School Plan

CHARLESTON SCHOOL DISTRICT
PO Box 188, Charleston, AR 72933

Arkansas Comprehensive School Improvement Plan

2014-2015


The mission of the Charleston School District is to foster a safe and drug-free learning environment with love, encouragement, and inspiration. The district is committed to developing educational programs with emphasis in literacy, math, science, and technology.

Grade Span: Title I: Not Applicable School Improvement:

Table of Contents

Priority 1: Literacy and Math
    Goal: *All students will improve in math and literacy with the expectation of meeting or exceeding the 2014 AMO’s for the Charleston School District. The Subgroups of All Student and TAGG students did not meet the AMO for the 2013 school year in math or literacy for performance. The subgroup of All Students did not meet the AMO for the 2013 school year in math or literacy for growth. The subgroup of TAGG students did not meet the AMO for the 2013 school year in math for growth. *Graduation Rates of Targeted Achievement Gap Group will improve with the expectation of meeting or exceeding the 2014 AMO’s for the Charleston School District.
Priority 3: Wellness
    Goal: Students participating in the BMI activity show a need to improve their cardiovascular, muscular strength/endurance, and flexibility activity.
Priority 1: To increase student achievement in the areas of Math and Literacy.
Supporting Data:
  1. The Charleston School District conducted a trend analysis in Literacy and Mathematics for the years 2011-12-13. Our data identified the following focus areas for improvement: all subgroups in math and literacy did not meet the AMO Performance or Growth.
  2. Trend analysis shows that there is an achievement gap in Literacy for males based on the 11th Literacy Exam.
Goal*All students will improve in math and literacy with the expectation of meeting or exceeding the 2014 AMO’s for the Charleston School District. The Subgroups of All Student and TAGG students did not meet the AMO for the 2013 school year in math or literacy for performance. The subgroup of All Students did not meet the AMO for the 2013 school year in math or literacy for growth. The subgroup of TAGG students did not meet the AMO for the 2013 school year in math for growth. *Graduation Rates of Targeted Achievement Gap Group will improve with the expectation of meeting or exceeding the 2014 AMO’s for the Charleston School District.
BenchmarkThe Charleston School District is a Needs Improvement District in Literacy for the 2014 performance and growth AMOs. The 2014 All Students performance was 83.45 and the AMO was 88.62. The Targeted Achievement Gap Group Performance was 71.20 and the AMO was 79.51. The 2014 All Students Growth was 77.08 and the AMO was 85.28. The TAGG group was 62.60 and it met its AMO of 74.83. The District is expected to meet or exceed the 2015 AMO’s. The Charleston School District is a Needs Improvement District in Math for the 2014 performance and growth AMOs. The 201 All Students performance was 89.44 and the AMO was 92.83. The Targeted Achievement Gap Group Performance was 81.86 with an AMO of 85.64. The 2014 All Students Growth was 74.74 and the AMO was 89.42. The TAGG group was 61.94 and the AMO was 79.97. The District is expected to meet or exceed the 2015 AMO’s. The Charleston School District is an Achieving District in Graduation Rates for the 2013 was 94.74% of all students and TAGG Group with a graduation rate of 100%
Intervention: Ensuring Student Success.
Scientific Based Research: "Increasing Student Achievement in Reading, Writing, Math and Science." Phoenix, AZ, NSCI, 2000. National School Lunch Act (NSLA) funds will be used above and beyond what is required by the state. Education in the 21st Century. Hoover Institution Press, 2002. Edwards P. Lazear and Jack Steele.
Actions Person Responsible Timeline Resources Source of Funds
The district will employ (one) .6424 FTE Curriculum Specialist, Susan Brown, for K-12 with NSLA funds. The district will transfer $17,500 from the Professional Development money into the NSLA account. NSLA funds will be used by the Curriculum Specialist to purchase materials for teachers in implementing the common core state standards. Title II funds will pay for the paraprofessional test for highly qualified paraprofessionals and supplies that are needed to train staff. These Paraprofessionals will work under the direction of certified teachers and will assist in the direct delivery of standards based instruction in the enrichment and remediation of academic skills in the areas of reading, academic improvement plans, literacy lab, study skills, and technology. NSLA funds will be used to purchase materials and supplies to delivery instruction for students in grades K-8. This is above and beyond state standards and these positions exceed state standards.
Action Type: Alignment
Action Type: Collaboration
Action Type: Equity
Action Type: Technology Inclusion
 Jeff Stubblefield Start: 07/01/2014
End: 06/30/2015
  • Computers
  • Performance Assessments
  • Teachers
  • Teaching Aids
Title II-D - Materials & Supplies:$0.00
Title II-A - Materials & Supplies:$201.15
NSLA (State-281) - Materials & Supplies:$49.76
NSLA (State-281) - Employee Benefits:$10733.33
NSLA (State-281) - Employee Salaries:$49576.58
ACTION BUDGET:$60560.82
PARENTAL INVOLVEMENT: The Charleston School District is committed to the District's Parent Involvement Plan. Parental involvement is an integral part of our school district. The district complies with all of the laws set forth in Act 307 of 2007and ACT 397 of 2009. The plan will be reviewed each year with the Parent Involvement Committee.
Action Type: Collaboration
Action Type: Parental Engagement
 Susan Brown Start: 07/01/2014
End: 06/30/2015
  • Administrative Staff
  • Community Leaders
  • Teachers
ACTION BUDGET:$
The Charleston School District will fully implement interim assessment for grades 3-8 in math and literacy. The staff has been trained in Total Instructional Alignment and will be involved in pre/post and quarterly assessments in these areas. Total Instructional Alignment is a vertical and horizontal alignment for subject areas. This will be a work in progress and will be reviewed by teachers each quarter. Pre/post tests scores will be evaluated at the end of the year and compared with the states benchmarks and end of course exams.
Action Type: Alignment
Action Type: Collaboration
Action Type: Equity
Action Type: Professional Development
Action Type: Special Education
 Susan Brown Start: 07/01/2014
End: 06/30/2015
  • District Staff
  • Outside Consultants
  • Performance Assessments
ACTION BUDGET:$
Summative Evaluation: Data relating to all NRT, Benchmarks, and End of Course will be analyzed to determine curriculum alignment, remediation, and professional development needs in the district. Our ACSIP plan will be reviewed and modified based on these results.
Action Type: AIP/IRI
Action Type: Alignment
Action Type: Collaboration
Action Type: Equity
Action Type: Professional Development
Action Type: Program Evaluation
 Susan Brown Start: 07/01/2014
End: 06/30/2015
  • District Staff
  • Outside Consultants
  • Performance Assessments
ACTION BUDGET:$
Formative Evaluation: The Charleston School District will create their own quarterly assessments through the purchase of Classworks, a computer software program. These tests will help our school gather data that will allow our teachers to monitor and adjust curriculum and instruction in the classroom during the school year. These quarterly tests will also allow intervention for students during the year.
Action Type: Alignment
 Susan Brown Start: 07/01/2014
End: 06/30/2015
  • Performance Assessments
  • Teachers
ACTION BUDGET:$
Closing The Achievement Gap in (Literacy and Math): Regular annual meetings of the District ACSIP Leadership Team will continue to be held. These meetings will focus on building capacity, at the district and building level. Each meeting agenda will address the following Core Principles: A. The selection, and continuous evaluation, of research-based, scientifically validated Interventions designed to improve our ability to move more students to the proficient/advanced level on all Math and Literacy assessments. B. Monitoring student progress in order to influence classroom instruction. C. Using Formative and Summative Assessment Data to make decisions That impact: Curriculum, Instruction, Assessment and Professional Development. D. Alignment of District Resources to meet individual school needs. Written minutes of each meeting, along with a sign-in sheet, will be kept and made available upon request. The intent is that each ACSIP Intervention, and Action, is carefully monitored…through the collection of Formative and Summative Data…so that those activities, which prove ineffective, can be revised, or abandoned. The District ACSIP Plan will be revised each spring, and fall, in order to keep it timely and valid in our efforts to improve teaching and learning. In May of each year the District Leadership Team will evaluate the implementation, and impact, of programs (Interventions and Actions) included in both the District and building ACSIP plans to ensure that the programs are providing Intervention, prevention and accelerated strategies designed to increase student achievement. The evaluation results will be included in the district, and building plans, the following year. NLSA funds will be used in the buildings to purchase materials and supplies that will help achieve in closing the achievement gap.
Action Type: Collaboration
Action Type: Equity
 Susan Brown Start: 07/01/2014
End: 06/30/2015
  • District Staff
ACTION BUDGET:$
The school district makes every effort to employee highly qualified teachers in academic subjects and instructional paraprofessional according to the guidelines in NCLB Section 1119. When necessary, School representatives will attend job fairs throughout the state to search for highly qualified teachers and paraprofessionals.
Action Type: Collaboration
Action Type: Equity
Action Type: Special Education
 Jeff Stubblefield Start: 07/01/2014
End: 06/30/2015
    ACTION BUDGET:$
    Instructional strategies and initiatives are based on scientifically based research, strengthen the core academic program, increase the quality and quantity of learning time, and address the learning needs of all students including special education students.
    Action Type: Alignment
    Action Type: Collaboration
    Action Type: Special Education
    		 Jeff Stubblefield Start: 07/01/2014
    End: 06/30/2015
    • Administrative Staff
    ACTION BUDGET:$
    PROGRAM EVALUATION: The district will analyze the results of all NRT, Benchmarks, and End of Course Exams, to determine the effectiveness of the Total Instructional Alignment Process and interim assessment. The Charleston School District is an achieving district. Therefore, we believe that the effectiveness of this action has been successful.
    Action Type: Alignment
    Action Type: Equity
    Action Type: Program Evaluation
    		 Susan Brown Start: 07/01/2014
    End: 06/30/2015
    • District Staff
    • Performance Assessments
    ACTION BUDGET:$
    Research tells us that school aged children in grades 5-8 are at risk in their educational and emotional, and maturing process. The district will pay for .50 FTE of a counselor, Tahnee Bowen, above the state standards, with NSLA funds to have a counselor available for this age group.
    Action Type: Equity
    		 Jeff Stubblefield Start: 07/01/2014
    End: 06/30/2015
      NSLA (State-281) - Employee Salaries:$28136.73
      NSLA (State-281) - Employee Benefits:$7062.10
      ACTION BUDGET:$35198.83
      COMPREHENSIVE NEEDS ASSESSMENT: We formed ACSIP Leadership Teams and analyzed the test scores from the 2014 administration of grades 3-8 Augmented Benchmark, EOC, and ITBS Exams. We examined the results from both the combined population and EACH sub population. We conducted data analysis to determine our main areas of weakness. In addition, we studied the three most recent years of Attendance, Graduation Rate, Disciplinary, Formative and Summative Achievement Data across grade levels within our building. We aggregated and disaggregated all the data for the purpose of establishing student learning and behavioral goals. We looked at our trend data in order to better identify the specific areas of need and help align classroom instruction with our curriculum, assessment and professional development. We examined our routines, customs, and norms in order to dig deeper for the root cause why more of our students are not achieving to their full potential. Our 2014 Supporting Data Statements show the discrepancies in achievement, among our various populations. We are modifying our Curriculum, Instruction, Assessment and Professional Development practices to better meet the needs of all our populations. Based on our Data Analysis we came to the conclusion that the following areas reflect our greatest need within the Literacy We have an achievement gap in Literacy for males. We will select Interventions and coordinate our various state and federal funding sources to address this area. IN addition, we meet in elementary grade level meetings weekly and high school departmental teams monthly and as an entire faculty monthly so that we can review formative, “real time” classroom performance data for the purpose of making decisions regarding the direction, and focus, of our Classroom Instruction.
      Action Type: Alignment
      Action Type: Professional Development
      		 Jeff Stubblefield Start: 07/01/2014
      End: 06/30/2015
      • District Staff
      • Performance Assessments
      ACTION BUDGET:$
      The schools held their annual report to the public in an open board meeting to discuss their goals and objectives for the upcoming year. The district will hold various meetings through the year with each school and faculty to discuss the meeting of the school's goals and objectives and ensuring that the schools are following the Total Instructional Alignment for success on state mandated assessments.
      Action Type: Alignment
      Action Type: Collaboration
      		 Jeff Stubblefield Start: 07/01/2014
      End: 06/30/2015
      • District Staff
      ACTION BUDGET:$
      ACADEMIC IMPROVEMENT PLANS (AIP): PLAN DEVELOPMENT (C): Appropriate teachers and/or other school personnel knowledgeable about the student’s academic performance shall evaluate students identified as scoring below proficient on the State Criterion Reference (CRT) exams. The district's policy for developing AIP's and IRI's are including in the following: The student’s parents will be contacted for the purpose of working jointly with school personnel in developing an Academic Improvement Plan. (AIP) or an IRI (Intensive Reading Instruction) for students in grades K-2. Formative and Summative Assessment Data will be used to create a plan that includes standards-based, supplemental, remedial strategies designed to assist the student in scoring proficient on the next administration of the CRT Exam. Regular classroom teachers will be the first to implement the components of these plans. A variety of additional resources will also be used to support the student. Highly qualified staff will provide instruction. The AIP will be monitored and adjusted as the student makes progress. The literacy benchmark scores of students in each grade will be reviewed by the ACSIP Literacy Committee to determine the improvement made when comparing the percent of students scoring proficient on the next year's exam. Teacher's aides, under the direction of a certified teacher, will oversee the software program for remediation. ITBS and Benchmarks scores will determine the effectiveness of the student's AIP and IRI. The district has put in place Reading Recovery for 1st grade students who are below grade level in reading.
      Action Type: AIP/IRI
      Action Type: Alignment
      Action Type: Equity
      Action Type: Technology Inclusion
      		 Susan Brown Start: 07/01/2014
      End: 06/30/2015
      • District Staff
      ACTION BUDGET:$
      PLAN DEVELOPMENT: (A) The ACSIP Leadership Team will meet to monitor target assessments, formative assessment data and team meeting minutes. The ACSIP Leadership Team will make recommendations. The team leader will report to the District Administrative team their findings. The District Administrative Team will address findings in their respective buildings. The school district provides preschool through the Arkansas Better Chance Program. This along with community preschools are transitioned into Kindergarten through various methods, including visits to the school. Transition grades from elementary to high school are carried out through the counselors programs called "Moving Up".
      Action Type: Alignment
      Action Type: Equity
      		 Jeff Stubblefield Start: 07/01/2014
      End: 06/30/2015
      • District Staff
      ACTION BUDGET:$
      DISTRICT NOTICE OF "NEEDS IMPROVEMENT" The Charleston School District has been categorized as a "Needs Improvement District" by the 2014 Arkansas District ESEA Accountability Report in the areas of Literacy and Math. The Charleston High School was an "Achieving" school in Literacy, but "Needs Improvement" in Math and Graduation Rate. The Charleston Elementary School was a "Needs Improvement in Literacy and Math. The District has formed a Leadership Team that includes district staff along with building administrators, and teachers. The Leadership team will meet throughout the year to coordinate, discuss, disaggregate data, and plan strategies for targeting our lowest performing students.
      Action Type: Equity
      		 Susan Brown Start: 07/01/2014
      End: 06/30/2015
      • District Staff
      • Performance Assessments
      ACTION BUDGET:$
      IDENTIFIED POPULATIONS. Based on our data analysis we came to the conclusion that the following areas reflect our greatest need within the use of state, local and federal funds: all students in Literacy and Math.
      Action Type: Equity
      		 Susan Brown Start: 07/01/2014
      End: 06/30/2015
      • District Staff
      • Performance Assessments
      ACTION BUDGET:$
      THE DISTRICT WILL PROVIDE TECHNICAL ASSISTANCE AND SUPPORT TO SCHOOLS IN "NEEDS IMPROVEMENT". The District will provide support to Charleston High School and Elementary School that have been categorized in the "Needs Improvement" section of the state's Annual Measurable Outcomes. In order to reduce disparities, the Title I Coordinator collaborates with the schools as to appropriate instructional strategies, interventions, and budgetary needs. The district test coordinator provides detailed test data as appropriate to CRT and NRT's. The District Leadership Team will meet with staff to discuss Common Core Curriculum and aligning the curriculum across the grade levels by discussing high level strategies to target our lowest achieving students.
      Action Type: Equity
      Action Type: Professional Development
      		 Susan Brown Start: 07/01/2014
      End: 06/30/2015
      • District Staff
      • Performance Assessments
      ACTION BUDGET:$
      ADDITIONAL FUNDING HELP. The District will provide a curriculum coordinator and test coordinator to provide assistance to teachers in meeting the state's annual measurable outcomes and to provide training and support for data analysis and its effective use in instructional planning.
      Action Type: Alignment
      Action Type: Collaboration
      		 Jeff Stubblefield Start: 07/01/2014
      End: 06/30/2015
        ACTION BUDGET:$
        The Charleston School District will purchase technologies for use in the district that help enable administrators and teachers to aid in increasing the achievement scores of its students and closing the achievement gap. These technologies will be used to ensure that the administration, faulty, and staff are teaching with high yield strategies to ensure that our students are ready for 21st century technology skills and student achievement and ready for the future testing. Technologies to include but not limited to printers, computers, computer applications, supplies, IPADs, interactive white boards, increase and upgrade internet access, and etc. These technologies could not be purchased without the help of the state/federal funding and would not be purchase if said money was not available. The data supports purchasing this equipment because of low scores in comprehension, information text readings, math skills needed to achieve their goals based on Benchmark, EOC, Target Interim and classroom assessments. The Needs Assessments shows that teachers are in need of technology to prepare students for future learning skills that are necessary and the ability to use technology. Extensive research shows that the use of technologies in the classroom improve the skills students need to perform in the business and career world. These technologies will be used to support all testing, internet access, Accelerated Reader, Reading A-Z, Math strategies and applications to teach, reteach, and enrich math concepts. Students with IEPS tend to work and comprehend better by using tools that these monies will make available to them. These tools will help to close the achievement gap between the All students and TAGG SPED group. The school plans have put the technologies in their plans indicating what is being done in each building.
        Action Type: Technology Inclusion
        		 Jeff Stubblefield Start: 07/01/2014
        End: 06/30/2015
        • Computers
        Title VI State - Materials & Supplies:$2000.00
        Title VI State - Capital Outlay:$2898.00
        ACTION BUDGET:$4898
        All teachers are trained in the Arkansas Teacher Excellence and Support System (TESS). TESS is the statewide teacher evaluation program. Using the Framework for Teaching by Charlotte Danielson, all current administrators and teachers are being trained and implementing an evidence-centered documentation process for the professional growth and instructional; development of classroom educators in Arkansas Public Schools. A focused approach, TESS is based on proven instructional practice and will lead to an experience of personal accomplishment and academic growth for students in classrooms across the state.
        Action Type: Professional Development
        		 Jeff Stubblefield Start: 07/01/2014
        End: 06/30/2015
        • District Staff
        • Teachers
        ACTION BUDGET:$
        Total Budget:$100657.65
        Intervention: The district will provide sufficient administrative support and services to monitor, provide guidance and evaluation of the Title I program.
        Scientific Based Research: Research: Daggett, Taylor, Leiva, Kallick, Coble, Lott, Redenback, Rogers (2000). "Increasing Student Achievement in Reading, Writing, Math and Science." Phoenix, AZ, NSCI 2000 and White House on Professional Development and Teacher Preparation, Grover J. Whitehurst Ph.D; Cole and Hill 2000. Wiley and Yoon, 1996.
        Actions Person Responsible Timeline Resources Source of Funds
        Title I will provide for a .2 FTE federal coordinator, Susan Brown, to assist local building in the use of their funds for curriculum design data analysis and program implementation. The coordinator will attend conferences to enhance their knowledge of federal law and program research.
        Action Type: Equity
        Action Type: Professional Development
        Action Type: Technology Inclusion
        Action Type: Title I Schoolwide
        Action Type: Title I Target Assistance
        		 Jeff Stubblefield Start: 07/01/2014
        End: 06/30/2015
        • Administrative Staff
        • Computers
        • Outside Consultants
        • Title Teachers
        Title I - Purchased Services:$1500.00
        Title I - Employee Salaries:$15434.80
        Title I - Employee Benefits:$3340.47
        ACTION BUDGET:$20275.27
        Title I will provide materials and supplies for the welfare and educational needs of homeless students. The cost per student was calculated at $50 per student. We base our calculation on previous years expenditures. The District uses funds for other community sources before Title I funds are used. We estimate that we will have 20 students this year that will be homeless. The district has set up a fund that we call "SOS" that helps these and many other students that are in need of extra support.
        Action Type: Equity
        Action Type: Title I Schoolwide
        Action Type: Title I Target Assistance
        		 Susan Brown Start: 07/01/2014
        End: 06/30/2015
          Title I - Materials & Supplies:$1000.00
          ACTION BUDGET:$1000
          To improve knowledge and skills in academic subjects, effective instruction, and increase student achievement, teachers including special education, administrators and in appropriate cases, paraprofessionals, will attend approved professional development activities that shall relate to the following focus areas: Content (K-12); Instructional strategies; Assessment; Advocacy/leadership; Systemic change process;Standards, frameworks, and curriculum alignment; Supervision; Mentoring/coaching; Education technology; Principles of learning/developmental stages; Cognitive research;Parent involvement; and Building a collaborative learning community. Conferences and workshops may both in and out of state. The teachers, administrators, and classified employees were involved in the design, implementation, and evaluation of the professional development offerings. Teachers and staff in the high school that are associated with Title I students and all teachers and staff in the elementary school, that have achieved more than the 60 required hours of professional development, will have opportunities to extend their professional development to increase student achievement in their respective buildings .
          Action Type: Alignment
          Action Type: Collaboration
          Action Type: Professional Development
          Action Type: Technology Inclusion
          Action Type: Title I Schoolwide
          		 Jeff Stubblefield Start: 07/01/2014
          End: 06/30/2015
          • Administrative Staff
          • District Staff
          • Outside Consultants
          • Teachers
          • Title Teachers
          ACTION BUDGET:$
          The district will provide various materials for parents of the district to help with student achievement in school. The Elementary School will have K-6 grade level meetings with the parent when school starts. Parents of the 8th grade will have a high school orientation in May. The high school will hold an open house for grades 7 and 8, plus a community wide open house for grades 9 - 12. Informational packets will be distributed to each student during the first week of school. The district will continue to review the District Parent Involvement Plan.
          Action Type: Collaboration
          Action Type: Parental Engagement
          		 Susan Brown Start: 07/01/2014
          End: 06/30/2015
          • Administrative Staff
          • Outside Consultants
          • Teachers
          ACTION BUDGET:$
          Parental Engagement: The Charleston School District will comply with the Parental Engagement requirements as outlined in ACT 307, of 2007, ACT 397 of 2009, and Title I-A of No Child Left Behind. The Parental Involvement Plan will include the following activities: There will be an Annual review and update of our Title I School/Parent Compact. The Compact will be distributed to each parent with the student handbook. The parents are required to sign off confirming their receipt of the Handbook and Compact. There will be a meeting, in the fall, to encourage parents to have input into the Title I program. In order to encourage communication with parents our school will prepare an INFORMATIONAL PACKET to be distributed annually to the parents of each child in the school. These packets will describe: The school’s parental involvement program; The recommended role of the parent, student, teacher and school; Ways for parents to become involved in the school and their child’s education; A survey for the parent regarding their interests concerning volunteering at the school; A schedule of activities planned throughout the school year to encourage parental involvement; and Procedures to allow the parents and teachers to communicate in a regular, two-way, and meaningful manner with the child’s teacher and principal. To help our parents in assisting their children our school shall: The school will schedule two parent/teacher conferences; one in the fall and one in the spring. Plus, schedule regular PARENTAL INVOLVEMENT MEETINGS at which parents are given a report on the state of the school and an overview of: A. What students will be learning. B. How students are assessed. C. What parents should expect for their child’s education and D. How a parent can assist and make a difference in their child’s education. In order to welcome parents our school shall use the volunteer surveys to compile a VOLUNTEER RESOURCE BOOK listing the interests and availability of volunteers so that school staff may determine how frequently a volunteer would like to participate; including options for those who are available to help at home and help match school needs with volunteer interests. In order to encourage parents to participate as a full partner in the decisions that affect their child and family, our school will include in our school’s student handbook the SCHOOL’S PROCESS FOR RESOLVING PARENTAL CONCERNS, including how to define a problem, who to approach first and how to develop solutions. We will SPONSOR SEMINARS TO INFORM THE PARENTS OF HIGH SCHOOL STUDENTS ABOUT HOW TO BE INVOLVED IN DECISIONS affecting course selection, career planning and preparation for post secondary opportunities. In order to take advantage of community resources our school will ENABLE THE FORMATION OF A PARENT TEACHER ASSOCIATION, or ORGANIZATION, that will foster parental and community involvement within the school. The Principal shall designate one certified staff member who is willing to serve as a PARENT FACILITATOR in order to help organize meaningful training for staff and parents; promote and encourage a welcoming atmosphere to foster parental involvement in the school and to undertake efforts to ensure that parental participation is recognized as an asset to the school. According to ACT 397 of 2009, each school will provide training at least annually for volunteers who assist in an instructional program for parents, and have no fewer than 2 hours of professional development for teachers and 3 hours of professional development for administrators.
          Action Type: Equity
          Action Type: Parental Engagement
          Action Type: Title I Target Assistance
          		 Jeff Stubblefield Start: 07/01/2014
          End: 06/30/2015
          • Teachers
          ACTION BUDGET:$
          PROFESSIONAL DEVELOPMENT PLAN DEVELOPMENT (F): All teachers will have the opportunity to participate in the school, and district, professional development plan. Teachers will use an instrument developed by the district professional development committee to evaluate the effectiveness of the professional development plan, the course offerings and the effectiveness of the knowledge gained. Annually, upon review of the test data, the professional development committee will develop a professional development plan for the school and individual teachers. All new teachers (first 3 years) and teachers in need of assistance will be assigned a mentor to assist them in reaching their professional development goals. All teachers will have the opportunity to have input regarding the district and building level professional development plan. The district will provide all teachers and administrators with no less than 60 hours of professional development to include: 6 hours of technology and 2 hours of parental involvement, 2 hours of PD for those who teach Arkansas History and training in Data disagregation, Instructional Leadership and Fiscal Management for Administrators. The district will allow 12 hours of staff development for curriculum planning according to Act 1185 of 2005 and 30 hours for AP summer training. Teachers will have the opportunity to evaluate the benefit of the professional development activities and provide feedback on needed changes. The District will follow the new rules in Act 969 of 2013; A.C.A. 6-17-2801; and A.C.A. 6-20-2204 for the new professional development schedule. Special Needs funding (PD) will be used to support the following initiatives and training: Common Core State Standards, PARCC Assessment Technology, Total Instructional Alignment, etc. Title IIA funds will be used for staff that has received training above the 60 required hours of professional development.
          Action Type: Alignment
          Action Type: Collaboration
          Action Type: Professional Development
          Action Type: Special Education
          Action Type: Technology Inclusion
          		 Jeff Stubblefield Start: 07/01/2014
          End: 06/30/2015
          • Computers
          • District Staff
          • Outside Consultants
          • Performance Assessments
          Title II-A - Purchased Services:$2310.93
          PD (State-223) - Purchased Services:$13175.56
          PD (State-223) - Materials & Supplies:$100.00
          ACTION BUDGET:$15586.49
          ANNUAL TITLE ONE MEETING: Our school will host an annual meeting to discuss the Title I program…progress…and welcome public input. This meeting will be scheduled during the fall of each school year. A sign-in sheet will be kept to document attendance. An agenda will be provided that includes: Goals for the program, rights of parents to be involved in the planning, reviewing and improving of parent programs, school accreditation, coordination of federal programs, the schools' academic performance report, overview of the curriculum along with an explanation of the kinds of assessments used. There will be a time for dialogue with our parents and they will be encouraged to ask questions.
          Action Type: Collaboration
          Action Type: Equity
          Action Type: Parental Engagement
          Action Type: Title I Target Assistance
          		 Susan Brown Start: 07/01/2014
          End: 06/30/2015
          • District Staff
          • Title Teachers
          ACTION BUDGET:$
          1. In our school TITLE I RESOURCES ARE USED TO HELP PARTICIPATING CHILDREN ACHIEVE our annual Adequate Yearly Progress targets by supporting, and supplementing, the implementation of a tightly aligned instructional program. Our staff is continually working toward alignment of our: Curriculum, Instruction, Assessment and Professional Development so that gaps in instruction are eliminated, instruction is made more effective and student achievement improves, over time. 2. We are continually PLANNING FOR HOW BEST TO SERVE OUR STUDENTS. Our staff meets on a regular basis for the purpose of reviewing the results from our formative assessments. Those interventions that continue to support increasing the level of student achievement are kept and those that the data does not support, as being effective, are either modified or abandoned. 3. The METHODS AND STRATEGIES WE USE HAVE SCIENTIFICALLY BASED RESEARCH that shows they have been effective. The use of “differentiated and cognitively guided instruction” is but one example of the kinds of strategies we use to support meeting the needs of our students. IN addition, we have discovered that using an accelerated reading has been effective in increasing student achievement in our school. We have implemented reading outside of the classroom which is designed to provide accelerated opportunities for our students. In addition, we offer after school remediation programs. We believe in the “inclusion” model and work very hard to provide supplemental instruction within the regular classroom setting. 4. We use TITLE I FUNDS TO SUPPORT AND SUPPLEMENT THE REGULAR EDUCATIONAL PROGRAM. WE have a transition program for preschool children that help them to make the adjustment into kindergarten. The transition program is described, as follows: constant communication between preschool teacher and kindergarten teachers. 5. INSTRUCTION IS BY HIGHLY QUALIFIED TEACHERS. All of our faculty members are fully licensed in the areas in which they are assigned and all of our Title I paraprofessionals meet all of the Title I requirements. 6. We support PROFESSIONAL DEVELOPMENT OPPORTUNITIES, WITH TITLE I FUNDS, FOR BOTH LICENSED AND PARAPRO STAFF WHO SERVE TITLE I STUDENTS. Each year we send a team of teachers, support staff and parents to the Reading Conference. In addition, our faculty and staff participate in the following Professional Development: Total Instructional Alignment. 7. We support ongoing PARENTAL INVOLVEMENT in our school by providing the following opportunities for parents: Campfire Reading Night, Open House, Grade Level Meetings, and parent/teacher conferences. 8. We have INTEGRATED our FEDERAL, STATE AND LOCAL SERVICES, AND PROGRAMS, by coordinating local efforts to support communication and help avoid duplication of efforts. We believe services and programs are best implemented through an integrated format.
          Action Type: Collaboration
          Action Type: Equity
          Action Type: Parental Engagement
          Action Type: Title I Target Assistance
          		 Terry Crowley Start: 07/01/2014
          End: 06/30/2015
          • District Staff
          • Title Teachers
          ACTION BUDGET:$
          FORMATIVE/SUMMATIVE EVALUATION: Volunteer sign-in sheets and daily logs of volunteer hours will be maintained throughout the year as part of an ongoing formative evaluation of this intervention. PROGRAM EVALUATION: Documented attendance at parent/teacher conferences, parent night activates, and other evidence of parental involvement will be reviewed by building principals and parent coordinator periodically through the year to assess the effectiveness of the Parental Engagement Program.
          Action Type: Equity
          Action Type: Parental Engagement
          Action Type: Program Evaluation
          		 Susan Brown Start: 07/01/2014
          End: 06/30/2015
          • Teachers
          ACTION BUDGET:$
          ACTION DESCRIPTION FOR BUILDING CAPACITY FOR PARENTAL INVOLVEMENT Our school is working towards building capacity for parental involvement in order to ensure effective involvement of parents and to support a partnership between the school, parents and community, for the purpose of improving student academic achievement. Our entire school staff is dedicated to providing assistance to parents of OUR children whom we serve, as appropriate, in understanding such topics as the State’s academic content standards and State academic achievement standards, State and local academic assessments, the requirements of this part, and how to monitor their child’s progress and work with ALL members of our school staff in improving the achievement of OUR children. We are accomplishing this mission by providing materials and training to help parents to work with OUR children to improve OUR children’s achievement, such as literacy training and using technology, as appropriate, to foster parental involvement. It is the mission of our school to continue in the educating of OUR teachers, pupil services personnel, principals, and other staff, with the assistance of parents, in the value and utility of contributions of parents and in how to reach out to, communicate with, and work with parents as equal partners, implement and coordinate parent programs, and build ties between parents and the school. We are aware of and continue to the extent feasible and appropriate, coordinate and integrate parent involvement programs and activities with Head Start, Reading First, Early Reading First, Even Start, the Home Instruction Programs for Preschool Youngsters, the Parents as Teachers Program, and public preschool and other programs, and conduct other activities, such as parent resource centers, that encourage and support parents in more fully participating in the education of their children. We further continue to insure that information related to school and parents programs, meetings, and other activities is sent to the parents of participating children in a format and, to the extent practicable, in a language the parents can understand We also provide such other reasonable support for parental involvement activities as parents may request.
          Action Type: Collaboration
          Action Type: Equity
          		 Jeff Stubblefield Start: 07/01/2014
          End: 06/30/2015
          • District Staff
          ACTION BUDGET:$
          Total Budget:$36861.76
          Intervention: District Level ALE
          Scientific Based Research: Improving the Problem Skills of At-Risk High School Mathematics Students through Cooperative Work Groups and Computer-Assisted Instruction, Brickle, Woodrow II. Publication December 1990. Ed.D. Practicum report, Nova University. ERIC# ED332874.
          Actions Person Responsible Timeline Resources Source of Funds
          (ALE) PLAN DEVELOPMENT (E): Students, who are identified as at-risk, will be placed in an alternative learning environment (ALE) with access to services of a school counselor/mental health professional, a nurse, and support services, all provided by the district. The ALE will employ sufficient personnel in the core academic content areas in order to meet the student/teacher ratios (as outlined in section 4.02-Rules Governing the Distribution of Student Special Needs Funding-September, 2007) and allow students to secure enough credits for graduation. Any student eligible for special education services will continue to receive services while in the ALE. Students will not be placed in the ALE based on academic problems alone. Students placed, otherwise intelligent and capable, may have one or more of the following characteristics: Disruptive behavior, potential drop out, personal or family problems, recurring absenteeism, transition to or from residential programs or conditions that negatively affect the student's academic progress. (Abuse-physical, mental, sexual-, frequent relocation of residency, homelessness, inadequate emotional support, mental/physical health problems, pregnancy, single parenting) Documentation shall be maintained as to placement decisions made by the Alternative Education Placement Team. All ALE teachers will receive professional development pursuant to ADE Rules and Regulations. The Alternative Learning Environment will have as its goal to increase attendance of at-risk students and to graduate them. Parent conferences will be required for placement in the program and school personnel will be in frequent contact with parents. The placement conference will include the principal, counselor, teachers, parents, and other appropriate personnel in order to make good decisions about what services will be available while in the ALE. If the student makes significant academic and/or behavioral progress while in the ALE the student may be exited from the program. The ALE Placement Team will develop exit criteria. The ALE will meet all guidelines required by the ADE and state laws. The Charleston School District will send their students to the Paris School District.
          Action Type: Alignment
          Action Type: Collaboration
          Action Type: Equity
          Action Type: Parental Engagement
          Action Type: Special Education
          Action Type: Technology Inclusion
          		 Shane Storey Start: 07/01/2014
          End: 06/30/2015
          • District Staff
          ALE (State-275) - Purchased Services:$3127.00
          ACTION BUDGET:$3127
          PROGRAM EVALUATION: At the conclusion of the 2014-15 school year, the district will evaluate this intervention to determine its effectiveness of student success.
          Action Type: Collaboration
          Action Type: Program Evaluation
          		 Shane Storey Start: 07/01/2014
          End: 06/30/2015
            ACTION BUDGET:$
            Charleston School District reviewed the list provided by ADE for private schools within the state of Arkansas. No private schools were found to be within our region.
            		 Susan Brown Start: 07/01/2014
            End: 06/30/2015
              ACTION BUDGET:$
              Total Budget:$3127
              Priority 3: Administrative Support for Wellness
              Supporting Data:
              1. Body Mass Index Data SY 2013-14: The Charleston School District is composed of two schools with a total of 617 students were assessed. Of the students assessed, the following represents the percent of students at risk of overweight and over weight: District: Males-35.4%, Females-32.8% This shows a decrease in .8% in males and a 4.4% decrease in females,
              2. Free and Reduced Price Meal Eligibility SY 2013-14: District: 55.1% paid, 8.4% reduced, 36.5% free.
              3. Free and Reduced Price Meal Eligibility SY 2012-13: District: 54.7% paid, 8.2% reduced, 37.1% free.
              4. Free and Reduced Price Meal Eligibility SY 2011-12: District: 55.9% paid, 8.4% reduced, 35.7% free.
              5. Franklin County percent of population below the Poverty, 2012 - 18.7%. An increase of 1.3% from 2008.
              6. USDA Economic Research Service, Data Sets: www.ers.usda.gov Franklin County Unemployment Rate: 2013 - 67.0%, in 2012 - 6.8% and in 2011 - 7.3%.
              GoalStudents participating in the BMI activity show a need to improve their cardiovascular, muscular strength/endurance, and flexibility activity.
              BenchmarkHealthier BMI results by June 30, 2014. There will be a 1/2% difference in the 2014-15 BMI results from the 2013-14 results indicating healthier lifestyles are being practiced.
              Intervention: The Charleston School District will encourage strategies and activities that encourage a healthy lifestyle.
              Scientific Based Research: Let's Get Physical-Promotion and Education Strategies by Dr. Hal Wechsler, 2003.
              Actions Person Responsible Timeline Resources Source of Funds
              The Charleston School District will follow the state and federal rules and guidelines for physical education and child nutrition. The Wellness Policy has been approved by the district school board and submitted to the ADE, Child Nutrition Unit, per the required submission deadline of May 15, 2006.
              Action Type: Collaboration
              Action Type: Wellness
              		 Jeff Stubblefield Start: 07/01/2014
              End: 06/30/2015
              • Administrative Staff
              • Community Leaders
              • District Staff
              • Outside Consultants
              ACTION BUDGET:$
              The Charleston School District will: provide support to schools to ensure successful implementation of the Wellness Policy, provide resources and professional development to district staff to improve the overall school nutrition environment, and will promote the health and physical activity curriculum and student health. Schools will provide material to help children succeed by giving parents ways to improve nutrition and fitness in their own homes.
              Action Type: Professional Development
              Action Type: Wellness
              		 Jeff Stubblefield Start: 07/01/2014
              End: 06/30/2015
              • Administrative Staff
              • Community Leaders
              • District Staff
              • Outside Consultants
              ACTION BUDGET:$
              The Charleston School District will ensure each school provides a pleasant environment and monitors schedules and other factors which may interfere with student's access to health information, resources, and a healthy environment. The School Health Index Modules will be used to evaluate district and school effectiveness.
              Action Type: Equity
              Action Type: Program Evaluation
              Action Type: Wellness
              		 Jeff Stubblefield Start: 07/01/2014
              End: 06/30/2015
              • Administrative Staff
              • Community Leaders
              • District Staff
              • Teachers
              ACTION BUDGET:$
              The Charleston School District will support schools in the alignment and implementation of the current Arkansas Nutrition and Physical Education and Physical Activity Standards and Arkansas Curriculum Frameworks. Resources, professional development opportunities and training will be provided to increase knowledge and advance skills for successful implementation.
              Action Type: Alignment
              Action Type: Professional Development
              		 Susan Brown Start: 07/01/2014
              End: 06/30/2015
              • Administrative Staff
              • Community Leaders
              • Outside Consultants
              • Teachers
              • Teaching Aids
              ACTION BUDGET:$
              The Nutrition and Physical Activity Committee as part of the ACSIP Committee will meet to monitor goals and will evaluate the effectiveness of interventions by reviewing data results, and other assessments related to wellness. ACSIP will be modified as needed.
              Action Type: Collaboration
              Action Type: Program Evaluation
              Action Type: Wellness
              		 Susan Brown Start: 07/01/2014
              End: 06/30/2015
              • Administrative Staff
              • Community Leaders
              • District Staff
              • Outside Consultants
              • Teachers
              ACTION BUDGET:$
              The Charleston School district will have professional development during staff meetings on the flu and defibulators conducted by the school nurse. The school nurse is a red cross certified CPR instructor and will be offering CPR classes to the district staff.
              Action Type: Wellness
              		 Dusty Smith Start: 07/01/2014
              End: 06/30/2015
              • Teachers
              ACTION BUDGET:$
              PROGRAM EVALUATION – The Wellness Committee will meet annually to monitor the activities associated with the wellness policy.
              Action Type: Program Evaluation
              Action Type: Wellness
              		 Susan Brown Start: 07/01/2014
              End: 06/30/2015
              • District Staff
              ACTION BUDGET:$
              NEEDS ASSESSMENT: Research shows that healthy children do better in school. The BMI shows that at the district, 35.4% males and 32.8% of females were at risk of being overweight. Both are showing a decrease. Therefore, we want to help improve student's wellbeing.
              Action Type: Equity
              Action Type: Wellness
              		 Dusty Smith Start: 07/01/2014
              End: 06/30/2015
              • District Staff
              ACTION BUDGET:$
              The Charleston School District will support the whole child by addressing the health and wellness of all students. A health plan, addressing the state mandated School Health Index, student Body Mass Index, Vision Screening, Hearing Screening, and Scoliosis Screening will be addressed in the school ACSIP.
              Action Type: Wellness
              		 Dusty Smith Start: 07/01/2014
              End: 06/30/2015
                ACTION BUDGET:$
                Total Budget:$0
              • Planning Team

                Classification Name Position Committee
                Classroom Teacher Belinda Brown 4th Grade Teacher Elementary Literacy Chair
                Classroom Teacher Dana Rainwater 6th Grade Teacher Elementary Math Chair
                Classroom Teacher Jennifer McDonald Teacher Technology, ACSIP
                Classroom Teacher Kristi Vaughan English Instructor High School Literacy
                Classroom Teacher Sharon Sharpe 4th Grade Teacher Elementary Literacy Chair
                Classroom Teacher Terry Crowley Title 1 Reading Teacher Title 1
                Community Representative Mallory Heft Student ACSIP
                Community Representative Paul David Gramlich Media Wellness
                District-Level Professional Jeff Stubblefield Superintendent Title 1, ACSIP
                District-Level Professional Susan Brown Curriculum/Federal Programs Title 1, ACSIP
                Non-Classroom Professional Staff Karren Efurd Elem Counselor Title 1, ACSIP
                Non-Classroom Professional Staff Milinda Wisdom HS Counselor Title 1, ACSIP
                Parent Michele Schmitz Parent ACSIP
                Principal Carl Underwood Principal Title I, ACSIP
                Principal Melissa Moore MS Principal Title 1, ACSIP
                Principal Shane Storey HS Principal Title 1, ACSIP