School Plan - Huntsville School District

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School Plan




HUNTSVILLE SCHOOL DISTRICT

PO Drawer F Huntsville, AR 72740

Arkansas Comprehensive School Improvement Plan

2011
-
2012


The Mission of the Huntsville School District is to provide the most efficient and effective learning
opportunit
i
es for all students within the
district. Learning opportunities will focus on improving student achievement, academic, and character growth, and the develop
ment of
continuous learning in a rapidly changing world.

Grade Span:

Title I: Not Applic
able

School Improvement:


Table of Contents

Priority 1:

Extended Use of State and Federal Funds

Goal:

To improve academic achievement and school environment especially in the areas that reflect our greatest need within the use
of state
and federal funds priority: Literacy: Combined, Caucasian and Economically Disadvantaged Populations. Math: Economically
Disadvantaged
Populations. (As evidenced by the 2010 Arkansas Adequate Yearly Progress: District Improvement Report
-

3 year 2009
-
2011.).

Priority 3:

Wellness

Goal:

To create an environment that promotes the health and wellness of faculty and staff members

of the Huntsville School District.

Priority 4:

English Language Learners & Title III Funding

Goal:

To improve academic achievement and school environment especially in the areas that reflect our greatest need within the use
of Title III
and ELL funds: ELL

student achievement in literacy, math, language acquisition, and parental involvement. (As evidenced by the 2011 Arkansas
Adequate Yearly Progress: District Improvement Report
-

3 year (2009
-
2011).


Priority 1:

Extended use of state and federal funds

Supporting Data:

1.

COMPREHENSIVE NEEDS ASSESSMENT: We formed ACSIP Leadership Teams and analyzed the test scores from the
2010 administration of the 3rd thru 8th grade Augmented Benchmarks, EOC Literacy, EOC Algebra, EOC Algebra,
and SAT 10 Exams. We examine
d the results from both the combined population and EACH subpopulation. We
conducted data analysis to determine our main areas of weakness. In addition, we studied the three most recent
years of attendance and graduation rates, disciplinary, formative and
summative achievement data across grade
levels within the district. 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 are
as of need and
help align classroom instruction with our curriculum, assessment, and pr
ofessional development. We exami
ned 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 p
otential. 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 conc
lu
sion that
the following areas reflect our greatest ne
ed within the use of state and federal funds priority: Literacy: Combined,
Caucasion and Economically Disadvantaged Subpopulations Math: Economically Disadvantaged Students. (As
evidenced by the 2011 Arkansas Adequate Yearly Progress: District Improvement
Report
-

3 year 2009
-
2011.) We
will select interventions and coordinate our various state and federal funding sources to address these areas.

Goal

To improve academic achievement and school environment especially in the areas that reflect our greatest nee
d within the
use of state and federal funds priority: Literacy: Combined, Caucasian and Economically Disadvantaged Populations. Math:
Economically Disadvantaged Populations. (As evidenced by the 2010 Arkansas Adequate Yearly Progress: District
Improvement
Report
-

3 year 2009
-
2011.).

Benchmark

20% increase of staff who participate in professional development focused on improvement of student achievement of
Combined, Caucasian, and Economically Disadvantaged Students as documented through the Augmented and
End of Course
Benchmarks. This 20% increase will be measured, reviewed, and anlyzed beginning with the 2011
-
12 school year.

Intervention: District Level Title I Budgeting. This budget includes carryover ($143,771.67), and these funds are reflected i
n the

plan.

Scientific Based Research: ED Pubs, P.O. Box 1398, Jessup, MD. Authors: Chait, Robin; Hardcastle, Daphne; Kotzin, Stacy; LaPo
inte,
Michelle; Miller, Meredith; Rimdzius, Tracy; Sanchez, Susan; Scott, Elois; Stullich
, Stephanie; Thompson
-
Hoffman, Susan. High Standards for
All Students: A Report from the National Assessment of Title I on Progress and Challenges since the 1994 Reauthorization. 200
1
-
01
-
00.
Parental Involvement will become a more important focus of the ed
ucational program. (Building Successful Partnerships: A Guide for
Developing Parent and Family Involvement Programs, National PTA, 2000) Porter, A. C., Garet, M. S., Desimone, L. D., Yoon, K.

S., &
Birman, B. F. (2000). Does professional development change

teaching practice? Results from a three
-
year study: Executive summary.
Washington, DC: U.S. Department of Education, Office of the Undersecretary.

Actions

Person
Responsible

Timeline

Resources

Source of Funds

Salary and benefits for District Title I Coordinator (.5
FTE) who will monitor district AYP status and assure
that the district is providing supplemental services that
are within federal guidelines. This activity is
supplemental to the program already impl
emented with
state or local funds.

Action Type: Collaboration

Superintendent

Start:
07/01/2011

End:
06/30/2012



Administrative
Staff



None

Title I
-

Employee
Salaries:

$34600.00

Title I
-

Employee
Benefits:

$8650.67


ACTION
BUDGET:

$43250.67


Administrative costs for Title I Coordinator to attend
Title I area, state, national meetings, and other
professional development relating to Title I programs.
This activity is supplemental to the program already
implemented with state or local funds.

Acti
on Type: Professional Development

Debbie Holt,
Title I
Coordinator

Start:
07/01/2011

End:
06/30/2012



Outside
Consultants


ACTION BUDGET:

$


Purchase materials and supplies for use in the TItle I
Coordinator's office. This purchase is supplemental to
the program already implemented with state or local
funds.

Action Type: Collaboration

Debbie Holt,
Title I
Coordinator

Start:
07/01/2011

End:
06/30/2012



Central Office

Title I
-

Materials &
Supplies:

$803.00


ACTION
BUDGET:

$803


Purchase technology to use in evaluation of district AYP
data, communication with district administrators and
teachers,and other administrative uses. This purchase
is supplemental to the program already implemented
with state or local funds.

Action Type: P
rogram Evaluation

Action Type: Technology Inclusion

Debbie Holt,
Title I
Coordinator

Start:
07/01/2011

End:
06/30/2012



Performance
Assessments

Title I
-

Capital
Outlay:

$2000.00


ACTION
BUDGET:

$2000


Homeless children are identified as those who lack a
fixed, regular, and adequate nighttime residence. This
includes students who live in shelters, motels, hotels,
trailer parks, campgrounds, cars, parks, public places,
buses, train stations, abandoned bui
ldings, and/or
students who are abandoned, awaiting foster care, or
doubled up with relatives or friends. Huntsville School
District has designated a local homeless liaison, Freda
Waters, to insure that school staff, secretaries,
counselors, etc. understan
d the broad scope of the
law's definition of homeless and to work to coordinate
local efforts to ensure that homeless children are
identified, they are enrolled in school, and they have
opportunities for academic success. The district has
identified 190 ho
meless students and provides
transportation to and from school, free breakfast and
lunch, free textbooks, donated clothing is distributed as
needed, and school fees may be waived or paid by the
district. The district shall reserve $4750 of Title I funds
to

provide services to homeless children (This is
determined by multiplying the number of students by
$25 for each student.) The district has detemined that
these funds shall be used to purchase materials and
supplies (such as paper, pencils, pens, crayons,
calculators, fees, etc.) to insure that homeless students
have supplies comparable to other students.This
activity is supplemental to the program already
implemented with state or local funds.

Homeless
Liaison, Freda
Waters

Start:
07/0
1/2011

End:
06/30/2012



None

Title I
-

Materials &
Supplies:

$4750.00


ACTION
BUDGET:

$4750


Action Type: Equity

Parent Coordinator and parents will attend professional
development activities.

Action Type: Parental Engagement

Parent
Coordinator

Start:
07/01/2011

End:
06/30/2012



Outside
Consultants


ACTION BUDGET:

$


PARENTAL INVOLVEMENT SET ASIDE: Provide materials
and supplies for Parent coordinator to include
instructional materials for parents to use when working
with their students. This activity is supplemental to the
program already implemented with state or loc
al funds.
The funds will be distributed (based on the number of
Title I Schoolwide Students at each building) as follows:
District
-

$375 Watson Primary
-

$1,400 Huntville
Intermediate
-

$1,462 Huntsville Middle
-

$1,520
Huntsville High
-

$2,058 St. Paul E
lementary
-

$324 St.
Paul High
-

$360

Action Type: Parental Engagement

Debbie Holt

Start:
07/01/2011

End:
06/30/2012



Teaching Aids

Title I
-

Materials &
Supplies:

$375.00


ACTION
BUDGET:

$375


Provide technology for use in Parent Center.

Action Type:
Parental Engagement

Action Type: Technology Inclusion

Parent
Coordinator

Start:
07/01/2011

End:
06/30/2012



Computers


ACTION BUDGET:

$


PROFESSIONAL DEVELOPMENT FOR HIGHLY QUALIFIED
STAFF
-

5% Set Aside
-

The district will purchase The
Learning Institute services. The goal of TLI is to assist
schools in gathering formative assessment data that
will allow them to monitor and modify curricul
um and
instruction, resulting in increased student achievement.
Students will be tested in literacy in grades k
-
12. 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 mod
ify pacing guides, and to
identify students who need enrichment/intervention.
The following information may be gained from the TLI:
misconceptions, that students may have, and areas in
need of differentiated instruction. Post
-
tests are useful
for determini
ng student gains, as a curriculum audit,
and for professional development planning. Activities
will also include professional development for staff to
attend high quality professional development
workshops related to math or literacy especially in the
area
s that reflect our greatest needs: Literacy:
Debbie Holt,
Title I
Coordinato
r

Start:
07/01/2011

End:
06/30/2012



Outside
Consultants

Title I
-

Purchased
Services:

$37500.00


ACTION
BUDGET:

$37500


Combined, Caucasian, and Economically Disadvantaged
Populations. Math: Economically Disadvantaged
Populations.

Action Type: Professional Development

Action Type: Special Education

Increasing meaningful parental involvement is a priority
in Huntsville Public Schools. In accordance, Parent
Facilitators are appointed and compensated by the
district to oversee the administration of the plan, to
promote a welcoming atmosphere in the scho
ol, and
ensure that parental participation is recognized as an
asset to the school. Along with administrators, they will
establish and maintain Alumni Advisory Commissions to
provide advice and guidance for school improvement.
Action teams will be develope
d to carry out the plan
and will be responsible for improving and maintaining
parental involvement. the Huntsville School District
Parental Involvement Plan will be composed of building
level activities and will be documented in school ACSIP
Plans. It is a
lso a component of the Parental
Involvement plan that teachers be provided with no less
than two hours of professional development
opportunities to enhance understanding of effective
parental involvement strategies. This two hour
minimum may be included in

the 60 hours of
professional development requirement. Administrators
shall be required to gain three hours of professional
development designed to enhance the understanding of
effective parent involvement strategies and the
importance of administrative le
adership in setting
expectations and creating a climate conducive to
parental participation. This Parental Involvement Plan
shall be reviewed and updated each year, then filed
with the Department of Education.

Action Type: Parental Engagement

Action Type:

Program Evaluation

District Parent
Coordinator

Start:
07/01/2011

End:
06/30/2012



Administrative
Staff



Teachers


ACTION BUDGET:

$


Form Title I planning committee composed of teachers,
administrators, counselors, media specialists, parents,
and community leaders. This committee will meet to
plan for the Title I programs to be implemented within
the district. The committee will provide

support for the
implementation of an effective Title I Program at the
Debbie Holt,
Title I
Coordinator

Start:
07/01/2011

End:
06/30/2012



Administrative
Staff



District Staff



Teachers


ACTION BUDGET:

$


building levels. It will also compile, review, and amend
the Parent/Teacher Compact.

Action Type: Collaboration

The Title I Planning Committee will meet to evaluate
the progress of Title I programs. The results of the
Benchmark, Iowa Basic Skills, and End of Course Tests
will be used to determine
the success of the program.

Action Type: Program Evaluation

Debbie Holt,
Title I
Coordinator

Start:
07/01/2011

End:
06/30/2012



Administrative
Staff



Community
Leaders



Teachers


ACTION BUDGET:

$


Teachers and administrators from each building level to
include Watson Primary (K
-
2), Huntsville Intermediate
(3
-
6), Huntsville Middle (7
-
8), Huntsville High (9
-
12),
St Paul Elementary (K
-
6), and St Paul High (7
-
12) will
meet to collaborate and plan/revise the District ASCIP.

Action Type: Collaboration

Debbie H
olt

Start:
07/01/2011

End:
06/30/2012



Administrative
Staff



Teachers


ACTION BUDGET:

$


Evaluation of the Title I Program will be determined by
the school's Adequate Yearly Progress.

Action Type: Program Evaluation

Debbie Holt

Start:
07/01/2011

End:
06/30/2012



Performance
Assessments


ACTION BUDGET:

$


The district will notify parents of the schools' status as
determined by ADE Adequate Yearly Progress. The
district and each school's AYP status will be posted on
the Huntsville School District
website.

Action Type: Parental Engagement

Superintendent

Start:
07/01/2011

End:
06/30/2012



Administrative
Staff


ACTION BUDGET:

$


PROFESSIONAL DEVELOPMENT: 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 effective
ness 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, working under the guidelines
of the district professional develop
ment plan, will
develop a professional development plan for the school
and individual teachers based on information obtained
through data analysis. 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 and needs. All teachers will have the
Superintendent

Start:
07/01/2011

End:
06/30/2012



Administrative
Staff



Outside
Consultants


ACTION BUDGET:

$


opportunity to have input regarding the district and
building level professional development plan. The
district will provide all teachers and administrators with
no les
s than 60 hours of professional development
including 6 hours of technology and 2 hours of parental
involvement (3 hours of Parental Involvement for
Administrators) and for those who teach Arkansas
History, 2 hours of training in that subject. Teachers
wil
l have the opportunity to evaluate the benefit of the
professional development activities and provide
feedback on needed changes.

Action Type: Alignment

Action Type: Collaboration

Action Type: Parental Engagement

Action Type: Professional Development

Actio
n Type: Program Evaluation

SUMMATIVE EVALUATION: On a Semi Annual Basis, all
NRT (ITBS),

End of Course and Benchmark Data, along
with other school
-
based data, will be analyzed to
determine curriculum, instruction, and staff
development needs. Curriculum maps will be adjusted
for gaps and redundancies. Students scoring below
proficient will ha
ve requirements to meet according to
AIPs, and individual professional development needs
will be determined and addressed. Our ACSIP plan will
be reviewed and modified based on the results of this
data analysis.

Action Type: AIP/IRI

Action Type: Alignment

Action Type: Collaboration

Action Type: Equity

Action Type: Professional Development

Action Type: Program Evaluation

Superintendent

Start:
07/01/2011

End:
06/30/2012



Administrative
Staff



Performance
Assessments


ACTION BUDGET:

$


FORMATIVE EVALUATION: The Huntsville School District
is a collaborative participant in the Arkansas COOP
Target Formative Assessment initiative. The goal of
Target 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. Students
will be tested in literacy in grades 3
-
8, mathematics
grades 3
-
8, Algebra 1, and Geometry. A pre
-
test will be
Sheila Trinkle

Start:
07/01/2011

End:
06/30/2012



District Staff


ACTION BUDGET:

$


administered at the beginning of the school ye
ar. The
purpose of the pre
-
test is to assess prerequisite
knowledge, to modify pacing guides, and to identify
students who need enrichment/intervention. The
following information may be gained from the Target
Tests: misconceptions, that students may have,
and
areas in need of differentiated instruction. Post
-
tests
are useful for determining student gains, as a
curriculum audit, and for professional development
planning.

Action Type: Alignment

DISTRICT LEADERSHIP TEAM: Closing The Achievement
Gap in (Literacy and Math): Regular quarterly meetings
of the District ACSIP Leadership Committee 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 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 Hig
h
Stakes exams. B. Monitoring student progress in order
to influence classroom instruction. C. Using Formative
and Summative Assessment Data to make decisions
That impact: Curriculum, Instruction and Professional
Development. D. Alignment of District Resou
rces 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 Format
ive and
Summative Data…so that those strategies 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 Ma
y 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 district will
Debbie Holt,
Sheila Trinkle

Start:
07/01/2011

End:
06/30/2012



Administrative
Staff



District Staff



Teachers


ACTION BUDGET:

$


coordinate a peer review process in which district level
personnel (Title I Coordinator, Special Education
Coordinator, Curriculum Coordinator, Testing
Coordinator, and ESL
Coordinator) will evaluate ACSIP
plan using the ADE School Approval Checklist and
provide feedback. The evaluation results will be
included in the district, and each building plan, the
following year. The district will provide training and
support for each

building leadership team.

Action Type: Alignment

Action Type: Collaboration

Action Type: Program Evaluation

20% SET ASIDE FOR CHOICE AND SUPPLEMENTAL
SERVICES: The district will provide choice
-
related
transportation and supplemental educational for
students in St. Paul High School (7
-
12) in order to
reduce any disparities in the education of students. This
is du
e to the TI
-
A
-
2 designation of the St. Paul High
School. Letters were sent to parents of St. Paul High
School about their right to choose to send their
child/ren to Huntsville Campus, as it is within our
district and is not identified as being in school
im
provement. This is over and above what the district
already spends to transport children to the school of
origin. Letters will be sent to parents of St. Paul High
School free and reduced lunch students explaining their
right to supplemental educational ser
vices (SES). The
letters will include the availability of services, the
identity of providers that were willing to provide
services within our district, and a brief description of
the services, qualifications, and demonstrated
effectiveness of each provide
r. The district Title I
Coordinator will monitor the chosen providers to ensure
goals, objectives, and timeframes, as identified in
individual Student Learning Plans, are being met.
Additional district monies ($119,973) are available, up
to the full 20% ($
149,973) of our allotment, in the
event that more funds are needed, so that every child
that requests SES, in a school identified for
improvement, is served by an SES provider.

Action Type: Parental Engagement

Action Type: Special Education

Debbie Holt,
P
rincipal

Start:
07/01/2011

End:
06/30/2012



Administrative
Staff



Central Office



Outside
Consultants

Title I
-

Purchased
Services:

$30000.00


ACTION
BUDGET:

$30000


PROGRAM EVALUATION: "At the conclusion of the
2009
-
2010 school year we evaluated this
Intervention/Program through: Target Testing, and
determined that it was effective in support of our
Curriculum, Instruction, Assessment and Professional
Development. EVALUATION RESULTS: Students in
grades 3
-

11 scored an average of 58% passing the
Litera
cy Target PreTest and 61% passing the Literacy
Target Posttest. Students in grades 3
-

10 scored an
average of 39% passing the Math Target Pretest and
54% passing the Math Target Posttest. This shows an
3% increase in Literacy and 15% increase in Math
duri
ng the 2009
-
2010 school year. We believe the
evidence shows that it is valuable in terms of
supporting our efforts to increase student achievement.
During the 2010
-
2011 school year, we plan to use the
following protocol in evaluating, and adjusting, the
pr
ograms, processes, and activities that make up the
action descriptions within this intervention/program:
Target Testing, pretests, quarterly tests, and post tests
will be administered at 3
-

11 grade levels. We will use
this data/information to determine w
hether the
objectives of this Intervention/Program were achieved
and whether it has been successful in attaining the
anticipated participant outcome, objectives. We will
report the results, in our 2011/2012 ACSIP Plan, and
use those evaluation results in m
aking decisions that
impact our future instructional program."

Action Type: Program Evaluation

Debbie Holt

Start:
07/01/2011

End:
06/30/2012



Administrative
Staff



District Staff



Teachers


ACTION BUDGET:

$


THE DISTRICT WILL PROVIDE TECHNICAL ASSISTANCE
AND SUPPORT TO SCHOOLS IN SCHOOL IMPROVEMENT
The district is providing technical assistance and
support St. Paul High due to its AYP status as WSI
-
2. In
order to reduce disparities, the Title I Coordinator
col
laborates with the schools as to appropriate
instructional strategies, interventions, and budgetary
needs. The district test coordinator provides detailed
test data as appropriate to the CRT and NRT's.

Action Type: Professional Development

Debbie Holt

Sta
rt:
07/01/2011

End:
06/30/2012



Administrative
Staff



District Staff



Performance
Assessments


ACTION BUDGET:

$


DISTRICT ACTION TO PROVIDE HELP TO SCHOOLS IN
SCHOOL IMPROVEMENT: Huntsville School District will
provide math and literacy facilitiators

to provide teacher
Shelby
Sisemore,
Superintendent

Start:
07/01/2011

End:


Administrative
Staff


ACTION
BUDGET:

$


mentoring to schools identified as being in school
improvement. The district also provides a curriculum
coordinator and test coordinator to provide assistance
to teachers in meeting the state's adequate yearly
progress charts and to pro
vide training and support for
data analysis and its effective use in instructional
planning.

Action Type: Alignment

Action Type: Collaboration

06/30/2012



District Staff

PEER REVIEW: The district has conducted a Peer
Review for our schools that are identified as being in
school improvement. St. Paul High School has been
identifed as WSI
-
2. The review team made suggestions
for improvement of these plans, and th
e plans were
approved as revised.

Action Type: Alignment

Action Type: Program Evaluation

Debbie Holt

Start:
07/01/2011

End:
06/30/2012



Administrative
Staff



Teachers


ACTION BUDGET:

$


ANNUAL TITLE I PARENT MEETINGS Each school will
host an annual community meeting to discuss the Title
I program. These meetings will be scheduled during the
fall of each school year. A sign
-
in sheet will be kept to
document attendance. An agenda will be pr
ovided that
includes: Goals for the program, rights of parents to be
involved in the planning, review, and revision of parent
programs (including the school parental involvement
policy), school accreditation, coordination of federal
programs, the schools a
cademic performance report,
overview of the curriculum along with an explanation of
the kinds of assessments used. There will be a time for
dialogue with the parents and they will be encouraged
to ask questions and offer suggestions as they relate to
budge
ting of all federal monies. Parents will be
encouraged to form a partnership with the school. A
committee will be formed for the purpose of revising
the school parental involvement policy.

Action Type: Parental Engagement

Debbie Holt

Start:
07/01/2011

End:

06/30/2012



Community
Leaders


ACTION BUDGET:

$


THE DISTRICT WILL MONITOR SES PROVIDERS. The
Title I Coordinator and Principals of schools identified as
in School Improvement will monitor the SES programs
by ensuring that goals, objectives, and timeframes are
met, as identified in the individual Student

Learning
Plans. The district will notify parents about the
Title I
Coordinator

Start:
07/01/2011

End:
06/30/2012



Computers


ACTION BUDGET:

$


availability of services, help parents choose a provider
(if requested), apply fair and equitable procedures for
serving students if not all students can be served,
ensure that eligible students w
ith disabilities and LEP
students receive appropriate services, enter into an
agreement with a provider selected by parents of
eligible students, assist the SEA in identifying potential
providers within the LEA, protect the privacy of
students who are elig
ible for or receive SES, and
prominently display on the school website: the number
of students who were eligible for and the number of
students who participated in SES, and the list of
providers approved by the SEA to serve in Huntsville
School District an
d the locations where services are
provided.

Action Type: Collaboration

Action Type: Equity

Action Type: Parental Engagement

PRIVATE SCHOOL SUPPLEMENTAL SUPPORT: Huntsville
School District has no private schools within the district
boundaries. The district has contacted private schools
within reasonable distance of our district to verify if
these private schools have Huntsville
School District
students enrolled. These private schools have verified
that no Huntsville School District students attend. In
the event our students do attend area private schools,
we will verify that equitable participation will occur to
include: 1. Timel
y and meaningful consultation, 2.
Ongoing consultation discussing a) How we will identify
the needs of eligible private school children, b) What
services we will offer to eligible private school children,
c) How and when we will make decisions about the
de
livery of services, d) How, where and by whom we
will provide services to eligible private school children,
e) How we will assess academically the services to
eligible private school children in accordance with Title I
regulations and how we will use the r
esults to improve
Title I services, f) The size and scope of the equitable
services and the proportaion of funds that will be
allocated, g) The method or sources of data that we will
use to determine the number of private school children
from low imcome fa
miles residing in our area, h) The
Federal
Programs
Coordinator

Start:
07/01/2011

End:
06/30/2012



Administrative
Staff


ACTION B
UDGET:

$


equitable services we will provide to teachers and
families of participating private school children, and i)
how we will provide the private school the reasons in
writing why we choose not to use a contractor. 3.
Written
and signed affirmation of consultation. 4.
Reservation of funds. 5. Carry over funds. 6. Use of
ARRA funds and reservations of those funds.

Action Type: Equity

PEER REVIEW OF ACSIP: The district will conduct an
annual peer review of the ACSIP prior to submission to
the ADE. Documentation will be kept in the Title I
Coordinators office. The special education coordinator,
district test coordintor,
district ELL/Migrant coordinator,
and federal programs coordinator will compose the
team that will conduct the review.

Action Type: Program Evaluation

Federal
Programs
Coordinator

Start:
07/01/2011

End:
06/30/2012



Administrative
Staff


ACTION BUDGET:

$


Total Budget:

$118678.67

Intervention: District Level Title II A Budgeting. This budget includes carryover ($25,283.89). This money is included in the

ACSIP budget.

Scientific Based Research: Speck, Marsha, Professional Development Increasing Student
Achievement: Why Can't We Get It Right?, 2002
Finn, Jeremy D. 1998. Class size and students at risk: What is known? What is next? Washington, DC: U.S. Department of Educat
ion, Office
of Educational Research and Improvement, National Institute on the Educat
ion of At
-
Risk Students.

Actions

Person
Responsible

Timeline

Resources

Source of Funds

PROFESSIONAL DEVELOPMENT: Provide costs for K
-
12
teachers and administrators to attend professional
development activities to include ELLA, Reading
Recovery, Effective Literacy, Literacy Lab, Character
Education, Smart Start, Smart Step, Step Up to
Writing
, Curriculum Alignment, and other professional
development relating to staff individual instruction
areas. These costs to include registration, lodging,
mileage, stipends, and food. Stipends will be paid to
teachers and administrators for workshops attende
d
during the summer
-

off
-
contract days only. These
activities are supplemental to those required to meet
state standards.

Action Type: Professional Development

Debbie Holt,
Federal
Programs
Coordinator

Start:
07/01/2011

End:
06/30/2012



Outside
Consultants

Title II
-
A
-

Purchased
Services:

$25000.00

Title II
-
A
-

Employee
Salaries:

$18756.00

Title II
-
A
-

Employee
Benefits:

$7166.00


ACTION
BUDGET:

$50922


Form District Level Staff Development Committee to
compile, edit, and evaluate the district level staff
Sheila Trinkle,
Administrative
Start:
07/01/2011



Administrative
Staff


ACTION BUDGET:

$


development plan.

Action Type: Professional Development

Assistant

End:
06/30/2012



Teachers

District Level Professional Development Committee will
meet to evaluate professional development plan.

Action Type: Program Evaluation

Sheila Trinkle,
Administrative
Assistant

Start:
07/01/2011

End:
06/30/2012



Administrative
Staff



District Staff



Teachers


ACTION BUDGET:

$


Evaluation of the Title II A Plan will be determined by
the school's Adequate Yearly Progress.

Action Type: Program Evaluation

Debbie Holt

Start:
07/01/2011

End:
06/30/2012



Performance
Assessments


ACTION BUDGET:

$


FORMATIVE EVALUATION: The Huntsville School
District is a collaborative participant in the Arkansas
COOP Target Formative Assessment initiative. The goal
of Target 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. Students
will be tested in literacy in grades 3
-
8, mathematics
grades 3
-
8, Algebra 1, and Geometry. A pre
-
test will be
administered at the beginning of the school ye
ar. The
purpose of the pre
-
test is to assess prerequisite
knowledge, to modify pacing guides, and to identify
students who need enrichment/intervention. The
following information may be gained from the Target
Tests: misconceptions, that students may have,
and
areas in need of differentiated instruction. Post
-
tests
are useful for determining student gains, as a
curriculum audit, and for professional development
planning.

Action Type: Program Evaluation

Debbie Holt

Start:
07/01/2011

End:
06/30/2012



District
Staff


ACTION BUDGET:

$


PROGRAM EVALUATION: "At the conclusion of the
2009
-
2010 school year we evaluated this
Intervention/Program through: Target Testing, and
determined that it was effective in support of our
Curriculum, Instruction, Assessment and Professional
Development. EVA
LUATION RESULTS: Students in
grades 3
-

11 scored an average of 58% passing the
Literacy Target PreTest and 61% passing the Literacy
Target Posttest. Students in grades 3
-

10 scored an
Debbie Holt

Start:
07/01/2011

End:
06/30/2012



Administrative
Staff



District

Staff



Teachers


ACTION BUDGET:

$


average of 39% passing the Math Target Pretest and
54% passing the Mat
h Target Posttest. This shows an
3% increase in Literacy and 15% increase in Math
during the 2009
-
2010 school year. We believe the
evidence shows that it is valuable in terms of
supporting our efforts to increase student achievement.
During the 2010
-
2011 s
chool year, 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/program:
Target Testing, pretests, quarterly tests, and post tests
will be

administered at 3
-

11 grade levels. We will use
this data/information to determine whether the
objectives of this Intervention/Program were achieved
and whether it has been successful in attaining the
anticipated participant outcome, objectives. We will
report the results, in our 2011/2012 ACSIP Plan, and
use those evaluation results in making decisions that
impact our future instructional program."

Action Type: Program Evaluation

COMPREHENSIVE NEEDS ASSESSMENT: We formed
ACSIP Leadership Teams and analyzed the test scores
from the 2010 administration of the 3rd thru 8th grade
Augmented Benchmarks, EOC Literacy, EOC Algebra,
EOC Algebra, and SAT 10 Exams. We examined the
results fro
m both the combined population and EACH
subpopulation. We conducted data analysis to
determine our main areas of weakness. In addition, we
studied the three most recent years of attendance and
graduation rates, disciplinary, formative and
summative achieve
ment data across grade levels within
the district. 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
he
lp align classroom instruction with our curriculum,
assessment, and professional development. We
examained 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. We
are

modifying our curriculum, instruction, assessment
and professional development practices to better meet
Debbie Holt,
Federal
Programs
Coordinator

Start:
0
7/01/2011

End:
06/30/2012



Administrative
Staff



District Staff



Teachers


ACTION BUDGET:

$


the needs of all our populations. Based on our data
analysis we came to the conculsion that the following
areas reflect our greatest need within the us
e of state
and federal funds priority: Literacy: Hispanic Students,
LEP Students and Students with Disabilities Math:
Students with Disab
i
lities and LEP Students. (As
evidenced by the 2010 Arkansas Adequate Yearly
Progress: District Improvement Report
-

3
year 2007
-
2010.) We will select interventions and coordinate our
various state and federal funding sources to address
these areas.

Action Type: Alignment

Action Type: Equity

Action Type: Program Evaluation

Building level professional development committees will
meet comprised of principals, teachers, and classified
personnel to conduct an annual needs assessment and

program evaluation based upon the Huntsville School
District Evaluation of Professional Development Activity
Forms. This committee will make recommendations for
future staff development activities.

Action Type: Program Evaluation

Sheila Trinkle

Start:
07/
01/2011

End:
06/30/2012



Administrative
Staff



Teachers


ACTION BUDGET:

$


Total Budget:

$50922

Intervention: District Level Professional Development Budgeting This budget includes $35,563.21 carryover. Due to this excess
ive carryover,
the district
will transfer $40,000 into ALE fund 2275.

Scientific Based Research: Porter, Andrew C.; Garet, Michael S.; Desimone, Laura; Yoon, Kwang Suk; Birman, Beatrice F.; Does
Professional
Development Change Teaching Practice? Results from a Three
-
Year Study. ED P
ubs, P.O. Box 1398, Jessup, MD 20794
-
1398 2000
-
10
-
00.
Whitehurst, G. (2002, March 5). Research on teacher preparation and professional development. Speech given at the White House

Conference on Preparing Quality Teachers. Retrieved December 29, 2006, from
http://www.ed.gov/admins/tchrqual/learn/preparingteachersconference/ whitehurst.html

Actions

Person
Responsible

Timeline

Resources

Source of Funds

District Level Professional Development Committee will
meet to edit, revise, and evaluate the Professional
Development Plan.

Action Type: Professional Development

Sheila Trinkle,
Administrative
Assistant

Start:
07/01/2011

End:
06/30/2012



Administrative
Staff



District Staff


ACTION BUDGET:

$


PROFESSIONAL DEVELOPMENT: Provide professional
development at the district level for K
-
12 teachers and
administrators in their areas of responsibility. These
Sheila Trinkl
e,
Administrative
Assistant

Start:
07/01/2011

End:


Administrative
Staff

PD (State
-
223)
-

$18515.00

costs will include stipends/benefits, mileage, food,
lodging, and registration for staff to attend

trainings.
Instructional materials and supplies will also be
purchased for professional development offerings.
Substitute teachers will be hired so that classroom
teachers can attend necessary trainings.

Action Type: Professional Development

06/30/2012



District Staff



Outside
Consultants

Purchased
Services:

PD (State
-
223)
-

Materials &
Supplies:

$1000.00

PD (State
-
223)
-

Employee
Benefits:

$3250.21

PD (State
-
223)
-

Employee
Salaries:

$14000.00


ACTION
BUDGET:

$36765.21


District Level Professional Development Committee will
meet to revise professional development plans for the
current year.

Action Type: Professional Development

Sheila
Trinkle,
Administrative
Assistant

Start:
07/01/2011

End:
06/30/2012



Administrative
Staff



District Staff


ACTION BUDGET:

$


Provide snacks and materials for district level
professional development workshops.

Action Type: Professional Development

Sheila Trinkle,
Administrative
Assistant

Start:
07/01/2011

End:
06/30/2012



Administrative
Staff



District Staff


ACTION BUDGET:

$


Building level professional development committees will
meet comprised of principals, teachers, and classified
personnel
to conduct an annual needs assessment and
program evaluation based upon the Huntsville School
District Evaluation of Professional Development Activity
Forms. This committee will make recommendations for
future staff development activities.

Action Type: Pro
gram Evaluation

Sheila Trinkle

Start:
07/01/2011

End:
06/30/2012



District Staff


ACTION BUDGET:

$


Evaluation of the Professional Development plan will be
determined by the school's Adequate Yearly Progress.

Action Type: Program Evaluation

Debbie Holt

Start:
07/01/2011

End:
06/30/2012



Performance
Assessments


ACTION BUDGET:

$


FORMATIVE EVALUATION: The Huntsville School
Debbie Hol
t,

Start:


District Staff


District is a participant in the Learning Institute
assessment and professional development. The goal of
using this Software is to assist schools in gathering
formative assessment data that will allow them to
mon
itor and modify curriculum and instruction,
resulting in increased student achievement. Students
will be tested in literacy in grades K
-
8, mathematics
grades K
-
8, Literacy, Algebra 1, Biology, and
Geometry. Tests will be implemented throughout the
school y
ear to assess knowledge, to modify pacing
guides, and to identify students who need
enrichment/intervention. The following information
may be gained from the Target Tests: misconceptions,
that students may have, and areas in need of
differentiated instruct
ion. Tests are useful for
determining student gains, as a curriculum audit, and
for professional development planning. Materials to
include answer documents will be purchased.

Action Type: Professional Development

Action Type: Program Evaluation

07/01/2011

End:
06/30/2012



Performance
Assessments

ACTION BUDGET:

$


PROGRAM EVALUATION: "At the conclusion of the
2010
-
2011 school year we evaluated this
Intervention/Program through: Target Testing, and
determined that it was effective in support of our
Curriculum, Instruction, Assessment and Professional
Development. EVA
LUATION RESULTS: Students in
grades 3
-

11 scored an average of 58% passing the
Literacy Target PreTest and 61% passing the Literacy
Target Posttest. Students in grades 3
-

10 scored an
average of 39% passing the Math Target Pretest and
54% passing the Mat
h Target Posttest. This shows an
3% increase in Literacy and 15% increase in Math
during the 2010
-
2011 school year. We believe the
evidence shows that it is valuable in terms of
supporting our efforts to increase student achievement.
During the 2011
-
2012 s
chool year, 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/program:
The Learning Institute documentation. We will use this
data/infor
mation to determine whether the objectives
of this Intervention/Program were achieved and
Debbie Holt

Start:
07/01/2011

End:
06/30/2012



Administrative
Staff



District Staff



Teachers


ACTION BUDGET:

$


whether it has been successful in attaining the
anticipated participant outcome, objectives. We will
report the results, in our 2012/2013 ACSIP Plan, and
use those ev
aluation results in making decisions that
impact our future instructional program."

Action Type: Program Evaluation

Total Budget:

$36765.21

Intervention: District Level NSLA Budgeting This budget includes $144,937.56 carryover. NSLA funds are not used to meet or sa
tisfy the
Arkansas Standards for Accreditation.

Scientific Based Research: Council of Chief State School Officers; Ragland, Mary A
.; Clubine, Betsy; Constable, Deborah; Smith, Pamela A;
Expecting Success: A Study of Five High Performing, High Poverty Schools. 2002
-
04
-
00 National Reading Panel. 2000. Teaching children to
read: An evidence
-
based assessment of the scientific research li
terature on reading and its implications for reading instruction. Washington,
DC: National Institute of Child Health and Human Development. Educational Technology Research and Development Publisher Sprin
ger
Boston ISSN 1042
-
1629 (Print) 1556
-
6501 (Online)
Issue Volume 47, Number 4 / December, 1999 Category Development

Actions

Person
Responsible

Timeline

Resources

Source of Funds

PROFESSIONAL DEVELOPMENT: Hire (1.5) district
wide personnel to assist in curriculum alignment with
state curriculum documents,

align classroom
assessment with statewide exams, analyze test
scores, disaggregate data, and provide information
and professional development to building levels as to
the progress of individual students, subgroups,
classroom groups, grade levels, and depa
rtments
toward achieving Adequate Yearly Progress. This will
include salary and benefits. Materials and supplies
will be purchased to assist with these activities.
These personnel will attend professional development
opportunities as provided by the ADE an
d NWAESC to
learn of strategies to incorporate into our district's
instructional plans.

Action Type: Alignment

Action Type: Professional Development

Superintendent

Start:
07/01/2011

End:
06/30/2012



Performance
Assessments

NSLA
(State
-
281)
-

Materials
& Sup
plies:

$10436.00

NSLA
(State
-
281)
-

Employee
Benefits:

$27400.56

NSLA
(State
-
281)
-

Employee
Salaries:

$109600.00


ACTION
BUDGET:

$147436.56


Purchase supplemental resources to assist in test
administration, analyzing and presenting test scores,
and disaggregating data to provide information to
building levels as to the progress of individual
students, classroom groups, subgroups, grade levels,
and departments toward achieving Adequate Yearly
Progress.

Sheila Trinkle

Start:
07/01/2011

End:
06/30/2012



Performance
Assessments


ACTION BUDGET:

$


Action Type: Alignment

Hire district technology instructional facilitator (.5
FTE) to integrate technology into instruction,
integrate instructional software, provide professional
development for teachers in ways to integrate
technology and soft
-
wares in instruction to support
the common core curriculum. The instructional
technology

facilitator will attend ADE and NWAESC
professional development offerings to learn of new
instructional strategies and programs in order that
they can be shared with district teachers.

Action Type: Professional Development

Action Type: Technology Inclusio
n

Shelby Sisemore,
Superintendent

Start:
07/01/2011

End:
06/30/2012



Administrative
Staff

NSLA (State
-
281)
-

Employee
Benefits:

$8650.00

NSLA (State
-
281)
-

Employee
Salaries:

$34550.00


ACTION
BUDGET:

$43200


Provide equipment and materials for district level
literacy and math programs. These will be materials
that are needed to implement the district wide
programs such as literacy lab and district wide math
programs.

Action Type: Collaboration

Debbie Holt,
Fe
deral Programs
Coordinator

Start:
07/01/2011

End:
06/30/2012



Teaching Aids


ACTION BUDGET:

$


Provide professional development for district level
literacy and math programs. These services will
include literacy lab and district level math workshops.
Costs include stipends, meals, mileage, lodging, and
registration fees.

Action Type: Professional D
evelopment

Debbie Holt,
Federal Programs
Coordinator

Start:
07/01/2011

End:
06/30/2012



Outside
Consultants


ACTION BUDGET:

$


Evaluation of the NSLA Program will be determined
by the school district's Adequate Yearly Progress.

Action Type: Program
Evaluation

Debbie Holt

Start:
07/01/2011

End:
06/30/2012



District Staff


ACTION BUDGET:

$


FORMATIVE EVALUATION: The Huntsville School
District is participant in the Learning Institute. The
goal of The Learning Institute 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. Students will be tested in literacy in
grades k
-
8, mathematics grades k
-
8, Algebra 1,
Literacy, Biology,

and Geometry. Tests will be
administered through out the school year. The
purpose of the tests are to assess prerequisite
knowledge, to modify pacing guides, and to identify
Deb
bie Holt

Start:
07/01/2011

End:
06/30/2012



District Staff



Performance
Assessments


ACTION BUDGET:

$


students who need enrichment/intervention. The
following information may be gained

from the tests:
misconceptions, that students may have, and areas
in need of differentiated instruction. Tests are useful
for determining student gains, as a curriculum audit,
and for professional development planning.

Action Type: Program Evaluation

PROGRAM EVALUATION: "At the conclusion of the
2010
-
2011 school year we evaluated this
Intervention/Program through: Target Testing, and
determined that it was effective in support of our
Curriculum, Instruction, Assessment and Professional
Development. EVA
LUATION RESULTS: Students in
grades 3
-

11 scored an average of 58% passing the
Literacy Target PreTest and 61% passing the Literacy
Target Posttest. Students in grades 3
-

10 scored an
average of 39% passing the Math Target Pretest and
54% passing the Mat
h Target Posttest. This shows an
3% increase in Literacy and 15% increase in Math
during the 2010
-
2011 school year. We believe the
evidence shows that it is valuable in terms of
supporting our efforts to increase student
achievement. During the 2011
-
2012 s
chool year, 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/program: The Learning Institute
documentation. We will use this data/infor
mation to
determine whether the objectives of this
Intervention/Program were achieved and whether it
has been successful in attaining the anticipated
participant outcome, objectives. We will report the
results, in our 2012/2013 ACSIP Plan, and use those
ev
aluation results in making decisions that impact
our future instructional program."

Action Type: Program Evaluation

Debbie Holt

Start:
07/01/2011

End:
06/30/2012



Administrative
Staff



District Staff



Teachers


ACTION BUDGET:

$


The National School Lunch Funding Act provides
funds for schools to improve instruction and increase
achievement of NSLA students at risk of not meeting
challenging academic standards either existing or
new. Huntsville School District plans to use the 2011
-
2012 NSLA funds for the following programs: 1.
Federal Programs
Coordinator

Start:
07/01/2011

End:
06/30/2012



Administrative
Staff



District Staff



Teachers


ACTION BUDGET:

$


Employing Instructional Facilitators (Literacy and
Math) for grades K
-
12. The instructional Facilitators
are educators who assist in curriculum alignment with
state curriculum documents; alignment of classroo
m
assessment with statewide exams; instructional
strategies; professional development and
implementation training; choosing standards based
instructional materials; understanding of current
research; advantageous arrangement of the
instructional day; and i
ntegrating technology into
instruction. 2. Providing research
-
based before and
after school academic programs. 3. Employing highly
qualified English Language Learner tutors that work
under the supervision of highly qualified teachers. 4.
Employing district

testing coordinator to assist in
curriculum alignment with state curriculum
documents, align classroom assessment with
statewide exams, analyze test scores, disaggregate
data, and provide information to building levels as to
the progress of individual stu
dents, subgroups,
classroom groups, grade levels, and departments
toward achieving Adequate Yearly Progress.. 5.
Employing certified nurses to help insure the health
and well being of students. 6. Obtaining materials,
supplies, and equipment, including tec
hnology, used
in approved instructional programs that support the
district’s ACSIP plan. 7. Hire district technology
instructional facilitator to integrate technology into
instruction, integrate instructional software, provide
professional development for
teachers in ways to
integrate technology and softwares in instruction to
support the common core curriculum 8. Providing
Hippy (Home Based Instruction of Parents of
Preschool Youngsters) services for preschool
development.

Action Type: Alignment

Action Typ
e: Collaboration

Action Type: Equity

Huntsville School District used the 2010
-
2011 NSLA
funds for the following programs: 1. Employing
Instructional Facilitators (Literacy and Math) for
grades K
-
12. The instructional Facilitators are
Federal Programs
Coordinator

Start:
07/01/2011

End:
06/30/2012



Administrative
Staff



District Staff


ACTION BUDGET:

$


educators who assist in curriculum alignment with
state cur
riculum documents; alignment of classroom
assessment with statewide exams; instructional
strategies; professional development and
implementation training; choosing standards based
instructional materials; understanding of current
research; advantageous arr
angement of the
instructional day; and integrating technology into
instruction. 2. Providing research
-
based before and
after school academic programs. 3. Employing
English Language Learner tutors that work under the
supervision of highly qualified teachers
. 4. Employing
district testing coordinator to assist in curriculum
alignment with state curriculum documents, align
classroom assessment with statewide exams, analyze
test scores, disaggregate data, and provide
information to building levels as to the pro
gress of
individual students, subgroups, classroom groups,
grade levels, and departments toward achieving
Adequate Yearly Progress.. 6. Employing certified
nurses to help insure the health and well being of
students. 7. Obtaining materials, supplies, and
e
quipment, including technology, used in approved
instructional programs that support the district’s
ACSIP plan. 8. Employing instructional technology
coordinator to integrate technology into instruction,
oversee all technology purchases, computer and
netwo
rk services, maintain inventory, install
software, provide professional development of
software and hardware use, and oversee the
development, use, and evaluation of the district
technology plan. 9. Providing Hippy (Home Based
Instruction of Parents of Pre
school Youngsters)
services for preschool development. 10. Employing
district level Reading First Coordinator to coordinate
district level Reading First activities. The coordinator
will assist in instructional strategies, professional
development and imple
mentation of training,
understanding current research, advantageous
arrangement of the instructional day and integrating
technology into instruction.

Action Type: Alignment

Action Type: Equity



Teachers

Purchase software for district wide Accelerated
Reader Program. This instructional software provides
incentives for student reading, improvement in
reading comprehension, and develops
reading
mastery at the student's individual reading levels. It
also encourages parental involvement,

a
s the leveled
reading tests are on the internet, and parents can
become involved in their child's reading progress.

Action Type: Alignment

Action Type:
Parental Engagement

Debbie Holt

Start:
07/01/2011

End:
06/30/2012



Administrative
Staff



Teachers

NSLA (State
-
281)
-

Materials &
Supplies:

$11000.00


ACTION
BUDGET:

$11000


Total Budget:

$201636.56

Intervention: To provide assistance to preschool
children in transition to public school.

Scientific Based Research: Early Childhood Education: Building a Strong Foundation for the Future. Educational Issues Policy
Brief, 2002.
Pianta, R. C., & Cox, M. J. (1999). The transition to kindergarten. Baltimor
e: Paul H. Brookes. Pianta, R. C., Cox, M. J. Early, D., & Taylor, L.
(1999). Kindergarten teachers’

practices related to the transition to school: Results of a national survey. Elementary School Journal, 100(1),
71
-
86.

Actions

Person
Responsible

Timeline

Resources

Source of Funds

Distribute literature providing information about preschool
development checklists and procedures for contacting Home
Based Instruction of Parents of Preschool Youngsters (HIPPY).
These brochures are provided in both English and

Spanish.

Action Type: Equity

Davina Boyd

Start:
07/01/2011

End:
06/30/2012



District Staff


ACTION
BUDGET:

$


HIPPY contacts parents of preschool children that are identified
through Department of Human Services, Head Start, etc.

Action Type: Equity

Davina Boyd

Start:
07/01/2011

End:
06/30/2012



None


ACTION
BUDGET:

$


Preschools are screened by HIPPY to determine need of services.

Action Type: Equity

Davina Boyd

Start:
07/01/2011

End:
06/30/2012



Performance
Assessments


ACTION
BUDGET:

$


Preschool developmental services are provided to children as
determined by HIPPY. Services are provided by HIPPY and will
include home visits. Economically disadvantaged and
developmentally delayed children are provided with services as
determined by their

needs assessments. Costs for these services
are included in the individual school building plans.

Action Type: Equity

Davina Boyd

Start:
07/01/2011

End:
06/30/2012



Outside Consultants


ACTION
BUDGET:

$


FORMATIVE EVALUATION: Upon transition from
preschool to
public school, children are assessed to determine if there is need
for further services. Transition conferences including parents,
preschool personnel, and public school personnel are conducted
to review these results and determine if addition
al services are
needed to develop such plan.

Action Type: Collaboration

Davina Boyd

Start:
07/01/2011

End:
06/30/2012



Outside Consultants


ACTION
BUDGET:

$


PROGRAM EVALUATION: "At the conclusion of the 2010
-
2011
school year we evaluated this Intervention/Program through:
Target Testing, and determined that it was effective in support of
our Curriculum, Instruction, Assessment and Professional
Development. EVA
LUATION RESULTS: Students in grades 3
-

11
scored an average of 58% passing the Literacy Target PreTest
and 61% passing the Literacy Target Posttest. Students in
grades 3
-

10 scored an average of 39% passing the Math Target
Pretest and 54% passing the Mat
h Target Posttest. This shows
an 3% increase in Literacy and 15% increase in Math during the
2010
-
2011 school year. We believe the evidence shows that it is
valuable in terms of supporting our efforts to increase student
achievement. During the 2011
-
2012 s
chool year, 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/program: The Learning
Institute tests will be administered at 3
-

11 grade

levels. We will
use this data/information to determine whether the objectives of
this Intervention/Program were achieved and whether it has
been successful in attaining the anticipated participant outcome,
objectives. We will report the results, in our 20
12/20123ACSIP
Plan, and use those evaluation results in making decisions that
impact our future instructional program."

Action Type: Program Evaluation

Debbie Holt

Start:
07/01/2011

End:
06/30/2012



Community Leaders



District Staff



Teachers


ACTION
BUDGET:

$


Our school has incorporated one classroom of ABC Preschool at
our primary school location. One teache
r

and one
paraprofessional provide preschool services to 5 year olds.
Students enter the program based on the socio
-
economic status
of their parents. Each year parents are encouraged to register
their student/s in the spring and students are admitted on a f
irst
come basis.

Action Type: Equity

Sheila
Trinkle, Mary
Holt

Start:
07/01/2011

End:
06/30/2012



Administrative Staff



District Staff


ACTION
BUDGET:

$


PROFESSIONAL DEVELOPMENT: Preschool and HIPPY faculty
members will obtain professional development
activit
i
es as
provided concerning the development, learning skills, learning
Sheila
Trinkle

Start:
07/01/2011

End:


Administrative Staff


ACTION
$

styles, and other areas perti
n
ent to preschool children

Action Type: Professional Development

06/30/2012



District Staff

BUDGET:


Total Budget:

$0

Intervention: Parental Engagement: The Huntsville School District will comply with the Parental Engagement requirements as ou
tlined in ACT
307, of 207, 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 handb
ook. The
parents are required to sign off confirmin
g 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.

Scientific Based Research: Title: “A New Wave of Evidence: The Impact of School, Family, and Community Connecti
ons on Student
Achievement.”Author: Henderson, A., & Mapp, K. Date: 2002 Source: National Center for Family and Community Connections with S
chools,
Southwest Educational Development Labratory (http://www.sedl.org/connections/) Abstract Summary: Noting the
evidence of families
influence on their children’s school achievement is consistent, positive, and convincing, this report examines research on pa
rent and
community involvement and the impact on student achievement. Conclusion: The report finds that there
is strong and steadily growing
evidence that families can improve their children’s academic performance in school and have a major impact on attendance and
behavior.
Children at risk of failure or poor performance can profit from the extra support that eng
aged families and communities provide. All students,
but especially those in middle and high school, would benefit if schools supported parents in helping children at home and in

guiding their
educational career. This report’s appendix provides a short his
tory of the research in this field over the past 30 years. (Contains 96
references) Building Successful Partnerships: A Guide for Developing Parent and Family Involvement Programs, National PTA, 20
00. (Act 603
of 2003, Arkansas General Assembly. A Framewor
k for Understanding Poverty, Ruby K. Payne, Ph.D., 2003. A New Wave of Evidence,
Henderson, A.T. & Mapp, K.L., 2002, pages 21
-
73.

Actions

Person
Responsible

Timeline

Resources

Source of Funds

Participate in a parental involvement program entitled "Let's
Talk
Kids" Alumni Advisory Committee. Composed of administrators,
parent facilitators, parents, and community leaders, this
committee will be in touch with activity within the school and the
community and be able to act as an advocate for increasing
studen
t achievement opportunities for our children.

Action Type: Parental Engagement

Parent
Coordinator

Start:
07/01/2011

End:
06/30/2012



Administrative Staff



District Staff



Teachers


ACTION
BUDGET:

$


All parents are invited to Open House night to welcome parents
and students to our schools and to share expectations for the
year. "Parents Make the Difference Nights" will be held to share
information on a variety of topics concerning student
achievement.

The schools' Annual Report to the Public will be
presented at one of these functions. To encourage
communication with parents, the schools shall schedule no less
than TWO PARENT/TEACHER CONFERENCES PER SCHOOL YEAR.
A notice will be published at the end of

the school year to
collectively honor parents for attending conferences.

Parent
Coordinator

Start:
07/01/2011

End:
06/30/2012



District Staff


ACTION
BUDGET:

$


Action Type: Parental Engagement

Maintain and increase participation in the Watch Dog
D.O.G.S.
program

Action Type: Parental Engagement

Principal

Start:
07/01/2011

End:
06/30/2012



ACTION
BUDGET:

$


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 f
or 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. All such
information will be presented, to the extent practicable, in a
LANGUAGE PARENTS CAN UNDERSTAND.

Action Type: Parental Engagement

Parent
Coordinator

Start:
07/01/2011

End:
06/30/201
2



District Staff


ACTION
BUDGET:

$


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.

Action Type: Parental Engagement

Parent
Coordinator

Start:
07/01/2011

End:
06/30/2012



District Staff


ACTION
BUDGET:

$


THE DISTRICT WILL ENSURE PARENT
NOTIFICATION OF SCHOOL
IDENTIFICATION Affected schools will provide parents with
written notices about the school's identification of School
Improvement Status. St. Paul High School (TI
-
2
-
A)(Targeted
Improvement
-

Year 2
-

Achieving) has sent letters to pa
rents
notifying them of their status. The school improvement status of
each of the district's schools is posted on our district website.

Action Type: Parental Engagement

St. Paul
Principal

Start:
07/01/2011

End:
06/30/2012



District Staff



Performance
Assess
ments


ACTION
BUDGET:

$


The Principal of each campus 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 inv
olvement in the school and to undertake efforts to
ensure that parental participation is recognized as an asset to the
school. This parent facilitator will also work with administrators,
Parent
Coordinator

Start:
07/01/2011

End:
06/30/2012



District Staff


ACTION
BUDGET:

$


teachers, and parents to create a VOLUNTEER RESOURCE BOOK
specific to

the needs of that campus.

Action Type: Parental Engagement

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..

Action Type: Parental Engagement

Parent
Coordinator

Start:
07/01/2011

End:
06/30/2012



District Staff


ACTION
BUDGET:

$


SEMINARS will be
conducted to inform the PARENTS OF HIGH
SCHOOL STUDENTS about how to be involved in the decisions
affecting course selection, career planning, and preparation for
post
-
secondary opportunities.

Action Type: Parental Engagement

High School
Principal

Start:
0
7/01/2011

End:
06/30/2012



District Staff


ACTION
BUDGET:

$


PROGRAM EVALUATION: :

At the conclusion of the 2010
-
2011
school year we evaluated this Intervention/Program through:
Parent/Community Surveys. These surveys are formulated in a
way in which a yes response to the question correlates to
satisfied and a no response correlates to
unsatisfied, which helps
identify what areas that parents and community members think
we need to improve on and what areas we are meeting or
exceeding expectations. We have compiled this data for 11 years.
EVALUATION RESULTS: Our data showed that for the 2
010
-
2011
school year our parents and community perceived that the
following were at a high satisfaction rate: 1. Safety of our
students(92%) 2. Quality of education received by
students(91%) 3. Effectiveness of teachers(89%) 4. Maintenance
of our school fa
cilities and grounds (93%) 5. Effectiveness of
superintendent(81%) We meet annually with a team of
administrators, faculty, and parents and review this data from
past year and determine what things have worked and what
things we may need to change in order

to help improve parental
involvement in our district. This conversation and data then
drives any changes we may make to our Parental Involvement
Plan.

Action Type: Parental Engagement

Action Type: Program Evaluation

Debbie Holt

Start:
07/01/2011

End:
06/3
0/2012



Administrative Staff



District Staff



Performance
Assessments



Teachers


ACTION
BUDGET:

$


PROFESSIONAL DEVELOPMENT opportunities will be planned and
implemented based on needs and priorities that are specific to
each campus. This training will educate teachers, pupil service
personnel, administrators and other staff in the value and utility
con
tributions of parents and in how to reach out, communicate
Parent
Coordinator

Start:
07/01/2011

End
:
06/30/2012



Administrative Staff



Community Leaders



District Staff


ACTION
BUDGET:

$


with, and work with parents as equal partners, implement and
coordinate parent programs, and build ties between parents and
the school. This training will be no less than TWO HOURS for
teachers and

THREE HOURS for administrators. The training will
be developed with input from Administrators, faculty and
parents.

Action Type: Collaboration

Action Type: Parental Engagement

Action Type: Professional Development



Teachers

ANNUAL TRAINING will be done at each school prior to the
beginning of each school year for VOLUNTEERS and Substitute
teachers in order to prepare these
individuals for the time they
will spend working with the students and faculty of the district.

Action Type: Parental Engagement

Parent
Coordinator

Start:
07/01/2011

End:
06/30/2012



Administrative Staff



District Staff


ACTION
BUDGET:

$


To the extent
feasible and appropriate, the District will work with
Head Start, Reading First, Early Reading First, Even Start, Home
Instruction Programs for Preschool Youngsters, Parents as
Teachers Program, Public Preschool and other programs to
coordinate and integra
te parent involvement programs and
activities that encourage and support parents in more fully
participating in the education of their children.

Action Type: Collaboration

Action Type: Parental Engagement

Parent
Coordinator

Start:
07/01/2011

End:
06/30/201
2



Administrative Staff


ACTION
BUDGET:

$


Provide assistance to parents 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 a child's
progress and work with educators to improve the achievement of
their children, as well as providing materials and training to help
parents to work with their children to improve achievement.

Action Type: Parental Engageme
nt

Parent
Coordinator

Start:
07/01/2011

End:
06/30/2012



ACTION
BUDGET:

$


The district has developed a written parental involv
e
ment policy.
The policy will describe how we will involve parents in the joint
development of the plan and the process of school review,
provide the coordination and technical assistance to assist our
schools to plan and implement effective parent involvem
ent
activities, build the schools' and parents' capacity for strong
parental involvement, coordinate and integrate parental
involvement strategies with parental involvement strategies
under other programs, conduct an annual evaluation of the
content and ef
fectiveness of the parental involvement policy, and
Parent
Coordinator

Start:
07/01/2011

End:
06/30/2012



Administrative Staff



Teachers


ACTION
BUDGET:

$


involve parents in the activities of the our schools.


The plan will
include how the district will provide assistance to parents in
understanding content how to monitor a child’s progress; provide
materi
als and trainings to help parents work with their children to
improve academic achievement; provide other reasonable
support for parental involvement activities as parents may
request; educate teachers, principals, and other staff in the
importance of effe
ctive communication, value and utility of
contributions of parents; coordinate and integrate parent
involvement programs and activities; combine resources from
different funding sources to meet the need of our parent
participation; ensure that information
related to school and
parent programs is sent to parents to the extent practical in a
language parents can understand.

Action Type: Parental Engagement

STRATEGIES TO IMPLEMENT PARENTAL INVOLVEMENT: The
district will use the the

following actions to implement effective
parental involvement: 1) Provide joint collaboration with parents,
community stakeholders, and teachers 2) Provide support for
schools to develop policies/programs to improve student
achievement 3) Provide parental

involvement strategies 4)
Conduct annual assessment of the effectiveness of the Parent
Involvement Program and the efficient use of academic and non
-
academic activities; 5) Include the 6 components to build
parental capacity and how the district will supp
ort each school in
implementing the components: a)Provide assistance to par
en
ts in
understanding content how to monitor a child's progress,
standards, and academic assessmen
t
s b) provide materials and
training to help parents work with their chi
l
dren to im
prove
academic achievement c) educate tea
c
hers, principals, and other
staff in the importance of effective communication, value and
utility of contributions of parents d) coordinate and integrate
parent involvement programs and activities e0 ensure that
in
formation related to school

and parent programs is sent to
parents to the extent practical in a language parents (including
disabled parents) can understand f)provide other reasonable
support for parental involvement as parents may request.

Action Type: Pa
rental Engagement

Parent
Coordinator

Start:
07/01/2011

End:
06/30/2012



Community Leaders



District Staff


ACTION
BUDGET:

$


2YEAR PLAN: Due to the status of St. Paul High School, TI
-
2
-
A,
this is a two year plan, in order that we may better provide for a
more cohesive strategy to help St. Paul High meet AYP.

Action Type: Title I Schoolwide

Debbie Holt

Start:
07/01/2011

End:
06/3
0/2012



Administrative Staff


ACTION
BUDGET:

$


Total Budget:

$0

Intervention: District Level ALE. This budget includes $11,619.77 carryover. The district has transfe
r
red $43,000 into ALE from PD (2233)
funds.

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., 1990
-
12
-
00.

Actions

Person
Responsible

Timeline

Resources

Source
of Funds

Establish an ALE committee to include principals, counselors,
teachers, parents and students.

Action Type: Collaboration

Action Type: Parental Engagement

Steve
Watkins

Start:
07/01/2011

End:
06/30/2012



Community Leaders



District Staff


ACTION
BUDGET:

$


ALE Committee will meet to develop the Alternative Learning
Environment plan. The plan will include strategies to serve
students from Huntsville Middle School (Grades 7
-
8), Huntsville
High School (Grades 9
-
12), and St Paul High School (Grades
7
-
12). The Committee will submit a description of the ALE to the
ADE. The ALE program will not be punitive, but will provide
guidance, counseling, and academic support to enable students
to make progress toward educational goals either in the
traditional e
ducational system or the GED Program.

Action Type: Collaboration

Steve
Watkins

Start:
07/01/2011

End:
06/30/2012



Community Leaders



District Staff


ACTION
BUDGET:

$


Hire ALE Instructor to teach ALE students to provide a
curriculum including
mathematics, science, social studies, and
language arts aligned with the regular classroom or with the
standards for the test of the GED. These monies are budgeted at
the High School Building Level Plan.

Action Type: Alignment

Mike Gray

Start:
07/01/2011

E
nd:
06/30/2012



Administrative Staff


ACTION
BUDGET:

$


ALE Committee will meet to develop criteria for students to
enter and exit the ALE program. Placed students will not be
placed in the program based on academic problems alone, and
will manifest one of the following characteristics: disruptive
behavior, dro
p out from school, personal or family problems,
recurring absenteeism, transition to or from residential
programs, and personal and family problems.

Action Type: Collaboration

Steve
Watkins

Start:
07/01/2011

End:
06/30/2012



Community Leaders



District Staf
f


ACTION
BUDGET:

$


Students will be place who are identified as at risk. An
alternative learning environment with access to services of a
school counselor/mental health professional, a nurse, and
support servi
c
es will be provided by the district. A student
Steve
Watkins

Start:

07/01/2011

End:
06/30/2012



Community Leaders



District Staff


ACTION
BUDGET:

$


placement team will include the school counselor, the ALE
director or principal, a parent or legal guardian, and a regular
classroom teacher. Students will not be placed on academic
problems alone, but must ma
nifest one or more of the
characteristics listed in the ADE guidelines for Alternative
Learning Environments. Staffing and student teacher ratios will
meet guidelines established by ADE Rules and Regulations.

Action Type: Collaboration

The school will purchase A+ instructional software (this software
will supplement teacher instruction), classroom furniture, and
general supplies for use in the ALE classroom. This money is
budgeted on the High School Plan.

Action Type: Technology Inclusi
on

Mike Gray

Start:
07/01/2011

End:
06/30/2012



Administrative Staff



Computers


ACTION
BUDGET:

$


The ALE committee will meet annually to evaluate the
effectiveness of the ALE program.

Action Type: Collaboration

Steve
Watkins

Start:
07/01/2011

End:
06/30/2012



Community Leaders



District Staff


ACTION
BUDGET:

$


An agreement with the parent or guardian, ALE Teacher, and the
student outlining the responsibilities of the school, parent, and
the student will be developed.

Action Type: Collaboration

Steve
Watkins, ALE

Start:
07/01/2011

End:
06/30/2012



Community Leaders



Teachers


ACTION
BUDGET:

$


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 will be provided by the district. The ALE will
employ 1 FTE i
n 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 s
tudent 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 foll
owing 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, se
xual
-
,
frequent relocation of residency, homelessness, inadequate
emotional support, mental/physical health problems, pregnancy,
single parenting) Documentation shall be maintained as to
Steve
Watkins, ALE
Teacher

Start:
07/01/2011

End:
06/30/2012



Administrative Staff



Community Leaders



District Staff



Teachers


ACTION
BUDGET:

$


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 f
or 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 service
s 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. Exit policies will be
developed by the ALE. The ALE Placement Team will develop exit
cri
teria. The ALE will meet all guidelines required by the ADE and
state laws.

Action Type: AIP/IRI

Action Type: Alignment

Action Type: Collaboration

Action Type: Equity

Action Type: Parental Engagement

Action Type: Professional Development

Action Type: Progr
am Evaluation

Action Type: Special Education

Action Type: Technology Inclusion

FORMATIVE EVALUATION: The Huntsville School District is a
collaborative participant in the Arkansas COOP Target Formative
Assessment initiative. The goal of Target 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. Students will be tested in
literacy in grades 3
-
8, mathematics grades 3
-
8, Algebra 1, and
Geometry. A pre
-
test will be administered at the beginning of
the school ye
ar. The purpose of the pre
-
test is to assess
prerequisite knowledge, to modify pacing guides, and to identify
students who need enrichment/intervention. The following
information may be gained from the Target Tests:
misconceptions, that students may have,
and areas in need of
differentiated instruction. Post
-
tests are useful for determining
student gains, as a curriculum audit, and for professional
development planning.

Action Type: Program Evaluation

Sheila Trinkle

Start:
07/01/2011

End:
06/30/2012



Distri
ct Staff



Performance
Assessments


ACTION
BUDGET:

$


PROGRAM EVALUATION: "At the conclusion of the 2010
-
20110
school year we evaluated this Intervention/Program through:
Target Testing, and determined that it was effective in support
of our Curriculum, Instruction, Assessment and Professional
Development. EV
ALUATION RESULTS: Students in grades 3
-

11
scored an average of 58% passing the Literacy Target PreTest
and 61% passing the Literacy Target Posttest. Students in
grades 3
-

10 scored an average of 39% passing the Math
Target Pretest and 54% passing the Ma
th Target Posttest. This
shows an 3% increase in Literacy and 15% increase in Math
during the 2009
-
2010 school year. We believe the evidence
shows that it is valuable in terms of supporting our efforts to
increase student achievement. During the 2010
-
2011
school
year, 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/program: The
Learning Institute tests will be administered at 3
-

11 grad
e
levels. We will use this data/information to determine whether
the objectives of this Intervention/Program were achieved and
whether it has been successful in attaining the anticipated
participant outcome, objectives. We will report the results, in
our 2
011/2012 ACSIP Plan, and use those evaluation results in
making decisions that impact our future instructional program."

Action Type: Program Evaluation

Steve
Watkins,
Susan
Stevens

Start:
07/01/2011

End:
06/30/2012



Administrative Staff



District Staff



Teachers


ACTION
BUDGET:

$


PROFESSIONAL DEVELOPMENT: ALE teachers will attend
professional development in areas that specifically address the
needs of Alternative Learning students. These activities may
include strategies to address the needs of Attention Deficient
Children, HyperAc
tive Children, Children of Drug/A
l
coholic
Parents, and other needs that cause children to have specific
learning problems.

Action Type: Professional Development

Steve
Watkins,
Susan
Stevens

Start:
07/01/2011

End:
06/30/2012



Administrative Staff



District S
taff



Teachers


ACTION
BUDGET:

$


Total Budget:

$0

Intervention: School Health Improvement Plan

Scientific Based Research: School Health Index: A Self
-
Assessment and Planning Guide. Middle School/High School. Authors: Barrios, Lisa C.;
Burgeson
, Charlene R.; Crossett, Linda; Harrykissoon, Samantha D.; Pritzl, Jane; Wechsler, Howell; Kuester, Sarah A.; Pederson, Linda
;
Graffunder, Corinne; Rainford, Neil; Sleet, David; US Department of Health and Human Services 2004
-
00
-
00

Actions

Person
Responsi
ble

Timeline

Resources

Source of Funds

Establish School Health Improvement Committee.

Superintendent

Start:


Community

Action Type: Collaboration

07/01/2011

End:
06/30/2012

Leaders



District Staff

ACTION
BUDGET:

$


Make available health screenings and set up screenings. The
school district will continue paying for flu shots for staff and
will provide Hepatitis B vaccine for nurses and staff who work
with self
-
contained students. Health screenings will be held in
Augu
st to check blood sugar, cholesterol, blood pressure, and
height and weight. SOS Quitline will be promoted.

Action Type: Collaboration

Nancy Marsh

Start:
07/01/2011

End:
06/30/2012



Community
Leaders



District Staff



Outside
Consultants


ACTION
BUDGET:

$


PROFESSIONAL DEVELOPMENT: NWAESC will provide
professional development to physical education teachers. The
School Health Improvement Committee will coordinate
time/frequency of physical education for students.

Action Type: Collaboration

Nancy Marsh,
NWAE
SC Nurse

Start:
07/01/2011

End:
06/30/2012



Community
Leaders


ACTION
BUDGET:

$


The school district will compose written policy that prohibits
physical activity as a punishment. A group of administrators
will draft this policy, then

it will reviewed by the ACSIP
Committee Chairs. The policy will approved by the School
Board and added to Student Handbooks.

Action Type: Program Evaluation

Superintendent

Start:
07/01/2011

End:
06/30/2012



Outside
Consultants


ACTION
BUDGET:

$


FORMATIVE EVALUATION: The School Health Committee will
meet annually to review, edit, and revise the School Health
Improvement Plan.

Action Type: Program Evaluation

Nancy Marsh

Start:
07/01/2011

End:
06/30/2012



Outside
Consultants


ACTION
BUDGET:

$


PROGRAM EVALUATION: At the conclusion of the 2010
-
2011
school year we evaluated this Intervention/Program through:
School Health Index Modules 1, 2, 3, 4, and 8 and participants
in the "Work for Better Health" worksite wellness program and
determined that
each was effective in support of our
Curriculum, Instruction, Assessment and Professional
Development. We believe the evidence shows that it is
valuable in terms of supporting our efforts to increase student
achievement. EVAULATION RESULTS: The elementary
schools
increased its score on Module 4 of the School Health Index
(Elementary) by 24%. The middle/high schools increased their
scores on Module 1 of the School Health Index (Middle/High)
by 10%, Module 2 by 2%, Module 3 by 5%, and Module 8 by
23%; scores
on Module 4 declined by 5%. During the 2009
-
2010 school year, we plan to use the following protocol in
Sheila Trinkle

Star
t:
07/01/2011

End:
06/30/2012



Administrative
Staff



District Staff


ACTION
BUDGET:

$


evaluating, and adjusting, the programs, processes, and
activities that make up the action descriptions within this
intervention/program: School Health I
ndex Modules 1, 2, 3, 4,
8 and participation in the "Work for Better Health" wellness
program. We will use this data/information to determine
whether the objectives of this Intervention/Program were
achieved and whether it has been successful in attaining
the
anticipated participant outcome, objectives. We will report the
results, in our 2012
-
2013 ACSIP Plan, and use those
evaluation results in making decisions that impact our future
instructional program.

Action Type: Program Evaluation

Total Budget:

$0

Intervention: District Level Title VI Budgeting. This budget includes $34,489.53 in carryover; this money is reflected in the

ACSIP budget.

Scientific Based Research: Perie, M., Marion, S., & Gong, B. (2007). The role of interim assessments in a comprehensive asses
sment system:
A policy brief. Ruiz
-
Primo, M. A., & Furtak, E. M. (2006). Informal formative assessment and scientific inquiry: Expl
oring teachers’ practices
and student learning. Educational Assessment, 11, 205
-
235.

Actions

Person
Responsible

Timeline

Resources

Source of Funds

FORMATIVE EVALUATION: The Huntsville School District
will purchase The Learning Institute assessment and
professional development. The goal of using this
Software 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. Students will be tested

in literacy
in grades K
-
8, mathematics grades K
-
8, Literacy,
Algebra 1, Biology, and Geometry. Tests will be
implemented throughout the school year to assess
knowledge, to modify pacing guides, and to identify
students who need enrichment/intervention. Th
e
following information may be gained from the tests:
misconceptions, that students may have, and areas in
need of differentiated instruction. Tests are useful for
determining student gains, as a curriculum audit, and for
professional development planning.

The district will also
purchase scoring sheets and other materials as needed
to administer the tests.

Action Type: Alignment

Action Type: Professional Development

Sheila
Trinkle/Tammi
Davis

Start:
07/01/2011

End:
06/30/2012



Administrative
Staff



District Staff



Outside
Consultants



Teachers

Title VI
State
-

Purchased
Services:

$30000.00

Title VI
State
-

Materials &
Supplies:

$4000.53


ACTION
BUDGET:

$34000.53


Action Type: Program Evaluation

PROGRAM EVALUATION: "At the conclusion of the 2010
-
2011 school year we evaluated this
Intervention/Program through: Target Testing, and
determined that it was effective in support of our
Curriculum, Instruction, Assessment and Professional
Development. EVA
LUATION RESULTS: Students in
grades 3
-

11 scored an average of 58% passing the
Literacy Target PreTest and 61% passing the Literacy
Target Posttest. Students in grades 3
-

10 scored an
average of 39% passing the Math Target Pretest and
54% passing the Mat
h Target Posttest. This shows an
3% increase in Literacy and 15% increase in Math during
the 2010
-
2011 school year. We believe the evidence
shows that it is valuable in terms of supporting our
efforts to increase student achievement. During the
2011
-
2012 s
chool year, 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/program: The
Learning Institute documentation. We will use this
data/infor
mation to determine whether the objectives of
this Intervention/Program were achieved and whether it
has been successful in attaining the anticipated
participant outcome, objectives. We will report the
results, in our 2012/2013 ACSIP Plan, and use those
ev
aluation results in making decisions that impact our
future instructional program."

Action Type: Alignment

Action Type: Equity

Action Type: Professional Development

Sheila
Trinkle/Tammi
Davis

Start:
07/01/2011

End:
06/30/2012



Administrative
Staff



District
Staff



Teachers


ACTION BUDGET:

$


District teachers will attend professional development
opportunit
i
es provided by The Learning Institute. These
activities will provide teacher's knowledge of the
formative assessment tool, as well as providing a
blueprint for the classroom's curriculum. These costs will
include stipends/benefits, mileage, food, lodging,
and
registration for staff to attend trainings. Instructional
materials and supplies will also be purchased for
professional development offerings.

Action Type: Alignment

Action Type: Equity

Sheila
Trinkle/Tammi
Davis

Start:
07/01/2011

End:
06/30/2012



Administrative
Staff



District Staff



Teachers


ACTION BUDGET:

$


Action Type: Professional Development

PROFESSIONAL DEVELOPMENT: Teachers will participate
in trainings offered by The Learning Institute as to
aligning our curriculum to the Common Core Standards.
Teachers will attend trainings in the summer of 2011,
and throughout the 2011
-
2012 year.

Action
Type: Professional Development

Sheila Trinkle

Start:
07/01/2011

End:
06/30/2012



Administrative
Staff



Teachers


ACTION BUDGET:

$


Total Budget:

$34000.53


Priority 3:

The health and physical well
-
being of our students directly affects their ability
to learn. Childhood obesity increases the
incidence of adult diseases occur
r
ing in children and adolescents such as heart disease, high blood pressure, and diabetes.
The increased risk carries forward into their adulthood. Research indicates that a healthy

diet and regular physical activity can
help prevent ob
e
sity and the diseases resulting from it. It is understood that the eating habits and exercise patterns of
students cannot be changed overnight, but it is necessary to strive to create a culture in our

schools that consistently
promotes good nutrition and physical activity. The problem of obesity and inactivity is a public health issue. The responsibi
lity
for addressing the problem lies not only with the schools and the Department of Education, but with

the community and its
residents, organizations, and agencies. Therefore, the district shall enlist the support of the larger community to find solu
tions
which improve the health and physical activity of our students.

Supporting
Data:

1.

School Health Index (Elementary) 2010
-
2011 Priorities Module 1
-
School Health/Safety Policies (100%)
-
School
nurses/other personnel will continue to follow mandated guidelines for collection, maintenance, and confidentiality of
school health records. Module
2
-
Health Education (98%)
-
More professional development activities in health education
will be provided to faculty and staff. Module 3
-
Physical Education Programs (98%)
-
Teachers will develop lessons to
incorporate more physical activity. Module 8
-
Family and

Community Involvement (72%)
-
Efforts will be made to
communicate more actively with families and the community. 2009
-
2010 Priorities Module 2
-
Health Education
(95%)
-
need professional development regarding violence and suicide Moldule 8
-
Family and Community

Involvement
(72%)
-
need to involve families and students in planning of meals; educate families. 2008
-
2009 Priorities Module 4
-
Nutrition Services (93%)
-
Appealing, low
-
fat items unavailable at sites outside the cafeteria.

2.

School Health Index (Middle/High) 2
010
-
2011 Priorities Module 1
-
School Health and Safety Policies and Environment
(89%)
-
reduce/eliminate fundraisers that are contradictory to healthy eating habits, educate students about the
dangers of tobacco use. Module 2
-
Health Education (96%)
-
display po
sters regarding the risks of tobacco use. Module
8
-
Family and Community Involvement (44%)
-
provide tips about healthy eating/living will appear periodically in
school newsletter. 2009
-
2010 Module 1
-
School Health and Safety Policies and Environment (97%)
-
pro
hibition of
physical activity as punishment partially in place; fundraisers do not always support healthy eating. Module 3
-
Physical Education and Other Physical Activity Programs (98%)
-
individualized physical activity/fitness plans partially
in place. 2008
-
2009 Priorities Module 4
-
Nutrition Services (93%)
-
no appealing, low
-
fat items offered at sites outside
the cafeteria. 2007
-
2008 Priorities Module 1
-
School Health & Safety Policies & Environment (90%)
-
fundraisers

not
supportive of healthy eating; no
tobacco cessation services in place Module 7
-
Family & Community Involvement
(77%)
-
lack of education for families, lack of parent/community involvement, lack of community
-
based programs.

3.

Body Mass Index Results All students in district who are Overweight or

Obese by gender: 2010
-
2011 Males: 403
Students: 33.5% (decrease of 4.7) Females: 318 Students: 29.6% (decrease of 5%) 2009
-
2010 Males: 364
Students: 38.2% (increase of 1%) Females: 307 Students: 31.6% (increase of 6.1%) 2008
-
2009 Males: 374
Students: 37.2
% (decrease of 0.3%) Females: 326 Students: 25.5% (decrease of 7.6%)

4.

Arkansas Prevention Needs Assessment Student Survey Number and Percent of students reporting lifetime use of
alcohol, cigarettes, and chewing tobacco by grade level: 2010
-
2011 10th Grade
Cigarettes: 37.7% Chewing Tobacco:
26.9% Alcohol: 65.5% 12th Grade Cigarettes: 41.5% Chewing Tobacco: 27.7% Alcohol: 64.2% 2009
-
2010 10th
Grade Cigarettes: 38.3% Chewing Tobacco: 28.1% Alcohol: 63.1% 12th Grade Cigarettes: 50% Chewing Tobacco:
28.7% Alcoho
l: 76.6% 2008
-
2009 10th Grade Cigarettes: 38.1% Chewing Tobacco: 27.6% Alcohol: 64.5% 12th
Grade Cigarettes: 57.7% Chewing Tobacco: 35.2% Alcohol: 80.3%

5.

Trust for America's Health and Robert Wood Johnson Foundation (July, 2009) at http://healthyamericans.o
rg/ 2010:
Arkansas has the 8th highest percent of obese adults and seventh highest percent of obese and overweight children
in the U.S. 2009: Arkansas has 10th highest percent of obese adults and second highest percent of obese and
overweight children in t
he U.S.

Goal

To create an environment that promotes the health and wellness of faculty and staff members of the Huntsville School
District.

Benchmark

To maintain scores on Modules 1, 2, 3, and 4 and to increase scores by on Module 8 by 6% during the 2011
-
2012 school
year. To increase scores on the School Health Index (Middle/High) on Module 1 by 3%, Module 2 by 2%, and Module 8 by
12% by May, 2012.

Intervention: Huntsville School District will encourage strategies and activities that promote a healthier
lifestyle for faculty and staff
members.

Scientific Based Research: Trust for America's Health and Robert Wood Johnson Foundation (July 2009) at
http://healthyamericans.org/reports/obesity2009/release.php?stateid=AR

Actions

Person Responsible

Timeline

Resources

Source of Funds

To comply with Act 201 of 2007, Huntsville School District
will continue its child health advisory committee, will
coordinate statewide efforts to combat child obesity and
related illness, and will work to improve the health of
the
next generation of Arkansans.

Action Type: Collaboration

Action Type: Equity

Action Type: Parental Engagement

Action Type: Professional Development

Action Type: Wellness

S. Trinkle
-
Wellness
Coordinator

Start:
07/01/2011

End:
06/30/2012



Administrative S
taff



Central Office



Community
Leaders



Outside
Consultants



Performance
Assessments



Teachers


ACTION
BUDGET:

$


To comply with Act 201 of 2007, the district requires that
goals and objectives for nutrition and physical activity be
incorporated into the
annual school planning and
reporting process.

Action Type: Parental Engagement

Action Type: Program Evaluation

Action Type: Wellness

S. Trinkle
-
District
Wellness
Coordinator

Start:
07/01/2011

End:
06/30/2012



Administrative Staff



Central Office



Outside
Cons
ultants



Teachers


ACTION
BUDGET:

$


PROFESSIONAL DEVELOPMENT: Offer professional
development relating to nutrition and wellness to the
faculty of each campus.

Action Type: Professional Development

Action Type: Wellness

S. Trinkle
-
District
Wellness
Coordinator

Start:
07/01/2010

End:
06/30/2011



ACTION
BUDGET:

$


District team will participate in the Walk Across America
initiative for the 2011
-
2012 School Year.

Action Type: Wellness

S. Trinkle
-
District
Wellness
Chairperson

Start:
07/01/2011

End:
06/30/2012



Administrative Staff



Central Office



Community
Leaders



Outside
Consultants



Teachers


ACTION
BUDGET:

$


Work with community agencies to provide safe, healthful
extra
-
curricular activities for faculty and staff of the
Huntsville School
District.

Action Type: Collaboration

Action Type: Equity

Action Type: Parental Engagement

Action Type: Wellness

S. Trinkle
-
District
Wellness
Coordinator

Start:
07/01/2011

End:
06/30/2012



Central Office



Community
Leaders



Outside
Consultants



Teachers


ACTION
BUDGET:

$


FORMATIVE ASSESSMENT: The district Nutrition/Wellness
committee will complete Modules 1, 2, 3, 4, and 8 of the
School Health Index (Elementary and Middle/High School)
to assess and improve its physical activity, healthy eating,
tobacco
-
use prevention, and safety policies and programs
for both students and faculty.

Action Type: Collaboration

Action Type: Professional Development

Action Type: Program Evaluation

Action Type: Wellness

S. Trinkle
-
Nutrition/Wellness
Coordinator

Start:
07/01/2011

End:
06/30/2012



Administrative Staff



District Staff



Outside
Consultants



Teachers


ACTION
BUDGET:

$


PROGRAM EVALUATION: At the conclusion of the 2010
-
2011 school year

we evaluated this Intervention/Program
through: School Health Index Modules 1, 2, 3, 4, and 8
that each was effective in support of our Curriculum,
Instruction, Assessment and Professional Development.
We believe the evidence shows that it is valuable in
terms
of supporting our efforts to increase student achievement.
EVAULATION RESULTS: The elementary school increased
its score on Modules 1 (4%), 2 (3%), and 3 (3%) on the
S. Trinkle
-
Nutrition/Wellness
Chairperson

Start:
07/01/2011

End:
06/30/2012



Community
Leaders


ACTION
BUDGET:

$


School Health Index (Elementary); no change was noted
on Module 8; and Module 4 decr
eased by 4%. The
middle/high schools increased their scores on Module 3 of
the School Health Index (Middle/High) by 2%; scores
decreased on Module 1 by 8%, Module 2 by 4%, Module 4
by 19%, and Module 8 by 56%. During the 2011
-
2012
school year, we plan to u
se the following protocol in
evaluating, and adjusting, the programs, processes, and
activities that make up the action descriptions within this
intervention/program: School Health Index Modules 1, 2,
3, 4, 8. We will use this data/information to determine

whether the objectives of this Intervention/Program were
achieved and whether it has been successful in attaining
the anticipated participant outcome, objectives. We will
report the results, in our 2012
-
2013 ACSIP Plan, and use
those evaluation results in

making decisions that impact
our future instructional program.

Action Type: Program Evaluation

Action Type: Wellness

COMPREHENSIVE NEEDS ASSESSMENT: We continued
annual meetings of the district Nutrition/Wellness
Committee and analyzed BMI results from the 2010
-
2011
school year for Kindergarten, 2nd, 4th, 6th, 8th, 10th,
and 12th grade students, completed Modules 1, 2, 3
, 4,
and 8 of the School Health Index (Elementary and
Middle/High), and reviewed APNA results for 6th, 8th,
10th, and 12th grade students. BMI data was analyzed by
Gender. We conducted data analysis to determine our
main areas of weakness. In addition, we
studied the three
most recent years of BMI screening, School Health Index
scores (Elementary and Middle/High) and APNA results
across grade levels in our building. This trend data was
examined to better identify the specific nutrition/wellness
needs of mal
es and females in our building as well as
tobacco and alcohol use. We examined our routines,
customs, and norms in order to dig deeper for the root
cause of why more adults and students are not achieving
ideal
n
utrition/wellness. Our 2011 Supporting Data
S
tatements show the discrepancies in BMI assessments
between Males and Females. We are modifying our
Nutrition/Wellness practices to better meet the needs of
all populations. Based on our Data Analysis, we concluded
S. Trinkle
-
Nutrition/Wellness
Chairperson

Start:
07/01/2011

End:
06/30/2012



District Staff


ACTION
BUDGET:

$


that the following area reflects our grea
test need within
the Wellness Priority: Overweight/obese adults. In
addition, the Nutrition/Wellness committee will meet
annually to review formative, "real time" performance
data for the purpose of making decisions regar
d
ing the
direction and focus of adu
lt programs. Progress will be
charted in a database from year to year.

Action Type: Wellness

Total Budget:

$0


Priority 4:

The Huntsville School District will strive to strengthen ELL student achievement, increase parent involvement, and provide
professional development for teachers of ELL students that will promote English language learning.

Supporting
Data:

1.

COMPREHENSIVE N
EEDS ASSESSMENT: We formed ACSIP Leadership Teams and analyzed the test scores from the
2011 administration of the 3rd thru 8th grade Augmented Benchmarks, EOC Literacy, EOC Algebra, and ITBS Exams
for LEP students. We examined the results from the LEP and

Hispanic subpopulations. We conducted data analysis to
determine our main areas of weakness. In addition, we studied the three most recent years of AMAO data the
district. We aggregated and disaggregated all the data for the purpose of establishing studen
t learning and
behavioral goals. We looked at our trend data in order to better identify the specific areas of need in language
acquisition 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 of why more of our students
are not achieving to their full potential. We are modifying our curriculum, instruction, assessment and professional
development practices to better meet the

needs of our ELL populations. Based on our data analysis we came to the
conc
l
usion that the following areas reflect our greatest need within the use of state and federal funds priority:
Literacy: LEP Students, and Math: LEP Students and improving English
Proficiency among ELL Students. (As
evidenced by the 2011 Arkansas Adequate Yearly Progress: District Improvement Report
-

3 year 2009
-
2011.) We
will select interventions and coordinate our various state and federal funding sources to address these areas.

2.

AMAO DATA: 24.11% of the ELL population progressed in learning the English language. 2.16% of the ELL students
reached proficiency, and the subpopulation met AYP in both Literacy and Math.

3.

ELDA DATA: 24.11% of LEP students progressed from one English Lear
ning Level to the next one. 2.16% of LEP
students reached a level 5 and exited the program. LEP Sub
-
populations met or exceeded AYP in both math and
literacy in all schools in the district. Some schools have fewer than 10 LEP students in some areas.

Goal

To improve academic achievement and school environment especially in the areas that reflect our greatest need within the
use of Title III and ELL funds: ELL student achievement in literacy, math, language acquisition, and parental involvement. (A
s
evidenc
ed by the 2011 Arkansas Adequate Yearly Progress: District Improvement Report
-

3 year (2009
-
2011).

Benchmark

Increase of staff who participate

in LEP professional development focused on improvement of literacy and math student
achievement of ELL students, as documented through the ELDA, and Augmented and End of Course assessments. This
increase will be reviewed and analyzed beginning with the 20
11
-
2012 school year.

Intervention: District Level Title III and Ell Budgeting: This includes $19,659.40 Title III carryover and $4,506.72 of ELL c
arryover.

Scientific Based Research: English Language Learners. What Works Clearinghouse Topic Report, July

2007. Boyson, Beverly; Coltrane,
Bronwyn; Short, Deborah. (2003). Proceedings of the First National Conference of Educators of Newcomers Students. Washington,

D.C.:
Center for Applied Linguistics. August, D.; Alvares, L. (1995). Attributes of Effective Pr
ograms and Classrooms Serving English Language
Learners. Tampa, FL: Region XIV Comprehensive Center. Edwards, B. & Fitzpatrick, K. (2002). Program evaluation: English as a
Second
Language. Schaumburg, IL: National study of School Evaluation. Latina, K. & S
wedlow, J., eds. (2003). Claiming Opportunities: A handbook
for improving education for English language learners through comprehensive school reform. Providence, RI: Brown University.
Center for
Applied Linguistics. (2004). CAL Digest Series 1: Complete C
AL Digests. Washington, DC: CAL. Echevarria, Jana; Vogt, Mary Ellen; Short,
Deborah. Pearson. (2007). Making Content Comprehensible for English Learners 3rd Edition: The SIOP Model Echevarria, Jana; Vo
gt, Mary
Ellen. Pearson. (2007). 99 Ideas and Activitie
s for Teaching English Learners with the SIOP Model

Actions

Person
Responsible

Timeline

Resources

Source of Funds

An

0.35 FTE ESOL Coordinator is hired at the District level
to oversee the ESOL program. The Coordinator will work
with the ESOL staff and teachers district wide to increase
student achievement among the LEP population. The
District Coordinator will purchase

materials and supplies for
the ESOL program at the district level.

Action Type: Alignment

Action Type: Collaboration

Action Type: Equity

Action Type: Program Evaluation

Shelby
Sisemore

Start:
07/01/2011

End:
06/30/2012



Administrative Staff



District Staff



Teachers



Teaching Aids

ELL (State
-
276)
-

Materials &
Supplies:

$2168.00


ACTION
BUDGET:

$2168


Additional materials and supplies will be purchased with ELL
funds for ELL instruction.

Action Type: Alignment

Action Type: Equity

Action Type: Professional

Development

Action Type: Program Evaluation

Tammi
Davis

Start:
07/01/2010

End:
06/30/2011



Administrative Staff



School Library



Teachers



Teaching Aids



Title Teachers

Title III
-

Materials &
Supplies:

$9616.40


ACTION
BUDGET:

$9616.4


Identification:
ELL students will be identified using the
home language survey. When a language other than
English is indicated on the survey, the student will be
screened using the Language Assessment Scale.

Action Type: Alignment

Action Type: Collaboration

Action Type:
Equity

Tammi
Davis

Start:
07/01/2010

End:
06/30/2011



Administrative Staff



District Staff



Teachers



Teaching Aids


ACTION BUDGET:

$


The Language Placement Assessment Committee,
consisting of ESOL staff, classroom teachers, and other
personnel, will meet to discuss placement of the ELL
student in the English for Speakers of Other Languages
program. The committee will determine a languag
e level of
proficiency based on the Language Assessment Scale or
ELDA, teacher observations, and classroom performance.

Tammi
Davis

Start:
07/01/2010

End:
06/30/2011



Administrativ
e Staff



District Staff



Performance
Assessments



Teachers


ACTION BUDGET:

$


Action Type: Alignment

Action Type: Equity

Action Type: Parental Engagement



Teaching Aids

Parents and/or guardians of ELL students will be notified of
the students

placement in the English for Speakers of Other
Languages program. Notification will be provided in a
language the parents can understand.

Action Type: Alignment

Action Type: Equity

Action Type: Parental Engagement

Tammi
Davis

Start:
07/01/2011

End:
06/30
/2012



District Staff



Teachers


ACTION BUDGET:

$


COLLABORATION: Annual reviews will be conducted by
ESOL staff, classroom teachers, and other personnel on all
ELL students to measure yearly progress. Testing data,
including benchmark scores, ITBS, EOC data, and English
Language Development Assessment sco
res will be
reviewed.

Action Type: Alignment

Action Type: Collaboration

Action Type: Equity

Action Type: Parental Engagement

Tammi
Davis

Start:
07/01/2011

End:
06/30/2012



Administrative Staff



District Staff



Teachers



Teaching Aids


ACTION BUDGET:

$


PROGRAM EVALUATION: At the conclusion of the 2011
-
2012 school year we evaluated this program through
Annual Measurable Achievement Outcomes(AMAO), ELDA,
and state required testing data and determined that it was
effective in support of our Curriculum, Inst
ruction,
Assessment, and Professional Development. EVALUATION:
AMAO RESULTS: 2.16% Students achieving composite
score of 5 on the ELDA. 24.11% Students advancing a level
on the ELDA We met AYP for the ELL subgroup in math
(yes)and literacy (yes) We believe

the evidence shows that
it is valuable in terms of supporting our efforts to increase
student achievement. During the 2011
-
2012 school year,
we plan to use the following protocol in evaluating, and
adjusting, the programs, processes, and activities that
m
ake up the action descriptions within this
intervention/program: We will review the Annual
Measurable Achievement Outcome report from the
Arkansas Department of Education. The English for
Speakers of Other Languages will be evaluated based on
the informati
on shown on the report. In addition, we will
desegregate testing data from the ELDA, ITBS, EOC, and
benchmark assessments to evaluate ELL student
Tammi
Davis

Start:
07/01/2011

End:
06/30/2012



Administrative Staff



Central Office



District St
aff


ACTION BUDGET:

$


achievement. We will use the testing data information to
determine whether the objectives are being achieved a
nd
whether the program is successful in attaining ELL student
outcomes. We also expect to see a 20% increase in
participation of our ELL parents in school and grade level
conferences and other activities throughout the district. We
will report the results
of all our data in our 2011
-
2012
ACSIP plan, and use those evaluation results in making
decisions that impact our future program.

Action Type: Program Evaluation

PROFESSIONAL DEVELOPMENT: Professional development
will be made available to teachers and other personnel to
address the needs of the ELL population. ELL teaching
strategies and methods, such as vocabulary building, using
graphic

organizers, pair/share, and online translating
services, will be implemented to improve instruction and
increase student achievement in the areas of math,

literacy

,language acquisition, and parent involvement.

Action Type: Collaboration

Action Type: Pro
fessional Development

Tammi
Davis

Start:
07/01/2011

End:
06/30/2012



Administrative Staff



Teachers



Teaching Aids

Title III
-

Purchased
Services:

$2000.00


ACTION
BUDGET:

$2000


PARENTAL INVOLVEMENT: Oral and written translations of
essential information will be provided to ELL families using
available resources. Additionally, parents and students will
be trained together on the importance of education and
college
-
track academic p
rograms will be promoted.ESL
Translating Services will be purchased and implemented
throughout the district. We will implement an effective
means of outreach to ELL parents that will involve them in
the education of their children.

Action Type: Collaborat
ion

Action Type: Equity

Action Type: Parental Engagement

Tammi
Davis

Start:
07/01/2011

End:
06/30/2012



Administrative Staff



District Staff



Teachers


ACTION BUDGET:

$


The District will provide Professional Development to
district staff to substantially

increase the knowledge and
understanding, related to the needs of ELL students, and
that will enhance teaching skills of classroom teachers, and
cultural sensitivity among administrators, principals,

and
other school personnel.

Tammi
Davis

Start:
07/01/2
011

End:
06/30/2012



Administrative Staff



Central Office



District Staff



Teachers


ACTION BUDGET:

$


Schools will hold meetings with teachers and ELL parents at
the beginning of each school year, to interpret language
assessment scores and to determine the educational plan
Tammi
Davis

Start:
07/01/2010

End:


Administrative Sta
ff



District Staff


ACTION BUDGET:

$


for each student.

06/30/2011



Teachers

Interpreters will be available, as needed, to provide
translations for Parent/Teacher conferences, registrations,
and meeting to assist parents in helping their children
improve their academic achievement
and becoming active
participants in the education of their children. Translating
services will be purchased.

Tammi
Davis

Start:
07/01/2010

End:
06/30/2011



Administrative Staff



Central Office



District Staff



Outside
Consultants



Teachers

Title III
-

Purchased

Services:

$3000.00


ACTION
BUDGET:

$3000


Total Budget:

$16784.4





Planning Team

Classification

Name

Position

Committee

Business Representative

James Eaton

Business Rep

District ACSIP

Classroom Teacher

Cheryl Cate

Primary School Teacher

District ACSIP

Classroom Teacher

Jill Lambert

HIS Counselor

District ACSIP

Classroom Teacher

Michelle
Yarbrough

Primary School Teacher

District ACSIP

Classroom Teacher

Steve Watkins

ALE Teacher

District ACSIP
-

ALE

Community Representative

Brad Owens

Member

Alumni Advisory

Community Representative

Jeanette Cleaver

Member

Alumni Advisory

Community Representative

Russ Counts

Parent

Alumni Advisory

District
-
Level Professional

Debbie Holt

District ACSIP
-

Federal Programs/Technology
Coordinator

Title I, Title II
-
A, Title II
-
D, Title III, Title V, TItle VI, ESL, ALE,
NSLA, PD, Technology

District
-
Level Professional

Dr. Robert Allen

Superintendent

District ACSIP

District
-
Level Professional

Freda Waters

Special Education Coordinator

District
ACSIP
-
Equity

District
-
Level Professional

Sheila Trinkle

Human Relations, Special Projects

District ACSIP

District
-
Level Professional

Shelby
Sisemore

Assistant Superintendent

District ACSIP

District
-
Level Professional

Susan Stevens

ALE Teacher

District
ACSIP

District
-
Level Professional

Tammi Davis

ESL/Ast. Principal/Testing Coordinator

District ACSIP
-
ESL/Migrant

Non
-
Classroom Professional
Staff

Charlotte Wilson

Paraprofessional

District ACSIP
-

Title I

Non
-
Classroom Professional
Staff

Mary Yates

Instructional Lab Facilitator

Alumni Advisory

Non
-
Classroom Professional
Rhonda Lievsay

Elementary Math Coach

District ACSIP
-

Title I

Staff

Non
-
Classroom Professional
Staff

Susan Gurley

Parent / Middle School Counselor

Title IVA

Parent

Callie Embry

Parent

Alumni Advisory

Parent

Chonda
Boatright

Parent

Alumni Advisory

Parent

Chondra
Boatright

Parent

District ACSIP

Parent

Davina Boyd

Parent

Alumni Advisory

Parent

Jamie Johnson

Parent

Alumni Advisory

Parent

Niki Rayl

Parent / School Resource
Officer

ACSIP

Parent

Tammy Long

Parent

Alumni Advisory

Parent

Trent Cotton

Parent

Alumni Advisory

Principal

Daisy Duerr

Principal
-

St. Paul

ACSIP

Principal

Eric Miller

Asst. Principal

ACSIP

Principal

Mary Holt

Parent / Primary Principal

District ACSIP

Principal

Mike Cain

Parent / Middle School Principal

District ACSIP

Principal

Mike Gray

High School Principal

District ACSIP

Principal

Sherry Crabtree

Intermediate Principal

District ACSIP