School · PDF fileSchool Plan HARTFORD ELEMENTARY ... achieving 40 lpm on the LNF task and 50 spm on the NWF David Lee, Principal Start: ... -providing additional practice through

School Plan

HARTFORD ELEMENTARY SCHOOL 512 Ludlow, Hartford ,AR 72938

Arkansas Comprehensive School Improvement Plan

2013-2014

Hartford Schools, working with parents and community, will provide students the academic and social skills necessary for success in the 21st century.

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

Table of Contents

Priority 1: Literacy Goal: All students will improve their performance in writing abilities in the area multiple choice writing and in answering open-response questions in content reading passages. All students will be exposed to verbiage associated with Common Core. K-6 teachers will employ vigorous verbiage throughout the year. Priority 2: Mathematics

Goal: All students will improve their performance in solving open response problems, particularly in measurement, geometry, data analysis and algebra. Priority 3: Wellness Goal: In its efforts to improve the school nutrition environment, promote student health, and reduce childhood obesity, Hartford Elementary will adhere to the Arkansas Rules Governing Nutrition and Physical Activity Standards in Arkansas Public Schools.

Priority 1: All students will improve their performance in answering open response questions and writing abilities in the area of content, style, punctuation and sentence formation.

Supporting Data:

1. GRADE 3 Augmented/Benchmark Exam COMBINED POPULATION: In 2013, 75% scored proficient or advanced. In 2012, 74% scored proficient or advanced. In 2011, 80% scored proficient or advanced. AFRICAN AMERICANS, HISPANIC, LEP, IEP: The 3 year trend analysis was not done because we had fewer than 10 students. CAUCASIAN: In 2013, 72% scored proficient or advanced. In 2012, 70% scored proficient or advanced. In 2011, 83% scored proficient or advanced.

ECON. DISADVANTAGED: In 2013, 66% scored proficient or advanced. In 2012, 76% scored proficient or advanced. In 2011, 71% scored proficient or advanced.

2. GRADE 4 Augmented/Benchmark Exam COMBINED POPULATION: In 2013, 74% scored proficient or advanced. In 2012, 68% scored proficient or advanced. In

2011, 75% scored proficient or advanced. AFRICAN AMERICANS, HISPANIC, LEP, IEP: The 3 year trend analysis was not done because we had fewer than 10 students. CAUCASIAN: In 2013, 67% scored proficient or advanced. In 2012, 63% scored proficient or advanced. In 2011, 69% scored proficient or advanced. ECON. DISADVANTAGED: In 2013, 61% scored proficient or advanced. In 2012, 67% scored proficient or advanced. In

2011, 77% scored proficient or advanced. 3. GRADE 5 Augmented/Benchmark Exam

COMBINED POPULATION: In 2013, 92% scored proficient or advanced. In 2012, 96% scored proficient or advanced. In 2011, 73% scored proficient or advanced. AFRICAN AMERICANS, HISPANIC, LEP, IEP: The 3 year trend analysis was not done because we had fewer than 10 students. CAUCASIAN: In 2013, 90% scored proficient or advanced. In 2012, 95% scored proficient or advanced. In 2011, 73% scored proficient or advanced. ECON. DISADVANTAGED: In 2013, 91% scored proficient or advanced. In 2012, 96% scored proficient or advanced. In 2011, 64% scored proficient or advanced.

4. GRADE 6 Augmented/Benchmark Exam COMBINED POPULATION: In 2013, 74% scored proficient or advanced. In 2012, 71% scored proficient or advanced. In

2011, 69% scored proficient or advanced. AFRICAN AMERICANS, HISPANIC, LEP, IEP: The 3 year trend analysis was not done because we had fewer than 10 students. CAUCASIAN: In 2013, 67% scored proficient or advanced. In 2012, 71% scored proficient or advanced. In 2011, 68% scored proficient or advanced. ECON. DISADVANTAGED: In 2013, 76% scored proficient or advanced. In 2012, 71% scored proficient or advanced. In 2011, 67% scored proficient or advanced.

5. (Grade K)- Kindergarten was not assessed in 2013. 6. (Grade 1)- READING COMPREHENSION: ITBS Combined Population: In 2013, 57% had an NPR score of 50, or above. In

2012, 50% had an NPR score of 50, or above. In 2011, 50% had an NPR score of 50, or above. 7. (Grade 2)- READING COMPREHENSION: ITBS Combined Population: In 2013, 58% had an NPR score of 50, or above. In

2012, 63% had an NPR score of 50, or above. In 2011, 50% had an NPR score of 50, or above.

8. LITERACY GROWTH: All students and TAG group met 2013 AMO Growth Targets in literacy of 76.09%. LITERACY PERFORMANCE: All Students and TAG group did not meet the literacy 2013 AMO performance target of 78.18%.

9. THE 3 YEAR TREND ANALYSIS in K-6 literacy of the open response and multiple-choice questions, in the three types of reading passages, revealed that the lowest identified area(s)were: content passages, open response questions on literary, content and practical passages. The 3 year trend analysis in K-6 literacy of the open response questions in the five writing domains revealed that the lowest were: content and style.

10. COMPREHENSIVE NEEDS ASSESSMENT: Hartford Elementary staff formed grade level teams and analyzed the test scores from the 2013 administration of the 3-6 Augmented Benchmark and ITBS Exams. We found that the combined population was the weakest. Based on our Data Analysis, we came to the conclusion that the following areas reflect our greatest need within the Literacy Priority: literary passages, open response, literacy content and practical passages and

writing was content and style. We will continue to modifying and align our Curriculum, Instruction, Assessment and Professional Development practices with the Common Core State Standards to better meet the needs of all our populations. We will continue to coordinate our various state and federal funding sources to address these areas.

11. ATTENDANCE RATE: In 2013, the attendance rate was 94.61%. In 2012, the attendance rate was 94.45%. In 2011, the attendance rate was 91.3%

Goal All students will improve their performance in writing abilities in the area multiple choice writing and in answering open-response questions in content reading passages. All students will be exposed to verbiage associated with Common Core. K-6 teachers will employ vigorous verbiage throughout the year.

Benchmark Hartford Elementary is a NEEDS IMPROVEMENT school for 2012-13. It is expected that All Students, the Targeted Achievement Gap Group and all ESEA subgroups will meet or exceed the 2014 AMO performance target of 75% and growth targets of 80.36% for literacy in the 2013-14 school year.

Intervention: CURRICULUM: Comprehensive Literacy Instructional Model for literacy instruction will provide the components of Standards Based Literacy Instruction with associated instructional and learning strategies for balanced student's achievement.

Scientific Based Research: Teaching for Deep Comprehension by Linda J. Dorn & Carla Soffos, Stenhouse Publishers, 2005; Guiding Readers and Writers Gr 3-6 Teaching Comprehension, Gerne, and Content Literacy, 2008; Strategies That Work by Stephanie Harvey & Anne Goudvis, 2007; National Reading Panel Report and National Institute for Literacy at ED Pubs, Jessup, MD.

Actions Person Responsible

Timeline Resources Source of Funds

PHONICS: Teachers will provide Phonics instruction by: -identifying benchmarks at each semester of K-1st -engaging students in daily systematic and explicit instruction: explanation and modeling, guided practice, independent practice -reinforcing phonics skills throughout the reading block -differentiating phonics skills during assisted learning and

guided reading groups -engaging K students in Saxon Phonics to include systematic and explicit instruction -continuing support of phonics in literacy centers FORMATIVE ASSESSMENT Teachers will administer DIBELS PSF (Phoneme Segmentation Fluency) to identify those students who are on track for reading success as well as those who may be at risk for reading difficulties according to the following plan: -be assessed with DIBELS -Letter Naming Fluency(LNF)(3times a year)

-Nonsense Word Fluency(NWF) (2 times a year) -be monitored for progress using the DIBELS LNF and NWF tasks until the students reach expected levels of performance -all kindergarten students will be assessed with the goal of achieving 40 lpm on the LNF task and 50 spm on the NWF

David Lee, Principal

Start: 07/01/2013 End: 06/30/2014

Performance

Assessments

Teachers

ACTION BUDGET: $

-be assessed with Developmental Spelling Analysis(DSA) to identify specific instructional needs (Middle and End of the Year)

First Grade Students will be assessed with DIBELS as mandated by the state of AR in the following ways: -Letter Naming Fluency (LNF) (Beg. of year) -Nonsense Word Fluency (NWF) (3 times a year) -be monitored for progress using the DIBELS LNF and NWF tasks bi-weekly until the students reach expected levels of performance -all first grade students will be assessed with the goal of achieving 50 spm on the NWF -be assessed with the Developmental Spelling Analysis (DSA) to identify specific instructional needs. Action Type: Alignment

Action Type: Equity Action Type: Program Evaluation

WORD STUDY AND SPELLING: Teachers will use a comprehensive literacy approach to word study and spelling in grades K-4 by: -placing students into flexible instructional groups based on

the DSA -(Developmental Spelling Assessment) and weekly spelling assessments -engaging students in systematic and explicit instruction according to the following sequence: explanations and modeling of all word study and spelling skills, guided practice, independent practice -providing additional practice through literacy stations and/or homework FORMATIVE ASSESSMENT: Students identified as not meeting proficiency will:

-receive additional word study and spelling instruction in guided reading groups -be assessed with the Developmental Spelling Analysis (DSA) for placement of instruction -receive weekly word study- spelling skills assessment -receive an end-of-year outcome assessment Action Type: Alignment Action Type: Equity Action Type: Program Evaluation


Start: 07/01/2013 End: 06/30/2014

Administrative Staff

Performance

Assessments

Teachers

ACTION BUDGET: $

WRITING: Teachers provide writing instruction by: David Lee, Start: Administrative Staff

-following the Common Core State Standards -engaging students in Writer's Workshop, a part of Comprehensive Literacy

-systematic and explicit instruction: explanation and modeling of all writing skills, guided practice and independent practice -providing additional practice at literacy stations or as homework -providing daily opportunities to use writing, such as quick writes, across the curriculum -utilizing constructed response prompts and rubrics on a limited basis to teach and give experiences in the format of the CRT -engaging students in Step-up-to- Writing in K-3 to teach expository writing.

-include 4- square method into writing FORMATIVE ASSESSMENT Students in kindergarten through 6th will: -be monitored the beginning, middle and end of the year -receive additional writing instruction in small groups -be monitored with classroom observations using the conference approach and on-going analysis of student writing -students in grades 3-6 will have the CRT as their outcome assessment -referring to the Common Core State Standards as a guide Action Type: Alignment


Principal 07/01/2013 End: 06/30/2014

Teachers ACTION BUDGET: $

VOCABULARY: Teachers will provide vocabulary instruction through a variety of genres and subject areas, both factual, nonfiction and fiction, by:

-using interactive read-aloud as an avenue for embedding vocabulary instruction -teaching revision strategies in writer's workshop on word choice -engaging students in systematic and explicit instruction through the sequence of explanation and modeling, guided practice and independent practice -providing additional practice through literacy stations or as homework -participating in lessons in Impact Lab


Start: 07/01/2013 End:

06/30/2014

Performance

Assessments

Teachers

ACTION BUDGET: $

FORMATIVE ASSESSMENT Teachers will assess students in kindergarten through grade 3 by administering DIBELS Word Use Fluency (WUF) two

times a year and administering additional diagnostic assessments to students shown to be at risk of reading failure. Teachers will assess students in grade 4 by evaluating the vocabulary program based on the progress made in reading (item-by-item analysis) and writing (style) on the CRT and the WUF pre and post assessments. Action Type: Alignment Action Type: Equity Action Type: Program Evaluation

PHONEMIC AWARENESS: Teachers will provide instruction in phonemic awareness by: -identifying benchmarks at beginning, middle and end of the year for phonemic awareness -engaging the students in explicit and systematic instruction: explanation and modeling of all phonemic awareness skills, with emphasis on blending and segmenting phonemes; guided practice, independent practice

FORMATIVE ASSESSMENT: Teachers will administer DIBELS PSF (Phoneme Segmentation Fluency) to identify those students who are on track for reading success as well as those who may be at risk for reading difficulties according to the following plan: -Mid-year and End of year to all Kindergarten students, three times a year to all first grade students -60% of first grade students have made a minimum of 35ppm on the PSF task by the end of the year -The program will be evaluated by the number of kindergarten and first grade students who meet the end of

year benchmark. Action Type: Alignment Action Type: Program Evaluation


Start: 07/01/2013 End: 06/30/2014

Performance Assessments

Teachers

ACTION BUDGET: $

FLUENCY: Teachers will provide fluency instruction for students in grades K-6 by: -identifying benchmarks for beginning, middle and end of

the year fluency checks -engaging students in systematic and explicit instruction in fluency through the sequence of explanation and modeling, guided practice and independent practice


Start: 07/01/2013 End:

06/30/2014

Performance

Assessments

Teachers

ACTION BUDGET: $

FORMATIVE ASSESSMENT: Teachers will administer DIBELS to identify those students who are on track for reading success as well as those who may be at risk for reading

difficulties according to the following plan: Letter Naming Fluency (LNF) -at the beginning of the year for all first graders three times a year to all Kindergarten students -until the student reaches expected levels of performance, progress will be monitored Phoneme Segmentation Fluency(PSF) -at mid-year and end of year for all kindergarten students three times a year to all first grade students -until the student reaches expected levels of performance, progress will be monitored Oral Reading Fluency(ORF) -at semester and end-of-year to first grade students

-three times a year to 2-6th grade students -until the student reaches expected levels of performance, progress will be monitored -teachers will administer additional diagnostic assessments to those students shown to be at risk of reading failure. Action Type: Alignment Action Type: Equity Action Type: Program Evaluation

SUMMATIVE EVALUATION: DRA testing revealed a 10% growth in tested grade levels. We will continue to use this assessment to measure our Comprehensive Literacy curriculum and instruction implementation and effectiveness. Teachers will evaluate by fluency checkpoints, teacher created rubrics, skill checklists, DRA, DIBELS and/or mock open responses and MAP assessments to evaluate student progress. Action Type: Alignment



Start: 07/01/2013 End: 06/30/2014


District Staff


ACTION BUDGET: $

COMPREHENSION: Teachers will provide comprehension instruction by: -referring to the Common Core Standards at each nine weeks

-engaging students in explicit instruction as learned in ELLA (K-1), Effective Literacy (2-4) and Lit. Lab (5-6) in comprehension strategies and skill through explanation and modeling, guided practice, independent practice

Val Harp, Literacy Chair

Start: 07/01/2013 End: 06/30/2014

Performance

Assessments

Teachers

ACTION BUDGET: $

-providing additional practice through literacy centers, literacy circles or homework FORMATIVE ASSESSMENT

Teachers will assess students in kindergarten through grade 6 by administering the Benchmark Assessment and the Developmental Reading Assessment(DRA) as a placement tool for levelized reading instruction and administering additional diagnostic assessments to students shown to be at risk of reading failure. Teachers will assess students in kindergarten through grade 6 by administering the DIBELS Word Use Fluency (WUF). Action Type: Alignment Action Type: Equity Action Type: Program Evaluation

INSTRUCTIONAL READING MATERIALS: -Guided reading leveled books and supplies such as charts, colored paper, sentence strips, colored acetate, highlighting tape, transparencies, note cards, CD's & tapes, vocabulary cards, social studies reading literature, weekly reader will be purchased by teachers to encourage literacy instruction that respects students' unique learning paths and supports

each student's needs($6,000). -Hartford Elementary Library will purchase educational websites such as Accelerated Reading, Star Reading, Star Math, Star Early Literacy, Enchanted learning, Edhelper, etc. for the improvement of literacy. ($6,500). -The library will give access to all teachers and 159 students to check out these books at appropriate reading levels. The library will be able to purchase common core books to enhance reading levels ($2,000). Action Type: Alignment Action Type: Title I Schoolwide


Start: 07/01/2013 End: 06/30/2014


Teaching Aids

Title I - Purchased Services:

$6500.00

Title I - Materials & Supplies:

$8000.00

ACTION BUDGET:

$14500

CURRICULUM ALIGNMENT: Classroom teachers will align the curriculum vertically and horizontally to the Arkansas Literacy Frameworks. SUMMATIVE ASSESSMENT: Annually the criterion referenced and norm referenced test results will be analyzed to determine if the school is effectively meeting

the targets and goals for student achievement. Data compiled will be incorporated within the curriculum map, with specific focus on areas of weakness noted among subgroups, and research-based instructional strategies and


Start: 07/01/2013 End: 06/30/2014

District Staff


ACTION BUDGET: $

techniques designed to address these concerns will be utilized in both regular classroom teachers and special education teachers. The regular curriculum will be modified

and/or differentiated to accommodate all students served through the Special Education Program. Action Type: Alignment Action Type: Collaboration

POINT IN TIME INTERVENTION: Students found at risk or students that are accelerated on formative assessments will

receive appropriate differentiated instruction in a small group setting and/or through individual conferencing. Star Reading, DRA, DSA pre and post test and MAP tests will provide benchmarks of a student's progress. AIP/IRI's will be written for those students who score below proficient on the benchmark test and will include parents' signature. Action Type: Alignment Action Type: Equity Action Type: Program Evaluation


Start: 07/01/2013

End: 06/30/2014

Performance

Assessments

Teachers

ACTION BUDGET: $

TECHNOLOGY: Student academic achievement and teacher effectiveness will be enhanced through the effective use of technology in classrooms including improving the capacity for teachers to integrate technology effectively into curricula and instruction. Program such as A+, Learning Expedition, etc. and the computer lab will enhance the use of technology. Action Type: Alignment Action Type: Technology Inclusion


Start: 07/01/2013 End: 06/30/2014

Computers

District Staff

Teachers

ACTION BUDGET: $

PROFESSIONAL DEVELOPMENT: Teachers will have opportunities to attend conferences and professional development trainings, approved by the administration, to increase the teachers' knowledge in literacy and in their use of effective, scientifically based instructional strategies with

a diverse range of students. Lit Lab and 4-square method will be continued for improvement in literacy scores. The Principal will recommend Common Core workshops to increase teacher knowledge. (T-I monies $4,000)Professional books or supplies will be purchased to increase teacher's knowledge of Common Core and researched based programs. (T-I monies $300). FORMATIVE ASSESSMENT - Principal will monitor the level of implementation in classrooms according to the Classroom Walk-Thru and TESS training. The Principal will discuss with


Start: 07/01/2013 End: 06/30/2014


Teachers


$300.00


$4000.00

ACTION BUDGET:

$4300

the teacher the level of implementation and student learning. Action Type: Professional Development

Action Type: Program Evaluation

COLLABORATION: Teachers will look at grade level standards and create lists and then share their findings. FORMATIVE - teacher created assessments both written and oral. SUMMATIVE- Assessment scores on state mandated test.

Action Type: Collaboration

Val Harp, Literacy Chair

Start: 07/01/2013 End: 06/30/2014

Teachers

ACTION BUDGET: $

Total Budget: $18800

Intervention: PARENTAL INVOLVEMENT to provide opportunity for parental participation and interaction in the school home connection in the academic and social lives of their child.

Scientific Based Research: Educational Leadership. Creating a School Community. Schaps, Eric (2003); The New Wave of Evidence. The Impact of School, Family and Community Connections on Student Achievement. by Henderson, A. & Mapp, K.(2002), National Center for Family & Community Connections with Schools, Southwest Educational Development Laboratory.



A SCHOOL-PARENT COMPACT and a DISTRICT-WIDE PARENT INVOLVEMENT POLICY has been approved by the district of expectation of parental involvement. The

Compact and District-wide Parent Policy will be put in the student handbook and Hartford website. The handbook will be distributed at the beginning of each school year. Action Type: Parental Engagement Action Type: Title I Schoolwide


Start: 07/01/2013 End:

06/30/2014

Administrative

Staff

Central Office

ACTION BUDGET: $

The building principal will designate one certified staff

member to serve as a PARENT FACILITATOR to organize meaningful training for staff and parents and to undertake efforts to ensure that parental participation is recognized as an asset to the school. FORMATIVE EVALUATION: The faculty and Parent Facilitator will periodically review parent survey, volunteer records, agendas, sign-in sheets and various other communication methods to evaluate the effectiveness of parent participation and student achievement. Action Type: Parental Engagement

Action Type: Title I Schoolwide

David Lee,

Principal

Start:

07/01/2013 End: 06/30/2014

Administrative

Staff

Central Office

Outside Consultants

ACTION BUDGET: $

VOLUNTEER RESOURCE BOOK: Administrators, teachers and parents will COLLABORATE and develop a volunteer survey form which includes a parent interest survey, an

option for parents to designate how frequently they would participate in the program, and include opportunities for parents to assist from home. Action Type: Collaboration Action Type: Parental Engagement Action Type: Title I Schoolwide


Start: 07/01/2013 End:

06/30/2014

Administrative

Staff

Teachers

ACTION BUDGET: $

PARENT INVOLVEMENT MEETINGS: Parents will be invited to a Meet the Teacher Night to welcome parents and students and to share expectations for the school year. Curriculum night will also be held to let parent know what the common core standards are and other concerns parents may have. Action Type: Collaboration Action Type: Parental Engagement Action Type: Title I Schoolwide

Carolyn Harris, Assistant Principal

Start: 07/01/2013 End: 06/30/2014


Teachers

ACTION BUDGET: $

The district will designate TWO PARENT-TEACHER CONFERENCES each school year. At the end of the school year, the school will publish a notice in the local newspaper thanking the parents as a group for attending the conferences. Action Type: Collaboration Action Type: Parental Engagement Action Type: Title I Schoolwide

Teresa Ragsdale, Superintendent

Start: 07/01/2013 End: 06/30/2014


Central Office

District Staff

ACTION BUDGET: $

The school will develop an INFORMATIONAL PACKET that include: the school's commitment to parental involvement, the process for RESOLVING PARENTAL CONCERNS (also found in the HANDBOOK), and tips for how parents can foster their child's success. School personnel will distribute this information to the parents

as a bridge for home/school connection. Action Type: Collaboration Action Type: Parental Engagement Action Type: Title I Schoolwide

Carolyn Harris, Counselor

Start: 07/01/2013 End: 06/30/2014

Administrative

Staff

Central Office

District Staff

ACTION BUDGET: $

The Principal will designate an area to be used as the PARENT CENTER. Parenting books, magazines and other

informative material regarding responsible parenting will be available for parents to borrow for review. Action Type: Parental Engagement


Start: 07/01/2013

End: 06/30/2014

School Library

Teachers

ACTION BUDGET: $

Action Type: Title I Schoolwide

SUMMATIVE EVALUATION: Parent's participation in school functions was 85% as indicated by sign-in sheets and a reassessment of our Parent Involvement plan (by ACSIP team) will be reviewed annually to update the needs of our parent-home connection. Action Type: Parental Engagement Action Type: Program Evaluation


Start: 07/01/2013 End: 06/30/2014


Teachers

ACTION BUDGET: $

BUILDING PARENT CAPACITY: Hartford Elementary will provide assistance to parents of children served by the school in understanding such topics as the State’s academic content standards and State academic achievement standards, State and local academic assessments, and how to monitor a child’s progress and work with educators to improve the achievement of their

children; The School shall also provide materials and training to help parents to work with their children to improve their children’s achievement, such as literacy training and using technology, as appropriate, to foster parental involvement; Hartford Elementary administration and STAFF will receive TRAINING in the methods of assisting parents in their child’s education, in understanding the value and utility of contributions parents make to the school, and how to communicate that parents are equal partners in education. The school will implement and coordinate parent programs and build capacity between parents and the school; As much as it

is possible, integration and coordination activities will expand to public preschool and intervention programs. Other activities, such as parent resource centers, will encourage and support parents in more fully participating in the education of their children; The School will also insure that information related to school and parents programs, meetings, and other activities is sent to the parents of participating children in a format and to the extent practicable in a language the parents can understand; The Elementary School will provide such other reasonable support for parental involvement

activities as parents may request. ACT 397: Hartford Elementary provides tips for how parents can foster their child's success. School personnel will distribute this information to the parents as a bridge


Start: 07/01/2013 End: 06/30/2014

Administrative

Staff

District Staff

Teachers

ACTION BUDGET: $

for home/school connection. The parent will be able to incorporate these developmentally appropriate learning activities in the home environment; School personnel will

also provide study guides, curriculum pacing, and other exercises that parents can use to assist their child’s education and learning. Action Type: Collaboration Action Type: Parental Engagement Action Type: Professional Development Action Type: Title I Schoolwide

The school district will provide needed materials and supplies for parental involvement, such as Meet the Teacher night, curriculum night, Nicky folders for parent/teacher communication, etc. (Title I funds of $4,480) The district will use the program "School Reach" to inform parents of school events and needed information. Action Type: Parental Engagement


Start: 07/01/2013 End: 06/30/2014


Central Office

Title I - Materials &

Supplies:

$4480.00

ACTION BUDGET:

$4480

Annual Title I Meeting will be conducted as a separate meeting. Parents of Elementary students (Title I school) will receive: (a)Parents Right to Know, (b)Annual Report Card, (c)Individual Student Assessment Report, (d)Progress review, (e)Written State Complaint Procedures, (f)Parental Communication, (g)Disabled Parents to ensure meaningful participation in Title I, Part A programs. Action Type: Parental Engagement

Margaret Emberson, Title I

Start: 07/01/2013 End: 06/30/2014


Outside Consultants

ACTION BUDGET: $

Total Budget: $4480

Intervention: SCHOOL IMPROVEMENT AND THE CLOSING THE ACHIEVEMENT GAP; COMPONENTS of the SCHOOLWIDE Program

Scientific Based Research: Senge, Peter. (2006). The fifth discipline: the art and practice of learning organization. New York: Bantam Doubleday Dell; 50 Ways to Close the Achievement Gap(3rd edition)(2009) Carolyn J. Downey, Betty Esteffy, William K Postan Jr,Fenwick English



PROFESSIONAL DEVELOPMENT: Arkansas law requires all certified personnel to attend sixty (60) approved professional development hours each year. The approved professional

development hours shall be aligned to the National Staff


Start: 07/01/2013 End:

06/30/2014


District Staff

ACTION BUDGET:

$

Development Council Standards and include: .Technology - 6 hours annually .Arkansas History - 2 hours annually for all teachers teaching Arkansas History .Parent Involvement - 2

hours annually for teachers and 3 hours annually for administrators .Data disaggregation, instructional leadership, and fiscal management professional development shall be included annually for all administrators. Professional books or supplies will be purchased to further teacher knowledge. Action Type: Professional Development Action Type: Title I Schoolwide

PARENT INVOLVEMENT POLICY: Our school has worked with our parents in developing a written parental involvement policy. A copy of the Policy is kept on file in our school’s parent resource center and distributed at our annual Title One Meeting. We have used several strategies to make the policy widely available in our community. For those parents who do not attend our annual meeting we provide a copy to them during the parent teacher conference that is held with each parent who has children attending our school. During our fall meeting we appoint a committee whose task is to update and revise, as needed, our policy. A sign-in sheet will

be kept to document attendance. In addition to our fall annual meeting we schedule two additional meetings at times convenient for our parents to attend and we provide child care during these meetings. The Agenda Topics for each meeting include: (A)-Rights of parents to be involved in the planning, review and revision of the Schoolwide Program and the school parental involvement policy. (B)-An overview of the Title One Program to include: An explanation of the Curriculum used, forms of academic assessment used to measure student progress, the proficiency levels students are expected to meet and, if requested by parents, opportunities

for regular meetings designed to create meaningful partnerships between them and the school. (C)- School accreditation status, (D)- A description of how the various funding sources used in the building are coordinated. There will be a time for dialogue with our parents and they will be encouraged to ask questions and offer suggestions as they relate to budgeting of all federal monies. Parents will be encouraged to form a partnership with the school and maintain contact on an on-going basis throughout the year. Action Type: Collaboration


Start: 07/01/2013 End: 06/30/2014


District Staff

ACTION BUDGET:

$

Action Type: Parental Engagement Action Type: Title I Schoolwide

SCHOOL--PARENT COMPACT We have worked with our parents in creating a school-parent compact that outlines how our parents, the entire school staff, and our students will share the responsibility for improving student academic achievement and the means by which our school will build and maintain a partnership to help our students achieve proficiency. There will be an Annual review and update of our

Title I School/Parent Compact. The Compact will be distributed as part of the student handbook. Parents are asked to sign the written agreement and return to school. The compact is a written agreement between the school and the parents of children served in the Title One Schoolwide Program that identifies the specific activities that the parents, the entire school staff and the students will undertake to share the responsibility for improving achievement so that students can meet the State’s high academic standards. Our Compact Describes the school’s responsibility in providing a high quality curriculum and instruction and the ways parents will be responsible for supporting their children’s learning and

monitoring all aspects of the same including those distractions that would impede that learning. The agreement also encourages parents to participate, with the school, in making decisions relating to the education of their children and positive use of extracurricular time. Our compact addressed the importance of communication between parents and teachers on an on-going basis through, at a minimum, attendance at Parent-Teacher Conferences during which the compact will be discussed as it relates to student achievement. Our school agrees to frequently report to parents on their child’s progress and we obligate our staff to

make themselves available and accessible to all of our parents and to encourage parents to volunteer and participate in their child’s class, as it is appropriate. Action Type: Collaboration Action Type: Parental Engagement Action Type: Title I Schoolwide


Start: 07/01/2013 End: 06/30/2014


Central Office

ACTION BUDGET:

$

TRANSITION: Hartford's preschool helps the child to have structure, which includes a daily routine of each activity and what is expected in each activity. Preschool also helps with separation from parent and a new set of rules to follow. This


Start: 07/01/2013 End: 06/30/2014


District Staff

ACTION

BUDGET: $

is a big advantage for the child as well as the kindergarten teacher. Action Type: Alignment

Action Type: Parental Engagement Action Type: Title I Schoolwide

INSTRUCTIONAL STRATEGIES AND INITIATIVE is based on scientific research, where students are given INSTRUCTION by HIGHLY QUALIFIED TEACHERS. Teachers will continue to map and ALIGN math and literacy curriculum both

horizontally and vertically to the AR frameworks. Action Type: Alignment Action Type: Title I Schoolwide


Start: 07/01/2013 End: 06/30/2014


District Staff

Teachers

ACTION BUDGET:

$

SUMMATIVE EVALUATION: Our Fall 2013 ACSIP meeting was held and the teachers participated in the disaggregation of data and made the decision to continue our curriculum and

mapping process. Our new math curriculum, adopted last spring, will be implemented this year and corresponds with the Common Core Standards. A Spring 2014 ACSIP meeting will be held to evaluate the progress this school year. Action Type: Alignment Action Type: Professional Development Action Type: Program Evaluation Action Type: Title I Schoolwide

Margaret Emberson, ACSIP Chair

Start: 07/01/2013 End:

06/30/2014

District Staff

Performance

Assessments

Teachers

ACTION BUDGET:

$

PARENTAL INVOLVEMENT/TEACHER DECISION/FORMATIVE EVALUATION: The AIP plan is written by teacher, principal and parents. An assessment tool, such as MAP test, star reading/star math/star early literacy will show each individual child’s progress and AIP's will guide both parent and teacher to better student achievement. Action Type: AIP/IRI Action Type: Alignment Action Type: Collaboration

Action Type: Equity Action Type: Program Evaluation Action Type: Title I Schoolwide


Start: 07/01/2013 End: 06/30/2014

District Staff

Performance

Assessments

Teachers

ACTION BUDGET:

$

SCHOOLWIDE REFORM STRATEGIES will provide students with researched-based curriculum such as ELLA, Effective Literacy Program, Comprehensive Literacy, Literacy Lab, Step

Up to Writing, Writer's Workshop, CGI, My Math (K-5)and Glencoe Math (6-8). Action Type: Alignment


Start: 07/01/2013 End:

06/30/2014


Outside

Consultants

Teachers

ACTION BUDGET:

$

Action Type: Title I Schoolwide Teaching Aids

The school district makes every effort to RECRUIT, EMPLOY and RETAIN HIGHLY QUALIFIED TEACHERS in academic subjects and instructional paraprofessionals according to the guidelines of NCLB Section 1119. Action Type: Equity Action Type: Title I Schoolwide


Start: 07/01/2013 End: 06/30/2014


Central Office

ACTION BUDGET:

$

PROFESSIONAL DEVELOPMENT is an ongoing process to provide teachers with knowledge and expertise needed to provide students with the skills necessary to accomplish the goals of Common Core State Standards. Within the ACSIP plan are many professional development actions that

teachers will engage in. The Western AR Coop will have workshops that will increase teacher knowledge about Common Core Standards. Action Type: Professional Development Action Type: Title I Schoolwide


Start: 07/01/2013 End: 06/30/2014


Central Office

District Staff

Outside Consultants

ACTION BUDGET:

$

PARENTAL INVOLVEMENT is an integral part of our school

district. The school district complies with all of the laws set forth in Act 307 of 2007. Action Type: Alignment Action Type: Parental Engagement Action Type: Title I Schoolwide

David Lee,

Principal

Start:

07/01/2013 End: 06/30/2014


Central Office

District Staff

Teachers

ACTION BUDGET:

$

The COORDINATION AND INTEGRATION OF PROGRAMS will

be provided by Federal, state and local monies to provide the most highly qualified programs, teachers, paraprofessionals and strategies so that our students can and will become proficient according to AMO's set by the ADE. Action Type: Equity Action Type: Professional Development Action Type: Title I Schoolwide

Teresa Ragsdale,

Superintendent

Start:

07/01/2013 End: 06/30/2014


Central Office

District Staff

Outside Consultants

ACTION BUDGET:

$

Total Budget: $0

Priority 2: All students will improve their performance in solving open response problems, particularly in measurement, geometry, patterns, algebra and functions.

Supporting Data:

1. GRADE 3 Augmented/Benchmark Exam COMBINED POPULATION: In 2013, 83% scored proficient or advanced. In 2012, 85% scored proficient or advanced. In 2011, 90% scored proficient or advanced. AFRICAN AMERICANS, HISPANIC, LEP, IEP: The 3 year trend analysis was not done because we had fewer than 10

students. CAUCASIAN: In 2013, 81% scored proficient or advanced. In 2012, 83% scored proficient or advanced. In 2011, 83% scored proficient or advanced. ECON. DISADVANTAGED: In 2013, 83% scored proficient or advanced. In 2012, 88% scored proficient or advanced. In 2011, 71% scored proficient or advanced. -The 3 YEAR TREND analysis of the open response and multiple choice questions in the five mathematics strands,

revealed weakness in problem solving/multi-step. 2. GRADE 4 Augmented/Benchmark Exam

COMBINED POPULATION: In 2013, 74% scored proficient or advanced. In 2012, 68% scored proficient or advanced. In 2011, 75% scored proficient or advanced. AFRICAN AMERICANS, HISPANIC, LEP, IEP: The 3 year trend analysis was not done because we had fewer than 10 students. CAUCASIAN: In 2013, 66% scored proficient or advanced. In 2012, 62% scored proficient or advanced. In 2011, 75% scored proficient or advanced. ECON. DISADVANTAGED: In 2013, 69% scored proficient or advanced. In 2012, 67% scored proficient or advanced. In 2011, 83% scored proficient or advanced. -The 3 YEAR TREND analysis of the open response and multiple choice questions in the five mathematics strands, revealed weakness in algebra, data analysis and probability.

3. GRADE 5 Augmented/Benchmark Exam COMBINED POPULATION: In 2013, 67% scored proficient or advanced. In 2012, 78% scored proficient or advanced. In 2011, 58% scored proficient or advanced. AFRICAN AMERICANS, HISPANIC, LEP, IEP: The 3 year trend analysis was not done because we had fewer than 10 students. CAUCASIAN: In 2013, 63% scored proficient or advanced. In 2012, 76% scored proficient or advanced. In 2011, 58% scored proficient or advanced. ECON. DISADVANTAGED: In 2012, 64% scored proficient or advanced. In 2012, 78% scored proficient or advanced. In 2011, 59% scored proficient or advanced. -The 3 YEAR TREND analysis of the open response questions and multiple in the five mathematics strands, revealed weakness in geometry and measurement.

4. GRADE 6 Augmented/Benchmark Exam

COMBINED POPULATION: In 2013, 74% scored proficient or advanced. In 2012, 49% scored proficient or advanced. In 2011, 66% scored proficient or advanced. AFRICAN AMERICANS, HISPANIC, LEP, IEP: The 3 year trend analysis was not done because we had fewer than 10 students. CAUCASIAN: In 2013, 74% scored proficient or advanced. In 2012, 48% scored proficient or advanced. In 2011, 64% scored proficient or advanced. ECON. DISADVANTAGED: In 2013, 71% scored proficient or advanced. In 2012, 48% scored proficient or advanced. In 2011, 63% scored proficient or advanced. -The 3 YEAR TREND analysis of the open response and multiple choice questions in the five mathematics strands, revealed weakness in data analysis, algebra and geometry.

5. (Grade K)- TOTAL MATH: Kindergarten did not test in 2013.

6. (Grade 1) TOTAL MATH: ITBS - Combined Population: In 2013, 46% had an NPR score of 50, or above. In 2012, 50% had an NPR of 50, or above. In 2011, 60% had an NPR of 50, or above.

7. (Grade 2) TOTAL MATH: ITBS - Combined Population: In 2013, 54% had an NPR score of 50, or above. In 2012, 68%

had an NPR of 50, or above. In 2011, 60% had an NPR of 50, or above. 8. MATH GROWTH: All students and TAG groups not meeting 2013 AMO Growth Targets in math of 61.11%.

MATH PERFORMANCE: All Students and TAG groups did not meet the math 2013 AMO performance target of 78.18%. 9. COMPREHENSIVE NEEDS ASSESSMENT: Hartford Elementary Staff formed ACSIP Grade Level Teams and analyzed the

test scores from the 2013 administration of grade 3-6 Augmented Benchmark and ITBS Exams. We found that the combined population was the weakest. Based on our Data Analysis, we came to the conclusion that the following areas

reflect our greatest need within the Math Priority: data analysis, measurement, geometry and algebra. We will continue to modifying our Curriculum, Instruction, Assessment and Professional Development practices aligned to the Common Core State Standards and the Growth Model set by the state department to better meet the needs of all our populations. We will select interventions and coordinate our various state and federal funding sources to address these areas.

10. ATTENDANCE RATE: In 2013, the attendance rate was 94.61%. In 2012, the attendance rate was 94.45%. In 2011, the attendance rate was 91.3%.

11. 12.

Goal All students will improve their performance in solving open response problems, particularly in measurement, geometry, data analysis and algebra.

Benchmark Hartford Elementary School was a Needs Improvement school in math for 2012-13. It is expected that All Students, the Targeted Achievement Gap Group and ESEA subgroups will meet or exceed the individual 2014 AMO performance for math at 80.36% and growth targets for math at 65% in the 2013-14 school year.

Intervention: Implementing Standards-Based Mathematics Instruction

Scientific Based Research: -Moyer, J., Cai, J., Laughlin, C., & Wang, N. (2009). The effect of curriculum type on middle grades instruction. In S. L. Swars, D. W. Stinson,

& S. Lemons-Smith (Eds.), Proceedings of the 31st annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (Vol. 5, pp. 201-209 ). Atlanta, GA: Georgia State University. -Cai, J., Moyer, J. C., Wang, N., & Nie, B. (2011). Examining Students' Algebraic Thinking in a Curricular Context: A longitudinal study. In J. Cai & E. Knuth (Eds.), Early algebrazation: Cognitive, curricular, and instructional perspectives. New York: Springer. -Wisconsin Center for Education Research, Spring 2007, Vol 18, No.3, CGI Math Encourages Ingenuity &Reasoning

Actions Person

Responsible Timeline Resources Source of Funds

Hartford elementary has adopted the My Math (K-5) curriculum that will comply with the Common Core Standards and is a researched based programs. Hartford 6th graders will continue the program with Glencoe Math,

a researched-based program. Teachers teaching math, including special education teachers, will attend training on the new curriculum and how the Common Core Standards are implemented in this program. Action Type: Alignment Action Type: Professional Development

Margaret Emberson, Math Facilitator

Start: 07/01/2013 End: 06/30/2014

Outside

Consultants

Teachers

Teaching Aids

ACTION BUDGET: $

SUMMATIVE EVALUATION: All math teachers will collaborate in the fall of 2013 to disaggregate data from the state tests and will help to identify strengths and

weaknesses. Teachers will discuss the needs of the students and better align lessons with the common core standards. AIP/IRI's will be written for those students who are below proficient on the Benchmark test. Parent, Principal and teacher will collaborate and sign appropriate forms. Action Type: AIP/IRI Action Type: Alignment Action Type: Collaboration Action Type: Parental Engagement Action Type: Program Evaluation

Carolyn Harris, Assistant

Principal

Start: 07/01/2013 End:

06/30/2014


Outside

Consultants


Teachers

ACTION BUDGET: $

The school district will purchase math consumable books, measurement tools, manipulative, calculators, math based literature books, compasses, rulers, and base ten blocks to supplement our math program which will help build the knowledge and skill level necessary for improved student achievement. (Title I monies $6,000) Action Type: Alignment

Action Type: Technology Inclusion Action Type: Title I Schoolwide

Margaret Emberson, Math Coach

Start: 07/01/2013 End: 06/30/2014


Central Office

Outside

Consultants

Teaching Aids


$6000.00

ACTION BUDGET:

$6000

Parents will be given information in the student/parent communicator folder about weekly assignments given, help tips for homework and school news. This will encourage parent-student involvement with happenings at

school and success of their child in the classroom. Action Type: Collaboration Action Type: Parental Engagement


Start: 07/01/2013 End: 06/30/2014

Outside

Consultants

Teachers

ACTION BUDGET: $

A Curriculum Night will be held to inform parents of the Common Core Standards and the new math curriculum.

Teachers will inform parents of the procedures/rules and activities correlated with the Common Core Standards. Materials and supplies will be purchased to support the training with parent involvement monies. Action Type: Collaboration Action Type: Parental Engagement

Carolyn Harris,

Assistant Principal

Start: 07/01/2013

End: 06/30/2014

Teachers

Teaching Aids

Title Teachers

ACTION BUDGET: $

FORMATIVE EVALUATION: We will purchase Measures of Academic Progress/MAP to assess our students.(T-I monies of $5,000) The online MAP testing results will help


Start: 07/01/2013 End:


Teachers


$5000.00

us measure growth in individual students and enable teachers to focus on students who need extra help. Action Type: Alignment

Action Type: Collaboration Action Type: Equity Action Type: Program Evaluation Action Type: Title I Schoolwide

06/30/2014 Teaching Aids

Title Teachers

ACTION BUDGET:

$5000

The school district will encourage their highly qualified teachers to attend workshops/training related to their

math grade to enhance their knowledge and the success of their students (T-I monies $4,000). The school district will support the consortium which provides administrative and teacher professional development. (T-I monies $2,906) Teachers can purchase books to increase their knowledge related to their training. (T-I monies $300)Teachers in K-3rd grades will implement CGI. Teachers in 4-6th grades will implement Thinking Mathematically (a continuation of CGI for the upper grade). Monies from Title I for substitutes ($1,500/$328 - salary/benefits) will be provided for the professional development.

Action Type: Alignment Action Type: Collaboration Action Type: Professional Development Action Type: Title I Schoolwide


Start: 07/01/2013

End: 06/30/2014


Outside

Consultants

Teachers


$6906.00

Title I - Materials &

Supplies:

$300.00

Title I - Employee Salaries:

$1500.00

Title I - Employee Benefits:

$328.00

ACTION BUDGET:

$9034

Teachers will incorporate vocabulary cards/drills and vocabulary assessment to address multiple learning styles

through written, visual, auditory and real life objects/pictures. Vocabulary will be supported across the curriculum. Program Evaluation: CWT’s revealed that teachers are using the vocabulary in their lessons with student participation. Action Type: Alignment Action Type: Equity Action Type: Program Evaluation

Margaret Emberson,

Math Coach

Start: 07/01/2013

End: 06/30/2014

Teachers

Teaching Aids

ACTION BUDGET: $

Resource/Title I teacher will collaborate with classroom teachers to provide interventions or supplemental help for concepts being addressed when needed. Action Type: Collaboration Action Type: Special Education


Start: 07/01/2013 End: 06/30/2014

Teachers

Teaching Aids

Title Teachers

ACTION BUDGET: $

Total Budget: $

Intervention: SCHOOL IMPROVEMENT AND CLOSING THE ACHIEVEMENT GAP

Scientific Based Research: "50 Ways to Close the Achievement Gap (3rd Edition) 2009, Carolyn J. Downey, Betty E. Steffy, William K. Postan Jr, Fenwick W. English



The Hartford School District will purchase technologies for use in the district that help enable administrators and teachers to aid in increasing the achievement scores of its students and closing the achievement gap. These technologies will be used to ensure that the administration, faulty, and staff are teaching with high yield strategies to ensure that our students are ready for 21st century technology skills and student

achievement and ready for the future testing. Technologies to include but not limited to computers, computer applications, supplies, IPADs, interactive white boards.etc. These technologies could not be purchased without the help of the state/federal funding and would not be purchased if said money was not available. The data supports purchasing this equipment because of low scores in comprehension, information text readings, math skills needed to achieve their goals based on Benchmark, EOC, MAP tests and classroom assessments. The Needs Assessments shows that teachers are in need of technology to prepare students

for future testing from PARACC by learning skills that are necessary and the ability to use technology. Extensive research shows that the use of technologies in the classroom improve the skills students need to perform in the business and career world. These technologies will be used to support all testing, Accelerated Reader, Reading A-Z, Math strategies and applications to teach, reteach, and enrich math concepts. Students with IEPS tend to work and comprehend better by using tools that these monies will make available to them. These tools will help to

close the achievement gap between the All students and TAGG SPED group.(T-I $41,230)


Start: 07/01/2013 End: 06/30/2014


Outside Consultants

Teachers

Teaching Aids


$41264.00

ACTION BUDGET:

$41264

Action Type: Alignment Action Type: Special Education Action Type: Technology Inclusion

Students will use web based math sites and A+ program in the computer lab and classroom to practice and become more proficient in their math skills. Grades

2 & 3 will pilot Reflex math to improve math facts with starting and ending scores to reflect improvement. Action Type: Alignment Action Type: Technology Inclusion

Amanda McBride, Computer Aide

Start: 07/01/2013 End:

06/30/2014

Computers

Teachers

ACTION BUDGET: $

The Title I Math teacher/Coach will attend both the fall and spring Federal Coordinators meetings (AAFC) to

better assist the school in implementing the ACSIP. She will attend math coach's workshops and other workshops that will help teachers and students achieve their goals. Action Type: Professional Development

Margaret Emberson, Math

Coach

Start: 07/01/2013

End: 06/30/2014


Central Office

Outside Consultants

Title Teachers

ACTION BUDGET: $

The district will hire a highly qualified Math

Instructional Facilitator, Margaret Emberson, T-I FTE 0.7601, $35,000/$8,900) to help students improve their mathematical knowledge by using data and strategies to improve students growth and meet individual AMO's. Action Type: Alignment Action Type: Title I Schoolwide

Teresa Ragsdale,

Superintendent

Start:

07/01/2013 End: 06/30/2014

Central Office Title I - Employee Salaries:

$35000.00

Title I -

Employee Benefits:

$8900.00

ACTION BUDGET:

$43900

Teachers will provide to parents each student's progress during Parent/Teacher Conferences each semester.

Action Type: Collaboration Action Type: Parental Engagement


Start: 07/01/2013 End:

06/30/2014

District Staff

Performance

Assessments

Teachers

ACTION BUDGET: $

FORMATIVE EVALUATION: Regular classroom and special education student's math skills will be assessed with the Star Math and MAP program for areas of weakness and teachers will address deficiencies. SUMMATIVE EVALUATION: Annual review of students Benchmark scores, weaknesses and strengths will reveal if present programs are the best instructional choices for Math.


Start: 07/01/2013 End: 06/30/2014


District Staff


ACTION BUDGET: $

Action Type: Program Evaluation

Total Budget: $85164

Priority 3:

Hartford Elementary School shall promote student health and academic achievement by supporting quality nutrition and physical activity as part of the learning environment. The district recognizes that collaborating with parents, students, school personnel, health professionals, and community members is the most effective method of creating a healthy environment where children can learn about and adopt positive lifestyle habits that are essential for students to achieve their full potential, as well as lifelong good

health and well-being.

Supporting

Data:

1. HARTFORD ELEMENTARY MALES -2012-13, the BMI results indicated that 44.6% of males were at risk or overweight. -2011-12, the BMI results indicated that 37.3% of males were at risk or overweight. -2010-11, the BMI results indicated that 42.2% of males were at risk or overweight.

2. HARTFORD ELEMENTARY FEMALES -2012-13, BMI results indicated that 41% of females were at risk overweight. -2010-11, BMI results indicated that 34% of females were at risk or overweight. -2010-11, BMI results indicated that 34.2% of females were at risk or overweight.

3. The 2012-13 School Health Index results related that students do not receive more than 150 minutes of physical activity per week.

4. As related by the Arkansas Governor's Initiative Healthy Arkansas, 55.3% of Arkansans failed to meet recommendations

for moderate or vigorous activity. (http://www.arkansas.gov/ha/physical) 5. ATTENDANCE RATE: In 2013, the attendance rate was 94.61%. In 2012, the attendance rate was 94.45%. In 2011, the

attendance rate was 91.13%.

Goal In its efforts to improve the school nutrition environment, promote student health, and reduce childhood obesity, Hartford

Elementary will adhere to the Arkansas Rules Governing Nutrition and Physical Activity Standards in Arkansas Public Schools.

Benchmark Healthier BMI results will be evident by May 30, 2014. There will be a .5% difference in the 2013-14. BMI results indicating healthier lifestyles are being practiced.

Intervention: Hartford Elementary will encourage strategies and activities that encourage healthy lifestyles.

Scientific Based Research: "Childhood Obesity and Academic Outcomes" James B. Hunt Jr. Institute for Educational Leadership and Policy, Dec 2008. Lambdin, Doly, Erwin, Heather "School Wellness Policy Community Connections" Journal of Physical Education, Recreation, and Dance (JOPERD), v78 n6 p29-32, Aug 2007



Hartford School District has developed a District Wellness policy in collaboration with the district Nutrition and Physical

Activity Committee. Policies have been approved by the district school board. Policies include the five federal requirements: Goals for nutrition education, physical activity and other school-based activities, Nutrition guidelines,


Start: 07/01/2013

End: 06/30/2014

Administrative

Staff

Central Office

Community Leaders

District Staff

ACTION BUDGET:

$

Guidelines for reimbursable school meals, a Plan for measuring implementation of the local wellness policy will be established this school year and plans for Community

involvement. Action Type: Collaboration Action Type: Wellness

Outside Consultants

Hartford School District will: (1)provide support to schools to ensure successful implementation of the Wellness Policies; (2)provide resources and professional development to District

and School staff to improve the overall school wellness environment; and (3)will promote the health and physical activity curriculum and student health. Action Type: Professional Development Action Type: Wellness


Start: 07/01/2013 End:

06/30/2014

Administrative

Staff

Community

Leaders

District Staff

Teachers

ACTION BUDGET:

$

FORMATIVE EVALUATION: Hartford School District will ensure

each school provides a pleasant environment and monitors schedules and other factors which may interfere with students' access to health information, resources, and a healthy environment. The School Health Index (SHI) Modules will be used to evaluate district and school effectiveness. BMI, lunch counts and activities that deal with wellness will also be used as evaluation tools. Action Type: Equity Action Type: Program Evaluation Action Type: Wellness

Teresa Ragsdale,

Superintendent

Start:

07/01/2013 End: 06/30/2014

Administrative

Staff

Central Office

Community Leaders

District Staff

Teachers

ACTION BUDGET:

$

SUMMATIVE EVALUATION: The Wellness Committee decided that all of the activities in this intervention were performed, taught and beneficial to all students in the Elementary School. Actions will be continued in the 2013-14 school year. Action Type: Collaboration Action Type: Program Evaluation Action Type: Wellness


Start: 07/01/2013 End: 06/30/2014

District Staff

Teachers

ACTION BUDGET:

$

To encourage development and participation in family oriented, community-based physical activity programs. Action Type: Parental Engagement Action Type: Wellness


Start: 07/01/2013 End: 06/30/2014

Administrative

Staff

Community Leaders

Outside Consultants

ACTION BUDGET:

$

Faculty members will attend CPR and first aid training. Teresa Ragsdale, Start: District Staff

Action Type: Professional Development Action Type: Wellness

Superintendent 07/01/2013 End: 06/30/2014

Teachers ACTION BUDGET:

$

Encourage healthier eating habits by creating an inviting atmosphere with posters, menus and nutritional values of foods. Monthly menus are sent home with the students. Menus are also put in the paper and announced each morning. Hartford serves free breakfast and lunches. Action Type: Wellness

Bonnie Cravey, Food Manager

Start: 07/01/2013 End: 06/30/2014

District Staff

ACTION BUDGET:

$

The school nurse will continue with meetings to improve the School Health Index. School nurse will also conduct student Body Mass Index (BMI), Vision Screening, Hearing Screening and Scoliosis Screening. This will encourage a comprehensive system for a healthier staff, students and school environment.

Action Type: Alignment Action Type: Collaboration Action Type: Wellness

Marilyn Teague, School Nurse

Start: 07/01/2013 End: 06/30/2014

District Staff

Teachers

ACTION BUDGET:

$

Total Budget: $0

Planning Team

Classification Name Position Committee

Business Representative John Morgan Owner ACSIP

Classroom Teacher Dawn Hawkins 5th grade Literacy

Classroom Teacher Donna Woodhull 6th grade Literacy

Classroom Teacher Erica Cooper 1st grade Literacy

Classroom Teacher Erica Lovell 3rd grade Math

Classroom Teacher Gayle Hall GT teacher Literacy

Classroom Teacher Kim Chaney Kindergarten Literacy

Classroom Teacher Lauren Gann Resource Math

Classroom Teacher Leisa Williams Pre-K Literacy

Classroom Teacher Mandy Vanvekoven Kindergarten Math

Classroom Teacher Margaret Emberson Title I math/Math Coach ACSIP Chair/Math

Classroom Teacher Melissa Gilham 2nd Grade Math

Classroom Teacher Val Harp 2nd grade Literacy Chair

Classroom Teacher Wendy James 5th grade Math Chair

Community Representative Anna Lee Barnes Former school secretary Alumni

Community Representative Betty Barnes Postmaster Alumni

Community Representative Charlotte Strunk Foster Grandparent Rep. Alumni

Community Representative Frankie Clouatre Chief of Police ACSIP

District-Level Professional Teresa Ragsdale Superintendent ACSIP/Parent Involvement

Non-Classroom Professional Staff Angie Michael Bookkeeper/Treasurer ACSIP

Non-Classroom Professional Staff Carolyn Harris Counselor/Assistant Principal ACSIP/Parent Involvement

Non-Classroom Professional Staff Cynthia Hubbs Librarian Literacy

Non-Classroom Professional Staff Marilyn Teague School Nurse ACSIP/Wellness Chair

Parent Brenna Thompson Parent Alumni/Parent Involvement

Principal David Lee Principal ACSIP/Wellness/Parent Involvement

Documents

School · PDF fileSchool Plan HARTFORD ELEMENTARY ... achieving 40 lpm on the LNF task and 50 spm on the NWF David Lee, Principal Start: ... -providing additional practice through