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Source of Funds Report

SMACKOVER-NORPHLET SCHOOL DISTRICT 112 East 8th Street

Source of Funds Report

For: NSLA (State-281) - Capital Outlay, NSLA (State-281) - Employee Benefits, NSLA (State-281) - Employee Salaries, NSLA (State-281) - Materials & Supplies, NSLA (State-281) - Other Objects, NSLA (State-281) - Purchased Services.

Total Amount Reported: $372284.08

Generated on September 27, 2014

NORPHLET ELEMENTARY SCHOOL -- $29640.78 Source of Funds: NSLA (State-281) - Capital Outlay -- $10000 Priority 2: Improve Mathematics Skills Goal: To improve student performance on open response and multiple choice. Source of Funds: NSLA (State-281) - Employee Benefits -- $0 There is no data for the Source of Funds type "NSLA (State-281) - Employee Benefits". Source of Funds: NSLA (State-281) - Employee Salaries -- $0 There is no data for the Source of Funds type "NSLA (State-281) - Employee Salaries". Source of Funds: NSLA (State-281) - Materials & Supplies -- $14640.78 Priority 1: Improve Literacy Skills Goal: Improve student performance on Writing Content and Style and on Reading Literary and Content on both Multiple Choice and Open Response. Priority 2: Improve Mathematics Skills Goal: To improve student performance on open response and multiple choice. Source of Funds: NSLA (State-281) - Other Objects -- $0 There is no data for the Source of Funds type "NSLA (State-281) - Other Objects". Source of Funds: NSLA (State-281) - Purchased Services -- $5000 Priority 2: Improve Mathematics Skills Goal: To improve student performance on open response and multiple choice. NORPHLET HIGH SCHOOL -- $62622.5 Source of Funds: NSLA (State-281) - Capital Outlay -- $30000 Priority 2: Mathematics Goal: Improve student performance on open response and problem solving. Source of Funds: NSLA (State-281) - Employee Benefits -- $0 There is no data for the Source of Funds type "NSLA (State-281) - Employee Benefits". Source of Funds: NSLA (State-281) - Employee Salaries -- $0 There is no data for the Source of Funds type "NSLA (State-281) - Employee Salaries".

Source of Funds: NSLA (State-281) - Materials & Supplies -- $27622.5 Priority 1: Literacy Goal: Improve Student Performance in Reading Content on Both Multiple Choice and Open Response and in Writing Multiple Choice. Priority 2: Mathematics Goal: Improve student performance on open response and problem solving. Source of Funds: NSLA (State-281) - Other Objects -- $0 There is no data for the Source of Funds type "NSLA (State-281) - Other Objects". Source of Funds: NSLA (State-281) - Purchased Services -- $5000 Priority 2: Mathematics Goal: Improve student performance on open response and problem solving. SMACKOVER ELEMENTARY SCHOOL -- $96975.45 Source of Funds: NSLA (State-281) - Capital Outlay -- $0 There is no data for the Source of Funds type "NSLA (State-281) - Capital Outlay". Source of Funds: NSLA (State-281) - Employee Benefits -- $14972.42 Priority 1: Mathematics Goal: To provide actions that will improve math instruction so that students become proficient on the PARCC Exam in mathematics with an emphasis on the weaknesses in the strands data analysis/probability, number and operations, and mathematics problem solving. Open response weaknesses are geometry, measurement and data/probability. Priority 2: Literacy Goal: To provide actions to improve results on the CRT tests in the area of literacy so that students become proficient on the PARCC Exam in Literacy with an emphasis on the weaknesses in reading practical passage and reading comprehension. Source of Funds: NSLA (State-281) - Employee Salaries -- $62345.59 Priority 1: Mathematics Goal: To provide actions that will improve math instruction so that students become proficient on the PARCC Exam in mathematics with an emphasis on the weaknesses in the strands data analysis/probability, number and operations, and mathematics problem solving. Open response weaknesses are geometry, measurement and data/probability. Priority 2: Literacy Goal: To provide actions to improve results on the CRT tests in the area of literacy so that students become proficient on the PARCC Exam in Literacy with an emphasis on the weaknesses in reading practical passage and reading comprehension. Source of Funds: NSLA (State-281) - Materials & Supplies -- $16622.5 Priority 1: Mathematics Goal: To provide actions that will improve math instruction so that students become proficient on the PARCC Exam in mathematics with an emphasis on the weaknesses in the strands data analysis/probability, number and operations, and mathematics problem solving. Open response weaknesses are geometry, measurement and data/probability. Priority 2: Literacy Goal: To provide actions to improve results on the CRT tests in the area of literacy so that students become proficient on the PARCC Exam in Literacy with an emphasis on the weaknesses in reading practical passage and reading comprehension. Source of Funds: NSLA (State-281) - Other Objects -- $0 There is no data for the Source of Funds type "NSLA (State-281) - Other Objects". Source of Funds: NSLA (State-281) - Purchased Services -- $3034.94 Priority 2: Literacy Goal: To provide actions to improve results on the CRT tests in the area of literacy so that students become proficient on the PARCC Exam in Literacy with an emphasis on the weaknesses in reading practical passage and reading comprehension. SMACKOVER HIGH SCHOOL -- $73768.37

Source of Funds: NSLA (State-281) - Capital Outlay -- $20000 Priority 2: Literacy Goal: To provide actions to improve results on the CRT tests in the area of literacy so that students become proficient on the Arkansas Augmented Benchmark and PARCC Exams in literacy and the grade 11 Literacy Exam with an emphasis on the weaknesses in literacy and content open response and writing. Source of Funds: NSLA (State-281) - Employee Benefits -- $5116.39 Priority 1: Mathematics Goal: To provide actions that will improve mathematics so that students become proficient on the Arkansas Augmented Benchmark Exams in mathematics with an emphasis on the weaknesses in measurement and data probability open response, EOC Algebra I LA and PO open response/multiple choice and EOC Geometry GD, GR, and GSH open response. Source of Funds: NSLA (State-281) - Employee Salaries -- $23289.48 Priority 1: Mathematics Goal: To provide actions that will improve mathematics so that students become proficient on the Arkansas Augmented Benchmark Exams in mathematics with an emphasis on the weaknesses in measurement and data probability open response, EOC Algebra I LA and PO open response/multiple choice and EOC Geometry GD, GR, and GSH open response. Source of Funds: NSLA (State-281) - Materials & Supplies -- $15622.5 Priority 1: Mathematics Goal: To provide actions that will improve mathematics so that students become proficient on the Arkansas Augmented Benchmark Exams in mathematics with an emphasis on the weaknesses in measurement and data probability open response, EOC Algebra I LA and PO open response/multiple choice and EOC Geometry GD, GR, and GSH open response. Priority 2: Literacy Goal: To provide actions to improve results on the CRT tests in the area of literacy so that students become proficient on the Arkansas Augmented Benchmark and PARCC Exams in literacy and the grade 11 Literacy Exam with an emphasis on the weaknesses in literacy and content open response and writing. Source of Funds: NSLA (State-281) - Other Objects -- $0 There is no data for the Source of Funds type "NSLA (State-281) - Other Objects". Source of Funds: NSLA (State-281) - Purchased Services -- $9740 Priority 3: Special Education Over-Representation Goal: Decrease the number of students, particularly African-American, students who are referred and placed in special education programs in the high school. SMACKOVER-NORPHLET SCHOOL DISTRICT -- $109276.98 Source of Funds: NSLA (State-281) - Capital Outlay -- $0 There is no data for the Source of Funds type "NSLA (State-281) - Capital Outlay". Source of Funds: NSLA (State-281) - Employee Benefits -- $21969.54 Priority 1: Administrative Support Goal: All teachers and staff will receive support to improve the instruction in mathematics and literacy in the classrooms and address weaknesses in math and literacy. Support will also be given to homeless children in the district as prescribed by law. Source of Funds: NSLA (State-281) - Employee Salaries -- $74833.94 Priority 1: Administrative Support Goal: All teachers and staff will receive support to improve the instruction in mathematics and literacy in the classrooms and address weaknesses in math and literacy. Support will also be given to homeless children in the district as prescribed by law. Source of Funds: NSLA (State-281) - Materials & Supplies -- $0 There is no data for the Source of Funds type "NSLA (State-281) - Materials & Supplies". Source of Funds: NSLA (State-281) - Other Objects -- $0

There is no data for the Source of Funds type "NSLA (State-281) - Other Objects". Source of Funds: NSLA (State-281) - Purchased Services -- $12473.5 Priority 1: Administrative Support Goal: All teachers and staff will receive support to improve the instruction in mathematics and literacy in the classrooms and address weaknesses in math and literacy. Support will also be given to homeless children in the district as prescribed by law. NORPHLET ELEMENTARY SCHOOL -- $29640.78 Source of Funds For: NSLA (State-281) - Capital Outlay, NSLA (State-281) - Employee Benefits, NSLA (State-281) - Employee Salaries, NSLA (State-281) - Materials & Supplies, NSLA (State-281) - Other Objects, NSLA (State-281) - Purchased Services. Source of Funds: NSLA (State-281) - Capital Outlay -- $10000

Goal To improve student performance on open response and multiple choice.

The current percent in Mathematics for the Combined Population will be increased to meet or exceed the required AMO as set by the Benchmark ADE by the end of the school year 2013-2014. The current percent in Mathematics for the African American sub-group and Economic

Distribution Sub group will be increased to meet or exceed the required AMO by the end of the school year 2014-2015. Intervention: Implement Standards Based Math Program. Scientific Based Research: Ysseldyke, J.E., Specuzza, R., Kosciolek, S., & Boys, C. "Effects of a Leaning Information System on Mathematics Achievement and Classroom Structure." Journal of Educational Research. 96, No. 3. (2003). Total Instructional Alignment: From Standards to Student Success. “Aligning Instruction”. Lisa Carter. Solution Tree, Bloomington, IN. (2007). Chapter 4, pp. 69-85. Actions Provide teachers with any needed materials or supplies which will support math development in their classrooms (i.e., classroom libraries, vocabulary instructional materials, chart paper, markers, etc.) Also the school will purchase Ipad Minis (2-10 pks, total 20) (Capital Outlay) for the math as well as the other content/core teachers such as literacy, science, and social studies for use in the classrooms. These will be used by the teachers on a check-out basis and will be housed in carts in the library. The students will use the devices for whole classroom projects or assignments given by the teachers, for individual or group projects assigned by the teachers, for research, for book studies

Person Timeline Resources Source of Funds Responsible

Teri Philyaw, Start: • District Staff NSLA Federal Programs 07/01/2014 • Outside (State-281)

$10,000.00 Director; Keith End: Consultants - Capital

Coleman, 06/30/2015 • Performance Outlay: Principal Assessments

•

ACTION

Teachers $10,000.00 BUDGET:

Benchmark the ADE by the end of the school year 2013-2014. The current percent in Literacy for the Economically Disadvantaged sub-group will be increased to meet or exceed the required AMO by the end of the school year 2014-2015.

Intervention: Implement Literacy Program Based on State Standards to Improve Student Achievement. Scientific Based Research: Tompkins, Gail E. Teaching Writing: Balancing Process and Product. Third Edition. (2000). Upper Saddle River, N.J. Prentice Hall International. Stebbins, L.B., Pierre, R.G. Proper., E.C., & Cerva, T.R. (1977). "Education as Experimentation: A Planned Variation Model". Cambridge, MA; ABT Associates. (Direct Instruction). Sadusky, L.A., & S.K. Brem. "The Integration of Renaissance Programs into an Urban Title I Elementary School and Its Effect on School-wide Improvement". Technical Report. Tempe, AZ: Arizona State University, 2002. What Works in Schools: Translating Research Into Action. “Classroom Curriculum Design”. Robert J. Marzano. Association for Supervision and Curriculum Development. Alexandria, VA. (2003). pp. 106-120. Strong, Julia. Literacy Across the Curriculum. Harper Collins Education (2001). Actions 26. Process Evaluation of the Standards Based Literacy Program for the school year 2014-15 will consist of


Patti Vickery, Start: • Administrative NSLA (State- $1,622.50 Principal 07/01/2014 Staff 281) -

or for reading appreciation as books can be downloaded on the devices. There will also be purchased covers for the Ipad Minis as they will be out of the carts and used by students on a daily basis and will need protection. Ipad Minis cannot be used for the PARCC assessment as they do not meet the minimum specifications for testing. With math development across the curriculum all students, including those in special education, will become proficient including those in the TAGG group. Materials will also be purchased for related technology materials and supplies (i.e., batteries, document cameras, projectors, bulbs, etc.).

Total Budget: $10,000.00

Source of Funds: NSLA (State-281) - Employee Benefits -- $0 There is no data for the Source of Funds "NSLA (State-281) - Employee Benefits".

Source of Funds: NSLA (State-281) - Employee Salaries -- $0 There is no data for the Source of Funds "NSLA (State-281) - Employee Salaries".

Source of Funds: NSLA (State-281) - Materials & Supplies -- $14640.78

Goal Improve student performance on Writing Content and Style and on Reading Literary and Content on both Multiple Choice and Open

Response.

The current percent in Literacy for the Combined Population will be increased to meet or exceed the required AMO as determined by

•

scheduled walk-throughs made by the principal to review End: Teachers the progress made on implementing the program and the 06/30/2015 progress being made by students as shown by interim assessment using TLI Quiz Builder testing. Outcome evaluation for 2014-15 will consist of a review and analysis of the Benchmark Exams for grades 3-6 and the ITBS for grades K-2 to determine the average percent of increase by students for scores proficiency or higher on the Literacy portion of these tests. In 2013-14, the results of walk-thoughs by the principal and a review of the interim and TLI test data showed that the program was implemented without any problems and that the students showed continuous progress. An analysis of the Benchmark Exams for grades 3-6 and the ITBS for grades K-2 revealed that students in these grades showed an increase in the average percent scoring proficient or higher on the Literacy part of the tests during the school year 2013-14. Action Type: Program Evaluation

•

46. Funds will be used in the ES for the necessary Teri Philyaw, Start: Administrative materials and supplies to enhance both the math and Federal 07/01/2014 Staff literacy programs described in our ACSIP Plan. These Programs End: • District Staff materials will include both consumable and non- Director 06/30/2015 • Teachers consumable materials, technology, and technology

materials (i.e., IPad minis 3-10pks-Capitol Outlay and projectors, document cameras, batteries, bulbs, etc) The IPad minis would be 5 per K-2 classroom. IPad minis cannot be used for the PARCC assessment as they do not meet the minimum specifications. Action Type: Alignment Action Type: Collaboration Action Type: Equity Action Type: Title I Schoolwide Total Budget:

Materials & Supplies: ACTION $1,622.50 BUDGET: NSLA (State- 281) - $3,018.28 Materials & Supplies: ACTION $3,018.28 BUDGET:

$4,640.78 Goal To improve student performance on open response and multiple choice.


Distribution Sub group will be increased to meet or exceed the required AMO by the end of the school year 2014-2015.

Intervention: Implement Standards Based Math Program. Scientific Based Research: Ysseldyke, J.E., Specuzza, R., Kosciolek, S., & Boys, C. "Effects of a Leaning Information System on Mathematics Achievement and Classroom Structure." Journal of Educational Research. 96, No. 3. (2003). Total Instructional Alignment: From Standards to Student Success. “Aligning Instruction”. Lisa Carter. Solution Tree, Bloomington, IN. (2007). Chapter 4, pp. 69-85. Actions Person Timeline Resources Responsible

•

Provide teachers with any needed materials or supplies Teri Philyaw, Start: District Staff which will support math development in their Federal Programs 07/01/2014 • Outside classrooms (i.e., classroom libraries, vocabulary Director; Keith End: Consultants instructional materials, chart paper, markers, etc.) Also

Coleman,

06/30/2015

• Performance the school will purchase Ipad Minis (2-10 pks, total 20) Principal Assessments (Capital Outlay) for the math as well as the other • Teachers content/core teachers such as literacy, science, and

social studies for use in the classrooms. These will be used by the teachers on a check-out basis and will be housed in carts in the library. The students will use the devices for whole classroom projects or assignments given by the teachers, for individual or group projects assigned by the teachers, for research, for book studies or for reading appreciation as books can be downloaded on the devices. There will also be purchased covers for the Ipad Minis as they will be out of the carts and used by students on a daily basis and will need protection. Ipad Minis cannot be used for the PARCC assessment as they do not meet the minimum specifications for testing. With math development across the curriculum all students, including those in special education, will become proficient including those in the TAGG group. Materials will also be purchased for related technology materials and supplies (i.e., batteries, document cameras, projectors, bulbs, etc.). Total Budget:

Source of Funds NSLA (State- 281) - $10,000.00 Materials & Supplies: ACTION $10,000.00

BUDGET:

$10,000.00

Source of Funds: NSLA (State-281) - Other Objects -- $0 There is no data for the Source of Funds "NSLA (State-281) - Other Objects". Source of Funds: NSLA (State-281) - Purchased Services -- $50

Goal To improve student performance on open response and multiple choice.


Distribution Sub group will be increased to meet or exceed the required AMO by the end of the school year 2014-2015. Intervention: Implement Standards Based Math Program. Scientific Based Research: Ysseldyke, J.E., Specuzza, R., Kosciolek, S., & Boys, C. "Effects of a Leaning Information System on Mathematics Achievement and Classroom Structure." Journal of Educational Research. 96, No. 3. (2003). Total Instructional Alignment: From Standards to Student Success. “Aligning Instruction”. Lisa Carter. Solution Tree, Bloomington, IN. (2007). Chapter 4, pp. 69-85. Actions 15. (Component#4) All teachers, including Special Education, will be provided professional development which is of high quality, based on the results of a needs assessment, and tied to the school improvement plan. Members of the various groups to include teachers, administrators, para-professionals, and support staff members will be provided the training. Activities will include both follow-up to ensure that the programs are implemented and monitoring to ensure the needs of the students are addressed. The planning process will include the use of student data based on input from staff members Professional development will include an emphasis on increasing student performance on open response and multiple choice items. Action Type: Professional Development Action Type: Special Education Action Type: Title I Schoolwide


Patti Start: • Administrative Staff NSLA (State- Vickery, 07/01/2014 • District Staff 281) -

$5,000.00 Principal End: • Outside Consultants Purchased

06/30/2015 • Performance Services:

Assessments

• ACTION



NORPHLET HIGH SCHOOL -- $62622.5 Source of Funds For: NSLA (State-281) - Capital Outlay, NSLA (State-281) - Employee Benefits, NSLA (State-281) - Employee Salaries, NSLA (State-281) - Materials & Supplies, NSLA (State-281) - Other Objects, NSLA (State-281) - Purchased Services. Source of Funds: NSLA (State-281) - Capital Outlay -- $30000

Goal Improve student performance on open response and problem solving.

The current percent in Mathematics for the Combined Population will meet or exceed the required AMO for 2014 - 2015. The current Benchmark percent in Mathematics for the Economically Disadvantaged sub-group will be increased to meet or exceed the required AMO by the end of the

school year 2014-2015. The current percent in Mathematics for the Students with Disabiliities sub-group will be increased to meet or exceed the required AMO by the end of the school year 2014 - 2015.

Intervention: Implement Standards Based Math Program. Scientific Based Research: What Works in Schools: Translating Research Into Action. “Classroom Curriculum Design”. Robert J. Marzano. Association for Supervision and Curriculum Development. Alexandria, VA. (2003). pp. 106-120. Getting Results with Curriculum Mapping. Heidi Hayes Jacobs. ASCD, Alexandria, VA (2004). Actions Person Timeline Resources Responsible

•

Provide teachers with any needed materials or supplies Teri Philyaw, Start: District Staff which will support mathematics development in their Federal Programs 07/01/2014 • Outside classrooms (i.e., classroom libraries, vocabulary Director; Keith End: Consultants instructional materials, chart paper, markers, etc). Also

Coleman,

06/30/2015

• Performance the school will purchase Ipad Minis (Capital Outlay)for Principal Assessments the math as well as the other content/core teachers • Teachers such as literacy, science, and social studies for use in

the classrooms. These will be used by the teachers on a check out basis and will be housed in carts in the library. The students will use the devices for whole classroom projects or assignments given by the teachers, for individual or group projects assigned by the teachers, for research, for book studies or for reading appreciation as books can be downloaded on the devices. There will also be purchased covers for the Ipad Minis as they will be out of the carts and used by students on a daily basis and will need protection. Ipad Minis cannot by used for the PARCC assessment as they do not meet the minimum specifications for testing. With math development across the curriculum all students, including those in special education, will become proficient including those in the TAGG group. Purchases will also be made for related technology materials and supplies (i.e., batteries, document cameras, projectors, bulbs, etc.) Action Type: Technology Inclusion Total Budget:

Source of Funds NSLA (State-281) $30,000.00 - Capital Outlay: ACTION $30,000.00

BUDGET:

$30,000.00

Source of Funds: NSLA (State-281) - Employee Benefits -- $0 There is no data for the Source of Funds "NSLA (State-281) - Employee Benefits". Source of Funds: NSLA (State-281) - Employee Salaries -- $0 There is no data for the Source of Funds "NSLA (State-281) - Employee Salaries". Source of Funds: NSLA (State-281) - Materials & Supplies -- $27622.5 Goal Improve Student Performance in Reading Content on Both Multiple Choice and Open Response and in Writing Multiple Choice.

The current percent in Literacy for the Combined Population will be increased to meet or exceed the required AMO as set by the ADE Benchmark by the end of the school year 2014-2015. The current percent in Literacy for the Students with Disabilities Sub-group will be

increased to meet or exceed the required AMO by the end of the school year 2014-2015. Intervention: Standards Based Literacy Program Scientific Based Research: Strategies That Work: Teaching Comprehension to Enhance Understanding. Strategy Instruction and Practice (Chapter 3). Stephanie Harvey and Anne Gouduis. Stenhouse Publishers, York, Maine (2000). pp. 27-41.; Getting Results with Curriculum Mapping. Jacobs, Heidi Hayes. ASCD, Alexandria, VA. (2004). The Multiple Intelligences of Reading and Writing. Thomas Armstrong. ACSD, Alexandria, VA (2003). Actions Person Responsible Timeline Resources Source of Funds

Purchase the TLI Quiz Builder and Teri Philyaw, Professional Start: • Outside Consultants NSLA (State- provide appropriate training for Core Development Coordinator; 07/01/2014 • Teachers 281) - Materials $1,622.50 Instructional teachers on the use of End: & Supplies: the TLI Quiz Builder. 06/30/2015 Action Type: Alignment ACTION

$1,622.50

Action Type: Professional BUDGET:

Development

Action Type: Technology Inclusion

Funds will be used to provide Keith Coleman, Principal; Teri Start: • Administrative Staff NSLA (State- necessary materials and supplies Philyaw, Federal Programs 07/01/2014 • District Staff 281) - Materials $3,000.00 (i.e., books, supplemental Director; Jennifer Lee, End: • Outside Consultants & Supplies: instructional materials, chart tablets, Curriculum Director 06/30/2015

• Teachers

etc.). ACTION

$3,000.00

Action Type: Collaboration BUDGET:

Action Type: Equity

Total Budget: $4,622.50 Goal Improve student performance on open response and problem solving.

The current percent in Mathematics for the Combined Population will meet or exceed the required AMO for 2014 - 2015. The current

Benchmark percent in Mathematics for the Economically Disadvantaged sub-group will be increased to meet or exceed the required AMO by the end of the school year 2014-2015. The current percent in Mathematics for the Students with Disabiliities sub-group will be increased to meet or exceed the required AMO by the end of the school year 2014 - 2015.

Intervention: Implement Standards Based Math Program. Scientific Based Research: What Works in Schools: Translating Research Into Action. “Classroom Curriculum Design”. Robert J. Marzano. Association for Supervision and Curriculum Development. Alexandria, VA. (2003). pp. 106-120. Getting Results with Curriculum Mapping. Heidi Hayes Jacobs. ASCD, Alexandria, VA (2004). Actions Funds used to purchase supplemental instructional materials in Math and Science to up-date program in technology. Items will include printed materials, manipulatives, paper, graph paper, calculators, etc. Action Type: Alignment Action Type: Technology Inclusion Funds budgeted to purchase supplemental materials and supplies to up-date the technology in the classrooms at the HS. Major items will include Interwrite Pads, LCD Projectors, Document Cameras, IPad Minis, etc. Action Type: Alignment Action Type: Technology Inclusion


Dave Wilcox, Start: • Administrative NSLA (State- Superintendent 07/01/2014 Staff 281) - Materials $3,000.00 End: • District Staff & Supplies: 06/30/2015 • Teachers

ACTION

• Teaching Aids $3,000.00 BUDGET:

Dave Wilcox, Start: • Administrative NSLA (State- Superintendent 07/01/2014 Staff 281) -

$20,000.00

End: • Computers Materials &

06/30/2015 • District Staff Supplies: • School Library • Teachers ACTION $20,000.00

BUDGET: • Teaching Aids


Source of Funds: NSLA (State-281) - Other Objects -- $0 There is no data for the Source of Funds "NSLA (State-281) - Other Objects". Source of Funds: NSLA (State-281) - Purchased Services -- $5000 Goal Improve student performance on open response and problem solving.

The current percent in Mathematics for the Combined Population will meet or exceed the required AMO for 2014 - 2015. The current Benchmark percent in Mathematics for the Economically Disadvantaged sub-group will be increased to meet or exceed the required AMO by the end of the

school year 2014-2015. The current percent in Mathematics for the Students with Disabiliities sub-group will be increased to meet or exceed the required AMO by the end of the school year 2014 - 2015.

Intervention: Implement Standards Based Math Program. Scientific Based Research: What Works in Schools: Translating Research Into Action. “Classroom Curriculum Design”. Robert J. Marzano. Association for Supervision and Curriculum Development. Alexandria, VA. (2003). pp. 106-120. Getting Results with Curriculum Mapping. Heidi Hayes Jacobs. ASCD, Alexandria, VA (2004). Actions Person Responsible

All teachers, to include Special Education, will be Teri Philyaw, provided professional development which is of high Professional quality, based on the results of a needs assessment, Development and tied to the school improvement plan. Members Coordinator; of the various groups to include teachers, Jennifer Lee, administrators, para-professionals, and support staff Curriculum Director members will be provided in training. Professional development will include an emphasis on improving academic performance on both open response and problem solving items on the Benchmark and End- Of-Course exams, as well as training for the PARCC Exams. Activities will include both follow-up to ensure that the programs are implemented and monitoring to ensure the needs of the students are addressed. The planning process will include the use of student data based upon input from staff members. Action Type: Professional Development Action Type: Special Education

Timeline Resources Source of Funds

Start: • Administrative Staff NSLA (State- 07/01/2014 • District Staff 281) -

$5,000.00

End: • Outside Purchased

06/30/2015 Consultants Services:

• Performance

ACTION

Assessments $5,000.00

• Teachers

BUDGET:


SMACKOVER ELEMENTARY SCHOOL -- $96975.45 Source of Funds For: NSLA (State-281) - Capital Outlay, NSLA (State-281) - Employee Benefits, NSLA (State-281) - Employee Salaries, NSLA (State-281) - Materials & Supplies, NSLA (State-281) - Other Objects, NSLA (State-281) - Purchased Services. Source of Funds: NSLA (State-281) - Capital Outlay -- $0 There is no data for the Source of Funds "NSLA (State-281) - Capital Outlay". Source of Funds: NSLA (State-281) - Employee Benefits -- $14972.42

To provide actions that will improve math instruction so that students become proficient on the PARCC Exam in mathematics with

an Goal emphasis on the weaknesses in the strands data analysis/probability, number and operations, and mathematics problem solving. Open response weaknesses are geometry, measurement and data/probability. Meet AYP as determined by the Arkansas Department of Education by meeting or surpassing the AMO in math for All Students as well

Benchmark as TAGG. Currently, the school is a Needs Improvement School in Math. In 2013-2014, 74.89% of All Students were proficient or advanced in math. 63.91% of TAGG were proficient or advanced in math. The benchmark for 2013-2014 is 81.87% for All Students and 70% for the TAGG.

Intervention: Provide a Instructional Facilitator to work with teachers and a math interventionist to work with students. Scientific Based Research: Gabriel, John G., "How To Thrive as a Teacher Leader" (2005), McTighe, Jay and Wiggins, Grant, "Schooling by Design" (2007). Actions The instructional facilitator (Clarice Long)will work with teachers and with the math interventionist (FTE.3435) for the purpose of promoting better teaching and learning. This facilitator will receive training in the coaching model. She is trained to work with the teachers in strategies and assesments that will be used to address weaknesses in math and with appropriate subpopulations. 2014-2015 PARCC exams will be reviewed to determine program effectiveness along with norm referenced testing, interim assessments and teacher made assessments. Provide facilitator with funds for materials/supplies to support teachers and students in the classroom such as calculators, math manipulatives, trade books, rulers, etc. The math interventionist will support struggling students in math. These students will be identified using a math universal screener and standardized test scores. Action Type: Professional Development Action Type: Program Evaluation


Goal To provide actions to improve results on the CRT tests in the area of literacy so that students become proficient on the PARCC Exam in Literacy with an emphasis on the weaknesses in reading practical passage and reading comprehension.

Meet AYP as determined by the Arkansas Department of Education by meeting or surpassing the AMO in literacy for All Student as


Holly Start: • Administrative Staff NSLA Strickland,Teri 07/01/2014 • Central Office (State-281)

$4,656.23 Philyaw, Jennifer End: • Performance - Employee

Lee 06/30/2015 Assessments Benefits:

• Teachers

ACTION $4,656.23

BUDGET:

Benchmark well as all TAGG. Currently the elementary school is Achieving in Literacy. In 2012-2013, 86.59% of All Students were proficient or advanced in literacy. 80.43% of the TAGG were proficient or advanced. The benchmark for 2013-2014 is 76.25% for All Students

and 64% for the TAGG.

Intervention: The school will utilize a balanced literacy program that is designed to meet literacy needs of all students. Scientific Based Research: Ruddell, Robert B., "Teaching Children to Read and Write: Becoming an Effective Literacy Teacher (4th Edition-2005), Cole, Robert "Educating Everybody's Children: Diverse Teaching Strategies for Diverse Learners" (2nd Edition-2008), Pinnell, Gay Su and Lyons, Carol A., "Systems for Change in Literacy Education: A Guide to Professional Development" (2001). Steckel, Barbara, "Fulfilling the Promise of Literacy Coaches in Urban Schools: What Does It Take to Make an Impact?, vol. 63, September 2008, pp. 14-23. Walpole, Sharon and Blamey, Katrin L., "Elementary Literacy Coaches: The Reality of Dual Roles", vol. 62, November 2008, pp. 222-231. Actions Provide an instructional facilitator (Jennifer Muckelrath-FTE 1.0). This teacher will receive relevant training in the coaching model and will be trained to work with teachers in instructional strategies and assessments that will be used to address weaknesses in core academic areas making students proficient on the PARCC exam. This teacher will also provide job-embedded professional development, facilitate team meetings, help teachers with data analysis and will work with the E2E consultant hired by the school to work with teachers. Action Type: Collaboration Action Type: Professional Development


Holly Start: • District Staff NSLA (State- Strickland, 07/01/2014 • Outside 281) -

$10,316.19

Jennifer Lee End: Consultants Employee

06/30/2015 Benefits:

ACTION $10,316.19

BUDGET:


Source of Funds: NSLA (State-281) - Employee Salaries -- $62345.59




Intervention: Provide a Instructional Facilitator to work with teachers and a math interventionist to work with students. Scientific Based Research: Gabriel, John G., "How To Thrive as a Teacher Leader" (2005), McTighe, Jay and Wiggins, Grant, "Schooling by Design" (2007). Actions Person Timeline Resources Source of Funds Responsible

The instructional facilitator (Clarice Long)will work with Holly Start: • Administrative Staff NSLA teachers and with the math interventionist (FTE.3435) Strickland,Teri 07/01/2014 • Central Office (State-281)

$16,931.12

for the purpose of promoting better teaching and Philyaw, Jennifer End: • Performance - Employee

learning. This facilitator will receive training in the Lee 06/30/2015 Assessments Salaries: coaching model. She is trained to work with the

• Teachers

teachers in strategies and assesments that will be used ACTION

$16,931.12

to address weaknesses in math and with appropriate BUDGET: subpopulations. 2014-2015 PARCC exams will be

reviewed to determine program effectiveness along with norm referenced testing, interim assessments and teacher made assessments. Provide facilitator with funds for materials/supplies to support teachers and students in the classroom such as calculators, math manipulatives, trade books, rulers, etc. The math interventionist will support struggling students in math. These students will be identified using a math universal screener and standardized test scores. Action Type: Professional Development Action Type: Program Evaluation


Goal To provide actions to improve results on the CRT tests in the area of literacy so that students become proficient on the PARCC Exam

in Literacy with an emphasis on the weaknesses in reading practical passage and reading comprehension.

Meet AYP as determined by the Arkansas Department of Education by meeting or surpassing the AMO in literacy for All Student as well as all TAGG. Currently the elementary school is Achieving in Literacy. In 2012-2013, 86.59% of All Students were proficient or Benchmark advanced in literacy. 80.43% of the TAGG were proficient or advanced. The benchmark for 2013-2014 is 76.25% for All Students and 64% for the TAGG. Intervention: The school will utilize a balanced literacy program that is designed to meet literacy needs of all students. Scientific Based Research: Ruddell, Robert B., "Teaching Children to Read and Write: Becoming an Effective Literacy Teacher (4th Edition-2005), Cole, Robert "Educating Everybody's Children: Diverse Teaching Strategies for Diverse Learners" (2nd Edition-2008), Pinnell, Gay Su and Lyons, Carol A., "Systems for Change in Literacy Education: A Guide to Professional Development" (2001). Steckel, Barbara, "Fulfilling the Promise of Literacy Coaches in Urban Schools: What Does It Take to Make an Impact?, vol. 63, September 2008, pp. 14-23. Walpole, Sharon and Blamey, Katrin L., "Elementary Literacy Coaches: The Reality of Dual Roles", vol. 62, November 2008, pp. 222-231. Actions Provide an instructional facilitator (Jennifer Muckelrath-FTE 1.0). This teacher will receive relevant training in the coaching model and will be trained to work with teachers in instructional


Holly Start: • District Staff NSLA (State- Strickland, 07/01/2014 • Outside 281) - $45,414.47 Jennifer Lee End: Consultants Employee

strategies and assessments that will be used to address 06/30/2015 Salaries: weaknesses in core academic areas making students proficient

on the PARCC exam. This teacher will also provide job- ACTION $45,414.47

embedded professional development, facilitate team meetings, BUDGET: help teachers with data analysis and will work with the E2E

consultant hired by the school to work with teachers. Action Type: Collaboration Action Type: Professional Development

Total Budget: $45,414.47 Source of Funds: NSLA (State-281) - Materials & Supplies -- $16622.5




Intervention: The K-6 teachers will work to map and align their math curriculum. Scientific Based Research: Tuchman Glass, Kathy, "Curriculum Mapping: A Step-by-Step Guide for Creating Curriculum Year Overviews" (2007), Haystead, Mark W. and Marzano, Robert J., "Making Standards Useful in the Classroom" (2008), Carter, Lisa, "Total Instructional Alignment" (2007) Actions Schoolwide #4-Provide professional staff development for teachers who need it and any new teacher to the school on the various available assessments and their uses in their classrooms for recording progress, determining proficiency and data analysis. This year the elementary school will conduct interim assessments across the content areas using The Learing Institute Quiz Builder program. Teachers will grade the assessments as a group and data will be used to plan instruction. They will make changes or adjustments to pacing guides/curriculum maps as necessary. Teachers will also determine materials and supplies for content classes based on the results of interium assessments (i.e., supplemental materials, consumable and non-consumable


Jennifer Lee, Start: • Computers NSLA (State- Holly 07/01/2014 • Outside 281) -

$1,622.50

Strickland End: Consultants Materials &

06/30/2015 • Performance Supplies: Assessments

•

ACTION


materials for science, math, etc.) Action Type: Collaboration Action Type: Professional Development Action Type: Technology Inclusion Action Type: Title I Schoolwide


Goal To provide actions to improve results on the CRT tests in the area of literacy so that students become proficient on the PARCC Exam in Literacy with an emphasis on the weaknesses in reading practical passage and reading comprehension.

Meet AYP as determined by the Arkansas Department of Education by meeting or surpassing the AMO in literacy for All Student as well as all TAGG. Currently the elementary school is Achieving in Literacy. In 2012-2013, 86.59% of All Students were proficient or Benchmark advanced in literacy. 80.43% of the TAGG were proficient or advanced. The benchmark for 2013-2014 is 76.25% for All Students and 64% for the TAGG. Intervention: The school will utilize a balanced literacy program that is designed to meet literacy needs of all students. Scientific Based Research: Ruddell, Robert B., "Teaching Children to Read and Write: Becoming an Effective Literacy Teacher (4th Edition-2005), Cole, Robert "Educating Everybody's Children: Diverse Teaching Strategies for Diverse Learners" (2nd Edition-2008), Pinnell, Gay Su and Lyons, Carol A., "Systems for Change in Literacy Education: A Guide to Professional Development" (2001). Steckel, Barbara, "Fulfilling the Promise of Literacy Coaches in Urban Schools: What Does It Take to Make an Impact?, vol. 63, September 2008, pp. 14-23. Walpole, Sharon and Blamey, Katrin L., "Elementary Literacy Coaches: The Reality of Dual Roles", vol. 62, November 2008, pp. 222-231. Actions Person Timeline Resources Source of Funds

Responsible

Smackover Elementary School would like to purchase necessary Holly Start: NSLA (State- materials such as document cameras, projectors, bulbs, batteries, etc... Strickland, 08/18/2014 281) -

$15,000.00 for the classrooms of teachers in grades K-6 for use of instruction. This Jana Reynolds End: Materials &

will be a tool for teachers to use to enhance their presentation and 05/22/2015 Supplies: instructional delivery to enhance student learning.

ACTION $15,000.00 BUDGET:


Source of Funds: NSLA (State-281) - Other Objects -- $0 There is no data for the Source of Funds "NSLA (State-281) - Other Objects". Source of Funds: NSLA (State-281) - Purchased Services -- $3034.94

Goal To provide actions to improve results on the CRT tests in the area of literacy so that students become proficient on the PARCC Exam

in Literacy with an emphasis on the weaknesses in reading practical passage and reading comprehension. Meet AYP as determined by the Arkansas Department of Education by meeting or surpassing the AMO in literacy for All Student as

Benchmark well as all TAGG. Currently the elementary school is Achieving in Literacy. In 2012-2013, 86.59% of All Students were proficient or advanced in literacy. 80.43% of the TAGG were proficient or advanced. The benchmark for 2013-2014 is 76.25% for All Students and 64% for the TAGG.

Intervention: The school will utilize a balanced literacy program that is designed to meet literacy needs of all students. Scientific Based Research: Ruddell, Robert B., "Teaching Children to Read and Write: Becoming an Effective Literacy Teacher (4th Edition-2005), Cole, Robert "Educating Everybody's Children: Diverse Teaching Strategies for Diverse Learners" (2nd Edition-2008), Pinnell, Gay Su and Lyons, Carol A., "Systems for Change in Literacy Education: A Guide to Professional Development" (2001). Steckel, Barbara, "Fulfilling the Promise of Literacy Coaches in Urban Schools: What Does It Take to Make an Impact?, vol. 63, September 2008, pp. 14-23. Walpole, Sharon and Blamey, Katrin L., "Elementary Literacy Coaches: The Reality of Dual Roles", vol. 62, November 2008, pp. 222-231. Actions Person Responsible Timeline Resources Source of Funds

Schoolwide #8-Teachers will meet regularly for Holly Strickland, Start: • Administrative NSLA (State- the purpose of curriculum alignment/mapping, Jennifer Lee, Teri 07/01/2014 Staff 281) -

$3,034.94

collaboration, professional staff development Philyaw, End: • District Staff Purchased

activities, program evaluation, and data analysis. Consultants 06/30/2015 • Teachers Services: Action Type: Alignment Action Type: Collaboration ACTION

$3,034.94

Action Type: Professional Development BUDGET:

Action Type: Title I Schoolwide


SMACKOVER HIGH SCHOOL -- $73768.37 Source of Funds For: NSLA (State-281) - Capital Outlay, NSLA (State-281) - Employee Benefits, NSLA (State-281) - Employee Salaries, NSLA (State-281) - Materials & Supplies, NSLA (State-281) - Other Objects, NSLA (State-281) - Purchased Services. Source of Funds: NSLA (State-281) - Capital Outlay -- $20000

To provide actions to improve results on the CRT tests in the area of literacy so that students become proficient on the Arkansas Goal Augmented Benchmark and PARCC Exams in literacy and the grade 11 Literacy Exam with an emphasis on the weaknesses in literacy

and content open response and writing. Benchmark Meet AYP as determined by the Arkansas Department of Education by meeting or surpassing the AMO in literacy for All Students as

well as the TAGG. Currently, Smackover High School is a Needs Improvement School in Literacy. In 2013-2014, 72.68% of All Students were proficient or advanced in literacy and 58.16% of TAGG students were proficient or advanced. The benchmark for 2014-2015 for All Students is 84.53% and 80.75% for the TAGG.

Intervention: Use common planning time so that teachers can do professional staff development activities and continued curriculum alignment and mapping activities to facilitate student learning. Scientific Based Research: Carter, Lisa, "Total Instructional Alignment" (2007), Allen, Janet, "Tools for Teaching Content Literacy" (2004), Tuchman Glass, Kathy, "Curriculum Mapping: A Step by Step Guide for Creating Curriculum Year Overviews" (2007), Daniels, Harrey and Zemelman, Steven "Subjects Matter: Every Teacher's Guide to Content-Area Reading" (2004) Actions Person Timeline Resources Responsible

•

Provide teachers with any needed materials or supplies Teri Philyaw, Start: District Staff which will support literacy development in their classrooms Jan 07/01/2014 • Outside (i.e., classroom libraries, vocabulary instructional materials, Henderson End: Consultants chart paper, markers, etc). Also the school has Ipad minis

06/30/2015

• Performance (approximately 7-10 pks. Capitol Outlay) for the literacy as Assessments

well as the other content/core teachers such as math, • Teachers science, and social studies for use in the classrooms. These

are used by the teachers on a check out basis and will be housed in carts. The students will use the devices for whole classroom projects or assignments given by the teachers, for individual or group projects assigned by the teachers, for research, for book studies or for reading appreciation as books can be downloaded on the devices. Ipad minis cannot be used for the PARCC assessment as they do not meet the minimum specifications for testing. With literacy development across the curriculum all students, including those in special education, will become proficient including those in the TAGG group. Purchases will also be made for related technology, materials, and supplies. (i.e. batteries, document cameras, projectors, bulbs, etc) Action Type: Collaboration Action Type: Technology Inclusion Total Budget:

Source of Funds NSLA (State-281) $20,000.00 - Capital Outlay:

ACTION $20,000.00

BUDGET:

$20,000.00

Source of Funds: NSLA (State-281) - Employee Benefits -- $5116.39

To provide actions that will improve mathematics so that students become proficient on the Arkansas Augmented Benchmark Exams

Goal in mathematics with an emphasis on the weaknesses in measurement and data probability open response, EOC Algebra I LA and PO open response/multiple choice and EOC Geometry GD, GR, and GSH open response.

Meet AYP as determined by the Arkansas Department of Education by meeting or surpassing the AMO in math for combined

Benchmark population as well as all subgroups. Currently, the school is a Needs Improvement School in Mathematics. In 2013-2014, 75.38% of All Students were proficient or advanced in math. 60.64% of the TAGG were proficient or advanced in math. The benchmark for 2014-2015 is 82.05% for All Students and 78.19% for the TAGG.

Intervention: Provide students with extended opportunities to become proficient in math. Particularly in the weak areas. Scientific Based Research: Checkley, Kathy, "The Essentials of Mathematics, Grades 7-12: Effective Curriculum Instruction and Assessment" (2006), Carr, Judy F., Herman, Nancy and Harris, Douglas E., "Creating Dynamic Schools Through Mentoring, Coaching, and Collaboration" (2005), Barkley, Stephen G., "Quality Teaching in a Culture of Coaching" (2005) Actions Person Timeline Resources Responsible

• District Provide an instructional facilitator (Crystal Yeager, Title I FTE Jan Henderson, Start: .50 and NSLA FTE .50) This teacher will receive relevant Dave Wilcox, 07/01/2014 Staff training in the coaching model at the South Central Service Jennifer Lee, Teri End: Cooperative and will be trained to work with the teachers in Philyaw 06/30/2015 instructional strategies and assesments that will be used to address weaknesses in literacy, math and science making students proficient on the Augmented Benchmark, PARCC, and EOC exams. Action Type: Professional Development Action Type: Title I Schoolwide Total Budget:

Source of Funds NSLA (State- 281) - $5,116.39 Employee Benefits: ACTION $5,116.39

BUDGET:

$5,116.39


To provide actions that will improve mathematics so that students become proficient on the Arkansas Augmented Benchmark Exams

Goal in mathematics with an emphasis on the weaknesses in measurement and data probability open response, EOC Algebra I LA and PO open response/multiple choice and EOC Geometry GD, GR, and GSH open response. Meet AYP as determined by the Arkansas Department of Education by meeting or surpassing the AMO in math for combined


Intervention: Provide students with extended opportunities to become proficient in math. Particularly in the weak areas. Scientific Based Research: Checkley, Kathy, "The Essentials of Mathematics, Grades 7-12: Effective Curriculum Instruction and Assessment" (2006), Carr, Judy F., Herman, Nancy and Harris, Douglas E., "Creating Dynamic Schools Through Mentoring, Coaching, and Collaboration" (2005), Barkley, Stephen G., "Quality Teaching in a Culture of Coaching" (2005) Actions Person Timeline Resources Source of Funds Responsible

Source of Funds: NSLA (State-281) - Materials & Supplies -- $15622.5

To provide actions that will improve mathematics so that students become proficient on the Arkansas Augmented Benchmark Exams Goal in mathematics with an emphasis on the weaknesses in measurement and data probability open response, EOC Algebra I LA and PO

open response/multiple choice and EOC Geometry GD, GR, and GSH open response. Meet AYP as determined by the Arkansas Department of Education by meeting or surpassing the AMO in math for combined


Intervention: Use common planning time so that teachers can do curriculum alignment, mapping, collaboration and instructional evaluation. Scientific Based Research: Pelfry, Ron, "The Mathematics Program Improvement Review: A Comprehensive Evaluation for K-12 Schools" (2006), Carter, Lisa "Total Instructional Alignment" (2007), Tuchman Glass, Kathy, "Curriculum Mapping: A Step by Step Guide for Creating Curriculum Year Overviews" (2007) Actions Person Timeline Resources Source of Funds Responsible

Provide teachers with any needed materials or supplies which Tonya Corley, Start: • School NSLA (State- will support math development in their classrooms (i.e., Jana 08/18/2014 Library 281) -

$2,000.00 classroom libraries, vocabulary instructional materials, chart Reynolds End: • Teachers Materials &

paper, markers, etc). Also the school has Ipad minis 05/22/2015 Supplies: (approximately 5-10 pks. Capitol Outlay) for the literacy as well

as the other content/core teachers such as literacy, science, and ACTION $2,000.00 social studies for use in the classrooms. These are used by the

BUDGET: teachers on a check out basis and will be housed in carts. The

students will use the devices for whole classroom projects or assignments given by the teachers, for individual or group projects assigned by the teachers, for research, for book studies

Provide an instructional facilitator (Crystal Yeager, Title I FTE Jan Henderson, Start: • District NSLA (State- .50 and NSLA FTE .50) This teacher will receive relevant Dave Wilcox, 07/01/2014 Staff 281) -

$23,289.48

training in the coaching model at the South Central Service Jennifer Lee, Teri End: Employee

Cooperative and will be trained to work with the teachers in Philyaw 06/30/2015 Salaries: instructional strategies and assesments that will be used to address weaknesses in literacy, math and science making ACTION

$23,289.48

students proficient on the Augmented Benchmark, PARCC, BUDGET: and EOC exams.

Action Type: Professional Development Action Type: Title I Schoolwide


or for reading appreciation as books can be downloaded on the devices. Ipad minis cannot be used for the PARCC assessment as they do not meet the minimum specifications for testing. With math development across the curriculum all students, including those in special education, will become proficient including those in the TAGG group. Purchases will also be made for related technology, materials, and supplies. (i.e. batteries, document cameras, projectors, bulbs, etc) Action Type: Technology Inclusion Total Budget: $2,000.00

Intervention: Provide students with extended opportunities to become proficient in math. Particularly in the weak areas. Scientific Based Research: Checkley, Kathy, "The Essentials of Mathematics, Grades 7-12: Effective Curriculum Instruction and Assessment" (2006), Carr, Judy F., Herman, Nancy and Harris, Douglas E., "Creating Dynamic Schools Through Mentoring, Coaching, and Collaboration" (2005), Barkley, Stephen G., "Quality Teaching in a Culture of Coaching" (2005) Actions Person Timeline Resources Source of Funds Responsible

Schoolwide #1-Teachers will ensure continued practice of Jan Henderson, Start: • Teachers NSLA (State- Augmented Benchmark, PARCC exam, and end of course Jennifer Lee, 07/01/2014 281) -

$1,622.50 released items, test taking strategies, and stress proper Teri Philyaw End: Materials &

vocabulary terminology. Staff will meet weekly to review data, 06/30/2015 Supplies: discuss instruction across content and grade levels. Teachers

will give a minimum of one open response item each week. ACTION $1,622.50 Teachers will also create interim assessments using the TLI

BUDGET: Quiz Builder program to determine student weakness as well as

to plan for instruction. Teachers will also make adjustments to pacing guides/curriculum maps as warranted by results of interim assessments. Action Type: Alignment Action Type: Collaboration Action Type: Title I Schoolwide


To provide actions to improve results on the CRT tests in the area of literacy so that students become proficient on the Arkansas Goal Augmented Benchmark and PARCC Exams in literacy and the grade 11 Literacy Exam with an emphasis on the weaknesses in literacy

and content open response and writing. Meet AYP as determined by the Arkansas Department of Education by meeting or surpassing the AMO in literacy for All Students as

Benchmark well as the TAGG. Currently, Smackover High School is a Needs Improvement School in Literacy. In 2013-2014, 72.68% of All Students were proficient or advanced in literacy and 58.16% of TAGG students were proficient or advanced. The benchmark for

2014-2015 for All Students is 84.53% and 80.75% for the TAGG.

Intervention: Use common planning time so that teachers can do professional staff development activities and continued curriculum alignment and mapping activities to facilitate student learning. Scientific Based Research: Carter, Lisa, "Total Instructional Alignment" (2007), Allen, Janet, "Tools for Teaching Content Literacy" (2004), Tuchman Glass, Kathy, "Curriculum Mapping: A Step by Step Guide for Creating Curriculum Year Overviews" (2007), Daniels, Harrey and Zemelman, Steven "Subjects Matter: Every Teacher's Guide to Content-Area Reading" (2004) Actions Person Timeline Resources Responsible

•

Provide teachers with any needed materials or supplies Teri Philyaw, Start: District Staff which will support literacy development in their classrooms Jan 07/01/2014 • Outside (i.e., classroom libraries, vocabulary instructional Henderson End: Consultants materials, chart paper, markers, etc). Also the school has

06/30/2015

• Performance Ipad minis (approximately 7-10 pks. Capitol Outlay) for the Assessments literacy as well as the other content/core teachers such as • Teachers math, science, and social studies for use in the classrooms.

These are used by the teachers on a check out basis and will be housed in carts. The students will use the devices for whole classroom projects or assignments given by the teachers, for individual or group projects assigned by the teachers, for research, for book studies or for reading appreciation as books can be downloaded on the devices. Ipad minis cannot be used for the PARCC assessment as they do not meet the minimum specifications for testing. With literacy development across the curriculum all students, including those in special education, will become proficient including those in the TAGG group. Purchases will also be made for related technology, materials, and supplies. (i.e. batteries, document cameras, projectors, bulbs, etc) Action Type: Collaboration Action Type: Technology Inclusion Total Budget:

Source of Funds NSLA (State- 281) - $12,000.00 Materials & Supplies: ACTION $12,000.00

BUDGET:

$12,000.00

Source of Funds: NSLA (State-281) - Other Objects -- $0 There is no data for the Source of Funds "NSLA (State-281) - Other Objects". Source of Funds: NSLA (State-281) - Purchased Services -- $9740

Goal Benchmark

Decrease the number of students, particularly African-American, students who are referred and placed in special education programs in the high school. There will be a 2% decrease in the number of students, particularly African-American, who are placed in special education programs within the school/district so that we remain off the ADE Special Education Trigger list.

Intervention: To place students in the special education program according to federal and state regulations to continue to reduce minority over-representation as we have for the past two (2) years. Scientific Based Research: "Managing Diverse Classrooms: How to Build on Student's Cultural Strengths" (2008) by Carrie Rothstein-Fisch and Elise Trumbull, "Educating Everybody's Children: Diverse Teaching Strategies for Diverse Learners (2nd Edition-2008) Edited by Robert Cole, "Tapping Student Effort: Increasing Student Achievement" (2007) by Stephen G. Barkley Actions Person Timeline Resources Responsible

•

Teachers will annually receive professional development Jennifer Lee, Start: District Staff (PD) which includes strategies for identifying and closing the Teri Philyaw 07/01/2014 • Performance racial achievement gap and the Response to Intervention End: Assessments (RTI) model. Teachers will be presented with information

06/30/2015

• Teachers regarding the Targeted Achievement Gap Group (TAGG)

which consists of economically disadvantaged students, English language learners, and students with disabilities. The RTI Plan is a general education plan, not a process for placing students in special education. However, when implemented to fidelity, the RTI Plan will decrease the number of minority students referred to special education and thus reduce minority over-representation in special education. Action Type: Equity Action Type: Professional Development Action Type: Special Education Total Budget:

Source of Funds NSLA (State- 281) - $9,740.00 Purchased Services: ACTION $9,740.00

BUDGET:

$9,740.00

SMACKOVER-NORPHLET SCHOOL DISTRICT -- $109276.98 Source of Funds For: NSLA (State-281) - Capital Outlay, NSLA (State-281) - Employee Benefits, NSLA (State-281) - Employee Salaries, NSLA (State-281) - Materials & Supplies, NSLA (State-281) - Other Objects, NSLA (State-281) - Purchased Services. Source of Funds: NSLA (State-281) - Capital Outlay -- $0

There is no data for the Source of Funds "NSLA (State-281) - Capital Outlay". Source of Funds: NSLA (State-281) - Employee Benefits -- $21969.54

Goal All teachers and staff will receive support to improve the instruction in mathematics and literacy in the classrooms and address weaknesses in math and literacy. Support will also be given to homeless children in the district as prescribed by law. The district will strive to achieve the AMO in math and literacy through the training and support of teachers, paraprofessionals, and

Benchmark other stakeholders in the use of research-based interventions and strategies that will help move students to proficiency on ACTAAP in math, literacy and science. For literacy performance, the AMO is 79.02% for all students and 66.89% for TAGG. For math performance the AMO is 80.94% for all students and 72.76 for TAGG.

Intervention: To provide administrative support to teachers and relevant staff in using appropriate instructional strategies that are research-based and that will provide students with success on ACTAAP and continuous school improvement. Scientific Based Research: "The Learning Leader: How to Focus School Improvement for Better Results" (2006) by Douglas B. Reeves, "Accoutability for Learning: How Teachers and School Leaders Can Take Charge" (2004) by Douglas B. Reeves, "The Data Guidebook for Teachers and Leaders: Tools for Continuous Improvement" (2006) by Eileen Depka Actions With the support of the District Curriculum Leadership Team, the curriculum director, (Jennifer Lee, FTE 1.0) who is a licensed Curriculum Specialist,will develop and implement a comprehensive plan to support the effective implementation of the curriculum that facilitates the alignment of teaching practices, instructional support and resources, technology, and assessment of student learning with the curriculum. The curriculum director will provide instructional support, training, and instructional program evaluation to support teachers in providing a curriculum which is based on the Common Core State Standards and the Arkansas Department of Education Curriculum Frameworks and is aligned to ACTAAP assessments and PARCC assessments. Action Type: Collaboration Action Type: Professional Development Action Type: Title I Schoolwide The District has hired an additional part-time (.60 FTE) registered nurse who is above the ADE requirement for a school district our size to provide for the health and safety of the students and to help maintain appropriate

Person Responsible Dave Wilcox, Teri Philyaw

Dave Wilcox, Superintendent

Timeline Resources

•

Start: Administrative 07/01/2014 Staff End: • Central Office 06/30/2015 • Outside

Consultants

Start: • Administrative 08/18/2014 Staff End: • Central Office 06/30/2015

Source of Funds NSLA (State- 281) - $14,985.25 Employee Benefits: ACTION $14,985.25

BUDGET:

NSLA (State- 281) - $6,984.29 Employee Benefits:

Health Plans, screen children for BMI, hearing, vision and to provide training to teachers/staff and the students on health related issues. Action Type: Equity Total Budget:


$21,969.54


Goal All teachers and staff will receive support to improve the instruction in mathematics and literacy in the classrooms and address weaknesses in math and literacy. Support will also be given to homeless children in the district as prescribed by law. The district will strive to achieve the AMO in math and literacy through the training and support of teachers, paraprofessionals, and


Intervention: To provide administrative support to teachers and relevant staff in using appropriate instructional strategies that are research-based and that will provide students with success on ACTAAP and continuous school improvement. Scientific Based Research: "The Learning Leader: How to Focus School Improvement for Better Results" (2006) by Douglas B. Reeves, "Accoutability for Learning: How Teachers and School Leaders Can Take Charge" (2004) by Douglas B. Reeves, "The Data Guidebook for Teachers and Leaders: Tools for Continuous Improvement" (2006) by Eileen Depka Actions With the support of the District Curriculum Leadership Team, the curriculum director, (Jennifer Lee, FTE 1.0) who is a licensed Curriculum Specialist,will develop and implement a comprehensive plan to support the effective implementation of the curriculum that facilitates the alignment of teaching practices, instructional support and resources, technology, and assessment of student learning with the curriculum. The curriculum director will provide instructional support, training, and instructional program evaluation to support teachers in providing a curriculum which is based on the Common Core State Standards and the Arkansas Department of Education Curriculum Frameworks and is aligned to ACTAAP assessments and PARCC assessments. Action Type: Collaboration Action Type: Professional Development


Dave Wilcox, Start: • Administrative NSLA (State- Teri Philyaw 07/01/2014 Staff 281) -

$55,894.74

End: • Central Office Employee

06/30/2015 • Outside Salaries: Consultants

ACTION $55,894.74

BUDGET:

Action Type: Title I Schoolwide

The District has hired an additional part-time (.60 FTE) Dave Wilcox, Start: • Administrative NSLA (State- registered nurse who is above the ADE requirement for Superintendent 08/18/2014 Staff 281) -

$18,939.20

a school district our size to provide for the health and End: • Central Office Employee

safety of the students and to help maintain appropriate 06/30/2015 Salaries: Health Plans, screen children for BMI, hearing, vision

and to provide training to teachers/staff and the ACTION $18,939.20

students on health related issues. BUDGET: Action Type: Equity

Total Budget: $74,833.94 Source of Funds: NSLA (State-281) - Materials & Supplies -- $0 There is no data for the Source of Funds "NSLA (State-281) - Materials & Supplies". Source of Funds: NSLA (State-281) - Other Objects -- $0 There is no data for the Source of Funds "NSLA (State-281) - Other Objects". Source of Funds: NSLA (State-281) - Purchased Services -- $12473.5 Goal All teachers and staff will receive support to improve the instruction in mathematics and literacy in the classrooms and address

weaknesses in math and literacy. Support will also be given to homeless children in the district as prescribed by law. The district will strive to achieve the AMO in math and literacy through the training and support of teachers, paraprofessionals, and


Intervention: To provide administrative support to teachers and relevant staff in using appropriate instructional strategies that are research-based and that will provide students with success on ACTAAP and continuous school improvement. Scientific Based Research: "The Learning Leader: How to Focus School Improvement for Better Results" (2006) by Douglas B. Reeves, "Accoutability for Learning: How Teachers and School Leaders Can Take Charge" (2004) by Douglas B. Reeves, "The Data Guidebook for Teachers and Leaders: Tools for Continuous Improvement" (2006) by Eileen Depka Actions The district will provide the elementary and high schools with necessary and/or required support, including professional development, and will ensure that Smackover Elementary School has completed all requirements of a Focus School and that other schools that are needs improvement schools have a plan of improvement since they have been identified as a


Teri Philyaw Start: • District Staff NSLA (State- 07/01/2014 • Teachers 281) - $10,003.50

End: Purchased

06/30/2015 Services:

needs improvement schools. The district will provide the administrators, directors, and other appropriate staff with the Dale Carnegie training in an effort to help build leadership capacity and promote a unity since the annexiation of the Norphlet District with the Smackover School District in July 2014. The district will also schedule a peer review of each school's ACSIP plan prior to submitting it to the ADE by the October 1 deadline. Action Type: Collaboration Action Type: Professional Development Action Type: Program Evaluation Smackover-Norphlet School District agreed to participate in Jan Start: • District Staff the Voluntary Universal ACT Assessment at the Smackover Henderson, 07/01/2014 • Outside High School campus which will allow every Junior to take the Cheryl Corley End:

Consultants ACT test at no charge to them. It is the hope that this will

06/30/2015

• Teachers

encourage our students to attend a college/university if they

feel that they can score high on the ACT. (65 Juniors @ $38 a test = $2470.00 Action Type: Equity Total Budget:


NSLA (State- 281) - $2,470.00 Purchased Services: ACTION $2,470.00 BUDGET:

$12,473.50

source of funds report · there is no data for the source of funds type "nsla ... gr, and gsh...

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