|
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: Leadership
Goal: To improve academic achievement and
school environment. Based on the needs assessment, the Charleston School District has determined
that our weakness is in the achievement gap of males in literacy and the
sub population of economic disadvantaged students in literacy.
Priority 2: Safe and Drug-Free.
Goal: To provide a safe and drug-free
environment for both the students and the staff.
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 provide leadership, service, and support for the
extended use of federal funds and state funds.
|
|
Supporting Data:
|
1. N/A
2. N/A
3. N/A
|
|
Goal
|
To improve academic achievement and school environment.
Based on the needs assessment, the Charleston School
District has determined that our
weakness is in the achievement gap of males in literacy and the sub
population of economic disadvantaged students in literacy.
|
|
Benchmark
|
The district will require at least 75% of the staff will
receive more than the required six hours of professional development in
technology for the 2009-2010 school year should the district receive
the Enhancing Education Through Technology Grant. The district is expected
to meet the AYP target that has been calculated by NCLB Accountability.
|
|
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) .80 FTE Curriculum
Specialist for K-12 with NSLA funds. The district will transfer
$20,000 from the Professional Development money into the NSLA
account. The district will also hire (four) 2.57 FTE Highly Qualified
Para-Professionals with NSLA money. 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. This is above and
beyond state standards and these positions exceed state standards.
Action Type: Collaboration
Action Type: Equity
Action Type: Technology Inclusion
|
Jeff Stubblefield, Superintendent
|
Start: 07/01/2009
End: 06/30/2010
|
- Computers
- Performance
Assessments
- Teachers
- Teaching
Aids
|
|
Title I - Employee Salaries:
|
|
|
Title I - Employee Benefits:
|
|
|
NSLA (State-281) - Employee Benefits:
|
|
|
NSLA (State-281) - Employee Salaries:
|
|
|
|
|
ACTION BUDGET:
|
|
|
|
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: 07/01/2009
End: 06/30/2010
|
- Administrative
Staff
- Community
Leaders
- Teachers
|
|
|
The Charleston School
District is committed to providing
technology for teacher and student access to increase student
achievement. The Charleston School
District, in conjunction with the Cedarville School
District will apply for the
"Enhancing Education Through Technology Grant" for the
2009-2010 school year. Technology equipment and software will be
purchased for K-12 classrooms. At least 25% of the grant will be used
for professional development. Teachers will attend state and national
technology conferences. Teachers will receive technology training
throughout the school year.
Action Type: Equity
Action Type: Professional Development
Action Type: Technology Inclusion
|
Jeff Stubblefield
|
Start: 07/01/2009
End: 06/30/2010
|
- Administrative
Staff
- Computers
- Teachers
|
|
|
The Charleston School
District will fully implement interim
assessment for grades 3-11 in math and literacy and end of course
biology. 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: 08/18/2009
End: 05/28/2010
|
- District
Staff
- Outside
Consultants
- Performance
Assessments
|
|
|
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: 07/01/2009
End: 06/30/2010
|
- District
Staff
- Outside
Consultants
- Performance
Assessments
|
|
|
Formative Evaluation: The Charleston School
District will particpate in the
Western Arkansas Educational Cooperative Interim Assessment. 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: 07/01/2009
End: 06/30/2010
|
|
|
|
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.
Action Type: Collaboration
Action Type: Equity
|
Susan Brown
|
Start: 07/01/2009
End: 06/30/2010
|
|
|
|
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: 07/01/2009
End: 06/30/2010
|
|
|
|
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: 07/01/2009
End: 06/30/2010
|
|
|
|
PROGRAM EVALUATION: The district will analysis 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: 07/01/2009
End: 06/30/2010
|
- District
Staff
- Performance
Assessments
|
|
|
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% of a counselor, above the
state standards, to have one available for this age group.
Action Type: Equity
|
Jeff Stubblefield
|
Start: 07/01/2009
End: 06/30/2010
|
|
|
NSLA (State-281) - Employee Benefits:
|
|
|
NSLA (State-281) - Employee Salaries:
|
|
|
|
|
ACTION BUDGET:
|
|
|
|
COMPREHENSIVE NEEDS ASSESSMENT: We formed ACSIP
Leadership Teams and analyzed the test scores from the 2009
administration of grades 3-8 Augmented Benchmark, EOC, and SAT 10
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 2009
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: 07/01/2009
End: 06/30/2010
|
- District
Staff
- Performance
Assessments
|
|
|
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: 07/01/2009
End: 06/30/2010
|
|
|
|
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. (E) SAT 10 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 student's
who are below grade level in reading.
Action Type: AIP/IRI
Action Type: Alignment
Action Type: Equity
Action Type: Technology Inclusion
|
Susan Brown
|
Start: 07/01/2009
End: 06/30/2010
|
|
|
|
PLAN DEVELOPMENT:
(A) The ACSIP Leadership Team will meet each month 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. (B) N/A, ((D) N/A, (G) 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. Transistion 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: 07/01/2009
End: 06/30/2010
|
|
|
|
Total Budget:
|
$143799.88
|
|
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 Hou8se 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 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. Materials and supplies will be purchased for general office
used by the coordinator.
Action Type: Equity
Action Type: Professional Development
Action Type: Technology Inclusion
Action Type: Title I Schoolwide
Action Type: Title I Target Assistance
|
Jeff Stubblefield, Superintendent
|
Start: 07/01/2009
End: 06/30/2010
|
- Administrative
Staff
- Computers
- Outside
Consultants
- Title
Teachers
|
|
Title I - Materials & Supplies:
|
$100.00
|
|
Title I - Employee Salaries:
|
|
|
Title I - Employee Benefits:
|
|
|
|
|
ACTION BUDGET:
|
|
|
|
Title I will provide materials and supplies for the
welfare and educational needs of homeless students. The cost per
student was calculated at $300 per student. We estimate that we will
have 5 students this year that will be homeless.
Action Type: Equity
|
Susan Brown
|
Start: 07/01/2009
End: 06/30/2010
|
|
|
Title I - Materials & Supplies:
|
|
|
|
|
ACTION BUDGET:
|
|
|
|
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 that the 60 required hours
of professional development, will have opportunities to extend their
professional development to increase student achievement in their
respective buildings. $2100 will be set aside for professional
development facilitators with $456 in benefits for those
facilitators.
Action Type: Alignment
Action Type: Collaboration
Action Type: Professional Development
Action Type: Technology Inclusion
Action Type: Title I Target Assistance
|
Jeff Stubblefield, Superintendent
|
Start: 06/01/2009
End: 05/31/2010
|
- Administrative
Staff
- Computers
- District
Staff
- Outside
Consultants
- Performance
Assessments
- Teachers
- Title
Teachers
|
|
Title I - Purchased Services:
|
|
|
Title I - Employee Salaries:
|
|
|
Title I - Employee Benefits:
|
|
|
|
|
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: 07/01/2009
End: 06/30/2010
|
- Administrative
Staff
- Outside
Consultants
- Teachers
|
|
|
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 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. According to ACT 397 of 2009, each school
will provide training at lest 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: 07/01/2009
End: 06/30/2010
|
|
|
|
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
(3 hours of Parental Involvement for Administrators) 2 hours of PD
for those who teach Arkansas History and training in Data
Disaggregation, 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. Special Needs funding (PD) will
be used to support the following initiatives and training: Literacy
Lab, Technology, Total Instructional Alignment, etc.
Action Type: Alignment
Action Type: Collaboration
Action Type: Professional Development
Action Type: Special Education
Action Type: Technology Inclusion
|
Jeff Stubblefield
|
Start: 06/01/2009
End: 05/31/2010
|
- Computers
- District
Staff
- Outside
Consultants
- Performance
Assessments
|
|
PD (State-223) - Purchased Services:
|
|
|
PD (State-223) - Materials & Supplies:
|
|
|
PD (State-223) - Employee Benefits:
|
|
|
PD (State-223) - Employee Salaries:
|
|
|
|
|
ACTION BUDGET:
|
|
|
|
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
|
Rosemary Underwood
|
Start: 07/01/2009
End: 06/30/2010
|
- District
Staff
- Title
Teachers
|
|
|
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 SCIENTIFICLY 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 a 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
|
Rosemary Underwood
|
Start: 07/01/2009
End: 06/30/2010
|
- District
Staff
- Title
Teachers
|
|
|
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: 07/01/2009
End: 06/30/2010
|
|
|
|
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: 07/01/2009
End: 06/30/2010
|
|
|
|
Total Budget:
|
|
|
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.
Action Type: Alignment
Action Type: Collaboration
Action Type: Equity
Action Type: Parental Engagement
Action Type: Special Education
Action Type: Technology Inclusion
|
Shane Storey
|
Start: 07/01/2009
End: 06/30/2010
|
|
|
|
The Charleston School
District will send their ALE students
to the Paris School District ALE Program.
Action Type: Collaboration
|
Jeff Stubblefield
|
Start: 07/01/2009
End: 06/30/2010
|
|
|
ALE (State-275) - Purchased Services:
|
|
|
|
|
ACTION BUDGET:
|
|
|
|
PROGRAM EVALUATION: At the conclusion of the 2009-10
school year, the district will evaluate this intervention to
determine its effectiveness of student success. Results from the
2008-09 school year shows that the Charleston Elementary
School sent two students for
forty-five days. Both students met their goal and transitioned back
into the regular school setting. The High School had three students
in the ALE program. One of the students received his GED, one
returned to the regular classroom and one remains in the program.
Action Type: Collaboration
Action Type: Program Evaluation
|
Jeff Stubblefield
|
Start: 07/01/2009
End: 06/30/2010
|
|
|
|
Total Budget:
|
|
|
|
Priority 2:
|
To provide a safe and drug-free environment for students
and staff.
|
|
Supporting Data:
|
1. 4.0% of the
discipline referrals at the high school were for tobacco use.
2. 4.0% of the
discipline referrals at the high school were for bullying.
3. 0% of the
discipline referrals at the high school were for drugs and alcohol.
4. According to
the APNA Survey: 97% of 12th graders, 89.3% of 10th graders, 89.2% of
8th graders, and 90.4% of 6th graders felt safe at school.
|
|
Goal
|
To provide a safe and drug-free environment for both the
students and the staff.
|
|
Benchmark
|
To reduce the discipline referrals for the use of bullying
by 1/2%.
|
|
Intervention: To provide a safe and drug free
environment.
|
|
Scientific Based Research: Goals 2000, Exemplary and
Promising Safe and Drug Free Schools, U.S. Department
of Education, 2001.
|
|
Actions
|
Person Responsible
|
Timeline
|
Resources
|
Source of Funds
|
|
Title IV-A will be used to provide age appropriate and
developmentally based activities for the sixth grade that addresses
consequences of violence and illegal drug use, bullying, problem
solving skills, decision making skills and to promote a sense of
responsibility and to teach students the skills to recognize social
and peer pressure so that they may resist drug use and smoking. These
students, along with parents and teachers will attend the Ferndale 4-H Center.
Action Type: Collaboration
Action Type: Equity
Action Type: Parental Engagement
|
Melissa Moore
|
Start: 07/01/2009
End: 06/30/2010
|
- Community
Leaders
- Outside
Consultants
- Teachers
|
|
Title IV-A - Purchased Services:
|
|
|
|
|
ACTION BUDGET:
|
|
|
|
The district will use school discipline reports to show
decrease in the use of smoking.
Action Type: Professional Development
Action Type: Program Evaluation
|
Jeff Stubblefield
|
Start: 07/01/2009
End: 06/30/2010
|
|
|
|
PROGRAM EVALUATION: At the conclusion of the school year
2008-09 this intervention will be evaluated by the district
discipline report through APSCN. APSCN discipline reports that
tobacco referrals fell from 5.9% in 2007-08 to 4.0% in 2008-09,
referrals for bullying fell from 5.9% in 2007-08 to 4.0% in 2008-09
and referrals for drugs and alcohol fell from 1.1% in 2007-08 to 0%
in 2008-09.
Action Type: Program Evaluation
Action Type: Wellness
|
Shane Storey
|
Start: 07/01/2009
End: 06/30/2010
|
|
|
|
NEEDS ASSMENT: According to the APSCN discipline report,
8% of referrals at the high school were for smoking or bullying.
Therefore, we want to reduce this percentage for students to be
healthy and safe at school.
Action Type: Equity
Action Type: Parental Engagement
Action Type: Special Education
|
Melissa Moore
|
Start: 07/01/2009
End: 06/30/2010
|
|
|
|
Total Budget:
|
|
|
|
Priority 3:
|
Administrative Support for Wellness
|
|
Supporting Data:
|
1. Body Mass Index
Data SY 2008-09: The Charleston School District is composed of two
schools with a total of 634 students were assessed. Of the students
assessed, the following represents the percent of students at risk of
overweight and over weight: District: Males-36.7%, Females-31.1%,
Elementary: Males-34.7%, Females-32.4%, High School: Males-42.2%,
Females-27.9%.
2. Body Mass Index
Data SY 2007-08: The Charleston School District is composed of two
schools with a total of 457 students in grades K,2,4,6,8,or 10 for
which BMI assessments
are mandated. Of the students assessed, the following represents the
percent of students at risk of overweight and over weight: District:
Males-33.5%, Females-29.2%, Elementary: Males-37.4%, Females-31.3%,
High School: Males-26.4%, Females-23.8%.
3. Body Mass Index
Data SY 2006-07: of the 945 student population, 682 students were
assessed. Of the students assessed, the following represents the
percent of students at risk of overweight and over weight: District:
Males-36.4%, Females-27.4%, Elementary: Males-37.8%, Females-28.3%,
High School: Males-35.0%, Females-26.3%.
4. Free and
Reduced Price Meal Eligibility SY 2009-10: District: 62.3% paid, 10.2%
reduced, 27.5% free.
5. Free and
Reduced Price Meal Eligibility SY 2008-09: District: 64.2% paid, 9.3%
reduced, 26.5% free.
6. Free and
Reduced Price Meal Eligibility SY 2007-08: District: 67.4% paid, 8.2%
reduced, 24.3% free.
7. Franklin County percent of
population in Poverty, 2005 - 14.3%.
8. USDA Economic
Research Service, Data Sets: www.ers.esdu.gov Franklin County Unemployment
Rate: 2005-4.1%, 2004-4.8%, 2003-4.8%.
|
|
Goal
|
Students participating in the BMI activity show
a need to improve their cardiovascular, muscular strength/endurance,
and flexibility activity.
|
|
Benchmark
|
Healthier BMI results by June 30, 2010. There will be
a 1/2% difference in the 2009-10 BMI results from
the 2008-09 results indicating healthier lifestyles are being
practiced.
|
|
Intervention: The Charleston School
District will encourage strategies and
activities that encourage a healthly 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: 07/01/2009
End: 06/30/2010
|
- Administrative
Staff
- Community
Leaders
- District
Staff
- Outside
Consultants
|
|
|
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: 07/01/2009
End: 06/30/2010
|
- Administrative
Staff
- Community
Leaders
- District
Staff
- Outside
Consultants
|
|
|
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: 08/20/2009
End: 05/31/2010
|
- Administrative
Staff
- Community
Leaders
- District
Staff
- Teachers
|
|
|
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: 08/20/2009
End: 05/31/2010
|
- Administrative
Staff
- Community
Leaders
- Outside
Consultants
- Teachers
- Teaching
Aids
|
|
|
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: 08/20/2009
End: 05/31/2010
|
- Administrative
Staff
- Community
Leaders
- District
Staff
- Outside
Consultants
- Teachers
|
|
|
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: 08/01/2009
End: 05/30/2010
|
|
|
|
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: 07/01/2009
End: 06/30/2010
|
|
|
|
NEEDS ASSMENT: Research shows that healthy children do
better in school. The BMI shows that
at the district, 36.7% males and 31.1% of females were at risk of
being overweight. Therefore, we want to help improve student's well
being.
Action Type: Equity
Action Type: Wellness
|
Susan Brown
|
Start: 07/01/2009
End: 06/30/2010
|
|
|
|
Total Budget:
|
$0
|
|
· Planning Team
|
Classification
|
Name
|
Position
|
Committee
|
|
Business Representative
|
Paul David Gramlich
|
Business Representative
|
Wellness
|
|
Classroom Teacher
|
Belinda Brown
|
4th Grade Teacher
|
Elementary Literacy Chair
|
|
Classroom Teacher
|
Carole Terry
|
Math Instructor
|
High School Math 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
|
Rosemary Underwood
|
Title 1 Reading Teacher
|
Title 1
|
|
Classroom Teacher
|
Sally Haislip
|
English Instructor
|
High School Literacy
|
|
Classroom Teacher
|
Sharon Sharpe
|
4th Grade Teacher
|
Elementary Literacy Chair
|
|
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
|
|
Principal
|
Carl Underwood
|
Elem Principal
|
Title 1, ACSIP
|
|
Principal
|
Melissa Moore
|
MS Principal
|
Titl 1, ACSIP
|
|
Principal
|
Shane Storey
|
HS Principal
|
Title 1, ACSIP
|
|