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OAK GROVE ELEMENTARY SCHOOL

Arkansas Comprehensive School Improvement Plan

2013-2014

The mission of Oak Grove Elementary School is to provide a safe and caring environment in which every child candevelop their full potential.

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

Table of Contents

Priority 1: Mathematics Goal: All students and particularly African American students and students in the TAGG, will improve skills in number operationswith emphasis on base ten and fractions, geometry, measurement, data analysis and probability, multiple choice and open-responseitems. Priority 2: Literacy Goal: The TAGG will improve in language arts skills with emphasis on vocabulary, reading fluency, reading comprehension andwriting proficiency. Priority 3: School Climate Goal: Oak Grove Elementary School will improve school climate by striving to increase parental involvement, workingcollaboratively as a staff, and ensuring an environment of learning for our students.Priority 4: Local School Wellness Goal: Oak Grove Elementary will improve in the overall health and increase the activity levels of students, staff, and thecommunity.Priority 5: English Language Learners Goal: Five percent of students who are included in the ESL subpopulation will be dismissed from the ESL program by 2012-2013due to achieving district exit criteria. Each ESL student is expected to bring up their ELDA (English Language DevelopmentAssessment) score one level per year. The ELDA Tests will assess listening, speaking, reading, and writing for communication inEnglish.

Priority 1:The TAGG, paricularly African American students, will improve mathematical skills in number operations with emphasison base ten and fractions, geometry, measurement, data analysis and probability, multiple choice and open-responseitems.

1. Comprehensive Needs Assessment: An analysis of test data over the past three years indicates a need to focuson Data Analysis and Probability, Numbers and Operations with emphasis on base ten, Numbers and Operationswith emphasis on fractions, Measurement, and Geometry, open-response and multiple choice items for the 2013-2014 school year. According to the 2013 Arkansas Accountability Report for OGE, The TAGG group meeting AMOwas 59.42%. They were below the 2013 AMO target percentage (80.77) by 21.35 percentage points. The TAGGpercentage meeting growth was 26.67. The 2013 Growth performance target AMO was 56.90. A difference of30.23 percentage points. Thereby, placing the school in School Improvement by not meeting the performanceand/ or growth AMO's for mathematics.

2. Comprehensive Needs Assessment: An analysis of the Augmented Benchmark Assessment administered in theSpring of 2013 by grade level reflects the following percentage of students scoring proficient and advanced inmathematics: Third Grade- Combined Population (73%), African American students (72%), Caucasian students(75%), and Economically Disadvantaged students(71%). Fourth Grade-Combined Population (70%), AfricanAmerican students (n<10), Caucasian students (75%), and Economically Disadvantaged (61%). Fifth Grade-Combined Population (59%), African American students (60%), Caucasian students (54%), and EconomicallyDisadvantaged students(58%).

3. A comprehensive analysis of the 2012-2013 CRT data continue to reflect a need to focus on open response itemsin Data Analysis and Probability, Numbers and Operations with emphasis on base ten, Numbers and Operationswith emphasis on fractions, Measurement, and Geometry.

4. A comprehensive analysis of the 2012-2013 CRT data indicate fifth grade student performance in science below

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SupportingData:

the district and state performance level. Forty-one percent of students scored proficient and advanced comparedto 43% of district student performance and 61% of student performance at the state level.

5. Comprehensive Needs Assessment: A comprehensive analysis of the CRT data reflected in 2012-2013 schoolyear there was an identified need to close the achievement gap between our African American and Caucasiansubgroups. 36% of our African American third grade students scored basic, compared to the Caucasianpopulation which scored 100% proficient/ or advanced in 2010-2011. Our focus strands were in measurement,open response prompts for geometry, and data analysis and probability.

6. Comprehensive Needs Assessment: CRT data reflected in 2011-2012 37% of our African American fourth gradersscored basic compared to the Caucasian subgroup which scored 21% basic in 2010-2011. Our focus strands willbe measurement and open response/multiple choices numbers and operation prompts.

7. Comprehensive Needs Assessment: CRT data reflected in 2011-2012 50% of our African American fifth gradestudents scored basic and below basic compared to the Caucasian subgroup which scored 25% basic in 2010-2011. Our focus strands will be algebra, multiple choice prompts, and open response prompts for measurementand data analysis.

8. Comprehensive Needs Assessment: CRT data in the 2011-2012 school year reflected 64% of fifth graders scoringbasic and/or below basic in science. There will be a focus on life science, earth science, space science, and openresponse physical science.

9. Based on the 2010-2011 comprehensive needs assessment that reflects an in-depth trend analysis of multipledata sources across multiple grade levels and content areas we found that our areas of need in our combinedpopulation to be numbers and operations, multi-step problem-solving, measurement, and geometry. Seventy-sixpercent of our combined population scored proficient or advanced. This conclusion has been obtained by studyingthe CRT, NRT, intermittent assessment.

10. For the 2012-2013 school year, the (3 QRT Average) was 94.38. The enrollment was 233. For the 2011-2012year average attendance was 91%. Student attendance has met adequate yearly progress of the past threeyears. For the 2010-2011 school year students met standards for attendance. For the 2010-2011 schoolattendance was 93.28%. Students met the attendance goal of 91.13%. Average Daily Attendance was 244.01with an Average Daily Membership of 261.20.

11.

GoalAll students and particularly African American students and students in the TAGG, will improve skills in numberoperations with emphasis on base ten and fractions, geometry, measurement, data analysis and probability, multiplechoice and open-response items.

Benchmark

In 2012-2013, 66.28% of all students met the performance AMO which is below the targeted AMO (82.19%) for Mathby 15.91 percentage points, 36.52 % of all students met growth performance which is below the targeted AMO(61.11%) by 24.57, 59.42% of the TAGG met the performance AMO which is below the targeted AMO (80.77)by 21.35percentage points, 61.90% of African American (AA) students met the performance AMO which is below the targetedAMO(74.64)by 12.74 percentage points, 27.27% of AA students met the performance growth AMO which is below thetargeted AMO (58.33)by 31.06 percentage points, 70.59% of Hispanic students met the performance AMO which isbelow the targeted performance AMO(80.39 ) by 9.80 percentage points, 58.33% of Hispanic students met the growthAMO (58.33%),68.09% of Caucasian students met the performance AMO which is below the targeted performance AMO(86.91) by 18.92 percentage points, 32.14% of Caucasian students met the growth AMO which is below the targetedAMO (63.67)by 31.53 percentage points, 61.54% of Economically Disadvantaged met the performance AMO which isbelow the targeted AMO (82.56) which is below the targeted AMO by 21.02 percentage points, 26.19% of EducationallyDisadvantaged (ED)students met the growth performance AMO which is below the targeted AMO (57.60%)by 31.41percentage points, 50% of English Language Learners (ELL) students met the performance AMO(50.00%)and 42.86% ofELL students met the growth AMO (16.67%, 0.00 of Students with Disabilities (SWD) met the performance AMO whichis below the targeted AMO (58.33) by 58.33 percentage points, 0.00 SWD met the growth AMO which is below thetargeted AMO (16.67%)by 16.67 percentage points.

Intervention: Comprehensive Standards-Based Mathematics Program

Scientific Based Research: Scientific Based Research: Van De Wale, J.A., (2006). Teaching Student-Centered Mathematics GradesK-3, Boston: Pearson. National Council of Teachers of Mathematics, (2006). Curriculum Focal Points for Prekindergarten throughGrade 8 Mathematics, Reston, VA. Payne, Ruby K. (2005) A Framework for Understanding Poverty, Kafele, Baruti K. (2009),Danielson, Charlotte, Enhancing Professional Practice, Association for Supervsion and Curriculum Development, Alexandria, VA(2006) Keeley,Page, and Cheryl M. Rose, Mathematics Curriculum Topic Study, Corwin Press, A Sage Publications Company,Thousand Oaks, CA (2006), Van De Walle, John A., Elementary and Middle School Mathematics: Teaching Developmentally,SixthEdition, Pearson Education, Inc., Boston, MA (2007) 11.

Actions PersonResponsible Timeline Resources Source of

Funds

#4 The Instructional Facilitator (1.0 FTE) will provide modeling anddiagnosis of student learning concerns through working withteachers, provide and attend professional development courses,curriculum alignment, and maintain some direct student contactwith student subgroups-particularly African American students,educationally disadvantaged students and students with specialneeds and collaborate with special education educator(s). TheInstructional Facilitator will work collaboratively with PCSSDCoordinators to assure that curriculum alignment, teaching/learningstrategies are consistent across the district. Action Type: AlignmentAction Type: Professional Development

InstructionalFacilitator

Start:07/01/2013End:06/30/2014

Central OfficeComputersOutsideConsultantsPerformanceAssessmentsTeachers

ACTIONBUDGET: $

#1 Teachers agree to meet with District Coordinators, the Instructional Start:

ACSIP


Instructional Facilitator and leaders in mathematics instruction andreturn to the classroom to better implement teaching/learningstrategies. The teachers will provide remediation through smallgroup instruction according to students' needs as evidenced byFormative Assessments, norm-referenced assessments, andAugmented Benchmark results. Specific small group interventionswill be implemented utilizing the Response to Intervention (RTI)model. Alignment of the curriculum and grade level responsibilitieswill be an ongoing focus of the school Professional LearningCommunities (PLC's) meetings. Additional resources/referencebooks may be purchased as needed. Action Type: AlignmentAction Type: EquityAction Type: Professional Development

Facilitator 07/01/2013End:06/30/2014

AdministrativeStaffCentral OfficeDistrict StaffTeachersTitle Teachers

ACTIONBUDGET: $

#8 Administration and the Instructional Facilitator will meet withthe teachers to implement Formative Assessments throughout theyear to guide instruction and allow students to practice test-takingstrategies. The purpose of the assessments will be to utilizereleased items in a manner mirroring the Augmented BenchmarkExam, discover the students' strengths and weaknesses, andcounsel with the students on test taking strategies and need forimprovement in prescribed areas. The Instructional Facilitator willmeet with teachers in the PLC's to grade the tests, diagnoseconcerns. Parents will be notified of the scores and conferences willbe requested based upon the student's needs. Action Type: CollaborationAction Type: Parental EngagementAction Type: Professional Development


Start:07/01/2013End:06/30/2014

AdministrativeStaffCentral OfficeDistrict StaffTitle Teachers

ACTIONBUDGET: $

#5 Oak Grove's Leadership and Equity Team will participate in thereview and update of the school's Arkansas Comprehensive SchoolImprovement Plan for 2013-2014. Data will be analyzed and theresults will be used to determine the immediate needs of students. Action Type: AlignmentAction Type: CollaborationAction Type: Equity

Principal Start:07/01/2013End:06/30/2014

AdministrativeStaffComputersDistrict StaffTitle Teachers

ACTIONBUDGET: $

#2 Students will receive instruction from Highly Qualified Teacherswhere the district has recruited and maintained those HighlyQualified Employees and particularly African American teachers.Action Type: CollaborationAction Type: Title I Schoolwide


AdministrativeStaffDistrict Staff

ACTIONBUDGET: $

#12 To close the achievement gap in mathematics between allstudents, the TAGG, particularly African American students,teachers will provide open response practice in all specfic CommonCore Curriculum Standards where students scored below the districtand state averages in grades 3-5, and provide test practice throughteacher developed formative assessments grades K-5, and TLI forgrades 1-5. The results of these assessments will guide instructionfor the TAGG groups, with emphasis on the African Americansubgroup.Action Type: AIP/IRIAction Type: AlignmentAction Type: Equity

Teachers Start:07/01/2013End:06/30/2014

AdministrativeStaffTitle Teachers

ACTIONBUDGET: $

Program Evaluation-The effectiveness of the actions under thisintervention will be evaluated by using CRT, NRT, and TLIoutcomes. According to the CRT data in 2011-2012, 86% of all 3rdgrade students were proficient as compared to 81% proficient in2012-2013. In 2011-2012, 77% of African American 3rd gradestudents were proficient compared to 72% in 2012-2013. In 2011-2012, 94% of Caucasian 3rd grade students were proficientcompared to 88% in 2012-2013. In 2011-2012, 80% of all 4thgrade students were proficient compared to 81 % in 2012-2013. In2011-2012, 69% of 4th grade African American were proficientcompared to 72% in 2012-2013. In 2011-2012, 89% of 4th gradeCaucasian students were proficient compared to 88% in 2012-2013.In 2011-2012, 71% of all 5th grade students were proficientcompared to 65% in 2012-2013. In 2011-2012, 58% of 5th gradeAfrican American students were proficient compared to 47% in2012-2013. In 2011-2012,83% of Caucasian students wereproficient compared to 79% in 2012-2013. Action Type: Program Evaluation


NoneACTIONBUDGET: $

All teachers, including special education teachers, will participate in Principal Start:Administrative

ACSIP


60 required hours of professional development that includes a twohour rotating PD requirement of parent involvement, ArkansasHistory for instructors of Arkansas history, child maltreatment, andteen suicide awareness and prevention which rotate on a yearlybasis. Six hours of technology should be integrated into therequired 60 hours of PD. An individual may be entitled to up totwelve (12) hours of professional development credit approval bythe district/school which may be applied toward the 60 hoursprofessional development requirement for that time period at thebeginning of each school year which is used to plan and preparecurriculum or develop other instructional activities pursuant to Act1185 of 2005. We will create a professional development planannually in compliance with Arkansas law & rules governingprofessional development which shall be a part of the ACSIP. Ourschool's professional development plan complies with Arkansas law& rules by including the 3 hour college course as applicable to equal15 hours (up to 30). For each administrator, the 60 hourprofessional development requirement shall include training in datadisaggregation, instructional leadership, and fiscal management.Action Type: Professional Development

07/01/2013End:06/30/2014

StaffTeachers

ACTIONBUDGET: $

Total Budget: $0

Intervention: Research Based Remediation Strategies

Scientific Based Research: Research: Scientific Based Research: Castro, Sam, "Algegraic Concepts and Notation in ElementarySchool," The National Science Foundation, (2013)., Tyminski, Andrew, Drake, Corey, and Land, Tonia, "Developing AdditionStrategies: Preservice Teachers' Learning from Standards-Based Curriculum Materials", National Council of Teachers ofMathmematics, Volume 2, September (2013), Silbey, Roby7n, "A Closer Look at Mathematical Practice: Explain and Justify",National Council of Teachers of Mathematics, Volume 20, September (2013). Tobias, Jennifer, Andreasen, Janet, "DevelopingMultiplicative Thinking from Additive Reasoning", National Council of Teachers of Mathematics, Volume 20, September (2013).Lubienski, Sarah, Robinson, Joseph, and Crane, Corinna, "Girls' and Boys' Mathematics Achievement Affect, and Experiences:Findings from ESLS-K", National Council of Teachers of Mathematics, Volume 44, July (2013)., George Batsche, Districts EmbraceRTI Plan Development (Fall 2009), Burns, M.K., & Senesac, B.V. Comparison of dual discrepancy criteria to assess response tointervention (2005), O’Connor, R.E., Harty, K.R., & Fulmer, D. Tiers of intervention in kindergarten through third grade (2005),O’Connor, R.E., Fulmer, D., Harty, K.R., & Bell, K.M. Layers of reading intervention in kindergarten through third grade: changesin teaching and student outcomes (2005), Jimerson, S.R., Burns, M.K. & VanDerHeyden, A.M. The handbook of response tointervention: The Science and Practice of assessment and intervention (2007), Hosp, J.L., & Madyun, N. Addressingdisproportionality with response to intervention (2007), Brown-Chidsey, R., & Steege, M.W. Response to Intervention: Principlesand strategies for effective practice (2005), Christ, T.J., Burns, M.K., & Ysseldyke, J.E. Conceptual confusion within response tointervention vernacular: clarifying meaningful differences (2005), Fairbanks, S., Sugai, G., Guardino, D., & Lathrop, M. Responseto intervention: Examining classroom behavior support in second grade (2007), Batsche, G., Elliott, J., Graden, J., Kovaleski, J.,Prasse, D., Reschly, D., Shrag, J., & Tilly, D. Response to Intervention: Policy considerations and Implementation (2005),NASDSE, Response to Intervention: Blueprints for Implementation (District and School Building Levels), (2008).


Funds

#4 Computer Based programs, such as Reflex and Odyssey, will beused to organize, evaluate, and document instructional needs of allstudents. All teachers will be trained on computer-based programs.Documentation of student performance will be used as supportiveevidence of remediation for AIPs & IRIs.Action Type: AIP/IRIAction Type: AlignmentAction Type: Technology Inclusion


AdministrativeStaffComputersTeachers

ACTIONBUDGET: $

#1 AIP's will be developed for all students who score basic or belowon state tests by teachers with collaboration of the students'counselor and parents to meet their specific needs.Action Type: AIP/IRIAction Type: CollaborationAction Type: Parental Engagement


AdministrativeStaffTeachers

ACTIONBUDGET: $

#5. Program Evaluation-The effectiveness of the actions under thisintervention will be evaluated by using CRT, NRT, and TLIoutcomes. According to the CRT data in 2011-2012, 86% of all 3rdgrade students were proficient as compared to 81% proficient in2012-2013. In 2011-2012, 77% of African American 3rd gradestudents were proficient compared to 72% in 2012-2013. In 2011-2012, 94% of Caucasian 3rd grade students were proficientcompared to 88% in 2012-2013. In 2011-2012, 80% of all 4thgrade students were proficient compared to 81 % in 2012-2013. In2011-2012, 69% of 4th grade African American were proficientcompared to 72% in 2012-2013. In 2011-2012, 89% of 4th gradeCaucasian students were proficient compared to 88% in 2012-2013.In 2011-2012, 71% of all 5th grade students were proficientcompared to 65% in 2012-2013. In 2011-2012, 58% of 5th grade


AdministrativeStaffDistrict StaffTeachers

ACTIONBUDGET: $

ACSIP


African American students were proficient compared to 47% in2012-2013. In 2011-2012,83% of Caucasian students wereproficient compared to 79% in 2012-2013. Action Type: CollaborationAction Type: Program Evaluation

#3 In 2013-2014, the school leadership team with consultationfrom the RTI Coordinators, will determine steps towardimplementation of RTI. Specific elements to be examined will be:1)knowledge/understanding of building staff in RTI, 2) examinationof student data as a method in identifying which learning areasneed specific attention and with targeting groups of strugglinglearners, 3) assessing needs of PLC's such as professionaldevelopment on research based interventions within core instructionalong with small group interventions, 4) All instructional staff willgive recommendations to assist those students who are notprogressing even with repeated, ongoing research-basedinterventions and 5) communication of RTI to parents and/orgaurdians every quarter.Action Type: CollaborationAction Type: Professional Development

Response toInterventionCoordinators

Start:07/01/2013End:06/30/2014

AdministrativeStaffDistrict StaffTeachersTitle Teachers

ACTIONBUDGET: $

#2 Teachers will provide point in time remediation based onstudents needs that will be determined through classroominstruction and formative assessments.


District StaffTeachers ACTION

BUDGET: $

#6 The Instructional Facilitator will collaborate with classroomteachers to plan and monitor students in computer-lab withsupplemental assignments from Go Math, Reflex, and Odyssey,which reinforces math skills as a means to improve achievementfor all students, with a focus on African American students.

Juliana Ellis Start:07/01/2013End:06/30/2014

NoneACTIONBUDGET: $

#7 The Instructional Facilitator will collaborate with district leveltechnology and curriculum specialists to model effectiveinstructional strategies. Joint-modeling will provide a variety ofstrategies to address all learning styles that impact remedial andenrichment student groups.Action Type: CollaborationAction Type: EquityAction Type: Technology Inclusion


Start:07/01/2013End:07/30/2014

ComputersDistrict StaffTeaching Aids

ACTIONBUDGET: $

Total Budget: $0

Intervention: Research Based Supplemental Strategies

Scientific Based Research: The handbook of response to intervention: The Science and Practice of assessment and intervention(2007), Hosp, J.L., & Madyun, N. Addressing disproportionality with response to intervention (2007), Brown-Chidsey, R., &Steege, M.W. Response to Intervention: Principles and strategies for effective practice (2005), Christ, T.J., Burns, M.K., &Ysseldyke, J.E. Conceptual confusion within response to intervention vernacular: clarifying meaningful differences (2005),Fairbanks, S., Sugai, G., Guardino, D., & Lathrop, M. Response to intervention: Examining classroom behavior support in secondgrade (2007), Batsche, G., Elliott, J., Graden, J., Kovaleski, J., Prasse, D., Reschly, D., Shrag, J., & Tilly, D. Response toIntervention: Policy considerations and Implementation (2005), NASDSE, Response to Intervention: Blueprints for Implementation(District and School Building Levels), (2008).

Actions PersonResponsible Timeline Resources Source of Funds

#6 Professional Development will be provided by Districtpersonnel for teachers during PLC's on the use of theELMO visual presenter, iPod, Smart Board II, WikkiSpace,Student Response clickers, and iPads. Action Type: Professional DevelopmentAction Type: Technology InclusionAction Type: Title I Schoolwide


AdministrativeStaffDistrict StaffOutsideConsultantsTeachersTitle Teachers

ACTION BUDGET: $

#20 Students will utilize the Odyssey Lab to enhance andreinforce mathematics concepts and skills, studentassessment will be based on individual achievement usingOdyssey Reports. Action Type: AlignmentAction Type: Technology Inclusion


AdministrativeStaffComputersTeachers

ACTION BUDGET: $

#5 2 ELMO document cameras, LCD bulbs,and TI15calculators will be purchased to support the teachers'strategies in extending standard-based lessons, centerand individual instruction. Source Code 2230 (BudgetString 66527) (Budget String 66100)


Start:07/01/2013End:06/30/2014

AdministrativeStaffOutsideConsultants

Title I -Materials&Supplies:

$2000.00

ACSIP


Action Type: CollaborationAction Type: Parental EngagementAction Type: Professional Development

Title TeachersACTIONBUDGET: $2000

#8 Teachers will use Calendar Math Kits to reinforceCommon Core. The interactive program will help studentsbuild math concepts each day. All math strands areaddressed as students become more articulate andconfident about their mathematical understanding. Action Type: AlignmentAction Type: Title I Schoolwide


Start:07/01/2013End:06/30/2014

AdministrativeStaffOutsideConsultantsTeachersTitle Teachers

ACTION BUDGET: $

#7 All trained teachers will be required to use CognitiveGuided Instruction (CGI) strategies to increase studentachievement in open response and multilple choiceproblem solving.Action Type: AlignmentAction Type: CollaborationAction Type: Professional Development


AdministrativeStaffTeachersTitle Teachers

ACTION BUDGET: $

#4 Oak Grove Elementary will be utilizing a Smart Boardand other technology in the science lab to meet gradelevel math standards in grades K-5th. Measurement andGeometry standards will be integrated into the hands-on,research-based science standards and instructional,supplemental materials will be used to enhance math andscience instruction.. Action Type: Technology Inclusion


Start:07/01/2013End:06/30/2014


ACTION BUDGET: $

#15 A Family Math Night will be held for parents andstudents to promote parental involvement in matheducation. Teachers will be paid stipends to assist in thefacilitation of the event. Packets with standards basedactivities and games for student/parent interaction,andlearning will be provided to the attendees. Object Code,2170 (Budget String , 66100)Action Type: CollaborationAction Type: Parental Engagement


AdministrativeStaffCentral OfficeComputersTeachers

Title I -Materials &Supplies:

$400.00

Title I -EmployeeSalaries:

$936.00

Title I -EmployeeBenefits:

$264.00

ACTIONBUDGET: $1600

#18 A Data Night and Parent Center Night will be held forparents. Parents will be provided with pertinentinformation regarding standards, learning content andassessmennt strategies. Parents will be informed ofresources available in the Parent Center. Lightrefreshments will be served and teachers will be paid astipend to assist with the facilitation of this night. (BudgetStrings 61510,66100)Action Type: Parental Engagement




$400.00


$312.50


$88.00

ACTIONBUDGET: $800.5

#14 The Instructional Facilitator will provide coaching forteachers to encourage the successful implementation ofbalanced & comprehensive math strategies. Teachers willimplement more cooperative learning strategies, project-based learning, and higher-level questioning andfeedback. Model math lessons will include multiculturalstrategies, differentiated instruction and data driveninstruction that provides scaffolding that links previouslymastered skills with skills that need to be mastered.These strategies will target all TAGG groups, particularylyAfrican American students. Action Type: CollaborationAction Type: Professional Development


Start:07/01/2013End:06/30/2014


ACTION BUDGET: $

#13 Program Evaluation-The effectiveness of the actionsunder this intervention will be evaluated by using CRT,NRT, and TLI outcomes. According to the CRT data in2011-2012, 86% of all 3rd grade students were proficientas compared to 81% proficient in 2012-2013. In 2011-


AdministrativeStaffCommunityLeaders

ACTION BUDGET: $

ACSIP


2012, 77% of African American 3rd grade students wereproficient compared to 72% in 2012-2013. In 2011-2012,94% of Caucasian 3rd grade students were proficientcompared to 88% in 2012-2013. In 2011-2012, 80% of all4th grade students were proficient compared to 81 % in2012-2013. In 2011-2012, 69% of 4th grade AfricanAmerican were proficient compared to 72% in 2012-2013.In 2011-2012, 89% of 4th grade Caucasian students wereproficient compared to 88% in 2012-2013. In 2011-2012,71% of all 5th grade students were proficient compared to65% in 2012-2013. In 2011-2012, 58% of 5th gradeAfrican American students were proficient compared to47% in 2012-2013. In 2011-2012,83% of 5th gradeCaucasian students were proficient compared to 79% in2012-2013. Action Type: CollaborationAction Type: Program Evaluation

Teachers

#10 The school counselor will conduct lessons on studyskills, test taking skills, social skills and/or careerawareness and development monthly throughout theschool year. (Budget String 66100)Action Type: AlignmentAction Type: Title I Schoolwide

Counselor Start:07/01/2013End:06/30/2014

AdministrativeStaffOutsideConsultantsTeachersTitle Teachers

ACTION BUDGET: $

#1 A Highly Qualified Academic Interventionist will behired at $16.00 an hour for 5 hours a day for 134 studentcontact days from October 22 through May 2, Monday-Friday, excluding holidays to address the needs of ourTAGG learners, particularly our African American students.(Budget String 61210)Action Type: AlignmentAction Type: Equity


AdministrativeStaffCentral OfficeTeachersTitle Teachers


$11792.00


$2594.24


# 21 Professional Development will be provided toteachers. Substitutes will be hired when the training isduring the day. (Budget String 63220) Action Type: AlignmentAction Type: Professional Development


Title TeachersTitle I -PurchasedServices:

$1980.00

ACTIONBUDGET: $1980

# 22 Buckle Down Math Workout for 3-5 will bepurchased and utilized as supplemental materials to helpreinforce math concepts and to provide students, withemphasis on African American subgroup, practice insolving math problems and working open-response itemsto increase math proficiency. (Budget String 66100)Action Type: Alignment


Start:07/01/2013End:06/30/2014

Title TeachersTitle I -Materials &Supplies:

$860.00

ACTIONBUDGET: $860

Total Budget: $21626.74

Intervention: Research-Based Strategies to Reduce Disparity and provide equitable opportunities-Closing the Achievement Gap.

Scientific Based Research: The handbook of response to intervention: The Science and Practice of assessment and intervention(2007), Hosp, J.L., & Madyun, N. Addressing disproportionality with response to intervention (2007), Brown-Chidsey, R., &Steege, M.W. Response to Intervention: Principles and strategies for effective practice (2005), Christ, T.J., Burns, M.K., &Ysseldyke, J.E. Conceptual confusion within response to intervention vernacular: clarifying meaningful differences (2005),Fairbanks, S., Sugai, G., Guardino, D., & Lathrop, M. Response to intervention: Examining classroom behavior support in secondgrade (2007), Batsche, G., Elliott, J., Graden, J., Kovaleski, J., Prasse, D., Reschly, D., Shrag, J., & Tilly, D. Response toIntervention: Policy considerations and Implementation (2005), NASDSE, Response to Intervention: Blueprints for Implementation(District and School Building Levels), (2008).Mariconda, B. (2003). Easy and Effective Ways to Communicate with Parentss. NewYork: Scholoastic Professional Books. Olsen, G. W., and Fuller, M.L.


Funds

#1 In an effort to reduce disparity and provide equitableopportunities. Novice teachers will receive mentoring through theDistrict and State plan, including Pathwise and on-site mentoring asseen as a need through FEPSI. Action Type: CollaborationAction Type: EquityAction Type: Professional Development


TeachersTitle Teachers ACTION

BUDGET: $

ACSIP


#2 Teachers will use innovative strategies, techniques, anddifferentiated instruction to provide equitable opportunities andreduce disparity in student achievement as measured by classroomwalk-throughs and District level multicultural audit.Action Type: AlignmentAction Type: CollaborationAction Type: Equity



BUDGET: $

#3 Program Evaluation-The effectiveness of the actions under thisintervention will be evaluated by using CRT, NRT, and TLIoutcomes. According to the CRT data in 2011-2012, 86% of all 3rdgrade students were proficient as compared to 81% proficient in2012-2013. In 2011-2012, 77% of African American 3rd gradestudents were proficient compared to 72% in 2012-2013. In 2011-2012, 94% of Caucasian 3rd grade students were proficientcompared to 88% in 2012-2013. In 2011-2012, 80% of all 4thgrade students were proficient compared to 81 % in 2012-2013. In2011-2012, 69% of 4th grade African American were proficientcompared to 72% in 2012-2013. In 2011-2012, 89% of 4th gradeCaucasian students were proficient compared to 88% in 2012-2013.In 2011-2012, 71% of all 5th grade students were proficientcompared to 65% in 2012-2013. In 2011-2012, 58% of 5th gradeAfrican American students were proficient compared to 47% in2012-2013. In 2011-2012,83% of Caucasian students wereproficient compared to 79% in 2012-2013. Action Type: CollaborationAction Type: Program Evaluation



ACTIONBUDGET: $

Teachers will provide CGI question types, lesson extensions andsmall group instructions at a higher level for Gifted and Talentedstudents as well as our African American students, which will bedocumented in lesson plans and evidenced by student work.Action Type: Alignment


Start:07/01/2013End:06/30/2014

NoneACTIONBUDGET: $

Teachers will provide higher order thinking questions based uponBloom's Taxonomy, extensions of the lessons, and provide smallgroup instruction at a higher level for Gifted and Talented andAfrican American students, which will be documented in lessonplans.


NoneACTIONBUDGET: $

Total Budget: $0

Priority 2: The TAGG will improve in literacy skills and meet the performance and growth AMOs for each targeted group for the2013-2014.

SupportingData:

1. In 2012-2013, 73.26% of all students met AMO which was below the targeted performance AMO (84.33%) forLiteracy by 10.97 percentage points, 76.92 % of all students met growth performance which is below thetargeted AMO (82.23%) by 5.21 percentage points, 76.19% of African American students met the performanceAMO (76.64%), 90.91 of African American (AA) students met the targeted growth performance AMO (65.28,76.47% of Hispanic students met the performance AMO which is below the targeted AMO(95.10)by 18.63percentage points, 91.67% of Hispanic students met the growth targeted AMO (86.11), 72.34% of Caucasianstudents met the performance AMO which is below the targeted AMO (85.72)by 13.38 percentage points,76.19% of Caucasian students met the growth AMO which is below the targeted growth AMO (85.51) by 21.52percentage points, 70.77% of Economically Disadvantaged (ED) students met the performance AMO which isbelow the targeted AMO (83.53%) by 12.76 percentage points, 76.19% of ED students met the growth AMOwhich is below the targeted AMO (80.99) by 4.80 percentage points, 70.00% of English Language Learners (ELL)met the performance AMO which is below the targeted AMO (83.33)by 13.33 percentage points, 7.14 of Studentswith Disabilities (SWD) met the performance AMO which is below the targeted AMO (51.39%) which is below thetargeted AMO by 44.25 percentage points, 37.50 % of SWD met the growth AMO which is below the targetedAMO (58.3) by 20.83 percentage points.

2. In 2011-2012 77.59% achieved growth within TAGG . Students within TAGG are expected to achieve academicgrowth by 1.87% for a total of 79.46% in 2012-2013. African American students scored 58.33% in 2011-2012and are expected to increase achievement by 3.47% for a total of 61.80% in 2012-2013. Hispanic studentsscored 83.33% in 2011-2012 and are expected to increase achievement by 1.39% for a total of 84.72% in 2012-2013. Econiomically Disadvantaged students scored 77.19% in 2011-2012 and are expected to increaseachievement by 1.9% for a total of 79.09% in 2012-2013.

3. Based on a comprehensive needs assessment over a three year period reflected in an in-depth trend analysis ofmultiple data sources across multiple grade levels and content areas, we found that our areas of need in ourcombined population reveals that areas of focus for 2012-2013 will be reading comprehension, vocabulary,reading fluency and writing proficency with a focus on content and style.

4. For the 2010-2011 school year 36% of our African American third graders scored basic and below basic,compared to the White sub population which scored 15% basic and below. Based on the data we will focus onopen response for practical passages, writing multiple choice, and in writing content domain and style domain.25% of our African American fourth graders scored basic and below basic, compared to the White sub populationwhich scored 10% basic and below basic. Based on the data we will focus on the content domain, style domain,and multiple choice reading content. 33% of our African American fifth graders scored basic and below basic,

ACSIP


compared to the White sub population which scored 25% basic and below basic. Based on the date we will focuson multiple choice writing, multiple choice reading content passages, reading open response for literarypassages, content domain, and style domain.

5. At the end of the 2010-2011 school years 80% of the combined population scored proficient or advanced. Thecombined population made 13% growth.

6. For the 2012-2013 school year, the (3 QRT Average) was 94.38. All students met attendance. The enrollmentwas 233. For the 2011-2012 year average attendance was 91%. Student attendance has met adequate yearlyprogress of the past three years.Student attendance has met adequate yearly progress of the past three years.For the 2010-2011 school year students met standards for attendance. For the the 2010-2011 school we metAYP with 93.28%.

7. 8. 9.

Goal The TAGG will improve in language arts skills with emphasis on vocabulary, reading fluency, reading comprehensionand writing proficiency.

BenchmarkIn 2012-2013, 73.26% of all students tested were proficient and advanced. This was below the targeted AMO for the2012-2013 school year by 7.19 percentage points. For the 2013-2014 school year, in order to meet the Literacyperformance targeted AMO (84%) all students, will improve by 10.74 percentage points.

Intervention: Comprehensive Standards Based Literacy

Scientific Based Research: Pimentel, Susan, Teaching Reading Well, (IRA)(2007), Biter, Catherine, O'Day, Jennifer, Gibbons, Paul,and Locias, Miguel: What Works to Improve Student Literacy Achievement? A Gramination of Instructional Practices in a BalancedLiteracy Approach, Journal of Education for Students Placed at Risk, 2009, Armbruster, Bonnie B., Osborn, Jean. Put ReadingFirst: The Research Building Blocks for Teaching Children to Read. (CIERA), (NIFL). Apprenticeship in Literacy. Houghton MifflinCompany, Write Source: Research Based and Program Efficacy. Great Source, (2005). Patricia M. Cunningham, Richard L. Alliton,Allyn and Bacon, Classrooms That Work: They Can All Read and Write (4th Edition) (2006). Williams, Bruce R. 36 Tools forBuilding Spirit in Learning Communities. Corwin Press (2006). York-Barr, Jennifer; Sommers, William A.; Ghere, Gail S.; Montie,Jo, Reflective Practice to improve Schools: An Action Guide for Educators. Corwin Press, (2006). An evaluation of end-grade-3Dynamic Indicators of Basic Early Literacy Skills (DIBELS): Speed reading without comprehension strategies, predicting little. EastLansing, MI: Michigan State University, College of Education, (2006).


Funds

#6 An Instructional Facilitator (1.0 FTE)provides teachers withProfessional Development and consultation. The InstructionalFacilitator will coordinate and facilitate training/support for teachersto successfully implement Comprehensive Literacy Model, ELLA,Effective Literacy, and Writers' Workshop in alignment to supportState and District standards. In addition, the facilitator will workwith struggling learners diagnosing deficiencies and implementingimprovement strategies. Diverse teaching/High Yield Strategies,higher order thinking/questioning skills will be modeled andimplemented in the daily classroom routines. The designated PCSSDCentral Office staff and Instructional Facilitator in literacy willprovide on-site collaboration with the teachers to enhance thedelivery of instruction.Action Type: AlignmentAction Type: CollaborationAction Type: Professional Development


Start:07/01/2013End:06/30/2014

Central OfficeOutsideConsultantsTeachers

ACTIONBUDGET: $

#20 Administration and the Instructional Facilitator will work withteachers to administer Formative Assessments (grades k-5).Teachers will instruct students on the use of rubrics, reading, andwriting procedures in order for the students to achieve theirpotential on the tests. The tests will be scored and teachers willconference with each individual student on their performance andhow to achieve proficiency or advanced status on the exam. Specialeducators will follow students' IEP's and conference with theirstudents. Parents will be notified of the students' performances andwhat steps need to be taken for their child to improve on the test,during parent teacher conference. Action Type: EquityAction Type: Parental EngagementAction Type: Special Education


PerformanceAssessmentsTeachersTitle Teachers

ACTIONBUDGET: $

#21 Professional Development workshop on DIBELS Next will beoffered to the Instructional Facilitator, K-3 teachers, specialeducators, and school administration. Participants will receive arefresher course on administering the individual sub-tests and willlearn useful practices for improving accuracy and efficiency ofadministering the assessments. Additional topics include datamanagement, data analysis, data interpretation, and data-basedinstructional planning, in order to enhance diversity in reading andwriting and teaching/learning strategies, as well as, best practices


Start:07/01/2013End:06/30/2014

AdministrativeStaffCentral OfficeDistrict StaffOutsideConsultantsTeachersTitle Teachers

ACTIONBUDGET: $

ACSIP


for the literacy program. Action Type: CollaborationAction Type: EquityAction Type: Professional Development

#19 The Instructional Facilitator will model for teachers how toteach flexible smallgroup instruction, the use of graphic organizersin writing, open response instruction, and rubric scoring. Action Type: CollaborationAction Type: Professional Development


Start:07/01/2013End:06/30/2014

AdministrativeStaffOutsideConsultantsTeachers

ACTIONBUDGET: $

#16 In an effort to improve instruction and encourage reflectivepractices, Classroom Walk Throughs (CWTs) will be conducted toassist teachers in incorporating reflective practices. Teachers will beprovided with meaningful feedback through the Arkansas CWTInstrument, during PLC discussions, or faculty meetingpresentations.Action Type: Professional DevelopmentAction Type: Technology Inclusion


AdministrativeStaffCentral OfficeDistrict Staff

ACTIONBUDGET: $

#17 Academic Vocabulary, a systematic approach to teachingvocabulary, will be implemented by teachers to improve studentachievement. Action Type: AlignmentAction Type: CollaborationAction Type: Professional Development


Start:07/01/2013End:06/30/2014

AdministrativeStaffDistrict StaffOutsideConsultants

ACTIONBUDGET: $

#13 Students will receive instruction from Highly Qualified teachers.The district will continue to recruit and maintain those HighlyQualified employees. Action Type: CollaborationAction Type: Parental EngagementAction Type: Title I Schoolwide



BUDGET: $

#12 Professional Development - All teachers, including specialeducation teachers, will participate in 60 required hours ofprofessional development that includes a two hour rotating PDrequirement of parent involvement, Arkansas History for instructorsof Arkansas history, child maltreatment, and teen suicide awarenessand prevention which rotate on a yearly basis. Six hours oftechnology should be integrated into the required 60 hours of PD.An individual may be entitled to up to twelve (12) hours ofprofessional development credit approval by the district/schoolwhich may be applied toward the 60 hours professionaldevelopment requirement for that time period at the beginning ofeach school year which is used to plan and prepare curriculum ordevelop other instructional activities pursuant to Act 1185 of 2005.We will create a professional development plan annually incompliance with Arkansas law & rules governing professionaldevelopment which shall be a part of the ACSIP. Our school'sprofessional development plan complies with Arkansas law & rulesby including the 3 hour college course as applicable to equal 15hours (up to 30). For each administrator, the 60 hour professionaldevelopment requirement shall include training in datadisaggregation, instructional leadership, and fiscal management.Action Type: Professional Development



ACTIONBUDGET: $

#10 Students will receive instruction from an ESL teacher accordingto State Standards. Teachers at OGE will be encouraged to attendand become certified in ESL instruction. The goal is to have at leastone ESL certified teacher in each grade level. Action Type: Alignment

ESL Teacher Start:07/01/2013End:06/30/2014


ACTIONBUDGET: $

#4 The Instructional Facilitator will mentor teachers and providecoaching that will enhance comprehensive literacy strategies.Teachers will be coached to implement more cooperative learningstrategies, project-based learning, and higher-level questioning andfeedback. Model literacy lessons will include multicultural strategies,differentiated instruction and will be data driven. Instruction thatprovides scaffolding that links previously mastered skills with skillsthat need to be mastered. These strategies will target sub-population students, focusing on our African American students.Action Type: AlignmentAction Type: Equity


Start:07/01/2013End:06/30/2014


BUDGET: $

#23 Program Evaluation-The effectiveness of the actions under this Principal Start:

ACSIP


intervention will be evaluated by using CRT, NRT, and TLIoutcomes. According to the CRT data in 2011-2012, 83% of all 3rdgrade students were proficient as compared to 79% proficient in2012-2013. In 2011-2012, 75% of African American 3rd gradestudents were proficient compared to 71% in 2012-2013. In 2011-2012, 90% of Caucasian 3rd grade students were proficientcompared to 84% in 2012-2013. In 2011-2012, 84% of all 4thgrade students were proficient compared to 86% in 2012-2013. In2011-2012,79% of 4th grade African American were proficientcompared to 81% in 2012-2013. In 2011-2012, 89% of 4th gradeCaucasian students were proficient compared to 90% in 2012-2013.In 2011-2012, 85% of all 5th grade students were proficientcompared to 84% in 2012-2013. In 2011-2012, 79% of 5th gradeAfrican American students were proficient compared to 79% in2012-2013. In 2011-2012, 91% of Caucasian students wereproficient compared to 88% in 2012-2013. Action Type: AlignmentAction Type: EquityAction Type: Program Evaluation

07/01/2013End:06/30/2014


ACTIONBUDGET: $

#24 Needs Assessment: Because content and style have beentargeted as areas in which our students fall below standards,teachers will focus on these areas during the Writer's Workshopprocess, inclusive of providing practice in developing proficiency inthe above areas incorporating the use of a writing rubric.Action Type: AlignmentAction Type: Equity



BUDGET: $

#25 Needs Assessment: Based on the Benchmark data from the2012-2013 school year there is a need for students to be provideda weekly open-response prompt and multiple choice items toprovide practice and increase skill levels. Action Type: AlignmentAction Type: Equity



BUDGET: $

#27In order to improve student achievement certified staff andadministrators will attend conferences including but not limited toCommon Core, technology, best practices, high yield instructionalstrategies for literacy and math, differentiated instructionalstrategies, co-teaching and inclusion strategies, studentengagement strategies, and strategies for effective classroommanagement. The registration and travel expense costs of thosewho attend the research based conferences, as well as thematerials and supplies needed to imbed the learned strategies andskills in classroom instruction will be paid through Title I funds.Action Type: Professional DevelopmentAction Type: Title I Schoolwide



ACTIONBUDGET: $

Total Budget: $0

Intervention: Research Based Remedial Strategies:

Scientific Based Research: Pimentel, Susan, Teaching Reading Well, (IRA)(2007), Biter, Catherine, O'Day, Jennifer, Gibbons, Paul,and Locias, Miguel: What Works to Improve Student Literacy Achievement? A Gramination of Instructional Practices in a BalancedLiteracy Approach, Journal of Education for Students Placed at Risk, 2009, Parental Involvement Research, FEPSI Research (3years of surveys) indicates teachers feel that parents are not sufficiently involved in their children's learning.


Funds

#7 Intensive Reading Plans will be developed, implemented,andmonitored for students in grades K-2 whose performance levelsindicate scores of basic or below basic. Students in 1st grade willuse DIBELS assessments to place students on an Intensive ReadingIntervention (IRI). Action Type: AIP/IRIAction Type: CollaborationAction Type: Professional Development



ACTIONBUDGET: $

#6 K-2 teachers will use Early STAR Literacy Reading DiagnosticProgram to assist with developing plans for remediation andexpansion of students' growth, for parent conferences, and referralsfor RTI.Action Type: AIP/IRIAction Type: EquityAction Type: Special EducationAction Type: Technology Inclusion


AdministrativeStaffComputersTitle Teachers

ACTIONBUDGET: $

#5 AIPs will be developed for all students who score basic or below Teachers Start:

ACSIP


on state tests by teachers. Teachers and parents will collaborate todevelop AIP's for all who score basic or below basic on state test.IRIs will be developed and monitored in accordance with stateguidelines. Documentation will be maintained throughout the year.Action Type: AIP/IRIAction Type: CollaborationAction Type: Parental Engagement

07/01/2013End:06/30/2014


ACTIONBUDGET: $

#4 Program Evaluation – Program Evaluation-The effectiveness ofthe actions under this intervention will be evaluated by using CRT,NRT, and TLI outcomes. According to the CRT data in 2011-2012,83% of all 3rd grade students were proficient as compared to 79%proficient in 2012-2013. In 2011-2012, 75% of African American 3rdgrade students were proficient compared to 71% in 2012-2013. In2011-2012, 90% of Caucasian 3rd grade students were proficientcompared to 84% in 2012-2013. In 2011-2012, 84% of all 4th gradestudents were proficient compared to 86% in 2012-2013. In 2011-2012,79% of 4th grade African American were proficient comparedto 81% in 2012-2013. In 2011-2012, 89% of 4th grade Caucasianstudents were proficient compared to 90% in 2012-2013. In 2011-2012, 85% of all 5th grade students were proficient compared to84% in 2012-2013. In 2011-2012, 79% of 5th grade AfricanAmerican students were proficient compared to 79% in 2012-2013.In 2011-2012, 91% of Caucasian students were proficient comparedto 88% in 2012-2013. Action Type: CollaborationAction Type: Program Evaluation



ACTIONBUDGET: $

#1 In 2013-2014 the RTI Committee comprised of the instructionalstaff, with consultation from the District RTI Coordinator, willdetermine steps toward implementation of RTI. Specific elements tobe examined will be: 1) knowledge/understanding of building staff ofRTI, 2) student data to identify learning areas that need specificattention 3) assessing needs of PLCs such as professionaldevelopment on research-based interventions within core instructionalong with small group interventions, 4) the school’s RTI committeewhich meets to assist students who are not progressing even withrepeated, ongoing research-based interventions and 5)communication of RTI to both the parents and surroundingcommunity. Action Type: CollaborationAction Type: Professional Development


AdministrativeStaffCentral OfficeDistrict Staff

ACTIONBUDGET: $

Teachers will participate in District sponsored ProfessionalDevelopment.


ComputersDistrict Staff ACTION

BUDGET: $

Total Budget: $0

Intervention: Reasearch Based Supplemental Strategies

Scientific Based Research: Pimentel, Susan, Teaching Reading Well, (IRA)(2007), Biter, Catherine, O'Day, Jennifer, Gibbons, Paul,and Locias, Miguel: What Works to Improve Student Literacy Achievement? A Gramination of Instructional Practices in a BalancedLiteracy Approach, Journal of Education for Students Placed at Risk, 2009. Williams, Bruce R. 36 Tools for Building Spirit inLearning Communities. Corwin Press (2006).


#18 Computer based programs such as PLATO andOdyssey will be utilized by teachers to providesupplmental instruction in the classroom and Odyssey Lab. Action Type: Technology Inclusion


AdministrativeStaffCentral OfficeComputersDistrict StaffTeachers

ACTION BUDGET: $

#8 Anchor chart, educational resources, interventionactivity kits, hands on literacy activities, and supplementalbooks for reinforcing skills will be purchased to supportteachers' strategies in extending standard based lessons,centers, small groups, and individual instruction. (BudgetString 66100)Action Type: AlignmentAction Type: Collaboration




$3608.87


#9 Teachers will utilize the web based Renaissance Principal Start:Teachers

ACSIP


Program to motivate all students to read, resulting inimproved reading comprehension skills throughrecreational reading. Effectiveness will be evaluated by thenumber of points students earn on the Program and byincreased comprehension levels. First grade will startsecond semester. Grades 2-5 will start by the end of thefirst nine weeks. Action Type: Collaboration

07/01/2013End:06/30/2014

ACTION BUDGET: $

#19 Pre-K and Kindergarten teachers will plan aKindergarten Parent Meeting. Academic information will beprovided to support learning. Expectations of students willbe conveyed as well. Pre-K students will spend a day in aKindergarten classroom to participate in Kindergartenactivities. This will assist in a smooth transition intoKindergarten. Magnetic letters, ABC charts, and zip lockbags will be purchased. Budget string function, 1591)(Budget String 66100)Action Type: CollaborationAction Type: Parental EngagementAction Type: Title I Schoolwide




$80.00

ACTIONBUDGET: $80

#15 Family Literacy Nights will be held for parents andstudents to promote parental involvement in literacyeducation. Light refreshments will be provided for parentsand students. Teachers will be paid stipends to assist inthe facilitation of the event. Packets with standards basedactivities and literacy games for student/parent interaction,and learning will be provided to the attendees. (BudgetString 61510, 66100)Action Type: CollaborationAction Type: EquityAction Type: Parental Engagement


TeachersTitle Teachers


$282.00


$71.00

ACTIONBUDGET: $353

#14 Parent compacts will be jointly developed by the staffand parents. It will be utilized for the purpose of improvingstudent achievement and building the home-schoolconnection.Action Type: CollaborationAction Type: Parental EngagementAction Type: Title I Schoolwide



ACTION BUDGET: $

#12 Program Evaluation-The effectiveness of the actionsunder this intervention will be evaluated by using CRT,NRT, and TLI outcomes. According to the CRT data in2011-2012, 83% of all 3rd grade students were proficientas compared to 79% proficient in 2012-2013. In 2011-2012, 75% of African American 3rd grade students wereproficient compared to 71% in 2012-2013. In 2011-2012,90% of Caucasian 3rd grade students were proficientcompared to 84% in 2012-2013. In 2011-2012, 84% of all4th grade students were proficient compared to 86% in2012-2013. In 2011-2012,79% of 4th grade AfricanAmerican were proficient compared to 81% in 2012-2013.In 2011-2012, 89% of 4th grade Caucasian students wereproficient compared to 90% in 2012-2013. In 2011-2012,85% of all 5th grade students were proficient compared to84% in 2012-2013. In 2011-2012, 79% of 5th gradeAfrican American students were proficient compared to79% in 2012-2013. In 2011-2012, 91% of Caucasianstudents were proficient compared to 88% in 2012-2013. Action Type: CollaborationAction Type: Program Evaluation



ACTION BUDGET: $

#6 In an effort to identify students who are experiencingdifficulty in academic and/or behavioral domains, Responseto Intervention strategies will be discussed during PLCsand implemented.Action Type: CollaborationAction Type: Professional DevelopmentAction Type: Special Education


TeachersTitle Teachers ACTION BUDGET: $

#11 Teachers will use the iPods and iPads as supplementalresources to meet the needs of students with differentlearning styles and multiple intelligences and enableteachers, including special education teachers, to integratetechnology on an individual and or group basis. Teacherswill receive professional development on the use of iPads


TeachersTeaching Aids


$2500.00

ACSIP


and iPods. Educational apps will be purchased for thesedevices. Adaptor cords will be purchased to enable iPads towork with the Smartboard. Action Type: CollaborationAction Type: Technology Inclusion

ACTIONBUDGET: $2500

#4 Eleven one year licenses from Learning A-Z and Raz-Kids online leveled books will be purchased to supportreading comprehension and fluency for the TAGG,particularly African American students. (Budget String63590) Action Type: AlignmentAction Type: Equity


Start:07/01/2013End:06/30/2014

TeachersTeaching AidsTitle Teachers

Title I -PurchasedServices:

$1831.39


#3 A weekly news magazine, such as Time for Kids andUSA Studies Weekly for grades 3-5 will be purchased toenhance vocabulary, provide practice reading nonfictiontext, inferencing skills, reference skills, and promotemulticultural awareness. Needs assessment: Students willread more practical text to improve understanding ofpractical text. (Budget String 1591-66100)Action Type: AlignmentAction Type: Equity




$1650.00

ACTIONBUDGET: $1650

#21 In an effort to practice and encourage conceptualunderstanding , emphasis on writing across the curriculum,higher-order thinking skills, to highlight grammar andpunctuation skills. The Buckle Down to the Common CoreState Standards and Best Test Practices for the Iowa willbe purchased as supplemental materials. (Budget String66100) Action Type: AlignmentAction Type: Equity


Start:07/01/2013End:06/30/2014



$2350.00

ACTIONBUDGET: $2350

#23 Professional Learning Communities will be conductedto provide an opportunity to plan horizontally, aligncurriculum, monitor student progress, and analyzeassessments for the purpose of directing instruction andaligning instruction with PCSSD pacing guides.Action Type: AlignmentAction Type: CollaborationAction Type: Professional Development



ACTION BUDGET: $

#27 Teachers will create standards-based literacy centersfor student remediation and expansion of skills accordingto standards, individual needs, IEP's, ELL standards.Listening centers, Lakeshore centers, LeapFrog Leapster,Leapster cartridges, and Spell Check electronics will beutilized for the activities and assessment of progress.Batteries for these electronic devices will be purchased.(Budget String 66100)Action Type: AlignmentAction Type: Equity




$200.00

ACTIONBUDGET: $200

#30 Activities and events will be arranged to improveparental involvement according to Act 307 of 2007(amended ACT 603 of 2003) ACT 397 of 2009. Parents willbe encouraged to utilize the Parent Resource Center.Parent informational packets will be sent home. Literatureand ways in which parents can contribute to theimprovement of their child's academic achievement will bemade available. Parent reading, writing, and math parentalinvolvment kits are provided for parent check out. Action Type: CollaborationAction Type: EquityAction Type: Parental Engagement


CommunityLeadersTeachersTitle Teachers

ACTION BUDGET: $

#32 Teachers will provide higher order thinking questionsbased upon Bloom's Taxonomy, extensions of the lessons,and provide small group instruction at a higher level forGifted and Talented students which will be documented inlesson plans.Action Type: Alignment


Start:07/01/2013End:06/30/2014

NoneACTION BUDGET: $

#29 Susan Barton's Reading and Spelling Program will bepurchased for Tier III students, particularly AfricanAmerican studnts, needing Intensive ReadingInterventions. DIBELS Next data will be analyzed to


Start:07/01/2013End:06/30/2014

TeachersTitle I -Materials&Supplies:

$2200.00

ACSIP


monitor student progess with this program. Action Type: AIP/IRIAction Type: Equity ACTION

BUDGET: $2200

#31 Teachers will target all learning styles of Tier I andTier II students by utilizing Reading Horizons, a researchedbased Orton-Gillingham approach to supplement. DIBELSNext data will be analyzed to monitor student progress.Action Type: EquityAction Type: Title I Schoolwide

Teachrs Start:07/01/2013End:06/30/2013

TeachersTitle I -Materials&Supplies:

$4200.00

ACTIONBUDGET: $4200

#34 Teachers will collaborate to construct formativeassessments in math and literacy to correlate with thecurriculum of Pulaski County Special District. Substituteteachers will be provided so that teachers may collaborateduring the school day. Substitute pay will be paid throughState Professional Development funds. Action Type: AlignmentAction Type: CollaborationAction Type: Professional Development

InstructonalFacilitator

Start:07/01/2013End:06/30/2014


PD (State-223) -PurchasedServices:

$699.00

ACTIONBUDGET: $699

Total Budget: $19672.26

Intervention: Research-Based strategies, such as project-based learning and differentiated instruction, to reduce disparity andprovide equitable opportunities-Closing the Achievement Gap amongst the TAGG, focusing on African American.

Scientific Based Research: Pimentel, Susan, Teaching Reading Well, (IRA)(2007), Biter, Catherine, O'Day, Jennifer, Gibbons, Paul,and Locias, Miguel: What Works to Improve Student Literacy Achievement? A Gramination of Instructional Practices in a BalancedLiteracy Approach, Journal of Education for Students Placed at Risk, 2009, Downey, Carolyn J., Steffy, Betty E., English, Fenwick,W., Frase, Larry E., & Poston, Jr., William, K. Classroom Instruction that works with English Language Learners. Downey, CarolynJ., Steffy, Betty E., English, Fenwick, W., Frase, Larry E., & Poston, Jr., William, K. Classroom Instruction that works with EnglishLanguage Learners.


Funds

#3 Individual conferences will be held with parents and caregiversfor students scoring basic and below basic on the Benchmark todiscuss assessment information, concerns, and develop an academicaction plan. Smart Core will be provided during parent teacherconferences.Action Type: AIP/IRIAction Type: CollaborationAction Type: Parental Engagement



ACTIONBUDGET: $

#4 Using the formative assessments, teachers, including specialeducation teachers, will utilize group and individual rosters toanalyze student strengths and weaknesses and identify deficit skills.


ComputersTeachersTitle Teachers

ACTIONBUDGET: $

#5 Program Evaluation -The effectiveness of the actions under thisintervention will be evaluated by using CRT, NRT, and TLIoutcomes. According to the CRT data in 2011-2012, 83% of all 3rdgrade students were proficient as compared to 79% proficient in2012-2013. In 2011-2012, 75% of African American 3rd gradestudents were proficient compared to 71% in 2012-2013. In 2011-2012, 90% of Caucasian 3rd grade students were proficientcompared to 84% in 2012-2013. In 2011-2012, 84% of all 4thgrade students were proficient compared to 86% in 2012-2013. In2011-2012,79% of 4th grade African American were proficientcompared to 81% in 2012-2013. In 2011-2012, 89% of 4th gradeCaucasian students were proficient compared to 90% in 2012-2013.In 2011-2012, 85% of all 5th grade students were proficientcompared to 84% in 2012-2013. In 2011-2012, 79% of 5th gradeAfrican American students were proficient compared to 79% in2012-2013. In 2011-2012, 91% of Caucasian students wereproficient compared to 88% in 2012-2013. Action Type: CollaborationAction Type: Program Evaluation



ACTIONBUDGET: $

All teachers, including special education and Alpha teachers, willuse cooperative learning, hands-on experiences, learning centers,and provide homework practice that enhance the rigor andrelevance in the classroom. Teachers will use questioningtechniques that require higher order thinking skills of all students.These strategies will be used to help identify Gifted and Talented


Start:07/01/2013End:06/30/2014

TeachersTeaching Aids ACTION

BUDGET: $

ACSIP


students and to reduce disparities for at risk students.Action Type: AlignmentAction Type: Equity

Total Budget: $0

Priority 3:It is believed that school climate will improve signicantly through designing a school management program thataddresses parents', teachers', and students' concerns with more effective and frequent communication among allparticipants.

SupportingData:

1. A school wide plan was developed. However, it is noted that the main concern is with the small percent childrenwith repeated misbehaviors. In the 2012-2013 School Discipline data report, we were one of the identifiedschools with 31% suspensions placing in Alert status. We had total of 74 suspensions. Of this total 31/42% wereAfrican Americans and 43/58% were nonblack. During the 2013-2014 school year we will decrease the totalnumber of repeat students by 9%. According to the PCSSD Discipline Date Report showed 175 in 2010-2011 and294 in 2011-2012. Discipline data, as reported by the district, indicates that over the past three years therewere progressively fewer percentage of African American students compared to Caucasian students suspended.In 2011-2012, 31 African American students were suspended compared to 43 non-black students.

2. In 2012-2013, 3rd QRT AVG was Achieving at 94.38. In 2011-2012, 3rd QRT AVG was Achieving at 94.68%Student attendance has met adequate yearly progress of the past three years. For the 2010-2011 school yearstudents met standards for attendance. For the 2010-2011 school we met AYP with 93.28%.

3. FEPSI data reveals the areas of concern are: (1) enforcing consistent rules for student behavior: 59.2%; 2010-2011 63.5%; 2011-2012 68.1%; 2012-2013 79.8%(2) there is an atmosphere of trust among theadministration, faculty, staff, students and parents: 2010-2011 56.1%; 2011-2012 62.8%; 2012-2013 50%.

4. Based on a comprehensive needs assessment that reflects an in-depth trend analysis of multiple data sourceswe found that our areas of need include improving parental engagement and home school communication.

Goal Oak Grove Elementary School will improve school climate by striving to increase parental involvement, workingcollaboratively as a staff, and ensuring an environment of learning for our students.

BenchmarkOak Grove Elementary School will improve school climate by reducing discipline referrals by 10%, improve parentalinvolvement,improve teacher attendance, student attendance and home-school communication as evidenced by districtdata, parent sign in sheets, and teacher and student attendance records.

Intervention: Discipline Management Program

Scientific Based Research: Schoolwide Management Program - Research: Marzano, Robert, Marzano, Jana, and Pickering, Debra,Classroom Management that Works: Research-based Strategies for Every Teacher, 2003. Randy Randleman, PhD, 2003 - StudentDiscipline in Arkansas. Administrator's Complete School Discipline Guide: Techniques & Materials for Creating an EnvironmentWhere Kids Can Learn, Robert D. Ramsey, (2002). "Discipline With Dignity", Richard L Curwin, Allen N. Mendler, (1999). Payne,Ruby K.(2006)"Discipline Strategies for the Classroom Working with Students.",Aha Process Inc.Research: Berger, E. H. (2004)Parents as Partners in Education: Families and Schools Working Together. Upper Saddle River, NJ: Merrill; Mariconda, B. (2003)Easy and Effective Ways to Communicate with Parents. New York: Scholastic Professional Books. Olsen, G. W., and Fller, M.L.(2003). Home-School Relations: Working Successfully with Parents and Families. Boston: Allyn and Bacon


Funds

#18 Program Evaluation: The effectiveness of actions under thisintervention will be evaluated through the FEPSI report, attendanceand discipline data. In 2011-2012, fourth quarter discipline datareflect 66% of Caucasian students receiving referrals compared to34% of African American students, and 58% of Caucasian studentsreceiving suspensions compared to 42% of African Americans. In2012-2013, fourth quarter discipline data reflect 69% of Caucasianstudents receiving referrals compared to 31% of African Americans,and 47% of Caucasian students receiving suspension compared to31% of African Americans. Action Type: Program Evaluation


Central OfficeDistrict StaffOutsideConsultantsTeachers

ACTIONBUDGET: $

#17 The school wide management program will be evaluatedannually through the FEPSI report and the district discipline data. Action Type: Alignment


Central OfficeTeachers ACTION

BUDGET: $

#19 Guidance lessons promote school wide peace, empathy,individuality, strength, and friendship. Additional emphasis will be onteaching public oral communication skills, school wide characterdevelopment, career orientation, and building self esteem. Selectedstudents will present morning announcements. The Counselor willalso work with small groups to address behavior, personal/social andacademic issues, with a focus on African Americans.Action Type: CollaborationAction Type: EquityAction Type: Technology Inclusion


AdministrativeStaffCommunityLeadersSchool LibraryTeachers

ACTIONBUDGET: $

#2 To foster active student participation in decision making processfor issues and concerns as it relates to the student body, StudentCouncil members will be nominated and elected in the Fall. We will

Principal Start:07/01/2013End:

AdministrativeStaff ACTION $

ACSIP


encourage our African Americans to participate in Student Council.Action Type: Collaboration

06/30/2014 Teachers BUDGET:

#3 The RTI committee and classroom teachers will collaborate toassist students in improving in academics and remove disciplinedeficiencies. Behavior plans will be developed and implemented tomeet the needs of students, especially our African Americans, ifnecessary.Action Type: CollaborationAction Type: Special Education


AdministrativeStaffCentral OfficeTeachers

ACTIONBUDGET: $

#1 Sustaining academic and social growth for students at risk offailing because of behavioral issues will be a major emphasis andfactor for candidacy at Pfeiffer Camp. We will, especially, track thebehavioral issues of our African Americans. Representatives ofPfeiffer Camp will visit OGE students and teachers to sustain thegains made at the Camp. Parents, students, and teachers will beinvolved in programming and sustaining improvement. Action Type: CollaborationAction Type: Parental Engagement


CommunityLeadersNoneOutsideConsultantsTeachers

ACTIONBUDGET: $

#4 All staff members will be provided Staff Development on theschool Discipline Management Plan. Teachers will post classroomrules and follow the school-wide discipline management system.Action Type: CollaborationAction Type: EquityAction Type: Professional Development



ACTIONBUDGET: $

#5 The Discipline Management Committee, including the counselorand administration will meet to review and discuss the effectivenessof the school wide management program. Disciplinary infractions andnumber of referrals will be reviewed each semester. There will be adecrease of suspensions and referrals for all students and particularyAfrican American students by 10%.Action Type: CollaborationAction Type: EquityAction Type: Program Evaluation


AdministrativeStaffCentral OfficeTitle Teachers

ACTIONBUDGET: $

#6 To help children with special behavioral, emotional, social, oracademic problems,the school will identify students who willparticipate in the Youth Home Mental Health Program. We will targetall TAGG groups but especially our African Americans. Survey will becompleted and submitted to the Division of Equity and Pupil Servicesat the end of the current school year. Action Type: EquityAction Type: Program EvaluationAction Type: Wellness


AdministrativeStaffNoneOutsideConsultantsTeachers

ACTIONBUDGET: $

#7 Direct Instruction-Lecture will be monitored through CWT. TheCWT will assist in developing awareness in this overused strategydue to fact that students are not actively engaged in the learning,targeting our African American students. Action Type: Collaboration



ACTIONBUDGET: $

#15 Teachers will use Formative Assessment data for the groupingof students so that all students, especially African Americans, will beparticipating in cooperative learning to increase achievement andparticipation.Action Type: Collaboration


AdministrativeStaffComputersTeachersTitle Teachers

ACTIONBUDGET: $

#8 Using the Common Core standards supplemental activities will beprovided for students to participate in weekly open response andmultiple choice question types. Frequent Student/TeacherConferences will be conducted to determine student progress, with astrong focus on the results of our African Americans. Action Type: AlignmentAction Type: Collaboration



ACTIONBUDGET: $

#14 The OGE staff will continue to work collaboratively toimplement all aspects of the the School Wide Plan. ProfessionalLearning Communities, team meetings, and staff meetings will beutilized to foster this process. Professional Development will beprovided as needed with an emphasis on what practices will aid ourAfrican Americans.Action Type: CollaborationAction Type: Professional Development


AdministrativeStaffCentral OfficeDistrict StaffTeachersTitle Teachers

ACTIONBUDGET: $

#11 Utilizing the Science Lab, Computer Lab, and content specific Principal Start:

ACSIP


center activities as resources will give an alternative method ofproviding instruction, so that students, including our TAGG andAfrican American populations, will be actively engaged in cooperativegroups to perform project based learning projects.

07/01/2013End:06/30/2014

Teaching AidsACTIONBUDGET: $

#20 A collaborative effort amongst parents, students, and teachersusing agendas and communication folders will aid in decreasing thenumber of student referrals in our subgroups and especially AfricanAmericans, and increasing parental involvement to foster teamworkand opportunities for learning during the 2013-2014 school year. Action Type: EquityAction Type: Parental Engagement


CommunityLeadersTeachers

ACTIONBUDGET: $

Total Budget: $0

Intervention: Parental Engagement -

Scientific Based Research: Research: Jensen, Eric Teaching with Poverty in Mind ASCD (2009), Mazer and Blair Thompson(Western Kentucky University) April 2012 Communication Education, (2006)Classroom Instruction That Works with EnglishLearners, Jane D. Hill, Kathleen M. Flyn; A Culture of Data, November 2006, Volume XVIII, Number 2; The Civil RightsRequirements for Educating Limited English Proficient Students, M. Vasquez & Rojas.


# 6 The evaluation of the effectiveness of actions under thisintervention will be through digital libraries, sign-in sheets,parent surveys, attendance and discipline data. For the2012-2013 school year, the (3 QRT Attendance Average) was94.38. The enrollment was 233. For the 2011-2012 yearaverage attendance was 91%. Action Type: Program Evaluation


AdministrativeStaffCentral OfficeComputersDistrict StaffTeachers

ACTIONBUDGET: $

#5 The Counselor, Administration, and/or the Registrar willmonitor attendance of students with excessively highabsentee rates in order to determine reason for absencesand to increase attendance, focusing on our African Americanstudents.Action Type: Collaboration


AdministrativeStaffPerformanceAssessmentsTeachers

ACTIONBUDGET: $

#3 In an effort to foster a more effective partnershipbetween home and school, message boards, Alert Nowsystems, and newsletters will be utilized on a regular basisto advertise current/upcoming events and activities that areconducted throughout the year. IE: PTO Meetings, FamilyLiteracy and Math Nights, etc.Action Type: CollaborationAction Type: Parental Engagement


AdministrativeStaffCommunityLeadersTeachers

ACTIONBUDGET: $

#4 In an effort to decrease absenteeism ofstudents,especially African American student, school officialswill work closely with the Nurse to secure resources that willpromote personal health hygiene, and will be provided tofamilies in need, which will increase attendance.Action Type: Collaboration


AdministrativeStaffCentral Office

ACTIONBUDGET: $

#7 Students receive instruction from an ESL teacheraccording to State Standards. Teachers at OGE will beencouraged to attend and become certified in ESLinstruction. The goal is to have at least one ESL certifiedteacher in each grade level. A translator for parents of ELLstudents will be provided for parent/teacher conferences.Action Type: AlignmentAction Type: CollaborationAction Type: Equity

ESL Teacher Start:07/01/2013End:06/30/2014

AdministrativeStaffCentral OfficeDistrict StaffTeachers

ACTIONBUDGET: $

#2 Teachers, parents, and administrators will research andimplement a school wide achievement program. Students willreceive recognition and certificates for conduct and academicimprovement and/or achievement on a scheduled basis. End-of-the-year celebrations will culminate the year by exhibitingpositive character traits, receiving previous year's BenchmarkMedals and behavior incentives.Action Type: CollaborationAction Type: EquityAction Type: Parental Engagement



ACTIONBUDGET: $

#11 Office staff will greet parents courteously upon arrivaland exercise phone etiquette when speaking with parents.

Principal Start:07/01/2013 Administrative

ACSIP


Teachers will avoid confrontation with parents within oroutside the classroom. Teachers will communicate withparents in a professional manner at all times.Action Type: Parental Engagement

End:06/30/2014

StaffNoneTeachers

ACTIONBUDGET: $

#10 In an effort to insure that the staff is aware of the manycontributions that are being provided by active businesspartners, the OGE staff will be provided with weekly/monthlyupdates of their contributions.Action Type: Parental Engagement


AdministrativeStaffNoneTeachers

ACTIONBUDGET: $

#12 A collaborative effort will be made by all stakeholders toincrease advertisement and communication of school events.Administration will provide parents with written notificationof events. Events will be posted on the school web page. AMonthly Newsletter/Calendar will continue to be sent homeas well as posted on the web page. Events are announced toparents using the district automated callout system. Theadministration or designee will send photos to theCommunication's Department at Central Office.Action Type: Parental Engagement


AdministrativeStaffCentral OfficeComputersTeachers

ACTIONBUDGET: $

#1 The PTO Executive Board Members will be invited andencouraged to attend any School Improvement and ParentalInvolvement Meetings scheduled. Members will berecognized at the meetings. We will invite parents from allour sub-populations, especially African Americans.Action Type: CollaborationAction Type: Parental Engagement


AdministrativeStaffCommunityLeadersTeachers

ACTIONBUDGET: $

In order to promote parental involvement, OGE will hold aDonuts with Dads and a Muffins with Mom breakfast. Muffinsand donuts will be purchased. We will encourage all parentsto attend , especially our African American parents. (BudgetString 66100)Action Type: Parental Engagement

ParentInvolvementFacilitator

Start:07/01/2013End:06/30/2014



$400.00

ACTIONBUDGET: $400

In an effort to provide parents with the school mission,academic expectations, and foster a more effectivepartnership between home and school, student agendas willbe utilized to improve achievement for 3rd - 5th gradestudents. The increased communication will aid in a decreaseof student discipline referrals, especially with our AfricanAmerican students, and improve parental involvement. Action Type: Parental Engagement


TeachersACTIONBUDGET: $

A Parent Center with instructional materials and technologywill be accessible to all parents, targeting our AfricanAmerican families, to assist them to become more involvedin their child's education.

ParentFacilitator

Start:07/01/2013End:06/30/2014

ComputersTeaching Aids ACTION

BUDGET: $

In an effort to provide parents with the school mission,academic expectations, and to foster a more effectivepartnership between home and school, StudentCommunication folders will be used for Kindergarten - 2ndgrades. The Communication between home and school willenhance achievement.


TeachersACTIONBUDGET: $

Total Budget: $400

Priority 4: Oak Grove Elementary will improve in healthy habits and promote living a more healthy lifestyle.

SupportingData:

1. In 2012-2013, the BMI for students at OGE: N= 52 Males Healthy or Underweight: 53.8% Overweight: 25%Obese: 21.2 N-48 Females Healthy or Underweight: 60.4% Overweight: 20.8 Obese- 18.8%

2. 2011-2012 BMI results show that approximately 19% of all children measured were in the overweight categoryand 25% were identified as obese.

3. In 2010-2011 the BMI classifications for Oak Grove Elementary indicated that 57.1% of males was Healthy orunderweight, 20.4% was overweight, and 22.4% was obese. Based on the BMI report 56.2% of females wasHealthy or underweight, 26.2% overweight, and 17.5% obese.

4. In 2012-2013, 3rd QRT AVG was Achieving at 94.38. In 2011-2012, 3rd QRT AVG was Achieving at 94.68%Student attendance has met adequate yearly progress of the past three years. For the 2010-2011 school yearstudents met standards for attendance. For the the 2010-2011 school we met AYP with 93.28%. For the 2009-2010 school year, students met standards for attendance. Students met the attendance goal of 91.13%. AverageDaily Attendance was 244.01 with an Average Daily Membership of 261.20.

ACSIP


Goal Oak Grove Elementary will improve in the overall health and increase the activity levels of students, staff, and thecommunity.

Benchmark Healthier results will be evident by May 25, 2014. There will be a 5% difference in the 2012-2013 results indicatinghealthier lifestyles are being practiced.

Intervention: The school will implement practices to provide opportunities to practice healthy behavior at school and encouragestudents to make healthy food and physical activity choices.

Scientific Based Research: Prevalence of Physical Activity, Including Lifestyles Activities Among Adults-United States, 2000-2001,MMWR August 15, 2003, 52 (32): 764-769; Promoting welness among elementary school children. Journal of Counselingand Development, 71, 194-198. Woods, A.M. (2006) The physical educator's lead to improving school wellness. Joural of PhysicalEcuation, Recreation and Dance, 77, 8-9.Guidelines for School Health Programs to Promote Lifelong Physical Activity (March 7,2004/Vol. 46/No. RR-6).US Department of Health and Human Services. Healthy People 2010 2nd Edition With Understanding andInproving Health,2001,Washington, DC: US Government Printing Office, November 2000Research: Journal of the AmericanDietetic Association, 103 (7): 887-93, 2003. NAL Call Number 389.8 AM 34 Position of the American Dietetic Association: Childand adolescent food and nutrition programs. J Stang, C.T. Bayerl. Guidelines for School Health Programs to promote LifelongHealthy Eating (June 14, 2003/Vol. 45/No. Rr-0)Obesity Education Inititative: National Heart, Lung, and Blood Institute. NationalInstitutes of Health,. Clinical Guidelines on the Indentification, Evaluation, and Treatment of Overweight and Obesity in Adults:The Evidence Report,. Bethesda, MD: NIH Publications: September 1998.


Funds

#4 Students will be provided with an opportunity to participate inphysical activity for 1 hour with a certified teacher PhysicalEducation teacher.Action Type: EquityAction Type: Wellness

P.E.Teacher

Start:07/01/2013End:06/30/2014

AdministrativeStaffPerformanceAssessments

ACTIONBUDGET: $

#3 A period of physical activity will be offered a daily basis. Parentswill be made aware of types of physical activities done at PhysicalActivity time.Action Type: AlignmentAction Type: Parental EngagementAction Type: Wellness



ACTIONBUDGET: $

#5 Program Evaluation: The effectiveness of actions under thisevaluation will be evaluated by a comparison of BMI results from2013-2014 and 2012-2013 to determine whether an improvement isevident. In 2011-2012 there was 19% of students in the overweightcategory compared to approx. 22% in 2012-2013.Action Type: EquityAction Type: Program EvaluationAction Type: Wellness

SchoolNurse

Start:07/01/2013End:06/30/2014


ACTIONBUDGET: $

#7 In conjunction with the Physical Education Teacher, grade levelswill begin to implement the Presidential Physical Fitness Test tomotivate students to adopt and maintain physically active lifestyles.Materials and supplies will be purchased through other sources.Action Type: EquityAction Type: Wellness

P.E.Teacher

Start:07/01/2013End:06/30/2014

District StaffOutsideConsultantsPerformanceAssessmentsTeachers

ACTIONBUDGET: $

#8 Healthy lunches, as certified by the Food Services Department,are offered to students.Action Type: Title I SchoolwideAction Type: Wellness

CafeteriaManager

Start:07/01/2013End:06/30/2014

District StaffTeachers ACTION

BUDGET: $

#10 Oak Grove Elementary will follow the district and stateguidelines for nutrition regarding school functions, ie., snacks,celebrations, and meetings during the school day. The followingevents have been designated as meeting state nutrition guidelines:Behavior Incentive Celebrations, School-wide Fundraiser, WinterHoliday, Valentine's Day, Benchmark/ITBS/TLI, Harvest Festival,Spring Carnival, Field Day, End of Year Ceremonies, and Fall TreatDay.Action Type: CollaborationAction Type: Parental EngagementAction Type: Wellness


AdministrativeStaffCommunityLeadersDistrict StaffOutsideConsultantsTeachers

ACTIONBUDGET: $

#11 All students will be encouraged to participate in the schoolmeals program and protect the identity of students who eat free andreduced priced lunches.Action Type: EquityAction Type: Parental EngagementAction Type: Wellness


AdministrativeStaffCentral OfficeDistrict StaffTeachers

ACTIONBUDGET: $

#1 Physical activities supplies will be purchased from other sources P.E, Start:

ACSIP


to promote healthy activity.Action Type: AlignmentAction Type: Wellness

Teacher 07/01/2013End:06/30/2014

OutsideConsultantsTeachers

ACTIONBUDGET: $

#2 A committee will be developed to address school wide mentalwellness. Action Type: CollaborationAction Type: Equity



ACTIONBUDGET: $

#12 In an effort to enhance on going physical development studentswill have the opportunity to participate in the Little Rock Marathon.Materials and supplies will be purchased through other sources.Action Type: Wellness

PE Teacher Start:07/01/2013End:06/30/2014


ACTIONBUDGET: $

#13 Students will have the opportunity to participate in the LittleRockers training throughout the school year. The will have theoption to run in the Little Rockers Marathon at the end of thetraining.Action Type: Parental EngagementAction Type: Wellness

P.E.Teacher

Start:07/01/2013End:06/30/2014

PerformanceAssessmentsTeachers

ACTIONBUDGET: $

#14 Introduce the Healthy School Program in order to promotehealthy eating choices for the TAGG.Action Type: Parental EngagementAction Type: Wellness

P.E.Teacher

Start:07/01/2013End:06/30/2014

AdministrativeStaffTeachersTeaching Aids

ACTIONBUDGET: $

#15 To promote Math and Literacy as well as physical fitness andhealthy life styles, we will have functions at Museum of Discovery,Bowling Alley, and Jump Zone.Action Type: Parental EngagementAction Type: Wellness

P.E.Teacher

Start:07/01/2013End:06/01/2014


ACTIONBUDGET: $

Total Budget: $0

Priority 5: Students who are English Language Learners will be provided with educational opportunities to succeed and to achieveproficiency on their state mandated tests.

SupportingData:

1. Weaknesses shown: kindergarten - listening, speaking, reading and writing 1st - listening, speaking, reading,and writing 2nd - none 3rd - reading and writing 4th - reading and writing 5th - reading

2. Student attendance has met adequate yearly progress of the past three years. For the 2010-2011 school yearstudents met standards for attendance. For the the 2010-2011 school we met AYP with 93.28%. For the 2009-2010 school year, students met standards for attendance. Students met the attendance goal of 91.13%. AverageDaily Attendance was 244.01 with an Average Daily Membership of 261.20. This was a decrease from 2008-09.For the 2008-2009 students met Attendance goals with 93.28%.

Goal

Five percent of students who are included in the ESL subpopulation will be dismissed from the ESL program by 2012-2013 due to achieving district exit criteria. Each ESL student is expected to bring up their ELDA (English LanguageDevelopment Assessment) score one level per year. The ELDA Tests will assess listening, speaking, reading, andwriting for communication in English.

Benchmark The school will ensure implementation of the ELL program by the staff by monitoring the instruction and programimplementation that is supported by District funding and professional development activities.

Benchmark The ESL teacher will provide two sessions per week to each ESL student who is level three and below. The ESLtutor/translator will work with each student in the classroom to bring up TLI-identified deficiencies.

Intervention: ESL Instructional Facilitators will deliver instruction to students in the ESL subpopulation using high yield researchbased strategies.

Scientific Based Research: Managing ESL Programs in Rural and Small Urban Schools, Barney Berube, Teachers of English tospeakers of other languages (TESOL) (2000). Education in the Post- Lakeview Era: What is Arkansas doing to close theachievement gap. Jay Barth, and Keith Nitta. Whatever It Takes, DuFour, Richard, National Education Service, 2004Classroom Instruction that Works with English language Learners, Hill, Jane D. and Flynn, Kathleen, Association forCurriculum and Development, 2006 Detracking for Excellence and Equity, Burris, Carol and Garrity, Delia,Association for Curriculum and Development, 2008


Funds

#5 Home Language Surveys given to students upon enrollment inthe district identify prospective ELL students. A screening/placementtest is then given to these students for language assessment.Students who have been identified as language learners will beserved by ESL endorsed teachers to develop their language skills. Action Type: Equity

ELLCoordinator

Start:07/01/2013End:06/30/2014


ACTIONBUDGET: $

ACSIP


#4 Students will be taught English language skills aligned toArkansas frameworks through a variety of accommodations,techniques and ELL classes, such as sheltered classes, languageacquisition classes, modified content, and access to word-to-worddictionaries. Action Type: AlignmentAction Type: CollaborationAction Type: Equity

ELLCoordinator

Start:07/01/2013End:06/30/2014


ACTIONBUDGET: $

#3 Instructional Facilitators will be provided with professionaldevelopment to enhance their teaching skills when working withEnglish Language Learners. Action Type: CollaborationAction Type: EquityAction Type: Professional Development

ELLCoordinator

Start:07/01/2013End:06/30/2014


ACTIONBUDGET: $

#2 EVALUATION: ELDA and Benchmark/EOC testing will providedata to determine the direction of the PCSSD ESL program for 2011-2012. Action Type: CollaborationAction Type: EquityAction Type: Program Evaluation

ELLCoordinator

Start:07/01/2013End:06/30/2014


ACTIONBUDGET: $

#1 Provide the ESL/ LEP students with highly qualified teachers,highly qualified tutors, substitutes, and materials to help themachieve and become proficient. A parent conference will be held toprovide information about their students. Professional developmentwill be included for the Instructional Facilitators to help improvestudent achievement. The school: will annually assess the Englishproficiency of all children with limited English proficiencyparticipating in programs funded by these funds; has based itsproposed plan on scientifically based research on teaching limitedEnglish proficient children; will ensure that the programs will enablechildren to speak, read, listen, write and comprehend the Englishlanguage and meet State academic content and student academicstandards; and is not in violation of any State law, consistent withsections 3126/3127. Action Type: AlignmentAction Type: EquityAction Type: Parental EngagementAction Type: Professional Development

ELLCoordinator

Start:07/01/2013End:06/30/2014


ACTIONBUDGET: $

Total Budget: $0

Planning Team

Classification Name Position Committee

Classroom Teacher Ashlea Blakely Kindergarten Grade Teacher Literacy-Title I

Classroom Teacher Becky Gibbs Fifth Grade Teacher Literacy-Title I

Classroom Teacher Debra Brown Second Grade Teacher School Climate

Classroom Teacher Jacqueline Thompsom Kindergarten Teacher School Climate

Classroom Teacher Janice Lewis Second Grade Teacher Math-Title I

Classroom Teacher Jennifer MacMillan Third Grade Teacher Math-Title I

Classroom Teacher Judy Stockrahm STAR Teacher Local School Wellnes

Classroom Teacher Karen Mathis Fourth GradeTeacher School Climate

Classroom Teacher Kimberly Dawson Kindergarten Teacher Literacy-Title I

Classroom Teacher Kristi Rutherford Kindergarten GradeTeacher School Climate

Classroom Teacher Lisa Polk Media Specialist Literacy-Title 1

Classroom Teacher Tyler Fletcher First Grade Teacher Local School Wellness

Classroom Teacher Whitney Herron Fourth Grade Teacher School Climate

Non-Classroom Professional Staff Jay Turner P.E.Teacher Local School Wellness

Non-Classroom Professional Staff Julianna Ellis Instructional Math Facilitator Math-Title I, ACSIP

Non-Classroom Professional Staff Kimberly Thomas Instructinal Literacy Facilitator Literacy- Title I, ACSIP

Non-Classroom Professional Staff Linda Shirley Bookkeeper ACSIP Title I

Non-Classroom Professional Staff Terri Toland Counselor ACSIP

Principal Yvette Dillingham Principal ACSIP/Title I

Documents

Logout School Plan · OAK GROVE ELEMENTARY SCHOOL Arkansas Comprehensive School Improvement Plan 2013-2014 The mission of Oak Grove Elementary School is to provide a safe and caring