2013-14 Es Acsip

IZARD CO. CONS. ELEM.
SCHOOL
Arkansas Comprehensive School Improvement Plan
SUPERVISOR REVIEW COPY ONLY
2013-2014
The mission of Izard County Consolidated Elementary School is to
instill the desire for learning in every child. Do whatever it takes for
children to succeed...one child at a time.
Grade Span: K-4
Title I: Title I Schoolwide
School Improvement: MS
IZARD CO. CONS. ELEM. SCHOOL
Contents
1 Priority 1: Literacy
1.1
1.2
1.3
Goal: We will improve all students ability to read, comprehend, and respond to expository text across the curriculum. . . . . . . . . . .
Goal: We will provide a school-wide Title I program and engage parents. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Goal: We will develop a literacy curriculum that correlates standards, instruction, and assessment. . . . . . . . . . . . . . . . . . . . .
2 Priority 2: Math
2.1
2.2
Goal: We will develop a math curriculum that correlates standards, instruction, and assessment. . . . . . . . . . . . . . . . . . . . . .
Goal: We will improve all students mathematics procedure skills and ability to respond to open response items. . . . . . . . . . . . . .
3 Priority 3: Wellness
3.1
Goal: Students in grades K-4 will have a minimum of 150 minutes a week in physical education and physical activity. . . . . . . . . . .
A School Improvement Planning Team
April 10, 2014
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Page ii
Priority 1: All students will improve literacy skills through a comprehensive literacy reform model.
1.1 Goal: We will improve all students ability to read, comprehend, and respond to expository text across the curriculum.
Benchmark: We will follow annual measurable objectives as provided by the Arkansas Department of Education.
AMO in grades 3 and 4 in Literacy Performance for 2017 is 85.16 percent.
AMO in grades 3 and 4 in Literacy Performance for TAG (Targeted Achievement Gap Group) for 2017 is 84.49 percent.
AMO in grades 3 and 4 in Literacy Performance for Students with Disabilities for 2017 is 63.89.
Intervention Improve students abilities to select, read, and comprehend independently selected reading materials.
Scientific Based Research
Allington, Richard L. & Cunningham, Patricia M. (1996). Schools That Work. New York: Longman./Accelerated Reader and Reading Renaissance.
(2002). National Reading Studies Validate Accelerated Reader, Reading Renaissance. [Brochure]. Madison, WI:Author./Robinson, G. (1990,
April). Synthesis of Research on the Effects of Class Size. Educational Leadership, 80-90.
Actions
Person Responsible
Timeline
Resources
Source of Funds
Fall SRI testing will be used for determing reading ranges and to serve as a
John Walker,
Start: 07/01/2013
Computers
pre-test for determining progress. The SRI during the fall which will provide
Donna Ford
End: 06/30/2014
School Library
a lexile range on students.
Sarah Sherrell
ACTION BUDGET:
Teachers
Action Type: Alignment

Action Type: Special Education
Action Type: Technology Inclusion
Students will select independent reading materials through the "RIF"
John Walker
Start: 07/01/2013
program (Reading is Fundamental) sponsored by the local Kiwanis Club;
Donna Ford
End: 06/30/2014
Community Leaders
Title I
Materials & Supplies:
school match (Title I) .
ACTION BUDGET:
$300.00
$300.00
Action Type: Collaboration

Action Type: Equity
Book Fairs will be conducted during parent-teacher conferences to encourage
Donna Ford
parents to help students select books.
Start: 07/01/2013
School Library
ACTION BUDGET:
End: 06/30/2014
Action Type: Parental Engagement

Purchase Reading Counts quizzes and utilize SRI which provides lexile
John Walker
Start: 07/01/2013
Outside Consultants
Title I
scores, and Reading Counts Program and tech support.
Donna Ford
End: 06/30/2014
School Library
Purchased Services:
Teachers
ACTION BUDGET:
$900.00
$900.00

Action Type: Professional Development
April 10, 2014
Priority 1: Literacy
Page 1
Actions
Person Responsible
Timeline
Resources
Annually, evaluate the program by comparing pre-test post-test SRI results.
Action Type: Program Evaluation
John Walker
Start: 07/01/2013
Administrative Staff
Donna Ford
End: 06/30/2014
Computers
Source of Funds
ACTION BUDGET:
School Library
Teachers
Organize a committee to review and evaluate reading levels (Lexile, DRA,
John Walker
Fontas and Pinnell) point values and materials to support the Reading for
Start: 07/01/2013
End: 06/30/2014
Outside Consultants
Points Program in Reading Counts.
ACTION BUDGET:
School Library
Teachers

Purchase books for students reaching their goals in the Reading Counts
Donna Ford
program.
Participate in Target Assessment.
School Library
ACTION BUDGET:
End: 06/30/2014
John Walker,

Action Type: Equity
Start: 07/01/2013
Start: 07/01/2013
Title I
End: 06/30/2014
District Staff
Purchased Services:
Outside Consultants
ACTION BUDGET:
Samantha Johnson
$144.00
$144.00
Teachers
Action Type: Title I Schoolwide

Purchase an on-line library automation system for parents and students
Donna Ford
access to materials available in the school library media center.
Start: 07/01/2013
End: 06/30/2014
Action Type: Equity
School Library
Title I
Purchased Services:
ACTION BUDGET:
$425.00
$425.00

Purchase Charlie Mae Simon and Diamond Posters to encourage and
Donna Ford
motivate students to read these selected titles. Purchase books from the
Start: 07/01/2013
End: 06/30/2014
ACTION BUDGET:
Charlie Mae Simon and Arkansas Diamond current list.

Purchase guided reading books for classroom use.
Samantha Johnson

Purchase MP3 players, headphones, chargers for student use to strengthen
Start: 07/01/2013
End: 06/30/2014
Donna Ford
student fluency and comprehension in reading.

ACTION BUDGET:
Start: 07/01/2013
Local Revenue
End: 06/30/2014
:
ACTION BUDGET:
$350.00
$350.00
April 10, 2014
Page 2
Actions
Person Responsible
Timeline
Resources
Purchase books for classroom libraries to promote independent selection of
John Walker
books in a wide range of genres and reading levels.
Source of Funds
Start: 07/01/2013
Local Revenue
End: 06/30/2014
ACTION BUDGET:
$500.00
$500.00
Action Type: Equity

Model guided reading and readers workshop to improve teaching of reading.
Samantha Johnson
Start: 07/01/2013
Sharon Walker (NAESC)
End: 06/30/2014
Continuation of Instructional Facilitators training by applying instructional
Samantha Johnson,
Start: 07/01/2013
strategies through modeling and application to engage students in the
Eve Hatman,
End: 06/30/2014
learning.
Sarah Sherrell,
ACTION BUDGET:
Action Type: Equity

Teachers
ACTION BUDGET:

Sharon Walker (NAESC)
Action Type: Equity

Total Budget
April 10, 2014
$2,619.00
Page 3
Intervention Implement Writing Across the Curriculum with instruction on writing to learn, writing to demonstrate learning and authentic writing.
Lesley University School of Education. (2001). To Write the Wrong: Implications for Improving Writing Performance or If Everyone Isnt on
Board, the Ship Might Sink! Final Project, 1-41./Fountas, Irene C, & Pinnell, Gay S. (2001). Guiding Readers and Writers. Portsmouth, NH:
Heinemann/Dorn, Linda J and Soffos, Carla. (2001). Scaffolding Young Writers: A Writers Workshop Approach. Portland, ME: Stenhouse
Publishers/Thompkins, Gail E. (2000). Teaching Writing: Balancing Process and Product. Upper Saddle River, NJ: Merrill.
Actions
Person Responsible
Timeline
Resources
Source of Funds
The literacy team will meet to develop structured literacy response prompts
John Walker
Start: 07/01/2013
Performance Assessments
built around themes and scoring rubrics for consistent scoring both vertically
Samantha Johnson
End: 06/30/2014
Teachers
John Walker
Start: 07/01/2013
End: 06/30/2014
Teachers
Start: 07/01/2013
End: 06/30/2014
Teachers
Start: 07/01/2013
Teaching Aids
ACTION BUDGET:
and horizontally across grade levels.

Teachers will designate one day per every six weeks to take schoolwide
pacing assessments.
ACTION BUDGET:

Comparison of writing samples in student folders after each sampling to
John Walker
evaluate improvement and generate group instructional needs; Performance
ACTION BUDGET:
assessments and target assessment data on writing will be the outcome

assessment for writing in grades 3-4.
Provide materials to develop writers tool kits and provide journals.
John Walker
End: 06/30/2014
Title I
ACTION BUDGET:
Compare students published pieces from the beginning to the end of the year
John Walker
to evaluate growth; Target Assessment data will be the outcome assessment

for writing in grades 3-4 with the number of students scoring proficient or
Start: 07/01/2013
District Staff
End: 06/30/2014
ACTION BUDGET:
Teachers
advanced compared to the previous results used to determine progress; scores

on reading constructed response will also be considered in determining
progress.
April 10, 2014
Page 4
$1,687.00
$1,687.00
Intervention Implement Writing Across the Curriculum with instruction on writing to learn, writing to demonstrate learning and authentic writing.
Actions
Person Responsible
Timeline
Resources
Source of Funds
All students will receive explicit writing instruction, based on the ELA
John Walker
frameworks for the particular grade level, in the instructional sequence of
Start: 07/01/2013
Teachers
End: 06/30/2014
Teaching Aids
Start: 07/01/2013
End: 06/30/2014
Teachers
Start: 07/01/2013
District Staff
End: 06/30/2014
ACTION BUDGET:
modeling, guided practice, and independent practice. Grade K and 1 include

writing centers for additional practice. Grades 2-4 will utilize the writing
workshop approach with time for both small group and independent work.
Writing Instruction will be monitored through the principal observing the
John Walker
instruction during walk-throughs and using the READING FIRST protocol; a
ACTION BUDGET:
post observation conference with the teacher will be held to discuss the level
of implementation.
Students who are identified as not meeting the expected levels in writing
John Walker
performance will be given additional instruction through individual or small

group instruction focusing on the particular needs of that student(s).
ACTION BUDGET:
Teachers
Action Type: Equity

Parents will be provided information on the expected levels, their childs
John Walker,
Start: 07/01/2013
performance levels and activities which can be done at home to help the child
Sarah Sherrell
End: 06/30/2014
District Staff
reach the expected level; links on the school website provides additional
ACTION BUDGET:
Teachers
information.
Instructional Facilitator (Samantha Johnson)will participate in ADE
John Walker,
Start: 07/01/2013
sponsored instructional facilitators training. The Instructional Facilitator will
Gayle Ross,
End: 06/30/2014
be supported by the specialists at NAESC.
Tracey Owens,
Teachers
ACTION BUDGET:

Sharon Walker
Action Type: Equity
Total Budget
April 10, 2014
$1,687.00
Page 5
Intervention Implement comprehensive reading reform - ELLA for grades K-1 and Effective Literacy for grades 2-4.
Dorn, Linda,& French, Cathy, & Jones, Tammy. (1998). Apprenticeship in Literacy. York, Maine: Stenhouse./Fountas, Irene C, & Pinnell, Gay
S. (2001). Guiding Readers and Writers. Portsmouth, NH: Heinemann./International Reading Association. (2002). Evidence-Based Reading
Instruction: Putting The National Reading Panel Report Into Practice.
Actions
Person Responsible
Timeline
Resources
Source of Funds
Employ a K-4 Instructional Facilitator (Samantha Johnson) (.5 FTE) utilizing
John Walker
Title I funds to provide on-going training for K-4 teachers on comprehensive
Start: 07/01/2013
Title I
End: 06/30/2014
Teachers
Employee Salaries:
literacy instruction and Common Core Literacy and Math and to provide
Title I
leadership in literacy interventions and examine student data to find strengths
Employee Benefits:
and weakness in student performance. Employ a K-4 literacy interventionist
ACTION BUDGET:
(Samantha Johnson)(.5 FTE) utilizing Title I funds) Employ Greg Workman,

a highly qualified instructional aide (.50 FTE) (Title I) to work with at-risk
students in K-4 in literacy. (Samantha Johnson salary and benefits - Title I 47,900.00 and $13,147.55. (Greg Workman - salary and benefits - Title I $12,833 and $5,181.00)
Teachers will administer and compare results from multiple assessments
John Walker
Start: 07/01/2013
District Staff
(DIBELS, DRA, DSA, SRI, etc.) given throughout the year to determine
Samantha Johnson
End: 06/30/2014
Teachers
John Walker
Start: 07/01/2013
End: 06/30/2014
ACTION BUDGET:
progress and interventions as needed; documantation will be available.

Action Type: AIP/IRI
Action Type: Equity
Form local leadership teams to monitor implementation of comprehensive
reading reform; plan and review interventions.
ACTION BUDGET:

Action Type: Equity
April 10, 2014
Page 6
$53,317.00
$15,737.74
$69,054.74
Actions
Person Responsible
Timeline
Resources
Kindergarten students, who score delayed in both written and oral
John Walker
communication, on the Qualls Early Learning Inventory (QELI), and first
Source of Funds
Start: 07/01/2013
End: 06/30/2014
ACTION BUDGET:
and second grade students who score below basic, in reading, on the Stanford
Achievement Test (SAT 10) will be considered to have a substantial reading
deficiency. These children will be provided Intensive Reading Instruction
utilizing the Arkansas Comprehensive Literacy Model, a scientifically based
reading program. The Dynamic Indicators of Basic Early Literacy Skills
(DIBELS) will be administered to all K-3 students who are shown to have a
substantial reading deficiency. The DIBELS will be used as: A. The
evaluation instrument to determine which areas of reading the child is
deficient. B. The progress-monitoring instrument to document progress
toward grade level proficiency, and C. The assessment instrument used for
discontinuing services. The DIBELS evaluation will be administered within
thirty days after the beginning of the school year, for applicable first and
second grade students, and within 30 days after receiving the QELI report,
for applicable kindergarten students. Intensive reading interventions will be
comprehensive in nature and will be targeted to remediate the area of
deficiency. For those affected students, school personnel will develop an
Intensive Reading Improvement Plan (IRI) that will describe our intervention
program. Intervention will be provided in the form of prescriptive
individualized and small group instructional strategies. These intervention
strategies and methods will continue until each student has reached grade
level proficiency in all essential areas of reading. Student achievement in
each of the essential elements shall be monitored bi-weekly until proficiency
occurs. Students who are not meeting current expectations shall be provided
additional interventions. Each parent, or guardian, will be notified in writing
when their child has been identified with a substantial reading deficiency.
Action Type: Equity
April 10, 2014
Page 7
Actions
Person Responsible
Timeline
Resources
All students in K-4 will be administered the DIBELS.
Action Type: Equity
Samantha Johnson
Start: 07/01/2013
End: 06/30/2014
District Staff
Source of Funds
ACTION BUDGET:
Teachers

Annually examine all data available on student achievement to determine the
John Walker
effectiveness of the literacy program; data shall include DIBELS assessments
Start: 07/01/2013
End: 06/30/2014
District Staff
(K-3), DRA (K-4), DSA (K-6) writing assessments, NRT, CRT data.
ACTION BUDGET:
Outside Consultants
Teachers
POINT IN TIME REMEDIATION When considering students at risk we
John Walker,
Start: 07/01/2013
look beyond NRT and CRT scores and include the QUALLS, DIBELS,
Samantha Johnson
End: 06/30/2014
Teachers
DRA, and DSA which give us a complete assessment to determine
ACTION BUDGET:
Teaching Aids
intervention needs. Based on these needs, intervention plans are written on an

individual basis to continually monitor student achievement and progress.
The intervention plans include scientifically based strategies for students who
have difficulty mastering standards at proficient and advanced levels. The
plans are adjusted based on bi-weekly progress monitoring. Intervention
plans are implemented by Title I teaching assistants and certified teachers on
a daily basis. We believe the evidence shows that it is valid in terms of
supporting our efforts to increase student achievement.
April 10, 2014
Page 8
Actions
Person Responsible
Timeline
Resources
The school will develop an Academic Improvement Plan and/or Intensive
John Walker
Reading Intervention Plan for any student failing to achieve proficient on the
Source of Funds
Start: 07/01/2013
End: 06/30/2014
ACTION BUDGET:
Benchmark Exam or Identified by the ADE as needing an IRI. Parents will be

notified by letter if their child is below the level of proficient. An AIP and/or
IRI, as appropriate, will be jointly completed and signed by a team consisting
of the parent, teacher, and principal to determine the best method to increase
student performance. Responsibilities of the parent(s), as well as retention for
any student for any student failing to participate will be discussed during the
creation of the improvement plan and will be sent to all parents yearly through
the student handbooks, During the school year all students below grade level
will be assessed to determine progress as part of the plan evaluation.
Evaluation of the improvement plan will also be determined by whether the
student reaches proficiency on the Benchmark Exam. Appropriate materials
to improve student performance will be purchased if necessary.
COORDINATE AND INTEGRATE STATE AND FEDERAL
John Walker
PROGRAMS: We coordinate and integrate our programs by using various
Start: 07/01/2013
End: 06/30/2014
ACTION BUDGET:
funding sources to support a seamless curriculum in our school. Whenever

possible we combine federal and state resources in order to provide
supplemental services for our students. We will purchase materials and
supplies for Instructional Facilitators and Literacy Intervention Teacher for
use in ELLA, ELF, Reading First, and other instructional programs. These
activities are supplemental to those required by Act 35. Federal, state, and
local funds will be used to coordinate and integrate these programs. We plan
for how best the various funding sources can support a seamless curriculum
in our school. Whenever possible, we combine federal and state resources in
order to provide supplemental services to our students. We are always
planning for how the various programs can complement one another as
opposed to working in isolation.
April 10, 2014
Page 9
Actions
Person Responsible
Timeline
Resources
Utilize Dibels Next for Progress monitoring student progress in the reading
Samantha Johnson
process.
Start: 07/01/2013
Source of Funds
ACTION BUDGET:
End: 06/30/2014

Action Type: Title I Target Assistance
Provide professional development through the educational cooperative, as
John Walker
Start: 07/01/2013
determined on individual professional development plans/individual growth
Samantha Johnson
End: 06/30/2014
Teachers
ACTION BUDGET:
plans. Teachers are encouraged to attend trainings that are research-based and
lead to a highly qualified well-trained staff including trainings on special
accommodations and interventions as well as addressing learning styles.
Trainings such as ELLA, ELF, Common Core, SBOT Standards-based
Mathematics and CGI.
Action Type: Equity
Total Budget
April 10, 2014
$69,054.74
Page 10
Intervention Instruct K-1 students in phonemeic awareness

Teaching Children to Read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction.
(National Institute of Child Health and Human Development,2000), Report of the National Reading Panel./ Put Reading First: The Research
Building Blocks for Teaching Children to Read. (NICHD,2001./ Adams, Marilyn Jager, Foorman, Barbara R, Lundberg, Ingvar and Beeler, Terri
(1998). Phonemic Awareness in Young Children. Baltimore, MD: Paul H Brookes Publishing Co.
Actions
Person Responsible
Timeline
Resources
Source of Funds
Provide teachers, and special education teachers, and para-professionals with
Samantha Johnson
professional development in explicit and systematic phonemic awareness
Start: 07/01/2013
District Staff
End: 06/30/2014
Teachers
Start: 07/01/2013
District Staff
End: 06/30/2014
Teachers
ACTION BUDGET:
with emphasis on phoneme segemtating and blending; training through

literacy coach and co-op literacy specialists, study groups, ELLA training,
reflection with literacy coach and other teachers
Align phonemic awareness instruction with the ELA frameworks.
Samantha Johnson

All students will receive 10-15 minutes daily of explicit and systematic
John Walker,
Start: 07/01/2013
phonemic awareness instruction in grades K-1; instructional strategies shall
Samantha Johnson
End: 06/30/2014
District Staff
be modeling, guided practice and independent practice.
ACTION BUDGET:
ACTION BUDGET:
Teachers
Teaching Aids
Implementation of phomenic awareness instruction will be modeled by the
John Walker,
Start: 07/01/2013
principal through observations using READING FIRST observation protocol
Samantha Johnson
End: 06/30/2014
District Staff
Parents will receive activities which may be done at home with their children
John Walker,
Start: 07/01/2013
to improve their phonemic awareness at Parent Night; parents will be
Samantha Johnson
End: 06/30/2014
District Staff
ACTION BUDGET:
and/or Classroom Walk Through; opportunity to debrief with teachers

following observation to determine level of implementation.
informed of their childs progress.

Students who are shown to be at risk and some risk on the PSF will receive
ACTION BUDGET:
Teachers
Teaching Aids
Samantha Johnson
additional phonemic awareness instruction through small groups, progress
Start: 07/01/2013
District Staff
End: 06/30/2014
Teachers
ACTION BUDGET:
monitored bi-weekly until grade level benchmark is met.

Action Type: Equity
April 10, 2014
Page 11
Intervention Instruct K-1 students in phonemeic awareness

Actions
Person Responsible
Timeline
Resources
Data from end of year PSF assessment in K and 1 will be used to determine
John Walker,
Start: 07/01/2013
the number of children meeting the grade level benchmark (35 ppm for K)
Samantha Johnson
End: 06/30/2014
District Staff
and (35 ppm for grade 1); the number of children who move from the at risk
Source of Funds
ACTION BUDGET:
and some risk categories will be the evidence of progress.

Total Budget
April 10, 2014
$0.00
Page 12
Intervention SBRR Phonetic Connections, aligned with the ELA frameworks, will be used with K-2 students or until students have completed the
letter naming stage (DSA) for phonics instruction
Teaching Children to Read: An Evidence Based Assessment of the Scientific Research Literature on Reading and its Implications for Reading
Instruction. Report of the Nationa Reading Panel, 2000. National Institute of Child Health and Human Development./Put Reading First: The
Research Building Blocks for Teaching Children to Read, 2001. NICHD
Actions
Person Responsible
Timeline
Resources
Source of Funds
Phonics and alphabet instruction is aligned with the ELA frameworks. Start
John Walker,
Start: 07/01/2013
Up (Phonetic Connections) and Build Up (Phonetic Connections) are primary
Samantha Johnson
End: 06/30/2014
District Staff
instructional tools.
ACTION BUDGET:
Teachers

All students in grade K will receive alphabet instruction and all students in
John Walker,
Start: 07/01/2013
Teachers
grades K, 1, and 2 will receive phonics instruction; 20-30 minutes of
Samantha Johnson
End: 06/30/2014
Teaching Aids
Samantha Johnson
Start: 07/01/2013
District Staff
End: 06/30/2014
Teaching Aids
ACTION BUDGET:
instruction will be systematic and explicit with explanation and modeling,

guided practice, and independent practice based on the feature of the letter
naming state which is appropriate for the class; additional practice will be
provided in the literacy corners to reinforce the learning; the phonics skills
will be incorporated throughout literacy block.
Teachers have been trained in Phonetic Connections and will continue to
receive professional development through literacy coach, team meetings,
observation of model phonics instruction, and study groups.
ACTION BUDGET:
Title Teachers

The principal will monitor the use of phonics and alphabetic instruction
John Walker
through classroom- walkthroughs and observations using the READING
Start: 07/01/2013
End: 06/30/2014
Teachers
ACTION BUDGET:
FIRST observation protocol; post observations conferences with the teacher

will focus the level of implementation.
Action Type: Equity
April 10, 2014
Page 13
Actions
Person Responsible
Timeline
Resources
Source of Funds
Purchase DIBELS on-line service to chart student progress. Letter Naming
John Walker,
Start: 07/01/2013
District Staff
Fluency (DIBELS) will be administered to all kindergarten students at the
Samantha Johnson
End: 06/30/2014
beginning, middle, and end of the year. All 1st grade students will be
ACTION BUDGET:
Teachers
assessed with LNF at the beginning of the year. Nonsense Word Fluency
(DIBELS) will be administered to all K students at the middle and end of the
year and all Grade 1 and 2 students at the beginning, middle and end of the
year. For students who are at risk of reading failure, progress monitoring with
LNF and NWF will be done bi-weekly until the benchmark for the grade is
met. Diagnostic assessments may be administred for students who fail to
show adequate progress. DSA assessment will be given to identify the
specific stage for each student (Word Journeys)
Action Type: Equity
Parents will be informed of their childs progress in letter/sound
John Walker,
Start: 07/01/2013
District Staff
identification and use. Parents will be provided activities for home use.
Samantha Johnson
End: 06/30/2014
Teachers
Students who fail to meet the benchmark on LNF and/or NWF will be
John Walker,
Start: 07/01/2013
District Staff
provided additional small group instruction until the benchmark is met;
Samantha Johnson
End: 06/30/2014
ACTION BUDGET:
Teaching Aids
progress monitoring bi-weekly until the student demonstrates achievement of
ACTION BUDGET:
Teachers
the benchmark is able to maintain that level of progress.

Action Type: Equity
K students LNF benchmark for the end of the year is 40 lmp; 1st grade
John Walker,
Start: 07/01/2013
District Staff
students NWF benchmark for the end of the year is 50 wpm; the phonics
Samantha Johnson
End: 06/30/2014
ACTION BUDGET:
Teachers
programs evaluation shall be the number of students meeting the

benchmarks at grade K and 1.
April 10, 2014
Page 14
Actions
Person Responsible
Timeline
Resources
Source of Funds
Appropriate teachers and/or other school personnel knowledgeable about the
John Walker
students academic performance shall evaluate students identified as scoring
Start: 07/01/2013
End: 06/30/2014
Teachers
ACTION BUDGET:
below proficient on the State Criterion Reference (CRT) exams. The students
parents will be contacted for the purpose of working jointly with school
personnel in developing an Academic Improvement Plan. (AIP) Formative
and Summative Assessment Data will be used to create a plan that includes
standards-based, supplemental, remedial strategies designed to assist the
student in scoring proficient on the next administration of the CRT Exam.
Regular classroom teachers will be the first to implement the components of
these plans. A variety of additional resources will also be used to support the
student. Highly qualified staff will provide instruction. The AIP will be
monitored and adjusted as the student makes progress.
Action Type: Equity
Total Budget
April 10, 2014
$0.00
Page 15
Intervention Students will utilize a comprehensive literacy approach to word study/spelling in grades 2-6 as they progress through the within-word
stage, syllable juncture stage, and derivational constancy stage as assessed with DSA (Word Journeys, 2000)
(National Institute of Child Health and Human Development, 2000), Report of the National Reading Panel./Ganske, Kathy (2000). Word Journeys.
New York, The Guilford Press.
Actions
Person Responsible
Timeline
Resources
Source of Funds
All students will participate in a systematic, explicit word study/spelling
John Walker
instruction aligned with ELA frameworks. Istructional sequence shall be
Start: 07/01/2013
Teachers
End: 06/30/2014
Teaching Aids
ACTION BUDGET:
teacher explanation and modeling of all word study/spelling skills, guided

practice, and independent practice. Additional practice may be included in
literacy corners or as homework.
Action Type: Equity
All students will be provided approximately 30 minutes daily of explicit
John Walker,
Start: 07/01/2013
Teachers
instruction in word study/spelling.
Samantha Johnson
End: 06/30/2014
Teaching Aids
John Walker
Start: 07/01/2013
End: 06/30/2014
Teachers
Start: 07/01/2013
District Staff
End: 06/30/2014
Outside Consultants
ACTION BUDGET:

Students will be screened with the Developmental Spelling Analysis (DSA)
for placement of instruction and the DSA will be used at the end of the year
ACTION BUDGET:
as an outcome assessment. Progress monitoring will be with a weekly

spelling assessment.
Teachers will participate in Comprehensive Literacy trainings (ELLA, ELF,
John Walker
and Common Core Literacy to become knowledgeable of word

study/spelling as described in Word Journeys. Additional study may be in
ACTION BUDGET:
Teachers
study groups to fully utilize the text and screening materials.

The principal and instructional facilitator will monitor the level of
John Walker
Start: 07/01/2013
implementation in classrooms according to the observation protocol and/or
Samantha Johnson
End: 06/30/2014
Teachers
ACTION BUDGET:
Classroom Walk Throughs. A post observation conference will be held with

the teacher to discuss the level of implementation.
April 10, 2014
Page 16
Intervention Students will utilize a comprehensive literacy approach to word study/spelling in grades 2-6 as they progress through the within-word
stage, syllable juncture stage, and derivational constancy stage as assessed with DSA (Word Journeys, 2000)
Actions
Person Responsible
Timeline
Resources
Source of Funds
Students identified on the DSA or class assessments as not meeting
John Walker,
Start: 07/01/2013
Teachers
proficiency will receive additional word study/spelling instruction in a small
Samantha johnson
End: 06/30/2014
Teaching Aids
John Walker
Start: 07/01/2013
District Staff
End: 06/30/2014
Teachers
ACTION BUDGET:
group setting. Progress will be monitored using the Word Journey continuum.
Action Type: Equity
Parents will be informed of student progress in word study/spelling. Parents
will be provided a list of activities to support word study/spelling as
demonstrated at Parent Night.
ACTION BUDGET:
Teaching Aids

The word study/vocabulary program will be evaluated by comparing annual
John Walker,
Start: 07/01/2013
District Staff
progress made in mechanics on the Benchmark exam (CRT) and pre- and
Debbie Everett
End: 06/30/2014
ACTION BUDGET:
post assessment results on the DSA.

Total Budget
April 10, 2014
$0.00
Page 17
Intervention All students will be provided instruction in the comprehensive model of fluency instruction
(National Institute of Child Health and Human Development, 2000), Report of the National Reading Panel./ Rasinski, Timothy V.(2003). The
Fluent Reader. New York,Scholastic Professional Books.
Actions
Person Responsible
Timeline
Resources
Source of Funds
Staff will participate in professional development (ELLA, ELF, Literacy Lab,
John Walker
Comprehensive Literacy based on READING FIRST) to learn appropriate
Start: 07/01/2013
District Staff
End: 06/30/2014
Outside Consultants
fluency instruction. The fluent Reader text will be the primary text used to
ACTION BUDGET:
Teachers
guide instructional practice.

The DIBELS Oral Reading Fluency (ORF) will be administered to first grade
John Walker
students at beginning, mid, and end of the year to identify those students who
Start: 07/01/2013
End: 06/30/2014
Teachers
ACTION BUDGET:
are on track for reading success as well as those who are having difficulty.
Diagnostic assessments will be administered to those students) will be
administered until expected levels are achieved. Oral reading fluency will be
monitored quarterly in grade 4 using grade level texts and the expected
fluency rates for that grade level.
Fluency Instruction, aligned with the ELA frameworks, will be provided in
John Walker,
Start: 07/01/2013
Teachers
grades 1-4 as part of the core reading program.
Samantha Johnson
End: 06/30/2014
Teaching Aids
All students (1-4) will participate in explicit instruction. The instructional
John Walker,
Start: 07/01/2013
Teachers
sequence shall be teacher modeling, guided practice and independent
Samantha Johnson
End: 06/30/2014
Teaching Aids
John Walker
Start: 07/01/2013
Teachers
ACTION BUDGET:

ACTION BUDGET:
practice. Elements of Reading - Fluency (Steck-Vaughn, Timothy Shanahan,

PH.D.) will be used in grades 1-3 as supplemental to support fluency
instruction. Grade 4 will have daily reading outside of school assigned.
Additional practice may be integrated into literacy corners or as homework.
The principal will monitor the level of implementation in classrooms during
classroom walk throughs and/or using the observation protocol. Post
End: 06/30/2014
ACTION BUDGET:
observation conferences will be held with the teacher to discuss the level of
implementation.
Action Type: Equity
April 10, 2014
Page 18
Intervention All students will be provided instruction in the comprehensive model of fluency instruction
Actions
Person Responsible
Timeline
Resources
Parents will be informed of student progress in fluency as well as being
John Walker,
Start: 07/01/2013
District Staff
provided suggested activities at home to promote fluency.
Samantha Johnson
End: 06/30/2014
Teachers
Source of Funds
ACTION BUDGET:
classroom teachers
Students identified as not meeting the expected levels of fluency (ORF or
John Walker,
Start: 07/01/2013
classroom assessment) will receive additional fluency instruction in small
Samantha Johnson
End: 06/30/2014
Teachers
John Walker
Start: 07/01/2013
End: 06/30/2014
Teachers
ACTION BUDGET:
group settings. Fluency of Reading - Fluency may also be used for

intervention. Students will be progress monitored until the expected level is
achieved.
Action Type: Equity
All students are expected to meet the end of the year benchmarks for reading
fluency in grades 1-4. The fluency program will be evaluated by increasing
ACTION BUDGET:
the number of students meeting end of year benchmarks according to ELA

frameworks.
Total Budget
April 10, 2014
$0.00
Page 19
Intervention All students will receive vocabulary instruction following the comprehensive literacy model of instruction as detailed in Bringing
Words to Life.
Teaching Children to Read: An Evidence-Based Assessment of the Scientific Research Literature on Reading and Its Implications for Reading
Instruction. (National Institute of Child Health and Human Development, 2000), Report of the National Reading Panel./Beck, Isabel L., McKeown,
Margaret G., & Kucan, Linda (2002). Bringing Words to Life: Robust Vocabulary Instruction. New York, The Guilford Press.
Actions
Person Responsible
Timeline
Resources
Source of Funds
Teachers will participate in professional development training (ELLA, ELF,
John Walker
Literacy Lab and Comprehensive Literacy based on READING FIRST)to
Start: 07/01/2013
District Staff
End: 06/30/2014
Outside Consultants
learn strategies for teaching vocabulary. During the 2013-2014 school year,
Teachers
all staff will participate in a book study and grade specific classroom teachers
Teaching Aids
ACTION BUDGET:
will have literacy team meeting with literacy coach focusing on academic
vocabulary.
All students, K-4, will participate in explicit vocabulary instruction aligned
John Walker
with the ELA frameworks. The instructional sequence provided in Bringing
Start: 07/01/2013
Teachers
End: 06/30/2014
Teaching Aids
Start: 07/01/2013
School Library
End: 06/30/2014
Teachers
Start: 07/01/2013
End: 06/30/2014
Teachers
ACTION BUDGET:
Words to Life will provide the framework for vocabulary instruction.

Each Teacher will utilize the explicit teaching procedure as outlined in
John Walker
Bringing Words to Life for vocabulary instruction. Words taught for
ACTION BUDGET:
vocabulary instruction shall be carefully selected in both the literacy block

and core curriculum classes. Students will be expected to read from a variety
of genres, including fiction and non-fiction materials.
The DIBELS Word Use Fluency (WUF) will be given three times per year to
John Walker
all students in K-3 to identify those students who are on track for reading
ACTION BUDGET:
success as well as those who are experiencing difficulties. Additional

diagnostic assessments will be administered to those who are at risk of
reading failure. Progress monitoring, bi-weekly for at risk and monthly for
some risk students, will be conducted until the student(s) reaches the
benchmark. Grade 4 will assess vocabulary through class asessments.
Action Type: Equity
April 10, 2014
Page 20
Intervention All students will receive vocabulary instruction following the comprehensive literacy model of instruction as detailed in Bringing
Words to Life.
Actions
Person Responsible
Timeline
Resources
Source of Funds
Students whose performance is below expected levels, will receive additional
John Walker
vocabulary instruction in a small group setting. K-3 will be progressed
Start: 07/01/2013
Teachers
End: 06/30/2014
Teaching Aids
Start: 07/01/2013
School Library
End: 06/30/2014
Teachers
ACTION BUDGET:
monitored until the expected benchmark is met.

Action Type: Equity
The principal will monitor the levels of implementation of vocabulary
John Walker
instruction using the observation protocol and/or Classroom Walk Throughs.

A post observation conference with the teacher will be utilized to discuss the
ACTION BUDGET:
Teaching Aids
level of implementation observed.

The program evaluation shall consist of the following data: CRT data from
John Walker,
Start: 07/01/2013
District Staff
reading (Item by Item Anaylsis) and writing (style) WUF pre and post
Samantha Johnson,
End: 06/30/2014
assessments, and classroom assessments.
Debbie Everett
ACTION BUDGET:
Total Budget
April 10, 2014
$0.00
Page 21
Intervention The Comprehensive Literacy Approach to comprehension strategy instruction will be utilized. Comprehension strategies emphasized
will be questioning (answereing questions, asking questions), monitoring comprehension, visualizing, using prior knowledge, using graphic and
semantic organizers, summarizing, and recognizing story structure.
Teaching Children to Read: An Evidence-Based Assessment of the Scientific Research Literature on Reading and Its Implications for Reading
Instruction. (National Institute of Child Health and Human Development, 2000), Report of the National Reading Panel./Harvey, Stephanie &
Goudvis,Anne (2000). Strategies That Work. Portland, ME, Stenhouse Publishers.
Actions
Person Responsible
Timeline
Resources
Source of Funds
All teachers will participate in the appropriate professional development
John Walker
(ELLA, ELF, Literacy Lab, Comprehensive Literacy based on READING
Start: 07/01/2013
Outside Consultants
End: 06/30/2014
Teachers
Start: 07/01/2013
Teachers
ACTION BUDGET:
FIRST, SS/NS Strategies for Content Areas) to learn about comprehension

strategies. The text which will be primary source of information will be
Strategies That Work.
All teachers in grades K-4 will use the explicit teaching procedure for
John Walker
comprehension instruction in both literacy and core curriculum classes. The
ACTION BUDGET:
End: 06/30/2014
instruction shall be aligned with the ELA frameworks, use both whole and
small group instruction, and follow the pacing guide for each quarter.
All students will participate in comprehension strategy instruction. The
John Walker
instructional sequence shall be teacher explanation and modeling, guided
Start: 07/01/2013
Teachers
End: 06/30/2014
Teaching Aids
ACTION BUDGET:
practice, and independent practice. Additional practice in comprehension

strategies may be in literacy tasks or in homework.
April 10, 2014
Page 22
Actions
Person Responsible
Timeline
Resources
Source of Funds
The DIBELS will be administered to identify those students who are on track
John Walker,
Start: 07/01/2013
District Staff
for reading success as well as those students experiencing reading
Samantha Johnson,
End: 06/30/2014
difficulties. Data from the assessments will be used as a placement tool for
Debbie Everett
ACTION BUDGET:
Teachers
levelizing instruction. The Developmental Reading Assessment (DRA) will

be utilized as a supplemental tool in pacement for instruction. Additional
diagnotic assessments may be given for those students experiencing
difficulty. The students who are at risk will be progress monitored bi-weekly
until expected levels are achieved. The CRT will be the outcome assessment
for reading in grades 3-4 and the SAT 10 (NRT) will be the outcome
assessment for reading comprehension in grades K-2.
Parents will be informed of student progress in comprehension and provided
John Walker
a list of suggestive home activities for improving reading comprehension.
Start: 07/01/2013
District Staff
End: 06/30/2014
Start: 07/01/2013
End: 06/30/2014
Teachers
ACTION BUDGET:

The principal will monitor the instruction in comprehsion strategies through
John Walker
the use of the observation protocoh and/or Classroom Walk Throughs. A post
ACTION BUDGET:
observation conference with the teacher will focus on the observed level of
implementation.
Students not meeting the benchmark will receive additional comprehension
John Walker
strategy instruction in small groups. Progress toward meeting benchmark will
Start: 07/01/2013
ACTION BUDGET:
End: 06/30/2014
be monitored bi-weekly until the expected level is achieved.

Action Type: Equity
All students are expected to demonstrate proficiency in comprehension. The
John Walker,
Start: 07/01/2013
District Staff
program will be evaluated by the increase in number of students meeting
Samantha Johnson,
End: 06/30/2014
benchmard on DIBELS assessment related to comprehension, the levels of
Debbie Everett
ACTION BUDGET:
Teachers
proficiency for the CRT, and levels of proficiency on the NRT.

April 10, 2014
Page 23
Actions
Person Responsible
Timeline
Resources
Source of Funds
Purchase Comprehension Assessments to assess each individual students
Samantha Johnson,
Start: 07/01/2013
level of comprehension providing a pre-test and post-test to guide teachers
John Walker
End: 06/30/2014
Teachers
ACTION BUDGET:
instructional strategies in reading comprehension.

Total Budget
April 10, 2014
$0.00
Page 24
1.2 Goal: We will provide a school-wide Title I program and engage parents.
Benchmark: We will make adequate yearly progress as determined by the Arkansas Department of Education.
Intervention Parental Involvement

Beyond the Building: A Facilitation Guide for School, Family, and Community Connections by Chris Ferguson, Catherine Jordan, Lacy Wood,
Victor Rodriguez and Brian Litke, (2006) SEDL, Austin, TX
Actions
Person Responsible
Timeline
Resources
Source of Funds
The Parent/Student/Teacher Compact is included in the student handbook
John Walker
which every parent/guardian receives. This document is signed by the parent
Start: 07/01/2013
ACTION BUDGET:
End: 06/30/2014
or guardian and returned to the school

Annually, hold a Family Literacy, Math, and Science Night; other workshops
John Walker
and seminars throughout the year as needed
Start: 07/01/2013
ACTION BUDGET:
End: 06/30/2014

Maintain a volunteer resource book based on surveys and participate in
John Walker
Foster Grandparent Program
Start: 07/01/2013
ACTION BUDGET:
End: 06/30/2014

Develop a parent brochure with information on how to become involved,
John Walker
calendar of events, and the parent facilitator contact information
Start: 07/01/2013
District Staff
ACTION BUDGET:
End: 06/30/2014

Conduct annual public meeting to explain to parents the Title I program,
John Walker
purpose, priorities, allocation, planned expenditures and suggestions for
Start: 07/01/2013
Title Teachers
ACTION BUDGET:
End: 06/30/2014
improvement, parents right to be involved, the curriculum used,

interventions in place and the assessed outcomes.
Appoint a parent facilitator for the district, select an advisory committee.
John Walker

Update and revisit the districts parental involvement plan.
Start: 07/01/2013
District Staff
ACTION BUDGET:
End: 06/30/2014
John Walker
Start: 07/01/2013
End: 06/30/2014
Teachers
ACTION BUDGET:

April 10, 2014
Page 25

Actions
Survey parents to determine volunteer resources
Person Responsible
Timeline
John Walker
Resources
Source of Funds
Start: 07/01/2013
ACTION BUDGET:
End: 06/30/2014

All staff will receive two hours of parental involvement professional
John Walker
development annually, and principal will receive three hours of parental
Start: 07/01/2013
End: 06/30/2014
Teachers
involvement professional development annually.
ACTION BUDGET:
Title Teachers

Update and develop information packets.
John Walker
Start: 07/01/2013
End: 06/30/2014
Teachers
ACTION BUDGET:
Action Type: Equity

Establish an alumni advisory committee
John Walker

Annually, examine data on parental involvement including sign-in sheets at
Start: 07/01/2013
ACTION BUDGET:
End: 06/30/2014
John Walker
parent meetings and a minimum of two parent teacher conferences, volunteer
Start: 07/01/2013
Teachers
End: 06/30/2014
Title Teachers
Start: 07/01/2013
End: 06/30/2014
Teachers
ACTION BUDGET:
hours, and student achievement.

Action Type: Equity
Frequent and meaningful communication with a minimum of two parent
John Walker
teachers per year, classroom newsletters and communications folders.
ACTION BUDGET:
Purchase communications folders and student planners.

Publish a notice in local newspaper thanking parents for attending scheduled
John Walker
conferences.
Start: 07/01/2013
ACTION BUDGET:
End: 06/30/2014

Provide materials and supplies for instruction activities developed at the
John Walker
parent center.
Start: 07/01/2013
End: 06/30/2014
Teachers

Distribute a school-parent compact annually; review and revise compact
ACTION BUDGET:
Teaching Aids
John Walker
annually.
Start: 07/01/2013
End: 06/30/2014
District Staff
ACTION BUDGET:
Action Type: Equity

April 10, 2014
Page 26

Actions
Person Responsible
Timeline
Resources
Maintain the school website; include informational links and educational
John Walker,
Start: 07/01/2013
links
Donna Ford
End: 06/30/2014
District Staff
John Walker
Start: 07/01/2013
End: 06/30/2014
Teachers
Source of Funds
ACTION BUDGET:

Conduct an open house prior to the opening of school
Action Type: Equity
ACTION BUDGET:
Title Teachers

Provide for parents the process for resolving parental concerns in handbook.
John Walker

Enable the formation of a parent-teacher organization.
Start: 07/01/2013
District Staff
ACTION BUDGET:
End: 06/30/2014
John Walker
Start: 07/01/2013
End: 06/30/2014
Teachers
Action Type: Equity
ACTION BUDGET:
Title Teachers

Purchase School Reach parental contact software to inform parents of
John Walker,
Start: 07/01/2013
Title I
upcoming events, parent-teacher conferences, school closings and
Fred Walker
End: 06/30/2014
Purchased Services:
emergencies allowing better communications with students and their families.
ACTION BUDGET:
$450.00
$450.00

To promote parental involvement each classroom teacher and an academic
John Walker
partner will be given $50 for an activity to use to invite parents to a
Start: 07/01/2013
End: 06/30/2014
Teachers
ACTION BUDGET:
classroom function to encourage parental involvement in the education of our

students. Each teacher must submit a plan to the principal.
April 10, 2014
Page 27

Actions
The building principal will designate a certified staff member to serve as a
Person Responsible
Timeline
John Walker
parent engagement facilitator to organize meaningful training for staff and
Resources
Source of Funds
Start: 07/01/2013
ACTION BUDGET:
End: 06/30/2014
parents and to undertake efforts with the parent involvement learning

community committee to ensure that parental participation is recognized as
an asset to the school. The facilitator will also provide tips for how parents
can foster success. The facilitator or principal may contact employers about
including these in payroll checks, and engage parents in other activities that
promote responsible parenting. Work with PTO to encourage parental
involvement. The district will pay parent facilitator a stipend for assuming
duties as required by ACT 307.
Program Evaluation: Volunteer sign-in sheets and daily logs of volunteer
John Walker,
Start: 07/01/2013
hours will be maintained throughout the year as part of an ongoing formative
Kensie Wheat
End: 06/30/2014
John Walker
Start: 07/01/2013
ACTION BUDGET:
evaluation of this intervention or a daily schedule for permenant volunteers.

Documented attendance at parent/teacher conferences, parent night activities,
and other evidence of parental involvement will be reviewed by building
principals and parent coordinators periodically through the year to assess the
effectiveness of the Parental Engagement Program. Input will be sought in
order to determine how effective the technology is. A parental engagement
survey will be distributed in order to gain feedback on the quality, and
effectiveness, of the schools parental involvement efforts. The Parent
Advisory Committee will review this data and make improvement
recommendations for the next year.
In order to take advantage of community resources our school will ENABLE
THE FORMATION OF A PARENT TEACHER ORGINAZATION, that
End: 06/30/2014
Teachers
ACTION BUDGET:
will foster parental and community involvement within the school.

April 10, 2014
Page 28

Actions
All parents are invited to Open House night to welcome parents and students
Person Responsible
Timeline
John Walker
to our schools and to share expectations for the year. The schools Annual
Resources
Source of Funds
Start: 07/01/2013
ACTION BUDGET:
End: 06/30/2014
Report to the Public will be presented at to encourage communication with

parents, the schools shall schedule no less than two parent/teacher
conferences per school year. A notice will be published at the end of the
school year to collectively honor parents for attending conferences.
Teachers, parents, and members of the community will serve on the Federal
John Walker
Advisory Committee to develop the Title I and Title V Programs. Committee
Start: 07/01/2013
ACTION BUDGET:
End: 06/30/2014
members will meet to evaluate the school improvement plan.

Action Type: Equity
Purchase blank visitor labels for parents and volunteers to use while at school.
John Walker
Start: 07/01/2013
ACTION BUDGET:
End: 06/30/2014
Total Budget
April 10, 2014
$450.00
Page 29
Intervention Implement Schoolwide Title I Program

Wong, K.K., Sunderman, G.L., & Lee, J. (1996, October 24-25). Redesigning the federal compensatory education program: Lessons from the
implementation of Title I Schoolwide programs. Paper presented at the National Invitational Conference on Implementation of the Title I Program:
Implications for Improving Our Capacity for Achieving Student Success, Bethesda, MD.
Actions
Person Responsible
Timeline
Resources
Source of Funds
Conduct annual needs assessment for Title I.
John Walker
Start: 07/01/2013
End: 06/30/2014
Teachers
ACTION BUDGET:
Title Teachers
Schools curriculum is aligned with Common Core in Literacy and
John Walker
Mathematics and the Arkansas Currriculum Frameworks in other curricular
Start: 07/01/2013
End: 06/30/2014
areas and reviewed annually.
Teachers
Teaching Aids

Instruction by classroom teachers and the Instructional Facilitator are High
ACTION BUDGET:
Title Teachers
John Walker
Qualified Teachers. Instructional aides are also Highly Qualified
Start: 07/01/2013
Teachers
End: 06/30/2014
Title Teachers
Start: 07/01/2013
End: 06/30/2014
Teachers
ACTION BUDGET:
Instructional Aides.
Teachers are currently under contract for 190 days. Of this total, 178 days are
John Walker
set aside as student contact days. Two days are set aside as parent/teacher
conferences, and ten days (60 hours) are set aside as staff development days.
ACTION BUDGET:
Title Teachers
In-service will be based on the districts needs assessment as it relates to

ACSIP. Six (6) of the 60 hours must be technology based and two (2)must be
parental involvement. All elementary teachers who teach Arkansas history
shall have 2 hours in-service in Arkansas history. All teachers may count 12
hours in-service for planning and preparation for the upcoming school year
(with approval of the principal).
April 10, 2014
Page 30

Actions
Recruiting and maintaining Highly Qualified Teachers is a priority.
Person Responsible
Timeline
John Walker
Attending job fairs, contacting colleges when openings occur, maintain
Resources
Start: 07/01/2013
End: 06/30/2014
District Staff
Source of Funds
ACTION BUDGET:
current resume files and utilizing Teachers-Teachers.com and other on-line

services are some of the strategies used to recruit Highly Qualified Teachers.
The district tries to be comtetitive with area districts in salaries and benefits
to maintain its Highly Qualified Teachers. New teachers are expected to be
trained in ELLA, ELF, Literacy Lab, CGI, and MathLinks if applicable to
their positions.
Students entering kindergarten who have attended preschool or HeadStart or
John Walker
have transition conferences with principal and kindergarten teachers. (55%)
Start: 07/01/2013
ACTION BUDGET:
End: 06/30/2014

The elementary school collaborates with the local Kiwanas organization to
John Walker
provide upto five books to every preschool through sixth grade students using
a fifty/fifty match. The school also collaborates with the White River Area
Start: 07/01/2013
End: 06/30/2014
Outside Consultants
ACTION BUDGET:
Teachers
Agency to provide a foster grandparent to work with at-risk students. Local

fire departments, city police department, county sheriffs department and first
responders work together with the school in providing students with a health
and safety day. The county extension agent and Izard county Master
Gardeners collaborates with third grade teachers on flower garden at the
elementary school. The Brockwell HeadStart, ICC Preschool and ICC
Kindergarten collaborates and provides parents of preschool age and
kindergarten age students a two-day event where parents can register their
child(ren)and meet with staff about placements for the next school year.
Action Type: Equity
Action Type: Wellness
April 10, 2014
Page 31

Actions
Person Responsible
Timeline
Resources
POINT IN TIME REMEDIATION: When considering students at risk we
John Walker,
Start: 07/01/2013
look beyond NRT and CRT scores and include the QUALLS, DIBELS,
Samantha Johnson,
End: 06/30/2014
District Staff
DRA, and DSA, as well as, mathematics quarterly assessments which give us
Donna Ford Caren Warden
a complete assessment to determine intervention needs. Based on these
Debra Everett
Teachers
needs, intervention plans are written on an individual basis to continually
Source of Funds
ACTION BUDGET:
Title Teachers
monitor student achievement and progress. The intervention plans include

scientifically based strategies for students who have difficulty mastering
standards at proficient and advanced levels. The plans are adjusted based on
bi-monthly progress monitoring. Intervention plans are implemented by Title
I certified teacher, certified teachers and highly qualified instructional istants
on a daily basis. Each student scoring below proficient will receive
remediation. IRIs and AIPs will be developed by classroom teachers,
parents, counselor, and administration to meet the individual needs to
students. They will participate in small group instruction with emphasis on
the identified area of weakness as determinded by statewide assessments.
Students will receive remediation until they meet the criteria as determinded
by the literacy coach.
Action Type: Equity
Coordinate Title I, Title IIA and NSLA to employ additional staff to reduce
John Walker,
Start: 07/01/2013
class-size and provide scaffolding for students that are at-risk and some-risk
Fred Walker
End: 06/30/2014
District Staff
for school failure.

ACTION BUDGET:
Teachers
Title Teachers

Action Type: Equity
April 10, 2014
Page 32

Actions
Person Responsible
Timeline
Comprehensive literacy approach which is scientific research-based is the
John Walker,
Start: 07/01/2013
focus of our literacy program patterened after Arkansass Reading First
Samantha Johnson
End: 06/30/2014
John Walker
Start: 07/01/2013
Resources
Source of Funds
ACTION BUDGET:
Program.
Action Type: Equity
Parental Involvement through volunteers in the classroom, newsletters home
to parents and fieldtrips is encouraged.
ACTION BUDGET:
End: 06/30/2014

Teachers collaborate in grade-level and across grade levels in team meeting
John Walker,
Start: 07/01/2013
in literacy and mathematics.
Samantha Johnson
End: 06/30/2014
ACTION BUDGET:
Total Budget
April 10, 2014
$0.00
Page 33
1.3 Goal: We will develop a literacy curriculum that correlates standards, instruction, and assessment.
Benchmark: We will make adequate yearly progress as determined by the Arkansas Department of Education.
Intervention Curriculum alignment to Common Core Standards in Literacy.

Jacobs, Heidi Hayes. (1997). Mapping the Big Picture. Alexandria, Virginia: Association forSupervision and Curriculum Development.
Actions
Person Responsible
Timeline
Resources
Source of Funds
Develop a common grading and reporting procedure, specifying
John Walker,
Start: 07/01/2013
expectations, for each grade level; notify parents of expectations.
Samantha Johnson
End: 06/30/2014
John Walker
Start: 07/01/2013
Teachers
End: 06/30/2014
Title Teachers
ACTION BUDGET:

Action Type: Equity
Teachers will meet to determine if there are any gaps or repetitions in the
curriculum and revise as necessary; teachers will determine read alouds by
ACTION BUDGET:
gread level to prevent repetitions.

Literacy teams will meet with 5th and 6th grade literacy teams to ensure a
John Walker,
Start: 07/01/2013
seamless curriculum.
Billy McBride
End: 06/30/2014
Teachers
John Walker
Start: 07/01/2013

Review periodically (at least annually) the ACSIP Plan.
Title Teachers

Teachers PreK-4 through grade-level and vertical teams the language arts
ACTION BUDGET:
ACTION BUDGET:
End: 06/30/2014
John Walker
will evaluate curriculum to ensure that the common Core Standards are
Start: 07/01/2013
End: 06/30/2014
Teachers
ACTION BUDGET:
addressed; use of standards will be documented.

Total Budget
April 10, 2014
$0.00
Page 34
Intervention Improve test-taking skills

Teaching Study Skills and Test-Taking Strategies to Elementary School Students. (Deborah C. Beidel, Samuel M. Turner and Jill C. Taylor-Ferreira).
Behavior Modification, Vol. 23, No. 4, 630-646 (1999)
Actions
Person Responsible
Timeline
Resources
Source of Funds
Teachers will implement test-taking strategies in their classrooms.
John Walker
Start: 07/01/2013
Teachers
ACTION BUDGET:
End: 06/30/2014
Action Type: Equity

Through the desegregation of data, teachers will determine if strategies
John Walker,
Start: 07/01/2013
implemented are effective. Three years of CRT will be examined to
Samantha Johnson
End: 06/30/2014
determine if expected growth is occuring. NRT data available will be
classroom teachers
Teachers
ACTION BUDGET:
examined for growth patterns.

Conferences will be held with parents and teachers to develop academic
John Walker
improvement plans for students below proficient in literacy on the
Start: 07/01/2013
Teachers
ACTION BUDGET:
End: 06/30/2014
benchmark exam (Gr 3-4) below the proficient level on the ITBS (K-2).
Intensive intervention plans will be written for students who are below basic
on the ITBS or at risk on DIBELS (K-4).
A celebration committee will develop appropriate incentives and rewards for
John Walker
testing, attendance and performance.
Start: 07/01/2013
Teachers
ACTION BUDGET:
End: 06/30/2014

Teachers will receive professional development strategies for test-taking,
John Walker
participation in target assessments, develop assessments to include open
Start: 07/01/2013
End: 06/30/2014
Teachers
Start: 07/01/2013
Teachers
ACTION BUDGET:
ended test items, and use of rubrics as provided by ADE and/or testing
company.
Teachers will analyze test data and released items to determine test-taking
John Walker
skills needed; test taking vocabulary will be a priority.
End: 06/30/2014
ACTION BUDGET:
April 10, 2014
Page 35
Intervention Improve test-taking skills

Actions
Employee Kendal Wallis (.25 FTE) (NSLA)(grand-fathered) former, EAST,
Person Responsible
Timeline
John Walker
GIS and Computer Networking Instructor to provide on-going professional
Resources
Source of Funds
Start: 07/01/2013
District Staff
NSLA (State-281)
End: 06/30/2014
Teachers
Employee Benefits:
development in the area of integration of technology into the curriculum,

provide professional development during summer to classroom teachers in
Employee Salaries:
alignment of classroom libraries with Reading Counts and Common Core
ACTION BUDGET:
Standards and provides on-going support for Reading Counts Program to the
elementary and middle school instructional staff and progress monitoring
studentslexile scores and sharing data with staff in an effort to decrease the
achievement gap. He will also assist with the implementation of the PARCC
Assessments.
Total Budget
April 10, 2014
$2,593.00
NSLA (State-281)
$11,793.00
Page 36
$9,200.00
$11,793.00
Priority 2: We will improve math skills.
2.1 Goal: We will develop a math curriculum that correlates standards, instruction, and assessment.
Benchmark: We will follow annual measurable objectives as provided by the Arkansas Department of Education.
AMO in grades 3 and 4 in Math Performance for 2017 is 89.85 percent.
AMO in grades 3 and 4 in Literacy Performance for TAG (Targeted Achievement Gap Group) for 2017 is 88.80 percent.
AMO in grades 3 and 4 in Literacy Performance for Students with Disabilities for 2017 is 75.00.
Intervention Align math curriculum to the Common Core.

1. Jacobs, Heidi Hayes. (1997). Mapping the Big Picture. Alexandria, Virginia: Association for Supervision and Curriculum Development.
2.Carpenter, Thomas P., Et al. Childrens Mathematics: Cognitively Guided Instruction.Portsmouth, New Hampshire: Heinemann.
Actions
Person Responsible
Timeline
Resources
Source of Funds
Teachers PreK-4 will be trained in curriculum mapping and alignment
John Walker
Start: 07/01/2013
District Staff
End: 06/30/2014
Outside Consultants
Start: 07/01/2013
Teachers
ACTION BUDGET:

Each teacher will develop a math pacing guides which will be
John Walker
reviewed/revised annually.
ACTION BUDGET:
End: 06/30/2014

Align grade level math curriculum maps to Common Core.
John Walker

Vertical team meetings to determine repetitions and gaps in the curriculum.
Teachers
ACTION BUDGET:
End: 06/30/2014
John Walker

Curriculum committee to review math curriculum and implement strategies
Start: 07/01/2013
Start: 07/01/2013
District Staff
ACTION BUDGET:
End: 06/30/2014
John Walker
to improve math skills.
Start: 07/01/2013
Teachers
ACTION BUDGET:
End: 06/30/2014

Inventory manipulatives and purchase needed manipulatives, gr K-4.
John Walker
Start: 07/01/2013
Teaching Aids
ACTION BUDGET:
End: 06/30/2014
Utilize the Math specialist from NAESC to model the use of manipulatives
John Walker,
Start: 07/01/2013
Outside Consultants
and model CGI and standards-based math strategies in the classrooms.
Tracey Owens
End: 06/30/2014
Teachers
April 10, 2014
ACTION BUDGET:
Teaching Aids
Priority 2: Math
Page 37

Actions
Appoint a mathematics leadership team (composed of an administrator,
Person Responsible
John Walker
instructional facilitator, elementary mathematics teachers and a special
Timeline
Resources
Start: 07/01/2013
End: 06/30/2014
District Staff
education teacher)that will meet monthly to look at mathematics research,
Source of Funds
ACTION BUDGET:
Teachers
and devise a plan for mathematics education.

Action Type: Equity
Participate in Target Assessment in grades 2-4.
John Walker
Start: 07/01/2013
Title I
End: 06/30/2014
District Staff
Purchased Services:
Outside Consultants
ACTION BUDGET:
Action Type: Equity
Teachers

Math Leadership Team (K-4) meet monthly to discuss issues and concerns of
John Walker
the math curriculum. Principal leads a book study (Childrens Mathematics:

Cognitively Guided Instruction).
Start: 07/01/2013
End: 06/30/2014
District Staff
ACTION BUDGET:
Teachers

Action Type: Equity
April 10, 2014
Priority 2: Math
Page 38
$143.00
$143.00

Actions
Person Responsible
Timeline
Resources
At the conclusion of the 2012-2013 school year we evaluated this
John Walker,
Start: 07/01/2013
Intervention/Program through: comparsion of Pre - Post Tests using the Math
classroom teachers
End: 06/30/2014
Diagnosis & Intervention System (EnVision Mathematics)and determined
Source of Funds
ACTION BUDGET:
Teachers
that it was effective in support of our Curriculum, Instruction, Assessment

and Professional Development. We believe the evidence shows that it is valid
in terms of supporting our efforts to increase student achievement. During the
2013-2014 school year we plan to use the following protocol in evaluating,
and adjusting, the programs, processes, and activities that make up the action
descriptions within this intervention/program: Math Diagnosis and
Intervention System (EnVision Mathematics). We will use this
data/information (Pre-Post Test for all students) to determine whether the
objective(s)of this Intervention/Program was(were) achieved and whether it
has been successful in attaining the anticipated participant outcome
objectives. We will report the results, in our 2014/2015 ACSIP Plan,and use
those evaluation results in making decisions that impact our future
instructional program.
Instructional Facilitator (Samantha Johnson) will participate in ADE
John Walker
Start: 07/01/2013
Teachers
ACTION BUDGET:
End: 06/30/2014
sponsored instructional facilitators training.

Total Budget
April 10, 2014
Priority 2: Math
$143.00
Page 39
Intervention Implement performance assessment

Reeves, Douglas B. (1998). Making Standards Work (2nd ed.). Denver: Center for Performance Assessment
Actions
Person Responsible
Timeline
Resources
Conduct a Family Math/Literacy Night
John Walker
Start: 07/01/2013
District Staff
End: 06/30/2014
School Library

Teachers will implement performance assessment in their classrooms.
Source of Funds
ACTION BUDGET:
Teaching Aids
John Walker
Start: 07/01/2013
End: 06/30/2014
Teachers
ACTION BUDGET:
Teaching Aids
Provide staff development on implementing performance assessment.
John Walker

Review data to see if performance on open response items have improved as
Samantha Johnson
well as procedural skills.
Start: 07/01/2013
District Staff
End: 06/30/2014
Teachers
Start: 07/01/2013
District Staff
End: 06/30/2014
ACTION BUDGET:
ACTION BUDGET:

Review and revise the ACSIP annually.
John Walker,
Start: 07/01/2013
Samantha Johnson,
End: 06/30/2014
District Staff
Donna Ford
ACTION BUDGET:
Teachers
classroom teachers
Total Budget
April 10, 2014
Priority 2: Math
$0.00
Page 40
2.2 Goal: We will improve all students mathematics procedure skills and ability to respond to open response items.
Benchmark: We will follow adequate yearly progress as determined by the Arkansas Department of Education.
Intervention Implement strategies in mathematics utilizing CGI and Standards-based Mathematics training.
Balanced Assessment for the Mathematics Curriculum (1999). New York: Dale Seymour Publications.
Actions
Person Responsible
Timeline
Resources
Professional development in integration of writing in the math curriculum
John Walker
through open response items.
Start: 07/01/2013
Outside Consultants
End: 06/30/2014
Start: 07/01/2013
Teachers
End: 06/30/2014
Teaching Aids
Start: 07/01/2013
Outside Consultants
End: 06/30/2014
Teachers
Start: 07/01/2013
End: 06/30/2014
Teachers
Source of Funds
ACTION BUDGET:

Implement a program for writing in the math curriculum.
John Walker

Develop or review available rubrics for scoring student writing.
John Walker

Horizontal or vertical exchange for scoring of student writing
John Walker
ACTION BUDGET:
ACTION BUDGET:
ACTION BUDGET:
Action Type: Equity

Review data to see if the program for writing in the math curriculum
John Walker,
Start: 07/01/2013
improved math scores on the Primary and Intermediate Benchmark exam.
Samantha Johnson
End: 06/30/2014
Teachers
Develop AIP for students below proficient on the Benchmark exam and
John Walker,
Start: 07/01/2013
District Staff
NRTs and other assessments.
Samantha Johnson
End: 06/30/2014
John Walker
Start: 08/19/2013
Teaching Aids
Title I
End: 05/29/2014
Title Teachers
Employee Salaries:
ACTION BUDGET:

Employ Kensey Wheat (.27 FTE)(Title I) "math" student success instructor
ACTION BUDGET:
Teachers
to work with identified students in mathematical problem solving and

hands-on-activities. Students identified with greatest needs are served.
Title I
Students in grades K-1 were identified by the classroom teachers as requiring
Employee Benefits:
additional help in math while students in grades 2-4 were selected as being at
ACTION BUDGET:
high risk based on the previous years state testing.

April 10, 2014
Priority 2: Math
Page 41
$11,579.00
$3,092.00
$14,671.00
Intervention Implement strategies in mathematics utilizing CGI and Standards-based Mathematics training.
Actions
Person Responsible
Timeline
Resources
Employ Greg Workman, a highly qualified instructional aide (.50 FTE) (Title
John Walker
I) to work with at-risk students in K-4 in mathematics. Students identified as
Source of Funds
Start: 08/19/2013
Title I
End: 05/28/2014
Employee Salaries:
high risk are served.

Action Type: Equity
Employee Benefits:
ACTION BUDGET:
Total Budget
April 10, 2014
$6,417.00
Title I
Priority 2: Math
$23,679.00
Page 42
$2,591.00
$9,008.00
Intervention Implement technology across the curriculum

Reil, Margaret & Fulton, Kathleen (2001). The Role of Technology in Supporting Learning Communities. Phi Delta Kappan, 518-523.
Actions
Person Responsible
Timeline
Resources
Source of Funds
All classrooms have internet connections and smartboard technology.
John Walker,
Start: 07/01/2013
Donna Ford
End: 06/30/2014
John Walker
Start: 07/01/2013
Computers
ACTION BUDGET:

All certified staff will be required to secure a minimum of 6 hours of
integrated technology training and additional training on the use of smart
Outside Consultants
ACTION BUDGET:
End: 06/30/2014
technology.
Purchase printer cartridges for classroom use.
Donna Ford
Start: 07/01/2013
Computers
ACTION BUDGET:
End: 06/30/2014
Develop grade level goals for integrating technology into the curriculum;
John Walker,
Start: 07/01/2013
monitor use of technology in meeting goals.
Donna Ford
End: 06/30/2014
Computers
Teachers

Evaluate the integration of technology throughout the curriculum by
ACTION BUDGET:
Teaching Aids
John Walker
examining lesson plans and classroom observations
Start: 07/01/2013
ACTION BUDGET:
End: 06/30/2014

Survey parents to determine numbers who have computers for home use,
John Walker
Start: 07/01/2013
District Staff
ACTION BUDGET:
End: 06/30/2014
internet accessibility, and what to include on the schools web site

Purchase lcd projector and laser printers for elementary classrooms.
John Walker,
Start: 07/01/2013
Steven Walker
End: 06/30/2014
Action Type: Equity
Donna Ford
Teaching Aids
Title I
ACTION BUDGET:
$1,000.00
$1,000.00

April 10, 2014
Priority 2: Math
Page 43
Intervention Implement technology across the curriculum

Actions
Employ an elementary library/media specialist (Donna Ford)(.50 FTE); (Title
Person Responsible
John Walker
I) salary and benefits, to assist with technology inclusion exceeding state
Timeline
Resources
Source of Funds
Start: 07/01/2013
NSLA (State-281)
End: 06/30/2014
Employee Benefits:
standards and monitoring and tracking lexile levels for all students. Classes
$6,512.00
NSLA (State-281)
are scheduled into the library which as 24 student computers and Mrs. Ford
Employee Salaries:
works with students on computerized research, collecting information via the
ACTION BUDGET:
$24,526.00
$31,038.00
internet and produce multimedia presentations and technology based-projects

throughout the year.
Employ Steve Walker who has a bachelors degree in information technology
John Walker
Start: 07/01/2013
and an education degree as a technology specialist (.30 FTE) (NSLA) to
Billy McBride
End: 06/30/2014
Computers
NSLA (State-281)
Employee Benefits:
assist teachers implementing technology across the curriculum and utilizing
$2,859.00
NSLA (State-281)
technology in classroom instruction.
Employee Salaries:
ACTION BUDGET:
$13,211.00
$16,070.00

Action Type: Equity
Purchase twenty Google Chromebooks with touch screen monitors on cart to
John Walker,
Start: 03/25/2014
Computers
NSLA (State-281)
be shared in grades 2-4 classrooms utilizing the internet for research and to
Steven Walker
End: 04/25/2014
District Staff
enhance keyboarding skills.
Donna Ford
ACTION BUDGET:
$7,500.00
$7,500.00
Total Budget
April 10, 2014
Priority 2: Math
$55,608.00
Page 44
Priority 3: We will improve the wellness of our students.
3.1 Goal: Students in grades K-4 will have a minimum of 150 minutes a week in physical education and physical activity.
Benchmark: Students will have attendence rate of 93
Intervention Students in K-4 will have 80 minutes of physical education per week and a minimum of 75 minutes a week in physical activity in the
for of free play.
1. Incorporating Physical Activity into Schools - Research Update, Melpomene Journal, Fall-Winter, 2002. 2. Samuels, Christina A., Schools
Respond to Federal "Wellness" Requirement. June, 14, 2006: Education Week. 3. Greifner, Laura., National PTA Aims to Restore Time for Recess.
March 22, 2006: Education Week.
Actions
Person Responsible
Timeline
Resources
Source of Funds
Students will have phyical education for 80 minutes a week.
Students in grades K-4 will have physical activity in the form of free play for
Dennis Theilemier,
Start: 07/01/2013
John Walker
End: 06/30/2014
John Walker
Start: 07/01/2013
a minimum of 75 minutes per week and as much as 150 minutes per week.
ACTION BUDGET:
Teachers
ACTION BUDGET:
End: 06/30/2014

Students BMI data will be collected and compared with the two preivious
John Walker,
Start: 07/01/2013
years to chart trends on students weight.
Tanna Brashears
End: 06/30/2014
District Staff
The principal will monitor compliance with the district wellness policy and
John Walker,
Start: 07/01/2013
report to the superintendent. School food service staff will ensure that food
Laura McCandlis
End: 06/30/2014
District Staff
ACTION BUDGET:
Action Type: Equity

ACTION BUDGET:
service areas meet nutritional policies and report to superintendent.

April 10, 2014
Priority 3: Wellness
Page 45
Intervention Students in K-4 will have 80 minutes of physical education per week and a minimum of 75 minutes a week in physical activity in the
for of free play.
Actions
Person Responsible
Timeline
Resources
Source of Funds
PROGRAM EVALUATION: During the 2013-2014 school year, we plan to
John Walker,
Start: 07/01/2013
use the following protocol in evaluating, and adjusting, the programs,
Tanna Brashears,
End: 06/30/2014
processes, and activities that make up the action descriptions within this
Debbie Everett
ACTION BUDGET:
intervention/program: School Health Index Modules 1, 2, 3, 4, 5, and 8, BMI

results, and the APNA student survey. We will use this data/information to
determine whether the objectives of this Intervention/Program were achieved
and whether it has been successful in attaining the anticipated participant
outcome, objectives. We will report the results, in our 2014/2015 ACSIP
Plan, and use those evaluation results in making decisions that impact our
future instructional program.
Total Budget
April 10, 2014
Priority 3: Wellness
$0.00
Page 46
School Improvement Planning Team
SCHOOL IMPROVEMENT PLANNING TEAM MEMBERS

Classification
Name
Position
Classroom Teacher
Courtney Selph
3rd grade teacher
Classroom Teacher
Dennis Thielemier Physical Education
Classroom Teacher
Donna Stevenson
1st grade teacher
Classroom Teacher
Jonathan Baker
Art
Classroom Teacher
Kensey Wheat
4th grade teacher
Classroom Teacher
Lairen Hall
1st grade teacher
Classroom Teacher
Michelle McCord
Second Grade Teacher
Classroom Teacher
Randi Holland
Special Education
Classroom Teacher
Robert Norton
4th grade teacher
Classroom Teacher
Shari Simino
2nd grade teacher
Classroom Teacher
Takara Kinion
Preschool Special EducationTeacher
Classroom Teacher
Velna Everett
Kindergarten Teacher
Classroom Teacher
Vicky Norton
Kindergarten Teacher
Community Representative
Melinda Wallis
Community
District-Level Professional
Caren Warden
Special Education/Speech
Non-Classroom Professional Staff Donna Ford
Library Media Specialist
Non-Classroom Professional Staff Heather Everett
Preschool Director
Non-Classroom Professional Staff Kensey Wheat
Math Chairperson/Counselor
Non-Classroom Professional Staff Samantha Johnson Instructional Facilitator
Parent
Crystal Taylor
Parent
Parent
Helen Savell
Parent
Parent
Meredith Cole
Parent
Principal
John Walker
Elementary Principal
April 10, 2014
Committee
Math
Math
Literacy
Literacy
Literacy
Math
Literacy
Math
Math/Title I Advisory
Math
Literacy
Math
Literacy
Title I Advisory
Literacy
Literacy
Math
Math
Literacy
Math
Title I Advisory
Literacy
Title I Advisory
Appendix School Improvement Planning Team
Page 47

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IZARD CO. CONS. ELEM.

Grade Span: K-4

Title I: Title I Schoolwide

IZARD CO. CONS. ELEM. SCHOOL

SUPERVISOR REVIEW COPY ONLY

A School Improvement Planning Team

April 10, 2014

IZARD CO. CONS. ELEM. SCHOOL

SUPERVISOR REVIEW COPY ONLY

a lexile range on students.

Action Type: Alignment

program (Reading is Fundamental) sponsored by the local Kiwanis Club;

school match (Title I) .

Action Type: Collaboration

parents to help students select books.

Action Type: Parental Engagement

scores, and Reading Counts Program and tech support.

Action Type: Alignment

Action Type: Collaboration

April 10, 2014

IZARD CO. CONS. ELEM. SCHOOL

SUPERVISOR REVIEW COPY ONLY

Points Program in Reading Counts.

Action Type: Collaboration

Action Type: Professional Development

Action Type: Collaboration

Action Type: Technology Inclusion

Action Type: Title I Schoolwide

access to materials available in the school library media center.

Action Type: Equity

Action Type: Parental Engagement

Charlie Mae Simon and Arkansas Diamond current list.

Action Type: Title I Schoolwide

student fluency and comprehension in reading.

Action Type: Title I Schoolwide

April 10, 2014

IZARD CO. CONS. ELEM. SCHOOL

SUPERVISOR REVIEW COPY ONLY

books in a wide range of genres and reading levels.

Action Type: Alignment

Action Type: Equity

Sharon Walker (NAESC)

Continuation of Instructional Facilitators training by applying instructional

strategies through modeling and application to engage students in the

Action Type: Collaboration

Action Type: Equity

Action Type: Alignment

Sharon Walker (NAESC)

Action Type: Equity

April 10, 2014

IZARD CO. CONS. ELEM. SCHOOL

SUPERVISOR REVIEW COPY ONLY

and horizontally across grade levels.

Action Type: Collaboration

evaluate improvement and generate group instructional needs; Performance

assessments and target assessment data on writing will be the outcome

to evaluate growth; Target Assessment data will be the outcome assessment

advanced compared to the previous results used to determine progress; scores

April 10, 2014

IZARD CO. CONS. ELEM. SCHOOL

SUPERVISOR REVIEW COPY ONLY

frameworks for the particular grade level, in the instructional sequence of