School Plan

CHARLESTON ELEMENTARY SCHOOL
P.O. BOX 188,CHARLESTON, AR 72933

Arkansas Comprehensive School Improvement Plan

2014-2015


It is the mission of the Charleston Elementary School to provide an educational program that enables our children to become proficient in reading, writing, and math. We will foster a learning environment with love, encouragement, and inspiration to achieve our goals.

Grade Span: K-6 Title I: Title I Schoolwide School Improvement: MS

Table of Contents

Priority 1: Literacy Skills
    Goal: All students and the Targeted Achievement Gap Group will improve reading comprehension; reading and interpreting a variety of text including practical, informational, and technical texts, writing with understanding of purpose, speaker, audience, and form; and writing conventions with attention given to sentence structure, type and length, and rules of capitalization and punctuation.
Priority 2: Math Skills
    Goal: All students will improve their mathematical skills in open responses problems on measurement, and data analysis.
Priority 3: Wellness
    Goal: Students will make healthy choices and increase physical activity at school and at home.
Priority 1: Charleston Elementary students will improve their Literacy skills.
Supporting Data:
  1. All students and all subgroups were in needs of improvement in Literacy. All students performance in 20134 was 86.15 with an AMO of 90.41. The Target Achievement Gap Group 2014 performance was 75.44 with an AMO of 81.25.
  2. All students and students in the TAGG group were in needs of improvement in the Growth Performance. All students growth performance was 71.01 with an AMO of 85.81. The TAGG group growth performance was 53.66 with an AMO of 76.18.
  3. Attendance Rate: In 2013 the rate was 95.0%. In 2012, the rate was 96.9%. In 2012, the rate was 96.9%. In 2011, the rate was 95.8%.
GoalAll students and the Targeted Achievement Gap Group will improve reading comprehension; reading and interpreting a variety of text including practical, informational, and technical texts, writing with understanding of purpose, speaker, audience, and form; and writing conventions with attention given to sentence structure, type and length, and rules of capitalization and punctuation.
BenchmarkLiteracy Growth and Performance: The Charleston Elementary School was a needs improvement school school in literacy for 2013-14. It is expected that All Students, the Targeted Achievement Gap Group and all ESEA subgroups will meet or exceed the individual 2015 AMO performance and growth targets for literacy and will meet or exceed 90.41% in the 2014-15 school year for All Students and 81.25% for the TAGG subgroup.
Benchmark We want all students to be proficient/advanced based on the Performance Level Descriptors (PLD) of the new state assessment in 2014- 2015
Intervention: Alignment of Curriculum, Instruction, and Assessment through the Total Instructional Alignment process.
Scientific Based Research: Total Instruction al Alignment: From Standards to Student Success., Carte, Lisa (2007)
Actions Person Responsible Timeline Resources Source of Funds
All teachers in grades K-6 will meet to update and align grade level literacy curriculum pacing guides. All teachers will meet at least quarterly to review the Total Instructional Alignment pacing guides.
Action Type: Alignment
Action Type: Collaboration
Action Type: Professional Development
 Susan Brown Start: 07/01/2014
End: 06/30/2015
  • Administrative Staff
  • Performance Assessments
  • Teachers
ACTION BUDGET:$
All district staff will use Total Instructional Alignment for classroom instruction. Faculty will review Benchmark, ITBS for 2013-14 school year test results to identify strengths and weaknesses. All teachers will instruct students according to the grade level curriculum guides. Teachers will work with other grade level teachers to update their curriculum maps to reflect the Common Core State Standards for Literacy. A supplemental computer software program will be purchased with NSLA funds for students in grades K-6 to extend instruction in literacy and math. Title I funds will be used for professional development for teachers are above the state requirement 60 hours to attend workshops and conference to increase student achievement in Literacy or Math.
Action Type: Alignment
Action Type: Collaboration
Action Type: Professional Development
Action Type: Title I Schoolwide
 Susan Brown Start: 07/01/2014
End: 06/30/2015
  • Administrative Staff
  • Performance Assessments
  • Teachers
Title I - Purchased Services:$2500.00
NSLA (State-281) - Purchased Services:$19187.54
ACTION BUDGET:$21687.54
All students including special education students in Grades 3-6 will participate quarterly assessments through the Classworks software program in literacy. Quarterly assessments will be used as a tool for instruction in the classroom and also for interventions for students. The goal of interim testing is to assist schools in gathering formative assessment data that will allow them to monitor and modify curriculum and instruction, resulting in increased student achievement. A pre-test will be administered at the beginning of the school year. The purpose of the pre-test is to assess prerequisite knowledge, to modify pacing guides, and to identify students who need enrichment/intervention. NSLA funds will be used to support this action.
Action Type: Collaboration
Action Type: Program Evaluation
Action Type: Special Education
Action Type: Title I Schoolwide
 Carl Underwood Start: 07/01/2014
End: 06/30/2015
  • Performance Assessments
  • Teachers
ACTION BUDGET:$
PROGRAM EVALUATION: We will use this action as a baseline for the school year 2012-13. We will collect data this year to determine whether the objective of this action was achieved and whether it has been successful in attaining the anticipated results. Data results for the 2013-14 school year from the universal screener from Classworks from pre to post test shows an increase in grades 3-6 in Literacy. The teachers believe the evidence shows that it is valid in terms of supporting our efforts to increase student achievement.
Action Type: Collaboration
Action Type: Program Evaluation
Action Type: Title I Schoolwide
 Carl Underwood Start: 07/01/2014
End: 06/30/2015
  • Performance Assessments
  • Teachers
ACTION BUDGET:$
Total Budget:$21687.54
Intervention: Ensuring success for all students
Scientific Based Research: Gammbrell, LindaB., Morrow, Lesley M., Pressley, Michael M. (Editors), Guthrie, John R., Best Practices in Literay Instruction, 3rd Edition, Guilford Press, (January, 2007)
Actions Person Responsible Timeline Resources Source of Funds
All teachers, including special education teachers and teacher's aides, will receive professional development in increasing student achievement in the area of literacy. This will be provided by the district, the WAESC and outside consultants.
Action Type: Collaboration
Action Type: Professional Development
Action Type: Title I Schoolwide
 Carl Underwood Start: 07/01/2014
End: 06/30/2015
  • District Staff
  • Outside Consultants
  • Teachers
ACTION BUDGET:$
ACADEMIC IMPROVEMENT PLANS (AIP): 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 student’s parents will be contacted for the purpose of working jointly with school personnel in developing an Academic Improvement Plan. (AIP) 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.
Action Type: AIP/IRI
Action Type: Parental Engagement
 Carl Underwood Start: 07/01/2014
End: 06/30/2015
  • Computers
  • Performance Assessments
  • Teachers
ACTION BUDGET:$
The district will hire six teachers to offer after school tutoring program for students in grades 1-6 an average between 40-55 days per grade level for 1 hour per day at $40 an hour. Students will be selected by the following criteria: Title I eligibility, having an academic improvement plan, and teacher recommendation. Teachers will check to see if grades improve each four and one half weeks for these students. Snacks will be provided for after school students.
Action Type: Equity
Action Type: Parental Engagement
Action Type: Title I Schoolwide
 Carl Underwood Start: 07/01/2014
End: 06/30/2015
  • Computers
  • Performance Assessments
  • Teachers
Title I - Materials & Supplies:$1350.51
Title I - Employee Salaries:$10800.00
Title I - Employee Benefits:$2338.20
ACTION BUDGET:$14488.71
Students in the 5th and 6th grades will receive instruction in literacy two periods a day. One of those periods will focus on writing.
Action Type: Alignment
Action Type: Professional Development
 Melissa Moore Start: 07/01/2014
End: 06/30/2015
  • Performance Assessments
  • School Library
  • Teachers
ACTION BUDGET:$
INTENSIVE READING IMPROVEMENT PLAN (IRI): Within 30 days of the beginning of school Grade K, 1 and Grade 2 students exhibiting substantial difficulties in reading will be evaluated by school personnel for the purpose of diagnosing specific reading difficulties. The evaluation shall include the DIEBELS. School personnel shall develop an IRI that describes the intervention program for any student identified with substantial reading difficulty. The IRI will be developed by appropriate teachers and other school personnel knowledgeable about the student's performance or responsible for remediation. Instruction will be provided by a highly qualified teacher and/or highly qualified paraprofessional under the guidance of highly qualified teachers. The IRI will include strategies that are aligned with scientifically-based reading research and include monthly monitoring assessments to measure student growth. The intervention will continue until the child has reached grade level benchmarks in all essential areas of reading.
Action Type: AIP/IRI
Action Type: Equity
Action Type: Technology Inclusion
 Terry Crowley Start: 07/01/2014
End: 06/30/2015
  • Computers
  • Performance Assessments
  • Teachers
ACTION BUDGET:$
PROGRAM EVALUATION: At the conclusion of the 2014-15 year the staff will evaluate this intervention program through the results of the state benchmarks and ITBS assessments for literacy. We will use this data/information to determine whether this objective has achieved the desired results. We will report the results in the 2015-16 ACSIP Plan. The Charleston Elementary school is an achieving school for Literacy. The Title I Reading Recovery/Reading teacher will oversee the Literacy Title I School-wide Program for the Elementary school. The teacher and aide will use resources to help those students to achieve, through professional development, methods and strategies that are scientifically based research, support the classroom teachers in the regular education and be in contact with parents throughout the school year. This along with other state and local services will support the Title I Reading Program.
Action Type: Alignment
Action Type: Collaboration
Action Type: Equity
Action Type: Parental Engagement
Action Type: Technology Inclusion
Action Type: Title I Schoolwide
 Carl Underwood Start: 07/01/2014
End: 06/30/2015
  • Computers
  • Performance Assessments
  • Teachers
  • Title Teachers
ACTION BUDGET:$
All K-6 teachers will utilize the Accelerated Reading Program in their classrooms on a regular basis. Average comprehension scores from accelerated reading tests will be used to evaluate progress. PROGRAM EVALUATION: We will use this action as a baseline for the school year 2009-10. We will use data collected this year to determine whether the objective of this action was achieved and whether it has been successful in attaining the 2014-15 ACSIP plan. The Elementary School is a needs improvement school for NLCB, but because of our high scores, and being recognized by the state for the Arkansas School Recognition and Reward Program,we believe that this program has been successful.
Action Type: Equity
Action Type: Technology Inclusion
 Terry Crowley Start: 07/01/2014
End: 06/30/2015
  • Computers
  • School Library
  • Teachers
ACTION BUDGET:$
TRANSITION: We believe that the transition from preschool to kindergarten is one of the most important times in a student’s academic career. Our school will continue to provide all preschool students, including special education students with a variety of opportunities to transition into kindergarten. These activities include: Preschool registration, completion of required paperwork, school wide tours, open house prior to the beginning of the school year, monitoring, and identification, of students who exhibit developmental delays with the goal of targeting individual needs as they enter kindergarten. Service providers and parents will be provided with forms and information packets outlining procedures to ensure a successful transition. When appropriate, conferences will be scheduled in order to develop plans (IEP, 504, etc.) that will empower teachers in meeting the needs of students entering school.
Action Type: Collaboration
Action Type: Equity
Action Type: Parental Engagement
Action Type: Special Education
 Carl Underwood Start: 07/01/2014
End: 06/30/2015
  • Teachers
ACTION BUDGET:$
The elementary school will make every effort to employ highly qualified teachers in academic subjects and instructional paraprofessionals 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
 Carl Underwood Start: 07/01/2014
End: 06/30/2015
  • Administrative Staff
ACTION BUDGET:$
PROGRAM EVALUATION: At the conclusion of the 2014-15 school year we evaluated this intervention through peer review and determined that it as effective in support of our curriculum, instruction and assessment and professional development. We believe evidence shows that it is valid in terms of supporting our efforts to increase student achievement. During the school year 2015-16 we plan to use the following protocol in evaluating, and adjusting, the programs, processes, and activities that make up the action descriptions within this intervention. Peer review, total instructional alignment, and interim assessment.
Action Type: Collaboration
Action Type: Program Evaluation
 Jeff Stubblefield Start: 07/01/2014
End: 06/30/2015
  • Administrative Staff
  • Performance Assessments
  • Teachers
ACTION BUDGET:$
Closing the Achievement Gap Literacy: Regular biannual meetings of our Literacy ACSIP Leadership Team will continue to be held. These meetings will focus on building capacity within our school. Each meeting agenda will include the following Core Principles: A. The selection, and continuous evaluation, of research-based, scientifically validated, Interventions designed to improve our ability to improve student performance on the Literacy portion of all Assessments. B. The ongoing monitoring of student progress in order to influence classroom instruction. C. The utilization of Formative and Summative Assessment Data to make decisions that impact: Curriculum, Instruction, Assessment and Professional Development. D. Coordination of resources in order to better meet the needs of all students, in all Sub-Populations. Written minutes of each meeting, along with a sign-in sheet, will be kept and made available upon request. The intent is that each Intervention, and Action, is carefully monitored…through the collection of Formative and Summative Data….so that those strategies that prove ineffective can be revised, or abandoned. Our Program Evaluation Results will be included in the 09/10 Plan. Our 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. Results show that at the 5th grade the achievement gap in males in literacy starts to widen. We are not pleased with this result but will continue with our efforts. Teachers will attend workshops that deal with males in literacy. NSLA funds will be used to purchase materials and supplies to help close the achievement gap.
Action Type: Alignment
Action Type: Collaboration
Action Type: Equity
 Carl Underwood Start: 07/01/2014
End: 06/30/2015
  • District Staff
ACTION BUDGET:$
Charleston Elementary will utilize the Reading Recovery Program. The Reading Recovery Program will select and tutor the children that have not yet achieved the average reading level of their peers. Reading Recovery is a pull out program that is geared to a one on one instructional method. Students that are selected for RR will not be tutored during prime, core instructional time,of either literacy or math in their respective classrooms. Reading Recovery will not serve to supplant any Tier I or Tier II interventions that should be taking place in the classroom. Reading Recovery will function much as the same as a Tier III intervention. The Charleston Elementary School will hire a Reading Recovery/Title I Reading, Terry Crowley,(Salary $47,099.00 Benefits $12,137.93) teacher with Title I funds. The Reading Recovery teacher will help support the Literacy program in the elementary school. Title I funds will be used to support the reading program in the purchase of classroom materials and supplies, such as but not limited to, common core books, levelized reading books, phonics readers, etc. A .11 FTE certified teacher, Jeanne Wells,(Salary $3,783.66, Benefits $1,033.36) will work under the direction of the Reading recovery Teacher, with small reading groups in the Elementary Schools. 1st and 2nd Grades will be the main target group with this teacher.
Action Type: Collaboration
Action Type: Equity
Action Type: Professional Development
Action Type: Technology Inclusion
Action Type: Title I Schoolwide
 Carl Underwood Start: 07/01/2014
End: 06/30/2015
  • Computers
  • Performance Assessments
  • Teachers
  • Title Teachers
Title I - Employee Salaries:$50882.66
Title I - Employee Benefits:$13171.29
ACTION BUDGET:$64053.95
COMPREHENSIVE NEEDS ASSESSMENT: The Charleston Elementary School formed the ACSIP Leadership Team and analyzed the test scores from the 2014 administration of the Augmented Benchmark Exams and the ITBS Exams for grades 1-6. We examined the results for both combined population and each subpopulation. We heard a report from our Formative Assessment Team who showed written evidence documenting our main areas of weakness. In addition, we studied our attendance, disciplinary and achievement data over the past three years. We aggregated and disaggregated all the data for the purpose of determining student learning and behavioral needs. We looked at the trend data, from these various exams, in order to better identify the areas of need and help align classroom instruction with the new Common Core State Standards, in literacy and math. We examined our routines, customs, norms, and expectation in order to see why our students are not achieving to their potential. Our supporting data statements show the discrepancies in achievement, among our various subpopulations. We are modifying our curriculum, instruction, assessment and professional development practices to better meet the needs of all our populations. Our data analysis led us to prioritize these areas: integrating technology in the classroom, increasing literacy in males, and increasing student achievement in the special education population. We will select interventions and use funds that put us in the best position to address those needs. Students will need to have more access to technology in the classroom. Funds will be used to purchase the necessary technology for students. Keyboarding will start being taught starting in the Kindergarten classroom, with all students having access to IPADS or Chrome books. We will continue with the after-school tutoring for students in grades 1-6. Books with the male in mind will be bought for the classroom and the library. Special education students will also have the same access to technology. Charleston Elementary will continue with the Reading Recovery Program.
Action Type: Collaboration
Action Type: Equity
Action Type: Parental Engagement
Action Type: Professional Development
Action Type: Program Evaluation
Action Type: Title I Schoolwide
 Carl Underwood Start: 07/01/2014
End: 06/30/2015
  • Performance Assessments
  • Teachers
  • Title Teachers
ACTION BUDGET:$
SCHOOLWIDE REFORM STRATEGIES: Our school faculty is divided into Grade Level Teams. We meet weekly to examine classroom performance data and set short-term goals for improvement. It is during these meetings that we develop a common purpose and are able to focus on those areas where our students struggle. We commonly use Rubrics to measure student performance. Through our comprehensive core literacy program we meet the needs of our student population by instructing in the 5 essential elements, as determined by the National Reading Panel. We continually align our curriculum and assessments with the Arkansas Frameworks. The school provides a literacy block with 90 minutes of uninterrupted instruction time to meet diverse student needs. Intervention and remediation is included in this 90 minute time period. The strategies we incorporate are based on scientifically based research.
Action Type: Alignment
Action Type: Collaboration
Action Type: Equity
Action Type: Parental Engagement
Action Type: Professional Development
Action Type: Program Evaluation
Action Type: Technology Inclusion
Action Type: Title I Schoolwide
 Carl Underwood Start: 07/01/2014
End: 06/30/2015
  • Performance Assessments
  • Teachers
  • Title Teachers
ACTION BUDGET:$
INSTRUCTION BY HIGHLY QUALIFIED TEACHERS: All certified personnel and paraprofessionals in the school will be highly qualified when they are hired or will become highly qualified through an Alternative Licensure Plan in the required time period.
Action Type: Equity
Action Type: HQT-Section 2141
Action Type: Parental Engagement
Action Type: Title I Schoolwide
 Carl Underwood Start: 07/01/2014
End: 06/30/2015
  • Teachers
ACTION BUDGET:$
PROFESSIONAL DEVELOPMENT: The district will provide all teachers and administrators with no less than 60 hours of professional development including 6 hours of technology and 2 hours of parental involvement (3 hours parental involvement for administrators). Teachers responsible for teaching Arkansas History will receive 2 hours of professional development for that area. In addition to the teacher requirements, administrators will annually receive professional development in data analysis, instructional leadership, and fiscal management.
Action Type: Parental Engagement
Action Type: Professional Development
Action Type: Program Evaluation
Action Type: Title I Schoolwide
 Carl Underwood Start: 07/01/2014
End: 06/30/2015
  • Teachers
ACTION BUDGET:$
STRATEGIES TO ATTRACT HIGHLY QUALIFIED TEACHERS: The district will advertise vacant positions in local and state newspapers, online websites, and offer a competitive salary. When necessary, School representatives will attend job fairs throughout the state to search for highly qualified teachers. Prior to hiring faculty and staff, a determination will be made as to whether they meet highly qualified status, and, if not, they must be highly qualified before employment, or be working on their alternative method of achieving highly qualified status.
Action Type: Equity
Action Type: HQT-Section 2141
Action Type: Professional Development
Action Type: Technology Inclusion
Action Type: Title I Schoolwide
 Jeff Stubblefield Start: 07/01/2014
End: 06/30/2015
    ACTION BUDGET:$
    PARENT INVOLVEMENT: A variety of strategies are used to involve our parents in their child’s education. Opportunities are provided for parents to attend parent engagement nights, parent teacher conferences, and “meet the teacher night.” Our school works with our PTO and Parent Center to create a welcoming environment for parental involvement. Parents also serve on our ACSIP committee and help shape our parental involvement plan. We have a Parent Center that is welcoming and offers a variety of materials for our parents to check out and use at home.
    Action Type: Collaboration
    Action Type: Equity
    Action Type: Parental Engagement
    Action Type: Program Evaluation
    Action Type: Title I Schoolwide
    		 Carl Underwood Start: 07/01/2014
    End: 06/30/2015
    • Teachers
    ACTION BUDGET:$
    TRANSITION: Conferences are held in the spring to transition students into kindergarten. Parents are provided with a kindergarten readiness checklist at the time of registration.
    Action Type: Alignment
    Action Type: Collaboration
    Action Type: Equity
    Action Type: Parental Engagement
    Action Type: Special Education
    Action Type: Title I Schoolwide
    		 Carl Underwood Start: 07/01/2014
    End: 06/30/2015
    • District Staff
    ACTION BUDGET:$
    INVOLVE TEACHERS IN DECISION MAKING: Teachers participate in the decision making process through membership on the ACSIP committees. All teachers will influence the Title I program by having input concerning changes in the ACSIP plan. We surveyed all faculty to assess the validity of each Professional Development that is provided. Those results are used to make decisions about what PD is offered, going forward.
    Action Type: Alignment
    Action Type: Collaboration
    Action Type: Equity
    Action Type: Parental Engagement
    Action Type: Professional Development
    Action Type: Program Evaluation
    Action Type: Title I Schoolwide
    		 Carl Underwood Start: 07/01/2014
    End: 06/30/2015
    • Teachers
    ACTION BUDGET:$
    POINT IN TIME REMEDIATION: “We ensure that all our students experience a rigorous curriculum that is aligned to the Common Core State Standards.” When considering students at risk we look beyond NRT and CRT scores and include the QUALLS, and DIBELS which give us a complete assessment to determine intervention needs. Based on these needs, intervention plans are written on an individual basis to continually monitor student achievement and progress. The intervention (AIP and IRI) plans include scientifically based strategies for students who have difficulty mastering standards. The plans are adjusted based on bi-monthly progress monitoring. Intervention plans are implemented by Title I Para-Pros and Licensed teachers, on a daily basis.
    Action Type: Alignment
    Action Type: Equity
    Action Type: Parental Engagement
    Action Type: Title I Schoolwide
    		 Carl Underwood Start: 07/01/2014
    End: 06/30/2015
    • Performance Assessments
    • Teachers
    ACTION BUDGET:$
    COORDINATE AND INTEGRATE STATE AND FEDERAL PROGRAMS: We coordinate and integrate our programs by using various funding sources to support a seamless curriculum in our school. Whenever possible we combine federal and state resources in order to provide supplemental services for our students. NSLA and Title One Funds are used to help coordinate our Literacy and Math Curriculum as well as provide mentoring activities.
    Action Type: Alignment
    Action Type: Collaboration
    Action Type: Equity
    Action Type: Parental Engagement
    Action Type: Professional Development
    Action Type: Technology Inclusion
    Action Type: Title I Schoolwide
    		 Carl Underwood Start: 07/01/2014
    End: 06/30/2015
      ACTION BUDGET:$
      All grades K-6 have fully implemented the Common Core State Standards. These standards are to ensure that all students are college and career ready. Teachers will have professional development in the new standards.
      Action Type: Equity
      Action Type: Technology Inclusion
      Action Type: Title I Schoolwide
      		 Carl Underwood Start: 07/01/2014
      End: 06/30/2015
      • Computers
      • Teachers
      • Teaching Aids
      ACTION BUDGET:$
      Title IIA funds and NSLA will be used provide for a classroom reduction teacher for 3rd grade. There are currently 72 students in 3rd grade. Instead of 24 students in each 3rd grade grade classes, there will be four classes of 20, 20, 20, 12. Megan Fox will be the teacher. Title IIA Salary $17,308.00 Benefits $4,614.63. NSLA Salary $25,962.00 Benefits $6,694.32. Title I funds will be used to hire a 1.0 FTE teacher's aide, Kelsey Clymer, for the second semester to help in a 3rd/4th split classroom. Salary $6,508.08, Benefits 1,409,.01.
      Action Type: Title I Schoolwide
      		 Carl Underwood Start: 07/01/2014
      End: 06/30/2015
      • Teachers
      Title II-A - Employee Salaries:$17308.00
      Title II-A - Employee Benefits:$4523.58
      Title I - Employee Salaries:$6508.08
      Title I - Employee Benefits:$1409.01
      NSLA (State-281) - Employee Benefits:$6785.37
      NSLA (State-281) - Employee Salaries:$25962.00
      ACTION BUDGET:$62496.04
      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, 170 chromebooks, chromeboxes, IPADs, 350 mice, 200 headphones,interactive white boards, add to existing internet access, increase use of technology, etc. These technologies could not be purchased without the help of the state/federal funding and would not be purchased 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 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, Accelerated Reader, Reading A-Z, Math strategies and applications to teach, reteach, and enrich math concepts and literacy remediation. Students with IEP's 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: Alignment
      Action Type: Technology Inclusion
      Action Type: Title I Schoolwide
      		 Jeff Stubblefield Start: 07/01/2014
      End: 06/30/2015
      • Computers
      • Teachers
      • Teaching Aids
      • Title Teachers
      Title VI State - Materials & Supplies:$5691.58
      Title I - Purchased Services:$0.00
      Title I - Materials & Supplies:$62504.72
      ACTION BUDGET:$68196.3
      The elementary school will hire 1.5 FTE highly qualified paraprofessionals, Tammy Savage and Gail Miesner with NSLA funds. These paraprofessionals will work under the direction of a certified teacher 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 improvment plans, literacy labs, study skills, and technology.
      Action Type: AIP/IRI
      Action Type: Collaboration
      		 Carl Underwood Start: 07/01/2014
      End: 06/30/2015
      • Performance Assessments
      NSLA (State-281) - Employee Salaries:$21630.67
      NSLA (State-281) - Employee Benefits:$7534.55
      ACTION BUDGET:$29165.22
      Total Budget:$238400.22
      Intervention: The Charleston Elementary School will implement a comprehensive Parent Involvement Plan to engage parents on the student's learning process.
      Scientific Based Research: Jeynes, William, (August 24, 2010), Parental Involvement and Academic Success, Routledge Publishing, 1st Edition; Henderson, A.T., Mapp, K.L.
      Actions Person Responsible Timeline Resources Source of Funds
      The elementary counselor has a library of materials for parents to check out. The elementary school will hold parent involvement meetings during the first week of school. Parents will visit classrooms, review policies and procedures, and visit with counselor and the principal. Parents will be informed about how they can be involved with their child's education and assessment process. Parent newsletters will be posted on the District's Website. Informational packets appropriate for the age and grade will be prepared and distributed to each family. A parent center will be established at the elementary school. Materials for responsible parenting will be purchased as funds are available. Parents will be included on the school handbook committee that contains the school's process for resolving parental concerns. Teachers will keep documentation of dates and times of parental contact. Report cards will be sent to parents each nine weeks. The school will schedule two parent/teacher conferences during the school year. Teachers will keep and turn in to the principal a list of parents that attended the parent involvement meetings and parent/teacher conferences. The school will send out a parent and community survey requesting volunteers to help with school activities. The school will keep these surveys in a resource book for teachers to utilize.
      Action Type: Equity
      Action Type: Parental Engagement
      		 Karrie Efurd Start: 07/01/2014
      End: 06/30/2015
      • District Staff
      • Teachers
      ACTION BUDGET:$
      Administrators in the district will participate in the Chamber of Commerce, Lions Club, County Fair, etc. They will relate school activities to the public. The school will have a parent facilitator to help organize and encourage parent involvement. The morning report for 5th and 6th grade will be available on the school website for parents. There will be a parent facilitator for the Elementary School.
      Action Type: Parental Engagement
      		 Susan Brown Start: 07/01/2014
      End: 06/30/2015
      • Community Leaders
      • District Staff
      ACTION BUDGET:$
      The Charleston Elementary School is a Great Expectations School. All elementary students, teachers and staff will follow the characteristics and attitudes of Great Expectations. Each Friday morning the elementary school will participate in a Great Expectations assembly. Parents are invited to attend each assembly. NSLA funds will be used to purchase parent materials and activities for Campfire Reading Night,
      Action Type: Equity
      Action Type: Parental Engagement
      		 Carl Underwood Start: 07/01/2014
      End: 06/30/2015
      • Teachers
      NSLA (State-281) - Materials & Supplies:$1500.00
      ACTION BUDGET:$1500
      FORMATIVE/SUMMATIVE EVALUATION: Volunteer sign-in sheets and daily logs of volunteer hours will be maintained throughout the year as part of an ongoing formative evaluation of this intervention. PROGRAM EVALUATION: Documented attendance at parent/teacher conferences, parent night activities, and other evidence of parental involvement will be reviewed by building principals and parent coordinator periodically through the year to assess the effectiveness of the Parental Engagement Program. Our ongoing goal of increasing parental involvement has seen success during the 2012-13 school year. Student led conferences in grades 5 and 6 have produced 90% parental turnout for parent teacher conferences, up from 70% the year before. The SEA Project sponsored an appreciation luncheon in our library for volunteers who had helped with the outdoor project. Parents are invited and have attended assemblies and field trips throughout the year. Parent Teacher Conferences in grades K-4 have increased to 98%. The remaining 2% held their conference by phone. Volunteers are a vital part of the program at the Charleston Elementary School. Volunteers average working and volunteering thirty hours a week. Grade level meetings are held at the beginning of each school year. The purpose of the meetings is to give the teachers the chance to meet the parents and the opportunity to present the goals, objectives and expectations for each classroom. Elementary music programs that are held three times a year at night have been held in front of an overflowing auditorium.
      Action Type: Equity
      Action Type: Parental Engagement
      Action Type: Program Evaluation
      Action Type: Title I Schoolwide
      		 Karrie Efurd Start: 07/01/2014
      End: 06/30/2015
      • Teachers
      ACTION BUDGET:$
      Parental Engagement: The Charleston School District will comply with the Parental Engagement requirements as outlined in ACT 307, of 2007, 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: 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. In order to take advantage of community resources our school will ENABLE THE FORMATION OF A PARENT TEACHER ORGINAZATION, 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. ACT 397 of 2009 to ensure that teachers receive two hours of professional development a year and administrators receive three hours a year. Each school district shall provide training at least annually for volunteers who assist in an instructional program for parents.
      Action Type: Collaboration
      Action Type: Equity
      Action Type: Parental Engagement
      Action Type: Title I Schoolwide
      		 Jeff Stubblefield Start: 07/01/2014
      End: 06/30/2015
      • District Staff
      ACTION BUDGET:$
      So that parents can be more involved in their child's educational progress, the Charleston Elementary school will use the TAC/HAC grading program to ensure parent's access to their child's grades.
      Action Type: Parental Engagement
      Action Type: Technology Inclusion
      Action Type: Title I Schoolwide
      		 Karrie Efurd Start: 07/01/2014
      End: 06/30/2015
      • Computers
      • District Staff
      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
      Action Type: Parental Engagement
      		 Carl Underwood Start: 07/01/2014
      End: 06/30/2015
      • District Staff
      ACTION BUDGET:$
      Total Budget:$1500
      Intervention: The Charleston Elementary School will use a Comprehensive Literacy approach for reading comprehension, vocabulary, and writing.
      Scientific Based Research: Alliance for Excellennt Education, Reading Next 2004
      Actions Person Responsible Timeline Resources Source of Funds
      Materials, supplies and equipment, including technology will be purchased with NSLA funds to increase student achievement in the elementary classrooms. Each literacy lab teacher will receive money to purchase books for the classroom library with NSLA funds. Instructional materials and supplies will be purchased to support student achievement in literacy. STAR Reader will be purchased with NSLA funds for students in Grades 1-4 to determine grade level readers. Teachers in the 5th and 6th Grade will continue with their Literacy Lab library classrooms. The PTO will also provide money for Literacy Labs.
      Action Type: Alignment
      Action Type: Equity
      Action Type: Professional Development
      Action Type: Program Evaluation
      Action Type: Technology Inclusion
      Action Type: Title I Schoolwide
      		 Susan Brown Start: 07/01/2014
      End: 06/30/2015
      • District Staff
      • Performance Assessments
      • Public Library
      • School Library
      • Teachers
      Title I - Purchased Services:$0.00
      Title I - Materials & Supplies:$0.00
      NSLA (State-281) - Purchased Services:$586.50
      NSLA (State-281) - Materials & Supplies:$7054.87
      ACTION BUDGET:$7641.37
      Teachers in grade K-4 will pretest every student to record the student's reading level. Grades K-4 will start implementing a levelized reading program for all students. After completing a needs assessment for reading levels and reading gaps the district will continue developing a levelized book room at the elementary school with Title I funds and NSLA funds. Classroom materials and supplies will be purchased to support the implementation of the common core state standards and to increase the availability of lexile books in classrooms for differenation reading, and to help with the literacy gap between males and females.
      Action Type: Alignment
      Action Type: Collaboration
      Action Type: Equity
      Action Type: Professional Development
      Action Type: Title I Schoolwide
      		 Carl Underwood Start: 07/01/2014
      End: 06/30/2015
      • Outside Consultants
      • Teachers
      Title I - Materials & Supplies:$17374.33
      ACTION BUDGET:$17374.33
      All students, including special education students in Kindergarten will participate in the Qualls Early Learning Inventory.
      Action Type: Equity
      Action Type: Special Education
      		 Karrie Efurd Start: 07/01/2014
      End: 06/30/2015
      • Performance Assessments
      • Teachers
      ACTION BUDGET:$
      PHONEMIC AWARENESS: The Phonemic Awareness curriculum is aligned with the Arkansas Frameworks Standard 8. Teachers will utilize the pacing guide developed to identify benchmarks at each 9 weeks of Kindergarten and First grade. K-1 teachers will provide explicit and systematic phonemic awareness instruction with emphasis on blending and segmenting phonemes. This includes teacher explanation and modeling of all phonemic awareness skills, followed by guided practice and independent practice. PHONICS: Alphabetic and Phonics instruction is aligned with the ELA Framework Standard 11. A pacing guide is in place to identify benchmarks at each semester of K-2. Kindergarten teachers will provide daily, systematic and explicit instruction in the Alphabet. K-2 teachers will also provide systematic and explicit phonics instruction. The phonics skills will be reinforced throughout the reading block. All students will participate in explicit and systematic phonics instruction. This includes teacher explanation and modeling of all phonics skills, followed by guided practice and independent practice, with continued support in literacy centers. WORD STUDY AND SPELLING: We will use a comprehensive literacy approach to word study and spelling in grades K-4. Word study and spelling will be aligned with the ELA Framework Standard 11. A pacing guide will be developed to identify benchmarks at each nine weeks. Each grade level will provide explicit instruction in word study and spelling according to the pacing guide. All students will participate in systematic and explicit word study and spelling instruction. This includes teacher explanation and modeling of all word study and spelling skills, followed by guided practice. Additional practice may be implemented in literacy corners or as homework. VOCABULARY: Students will participate in reading a variety of genres and subject areas, factual and fiction. Vocabulary instruction is aligned with the ELA Framework Standard 11. Each K-4 teacher will utilize the explicit teaching procedure for vocabulary instruction as part of the comprehensive literacy instruction. All students will participate in explicit vocabulary instruction. Additional practice may be integrated in literacy centers or as homework. K-4 students will participate in weekly literacy lessons in the media center. FLUENCY: Fluency instruction is aligned with the ELA Framework Standard 11. A pacing guide is in place to identify benchmarks at each semester. Grades 1-4 will provide explicit instruction in fluency as a part of the comprehensive literacy instructional program. All students 1-4 will participate in fluency instruction. This included teacher explanation and modeling of all fluency skills, followed by guided practice and independent practice. Additional practice may be integrated in literacy centers or as homework. COMPREHENSION: Comprehension instruction is aligned with the ELA Framework Standard 9 and 10. A pacing guide is in place to identify benchmarks at each nine weeks of K-4. Each teacher, in grades K-4, will utilize the explicit teaching procedure for comprehension instruction. All students will participate in comprehension strategy and skill instruction. This includes teacher explanation and modeling of all comprehension strategies, followed by guided practice and independent practice. Additional practice may be integrated in literacy centers or as homework. Students will attend the computer Lab at least 40 minutes weekly in order to enhance their literacy skills, according to their developmental level. WRITING: Writing instruction is aligned with the ELA Framework Standards. A pacing guide is being developed to identify benchmarks at each nine weeks of K-4 instruction. Each teacher, in grades 2-4, will utilize Writer’s Workshop (Step up To Writing) in their Comprehensive Literacy instruction. All students will participate in writing instruction. This includes teacher explanation and modeling of all writing skills, followed by guided practice and independent practice. Additional practice may be integrated literacy centers or as homework. Students will participate in daily writing across the curriculum samples of the students writing will be turned into the principal each month. CURRICULUM ALIGNMENT: Classroom teachers will align the curriculum, vertically and horizontally, according to the Arkansas Literacy Frameworks. We will accomplish this through Total Instructional Alignment. FORMATIVE ASSESSMENT: Students in grades 3-4 will participate in interim testing provided by the WAESC aligned to the Total Instructional Alignment pacing guides. This year teachers in Grades K and 2 are in the process of writing their own assessment based on the pacing guides of Total Instructional Alignment. PROGRAM EVALUATION: SUMMATIVE ASSESSMENT: Annually, the criterion referenced and norm referenced test results will be analyzed to determine if the school is effectively meeting the target and goals for student achievement. Data compiled will be incorporated within the curriculum map, with specific focus on areas of weakness noted among subgroups. Research based instructional strategies and techniques designed to address these concerns will be utilized in instruction to improve student achievement.
      Action Type: Alignment
      Action Type: Collaboration
      Action Type: Equity
      Action Type: Professional Development
      		 Carl Underwood Start: 07/01/2014
      End: 06/30/2015
      • District Staff
      • Performance Assessments
      • Teachers
      ACTION BUDGET:$
      PROGRAM EVALUATION: Annually, the criterion referenced and norm referenced test results will be analyzed to determine if the school is effectively meeting the target and goals for student achievement. Data compiled will be incorporated within the curriculum map, with specific focus on areas of weakness noted among subgroups. Research based instructional strategies and techniques designed to address these concerns will be utilized in instruction to improve student achievement. Results will be reported in the 2015-16 ACSIP Plan at the effectiveness of this intervention. Results from the NRT Assessment for Grade 1 showed an increase on Reading Comprehension from a 64 to a 68 NPR. Grade 2 showed an decerase from 73 NPR to 63 NPR. Teachers will use these results to modify curriculum maps.
      Action Type: Collaboration
      Action Type: Program Evaluation
      		 Carl Underwood Start: 07/01/2014
      End: 06/30/2015
      • Administrative Staff
      • Performance Assessments
      • Teachers
      ACTION BUDGET:$
      Total Budget:$25015.7
      Priority 2: Charleston Elementary students will improve their mathematical skills.
      Supporting Data:
      1. All subgroups were in needs of improvement in math. All students performance in 2013 was a 86.21 with an AMO of 93.87. The Target Achievement Gap Groups had a 2013 performance of 76.09 with an AMO of 86.35.
      2. All subgroups were in needs of improvement for the growth performance. All students growth performance was 73.67 with an AMO of 88.74. The TAGG growth performance was 65.59 with an AMO of 79.41.
      GoalAll students will improve their mathematical skills in open responses problems on measurement, and data analysis.
      BenchmarkMath Growth and Performance: The Charleston Elementary School was a needs improvement school in math for 2013-14. It is expected that All Students, the Targeted Achievement Gap Group and all ESEA subgroups will meet or exceed the individual 2015 AMO performance and growth targets for math and will meet or exceed 94.48% in the 2014-15 school year for All Students and 81.25% for the TAGG subgroup.
      Benchmark We want all students to be proficient/advanced based on the Performance Level Descriptors (PLD) of the new state assessment in 2014- 2015
      Intervention: The Charleston Elementary School will improve test scores by using a variety of research based math strategies and aligning them using the Total Instructional Alignment process.
      Scientific Based Research: Professional Development Key to Improving Math Achievment: Research Shows Instruction - not textbooks, Technology - Key to Raising MAth Scores. Ascribe Education News Service (December 4, 2008).
      Actions Person Responsible Timeline Resources Source of Funds
      Teachers in K-4 grades will meet to update and align grade level math curriculum guides. 5th and 6th grade teachers will meet with the 7th and 8th teachers from the high school. All teachers will align and map the curriculum with the Common Core State Standards. Faculty will review Benchmark and ITBS test results to identify strengths and weaknesses. All teachers will be trained in curriculum mapping and alignments. All teachers will instruct students according to the grade level pacing guides.
      Action Type: Alignment
      Action Type: Collaboration
      Action Type: Professional Development
      		 Susan Brown Start: 07/01/2014
      End: 06/30/2015
      • Administrative Staff
      • Computers
      • Performance Assessments
      • Teachers
      ACTION BUDGET:$
      All students, including special education students in grades 3-6 will participate in interim assessment provided by Classworks in math. Quarterly assessments will be used as a tool for instruction in the classroom and also for interventions for students. The goal of interim testing is to assist schools in gathering formative assessment data that will allow them to monitor and modify curriculum and instruction, resulting in increased student achievement. A pre-test will be administered at the beginning of the school year. The purpose of the pre-test is to assess prerequisite knowledge, to modify pacing guides, and to identify students who need enrichment/intervention.
      Action Type: Alignment
      Action Type: Collaboration
      Action Type: Special Education
      Action Type: Technology Inclusion
      Action Type: Title I Schoolwide
      		 Susan Brown Start: 07/01/2014
      End: 06/30/2015
      • Performance Assessments
      ACTION BUDGET:$
      PROGRAM EVALUATION: We will continue with this program for the 2013-14 school year. We will use data collected this year to determine whether the objective of this action was achieved and whether it has been successful in attaining the anticipated results for the 2014-15 school year. The elementary school is a needs improvement school under NCLB and under the new accountability system, but because of the school being recognined for the Arkansas School Recognition and Reward Program, the school believes the evidence shows that it is valid in terms of supporting our efforts to increase student achievement.
      Action Type: Collaboration
      Action Type: Program Evaluation
      		 Carl Underwood Start: 07/01/2014
      End: 06/30/2015
      • Administrative Staff
      • Performance Assessments
      • Teachers
      ACTION BUDGET:$
      All teachers have implemented the Common Core State Standards in the 2012-13 school year. Teachers will receive professional development and ongoing support for the Common Core State Standards.
      Action Type: Alignment
      Action Type: Equity
      Action Type: Title I Schoolwide
      		 Carl Underwood Start: 07/01/2014
      End: 06/30/2015
      • Performance Assessments
      • Teachers
      ACTION BUDGET:$
      Total Budget:$0
      Intervention: Ensuring the Success of All Students.
      Scientific Based Research: Carter, Lisa., Total Instructional A;ligment: From Standards to Student Success, 2007
      Actions Person Responsible Timeline Resources Source of Funds
      All teachers will receive professional development in the new Common Core State Standards to increase student achievement in the area of math. This will be provided by the district, the WAESC, and outside consultants.
      Action Type: Collaboration
      Action Type: Professional Development
      		 Carl Underwood Start: 07/01/2014
      End: 06/30/2015
      • Outside Consultants
      • Teachers
      ACTION BUDGET:$
      ACADEMIC IMPROVEMENT PLANS (AIP): 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 student’s parents will be contacted for the purpose of working jointly with school personnel in developing an Academic Improvement Plan. (AIP) 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 math Benchmark score of the students will be reviewed by the ACSIP Math Committee to determine the improvement made when comparing the percent of students scoring proficient on the next year's exams.
      Action Type: AIP/IRI
      Action Type: Alignment
      Action Type: Collaboration
      Action Type: Equity
      Action Type: Professional Development
      Action Type: Special Education
      Action Type: Technology Inclusion
      		 Carl Underwood Start: 07/01/2014
      End: 06/30/2015
      • Administrative Staff
      • Computers
      • Outside Consultants
      • Teachers
      ACTION BUDGET:$
      The District will continue with an after school program for students in grades 3-6. Students will be selected by the following criteria: Having an academic improvement plan, and teacher recommendation, through current grades and test scores.
      Action Type: Alignment
      Action Type: Equity
      Action Type: Parental Engagement
      Action Type: Professional Development
      Action Type: Technology Inclusion
      Action Type: Title I Schoolwide
      		 Melissa Moore Start: 07/01/2014
      End: 06/30/2015
        ACTION BUDGET:$
        Students in the 5th and 6th grades will receive math instruction two periods a day. One period will focus on problem solving and one for computation. Students' grades will be evaluated at each four and one half weeks to look for improvement. NSLA funds will be used to purchase the IXL math program, technology materials and supplies.
        Action Type: AIP/IRI
        Action Type: Alignment
        Action Type: Equity
        Action Type: Technology Inclusion
        		 Melissa Moore Start: 07/01/2014
        End: 06/30/2015
        • Computers
        • Performance Assessments
        • Teachers
        PD (State-223) - Purchased Services:$0.00
        NSLA (State-281) - Purchased Services:$468.75
        ACTION BUDGET:$468.75
        All students, including special education students will be administered the state mandated tests for summative evaluation.
        Action Type: Alignment
        Action Type: Equity
        Action Type: Special Education
        		 Carl Underwood Start: 07/01/2014
        End: 06/30/2015
        • Computers
        • Performance Assessments
        • Teachers
        ACTION BUDGET:$
        Students will be provided supplemental instruction through the Computer Lab. All students, including special education students, 3-6 will go to the Computer Lab to work on a supplemental math program/literacy. Teachers will also assign the lab instructor assignments that the students are working on in the classroom.
        Action Type: Alignment
        Action Type: Equity
        Action Type: Technology Inclusion
        		 Carl Underwood Start: 07/01/2014
        End: 06/30/2015
          ACTION BUDGET:$
          The elementary school will make every effort to employ highly qualified teachers in academic subjects and instructional paraprofessionals 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
          		 Carl Underwood Start: 07/01/2014
          End: 06/30/2015
          • Administrative Staff
          ACTION BUDGET:$
          Closing the Achievement Gap Math: Regular biannual meetings of our Math ACSIP Leadership Team will continue to be held. These meetings will focus on building capacity within our school. Each meeting agenda will include the following Core Principles: A. The selection, and continuous evaluation, of research-based, scientifically validated, interventions designed to improve our ability to improve student performance on the Math portion of all Assessments. B. The ongoing monitoring of student progress in order to influence classroom instruction. C. The utilization of Formative and Summative Assessment Data to make decisions that impact: Curriculum, Instruction, Assessment and Professional Development. D. Coordination of resources in order to better meet the needs of all students, in all Sub-Populations. Written minutes of each meeting, along with a sign-in sheet, will be kept and made available upon request. The intent is that each Intervention, and Action, is carefully monitored…through the collection of Formative and Summative Data….so that those strategies, which prove ineffective, can be revised, or abandoned.
          Action Type: Collaboration
          Action Type: Equity
          		 Carl Underwood Start: 07/01/2014
          End: 06/30/2015
          • District Staff
          ACTION BUDGET:$
          PROGRAM EVALUATION: Data will be collected from state mandated tests to determine the results and will be included in our 2014-15 Plan. Our 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. Data from the state mandated tests show that we meet the AMO for math.
          Action Type: Collaboration
          Action Type: Program Evaluation
          Action Type: Title I Schoolwide
          		 Susan Brown Start: 07/01/2014
          End: 06/30/2015
          • Administrative Staff
          • Performance Assessments
          • Teachers
          ACTION BUDGET:$
          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 disagregated 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 to keep improving on our math scores. We will select interventions and coordinate our various state and federal funding sources to address this area. IN addition, we will meet in elementary grade level meetings weekly 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: Equity
          Action Type: Title I Schoolwide
          		 Carl Underwood Start: 07/01/2014
          End: 06/30/2015
          • Performance Assessments
          ACTION BUDGET:$
          Total Budget:$468.75
          Priority 3: To encourage students in a lifelong healthy choices in nutrition and physical activity.
          Supporting Data:
          1. Body Mass Index Data SY 2013-14: The Charleston Elementary School serves children K-6. The school assessed 431 students in all grades K-6. The following represents the percent of students at risk of overweight and overweight: Elementary: Males-32.3%, Females-31.7%. This shows an increase of .9% in males and a decrease of 6.3% in females.
          2. Free and Reduced Price Meal Eligibility SY 2013-14: Elementary 48.1% Paid, 9.4% Reduced and 42.5% Free.
            Free and Reduced Price Meal Eligibility SY 2012-13: Elementary 48.2% Paid, 9.8% Reduced and 42.0% Free.
            Free and Reduced Price Meal Eligibility SY 2011-12: Elementary 49.6% Paid, 9.9% Reduced and 40.5% Free.
          GoalStudents will make healthy choices and increase physical activity at school and at home.
          BenchmarkThere will be a 1/2% decrease in the 2014-15 BMI results from the 2013-14 BMI results.
          Intervention: The Charleston Elementary School will implement practices to provide students opportunities for students to practice healthy behaviors at school and encourage them to make healthy food and physical choices resulting in increased academic performance.
          Scientific Based Research: Guidelines for School Health Programs to Promote Lifelong Healthy Eating (June 14, 1996/Vol.45/No.RR-9).
          Actions Person Responsible Timeline Resources Source of Funds
          The Charleston Elementary School will provide professional development that will focus on physical activity and nutrition education, and health risk indicators that compromise students ability to perform academically.
          Action Type: Professional Development
          Action Type: Wellness
          		 Dusty Smith Start: 07/01/2014
          End: 06/30/2015
          • District Staff
          • Outside Consultants
          • Teachers
          ACTION BUDGET:$
          Newsletters will be sent home to parents that will encourage food and fitness for a healthy child.
          Action Type: Parental Engagement
          Action Type: Wellness
          		 Karren Efurd Start: 07/01/2014
          End: 06/30/2015
          • Administrative Staff
          • District Staff
          • Teachers
          ACTION BUDGET:$
          PROGRAM EVALUATION: Parents will be surveyed on the parental involvement form at the end of the 2013-14 school year to determine the effectiveness of the parent newsletters. The school year of 2008-09 will be a baseline.
          Action Type: Parental Engagement
          Action Type: Program Evaluation
          Action Type: Wellness
          		 Karren Efurd Start: 07/01/2014
          End: 06/30/2015
          • Teachers
          ACTION BUDGET:$
          NEEDS ASSESSMENT: After scoring module 1, 3, 4, and 8 in the school health index, the wellness committee recommends that more strategies should be placed on module 8 of family and community involvement.
          Action Type: Equity
          Action Type: Parental Engagement
          		 Susan Brown Start: 07/01/2014
          End: 06/30/2015
          • Teachers
          ACTION BUDGET:$
          The Charleston Elementary School will support the whole child, by addressing the health and wellness of all students. The nurse will conduct to the appropriate grades, BMI, vision screening, hearing screening, and scoliosis screening.
          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 Amy Womack 1st Grade Reading
            Classroom Teacher Ashley Sewell Pre-K Reading
            Classroom Teacher Ashley West 4th Grade Math
            Classroom Teacher Belinda Brown 4th Grade - Math co-chair ACSIP
            Classroom Teacher Constance Martin 1st Grade Reading
            Classroom Teacher Dana Rainwater 6th Grade - Math co-chair ACSIP
            Classroom Teacher Dawnette Sparks 3rd Grade Math
            Classroom Teacher Dorinda Fletcher Teacher Reading
            Classroom Teacher Jared Smith 2nd Grade Math
            Classroom Teacher Jay Crowley PE Math
            Classroom Teacher Jeanne Wells Music Writing
            Classroom Teacher Macy Barnett Spec Ed Reading
            Classroom Teacher Marcella Shelby Kindergarten Math
            Classroom Teacher Marsha Pippin 2nd Grade Reading
            Classroom Teacher Megan Fox Teacher Reading
            Classroom Teacher Michele Milam 1st Grade Reading
            Classroom Teacher Misty Gage 2nd Grade Reading
            Classroom Teacher Natalie Cadena Teacher Math
            Classroom Teacher Rachel Fisher Teacher Reading
            Classroom Teacher Rachel Stewart K/1 Teacher Writing
            Classroom Teacher Sabrina Ketter 5/6 Teacher Math
            Classroom Teacher Sharon Roberts 1st Grade Writing
            Classroom Teacher Sharon Sharpe 4th Grade - Writing chair ACSIP
            Classroom Teacher Stacy Mitchum 3rd Grade Writing
            Classroom Teacher Susan Abbott Special Education Math
            Classroom Teacher Susan Hayes 6th Grade Writing
            Classroom Teacher Terri Dooly Kindergarten Writing
            Classroom Teacher Terry Crowley Reading Recovery Reading
            Community Representative Remy Wells Student ACSIP
            District-Level Professional Susan Brown Curriculum/Federal Director ACSIP
            Non-Classroom Professional Staff Debbie Rainwater Secretary Writing
            Non-Classroom Professional Staff Dusty Smith Nurse Writing
            Non-Classroom Professional Staff Gail Miesner Computer Lab Reading
            Non-Classroom Professional Staff Karren Efurd Counselor ACSIP
            Non-Classroom Professional Staff Pam Rankin Secretary Writing
            Non-Classroom Professional Staff Pat Crosby Aide Math
            Non-Classroom Professional Staff Tahnee Bowen Counselor ACSIP
            Non-Classroom Professional Staff Tom Abbott Speech Reading
            Non-Classroom Professional Staff Vonda Hudson Custodian Writing
            Parent Lee Ann Flanagan Parent ACSIP
            Principal Carl Underwood Principal Literacy
            Principal Melissa Moore Principal ACSIP