springdalehtms.sharpschool.netspringdalehtms.sharpschool.net/UserFiles/Servers/Server… · Web viewAdams, Marilyn Jager, Dr.; System 44, Scholastic (2009). Sweeney, Diane, 2011,

School PlanHELEN TYSON MIDDLE SCHOOL3304 S. 40TH Street, SPRINGDALE, AR 72762

Arkansas Comprehensive School Improvement Plan

2012-2013

It is the belief of Helen Tyson Middle School that by implementing a rigorous curriculum, relevant learning experiences, and caring relationships that all students will become: lifelong learners, productive citizens within their community, and educated adults who choose a healthy lifestyle.Grade Span: 6-7 Title I: Title I School wide School Improvement: SI_4

Table of Contents

Priority 1: Literacy Goal: A. All students will improve in reading comprehension and written expression skills by increasing scores on both multiple choice and open response questions on the Literacy Benchmark Exams. B. Teachers and students will put additional emphasis on writing skills multiple choice questions, and reading Practical passages for open response items. C. Teachers will also emphasize content and style domains on writing prompts. D. All ELL students and students with disabilities will achieve academic proficiency when given appropriate time, support, modifications, and instruction. All stakeholders will implement ESL strategies and IEP modifications to promote student academic success and achievement.Priority 2: Math Goal: A. All students will improve in math skills by increasing scores on both multiple choice and open response questions on the Math Benchmark Exams. B. Teachers and students will focus on the areas of measurement and data analysis/probability multiple choice items. Additional emphasis will be on the measurement, numbers/operations, and geometry strands for open response items. C. All ELL students and students with disabilities will achieve academic proficiency when given appropriate time, support, modifications and instruction. All stakeholders will implement ESL strategies and IEP modifications to promote student academic success and achievement.Priority 3: Wellness Goal: Helen Tyson Middle School will provide support for students in making healthy lifestyle choices by implementing systems to aid in decreasing the average BMI on routine annual student screening and increasing collaboration between all segments of the parent and school community in support of positive lifestyle choices.Priority 4: Targeted Improvement Plan Goal: All teachers and students will put additional emphasis on literacy/math needs and will improve scores. All ELL students and students with disabilities will achieve academic proficiency when given appropriate time, support, modifications, and instruction. All stakeholders will implement ESL strategies and IEP modifications to promote student academic success and achievement.

Priority 1: To improve reading comprehension and writing skills. Supporting Data: 1. 2012-13 Benchmark/EOC/CRT NEEDS ASSESSMENT: Analysis of the three most recent years

of assessment data revealed the ALL STUDENT GROUP average score for LITERACY was 73.39% proficient or advanced. The TARGETED ACHIEVEMENT GAP GROUP average score for LITERACY was 66.22% proficient or advanced. Therefore, the average achievement gap between ALL STUDENTS and the TARGETED GROUP for the 2009, 2010, and 2011 school years was 7.17%. In 2011-2012, 78.81% of the ALL STUDENT GROUP scored proficient and advanced; and 72.84% of the TARGETED ACHIEVEMENT GAP GROUP scored proficient or advanced. Therefore, the achievement gap between both groups was 5.97%.

2. 2012-13 IOWA/NRT NEEDS ASSESSMENT: Analysis of the three most recent years of assessment data revealed the ALL STUDENT GROUP average score for READING was a NPR% of 45. The TARGETED ACHIEVEMENT GAP GROUP average score for READING was a NPR% of 28. Therefore, the average achievement gap between ALL STUDENTS and the TARGETED GROUP for the 2009, 2010, and 2011 school years was 17%. In 2011-2012, the NPR in READING for the ALL STUDENT GROUP was 42%; and the NPR in READING for the TARGETED ACHIEVEMENT GAP GROUP was 28%. Therefore, the achievement gap between both groups was 14%. Analysis of the three most recent years of assessment data revealed the ALL STUDENT GROUP average score for LANGUAGE was a NPR% of 45. The TARGETED ACHIEVEMENT GAP GROUP average score for LANGUAGE was a NPR% of 29. Therefore, the average achievement gap between ALL STUDENTS and the TARGETED GROUP for the 2009, 2010, and 2011 school years was 16%. In 2011-2012, the NPR in LANGUAGE for the ALL STUDENT GROUP was 45%; and the NPR in LANGUAGE for the TARGETED ACHIEVEMENT GAP

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GROUP was 33%. Therefore, the achievement gap between both groups was 12%. 3. 2012-2013 Attendance NEEDS ASSESSMENT: Analysis of the three most recent years of

attendance data revealed that the average attendance rate for HTMS was 92.22%. In the 2011-2012 school year, the attendance rate was 95.59% which is an increase of 4.46% from the 2010-2011 school year. Attendance Rate for 2010-11 was 91.13%; 2009-2010 was 94.4%; 2008-2009 was 91.13%

4.

Goal

A. All students will improve in reading comprehension and written expression skills by increasing scores on both multiple choice and open response questions on the Literacy Benchmark Exams. B. Teachers and students will put additional emphasis on writing skills multiple choice questions, and reading Practical passages for open response items. C. Teachers will also emphasize content and style domains on writing prompts. D. All ELL students and students with disabilities will achieve academic proficiency when given appropriate time, support, modifications, and instruction. All stakeholders will implement ESL strategies and IEP modifications to promote student academic success and achievement.

Benchmark

The All Students population and the Targeted Achievement Gap Group met 2011-2012 performance standards in literacy making HTMS an achieving school. The following ESEA subgroups met performance standards: Hispanic, White, Economically Disadvantaged, Students with Disabilities and English Learners. It is expected that each of these populations will meet, or exceed the 2012-2013 performance or growth standards on the Benchmark exam. By the 2017 school year, the All Students group is expected to be at 84.27% proficient/advanced. The 2012 AMO was 71.15% proficient/advanced. Each year, the number of students in this group scoring proficient/advanced is expected to grow 4.89%. The TAG group is expected to be at 80.54% proficient/advanced by 2017. The 2012 AMO for the TAG group was 64.32%. Each year, from now until 2017, the number of students in this group scoring proficient/advanced is expected to grow 4.89

Intervention: Springdale Public Schools will maintain a rigorous standards based curriculum with full implementation of Common Core Standards. Teachers will craft lessons based on data gathered from Student Evidence while following the GRR model of instruction.Scientific Based Research: Literacy site: Report of the National Reading Panel (1999). Teaching children to read. •Phonemic Awareness: Adams, M. Foorman, B.R., Lundber, I. & Beeler, T. (1998). Phonemic awareness in young children. Baltimore, MD: Brookes Publishing, 1998. •Phonics: Cunningham, P., (1995). Phonics they use. New York: Harper, Collins. •Fluency: Rasinski, T., (2003). The fluent reader. New York: Scholastic. Allen, J., (2000). Yellow brick roads. Portland, ME: Stenhouse. •Vocabulary: Beck, I., McKeown, M., & Kuca, L., (2002). Bringing words to life. New York: Guilford Press., Allen, J., (1999). Words, Words, Words. Portland, ME: Stenhouse. •Comprehension: Harvey, S. & Goudvis, A., (2000). Strategies that work. Portland, ME: Stenhouse. •Writing: Fountas, I. & Pinnell, G., (2001). Guiding readers and writers. Portsmouth, NH: Heinemann. •Spelling/Word Study: Ganske, K., (2000). Word journeys. New York: Guilford Press. Digest of Statistics. Marzano, R., (2001). A handbook for classroom instruction that works. Alexandria, VA: McReal. Payne, R., (1998). A framework for understanding poverty. Baytown, TX: Aha, Process, Inc. College Entrance Examination Board; Laying the Foundation, Inc.; Advanced Placementn Strategies, Inc. *Carol Rothenberg and Douglas Fisher, (2007) Teaching English Language Learners A Differentiated Approach,Pearson/ Merrill Prentice Hall; Douglas Fisher and Nancy Frey,(2008) Better Learning Through Structured Teaching A Framework for the Gradual Release of Responsibility, ASCD, Alexandaria, VA USA. *Pate, P.E., & Andrews, P.G.(2006). Research summary: Parent Involvement. Retrieved Oct, 2006 from http:/www.nmsa.org/Research/ResearchSummaries/ParentInvolvement/tabid/274.default.aspx *Carter, Lisa, 2007, Total Instructional Alignment, instructional consultant. *Hasselbring, Ted Dr.; Read 180, Scholastic (2005). *Adams, Marilyn Jager, Dr.; System 44, Scholastic (2009). *Sweeney, Diane, 2011, Student Centered Coaching: A Guide for K-8 Coaches and Principals.Actions Person

Responsible Timeline Resources Source of FundsSPRINGDALE STANDARDS BASED Literacy Plan focus will include co-teaching, assessment designs, point-in-time instruction, and staff professional development needs. Instructional Facilitators will collaborate with 6-7 grade teachers and students on full implementation of Common Core Standards as well as reading and writing skills in preparation for the Benchmark Exam. A Coherent Instructional Design includes explicit instructional strategies used across the curriculum consisting of Best Practices of Literacy Lab, Literacy Academy, Gradual Release of Responsibility, ESL

Susan Buchanan

Start: 07/01/2012End: 06/30/2013

Administrative Staff

Performance Assessments

Teachers Teaching Aids

ACTION BUDGET: $

2

strategies, CWT and/or PLC's, technology tools such as media labs, smart boards, instructional software, video streaming, COW carts, and iPad carts. Action Types Tech Inc, Coll, Align, Action Type: AlignmentAction Type: CollaborationAction Type: Technology InclusionAction Type: Title I School wideTeachers will utilize valid, reliable ASSESSMENTS TO CREATE A SYSTEM FOR ADMINISTRATION, COLLECTION, AND ANALYSIS OF DATA. FORMATIVE ASSESSMENT may include: questioning strategies, teacher observations, anecdotal records, and point-in-time interventions. Formal and informal screening assessments determine students' beginning and ending instructional levels. According to the seven essential elements, students will be screened, diagnosed, monitored and assessed in the areas of phonemic awareness, phonics, fluency, vocabulary, comprehension, spelling/word study, and writing. FORMATIVE AND SUMMATIVE ASSESSMENT may include: ELDA, Monthly Common Department Assessments, District Quarterly Common Assessments, writing assessments, observation surveys, Accelerated Reader diagnostic reports, ADE required CRT/NRT, NWEA Target Testing, and Targeted Assessments given by the classroom teachers. Based on the above-mentioned student data and classroom observations, Teachers will create an individual professional development plan to improve student performance.Action Type: AIP/IRIAction Type: EquityAction Type: Parental EngagementAction Type: Title I School wide

Susan Buchanan

Start: 07/01/2012End: 06/30/2013




ACTION BUDGET: $

ADE REQUIRED ADE PD: ADE requires 60 hrs of professional development for teachers and administrators. The sixty (60) hours of required professional development shall include: At least six (6) hours shall be in the area of educational technology, (2) hours of training in Arkansas History, 2hrT/3hrAdm in parental involvement. Teen Suicide Awareness once every five years. Child Maltreatment within 12 months of license renewal. For each administrator, the sixty (60) hour professional development requirement shall include training in data disaggregation, instructional leadership, and fiscal management. Other PD opportunities for faculty may include: AMLE, ASCD Leadership Conference, Leadership Academies, Common Core Standards, technology,

Susan Buchanan

Start: 07/01/2012End: 06/30/2013




ACTION BUDGET: $

3

Teach Them All, ESL Academy (summer), ESL strategies, SpED strategies, Gradual Release of Responsibility, Ruby Payne - Poverty, ongoing Data Analysis, CWT/software, building/district level PD, local, regional, state, and national workshops/conferences such as, but not limited to, AAEA, ASCD, IRA, Model Schools, AAMLA, AAMLE, ESL Symposium, Leadership conferences, TESOL, Schools to Watch, NCTM, NSTA, and book studies directly impact instruction, etc. Instructional facilitators will provide job embedded and ongoing professional development. Available funds will be used for cost associated with the PD activities. *Teachers on Special Assignment (TOSA) and Highly Qualified Instructional Facilitators will provide leadership and will mentor teachers through job embedded professional development by modeling instruction, lessons, conferencing with teachers and providing on-going professional development. In addition, new teachers will be mentored through the ADE Pathwise mentoring program model. Action Type: AlignmentAction Type: CollaborationAction Type: Professional DevelopmentAction Type: Title I School wideHighly Qualified Instructional Facilitators will provide job embedded professional development to classroom teachers. Instructional Facilitators, grade level teachers, and administrators will meet regularly to discuss student progress, curriculum, instruction, literacy strategies, and assessment. Facilitators will work with classroom teachers to evaluate student progress.Action Type: CollaborationAction Type: Professional DevelopmentAction Type: Title I School wide

Brittney Hickman

Start: 07/01/2012End: 06/30/2013


District Staff Teachers

ACTION BUDGET: $

FEDERAL, STATE, AND LOCAL FUNDS WILL BE USED TO COORDINATE AND INTEGRATE services to improve instruction, eliminate the ACHIEVEMENT GAP, and increase student achievement. The district will set aside funds for SDI (Staff Development Institute). This allows the district to reimburse $150.00 to teachers for each college level course they take beyond certification requirements to encourage teachers to seek advanced degrees or classes relevant to their teaching positions. Action Type: CollaborationAction Type: Professional Development

Susan Buchanan

Start: 07/01/2012End: 06/30/2013


District Staff ACTION BUDGET: $

4

Action Type: Title I School wideGrade level teams will meet to analyze student data in order to provide skill development groups. Teams will compile Data Dashboards that will allow them to monitor academic progress throughout the school year. Teachers will create, in consultation with parents, an AIP and/or IEP for students not meeting standards as measured by ADE required assessments. AIP's will be done online through the NORMES portal. LPAC committee members will assist in development of AIPs and or IEP's for the ELL students who them. Students are placed in classrooms with heterogeneous grouping. Flexible groupings for reading levels are then established between classroom teachers, academic mentors, and ESL specialists. Supplemental LEVELS OF INTERVENTION include immediate in-class assistance by a highly qualified teacher, or sheltered instruction for language acquisition. Additional support is provided by certified specialized staff (ESL and InstFac) and intensive small group instruction(System 44 and Read 180 - Title I and NSLA) as well as individual instruction by specialized staff during clubs, guided study, learning centers, and weeks of intense Benchmark Preparation through Skill Builder/Flexi-Pull schedules, etc. All interventions are aligned with grade level curriculum frameworks with accommodations to meet individual needs. Students will be provided opportunities to use tutorial software programs such as Read 180, and Success Maker, System 44, and should funding allow, after school/summer program that will target at risk students. After school/Summer School programs will be offered to provide additional supplemental instruction for students performing below grade level and required reading enrichment so students will retain reading skills over the summer months. The John Archer Foundation provides funding for before/after school tutoring for core content areas. In addition, the After School Scholars grant provides extended time for at-risk students allowing them to be connected, in a safe environment, to curriculum-based instruction, and given opportunities for additional physical activity at the end of the day.Action Type: AIP/IRIAction Type: AlignmentAction Type: EquityAction Type: Special EducationAction Type: Title I School wide

Susan Buchanan

Start: 07/01/2012End: 06/30/2013



ACTION BUDGET: $

5

SPRINGDALE POINT-IN-TIME using best practices, will be provided to targeted students in order to ELIMINATE THE ACHIEVEMENT GAP. NSLA funds are used to support salary/benefit for personnel providing POINT-in-Time SUPPLEMENTAL SERVICES for at-risk students within the district. Services may include during the day/EXTENDED DAY/EXTENDED YEAR supplemental/tutorial services in literacy or math. Training may include Professional Learning Communities, Data Driven Decision Making, Standards Based Classrooms, ESL Academy, Project Teach Them All, teaching techniques and strategies, Common Core Standards, etc. Highly qualified grade level teachers and staff will collaborate regarding individual student’s academic needs and AIP's. Parents will be informed about their child's academic needs, point-in-time instruction plans, and be encouraged to actively participate in bringing their child to grade level. On-going classroom assessments and pre/post tests will be administered to monitor student achievement and evaluate effectiveness for all students. (Formative evaluation/AIP review)HTMS will also provided intense Benchmark Preparation to help students become overall better test takers.Action Type: CollaborationAction Type: EquityAction Type: Parental EngagementAction Type: Title I School wide

Susan Buchanan

Start: 07/01/2012End: 06/30/2013




ACTION BUDGET: $

SPRINGDALE TRANSITION/FEEDER SCHOOL: Field trips to middle school will be arranged for fifth grade students for successful transition to the next school setting. Fifth grade IEP goals and times are set to match sixth grade curriculum and instructional scheduling. Areas of concern will be discussed by fifth grade teachers at grade level meetings and shared with the next school. A parent night will be provided for students entering middle school. HTMS is the feeder school for SWJH. 2012 Benchmark results show that their 8th grade students showed weakness in: Writing multiple choice items; Literary Reading passages for open response items in Literacy; and content and style Writing Domains. In Math, their areas of weakness were measurement and data analysis/probability multiple-choice items; and in algebra and measurement open response items.Action Type: CollaborationAction Type: Parental EngagementAction Type: Title I School wide

Danielle Henderson

Start: 07/01/2012End: 06/30/2013


Teachers ACTION BUDGET: $

ADE COMPLIANCE - PARENT ENGAGEMENT ADE: We will comply

Christina Herbold

Start: 07/01/2012


6

with the Parental Engagement requirements as outlined in ACT 307, of 2007, Title I-A of No Child Left Behind and PL107- 110 BUILDING CAPACITY. The Parental Involvement Plan will include the following activities: (1) In order to encourage communication with parents our school will prepare an INFORMATIONAL PACKET in the PARENTS NATIVE LANGUAGE to be distributed annually to the parents of each child in the school. Packets will describe: o The school’s parental involvement program; o The recommended role of the parent, student, teacher and school; o Ways for parents to become involved and help improve their child's achievement. o A survey for the parent regarding their interests concerning volunteering at the school; o A schedule of activities planned throughout the school year to encourage parental involvement and o Procedures to allow the parents and teachers to communicate in a regular, two-way, and meaningful manner with the child’s teacher and principal. (2) To help our parents in assisting their children our school shall: Schedule regular PARENTAL INVOLVEMENT MEETINGS, at which parents will be given information about the state academic content standards and state achievement standards, state and local academic assessments, and how to monitor their children's progress and work with their children's teacher this may include but is not limited to the following: o report on the state of the school and an overview of what students will be learning o how students are assessed. o what parents should expect for their child’s education and o how a parent can assist and make a difference in their child’s education. (3) We will continue to implement the Springdale Family Literacy Program: this program provides materials and training to help our parents work with their children's achievement. Parents participate and help coordinate PTA events and family activities. (4) 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. (5) In order to take advantage of community resources our schools will ENABLE THE FORMATION OF A PARENT TEACHER ASSOCIATION, or ORGANIZATION, that will foster parental and community involvement

End: 06/30/2013


7

within the school. We will continue to have a committee of parents and educators to analyze school policies and procedures fostering input from our parents and community. (6) The Principal shall designate one certified staff member (assistant principal) who is willing to serve as a PARENT FACILITATOR in order to help organize meaningful training for staff and parents; promote and encourage a welcoming atmosphere to foster parental involvement in the school and to undertake efforts to ensure that parental participation is recognized as an asset to the school. (7) The school will schedule at least 2 parent-teacher conferences. In addition to the ADE required parent engagement activities, the staff will inform and involve parents in the Title I programs and Title I PARENT COMPACTS through communication including PARENTAL INFORMATIONAL MEETINGS, open house, parent-teacher conferences, parent center, newsletters, report cards, parent library, and information sent home in student folders. Parents will be involved in the development of their child's AIP. (8) MONITORING DISTRICT PARENTAL INVOLVEMENT PLANS (SB740): To enhance the effectiveness of school district parental involvement plans, every school district shall review and update the school district's parental involvement plan annually, by October 1.Action Type: CollaborationAction Type: EquityAction Type: Parental EngagementAction Type: Title I School wideFEDERAL COMPLIANCE - PARENTAL ENGAGEMENT: PL 107-110 Section 1118 (e) BUILDING CAPACITY FOR INVOLVEMENT to ensure effective involvement of parents and to support partnership between the school, parents and community, for the purpose of improving student academic achievement, EACH SCHOOL AND LEA SHALL (1) provide assistance to parents of children served by the LEA/school, as appropriate, in understanding such topics as the State’s academic content/achievement standards, assessments, and how to monitor a child’s progress and work with educators to improve the achievement of children. (2) Provide materials and training to help parents work with their children to improve their achievement, such as literacy training and using technology to foster parent involvement; (3) educate teachers, pupil services personnel, principals and other staff with the

Christina Herbold

Start: 07/01/2012End: 06/30/2013



Teachers

ACTION BUDGET: $

8

assistance of parents, in the value and utility of contributions of parents and in how to reach out to, communicate with, and work with parents as equal partners, implement and coordinate parent programs, and build ties between parents and the school; (4) coordinate and integrate parent involvement programs and activities with Head Start, Reading First, Early Reading First, Even Start, HIPPY, the Parents as Teachers Program, and public preschool and other programs and conduct other activities, such as parent resource center, that encourage and support parents in more fully participating in the education of their children; (5) ensure that information related to school and parent programs/meetings is sent to participating children in a format and to the extent possible, in a LANGUAGE PARENTS UNDERSTAND; 60 provide reasonable support for PI activities under this section as parents may request. In addition to the ADE required parent engagement activities, the staff will inform parents about objectives, AR, and grade level expectations through communication including PARENTAL INFORMATIONAL MEETINGS, open house, parent-teacher conferences, parent center, newsletters, report cards, parent library, HTMS website, online lesson plans, parent access to online grades, and information sent home in student folders. Parents will be informed of activities and instruction that are taking place in math and literacy through conferences, newsletters and PARENT INFORMATIONAL MEETINGS such as College Information Nights, and Family Nights. Parents will be involved in the development of AIPs.Action Type: EquityAction Type: Parental EngagementAction Type: Title I School wideParent and community volunteers will have the opportunity to volunteer in schools and tutor students for example, Watchdog Dads. When available, AmeriCorps volunteers will assist with parental involvement in support of student achievement, as well as, serve as a school-related resource for parents, faculty, and students. Members of the community are an additional resource as our teachers have several guest speakers throughout the year. Materials and supplies will be purchased to support their additional activities. Action Type: AlignmentAction Type: CollaborationAction Type: Parental EngagementAction Type: Title I School wide

Christina Herbold

Start: 07/01/2012End: 06/30/2013




ACTION BUDGET: $

9

ESEA Accountability Status: The building status of Helen Tyson Middle School is: Needs Improvement Focus School - Met Year 1 Exit Criteria. Action Type: AlignmentAction Type: CollaborationAction Type: EquityAction Type: Parental EngagementAction Type: Professional DevelopmentAction Type: Title I School wide

Susan Buchanan

Start: 07/01/2012End: 06/30/2013



Teachers

ACTION BUDGET: $

The HTMS Scholars Program is a well-rounded program of academics and physical fitness after school hours and/or during the summer that is both appealing and challenging to our students. This program will allow for academic acceleration, enrichment and retention, and will help build teacher/student relationships. Rigorous, relevant, and stimulating learning activities will be provided throughout the program. The goal of the Scholars Program is to raise academic achievement, to positively connect all middle grade students to school, and to help students formulate a dream for furthering their education beyond high school.Action Type: AIP/IRIAction Type: CollaborationAction Type: EquityAction Type: Program EvaluationAction Type: Title I School wideAction Type: Wellness

Susan Buchanan

Start: 07/01/2012End: 06/30/2013



Teachers

ACTION BUDGET: $

All certified and classified members of the staff at HTMS will participate in school wide "Basic Training" with students. This program will set high expectations for academic success by seeing that students demonstrate on a daily basis how to "BE READY, BE RESPECTFUL, and BE SAFE" in all areas throughout HTMS.Action Type: CollaborationAction Type: EquityAction Type: Professional DevelopmentAction Type: Title I School wide

Brittney Nicholas

Start: 07/01/2012End: 06/30/2013



Advisors meet with students on a regular basis (SWARM TIME - Students With A Real Mission) for the purpose of academic, career, and personal-social advising. Advisors have basic knowledge in the school's guidance curriculum, limits of confidentiality, referral procedures, and active listening skills. Advisory activities 1) help students master the guidance standards and indicators, 2) help students set goals and monitor their progress toward those goals, and 3) give students a chance to develop a guidance relationship with a caring adult.Action Type: AIP/IRIAction Type: CollaborationAction Type: Equity

Susan Buchanan

Start: 07/01/2012End: 06/30/2013



10

Action Type: Title I School wideAdministrators and teachers will collaborate to create a Pyramid of Interventions that will be used to ensure student success. The system that is put into place is clearly defined so that the student, the teacher, the parents, and the administrators all understand what and how services are to be provided.Action Type: AIP/IRIAction Type: CollaborationAction Type: EquityAction Type: Parental EngagementAction Type: Special EducationAction Type: Title I School wide

Shayne Taylor

Start: 07/01/2012End: 06/30/2013



ACTION BUDGET: $

SPRINGDALE - TOTAL INSTRUCTIONAL ALIGNMENT: Helen Tyson Middle School teachers will fully implement Common Core Standards as well as follow grade-specific Laying the Foundation English guides and website resources as a vertical team of sixth and seventh grade Pre-Ap teachers. Teachers will continue using Skill Progression Charts, techniques for moving through the Levels of Thinking, and Foundation lessons in the areas of close reading, Socratic Circles, LIPS, SEEING STARS, VISUALIZING and VERBALIZING, grammar, System 44, Read 180, and composition to help close the achievement gap in literacy.Action Type: AlignmentAction Type: CollaborationAction Type: Title I School wide

Missy Allgood

Start: 07/01/2012End: 06/30/2013



ACTION BUDGET: $

Springdale Student Centered Coaching: We will begin implementation of this model in three way: whole group PLC's, small group PLC's, and one-on-one PLC's. These PLC's will be organized based on the Results Based Coaching Tool - utilized by the instructional facilitators and teachers. Student evidence will be the guide for planning of lessons and differentiation (Formative and Summative Assessments). This model will be implemented along with GRR (already established). The Gradual Release of Responsibility model (I do it - We do it - You do it together - You do it alone) (Fisher and Frey) focuses on instructional strategies which include: *Student-to-Student Interaction (Interaction evolves to social talk without a language purpose.) Gradual Release of Responsibility Instructional Model $ *Calibration of student writing across the district in applicable content areas; other areas focus on development of units/lessons/assessments using Common Core Standards and Understanding by Design process. *6-12 English Language Arts calibrate scoring of writing assessment, SPED

Susan Buchanan, Principal

Start: 07/01/2012End: 06/30/2013


Central Office District Staff Outside

Consultants Teachers

ACTION BUDGET: $

11

and GTE participate on an English Language Arts grade-level team, * While implementing the Gradual Release of Responsibility model, teachers will THE IMPLEMENTATION OF COMMON CORE STANDARDS and make connections between the initiatives * pK – 12 All content areas work through PROFESSIONAL LEARNING COMMUNITIES to collaborate on best practices for teaching. Action Type: CollaborationAction Type: EquityAction Type: Professional DevelopmentAction Type: Program EvaluationAction Type: Technology InclusionAction Type: Title I School wide2011-2012 The staff at HTMS conducts a NEEDS ASSESSMENT through a collaborative process. The staff meets regularly in grade levels and vertical teams to reflect on student progress and needs, classroom practices, and assessments. Formative and summative assessments are analyzed as well as data from Benchmark, SAT 10, IOWA SKILLS, ELDA, Fitness Gram, the School Health Index, and Coordinated School Health Survey for the 2011-2012 school year. We also examine our attendance and disciplinary data. Student BMI results will be analyzed annually to determine the percentage of students decreasing in the categories of “at risk of being overweight” or “overweight”. Special attention will be paid to LEP, STUDENTS WITH DISABILITIES, HISPANIC, and ECONOMICALLY DISADVANTAGED subpopulations in Literacy. Special Attention will also be given to the area of LEP, ECONOMICALLY DISADVANTAGED, HISPANIC, and STUDENTS WITH DISABILITIES sub populations in Math. Based on our collaboration, practices and assessments are modified as needed. Lastly, we will focus on the area of FAMILY AND COMMUNITY INVOLVEMENT as it pertains to overall school wellness.Action Type: CollaborationAction Type: EquityAction Type: Professional DevelopmentAction Type: Program EvaluationAction Type: Title I School wide

Brittney Nicholas

Start: 07/01/2012End: 06/30/2013


District Staff Performance

Assessments Teachers Title Teachers

ACTION BUDGET: $

Overall PLAN EVALUATION – The ACSIP plan will be reviewed, revised, and updated annually in order to improve teaching and learning. Agendas, minutes, and sign-in sheets will be kept and made available upon request. Sign-in sheets should detail participant’s role in the school. (certified, classified, parent, etc.)

Brittney Hickman

Start: 07/01/2012End: 06/30/2013



Teachers Title Teachers

ACTION BUDGET: $

12

SCHOOL LEADERSHIP TEAM Closing the Achievement Gap (Literacy): Regular Monthly meetings or our (Literacy) ACSIP Leadership Team will continue to be held. These meetings will focus on building capacity within our school. Each meeting agenda will include the following Core Principles: A. The selection, and continuous evaluation, of research-based, scientifically validated Interventions designed to improve our ability to improve student performance on the Literacy portion of all Assessments. B. The ongoing monitoring of student progress in order to influence classroom instruction, C. The Utilization of Formative and Summative Assessment Data to make decisions that impact: Curriculum, Instruction, Assessment and Professional Development. D. Coordination of resources in order to better meet the needs of all students, in all Subpopulations. Written minutes of each meeting, along with a sign-in sheet, will be kept and made available upon request. The intent is that each Intervention, and Action is carefully monitored through the collection of Formative and Summative Data so that those strategies that prove ineffective can be revised, or abandoned. Our Program Evaluation results will be included in the 12/13 Plan. Our ACSIP Plan will be revised each spring and fall in order to keep it timely and valid in our efforts to improve teaching and learning. In addition, the principal will conduct an audit of time resource allocation and increase amount of time for Instructional Leadership.Action Type: AlignmentAction Type: CollaborationAction Type: EquityAction Type: Program EvaluationAction Type: Title I School wideNEW: All sixth grade students will have the opportunity to participate in a new wheel class "Intro to Technology". This class will be using technology to enrich literacy skills in a variety of ways. In addition, 7th grade students are able to be a part of the journalism class that be putting together our school yearbook.Action Type: CollaborationAction Type: EquityAction Type: Technology Inclusion

Tammy Moore

Start: 07/01/2012End: 06/30/2013


Computers Teachers

ACTION BUDGET: $

FTE Tyson Middle School Title I Projected S/B 2012-13 $78,462 Brittney Hickman (2297) $77,725 Dale Strouse (2297)Action Type: EquityAction Type: Title I School wide

Susan Buchanan

Start: 07/01/2012End: 06/30/2013



Title I - Employee Salaries: $0.00Title I - Employee Benefits: $0.00

ACTION BUDGET: $0

13

2011-2012 PRIOR YEAR PROGRAM EVALUATION RESULTS: When evaluating the Literacy priority, we were able to use data from CWT/PST’s, district assessments, common assessments, NWEA Target testing, data dashboards, and preliminary Benchmark results. The CWT data results revealed that Administration and Instructional Facilitators proved that 100% of teachers at HTMS are implementing one or more phases of the GRR strategies on a regular basis. This may not be occurring on a daily basis. Benchmark results showed that we have weaknesses in completing practical reading open response items. This prompted us to continue the implementation of using “Reading to Find Information” strategies and answering open response items utilizing only a graphic organizer. The 2011-2012 results of the Common Assessment data were reported based on the percentage of students scoring proficient and advanced. 6th grade averages were as follows for students scoring proficient and advanced on common assessments: Language Arts 65.13%, Regular Math 71.4%, Science 66.68%, Social Studies 69.42%, Reading 71.88%. 7th grade averages were as follows for students scoring proficient and advanced on common assessments: English 78.6%, Pre-Alg 77.4%, Algebra 91.6%, Regular Math 53%, Science 56%, Social Studies 53%. NWEA target testing results were use by teachers to work on individualization of instruction for students. HTMS used Data Dashboards, to monitor individual student growth. Teachers were better able to individualize Academic Improvement Plans for students in identified areas. Mid-year predictions for Benchmark performance were made based on the Data Dashboard. Preliminary 2012 Benchmark results found that students performed higher than what teachers had predicted. The final piece HTMS used for Program Evaluation was the 2012 Benchmark Results. It appears that 7th grade will need to focus on content and style in the writing domains. In reading passages/open response, 7th grade will work on literary type passages, and multiple-choice questions on writing. 6th grade will put more emphasis on content and style in the writing domains, and practical reading passages. Both 6th and 7th grade math will put heavy emphasis on measurement, numbers/operations, geometry, and data analysis/probability for both multiple choice and open response items.

Susan Buchanan

Start: 07/01/2012End: 06/30/2013


Computers Performance

Assessments Teachers

ACTION BUDGET: $

14

Action Type: AlignmentAction Type: CollaborationAction Type: EquityAction Type: Program EvaluationAction Type: Title I School wideTeachers at HTMS will purchase necessary materials and supplies that will be used to meet student instructional needs in both literacy and math. Items may include, but are not limited to, calculators, classroom libraries, various math manipulatives, instructional materials, etc.Action Type: AIP/IRIAction Type: CollaborationAction Type: Technology InclusionAction Type: Title I School wide

Susan Buchanan

Start: 07/01/2012End: 06/30/2013


Computers Performance


ACTION BUDGET: $

Substitutes will be utilized so that teachers are able to analyze and revise curriculum planning and mapping.Action Type: CollaborationAction Type: EquityAction Type: Professional DevelopmentAction Type: Title I School wide

Susan Buchanan

Start: 07/01/2012End: 06/30/2013

Teachers Teaching Aids ACTION BUDGET: $

FUNDING SUMMARY: Funding allocated to support programs, actions and interventions as detailed throughout this plan. Title I Allocation: $219,260 Funds allocated at District level: Title I PI: $2142.73 Cat. PD 2223: $1100 Cat. NSLA 2281: $7487


Start: 07/01/2012End: 06/30/2013

Title I - Purchased Services:

$19508.12

Title I - Other Objects:

$0.00

Title I - Materials & Supplies:

$28500.00

Title I - Employee Salaries:

$140895.72

Title I - Employee Benefits:

$30356.16

PD (State-223) - Other Objects:

$0.00

PD (State-223) - Capital Outlay:

$0.00

PD (State-223) - Purchased Services:

$0.00

PD (State-223) - Materials & Supplies:

$0.00

PD (State-223) - Employee Benefits:

$0.00

PD (State-223) - Employee Salaries:

$0.00

NSLA $0.00

15

(State-281) - Other Objects:NSLA (State-281) - Capital Outlay:

$0.00

NSLA (State-281) - Purchased Services:

$0.00

NSLA (State-281) - Materials & Supplies:

$0.00

NSLA (State-281) - Employee Benefits:

$0.00

NSLA (State-281) - Employee Salaries:

$0.00

ACTION BUDGET: $219260

COMPLIANCE: 10 SCHOOL WIDE COMPONENTS 1. NEEDS ASSESSMENT: Conducted by examining results of ADE CRT/NRT assessments. 2. SCHOOL WIDE REFORM STRATEGIES: We continue to work toward reform strategies that include aligning our curriculum, assessment, and instruction with Arkansas Frameworks. 3. HIGHLY QUALIFIED TEACHERS AND PARA- PROFESSIONALS. Springdale School District faculty and staff will meet the HQ requirements. 4. Our STRATEGIES TO ATTRACT HIGHLY QUALIFIED TEACHERS AND PARA- PROFESSIONALS include advertising our faculty openings locally and statewide. SSD does not discriminate on the basis of age, race, color, religion, gender, marital status, handicap, or national origin. PROFESSIONAL DEVELOPMENT: Quality, ongoing professional development for teachers and paraprofessionals are offered throughout the district, coop, local, state and regionally. PD opportunities support identified needs within the school/district 5. PARENTAL INVOLVEMENT: SSD encourages parents to be involved in their students’ education. We host 2 parent/teacher conferences each year; involve parents in the development of PI Policy/plan and


Start: 07/01/2012End: 06/30/2013

ACTION BUDGET: $

16

evaluation of same. COMPACTS have been developed with parents and are sent home annually. 6. TRANSITION ACTIVITIES: Transition activities are provided including parent nights/orientation sessions so that parents and students are familiar with policies, procedures and expectations as the move from one facility to another. 7. DECISION MAKING: Teachers and parents are involved in the decision making process through frequent meetings to obtain feedback, engage in data analysis, and to seek support for an educational climate whereby all our staff feels they have a voice. 8. POINT-IN-TIME/REMEDIATION: Services include extended day/year tutoring and software tutorial support. AIP/IRI’s are created with the involvement of parents, teachers and counselors. 9. Title I Funds will be used to support the programs and activities detailed throughout the ACSIP. 10. FEDERAL, STATE, & LOCAL FUNDS: Funds will be used to COORDINATE & INTEGRATE services to improve instruction, eliminate the ACHIEVEMENT GAP, and increase students’ achievement. The district will set aside funds for SDI (Staff Development Institute). This allows the district to reimburse $150.00 to teachers for each college level course they take beyond certification requirements to encourage teachers to seek advanced degrees or classes relevant to their teaching positions.Instructional related technology will be purchased for use in the classroom to increase reading comprehension levels for students who currently read below grade level. Funding: SIG (6501) 1003a reallocated from the state. (5,990.00)Action Type: AIP/IRIAction Type: EquityAction Type: Technology InclusionAction Type: Title I School wide

Susan Buchanan

Start: 07/01/2012End: 06/30/2013


Computers Teachers Teaching Aids

ACTION BUDGET: $

SPRINGDALE TECHNICAL ASSISTANCE/PEER REVIEW: The District will provide technical assistance and conduct peer reviews for all schools. Instructional Leadership Teams will hold regular meetings to discuss best practices, review practices in an effort to support CLOSING THE ACHIEVEMENT GAP. Agendas and sign-in sheets will be maintained. *Peer Reviews will be conducted for schools in some phase of “Improvement” prior to the October 1st submission so that any new actions may be added to school plans. All other schools will receive a Peer Review visit during the remainder of the first semester. *The District Leadership Team will hold regular

Susan Buchanan

Start: 07/01/2012End: 06/30/2013

ACTION BUDGET: $

17

meetings to discuss best practices, review plans and agendas, minutes, sign-in sheets will be maintained. Members of ILT will support activities the help Close The Achievement Gap. Activities may include, but not be limited to: 1. The district works with schools for an in depth disaggregation of student performance data. District teams will go back for a second look at the data with buildings in some phase of improvement. (Using Formative and Summative data to monitor student progress and Curr, Inst, PD influence on classroom instruction. 2. The district works with schools to incorporate "best practices with scientifically based research strategies such as High Yield strategies, reading/writing strategies, etc. *Administrators will conduct CWTs/PSTs to collect information regarding the level of implementation of the GRRM and compare Spring Semester 11 to Spring Semester 12 St-to-St Interaction data. CWT/PST data will be analyzed at the district level and compiled into frequency tables.Action Type: CollaborationAction Type: EquityAction Type: Professional DevelopmentAction Type: Program EvaluationAction Type: Technology InclusionAction Type: Title I School wideSPRINGDALE ESL CENTER:• The district maintains an ESL Center for Families. • The ESL Center for Families has been created to enroll new families whose native or home language is other than English. • Students are assessed for their English, math, reading and writing proficiency level in their native language, and their educational background and needs are identified. • Schools are able to access the district’s ESL database to view student’s ELL levels and progress as necessary. • Students are assessed annually with the state required English language proficiency assessment.Action Type: CollaborationAction Type: EquityAction Type: Parental EngagementAction Type: Professional Development

Stephanie McConnelll

Start: 07/01/2012End: 06/30/2013



SPRINGDALE: The district has alternative learning programs held at various schools throughout the district. Program are designed to assist the schools in providing educational opportunities for students who are habitually insubordinate, have attendance problems well as other various issues and educational

Susan Buchanan

Start: 07/01/2012End: 06/30/2013



18

needs. Sending schools will collaborate with the ALE about student needs. Parents will be a part of the referral and decision making process.Action Type: CollaborationAction Type: EquityAction Type: Parental EngagementLEADERSHIP TEAM: HTMS will hold regularly monthly meeting of our Building/ACSIP Leadership Team. These meetings will focus on building capacity within our school. Each meeting agenda will include the following Core Principles: 1. The selection, and continuous evaluation, of research-based, scientifically validated interventions designed to improve our ability to improve student performance on all areas of the Benchmark exam. 2. The on-going monitoring of student data in order to influence classroom instruction. 3. The utilization of Formative and Summative assessment data to make decisions that impact curriculum, instruction, assessment, and professional development. 4. Coordination of resources in order to better meet the needs of all students including our TAGG group. Written minutes of each meeting, along with sign-in sheet, will be kept and made available upon request. The intent is that each Intervention and Action is carefully monitored through the collection of Formative and Summative data so that those strategies that prove ineffective can be revised or abandoned. Our Program Evaluation Results will be included in the 12/13 Plan. Our ACSIP plan will be revised each spring and fall in order to keep it timely and valid in our efforts to improve teaching and learning.Action Type: AlignmentAction Type: CollaborationAction Type: EquityAction Type: Program Evaluation

Brittney Hickman

Start: 07/01/2012End: 06/30/2013



ACTION BUDGET: $

SPRINGDALE PGP’s: The SSD professional growth plan will be based upon Charlotte Danielson work “Enhancing Professional Practice – A Framework for Teaching”. Teachers will analyze their student and identify strengths and weaknesses based upon trend data specific to individual student needs. Teachers’ Professional growth will be geared toward the four domains of teaching responsibility targeting individual student achievement. Action Type: AlignmentAction Type: CollaborationAction Type: EquityAction Type: Professional Development

Susan Buchanan

Start: 07/01/2012End: 06/30/2013



19

SPRINGDALE TEACHER EXCELLENCE SUPPORT PROGRAM: This program was piloted at HTMS during the 2011-2012 school year. Training was on each domain during staff development days. HTMS faculty was divided into the separate evaluation tracks. During the month of January, principals will have one half day training and begin the required on-line training. Teachers will begin the on-line training in June. All teachers are required to complete the training by August 31, 2013. Action Type: CollaborationAction Type: Professional Development

Susan Buchanan

Start: 07/01/2012End: 06/30/2013



SCHOLASTIC AUDIT: Being a designated as a Focus School for the 2012-2013 school year, HTMS will request a Scholastic Audit to be administered during the current school year. Preparations will start in the fall of 2012 with site visits by the HTMS Leadership Team to other district schools that have previously experienced a Scholastic Audit. Evidence will be collected for each area of the audit throughout the school year. Interventions will be initiated for under-performing students.Action Type: ADE Scholastic AuditAction Type: Equity

Susan Buchanan

Start: 07/01/2012End: 06/30/2013



NCLB SUBPOPS: LITERACY- ALL STUDENTS group met performance AMOs at 78.81%, TAG group met performance AMOs at 72.84%. Students with Disabilities sub pop met performance AMOs at 30% proficient or advanced. English Language Learners sub pop met performance AMOs at 67.43% proficient or advanced. Economically Disadvantaged subpop met performance AMOs scoring 73.03% proficient or advanced. Caucasian sub pop met performance AMOs at 90.43% proficient or advanced. Hispanic sub pop met performance AMOs at 73.78% proficient or advanced. Based on the Augmented Benchmark Exam our identified needs include practical reading and writing, content and style in writing and writing multiple choice. HTMS teachers and staff will address these needs by implementing intervention classes such as math Masters (Help Program), Read 180, System 44, and Radical Readers, differentiating instruction in the classroom, using the Gradual Release of Responsibility Model when instructing students, and through Student Centered Coaching. Action Type: AIP/IRIAction Type: AlignmentAction Type: Equity

Susan Buchanan

Start: 07/01/2012End: 06/30/2013

Administrative Staff ACTION BUDGET: $

20

SPRINGDALE PD: Additional PD opportunities include Leadership Academies, Instructional Technologies, ESL/Best practice/strategies, GRRM, CWT, building/district/local/regional/state and national workshops/conferences. Instructional facilitators will provide job embedded/ongoing professional development through the use of a “student-centered coaching model”. New teachers/administrators will be trained in the mentoring model provided by ADE. All certified staff will be trained in the Teacher Excellence Support System (TESS). Action Type: Professional DevelopmentAction Type: Title I School wide

Susan Buchanan

Start: 07/01/2012End: 06/30/2013

ACTION BUDGET: $

Total Budget: $219260Priority 2: To improve Mathematics by implementing a data driven-standards based math program.

Supporting Data:

1. 2012-13 Benchmark/EOC/CRT NEEDS ASSESSMENT: Analysis of the three most recent years of assessment data revealed the ALL STUDENT GROUP average score for MATH was 77.51% proficient or advanced. The TARGETED ACHIEVEMENT GAP GROUP average score for MATH was 71.83% proficient or advanced. Therefore, the average achievement gap between ALL STUDENTS and the TARGETED GROUP for the 2009, 2010, and 2011 school years was 5.68%. In 2011-2012, 81.70% of the ALL STUDENT GROUP scored proficient and advanced; and 77.41% of the TARGETED ACHIEVEMENT GAP GROUP scored proficient or advanced. Therefore, the achievement gap between both groups was 4.29%.

2. 2012-13 IOWA/NRT NEEDS ASSESSMENT: Analysis of the three most recent years of assessment data revealed the ALL STUDENT GROUP average score for MATH was a NPR% of 54. The TARGETED ACHIEVEMENT GAP GROUP average score for MATH was a NPR% of 38. Therefore, the average achievement gap between ALL STUDENTS and the TARGETED GROUP for the 2009, 2010, and 2011 school years was 16%. In 2011-2012, the NPR in MATH for the ALL STUDENT GROUP was 57%; and the NPR in MATH for the TARGETED ACHIEVEMENT GAP GROUP was 44%. Therefore, the achievement gap between both groups was 13%.

3. 2012-2013 Attendance NEEDS ASSESSMENT: Analysis of the three most recent years of attendance data revealed that the average attendance rate for HTMS was 92.22%. In the 2011-2012 school year, the attendance rate was 95.59% which is an increase of 4.46% from the 2010-2011 school year. Attendance Rate for 2010-11 was 91.13%; 2009-2010 was 94.4%; 2008-2009 was 91.13%

4.

Goal

A. All students will improve in math skills by increasing scores on both multiple choice and open response questions on the Math Benchmark Exams. B. Teachers and students will focus on the areas of measurement and data analysis/probability multiple choice items. Additional emphasis will be on the measurement, numbers/operations, and geometry strands for open response items. C. All ELL students and students with disabilities will achieve academic proficiency when given appropriate time, support, modifications and instruction. All stakeholders will implement ESL strategies and IEP modifications to promote student academic success and achievement.

Benchmark

The All Students population and the Targeted Achievement Gap Group met 2011-2012 performance standards in literacy making HTMS an achieving school. The following ESEA subgroups met performance standards: Hispanic, White, Economically Disadvantaged, Students with Disabilities and English Learners. It is expected that each of these populations will meet, or exceed the 2012-2013 performance or growth standards on the Benchmark exam. By the 2017 school year, the All Students group is expected to be at 87.1% proficient/advanced. The 2012 AMO was 76.345% proficient/advanced. Each year, the number of students in this group scoring proficient/advanced is expected to grow 4.89%. The TAG group is expected to be at 84.0% proficient/advanced by 2017. The 2012 AMO for the TAG group was 70.67%. Each year, from now until 2017, the number of students in this group scoring proficient/advanced is expected to grow 4.89%.

Intervention: Springdale Public Schools will maintain a rigorous standards based curriculum with full implementation of Common Core Standards and Cognitive Guided Instruction. Teachers will craft lessons based on data gathered from Student Evidence while following the GRR model of instruction.Scientific Based Research: Reeves, D. (2000). What we know about mathematics teaching and learning. ED Thoughts, pg. 44-45. Marzano, R. (2000). Carter, Lisa, 2007, Total Instructional Alignment, instructional consultant. Marzano, R. (2003). What works in schools. Alexandria, VA: ASCD Good to great. New York, NY: Harper Collins. Scheletky, P.

21

(2002). Working on the work. San Francisco, CA: Jossey-Bass Scientific Based Research: Blankstein, A. (2004). Reeves, D. (2001) Making standards work: how to implement standards-based assessments in the classrooms, school, and district. USA: Advanced Learning. Failure Is Not an Option: Six Principles That Guide Student Achievement In High-Performing Schools, Blankstein, Alan; Corwin Press, 2004 PD site: DuFour, R., & Eker, R. (1998). Professional learning communities at work. Actions Person

Responsible Timeline Resources Source of FundsSPRINGDALE STANDARDS BASED MATH: Springdale Schools will follow the K-12 Comprehensive STANDARDS BASED Math Plan ALONG WITH THE FULL IMPLEMENTATION OF COMMON CORE STANDARDS AND COGNITIVE GUIDED INSTRUCTION The Comprehensive Standards based math plan was developed by the district which is based on the Five Strands of Math Proficiency: 1) Understanding - Comprehensive concepts, operations and relations; 2) Computing - Carry out procedures; 3) Applying - Formulate problems and devise strategies in problem solving; 4) Reasoning - Use logic to explain and justify; 5) Engaging - View math as sensible, useful and attainable. Create a Coherent Instructional Design which will include explicit instructional strategies, coordinated instructional sequences, ample review and practice opportunities, technology-guided and independent practice, types of instruction-explicit inquiry and spontaneous problem solving and automaticity with math facts, spiral teaching to sustain mastery of prior knowledge, and use of reading strategies to comprehend content material. Students will be provided multiple opportunities for math and literacy achievement through the use of math manipulatives, computers, calculators and differentiated instructional strategies. Lesson Structure: Scheduling 1 hour a day of math instruction will be provided using COMMON CORE STANDARDS BASED/CGI math program. Established routines, the use of highly effective questioning, and balanced instruction will be used in each math classroom. Balanced instruction will include direct instruction, scaffolding, and independent practice and Children's literature and manipulatives will be used to help students build conceptual math understandings Teachers and Administrators will continue to align the use of the currently adopted math textbook with the COMMON CORE STANDARDS. Teachers will continue the use of "problems of the day" and Benchmark released item format to give students experiences with both open-ended response and multiple choice. *Sixth grade students and teachers will participate in the "If I Had A Hammer Project" funded by the John Archer Foundation (if funding allows). This project is aligned with both the Arkansas frameworks and TIA document to promote real world use of mathematical skills, character building skills, and team building skills. Action Type: Alignment

Dale Strouse

Start: 07/01/2012End: 06/30/2013


District Staff Performance


ACTION BUDGET: $

22

Action Type: CollaborationAction Type: EquityAction Type: Professional DevelopmentAction Type: Technology InclusionAction Type: Title I School wideAction Type: WellnessA system for administration, collection, and analysis of data will be followed. Annual SUMMATIVE assessments which will include ADE required assessments and FORMATIVE assessments which may include informal observations, and teacher created pre-test and post-test data from HELP math program, as well as monthly common assessments, and district quarterly assessments will be used for screening diagnosis and progress monitoring. Teachers and administrators will analyze test data from ADE required CRT/NRT assessments, and district assessment data in order to evaluate effectiveness. Parents will receive test reports from ADE assessments and be involved in the development of AIP's.Action Type: AIP/IRIAction Type: AlignmentAction Type: Parental EngagementAction Type: Title I School wide

Susan Buchanan

Start: 07/01/2012End: 06/30/2013



Teachers

ACTION BUDGET: $

ADE REQUIRED ADE PD: ADE requires 60 hrs of professional development for teachers and administrators. The sixty (60) hours of required professional development shall include: At least six (6) hours shall be in the area of educational technology, (2) hours of training in Arkansas History, 2hrT/3hrAdm in parental involvement. Teen Suicide Awareness once every five years. Child Maltreatment within 12 months of license renewal. For each administrator, the sixty (60) hour professional development requirement shall include training in data disaggregation, instructional leadership, and fiscal management. Other PD opportunities for faculty may include: AMLE, ASCD Leadership Conference, Leadership Academies, Common Core Standards, technology, Teach Them All, ESL Academy (summer), ESL strategies, SpED strategies, Gradual Release of Responsibility, Ruby Payne - Poverty, on going Data Analysis, CWT/software, building/district level PD, local, regional, state, and national workshops/conferences such as, but not limited to, AAEA, ASCD, IRA, Model Schools, AAMLA, AAMLE, ESL Symposium, Leadership conferences, TESOL, Schools to Watch, NCTM, NSTA, and book studies directly impact instruction, etc. Instructional facilitators will provide job embedded and ongoing professional development. Available funds will be used for cost associated with the PD activities. *Teachers on Special Assignment (TOSA) and Highly Qualified Instructional Facilitators will provide leadership and will mentor teachers through job embedded professional development by modeling instruction, lessons, conferencing with teachers and

Susan Buchanan

Start: 07/01/2012End: 06/30/2013



Teachers

ACTION BUDGET: $

23

providing on-going professional development. In addition, new teachers will be mentored through the ADE Pathwise mentoring program model. Action Type: AlignmentAction Type: CollaborationAction Type: Professional DevelopmentAction Type: Title I School wideStudents not meeting the standard as defined by ADE will receive additional and immediate supplemental interventions/services and Academic Improvement Plans will be developed by teachers, in collaboration with parents. (Specialist will assist with AIP development as needed.) Point-in-Time instruction (Math Masters- HELP Program)will be provided to students who do not master math standards. Small groups, based on flexible grouping , double math and literacy blocks in 6th grade, and scheduled times for intervention strategies in guided study, learning centers, clubs, before/after/summer school etc. will be used at each grade level for students who do not meet grade level common core math standards. Teachers will use state assessment data, NWEA Target Maps testing as well as, classroom assessment to inform instructional alignment and to provide intervention. Changes will be made on data analysis. AIP's will be written with the assistance of the student's parent. AIP's will be reviewed and revised as needed. A copy of student's AIP's will be kept in a file in the office as well as in a classroom file.Action Type: AIP/IRIAction Type: AlignmentAction Type: Title I School wide

Dale Strouse

Start: 07/01/2012End: 06/30/2013



Teachers

ACTION BUDGET: $

Springdale Schools will implement a standards-based Science curriculum to prepare students for the Arkansas Science Benchmark Exam through the use of frameworks and cross-curricular integration. Daily science instruction will be embedded in the curriculum at each grade level and established science procedures and routines will be consistently followed. Live Event Learning opportunities that support a standards-based program may include but not be limited to: Outdoor Science Classroom and/or Garden Center for outdoor observations and investigations, and science related field trips *Available funds will be used to support the implementation of a coherent, quality, organized science environment that will include classrooms well-stocked with science equipment, consumable items, visual aids, audio-visual equipment, computers and programs that SUPPLEMENT the ADE requirements. *On-going FORMATIVE assessments such as pre/post test, monthly common assessments, district quarterly assessments, and chapter test will be administered to monitor student achievement in Science. Assessment system will include both formative and

Cheryl Bowen

Start: 07/01/2012End: 06/30/2013


Community Leaders


Teachers

ACTION BUDGET: $

24

summative assessments, alternate assessments such as lab observations, investigative projects and nonlinguistic evaluations. The assessment system will be aligned with state frameworks and will lead to immediate remediation if necessary. *Parents will be informed and invited to participate, especially in Family Science Night. Parents and community members/business will be involved in the science program examples include: speakers from area businesses relating to science and/or parents whose career fields are science related. Parents and teachers collaborating with other schools in other districts to learn more about science technology.Action Type: AlignmentAction Type: CollaborationAction Type: Technology InclusionAction Type: Title I School wideA Program Evaluation (ACT 807 of 2007) is present for EACH Intervention and/or program that will (1) Ensure that the program/process is implemented as designed (Rule 4.01); *Using the data collected through CWT/PLC’s data regarding full implementations of Common Core Standards, GRR, and data analysis of common/district assessments, and the NWEA Target Testing modifications will be made in the implementation to ensure continued progress. Accountability process will include reports and reviews by district level administrators and monitoring of student progress. (2) Identify protocol for evaluating and adjusting program/process (Rule 5.02.1); *Administrators will conduct classroom walkthroughs to collect information and data that reflect trends of instruction. Instructional facilitators will provide job embedded professional development based on student data gathered from the Results Based Coaching Tool (Student Centered Coaching Model) and assist teachers in planning according to the Gradual Release of Responsibility model. *Monthly common assessments and district assessments are completed by each department which are based on Common Core Standards. *Formative and/or Summative Assessments will be discussed weekly in department and grade level PLC’s. *NWEA Target Testing will be used to assess student achievement in reading (vocabulary/comprehension), language and math skill. It will measure growth over time. (3) At the end of each school year, provide evidence of the impact on student achievement (Rule 5.07). 2011-2012 PROGRAM EVALUATION (Act 807 of 2007) A. Administrators will conduct CWTs to collect formative data to evaluate interventions and program implementation. B. CWT data will be collected on an ongoing basis throughout the year and will be analyzed quarterly. C. CWT data will be compiled and analyzed at the building level.

Susan Buchanan

Start: 07/01/2012End: 06/30/2013



25

Administrators will provide feedback and suggestion for improvement of instruction. Action Type: AlignmentAction Type: CollaborationAction Type: Program EvaluationAction Type: Title I School wideOverall PLAN EVALUATION – The ACSIP plan will be reviewed, revised, and updated annually in order to improve teaching and learning. Agendas, minutes, and sign-in sheets will be kept and made available upon request. Sign-in sheets should detail participant’s role in the school. (certified, classified, parent, etc.) SCHOOL LEADERSHIP TEAM Closing the Achievement Gap (Literacy/Math): Regular Monthly meetings of our (Literacy/Math) ACSIP Leadership Team will continue to be held. These meetings will focus on building capacity within our school. Each meeting agenda will include the following Core Principles: A. The selection, and continuous evaluation, of research-based, scientifically validated Interventions designed to improve our ability to improve student performance on the Literacy portion of all Assessments. B. The ongoing monitoring of student progress in order to influence classroom instruction, C. The Utilization of Formative and Summative Assessment Data to make decisions that impact: Curriculum, Instruction, Assessment and Professional Development. D. Coordination of resources in order to better meet the needs of all students, in all Subpopulations. Written minutes of each meeting, along with a sign-in sheet, will be kept and made available upon request. The intent is that each Intervention, and Action is carefully monitored through the collection of Formative and Summative Data so that those strategies that prove ineffective can be revised, or abandoned. Our Program Evaluation results will be included in the 12/13 Plan. Our ACSIP Plan will be revised each spring and fall in order to keep it timely and valid in our efforts to improve teaching and learning. In addition, the principal will conduct an audit of time resource allocation and increase amount of time for Instructional Leadership.Action Type: AlignmentAction Type: CollaborationAction Type: Program EvaluationAction Type: Title I School wide

Dale Strouse

Start: 07/01/2012End: 06/30/2013



Teachers at HTMS will purchase necessary materials and supplies that will be used to meet student instructional needs. Items may include, but are not limited to, calculators, classroom libraries, various math manipulatives, instructional materials, etc.Action Type: AlignmentAction Type: CollaborationAction Type: EquityAction Type: Technology InclusionAction Type: Title I School wide

Brittney Nicholas

Start: 07/01/2012End: 06/30/2013



26

HTMS will implement the use of Safari Montage which allows students to experience video-based learning which has scientifically shown to increase academic achievement (library budget $1138.22 $495 P/S 2230 Title I).Action Type: Technology InclusionAction Type: Title I School wide

Susan Buchanan

Start: 07/01/2012End: 06/30/2013

Computers Teachers Teaching Aids ACTION

BUDGET: $

Substitutes will be utilized so that teachers are able to analyze and revise curriculum planning and mapping. Action Type: CollaborationAction Type: EquityAction Type: Professional DevelopmentAction Type: Title I School wide

Susan Buchanan

Start: 07/01/2012End: 06/30/2013



ACTION BUDGET: $

2011-2012 PRIOR YEAR PROGRAM EVALUATION RESULTS: When evaluating the Literacy priority, we were able to use data from CWT/PST’s, district assessments, common assessments, NWEA Target testing, data dashboards, and preliminary Benchmark results. The CWT data results revealed that Administration and Instructional Facilitators proved that 100% of teachers at HTMS are implementing one or more phases of the GRR strategies on a regular basis. This may not be occurring on a daily basis. Benchmark results showed that we have weaknesses in completing practical reading open response items. This prompted us to continue the implementation of using “Reading to Find Information” strategies and answering open response items utilizing only a graphic organizer. The 2011-2012 results of the Common Assessment data were reported based on the percentage of students scoring proficient and advanced. 6th grade averages were as follows for students scoring proficient and advanced on common assessments: Language Arts 65.13%, Regular Math 71.4%, Science 66.68%, Social Studies 69.42%, Reading 71.88%. 7th grade averages were as follows for students scoring proficient and advanced on common assessments: English 78.6%, Pre-Alg 77.4%, Algebra 91.6%, Regular Math 53%, Science 56%, Social Studies 53%. NWEA target testing results were use by teachers to work on individualization of instruction for students. HTMS used Data Dashboards, to monitor individual student growth. Teachers were better able to individualize Academic Improvement Plans for students in identified areas. Mid-year predictions for Benchmark performance were made based on the Data Dashboard. Preliminary 2012 Benchmark results found that students performed higher than what teachers had predicted. The final piece HTMS used for Program Evaluation was the 2012 Benchmark Results. It appears that 7th grade will need to focus on content and style in the writing domains. In reading passages/open response, 7th grade will work on literary type passages, and multiple-choice questions on writing. 6th

Brittney Hickman

Start: 07/01/2012End: 06/30/2013




ACTION BUDGET: $

27

grade will put more emphasis on content and style in the writing domains, and practical reading passages. Both 6th and 7th grade math will put heavy emphasis on measurement, numbers/operations, geometry, and data analysis/probability for both multiple choice and open response items.Action Type: AIP/IRIAction Type: AlignmentAction Type: CollaborationAction Type: EquityAction Type: Program EvaluationAction Type: Title I School wideNCLB SUB POPS: MATH- ALL STUDENTS group met performance AMOs at 81.70%, TAG group met performance AMOs at 77.41%. Students with Disabilities sub pop did not meet performance AMOs scoring at 45.00% proficient or advanced (.18 from AMO). English Language Learners sub pop met performance AMOs at 74.09% proficient or advanced. Economically Disadvantaged sub pop met performance AMOs scoring 77.79% proficient or advanced. Caucasian sub pop met performance AMOs at 89.53% proficient or advanced. Hispanic sub pop met performance AMOs at 80.33% proficient or advanced. Based on the Augmented Benchmark Exam our identified needs are in measurement, data analysis/probability, and geometry multiple choice items. Open Response items show a weakness in the measurement, geometry, and numbers/operations strands. HTMS teachers and staff will address these needs by implementing intervention classes such as math Masters (Help Program), Read 180, System 44, and Radical Readers, differentiating instruction in the classroom, using the Gradual Release of Responsibility Model when instructing students, and through Student Centered Coaching. Action Type: AIP/IRIAction Type: AlignmentAction Type: Equity

Susan Buchanan

Start: 07/01/2012End: 06/30/2013

Administrative Staff ACTION

BUDGET: $

Total Budget: $0Priority 3: Improving WellnessSupporting Data: 1. BMI-Male: In 2011-2012, BMI screening results indicated that 57.36% were at risk of being

overweight which reflects a 4.76% increase from the previous year. In 2010-2011, BMI screening results for Helen Tyson Middle School indicated that 52.6% of the 6-7 male population were at risk of being overweight. This reflects an increase of 18.3% from the 2009-2010 results. In 2009-2010, BMI screening results for Helen Tyson Middle School indicated that 34.3% of the 6-7 male population was at risk of being overweight. This reflects a decrease of 10.1% from the 2008-2009 screening.

2. BMI-Female: In 2011-2012, BMI screening results indicated that 52.54% were at risk of being overweight which is a 6.54% increase from the previous year. In 2010-2011, BMI screening results for Helen Tyson Middle School indicated that 46% of the 6-7 female population were at risk of being overweight. This reflects an increase of 13.4% from the 2009-2010 results. In 2009-2010, BMI screening results for Helen Tyson Middle School indicated that 32.6% of the 6-7 student female population was at risk of being overweight. This reflects a 4.8% decrease indicated from the 2008-2009 screening.

3. SHI: The 2011-2012 School Health Index indicated the need for improvement in the areas of Nutrition Services and Family and Community Involvement. The 2010-2011 School Health Index indicated the a need for improved Family and Community Involvement. The 2009-2010 School Health Index results indicated a need for improved Health Promotion for Staff. The 2008-2009 School Health Index results indicated a need for improved Family Community

28

Involvement. 4. Free and Reduced: In 2011-2012, 71.97% of students were eligible for free and reduced cost

meals. In 2010-2011, 74% of students were eligible for free and reduced cost meals. In 2009-2010, 70% of students were eligible for free and reduced cost meals.

GoalHelen Tyson Middle School will provide support for students in making healthy lifestyle choices by implementing systems to aid in decreasing the average BMI on routine annual student screening and increasing collaboration between all segments of the parent and school community in support of positive lifestyle choices.

BenchmarkHelen Tyson Middle School will show healthier BMI results by the 2012-2013 school year. These results will show a .5% decrease of the average Body mass Index (BMI) indicating healthier lifestyles are being practiced.

Intervention: Helen Tyson Middle School will encourage strategies and activities that promote a healthier lifestyle, increased physical activities, better dietary habits, and how to live a drug free/violence free life.Scientific Based Research: American School Board Journal, October 2005; American Obesity Association web site at www.obesity.org/subs/childhood; National Association for Sport and Physical Education web site at www.aahperd.org/naspe/template.cfm; The Center for Disease Control and Prevention’s Division of Nutrition & Physical Activity web site at www.cdc.gov/nccdphp/dnpa/nutrition.htm. Journal of the American Dietetic Association, 103(7): 887-93. 2003.NAL Call Number: 389.8 Am34 Position of the American Dietetic Association: Child and adolescent food and nutrition programs. J. Stang, C.T. Bayerl. Food and Nutrition Information Center's (FNIC) web site at http://www.nal.usda.gov/fnic/pubs_and_db.html. Clinical Pediatrics, 40(2): 63-70. 2001. NAL Call Number: RJ1-C55, Behavioral and cognitive status in school-aged children with a history of failure to thrive during early childhood. R.A. Dykman, et al.Department of Education, Annual Report on School Safety, 1998, Prevention Plus: Department of Health and Human Services, 1989. Child Nutrition and Fitness, National Dairy Council, 2008. American School Board Journal, October 2005; American Obesity Association web site at www.obesity.org/subs/childhood; National Association for Sport and Physical Education web site at www.aahperd.org/naspe/template.cfm; The Center for Disease Control and Prevention’s Division of Nutrition & Physical Activity web site at www.cdc.gov/nccdphp/dnpa/nutrition.htm. Journal of the American Dietetic Association, 103(7): 887-93. 2003.NAL Call Number: 389.8 Am34 Position of the American Dietetic Association: Child and adolescent food and nutrition programs. J. Stang, C.T. Bayerl. Food and Nutrition Information Center's (FNIC) web site at http://www.nal.usda.gov/fnic/pubs_and_db.html. Clinical Pediatrics, 40(2): 63-70. 2001. NAL Call Number: RJ1-C55, Behavioral and cognitive status in school-aged children with a history of failure to thrive during early childhood. R.A. Dykman, et al.Department of Education, Annual Report on School Safety, 1998, Prevention Plus: Department of Health and Human Services, 1989. Child Nutrition and Fitness, National Dairy Council, 2008. Madigen, Jean Blaydes. Buidling Better Student Brains Through Movement, 2009.Actions Person

Responsible Timeline Resources Source of FundsStudents and faculty will be trained yearly in First Aid and CPR training to promote healthier lifestyles.Action Type: Title I School wideAction Type: Wellness

Stephanie McConnell, Assistant Principal

Start: 07/01/2012End: 06/30/2013



Students are encouraged to choose healthy eating habits through the study of the food pyramid in health classes. Healthy eating habits are also promoted in the cafeteria by offering healthy food alternatives.Action Type: Title I School wideAction Type: Wellness

Stephanie McConnell, Assistant Principal

Start: 07/01/2012End: 06/30/2013



P.E. coaches conduct the “Fitness Gram” at the beginning of each school year to determine student fitness levels. This is an evaluation tool that allows our school to determine areas of strengths and weakness of the Wellness program at HTMS. The results of this evaluation will guide the types of professional development/training we provide for our faculty as well as students.Action Type: Program EvaluationAction Type: Title I School wideAction Type: Wellness

Ryan Willroth Start: 07/01/2012End: 06/30/2013



Students have the opportunity to use our new 1/4 mile walking track and outdoor fitness stations, the climbing wall, fitness room, dance pad (DDR), and outdoor



BUDGET: $

29

mountain bikes, First Tee Golf, and archery to help develop knowledge of the benefits of physical activity.Action Type: Title I School wideAction Type: Wellness

Teachers

Professional Development opportunities for teachers and administrators such as the National and/or State P.E. Convention, P.E. for Life (grant that provides programs and equipment for both student and staff in an effort to promote physical activities), Child Wellness Intervention Project Grant (CWIP) and opportunities for district framework/curriculum alignment are offered throughout the school year.Action Type: Professional DevelopmentAction Type: Technology InclusionAction Type: Title I School wideAction Type: Wellness

Susan Buchanan

Start: 07/01/2012End: 06/30/2013



Students will have the option of choosing "Sports PE" this year as an elective. This PE course is designed for students who know they want to participate in athletics beyond the regular PE class. Skills that are essential for ATHLETES to be successful will be the focus of this instruction. Head coaches of the different athletic programs throughout the district will be instructors. Action Type: CollaborationAction Type: Title I School wideAction Type: Wellness




ACTION BUDGET: $

Counselors will develop and implement a Comprehensive Guidance Program focusing on career, personal/social, character, and academic development. Materials will be purchased to aid in guidance lessons, such as Career Watch Arkansas, and provide individual/group counseling, which, in turn, benefit students academically.Action Type: CollaborationAction Type: EquityAction Type: Title I School wideAction Type: Wellness

Heather Barron

Start: 07/01/2012End: 06/30/2013



Students will be given the opportunity to join the HTMS "College Bound" club which will encourage them to seek post-secondary education. HTMS College Bound Club will travel to local colleges and universities to show what choices are available to them in our area. Parents will be invited to attend "College Night" where members of the community will be addressing parents and students in regards to multiple career opportunities. Several guest speakers, such as lawyers, doctors, engineers, etc. will be brought in throughout the year so that students get an "up close" chance to ask questions.Action Type: CollaborationAction Type: EquityAction Type: Parental EngagementAction Type: Title I School wide

Shayne Taylor

Start: 07/01/2012End: 06/30/2013


Community Leaders

Teachers

ACTION BUDGET: $

Students will participate in "Child Nutrition and Fitness Initiative", a grant given to Springdale Middle Schools by the National Dairy Council. This program motivates and

Lindsay Jester

Start: 07/01/2012End: 06/30/2013


Community Leaders

ACTION BUDGET: $

30

involves students in designing and participating in programs and activities that improve access to and consumption of non fat and low fat dairy products; and increases opportunities for and participation in activities to be more physically active. This initiative also includes our "Fuel Up To Play" were students serve on a wellness board and serve as role models in the areas of Physical Fitness, Nutrition, and Positive Attitudes.Action Type: CollaborationAction Type: EquityAction Type: Technology InclusionAction Type: Title I School wideAction Type: Wellness

Teachers

“Hooked on Fishing, Not on Drugs” (HOFNOD) along with Hunter's Education Course are programs done twice a year that promotes maintaining good grades while encouraging a healthy and active lifestyleAction Type: CollaborationAction Type: Title I School wideAction Type: Wellness

David Gaskill Start: 07/01/2012End: 06/30/2013


Community Leaders

District Staff Outside

Consultants

ACTION BUDGET: $

2012-13 PROGRAM EVALUATION PLAN: A Program Evaluation (ACT 807 of 2007) is present for EACH Intervention and/or program that will (1) Ensure that the program/process is implemented as designed (Rule 4.01); *Using the data collected through CWT/PLC’s data regarding full implementations of Common Core Standards, GRR, and data analysis of common/district assessments, the NWEA Target Testing, and SHI/Fitness Gram data modifications will be made in the implementation to ensure continued progress. Accountability process will include reports and reviews by district level administrators and monitoring of student progress. (2) Identify protocol for evaluating and adjusting program/process (Rule 5.02.1); *Administrators will conduct classroom walkthroughs to collect information and data that reflect trends of instruction. Instructional facilitators will provide job embedded professional development based on student data gathered from the Results Based Coaching Tool (Student Centered Coaching Model) and assist teachers in planning according to the Gradual Release of Responsibility model. *Monthly common assessments and district assessments are completed by each department which are based on Common Core Standards. *Formative and/or Summative Assessments will be discussed weekly in department and grade level PLC’s. *NWEA Target Testing will be used to assess student achievement in reading (vocabulary/comprehension), language and math skill. It will measure growth over time. (3) At the end of each school year, provide evidence of the impact on student achievement (Rule 5.07). 2011-2012 PROGRAM EVALUATION

Susan Buchanan

Start: 07/01/2012End: 06/30/2013



ACTION BUDGET: $

31

(Act 807 of 2007) A. Administrators will conduct CWTs to collect formative data to evaluate interventions and program implementation. B. CWT data will be collected on an ongoing basis throughout the year and will be analyzed quarterly. C. CWT data will be compiled and analyzed at the building level. Administrators will provide feedback and suggestion for improvement of instruction. Action Type: AlignmentAction Type: CollaborationAction Type: Program EvaluationAction Type: Title I School wide2011-2012 The staff at HTMS conducts a NEEDS ASSESSMENT through a collaborative process. The staff meets regularly in grade levels and vertical teams to reflect on student progress and needs, classroom practices, and assessments. Formative and summative assessments are analyzed as well as data from Benchmark, SAT 10, IOWA SKILS, ELDA, Fitness Gram, the School Health Index, and Coordinated School Health Survey for the 2011-2012 school year. We also examine our attendance and disciplinary data. Student BMI results will be analyzed annually to determine the percentage of students decreasing in the categories of “at risk of being overweight” or “overweight”. Special attention will be paid to our students in our TAGG groups for Literacy and Math. Based on our collaboration, practices and assessments are modified as needed. Lastly, we will focus on the areas of NUTRITION SERVICES AND FAMILY AND COMMUNITY INVOLVEMENT as it pertains to overall school wellness.Action Type: AIP/IRIAction Type: CollaborationAction Type: EquityAction Type: Professional DevelopmentAction Type: Program EvaluationAction Type: Special EducationAction Type: Title I School wide

Brittney Hickman

Start: 07/01/2012End: 06/30/2013



ACTION BUDGET: $

2011-2012 ACSIP Overview: The review of the 11-12 plan using the jigsaw activity revealed: What’s working: There has been a significant increase in the interest levels of students in PE/Health classes with the utilization of updated sports equipment/programs such as fitness wall, climbing wall, fitness room, DDR, mountain bikes, archery, Hunter's Education, 1/4 mile walking track with outdoor fitness stations, and First Tee. We are seeing an increase in the percentage of students at risk of being overweight. Our FUEL UP TO PLAY initiative encourages students to choose healthy eating habits and lifestyle. What’s not: Classes are crowded and creating schedules to make the best use of staff and facilities are a challenge. Professional Training is necessary to keep the PE/Health programs current in best practices. Promotion of Family and




Teachers

ACTION BUDGET: $

32

Community Involvement is an area that also needs to have a better focus. *Describe what will be changed/added as a result of this Teachers of Literacy will: Teachers will try to not pull students for math or literacy so that they are not missing PE/Health class in an effort to create a decrease in BMI percentages. All students must now have 1 semester of PE which will also help with these efforts. As with academics, teachers may try to create individual fitness plans in an additional effort to decrease overall BMI of all students. PE/Health teachers will help develop plans for teachers that will help to promote healthy lifestyle choices such as school wide blood-pressure checks, continue the Biggest Loser contest, and promote the use of the fitness room by rewarding those who use it. HTMS will be utilizing Coordinated School Health Survey (CSH) as a method of overall fitness evaluation.Action Type: AIP/IRIAction Type: AlignmentAction Type: CollaborationAction Type: EquityAction Type: Program EvaluationAction Type: Title I School wide2011-2012 PROGRAM EVALUATION RESULTS: When evaluating the health and wellness priority, we were able to use data results from the Fitness Gram and School Health Index reports. Our BMI results have reflected the following: for females in grades 6-7 there was a 6.54% increase in students in danger of being overweight, while males reflected a 4.76% increase. Our School Health Index Report only indicated two areas of improvement: Nutrition Services and Family and Community Involvement.Action Type: CollaborationAction Type: EquityAction Type: Program EvaluationAction Type: Title I School wideAction Type: Wellness




Teachers

ACTION BUDGET: $

Teachers of health/fitness will be implementing brain-based activities supported by the research of Jean Blaydes Madigen. The focus will be to build better student brains through movement. Through increasing activity time in the classroom, students will stimulate brain research and prepare it for optimum learning. Activities will include the use of stability balls in the content classroom, brain break books for teacher use, and resistance rubber bands for use in the classroom to do mini exercises while seated.Action Type: CollaborationAction Type: EquityAction Type: Professional DevelopmentAction Type: Title I School wideAction Type: Wellness




ACTION BUDGET: $

COMPLIANCE: HOMELESS students are identified through direct conversation with

Paul Griep Start: 07/01/2012


33

teachers, counselors, or administrators. We identify issues that led to them being homeless - definition of "homeless," which defines such children or youth as those "who lack a fixed, regular, and adequate nighttime residence." This definition includes students who are: • Sharing the housing of other persons due to loss of housing, economic hardship, or a similar reason; • Living in motels, hotels, trailer parks, or camping grounds due to the lack of alternative adequate accommodations; • Living in emergency or transitional shelters; • Awaiting foster care placement; • Living in a primary nighttime residence that is a public or private place not designed for or ordinarily used as a regular sleeping accommodation for human beings; • Living in cars, parks, public spaces, abandoned buildings, substandard housing, bus or train stations, or similar settings; • Living in a migratory situation or qualify as homeless because of living circumstances as described above. o Families are referred to the homeless liaison for the district who communicates with schools about resources available. Referrals can come from outside agencies, schools, central office, parents, etc. o Springdale and neighboring districts transport students across district lines if a child is homeless to preserve educational continuity for the child until the end of the school year as per the McKinney-Vento Act. o The district works to increase its efforts to identify homeless students by providing information from the National Center for Homeless Education at SERVE. This information will be displayed at schools and distributed to parents. o The district provides the following services to homeless students and families: Bus transportation to/from the new address (shelter, motel, etc.) and school. Free and reduced lunch as per the McKinney-Vento Act Counselors work with the families to meet immediate needs (i.e. clothing, school supplies, etc.), through our food and clothing bank and other donations. Direct families to agencies that will provide additional resources (i.e. Arkansas 211, Red Cross, Salvation Army, housing, etc.)Action Type: AlignmentAction Type: EquityAction Type: Wellness

End: 06/30/2012


COMPLIANCE: Springdale School District Wellness Policy (EAB/KAA adopted 1-13-09) I. PHILOSOPHY A. The Springdale School District is committed to providing a school environment that enhances learning and the development of lifelong wellness practices. It is the philosophy of this district to encourage and promote wellness through good nutrition and physical activity as a part of the total learning environment. Assisting students in developing positive healthy lifestyles is an


District Staff Teachers ACTION

BUDGET: $

34

important component in the education of the total student. B. The Springdale School District will develop goals for nutrition education, physical activity, and other school based activities designed to promote student wellness as deemed appropriate. II. Action Type: Parental EngagementAction Type: WellnessSCHOOL NUTRITION AND PHYSICAL ACTIVITY ADVISORY COMMITTEE A. This local committee shall help raise the awareness of the importance of nutrition and physical activity and shall include members from the district school board, school administrators, food service personnel, teachers, parents, professional groups such as nurses and community members, and student representatives from each appropriate grade level group. B. The committee will assist in the development of local policies, procedures, guidelines, etc. that address issues and goals that are designed to promote student wellness in a manner the school district determines is appropriate. C. The committee’s assistance will be based on the requirements set forth by the rules, regulations, and directives of the following documents which are herein incorporated as policy. 1. The Richard B. Russell National School Lunch Act (42 U.S.C. 1751 et seq.) or the Child Nutrition Act of 1966 (42 U.S.C. 1771 et seq.) and as amended through PL-108-269, July 2, 2004). 2. The Arkansas Department of Education Rules Governing Nutrition and Physical Activity Standards in Arkansas Public Schools – (August 8, 2005). 3. Arkansas Child Health Advisory Committee – (Act 1220 of 2003). D. Also, the committee will assist in the implementation of current and new provisions regarding student wellness from the Arkansas Board of Education and the State Board of Health as they become known. III. ASSURANCES A. The district will also provide an assurance that guidelines for reimbursable school meals shall not be less restrictive than regulations and guidance issues by the Secretary of Agriculture pursuant to subsection (a) and (b) of Section 10 of the Child Nutrition Act (42 U.S.C. 1779) and Sections 9 (f) (1) and 17 (a) of the Richard B. Russell National School Lunch Act (42 U.S.C. 1758 (f) (1), 1776 (a), as those regulations apply to public schools. E. The Springdale School District will also establish a plan for measuring the implementation of the wellness policy, including the designation of one or more persons within the district or at each school that will be responsible for ensuring that these guidelines are followed. [Arkansas Code Annotated: 20-7-133, 20-7-134, 20-7-135] Action Type: CollaborationAction Type: Wellness



BUDGET: $

Total Budget: $0

35

Priority 4: See Literacy and Math Supporting DataSupporting Data:

GoalAll teachers and students will put additional emphasis on literacy/math needs and will improve scores. All ELL students and students with disabilities will achieve academic proficiency when given appropriate time, support, modifications, and instruction. All stakeholders will implement ESL strategies and IEP modifications to promote student academic success and achievement.

Benchmark

The All Students population and the Targeted Achievement Gap Group met 2011-2012 performance standards in literacy making HTMS an achieving school. The following ESEA subgroups met performance standards: Hispanic, White, Economically Disadvantaged, Students with Disabilities and English Learners. It is expected that each of these populations will meet, or exceed the 2012-2013 performance or growth standards on the Benchmark exam. By the 2017 school year, the All Students group is expected to be at 84.27% proficient/advanced. The 2012 AMO was 71.15% proficient/advanced. Each year, the number of students in this group scoring proficient/advanced is expected to grow 4.89%. The TAG group is expected to be at 80.54% proficient/advanced by 2017. The 2012 AMO for the TAG group was 64.32%. Each year, from now until 2017, the number of students in this group scoring proficient/advanced is expected to grow 4.89

Intervention: Springdale Public Schools will maintain a rigorous standards based curriculum with full implementation of Common Core Standards. Teachers will craft lessons based on data gathered from Student Evidence while following the GRR model of instruction.Scientific Based Research: Literacy site: Report of the National Reading Panel (1999). Teaching children to read. •Phonemic Awareness: Adams, M. Foorman, B.R., Lundber, I. & Beeler, T. (1998). Phonemic awareness in young children. Baltimore, MD: Brookes Publishing, 1998. •Phonics: Cunningham, P., (1995). Phonics they use. New York: Harper, Collins. •Fluency: Rasinski, T., (2003). The fluent reader. New York: Scholastic. Allen, J., (2000). Yellow brick roads. Portland, ME: Stenhouse. •Vocabulary: Beck, I., McKeown, M., & Kuca, L., (2002). Bringing words to life. New York: Guilford Press., Allen, J., (1999). Words, Words, Words. Portland, ME: Stenhouse. •Comprehension: Harvey, S. & Goudvis, A., (2000). Strategies that work. Portland, ME: Stenhouse. •Writing: Fountas, I. & Pinnell, G., (2001). Guiding readers and writers. Portsmouth, NH: Heinemann. •Spelling/Word Study: Ganske, K., (2000). Word journeys. New York: Guilford Press. Digest of Statistics. Marzano, R., (2001). A handbook for classroom instruction that works. Alexandria, VA: McReal. Payne, R., (1998). A framework for understanding poverty. Baytown, TX: Aha, Process, Inc. College Entrance Examination Board; Laying the Foundation, Inc.; Advanced Placementn Strategies, Inc. *Carol Rothenberg and Douglas Fisher, (2007) Teaching English Language Learners A Differentiated Approach,Pearson/ Merrill Prentice Hall; Douglas Fisher and Nancy Frey,(2008) Better Learning Through Structured Teaching A Framework for the Gradual Release of Responsibility, ASCD, Alexandaria, VA USA. *Pate, P.E., & Andrews, P.G.(2006). Research summary: Parent Involvement. Retrieved Oct, 2006 from http:/www.nmsa.org/Research/ResearchSummaries/ParentInvolvement/tabid/274.default.aspx *Carter, Lisa, 2007, Total Instructional Alignment, instructional consultant. *Hasselbring, Ted Dr.; Read 180, Scholastic (2005). *Adams, Marilyn Jager, Dr.; System 44, Scholastic (2009). *Sweeney, Diane, 2011, Student Centered Coaching: A Guide for K-8 Coaches and Principals.Actions Person

Responsible Timeline Resources Source of FundsESEA Accountability Status: The building status of Helen Tyson Middle School is: Needs Improvement Focus School - Met Year 1 Exit Criteria.Action Type: Title I School wide

Susan Buchanan Start: 07/01/2012End: 06/30/2013

ACTION BUDGET: $

NCLB SUB POPS: LITERACY- ALL STUDENTS group met performance AMOs at 78.81%, TAG group met performance AMOs at 72.84%. Students with Disabilities sub pop met performance AMOs at 30% proficient or advanced. English Language Learners sub pop met performance AMOs at 67.43% proficient or advanced. Economically Disadvantaged sub pop met performance AMOs scoring 73.03% proficient or advanced. Caucasian sub pop met performance AMOs at 90.43% proficient or advanced. Hispanic sub pop met performance AMOs at 73.78% proficient or advanced. Based on the Augmented Benchmark Exam our identified needs include practical reading and writing, content and style in writing and writing multiple choice. HTMS teachers and staff will address these needs by implementing intervention classes such as math Masters (Help Program), Read 180, System 44, and Radical Readers, differentiating instruction in the classroom, using the Gradual Release of Responsibility Model when instructing students, and through Student Centered Coaching. Action Type: Title I School wide


ACTION BUDGET: $

36

NEW SPRINGDALE: The district has alternative learning programs held at various schools throughout the district. Program are designed to assist the schools in providing educational opportunities for students who are habitually insubordinate, have attendance problems well as other various issues and educational needs. Sending schools will collaborate with the ALE about student needs. Parents will be a part of the referral and decision making process.Action Type: Title I School wide


ACTION BUDGET: $

SPRINGDALE PGP’s: The SSD professional growth plan will be based upon Charlotte Danielson work “Enhancing Professional Practice – A Framework for Teaching”. Teachers will analyze their student and identify strengths and weaknesses based upon trend data specific to individual student needs. Teachers’ Professional growth will be geared toward the four domains of teaching responsibility targeting individual student achievement.Action Type: Title I School wide


ACTION BUDGET: $

SPRINGDALE STUDENT CENTERED COACHING: We will begin implementation of this model in three way: whole group PLC's, small group PLC's, and one-on-one PLC's. These PLC's will be organized based on the Results Based Coaching Tool - utilized by the instructional facilitators and teachers. Student evidence will be the guide for planning of lessons and differentiation (Formative and Summative Assessments). This model will be implemented along with GRR (already established). The Gradual Release of Responsibility model (I do it - We do it - You do it together - You do it alone) (Fisher and Frey) focuses on instructional strategies which include: *Student-to-Student Interaction (Interaction evolves to social talk without a language purpose.) Gradual Release of Responsibility Instructional Model $ *Calibration of student writing across the district in applicable content areas; other areas focus on development of units/lessons/assessments using Common Core Standards and Understanding by Design process. *6-12 English Language Arts calibrate scoring of writing assessment, SPED and GTE participate on an English Language Arts grade-level team, * While implementing the Gradual Release of Responsibility model, teachers will THE IMPLEMENTATION OF COMMON CORE STANDARDS and make connections between the initiatives * pK – 12 All content areas work through PROFESSIONAL LEARNING COMMUNITIES to collaborate on best practices for teaching.Action Type: Title I School wide


ACTION BUDGET: $

SPRINGDALE TEACHER EXCELLENCE SUPPORT PROGRAM: This program was piloted at HTMS during the 2011-2012 school year. Training was on each domain during staff development days. HTMS faculty was divided into the separate evaluation tracks. During the month of January, principals will have one half day training and begin the required on-line training. Teachers will begin the on-line training in June. All teachers are required to complete the training by August 31, 2013.Action Type: Title I School wide


ACTION BUDGET: $

LEADERSHIP TEAM: HTMS will hold regularly monthly meeting of our Building/ACSIP Leadership Team. These meetings will focus on building capacity within our school. Each meeting agenda will include the following Core Principles: 1. The selection, and continuous evaluation, of research-based, scientifically validated


ACTION BUDGET: $

37

interventions designed to improve our ability to improve student performance on all areas of the Benchmark exam. 2. The on-going monitoring of student data in order to influence classroom instruction. 3. The utilization of Formative and Summative assessment data to make decisions that impact curriculum, instruction, assessment, and professional development. 4. Coordination of resources in order to better meet the needs of all students including our TAGG group. Written minutes of each meeting, along with sign-in sheet, will be kept and made available upon request. The intent is that each Intervention and Action is carefully monitored through the collection of Formative and Summative data so that those strategies that prove ineffective can be revised or abandoned. Our Program Evaluation Results will be included in the 12/13 Plan. Our ACSIP plan will be revised each spring and fall in order to keep it timely and valid in our efforts to improve teaching and learning.Action Type: Title I School wideSCHOLASTIC AUDIT: Being a designated as a Focus School for the 2012-2013 school year, HTMS will request a Scholastic Audit to be administered during the current school year. Preparations will start in the fall of 2012 with site visits by the HTMS Leadership Team to other district schools that have previously experienced a Scholastic Audit. Evidence will be collected for each area of the audit throughout the school year. Interventions will be initiated for under-performing students. Action Type: Title I School wide


ACTION BUDGET: $

SPRINGDALE DISTRICT PRIORITY and FOCUS SCHOOLS RESPONSE: The District has and will continue to review organizational structures and accountability systems to support targeted improvement and closing the achievement gap. • The District has Teachers on Special Assignment (TOSA’s) in literacy and math and will expand to two for each area as well as considering adding a TOSA for science. • The District has an English Speakers of Other Languages (ESOL) Center with an ESOL coordinator and four ESOL specialists. These specialists, along with the Assistant Superintendents will support the work of our Priority and Focus schools. • The Assistant Superintendents time has been restructured to allow for up to 40% of their time working in the schools, conducting walks, working with site leadership teams and providing additional support with a concentration on our PRIORITY and FOCUS schools. They will serve as the site-based school improvement specialist for these schools, provide technical assistance and support in the development and implementation of the TIP/PIP. • Each of the PRIORITY and FOCUS schools that have not had a Scholastic Audit will receive one as early in the year as possible. The Audit results will be review and addressed once received. • The District has established the expectation of a minimum of 30 Classroom Walk-Through (CWTs) for the building administrators. The data collected is to be shared with the faculty and used to guide improvement efforts. • The District has established a District Curriculum Committee that has representatives from each grade span. The committee meets to review and work on curriculum, instruction, assessment and analyze data. The committee will investigate data trends, identify areas of strengths and weakness based on the data and generate an improvement plan identifying proposed capacity building activities for content and pedagogy.

Dr. Marsha Jones, Asst. Superintendent

Start: 06/01/2012End: 07/30/2013

ACTION BUDGET: $

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PROGRAM EVALUATION: When evaluating the Literacy priority, we were able to use data from CWT/PST’s, district assessments, common assessments, NWEA Target testing, data dashboards, and preliminary Benchmark results. The CWT data results revealed that Administration and Instructional Facilitators proved that 100% of teachers at HTMS are implementing one or more phases of the GRR strategies on a regular basis. This may not be occurring on a daily basis. Benchmark results showed that we have weaknesses in completing practical reading open response items. This prompted us to continue the implementation of using “Reading to Find Information” strategies and answering open response items utilizing only a graphic organizer. The 2011-2012 results of the Common Assessment data were reported based on the percentage of students scoring proficient and advanced. 6th grade averages were as follows for students scoring proficient and advanced on common assessments: Language Arts 65.13%, Regular Math 71.4%, Science 66.68%, Social Studies 69.42%, Reading 71.88%. 7th grade averages were as follows for students scoring proficient and advanced on common assessments: English 78.6%, Pre-Alg 77.4%, Algebra 91.6%, Regular Math 53%, Science 56%, Social Studies 53%. NWEA target testing results were use by teachers to work on individualization of instruction for students. HTMS used Data Dashboards, to monitor individual student growth. Teachers were better able to individualize Academic Improvement Plans for students in identified areas. Mid-year predictions for Benchmark performance were made based on the Data Dashboard. Preliminary 2012 Benchmark results found that students performed higher than what teachers had predicted. The final piece HTMS used for Program Evaluation was the 2012 Benchmark Results. It appears that 7th grade will need to focus on content and style in the writing domains. In reading passages/open response, 7th grade will work on literary type passages, and multiple-choice questions on writing. 6th grade will put more emphasis on content and style in the writing domains, and practical reading passages. Both 6th and 7th grade math will put heavy emphasis on measurement, numbers/operations, geometry, and data analysis/probability for both multiple choice and open response items. A. Administrators will conduct CWTs to collect formative data to evaluate interventions and program implementation. B. CWT data will be collected on an ongoing basis throughout the year and will be analyzed quarterly. C. CWT data will be compiled and analyzed at the building level. Administrators will provide feedback and suggestion for improvement of instruction. Action Type: Program Evaluation


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Planning Team Classification Name Position Committee

Classroom Teacher Angie Jester Radical Readers LiteracyClassroom Teacher Ashley Jackson 6th Math MathClassroom Teacher Betty Logsdon Math MathClassroom Teacher Bobbi Strouse English LiteracyClassroom Teacher Brittany Berry RD 180 LiteracyClassroom Teacher Brittney Hickman Literacy Instructional Facilitator ACSIP Leadership ChairpersonClassroom Teacher Cara Collins Math MathClassroom Teacher Carrie McDaniel SPED MathClassroom Teacher Cheryl Tupper ESL Literacy

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Classroom Teacher Cheyl Bowen Science/PA LiteracyClassroom Teacher Dale Strouse Math Instructional Facilitator ACSIP Leadership/Math ChairpersonClassroom Teacher Dana Essex Special Education LiteracyClassroom Teacher Danny Darrough Band/PA MathClassroom Teacher Dirk Bisbee Math MathClassroom Teacher Jamie Cavitt Language Arts LiteracyClassroom Teacher Jenny Jones GT WellnessClassroom Teacher Jessica Foreman Science/PA LiteracyClassroom Teacher Jessie Elledge Language Arts LiteracyClassroom Teacher Jill Law System 44/Service Learning WellnessClassroom Teacher JoAnn Waldrip Science MathClassroom Teacher Joyce Fine Social Studies LiteracyClassroom Teacher Judy Erman Math Intervention MathClassroom Teacher Julie Hughes Special Ed MathClassroom Teacher Justin Siebenmorgan Math MathClassroom Teacher Kristen Baldwin Speech Pathology LiteracyClassroom Teacher Ladonna Elliot Social Studies/PA LiteracyClassroom Teacher Laura Etchison ELA/Soc Studies LiteracyClassroom Teacher Linda Fields Physical Education WellnessClassroom Teacher Lindsay Jester PE WellnessClassroom Teacher Lindsey Fox PE/Health/ART WellnessClassroom Teacher Lorena Calderon ESL LiteracyClassroom Teacher Lori West Art/PA LiteracyClassroom Teacher Martha Robinson Chorus/PA LiteracyClassroom Teacher Mavern Downum Keyboarding/PA WellnessClassroom Teacher Melody Ball English LiteracyClassroom Teacher Merri Herndon Science WellnessClassroom Teacher Michael Brown Chorus MathClassroom Teacher Michelle Tull-Brown Math Teacher MathClassroom Teacher Missy Allgood Language Arts LiteracyClassroom Teacher Molly Willroth Media Specialist/PA LiteracyClassroom Teacher Nika West PE WellnessClassroom Teacher Ryan Willroth Physical Education ACSIP Leadership/Wellness ChairpersonClassroom Teacher Susan L Gabbard Physical Education WellnessClassroom Teacher Susan O'Brien Social Studies/PA LiteracyClassroom Teacher Susan V Gabbard Health WellnessClassroom Teacher Tammy Gutherie Math MathClassroom Teacher Tammy Moore Technology/Yearbook/PA LiteracyClassroom Teacher Tara Dye Language Arts LiteracyClassroom Teacher Teresa Murphy ISS WellnessClassroom Teacher Todd Call Science WellnessClassroom Teacher Todd Holland Social Studies LiteracyClassroom Teacher Tom Dederich 7th Math MathClassroom Teacher Toni Huffman Social Studies LiteracyClassroom Teacher Tracey Abshier English LiteracyClassroom Teacher Tracey Baker Special Education WellnessCommunity Representative Amanda Brothers PTO WellnessNon-Classroom Professional Staff Christina Herbold ESL Instructional Facilitator/PA CHAIR LiteracyNon-Classroom Professional Staff Danielle Henderson Counselor WellnessNon-Classroom Professional Staff Heather Barron Counselor WellnessNon-Classroom Professional Staff Jason Igou Custodian WellnessNon-Classroom Professional Staff Kim Greer Nurse WellnessNon-Classroom Professional Staff Lisa Sims Library Aide LiteracyNon-Classroom Professional Staff Vicki Reed Cafeteria Manager WellnessPrincipal Shayne Taylor Asst. Principal/ACSIP Leadership Math MathPrincipal Stephanie McConnell 7th Grade Assistant Principal ACSIP Leadership/WellnessPrincipal Susan Buchanan Principal/PA ACSIP Leadership/Literacy

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Documents

springdalehtms.sharpschool.netspringdalehtms.sharpschool.net/UserFiles/Servers/Server… · Web view*Adams, Marilyn Jager, Dr.; System 44, Scholastic (2009). *Sweeney, Diane, 2011,

springdalehtms.sharpschool.netspringdalehtms.sharpschool.net/UserFiles/Servers/Server… · Web viewAdams, Marilyn Jager, Dr.; System 44, Scholastic (2009). Sweeney, Diane, 2011,