DARDANELLE SCHOOL DISTRICT Arkansas Comprehensive …€¦ · DARDANELLE SCHOOL DISTRICT REVIEW COPY ONLY 1 Priority 1: Administrative Support using local, state, and federal funds

DARDANELLE SCHOOL DISTRICTArkansas Comprehensive School Improvement Plan

REVIEW COPY ONLY2014-2015

The mission of the Dardanelle School District is to educate allstudents to enable them to become productive citizens in an

ever-changing world.

Grade Span: Title I: Not Applicable School Improvement:

DARDANELLE SCHOOL DISTRICT REVIEW COPY ONLY

Contents

1 Priority 1: Administrative Support 11.1 Goal: All students will improve in academics and the school environment will allow all students to reach their maximum potential. Emphasis

will be placed on subpopulations as test results indicate weaknesses. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

2 Priority 2: Literacy 102.1 Goal: Each building within the district will ensure that students will improve in reading comprehension in all curricular areas to a

proficiency level or above. Emphasis will be placed on students at risk as indicated on assessments -- ELL--literacy; SpEd--literacy andmath, socio-disadvantaged. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

3 Priority 3: Math 163.1 Goal: All students will improve in problem solving skills in mathematics. At risk students (specifically Special Ed and ELL) will receive

needed additional assistance as indicated on state assessments. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

4 Priority 4: Safe Schools 214.1 Goal: With district support, building administrators and staff will utilize the building ACSIP Plans to promote a safe and drug-free learning

environment that supports learning. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21

5 Priority 5: Wellness 235.1 Goal: The district will provide support for students in making healthy lifestyle choices by implementing systems to aid in decreasing the

average BMI on routine annual student screening and increasing collaboration between all segments of the school community in support ofpositive lifestyle choices. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

6 Priority 6: Importance of Parent Contribution–Family and Community Engagement 256.1 Goal: Effective communication among students, teachers, and parents will be emphasized in the Dardanelle Public Schools with priority

on at risk students. A larger percentage of parents will be in contact with each school as evidenced by log in sheets and surveys. . . . . . 25

7 Priority 7: Title III/ELL 277.1 Goal: To ensure that diverse students have maximum opportunities to achieve to their potential in speaking, reading, writing and

comprehension of the English Language. Limited English Proficient students will meet Arkansas Academic Standards and attainproficiency or above on ACTAP with supplementary assistance. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27

A School Improvement Planning Team 31

November 24, 2014 Page ii


1 Priority 1: Administrative Support using local, state, and federal funds

1.1 Goal: All students will improve in academics and the school environment will allow all students to reach their maximum potential. Emphasis will beplaced on subpopulations as test results indicate weaknesses.

Benchmark: Each school and their staff will ensure that there will be ESEA status improvement of students who scored below proficient to proficient orabove by 10

Intervention Dardanelle has approved a comprehensive school improvement plan, which includes appropriate program goals, evaluations, budgetsand assurances. All required parties are consulted in the planning, development, and implementation of the programs and activities as indicated inthe ACSIP. All schools and students are afforded administrative support. Proven high-fidelity, academic programs enabling all students to meetacademic objectives have been implemented. The NEEDS ASSESSMENT in the Dardanelle School District has shown that the Special Educationand ELL subpopulations need assistance to achieve proficiency in literacy.

Scientific Based ResearchAssociation for Supervision and Curriculum Development, Alexandria, VA, 2007. (As summarized in Effective Schools Research AbstractsVolume 22, Issue 1) Association for Supervision and Curriculum Development has a web site at http://www.ascd.org Elliott, Judy, "Response toIntervention: What and Why." The School Administrator 8, 65 (September 2008): 10-18

Actions Person Responsible Timeline Resources Source of FundsInstructional Supervisor (Burris) oversees the Federal Programs within the

district. He is responsible for instructional practices, curriculum, and all

federal programs within the district. (Burris; .5fte NSLA $41,869 .5fte Title I

$41,869.) Grace serves as an administrative assistant to the federal program

director (she is responsible for purchasing within the title I school (Grace,

1fte; Title I, $38,714). The instructional supervisor (Burris) utilized materials

and supplies needed to further the success of the Title I programs. These

supplies and materials may include instructional technology, office supplies,

resource books, and manipulatives used for training and staff development

within the Title Programs(Title I $34874.80). In order to assure effectiveness

of Title I programs, the Instructional Supervisor (Burris) meets weekly or

bi-weekly as needed, with staff or with principals to confer and determine

needs based upon data analysis, curriculum, strategies, PD, literacy, math,

personnel, and budget matters.

Action Type: Collaboration

Action Type: Professional Development

Burris,

Grace

Start: 07/01/2014

End: 06/30/2015

Administrative Staff

Central Office

Computers

Title I

Materials & Supplies: $34,874.80

Title I

Employee Salaries: $80,583.00

Title I

Employee Benefits: $21,082.22

NSLA (State-281)


NSLA (State-281)


ACTION BUDGET: $189,291.66

November 24, 2014 Priority 1: Administrative Support Page 1


Intervention Dardanelle has approved a comprehensive school improvement plan, which includes appropriate program goals, evaluations, budgetsand assurances. All required parties are consulted in the planning, development, and implementation of the programs and activities as indicated inthe ACSIP. All schools and students are afforded administrative support. Proven high-fidelity, academic programs enabling all students to meetacademic objectives have been implemented. The NEEDS ASSESSMENT in the Dardanelle School District has shown that the Special Educationand ELL subpopulations need assistance to achieve proficiency in literacy.Actions Person Responsible Timeline Resources Source of FundsAn additional Instructional Supervisor (Kuras, 1fte, $84806) provides

resources to improve instruction and to increase academic achievement as

she works half a day in the title I programs and schools. The district provides

support to the title I programs within each school by providing an additional

instructional Supervisor. The instructional supervisor meets weekly or

bi-weekly (as needed) with each other or with principals to confer on data

analysis, curriculum, strategies, professional development, personnel, and, if

needed, budget matters concerning the title I programs. Additional supplies

such as leadership books and teacher training materials will be purchased as

needed ($6,000).


Action Type: Technology Inclusion

Burris,

Kuras

Start: 07/01/2014

End: 06/30/2015

Computers

District Staff

Outside Consultants

Performance Assessments

Title I


Title I


NSLA (State-281)


NSLA (State-281)


NSLA (State-281)



The District ACSIP is reviewed and revised annually by the ACSIP Peer

Review Team, composed of principals, superintendent, parents, and ACSIP

chair members.Action Type: Collaboration

Action Type: Parental Engagement

Grace,

Burris,

Kuras

Start: 07/01/2014

End: 06/30/2015


Central Office

Teachers

ACTION BUDGET:

The district is providing support to the schools in needs improvement status

via the Instructional Supervisors. They meet weekly or bi-weekly as needed,

with staff or with principals to confer on data analysis, curriculum, strategies,

PD, literacy, math, personnel, and budget matters.


Kuras,

Burris

Start: 07/01/2014

End: 06/30/2015


Central Office ACTION BUDGET:

Progress of students will be assessed and implementation of best instructional

strategies will continue.Building-level leaders as well as Instructional

Supervisors will utilize TESS (teacher evaluation) in order to determine the

effectiveness of classroom practices and procedures.Students who are at risk

of not meeting AYP are given additional assistance by tutors or study skills

teachers (HQT).

Action Type: Program Evaluation

Principals,

Burris,

Kuras

Start: 07/01/2014

End: 06/30/2015


Teachers ACTION BUDGET:



Intervention Dardanelle has approved a comprehensive school improvement plan, which includes appropriate program goals, evaluations, budgetsand assurances. All required parties are consulted in the planning, development, and implementation of the programs and activities as indicated inthe ACSIP. All schools and students are afforded administrative support. Proven high-fidelity, academic programs enabling all students to meetacademic objectives have been implemented. The NEEDS ASSESSMENT in the Dardanelle School District has shown that the Special Educationand ELL subpopulations need assistance to achieve proficiency in literacy.Actions Person Responsible Timeline Resources Source of Funds

Total Budget $302,094.16



Intervention ALE-An Alternative Learning Environment Program is in place to address at-risk students.Scientific Based ResearchResearch: 1. Alternative Learning Environments. Number 6. December 1995. Southwest Educational Development Laboratory.<http://www.sedl.org/policy/insights/altlearn9512;2. Barr, Robert D. and William H. Parrett, Hope at Last for At-Risk Youth. Allyn andBacon, Needham Heights, MA. (As summarized in Effective Schools Research Abstracts Volume 13, Issue 3; 3. Johnson, Debra, "PerformancePentagon: Five Strategies to Help All Students Make the Grade," NASSP Bulletin 85, 629 (December 2005): 40-54. (As summarized in EffectiveSchools Research Abstracts Volume 16, Issue 8) http://www.nassp.org

Actions Person Responsible Timeline Resources Source of FundsA curriculum is provided in ALE that includes mathematics, science, social

studies, and language arts aligned with the regular classroom instruction.

Computer programs, when used, supplement teacher instruction. Lessons are

in alignment to the Common Core Standards. The ALE curriculum for high

school students is a result of an individual improvement plan arrived at by a

committee of parents, principal, counselor, and teachers.

Action Type: Alignment



Lane,

Cole

Start: 07/01/2014

End: 06/30/2015

Computers

District Staff

School Library

Teachers

Teaching Aids

ACTION BUDGET:

A review and evaluation of ALE student academic progress in the ALE

program is conducted. Participating students will achieve proficiency or

above on the Arkansas Benchmark or EOC exams.


Counselors,

Principals,

ALE Teachers

Start: 07/01/2014

End: 06/30/2015

District Staff


Teachers

ACTION BUDGET:



Intervention ALE-An Alternative Learning Environment Program is in place to address at-risk students.Actions Person Responsible Timeline Resources Source of FundsDardanelle High School and Middle School provides an alternative learning

environment for students who fail to thrive in the regular campus

environment. Students are placed in the ALE environment based upon

recommendation by committee. The students must have many factors that

hinder their ability to succeed in the normal classroom before placement is

considered) Students are transitioned back into the regular classroom on a

gradual basis and are exited the program based upon committee

recommendation and success within the ALE program. Classroom aides

works to assist the certified teachers (White, .57NSLA $29528.43 and

Pierce, .28NSLA $14015.88) and provide additional support for students in

order to maximize student learning (Flores, 1fte, NSLA,$21599.00).

Students have access to the counselor, nurse, and other support services as

provided to all students. A certified teacher will work in the ALE classroom

(Cole, 1fte, NSLA, $45823.00)to provide a high-quality, rigorous, learning

environment for all students.


Cole,

Flores,

White,

Pierce

Start: 07/01/2014

End: 06/30/2015

Computers

Teachers

Teaching Aids

NSLA (State-281)


NSLA (State-281)



Dardanelle Elementary and Primary School provides a licensed teacher to

develop a high-quality and rigorous learning environment for all ALE

students (Lane, 1fte, ALE, $47569.00). Students are placed in the ALE

environment based upon recommendation by committee. The students must

have many factors that hinder their ability to succeed in the normal classroom

before placement is considered) Students are transitioned back into the

regular classroom on a gradual basis and are exited the program based upon

committee recommendation and success within the ALE program. One aide

works with the certified teacher to aid in meeting the needs of all

students(Rowland,1fte,NSLA $19168.00).Materials and supplies will be

granted as needed to further student achievement (manipulatives, strategies,

professional books, ($4021.43) and technology such as Chrome books and

Ipads (10 @ $500 each for $5,000)

Action Type: Equity

Lane,

Rowland

Start: 07/01/2014

End: 06/30/2015

District Staff

Teachers

NSLA (State-281)


NSLA (State-281)


ALE (State-275)


ALE (State-275)


ALE (State-275)






Intervention IMPACT OF PROFESSIONAL DEVELOPMENT-Staff will participate in professional development to increase student achievement.All professional development provided focuses on high expectations for all students

Scientific Based Research"High-Quality Professional Development Supports Ed Reform." Improving America’s Schools:Issues in School Reform.www.ed.gov/pubs/IASA/newsletters/profdev/hqprodev.html 3. Hill, Heather C., Brian Rowan, and Deborah Loewenberg Ball, "Effects ofTeachers’ Mathematical Knowledge for Teaching on Student Achievement," American Ed Research Journal 42, 2 Summer 2005: 371-406.Effective Schools Research Abstracts Volume 20, Issue 3 American Educational Research Journal http://www.aera.net

Actions Person Responsible Timeline Resources Source of FundsThe number of students scoring proficient or above on the state mandated

achievement test will increase. The staff incorporates strategies and

techniques from the professional development into their lessons. Professional

development services are provided by Arch Ford, local staff, and outside

consultants.Action Type: Professional Development


Burris,

Grace

Start: 07/01/2014

End: 06/30/2015

District Staff

Outside Consultants

Teachers

ACTION BUDGET:

Attendance at conferences (Title I, state meetings, Arch Ford Educational

Cooperative, local workshops, training, etc.), (Title I, Act 59-PD, and local

funds) is offered to staff to continue to seek methods to raise the achievement

levels of all students. At risk students are a priority. Materials and supplies

will be provided as necessary.


Burris,

Kuras

Start: 07/01/2014

End: 06/30/2015

Administrative StaffACTION BUDGET:

The staff participates in professional development on how to analyze and

effectively use data to increase student achievement. Teachers attend summer

sessions at Arch Ford Educational Cooperative pertaining to this. Specialists

from Arch Ford Educational Cooperative come on campus to assist staff in

analyzing data. (Arch Ford Fee $15000)


Principals,

Grace

Start: 07/01/2014

End: 06/30/2015


Outside Consultants

Teachers

PD (State-223)

Purchased Services: $15,000.00


ACT 59. Staff will further their professional university studies. Tuition for

three to six hours is reimbursed. Coursework is directly connected to

improving the academic achievement of Dardanelle students. $4799.24



Burris Start: 07/01/2014

End: 07/01/2014

PD (State-223)





Intervention IMPACT OF PROFESSIONAL DEVELOPMENT-Staff will participate in professional development to increase student achievement.All professional development provided focuses on high expectations for all studentsActions Person Responsible Timeline Resources Source of FundsSupplies such as resource books and technology will be provided as needed

to accommodate Dardanelle students that attend private school. Resources

and supplies will be utilized to implement the skills learned by teachers

through professional development training.



Burris,

Kuras

Start: 07/01/2014

End: 07/01/2014 ACTION BUDGET:

A teacher support program will be directed by the Instructional Supervisors.

The purpose of this program will be to support novice teachers, teachers in

track one and tract three of TESS, and teachers recommended by the

principal. Outside presenters will be used as necessary.Administrators will

attend professional development opportunities as necessary (PD $5200)

Materials such as resource books and supplies will be purchased as

necessary. (PD $6223.76)


Action Type: Equity

Kuras,

Burris

Start: 07/01/2014

End: 07/01/2014

PD (State-223)



A district-level professional development center will be equipped with

technology in order to provide high-quality training opportunities for

teachers. Technology will include 4 LCD projectors at $1200 each; a chrome

cart with (20 chrome books at $500 each and a cart at $2000; 2 mimo’s at

$700 each for $1400 and 20 ipads at 12 @$500 each for $6,000) Total

($24,200 NSLA)

Action Type: Equity


Grimes Start: 07/01/2014

End: 06/30/2015

NSLA (State-281)

Capital Outlay: $6,800.00

NSLA (State-281)






Intervention Dardanelle Primary, Intermediate, and High Schools are provided with additional assistance by District Administrative staff toadvance school improvement status.

Scientific Based Research(1.)Ethridge, Sheldon D., "Title I Schoolwide Programs: District Support for Achieving Success," Journal of Education for Students Placed At-Risk6, 4 (2001): 335-356. Effective Schools Research Abstracts Volume 16, Issue 5; (2.)Thompson, Scott, "Creating a High-Performance SchoolSystem," Phi Delta Kappan 84, 7 (March 2003): 488-495. Effective Schools Research Abstracts Volume 18, Issue 1.

Actions Person Responsible Timeline Resources Source of FundsScientifically-based strategies are used by all teachers and paraprofessionals.

Local curriculum and instruction are aligned with the Arkansas Content

Frameworks and Common Core.Action Type: Equity


Instructional Supervisor Start: 07/01/2014

End: 06/30/2015


District Staff ACTION BUDGET:

Dardanelle Primary School provides for activities to ease students’ emotional

and academic transitions from early childhood programs to elementary

school programs by maintaining a close relationship with area preschool

programs. The preschools continue to be provided with curricular materials

that coordinate with the curriculum in place at Dardanelle Primary.



Hettingan Start: 07/01/2014

End: 06/30/2015


Community Leaders

Teachers

ACTION BUDGET:

Point-in-Time remediation (RTI) activities are to ensure that students

experiencing difficulty mastering the proficient or advanced levels of

academic achievement standards required by the state are being provided

with effective, timely additional assistance. This includes measures to ensure

that students difficulties are being identified on a timely basis and providing

sufficient information to give effective assistance.


Instructional Supervisor Start: 07/01/2014

End: 06/30/2015



Federal, state, and local funds are used to coordinate and integrate services to

improve instruction and increase student achievement.


Principals,

Instructional Supervisor

Start: 07/01/2014

End: 06/30/2015


District Staff

Teaching Aids

ACTION BUDGET:

Total Budget $0.00



Intervention EQUITY. Efforts are made to recruit minority staff as vacancies occur.Scientific Based ResearchGursky, Dan. Recruiting minority teachers: Programs aim to balance quality and diversity in preparing teachers. American Teacher. February 2002.www.aft.org/pubs-reports/american teacher/feb02/feature.html(2.) Core Problems, a report by The Education Trust, Washington, D.C., November2008. (www.edtrust.org) (As summarized in Effective Schools Research Abstracts Volume 23, Issue 7)

Actions Person Responsible Timeline Resources Source of FundsAdvertisements of teaching vacancies along with other vacancies are placed

in state-wide newspaper, local school district web site, ADE website and/or

in universities’ placement offices.

Action Type: Equity

Superintendent,

Burris

Start: 07/01/2014

End: 06/30/2015


Central Office

Teachers

ACTION BUDGET:

Minority students are encouraged to consider education as a career. A unit in

career orientation has been designed to encourage students to pursue a career

in education. Members of the teaching staff lead discussions in careers

classes to expose minority students to career choices available in education.

This is ongoing.

Action Type: Equity

Superintendent,

Burris

Start: 07/01/2014

End: 06/30/2015



Minority students are actively sought to serve as peer tutors at the high school

and middle school level after-school hours.

Action Type: Equity

Superintendent,

Burris

Start: 07/01/2014

End: 06/30/2015



The number of minority staff members will increase yearly.


Witt Start: 07/01/2014

End: 06/30/2015


Central Office ACTION BUDGET:

Total Budget $0.00



2 Priority 2: Improvement of reading performance

2.1 Goal: Each building within the district will ensure that students will improve in reading comprehension in all curricular areas to a proficiency levelor above. Emphasis will be placed on students at risk as indicated on assessments -- ELL--literacy; SpEd--literacy and math, socio-disadvantaged.

Benchmark: Each school and their staff will be engaged in activities and practices to ensure that there will be adequate yearly progress of students movingfrom below proficient to proficient or above on the Literacy Benchmark Exam. Evidence of best practices will be shown through classroom observation data.

Intervention Staff and administrators of each school will ensure that parents will become more involved in the progress of their children inacademic subjects by increasing the interaction between home and school.

Scientific Based ResearchResearch: Cotton, Kathleen and Karen Reed Wikelund. (1997). Parent Involvement in Education.Close-Up 6. School Improvement Research Series(SIRS). Northwest Regional Educational Laboratory <http://www.nwrel.org/scpd/sirs/3/cu6.html5/1989 Gordon, Molly F. & Karen Seashore Louis,Linking Parent and Community Involvement with Student Achievement: Comparing Principal and Teacher Perceptions of Stakeholder Influence,American Journal of Education, 116 (November 2009): 1-31. (As summarized in Effective Schools Research Abstracts Volume 24, Issue 9)

Actions Person Responsible Timeline Resources Source of FundsTrips to the annual Parent Conferences in the fall of 2014 and the spring of

2015 and other parenting meetings are made available.



Counselors Start: 07/01/2014

End: 06/30/2015

District Staff

Outside Consultants ACTION BUDGET:

Counselors and Principals assist parents in the building-level Parent Center.

There is an emphasis on collaborating with parents/community in an effort to

afford all students with an equal opportunity to meet their highest

achievement levels.Action Type: Collaboration

Action Type: Equity


Counselors,

Principals

Start: 07/01/2014

End: 06/30/2015

Computers

District Staff

Teachers

Teaching Aids

ACTION BUDGET:

All schools meet the Title I requirement for PARENTAL INVOLVEMENT

with the School/Parent Compact housed in the administrative office of each

building. Parental Surveys are used to increase program effectiveness.


Principals Start: 07/01/2014

End: 06/30/2015



November 24, 2014 Priority 2: Literacy Page 10


Intervention Staff and administrators of each school will ensure that parents will become more involved in the progress of their children inacademic subjects by increasing the interaction between home and school.Actions Person Responsible Timeline Resources Source of FundsStudents will increase in achievement by attaining proficiency or above on

state benchmark or EOC tests. Study skills teachers, tutors, or

interventionists will evaluate AYP’s of students not attaining proficiency or

above on state benchmark or EOC tests and provide additional assistance to

address their particular deficits.



End: 06/30/2015



Students will be emerged in a technology enrich literacy classroom. Chrome

books, desktop computers, ipads, etc. will be used for students to have

hands-on experience with research and the ability to interact with various

forms of electronic media (20 computers at $625 each for $12,500).


Kuras Start: 07/01/2014

End: 06/30/2015

Title VI State






Intervention Additional professional assistance is given to middle school students with academic deficiencies.Scientific Based ResearchResearch: (1)Gersten, Russell, Scott Baker, Joyce Smith-Johnson, Joseph Dimino, and Anne Peterson, "Eyes on the Prize: Teaching ComplexHistorical Content to Middle School Students with Learning Disabilities," Exceptional Children 72, 3 (Spring 2006): 264-280. (As summarizedin Effective Schools Research Abstracts Volume 21, Issue 3) Exceptional Children has a web site at http://www.cec.sped.org/bk/ec-jour.html (2)Ness, Molly, "Reading Comprehension Strategies in Secondary Content-Area Classrooms," Phi Delta Kappan 89, 3 (November 2007): 229-231.

Actions Person Responsible Timeline Resources Source of FundsA certified teacher assists all seventh grade students with an emphasis on

those with academic deficiencies to achieve proficient or above.


Action Type: Equity

Childres Start: 07/01/2014

End: 06/30/2015

TeachersACTION BUDGET:

Benchmark scores of reading comprehension are examined yearly for student

progression. Assessment data are evaluated for progress throughout the year

to determine adequate yearly progress. Student reports of those receiving

additional assistance are studied.


Childres Start: 07/01/2014

End: 06/30/2015



Teachers

ACTION BUDGET:

Students who scored below proficient are afforded additional remedial

assistance with certified teachers during the school day.



Walter Start: 07/01/2014

End: 06/30/2015



Teachers

ACTION BUDGET:

Certified teachers will be trained in strategies for students with academic

deficiencies (Lit Lab, Skills Lab, C.L.A.S.S.)using local, Arch Ford, and

state resources. (PD $ 5500).



End: 06/30/2015

PD (State-223)






Intervention High school students with academic deficiencies are given additional professional assistance.Scientific Based ResearchResearch: North Central Regional Educational Laboratory. "Critical Issue: Rethinking Learning for Students at Risk." Learning PointAssociates. 1997. www.ncrel.org/sdrs/areas/issues/students/atrisk/at700.htmWill, Madeleine, Assistant Secretary, Office of Special Education andRehabilitation Services, U.S. Department of Education. Educating Students with Learning Problems - A Shared Responsibility: A Report to theSecretary. Washington, D.C. 1986. (As summarized in Effective Schools Research Abstracts Volume 2, Issue 2)

Actions Person Responsible Timeline Resources Source of FundsELL students are provided with ELL-skilled instructional services by

certified teachers-to ensure they receive additional and ample assistance.

Evaluation includes progress on state required tests.

Action Type: Equity


Lawrence,

George

Start: 07/01/2014

End: 06/30/2015

Teachers

Teaching Aids ACTION BUDGET:

Criterion Reference Test scores and teacher prepared tests are examined to

determine student progression throughout the year.



Lawrence,

Hudgeons,

Wade,

James

Start: 07/01/2014

End: 06/30/2015


Computers


Teachers

ACTION BUDGET:

The Skills Lab curriculum includes intensive silent reading, vocabulary

development, direct instruction in reading and writing. This is a three-year

projected project. A new syllabus will be developed for augmented skills lab

classes. This gives students more vocabulary development and increases

writing instruction early in high school. Brainpop-an interactive vide and

quiz program ($2000 NSLA) will be used district wide to provide enhanced

segments into instruction.


Lawrence Start: 07/01/2014

End: 06/30/2015

District Staff

Teachers

NSLA (State-281)



Certified teachers will be trained in strategies for students with academic

deficiencies (Lit Lab, Skills Lab)using local, Arch Ford, and state resources.

(PD $7300)



End: 06/30/2015

PD (State-223)






Intervention Students will have greater access to individual reading instruction.Scientific Based Research(1.)"Critical Issue: Providing Effective Schooling for Students at Risk", Costello, Mary Ann, NCREL (2.)Miller, Samuel, Gerald G. Duffy, JeanRohr, Robert Gasparello, and Sue Mercier, "Preparing Teachers for High-Poverty Schools," Educational Leadership 62, 8 (May 2005): 62-65.Effective Schools Research Abstracts Volume 20, Issue 3.Educational Leadership http://www.ascd.org/cms/index.cfm?TheViewID=353&flag=353

Actions Person Responsible Timeline Resources Source of FundsAdditional personnel is added to address the academic deficiencies of all

at-risk, Economically Disadvantaged and ELL, students. The teachers work

in the classrooms during reading in conjunction with the core classroom

teachers. "Point in Time" (RTI) remediation is also conducted. These

teachers assist at risk students on individual reading levels with resourceful

teaching interventions. Computer software is also being used.


Action Type: Equity


Reading Teachers Start: 07/01/2014

End: 06/30/2015

Computers


Teachers

Teaching Aids

Title Teachers

ACTION BUDGET:

Aides work in classrooms during reading in conjunction with the core

classroom teacher to assist at-risk students. Differentiation occurs in all

classrooms in order to meet the needs of students with various learning styles.


Burris,

Kuras,

Aides

Start: 07/01/2014

End: 06/30/2015


Progress is evaluated by Target tests and/or teacher constructed tests

three-four times yearly by reading teachers to determine improvement in

comprehension.


Principals,

Counselors,

Reading Teachers

Start: 07/01/2014

End: 06/30/2015



Total Budget $0.00



Intervention Align literacy curriculum with the Common Core Standards as we move to PARCC assessments.Scientific Based Research1. Jacobs, H.H. (1997). "Mapping the big picture: Integrating curriculum and assessment k-12." Association for Supervision and CurriculumDevelopment. (2) Rowan, Brian and Robert J. Miller, "Organizational Strategies for Promoting Instructional Change: Implementation Dynamicsin Schools Working with Comprehensive School Reform Providers," American Educational Research Journal 44, 2 (June 2007): 252-297.(As summarized in Effective Schools Research Abstracts Volume 22, Issue 1) American Educational Research Journal has a web site athttp://www.aera.net (3)O’Shea, Mark R., From Standards to Success, ASCD, Alexandria, VA, 2005. (As summarized in Effective Schools Research

Actions Person Responsible Timeline Resources Source of FundsClassroom teachers horizontally and vertically align the literacy curriculum

to the Common Core State Standards and create curriculum maps for each

grade incorporating PARCC assessment goals into these grade level

curriculum maps. Instructional supervisors provide benchmarks to classroom

teachers based on curriculum maps to document the literacy skills taught in

their lesson plans. The Instructional supervisor meets with classroom

teachers to update curriculum maps.



Kuras Start: 07/01/2014

End: 06/30/2015



Achievement tests and Benchmark tests scores are evaluated by appropriate

classroom teachers/counselors yearly to determine if students are achieving

academic growth.


Counselors,

Principals,

Instructional Supervisor

Start: 07/01/2014

End: 06/30/2015


Teachers develop Academic Improvement Plans for those students scoring

basic or below on the state assessment. Teachers meet regularly, by grade

level, to review progress of students who have AIPs, students who scored

basic/below on the state assessment, and below grade level in reading

according to the diagnostic tests.

Action Type: AIP/IRI


McElligott,

Kuras

Start: 07/01/2014

End: 06/30/2015

District Staff


Total Budget $0.00



3 Priority 3: Improvement of mathematics skills

3.1 Goal: All students will improve in problem solving skills in mathematics. At risk students (specifically Special Ed and ELL) will receive neededadditional assistance as indicated on state assessments.

Benchmark: Teachers will ensure that there will be Adequate Yearly Progress of student achievement in mathematics. Evidence of best practices will beshown through classroom observation data and scores on standardized testing.

Intervention Certified teachers will provide students personal assistance with math remediation. Computer programs are also used.Scientific Based Research(1.)Riverdeep, Inc. Destination Math Validation Studies <http://www.riverdeep.net>Kasten, Margaret - Howe, Robert W. Students at Risk inMathematics: Implications for Elementary Schools. http://www.apples4theteacher.com; (2.)Grouws, Douglas A. - Cebulla, Kristin J. ED463953.Improving Student Achievement in Mathematics Part 2: Recommendations for the Classroom. 2000-12-00;

Actions Person Responsible Timeline Resources Source of FundsRemediation is provided with supplemental instruction. Remediation

provided with the use of technological resources (moby max, STAR math)

and computer programs is utilized to target students scoring below proficient

in math on state assessments.Action Type: Equity



Lawrence,

Taylor,

McKellar,

McCurdy

Start: 07/01/2014

End: 06/30/2015

Computers

District Staff


Teachers

ACTION BUDGET:

Students in the Middle School are afforded the opportunity to participate in

after school math tutoring by math instructors as funds become available.

Action Type: Equity


End: 06/30/2015

District Staff


Teachers

Teaching Aids

ACTION BUDGET:

At risk students will increase their math scores on criterion referenced tests.




Instructional Spervisors work to provide teachers training in curriculum

alignment and offer professional development opportunities to enhance and

increase student achievement. Training materials such as resource books,

calculators, and manipulatives are purchased as needed. ($6,724.10 NSLA).

Mac books are purchased for instructional supervisors and teachers use

during small group trainings (3 for $2491.81 TITLE VI)



Kuras,

Burris

Start: 07/01/2014

End: 07/01/2014

Title VI State


NSLA (State-281)



November 24, 2014 Priority 3: Math Page 16


Intervention Certified teachers will provide students personal assistance with math remediation. Computer programs are also used.Actions Person Responsible Timeline Resources Source of FundsHigh school and middle school students are provided the opportunity to

attend before and after school tutoring and extended library, per the 21st

century before and after school program.






Teachers are provided training in mathematical programs such as cognitively

guided instruction and thinking mathematically. Teachers use resources

provided by ADE and other resources such as Dr. Linda Griffith in order to

gain knowledge, skills, and resources to align and deliver curriculum aligned

with the common core state standards.Action Type: Alignment




Students will be emerged in a technology enrich mathematics classroom.







Intervention Parents will become more involved in the progress of their children in learning mathematics.Scientific Based ResearchCotton, Kathleen, and Karen Reed Wikelund. Parent Involvement in Education. Close-Up 6. School Improvement Research Series (SIRS).Northwest Regional Educational Laboratory.

Actions Person Responsible Timeline Resources Source of FundsMaterials are purchased for the building level parent center for parents and

students.Action Type: Collaboration

Action Type: Equity




Certified teachers are available to assist students and parents in obtaining

resources needed to scaffold student learning and improve student

achievement in mathematics.Action Type: Equity


Counselors,

Principals

Start: 07/01/2014


Surveys are conducted to monitor the effectiveness of the parent resources as

assessed by patrons. Analysis of Benchmark and end of course assessments

are made to determine increases in student achievement.Action Type: Equity



Princpals,

Counselors

Start: 07/01/2014


Total Budget $0.00



Intervention Instructional leaders will work to assure that mathematics curriculum is aligned with (CCSS) Common Core State Standards.Scientific Based Research1. Jacobs, H.H. (1997). "Mapping the big picture: Integrating curriculum and assessment k-12." Association for Supervision and CurriculumDevelopment. (2) Rowan, Brian and Robert J. Miller, "Organizational Strategies for Promoting Instructional Change: Implementation Dynamicsin Schools Working with Comprehensive School Reform Providers," American Educational Research Journal 44, 2 (June 2007): 252-297.(As summarized in Effective Schools Research Abstracts Volume 22, Issue 1) American Educational Research Journal has a web site athttp://www.aera.net (3)O’Shea, Mark R., From Standards to Success, ASCD, Alexandria, VA, 2005. (As summarized in Effective Schools ResearchAbstracts Volume 20, Issue 8)

Actions Person Responsible Timeline Resources Source of FundsInstructional Supervisors will work with teachers and Instructional Leaders

to develop scope and sequence documents and "unwrap" the CCSS in

mathematics.Action Type: Alignment


Action Type: Equity

Kuras,

Burris

Start: 07/01/2014


Instructional Supervisors will work with building-level and teachers within

PLC’s to assure that math lessons are designed in alignment with CCSS.

Instructional Supervisors will oversee the use of resources and materials that

will lend to teaching mathematics at the CCSS level.



Action Type: Equity

Kuras,

Burris

Start: 07/01/2014


Professional development will be provided by the district instructional

supervisors as well as outside presenters. Outside presenters such as Mr.

Thomas Pennington will be used to provide teacher training. The training

will be provided to teachers regarding the common core standards. This

professional development might include but not be limited to items such as:

unwrapping, scope and sequence design, horizontal and vertical curriculum

planning, instructional technology, teaching strategies. Additional work will

be provided in teacher training at the intermediate and primary levels.

(materials such as resource books, refreshments, and necessary training

materials (highlighters, sticky notes, etc., will be purchased as necessary (PD

$10900).

Action Type: Equity


Kuras,

Burris,

Principal

Start: 07/01/2014

End: 07/01/2014

PD (State-223)


PD (State-223)





Intervention Instructional leaders will work to assure that mathematics curriculum is aligned with (CCSS) Common Core State Standards.Actions Person Responsible Timeline Resources Source of FundsEvaluation: Students level of understanding will increase in mathematics. As

a result, individual buildings will see improvement in interim assessment

data, benchmark, end-of-course data, and ESEA accountability reports.


Burris,

Kuras

Start: 07/01/2014





4 Priority 4: To create a safe and drug free environment

4.1 Goal: With district support, building administrators and staff will utilize the building ACSIP Plans to promote a safe and drug-free learningenvironment that supports learning.

Benchmark: Staff and administration endeavor to see that students will perceive school as a safe place as evidenced on student surveys. There will beAdequate Yearly Progress (AYP)of students scoring basic or below basic on the ACTAAP Literacy and Mathematics exam.

Intervention Dardanelle school district will provide administrative support to principals, faculty and staff in order to provide an environment thatis safe, inviting, and conducive to learning.

Scientific Based ResearchHolloway, John H. "Addressing the Needs of Homeless Students", Educational Leadership Dec. 2002, Jan. 2003:89-90, Schwartz, Wendy. SchoolPrograms and Practices for Homeless Students, ERIC Digest 105

Actions Person Responsible Timeline Resources Source of FundsDesignated homeless students are afforded access to supplies and materials

as needed. The amount of funding is determined by per-pupil allocations x

number of homeless ($61.72*81 students) $5000

Action Type: Equity


End: 06/30/2015

Title I



Benchmark and EOC scores will increase for homeless students due to the

identification and resources received.


Counselors,

Principals

Start: 07/01/2014


A district homeless liaison works with counselors to ensure that homeless

students are identified, enrolled in school, and have opportunities for

academic success.Action Type: Collaboration

Action Type: Equity

Keeling Start: 07/01/2014


Administrators, teachers, bookkeepers, secretaries, and paraprofessionals are

trained to identify homeless students and signs of child maltreatment as

mandated by ACT 1236.


District Staff Start: 07/01/2014


November 24, 2014 Priority 4: Safe Schools Page 21


Intervention Dardanelle school district will provide administrative support to principals, faculty and staff in order to provide an environment thatis safe, inviting, and conducive to learning.Actions Person Responsible Timeline Resources Source of FundsCounselors work to inform students and families of the importance of safe

and drug free behavior through such programs as Red Ribbon Week, parent

nights regarding drug prevention, bullying, violence prevention, DARE,

MADD, and internet safety. Outside presenters will be used to train and work

with all staff members to educate in school safety.


Counselors,

Staff

Start: 07/01/2014


Two SRO’s are available for eight hours each day throughout the district.

They are visible and interact with students in the halls, cafeteria, and on the

school grounds in order to promote safe schools. County deputies(Parsons

1fte NSLA; and Frank, 1fte NSLA)($42445 each for $84890.


Action Type: Equity

new officers Start: 07/01/2014

End: 06/30/2015

NSLA (State-281)



The District Safety Supervisor provides professional development regarding

the implementation of the Building and District Crisis Plans. Building-level

Crisis Facilitators oversee and carryout regularly scheduled drills as outlined

in the Building Crisis Plan.



Ed Vestal Start: 07/01/2014



November 24, 2014 Priority 4: Safe Schools Page 22


5 Priority 5: Student wellness will be promoted to encourage optimum health of all.

5.1 Goal: The district will provide support for students in making healthy lifestyle choices by implementing systems to aid in decreasing the averageBMI on routine annual student screening and increasing collaboration between all segments of the school community in support of positive lifestylechoices.

Benchmark: Students will maintain or decrease an average Body Mass Index (BMI) for those evaluated.

Intervention Administrative Support for Wellness, Schools will implement practices to provide opportunities for students to practice healthybehaviors at school and encourage them to make healthy food and physical activity choices resulting in increased academic performance.

Scientific Based ResearchJournal of the American Dietetic Association, 103(7): 887-93. 2003.NAL Call Number: 389.8 Am34Position of the American Dietetic Association:Child and adolescent food and nutrition programs. J. Stang, C.T. Bayerl. Food and Nutrition Information Center’s (FNIC) Clinical Pediatrics,40(2): 63-70. 2001. NAL Call Number: RJ1-C55, Behavioral and cognitive status in school-aged children with a history of failure to thrive duringearly childhood. R.A. Dykman, et al. Fit, Healthy and Ready to Learn by James F. Bogden (NASBE) March 2000

Actions Person Responsible Timeline Resources Source of FundsThe Dardanelle School District has developed District Wellness Policies in

collaboration with the District Nutrition and Physical Activity Committee.

Policies include the five (5) federal requirements: goals for nutrition

education, physical activity and other school-based activities, nutrition

guidelines, guidelines for reimbursable school meals, a plan for measuring

implementation of the Wellness Policy and community involvement.


Action Type: Wellness

Sigle Start: 07/01/2014

End: 06/30/2015

Central Office

Community Leaders

District Staff

Outside Consultants

ACTION BUDGET:

A registered nurse will aid in ensuring that the health and nutritional needs of

all students are met while serving as Wellness chair. The School Health

Index (SHI) will be used to evaluate district and school effectiveness(Sigle,

1fte, NSLA, $38928.00)

Action Type: Equity



End: 06/30/2015

District Staff NSLA (State-281)


NSLA (State-281)



November 24, 2014 Priority 5: Wellness Page 23


Intervention Administrative Support for Wellness, Schools will implement practices to provide opportunities for students to practice healthybehaviors at school and encourage them to make healthy food and physical activity choices resulting in increased academic performance.Actions Person Responsible Timeline Resources Source of FundsThe Dardanelle school district will: 1. provide support to schools to ensure

successful implementation of the wellness policies; 2. provide resources and

professional development to district and school staff to improve the overall

school nutrition environment; and 3. will promote the health and physical

activity curriculum and student health.



Superintendent Start: 07/01/2014


The school district will support schools in the alignment and implementation

of the current Arkansas Nutrition and physical education and physical

activity standards and Arkansas curriculum frameworks. Resources,

professional development opportunities and training will be provided to

increase knowledge and advance skills for successful implementation.



Kuras,

Burris

Start: 07/01/2014


The physical wellness and ACSIP committee will monitor the success of the

interventions by reviewing data and health assessment information.






November 24, 2014 Priority 5: Wellness Page 24


6 Priority 6: Each school has designated a certified staff member to serve as a parent facilitator to provide training for staff and parents and to ensurethat parental participation is recognized as an asset to the school.

6.1 Goal: Effective communication among students, teachers, and parents will be emphasized in the Dardanelle Public Schools with priority on at riskstudents. A larger percentage of parents will be in contact with each school as evidenced by log in sheets and surveys.

Benchmark: Parents will be aware that the combined population in each school, along with each subgroup, is expected to meet the AMO target ascalculated by the ADE and included in the ESEA Annual Accountability Report.


November 24, 2014 Priority 6: Importance of Parent Contribution–Family and Community Engagement Page 25


November 24, 2014 Priority 6: Importance of Parent Contribution–Family and Community Engagement Page 26


7 Priority 7: English Language Learners will achieve to proficiency or above in math and literacy.

7.1 Goal: To ensure that diverse students have maximum opportunities to achieve to their potential in speaking, reading, writing and comprehension ofthe English Language. Limited English Proficient students will meet Arkansas Academic Standards and attain proficiency or above on ACTAP withsupplementary assistance.

Benchmark: Staff will endeavor to ensure that English as a Second Language students will improve in all curricular areas to a proficiency level or above.Emphasis will be placed on students at risk as indicated on assessments.Benchmark: Teachers will ensure that there will be adequate yearly progress of ELL students scoring below proficient on the literacy section of the stateBenchmark.

Intervention English Language Learner strategies are in place to address the unique needs of Limited English Proficient students.Scientific Based ResearchAssociation for Supervision and Curriculum Development has a web site at http://www.ascd.org Hill, Jane D. and Kathleen M. Flynn, ClassroomInstruction That Works With English Language Learners. Association for Supervision and Curriculum Development, Alexandria, VA, 2006. (Assummarized in Effective Schools Research Abstracts Volume 21, Issue 5) Association for Supervision and Curriculum Development has a web siteat http://www.ascd.org

Actions Person Responsible Timeline Resources Source of FundsEnglish Language Learner students are afforded ELL-skilled instructional

services to ensure they receive additional and ample assistance for promotion

or graduation in high school. ELL staff members within each building

monitor all LEP/ELL Programs. Evaluation includes progress on state

required tests. This is ongoing and will continue. The ELL program is

coordinated by a certified teacher.

Action Type: Equity


George,

Williamson,

Galan

Start: 07/01/2014

End: 06/30/2015


Dardanelle ensures assessment of LEP/ELL students to measure growth in

acquiring the English language and to ensure their academic achievement is

consistent with the state accountability system. English Language Learners

(ELL) are identified as those students not proficient in English based upon

state-approved English proficiency assessment instruments including the

MAC II and ELDA. Appropriate documentation of each identified ELL

student is maintained with parental notification.

Action Type: Equity

George Start: 07/01/2014

End: 06/30/2015


November 24, 2014 Priority 7: Title III/ELL Page 27


Intervention English Language Learner strategies are in place to address the unique needs of Limited English Proficient students.Actions Person Responsible Timeline Resources Source of FundsA district ELL supervisor works with students and oversees the district ELL

program to concentrate solely on ELL students in order to meet their specific

needs and to assist them in ways that promotes academic progress (George,

1fte, ELL, $53,661.00). Imagine Learning software($15,000, Title VI) has

proven to be student user-friendly and supported by research and aligns to the

needs of our students and will be used district-wide.Action Type: Equity



End: 06/30/2015

Computers

Teachers

Teaching Aids

Title VI State


ELL (State-276)


ELL (State-276)



Students who pass the state exam will be measured. There will be an increase

in the number of ELL students scoring proficient or above on the state

mandated exams. Target tests under the guidance of Arch Ford Educational

Cooperative will measure the progress of students during the school year.

Review and evaluation of ELL student academic progress to determine the

effectiveness of Dardanelle’s program will be conducted.


End: 06/30/2015






Intervention The LEA ensures that it has properly identified and assessed all language minority students, including immigrant students, todetermine LEP/ELL status.

Scientific Based ResearchCalhoun, Emily F., "Action Research for School Improvement," Educational Leadership 59, 6 (March 2002): 18-24. (As summarized in EffectiveSchools Research Abstracts Volume 17, Issue 8); Popham, W. James, The Truth About Testing: An Educator’s Call to Action. Association forSupervision and Curriculum Development, Alexandria, VA, 2001. (As summarized in Effective Schools Research Abstracts Volume 16, Issue 8)

Actions Person Responsible Timeline Resources Source of FundsThe Dardanelle district notifies parents of each student identified as

LEP/ELL 30 days after enrollment of the following with a notification

including: 1.Reason for identification; 2.Level of English proficiency; 3.How

the program will help their child learn English and meet standards for

graduation; 4.Specific exit requirements; and 5. Parental rights to waive

services or to immediate remove child from services.




LEA students are properly identified and progress monitored through MAC

II and ELDA assessments. Materials and supplies are given to ELL teachers

in order to accommodate needs expressed by the assessments


Burris,

George

Start: 07/01/2014

End: 06/30/2015



Total Budget $0.00



Intervention Dardanelle ensures the monitoring and evaluation of all LEP/ELL programs.Scientific Based ResearchNesselrodt, Pamela S. "Ramping Up to Meet NCLB Mandates by Creating an ESL Program Reflecting Effective Schools Research," Journal ofEducation for Students Placed at Risk, 12, 4 (2007): 441-457. (As summarized in Effective Schools Research Abstracts Volume 22, Issue 8);Williams, Trish, Edward Haertel, et al, Similar Schools, Different Results: Why Do Some Schools Do Better? EdSource, Mountain View, CA,2005. (As summarized in Effective Schools Research Abstracts Volume 20, Issue 5).

Actions Person Responsible Timeline Resources Source of FundsA certified teacher serves as coordinator for students of a second language to

ensure they receive adequate services.

Action Type: Equity

George,

Burris

Start: 07/01/2014


Classroom observations will be performed by Instructional Supervisors and

Building-Level Leaders. This data along with performance data from ELDA

will be used to determine the effectiveness of the ELL programs.


Burris,

Kuras,

George,

Principals

Start: 07/01/2014

End: 06/30/2015


District Staff


ACTION BUDGET:

The district has only expended funds as necessary for ELL programs to be

administered. Imagine Learning licenses, Ipads, and Mimeo technology will

be purchased.

Action Type: Equity




A description of ELL activities and funding been included in the ACSIP.

Action Type: Equity


George,

Burris

Start: 07/01/2014


ACSIP reviews will be conducted to ensure that ELL funds are being used for

funding activities included in the ACSIP. Performance assessment results

from ELDA will be used to monitor the performance of the ELL programs.

Action Type: Equity


George,

Burris

Start: 07/01/2014


Total Budget $0.00



A School Improvement Planning Team

SCHOOL IMPROVEMENT PLANNING TEAM MEMBERSClassification Name Position CommitteeClassroom Teacher Kelly Wurst Building Chair District SteeringClassroom Teacher Kim Walter Building Chair District SteeringClassroom Teacher Randi Reece Para Professional LiteracyCommunity Representative Dawn McCormick Past School Board President District SteeringDistrict-Level Professional Annette Sigel Wellness Committee Chair District SteeringDistrict-Level Professional Jamie Burris Instructional Supervisor/Fed Programs District SteeringDistrict-Level Professional Jan George ELL Coordinator District SteeringDistrict-Level Professional John Thompson Superintendent District SteeringDistrict-Level Professional Karie Kuras Build Chair/District Instruction/Curriculum District SteeringDistrict-Level Professional Kerri Figueroa District Nutrition Director District SteeringDistrict-Level Professional Mary Lou Lane ALE Coordinator District SteeringDistrict-Level Professional Mike Grimes TechCoordinator District SteeringDistrict-Level Professional Rachelle Brown Gifted/Talented Coordinator District SteeringParent Becky Vestal SpProgFacilitator District SteeringParent Jennifer Thaxton Parent District SteeringParent Kim Witt Community Member District SteeringParent Norma Grace FedProgFacilitator District SteeringPrincipal John David Keeling MS Principal/ Homeless Coordinator District SteeringPrincipal Marcia Lawrence High School District SteeringPrincipal Sue Ann Jernigan Primary Principal District SteeringPrincipal Terry Laughinghouse Elementary Principal District Steering

November 24, 2014 Appendix School Improvement Planning Team Page 31

Documents

DARDANELLE SCHOOL DISTRICT Arkansas Comprehensive …€¦ · DARDANELLE SCHOOL DISTRICT REVIEW COPY ONLY 1 Priority 1: Administrative Support using local, state, and federal funds