for completion. Theeffectiveness of the program will bedetermined by assessments. Formative:CWT (Classroom Walk Through)conducted by the principal;reading/writing/Landmark assessments

GladysEaster ,LiteracyFacilitator

Start:07/01/2014End:06/30/2015


ACTIONBUDGET: $

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folders; Landmark assessments.Summative: Benchmark/Released ItemLandmarks Action Type: AIP/IRIAction Type: EquityAction Type: Program Evaluation

AIPs will be developed by the LiteracyFacilitator and teachers to fit eachindividuals needs to help improve thedisparity in subpopulations. Parents will beinformed of the individuals AIP and signoff on the plan. Students will be enrolledin one of the following: BenchmarkAcademy/double blocking (two periods ofintensive literacy instruction for 6th, 7thand 8th grade nonproficient students);academic software assisted instruction;remediation (before/after school andsummer) to help students with their weakareas, especially as reflected onLandmark Assessments and essays/otherwritings. Although some of thesupplementary programs touch all of thestudents, the emphasis of thesupplementary programs is for studentswho did not score proficient on theBenchmark. The before/after schoolremediation, Summer school, BenchmarkAcademy, and academic software assistedinstruction will be used to help close thegap between the All Students Group andthe Targeted Achievement Gap Group in agoal to meet AMO. AIP subscription will bepurchased from The Learning Institute.Action Type: AIP/IRIAction Type: EquityAction Type: Program Evaluation

SheliaGriffith andLindaHines,Counselors

Start:07/01/2014End:06/30/2015

ComputersDistrict StaffTeachers


$500.00

ACTIONBUDGET: $500

Assessments will be used to determine thelevel of proficiency. Formative: teachermade assignments; computer generatedassignments; released items. Summative:Landmarks; benchmark released items;Buckledown assessments. The collectionof data for 20132014 indicates theintervention is working in addressing weakareas and helping students meetproficiency and should be continued. Action Type: AIP/IRIAction Type: CollaborationAction Type: Program Evaluation

GladysEaster,LiteracyCoach

Start:07/01/2014End:06/30/2015


ACTIONBUDGET: $

Total Budget: $500

Intervention: Implementation of a comprehensive Parental Involvement Program.

Scientific Based Research: Warner, Carolyn: Everybody’s HouseThe Schoolhouse, Corwin Press, 1997.Wherry, John H.: “Parents Still Make the Difference,” The Parent Institute, NIS, Inc.


All faculty and staff will receive twohours of inservice in ParentalInvolvement designed to enhanceunderstanding of effectiverelationships with parents.Action Type: Parental EngagementAction Type: ProfessionalDevelopment

Juanita Mitchell,AssistantPrincipal

Start:07/01/2014End:06/30/2015


ACTION BUDGET: $

Scheduled parent/teacherconferences will be held during the

Gladys Easter &LaCreacia

Start:07/01/2014 Administrative

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first and third nine weeks to assessstudents’ strengths andweaknesses. The conference willinclude a review of student’s writingand math open response folders,landmark assessments, releasedtest item practice, and gradedessays. Parents and teachers willplan strategies to address weakareas. Other conferences will beheld any time a parent or teachermakes a request. As needed,special conferences will be heldafter midquarter progress reportsand Landmark Assessment reportsto address students’ progress andmake plans for improvement.Action Type: CollaborationAction Type: Parental Engagement

Porchia,InstructionalFacilitators

End:06/30/2015

StaffCentral OfficeDistrict StaffPerformanceAssessmentsTeachers

ACTION BUDGET: $

The Parent Facilitator will serve asliaison between teachers andparents. At the principal’s orcounselor’s request they will makehome visits with hard to contactparents and/or providetransportation if needed forconferences.Action Type: Parental Engagement


Start:07/01/2014End:06/30/2015


ACTION BUDGET: $

Camden Fairview Middle School willmaintain a Parent Resource Centerwith checkout materials availablefor parents through the library.These will include parenting books,magazines, and other materialsregarding math and literacy testtaking skills, reading strategies,responsible parenting skills, andother areas of interest.Action Type: Parental Engagement

Juanita Mitchell,ParentFacilitator;Melissa Legg,Librarian

Start:07/01/2014End:06/30/2015

District StaffSchool LibraryTeachers

ACTION BUDGET: $

Informational packets/newsletterscontaining information appropriatefor middle school students includingall testing dates/information andcurrent selections available fromthe library will be distributed.Action Type: Parental Engagement

Juanita Mitchell,ParentFacilitator

Start:07/01/2014End:06/30/2015

District StaffACTION BUDGET: $

Conduct an annual survey ofparents to seek volunteers. Providea resource book of parentvolunteers listing the interests andavailability of volunteers for schoolstaff members’ use. Volunteerslisted will include those who have“real world” experiences in mathand literacy.Action Type: Parental Engagement


Start:07/01/2014End:06/30/2015

AdministrativeStaffCentral OfficeCommunityLeadersDistrict StaffTeachers

ACTION BUDGET: $

The Alert Now automated systemwill be used to inform parents of theresources available to parents,important test dates andconferences, and the role ofparents and teachers in the successof every child.Action Type: Parental Engagement


Start:07/01/2014End:06/30/2015


ACTION BUDGET: $

Seminars will be held to informparents of middle school studentsabout how to be involved in the

OpheliaLindsey, CareerCounselor

Start:07/01/2014End:

AdministrativeStaff ACTION BUDGET: $

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decisions affecting courseselections, career planning, andpreparation for high school andpostsecondary opportunities.Action Type: CollaborationAction Type: Parental Engagement

06/30/2015 CommunityLeadersDistrict Staff

The Parent Facilitator and acommittee of faculty and parentswill develop a process listed in thehandbook for resolving parentalconcerns. Parents will serve oncommittees to provide input and/orfeedback including but not limited toHandbook Review Committee,ACSIP Committee, and PTOExecutive Board.Action Type: Parental Engagement


Start:07/01/2014End:06/30/2015


ACTION BUDGET: $

Records of parental attendance atparent/teacher conferences, openhouse, and seminars includingparent involvement meetings will bekept. Files of newsletters,newspaper articles, and letters willbe kept. Action Type: Program Evaluation

Juanita Mitchell,ParentFacilitator;Melissa Legg,Librarian

Start:07/01/2014End:06/30/2015

AdministrativeStaffCommunityLeadersDistrict StaffTeachers

ACTION BUDGET: $

Teachers will incorporate anElectronic Grading System into theirclassrooms. Parents may accesstheir students' grades onlinethrough a password. Teachers willupdate Homework Hotline weeklywith lesson plans so parents willknow daily assignments. Funds willalso be allocated to purchasetechnology services to ensure thecomputer lab has internetcapability.Action Type: Parental EngagementAction Type: Technology Inclusion

Melissa Legg,Librarian

Start:07/01/2014End:06/30/2015

AdministrativeStaffComputersDistrict StaffTeachers

Title VIState PurchasedServices:

$8909.07


The effectiveness of the ParentalInvolvement Program will bedetermined by assessments.Formative: records of parentalattendance at parent/teacherconferences; Open House;seminars including “ParentInvolvement Meetings”; files ofnewsletters; newspaper articles andletters will be kept. The collection ofdata on average for 20132014indicates that teachers visited withapproximately 2 to 25 parentsattending Open House/Report to thePublic, 299 parents signed at theentrance table. A districtwide AlertNow survey was conducted duringthe 201213 school year with thefollowing results for the middleschool: 64% of parents felt that inaddition to report cards, teachersand staff tell them regularly howtheir child is doing. 83% of parentsfelt their child's teacher had highexpectations. 83% of parents feltwelcome at the school, andparticipated in school activities.86% felt that their child could getextra help if needed. 95% felt that


Start:07/01/2014End:06/30/2015

AdministrativeStaffCommunityLeadersDistrict StaffTeachers

NSLA(State281) Materials& Supplies:

$2500.00

ACTIONBUDGET: $2500

9/23/2015 ACSIP


their child's teacher is willing to talkwhen they have concerns. NSLAfunds will be used for parentalinvolvement meetings/supplies.(2170)Action Type: Parental EngagementAction Type: Program Evaluation

During textbook adoptions, aclassroom set of books have beenordered for each Core ContentCourse teacher's room. Thestudents are assigned a textbook totake and leave at home. This is tobe used as a resource for parentsto help their students withhomework. This action is beingtaken to improve the score ofsubpopulations that did not score atproficiency.Action Type: Parental Engagement


Start:07/01/2014End:06/30/2015

AdministrativeStaffTeachersTeaching Aids

ACTION BUDGET: $

Camden Fairview Middle Schoolprovides instruction to parents onhow to incorporate developmentallyappropriate learning activities in thehome environment and providesassistance to parents inunderstanding content and how tomonitor a child's progress,standards, and academicassessments.Action Type: CollaborationAction Type: Parental Engagement


Start:07/01/2014End:06/30/2015

District StaffTeachers ACTION BUDGET: $

Camden Fairview Middle Schoolprovides materials and training tohelp parents work with theirchildren to improve academicachievement; educates teachers,principals, and other staff in theimportance of effectivecommunication, value, and utility ofcontributions of parents;coordinates and integrates parentinvolvement programs andactivities; ensures that informationrelated to school and parentprograms is sent to parents to theextent practical in a languageparents can understand; andprovides other reasonable supportfor parent involvement activities asparents may request. Action Type: CollaborationAction Type: EquityAction Type: Parental Engagement


Start:07/01/2014End:06/30/2015


ACTION BUDGET: $

NSLA funds will be used to employa mental health counselor (TinaEmbry) (FTE .20) to work withstudents in grades 68 includingstudents in ALE and specialeducation programs, as well asother atrisk students that needmore assistance than the schoolcounselor can provide. Theeffectiveness will be measured bythe decrease in the number ofstudents recommended forAlternative Learning Environmentand Special Education. (Funds for

DeputySuperintendent,Fred Lilly

Start:07/01/2014End:06/30/2015



$2370.00


$11144.00

NSLA(State281) $371.00

9/23/2015 ACSIP


training will also be budgeted.)Action Type: CollaborationAction Type: EquityAction Type: Parental EngagementAction Type: ProfessionalDevelopmentAction Type: Special Education

PurchasedServices:



Priority 2: Math

SupportingData:

1. The status of the middle school for math is needs improvement. In 2013‐2014, 51.72% of the All Students group and 44.19% of the TargetedAchievement Gap group (TAGG) in grades 6‐8 scored proficient/advanced.In 2012‐2013, 59% of the All Students group and 53% of the Targeted AchievementGap group (TAGG) in grades 6‐8 scored proficient/advanced. In 2013‐14, 90% of Algebra students scored proficient or advanced. The lowest identified areas of weakness based on the 3 year trend analysis areMultiple Choice and Open Response on the following sections of the BenchmarkExam: Numbers & Operations, Algebra, Geometry, Measurements and Data Analysis &Probability.

2. In 2013‐2014, 40.76% of the African American population in grades 6‐8 scoredproficient/advanced. In 2012‐2013, 50% of the African American population in grades 6‐8 scoredproficient/advanced. In 2011‐2012, 42% of the African American population in grades 6‐8 scoredproficient/advanced. The lowest identified areas of weakness based on the 3 year trend analysis areMultiple Choice and Open Response on the following sections of the BenchmarkExam: Numbers & Operations, Algebra, Geometry, Measurements and Data Analysis &Probability.

3. In 2013‐2014, 69.09% of the Caucasian population in grades 6‐8 scoredproficient/advanced. In 2012‐2013, 73% of the Caucasian population in grades 6‐8 scoredproficient/advanced. In 2011‐2012, 72% of the Caucasian population in grades 6‐8 scoredproficient/advanced. The lowest identified areas of weakness based on the 3 year trend analysis areMultiple Choice and Open Response on the following sections of the BenchmarkExam: Numbers & Operations, Algebra, Geometry, Measurements and Data Analysis &Probability.

4. In 2013‐2014, 44.66% of the Economically Disadvantaged population in grades 6‐8scored proficient/advanced.In 2012‐2013, 53% of the Economically Disadvantaged population in grades 6‐8scored proficient/advanced. The lowest identified areas of weakness based on the 3 year trend analysis areMultiple Choice and Open Response on the following sections of the BenchmarkExam: Numbers & Operations, Algebra, Geometry, Measurements and Data Analysis &Probability.

5. In 2013‐2014, 15.52% of the Students with Disabilities population in grades 6‐8scored proficient/advanced. In 2012‐2013, 14% of the Students with Disabilities population in grades 6‐8scored proficient/advanced. The lowest identified areas of weakness based on the 3 year trend analysis areOpen Response on the following sections of the EOC Algebra Exam: Language ofAlgebra, Non‐Linear Functions and Data Interpretation and Probability.

6. The average daily attendance for 2013‐14 was 94.20%;2012‐13 was 94.68%; and 2011‐2012 was 95.2%.

9/23/2015 ACSIP


GoalTo improve Multiple Choice and Open Response percentages on the following sections of theBenchmark Exam: Numbers & Operations, Algebra, Geometry, Measurements and Data Analysis &Probability.

Benchmark By the end of the 201415 school year, 72.25% of the All Students Group and 67.26% of theTargeted Achievement Group will be proficient.

Intervention: Implementation of a standards based math curriculum.

Scientific Based Research: McRel (2002) ED Thoughts: What We Know About Mathematics Teaching andLearning (p. 4445); National Council of Teachers of Mathematics (2000) Principles and Standards for SchoolMathematics; Building Academic Vocabulary: Marzano & Pickering (2005); Foundations for Success: TheNational Mathematics Advisory Panel (2008).


All teachers, including specialeducation and ALE teachers, andcommunity members have reviewedand researched strategies and havedecided to continue to implementthe following: Smart Step/ Next StepStrategies; AdvancedPlacement/Differentiation; RubyPayne; Math Program McDougal andLittell; Quality Teaching in a Cultureof Coaching; Building AcademicVocabulary; The Learning InstituteConsortium; Capacity BuildingInstitute to improve Open ResponseMeasurement and Numbers &Operations and Multiple ChoiceNumbers & Operations, DataAnalysis & Probability,Measurement, and Algebra on theBenchmark. Teachers includingspecial education teachers will haveteam meetings to discuss results ofLandmark tests to identifyweaknesses and implementstrategies to improve students’ weakareas. Nineweek tests andcomprehensive exams will testcurriculum frameworks and will beformatted like Benchmark and otherstandardized tests. Teachers andadministrative staff will attendconferences and/or training in theirrespective discipline, which supportthe curriculum and address theneeds of the subpopulations. Action Type: AlignmentAction Type: CollaborationAction Type: ProfessionalDevelopmentAction Type: Special Education


Start:07/01/2014End:06/30/2015


ACTION BUDGET: $

The effectiveness of theimplementation of standards basedcurriculum will be determined byassessments. Formative: CWT(Classroom Walk Through)conducted by principal; Openresponse folders; Lesson plans,pacing guides; Commonassessments; Landmark


Start:07/01/2014End:06/30/2015

Central OfficeOutsideConsultantsTeaching Aids

ACTION BUDGET: $

9/23/2015 ACSIP


assessments. Summative: Semesterexams; Benchmark exams; ITBS.We will continue to participate inusing TLI for landmarks. CWTs willbe conducted by the principal,math/literacy specialist, andacademic coaches. Data collectedfrom the walkthroughs will beshared during district inservice daysand faculty meetings. Improvementswill be addressed in the followingareas: (1)implementing anddocumenting the strategies by allteachers (2)developing assessmentsthat test SLE's (3) developingcommon assessments (4)increasingthe number of team meetings(5)using Landmarks to differentiateinterventions/instruction. Action Type: Program Evaluation

The staff will participate in thefollowing professional developmentto improve discipline, instruction,and motivation, areas noted inprofessional development surveyscompleted by the staff: Teachers willcontinue Milton Creigh, "Diversity inEducation," to learn how differencesamong the subpopulations impactthe education process in theirclassroom and to learn strategies forhow to work with the differentcultures so that all students areactively engaged. All teachers willuse "unwrapping the standards" oftheir curriculum framework byidentifying concepts, skills, and bigideas. By unwrapping the standards,teachers will have a greaterunderstanding of what they need toteach and the depth to which theyneed to teach the content ensuringstudents will have been exposed tothe level of understanding neededfor proficiency on BenchmarkExams. After the unwrapping iscompleted, teachers will havevertical and horizontal discussionwith colleagues as they continue toimprove the alignment andimplementation of the curriculum. Allstaff will continue to participate in aselfstudy Scholastic Audit: A SchoolImprovement Process study to help"forge a path to success: byidentifying opportunities forimprovement and providingguidance for maximizing thoseopportunities through planning.These strategies, which arethoroughly aligned with thecurriculum frameworks, will help toreduce the disparity between thesubpops. APStrategies/Differentiation by CollegeBoard; Alignment to Arkansas MathFrameworks and Pacing Guides;Construction and scoring of openresponse items; ArkansasMathLINKS (Learning Instruction


Start:07/01/2014End:06/30/2015

AdministrativeStaffComputersDistrict StaffOutsideConsultants

ACTION BUDGET: $

9/23/2015 ACSIP


Knowledge Standards); CMP(Connected Math Project); CapacityBuilding Institute to help understandhow all children see fractions andproportionality in order to improvescores in the Combined population,African American, Caucasian,Economically Disadvantaged, andStudents with Disabilitiessubpopulations; Special educationmodifications and accommodationsas they relate to IDEA to addressindividual needs with emphasis onperformance on the Benchmarkexams; Technology training ongraphing calculators to strengthenunderstanding of Numbers,Properties, and Operations, andData Analysis and Probability;Teachers including special educationteachers will receive onsite trainingin interpreting results of Benchmarkexams and in implementingstrategies to improve the weakareas of the exam with emphasis onMultiple Choice and Open Responsepercentages on the followingsections of the Benchmark Exam:Numbers & Operations, Algebra,Geometry, Measurements and DataAnalysis & Probability. To implementthe use of open response questions,scoring rubrics and test format asrelated to their subject matter. Thedistrict math/science specialist andmath facilitators will work with mathand science teachers on "Teachingto the Standards" which includesinteractive classrooms, the need forpacing guides and commonassessments , and the importance ofstudent engagement to meet theneeds of diverse learners. Teacherswill be provided with the opportunityfor peer observations. Peerobservations provides teachers theopportunity to observe effectivestrategies being demonstrated andbuilds confidence in implementingthe new strategies in theirclassrooms. This is a part of thethree year plan.Action Type: CollaborationAction Type: ProfessionalDevelopmentAction Type: Special EducationAction Type: Technology Inclusion

Math and Science teachers includingSpecial Education teachers willreceive onsite technology trainingon graphing calculators, and APEX toimprove test taking skills andstrengthen student achievement onthe Benchmark Exam. Teachers willalso be provided opportunities toattend math training that will benefitthe needs of the TAGG group andassist in closing the achievementgap.Action Type: Professional

MathFacilitator,LaCreaciaPorchia

Start:07/01/2014End:06/30/2015

ComputersTeaching Aids


$2000.00

ACTIONBUDGET: $2000

9/23/2015 ACSIP


DevelopmentAction Type: Special EducationAction Type: Technology Inclusion

The ACSIP plan will be reviewed bypeers and revised annually as wellas the extension of the ACSIP, the 3 5 year plan. The ACSIP chairs,principal, District Special Programsdirector, K12 Math and LiteracySpecialist.Action Type: Program Evaluation


Start:07/01/2014End:06/30/2015

AdministrativeStaffDistrict StaffOutsideConsultantsTeachers

ACTION BUDGET: $

CFMS will incorporate APEX toimprove reading and math skills forour Combined population, AfricanAmerican,Caucasian,Students withDisabilities, and Low SocioEconomicsubpopulations.Action Type: Special EducationAction Type: Technology Inclusion


Start:07/01/2014End:06/30/2015

ACTION BUDGET: $

Alternative Learning Environment,located on the CFMS campus, isprovided for students who are inneed of such services, based uponthe state eligibility guidelines. TheALE Placement Team consists of (aprincipal or his designee, LanguageArts/Reading Teacher(FTE 0.25),Math Teacher (FTE 0.1250), SocialStudies/PE/Tools for LearningTeacher (FTE 0.3083),Science/Special Needs Teacher (FTE0.1384)and Instructional Supervisor(FTE 1.0) determines theappropriate level of interventionnecessary for students' success:support personnel, including schoolcounselors, mentors, truancy officer,social worker, school psychologist,and nurse help students and theirfamilies with complex issues. Usingresearch based strategies andprograms, certified teachers willimplement the middle schoolcurriculum/state frameworks.Computerbased programs, whichare aligned to state frameworks, arealso used with students. Additionalnecessary supplies and equipmentwill be purchased to support thecurriculum. The effectiveness of theprogram will be evaluated bystudying student progress in thecurriculum and scores on TLI andstate assessments. ALE funds will beused to pay for substitutes andmaterials/supplies and ALE teachers'trainings/conferences. Funds alsobudgeted for 1.0 FTE InstructionalSupervisor and .0250 DistrictSupervisor.Action Type: Collaboration


Start:07/01/2014End:06/30/2015

District StaffTeachersTeaching Aids

ALE(State275) PurchasedServices:

$1743.00

ALE(State275) Materials&Supplies:

$500.00

ALE(State275) EmployeeBenefits:

$14410.00

ALE(State275) EmployeeSalaries:

$60184.00


NSLA funds will be used to provide aMath Facilitator, LaCreacia Porchia, (FTE 1.0) for grades 68 to assist withteacher/student development andinstructional alignment to improveall teachers' and students'performance to reduce the disparity


Start:07/01/2014End:06/30/2015

PerformanceAssessmentsTeachersTeaching Aids


$3448.00

NSLA

9/23/2015 ACSIP


of the subpopulations. Math coachwill attend Pathwise training atCamden Southcentral COOP.Pathwise and additional proceduressuch as assigning buddy teachers tonovice and veteran teachers new toCFMS to provide support on bestpractices of a master teacher andmentor as they become a part of theteaching and learning culture ofCFMS. Math coach will attend Mathtraining for alignment, assessment,data disaggregation, adult learningresearch, and best practices. Thepurpose of the training is to preparethe math coach to be a moreeffective leader. Supplemental mathmaterials and supplies will bepurchased.Action Type: AlignmentAction Type: ProfessionalDevelopment

(State281) EmployeeBenefits:

$11201.75


$50526.00


A data room for math will be locatedin Room 306 to track grade level,classroom and student growth.Every Wednesday, the principal andliteracy/math coaches will reviewthe Assessment Wall as part of theweekly team meetings duringplanning periods. This action is partof our 3 year plan.Action Type: AlignmentAction Type: CollaborationAction Type: ProfessionalDevelopment


Start:07/01/2014End:06/30/2015


ACTION BUDGET: $

An RTI (Response to Intervention)team will be established to monitorspecial education placement in orderto avoid overly identifying specialeducation students. Action Type: CollaborationAction Type: Equity

Pam Turner,SpecialEducationSupervisor

Start:07/01/2014End:06/30/2015

AdministrativeStaffComputersPerformanceAssessmentsTeachers

ACTION BUDGET: $

NSLA funds will be used to pay forTeach for America instructors toreceive training. (Koplin, Hofgesang,and King)Action Type: ProfessionalDevelopment


Start:07/01/2014End:06/30/2015

TeachersNSLA(State281) PurchasedServices:

$15000.00


NSLA funds will be used to employ amath facilitator (Aloysia Loyd FTE.25 $11,503/2550.25),science/math specialist (PamVaughan FTE .15 $8826.75/1906.71) and sciencefacilitator (Misty Fraser (.125 FTE $4760.25/1028.29) to work withscience and math teachers toincrease student achievement. Theywill collaborate with the mathinstructional facilitator to buildconnections between math andscience content areas, providesupport and assistance withinstructional alignment, data


Start:07/01/2014End:06/30/2015



$5485.25


$25090.00


9/23/2015 ACSIP


analysis, professional developmentand addressing needsassessments/closing achievementgap for each building to improvestudent and teacher performance asmeasured by local and stateassessments and classroom walkthroughs. Action Type: CollaborationAction Type: ProfessionalDevelopment

NSLA funds will be budgeted for acomputer lab that will be used forremediation, acceleration, andresearch based activities, that willincrease student achievement andassist with closing the achievementgap between the All Students Groupand the Targeted Achievement GapGroup. APEX and online TLIassessments will also be assessed inthe lab. Computers 25 @ $1200 andneeded materials. Funds will also beused to purchase broadband toensure students are able to accessthe internet.

Mark Keith,DeputySuperintendent

Start:07/01/2014End:06/30/2015

NSLA(State281) CapitalOutlay:

$34000.00

Title VIState PurchasedServices:

$5500.00


Remediation will be provided forstudents in grades 612 not makingproficient on the state benchmarkand end of course assessments forsummer school in order to reducethe gap and to improve studentperformance as measured by stateand local assessments. AIP's will bewritten for each student(includingspecial education students if notincluded in their IEP) based on theirindividual performance on theassessment with input from theschool and the parent/guardian.NSLA will pay the salaries andbenefits for 12 teachers/18 days/6hours at $25 per hour (July, 2014).Action Type: AlignmentAction Type: Equity


Start:07/01/2014End:06/30/2015



$1672.00


$9988.00


$38025.25



Intervention: Implementation of curriculum alignment for math.

Scientific Based Research: Jacobs, Heidi Hayes (1997) Mapping the Big Picture: Integrating Curriculum andAssessment K12. AASCD; "Unwrapping" the Standards a Simple Process to Make Standards Managable: LarryAinsworth (2003).

Actions PersonResponsible Timeline Resources Source of

Funds

Math and Special Education teachers will spendtime aligning the curriculum using curriculumframeworks and developing pacing guides.Teachers will do the following: have weekly teammeetings to continue their vertical and horizontalalignment; implement the math strategies;develop Lesson plans with emphasis on MathMultiple Choice and Open Response; model allmath skills, followed by guided practice andindependent practice. Teachers will explain andmodel the proper process for responding to openresponse items. Special education teachers willbe in Math classrooms for inclusion to work as co

SpecialProgramsCoordinator,Leslie Mayo

Start:07/01/2014End:06/30/2015


ACTIONBUDGET: $

9/23/2015 ACSIP


teachers to aid students, especiallysubpopulations, who are not proficient onBenchmark. Action Type: AlignmentAction Type: Professional DevelopmentAction Type: Special Education

Teachers,including special education, and ALEteachers, will receive onsite training in aligningthe curriculum and developing pacing guidesusing the Common Core State Standards. Action Type: AlignmentAction Type: CollaborationAction Type: Professional DevelopmentAction Type: Special Education

MathFacilitator,LaCreaciaPorchia

Start:07/01/2014End:06/30/2015


ACTIONBUDGET: $

The effectiveness of the implementation ofcurriculum alignment will be determined byassessments. Formative: CWT (Classroom WalkThrough) conducted by principals, curriculumsupervisors, focus teacher, and Math specialist,Lesson plans, pacing guides; Commonassessments; Landmark assessments;Benchmark vocabulary test. Summative:Semester exams. The collection of the dataindicates that the intervention is working in theareas of having lesson plans and pacing guidesand improvements are needed in lesson plansthat reflect strategies, team meetings thatdevelop better horizontal and vertical alignment,and assessment that are based on curriculumframeworks, with emphasis on same subjectassessments. Classroom observations by themath coach indicate that teachers are followingpacing guides. Action Type: Program Evaluation


Start:07/01/2014End:06/30/2015


ACTIONBUDGET: $

Total Budget: $0

Intervention: Implementation of required Academic Improvement Plan.

Scientific Based Research: DuFour, Richard. Whatever It Takes, National Education Service, 2004. EducationalLeadership, May 2004, vol. 61, number 8. Schools as Learning Communities.


Teachers will be consistent in thedevelopment of AIP’s to help improvethe disparity in subpopulations. CWT(Classroom Walk Through) will beconducted by principals forimplementation of math strategies andcurriculum frameworks during classroom(double blocking) instruction and tutoringsessions. Students’ openresponse/Landmark assessment folderswill be checked. Action Type: EquityAction Type: Program Evaluation


Start:07/01/2014End:06/30/2015


ACTION BUDGET: $

Assessments will be used to determinethe students level of proficiency coveringmath standards from the Common CoreState Standards. Formative: teachermade assignments; computer generatedassignments;released items.Summative: Landmarks; benchmarkreleased items; Buckledownassessments. Action Type: AIP/IRIAction Type: CollaborationAction Type: Program Evaluation

LaCreaciaPorchia,MathFacilitator

Start:07/01/2014End:06/30/2015

AdministrativeStaffDistrict StaffPerformanceAssessmentsTeachers

ACTION BUDGET: $

9/23/2015 ACSIP


AIPs will be developed by the MathCoach and teachers to fit eachindividuals needs to help improve thedisparity in subpopulations. Parents willbe informed of the individuals AIP andsign off on the plan. With parentalcontact, students will be enrolled in oneof the following: BenchmarkAcademy/Double Blocking (two periodsof intensive Math instruction for 6th, 7thand 8th grade nonproficient students);academic software assisted instruction;remediation (before/after school andSummer)to help students with their weakareas, especially as reflected onLandmark Assessments and OpenResponses. Although some of thesupplementary programs touch all of thestudents, the emphasis of thesupplementary programs is for studentswho did not score proficient on theBenchmark. The after/before schooltutoring, Summer School, doubleblocking, academic software assistedinstruction, and tutoring will be used tohelp close the gap of the subpopulationsof the All Students Group and theTargeted Achievment Gap group inmaking AMO. This is a part of the 3 yearplan. Action Type: AIP/IRIAction Type: EquityAction Type: Parental Engagement

SheliaGriffith andLindaHines,Counselors

Start:07/01/2014End:06/30/2015


ACTION BUDGET: $

Teachers including special education andALE teachers will be trained in theutilization of APEX Internet –basedresource, which can be used to enhanceAIP’s , to remediate nonproficientstudents, to improve testtaking skills,and to offer enrichment experiences.Students will have access to in the twocomputer labs to work on skilldeficiencies and enrichment. Action Type: AIP/IRIAction Type: EquityAction Type: Professional DevelopmentAction Type: Special Education


Start:07/01/2014End:06/30/2015

AdministrativeStaffComputers

ACTION BUDGET: $

During 20102011, CFSD applied andreceived an AAIMS Grant with purpose ofincreasing the number of studentsenrolled in PreAP courses and increasingthe number of students scoringproficient/advanced on the BenchmarkExam. Title IIA funds will be used to payregistration fees and stipends forteachers to attend training during offcontract time. Action Type: CollaborationAction Type: EquityAction Type: Professional Development


Start:07/01/2014End:06/30/2015

AdministrativeStaffOutsideConsultantsTeachersTeaching Aids

Title IIAEmployeeBenefits:

$1434.00

Title IIAEmployeeSalaries:

$4000.00

Title IIAPurchasedServices:

$2500.00

ACTIONBUDGET: $7934

Total Budget: $7934

Priority 4: Wellness

1. In 201314, BMI results for CFMS indicated for males that 51.2% were healthy or underweight,

9/23/2015 ACSIP


SupportingData:

12.4% were overweight, and 36.5% were obese. In 201314 BMI results for CFMS indicatedfor females that 44.3% were healthy or underweight, 22.8% were overweight, and 32.9%were obese. In 201213, BMI results for CFMS indicated for males that 44.2% were healthy orunderweight, 22.6% were overweight, and 32.2% were obese. In 201213 BMI results forCFMS indicated for females that 54% were healthy or underweight, 19.3 were overweight, and26.7% were obese. In 20112012 BMI results for CFMS indicated that 39.6% of the studentmale population was at risk of being overweight and 45.9% of the female student populationwas at risk of being overweight.

2. In 201314 School Health Index District data for Module 1 School Health and Safety Policiesand Environment 57% Module 2 Health Education 94% Module 3 Physical Education andOther Physical Activity Programs 86% Module 4 Nutrition Services 83% Module 8 Familyand Community Involvement 71% In 201213 School Health Index District data for Module 1 School Health and Safety Policies and Environment 84% Module 2 Health Education 78%Module 3 Physical Education and Other Physical Activity Programs 88% Module 4 NutritionServices 82% Module 8 Family and Community Involvement 72%

3. The average daily attendance for the 201314 school year was 94.2% Poverty Rate: 74.27%

Goal To improve the physical well being of all students through healthy nutrition and physical activity.

Benchmark Healthier BMI results will be evident by June 30, 2014. There will be a 1/2 % difference in the 20132014 BMI results indicating healthier lifestyles are being practiced.

Intervention: Intervention: Camden Fairview Middle School will implement a comprehensive wellness program.

Scientific Based Research: Scientific Based Research: Eat Well and Keep Moving(http://www.hsph.harvard.edu/nutritionsource/EWKM.html), EvidenceBased Approaches to Worksite Wellnessand Employee Health Promotion and Disease Prevention, North Carolina Institute of Medicine and Center forHealth Improvement, 2005. Food and Nutrition INformatin Center's (FNIC) web site athttp://www.nal.usda.gov/fnic/pubs and db.html. Clinical Pediatrics, 49(2): 6370. 2001. NAL Call Number: RJ1C55, Behavioral and cognitive status in schoolaged children with a history of failure to thrive during earlychildhood. R.A. Dykman, et al.


Funds

Students will receive nutrition/health informationthrough designated courses such as Health,Physical Education, and other courses across thecurriculum. Physical education and health teacherswill align their curriculum to the Frameworks inorder to improve the quality of physical educationand health related issues. Physical Education andHealth teachers will encourage students to stayinvolved in activities in order to promote a healthlifestyle. The School Nurse Supervisor and SouthCentral Service Coop nurse will provide inservice for the staff on health issues. Action Type: AlignmentAction Type: CollaborationAction Type: Professional DevelopmentAction Type: Wellness


Start:07/01/2014End:06/30/2015

AdministrativeStaffDistrict StaffTeachersTeaching Aids

ACTIONBUDGET: $

The school will implement a program that willrequire all students to participate in physicalactivity during the year. Students will be enrolledin designated courses or afterschoolprograms/activities. The staff will promotereduction of time students spend engaged insedentary activities such as watching televisionand playing video games. The staff will encouragedevelopment and participation in family oriented,communitybased physical activity programs suchas Boys’ and Girls’ Club, gyms, community sports,walkathons, etcAction Type: CollaborationAction Type: Parental EngagementAction Type: Wellness


Start:07/01/2014End:06/30/2015

CommunityLeadersTeachersTeaching Aids

ACTIONBUDGET: $

The school nurse will conduct BMI biannually onstudents grades 6 & 8. Results will beelectronically calculated by the State with resultsbeing sent to the school. Individual results will beprinted and mailed to parents and will include

Kristi Dean,DistrictNurseSupervisor

Start:07/01/2014End:06/30/2015

CommunityLeadersDistrict Staff

ACTIONBUDGET: $

9/23/2015 ACSIP


information about the possible health effects ofBMI, nutrition and physical activity. The schoolnurse will keep uptodate records ofimmunizations and other pertinent health issuesfor individual students. She will conduct vision,hearing, and scoliosis screenings. She will alsodispense medicine according to regulations. Theschool nurse and counselors will promote healthrelated campaigns such as Drug Awareness andStamp Out Smoking. Under the supervision of theschool nurse, community volunteers will presenthealthrelated programs such as Health andNutrition Awareness, Physical Fitness, and Drugsand Alcohol. The nurse will promote healthychoices by staff by providing information on healthissues including nutrition, stress management, andphysical activity. Safe and Drug Free School'sfunds will be used to purchase materials toaddress these issues.Action Type: CollaborationAction Type: Wellness

The school will implement Arkansas NutritionStandards of Act 1220 of 2003 to ensure healthy,nutritious meals for students. Food service staffwill receive appropriate professional developmentto maintain and foster proper nutritionalstandards. Currently, vending machines are notavailable to students. Fundraising at school will belimited to nonfood items. Teacher Advisors willconference students individually on thefree/reduced lunch application to improve accessto information about the program by all students. Action Type: AlignmentAction Type: Wellness

Etta Kelley,FoodServiceDirector

Start:07/01/2014End:06/30/2015


ACTIONBUDGET: $

During Parent/Teacher Conferences, physicaleducation teachers will include information aboutthe importance of nutrition and physical activityfor all students. Action Type: Parental EngagementAction Type: Wellness

CrissyKlober,PhysicalEducationDept. Chair

Start:07/01/2014End:06/30/2015

District StaffACTIONBUDGET: $

The effectiveness of the program will bedetermined by assessments: Formative: Principaland teacher observations, a review of BMI results,school nurse records, and revised lunch menus.Summative: healthier BMI Results. The collectionof data for 1314 indicates the necessity ofcontinuing BMI screenings, so students andparents will be aware of the student obesityissues. The Arkansas Prevention NeedsAssessment Survey for 20122013 indicates thefollowing: (1)90.4% of students are involved inactivities outside the classroom (2) Number ofstudents using alcohol and other drugs hasdecreased since the 201011 survey. (3)70% ofthe students feel safe. The staff will work toaddress issues of concern in order to raise thepercent to 100. Hannah Medical personnel presentgrowth and development classes during the schoolyear to 6th and 8th graders. Action Type: Program EvaluationAction Type: Wellness


Start:07/01/2014End:06/30/2015

AdministrativeStaffPerformanceAssessments

ACTIONBUDGET: $

Total Budget: $0

Priority 5: Implementing a Targeted Improvement Plan that will improve academic achievement in the schooland result in helping the school making AMO.

1. The CF Middle School has been designated as a Focus School. The status of the school isneeds improvement in literacy and math. 201314 The achievement gap between the All

9/23/2015 ACSIP


SupportingData:

Students Group and the Targeted Achievement Gap Group is 7.29%. 201213 Theachievement gap between the All Students Group and the Targeted Achievement Gap Group is6%. Middle School 3 year performance trend: Literacy All Students Group 62.01% TargetedAchievement Gap Group 56.30% Math All Students Group 56.25% Targeted AchievementGap Group 49.29% The lowest identified areas of weakness based on the 3 year trend analysis are Reading MCContent/OR Content and Writing Content/Style. Three year average of data collected for 20092011 in the areas of literacy and math showeda 31.22% gap between All Students Group and the Targeted Achievement Gap Group. In 20112012, 53% of the combined population in grades 68 scored proficient/advanced. In2012, 54% of students in grade 6, 56% of students in grade 7, and 50% of students in grade 8were proficient or advanced. In 2012, 93% of Algebra students scored proficient or advanced.

Goal The goal for Camden Fairview Middle School is to make AMO in the 20142015 school year in Mathand Literacy in both the All Students and Targeted Achievement Gap Groups.

BenchmarkBy the end of the 20142015 school year, the students will make sufficient growth in math andliteracy achievement to meet AMO goals for the All Students group and the Targeted AchievementGap group.

Benchmark

Camden Fairview Middle School will develop a plan to improve math and literacy scores of theTargeted Achievement Gap Group in order to close the achievement gap. By the end of the 201415school year, Camden Fairview Middle School will meet Annual Measureable Objective Goals for theTargeted Achievement Gap Group Students and the All Students Group. Interim Measureable Objectives (IMO) 201415 IMOs I. Change In Teacher Leader PracticeAll agendas and minutes will be in Indistar one week before leadership team meetings. The team willreview agenda and prior minutes to prepare for meetings. During PLCs, data will be reviewed and theuse and discussion of best instructional strategies, and discussion of curriculum alignmentdocuments. (Agenda, signin, and minutes) 100% of teachers will have completed ProfessionalGrowth Plans. The administrative team will review data from CWTs once a month. CWT schedule willbe developed and each team will conduct a minimum of 10 CWTs per week and upload data into theTeachscape system. Three focus areas to address with CWT data include: Baseline: Quarter 1 October, 2014 there will be a 5% increase in authentic and relevant lessons to 16% orabove as determined by CWT reports.Quarter 2 December, 2014 there will be a 5% increase in authentic and relevant lessons to 12% orabove as determined by CWT reports. Quarter 3 March, 2015 there will be a 5% increase in authenticand relevant lessons to 26% or above as determined by CWT reports. Quarter 4 May, 2015 there willbe a 5% increase in authentic and relevant lessons to 31% or above as determined by CWT reports. Quarter 1 October, 2014 there will be a 5% decrease in whole group instruction to 59% or below asdetermined by CWT reports.Quarter 2 December, 2014 there will be a 5% decrease in whole group instruction to 54% or belowas determined by CWT reports.Quarter 3 March, 2015 there will be a 5% decrease in whole group instruction to 49% or below asdetermined by CWT reports. Quarter 4 May, 2015 there will be a 5% decrease in whole group instruction to 44% or below asdetermined by CWT reports. Quarter 1 October, 2014 there will be a 5% increase in the use of handheld technology or realworldobjects to 7% or above as determined by CWT reports.Quarter 2 December, 2014 there will be a 5% increase in the use of handheld technology or realworld objects to 12% or above as determined by CWT reports.Quarter 3 March, 2015 there will be a 5% increase in the use of handheld technology or realworldobjects to 17% or above as determined by CWT reports. Quarter 4 May, 2015 there will be a 5% increase in the use of handheld technology or realworldobjects to 22% or above as determined by CWT reports.II. Student Progress and AchievementBaseline data: Absences Quarter 1 October, 2014, student absences will decrease by 5% each quarter when compared tothe previous year’s COGNOS reporting system.Quarter 2 December, 2014, student absences will decrease by 5% each quarter when compared tothe previous year’s COGNOS reporting system.Quarter 3 March, 2015, student absences will decrease by 5% each quarter when compared to theprevious year’s COGNOS reporting system.Quarter 4 May, 2015, student absences will decrease by 5% each quarter when compared to theprevious year’s COGNOS reporting system.Baseline data: Use TLI from 201314 to develop quarter targets. There will be a 5% increase for period 1, 2, 3, and

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4 Math CHANGES MAY NEED TO BE MADE TO DATA DEPENDING ON THE NUMBER OF MODULES Math – Grade 6 Quarter 1 – October, 2014 (MC 52.2 OR 38.4) Quarter 2 – December, 2014 (MC 57.5OR 57.6) Quarter 3 – March, 2015 (MC 42.9 OR 29.0) Quarter 4 – May, 2015 (MC 30 OR 42) Math – Grade 7 Quarter 1 – October, 2014 (MC 32.5 24.5 OR ) Quarter 2 – December, 2014 (MC 29.8OR 18.4 ) Quarter 3 – March, 2015 (MC 35 OR 30 ) Quarter 4 – May, 2015 (MC 30 OR 42 ) Math – Grade 8 Quarter 1 – October, 2014 (MC 37.0 OR 25.5) Quarter 2 – December, 2014 ( MC 34.5OR 22.9) Quarter 3 – March, 2015 (MC OR ) Quarter 4 – May, 2015 (MC OR ) Literacy – Grade 6 Quarter 1 – October, 2014 (MC 55.7 OR 14.4 ) Quarter 2 – December, 2014 (MC54.1 OR 46.3) Quarter 3 – March, 2015 (MC OR) Quarter 4 – May, 2015 (MC OR ) Literacy Grade 7Quarter 1 – October, 2014 (MC 63.1 OR 70.3) Quarter 2 – December, 2014 (MC 60.1 OR 55.8)Quarter 3 – March, 2015 (MC OR) Quarter 4 – May, 2015 (MC OR ) Literacy – Grade 8 Quarter 1 –October, 2014 (MC 41.0 39.4 OR ) Quarter 2 – December, 2014 (MC 58.6 OR 52.3 ) Quarter 3 –March, 2015 (MC OR) Quarter 4 – May, 2015 (MC OR ) III. Student Safety and DisciplineDiscipline committee will complete data analysis on discipline. The following three areas of concernwere identified and will decrease by 5% each quarter. Insubordination Quarter 1 – October, 2014 Total 63 Quarter 2 – December, 2014 Total 72 Quarter 3 – March, 2015 Total 109 Quarter 4 – May, 2015 Total 97 Bullying Quarter 1 – October, 2014 Total 0 Quarter 2 – December, 2014 Total 3 Quarter 3 – March, 2015 Total 0 Quarter 4 – May, 2015 Total 5 Fighting Quarter 1 – October, 2014 Total 5 Quarter 2 – December, 2014 Total 13 Quarter 3 – March, 2015 Total 8 Quarter 4 – May, 2015 Total 19 IV. Family and Community Engagement Increase parent involvement by 5% for attendance at parentteacher conferences.Fall 2013 Parent attendance Spring 2014 Parent attendanceCFMS will require five positive parental contacts per teacher each week as determined by parentcontact logs.

Benchmark SEE PRIORITY 6: SCHOLASTIC AUDIT FOR ADDITIONAL INTERVENTIONS AND ACTIONS TOADDRESS CLOSING THE ACHIEVEMENT GAP.

Intervention: Academic Performance: CFMS will continue TLI Landmark testing and using APEX as we transitionto Common Core.

Scientific Based Research: Rasinski, T.V. and N.D. Padak. Effective Reading Strategies: Teaching Children WhoFind Reading Difficult, Merrill/Prentice Hall, 1998. Rasinski, T.V. and N.D. Padak. From Phonics to Fluency:Effective Teaching of Decoding and Reading Fluency in the Elementary School, Longman,, 2001.SREB:Literacyacross the Curriculum, 1997, ASCD. Allen, Janet. Tools for Teaching Literacy in the Content Literacy, 2004,Stenhouse Publisher. Hirsch, E. D. (2006) The Knowledge Deficit. New York:Houghton Mifflin Harcourt. CommonCore.(2009) Why We're Behind: What Top Nations Teach Their Students but We Don't. Washington D. C.:Common Core.


At the beginning of the 20142015professional development inservice, the CFMS teachersclustered as grade level teams andanalyzed the AugmentedBenchmark Data 20132014 formath and literacy (item by item,percentage for every subpop,item/SLE connection). Theycollaborated and used flip charts torecord the results. They specificallylooked at the content clusters,analyzing where students werehaving the most difficulty. CFMSteachers will meet weekly by gradelevels throughout the year todiscuss and develop ways toensure mastery for all students ofthe focus goals for math and


Start:07/01/2014End:06/30/2015


ACTION BUDGET: $

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literacy with emphasis ongenerating improvementstrategies; sharing what is working,such as measurable breakthroughsin student learning; andimplementing successful researchbased strategies. Barbara Brownand Ruby Payne strategies will beused to address the needs of thesubpops. Teachers will developsemester exams to match theassessment format of theAugmented Benchmark Exam toachieve the desired outcomes formaking AMO. This is a part of the 3year plan.Action Type: AlignmentAction Type: CollaborationAction Type: EquityAction Type: ProfessionalDevelopment

All teachers will spend time aligningthe curriculum using the CommonCore State Standards anddeveloping pacing guides. Teacherswill do the following: createinterdisciplinary studies/projects;align crosscurricular lesson plans;have weekly team meetings tocontinue their vertical andhorizontal alignment; disaggregatedata from Landmarks to designremediation classes for thosestudents who are not at proficientlevel.Action Type: AlignmentAction Type: Collaboration


Start:07/01/2014End:06/30/2015


ACTION BUDGET: $

The Learning Institute program willbe continued , which is a CoreReading program in which allstudents read selected ongradelevel texts that address the SLE’s.The Core Reading Guides includehigher order questioning andthinking activities with discussionand writing. The works represent aclear vertical progression of coreconcepts and knowledge. Theguides provide critical information(an essential question, vocabulary,teaching points, assessmentoptions, essay prompt) and supportfor teachers. These guides alsoserve as a focus of contentspecificprofessional development. Thisprogram should improve ReadingMC Practical/OR Literary andContent and Writing Content/Stylefor all students including allsubpops. The math and literacyprograms will continue toparticipate in The Learning Instituteconsortium to provide assessmentsthat are aligned to the Arkansasframeworks. Once data has beenreceived for Literacy and Mathassessments, team meetings willbe held to analyze and determinedeficient areas by teacher, class

Leslie Mayo,SpecialProgramsCoordinator

Start:07/01/2014End:06/30/2015

District StaffOutsideConsultantsTeachers

ACTION BUDGET: $

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period and individual student tobrainstorm for improvement andcorrective actions. The faculty willcontinue this discussion duringweekly meetings. Afterschoolmeetings will be held if necessary.Dates and times for weeklyimprovement meetings are set forthe school year to protect themfrom any outside interference.Academic coaches will provide adetailed list of SLE deficient areasper Landmark test for each studentto classified/certified staff who willwork with and oversee remediationof individual students on theirareas of need through a variety ofstrategies including computersoftware, small group instruction,individual instruction and handsonactivities. Department chairs will beselected to meet monthly with theirdepartment for collaboration onstudent achievement topics:assessments, instruction,remediation, and reflection of whatis/is not working. Math andLanguage Arts teachers will attendTLI workshops throughout the yearto improve instruction and raisestudent achievement. Workshoptopics include Released Items,Writing/Scoring Open Response,Writing Domains, Rhetorical Modes,and Core Reading (10.D.6).Teachers who attend TLIworkshops will present informationto their subjectmatter colleaguesduring team meetings. Action Type: AlignmentAction Type: CollaborationAction Type: EquityAction Type: ProfessionalDevelopment

The effectiveness of TLI ReadingCore and standards based mathwill be determined by assessments.Formative: Literacy assessments,Math assessments, Literacy andMath Landmark assessments, andCWT. Summative: AugmentedBenchmark Exams and ITBS. Action Type: Program Evaluation


Start:07/01/2014End:06/30/2015


ACTION BUDGET: $

Students will be enrolled in one ofthe following: BenchmarkAcademy/double blocking (twoperiods of intensive literacy and/ormath instruction for 6th, 7th and8th grade nonproficient students);academic software assistedinstruction ; remediation(before/after school) to helpstudents with their weak areas,especially as reflected onLandmark Assessments andessays/other writings. NSLA fundswill be used to pay for the period ofintensive instruction forremediation in Math (T. Lindsey, J.


Start:07/01/2014End:06/30/2015

AdministrativeStaffComputersPerformanceAssessmentsTeachers


$26506.00


$105212.00


$2000.00

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Horn, K. Lilienthal, K. Belin .125FTE, N. Seals, M. Furlow, and G.Davis .0625 FTE; Ellis and S.Hofgesang .25 FTE; King .38 FTE;and Jackson .12 FTE) NSLA fundswill be used to employ aninstructional assistant to work with'at risk' students in Math(SharonFrazier FTE .50) in collaborationwith Camden Fairview MiddleSchool teachers. This expandedinstruction time will help thesubpopulations of Students withDisabilities, African American,Caucasians, EconomicallyDisadvantaged, as well ascombined population, scoreproficient/advanced. NSLA fundswill be used to purchase materialsand supplies and pay forsubstitutes. The effectiveness willbe measured by administering asummative pre and post test,monitoring students TLIassessment scores, comparing theprevious augmented benchmarkscore to the current year. Therewas a 16% increase in math forstudents makingproficient/advanced on thebenchmark exam from attendingthe benchmark class. There was a5% increase in math for studentsmaking proficient/advanced on thebenchmark exam from attendinglate bus enrichment. There was a9% increase in math for studentsmaking proficient/advanced on thebenchmark exam from attendingenrichment classes. There was an8% increase in math for studentsmaking proficient/advanced on thebenchmark exam from attendingafter school tutoring.Action Type: AIP/IRIAction Type: EquityAction Type: Program Evaluation


Content teachers will continue toselect one nonproficient studentbased on the students previousyear Benchmark Score from eachclass period to mentor. Action Type: AIP/IRIAction Type: CollaborationAction Type: Program Evaluation

AssistantPrincipal,Juanita Mitchell

Start:07/01/2014End:06/30/2015

PerformanceAssessmentsTeachers

ACTION BUDGET: $

APEX will be utilized in thebenchmark classes, Apex studyhall, and enrichment classrooms.APEX is aligned with the ArkansasFrameworks, can be used asdiagnostic tool to remediatestudents, allows for individualizedinstruction, and addresses higherlevels of Bloom's Taxonomy. Theuse of the APEX program willdifferentiate intruction to meet theneeds of all students.Action Type: AIP/IRIAction Type: Alignment

SharonFrazier,Computer LabDirector

Start:07/01/2014End:06/30/2015

ComputersPerformanceAssessmentsTeachers

ACTION BUDGET: $

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Action Type: EquityAction Type: Technology Inclusion

Research studies reveal that timespent reading books is the singlebest predictor of academicachievement; therefore, all CFMSstudents will participate in STARReading/Accelerated Reader toimprove reading and academicachievement. Students will test fortheir ZPD (Zone of ProximalDevelopment represents the levelof difficulty that is neither too hardnor too easy, the level at whichoptimal learning takes place),check out books in the ZPD, readat least one book a month, AR teston the books read, take AR booksto every class so they can readduring any available time. DuringEnglish classes, teachers willdevelop a schedule for AR readingso students can becomeaccustomed to daily reading andhaving a book to read with them atall times. The schedule will varywith individual teachers. Studentswill STAR Test three times(August,January, May), and teachers willuse results to monitor progress andprovide guidance. The teachersreceived a one day training aboutthe program. The effectiveness ofthe program will be determined byresults of STAR Tests, IOWA, andAugmented Literacy Exams. This isa part of our 3 year plan.Action Type: Parental EngagementAction Type: Technology Inclusion

Gladys Easter,LiteracyFacilitator

Start:07/01/2014End:06/30/2015

District StaffACTION BUDGET: $

Benchmark Boost 6 teachers @ 1.5hours for 6 days) (Before School3 teachers @3/4 hours for 125days) (After School 6 [email protected] hours for 35 days (Tue &Th) Late BusEnrichment/computer lab 150days. Materials & Supplies will bepurchased to support the program.Action Type: AlignmentAction Type: Equity


Start:07/01/2014End:06/30/2015


NSLA(State281) Materials &Supplies:

$1000.00


$866.00


$4000.00

ACTIONBUDGET: $5866

NSLA funds will be used to pay forthe period of intensive instructionfor remediation in literacy(FTE1.125) and Math (.875). NSLAfunds will be used to employ aninstructional assistant to work with'at risk' students in Literacy andMath (.50FTE) in collaboration withCamden Fairview Middle Schoolteachers. ( FTE .875). (Horn,Lilienthal, Seals, Furlow, Davis,Frazier, Braswell, Lindsey). Thisexpanded instruction time will help


Start:07/01/2014End:06/30/2015


ACTION BUDGET: $

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the subpopulations of Students withDisabilities, African American,Caucasians, EconomicallyDisadvantaged, as well ascombined population, scoreproficient/advanced. NSLA fundswill be used to purchase materialsand supplies and pay forsubstitutes. The effectiveness willbe measured by administering asummative pre and post test,monitoring students TLIassessment scores, comparing theprevious augmented benchmarkscore to the current year. Therewas a 52% increase in literacy forstudents makingproficient/advanced on thebenchmark exam from attendingthe benchmark class. There was a14% increase in literacy forstudents makingproficient/advanced on thebenchmark exam from attendinglate bus enrichment. There was a9% increase in literacy for studentsmaking proficient/advanced on thebenchmark exam from attendingenrichment classes. There was a20% increase in literacy forstudents makingproficient/advanced on thebenchmark exam from attendingafter school tutoring.Action Type: AlignmentAction Type: Equity

NSLA funds will be used to hire anoutside provider to provideresearch based professionaldevelopment to district literacy andmath/science specialists and focusteachers during curriculum andinstruction team meetings, focusschool meetings, and professionallearning community meetings.Professional development will beprovided in data analysis. Resultsfrom data disaggregation will beused to meet the specific needs ofstudents, address gaps, andimplement intervention plans toincrease academic achievement inall students with a focus onstudents in the targetedachievement gap group.Professional development andsupport will be provided on aquarterly basis to ensure teachersare using data and progressmonitoring to differentiate andadjust instruction. Action Type: AlignmentAction Type: CollaborationAction Type: EquityAction Type: ProfessionalDevelopment

Robert Davis,Superintendent

Start:07/01/2014End:06/30/2015

AdministrativeStaffOutsideConsultantsPerformanceAssessmentsTeachers

NSLA(State281)PurchasedServices:

$11500.00


Total Budget: $151084

Intervention: Learning Environment: Leadership Team Training and Development for all Faculty Members

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Scientific Based Research: Killion, Joellen and Cindy Harrison. Taking the Lead, Nation Staff DevelopmentCouncil, 2006. Knight, Jim. Instructional Coaching: A Partnership Approach To Improving Instruction, CorwinPress, 2007.


Funds

Staff members will learn strategies for effectiveprofessional development with entire facultyincluding the following: 1. Effective analysis ofdata.(Members of the leadership team will attendtraining on root cause analysis) 2. Included allteachers/staff and community representatives inrich conversations for development of ACSIP. 3.Used surveys to determine professionaldevelopment needs. The school is buildingleadership capacity and improving studentachievement by assigning department chairs,meeting weekly with all staff, and analyzing data.This is a part of the 3 year plan.Action Type: CollaborationAction Type: Professional Development


Start:07/01/2014End:06/30/2015


ACTIONBUDGET: $

Math and Literacy teachers, academic facilitators,principal, and parents will collaborate in thedevelopment of the AIP’s. Teachers of studentswith AIPs will monitor student performance onformative assessments throughout the year. Action Type: AIP/IRIAction Type: CollaborationAction Type: Parental EngagementAction Type: Special Education

LaCreaciaPorchia andGladysEaster,InstructionalFacilitators

Start:07/01/2014End:06/30/2015


ACTIONBUDGET: $

CFMS will continue to employ a literacy and amath coach to mentor teachers and staff toimplement, support, train, and coordinateactivities involving literacy/math strategies andcurriculum alignment. Pathwise and additionalprocedures such as assigning buddy teachers tomentor novice and veteran teachers new to CFMSwill provide support as they become a part of theteaching and learning culture of CFMS. Academiccoaches will attend SCSC/ADE instructionalfacilitating professional learning 20122013. Mathcoach will attend Math Instructional Facilitatortraining for alignment, assessment, datadisaggregation, adult learning research, and bestpractices. The literacy coach will attendInstructional Facilitator training, CWT training, TLIworkshops with classroom teachers forinstructional strategies/best practices, datadisaggregation, alignment, and assessment. Action Type: CollaborationAction Type: Professional Development


Start:07/01/2014End:06/30/2015

AdministrativeStaffCentral OfficeTeachers

ACTIONBUDGET: $

Staff members with assistance of the principal willdevelop individual professional developmentgrowth plans. Action Type: Professional Development


Start:07/01/2014End:06/30/2015


ACTIONBUDGET: $

The effectiveness of the program will bedetermined by assessments: Formative: Signinsheets, agendas, and minutes for meetings;teacher documentation of activeinvolvement/understanding/implementation ofACSIP; lesson plans that include “weak ” SLE’s inareas other than literacy and math; CWT;individual professional growth plans; CapacityBuilding, student work will be examined at followup trainings. Summative: Teacher evaluationsheet for ACSIP at end of year should indicateperception of faculty concerning PLC;ACTAAP/Augmented Benchmark scores, resulting


Start:07/01/2014End:06/30/2015

AdministrativeStaffDistrict StaffOutsideConsultantsTeachers

ACTIONBUDGET: $

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in AYP; teacher /principal conference withprincipal signature of completion; CapacityBuilding in school visits will be conducted by theADE specialist associated with the CapacityBuilding program. Action Type: Program Evaluation

CFMS has a building leadership team comprisedof Principal, Literacy/Math facilitators, DistrictSpecial Programs/School ImprovementCoordinator, District Literacy/Math Specialists,LEA Supervisor, SCSC Literacy Specialist, ADEMath Specialist, and CFMS Leadership Teammembers. The BLT will meet at least oncemonthly to analyze currect practices and todetermine areas to address for improving studentachievement. During 20132014, the team leadthe staff in continuing to assess current practicesby analyzing all test and CWT data in an effort toimprove student achievement.Action Type: CollaborationAction Type: Program Evaluation


Start:07/01/2014End:06/30/2015


ACTIONBUDGET: $

Total Budget: $0

Intervention: Efficiency: CFMS will reorganize the daily schedule.

Scientific Based Research: Merenbloom, Elliott Y. and Barbara A. Kalina, Making Creative Schedules That WorkIn MIddle and High Schools, Corwin Press, 2006. Young, Gene. Meeting Students' Needs With an EightPeriodDay, ERIC Article Number EJ347879, Rural Educator, v8 n1 p2225 Fall 1986.


The schedule will continue with 8 periods aday to lower teacherstudent ratio toprovide more oneonone and small groupinstruction to meet the needs of allstudents. With this schedule, all studentsperforming below proficient on theBenchmark will receive remediation in a(double blocking) “Benchmark class.”Before and after school remediation willcontinue. This is a part of our 3 year plan.Action Type: Equity


Start:07/01/2014End:06/30/2015


ACTIONBUDGET: $

The literacy academic facilitator will beattending CWT training. The principal willprovide CWT data from observations tothe staff and individual teachers and willuse CWT data to develop futureprofessional development. The principalwill also attend the AAEA SummerConference, ASCD, monthly SCSCprincipals’ meeting. This is a part of the 3year plan. Action Type: CollaborationAction Type: Professional DevelopmentAction Type: Technology Inclusion


Start:07/01/2014End:06/30/2015



$400.00

ACTIONBUDGET: $400

The effectiveness of the program will bedetermined by assessments: Formative:Landmark assessments, CWT.Summative: ACTAAP/AugmentedBenchmark scores, resulting in meetingAMO. During 20142015 Benchmarkteachers will keep results of Landmarksfor parent conferences and for datapurposes. Any special academic activitiesto increase student achievement will bedocumented to analyze interventions thatare successful. Although the CFMSstudents did not make AMO, the resultsshow that the students scale scores are


Start:07/01/2014End:06/30/2015

AdministrativeStaff ACTION

BUDGET: $

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improving and that the programevaluation for before and after schooltutoring needs to be continued. Action Type: Program Evaluation

Total Budget: $400

Priority 6:The Goal for Camden Fairview Middle School is to comply with the findings of the 20102011Scholastic Audit and make the necessary changes to ensure that we will improve on our overallschool performance.

SupportingData:

1. Curriculum Performance: Based on interviews conducted by Scholastic Audit Team membersand their inspection of pertinent documents and materials, it concluded that in Standard 1there were 5 indicators (71%) evaluated as Evaluation Category 1," 2 indicators (29%)evaluated as "Evaluation Category 2", 0 indicators (0%) evaluated as "Evaluation Category 3,"0 indicators (0%) evaluated as "Evaluation Category 4." Performance Ratings: 2,1

2. Academic Performance: (Classroom Evluation/Assessment) Based on interviews conducted byScholastic Audit Team members and their inspection of pertinent documents and materials, itconcluded that in Standard 2 there were 7 indicators (87%) evaluated as Evaluation Category1," 1 indicators (13%) evaluated as "Evaluation Category 2", 0 indicators (0%) evaluated as"Evaluation Category 3," 0 indicators (0%) evaluated as "Evaluation Category 4." PerformanceRatings: 2,1

3. Academic Performance: (Instruction) Based on interviews conducted by Scholastic Audit Teammembers and their inspection of pertinent documents and materials, it concluded that inStandard 3 there were 8 indicators (100%) evaluated as Evaluation Category 1," 0 indicators(0%) evaluated as "Evaluation Category 2", 0 indicators (0%) evaluated as "EvaluationCategory 3," 0 indicators (0%) evaluated as "Evaluation Category 4." Performance Ratings: 1

4. Learning Environment Performance: (School Culture) Based on interviews conducted byScholastic Audit Team members and their inspection of pertinent documents and materials, itconcluded that in Standard 4 there were 8 indicators (73%) evaluated as Evaluation Category1," 3 indicators (27%) evaluated as "Evaluation Category 2", 0 indicators (0%) evaluated as"Evaluation Category 3," 0 indicators (0%) evaluated as "Evaluation Category 4." PerformanceRatings: 2,1

5. Learning Environment Performance: (Student, Family and Community Support) Based oninterviews conducted by Scholastic Audit Team members and their inspection of pertinentdocuments and materials, it concluded that in Standard 5 there were 1 indicators (20%)evaluated as Evaluation Category 1," 3 indicators (60%) evaluated as "Evaluation Category2", 1 indicators (20%) evaluated as "Evaluation Category 3," 0 indicators (0%) evaluated as"Evaluation Category 4." Performance Ratings: 3,2,1

6. Learning Environment Performance: (Professional Growth, Development, and Evaluation)Based on interviews conducted by Scholastic Audit Team members and their inspection ofpertinent documents and materials, it concluded that in Standard 6 there were 9 indicators(75%) evaluated as Evaluation Category 1," 3 indicators (25%) evaluated as "EvaluationCategory 2", 0 indicators (0%) evaluated as "Evaluation Category 3," 0 indicators (0%)evaluated as "Evaluation Category 4." Performance Ratings: 2,1

7. Efficiency Performance: (Leadership) Based on interviews conducted by Scholastic Audit Teammembers and their inspection of pertinent documents and materials, it concluded that inStandard 7 there were 8 indicators (73%) evaluated as Evaluation Category 1," 3 indicators(27%) evaluated as "Evaluation Category 2", 0 indicators (0%) evaluated as "EvaluationCategory 3," 0 indicators (0%) evaluated as "Evaluation Category 4." Performance Ratings:2,1

8. Efficiency Performance: (School Organization and Fiscal Resources) Based on interviewsconducted by Scholastic Audit Team members and their inspection of pertinent documents andmaterials, it concluded that in Standard 8 there were 5 indicators (50%) evaluated asEvaluation Category 1," 5 indicators (50%) evaluated as "Evaluation Category 2", 0 indicators(0%) evaluated as "Evaluation Category 3," 0 indicators (0%) evaluated as "EvaluationCategory 4." Performance Ratings: 2,1

9. Efficiency Performance: (Comprehensive and Effective Planning) Based on interviewsconducted by Scholastic Audit Team members and their inspection of pertinent documents andmaterials, it concluded that in Standard 9 there were 9 indicators (56%) evaluated asEvaluation Category 1," 7 indicators (44%) evaluated as "Evaluation Category 2", 0 indicators(0%) evaluated as "Evaluation Category 3," 0 indicators (0%) evaluated as "EvaluationCategory 4." Performance Ratings: 2,1

Goal The Camden Fairview Middle School will address the deficiencies identified by the Scholastic Audit topromote the learning needs of all students.

Benchmark

The Camden Fairview Middle School will address deficient areas that focus on curriculum alignment,diffrentiated instruction and parental involvement. By the end of the academic year there will be anincrease in summative and formative scores and anecdotal evidence as documentation to ensure that

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we will improve on our overall school performance.

Intervention: The Camden Fairview Middles School administrative staff and academic coaches will monitor andimplement effective and varied instructional strategies ensuring an increase with instructional performances.

Scientific Based Research: Smart Step Literacy Lab and Step Up to Writing; ADE, Harding University MidLevelLiteracy Professor Ken Stamatis, SCSC Literacy Specialist, Step Up to Writing: Atwell, Nancy (1998) In theMiddle; Fountas & Pinnell (2001) Guided Readers and Writers Grades 36; Education Trust (1998) GoodTeaching Matters: How Well Qualified Teachers Can Close the Gap, Thinking K16, Building AcademicVocabulary: Marzano & Pickering (2005).National Research Council (2002) Minority Students in Special andGifted Education. Committee on Minority Representation in Special Education., M. Suzanne Donovan andChristopher Cross, editors. Division of Behavioral and Social Sciences and Education. Washington D.C.; NationalAcademy Press. "Panel Outlines Strategy for Raising Minority Achievement", Devra Viadero, Education Week,October 6, 2004, vol. 24, number 6, page 10. "Reducing the Disproportionate Representation of MinorityStudents in Special Education", Jane Burnette, ERIC/OSEP Digest #E566, March 1998. Highly EffectiveQuestioning, G. Ivan Hannel, J.D, Lee Hannel, Ph.D.; The AP Vertical Teams Guide for Mathematics andStatistics; Tools for Teaching, Fred Jones


Funds

The principal, assistant principal, dean ofstudents, and academic coaches will monitor allclassrooms to determine the use of researchbased instructional strategies: EffectiveQuestioning, Exit Slips, and Open Responsequestioning (3.1a,3.1c) This is a part of the 3year plan.Action Type: ADE Scholastic AuditAction Type: Program Evaluation

AdministrativeTeam

Start:07/01/2014End:06/30/2015

AdministrativeStaffComputersDistrict Staff

ACTIONBUDGET: $

All students will be actively engaged inresearchbased, best practice learningexperiences.(3.1a,3.1c) This is a part of the 3year plan.Action Type: ADE Scholastic AuditAction Type: CollaborationAction Type: EquityAction Type: Professional Development

CFMSFaculty/Staff

Start:07/01/2014End:06/30/2015

AdministrativeStaffComputersTeachers

ACTIONBUDGET: $

Academic Coaches will create a schedule toinsure that time is spent in all classrooms. Theacademic coaches will model instructionalstrategies dealing with effective questioningtechniques and the use of exit slips, observeteachers’ lessons, and conference with teachersregarding instructional practices and theirimpact on student achievement.(3.1a,3.1c) Thisis a part of the 3 year plan.Action Type: ADE Scholastic AuditAction Type: CollaborationAction Type: Professional Development

LaCreaciaPorchia, MathFacilitator;GladysEaster,LiteracyFacilitator

Start:07/01/2014End:06/30/2015


ACTIONBUDGET: $

Academic Coaches will spend sufficient time inthe classrooms coaching teachers.(3.1a,3.1c) Action Type: ADE Scholastic AuditAction Type: CollaborationAction Type: Professional Development

LaCreaciaPorchia, MathFacilitator;Gladys Eater,LiteracyFacilitator

Start:07/01/2014End:06/30/2015


ACTIONBUDGET: $

Following classroom observations, schoolleadership will provide immediate, specific,meaningful feedback to teachers for improvinginstructional practices.(3.1a,3.1c)This is a partof the 3 year plan.Action Type: ADE Scholastic AuditAction Type: CollaborationAction Type: Professional Development


Start:07/01/2014End:06/30/2015


ACTIONBUDGET: $

The principal and assistant principal will conductweekly observations of instructional staff andprovide meaningful feedback that focuses oninstructional and assessment practices dealingwith effective questioning techniques and theuse of exit slips observed in each teacher’s


Start:07/01/2014End:06/30/2015


ACTIONBUDGET: $

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classroom.(3.1a,3.1c) This is a part of the 3year plan. Action Type: ADE Scholastic AuditAction Type: CollaborationAction Type: Professional Development

During a preschool workday the staff analyzedthe implementation of the Scholastic Auditactions. The staff felt that teachers usedinstruction time more effectively; the curriculumwas connected to the outside world;announcements during class time decreased;the lesson plan system was effective; career inthe classroom was implemented; and teachersused instructional materials and resouceseffectively. The staff felt that common planningtime; the use of exit slips; objectives on theboard; more specific feedback fromadministration and academic coaches; andhigher order thinking and student engagementshould be improved.Action Type: ADE Scholastic AuditAction Type: AlignmentAction Type: CollaborationAction Type: Program Evaluation


Start:07/01/2014End:06/30/2015


ACTIONBUDGET: $

Professional development on the use of rubricsand classroom management will be continuedduring the 201415 school year.Action Type: ADE Scholastic AuditAction Type: Professional Development


Start:07/01/2014End:06/30/2015


ACTIONBUDGET: $

Total Budget: $0

Intervention: The Camden Fairview Middle School will promote parental involvement and increase school prideand spirit.

Scientific Based Research: Smart Step Literacy Lab and Step Up to Writing; ADE, Harding University MidLevelLiteracy Professor Ken Stamatis, SCSC Literacy Specialist, Step Up to Writing: Atwell, Nancy (1998) In theMiddle; Fountas & Pinnell (2001) Guided Readers and Writers Grades 36; Education Trust (1998) GoodTeaching Matters: How Well Qualified Teachers Can Close the Gap, Thinking K16, Building AcademicVocabulary: Marzano & Pickering (2005).National Research Council (2002) Minority Students in Special andGifted Education. Committee on Minority Representation in Special Education., M. Suzanne Donovan andChristopher Cross, editors. Division of Behavioral and Social Sciences and Education. Washington D.C.; NationalAcademy Press. "Panel Outlines Strategy for Raising Minority Achievement", Devra Viadero, Education Week,October 6, 2004, vol. 24, number 6, page 10. "Reducing the Disproportionate Representation of MinorityStudents in Special Education", Jane Burnette, ERIC/OSEP Digest #E566, March 1998.Highly EffectiveQuestioning, G. Ivan Hannel, J.D, Lee Hannel, Ph.D.; The AP Vertical Teams Guide for Mathematics andStatistics; Tools for Teaching, Fred Jones


Funds

Teachers will contact a minimum of fiveparents/guardians per week to share positiveinformation regarding academics and behavioralprogress of the student(s). Teachers will keep acontact log (phone, email, letters/postcards, facetoface) that will be monitored by schoolleadership. (4.1g,4.1h) This is a part of the 3year plan. The faculty/staff felt that this actionhad been the most rewarding and successful andhad changed the school environment. This will becontinued for 201415 school year. Thefaculty/staff will also have a committee workingto have a parent night to increase the parentinvolvement at the school.Action Type: ADE Scholastic AuditAction Type: Parental EngagementAction Type: Program Evaluation

CFMSFaculty/Staff

Start:07/01/2014End:06/30/2015

ComputersTeachers ACTION

BUDGET: $

The faculty/staff will communicate and haveregular contact with parents/guardians.(4.1g,4.1h) This is a part of the 3 year plan.

CFMSFaculty/Staff

Start:07/01/2014End:

AdministrativeStaff ACTION $

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Action Type: ADE Scholastic AuditAction Type: Parental Engagement

06/30/2015 ComputersTeachers

BUDGET:

The parent facilitator will organize meaningfultraining for staff and parents promoting anenvironment to ensure an increase in parentalparticipation within the school.(4.1g,4.1h,4.1i)This is a part of the 3 year plan.Action Type: ADE Scholastic AuditAction Type: Parental Engagement

JuanitaMitchell,AssistantPrincipal

Start:07/01/2014End:06/30/2015


ACTIONBUDGET: $

In order to faciliate better and more productivecommunication and increase the involvment ofthe community and parents, the school willdevelop a survey to be given to parents to findareas that the school should focus on to increasecommunity/parent involvement and support. Theschool will also review attendance at parentmeetings and conferences as an evaluation tool.(5.1a,5.1c)This is a part of the 3 year plan. Action Type: ADE Scholastic AuditAction Type: Parental Engagement

AndreToney,Principal;JuanitaMitchell,AssistantPrincipal

Start:07/01/2014End:06/30/2015


ACTIONBUDGET: $

Total Budget: $0

Intervention: Teachers will utilize multiple evaluation and assessment strategies to continuously monitor andmodify instruction to address learning needs of all students

Scientific Based Research: Smart Step Literacy Lab and Step Up to Writing; ADE, Harding University MidLevelLiteracy Professor Ken Stamatis, SCSC Literacy Specialist, Step Up to Writing: Atwell, Nancy (1998) In theMiddle; Fountas & Pinnell (2001) Guided Readers and Writers Grades 36; Education Trust (1998) GoodTeaching Matters: How Well Qualified Teachers Can Close the Gap, Thinking K16, Building AcademicVocabulary: Marzano & Pickering (2005).National Research Council (2002) Minority Students in Special andGifted Education. Committee on Minority Representation in Special Education., M. Suzanne Donovan andChristopher Cross, editors. Division of Behavioral and Social Sciences and Education. Washington D.C.; NationalAcademy Press. "Panel Outlines Strategy for Raising Minority Achievement", Devra Viadero, Education Week,October 6, 2004, vol. 24, number 6, page 10. "Reducing the Disproportionate Representation of MinorityStudents in Special Education", Jane Burnette, ERIC/OSEP Digest #E566, March 1998.Highly EffectiveQuestioning, G. Ivan Hannel, J.D, Lee Hannel, Ph.D.; The AP Vertical Teams Guide for Mathematics andStatistics;Tools for Teaching, Fred Jones


Funds

Faculty will use technology tools to collect, analyzeand interpret data (student performance and otherdata) for instructional planning and to faciliatecommunications with parents. Faculty will receivethe appropriate training in order to use thetechnology tools effectively. (3.1e,3.1h) For the201415 school year, technology will be utilizedmore often and more effectively. The staff willidentify the professional development and trainingthat would increase student achievement.Action Type: ADE Scholastic AuditAction Type: CollaborationAction Type: EquityAction Type: Parental EngagementAction Type: Program Evaluation

AndreToney,Principal;JuanitaMitchell,AssistantPrincipal

Start:07/01/2014End:06/30/2015


ACTIONBUDGET: $

Faculty members will use formative andsummative test designed to provide feedback onthe students learning for instructional purposesand to identify curriculum gaps.(2.1d, 2.1e) This isa part of the 3 year plan. For the 201314 schoolyear the faculty will use assessments to guideinstruction and identify gaps more effectively.Action Type: ADE Scholastic AuditAction Type: CollaborationAction Type: Parental Engagement

FacultyMembers

Start:07/01/2014End:06/30/2015


ACTIONBUDGET: $

Total Budget: $0

Intervention: The Camden Fairview Middle School Leadership will promote opportunities for professional growth

9/23/2015 ACSIP


through varied evaluation processes.

Scientific Based Research: Smart Step Literacy Lab and Step Up to Writing; ADE, Harding University MidLevelLiteracy Professor Ken Stamatis, SCSC Literacy Specialist, Step Up to Writing: Atwell, Nancy (1998) In theMiddle; Fountas & Pinnell (2001) Guided Readers and Writers Grades 36; Education Trust (1998) GoodTeaching Matters: How Well Qualified Teachers Can Close the Gap, Thinking K16, Building AcademicVocabulary: Marzano & Pickering (2005).National Research Council (2002) Minority Students in Special andGifted Education. Committee on Minority Representation in Special Education., M. Suzanne Donovan andChristopher Cross, editors. Division of Behavioral and Social Sciences and Education. Washington D.C.; NationalAcademy Press. "Panel Outlines Strategy for Raising Minority Achievement", Devra Viadero, Education Week,October 6, 2004, vol. 24, number 6, page 10. "Reducing the Disproportionate Representation of MinorityStudents in Special Education", Jane Burnette, ERIC/OSEP Digest #E566, March 1998.Highly EffectiveQuestioning, G. Ivan Hannel, J.D, Lee Hannel, Ph.D.; The AP Vertical Teams Guide for Mathematics andStatistics;Tools for Teaching, Fred Jones


Funds

Each faculty member at Camden Fairview MiddleSchool will have support for their longtermprofessional growth with ongoing and jobembedded professional development throughoutthe 20132014 school year.(6.1a,6.1e) This is apart of the 3 year plan.Action Type: ADE Scholastic AuditAction Type: Professional Development


Start:07/01/2014End:06/30/2015


ACTIONBUDGET: $

Camden Fairview Middle School Leadership willuse evaluation tools as well as the teachersIndividual Growth Plan to provide teachers withsuggestions on changes for behavioral andinstructional practices to improve staff proficiency.Individual Growth Plans will be on file.(6.2c,6.2f)This is a part of the 3 year plan.Action Type: ADE Scholastic AuditAction Type: Professional Development


Start:07/01/2014End:06/30/2015


ACTIONBUDGET: $

Total Budget: $0

Planning Team

Classification Name Position CommitteeClassroom Teacher Adam Leatherwood Science Math

Classroom Teacher Alonzo Bennett Science Math

Classroom Teacher Angela Avery Business Literacy & Restructuring

Classroom Teacher Billy Braswell Literacy Literacy

Classroom Teacher Bobby Evins Health/Athletics Wellness

Classroom Teacher Callie Langley Band Math

Classroom Teacher Chris Coker Athletics Math

Classroom Teacher Desheka Christopher Business/Athletics Wellness

Classroom Teacher Donna Devereux Special Needs Literacy

Classroom Teacher Donna Dorris Social Studies Literacy

Classroom Teacher Gerald Koonce Science Math

Classroom Teacher Greta Davis Literacy Literacy & Restructuring

Classroom Teacher Jamie Strong Business Math

Classroom Teacher John Jackson Athletics Wellness

Classroom Teacher Joseph Mendi Foreign Language Literacy

Classroom Teacher Joyce Horn Social Studies Literacy

Classroom Teacher Judith Smith Teacher of Record Literacy

Classroom Teacher Julie McLelland Health/Athletics Wellness

Classroom Teacher June Rogers Music Math

Classroom Teacher Kaitlin Lilienthal Literacy Literacy

Classroom Teacher Kimberly Finney Literacy Literacy

Classroom Teacher Krista Belin Literacy Literacy

Classroom Teacher Kristen Elliott Art Math

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Classroom Teacher Laquisha Messer Literacy LiteracyClassroom Teacher Lisa Parker Math Math

Classroom Teacher Lyn Jackson Math Math

Classroom Teacher Marilyn Johnson Special Needs Math

Classroom Teacher Martha Wilson Teacher of Record Literacy

Classroom Teacher Mary Furlow Science Math & Wellness

Classroom Teacher Mary Harrison Band Math

Classroom Teacher Melissa Ellis Math Math

Classroom Teacher Mercedes King Literacy Literacy

Classroom Teacher Mike Cox Athletics Wellness

Classroom Teacher Misty Fraser PLTW Math

Classroom Teacher Molly Kopplin Math Math

Classroom Teacher Natasha Seals Math Math

Classroom Teacher Rebecca Roake Social Studies Literacy

Classroom Teacher Roy Wilson Social Studies Literacy

Classroom Teacher Sarah Hofgesang Math Math

Classroom Teacher Sarah Roscoe Teacher of Record Literacy

Classroom Teacher Sharon Klober Health/Athletics Wellness

Classroom Teacher Stacy Enami Art Literacy

Classroom Teacher Terri Lindsey Social Studies Literacy

Classroom Teacher Troy Keith Social Studies Math

Classroom Teacher Tyler Cox Science Math

Community Representative Eddie Ray Moore School Board Member Restructuring

Community Representative Johnny Dawson Literacy

DistrictLevel Professional Aloysia Loyd Math Facilitator (612) Math

DistrictLevel Professional Joyce Flowers Literacy Specialist Literacy

DistrictLevel Professional June Kirtley District Consultant Literacy & Restructuring

DistrictLevel Professional Leslie Mayo Federal Programs Restructuring

DistrictLevel Professional Pam Vaughan Math/Science Specialist Math & Restructuring

DistrictLevel Professional Phyllis Burger GT Coordinator Literacy

DistrictLevel Professional Robert Davis Deputy Superintendent Restructuring

NonClassroom Professional Staff Angela Elliott Mentor Literacy

NonClassroom Professional Staff Angela Rogers In School Supervisor Literacy

NonClassroom Professional Staff Carla Thomas Secretary Literacy

NonClassroom Professional Staff Donald Ray Smith Custodian Literacy

NonClassroom Professional Staff Gladys Easter Literacy Coach Literacy and Restructuring

NonClassroom Professional Staff Juanita Mitchell Assistant Principal Literacy & Restructuring

NonClassroom Professional Staff Kelvin Johnson Mentor Math

NonClassroom Professional Staff LaCreacia Porchia Math Coach Math & Restructuring

NonClassroom Professional Staff Linda Hines Counselor Literacy

NonClassroom Professional Staff Maureen Rich Secretary Wellness

NonClassroom Professional Staff Missy Legg Librarian Literacy

NonClassroom Professional Staff Opal Bradley Cafeteria Supervisor Wellness

NonClassroom Professional Staff Pam Turner Special Ed Supervisor Literacy

NonClassroom Professional Staff Patrick Howard Dean of Students Math & Restructuring

NonClassroom Professional Staff Penny Mayweather Secretary Math

NonClassroom Professional Staff Sheila Griffith Counselor Math & Restructuring

NonClassroom Professional Staff Tonya Crews Library Aide Literacy

Parent Beverly Gulley Parent

Parent Shelia Johnson Parent

Principal Andre Toney Math & Restructuring

9/23/2015 ACSIP


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