Drew Central Middle School Mission Statement
Drew Central Middle School believes all students can learn. Our
school is committed to prepare students to become responsible and
productive citizens.
| Grade Span: 5-8 |
Title I: Title I Schoolwide |
School Improvement: |
Table of Contents
Priority 1: Literacy
Goal: All students will demonstrate improvement in
reading comprehension on Practical and Literary Passages, improve
writing responses on Open Response questions, and improve in the
writing domains of content and style.
Goal: To increase parent participation in school-related
functions, and to increase and improve communication between the
school, parents, and community through a variety of opportunities.
Priority 2: Mathematics
Goal: Students will improve their abilities to solve
mathematical items on the benchmark in the strands of: number sense,
measurement, data interpretation, probability, and vocabulary.
Students will improve their ability to demonstrate their understanding
of mathematics in a written or verbal form.
Priority 3: Wellness
Goal: Drew Central Middle School will provide support
for students in making healthy lifestyle choices through providing a
healthy school environment to aid in decreasing the average BMI,
promoting good nutrition and excecise through the collaboration
between all segments of the school community.
| Priority 1: |
All students including sub-populations will improve in all
areas of literacy across the curriculum with emphasis in content
reading and writing style. |
| Supporting Data: |
- Benchmark-5th Grade Literacy Exam
2007 - 2008 School Year-Number and Percent of Students
Scoring Proficient or Advanced:
60.0% of Combined students
35.0% of African American Students
50.0% of Economically Disadvantaged Students
The lowest identified areas for the combined
population, African American, and Economically Disadvantaged
were Literary multiple choice/content open-response and
content and style in writing
2006-2007 School Year-Number and Percent of Students
Scoring Proficient or Advanced:
51% of Combined Students
26% of African American Students
52% of Economically Disadvantaged Students
The lowest identified areas for the combined
population were: Literary and content passages. The
lowest identified areas for African Americans
were: Literary and content passages. The lowest
identified areas for Economically Disadvantaged students
were: Literary and content passages.
2005 - 2006 School Year-Number and Percent of Students
Scoring Proficient or Advanced:
55.0% of Combined students
47% of African American Students
53.0% of Economically Disadvantaged Students
The lowest identified areas for the Combined
population, African American population, and Economic
Disadvantaged population were Literary and practical
passages.
TREND The overall 3 year trend analysis in 5th Grade shows the
lowest identified areas were content and literary open-response
items.
Benchmark-6th Grade Literacy Exam
2007 - 2008 School Year-Number and Percent of Students
Scoring Proficient or Advanced:
67.0% of Combined students
25.0% of African American Students
63.0% of Economically Disadvantaged Students
The lowest identified areas for the combined
population, African American, and Economically Disadvantaged
were content in multiple choice and open-response
2006-2007 School Year-Number and Percent of Students
Scoring Proficient or Advanced:
69% of Combined Students
66% of African American Students
83% of Economically Disadvantaged Students
The lowest identified areas for the combined
population were: Literary passages and content/style in
writing . The lowest identified areas for African
Americans were: Literary passages and content/style in
writing. The lowest identified areas for
Economically Disadvantaged students were: Literary
passages and content/style in writing.
2005 - 2006 School Year-Number and Percent of Students
Scoring Proficient or Advanced:
57.0% of Combined students
41% of African American Students
56.0% of Economically Disadvantaged Students
The lowest identified areas for the combined
population wereContent passages and content/style in
writing
The lowest identified areas for the African American
and Economically Disadvantaged population werePractical/Literary
passages
TREND The overall 3 year trend in 6th Grade Literacy shows the
lowest identified areas are Literary passages and content/style
in writing.
Benchmark-7th Grade Literacy Exam
2007 - 2008 School Year-Number and Percent of Students
Scoring Proficient or Advanced:
34.0% of Combined students
35% of African American Students
35% of Economically Disadvantaged Students
The lowest identified areas for the combined
population were practical reading and style
African American population were practical reading and
style Economically disadvantaged population were
multiple choice writing and usage
2006-2007 School Year-Number and Percent of Students
Scoring Proficient or Advanced:
41% of Combined students
48% of African American students
41% of Economically Disadvantaged Students
The lowest identified areas for the combined
population were: Writing - content and style, multiple
choice The lowest identified areas for African
Americans were: Writing - content and style, multiple
choice The lowest identified areas for
Economically Disadvantaged students were: Writing -
content and style, multiple choice
2005 - 2006 School Year-Number and Percent of Students
Scoring Proficient or Advanced:
54.0% of Combined students
52% of African American Students
39.6% of Economically Disadvantaged Students
The lowest identified areas for the combined
population, African American population, and Economic
Disadvantaged population wereContent and style
TREND The overall 3 year trend in 7th Grade Literacy shows the
lowest identified areas has shifted from content and style to
practical reading."
- On the ITBS in 2005, the percentile rank of average
scaled score was as follows: 5th - 49 and 6th - 62. The 5th
grade scored below the 50th percentile in comprehension.
On the ITBS in 2006 (Grade 5), 55% of combined students
scored at or above the 50th percentile; 29.4% of African
American students scored at or above proficient; 50% of Hispanic
students scored at or above proficient; 67.5% of Caucasian
students scored at or above proficient; 44.1% of Socio Economic
Deprived students scored at or above proficient; 100% of LEP
students scored at or above proficient; and 0% of Students with
disabilities scored at or above proficient.
On the ITBS in 2006 (Grade 6), 41.4% of combined students
scored at or above the 50th percentile; 14.2% of African
American students scored at or above proficient; 33.3% of
Hispanic students scored at or above proficient; 55.5% of
Caucasian students scored at or above proficient; 40% of Socio
Economic Deprived students scored at or above proficient; 33.3%
of LEP students scored at or above proficient; and 0% of
Students with Disabilities scored at or above proficient. with
Disabilities scored at or above proficient.
On the ITBS in 2007 (Grade 5), 47.1% of combined students
scored at or above the 50th percentile; 20% of African American
students scored at or above proficient; 40% of Hispanic students
scored at or above proficient; 60.5% of Caucasian students
scored at or above proficient; 54.2% of Socio Economic Deprived
students scored at or above proficient; 40% of LEP students
scored at or above proficient; and 0% of Students with
disabilities scored at or above proficient.
On the ITBS in 2007 (Grade 6) , 53.8% of combined
students scored at or above the 50th percentile; 38.9% of
African American students scored at or above proficient; 100% of
Hispanic students scored at or above proficient; 60% of
Caucasian students scored at or above proficient; 50% of Socio
Economic Deprived students scored at or above proficient; 100%
of LEP students scored at or above proficient; and 100% of
Students with Disabilities scored at or above proficient.
On the SAT-10 in 2008 (Grade 5, 6, and 7), separate data
is not available, since the test was augmented with Benchmarks.
- Average elementary Attendance Rate:
2008 - 94%
2007 - 94%
2006 - 95%
Graduation Rate for Drew Central High School:
2007 - 79.9%
2006 - 73%
2005 - 73.9%
|
| Goal |
All students will demonstrate improvement in reading
comprehension on Practical and Literary Passages, improve writing
responses on Open Response questions, and improve in the writing
domains of content and style.
|
| Benchmark |
On the 2007-2008 Drew Central 5th grade Literacy Benchmark Exam
60% of the combined population , 35%of the African American
population, and 53% of the economically disadvantaged population
met standards, and will meet or exceed the required 64% for the
2008-2009 school year.
On the 2007-2008 Drew Central 6th grade Literacy Benchmark
Exam,67% of the combined population , 25%of the African American
population, and 63% of the economically disadvantaged population
met standards, and will meet or exceed the required 59.50% for the
2008-2009 school year.
On the 2007-2008 Drew Central 7th grade Literacy Benchmark
Exam,34% of the combined population , 35%of the African American
population, and 35% of the economically disadvantaged population
met standards, and will meet or exceed the required 59.50% for the
2008-2009 school year.
|
| Intervention: Implement comprehensive literacy
approach. |
Scientific Based Research: Langenberg, (2000).
Report of the national reading panel teaching children to
read: an evidence-based assessment of the scientific research
literature on reading and its implications for reading
instruction, reports of the subgroups. National Institute of
Child Health and Human Development, National Institute for
Literacy, and U.S. Department of Education.
Beck, I., McKeown, M., and Kucan, L. (2002). Bringing Words to
Life: Robust Vocabulary Instruction. New York: The Guilford
Press. Dorn, L. & Soffos, C. (2001a). Scaffolding Young
Writers: A writers Workshop Approach. Portland, Maine:
Stenhouse Publishers. Dorn, L. & Soffos, C. (2005). Teaching
for Deep Comprehension: A Reading Workshop Approach. Portland,
Maine: Stenhouse Publishers. Fletcher, R. and Portalupi, J.
(2001). Writing Workshop: The Essential Guide. Portsmouth, NH:
Heinemann Publishers. Fountas, I. and Pinnell, G. (2001).
Guiding Readers and Writers Grades 3-6: Teaching
Comprehension, Genre, and Content Literacy. Portsmouth, NH:
Heinemann. Harvey, S. and Goudvis, A. (2000). Strategies That
Work: Teaching Comprehension to Enhance Understanding.
Portland, Maine: Stenhouse Publishers. Rasinski, T. (2003).
The Fluent Reader: Oral Reading Strategies for Building Word
Recognition, Fluency, and Comprehension. New York: Scholastic
Professional Books. Ganske, Kathy (2000). Word Journeys.
Guilford. Marzano, Robert and Pickering, Debra J (2005).
Building Academic Vocabulary. ASCD. Fletcher, Ralph (2000).
How Writers Work. Harper Collins. Anderson, Jeff (2005).
Mechanically Inclined: Building Grammer, Usage, and Style into
Writer's Workshop. Stenhouse Publishers. Allen, Janet (1999).
Words! Words! Words! Stenhouse Publishers. Biancarofa and Snow
for Carnegie Corporation (2006). Reading Next-A Vision for
Action and Research in Middle and High School Literacy: A
report to Carnegie Corporation in New York. Alliance for
Excellent Education. Graham and Perin (2007). Writing Next:
Effective Strategies to Improve Writing of Adolescents in
Middle and High Schools. Alliance for Excellent Education.
Beers, K. (2003) When Kids Can't Read: What Teachers Can Do.
Heinemann. Faber, S. (2006) How To Teach Reading When Your Not
a Reading Teacher. Incentive Publications, Inc. Fletcher, R.
and Portalupi, J. (1998). Craft Lessons: Teaching Writing K-8.
Stenhouse Publishers. Portalupi, J. and Fletcher, R. (2001).
Non Fiction Craft Lessons: Teaching Information Writing K-8.
Stenhouse Publishers. Fletcher, R. (1996). A Writer's
Notebook: Unlocking the Writer Within. Harper Trophy. |
| Actions |
Person Responsible |
Timeline |
Resources |
Source of Funds |
Fluency
5th and 6th grade fluency instruction will be supported
through the QuickReads program.
QUICKREADS INSTRUCTIONAL STRATEGIES IMPLEMENTED AS DESIGNED:
Constructing prior knowledge
Set the purpose for reading
Vocabulary building
Model fluency
Choral reading
Paired reading (words per minute/reading rate)
Comprehension check
Student self-evaluation through graphing of reading rate
Students identified as at risk and some risk will be
progress monitored and remediated through the use of
paraprofessionals and individualized teacher instruction.
PROFESSIONAL DEVELOPMENT:
Literacy facilitator will provide professional development
through modeling, training, and mentoring
MATERIALS:
QuickRead supplemental material was purchased as a
nonconsumable resource. Damaged or lost materials may be
purchased as funds become available.
EVALUATION PROTOCOL, IMPACT, and RESULTS
Students will undergo beginning, middle, and end of year
fluency assessments that will check progression.
Students that are at risk and some risk will be
identified.
Teacher evaluation of students reading rate (point and time
remediation).
Documentation of student data is maintained by individual
teacher
Literacy facilitator will collect and assess the accumulated
data provided by the teachers.
As this is this first year of QuickReads, the results of
ongoing student fluency progress will be presented to the
faculty by the Literacy facilitator and posted in the
2009-2010 ACSIP plan.
(Title I Schoolwide #4, #9)
Action Type: Professional Development
Action Type: Program Evaluation
Action Type: Special Education
Action Type: Title I Schoolwide
|
Roseann Adcock, teacher; Melissa Eason, literacy
facilitator |
Start: 07/01/2009
End: 06/30/2010 |
- Administrative Staff
- Performance Assessments
- Teachers
- Teaching Aids
|
|
Reading Comprehension
UTILIZING AUTHENTIC TEXT AND LITERATURE, THE FOLLOWING READING
STRATEGIES ARE IMPLMENTED AS DESIGNED THROUGH A READERS
WORKSHOP APPROACH:
Read Aloud and mini-lessons
o Questioning
o Making connections
o Determining importance
o Making inferences
o Visualizing
o Summarizing
o Synthesizing
o Comparing and contrasting
o Utilizing cause and effect
o Utilizing graphic organizers
o Responding to and reflecting upon literature
o Building vocabulary
o Test-taking strategies
Guided reading
Accelerated Reader Program
Comprehension checks
PROFESSIONAL DEVELOPMENT:
Literacy facilitator will provide professional development
through modeling, training, and mentoring.
Regional and state workshops and conferences including but
not limited to ARA conference.
MATERIALS:
Picture books; trade books; magazines; internet articles;
newspapers; pamphlets; graphic organizers; learning
logs/reading journals; supplemental materials such as Focus,
CARS, and Buckle Down; books on tape; video clips; power
points; document camera; overhead; anchor charts; released
items; accelerated reader program; and teacher made materials.
Title funds will be used to support literacy: classroom
libraries, lit. lab, book room, and technology.
EVALUATION PROTOCOL, IMPACT, and RESULTS
Teacher evaluation of reading comprehension, evaluation of
responses to literature , quarterly Target Tests, Arkansas
benchmark assessment (ACTAAP), Accelerated Reader assessments,
and daily comprehension checks through QuickReads.
The DRA will be administered yearly to assess student
progress and determine individual reading levels.
The Star Test is administered yearly to determine ZPD.
Point and time remediation will be implemented through
guided reading and individual instruction provided by
teachers, paraprofessionals, and literacy facilitator.
Documentation of student data is maintained by each
individual teacher.
The literacy facilitator will collect and assess the
accumulated data provided by the teachers.
Progress will be presented to the faculty by the literacy
facilitator and posted in the 2009-2010 ACSIP plan.
(Title I Schoolwide #1, #4, #9)
Action Type: Collaboration
Action Type: Professional Development
Action Type: Title I Schoolwide
|
Onnie Simpson, teacher; Melissa Eason, literacy
facilitator; Joy Graham, administrator |
Start: 07/01/2007
End: 06/30/2008 |
- Computers
- Performance Assessments
- Public Library
- School Library
- Teachers
- Teaching Aids
|
|
Vocabulary
THE FOLLOWING VOCABULARY STRATEGIES ARE IMPLMENTED AS DESIGNED
THROUGH THE READERS AND WRITERS WORKSHOP APPROACH:
Read Aloud
o Teacher and student selected words
o Graphic organizers
o Word wall
o Word play
Word of the week
Content-specific words Words specific to test genre
PROFESSIONAL DEVELOPMENT:
Literacy facilitator will provide professional development
through modeling, training, and mentoring.
MATERIALS:
Picture books, trade books, magazines, internet articles,
newspapers, pamphlets, graphic organizers, learning
logs/reading journals, supplemental materials, anchor charts,
word walls, writers notebooks, mind body connections
(kinesthetic activities), word play activities, and teacher
made materials.
EVALUATION PROTOCOL, IMPACT, and RESULTS
Teacher made assessments, evidence of well-chosen vocabulary
in students writing and when speaking, and results within the
content/style domains and reading section on the Arkansas
benchmark exam.
Point and time remediation will be implemented through
teacher/ peer conferences and small group instruction.
Documentation of student data is maintained by each
individual teacher within individual student writing
portfolios.
Progress will be presented to the faculty by the literacy
facilitator and posted in the 2009-2010 ACSIP plan.
(Title I Schoolwide Component #4)
Action Type: Collaboration
Action Type: Professional Development
Action Type: Title I Schoolwide
|
Jennifer Barbaree, ACSIP co-chair; Melissa Eason, literacy
facilitator; Melissa Eason, literacy facilitator |
Start: 07/01/2009
End: 06/30/2010 |
- Performance Assessments
- School Library
- Teachers
- Teaching Aids
|
|
Writing
THE FOLLOWING WRITING STRATEGIES ARE IMPLMENTED AS DESIGNED
THROUGH A WRITERS WORKSHOP APPROACH:
Mini-lessons
o Mentor texts
Embedded grammar instruction
Writers craft (audience, format, voice, style)
Literary elements and devices (metaphor, simile,
alliteration, idiom, hyperbole, onomatopoeia, allusion, etc.)
o Word Study
Spelling (vowel consonant patterns)
Latin/Greek root words
Affixes
Writers Notebook
o The writing process
Prewriting
Drafting
Revising
Editing
Publishing
o Free writing
o Writing with and without prompts
o Writing within a specific time frame
o Released Items
o Teacher/peer conferencing (revising/editing)
PROFESSIONAL DEVELOPMENT:
Literacy facilitator will provide professional development
through modeling, training, and mentoring.
Regional training with Jeff Anderson provided by the
Southeast Educational Service Cooperative.
Book study using Mechanically Inclined by Jeff Anderson.
MATERIALS:
Picture books, trade books, magazines, internet articles,
newspapers, pamphlets, graphic organizers, learning
logs/writers notebooks, supplemental materials, anchor
charts, word walls, mind body connections (kinesthetic
activities), word play activities, and teacher made materials.
Title funds will be used to support literacy: classroom
libraries, lit. lab, book room, and technology.
EVALUATION PROTOCOL, IMPACT, and RESULTS
Teacher made assessments, assessment of student, and results
within the domains specific to the writing section on the
Arkansas benchmark exam
Point and time remediation will be implemented through
teacher/ peer conferences and small group instruction
Documentation of student data is maintained by each
individual teacher within individual student writing
portfolios
End of year writing assessment and quarterly target tests
Administration of DSA at the end of the year to determine
student progress
Progress will be presented to the faculty by the literacy
facilitator and posted in the 2009-2010 ACSIP plan
(Title I Schoolwide #1)
Action Type: Collaboration
Action Type: Professional Development
Action Type: Title I Schoolwide
|
Angela Chambers, teacher; Melissa Eason, literacy
facilitator; Joy graham, administrator |
Start: 07/01/2007
End: 06/30/2008 |
- Performance Assessments
- School Library
- Teachers
- Teaching Aids
|
|
SCHOOLWIDE REFORM STRATEGIES Literacy instruction in 5-8
will be aligned with the Arkansas frameworks. (Title I
Schoolwide #2)
Action Type: Alignment
Action Type: Title I Schoolwide
|
Melissa Eason, literacy facilitator |
Start: 07/01/2009
End: 06/30/2010 |
|
|
INSTRUCTION FROM HIGHLY QUALIFIED TEACHERS
Professional Development (PD) funds used to provide
stipends, substitutes (salary $3000, fringes $730)
travel/conference fees ($8000), and materials and supplies
($300), for teachers to disaggregate individual student data.
Teachers will analyze data and remain actively included in
the selection of academic assessments, the analysis of data,
and the development of the overall instructional program in
order to improve students achievement. (TITLE I SCHOOLWIDE #3)
Action Type: Collaboration
Action Type: Equity
Action Type: Professional Development
Action Type: Title I Schoolwide
|
Judy Bynum, Professioanl Development Coordinator |
Start: 07/01/2009
End: 06/30/2010 |
- Administrative Staff
- District Staff
- Outside Consultants
- Teachers
- Teaching Aids
|
|
TITLE I SCHOOLWIDE RECRUITING AND MAINTAINING OF HIGHLY
QUALIFIED TEACHERS All teachers are certified in the fields in
which they are teaching. (Schoolwide Component #3. Instruction
by highly qualified teachers)Strategies (Drew Central will
participate in the state's annual job fair, advertise in the
local and state newspaper, The AAEA Website Jobline, and at
the local university) are used to recruit and retain highly
qualified teachers to Drew Central Elementary School. (TITLE I
SCHOOLWIDE #5)
Action Type: Title I Schoolwide
|
Mike Johnston, Joy Graham, Frank Ferguson; administrators |
Start: 07/01/2009
End: 06/30/2010 |
- Administrative Staff
- Central Office
- Computers
|
|
TRANSITION Drew Central Middle School provides activities
to ease the students emotional and academic transition from
elementary to middle school by housing the 4th grade classes
in the same building as the 5th and 6th grade classes. Also,
the transition from middle school to high school is made
easier through the implementation of high school building
tours and meetings with high school teachers and CAP advisors.
This takes place each spring for future high school
students.(Schoolwide Component #7. Transition) (TITLE I
SCHOOLWIDE #7) MIDDLE SCHOOL
Action Type: Collaboration
Action Type: Title I Schoolwide
|
Joy Graham, administrator |
Start: 07/01/2009
End: 06/30/2010 |
- Administrative Staff
- District Staff
- Teachers
|
|
COLLABORATION Teachers will analyze data and remain
actively involved in the selection of academic assessments and
the development of the overall instructional program, in order
to improve student achievement for the following: combined
population subpopulation of the school; all subgroup data from
state required achievement exams; local achievement
assessments;Target Testing; attendance or graduation rates;
relevant sources to determine student learning needs. Specific
grade levels and/or content area information should be
recognized as main concerns. Achievement gaps between
subpopulations should be identified. (Schoolwide Component #1.
Needs assessment) (Schoolwide Component #8. Measures to
include teachers in decisions) (TITLE I SCHOOLWIDE #8)
Action Type: Alignment
Action Type: Collaboration
Action Type: Title I Schoolwide
|
Melissa Eason, literacy facilitator |
Start: 07/01/2009
End: 06/30/2010 |
- Administrative Staff
- District Staff
- Teachers
|
|
Title I funds will be used to support an ISS aide. Under
the supervision of classroom teachers, students who have been
placed in In-School Suspension will receive computerized
assisted instruction and tutoring from the highly qualified
In-School Suspension Aide. (Title I FTE 1.0)
Action Type: Collaboration
Action Type: Equity
Action Type: Technology Inclusion
|
Connie Horn, para-professional |
Start: 07/01/2009
End: 06/30/2010 |
- District Staff
- Teachers
- Teaching Aids
|
|
Title VI-B funds will be used to support a co-teaching
aide in Middle School. This aide will work under the
supervision of highly qualified teachers to help students who
are "at risk" and "some risk." The aide will also receive
professional development in the special education co-teaching
model. (Salary $12,505, fringe $3650) (Title VI-B FTE 1.0)
Action Type: Collaboration
Action Type: Equity
Action Type: Special Education
|
Kristine Hoskins, para-professional |
Start: 07/01/2009
End: 06/30/2010 |
- District Staff
- Teaching Aids
|
|
Title VI-B funds will be used for special education staff
for purchased services ($4000) and supplies ($1500).
Action Type: Equity
Action Type: Professional Development
|
Joy Graham, administrator |
Start: 07/01/2009
End: 06/30/2010 |
|
|
Title VI-B funds will be used to support a Speech
Pathologist in Middle School. The Speech Pathologist will
collaborate with parents, teachers and academic coaches when
planning services for qualifying students. (Dalary $13,597,
Fringe $3650) (Title VI-B FTE. 0.25)
Action Type: Collaboration
Action Type: Equity
Action Type: Parental Engagement
Action Type: Special Education
|
Joy Graham, administrator |
Start: 07/01/2009
End: 06/30/2010 |
- District Staff
- Teachers
- Teaching Aids
|
|
NSLA will support class size reduction in 7th grade
Literacy (O. Simpson FTE 0.25) and Social Studies (R.
Sanderlin FTE 0.125). Which is above state standards. And will
include substitute pay of $500 for salaries and $125 for
benefits.
+ 7th grade FTE 3:70 students, CSR 4:18)
+ The 7th grade level team will collaborate on student
achievement.
Action Type: Collaboration
Action Type: Equity
|
Joy Graham, administrator |
Start: 07/01/2009
End: 06/30/2010 |
- District Staff
- Teachers
- Teaching Aids
|
|
| Total Budget: |
$0 |
| Intervention: Formative and summative
assessment data will be analyzed to determine areas of
intervention for 5th-7th grade student's. |
| Scientific Based Research: Reform strategies,
reducing the achievement gap, RTI, SIM (look for
individualized instruction stuff) Hock, M., Pulvers, K.,
Deshler, D., & Schumaker, J. (2001). The effects of an
after-school tutoring program on the academic performance of
at-risk students and students with LD. Remedial and Special
Education, 22(3), 172-186. Clay, Marie M. (2005). Literacy
Lessons, Parts 1&2. Heinemann. Clay, Marie M. (2001). Change
Over Time in Children's Literacy Development. Heinemann. 1998.
By Different Paths to Common Outcomes. Stenhouse. Gentile,
Lance M. (2003). The Oral Language Acquisition Inventory;
Linking Research and Theory to Assessment and Instruction.
Dominie Press. Gentile, Lance M. (2003). The Oracy
Instructional Guide. Dominie Press. Stiggins, Richard J.
(2004). Classroom Assessment for Student Learning- Doing it
Right; Doing it Well. Educational Testing Service
Incorporated; Portland, OR. Payne, Ruby (2004). A Framework
for Understanding Poverty. Aha Process Inc. Hannel, Ivan G.
(2005). Guide to Using Data in School Improvement. Effort
Learning Points Association; Naperville, IL |
| Actions |
Person Responsible |
Timeline |
Resources |
Source of Funds |
Because content and style have been targeted as areas in
which our students fall below standards, teachers will focus
on these areas during Writer's Workshop.
Action Type: AIP/IRI
Action Type: Equity
Action Type: Technology Inclusion
|
Melissa Eason, literacy facilitator |
Start: 07/01/2009
End: 06/30/2010 |
- Computers
- District Staff
- Teachers
|
|
Students will attend the computer lab once a week, and A+
Software will be utilized to target and remediate areas of
need. Pretests will be given and practice lessons will be
assigned in each area of need until such time as the student
scores proficient in that specific area.
Action Type: AIP/IRI
Action Type: Collaboration
Action Type: Technology Inclusion
|
Martha Taylor, teacher; Tad Davis, teacher |
Start: 07/01/2009
End: 06/30/2010 |
- Computers
- District Staff
- Teachers
|
|
Based on analysis of benchmark scores, teachers, on a
weekly basis, will deliver classroom instruction designed to
provide remediation, and may employ materials such as CARS,
Buckle Down, STARS, Test Ready, etc.
Action Type: AIP/IRI
Action Type: Equity
|
Melissa Eason, facilitator |
Start: 07/01/2009
End: 06/30/2010 |
- District Staff
- Performance Assessments
- Teachers
|
|
Target tests for students in grades 5 and 7 will be
administered and analyzed four times during the year, and
results will be utilized by the teachers to plan effective
instruction and remediation. Students who score below thirty
in any one area will be targeted for individual or small group
remediation.
Action Type: AIP/IRI
Action Type: Collaboration
Action Type: Equity
|
Melissa Eason, literacy facilitator |
Start: 07/01/2009
End: 06/30/2010 |
|
|
After-school tutoring in literacy will be provided for all
students who want to participate.
Action Type: AIP/IRI
Action Type: Collaboration
Action Type: Equity
|
Joy Graham, administrator |
Start: 07/01/2009
End: 06/30/2010 |
- Administrative Staff
- Computers
- District Staff
- Teachers
|
|
NSLA funds will be used to support 2 paraprofessionals in
Middle School. At-risk, and some-risk, students will receive
tutoring by classroom teachers, intervention specialists,
other certified staff, and para-professionals after and during
the school hours. (NSLA FTE 2.0)(Schoolwide Component #9.
Point-in-time remediation)
Action Type: AIP/IRI
Action Type: Collaboration
Action Type: Equity
Action Type: Parental Engagement
Action Type: Special Education
|
Joy Graham, administrator |
Start: 07/01/2009
End: 06/30/2010 |
- Administrative Staff
- District Staff
- Teachers
|
|
Based on item analysis of formative and summative
asessments including, but not limited to, DRA results, fluency
checks, target tests, and benchmark scores areas of need will
be determined, and paraprofessionals will be assigned to work
with students individually or in small groups to provide
appropriate remediation in those specific areas.
Action Type: AIP/IRI
Action Type: Collaboration
Action Type: Equity
|
Melissa Eason, literacy facilitator |
Start: 07/01/2009
End: 06/30/2010 |
- Computers
- District Staff
- Performance Assessments
- Teachers
|
|
Formative and summative assessment data will be analyzed
to determine areas of intervention for AIP (5th-7th grade)
with on-going evaluation yearly.
Action Type: Program Evaluation
|
Melissa Eason, literacy facilitator |
Start: 07/01/2009
End: 06/30/2010 |
|
|
Money will be provided through the 21st Century Grant to
provide salaries, professional development, supplies, dues and
fees for the after school tutoring faculty.
Action Type: Collaboration
Action Type: Professional Development
Action Type: Title I Schoolwide
|
Joy Graham, administrator |
Start: 07/01/2009
End: 06/30/2010 |
- Administrative Staff
- District Staff
- Teachers
|
|
NSLA funds will support the hiring of a co-teaching aide
to assist with the following: classroom teachers will place
special education students in a guided reading group for
social interaction and instruction, and will administer
individual instruction to the child at his/her level.
Classroom teachers will work closely with intervention
specialists and the co-teaching aide to provide learning
activities that will meet the needs of these individual
students, and will keep a folder for each special education
child documenting modifications. (NSLA FTE 1.0)
Action Type: Collaboration
Action Type: Special Education
Action Type: Title I Schoolwide
|
Joy Holley, special education teacher |
Start: 07/01/2009
End: 06/30/2010 |
|
|
| Total Budget: |
$0 |
| Intervention: The ACSIP plan will be
evaluated, updated, and submitted by October 1st each year. |
| Scientific Based Research: Mintrop, H. &
MacLellan, A. (2002). School improvement plans in elementary
and middle schools on probation. Elementary School Journal,
102(4), 275-300. |
| Actions |
Person Responsible |
Timeline |
Resources |
Source of Funds |
The Curriculum Specialist, Literacy Coaches, building
principals, and teachers will review and evaluate the plan in
April of each year.
Action Type: Program Evaluation
|
Joy Graham, administrator |
Start: 07/01/2009
End: 06/30/2010 |
- Administrative Staff
- District Staff
- Teachers
|
|
Team members will meet to discuss and evaluate the current
ACSIP plan by reviewing yearly Benchmark, SAT-10, and DIBELS
scores, as well as other pertinent data.
Action Type: Alignment
Action Type: Collaboration
Action Type: Program Evaluation
|
Judy Bynum, professional development coordinator |
Start: 07/01/2009
End: 06/30/2010 |
- Administrative Staff
- Community Leaders
- District Staff
- Teachers
- Title Teachers
|
|
Team members will make modifications each year to improve
the ACSIP plan based on the needs as reflected by the data.
Action Type: Alignment
Action Type: Collaboration
Action Type: Program Evaluation
|
Judy Bynum, professional development coordinator |
Start: 07/01/2009
End: 06/30/2010 |
- Administrative Staff
- District Staff
- Teachers
|
|
Professional development hours will be documented and
updated each year.
Action Type: Professional Development
Action Type: Program Evaluation
|
Judy Bynum, professional development coordinator |
Start: 07/01/2009
End: 06/30/2010 |
- Administrative Staff
- District Staff
- Teachers
|
|
| Total Budget: |
$0 |
|
| Goal |
To increase parent participation in school-related
functions, and to increase and improve communication between the
school, parents, and community through a variety of opportunities. |
| Benchmark |
100% of parents will be actively involved in thier child's
education. |
| Intervention: Parent participation in
school-related functions and communication between the school,
parents, and the community will be increased through a variety
of opportunities.(Schoolwide Component #6. Parent involvement)
|
| Scientific Based Research: Brain, K. & Reid,
I. (2003). Constructing parental involvement in an education
zone: Whose need is it meeting? Educational Studies, 29(2/3).
Jeynes, W. H. (2003). A meta-analysis: The effects of parental
involvement on minority childrens academic achievement.
Education and Urban Society, 35(2), 202-218. Snow, C., Barnes,
W., Chandler, J., Goodman, I. & Hemphill, L. (2000).
Unfulfilled expectations: Home and school influences on
literacy. Cambridge, Massachusetts: Harvard University Press.
Waldbart, A., Meyers, B. & Meyers, J. (2006). Invitations to
families in an early literacy support program. The Reading
Teacher, 59(8). Retrieved August 1, 2006 from www.reading.org. |
| Actions |
Person Responsible |
Timeline |
Resources |
Source of Funds |
Parent-Teacher conferences will be held twice yearly,
parents will be notified well in advance, and students may be
offered incentives for parent attendance. (ACT 307 of 2007)
Publish notice in the newspaper at the end of the school year
honoring parents who attend all parent-teacher conferences
scheduled by the school. (ACT 307 of 2007) Parent surveys will
be distributed to evaluate the effectiveness of the
conferences.
Action Type: Parental Engagement
Action Type: Title I Schoolwide
|
Joy Graham, administrator |
Start: 07/01/2009
End: 06/30/2010 |
|
|
The Parent Center Coordinator will facilitate and prepare
academic, attendance, and citizenship awards for students to
receive at the awards assembly. Parent surveys will be
distributed to evaluate the effectiveness of the awards
assemblies.
Action Type: Parental Engagement
Action Type: Program Evaluation
|
Anna Jones, parent center coordinator |
Start: 07/01/2009
End: 06/30/2010 |
- Community Leaders
- District Staff
- Teachers
|
|
Monthly PTO meetings will be scheduled with incentives to
parents and students for attendance. Parent surveys will be
distributed to evaluate the effectiveness of the meetings.
Action Type: Parental Engagement
Action Type: Title I Schoolwide
|
Anna Jones, parent center facilitator |
Start: 07/01/2009
End: 06/30/2010 |
- Administrative Staff
- Community Leaders
- District Staff
- Teachers
|
|
The Parent Center will sponsor Grandparents' Day, Mom and
Me Picnics, Dads' Luncheon, and other special activities
throughout the year. Attendance records will be kept to
evaluate the success of these activities.
Action Type: Parental Engagement
Action Type: Title I Schoolwide
|
Anna Jones, parent center coordinator |
Start: 07/01/2009
End: 06/30/2010 |
- Community Leaders
- Teachers
|
|
Families will be invited to particpate in Family Reading
Nights, where parents and students read books and use the
Accelerated Reading Program to test comprehension. Reports
will periodically be generated by the librarian to show
progress that the students are making in the Accelerated
Reading program. These reports will be used as data to
evaluate the success of Family Reading Nights.
Action Type: Collaboration
Action Type: Parental Engagement
|
Shelia Gardner, media specialist |
Start: 07/01/2009
End: 06/30/1010 |
- Community Leaders
- District Staff
- Teachers
|
|
The Parent Center will sponsor parenting classes for
parents. Parenting books, magazines and other materials
regarding responsible parenting will be available through the
library and the parent center. The current selections will be
advertised and parents will have an opportunity to borrow
these materials.(ACT 603 #5) A Parent Facilitator will be in
place at the Drew Central Elementary and Middle School. (ACT
603 #14)
Action Type: Collaboration
Action Type: Equity
Action Type: Parental Engagement
Action Type: Title I Schoolwide
|
Anna Jones, parent center coordinator |
Start: 07/01/2009
End: 06/30/2010 |
|
|
The Parent Center will send out monthly newsletters and
calendars to keep parents informed about school activities.
Action Type: Parental Engagement
Action Type: Technology Inclusion
|
Anna Jones, parent center coordinator |
Start: 07/01/2009
End: 06/30/2010 |
|
|
Backpacks of food will be provided as needed for students
for the weekends.
Action Type: Equity
Action Type: Parental Engagement
|
Amanda Hood, middle school secretary |
Start: 07/01/2009
End: 06/30/2010 |
|
|
Information from parent involvement meetings will be
included at the District's Annual Public Meeting. A report
will be given on the state of the school and an overview of
what students will be learning; how students will be assessed;
what parents should expect for their child's education; and
how parents can assist and make a difference.
Action Type: Equity
Action Type: Parental Engagement
Action Type: Special Education
|
Joy Graham, administrator |
Start: 07/01/2009
End: 06/30/2010 |
- Administrative Staff
- District Staff
- Teachers
|
|
Informational packets containing information on
free/reduced lunch, insurance, School-Parent Compact, handbook
changes and other information will be given to each student at
the beginning of school, and to new students when they
register.
Action Type: Parental Engagement
|
Anna Jones, parent center coordinator |
Start: 07/01/2009
End: 06/30/2010 |
|
|
Statements attesting to the school district's commitment
to parental involvement are included in the Middle School
Student Handbook. These statements will also be included in
the informational packets.
Action Type: Equity
Action Type: Parental Engagement
Action Type: Special Education
|
Amanda Hood, middle school secretary |
Start: 07/01/2009
End: 06/30/2010 |
|
|
Title I funds will be used to support a Benevolence Fund;
allowable expenditures are coordinated with the homeless
liason, Susan S. Smith and the Parent Center Coordinator, Anna
Jones.
Input from district faculty and staff is also used to identify
homeless students in need of immediate assistance for the
following:
school supplies
clothing
food
shelter
any other immediate needs of the child(ren).
The Drew County Angel Tree for economically disadvantaged
children is coordinated by Anna Jones in December each year .
(Title I, Welfare, code 3351)(Funds listed in Administrative
Support Priority)
Action Type: Collaboration
Action Type: Parental Engagement
|
Susan S. Smith, Counselor, Anna Jones, Parent Center
Coordinator |
Start: 08/18/2009
End: 06/01/2010 |
- Administrative Staff
- Community Leaders
- District Staff
- Teachers
|
|
| Total Budget: |
$0 |
|
| Priority 2: |
Drew Central Middle School will provide interventions and
instructions that will ensure that all students score proficient
or advanced on all math ACTAAP tests. |
| Supporting Data: |
- Benchmark-5th Grade Mathematics Exam
2007 - 2008 School Year-Number and Percent of Students
Scoring Proficient or Advanced:
67.0% of Combined students
59.0% of African American Students
62.0% of Economically Disadvantaged Students
The lowest identified areas for the combined
population,African American, and Economically Disadvantaged
were: Data Analysis/Probability and Measurement
2006 - 2007 School Year-Number and Percent of Students
Scoring Proficient or Advanced:
59.0% of Combined students
31.0% of African American Students
52.0% of Economically Disadvantaged Students
The lowest identified areas for the combined
population and Economically Disadvantaged were:
Data/Probability, and Numbers and Operations
The lowest identified areas for African Americans
were: Numbers, Operations, and Measurement (strand 12.8.1)
2005 - 2006 School Year-Number and Percent of Students
Scoring Proficient or Advanced:
65.0% of Combined students
53.0% of African American Students
63.0% of Economically Disadvantaged Students
The lowest identified areas for the combined
population and Economically Disadvantaged were:
numbers/operations and measurement
The lowest identified areas for African Americans
were: Number Operations and Algebra
TREND The overall 3 year trend analysis for the 5th grade
indicates the weakest areas are Number Operations and
Measurement
Benchmark-6th Grade Mathematics Exam
2007 - 2008 School Year-Number and Percent of Students
Scoring Proficient or Advanced:
83.0% of Combined students
60.0% of African American Students
63.0% of Economically Disadvantaged Students
The lowest identified areas for the combined
population was number sense and operations
2006 - 2007 School Year-Number and Percent of Students
Scoring Proficient or Advanced:
47.0% of Combined students
45.0% of African American Students
37.0% of Economically Disadvantaged Students
The lowest identified areas for the combined
population were: number Sense and Measurement
The lowest identified areas for African Americans and
Economically Disadvantaged were: Measurement and Geometry
2005 - 2006 School Year-Number and Percent of Students
Scoring Proficient or Advanced:
56.0% of Combined students
50.0% of African American Students
51.0% of Economically Disadvantaged Students
The lowest identified areas for the combined
population were: Algebra and measurement
The lowest identified areas for African Americans and
Economically Disadvantaged were: Algebra and Number
operations
TREND
The overall 3 year trend analysis for the 6th grade
indicates the weakest areas are Measurement and Number Sense
Benchmark-7th Grade Mathematics Exam
2007 - 2008 School Year-Number and Percent of Students
Scoring Proficient or Advanced:
52.0% of Combined students
45.0% of African American Students
51.0% of Economically Disadvantaged Students
The lowest identified areas for the combined
population, African Americans, and Economically Disadvantaged
were: Data Analysis/Probability and Measurement
2006 - 2007 School Year-Number and Percent of Students
Scoring Proficient or Advanced:
42.0% of Combined students
32.0% of African American Students
34.0% of Economically Disadvantaged Students
The lowest identified areas for the combined
population were: Measurement (strand 12.8.1) and data
analysis and probability
The lowest identified areas for African Americans
were: Algebra (standard 4) and Measurement (strand 12.8.1)
The lowest identified areas for Economically
Disadvantaged students were: Data Analysis/Probability
(Strand 17.8.1) and Algebra (standard 4)
2005 - 2006 School Year-Number and Percent of Students
Scoring Proficient or Advanced:
41.0% of Combined students
37.0% of African American Students
33.0% of Economically Disadvantaged Students
The lowest identified areas for the combined
population were: numbers/operations and measurement
The lowest identified areas for African Americans
were: measurement and geometry
The lowest identified areas for Economically
Disadvantaged students were: numbers/operations and
measurement
TREND
The overall 3 year trend in the data for 7th grade is
Data Analysis ,Probability, and Number Sense.
- On the ITBS in 2007 (Grade 6), 50.8% of the combined
population scored at or above the 50th percentile; 33.3% of
African American students scored at or above proficient; 100% of
Hispanic students scored at or above proficient; 57.8% of
Caucasian students scored at or above proficient; 47.9% of Socio
Economic Deprived students scored at or above proficient; 100%
of LEP students scored at or above proficient; and 100% of
Students with Disabilities scored at or above proficient.
On the ITBS in 2006 (Grade 5), 56.6% of the combined
population scored at or above the 50th percentile; 58.8% of
African American students scored at or above proficient; 100% of
Hispanic students scored at or above proficient; 55% of
Caucasian students scored at or above proficient; 57.1% of Socio
Economic Deprived students scored at or above proficient; 100%
of LEP students scored at or above proficient; and 0% of
Students with Disabilities scored at or above proficient.
On the ITBS in 2006 (Grade 6), 50% of the combined
population scored at or above the 50th percentile; 52.3% of
African American students scored at or above proficient; 33.3%
of Hispanic students scored at or above proficient; 51.1% of
Caucasian students scored at or above proficient; 50% of Socio
Economic Deprived students scored at or above proficient; 33.3%
of LEP students scored at or above proficient; and 0% of
Students with Disabilities scored at or above proficient.
On the ITBS in 2007 (Grade 5), 50% of the combined
population scored at or above the 50th percentile; 30% of
African American students scored at or above proficient; 40% of
Hispanic students scored at or above proficient; 60.5% of
Caucasian students scored at or above proficient; 43.8% of Socio
Economic Deprived students scored at or above proficient; 40% of
LEP students scored at or above proficient; and 0% of Students
with Disabilities scored at or above proficient.
On the ITBS in 2005, the percentile rank of average
scaled scores are as follows: 5th - 42, and 6th - 58. The math
strands that the 5th grade scored below the 50th percentile were
- measurement, estimation and problem-solving (single-step,
multi-step, and approaches and procedures).
On the SAT-10 in 2008 (Grade 5, 6, and 7), separate data
is not available, since the test was augmented with Benchmarks.
- Average elementary Attendance Rate:
2008 - 94%
2007 - 94%
2006 - 95%
Graduation Rate for Drew Central High School:
2007 - 79.9%
2006 - 73%
2005 - 73.9%
|
| Goal |
Students will improve their abilities to solve mathematical
items on the benchmark in the strands of: number sense,
measurement, data interpretation, probability, and vocabulary.
Students will improve their ability to demonstrate their
understanding of mathematics in a written or verbal form.
|
| Benchmark |
On the 2007-2008 Drew Central 5th grade Math Benchmark Exam
67% of the combined population , 59%of the African American
population, 68% of the caucasian population, and 62% of the
economically disadvantaged population met standards, and will meet
or exceed the required 62.50% for the 2008-2009 school year.
On the 2007-2008 Drew Central 6th grade Math Benchmark Exam,83% of
the combined population , 60%of the African American population,
93% of the caucasian population, and 63% of the economically
disadvantaged population met standards, and will meet or exceed
the required 55.69% for the 2008-2009 school year.
On the 2007-2008 Drew Central 7th grade Math Benchmark Exam, 52%
of the combined population , 45% of the African American
population, and 51% of the economically disadvantaged population
met standards, and will meet or exceed the required 55.69% for the
2008-2009 school year. |
| Intervention: Implement a standards based,
student centered mathematics curriculum. |
| Scientific Based Research: Lilburn, P.,
Sullivan P. (2005) Good questions for math teaching: Why ask
them and what to ask, K-6. Marilyn Burns Educational
Associates. Burns, M. & Silbey, R. (2002) So you have to teach
math? Sound advice for K-6 teachers, Marilyn Burns Education
Associates. ED thoughts: What we know about mathematics
teaching and learning. (2002). Edited by John Sutton and
Krueger, Aurora, CO. 44-45, 61-71. McRel. Van De Walle, J.
(2005). Elementary and middle school mathematics: Teaching
developmentally, Fifth Edition. Allen & Bacon Rubenstein, R.,
Beckman, C., & Thompson, D. (2004) Teaching and learning
middle grades mathematics. Key College Publishing. |
| Actions |
Person Responsible |
Timeline |
Resources |
Source of Funds |
The Math Coach will receive professional development for
Math Coaching from the Southeast Arkansas Education
Cooperative.
Action Type: Professional Development
|
Joy Graham, administrator |
Start: 07/01/2009
End: 06/30/2010 |
- Outside Consultants
- Teaching Aids
|
|
The Math Coach will assist in implementing frequent and
appropriate comprehensive Target Tests and Benchmark
assessments, selecting standards-based instructional materials
and supplies, and will use data-driven decision-making to
improve student achievement in mathematics. (materials and
supplies)
Action Type: Alignment
Action Type: Collaboration
Action Type: Title I Schoolwide
|
Stephanie Jackson, Cindy Luper; mathematics facilitators |
Start: 07/01/2009
End: 06/30/2010 |
- Computers
- Performance Assessments
- Teaching Aids
|
|
The Math Coach will assist the school in vertically and
horizontally aligning the Math curriculum to the Arkansas
Frameworks, and facilitate instructional alignment appropriate
for each grade level.
Action Type: Alignment
Action Type: Collaboration
Action Type: Professional Development
|
Stephanie Jackson, mathematics facilitator |
Start: 07/01/2009
End: 06/30/2010 |
|
|
The Math Coach will direct team/individual meetings to
facilitate the understanding of the process of improving the
mathematic achievement of students.
Action Type: Collaboration
Action Type: Professional Development
|
Stephanie Jackson, Cindy Luper; mathematics facilitators |
Start: 07/01/2009
End: 06/30/2010 |
- School Library
- Teaching Aids
|
|
The Math Coach will provide staff development, mentoring
and modeling for the teachers.
Action Type: Collaboration
Action Type: Professional Development
|
Stephanie Jackson, Cindy Luper; mathematics facilitators |
Start: 07/01/2009
End: 06/30/2010 |
- School Library
- Teaching Aids
|
|
The Math Coach will provide staff development, mentoring
and modeling for the teachers.
Action Type: Collaboration
Action Type: Professional Development
|
Stephanie Jackson, Cindy Luper; mathematics facilitator |
Start: 07/01/2009
End: 06/30/2010 |
- Outside Consultants
- Teaching Aids
|
|
Parental Involvement nights will be held to explain the
importance of the state's annual mandated test, to aide
parental awareness of open response questions, and to give
handouts and show examples of how parents can help their
children be successful.
(Title I Schoolwide #6)
Action Type: Collaboration
Action Type: Equity
Action Type: Parental Engagement
|
Deborah Jones, teacher |
Start: 07/01/2009
End: 06/30/2010 |
- District Staff
- Outside Consultants
- Performance Assessments
- Teachers
|
|
Substitutes will be used as needed to fill in for
classroom teachers when they are attending professional
development workshops.
Action Type: Collaboration
Action Type: Professional Development
|
Joy Graham, administrator |
Start: 07/01/2009
End: 06/30/2010 |
|
|
Professional development workshops will target the areas
of number sense, properties, and operations, and/or other
areas as current data dictates.(Schoolwide Component #4.
Professional development)
Action Type: AIP/IRI
Action Type: Professional Development
|
Stephanie Jackson, mathematics facilitator |
Start: 07/01/2009
End: 06/30/2010 |
- Administrative Staff
- District Staff
- Outside Consultants
|
|
The Math Coach will be employed on an extended contract to
direct team/individual training throughout the year to mentor
and coach teachers, to facilitate the understanding of the
process of student learning, and to monitor student
assessment, therefore, improving the mathematic achievement of
students. Money will be included for professional
development(math consortium) (1500, )conferences/workshops and
supplies (2577). (Title I FTE 0.50)
Action Type: Collaboration
Action Type: Equity
Action Type: Professional Development
|
Wayne Fawcett, superintendent |
Start: 07/01/2009
End: 06/30/2010 |
- Administrative Staff
- District Staff
- Outside Consultants
|
|
The A+ Tutorial Computer Program will be utilized in
classrooms and in the computer lab to aid students in math as
needed.
Action Type: Equity
Action Type: Technology Inclusion
Action Type: Title I Schoolwide
|
Martha Taylor |
Start: 07/01/2009
End: 06/30/2010 |
- Computers
- District Staff
- Teachers
|
|
NSLA funds will support class size reduction in 7th grade
for Science (L. A. James, FTE 0.125), and Math (G. Snider, FTE
0.125). Which is above state standards.
+ 7th grade FTE 3:70 students, CSR 4:18
+ The 7th grade level team will also collaborate on the
implementation of technology with their classes.
Action Type: Collaboration
Action Type: Equity
Action Type: Special Education
|
Joy Graham, administrator |
Start: 07/01/2009
End: 06/30/2010 |
- Computers
- District Staff
- Teachers
- Teaching Aids
|
|
The math curriculum will be aligned horizontally and
vertically.
Action Type: Alignment
Action Type: Collaboration
Action Type: Professional Development
|
Judy Bynum, professional development coordinator |
Start: 07/01/2009
End: 06/30/2010 |
- Administrative Staff
- District Staff
- Teachers
|
|
Teachers will work together in grade levels to create
learning activities based upon identified goals (essential
questions) and expected evidences of learning, including
differentiated instruction based on individual needs.
Action Type: Collaboration
Action Type: Equity
Action Type: Parental Engagement
Action Type: Title I Schoolwide
|
Stephanie Jackson, mathematics facilitator |
Start: 07/01/2009
End: 06/30/2010 |
- Computers
- District Staff
- Teachers
- Teaching Aids
|
|
Manipulatives and calculators will be used to build on
skill levels necessary for improved student achievement.
Action Type: Technology Inclusion
Action Type: Title I Schoolwide
|
Alexa Beatty, teacher |
Start: 07/01/2009
End: 06/30/2010 |
- District Staff
- Teachers
- Teaching Aids
|
|
Student progress in mathematics will be tracked each year
and from one grade level to the next grade level.
Action Type: AIP/IRI
Action Type: Alignment
Action Type: Collaboration
|
Stephanie Jackson |
Start: 07/01/2009
End: 06/30/2010 |
- District Staff
- Teachers
- Title Teachers
|
|
Throughout the year, letters will be sent to 5th grade
parents to introduce units of study, as well as skills
assessed, in the Math Expressions program.
Action Type: Parental Engagement
|
Stephanie Jackson |
Start: 07/01/2009
End: 06/30/2010 |
- District Staff
- Performance Assessments
- Teachers
|
|
All teachers are certified in the fields in which they are
teaching. All paraprofessionals meet the educational
requirements by January of 2006. (Schoolwide Component #3.
Instruction by highly qualified teachers)Strategies (Drew
Central will participate in the state's annual job fair,
advertise in the local and state newspaper, The AAEA Website
Jobline, and at the local university) are used to recruit and
retain highly qualified teachers to Drew Central Elementary
School. (Schoolwide Component #5. Strategies to attract highly
qualified teachers should be included)
Action Type: Alignment
Action Type: Title I Schoolwide
|
Joy Graham, administrator |
Start: 07/01/2009
End: 06/30/2010 |
- Administrative Staff
- Computers
- Teachers
|
|
Teachers will use the Mastery Learning Assessment Model
and supplemental materials for teaching math in grades Fifth
through Seventh, with ongoing evaluation yearly.
Action Type: Program Evaluation
|
Stephanie Jackson |
Start: 07/01/2009
End: 06/30/2010 |
- Administrative Staff
- District Staff
- Teachers
|
|
| Total Budget: |
$0 |
| Intervention: Mathematics AIP |
| Scientific Based Research: Cavanagh, Sean.
"Math Organization Attempts to Bring Focus to Subject."
Education Week Sept 2006. Bresses, R. (2004). Math and
Literature, grades 4-6. Sausalito, CA: Math Solutions
Publications Kilpatrick, J. Swafford, J., & Findell, B.,
editors. (2003) Adding it up: Helping children learn
Mathematics. National Academy Press. Washington, D.C. |
| Actions |
Person Responsible |
Timeline |
Resources |
Source of Funds |
Student progress on AIP's will be tracked through computer
assisted instruction and quarterly target tests.
Action Type: AIP/IRI
|
Martha Taylor |
Start: 07/01/2009
End: 06/30/2010 |
- Computers
- District Staff
- Teachers
- Teaching Aids
|
|
| Total Budget: |
$0 |
| Intervention: Technology will be integrated
into the math curriculum. |
| Scientific Based Research: Bresses, R. (2004).
Math and Literature, grades 4-6. Sausalito, CA: Math Solutions
Publications Kilpatrick, J. Swafford, J., & Findell, B.,
editors. (2003) Adding it up: Helping children learn
Mathematics. National Academy Press. Washington, D.C. |
| Actions |
Person Responsible |
Timeline |
Resources |
Source of Funds |
Class instruction and practice in math will be provided in
the computer labs.
Action Type: Technology Inclusion
|
Martha Taylor, Tad Davis |
Start: 07/01/2009
End: 06/30/2010 |
- Computers
- District Staff
- Teachers
- Teaching Aids
|
|
Computer software will be used to make EIP's and AIP's for
students.
Action Type: AIP/IRI
Action Type: Special Education
Action Type: Technology Inclusion
|
Alexa Beatty |
Start: 07/01/2009
End: 06/30/2010 |
- Computers
- District Staff
- Teachers
|
|
Technology will be integrated into the math curriculum,
with on-going evaluation yearly. Title funds will be used to
purchase document cameras and projectors for each grade level,
until all math teachers have one to use in their math classes.
Funds will also be used to purchase the math coach a document
camera and projector to use during professional development
and to model math lessons in grades K-6.
Action Type: Program Evaluation
|
Stephanie Jackson |
Start: 07/01/2009
End: 06/30/2010 |
- Administrative Staff
- District Staff
- Teachers
|
|
| Total Budget: |
$0 |
| Intervention: Classroom teachers will
integrate science concepts into the mathematics curriculum. |
| Scientific Based Research: Scientific Based
Research: The Progress of Education Reform 2004, Science and
Mathematics Education, Vol. 6, No. 1, December, 2004,
Education Commission of the States. |
| Actions |
Person Responsible |
Timeline |
Resources |
Source of Funds |
NSLA funds will support a Science Coach
Action Type: Alignment
Action Type: Collaboration
Action Type: Professional Development
|
Clark Wilmoth |
Start: 07/01/2009
End: 06/30/2010 |
- Outside Consultants
- Teaching Aids
|
|
A Science team was created to plan ways to integrate
science into the math curriculum in preparation for the
Benchmark exams.
Action Type: Alignment
Action Type: Collaboration
|
Clark Wilmoth |
Start: 07/01/2009
End: 06/30/2010 |
- District Staff
- Outside Consultants
- Teachers
- Teaching Aids
|
|
The classroom teachers will use the Arkansas Frameworks to
integrate and align science concepts into the math curriculum.
Action Type: Alignment
Action Type: Collaboration
|
Clark Wilmoth, Stephanie Jackson |
Start: 07/01/2009
End: 06/30/2010 |
- District Staff
- Outside Consultants
- Performance Assessments
- Teachers
|
|
Teachers will be trained in ways to integrate science
concepts into the math curriculum, using such things as
charts, graphs, data analysis, manipulatives (such as scales
and thermometers), measurement, time, space, number sense,
parts and whole, and various other things that are
appropriate.
Action Type: Alignment
Action Type: Collaboration
Action Type: Professional Development
|
Clark Wilmoth |
Start: 07/01/2009
End: 06/30/2010 |
- Computers
- District Staff
- Outside Consultants
- Performance Assessments
- Teachers
- Teaching Aids
|
|
The Scientific Method and inquiry process will be
integrated into the math curriculum.
Action Type: Collaboration
|
Clark Wilmoth, Stephanie Jackson |
Start: 07/01/2009
End: 06/30/2010 |
- District Staff
- Teachers
- Teaching Aids
|
|
| Total Budget: |
$0 |
| Intervention: Literacy will be integrated with
Math instruction. |
| Scientific Based Research: Bresser, R. (2004).
Math and literature, grades 4-6. Sausalito, CA: Math Solutions
Publications. |
| Actions |
Person Responsible |
Timeline |
Resources |
Source of Funds |
Stories and books will be used in teaching math concepts
in 5th and 6th grades.
Action Type: Collaboration
|
Stephanie Jackson |
Start: 07/01/2009
End: 06/30/2010 |
- District Staff
- School Library
|
|
Literacy inclusion will be monitored during observations.
Action Type: Alignment
Action Type: Collaboration
Action Type: Professional Development
|
Joy Graham |
Start: 07/01/2009
End: 06/30/2010 |
- Administrative Staff
- District Staff
- Teachers
|
|
Teachers will incorporate benchmark released items and
vocabulary into mathematics instruction and assessment.
Action Type: Alignment
Action Type: Collaboration
Action Type: Professional Development
|
Deborah Jones |
Start: 07/01/2009
End: 06/30/2010 |
- District Staff
- Outside Consultants
- Teachers
- Teaching Aids
|
|
| Total Budget: |
$0 |
| Intervention: Additional services (tutoring)
in math will be available for all students. |
| Scientific Based Research: Bagby, J. (2004).
Resource guide for planning and operating after-school
programs (2nd Edition). Southwest Educational Development
Laboratory. |
| Actions |
Person Responsible |
Timeline |
Resources |
Source of Funds |
Tutoring will be provided for: ESL students, students who
are not proficient in math (Iowa Test of Basic Skills), and
all students who are interested in receiving additional
services.
Action Type: AIP/IRI
Action Type: Equity
|
Bill White |
Start: 07/01/2009
End: 06/30/2010 |
- Computers
- District Staff
- Teachers
- Teaching Aids
|
|
There will be on-going individual assessment of students
in the after-school program.
Action Type: Collaboration
Action Type: Special Education
|
Jerrielynn Mapp |
Start: 07/01/2009
End: 06/30/2010 |
- Computers
- District Staff
- Teachers
|
|
Math instructional time will be extended to 90 minutes
each day to include Benchmark activities.
Action Type: AIP/IRI
Action Type: Alignment
|
Joy Graham |
Start: 07/01/2009
End: 06/30/2010 |
- Administrative Staff
- District Staff
- Teachers
- Teaching Aids
|
|
Additional services (tutoring) in math will be available
for all students, with on-going evaluation yearly.
Action Type: Program Evaluation
|
Stephanie Jackson |
Start: 07/01/2009
End: 06/30/2010 |
- Administrative Staff
- District Staff
- Teachers
|
|
Title I funds will be used to support an aide who will be
under the supervision of classroom teachers. Students who have
been placed in In-School Suspension (ISS) will receive
computerized assisted instruction and tutoring from the highly
qualified In-School Suspension Aide. Students will also have
access to the computers in ISS. (Title I FTE 1.0 funds posted
in Literacy)
Action Type: Collaboration
Action Type: Equity
Action Type: Technology Inclusion
|
Connie Horn |
Start: 09/01/2009
End: 05/30/2010 |
- Computers
- District Staff
- Teachers
- Teaching Aids
|
|
| Total Budget: |
$0 |
| Intervention: Performance assessments will be
used in the mathematics instructional program. |
| Scientific Based Research: Van De Walle, J.
(2004). Elementary and middle school mathematics. Pearson
Allyn and Bacon: New York, NY. |
| Actions |
Person Responsible |
Timeline |
Resources |
Source of Funds |
Staff development on performance assessments will be
provided for the faculty and staff as needed.
Action Type: Professional Development
|
Judy Bynum |
Start: 07/01/2009
End: 06/30/2010 |
- District Staff
- Outside Consultants
|
|
Administrators will monitor performance assessments during
classroom observations.
Action Type: Alignment
|
Joy Graham |
Start: 07/01/2009
End: 06/30/2010 |
|
|
Teachers will implement "constructed response" questions
on math assessments in fifth through seventh grades.
Action Type: Alignment
Action Type: Collaboration
|
Stephanie Jackson |
Start: 07/01/2009
End: 06/30/2010 |
|
|
Teachers in grades 5 through 7 will use pacing guides to
guide targeted math instruction during each nine week period
and will administer "target" tests periodically to monitor
student progress.
Action Type: Alignment
|
Stephanie Jackson |
Start: 07/01/2009
End: 06/30/2010 |
|
|
Performance assessments will be used in the mathematics
instructional program, with on-going evaluation yearly.
Action Type: Program Evaluation
|
Stephanie Jackson |
Start: 07/01/2009
End: 06/30/2010 |
- Administrative Staff
- District Staff
- Teachers
|
|
| Total Budget: |
$0 |
| Intervention: Plan Evaluation |
| Scientific Based Research: Scientific Based
Research: Mintrop, H. & MacLellan, A. (2002). School
improvement plans in elementary and middle schools on
probation. Elementary School Journal, 102(4), 275-300. |
| Actions |
Person Responsible |
Timeline |
Resources |
Source of Funds |
Team members will meet to discuss the success of the
current plan by analyzing yearly Augmented Benchmark scores.
Action Type: Collaboration
Action Type: Program Evaluation
|
Gail Snider |
Start: 07/01/2009
End: 06/30/2010 |
- Administrative Staff
- District Staff
- Teachers
- Title Teachers
|
|
Modifications will be made yearly to the plan as needed.
Action Type: Alignment
|
Stephanie Jackson |
Start: 07/01/2009
End: 06/30/2010 |
|
|
A report will be made to the school board, the community,
the parents, and the student body concerning ACSIP successes.
Action Type: Collaboration
Action Type: Equity
Action Type: Parental Engagement
|
Joy Graham |
Start: 07/01/2009
End: 06/30/2010 |
- Administrative Staff
- District Staff
- Teachers
|
|
Results of the quarterly target tests will be used to
identify improvement in student achievement.
Action Type: Program Evaluation
|
Stephanie Jackson |
Start: 07/01/2009
End: 06/30/2010 |
- District Staff
- Teachers
- Title Teachers
|
|
| Total Budget: |
$0 |
|
| Priority 3: |
The purpose of the wellness priority is to improve the health
and academic performance of students. Wellness activities will
address nutrition education and physical fitness activities for
the development of lifelong health habits and promotion of a
healthy lifestyle for students, school staff members, and parents
& community networks. School wellness activities will create a
healthy school environment that supports consistent health,
nutrition and physical activity messages to students and
community. Local wellness policies as required by the United
States Department of Agriculture (USDA) for child nutrition
programs and the Arkansas Consolidated School Improvement plan (ACSIP)
will be integrated into the Drew Central Elementary School school
improvement plan.
|
| Supporting Data: |
- Body Mass Index Data SY 2007-08 of the Drew Central High
School: 128 Males and Females from the 8th and 10th were
tested. Of the students assessed, the following represents the
percent of students at risk of overweight and overweight:
High School: Males-34.5%, Females-48.0%
Body Mass Index Data SY 2006-07 of the Drew Central High
School: 481 student population, 468 students were assessed.
Of the students assessed, the following represents the percent
of students at risk of overweight and overweight:
High School: Males-31.2%, Females-40.5%
Body Mass Index Data SY 2005-06 of the Drew Central High
School: 488 student population, 384 students were assessed.
Of the students assessed, the following represents the percent
of students at risk of overweight and overweight:
High School: Males-30.9%, Females-31.0%
(http://www.achi.net)
Body Mass Index Data SY 2007-08 of the Drew Central
Elementary : student population, 275 students were assessed.
Of the students assessed, the following represents the percent
of students at risk of overweight and overweight:
Elementary: Males - 38%, Females - 40.4%;
Body Mass Index Data SY 2006-07 of the Drew Central
Elementary: student population, 548 students were assessed.
Of the students assessed, the following represents the percent
of students at risk of overweight and overweight:
Elementary: Males - 31%, Females - 31.3%;
Body Mass Index Data SY 2005-06 of the Drew Central
Elementary: student population, 531 students were assessed.
Of the students assessed, the following represents the percent
of students at risk of overweight and overweight:
Elementary: Males - 38.6%, Females - 37.2%;
Body Mass Index Data for Drew Central Middle School will be
reported as data is gathered being that this is the first year
of middle school configuration.
- Free and reduced price meal eligibility
2007-2008
High School: Paid 35%, Reduced 10%, Free 55%
Elementary: Paid 21.2%, Reduced 12.9%, Free 65.9%
2006-2007
High School: Paid 37%, Reduced 9%; Free 54%
Elementary: Paid 23.38%, Reduced 9.32%, Free 67.3%
2005-2006
High School: Paid 43.71%, Reduced 8.18%; Free 48.11%
Elementary: Paid 26.59%, Reduced 11.11%, Free 62.3%
- Drew County unemployment rate:
2008 to date - 7.3%,
2007 - 7.5%
2006- 8.1%
http://www.discoverarkansas.net/cgi/dataanalysis/AreaSelection.asp?tableNa
me=Labforce
School Health Index - School Health policies and Environment
Module 1
2007-2008:
Elementary-85%
High School-86%
2006-2007:
Elementary 97%
High School 96%
2005-2006:
Elementary 95%
High School 91%
School Health Index - Health Education Module 2
2007-2008:
Elementary-79%
High School-98%
2006-2007:
Elementary 93%
High School 96%
2005-2006:
Elementary 90%
High School 100%
School Health Index - Physical Education and Other Physical
Activity Programs Module 3
2007-2008:
Elementary-69%
High School-89%
2006-2007:
Elementary 95%
High School 96%
2005-2006:
Elementary 92%
High School 88%
School Health Index - Nutrition Services Module 4
2007-2008:
Elementary-81%
High School-28%
2006-2007:
Elementary 97%
High School 92%
2005-2006:
Elementary 92%
High School 92%
School Health Index - Family and Community Involvement Module
8
2007-2008:
Elementary-80%
High School-87%
2006-07:
Elementary 94%
High School 94%
2005-06:
Elementary 94%
High School 94%
|
| Goal |
Drew Central Middle School will provide support for
students in making healthy lifestyle choices through providing a
healthy school environment to aid in decreasing the average BMI,
promoting good nutrition and excecise through the collaboration
between all segments of the school community.
|
| Benchmark |
By the SY 2008-09 there will be a decrease of the average body
mass index for students by 1/2 % as evaluated by the annual body
mass index screening. |
| Intervention: Develop policies for Staff
Wellness and Asthma management, support school health and
safety policies, encourage Physical education and physical
activity programs, and implement nutrition services and
family/community involvement. |
Scientific Based Research: Scientific Based
Research: Journal of the American Dietetic Association,
103(7): 887-93. 2003.NAL Call Number: 389.8 Am34 Position of
the American Dietetic Association: Child and adolescent food
and nutrition programs. J. Stang, C. T. Bayerl. Food and
Nutrition Information Center's (FNIC) Clinical Pediatrics,
40(2): 63-70. 2001. NAL Call Number: RJ1-C55, Behavioral and
cognitive status in school-aged children with a history
failure to thrive during early childhood. R. A. Dyk
Scientific Based Research: Guidelines for School Health
Programs to Promote Lifelong Healthy Eating (June 14,
1996/Vol. 45/No. RR-9); Guidelines for School Health Programs
to Promote Lifelong Physical Activity (March 7, 1997/Vol.
46/No. RR-6). |
| Actions |
Person Responsible |
Timeline |
Resources |
Source of Funds |
S.2 - An annual comprehensive safety review of all grounds
will be conducted and repairs will be made in a timely manner.
Action Type: Title I Schoolwide
Action Type: Wellness
|
Maintenance staff, Administration, parent volunteer,
coaches, and designated students |
Start: 07/01/2009
End: 06/30/2010 |
- Administrative Staff
- Computers
- District Staff
- Teachers
|
|
S.5 - A "Go Box" will be created and maintained on campus
containing the items necessary during a crisis (as defined in
the crisis management plan). This "Go Box" will be updated
annually. The Crisis management Plan will be reviewed and
updated annually.
Action Type: Title I Schoolwide
Action Type: Wellness
|
Maintenance staff, Amdministration, and parent volunteer
|
Start: 07/01/2009
End: 06/30/2010 |
- Administrative Staff
- Central Office
- District Staff
- Teachers
|
|
S.6 - All kitchen staff will receive
demonstration/instruction on the proper use of a fire
extinguisher at least every two years. Two staff members will
be certified in CPR/BLS. Staff will be either inserviced or
informed via flyers/e-mail on how to identify students who
need medical attention, and how to notify the nurse or EMS.
Action Type: Title I Schoolwide
Action Type: Wellness
|
Nurse and Food director will make arrangements with the
Fire Dept. |
Start: 07/01/2009
End: 06/30/2010 |
- District Staff
- Outside Consultants
|
|
A.2 - Staff will be either inserviced or informed via
flyers/e-mail on asthma management at school and when to
notify the nurse or EMS.
Action Type: Title I Schoolwide
Action Type: Wellness
|
Nurse |
Start: 07/01/2009
End: 06/30/2010 |
|
|
A.1 - A unit/lesson on asthma will be included on the
health education curriculum.
Action Type: Title I Schoolwide
Action Type: Wellness
|
Nurse and teachers |
Start: 07/01/2009
End: 06/30/2010 |
|
|
PA.1 - Continue to provide the amount of Physical
Education per week as required by the Arkansas Department of
Education.
Action Type: Title I Schoolwide
Action Type: Wellness
|
Administration, P.E. coaches |
Start: 07/01/2009
End: 06/30/2010 |
|
|
PA.15 - Staff will encourage all students to participate
in extracurricular physical activity programs. Flyers will be
posted in hallways and announcements will be made.
Action Type: Title I Schoolwide
Action Type: Wellness
|
Staff |
Start: 07/01/2009
End: 06/30/2010 |
|
|
Drew Central Middle School will: (1) provide support to
ensure successful implementation of the Wellness Policies; (2)
provide resources and professional development to school staff
to improve the overall school nutrition environment; (3) will
promote the health and physical activity curriculum and
student health; and (4) provide an annual BMI (Body Mass
index) report to parents of students in grade 6.
Action Type: Parental Engagement
Action Type: Title I Schoolwide
Action Type: Wellness
|
Wayne Fawcett |
Start: 07/01/2009
End: 06/30/2010 |
- Community Leaders
- District Staff
- Teachers
|
|
N.8 (4.8) - Posters will be placed in cafeteria promoting
healthy food choices.
Action Type: Title I Schoolwide
Action Type: Wellness
|
Food Services Director |
Start: 07/01/2009
End: 06/30/2010 |
|
|
CC.3 - The Coordinated School Health Committee will add a
parent volunteer to the membership to attend monthly meetings.
Action Type: Parental Engagement
Action Type: Title I Schoolwide
Action Type: Wellness
|
CSH Committee and parent |
Start: 07/01/2009
End: 06/30/2010 |
|
|
Drew Central Middle School will involve parents in
physical activity and nutrition education through monthly
mail-outs that include school lunch menus; and flyers
containing information focusing on physical activity,
nutrition education, and other health risk indicators that
compromise students' ability to perform academically.
Action Type: Parental Engagement
Action Type: Title I Schoolwide
Action Type: Wellness
|
Anna Jones |
Start: 07/01/2009
End: 06/30/2010 |
|
|
Drew Central Middle School will give support in the
alignment and implementation of the current Arkansas
nutrition, Pysical education, Pysical Ativity standards, and
Arkansas Curriculum Frameworks. Resources, professional
development opportunities and training will be provided to
increase knowledge and advance skills for successful
implementation.
Action Type: Title I Schoolwide
Action Type: Wellness
|
Judy Bynum |
Start: 07/01/2009
End: 06/30/2010 |
- Administrative Staff
- Central Office
- Community Leaders
- District Staff
- Outside Consultants
- Teachers
- Teaching Aids
|
|
The Nutrition and Physical Activity Committee as part of
the ACSIP Committee will frequently monitor goals and evaluate
the effectiveness of interventions by reviewing data results
and other assessments related to Wellness (School Health Index
Modules, Wellness Policy Checklist, etc.) ACSIP will be
modified as needed.
Action Type: Title I Schoolwide
Action Type: Wellness
|
Kami Griffin |
Start: 07/01/2009
End: 06/30/2010 |
|
|
Drew Central partners with local mental health agencies to
provide counseling for students; Arkansas Counseling
Associates, Delta Counseling, Living Hope, Day Springs and
Phoenix Youth and Family Services.
Action Type: Parental Engagement
Action Type: Title I Schoolwide
Action Type: Wellness
|
Wayne Fawcett |
Start: 07/01/2009
End: 06/30/2010 |
- Administrative Staff
- Community Leaders
- District Staff
- Outside Consultants
|
|
The cafeteria manager will oversee the food services for
the district.
Action Type: Title I Schoolwide
Action Type: Wellness
|
Cavie Bowden |
Start: 07/01/2009
End: 06/30/2010 |
|
|
The Arkansas Prevention Needs Assessment voluntary survey
will be administered to 6th, 8th, 10th and 12th grade students
in the month of November to help determine student concerns
and needed projects.
+ This survery provides useful student information regarding
risk and protective rfactors, prealence and patterns of drug
use, and violence in the student population.
Action Type: Program Evaluation
Action Type: Wellness
|
Susan Frost, Counselor |
Start: 11/01/2009
End: 11/30/2009 |
- Community Leaders
- District Staff
- Teachers
|
|
| Total Budget: |
$0 |
|
Planning Team
| Classification |
Name |
Position |
Committee |
| Classroom Teacher |
Adcock, Rose Ann |
6th Grade |
Writing |
| Classroom Teacher |
Barbaree, Jennifer |
ACSIP Co-Chair, 5th Grade Teacher |
Reading |
| Classroom Teacher |
Beatty, Alexa |
5th Grade Math |
Math |
| Classroom Teacher |
Chambers, Angela |
5th Grade Literacy |
Writing |
| Classroom Teacher |
Davis, Tad |
7th Grade Keyboarding, Athletics |
Wellness |
| Classroom Teacher |
Dyer, Allison |
Special Education Teacher |
Wellness |
| Classroom Teacher |
Eubanks, Janine |
Music Teacher |
Reading |
| Classroom Teacher |
Harper, Lindsey |
Art Teacher |
Wellness |
| Classroom Teacher |
Holley, Joy |
Special Education Teacher |
Reading |
| Classroom Teacher |
James, Lee Ann |
7th Grade Science |
Science |
| Classroom Teacher |
Jones, Deborah |
6th Grade |
Math |
| Classroom Teacher |
Sanderlin, Rhonda |
7th Grade Social Studies |
Writing |
| Classroom Teacher |
Simpson, Onnie |
7th grade Literacy |
Reading |
| Classroom Teacher |
Snider, Gail |
7th Grade Math |
Math |
| Classroom Teacher |
Wilmoth, Clark |
ACSIP Co-Chair, 6th Grade Teacher, and Science
Coach |
Science |
| Classroom Teacher |
Wilmoth, Leigh Anne |
5th Grade Science/Social Studies |
Science |
| Non-Classroom Professional Staff |
Eason, Melissa |
4-8 Literacy Coach |
Writing |
| Non-Classroom Professional Staff |
Frost, Susan |
7th & 8th Grade Counselor |
Wellness |
| Non-Classroom Professional Staff |
Griffin, Kami |
District Nurse |
Wellness |
| Non-Classroom Professional Staff |
Harrington, Dava |
5th Grade Para-professional |
Writing |
| Non-Classroom Professional Staff |
Hood, Amanda |
Middle School Secretary |
Health and Wellness |
| Non-Classroom Professional Staff |
Horn, Connie |
ISS Para-Professional |
Math |
| Non-Classroom Professional Staff |
Hoskins, Kristine |
Co-Teaching Para-Professional |
Science |
| Non-Classroom Professional Staff |
Jackson, Stephanie |
K-6 Math Coach |
Math |
| Non-Classroom Professional Staff |
Nolen, Bonita |
6th Grade Para-professional |
Writing |
| Non-Classroom Professional Staff |
Spence, Denise |
Speech Pathologist |
Reading |
| Non-Classroom Professional Staff |
White, Bill |
5th & 6th Grade Counselor |
Science |
| Principal |
Graham, Joy |
Middle School Principal |
Federal Programs |
|